Assessing Experiential

LearningAre students learning what we want them to learn?

What have you learned from experience?

Examples Developmental Psychology students and the “older”

generation Pie making with Grandma Lucy My student teacher and her Christmas Vacation

saga What do these have in common?

They were direct encounters with the “phenomena being studied rather than merely thinking or only considering the possibility of doing something about it.”

They resulted in an education that occurred as a result of direct participation in the events of life—learn by doing!

What was learned?

Successful Assessment of Experiential Learning involves

Defining terminology

Sequencing experiences and Designing opportunities and assessments

Assessing

What I’ve learned from culture building…

A “Culture” of Experiential Learning?

Language How do you define Experiential Learning in your

department/program?

Symbols and Practice What are your program’s practices with regard to

experiential learning?

Stories What experiential learning experiences have you

used thus far OR what successes have been used at ISU thus far and how can we learn from them?

What is Assessment exactly?

Assessment is the ongoing process of: Establishing clear, measurable expected outcomes of

student learning. Ensuring that students have sufficient opportunities to

achieve those outcomes. Systematically gathering, analyzing, and interpreting

evidence to determine how well student learning matches our expectations.

Using the resulting information to understand and improve student learning.

How do you know that experiential learning is meeting the needs of your program?

The Assessment Process

Establish Learning Outcomes

Provide Opportunities for

Learning (Map outcomes to the

curriculum)

Assess Student Learning

Use the Results

Be honest about why you are doing assessment

Compliance Commitment

External Questions Internal Questions

Number & Amount Quality & Utility

Reporting Interpreting

Collecting it Using it

Accreditation Learning

Because we have to Because we want to improve

Other key definitions needed

Community Engagement

Experiential Learning

Others?

What is Community Engagement?

ISU defines Community Engagement as: the development of collaborative partnerships between education, business, social services, and government that contribute to the academic mission of the University and directly benefit the community. Community engagement includes activities in teaching, research, and service endeavors of faculty, students, and staff.

Community Engagement Examples

Technical assistance and applied research to help increase understanding of a local or regional problem or test solutions for that problem.

Lectures, seminars, and other public forum that provides a neutral place to explore community issues.

Extension of learning beyond the University walls and into the community.

Enriching the cultural life of the community.

Service, including internships and service-learning, that directly benefits the public.

Economic development initiatives, including technology transfer and support for small businesses.

Involvement of community members in planning and decision making activities of the University.

Experiential Learning Definition

ISU Defines Experiential Learning as, “Engaging students in learning through sequential exposure to challenging, compelling, and enriching activities conducted in appropriate settings. It integrates development of knowledge, skills, and dispositions, and fosters application of methods of critical inquiry. It engages students in personal reflection in order to organize, interpret, and bring meaning and coherence to their learning experience.”

ISU Strategic Goal for Experiential Learning

Advance experiential learning to where all ISU student shave a significant experiential learning experience within their major.

Initiatives to achieve Goal 2 Infuse experiential learning as a core component in

all academic programs Apply the science of learning to the learning of

science Coordinate and elevate leadership studies

ISU Experiential Learning (from ISU Goal 2)

Current curricular and co-curricular offerings that can be categorized as experiential learning: Programs associated with the First-Year Experience Internships, practica, field experiences Collaborative student-faculty research A collaborative ISU student-faculty-staff service project Organized service-learning project, including reflection on

knowledge gained An ISU business venture involving students Last-year capstone experiences An ISU fund-raising venture involving students Work experience opportunities for students in offices, labs,

libraries, residence halls, etc.

Other sources of Experiential Learning information

What do your professional organizations suggest? NCATE AACSB ACCE NASAD American Historical Association AAC&U American Dietetic Association The American Society for Cell Biology Others?

