1. C REATING S IGNIFICANT L EARNING E XPERIENCES Zachary George, Lake Forest College Jennifer Keegan, Knox College Anne Kremer, DePaul University Caitlin Smith, Northwestern University

2. B EFORE WE BEGIN … Take a moment to think of a program, workshop, seminar, training you either attended or planned…

3. L EARNING G OALS 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.

4. 3 P ARTS : S IGNIFICANT L EARNING E XPERIENCES

5. L EARNING G OALS 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. L EARNING G OALS 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. T EACHING & L EARNING A CTIVITIES 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 LearningActive Learning Shape the nature and quality of the learning experience

8. F EEDBACK & A SSESSMENT 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

9. C ONNECTING THE DOTS …

10. 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?

11. A PPLICATION Northwestern University: Tour Guide Training Knox College: New Staff Training Lake Forest College: Ambassador Program IACAC: Middle Management Institute

12. N ORTHWESTERN U NIVERSITY : T OUR G UIDE T RAINING 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. N ORTHWESTERN U NIVERSITY : T OUR G UIDE T RAINING 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 JeopardyJeopardy 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

15. N ORTHWESTERN U NIVERSITY : T OUR G UIDE T RAINING 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 cardscommentcards

16. *note the likelihood-of-applying questions

18. N ORTHWESTERN U NIVERSITY : T OUR G UIDE T RAINING Audit

19. K NOX C OLLEGE : N EW S TAFF T RAINING 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.

20. K NOX C OLLEGE : N EW S TAFF T RAINING 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

21. K NOX C OLLEGE : N EW S TAFF T RAINING 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

22. K NOX C OLLEGE : N EW S TAFF T RAINING Audit

23. L AKE F OREST C OLLEGE : A MBASSADOR P ROGRAM 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

24. L AKE F OREST C OLLEGE : A MBASSADOR P ROGRAM Teaching and Learning Activities Monthly Meetings Group Presenters = highlight professional development aspect Business Cards Two Trainings per Year

25. L AKE F OREST C OLLEGE : A MBASSADOR PROGRAM Feedback & Assessment Still in progress… 1/1 meetings with Ambassadors to discuss internships & letters of recommendation

26. L AKE F OREST C OLLEGE : A MBASSADOR P ROGRAM Audit

27. IACAC: M IDDLE M ANAGEMENT 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

28. IACAC: M IDDLE M ANAGEMENT I NSTITUTE Teaching & Learning Activities DiSC Assessment Leadership & Communication Strategies Q& A Panel with Current Deans and Directors Goal Setting Budgeting Resumes & Interviews

29. IACAC: M IDDLE M ANAGEMENT I NSTITUTE Feedback & Assessment Survey Immediately following 6 months 1 year out Using feedback to develop MMI 2012 Incorporate MMI participant in planning/committee member

30. IACAC: M IDDLE M ANAGEMENT I NSTITUTE Audit

31. G RADE YOUR OWN

32. Q UICK Q UIZ 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. L ET ’ S WALK THROUGH ONE TOGETHER

34. D ISCUSSION, R EFLECTION & F EEDBACK

35. I DEA S HARING

36. 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

37. THANK YOU! Questions/Comments: Zachary George zgeorge@lakeforest.eduzgeorge@lakeforest.edu; 847-735-5013 Jennifer Keegan jkeegan@knox.edujkeegan@knox.edu; 309-341-7163 Anne E. Kremer akremer@depaul.eduakremer@depaul.edu; 773-352-7693 Caitlin Smith caitlin-smith@northwestern.educaitlin-smith@northwestern.edu; 847-491-4396

38. R EFERENCES Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to developing college courses. San Francisco: Jossey-Bass.

39. T HANK YOU !