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

hdolive@bsc.edu

Kent Hamilton

Attorney/Graduate Student, MAEd/ESL Program, UAB

kdhamilt@uab.edu

Susan Olmstead-Wang

Author/Adjunct Professor, School of Education, UAB

olmstes@uab.edu

Kristi Shaw-Saleh

Assistant Professor, School of Education, UAB/Graduate Student, MAEd/ESL Program, UAB

phd2be@uab.edu