These are some examples of workshops and sessions that Ashley has presented and facilitated for professional staff audiences. Each audience is unique and a learning-centered approach is attentive to their needs and context.  Contact Ashley to inquire about developing an interactive workshop that meets your goals and your team’s needs, based on these examples or another topic.

Full Day/ Multi-Day Workshops

Full and multi-day professional staff workshops include a combination of presentations, skill practice, and content development. Each workshop will have deliverables based on your goals and the topic.

Developing a Training Curriculum for Resident Assistants/Advisors

  • This day-long session helps departments map their outcomes and goals for resident students backwards onto a year-long training and development model for student staff members. During this training, various audiences will be engaged in creating a sustainable model for RA learning and training.
  • This session will be adapted to your specific outcomes and goals, but will likely include topics such as:
    • Developing Learning Outcomes for RAs
    • Developing Learning Strategies for RAs
    • Pre-service training
    • In-service training/Staff Meetings
    • Assessing RA Learning and Development
    • Integrating Learning in Job Performance and Evaluation

Learning to Love Assessment

  • Description: Assessment and evaluation are key components of a successful student affairs department. However, these areas remain difficult and intimidating for many practitioners. In a departure from the “bootcamp” style of some assessment trainings, this day-long workshop engages practitioners in reflective practice, learning, and developing a plan for assessing their work. This session focuses on assessment as a continuous process of learning and inquiry, and helps practitioners to create and pursue reachable goals. Depending on how many and which topics you wish to cover, this can be delivered as a one or two day training. This session will be adapted to your organization’s specific needs.
  • Possible sub-topics include:
    • Creating a Culture of Inquiry
    • The Cycle of Assessment
    • Establishing Goals and Outcomes
    • Choosing Strategies and Interventions
    • Selecting and Using Assessment Techniques
      • Surveys
      • Tracking Data
      • Focus Groups
      • Interviewing
      • Integrated Assessment Techniques
    • Using Assessment Data
    • Creating Your Assessment Plan
    • Creating Assessment Tools

Half Day Workshops

IMG_1265Half day professional staff workshops are focused on information delivery and skill development for professional staff. The workshops can be combined to create a full day or training, presented twice to different audiences, or combined with student staff trainings to create a full day.

Breaking Up with Busyness Workshop

  • Description: Busyness, the constant need in our lives to be occupied by tasks, responsibilities, work, and activity, is often misinterpreted as productivity or value. We need to look busyness in the face and name it for what it is: a toxic work culture that devalues our holistic selves and replaces good management and efficiency with anxiety and wasted time. With five tips to “break up” with busyness, this session will challenge the audience to rethink what it means to work better instead of more.
  • Outcomes
    • Participants will reflect on and share stories about “busyness” in our lives.
    • Participants will set and commit to specific goals.
    • Participants will develop and practice strategies to reach those goals.
    • Participants will start the process of breaking up with busyness!

Moving Beyond Development: Centering Student Learning

  • Description: When we talk about learning, we are talking about an activity and experience that involves the whole student, that leads to significant changes in who we are and how we experience the world, and which happens in numerous different places and times during the college experience.  Because learning involves the whole student and their growth and development, learning also occurs all over campus—in student employment, in dining halls, learning communities, residence hall rooms, the recreation center, in student activism, and countless more places. The idea that meaningful learning happens throughout a college campus means that student affairs practitioners have a significant impact on students’ learning and a responsibility to provide intentional opportunities for students to learn. As student affairs practice has moved toward a more learning-centered focus, it is important for staff to update and refresh our assumptions about student learning and development. Professional staff may not have been trained through a learning-centered lens within their graduate or other preparation. This session provides an opportunity for departments to re-focus on student learning and create a shared theoretical foundation to move forward.
  • Outcomes
    • Participants will be able to identify reasons to focus student affairs practice on student learning.
    • Participants will articulate the personal theories of teaching and learning on which they base practice.
    • Participants will be able to summarize key points of learning-centered practice.
    • Participants will be able to summarize key points of Self-Authorship Theory.
    • Participants will be able to identify characteristics of learning environments that promote the development of self-authorship.

At the Crossroads of Scholar and Practitioner: Supervising Student Affairs Graduate Students

  • Description: Graduate Assistants are an important part of many Student Affairs Divisions. For those who are fortunate to partner with a graduate preparation program, we take on a significant part of the “practice” side of the “theory to practice” model. However, practitioners are usually not trained in supervising graduate students. Graduate student supervision is different than undergraduate or professional staff supervision because of the unique role that GAs play as burgeoning scholar-practitioners. This training prepares GA supervisors to develop supervision plans and practices based on Synergistic Supervision and learning theories.
  • Outcomes
    • Participants will identify specific challenges and opportunities of supervising graduate students.
    • Participants will be introduced to effective supervisory practices.
    • Participants will develop an individual or collaborative year-long supervision plan.
    • Participants will set specific goals for developing as a supervisor.