Linking to the Mission & Program Outcomes

The mission of the MSHE program focuses on preparing graduates with the knowledge, skills, and experience for career placement, advancement, transition or advanced studies within higher education or related areas (non-profit organizations, government agencies, corporations, etc.). Program outcomes include graduating higher education leaders who are effective communicators (oral/written), analytical problem solvers, evaluators, researchers, data driving decision-makers, and competent in optimizing technology and leading/working with teams. To proactively fulfill the mission and program learning outcomes, the MSHE program developed an experiential curriculum to actively engage students in their courses through real-life problem-based learning. Assignments integrate Authentic Assessment and Student Generated Content into most MSHE courses. However, for the purpose of this proposal, just one course (EDHE 606 Higher Education Career Development) will be discussed in which students use Authentic Assessment and Student Generated Content assignments twice during the 10-week quarter.

Building Upon Backwards Design

Backwards design is utilized in developing all MSHE assignments. Therefore, each assignment begins with identify the desired results that link to the weekly objectives, course outcomes, and program outcomes. Next, rubrics are developed to determine acceptable evidence of learning. Lastly, the instructions and deliverables are developed in detail with faculty and practitioners in higher education who provide real-life scenarios that higher education administrators are challenged with today.

In EDHE 606: Higher Education Career Development students are engaged in two assignments that integrate Authentic Assessment and Student Generated Content: (I) Job Application with ePortfolio and Mock Interview, and (II) Presentation to the Board of Trustees.

I. Job Application with ePortfolio and Mock Interview

Students begin this assignment by identifying a real job posted in the Chronicle of Higher Education, higheredjobs.com or another job-related website/executive search firm that would be considered as their next professional career step upon graduation (e.g., new career placement, advancement, or transition). Once students have identified the position, they must apply for it by submitting a formal cover letter, resume, and professional biography along with an ePortfolio. These materials are sent in through the LMS; however, the must be all tailored toward the institution for which the student is applying. Upon receipts of the application, students are sent an email from the instructor stating they are one of three finalists for the position, but, due to the economy and budget cuts, they will have to participate in a “live” synchronous interview through Wimba Classroom (now Collaborate). They are told they will have to present to a search committee and develop a PowerPoint™ presentation including: (a) a self-introduction, (b) highlights of their professional skills and experience, and (c) why they are the best candidates for the job. Students must respond to the instructor’s email within 48 hours or they lose points on the assignment. During the actual mock interview, there are two to three search committee members: (1) the instructor, (2) a specialist within the area for which the student is applying, and (3) a career advisor from Drexel’s Steinbright Career Development Center when available. Students are required take on the role of a real applicant and the search committee is required to conduct general research on each institution so they can ask specific questions relating to the position. Each interview is archived and committee members complete an actual search committee evaluation they send to the instructor. Student must send a “thank you note” to all search committee members within 48 hours or they lose points. Within 72 hours students receive the completed search committee evaluations and constructive feedback on the submitted application and the interview. This authentic assessment assignment optimizes the generation of student content that can be used for actual job applications (e.g., letter, bio, resume, PPT). The archived interview along with the ePortfolio provides exceptional materials for a follow up assignment that includes self-evaluation and reflective practice.

Once the interviewing process is complete and students have received all returned materials, including the archived interview with evaluations, they are then assigned a two-page reflective paper in which they must evaluate their own materials using the search committee evaluation form. The self-evaluation includes watching the interview and identifying what they see as their strengths and areas they can build upon or enhance for future interviews. As part of the self-evaluation and reflective practice, students need to constructively compare the feedback from the search committee to their own evaluation prior to submission. For the two-page paper, students are to reflect on the entire interview process including the position for which they applied, the content they generated, the feedback provided from the search committee, their strengths and areas for development, and their overall professional growth from the assignment. It should be noted that each time EDHE 606 is taught, many students actually begin apply for various positions and several are often hired or receive promotions.

II. Presentation to the Board of Trustees

In EDHE 606 students are assigned to groups of two or three. Each group is informed that they work within the Division of Human Resources with one person being assigned the role of Vice President and the other(s) member is assigned as an Associate Vice President or Director. The group is told the University’s President would like the Division of Human Resources to present to the Board of Trustees at an upcoming meeting. The Division is to identify the top emerging human resource management issue that should be on the University’s radar screen. Each group is to identify an issue and then develop a PPT for the presentation. Note: No groups can have the same topics so groups submit their topics as soon as they identify it. The President shares with the group that the Board of Trustees has very limited time for the presentation due to a full agenda so each group must pre-record their presentation in Wimba/Collaborate in case the Board is unable to have them present in person. Each group is required to record a 5-7 minute PPT presentation on their human resource management issue and highlight the reason it is an important issue as well as identify best practices for addressing the issue proactively as an institution. Students record their Board presentations in Wimba/Collaborate in Week 4 of the 10-week quarter. They then receive a grade and feedback from the instructor. Each group is carefully critiqued on their overall presentation, greeting to the Board, introduction of each member of their group, and the quality and detail of the PPT presentation. Each group member has to present part of the presentation.

