Conference Theme: Experiential Education: …...Conference Theme: Experiential Education:...

Conference Theme: Experiential Education:

Institutional Impact, Diversity, and Student

Success

Tuesday, September 27, 2016 – Roundtable Sessions

7:45 AM - 8:45 AM

New Rules for Unpaid Opportunities: The Second Court of Appeals has Changed the Experiential

Education Game Josh Netzer, University of Oregon, Portland, OR

Did you already know the U.S. Court of Appeals recently vacated the longstanding DOL’s 6-factor test when determining the legality of an unpaid experiential education opportunity as “too rigid”? Learn about the

court’s new guidelines when determining if an unpaid opportunity is legal, why the “primary beneficiary”

standard is so important, and best ways to help professional partners understand why their unpaid opportunity may not be the best fit for your students and their organization.

7:45 AM - 8:45 AM

Building Authentic Relationships with Community Partners Nicholas de Leeuw, Vassar College, Poughkeepsie, NY

Experiential Education programs can be a bridge from a college or university to the local community.

However, roadblocks can emerge when students see themselves as saviors of a poor community, or when potential partners perceive the school as an ivory tower. In this session, we will discuss strategies for

breaking down such preconceptions, and swap stories of challenges and successes in building positive relationships between colleges and community partners.

7:45 AM - 8:45 AM Utilizing Upperclassmen to Create an Online Career Development Curriculum for Undeclared

Freshmen Emily Carpenter, Nazareth College, Rochester, NY; Joshua Hine, Nazareth College, Rochester, NY What happens when seniors create an online career development curriculum for their younger peers? After two months in an upper-level career planning and development course, students are assigned this task.

Partnering with an undeclared career exploration course, the upper-level students launch and test their

curriculum. As instructors of the students on both ends, the presenters will share processes, results, and lessons learned.

7:30 AM - 8:30 AM

A New Strategic Direction in Career Development

Karen M. Petersen, Augustana College, Rock Island, IL A key component of Augustana 2020 strategic plan, Career Development is part of a new initiative providing

professional development from first-year through senior year and beyond. We are charged with assisting students with their professional development by launching the comprehensive initiative CORE: Careers,

Opportunities, Research, and Exploration. Career Development includes a collaborative team of fifteen

charged with turning around student employment, internships, volunteerism, entrepreneurship, vocation reflection, and professional development.

Schedule of Events and Speaker Abstracts



Success


7:45 AM - 8:45 AM

Coaching the Novice Internship Site Supervisor: A Developmental Model

David Bergen, PhD, High Point University, High Point, NC A truly impactful internship is anchored in a strong partnership between the student, the university

supervisor, and the off-campus internship site supervisor. Even the most ideal on-campus preparation cannot overcome obstacles with a novice internship site supervisor who is unprepared to facilitate an

enriching experience for the student. This presentation will share a developmental model for coaching the

novice internship site supervisor that leads to high impact internship experiences for students.

7:45 AM - 8:45 AM Project IICE: Inspiring Interdisciplinary Collaboration Experiences

Tracy Dow, Southern New Hampshire University, Manchester, NH; Megan Sawyer, Southern New Hampshire University, Manchester, NH; Michael Weinstein, Southern New Hampshire University, Manchester, NH; Kate York, Southern New Hampshire University, Manchester, NH Project IICE (Inspiring Interdisciplinary Collaboration Experiences) was designed as a collaborative project reflecting STEM principles and directives. The team-based project utilized an arboretum space on campus

and consisted of groups of students from statistics, biology, and graphic design classes. Students from each area were considered the “expert” in their field and were responsible for explaining data, analysis, and

design choices for each portion of the project.

7:45 AM - 8:45 AM

Student Leadership Academy: Increasing Student Opportunities Through Collaboration and Choice

Christine R. Andrews, University of New Hampshire, Manchester, NH; Jennifer L. Landon, University of New Hampshire, Manchester, NH; Richard Mooney, University of New Hampshire, Manchester, NH; Marisa Forti, University of New Hampshire, Manchester, NH

Our urban campus serves a diverse, commuter student population who often have many demands on their time. We collaborated across campus departments, and with community members, to create a customizable

curricular and co-curricular leadership program that allows integration of interests and goals with academic and professional development. Learn about our program, explore ideas to increase your campus

opportunities, and participate in a challenge activity to experience how we set the stage for developing

student leaders.

7:45 AM - 8:45 AM You Can’t Always Get What You Want, But You Might Get What You Need: Self-Reflections on

an Internship Experience

Quantella M. Noto, EdD, Southeast Missouri State University – Harrison College of Business, Cape Girardeau, MO The experiential learning loop of knowledge, experience and self-reflection may yield a change in an intern’s personal awareness and development. A student may not obtain their first choice for an internship but upon

self-reflection on the personal change and development gained, they may realize that the learning experience was what they needed. This discussion will help to inform individuals who design, direct and

advice internships on the value of self-reflection on growth and development.




