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  1. 1. How Process-Oriented, Guided Inquiry Learning (POGIL) Can Enhance Your Leader Training Brendan Dwyer, Anna Fredendall, & Kaeleigh Thorp Willamette University
  2. 2. About Willamette University Private, liberal arts university 2100 undergraduate students High-levels of student involvement Willamettes new student orientation structure: 5-day program, immediately before classes begin ~500 first-year students and ~50 transfer students Staff: o 1 undergraduate student coordinator (might be a graduate student at your institution) o 4 undergraduate student leadership team members o ~80 undergraduate student orientation leaders who work in pairs o Leaders train for 3 days in spring and 4 days in August
  3. 3. Previous Training Problems Leaders not engaged with training Returning leaders distracting new leaders Too many presentations during training Tell leaders what to do (lectures & slides)
  4. 4. The POGIL Solution POGIL: Process-Oriented, Guided Inquiry Learning First developed in an intro level chemistry class Instructor takes a facilitator role Students given scenarios to work out in groups Challenge students to solve problems and develop their skills Our POGIL groups: o ~10 leaders o 1 lead team member or third-year returner in each group o Mix of new leaders and returners o Mix of personalities o Split up partners
  5. 5. Why POGIL? Bridge returner/new leader divide Learn from each other Opportunity for meaningful reflection Challenge themselves to reach their leadership potential Problem-solving skills Break down barrier between lead team and leaders Develop creative solutions Support groups
  6. 6. POGIL Activities: The Basics Skills vs Specific Situations Example of a skill-based POGIL activity: o Presentation on inclusive and professional language o POGIL activity: Its the first day, and youre in the middle of your very first group session. Youve done a name game and a couple icebreakers; the group seems to be doing very well; people are friendly, and there is a nice balance of personalities. You and your partner talk, and decide to head out on a short tour of campus. The tour is going well, but then a new student, X, says something offensive. How do you respond? o Follow-up questions: Would you respond different if your group wasnt interacting well? Would you respond differently if it was a demonstration of micro-aggression or a slur? How would you respond if your group didnt seem to notice the insensitive comment? How would you respond if your group took blatant offense to the comment?
  7. 7. POGIL Activities: The Basics Example of a Specific Situation POGIL Activity Mental Health First Aid Training o On Thursday, one of your group members , A, was very bright and cheerful. You start noticing that each time you see A, A is more tired and distant. At breakfast, A is late and doesnt appear to be making eye contact with the group or engaging in conversation. After breakfast, you talk with your partner. Your partner thinks A was just tired and sleepy. At the volleyball tournament, A is still distant and distracted. After the first game, A asks if its OK to go back to the residence hall. You talk with A, who confesses to feeling homesick and depressed. What do you do? o Reflection: Would you respond different if your group wasnt interacting well? Would you respond differently if it was a demonstration of micro-aggression or a slur? How would you respond if your group didnt seem to notice the insensitive comment? How would you respond if your group took blatant offense to the comment?
  8. 8. Training Overview Start with learning outcomes for your orientation staff Start with the ideal training day/session o Think about hierarchy of needs and timing (early in the day vs. after lunch; first session vs last session) Generate a list of content, skills, and situations o Ask staff for input o Orientation activities o Assessment External speakers? Start putting days together o Balance o Cohesion Assessment
  9. 9. Planning a POGIL Training Content Worried/anxious or mental health student Uninvolved student Mental & physical health Hearing problems Academic concerns Substance abuse/use Financial concerns Parents/family Leaders Groups
  10. 10. Create a POGIL Training Outcomes Demonstrate the ability to effectively relate to and/or engage with people - interpersonal awareness Actively engage in the experience of training and Opening Days engagement Communicate effectively with Opening Days group, partner, lead team, and coordinator communication Complete tasks with minimal instruction as instructed by Coordinator and Lead Team, required by Committee and Partner, and needed for Opening Days group problem-solving Demonstrate respectful behavior respect Act as a role model of a student who has successfully acclimated to Willamette - role model
  11. 11. Create a POGIL Training Write down a learning outcome for your orientation staff. After being an orientation staff member, the person will be able to Lets assume the training session is about 2 hours long after dinner (about 7 or 8 pm). What would your ideal session look like? How would you start the session (energizer, name game, start the activity, presentation, etc.)? What seems important to take into account? Brainstorm an activity that could help your staff member achieve this goal. Try to be creative. Create a reflection exercise for this activity (i.e. group, individual, written, spoken, logical, creative). How would you assess the training to determine whether the learning outcome was achieved?
  12. 12. Activity Debrief Briefly describe what you did What did you learn from the POGIL process? How could POGIL improve the training of your orientation staff members? Do you have any questions about the process? Do you have any suggestions for improvement?
  13. 13. What We Learned Improvements for Next Year: o Adjust time for POGIL activities o POGIL support groups during orientation o Partner time in POGIL group time o Clarify lead team member or third year members role in group Successes: o ~90% of leaders said they felt either mostly or totally prepared to be a leader directly as a result of POGIL groups Value of assessment data o Anecdotal evidence o Assessment of Orientation Program o Daily feedback
  14. 14. Positive Feedback Facilitating group activities: 93% Build relationships with group: 95% Helped students feel welcome at Willamette: 97% Exhibiting a passion for Willamette: 97% Help identify resources: 95% Display tolerance and acceptance: 97% Listen actively and thoroughly: 98% Encourage participation: 95% Model successful WU transition: 99%
  15. 15. Questions?