Group 2 Project Demonstration

Project Demonstration
Learning & Teaching Effectively:
From the classroom to the boardroom
LAURA A. BLACK
KATELYN NEARY

Purpose of the Project
 Create a program/syllabus that will assist adults in

becoming more effective and efficient learners.
 Use one of the five learning contexts and
environments to create a syllabus

Project Demonstration- Black & Neary EDAC 635

Introduction
 In this project, 6 steps were conducted to design a

syllabus for adult learners
 Five dimensions of environment & context in learning
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Physical
Cultural
Knowledge
Power
„Real life‟ environment
SOURCE

 Identified „real life‟ environment as meeting objectives of

project best

Steps to Complete Project

Syllabus
Design
Program
Investigation
Literature
Review
Topic
Selection


Syllabus
Evaluations

Literature Review Findings
Caffarella and Merriam (1999) believe that the
environment and context in learning can create a set of
learning and facilitating principles to help all adults
become more effective learners regardless of their
background and circumstances.
This principle was the guiding factor for our literature
review as we developed a deeper understanding of how
the physical, cultural, power, knowledge, and „real-life‟
environments can help nurture adult learning.


Physical Environment
Literature Review
Main Idea #1

Implications
 Classroom should encourage

Physical Environment
includes all
environments‟ affected
by ergonomics


learning not discourage.
 Preparation and back-up
plans are essential. Try to
minimize affect
ergonomics(understand you
can‟t completely eliminate
all).
 Prepare to reorganize the
room and ensure quality
physical resources are
available (temperature
systems, sounds, visuals,
furniture)

Cultural Environment
Literature Review
Main Idea #2

-Make best effort to
create open and
comfortable environment
for all (students &
facilitator).
- Cultural environments
are major factor of
creating
positive/negative
learning environments


Implications
-Awareness and acceptable that all
individuals are different. Providing a
comfortable environment for all to use
their „voice‟ as open and freely without
judgment. use effective communication
skills (listening activity, letting others
by different).
- Adult educators can start to become
more sensitive to cultural difference in
the classroom by first examining the
cultural values that underlie their
preferred methods of teaching.
Diversifying teaching methods should
be an interactive process with learners
that enrich all of adult learning.

Power Environment
Literature Review
Main idea #3

 Power environments can be

controlled by facilitator
 All individuals have powerincluding both the
facilitator and participantsThe impact of power within
the environment can be
distinguished by various
elements- mainly
facilitator.


Implications
 Facilitators should encourage

individuals to express
themselves and their
knowledge, and experiences
among others.
 Balance is needed to ensure all
students feel sense of power as
well as the facilitator.
 facilitator should analyze and
confront power-related
incidents by calling attention to
power dynamics when they
arise

Knowledge Environment
Literature Review
Main idea # 4

 Each student is their

own resource of
knowledge. Therefore
each has particular
knowledge based on
experience, age,
gender, race,
upbringing, career, etc.

Implications
 Try to get information on

students prior to course
beginning- using
questionnaire- about
background, education,
etc. To be more aware
and prepare in advance if
needed.
 Facilitator must
maintain a positive and
safe environment.

Real-life Environment
Literature Review
Main idea # 5

 Provides students with

the ability to apply
instruction outside of
classroom and to reallife problem solving.


Implications
 Preparing students with

actual relevant assignments
that could be applicable in a
workplace setting.
 Gives students confidence for
future in workplace setting
that cannot be achieved using
a traditional classroom
approach
 Make connections with
learners to create real-life
applications

Main Ideas from Literature Review
 Support for adult learners is provided through a learning

environment that meets both physical and psychological
needs. Such a learning environment is also essential in
successful partnerships between learners and instructors
(Imel, 1998).
 The goal should be to develop an atmosphere in which
adult learners feel both safe and challenged, with
learners encouraged to become active participants in the
teaching/learning process, with some degree of mutual
involvement in the determination of instructional
objectives (Biswalo, 2001).

Main Ideas from Program Investigation
Environment and Context: Real-life Environment
After researching for our literature review, we
investigated several programs that focused on “reallife” situations and how they improve .
The environment and context have a profound impact
on learners and five aspects have been identified from
an analysis of the literature as the main contributors to
environment including: the physical, the cultural, the
power, the knowledge, and the „real life‟ environment
(MacKeracher, 2004).

Program Investigation Rationale
 Using „real cases‟ for workplace problem solving in

the classroom can provide many benefits to both the
instructor and participant; furthermore, by filling the
student „learning gap‟ between the abstract
conceptualization and reflection of the university
and the practical experience and experiment evident
in industry (Hodge, Wright, Barraket, Scott, Melville,
& Richardson, 2011).


Program 1:
PricewaterhouseCoopers Experiential Case Study

 Develop an understanding of the impact of

information systems on organizations and how
those information systems are developed.
 Acquire the ability to identify business problems,
make decisions regarding the problem and
document how those problems can be addressed
with an information system.
 Encouraging students to treat the case as „real
work‟ rather than a class assignment is another
main feature of this program

Program 2:
Simulation-based learning: Just like the real thing
 focuses on using “real life” environments and

scenarios to help learners in the medical field but can
be applied to any discipline
 Helps to resolve practical dilemmas (critical thinking
needed to narrow options, assess situations to gain
results)
 Helps build communication skills(building trust and
rapport, active listening to know when “not to step
on each other‟s toes”, define roles and
responsibilities, communicate awareness of common
goals)

Program 3
Learning from Others: Learning in a Social Context
 Assist performance and the “zone of proximal

development”(identify students‟ level of proficiency )
 Develop strategies for fostering communication
 recognize when students should work collaboratively

to assist one another and take on expert roles which
strengthens, reinforces, and refines learning


Rationale of Syllabus
 Exclusively based on literature reviewed and

programs investigated
 Syllabus incorporated ideas and concepts from all
research
 Using these concepts facilitators will provide a more
effective and efficient „real life‟ learning environment
 Syllabus tried to create learning environment
conducive to maximum amount of individuals and
learning styles


Seminar Syllabus
Page 1

Page 2

Syllabus Design- Learning & Teaching Effectively: From
the classroom to the boardroom
Laura A. Black
McCall Aldrich
Katelyn Neary
Ball State University

Syllabus Design- Learning & Teaching Effectively: From the classroom to the boardroom
Interpretation of Rationale
This syllabus design is for a business training program for a group of facilitators (instructors,
professors, teachers) working at different universities across the state of Indiana. The contents of
the course and the syllabus will focus on how facilitators can create a pleasant learning
environment for students so they will learn business more efficiently. There are five dimensions of
environment and context including the physical, cultural, knowledge, power and real-life
environments; furthermore, for this syllabus design focus is on the „real life‟ environment.
Based on programs that were researched, this syllabus will incorporate ideas and concepts for
each program. The concepts will assist the facilitators in providing a „real-life‟ learning experience
for each student to assist in a powerful learning experience. Each seminar attendee will gain
personal experience from the learning process and knowledge in how to guide and better prepare
students for this „real-life‟ context incorporation.
A syllabus has been designed to capture all of the extraordinary features identified by programs
previously investigated and the literature that has been reviewed. The seminar, Learning &
Teaching Effectively: From the Classroom to the Boardroom, has been designed to recognize the
importance that environment and context can have on adult learning. This seminar is a training
program that highlights these external factors.
Programs
Three programs were investigated to overcome the limitations identified by the literature review.
The first program, “PricewaterhouseCoopers Experimental Case Study” used an undergraduate
course to complete a systems analysis project replicable to one industry professional‟s use. The
second program, “Simulation-based Learning” Just like the Real Thing” helped medical students
and other health professionals‟ develop knowledge, skills, attitudes, and teamwork to enhance
performance on the job. The third program, “Learning from Others: Learning in a Social Context”
takes examples of different facilitators in how their teaching was affected by social interactions in
different settings; furthermore, this program provides facts on how these social interactions
among students can enhance the learning environment in a „real-life‟ setting.
The seminar held will use realistic scenarios incorporating the previous mentioned programs to
allow for those attending to get „real-life‟ experience that will enhance business skills. Retraining
and practicing sessions will take place till one can master the procedure or skill being taught.
Teamwork training conducted in the simulated environment may offer an additive benefit to the
traditional didactic instruction, enhance performance, and possibly also help increase learning
effectiveness.
Features integrated into syllabus & seminar design


Seminar Syllabus
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Page 4

Many great features were identified by the programs investigated that were considered in the
creation of the course syllabus as well as use of „real life‟ environment.
Features from “PricewaterhouseCoopers Experimental Case Study” provide great ideas that should
be implemented into a syllabus. The first feature of this program that will be intergraded is the
facilitator‟s encouragement for students to treat the case as „real work‟ rather than a class
assignment; furthermore, students were told to act as PwC system and process assurance
consultants. The second feature that will be integrated into the syllabus design involves the
emphasis on skills developed from the case and how applicable they are to a variety of contexts
and firms. Stressing the importance of the skills acquired from the „real life‟ case study approach
and how beneficial it is for an person in a working environment, not just as an employee of
whatever industry topic is being used for the case. The third feature applicable to our syllabus
design is the discussion of nuances not portrayed in the classroom, but may arise in the „real
world‟.
Features from “Simulation-based learning: Just like the Real Thing” provides simulation-based
training techniques, tools, and strategies that can be applied in designing structured learning
experiences, as well as be used as a measurement tool linked to targeted teamwork competencies
and learning objectives. The first feature of this program that will be integrated is to encourage
critical thinking to resolve dilemmas. This will allow participants of this seminar to use critical
thinking to narrow options and assess situations to gain results. The second feature of this
program that will be integrated into the syllabus design will allow time and tools for retraining and
practice until a skill or procedure is mastered. This will give participants the tools needed to
successfully complete a task once they return to their place of work. The third feature applied will
be building communication skills through collaborative group work. This will give participants the
opportunity to build trust and rapport with co-workers, use active listening to know when “not to
step on each other‟s toes,” to clearly define roles and responsibilities, as well as communicate
awareness of common goals.
Features from “Learning From Others: Learning in a Social Context” provide guided social
interactions to increase the learning sophistication in each student‟s situation. The first feature
that will be incorporated in this syllabus design for training program will be; guided discussions in
the classroom. Students will have opportunities to voice their knowledge of business and their
personal experiences with the assistance of the Facilitator. The Facilitator will lead discussions in
in a professional setting, guiding meaning discussions on business topics and incorporating „reallife‟ scenarios to get each student thinking and learning from one another as-well-as learning from
the educated instructor. The second feature that will be incorporated from this program in the
training is small group work. There will be opportunity for each person attending this training to
be assigned in a small group and learn to work through a business problem or situation with this
group. The social interactions in this group will facilitate a meaning learning experience. The third
feature to be incorporated in the syllabus design for this learning program is the „reciprocal
teaching‟ that is taught in the „Learning in a Social Context.‟ Each group will be assigned to work
through a business situation together, then groups will present their material teaching the others
in this training the information they came

up with. This experience will provide each person with greater understanding of the material and
gain experience in different social settings.
The programs investigated provide excellent features from which our group can build an effective
program. Attention of the physical, cultural, knowledge, power, and real-life environment will be
given while constructing our program. The program will try to create a learning environment
conducive to as many individuals and learning styles as possible while using a „real life‟
environment approach.
There are also ideas from the reviewed literature that will be implemented in the syllabus design
in relation to learning and facilitating principles. According to Mackeracher (2004), “the brain
requires that learning activities be carried out in a physically supportive environment in which the
learner is reasonably comfortable, the temperature and lighting are suitable, and the air quality is
good. (p. 102)
For the seminar, creating a physically supportive environment is a main focus as it should be for
any facilitator. Providing a good example for the seminar attendees will allow facilitators to see
experience the difference and hopefully try to recreate it when they are back in the classroom for
their students. The seminar will be held in a large conference room with the tables initially set up
in a term known as a „Cluster‟ (Lawson, 2009, p.157). This allows for the trainer to allow for
moderate group involvement during the presentations and discussions of the case studies. The
„cluster‟ table set up also allows for two-way communication compared to most conference table
settings.
These features previously mentioned from the investigations‟ and literature will serve as a basis
for the design of the proposed syllabus. There are five main features that will be implemented:
1. Instructors highlight benefits and possible barriers of using case study in class room setting.
2. Strategies learned can be applied to design additional learning experiences.
3. Students should act more as researchers compared to traditional students.
Implementation
To implement these features into the design of a syllabus, modifications are needed to maximize
the effectiveness of the features within the syllabus. The first feature will be advocated in the
syllabus by the reading material and learning tools, which emphasize encouragement from
facilitators to treat the case as „real work‟ rather than another assignment and putting an emphasis
on the numerous industries that are applicable to the case; therefore, while also discussing the
differences between „real world‟ and classroom problems. The syllabus will include activities to
reiterate the second feature by highlighting the professional skills acquired from the use of a „reallife‟ or case study. The third feature will be reinstated in the syllabus by encouraging social
interactions in several different settings such as giving students more responsibility in the
classroom;


Seminar Syllabus
Page 5
furthermore, for example allowing them to check email in class and encourage communication to
be that of a business professional.
Conclusions
In the creation of Learning & Teaching Effectively, the physical, cultural, power, knowledge, and
„real life‟ environments were all considered and addressed in the integration and application of the
seminar. By designing a seminar and syllabus that is based on using real life environments it will
hopefully create more effective learning and teaching practices.

Seminar Outline
Learning & Teaching Effectively: From the Classroom to the Boardroom
Seminar Outline
Seminar Website: www.classroom2boardroom.com
Session Meetings:
Saturday, January 25th, 2014 8:00 AM to 4:00 PM
Sunday, January 26th, 2014, 8 AM to 4 PM
Saturday, February 1st, 2014, 8 AM to 4 PM
Sunday, February 2nd, 2014, 8 AM to 4 PM
Location:
Indiana Convention Center, Room 101
100 S. Capitol Indianapolis, IN
Instructor: Dr. Ball State
Instructor Contact Information:
bstate@bsu.edu
Cell phone: 317-333-3333
Office phone: 317-555-5555
Seminar Objectives


Page 6
1. To learn the benefits and possible barriers of using a case study in a classroom setting.
2. To learn strategies that can be applied to design additional learning experiences.
3. To acknowledge the importance of treating students as a professional and not as a traditional
student.
4. To identify and apply social interactions as support for future learning and teaching
experiences.
5. To become familiar with teaching in groups and the benefits of learning role contexts.
Skill level requirements for seminar attendees:
Professor or instructor at a university headquartered and located in Indiana;
Interest and/or experience in using „real life‟ case study;
At least 5 years‟ experience as an instructor or facilitator at particular university.
**Note the special requirements for attendance. Contact bstate@bsu.edu for further questions in
relation to the skill level requirements.
Seminar Format
The seminar will include multiple forms of instruction and evaluation including individual, small,
and large group work. Instructional methods will include lecture presentations, pre-session
questionnaires, assigned reading materials, discussion, case study evaluations, videos, expert
speaker presentations, testimonials, and question and answer sessions. For convenience and
understanding handouts, worksheets, and notes will be available online and at each seminar
meeting. Nametags will be provided at each seminar meeting check-in to try to help familiarize the
attendees with one another. Nametags will include: First and Last name, University, Area of study,
years in the position. It is expected that attendees arrive with time to check-in, collect name tags
and any session documents, and are ready for participation.
Attendance: Attendees are allowed up to a quarter day of absence from the seminar or 2.25 hours
over the course of the four seminar meetings. There will be no make-up opportunities available. If
attendance cannot be achieved due to any circumstance including emergency- withdrawal from
the conference should be considered. The stringent attendance policies required of the seminar is
based on the certification that is awarded after completion of the 4 seminar meetings. Successful
completion will be judged based on attendance, completion of pre-questionnaire, reading material
with assignments, and participation. We ask all participants to clear their schedules in advance, so
limited interruptions and complete participation is achieved. Any questions or concerns in relation
to the attendance policy and withdrawal procedure, contact Dr. Ball State, bstate@bsu.edu.

