April Monthly Summary

April Summary

Wow- Is this month really over?! It is a bittersweet time with school ending and summer beginning. Even though it is ‘spring’ we have still gotten snow much of this month! It truly has been a long, cold, and harsh winter. Lots has been going on in EDAC 634 with the design of our program and ‘Bringing it all together’. John and I have gotten very good at our communication and working together to complete tasks. I think it has been evident in our work. For the project demonstration- I started the abstract, but John really cleaned it up and condensed it (I’m sure Dr. Chang will be happy about that less pages to read!). We were going to do a PowerPoint to display all of our work over the semester, but then John suggested creating a brochure. Creating the brochure was a great idea and I am very glad we decided to do it. The brochure allows us to easy display all of our hard work throughout the semester without requiring one to shift through a dozen PowerPoint slides. We used Google Drive to edit and complete the brochure. It was my first time using this method and it was really effective and efficient. I’m really glad that John decided to use this method and will probably use it in the future. I wish I found it earlier in my academic career! Overall, this month has flown by same goes for the semester! 

April Summary - Murray

John commented on Groups 1 &

The month of April allowed for Katelyn and I to put all of our hard work together and finally gain an appreciation for the entire process.  We reflected on how choosing experiential learning was so important both of us.  The reasons being that it is a method that has aided each of us in our past learning and is it's a method we seek to continually incorporate in our professions.  Not surprisingly, the fact that we attributed value to our chosen learning method made the process much more enjoyable and less tedious.  In combining our semester-long work into our final project demonstration, we communicated a great deal, sometimes 5-6 times a day.  These exchanges allowed us to gain individual direction and made the work go much smoother.  This ties in directly to our survival tips to the upcoming class.  As the semester has progressed, we've grown to appreciate the communication process.  Not just that it is vital to update each other, but that initiative and positive tone also play an important part in the process. For instance, we suggested multiple ideas for the format of our project demonstration, and noted strengths for each suggestion, remaining open to each other's ideas.  This openness allowed us to recognize that a brochure format seemed like the best fit for us, and since we felt comfortable in our exchanges, we both took the initiative to contact one another on varying days throughout the assignment process.  All said and done, this was a great course that allowed the learner to build on their knowledge and develop fundamental skills in developing one's own program and working with others.  

Audio Intro to Project Demonstration + Survival Tips

John posted on Groups 1 & 2 audio intro/survival tips
Katelyn Posted on Groups 1 & 3
Here is the link to my audio introduction of our final demonstration along with my survival tips.  Thanks!
http://vocaroo.com/i/s14jgzuJgddP

John posted on Groups 1 &2 for Project Demonstration
Katelyn posted on Groups 2 & 3 for Project Demonstration 

Final Project Demonstration + Survival Tips

Project Demonstration Final + Survival Tips

Link to Project Demonstration Brochure

https://docs.google.com/document/d/1mLOcIRCZwUY0b0JBfye1X-_SExwMQ10DldUwHIFMO9o

Project Demonstration Abstract

 Project Abstract

The purpose of this project was to design a program for adult learners utilizing the experiential learning theory to aid them in professional property management development. After selecting the experiential learning theory as the topic, a literature review was conducted. The scholarly literature reviewed revealed the potential for incorporation of experiential learning into program design.  The literature analyzed highlighted methods such as immersion learning, team-building exercises, and the significance of immediate feedback. Recognizing that the influence of experience cannot be ignored, nor can its impact on the adult learner, three programs were investigated in order to view the process in motion.  The first program emphasized the value of providing undergraduate business students real-life skills via an opportunity to work collectively with their peers.  The second program concentrated on providing graduate students applicable environments to submit theory to practice.  The third program investigated utilized experiential exercises and immediate feedback to develop team-building and professional expertise skills that were transferred to a formally evaluated program.  The rationale behind the authors' program design syllabus is based exclusively on the literature reviewed and programs investigated.  The program tried to create a learning environment conducive to as many individuals and learning styles as possible.  Attention was given to Kolb’s experiential learning theory and its four main components: concrete experience, observation and reflection, abstract conceptualization, and active experimentation. The program was designed to incorporate theory, application, reflection, and reconstruction; furthermore, exemplifying the experiential learning theory.  The objectives of the authors' program design included: providing adult learners the opportunity to work with property management professionals to develop ‘real world’ exposure; enabling students to apply their knowledge outside of the classroom in order to gain fuller appreciation; assisting learners in understanding the value of their experience and its relation to learning; identifying and incorporating Kolb’s experiential learning theory into the program.  Using these objectives a program was designed entitled, “Experiential Learning Workshop and Immersion Course.” The first and second objectives were advocated in the program by way of job shadowing industry professionals weekly and documenting it in a journal template. The third feature was incorporated into the program design by use of pre-and-post program assessments.  The fourth objective was featured in the program by providing the students a one day team-building workshop halfway through the semester.  Upon completion, two professionals evaluated it, noting strengths, such as active engagement, clear objectives, thorough planning, incorporation of immediate feedback for retention, and how this style is typically more appreciated by adult learners.  Areas for improvement included testimonials from prior learners, multi-media incorporation, and even more focus driven feedback following activities.  In brief, this program design provides adult learners a two-fold benefit. The first benefit being the over-arching immersion practicum that affords learners an experiential learning platform in which to gain immediate professional exposure and input that can be parlayed into immediate occupational value. The second benefit includes subjecting learners to challenges that provide them insight into team dynamics and office-place politics that can be invaluable in personal development.

                                                                References

Denbo, S. M. (2005). Contracts in the classroom- Providing undergraduate business students           with important “real life” skills. The Journal of Legal Studies Education, 22(2), 149-167.

            Fenwick, T. (2000). Expanding conceptions of experiential learning: A review of the five             contemporary perspectives on cognition. Adult Education Quarterly, 50, 243-272.

            McNair, S., Sullivan, R., & Hill, D. (2002). Beyond the comfort zone: A curriculum and             assessment “immersion” experience in graduate early childhood teacher             education. Journal of Early Childhood Teacher Education, 23(1), 11-18.

Merriam, S. B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood (3^rd ed.).

              San Francisco, CA: Jossey-Bass, pp. 166-68.

Programs Investigated

1.)   “Beyond the Comfort Zone:  A curriculum and assessment “immersion” experience in graduate early childhood teacher education.”

2.)   “Contracts in the Classroom – Providing undergraduate business students with important “real life” skills.”

3.)   “The First Tee Coaches Training – Level II, Houston, TX, January 2014.”

