Designing Experiential Learning Projects
Examples of Learning Possibilities with Experiential Learning (EL) Example 1: A conventional Chinese class may feature the instructor teaching the words/phrases through spelling, listening, writing, and comprehension. Alternatively, the instructor can take students to have a field day in Chinatown, have the students order a soup dumpling, and finish the meal with a cup of […]
Giving and Receiving Feedback
Team Retrospectives Building in reflective pauses for individuals and teams is an important part of experiential learning (please see Reflection for Experiential Learning for more information). For the team, there should be a “retrospective” component of their work planning meetings. In other words, when the team gets together to plan the next phase of work, […]
Reflection for Experiential Learning
Why Reflect on Experiential Learning (EL)? Reflection is a versatile tool that helps students make the most of EL. By analyzing their experiences and decisions, students can consider how EL has transformed them as critical thinkers and observers, learners in specific disciplines, and/or as individuals training to enter a specific professional field. Reflection helps students […]
Teamwork and Experiential Learning
Creating student “buy-in” for EL teaming While students are accustomed to more individualized learning approaches and settings, the collaborative context of team-based learning requires careful attention to motivate effective teaming. Research shows that taking students through a contract or agreement process is an important step. Similarly, focusing students on the benefits of equity through “asset […]
Resources and Funding
Guides/Resources Boston University Resources CTL Experiential Learning Guide – an overview of experiential learning definitions, background, and resources for further research on experiential learning CTL Guide on Service Learning – an overview of service learning (or community-engaged learning), background, discussion of value, further research, sample assignments, and resources for planning assignments and syllabi Hub Experiences […]
Teaching within a Compressed Timeframe
If you are preparing to teach a summer course, one of the most evident differences you will notice when comparing it to a semester-long course is that summer courses are more compressed. While the faster pace may seem challenging for instructors and students alike, summer term courses can also be very rewarding. We have gathered […]
Long Block Classes: Keeping Students Engaged
Long-block courses are composed of class sessions that last upwards of three hours and can sometimes occur two or three times a week. Summer courses often use these extended class periods. Though meeting for longer periods of time allows for the possibility of a deeper exploration into a topic, long classes can mean that students […]
Summer Teaching: Works Cited and Recommended Research
Works Cited Crowe, A., Hyun, E., & Kretovics, M. (2005). Reflections on summer teaching: Academic rigor or curriculum light? Summer Academe, 5 , 7–20. Digregorio, K. (1996–97). Essential encounters: Non-classroom interactions between students and faculty. Summer Academe, 1, 13–26. Herrmann, M., & Berry, K. (2016). An investigation into graduate student preference for compressed courses. Academy […]
Syllabus Templates for Hub Courses and Cocurriculars
These templates are intended as a helpful tool that outlines the basic categories of information students find useful on syllabi, and includes some notes for proposers on simple, research-founded practices for engaging students and helping them understand the course’s scope and expectations. While the General Education Committee encourages proposers to adapt and use the syllabus […]
Inclusive Pedagogy Initiative Fact Sheet
Defining Inclusive Pedagogy Short-hand definition: “Inclusive Pedagogy means deliberately creating a learning environment where all students feel valued and supported, have equal access to learning and are treated equitably.” University of Michigan. A more thorough definition includes focus on systemic change (Overview of Equity-focused Teaching at Michigan). In its broadest sense teaching inclusively means attending […]