experiential education and service learning(administration)/ilt/ilt... · with on my own while also...
TRANSCRIPT
Here are some of the comments I
received after following-up with the
students:
“That course was the highlight of my
entire degree.”
“This was the single most valuable
experience in my life…I still think every
day about the experience and those
people.”
“There will never be a more important
course to take at the college than this.”
For me, as the teacher of EDEN, it has
been the most demanding task in my
career. I feared the uncertainty inherent
in this type of experiential course includ-
ing the responsibility of taking students
to a developing country, exposing them to
new experiences that I struggled to deal
with on my own while also trying to help
the students as they each found their
own way to cope, and managing the dy-
namics of a group in such an emotionally
challenging and physically demanding
environment.
But would I do it again? Yes, in May
2015, I will embark with another group of
students on a life-changing learning expe-
rience to Ethiopia. The reward for me is
following our mission and vision at OC
and creating an outstanding educational
experience that transforms lives and
communities.
With significant portions of the
world’s populations living in extreme
poverty, it is important for students in
the developed world to understand how
the choices they make can contribute to
providing a better global environment.
But the issues are complex and by
offering a field school to a developing
country enables students to examine
these issues first-hand and internalize
and test the concepts.
BUAD 339–Economic Development in
Emerging Nations (EDEN) has taken
groups of students to experience and
share the challenges facing the people
living in Ethiopia. The course enables
the students to gain intimate knowledge
of the everyday lives of some of
Ethiopia’s most vulnerable citizens. On
our last trip, in 2013, we built bio-sand
water filters in the mud homes of
individuals. We met the families,
discussed the challenges (including
caring for children while battling dis-
eases such as AIDS and dysentery) and
the trials for day-to-day survival.
The course was developed using the
experiential learning cycle as defined by
Kolb (1984) and included the following:
1. Concrete experiences encountered by
the students while in Ethiopia
2. Opportunities for reflection through
journals and the sharing of information at
debriefing sessions
3. Abstraction of the experience demon-
strated in a final project submission eval-
uating the experience using economic
development and business concepts
4. Testing through ongoing education and
career choices
Speaking with the students who
participated in the field school a year
later, it is evident that the learning gained
from the course has influenced their lives
and careers. Some of these choices
include enrolling in OC’s non-profit man-
agement class and social entrepreneur-
ship class, volunteering in the community
teaching financial literacy, organizing food
drives, working with people with disabili-
ties, continuing to volunteer and support
Canadian Humanitarian (our partner
during the field school), and choosing
careers working for social enterprises
and international NGOs. Generally, the
students describe the experience as life
altering and the most important
experience in their education.
Experiential Education and Service Learning
www.okanagan.bc.ca/ilt
Economic Development in Emerging Nations (EDEN)
1
Experiential Learning and Math Fairs
2
SL & Residential Construction
3
Fieldwork & Human Geography
4
Directed Studies, Research Assist-ants, Field Trips
5
Sowing Community Seeds
6
Women’s Shelter and a Political Science Class
6
Where’s the Library in Service Learning?
7
Experiential Education: Personal Comments
8
Multicultural Café 9
Case-Based Learning in Health Professions
10
Family Health & Healing
11
How SL has Enhanced My Teaching Practice
12
Experiencing the “Real World” in the Classroom
13
New for Moodle: Plagiarism Tutorial & Quiz
14
ILT Lunch & Learns 14
ILT Contacts & Links
14
V O L U M E 6 I S S U E 1 W I N T E R 2 0 1 5
IN THIS ISSUE How EDEN has Transformed Lives and Communities By Sheilagh Seaton, Business, Penticton
Reference:
Kolb, D.A. (1984). Experiential learning:
Experience as the source of learning and
development. New Jersey: Prentice-Hall.
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 2
www.okanagan.bc.ca/ilt
One of the cornerstones of adult learning
is the idea that adults learn most effectively
through experience. Acquiring knowledge or
knowing something is only the first step
(Bannerman, 2009). Pfeiffer & Ballew
(1988) describe a process and cycle model
to demonstrate and explain experiential
learning. The cycle begins with orientation,
or helping learners understand what is to be
learned in the session. The next stage in-
volves clarifying assumptions and answering
prominent questions. The learning experi-
ence then proceeds and concludes with op-
portunities for reflection, generalization, and
application.
Experiential learning is also built upon a
foundation of interdisciplinary and construc-
tivist learning (Wurdinger, 2005). However,
simple participation in a prescribed set of
learning experiences does not make some-
thing experiential. Chapman, McPhee, and
Proudman (1995) argue that true experien-
tial learning encompasses blending content
and process, excluding excessive judgment,
engaging in purposeful endeavours, encour-
aging an expansive perspective, utilizing
reflection, creating emotional investment,
constantly examining values, showing mean-
ingful relationships, and promoting learning
outside perceived comfort zones. Experiential
learning can also be defined by the qualities
imparted to students. Qualities such as will-
ingness to reorder topics, reason for them-
selves, provide warranted positions, manage
self, and bring forth personal voice are highly
relevant (Moon, 2004).
Experiential learning may be accomplished
in many ways such as through lecture, small
group discussion, role play, and activities
(Bannerman, 2009). Experiential activities
tend to be interactive and dynamic in nature
with rich opportunities possible for both in-
structor and student. Brookfield (1995) sug-
gests that asking experiential questions helps
instructors decode written material, for exam-
ple, demystifying academic tests. Choosing
powerful activities that increase learner in-
volvement advances more meaningful learn-
ing. This type of learning refers to the notion
that learned knowledge is completely under-
taken by the student and that this
information can be related to other stored
facts. This is in direct contrast to rote-
learning. Transfer, or the ability to apply
the information to a new situation, is
identified as an indicator of meaningful
learning (Mayer, 2002).
I offer that math fairs provide great
experiential learning. A math fair is a non-
competitive problem-solving event that
gives teachers an opportunity to have their
students solve problems with a particular
goal in mind. The goals of a fair are to
motivate and inspire all students through
student-centered work. The project devel-
oper experiences learning as well as the
participating audience. I argue that once a
student comes up with an answer to a
problem the student seldom forgets their
particular solution. The experiences at the
fair encourage all students to strive for
success. Hopefully, with repeated suc-
cess, students prefer to come with their
own solutions instead of waiting for the
instructor’s answers. My primary goal for a
math fair is to develop curiosity. I would
like students to value uncertainty and
puzzlement, as I do. As well, peer evalua-
tion is important: students should be given
the opportunity to reflectively evaluate the
work of one another.
Experiential Learning with Math Fairs
By Donna-Leigh Goodman, AACP Chemistry, Vernon
[Experiential] learning refers to
the notion that learned knowledge
is completely undertaken by the
student and that this information
can be related to other stored
facts. This is in direct contrast to
rote-learning. Transfer, or the
ability to apply the information to a
new situation, is identified as an
indicator of meaningful learning
(Mayer, 2002).
