Coloring Everything

A precursor to what became my thesis capstone project, the Student Success Toolbox is a training module that I created in Articulate Rise that will help students develop agency in their academic experience. This training will encourage good habits for effective communication and familiarize students with their curriculum.  At the same time, the training will introduce students to basic organizational tools they can use to for academic planning, school, work, and life beyond college.  By completing this training, students will be able to direct their energy toward learning and not lose time scrambling for information when they are struggling to keep up.

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Learning Goal

Students will start their first semester with an understanding of their own role in their success as students.

Learning Objectives

1. Students will explore the Albert Degree Progress Report (and/or a program requirements spreadsheet given to them from their advisor) and create a “what-if” scenario to see what their four years of courses could look like.
2. Students will distinguish between what responsibilities fall on themselves versus when to go to their advisor for help.
3. Students will practice using basic technology tools to develop healthy organizational habits.

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Learner Group

Students will have learned details about our curriculum at information sessions (pre-matriculation), while reviewing our program website, and from their academic advisor over the summer leading up to orientation.

One challenge to reaching students is that they may think they already know what they need to know about being a student, having just completed high school!  They may believe the topic is boring or something they think they can figure out “later” if they need to.

To keep students motivated during this learning experience, I have incorporated several activities they are meant to complete during the training.

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Task Analysis

Describing Tasks

• Task I: Students will be tasked with finding their program requirements (in Albert and/or from their department or advisor) and committing to a method of tracking their progress each semester.
• Task II: Students will learn what an academic advisor can and will do and what they cannot and will not do; students will learn which responsibilities are their own (e.g., reviewing with their advisor the intended courses for registration, following through by registering for the agreed-upon classes, etc.)  and when the advisor can step in to help (e.g., redirecting if proposed course plan is not going to keep them on track, connecting the student to particular resources, etc.).
• Task III: Students will be introduced to basic technology tools that they are expected to know, but often do not know. They will use the following tools to create systems to support their academic success:
  • Email filters and labels
    • Create an email filter/label to highlight emails coming from the student’s advisor/advising office/academic department
  • NYU Calendar
    • Enter classes into the calendar as recurring events for the semester.
  • Google Drive – creating folders
    • Create folders in Drive for academic advising/planning and for the current semester with sub-folders for each course they’re taking
  • Google Sheets and Docs
    • Create a Google Sheet to list courses required, courses taking, courses completed
    • Create a Google Doc to keep a running list of questions for their advisor and to hold notes during/after advisor meetings.

Selecting Tasks

To be an independent student with strong problem-solving skills, knowing one’s program requirements is essential.  However, building a relationship with an advisor, regardless of how autonomous a student would like to be, has social and emotional benefits of increasing a student’s sense of belonging.  

While we might assume that students already know how to use email filters and other Google Apps, this training will bring all students to a baseline level of knowledge.  For those who already know how to maximize the Google Apps, the module will give them dedicated time to set up their organizational structure for the semester.

Sequencing tasks and task components

Students must understand the resources available to them.  First and foremost, they should know their intended academic path.  They can find their degree requirements in Albert and/or in a document provided by their advisor/department.  

After knowing where to find the academic requirements, the students should know who can help them if they need advice or help meeting those requirements; they must know who their advisor is and how to find them. Then, they need to understand what their responsibilities are, as a student, and what the advisor’s responsibilities–and limitations– are, as the advisor. 

Finally, they should understand technological tools that can help them stay organized and on track to succeed as students.

Analyzing tasks and content level

Task I: Students will be able to map out their required course sequence over eight semesters; they will be able to create a “what-if” scenario if they decide to add a minor.

Task II: Students will be shown hypothetical situations and be able to express when to ask for help from their advisor.

Task III: Students will:

• Create a label/ filter for incoming emails from their advisor and department so that important emails are highlighted within their inbox.
• Make a regularly occurring calendar event.
• Make a folder for each of their registered classes for their first semester to begin a filing system. 
• Create a spreadsheet or doc with useful resources available to them and how to find those resources (content will be provided)

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References

Brown, Abbie H., and Timothy D. Green. The Essentials of Instructional Design : Connecting Fundamental Principles with Process and Practice, Third Edition, Routledge, 2015. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/nyulibrary-ebooks/detail.action?docID=3569720.