Intro to SAIL - May 1, 2018 "Learning Everywhere" Conference
1. Introduction to SAIL:
Engaging in the Ecosystem
Kelsey S. Bitting ! k.bitting@northeastern.edu
Dave Merry ! d.merry@northeastern.edu
sail.northeastern.edu
sail@northeastern.edu
2. Overview
• Introductions: Our values as educators
• SAIL’s guiding question
• Educational transparency
• Integration
• Self-authorship
• SAIL throughout the Northeastern
experience
Self-Care
Civic-Mindedness
Systems Thinking
Mindfulness
Communication
3. Introductions
Introduce yourself to a partner (name,
roles at Northeastern). Then, take turns
interviewing each other:
• What drives you as an educator?
• What tasks or elements of your role(s) give
you energy?
• Describe an experience in which you had a
powerful impact on a learner’s life (not
necessarily a student). Framework in Action
Civic-Mindedness
Self-Care
Mindfulness
4. SAIL’s guiding question…
How could we create a holistic, lifelong learning experience that:
1. makes the learning in every experience explicit,
2. helps learners integrate their learning across contexts, and
3. helps them self-author their own learning journeys?
5. 1. makes the learning in every experience explicit
Why?
Employers value skills more than major/disciplinary training
Employers perceive skills gap for college graduates
[Hart & Associates, 2008; Preparedness Survey, 2016; NU
Employer Gap Survey, 2015]
How?
Educational transparency: Greater explicitness about
• what learners are being asked to do or learn,
• how it fits into their current and future success, and
• what it would look like to achieve mastery
[Winkelmes, 2014]
6. Developing a Framework
• Environmental scan
• Literature review
• AAC&U’s LEAP Framework
• Gallup’s “Indicators of Success”
• Sternberg’s Triarchic Theory
• Student Leadership Development
Models
• Astin (1985, 1993) – What Matters in
College?
• Chickering & Reisser (1993) – Education
and Identity
• Csikszentmihalyi (1990, 2009) – Flow
• Knowles (1975) - Self-Directed Learning
• Kuh (2008) – High Impact Practices
• Pacarella & Teranzini (1991) – How
College Effects Students
• Tinto (1987, 1993) – Leaving College
• Zimmerman (1989) – Self-Regulated
Learning
• …
• 40 interviews with content
experts
• 10 student use interviews
• 20+ Presentations for feedback:
• All colleges
• Academic Advisors
• Athletics
• Co-op Coordinators
• Career Development
• Dean’s Council/Associate Deans
• Development/Alumni Relations
• EMSA
• Faculty Senate
• GEO
• Retention Committee
• Student Affairs
• Service Learning
• 19 focus groups, 120
people:
• Athletics
• Cultural Centers
• Student Affairs
• Academic Advisors
• Employer Relations
• Service-Learning
• Graduate students
• Student leaders
• SGA
• Honors students
• Undeclared
students
7. SAIL Framework: Dimensions
SOCIAL CONSCIOUSNESS &
COMMITMENT
Learners develop the confidence, skills
and values to effectively recognize the
needs of individuals, communities, and
societies and make a commitment to
constructively engage in social action.
GLOBAL MINDSET
Learners develop knowledge, skills
and behaviors to live, work and
communicate with people whose
background, experience and
perspectives are different from
their own as well as to consider the
global impact of their decisions.
PROFESSIONAL & PERSONAL EFFECTIVENESS
Learners develop the confidence, skills, behaviors and values to effectively
discern life goals, form relationships and shape their personal and professional
identities to achieve fulfillment.
INTELLECTUAL AGILITY
Learners develop the ability to
use knowledge, behaviors, skills,
and experiences flexibly in new
and unique situations to
innovatively contribute to their
field.
WELL-BEING
Learners develop knowledge,
skills and behaviors necessary
to live balanced and fulfilling
lives.
