Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere" Conference
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The document outlines a framework for educators to reflect on their teaching practices and identify intersections with the SAIL (Social Awareness and Intercultural Learning) model. It emphasizes the importance of understanding learners' needs, addressing ethical issues, and navigating personal challenges faced by both educators and students while facilitating learning experiences. Participants are encouraged to design impactful educational strategies that promote inclusivity and social responsibility in their respective disciplines.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere" Conference
- 1. Finding the Intersections Between Your Domain and the SAIL Framework sail.northeastern.edu sail@northeastern.edu Becca Berkey, PhD Service-Learning Mary English, PhD CATLR Michael Sweet, PhD CATLR WELCOME! As you get comfortable, please introduce yourself to those around you! (We’ll be working in groups of four) #LearningEverywhere #SAILatNU
- 2. “Problems cannot be solved with the same mind set that created them.” - Albert Einstein
- 3. Educators improve the world by equipping learners to tackle big problems. How, specifically, does your domain do this? (It does, otherwise it wouldn’t exist.) How can SAIL help you make that more explicit? “Problems cannot be solved with the same mind set that created them.” - Albert Einstein
- 4. How We’ll Spend Today We will work through a process of… • Reflecting on the work you are equipping your learners to do • Identifying SAIL intersections within this work • Making these intersections explicit to your learners This will involve… • Individual work • Group sharing
- 5. Key Considerations on the Work You’re Equipping Learners to do - Overview 1. Who are the learners? 2. When you are in the role of educator, what is the work you are equipping learners to do? 3. What broad issues or important decisions are debated by people while they are doing the work you are equipping learners to do? 4. What moral and ethical issues are core for people while they are doing the work you are equipping learners to do? 5. What personal and professional struggles are common for people while they are doing the work you are equipping learners to do?
- 6. 1. Who are the learners? In this example, disciplinary academic faculty Example: Instructional Development Key Considerations
- 7. 2. When you are in the role of educator, what is the work you are equipping learners to do? helping college students learn an academic discipline by designing, developing, facilitating, and evaluating learning. They are: Example: Instructional Development Key Considerations
- 8. 3. What broad issues or important decisions are debated by people while they are doing the work you are equipping learners to do? • Content decisions—what and how much • Accommodating differences among learners • Role of coach vs. role of judge • How to spend time in and out of class They have to consider: Example: Instructional Development Key Considerations
- 9. 4. What moral and ethical issues are core for people while they are doing the work you are equipping learners to do? • Student Academic integrity – Boundaries and consequences • Inclusivity – In sources/perspectives and teaching practices • Grading – Student effort vs. objective criteria vs. participation Core for them are: Example: Instructional Development Key Considerations
- 10. 5. What personal and professional struggles are common for people while they are doing the work you are equipping learners to do? Many struggle with: Example: Instructional Development Key Considerations • Work/life balance • Politics – Disciplinary, institutional, personal • Limited resources • Changing expectations • Keeping up with technology
- 11. 1. Who are the learners? In this example, Service-Learning Teaching Assistants Key Considerations Example: Service-Learning
- 12. 2. When you are in the role of educator, what is the work you are equipping learners to do? They are: Key Considerations Example: Service-Learning • Coordinating among faculty member, community partner organization(s), students, and our program. • Leading reflections, facilitating discussions, etc.. • Engaging through the lenses of social justice and university- community engagement.
- 13. 3. What broad issues or important decisions are debated by people while they are doing the work you are equipping learners to do? They have to consider: Key Considerations Example: Service-Learning • Goals/needs of each of the stakeholder groups • How to advocate for stakeholders in relation to one another • The larger role they/their students are playing in the community/ies surrounding Northeastern and beyond • How to support faculty in project management as well as meaning-making, facilitation, and reflection
- 14. 4. What moral and ethical issues are core for people while they are doing the work you are equipping learners to do? Core for them are: Key Considerations Example: Service-Learning • Whose needs take precedence? • What are the real vs. perceived safety issues? • How to frame language in ways that are empowering for the community(ies) where students are serving/partnering • The relationship of the university to the community more broadly
- 15. 5. What personal and professional struggles are common for people while they are doing the work you are equipping learners to do? They can struggle with: Key Considerations Example: Service-Learning • How to communicate effectively in multiple formats • How to balance everyone’s needs/goals • How to balance their own workload with supporting others in a timely manner & fulfilling program responsibilities • Whether they feel the work is ethical & just
- 16. SECTION A – Identifying Key Considerations 1. Who are the learners? 2. When you are in the role of educator, what is the work you are equipping learners to do? 3. What broad issues or important decisions are debated by people while they are doing the work you are equipping learners to do? 4. What moral and ethical issues are core for people while they are doing the work you are equipping learners to do? 5. What personal and professional struggles are common for people while they are doing the work you are equipping learners to do? Complete SECTION A only.
