2. Page 2
Introduction
The purpose of this project was to explore the
concept of learning styles by reviewing the
literature, examining existing programs in
which learning styles are applied, and
creating a syllabus for a program which
adapts learning style features from other
programs investigated.
This project was completed in six steps.
3. Page 3
Step Two:
Literature Review
The Six-Step Process
Step Three:
Program Investigation
Step Four:
Syllabus Design
Step Five:
Syllabus Evaluation
Step Six:
Project
Demonstration
Step One:
Select a Topic
4. Page 4
Topic Selection
Our group chose the topic “learning styles.” This concept is based on
the idea that learners are more motivated to learn and learn more
efficiently when they can exercise their preferred learning methods.
By examining this concept and understanding how and why
people learn the way they do, we could enhance our teaching
methods so that the overall learning experience is more enjoyable
and successful.
Step One:
Select a Topic
5. Page 5
Literature Reviews
Step Two:
Literature Review
A Learning style is defined as the preferred way in which an individual approaches
a task or learning situation (Cassidy, 2004). Several theories have evolved on the
subject, each working to describe the different ways in which an individual learns.
Supporting literature claims that when learning activities accommodate different
learning styles, motivation will increase, causing the overall learning experience to
become more enjoyable, effective, and efficient (Valley, 2011). The concept of
learning styles encompasses written materials, as well as commercial activities.
Commercial activities include measuring devices that are published and sold to
help educators assess individual learning styles and classify learners into different
style categories (Pashler, McDaniel, Rohrer, & Bjork, 2009).
6. Page 6
Programs we Investigated
• ASCE ExCEED Teaching Workshop
• Carole Buncher & Associates: The Competency Company
• The Council for Adult and Experiential Learning
Step Three:
Program Investigation
7. Page 7
ASCE ExCEED Workshop Communication and Learning
Styles
Council for Adult and
Experiential Learning
Feature 1 Demonstration classes that model
high-quality teaching methods
Mixed-methods structure for
discussing and applying different
learning style preferences
Vast array of delivery
methods including webinars,
conferences, live and online
classes
Feature 2 Hands-on assessment, preparing
and teaching three classes to small
groups
Large group and small group
discussions
Each training program is
unique to the needs of the
organization
Feature 3 Identifying participants’ own
learning style by taking a learning
style assessment
Completing learning style tools
to identify and apply personal
learning style preferences
Assessment program to
identify students needs and
learning styles
Feature 4 Seminar provides examples to
effectively use the learning styles.
Providing contact information
(phone, email, webpage) for
questions, comments, or
inquiries about workshops
Offers certifications in career
advising and prior learning
assessment
Adaptable Features Complete a learning style self-
assessment; provide useful, hands-
on examples to supplement
material; survey students post-
workshop on unclear areas and
most effective points
Implement a mixed-methods
structure to discuss and apply
learning styles; evaluation after
completion of workshop
Delivery methods and
information changes
depending on needs of the
learners; learning style
assessments
Main Features from the Programs
Step Three:
Program Investigation
8. Page 8
Syllabus Rationale
Step Four:
Syllabus Design
The purpose of the Educational Institute of the American Hotel & Lodging Association Certified
Hospitality Educator (CHE) Workshop is to review, discuss, and practice the principles of effective
teaching so that participants, who are adult educators working in the field of hospitality, can provide the
best learning experience for their hospitality students.
Adaptable features for the Syllabus Design, based on the literature review and program investigations:
•Implementation of a mixed-methods structure to discuss and apply learning styles
•Completion of a learning style self-assessment
•Post-workshop survey to address unclear areas and most effective points
•Evaluation of the program
9. Page 9
May 22-24, 2013
Johnson & Wales University
Xavier Complex, Room 222
Day 1: 8 am to 5 pm
Day 2: 8 am to 5 pm
Day 3: 8 am to 1 pm (with option of taking the CHE Examination in the afternoon)
COURSE FACILITATOR:
Holly Hospitality - CHE Training Specialist
American Hotel and Lodging Association Educational Institute
2113 North High Street Lansing, Michigan 48906
Phone: 517-372-8800
hhospitality@ahla.com
WORKSHOP DESCRIPTION:
• A systematic approach to becoming an effective and confident teacher or industry trainer. It includes
an analysis and application of principles essential to effective hospitality instruction.
