EXAMINATION OF THE DESIGN AND DEVELOPMENT OF AN INTERNET 
BASED INFORMATION FORUM CREATED AS A RESULT OF INTERACTIONS
BETWEEN A SUBJECT MATTER EXPERT AND AN EDUCATIONAL
TECHNOLOGY CANDIDATE
by
Alice Bicudo
Submitted In Partial Fulfillment ofthe Requirements for the Degree of
MASTER OF SCIENCE
in
EDUCATION
Endorsement in Computer Educational Technology
YOUNGSTOWN STATE UNIVERSITY
August, 2003
EXAMINATION OF THE DESIGN AND DEVELOPMENT OF AN INTERNET 
BASED INFORMATION FORUM CREATED AS A RESULT OF INTERACTIONS
BETWEEN A SUBJECT MATTER EXPERT AND AN EDUCATIONAL
TECHNOLOGY CANDIDATE
by
Alice Bicudo
Submitted In Partial Fulfillment ofthe Requirements for the Degree of
MASTER OF SCIENCE
in
EDUCATION
Endorsement in Computer Educational Technology
YOUNGSTOWN STATE UNIVERSITY
August, 2003
Alice Bicudo
EXAMINATION OF THE DESIGN AND DEVELOPMENT OF AN INTERNET 
BASED INFORMATION FORUM CREATED AS THE RESULT OF
INTERACTIONS BETWEEN A SUBJECT MATTER EXPERT AND AN
EDUCATIONAL TECHNOLOGY CANDIDATE
Alice Bicudo
I hereby release this thesis to the public. I understand that this thesis will be made
available from the OhioLINK ETD Center and the Maag Library Circulation Desk for
public access. I also authorize the University or other individuals to make copies ofthis
thesis as needed for scholarly research.
Signature:
Approvals:
Alice Bicudo, Student Date
Date
Date
Date
Alice Bicudo
EXAMINATION OF THE DESIGN AND DEVELOPMENT OF AN INTERNET 
BASED INFORMATION FORUM CREATED AS THE RESULT OF
INTERACTIONS BETWEEN A SUBJECT MATTER EXPERT AND AN
EDUCATIONAL TECHNOLOGY CANDIDATE
Alice Bicudo
I hereby release this thesis to the public. I understand that this thesis will be made
available from the OhioLINK ETD Center and the Maag Library Circulation Desk for
public access. I also authorize the University or other individuals to make copies ofthis
thesis as needed for scholarly research.
Signature:
Approvals:
Alice Bicudo, Student Date
Date
Date
Date
Alice Bicudo
ABSTRACT
The following analysis describes the graduate candidate's experience as a
designer of technology applications, when collaborating with a subject
matter eXPert (SME). The application in question involved the design ofa
descriptive website for the program Clinical Practice to education
administration graduate candidates at a midwestern university. The
analysis begins with an acknowledgment ofthe mentors that motivated the
graduate candidate in the identification ofone's educationalphilosophy. In
chapter one, the graduate candidate starts with an introduction to the thesis
in terms of the nature of the capstone project itself, followed by a
description ofthe Bridge Clinical Program with a backgroundanalysis, and
the professional background of those involved in the website's project.
Chapter two consists ofa literature review about the website and other
technological applications when seen under the guidelines ofinstructional
design and visual literacy. In chapter three the graduate candidate
discusses the procedures or steps taken in the creation of the website.
Finally, in chapter four the graduate candidate describes the content and
the technology features used on the website's pages in addition to a
conclusion regarding the lessons learnedwhile creating the website.
III
Alice Bicudo
ABSTRACT
The following analysis describes the graduate candidate's experience as a
designer of technology applications, when collaborating with a subject
matter eXPert (SME). The application in question involved the design ofa
descriptive website for the program Clinical Practice to education
administration graduate candidates at a midwestern university. The
analysis begins with an acknowledgment ofthe mentors that motivated the
graduate candidate in the identification ofone's educationalphilosophy. In
chapter one, the graduate candidate starts with an introduction to the thesis
in terms of the nature of the capstone project itself, followed by a
description ofthe Bridge Clinical Program with a backgroundanalysis, and
the professional background of those involved in the website's project.
Chapter two consists ofa literature review about the website and other
technological applications when seen under the guidelines ofinstructional
design and visual literacy. In chapter three the graduate candidate
discusses the procedures or steps taken in the creation of the website.
Finally, in chapter four the graduate candidate describes the content and
the technology features used on the website's pages in addition to a
conclusion regarding the lessons learnedwhile creating the website.
III
To my children, Tina and Sofia, whose future depended on
my professional success. To my parents, for their love and
constant support. To my mentors, who encouraged and
motivated me to become the best educator I could be.
IV
Alice Bicudo
To my children, Tina and Sofia, whose future depended on
my professional success. To my parents, for their love and
constant support. To my mentors, who encouraged and
motivated me to become the best educator I could be.
IV
Alice Bicudo
Alice Bicudo
CONTENTS
Table ofFigures vi
AKNOWLEDGMENTS VII
My Mentors vii
Dr. Richard McEwing Ph.D viii
Dr. Susan deBlois Ph.D x
Dr. Renee Eggers Ph.D xi
Thank you xii
CHAPTER I INTRODUCTION AND BACKGROUND 1
The Bridge Clinical Program 2
Website Project 2
Project Description 2
Project Analysis 3
Website Designer 6
Resources and Other Considerations 6
CBAP'fERn LITERATURE REVIEW 8
CHAPTER In PROCEDURE 13
CHAPTER IV WEBSITE DESIGN AND CONTENT 19
Lessons Learned 24
References 26
APPENDIX A 27
APPENDIX B ILLUSTRATIONS 30
APPENDIX C 42
v
Alice Bicudo
CONTENTS
Table ofFigures vi
AKNOWLEDGMENTS VII
My Mentors vii
Dr. Richard McEwing Ph.D viii
Dr. Susan deBlois Ph.D x
Dr. Renee Eggers Ph.D xi
Thank you xii
CHAPTER I INTRODUCTION AND BACKGROUND 1
The Bridge Clinical Program 2
Website Project 2
Project Description 2
Project Analysis 3
Website Designer 6
Resources and Other Considerations 6
CBAP'fERn LITERATURE REVIEW 8
CHAPTER In PROCEDURE 13
CHAPTER IV WEBSITE DESIGN AND CONTENT 19
Lessons Learned 24
References 26
APPENDIX A 27
APPENDIX B ILLUSTRATIONS 30
APPENDIX C 42
v
Alice Bicudo
Table ofFigures
Figure 1 30
Figure 2 31
Figure 3 32
Figure 4 33
Figure 5 34
Figure 6 35
Figure 7 36
Figure 8 37
Figure 9 38
Figure 10 39
Figure 11 40
Figure 12 41
VI
Alice Bicudo
Table ofFigures
Figure 1 30
Figure 2 31
Figure 3 32
Figure 4 33
Figure 5 34
Figure 6 35
Figure 7 36
Figure 8 37
Figure 9 38
Figure 10 39
Figure 11 40
Figure 12 41
VI
Alice Bicudo
AKNOWLEDGMENTS
My Mentors
In this part I will discuss the impact ofthree important people who, as
Youngstown State University professors, helped me become an educator in the
United States. Dr. Richard McEwing, who taught my first class in education
Introduction to Education, Dr. Susan deBlois, who taught Education andSociety,
and Dr. Renee Eggers, who taught most ofthe Educational Technology courses.
In orderto truly understand the full impact my mentors had and have in
my educational career, I must first discuss my personal educational background
prior to deciding on becoming a teacher. I first began studying education because
I wanted to be a Spanish teacher. I am a Portuguese woman who grew up in the
Azores islands and had no experience or knowledge regarding other educational
systems beside the one I grew up in. In addition, my mother was a teacher in the
Azores, and all my life I was connected and involved with our educational
system. For me, to learn another system was, at times, a bit daunting. I wondered
whether or not I would ever be able to deal with the variety ofconceptual
meanings about schools, politics, students' heterogeneous backgrounds, and other
issues that are at the core ofthe educational system in the United States. Yet, I
wanted to be a teacher, and I felt that it did not matter which language or country I
would be teaching in. However, and in spite ofall my fears, I was able to become
a Spanish teacher, and I am truly happy that I am teaching in this country's
educational system. Still, I couldn't have done this alone; it took exceptional
Vll
Alice Bicudo
AKNOWLEDGMENTS
My Mentors
In this part I will discuss the impact ofthree important people who, as
Youngstown State University professors, helped me become an educator in the
United States. Dr. Richard McEwing, who taught my first class in education
Introduction to Education, Dr. Susan deBlois, who taught Education andSociety,
and Dr. Renee Eggers, who taught most ofthe Educational Technology courses.
In orderto truly understand the full impact my mentors had and have in
my educational career, I must first discuss my personal educational background
prior to deciding on becoming a teacher. I first began studying education because
I wanted to be a Spanish teacher. I am a Portuguese woman who grew up in the
Azores islands and had no experience or knowledge regarding other educational
systems beside the one I grew up in. In addition, my mother was a teacher in the
Azores, and all my life I was connected and involved with our educational
system. For me, to learn another system was, at times, a bit daunting. I wondered
whether or not I would ever be able to deal with the variety ofconceptual
meanings about schools, politics, students' heterogeneous backgrounds, and other
issues that are at the core ofthe educational system in the United States. Yet, I
wanted to be a teacher, and I felt that it did not matter which language or country I
would be teaching in. However, and in spite ofall my fears, I was able to become
a Spanish teacher, and I am truly happy that I am teaching in this country's
educational system. Still, I couldn't have done this alone; it took exceptional
Vll
Alice Bicudo
mentors to guide me and make me reflect about myselfand what my role would
be as an educator in the United States. My mentors gave me the motivation and
the courage to learn more in order to became the best educator I could be. I will
forever remember and reflect on all the lessons they taught me.
Dr. RichardMcEwing Ph.D.
At the onset ofmy educational career, I took a class called Introduction to
Education given by Dr. Richard McEwing. I believe that I made my decision to
become an educator during this class. Dr. McEwing explored all ofhis students'
talents, abilities and made us all reflect upon how, as future teachers, we would
impact those wetaught. I would like to describe the small, yet meaningful
exercises given in Dr. McEwing's class that permitted this introspective
reflection; however, I decided that I would be cheating others from experiencing
this phenomenon themselves. Still, I want to explain what his lessons gave me. In
this class, I learned about this country's educational history and its corresponding
philosophies, which were concepts that I knew very little about. Understanding
these concepts established a sense ofdirection and the basis for my own
educational philosophy. In addition, Dr. McEwing brought to my attention my
ability to motivate others and my potential, as an educator, to create exciting
learning opportunities for students. Furthermore, I was exposed to a variety of
readings and movies, which described the multitude ofmethods and philosophies
present in the American educational system. At the end ofmy class, I wrote in my
Vlll
Alice Bicudo
mentors to guide me and make me reflect about myselfand what my role would
be as an educator in the United States. My mentors gave me the motivation and
the courage to learn more in order to became the best educator I could be. I will
forever remember and reflect on all the lessons they taught me.
Dr. RichardMcEwing Ph.D.
At the onset ofmy educational career, I took a class called Introduction to
Education given by Dr. Richard McEwing. I believe that I made my decision to
become an educator during this class. Dr. McEwing explored all ofhis students'
talents, abilities and made us all reflect upon how, as future teachers, we would
impact those wetaught. I would like to describe the small, yet meaningful
exercises given in Dr. McEwing's class that permitted this introspective
reflection; however, I decided that I would be cheating others from experiencing
this phenomenon themselves. Still, I want to explain what his lessons gave me. In
this class, I learned about this country's educational history and its corresponding
philosophies, which were concepts that I knew very little about. Understanding
these concepts established a sense ofdirection and the basis for my own
educational philosophy. In addition, Dr. McEwing brought to my attention my
ability to motivate others and my potential, as an educator, to create exciting
learning opportunities for students. Furthermore, I was exposed to a variety of
readings and movies, which described the multitude ofmethods and philosophies
present in the American educational system. At the end ofmy class, I wrote in my
Vlll
Alice Bicudo
journal, (a class assignment) a narrative about what I had learned. Below is an
excerpt ofone ofmy journal entries:
"EDUCATION501 "The Awakening"
I am gladthatI attendedthis course; itdefinitely enlightenedme.... I now have an
idea ofhow schools are governedin the United States, andI was able to see the specific
struggles that reformists went through to see change happen; the one that impressedme
most was the work ofHorace Mann; ithelpedenhance myprevious beliefthat change is
possible whenyouputyourselfout there. I now have an idea ofthe importance ofthe
hidden curriculum. I also now realize the politicalimplications ofthe teaching
profession, which saddens me; itdefinitelyputs a different spin into my thoughts".
Concluding, I nowfeel different about the teachingprofession but notabout
teaching itself. I am now betterpreparedto dealwith the different aspects ofthe
profession. When I am ready tofinda job, I will now have my own criteria about what
type ofschoolI am willing to work in; itwilldependgreatly onwhat kindofphilosophy
they adopt, andmost importantly, it really doesn't have to be afinancially rich school,
but it must be insteadrich in ideas andopen-mindedpeople. I now have better tools to
survive in myprofession. I am excitedabout teaching, butfeel that there are areas that I
wouldlike my teaching education tofocus more,' thefuture willtell how my upper
division courses willprepare me. Ifallmy courses can teach me as much as this one has,
I will be in goodshape toface myprofession andmy students. "
IX
Alice Bicudo
journal, (a class assignment) a narrative about what I had learned. Below is an
excerpt ofone ofmy journal entries:
"EDUCATION501 "The Awakening"
I am gladthatI attendedthis course; itdefinitely enlightenedme.... I now have an
idea ofhow schools are governedin the United States, andI was able to see the specific
struggles that reformists went through to see change happen; the one that impressedme
most was the work ofHorace Mann; ithelpedenhance myprevious beliefthat change is
possible whenyouputyourselfout there. I now have an idea ofthe importance ofthe
hidden curriculum. I also now realize the politicalimplications ofthe teaching
profession, which saddens me; itdefinitelyputs a different spin into my thoughts".
Concluding, I nowfeel different about the teachingprofession but notabout
teaching itself. I am now betterpreparedto dealwith the different aspects ofthe
profession. When I am ready tofinda job, I will now have my own criteria about what
type ofschoolI am willing to work in; itwilldependgreatly onwhat kindofphilosophy
they adopt, andmost importantly, it really doesn't have to be afinancially rich school,
but it must be insteadrich in ideas andopen-mindedpeople. I now have better tools to
survive in myprofession. I am excitedabout teaching, butfeel that there are areas that I
wouldlike my teaching education tofocus more,' thefuture willtell how my upper
division courses willprepare me. Ifallmy courses can teach me as much as this one has,
I will be in goodshape toface myprofession andmy students. "
IX
Alice Bicudo
Dr. Susan deBlois Ph.D.
During my undergraduate degree, I took another magnificent class called
Education andSociety that was taught by Dr. Susan deBlois~ this course further expanded
my philosophical ideas, particularly in terms ofthe political and societal implications in
the United States' educational systems. This class was an "eye opener" to the present
dilemmas in the American school system and our society. Itrenewed in me my sense of
children's true wlnerability, and the need to become a child advocate. One had "no way
out" when dealing with mind provoking issues. Topics like child abuse, juveniles tried as
adults, and many others left students engaged in debate to the point that when class was
over discussions were still happening. Furthermore, we watched, interpreted, and
discussed movies; for instance, American History X; American Beauty, and others, which
were representatives ofthe inadequacies in this country's society, and the important roles
played by educators and others, in these movies, who made a difference in the live's of
those they touched. In addition, books like A KindandJust Parent by William Ayers and
A ChildCalledIt by David Peltzer created and opened doors for lively and interesting
discussions. I carried with me the thoughts ofmy classmates and ofthe classroom guest
speakers who brought unique perspectives on issues that directly or indirectly affect our
present educational system.
x
Alice Bicudo
Dr. Susan deBlois Ph.D.
During my undergraduate degree, I took another magnificent class called
Education andSociety that was taught by Dr. Susan deBlois~ this course further expanded
my philosophical ideas, particularly in terms ofthe political and societal implications in
the United States' educational systems. This class was an "eye opener" to the present
dilemmas in the American school system and our society. Itrenewed in me my sense of
children's true wlnerability, and the need to become a child advocate. One had "no way
out" when dealing with mind provoking issues. Topics like child abuse, juveniles tried as
adults, and many others left students engaged in debate to the point that when class was
over discussions were still happening. Furthermore, we watched, interpreted, and
discussed movies; for instance, American History X; American Beauty, and others, which
were representatives ofthe inadequacies in this country's society, and the important roles
played by educators and others, in these movies, who made a difference in the live's of
those they touched. In addition, books like A KindandJust Parent by William Ayers and
A ChildCalledIt by David Peltzer created and opened doors for lively and interesting
discussions. I carried with me the thoughts ofmy classmates and ofthe classroom guest
speakers who brought unique perspectives on issues that directly or indirectly affect our
present educational system.
x
Alice Bicudo
Dr. Renee Eggers Ph.D.
Another important educator was Dr. Renee Eggers. Dr. Eggers gave me the
opportunity and the motivation to learn about educational technology and how to
incorporate technology within learning environments. It was this course that later brought
me to my masters program in the field ofeducational technology. This class gave the last
"combination number" orthe "key" necessary to truly apply and expand upon my
concepts on educational philosophy and my approach to different methodologies for
creating meaningful learning opportunities. During this class, I created my first webquest,
and I remember being truly amazed and excited at the moment when I formed my first
"hyperlink."
At the onset ofthis course, we were given an assignment that involved describing
what we thought about computers in the classroom. Below are some excerpts taken from
my reflections:
'The idea ofhavingevery classroom inAmerica with a computer ateach deskfor
each student is a dream that all those in educationfields should try to accomplish. I
consider myselfto be one ofthose computer lovers who doesn't quite know how she gets
anywhere but keeps on trying to understandmore. I wouldlike to be one ofthose teachers
who teaches not only in regular classrooms, but also in virtual ones. I want myclassroom
to be a hands-on learning center. Myfield ofwork is Spanish, andthere are incredible
possibilities to make a lesson more interestingandeasier with the help ofthe computer.
Computers in the classroom will only enhance the curriculum because more can be taught
andlearnedin less time, andmost ofall, fun andlearning cango handandhand. It's
xi
Alice Bicudo
Dr. Renee Eggers Ph.D.
Another important educator was Dr. Renee Eggers. Dr. Eggers gave me the
opportunity and the motivation to learn about educational technology and how to
incorporate technology within learning environments. It was this course that later brought
me to my masters program in the field ofeducational technology. This class gave the last
"combination number" orthe "key" necessary to truly apply and expand upon my
concepts on educational philosophy and my approach to different methodologies for
creating meaningful learning opportunities. During this class, I created my first webquest,
and I remember being truly amazed and excited at the moment when I formed my first
"hyperlink."
At the onset ofthis course, we were given an assignment that involved describing
what we thought about computers in the classroom. Below are some excerpts taken from
my reflections:
'The idea ofhavingevery classroom inAmerica with a computer ateach deskfor
each student is a dream that all those in educationfields should try to accomplish. I
consider myselfto be one ofthose computer lovers who doesn't quite know how she gets
anywhere but keeps on trying to understandmore. I wouldlike to be one ofthose teachers
who teaches not only in regular classrooms, but also in virtual ones. I want myclassroom
to be a hands-on learning center. Myfield ofwork is Spanish, andthere are incredible
possibilities to make a lesson more interestingandeasier with the help ofthe computer.
Computers in the classroom will only enhance the curriculum because more can be taught
andlearnedin less time, andmost ofall, fun andlearning cango handandhand. It's
xi
Alice Bicudo
CHAPTER I
INTRODUCTION AND BACKGROUND
The graduate candidate would like to begin by saying that throughout graduate
school a true enjoyment occurred with the experience oflearning the field ofeducational
technology; this field has allowed the graduate candidate to apply problem solving
techniques, critical thinking abilities, and creative skills to really make an impact in a
variety oflearning environments. Furthermore, the graduate candidate enjoyed the
ability to use an array ofmultimedia tools to enhance learning for all types ofeducational
environments, which included creating webquests, software, and websites. However, at
this point the graduate candidate would like to focus on the last component ofthis
graduate candidate's education, which is a capstone project done in the form ofa case
study in which the graduate candidate assumes the role ofan educational technologist in a
real world experience with a thesis written about the experience.
At the onset ofthis experience, the graduate candidate felt the realization that
comes at a point in one's life in which discoveries are made about what strengths and
weaknesses one has, and the discovery to accept one's own limitations. The graduate
candidate discovered areas in which work must be done to improve oneselfand areas in
which one feels quite able to do what is required ofan Educational Technologist. Thus,
the graduate candidate would like to take a closer look at the experience itself, in
particular, the aspects in which the graduate candidate felt less than prepared to handle
appropriately. The graduate candidate hopes that those who read the "trials and
tribulations" during this process will gain a deeper knowledge ofwhat is involved and
1
Alice Bicudo
CHAPTER I
INTRODUCTION AND BACKGROUND
The graduate candidate would like to begin by saying that throughout graduate
school a true enjoyment occurred with the experience oflearning the field ofeducational
technology; this field has allowed the graduate candidate to apply problem solving
techniques, critical thinking abilities, and creative skills to really make an impact in a
variety oflearning environments. Furthermore, the graduate candidate enjoyed the
ability to use an array ofmultimedia tools to enhance learning for all types ofeducational
environments, which included creating webquests, software, and websites. However, at
this point the graduate candidate would like to focus on the last component ofthis
graduate candidate's education, which is a capstone project done in the form ofa case
study in which the graduate candidate assumes the role ofan educational technologist in a
real world experience with a thesis written about the experience.
At the onset ofthis experience, the graduate candidate felt the realization that
comes at a point in one's life in which discoveries are made about what strengths and
weaknesses one has, and the discovery to accept one's own limitations. The graduate
candidate discovered areas in which work must be done to improve oneselfand areas in
which one feels quite able to do what is required ofan Educational Technologist. Thus,
the graduate candidate would like to take a closer look at the experience itself, in
particular, the aspects in which the graduate candidate felt less than prepared to handle
appropriately. The graduate candidate hopes that those who read the "trials and
tribulations" during this process will gain a deeper knowledge ofwhat is involved and
1
Alice Bicudo
required in this exciting field when creating learning tools for others. In this chapter, the
graduate candidate describes the project and the project analysis in terms ofthe nature of
the project, those involved in it, and the analysis ofresources needed to create it.
The Bridge Clinical Program
Website Project
Inthis section, the graduate candidate discusses the creation ofa descriptive
website for the program called the Bridge ClinicalProgram (BCP). The BCP consists of
a three-course requirement given to graduate students who plan to acquire an
administrative license at a particular midwestern university education administration
program. The subject matter expert (SME), who is the program's director, expressly
wanted the program to be put on a website in order to transmit knowledge about and
broaden the scope ofthe BCP. In addition, the SME, who is also responsible for the
instruction ofthe three-course program requirement, wanted the website to be viewed by
school administrators responsible for the administrative candidates throughout their BCP.
Project Description
The BCP is an important component ofadministrator preparation programs. In
addition, the program connects the gap between theory and practice by providing the
opportunity for administrative candidates to demonstrate and apply the knowledge and
skills needed to become effective leaders in school administrations. The website provides
information regarding the most important components ofthe program. The components
2
Alice Bicudo
required in this exciting field when creating learning tools for others. In this chapter, the
graduate candidate describes the project and the project analysis in terms ofthe nature of
the project, those involved in it, and the analysis ofresources needed to create it.
The Bridge Clinical Program
Website Project
Inthis section, the graduate candidate discusses the creation ofa descriptive
website for the program called the Bridge ClinicalProgram (BCP). The BCP consists of
a three-course requirement given to graduate students who plan to acquire an
administrative license at a particular midwestern university education administration
program. The subject matter expert (SME), who is the program's director, expressly
wanted the program to be put on a website in order to transmit knowledge about and
broaden the scope ofthe BCP. In addition, the SME, who is also responsible for the
instruction ofthe three-course program requirement, wanted the website to be viewed by
school administrators responsible for the administrative candidates throughout their BCP.
Project Description
The BCP is an important component ofadministrator preparation programs. In
addition, the program connects the gap between theory and practice by providing the
opportunity for administrative candidates to demonstrate and apply the knowledge and
skills needed to become effective leaders in school administrations. The website provides
information regarding the most important components ofthe program. The components
2
Alice Bicudo
involve an overview about the history ofthe program, testimonials ofrecent experiences
by graduate administrative candidates and administrative leaders, and survey results
about the effectiveness ofthe BCP. This information is meant to serve as a guide for
future administrative candidates and their respective administrative leaders and to provide
information to other universities about the BCP.
Project Analysis
At the inception ofthe project, the graduate candidate created a general analysis
ofthe program in order to examine the different aspects related to the project. This part
begins with a complete website visitor analysis which included a review ofthe visitors'
background knowledge and a review ofthe visitors' similarities and/or differences in
terms ofhow these differences relate to demographical aspects, among other issues. In
addition, a professional background assessment was made regarding those involved in the
creation ofthe website, and which resources were needed in order to create the website.
For instance, an analysis was done regarding which computers and software were needed
in order to create the website. Finally, as part ofthe analysis, the graduate candidate
examined whether or not limitations were present that would limit or hinder the
successful completion ofthe project.
In terms ofthe characteristics ofthose who will benefit from using the website,
the graduate candidate discovered two types ofvisitors. However, some characteristics
are common to all the visitors; all visitors are adults, both male and female, with different
ethnic and racial backgrounds, and all are involved in different areas ofeducation
administration. In the first category, the visitors are administrative candidates that have
3
Alice Bicudo
involve an overview about the history ofthe program, testimonials ofrecent experiences
by graduate administrative candidates and administrative leaders, and survey results
about the effectiveness ofthe BCP. This information is meant to serve as a guide for
future administrative candidates and their respective administrative leaders and to provide
information to other universities about the BCP.
Project Analysis
At the inception ofthe project, the graduate candidate created a general analysis
ofthe program in order to examine the different aspects related to the project. This part
begins with a complete website visitor analysis which included a review ofthe visitors'
background knowledge and a review ofthe visitors' similarities and/or differences in
terms ofhow these differences relate to demographical aspects, among other issues. In
addition, a professional background assessment was made regarding those involved in the
creation ofthe website, and which resources were needed in order to create the website.
For instance, an analysis was done regarding which computers and software were needed
in order to create the website. Finally, as part ofthe analysis, the graduate candidate
examined whether or not limitations were present that would limit or hinder the
successful completion ofthe project.
In terms ofthe characteristics ofthose who will benefit from using the website,
the graduate candidate discovered two types ofvisitors. However, some characteristics
are common to all the visitors; all visitors are adults, both male and female, with different
ethnic and racial backgrounds, and all are involved in different areas ofeducation
administration. In the first category, the visitors are administrative candidates that have
3
Alice Bicudo
different educational qualifications in terms ofdegrees obtained at universities~ some
visitors are seeking a Masters Degree, while others are seeking an Ed.D. in Education
Administration. Still in this category, some visitors have already obtained the degrees
mentioned above and now are seeking an administrative license, which can be either a
principal or superintendent's license. The second category ofvisitors are those who have
already obtained their administrative licenses and/or degrees and now work in different k 
12 school settings in administrative leadership positions, and due to their professional
role, these administrative leaders have been asked to participate in the program as guides
for the midwestern university's administrative candidates during their field experiences.
It is important to note that these visitors, in order to participate in the program, did not
need to have graduated from the BCP at the midwestern university. In addition, visitors
who are administrative leaders have the responsibility ofcommunicating with the
program's director regarding their administrative candidates' performance throughout the
administrative candidate's BCP field experience, as part ofthe requirements set forth by
the program.
Another important component, regarding the two categories ofvisitors, had to do
with the knowledge base required in terms ofusing technology. In regards to the
administrative candidates, and according to the SME, all have computers and are familiar
with the Internet and email usage. And, according to the 5MB, all administrative leaders,
who work closely with the university, have knowledge and use the computer regu1arly~
they use the Internet and email features to communicate with the program's director
about performance and evaluation issues on the different administrative candidates they
supervise. However, in the future and in order to view the site, visitors will need to feel
4
Alice Bicudo
different educational qualifications in terms ofdegrees obtained at universities~ some
visitors are seeking a Masters Degree, while others are seeking an Ed.D. in Education
Administration. Still in this category, some visitors have already obtained the degrees
mentioned above and now are seeking an administrative license, which can be either a
principal or superintendent's license. The second category ofvisitors are those who have
already obtained their administrative licenses and/or degrees and now work in different k 
12 school settings in administrative leadership positions, and due to their professional
role, these administrative leaders have been asked to participate in the program as guides
for the midwestern university's administrative candidates during their field experiences.
It is important to note that these visitors, in order to participate in the program, did not
need to have graduated from the BCP at the midwestern university. In addition, visitors
who are administrative leaders have the responsibility ofcommunicating with the
program's director regarding their administrative candidates' performance throughout the
administrative candidate's BCP field experience, as part ofthe requirements set forth by
the program.
Another important component, regarding the two categories ofvisitors, had to do
with the knowledge base required in terms ofusing technology. In regards to the
administrative candidates, and according to the SME, all have computers and are familiar
with the Internet and email usage. And, according to the 5MB, all administrative leaders,
who work closely with the university, have knowledge and use the computer regu1arly~
they use the Internet and email features to communicate with the program's director
about performance and evaluation issues on the different administrative candidates they
supervise. However, in the future and in order to view the site, visitors will need to feel
4
Alice Bicudo
comfortable when using a computer, exploring the internet with Internet Explorer 6.0 or
higher, and using email. The email feature allows one simply to ask for information about
the program and/or communicate with the webmaster (graduate candidate) regarding
navigation issues when browsing through the website.
Subject Matter Expert
The SME is the creator ofthe Bridge Clinical Program; in addition, the SME is a
professor ofEducational Leadership with extensive experience in clinical education
programs, including interdisciplinary preparation programs for child-serving
professionals. The professor/SME earned a juris doctorate degree from a law school at
another midwestern university. Subsequently, the SME was employed for over 20 years
by that same midwestern law school as an attorney, director ofafederally-sponsored
center for promoting educational equity in school districts in the six state Great Lakes
region, and as an associate professor ofeducational policy, planning and administration.
Since 1992, the SME has served in his present position as professor in the Ed.D. Program
in Educational Leadership where the development ofthe Bridge Clinical Model has taken
place. In addition to the SME's research and program development activities in the area
oftechnology-mediated clinical education, the SME pursues an active teaching and
research agenda in the area ofeducation law, politics and policymaking, and change in
complex social organizations. Furthermore, the development ofthe BCP has been spurred
and enhanced by the contributions ofnumerous administrative candidates and
cooperating administrators in several midwestern states, as well as by several faculty
5
Alice Bicudo
comfortable when using a computer, exploring the internet with Internet Explorer 6.0 or
higher, and using email. The email feature allows one simply to ask for information about
the program and/or communicate with the webmaster (graduate candidate) regarding
navigation issues when browsing through the website.
Subject Matter Expert
The SME is the creator ofthe Bridge Clinical Program; in addition, the SME is a
professor ofEducational Leadership with extensive experience in clinical education
programs, including interdisciplinary preparation programs for child-serving
professionals. The professor/SME earned a juris doctorate degree from a law school at
another midwestern university. Subsequently, the SME was employed for over 20 years
by that same midwestern law school as an attorney, director ofafederally-sponsored
center for promoting educational equity in school districts in the six state Great Lakes
region, and as an associate professor ofeducational policy, planning and administration.
Since 1992, the SME has served in his present position as professor in the Ed.D. Program
in Educational Leadership where the development ofthe Bridge Clinical Model has taken
place. In addition to the SME's research and program development activities in the area
oftechnology-mediated clinical education, the SME pursues an active teaching and
research agenda in the area ofeducation law, politics and policymaking, and change in
complex social organizations. Furthermore, the development ofthe BCP has been spurred
and enhanced by the contributions ofnumerous administrative candidates and
cooperating administrators in several midwestern states, as well as by several faculty
5
Alice Bicudo
members who have assisted in implementing the model and who have made numerous
suggestions for its improvement.
Website Designer
The graduate candidate is responsible for designing the introduction and
orientation to the Bridge Clinical Program, which is based on information provided by
the SME. This web-based orientation was completed in partial fulfillment ofthe thesis
requirement in a master's degree in Educational Technology at Youngstown State
University. The graduate candidate, a native ofPortugal who is fluent in four languages,
has done many projects evolving the implementation oftechnology to current classroom
curricula. Additionally, the graduate candidate is a Spanish teacher and an instructional
technology resource person in a k-12 school district in northeastern Ohio. Moreover, in
the past the graduate candidate has been a frequent consultant on instructional
technology-related projects for the Department ofEducation Administration at the
midwestern university that houses this project.
Resources and Other Considerations
In terms oftechnology or other resources, the graduate candidate used a computer
with Internet access, a printer, email, and Microsoft Word 2002 for creating word
documents. Additionally, the graduate candidate used Microsoft FrontPage 2002 for
creating the website and Microsoft Producer as the video editing software.
In regards to time and time lines, the graduate candidate met periodically with the
SME to discuss and evaluate the project's design and established time lines for materials
6
Alice Bicudo
members who have assisted in implementing the model and who have made numerous
suggestions for its improvement.
Website Designer
The graduate candidate is responsible for designing the introduction and
orientation to the Bridge Clinical Program, which is based on information provided by
the SME. This web-based orientation was completed in partial fulfillment ofthe thesis
requirement in a master's degree in Educational Technology at Youngstown State
University. The graduate candidate, a native ofPortugal who is fluent in four languages,
has done many projects evolving the implementation oftechnology to current classroom
curricula. Additionally, the graduate candidate is a Spanish teacher and an instructional
technology resource person in a k-12 school district in northeastern Ohio. Moreover, in
the past the graduate candidate has been a frequent consultant on instructional
technology-related projects for the Department ofEducation Administration at the
midwestern university that houses this project.
Resources and Other Considerations
In terms oftechnology or other resources, the graduate candidate used a computer
with Internet access, a printer, email, and Microsoft Word 2002 for creating word
documents. Additionally, the graduate candidate used Microsoft FrontPage 2002 for
creating the website and Microsoft Producer as the video editing software.
In regards to time and time lines, the graduate candidate met periodically with the
SME to discuss and evaluate the project's design and established time lines for materials
6
Alice Bicudo
to be made available to the graduate candidate. Regarding limitations and constraints, the
graduate candidate identified a limitation concerning the software compatibility between
the computer used by the graduate candidate and the computer used by the 5MB. The
graduate candidate used a Windows computer and the 5MB used a Macintosh computer;
limitations occurred because ofthe time spent in saving and opening files. In addition, the
5MB did not use the same type ofsoftware, FrontPage 2002, in order to view and add
content to the website. Subsequently, the graduate candidate had to make CD copies of
the website each time changes were made and sent to 5MB for evaluation.
7
Alice Bicudo
to be made available to the graduate candidate. Regarding limitations and constraints, the
graduate candidate identified a limitation concerning the software compatibility between
the computer used by the graduate candidate and the computer used by the 5MB. The
graduate candidate used a Windows computer and the 5MB used a Macintosh computer;
limitations occurred because ofthe time spent in saving and opening files. In addition, the
5MB did not use the same type ofsoftware, FrontPage 2002, in order to view and add
content to the website. Subsequently, the graduate candidate had to make CD copies of
the website each time changes were made and sent to 5MB for evaluation.
7
Alice Bicudo
CHAPTERll
LITERATURE REVIEW
In this section, the graduate candidate looks at specific literature that influenced
all aspects involved in designing the website for the BCP. It begins with a discussion on
instructional design and its relationship to the procedures in analyzing the visitors for the
website. In addition, the graduate candidate examines the concepts regarding adult
learning theory and the principles in visual literacy as it relates to the navigational
components used to create the website.
The focus ofthis website project was to transmit the ideas ofthe Bridge Clinical
Program (BCP). As mentioned earlier, the website project is descriptive in nature;
therefore no instruction was to take place. However, the instructional design systematic
procedures helped the graduate candidate in designing the website by relating the
processes used in the analysis oflearners to the analysis ofthe visitors for the BCP
website. "It is critical that designers consider their target audiences, as this knowledge
will be important in designing instruction that is effective and interesting to learners"
(Smith & Ragan, 1999 p. 46). In addition, "The most important factor for a designer to
consider about the audience is specific prior knowledge" (Smith & Ragan, 1999 p. 55). In
this case, the graduate candidate transferred the specific components ofanalyzing the
learners in terms oftheir prior knowledge and cognitive abilities to the analysis ofthe
same components regarding the website visitors. The website visitors have a specific
prior knowledge in common in terms ofthe subject matter. As it happens, and according
to the SME, the visitors are knowledgeable about the varied components ofeducational
8
Alice Bicudo
CHAPTERll
LITERATURE REVIEW
In this section, the graduate candidate looks at specific literature that influenced
all aspects involved in designing the website for the BCP. It begins with a discussion on
instructional design and its relationship to the procedures in analyzing the visitors for the
website. In addition, the graduate candidate examines the concepts regarding adult
learning theory and the principles in visual literacy as it relates to the navigational
components used to create the website.
The focus ofthis website project was to transmit the ideas ofthe Bridge Clinical
Program (BCP). As mentioned earlier, the website project is descriptive in nature;
therefore no instruction was to take place. However, the instructional design systematic
procedures helped the graduate candidate in designing the website by relating the
processes used in the analysis oflearners to the analysis ofthe visitors for the BCP
website. "It is critical that designers consider their target audiences, as this knowledge
will be important in designing instruction that is effective and interesting to learners"
(Smith & Ragan, 1999 p. 46). In addition, "The most important factor for a designer to
consider about the audience is specific prior knowledge" (Smith & Ragan, 1999 p. 55). In
this case, the graduate candidate transferred the specific components ofanalyzing the
learners in terms oftheir prior knowledge and cognitive abilities to the analysis ofthe
same components regarding the website visitors. The website visitors have a specific
prior knowledge in common in terms ofthe subject matter. As it happens, and according
to the SME, the visitors are knowledgeable about the varied components ofeducational
8
Alice Bicudo
preparation administration programs in addition to sharing knowledge on how to navigate
and read information on a website. This aspect simplified the choices made by the
graduate candidate in terms ofthe organization oftext presentation. Thus, the graduate
candidate, along with the SME made selections regarding how the distribution of
information was to take place by taking into account the level ofeducation and cognitive
ability visitors have, in addition to the visitors' familiarity with the subject matter; these
decisions involved the choices made as to the vocabulary and terminology which dealt
with course descriptions and requirements that are commonly observed in midwestern
universities in which programs ofeducation administration are given.
The visitors' prior knowledge analysis and the decisions made following the
analysis provided the graduate candidate with the basis to make appropriate choices in
terms ofdeciding the design for the website. Subsequently, the graduate candidate based
the web design choices on the adult learning theory and visual literacy guidelines.
Inregards to the navigational structures, the mature audience in question needed
to feel in control on how they obtain information. "Adults are autonomous and self 
directed They need to be free to direct themselves" (Lieb, Stephen, 1991, p.l). The
graduate candidate used this concept by giving clear descriptions on the home page about
the content on each ofthe websites' main pages thereby, allowing the visitors to freely
choose which page contained the information in which the visitors were most interested.
"Ensure that the program has the appropriate types and amounts ofuser control and
determine whether advice on its use is necessary" (Alessi & Trollip, 2001, p.42?). The
authors gave this statement in reference to the type ofuser control necessary when
creating computer programs. However, the graduate candidate felt that this concept could
9
Alice Bicudo
preparation administration programs in addition to sharing knowledge on how to navigate
and read information on a website. This aspect simplified the choices made by the
graduate candidate in terms ofthe organization oftext presentation. Thus, the graduate
candidate, along with the SME made selections regarding how the distribution of
information was to take place by taking into account the level ofeducation and cognitive
ability visitors have, in addition to the visitors' familiarity with the subject matter; these
decisions involved the choices made as to the vocabulary and terminology which dealt
with course descriptions and requirements that are commonly observed in midwestern
universities in which programs ofeducation administration are given.
The visitors' prior knowledge analysis and the decisions made following the
analysis provided the graduate candidate with the basis to make appropriate choices in
terms ofdeciding the design for the website. Subsequently, the graduate candidate based
the web design choices on the adult learning theory and visual literacy guidelines.