Work Contribution:

John: Introduction, Program Design, Evaluation, Abstract, Editing

Katelyn: Literature Review, Programs Investigated, Conclusions, Abstract, Editing 

March Summary

I agree with Katelyn, in that March was a much more productive month in terms of collaboration.  I am proud of the work we did in creation of our program design, and think that our evaluation by experienced adult educators confirms this sentiment.  I feel as though we were able to merge our personal experiences well into formulating a program that compliments both our perspectives.  We are going to work hard in putting the finishing touches on our group 'toolbox'.  The other day I was presented with an organization that I knew very little about in hopes that they would incorporate our curriculum.  Of course their first question was to ask how we would benefit their organization.  I drew upon this recent experience of program design formulation to help sell our nonprofit by speaking directly to what we do well, but more importantly, having them sell themselves to me so that I could best implement our strengths into their organization.  March was made easier for me personally due to having a less hectic personal life.  I've finally settled into my new job, and have a more stable daily life without having to run around tying up loose ends.  I think April is going to be a very fulfilling month as we work together to complete our group project.

March Monthly Summary

Neary- Commented on Group 1 & 3 Blogs.
The month of March has been very busy! Busy in a good way, for the most part. John and I were able to work together on the program design which turned out to be a great collaboration. I enjoyed working with John and feel that our Program Design would not have been as complete if we hadn’t worked together. The Program Design we constructed was based on use of the experiential learning theory with adult learners while highlighting Kolb’s four components of the theory. The program was designed using the Residential Property Management (RPM) program offered at Ball State. After creating the program, we had two evaluators critique the program design. Great recommendations were suggested by both evaluators to help strengthen our program. The month will require John and myself to ‘Bring it all together’ for the Project Demonstration. I am hoping he is more creative than me, because the Program Demonstration and I could greatly benefit from that! Overall, March has been a productive month and I hope April is as well! 

John Murray and Katelyn Neary

Ball State University

EDAC 634

Dr. Chang

Program Evaluation

After designing the program, “Experiential Learning Workshop and Immersion Course”, two educators from diverse backgrounds evaluated our program. Educators received a copy of the program and rationale to evaluate. Evaluators answered questions including, “What they liked about the syllabus design” and “What should be improved and why?”

BACKGROUND ABOUT EACH EVALUATOR

Suzan Davis, Evaluator One, has been an English and Communication Instructor for over 20 years. Currently, Suzan is an Adjunct English Communication faculty and professional development coordinator at Ivy Tech Community College. Numerous duties are performed as a professional development coordinator including; planning luncheons, workshops, and seminars.

Nick Nelson, Evaluator Two, has been the Deputy Executive Director for 10 years with The First Tee of Monterey County, as well as a “Master-Level Coach” who helps oversee professional development trainings for both The First Tee and out-of-network non-profits seeking to gain expertise in team-building and organizational development. He, along with the Executive Director, oversees a staff of nearly thirty full-time and part-time staff, and helps coordinate large-scale fundraisers and outreach initiatives.

Evaluator One: Suzan Davis

Occupation: Adjunct English and Communication facility and Professional Development Coordinator at Ivy Tech Community College.

Evaluator One Suggestions:

This evaluator Suzan Davis, is an author and teaches college-level English and Communication Studies.  I evaluate arguments, persuasion, and advanced English course material.  I also prepare students to write and prepare speeches.

SYLLABUS DESIGN:

What I liked about the syllabus design is that by reading the short introduction, the writers neatly let the reader, or potential student know, exactly what to expect, which is a hands-on experience.  This promise is followed by Aristotle's quote that uses few words to say volumes---"...we learn by doing them."

As someone who works with adult learners, non-traditional students and even baby-boomers, this teaching style works very well and aids in retention.  It is less intimidating to adult learners who are often anxious when they first come into a classroom.

The activities, ice-breakers, are explained well.  After the description of the activity, there is a small follow up that talks about what students will focus on after the experience.  I would recommend that the benefit of each experience be made a little clearer, like the first example where students see it is an exercise to be less self-conscious.  The third activity (blind walk) is commonly used and the description states the discussion will focus on how this translates to the workplace.  I suggest putting a sentence about the WHY this experience is important in the workplace.

The conclusion states why this program is important.  My translation is what students learn in the classroom and immediately be used in the real world, working environment.

ROOM FOR IMPROVEMENT:

You can see I highlighted and bolded my editing suggestions/comments such as little mechanical nuances like the running head.  The biggest distraction for me was the use of the word "program".  I began to wonder what it meant.  Removing most instances would provide a dynamic syllabus.

Reflection of Evaluator One

The evaluator has many qualifications that provide her to be a reliable evaluator. The evaluator has taught many seminars with the participants being adult learners, she has been exposed to many of the activities mentioned in the program. The evaluator is not completely familiar with RPM so she offers fresh eyes and non-biased feedback.

I agree with the most of the evaluators suggestions. There are some that are just plausible for this course. One item being the over use of the word ‘program’. This is difficult to completely remove or rename because then it could confuse participants. I understand why this was pointed out as an issue, but again it is not going to be changed for this program design.

The evaluator provided very good insight and suggestions to help improve our program design. This is very much appreciated and helpful in creating the best program design possible.

I would improve the program design by following the Header rule. I did think that the title was too long, but wasn’t sure what to do about it. There are a few other edits (including switching out words to better describe a task).

Evaluator Two: Nick Nelson

Occupation: Deputy Executive Director

Evaluator Two Suggestions

I am the Deputy Executive Director for our local The First Tee chapter. As it pertains to this discussion, I have a great deal of knowledge when it comes to leading trainings, seminars, and interactive learning environments. In my daily activities I evaluate my coaching staff by a standardized evaluation form, or rubric, that aids in their growth as youth development professionals. I also assist in the organization and facilitation of our Level I, II, and III national coaches training, and serve as a resource for coaches and administrators throughout our network to ask for assistance.

SYLLABUS DESIGN EVALUATION:

I was happy that the syllabus was thorough in its breakdown and coordination of events. Utilizing the team-building program within the larger course itself I think was a wise decision, as it allows those involved to gain an initial understanding of one another first, and then grow upon this understanding with time still remaining to utilize this knowledge. Very important for me, was that it seems as though the entire program is rooted in active participation, or rather, doing as opposed to simply telling. This is the way I choose to engage my staff or trainees, and see a great deal of value in adopting this learning style.

I think that this format would benefit the students involved, but testimony or examples as to specifically how they benefit would be even more powerful for me. Perhaps this would need to be taken into consideration after the initial program (since I gather this was a hypothetical syllabus), and included in subsequent revisions of the syllabus.

AREAS FOR IMPROVEMENT:

Again, I felt this was a fairly comprehensive overview of the program, and did a good job of laying out the activities and learning objectives. Any criticism is fairly superficial. I might add diagrams or pictures of the team-building activities since they might help clarify the instructions a little more. I might also add examples of resources prospective students might be able to review if they are unsure about property management details and requirements. Perhaps even a short video highlighting the benefits of this program with clips of previous students would probably be a good selling tool.

