Presence IFTA

2. Being Present Online 2 Northcentral University Fully Online University Unique One to one teaching model Teaching through engagement Students from around the world 50 States 17 Foreign Countries Internship placements around the world (over 1000) Marriage and family department about 1700 students. Of them, about 1200 are in a MA MFT- clinical program and at any given time over three hundred students are in clinical placements [practicum or internship].

3. Being Present Online 3 The Community of Inquiry Model Social Presence Cognitive Presence Teaching or Instructor Presence

4. Being Present Online 4 We than asked clinical faculty to reflect on their class room activities through the prism of presence. Question: How do you bridge the physical distance in a virtual setting? Follow- up Question: Is a synchronous meeting interchangeable with video feedback or has one more impact than the other? Question: How do you make students’ experience interesting? Question: How do you create meaningful connection between you and your students? Follow-up question: Is there a difference in this relationship with students very early in the program compared to students at the end of their program; e.g. supervision. Question: Do you think that establishing presence with your virtual student helps students to be engaged in the class room and therefore helps retention? Question: How can we make a difference in getting students connected?

5. • ”Intentional Space”: structured experience of • Social presence (e.g., small talk) • Cognitive presence (e.g., clear expectations) • Rapport building (e.g., modeling honest communication) • Relationship building online Presence during Supervision 5

6. • Establishing Therapeutic Alliance • Lead by Example • Set clear boundaries • Set clear expectations Clinical Work in a Virtual Environment 6

7. Questions

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How are we at NCU? Fully Online University Unique One to one teaching model Teaching through engagement Students from around the world 50 States 17 Foreign Countries Internship placements around the world (over 1000) Marriage and family department about 1700 students. Of them, about 1200 are in a MA MFT-clinical program and at any given time over three hundred students are in clinical placements [practicum or internship].
We used the following frame work to introduce study participants to the concept of presence. The Community of Inquiry Model This refers to three elements of presence that pertain to online learning environments all of which are interconnected and interactive. Social Presence: The activity of participants establishing a personal and emotional connection to the group, thereby presenting themselves as “real” people. There are three forms of social presence: 1: Affective - which involves the expression of feelings, emotions, and mood 2: Interactive –which refers to communicating, attending, understanding, and considering the responses of others 3: Cohesive – which refers to responses that serve to build and sustain a sense of connection to others and the motivation to commit to shared goals and objectives. Cognitive Presence: This relates to faculty and students being able to construct and confirm meaning through sustained dialogue. Cognitive presence can be demonstrated by introducing and sharing new knowledge. The value of the dialog will depend upon the clarity, accuracy, relevance, and applicability of the knowledge being shared. Teaching or Instructor Presence: This relates to the instructor actively interacting with learners, and establishing and maintaining a collaborative and supportive working relationship. Through shared interaction, the faculty serves as a model and a learning facilitator by providing learners with constructive critique and ongoing formative feedback, and opportunities to share their experiences and insights.
Questions: Bettina We than asked clinical faculty to reflect on their class room activities through the prism of presence. Question: How do you bridge the physical distance in a virtual setting? Try to utilize the first week to get to know something that is personal to a student; put in spreadsheet and follow-up throughout the course [baby not sleeping; ask questions in the course about baby]. Find word to describe what I am physically doing: You make me smile when I read that; my heart goes out to you –integrating physical presence in teaching I am smiling when I read this -even better with video tool- bringing my emotional state into feedback Loves synchronous contact, like joining with client Asking where students live and looking up some places nearby and talk about them Follow- up Question: Is a synchronous meeting interchangeable with video feedback or has one more impact than the other? Synchronous meetings are very helpful. So students can get to know faculty better. Written feedback is more easily interpreted wrongly Question: How do you make students’ experience interesting? Something that they can take home and think about and talk with others about Have you seen the movie or book; send Amazon screenshots Running list of interesting podcasts, share with student [match to their interests] Commons, if student would participate in Commons that would be interesting to them; participate in unique NCU culture [multicultural] Curriculum-utilize real discussion posts- creating more interaction Question: How do you create meaningful connection between you and your students? Supervision should be informal; students can eat or a dogs barking –understanding that there is life- creating connections Sharing personal experience from graduate school; I remember when this professor told me this one thing and that was really hard to hear =Relate to what students are going through in a way that is validating and normalizing Suggesting several solutions for a problem: letting them know that you will try to figure it out together conveys “I am in your corner” Student is giving video feedback on faculty video feedback Follow-up question: Is there a difference in this relationship with students very early in the program compared to students at the end of their program; e.g. supervision. Very different. First and third course; newness about content; different to newness when going in the clinical part Clinical supervision; first time that they experience a cohort experience and learn from each other; very powerful experience In smaller classes the peer interaction [e.g. exchanging e-mails happens organically], in bigger classes not so much. I start e-mail chains I suggest to student to please share e-mail addresses Question: Do you think that establishing presence with your virtual student helps students to be engaged in the class room and therefore helps retention? 1000 percent; all in agreement Presence might not prevent a student from leaving the program [other factors can influence this decision], but the brake up is more mutual and positive –reentry Question: How can we make a difference in getting students connected? Start a news feed; creating an outside classroom In our one to one environment it would be good to create peer learning- example discussion board
Clinical faculty in DMFS provide supervision in online environment. Faculty are not AAMFT approved supervisor (they are not signing paperwork for students), rather they provide theoretical support to the development of clinical skills. Two students’ experience: Clinical course Co-supervisor in a clinical course (doctoral student) Concept of “intentional space”, structured experience as helpful framework while designing online experiences (look for more lit support). Social presence, cognitive presence, teaching and instructor presence, and rapport need to be intentionally attended to and incorporated in the course design in order for them to occur. Example of a social presence: “small talk” with students asking how they are doing? What is happening in their lives? Human connection, we are “visiting” students’ homes every time we are in supervision. What challenges your students are facing? What is their physical reality? Example of Cognitive presence: clear expectations stated in the syllabus and clinical handbook. Example of Teaching or Instructor Presence: being on camera, modeling the interactional patterns. Example of rapport building: modeling honest communication Example of communication: Clear communication is mentioned as the first step towards establishing a better presence in an online environment. E.g., course structure in a clinical course, more fluidity than in a didactic course. Offering multiple communicational modes. Addressing barriers to participation and communication. Relationship-building: mixed research on the importance of relationship building and what it means in an online environment. From Learning Online: A dialogue among doctoral graduates and professor for improving learning Important: instructor accessibility. How do you listen to your students not only to yourself as a teacher? Relationship as a multidimensional concept (rapport building vs. clear instructions)
• The principles of teaching presence also apply to the therapist’s presence in an online session. • Establishing therapeutic alliance by: • Lead – by – Example: Address the organization of the session; go over technical requirements (do not assume that the client already have information); how do you show compassion; clear communication (be direct in asking missing information or asking client to redirect the camera to better assess non-verbal clues). • Set clear boundaries: do you provide sessions via Zoom, on the phone, via email. Be clear how these modalities might be helpful or what additional pitfalls they can bring to clients? • Sessions online does it mean that you are available 24/7?

Presence IFTA

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Presence IFTA

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