Running head: LESSON PLAN 1

Assignment 5.1: Lesson Plan

Heather Mueller

Seattle University
LESSON PLAN 2

Lesson Plan

Instructor Name: Date of Lesson: Number of Start Time: 7:00 PM

Heather Mueller Titus 03/01/2017 Participants: 1-2 End Time: 8:00 PM
Course Name: Sexual Violence and Misconduct Safety Course Title: Helping Students in Distress: Sexual Violence & Misconduct
& Wellness Training for Educators
Room Set Up Needs: Laptop, A/V Cords, Projector Materials: Blank paper (2x), Article Handout (2x), Feedback Form (1x), Pens &
& Screen, 1 table, 2-4 chairs Markers (4x), Video, PowerPoint
Room/Building: Living Room, Rainier Beach, Seattle, WA
Lesson Goals: Student Affairs Professionals serve an important function as role models, and are often who students turn to in times of need.
Therefore, it is vital that these faculty/staff members to feel comfortable talking about the topic of sexual violence and misconduct, and know
how to help student survivors. Upon completing this workshop, participants will be able to explain how words impact others, and how positive
language can be a tool to help students who are in distress, particularly those who have experience sexual violence or misconduct. Participants
will be provided with information, and tools to help them engage in conversations about sexual violence and misconduct when students approach
them, and the interactive nature of this workshop will allow students to practice new skills in a safe-space setting, asking questions as needed.
How youll introduce the Lesson: The goal of this workshop is to provide you with information and tools to help you engage in conversations
about sexual violence and misconduct when students approach you in distress and seeking support. As faculty and/or staff in higher education
systems, you serve an important function as role models, and are often the ones students turn to in times of need. Therefore, it is vital that you
feel comfortable talking about the topic, and know what resources are available to most effectively support students. It is my hope today that you
will walk away with the knowledge and confidence to help you do this, and that we can practice these new skills in this space today. By the end
of this lesson, you should be able to:
Explain why language matters and how words impact others
Learn how to help survivors of sexual violence as Student Affairs Professionals
Feel comfortable talking about sexual violence and misconduct
Trigger warning: Considering the nature of these discussions involving consent and healthy sexual relationships, there are likely to be topics that
make some people uncomfortable or upset. If there is an activity that is potentially upsetting, any participant who wants to leave momentarily
can do so.
LESSON PLAN 3

Framework for Lesson:

How Youll Equipment
Learning Assess Each Connection to UDL Principles Time and
Objective Teacher Activity Student Activity Objective Learning Theory Addressed Allocation Material
The 1. Introduce goals 1. Student will After the - Abstract -Multiple Means 1. 5 min. PowerPoint,
participant and agenda. hear the goals students watch Conceptualization: of Engagement: 2. 5 min. Projector &
will be able to 2. Establish and agenda of the video, I Participants will Participants can 3. 3 min. A/V Cords,
explain how ground rules to workshop. will ask them create ground rules engage at levels 4. 2 min. Blank Paper
words impact create a safe-space 2. Students will to expand upon to govern their that work for 5. 5 min. (3x), Pens
others environment. create unique the ideas in the conversation based them, silently or (3x), Video
positively or 3. Introduce role of rules that will video, making on previous out loud when Total (Marvel,
negatively. Student Affairs help govern their connections to experiences. responding to time: 20 2015), Inside
Professionals and conversations the work they -Concrete ground rules, the minutes Higher Ed
connect to how our over the next do and how Experience: video, or written Handout
word choices hour and create a they can Participants will and spoken (3x)(Brzycki,
impact student comfortable change what explore the activities. 2016;
success and how a space for all. they say to importance of - Multiple Means University of
positive or 3. Students will change student language through a of Representation: Washington,
negative reaction go over their role behavior and video and lecture. I presented ideas 2017).
can shape a as Student ultimately their -Reflective through a
students behavior. Affairs success. Observation: PowerPoint, Video
4. Watch video on Professionals and Students who Participants will and Article
language and word understand why struggle with discuss what they Handouts (Meyer,
choices. Pass out language is making learned in the Rose & Gordon,
the handout important to the connections video in an activity 2014).
(participants work they do. can observe (Kolb, 2007).
assigned article as 4. Students will and write
prep-work) watch a video to notes.
5. Reflect on how get them
choice of words thinking about
impact students, language choice.
connecting to 5. Students will
Inside Higher Ed write down
article, and discuss notes, and then
in a large group share in a large
setting. group discussion.
LESSON PLAN 4