Reflection of Evaluator Two

The evaluator has a long history of activity-based programming, specifically with activities in the team-building workshop portion of our program design. His suggestions for improvement are all valid, as it seems he took a long view for the program's continued success. The suggestions made are all plausible given actual implementation of the program, e.g., having testimonials from previous students, or video footage as a marketing tool for the course.

As far as edits capable of being incorporated immediately, his idea to include diagrams would prove beneficial to our syllabus and create a greater degree of clarity. Moreover, having references for students to utilize would make the learning experience less stressful and greater access to proven resources. All totaled, these corrections would serve to empower both the facilitators and learners in completion of the program. His evaluation was very beneficial, not just in lending advice for immediate corrections, but also pointing out how this program could build upon itself moving forward.

CONCLUSION

The evaluators did a great job reviewing, “Experiential Learning Workshop and Immersion Course” program design. Each evaluator provided great recommendations and suggestions to strengthen our program. The evaluators come from various backgrounds and each provided a different view on the program design; furthermore, this gave our team a more well-rounded assessment. The evaluators identified the strong and weak components of our syllabus design and all suggestions will be considered to improve our design. The input from the various educators enhanced the importance and practice of our program, while providing great suggestions for improvement. The program creators would like to give much appreciation to all the evaluators and their helpful recommendations.

Program Design

Neary Commented on Group 1 & 3 Program Design.
Work Breakdown:

Katelyn- 8-week course, Rationale, Exhibits

John- One-Day Team-Building Workshop, Conclusion

Worked together: Introduction, References

Program Design-Experiential Learning Workshop and Immersion Course

Katelyn R. Neary

John Murray

Ball State University

Experiential Learning Workshop and Immersion Course - Program Design

Introduction

This program design is for adult learners participating in a course using the experiential learning theory. The contents and the course will revolve around enabling the adult learners to create meaningful experiences, in hopes to learn more efficiently. Aristotle exemplified this by attributing, “For the things we have to learn before we can do them, we learn by doing them” (Bynum, 2005).

Based on the programs that were researched, the program will incorporate ideas and concepts from each program. The concepts will assist program facilitators in using an ‘experiential’ learning approach for each learner. Each adult learner enrolled in this program will be exposed to use of experiential learning in the field of Residential Property Management. The program will help adult learners apply theory to practice in RPM courses.

A multi-faceted program has been designed to capture all of the extraordinary features identified by programs previously investigated and the literature that has been reviewed. This program is an experiential hybrid, blending developmental approaches centered around immersion and team dynamics. This full-circle program has been designed to recognize the importance of Kolb’s experiential learning theory.

The program has been designed for use in a course in the Residential Property Management (RPM) program at Ball State University. The program content uses Kolb’s experiential learning theory. Kolb’s experiential learning theory has four main components: Concrete Experience, Observation & Reflection, Abstract Conceptualization, and Active Experimentation. Kolb’s model focuses on grasping and transforming these modes in a way to achieve learning through experience. The program was constructed to incorporate theory, application, reflection, and reconstruction; furthermore, exemplifying the experiential learning theory.

Objectives of the program include:

1. provide adult learners with the opportunity to work with property management professionals to develop ‘real world’ exposure,

2. enable students to apply their knowledge of property management outside of the classroom,

3. assist learners in understanding the value in their experience and its relation to learning,

4. identify and incorporate Kolb’s experiential learning theory into the program.

The program is offered to any Ball State University Residential Property Management that has junior or senior standing. The course will count as 3 credit hours in form of academic credit if completed entirely in good standing. An RPM professor will instruct the course and have office hours available weekly. The course will meet once a week for a total of 8 weeks.

The course requires time outside of the classroom to achieve the experiential learning on site with a property management professional. Students will be advised prior to course registration of this requirement. Failure to comply will result in withdrawal or removal from course roster.

Rationale

Three programs were investigated to overcome the limitations identified by the literature review. The first program, “Contracts in the classroom” used an exercise in an undergraduate course to replicate contract negotiation in a professional setting. The second program, “Beyond the comfort zone: A curriculum and assessment ‘immersion’ experience in graduate early childhood teacher education” provided graduate students an opportunity to combine coursework and fieldwork. The third program oversaw a Level II training program for The First Tee that sought to give coaches firsthand experience in simulating youth development programs, receiving feedback in real-time in order to gain deeper knowledge of the life-skills curriculum.

The programs investigated provide excellent features from which our group can build an effective program design. Attention to Kolb’s experiential learning theory components: Concrete Experience, Observation & Reflection, Abstract Conceptualization, and Active Experimentation will be given while constructing our program.

There are also ideas from the reviewed literature that will be implemented in the program design in relation to experiential learning. Fenwick (2000) suggests that experiential learning relies on reflection as a key role and locates learning both within and under the control of the learner. Use of reflection in learning allows the individual more control internally and externally.

Action Plans

Action Plan for 8 Week Immersion Course

Program Schedule

Week 1:

Program Overview: Introduction, purpose, schedule, requirements, topics

Pre-assessment (EXHIBIT 1)

Assignment: Due Week 2: Assignment #1-Assign property manager professionals, Journal (EXHIBIT 3)

Week 2:

Topic: Discuss Assignment #1

Assignment #2: Meet property Management professional; spend at least 5 hours with get background information, introduced to property and staff, Journal (EXHIBIT 3)

Week 3:

Topic: Discuss and present assignment #2 to class

Assignment #3: Curb Appeal- examine the properties curb appeal without property manager AND then with property manager, compare findings. Journal (EXHIBIT 3)

Week 4:

Topic: Discuss and present assignment #3 to class

Class analysis on each property using open-ended discussion

Check in with students on course progress; make sure starting their final project

Assignment #4: Operations: financial, personnel, maintenance, etc. Journal (EXHIBIT 3)

One-Day Team-Building Workshop- This Saturday, located in normal classroom, (9am-5pm) Attendance required

Week 5:

Topic: Student presentations of operations, Discuss Assignment #4

Discussion on most effective way to operate property after hearing presentations

Assignment #5: Analysis/recommendations for property from your property manager and your individual opinion, Journal (EXHIBIT 3)

Week 6:

Topic: Discussion on Assignment 5 findings

Agreement with property manager, why or why not? Like/dislike about property and other students property operations

Assignment #6: Shadow property manager for 15 additional hours this week and document experiences, Journal (EXHIBIT 3)

Week 7:

Topic: Discussion of Assignment 6 findings- what happened at property, surprised?

Questions about Final project

Assignment #7: Final project DUE week 8 & binder of journal entries with graded assignments from professor, Journal (EXHIBIT 3)

Week 8:

FINAL PROJECT DUE & Project showcase

Showcase of all projects

Evaluation (EXHIBIT 4)

Post-Assessment (EXHIBIT 2)

Action Plan for One-Day Team-Building Workshop

Main Objective: To incorporate an activity-based agenda that helps develop leadership, communication, team-building, problem solving, and resiliency skills through experiential learning and immediate reflection.

