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

Questions 1.How many of you conduct training/ educational programs? 2.What process have you used to develop programs? 3.Have you participated in an instructor development (train-the-trainer) course?

Learning Objectives As 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.

What type of learner are YOU ?

ADULT LEARNING

VISUAL Learners VISUAL Learners AUDITORY Learners AUDITORY Learners KINESTHETIC Learners KINESTHETIC Learners THREE MAIN LEARNING STYLES

Visually organizedVisually organized Give landmarks for directionsGive landmarks for directions Take copious notesTake copious notes Notice typographical errorsNotice typographical errors Remember faces easilyRemember faces easily Easily distracted visual stimuliEasily distracted visual stimuli Tend to notice detailsTend to notice details The Visual Learner

Talk a lotTalk a lot Remember names easilyRemember names easily Remember words and tunesRemember words and tunes Follow oral directions easilyFollow oral directions easily Easily distracted by noiseEasily distracted by noise The Auditory Learner

Enjoy the sense of touchEnjoy the sense of touch Exceptional muscle coordinationExceptional muscle coordination Enjoy taking things apart, and putting them back togetherEnjoy taking things apart, and putting them back together Use their hands while talkingUse their hands while talking Enjoy the feel of different texturesEnjoy the feel of different textures Take copious notesTake copious notes The Kinesthetic Learner

Learning Styles: Kolb Style = preference—many influences Changing & developing over time–learner 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

4 Principles of Adult Learning 1.Relevant 2.Knowledge and skill of class 3.Hands-on 4.Practice what you learn Source: Malcolm Knowles, Modern Principles of Adult Learning

Checklist: Program Design & Faculty Development (1) Perform design tasks in the following order:  Assess learner needs—different perspectives  Develop concrete & specific learning objectives  Outline learning activities to achieve objectives & reach learning styles

Checklist: Program Design & Faculty Development (2)  Identify key learning points to conclude each segment  Train faculty in new roles—authoritative facilitators  Incorporate evaluation & curriculum revision Underlying element = focus on learner

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.

KNOW YOUR: Audience Environment Topic x

Born Age 45 and over

X Generation Born Something's

Born ‘80 - Present Twenties - Cyber Children Generation Y – aka the Millenial Generation

Judges & Law Enforcement as Audience Do’s & 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 they’re other professionals Idealize courtroom possibilities The answer is………. Assume urban environments Underestimate the impact of the role on attitudes & skills

BREAK

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

Team Teaching Concepts Transition—1 person show to team member Working together—helping 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 ethic—mutual respect, trust, support