1 Community-Engaged Experiential Learning in Higher Education: Implications for Students, Faculty, Institutions, and Communities Angie Wong, University of Saskatchewan Susan Burwash, University of Alberta Walter Archer, University of Alberta Laura Servage, University of Alberta (note taker)
2 Why this topic? Institutions want toStrengthen ties with their communities Help their students become more engaged with the learning process Community-engaged experiential learning can help to meet both of these objectives
3 What is experiential learning?David Kolb’s “working definition” in his book titled Experiential learning: Experience as the source of learning and development (1984) “[Experiential] learning is the process whereby knowledge is created through the transformation of experience.” (p. 38)
4 Kolb re his definition Emphasis on process, as opposed to content or outcomes Knowledge is a transformational process, not an entity to be transmitted Learning transforms experience in both its objective and subjective forms To understand learning we must understand the nature of knowledge, and vice versa
5 Experiential Learning with Links to the CommunityPractica in professional programs - Susan Burwash Community Service-Learning (CSL) in all types of programs - Walter Archer Prior Learning Assessment and Recognition (PLAR) - Angie Wong These forms of experiential learning ordered from most accepted/institutionalized to least accepted/institutionalized
6 Practica: Traditions within professionsOne example from healthcare education: practica in Occupational Therapy The “independent community placement” – traditional practica meet CSL? Benefits: students, faculty, communities, universities
7 Practica in Higher Ed Variations: time, $, option, supervision, objectives Examples from University of Alberta: Engineering – Optional. Paid P/T co-op work experience X 5 Education – Required. 2 student teaching experiences = 14 wks. Agriculture, Life and Environmental Sciences – Optional 8,12 or 16 mo. internship between 3rd and 4th yr. Variations: optional/compulsory; throughout education/at the end of formal classroom learning; paid/unpaid; supervised by one’s own “kind”/supervised by someone outside one’s discipline; etc. Engineering: 1st co-op engineering-related, subsequent ones need to be discipline-related and have a engineer directly involved. An opportunity to gain understanding of and/or personal involvement in the practical application of engineering, and/orb) Exposure to an environment of engineering/business which encourages the development of professional conscience, responsibility, maturity and judgement. Then: more specifically knowledge of engineering
8 Business – BComm. Optional Cooperative Education placementsBusiness – BComm. Optional Cooperative Education placements. 2 X 4/8 mos. ea. Total = 12 months F/T. Computing Science – Industrial Internship Programme. Optional. 8,12 or 16 months paid work. After 3rd year.
9 Practica in HealthCareNursing – Required. Nursing Practice 1 - VII over 4 yrs. Practica and associated seminars. Integrated with other coursework Medicine – First 2 yrs. in classroom; yrs. 3 & 4 clinical rotations OR Integrated Community Clerkship. Required. Pharmacy – 6 practica, 1, 5 and 6 wks. FT. Alternate w/ classroom-based learning. Required.
10 The “third space” (Bhabha): practica in healthcare education that are on the border between traditional practice settings and other sites/other populations where there is a need but not an established practice. Similar to CSL? Different from CSL?
11 Occupational Therapy 5 practica:1 X 4 wks., 5 X 6 wks. F/T. Total hours. Alternate w/ classroom learning. Regular and Independent Community Placements (ICP)
12 ICP: most Occupational Therapy programmes have some variant: “role-emerging”, “non-traditional”What’s in it for the university programme: increase # of practica opportunities (esp. in MH) as programmes grow, move outside of the medical model to allow student exploration of social models, social/occupational justice, increase diversity, encourage InterD working, act as demonstration projects to help advocate for hiring an OT in the site, encourage research collaboration, …
13 Examples Prisons, ex-offenders programmes Women’s SheltersStreet Churches Community Health Centers Harm Reduction Programmes Housing Agencies, supported housing Employment programmes
14 Benefits: Students & CommunityStudents: forced to develop sense of who they are as an OT and confidence in what they can offer, application of models other than the medical model, flexibility, developing interpersonal skills outside of traditional power structure of hospital, clearer sense of client’s daily challenges and environment/community resources (Mulholland & Derdall, 2005) Community: contribution of students to agency work, addition of new perspective, energy and new ideas.
