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( by Dr. Kate Mangelsdorf) completed her PhD in Rhetoric and Composition in May 2018 from the University of Texas at El Paso (UTEP). At UTEP, she was Assistant Director of the University Writing Center and taught a variety of courses, including First-Year Composition, Technical Writing, Professional Writing and Writing Program Administration. Her research interests focus on writing program administration, community colleges, writing centers, and multilingualism. She joined Texas A&M University-San Antonio as an Assistant Professor of English in the Fall of 2018.
One of the major assignments I teach in my technical writing course is a job market portfolio. The job market portfolio includes a rhetorical analysis of a job ad. Then, students create a tailored resume and cover letter for the specific job. In addition to these documents, I also want students to practice the rhetorical skills necessary for preparing and engaging in a job interview.
The job interview portion of the job market portfolio has taken on various iterations over the years I have taught this course. A few years ago, I had students schedule individual mock interview appointments with me. As you can image, these took up a lot of time! After trying this approach for one semester, I realized that my students and I, both, did not have enough time to schedule individual mock interviews. I did not simply want to get rid of this assignment because, today, more and more interviews are being conducted online through various video conferencing platforms. I wanted to make sure my students were prepared for the demands they might face when on the job market. The following semester, I was assigned an online technical writing course, so this made me rethink the job interview assignment.
Since the technical writing course I taught was online, I asked students to record their job interview responses using their cell phones or other devices they had available to them. I provided students with different groups of questions and asked them to provide a response to one question in every group. This version of the assignment went well, but in the reflection of the assignment, many students discussed feeling somewhat awkward recording themselves. A lot of them felt like the experience did not simulate a real one.
When I started my first tenure-track position at Texas A&M University-San Antonio, I learned I was going to teach technical writing. During my new faculty orientation, someone from the Mays Center for Experiential Learning & Community Engagement provided us with information about the services they offer to faculty and students. One of the resources our institution has access to is Big Interview. This online program gives students the opportunity to practice their interview skills. The program offers sets of questions based on different job industries, but instructors also have the ability to include their own set of questions. Students in my course really enjoyed that an interviewer asked them the questions, and then, they provided responses. Students felt this a more realistic experience.
One of the biggest issues my students had while using Big Interview was the accessibility of the program. Like many online programs, students had login issues and difficulty navigating the interface of the program. More significantly, students could not use the program on their cell phones. As I’m preparing to teach technical writing again next semester, I’m debating whether or not to use Big Interview. I keep asking myself the following questions: Will students have access to the technology they need to use this program? If students don’t have access, will they have the time to use computers available to them on campus?
As I continue to develop assignments, I need to make sure I am mindful about access to resources and technology that are necessary for my students to successfully complete assignments.
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