TEACHING PHILOSOPHY:
• It is our responsibility as workshop presenters to structure an environment in which you can learn. Toward that
end we intend to identify, prepare, and present elements essential to effective teaching. In addition, we will
conduct the workshop in an atmosphere of participation and interaction among professions, recognizing and
appreciating the experience, observations, and concerns you bring as participants. We are sincerely interested in
your growth as teachers and welcome the opportunity to foster that growth.
• As teachers you have a responsibility to your students and the hospitality industry to conduct yourself with the
highest academic standards. Therefore, each workshop participant is expected to study workshop materials,
complete assignments, and participate actively in activities and discussions. You are encouraged to study with
fellow workshop attendees so you can learn from your peers and enhance one another's growth.
Step Four:
Syllabus Design
THE EDUCATIONAL INSTITUTE OF THE AMERICAN HOTEL & LODGING
ASSOCIATION
CERTIFIED HOSPITALITY EDUCATOR (CHE) WORKSHOP SYLLABUS
10. Page 10
WORKSHOP MATERIALS:
1. Pre-workshop self-study unit
2. CHE notebook.
3. Relevant handouts
WORKSHOP OBJECTIVES:
The growth and success of students in the classroom are highly dependent on the quality on the
instruction they receive. This workshop presents the opportunity to review, discuss, and practice the
principles of effective teaching so that you can provide the best learning experience for your students.
As a result of completing the CHE Workshop, you should be able to:
1. Design a course syllabus.
2. Write complete instruction objectives.
3. Distinguish appropriate learning levels for instructional objectives.
4. Identify general learning outcomes.
5. Establish a positive classroom culture.
6. Demonstrate an effective personal presentation style in the classroom.
7. Demonstrate the appropriate use of support media.
8. Apply appropriate content presentation methods.
9. Identify and employ effective classroom communication methods.
10. Select appropriate interactive teaching methods for various instructional objectives.
11. Employ appropriate methods for ending a class.
12. Discuss student, teacher, and course evaluations.
13. Complete CHE Workshop exam.
14. Create and present a classroom video presentation employing appropriate teaching methods.
WORKSHOP FORMAT:
The workshop utilizes a combination of lecture, discussion, and interactive activates. As adult
learners, you bring years of experience to the workshop setting. Therefore you are urged to volunteer
examples, questions, and comments throughout the workshop.
Step Four:
Syllabus Design
11. Page 11
WORKSHOP REQUIREMENTS:
All workshop participants will fulfill these requirements:
1. Participation - Actively participate in all workshop discussions and group activities.
2. Assignments - Successfully complete evening assignments.
3. Examination - Take the CHE Examination by proctor within two weeks after workshop
completion.
4. Post-Workshop Video Presentation - prepare and present on digital video a 45 to 60-
minute classroom presentation employing the techniques and skills addressed in the CHE
workshop.
PARTICIPANT EVALUATION:
You will receive Certified Hospitality Educator (CHE) designation upon successfully
completing the CHE Program. To complete the program you must:
1. Participate in workshop discussions and complete individualized assignments.
2. Pass the CHE Examination (75 percent correct to pass).
3. Give a successful Post-Workshop Classroom Video Presentation (75 points out of a
possible 100) within six months.
WORKSHOP POLICIES:
Because the workshop time is valuable and limited, all session will begin on time. Participants
should arrive promptly and attend all workshop sessions.
Step Four:
Syllabus Design
12. Page 12
Step Four:
Syllabus Design
WORKSHOP OUTLINE:
DAY ONE
Morning
Introduction to the CHE workshop
Review Pre-Workshop Assignments from Notebook
Understanding Learning Styles
•Take a Learning Styles self-assessment
•Adapting various learning styles in the classroom
Afternoon
Working with Learning Styles
•Small group work based on preferred learning styles. Create a mini-lesson on exceptional
customer service using various learning styles.
•Presentation of "mini -lessons" using various learning styles
"Muddy Points“
•Write questions and concerns for Facilitator to review with participants at the beginning of
Day Three
Evening
•Assignment - Finalize instructional objective
•Assignment - Preview sections 4, 5 and 6 from the Workshop Notebook
•Review Day One workshop material for CHE Examination
13. Page 13
Step Four:
Syllabus Design
DAY TWO
Morning
Review "Muddy Points"
Establishing Positive Classroom Culture and Communication
•Video demonstrating positive classroom cultures
•Small group discussion
INTROs and video
Effective Endings
Afternoon
Content Presentation Methods
•Interactive Teaching Methods
"Muddy Points“
•Write questions and concerns for Facilitator to review with participants at the beginning of
Day Three
Evening
•Assignment - Preview Sections 7 and 8
•Review workshop material from Days One and Two.