Activity #1: “Dancing Nickname Ice-Breaker”

Skills Utilized: Interpersonal Communication and Team-Building

Duration: 12-15 minutes

Description/Overview:

Learners will begin with an ice-breaker situating them in a circle. Educators will inform them that the concept of the game is to move around the circle with each person coming up with a nickname that rhymes with their own name, e.g. 'Slick Rick', followed by a dance move to coincide. The next person to their right will then repeat the previous person's name and dance move and then incorporate their own. This will start the participants in feeling comfortable with communicating around their colleagues and build camaraderie. A brief reflection session about what made them feel comfortable/uncomfortable and why will be held. Learners will be asked to pinpoint the moment in the experience that made them feel certain emotions, e.g., 'when I saw Tim making a fool of himself I became less self-conscious.'

Activity #2: “Magic Carpet”

Skills Utilized: Problem Solving, Team-Building, Resiliency Skills

Duration: 35-45 minutes

Description/Overview:

Learners will situate themselves on top of a large blanket/carpet. The educator will present the challenge to flip the blanket over without anyone stepping off or touching the ground around them. Learners will have to work together to come up with a solution, moving in unison, and overcoming potential failure. A discussion will be held following this station, having them recognize specific aspects of the experience that frustrated them, made them feel uncomfortable, and who they thought stepped up as a leader and why.

Activity #3: “Blind Walk”

Skills Utilized: Communication and Leadership

Description/Overview:

Learners will be paired up together with one person being blind-folded and their partner directing them. Blind-folded participants will not be allowed to talk or ask questions, just simply trust in their partner and follow directions. They will switch positions following the first walk. Reflection will be held immediately afterwards to discuss differing communication styles, frustration with only being allowed to listen, and specific examples will be drawn out of the learners to help themselves and others grow in awareness of the significance of the challenge. Discussion will also be held about how this translates into the workplace.

Duration: 35-45 minutes

Activity #4: “River Crossing”

Skills Utilized: Problem Solving, Leadership, Resiliency, Team-Building, and Communication

Description/Overview:

Learners will be challenged with moving their team across an imaginary river, utilizing only three logs that the facilitators have strategically placed far apart. Learners will need to work together as a team to find a solution. Immediate reflection upon who the leaders were and how others either accepted leadership, or refused it, will be held following the challenge. Ideas will be fleshed out regarding how to gain others' trust in your leadership and ways to better one's leadership style. Connection to the workplace will also be examined.

Duration: 35-45 minutes

Lunch Break (1 hour): Challenge learners to sit with one person from the workplace that they do not know very well and find out more about them.

Activity #5: “King of the Mountain”

Skills Utilized: Communication, Team-Building, Resiliency

Description/Overview:

A large wall with a rope overhanging will be presented to the learners. Their challenge will be to get every team member to the top of the wall. Learners who feel uncomfortable with this challenge will be allowed to sit out, but encouraged to find alternative ways in which to assist their fellow team members. Immediately following the challenge, reflection will be held exploring how this challenged necessitated teamwork, and what emotions were evoked within the experience citing examples. Additional examination as to how certain strengths were utilized and how those devoid such strengths, and were able to be worthwhile contributions applicable to other facets. Translation to the workplace will be attempted.

Duration: 30-40 minutes

Activity #6: “Giant Teeter-Totter”

Skills Utilized: Leadership, Communication, Team-Building, Resiliency, Problem Solving

Description/Overview:

A large platform that is balanced on a central fulcrum will be presented to the learners with the objective of trying to balance all team members on the platform so neither side touches the ground. Learners will need to find a solution, and overcome repeated failures in order to successfully complete the challenge. Experiential learning will be explored by the educator throughout, probing participants to explore what emotions they are feeling toward themselves and their colleagues.

Duration: 35-45 Minutes

Wrap-up (30-40 minutes) The day will conclude with seeing if anyone from the group can complete the full ice-breaker, with all nicknames and dance-moves. Following this, a discussion regarding how they can adapt the leadership, team-building, resilience, communication, and problem solving into the following day's practicum. What have they learned about each other? What have they learned about themselves? What strengths have they discovered in themselves or their team members?

Conclusion

The resounding effect of this program design is to allow learners a two-fold benefit. The first benefit being the over-arching immersion practicum that affords learners an experiential learning platform in which to gain immediate professional input that can be parlayed into immediate occupational value. The second benefit includes subjecting learners to challenges that provide them insight into team dynamics and office-place politics that can be invaluable in personal development. Both approaches value Kolb's experiential learning model in that they seek to allow the learner to immediately build upon the lesson(s) learned within the experience itself, and apply this knowledge seamlessly to subsequent experiences.

References

Bynum, T.W. & Porter, R. (2005). Oxford Dictionary of Scientific Quotations. Oxford University Press. (Vol. 21).

Denbo, S. M. (2005). Contracts in the classroom- Providing undergraduate business students with important “real life” skills. The Journal of Legal Studies Education, 22(2), 149-167.

Fenwick, T. (2000). Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition. Adult Education Quarterly, 50, 243-272.

McNair, S., Sullivan, R., & Hill, D. (2002). Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education. Journal of Early Childhood Teacher Education, 23(1), 11-18.

Merriam, S. B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood (3^rd ed.).

              San Francisco, CA: Jossey-Bass, pp. 166-68.

EXHIBITS

EXHIBIT 1

Pre-Assessment

Name:_________________

Year in school:__________

Experience in property management industry:

List courses taken related to property management (Ex. Accounting, economics)

Briefly describe the responsibilities of a property manager:

Describe the most difficult part about being a property manager:

What one specific thing do you want to get out of this course?

What concerns do you have about participating in this learning experience?

Additional comments:

EXHIBIT 2

Post-Assessment

Name:_________________

Year in school:__________

Experience in property management industry:

How previous courses taken related to property management helped in this program:

Briefly describe the responsibilities of a property manager:

Describe the most difficult part about being a property manager:

What one specific thing did you want to get out of this course? Did you get it? Why or why not?

What concerns did you have about participating in this learning experience?

