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Tips on How to Develop and Submit a Successful Session or Roundtable Proposal

for the NODA Annual Conference

No  matter  how  long  we  have  worked  in  the  field  or  how  experienced  we  are,  we  all  have  at  some  point  struggled  with  submitting  that  conference  proposal.  The  tips  below  were  compiled  to  help  you  or  your  teams  quickly  develop  a  quality  session  or  a  roundtable.  

Session  and  roundtable  proposals  for  NODA  2016  Annual  Conference  require  clear  and  concise  titles  and  abstracts,  well-­‐thought-­‐out  learning  objectives,  and  a  detailed  outline  of  your  planned  content  delivery.  After  choosing  your  preferred  topic,  carefully  review  the  step-­‐by-­‐step  suggestions  below  as  you  complete  your  proposal.  

1. Presentation  TypeHow  might  you  approach  the  way  you  deliver  the  content?  Do  you  plan  to  present  your  topic  in  astructured  manner,  when  you  present  the  content  with  or  without  a  co-­‐presenter(s)?  If  so,  theneducational  session  is  your  format.  If  you  are  open  to  a  less  formal  and  more  interactive  format,where  you  lead  the  discussion  by  sharing  some  content  and  moderating  the  discussion,  aroundtable  discussion  might  be  the  appropriate  format  for  you.  Note:  keep  in  mind  the  type  ofpresentation  you  selected  as  you  go  through  the  submission  form.

2. Presentation  TitleYour  title  should  capture,  in  10  words  or  less,  whom  your  session  is  for  and  the  topic  that  will  becovered.

3. Presentation  AbstractThe  abstract  should  build  on  your  title  and  be  as  clear  and  concise  as  possible.  Include  whatparticipants  will  take  away  from  the  presentation,  the  specific  content  to  be  delivered,  and  anyother  relevant  information  (50  words  maximum).

Example: Title and Abstract

Title:  Writing  an  Effective  2016  NODA  Annual  Conference  Proposal  

Abstract:  Gain  insights  from  the  2015  Annual  Conference  Committee  and  proposal  reviewers  about  how  to  make  a  NODA  conference  proposal  stand  out.  Creating  and  writing  an  excellent  conference  proposal  and  navigating  the  proposal  process  are  the  keys  to  having  an  accepted  proposal.  Anyone  interested  in  presenting  at  future  conferences  should  attend.    

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4. Presentation  Description/OutlineThis  is  the  backbone  of  your  proposal  and  the  reviewers  will  likely  draw  most  of  the  informationthey  need  from  this  section.  You  will  need  to  think  about  your  session  breakdown:  what  topicsand  details  will  be  delivered,  what  teaching  methods  will  be  used  to  deliver  that  content,  whowill  deliver  it,  and  how  much  time  it  will  take  to  do  so.

Overall,  if  you  chose  the  educational  session  presentation  type,  outline  the  introductory,  middleand  ending  points  of  your  presentation  and  any  interactions  with  the  audience  (Question  &Answer  sessions,  quizzes,  polls,  etc.),  as  well  as  what  insights  and  knowledge  the  audience  willgain  as  a  direct  result  of  participating  in  the  session.

If  you  chose  the  roundtable  discussion  presentation  type,  describe  the  overall  topic,  the  set  ofquestions  and  activities  to  guide  the  conversation,  and  what  insights  and  knowledge  the  audiencewill  gain  as  a  direct  result  of  participating  in  the  roundtable  discussion.

Irrespective  of  the  chosen  presentation  type,  outline  the  visual  aids  you  plan  to  use  (PowerPointslides,  Prezi,  handouts,  flip  chart,  etc.).

You  may  want  to  follow  some  or  all  of  the  following  steps  when  writing  your  presentationdescription:

• Outline  why  your  topic  is  important  and  interesting.o If  your  preferred  topic  is  "tried  and  true,"  explain  what  new  and  different  perspective

could  you  offer  based  on  your  experience.

• Summarize  the  content  and  activities.o Spell  out  the  major  pieces  in  the  beginning,  middle,  and  the  end  of  the  presentation.o Order  key  points  in  a  logical  progression;  move  from  easy  to  more  difficult  content

and  tasks.o If  the  program  is  reporting  research  or  study  results,  a  description  of  methods,

findings  and  recommendations  may  be  appropriate.

• Designate  the  scope,  or  level  of  the  session.o Explore  the  underlying  implications  of  your  topico Are  you  choosing  to  present  the  topic  with  broad  brushstrokes  or  drill  into  the

specifics?o Clarify  whether  your  session  content  will  be  useful  to  a  wide  range  of  participants,

form  beginners  to  seasoned  professionals.  Note  whether  the  participants  may  need  tohave  extensive  experience  in  the  field  or  specific  knowledge  or  skills  to  benefit  fromyour  session.