References:
Bannerman, N.R. (2009). Facilitating powerful learning experiences: Experiential learning, the experiential learning cycle, and “how tos” for facilitators.
Retrieved January 20, 2015 from http://www.ryanbannerman.com
Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Chapman, S., McPhee, P., & Proudman, B. (1995). What is experiential education?. In K. Warren (Ed.), The theory of experiential education (pp. 235-248).
Dubuque: Kendall/Hunt Publishing Company.
Mayer, R. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232.
Moon, J.A. (2004). A handbook of reflective and experiential learning: Theory and practice. New York: Routledge/Falmer.
Pfeiffer, J. & Ballew, A. (1988). Design skills in human resource development. San Diego: University Associates Inc.
Wurdinger, S.D. (2005). Using experiential learning in the classroom. Lanham: Scarecrow Education.
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 3
www.okanagan.bc.ca/ilt
Could you explain how the Residential
Construction Program (RCP) has been able
to combine program instruction with
meaningful community service?
We like to do community projects as part of
our program. We do that because we like to
have our students have real world experienc-
es and what better way to do that than do
something for the community.
What are some of the non-profit community
projects the RCP has been involved in?
What are some of the strengths of students
learning in a community workplace?
Working side by side with the other sub-
trades on a building project gives them the
added advantage of seeing what it is that the
other trades do in their contribution to the
project, and how they have to work alongside
as part of a team. For example, if they were-
n’t working alongside a plumber and watch-
ing what he does, a carpenter may not under-
stand fully why he has to frame a floor a cer-
tain way. Physically seeing the other work
that’s going on gives some context to their
own work.
Do you see the potential for more
opportunities in the future for trades
students to engage in service learning?
Absolutely! There’s always a community
group that needs help. One of our next pro-
jects is for the Lake Country Food Bank, and
Habitat for Humanity is always looking for a
community group in need. We do a screening
process and make a choice based on a set of
selection criteria.
What could Okanagan College do to create
opportunities for more service learning?
There’s always potential to grow in new areas.
For example, this year for the first time we are
partnering with the
Nicola Valley Insti-
tute of Technology
and the aim there
is to offer residen-
tial construction in
an area of the prov-
ince that hasn’t had
access to that, in
this case the aboriginal community in that
area that have not had easy access to this
kind of training.
What are the main advantages of service
learning?
Students, that are involved in building projects
that benefit the community in some way, can
go back years later, drive by the project that
they have contributed to and feel good about
the work that they have done and the commu-
nities they have helped.
Realizing that as a trades person you can con-
tribute back to your community in some way.
Habitat for Humanity, is a group that is
always looking for volunteers and you don’t
have to be student to help them with the
really good work they do.
How can you strike a balance between the
need for theoretical learning and the need
for experiential learning in your programs?
In construction, so much of
what we do is hands on, but we
also have a theoretical compo-
nent. We may do math in the
morning but in the afternoon
were going to apply that math
to actually build something
that’s related. So there is a
natural connection and I feel
like for most of what we do in carpentry
you can’t have one without the other. The
student that does have the theoretical
background understands the math behind
the certain framing components, such as,
complex roof design or perhaps an intri-
cate staircase, and if they don’t have the
math behind them then it makes their
practical work impossible. If you spend the
time initially understanding the theory
behind your work it goes that much more
efficiently and you’re that much more valu-
able to your employer and to the industry.
The Role of Service Learning and The Residential Construction Program An interview with Alf Leimert, Chair, Construction Trades Department, Kelowna, February 4, 2015
We like to do community projects
because we want our students to
have real world experiences and
what better way to do that than
do something for the community.
● The Women’s Shelter in Salmon Arm.
● A daycare project here on KLO campus
which is a benefiting the community here.
● A project in Summerland for Critter Aid
● A project in Okanagan Falls for the South
Okanagan Rehabilitation Centre for Owls
● Several affordable housing projects for
Habitat for Humanity in Penticton,
Kelowna and Vernon
● A housing project for the Revelstoke
Community Housing Society
● Cabins for the Agur Lake Society
● Cabins for the Caravan Farm Theatre
● The Kindale Lydia Boss Centre in
Armstrong
● An assisted living house for the North
Okanagan Community Life Society
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 4
www.okanagan.bc.ca/ilt
Could you explain how you have been able to
combine program instruction with meaning-
ful community service and describe some of
the projects your students have been in-
volved in?
I have been involved in a variety of communi-
ty service projects with students. We did a
summer field school in Vanuatu on the island
of Nuna where I used to live. We worked
with a group of three villages to create a
conservation management program for an
endangered species--- the coconut crab.
Students were looking at the habitat and
determining if there were any differences in
where the coconut crab lived at different life
stages. We have only been able to do one
year of this fieldwork so we don’t have much
data yet. Hopefully we will be able to contin-
ue this joint partnership where we had the
local indigenous knowledge of the habitats
coupled with the students’ knowledge of
GPS, mapping, and the more scientific and
technological side. As well, the students had
to do a presentation in the local language to
help them learn how to communicate with
their partners while they were out mapping
transects. That one was a lot of fun!
In terms of more local projects, students
worked with the Greater Northern Okanagan
Community Gardens Network and created a
survey for community gardens users to
assess the benefits of participating in com-
munity gardens. The survey information
would help improve funding applications.
Often smaller community groups simply can’t
afford to do the research they would like to
do so partnering with our students gives the
students field experience while also helping
out the local group. Because it is student
coursework, the local group doesn’t have to
pay for the research. We have had some
projects with the community gardens net-
work in Kelowna as well. That one did not
work as well because students were not able
to get their hands on the kind of data they
would have liked to. We hope to redo that
project - so sometimes it works and some-
times it doesn’t.
Other projects we are looking at are doing
inventories of local wetland areas. The Oka-
nagan Water Basin is looking at gathering
information – they have public scientists, so
any member of the public can go out and fill
out survey forms. We are hoping to get stu-
dents out to do things like that and again be
able to incorporate real world experience (ie.
learning how to actually gather data out in the
field rather than just in a controlled lab for-
mat). Students experience the diversity that
happens in the actual field, and they can use
that information in real world reporting. As
well, a lot of community groups simply can’t
afford to hire large groups of people to go out
and gather data for them. In the end, all par-
ties can benefit from course/community field
work. Working with students allows OWB to
get the data without the cost and our students
benefit from the field experience.
What are some of the strengths of taking stu-
dents off the campus setting to learn in the
community?
For some projects it’s simply not possible to
replicate the eco-system or environment that
we’d be operating in on our campus facility.
