Using the Internet to Explore Higher Education Opportunities with Young Adults

Training Module

Riley Donelson Winter 2011

Table of Contents
1.0 Introduction..............................................................................................................................3 2.0 Lesson Plan: Literature Searching Workshop......................................................................3 2.1 Objective/ Outcome .............................................................................................................3 2.2 Skill........................................................................................................................................3 2.3 Target Audience...................................................................................................................3 2.4 Material needed ...................................................................................................................4 2.5. Program ...............................................................................................................................4 3.0 Evaluation/Conclusion ............................................................................................................7 4.0 Further Training......................................................................................................................7 5.0 Bibliography.............................................................................................................................7 Appendices......................................................................................................................................8

1.0 Introduction
When researching the information needs of young adults, I discovered that information about higher education opportunities is sought after. Young adults are creative, but not necessarily efficient searchers, and while they may be equipped to locate information, they may not be proficient with using information effectively to accomplish a specific purpose(Cahoy 13), a skill they will later need if they wish to pursue higher education. Young adults rely heavily on Google and, while they may feel satisfied with their results, they may not be adept at finding relevant, high quality information. Young adults are also learning how to compare information and use it effectively. This workshop will provide young adults the opportunity to look at higher education options available to them, investigate the online application process for schools and financial aid, and become more efficient information seekers.

2.0 Lesson Plan: Literature Searching Workshop

2.1 Objective/ Outcome
Students will be able to navigate the Internet effectively and efficiently to gather information that will help them formulate and achieve their goals for attaining higher education.

2.2 Skills
Students will be able to Locate, compare and evaluate higher education opportunities. Complete online applications for higher education programs and financial aid.

2.3 Target Audience

Young adults are capable of using technology creatively, but need to learn to become more effective users. Young adults are technologically resilient(Terrile 34), but often Many students turn to Google as their main source of information (Snowball, 112). They know how to use the Internet, especially for entertainment and social networking purposes, but they may not know strategies for locating information that is relevant to school or work. Young adults are at a stage of life in which they start exploring options for their futures beyond high school, and it is important that they find high quality information that will help them make educated decisions. In order to locate this information, they may need some instruction. Students are constructing their own ways of searching the Internet; it is up to us to introduce them to effective search methods in a manner that is understandable and readily applicable(Cahoy 14). Young adults have the ability to make searches and yield results from the Internet; they simply require guidance.

2.4 Materials needed

This workshop requires access to a computer lab with a computer for each student, a projector, copies of the workshop evaluation, and pens. Snacks are optional, but recommended.

2.5. Program 2.5.1 Introduction

To engage the students, the instructor will begin the workshop by asking the students to get in groups of three, and brainstorm five or more possible motivations for pursuing higher education. Continuing education past high school is becoming increasingly common, and many students are expected to do it simply because that is what is done in the United States. Also, it can be tempting to believe that other people think like us. This exercise will help the students realize that every person does not have the same goal, and that there are a variety of paths to take to reach these goals. Students will then have the opportunity to reflect on their own motivations, how these might vary from those of their parents, families and friends, and why they may or may not feel anxious when they plan for the future. After a few moments, the instructor will give students the opportunity to share their motivations or tentative plans for the future with the class. Not everyone has to share, but those who would like to are welcome to do so, which will help the students become more familiar and comfortable with one another. After this exercise, the instructor will briefly outline the steps students can take to attain their goals for higher education, and describe the skills they will develop in the workshop. The instructor will also remind the students that although they will be exploring numerous opportunities, they do not need to be overwhelmed. Discussion I address the Attention and Relevance concepts of Kellers ARCS model with the introductory activities. Students will be participating in a variety of activities including brainstorming in groups, reflecting on questions, and presenting. The instructor will demonstrate the relevance of the course by outlining the skills the students will acquire, and how these skills will help students pursue their various goals.

2.5.2 Body of the Lesson Skill 1: Locate, compare and evaluate higher education opportunities. Step 1. Lecture: the exploration process 2. Demonstration: sample resources 3. Class exercise: searching practice 4. Presentation: share results with group Task 1. Lecture: the exploration process The instructor will discuss the different motivations for pursuing higher education that the students suggested during the course introduction. The instructor will also provide statistics and facts about higher education. The instructor will provide a brief overview of the numerous opportunities for higher education after high school, including community colleges, certification courses, technical schools, and universities. Different types and sources of financial aid will be discussed. The instructor will discuss tips for finding high quality, relevant information. 2. Demonstration: sample resources The instructor will demonstrate ways to use search engines effectively to find information on education opportunities. The instructor will compare and contrast two or three different sites, including the web page of a university, an article rating schools in the area, and a site where the strengths and weaknesses of a university are discussed. 3. Class exercise: searching practice/scavenger hunt Students will be asked to find information about local, statewide, and global education opportunities. Students will be required to find a site for a community college, a technical school and a university in their state. Students will need to find information that discusses student population, housing, athletics, curriculum, and quality of instruction of the institutions they found in the previous search. 4. Presentation: share results with group Students will share the sites they found most interesting, helpful or relevant with their group. Students will compare the results gathered by the group, and pick the three they found the most interesting, helpful or relevant. A student representing the group will present these sites to the class. The instructor will provide feedback on the results presented by each group.