15 Benefits to Faculty/IssuesExperience suggests that the supervision role needs to fall to one or two designated faculty members. Issues with attempts to involve more faculty. Challenges for ICP faculty supervisor “The best job” – conduit between community and classroom. Lightbulb moments. Relevant course content evaluation
16 Future possibilities Preparation of students and agencies to work in/with “third space” Collaboration beyond other healthcare professions. Combined practica/CSL? Use of technology to assist in supervision, peer communication and collaboration
17 What is community service-learning?…an educational approach that integrates service in the community with intentional learning activities. Within effective CSL efforts, members of both educational institutions and community organizations work together toward outcomes that are mutually beneficial. Definition at website of Canadian Association for Community Service-Learning htm
18 Some key characteristics of CSL (from CACSL website)In curricular CSL, service links to academic content & student learning goals In extra-curricular (sometimes called co- curricular) CSL, links to student learning & development goals Collaboration between faculty/staff, students and community organizations to determine and meet real, defined community needs
19 More key characteristics of CSL (from CACSL website)Reciprocal in nature, benefiting both the community and the service provider Integrates a strong reflective element in order to maximize meaningful learning Can be used in any subject or program area, as long as appropriate to identified learning and/or development goals
20 CSL in the United StatesUsually called just “service-learning” Several decades of history, from 1966 Massive involvement of federal government - re “civic engagement” Over 1100 college and university presidents have signed “Campus Compact” promoting this objective of SL Prevalent in K-12 and higher education
21 CSL in Canada Much shorter history - CACSL formed less than 5 years ago McConnell Foundation funding, but little government involvement Steady growth over past few years May get a boost from the 9th Annual International Research Conference on Service-Learning and Community Engagement in Ottawa, Oct. 9-12, 2009
22 Some Canadian ExamplesUBC’s Learning Exchange a downtown site in a very low income area base for various CSL and other community- engaged activities Alison Dunwoody’s Sociology courses at U. of Alberta (curricular CSL) Students placed with various social service agencies for one semester Write and hand in reflective journals Linked to in-class discussions
23 Issues re CSL in Higher EducationWhere is the learning? Strong evidence in affective domain Less in cognitive domain How does it affect faculty careers? How does it affect the partners in the community?
24 Prior Learning Assessment & Recognition (PLAR)RPL (EU, Australia, New Zealand, South Africa) PLA (United States) APEL (U.K.)
25 PLAR in Higher EducationA systematic process of identifying, assessing, and recognizing knowledge and skills that have been acquired through learning beyond the formal classroom – including work-based learning, independent study, or volunteer activities – against the standards required by the admitting institution’s courses and programs.
26 PLAR Activity in Canadian Higher Education Institutions (2003, 2007, 2008, 2009)community colleges & institutes of applied science and technology are primary adopters universities consistently least engaged in the practice some faculty supportive – potential to enhance diversity and equity; develop lifelong learning
27 Government Support for PLARFederal funding – PLAR as potential strategy for “brain gain” in global competition for skilled labour (2001); foreign recognition and immigrant education Provincial funding for pilot projects and study of institutional capacity for PLAR – 20 years history
28 PLAR & Experiential Learning:Common Historical Influence of Dewey (1938), Kolb (1984) “the beginning of instruction shall be made with the experience learners already have…this and the capacities that have been developed during its course provide the starting point for all further learning” (Dewey,1938)
29 The Primary Actors in Universities:Adult Learners and Faculty Challenges facing adult learners as PLAR candidates Challenges facing faculty as PLAR assessors Need for evidence
30 Portfolio-assisted Assessmentchallenge for credit – insider vocabulary overwhelms many PLAR applicants; lack of structured assistance to reflect on and articulate experiential learning learning outcomes – square peg into round hole e-portfolios – double-edged sword (substance vs. glossiness)
31 Lack of Critical Mass of Committed FacultyPLAR advocates misunderstand where impetus for change reside within universities Change in mind set required of assessors – learning, curricula, assessment practices Current reward system a barrier Some encouraging signs
32 The Earl of Engineering The Countess of NursingKING The Earl of Engineering The Count of Commerce The Duke of Science The Duchess of Arts The Countess of Nursing
33 Experiential Learning as a Dependent VariableWhat factors promote or inhibit greater faculty experimentation with the new approach? dynamics of institutional readiness differences across disciplines and among different departments assessment practices
34 How can involvement in experiential learning open up collaborative and interdisciplinary opportunities for faculty in • teaching? • research? • community engagement?
35 Perception of Universities
36 Contacts Angie [email protected] Susan [email protected]Walter Slides: p/csshe2009/csshe2009