Given the background or the discipline basics
for Geography and Environmental Sciences –
students need to be actually out in the field
gathering data which is not lab work. Lab work
comes after the data gathering. Students
wouldn’t be able to experience what it’s really
like to gather material from a wetland or from
a desert area unless we went off campus. The
other benefits are students actually learn
what it’s like in the field, instead of simply
reading about it. Students find that when they
are actually out in the field they have to devel-
op slightly better interpretation skills to figure
out what something is or is not - in books in-
formation often looks very clear but when
you’re out in the real world you realize you
have much less time to make some of those
decisions …the birds don’t sit still, the fish
don’t sit still, you have to go out and actually
make your best interpretation fairly quickly
and again more practice means you get better
at it. Of course what shows up in a book
isn’t always exactly what shows up in the
field. It teaches them to have a bit more
flexibility in terms of what they may have to
expect as they progress in this discipline.
Do you see the potential for more opportu-
nities in the future for students to engage
in service learning?
Yes, I hope we are able to continue with
this kind of work. I think that working with
other groups teaches students how to
communicate better with others and learn
about other perspectives they may be face
in the actual workplace. Additionally, it can
help many community groups as they often
don’t have a great deal of money to pay for
of this kind of research. Incorporating com-
munity work into student coursework can
benefit all. Unfortunately many schools are
not able to provide students with hands on
experience anymore so having a smaller
institution where we can do this is very
beneficial to students in terms of being
able to acquire certain skills or at least to
be able to truly understand what they have
to face later on in the field. Additionally, it
does strengthen relationships between the
school and the community.
What could OC do to create more opportu-
nities for service learning?
I would actually like to see a bank or at
least a singular location where community
groups could connect with the College and
say “we are looking for students to do work
on this, this, or this”. This would make it
easier to pair community projects with
specific classes or courses rather than
individual professors having to constantly
go out and look for service learning oppor-
tunities. This would be particularly helpful
to new professors who may not have the
knowledge of what’s going on in the local
community nor who to contact to match
projects with students learning.
(continued on next page)
Field Work and Human Geography An interview with Stephanie Bunclark, Human Geography, Kelowna
Students experience the diversity
that happens in the actual field, and
they can use that information in real
world reporting. As well, a lot of
community groups simply can’t afford
to hire large groups of people to go
out and gather data for them. In the
end, all parties can benefit from
course/community field work.
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 5
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What are the main advantages of service
learning?
I would say the major advantage is that the
students get hands on experience in a practi-
cal way where they actually can see the ben-
efit of their work. They’re not writing a paper
for just for themselves. There is actually a
greater world benefit. I think for a lot of stu-
dents it provides them with an understanding
that what they do is valuable. Their work is
not just for the professor, nor is it just for the
student. Many schools are not able to offer
students the opportunity of going out into the
field, yet at OC our students are able to ex-
plore skills sets and interpersonal skills out-
side the classroom, and as well, experience
work in a variety of real life environments in
Geography or Environmental Science. This
work could also help determine whether stu-
dents choose to carry on in these fields or not.
How can you strike a balance between the
need for theoretical learning and the need for
experiential learning in your programs and
what would be a good ratio?
That really depends on the course. We have
courses that are much more theoretical and
we have courses that are much more practi-
cal, so in many of our lab courses, obviously
the lab portion is very easily suitable to being
out in the field but many of our courses that
don’t have labs, again, depending on how you
organize the project, you can incorporate
many different types of learning outcomes
into them--be it learning how to write tech-
nical reports or learning how to formulate
questionnaires, how to develop a survey, how
to actually go out and acquire data. There are
many different concepts that can be incorpo-
rated depending on the type of project.
I’m not sure there would be a set ratio or a
set balance. It would really depend on what
the project is.
Field Work and Human Geography (continued from previous page)
Directed Studies, Research Assistants, Field Trips & Campus Projects Interview with Stephanie Bunclark
It’s not always through the formal struc-
ture of a course that students are involved in
service and/or experiential learning. At Oka-
nagan College a number of professors are
involved in research projects where they
have students work with them. Student re-
search assistants often help on various pro-
jects that are not related to their own
coursework, such as collecting samples or
filming an ecosystem. I’ve had students out
on trips all the way down to California filming
a variety of ecosystems and comparing them
with the ones we’ve got in BC such as the
underwater filming of the kelp forest. We
have had students working on river restora-
tion or looking at snowpack in the Penticton
area. Not only do research assistants benefit
from a real world experience when out in the
field, but they also get paid for their work! In
many institutions it is challenging for stu-
dents to access field experience, but it is
something that we manage to do here at OC.
We also have directed studies courses
where a student will suggest an interesting
project that is not necessarily related to a
course being offered at OC. In effect, a di-
rected study becomes a course just for that
student. Directed studies, which happen at the
second, third and fourth year level, allow stu-
dents to get out in the field in many cases. The
benefit of directed studies is that students can
explore a specific area of interest where a
course if not offered.
As well, the OC Geography Department en-
gages in a lot of field trips with our classes
where we go into a variety of areas throughout
the region. At the moment a new professor in
Salmon Arm is taking his classes out into the
field, while another professor in Penticton is
doing the same. I’ve done some larger field
trips down to Vancouver and over to Banff or
Jasper as well - weekend field trips rather than
necessarily big international field trips. The
goal is to have students experience the
environment they are in and see what it’s
like.
Another project that is taking off is the
Kalamalka Demonstration Garden and
Patchwork Community Farm on the Vernon
Campus where a variety of community
groups and students have volunteered in
the garden, produce has been taken to the
local Farmer’s Markets, and potlucks and
seminars have been happening. I haven’t
been teaching on the Vernon Campus for
the past few years, but we are trying to
incorporate the concept of community gar-
dens into the Human Geography’s Food
and Society course. We’ve had a lot of
great feedback. The regional Community
Garden Network is an obvious connection
between the community and the College
and is the group we worked with to develop
the Food and Society course. As well, a
Seed Library (see next page) is starting to
blossom on the Vernon Campus and it
looks really quite interesting.
It’s not always through the
formal structure of a course that
students are involved in service
and/or experiential learning.
“...the major advantage is that the
students get hands-on experience in a
practical way where then can actually
see the benefit of their work.”
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 6
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On one hand this story begins in 1980
when the Kelowna Women’s Shelter
opened its doors, improving the security of
countless women in the community. On
the other hand, this story begins in August,
at Connections 2014, when I was inspired
by Dr. Kyleen Myrah’s presentation on the
benefits of service-learning.
When I sat down with the shelter’s exec-
utive director, Karen Mason, for our initial
brainstorming session on how, exactly, my
“Women & Politics” students could partner
with her organization, we first outlined the
challenges. The students could not work
directly with the shelter’s residents nor set
foot on the premises due to confidentiality
and security reasons. In effect, such con-
straints suited me just fine as the course is
only 13 weeks long; thus, I wanted to avoid
going through a lengthy ethics review pro-
cess. I also could not dedicate the entire
term to this one component as is the case
with many other service learning projects
that, essentially, become the course itself.
So Ms. Mason and I got creative.
We decided on a methodology project that fit
with both the course learning objectives and the
needs of the shelter. This spring, the shelter will
launch its 35 Years of Caring Campaign to show-
case its impact on the community since 1980.
