b14 theory to practice
DESCRIPTION
Have you ever been tasked with designing a training program for student workers, creating a seminar or workshop for your staff, or developing an on-campus event? This session will walk you through how to create a learning experience for your participants through tying together goals and objectives, learning/instructional activities, as well as assessments to ensure that your participants are gaining the knowledge and information you set out to provide. Learn more about this model and hear from a variety of institutions that have had success adopting this intentional approach with various student organizations and staff.TRANSCRIPT
CREATING SIGNIFICANT LEARNING EXPERIENCESZachary George, Lake Forest College
Jennifer Keegan, Knox College
Anne Kremer, DePaul University
Caitlin Smith, Northwestern University
BEFORE WE BEGIN…
Take a moment to think of a program, workshop, seminar, training you either attended or planned…
LEARNING GOALS Understand the three phases of creating significant learning
experiences with a particular emphasis on learning goals, teaching and learning activities and feedback and assessment.
Relate and assess what you are learning about the creation and implementation of significant learning experiences to your own work as designers of workshops, events, training and other programs.
Identify resources and other professionals to use, collaborate with, and assist regarding your continued learning about developing and executing significant learning experiences.
Get excited applying this model to any workshops, events, training or other programs you have designed or will be designing.
3 PARTS: SIGNIFICANT LEARNING EXPERIENCES
LEARNING GOALS
Start backwards…
What is it that I hope participants will have learned; what will still have value after this workshop, event, training, program is over?
Learning-centered approach verses leader-centered approach
Focus on lasting impact of the workshop/event/training/program over time
LEARNING GOALS
Ask yourself:
What key information is important for participants to understand?
What kind of thinking is important for participants to learn? What skills are important for participants to learn? What projects do participants need to know how to manage?
What connections should participants be able to make?
What should participants learn about themselves?
What would you like to see participants take an interest in or care about? What changes would you like to see?
Not all will apply necessarily…
TEACHING & LEARNING ACTIVITIES
Only “receiving” information and ideas Listening to lecture Reading a book
Limited and limiting in terms of types of learning
Lacks application and reflection
“Doing” and “observing” experiences Case studies, simulations, role-play Stories via film, literature, oral history Actively doing/observing in action what
you want them to learn What do you want them to know/know
how to do when the workshop is over? Can be “doing” as well as “observing”
Reflection People are meaning-making beings What one is learning How one is learning Alone or with others
Passive Learning Active Learning
Shape the nature and quality of the learning experience
FEEDBACK & ASSESSMENT To measure success, must tie learning goals and teaching
and learning activities to feedback & assessment Avoid only backward-looking assessments:
Mid-terms and finals “We have covered topics X, Y & Z , do you get it?”
Attempt: Forward-looking assessments
Case study or hypothetical situation – if you were in this situation, how would you apply X, Y & Z?
Replicate contexts for which participants can apply knowledge Self – Assessment
Create multiple opportunities for self-assessment and reflection on performance thus far
Important to know how to assess and measure work as well as the work of others compared to criteria and standards identified
Frequent and immediate feedback Other examples: surveys, testimonials, benchmarking, focus
groups, colleague feedback
CONNECTING THE DOTS…
Where do you want to go? Ideally what do you want learners to learn?
How will you know if your participants get where you want them to go? How will you know if they are achieving the goals you’ve set?
How are you going to get participants there? What teaching and learning activities will help them best meet your learning goals?
APPLICATIONNorthwestern University: Tour Guide Training
Knox College: New Staff Training
Lake Forest College: Ambassador Program
IACAC: Middle Management Institute
NORTHWESTERN UNIVERSITY: TOUR GUIDE TRAINING
Learning Goals:
Understand that as a tour guide it is their responsibility not just to remember the foundational facts, figures, and route of the campus tour, but more importantly to fulfill your roles as a storyteller.
Create an emotionally memorable tour for visiting families by sharing personal stories about their experience as a student at Northwestern.
Be able to identify resources on campus that can help them improve their knowledge about campus (including academic programs, special student projects, on campus activities, etc.).
Have the desire to gather more stories and experiences not only about themselves, but about their fellow classmates to share with visitors on campus.
Value their role as a tour guide and the important work that they do in recruiting wonderful students to Northwestern.