Success


7:45 AM - 8:45 AM

Live and Learn: Student Affairs Role in Experiential Learning

Amy O'Keefe, Texas Woman's University, Denton, TX; Meredith Maddox, Texas Woman's University, Denton, TX; Michelle Kelly Reeves, Texas Woman's University, Denton, TX Join us for a lively dialogue that exchanges and examines strategies for student affairs professionals to participate, facilitate and lead experiential learning on our campuses.

7:45 AM - 8:45 AM Learn by Doing Portfolios

Karen Dunlap, EdD, Texas Woman's University, Denton, TX; Rebecca Fredrickson, Texas Woman's University, Denton, TX; Sarah McMahan, Texas Woman’s University, Denton, TX To promote learning by doing, in an undergraduate course for pre-service teachers, students prepare an electronic version of their portfolio using the open source program, WordPress. The portfolio is organized

using the national INTASC standards as its framework. Students are asked to present portions of their

portfolio to the class and to invited faculty members, who role play a teacher interview, as documentation of their semester’s work.

7:45 AM - 8:45 AM

Communicate, Engage, Respond: Creating Policies and Program to Foster an Inclusive

Community Lori Schachle, University of California, Santa Cruz, CA

This research identifies perceptions of staff, faculty, and students at Elon University regarding policies intended to foster an inclusive community. Policies are examined regarding three key areas: effectively

communicating the importance of diversity and expectations for behavior, encouraging encounters with diverse perspectives, and mitigating incidents of controversy or conflict. Interview and survey data were

gathered to weigh perceived effectiveness of these policies. Potential policy alternatives regarding pedagogy,

co-curricular programming, and effective communication are discussed.

7:45 AM - 8:45 AM Talking About Diversity and Literacy: Leveraging Service Learning in an Academic Writing

Course

Aimee L. Whiteside, University of Tampa, Tampa, FL This experience involves a roundtable discussion about connecting service learning projects to enrich course

content, discussions, and outcomes. To enhance a writing course with a theme of poverty, literacy, and education, the presenter cultivated a partnership where her students tutored at-risk Kindergarten students in

an after-school program in a poverty-stricken area. The presenter shows photos and videos from the

experience and provides student writing examples to address how these experiential learning can be transformative.




Success


7:45 AM - 8:45 AM

Learning by Doing in the Texas Woman’s University Butterfly Garden Project

Jeff Robb, Texas Woman's University, Denton, TX; Dr. Richard Sheardy, Texas Woman's University, Denton, TX; Cynthia Maguire, Texas Woman's University, Denton, TX; Dr. Camelia Maguire, Texas Woman's University, Denton, TX The Texas Woman’s University butterfly garden project involves the transformation of lawns on campus,

which require a lot of water and fertilizers, into sustainable pollinator gardens. Students will be involved

extensively in this project in all aspects from planting and maintenance to research and educational outreach through directed course activities, volunteerism in student organizations, and faculty-led research. Our

“Learn by Doing” QEP program has proven to be an effective way to enhance students’ engagement and learning.

7:45 AM - 8:45 AM

Experiential and Service-Learning Coursework that Motivates First Year Students to Develop

Sustainable Student-Led Organizations that Address Community Need Carlyn Crowe, Drake University, Des Moines, IA; Ellen Yee, Drake University, Des Moines, IA By incorporating service and experiential learning within the first-year student curriculum based on a community-identified need for social change, students have been motivated to develop sustainable student-

led organizations that partner with community organizations. These organizations and partnerships have

been instrumental in developing students’ leadership skills and provide opportunities to address the needs of a diverse community population. Organizations developed from the work of first year seminar students

address hunger and transportation needs in the community.

7:45 AM - 8:45 AM Helping Hands: A College-Community Hospital Collaboration

Carol Sedgwick, The College of Wooster, Wooster, OH; Cathy McConnell, The College of Wooster, Wooster, OH The College of Wooster and Wooster Community Hospital have developed a program to benefit students

interested in health careers, patients, and hospital staff. Selected students receive a semester of Health Coach training incorporating didactic and experiential learning. In succeeding semesters, these trained

student coaches visit patients weekly to assist them with their health-related goals. Results include students

becoming learning how social and economic factors affect medical outcomes and patient ability to comply with medical directions.

7:45 AM - 8:45 AM

Introducing an Innovating Blended Learning Model for Intercultural and Experiential Learning:

Lessons Learned from A First Year Pilot Kate Sanders, Sentio, Inc., New York, NY; Bert Vercamer, Sentio, Inc., New York, NY

The session will share the innovative model and lessons learned from the development of the Global Competence Certificate, a modular, experiential and blended-learning curriculum, using a “flipped” classroom

approach and peer learning, designed to provide intercultural learning and global competence. For adult participants embarking on a variety of mobility programs, the curriculum provides support to help learners

reflect on a deeper level in conjunction with their program-specific support orientations.




Success


7:45 AM - 8:45 AM

Intercultural Competence: Prompting Reflection, Self-Awareness, and Growth Through

Experiential Education Lisa Novack, University of Minnesota-Twin Cities, St. Paul, MN

Interested in exploring strategies and best practices for prompting student reflection and growth around intercultural competence? Curious how others have used tools such as the Intercultural Development

Inventory, Intercultural Conflict Style Inventory, or Cultural Detectives in their work with students? Join

colleagues for an interactive roundtable to connect, ask questions, share ideas, and leave with a list of strategies for facilitating discussions around intercultural competence with students engaged in experiential

learning.

