Comment author: Khorton 09 August 2018 01:58:55PM *  1 point [-]

Perhaps a mentorship model could also work with a few dedicated volunteers. They could shadow and watch a presentation by a trained staff member the first time, then team teach with the staff member 2-3 times, before teaching on their own. This model would hopefully mean that minimal extra staff time is spent on training, but volunteers are still able to deliver high quality presentations.

Comment author: baxterb 09 August 2018 02:07:52PM 0 points [-]

Great idea, thank you!

Comment author: RandomEA 09 August 2018 01:43:56PM 1 point [-]

Could you put together a handbook and/or video that could be sent to all trainees or is it critical that there be interaction between the trainer and trainee?

Comment author: baxterb 09 August 2018 02:07:18PM 1 point [-]

Could you put together a handbook and/or video that could be sent to all trainees or is it critical that there be interaction between the trainer and trainee?

This would be along the lines of what we would consider doing if we explore this model further. However, I think there would still need to be a vetting process of some kind so that the we can be confident about the quality of the content and delivery.

Comment author: RandomEA 09 August 2018 04:32:59AM 2 points [-]

Two significant limitations are high rates of respondent attrition and the likely influence of social desirability bias and/or demand effects, as it was likely clear (post-workshop) which were the desired responses.

It seems to me one indication of social desirability bias and/or selective attrition is that there is a nearly half point shift in the average response to "I currently eat less meat than I used to for ethical reasons." On the other hand, it's possible students interpreted it as "I currently plan on eating less meat than I used to for ethical reasons."

Comment author: baxterb 09 August 2018 02:01:55PM 0 points [-]

Definitely true on both counts. I suspect that many answers are signalling intentions, but social desirability certainly has a role to play, as we mentioned above. This is one of the reasons we are now placing less emphasis on the future collection of quantitative survey data.

Comment author: vollmer 09 August 2018 09:50:08AM *  4 points [-]

Have you tried / considered tracking career plan changes, and if so, do you have any tentative results you could share? (If not, what's your reasoning for not focusing on this more?)

Comment author: baxterb 09 August 2018 01:58:39PM 3 points [-]

Great point, and we should have mentioned more about our intention to track things like career or career path changes as a result of the program. We don't currently have data on this because our audience are generally too young to show reliable signs of moving toward an effective career, but part of what we hope to accomplish with extended engagement (detailed in the Plans for Autumn 2018 section above) is to follow high-potential participants more closely so we can monitor changes like that.

We have had several participants state their intentions of taking actions like this to make a bigger impact, but it is uncertain as to whether they will follow through.

Comment author: RandomEA 09 August 2018 04:35:15AM 6 points [-]

Do you think the general knowledge of EA that a typical EA has is sufficient to run a SHIC workshop? It seems to me that having local groups and university groups give EA lectures at high schools on career day is potentially both high impact and a way for those groups to do direct work.

Comment author: baxterb 09 August 2018 01:37:56PM 3 points [-]

We experimented with this model in the early days of SHIC and didn't have much success, but it may have been partly because we didn't have the bandwidth to adequately prepare and support the university students who had volunteered. We are considering a second attempt with a stronger training/support system in place. Some of the limitations we suspect are:

  • As @Khorton mentioned, we place a lot of value on good presentation skills in order to engage the students. Thus we prefer instructors to have some background in teaching or public speaking.

  • Better-than-average knowledge of the relevant topics may also be a key component, as participant questions can be fairly complex. We have been slowly compiling a list of FAQs that future instructors can use in training.

  • As a substantial amount of time and effort goes in to training an instructor, it may only be cost-effective if that instructor is able to commit to running a fair number of workshops. Many university students/local group members are unable to make that commitment.

We believe that these limitations are potentially surmountable, but haven't made any plans as of yet to test this model further.

Comment author: ClaireZabel 05 April 2017 02:14:02AM 1 point [-]

[minor] In the sentence, "While more pilot testing is necessary in order to make definitive judgements on SHIC as a whole, we feel that we have gathered enough data to guide strategic changes to this exceedingly novel project." "exceedingly novel" seems like a substantial exaggeration to me. There have been EA student groups, and LEAN, before (as you know), as well as inter-school groups for many different causes.

Comment author: baxterb 05 April 2017 02:44:00PM 1 point [-]

I see where you're coming from. When we wrote this I think we were referring to the fact that there don't seem to be any clubs or programs at the high school level that have the same goals as SHIC, and that we're feeling like we're in uncharted territory as we've been reaching out to these institutions, teachers and students, mainly because building a curriculum into the network seems like a new approach.

In any case, that's not well explained in the document, and I don't think that sentence gives off the message we want it to, so I'll strongly consider editing. Thanks!