E-professionalism in Selling your CxC Brand Workshop
Description
The workshop had three objectives: discuss online professionalism, distinguish between two types of ePortfolios, and learn how to market skills. During this workshop the importance of having a professional presence on the web was covered, as well as the ways that an ePortfolio can be used while job-seeking. Two types of ePortfolios were discussed; learning and professional. Also covered was how to market experience efficiently and professionally in an online setting, especially the different ways to present the skills and experiences gained by being a communication consultant.
Reflection
This workshop was very helpful in understanding what an ePortfolio is and how it can compliment a traditional resume or CV. I was confused on the purpose of the CxC ePortfolio, as I felt it was not useful to professors or to future job prospects. The presenter's examples were particularly illuminating. I realized that if I were to use the platform to market my anthropology degree I could use the narrative style that was shown in the demonstration. Because I am marketing my psychology experience instead, I need to limit my personal narration while expounding on my research experience. However, taking cues from my personal statement, I can use a limited narration style that describes why I became interested in research and why I choose to be mentored by a specific professor.
The information presented in the workshop was helpful in that I now know that adding links to various supporting documents can be used because I was unsure of my choice to do that on my existing CV webpage. In the end, the workshop made me feel more confident in the CV I have had on my website for the last year.
In the future, I do plan to redesign the page to add in more information about my research journey and also to create a button to download the traditional CV in pdf form.
E-professionalism in Selling your CxC Brand Workshop
Description
The workshop had three objectives: discuss online professionalism, distinguish between two types of ePortfolios, and learn how to market skills. During this workshop the importance of having a professional presence on the web was covered, as well as the ways that an ePortfolio can be used while job-seeking. Two types of ePortfolios were discussed; learning and professional. Also covered was how to market experience efficiently and professionally in an online setting, especially the different ways to present the skills and experiences gained by being a communication consultant.
Reflection
This workshop was very helpful in understanding what an ePortfolio is and how it can compliment a traditional resume or CV. I was confused on the purpose of the CxC ePortfolio, as I felt it was not useful to professors or to future job prospects. The presenter's examples were particularly illuminating. I realized that if I were to use the platform to market my anthropology degree I could use the narrative style that was shown in the demonstration. Because I am marketing my psychology experience instead, I need to limit my personal narration while expounding on my research experience. However, taking cues from my personal statement, I can use a limited narration style that describes why I became interested in research and why I choose to be mentored by a specific professor.
The information presented in the workshop was helpful in that I now know that adding links to various supporting documents can be used because I was unsure of my choice to do that on my existing CV webpage. In the end, the workshop made me feel more confident in the CV I have had on my website for the last year.
In the future, I do plan to redesign the page to add in more information about my research journey and also to create a button to download the traditional CV in pdf form.
Becoming a Better Facilitator
Description
For this training exercise I read an essay by Jeff Brooks called, "Minimalist Tutoring: Making the Students do All the Work."
The message was that tutors should not focus on making papers better, instead they should facilitate the growth of the person being tutored. He argues that by concentrating on making a paper better, the tutor becomes little more than an editor.
Reflection
I think Jeff Brook's method is useful for communication consultants and for all educators. Communication consultants are not intended to be editors, but enthusiasm for helping can quickly become edits.
In my own consultations I found that I tended to blend an instructor / editor method, where I shared my knowledge of APA rules, with the facilitative approach, where I asked leading questions about paper content and listened. If I were to continue to be a communication consultant I would try to use more of the minimalist methods explained in the essay.
Research Methods II is a hard class and students are stressed. I got a lot of peers who asked directly "what should I do here?" Brook's answer of "I can't tell you that - it's your grade, not mine" would have been hard to give at first, but useful to both of us in the long run. Although the session would take longer if I had the student read the section of the paper they are working on, it would have definitely made them find many of their own errors, too.
If I am able to become a post-secondary educator, I think that it will be important to use the minimalist approach. It would allow me to naturally be more inclusive of diverse student backgrounds. Concentrating on content meaning rather than missing commas means that the student's ideas are valued instead of the student's mastery of formal English.
