Honors in a Digital World APPROACH & PHILOSOPHY The CASA Model (Menchaca, 2014)  Content  Synchronous SYNCHRONOUS  Asynchronous This course is a blended course with a required F2F meeting at the beginning of the semester to go over the syllabus, questions, and any other relevant materials. There may be other F2F meetings due to the fact Honors Program students are enrolled in a Writing Intensive course which requires a robust feedback loop. Students will be required to participate in a a graded mandatory presentation in-person class at the end of the semester where each student makes a presentation regarding their Experiential Learning activity.  Assessment CYCLE OF LEARNING BY DOING CONTENT Immersion in a reflective scholarly curriculum Making and reinforcing learning connections through active observation, and journaling Honors Program students taking part in an approved engagement extra-circular activity such as research, an internship, or service-learning can enroll in this course. The course is designed to offer a scholarly reflective component as well as a theoretical basis for the engagement activity. Students will be able to access the course content on the Canvas Instructure Learning Management System (LMS), which will not incur any extra cost to students. Content will be delivered through a short series of modules. A detailed printable syllabus which includes course description, goals, and desired outcomes will be provided, both as digital and printable hard copy as some students find this works best for them. Content will include links to or embedded TED Talks and/or other educational and instructional videos, and journal articles. The learning philosophy will be based upon constructivism and connectivism learning theory and approaches, with students actively engaging with Experiential Learning theory and some Educational Psychology theory as applied to the engagement activity participated in during the course. Create a cycle of sustainable scholarly and personal reflection and assimialtion of applicable Experiential Learning theory Continue connection by assimilation of applicable theory through regular discussions; use of APA style and thinking like a researcher Sustain progress & impact of efforts leading to final essay and presentation ASSESSMENT Formative Assessment: F2F meeting with each student at beginning of semester to go over syllabus. Student feedback is solicited and changes made to the syllabus if and as needed (but not changes to content). Grading of monthly or bi-weekly discussion thread submission review and feedback provided, especially those related to the theory, readings, and videos. In addition, a selection of journal submissions are also reviewed, graded, and feedback given. Summative Assessment: End of semester presentations are graded and constitute 25% of the final grade. Twelve page final essay is graded and constitute 30% of the final grade. A final survey will be administered. Overall, each student is given feedback on their work in relation to guided elements delineated in the syllabus in areas such as proper use of grammar, critical thinking, assimilation and application of learned theory, demonstrated reflection and developed thought, and correct use and application of APA style. ASYNCHRONOUS REFLECTION WORKS! Asynchronous components will include the following: Class introductions via short videos and discussion board answering specific guided questions Classmate responses to same Journal articles, TED Talks and other videos Weekly Journals – a selection of which are uploaded at a later stage in the semester for instructor review. Monthly or bi-monthly online submission responses to guided questions related to Experiential Learning theory, journal articles, and TED Talks from the field of education. These responses ask students to practice critical thinking, theory assimilation, and to use and learn APA citation style. Monthly or bi-monthly online submission responses to classmates. STUDENT QUOTES "Yes, this reflection was valuable to me because it helped me become a more efficient learner, and also helped me realize what an impact my experiential learning had not only on me, but on others in my community. The work that I've done in my experiential learning opportunities has the power to touch many lives, which is something I never thought I would be able to say before taking this class. I'm so happy that I did!!” “Yes, I enjoyed reading everyone's discussion posts throughout the semester. It was interesting to observe the different takes people had on the articles and videos we watched throughout the semester. My favorite discussion post was the one discussing adversity.”