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Pati Kravetz Associate Director for Experiential Learning and Student Employment

Pati Kravetz Associate Director for Experiential Learning and Student Employment. DOSA Divisional Strategic Plan. Implementation of CMU GROW aligns with and supports the “ Enhancing Student Success and Educational Impact” initiative within the DOSA Divisional Strategic Plan.

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Pati Kravetz Associate Director for Experiential Learning and Student Employment

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  1. Pati Kravetz • Associate Director for Experiential Learning and Student Employment

  2. DOSA Divisional Strategic Plan • Implementation of CMU GROW aligns with and supports the “Enhancing Student Success and Educational Impact” initiative within the DOSA Divisional Strategic Plan. • “Across the division we are teaching students new skills, helping them to acquire new understanding, and supporting their developing sense of self and sense of purpose. We recognize and value the pivotal role that we are able to play in supporting student growth and in extending teaching and learning outside of the strictly academic context.” • .

  3. Agenda • Overview: Where are we today? • Overview of CMU GROW initiative • The Key Role of Supervisors: Leading the GROW conversation • Next Steps…

  4. Student Employment : where are we today? Some common perceptions of the purpose for student employment: • Institutional convenience • Remuneration for students Problems faced by some supervisors/departments: • High turnover • Difficulty recruiting • Poor engagement/performance What student employees want: • Opportunities for developing transferable skills • Preparation for the world of work • Competitive pay for work/position

  5. What is GROW ? • GROW (or Guided Reflection on Work) is a nationally recognized model that allows for brief, structured conversations between student staff and supervisors about the connections between work and academics • GROW was created by the University of Iowa in 2009 and more than 100 schools model with student staff on their campuses

  6. CMU GROW CMU GROW uses brief, structured conversations between student employees and their supervisors to help make the learning that is occurring through student employment more “visible” to the students. • The conversations focus on 4 key questions about what students are learning and how they are applying their learning. • The four questions provide a ”scaffold” to support reflection and learning transfer. • These conversations provide valuable practice for students to talk about the connection between work and academics.

  7. Goals of CMU GROW • To convert student employment into a high-impact practice by providing structured opportunities for students to reflect on, articulate, and integrate what they are learning • To facilitate small interventions that can have significant outcomes for undergraduate student • Students will reflect on transferable skills they have learned or developed on the job • Students will articulate transferable skills they have learned or developed on the job • Students will integratetransferable skills through connections between class and work Reflection Articulation Integration

  8. What is High Impact? • Kuh: Students are most successful in “seamless environments” where they can make connections between classroom and out of classroom experiences • High-impact activities are those that allow students to apply learning to real-life, to make connections, to reflect and to integrate learning. • Campus jobs can be high-impact for our students with some additional structure from us (supervisors).

  9. Supervisor Reflection Activity: “Connecting Work & Academics”

  10. GROW Instructions at a Glance

  11. ONBOARDING • The first intervention with students • Establishes the foundation for on-going conversations • Introduces Career Readiness Competencies (Student packet) • Complete Onboarding form with student

  12. CHECK-IN • The third intervention with students • Opportunity to touch base with students • Serves as a review of previous semester • Set learning goals for the upcoming semester

  13. GROW Conversations #1 and #2 • Brief students: Reminder Email (in packet) • Structured interventions lead by Supervisor • Guided by the 4 core questions. (Additional questions can also be asked) • Conversations can be 1:1 or small group (as many as 8 students) • An average conversation takes 15 minutes

  14. CMU GROW questions The conversations focus on 4 key questions about what students are learning and how they are applying their learning. • How is this job fitting in with your academics? • What are you learning here that’s helping you in school? • What are you learning in class that you can apply here at work? • Can you give me a couple of examples of things you’ve learned here that you think you’ll use in your chosen profession?

  15. Having the Conversations • Remind students this is a CMU GROWconversation and restate the purpose. • Use the four questions to guide the conversation. • Take notes (Note Template) to refer to during the next conversation. • Familiarize yourself with resources, included in your folder, in case students need referrals.

  16. Facilitating the Conversation Video

  17. Continuing the Conversation • Prompt students regarding the skills you have determined they should be learning. • Incorporate other questions in addition to the four. • Ask students to reflect on their experiences since your last conversation. • Mention at the end of the conversation that you will be discussing this again later in the semester.

  18. Making Referrals • When a student confides in you about a personal concern, this means they trust you. • As a supervisor, you don’t have to solve the problem for them, but just listen and connect them to a resource that can help. • Familiarize yourself with the list of resources in your folder.

  19. Anticipating Challenges • What challenges do you anticipate with incorporating CMU GROW into your work? • What strategies might you use to overcome these challenges?

  20. Next Steps…

  21. Resources • CPDC Website: https://www.cmu.edu/career/faculty-and-staff/on-campus-employment-for-staff/cmu-grow.html • Supervisor CMU GROW Packet • Student CMU GROW Packet • Career Readiness for the new College Graduate (NACE) http://www.naceweb.org/uploadedfiles/pages/knowledge/articles/career-readiness-fact-sheet.pdf

  22. “This job helped me learn a lot of soft skills that I wasn’t learning in class. In class I learn a lot of technical stuff but here I learned how to work with people and how to talk like a professional. Because of the work I’ve done here I was ready for every single question I was asked during my [post-graduation] interviews.” -Housing Desk Services Employee “I think my campus job taught me a lot that will be helpful in my future career choices. The skills that stand out to me is delegation, team management, and organizational skills in terms of planning.”-SLICE Student Employee • Thank You! “The job fits around my school schedule and helps me manage my time much better, I tend to get my academic work done more efficiently in order to make time for my job.”-Gelfand Center Student Employee “My work as a student employee has introduced me to new people on campus and academic resources I was not previously aware of.”-CPDC Student Employee

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