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Karen Colaric and Susan Lee presented this process in use at Park Day School in Oakland, CA. The SDA process (Support, Development and Assessment) for teachers was created by a committee led by the lower school director, Karen, and a group of teachers at PDS, including Susan. It is intended to appropriately acknowledge and celebrate the work of teachers and to promote their continued growth. This process is useful and relevant for teachers and a philosophical fit for progressive schools.
Karen Colaric and Susan Lee presented this process in use at Park Day School in Oakland, CA. The SDA process (Support, Development and Assessment) for teachers was created by a committee led by the lower school director, Karen, and a group of teachers at PDS, including Susan. It is intended to appropriately acknowledge and celebrate the work of teachers and to promote their continued growth. This process is useful and relevant for teachers and a philosophical fit for progressive schools.
Presentation by Stewart Ross, Minnesota State University Mankato, introducing Dee Fink’s taxonomy of significant learning at Minnesota Campus Compact's, Designing Community-Engaged Courses and Assessment event,October 7, 2011.
ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
How do we keep instructors at the top of their game? From assessing staff needs to implementing training programs, this panel will discuss how libraries are keeping their staff's instructional skills current.
Speakers:
Lisa Cook (UNC-W)
Emily Daly (Duke)
Kim Vassiliadis (UNC-CH)
What the best college teachers do!
(or Advice from an instructor secure with his insecurities!!!)
By. Instr. KG Smith, Dean of Instruction and Online Learning
Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore
This presentation elaborates various ideas such as the importance of understanding our learner, learner characteristics, various dimensions and modes of learning etc.
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
Presentation by Stewart Ross, Minnesota State University Mankato, introducing Dee Fink’s taxonomy of significant learning at Minnesota Campus Compact's, Designing Community-Engaged Courses and Assessment event,October 7, 2011.
ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
How do we keep instructors at the top of their game? From assessing staff needs to implementing training programs, this panel will discuss how libraries are keeping their staff's instructional skills current.
Speakers:
Lisa Cook (UNC-W)
Emily Daly (Duke)
Kim Vassiliadis (UNC-CH)
What the best college teachers do!
(or Advice from an instructor secure with his insecurities!!!)
By. Instr. KG Smith, Dean of Instruction and Online Learning
Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore
This presentation elaborates various ideas such as the importance of understanding our learner, learner characteristics, various dimensions and modes of learning etc.
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
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Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
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What is a mid-level manager? This presentation will assist admissions professionals in making the transition into the next part of their career as a mid-level manager. It will focus on skills to develop while leading from the middle, tools to create stronger partnerships with the team you supervise, and how to cross-campus collaborate successfully. Additionally, we will discuss how to role model as a supervisor while still learning all the hats you are expected to wear.
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2. BEFORE WE BEGIN…
Take a moment to think of a
program, workshop, seminar, training you either
attended or planned…
3. 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.
5. 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
6. 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…
7. TEACHING & LEARNING ACTIVITIES
Shape the nature and quality of the learning experience
Passive Learning Active Learning
“Doing” and “observing” experiences
Only “receiving” information Case studies, simulations, role-play
Stories via film, literature, oral history
and ideas Actively doing/observing in action what you
want them to learn
Listening to lecture What do you want them to know/know how
to do when the workshop is over?
Reading a book Can be “doing” as well as “observing”
Limited and limiting in terms of
Reflection
types of learning People are meaning-making beings
What one is learning
Lacks application and reflection How one is learning
Alone or with others
8. 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
10. Where do you want
to go? Ideally what
do you want learners
to learn?
How will you
How are you know if your
going to get participants get
participants where you want
there? What them to go?
teaching and How will you
learning know if they are
activities will achieving the
help them best goals you’ve
meet your set?
learning
goals?
11. APPLICATION
Northwestern University: Tour Guide Training
Knox College: New Staff Training
Lake Forest College: Ambassador Program
IACAC: Middle Management Institute
12. 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.
13. 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
14. 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
16. 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.
17. 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
18. 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
20. 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
21. LAKE FOREST COLLEGE:
AMBASSADOR PROGRAM
Teaching and Learning Activities
Monthly Meetings
Group Presenters = highlight professional
development aspect
Business Cards
Two Trainings per Year
22. LAKE FOREST COLLEGE:
AMBASSADOR PROGRAM
Feedback & Assessment
Still in progress…
1/1 meetings with Ambassadors to discuss
internships & letters of recommendation
24. IACAC:
MIDDLE MANAGEMENT INSTITUTE
Learning 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
25. 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
26. 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
29. 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?
33. 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
34. THANK YOU!
Questions/Comments:
Zachary George
zgeorge@lakeforest.edu; 847-735-5013
Jennifer Keegan
jkeegan@knox.edu; 309-341-7163
Anne E. Kremer
akremer@depaul.edu; 773-352-7693
Caitlin Smith
caitlin-smith@northwestern.edu; 847-491-4396
35. REFERENCES
Fink, L.D. (2003). Creating significant learning
experiences: An integrated approach to developing
college courses. San Francisco: Jossey-Bass.
*want to get audience excited about thinking of their programs with this as a frame*allowing them to identify where they themselves can “close the gap”*AUDIT bullet – applies to 2nd bullet, so they can self-evaluate