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ILE Presentation

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by

Emily Simon

on 24 February 2015

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Transcript of ILE Presentation

Why Diversity
Today's Presentation
The Environment
The beginning
The Plan
Assessment
UHDS
Assistant Complex Director
Tanner Hall
.
.
For Today..
My Plan
In conversations with RAs, I began to notice they were hoping to cover more in the diversity trainings we had been having.

I personally believe that diversity is an ever growing topic, especially in Higher Education so I wanted to be able to take time to really hear what those at WIU were hoping to see in a diversity training.

I am beginning to see the diverse population of students here at WIU and I think that focusing on diversity is something that can never hurt.


Agenda
Why I chose diversity training
Step by step my ILE process and finished product
Questions and Comments

Participants will...
Observe the process I went through in creating my Internship Learning Experience (ILE) and connect elements of my
ILE process to possible future trainings in their office.

Identify reasons why I chose to focus on diversity
training for the Resident Assistants (RAs) and how
diversity training would benefit their office.


My Findings
Creating the Environment
Winter Diversity Training
ILE Presentation
Emily Simon
Why This Topic
Responses
Creating Learning Outcomes
The Learning Cycle
Timeline of Events
Surveyed staff
Gathered data
Created learning outcomes
Focused on environment
Created an assessment tools

Race
International Students
LGBTQA
Athletes
Ability
Topics
Take Away
Understanding themselves
How to engage with others
What is diversity
Learning about their peers
Privilege
Stereotypes
Social Justice
Having conversations
Inclusion

These were solicited from RAs, ACDs, CDs, as well as Central Staff members
What is an Outcome
What students should represent, demonstrate, or produce based on what and how they learn
Relies on active verbs that target what we expect students to be able to demonstrate.
Created Outcomes
Resident Assistants at Western Illinois will ...
Define what diversity means to them in their role as an RA.
Compile a list of personal identities and what privileges are associated with those identities.
Discuss their identities in relation to their peers’ identities.
Personally identify their own stereotypes and address why stereotypes exist.
Discuss how to create a socially just atmosphere within their communities.
Recognize elements of a positive atmosphere where difficult conversations relating to identity and diversity can be held.
The process of changing
data into knowing is what
Kolb calls "transformation
of experience" (Zull p.33)


“The cycle is based on the proposal that learning originates in concrete experience; hence the term experiential learning.” (Zull p.17)

What might your
office gain
from a
diversity training ?
How might the process
of asking for input about
a training topic
work in your office?
How could you
bring some of
these activities
into your office?
Questions Considered
How could you take
ideas about shaping the
environment and use
it in your office?
Formative Assessment: During the day
Throughout the day students will be asked to write in their notebooks or on paper some of their thoughts related to the activity. These thoughts will serve as an assessment to how they are making meaning of the material.

These notes will also be used in an activity to be referred back to, to write their personal belief statement.
Assessment
Summative Assessment: Distributed in the training survey after training
Resident Assistants at Western Illinois University will define what diversity means to them in their role as an RA.
What role does diversity play within your community?
Resident Assistants at Western Illinois University will compile a list of identities they believe to hold and what privileges are associated with those identities. AND Resident Assistants at Western Illinois University will discuss their personal identities in relation to their peers’ identities.
How do you see your identities playing out within society and within your community here at Western?
Resident Assistants at Western Illinois University will recognize, expand on, and discuss stereotypes they hold of different identities.
Why is it important to address stereotypes we or others in our community hold?
Resident Assistants at Western Illinois University will discuss how to create a socially just atmosphere within their communities.
List ways you believe you can create a socially just atmosphere?
Resident Assistants at Western Illinois University will create an atmosphere where difficult conversations relating to identity and diversity can be practiced.
In order to address difficult conversations related to diversity what are some tactics you can use?

How long would training be?
Where would training take place?
Why would I break up into small groups?
What would the small groups look like?
Who would facilitate?
What would the ground rules look like for the facilitator?
What would the ground rules be for small group process?

Thoughts I Had
How might the process
of asking for input about
a training topic
work in your office?
How could you bring
some of these activities
into your office?
How could you take
ideas about shaping the
environment and use
it in your office?
What might your office
gain from a diversity training?
Questions and Comments
Thank you for listening,
If we had a diversity training what topics would you hope to covered?
What would you like to learn or take away from the diversity training?
Your Turn . . .
Baxter Magolda, M.B. (2004). Learning partnerships model: A framework for promoting self-authorship. In M.B. Baxter Bagolda & P.M. King (Eds.), Learning Partnerships: Theory and models of practice to educate for self-authorship (pp.37-62). Sterling, VA; Stylus Publishing.
Kegan, R., & Lahey, L. L. (2001). Seven languages for transformation; How the way we talk, can change the way we work. San Francisco, CA: Jossey-Bass.
Zull, J.E. (2002). The art of changing the brain. Sterling, VA: Stylus Publishing.

Baxter Magolda, Zull, Kegan
Full transcript