Challenges in Curriculum and Faculty Development

OVW Technical Assistance MeetingAugust 23, 2007Washington, DC

Scott Santoro, Sr. Program SpecialistFederal Law Enforcement Training Center (FLETC)

Michael W. Runner, JD, Director of Legal ProgramsFamily 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 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.

What type of What type of learner are learner are

YOUYOU??

ADULT LEARNING

•VISUAL LearnersVISUAL Learners

•AUDITORY LearnersAUDITORY Learners

•KINESTHETIC LearnersKINESTHETIC Learners

THREE MAIN LEARNING THREE MAIN LEARNING STYLESSTYLES

• 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 LearnerThe 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 LearnerThe Auditory Learner

•Enjoy the sense of touchEnjoy the sense of touch•Exceptional muscle coordinationExceptional muscle coordination•Enjoy taking things apart, and Enjoy taking things apart, and putting them back togetherputting 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 The Kinesthetic LearnerLearner

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

http://trgmcber.haygroup.com

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

perspectivesDevelop concrete & specific learning

objectivesOutline 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

EnvironmentTopic

x

Born 1947-1965 Age 45 and over

X Generation Born 66-7930 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