15 Minute Yoga Program Evaluation: Improving the Proposal

Keith Cozart commented on Group 1 and Group 6 Program Evaluation
Samantha Pickens commented on Group 6 and Group 2 Program Evaluation

Kate Bowers commented on Group 2 and Group 3 Program Evaluation

Sean Rodgers commented on Group 4 and Group 7 Program Evaluation

15 Minute Yoga Program Evaluation: Improving the Proposal

Katie Bowers, Keith Cozart, Samantha Pickens, and Sean Rodgers

Ball State University

EDAC 634 – The Adult as a Learner

29 March 2015

15 Minute Yoga Program Evaluation: Improving the Proposal

Introduction

            After designing our program, 15 Minute Yoga: Three Steps to Better Adult Living, we asked two educators, Dr. Jerry Wilde from Indiana University East and Danielle Steele from Earlham College, to review and evaluate it.  These educators were provided with an evaluation form, a copy of our program design, and a link to the group blog so that they could see the scope of the group project and read the posted materials.  We hoped to reach participants on a spiritual level through the implementation of simple yoga poses and meditation practices.  An evaluation of our program design will indicate if we would be able to successfully show the importance of a balanced perspective of equality, diversity, respect, judgment-free, and mindful lifestyle to our participants.  It will also give us the critical feedback we need to improve our program and make it better for our participants.

Professionals

             Dr. Jerry Wilde is a Professor of Educational Psychology at Indiana University East.  He has been in the position for 17 years and is in his first year as Interim Dean for the School of Education.  Dr. Wilde has degrees in School Psychology (Ed. S.) and Educational Psychology (Ph. D.) (Jerry Wilde, n.d.).  He has written numerous books on cognitive behavior therapy with children and adolescents.  In his evaluation, Dr. Wilde said that he does not have much time for hobbies, but he loves music.  In his current role as Dean of the School of Education, he has had the opportunity to develop new programs for Indiana University East.  He has been working to develop a graduate certificate for both Early Childhood Education and Online Teaching and Assessment (Dr. Jerry Wilde, personal communication, March 25, 2015). We feel that his current position and credentials make him qualified to evaluate the educational side of the program.

In the evaluation of our adult education program design, Dr. Wilde focused on how the literature helped to strengthen the reader’s knowledge of spiritual learning and related to the program.  From an outside perspective with no prior study of spiritual learning, the program investigations were confusing when compared to our own program design proposal.  The suggestions that Dr. Wilde provided through the evaluation form were concentrated on helping others to understand the connection between the program design and spiritual learning.  Dr. Wilde asked, “What evidence could you provide that yoga has been beneficial to participants in terms of spiritual learning?” (Dr. Jerry Wilde, personal communication, March 25, 2015). 

            The second evaluation was done by Danielle Steele.  Ms. Steele is the Assistant Director of Choral Activities at Earlham College.  She has a bachelors and masters degree in music.  Ms. Steele has an extensive background in music performance, specifically opera.  In her recent career at Earlham college, she has been a part of a gender identity project in collaboration with the Indianapolis Spirit and Place Festival and is currently doing research on the transition from one gender to another (transgender) and its effect on the singing voice (Danielle Steele, n.d.).   One of Ms. Steele’s other roles at Earlham College is as a yoga instructor of Ashtanga Yoga at the Earlham Wellness Center. We believe Ms. Steele’s experience as yoga instructor makes her viewpoint crucial for program improvement.

            Danielle Steele provided a very comprehensive and useful evaluation of the program proposal.  Ms. Steele noted that the proposal was well developed for introducing yoga to people who would not otherwise have exposure.  She praised the instructor responsibility descriptions; especially the questions for examining their own teaching as well as making the space a judgment-free zone and flexibility in class plan to promote an organic and spiritually-freeing experience.  She was especially fond of more experienced students helping newer students; “Yes, yes, yes! This is the ONLY way to a successful yoga program.  Inclusivity and community.  Brava tutti!” (Danielle Steele, personal communication, March 27, 2015).  In addition to the great comments on the program design, Danielle Steele had some suggestions for improvement.  As a practicing yogi herself, she noted in her evaluation that savasana is a pose that is used to close a yoga practice and is not meditation.  Meditation takes place before savasana and can last 10 – 30 minutes.  She also noted that the instructors with the qualifications we had listed were an unrealistic expectation.  An instructor should be paid $50 per hour for their time.  A more realistic instructor for a community program like this would be a beginner instructor under the mentorship of a more experienced instructor.  One final thought was that a sustainable practice be included in the proposal, or resources for students to continue practice on their own (Danielle Steele, personal communication, March 27, 2015)

