Lynette Henderson Final Reflection Group Project

Our group project in service to Marquette Universitys Center for Teaching and Learning (MUCTL) was quite intensive and called for the use of a great deal of research and compromise. After being assigned the task of compiling resources for faculty interested in learning about learning communities and undergraduate research, my group of four began thinking about how our research would be used. Also, to gain greater understanding of the work, we found it necessary to contact our site supervisor, Kim Bohat, Service-learning Program Director for MUCTL. It was clear that in order to know how best to divide our work, a better idea of the project would be needed. The response from Ms. Bohat offered the understanding that an exhaustive list was desired. We four had differing ideas of how exhaustive should look in a final project and that fact caused me to feel dissonance. We all thought it best to break into two teams, allowing adequate attention to be paid each topic. I agreed to help compile resources for undergraduate research, and had an idea of how I wanted to see it done. I thought it wise to read about the needs of faculty for undergraduate program design, course design and execution. No more than thirty resources should be methodically selected by each person and categorized by its use in practice. Additionally, I considered it quite useful to include case studies of exemplary undergraduate research programs. The project took a different turn as my classmates explained their desire to assemble a document that would have a greater number of resources. I hoped to avoid offering MUCTL a long list of resources that could be discovered by using a scholarly search engine. Also, I realized in advance what a great amount of time would be consumed by the need to categorize our results. Although I disagreed with the taken approach, I happily complied with the plan.

Lynette Henderson Final Reflection While I regret our decision to compile such a large number of resources, I do appreciate the insight added to my understanding of experiential learning. Over the course of the semester,

we spent hours learning about the utilization of undergraduate research program design and highimpact learning strategies. Seeking information on how to properly design, initiate, assess, and maintain an undergraduate research program taught me exactly how difficult the undertaking could be. What most occurred to me while reviewing resources for undergraduate research was the challenge encountered by faculty who have professional, instead of educational training. For example, during our visit to MUCTL, Ms. Bohat made clear the discomfort felt by faculty who attempt to involve undergraduates in reflection activities. She mentioned their perception of such activities as mushy, subjective, and difficult to assess. Further, they saw no professional utility in taking the time to facilitate this reflection. In our reading, we found a similar issue with faculty and mentoring. Opposition of faculty to mentorship of undergraduates is due in large part to facultys time constraints, but a significant component is also their view of it as a non-factor to tenure and promotion. I was pleased to find a great deal of resources directly related to this issue. I hoped to garner proof that faculty should seek opportunities to become involved in the work of undergraduates, and that time spent developing their readiness for the field is necessary to the survival of the institution. Additionally, faculty should find that though undergraduates are new research skills, they are capable of proposing and completing original work. Programs such as McNair Scholars and others should not be the only places where undergraduate innovation is encouraged. In seeking resources for undergraduate research, another issue was uncovered when we realized the excess treatment of STEM fields over non-STEM in the literature. My task was to

Lynette Henderson Final Reflection ensure that our final project closed that gap. I sought to be sure that when looking at our project, one would not realize the lack of resources available to non-STEM fields. As one who is new to

research about undergraduate research, I cannot be sure if there is really a lack of resources, or if program design approaches are simply less documented. To add a layer of complexity, it is difficult to know if it is appropriate to adopt program-design practices applied specifically to STEM and place them in the context of non-STEM. Even without the scientific lab component, there were times when I had to decide whether a manuscript could be placed in my non-STEM category. I had to read into the literature and attempt to delve into whether it was purposed to be designated in a certain way. The final point of conflict was an obvious lack of resources targeted at university administration. Although the Boyer Commissions reports are included, I hoped to find studies and manuscripts that would encourage administration to drive initiatives and policies supporting high-impact learning. Realizing the under-utilization of the strategies causes one to wonder if the resources already in widespread circulation are enough to sway decision-makers. My hope is that Marquette Universitys faculty and staff will share all or some of our resources and that it will strengthen the dedication of the campus to research in STEM as well as non-STEM fields. The final project should be of incredible use for the faculty, staff, and administration of Marquette University, and the process of seeking out resources will certainly be helpful in my professional life. Although I have never done this kind of project, it is a perfect tool for one who has little experience in an area but needs to quickly become proficient. As a young professional, I often find myself thrown into projects that require a skill that I have not yet developed. Although