Inregards to the navigational structures, the mature audience in question needed
to feel in control on how they obtain information. "Adults are autonomous and self 
directed They need to be free to direct themselves" (Lieb, Stephen, 1991, p.l). The
graduate candidate used this concept by giving clear descriptions on the home page about
the content on each ofthe websites' main pages thereby, allowing the visitors to freely
choose which page contained the information in which the visitors were most interested.
"Ensure that the program has the appropriate types and amounts ofuser control and
determine whether advice on its use is necessary" (Alessi & Trollip, 2001, p.42?). The
authors gave this statement in reference to the type ofuser control necessary when
creating computer programs. However, the graduate candidate felt that this concept could
9
Alice Bicudo
also be adapted to the creation ofa website. Using this concept, the graduate candidate
provided some navigational instructions on the home page and used a main menu with
links to the most important pages that could be easily accessed at anytime.
Interms ofvisual literacy principles which are the principles that designers use in
order to make visually pleasing and easy to navigate websites or any other technology
designs applications; the graduate candidate based the design choices on the principles of
repetition, proximity, and the principles regarding color and graphics that are commonly
used when designing websites. The first principle to be taken in consideration was the
concept ofrepetition. "The concept ofrepetition is that throughout a project you repeat
certain elements that tie all the disparate parts together, each page in the website should
look like it belongs to the same website, the same company, the same concept" (Williams
&Tollett, 2000, p.l44). This concept gave the graduate candidate the ability to create a
more uniform website that would allow the audience to know which page and which
website they were looking at. Each ofthe BCP website's pages contain repetitive
elements, in terms ofbackground colors, graphics, text size, font and colors. In addition,
"besides unifying the website, the repetitive (consistent) navigation system helps visitors
get the most out ofyour site because they don't have to learn their way around again on
every new page." (Williams & Tollett, 2000, p.l44).
Another principle in visual literacy involved the proximity ofthe graphics, text,
and pictures within each webpage. Inthis case, the graduate candidate centered the main
repetitive elements (graphics, headings and picture). "The principle ofproximity refers to
the relationships that items develop when they are close together, in close proximity.
10
Alice Bicudo
also be adapted to the creation ofa website. Using this concept, the graduate candidate
provided some navigational instructions on the home page and used a main menu with
links to the most important pages that could be easily accessed at anytime.
Interms ofvisual literacy principles which are the principles that designers use in
order to make visually pleasing and easy to navigate websites or any other technology
designs applications; the graduate candidate based the design choices on the principles of
repetition, proximity, and the principles regarding color and graphics that are commonly
used when designing websites. The first principle to be taken in consideration was the
concept ofrepetition. "The concept ofrepetition is that throughout a project you repeat
certain elements that tie all the disparate parts together, each page in the website should
look like it belongs to the same website, the same company, the same concept" (Williams
&Tollett, 2000, p.l44). This concept gave the graduate candidate the ability to create a
more uniform website that would allow the audience to know which page and which
website they were looking at. Each ofthe BCP website's pages contain repetitive
elements, in terms ofbackground colors, graphics, text size, font and colors. In addition,
"besides unifying the website, the repetitive (consistent) navigation system helps visitors
get the most out ofyour site because they don't have to learn their way around again on
every new page." (Williams & Tollett, 2000, p.l44).
Another principle in visual literacy involved the proximity ofthe graphics, text,
and pictures within each webpage. Inthis case, the graduate candidate centered the main
repetitive elements (graphics, headings and picture). "The principle ofproximity refers to
the relationships that items develop when they are close together, in close proximity.
10
Alice Bicudo
When two items are close, they appear to have a relationship, to belong together"
(Williams & Tollett, 2000, p. 110).
As for color and graphics, the graduate candidate used the color scheme based on
the "tilt" template theme given in FrontPage 2002. "As you create graphics for headings,
subheads, and navigation icons, use the colors from your color scheme as the
predominant colors in your graphics. This helps each page have the same look and feel no
matter how different the content is on each page" (Williams & Tollett, 2000, p. 158).
Another consideration involved the idea ofchoosing browser safe colors, also called
web-safe colors such that no matter which platform or browser is used by the website
visitor, the appearance ofthe website maintains the same consistency. "Even though most
monitors can display at least an 8-bit color (256), there are only 216 ofthese colors that
are common to the browsers and operating systems ofdifferent computers. Ifyou use any
other color outside ofthe common 216-color palette, the browser will convert the odd
color to the closest color it can find in the system's palette, or mix several colors to try to
match the odd one as closely as possible"(Williams & Tollett, 2000, p. 167). As
mentioned earlier, the use ofthe theme and colors in FrontPage 2002 template "tilt"
allowed the graduate candidate to create a website that can be viewed consistently across
different platforms since the colors available in the FrontPage 2002 website templates
obey the 216-color palette rule.
Concepts and principles from instructional design, adult learning theory and
visual literacy were effectively used to create the website. These concepts and principles
gave the graduate candidate the tools to create an informational website for a mature
11
Alice Bicudo
When two items are close, they appear to have a relationship, to belong together"
(Williams & Tollett, 2000, p. 110).
As for color and graphics, the graduate candidate used the color scheme based on
the "tilt" template theme given in FrontPage 2002. "As you create graphics for headings,
subheads, and navigation icons, use the colors from your color scheme as the
predominant colors in your graphics. This helps each page have the same look and feel no
matter how different the content is on each page" (Williams & Tollett, 2000, p. 158).
Another consideration involved the idea ofchoosing browser safe colors, also called
web-safe colors such that no matter which platform or browser is used by the website
visitor, the appearance ofthe website maintains the same consistency. "Even though most
monitors can display at least an 8-bit color (256), there are only 216 ofthese colors that
are common to the browsers and operating systems ofdifferent computers. Ifyou use any
other color outside ofthe common 216-color palette, the browser will convert the odd
color to the closest color it can find in the system's palette, or mix several colors to try to
match the odd one as closely as possible"(Williams & Tollett, 2000, p. 167). As
mentioned earlier, the use ofthe theme and colors in FrontPage 2002 template "tilt"
allowed the graduate candidate to create a website that can be viewed consistently across
different platforms since the colors available in the FrontPage 2002 website templates
obey the 216-color palette rule.
Concepts and principles from instructional design, adult learning theory and
visual literacy were effectively used to create the website. These concepts and principles
gave the graduate candidate the tools to create an informational website for a mature
11
Alice Bicudo
audience who has a strong knowledge in both the subject matter involved and the
technological expertise to navigate successfully when viewing the website.
12
Alice Bicudo
audience who has a strong knowledge in both the subject matter involved and the
technological expertise to navigate successfully when viewing the website.
12
Alice Bicudo
CHAPTER III
PROCEDURE
In this section, the graduate candidate describes each ofthe steps taken
throughout the creation ofthe website. This description is based on weekly notes taken
by the graduate candidate. Below is a narrative ofthe nine weeks involved in the creation
ofthe website.
Once the decision was made regarding the topic for the project, the graduate
candidate met with the 8MB to review which information was to be put on the website.
At that time, the 8MB gave the graduate candidate a written manual about the BCP,
which was authored by the 8MB. The 8MB wanted the graduate candidate to read and
review the manual in order to become acquainted with the program. After reviewing the
manual, the graduate candidate met with the 8MB to choose the most important ideas in
the written manual that needed to be used to create the webpages for the website.
By the time the main points ofinformation for the website were decided upon, the
graduate candidate began the organizational process for the project itself Two large
manila folders were created. The first manila folder labeled "8MB written manual"
contained each ofthe parts (A through F) ofthe written manual, and each part was put
into individual folders inside the manila folder. Part A had information about the BCP's
background, description, goals and objectives, and part B described the BCP's clinical
processes and the academic requirements in technology. In part C, there was information
about one ofthe clinical projects called "The Integrated Project," and in part D, there was
information about the guidelines for the planning and the implementation ofthe clinical
13
Alice Bicudo
CHAPTER III
PROCEDURE
In this section, the graduate candidate describes each ofthe steps taken
throughout the creation ofthe website. This description is based on weekly notes taken
by the graduate candidate. Below is a narrative ofthe nine weeks involved in the creation
ofthe website.
Once the decision was made regarding the topic for the project, the graduate
candidate met with the 8MB to review which information was to be put on the website.
At that time, the 8MB gave the graduate candidate a written manual about the BCP,
which was authored by the 8MB. The 8MB wanted the graduate candidate to read and
review the manual in order to become acquainted with the program. After reviewing the
manual, the graduate candidate met with the 8MB to choose the most important ideas in
the written manual that needed to be used to create the webpages for the website.
By the time the main points ofinformation for the website were decided upon, the
graduate candidate began the organizational process for the project itself Two large
manila folders were created. The first manila folder labeled "8MB written manual"
contained each ofthe parts (A through F) ofthe written manual, and each part was put
into individual folders inside the manila folder. Part A had information about the BCP's
background, description, goals and objectives, and part B described the BCP's clinical
processes and the academic requirements in technology. In part C, there was information
about one ofthe clinical projects called "The Integrated Project," and in part D, there was
information about the guidelines for the planning and the implementation ofthe clinical
13
Alice Bicudo
experience. Finally, part E discussed information about the roles and responsibilities of
the cooperating administrators, and part F offered suggestions for the cooperating
administrators. The second manila folder labeled "website project" contained three
folders; the first folder had information about the previously chosen pages in the written
manual that were to be made into webpages for the website, the second folder had
information about the research done throughout the creation ofthe website, and the third
folder had information about the thesis requirements and contact information for both the
university thesis supervisor and the SME.
After finishing the organizational components, the graduate candidate began
putting together an analysis for the project. The project analysis (Chapter I, p. 4-8)
contained an initial description ofwhat was needed to create the website in terms ofthe
website visitors and what resources were available to create it. Afterwards, the graduate
candidate began creating blank website pages in order to form the html files with the
titles corresponding to each ofthe parts ofthe written manual; an index page and six
main webpages were created.
During the next two weeks, the graduate candidate presented the first project
analysis to the thesis supervisor, Dr. Renee Eggers. After an informal evaluation the
graduate candidate began writing the second/revised project analysis and subsequently
presented it to the thesis supervisor for another evaluation and comments. Once again the
graduate candidate made the appropriate corrections.
During the third week, the graduate candidate met with the thesis supervisor to
present the revised project analysis and to discuss how the project was progressing. At
this time, the thesis supervisor counseled the graduate candidate to require a signature
14
Alice Bicudo
experience. Finally, part E discussed information about the roles and responsibilities of
the cooperating administrators, and part F offered suggestions for the cooperating
administrators. The second manila folder labeled "website project" contained three
folders; the first folder had information about the previously chosen pages in the written
manual that were to be made into webpages for the website, the second folder had
information about the research done throughout the creation ofthe website, and the third
folder had information about the thesis requirements and contact information for both the
university thesis supervisor and the SME.
After finishing the organizational components, the graduate candidate began
putting together an analysis for the project. The project analysis (Chapter I, p. 4-8)
contained an initial description ofwhat was needed to create the website in terms ofthe
website visitors and what resources were available to create it. Afterwards, the graduate
candidate began creating blank website pages in order to form the html files with the
titles corresponding to each ofthe parts ofthe written manual; an index page and six
main webpages were created.
During the next two weeks, the graduate candidate presented the first project
analysis to the thesis supervisor, Dr. Renee Eggers. After an informal evaluation the
graduate candidate began writing the second/revised project analysis and subsequently
presented it to the thesis supervisor for another evaluation and comments. Once again the
graduate candidate made the appropriate corrections.
During the third week, the graduate candidate met with the thesis supervisor to
present the revised project analysis and to discuss how the project was progressing. At
this time, the thesis supervisor counseled the graduate candidate to require a signature
14
Alice Bicudo
and a date when all the content information (written manual Word files) for the website
would be delivered to the graduate candidate. Later, the graduate candidate met with the
SME to establish a deadline for when all materials would be delivered; the deadline was
set for June 15th 2003. During this time, the graduate candidate continued to work on the
website in terms ofdeciding on text appearance and template (headings, font type and
colors). At that time, decisions were made regarding what type and style ofnavigation
buttons were to be chosen from the options within the template. Finally, the graduate
candidate decided to use the theme in FrontPage 2002 called "Tilt" (Appendix B, fig. 1)
with all its components and colors.
For the duration ofweek four, the graduate candidate met with the SME and restated
the necessity to have the files with the content for the website. At the meeting, both the
graduate candidate and the SME discussed the overall organization ofthe website and
discussed, with more detail, the actual content for each ofthe main pages in the website.
The details involved looking at specific headings and content on the written pages and
selecting which information was most important to be put onto the webpages.
Additionally, the graduate candidate pressed the SME to organize and collect information
from previous administrative candidates such that video taped interviews could be made
and edited; these video interviews were to be testimonials ofsuccessful past field
experiences such that website visitors could have a more personable experience when
reading about program. At the end ofthis meeting, the graduate candidate set up a
meeting for the following week to collect the files.
The fifth week in the project proved to be the most challenging, in part, due to
constraints identified regarding Windows and Macintosh computer file incompatibility
15
Alice Bicudo
and a date when all the content information (written manual Word files) for the website
would be delivered to the graduate candidate. Later, the graduate candidate met with the
SME to establish a deadline for when all materials would be delivered; the deadline was
set for June 15th 2003. During this time, the graduate candidate continued to work on the
website in terms ofdeciding on text appearance and template (headings, font type and
colors). At that time, decisions were made regarding what type and style ofnavigation
buttons were to be chosen from the options within the template. Finally, the graduate
candidate decided to use the theme in FrontPage 2002 called "Tilt" (Appendix B, fig. 1)
with all its components and colors.
For the duration ofweek four, the graduate candidate met with the SME and restated
the necessity to have the files with the content for the website. At the meeting, both the
graduate candidate and the SME discussed the overall organization ofthe website and
discussed, with more detail, the actual content for each ofthe main pages in the website.
The details involved looking at specific headings and content on the written pages and
selecting which information was most important to be put onto the webpages.
Additionally, the graduate candidate pressed the SME to organize and collect information
from previous administrative candidates such that video taped interviews could be made
and edited; these video interviews were to be testimonials ofsuccessful past field
experiences such that website visitors could have a more personable experience when
reading about program. At the end ofthis meeting, the graduate candidate set up a
meeting for the following week to collect the files.
The fifth week in the project proved to be the most challenging, in part, due to
constraints identified regarding Windows and Macintosh computer file incompatibility
15
Alice Bicudo
problems. At is happens, the 5MB gave a disk to the graduate candidate, which
supposedly contained all the files needed for the website's content; however, once the
graduate candidate started to open the files, a multitude oferror messages showed up and
most ofthe files could not be opened. In addition, some ofthe files that were opened did
not correspond to the actual pages in the manual. Still, the graduate candidate used the
files that could be opened and used the information to insert content into the previously
created blank webpages. At this point, each ofthe website's pages had an introductory
paragraph with explanations, and a page title was displayed on each ofthe page's banner.
Links were created, and the whole website began to look organized.
Later in the same week, the graduate candidate met with the 5MB for a first
informal evaluation. At this point, the 5MB had positive comments on the appearance of
the site in terms ofnavigation, colors and banners, but decided that the entire content and
its organization were not what the 5MB had in mind, even though this original design and
distribution ofthe content had been previously selected and accepted by the 5MB (please
refer to the Appendix A, Story Board to view the design). Still, during the same meeting,
the graduate candidate discussed the multitude ofpages that could not be opened in the
files given by the 5MB. At this time, the graduate candidate advised the 5MB as to the
way in which files needed to be saved in order to be opened by someone using a
Windows computer. By the end ofthe meeting, the 5MB decided to email the appropriate
files to the graduate candidate.
The changes that took place in reorganizing the website's content, and taking into
account the time frame involved to create the website, generated a very difficult situation
to the graduate candidate. As a result, the website's content had to be changed and pages
16
Alice Bicudo
problems. At is happens, the 5MB gave a disk to the graduate candidate, which
supposedly contained all the files needed for the website's content; however, once the
graduate candidate started to open the files, a multitude oferror messages showed up and
most ofthe files could not be opened. In addition, some ofthe files that were opened did
not correspond to the actual pages in the manual. Still, the graduate candidate used the
files that could be opened and used the information to insert content into the previously
created blank webpages. At this point, each ofthe website's pages had an introductory
paragraph with explanations, and a page title was displayed on each ofthe page's banner.
Links were created, and the whole website began to look organized.
Later in the same week, the graduate candidate met with the 5MB for a first
informal evaluation. At this point, the 5MB had positive comments on the appearance of
the site in terms ofnavigation, colors and banners, but decided that the entire content and
its organization were not what the 5MB had in mind, even though this original design and
distribution ofthe content had been previously selected and accepted by the 5MB (please
refer to the Appendix A, Story Board to view the design). Still, during the same meeting,
the graduate candidate discussed the multitude ofpages that could not be opened in the
files given by the 5MB. At this time, the graduate candidate advised the 5MB as to the
way in which files needed to be saved in order to be opened by someone using a
Windows computer. By the end ofthe meeting, the 5MB decided to email the appropriate
files to the graduate candidate.
The changes that took place in reorganizing the website's content, and taking into
account the time frame involved to create the website, generated a very difficult situation
to the graduate candidate. As a result, the website's content had to be changed and pages
16
Alice Bicudo
and files had to be recreated. For instance, part I initially would have had descriptions
about the program's objectives and goals; however, the "Integrated Project in Advanced
BCP Courses" (part III) was to be explained in part I. (please read each ofthe website's
pages' content in Chapter IV). Forthe remainder ofweek five, the graduate candidate
redesigned the website and inserted all the available file content to each ofthe website's
pages.
Throughout week six, the 8MB sent new files, via e-mail, to the graduate
candidate. Unfortunately, and for the second time, the files did not correspond to the files
in the written manual. At this point, the graduate candidate decided to save time by
scanning the previously selected pages in the manual and making the scanned pages into
Word documents. Afterwards, the graduate candidate began selecting the appropriate
information and inserting it into each ofthe website's pages. Later in the week, the
graduate candidate met with the 8MB for another informal evaluation. At this time, the
8MB was pleased with the overall organizational design and informational components
ofthe website. However, the 8MB wanted to rewrite the information on some ofthe
pages. The graduate candidate then proceeded to make a copy ofthe website onto a CD
such that the 8MB, using the 8MB's Macintosh computer, could directly make the
changes to the webpages. However, the 8MB did not have FrontPage 2002 software;
therefore the 8MB was not able to make any changes directly onto the webpages. As it
turned out, the graduate candidate had to copy and save all the webpages as Word
documents such that the 8MB could make the necessary changes directly onto the pages
since the 8MB and the graduate candidate used Microsoft Word software which is
compatible between Macintosh and Windows computers when files are saved correctly.
17
Alice Bicudo
and files had to be recreated. For instance, part I initially would have had descriptions
about the program's objectives and goals; however, the "Integrated Project in Advanced
BCP Courses" (part III) was to be explained in part I. (please read each ofthe website's
pages' content in Chapter IV). Forthe remainder ofweek five, the graduate candidate
redesigned the website and inserted all the available file content to each ofthe website's
pages.
Throughout week six, the 8MB sent new files, via e-mail, to the graduate
candidate. Unfortunately, and for the second time, the files did not correspond to the files
in the written manual. At this point, the graduate candidate decided to save time by
scanning the previously selected pages in the manual and making the scanned pages into
Word documents. Afterwards, the graduate candidate began selecting the appropriate
information and inserting it into each ofthe website's pages. Later in the week, the
graduate candidate met with the 8MB for another informal evaluation. At this time, the
8MB was pleased with the overall organizational design and informational components
ofthe website. However, the 8MB wanted to rewrite the information on some ofthe
pages. The graduate candidate then proceeded to make a copy ofthe website onto a CD
such that the 8MB, using the 8MB's Macintosh computer, could directly make the
changes to the webpages. However, the 8MB did not have FrontPage 2002 software;
therefore the 8MB was not able to make any changes directly onto the webpages. As it
turned out, the graduate candidate had to copy and save all the webpages as Word
documents such that the 8MB could make the necessary changes directly onto the pages
since the 8MB and the graduate candidate used Microsoft Word software which is
compatible between Macintosh and Windows computers when files are saved correctly.
17
Alice Bicudo
In any case, and for closure purposes, the information contained on each ofthe website's
pages was sufficient now to have the website published. Therefore, the graduate
candidate decided, due to time constraints, that all pages that were not created or not
ready would be listed on the website as pages under construction.
During weeks seven, eight and nine, the graduate candidate waited for the revised
Word files to be submitted and began writing about the experience in designing the
project in order to have it submitted to the thesis supervisor for evaluation and comments.
