Using the placeholders To add text to this template click inside a placeholder and type in or paste your text.. Importing text and graphics from external sources TEXT: Paste or type yo
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This PowerPoint template requires basic PowerPoint (version 2007 or newer) skills Below is a list of
commonly asked questions specific to this template
If you are using an older version of PowerPoint some template features may not work properly.
Using the template
Verifying the quality of your graphics
Go to the VIEW menu and click on ZOOM to set your preferred magnification This template is at 100%
the size of the final poster All text and graphics will
be printed at 100% their size To see what your poster will look like when printed, set the zoom to 100% and evaluate the quality of all your graphics before you submit your poster for printing
Using the placeholders
To add text to this template click inside a placeholder and type in or paste your text To move
a placeholder, click on it once (to select it), place your cursor on its frame and your cursor will change
to this symbol: Then, click once and drag it to its new location where you can resize it as needed Additional placeholders can be found on the left
side of this template
Modifying the layout
This template was specifically designed for a 48x36 tri-fold presentation Its layout should not be
changed or it may not fit on a standard board It has
a one foot column on the left, a 2 foot column in the middle and a 1 foot column on the right
The columns in the provided layout are fixed and cannot be moved but advanced users can modify any layout by going to VIEW and then SLIDE MASTER
Importing text and graphics from external sources
TEXT: Paste or type your text into a pre-existing
placeholder or drag in a new placeholder from the left side of the template Move it anywhere as
needed
PHOTOS: Drag in a picture placeholder, size it first,
click in it and insert a photo from the menu
TABLES: You can copy and paste a table from an
external document onto this poster template To adjust the way the text fits within the cells of a table that has been pasted, right-click on the table, click FORMAT SHAPE then click on TEXT BOX and
change the INTERNAL MARGIN values to 0.25
Modifying the color scheme
To change the color scheme of this template go to the “Design” menu and click on “Colors” You can choose from the provide color combinations or you can create your own
QUICK DESIGN GUIDE
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This PowerPoint 2007 template produces a 36”x48”
tri-fold presentation poster It will save you
valuable time placing titles, subtitles, text, and
graphics
Use it to create your presentation Then send it to
PosterPresentations.com for premium quality, same
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View our online tutorials at:
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Object Placeholders
Use the placeholders provided below to add new
elements to your poster: Drag a placeholder onto
the poster area, size it, and click it to edit
Section Header placeholder
Move this preformatted section header placeholder
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Use section headers to separate topics or concepts
within your presentation
Text placeholder
Move this preformatted text placeholder to the
poster to add a new body of text
Picture placeholder
Move this graphic placeholder onto your poster, size
it first, and then click it to add a picture to the
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Answering Life’s Big Questions:
Now in its third year, Reflections is a voluntary, non-‐‑graded, co-‐‑curricular program
that prompts first-‐‑year students at Trinity University to reflect on their past experiences, present circumstances, and future goals to foster self-‐‑discovery and exploration Through critical dialogue and guided exercises in a small group
context, first-‐‑year students begin to draw clearer connections between their values,
Each Reflections cohort of 10-‐‑17 first-‐‑years meets for three, 90-‐‑minute sessions at the
start of the spring semester (January and February)—sessions are guided by a trained facilitation team comprised of a faculty member, staff member, and a sophomore peer The program is modeled on “Reflecting on Your Life” and
Initial assessment results suggest that the program has succeeded in helping students gain insight into their personal goals and values, enhancing introspective behaviors, and enrolling students from historically underrepresented groups
Facilitator training has improved faculty and staff members’ confidence and ability
Brooks, K (2009) You Majored in What? Mapping Your Path from Chaos to Career New
Clydesdale, T (2014) “Holy Grit: the effects of purpose exploration programming on
undergraduate engagement and life trajectories.” Liberal Education, Vol 100, Issue 1
Reflections is supported by a Faculty Advancement Grant from the Associated Colleges
of the South; a program grant from the Council of Independent Colleges’ Network for Vocation in Undergraduate Education (NetVUE), and Trinity University Additional thanks to Adina Glickman (Stanford University), and Thomas Dingman and Katherine
“Creating a time and space for first-‐‑year students at Trinity University to think about life’s big questions, articulate personal goals, and develop strategies to
N / % of
Reflections
Participants ✚
% of Trinity
Received Need-‐‑Based Financial Aid
✚
Each Reflections participant completes a pre-‐‑ and post-‐‑assessment including Likert
scale questions, open-‐‑ended narrative responses, and demographic information
One year later, Reflections participants are invited to respond to an anonymous
A multi-‐‑year comparative assessment (2016) is scheduled to determine the effect of
Reflections on academic performance, student engagement (e.g., study abroad,
• “
•
•
• 100% of participants’ level of introspection increased or stayed the same during Reflections (71%
Students self-‐‑reported the following changes as a result of participating in Reflections: Thinking about the
future, optimism, “being more conscious and productive,” joining a club, crossing things off my bucket
• “I decided to join (a service organization) because volunteering & being involved on campus are on my
• “I'ʹve made an effort to meet new people and put myself out of my comfort zone, which will be useful
• “I'ʹve become more aware of my commitment in relationships For some people I could tell I wasn'ʹt very
• “I have stopped hanging out with people that were not good influences and paid more avention to
Students self-‐‑reported that they expected to make the following future changes as a result of participating
in Reflections: Becoming more thoughtful, writing in a journal more often, considering a Master’s degree,
geving involved to increase my happiness, increased confidence, cultivating closer relationships with
Norm Se[ing – Establishing ground rules such as confidentiality, talk-‐‑time equity,
and mutual respect distinguishes interactions in Reflections from other campus
sevings is critical As one 2014 student described, “I felt more comfortable and
Peer Effect – 85% of Reflections participants in the 2014 cohort agreed or strongly
agreed with the statement: “my peers played a significant role in my learning.” As one student wrote in the final assessment, “I want to figure out what to do with my life, so I think pondering by myself will be helpful I also think bouncing ideas off of other people will benefit me as well.” Informally, students seem to find comfort in
Student Willingness and Readiness – At Trinity, student participation in Reflections
is voluntary – it is not compulsory nor does it carry academic credit because we feel that “a student’s state of readiness or openness to change sets the stage for his or her response to and growth from disorientation“ (Johansson & Felton, 2014) In a
follow-‐‑up study conducted one year after the program, 89% participants replied that
“my own openness to learning” played a “significant” role in my growth and development Program leaders continue to revisit issues like program scope, scale,
Benefits to Faculty and Staff Facilitators – Beyond the gains to students, a
longitudinal study of 88 campuses with purpose and vocation exploration programming found that 86% of faculty participants and 90% of staff participants agreed or strongly agreed that their involvement “positively impacted my own work [at this school}.” 85% of faculty and 93% of staff said: it “deepened my
After a day-‐‑long facilitator training session (2014), 41 Trinity faculty and staff colleagues reported the following: 95% stated that they agreed or strongly agreed
with the statement, “I am more likely to initiate conversations with students about
their life purposes and goals.” 76% of participants reported an increase in their
“comfort-‐‑level” to have such conversations and 74% reported an increase in their
“ability to facilitate such conversations.” To date, 53 colleagues have been trained as
Applicability for Other Student Populations – In Summer 2014, two seasoned
Reflections facilitators modified the existing curriculum to address the specific
vocational, academic, personal, and developmental needs of Undergraduate Research Students (a mix of sophomores and juniors) For example, we added post-‐‑
graduate/vocationally-‐‑focused exercises, such as the “Possible Lives” map inspired
by You Majored in What? (Brooks, 2009) and talked about grad school We have
A group of faculty and staff members is currently developing a strain of vocational-‐‑
identification programs for undergraduate Humanities majors inspired in part by
The Reflections curriculum contains a “menu” of instructions/scripts of individual,
pair, small and large group activities Facilitators select among the provided options and/or add their own to meet goals In order to accommodate a variety of
personalities, preferences, and learning styles, facilitators are encouraged to use a variety of approaches and vary the tone to create a lively and engaging environment
While the specific activities and prompts vary across cohorts, students generally report that they favor activities that enable them to identify personal values
Students also enjoy the “Bucket List” activity in which they name and prioritize things that they want to do/achieve in college Our students respond best to
activities with concrete objectives and instructions (and less well to abstract Participants report that their least favorite activities involve “narrowing things
IN WHAT AREA OF YOUR LIFE DID REFLECTIONS
Academic (i.e., improving
my performance in classes
or intellectual skills,
Personal (i.e., bever understanding myself, my
Social (i.e., making bever
or deeper friendships, geving involved on
Time Management (i.e., developing a weekly schedule, consciously
Vocational (i.e., exploring career options, potential
Students’ Reasons for Participating (Select All)
Compared to the campus population, students of color and first-‐‑generation college
Male students are
The pre-‐‑assessment reveals
participants agree or strongly
reflective writing, talking to trusted friends and adults about my goals, soul searching,
Time
Facilitator training emphasizes the ways in facilitation varies from other interactions, including teaching, conversations between peers, formal and informal advising, and management To encourage growth and professional development, facilitators are encouraged to complete a self-‐‑
Authenticity – Facilitators bring a sense of sincerity, truthfulness, and genuineness to their work – they don’t
Planning – Facilitators give advanced thought to their goals and think about how to move from one part of an
agenda to the next, how long an activity will take, and how to explain their objectives to others When things
Active Listening – Facilitators engage in high-‐‑energy active listening – they quiet the inner chaXer within Silence – Thinkers often need “processing time.” By not speaking, facilitators give both individuals and the Naming Themes – As others are speak, facilitators identify common themes from discussions – drawing out
Reading the Room – Facilitators are aXentive to the group dynamic They notice when things are moving too
quickly or too slowly; sense when things are tense or when the group needs a push to step up; or suggest a break
Debriefing – After leading an exercise, facilitators pause for feedback and actively solicit feedback from others
about how it went Facilitators welcome feedback in other ways too, such as wriXen anonymous comments
Be a Learner – Facilitators don’t know everything, and they aren’t here to instruct They try new things They