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EXPLORE THE WORLD. START WITHIN. EXPLORE THE WORLD. START WITHIN.

How Do You Teach That in a Day ?

Sarah Ramage Director of Student Activities for Orientation and Leadership

Danielle Reid Assistant Director of Student Activities Bellarmine University Louisville, KY

EXPLORE THE WORLD. START WITHIN.

Learning Outcomes

•  Audience will: – Connect development of learning outcomes to

student leader retention – Relate communication of learning outcomes to

student leader satisfaction – Reflect on skills they would like their own student

leaders to acquire – Create one training day learning outcome


A Bit About Bellarmine

•  Tuition Driven • Retention Focused •  Involvement & Integration Focused


Why it’s important

•  Students’ involvement with the campus environment(s) leads to perceptions of institutional and peer support. These perceptions of support affect the levels of subsequent involvement in the campus environment(s) during the Spring semester. These involvement behaviors affect subsequent levels of institutional commitment, which in turn affects students’ departure decisions. (Milem et al., p. 392)

•  Roberts and Styron (2010) explored this idea as well, stating “one important factor which affects college students’ persistence is that of being socially integrated and connected with others, especially other students” (p. 3).


A little context…

1.  Orientation Structure/Schedule 2.  Bellarmine Orientation Team (BOT)

1.  Selection Process and number of BOT 2.  Spring and Pre-Orientation Training events 3.  Length of Days 4.  Communication about requirements


The Problem

•  Training and Consistency of the Team Impacts Integration of First Year Students

•  Retention of Orientation Team Members *Retention refers to program, not of institution.

–  Retention 2013: 77% –  Retention 2014: 78%

•  Reasons (based on student feedback) –  Lack of Integration to the Team –  Other Leadership Opportunities –  Dissatisfaction with Training Expectations and Experience

•  Students weren’t understanding the purpose of training or learning that was taking place


The Solutions

•  A Common Application/Collaboration with Housing •  Adjusted Timeline for Selections •  Number of Spring Training Days •  Robust Summer Training •  Adjusted/More Active Training (death to PowerPoint) •  Clear and Verbalized Learning Outcomes For

Each Day •  Retention 2015: 85%


How we applied the solutions

•  Draft an implementation plan •  Identify skills to focus on

•  Inclusivity •  Leadership •  Self-Reflection •  Social Connection and Integration •  Critical Thinking and Problem Solving

•  Create learning outcomes for each skill •  Develop training days to fit outcomes •  Develop assessment tools •  Implement plan


Let’s look at an example!

#BUCometogether •  Learning Outcomes Identified:

As a result of training, students will: •  recognize social identities of BOT members •  relate personal leadership style to scenarios surrounding

inclusion •  develop an understanding of personal beliefs and how

they developed •  strengthen relationships with other members of BOT


Take a Moment

•  Identify skills that you want your orientation leaders to have or gain as a result of the experience.

•  Share with a neighbor!


Based on the skills you identified….


Schedule for : #BUComeTogether

12pm-4pm Welcome and Diversity Skit Ice Breaker / Setting the Tone 4 Corners Activity Privilege Walk Small Group Time/Debrief Scenarios *Break* Artwork Activity Closing

2015

12pm-4pm Welcome and Energizer Crossing the Line Activity OMA visitor Small Group Time Personality Assessment Building Your House Closing

2014


Develop a Measurement Tool….


Student Satisfaction Side:Side 5 Extremely Satisfied – 1 Extremely Unsatisfied

2014 Welcome/Ice Breaker: 3.7 Cross the Line : 4.2 OMA Speaker: 3.69 Small Group: 4.58 Personality Assess: 4.66 House: 4.52 DAY AVG: 4.22

2015 Welcome: 4.81 Ice Breaker: 4.2 4 Corners: 4.54 Privilege Walk: 4.54 Small Group: 4.63 Scenarios: 4.31 Artwork Activity: 4.4 DAY AVG: 4.5


Qualitative Data “What was your least favorite part? How would you change it in the future?”

2014 •  I wish we would have been

better informed. •  My least favorite part was _______'s speech. I didn't really

feel connected to what he was saying and didn't get much out

of it. •  The speech of diversity, we

should all know how to accept people no matter how different

they are, there is a reason we were chosen for CREW in the

first place.

2015 •  My least favorite part was the diversity beliefs, but only because it got crowded and difficult to move

around; otherwise, it's a great activity!

•  My least favorite part of the day was when my group was working

outside on our poster and the wind blew our tissue paper away. If it is

windy next time we will probably do our arts and crafts inside.

•  The length of the diversity talk. It's not the quality of the talk, I just

noticed so many peoples' thoughts checking out early.


Qualitative Data Side:Side

2015 What was your favorite part of the day? •  I really enjoyed the privilege walk. •  The diversity LT entrance. That was a really

neat activity. •  Doing the diversity poster in art activity and

and picking out the skits in our small groups. Do you think that the work day aligned with the learning objectives? How? •  I think it did. I felt that everyone in BOT got

to learn about diversity and how we are all in someway diverse. I think that it was also very important for people to understand how to interact with those who are not the same as them.

•  It made you think deeper about diversity using all of the activities- each had a subliminal message about what diversity means.

•  Yes because we are all so different in many ways and are able to come together to get a job done. And we all learned something new about each other even if it was anonymous and I think that really helped us come together as family.

2014 •  What was your favorite part of the

day? •  I loved the cheer Julia taught us at the

beginning! It definitely woke me up and got me pumped up. The photo booth idea was really fun and creative too.

•  Getting to know my small group better and learning how to deal with incoming freshmen

•  Hanging out with my small groups! •  I thought the photo booth was really

fun!! Did the day align with the learning objectives? How? •  I think that it did but it could have

been shorter


Assessment(s) 2015 continued…

•  Survey Sent After the Work Day •  N=22 (19% response rate) – After the workday has your view on diversity changed?

How so? •  I realize it's more than physical or preference and that it even

incorporates privilege. •  Yes, it gave me a better perspective of the people around me. •  It has helped me be a better person and realize everyone is

unique in their own way. People come from all walks of life and it is a beautiful thing to see how diverse we really are if we are open to accepting it.


Change In Experience

Students felt more satisfied with the day when we explicitly stated learning outcomes •  2014 – Negative comments centered on content – Positive comments on social aspects of the day

•  2015 – Negative comments focused on environment – Positive comments focused on learning


Further Measures

•  Leadership Team Interview Questions •  N=15 •  “If selected to be part of LT, you will select the next

orientation team, can you tell us why it is important to have a diverse team?” –  “Because you have diverse students coming in-you never know

where they are from- or who they are- if I’ve never been through something I can refer the student to someone who has”

–  “It is important for the freshmen to see different faces, interests, majors, without diversity on BOT some students may not see their own potential as leaders”

–  “This was a big thing we talked about at training, we are diverse in religion, ethnicity, sexual orientation and portraying the team as diverse will help the freshmen connect”


That’s Not all Folks…

•  Importance of Communicating Learning Outcomes – Reminder Email – Beginning of the Day – During Activities – In the Assessment


Thank You

•  Questions?

•  Sarah Ramage •  [email protected]

•  Danielle Reid •  [email protected]


References

•  Milem, J., & Berger, J. (1997). A modified model of college student persistence: exploring the relationship between astin's theory of involvement and Tinto's theory of student departure. Journal of College Student Development, 38(4), 387-400.

•  Roberts, J., & Styron, R. (2010). Student satisfaction and persistence: Factors vital to student retention. Research in Higher Education Journal, 6, 1-18.

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