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EXPERIENTIAL JOURN.

EXPERIENTIAL JOURNALISM : AN INNOVATIVE APPROACH TO WORK-BASED LEARNING Nicholas Rowland, Wesley Culp, and Thomas Shaffer Pennsylvania State University. EXPERIENTIAL JOURN. Agenda : a traditional 20-20-20 format 1. 20 minutes devoted to a PowerPoint

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EXPERIENTIAL JOURN.

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  1. EXPERIENTIAL JOURNALISM: AN INNOVATIVE APPROACH TO WORK-BASED LEARNINGNicholas Rowland, Wesley Culp, and Thomas ShafferPennsylvania State University

  2. EXPERIENTIAL JOURN. • Agenda: a traditional 20-20-20 format 1. 20 minutes devoted to a PowerPoint 2. 20 minutes devoted to potential personalization and localization of our model for you and your campuses1 3. 20 minutes devoted to an open-discussion period • Outline: describes our project and a model 1. Description of the outcome-based project2 2. Present the model it generated and supporting literature 1 Annual Meeting of the American Democracy Project. Snowbird, UT. 2008 2 Culp, W. 2008. “How Whistles Matter for Penn State Football Games” Center Daily Times. …………………………………………………………..

  3. EXPERIENTIAL JOURN. • Project: born of Wes’s necessity • Circumstances in May 2008 for summer internship 1. Student recognized value of internship experience1 2. Student wanted real-life experiential learning2 3. Student needed money1 4. Student needed faculty support and guidance3,4,5 • Outcome: “Experiential Journalism” (EJ) 1 2 Parilla, P. Hesser, G. 2005. “Liberal Learning and Internships in Sociology” The Internship Handbook, Second Edition. 3 Ehrenriech, B. 2001. Nickel and Dimed.: On (Not) Getting By In America. New York, NY: A Metropolitan/Owl Book 4 Nathan, R. 2005. My Freshman Year: What a Professor Learned By Becoming A Student. Penguin Press 5 Kingsolver, B. et al. 2007. Animal, Vegetable, Miracle. Harper Perennial 6 Wacquant, L. 2006. Body & Soul . Oxford University Press …………………………………………………………..

  4. EXPERIENTIAL JOURN. “Some students even effectively end up paying tuition to do unpaid internships because some companies concerned about labor laws, require students to receive academic credit for the experience. And so college administrators nationwide have become more concerned about access to internships at all socioeconomic levels” (Lee 2006). • EJ: a work-based non-internship outcome-based model based on fieldnote method with academic seminar • Description:Wes secured employment with PSU’s Auxiliary Police, established permission to examine his work, and ultimately published a public interest piece in local paper • Significant problems addressed by EJ model 1. work-based: WBL experience that supplied income1,2,3,4 2. non-internship: viewed as employee, not student* 3. outcome-based: guided fieldnotes, audience-focused5 “In the past five years, the number of companies that require students to get college credit for their unpaid work has increased between 30% and 40%, says Mark Oldman, co-founder of Vault Inc., a New York career-information company … [and] the growing number of interns seeking credit is leading schools to rethink their policies” (Chaker 2006). Reactions from the professional community to unpaid internships: (ND, Internships.net dataset) 1. “Rail against the system” – insist that all internships be paid 2. Encourage colleges to underwrite the high costs of student internships 3. Acknowledge that elites have an unfair advantage* and find/create cost-effective alternatives 1 Little, B. Brennan, J. 1996. A review of work based learning in higher education. Department for Education and Employment, Sheffield 2 Lee, J. 2006. “Colleges Make Way for Internships” The New York Times, July 19, B7 3 Chaker, AM. 2006. “Summer Internships Can Carry a Price” Wall Street Journal, June 29, D1 4 Quotes from “Internships.net” listserv dataset (rights secured from arbiter) 5Culp, W. 2008. “How Whistles Matter for Penn State Football Games” Center Daily Times …………………………………………………………..

  5. EXPERIENTIAL JOURN. • STUDENT EXPERIENCE • Perceptions of the task vs. reality of tasks • Example: AO Police, fieldnotes, and freelance publishing • Immense utility experienced first-hand • Example, Penn State “Beaver Riots”1,2 • Experience opened the door to new opportunities • Example, UWEMP (nonprofit org, “you●we●me●empowered”)3 • Example, Public Relations Captain of THON4 1 Doughtery, R. 2008. “Penn State Riot Follows Huge Win at Ohio State” Associated Content, October 26 2 Miller, D. 2008. “Arrests expected in PSU riot” Penn Live.com, October 26 3 http://www.uwemp.com/ 4 http://www.thon.org/ …………………………………………………………..

  6. EXPERIENTIAL JOURN. • STUDENT PERSPECTIVE • Strengths of experience: 1. Experience of being a freelance newspaper article writer 2. Learning to balance academic writing and a paying job 3. Having a foot in the door for future writing opportunities • Limitations of experience: 1a. Struggling to remain objective when you are part of the story 1b. Being able to see the people I worked with as 3-layered beings: co-worker, friend, and subject to study 2. Double demand on student’s time 3. Experience demands absolute professionalism 1 …………………………………………………………..

  7. EXPERIENTIAL JOURN. • FACULTY EXPERIENCE • Capturing Experience1,2 • Learning outcomes3,4 1 2 3 4 5 6 1 Emerson, RM., et al. 1995. Writing Ethnographic Fieldnotes, University Of Chicago Press 2 Corsaro, W. (1996) ‘Transitions in early childhood: The promise of comparative, longitudinal ethnography’, in A. Colby, R. Jessor and R. A. Shweder (eds) Ethnography and Human Development: Context and Meaning in Social Inquiry, pp. 419-457. Chicago. IL: University of Chicago Press 3 Bloom, B. 1956. "The Taxonomy of Educational Objectives” The Classification of Educational Goals, Handbook I: Cognitive Domain 4 Anderson, LW., et al. (Eds.). 2001. A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. ………………………………………………………….. Field: moment-by-moment descriptive notes Reflective: compare to previous experiences Conceptual: link notes to experienced concepts Remembering Understanding Applying Analyzing Evaluating Creating

  8. EXPERIENTIAL JOURN. • FACULTY PERSPECTIVE • Strengths of experience: 1. Monitor and assess student learning on multiple fronts 2. Student responsible for work and learning is central • Limitations of experience: 1. Unpaid but time-intensive 1 …………………………………………………………..

  9. EXPERIENTIAL JOURN. • ADMINISTRATOR PERSPECTIVE • “Experiential Journalism” is really a specific application of a partnership model that could expand meaningful work-based learning opportunities • Development of skills and “habits of mind” • Writing/communication; self-directed learning • Peter D. Hart Research Associates (January 2008); NSEE, ‘High-impact practices” • Learning-focused • Challenges: • Student: level of responsibility, maturity • Faculty: interest, incentives • Money: still tuition-based • Receptivity of community organizations? 1 …………………………………………………………..

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