The 1. Using the 1. Students will I will assess - Concrete - Multiple Means 1. 5 min. PowerPoint,
participant handout and read the re-read understanding Experience: of Representation: 2. 5 min. Projector &
will be able to PowerPoint, the article (were of the 5-step Participants will be Present A/V Cords,
use tools to introduce the 5- supposed to read communication introduced to a 5- information Total Blank Paper
engage in step before attending tool and step through time: 10 (3x), Pens
conversations communication workshop) victim-blaming communication PowerPoint and minutes (3x), Inside
on sexual tool that (Brzycki, 2016) definition tool, and victim- Handouts (Meyer, Higher Ed
violence and participants can and connect the through blaming concept, Rose & Gordon, Handout (3x)
misconduct use to strengthen ideas to the 5- lecture, asking and learn how 2014). (Brzycki,
with students their step tool (Uni. of open-ended positive and 2016;
in distress. communication Washington, questions and negative reactions University of
skills. 2017). asking students produce different Washington,
2. Define victim- 2. Students will to respond in emotions (Kolb, 2017).
blaming and then explore ways that are 2007).
explore positive terms specific to specific to the
and negative survivors of institution the
reactions. sexual violence work at
and misconduct, (Brzycki,
and continue to 2016; Uni. of
analyze with a Washington,
critical lens. 2017).
The 1. Introduce 1. Students will I will assess -Active - Multiple Means 1. 15 min. PowerPoint,
participant student in distress be able to the Experimentation: of Expression: 2. 5 min. Projector &
will be able to example and have practice the skills understanding Participants will Participants can 3. 5 min. A/V Cords,
feel participants write and information of the material practice what express what they 4. 5 min. Feedback
comfortable own notes of a presented in the in this theyve learned by know in a 2-pair Form (3x),
approaching sample beginning of the workshop by taking a personal discussion, written Total Pens (3x),
the topic of conversation. workshop in listening to commitment individual notes, time: 30 Blank Paper
sexual Then, get into through a silent how well - Abstract or provide written minutes (3x).
violence and pairs to practice. brainstorming participants are Conceptualization: feedback
misconduct 2. Check-In activity and 2- able to use the Participants will individually using
with students. activity, asking pair discussion. 5-step think about 3 the feedback form
participants to 2. Students will communication words to describe (Meyer, Rose &
choose 3 words choose 3 words tool, and by experience / Gordon, 2014).
that describe how to describe how how emotions.
they feel talking to comfortable -Reflective
LESSON PLAN 5

approaching when students in they describe observation:

difficult topics. distress makes themselves Participants will
3. Debrief them feel. feeling when reflect on what
discussion by 3. Students will they may they have practice
encourage self- discuss ways discuss these in the conversation
care and ask they can relax topics in the activity in small
participants how and seek help if future with groups, and what
they take care of they need it after students. they learned by
themselves when having a difficult assessing if the
stressed or discussion. workshop was
overwhelmed 4. Respond to helpful or not in
Provide options. feedback form the feedback form
4. Pass out before leaving. (Kolb, 2007).
feedback form to
all participants.

How youll summarize the I will set up an environment that encourages open discussion and critical thinking by establishing ground rules,
lesson: and encouraging participants to have a difficult discussion about how they can help students who are in distress,
especially those who reveal they have experienced sexual violence and/or misconduct. As Student Affairs
Professionals, participants will be provided with information, and a communication tool that will help them have
these difficult conversations with students and ensure student success.
How youll prepare It is impossible to know when you might have to use these skills, but if you do, try to remember what happened.
learners for the next What worked? What didnt work? Write in a journal and take some notes about your experience and new skills (if
lesson: any) and what challenges emerged. If you did not have this experience, please write some notes on what still
scares you about support students in distress. In our next session, we will revisit how these strategies are working
for you and discuss any challenges we are having.
CAT(s) youll use: At the end of the workshop, participants will fill out a short feedback form to help improve the workshop for next
time, and to help them reflect on what worked well and what did not work well and what they learned. They will
rate the usefulness of the workshop, what they found best or most useful, what they would improve, and what
topics they would like to learn more about.
Notes and comments: Do not be afraid of silence during large group discussions. These are difficult conversations to have, and the
activities are built to encourage discussions in small/individual activities before practicing in a larger setting.
Also, as this content can be triggering to some, participants may need to leave throughout the workshop to take
care of themselves. If this happens, be sure there is another designated person in the room to make sure they are
doing okay and ask if they need any help.
LESSON PLAN