My students will apply their knowledge of feminist
methodologies to design a research strategy for
measuring such impact. The shelter will then use
this “package” of student ideas as a platform for
a more experienced researcher (with ethics clear-
ance) to select the methods, collect, and present
the data.
The project worked in a multi-stage process.
First, I lectured students on the topic of intimate
partner violence, and we reviewed the most re-
cent data report (2013) from Statistics Canada.
We then welcomed two experienced counsellors
from the shelter into our class as guest speakers.
They provided a wealth of knowledge on the inner
workings of the shelter as well as quantitative
data on how many women (and children) have
used the shelter’s various programs in the past
year. Students were also given plenty of opportu-
nities to ask questions. Once we understood both
the social problem of violence against women
and the specific work-
ings of the Kelowna
Women’s shelter,
students received
readings and lecture
material on feminist methodologies within
social science.
Because this assignment is not due until
the end of February, I cannot yet comment
on the outcome; however, I am pleased to
say that the process itself has been incred-
ibly rewarding. Students are designing an
array of practical mixed-method approach-
es: research surveys, interview questions,
and focus group guides. They have a
greater appreciation for the difficulties in
designing research and the challenges
specific to research on violence against
women (for example, the quantitative data
is a crucial inclusion yet highly problemat-
ic). Most importantly, a number of stu-
dents have expressed gratitude for being
able to help a community-based organiza-
tion. In the words of one student: “This is
what I came here for.”
A budding Seed Library
on the Vernon Campus is
taking root! The original
idea of a seed library was planted in the fall of 2013 when Gil Green
and Stephanie Bunclark from Human Geography visited the Vernon
Campus with a vision and a visitor, Rupert Adams, Regional Coordi-
nator for the Bauta Family Initiative on Canadian Seed Security in British Columbia. The Seed Library on this campus has been germinating
ever since with the aim of preserving heirloom and native seeds. Heirloom seed saving is an integral component of sustainable gardening.
As well, the goal is to create an awareness of the importance of seed saving and provide for future generations of gardeners as we support
local food security and sustainable gardening in the North Okanagan.
The Seed Library is already fostering community connections and involvement with other interest groups such as the Okanagan Regional
Library, the Food Action Society of the North Okanagan, and of course Vernon Campus’ Kalamalka Demonstration Garden and Patchwork
Community Farm and those contributing to this initiative (generous sponsors, contracted workers, students, and community volunteers).
Our demonstration garden on the Vernon Campus is a unique feature “ripe” with educational opportunities. The Seed Library recently ap-
plied for and received a grant from the Bauta Family Initiative on Canadian Seed Security in support of seed preservation and resources that
will benefit future generations. We will soon be sowing and reaping the harvest thanks to this recent generous support of the Bauta Family!
A Political Science Class and the Kelowna Women’s Shelter By Kimberley Carter, Political Science, Kelowna
Sowing Community Seeds By Karen Friesen, Vernon Library
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 7
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One of my most meaningful experiences
as a librarian was supporting a nursing stu-
dent at College of the Rockies who was or-
ganizing a workshop about the life experienc-
es of transgendered persons living in the
Kootenays. Supporting diversity initiatives on
campus was a priority for my library so I was
serving on the College’s Diversity committee.
I helped the student with the application
process to secure funding for the event from
the Faculty Professional Development com-
mittee’s guest lecture fund. The event
reached members of both the campus and
local community and spurred the Diversity
committee to work with the College’s admin-
istration to create a gender-neutral wash-
room at the Cranbrook campus. Considering
the newsletter’s theme, I became curious to
learn about the experiences of librarians
supporting entire classes involved in service
learning projects.
Service learning is a relatively new topic in
Library and Information Science literature.
Riddle (2003) suggests three models of li-
brary support for service learning courses.
Watts (2006) discusses the element of prob-
lem solving in service learning and how “the
acquisition of information literacy skills is
necessary to making informed decisions – to
solve problems” (p. 43). Herther (2008), a
social science librarian, writes about her
involvement in several service learning
courses. While she devotes more time and
support to these courses than to traditional
courses, her experiences have been very
rewarding. She writes that librarian involve-
ment in service learning “expands and deep-
ens the librarian's role with both faculty and
students, in effect creating a new type of so-
cial contract between libraries and our us-
ers" (Herther, 2008, p. 387).
Librarians are involved with service learning
projects in both introductory level as well as
upper-year courses. Barry (2011) worked with
a first-year English composition course. The
students were connected with the campus
food bank and were required to write analysis
and persuasive papers as well as make
presentations to stakeholders. In addition to
instructing two research classes during the
course, Barry consulted with students individ-
ually and participated in reflection activities
on the class blog. She was also able to intro-
duce students to additional library resources
such as the multimedia lab and the presenta-
tion practice room.
As part of an upper-year research course, a
nursing librarian and faculty member collabo-
rated on an assignment (Janke, Pesut, & Er-
backer, 2012). The students worked in groups
to conduct literature reviews to address ques-
tions submitted by clinical partners from a
local health authority. A goal of the course was
"to assist students to engage in evidence-
based practice (EBP). An important pre-
requisite of EBP is developing information
literacy" (Janke et al., 2012, p. 920). The
librarian provided an instructional class
specific to the assignment and was availa-
ble to consult with small groups about their
specific research strategies. While the
authors described the students’ learning
experience as “at times intense,” at the
end of the project there was the sense that
“students had learned important and rele-
vant strategies for supporting evidence-
based practice” (Janke et al., 2012, p.
923).
These case studies suggest that there
are opportunities for librarians to become
involved with service learning projects in a
range of courses and that this involvement
benefits all parties. The level of librarian
participation will likely be different for each
course and project. To faculty considering
the research and information skills compo-
nent of service learning, I will echo this
encouragement "to reach out to their …
librarians in a meaningful course integrat-
ed way and I'm sure you will find a willing
and eager co-instructor" (Janke et al.,
2012, p. 922).
Where’s the Librarian in Service Learning? By Ben Harrison, Librarian, Kelowna
Librarian involvement in service
learning “expands and deepens
the librarian's role with both
faculty and students, in effect
creating a new type of social
contract between libraries and
our users.”
References
Barry, M. (2011). Librarians as partners in service-learning courses (Part I). LOEX Quarterly, 38(1). Retrieved from
http://commons.emich.edu/loexquarterly/vol38/iss1/5
Herther, N. K. (2008). Service learning and engagement in the academic library: Operating out of the box. College & Research Libraries News, 69, 386-389.
Retrieved from http://crln.acrl.org/content/69/7/386.full.pdf
Janke, R., Pesut, B., & Erbacker, L. (2012). Promoting information literacy through collaborative service learning in an undergraduate research course.
Nurse Education Today, 32, 920-923. doi:10.1016/j.nedt.2011.09.016
Riddle, J. S. (2003). Where's the library in service learning?: Models for engaged library instruction. Journal of Academic Librarianship, 29, 71-81.