7:45 AM - 8:45 AM Hilton Head Golfweek Amateur Golf Tour 2015 Championship Experiential Learning

Opportunity: The Perceived Impact

Dr. Dexter Davis, University of Tennessee at Martin, Martin, TN; Anna Coryell, Houghton College, Houghton, NY

The purpose of this research is to examine the perceived impact of short-term experiential learning opportunities as discovered through student participation in the Golfweek Amateur Tour 2015 National

Championship. This research addresses the student perceptions of the experiential learning opportunity and

their perceptions of its impact on their understanding of both experiential learning and the sport industry. The participants completed pre-experience and post-experience surveys as the primary measurement tool.

The anticipated outcome of this research is that participating in experiential learning opportunities are perceived to positively impact understanding of both experiential learning and key sport industry

components.

Tuesday, September 27, 2016 - 90-Minute Workshops

10:45 AM - 12:15 PM

The Pedagogy of Creativity Dr. Myra Ellen Edelstein, Salve Regain University, Newport, RI This fun, interactive, engaging and memorable session will demonstrate the pedagogy of creativity. Both

practical and entertaining, you will learn and practice at least 5 tools and techniques needed for creative problem solving - individually, in class or in work teams. Learn to improve outcomes by deliberately

facilitating productive, creative and innovative challenges. Learn the thinking skills necessary for creative problem solving. Join this session to learn, network, have fun and enjoy! Creativity NOT required.

10:45 AM - 12:15 PM Teaching Diversity Through International Service-Learning

Edwin L. Blanton, III , Trinity University, San Antonio, TX The number of international service-learning courses on college campuses has risen substantially over the

last decade. This interactive session will give an overview of international service learning and how it may increase students’ understanding of diversity. This session will demonstrate practices and provide examples

from one successful program. This session will also review relevant literature and examine assessment data

gathered from one program over the last five years.




Success

Tuesday, September 27, 2016 - 90-Minute Workshops

10:45 AM - 12:15 PM

Cohort-Based Experiential Learning

Angie Schmidt Whitney, College of St. Benedict/St. John's University, St. Joseph, MN; Theresa Anderson, College of St. Benedict/St. John's University, St. Joseph, MN; Laura Hammond, College of St. Benedict/St. John's University, St. Joseph, MN; Brandyn Woodard, College of St. Benedict/St. John's University, St. Joseph, MN; Adia Zeman, College of St. Benedict/St. John's University, St. Joseph, MN

Our presentation will focus on cohort-based programs at our institution and why we believe this model can

lead to engagement in experiential learning. We will highlight three distinct programs using cohorts and share how we believe both minority and majority students are processing their experiences as they develop

and engage in high-impact practices like internships and service-learning. Discussion with participants will focus on opportunities and challenges related to funding, transportation, and community partnerships.

10:45 AM - 12:15 PM

“Miss, They’re All White, They Don’t Understand”: Developing Cultural Competency with Youth

Development Majors Through Community Based Service-Learning Experiences Corliss Outley, PhD, Texas A&M University, College Station, TX; Aishia Brown, PhD Candidate, Texas A&M University, College Station, TX; Brandy Kelly Pryor, PhD, Texas A&M University, College Station, TX Despite changing US demographics, many students maintain a dominant white racial frame that serves as a

barrier to cultural competency, mainly due to the lack of engagement with communities of color. We will

present a middle school afterschool program that was intentionally designed to expand undergraduate students’ cultural awareness of and relationship with racial/ethnic youth. Negotiation of culture narratives

between both groups and best practices for designing & implementing meaningful cultural competence practice are presented.

Tuesday, September 27, 2016 -60-Minute Workshops

2:45 PM - 3:45 PM Transforming Student Employment Into Experiential Learning Opportunities

Marianna Savoca, Stony Brook University, State University of New York, Stony Brook, NY; Urszula Zalewski, Stony Brook University, NY; Sarah Hansen, University of Iowa, Iowa City, IA; Pati Kravetz, Carnegie Mellon University, Pittsburgh, PA

Experiential educators know that high impact internships contribute to student success, yet barriers like location and lack of transportation, prevent many students from accessing competitive industry

opportunities. How can institutions increase opportunities for student experiential learning? Campus employment has been described by Kuh (2009) as a “target of opportunity.” Three institutions have made a

commitment to transforming student employment into high-impact, experiential learning opportunities.

Panelists will share details of program structure, training, supervision, and outcomes.




Success


2:45 PM - 3:45 PM

High-Quality University Supervision of Interns: What, Why, and How

Jennifer Dobbs-Oates, Purdue University, West Lafayette, IN; Natasha Watkins, Purdue University, West Lafayette, IN

A strong internship program requires a lot of the faculty and staff involved. Program administration and student evaluation are familiar tasks. Less frequently considered is high-quality, responsive supervision of

interns. This session will define this kind of supervision and explain how it responds to student diversity and

promotes student success. Presenters and participants will work together to explore common topics addressed in supervision, techniques of effective supervision, and various supervision modalities.

