Tuesday, March 6, 2018 Convention Center, ROOM 123 Let’s DRAG-IT! A Framework for Facilitating Critical Reflection and Student Learning Cheyenne Luzynski, West Virginia University Cory Hamilton, Eastern Michigan University (absent) Tuesday, March 6, 2018 Convention Center, ROOM 123 Introduce presenters, backgrounds, and current roles

Presentation Flow Learning Outcomes (Wouldn’t be a Student Affairs presentation without them!) Participant Introductions Critical Reflection & Implication DRAG-IT Activity Apply DRAG-IT model Q & A

Participant Learning Outcomes practice DRAG-IT framework for facilitating critical reflection. 2) discuss the concept of critical reflection and the impact it has on student learning and leadership development. 3) identify, design, and discuss practical uses of the DRAG-IT framework in their own context. Share objectives of the workshop

Participant Introductions Who are you? What do you do? Where do you do it? Why you do what you do? 3 mins

Developing a Critical Attitude Critical Thinking: the process of analyzing and evaluating thinking with a view of improving it. “Looking forward” Critical Reflection: the process of analyzing, questioning, and reconsidering the activity you are/were engaged in. “Looking back” Paul, R. and Elder, L. ((2006). The Miniature Guide to Critical Thinking: Concepts and Tools, The Foundation for Critical Thinking Introduce critical reflection and its relationship to student learning, student engagement, and leadership development theories (5 min)

The Case for a Critical Attitude “Critical Reflection is the process of analyzing, reconsidering, and questioning one’s experiences within a broad context of issues and content knowledge,” (Jacoby, 2014, p. 26) “The infusion of critical perspectives is essential…what we know about leadership [development] becomes framed through our own development within the evolving social system in which we are embedded,” (Dugan, 2017)

DRAG-IT Activity Activity One (10 min) Group Expectations and Commitments Activity Group discussion using the DRAG-IT reflection model D: Activity R: For those that think they have a good grasp on what happened, can you explain to the class? What was frustrating or surprising? What was it like being a Technical, human, or conceptual? (Get out all the information) A: What contributed to the success of completing this activity? Why was this easy or difficult? How did it feel to be blind? Or feel powerless in this activity?How did you personally react to this challenge? Was there any bias demonstrated in this activity? (Position of people, personality, gender) G: Have you felt like this before? How has this related to an experience you have had in the past? How did you handle it then? If you confronted something like this again, how might you handle it then? I: What has this made you realize about yourself moving forward? What might you do differently? How could you be more aware of experiences like this moving forward? T: Give them a handout. Practice and apply or discuss a use for this: Not about telling people what they should do but asking good questions so they can solve their own issues. Develop self-reliant individuals. Powerful tool in leadership why?

DRAG-IT Model & Handout D – Do R – Reflect A – Analyze G – Generalize I – Identify T – Take Away Reflection DR(A)T Hand out and explain the DRAG-IT Critical Reflection Guide (10 min) Inspiration Creation Purpose Implementation Results and feedback from pilot Discussion about the Guide Critical Reflection DRAG-IT

Critical Reflection in the Learning Process DO Concrete Experience REFLECT ANALYZE Active Experimentation Reflective Observation TAKE AWAY GENERALIZE Abstract Conceptualization IDENTIFY Kolb’s (1984) Experiential Learning Model

DRAG-IT Uses First-Year Seminars Common Intellectual Experiences Learning Communities Writing Intensive Courses Collaborative Assignments Multicultural Programming Cohort Programming Student Organizations Career Development Undergraduate Research Diversity/Global Learning Training/Workshops Internships Capstone Courses Study Abroad Employee Evaluations Peer Mentoring Service Learning Others? Debriefing experiences and leading critical reflection is a skill that needs to be practiced!

Your Turn to DRAG-IT How could you use it? Independently or with a partner work through applying the DRAG-IT model to help your students critically reflect. What experience/group will be the focus of your DRAG-IT guidance? What DRAG-IT framework/method makes sense for your context? What questions would you ask? Small group brain-storm, design, sharing, and discussion (10 min) Participants will brainstorm ways they will implement the practices in their context and design one specific activity, assignment, rubric, program, or other use of the DRAG-IT model

Challenges and Assistance You have planned out a way to incorporate the DRAG-IT Model in your context… What were some things you observed during this planning process Where did you find success and challenge in this planning activity? How can we be of assistance? What else do you need to know or experience to make this an effective practice for you? Take Away – Evaluation & Plan Handout Small Groups will share designs and give feedback Large group sharing and closing remarks (5 min) 1-2 participants will share their implementation design with the large group and share the feedback they received Presenters will summarize the implications of the workshop and invite volunteers for future study on critical reflection Demonstrate DRAG-IT of the Workshop (5min) Questions & feedback

? Questions and Reflection Cheyenne Luzynski (Cheyenne.luzynski@mail.wvu.edu) Small Groups will share designs and give feedback Large group sharing and closing remarks (5 min) 1-2 participants will share their implementation design with the large group and share the feedback they received Presenters will summarize the implications of the workshop and invite volunteers for future study on critical reflection Demonstrate DRAG-IT of the Workshop (5min) Questions & feedback

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