Lynette Henderson Final Reflection I learn quickly, this project taught me how to create my own manual and avoid the fluff often associated with asking others for explanations or reading entire books. Synthesis of Readings This class taught me that experiential learning is a tool that can be utilized to increase capacity for learning in and out of the classroom (Finley, 2001; Kolb & Kolb, 2005). While this semester was spent uncovering the use of high-impact strategies in the context of higher

education, it can be used at all levels and contexts. My professional interest lies in bridging K-12 and higher education. John Dewey, pioneer of experiential learning, crafted this theory with elementary aged students in mind but his ideas may be extrapolated to any population (Dewey, 1938/1997). His view of education emphasizes the importance of shifting our view away from that of students as receptacles into which we should pour (Dewey, 1938/1997). Instead, we should view them as active learners who require an optimal environment for learning to take place. Congruent with Mihly Cskszentmihlyis description of the mental state of flow, students should be fully immersed in their learning environments. Generally speaking, this does not happen in lecture or sitting at a desk. The traditional, paternalistic view of education as receipt of information is one that is incongruent with a many learning styles. In a climate where differentiated student learning is the focus, it is imperative that we allow students to be creative, exploratory, and inquisitive. This calls for involvement not only in the classroom but also outside (Brownell & Swaner, 2010). Kolbs Learning Theory gives life and function to Deweys work. An essential component of helping students acquire knowledge is realization and appreciation of their initial state (Kolb, 1984). As stated by Dewey, students are not blank slates to be molded by educators. Students, especially those college-aged and beyond, arrive with preferences, opinions, and

Lynette Henderson Final Reflection learning styles firmly in place. Further, their efficacy and ability to perform has been deeply ingrained. Recognition of students experience and condition upon arriving in the classroom or extra-curricular experience is important in the proper utilization of experiential learning technique (Kolb, 1984). Experimentation, observation, and reflection must also be purposefully enacted (Kolb, 1984) Self-Assessment Prior to this class, I did not know what experiential learning or high-impact learning strategies were. While an undergraduate, I enrolled in a freshman seminar, participated in undergraduate research, completed two internships, a service-learning course, and a senior capstone course. If the utility of these experiences was ever discussed, I do not remember. This course has informed me of every aspect of experiential learning as a strategy to improve undergraduate success. What most resonated with me was the data offered in AAC&U books,

High-Impact Educational Practices and Five High-Impact Practices (Brownell & Swaner, 2010; Kuh, 2008). High-impact experiential learning strategies in higher education are those that increase the rigor and effectiveness of learning and development. Specifically, first-year seminars, learning communities, study abroad, undergraduate research, service-learning, and capstone courses and programs are of use. Brownell and Swaner (2010) discuss the benefit of these tools and emphasize experiential learning as pedagogy. I especially appreciated Kuhs treatment of access (2008). His book offers insight into how high-impact learning raises the level of learning for al studentsespecially those who are underserved. I argue that all learning is in a sense experiential, since students do apply their knowledge to prior experiences. However, experiential learning is a teaching method, where best practices

Lynette Henderson Final Reflection should be utilized and educators should obtain proper training to best act out the role as facilitators, not depositors, of information. The assignments that gave me greatest insight into this were Case Studies A and B. I

found the opportunity to design curricular programs to be great practice for the field as well as an inordinate outlet for my creativity. As one who has had high school classroom teaching and student service experience, my view of education and educators may not be normative. I seek opportunities for my students to get enrichment, and realize that a true demonstration of knowledge is not regurgitation of facts. Student development is incredibly important to me, and I see that as intrinsic to education at all levels. Also, in order to adequately perform this task of teaching while immersing students in experiences, one must have a clear idea of what experiential learning truly is. For faculty, what may be fundamental is a clear definition of experiential learning, its benefits, and how to best utilize its strategies. During the course of this semester, I was granted the opportunity to learn just that. Developing an understanding of high-impact learning What resonates most with my blossoming understanding of high-impact learning is the incredible gains that are seen in underrepresented students who participate in the experiences (Kuh, 2008). In my new career as an educator, I have often wondered what cost-effective methods can be employed to bridge the gap between K-12 and collegiate education. Additionally, I wondered what could be done to allow students to adequately connect the classroom to real life. High-impact learning meets that need (Kolb, 1984). Although institution-wide initiatives toward high-impact learning are a great way to shape the culture of an organization toward involvement, it is not always a possibility. The cost associated with such initiatives may not be bearable for every organization (Boyer, 1998). In the

