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Sloan C 2009 Meeting Students Where They Go Final


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Presentation with Joan Johnsen at SLoan-C 2009

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Sloan C 2009 Meeting Students Where They Go Final

  1. 1. Meeting Students Where They Go:Blended Student & Academic Support from Orientation to Graduation<br /> Presented @<br />The 15th Sloan Consortium International Conference on Online Learning<br />Lisa D’Adamo-Weinstein Joan Johnsen<br />Director of Academic Support Coordinator of Student Services<br />Lisa.D’<br />SUNY Empire State College<br />Northeast Center<br />
  2. 2. Conference Abstract<br /> Focusing on current theories and best practices in supporting student learning through technology, attendees will learn about our Angel Course Management System (CMS) group site and how they might implement a similar approach/design to enhance student services and learner support on their actual and virtual campuses. <br />
  3. 3. Agenda<br />So, Where Do They Go? & What do they Want?<br />Grounding Ourselves -Theoretically <br />Theory is Great, But Where’s The Practice?<br />
  4. 4. RESEARCH on Technology & Students Today<br />They have the technology <br />& they are using it, and…<br />98.5% have some type of computer<br />82.2% have personal LAPTOP computers (2008, in 2007 - 75%) <br />Average of 19.6 hours a week online for school, work and/or recreation. <br />69% &lt; 20hours <br />7.4% &gt; 40 hours<br />Community college students show significantly less time online – 14.8 hrs<br />More than 82% have used a Course Management System (CMS), with more than 46% saying that they have use a CMS many times every week<br />85.2% have interacted with at least one SNS - social network service (Facebook, Myspace, etc…). with Facebook being the predominate SNS. (2008, in 2007 -80%)<br />61% of respondents agree that IT within a course improved their learning<br />Over 40% said that they are more engaged in a course requiring IT<br /> How’d They & Who’d They? <br />27, 317 respondents – most “traditional” (under 25 years of age – 78.8%), <br />Attending 4yr institutions (87.8%) <br />Most full-time (84%) <br />Most public (74.8%)<br />32.2% at schools &gt; 15,000 students.<br />Sources: EDUCAUSE Applied Research Center (ECAR)<br />2008 Study of Undergraduate Students & Information Technology<br />2007 Study of Undergraduate Students & Information Technology<br />
  5. 5. RESEARCH on Student Engagement & Technology <br />“For both first-year and senior students, online learners were more likely than classroom-based learners to:<br /> • Be older, transfer, and first-generation students.<br /> • Very often participate in course activities that challenged them intellectually.<br /> • Very often participate in discussions that enhanced their understanding of different cultures.<br /> • Very often discuss topics of importance to their major.” (p. 16)<br />“Online courses seem to stimulate more intellectual challenge and educational gains. This suggests that integrating technology-enhanced courses into the curriculum for all students might have some salutary benefits.” (p. 16)<br />Use of technology can create more engagement & “deeper learning”.<br />SourcesNational Survey of Student Engagement (Promoting Engagment for All Students: The Imperitive to Look Within, 2008 Results)<br />
  6. 6. But, while most respondents like information technology (IT) as part of their learning…<br />Blending learning is the way to go…<br />Conclusion of the Executive Summary of the 2008 Educause Study<br />
  7. 7. So, students are online and on computers, they are more engaged when there is online learning, and they also want F2F interactions…<br />While, colleges are exploring, integrating and infusing technology into every aspect of the college experience, we need to be mindful that technology is not the only way that students today want to engage. <br />BUT, students expect to have technology be a part of their daily lives, so F2F is not the only way to engage students.<br />When we take this need for blending F2F with technology, many college professionals don’t have the time, support, resources, nor expertise to infuse their existing F2F programs and services with technology.<br />BUT, professionals in Academic Support and Student Services need to adapt the ways in which we deliver services in order to better enhance and engage students in their college experience using a blended approach to service delivery and resource access.<br />How can these complicated and somewhat conflicting needs/concerns be addressed?<br />
  8. 8. Technology Enhancing LearningWhat you should consider for academic support and student services…<br />BENEFITS to LEARNERS<br />BENEFITS to COLLEGE OVERALL & ACADEMIC SUPPORT/STUDENT SERVICES<br />BENEFITS to ACADEMIC SUPPORT/STUDENT SERVICES STAFF<br />Learning is flexible, accessible, and tailored to a variety of learning preferences. Students can explore, have choice, & engage/create using different modalities where and when they choose to access…<br />Beneficial in both face-2-face and technology enhanced mediums. One does not necessarily have to replace the other – center and college missions as well as learner needs drive the blended use of these learning engagements.<br />Maximize resources (human and time), training options open up, F2F interactions can take on depth when students come into a learning center or seek out student services having gone over the “basics” online – deeper conversations faster – high touch and high quality at the same time<br />
