CYCLE TWO REPORT
RESEARCH QUESTION:
How can the
· review of the data from Cycle One
· interviews with faculty, instructors, and students
· investigation of the characteristics of effective CTE (career and technical education) programs
refocus my approach in developing another workshop to the dental students, targeted to real current needs of students in order for them to obtain employment post-graduation?
· review of the data from Cycle One
· interviews with faculty, instructors, and students
· investigation of the characteristics of effective CTE (career and technical education) programs
refocus my approach in developing another workshop to the dental students, targeted to real current needs of students in order for them to obtain employment post-graduation?
PREDICTED OUTCOME:
The data collected in Cycle Two will refocus my efforts in presenting a new workshop, which will better meet student needs in obtaining employment.
ACTION TAKEN:
This cycle consisted of data evaluation of the survey results from Cycle One, as well as conversations with colleagues and students on campus from March 19-April 24, 2013.
EVIDENCE USED TO EVALUATE THE ACTION:
Survey Data Analysis
The day after completing the Prezi workshop on March 19th, I analyzed the student survey data collected from the SurveyMonkey survey. I copied the data from SurveyMonkey to a Microsoft Excel spreadsheet so that I could better view and analyze the collected data.
Most of the data collected from the multiple-choice questions was overwhelmingly positive. The data indicated that:
· 92% of the students found that the workshop content was “very” or “extremely” organized.
· 100% of the students felt that the workshop was “very or “extremely” useful.
· 82% of the students found it to be “very easy” to keep up with the rest of the class using weebly.com during the workshop.
One multiple-choice question indicated the least conclusive results. 58% percent of the students reported that they would like to learn more about other digital tools to advance their career. 33% answered “maybe,” while 8% answered that they are not interested.
“If you could request another workshop, what would it be?”
One in fifteen students requested more information on creating e-portfolios using weebly.com, one in fifteen students requested to learn about creating presentations with Prezi, one in fifteen students requested to learn about creating PowerPoint presentations for class assignments, and two in fifteen students requested to learn how to write a résumé. Ten out of fifteen students chose not to answer this question.
The day after completing the Prezi workshop on March 19th, I analyzed the student survey data collected from the SurveyMonkey survey. I copied the data from SurveyMonkey to a Microsoft Excel spreadsheet so that I could better view and analyze the collected data.
Most of the data collected from the multiple-choice questions was overwhelmingly positive. The data indicated that:
· 92% of the students found that the workshop content was “very” or “extremely” organized.
· 100% of the students felt that the workshop was “very or “extremely” useful.
· 82% of the students found it to be “very easy” to keep up with the rest of the class using weebly.com during the workshop.
One multiple-choice question indicated the least conclusive results. 58% percent of the students reported that they would like to learn more about other digital tools to advance their career. 33% answered “maybe,” while 8% answered that they are not interested.
“If you could request another workshop, what would it be?”
One in fifteen students requested more information on creating e-portfolios using weebly.com, one in fifteen students requested to learn about creating presentations with Prezi, one in fifteen students requested to learn about creating PowerPoint presentations for class assignments, and two in fifteen students requested to learn how to write a résumé. Ten out of fifteen students chose not to answer this question.
“How useful did you find this workshop?”
Two out of fifteen students found the workshop to be “extremely useful.” Ten out of fifteen students found the workshop to be “very useful.” Three out of fifteen students chose not to answer this question.
Two out of fifteen students found the workshop to be “extremely useful.” Ten out of fifteen students found the workshop to be “very useful.” Three out of fifteen students chose not to answer this question.
“How easy was it to keep up with the rest of the group during this workshop?”
Fifteen out of fifteen students indicated that it was “extremely easy” to understand the content of the workshop.
Fifteen out of fifteen students indicated that it was “extremely easy” to understand the content of the workshop.
“Would you like to know more about digital tools you can use to advance your career?”
Seven in fifteen students responded “yes,” one in fifteen students responded “no,” and four in fifteen students responded “maybe.” Three out of fifteen students chose not to answer this question.
Seven in fifteen students responded “yes,” one in fifteen students responded “no,” and four in fifteen students responded “maybe.” Three out of fifteen students chose not to answer this question.
