Challenges in Curriculum and Faculty Development

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Challenges in Curriculum and Faculty Development

• OVW Technical Assistance Meeting
• August 23, 2007
• Washington, DC
• Scott Santoro, Sr. Program Specialist
• Federal Law Enforcement Training Center (FLETC)
• Michael W. Runner, JD, Director of Legal Programs
• Family Violence Prevention Fund

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Questions

• How many of you conduct training/ educational
  programs?
• What process have you used to develop programs?
• Have you participated in an instructor
  development (train-the-trainer) course?

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Learning ObjectivesAs a result of this session,
you will be better able to

1. Describe a learning style framework and the
   implications for program design.
2. Follow an effective program planning and
   curriculum development process.
3. Train faculty as expert facilitators who focus on
   needs of learners.

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What type of learner are YOU?
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ADULT LEARNING
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THREE MAIN LEARNING STYLES

• VISUAL Learners
• AUDITORY Learners
• KINESTHETIC Learners

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The Visual Learner

• Visually organized
• Give landmarks for directions
• Take copious notes
• Notice typographical errors
• Remember faces easily
• Easily distracted visual stimuli
• Tend to notice details

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The Auditory Learner

• Talk a lot
• Remember names easily
• Remember words and tunes
• Follow oral directions easily
• Easily distracted by noise

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The Kinesthetic Learner

• Enjoy the sense of touch
• Exceptional muscle coordination
• Enjoy taking things apart, and putting them back
  together
• Use their hands while talking
• Enjoy the feel of different textures
• Take copious notes

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Learning Styles Kolb

• Style preferencemany influences
• Changing developing over timelearner can
  target balance
• Relationship to problem-solving process
  learning cycle
• Best learning activities address all 4 styles
• Best problem-solving happens when all 4 styles
  represented on team
• Kolb Learning Styles Inventory http//trgmcber.hay
  group.com

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4 Principles of Adult Learning

• Relevant
• Knowledge and skill of class
• Hands-on
• Practice what you learn
• Source Malcolm Knowles, Modern Principles of
  Adult Learning

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Checklist Program Design Faculty Development
(1)

• Perform design tasks in the following order
• Assess learner needsdifferent perspectives
• Develop concrete specific learning objectives
• Outline learning activities to achieve objectives
  reach learning styles

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Checklist Program Design Faculty Development
(2)

• Identify key learning points to conclude each
  segment
• Train faculty in new rolesauthoritative
  facilitators
• Incorporate evaluation curriculum revision
• Underlying element focus on learner

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Checklist of Curriculum Components

• Learning Objectives for each Module
• Outline of learning activities designed to
  achieve objectives.
• Times and specific instructions to faculty on how
  to proceed with each activity.
• All written materials needed for activities,
  including scripts for roles, text of hypothetical
  problems, questions for small-group and
  large-group discussions, content of
  mini-lectures.
• Primary learning points (outcomes) for concluding
  each activity.

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KNOW YOUR
Audience
Environment
Topicx
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Born 1947-1965 Age 45 and over
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X Generation Born 66-79 30 Something's
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Generation Y aka the Millenial Generation
Born 80 - Present Twenties - Cyber Children
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Judges Law Enforcement as Audience Dos
Don'ts

• Context - complex multifaceted issues
• Understand their job limits possibilities
• Translate research into reality
• Promising practices
• Accept diverse environments
• Understand stress, burnout and vicarious trauma

• Generalize Never or Always
• Think theyre other professionals
• Idealize courtroom possibilities
• The answer is.
• Assume urban environments
• Underestimate the impact of the role on attitudes
  skills

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• BREAK

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Faculty Development

• Team teaching
• Direct training vs. train-the-trainer
• Presenter vs. facilitator

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Team Teaching Concepts

• Transition1 person show to team member
• Working togetherhelping each other
• Notetaking
• Problem participants/content challenges
• Leadership responsibilities/coordination
• Maximize individuals strengths
• Power dynamics
• Intros of nonjudges
• Most powerful persons address most controversial
  points
• Team ethicmutual respect, trust, support