Appendix A: Inside Higher Ed Article Handout

Instructions: Please read this article before attending the next workshop on March 7, 2017

Faculty Members Must Play a Role

By Henry G. Brzycki (January 5, 2016)
Abstract: The people on campuses most responsible for students' psychological and emotional
well-being -- faculty members and advisers -- have not been provided with the approaches and
tools needed to meet the growing challenges.

The most recent American Freshman Survey found that the emotional health of incoming
freshmen is at its lowest point in at least three decades -- a finding that should be of concern to
all of us in higher education. Similarly, according to the National Survey of College Counseling
Centers, 94 percent of counseling and psychological services (CAPS) professionals report that
recent trends toward greater numbers of student with some psychological problems continue to
be true on their campuses.
What can be done to alter these dire statistics? To help students prepare to meet the
increased psychological demands required in modern life, colleges must provide additional
support -- and not only from counseling professionals but also undergraduate advisers and
faculty members.
Just ask any counseling and psychological services professional in your college or
university and he or she will tell you that your students are not well emotionally, psychologically
and physically, and those most responsible for their well-being -- advisers and faculty members -
- have not been provided with a way to look at and help solve the problem. As one vice president
of student affairs at a Big Ten university declared recently, CAPS is receiving higher incidences
of anxiety and depression with more so than usual behavior issues, where needs continue to
grow each year and there is a long, growing waiting list. He concluded, We are not going to
find enough money to remedy the situation.
This is a sad commentary that expresses the depth of resignation among college and
university leaders that anything can be done to reverse such a troubling situation.
Institutional leaders, frontline advisers and faculty members have been led to believe that
if college students do well academically -- and take advantage of internships and student
activities or develop a scholarly relationship with a close faculty mentor -- then they will also be
happy, healthy and flourishing in higher education and life. That is a false belief that we should
not perpetuate.
Senior administrators need to view students, the academic advising relationship and the
broader college experience through a new lens that focuses much more on students overall well-
being and not just on academics and traditional extracurricular activities alone. Todays faculty
members and academic advisers are just not taught to think this way. They dont have a way to
look at the problem, nor do they have a definition of what constitutes well-being to guide their
prevention and education programs.
Well-being is not simply the absence of mental or physical illness. Rather, it is the more
positive connotation of how well your life is going. Well-being encompasses, among other
LESSON PLAN

things, emotional health, vitality and satisfaction, life direction and ability to make a difference,
the quality of ones relationships, and living a good life.
What is required in higher education today is a systematic process that helps students
achieve their educational, career and personal goals by concentrating on areas of talent and
engagement, dreams and passions. Such a student success strategy will stimulate and support
students in their quest for an enriched quality of life. That will, in turn, result in higher student
satisfaction, increased retention and graduation rates, and, at the most fundamental level, young
adults who are fulfilled and psychologically healthy.
Best Practices
In fact, some institutions are already exploring some proven best practices that effectively
infuse well-being approaches beyond counseling and psychological services into academic
advising, curricula and career counseling.
For example, one university where I was both a dean and professor applied an approach
that we called Self Across the Curriculum (SAC). We required all students at the beginning of a
new 16-week course to discuss with their professor how the course could help them better
understand their distinct purpose in life. Faculty members designed weekly lesson activities that
allowed students to design real-world projects that allowed them to work, for example, on ways
to stop bullying in middle schools. Students became engaged in their learning by being
intrinsically motivated to use their talents and skills to deal with real problems. Further, they
encouraged and moved each other by revealing their highest hopes and dreams for a better world
where children and people treated each other with kindness and love.
Retention rates increased by 26 percent for the entire institution, with student satisfaction
scores going up by almost 40 percent -- demonstrating that students feel empowered to persevere
and are happier about who they are and their course work when they learn about themselves and
see the tangible contributions they can make.
In addition, academic advisers at that same university then applied the scientifically
based Integrated Self (iSelf) model, an assessment and intervention tool that links four functional
areas that are crucial to student success: academic advising, career services, personal counseling
and student engagement. This model measures multiple facets or attributes of psychological
well-being, including: emotional and socioemotional intelligence; self-esteem, self-efficacy and
self-understanding; personal identity and beliefs; and intrinsic motivation.
Through the iSelf model, the university offered a short, three-session workshop to help
students understand their life purpose and dreams, then choose their academic program based
upon that life purpose and those dreams, and then select a potential career path and internships
that would manifest such expressions of themselves.
The result? The students in the class in general did whatever it took to remain in college
and found new and creative ways to finance their education after taking the workshop. Further,
they took it upon themselves to take ownership of their well-being and future direction --
resulting, for instance, in reduced levels of substance abuse that often accompanies anxiety and
depression.
For example, one student who had limited financial means to even attend college
expressed an interest in a practical career to satisfy her parents demands. As such, she was
just going through the motions of attending classes and was not emotionally engaged in her
LESSON PLAN