Watts, M. (2006). Becoming educated: Service learning as mirror. In C. Gibson (Ed.), Student engagement and information literacy (pp. 33-54). Chicago, IL:
Association of College and Research Libraries, American Library Association.
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 8
www.okanagan.bc.ca/ilt
As a teacher of French as a second lan-
guage to adult learners, I have had the op-
portunity over the years to use different
methods of instruction. Interestingly, I have
found that all these methods acknowledge in
some way or other the importance of learn-
ing through experience. What is even more
interesting, though, is that long before I ever
used any of these methods, life had actually
taught me the importance of learning by
doing, or more precisely, the importance of
experiential education in the field of lan-
guage instruction. Let me explain.
I immigrated to Canada when I was ten
years old. My family settled in English-
speaking Toronto. Though I did not speak
English when I arrived, within the span of a
year, I became fluent in that language. This
was made possible thanks to experiential
learning in the purest sense! That is to say, I
experienced English in the real-life situations
of the street where I made friends with my
Canadian peers, played sports with them,
and learned to survive in and outside of
school. Indeed, so experiential was my learn-
ing that I don’t even remember learning Eng-
lish. It happened ever so naturally, my young
mind picking up from everyday situations the
language skills I needed to survive in my new
country. My life lesson did not stop there,
though. I also got to see first-hand the failed
product of traditional non-experiential lan-
guage training.
When I entered grade nine, I encountered
French teachers for the first time. To my great
surprise these teachers did not speak French.
They could spell words, construct sentences,
and conjugate verbs alright, but they could not
speak French. They lacked the fluency and
second-nature spontaneity of the native
speaker. They were the product of the tradi-
tional grammatical approach which empha-
sized writing over speaking and studied
French as if it were a dead language instead
of a living one. Consequently and most unfor-
tunately for my classmates, that was also the
way they taught French in their own classes.
The end result was that the study of French
had little relevance for many students and
nobody, whether teacher or student, believed
that the public school French program
would make students fluent in French.
I think most experienced teachers, be they
traditionalists or innovators, know that any
teaching requires an experiential compo-
nent if students are to learn in a deep and
meaningful way. It has taken time, howev-
er, for experiential education to become
widespread. I suspect that the reason for
this lies in the many implications that expe-
riential education carries with it. For exam-
ple, experiential education is education for
and by the student, which relegates the
role of the teacher to that of a facilitator or
worse to that of an assistant. This trans-
formation of teacher into facilitator has
required a philosophical reorientation.
Therefore, teachers as facilitators have
only today found their place, namely in our
liberal societies where authority figures are
no longer adulated.
Experiential Education: Some Personal Comments By Fred Van Winckel, French Instructor, Continuing Studies, Penticton
“‘Experiential [learning] is a philosophy and methodology in which educators purposefully engage with students in direct
experience and focused reflection in order to increase knowledge, develop skills, and clarify values.’ (Association for
Experiential Education, n.d.). Experiential learning is also referred to as learning through action, learning by doing, learning
through experience, and learning through discovery and exploration, all which are clearly defined by these well-known max-
ims:
● I hear and I forget, I see and I remember, I do and I understand. ~ Confucius, 450 BC
●Tell me and I forget, Teach me and I remember, Involve me and I will learn. Benjamin Franklin, 1750
●There is an intimate and necessary relation between the process of actual experience and education. John Dewey,
1938”
(Northern Illinois University, n.d.) Association for Experiential Education. (n.d.). Retrieved from http://www.aee.org/
Furco, A. (1996). Service-learning: A balanced approach to experiential education. In Taylor, B. and Corporation for National Service (Eds.),
Expanding Boundaries: Serving and Learning (2-6). Washington, DC: Corporation for National Service.
I think most experienced
teachers, be they traditional-
ists or innovators, know that
any teaching requires an
experiential component if
students are to learn in a
deep and meaningful way.
Experiential Learning: A Definition
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 9
www.okanagan.bc.ca/ilt
As a social constructivist educator, I value
making learning engaging and meaningful to
the individual learner and the community in
which they live. However, how to create
meaningful language learning activities and
experiences for adult immigrant English as a
Second or Additional Language (ESL/EAL)
learners is a question I pondered each time I
planned a lesson. To this end, I would
schedule guest speakers and field trips.
Then one day as I was fulfilling my admin-
istrative duties as a coordinator for the
ESLSAP (English as a Second Language Set-
tlement Assistance Program) tutoring pro-
gram at the Salmon Arm campus, in which I
would match ESL/EAL learners with tutors, it
occurred to me that I should turn the volun-
teer tutor premise around. I imagined having
learners volunteering in their community
rather than having volunteers come to them.
Hence, the search for a service learning
opportunity began.
Serendipitously, as I was looking for a ser-
vice learning opportunity, Okanagan College’s
Salmon Arm campus was in desperate need of
a food service provider after a year solely rely-
ing on vending food. I jumped at the chance
to fill this authentic need in the community
where the learners would have the opportunity
to be reciprocally valued. Okanagan College,
particularly Salmon Arm’s campus staff and
fellow learners along with Deb Peterson and
Brad Pointek from Ancillary and Business Ser-
vices, were immeasurably supportive of
this service learning venture.
During this time I was also working on
my Master of Arts degree at UBC, and thus,
ceased this opportunity to research the
lived experiences of the learners who vol-
unteered at the Multicultural Café. The tag
line for the Multicultural Café was an ex-
tension of Okanagan College’s mission
which was “Transforming lives and com-
munities one cup at time.” This research
project not only transformed many of those
involved, but it also transformed me
through the writing of my Master’s thesis
one word at a time.
The Multicultural Café: The Perceived Impacts of Volunteering in a Service
Learning Platform from the Perspectives of Adult Learners of English as a Second or
Additional Language (Thesis Summary and Abstract) By Tracy Riley, Adult Literacy Fundamental Instructor, Salmon Arm
This study investigates how adult
immigrant English Language
Learners (ELLs) invested in a
service learning experience of
volunteering for a small non-profit
food service business at a local
community college can facilitate
a connection to the community
whereby increasing perceived
language skills and confidence.
Multicultural Café—Thesis Abstract
This qualitative study explores the perceived impacts of volunteering in a service learning platform from the
perspective of immigrants, who are also adult learners of English as an Additional Language (EAL), or English as
a Second Language (ESL). This study recognizes that the goal of learning English for immigrants is to be able to
converse, connect, and contribute as a valued community member.
The hegemonic practice of sequestering newcomers and immigrants into language training classes can
further their linguistic and social isolation and marginalization by restricting their access to authentically engage
with English speakers in their community. This study investigates how adult immigrant English Language Learn-
ers (ELLs) invested in a service learning experience of volunteering for a small non-profit food service business at a local community
college can facilitate a connection to the community whereby increasing perceived language skills and confidence.
