Roundtable Comprehensive Experiential Learning Dressler

8/8/2019 Roundtable Comprehensive Experiential Learning Dressler

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Dr. Sheri Dressler, NSEE, 2008

Comprehensive Experiential

Learning Centers

Maintaining integrity and direction

in a changing learningenvironment




Higher education practices Internships have been part of academic

curricula, mostly in professionally oriented

disciplines, instructed by faculty for credit.

Co-op has been in selected departments,

initially identified with engineering, later with

liberal arts. In past 30 years expanded tomany disciplines.

Other forms of experiential learning have

been supported in academic departments




Shift in emphasis

In the late 1980¶s and early 1990¶s, USA, Canada, Australia and U.K. all produced documents about

necessary skills for the workforce. In the U.S., it was the SCANS report (Secretary¶s

Commission on Necessary Skills) from theDepartment of Labor. Fueled by industry spending

large sums of money to train new hires after graduation from universities, especially in softskills. (Secretary¶s Commission on Advancing Necessary Skills. (1990).

SCANS report . Washington, DC: US Department of Labor.)




Shift in emphasis The White Paper on Higher Education focuses on access,

learning vs. teaching, and use of technology (Edgerton, R.

(1997). Whi te paper on higher educat i on. Pew Charitable Trust: N.J.)

Accreditation agencies followed, focusing less on structureand more on student learning outcomes

A variety of experiential learning options were created or redesigned to provide external measurement for learningoutcomes

Institutional commitment, program delivery, reportingstructures, definitions, and goals were realigned

Experiential Education begins to become central rather thanmarginalized




Effect on existing programs Internship coordinators increased in academic

disciplines to respond to accreditationrequirements.

Co-op program staff/faculty started supportinginternships, sometimes blurring definitions

Career Services started listing internships (and co-

op) on websites for access, also blurringdefinitions. Push for one-stop shopping.

Employers began to use terms interchangeably toaccess students which caused confusion betweenacademic applied learning and student work.




Defining characteristics/goals Experiential Learning - Experience in a major or

course related real-world environment, for the

purpose of applying course content anddeveloping academic, work, and/or career competencies (Academic Affairs focus isprovision of educational programs)

Work experience - Work in a real-worldenvironment for the purpose of developing workand career competencies and preparing for full-time work upon graduation (Career Developmentfocus is provision of services and access)




Reporting Structures An example is in Service-Learning. In Academic Affairs the

focus is on applying course content in service experiences

and competency development. In Student Development, itfocuses on community service.

In a 2003 survey of 50 of the largest universities in theU.S., co-op programs in Academic Affairs averaged 300participants/semester. Those in Student Development

averaged 45 with more than one-third at 0. We must decide what outcomes we want in order to

choose the structure that will lead to those outcomes.




Looking at Outcomes Emphasis on learning outcomes increases research and

reviews of research on learning outcomes and educationalefficacy of programs

National research project among 15 co-op programs onstudent learning outcomes (Parks, D.K. Onwuegbuzie, A.J., & Cash,S.H.,2001)

Reviews of Research

On Co-op, 1988-2003 (Dressler, S. & Keeling, A., 2004)

On Service-Learning,1993-2000 (Eyler, J., Giles, D.E., Stenson,

C.M., & Gray, C.J., 2001).

None done on internships across disciplines as of yet




Similarities and Differences Similarities in outcomes but differences in focus

Both use reflection but differ on issues to be

reflected upon. More than half of the personal competencies are

developed through both modalities.

Personal and Academic outcomes are very similar.

Co-op has more Work and Career outcomes andService-Learning more Social outcomes.

Program focus, what questions are asked, mayeffect outcomes




Academic Similarities

There may be greater differences betweenacademic outcomes in academic Co-op programs

vs. those in Student Development than there arebetween academic Co-op programs and Service-Learning programs.

Outcome similarities imply that each methodology

can be informed and strengthened by each other.Rather than compete, these experiential learningprograms can function as collaborative options inthe curriculum.




Forms of Experiential

Learning

Co-op and Internships - centralized and/or decentralized

Clinical practice, practica, undergraduate research,

independent study - in academic departments Service-Learning - Education College and/or in academic

departments, centralized or decentralized

Senior design - Engineering

Capstone/cornerstone courses - Business Study abroad - International Services

Others



Increased Centralization and

Mission Changes

Focus on learning outcomes provide

consistency between different forms of

experiential education.

Previously marginalized methods begin to

move closer to institutional missions

(Carnegie Engagement designation) This environment provides a means to find

commonalities based on learning outcomes





Increased Centralization and

Mission Changes

Experiential Learning Centers - Co-op,

Internships, sometimes Service-Learning, Collaboration - partner on Internships and

Service-Learning

Other partnerships - Faculty Learning Centers,

International Services (CPT)

Career Service - Externships, Shadowing,

Alumni, Development




Impact on Experiential

Learning Programs

Benefits

Drawbacks

Best Practices

Other issues




Benefits Increased coordination/partnership with faculty -

can focus on faculty reward system and

curricular needs Decreased competition between programs - Both

employers and students have information andsupport to make appropriate and best choices

More expansion and less confusion due toincreased promotion of all forms of experientiallearning - This also protects program integrity

Can increase quality across disciplines by

unifying assessment




Drawbacks Integrity and definition can be lost if external forces

remove options

Resources and effort may be split or diminished

Those that take the least effort may grow more rapidly or take precedence, regardless of level of educationalbenefit if there is lack of manpower

Voice for each program may be diminished

Skills required may vary between programs so hiring canbecome more difficult if there is little differentiation of tasks

Faculty may divest involvement if they see diminishedcontrol




Best Practices Decide on academic and/or student development

focus - impacts on personnel requirements,status, definitions, and outcomes

Define clear lines of authority for each programand with other departments

Create and implement criteria for quality

Introduce incentive funding if possible Improve faculty reward systems to reflect value




Best Practices Collaborate with academic deans and faculty

to garner support and measure learning

outcomes Report learning outcomes everywhere

appropriate with the focus of feedinginformation back into curriculum and support

the institutional mission for academiclearning

Obtain student comments on application of course content from reflection assignmentsand send them to appropriate facultymembers




Questions and Answers

Your experiences and thoughts?

Roundtable Comprehensive Experiential Learning Dressler

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