DEANO PAPE

COLLABORATION FOR THE ADVANCEMENT OF COLLEGE TEACHING AND LEARNING

RIPON COLLEGE

Experiential Learning

Definitions

Learning by doingApplication of course

content and skillsDirect experience“Real-world”

impactsReflectionValue added– what is

learned in the class provides quality experiences and results

Types of Experiential Learning

Service-learning (community)

Internships (structured)

Practicum (bridge theory and practice)

Research Project (applied, empirical, CBR)

Problem-Solving Project

Immersion ExperienceCooperatives

Discussion

What are the arguments for and against experiential learning (broadly considered)?

What are the arguments for and against specific forms of experiential learning?

Issues to Address at Advance/Trainings

Methods to encourage faculty buy-in (including clarity of “one class, one technique” approach– dispel the myth of the dirty little secret)

Clarify administration support and buy-inTime commitment strategies (faculty and

students) & student access to ITClass levels (first year v. advanced classes)Scale of project can be small; key is that

essential principles of experiential learning are put into practice

Issues to Address at Advance/Trainings

Disciplinary fitPlaying nice with IT

Answering the Challenges

Time challengesFocus on small-scale projects/experiencesUse technology as an aide (e.g., YouTube instead

of going to the actual courtroom)Bring in the partner, if possible (instead of going

to them)Mini-practicum within the class (students teach

each other, for example)– best way to learn is to teach

Internship (experience outside of the class)Mentor to work with logistics/facilitation

Answering the Challenges

Have faculty help each other; constant interaction; lunch exchanges to solve issues related to time in the class

Responsibility of the department as a whole; have meetings to share ideas

Faculty support systems– GES and networking with others to identify partners

LinkedInLesson Bank for department/class– share

experiential activities/best practices Bring in external speaker

Answering the Challenges

Student time challengesUse some classtime to assist themRequire them to do out-of-class work and use

resources such as the libraryRecognize that the experiential learning

exercise is part of the coursework and that it needs time for them

Teach them time management! Time savers for them: Ebsco and ProQuest

show them the citation; Word ‘07

Answering the Challenges

Levels (beginning class v. advanced class)Match the level of experiential nature (hand out

magazines, books, etc. to find info for APA citation)Database/networking/legos examples to make it more

accessibleJeopardy! PowerPoint (class actually puts the

questions together)– faculty assessment of questionsMini-teaching opportunities (give them prep time in

advance) – can also do this in groupsUse as replacement for lecture (such as with the

math problems demonstration)

Answering the Challenges

Shadowing– various levels of exposure Culinary math– start with a budget, process

the costs, present it to the classSpeech outlines– big Roman numerals stand

next to…Application of terminology/concepts (tied to

shadowing idea)Critiques (observation followed by criticism) Argumentation model Six-step problem solving method

Experiential Learning Activities

Create wiki for group exchange/asynchronous dialogue

Bring Flip camera and display for the groupUniform code rapAPA citation exercise (wiki cheat sheet)Rubric designEmail etiquetteArgument modelCross application of problem solving

What Experiential Learning is NOT

Lecture/DiscussionCommunity serviceGiving credit for past

experienceGiving credit for

unrelated experienceUnstructuredAbsent standardsImpossible to assessTouchy-feely“Easy” Just “what we do”

Discussion

Experiential Learning, Sullivan, & the QEP

Examples

Biology of cancer Nonprofit consultingEmpirical research and attitudes toward raceCulture blog/wikiSpanish-language calendarLeadership instructional videoEthical case studies for high school conferenceHost dinner for nonprofit organization, food

safety program, Ruby Payne & poverty

Exercise

Gardner’s Multiple Intelligences http://www.infed.org/thinkers/gardner.htm

Divide into pairsEach pair takes an intelligence and develops

experiential learning strategies to enhance that particular intelligence

Gardner

LinguisticIntrapersonalMusical– use of a metronome for public

speaking; calming tones and frequencies in stress management (FYE); nonverbal weights; listening aspect and dispute resolution; music in commercials; create a piece of music and market it; uniform commercial code rap

Gardner

SpatialInterpersonal (role playing– interviewing a client,

fact patterns and inconsistencies; role playing– mock trial; business– The Apprentice, pitch a business plan; role playing– IT relationship with faculty; role playing-- help desk); pharmacy– know how to deal with people in pain, stressed and create externship where the pharmacy student stands behind counter and waits on customers; mini-student teaching from current week’s lesson (best way to learn is to teach); teacher training for junior faculty

Gardner

Logical-MathematicalNaturalisticKinesthetic– modeling; body language; tied to

research project; bad body language and see how feel; students form a network and pass Legos to each other; process-level observation and reflection (input/output); bring the theory alive (culinary and mathematics/pricing)

Learning Agreements

Course learning goals and objectivesExperiential learning goalsExperiential skill-building goalsExperiential impact goalsStudent, prof, and external partner sign

agreementRevisit the goals throughout the quarterMid-point assessment (reflection)End assessmentConfirm agreements at the outset

Assessment

Syllabus (identify the learning objectives) Goals of experiential learning exerciseFactors of the exercise you want to assessInternship goals for evaluation: skills?

Content? Work as a team and address PS issues–

teamwork and problem solving Instrument (rubric); evaluation Communicate effectively; meeting deadlines;

employability? Self-motivation? Dimensions

What does an A-level internship look like?

A-level: Always meets deadlines; always arrives on time; demonstrates excellence in cooperative interpersonal skills; applies concepts of teamwork;

B-level: Regularly meets deadlines and arrives on time; demonstrates competent cooperative interpersonal skills; …

C-level:D-level: F-level: Frequently misses deadlines; arrives late

on a regular basis; substandard management skills;

Evaluation Criteria & Methods

Outcomes: Practice working in teams; apply business concepts and theory to practice; professional behavior and interpersonal interactions; quality of resume and interviewing skills;

GENERAL CRITERIA FOR EXP. LEARNINGSupervisor’s Evaluation Form Supervisor interview Customer surveysTraditional papers and presentationsExternal evaluators

Gameplan for today

Bring syllabi and review learning objectivesDetermine best experiential techniques for

learning objectives on the syllabus (to replace lecture or other methods)

Craft objectives for the experiential learningCraft general criteria for evaluation (laundry list)

for faculty to consider (graded or ungraded)Snapshot experiential activities Review goals for keynoteConsider activities for advance and practice the

activities with multiple disciplines in mind

Converting Objectives into Experiential L.

One course, one assignment– allows for same criteria of evaluation (better assessment)

Think about the before and after, not just the actual (assess the before and after as well– example, changing the diaper)

Time is wisely used when you construct an experience or rubric and cross-apply to other courses/exercises (overlapping skill sets)

Break down the objective into consideration of the method used to achieve the objective now (e.g., lecture, collaborative learning); see if E.L. can replace

Examples

Is it too elementary? Does it work? Remember it takes some prep time!

Mini-immersion (public speaking– paradoxical intention)

Mini-research project (product recalls– go to the stores, web sites, consumer agencies, etc.)– also kinesthetic, review the strollers, types, kinds, substitutes; legal dynamics

Guest speakers demonstration/modeling; students repeat the exercise

Modeling– pregnancy suit; reflection exercise (compare male and female)

Examples

Using media (clips from “Baby Boomer”) and analyze for best practices; YouTube

Lab exercises/demonstrations/interviewingCan you save some time in the class by using a

shared data set, for example, more of a constructivist approach

We need to find time for students to go out and actually sample/collect data/think about and process

Cross-disciplinary approach (marketing and stats working together)

Examples

Take a prior project and make it experientialHave them consider the aesthetics/pragmatics of a

project (such as designing computer code); the “GUI” (I still like gooey) environment (what might appeal to an external audience?) ; real-world reaction

Have clients come in; events in the news and treat as if the class’ case; confidentiality agreement (have class craft their own confidentiality agreement); work with legal aide (teleconferencing instead of face-to-face; again, real-world experiences)

Examples

Host a clinic as a half-day event (such as a will clinic for paralegal students)

Critique something real-world (such as a will kit on TV); why those don’t work or work

Brochure development or information page on some aspect of the field (wills and estates class)– what does a will do, what happens if I don’t have a will…

Two classes work on a project together, one feeds content to the other’s form (brochure content given to a marketing class, for example, or web site)

Law firm for other students (contracts for nannies, for example)

Examples

Letter-writing campaign

General Criteria for Evaluation

Engage in participation/professional attendance & presence (internship)

Apply course knowledge and skillsPositive project results for the partnerDemonstrate ability to manage timeCreate positive and professional relationshipsConstruct a document, agenda, letter, business

planPerform a specific task to a level of achievement Use language, math to write, generate statistical

results

General Criteria for Evaluation

Consider cross-application of skills from other disciplines (might be in reflection)

Reflection on use of information in real-life (how will I use this down the line?)

Ability to reflect upon or personalize the experience (structured reflection); apply to what they have learned in the course; cross-disciplinary

General Criteria for Evaluation

What are the expectations for a specific level (undergrad v. grad, 100-level v. 300-level)

Self-evaluation? More academic rigor (for internships)? Weekly reports?

Identify creative approaches /ideas within the project

WOW factor/going “above and beyond”/took it to the next level

Keynote & Advance

Keynote (Down & Dirty in French Lick)– 1 hr.Last and fourth QEP/Culture/ImpactExperiential Sullivan should excel in (capstone) –

natural link with career focus; tied to OBJECTIVESDefinitional /what it’s not/differentiation from other 3Types BenefitsExamples (programs of Sullivan focus) Link to workshops for Saturday (foreshadowing)Lead them into experiential learning/mini-immersion

Saturday paped@ripon.edu

EL in the class Role playing, demonstrations, debriefing– 5

“learnings” on how to read story to child, how to drive a car, how to make pickles, how to purchase a wine, how to decorate a bedroom– each group will have one of these areas– for each, determine the objective, pick a method that imparts skill/knowledge, describe how that would be assessed– give them a little information about each of the areas

Saturday

Replace passive techniques with experiential and active techniques

EL out of the class Room is in three sections (classroom, visited

areas, come back to the classroom); come up to counter on new medication/interaction/solving problems– shadowing, role playing, immersion, internship– replace the passive with the active

Saturday

EL and technologyGo outside of PowerPoint; teach the instructors

a skill– doing APA citations– tool built-in to Word 2007 (walk through the steps to make the citation); YouTube videos (demonstration and reflection)– actually make a video with cell phones and upload it; wikis (for critical thinking, collaborative exchanges)--- experiential learning wiki?

Agenda for each of the three sessions

Clear objective (what do we want them to do?)

Evaluation criteria (what are we looking for?)Activity (mmm… pickles….) Assessment (how do we measure it?)Debrief (what works/what doesn’t (in the

experiential exercise– how replaces passive activity)

Gameplan for tomorrow

Give each group time to play with the Saturday activities (pull each group out with me to talk about evaluation criteria)

Figure out a timeline for what needs to be done before November

Share some resources Finalize the Jan/Feb training (put the pieces

together) – what are the learning outcomes? Mirrors what we have done here– what materials do we want them to walk away with– bring in a syllabus, come out with experiential activity, outcomes, and assessment

Assessments

Site visits & observationInterviewsSurveysFocus groupsJournalsTechnology-based (web sites, wikis, videos)Learning Agreements