Additional comments:

EXHIBIT 3

Journal Template

Name:________________ Week:______

1. What new thoughts, ideas, or insights have I gained from this program?

2. As a result of these new ideas, what specific thing(s) do I want to do differently if I were on the job?

3. What outside barriers or obstacles could keep me from doing these things?

4. What can I do to overcome these internal and external barriers?

5. What help do I need from others to overcome these obstacles?

Summary of weekly shadow experience:

EXHIBIT 4

Evaluation

Favorite Part of the course:

Least Favorite part of the course:

Most education part of the one-day workshop:

Least educational part of one-day workshop:

Recommendations to improve one-day workshop:

Recommendations to improve overall course:

Additional comments/suggestions:

Neary February Monthly Summary

EDAC Monthly Summary

The months of January and February have flown by, but not without numerous assignments. During the first two months in this course, I have been exposed to many new ideas and topics. The readings for EDAC 634 have been quite insightful and educative. I feel much more comfortable with the material discussed in the weekly discussion boards after reading and watching the videos provided by Dr. Chang. The first assignment was Topic Summary & Selection. I was not familiar with many of the topics, but once I completed the summaries I felt much more at ease. While completing assignment 1- a topic selection must be made. Choosing a topic that is of interest is important because you will be dealing with it one way or another for the rest of the semester. Knowing this, I researched intensively when completing my topic summaries. The topic that stood out to me the most was – experiential learning. Experiential learning is similar to my creative project and something that I personally believe is very important in education. Personally, I learn best from ‘doing’ rather than just memorizing a definition. I have to write a term out, and dissect it to fully interpret and understand it. I know some individuals are ‘lucky’ enough to be able to just read a chapter once and feel like they are component with the topic. I have to read, think, highlight, take notes, and then do something active in relation to the topic (Ex. Math problem- actually have to completely resolve on my own). After that just maybe I will be able to comprehend a topic. Since I am a second year graduate student, I have somewhat ‘mastered’ the way I learn and know the process and what is needed to ensure a comprehensive understanding. For the longest time, I was frustrated that I didn’t learn as ‘quickly’ or easily as the other students. Now, months away from completing my masters I have realized that my learning preference provides an advantage to me. Since I use such an extensive learning process, I am able to recall on topics because I created a learning experience when first studying. If I am asked to recall on a topic, my mind goes back to when I was studying and it is easier for me to remember in-depth information relevant because of it. If I didn’t force myself to learn so thoroughly, I would not be as knowledgeable. After less than 2 months in this course, it has shown me that the way I learn is not uncommon for others, especially not adult learners. Having this personal connection to experiential learning helped me narrow down my topic selection. A literature Review was conducted using experiential learning specifically Kolb’s learning cycle which conforms to the experiential learning ‘theory’. The literature review showed how many scholars have passion and believe in ‘learning by doing’ and provided insightful perspectives. Each scholar has their own particular implications for use of the experiential learning theory. This made the Literature Review quite intensive. Overall, they all are centered around the ideal that experiences are a key component to learning. Following the literature review was a program investigation. The program investigation provided insight of two programs that use components of the experiential learning theory in practice. Both the programs were either undergraduate or graduate level course. I choose two programs with varying subjects to show the variety that is applicable for use of the experiential learning theory. The programs both provided great features, many of which will be implemented as applications in the program design. The program design is the next assignment, which will take all the research from the literature review and features identified in the program investigation and put them into an actual program! I’m excited to design a program using the experiential learning theory. Last semester in EDAC 635, this was actually my favorite assignment especially since it is closely related to my creative project- which is designing a case-based reasoning module for a Residential Property Management (RPM) graduate level course. Many of the disciplines used when designing the program design will be used to help me with my creative project! I am not exactly sure what the topic of my program design will be- if it will be focused toward facilitators, students, etc. - but I do know it will be made for ‘adult learners’. In the next few days I will start my program design. I have a few ideas after completing the program investigations. I know that I am going to incorporate features highlighted in the program investigation including: reflection, active learning environment, and use of pre-and-post assessment. I look forward to working with my partner, John. As you may have seen from his monthly summary- he has been quite busy! Moving and starting a new job, so hopefully we will be able to work together on the next few assignment! 

February Monthly Summary

      The month of February has been a busy one for myself, as I have just recently relocated to Chicago for my new job as the Community Outreach Director for The First Tee of Greater Chicago.  I'm currently enrolled in three courses, and try to manage my time so that I have my readings completed by Tuesday night.  Ideally I like to have posted on the discussion board by Tuesday night instead of waiting until Wednesday, though I think this has only happened three times thus far.  My personal life and professional life have been a pretty large hinderance to me so far this semester, however I feel as though things are finally beginning to calm down a bit.  Communication between myself and Katelyn has always been positive, though it has waned some in the past couple of weeks.  My goal is to incorporate more frequent discussion between us both in order for increased organization.

     As for the lessons learned in class, I can relate them directly to my time spent in California working with youth development.  Our group has focused on experiential learning, which I find to be the key method utilized in my work.  We are an activity-based program that emphasizes doing as opposed to listening.  In terms of adult education, this translates substantially in that I have to, more or less, win parents and donors over.  Statistics and words give some value, but when they actually visit, and tour the facility, they are able to have that "a-ha" moment, when they realize that what we do really does have significant value.  This can only be accomplished through that experiential learning environment afforded to them.  Reading the other groups blogs, and their work, has also helped me to understand the difficulties and successes shared by my classmates when trying to apply these principles in their workplace.  To some extent, I feel guilty because of how much I enjoy my work, and how rarely I feel backlash from the adult learners that I work with.  Perhaps being in youth development makes people more receptive to my message, but this course has afforded me the opportunity to branch out into a more administrative role that will see me attempting to incorporate new school principals to our curriculum.  I intend to utilize having them personally witness our programming, and challenging them to take ownership of the program at their own school.  I look forward to continuing my development in the coming month.

Dr. Chang I commented on Groups 1 and 2

Program Investigation #1

Program Title: The First Tee, Level II Coaches Training

Program Dates: January 24-26, 2014

Program Location: Houston, Texas

Learner Population: 44

Learner Overview

Adult volunteer coaches and Level I coaches from throughout The First Tee western region of

the United States gathered to acquire Level II coaching status within The First Tee network. Coaches

came from diverse chapters that included a variety of demographics and total numbers of participants.

Purposes and Objectives

Coaches sought to obtain further learning regarding The First Tee Life-Skills Experience curriculum, as well as the Golf-Skills curriculum. Learner objectives specifically focused on the variance between learner-oriented and teacher-oriented lessons, as well as experiential learning from the perspective of the participant. Coaches sought to have a better understanding of body language, vocal cadence, safety procedures, lesson planning, and life-skill bridges to golf-skills.

Program Design

Day One: Coaches began the training experience by introducing themselves and their respective chapters to help build camaraderie. An overview of the next two days was then given to assist in their self-preparation for the coming tasks. From there, individuals were broken up into teams to further grow camaraderie and to help introduce a competitive influence to the remainder of the training. Teams were tasked with coming up with a team name and then given a training leader to be their team captain.

Exercise 1, Simulated Programming Rotation

Teams were challenged to adopt the mindset of a young participant as they circulated through a typical set of five stations. The purpose of this exercise was to allow learners an experiential learning environment that changed their perspective so as to recognize how a participant views the programming process. Following the rotation, learners would congregate and discuss what the facilitators did positively, and in what ways they felt neglected or unengaged. Aspects such as body language, vocal cues, vocal cadence, and safety precautions were reviewed immediately following the exercise while fresh in their minds. This proved to allow a full understanding of the programming environment.