Seminar Syllabus
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Page 8

Certification: Upon successful completion of the seminar and assigned materials a conference
certification will be issued to each successful attendee. The certificate will instate the successful
completion of the “Learning & Teaching Effectively: From the Classroom to the Boardroom”
seminar and the skills acquired and topics discussed. See Exhibit #4 for the Learning & teaching
effectively: From the classroom to the boardroom certificate.
Accommodations: If any attendee needs any adaptations or accommodations because of a
disability or any other reason, please contact bstate@bsu.edu in advance to allow for appropriate
procedures as well as notification of the Indiana Convention Center personnel.
The Indiana Convention Center allows guests to walk from Lucas Oil Stadium to twelve premium
hotels including the Westin, Hyatt, Marriott, Conrad, Omni, Crowne Plaza at Union Station,
Embassy Suites, and JW Marriott. There are over 7,100 + hotel rooms within blocks of the Indiana
Convention Center. The seminar has a special premium package deal with The Westin
Indianapolis Hotel. The address of The Westin is 50. S Capitol Ave Indianapolis, IN 46204, phone
contact: (317) 262-8100. The Indiana Convention Center is connected via an enclosed walkway to
The Westin Indianapolis Hotel. For a special seminar package pricing use the promotion code:
Classroom to boardroom.
There is no obligation for seminar attendees to stay at The Westin Indianapolis Hotel;
furthermore, there are an abundant number of hotels located closely to the Indiana Convention
Center, if The Westin is not of preference. There are 108 rooms within 1 block of the Convention
Center and the skywalk connects to 4,715 hotel rooms. 1-1.5 miles from Convention Center there
are 379 rooms available, with so many different rooms available in a close proximity to the
seminar the decision to hold the conference at the convention center was made (Indiana
Convention Center, n.d.).
Parking
Downtown Indianapolis hosts more than 70,000 parking spaces. An interactive map is available
with pricing, hours, and more at Indianapolis Downtown Inc. and parking reservations can be
made at Parking Whiz. Go to http://www.indydt.com/interactivemap.cfm?&lm=vd for more
information about parking and reservations.
Internet Accessibility
Free Wi-Fi is available in the Convention Center for tasks that are not bandwidth intensive such as
reading email and light internet browsing. Clients that require higher needs can contact Smart
City Networks. The seminar committee has taken care of this and seminar attendees are
encouraged to bring personal lap tops or operating systems.
Assignments
A pre-assessment questionnaire (Exhibit #2) will be distributed to each seminar attendee via email
and United States postal mail service approximately 3-4 weeks prior to the first

seminar meeting. If it is past December 16th, and no email or hard copy has been distributed to
the attendee, please contact bstate@bsu.edu immediately. The purpose of the questionnaire is to
provide the facilitator of this program with insights into your current skills or knowledge about the
subject of using „real life‟ environment in the classroom. By knowing what new skills and
knowledge you would like from the program, the facilitator will be better able to meet your needs.
Specific reading material is assigned and is available on the seminar webpage
(www.classroom2boardroom.com). Requests for additional hard copies should be made to
bstate@bsu.edu in advance with understanding of U.S. postal mailing delivery methods. Each
reading material requires the completion of an assignment, the document is standard for all three
reading assignments and can be found on the webpage and under Exhibit #3 Not only are the
assignments due at the start of the conference, but each attendee should be prepared for a
discussion and evaluation over reading material.
Reading & Assignment # 1: From the Journal of Innovative Education, “A systems analysis
experiential case study: Repeatable real-world problem solving.” Reading and assignment #1 due:
Saturday, January 25th, 8 AM
Reading & Assignment #2: From the Journal of Emergencies, Trauma, and Shock: the article
titled, “Simulation-based learning: Just like the real thing.” Reading and assignment #2 due:
Sunday, January 26th, 8 AM
Reading & Assignment #3: From the research article titled, “Learning from others: Learning in a
social context.” Reading and assignment #3 due: Saturday, February 1st, 8 AM.
The morning each reading and assignment is due, dedication will be given at the seminar for each
assignment, starting with a small group discussion (at each individual table), followed by a total
group discussion- moderated by Dr. Ball State.