Reflection

We have many things to take into consideration from the suggestions that Dr. Wilde and Ms. Steele provided. It should be noted, however, that Dr. Wilde’s evaluation focused on how our previous assignments aligned with our program design instead of solely on the adult education program design. While this was still helpful, we think a more thorough investigation of our program was needed. In order to make our program better we should find ways to measure and assess how well of a spiritual learning connection is being established with the participants, review other yoga program designs to better understand yoga methodologies and sustainable practices, research instructor compensation and qualifications for a beginner level class, have seasoned yoga professionals continually assess and adjust the program’s practices, provide participants with extra resources such as an instruction sheet with pictures of poses so they can use it as a point of reference when they are practicing on their own, and reduce the number of concepts we implement in the 3-day session and encourage participants to return for regular classes if they want to learn more.

Conclusion

Program evaluations are very valuable for the development of our adult education program design. These evaluations helped expose the weaknesses, as well as, show the strengths of our program. In addition, our evaluators gave us facets to consider from both the education and yoga perspectives. These suggestions are essential to the evolution and improvement of the program.

           

References

Danielle Steele. (n.d.) Retrieved March 26, 2015, from Earlham College website:

http://www.earlham.edu/profile/?id=12342&r=6852&disp=False.

Jerry Wilde. (n.d).  Retrieved March 26, 2015, from Indiana University East website:

http://www.iue.edu/people/bio/bio.php?bio=jwilde.

           

Project Evaluation Form

Group 5- Spiritual Learning

EDAC 634- The Adult as a Learner

15 Minute Yoga- Three Attainable Steps to Better Adult Living

**Please complete the below information pertaining to the project design.

First and Last Name: Jerry Wilde

Place of Employment, degrees completed, number of years in position: Interim Dean, School of Education, Indiana University East I have been a professor of educational psychology for 17 years at IU East.  This is my first year in the role of Interim Dean

Field of Study, expertise, and hobbies. Additionally list areas of interest specifically related to this program design and spiritual learning: My degrees are in school psychology (Ed.S.) and Educational Psychology (Ph.D.).  I have written numerous books on cognitive behavior therapy with children and adolescents.  I don’t have much time for hobbies but I love music. In this new position of dean I have had the opportunity to develop new programs of study.  I have helped develop a graduate certificate in 1) Early Childhood Education and 2) Online Teaching and Assessment.  I have no direct experience with spiritual learning other than what I encounter in everyday life.  0

STENGTHS What did you like most about the program design? Before we get to the program design I wanted to say that it was a solid lit review to start with.  That helped frame what was to follow.  The chart at the end of the Program Descriptions was helpful to compare the similarities and differences between the programs.  For what reason?

AREAS OF GROWTH/DEVELOPMENT What areas do think need improvement? There were lots of typos but that’s a minor issue.  I originally was curious why ESR was selected because it is a school of religion and as the authors have noted, “spirituality and religion differ” (Tisdell, 2003).  It was hard for me to follow the connections between ESR, SBS, and the yoga program.  That seemed forced.  The connections weren’t clear to me other than in the very broadest terms.  I’m curious why there was a monthly summary for only the month of February.  What evidence could you provide that yoga has been beneficial to participants in terms of spiritual learning?  That should be included in your project.   Take the chart that compared ESR and SBS and add a third column containing your program.  For what reason? Suggestions on how? It might have been interesting to look at a wider range of programs perhaps even other yoga programs.  Then again that might be pointless because of the overlap.  My guess is you might have done that and abandoned the idea.

