Curriculum Design Project Final

Running head: CURRICULUM DESIGN
LOYOLA UNIVERSITY CHICAGO | ELPS 430 | Dr. Patrick Green
arning with Marquet

CURRICULUM DESIGN PROJECT
CANDICE GERMANY, CARLOS BALLINAS, NASEEB BHANGAL, & PATRICK MCHALE
CURRICULUM DESIGN
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TABLE OF CONTENTS
Introduction
pg. 2
Session 1: Working as a Team in Service Learning
pg. 4
Session 2: What Do You and I Value? Leadership Development
pg. 8
Session 3: Map Your Cycles of Socialization and Liberation
pg. 11
Session 4: The Beautiful Struggle Social Justice and Why You Need to Engage
pg. 22
Session 5: Its a Whole New World: Engaging Multicultural Identities
pg. 27
Session 6: Can You Reflect with Us? Critical Reflection
pg. 32
Session 7: Students as Creative Educators
pg. 38
Session 8: Facilitation Tools and Tricks
pg. 41
Session 9: Classroom Management
pg. 46
Session 10: Office Development
pg. 49
Budget
pg. 52
Appendices
pg. 53
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Introduction
When designing curriculum for the student-workers at Marquette University, we

considered various situational factors. We focused on investigating one topic within each of the
sessions and sequenced the training topics intentionally so the overall curriculum benefits the
student-workers developmental and learning needs. Through this curriculum proposal students
will be able to engage in several different topics ranging from identity formation to classroom
management.
Session Design
When writing the curriculum for the undergraduate student workers, our group decided to
complete the project by having each session focus solely on one skill. As a group, we felt that by
focusing on one subject matter at a time, we would be able to create a dense learning experience
within each of the sessions. While some of our training sessions organically touch upon more
than one training topic, the focus of each session (i.e. learning outcomes) is centered on one
training topics. For example, when student-workers are presented the Facilitation Tools and
Tricks session, they will be learning how to facilitate discussions in small and large groups.
They will also get to experience a little bit of classroom management during this session, but the
primary focus is on facilitation.
Scaffolding
While designing this training, our group decided on how we would like to scaffold the
sessions. We decided to place the Working as a Team in Service Learning session first. We
wanted to build community between the student-workers from the start. The next session is
What Do You and I Value? because each student-worker is gaining leadership experience from
CURRICULUM DESIGN
this training in addition to their student-leadership role. Thus, we wanted to design a session that
supports their leadership development from the very beginning.
Then we designed two social justice sessions that follow each other. The first would be
focused on identity exploration and the second will be focused on talking about social justice
with others. We chose to put them in this order because we felt that the individual must first
understand their own identities before they can have a discussion about social justice issues.
The fifth session is focused on operating in multicultural spaces. We chose this next
because, as a group, we felt that students needed to learn how to be comfortable with
uncomfortable topics. Once students have learned how to discuss these issues, we felt that it was
time for the students to start to learn critical reflection. They have digested a lot of information
at this point and this session will begin their education on how to reflect on new topics.
For our final sessions, we focused on what the student-workers would be doing for their
work-study position. Students will be learning how to be creative educators in their sixth session
and classroom management skills in their seventh session. The final session will be focusing on
office development. We felt it was necessary to add this session because the students would need
to learn how to work in the office and communicate with community partners as well as their
fellow student-workers.
The student-workers will benefit greatly from these trainings, specifically from the
intentionality we put into scaffolding the trainings. Focusing on one training topic in the
sessions will provide students with the necessary tools they will need for their positions. By
focusing on one topic, we wanted to provide a rich training experience to students within a short
period of time. We hope this training will push students to think critically and also allow them to
support students, staff, and community partners during their tenure in the office.
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Session 1
Session Title: Working as a Team in Service Learning
Session Developed By: Patrick McHale
TOPIC covered in Professional Development meeting: Team Building
Learning Outcomes (based on Finks Taxonomy)
Foundational Knowledge: Students will be able to illustrate the various dynamics of
teamwork in their work in service learning
Integration: Students will be able to synthesize their team-building knowledge and skills
with multiple team roles
Human Dimension: Students will advocate for positive team-building practices while
working with professional staff, community partners, and students
Caring: Students will commit to prioritizing teamwork in their future work whenever
possible
Learning How to Learn: Students will self-assess their own team-building practices
Assessment Activities
Reflection in Activity 1 (Described in Learning Activity)
Discussion Questions:
How easy was it to discover something in common with another group member?
How can similarities draw us closer together?
How can our differences draw us closer together?
Reflection in Activity 2 (Described in Learning Activity)
Discussion Questions
Was anyone surprised by the preferences expressed by the other groups?
Which group would your group work best with and why?
Which group do you find the most challenging to work with and why?
What made you choose the word you did?
How does this choice reflect the way you work or deal with others?
What questions would you like to ask the other groups to help you better understand the way
they think?
Students will be invited to fill out a brief one-page self-assessment sheet where they will
assess their team-building skills and create goals for themselves. This form of reflection
will not only allow students to recognize the skill sets now, but also to think about how to
improve or expand on them in the future. The instructor will collect the sheets and will
return them to the students at the end of the semester. Questions will include:
What part of this session was the most meaningful for you?
What do you look forward to contributing to the service-learning program team the most?
Set one goal for yourself involving working with others for the semester.
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Learning Activities
Activity 1: Common Ground:
o Form equal sized teams of 3-6 players. Give each team a sheet of paper and a
pencil. Tell teams their challenge is to list everything they can think of that all
team members have in common.
o For example, attending the same school, prefer the same kind of music, have the
same brand of tennis shoes. The only rule is they cannot list similar body parts,
i.e. We all have two arms, etc.
o Tell teams they have five minutes to create their lists, so they need to work
quickly. To add to the excitement, tell the teams when they have 1 minute left,
thirty seconds, and so forth.
o When time is up, find out which team has the longest list and ask them to read the
similarities they listed. Then ask teams whose similarities have not already been
read aloud to read some of theirs.
o Discussion Questions:
How easy was it to discover something in common with another group
member?
How can similarities draw us closer together?
How can our differences draw us closer together?
Adapted from: Keefer, Mikal (Compiler). All-Star Games from All-Star Youth Leaders.
1998. Loveland, Colorado: Group Publishing, Inc.
Activity 2: Four Corners:
o The theme of this activity is appreciating different styles. The task will be to go
stand near the word you relate most to. Set up will include four different poster
boards or flip charts with one of the following words written on each of them (or
any words you choose that fit the theme of your workshop):
Structure
Meaning
Relationships
Action
o Ask the participants to go stand near the word that they most relate to. When
everyone has selected a word, ask each group to discuss among themselves why
they chose the word they did and how that word relates to the way they prefer to
work. After several minutes of discussion, ask each team member to report what
they came up with.
o The workshop theme can be altered by changing the four words. You can also use
this as an icebreaker, by putting funny or interesting words/phrases on the posters.
o Discussion: If your group has taken a personality or learning styles assessment, it
may be apparent that the four words relate to four different ways of relating to the
world. For some people, order and structure are important parts of how they live
their lives. As a reflection of this inclination, they often choose careers in
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organizations like the armed forces. For others, developing and maintaining
relationships is their primary focus. Frequently they choose careers in areas such
as sales or training. There are people who make analyzing and understanding the
nature of things a priority. They are attracted to fields like engineering and
science. Others with a just-do-it attitude are more focused on action. People who
build things or drive race cars can have this orientation.
o The four words can stimulate a useful discussion about the different ways people
approach work. As a reflection activity, ask some of the following questions:
Was anyone surprised by the preferences expressed by the other groups?
Which group would your group work best with and why?
Which group do you find the most challenging to work with and why?
What made you choose the word you did?
How does this choice reflect the way you work or deal with others?
What questions would you like to ask the other groups to help you better
understand the way they think?
o It is tempting to think that others are just an imperfect version of ourselves. But
people are different, in ways we cant explain or predicts, because that is who
they are. Each of our minds works differently. When you try to understand where
the other person is coming from, it is easier not to take our differences so
personally.
Adapted from: Snow, Harrison. 1997. Indoor/Outdoor Team-building Games for
Trainers: Powerful Activities from the World of Adventure-Based Team-Building and
Ropes Courses. McGraw-Hill: New York.
Budget required: $10 for large posters and markers
Outline of Session:
Time
Activity
Notes
25 Minutes
Common Ground Form groups and describe activity (5 min)

Group work (5 min)
Invite group with most similarities to list them (2
min)
Invite other groups to add to list (3 min)
Discussion questions (10 min)
20 Minutes
Four Corners
10 Minutes
Group/Individual Students will be invited to fill out a brief one-page

Reflection
self-assessment sheet where they will assess their
Invite students to go to word they associate with

most and discuss with students in their corner (5
min)
Each team reports findings (5 min)
Discussion questions (10 min)
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team-building skills and create goals for
themselves. The instructor will collect the sheets
and will return them to the students at the end of
the semester. Questions will include:
What part of this session was the most meaningful
for you?
What do you look forward to contributing to the
service-learning program team the most?
Set one goal for yourself involving working with
others for the semester.
Resources or artifacts needed for lesson plan (e.g., links, etc.)

http://www.serviceandinclusion.org/conf/HSHT-Team-Building-Ice-Breaker-Manual2008-09.pdf
Connection to Integrated Course Design (ICD) Model (brief narrative how this lesson plan
relates to the ICD)
The fact that many of these students have not had experience with each other prior to
training is a situational factor that warrants teambuilding to be incorporated in the series of
sessions. The learning outcomes are designed to help the participants navigate through these new
experiences to allow them to ultimately feel comfort, confidence, and enjoyment while working
with fellow staff members. The assessment of the effect of learning outcomes will be carried out
on an individual basis, using a survey participants will be asked to fill out regarding their own
teambuilding work ethic, which can be reviewed at the end of the semester if desired. The
purpose of the learning activities is to allow the participants to recognize the various similarities
and differences they share. Each is followed by discussion on how to manage oneself when
facing these similarities and differences. Overall this session is integrated with the staff training
as whole due to its holistic nature as it is involved in many aspects of the position. Whether it is
informally communicating in the office, working on a project with other staff members, or
resolving a conflict, team-building plays a role in many of these expected situations.
Personal Reflection: Creating meaningful team-building activities became a
surprisingly challenging task. Thinking of the activity itself seemed simple at first, but thinking of
ones that include assessment activities that link back to the desired learning outcomes made the
process a little more difficult. Creating a reflection environment after the activity to gain genuine
and quick feedback on their interactions with others is just as important as the activity itself.
Session 2
Session Title: What Do You and I Value?
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Session Developed By: Candice Germany

