M.E, That’s exactly the aim.

If you collect intakes or evaluations for tutoring or coaching from students, you can look for commonly occurring phrases, and, of course, co-create titles with tutors, coaches, etc. to ensure the language resonates.

On our workshop evaluation forms, the first couple questions are actually intake questions asking what issues students are experiencing and what they want to learn/be able to do.

So, with each evaluation we collect, we also get a sense of how students are experiencing the challenge in their own language. We also ask a question on the evaluation specifically to get responses to use in our publicity.

We ask, namely, “What would you tell another Princeton student about this workshop?”

Best,

Nic

​Nic, That is such a clever idea--echo the student's thoughts! Then when they recognize them on your flyers and social posts, they are going to at least give them a look. You just can't do a stand alone workshop titled "Study Skills." If the title is catchy or resonates with the student, it can become an entrenched part of campus culture. I named our study skills workshop "Glue For Your Brain" (this was long before the book "Make It Stick) and to my surprise people still ask for that workshop even though I have moved to other duties and no longer offer that service. The name most certainly matters. 

m.e.

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