2:45 PM - 3:45 PM

Embedding “Inclusion” in Stream for Community Engagement Experiential Learning Course Dr. Kam-tim Woo, The Hong Kong University of Science and Technology (HKUST), Hong Kong; Dr. Beatrice Chu, The Hong Kong University of Science and Technology (HKUST), Hong Kong Recognising society’s increasing demand for innovation, HKUST has initiated experiential learning courses which tightly coupled innovation to STEAM education, and served as a platform for students to experience

and embrace diversity. In this presentation, the speakers will share the impelling causes for implementing (STEAM) experiential learning courses, course design & delivery, working with different stakeholders, and

the impact on HKUST students as well as the served groups in Hong Kong community.

2:45 PM - 3:45 PM

Reflecting on Learn By Doing: Using Qualitative Analysis to Assess Student Learning Outcomes Associated with Experiential Learning Across Disciplines

Dr. Kimberly Miloch, Texas Woman's University, Denton, TX; Theresa Lindsay, Texas Woman's University, Denton, TX; Erika Johnson, Texas Woman's University, Denton, TX

This session will highlight the use of pre- and post-reflections as a direct assessment measure of student

learning outcomes associated with one institution's quality enhancement plan focused on experiential learning. Specifically, the presenters will illustrate how qualitative analysis of student reflections was used

across disciplines to supplement quantitative data related to students' collaboration, application, and problem-solving skills. The major themes and findings resulting from the analysis will also be discussed.


4:00 PM - 5:00 PM All Hands on Deck: The Institutional Impact of Implementing an Experiential Learning

Graduation Requirement

Patrick Clarke, Southern Utah University, Cedar City, UT; John E. (Jeb) Branin, Southern Utah University, Cedar City, UT; Todd Petersen, Southern Utah University, Cedar City, UT; Earl Mulderink, Southern Utah University, Cedar City, UT; Briget Eastep, Southern Utah University, Cedar City, UT; Kurt Harris, Southern Utah University, Cedar City, UT

In 2010, Southern Utah University (SUU) embarked upon a journey to implement an experiential learning graduation requirement. Utilizing NSEE's Eight Principles of Good Practice for Experiential Learning, Kolb's

Experiential Education Model, AACU's LEAP Initiative, and the collective wisdom of colleagues from around

the country, a team of SUU faculty and staff built an award winning program that embeds experiential learning into the curriculum. This session explores the institutional impact of such a large scale undertaking.




Success


4:00 PM - 5:00 PM

21st Century Academic Internship Course: Integrating Technology with Experiential Learning

Allisa D. Gilliean-Johnson, PhD, Rollins College, Winter Park, FL; Jessica Rager, Rollins College, Winter Park, FL This interactive session will present best practices for integrating the latest career resources and tools to support the academic internship learning experience. The presenters will provide an overview of the Rollins’

Academic Internship Program online course integrating experiential learning pedagogy with career

development resources to enhance student learning throughout the internship experience. Participants will learn how Rollins is incorporating innovative technology into its internship reflection course, such as

Handshake, InterviewStream, LinkedIn, Foliotek, Blackboard, Qualtrics, etc.

4:00 PM - 5:00 PM Integrations Made Visible with the Use of ePortfolios: Perspectives from Student Learners

Jennifer E. Rivera, Michigan State University, East Lansing, MI; A. Emiko Blalock, Michigan State University, East Lansing, MI Student integrated learning is often an idealized concept without many examples of how it is implemented.

The Bailey Scholars Program is a self-directed learning undergraduate program where students earn a minor of study in Leadership in Integrated Learning. In this session, we introduce leadership in integrated learning

and how the students in the BSP perceive and express their own leadership and learning made visible

through student electronic learning portfolios.

4:00 PM - 5:00 PM Walk Across CA – Unraveling Wonder

David J. Popalisky, Santa Clara University, Santa Clara, CA; Marianna Moore, Santa Clara University, Santa Clara, CA Walk Across CA, an experiential learning class at Santa Clara University, culminates with students walking

from San Francisco to Yosemite and interacting along the way with the diverse human populations and natural environments of California. Each student reflects on his or her unique experiences through a chosen

aesthetic art form. This presentation shares experiential outcomes gleaned from the planning and implementation of three iterations of Walk Across CA as a possible model for other institutions.

Wednesday, September 28, 2016 – Roundtable Sessions

7:30 AM - 8:30 AM First Year Student Experience – A Transformational Model

Sean Daly, Johnson & Wales University, Denver, Co; Deb Pasquarella, Johnson & Wales University, Denver, Co Over the past 10 years we have seen many industries move from a model that is focused on attracting new

customers. However, in more recent years we've seen customer retention take a larger focus. The purpose of this presentation is to present a first year student experience model that uses concepts like relationship

marketing to aid in the retention of new students. A literature review, model, and practical takeaways will be presented.




