Kristin O. posted on Narrative Learning's blog. 3/10
Laura S. posted on Spiritual Learning Journey 3/10
Jan M. posted on Group 3 Andragogy and Group 5 African Indigenous Knowledge
Spencer M. Posted on Group 4 Narrative Learning

Roles for Group 1 Program Design -
Mike  - Intro and Reflection
Spencer - Co-Leader/Program Design
Kristin - Co-Leader/Program Design/Tables
Jan - Rationale
Laura- Proofing

Group 1

EDAC 634

Program Design

Ball State University

Intro

Experiential learning is all about the experience the student gets to learn. It is all in the name. Our program uplifts students from the normal classroom and puts them in real-life situations for fields where help is needed. The learners involved with our program will actively seek learning experiences in the field they are studying. The program is designed to go beyond the cookie-cutter classroom archetype and the teaching of hypothetical situations to fully immerse our students with real situational knowledge.  The program is called “The S.O.W. Initiative – Planting a Generation of Prepared Workers!” S.O.W. stands for “service-learning and opportunity workshop”.

Rationale

This program is supported by the following literature:

Learning outside of the classroom: Experiential learning is described by Hamilton (1980) as “educational programs functioning outside of conventional school classrooms that place participants in responsible roles and engage them in cooperative, goal-directed activities with other youth, with adults, or both,” (Hamilton, 1980).

Service Learning support in literature:  Activities such as service learning projects, study abroad opportunities, internships, job shadowing, and even a reflective journal (Austin & Rust, 2015) are ways to implement experiential learning. Internships and service learning projects are probably the two most recognized activities

Concrete Experience:  Experiential learning is “hands-on” learning or involved learning (Austin and Rust 2015)

Reflective Observation:  In order to learn from an experience, the learner must reflect on the experience and look to see what the future implications are. Experiences by themselves do not produce learning, but the reflection the learner has on the experience, by adding meaning to the event (Dewey as cited in Austin & Rust, 2015).

Combine Methodologies:  Will use Central methods such as simulations, role playing and implementation of projects, social games and structured games and Support methods through process observation and time for consideration.  These will help students increase participation, interaction, interest and learning through the use of games, role-play and implementation of projects. 

Main theme from the literature is that change is inevitable and it is always best to be prepared.  It is to be expected that the service learning activities will influence student’s career and job search expectations.

Job and Career Exploration:  Experiential learning allows the learner to apply the content to their professional life (Hawtrey, 2007)

Utilization of Hiring Managers in Workshop:  A learning activity is a means to an end, not an end in itself.  The purpose of an experiential learning activity is to create an opportunity for valuable and memorable personal learning.  All activities must be designed, managed and facilitated carefully so that the activity has impact, but it isn’t so memorable that these 'activity memories' override the impact and memory of the learning.  If this happens, the lasting memory may be an aspect of the activity, not the learning that was realized.

Mock Interviews:   This is a continuing utilization of one of the Central methods of role playing

Constructivist Model:  The program will utilize this model which includes a concrete experience (service learning project), reflection on the experience (what did I observe, what did this mean to me?), conceptualization (what have I learned?) and active experimentation (adoption of the learning/career search component).  (Fenwick, 2001). 

      Two departments at Ball State have been explored to assist in the development of the program.

BSU Student Voluntary Services

Ball State’s Student Voluntary Services was established in 1965.  It is one of the largest of the 300 student organizations housed within the Office of Student Life.   Over 2,000 Ball State students participate in service learning either because of a class requirement or through personal interest.  Governance is through a student ran executive board and staff support from the Office of Student Services.

The stated mission of SVS is “In order to improve and sustain the quality of life on the Ball State campus and in the surrounding communities, Student Voluntary Services promotes education, leadership, and community development through community service, service learning, and social awareness.”

Specifics of this program include: 

Experiential Service Learning:  This organization promotes experiential learning through service and compliments Group 1 project’s emphasis on learning outside of the classroom and hands-on experience.  The S.O.W Initiative will include a structured reflective component.

Leadership Development and Career Exploration:  SVS provides opportunities for students to serve as a program coordinator or as a member of the Executive Committee.  This component of the program states they can gain career-related skills and explore career paths.

Community Partners:  SVS has developed community partnerships and includes expectations for the partnership.  They also have a list of community agencies with volunteer opportunities that provides choices for students.  The Group 1 program will provide opportunities to choose organizations as well, only on a more limited scale.

Ball State University Career Services:

Ball State’s Office of Career services  mission includes  “connecting all of our partners for the purpose of helping students integrate their education, self-awareness, and experiences to empower a lifetime of career achievement and personal satisfaction.”  The Department has over 20 staff and is led by Jim McAtee.

Cardinal Connect is an initiative to employ more college graduates in Indiana.  Quite simply, part of the goal is to develop opportunities for graduates in Indiana to maintain a more highly educated workforce in the state.

One of the avenues utilized are Career Fairs, which establish partnerships with Indiana businesses.    The department hosts two major career fairs a year and assists with department specific career fairs including criminal justice and sales. 

At this point, there has not been a program that partners service learning with job search.  The Group 1 program will develop a prototype to be reviewed and evaluated by these two departments.

Program

Experiential learning is one of the most effective ways people can learn. They are able to reflect on practical situations and apply the new knowledge to either instruct or perform for future encounters. Should colleges provide more opportunities for students to gain experience, or are students not taking advantage of the opportunities that are presented to them? As we are focusing on experiential learning, one of the more familiar examples would be service learning. “Service learning provides an additional means for reaching educational objectives…” (Bring & Hatcher, 1996).

           

Group 1 will focus on developing a program based on service learning. Geared towards a population of 20-30 students, with a major focusing on non-profit management, the individuals will have a chance to choose a particular field of service learning with which they would like to be involved. Information will be presented to the participants during a panel of leaders from the organizations listed.  Those fields include:

1.     Habitat for Humanity

2.     Ronald McDonald House

3.     Mary Riggs Center

4.     Girl Scouts of Central Indiana

5.     Easter Seals Crossroads

With these fields, the students will be able to apply theories and concepts they have learned throughout their schooling and apply it to practical experience. Also, the students will be able to learn how to work with diverse populations, the many hats non-profit workers wear and other things you cannot learn everything in a classroom. Each student will complete 30 hours of work over a span of eight weeks. Included in the eight weeks, students will be required to complete a midway reflection, during the 4^th week of work, and a final reflection. The reflections will include a short survey on their experience and a meeting, roughly 15 minutes, with the program coordinator.

When a student is completing their academic career and has gained practical experience, what is the most common objective following graduation? The next objective is to obtain a job. At the end of the eight-week program, we are going to offer a workshop on a Saturday.  The workshop will be designed to inform students how to properly job search and to be prepared for interviews.  The workshop will roughly last four-six hours and will be directed by professional hiring managers from the organizations listed above. This will allow students to get feedback from leaders in their field of interest.  The duties of the hiring managers will be:

1.     Instruct on how to search for jobs and know what resources are available

2.     Proofing of the students’ resumes and cover letters

3.     Discuss the interview attire

4.     Conduct mock interviews for the students

With this program, the students will be able to gain practical experience while applying concepts and theories as well as learning new information, and they will be able to participate in a workshop to prepare them in obtaining their first professional job.

Tables

Summary of Program Design

References

Austin, M & Rust, D. (2015). Developing an Experiential Learning Program: Milestones and Challenges (Vol. 27). Retrieved from htttp://www.isetl.org/ijtlhe/

Azriel, J.A., Erthal, M.J., and Starr, E. (2005), Answers, questions, and deceptions:  What is the role of games in business education. Journal of Education for Business, 80, 9-13.

Bringle, R. G., & Hatcher, J. A.. (1996). Implementing service learning in higher education. The Journal of Higher Education, 67(2), 221–239. http://doi.org.proxy.bsu.edu/10.2307/2943981

Fenwick, T. (2001). Experiential learning: A theoretical critique from five perspectives.  Report No. ED454418. Retrieved from ERIC Data Base

Hamilton, S. F.. (1980). Experiential Learning Programs for Youth. American Journal of Education, 88(2), 179–215. Retrieved fromhttp://www.jstor.org.proxy.bsu.edu/stable/1085305

Hawtrey, K. (2007). Using Experiential Learning Techniques: The Journal of Economic Education, 38 (2) 143-152. Retrieved from htttp://jstor.org.proxy.bsu.edu/stable/30042762

Merriam, S.B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in Adulthood: A comprehensive guide (3rd ed.). San Francisco: Joseey-Bass Publishers.