Student Conversation, March 19
The day after the workshop, I asked two students to come see me in the Student Success Center after they finished class. The conversation was relaxed and informal. I let them know that I would not be using their names for my report, and that they could speak candidly with me.
The day after the workshop, I asked two students to come see me in the Student Success Center after they finished class. The conversation was relaxed and informal. I let them know that I would not be using their names for my report, and that they could speak candidly with me.
When I asked them to give me their opinions about career preparation at CCCP, they were very careful to tell me that they think Sandee is doing a great job already. I intuited from their reaction that they did not want to express any dissatisfaction with their experience with Sandee. I agreed with them about what a great job Sandee does, and amended my original question by asking them, “If we could have two Sandees on campus, what else would you like her share with you?” As soon as I asked that question, they were much more relaxed and candid in sharing their opinions.
The students shared that they would like to have more workshops on resume writing and interviewing skills. They explained that they had never been asked to write one before for any of their classes, and therefore had never written one. When I asked if these workshops should be required for all students if I were to present them, they resoundingly indicated that the workshops should be voluntary. They felt that the students who attended these workshops would take more away from the workshops if only those who were truly interested attended.
I brought up the idea of “Interview Fridays,” a regularly scheduled block of time scheduled on Fridays to conduct mock interviews with students who were interested. They were very receptive to this idea, and said that they would definitely take advantage of this opportunity if it were available to them.
The students shared that they would like to have more workshops on resume writing and interviewing skills. They explained that they had never been asked to write one before for any of their classes, and therefore had never written one. When I asked if these workshops should be required for all students if I were to present them, they resoundingly indicated that the workshops should be voluntary. They felt that the students who attended these workshops would take more away from the workshops if only those who were truly interested attended.
I brought up the idea of “Interview Fridays,” a regularly scheduled block of time scheduled on Fridays to conduct mock interviews with students who were interested. They were very receptive to this idea, and said that they would definitely take advantage of this opportunity if it were available to them.
Acting Dean Interview, March 25
A note to the reader: At this time, our Acting Dean is also acting as Executive Director on campus. Budget constraints have not allowed the funding for a dedicated, full-time Academic Dean position. Colleen (who hired me) is doing a great job of balancing both roles, but has indicated to me in private conversations that she is looking forward to hiring a full-time Academic Dean and focusing solely on acting as the Executive Director. Her background is in sales and management, and her skills would be better put to use if she could focus on the “ED” role.
After completing my first cycle, (and having a month in my position under my belt) I asked to discuss the educational goals of Carrington College California as an institution. Colleen explained that Carrington College California aims to offer high-quality, rigorous, blended college-preparatory and career-oriented instruction to produce strong results from our students. CCC programs lead to an industry certificate or degree and enable graduates to gain employment in a high-growth industry upon program completion.
CCC stresses that our instructors are talented and successful mid-career professionals whom we have asked to consider leaving their current positions to become CCC instructors. The instructors teach integrated academic, career, and technical content that enables students to better grasp material and that demonstrates connections to real-life career scenarios and choices.
Carrington’s specialized curricula are tailored to the needs of our students, regardless of their educational background, skill level, ethnicity, or cultural orientation. We are committed to keeping our curriculum, teaching methods, and equipment current to meet the needs of our students in being prepared for today’s workplaces.
Our curriculum emphasizes a hands-on, skills-based, and outcomes-based approach. In addition to the vocational skills required for career success, these core student-learning outcomes (SLOs) focus on:
· critical thinking
· information management
· technical literacy
· personal and professional development
· communication skills
· respect and responsibility
Our associate degree programs offer additional online courses focused on general education. Some courses offered online are in communication, mathematics, arts, computer skills, sociology, and psychology.
Carrington College California emphasizes student support. Our deans and managers have open-door policies and encourage students to visit us with any questions or concerns they may have. We take a very active role in ensuring their success in our programs by taking the time to get to know our students. We also watch their grades very closely and offer student support so that the students know that we take an active role in their education.
Career Services Manager Conversation
Sandee is our campus Career Services Manager. She goes out of her way to get to know the students as soon as they begin classes so that she can be familiar with their strengths and weaknesses when placing them in an externship site in their last term at Carrington.