TOPIC covered in Professional Development meeting: Leadership Development
Foundational Knowledge: Students will identify their leadership styles and understand
those styles.
Integration: Students will be able to integrate their leadership roles with other roles they
must possess.
Learning How to Learn: Students will know what leadership qualities they value and
what their coworkers value.
One Minute Reflection: Questions: What do you think is your strongest leadership
quality and why? Is there anything that you learned about your leadership style during
these exercises? How will this leadership quality help you during your time in our office?
At the end of the session, give each of the students a piece of paper and pose the
questions to the students, then start the clock and time one minute for the students to
write. According to Fink (2013), giving the students one minute to write pushes the
students to make a decision about what they want to write about. The students will not be
muddled by facts.
Learning Activities
Definition of Leadership: Have a group of 4 students identify qualities of leaders. Have
each group share with the whole class what they discussed in their small groups.
Whos at your table?: Break the students up into two different groups. These group
discussions will be led by the student supervisors. Give each of the students the handout
provided. Have the students fill out who they want at their table. These individuals can
include mentors, parents, famous people, historical figures and more.
Included on the handout is three questions.
1. Why did you choose these people to have at your table?
2. What leadership qualities they possess?
3. How can these leadership qualities be translated to their positions?
These people can be anyone in the world or people that are close to the individual. Ask
the student supervisors to include tips on what leadership qualities they found helpful and
important to their positions that may help the new students.
Budget required (if any): $10 for Paper and Pens
Outline of Session:
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Time
5 Minutes
Activity
Introduce the Section
10 Minutes
The Definition of
Leadership?
35 Minutes
Whos at your table?
1 Minute
1 Minute Write
Notes
Introduce the section. Give
the students a run through of
what will be included in this
session and the tasks you will
be doing. Transition into
groups.
Separate the group into 4
teams. Have them come up
with a definition of
leadership.
Group students together and
give them the document.
Have the students fill out who
they want at their table and
what leadership capabilities
they have. Have the students
then go in a circle and explain
how these members would
make a good team. Have the
student supervisors include
what leadership styles would
make them good leaders.
Have the students do a one
minute write of what they
think is their best leadership
quality and why it is
beneficial to the group. If you
feel it is necessary, you can
extent this write to 5 minutes.

Whos at your table?: Handout. (See Appendix A)
Connection to Integrated Course Design (ICD) Model:
The students will complete the learning activity that will allow them to see what kind of leaders
they like to surround themselves with, as well as who is supporting them. This learning activity
is very reflective and allows the student to see what kind of leadership characteristics they value.
The goal of this session is for the students to learn more about what they think about leadership
and also the guidance they can seek from those individuals. It also allows them to see what kind
of leadership qualities their peers value. This learning activity demonstrates Finks (2013) idea of
Making Meaning. The students need to find what leadership means to them.
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The one minute write is important to the assessment of learning for the students. According to
Fink (2013), the one minute write can be used to allow the students to not get muddled down by
all the facts. If these quick reflections are done on a regular basis as well, they become better at
giving valid responses and, therefore, better at critical thinking. The student has a limited amount
of time to complete the write so they tend to write the first thing that comes to mind. It will help
the supervisors of the students know the student better before the year begins and what they
believe their strengths are so they can cultivate their learning.
Personal Reflection: When reflecting on my own experiences in professional development
education, I have rarely been asked what leadership means to me. I have only been asked how
can I use my leadership skills. I believe the activities will give the students the ability to have a
new outlook on leadership activities.
Session 3
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Session Title: Map Your Cycles of Socialization and Liberation

Session Developed By: Naseeb
TOPIC covered in Professional Development meeting: Social Justice (Self-Identity
Development)

Foundational Knowledge: Student-leaders will learn about Harros cycles of
socialization and liberation.
Foundational Knowledge: Student-leaders will enhance their awareness about the
intersectionality of multiple identities as it relates to concepts of privilege, oppression,
and social justice.
Integration: Student leaders will identify their own social identities as it relates to
Harros cycles of socialization and liberation.
Caring: Student-leaders will find common ground, connectedness and appreciation for
each others experiences and differences with identity, socialization, and liberation.
Caring: Student-leaders will discuss cycle of liberation and the role of allies in fostering
social change.
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Discussion on Readings for Diversity & Social Justice and Social Identities
Youtube Video: Student-leaders will watch the YouTube video (Social Identities) and
will be asked to connect the video to the readings they completed for the meeting
(Harros Cycles of Socialization and Liberation from Readings for Diversity & Social
Justice). Facilitators have discussion questions that they can use for this discussion (see
below).
Participant Worksheets for Cycles of Socialization and Liberation (From Readings

for Diversity and Social Justice--Attached): Student-leaders will have the opportunity
to reflect on the identities they hold by completing the participant worksheets for Cycles
of Socialization and Liberation (See Below). Student-leaders will be invited to share a
story for one or a few of the identities that was particularly of interest when completing
the worksheet. In sharing the story, student-leaders are engaging in active learning, or in
Finks (2013) words a doing experience where the learners actually do that which we
want them to learn how to do (p. 116). In this case, based on the learning outcomes we
want student-leaders to enhance their awareness about the intersectionality of multiple
identities as it relates to concepts of privilege, socialization, liberation, and social justice.
Group Closing Reflection: After students complete the worksheets for Cycles of
Socialization and Liberation, they will have the opportunity to close the space with the
larger group. Facilitators can close the activity in several ways: Different sectors of the
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room can be designated for different sectors of the Cycle of Socialization, and then the
Cycle of Liberation. Participants select one sector, and get up from their seats to move to
that sector. Facilitator directs an around the room reading whereby participants who are
standing in each sector take turns reading their examples. Examples for each sector of the
Cycle of Socializationand the Cycle of Liberation can be volunteered as a
brainstorm.
WHY I SELECTED THE ABOVE ASSESSMENT ACTIVITIES:

The first assessment activity, Discussion on Readings for Diversity and Social Justice,
is not only meant to test the foundational knowledge and learning outcomes students are
expected to meet after reading Harros work, but they are also meant to test students
ability to integrate their readings into a larger discussion of the video, specifically
another students experience with the cycle of socialization and cycle of liberation. This
first assessment activity is consistent with Finks (2013) recommendation, which
suggested that authentic assessment Are realistic. The task or tasks replicate the ways in
which a persons knowledge and abilities are tested in real-word situations (p. 96). By
having students apply the readings to the video, a students story and lived experience
with the cycles of socialization and liberation, I am doing exactly what Fink has deemed
necessary with respect to assessment.
Further, by incorporating worksheets for self-reflection and an opportunity for group
reflection, I am creating an appropriate opportunity for students to rehearse, practice,
consult resources, and get feedback on and refine performances and products (Fink,
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2013, p. 96), which is vital for fruitful assessment. By providing time for students to work
through the worksheets and reflect on the various components of the cycles of
socialization and liberation, I am creating an opportunity for students to solicit feedback
and also begin situating their lived experience into these two models. These final two
activities are also congruent with Finks (2013) FIDeLity feedback, where Assessment
must be anchored in and focused on authentic tasks because they supply valid direction,
intellectual coherence, and motivation for day-in and day-out work of knowledge and
skill development (p. 95). By having students read Harros two cycles and then place
themselves within these two cycles, I am creating an opportunity to not only assess their
familiarity with Harros model before the training, but Im also creating a realistic
challenge they will need to meet and understand in their role as facilitators.
Learning Activities
There will be three separate learning activities for the Social Justice Self-Identity
Development professional development. In order to successfully facilitate the learning
activities, it is important to provide student-leaders with Harros section 6 and section 7
readings from Adams, M., Blumenfeld, W.J., Castaeda, R., Hackman, H. W., Peters, M.
L., & Ziga, X. (Eds.), Readings for diversity and social justice before the training.
Learning Activities: Outline
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1. Social Identities, Youtube Video: https://www.youtube.com/watch?

v=SYeZsUqCDOI
2. Discussion on Readings for Diversity and Social Justice, Harros Cycle of
Socialization and Harros Cycle of Liberation
3. Participant Worksheets for Cycles of Socialization and Liberation from Readings
for Diversity and Social Justice
Additional resource for student-leaders after this professional development topic is

discussed during a weekly meeting: Ally Reading Before this Meeting: Keith E. Edwards,
Aspiring Social Justice Ally Identity Development: A Conceptual Model, NASPA Journal,
2006
Learning Activity 1: Youtube Video, Social Identities
Start out the meeting with this Youtube Video on a University of Illinois, Chicago
students experience with the cycles of socialization and liberation. Encourage studentleaders to look for connections between Harros Cycle of Socialization and Liberation
and the students (featured in the video) experiences with their own identity, privilege,
and liberation. Encourage your student-leaders to reflect on similarities between the
student in the video and their own lived experiences.
Discussion Questions:
1. What stood out to you from Nicoles story?
2. What, if any, connections can you make from Nicoles Story to the Cycles of
Socialization and Liberation?
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3. Does this video help you better understand the cycle of socialization and the cycle
of liberation? Why?
4. Is it important to reflect on the cycle of socialization and liberation? If yes, why?
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Learning Activity 2: Harros Cycle of Socialization, from Readings for Diversity and
Social Justice:
Harro's Cycle of socialization Discussion Questions:
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After watching the Youtube video, please handout two print-outs from the Readings from
Diversity and Social Justice book to your student-leaders. Have your student-leaders
break out into small groups and discuss the connections they saw between these two
cycles and the video. Have your student-leaders discuss their own personal connections
to the Youtube video and the readings. Encourage them to situate themselves within the
cycle.
Consider using the below questions for discussion:
Harro's model of socialization describes how people come to accept, both

consciously and unconsciously, both inequality and unfairness on the basis of
their socialization in families, friends and neighbors, and with reinforcements in
later life in various social institutions. Give two examples, from two different
social identities within your own life, of how your family shaped your sense of
roles or rules, that were later reinforced (or contradicted) as you encountered
different social institutions. If possible, offer one example of a privileged
identity and one example of a disadvantaged identity.
Harro's model describes a core of the fear, ignorance, confusion, power or

powerlessness that keep people from breaking out of this cycle. Can you provide
personal examples (similar to Harro's core) that make it difficult for you to
challenge, break out of, or change this cycle?
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Learning Activity 2 (cont.): Harros Cycle of Liberation from Readings for Diversity
and Social Justice:
Harro's Cycle of Liberation Discussion Questions:

After watching the Youtube video, please handout two print-outs from the Readings from
Diversity and Social Justice book to your student-leaders. Have your student-leaders
breakout into small groups and discuss the connections they saw between these two
cycles and the video. Have your student-leaders discuss their own personal connections
to the Youtube video and the readings.
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Consider using the below questions for discussion:
Harro's model of liberation depends on critical transformation of one's

understanding of systemic patterns of inequality, privilege and disadvantage. Can
you offer an example from the readings or from your own observation and
experience, when you saw a systemic pattern of inequality? What led you to
that insight, either in the reading, or in your own observation or experience? Why
do you think it is necessary to have a systemic understanding of inequality and
oppression in order to work toward change?
Harro's model includes reaching out and building community. Can you
provide examples from your reading, or your knowledge of history, or your own
observation and experience? Do you agree that it is important to have support
from other people and work in networks or communities to effect change?
Learning Activity 3: Participant Worksheets for Cycles of Socialization and

Liberation
Once students have had time to review the readings and begin forming/sharing their own
connections to the readings and the video in small groups, please invite them to complete
CURRICULUM DESIGN
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the participant worksheet below (individually). Please follow the facilitator directions on
the sheet and adapt directions according to your groups needs.
CURRICULUM DESIGN
Budget required: N/A
Outline of Session:
Materials Needed for Session:
Harros Cycle of Socialization Handout (Print out with the Cycle)
22
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Harros Cycle of Liberation Handout (Print out with the Cycle)
Participant Worksheets for Cycles of Socialization and Liberation from Readings for
Diversity and Social Justice (Print out)
Time: 1
Activity
Notes & Directions
Before
Harros Section 6 and Section 7: Cycles of
Encourage your
Meeting
Socialization and Cycles of Liberation
student-leaders to read
Hour Total
Harros work in
Adams, M.,
Blumenfeld, W.J.,
Castaeda, R.,
Hackman, H. W.,
Peters, M. L., &
Ziga, X. (Eds.),
Readings for diversity
and social justice.
If you do not want to

assign additional
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readings before your

meeting, then consider
carving out time
during the meeting to
have your returning
student-leaders debrief
the two cycles.
DAY OF
Youtube Video: Social Identities:
In order to review the
TRAINING
https://www.youtube.com/watch?v=SYeZsUqCDOI
readings and Harros
and/or
cycles, ask students to
MEETING:
pay close attention to

this Youtube video,
10 Minute
particularly the
students reflection
about how they
became socialized
with respect to their
identities and how
they began to enter the
cycle of liberation.
Ask students to take
notes for the
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discussion.
15 minute
Discussion of Video and the Readings/Cycles
Use the discussion

questions (above) to
help students
deconstruct and
reconstruct the cycles
of socialization and
liberation. Ask them to
draw connections
between the student in
the video and the two
cycles in small groups.
Ask student-leaders to
draw connections
between the video, the
cycles, and their own
story.
5 minutes
Transition to Participant Worksheets for Cycles of
**Follow the
Socialization and Liberation from Readings for
facilitator directions
Diversity and Social Justice
on the Participant
Worksheets for Cycles
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of Socialization and
Liberation
15 minutes
Participant Worksheets
Allow for time to

complete worksheets.
10 minutes
Debrief in Pairs: Participant Worksheets
Ask participants turn

to the person next to
them to share what
was especially striking
for them in the
examples they came
up with.
5-10
minutes
Group closure/reflection
Activity Closure After

participants have
worked alone and in
pairs, facilitator can
close the activity in
several ways:
CURRICULUM DESIGN
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Different sectors of
the room can be
designated for
different sectors of the
Cycle of Socialization,
and then the Cycle of
Liberation.
Participants select one
sector, and get up from
their seats to move to
that sector. Facilitator
directs an around the
room reading
whereby participants
who are standing in
each sector take turns
reading their
examples.
Examples for each

sector of the Cycle of
Socializationand the
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Cycle of Liberation
can be volunteered as
a brainstorm.

Harros Cycles of Socialization and Liberation; Readings for Diversity and Social Justice
Book by Adams, M., Blumenfeld, W.J., Castaeda, R., Hackman, H. W., Peters, M. L., &
Ziga, X. (Eds.).
Readings for Diversity and Social Justice Website:

http://cw.routledge.com/textbooks/readingsfordiversity/ch01-activities.asp
Additional Resources to give to student-leaders after this professional development:

Keith E. Edwards, Aspiring Social Justice Ally Identity Development: A Conceptual
Model, NASPA Journal, 2006
Reference for Reflections:

Fink, L.D. (2013). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.
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relates to the ICD)
Personal Reflection: I was challenged to construct a training session that could be facilitated in
exactly sixty minutes or less, especially a session focusing on individual identity development as
it relates to social justice. Truthfully, this training might require some additional time for this
session to truly be effective. While Finks (2013) model has been helpful in guiding me through a
step-by-step process in developing significant learning experiences, Fink (2013) fails to address
how to time learning activities in order to successfully meet learning outcomes within small
periods of time. This is something I continue to reflect on as I continue to create and revise these
curriculum sessions.
Fink (2013) noted that one very important feature of the integrated course design is the
proposition that the three initial decisions need to be integrated: the learning goals, the feedback
and assessment, and the teaching and learning activities must all reflect and support each other.
Keeping this in mind, I attempted to take a developmental and learner-centered approach to
constructing curriculum for social justice, specifically self-identity exploration.
Utilizing Finks (2013) backward design, I first reflected on the learning goals, which is at the
heart of the ICD model as instructors have to decide first what students can and should learn in
relation to the subject (i.e. social justice; self-identity exploration) and then figure out how such
learning can be facilitated. I relied on several situational factors that were shared with us during
CURRICULUM DESIGN
30
the trip to Marquette when selecting my learning outcomes and learning activities. During our
time at Marquette, we were told that social justice and topics of diversity, inclusion, and identity
are really important to the work student-leaders working with service learning sites, classes, and
faculty at Marquette. Before we can fully prepare students to help their peers, community
partners, and faculty with conversations around justice and diversity, it is important to measure
where they stand with their respective identities. As such, I looked to Harros work on
socialization and liberation as a starting point that could provide student-leaders with the
appropriate context to understand how their identities have been influenced.
Additionally, I was very purposeful with the learning activities. I selected a YouTube video to not
only accommodate different learning styles, but to also to provide a relevant example to studentleaders about another student who has been able to effectively use the Cycle of Socialization and
Liberation to explain their own identity exploration. I doubled-up the learning activities so they
also serve as opportunities to solicit feedback and assessment. Specifically, the Participation
Worksheets for Cycles of Socialization and Liberation are meant to not only engage studentleaders in a conversation with their pair-partner, but to also promote conversation amongst the
larger group. The sheet solicits examples from each person about different parts of the two
cycles. The group comes together to reflect on whether examples fit or do not fit, which allows
for dialogue and peer-feedback. This approach is consistent with Finks (2013) criteria for
educative assessment, specifically Finks (2013) demand that feedback incorporate selfassessment (by learners) and that feedback needs to be frequent, immediate, discriminating
[based on criteria and standards], and delivered lovingly (p. 94). Once the students complete
their sheets and share with their partners, they have the opportunity to come back together as a
larger group and go through each step of the cycles of socialization and liberation to identify
collectively what examples from their personal experiences fit Harros models or do not fit.
Session 4
CURRICULUM DESIGN
31
Session Title: The Beautiful Struggle - Social Justice and Why You Need to Engage
Session Developed By: Carlos Ballinas
TOPIC covered in Professional Development meeting: Social Justice (Focusing on Others &
Community)
Foundational Knowledge: Students will assess and increase their level of understanding
and knowledge about the social justice issues that face US Society as well as their home
and campus community.
Human Dimension (Self): Students will identify the social justice issues that affect them
and what they care about.
Caring: Students will identify the need to actively engage in the social justice issues that
arise within their community.
Assessment Activities:
Self-Assessment: Students will be able to reflect on and name several social justice
issues that US society and their immediate home and campus communities currently face.
Self-Assessment: Students will be able to reflect on the social justice issues that deeply
affect them. Through this reflection they will be able to articulate why it is those issues
matter to them.
Forward Looking Assessment: After gaining perspective on the types of social justice
issues that matter to their peers, students will spend time individually reflecting on two
social justice issues that greatly matter to one of their peers and that they would like to
engage in the future.
Learning Activities:
Reflecting on the Social Issues affecting us today (15 Minutes): Through this activity
the facilitator will engage the students in a dialogue that will highlight that current social
justice issues facing current US Society. (List of issues provided below in outline) After
thinking about broader social justice issues, the facilitator will engage the class in a
conversation of social justice issues that are affecting students home communities as
well as issues that have affected Marquette University in the past. Facilitators here will
have to use campus culture knowledge to help students in identifying past college issues.
The goal of this activity is to acknowledge the vast and growing list of Social Justice
Issues our society currently faces.
Self-Reflection Activity (15 Minutes): After discussing the variety of social justice
issues our society currently faces, give students 5 minutes of self reflection and ask them
to think about the different issues that were brought up and to write down the top three
CURRICULUM DESIGN
32
that they most deeply identify with. Once they identify their top three issues, have them
write down why it is they chose those three.
Group Discussion / Reflection Activity (15 Minutes): Once they pick these, students
will get into groups of 3 and share with their group the issues they indicated mattered to
them the most and the reasoning behind the selection. This will provide each student an
opportunity to learn from their peers on the different kinds of social justice issues that
affect different types of people. Within this session, each student will also have to answer
the question: Why do you think it important for other people to also care about the social
justice issues that matter to you? This will provide an opportunity for each student
articulate to someone else the need for more involvement in an issue that matters to them.
It will also provide an opportunity to evaluate and reflect on the potential need for them
to engage a social justice issues different from their own.
Facilitator Lead Conversation (15 Minutes): After the students self-reflect and share
their reflections in a group, they will all come back as a class, to wrap up.
Budge Required (If Any): No Budget Required
Outline of Session:
Time
Activity
Notes
15
Minutes
Reflecting on the Social

