• Summary of Administrative Outline for Workshops
  
• A Draft of General Criteria for SLI Workshops/Seminars
  
  

Summary of Administrative Outline for Workshops

For Faculty/Facilitator

• Confirm date, time and location of workshop.
• Provide a minimum and maximum number of students needed to facilitate an effective workshop.
• Confirm honorarium agreement.
• Provide SLI a copy of handouts and overheads used for the workshop.
• Turn in all appropriate forms (Honorarium Agreement and Workshop Program Needs).
  
  Note: First time presenters need to turn in the Workshop/Program Proposal and Outline of Delivery forms.

For Students

• Confirm workshop and registration through e-mail with reminder of attendance policy.
• 24-hour phone call reminder made to students that have registered for the workshop, reminding students of time and location.
• SLI binders are prepared for workshop participants.
• Sign-in sheet is created for workshop with all the registered students' names.
• Copy of the sign-in sheet and final count of students is sent to the facilitator.

SLI Staff Member

• Set up the room with any snacks/food that we may provide for the workshop.
• Introduce the workshop and the SLI office.
• Distribute SLI binders, pass around and collect the sign-in sheet and make any necessary announcements.

Faculty/Facilitator

• Facilitator will conduct an experiential and interactive workshop during the allotted time.
• At the completion of the workshop, the faculty/facilitator will designate a student to distribute and collect evaluations. Evaluations should then be dropped off (by that student) at the SLI office or slid under the office door.
• Faculty/Facilitator will close out the workshop.
  
  Note: Facilitator should make note of the attendance policy (see Attendance Policy included in the Faculty/Facilitator Orientation Packet).

Faculty/Facilitator

• A summary document of evaluations is made and sent to facilitators.
• Honorarium payment is submitted and paid out within 2 weeks.
• Confirmation of honorarium payment is sent out.

For Students

• Student database is updated, noting those students in attendance at the workshop.

A Draft of General Criteria for SLI Workshops/Seminars

• Review SLI's articulated mission and goals with students.
• Evaluate how their session will contribute to meeting the articulated goals and mission of SLI.
• Provide an outline that clearly identifies the learning objectives for the session. Students should be able to identify what they will gain from the session (i.e. students will be able to evaluate, reflect, gain greater insight, know how to accomplish, etc.). Additionally, a copy of the outline should be given to SLI.
• Freely share the learning goals for the session and how a student's active engagement in the seminar will aid in achieving those learning goals.
• Facilitate an interactive session. The session should be as interactive as possible - an exclusively lecture based workshop is prohibited. Instructors should encourage students to share in dialogue and contribute to the construction of knowledge during the workshop.
• Help challenge students' assumptions and aid students in constructing new meaning related to leadership paradigms, action, and service.
• Set clear parameters for students to value and respect different perspectives and voices.
• Engage students in a learning experience. The overall goal is to engage students in a learning experience that will further stimulate their interest, increase their knowledge, and develop their skill related to leadership.
• Promote a learning environment that results in an internally meaningful experience.

• Use the context of DePaul and provide "real world' examples.
• A good article might be useful to create discussion. This could be sent ahead of the workshop, which could potentially increase commitment to attend. The article should be brief.
• Evaluate definitions or terms that students should understand prior to the close of the session.
• Evaluate the use of a case study to stimulate conversation and individual perspectives. This could encourage critical thinking skills and practical problem solving.
• Identify people or processes that exemplify a successful approach. Make sure a diversity of approaches is represented.
• Provide references and resources for students to engage further in the topic or discussion (i.e. books, articles, website references, etc.).
• Encourage experiences that will broaden students' perspectives.
• Encourage students to take some risks academically and organizationally. Challenge students to practically apply the information, get involved in some way, sign up for a class that can further their perspective, or do research on a related topic.