• Name  the  potential  target  audiences/participantso How  might  your  topic  be  transferable  to  new  areas  of  application  or  institutions

different  from  yours?  Think  of  where  you  participants  might  be  coming  from.o Clarify  any  acronyms,  abbreviations,  or  terms  that  may  not  be  familiar  to  your

audience.

• Diversify  your  methods  and  exercises

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o Varying  approaches  to  deliver  your  content  maximizes  participant  involvement  andlearning  while  accommodating  for  diverse  learning  styles.

o Find  ways  to  involve  your  audience!  Consider  selecting  and  integrating  a  few  of  themethods  below  into  your  session  or  workshop:

Method Description

Brainstorming   Generating  ideas  in  a  group  by  eliciting  quick  contributions  without  comment  or  opinion  

Case  study   Examine  a  fictitious  or  true  account  of  something  

Debate   Assigning  participants  to  explore  "pro"  and  "con"  positions  to  simulate  discussion  

Demonstration   Showing  participants  how  a  concept,  procedure,  or  skill  looks  in  action  Dyadic  discussion  or  dyadic  exchange   Requesting  pairs  of  participants  to  hold  a  brief  conversation  

Experiential  exercise   Designing  an  activity  that  dramatically  illustrates  training  content  by  allowing  participants  to  experience  it  

Feedback  exercise   Requesting  participants  to  give  one  another  their  reactions  to  the  behavior  of  the  other  

Fishbowl  Configuring  a  group  by  asking  a  portion  of  the  group  members  to  form  a  discussion  circle,  and  having  the  remaining  group  members  form  a  listening  circle  around  the  discussion  circle  

Game   Using  quiz-­‐program  formats  or  playful  activity  to  experience  or  review  training  material  

Group  discussion   Conducting  any  exchange  of  ideas  with  the  total  group  able  to  participate  

Group  inquiry   Inviting  participants  to  ask  the  trainer  questions  about  subject-­‐matter  content  after  being  presented  interesting  training  material  

Icebreaker   Helping  participants  to  get  acquainted  or  immediately  involved  in  the  training  program  using  a  structured  exercise  or  game  

Information  search   Having  participants  search  for  information  in  source  materials  or  training  handouts  

Interviewing   Inviting  participants  to  ask  one  another  questions  

Jigsaw   Merging  the  learning  of  two  or  more  subgroups  of  participants  Learning  tournament   Combining  cooperative  learning  and  team  competition  

Lecturette   Briefly  presenting  key  points  about  a  training  topic  

Mental  imagery   Guiding  participants  through  an  event  or  experience  visualized  in  their  minds  rather  than  through  real  interaction  

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Observation   Watching  others,  without  directly  participating  

Reflection   Enhancing  personal  learning  and  its  application  to  participants  

Role-­‐playing   Trying  new  skills,  stimulating  discussion,  portraying  a  challenge  

Story-­‐telling   Gain  new  perspectives  on  issues,  provide  examples  of  experiences  that  demonstrate  the  value  or  importance  of  material  presented  

5. Identify  Intended  AudienceVisualize  your  audience(s)  and  identify  participants  who  will  benefit  from  the  content  you  areplanning  to  share.

6. Connection  to  the  mission  and  core  values  of  NODANODA’s  mission  is  to  provide  education,  leadership  and  professional  development  in  the  fields  ofcollege  student  orientation,  transition  and  retention.

Demonstrate  how  your  content  and/or  delivery  methods  connect  to  the  mission  and  values  westrive  to  uphold.  Are  you  striving  to  educate,  share  best  practices,  research,  or  experiences  withyour  colleagues?  Why  do  you  think  this  is  important  or  meaningful?  Example:  this  sessionemphasizes  promoting  the  Association’s  values  of  A,  B,  and  C  to  address  the  issues  of  X,  Y,  and  Z.

For  your  reference,  NODA  core  beliefs  and  values  are  as  follows:• We  are  an  inclusive  community  of  practitioners  and  scholars;  building,  fostering  and

sharing  an  environment  that  promotes  connections  of  people  and  ideas  for  peer-­‐to-­‐peerlearning.

• We  value  learning  and  innovation  through  the  research,  acquisition,  formation  anddissemination  of  scholarly  knowledge,  and  the  sharing  of  new  and  emerging  bestpractices.

• We  value  diversity  of  ideas,  institutions,  and  individuals.  We  practice  integrity  and  modelethical  behavior  through  adherence  to  professional  standards.

