NACADA Annual Conference 2008 Code 120 By Leaps and Bounds: Using Podcasts as Advising Tools for Health Professions Stud

1. NACADA Annual Conference 2008 Code 120By Leaps and Bounds: Using Podcasts as Advising Tools for Health Professions Students Presented by: Beverley Childress, Auburn University Krysta Diehl, Auburn University Melissa Moody, Illinois State University

2. What is Podcasting? Unique, simple way to publish content onto the Web Users connect to computer, log onto subscription service e.g. itunes Can play podcasts from computer or upload to ipod or MP3 player

3. Advantages of Podcasting Easily produced: minimal equipment, time, money or technical knowledge required Don’t have to be “perfect” Provides flexibility for students: can replay at their convenience jogging riding the bus walking to class after office hours

4. “On demand advising” “Advising-on-demand is a positive use of technology that allows a student sitting alone in the middle of the night to access important information,” Endres & Tisinger (2007).

5. Advantages for Student Assessing information immediately reduces student’s anxiety and makes them better prepared to meet with advisor. Remember to keep a balance in use of technology and personal contact with student. Carter (2007)

6. Why we began using podcasts Approximately 80% of students in the College of Science & Mathematics at Auburn University are Pre-Health (Pre-Medical, Pre-Dental, Pre-Optometry, Pre-Pharmacy, Pre-Physical Therapy) Professional programs are very competitive: provides a challenge for advisors to begin preparing them in freshman year Podcasting is just another information resource

7. The inspiration Attended several workshops last year at NACADA conference in Baltimore Knew nothing about podcasting and had limited technology experience Came back and presented ideas to Associate Dean and later with Director of Technology in our college and with other advisors

8. The launch Began in January of 2008 by producing 8 podcasts on general advising topics Saw how useful these could be in pre-health advising Produced podcasts for applicants for professional schools

9. Trial and error Tried different approaches until we found the one that worked for us Providing a written “script” seems easiest and goes more smoothly and quickly Flexibility: we often record at different times because of scheduling challenges

10. How it’s done Meet with an I.T. technician in a media room to record Leave a pause between segments for easier editing Usually ask 1 or 2 students to help Use a “conversation” format Technician sends me a copy to preview before he puts on AU itunes

11. “I Want to go to Medical School” Listen to a sample podcast The students who helped with this: Sarah: Fall’08 – is in her first year of medical school at Florida State University Steve: is applying to medical school for Fall ‘09

12. Using Podcasts in Pre-Health Advising Pre-Health Orientation class *offered to incoming freshman in the Fall *taught by the Pre-Health Director *provides an overview for health careers and explains the application process and requirements *podcasts help students assess their competiveness *helps them develop an action plan

13. Future Plans Developing a “sophomore seminar” for Pre-health students Assignment: choose a podcast, listen to it, and complete a worksheet Group advising session: evaluate and discuss the worksheet with students to provide a “reality check” and planning guide

14. Podcasting Interest Ignited “Short courses” offered through the Center For Teaching, Learning and Technology on the Illinois State campus. Recognizing our student needs and working to accommodate them in the way they seek and receive information.

15. Statistics say: In a report by Burst Media, a survey on media consumption by 18-24 year olds found that internet audio and video were two of the students’ top reasons for internet use. Total audience for podcasts has increased 58% in less than two years, according to research by the Pew Internet Project. Pilot study at University of Washington in 2006 showed that both students and faculty found podcasts to be very useful tools in the classroom.

16. First Phase of the Implementation Process • A meeting with the Associate Director of Technology to discuss the possibility of posting podcasts and the technology needed to do so. • A meeting with the Associate Director of Public Relations to get approval to post on our College website and determine in what fashion they should be posted. • Determined what topics to podcast and spoke with faculty, staff, and students needed to address these topics.

17. Second Phase of the Implementation Process • Who would manage the scheduling of the recordings? • Who would conduct the recordings? • Where would recordings take place?

18. Podcast Content Applicable to Prospective Students • Available programs • Admissions • Plans of study • Advising

19. Podcast Content Applicable to Current Nursing Students • Advising Process • Career fields/specializations in nursing • Student organizations and programs within the College

20. Final Step • POSTING! • Website redesign • ITunes U.

21. Podcasting Plans for the Future • ATI tests – progress tests • NCLEX and licensing process • PhD in nursing • Need for faculty and perks to serving in a Nursing faculty role • Course lectures available via podcasts

22. References • Lane, C. (2006). UW Podcasting: Evaluation of Year One. Retrieved 8/28/08 from Catalyst site: http://catalyst.washington.edu. • Lewin, J. (2007). Internet Media Is The Way To Reach College Students. Retrieved 8/28/08 from Podcasting News: www.podcastingnews.com.

23. References • Carter, J. (2007). Utilizing Technology in Academic Advising. Retrieved 6/10/08 from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Technology.htm#tech •  Endres, J. and Tisinger. D. (2007). Digital Distractions: College Students in the 21st Century. Retrieved 6/10/08 from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Digital-Distractions.htm

24. Case Studies • The following represent a variety of problems/issues presented by Pre-Health students • For each, start by thinking about the following questions and then we’ll discuss: • What are the main problems/issues? • What are the positive aspects of the situation? • How would you advise the student?

25. Case Study # 1 • Jen Daniel is a 21 yr old Physics major who has expressed an interest in becoming a doctor. She has a 3.98 GPA and earned a 33 on the MCAT. Unfortunately, she is very shy and spends much time studying alone. She has not found time to shadow doctors even though her Mom, a nurse, has provided some contacts. Her Mom is very supportive of her and Jen is afraid to tell her she doesn’t want this. Jen has come in for routine academic planning.

26. Case Study #2 • Thomas Ben Lama is a junior, majoring in Chemistry with a 3.5 cumulative GPA and 3.45 in BCPM. He has shadowed several dentists, has a good record of leadership and community service and glowing references. He was named the Presidential Scholar and received the Diversity Council’s Leadership Award in 2002 and a 2003 Leadership Award from Best Buy. In 2004, he pleaded guilty to a charge of DUI and involuntary manslaughter, after he was involved in a car accident in which a person was killed. He has stopped by to ask you about applying to dental school for the next admission cycle.

27. Case Study #3 • Tran Zhang is finishing his freshman year and wants to go to Pharmacy School. He’s a first generation college student and the hopes and dreams of his family are on him. He’s currently got a 2.30 GPA after completing 24 hours all in general education courses. He hasn’t had any pre-health advising because he wasn’t aware of it. He’s caring for his ill grandmother and working 25 hrs. per week. He made a D in a basic math course. After taking an assessment he’s been placed in algebra which is 3 courses away from Calculus which is required. He can’t begin taking pre-medical courses until he completes a higher math course and he’s coming in to ask what to do because he can’t afford to attend college for more than 4 years.