Reflections After Each Activity Table 1

Inventory of Things Learned – Table 1

Faculty Buy-In 

Affective Managing of a Challenging Situation  Can not use cognitive and affective domains at the same time.  Generating a tool means you should map techniques to root-causes.  Separate roles of recorder & spokesperson can be disrupting to reporting. 

Creating a Quality Facilitation Plan 

Creating an Effective Learning Environment 

Creating a Challenging Learning Environment  Sample questions to begin interventions: o How are things going? o Everything okay here? o How are you doing with time?  Focus questions helpful for beginning activity and getting engagement. Should be open-ended, and contextual.  Observing body language of group participants can help determine if intervention is necessary 

Informal and Formal Facilitation  Hard to be a skeptic in brainstorming session.  Using appropriate tone and volume of voice for depending on context.  Content was enthralling, so it was difficult to step back and focus on task.  Use of humor to break tension, ease discomfort, and unite groups. 

Engineering Education Scholarship  Don’t need formal team roles in a high-performance team – the roles are implicit and fluid between team members.  Bringing panel to a common area before meeting in public is a great practice.  Some roles will not be performed if they are not explicitly assigned.

Linking Bloom’s Levels to Facilitation 