Summation 2010 - Mathematics and Computer Science Scholarship at Ripon College
DEANO PAPE COLLABORATION FOR THE ADVANCEMENT OF COLLEGE TEACHING AND LEARNING RIPON COLLEGE...
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Transcript of DEANO PAPE COLLABORATION FOR THE ADVANCEMENT OF COLLEGE TEACHING AND LEARNING RIPON COLLEGE...
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 [email protected]
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