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 (3rd 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