• We  take  pride  in  the  history  and  future  of  our  services,  programs,  and  resources.• We  practice  leadership;  providing  opportunities  for  professional  growth  and

development  both  on  institutional  campuses  and  within  the  Association.

7. Identify  Session  CategorySelect  one  category  within  OTR  (orientation,  transition,  or  retention)  that  matches  your  topicmost  closely.  See  the  NODA  list  of  examples  of  orientation,  transition,  and  retention  topics  on  theNODA  “Be  a  Presenter”  page  to  determine  that.  Some  topics  can  fit  more  than  one  category,  so  it’sup  to  you  to  decide!

8. Learning  Outcomes  (What  are  the  participant  learning  outcomes  for  your  presentation  andhow  will  they  be  met  during  your  session?)

Learning  outcomes  set  the  direction  of  the  session  or  the  roundtable  discussion  and  keep  itfocused.  Having  clearly  defined  goals  and  outcomes  for  your  presentation  will  also  clarify  yourexpectations,  help  you  check  for  understanding,  and  keep  the  participants  focused  and  engaged.

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It  will  also  help  participants  understand  how  they  can  apply  their  new  skills/knowledge  on  their  campuses.    

Educational  Session  must  benefit  members  by  meeting  one  or  more  of  NODA’s  learning  outcomes  for  conferences.  They  are:    

• Increase  knowledge  regarding  trends  and  best  practices  related  to  the  field  oforientation,  transition,  and  retention.

• Increase  understanding  of  current  research  in  the  field  of  orientation,  transition  andretention.

• Benchmark  programs/services  with  peer  institutions• Increase  formal  and  informal  network  with  peers  engaged  in  the  field  of  orientation,

transition  and  retention.• Enhance  student  leadership  skills  related  to  orientation,  transition,  and  retention

programs  through  participation  in  developmental  learning  experiences

Stuck  on  writing  learning  outcomes?  Try  the  prompts  below:  • Participants  will  understand  (comprehend,  synthesize,  compare  and  contrast,  categorize,

identify,  apply,  practice)...  Tip:  consider  writing  outcomes  that  span  the  full  range  ofcognitive  processes,  as  described  in  Bloom's  Revised  Taxonomy  (Remembering,Understanding,  Applying,  Analyzing,  Evaluating,  Creating).

• Participants  will  leave  with  specific  skills  and/or  knowledge,  such  as…• Participants  will  leave  with  tangible  resources  for  future  reference,  including…• Participants  will  evaluate  the  strengths  and  challenges  of…• The  learners  will  achieve  the  following  outcomes…through  …  (identify  how  they  will

achieve  the  outcome)

Example

Participants  will  examine  approaches  to  improving  orientation  student  staff  recruiting  strategies  by  using  institutional  mission  as  a  tool  to  garner  interest  and  buy-­‐in.  

(This  sentence  puts  an  emphasis  on  participants  acquiring  skills,  rather  than  simply  receiving  knowledge).    

Try:  Use  the  common  verbs  list  below  to  help  you  focus  on  the  knowledge  and  skills  you  strive  to  teach  or  address  in  your  session  or  roundtable.  

Common Verbs for Active/Skill-Based Learning Objectives

Knowledge   Skills  Select  Define  Identify  List  Name  State  Compare  

Design  Operate  Set  Up  Practice  Organize  Exhibit  Review  

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Distinguish  Contract  Read  Demonstrate  Relate  Group  Estimate  Reflect  Solve  Employ  Complete  Classify  Apply  Illustrate  Synthesize  Analyze  Design  Edit  Add  Delete  Examine  Organize  Change  Develop  Review  Diagnose  

Recite  Play  Diagram  Draw  Compose  Realign  Affix  Put  Take  Write  Prepare  Dramatize  Build  Choose  Manipulate  Rearrange  Employ  

9. Assessment  or  Outcome  Data  (What  assessment/outcome  data  do  you  have  to  validateelements  of  the  program  or  session,  if  applicable)

Use  this  space  to  share  whether  you  conducted  own  research,  used  existing  programoutcome/assessment  data,  or  have  access  to  program  assessment  data  to  support  your  majorpoints  during  the  presentation.  Evidence-­‐based  practices  are  becoming  the  standard  in  the  fieldand  this  is  your  chance  to  demonstrate  you  are  aware  of  that.