American Council for Construction Education (ACCE)

3.3.2

Program Learning Outcomes

The development of professional skills and knowledge is a central requirement of an ACCE accredited master’s degree program. ACCE requires that all graduates of accredited master’s degree programs be able to demonstrate mastery of the following: Critical thinking and creativity Problem solving and decision making Effective and professional oral and written communications Use of information and communication technology Principles of leadership in business and management Current issues in construction Complex project decision making and associated risk management Professional ethics including application to situations and choices Advanced construction management practices Research methods

American Council for Construction Education (ACCE)

For each category, programs seeking accreditation by ACCE must

1. Define program learning outcomes for each category.

2. Cross reference each program learning outcome to relevant course objectives and/or other evidence.

3.Describe how each program learning outcome is assessed.

Standards and Criteria for Accreditation of Master’s Degree Construction Education Programs, Document 103MD

National Association of Schools of Art and Design

NASAD Standards/Handbook Competencies Summary Item 3. (Ceramics) Essential Competencies, Experiences, and

Opportunities (H.IX.A.3.) Understanding of basic design principles, particularly as related to ceramics.

Advanced work in three-dimensional design. The development of solutions to design problems should continue throughout the degree program.

Knowledge and skills in the use of basic tools, techniques, and processes sufficient to produce work from concept to finished object. This includes knowledge of raw materials and technical procedures such as clays, glazes, and firing.

Understanding of the industrial applications of ceramics techniques. Understanding of the place of ceramics within the history of art, design, and

culture. Functional knowledge of basic business practices. Preparation of clay bodies and glazes, kiln stacking procedures, and firing

processes. Special firing methods such as salt glaze and raku are recommended. Easy and regular access to materials, equipment, and library resources related to

the study of ceramics. Completion of a final project related to the exhibition of original work.

Blending Expectations

How do Community Engagement and Experiential Learning come together in my discipline?

What makes Experiential Learning, Experiential at ISU? Integrates development of knowledge, skills, &

dispositions Fosters application of methods of critical inquiry Engage in reflection for organization, interpretation, and

meaning

How do I operationalize/define these definitions in my program?

Writing Learning Outcomes

Students should be able to <<action verb>> <<something>>

Students will <<action verb>> <<something>>

Students will be able to <<action verb>> <<something>>

Examples: Ceramics students will evaluate works of art and

design. Beginning Construction Management students

should be able to frame a wall that adheres to local building codes.

Nursing students should be able to handle hazardous and infections materials appropriately.

Outcomes in Experiential Learning

Institutional

Program

Course

Outcomes in Experiential Learning

Institutional Level Provide technical assistance and applied research to

help increase understanding of a local or regional problem or test solutions for that problem.

Program Level Conduct collaborative research in the ecosystems in

the local watershed to benefit the community and region.

Course Level Assist community members in planting gardens to

attract bees to the area.

What do you want students to get out of Experiential Learning in your program?

How can my English Majors apply what they have learned in an experiential learning opportunity?

What can Political Science graduates do when they complete the program?

How can students in your program use their skills to improve the community?

Examples: Habitat for Humanity build Cosmetology program parties Candy company going green Tax preparation

Action Verbs

Lower level outcomes (typically at the course level)Knowledge Comprehensio

nApplication

Cite Associate Apply

Count Classify Calculate

Define Compare Classify

Draw Differentiate Dramatize

Identify Explain Illustrate

List Predict Interpret

Name Report Restructure

Quote Restate Solve

Recite Review Sketch

State Translate Write

Action Verbs

Higher Level Outcomes (more often upper level courses or program outcomes)

Analysis Synthesis Evaluation

Analyze Assemble Appraise

Categorize Compose Assess

Compare/Contrast

Create Evaluate

Debate Design Grade

Distinguish Formulate Judge

Experiment Prescribe Rank

Separate Propose Score

Summarize Synthesize Validate

Experiential Learning: Defining Outcomes at the Program Level

Teacher Education Candidates will be able to modify lessons to relate instruction to students’ lives.