Success


7:30 AM - 8:30 AM

Partnering to Achieve Student Learning Outcomes Abroad

Karen M. Petersen, Augustana College, Rock Island, IL; Annagene Yucas, CAPA The Global Education Network, Boston, IL

A private liberal arts college partners with an international education organization to achieve positive student learning outcomes and strong institutional impact from experiential opportunities abroad. This session

presents perspectives from both institutions and a formula for student success when values align and

learning is achieved in creative pedagogical strategies. Transparency and trust are essential components of this relationship, and the operational mechanics of how the students' experience is facilitated will be shared.

7:30 AM - 8:30 AM Diversifying Experiential Learning for Students: An Experience All Their Own

Diana Sundermeyer, Northern Arizona University, Flagstaff, AZ; Jacob Dolence, Northern Arizona University, Flagstaff, AZ This presentation will compare and contrast three different experiential learning programs at Northern

Arizona University that serve diverse students’ needs: the Internship Referral Center, World of Work modules, and the Dream Lab. Each of these programs introduces undergraduate students to either

community- or individual-driven fieldwork through various tracks, from career exploration to grass-roots

organization. Discussion will emphasize ways that institutions might use these programs to adapt or diversify their experiential learning opportunities.

7:30 AM - 8:30 AM

What Can the Academy Learn from Disney? Pedagogical Insights from Disney Institute Courses Becca McBride, Calvin College, Grand Rapids, MI The Walt Disney Company is world-renown for how it trains and equips its employees to unleash their

creativity. The researcher has attended three Disney Institute courses, the corporate training program of the company, to investigate whether Disney’s approach can provide pedagogical insights for professors. This

presentation highlights how Disney’s approach can help professors unleash the creativity of their students, especially considering that students are a special category distinct from both customers and employees.

7:30 AM - 8:30 AM Developing Leaders Through Projects with Community Partners

Anne Selcer, Texas Woman's University, Houston, TX; David Rylander, Texas Woman's University, Denton, TX

Educators are challenged to ‘teach’ leadership skills in the classroom, while providing ways to transfer those

skills to the ‘real world’. Workshop participants will see how business administration students develop leadership and teamwork skills via consulting projects for clients in the community who need their business

expertise. Come and learn ways to overcome the challenges of teaching students to be leaders, and have develop your own curriculum ideas!




Success


7:30 AM - 8:30 AM

Narratives of Culture: Finding and Growing Experiential Learning Through Stories of Value

William F. Heinrich, Michigan State University, East Lansing, MI; Jennifer E. Rivera, Michigan State University, East Lansing, MI Successful students describe how experiential learning led to their integrated sense of academic and personal identity, career, and passions. Many learners and instructors lack skills and abilities important for

empowering all participants in the learning process. Educating self-directed learners requires an adaptive

approach that simultaneously creates engagement in a range of activities in communities and acknowledges depth and breadth in crafts or disciplines. We share common characteristics of cultures that engage learners

and faculty to produce high value and integrated experiential learning.

7:30 AM - 8:30 AM Mythbusting: Stem Students Don’t Have Time to be Involved

Rachel Wobrak, University of Maryland, College Park, MD

STEM students often say that they don't have time to be involved outside the classroom because they need to focus on their career and being academically successful. This is false! This presentation will explore

innovative ways the diversity of STEM majors can participate in study abroad, service learning, etc. to help them be more successful. The group will learn and discuss opportunities to combine necessary career skills

and experiences to experiential education opportunities.

7:30 AM - 8:30 AM

Experiential Education as Teacher Education Jocelyn Glazier, University of North Carolina, Chapel Hill, NC; Cheryl Bolick, University of North Carolina, Chapel Hill, NC; Mandy Bean, Dartmouth University, Hanover, NH Experiential education positively impacts K-12 student learning and overall experience (see Furco & Root,

2010; Blair, 2009; Shellman, 2014). Still, traditional teaching methodologies continue to reign supreme in

schools, perpetuating the achievement gap between whites and minority students (NAEP, 2013). Less utilized and examined is experiential education in teacher education and its impact on helping teachers teach

in transformative ways. This presentation highlights an experiential residency and its impact on teacher participants and their students.

7:30 AM - 8:30 AM To Guide or To Control: A Question to Consider in Service-Learning Course Design

Jiawen Wang, University of Detroit Mercy, Detroit, MI; J. Timothy Hipskind, University of Detroit Mercy, Detroit, MI While endeavoring to structure students’ service-learning reflection in relation to the academic courses’

objectives, is there a danger to turn guidance into control that may actually suffocate students’ passion and quality of reflection? Conference attendees are invited to discuss this question ased on the speaker’s

research in applying different guidance frameworks for service-learning reflection. Students’ journals, papers, and responses to surveys will be discussed.




Success


7:30 AM - 8:30 AM

Delval Experience – Utilizing Problem-Based Experiential Learning to Increase Student Efficacy

in a First Year Experience Course Deanna Parkton, Delaware Valley University, Doylestown, PA; Andrew Moyer, Delaware Valley University, Doylestown, PA DelVal Experience, a required first-year student course, utilizes the concept of problem-based learning to

teach students self-efficacy and professional development skills. The course serves as an introduction to

University resources and culture, focusing on issues such as diversity, sexual misconduct and learning strategies. Learn how Delaware Valley University assessed and improved student success and institutional

impact over the course of a 3 year period.

