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Exploring Intentional Learning for the 21 st Century Campus Judy Grace Interim Director, Center for Learning and Teaching Excellence Janice Kelly Director, Academic Community Engagement Services, University College
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Judy Grace Interim Director, Center for Learning and Teaching Excellence
Janice Kelly Director, Academic Community Engagement Services, University College
David Wells Assistant Director, Bachelor of Interdisciplinary Studies Program, University College
Arizona State University
Active learning . . . is a process whereby learners are actively engaged in the learning process, rather than "passively" absorbing lectures. Active learning involves reading, writing, discussion, and engagement in solving problems, analysis, synthesis, and evaluation. Active learning is also known as cooperative learning
An experiential educator's role is to organize and facilitate direct experiences of phenomenon under the assumption that this will lead to genuine (meaningful and long-lasting) learning. This often also requires preparatory and reflective exercises
Experiential education is often contrasted with didactic education, in which the teacher's role is to "give" information/knowledge to student and to prescribe study/learning exercises which have "information/knowledge transmission" as the main goal
Examples include outdoor education, service learning, internships, and group-based learning projects
Several studies have shown that students prefer strategies that promote active learning rather than traditional lectures
Research evaluating students' achievement has demonstrated that many strategies promoting active learning are comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing
Further, some cognitive research has shown that a significant number of individuals have learning styles best served by pedagogical techniques other than lecturing
Certain specific obstacles are associated with the use of active learning, including limited class time; a possible increase in preparation time; the potential difficulty of using active learning in large classes; and a lack of needed materials, equipment, or resources
Perhaps the single greatest barrier of all, however, is the fact that faculty members' efforts to employ active learning involve risk--the risks that students will not participate, use higher-order thinking, or learn sufficient content, that faculty members will feel a loss of control, lack necessary skills, or be criticized for teaching in unorthodox ways
Latin American Studies
American Public Policy
Students active in developing own plan of study and wide selection in choosing how to complete assignments
Develops awareness of skills and career planning and finding experiences to build on those skills that reflect on academic work
Civic Engagement (option)
Students can choose tracks that enable them to work with community groups in a research course, internship or senior seminar
BIS 301: Foundations of IDS (writing focused)
Includes self-reflection, goal, planning for transition after degree as well as awareness of skills
Builds linkages between past/current courses
BIS 302: Interdisciplinary Inquiry (research methods)
Includes identifying internships and pursuing them
Develops capacities to do and question research
BIS 401: Applied Interdisciplinary Studies
Internship in field of interest with assignments that include connecting to academic studies
BIS 402: Senior Seminar (writing focused)
Variety of topics, students can select based on interest
Some paired 401/402s with the State Legislature & Public Policy and Retail (course and internship focus)
Academic Community Engagement Services (ACES)
To provide opportunities for civic engagement and experiential learning through academically-linked or funded service to the community
Credit-bearing, semester-long internships in
DCI, ENG, GIS, GLG, GPH, JUS, LIN, MIC, MTE, PHS, PLB, SOC, SPA, or UNI prefixes
Federal Work Study tutoring program
Corporation for National and Community Service
NCLB Arizona Reads Roundtable
Outreach and Early Outreach Initiatives
The College Knowledge Project
ASU students involved per semester: 300-350
Current number of community sites: 19
Current number of discreet programs: 36
Program Statistics--Spring 1993-Spring 2005 Inclusive
Total ASU students involved: 5,970
Total ASU student hours: 281,557
Total community members: 59,989
Tutoring / mentoring hours: 731,799
University / community funding: $4.6+ mil
In-kind value of ASU student hours: $12,787,743*
*Computed at the national Points of Light figure of $17.19 per hour
What is the faculty responsibility in student learning or failure to learn?
Does a focus on individual development conflict with content mastery?
How can universities simultaneously prepare students for the workplace and civic responsibility?
What is the institution’s role in supporting engaged learning?
What curricular and co-curricular changes are needed to optimize student learning?
How can institutions use community settings and expertise to foster student learning?
Each group respond:
What is one thing
your institution can do to
foster intentional learning?