Issues affecting us today
Through this activity the facilitator will engage the

students in a dialogue that will highlight that current
social justice issues facing current US Society.
Ask students to think about and provide examples of
social justice issues currently facing our society:
If students have a hard time coming up with some,
provide examples from the following list:
Police Brutality
Racism
Climate Change
Immigration (Mass Deportation)
Bathroom Laws Discriminating against Transgender
Community
Homelessness
Hunger / Lack of Food Resources / Food Deserts
Poverty
Voter Registration Laws
Income Inequality
Disappearing Middle Class
Lack Educational Funding
Systematic Oppression of Communities of Color
Mass Incarceration Rate
Privatization of Prisons
CURRICULUM DESIGN
33
Gun Control Laws
Health Care Access
Water Crisis in Low Income Communities
It is important that after the mention of a social justice

issue (whether it is one a student mentioned or one
selected from the list) that the class have a brief synopsis
of what that social justice issue entails.
After thinking about broader social justice issues, the

facilitator will ask class to think about social justice issues
that are affecting students home communities. The issues
affecting the home communities can be the same or
similar as those that have already brought up.
After this, the facilitator will provide students with

examples of issues that have affected Marquette
University in the past. Facilitators here will have to use
campus culture knowledge to help students in identifying
past college issues.
At the end of this, the facilitator will reflect on the brief
list and highlight the fact that there is a wide and long list
of social justice issues that affect our society.
This will then transition into next activity.
15
Minutes
Self-Reflection Activity
After discussing the variety of social justice issues our

society currently faces, give students 15 minutes of selfreflection.
For self-reflection, students will be asked the following:
Think about the different issues that were brought up,
what were the top three that you most deeply identify
with? Write them down.
Why do these three issues deeply affect you (provide an
explanation)? Write this down.
15
Minutes
Group Discussion /
Reflection Activity
Once they pick these, students will get into groups of 3

and share with their group the issues they indicated
mattered to them the most and the reasoning behind the
selection.
Instruct the student that the goal of this activity is to
provide each student an opportunity to learn from their
peers on the different kinds of social justice issues that
CURRICULUM DESIGN
34
affect different types of people.
Once each student has had an opportunity to share and to
listen to their peer, have them answer the following
question:
Why do you think it important for other people to also
care about the social justice issues that matter to you?
This will provide an opportunity for each student
articulate to someone else the need for more involvement
in an issue that matters to them. It will also provide an
opportunity to evaluate and reflect on the potential need
for them to engage a social justice issues different from
their own.
15
Minutes
Facilitator Lead
After the students self-reflect and share their reflections in
Conversation/Conclusion a group, they will all come back as a class.
Facilitator will summarize the different social justice
issues that were discussed during session.
Facilitator will have class do a final forward looking
assessment that will go as follows:
Is engaging in social justice work important?
Why?
Thinking about the different social justice issues youre
heard about today, are there some that you think you
would be interested in engaging as a student in MU?
If so, what are those?
How would you practically prepare yourself to engage in
these issues?
Resources or artifacts needed for lesson plan (e.g., links, etc.): None
In order to develop this training, situational factors were first considered. Specifically, the need
for the information provided to fit within the one-hour timeframe. Also, thinking about
situational factors, wanting to make sure that the expectations of the hosting group are
appropriately met for this group of incoming students. Next, this lesson made sure to incorporate
three learning outcomes based on Finks taxonomy. These are outcomes which seem to be
attainable given the time restriction of the workshop / lesson. Next, this lesson attempted to use
the principles of educative assessment by utilizing self and forward looking assessment for
students to engage in. Given that the lesson will be focusing on the topic of engaging social
justice with others, the activities will allow for self-reflection, learning from others, and best
practices to engaging social justice work with other people. This will be an effective way for
student to engage in a constant state of self-investigation and constructive community and selffeedback.
CURRICULUM DESIGN
35
Personal Reflection: Working on this lesson, I learned that it is practical and possible to engage
the topic of social justice within a one hour session in a meaningful and powerful way. What
makes it practical and possible is the consideration of situational factors. I initially felt
restricted with the one hour time frame. I felt that the topic of social justice was so broad and
deep a topic to attempt to cover in such a short time. Yet, considering that these are still very
young college students who are still becoming aware of the many social justice issues their
communities face helped me to better contextualize this session. I went from feeling like it was
this sessions responsibility to fully educate and edify the students on the vastness of social
justices issues in the U.S. and in their communities, to seeing the role of this session as a seed
that was being planted; something that can serve as a spring board to much deeper and richer
engagement and conversation.
Session 5
Session Title: Its a whole new world: Engaging Multicultural Identities different from your
own.
Session Developed By: Carlos Ballinas
TOPIC(S) covered in Professional Development meeting: Operating in Multicultural Spaces
CURRICULUM DESIGN
36
Foundational Knowledge: Students will identify key characteristics that come together
to create their own multicultural identity.
Human Dimension: Students will be aware of their own biases related to the
engagement and treatment of people with differing multicultural identities.
Learning How to Learn: Students will be able to frame useful questions to gain
knowledge on how to best operate within a multicultural space.
Self-Assessment: Through a reflection activity, students will identify the different
identities that create their own multicultural selves.
Fidelity Feedback: By speaking in groups or three, students will frequently,
immediately, discriminating, and lovingly be aided by their peers to reflect on the
different multicultural identities they will co-exist with.
Forward Looking Assessment: During final community dialogue, students will be
tasked with identifying methods that they can utilize to make sure that they are equitably
facilitating and engaging in the various multicultural spaces they will encounter.
Students will be engaged in a four part learning activity. They will begin with an activity that
will focus on the student reflecting on their multicultural identities. It will then transition to
the students learning about their peers multicultural identities. From there the activity will
transition to a class discussion / reflection time about the different feelings that arose from
discussing different multicultural identities. After this, we will end this activity with some
takeaways that students can consider when engaging multicultural identities in the classroom.
Become aware of your multicultural self: (15 Minutes): The first part will have the
students assess and explore their own multicultural identity. Through this selfexploration, students will identify different cultural groups which they identify with,
what they enjoy about their cultural groups, and what is difficult about being part of
that cultural group. This will provide an opportunity for self-assessment and selfreflection. It will also provide students with a space to acknowledge the positive and
challenging experiences as a result of their multicultural identities.
Become aware of the multicultural community around you: (15 Minutes): The
second part will have the students paired in groups of three to share their multicultural
identities. Fresh off the self exploration exercise, this part will provide opportunity for
students to inform and be informed of their peers multicultural identities as well as
what those identities manifest in terms of positive and challenging experiences.
The feelings that manifest when operating in multicultural spaces (15 Minutes):
The third part will bring the groups back together so share how they felt about
exploring and learning about their peers multicultural identity. Specifically, what
CURRICULUM DESIGN
37
where some ways in which students have experienced stereotyping, lack of inclusion
or racism.
Responsibly Engage Multicultural Spaces (10 Minutes): The fourth part will be an
opportunity for students to think of examples on how to best handle moments of
tension. It will also provide students with three points to take into consideration when
engaging multicultural spaces. The three points are listed in the outline.
Budget required (if any): No Budget Required
Outline of Session:
Time
Activity
Notes
15
Minutes
Become aware of
The first part will have the students assess and explore their
your multicultural self own multicultural identity. Through this self exploration,
students will identify the different cultural groups which they
identify with, what they enjoy about their cultural groups, and
what is difficult about being part of that cultural group. This
will provide an opportunity for self assessment and self
reflection. It will also provide students with a space to
acknowledge the positive and challenging experiences as a
result of their multicultural identities.
15
Minutes
Become aware of the

multicultural
community around
you
Giving them the mentioned time to respond. Engage students

in the following activity:
List 6 cultural groups with which you identify. (5 Minutes)
Select one of the cultural groups you listed above that
represents a prominent identity for you.
What are three things about being a member of this cultural
group that you enjoy? (3 Minutes)
What are three things about being a member of this cultural
group that are difficult? (3 Minutes)
What are three stereotypes about your cultural group that are
incorrect and you want to change? (3 Minutes)
The second part will have the students paired in groups of
three to share their multicultural identities. Fresh off the self
exploration exercise, this part will provide opportunity for
students to inform and be informed of their peers multicultural
identities as well as what those identities manifest in terms of
positive and challenging experiences.
Have Students break up into groups of 3 (or in group sizes that

allow each student has an opportunity to share)
In groups have students share the answers to each of the
CURRICULUM DESIGN
38
questions answered above (7 Minutes).
After each students has shared, have each student and group
answer these questions (8 Minutes):
Is there anything that you would like to know about me and/or
any of my cultural identities?
How would you like for your peers in this multicultural space
to engage and inquire about your culture?
15
Minutes
The feelings that

manifest when
operating in
multicultural spaces
The third part will bring the groups back together so share
how they felt about exploring and learning about their peers
multicultural identity. Specifically, what where some ways in
which students have experienced stereotyping, lack of
inclusion or racism.
Have students get back together to share how they felt about
exploring and learning about their peers multicultural identity.
(5 Minutes)
Ask students, if issues of racism, stereotyping, or lack of
inclusion came up during the conversation? (5 Minutes)
Ask them how talking about these issues made them feel? (5
Minutes)
i. This will
help to transition into the last
part of this activity.
15
Minutes
Responsibly Engage
Multicultural Spaces
The fourth part will be an opportunity for students to think of