expensive education. Through the workshop, she transformed her understanding of who she was
and what she was meant to do with her life -- the distinct difference she could make.
She changed her academic major from Spanish to Social Policy and International
Relations, and she then actively found and accepted an internship in Peru. She went on to
empower inner-city people to make their communities and neighborhoods safer and cleaner and
to improve their personal health by reducing obesity rates. Her self-esteem and confidence
soared, giving rise to a dynamic personality that had lain dormant.
This university is just one example of how institutions can use new assessment and
intervention tools to create a student-success model that is based on the latest research in the
psychology of well-being and student-centered learning. The occasional seminar or mental health
event, or worse, allowing CAPS to passively wait for students to voluntarily sign up for
counseling, is simply not enough. Our colleges and universities need to actively offer educational
prevention programs and to infuse the teaching of self-understanding and well-being throughout
the curriculum.
At the very least, academic outcomes will go up. At best, we have happier, healthier,
more productive young adults.

Communication Tools
Students face a lot of challenges, and often turn to someone they trust when they need
support after experiencing sexual violence or misconduct. Your response helps determine
whether they feel safe and support or choose to seek additional help!
Consider taking these steps when someone discloses to you:

1. Validate: Believe them and thank them for sharing

2. Listen: Ask how you can help
3. Connect: Share with them the resources that are available on campus
4. Consult: Call your institutions resources to determine next steps or share any concerns
5. Self-Care: Take care of yourself and be aware of your own feelings

References
Brzycki, H. G. (2016). Faculty Members Must Play a Role. Retrieved February 26, 2017, from
https://www.insidehighered.com/views/2016/01/05/helping-faculty-members-help-
improve-students-mental-health-essay.

University of Washington. (2017). Faculty & Staff: Wellness Resources for Students. Retrieved
February 26, 2017, from http://fyp.washington.edu/healthyhuskies/.
LESSON PLAN

Appendix B: Workshop - Feedback Form

1. How would you rate the usefulness of the content of the workshop?
(1 being the least useful, 5 being the most useful)

1 2 3 4 5

2. What did you like best or find most useful about the workshop?

3. What would you do to improve this workshop?

4. What would you like to learn more about?

1. How would you rate the usefulness of the content of the workshop?
(1 being the least useful, 5 being the most useful)

1 2 3 4 5

2. What did you like best or find most useful about the workshop?

3. What would you do to improve this workshop?

4. What would you like to learn more about?

LESSON PLAN

References

Brzycki, H. G. (2016). Faculty members must play a role. Retrieved February 26, 2017, from

https://www.insidehighered.com/views/2016/01/05/helping-faculty-members-help-

improve-students-mental-health-essay.

Kolb, D.A. (2007). Kolb learning style inventory: LSI workbook. Boston, MA: Hay Group, Inc.

Marvel, T. (2015, April 08). Retrieved February 27, 2017, from https://www.youtube.com/

watch?v=VeKSBdjSz8k.

Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and

practice. Wakefield, MA: CAST Professional Publishing.

University of Washington. (2017). Faculty & staff: Wellness resources for students. Retrieved

February 26, 2017, from http://fyp.washington.edu/healthyhuskies/.