Experiential Learning at IRSC
What is experiential education? The philosopher John Dewey (1859-1952) is considered the father of this form of pedagogy. Dewey was critical of traditional directive teaching methods which fail to take into account the way people learn. Teaching that does no more than build a conceptual framework risks alienating learners who fail to see the applicability and power of education. Instead, Dewey argued that students need to connect to their lessons in practical, material ways to maximize the potential to think independently and critically about ideas. Accordingly, experiential education centers on the idea that learning should involve active participation of students making abstract concepts relatable to life.
At IRSC the value of student empowerment and the need for experiential education has led to the development of different pedagogical methods, each of which is already on display across every division and department. Below we have delineated applied learning, service learning, and civic engagement as distinct methods of experiential, empowered learning. In addition to defining these terms below, we have also made materials available to assist faculty in developing and customizing these methods for use in the classroom.
Applied Learning: Sometimes referred to as Project-Based Learning, applied learning encourages deep, socially-oriented learning through the investigation and attempted resolution of a practical problem or issue (typically outside the classroom). Applied learning projects are non-trivial, inquiry-based explorations that result in an artifact (e.g., a video, news article) which evidences student learning of course content. Applied Learning projects are differentiated from other designators in terms of (a) their direct connection to course or program LO’s, and (b) the lack of a public service/volunteer component.
Civic Engagement: A civic engagement project is one in which the instructional value is secondary to the goal of engaging students in community service and civic activity. For example, students who work at a local shelter may write about their experience for an English or literature class, but the service project is not intrinsically connected to the content of the course. Civic engagement projects are differentiated from other designators in terms of (a) their indirect link to course LO’s, and (b) the existence of a public service/volunteer component.
Service Learning: Academic service learning projects prioritize the instructional value of service projects over non-instructional benefits such as civic engagement. ASL projects are designed to promote the skills and knowledge necessary for the appropriate level of mastery of course or program-level learning outcomes (e.g., college literature students teaching emerging literacy skills to 5th graders, which in turn reinforces their understanding of literary analysis). Academic service learning projects are differentiated from other designators in terms of (a) their direct connection to course LO’s, and (b) the existence of a public service/volunteer component.
At IRSC the value of student empowerment and the need for experiential education has led to the development of different pedagogical methods, each of which is already on display across every division and department. Below we have delineated applied learning, service learning, and civic engagement as distinct methods of experiential, empowered learning. In addition to defining these terms below, we have also made materials available to assist faculty in developing and customizing these methods for use in the classroom.
Applied Learning: Sometimes referred to as Project-Based Learning, applied learning encourages deep, socially-oriented learning through the investigation and attempted resolution of a practical problem or issue (typically outside the classroom). Applied learning projects are non-trivial, inquiry-based explorations that result in an artifact (e.g., a video, news article) which evidences student learning of course content. Applied Learning projects are differentiated from other designators in terms of (a) their direct connection to course or program LO’s, and (b) the lack of a public service/volunteer component.
Civic Engagement: A civic engagement project is one in which the instructional value is secondary to the goal of engaging students in community service and civic activity. For example, students who work at a local shelter may write about their experience for an English or literature class, but the service project is not intrinsically connected to the content of the course. Civic engagement projects are differentiated from other designators in terms of (a) their indirect link to course LO’s, and (b) the existence of a public service/volunteer component.
Service Learning: Academic service learning projects prioritize the instructional value of service projects over non-instructional benefits such as civic engagement. ASL projects are designed to promote the skills and knowledge necessary for the appropriate level of mastery of course or program-level learning outcomes (e.g., college literature students teaching emerging literacy skills to 5th graders, which in turn reinforces their understanding of literary analysis). Academic service learning projects are differentiated from other designators in terms of (a) their direct connection to course LO’s, and (b) the existence of a public service/volunteer component.
For more information contact:
Veronica Tempone Service Learning Coordinator for IRSC Associate Professor English/Communication/Modern Languages 772-462-7704 |