10. WhatConnects?
Brainstorm (in writing):
• Which element(s) of the SAIL framework most
strongly reflect what you care about most as an
educator?
• What does it look like in your context when
learners are meaningfully engaged with those
elements?
Framework in Action
Professional & Personal Effectiveness
Mindfulness
11. SAIL’s guiding question…
How could we create a holistic, lifelong learning experience that:
1. makes the learning in every experience explicit,
2. helps learners integrate their learning across contexts, and
3. helps them self-author their own learning journeys?
12. 2. helps learners integrate their learning across
contexts
Why?
13.4% of U.S. workforce in “gig economy” (as of 2013)
Workers change jobs/careers frequently
[Friedman, 2014; U.S. Bureau of Labor Statistics, 2018]
How?
Shared language and framework across contexts
“Expansive framing”
[Perfect et al., 2004; Engle et al., 2012]
16. WhatConnects? Discuss with your partner:
• Which element(s) of the SAIL framework
resonated with each of you?
• Which overlap, and which are different?
• Pick one element you both value (if possible).
What does it look like and how is it important in
each of your contexts?
• What do each of you do to support learners
developing that element in your day-to-day work?
Framework in Action
Professional & Personal Effectiveness
Systems Thinking
Communication
17. SAIL’s guiding question…
How could we create a holistic, lifelong learning experience that:
1. makes the learning in every experience explicit,
2. helps learners integrate their learning across contexts, and
3. helps them self-author their own learning journeys?
18. 3. helps them self-author their own learning journeys
Why?
Need to prepare learners to productively respond to continuous
change in society, culture, workforce
[e.g., Aoun, 2018]
How?
Self-authorship: Helping learners develop increasing
sophistication in their thinking about
• knowledge- how one evaluates information and claims about
“the truth,”
• identity- how one understands oneself and one’s values,
• relationships- how one engages with and grows in relation to
others.
[Baxter-Magolda & King, 2003]
22. WhatConnects?
Keep in mind what drives you as an educator, and
discuss with your partner:
• How might a more connected ecosystem
contribute to your work as an educator?
• How might it help maximize your impact on other
learners?
Framework in Action
Professional & Personal Effectiveness
Systems Thinking
Civic-Mindedness
23. SAIL’s guiding question…
How could we create a holistic, lifelong learning experience that:
1. makes the learning in every experience explicit,
2. helps learners integrate their learning across contexts, and
3. helps them self-author their own learning journeys?
24. SAIL Throughout the Northeastern Experience
CAREER ADVISOR
CAPSTONE FACULTY
PEERSRESEARCH MENTOR
ACADEMIC ADVISORCO-OP FACULTY
LIBRARIAN GLOBAL EXPERIENCE
COORDINATOR
COACHACADEMIC FACULTY
RECREATION STAFF SERVICE-LEARNING COMMUNITY
PARTNER
JOBSEARCHCAPSTONE
RESEARCH
CONSULTATION
ADVISING
SESSION
COURSEWORK ATHLETIC TEAM
25. SAIL Throughout the Northeastern Experience
XN PROJECTS
ONLINE PEERSRESEARCH MENTOR
FACULTY ADVISOR
CO-OP FACULTY
LIBRARIAN
HOME COMMUNITY
VETERAN STUDENT
SUPPORT
ACADEMIC FACULTY
PARTNER/CHILDREN
SERVICE-LEARNING COMMUNITY
PARTNER
INDUSTRY
PARTNERSHIP
VOLUNTEERING
DISCUSSIONS
LEADERSHIPSUPPORT
RESEARCH
CAPSTONE FACULTY
26. WhatConnects? Imagining a future in which SAIL and the
related ways of thinking are interwoven
throughout the Northeastern experience:
• In what ways might you be able to
accomplish your goals more effectively,
efficiently, or meaningfully?
• In what ways might your professional
experience be richer or more exciting to you?
Framework in Action
Professional & Personal Effectiveness
Self-Care
Systems Thinking
Mindfulness