At the end ofthe week nine, the graduate candidate received the files from the SME, and
proceeded to insert the information onto each ofthe website's pages. Due to the large
content ofinformation in each ofthe pages, the graduate candidate decided to use a
feature in Front Page 2002 called "bookmark" which allows a person to click on a link on
a webpage that sends the person back to the top ofthat same webpage. (More information
in Chapter IV). At the beginning ofthe final week in the project the graduate candidate
published the website with a password security protection as it was requested by the
SME; the SME did not have the written manual copyrighted and wanted to make sure
that anyone accessing the website had to have the SME's permission first.
18
Alice Bicudo
In any case, and for closure purposes, the information contained on each ofthe website's
pages was sufficient now to have the website published. Therefore, the graduate
candidate decided, due to time constraints, that all pages that were not created or not
ready would be listed on the website as pages under construction.
During weeks seven, eight and nine, the graduate candidate waited for the revised
Word files to be submitted and began writing about the experience in designing the
project in order to have it submitted to the thesis supervisor for evaluation and comments.
At the end ofthe week nine, the graduate candidate received the files from the SME, and
proceeded to insert the information onto each ofthe website's pages. Due to the large
content ofinformation in each ofthe pages, the graduate candidate decided to use a
feature in Front Page 2002 called "bookmark" which allows a person to click on a link on
a webpage that sends the person back to the top ofthat same webpage. (More information
in Chapter IV). At the beginning ofthe final week in the project the graduate candidate
published the website with a password security protection as it was requested by the
SME; the SME did not have the written manual copyrighted and wanted to make sure
that anyone accessing the website had to have the SME's permission first.
18
Alice Bicudo
CHAPTER IV
WEBSITE DESIGN AND CONTENT
In this chapter, the graduate candidate describes, in detail, the design components
used on the webpages' content in terms ofits distribution between the website's main
pages and the pages linked to these main pages. Finally, the graduate candidate reflects
on the experience ofcreating the website under the heading "Lessons Learned".
The website was created using a FrontPage 2002 feature called "shared borders",
which is a region on a webpage that is common to one or more pages in a website. A
shared border may be located at the top or bottom or at the left or right ofthe page. Using
a shared border allows the designer to use the same content on multiple pages in one step,
rather than editing each page; the website used two shared borders, one on the top and
another on the bottom ofeach page. The first shared border was placed at the top ofeach
ofthe ten main pages in the website; the border contains a picture ofa bridge (selected by
the SME) and a page banner with each ofthe different page titles, all set within an
horizontal navigation structure. The second shared border was created and placed at the
bottom ofeach ofthe website's pages, which contains the contact information for the
webmaster (email address), copyright statement, and the dates when pages are last
updated.
Underneath the first shared border, there is a horizontal line, which divides a
subheading and a paragraph from the navigation bar. Below the subheading and
paragraph, there is a group oflinks to other headings within the same page. Each ofthe
headings are divided by horizontal lines throughout each ofthe pages; all links are
19
Alice Bicudo
CHAPTER IV
WEBSITE DESIGN AND CONTENT
In this chapter, the graduate candidate describes, in detail, the design components
used on the webpages' content in terms ofits distribution between the website's main
pages and the pages linked to these main pages. Finally, the graduate candidate reflects
on the experience ofcreating the website under the heading "Lessons Learned".
The website was created using a FrontPage 2002 feature called "shared borders",
which is a region on a webpage that is common to one or more pages in a website. A
shared border may be located at the top or bottom or at the left or right ofthe page. Using
a shared border allows the designer to use the same content on multiple pages in one step,
rather than editing each page; the website used two shared borders, one on the top and
another on the bottom ofeach page. The first shared border was placed at the top ofeach
ofthe ten main pages in the website; the border contains a picture ofa bridge (selected by
the SME) and a page banner with each ofthe different page titles, all set within an
horizontal navigation structure. The second shared border was created and placed at the
bottom ofeach ofthe website's pages, which contains the contact information for the
webmaster (email address), copyright statement, and the dates when pages are last
updated.
Underneath the first shared border, there is a horizontal line, which divides a
subheading and a paragraph from the navigation bar. Below the subheading and
paragraph, there is a group oflinks to other headings within the same page. Each ofthe
headings are divided by horizontal lines throughout each ofthe pages; all links are
19
Alice Bicudo
grouped together under a bulleted list for consistency and visual appearance. In addition,
"back to top" links were inserted throughout each page right below each horizontal line;
this component had to be present due to the large quantity ofwritten information within
each ofmain website's pages. Having long webpages was not what was originally
intended. This situation occurred because the SME waited until the final week in the
creation ofthe website project to deliver the files with the information to be put into the
website, and these files were much longer than the original files that were sent previously
to the graduate candidate. As result, the graduate candidate did not have enough time to
make new pages and decided to simply create "back to top" links to minimize scrolling
up and down in each ofthe pages. Another visual component present throughout the
website is a picture (clip art) that displays the sign "under construction" next to each of
the headings within each ofthe websites' pages that have not yet been completed.
As for the horizontal navigational structure, there are 10 buttons that link to the 10
main pages on the website. The first linked page is called the "Home" page (Appendix B,
Fig. 2). On this page, one can read a welcome statement and directions on how to
navigate within the site. The second linked page is called "Introduction" (Appendix B,
Fig. 3); this is where one can read general information about the BCP and follow the
three intemallinks to each ofthe headings in the page. Each the headings present
information about the BCP's objectives and development and outside written resources
that acknowledge the validity and success ofthe BCP.
The third linked page is called "Phase f' (Appendix B, Fig. 4). On this page, there is a
description ofthe BCP and its main features; there are three intemallinks within the page
in which information about the requirements and objectives ofthe BCP are displayed.
20
Alice Bicudo
grouped together under a bulleted list for consistency and visual appearance. In addition,
"back to top" links were inserted throughout each page right below each horizontal line;
this component had to be present due to the large quantity ofwritten information within
each ofmain website's pages. Having long webpages was not what was originally
intended. This situation occurred because the SME waited until the final week in the
creation ofthe website project to deliver the files with the information to be put into the
website, and these files were much longer than the original files that were sent previously
to the graduate candidate. As result, the graduate candidate did not have enough time to
make new pages and decided to simply create "back to top" links to minimize scrolling
up and down in each ofthe pages. Another visual component present throughout the
website is a picture (clip art) that displays the sign "under construction" next to each of
the headings within each ofthe websites' pages that have not yet been completed.
As for the horizontal navigational structure, there are 10 buttons that link to the 10
main pages on the website. The first linked page is called the "Home" page (Appendix B,
Fig. 2). On this page, one can read a welcome statement and directions on how to
navigate within the site. The second linked page is called "Introduction" (Appendix B,
Fig. 3); this is where one can read general information about the BCP and follow the
three intemallinks to each ofthe headings in the page. Each the headings present
information about the BCP's objectives and development and outside written resources
that acknowledge the validity and success ofthe BCP.
The third linked page is called "Phase f' (Appendix B, Fig. 4). On this page, there is a
description ofthe BCP and its main features; there are three intemallinks within the page
in which information about the requirements and objectives ofthe BCP are displayed.
20
Alice Bicudo
Finally, the third internal link leads to a cluster ofexternal links regarding the assessment
and assessment samples for each individual project in the BCP; these external links are
under construction.
The fourth page is called "Phase If'(Appendix B, Fig. 5). This page contains
information on what future administrative candidates need to do in order to begin their
field experiences. In addition, this page contains three external links; the first link leads to
a project proposal sample which serves as an example ofthe proposals that administrative
candidates must complete before beginning their respective field experiences; this sample
is a page done in Word format and can be downloaded by the website visitor. The second
link displays another sample showing the conversations (logs) between previous
administrative candidates and their supervisors (under construction); permission for these
conversations to be posted on the website is being handled by the 8MB. The third link
leads to a page displaying suggestions for mentoring strategies.
Page five is called "Phase llf'(Appendix B, Fig. 6). On this page, the visitors will
be able to view the reflections and sharing ofexperiences between previous graduate
administrative candidates and their respective administrative leaders. This page contains
four links that lead to explanations about the vehicles used to allow these sharing of
experiences to take place; for instance, the use ofonline forums and bulletin board
postings are two ofthe ways that the sharing ofexperiences occurred. Finally, the last
link leads to a set ofexternal links which are under construction and that will display the
actual transcripts from the conversations between all involved. It is important to note that
these transcripts deal with several different clinical practice topics that are discussed
throughout the administrate candidates field experiences, unlike the transcripts on the
21
Alice Bicudo
Finally, the third internal link leads to a cluster ofexternal links regarding the assessment
and assessment samples for each individual project in the BCP; these external links are
under construction.
The fourth page is called "Phase If'(Appendix B, Fig. 5). This page contains
information on what future administrative candidates need to do in order to begin their
field experiences. In addition, this page contains three external links; the first link leads to
a project proposal sample which serves as an example ofthe proposals that administrative
candidates must complete before beginning their respective field experiences; this sample
is a page done in Word format and can be downloaded by the website visitor. The second
link displays another sample showing the conversations (logs) between previous
administrative candidates and their supervisors (under construction); permission for these
conversations to be posted on the website is being handled by the 8MB. The third link
leads to a page displaying suggestions for mentoring strategies.
Page five is called "Phase llf'(Appendix B, Fig. 6). On this page, the visitors will
be able to view the reflections and sharing ofexperiences between previous graduate
administrative candidates and their respective administrative leaders. This page contains
four links that lead to explanations about the vehicles used to allow these sharing of
experiences to take place; for instance, the use ofonline forums and bulletin board
postings are two ofthe ways that the sharing ofexperiences occurred. Finally, the last
link leads to a set ofexternal links which are under construction and that will display the
actual transcripts from the conversations between all involved. It is important to note that
these transcripts deal with several different clinical practice topics that are discussed
throughout the administrate candidates field experiences, unlike the transcripts on the
21
Alice Bicudo
page "Phase If' that only deal with the guidelines for proposal samples that need to be
created prior to the administrative candidates beginning their field experience.
The sixth page is called "Phase IV' (Appendix B, Fig. 7); this page contains
information about the necessary documentation administrative candidates need to have in
order to submit their proposal and final projects for their field experiences. In addition,
this page contains four links that describe the guidelines for each ofthe projects. The
fourth link displays another set ofexternal links for viewing samples ofthe projects; this
part is still under construction. The seventh page in the navigation bar is called "Phase V"
(Appendix B, Fig.8). This page represents the last phase in the program, and it contains
information about the evaluation ofadministrative candidates and the evaluation ofthe
program itself In addition, it contains three links that lead to explanations ofhow these
evaluations are done. The last link on this page leads to a set ofexternal links that are still
under construction. These external links will lead to other pages that display samples of
actual previous evaluations ofadministrative candidates. At this point, the 8ME is getting
written permission by these candidates in order to display their evaluations on the
website.
Page eight in the navigation bar is called "Research" (Appendix B, Fig. 9). This
page contains two links with information on the results ofthree surveys taken about the
BCP and on information about job postings for administrative candidates. The first link
leads to the results ofthe three surveys; the first survey displays the results on the
program's effectiveness, the second survey relates the perceived importance by
candidates ofsome ofthe program's features, and the third survey relates information
about the aggregate rating ofthe administrative candidate overall satisfaction with the
22
Alice Bicudo
page "Phase If' that only deal with the guidelines for proposal samples that need to be
created prior to the administrative candidates beginning their field experience.
The sixth page is called "Phase IV' (Appendix B, Fig. 7); this page contains
information about the necessary documentation administrative candidates need to have in
order to submit their proposal and final projects for their field experiences. In addition,
this page contains four links that describe the guidelines for each ofthe projects. The
fourth link displays another set ofexternal links for viewing samples ofthe projects; this
part is still under construction. The seventh page in the navigation bar is called "Phase V"
(Appendix B, Fig.8). This page represents the last phase in the program, and it contains
information about the evaluation ofadministrative candidates and the evaluation ofthe
program itself In addition, it contains three links that lead to explanations ofhow these
evaluations are done. The last link on this page leads to a set ofexternal links that are still
under construction. These external links will lead to other pages that display samples of
actual previous evaluations ofadministrative candidates. At this point, the 8ME is getting
written permission by these candidates in order to display their evaluations on the
website.
Page eight in the navigation bar is called "Research" (Appendix B, Fig. 9). This
page contains two links with information on the results ofthree surveys taken about the
BCP and on information about job postings for administrative candidates. The first link
leads to the results ofthe three surveys; the first survey displays the results on the
program's effectiveness, the second survey relates the perceived importance by
candidates ofsome ofthe program's features, and the third survey relates information
about the aggregate rating ofthe administrative candidate overall satisfaction with the
22
Alice Bicudo
BCP. Finally, the second link leads to a set ofexternal links to websites about job
postings in several midwestern states (under construction).
The ninth page is called "Requests" (Appendix B, Fig. 10). This page contains a
template from FrontPage 2002~ the template is an information request form that needs to
be filled out by those interested in receiving more information about the program. This
form is then submitted directly to the program's director. Page ten in the navigation bar is
called "Contact" (Appendix B, Fig.II). This page offers email addresses, addresses and
phone numbers for the program's director and the webmaster.
Finally, all other pages in the website that are linked to the main pages follow
another type oflayout. This occurred because the information used for these webpages
was taken from the written manual for the BCP, which was done in Word format, and the
pages in the manual were actual forms done using Word templates. However, once the
graduate candidate copied and pasted the Word template into a blank webpage the
content was so disorganized and visually unappealing that the graduate candidate had to
clear the existing format and create a design congruent with the template used in
FrontPage 2002. Each ofthe pages contain a title centered on the top~ however, all
information below the main heading has a different layout~ some have subheadings with
bulleted lists while others have subheadings with narrative paragraphs. Therefore,
whenever appropriate, the graduate candidate inserted tables, bullets and subheadings that
organized the content in a way that was visually pleasing. Still, some ofthe forms in the
manual had to remain in Word to be posted on the website to be downloaded by the
website visitors. This occurred because there was no other way to make the Word
23
Alice Bicudo
BCP. Finally, the second link leads to a set ofexternal links to websites about job
postings in several midwestern states (under construction).
The ninth page is called "Requests" (Appendix B, Fig. 10). This page contains a
template from FrontPage 2002~ the template is an information request form that needs to
be filled out by those interested in receiving more information about the program. This
form is then submitted directly to the program's director. Page ten in the navigation bar is
called "Contact" (Appendix B, Fig.II). This page offers email addresses, addresses and
phone numbers for the program's director and the webmaster.
Finally, all other pages in the website that are linked to the main pages follow
another type oflayout. This occurred because the information used for these webpages
was taken from the written manual for the BCP, which was done in Word format, and the
pages in the manual were actual forms done using Word templates. However, once the
graduate candidate copied and pasted the Word template into a blank webpage the
content was so disorganized and visually unappealing that the graduate candidate had to
clear the existing format and create a design congruent with the template used in
FrontPage 2002. Each ofthe pages contain a title centered on the top~ however, all
information below the main heading has a different layout~ some have subheadings with
bulleted lists while others have subheadings with narrative paragraphs. Therefore,
whenever appropriate, the graduate candidate inserted tables, bullets and subheadings that
organized the content in a way that was visually pleasing. Still, some ofthe forms in the
manual had to remain in Word to be posted on the website to be downloaded by the
website visitors. This occurred because there was no other way to make the Word
23
Alice Bicudo
template pages look appealing when copied onto webpages. Therefore, these pages had to
be imported into the website folder in order to have links to them.
At the request ofthe 8MB, the website had to be published using a password
security system. This proved to be a challenge to the graduate candidate because this was
something that the graduate candidate had not done before. The password was created
using a java script component that was inserted onto a blank webpage and saved as the
index page (Appendix B, fig. 12). This page became the first page visitors will see; it
contains the same web theme, the same shared border at the bottom ofwebpage, and the
same main picture. However, it contains the password prompt to enter the website. The
website was published and a link to the website was created on one ofthe 8ME websites.
At this point, no information has been given to the graduate candidate regarding whether
or not the website will always need to have a password protection.
Lessons Learned
After analyzing the journey, the graduate candidate felt as a novice website
designer who had just been through a first real difficult experience which would forever
impact all future website designs when collaborating with 8MEs. The graduate candidate
realized that the time-stressed partnership with the 8MB made other aspects about the
project more difficult and less enjoyable. One ofthe most challenging aspects ofthis
project involved the graduate candidate's inability to maintain deadlines, from scheduling
conflicts with the 8ME to missed deadlines for content delivery. These challenges
occurred due to the difficulty in working with a very busy 8MB and, in this case, the
complexity ofa project requiring the 8ME to be more ofan active participant. These
24
Alice Bicudo
template pages look appealing when copied onto webpages. Therefore, these pages had to
be imported into the website folder in order to have links to them.
At the request ofthe 8MB, the website had to be published using a password
security system. This proved to be a challenge to the graduate candidate because this was
something that the graduate candidate had not done before. The password was created
using a java script component that was inserted onto a blank webpage and saved as the
index page (Appendix B, fig. 12). This page became the first page visitors will see; it
contains the same web theme, the same shared border at the bottom ofwebpage, and the
same main picture. However, it contains the password prompt to enter the website. The
website was published and a link to the website was created on one ofthe 8ME websites.
At this point, no information has been given to the graduate candidate regarding whether
or not the website will always need to have a password protection.
Lessons Learned
After analyzing the journey, the graduate candidate felt as a novice website
designer who had just been through a first real difficult experience which would forever
impact all future website designs when collaborating with 8MEs. The graduate candidate
realized that the time-stressed partnership with the 8MB made other aspects about the
project more difficult and less enjoyable. One ofthe most challenging aspects ofthis
project involved the graduate candidate's inability to maintain deadlines, from scheduling
conflicts with the 8ME to missed deadlines for content delivery. These challenges
occurred due to the difficulty in working with a very busy 8MB and, in this case, the
complexity ofa project requiring the 8ME to be more ofan active participant. These
24
Alice Bicudo
conditions demanded that the graduate candidate have had created, at the onset ofthe
project, clear written guidelines that specified the delineation ofthe responsibilities of
each party.
Another important set back had to do with the different technologies used by both
parties. This was anticipated; however, the graduate candidate should have had created a
platform for quickly resolving these issues in orderto minimize delays. Furthermore, the
SME was a novice regarding the intricacies involved in the creation oftechnology
applications, software, and computer issues which caused the SME to have unrealistic
expectations regarding what could or could not be accomplished within the time-frame
involved. This demanded that the SME should have had created a visionary description
about the project in order to allow the graduate candidate to analyze the description as it
pertained to the current technological capacities. Still, the graduate candidate finds that
this difficult process was something that needed to be experienced in order to use this
type ofknowledge to prepare oneselffor future partnerships with other SMEs and to help
others establish fundamental time management skills when working with their respective
SMEs especially ifthe SMEs, are very busy people. Nevertheless, the graduate candidate
hopes that sharing this experience will help those who will go through a similar
experience at other universities or in other educational settings.
As it happens, the lessons learned here make it imperative that verbal contracts
with lack ofspecification do not allow for projects to be done appropriately and/or on
time. At this point the graduate candidate's goal is to create a generalized written
agreement/contract between parties in order to ensure the best possible outcomes when
creating designs for informational and learning environments.
25
Alice Bicudo
conditions demanded that the graduate candidate have had created, at the onset ofthe
project, clear written guidelines that specified the delineation ofthe responsibilities of
each party.
Another important set back had to do with the different technologies used by both
parties. This was anticipated; however, the graduate candidate should have had created a
platform for quickly resolving these issues in orderto minimize delays. Furthermore, the
SME was a novice regarding the intricacies involved in the creation oftechnology
applications, software, and computer issues which caused the SME to have unrealistic
expectations regarding what could or could not be accomplished within the time-frame
involved. This demanded that the SME should have had created a visionary description
about the project in order to allow the graduate candidate to analyze the description as it
pertained to the current technological capacities. Still, the graduate candidate finds that
this difficult process was something that needed to be experienced in order to use this
type ofknowledge to prepare oneselffor future partnerships with other SMEs and to help
others establish fundamental time management skills when working with their respective
SMEs especially ifthe SMEs, are very busy people. Nevertheless, the graduate candidate
hopes that sharing this experience will help those who will go through a similar
experience at other universities or in other educational settings.
As it happens, the lessons learned here make it imperative that verbal contracts
with lack ofspecification do not allow for projects to be done appropriately and/or on
time. At this point the graduate candidate's goal is to create a generalized written
agreement/contract between parties in order to ensure the best possible outcomes when
creating designs for informational and learning environments.
