This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.

1. Finding the Intersections Between
Your Domain and the SAIL Framework
sail.northeastern.edu
sail@northeastern.edu
Becca Berkey, PhD
Service-Learning
Mary English, PhD
CATLR
Michael Sweet, PhD
CATLR
WELCOME!
As you get comfortable, please introduce yourself to those around you!
(We’ll be working in groups of four) 
#LearningEverywhere
#SAILatNU

2. “Problems cannot be solved with
the same mind set that created
them.” - Albert Einstein

3. Educators improve the world by equipping
learners to tackle big problems.
How, specifically, does your domain do this?
(It does, otherwise it wouldn’t exist.)
How can SAIL help you make that more explicit?
“Problems cannot be solved with
the same mind set that created
them.” - Albert Einstein

4. How We’ll Spend Today
We will work through a process of…
• Reflecting on the work you are equipping your learners to do
• Identifying SAIL intersections within this work
• Making these intersections explicit to your learners
This will involve…
• Individual work
• Group sharing

5. Key Considerations on the Work You’re Equipping
Learners to do - Overview
1. Who are the learners?
2. When you are in the role of educator, what is the work you are equipping
learners to do?
3. What broad issues or important decisions are debated by people while they
are doing the work you are equipping learners to do?
4. What moral and ethical issues are core for people while they are doing the
work you are equipping learners to do?
5. What personal and professional struggles are common for people while they
are doing the work you are equipping learners to do?

6. 1. Who are the learners?
In this example, disciplinary academic faculty
Example: Instructional Development
Key Considerations

7. 2. When you are in the role of educator, what is the
work you are equipping learners to do?
helping college students learn an academic discipline by
designing, developing, facilitating, and evaluating learning.
They are:
Example: Instructional Development
Key Considerations

8. 3. What broad issues or important decisions are debated by
people while they are doing the work you are equipping
learners to do?
• Content decisions—what and how much
• Accommodating differences among learners
• Role of coach vs. role of judge
• How to spend time in and out of class
They have to consider:
Example: Instructional Development
Key Considerations

9. 4. What moral and ethical issues are core for people while they
are doing the work you are equipping learners to do?
• Student Academic integrity – Boundaries and consequences
• Inclusivity – In sources/perspectives and teaching practices
• Grading – Student effort vs. objective criteria vs.
participation
Core for them are:
Example: Instructional Development
Key Considerations

10. 5. What personal and professional struggles are common for
people while they are doing the work you are equipping
learners to do?
Many struggle with:
Example: Instructional Development
Key Considerations
• Work/life balance
• Politics – Disciplinary, institutional, personal
• Limited resources
• Changing expectations
• Keeping up with technology

11. 1. Who are the learners?
In this example, Service-Learning Teaching
Assistants
Key Considerations
Example: Service-Learning

12. 2. When you are in the role of educator, what is the
work you are equipping learners to do?
They are:
Key Considerations
Example: Service-Learning
• Coordinating among faculty member, community partner
organization(s), students, and our program.
• Leading reflections, facilitating discussions, etc..
• Engaging through the lenses of social justice and university-
community engagement.

13. 3. What broad issues or important decisions are debated by
people while they are doing the work you are equipping
learners to do?
They have to consider:
Key Considerations
Example: Service-Learning
• Goals/needs of each of the stakeholder groups
• How to advocate for stakeholders in relation to one another
• The larger role they/their students are playing in the
community/ies surrounding Northeastern and beyond
• How to support faculty in project management as well as
meaning-making, facilitation, and reflection

14. 4. What moral and ethical issues are core for people while they
are doing the work you are equipping learners to do?
Core for them are:
Key Considerations
Example: Service-Learning
• Whose needs take precedence?
• What are the real vs. perceived safety issues?
• How to frame language in ways that are empowering for the
community(ies) where students are serving/partnering
• The relationship of the university to the community more broadly

15. 5. What personal and professional struggles are common for
people while they are doing the work you are equipping
learners to do?
They can struggle with:
Key Considerations
Example: Service-Learning
• How to communicate effectively in multiple formats
• How to balance everyone’s needs/goals
• How to balance their own workload with supporting
others in a timely manner & fulfilling program
responsibilities
• Whether they feel the work is ethical & just

16. SECTION A – Identifying Key Considerations
1. Who are the learners?
2. When you are in the role of educator, what is the work you are equipping learners to
do?
3. What broad issues or important decisions are debated by people while they are doing
the work you are equipping learners to do?
4. What moral and ethical issues are core for people while they are doing the work you
are equipping learners to do?
5. What personal and professional struggles are common for people while they are doing
the work you are equipping learners to do?
Complete SECTION A only.

17. INTELLECTUAL AGILITY
Learners develop the ability to use knowledge,
behaviors, skills, and experiences flexibly in new
and unique situations to innovatively contribute
to their field.
GLOBAL MINDSET
Learners develop knowledge, skills and behaviors to
live, work and communicate with people whose
background, experience and perspectives are
different from their own as well as to consider the
global impact of their decisions.
SOCIAL CONSCIOUSNESS &
COMMITMENT
Learners develop the confidence, skills and
values to effectively recognize the needs of
individuals, communities, and societies and
make a commitment to constructively engage in
social action.
PROFESSIONAL & PERSONAL EFFECTIVENESS
Learners develop the confidence, skills, behaviors and values to effectively
discern life goals, form relationships and shape their personal and
professional identities to achieve fulfillment.
WELL-BEING
Learners develop knowledge, skills and
behaviors necessary to live balanced and
fulfilling lives.
SAIL Framework (Five Dimensions)

18. Identifying the Intersections
Example: Service-Learning
In this example, service-learning teaching assistants are supporting their faculty,
students, and community partners.
• Navigating the goals/needs of each of the stakeholder groups (whose needs
take precedence?)
• How to advocate for stakeholders in relation to one another
• How to support faculty in project management as well as meaning-making,
facilitation, and reflection
• The larger role they/their students are playing in the community/ies
surrounding Northeastern and beyond
• How to frame language in ways that are empowering for the community(ies)
where students are serving/partnering
• The relationship of the university to the community more broadly

19. Identifying the Intersections
In this example, disciplinary faculty help college students learn an
academic discipline.
• Content decisions—what and how much
• Accommodating differences among learners
• Role of coach vs. role of judge
• Inclusivity – In sources/perspectives and teaching practices
• Grading – Student effort vs. objective criteria vs. participation
• How to spend time in and out of class
• Work/Life balance
Example: Instructional Development

20. SECTION B – Identify the Intersections
1. Review the definitions and characteristics of each SAIL
dimension.
2. Review your responses on the reflection worksheet.
3. For each response, using the boxes in SECTION B, write
which dimension (if any) seems to most closely align with
the content of the response.
Complete SECTION B only.

21. Importance of the Intersections
This dimension is important to disciplinary faculty because…
…they need to apply learning theory, subject matter expertise, and flexible and strategic thinking to
design impactful learning experiences.
…they need to accommodate differences among learners and pursue inclusivity in their
sources/perspectives and practices so that all have equal access to education and so that diverse
perspectives are included.
…they need to equip learners to apply disciplinary knowledge in socially responsible ways to
continually work toward a more fair and just society.
…”we teach who we are;” therefore, our identities inevitably, and publicly, shape what we teach and
how we teach it, impacting our students.
…with all of the many demands of being a faculty member, longevity and effectiveness depend on
physical and emotional health, strong relationships, and a sense of meaning and purpose.
Example: Instructional Development

22. Importance of the Intersections
This dimension is important to Service-Learning Teaching Assistants because…
…they need to be able to problem-solve and think on their feet to not only manage all stakeholder
group’s expectations, but do so in a way that is alignment with program philosophy.
…they will be working with a wide variety of people with sometimes overlapping but sometimes
competing interests, goals, needs and timelines. Additionally, many of these people differ from the
S-LTA him/herself.
….they are advocating and assisting their faculty, students, and partners in ways to best work with
one another with the broader goal of building a better world through their pursuits, while
acknowledging and navigating university/community relationships.
…they will rely on a number of professional and personal skills regarding communication and
relationship-formation to effectively do their work.
…they will need to balance everyone’s expectations with their own other commitments, and doing
their work effectively relies upon their own physical and mental well-being.
Example: Service-Learning

23. “Problems cannot be solved with
the same mind set that created
them.” - Albert Einstein
SECTION C – Importance of the Intersections
Based on your responses in SECTION B, write a brief statement to explain
why each dimension is important to the work you are preparing your
learners to do.
Complete SECTION C only.

24. SECTION D – Learning Experience
What learning experience would make one of the
intersections you identified explicit to learners?
• What will the learners do?
• What is the prompt/framing?
• What will the learners express when they “get it”?
Examples: Reflection, discussion, exercise,
inquiry, case study, scenario, self-assessment.

25. SECTION D – Learning Experience
Example: Instructional Development
…they need to accommodate differences among learners and pursue
inclusivity in their sources/perspectives and practices so that all have equal
access to education and so that diverse perspectives are included.
…they need to equip learners to apply disciplinary knowledge in
socially responsible ways to continually work toward a more fair and
just society.
…”we teach who we are;” therefore, our identities inevitably, and publicly,
shape what we teach and how we teach it, impacting our students.
Read chapter on inclusive
activity design; rework sample
lesson to apply principles.
Write a reflection
on what social
responsibility looks
like in your
discipline; discuss
in groups.
Complete teaching values
inventory, then write a
teaching philosophy
statement that reflects
findings.

26. SECTION D – Learning Experience
Example: Service-Learning
…they need to be able to problem-solve and think on their feet to not only
manage all stakeholder group’s expectations, but do so in a way that is
alignment with program philosophy.
...they are assisting their faculty, students, and partners in ways to
best work with one another with the broader goal of building a
better world through their pursuits, while acknowledging and
navigating university/community relationships.
…they will need to balance everyone’s expectations with their own
other commitments, and doing their work effectively relies upon
their own physical and mental well-being.
Role play by giving the student
leaders scenarios that have
happened in the past.
Students go on a
guided asset-based
walking tour of the
surrounding
neighborhoods.
Carve out time at a small
group weekly meeting to
focus and reflect on self-
care through an activity
and share-out.

27. Educators improve the world by equipping
learners to tackle big problems.
How, specifically, does your domain do this?
(It does, otherwise it wouldn’t exist.)
How can SAIL help you make that more explicit?
“Problems cannot be solved with
the same mind set that created
them.” - Albert Einstein
#LearningEverywhere
#SAILatNU