examples on how to best handle moments of tension. It will
also provide students with three points to take into
consideration when engaging multicultural spaces. The three
points are listed in the outline.
Engage students in a conversation about the importance of
acknowledging and processing the different types of feelings
or emotions that come up when they are engaging different
multicultural identities. In their acknowledgement and before
they engage a multicultural space, they should consider the
following three points:
Identify the potential privileges that you embody as you are
about to operate in a multicultural space.
Listen, embrace, and learn from the perspective of other
multicultural bodies. Do not force your perspective onto
others.
Do not shy away from discomfort or tension when existing in
CURRICULUM DESIGN
39
multicultural spaces. Go deeper. Be respectful. Ask
considerate questions and listen to the answers.
Resources or artifacts needed for lesson plan (e.g., links, etc.): None
In order to develop this training, situational factors were first considered. Specifically, the need
for the information provided to fit within the one-hour timeframe. Also, thinking about
situational factors, wanting to make sure that the expectations of the hosting group are
appropriately met for this group of incoming students. Next, this lesson made sure to incorporate
three of learning outcomes based on Finks taxonomy. These are three outcomes which seem to
be attainable given the time restriction of the workshop / lesson. Next, this lesson attempted to
use the principles of educative assessment by creating forward looking questions for the students
to refer back to and evolve from. Given that the lesson will be focusing on the issue of operating
in multicultural spaces, the implemented activities will allow for frequent and immediate
feedback that will allow the students to learn from their peers while also reflecting on the
development of their own perceptions. This will be an effective way for student to engage in a
constant state of self-investigation and constructive community and self-feedback. Lastly, this
lesson attempts to implement rich learning experiences by first allowing the students to engage in
their own knowledge bank, to then being provided with new knowledge through an activity, to
then engaging in a experience sharing activity that will attempt to make them aware of their
cultural identity and the need to responsibly engage and facilitate in multicultural spaces.
Personal Reflection: Working on this session was a great and challenging experience for me. It
provided me an opportunity to consider the situational factors provided by the team at Marquette
during our visit in late February, and try to come up with a cogent session for the students
surrounding this topic. The feedback we received from the Marquette Team for our first draft was
further edifying as it helped me to refine the lesson. Specifically, it forced me to narrow down the
learning outcomes I had originally selected. The first draft of this session had too many
outcomes that did not clearly connect with my learning and assessment activities. With the
narrowed down learning outcomes, I was able to adjust the learning activities to fit the
assessment activities so that they could best fit the learning outcomes. I learned that I need to
really consider and respect all situational factors. Especially the timeframe factor in this case.
CURRICULUM DESIGN
40
Session 6
Session Title: Can You Reflect with Us?
Session Developed By: Candice Germany and Naseeb Bhangal
TOPIC covered in Professional Development meeting: Critical Reflection
Learning Outcomes (based on Finks Taxonomy):
Foundational Knowledge: Student-leaders will identify the characteristics of critical
reflection.
Application: Student-leaders will complete reflection questions in Kathleens Rices
reflection packet to determine their strengths and areas of improvement as it relates to
their ability to facilitate reflection.
Peer Discussion and Teach-Back in Small Groups: Student-leaders will draw a poster
using images to describe what they learned from the video
(https://www.youtube.com/watch?v=I-mAOOmaBQ0)
Pair-and-share: Student-leaders will answer the who are you questions in FACTORS
TO CONSIDER IN DESIGNING COMMUNITY SERVICE LEARNING
REFLECTION ACTIVITIES and share responses in a pair with another student-leader.
CURRICULUM DESIGN
41
Who Are You questions, Link to Page 10:

https://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdf
WHY WE SELECTED THE ABOVE ASSESSMENT ACTIVITIES:
Fink (2013) pointed out that faculty, staff, and students often lament the assessment
pieces associated with a curriculum or course. Knowing that the perception of
assessment is often negative and burdensome, Fink (2013) asked those building
curriculum to expand their view of feedback and assessment to include much more
educative assessment (p. 93). Fink (2013) contrasted educative learning, assessment
that helps students learn, with audit-ive assessment, which audits students learning as a
basis for a grade that is turned in. Fink (2013) encouraged curriculum to include
assessment that moves beyond grades: The problem is that most teachers do not know
how to go beyond grading to being able to provide the kind of feedback and assessment
that will enhance the learning process itself, that is, to do more than simply record the
result of the learning process (p. 93). In turn, Fink (2013) called for the incorporation
of educative assessment in curriculum, which we believe is present in the aforementioned
learning activities we are recommending for the Critical Reflection training.
Educative assessment has four primary components: forward-looking assessment,
criteria and standards, self-assessment, and FIDeLity feedback (FIDeLity; feedback
needs to be frequent, immediate, discriminating [based on clear criteria and standards],
and delivered lovingly).
Given Finks (2013) recommendations for educative assessment, we believe the
aforementioned activities meet the assessment requirements. For example, the Peer
Discussion and Teach-Back in Small Groups allows students to engage in conversation
about critical reflection, which they will have to do in their student-leadership roles. By
having them discuss their understanding of Critical Reflection after watching the
Reflection: What is It? Why is it important? video, we are looking ahead to what
[we] expect or want students to be able to do in the future (p. 95), which is leading
conversations about the value of critical reflection within service learning experiences.
Additionally, we are incorporating Finks (2013) FIDeLity component in our two
assessment activities. When describing FIDeLity, Fink (2013) warned that assessment
must be anchored in and focused on authentic tasks because they supply valid direction,
intellectual coherence, and motivate for the day-in and day-out work of knowledge and
skill development (p. 95). With this understanding, we are asking students to work in
groups to facilitate a teach-back. Not only will this allow facilitators to becomes
comfortable working with groups, which is something our site partners asked for us to
focus on, but also will provide students to engage with critical reflection in an intentional
way that moves student assessment away from audit-ive test-taking and closer to
facilitation, teaching, and discussion, which is what they need to do in their studentleader role.
CURRICULUM DESIGN
42
Fink (2013) noted the difference between feedback and assessment. There are two
important differences, though, between feedback and assessment. The first is that
feedback does not become part of the course grade; only assessment does that. Second,
feedback is done in dialogue with the learner, whereas assessment is announced to the
learner (Fink, 2013, p. 105). Given this, Fink (2013) still asked readers to value the
incorporation of consistent feedback. By asking student-leaders in this training to
breakout into pairs in order to reflect on their learning, we are incorporating an
additional opportunity for students to solicit feedback from their peers via dialogue about
their learning, questions, and commitments to critical reflection.
Overall, we are confident that the above assessment activities, which also double up as
our learning activities, provides support for the student-leaders to achieve the
aforementioned learning outcomes. Additionally, the realistic assessment activities (that
students could encounter in their facilitations) allow support the student-leaders ability
and desire to continue learning in their respective roles.
Teach-Back Poster Activity (Foundational Knowledge Learning Outcome):
Supplies Needed: Post-It Poster Paper and Marker
What Is Teach-back Activity?
A way to make sure the facilitator, or in this case the Youtube Video,
explained information clearly; it is unlike normative assessment tools (i.e.
quiz/test).
Asking a student (or groups) to explainin their own wordswhat they
need to know or do know, in a caring way.
A way to check for understanding and, if needed, re-explain and check
again.
A educational literacy intervention that promotes understanding,
reflection, and learning.
Have student-leaders watch Reflection: What is it? Why is it important?
Have student-leaders break off into three groups. Provide Post-It Poster Paper to each
group and markers. Allow groups to debrief the videos for 5 minutes: what is the
difference between what students thought was reflection in the video and what the faculty
encouraged them to think reflection to be?
After 5 minutes, ask the groups to teach-back the three main points they took from the
video using the Post-It Poster paper and markers. The groups can only draw their points!
Everyone in the group has to explain the three main points and/or talk during the teachback.
CURRICULUM DESIGN
43
Once groups have completed their pictograms, spend 20 minutes on teach-backs.Invite

each of the groups to partake in the teach-backs. Student-leaders will reflect on what they
learned from the Youtube video and what they understand reflection to be after watching
the video.
Reflection Packet, Kathleen Rice, Page 10 (Application Learning Outcome)
(https://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdf):
Ask the students to break off into pairs with one other student-leader. Pass out a
worksheet with the following Who I Am questions from Rices Reflection Packet:
Who I Am Questions:
1.
2.
3.
4.
What are your strengths, challenges, skills, and comfort level for facilitating reflection?
What is your knowledge of the curricular or co-curricular content you want students to learn?
What is your understanding of the community context and experience students are having?
How does social conditioning related to your cultural identities (age, class, disabilities, gender,
language, race, religious affiliation, sexual identity) influence your teaching, facilitation and
reflection styles?
5. What is your paradigm of the faculty/student affairs professional role (as knower, as learner,
teacher, student/lifelong learner, partner)?
6. What do YOU want to learn from the reflection process (about students, about the community,
about yourself?)?
Ask students to spend 10 minutes reflecting and answering the above questions. Invite
them to share their responses with their pair-partner. Ask them to utilize Rices reflection
packet as a resource for their future facilitation responsibilities. If there is more time, I
encourage student-leaders to read through the full packet and ask them to do a possible
teach-back of different sections of the reading.
Budget required (if any): N/A
Outline of Session:
Time
Activity
Notes
10 Minute Check-In
Question Circle (From

Kathleen Rices Reflection
Packet)
Ask a question of the group

(i.e. What is the difference
between talking about an
important experience and
critical reflection?). The first
person in the circle doesnt
necessarily answer it, but
speaks to what the question
brings up for them. Finish by
asking a question for next
person in the circle.
CURRICULUM DESIGN
44
5 minute
Introduce the Youtube

Video (Reflection: What is
it? Why is it important?)
--Encourage students to take

notes at this time as they will
have to use notes to explain
what critical reflection is.
10 minutes
Watch Reflection: What is

it? Why is it important?
15 minutes
Breakout into Three Groups Have groups spend five

and Explain purpose of
minutes debriefing the video.
Teach-Back
Have groups spend next 10
minutes drawing the main
three points they drew from
the video about what
reflection is and what
reflection is NOT.
15 minute
Group Teach-Backs
Invite groups to give a 5

minute teach-back. Encourage
each student-leader in each
group to speak.
5 minutes
Transition into next activity
Ask students to break off into

pairs with another studentleader in the space. Give the
students the Who I Am
reflection questions from
Kathleens Rices Reflection
Packet.
10 minutes
Who I Am
Ask student-leaders to take

five minutes to complete their
responses to Rices questions.
Ask student-leaders to spend
the next five minutes to
explain their responses to
their peers.
OPTIONAL (if you have

additional time)
Kathleen Rices Reflection

Activity
If time allows, consider

asking students to read the
packet before a meeting.
Divide the student-leaders
into three groups at the start
of a meeting and invite
student-leaders to facilitate a
teach-back for a section of the
packet. It is a very
CURRICULUM DESIGN
45
informative packet and
resource for student-leaders
working with students, staff,
and community partners.

