Mary-Ellen Boyle, Clark University Mary Ellen Carroll, Loras College Laura O Toole, Salve Regina University Jim Salvucci and Anne Scholl-Fiedler, Stevenson University Mike Tannenbaum, Hartwick College ACAD 70 th Annual Meeting January 22, 2014 Washington, DC
Spring-Summer 2013 Discussions (fuse 2 panels) Perceived attack on liberal education vis-à-vis alleged insufficient attention to career preparation. Need to bring intentionality to linking our experiential learning (EL) efforts to career readiness so that students can piece it all together ASAP. Diversity and innovation emerge out of an amalgamation of institutional mission, history, organizational structures, and personalities. Future of Liberal Arts Colleges and Liberal Education: Add Intentionality and Innovation to Internships, International, Inter-institutional and Interdisciplinary
Five examples of intentional and innovative organizational structures for EL that are explicitly linked to career readiness. Draft narrative that explains your mission-based approach to EL, perhaps w/a graph showing timeline of past efforts and possible future directions. Draft of an administrative structure that explicitly addresses what is in and what is out as your institution revitalizes/reorganizes EL. Awareness of the challenges and pitfalls ( Lessons Learned ) involved in such reorganizations. Provision of a few examples of assessment instruments.
Who are you and what institution do you represent? Where does your institution currently sit in terms of intentionally and innovatively framing EL) i.e. what office(s) oversee EL and Career Services at your institution? Why are you here, and what do you hope to get out of this workshop - i.e., where do you hope your institution can/will go?
Mary-Ellen Boyle Associate Provost and Dean of the College
Mission: Clark University s mission is to educate undergraduate and graduate students to be imaginative and contributing citizens of the world, and to advance the frontiers of knowledge and understanding through rigorous scholarship and creative effort. LEEP Center Vision and Mission Statement (Draft 1): Students will come to the LEEP Center with ideas for community projects, research studies, new businesses, social ventures, art exhibits or shows -- and will learn how to turn ideas into reality. They will come with questions -- about academics, study abroad, internships, neighborhood engagement, career planning, or fellowships and will be connected with expertise.
LEEP is Clark's pioneering model of education that combines a robust liberal arts experience with authentic engagement in the world and workplace. 2009 Produced Liberal Education and Effective Practice (LEEP) 2010 Voted on LEEP Learning Outcomes 2011 Began Beyond Classroom Learning course redesign 2012 Created LEEP Center 2013 Implemented LEEP Center Advising Defining Characteristics 5 learning outcomes, including effective practice 4 integrated aspects of learning model: academic curriculum, advising and mentoring, world and workplace experiences, cocurricular and extracurricular activities 3 stage developmental continuum: transition, explore, enact
Undergraduate Research Innovation & Entrepreneurship Academic Departments 1 staff Study Abroad Career Services & Internships Writing Center Community & Volunteering Academic Advising 2 staff 4 staff LEEP Center 9.5 staff & Associate Dean 1 staff 1 staff 1 staff LEEP Center 11.5 staff & Associate Dean 2014 2000 2010 2011 2012 2013
Mike Tannenbaum Provost & Vice President for Academic Affairs
Hartwick College, an engaged community, integrates a liberal arts education with experiential learning to inspire curiosity, critical thinking, creativity, personal courage and an enduring passion for learning. The Division of Academic Affairs maximizes the academic program and promotes an enduring passion for learning by ensuring the integrity and vitality of a liberal arts curriculum steeped in experiential learning. The PSGE Center, a hub of experiential learning activity, engages students in domestic and international opportunities that apply and enrich a liberal arts education. As a uniquely integrated co-curricular center, PSGE promotes an enduring passion for learning through career exploration, service to the community, and global study.
Academic Advising Center for CE & IL PSGE PSGE & Interdependence APPA Global Education (study abroad; international students) CBSL Career Services & Internships Undergraduate Research Pine Lake 1994 2007 2009 2010 2012
EL as centerpiece of all curricular (Liberal Arts in Practice) and much of co-curricular activity/programs. Org Charts have been in a state of flux: 2007 Ctr for Experiential & Integrative Learning (CE&IL) 2009 Remove CTL, Pine Lake and Undergrad Research 2010 Professional, Service, & Global Engagement (PSGE) 2012 Academic & Pre-Professional Advising added Intentionally melding academic, career, and experiential advising in a one-stop shopping model. Developmental Stages from infancy to maturity
Mary Ellen Carroll Associate Vice President for Academic Affairs and Dean of Experiential Learning
CEL Mission The Center for Experiential Learning helps Loras recruit, retain, and graduate students who are able to apply the knowledge and methods they learn in courses to a world outside the classroom. As an active expression of the liberal arts at Loras, experiential learning liberates students from narrow approaches to education. It empowers them to learn valuable academic lessons in unconventional settings. Consistent with its Roman Catholic identity and mission, Loras works through the Center for Experiential Learning to deepen a spirit of social commitment and civic engagement among students. Through work in varied and challenging environments, students interpret new information, pose interesting questions, collaborate with others, and act in ways that are consistent with their beliefs. The Center for Experiential Learning dramatically expands the dimensions of a Loras education in ways that further develop students as active learners, ethical decision makers, and responsible contributors in their diverse professional, social and religious roles.
DEVELOPMENT TIMELINE Research Student Employment Decentralized through academic programs Decentralized Experiential Jan Term Decentralized Service Learning Study Abroad Decentralized Internships Decentralized Career Services Career Services Individual Courses and Campus Ministry Center for Experiential Learning (CEL) Established in 1999 CEL adds a coordinator for service learning in 2006 1995 2000 2005 2010 2015
5 staff Each person responsible for a program. Strong cross-program knowledge exists. No staff increase foreseen. 26% of majors require experiential learning. Want more program ownership of experiential learning in the majors. Will achieve this through greater collaborations with CEL serving as catalyst and resource. Academic advising is the responsibility of faculty. Want more intentional strategy and resources for advisors on how experiential learning can support students discernment process about majors, careers and vocations. Received NetVUE grant to begin this process in January 2014. Data driven decisions. Use experiential learning participation data to determine if impact of experiential learning is significantly related to a) retention and b) post-baccalaureate outcomes. Use outcomes data to work with the institutional researcher to develop a bridged database for analysis. CEL as decentralized catalyst not centralized hub. Want CEL to evaluate current initiatives and maintain/grow collaborative relationships. Isolated CEL programs need to be justified.
Laura O Toole Dean of Arts and Sciences
Salve Regina's Mission As an academic community that welcomes people of all beliefs, Salve Regina University, a Catholic institution founded by the Sisters of Mercy, seeks wisdom and promotes universal justice In keeping with the traditions of the Sisters of Mercy, and recognizing that all people are stewards of God's creation, the University encourages students to work for a world that is harmonious, just and merciful.
Academic Affairs Re-Organization (2010) Strategic Plan/Academic Vision (2010-2013) Core Curriculum Revision (2011-2014) Presidential Task Forces (2013) Innovation Student Success/Transformation Academics and the World of Work Proposal for Experiential Education Center Mission-related Intentional and integrative Curricular and Co-curricular
Jim Salvucci Dean of Humanities and Social Sciences Anne Scholl-Fiedler Vice President of Career Services
Stevenson University Experiential Learning DEVELOPMENT TIMELINE RESEARCH Decentralized through academic programs STUDENT EMPLOYMENT Decentralized through various units Limited centralization EXPERIENTIAL JAN TERM STUDY ABROAD Centralized in independent unit SAAG SERVICE LEARNING Decentralized through academic programs INTERNSHIPS/CO-OPS Decentralized Career HQ Career Services CAREER SERVICES Career Architecture 1995 2000 2005 2010 2015
The Career Architecture framework empowers Stevenson students to imagine their future and design their careers with a competitive advantage achieved by graduation. Through theory, practice, and mentoring, students acquire a strategy for lifelong career management and learning to navigate inevitable change that contributes to future success. The three components of Career Architecture include: Personal Direction: increased self-awareness and internal motivation to achieve and succeed Discipline Expertise: enhanced skill and competency development both within and outside of the classroom through experiential learning Professional Know-How: development of a professional brand that incorporates aspects of Personal Direction and Discipline Expertise to present an authentic sense of self through narratives and networking, both in person and through social media
Dependable Strengths Mission To enhance human potential through the use of Dependable Strengths, resulting in greater career and life satisfaction. Process DSAP is a rigorous, peer-assisted, group process. Participants reflect on their experiences in life, identify their patterns of strengths, and learn how to talk about their Dependable Strengths in ways that demonstrate their value to an organization or community. Dependable Strengths are those core strengths that define a person s special talent for excellence. Quad Stories Vision Quad Stories and its demonstration of the power of personal narrative will grow into key components of the Stevenson University culture in an array of settings, such as the classroom, career preparation sessions, networking opportunities, small-scale events, and major performances. Mission Quad Stories guides students, faculty, staff, alumni, and members of the greater Stevenson community in learning to connect with an audience through a process of meaningful selfreflection and the development and performance of clear and compelling personal narratives. Quad Stories blend self-discovery, memoir, and shared experience to foster transformational learning and build community.
Consider: Definition of experiential learning Problem solved by redesign Structure what s in, what s out Timeline - ideally and pragmatically
Reflecting upon your table s discussion of each institution s story, and the Lessons Learned document How can we use innovative and intentional experiential learning to reanimate liberal education? What s one aspect of your own narrative that you will augment as a result of this afternoon s workshop? What won t you do?
Thank You! Please fill out Evaluation Forms and leave them at the front table Power Point file available from Mike Tannenbaum at tannenbaumm@hartwick.edu
Spring-Summer 2013 Work Emerging Themes Intentionality and Innovation Roles of Narrative and Assessment Metaphors and Acronyms (e.g. APEX at College of Wooster) Promoting Holistic Thinking by Students Integrating Academic and Student Affairs Functions Change Process (requisite time; overcoming resistance) ROI of a college education ( The Quality Question ) Role of Limited Resources Access (Inequality and the Opportunity Gap) Fusion of Two Separate Panel Proposals