Example

This  presentation  will  demonstrate  the  use  of  the  StrengthsFinder  assessment  during  a  summer  orientation  program  to  improve  student  learning.  The  survey  was  administered  to  all  students  in  the  program  and  debriefing  sessions  were  conducted.  Follow-­‐up  interview  findings  during  the  sophomore  year  indicate  the  students  who  took  an  assessment  as  freshmen  considered  it  a  learning  tool  but  did  not  always  feel  they  used  it  effectively  in  their  academic  career.  The  implications  of  these  findings  for  orientation  professionals  will  be  discussed.  

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10. Applicability  of  Information  (Please  explain  how  application  of  information  to  otherinstitution  types  will  be  intentionally  addressed  in  your  session).

Think  of  your  audience  and  the  transferable  ideas  that  could  work  at  institutions  different  fromyours.  Highlighting  universally  applicable  ideas  or  examples  during  your  presentation  will  behelpful  as  your  participants  make  mental  connections  between  your  topic  and  its  application  inpractice.  Engaging  audience  in  a  discussion  to  solicit  ideas  may  also  be  helpful.

11. Connection  to  Theory,  Research,  or  Best  Practices  in  OTR  (Provide  relevant  theoreticalmodels,  current  research,  or  best  practices  that  inform  your  proposal).

At  the  end  of  the  day,  the  practitioners  in  the  room  want  to  know  how  to  apply  theory  andresearch  to  practice.  If  you  include  implications  for  practice,  you  are  answering  the  mostimportant  question,  “Now  what?”

Think  of  real-­‐life  projects  in  which  you  participated,  a  paper  you  wrote,  or  a  book,  class,  article  ora  blog  post  that  inspired  you  to  learn  more  about  the  topic.  How  are  these  practices  and  theories(or  both!)  connected  to  your  presentation  topic?    How  can  a  particular  theory  or  theories  beapplied  in  a  program  you  are  describing?

If  you  include  a  theoretical  foundation  from  a  book,  a  class,  or  an  article,  this  usually  meanssomeone  else  developed  the  theory.  Cite  authors  and  theoretical  frameworks.

Example

Session  participants  will  be  able  to  compare  two  transition  programs  utilizing  Chickering’s  psychosocial  theory  of  student  identity  and  distinguish  how  each  of  the  programs  addressed  the  need    to  develop  first-­‐year  students’  interpersonal  competence.  Specifically  the  session  will  address  supporting  student  learning  how  to  communicate  effectively  with  others,  while  discovering  appropriate  social  behaviors  needed  to  build  and  maintain  relationships  (Chickering  &  Reisser,  1993).    

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ADDITIONAL RESOURCES

1. Adult  Learning  Principles.

Your  proposal  should  be  developed  based  on  adult  learning  principles,  also  known  as  learner-­‐centered  learning.  A  graphic  below  identifies  the  characteristics  of  adult  learners.

Therefore…  1. Make  content  relevant  and  practical2. Create  opportunities  for  participants  to  contribute  their  professional  and  personal  experiences3. Encourage  participants  to  identify  their  needs  and  direct  their  own  learning

2. Learning  Styles

Learning  styles  indicate  how  one  prefers  to  learn  and  deals  with  experiences.  Identifying  learning  styles  and  designing  a  session  or  workshop  to  accommodate  these  different  learning  styles  maximizes  learning.  Learning  styles  can  be  summarized  in  four  basic  categories:  

Learning  Style              Characteristics  Doing   Take  initiative  and  learn  while  engaging  Experiencing   Learn  from  specific  experiences  Reflecting   Observe  things  before  making  judgments  and  view  things  from  

multiple  perspectives  Thinking   Analyze  ideas  logically  and  plan  and  think  systematically  

Therefore…  Consider  creating  exercises  that  include  more  than  one  of  the  following  tasks  in  your  presentation  to  accommodate  diverse  learning  styles:  

o Writing

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o Highlightingo Illustratingo Handoutso Talkingo Questioningo Small-­‐group  discussionso Multi-­‐mediao Active  participationo Change  of  paceo Practiceo Movement

3. Top  NODA  tips  for  a  Successful  Proposal

• Have  a  clear  purpose  and  objective  for  your  proposal.    Better  to  start  narrow,  then  expand.• Propose  on  what  you  know  or  have  experienced  firstn hand.• Make  sure  it  is  relevant  and  timely.• Make  it  concise.• Keep  it  simple…yet  detailed!• Make  sure  that  your  information  is  transferrable  to  other  institutions  and  different  OTR professionals.

• Steer  clear  of  using  acronyms…like  OTR.• Make  the  presentation  practical.  Think  of  what  taken away  points  you  want  your  audience members  to  leave  with.

• Be  sure  to  craft  an  accurate  title  for  the  session  as  well  as  be  specific  about  what  the  session will  cover.

• Have  fun  and  be  creative!