Seminar Meetings and Schedule of events
Learning & Teaching Effectively: From the Classroom to the Boardroom
Saturday, January 25th, 2014
8:00- 8:30 AM Registration/Check in
8:30-9:00 AM Welcome/Opening Comments/Ice Breaker
9:00-9:30 AM Evaluate pre-session questionnaires responses, discussion

Seminar Syllabus
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Page 10

9:30-9:45 AM Break/Snacks Provided
9:45-10:30 AM Discussion on case study (reading assignment #1) A Systems Analysis Experiential
Case Study: Repeatable real-world problem solving
10:30-11:00 AM Break into groups – evaluate case
11:00-11:15 AM Total group discussion
11:15-11:45 AM Video on real-life experience case study
11:45 AM-12:00 PM Questions/comments on seminar so far
12:00-1:15 PM Break for lunch, lunch tickets provided in welcome packet
1:15-1:30 PM- Return from lunch
1:30-2:30 PM- Presentation/ Q&A: Dr. Priscilla Arling, Professor at Butler University, author of
Case Study: A Systems Analysis Experiential Case Study: Repeatable real-world problem solving
2:30-3:00 PM Meet and Greet with Dr. Arling
3:30 PM Explanation of future readings & meetings, Questions
4:00 PM Dismissal
Sunday, January 26th, 2014
9:00-9:30 AM Introduction & Discussion about yesterday‟s meeting
9:45-10:30 AM Discussion on case study (reading assignment #2) From the Journal of
Emergencies, Trauma, and Shock; “Simulation-based learning: Just like the real thing.”

1:30-2:30 PM- Presentation/ Q&A: Dr. Ball State, Experience and work with
„real life‟ case studies
3:00 PM Dismissal
Saturday, February 1st, 20148:00- 8:30 AM Registration/Check in
9:00-9:30 AM Evaluate previous seminar meetings
9:45-10:30 AM Discussion on case study (reading assignment #3) “Learning
from others: Learning in a social context.”
1:30-2:30 PM- Presentation/ Q&A: Dr. May, Professor with over 20 years of
case study experience
2:30-3:00 PM Meet and Greet with Dr. May
4:00 PM Dismissal
Sunday, February 2nd, 2014
9:00-9:30 AM Evaluation of previous seminar meetings


Seminar Syllabus
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Page 11
9:45-10:30 AM Discussion on seminar and objectives achieved
10:30-11:00 AM Break into groups – evaluate seminar
11:15-12:00 PM Questions/comments on seminar so far
1:30-3:00PM- Presentation of Certificate of Completion
3:30 PM- Farwell & Dismissal

REFERENCES
Arling, P.A., Deeter. C., & Eggers, H. (2010). A system analysis experiential case study: Repeatable
real-world problem solving. Journal of Innovative Education, 8 (2), 417-422.
Hammond, D., Austin K., Orcutt S., Martin, D.(nd). Session 7 Learning from others: Learning in a
Social Context, 125-142.
Indiana Convention Center (ICC). (n.d.). In Indiana Convention Center and Lucas Oil Stadium
online. Retrieved from http://www.icclos.com/about.aspx.
Lateef, F. (2009). Simulation-based learning: Just like the real thing. Journal of Emergencies,
Trauma, and Shock, 3(4), 348-352.
Lawson, K. (2009). The Trainer‟s handbook (3rd Updated ed.). San Francisco, CA: Pfeiffer Wiley
Press.
MacKeracher, D. M. (2004). Making sense of adult learning (2nd ed.). Toronto: University of
Toronto Press.


EXHIBITS
EXHIBIT 1
Participant Cover Letter
Dear Program Participant:
Welcome to the Learning & teaching effectively: From the classroom to the boardroom workshop!
I am looking forward to meeting and working with you as we explore ways to enhance and create
pleasant learning and „real life‟ environments to improve teaching and learning.
In preparation for this session, I am asking you to complete the following pre-session
assignments:
1) Confidential Pre-session Questionnaire. Please fax your completed questionnaire to me by
January 17th. My fax number is 317-666-6666.
2) Assignment & Reading Material #1: Please bring your completed assignment with any
questions or comments to the session on January 25th.
It is imperative that you complete these pre-session assignments. We do not want to take valuable
seminar time to complete this work. It should take you about one hour to complete both
assignments.
This seminar will be highly interactive, and you will have several opportunities to apply concepts
and skills to „real life‟ scenarios.
See you on Saturday, January 25th, 2014!
Sincerely,
Dr. Ball State, Ph.D.
Program Facilitator

