Peter Cornish, Denise Bernier, Kristin Newman, Beth Robinson, Susan Pardy, & Jennifer Browne

1. Bridging the rural urban gap: A report on a grade 12 / university videoconference transition program Peter Cornish, Denise Bernier, Kristin Newman, Beth Robinson, Susan Pardy, & Jennifer Browne

2. Rationale for Study • Assumption: Rural students typically experience more difficulty adjusting to university and accessing university services • Question: Is it possible to provide a practical and effective orientation via videoconference?

3. Overview of Study • Purpose: To determine if a videoconference orientation program improves high school students’ knowledge of university programs, their career plan and themselves • Participants: Grade 12 students in two rural communities • Results: Increased self-reported knowledge of programs, improved career plans, but no change in general self-efficacy

4. Hypotheses • Students’ self-reported knowledge of the topics presented and services described will increase as a result of the program • Motivation for academic and career planning will increase • Self reported knowledge of career plans will increase • Self-efficacy will improve

5. Outline of Program • Collaborative project involving 4 departments (Counselling, Career, Advising, Student Success) • Students were provided with information and experiences via distance technology to assist in their planning for university • Career planning activities • Academic planning activities • Orientation activities

6. Session 1: Career Planning • Pre-session homework: learning/personality styles, values & interests • Videoconference: interpretation, career & counselling services description & video, questions

7. Career Planning: Pre-Session Homework Sample Follow the directions to complete the Interest Checklist, in order to identify your preferred Holland interest themes. 1) Circle the activities that sound appealing to you whether you have done them or not. Do not consider your skill, only your interest in the activity. 2) Review the categories and identify your first, second, and third most appealing themes. This is your Holland Code

8. Session 2: Academic Planning • Pre-session homework: on-line career search, education needs assessment, choose Memorial program of study • Videoconference: homework review, service description & video, questions

9. Academic Planning: Pre-Session Homework Sample Step 1: Career Options The Career Cruising website provides detailed information on an assortment of careers (e.g., job description, working conditions, earnings, education, career path, related jobs, and interviews with those in the field). Go to www.careercruising.com (username: memorialuni/ password: stjohns). Click on Explore Careers. Explore career possibilities relevant to each of your top three Holland Codes or Themes.

10. Session 3: Campus Orientation • Pre-session homework: Memorial website scavenger hunt, service needs assessment • Videoconference: homework review, service description & video, questions

11. Campus Orientation: Pre-Session Homework Sample • You can access ANSWERS, a division of Student Services, by going • to room UC- _____ in the University Centre or by going online to • www.mun.ca/ __________. • To help level three students enhance their leadership skills and • become more familiar with MUN, ANSWERS offers a program called • __. E. __. __., which is an acronym for __________ __________ • __________ __________.

12. Pilot Project Participants • Grade 12 • N=27 Twillingate & LABRADOR Port aux Basques St. John’s

13. Results – Career Planning • No significant difference in identification of a career plan, pre vs post • Reported motivation to engage in career planning increased significantly

14. Results: Academic Planning • Reported knowledge of academic training required for careers of interest increased significantly • Motivation to engage in more academic planning increased significantly

15. Results – Career & Academic Planning Knowledge of career plan (n.s.) Knowledge of training required Motivation for career planning Motivation for academic planning

16. Results: Knowledge of Student Services • Reported knowledge of all student services increased significantly Academic Advising ANSWERS Centre for Career Development Counselling Centre

17. Results: Self-Efficacy • No significant change in Self-Efficacy

18. Existing Sites Twillingate & LABRADOR Port aux Basques

19. Potential Future Sites Goose Bay St. Anthony Twillingate Bonne Bay Bonavista & LABRADOR Placentia Harbour Breton Port aux Basques

20. Relationship building with rural communities Rural Mental Health Interprofessional Training Project (www.mun.ca/rmhitp) • All health professionals in 8 rural communities • Goal: facilitate team-building around mental health services • 26 hours of video-conference training over 3 months

21. Transition Study Limitations Methodological • Self-report measures • Follow-up incomplete Program • Satellite expensive • Less expensive web-based program may be more efficient

22. Conclusions • Students reported both satisfaction and increased knowledge of services and the processes of career and academic planning • No change in actual career plans or general self-efficacy • Need follow-up • Alternate technologies may be needed

23. Acknowledgements • M - Counselling Centre predoctoral interns 2004-2007 (Karen Gilleta, Jackie Hesson, Kristin Newman, Susan Pardy, Denise Bernier, Beth Robinson) - Centre for Career Development staff - Answers staff - Academic Advising staff (Registrar’s Office) • Rural school counsellors & students