Planning Document 3

Activities/Practices for Conceptual Timeline

• Music Ice-Breaker (favorite artist, why, who might also like them, who might not & why, how to negotiate the 2 different perspectives - helps discourse negotiation)
• Life Map
• Personal Inventory Activity (talents, strengths, weaknesses, personality, hobbies, etc.)
• 6 Step Word Identification (http://www.teacherweb.com/NJ/ParamusHighSchool/MrTabano/6StepVocabularyWordIdentificationProcess.doc)
• Prewriting Exercises (http://www.teacherweb.com/NJ/ParamusHighSchool/MrTabano/prewritingexercises.doc)
• Peer Editing with guided question sheets
• Goal Setting Activity (5 year future self narration)
• Professor Role Playing Activity (prepping for office hours meeting)
• Essential Questions Activities (creating large category questions for coursework)
• Writing Mode ID Activity (give argument, expository, etc. writing samples, ask them to describe each afterf reading, discuss features as a group)
• Daily Planner Practices
• Journaling Practices
• Logs
• Academic Internet Research & Search Terms Practices
• Citation Practices (works cited, bibliography)

Design Document 3

2010 EEO Summer Program – Conceptual Timeline

M 6/28
Introductions/Ice Breakers, Scheduling, Syllabi Sharing(?)
T 6/29
Technology Distribution & Training, Syllabi Sharing(?)
W 6/30
Personal Inventory Day
TH 7/1
Goal Setting & Academic Planning

M 7/5
Study Habits & Academic Awareness
T 7/6
Literacy Session 1
Content/Level Assessment/Sharing
W 7/7
Literacy Session 2
Awareness/
Comprehension/Sharing
TH 7/8
General Assignment Follow-up/Weekly Recap & Progress Check

M 7/12
Literacy Session 3
Assignment/Topic Expectations
T 7/13
Literacy Session 4
Sample Sharing & Group Consultation
W 7/14
Literacy Session 5
Peer Editing, Reviewing, & Assessing
TH 7/15
General Assignment Follow-up/Weekly Recap & Progress Check

M 7/19
Midpoint Review -
Analysis of Personal Progress, Strengths, Gaps, Challenges, etc.
T 7/20
Managing Growing Course Load & Comprehensive Learning Environment
W 7/21
Literacy Session 6
Review & Rehearsal of Previous Strategies
TH 7/22
General Assignment Follow-up/Weekly Recap & Progress Check

M 7/26
Goal Progress Report, Major Assignment Check
T 7/27
Literacy Session 7
Essential Question & Essential Idea Linkage
W 7/28
Literacy Session 8
Portfolio Inventory, Preparing Final Portfolio Product
TH 7/29
General Assignment Follow-up/Weekly Recap & Progress Check

M 8/2
Literacy Session 9
How to Address Summative Assessments
T 8/3
Literacy Session 10
Building & Analyzing Larger Documents
W 8/4
Open Forum for Concerns Issues for Final Stages
TH 8/5
Program Recap, Next Semester Planning, Technology & Portfolio Collection
2010 EEO Summer Program – Conceptual Timeline

Planning Document 2

As I indicated on the Google Doc in item #8, I have only been a part-time grad student here for less than a year and have only been inside 1 building (CAS) on the whole campus. So I was a bit limited in what brainstorming ideas I could offer. However, in terms of conceptual ideas, I would definitely lean towards smaller, non-classroom, WIFI accessible spaces. This would sort of rule out dorm/lobby areas I suppose, but I think that would cut down on distraction and enhance the intimacy and engagement of the group. I would also shy away from library space as well. I cannot say with any degree of certainty that this would be true for Kean's library, as I have only glanced inside its lobby, but I tend to believe that libraries are very "stiff" spaces that overexaggerate the focus on academic discourse. Not sure if that's just my take, but I tend to have nonconventional preferences...for example, if I were a facilitator, I would head straight for an outdoor gazebo for such a meeting in the summertime, but again that's just me.

Design Document 2

The Kean EEO Summer Program mentor responsibilities are to:

• meet, greet, and "interview" facilitator
• assess and hone facilitators' tutoring/collaborative and social interaction tendencies/skills
• create scripts for facilitators
• create and role play group activities with facilitators
• conduct formal observations of facilitators' work
• conduct post-observation interviews with facilitators
• create student individual files/portfolios with facilitators
• review student bios with facilitator
• log data (progress reports, attendance, meeting minutes, etc.)
• conduct idea sharing/feedback meetings with other mentors
• create itineraries with facilitators
• instruct facilitators on composition peer review sessions

The Kean EEO Summer Program facilitator responsibilities are to:

• create a graphic schedule for the length of the program
• create a time management chart for individual sessions
• categorize scripts for individual sessions
• categorize activities for individual sessions
• prepare attendance sheets
• consider and prepare diagnostic materails for individual students
• identify and prepare meeting area/"writing center"
• create and check individual files/portfolios for student work
• identify all communication outlets (emails of people to stay in close contact with)
• log reports of sessions
• meet with mentors and counselors for student assistance/progress reports
• prepare for emergency scenarios

Planning Document 1

EEO Summer Program Planning Documents

The documents needed to plan Kean University's EEO Summer Program are:

• rubrics to assess writing coaches' and students' progress
• surveys to generate feedback and progress data
• benchmark and subpar university writing samples as models
• database of number/names of students per course for grouping
• scripts for coaches to facilitate discussions
• collaborative/student-centered classroom research documents
• attendance sheets
• meeting minutes
• previous eeo summer program attendee feedback
• life map
• goal setting sheets
• collaborative environment do's/dont's/rules
• Kean University mission statement
• budget documents
• supplies list
  

Design Document 1

EEO Summer Program Objectives

The objectives of Kean University's EEO Summer Program are to:

• acclimate students to a collaborative/student-centered learning environment and its rules and expectations
• engage students in critical self-exploration and self-evaluation to elicit their own perception of their place in a university setting
• encourage each student to identify and track their progress toward a specific short-term academic goal
• encourage each student to identify and plan a specific long-term academic goal
• offer guidance and a strong sense of commitment to each student in realizing their acadcemic goals
• assist students in dealing with time management and scheduling issues that may cloud or interfere with their academic goals
• sharpen students' focus on instructor and course expectations as a way of fostering strong academic awareness beyond the classroom walls
• take inventory of and categorize students' behaviors and habits as a way of identify which may be appropriate and/or inappropriate for various settings
• help students to blend (not banish) thier personal/authentic language smoothly and comfortably with the language of the university
• create a sense of partnership while eliminating a sense of hierarchy between university students and their instructors