Seminar Syllabus
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Page 14

EXHIBIT 2
Confidential Pre-Session Questionnaire
The purpose of this questionnaire is to provide the facilitator of this program with insights into
your current skills in or knowledge about the subject of using „real life‟ environment in the
classroom. By knowing what skills and knowledge you would like from the program the facilitator
will be better able to meet your needs.
Name:_____________________
Current
Position:________________________
University:_________________
City,
State:_____________________________
Previous experience with real life environment:
Previous positions held:
Formal education beyond high school:
What course, workshops, or seminars have you attended related to the topic?
Briefly describe the responsibilities of your current position:
How long have you facilitated others?
How many students are in your program?
What do you believe is the most difficult problem or challenge you face when trying to translate
„real life‟ to students?
What one specific thing do you want to get out of this program?
What concerns do you have about participating in this learning experience?
Additional comments:

EXHIBIT 3
Seminar Assignments
Instructions: Read the following articles, which can be found
at www.classroom2boardroom.com, and answer the following
questions for each reading assignment (numbers one through
three). These questions will guide your small group
discussions at the start of each seminar.
Reading & Assignment # 1: From the Journal of Innovative
Education, “A systems analysis experiential case study:
Repeatable real-world problem solving.” Reading and
assignment #1 due: Saturday, January 25th, 8 AM
Reading & Assignment #2: From the Journal of Emergencies,
Trauma, and Shock: the article titled, “Simulation-based
learning: Just like the real thing.” Reading and assignment #2
due: Sunday, January 26th, 8 AM
Reading & Assignment #3: From the research article titled,
“Learning from others: Learning in a social context.” Reading
and assignment #3 due: Saturday, February 1st, 8 AM.
Text Box: Assignment Questions
1. How do the ideas in the text relate to your life (personal and
professional)?
2. How will you implement these ideas into your classroom?
3. What conclusion can you draw about the importance of
using real-life situations in the classroom?

Please Fax this to Dr. Ball State at (317) 666-6666 no later than January 17th, 2014.
Any questions please email bstate@bsu.edu.


EXHIBIT 4
Certificate of Completion

Page 16
Syllabus Design Team Contributions:
McCall Aldrich: Program description,
description & features of program
Laura Black: Program description,
description & features of program, Exhibit
3- Seminar assignments and questions,
Exhibit 4- Certificate of Completion
Katelyn Neary: Program description,
description & features of program,
Seminar Outline, Exhibit 1- Participant
Cover Letter, Exhibit 2- Pre-session
Questionnaire.


Syllabus Evaluation 1
Comments and Improvements



Evaluator One: Sarah Hill
Occupation: Director of Employment Services at Cummins Behavior Health Systems in
Indianapolis.

We will make it
clear that course
credits will not be
offered so that there
will be no confusion
for participants
seeking credit.

1) What do you like about the syllabus design?
Overall, I was very impressed with the syllabus design of Learning & Teaching Effectively:
From the classroom to the boardroom. I found the design to be well thought out, clearly
defined, and very structured.
As a director of employment and facilitator of vocational workshops, I really enjoyed how
the skill level requirements of the participants were clearly noted. This would help me
determine if the seminar is more beneficial to my clients or my staff members.
I can‟t speak enough about the accommodations section! I especially appreciated the
information on parking because parking in Indianapolis can be exasperating and expensive.
In fact, this is sometimes a deterrent for participants. The website your group provided
seminar participants gives clear directions for parking availability and location. From
experience, I‟ve been to many cities and spent over an hour trying to find parking and that
gives participants a negative impression before the seminar ever begins!
The Pre-session questionnaire empowers participants to be successful because there
We will create a
is no guess work on the material that will be covered. Giving participants a sense of purpose post-seminar
and preparedness is a great start to any learning experience. Additionally, reading
survey so we
will have the
assignments are very clear and gives participants a timeline that is conducive with busy
information
adult schedules. Lastly, the accommodations section for people with handicaps was a great
necessary to
idea. I‟ve been to several seminars where people with disabilities have needs that were
improve on
overlooked because there was no way to communicate with facilitators to set-up
future
seminars.
alternatives.
2) What do you think should be improved? Why? How?
It was unclear to me if the seminar would allow for course credits or not. I know there was a
certificate of completion/attendance, but if someone wanted to earn credits could it be an
option? Also, I did not see a post-seminar survey/evaluation. This is important because it
allows facilitators to know if the participants grasped the concepts being taught and give
facilitators feedback on what needs to be improved and what was executed well.





