Helen R. Dolive Kent Hamilton Susan Olmstead-Wang Kristi Shaw-Saleh.
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Transcript of Helen R. Dolive Kent Hamilton Susan Olmstead-Wang Kristi Shaw-Saleh.
Helen R. DoliveKent Hamilton
Susan Olmstead-WangKristi Shaw-Saleh
Introduction: Rationale & Planning Overview
ImplementationEvaluation & Lessons LearnedTips & Resources for Developing Your Own Job Search Skills Clinic
Audience Questions
To Meet a Need: How did awareness of need emerge? How was it addressed?
To Provide Practical Training for SoE MAEd Students (International Track)
To Provide Service to the UAB Community
UAB MAEd/ESL focuses on:
interactive, communicative, learner-centered approaches for instruction & assessment at all levels, including graduate students & their students
use of technology: Skype® , flash-drive portfolio
“braving the messiness of emergent genius”*
*Olmstead-Wang 2012
Tailored to “educated perceptions” of linguistic & cross- cultural needs of users of EAL
Began aggregation of resources (Nov. to April)MAEd/ESL StudentsUAB Graduate School Professional Development International Scholar & Student Services (HRD)Career Services
Leveraged general “target range”Career Services rep. presented in EESL 657 classSurvey of available materials
Summarized answers from early registration materials; adjusted materials
Used exit evaluations to hone focus
EESL 657 - 5 focal settings of adult learners: Adult/community*Workplace*College/universityIntensive English programs (IEP)English as a foreign language (EFL)
Focused on spiraled-up workplace English (ENP, EMP)
Special opportunity to teach aural/oral skills for job search to UAB international students in a semester-end, day-long, language skills clinic
Brainstormed ideasAggregated knowledge & materialsDrew from & adapted community, internet &
published resourcesPaired-up by focal interests, developed &
clarified narrow focus for the one-day eventRe-convened as full class to create cohesion
of concept & implementation
Assessment Flash drive portfolios (detailed check list for semester-long
work included handouts & materials used for Job Search Skills Clinic)
Limited formative feedback on materials & PowerPoints FLIP video (technical limitations)
EnhancementCV entry sample:
Co-presenter, Session Topic: Prepare the Documents You Need for Job ApplicationsUniversity of Alabama at Birmingham, School of Education, Day-long Job Search Skills Clinic for International Students & Scholars, April 16, 2011[Project of EESL 657 Instructing & Assessing Speaking & Listening]
Career extensions: Leverage to various conference presentations, published
materials, additional workshops
Publicity (flyers, emails, personal invitations) including extensions of our ESL links to Smolian International House
UAB e-newsletter & master calendarWorkshop participants included:
UAB studentsCommunity program family/friends (e.g.,
spouses of BBVA Compass projects)Recent graduates Soon-to-be graduates
Conversation for its own sake “comments on what is perfectly obvious” studied by Bronislaw Malinowski (1923)
Bonding, managing personal distanceRelative power in an
interview—interviewer/intervieweeNew paradigms—some work groups are more
democratic & want to see interviewee give good ideas, be more than obsequious
Distinguished 1-3 different situations within interviewing sequence: first impressionwarm-up inside the actual interviewlunch or extended day conversation
Direct/indirect topicsCultural differencesGrice’s Maxim of Quantity (no more than
explicitly asked for)
Introductions by each participant, including nationality & field of study
Coffee breaks designed to help participants mix, mingle, & make contacts
Organizers & participants lunched together at a local restaurant in order to continue the flow of conversation in an informal setting
Discussion of resumé vs. CV: length & info. to include
Features & format of resumé: customizinguse of key wordscreating professional summary statementscreating employee objective statements
Resumé editing: spelling, grammar, punctuation, formatting, etc.
Participants encouraged beforehand to bring resumé to share. Advice offered on-site.
