Implementing Virtual Writing Accountability Sessions to Boost Research Fellows' Productivity During COVID-19

• In Event: Developing Postsecondary Career and Technical Education Scholars to Advance the Field: Projects and Training

Abstract

Summary. This presentation will discuss the development, implementation, and outcomes of virtual writing accountability sessions offered weekly to postsecondary CTE Research Fellows during the Covid-19 in-person restrictions.
Purposes. This presentation aims to outline the need, process, and benefits of offering virtual writing sessions to postsecondary CTE Research Fellows to boost productivity during the unprecedented campus shutdowns due to the Covid-19 pandemic. Group writing sessions have been shown to improve writing productivity (Maher, Fallucca, & Mulhern Halasz, 2013; Tyndall, Forbes, Avery, & Powell, 2019). Virtual writing sessions were offered in two-hour blocks four times per week beginning in May 2020. Sessions were developed and led by the research fellows program coordinator and open to current and past Fellows as well as program faculty. Session attendance was optional, and goals for each session were participant-directed. The purpose of the session offerings were to provide accountability, structure, and protected writing time.
Foundational Framework. This work is grounded in social capital theory, through which “trust, sharing knowledge, interdependence, collaboration, and structure” produce a level of productivity that would not otherwise be attained (Tyndall, Forbes, Avery, & Powell, 2019, p. 301).
Methods. This case study implements qualitative and quantitative data on the delivery and outcomes of the writing sessions. Quantitative and qualitative data were collected from writing session surveys, evaluations, and fellows’ reflections and quarterly reports.
Data Sources. Postsecondary CTE research fellows completed a survey prior to the program launch to establish the interest, broad goals, and best times/days for writing sessions. Writing session participants were invited to provide feedback via surveys. Additionally, participants provided reflections, and outcomes were reported in quarterly and final reports.
Results. Results of this work have been the improved momentum of writing project completion and “needle-moving” activities by both fellows and faculty that regularly attended weekly sessions. Additionally, two participants launched similar programs within their professional roles after participating in these sessions. Additionally, a specialized writing session was hosted that guided individual and small groups to collaborate and work on AERA proposal submissions, which can be replicated for other conferences.
Significance. As educational and training programs continue to face uncertainty in in-person program delivery due to the Covid-19 pandemic, evidence-based solutions to support completion continue to be paramount to program success. The dissemination of this program case study will be of benefit to graduate programs and research fellowships both within and beyond postsecondary CTE, as well as their students/participants who could benefit from their program’s adoption of similar measures to support their efforts in an online or hybrid model. Fletcher and Gordon (2017) noted a decline in postsecondary CTE graduate programs, which increases the importance of the success of current and future program participants and students is essential for the future of the field of postsecondary CTE.

Author

• Jordan Dolfi, North Carolina State University