Exercise 2, Learner-Oriented vs. Teacher-Oriented Debate

The next exercise challenged teams to debate against one another. The topic of the debate was that learning is experienced versus learning is taught. The purpose behind this exercise was for adult participants to recognize that there is a blend between learning processes. Initially, the trainees are tasked with arguing their team's side, trying to win the debate. Ultimately, the merits of both aspects are given resonance and the learner values experiential learning to be as valid as formal teaching methods.

Exercise 3, Program Lesson Plan Creation

Next, teams were tasked with creating a unique lesson plan that implements life-skills, e.g. self-management or interpersonal skills, with golf-skills. How these skills were learned were to be via a blend of the experiential learning and facilitator led teaching. Each team was to come up with at least three activity-based stations that encompassed these two learning methods. Clear description was to be given as to how each station would engage the participant, along with a list of sample questions for coaches to ask in order for the learner to discover realizations on their own.

Exercise 4, Lesson Plan Implementation

On day two of the training, each adult team would present their finalized lesson plan to a group of 15-20 youth participants. Trainers observed the teams to grade implementation of skills such as learner focused, body language, activity-based, and bridges to life-skills. This quick turnaround from the theoretical approach of day one, to the real life implementation on day two served to be a valuable learning experience for the trainees. Immediately following the programming, participants engaged in a “good, better, how” where they reviewed the day for positives and areas for improvement.

Main Features of Experiential Learning within the Program Investigation

Reviewing this program under the lens of experiential learning yields a number of truths. In regards to main ideas identified within the literature review of this theory, let us first examine reflective practice. Following each exercise, immediate reviews were held so that learners good identify positive experiences and the emotions attached to them. These experiences and emotions were allowed to be immediately relayed into practical usage in the final exercise.

Secondly, pertaining to distinguishing value, each exercise was designed to have the trainees recognize the value of how they present themselves and the program itself. Whether it was recognizing that kneeling makes them more approachable to young children, or that continuous positive affirmation helps to keep the children engaged, they were able to witness the valuable results firsthand. This no doubt left a more distinguishable effect on them then simply reading these tips off of a powerpoint. Moreover, everything was brought back to the greater objective of positive youth development, which gave the trainees a sense of ownership in bettering their community.

Thirdly, in acknowledging the fluidity of knowledge, trainees were aided in recognizing that how one child adapts to their experience is different from how two or three others may react. This appreciation was vital for them to experientially witness the different mechanisms that assist one child versus the other. Trainees spoke to this specifically, noting that witnessing how each child reacts uniquely, and how transitioning terminology or their modeling can aid in the child's overall comprehension.

Finally, in understanding that educators require flexibility, the trainees were able to exercise various delivery methods in the final exercise so that the participants had the best opportunity for successful comprehension. In exercise two, the trainees were required to explore how learning is both experiential and traditionally presented through direct teaching. This exercise aided them in appreciating the need for the learner to be the ultimate decision maker, and to essentially guide the teacher/facilitator in dictating the best method for success.

Practical Application

These features serve to remind me of how versatile I need to be in my approach to adult education. Just recently I began a new position as Community Outreach Director. As I try to expand our organization within different schools and like-minded nonprofits, I consistently review the experience of the learners currently in our program to figure out what is working versus what needs modifying. Moreover, when trying to persuade school leaders and directors in adopting our curriculum, I allow them to witness our programming and see the value system inherent in our curriculum. Furthermore, I place emphasis on our coaches' acceptance of all learning styles and levels of capability. I walk them through our building blocks, so that they see that our coaches are trained in a variety of teaching methodologies in order to equate success. All totaled, the main features of this training program relate heavily to how I am able to convince others that experiential learning can truly transform individuals into better citizens within their community.

Table 2. Summary of Investigation

Main Program Features	Investigation #1 (John Murray)		Applications
Consistent Review	Each exercise involved had consistent, thorough review of the experience		Utilization of immediate feedback
Value Recognition	Each exercise required participants to search for the value learned		Attachment of value for prolonged memory of the learned material
Learner Variance	Exercises aided adult educators in appreciating their learners' different learning styles		Allowance for wider learner availability and tolerance
Educator Flexibility	Exercises focused on assisting the adult learner in noticing the need for flexible approaches in their methodology		More proactive teaching approaches by quickly recognizing a need for transition of methods

Program Investigation

Neary commented on Group 1 & 2 Program Investigations. 

Program Investigation- The Experiential Learning Theory

Katelyn R. Neary

Ball State University

Program Investigation- Experiential Learning Theory

Introduction

Centuries ago, the infamous Aristotle attributed, “For the things we have to learn before we can do them, we learn by doing them” (Byum, 2005). Aristotle highlights one of the richest resources viable to a learner: experience. Adult learners in particular have many experiences that provide a major advantage over other learners. Use of experience in an educational setting is identified as the Experiential Learning Theory. Many renowned scholars have contributed to experiential learning including: John Dewey, David Kolb, Malcolm Knowles, just to name a few. After a review of the literature, various reliable and noteworthy scholars have identified that incorporating experience in the classroom is a proven method to help learners. A program investigation was performed to examine programs that have used the experiential learning theory. The influence of experience cannot be ignored and neither can its impact on the adult learner, this can specifically be seen in the two programs selected for investigation. In the first program, “Contracts in the classroom- Providing undergraduate business students with important ‘real life’ skills” provides learners an opportunity to work collectively with their peers on a contract negotiation exercise that replicates one found in the workplace. The second program, “Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education” concentrates on providing graduate students applicable environments to submit theory to practice. The purpose of this investigation was to identify various programs use of the experiential learning theory with learners; therefore, to configure the most effective and efficient way to apply these key features into a program design.

Contracts in the classroom

To better meet the needs of adult learners identified in the literature review, the experiential learning theory can be used; therefore, the program, “Contracts in the classroom” was investigated to determine applicable features when designing a program design using the experiential learning theory.

The exercise involved a contract negotiation exercise that provides students with not only the rules of contract law, but also the practices of providing a personal experience. To replicate the ‘real world’ in the classroom setting the students were required to work collaboratively in small groups. This exercise was created by Susan Denbo to help her undergraduate students at Rider University in Lawrence Township, New Jersey. The exercise allows students to understand contract law and negotiation strategies based upon personal experience, instead of a more superficial understanding based upon memorization of a particular subject.

The “Contracts in the classroom” exercise has been implemented numerous times on a variety of undergraduate business students at Rider University.