NORTHWESTERN UNIVERSITY: TOUR GUIDE TRAINING
Teaching and Learning Activities
Storytelling Ice-Breaker *focus on narrative Veteran tour guides share their favorite tour story with
the group New guides share a favorite Northwestern memory
Pseudo-competitive Jeopardy
Mock Tour Mix groups of novice and veteran guides Each guide gives 1/7 of tour Pause for feedback from entire group following each
portion of tour
NORTHWESTERN UNIVERSITY: TOUR GUIDE TRAINING
Feedback & Assessment
During Training: Peer feedback throughout group tour End-of-day reflection
Ongoing/Post Training: Exec board – 2 training gurus Shadowing and feedback Quarterly joint tours Visitor comment cards
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KNOX COLLEGE: NEW STAFF TRAINING
Learning Goals
Understand staff member’s role as an admission counselor in the context of the university as a whole.
Remember and application of office procedures, technical competencies and time management.
Develop and be able to apply knowledge of the institution, academic programs, research opportunities when talking with families.
Come to see themselves as members of a team.
Get excited about being a member of the admission profession and representing Knox College.
KNOX COLLEGE: NEW STAFF TRAINING
Teaching & Learning Activities
Lecture Sessions Informational Competencies:
Knox College Basics, The Admission Interview, FA & Scholarships, Travel Planning, etc.
Day-to-Day Competencies: Meeting w/ HR; computer, voicemail and calendar set-up; tour of
admission office; expenses at Knox Professional Development Competencies
Office Gatherings
Mentoring
On-going training through January
KNOX COLLEGE:NEW STAFF TRAINING
Feedback & Assessment
Traveling with senior staff member Observe senior staff member interacting with
prospective students and families at college fairs and high school visits
Apply what they have learned by taking the lead in these situations
Vet High School Visit Presentation Utilize the information they have gleaned from
readings and in session, to create a presentation they would give during a high school visit
Veteran staff member offers constructive feedback
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LAKE FOREST COLLEGE: AMBASSADOR PROGRAM
Learning Goals
Use dynamic communication skills and speak confidently about the university to a variety of audiences
Identify the similarities between their college search experience and that of prospective students
See this opportunity as one to propel them into the work force applying public speaking and communication skills to job interview experience.
Relate to diverse audiences and apply appropriate interpersonal skills
Come to see themselves as representatives of Lake Forest College and a role model for incoming students
LAKE FOREST COLLEGE: AMBASSADOR PROGRAM
Teaching and Learning Activities
Monthly Meetings Group Presenters = highlight professional
development aspect Business Cards Two Trainings per Year
LAKE FOREST COLLEGE: AMBASSADOR PROGRAM
Feedback & Assessment
Still in progress… 1/1 meetings with Ambassadors to discuss
internships & letters of recommendation
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IACAC:MIDDLE MANAGEMENT INSTITUTELearning Goals
Identify your communication/behavior style and develop an understanding of how your communication/behavior style effects others
Understand, respect, appreciate and value individual differences in communication and leadership
Come to see yourself authentically as leader within your office (regardless of your title)
Understand best practices for middle managers as well as how to manage up and squeeze every experience out of your current role to ensure professional development is maximized.
Identify the similarities and differences between enrollment managers and admission directors
Create short and long term goals that identify skills and experiences you need to get to the next step
Be ready to build on your personal skill sets and strengths so to become more attractive and prepared for your next career move
Develop a network of peers and professionals supportive of your personal and professional growth
IACAC: MIDDLE MANAGEMENT INSTITUTE
Teaching & Learning Activities
DiSC Assessment
Leadership & Communication Strategies
Q& A Panel with Current Deans and Directors
Goal Setting
Budgeting
Resumes & Interviews
IACAC: MIDDLE MANAGEMENT INSTITUTE
Feedback & Assessment
Survey Immediately following 6 months 1 year out
Using feedback to develop MMI 2012
Incorporate MMI participant in planning/committee member
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GRADE YOUR OWN
QUICK QUIZ
Thinking back to the program we asked you to reflect on… Did your program identify learning
goals/objectives (to your knowledge)? Did the “teaching and learning activities” relate
to goals and objectives identified? Was active learning implemented to assist in
transmitting the information? Did the feedback and assessment methods help
determine if goals were achieved? Are all of your dots connected?
LET’S WALK THROUGH ONE TOGETHER
DISCUSSION, REFLECTION & FEEDBACK
IDEA SHARING
IDEA SHARING
Business cards Write the following:
Student Employee/Ambassador Training Tour Guide Training New Staff Training Special Workshops Staff Seminars On Campus Events Off Campus Events
Share a Tip
THANK YOU!
Questions/Comments:
Zachary George [email protected]; 847-735-5013
Jennifer Keegan [email protected]; 309-341-7163
Anne E. Kremer [email protected]; 773-352-7693
Caitlin Smith [email protected]; 847-491-4396
REFERENCES
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to developing college courses. San Francisco: Jossey-Bass.
THANK YOU!