Evaluator Two: Lucas Gobel
Occupation: 7th Grade Science Teacher, Science Olympiad Coach, Camp Kikthawenund
Program Director
We will continue to
provide a variety of
activities to reach all
learners.

We agree that there is a risk
when using participant-led
activities, but believe the
required skill level and
experience necessary to attend
will led to active participation
by all.

1.) What do you like about the syllabus design?
I really like how the expectations are laid out in the participants‟ handouts. It
had every answer to every question I would have. I also liked the thought that
was put into the set-up with a combination of instructor directed, group
directed, and then participant directed activities. I found the syllabus wellresearched in teaching philosophy. The variety of activities would make a
more valuable learning experience to anyone that participated. All research
points to small group activities being effective.
2.) What do you think should be improved? Why? How?
While the syllabus does a great job of setting up expectations, I could not find
the value of taking said seminar in any of the participant materials. Why
should I take this? What value will this serve me in my company or
classroom? Why should I attend this seminar? These questions could be
answered up front with the description and objectives. I am always cautious
of participant lead assignments. Even though they are valuable, if the effort
isn't put forth by the participants of the whole group then everyone suffers
(including the instructor).





Evaluator Three: Suzan Davis
Occupation: Technical and grammatical recommendations by Suzan Davis, Adjunct English and
Communication facility and Professional Development Coordinator at Ivy Tech Community College.

We appreciated the
semantic and grammatical
suggestions to make the
syllabus even better and
will make the necessary
changes.

We agree that common
sense cannot be expected
when giving directions
and will continue using
specific word choice to
meet the needs of all
participants.

Evaluator Three Suggestions: Throughout the syllabus: Observe ten and under rule, except for
times or measurements, write out numbers under ten, as this is an academic setting
Make times consistent: You have 8:00 AM to 4:00 PM on one line and 8am to 4 pm on three. Make it all
the same.
It is very good you put not only the day of the week, but also AM and PM because one can never assume,
even when it seems obvious.
Under Skill Level for attendees:
Second line: Interest and/or experience in using “real life case study. Make it a real life case study. OR
write case studies.
Third line: At least 5 years‟ experience as an instructor or fascinator at particular university. What do
you mean by particular? Does this mean any university? The first line already mentions Indiana
professors or instructors so I am confused by this.
The Seminar Format section clearly not only shows the participants what to expect, but the range of
activities makes the seminar attract to numerous learning styles. Recommendation: last sentence:
“arrive with time to check in, collect name tags, etc….this can be interpreted many ways. Instead: Check
in 15 to 30 minutes before the first seminar at 8 AM.
Attendance: Third sentence needs a complete rewrite. It is a fragment and does not express a complete
thought.
It is very nice that guests can walk via enclosed walkways from the convention center to their hotels.
This is important information, often overlooked.
Parking The interactive map is a fantastic addition. The last time I was in downtown Indy, I was asked
where hotels were located compared to meeting places three times in three minutes. This will help
guests envision where they are going.
The early assignments and time lines help prepare participants to maximize the experience, and for
their fascinators to do a better job.


References









Biswalo, P. (2001). The systems approach as a catalyst for creating an effective learning
environment. International Council for Adult Education, 34 (1).
Hodge, P., Wright, S., Barraket, J., Scott, M., Melville, R., & Richardson, S. (2011). Revisiting „how we
learn‟ in academia: practice-based learning exchanges in three Australian universities. Studies
of Higher Education, 36 (2), 167-183.
Imel, S. (1998). Trends and issues alert: Promoting intercultural understanding. Clearinghouse on
Adult, Career, and Vocational Education. (accessed 5 September 2013
from http://www.calpro-online.org/eric/docs/tia00066.pdf).
MacKeracher, D. M. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto
Press.
Caffarella, R., & Merriam, S. (1999). Learning in adulthood: A comprehensive guide. San Francisco,
CA: Jossey-Bass.


Additional Information
 For more information visit the blog link below:
 http://edacenviornmentandcontext.blogspot.com/
 Contact information of syllabus authors:
 Katelyn Neary email: krneary@bsu.edu

 Laura Black email:lablack2@bsu.edu


Thank You


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