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: