Dartmouth DCAL Experiential Learning Session

Nov 21, 2014Download as PPTX, PDF2 likes482 views

Ashley Kehoe

A presentation for faculty and co-curricular campus partners at Dartmouth featuring examples of experiential learning.

The Office of the Provost, Dartmouth Center for the Advancement of
Learning (DCAL), Educational Technologies, & the Jones Media Center
Present:
EXPERIENTIAL,
ACTION-BASED LEARNING
AT DARTMOUTH
October 23, 2014
Dartmouth College, Office of the Provost, 207 Parkhurst Hall, Hanover, NH 03755

Opening Reflection
What is your most memorable learning moment?
What made it stick with you?
(You may be trying to recollect a situation during your years of
academia but look beyond the classroom and see what you can recall.)
Discuss the details with the person sitting next to you.

Definition
It’s an experience that is intentional – students are actively engaged
intellectually, creatively, emotionally or physically in the activity. Maybe
in all these ways at the same time.
There is accountability. Students have the opportunity to take the
initiative, to make decisions, solve problems and be accountable for the
results.
And finally, there is a period of reflection. Students are given the
chance to conceptualize and reflect on the experience and how it will
inform them going forward.

Experiential Learning Outcomes
• Having the confidence to innovate, take risks and learn from failure
• Being able to work effectively with people from very different
backgrounds, cultures and life situations
• Understanding the importance of deep thinking and the power of the
intellect to address the world’s most difficult issues
• Being able to effectively communicate about complex issues and
objectives
• Appreciating the power of applying multiple disciplines and
perspectives to a complex problem or opportunity

Dartmouth DCAL Experiential Learning Session

Kinds of Activities
• Class Immersion projects
• Research experiences
• Outreach Activities
• Community Service
• Entrepreneurial activities
• Creative Performances
• Internships
• International Experiences

Experiential Learning In Courses
• Active – Hands On
• Design and Build
• Consult – Recommend
• Create
• Research Component
• Simulation
• Service

Co-Curricular Experiential Learning
• Internships
• Employment
• Service and Outreach
• Entrepreneurial

Featured Presentation
Charles Wheelan, Department of Economics
Global Policy & Leadership Practicum

Featured Presentation
Edward Miller & Jennifer Miller, Department of Economics
Dartmouth Vietnam Oral History Project

Featured Presentation
Ivy Schweitzer, Pati Hernandez, & Sutton Higgins
Telling Stories for Social Change

Discussion & Application
What inspired you to come to this session?
Have you ever taught using experiential learning
pedagogy at Dartmouth or elsewhere? If so, how did it
go? If not, why not?
What course or program that you hope to make more
experiential? If so, why? Where would you start and
how would you go about the process?

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Dartmouth DCAL Experiential Learning Session

1. The Office of the Provost, Dartmouth Center for the Advancement of Learning (DCAL), Educational Technologies, & the Jones Media Center Present: EXPERIENTIAL, ACTION-BASED LEARNING AT DARTMOUTH October 23, 2014 Dartmouth College, Office of the Provost, 207 Parkhurst Hall, Hanover, NH 03755

2. Opening Reflection What is your most memorable learning moment? What made it stick with you? (You may be trying to recollect a situation during your years of academia but look beyond the classroom and see what you can recall.) Discuss the details with the person sitting next to you.

3. What is Experiential Learning?

4. Definition It’s an experience that is intentional – students are actively engaged intellectually, creatively, emotionally or physically in the activity. Maybe in all these ways at the same time. There is accountability. Students have the opportunity to take the initiative, to make decisions, solve problems and be accountable for the results. And finally, there is a period of reflection. Students are given the chance to conceptualize and reflect on the experience and how it will inform them going forward.

5. Experiential Learning Outcomes • Having the confidence to innovate, take risks and learn from failure • Being able to work effectively with people from very different backgrounds, cultures and life situations • Understanding the importance of deep thinking and the power of the intellect to address the world’s most difficult issues • Being able to effectively communicate about complex issues and objectives • Appreciating the power of applying multiple disciplines and perspectives to a complex problem or opportunity

7. Kinds of Activities • Class Immersion projects • Research experiences • Outreach Activities • Community Service • Entrepreneurial activities • Creative Performances • Internships • International Experiences

8. Experiential Learning In Courses • Active – Hands On • Design and Build • Consult – Recommend • Create • Research Component • Simulation • Service

9. Co-Curricular Experiential Learning • Internships • Employment • Service and Outreach • Entrepreneurial

10. Opportunities Ahead • Historically close relationship between faculty and students provides an environment where experiential learning can flourish. How do we take advantage of this to expand experiential learning? • Do we have an opportunity to take all the various kinds of experiential learning and ‘brand’ them as one of the factors that makes a Dartmouth education great? • Another opportunity we have is to create a bridge between those experiences students have as part of their course work and those they have outside the classroom. Intentionally tying these experiences together will make a Dartmouth education that much richer and unique. • Questions?

11. Featured Presentation Charles Wheelan, Department of Economics Global Policy & Leadership Practicum

12. Featured Presentation Edward Miller & Jennifer Miller, Department of Economics Dartmouth Vietnam Oral History Project

13. Featured Presentation Ivy Schweitzer, Pati Hernandez, & Sutton Higgins Telling Stories for Social Change

15. Discussion & Application What inspired you to come to this session? Have you ever taught using experiential learning pedagogy at Dartmouth or elsewhere? If so, how did it go? If not, why not? What course or program that you hope to make more experiential? If so, why? Where would you start and how would you go about the process?

Editor's Notes

#7: There’s an example I really love that touches on all these areas in a much more compelling way than bullet points on a slide can describe experiential learning in theory. … It’s the example of a couple of ’14s who will be graduating in just a few short weeks – Sarah Alexander and Meegan Daigler. This is Sarah on the left. �� Sarah is an environmental studies major, and on an FSP to Delhi, she was really struck by how much used cooking oil was being sold, second-hand, to street vendors, like the one shown here, who couldn’t afford to buy fresh oil. They would use, and re-use this oil many many times. Obviously, this poses a health concern at a certain point. And what doesn’t get re-used over and over goes into a ditch, or down the drain, which causes clogging and sewage problems … and that only invites more public health issues. So during her sophomore year, in an environmental studies class, Sarah was tasked with a final project of coming up with a solution to an environmental problem. And she knew just what she wanted to work on – she’d been thinking about that cooking oil problem in Delhi ever since she’d returned to Hanover. So she teamed up with her friend Meegan, an engineering student, to create a company that will buy used cooking oil and turn it into bio-fuel to power Delhi’s diesel-burning cars. And there are a LOT of diesel burning cars in Delhi. �� Now, I can’t tell you if their company will be successful. Sarah and Meegan don’t know that answer yet either. That’s the “risk of failure” we talked about. But think about the work they’ve been engaged in. Just to research their proposal, they had to interview vendors, figure out the science and engineering of the conversion process, how to transport both the oil and the fuel … legal issues … numerous business-related decisions … and of course, most important of all – they had to determine if anyone would buy their product. Just think of how much they learned about Delhi and Indian culture in addition to what they learned about business and entrepreneurship. And all this was accomplished in the course of a final project for one environmental studies class. They came away not only having learned a tremendous amount, but having created a business that may well improve public health in a major city 7,000 miles away. That’s the potential unleashed by experiential learning.
#9: Lab picture- UMass/Dartmouth thermodynamics and heat transfer lab http://www.umassd.edu/engineering/mne/about/facilities/labs/thermodynamicsandheattransferlab/ �� Art picture-the Hood Museum of Arts- http://hoodmuseum.dartmouth.edu/
#10: top picture with kids-�� bridges to community- http://www.bridgestocommunity.org/volunteer-trips/2012-dartmouth-college left bottom picture-Dartmouth Alumni in Afghanistan https://www.flickr.com/photos/dartmouth_alumni_events/12772037903/in/set-72157640085217495 right bottom picture-volunteers during Japan tsunami 2012 https://www.dartmouth.edu/~damell/department/studyab_news_japanese04.html

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Dartmouth DCAL Experiential Learning Session

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Editor's Notes