MIS Students will design a data management system for a small business.

Environmental Studies students will conduct research on commuting patterns of UWEC faculty and staff.

At the direction of the City Council, Economics students will collect data on gas prices in Eau Claire during summer 2012.

Social Work students will teach local seniors how to use email and Facebook.

Write some outcomes

Who are the intended students?

What do you want them to learn?

Write an outcome. Remember the format: Students will <<action verb>> <<something>>

Sequencing Experiential Learning

Introductory Experience

Students learn the basics of the discipline in practice.

Context Experiences

Students engage in a variety of experiences related to advanced contexts of the discipline.

Culminating Experience

Students synthesize what has been learned in the previous experiences and put this learning into mentored practice.

What are you already doing in…?

Teacher Education

Construction Management

Music Performance

Television

Radio

Theater

MIS

Communication Disorders

Speech-Language Pathology

Athletic Training

Nursing

Social Work

Creative Writing

Flight

Pilot

Others?

Where will the Experiential Learning Happen?

Design opportunities for students to learn what you want them to learn Internships Case studies Student Teaching Apprenticeships Others? Make a list.

At what level will the experience be designed?

Beginning/Introductory

Intermediate/Context

Culminating/Capstone

Assessments needed

Once the Experiential Learning experience (curriculum) has been designed and aligned to the outcomes, how will you assess it?

Examples (linked to outcomes) Observations Portfolios Projects Others?

What are the givens?

What are the expectations?

Do you expect your students to dress properly?

Do you expect your students to show up on time?

Are these the intended learning outcomes?

What are the “dispositions” you want students to learn?

Conduct an Assessment Inventory

Have we established learning outcomes for experiential learning in our program?

Have we provided opportunities for students to engage in learning through sequential exposure to challenging, compelling, and enriching activities in appropriate settings?

What assessment data do we already have?

How have we used the assessment results we currently possess?

Experiential Learning Challenges and Solutions

Challenges Rank

Possible Solutions

Lack of Faculty buy-in

Difficult to assess

Doesn’t fit my program

Unsure of how to design an experiential learning sequence

It’s a lot of work

Lack of resources

Other (specify)

Other (specify)

What has worked?

List Experiential Learning examples you know of that have worked at ISU or elsewhere in the past?

How can you adapt those examples to fit your discipline?

What professional development would help you personally integrate Experiential Learning into your program/courses?

Assessing the Experiential Learning Experience

AAC&U rubric example

Rubric Design What are the measurable elements of the

Experiential Learning Experience?

Getting Started

Be willing to take risks

Realize some things will not always be fully successful

Start small

Avoid rewards and threats

Develop a solid foundation that can sustain a program over the long haul, realizing change happens

Ready, Set, GO!

Develop learning outcomes for Experiential Learning in your program

Design opportunities for students to demonstrate the intended learning outcomes

Assess the intended learning that occurs in these opportunities

Use the results to improve the learning opportunities

Do it again

Points to Ponder

Like other outcomes, make sure that the Experiential Learning outcomes for your program make sense to the learners.

Be creative.

Don’t feel the need to reinvent the wheel. Capitalize on what has already been done and make it your own.

Celebrate the little victories—remember it’s about learning.

Thank you!

Resources Consulted

AACU.org

Allen, M.J. (2004). Assessing academic programs in higher education. Bolton, MA: Anker.

Banta, T.W., Jones, E.A. & Black, K.E. (2009). Designing effective assessment: Principles and profiles of good practice. San Francisco: Jossey-Bass.

Banta, T.W. (2002). Building a scholarship of assessment. San Francisco: Jossey-Bass.

Maurrasse, D.J. (2002). Higher education-community partnerships: Assessing progress in the field. Nonprofit and Voluntary Sector Quarterly, 31, 131-139.

Suskie, L. (2009). Assessing student learning: A common sense guide, 2nd ed. San Francisco: Jossey-Bass.