There are no pre-requisites for this course and any required information is reviewed by the professor before assigning the exercise. The learning objectives of this program are focused on the ability to demonstrate the difficulty of drafting contracts that accurately reflect the party’s negotiated agreement.

The program objectives included:

1.     provide students with the opportunity to work collaboratively in small groups to develop negotiation skills,

2.     enable students to apply their knowledge of contact law and thereby develop an appreciation of the unique dynamics of employment contacts and the potential difficulty of drafting contracts that accurately reflect the parties’ negotiated agreement,

3.     and assist students in honing their written communication skills.

The ‘Contracts in the classroom’ exercise was specifically designed to realize the objectives stated above.

The exercise was implemented over a semester long course in an undergraduate business class. Students were required to do a majority of the work outside of class and with their ‘team members’. They were allotted about twenty minutes a week of in-class time to work on the exercise. Students were allowed to select their own groups. In some cases, the professor put together groups of those who couldn’t form their own for one reason or another. Although students are in ‘teams’ individual grades were allocated depending on the assignment. This allowed the instructor to evaluate and provide individual feedback to each group, negotiating team, and individual’s contract and experience.

The students were required to review their peers work and write a critique to the professor. Following the critique, each group must revise its agreement with the student and instructor comments included. In addition to the critiques the students are required to reflect throughout the semester on their experience with the exercise. One of the reflections focuses on the evaluation of another group’s negotiated employment agreement. This requires students to interpret the terms of a contract that they did not draft. In reviewing their peer’s contracts, students are able to recognize and identify how their own contracts could be improved in certain areas.

The final product of ‘Contracts in the classroom’ exercise is to create an enforceable employment agreement. Using this method provides the students with so much more than just another ‘homework assignment’, but a real experience.

Main Features of Contracts in the classroom

Many great features were identified from the “Contracts in the classroom” program that will be very beneficial in the creation of a program design using the experiential learning theory.

One feature would involve use of an active learning environment rather than traditional lecture instruction. The ‘contracts in the classroom’ exercise allowed students to act as real contract negotiators that needed to produce an enforceable and agreeable contract. Doing this allowed the students to partake in active group work with their peers. The instructor only allowed 20-minutes in-class time per week to work on the exercise. It was mandatory that students work together outside of the classroom, which also shaped the learning environment. Participation from the instructor and peers from the critiques allowed the students to all vigorously work together and ultimately grow and learn together. Requiring the students to collaborate is replicable to the environment they will encounter in the workplace.

Another great feature provided from this exercise is the use of reflections. Through the exercise, the students were required to reflect on their progress toward the final contract. Various reflections were assigned including: individual, team and entire class reflection. The professor identified one of the reflections as being the most beneficial aspect of the entire exercise; furthermore, this is because in reviewing their peer’s contracts, students often recognize how their contracts could be improved in certain areas. Use of reflections is a known enhancement when using the experiential learning theory, but combining peer review with it is a great idea. This is a key feature because this exposes students to other ideas, while improving their own.

Discussing the rationality of implementation is another important feature. If the program cannot be implemented due to restraints, it will not be effective or helpful to anyone. To limit restraints especially using the experiential learning theory is critical. Many feel that to use experiential learning theory it always very expensive and time consuming. This exercise is able to accomplish its stated objectives while providing students hands on experience. All without sacrificing substantial amounts of class time, money, or imposing significant grading burdens upon the instructor. The exercise reached its stated objectives under these conditions in a very effective and efficient manner. The instructor made it possible while still providing a very meaningful and educative experience to students.

Beyond the comfort zone: A curriculum and assessment ‘immersion’ experience in graduate early childhood teacher education

The second program investigated, “Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education” focuses on using an immersion experience to help graduate students apply theory to practice in early childhood education. Using the experiential learning theory allows students to combine coursework and fieldwork; therefore, resulting in opportunities for students to apply what they learn in class to real experiences. Teacher education and learning is enhanced when fieldwork and coursework are combined (Clawson & Shinn, 2000).

The course was constructed to incorporate theory, application, and reflection and reconstruction; furthermore, exemplifying of the experiential learning theory and Kolb’s learning cycle, both of which were identified in the literature review.

The program is instructed within a course at Oakland University’s Lowry Center For Early Childhood Education in Rochester, Michigan. The course has been taught using combined coursework and practicum experience for six years. The course title, EC 645, “The Observation and Assessment of the Young Child” is a requirement for graduate students in the middle of their sequence of classes earning a Master’s Degree in Early Childhood Education Program. Also, one of the requirements by the State of Michigan for a teaching certificate. The course is offered only during the summer semester. A majority of the students are already full-time teachers at area schools; therefore, the summer is the only time conducive to complete a day class practicum.

The course was designed using co-constructivist methods which are employed by the five faculty involved during the course to maximize the potential that students will put theoretical perspectives into practice through the experience. Outside of this course, it is rare that students have the opportunity to make connections between theory and practice, while having access to faculty.

The graduate students enrolled in the course are expected to apply knowledge of key learning objectives for young children and use national and State of Michigan curriculum standards to plan and create meaningful learning experiences. The course is broken-down in two-parts. First, students complete coursework in a 4-day segment. Then, following coursework completion students participate in a 2-week fieldwork experience with campers (young children) for 5 hours a day with additional 2-hours of collaboration time with team members.

The graduate course in Early Childhood Education was designed and implemented using constructivist principles and practice. The courses main objective was to apply key components to theory in the most effective way possible. Selected are some of the key components including:

·       the relationship of the coursework to the setting;

·       intensive faculty involvement;

·       the co-constructivist collaborative nature of the faculty team;

·       collaborative practice for students;

·       embedded assessment

·       formative assessment;

·       informed teaching (on-going use of student feedback);

·       tools provided to assist students.

Multiple methods were used by faculty to facilitate learning in this course including: lecture, discussion, co-operative learning exercises, individual conferences and reflection. Course instructors focused on key teaching and learning strategies for the coursework portion to prepare the students for the practicum experience.

A pre-assessment was given to the graduate students at the start of the course. This pre-assessment was intended to show the students the importance of a pre-assessment when introducing a new topic and/or experience. Following completion of the pre-assessment the instructors used it to modify the teaching plan based on the prior knowledge of the class. This also provided a model to students to show how input (or feedback) can shape a course content and delivery.

Through the course a model identified as the cycle of learning and teaching to introduce the students to a conceptual understanding of the learning cycle. The instructors felt the more exposure the students had to it the more they would use it when working with the young children and in the future. It was found that the students typically did not fully understand the model until they had repeated experiences with use of it, and instructors were available to point out illustrated examples during the practicum field experience.

Through participation in this course, students gained a more conceptual understanding of the role of assessment and how to use tools for inquiry, collaboration, and reflection that are likely to assist in future personal professional growth.

