Outcomes Related to Experiential Education Programs. Dr. Sheri Dressler, Waterloo, 10/28/13

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1 Outcomes Related to Experiential Education Programs

2 Experiential Education Comprehensive Experiential Education Centers or partially combined with Career Services Expanded use of multiple forms of workintegrated learning Measurement of student learning outcomes allows for comparative outcomes Increased research on learning outcomes and educational efficacy of programs

3 Trend Toward Student Engagement and Learning SCANS, also UK, S. Africa (1991, 2000) Pew Institute Higher Education White Paper Measure learning rather than teaching (Edgerton, R., 1997) Academic Learning compacts and VALUE Rubrics (AAC&U, 2010)

4 High-Impact Educational Practices (Kuh, G., 2008) First Year Seminars and Experiences Common Intellectual Experiences Writing-Intensive Courses Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service-Learning Internships (includes co-op) Capstone courses and projects

5 Workplace Competencies Resources Allocates Time, Money, Human Resources, Materials and Facility Resources Information Acquires and Evaluates Information Organizes and Maintains Information Interprets and Communicates Information Uses Computers to Process Information Interpersonal Participates as a Member of a Team Teaches Others Serves Clients/Customers Exercises Leadership Negotiates to Arrive at a Decision Works with Cultural Diversity Systems Understands Systems Monitors and Corrects Performance Improves and Designs Systems Technology Selects Technology Applies Technology to Task Maintains and Troubleshoots Technology SCANS Report Foundation Skills Basic Skills Reading Writing Arithmetic Mathematics Listening Speaking Thinking Skills Creative Thinking Decision Making Problem Solving Seeing Things in the Mind s Eye Knowing How to Learn Reasoning Personal Qualities Responsibility Self-Esteem Social Self-Management Integrity/Honesty

6 Essential Learning Outcomes (Liberal Education & America s Promise, 2005) Knowledge of Human Cultures and the Physical and Natural World Intellectual and Practical Skills, Including Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Teamwork and problem solving Personal and Social Responsibility, Including Civic knowledge and engagement local and global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning Integrative and Applied Learning, Including

7 Resulting Focus on Research National research project among 15 co-op programs on student learning outcomes (Parks, D.K. Onwuegbuzie, A.J., & Cash, S.H., 2001) Reviews of Research On Co-op, (Dressler, S. & Keeling, A., 2004, 2012) On Service-Learning, (Eyler, J., Giles, D.E., Stenson, C.M., & Gray, C.J., 2001).

8 A Model for Co-op Student Learning Outcomes Validated a four component model for Co-op learning outcomes (Parks et al, 2001) Personal Career Work Academic A review of co-op literature supported this model and the competencies used in Parks study (Dressler, S. & Keeling, A, 2001)

9 Overview of Service-Learning Student Outcomes (Eyler et al, 2001) Study on SL Research reported the following categories of outcomes: Personal Outcomes Social Outcomes Learning Outcomes Career Development Relationship with Institution Structural Issues related to Outcomes

10 Comparing Results Similarities in outcomes but differences in focus Service-Learning - social outcomes in the form of reducing stereotypes and the development of commitment to service Co-op - social outcomes in the ability to develop an interest in life-long learning and commitment to excellence in one s field of study

11 Similarities and Differences Both use reflection but differ on which central topics of reflection. In both, students are more likely to graduate than those who do not participate at all and most academic outcomes are produced by both modalities.

12 Similarities and Differences More than half of the personal competencies are developed through both modalities. Personal and Academic outcomes are very similar reflecting Service-Learning s clear academic orientation and Co-op s mixed academic and career orientation. Reflects stated goals - Co-op has more work and career outcomes and Service-Learning the social outcomes.

13 Similarities Related to Academics Researchers for both methods are more often faculty or administrators reporting to Academic Affairs which may produce a bias toward academic outcomes for both programs. There may be greater differences between academic outcomes in Co-op programs that report to Academic Affairs vs. Student Development than there are between Service-Learning programs and Co-op programs that retain their instructional focus.

14 Differences Related to Focus Program focus may effect outcomes because outcomes are dependent in part on what questions are asked by researchers. Outcomes for a Service-Learning student may be an increase in self-confidence or being helped to gain employment after graduation, but these questions are rarely asked. Similarly, quality of reflection would most likely have an impact on Co-op outcomes, but Co-op researchers have not focused on this issue.

15 Multiple Measures Matching student self-report responses with community partner/employer evaluation information can strengthen validity of results and uncovers ceiling effects. Using employer evaluations to assess learning outcomes for students can also be used to consider change over time. (Cedercreutz, K. & Cates, C, 2005)

16 Impact on Employer Partners Provided motivated and enthusiastic employees Brought new ideas and viewpoints to the workplace Provided productive employees who earned their way Assisted in completing one-time projects Helped to hire people with special skills Assisted in recruiting and hiring culturally diverse employees Provided positive interactions with the university Proved helpful in making your organization better known on the university campus Proved valuable in evaluating students as potential regular full-time employees Created a source of inspiration for current employees to continue their education Reduced the cost of recruiting and hiring entry-level professionals Provided a means to give back to the community Reduced the time spent in developing a selection pool of candidates Favorably impacted your production/service to your customers Reduced the cost of training new hires Benefits overall to your company

17 Impact reported by SL faculty on students and themselves Students Faculty This course helped students gain a clearer idea of their professional goals (for example, their careers). The service the students performed and the skills they developed helped make them more marketable in their chosen professions. During their service, students interacted with people from different social, economic, or ethnic backgrounds. The service experience complemented the learning objectives for the course. The time needed to plan and supervise this service-learning course was worthwhile. Service-learning enhanced my ability to communicate the core competencies of this course. Including service-learning in my course revitalized my teaching. Including service-learning in my course enriched classroom discussions.

18 Considerations for future research Outcome similarities imply that each methodology can be informed and strengthened by information about other forms of experiential education. Further study on reporting structures as they impact instruction, level of research, and focus on particular outcomes would help educators and administrators assess how various forms of experiential education can best thrive and contribute to the educational agenda of their respective institutions.

19 References Cates, C. and Cedercreuz, K. (2008). Leveraging cooperative education to guide curricular innovation: The development of a corporate feedback system for continuous improvement, University of Cinncinatti. Cedercreutz, K. & Cates, C, (2004). Developing a corporate feedback system for use in curricular reform. Powerpoint presentation at the American Society for Engineering Education Conference, Cooperative Education Division, Dressler, S. & Keeling, A. (2004, 2012). Benefits of cooperative education for students. In International handbook for cooperative education, revised. (Eds. Richard Coll & Chris Eames). Hamilton: Waikato Print. Edgerton, R. (1997). White paper on higher education. Philadelphia: Pew Institute. Eyler, J., Giles, D.E., Stenson, C.M., & Gray, C.J. (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities, : 3rd ed. Vanderbilt University: Corporation for National Service Learn and Serve America National Service Learning Clearinghouse. Kuh, G.D. (2008). High-Impact Educational Practices: What they are, who has access to them, and why they matter, and leap.aacu.org. LEAP VALUE Initiative, Liberal Education & American s Promise, Essential Learning Outcomes, Parks, D.K., Onwuegbuzie, A.J., & Cash, S.H. (2001). Development of a measure for predicting learning advancement through cooperative education: Reliability and validity of the PLACE scale. Journal of Cooperative Education, 36(1), Secretary s Commission on Achieving Necessary Skills (SCANS), Department of Labor, (1991 & 2000)

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