7:30 AM - 8:30 AM Putting the Pieces Together: Components of a Comprehensive College Internship Program

Shannon Johnson, Pasadena City College, Pasadena, CA What does it take to develop, implement, and manage an effective college internship program? Today’s college and university campuses are complex, yet student programs can be effective, efficient, and inclusive

when structured with practices and services that strategically capitalize on supports and overcome constraints. This presentation will focus on the necessary components for an effective, efficient, and

inclusive college internship program that promotes academic and professional value for students on today’s

college and university campuses.

7:30 AM - 8:30 AM Technology and Experiential Learning – Using Virtual Reality with Graduate Education Students

Teresa Martin Starrett, Texas Woman's University, Denton, TX This study focuses on an experiential learning activity for preservice administration students seeking

principal certification. Graduate students conducted preconferences, walkthroughs, observations and post

conferences while completing a supervision project. Post conferences were conducted in a virtual reality format with an adult avatar utilizing TeachLivE. A Likert scale and open-ended question pre and post survey

showed student growth during separate experiences in the lab. Students reported a greater understanding of post conferences and the supervision cycle.

7:30 AM - 8:30 AM Study USA – Unique Experiences for Diverse Learners

Laura Antonow, University of Mississippi, University, MS; Kristina Phillips, University of Mississippi, University, MS Since 2008, Study USA has offered a diverse array of courses across academic disciplines and geographic

locations. This session will explore course design for this faculty-led domestic travel program. Administrators and faculty have worked to enhance offerings so students across disciplines and demographic groups find

courses that are intriguing, engaging and challenging. We will present a program overview, highlight innovative courses, and discuss strategies for creative course design leading to meaningful experiences for

diverse audiences.




Success


7:30 AM - 8:30 AM

Go Somewhere, Do Something, Be Someone: Assessing “Learn By Doing” in Education Abroad

Programs Dr. Kimberly S. Miloch, Texas Woman's University, Denton, TX; Annie Phillips, Texas Woman's University, Denton, TX; Carolyn Becker, Texas Woman's University, Denton, TX This presentation highlights one university’s initiative to implement, expand, and assess education abroad

programs in alignment with an institutional quality enhancement plan focused on experiential learning. Using

the collaboration between the offices of Education Abroad and Quality Enhancement Programs at Texas Woman’s University as a case study, this session will include best practices for sharing resources, developing

meaningful assessment tools, and maximizing inter-institutional collaborations. Using assessment data to make programmatic improvements will also be discussed.

7:30 AM - 8:30 AM

The Relationship Between Social Loafing and Team Size in Experiential Business Education

Dean Porr, Kent State University, Kent, OH The creation of a required experiential learning business course for management majors at a major state

university has increased the need for appropriate community partners. The resultant variance in student team sizes has raised a concern in regard to social loafing. Despite numerous efforts of assuring individual

accountability within the team assignment, there appears to be a direct correlation between team size and

the probability of poor individual student participation.

7:30 AM - 8:30 AM Sharing the Assessment Story for Experiential Learning

Nuala S. Boyle, Nazareth College, Rochester, NY; Emily Carpenter, Nazareth College, Rochester, NY; Rachel Bailey Jones, Nazareth College, Rochester, NY

An assessment discussion among institutions who already have an Experiential Learning Requirement (ELR)

or who are considering implementing one. How does your institution showcase the impact on student learning and impact on community that experiential learning has? Nazareth College will share its journey of

assessment as it relates to our EL requirement, including our current challenges. Institutions will be invited to bring samples of their assessment tools and rubrics used to measure impact on student learning as well

as impact on community. Time will also be spent sharing challenges and helping offer insight to each other

given culture and context of experiential learning requirements.

Wednesday, September 28, 2016 – 90-Minute Workshops

8:30 AM - 10:00 AM

XQ Superschool (And How Experiential Learning Got Us There) Julie Burchett, Webster Groves High School, St. Louis, MO

Design a new high school that actually works for kids and win $5,000,000?! The XQSuperschool Challenge, through the Jobs Foundation, offers the opportunity to design a school from the ground up to meet the

needs of 21st century students. As teachers, students, administrators, and community members proceed through this challenge, democracy and experiential learning are the foundation of our work. Come hear our

plans and take away ideas you might use in your own school.




Success


8:30 AM - 10:00 AM

A Presidential Leadership Journey: Developing Students into Citizen Leaders Through

Reflection and Authentic Practice Janet Tran, Ronald Reagan Presidential Foundation & Institute, Washington, DC; Meredith Stasa, Ronald Reagan Presidential Foundation & Institute, Washington, DC Real History. Real Leaders. Real World. Join the Reagan Foundation’s case study on lessons learned as we

designed, developed and launched a unique experiential and accredited course titled Leadership and the

American Presidency (LTAP). Situated in the nation’s capital, LTAP develops student leaders through the hallmark lens of the presidential journey that includes historical site visits and speakers, instant and ---

reflective practice, as well as authentic real world assessment tasks.