  9. 9. Successful Academic Support Programs & Student Services include…<br />* Proactive interventions,<br />* Supportive environments,<br />* Personalized support systems,<br />* Small group tutorials,<br />* Development of students’ basic learning skills,<br />* Teaching of study skills and learning strategies in the context of academic content courses,<br />* Opportunities to interact in informal settings and develop personal relationships with faculty, and <br />* Opportunities to experience success.<br />Adapted from: <br />Maxwell, M. (1997). Improving Student Learning Skills. Clearwater, FL: H&H Publishing.<br />Casazza, M. E. & Silverman, S. (1996). Learning Assistance and Developmental Education. San Francisco: Jossey-Bass.<br />
  10. 10. Theory is great, but where’s the practice???<br />
  11. 11. Empire State CollegeMission& Commitments<br />The Mission of Empire State College<br />Empire State College enables motivated adults, regardless of geography or life circumstance, to design a rigorous, individualized academic program and earn a college degree.<br />The Commitments of Empire State College<br />To support self-directed, intellectually curious learners who collaborate with faculty mentors.<br />To document, evaluate and award credit for an adult’s prior college-level life learning.<br />To offer each student an array of learning experiences through independent study, seminars, short-term residencies, and online courses.<br />To develop, implement and assess new approaches to learning that recognize the strengths and needs of adult learners.<br />To provide access to degree programs at multiple locations in New York state and abroad, and through the World Wide Web.<br />To expand degree opportunities for adult learners through partnerships with employers and unions, government agencies and the armed forces, and community organizations and educational institutions.<br />
  12. 12. CREATING PROGRAMS & SERVICESAcademic Support = Student Support<br />Merging college mission & goals with students’ needs & skills<br />regardless of geography or life circumstance – students can have access 24/7 - ANGEL is available to all NEC students as a community group<br />individualized, self-directed, curious learners – students self-select what they want or be directed to what they need<br />collaborate with faculty, professionals, and mentors in the creation, use, & assessment of resources<br />array of learning experiences – allows for multimedia, interaction, discussion, & enhancements to workshop content<br />new approaches to learning that recognize the strengths & needs of adult learners – can review at their own time & own pace, access to resources for unit students is enhanced, & access to self-assessments<br />
  13. 13. Northeast Center<br />Student/Staff Engagement Funnel<br />Prospects<br />Recruiters, Secretary to Recruitment, SSPs<br />Info Session Attendees<br />ALL mentors, PEs, Support Staff, & Recruiters<br />Applicants<br />Admissions & Recruiters<br />Accepted Students<br />Review Committee – Dean, SSP, DAS, Writing Mentor<br />Oriented<br />SSP, DAS, OCAR, Deans, Mentors<br />Enrolled<br />ALL<br />Concurred<br />DP<br />OCAR & Committee<br />Graduation<br />
  14. 14. From Orientation to Graduation…<br />Orientation<br />Enrollments<br />Pre-Graduation Concurred<br />DP<br />Graduation<br />
  15. 15. ANGEL Community Group - NEC<br />How it started… NEC Academic Support<br />Online repository of academic support workshop materials and student services information and website links<br />What it is now…<br />Comprehensive range of resources, weblinks, presentations, & discussion forums designed to support & enhance NEC students&apos; success<br />Utilized by students, staff, & faculty <br />What it is evolving into…<br />We’re not sure…<br />What we hope for is all of the above PLUS…<br />An interactive meeting place for students, faculty & staff <br />Creation of materials by students & faculty<br />
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  17. 17. The Good, the Bad, & The Ugly<br />The Good <br />Students have access 24/7 and are using it when and where they want<br />Faculty are using the site to support their work with students<br />Usage reports to determine how & who <br />Can more appropriately target resources based on demand, ask for feedback, & seek input for other areas of interest/need <br />The Bad<br />The ANGEL environment is password protected and some students think of it as only for online courses. Those students in online courses are comfortable, but others might not be.<br />Therefore, we are expanding into other formats but still linking to this password protected site<br />The Ugly <br />No instructional design support at the early stages<br />We didn’t start with template development & “retro-fitting” – consistency & ease of use – HARDER after the fact<br />Site maintenance is difficult without fulltime support – as we can<br />FUTURE – co-creation of materials with students, networking, peer-tutoring, & so much more…<br />
  18. 18. Moving Beyond CMS to More Means of Blending<br />Resource Repositories<br />Course Management Systems – ANGEL<br />Wiki spaces – Career Services, Non-traditional Student Week & AcademicEye<br />Interactive & Communication Systems<br />Smarthinking<br />Elluminate<br />Instant Messaging<br />YouTube & Facebook<br />Where we might go (exploring)…<br />Who knows? ;)<br />
  19. 19. Academic Support @ NEC<br />Helping You Connect the Pieces for Academic Success<br />Services & Resources<br />Learning Coaches & Content Tutors<br /><ul><li>One-to-one appointments in person or via phone, e-mail, Internet, etc.