Course faculty believe that these teaching methods and this combination of course and fieldwork nudge students beyond their comfort zone. In using this method it forces the students to make links between theory and practice, examine more clearly the relationship between their own backgrounds and beliefs and their teaching practice, and to learn some tools and strategies to implement in the future.

Main Features of Beyond the comfort zone

Numerous applicable features were discovered from the “Beyond the comfort zone: A curriculum and assessment ‘immersion’ experience in graduate early childhood teacher education” program that will be helpful when designing the program design using the experiential learning theory.

One feature suggestion used in this program that was critical to its success was the use of pre-and post-assessment strategies. The pre-assessment was used to provide instructors with the graduate students previous knowledge and experience in relation to course topics. The instructors then used the pre-assessment information to modify the teaching plan based on the class’s experience. The importance of a pre-assessment was modeled to the students by their use and showed them how use them can help better shape a course content and delivery based on the participants. At the end of the course, the instructor and graduate students revisited the pre-assessments to show what they learned from the course. Following this a post-assessment was given to capture their thoughts and progress. Use of a pre-and-post assessment also allows one to reflect back. This was discussed in the literature review and identified as reflective learning, which involves one to “plan, monitor and reflect upon experiences” (Jarvis, 2001, p.52). The use of the assessments both at the beginning and conclusion of the course helps the learners document their growth and development.

Another key feature to the course was the use of application exercises. These application exercises allowed the students to engage in a variety of experiences in a small co-operative group to explore course concepts and encourage their application through their field work. Numerous application exercises were used in the course including: planning experiences for children and classifying them into the learning cycle categories; and focus questions from the required readings to allow students to read, explore ideas, synthesize, analyze, and apply theory to their teaching practice. These application exercises provided on-going information to instructors about what students were learning and what apply in the fieldwork. This also meets Kolb’s active experimentation components of the learning cycle. Being able to take what was taught in the course and complete the application exercises is the last stage of the learning cycle according to Kolb. The application exercises also provided an opportunity for the graduate students. According to Robert Kegan, “People grow best where they continuously experience an ingenious blend of challenge and support” (Kegan, 1994, p. 42). These exercises provided the course participants with a challenge when completing the fieldwork, but the support of faculty members if needed. Also, use of small co-operative groups provided the students with a supportive environment.

The final main feature from this program involves the use of reflective journals. Written reflections are an effective resource of learning how to take theory and apply it to practice. This course required students to write daily reflective journals each day. Journal writing allows students to take their writing and learning to another level. The journal was seen by students as a way to review challenges and note improvements over time or continued problems. The instructors were available to help students at any point during the course. The journals also allowed the students to identify on going issues by physically documenting each day. If the journals were only used at the end of the course, they would be less effective and efficient. It would be difficult to fully describe what happened each day after 2 weeks of fieldwork looking back. This helps the learners organize their thoughts and experiences. Also, according to Knowles assumptions about adult learners, adults can achieve more realistic conclusions by having appropriate observations and reflections (Knowles, 1980). The reflections would not be accurate if they were not noted daily. This course also required that the journaling be done using Smyth’s model (Smyth, 1989). The Smyth’s model provided students a framework to adhere to daily. The requirements included each students to describe, inform, confront and reconstruct, taking an event through full analysis with the socio-political considerations and implications for future practice. Using a journaling format ensures that the students completely document most aspects of their fieldwork experience in a comprehensive manner. Without the requirements it might allow some experiences to be overlooked by students. This format helps the students identify and reflect on their learning experiences within the course. Overall, the course evaluations at the end of the semester have shown that the journal use allowed the students to feel more confident in their role and experience within the course.

Application of key features in the future

For any of the following features to be considered to be implemented into the program design, minimal burdens and realistic implementation criteria are required. These requirements include: limited use of class-time, money, and grading burdens upon the course facilitator. Any features adapted in the program design must meet these requirements; furthermore, this will ensue a more effective and efficient program design.

The use of pre-and-post assessments would provide participants the opportunity to effectively document where they start and finish the course in relation to growth. This would also allow the course instructor awareness of the course participant’s previous knowledge and experience. After the pre-assessment the instructor could modify the course to better meet the needs of the learners. For example, if a majority of the participants have minimal financial knowledge. The instructor could offer an additional section on financials prior. The use of pre-and-post assessments helps the instructor adapt the learner into the environment.

Journals could allow individuals the opportunity to continuously document progress throughout the course. Unlike, the pre-and-post assessment, the journals have no expiration date. Providing a required format for the journal helps focus the student’s ideas and expressions in relation to the main topics of the course. The guidelines will help standardize the journals and make it ‘simpler’ for an instructor to navigate through, compared to a ‘free write’ journal with no structure. Thus structured journals are able to minimize restraints made on the instructor, to offer a more realistic application to a program design.

Application exercises can be used to create an active learning environment, thus providing active experimentation. These exercises will help encourage students to support and challenge each other. Active learning environments enhance communication skills through a collaborative environment. It is critical that students and instructors are both available to support and collaborate together to get the most out of application exercises.

CONCLUSION

The programs investigated provide excellent features for which an effective program design can be built upon. Knowles’ assumptions of the adult learner and Kolb’s learning cycle will be given consideration while construction the program. The program will try to create a learning environment conducive to adult learners while using the experiential learning theory.  

TABLE 1. Summary of Program Investigation

Main Features of the Programs	Contracts in the classroom	Beyond the comfort zone	Features you may adapt (check applications)
Feature 1	Rational Implementation- Still Meet objectives without sacrificing experience.	Pre-and Post-Assessment: Discussion of pre/post learning progress to help learners.	Using rational implementations for all features. Use of pre-and-post assessment to track learner’s progress.
Feature 2	Reflections: Provide students documentation of exercise and learning experience.	Reflective Journal: Provide format guidelines for journaling.	Use reflective journals with required format guidelines
Feature 3	Active Learning Environment: Building communication skills through collaborative environment.	Application Exercises: Encourage students to support and challenge each other.	Use application exercises to create an active learning environment.

References

Bynum, W.F. & Porter, R. (2005). Oxford Dictionary of Scientific Quotations. Oxford University Press. (Vol. 21).

Clawson, M., & Shinn, M. (2000). Developing student field experiences through university/community collaborations. Journal of Early Childhood Teacher Education, 21 (1), 65-74.

Denbo, S. M. (2005). Contracts in the classroom- Providing undergraduate business students with important “real life” skills. The Journal of Legal Studies Education, 22(2), 149-167.

Jarvis, P. (2001). Learning in later life: An introduction for educators and careers. London: Kogan Page.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). New York: Cambridge Books.

McNair, S., Sullivan, R., & Hill, D. (2002). Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education. Journal of Early Childhood Teacher Education, 23(1), 11-18.

Smyth, J. (1989). An alternative vision and an “educator’s” agenda for supervision as a field of study. Journal of Curriculum and Supervision, 4(2), 162-177.