Here is a link to the Power Point presentation given to the test group on November 25th. I have removed the video of faculty/administrators as I did not seek their approval for posting online.
https://dl.dropboxusercontent.com/u/88135933/new%20faculty%20presentation%202013.pptx
ASSESSMENT
The test group consisted of four subjects, two female (one in 20s and one in 50s), and two males (one in 20s and one in 50s). All four are involved in higher education either coaching or teaching students or as administrators. None worked at my institution which was ideal because in a real situation the participants would be new to the institution.
All were sent materials about the college ahead of time and asked to bring questions to the session. All reported that having materials ahead of time was helpful and would suggest the same in future "real" sessions.
All were asked to pretend they were adjunct faculty members and to ask questions as though they were. Throughout the workshop, the subjects asked very helpful questions that I plan to address in future sessions.
In summative discussion (out of character), the group decided that the most helpful part of the session was the group activity (case scenarios) where they had to use the tools they learned to solve problems faculty typically encounter. The most helpful to me as a facilitator was their suggestion to leave all the web surfing (included in the power point) to the Academic Technologist portion of the orientation. I included it for this test run because the group did not have the benefit of the actual lab portion, however in hindsight it would have been better to leave it out since it would be covered in the "real" orientation during lab.
In the written evaluations, the four marked "strongly agree" or "agree" to all of the questions except, "Adequate time was provided for questions and discussion." This critique is useful to me and I will plan to make more time in subsequent sessions for this valuable interchange.
Also in the written evaluations they made comments that supported the discussion (above) stating that the most useful parts of the training were the materials provided (beforehand) and the case scenario discussions. The least useful to the group was the video of faculty and administrators (removed from the attached power point). In future, this would be better in a face2face interaction with the faculty/administrator present.
Personally, I have some things to work on such as not thinking out loud during my presentation because it becomes confusing to the audience. Also, I can't refer to something we'll "get to later" because it makes it sound unimportant and I may never get to it. An alternative would be to write down questions as they come up so that I make sure I "get back to them". I also need to be careful not to pack too much into the presentation because we reduce the time for the "good stuff" of learning transfer (case scenarios and Q&A).
This was a great experience and I believe I am on the right track for a "robust" orientation!
No comments:
Post a Comment