University of South Carolina, Reflection: What is it? Why is it important?
https://www.youtube.com/watch?v=I-mAOOmaBQ0
ENGAGING ALL PARTNERS IN REFLECTION: Designing and Implementing
Integrative Reflection Opportunities, Kathleen Rice:
https://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdf
Who I Am Questions, Kathleen Rice (also included above):
What are your strengths, challenges, skills, and comfort level for facilitating reflection?
What is your knowledge of the curricular or co-curricular content you want students to learn?
What is your understanding of the community context and experience students are having?
How does social conditioning related to your cultural identities (age, class, disabilities, gender,
language, race, religious affiliation, sexual identity) influence your teaching, facilitation and
reflection styles?
5. What is your paradigm of the faculty/student affairs professional role (as knower, as learner,
teacher, student/lifelong learner, partner)?
6. What do YOU want to learn from the reflection process (about students, about the community,
about yourself?)?
1.
2.
3.
4.

Fink (2013) lays out a general plan to planning a course. In that course, he identifies a section
called the initial phase. In this phase, the learning outcomes are constructed so all learning
activities could be created from them. Each learning activity is constructed from these learning
outcomes. The learning activities and assessments also achieve certain parts of the ICD.
The learning activities and assessments provide a forward looking assessment task. Fink (2013)
describes how immediate feedback is necessary for students learning. The teach back parts of the
session allows for students to get immediate feedback from peers, which allows them to
immediately change what they are doing wrong. The pair and share also allows for the same
immediate feedback.
Reflection is one of the most important parts of learning. This session allows for a significant
amount of reflection if time allows. The Kathleen Rice activity allows for students to learn who
they are before they start the process of helping others. The extended part of the reflection also
allows for a more enhanced reflection process.
Reflecting on our Learning: After receiving initial feedback from our peers and our Marquette
colleagues, we appreciated the challenge to reflect further on our own learning and experience
CURRICULUM DESIGN
46
with Finks (2013) integrated course design and approach to curriculum. Ironically, we
completely overlooked reflection as it relates to our own learning and engagement with
curriculum development. We believe this reflects how often we are asked to produce products
without considering our own engagement with the learning activity. In this case our learning
activity is producing a professional development curriculum for student-leaders at Marquette
University. By dismissing our own reflection in this work, we realized that we are indeed
socialized to avoid reflection, which Fink (2013) suggested is the most important part of any
curriculum/learning experience.
Our development of this specific training on Critical Reflection, challenged us to really reflect
on how to best engage student-leaders. We wanted student-leaders to be prepared for facilitating
critical reflection with their peers, community partners, and faculty. As such, we incorporated a
teach-back assessment and learning activity that we believe is a great example of a forwardlooking assessment (Fink, 2013, p. 95). We are proud of this as this will directly support
student-leaders with their efforts in their roles, where they will eventually have to identify their
strengths as facilitator and it relates to critical reflection. We also believe the teach-back is a
great learning-activity that allows staff to see what foundational knowledge student-leaders took
away from the video and also allows student-leaders to apply their learning with their peers.
Session 7
Session Title: Developing Innovative Practices as Educators
Session Developed By: Patrick McHale
TOPIC covered in Professional Development meeting: Students as Creative Educators
Foundational Knowledge: Students will be able to identify teaching methods that
stimulate creative thinking.
Application: Students will be able to demonstrate creative intentions in their instruction.
Integration: Students will visualize what creative practices work best for them.
Human Dimension: Students will realize the impact their quality of instruction can have
on participants.
Caring: Students will develop a personal initiative to continuously evaluate and improve
their own practices given a certain situation.
Learning How to Learn: Students will be able to identify sources of information related
to creative education practices.
The main assessment activity will take place following the student group responses to
each Case Example (illustrated under Learning Activities). After being given the
opportunity to present their educational activities for the given example, peers and the
CURRICULUM DESIGN
47
instructor will be able to provide personal feedback on the activity, leading to a class
discussion. Questions will include:
Describe the components of the activity
Explain why you chose the activity
Why do you think this activity will help the students be a part of a greater learning experience?
How do you expect the students to react to the activity? What does the activity accomplish for
them?
Learning Activities
Students will be placed into small groups for this activity. The students will be given 2
different cases.
Case 1: A few of your students have recently have completed their first service
learning experience restoring a local urban park to help keep it a safe and enjoyable
place for visitors to enjoy. They helped clear paths, remove trash from the area, and
assess the status of park-owned facilities. While the students have responded
positively to the project, as they are able to spend a few hours of their week off
campus in a nature preserve, they are having trouble grasping the big picture of
what they are taking part in. Work with your group and put together one or a few
reflection activities to have your students take part in.
Why do you think this activity will help the students be a

part of a greater learning experience?
How do you expect the students to react to the activity?

What does the activity accomplish for them?
Case 2: A group of education students are wrapping up their semester with their
required service-learning course for their major. They have spent the semester helping
coordinate and volunteer in an elementary after-school program. They have enjoyed
their time together in this semester-long experience and developing strong bonds with
the young elementary school students. Once the semester is over, they are no longer
required or expected to be a part of the program. With your group, please think of
some activities aimed towards opening doors for potential involvement in similar
programs in the future and encouraging students to become more inclined to
independently seek out service opportunities on their own.
Why do you think this activity will help the students be a

part of a greater learning experience?
How do you expect the students to react to the activity?

What does the activity accomplish for them?
Budget required (if any): None
Outline of Session:
CURRICULUM DESIGN
48
Time
Activity
Notes
15 minutes
Presentation on Kolbs
Model for Experiential
Learning
Presentation is available in the Google Drive and

below under the Resources section.
45 minutes
Case Example Activity
Class divided into groups (2 min)

Case Example 1
Case presented (2 min)
Group discussion (10 min)
Group presentation (10 min)
Followed by peer and instructor feedback
Case Example 2
Case presented (2 min)
Group discussion (10 min)
Group presentation (10 min)
Followed by peer and instructor feedback

PowerPoint. Link: https://drive.google.com/open?
id=1wJaxRzfeHvoVY4AVrfMjD3eyEpT3zFDKrvRZkYI3OQE
Reflection Activities for All Classrooms
Especially for the topic of transforming or improving upon the creating educational skills of the
students in training, assessing the situational factors is a key first step based on Finks (2013)
Integrated Course Design Model. For example, these students are likely underclassmen with few
experiences leading other students as an educator themselves, especially with service-learning. A
significant factor is finding the reasons why students are involved in the service-learning
experience and find connections between these reasons, whether it is out of personal interest or
required by their program, and the learning goals of the course. This is the next step in the
process.
Assessment activities such as instructor and peer feedback after the Case Examples are ways are
assessing possibility of students achieving the learning goals. To put this all together, the students
in this session will have their own touch on how they see themselves educating the class in an
effective manner. The learning activity and the discussion following it is in line with the work of
Wiggins (1998) involving ensuring authentic performance: Assessment must be anchored in and
focused on authentic tasks because they supply valid direction, intellectual coherence, and
motivation for the day-in and day-outwork of knowledge and skill development Assessment is
authentic when we anchor testing in the kind of work people do, rather than merely eliciting
easy-to-score responses to simple questions (p. 21). In this session, students will be challenged
to not only think of creative educative activities, but also support their thinking in front of others
and be willing to engage themselves with feedback from peers and the instructor.
CURRICULUM DESIGN
49
Session 8
Session Title: Facilitation Tricks & Tools
Session Developed By: Naseeb Bhangal
TOPIC covered in Professional Development meeting: Facilitation Techniques
Foundational Knowledge: Students will be able to identify the difference between

leading and facilitating.
Application: Student will be able to evaluate their peers facilitation skills by providing
feedback on their performance via group teach backs.
Integration: Students will determine what facilitation activities they would like to
utilize.
CURRICULUM DESIGN
50
Human Dimension: Student will become more aware of how facilitation can either
include or exclude participants from actively engaging in conversation and activities.
Caring: Student will be more interested in facilitating classroom discussions and

community programs.
Learning How to Learn: Student will be able to identify several resources (readings,
videos, returning leaders, and mentors) available to help them continue building upon
their facilitation skills.
The following assessment activities are embedded within the learning activities (below).
The assessment activities are doubled-up as learning activities for this training.
Peer Feedback: Students will be able to receive peer feedback through case scenarios.
Peer feedback will be provided through the Facilitation Tools & Tricks learning
activity. Students will have to learn and practice a facilitation technique from the Dewey
reading. Their peers will provide immediate feedback to them, which is directly
connected with Finks (2013) recommendations for assessment (i.e. FIDeLity). This
learning activity and assessment activity is meant to help students test their foundational
knowledge of facilitation while also achieving the application, integration, human
dimension, caring, and learning how to learn outcomes established for this training.
CURRICULUM DESIGN
51
Self-Feedback: Students will have the opportunity to articulate how they performed to
their groups and to share how they would approach facilitation in a different way in the
future. Fink (2013) discussed the importance of forward-looking assessment, where
teachers look ahead to what they expect or want students to be able to do in the future as
a result of having learned about x, y, and z (p. 95). Based on Finks (2013)
understanding of forward-looking assessment, I incorporated time for student-leaders to
reflect on their chosen facilitation tricks and tools from the Facilitation Tools and
Tricks learning activity. In the future, these student-leaders will have to facilitate
conversations, which this assessment will allow them to prepare for. Additionally, having
the opportunity to assess ones own work is equally as vital as forward-looking
assessment according to Fink (2013). Fink (2013) encouraged educators to provide
multiple opportunities for self-assessment (p. 102), which is what I aim to do here.
Teach-Backs: Students will be divided into groups and asked to report what they learned.
This particular assessment activity will be paired with the Teach Back activity that will
require student-leaders to work in groups to summarize major points from Deweys first
two chapters. In this activity students will have to work with others to determine main
points from the readings about the art of facilitation. This learning activity supports
Finks (2013) suggestion for FIDeLity feedback, especially since the feedback is meant to
be immediate.
CURRICULUM DESIGN
52
Learning Activities
Teach Back Activity