8:30 AM - 10:00 AM Internship Pathways for Integrative Learning

Alan W. Grose, PhD, The Washington Center for Internships and Academic Seminars, Washington, DC Quality internships can take many forms. This session will explore the intersection of best practices in partnering with internship hosts and assessment of the student learning outcomes associated with such

authentic learning experiences. Participants will leave this session able, first, to describe a framework for the assessment of integrative learning and, second, to identify the features of quality internship experiences

that are conducive to building integrative learning.


10:10 AM - 11:10 AM

Short-term, High Impact Experiential Learning Programs to Bring To Your Campus Kate Juhl, University of Maryland, College Park, MD; Erica Ely, University of Maryland, College Park, MD

UMD helps students of ALL majors observe varied industries through two short-term experiential initiatives:

“Intern for a Day” and “Career Shuttles.” Intern for a Day engages 400+ students/semester, 66% of whom are racially/ethnically diverse, while 10+ Career Shuttles per year exposes students to underrepresented

career fields. Further, UMD’s recent shift to a College embedded career services model has helped both of these programs flourish and successfully connect students to full-time internships. Learn how!

10:10 AM - 11:10 AM United by Diversity: A Case Study on How a Learning Community for International Students

Impacted Student Success Nancy Pearson, Minot State University, Minot, ND; Dr. Andrea Donovan, Minot State University, Minot, ND; Libby Claerbout, Minot State University, Minot, ND; Kevin Morgan, Minot State University, Minot, ND “Explore, Expand, and Express Yourself” is the case study of a successful First Year Experience learning community for international students. In the model presented, an inter-disciplinary team of instructors

coordinated curriculum needs, facilitated students’ transition into the United States, and emphasized civic engagement and service learning. A student peer mentor helped students connect to campus, activities,

peers, and resources. Attendees will leave with strategies for promoting student success. Participation and sharing will be encouraged.




Success


10:10 AM - 11:10 AM

EXL Scholars Program: Highlighting 10 Years of High Impact Practices as MTSU

Dr. Janet McCormick, Middle Tennessee State University, Murfreesboro, TN; Carol Swayze, Middle Tennessee State University, Murfreesboro, TN In keeping with the conference theme Experiential Education: Institutional Impact, Diversity, and Student Success, presenters will outline the award winning Experiential Learning Program at MTSU, share

milestones in program development, faculty involvement and student success since 2006 by featuring high

impact EXL practices from the perspectives of faculty, students and the community. Participants will learn the process for institutionalizing experiential learning on campus and see how one major has incorporated

experiential learning into every course.

10:10 AM – 11:10 AM Professionalizing Arts and Humanities Students Through Engagement

Staci Stone, Murray State University, Murray, KY

Participants will learn about the creation of a new course used across departments from English to Music; it allows credit for a mini internship or service-learning project developed by the student. One-hour

Professional Engagement courses help arts and humanities students better understand how to articulate skills and content learned in their major while providing valuable work on campus and in the community.

The presentation will include discussion about the applicability of this approach across campus.


11:30 AM - 12:30 PM

Learning Good Employee Skills: Maximizing Internship Program Effectiveness Abby C. Trout, Carleton College, Northfield, MN; Carol Trosset, Carleton College, Northfield, MN Through programmatic assessment, we examined what student interns learn about being an employee

(skills applicable to any job). We present our findings, and what kinds of experiences resulted in that learning. These skills valued by employers also appear regularly in faculty evaluations of students, showing

similarities between career preparation and the classroom. We discuss how to maximize intern learning, and how we’ll use assessment results to improve internship program effectiveness and student post-grad

preparation.

11:30 AM - 12:30 PM

Faculty Laziness or Confusion? Getting ‘Em Out of Their Comfort Zone! Spence Tower, Ferris State University, Big Rapids, MI; Paul Kwant, Ferris State University, Big Rapids, MI If you are an academic-type that likes to see theories truly helping solve real problems, this session is for

you. We will initially discuss several motivation theories to clarify why so many of our faculty members strongly resist using experiential activities for their easily disconnected students. Second, we will brainstorm

numerous tactics to overcome the many barriers identified; finally, from these tactics, we will develop a set of action plans tailored to your situation.




Success


11:30 AM - 12:30 PM

Investigating the Effectiveness of Integrating Brief Community-Based Learning Activities in

College Courses Jody S. Nicholson, University of North Florida, Jacksonville, FL; Heather Barnes Truelove, University of North Florida, Jacksonville, FL University students (n=601) completed pre- and post-surveys evaluating community-service attitudes in

courses requiring a community-based assignment or an out-of-class experience. Study 1 examined

intraindividual change by randomly assigning students to complete a CBL or non-CBL assignment. Study 2 examined interindividual differences by allowing students to self-select into the two conditions. Brief CBL

experiences demonstrated more efficacy if students self-selected into the experience, suggesting that interindividual differences might indicate those who could demonstrate greater intraindividual change.

11:30 AM - 12:30 PM

A College/High School Collaborative with Significant/Verifiable Outcomes for Participants

James F. Walters. The Walters Group, Washington DC This workshop will present the structure of a Collegiate and High School Civic Engagement Collaborative.