25
Alice Bicudo
References
Aless~ S. & Trollip, S. (2001). Multimediafor Learning methods and development. Needham Heights,
MA: Allyn & Bacon.
Heide, A. & Stillbome, L. (1999). The teachers complete & etA[Y guide to the internet. New York:
Teachers College Press.
Lieb, Stephen. (Fall 1991). Principles 0/ Adult Learning. Retrieved August 6th, 2003, from
www.hcc.hawaii.edu/intranet
Smith, P. & Ragan, T. (1999). Instructional Design (2nd ed.). Danvers, MA: John Wiley & Sons.
Williams, R & Tollett, J. (2000). The Non-Designers Web Book. Berkeley, CA: Peachpit Press.
26
Alice Bicudo
References
Aless~ S. & Trollip, S. (2001). Multimediafor Learning methods and development. Needham Heights,
MA: Allyn & Bacon.
Heide, A. & Stillbome, L. (1999). The teachers complete & etA[Y guide to the internet. New York:
Teachers College Press.
Lieb, Stephen. (Fall 1991). Principles 0/ Adult Learning. Retrieved August 6th, 2003, from
www.hcc.hawaii.edu/intranet
Smith, P. & Ragan, T. (1999). Instructional Design (2nd ed.). Danvers, MA: John Wiley & Sons.
Williams, R & Tollett, J. (2000). The Non-Designers Web Book. Berkeley, CA: Peachpit Press.
26
Alice Bicudo
APPENDIX A
The storyboard was written at the beginning ofthe creation ofthe website project
and it represents the initial design as agreed by the 5MB and the graduate candidate. All
parts in the story board (parts I through VI) are directly related to the written manual
about the BCP.
StoryBoard
The content on each ofthe six parts corresponds to the content on the main
website's pages. The manual headings (a, b, c, d, and t) correspond to the parts (I through
VI) on the website.
Part I: This part describes the overview ofthe program and contains the files or pages
that correspond to the manual's part A. These files contain information to be used in
creating the main or introductory page for the website. The headings below are the
original titles and files names ofeach ofthe webpages as agreed by the 5MB.
Description:
a) Program's background information. Description, goals and objectives.
b) Overview ofthe Clinical Processes, Requirements in Technology
c) The Integrated Project in Advanced The BCP Courses
d) Guidelines for Planning and Implementing the Clinical Experience
e) Cooperating Administrators Role and Responsibilities
t) Effective The BCP Suggestions for Cooperating Administrators
Part ll: This part corresponds to the manual's B section. Headings (b) and (c) will be
made into webpages, and heading (a) will be made into a Word document to be
downloaded from the site.
27
Alice Bicudo
APPENDIX A
The storyboard was written at the beginning ofthe creation ofthe website project
and it represents the initial design as agreed by the 5MB and the graduate candidate. All
parts in the story board (parts I through VI) are directly related to the written manual
about the BCP.
StoryBoard
The content on each ofthe six parts corresponds to the content on the main
website's pages. The manual headings (a, b, c, d, and t) correspond to the parts (I through
VI) on the website.
Part I: This part describes the overview ofthe program and contains the files or pages
that correspond to the manual's part A. These files contain information to be used in
creating the main or introductory page for the website. The headings below are the
original titles and files names ofeach ofthe webpages as agreed by the 5MB.
Description:
a) Program's background information. Description, goals and objectives.
b) Overview ofthe Clinical Processes, Requirements in Technology
c) The Integrated Project in Advanced The BCP Courses
d) Guidelines for Planning and Implementing the Clinical Experience
e) Cooperating Administrators Role and Responsibilities
t) Effective The BCP Suggestions for Cooperating Administrators
Part ll: This part corresponds to the manual's B section. Headings (b) and (c) will be
made into webpages, and heading (a) will be made into a Word document to be
downloaded from the site.
27
Alice Bicudo
Description:
a) The Traditional Administrative Competencies Areas
b) Overview ofClinical Context-Key Elements
c) The Administrative Portfolio
Part m: This part corresponds to part C in the manual. There are other components to
this heading; however, the SME is not sure, at this time what components will be on the
website.
Description:
a) The Integrated Project
Part IV: This part corresponds to part D in the manual. In this part there will be several
assessment pages for each ofthe field experiences in the BridgeClinical Program. The
SME is not sure which pages will be put on the website. However, and whatever pages
are chosen, the pages must remain as Word documents that will be linked and
downloaded from the website.
Description:
a) Summative Assessment Instruments
Part V: This part corresponds to part E on the manual. This is still under review for
possible changes at a later date. The SME is not sure what documents will be published.
Description:
a) College and Professional Standards Applicable to The Bridge Clinical Program
Part VI: This part will have the compilation ofall the written projects by previous
administrative candidates, at least the ones that SME wants to use as examples of
28
Alice Bicudo
Description:
a) The Traditional Administrative Competencies Areas
b) Overview ofClinical Context-Key Elements
c) The Administrative Portfolio
Part m: This part corresponds to part C in the manual. There are other components to
this heading; however, the SME is not sure, at this time what components will be on the
website.
Description:
a) The Integrated Project
Part IV: This part corresponds to part D in the manual. In this part there will be several
assessment pages for each ofthe field experiences in the BridgeClinical Program. The
SME is not sure which pages will be put on the website. However, and whatever pages
are chosen, the pages must remain as Word documents that will be linked and
downloaded from the website.
Description:
a) Summative Assessment Instruments
Part V: This part corresponds to part E on the manual. This is still under review for
possible changes at a later date. The SME is not sure what documents will be published.
Description:
a) College and Professional Standards Applicable to The Bridge Clinical Program
Part VI: This part will have the compilation ofall the written projects by previous
administrative candidates, at least the ones that SME wants to use as examples of
28
Alice Bicudo
outstanding work (these will be linked word documents to be downloaded from the
website). In addition, there will be video components in which previous administrative
candidates and school administrators discuss their field experiences.
Description:
a) Examples ofpast completed projects
b) Video testimonials from faculty, cooperating administrators and from
administrative candidates who have successfully completed the field experiences
in the BCP.
29
Alice Bicudo
outstanding work (these will be linked word documents to be downloaded from the
website). In addition, there will be video components in which previous administrative
candidates and school administrators discuss their field experiences.
Description:
a) Examples ofpast completed projects
b) Video testimonials from faculty, cooperating administrators and from
administrative candidates who have successfully completed the field experiences
in the BCP.
29
Banner
Alice Bicudo
APPENDIXB
ILLUSTRAnONS
Figure!
I_EIII';.i III!lIlIllIUllillltW~~li:?:tz\lIM%t+':if' i.!!l'-- 
r .....
_~
I --..11 """"..11 ........ -J
Heading 1 Style
.. Bullet 1
~ Bullet 2
- Bullet 3
Heading 2 Style
Regular Text Sample
MIIIIIIia- __-....... ...........
~~IJ:lyp-~rIJJ:lk
Followed Hyperlink
,,,,,,,.' , ..... ? ?? 1
~13 ...?-...III_F-...
30
.. I e-I J
l.. jCJWj 5<""""
Banner
Alice Bicudo
APPENDIXB
ILLUSTRAnONS
Figure!
I_EIII';.i III!lIlIllIUllillltW~~li:?:tz\lIM%t+':if' i.!!l'-- 
r .....
_~
I --..11 """"..11 ........ -J
Heading 1 Style
.. Bullet 1
~ Bullet 2
- Bullet 3
Heading 2 Style
Regular Text Sample
MIIIIIIia- __-....... ...........
~~IJ:lyp-~rIJJ:lk
Followed Hyperlink
,,,,,,,.' , ..... ? ?? 1
~13 ...?-...III_F-...
30
.. I e-I J
l.. jCJWj 5<""""
x
Alice Bicudo
Figure 2
1.~lliell'I'I;I'lglel-e.III.II"I"I"I"'i91"*I.II-18.--1l'I'iil'I'lIil Ala.l.e@IC:~Nalil'!"IU!~i?I"!Na:lH'1!1i@m?l:I5~"[@Ill? !.~a!I~'I;,~?=!mf4l'!ltfflm?!!?"l!2lHl!':::i ??II??flijlllll.111't11"~b1i~1&i:'r!itj,W:';N;:1~
: flit ,.. .~. t*It rem- .....,.. ... lIl!JI'IdlloII. .. _Iloc*ma<ks
o?~?tiUPiIJ ~?II!:!lI.::>??~iIIle<JIi?'-<>?i'fllOIi!~~ ~o f 11).
;~I[,-~:~'~_'~-':~ c._~lL __~?_.?~?~==-!i B I y' ~,~4 ~ .-Ii A?' ~~: ;'~ Ut [3 ~ L ~ A. ~ ??;;;1
iliJ....
".........is)
i.--i,.
T.....
?----------
The Bridge: A TechnolOln'-Medialled Clinical
p.-ogram for School L..ders
'O"tTod<.,dJof' m a,~ In,''fl,,.:;rrv''' p,'":)ll,'tW" i";:':;';~'~;",f:~:~':;:',:,~';r"s,-:"fT
OJd5, F;>r.!"1<; ir'" fJ,;,tfoi;rr; [') 1:1/
11li"{),.-y "In-d Pi?/a:JCP 4dm,n;5~ro"" Pr?p~I<'IUol"!
T.... ......,.. 0_Program .......oped by"'_ vergon,
Professor aNI alnfcall Director
ThO:s~"~II~iQr'dthel1'tO$l:importllrltpolnl:sn'l9ardingthe
'."
~.--. ..........
p-CJl7<tfn OlfliGal PTlIchcefor fWl.lre: sd'Joai adrmnlSl:ratars. In ilddihon,thls
website mntltlns gra.t.tlte student: tHbmoni.s (under" mnstructia'l) regwding
Ihar ellpenenoe !f'I the prOVam. and aI re;eard'l ltooy ~i:llvsis <Ibout the
p-ogram.
Website navigation
Thrs is yoor home page, lJfld frum here }o'OU1' be <tJIft to viell\l, In the m....igal:ion,
meJIlIlr'04hIcIIotpegtI .nd t~ JMgeS aHNSPJnding to eedt ofthe 1M! .......
r:ithepn:lg'lNTl. In OI"dl:rtobendil: tromttlc~ ~a'I, be:C1in by
",1Iiti-ngtheIntrod.l(t~ pagefinot: and the PtJase'SfJCl9'llS '" <t5leqtlential order.
In eadI of the Phase's PDIJItS)IOu will fWld the llPpropria!e links whidl oontain
more 1flfar"lT1lIbon reowdfno the topicsliJted.
TO find more d'\forrnebon about the vogram crthe >'femite. PIeMe vISit ~
e-tad'spage IlXZIted ill the1l~lg!Il:Jon bar ro- infonnatiot'l Qf1 o1ddr~ IIl1d
PlQl'le numbers. If yo... need IJ ds!tded de!ii:riptiQn tli the Pfl.19r.oJm it! paper
format, plane go to I~ p.ilge caled .~, ff1 the na~Q"l o.ar-. *,"d
9.lb'nit your iofcrmatK.w1.
For thouint:~ 011 the r_rch rfjated to this prClgram, ~_ --'sit the
R-.rdt;". PIoe In view.nd download tM reseal'dl1t!Jdy analysis.
s;.nd~iftG.---' - tt--"';"i-ih-qu.;<ib.Mo~";';~~~-??-_habOllt-tt;, .. "';'b;":~
FlMq.. Oizl...... J-"roq....... col"?J'iql'tt- -1: V""Qftn }:OO)
1_n>(lo,..flf"d: 07/te/il3
31
aZ33__2U
f;;eI:J 12'.27'" .
x
Alice Bicudo
Figure 2
1.~lliell'I'I;I'lglel-e.III.II"I"I"I"'i91"*I.II-18.--1l'I'iil'I'lIil Ala.l.e@IC:~Nalil'!"IU!~i?I"!Na:lH'1!1i@m?l:I5~"[@Ill? !.~a!I~'I;,~?=!mf4l'!ltfflm?!!?"l!2lHl!':::i ??II??flijlllll.111't11"~b1i~1&i:'r!itj,W:';N;:1~
: flit ,.. .~. t*It rem- .....,.. ... lIl!JI'IdlloII. .. _Iloc*ma<ks
o?~?tiUPiIJ ~?II!:!lI.::>??~iIIle<JIi?'-<>?i'fllOIi!~~ ~o f 11).
;~I[,-~:~'~_'~-':~ c._~lL __~?_.?~?~==-!i B I y' ~,~4 ~ .-Ii A?' ~~: ;'~ ;;jt Ut [3 ~ L ~ A. ~ ??;;;1
iliJ....
".........is)
i.--i,.
T.....
?----------
The Bridge: A TechnolOln'-Medialled Clinical
p.-ogram for School L..ders
'O"tTod<.,dJof' m a,~ In,''fl,,.:;rrv''' p,'":)ll,'tW" i";:':;';~'~;",f:~:~':;:',:,~';r"s,-:"fT
OJd5, F;>r.!"1<; ir'" fJ,;,tfoi;rr; [') 1:1/
11li"{),.-y "In-d Pi?/a:JCP 4dm,n;5~ro"" Pr?p~I<'IUol"!
T.... ......,.. 0_Program .......oped by"'_ vergon,
Professor aNI alnfcall Director
ThO:s~"~II~iQr'dthel1'tO$l:importllrltpolnl:sn'l9ardingthe
'."
~.--. ..........
p-CJl7<tfn OlfliGal PTlIchcefor fWl.lre: sd'Joai adrmnlSl:ratars. In ilddihon,thls
website mntltlns gra.t.tlte student: tHbmoni.s (under" mnstructia'l) regwding
Ihar ellpenenoe !f'I the prOVam. and aI re;eard'l ltooy ~i:llvsis <Ibout the
p-ogram.
Website navigation
Thrs is yoor home page, lJfld frum here }o'OU1' be <tJIft to viell\l, In the m....igal:ion,
meJIlIlr'04hIcIIotpegtI .nd t~ JMgeS aHNSPJnding to eedt ofthe 1M! .......
r:ithepn:lg'lNTl. In OI"dl:rtobendil: tromttlc~ ~a'I, be:C1in by
",1Iiti-ngtheIntrod.l(t~ pagefinot: and the PtJase'SfJCl9'llS '" <t5leqtlential order.
In eadI of the Phase's PDIJItS)IOu will fWld the llPpropria!e links whidl oontain
more 1flfar"lT1lIbon reowdfno the topicsliJted.
TO find more d'\forrnebon about the vogram crthe >'femite. PIeMe vISit ~
e-tad'spage IlXZIted ill the1l~lg!Il:Jon bar ro- infonnatiot'l Qf1 o1ddr~ IIl1d
PlQl'le numbers. If yo... need IJ ds!tded de!ii:riptiQn tli the Pfl.19r.oJm it! paper
format, plane go to I~ p.ilge caled .~, ff1 the na~Q"l o.ar-. *,"d
9.lb'nit your iofcrmatK.w1.
For thouint:~ 011 the r_rch rfjated to this prClgram, ~_ --'sit the
R-.rdt;". PIoe In view.nd download tM reseal'dl1t!Jdy analysis.
s;.nd~iftG.---' - tt--"';"i-ih-qu.;<ib.Mo~";';~~~-??-_habOllt-tt;, .. "';'b;":~
FlMq.. Oizl...... J-"roq....... col"?J'iql'tt- -1: V""Qftn }:OO)
1_n>(lo,..flf"d: 07/te/il3
31
aZ33__2U
f;;eI:J 12'.27'" .
Alice Bicudo
Figure 3
..
, ?h (I...'" ~f It' ( lil'I"I"NI;miill.lTfllt"I~IGIJ'.'I'I}~MID.II .. ,.1'1*=,:.~ldl'j;a,imi!!=!gl"lrilnadli~!'&I?i5Ill .. :.I"~M~!,~.!!' ?m=.I?tl?i.I!lm:"!Iltti~~ffiM!lI. f~;"::'?.IIII1l.IIIIIIt1II1fJ11.I~JifgJj~~J1JjW$'i&:i;:-} ..~:.IJ!II'Jd
rllO .. :VOW __ .... 1lXII> ....... __ II1II> aIloot_
O?llf'?Iil'!l.I!l?I!l~:;>'!~iliaCl"';',?,.?:'\tlC::IIiI~"]O Ii GI.
l,l';;?I??j[=-~::: __ H f II ..... "' ... IiO. '?\.Ii!!!!!!0,!;. -=?
i~~"'? ...
.-.......
":.......i ..
j .........-.... ?----------
The Sri. Osmml: PI'"OlJrM" COflS<5b of ~_ral wurses dffe.-entlated by level of
mu~ woric:mmpleted iIfldthe adrrinistrill:fve pc:Ilition oodpllllfeDooal license
to lVh'ch the clIndKktte lISlire5. ~ eourses ~ lIfI E:>donrtOI'Y Olntc:ctl
Pract:ioe i... tile mas:ters' ~ Jlfll9rarn and two Advi!f1Cll'd OOCl!lI Prilctioe
lDUf"SIe$, Ofle if! ttHot princip.!llship MId ttJe 9.lperlfltendMlc:y fiO!n$UR! progr...ms
~lvely. Tt'Iue c:Iintcal expencnces are oomP.mented byfield-baled
modulcz 111 ~veral other- coorses in tile s::IUCI!Iticmlllldtrinistri!ltlon program.
.Q~
? Developnieat
? What revinP.-s hiIW: :AhI abouttile""'-
Bl'fd9lng T1Iectry IJIId PmdiceIbrOU?It TeclJaolo?y Nedlated
ank41Education
1Me9fill m tMe pr-eparat10ll d P~iSlOf'af tap iSSltme i1e~h", roles in 'lldtooI
~"imatioo is a period of dirliad practice.. The8ridoJe ~niall Prognwn
~cwides ? struct:tred framework ami procHC for pPOIing candidfltes to ill
IoIimsy d admms~rat.1oE fufld:ionsand re$~liI:ies in aducl sdll.lOl seltKlgS.
The adrntni6!:rab...e candidate carnes out an indlvodWII,O!ed dlfllll1ll pf?! l.Indef- the
day-tlHlay supr,tiston d 1I mentor or ~ng IIdministnltcr lind wilt! the
aloJIII:If1UOUS su;:port d dI lB'l'\'1w.:lIty faoJlty member who facilitates; C2I'ldidate
p-d'?em soIvtng and ~icn. The untve~ facultV a1llD facilitates tfle sharlllg
r:;flcaans Jernedby ill memtJen; of the dinlC:Dl amdidDtesftCl"OS diverse sd'todl
~tes uang a:mput:er-mediilted instrudlOnal lads arlit ,f1I:erad.'IIe flEb'f(lf"IQng
tecr.noIogy Induding eiedrotlic bridJes, scsffolcis, forums IWltl portfolm
~bjective.
TIns OinlCal Prctdice ModeII'i deiigoed to prcrnc*e ~V<N"ar objedives through
Clbserwtion, pntd:Ioe, ~h, rwflection. and .eti~. Th..indude:
? To examine trow organizatlmlal and a:IfTVflumty context, IIx:ludi!ng student
di~ity, slUtpi'! IeadeBtJip
....'
32
Alice Bicudo
Figure 3
..
, ?h (I...'" ~f It' ( lil'I"I"NI;miill.lTfllt"I~IGIJ'.'I'I}~MID.II .. ,.1'1*=,:.~ldl'j;a,imi!!=!gl"lrilnadli~!'&I?i5Ill .. :.I"~M~!,~.!!' ?m=.I?tl?i.I!lm:"!Iltti~~ffiM!lI. f~;"::'?.IIII1l.IIIIIIt1II1fJ11.I~JifgJj~~J1JjW$'i&:i;:-} ..~:.IJ!II'Jd
rllO .. :VOW __ .... 1lXII> ....... __ II1II> aIloot_
O?llf'?Iil'!l.I!l?I!l~:;>'!~iliaCl"';',?,.?:'\tlC::IIiI~"]O Ii GI.
l,l';;?I??j[=-~::: __ H f II ..... "' ... IiO. '?\.Ii!!!!!!0,!;. -=?
i~~"'? ...
.-.......
":.......i ..
j .........-.... ?----------
The Sri. Osmml: PI'"OlJrM" COflS<5b of ~_ral wurses dffe.-entlated by level of
mu~ woric:mmpleted iIfldthe adrrinistrill:fve pc:Ilition oodpllllfeDooal license
to lVh'ch the clIndKktte lISlire5. ~ eourses ~ lIfI E:>donrtOI'Y Olntc:ctl
Pract:ioe i... tile mas:ters' ~ Jlfll9rarn and two Advi!f1Cll'd OOCl!lI Prilctioe
lDUf"SIe$, Ofle if! ttHot princip.!llship MId ttJe 9.lperlfltendMlc:y fiO!n$UR! progr...ms
~lvely. Tt'Iue c:Iintcal expencnces are oomP.mented byfield-baled
modulcz 111 ~veral other- coorses in tile s::IUCI!Iticmlllldtrinistri!ltlon program.
.Q~
? Developnieat
? What revinP.-s hiIW: :AhI abouttile""'-
Bl'fd9lng T1Iectry IJIId PmdiceIbrOU?It TeclJaolo?y Nedlated
ank41Education
1Me9fill m tMe pr-eparat10ll d P~iSlOf'af tap iSSltme i1e~h", roles in 'lldtooI
~"imatioo is a period of dirliad practice.. The8ridoJe ~niall Prognwn
~cwides ? struct:tred framework ami procHC for pPOIing candidfltes to ill
IoIimsy d admms~rat.1oE fufld:ionsand re$~liI:ies in aducl sdll.lOl seltKlgS.
The adrntni6!:rab...e candidate carnes out an indlvodWII,O!ed dlfllll1ll pf?! l.Indef- the
day-tlHlay supr,tiston d 1I mentor or ~ng IIdministnltcr lind wilt! the
aloJIII:If1UOUS su;:port d dI lB'l'\'1w.:lIty faoJlty member who facilitates; C2I'ldidate
p-d'?em soIvtng and ~icn. The untve~ facultV a1llD facilitates tfle sharlllg
r:;flcaans Jernedby ill memtJen; of the dinlC:Dl amdidDtesftCl"OS diverse sd'todl
~tes uang a:mput:er-mediilted instrudlOnal lads arlit ,f1I:erad.'IIe flEb'f(lf"IQng
tecr.noIogy Induding eiedrotlic bridJes, scsffolcis, forums IWltl portfolm
~bjective.
TIns OinlCal Prctdice ModeII'i deiigoed to prcrnc*e ~V<N"ar objedives through
Clbserwtion, pntd:Ioe, ~h, rwflection. and .eti~. Th..indude:
? To examine trow organizatlmlal and a:IfTVflumty context, IIx:ludi!ng student
di~ity, slUtpi'! IeadeBtJip
....'
32
Alice Bicudo
Figure 4
? ....11.1'111*1111.11*1111'1?1111'11'.'1.lllfl'lil;iil'li.?iMIIi!Ma?IlIIMlicg~tia6Iii!'i=iim!l?lh~NII~N~~?m?~'5!, ii!fim:l!4~u!9~' ?I!i!'4~liJ~' :!m!!,l!?!'~MIll! ???IIII111IIlDI?Ill11III"&11'"
PO. 1* lIIW ~ .ran- 10$ .......... __ .. --
D?f?,?il'!l.Im?!;tIA::'"j1\-IitaIlJl~:?'-'?- '\IIClIII-.lit. @lO" UJ.,'-
==~_-3r-- -'~.:~---_._-~--='-~--~[--'~~'--~"j: B r y .~ * ~ .,.? Ii. A~, ;;: :~ ~.~ E3- L" 4. .?
? ... J~ ..... ??? ??? ..-~\l~!!!!!!!!:!!JOiO!!!"!+-_-,r--"~_.,...... - - --'-_....,...::Jil
! Ii] I~~~~~~~ ..'
, ...
!IP,-?
i ........*
i.........
!~..........
I.! ,.. ?----------
11Je~oft~lI!d$niatlpnu:tiC!!lsmbr~nthec.l~'~.!II.II~ofthl!
ilrt of sctlDCl admeni'.llratim. lhe candidm:~ IS encouraged topl) rposefy 'Jlel.ed: an
arr:6f crt prajed:s; thai: will e.-peDe than to a vanety of O1tia.1 admlncstratlve
resporwibifitiesand which will defmMtrate thfliratldac%ion cfstand.nkof
prdenional knowtedg4, skills and dispotitiauas p-escribed by ooIlegoe, It??
iJfld n"b(lflaf pn:#essOllal orglJP...zatoons IRduding the Interstate Sdlool
~hip LiOlHlsu"censortium (JSSLC).
? R~
.~
.~
Qlnlid!tcs in the Explors:ory Oiniall PractICe ve ~Ulred. for munce, to
geiert cliniwl actillitia; ae;ociated ",ith a cbzen dfft!fflflt domMns Of" ~re~ of
s:tKJoI operatlorJ5 CO'"r-eil!led ~tth tsSlC ~ndllnk rM"ng from GUrricutum lind
...,structron to mrnml6lity relmrOlU; from f6Olitre.'lto tidrna~nt: and
fn;wn,otlld FJumlln rerour:::e .uninistnrtm to vrorking with dvtn:e student
poJlI.Ilation.s. In lKkl'ition to ellpOSUre 10 .lI rllnge 01 sdux" fundions, at~
a-e also e~ to CDIlg(jer a mix afpro}ed:s if, ter-rn.: oIttlet~ r::I skills
~ to be 51 Jfed:iw ItIltder. ConRqlll'lnl:tv, candidilles lire encouraged to
Ier'Vt! CI'I a school or tktri<l wide CDmmlttH; CDJI~ Bnd .,a1yH ..,."irictl data
to assess ClJfrenl: mndbCl'ls and inform future sc:P1ocl praaoces; undeJiake <II
scllooHf'1'1)I'UVeimefll .-elatflf talk, wllabcr.Jte \/Irth dher sdlOCll stalfor
community aganOj reprenntaivel: in resdvmg ? ,llrabfwn; and critiQt.ling ~d
~4ng reVlSlOflS to it p;Jrl:tcu'lM sdlod ~tCy or .ts mer:holk of
adrmnlSl:ratlOn. '::""lIIItv. lBfllit:htes arr eno:JLlraged observe or to wer1c: slde--by _de
with the C(IDllC:retlno admInIStrator In Ql'"r"fltlG out a:rtitin tMks lind to
i!Ili.ldow nIl' Of hef- supI1fVlSU'" lOr a day ff\cludifl9 r-Jrs immll'dl.Iely bl40re <llld
a't_the reoul. school d&\". The amdidate dewelops an indivici..tlllized dina!
Pion Solttlno out the gods lind ob.JeCtNeSwttle dinlml expenence, lndudno
the_ofsd'tool di'ltrid opefitbon5and Ieadef"WtlP responsibilitlfitflat the
a1fldidllte will aidress 85 part of the dirliclll' prarctiat. The propostJl, O!'tCll!
~. ~n1\Otne bluepnnt for tile dinlCiilii plldlee-
...,
33
DI3S.".._2U
r~E:I l2:.a"'-
Alice Bicudo
Figure 4
? ....11.1'111*1111.11*1111'1?1111'11'.'1.lllfl'lil;iil'li.?iMIIi!Ma?IlIIMlicg~tia6Iii!'i=iim!l?lh~NII~N~~?m?~'5!, ii!fim:l!4~u!9~' ?I!i!'4~liJ~' :!m!!,l!?!'~MIll! ???IIII111IIlDI?Ill11III"&11'"
PO. 1* lIIW ~ .ran- 10$ .......... __ .. --
D?f?,?il'!l.Im?!;tIA::'"j1\-IitaIlJl~:?'-'?- '\IIClIII-.lit. @lO" UJ.,'-
==~_-3r-- -'~.:~---_._-~--='-~--~[--'~~'--~"j: B r y .~ * ~ .,.? Ii. A~, ;;: :~ ~.~ E3- L" 4. .?
? ... J~ ..... ??? ??? ..-~\l~!!!!!!!!:!!JOiO!!!"!+-_-,r--"~_.,...... - - --'-_....,...::Jil
! Ii] I~~~~~~~ ..'
, ...
!IP,-?
i ........*
i.........
!~..........
I.! ,.. ?----------
11Je~oft~lI!d$niatlpnu:tiC!!lsmbr~nthec.l~'~.!II.II~ofthl!
ilrt of sctlDCl admeni'.llratim. lhe candidm:~ IS encouraged topl) rposefy 'Jlel.ed: an
arr:6f crt prajed:s; thai: will e.-peDe than to a vanety of O1tia.1 admlncstratlve
resporwibifitiesand which will defmMtrate thfliratldac%ion cfstand.nkof
prdenional knowtedg4, skills and dispotitiauas p-escribed by ooIlegoe, It??
iJfld n"b(lflaf pn:#essOllal orglJP...zatoons IRduding the Interstate Sdlool
~hip LiOlHlsu"censortium (JSSLC).
? R~
.~
.~
Qlnlid!tcs in the Explors:ory Oiniall PractICe ve ~Ulred. for munce, to
geiert cliniwl actillitia; ae;ociated ",ith a cbzen dfft!fflflt domMns Of" ~re~ of
s:tKJoI operatlorJ5 CO'"r-eil!led ~tth tsSlC ~ndllnk rM"ng from GUrricutum lind
...,structron to mrnml6lity relmrOlU; from f6Olitre.'lto tidrna~nt: and
fn;wn,otlld FJumlln rerour:::e .uninistnrtm to vrorking with dvtn:e student
poJlI.Ilation.s. In lKkl'ition to ellpOSUre 10 .lI rllnge 01 sdux" fundions, at~
a-e also e~ to CDIlg(jer a mix afpro}ed:s if, ter-rn.: oIttlet~ r::I skills
~ to be 51 Jfed:iw ItIltder. ConRqlll'lnl:tv, candidilles lire encouraged to
Ier'Vt! CI'I a school or tktri<l wide CDmmlttH; CDJI~ Bnd .,a1yH ..,."irictl data
to assess ClJfrenl: mndbCl'ls and inform future sc:P1ocl praaoces; undeJiake <II
scllooHf'1'1)I'UVeimefll .-elatflf talk, wllabcr.Jte \/Irth dher sdlOCll stalfor
community aganOj reprenntaivel: in resdvmg ? ,llrabfwn; and critiQt.ling ~d
~4ng reVlSlOflS to it p;Jrl:tcu'lM sdlod ~tCy or .ts mer:holk of
adrmnlSl:ratlOn. '::""lIIItv. lBfllit:htes arr eno:JLlraged observe or to wer1c: slde--by _de
with the C(IDllC:retlno admInIStrator In Ql'"r"fltlG out a:rtitin tMks lind to
i!Ili.ldow nIl' Of hef- supI1fVlSU'" lOr a day ff\cludifl9 r-Jrs immll'dl.Iely bl40re <llld
a't_the reoul. school d&\". The amdidate dewelops an indivici..tlllized dina!
Pion Solttlno out the gods lind ob.JeCtNeSwttle dinlml expenence, lndudno
the_ofsd'tool di'ltrid opefitbon5and Ieadef"WtlP responsibilitlfitflat the
a1fldidllte will aidress 85 part of the dirliclll' prarctiat. The propostJl, O!'tCll!
~. ~n1\Otne bluepnnt for tile dinlCiilii plldlee-
...,
33
DI3S.".._2U
r~E:I l2:.a"'-
Alice Bicudo
FigureS
1.~lm.II.lliil_I .?II?le.el;I;?I'ah."."lhill'lml.l,a'I;I'liiI4.~~i"IIMIID?II:~5a!!iiil"l;;mi!?l";6ai~:dEI.!Nml:"~tiIMmm, ll:P~U!4,c?m!Z?4IlllJ~! ~=~,-!, !mdl~"II ????lljlll!l'~~~1fl4~(i&~K(;;;ft.,:i?r}f}Y;';':.::.lIl!!
'~ ........ )Milt .",..,_ .......... .-_ aboutboobnarts
D'I?"IiI!illllm'~A;:>i', ilall"'i"!-'~.'lIlC:IiI!I~!t. @lOll G!.
,_-:-:r-~: ~~-----'-'''''L ':,31 B I !l ~ "''Iii ,., A .- \' F ," \li' Fe! "". l1.'.
I -.s' III '. , ,,~.......05" 1.......2._? ~_ ......~---' .......,....~_.;...,.. --'_---' ~~ __......__............~_--' ...,::J"'1
I l!J iiiiiilf~~J~~~~r;;~L.! ..
'IiJ
-#
' .......
iil)
1-- iSt
T"
?----------
O<1e ofthe n1DSI saflent lesor>s lP'lal: adni"ist,altr!i: lcum, as one astute
~tetorhasplot it. istMittheir~iICCOrI'4t!i.ment:ll ....ill beDaierefled:ulnsof
tn:etr lnterlbons.W In .(11, leaders iI~e that imp:emefltebon I'NIttet's /SId
helps ?kP1aifl wide _i.ions in ~icy end program outcumer;. yet
lfnplementllbon ~ a reDl cfIaIImoe to edmlrllSt~rs .nee ltIcr days a-e
...Idom tI'Ief own ttl mMJageand $d'lotl'sare irlherentfy I'onllefy cl1Jpled
a-~zaticn~ rftistant to centralized CXIfltrot In recognition rXthe$:e realitie!.
.,dtl'Mtnec:esit:ytheyprovidtlfort~ful pIlInning, effed:ivetirre
rrl.magemElll,. al'1d 0fl~!J0tn9 monrlonng and ~atlO", admltJi~rati",e
carddMs artt required to anoaoe in a numlHtrof ~rent activities In suppat
d efl'eaive implement_KIn of their diniall p1aM.
canda.es, for mstlmce,. are I"eQWrH to deveI~. d?ailed l~nt.ion ptafl
and nm~hnfl for the projeds Ifrso"ibed m lfleir ChfltCilll "ropos.el. In addiliofT
t~ meet: ",~>arly.nth tl)fllr cooperirt.ng arf"'nlstr.or to di:l;cu56 J)fl:9"ss /WId
trablcms m !Jctuafy imt*mentlna tilt: pllWlne:d ecti",rtu::r and to instItute: fleeded
'-d'Il"'Udl""'''''''''-' ??~'''U , ... .......".."" , ,,"', ..C.,. ?CJvt:""'.....,
owrto provlo:les ad<itional pero:ped:fv"e Mldscaffotding for develQPlflQ 1Jet".Jlf<ld:o(:e
retPOnstS to-$iWations confronted bt the OIl'Mfidlrt?. To enAlrtOfl"i!Oing
commvnlClltiofl and COI'IlIkatlOrl .tttl the ~rlllino IIdrT'llnistrat;T and
lJm~sil:y lIpervisor, mndidlltesmaimain a lQ!) 01 sudlll"eetmgs and
scaftddtn9 ecmmuntc&ions. Men infomwtbon abwt each ofthese
ir'nJI~mentllbon groee~ C%ln be oo::eBed below.
Process:'"
? Silmple:: ClIIIk3I ProposallmpleM8ntatioft Plan ..d nme- 
? Ongoing eon-unicationMId ConsuI1aIion with University
Supenri5ol"
~ .
Sftld WKIil tD'" ?_ with qUl"stio 00' comme.'1ts atlout l:hs web ",to>
8ndge Oir>i<;~ JJIo<>y~m 1:0""'';# :g; V.-go" 2003
l ...... ..-tifi.?.h07/t8/03
,."
34
Alice Bicudo
FigureS
1.~lm.II.lliil_I .?II?le.el;I;?I'ah."."lhill'lml.l,a'I;I'liiI4.~~i"IIMIID?II:~5a!!iiil"l;;mi!?l";6ai~:dEI.!Nml:"~tiIMmm, ll:P~U!4,c?m!Z?4IlllJ~! ~=~,-!, !mdl~"II ????lljlll!l'~~~1fl4~(i&~K(;;;ft.,:i?r}f}Y;';':.::.lIl!!
'~ ........ )Milt .",..,_ .......... .-_ aboutboobnarts
D'I?"IiI!illllm'~A;:>i', ilall"'i"!-'~.'lIlC:IiI!I~!t. @lOll G!.
,_-:-:r-~: ~~-----'-'''''L ':,31 B I !l ~ "''Iii ,., A .- \' F ," \li' Fe! "". l1.'.
I -.s' III '. , ,,~.......05" 1.......2._? ~_ ......~---' .......,....~_.;...,.. --'_---' ~~ __......__............~_--' ...,::J"'1
I l!J iiiiiilf~~J~~~~r;;~L.! ..
'IiJ
-#
' .......
iil)
1-- iSt
T"
?----------
O<1e ofthe n1DSI saflent lesor>s lP'lal: adni"ist,altr!i: lcum, as one astute
~tetorhasplot it. istMittheir~iICCOrI'4t!i.ment:ll ....ill beDaierefled:ulnsof
tn:etr lnterlbons.W In .(11, leaders iI~e that imp:emefltebon I'NIttet's /SId
helps ?kP1aifl wide _i.ions in ~icy end program outcumer;. yet
lfnplementllbon ~ a reDl cfIaIImoe to edmlrllSt~rs .nee ltIcr days a-e
...Idom tI'Ief own ttl mMJageand $d'lotl'sare irlherentfy I'onllefy cl1Jpled
a-~zaticn~ rftistant to centralized CXIfltrot In recognition rXthe$:e realitie!.
.,dtl'Mtnec:esit:ytheyprovidtlfort~ful pIlInning, effed:ivetirre
rrl.magemElll,. al'1d 0fl~!J0tn9 monrlonng and ~atlO", admltJi~rati",e
carddMs artt required to anoaoe in a numlHtrof ~rent activities In suppat
d efl'eaive implement_KIn of their diniall p1aM.
canda.es, for mstlmce,. are I"eQWrH to deveI~. d?ailed l~nt.ion ptafl
and nm~hnfl for the projeds Ifrso"ibed m lfleir ChfltCilll "ropos.el. In addiliofT
t~ meet: ",~>arly.nth tl)fllr cooperirt.ng arf"'nlstr.or to di:l;cu56 J)fl:9"ss /WId
trablcms m !Jctuafy imt*mentlna tilt: pllWlne:d ecti",rtu::r and to instItute: fleeded
'-d'Il"'Udl""'''''''''-' ??~'''U , ... .......".."" , ,,"', ..C.,. ?CJvt:""'.....,
owrto provlo:les ad<itional pero:ped:fv"e Mldscaffotding for develQPlflQ 1Jet".Jlf<ld:o(:e
retPOnstS to-$iWations confronted bt the OIl'Mfidlrt?. To enAlrtOfl"i!Oing
commvnlClltiofl and COI'IlIkatlOrl .tttl the ~rlllino IIdrT'llnistrat;T and
lJm~sil:y lIpervisor, mndidlltesmaimain a lQ!) 01 sudlll"eetmgs and
scaftddtn9 ecmmuntc&ions. Men infomwtbon abwt each ofthese
ir'nJI~mentllbon groee~ C%ln be oo::eBed below.
Process:'"
? Silmple:: ClIIIk3I ProposallmpleM8ntatioft Plan ..d nme- 
? Ongoing eon-unicationMId ConsuI1aIion with University
Supenri5ol"
~ .
Sftld WKIil tD'" ?_ with qUl"stio 00' comme.'1ts atlout l:hs web ",to>
8ndge Oir>i<;~ JJIo<>y~m 1:0""'';# :g; V.-go" 2003
l ...... ..-tifi.?.h07/t8/03
,."
34
"
Alice Bicudo
Figure 6
1 m llii.;I"I.III??II'I'a"."INI".lIl1il,ail"I;li.~EiMIlMIIDMI'Cg~da!I*I"=i!m!l?I"IMI:I?I:\I&m? ~M~n!Dm, :!~, ll:4~i':4fC9='Z;411rnl!l?ll!m~? I?!Mlll-il:????1I1f111111111?_~*~~~;C{1:1j.;:;i:_Jr~:!i-- ---~
'" ?<* .. .- flln.- ~ .,.... ,... ...... IjoIp --
D'I?'IiiJ~~~' ~iA~!l',_&\'!>"'""':~C1iI!#" 210 ~ ~ ?.
-~_------~J-- ._ _ --~--:~.-~~~._~-~~~[-~._---~J; DO IV ~ ~ ~ @l 1\ JI. - to ~ t~ [3 ~ 4. ~ A. -..
? _1~ .....'(IiiiIOM....~ ...~
! !j] DI:I~~~~~~....
-,,,
:.......
is)i.......
I"I T_ ?---------------
Rdl~~n .?od:(rC)$$.sit~.$b"riI)9
ofExperiences and Perspectives
To .,romd:e __000. t"'i~ dirtiest pn:lOnlfll em~S5e5 irdi!vidllll reflect:ion alld
memhcti....e sh.ring d expoarienc. by munc of. dinital Practice w.Mit.
ltt-s eJimca Web!lite 5Ie'\o'l!:S asthe tall! fat'- multiple: lormsaf sl!anngand
!lI:ruc:tunK1 intwadion among ~ dthe cfmieal cahort from their hiQf'lly
I:i....euami' ~icalty dispe-1led diniQl sites:. These refkctive and Jt\anng
act....dies ~flclude:
.On-u_ ~ t..~
? M-oniIuii ArdIiviIIg Doss-site.....
? l'.!Rl:lU$
~.I!~ti.I:l.!il.~!:~.!'~.til:'fl ?. !I<!=~!!!!!!.~f.!!!!!!~~.
~iI(~
E&ct1 atndicBteposbto it clesignatedBultetm 60llIrd hIS or1"leranatysc::saf
seJected expf:rienms aca:mpIi;shed as ~rt ofttJejr- diniQlt ptan and refted:/OfTS
on tessol'l$ learfled as fI _It. OItO! JlO!lled, other dinical rohort members..-ead
the exPeriences end retted:iof'Is poSed by thor cdleagues,. ~nd then pose
questions or rJfer penpectj...es fa-tile alll:l'tor of the anginal poSing to rer;porld
I1J in ill $tIries d trn-eaded e-:mlWlgeS- Oth~ members of thecohort call read the
on'Q<lng exd'lange$ ?ro11Q thetr peers. therebv enhll10nQ thor 0""" JeamIllO.
ilfId ~'lZI join ,n the IWog thefm;elVe5. tl'oui; ltlfllula,ngfurther reflf!d:lVll:vOfl
the p.!!Irt otthtl mlJin. aultlorMld allMmbft"!!:ofttle eotmrt
~~_!PI! ---------
9n:J~.!'!>flJm"'.~.I;~J1I~r~.I;~J1~km~. !!I!!!!
10_
Additional mel2:ion and grnup enoaoement i!!: fost!tr"ed bv melnt of on-Line
Forums_ Such forums we hEM per-iodKBIIv with wbgrntJPS tI candidates
.r,;,legi<'altv Drgaliled baaed 01 (J"Ie r:I se...erall:Ja5es such as eJ(~eflce,
position to wl'tid'l tlMly .pi,"", cd'tool 1 1, or slmilerity of clinical acivitiK
umterbtk.an. TM fon.m takes Mice en .. Qflotil dete at a MIlCl'lated ti~ lit a
"'"
35
.144........_3.8
r?"l'!:I-U:.32"'~
"
Alice Bicudo
Figure 6
1 m llii.;I"I.III??II'I'a"."INI".lIl1il,ail"I;li.~EiMIlMIIDMI'Cg~da!I*I"=i!m!l?I"IMI:I?I:\I&m? ~M~n!Dm, :!~, ll:4~i':4fC9='Z;411rnl!l?ll!m~? I?!Mlll-il:????1I1f111111111?_~*~~~;C{1:1j.;:;i:_Jr~:!i-- ---~
'" ?<* .. .- flln.- ~ .,.... ,... ...... IjoIp --
D'I?'IiiJ~~~' ~iA~!l',_&\'!>"'""':~C1iI!#" 210 ~ ~ ?.
-~_------~J-- ._ _ --~--:~.-~~~._~-~~~[-~._---~J; DO IV ~ ~ ~ @l 1\ JI. - to ~ t~ [3 ~ 4. ~ A. -..
? _1~ .....'(IiiiIOM....~ ...~
! !j] DI:I~~~~~~....
-,,,
:.......
is)i.......
I"I T_ ?---------------
Rdl~~n .?od:(rC)$$.sit~.$b"riI)9
ofExperiences and Perspectives
To .,romd:e __000. t"'i~ dirtiest pn:lOnlfll em~S5e5 irdi!vidllll reflect:ion alld
memhcti....e sh.ring d expoarienc. by munc of. dinital Practice w.Mit.
ltt-s eJimca Web!lite 5Ie'\o'l!:S asthe tall! fat'- multiple: lormsaf sl!anngand
!lI:ruc:tunK1 intwadion among ~ dthe cfmieal cahort from their hiQf'lly
I:i....euami' ~icalty dispe-1led diniQl sites:. These refkctive and Jt\anng
act....dies ~flclude:
.On-u_ ~ t..~
? M-oniIuii ArdIiviIIg Doss-site.....
? l'.!Rl:lU$
~.I!~ti.I:l.!il.~!:~.!'~.til:'fl ?. !I<!=~!!!!!!.~f.!!!!!!~~.
~iI(~
E&ct1 atndicBteposbto it clesignatedBultetm 60llIrd hIS or1"leranatysc::saf
seJected expf:rienms aca:mpIi;shed as ~rt ofttJejr- diniQlt ptan and refted:/OfTS
on tessol'l$ learfled as fI _It. OItO! JlO!lled, other dinical rohort members..-ead
the exPeriences end retted:iof'Is poSed by thor cdleagues,. ~nd then pose
questions or rJfer penpectj...es fa-tile alll:l'tor of the anginal poSing to rer;porld
I1J in ill $tIries d trn-eaded e-:mlWlgeS- Oth~ members of thecohort call read the
on'Q<lng exd'lange$ ?ro11Q thetr peers. therebv enhll10nQ thor 0""" JeamIllO.
ilfId ~'lZI join ,n the IWog thefm;elVe5. tl'oui; ltlfllula,ngfurther reflf!d:lVll:vOfl
the p.!!Irt otthtl mlJin. aultlorMld allMmbft"!!:ofttle eotmrt
~~_!PI! ---------
9n:J~.!'!>flJm"'.~.I;~J1I~r~.I;~J1~km~. !!I!!!!
10_
Additional mel2:ion and grnup enoaoement i!!: fost!tr"ed bv melnt of on-Line
Forums_ Such forums we hEM per-iodKBIIv with wbgrntJPS tI candidates
.r,;,legi<'altv Drgaliled baaed 01 (J"Ie r:I se...erall:Ja5es such as eJ(~eflce,
position to wl'tid'l tlMly .pi,"", cd'tool 1 1, or slmilerity of clinical acivitiK
umterbtk.an. TM fon.m takes Mice en .. Qflotil dete at a MIlCl'lated ti~ lit a
"'"
35
.144........_3.8
r?"l'!:I-U:.32"'~
Alice Bicudo
Figure 7
?? ?? ??11*11'81'."1"'."1'11 ??I!IT.IIIIIII.rlllll.I;JCI.lt_~~~t~\t~/:y, ':\>:,~
f:Ilt. lIIW .~. l'simllIt lIiMlIO_ ,........ .. --
:O?~?Ii1'!U&Im?~1!l~i~IiI;l@.;Ii?'-"?''lIlCJIII!..-J:' [}lOf~ ???..
~ .? I?.~......:3~:?:--~T" r ll ..... "''''?/( .. ?;=:c'"'~ [j.",.A.- ?
. [i] a:E:J~~~J..e.eJ~~....
~-.
"...............?
T_ ?----------
Ooalmenhltg tht!ir ellDertences and reflectinG Of'! tnc ~s ~ as II resutt:
d~gill them;s.." i~rt~t pnrtofdinit:lIledl-altion lind tile learning
j70Ct1$. sum dowmemlJlila'l 11I$0 serve; to derrDlHtrate the lIdmini.!ltrative
liIII1owtcc:1ge, illillsalld dtspcsit'ons of thecaodidirte. Tile Imdoe OinlCii Program
errIP~two primary me_d documenting the c.<trJdidate'~ diniOllI el:peieru:e
and Withd:iM of llF'tlfession81 ??ndards: the ~ntm.ive ~l7tfo[jc and the
Irrteg.-<ted Projed: Report _ 03nd~es are aise enlXlllraqed ana wpported In
di!velop,ng thetr ProfessIOnal ~Urrl1!' and Admmistrative 4pcphtalioJl letter <rI:
meeondusion C#their advan~ clniClil pr-=rke.
? I'l:JKlo?
To <:.1.111: the ~O$ ~ ...~ fn;nl the dinQII P-~al and derJmnstf1ltl'l
p"cfe$Simal ktIowledg!!. skilfs and di$~tia't!i COflSistent with lac.al, nte ;md
1ll'Jtia't81 staIldarrls,. CMKIidates J'"plt....: aidpreunt an AdministJ1lli ve Portfolio
..wJminltinga:1pIn thedinic8I~. TheportfulioamtainstM Sd'lcol
Prelile, De5aiptlCffl!iand Analys:esuf Adivitle5 undertaken,. and ... Syrrt~sof
Major I..e8IoIl:s lefwned Across the Er4:,re Expenefloe. Key A.rtlfacts produced or
utiizeclin trw dinical ecperNnce realso displayed in the portfolio. OW\didltt.
are proYdedtrawt'rnJ arrd technil:B! support to create an Ele<:tronic PQt1foho, '"
... _em.Ne ltJ the !tOre tr.dtlCnaf paper foiio. Candidat~s o;nmpldlng both
the [)(plaratory and Ad'v~~ eJ'nJC&l CClUt'HS ?I~~ sud!- portfo&os.
CwIddlUs In the AdYlIna:dOtnlCIII co~alJD pre(Dl"C-lI ~ en the 
lnt~ed Proje? dl!:mdmo the xtIool ifT1)rtlvl!I'1'teI'It project ttIat they designed,
imptemented /WId! or IItYaIUllted in their dil1ica setting. The report desaibes
the _ide~ of need, p-ojed goa15 ",d intended autwtne5, ;~ent
.rategy, the extent to whim it: Will implemented, afld the r-ewlts; realized, dlol19
...ith ~endlll:iOfl5 for enllancing the eff'ecti....enem. ~ the irrvovernent
effort in the future
36
Alice Bicudo
Figure 7
?? ?? ??11*11'81'."1"'."1'11 ??I!IT.IIIIIII.rlllll.I;JCI.lt_~~~t~\t~/:y, ':\>:,~
f:Ilt. lIIW .~. l'simllIt lIiMlIO_ ,........ .. --
:O?~?Ii1'!U&Im?~1!l~i~IiI;l@.;Ii?'-"?''lIlCJIII!..-J:' [}lOf~ ???..
~ .? I?.~......:3~:?:--~T" r ll ..... "''''?/( .. ?;=:c'"'~ [j.",.A.- ?
. [i] a:E:J~~~J..e.eJ~~....
~-.
"...............?
T_ ?----------
Ooalmenhltg tht!ir ellDertences and reflectinG Of'! tnc ~s ~ as II resutt:
d~gill them;s.." i~rt~t pnrtofdinit:lIledl-altion lind tile learning
j70Ct1$. sum dowmemlJlila'l 11I$0 serve; to derrDlHtrate the lIdmini.!ltrative
liIII1owtcc:1ge, illillsalld dtspcsit'ons of thecaodidirte. Tile Imdoe OinlCii Program
errIP~two primary me_d documenting the c.<trJdidate'~ diniOllI el:peieru:e
and Withd:iM of llF'tlfession81 ??ndards: the ~ntm.ive ~l7tfo[jc and the
Irrteg.-<ted Projed: Report _ 03nd~es are aise enlXlllraqed ana wpported In
di!velop,ng thetr ProfessIOnal ~Urrl1!' and Admmistrative 4pcphtalioJl letter <rI:
meeondusion C#their advan~ clniClil pr-=rke.
? I'l:JKlo?
To <:.1.111: the ~O$ ~ ...~ fn;nl the dinQII P-~al and derJmnstf1ltl'l
p"cfe$Simal ktIowledg!!. skilfs and di$~tia't!i COflSistent with lac.al, nte ;md
1ll'Jtia't81 staIldarrls,. CMKIidates J'"plt....: aidpreunt an AdministJ1lli ve Portfolio
..wJminltinga:1pIn thedinic8I~. TheportfulioamtainstM Sd'lcol
Prelile, De5aiptlCffl!iand Analys:esuf Adivitle5 undertaken,. and ... Syrrt~sof
Major I..e8IoIl:s lefwned Across the Er4:,re Expenefloe. Key A.rtlfacts produced or
utiizeclin trw dinical ecperNnce realso displayed in the portfolio. OW\didltt.
are proYdedtrawt'rnJ arrd technil:B! support to create an Ele<:tronic PQt1foho, '"
... _em.Ne ltJ the !tOre tr.dtlCnaf paper foiio. Candidat~s o;nmpldlng both
the [)(plaratory and Ad'v~~ eJ'nJC&l CClUt'HS ?I~~ sud!- portfo&os.
CwIddlUs In the AdYlIna:dOtnlCIII co~alJD pre(Dl"C-lI ~ en the 
lnt~ed Proje? dl!:mdmo the xtIool ifT1)rtlvl!I'1'teI'It project ttIat they designed,
imptemented /WId! or IItYaIUllted in their dil1ica setting. The report desaibes
the _ide~ of need, p-ojed goa15 ",d intended autwtne5, ;~ent
.rategy, the extent to whim it: Will implemented, afld the r-ewlts; realized, dlol19
...ith ~endlll:iOfl5 for enllancing the eff'ecti....enem. ~ the irrvovernent
effort in the future
36
Alice Bicudo
FigureS
.-.m-IIII"I'15a'II?? ?!J~"!?'Cglrl;4~rn!?=m~?? I?"'Sill"':'??lIIIlIIlIllf.II.~?I, ~~~l;~J:,i4;:?\\r );";-"~/Jl
~_ .... ~ ~ 1llllll ..... __ tto\> abOutbootmarts
D -i?-liiI '!1~ 11'1'1' ~ i!/l.:;:' i X iliII C? ". r_? 'fIj:J III .j:}:'" @J 0 1r (iI.,_.__-
-:r~::::- -: - Bill "' .. "'.. A .. i: ",,. [I? "" . A. ??. __ I
~ '----.-__......_-.__..._---..--_-.- - ~x...JliJ
~~~-!e!!!.L.~!!-l~_e.J...,.
~,-
, "'-
! ;l)
! ........
It
~-
?---------------
The h.!llu.-iun PhMe oftheBridgr, dimml Model bwses on both evllllueting
amcirtlte perlQqnan~ 3rn1 program eff?.tiVtllesli usinll mlJlltipie I'rIeMUres and
prafe$siOllalPES~' ...e5?
."""'-
1iJ!"I'!!l!~"'I.!>f.~ ....'c1,,~.!'''rt:CJ.r'''''"~ .?"
Beth ~nll:ing IKt",ntstrators end the lS!i...ersJty SUpef"lo'lSQI" alirry out
fonnative and summaive -.smel1t$ ~ candithtm; tlllcirtg into CIC:CalJnt
evidence soch M o~ed llCti",ities, or31 and wr-ittSl IMUttyses ofexperlences,.
personal refled'HI's. and the aO'nrnistrlltive portfolio and azcaated artifacts.
Qlopcrabno admlnlStrator~ mfarmanv~...e UI1didate~ actJ\iJtles on .. ",ee14y
basIS and l'1'1eet WIth thtm ref}wrtyto prOVIde fee:!badl: 0" afl (J(l-9O!flg bas,s 
COClpenrtlng lIlimin~or-s. are Mked to com~~ 1I \/Iritten mid-term
a5Seii5iment of the l:arldidate's; performance in carrying out the adivitles set (II.It
., tr.e dinjca, lJ~- The CI'.ll;lJ!eratlAg adrnni5tri'!tol" a,s:o =mplelfS a funnai
IUmmllti~ assessment ofthe candiet.bl?s per1'ortTllnao. lSln" the Clndidate
~OrTl"laflee Asseswnent ln5lrument f(lf" Cnaperii'ltmg Adm,rnstrator"'.iI near I:tle
Ilftd dthe dmicaf eqH!r~. As part oflhe aunual,vee...aluatlOn, the
~rniJMmln'.rDr rtItas thecandidMa on 20 sep.ar1Itat8TC, inducting
ones~ with thor atndidllte's lICtntnistrative knowfedge, sl4lb lind
dlfJOSlitions 1IIIigned' with lhe stllte and fJi'Jbonal9h1f1dards. 'f1Cluding those
IIItopted b,.. the I'lk:rstilt:e 5ctIoot Leeck:rnp ueensure COnSlOf'tium
A narrative aae.nerrt of the ClWldidlttes stref'Oths suiIIreM f-or further
p"cfe7.imal OfO?rttl are also r-ec::on:!ed on the "tl-'r1Jmellt.. At ttle end of the
_ment instrument theCOOlJl!!rating lIlininis!:rii'll:ar provides "" (Ji>Ierl'll! rsing
dtl'1e anridaecspericrmtnClI, OlndidM':es mAY be rated as-Accanpli4lM-, ~
Pr~oent,~ hDe~t:Pin9? (If" -Below ~ I R.udimerrtory.? OIndidatell wt'lo ar-e
~ lIS -rudimMtllfY- bv their <:oqlI!f1Irino BdTlini.!;tr8!:Gt' are COJ1l!';ideraf to
havefated to misty tA. fllIit criteria hH- the dinal e)(peri~ca and are not
~~ fur kouI5Ure.
The lIDlWlrsit.,. dinnllll tawltv also assesses ttle \(nOlVi~, skIDs, o.-lisposihOflS
d eat'Pdidates at regular iftlervals aaosstlle term, providlf,g ...-ntlen feedbado; on
candtdllte petformence duril'lg! md1 oftfle major phues cf the cbr.lC&l c,de. At
the er>d of the term, t~ .. ..... e PortfullO and IrnSJraled Proplds are
re-oi_ed us;ing structured rubria ei'7'ed ....ttT ISSlC sblrnlanfs. ~rldidates
..-1'10 III'1'l: g.;ren an Incomplete cr 8 orede: of lessthan a -8- by the unlVersltv
"JlI!rvlscr- I'Ir~ ~ not. to tTl'lve ~tidied the e?t criteria and lire nol:
r?omtT1MlllM for lioenStl~. CMd~ who fail to satigy the ftriI aittria are
req.tlM to meet wttl't the dire::l:tr of dirll~ practIce to devi:oe a Professional..
'
37
.1-..__28.8
r? .Cf12:34""-
Alice Bicudo
FigureS
.-.m-IIII"I'15a'II?? ?!J~"!?'Cglrl;4~rn!?=m~?? I?"'Sill"':'??lIIIlIIlIllf.II.~?I, ~~~l;~J:,i4;:?\\r );";-"~/Jl
~_ .... ~ ~ 1llllll ..... __ tto\> abOutbootmarts
D -i?-liiI '!1~ 11'1'1' ~ i!/l.:;:' i X iliII C? ". r_? 'fIj:J III .j:}:'" @J 0 1r (iI.,_.__-
-:r~::::- -: - Bill "' .. "'.. A .. i: ",,. [I? "" . A. ??. __ I
~ '----.-__......_-.__..._---..--_-.- - ~x...JliJ
~~~-!e!!!.L.~!!-l~_e.J...,.
~,-
, "'-
! ;l)
! ........
It
~-
?---------------
The h.!llu.-iun PhMe oftheBridgr, dimml Model bwses on both evllllueting
amcirtlte perlQqnan~ 3rn1 program eff?.tiVtllesli usinll mlJlltipie I'rIeMUres and
prafe$siOllalPES~' ...e5?
."""'-
1iJ!"I'!!l!~"'I.!>f.~ ....'c1,,~.!'''rt:CJ.r'''''"~ .?"
Beth ~nll:ing IKt",ntstrators end the lS!i...ersJty SUpef"lo'lSQI" alirry out
fonnative and summaive -.smel1t$ ~ candithtm; tlllcirtg into CIC:CalJnt
evidence soch M o~ed llCti",ities, or31 and wr-ittSl IMUttyses ofexperlences,.
personal refled'HI's. and the aO'nrnistrlltive portfolio and azcaated artifacts.
