Embedding Experiential Learning at Lorain County Community CollegeOhio Means Internships and Co-ops

CLAUDIA A. LUBASKI, CPA , CMA, CFE

ASSOCIATE PROFESSOR ACCOUNTING

MARCIA JONES , M.ED.

MANAGER, CAREER SERVICES

LORAIN COUNTY COMMUNITY COLLEGE

Embedding Experiential Learning (EL) in Academic Programs at Lorain County

Community College

1. Define Experiential Learning Both in Quality and Quantity

2. Determine The Value to all Stakeholders

3. Securing Campus-wide Faculty Acceptance

4. Curriculum Council Recommendation to Provost

5. Provost Approval

1. Define: What is Experiential Learning?

At first this seemed simple: Experiential Learning are activities embedded within courses that provide students with direct engagement in learning experiences that promote academic relevance, meaning, and an understanding of real-world issues. Such experiences include but are not limited to: Required fieldwork Internships, practica, field work and co-ops Student teaching Clinicals Service Learnings But what about other practical experiences that apply course

concepts to a real-world context not included in the traditional definitions?

2. What is the value of Experiential Learning?

A report issued by the Association of American Colleges and Universities (AACU) identified Experiential Learning as a “high impact” educational practice that improved student engagement and persistence, especially for under-prepared college students.

What is the Value of Experiential Learning?

“The effects of participating in high-impact practices are positive for all types of students But, historically underserved students tend to benefit more from engaging in educational purposeful activities than majority students. Sadly . . . some groups of historically underserved students are less likely to participate in high-impact activities—those first in their family to attend college and African American students in particular.” (27)

Kuh, George D. “High Impact Educational Practices.” AACU. 2008

Lorain County Community College Experiential Learning

Team Team of 23 members with 17 members being

faculty began in October 2012 with the Guiding Principle:Do not create undue burden on the student andEach student has the opportunity to take a course

with an experiential learning component

And the task to:Contextualize InstructionUse program-specific content especially in the

applied programs to make basic skills relevant and engaging

Timeline and MeetingsTwo years of monthly meetings trying to define EL

and then making presentations to: Faculty as profession development during Convocation Faculty Senate Executive Committee Entire Faculty Senate Dean’s Council Program Coordinators Academic Divisions via Curriculum Council rep Curriculum Council for recommendation to the Provost

for final approval

Defining Experiential Learning

Tier I

Internships Co-OpsPractica ClinicalField WorkStudent TeachingService Learning

Tier II

Classroom Based EL Experiences that are:15 hours with a

recommendation of 3-5 in the classroom and 10-12 outside (Quantity) of the classroom

Followed the NSEE Guidelines (Quality)

EL embedded in two or more courses within a program of study

Adopting from: The National Society for Experiential Education

(NSEE) Guidelines

1. Authenticity and Intent2. Preparedness and Planning3. Reflection4. Orientation and Training5. Monitoring and Continuous Improvement6. Assessment and Evaluation7. Acknowledgment

EL Designation at LCCC EL designation attached to courses so it appears on transcript Job seeking benefits. EL can bridge the gap between the

classroom and job which to some employers is important. Catalog description To give students knowledge of course content

Data tracking

Lessons Learned Initial Committee was too large and/or should have

involved program coordinators earlier in the timeline Provide plenty of research to faculty Don’t assume presenting a professional development

session informs faculty Keep the momentum going Be willing to compromise Use a dashboard to visual success As a team leader, be prepared to embed EL upon approval

LCCC Success

0% 100

10%

20%

30%40% 50% 60%

70%

80%

90%

College wide Program % Experiential Learning

Resources

AACU High Impact Practices

http://www.neasc.org/downloads/aacu_high_impact_2008_final.pdf

National Society for Experiential Education

http://www.nsee.org/

Building a Campus Culture that Values Experiential Learning (EL)

Second Annual Career Week. Holland Career Parties, Employer Site Visits, Division

driven activities and info sessions, broad-based Marketing Campaign, Classroom Assignments, etc.

Embedding Internships into industry driven short-term training programs i.e. Right Skills Now and other grant activity (STMA, TAACCCT, RITE).

Building a Campus Culture that Values Experiential Learning (EL) Meetings with Faculty from Engineering, Business

and IT Division to explore embedding internships and co-ops into 1-2 additional Programs of Study.

Second Annual Internship Fair Second Annual Experiential Learning Celebration

featuring student exhibits, faculty and student presentation, and luncheon.

Sustainability LCCC Employer Guarantee

Strengthens connections between internships/co-ops as key component of LCCC’s Talent Planning consulting services

Launch Train-the-Trainer and web-based tools and resources for Return on Internship (ROI)

Faculty Certificate Program for EL and Learner Completion

Secure funding to keep PT Placement Specialist

Questions ?