Project Evaluation Form

Group 5- Spiritual Learning

EDAC 634- The Adult as a Learner

15 Minute Yoga- Three Attainable Steps to Better Adult Living

**Please complete the below information pertaining to the project design.

First and Last Name: Danielle Steele

Job position(s), hobbies, and expertise. Additionally list areas of interest specifically related to this program design: Assistant Director of Choral Activities, Earlham College, Richmond, IN Yoga Instructor, Ashtanga Yoga, Earlham Wellness Center

STENGTHS What did you like most about the program design? Strengths include: For what reason? I enjoy that this program provides a gateway for those people who would be otherwise unexposed to yoga. Instructors are given fabulous questions for examining their own teaching, motives and how they interact with and help their students grow. An emphasis on the need to set aside dedicated time for the practice of not only yoga/stretching but meditation in order to truly have the mental, emotional and spiritual benefits of the yoga take place within the student. An emphasis on a judgment-free environment not just on the part of the instructor or in the classroom but that the participant be free from their own judgment, as well. A reminder to the teacher that preparation/a class plan and the willingness to also jettison said plan is equally necessary for a flexible, organic, spiritually-freeing classroom. Experiences that rely not just on aural learning but involve the five senses and creative ways for students to experience yoga, making it far more accessible to people with different skill sets, intelligences, learning styles and physical abilities. A quote: “Other experienced students will be encouraged to aid in the development of newer students to not only aid in student development, but also aid in developing a communal class environment.” Yes,  yes, yes! This is the ONLY way to a successful yoga program. Inclusivity and community. Bravi tutti! “Class will be evaluated on a regular basis to determine if changes are needed to better serve the abilities and needs of the students, such as schedule changes or incorporating additional classes taught at different levels.” See my comments in the following section re: evaluation of the class.

AREAS OF GROWTH/DEVELOPMENT What areas do think need improvement? For what reason? Suggestions on how? There is a factual errors: “Savasana” is a pose traditionally used to close a yoga practice. It is not meditation. It is translated from the Sanskrit as “corpse” pose, which implies, therefore, that there is nothing more to do in the practice. Meditation should take place before a student enters savasana, usually in a comfortably seated position (if students can achieve full or half lotus pose, this is a traditional meditation posture and can last in most practices from 10-30 minutes as an incorporated part of a yoga routine. Meditation on its own can last minutes or hours). A quote from the paper: “There will be two regular time instructors with at least a 200 hour certification, and two part time regular instructors, one advanced instructor with at least a 500 hour certification as well as certification in multiple specialized yoga style certifications, as well as one instructor who is beginning certification. The level of instruction will be suitable for beginners, with adaptations for intermediate and advanced students and with no presumed knowledge of yoga expected from the students.” This strikes me as unrealistic. If this course, which focuses on simplicity and accessibility, is to be offered at places that do not already have a yoga program in place, finding this many instructors with this level of training would be nearly impossible. Financially, it is not feasible. One, possibly two, 200-hour certified instructor(s) would be more than sufficient for the student load a program like this is likely to attract. While most instructors have chosen to specialize in one form of yoga or another (Ashtanga, Bikram, etc.), no specialization would be needed to teach this intro to yoga – only a good understanding of the fundamental poses, exercise physiology and a compassionate heart with ample space for the learning speed of people who could be intimidated, resistant, or physically unable to do the poses. What would be more realistic in terms of staffing is if the instructor were under the mentorship of an advanced teacher at an established yoga studio where the instructor regularly studied. It could be arranged that the mentor teacher could observe the 200-hr. instructor a number of times throughout the semester in order to evaluate not only the instructor but the success of the program overall. The fee paid to this person would need to be $50/hr. for their time. The fees for less-experienced instructors could vary from a per-student amount given to them or a set fee they are paid per class or semester-long course regardless of number of participants. Regarding the 3-day intro session, it’s good, but it’s VERY little time to introduce so many concepts. Also, are students then encouraged to return for regular classes after they go through the introduction or are they expected to do it on their own? If on their own: provide them with an instruction sheet with pictures of poses so they can refer to it as they build their own practice. If they are to return for more classes, this isn’t made clear in the paper.

Roles

Keith Cozart – Find Professionals for Evaluation, Create and Distribute and Collect Evaluations

Kate Bowers – Write Introduction, APA format

Samantha Pickens – Evaluation Professional Profiles and Backgrounds, Evaluation Summary

Sean Rodgers – Reflection and Conclusion