For this study, ten adult immigrants who speak ESL or EAL participated. The data was collected from a questionnaire, an individual
interview, and a focus group. The results revealed three themes pertaining to the social, personal, and transformational realms of learn-
ing. The social realm aligned with a sociocultural perspective in which social and cultural capital, bridging and bonding capital, communi-
ties of practice, and communities of contribution are highlighted. The personal realm reveals the significance of the affective-emotional
aspects of language learning alongside agency and positive identity construction.
Finally, this study reveals a connection between service learning and transformational learning. The overall conclusion of this study
determines that service learning can be a meaningful endeavour for adult immigrants because it has the potential to transform marginal-
ized voices into valued voices as they connect and contribute community. Online PDF http://circle.ubc.ca/bitstream/
handle/2429/51588/ubc_2015_february_Riley_Tracy.pdf?sequence=1
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 10
www.okanagan.bc.ca/ilt
Case-based
learning (CBL)
has been a
predominant
pedagogical
method of
teaching in
the health
care professions, and there are many claims
for the effectiveness of this teaching strate-
gy. Some educational institutions, such as
McMaster University and others, have em-
braced CBL as a primary method of delivering
education. I recently began to wonder, “What
evidence is there to support these beliefs?”
Fortunately, an excellent peer-reviewed sys-
tematic review was published recently, aimed
at trying to help answer this question
(Thistlethwaite et al., 2012).
The authors of this article independently
reviewed and graded 176 publications from
1965 to 2010 for their scientific rigor and
quality. The authors were unable to do a
meta-analysis due to varying methodologies.
From the 104 articles that qualified, the au-
thors then examined and discussed the defi-
nition of CBL, methods of practice, learning
outcomes, and the effectiveness of CBL.
Further, the authors also described best-
practice guidelines for incorporating CBL in
the classroom. The results of the study indi-
cated that students enjoy CBL, and felt it en-
hanced their learning. Case-based learning
appeared to foster effective learning in small
groups the most, but whether this is due to
the method of delivery or the positive effects
of group work was unclear. Overall, the data
examined was inconclusive as to the effective-
ness of case-based learning compared with
other learning strategies.
As an instructor in the Therapist Assistant
program, I frequently incorporate case-based
learning. In a recent lab I
used clinical simulations to
help students learn and
contrast the role of the
physical therapist and the
physical therapist assistant
in private practice. At the
end of class, I asked stu-
dents for written feedback on their learning
experience. Some notable student comments
included the following: “makes it more real-
istic and much more applicable to the real
world” “makes sense by putting in context,
i.e., the big picture” “easier to remember”
“helped further my understanding” and
“makes me feel well prepared for real life
situations.” The overall impression from the
students is there is good face validity for case-
based learning in the classroom and the stu-
dents saw CBL as relevant to the real world
and their future work. The students ap-
peared visibly more engaged by active
discussion and questions. These com-
ments and observations appeared con-
sistent with the results of the study in
terms of increasing motivation for learning
and student engagement.
The results of the systematic review
were inconclusive in terms of the learning
outcomes of CBL; however, many of the
measures used in these studies may be
related only to
recall and reten-
tion, rather than
development of
critical thinking
and problem
solving skills,
which is where I
think case-based learning really excels.
Another important variable in CBL is the
student’s individual learning style, with
some students responding better to this
method of learning than others. The au-
thors of this article recognize in their sum-
mary that rather than comparing outcomes
for didactic style of teaching to CBL, it may
be more important to better understand
the underlying mechanism by which stu-
dents learn through case-based learning.
Reflections on the Effectiveness of Case-based Learning in the Health Professions An Article Review By Darrell Skinner, Instructor, Therapist Assistant Program, Kelowna
Case-based learning (CBL) has been
a predominant pedagogical method of
teaching in the health care professions,
and there are many claims for the
effectiveness of this teaching strategy.
Some educational institutions, such as
McMaster University and others, have
embraced CBL as a primary method of
delivering education.
Thistlethwaite, J.E., Davies, D., Ekeocha, S., Kidd, J.M., MacDougall, C., Matthews, P., Perkis, J., Clay, D. (2012). The effectiveness of
case-based learning in health professional education. A BEME systematic review: BEME Guide No 23. Medical Teacher. Retrieved
from http://informahealthcare.com/doi/pdf/10.3109/0142159X.2012.680939
Service Learning : A Definition
"Service-learning has been used to characterize a wide array of experiential education endeavours, from volunteer and community service
projects to field studies and internship programs.” (Furco, 1996).
Association for Experiential Education. (n.d.). Retrieved from http://www.aee.org/
Furco, A. (1996). Service-learning: A balanced approach to experiential education. In Taylor, B. and Corporation for National Service (Eds.),
Expanding Boundaries: Serving and Learning (2-6). Washington, DC: Corporation for National Service.
Northern Illinois University, Faculty Development and Instructional Design Center. (n.d.). Experiential learning. Retrieved from
http://www.niu.edu/facdev/resources/guide/strategies/experiential_learning.pdf
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 11
www.okanagan.bc.ca/ilt
In the first year of
the BSN Program,
students engage in an
entrance-level family
“Health and Healing”
class initiative with a
focus on chronic ill-
ness. Members of a
host family are inter-
viewed twice to gain a
basic understanding of family functioning
when a member has a chronic disease or
disability. Theoretically-based class instruc-
tion is combined with an experiential learning
component. The learning outcomes of this
course include exploring theoretical concep-
tual frameworks in relation to health assess-
ment; understanding family development
stages; experience of interviewing, develop-
ing relationships and collaborating with fami-
lies; and a beginning practical knowledge of
accessing community resources to support a
host family (NSGU 121 Syllabus, 2015).
The Calgary Family Assessment Model is
the theoretical approach to family assess-
ment; this model provides guidance, for an
approach to and a process to follow, for a
family interview (Wright & Leahey, 2013).
Theories that underlie the model include
Postmodernism, Systems, Communication,
Change, and Biology of Cognition, which pro-
vide the evidence-informed basis for effec-
tive family interaction (Wright & Leahey,
2013); the model includes the theoretical and
practical knowledge to carry out effective fam-
ily assessments and interventions. The stu-
dents learn how to ask “key” questions to
obtain relevant information; to develop
“healthy” relationships; to apply course con-
cepts such as informed consent, confidentiali-
ty, and empathy principles (samples); to locate
community resources that may assist their
host family; and finally, how to appropriately
terminate a relationship with members of their
host family. The students had previously en-
gaged in a “relational nursing practice” class
(NSGU 113, 2014) whereby “relational prac-
tice principles” such as caring, empathizing,
and presencing were learned as foundational
to the family interview sessions (Doane &
Varcoe, 2015).
The experiential learning component in-
volves interviewing family members to obtain
“structural” data about the family unit, includ-
ing the “subsystems” of the family
(composition, gender, rank order, boundaries,
etc.), together with the “functional” aspects
including communication between family
members, power and influence of mem-
bers, and problem-solving abilities as ex-
amples (Wright & Leahey, 2013). Follow-
ing the interviews, the students then ac-
tively source community resources that
could be of assistance to their host family.
Upon the completion of the family inter-
view project, the students are to offer the
family a Genogram” (Duhamel & Campa-
gna, 2000) that was constructed for them
(based on the structural interview infor-
mation) in addition to presenting them with
relevant community resources.
From an anecdotal standpoint, the stu-
dents have expressed that applying the
learned theory to a real family assists the
students to assimilate the knowledge bet-
ter and feel more comfortable in this role.
According to nursing researchers Benner,
Sutphen, Leonard, and Day, (2010), stu-
dents will synthesize the knowledge more
effectively if the classroom and clinical
teaching are more integrated. These same
authors have found evidence to show that
when nursing educators assist students to
bring forth the theoretical knowledge with-
in the practical application of their experi-
ences, the learning is better synthesized
(2010).
Family “Health and Healing” and Experiential Learning
By Carolyn Hawes, BSc Nursing, Kelowna
Students have expressed
that applying the learned
theory to a real family assists
the students to assimilate the
knowledge better and feel
more comfortable in this role.
References
Benner, P. Sutphen,M., Leonard, D., & Day, L.. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.
Doane, G. H., & Varcoe, C. (2015). How to nurse: Relational inquiry with individuals and families in changing health and health care
contexts. PA.: Lippincott, Williams & Wilkins.
Duhamel,F. & Campagna, F.(2000).Family genograph. Montreal: Universite de Montreal, Faculty of Nursing. Retrieved from
www.familynursingresources.com
Wright, L. M., & Leahey, M. (2013). Nurses and families: A guide to family assessment and intervention. (6th ed.) PA: F.A. Davis Company.
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 12
www.okanagan.bc.ca/ilt
“Service learning is a form of experiential
education in which students engage in activi-
ties that address human and community
needs together with structured opportunities
intentionally designed to promote student
learning and development” (Jacoby, 1996,
p.5). I first incorporated service learning
widely into my teaching practice in the sum-
mer of 2007 when I piloted a brand new
course in the Okanagan School of Business
called Social Entrepreneurship. It was also a
teaching approach I felt addressed common
critiques of business and management edu-
cation such as isolationism, functionalism, a-
theoretical and transactionally focused, and
a preoccupation with shareholder wealth
(see Godfrey, Illes & Berry, 2005; Papa-
marcos, 2005; and Steiner & Watson, 2006).
Godfrey, Illes & Berry’s (2005) framework
for effective service learning was adopted for
the social entrepreneurship course:
●Reality(real issues in a community setting)
●Responsibility (student management of a
30-hour community project with a nonprofit,
charity, or social enterprise partner)
●Reflection (opportunities for continuous
and meaningful contemplation)
●Reciprocity(reciprocal learning relationship)
Since 1997, over 190 projects with ap-
proximately 100 community partners have
been completed in the Social Entrepreneur-
ship course (with assistance from Professors
Laura Thurnheer and Dr. Sheilagh Seaton).
The benefits of service learning are multiple
and include the following:
● Addresses real-life issues and challenges
● Provides opportunities for students to grow
professionally and personally
● Engages multiple learning styles
● Broadens students’ perspectives of work-
place and community
● Encourages students to become socially
responsible and engage in moral actions
● Enhances student career opportunities
● Allows for meaningful contributions to or-
ganizations often challenged with limited re-
sources
Here is one comment from a past student :
I have incorporated service learning into
other courses I teach, and it is deeply embed-
ded in the extensive community outreach
which the Enactus students conduct and
which so profoundly has addressed critical
needs in our own region. The richness of
student experience, significant outcomes, and
deep relationships that have developed
through this pedagogical approach have
been the highlight of my academic career.
But I must finish with a caveat. I believe
there are critical success factors for effec-
tive service learning execution. Three key
aspects include positive and developed
community connections, significant and
consistent administrative support, and a
willingness and capability to “manage the
triangle” of client, student and professor
inter-
actions. I truly believe students in the
social entrepreneurship course have
learned to embrace a new “lens” which
has brought curiosity, motivation, aware-
ness, and relevance and has contributed
to a more informed and community-
centred student. And this would not be
possible without the integration of service
learning.
How Service Learning Has Enhanced My Teaching Practice By Kyleen Myrah, Business, Kelowna
Service learning is a form of
experiential education in which
students engage in activities that
address human and community
needs together with structured
opportunities intentionally
designed to promote student
learning and development.
(Jacoby, 1996).
References:
Godfrey, P.C., Illes, L.M., & Berry, G.R. (2005). Creating breadth in business education through service-learning. Academy of Management Learning &
Education, 4(3), 309-323.
Jacoby, B. (1996). Service-learning in today's higher education. In B. Jacoby (Ed.), Service-learning in higher education,3(25). San Francisco: Jossey-Bass.
Papamarcos, S.D.(2005). Giving traction to management theory: Today’s service-learning. Academy of Management Learning & Education, 4(3), 323-335.
Steiner, S. & Watson, M.A. (2006, December). The service learning component in business education. Academy of Management Learning & Education,
5(4), 422-434.
NB. Myrah’s article in this issue of Enhancing Learning and Teaching was adapted in part from: Myrah, K. (2009). Using a service learning approach to teach
students about social entrepreneurship. Entrepreneurial Practice Review, 1(1), Autumn, 4-23.
Social Entrepreneurship students Kelly Stone
and Arianne Summach (winter 2014) partner
with Inn From the Cold to raises awareness of
the experience and personal face of homeless-
ness. To view the video please go to:
http://vimeo.com/88684460
“The opportunity to learn about Social Entrepre-
neurship in BUAD 309, was very inspiring and
motivating. The course allowed me to bridge the
divide between business and the nonprofit/public
arena. The need for business skills in the nonprofit
sector is so great; this course highlighted that for
me and ultimately moved me to pursue a career in
the nonprofit sector. In addition to impacting my
career, this course also encouraged me to get
more involved in the community as a volunteer. I
am now very involved in Junior Chamber Interna-
tional which is building momentum to ignite volun-
teerism and giving in the next generation of young
professionals.” Lindsay Phillips, Training & Men-
toring Coordinator, Women’s Enterprise Centre.
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Winter 2015 page 13
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I contend that we teachers can structure
“real world” experiences to advance student
learning within the seemingly narrow con-
fines of our classrooms. Whereas experien-
tial education (a.k.a. trial and error, learning
by doing, experienced-based learning, and
service-based learning) tends to concentrate
on actual experience ranging from field trips
to internships, I believe that encouraging
discussion and critical reflection on news
events, personages, and issues constitutes a
valuable “real-world-like” alternative.
How can teachers become experience
providers inside the four walls? In my regu-
lar “In the News” segments at the top of
most classes, I emphasize the core compo-
nents of experiential learning; namely, stu-
dents’ contact with the environment, partici-
pation and varied forms of interaction be-
tween student, and teacher/other students/
environment. Selecting news stories analo-
gous to the real-life situations students might
face is complementary to other experiential
learning techniques (e.g., role plays and sim-
ulations, generating scenarios, reporting on
case studies, reflections journals, and invit-
ing guest speakers).
The Teacher’s Role
David Kolb’s (1984) Learning Cycle model
of experiential learning, reveals the repeata-
ble steps to learning defined as the process
of developing knowledge through the
“transformation of experience” (p. 38), mean-
ing the translation of new conceptual under-
standings into “actionable” knowledge applied
to new experiences. (Kolb’s Learning Cycle)
Central to successful experiential learning, of
course, is the teacher’s role in structuring,
monitoring, and evaluating whether the
“experience” we’re stimulating in class meets
our pre-established learning outcomes. My
general learning outcomes include increasing
knowledge, developing skills, clarifying values,
and applying disciplinary knowledge to real-life
problems. More specifically, I use the “In the
News” discussions to attain the following
learning outcomes.
1 - Instilling a Sense of Civic Duty and
Democracy in Action:
Critically reflecting upon others’ “real-life”
actions or problems can develop good, active
citizens who are aware of local, national, and
global issues. Student dialogue helps stu-
dents to develop their own voice, to build re-
spect for other opinions, and to practice
“democracy in the classroom” (Brookfield and
Preskill, 2005).
2 - Critical Thinking: Students should be
encouraged to critically reflect on real-world
situations both in terms of the outcome
(e.g., finding solutions) and the processes
of attaining an outcome (e.g., collaboration,
sharing ideas, building consensus, ques-
tioning assumptions, and understanding
contexts). That students might come to
realize the reality of complexity, uncertain-
ty, ambiguity (i.e., differential interpreta-
tions or representations of events) consti-
tutes a core learning outcome.
3 - Exposing Privilege and Power Relations:
Students can be taught that they can use
their acquired post-secondary skills,
knowledge, and attitudes to help others
who may have less privilege than them-
selves, while becoming aware of the power
relations inherent to helping others.
4 - Affective Learning and Instilling a Sense
of Responsibility: Discussion of news
events should be made personal or rele-
vant to the students and activate both cog-
nitive-based problem solving skills and
affective learning people skills. Ask ques-
tions like “How does this situation (e.g.,
police harassment, income inequality, hu-
man rights abuse, or environmental disas-
ter) make you feel?” “What would you do
in this situation?” “Are you responsible for
the poverty/oppression/inequality that
exists today?” Experience is inextricably
linked to the notion of personal responsibil-
ity, which in turn might motivate some of
our students to become involved in their
communities.
Experiencing the “Real World” within the Classroom By Linda Elmose, Political Science , Vernon, Kelowna, Salmon Arm
References Brookfield, S.D. & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisc, CA: Jossey-Bass.
Kolb, D.A.(1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Cartoon Image: “Frank and Earnest” by Bob Thaves & Tom Thaves. Oct.10, 2013. Image No. 103405.
I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G
I L T I N F O L I N K S
Winter 2015 page 14
As part of its mandate to support dialogue amongst peers and to enhance the practice of learning and teaching the ILT publishes three
issues of its newsletter a year (Winter, Spring, and Fall). All employees of Okanagan College are encouraged to contribute.
Thank you to each of the authors for your valuable contribution to this issue of Enhancing the Practice of Learning and Teaching.
The thought, expertise, and time that has gone into creating the end product is appreciated.
ILT Newsletter Production Team Publication Date: 18/02/15
Managing Editor: Darrell Skinner [email protected]
Copy Editor + Distribution: Michael Orwick [email protected] (Articles are submitted to Michael Orwick for editing)
Design/Layout Editor: Jennifer Sigalet [email protected]
ILT Newsletter Committee Chair: Jennifer Sigalet [email protected]
For more information about the ILT Newsletter: http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html
ILT Educational Programs http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Educational_Programs.html
ILT Events Page http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Events.html
ILT Events Registration http://www.okanagan.bc.ca/ilt/events
ILT Fellows http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Meet_the_Fellows.html
ILT Mission Statement http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Mission_Statement.html
ILT Newsletter http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html
ILT Resources LibGuide http://libguides.okanagan.bc.ca/ILT
ILT Website http://www.okanagan.bc.ca/ilt
I L T N E W S L E T T E R C O N T A C T S
www.okanagan.bc.ca/ilt www.okanagan.bc.ca/ilt
TOPIC SPEAKER LOCATION DATE
The Library and Moodle Roen Janyk All Campuses January 2015
Teacher as Leader in the Classroom Roberta Sawatzky Kelowna January 2015
Effective Workplace Communication Kim Pflieger Kelowna Thursday, February 12th
12 pm – 1 pm
Invest a lunch break to advance
your career in Education
Royal Roads
University Kelowna
Tuesday, February 24th
12 pm – 1 pm
Cancer Prevention Karen Barnstable Kelowna Thursday, March 5th
12 pm – 1 pm
Sustainable Living –
What’s in it for you? Rob St. Onge Kelowna
Monday, March 9th
12 pm – 1 pm
Sustainable Living –
What’s in it for you? Rob St. Onge Vernon
Tuesday, March 10th
12 pm – 1 pm
Sustainable Living –
What’s in it for you? Rob St. Onge Salmon Arm
Thursday, March 12th
12 pm – 1 pm
Sustainable Living –
What’s in it for you? Rob St. Onge Penticton
Friday, March 13th
12 pm – 1 pm
Results from the
Student Satisfaction Survey Jan O’Brien Kelowna
Tuesday, March 17th
12 pm – 1 pm
I L T L U N C H A N D L E A R N S - W I N T E R 2 0 1 5
N E W F O R M O O D L E ! A V O I D I N G P L A G I A R I S M T U T O R I A L & O P T I O N A L Q U I Z
To address concerns that many students don’t adequately understand what constitutes plagiarism, the Library has developed a tutorial to
help students learn about completing their work honestly. The tutorial incorporates videos, scenarios and short practice questions and takes
around 35-40 minutes to work through. It is openly accessible from the library’s website. http://libguides.okanagan.bc.ca/avoidingplagiarism
The Library has developed a short quiz to assess students’ knowledge after viewing the tutorial. Instructors may import the quiz into
their Moodle courses.
To add the quiz to your course, please contact Lindsay Willson, Business Liaison Librarian and Ben Harrison, Librarian, Kelowna
After they have enabled you to select the quiz in Moodle, complete the following steps:
1 - Open your course Moodle page 4 - Click Continue
2 - In the Settings block at the left click Import 5 - Include only Activities and click Next
3 - Click on the OC Plagiarism Quiz as the course you 6 - Check only the quiz that you would like to import and
would like to import from 7- Click Perform import (may take a few minutes)
ONLINE Registration for ILT Events: http://www.okanagan.bc.ca/ilt/events