This model is easily adaptable. Students participating in the "Collaborative" program achieved significantly higher scores on State Academic tests in Math, ESOL, English, and Biology. Participants also had higher

attendance, less discipline issues and were generally more engaged in school activities. Although the

evaluative and research studies cannot eliminate all other influences on participants, the findings are more than interesting.


1:30 PM - 2:30 PM

Munchiez: An Experiential Learning Initiative Cultivating Collaborations and Entrepreneurship

Dr. Susan Losapio, Southern New Hampshire University, Hooksett, NH; Sophia Koustas, MS, Southern New Hampshire University, Hooksett, NH

Through concrete examples, role-play and reflection, this workshop suggests a way to implement a student initiative through experiential learning, interdepartmental collaboration, and application of critical thinking.

The idea for the Munchiez food truck was developed by three students in a Business Plan Prep class at

SNHU and later implemented as the assigned project for the Small Business Management course. Reflecting on this experience we will eplore the challenges, opportunities, and successes that have been observed.

1:30 PM - 2:30 PM

Experiential Education: Does It Realize the Value Promoted by Colleges and Universities?

Ann Damiano, Lebanon Valley College, Annville, PA; Jill Russell, Lebanon Valley College, Annville, PA This workshop examines ways to assess whether or not experiential education fosters students’ abilities to

master and apply knowledge and develop the skills needed for lifelong learning in a diverse world. Participants will also examine access to experiential learning opportunities and whether or not these

opportunities are equitable at their institutions. Finally, participants will identify how assessment findings might be used to inform program improvements and strategic initiatives.




Success


1:30 PM - 2:30 PM

Developing Curricular Experiences with Faculty

Maureen Dumas, Johnson & Wales University, Providence RI; Sheri Young, Johnson & Wales University, Providence RI Presenters will discuss the implementation and overview of Directed Experiential Education (DEE) courses that offer students an intensive, term-long, project-based experiential learning opportunity conducted under

the supervision of a faculty member that is student led. The presenters will discuss the collaboration with

faculty and career services to develop these courses that include: extensive field work and purposeful reflection, students apply acquired discipline-specific skills and knowledge, develops leadership and

collaborative abilities, and refine critical thinking.

1:30 PM - 2:30 PM Peer Mentors for Student Success: A Model of Experiential Teaching/Learning

Rachel Bailey Jones, Nazareth College, Rochester, NY; Andrew Morris, Nazareth College, Rochester, NY; Thomas Chew, Nazareth College, Rochester, NY As part of Nazareth College's Core Curriculum, students are required to complete an Academic and College

Success (ACS) course and an Experiential Learning (EL) requirement. The Peer Mentor program works to satisfy and enhance both requirements through partnering sophomore students earning EL credit as Peer

Mentors with ACS courses of first year students. The peer mentors partner with instructors to guide students

through this transitional course, reflecting on their learning as they enhance instruction.


2:45 PM - 3:45 PM Applied Learning at the State University of New York

Elise Newkirk-Kotfila, State University of New York, Albany, NY I am the Director of Applied Learning at the State University of New York (SUNY). SUNY is the largest comprehensive system of higher education in the nation. SUNY is calling for each campus to develop a

campus-wide applied learning plan. In the next year campuses will consider whether they can include applied learning as a local graduation requirement. Approved Applied Learning activities must meet

proposed criteria which is based on NSEE’s standards.

2:45 PM - 3:45 PM

Evaluation of Year One of an On-Campus Internship Program Mark Walvoord, University of Central Oklahoma, Edmond, OK; Sharra Hynes, University of Central Oklahoma, Edmond, OK

We launched an innovative, on-campus internship program where 31 students were placed in paid, discipline related experiences over the course of the 2015-2016 academic year. Goals of the program included student

gains in employable skills as well as measurable gains in one or more of our core tenets of transformative learning. Session attendees will hear lessons learned and future goals of this program as well as key findings

from corresponding research.




Success


2:45 PM - 3:45 PM

Infusing NACE Career Readiness Competencies with Internship/Co-Op Courses

Jennifer H. Blythe, Florida Atlantic University, Boca Raton, FL The Florida Atlantic University internship team has redesigned its internship and co-op courses to align with

the recently released NACE (National Association of Colleges and Employers) career readiness competencies (November, 2015). Through this program, students are advised on developing learning outcomes tied to the

soft skills identified as essential in being “career ready” by almost 700 employers.

2:45 PM - 3:45 PM

Impact of Virtual Internship on Universal Competencies Across Diverse Demographics Kevin A. Cojanu, PhD, Kaplan University, Ft. Lauderdale, FL; Sean Doyle, PhD, Kaplan University, Ft. Lauderdale, FL Our Experiential Learning program is a virtual internship with a set of 5 businesses wholly operated by

Interns. The surveyed students are of diverse races and sex participating in the program focusing on the

value of universal competencies employers seek. Survey results show significant growth in the application of universal competencies based on student feedback results. The virtual internship has provided value for

career seeking students engaging to better their economic position across all demographics.


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