Interview season inside Higher Ed
10 tough interview questions
10 common interview questions
Illegal questions & how to handle them
Topics of Discussion Career research: knowing & understanding your
optionsSelf-assessment & self-discovery Tools for gathering information: what are the
advantages?Jargon, advice, & networkingResearching the job market: what does this
include?Creating a target list & organizing yourselfResumés, contacts, & follow-upsCareful social networking: being aware of the
“do’s and don’ts”Conducting informational interviews: why is this
so important?Interactive website activity Researching companies
Gave participants handout on suitable attire
Discussed etiquette & body language
Talked about importance of maintaining eye contact
Voice projection & rate of speech
Encouraged participants to be organized, detailed, positive, & confident throughout the interview process
Set up in two on-site faculty offices
Participants had an opportunity to go through the motions of a real Skype interview in a simulated setting
Helped participants become familiar with interviewing methods apart from the traditional face-to-face method
Content: less general: more language specific to student needs examples of pragmatics
Technology: rehearse set-up be prepared for computer malfunctions, power outages,
etc.Date:
set earlier in semester – too close to final exams earlier publicity
Interviews: extremely valuable for interviewees amount of time offer options: person-to-person vs. Skype simulate authentic interview: separate panel from
presenters to interview & provide feedback
CVs/Resumés:submit in advance – more productiveone-on-one feedback sessions
Balance:consider info. v. interactive – what’s most
important?take reading materials home
Lunch:self-pay worked wellgreat opportunities for small talk practice
Website Registration - avoid “hub & spoke structure” with one person (professor) conduit for all info.
More lead & final rehearsal time - 2 crucial classes canceled due to tornadoes
Start prep earlier the day of event - check computers & brew coffee for break
Set up Skype OR face-to-face interviews
OK … you’ve seen a potential need & want to do something to meet it:
What now?
STEP 1 – Determine exactly what the need isOur Case – We saw a need amongst
international students and scholars for assistance with improving English language communication competency in interview situations
Our Response – a one-day symposium focusing on job search skills with an emphasis on interviewing
STEP 2 – Reassess the need & narrow the scope of what you will try to accomplishOne thing that can lead to poor performance or
failure is not keeping the scope of what you are trying to do within reasonable, achievable bounds
Our Case – We limited our scope to what we determined to be the 4 most important aspects of a U.S. job search
STEP 3 – Sharpen your focusOur Case – We decided to produce 4 “mini”
seminars:
Topic 1: job application documents Topic 2: high-frequency interview
questions Topic 3: job research Topic 4: presenting yourself
(including socio-cultural aspects of interviews in American culture, etiquette & authentic interview practice)
STEP 4 – Define & gather your assetsFacilities & equipmentSources of materials & other supportHelp from inside/outside your institutionOur Case – Students & staff in our MAEd/ESL
graduate program, UAB ELI, UAB Graduate School, UAB International Scholar & Student Services
STEP 5 – Divide and conquer!DO NOT try to do everything yourselfGather your “crew” & delegate responsibilitiesOur Case – We formed “committees”
responsible for: - developing each “mini” seminar (4 separate
committees)- organizing facilities & equipment- setting up the interview practice sessions
STEP 6 – Weaving the tapestryCome together to share what each committee
has developedProvide feedback to all committees Repeat Steps 5 & 6 as many times as needed to
create the best possible end productOur Case – Our committees worked
independently but met together each week during dedicated time in class to discuss progress & provide /receive peer feedback
STEP 7 – Ready, set, GO!!!Give it your best shot! The show must go on …
STEP 8 – No, it’s not finished yet …You’ve done it! Now look back on the
experience, reflect on how it went, & figure out how you can improve before the next go around.
Please see our website for handouts, presentations & planning materials:
http://www.uab.edu/esl/teacher-resources/99-jobs-clinic
Additional ResourcesUAB Career & Professional Development Services:
http://www.uab.edu/careerservices/
Helen R. Dolive
International Student Advisor, Birmingham-Southern College/Graduate Student, MAEd/ESL Program, UAB
Kent Hamilton
Attorney/Graduate Student, MAEd/ESL Program, UAB
Susan Olmstead-Wang
Author/Adjunct Professor, School of Education, UAB
Kristi Shaw-Saleh
Assistant Professor, School of Education, UAB/Graduate Student, MAEd/ESL Program, UAB