Students will be broken into small groups and given Deweys Chapter 1-2 readings
(Chapter 1: Understanding Reflection and Chapter 2: Facilitating Reflection (Attitude,
Communication, Group Dynamics, and Trouble-Shooting)).
Students will be provided 15 minutes to quickly read/skim through both chapters. They
will have another 10 minutes to discuss the chapters with their group and determine three
main ideas from each chapter. They will have another 10 minutes to summarize their
main points on a poster paper. The last twenty minutes students will spend facilitating a
teach back with their small groups to the entire cohort of student-leaders about what they
learned and what they believe to be the most important themes from the two chapters.
Their teach back will also serve as an opportunity to present in front of their peers.
**Possible considerations for this activity: Have a returning leader facilitate the
reflection/assessment activity after groups have facilitated their teach-backs. A student
manager can ask student-leaders to identify what they enjoyed about facilitation (i.e.
reading/absorbing the material) and what they felt uncomfortable facilitating (i.e.
speaking in front of the group). Ask returning student-leaders to share possible strategies
for fears that might arise from the debrief.
CURRICULUM DESIGN
53
Discussion questions for returners and office managers:
1. What resonated from the chapters?

2. What new information did you learn?
3. Was their information you already knew?
4. What was the easiest part of this activity?
5. What was the hardest?
6. How might this relate your experience as a facilitator?
Facilitation Tools and Tricks: Dewey Chapter 5, Activities
Deweys chapter on activities includes several different techniques, suggestions, and tools
for facilitators to utilize when working with a group of students/peers to facilitate
reflection. Have students read Deweys Chapter 5 and ask students to determine their top
3 techniques from the list of strategies Dewey covers. Without relying on the readings,
have students prepare a small presentation which should overview the three techniques
they selected from the reading. If time is limited, have folks break into small groups and
have individuals explain why they selected the facilitation activities/tools they did and
how they would use those three techniques in their role.
Budget required (if any): N/A
Outline of Session:
CURRICULUM DESIGN
Time:
54
Activity
Notes & Directions
Developing Facilitation
Begin the training with a short overview of
Skills Presentation (see
facilitation, the importance of facilitators, and
Google Drive)
tools for success. This should be facilitated by
1.5
Hour(s)
10 min.
either the office managers or staff.
40 min.
Teach Back Activity
Assign student leaders to groups. Have students

read Deweys Chapter 1 & 2. Have student
identify top three themes from EACH of the
chapters. Makes students create a short teach
back presentation with poster-paper. Have
groups present top themes from both of the
chapters to each other.
10 min.
Teach Back Activity:
Have returning student-leaders lead the
Reflection
reflection with all student-leaders regarding what

they read in Deweys chapters and what they
heard in the teach backs about facilitation (see
above for discussion questions).
CURRICULUM DESIGN
55
15
Facilitation Tools and Trick
Invite students to skim Deweys 5 Chapter on
minutes
Activity
Reflection Activities. To create more time for the
th
presentations and reflection activity, consider

having the student-leaders read Chapter 5
before the meeting/training.
15
Facilitation Tools and Trick:
Invite students to present to their peers their top
minutes
Reflection Activity
three reflection activities and tools listed in

Deweys chapter. Ask them to explain why these
activities were chosen by them. Also have them
teach their peers how to facilitate each one of
these activities, tools, and tricks with students,
faculty, and community partners they will work
with without relying on the reading! Depending
on your time, please break students off into
small groups so everyone can share their top 3
facilitation preferences.
CURRICULUM DESIGN
56
PowerPoint Presentation on Basic Facilitation Guidelines: Accessible Via Google

Drive
Deweys Chapters 1, 2, and 5: http://www.uvm.edu/~dewey/reflect.pdf (A Manual for

Leaders and Educators)
relates to the ICD)
Personal reflection: In order to develop this training, I was proud of myself for relying on
Deweys work, which is helpful when discussing foundations for facilitation. Developing
curriculum can be difficult and finding resources that undergird your learning outcomes can feel
impossible. However, instead of developing resources myself, I researched resources (i.e.
Deweys work) that might help students successfully attain the foundational knowledge they
require to be great facilitators. I imagine that when you are instructing a course or topic for a
long period of time, not only do you become a master of the foundational knowledge associated
with that particular course/topic, but you also can create the resources. As someone who is just
learning how to create curriculum for student-leaders, I was proud of my resourcefulness for this
training.
In order to develop this training, learning goals were identified first, which is consistent with
Finks (2013) Initial Phase recommendations to instructors. Using the learning outcomes,
assessment activities were determined. Recognizing that assessment is not solely limited to
quizzes and exams, the assessment included in this training solicits direct feedback from peers in
CURRICULUM DESIGN
57
small groups and the larger student-leader team during Orientation. By inviting peers to work
together in the group to determine top themes from the readings, my aim is to introduce Finks
(2013) understanding of FIDeLity feedback. Fink (2013) believed that if educators want
feedback to be educative, rather than just tell their students what grade they got, the feedback
needs to be frequent, immediate, discriminating [based on clear criteria and standards], and
delivered lovingly (p. 94). Through small-group work and the large group presentation in the
first Teach-Back activity, I believe students would have the opportunity to provide and solicit
feedback in a meaningful way.
Additionally, in an effort to implement Finks (2013) educative assessment into this facilitation,
specifically forward-looking assessment, I am asking students to read Deweys 5 Chapter on
Reflection Activities. The goal of the second activity, Facilitation Tools & Tricks, is to move
beyond knowledge acquisition and to determine how they might handle future facilitation with
the tools/suggestions provided by Dewey. This is consistent with Finks (2013) educative
assessment tools. According to Fink (2013), In forward-looking assessment, teachers look ahead
to what they expect or want students to be able to do in the future as the result of having learned
about x, y, and z (p. 95). I recognize that students will have to get in front of faculty, students,
and community partners when facilitating reflections. In order to prepare them for their
upcoming facilitation tasks, I have not only provided them a chapter on several tangible and
effective facilitation tools, but have also asked them to present to their peers the three strategies
they would use during a facilitation. As such, I believe the assessment and experiential
components in this training will allow students to leave with a better understanding of facilitation
and also provide them an opportunity for practice.
th
CURRICULUM DESIGN
58
Session 9
Session Title: Keeping Eyes Up
Session Developed By: Candice Germany
TOPIC covered in Professional Development meeting: Classroom Management
Learning Outcomes (based on Finks Taxonomy):
Foundational Knowledge: Facilitators will be able to identify methods that will keep
students engaged during large group discussions.
Application: Facilitators will be able to assess and react to the needs of the students in
the room.
Integration: Facilitators will be able to determine which classroom management
methods they want to apply in the classroom.
Human Dimension: Facilitators will become more confident in their ability to handle the
direction of discussions.
Caring: Facilitators will value using tools from this training to enhance discussions.
Learning How to Learn: Facilitators will be able to incorporate methods of classroom
management during discussions.
Written Reflection: This reflection will be a moment for the students to reflect on what
they believe will be a hurdle they will need to overcome pertaining to classroom
management. This assessment activity will be completed at the end of the session. Here
are some questions that can be asked to start the process.
CURRICULUM DESIGN
59
o What do you think will make you most uncomfortable using classroom
management skills?
o How will you use the new tools they have gained?
Group Quiz: Information for this assessment and learning activity is located below.
Group Quiz on Readings: A short reading by Weinstein., Curran., & Tomlinson-Clarke
(2003) on classroom management will be assigned before this section of orientation.
Students will be assigned to small groups. The group of students will then choose a team
name, which they will keep for the rest of the session. Then, the groups will be posed
questions pertaining to the article. Students will race to hit a buzzer before another team
and answer the question correctly. Winning team will receive a prize of candy bars. The
quiz is located in the appendices.
Group Discussion on Classroom Management: A reading by Weinstein., Curran., &
Tomlinson-Clarke (2003) will be required for this section. A reference for this reading is
below in the resource section of this document. Students will read an article entitled
Strategies for enacting culturally responsive classroom management: Awareness into
action.. The goal of this activity is to teach student-learners different methods to engage
a classroom with diverse cultural identities.
Discussion Questions: What were some ideas the article provided that you think you will
use during the year? When you are dealing with a difficult student, what are some
suggestions in the article that you believe are usable? How do you create a caring
classroom?
Role Play Examples: Combined students into two groups. Have the student supervisors
split up into the two groups. Two students in each group will facilitate a 15 minute
discussion. The supervisors will act out situations that student leaders might come into
contact as facilitators, where classroom management skills are needed to get the
discussion back on track. Notify the students of the part that the student supervisor will
be playing and they need to keep the conversation on track.
Scenario 1: Have the students start a discussion on identity. Student supervisors
will take on the role of a student who is talking out of turn repeatedly. Even after
they have been asked to stop repeatedly, they keep talking out of turn.
Scenario 2: Have the students start a discussion on a debate on which political
candidate is the best choice. Student supervisors will take on the role of a student
who is making macroaggressions.
Budget required (if any): $10-15 for Candy Bars, Paper, Pens
Outline of Session:
Time
20 Minutes
Activity
Discussion of Reading
Notes
The article by Weinstein et al.
CURRICULUM DESIGN
60
15 Minutes
Group Quiz
30 Minutes
Role Play Examples
20 Minutes
Written Reflection:
Assessment Activity
(2003) provided needs to be

completed before the session
begins. The readings focus on
how to use classroom
management skills during a
classroom dialogue.
Use this time to keep the
energy high during training.
Use the quiz provided in the
appendix of this document.
Please use the information
provided in the learning
activity section of this
session. Complete a 10
minute discussion. Have a 5
minute debrief for each
discussion.
Have the students take some
time to write about what they
think they will be good at
when leading discussions and
what they think they will
need to work on. Collect the
reflection. Redistribute it at
the end of the year to let the
students reflect on how much
they have grown.

Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive
classroom management: Awareness into action. Theory into Practice, 42, 269276.
Link: http://www.tandfonline.com/doi/pdf/10.1207/s15430421tip4204_2
The largest part of writing this course was transcribing learning activities and assessment
activities that foster active learning among the student-leaders. The readings provide a passive
learning experience. By incorporating the group quiz, this training hits all the important points of
the reading and the students will be able to retain the important facts and theories, such as
creating caring classrooms, communicating with students in culturally consistent ways and
dealing with problem students (Weinstein et al., 2003).
The Role Playing examples will allow for two different kinds of learning to happen. The first
kind of learning is the observing learning experience and the second is doing experiences.
CURRICULUM DESIGN
61
During this activity some of the group will observe what classroom management looks like in
tough situations. Some of the group will actually serve as the individuals that need to manage the
classroom environment. At the end of the activity, there would be a short reflection on how they
used their classroom management skills.
The reflection activity at the end is a very important part of the active learning experience and
demonstrates the use of Finks course development model. It gives the students an opportunity to
make meaning of the experiences they had during the learning activities. The students will be
able to reflect on an individual level about what they think they need to do to improve their
skills. This will eventually allow students to look back and see how much they have improved at
the end of the year, or where they can continue to improve.
Personal Reflection: Writing this section was a great learning experience for me. I have never
encountered any documentation on classroom management. The largest learning I had writing
this session is that a teacher may not be an expert in every subject matter that they teach. I had
to educate myself on the subject and read several articles on the subject of classroom
management. I am confident that this basic level of training in classroom management will be a
great introduction to the subject.
Session 10
Session Title: Creating a Healthy Office Culture
Session Developed By: Patrick McHale and Carlos Ballinas
TOPIC covered in Professional Development meeting: Classroom Management
Learning Outcomes (Based On Finks Taxonomy)
Foundational Knowledge: Students will be able to identify methods of communication
in the office space.
Human Dimension: Students will learn best practices for respectfully interacting with
fellow student workers, supervisors, faculty, and community organizations.
Self-Assessment / Forward Looking Assessment: Through the Handling conflict with
Community Organizations, Faculty, and Students activity, students will identify behaviors
they and other students embody. With this, they will think about ways to best interact
with faculty, students, and community organizations that engage with the Service
Learning Program.
FIDelity Feedback: Students will be able to provide feedback on a case study activity
that will allow them as teams provide solutions to potential conflicts within the
workspace.
Criteria and Standards: Students will be able to reflect on guidelines provides for
effective email and phone interactions.
Learning Activities
CURRICULUM DESIGN
62
Telephone Etiquette Activity: The first part of this activity will involve the presentation
of a PowerPoint on telephone etiquette. We thought it important to include a review such
as this because of its practical applicability for the students. While working in the office,
they are bound to answer the phone. As representatives for the office, it is important for
them to follow some general guidelines when it comes to these methods of
communication. This activity will include the facilitator reviewing the PowerPoint with
the students
Crafting an Email Signature: If any students have a laptop or tablet, they are welcome
to take them out for this portion of the session. Using the university email system, the
students will be drafting an email signature. An ideal signature will include the following
Name
Position
Service Learning Program
Marquette University
Students without access to a laptop, tablet, or computer will be asked to write out on paper what
their signature should look like
Once every students signature is approved, the class will move on to the next activity
Handling conflict with Community Orgs, Faculty, and Students Activity: For this
activity, students will be split into groups of 3-4. Each group will receive the same two
case studies. For each one, students will be asked to come up with a solution and/or a
method of handling the given situation. The cases will involve the following scenarios:
1. Conflict involving community partners reporting students that are not
appropriately participating or attending service events
a. You receive a phone call from the manager of local animal shelter. The shelter has been a
community partner with the program for many years. However, there is an issue with
participation from this semesters students. They inform you that a few of the students are not
attending the volunteer shifts they are expected to work, leaving their staff with additional work
at the shelter. Given their busy schedule throughout the year, they would like the situation to be
resolved as soon as possible.
How would your team go about resolving the situation?
2. Conflict involving student(s) not getting along with their current
community partner (examples: doesnt find time beneficial to them, has a better
opportunity in mind etc.)
a. You receive an email from a student currently involved with one of the community partners you
are working with. The student explains that the service-learning experience is not what they
expected and wanted to see if there is another available opportunity that is more in line with their
overall interests.
How would your team go about addressing the issue to the student and community partner?
Budget Required (If Any): No Budget Required
Outline of Session:
CURRICULUM DESIGN
63
Time
Activity
Notes
30
Minutes
Communication
(Phone / Email)
Etiquette
30
Minutes
Challenging
Read Case Study Scenarios on challenging situations (10
Interactions with
Minutes)
Faculty, Students, Forward Looking Group Assessment (10 Minutes)
and Community Students will be able to provide feedback on this role
Orgs
playing activity that will allow them as teams to solve
examples of possible issues that might occur while on the
job
Presentation on best practices to handle conflict (10
minutes)
Phone Etiquette PowerPoint (10 Minutes)

Crafting an Email Signature (10 Minutes)
Feedback Time (10 Minutes)
Resources Or Artifacts Needed For Lesson Plan (E.G., Links, Etc.):

PowerPoint on best practices for phone etiquette: Link: https://drive.google.com/open?
id=1W8fDDsI1U88BAEuaScx_BqSdFQ7LCQqCc60DVFFD3Sc
Connection To Integrated Course Design (ICD) Model:
Situational factors are an important element when first drafting a curriculum for office conduct.
Many of the students have not had much experience operating phones and emails in a
professional manner that is expected by the program. The learning outcomes of this session will
help instructors visualize an achievement of a great competency in these areas for the students.
An assessment of the effectiveness of the learning goals can be found in individual and group
feedback as they move through the various forms of activities, discussions, and presentations.
The two learning activities that were created centered on detailed instruction for the participants
to carry out intentionally in order to foster development in areas involving office conduct. This
topic is integrated with the other sessions due to its multiple ways of office and communication
conduct being applied to areas of the other sessions.
Group Reflection: In our reflection of this activity, we thought about the challenge to get new
students, who are mostly underclassmen, to comfortably answer phones and emails on behalf of
themselves and the program. We have both had positive and negative experiences while
answering phone calls as students and as supervisors while working at a college / university.
Though it might seem simple, we thought it important to review some of the fundamental
guidelines to answering the phone and sending emails while in the office.
CURRICULUM DESIGN
64
Training Budget
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
Session 8
Session 9
Session 10
Total
$10.00
$10.00
$0
$0
$0
$0
$0
$0
$15.00
$0
$35.00
CURRICULUM DESIGN
65
Appendix A (Session 2)

Curriculum Design Project Final

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Running head: CURRICULUM DESIGN

LOYOLA UNIVERSITY CHICAGO | ELPS 430 | Dr. Patrick Green

arning with Marquet

Session 1: Working as a Team in Service Learning

Session 2: What Do You and I Value? Leadership Development

Session 3: Map Your Cycles of Socialization and Liberation

Session 5: Its a Whole New World: Engaging Multicultural Identities

Session 6: Can You Reflect with Us? Critical Reflection

Session 7: Students as Creative Educators

Session 8: Facilitation Tools and Tricks

Session 9: Classroom Management

Session 10: Office Development

When designing curriculum for the student-workers at Marquette University, we

Common Ground Form groups and describe activity (5 min)

Group/Individual Students will be invited to fill out a brief one-page

Invite students to go to word they associate with

Resources or artifacts needed for lesson plan (e.g., links, etc.)

Session Developed By: Candice Germany

Whos at your table?

Resources or artifacts needed for lesson plan (e.g., links, etc.)

Session Title: Map Your Cycles of Socialization and Liberation

Learning Outcomes (based on Finks Taxonomy)

Participant Worksheets for Cycles of Socialization and Liberation (From Readings

WHY I SELECTED THE ABOVE ASSESSMENT ACTIVITIES:

Learning Activities: Outline

1. Social Identities, Youtube Video: https://www.youtube.com/watch?

Additional resource for student-leaders after this professional development topic is

Harro's Cycle of socialization Discussion Questions:

Consider using the below questions for discussion:

Harro's model of socialization describes how people come to accept, both

Harro's model describes a core of the fear, ignorance, confusion, power or

Harro's Cycle of Liberation Discussion Questions:

Consider using the below questions for discussion:

Harro's model of liberation depends on critical transformation of one's

Learning Activity 3: Participant Worksheets for Cycles of Socialization and

Budget required: N/A

Materials Needed for Session:

Harros Cycle of Socialization Handout (Print out with the Cycle)

Harros Cycle of Liberation Handout (Print out with the Cycle)

Notes & Directions

Harros Section 6 and Section 7: Cycles of

Socialization and Cycles of Liberation

If you do not want to

readings before your

Youtube Video: Social Identities:

In order to review the

readings and Harros

cycles, ask students to

pay close attention to

Discussion of Video and the Readings/Cycles

Use the discussion

Transition to Participant Worksheets for Cycles of

Socialization and Liberation from Readings for

Diversity and Social Justice

Allow for time to

Debrief in Pairs: Participant Worksheets

Ask participants turn

Activity Closure After

Examples for each

Resources or artifacts needed for lesson plan (e.g., links, etc.)

Readings for Diversity and Social Justice Website:

Additional Resources to give to student-leaders after this professional development:

Reference for Reflections: