PREREQUISITE: Completion of an On Course I Workshop.
At the On Course I Workshop, participants learn dozens of strategies for empowering students to become active, responsible learners. At this advanced On Course II Workshop, participant not only add more than 100 student-empowerment strategies to their repertoire, they also learn the essential design and facilitation skills necessary for being an effective learner-centered educator who can empower students to move from superficial to deep learning. These advanced design and facilitation skills also provide the knowledge and resources for participants to help colleagues provide more effective educational experiences for their students. The skills presented in this workshop are drawn from best practices in academic curriculum design, brain research, active-learning principles, corporate training methodology, and personal development strategies. This workshop is ideal for educators who want to help students become active, responsible learners and/or you want to take a leadership role in helping their college or university become more learner-centered!
Graduate Course Option: Attendees who participate in the entire On Course II Workshop are eligible to enroll in a 3-credit online graduate course offered by the University of Wisconsin-Platteville and taught by instructors provided by On Course. For information about the graduate course, click
I really enjoyed the On Course I Workshop, but the On Course II Workshop will be even more beneficial. This is exactly what I needed to move my classes to more learner-centered. The knowledge of “how to create new activities” using these tools is wonderful.– Nancy Wolford, Faculty, Psychology and Sociology, Southern State Community College, OH
|4:30-6:00pm||SESSION 1: GETTING ON COURSE
Reviewing the characteristics of successful students and introducing the foundational concepts of the workshop (in learner-centered ways, of course).
|7:00-9:00pm||SESSION 2: DESIGNING LEARNER-CENTERED EXPERIENCES (I)
Assessing participants’ learning preferences, understanding the variety of students’ learning preferences, introducing Problem-Based Learning (PBL), and forming teams that will work together on a self-determined learner-centered curriculum design, one they will present on the final day.
|8:30-12:00pm||SESSION 3: DESIGNING LEARNER-CENTERED EXPERIENCES (II)
Learning and experiencing the four components of an effective learner-centered design.
SESSION 4: USING LEARNER-CENTERED STRUCTURES AND STRATEGIES
Defining the building blocks of learner-centered practices, introduction to more than 100 structures and strategies, and a second design team meeting to continue the creation of each team’s learner-centered design.
|1:30-5:00pm||SESSION 5: FACILITATING LEARNER-CENTERED EXPERIENCES (I)
Learning the three steps of effective learner-centered facilitation and practicing some of the associated skills.
SESSION 6: DESIGNING LEARNER-CENTERED EXPERIENCES (III)
Learning and applying to the design teams a number of theories for creating productive teams of learners; a third design team meeting.
|6:00-7:00pm||Dinner (provided). Open evening.|
|8:30-12:00pm||SESSION 7: FACILITATING LEARNER-CENTERED EXPERIENCES (II)
Learning and practicing additional skills for effectively facilitating powerful learner-centered experiences.
SESSION 8: DESIGNING LEARNER-CENTERED EXPERIENCES (IV)
Learning and practicing strategies for helping teams of learners work more effectively; a fourth design team meeting.
|1:30-5:00pm||SESSION 9: FACILITATING LEARNER-CENTERED EXPERIENCES (III)
Learning and practicing skills to effectively debrief a learning-centered experience and provide empowering feedback to learners.
SESSION 10: DESIGNING LEARNER-CENTERED EXPERIENCES (V)
Learning and practicing strategies to help students think about their thinking (metacognition) and draw out transformational lessons from their learning experiences; the final design team meeting to put finishing touches on each team’s design.
|5:00-6:00pm||OPTIONAL SESSION: WHAT I’VE DONE WITH WHAT I LEARNED IN THE ON COURSE I WORKSHOP
This optional and informal session is designed for participants who want to share and/or hear from others about what they have done with their On Course I Workshop experience. Participants discuss everything from the implementation of one learner-centered strategy to the transformation of their college’s student success culture. If available, of particular interest is participants’ data showing the impact of On Course strategies on student academic success and retention.
|7:00-10:00pm||OPTIONAL SESSION: ANOTHER WAY OF KNOWING
This optional session is designed for participants who want the opportunity to improve their own lives, personally as well as professionally. Many participants report this session to be extraordinarily valuable in helping them discover their next steps for creating the rich, personally fulfilling life they want.
|8:30-12:00pm||SESSION 11: STAYING ON COURSE
Presentation by teams of their learner-centered designs; feedback on the designs; design team celebrations!
|12:00-1:00pm||Celebration Lunch (provided)|
I didn’t think you could exceed the experience of On Course I. However, On Course II built on On Course I in ways that I never could have dreamed of. I experienced another transformation on an even deeper, more personal level. Thank you for the gift of a once-in-a-lifetime experience–again! – Cara Gubbins, Faculty, Biology and Learning Resource Specialist, Butte College, CA
I am fully motivated to incorporate On Course into my work and personal life. Having now taken both On Course I and On Course II, I think there should be an On Course III. – Timothy Stanfield, Supplemental Instruction Coordinator, William Paterson University, NJ
This On Course II Workshop was the single best workshop I’ve ever attended. – Paul Folger, Faculty, Political Science, Heartland Community College, IL
On Course II was…so valuable–everything! I wish there were an On Course III, IV, V…. – Stephanie Olsen, Instructional Specialist, Finger Lakes Community College, NY