Qlopcrabno admlnlStrator~ mfarmanv~...e UI1didate~ actJ\iJtles on .. ",ee14y
basIS and l'1'1eet WIth thtm ref}wrtyto prOVIde fee:!badl: 0" afl (J(l-9O!flg bas,s 
COClpenrtlng lIlimin~or-s. are Mked to com~~ 1I \/Iritten mid-term
a5Seii5iment of the l:arldidate's; performance in carrying out the adivitles set (II.It
., tr.e dinjca, lJ~- The CI'.ll;lJ!eratlAg adrnni5tri'!tol" a,s:o =mplelfS a funnai
IUmmllti~ assessment ofthe candiet.bl?s per1'ortTllnao. lSln" the Clndidate
~OrTl"laflee Asseswnent ln5lrument f(lf" Cnaperii'ltmg Adm,rnstrator"'.iI near I:tle
Ilftd dthe dmicaf eqH!r~. As part oflhe aunual,vee...aluatlOn, the
~rniJMmln'.rDr rtItas thecandidMa on 20 sep.ar1Itat8TC, inducting
ones~ with thor atndidllte's lICtntnistrative knowfedge, sl4lb lind
dlfJOSlitions 1IIIigned' with lhe stllte and fJi'Jbonal9h1f1dards. 'f1Cluding those
IIItopted b,.. the I'lk:rstilt:e 5ctIoot Leeck:rnp ueensure COnSlOf'tium
A narrative aae.nerrt of the ClWldidlttes stref'Oths suiIIreM f-or further
p"cfe7.imal OfO?rttl are also r-ec::on:!ed on the "tl-'r1Jmellt.. At ttle end of the
_ment instrument theCOOlJl!!rating lIlininis!:rii'll:ar provides "" (Ji>Ierl'll! rsing
dtl'1e anridaecspericrmtnClI, OlndidM':es mAY be rated as-Accanpli4lM-, ~
Pr~oent,~ hDe~t:Pin9? (If" -Below ~ I R.udimerrtory.? OIndidatell wt'lo ar-e
~ lIS -rudimMtllfY- bv their <:oqlI!f1Irino BdTlini.!;tr8!:Gt' are COJ1l!';ideraf to
havefated to misty tA. fllIit criteria hH- the dinal e)(peri~ca and are not
~~ fur kouI5Ure.
The lIDlWlrsit.,. dinnllll tawltv also assesses ttle \(nOlVi~, skIDs, o.-lisposihOflS
d eat'Pdidates at regular iftlervals aaosstlle term, providlf,g ...-ntlen feedbado; on
candtdllte petformence duril'lg! md1 oftfle major phues cf the cbr.lC&l c,de. At
the er>d of the term, t~ .. ..... e PortfullO and IrnSJraled Proplds are
re-oi_ed us;ing structured rubria ei'7'ed ....ttT ISSlC sblrnlanfs. ~rldidates
..-1'10 III'1'l: g.;ren an Incomplete cr 8 orede: of lessthan a -8- by the unlVersltv
"JlI!rvlscr- I'Ir~ ~ not. to tTl'lve ~tidied the e?t criteria and lire nol:
r?omtT1MlllM for lioenStl~. CMd~ who fail to satigy the ftriI aittria are
req.tlM to meet wttl't the dire::l:tr of dirll~ practIce to devi:oe a Professional..
'
37
.1-..__28.8
r? .Cf12:34""-
xl
Alice Bicudo
Figure 9
.1.liMI~III.a.I.'I .?lell'lil?~"liiil"mi.'III.lt"'II"miil;.'li~.aD? ?.mMiMI=~~'I'1il'lilili?~iil?lg=-5iI'~?'ffi:' ij="tM!!?l:4~;~,?m,~gli;~4l1.~n?:,;&!,,~!Omml:ii~!!~, 1II1J1711'.I.'_.I"~~I'{~~fJ0~0l~~h~,:t;"~;;;:;'):_-:.:J.I.l!J,.fIo flt l/IIlII. __ ,....]liICIll ,.,.. .... __
J:IlIlp _bookmarts
D?l&?IiI'!lliltm?~~.!I).::':"lille,;1"'?,~?mOIl!l'";~ tao 'IT G'J.
i ~J~~~~U"N'
, .. -&J-
RMi'('?
--=--------...._---
(;!iOi<;aI.R~e.?rdi.?
Job search Resources
Clinic.' EdUClltion Reseerch
Otnrca Educabon MS a Ia'lg hIStory 10 tile preparatiOn of porofeulOf'la\$ Cf' tl-oe
\,Ifuted States, IndlJdinothe ~retH)fl at IC:ttooI adn'inlsretcrs. "The refti:l",e
II'mph_'s on din!cal edLlI:"tion and tne nal;un'I of such programs,. however, l'1a",e
wried ~ oVC'"tme. The recent K?12 edualtiontl reftrm mo~
mabo caJtriw~ to the fe-o<"OrNnllt;on of dinteel edlJcetlOn prog'ans In
higher- educal:ioo~ imd:utitlflS thllt p-epere sd'tool I~ A re... ie.... of the
l4tenltllre descrial10J ttl.- re-eMmin<!ll:lon ~d the rtta:wnrr-tdetiar\f; thllt h8...e
fio~-"'om ot $lfflputafYl: to uncler'!ltandir>g the features cf effective l;hnical
j;ragulmlS srrd the ~iWls Illlld drm-?teristics ~",ned into the Sri.
Cinic:alJlf't91lm.
? Clinlal ~on LIt. .New
? ~~_f@:,,~_M_~~~~~~
Rcsearch SupportinG Bridge Qinical Pnlcti<:c Model
In addition to buiIdiTIg c.1"I the rw&Mrdt foundaltion fo~?d in tt'!e profeaional
literature,. OrlQlnaJ .-rcfl_as oonduded in delll9niflV and adapting features of
the an.Clinical P~..". SpetifiGdIy, praeticino adminilt~ as well as:
dninictratrve C1Indidat. were Illrwyecl r-oarding wh. tI'ley cons;dertld to De
impcnant fNtlXl!$af a-n effedive dintml~. Nell'1, both candidates..,d
CDQ~in;adn"Wni.~rc ......surveyed at the ccndysion of their dinical
pr~ t?de f'C9IlI'ding the extent to ""hi::lllftlportont dlfllQ!l1 program lieetures
w.t1ju~tobepn!lal?ntinthe Brld9B CIi"Il3MQdel aJl(f~~velll
pr-c:motirrg a meaningful clinical experience.
hflall)', ~e I>efformance R:lltinos r:f Cliniatl Cohorts hirV1! be?> wmputed
to det:errrnne the ed:ent to wtlldl adminisratf'le aFlOid<ttd comdetinQ the
~ Oinical Program sat,~ ISSlC pufessionel krtc..~, skiB Md
d5pOSitiontlll stm'Idards end thetr reF.,ve .nortle of readinl!SS to ilISWme
adrnlni$trat:fV~ respomobditle$~enl: 'lIdh It>e profes.'lJCI'1a licerts;e to.- which
they are preparing.?_of
_l~ of Selective Cliniaol
Program Ft!liIIbJres
? SUrveyof 8ftclge a ....alI Program Feilture5 and..
'
""""H~lr=a;;- ...-_-'-:It-A-_--_!l....n.H.o.....1
38
.13$..............!..
~cru:.i4PN-
xl
Alice Bicudo
Figure 9
.1.liMI~III.a.I.'I .?lell'lil?~"liiil"mi.'III.lt"'II"miil;.'li~.aD? ?.mMiMI=~~'I'1il'lilili?~iil?lg=-5iI'~?'ffi:' ij="tM!!?l:4~;~,?m,~gli;~4l1.~n?:,;&!,,~!Omml:ii~!!~, 1II1J1711'.I.'_.I"~~I'{~~fJ0~0l~~h~,:t;"~;;;:;'):_-:.:J.I.l!J,.fIo flt l/IIlII. __ ,....]liICIll ,.,.. .... __
J:IlIlp _bookmarts
D?l&?IiI'!lliltm?~~.!I).::':"lille,;1"'?,~?mOIl!l'";~ tao 'IT G'J.
i ~J~~~~U"N'
, .. -&J-
RMi'('?
--=--------...._---
(;!iOi<;aI.R~e.?rdi.?
Job search Resources
Clinic.' EdUClltion Reseerch
Otnrca Educabon MS a Ia'lg hIStory 10 tile preparatiOn of porofeulOf'la\$ Cf' tl-oe
\,Ifuted States, IndlJdinothe ~retH)fl at IC:ttooI adn'inlsretcrs. "The refti:l",e
II'mph_'s on din!cal edLlI:"tion and tne nal;un'I of such programs,. however, l'1a",e
wried ~ oVC'"tme. The recent K?12 edualtiontl reftrm mo~
mabo caJtriw~ to the fe-o<"OrNnllt;on of dinteel edlJcetlOn prog'ans In
higher- educal:ioo~ imd:utitlflS thllt p-epere sd'tool I~ A re... ie.... of the
l4tenltllre descrial10J ttl.- re-eMmin<!ll:lon ~d the rtta:wnrr-tdetiar\f; thllt h8...e
fio~-"'om ot $lfflputafYl: to uncler'!ltandir>g the features cf effective l;hnical
j;ragulmlS srrd the ~iWls Illlld drm-?teristics ~",ned into the Sri.
Cinic:alJlf't91lm.
? Clinlal ~on LIt. .New
? ~~_f@:,,~_M_~~~~~~
Rcsearch SupportinG Bridge Qinical Pnlcti<:c Model
In addition to buiIdiTIg c.1"I the rw&Mrdt foundaltion fo~?d in tt'!e profeaional
literature,. OrlQlnaJ .-rcfl_as oonduded in delll9niflV and adapting features of
the an.Clinical P~..". SpetifiGdIy, praeticino adminilt~ as well as:
dninictratrve C1Indidat. were Illrwyecl r-oarding wh. tI'ley cons;dertld to De
impcnant fNtlXl!$af a-n effedive dintml~. Nell'1, both candidates..,d
CDQ~in;adn"Wni.~rc ......surveyed at the ccndysion of their dinical
pr~ t?de f'C9IlI'ding the extent to ""hi::lllftlportont dlfllQ!l1 program lieetures
w.t1ju~tobepn!lal?ntinthe Brld9B CIi"Il3MQdel aJl(f~~velll
pr-c:motirrg a meaningful clinical experience.
hflall)', ~e I>efformance R:lltinos r:f Cliniatl Cohorts hirV1! be?> wmputed
to det:errrnne the ed:ent to wtlldl adminisratf'le aFlOid<ttd comdetinQ the
~ Oinical Program sat,~ ISSlC pufessionel krtc..~, skiB Md
d5pOSitiontlll stm'Idards end thetr reF.,ve .nortle of readinl!SS to ilISWme
adrnlni$trat:fV~ respomobditle$~enl: 'lIdh It>e profes.'lJCI'1a licerts;e to.- which
they are preparing.?_of
_l~ of Selective Cliniaol
Program Ft!liIIbJres
? SUrveyof 8ftclge a ....alI Program Feilture5 and..
'
""""H~lr=a;;- ...-_-'-:It-A-_--_!l....n.H.o.....1
38
.13$..............!..
~cru:.i4PN-
Alice Bicudo
Figure 10
.W.IW ???? dl?ll"'II"I"liI41" i~.ID ??mMI';:dPJE'!!",ailllidlg~iiI61#3N'D','&:M!ln[Mt1D~4I:j~,!g,=gll!t;!l'4l!14!~"~n=" ... .1IlI.1II.lj.I.lil.l?m'''':~~~<;0}~,;*':i;;--;i'~
flL' ldt?_'" ron- _,...... __ ..
D?~?iiiI~~tm? ,'iLiA:;' X iQe~"-~-'~C:IIUl,,,, @l01, G." -3[---=-- ?t --.0
U l!l "" .. "'''' f(A-'l:~"'~ ['?L?a.".'-II.
lIlIIIdIail ....\! [iJ ~ ..~~.L~e!!.L!:!!J~~
, ...
~
x
-
"i ........it)......
1'_
?---~----~---- --
Information Request Form
Seled: the .terns th~ ~ppfy, and thefl let us kno.... he... to COfltact YOI! .
? ~hteratWe
I'" Requc A~tiQltJC)n
r H_e mffle(lfleme Cl:FtMt me
_;r------
r<"'J -------
c~c-------
Adau<1.?~ _
E-rrt...'''''''OJ,}-------
_ ...... 1 __ 1
~d on;oiltu'" with q ....5tkm" <lI' c?OJnn.....t.. aft.flIl.!t this w-eh "lP.
COPJ"'!ght ~ lOO3 Clo .......1 E e""'..
l....t...,..di&.,07/16/OJ
....,.H
~ m.....?......... I!l........-.IIidlhoL.!@)........?IIItr- na---
39
Alice Bicudo
Figure 10
.W.IW ???? dl?ll"'II"I"liI41" i~.ID ??mMI';:dPJE'!!",ailllidlg~iiI61#3N'D','&:M!ln[Mt1D~4I:j~,!g,=gll!t;!l'4l!14!~"~n=" ... .1IlI.1II.lj.I.lil.l?m'''':~~~<;0}~,;*':i;;--;i'~
flL' ldt?_'" ron- _,...... __ ..
D?~?iiiI~~tm? ,'iLiA:;' X iQe~"-~-'~C:IIUl,,,, @l01, G." -3[---=-- ?t --.0
U l!l "" .. "'''' f(A-'l:~"'~ ['?L?a.".'-II.
lIlIIIdIail ....\! [iJ ~ ..~~.L~e!!.L!:!!J~~
, ...
~
x
-
"i ........it)......
1'_
?---~----~---- --
Information Request Form
Seled: the .terns th~ ~ppfy, and thefl let us kno.... he... to COfltact YOI! .
? ~hteratWe
I'" Requc A~tiQltJC)n
r H_e mffle(lfleme Cl:FtMt me
_;r------
r<"'J -------
c~c-------
Adau<1.?~ _
E-rrt...'''''''OJ,}-------
_ ...... 1 __ 1
~d on;oiltu'" with q ....5tkm" <lI' c?OJnn.....t.. aft.flIl.!t this w-eh "lP.
COPJ"'!ght ~ lOO3 Clo .......1 E e""'..
l....t...,..di&.,07/16/OJ
....,.H
~ m.....?......... I!l........-.IIidlhoL.!@)........?IIItr- na---
39
Alice Bicudo
Figure 11
s.? t db ' .....,thq...... ...'........u..b'""-Jtth...."'b ..w.
Lop....vht~; lOU] clon.....1[)q>~"
l_.......tifiO!'d:O'/HI;o;~
-------------?"........il)--?
't....
-
.*.I-IIII'a'."I;I'41111.1.191111'1"1"1'1'_11l1li1"'11"1"111'1'=' rDQ!!!iaimidl!?I"lm!g3ND\I&IM!mn[MiIl,~?~!~' m;,:?~M~4m?l!ffli!l"l:!L!I .??II??&I-II!iIlIIl~~A~~XJ1:~f?i_;/~;t;;';){;,:, __ !,/ ,-~-
? flo ~ .. __ l'QmIot Illdo 1IllI! .......... ,.,
D?Ili\?IiI'ti.trn?I'lIi"""~ilt~ ..'?,?,,?''\tlCfl!!~'']O ~~.;_ .". __
~ _~--_._-=][~---~~-_:.'~~-". __ ..~ _ '~t ,,"._. -- -~~Jj B_1 r.z 'Me 4 -~-~- ~ .' A 1': -\:,::: ~- -~ fJt [1 - .i:. -'4. - ?
~J.~---\i fi!J ~~~~.2~.~.L~..J
, .....
~
01'. Ohtrtes Verqon
Dlredor of C8nk:at Pt"iK.1:kle Programs:r_
330-941-1574
Po!?.t.JlIIadd....'S
EdlalJl:icnall~ip P!"tlDnImBee9htv
College of EdlKaIOrl
Yo.r.~n St_ unl\leNiity
One UniWf1l?.... Plaza,. YOllf19!tOWf1. Ott ?455
..."
......l.~
~!I ?--tl!1""""''''''.lf1......,..,..-...??III1-~
40
Alice Bicudo
Figure 11
s.? t db ' .....,thq...... ...'........u..b'""-Jtth...."'b ..w.
Lop....vht~; lOU] clon.....1[)q>~"
l_.......tifiO!'d:O'/HI;o;~
-------------?"........il)--?
't....
-
.*.I-IIII'a'."I;I'41111.1.191111'1"1"1'1'_11l1li1"'11"1"111'1'=' rDQ!!!iaimidl!?I"lm!g3ND\I&IM!mn[MiIl,~?~!~' m;,:?~M~4m?l!ffli!l"l:!L!I .??II??&I-II!iIlIIl~~A~~XJ1:~f?i_;/~;t;;';){;,:, __ !,/ ,-~-
? flo ~ .. __ l'QmIot Illdo 1IllI! .......... ,.,
D?Ili\?IiI'ti.trn?I'lIi"""~ilt~ ..'?,?,,?''\tlCfl!!~'']O ~~.;_ .". __
~ _~--_._-=][~---~~-_:.'~~-". __ ..~ _ '~t ,,"._. -- -~~Jj B_1 r.z 'Me 4 -~-~- ~ .' A 1': -\:,::: ~- -~ fJt [1 - .i:. -'4. - ?
~J.~---\i fi!J ~~~~.2~.~.L~..J
, .....
~
01'. Ohtrtes Verqon
Dlredor of C8nk:at Pt"iK.1:kle Programs:r_
330-941-1574
Po!?.t.JlIIadd....'S
EdlalJl:icnall~ip P!"tlDnImBee9htv
College of EdlKaIOrl
Yo.r.~n St_ unl\leNiity
One UniWf1l?.... Plaza,. YOllf19!tOWf1. Ott ?455
..."
......l.~
~!I ?--tl!1""""''''''.lf1......,..,..-...??III1-~
40
Figure 12
,*,..........
14,--
It
T.....
"';gO!
~""""'-""'.II---
. "". A.'.
The Bridge Clinical Program
msis.password II!QJredsill::
PIeese insert the DaSSWOrd and dick enterl
5<R1'd~IUo. d _WrthQ.._t:>I>fl50l'"(Ct>.......nb...bo;>UtthlSw.tl."llIt
Brid'1'"' elm;..... Pw>gram Cnl'?"*'9ht" 'tl "'-9"" .lOO3
l ....t ..", lilied,f17!1-Q/O'l
...
41
Alice Bicudo
Figure 12
,*,..........
14,--
It
T.....
"';gO!
~""""'-""'.II---
. "". A.'.
The Bridge Clinical Program
msis.password II!QJredsill::
PIeese insert the DaSSWOrd and dick enterl
5<R1'd~IUo. d _WrthQ.._t:>I>fl50l'"(Ct>.......nb...bo;>UtthlSw.tl."llIt
Brid'1'"' elm;..... Pw>gram Cnl'?"*'9ht" 'tl "'-9"" .lOO3
l ....t ..", lilied,f17!1-Q/O'l
...
41
Alice Bicudo
Alice Bicudo
APPENDIXC
This evaluation component was written at the onset ofthe creation ofthe website.
It refers to the evaluation that needed to occur and which was agreed upon between the
5MB and the graduate candidate as the website was being created.
Evaluation
Inorder to guarantee the success ofthe project/website, the designer and the SME
must meet periodically to conduct formal evaluations in which decisions will be made
regarding each ofthe website's pages in terms ofcontent, visual appearance, and the
website's navigation features. During these formal evaluations the SME will give his
personal opinions and suggestions regarding preferences in the topics mentioned above.
After each formal evaluation is conducted, the graduate candidate will make the
appropriate changes and schedule the next evaluation date. At the culmination ofthe
project, or once the project is completed, the SME will have a period oftime to complete
a final evaluation before the project is published online; the SME will informally report
his overall opinions to the graduate candidate. At this point, there are no evaluation forms
to be completed by either party; however, the graduate candidate will keep a journal in
which all evaluations and steps, taken in project, will be recorded.
42
Alice Bicudo
APPENDIXC
This evaluation component was written at the onset ofthe creation ofthe website.
It refers to the evaluation that needed to occur and which was agreed upon between the
5MB and the graduate candidate as the website was being created.
Evaluation
Inorder to guarantee the success ofthe project/website, the designer and the SME
must meet periodically to conduct formal evaluations in which decisions will be made
regarding each ofthe website's pages in terms ofcontent, visual appearance, and the
website's navigation features. During these formal evaluations the SME will give his
personal opinions and suggestions regarding preferences in the topics mentioned above.
After each formal evaluation is conducted, the graduate candidate will make the
appropriate changes and schedule the next evaluation date. At the culmination ofthe
project, or once the project is completed, the SME will have a period oftime to complete
a final evaluation before the project is published online; the SME will informally report
his overall opinions to the graduate candidate. At this point, there are no evaluation forms
to be completed by either party; however, the graduate candidate will keep a journal in
which all evaluations and steps, taken in project, will be recorded.
42