  20. 20. Workshops (online & onsite)
  21. 21. Small group assistance (online & onsite)
  22. 22. Online Content Area Tutoring – Smarthinking (</li></ul>Online Support <br /><ul><li>ANGEL Community Group - NEC Academic Support
  23. 23. Log in with your MyESC Username & Password
  24. 24. A self-paced or credit-bearing study & resources -
  25. 25. On Facebook - NEC Academic Support & Student Services</li></li></ul><li>Northeast CenterLearning Coaches<br />What is a learning coach?A learning coach is someone who provides academic support to students in one-on-one or small group settings in all areas of the writing process and related study skills strategies including time management, organization, reading efficiency, developing a study plan, goal setting, critical thinking, library research skills, note-taking, and learning styles.<br />Sarah Spence-Staultersis located in Latham working with Schenectady & Latham/ Albany students.<br />Mary Sanders-Shartleis located in Saratoga working with Saratoga <br />& Queensbury students.<br />Kate Stockton is located in Latham working with Johnstown & Latham/Albany students <br />Her hours are: <br /> Mondays – 12pm-2pm<br /> Wednesdays – 3pm-6pm<br /> Thursdays 4pm-6pm<br />Her hours are: <br /> Mondays - 4:30pm-6:30pm<br /> Tuesdays - 4:30pm-8:00pm<br /> Thursdays - 4:30pm-8:00pm<br />Her hours are: <br /> Mondays - 4:45pm-7:45pm<br /> Wednesdays - 4:30pm-8:00pm <br />Fridays - 9am-11:30am<br />Contact Kate to make an appointment : <br />(518) 783-6203 ext 5992 or <br /><br />Contact Mary to make an appointment :<br />(518) 587-2100 ext 2827 or <br /><br />Contact Sarah to make an appointment : <br />(518) 783-6203 ext 5992 or <br /><br />Office of Academic Support<br />Dr. Lisa D’Adamo-Weinstein, Director<br />Northeast Center 21 British American Boulevard Latham, NY 12110<br />phone 518 783-6203 ext 5939  fax 518 783-6443 <br />Lisa.D’<br />For students studying in the Plattsburgh, you may contact any of the learning coaches to work at a distance via phone or computer, <br />or contact Lisa D’Adamo-Weinstein, Director of Academic Support to arrange for face-to-face support.<br />
  26. 26. What is Smarthinking?<br />Smarthinking is an online tutorial service that is available to students 24 hours a day, 7 days a week. <br /><br /><br />Some tutors/estructors are available for live tutorials 24 hours a day and others have set hours.<br />
  27. 27. WorkshopsF-2-F & Online<br />
  28. 28. Student Services@ NEC<br />Connecting and Supporting Your College Experience<br />FACE TO FACE<br />New Student Orientation<br /> All students receive booklet with presentations & other important information<br />Career Development Day<br /> Special event to explore current carreer opportunities and provide skills & resources<br /> Workshops, panel discussion, networking<br />Non TraditonalStudent Week(s) Events<br />Academic & Social events to celebrate with our students<br />ONLINE SUPPORT<br />ANGEL Community Group<br />On Facebook - NEC Academic Support & Student Services<br />MyESC- Empire State College&apos;s online student portal<br />
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  33. 33. Questions?<br />