In the Week 8 Discussion Board, students are assigned to take on the role of the Board of Trustees. They are told they need to prepare for an upcoming Board meeting by going into Wimba/Collaborate and watching the archived presentations on critical human resource topics. For this Discussion Board assignment, there are two parts. Part I - Students must identify what they believe to be the top three most critical Human Resource issues for the University based on the presentations. Within their post, they have to share the rationale for the selection of each of the three issues and provide examples of why they selected the three. Part II – Students are told to go back and watch their own group presentation. For this post, students must include a reflect and identify three things their group did exceptionally well and three things they would modify or change based on having watched the presentations of their peers and then their own presentation. It should be noted that the combination of Authentic Assessment and Student Generated Content provides students with unique opportunities to apply and actualize the knowledge and skills they are gaining in their courses. This effective practice also provides opportunities for students to reflect on their own work and work of their peers.

The level of training and support students receive from their educational institution can greatly affect their success in their courses and programs. At Bay Path College, we strive to provide an encouraging and supportive environment for all of our students. When we began offering fully online programs, it was clear that a comprehensive, accessible support system would be needed for our students and faculty. This need led to the establishment of the Center for Distributed Learning (CDL), an integrated IT and academic support organization on campus. To best meet the needs of new online students, the CDL developed an interactive student orientation course that is required of all online learners. When students are well-prepared, they tend to be more satisfied with their online learning experience, which translates to better retention rates and higher levels of student success. The orientation is facilitated and highly interactive, providing students with practice in using the LMS as well as information about how to be successful in an online learning environment.

To ensure that the ongoing support needs of our students are continually met, the position of Online Student Support Coordinator was created. This individual serves as the facilitator for the orientation course, and also acts as the first point of contact on campus for all online student support needs, creating a partnership with students to help them achieve their academic goals. This individual provides a wealth of support services including assistance with LMS-related technology support, assisting those who are struggling with online learning, and monitoring students as they transition from the orientation to their online courses, proactively assisting students where needed. Students can also rely on the Online Student Support Coordinator to answer other questions about the institution and point students in the right direction when they need other types of assistance, such as financial aid or registration questions. This allows the student to primarily interface with a single person for their support needs rather than having to keep track of whom to call for what type of assistance.

The combination of the orientation program and the services provided by the Online Student Support Coordinator has proven to be a valuable resource for the CDL. Since the Fall 2007 semester, nearly 1600 students have completed the Orientation to Online Learning course. A recent survey showed that 89% of students felt that the orientation experience was helpful in preparing them for their first online course. Our faculty also report greater student preparation in their online courses than they noted before the Online Student Support Coordinator position was created. This allows faculty to focus on the content of their courses, knowing there is a resource in place for students who need technical or online learning assistance. Online students also feel more connected to the campus; knowing that there is a “live” person they can call who will assist them with any questions or concerns they have throughout their time at the College. This helps alleviate the feeling of isolation from the campus community that can occur when students do not live within a close proximity to the campus.

The Library & Learning Centers team of Rasmussen College is comprised of librarians and learning center coordinators at each of our 22 physical campus locations, in addition to an Online Librarian and two Learning Center Managers who provide support for our students using online resources and services (over 80% of our seats are online).  In Fall Quarter, 2010, the team came together and developed a collaborative schedule of 30+ webinars on a variety of library & learning center topics, including study skills, research, academic writing, and citation style.  Two team members were assigned to each webinar: one to develop content or secure a speaker on the topic; the other to manage the webinar room (Wimba software) and track participation in the live session and subsequent links to the archive.  By collaborating to develop a set of webinars, we eliminated duplication of workshops at the physical campuses and provided flexible opportunities for our students to participate.  Workshops were marketed via on-campus advertisements, online advertisements, Facebook updates, e-mail announcements, and online Course announcements uploaded via instructors.

Content in Fall and Winter Quarter followed a standard webinar format, typically consisting of a presentation (designed in PowerPoint and uploaded in the webinar room), supplemental handouts sent to participants via e-mail, and live lecture/discussion.  Several speakers made use of the interactive tools available in the webinar room, such as polling, to engage participants and adminster formative assessment.  In Summer Quarter, two team members piloted the use of break-out rooms to create a group-work setting: students were asked to bring their assignments to the groups for constructive criticism and improvement.  It was also our first attempt at requesting advance sign-up for the webinars; and while few students signed up (less than 40 for each), over 50% of those who signed up did particupate.

As we progress into Fall Quarter, we have organized Webinars into tracks (Computer Skills, Career Skills, Research, Learning Skills, New Students, Math, Writing, APA, Finance & Budgeting) in the hopes of simplifying marketing for our faculty and directing specific tracks to the students who need them the most.  Additionally, we are exploring newer technology, including LibCal, to provide a place where students can see the workshops offered and register at the same time.  These efforts, combined with peer review and development of webinar presentation skills will elevate our webinars to improve student engagement and, ultimately, learning.

 As Ellis (2001) noted, metacognition is simply thinking about thinking. Metacognition in practice can serve as, "the critical revisiting of the learning process" (Georghiades, 2004, p. 171). Critical reflection, as a form of metacognition, occurs when learners construct their own narratives based on learning experiences and professional practice. As applied to professional practices, approaches that support the examination of beliefs that emerge from these practices promote the development of more flexible and intentional approaches to effective teaching and learning (Sockman & Sharma, 2008).  

1. Social interaction – Students share their learning reflections in an open format. 

2. Developmental - The reverse chronological order of posts shows learning growth.  

3. Organization - Categories and tags allow students to classify their reflections. 

4. Autonomy - Students have ownership of their personal content management system.  

5. Reflective - Students consider which standards are being addressed and what key words best describe the post.  

6. Digital citizenship - Students practice using social media to enhance digital reputations (Chaplin, 2011).