Experiential learning the UTC Way: A how To -Bengt Carlson, Experiential Learning Coordinator -Shannon McCarragher(GEOG) and Cecilia Wigal(ENGR) -You!

Pre-Reflection-(If you add your name, it can be left with me for a follow up.) Write down a class project, real or imagined—and preferably that you would like to do—that you would consider “experiential learning”. What do you perceive as a benefit from your students’ reflection on this project? What do you perceive as a challenge to your students’ reflection on this project?

Learning Outcomes Participants will discuss: Some of the concepts of experiential learning and how they can benefit students. The integration of critical reflection in experiential learning. (if we get to it…)The process for designating an experiential learning course at UTC as well as the scope of the ThinkAchieve Endeavor at UTC. What is experiential learning: Learning by doing, and the principles of its application in academic contexts

Some Principles of Experiential Learning Intention Preparation Authenticity Reflection Orientation Monitoring Assessment Acknowledgment If you have a project in mind, it might be worthwhile to consider where it is strong and where it could be better. Often this is a reflection of where the discipline is either strong or could improve. From the National Society of Experiential Educations "8 Principles of Good Practice for All Experiential Learning"

Some Categories of Experiential Learning Co-op/internship Study abroad Applied learning Creative activity Independent Study Teacher education Lab course Undergraduate Research Service Learning Capstone

What is Critical Reflection? It’s the process of making/articulating meaning from an experience. Requires students to analyze a situation, examine causality, reconsider perspectives, and raise questions within the context of course content and the experience Adds depth and breadth to the experience Can be a metacognitive process taking place in very quick, small or big steps

What Critical Reflection is NOT: A didactic account of the experience. An emotional outlet only or a time for soapboxing. A monologue These are not very helpful for you or for the students, and it is crucial that this process is helpful, or it will become this last thing, which will ultimately be less than beneficial

Critical Reflection IS: Carefully and intentionally designed to generate learning by applying theory to practice. A process that deepens learning by asking “why.” A documentation of student learning that can be assessed. An exercise that develops critical thinking skills.

Critical Reflection IS: Continuous – occurs before, during, and after the experience. Connected – helps the students to build bridges among the content, personal reactions, and their experience. Shannon to talk about her class

Four Steps to Integrating Critical Reflection: Identify learning outcomes related to the experience. What do you want students to get out of it? Design reflection activities to achieve these outcomes – provide structure. Engage students in reflection before, during, and after the experience. The first one or two can shape the third! Assess their learning. Starting with the end in mind. I’ll have a slide on number two below. This is

Modes of Reflection Telling – presentation, leading class discussion Writing – journal, log, portfolio, blog, problem analysis Media – photo or video essay, vlog/digital story, eportfolio

Reflection Prompts Pre-Experience What do you expect to learn? What skills do you bring to this experience? What do you think you know already about this experience? During Experience Describe the experience. What questions do you have right now? Post-Experience Did you learn what you expected? Explain How did you use your skills in this experience? What remaining questions do you have? How did this experience change your perception or assumptions?

Assessment Assessment of experiential learning should involve more than just “did they do the experience?” Use a rubric to assess their critical reflection products for critical thinking skills. To help students learn and improve, assess their reflections at several points during the experience and provide them with feedback.

Process for Designating a Course www.utc.edu/think then Beyond the Classroom Course Section Designation link Rolling deadline for Applications for Designation in Summer Application Deadline for Designation in Spring 2019 Class Schedule is October 1, 2018

Post Reflection Is this what you expected? What are you working on that could lend itself to experience or already involves experience? What are the difficulties that you encounter in making this happen? / What can make it better? Is there a way that you can include critical reflection that is useful to the student and to you?