Using Technology in Mentor Sessions
A project for ELP 507: Mentor Development, below is a project summary:
Description
In the course of my graduate studies, the social networking site, Twitter, was recommended to me as a source of professional information and networking. Skeptical at first, I found that the site was far more helpful than I had imagined. I found links to articles and websites relevant to my course work. I also made connections with influential people in my field, which have opened doors to me that I had not previously considered. I have been able to share my own perspective, while learning about cutting edge techniques in my field.
In the same way, I hope to connect students in my Sophomore Inquiry sessions to the benefits of the use of a social media sites like Twitter. I envision the experience requiring little time, but allowing for students to communicate efficiently with their peers and graduate mentor. Students can seek out topics of interest which they can apply to coursework. Students will be exposed not only to their peers’ perspectives, but those of people all around the world. Finally, students can access university resources and groups of which they may not have been aware.
Guiding Question
Can a social networking site such as Twitter help SINQ students to better communicate with, and experience firsthand the diverse perspectives of, faculty, mentors, peers, and even experts around the world?
Goal
Students will actively participate in forming an online community within the context of the social networking site, Twitter, in order to better communicate with, and experience the diverse perspectives of, faculty, mentors, and peers.
Process and Timeline
In the first two weeks, I will seek out articles regarding the various ways in which Twitter might be applied in an educational setting (i.e. An Educators Guide to Twitter on Livebinders). A Twitter site will be developed specifically for the SINQ course. In third week sessions, students will create a Twitter account (specifically for academic purposes and can be made private) and learn basic navigation tools. Each student will learn how to access Portland State resource pages, as well as to send a message to the mentor in the same format as a traditional “exit ticket.”
In the weeks following, students will pursue the regular session lessons, but they may share their thoughts, questions, or links to relevant websites with the Twitter group. They will write to the mentor at the end of each session, as an “exit ticket” (either shared with the community or sent directly to the mentor for confidentiality). They will be made aware that their posts may be used to report on the success of this project and/or in my e-portfolio (excluding confidential comments sent directly).
To see our Twitter page, follow the link below:
Description
In the course of my graduate studies, the social networking site, Twitter, was recommended to me as a source of professional information and networking. Skeptical at first, I found that the site was far more helpful than I had imagined. I found links to articles and websites relevant to my course work. I also made connections with influential people in my field, which have opened doors to me that I had not previously considered. I have been able to share my own perspective, while learning about cutting edge techniques in my field.
In the same way, I hope to connect students in my Sophomore Inquiry sessions to the benefits of the use of a social media sites like Twitter. I envision the experience requiring little time, but allowing for students to communicate efficiently with their peers and graduate mentor. Students can seek out topics of interest which they can apply to coursework. Students will be exposed not only to their peers’ perspectives, but those of people all around the world. Finally, students can access university resources and groups of which they may not have been aware.
Guiding Question
Can a social networking site such as Twitter help SINQ students to better communicate with, and experience firsthand the diverse perspectives of, faculty, mentors, peers, and even experts around the world?
Goal
Students will actively participate in forming an online community within the context of the social networking site, Twitter, in order to better communicate with, and experience the diverse perspectives of, faculty, mentors, and peers.
Process and Timeline
In the first two weeks, I will seek out articles regarding the various ways in which Twitter might be applied in an educational setting (i.e. An Educators Guide to Twitter on Livebinders). A Twitter site will be developed specifically for the SINQ course. In third week sessions, students will create a Twitter account (specifically for academic purposes and can be made private) and learn basic navigation tools. Each student will learn how to access Portland State resource pages, as well as to send a message to the mentor in the same format as a traditional “exit ticket.”
In the weeks following, students will pursue the regular session lessons, but they may share their thoughts, questions, or links to relevant websites with the Twitter group. They will write to the mentor at the end of each session, as an “exit ticket” (either shared with the community or sent directly to the mentor for confidentiality). They will be made aware that their posts may be used to report on the success of this project and/or in my e-portfolio (excluding confidential comments sent directly).
To see our Twitter page, follow the link below: