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Running Head: INSTRUCTIONAL PROGRAM

Observation of an Adult Instructional Program: New Professionals Institute

Beth Ann Carkuff Simpson
University of Memphis

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Abstract

This paper is an assessment of an adult instructional program, specifically the NASPAIII

and SACSA New Professionals Institute. As a participant, I was able to draw from my
own experience as well as observe other learners, the instructors, teaching techniques,
learning processes, content, and program development. After describing the content of
the program, I then demonstrate the effectiveness of the facilitation and design of the
educational program.
Keywords: student affairs professionals, teaching techniques, learning styles, selfreflection

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I attended the NASPAIII and SACSA New Professionals Institute at North Carolina
Central University from Monday, June 17 through Thursday, June 20. The program
schedule began at 8:00 am and concluded around 10:00 pm each day. The New
Professionals Institute is designed for student affairs professionals in their first few years
of professional staff experience. The program content is centered around current issues
and trends in the field as well as focuses on self-reflection and development of
professional identity and style.
The two-hour sessions covering professional identity, social and business etiquette,
leadership and supervision, influencing your organization, institutional culture, and worklife balance were lecture-based infused with other instructional techniques to create an
interactive learning experience. Most presenters had a PowerPoint presentation to
coincide with their lecture for visual aid. Lectures were broken up every fifteen minutes
by self-reflective exercises, discussion with a partner or two, case study group exercises,
and role-playing scenarios. Two presenters did not utilize technology in their
presentations, instead lectured with newsprint to visually display the information through
drawings and lists. Another major portion of the institute was the small group discussion
sessions. Each participant was assigned a faculty mentor and small group in which they
would meet with a total of six times over the course of the week to engage in deeper
discussions about the overall experience at the institute as well as experiences in their
workplace back home.
The New Professionals Institute (NPI) is sponsored by national student affairs
organizations, NASPA and SACSA, which bring with it credibility and a network of
resources. In my opinion, the faculty mentors, presenters, and selected participants were

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among the top professionals in their field; therefore, the quality of the programs and
learning was of high caliber.
This was the first conference or training I attended in which I felt each program on the
schedule was both meaningful and purposeful. The varied materials used to present the
information effectively catered to my learning styles. The visual aid, like newsprint and
PowerPoint, along with printed material of the presentation and handouts to complete for
self-reflective exercises, enhanced the informational sessions. Although the schedule was
packed from sun up to sun down, many of my colleagues and I shared feelings of relevant
material, which could be directly applied to our jobs at this point in our career.
As a participant of NPI, I was able to assess my own experience as well as observe
what was taking place among other learners, my colleagues. All participants had to
undergo an application process and be recommended by a supervisor for admission into
the institute. Therefore, the adult learners participating in the program were seeking a
professional development opportunity and were self-motivated to gain from the
experience. In observing the motivation and energy among the group of young
professionals, it was clear I was among self-directed adult learners. According to
Knowles, adults are more self-directed learners, meaning they are motivated internally to
seek out learning opportunities (Merriam, 2001). I also observed the participants ease in
engaging with others and the instructors as well as eagerness to fully immerse in the
activities with enthusiasm. Again this in large part due to the participants wanting to be in
this program as they were encouraged or selected to attend by a supervisor due to their
potential as a student affairs professional. Most of the participants were highly energetic
and involved due to the nature and typical characteristics of those who work in this field.

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Another observation I made during the program was the relationship between
instructors and learners. I believe NPI was successful in part because of the quality of
faculty and the rapport they created with the participants. All the faculty mentors were in
senior level positions (i.e. Vice Presidents of Student Affairs, Dean of Students);
however, they treated the new professionals as adults and equals. The faculty created an
open environment in which participants felt comfortable sharing and conversing with
their mentors in larger group sessions, small group discussions, meal times, and off
campus excursions. The learners respected and admired the faculty due to their balance of
credibility and authenticity. The faculty had credibility due to their expertise represented
by their senior level positions at their institutions, years of experience, as well as their
contributions to the broader student affairs field (Brookfield, 2006). The facultys display
of authenticity created an open and trustworthy relationship, which lead to deeper
learning. Cranton (2001) describes authenticity as the expression of ones genuine Self
in the community and society (as cited in Brookfield, 2006, p. 67). Their ability to be
transparent about their personal and professional experiences made for a more
meaningful experience as participants we able to make connections. According to the
findings of Lundbergs study, When these students viewed administrators as flexible,
helpful, and considerate, rather than rigid, impersonal, and bound by regulations, they
learned more (Lundberg, 2003, p. 682).
Having several years of work experience I brought a degree of confidence; however,
my lack of formal education or higher degree completion brought about insecurity and
feelings of impostorship, much like Brookfield describes as feeling inadequate and
worried of being found out (Brookfield, 2006, p. 76). However, because of the

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facultys obvious dedication to educate authentically, there was not a sense of

intimidation among the participants as we were made to feel valued in return.
Another reason for the effective relationship between learner and instructor was due to
the placement of the knowers and the subject being learned (Palmer, 2007). Palmers
community of truth is depicted as a communal circle with the subject at the center of the
relationship and all knowers interconnected to the subject (Palmer, 2007). I believe NPI
models this type of relationship by bringing together both experts and new professionals
essentially on the same level to discuss and reflect on a common subject student affairs.
The techniques and materials used during NPI were appropriate for student affairs
professionals. The audience seemed to share learning styles due in part to similar
vocations and lifestyles. Student affairs professionals are typically high energy,
interactive, and collaborative, so the methods of instruction like role-playing, interactive
games, and case study exercises were effective in educating the participants. I particularly
thought the group case study exercises produced deeper learning because this approach
usually emphasizes a process for analysis, rather than for teaching specific information
(Apps, 1991, p. 55). Another example of appropriate techniques was at the social and
business etiquette session, which was purposefully conducted in low-tech fashion to
demonstrate the significance of personal interaction and verbal communication. The
presenter wanted to highlight the value differences between the millennial participants
and the boomer faculty.
The success of the two-hour sessions is due to the structure and creativity of the
lecture presentations. Most of the presenters seemed to follow the guidelines presented by
Brookfield, which include a mix of teaching and communication approaches (2006, p.

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102). To meet the needs of participants different learning styles, each presenter infused
PowerPoint, buzz groups for discussion, reflective exercises, and role-playing scenarios
in between the lecture (Brookfield, 2006, p. 103). Upon observations, I realized that each
presenter broke up their lecture into ten to fifteen minute chunks (Brookfield, 2006,
p. 105), and then utilized the tool Diad and Triad, grouping participants together in
threes or fours to answer questions or discuss thoughts on the material covered (Apps,
1991, p. 59). According to Apps (1991), lecturing is still considered one of the most
effective ways of presenting information, but I believe infusing it with a combination of
techniques makes for a more enjoyable and more effective session.
In addition, NPI was designed to be a series of larger sessions followed by small
group discussions lead by a faculty mentor. Our small group provided an opportunity
where the emphasis is on interaction among group members and on sharing of
experience and points of view (Apps, 1991, p. 61). A major technique used throughout
the program both in larger sessions and in small groups was questioning, which Apps
considers one of the most powerful teaching tools (1991, p. 67). Asking questions
provides participants an opportunity to dig deeper into the topics, current perspectives,
and the application of the material (Apps, 1991).
Lastly, I believe another contributing factor in the success of the learning experience
was due to the humor used by several of the faculty presenters. Apps mentions the
importance of using humor in teaching as it helps create a good learning environment
(1991). These conditions prompted more willing participants because the atmosphere was
relaxed and enjoyable.

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In assessing the methods for obtaining learner comprehension and feedback, I

observed this through small group discussion and program evaluations. My faculty
mentor asked our group at the first meeting what we wanted from our small group time,
essentially giving us control of setting guidelines for discussion. The small group
sessions were opportunities for learners to share feedback as well as collaborate on
dissecting the presentations for deeper understanding and discovering ways to practically
apply the information. Mezirow would agree discussion with others is integral in adult
learning and development, and Cranton adds that setting guidelines for discussion helps
to create an atmosphere of trust and safety for participants to express themselves
(Baumgartner, 2001). A significant amount of time was spent in self-reflection through
worksheet exercises on professional identity and leadership styles as well as journaling.
This practice of self-reflection enabled participants to comprehend what they were
learning and express transformation to their small groups. Twentieth century
psychologists Kohler explained, learning takes place through an act of
insightinsight may occur through reflecting on and writing about professional and
personal experience and result in greater self-knowledge (as cited in Brown, 2002, p.
230). Individuals in my small group demonstrated a greater sense of self-knowledge
throughout the week, which leads me to believe comprehension and development
occurred.
There was also an opportunity for participants to give feedback about each portion of
the program by submitting an evaluation. NPI holds the evaluations in high regard as
directors use the participants comments and critiques to shape the schedule for next
years program.

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In my evaluation I did note one presentation that was less engaging than the others.
The faculty presenter was not a dynamic speaker and failed to break up her lecture with
varying teaching techniques; therefore, the audience became restless and uninterested. I
observed participants shifting in their seats and pulling out electronics to either appear
engaged or to occupy their minds. Personally, it was difficult for me to pay attention due
to the presentation falling at the end of an exhausting week. As a learner who appreciates
organization and fluid thought processes, I was frustrated with her random story telling
and choppy lecture. While her topic was valuable, I was unable to take away as much due
to her instructional methods and materials.
I was impressed with the facilitators, the content, and the techniques used to deliver
the information as well as the company in which I was surrounded by. I believe the
programs effectiveness was a result of modeling Kolbs experiential learning cycle
(Misawa, 2013). In Misawas PowerPoint presentation, he uses the phases of this model
to describe how to be effective learners and leaders (Misawa, 2013). I believe this is
similar to the learning process that took place at the New Professionals Institute. We
were asked to engage fully in the new experience, reflect on and discern the experiences
from different perspectives, construct ideas that incorporate those observations into
theories, and then use those theories or practices in decision making and solving
problems in our work (Misawa, 2013).
I did not go into the experience with any preconceived notions or expectations. I only
knew it was a professional development opportunity in my field in which other young
professionals would be attending. I was overall impressed with the implementation of
meaningful programs that allowed for self-reflection, deeper learning, and practical tools

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to apply to my work. My only suggestion for the program would be to provide

expectations and resources for the faculty in preparing for their presentations to ensure all
are utilizing a variety of teaching techniques. I hope the institute will continue to utilize
participants evaluations in order to make appropriate changes and select relevant
material for those generations to come.
My participation in the New Professionals Institute allowed me the opportunity to
fully immerse into the experience as a learner but also assess the instructors, the content,
techniques, program design and development. In observing and reflecting on this
experience I was able to gain a deeper understanding for my preferred learning style and
environment in addition to useful techniques I hope to incorporate in my work in the
future.

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References
Apps, J. W. (1991). Mastering the teaching of adults (Original ed.). Malabar, Fla.:
Krieger Pub. Co..
Baumgartner, L. (2001). Four adult development theories and their implications for
practice. Focus on Basics, 5.

Brookfield, S. (2006). The skillful teacher: on technique, trust, and responsiveness in the
classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
Brown, J. O. (2002). Know thyself: the impact of portfolio development on adult
learning. Adult Education Quarterly, 52 (3), 228-245.
Lundberg, C. A. (2003). The influence of time-limitations, faculty, and peer relationships
on adult student learning: a casual model. Journal of Higher Education, 74(6),
665-688.
Merriam, S.B. (2001). Andragogy and self-directed learning: pillars of adult learning
theory. New Directions for Adult and Continuing Education, Spring(89), 3-13.
Misawa, M. (2013). Experiential learning theory: David Kolbs learning circle
[PowerPoint slides]. Retrieved from
https://elearn.memphis.edu/d2l/lms/content/viewer/main_frame.d2l?ou=5121085
&tId=26826655
Palmer, P. J. (2007). The courage to teach: exploring the inner landscape of a teacher's
life (10th anniversary ed.). San Francisco, Calif.: Jossey-Bass.

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Appendix
NASPAIII & SACSA NEW PROFESSIONALS INSTITUTE SCHEDULE
AT NORTH CAROLINA CENTRAL UNIVERSITY
Monday, June 17 Thursday, June 20, 2013
(Attire is casual for all sessions except the Closing Banquet, at which
business/professional attire is requested)
Your punctuality and engagement are deeply appreciated in all sessions and
activities!
Sunday, June 16, 2013
12:00 p.m. - 08:00 p.m.

7:00 p.m. -

09:00 p.m.

Participant Arrival is possible today.

Chidley North Residence Hall Check-In and
overnight stay
are included in registration fees. Airport transfer
fees are not included in the registration fees.
Parking decals are available at the front desk
upon request.
Faculty supper & work party
Meet at Chidley North Hall Front Desk
Dinner on your own, not included in registration
fees. Participants have a free night.

Monday, June 17, 2013

8:00 a.m. -

09:00 a.m.

Breakfast on your own, not included in

registration fees

9:00 a.m. -

11:00 a.m.

Participant Arrival and Check-In Continue

Chidley North Residence Hall Front Desk

9:00 a.m.

10:00 a.m.

Optional Walking Tour of North Carolina Central

(NCCU) Campus
Meet at Chidley North Residence Hall Front Desk
Participants begin registering for Wednesday
afternoon and evening excursions

10:30 a.m. -

11:30 a.m.

Getting Acquainted: The Name Game Icebreakers

NCCU Staff Members
Chidley Hall Courtyard/Miller Morgan Auditorium

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11:30 a.m.-

1:00 p.m.

Faculty Lunch and Meeting

Chidley Hall 1st Floor Study Lounge

11:30 a.m. -

1:00 p.m.

Lunch
W.G. Pearson Cafeteria
Welcome, Introduction of the Faculty, Opening
Comments and Information regarding the 2013
New Professionals Institute
Location: Miller Morgan Auditorium
Faculty presenter: Dr. Brit Katz, NPI Director
NPI Faculty: Dr. Ronda Bryant, Dr. Bridget
Guernsey Riordan, Dean Donna Lee, Dr. Todd
Rose, Dean David Tuttle

1:30 p.m. -

2:00 p.m.

2:00 p.m. -

4:00 p.m.

Opening Presentation/Session I: Considering your

Professional Identity, Style & Brand
Location: Miller Morgan Auditorium
Faculty Presenter: David Tuttle

4:00 p.m. -

5:00 p.m.

First meeting of Faculty Mentor/Mentee Groups

Location: New School of Education Rooms #1080,
#1081, #1082, #1083, #1084
Faculty provide introductions, explain objectives
and establish expectations for the week

5:15 p.m. -

5:45 p.m.

Welcome Reception
W. G. Pearson Cafeteria Banquet Hall
Greetings, Introductions and University Welcome
Ms. Jamie Butler, Assistant Director for
Conferences and Guest Services, NCCU
Ms. Jasmine Taylor, Coordinator for Conference
and Guest Services, NCCU
NPI Faculty: Dr. Ronda Bryant, Dr. Bridget
Guernsey Riordan, Yvonne Ortiz-Prince, Dr. Todd
Rose, Dr. Melissa Shivers, David Tuttle

5:45 p.m. -

6:30 pm.

Dinner
W. G. Pearson Cafeteria

6:30 p.m. -

8:00 p.m.

Presentation/Session II: Contemporary

Social/Business Etiquette for the New Professional
Location:
Chidley North Smart Classroom
Faculty:
Dr. Brit Katz

8:00 p.m. -

8:05 p.m.

Faculty depart for Group Meetings

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Brit meets with Mentees
Participants complete registering for
Wed. excursions
8:05 p.m. -

10:00 p.m.

10:00 p.m.

Mentor/Mentee Group Meeting #2

Location: Chidley North Residence Hall Study
Lounges
2 rooms on the 1st floor
2 rooms on the 2nd floor
1 room on the 3rd floor
Faculty Meeting
Chidley Hall Smart Classroom

Tuesday, June 18, 2013

6:45 a.m.

Optional Morning Run/Walk

(meet outside the Chidley North Hall entrance)

7:30 a.m.

8:45 a.m.

Breakfast
W. G. Pearson Cafeteria

8:55 a.m. -

9:00 a.m.

Announcements & Program Introduction

Location: Miller Morgan Auditorium

9:00 a.m. -

11:00 a.m.

Presentation/Session III: Influencing Your

Organization from the New Professionals
Perspective
Location:
Miller Morgan Auditorium
Faculty:
Dr. Todd Rose

11:05 a.m. -

12:35 p.m.

Mentor Group Meeting #3

Location: New School of Education Building
Rooms #1080, #1081, #1082, #1083, #1084

12:35 p.m. -

1:30 p.m.

Lunch
W.G. Pearson Cafeteria

2:00 p.m. -

4:00 p.m.

Presentation/Session IV: Connecting Leadership

and Supervision: A Primer for New Professionals
Location:
Miller Morgan Auditorium
Faculty:
Donna Lee

4:30 p.m.

Break

4:00 p.m. -

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4:30 p.m. -

5:30 p.m.

Mentor Group Meeting #4

Location: Chidley North Residence Hall Study
Lounges
2 rooms on the 1st floor
2 rooms on the 2nd floor
1 room on the 3rd floor

5:30 p.m. 6:45 p.m. -

6:40 p.m.

Free Time
Vans Depart for Dinner from the front of Chidley
Hall

7:00 p.m. -

9:00 p.m.

Group Dinner at Williams Gourmet Kitchen

If you dont eat meat, dont worry there are
vegetarian and vegan options!
Special Guests: Dr. David Clark, NASPA Region
III Representative and Roland Bullard, SACSA
Past-President and Representative
(Vans will return to campus following dinner.
Participants choose to explore Durham on their own
following dinner and are responsible for getting
transportation back to NCCU.)

10:00 p.m.

Faculty Meeting
Chidley North Residence Hall Smart Classroom (2nd
floor)

Wednesday, June 19, 2013

6:45 a.m.

Optional Morning Run/Walk

(meet outside the North Chidley Hall entrance)

7:30 a.m. -

8:45 a.m.

Breakfast
W.G. Pearson Cafeteria

8:55 a.m. -

9:00 a.m.

Announcements & Program Introductions

Select Roundtable Lunch Discussion Topics
Location: Miller Morgan Auditorium

9:00 a.m. -

11:00 a.m.

Presentation/Session V: A Panel: The Life of A

Mid- Level Manager in Higher Education Student
Affairs
Location:
Miller Morgan Auditorium
Panelists:
To Be Announced

11:00 a.m. -

11:15 a.m.

Break

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11:15 a.m-

12:00 p.m.

Group Photography
Hoey Administration Building Circle

12:15 p.m. -

1:30 p.m.

Roundtable Lunch with the Faculty

Each registrant will select a faculty member with
whom to have lunch plus discussion about a pre
determined topic W.G. Pearson Cafeteria

1:30 p.m. -

3:15 p.m.

Mentor Group Meeting #5

Location: Chidley North Residence Hall Study
Lounges
2 rooms on the 1st floor
2 rooms on the 2nd floor
1 room on the 3rd floor

3:15 p.m. -

Free Time
Afternoon excursions with vans departing from the
front of Chidley Hall. Each registrant pays for
her/his own dinner as a part of the excursion. Your
own additional funds are necessary if you choose an
excursion. Excursion options: Tour Duke
University and area, Tour Chapel Hill, NC.

7:00 p.m. -

Primary Excursion: Durham Bulls Professional

Baseball Game
Location: Durham Bulls Stadium
Other excursion options: Tour Duke University and
area, Tour Chapel Hill, NC

10:30 p.m. -

11:30 p.m.

11:00 p.m.

Coffee and Dessert Social

Chidley North Residence Hall Lobby
Faculty Meeting
Chidley Hall Smart Classroom (2nd floor)

Thursday, June 20, 2013

6:45 a.m.

Optional Morning Run/Walk

(meet outside the Chidley Hall entrance)

7:30 a.m. -

8:30 a.m.

Breakfast
W.G. Pearson Cafeteria

8:30 a.m. -

8:35 a.m.

Announcements & Program Introduction

Location: Chidley North Residence Hall
Smart Classroom (2nd floor)

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8:35 a.m. -

10:35 a.m.

Presentation/Session VI: The Marriage of

Institutional Culture & New Professionals
Location: Chidley North Residence Hall
Smart Classroom (2nd floor)
Faculty: Dr. Ronda Bryant

10:35 a.m. 10:50 a.m. -

10:50 a.m.
12:15 p.m.

Break
Mentor Group Meeting #6
Location: Chidley North Residence Hall Study
Lounges
2 rooms on the 1st floor
2 rooms on the 2nd floor
1 room on the 3rd floor

12:15 p.m. -

1:30 p.m.

Lunch
W.G. Pearson Cafeteria

1:30 p.m. -

2:00 p.m.

Free Time

4:00 p.m.

Presentation/Session VII: Work-Life Balance:

Oxymoron in Student Affairs?
Location:
Miller Morgan Auditorium
Faculty:
Dr. Bridget Guernsey-Riordan

4:00 p.m. -

4:15 p.m.

Break

4:15 p.m. -

5:30 p.m.

Presentation/Session VIII: The Facultys Pearls

of Wisdom & Parting Thoughts
Location:
Miller Morgan
Faculty:
All

5:30 p.m. -

7:15 p.m.

Free Time, Prepare for the Closing Banquet

Please complete the formal evaluations of the
Institute

7:15 p.m. -

9:45 p.m.

Closing Banquet
Attire: Business/Professional
(Seating in mentor groups)
Mentors present graduation diplomas to registrants
W.G. Pearson Cafeteria Banquet Hall

2:00 p.m. -

10:00 p.m.

Friday, June 15, 2012

All participants may depart the Institute and campus

following the banquet, if desired.

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7:30 a.m. -

9:00 a.m.

(Optional) Breakfast
W.G. Pearson Cafeteria

9:00 a.m. -

10:00 a.m.

Faculty Breakfast Meeting

Meet at Chidley North Residence Hall Front Desk
Final Evaluation of Institute

8:00 a.m. -

3:00 p.m.

Check-Out
Chidley North Residence Hall Front Desk
Please remove and linens on the bed. Return all
keys. Return your completed formal evaluation of
the Institute.

Thank you for attending the 2013 New Professionals Institute. If you enjoyed the
professional development and the networking, then please inform your colleagues and
friends! Encourage them to apply in 2014!