Lynette Henderson Final Reflection absence of a large budget, a small group of dedicated professionals can share the principles of high-impact practices. With community involvement and administrative support, classes can be tailored to make room for co-curricular experience (Boyer, 1998). This was the strategy I employed while designing curricula and learning outcomes for our class. My understanding of high-impact learning is informed by theory and I have found that the strategies are best utilized when the facilitator, whether a community member, faculty, or coordinator of sorts, has a passion for the subject and vision of the desired outcomes. In both case studies, I was able to consider a topic, and then vividly imagine what I wanted the students to take away from the course. This enabled me to more reasonably communicate my learning outcomes, summative and formative reflection, as well as target population and prerequisites, if

any. Although not part of the project, I did also spend some time considering what kinds of costs might be incurred. That portion was difficult for me at this stage in my professional development, but I noted ways of keeping the fiscal responsibility considerably low. This was especially important given my desire to continue working in communities that are under resourced. Unfortunately, our public school system resources are largely stratified according to income and taxation. In light of principles of social justice, this is intrinsically unfair. However, since a complete overhaul of the educational system is beyond the scope of this class and my ability, I acknowledge value in the task of supplemental education. This means making every effort made to prepare an initially unprepared student for the rigor of highly competitive university curricula. This semesters work has opened my eyes to the possibilities in this area and helped refine my ideas related to how this education should look. Skill development

Lynette Henderson Final Reflection This course helped me develop the skills to seek and gather information. Also, the volume of sources gathered and reviewed truly added to my understanding of undergraduate research in practice. My hope is to share this experience in the context of interviews and professional experience. I am well versed in the way that programs should be designed and

assessed, best-practices, and the outcomes of failed programs. Although I am not yet an expert, I am confident in my ability to add to an organization that is seeking growth, sustainability and outcome assessment in their programs. Course readings also allowed me to gain a realistic view of how complex programming can be (Boyer, 1998). Experiential learning is highly underutilized, but cases where faculty and staff are unprepared for the responsibility, this may be to the benefit of students. The Boyer Commissions Report on the state of learning in higher education jointly mentions the importance of faculty and staff training and development, as well as campus-wide initiatives and faculty mentorship (1998). Without a climate that supports this type of learning, success can be greatly hindered. As previously mentioned, faculty, staff, and administration must see the incredible benefit of high-impact learning on the students and university as a whole (Boyer, 1998). Programming cannot be oversimplified and students must buy into the experience as well. After all, it would be much easier for them to take a traditional class than to spend their summers and after hours on research and service, or save the money that would otherwise be used to study abroad. The time and opportunity costs for our students are incredibly great, but we are charged with proving to them the great use of the investment as well as creating pathways for nontraditional students to participate (Kuh, 2008).

Lynette Henderson Final Reflection Although the opportunity to attend college is in itself a privilege, it is easy to forget that not every student lives on campus or attends a residential college. Those who live and work on campus may not necessarily have at their disposal the time and resources required to participate in some of the high-impact practices described here. To improve the state of education, we must

realize who our students are and what they need to succeed. Building high-impact strategies into the fabric of the classroom makes it possible to reach every student and give them the opportunity to immerse themselves in the learning process. What I take away from this course experience is a renewed outlook on education and a thirst for knowledge. The material covered in class emphasized the fact that our students are lifetime learners. As one who currently works with at-risk populations, I know how easy it is to get lost in students academic struggle and begin to doubt their ability. Although I do not show it, there are students for whom I am sure traditional education will not work. This class has reminded me that there is hope for them. As educators, we have not done all that we can to improve the learning of our students. While enrolled in this course I have taken another, Leadership. The principles learned in each class have complemented one another as I have considered my views and practice of leadership and how I will take my knowledge of experiential learning and lead others to consider the facts of high-impact practices. This semester has firmly reinforced my social justice orientation and caused me to embrace a critically tempered hope for the state of education and my own influence in my community and professional arena. Experiential learning practice is not new to the education field, but somehow has not made it to many of the institutions, both K-12 and collegiate, who need it most. In the same way, the higher education community has been informed of the use of high-impact learning strategies,

Lynette Henderson Final Reflection and although they are made available to students, there is a lack of support for best practices. It seems that on the whole, we as educators gravitate toward status quo instead of the supposed priority of student learning outcomes. I hope to actively avoid this in my professional life by continuing my formal and informal education, as well as professional development. I look forward in anticipation to taking what I have learned about program design,

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learning outcomes, and the importance of reflection and building upon it. Through the lens of my other courses, I plan to add dimensions to my understanding of high-impact learning pedagogy.

Lynette Henderson Final Reflection References The Boyer Commission on Educating Undergraduates in the Research University (2008).

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Reinventing Undergraduate Education: A Blueprint for Americas Research Universities. Carnegie Foundation for the Advancement of Teaching, Princeton, NJ Brownell, J.E. & Swaner, L.E. (2010). Five high-impact practices: Research on learning outcomes, completion and quality. Association of American Colleges and Universities. Dewey, J. (1938/1997). Experience and education. New York: Simon &Schuster. Finley, A. (2011). Civic learning and democratic engagements: A review of the literature on civic engagement in post-secondary education. Paper prepared for the University States Department of Education, Association of American Colleges and Universities. Kolb, A.Y., Kolb, D.S. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education. Academy of Management Learning and Education, 4(2) 193-212. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Kuh, G.D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.