- 17. INTELLECTUAL AGILITY Learners develop the ability to use knowledge, behaviors, skills, and experiences flexibly in new and unique situations to innovatively contribute to their field. GLOBAL MINDSET Learners develop knowledge, skills and behaviors to live, work and communicate with people whose background, experience and perspectives are different from their own as well as to consider the global impact of their decisions. SOCIAL CONSCIOUSNESS & COMMITMENT Learners develop the confidence, skills and values to effectively recognize the needs of individuals, communities, and societies and make a commitment to constructively engage in social action. PROFESSIONAL & PERSONAL EFFECTIVENESS Learners develop the confidence, skills, behaviors and values to effectively discern life goals, form relationships and shape their personal and professional identities to achieve fulfillment. WELL-BEING Learners develop knowledge, skills and behaviors necessary to live balanced and fulfilling lives. SAIL Framework (Five Dimensions)
- 18. Identifying the Intersections Example: Service-Learning In this example, service-learning teaching assistants are supporting their faculty, students, and community partners. • Navigating the goals/needs of each of the stakeholder groups (whose needs take precedence?) • How to advocate for stakeholders in relation to one another • How to support faculty in project management as well as meaning-making, facilitation, and reflection • The larger role they/their students are playing in the community/ies surrounding Northeastern and beyond • How to frame language in ways that are empowering for the community(ies) where students are serving/partnering • The relationship of the university to the community more broadly
- 19. Identifying the Intersections In this example, disciplinary faculty help college students learn an academic discipline. • Content decisions—what and how much • Accommodating differences among learners • Role of coach vs. role of judge • Inclusivity – In sources/perspectives and teaching practices • Grading – Student effort vs. objective criteria vs. participation • How to spend time in and out of class • Work/Life balance Example: Instructional Development
- 20. SECTION B – Identify the Intersections 1. Review the definitions and characteristics of each SAIL dimension. 2. Review your responses on the reflection worksheet. 3. For each response, using the boxes in SECTION B, write which dimension (if any) seems to most closely align with the content of the response. Complete SECTION B only.
- 21. Importance of the Intersections This dimension is important to disciplinary faculty because… …they need to apply learning theory, subject matter expertise, and flexible and strategic thinking to design impactful learning experiences. …they need to accommodate differences among learners and pursue inclusivity in their sources/perspectives and practices so that all have equal access to education and so that diverse perspectives are included. …they need to equip learners to apply disciplinary knowledge in socially responsible ways to continually work toward a more fair and just society. …”we teach who we are;” therefore, our identities inevitably, and publicly, shape what we teach and how we teach it, impacting our students. …with all of the many demands of being a faculty member, longevity and effectiveness depend on physical and emotional health, strong relationships, and a sense of meaning and purpose. Example: Instructional Development
- 22. Importance of the Intersections This dimension is important to Service-Learning Teaching Assistants because… …they need to be able to problem-solve and think on their feet to not only manage all stakeholder group’s expectations, but do so in a way that is alignment with program philosophy. …they will be working with a wide variety of people with sometimes overlapping but sometimes competing interests, goals, needs and timelines. Additionally, many of these people differ from the S-LTA him/herself. ….they are advocating and assisting their faculty, students, and partners in ways to best work with one another with the broader goal of building a better world through their pursuits, while acknowledging and navigating university/community relationships. …they will rely on a number of professional and personal skills regarding communication and relationship-formation to effectively do their work. …they will need to balance everyone’s expectations with their own other commitments, and doing their work effectively relies upon their own physical and mental well-being. Example: Service-Learning
- 23. “Problems cannot be solved with the same mind set that created them.” - Albert Einstein SECTION C – Importance of the Intersections Based on your responses in SECTION B, write a brief statement to explain why each dimension is important to the work you are preparing your learners to do. Complete SECTION C only.
- 24. SECTION D – Learning Experience What learning experience would make one of the intersections you identified explicit to learners? • What will the learners do? • What is the prompt/framing? • What will the learners express when they “get it”? Examples: Reflection, discussion, exercise, inquiry, case study, scenario, self-assessment.
- 25. SECTION D – Learning Experience Example: Instructional Development …they need to accommodate differences among learners and pursue inclusivity in their sources/perspectives and practices so that all have equal access to education and so that diverse perspectives are included. …they need to equip learners to apply disciplinary knowledge in socially responsible ways to continually work toward a more fair and just society. …”we teach who we are;” therefore, our identities inevitably, and publicly, shape what we teach and how we teach it, impacting our students. Read chapter on inclusive activity design; rework sample lesson to apply principles. Write a reflection on what social responsibility looks like in your discipline; discuss in groups. Complete teaching values inventory, then write a teaching philosophy statement that reflects findings.
- 26. SECTION D – Learning Experience Example: Service-Learning …they need to be able to problem-solve and think on their feet to not only manage all stakeholder group’s expectations, but do so in a way that is alignment with program philosophy. ...they are assisting their faculty, students, and partners in ways to best work with one another with the broader goal of building a better world through their pursuits, while acknowledging and navigating university/community relationships. …they will need to balance everyone’s expectations with their own other commitments, and doing their work effectively relies upon their own physical and mental well-being. Role play by giving the student leaders scenarios that have happened in the past. Students go on a guided asset-based walking tour of the surrounding neighborhoods. Carve out time at a small group weekly meeting to focus and reflect on self- care through an activity and share-out.
- 27. Educators improve the world by equipping learners to tackle big problems. How, specifically, does your domain do this? (It does, otherwise it wouldn’t exist.) How can SAIL help you make that more explicit? “Problems cannot be solved with the same mind set that created them.” - Albert Einstein #LearningEverywhere #SAILatNU