Sandee has an excellent placement percentage in comparison to the other Career Services Managers on other campuses. She believes this has to do with her positive rapport with our students. She also attributes her success to her positive relationships with the externship sites where she places our graduating students.
Her goal is for the hiring managers at the externship sites to keep on the students after they have completed their required hours for class. Some of the externship sites require that the students submit resumes, but others do not. Therefore, she tends to work with students to develop resumes only if they are required.
Sandee is hoping that our campus budget will allow her to hire a full-time assistant so that she can have more time to offer workshops on interviewing skills and resume writing. She also wants to have more time to visit new externship site possibilities as our enrollment numbers continue to increase.
A note to the reader: At this time, our Acting Dean is also acting as Executive Director on campus. Budget constraints have not allowed the funding for a dedicated, full-time Academic Dean position. Colleen (who hired me) is doing a great job of balancing both roles, but has indicated to me in private conversations that she is looking forward to hiring a full-time Academic Dean and focusing solely on acting as the Executive Director. Her background is in sales and management, and her skills would be better put to use if she could focus on the “ED” role.
After completing my first cycle, (and having a month in my position under my belt) I asked to discuss the educational goals of Carrington College California as an institution. Colleen explained that Carrington College California aims to offer high-quality, rigorous, blended college-preparatory and career-oriented instruction to produce strong results from our students. CCC programs lead to an industry certificate or degree and enable graduates to gain employment in a high-growth industry upon program completion.
CCC stresses that our instructors are talented and successful mid-career professionals whom we have asked to consider leaving their current positions to become CCC instructors. The instructors teach integrated academic, career, and technical content that enables students to better grasp material and that demonstrates connections to real-life career scenarios and choices.
Carrington’s specialized curricula are tailored to the needs of our students, regardless of their educational background, skill level, ethnicity, or cultural orientation. We are committed to keeping our curriculum, teaching methods, and equipment current to meet the needs of our students in being prepared for today’s workplaces.
Our curriculum emphasizes a hands-on, skills-based, and outcomes-based approach. In addition to the vocational skills required for career success, these core student-learning outcomes (SLOs) focus on:
· critical thinking
· information management
· technical literacy
· personal and professional development
· communication skills
· respect and responsibility
Our associate degree programs offer additional online courses focused on general education. Some courses offered online are in communication, mathematics, arts, computer skills, sociology, and psychology.
Carrington College California emphasizes student support. Our deans and managers have open-door policies and encourage students to visit us with any questions or concerns they may have. We take a very active role in ensuring their success in our programs by taking the time to get to know our students. We also watch their grades very closely and offer student support so that the students know that we take an active role in their education.
Career Services Manager Conversation
Sandee is our campus Career Services Manager. She goes out of her way to get to know the students as soon as they begin classes so that she can be familiar with their strengths and weaknesses when placing them in an externship site in their last term at Carrington.
Sandee has an excellent placement percentage in comparison to the other Career Services Managers on other campuses. She believes this has to do with her positive rapport with our students. She also attributes her success to her positive relationships with the externship sites where she places our graduating students.
Her goal is for the hiring managers at the externship sites to keep on the students after they have completed their required hours for class. Some of the externship sites require that the students submit resumes, but others do not. Therefore, she tends to work with students to develop resumes only if they are required.
Sandee is hoping that our campus budget will allow her to hire a full-time assistant so that she can have more time to offer workshops on interviewing skills and resume writing. She also wants to have more time to visit new externship site possibilities as our enrollment numbers continue to increase.
EVALUATION/REFLECTION:
The data analysis of the survey from Cycle One and the conversations with students and staff led me to reconsider whether or not students would benefit from my workshop. I began to wonder if resume writing or cover letter writing would be more appropriate skills for the students to develop through a workshop.
This cycle also led me to the realization that I needed to learn more about career and technical education (CTE). I decided to do a bit of research on CTE and to write a brief literature review so that I could better understand the goals and history of my new career setting.
This cycle also led me to the realization that I needed to learn more about career and technical education (CTE). I decided to do a bit of research on CTE and to write a brief literature review so that I could better understand the goals and history of my new career setting.