Skill 2: Preparing to complete applications for financial aid, scholarships and schools. Steps: 1. Demonstration: the application process 2. Class activity: gathering information 3. Class activity: presenting findings Tasks 1.Demonstration: the application process The instructor will outline a typical application process. The instructor will display resources with helpful tips and information on applications. 2. Class activity: gathering information Students will explore the sites suggested by the instructor. Students will be asked to find information on the application process for financial aid, a scholarship, and a school. In groups of three, the students will share with one another the sites they found helpful. They will discuss the level of quality and usefulness of each resource they found. Each group will write a list of steps a student should take to prepare to complete an application for either a school or type of financial aid. 3.Class presentation: presenting findings A representative from each group will share their list, and mention two or three sites they found helpful. The instructor will provide evaluative feedback on the content of each presentation. Discussion These lessons and activities will provide students with confidence in their ability to utilize the skills learned in the class. The workshop has been crafted so that students with any of the four learning styles outlined by McCarthy will have the opportunity to utilize their strengths. Why? learners will enjoy the brainstorming activity in the introductory exercise, and will appreciate that the instructor discusses the ways the workshop will be relevant to them, and will be glad to have the opportunity to share their own experiences. What? learners will enjoy the lecture that discusses facts and statistics on higher education, and will excel at comparing different resources they find in the search activities. How? learners will appreciate the opportunity to immediately try for themselves the search methods suggested by the instructor. They may also enjoy presenting. What if? learners will enjoy suggesting helpful sites to their group members, and will excel at developing a plan of action the class activity on preparing for applications. Every student should get the opportunity to improve their skills and utilize their strengths.

3.0 Evaluation/Conclusion
The instructor will provide feedback for each groups presentation, helping the students judge their understanding of the course objectives, and providing them with tools to measure the strength of their new skills. Feedback from the instructor will also help the students feel satisfied with their work, and encourage them to use what they have learned in the future. The instructor will also walk around the classroom during each exercise, monitoring the progress of the students, and offering assistance to anyone requiring it. At the end of the workshop, the instructor will review the course objectives, and help the students reflect of what they learned. The instructor will also encourage the students to stay behind if they have any questions. At the end of the workshop, the instructor will ask each student to fill out a questionnaire to help the development and improvement of the program.

4.0 Further Training

The instructor will suggest that the students visit the sites Student Aid on the Web, located on the Federal Aid site, and College Navigator, located on the National Center for Education Statistics site. These sites provide a number for resources for narrowing interests, exploring possible careers, applying for aid, completing college applications, and taking standardized tests.

5.0 Bibliography
Cahoy, Ellysa Stern. Will Your Students Be Ready for College? Connecting K12 and College Standards for Information Literacy. Knowledge Quest. 30 (2002): 12-15. College Navigator. National Center for Education Statistics. Web. 2/18/11. Jane Edwards and Pip Williams. The Role of Libraries in Helping Adolescents and Their Families Juggle the Demands of Work and Life. Aplis. 23.3 (2010): 84-89. Snowball, Clare. Teenagers Talking About Reading and Libraries. Australian Academic and Research Libraries. 39.2 (2008): 106-118. Student Aid on the Web. Federal Student Aid. Web. 2/18/11. Terrile, Vikki C. Technology for Every Teen in Your Library. Young Adult Library Services. 7.2 (2009): 33-36.

Appendix A Workshop Evaluation

What was the most useful part of this workshop?

What aspects of this workshop were the least useful?

Was too much or too little time spent discussing a certain topic?

Is there a topic we didnt address that would have been helpful to you?

How would you change about this workshop to make it more useful for future participants?

OBJECTIVES:To practice integrating a technology tool into a teaching environment To apply principles of learning and teaching to introduce a topic. To gain confidence in leading a workshop To be able to communcate to your peers the competencies needed for incoming students. Design a recorded presentation to explain to the group your project as set out in part 1 and 2. Within this presentation include: Describe your target group: their specific traits and information needs Include a slide with a rubric of the skills and competencies Outline how you would cater to this group in a training session The narrated presentation should be up to, but no longer than, 10 minutes.