•Assignment - Prepare for your Capstone Presentation.
14. Page 14
DAY THREE
Morning
Review "Muddy Points“
Program Evaluations
Conclusion
•Workshop dismissed
Afternoon (Optional)
CHE Examination
Step Four:
Syllabus Design
15. Page 15
Evaluation 1
Step Five:
Syllabus Evaluation
Syllabus
Details
Positive Areas Areas for Improvement
Intro Was clear and easy to follow. The
teaching philosophy is well written
and gives participants an idea on the
purpose of the workshop.
Workshop
Format
Good job taking into account that
adults are a unique group of learners
Workshop
Objectives
Very clear and precise objectives Seems to have a long list of
objectives. While all are relevant,
maybe consolidating, as the list is
somewhat overwhelming
Participant
Evaluation
I like that completion of the workshop
can lead to a CHE designation
Explain the optional CHE
examination, so participants can
determine if they are going to take it
during the workshop or at a later date
Workshop
Requirements
Clearly shows what is expected of the
participants
Workshop
Outline
Outline was detailed and easy to
follow giving you a good idea on what
to expect at the workshop
The assignments could use some
more explanation. While they are
listed under the requirements, it could
almost use its own section so
participants have a clearer
understanding of the at home
assignments.
16. Page 16
Evaluation 2
Syllabus Details Positive Areas Areas for Improvement
Intro Provides easy to read basic information
Workshop
Format
Workshop
Objectives
Very clear, I like how they were listed Somewhat lengthy
Participant
Evaluation
Shows what participants will get from the
workshop
Workshop
Requirements
Shows what is expected of participants. How can you grade/evaluate if
someone actively participates in the
workshop, this could be a spot for
someone to dispute with you
Workshop
Outline
-Liked that part of it is based on learning styles
- “muddy points” is a good way of gauging the
effectiveness of the workshop
- a couple parts could be more clear on
what each part is, like is it a video,
lecture, discussion, etc
Step Five:
Syllabus Evaluation
17. Page 17
Evaluation 3
• What do you like most about the syllabus design?
The course objectives were clearly described and
seemed to be attainable through the course completion.
It very clearly lays out the description, philosophy,
requirements, and policies. There is a daily outline of
exactly what will be covered and completed. The course
is completed using group work, interactive teaching
methods, assignments, lectures, and technology. The
workshop begins with assessment test and ends with an
evaluation.
• What do you think should be improved? Why?
How? Prerequisites to the course being taken would be
good to add. Some sort of grading scale for the
students to refer to. Add some sort of office hours for
the students to be able to meet with the teacher for
additional needs.
Step Five:
Syllabus Evaluation
18. Page 18
Evaluation 4
Professor Gelinas’ evaluation focused primarily on the
“polishing” of the syllabus. She provided areas where
some minor adjustments to wording and spacing would
enhance the syllabus.
On Day Two, the third evening assignment, Professor
Gelinas suggested that we use consistent wording
throughout the syllabus when discussing the final project.
She suggested, “Maybe ‘capstone’ should be used above
or not here so the wording is consistent and goes along
with objectives and requirements.”
Step Five:
Syllabus Evaluation
19. Page 19
How we would improve
our syllabus…
• Include more detailed descriptions of
assignments
• Provide more information on CHE exam
• Consolidate list of objectives
• Adjust wording throughout the syllabus so that
the project name is consistent throughout
Step Five:
Syllabus Evaluation
20. Page 20
References
American Hotel & Lodging Educational Institute. (2010). Certified hospitality
educator workshop materials. (pp. 25-30). Lansing, Michigan:
American Hotel & Lodging Educational Institute.
Cassidy, S. (2004). Learning styles: An overview of theories, models, and
measures. Educational Psychology, 24(4), 419-444.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles:
Concepts and Evidence. Psychological Science in the Public
Interest, 9(3), 105. doi: 10.1111/j.1539-6053.2009.01038.x
Valley, K. (2011). Learning styles and courseware design. Research in
Learning Technology, 5(2). doi: 10.3402/rlt.v5i2.10561
