Reflecting on Learn by Doing Dr. Kimberly S. Miloch Theresa - - PowerPoint PPT Presentation

Reflecting on Learn by Doing

• Dr. Kimberly S. Miloch

Theresa Lindsay, Ph.D. Candidate Erika Johnson, Ph.D. Candidate

Pioneering Pathways: Learn by Doing

• Historical Context
• Major Components
• Experiential Fellows
• QEP-designated courses
• Experiential Student Scholars
• Selection Process
• Projects
• Reflections
• Showcase & Recognition

QEP Assessment

• Student Learning Outcomes
• Effectively connect classroom theories to real-world experiences through

practical application of knowledge

• Accurately assess knowledge and skills related to personal or professional

goals including collaboration, application, and problem-solving

• Assessments
• F-CAPS (Direct)
• Course/Project-embedded direct assessment (Direct)
• S-CAPS (Indirect)

Your Pre-Reflection

• What purpose do student reflections serve in your experiential

learning program?

• How do you currently use reflections in your programs?
• What role do reflections play in your program assessment?
• How can you link and align student reflections with student

learning outcomes?

• How can you best utilize student reflections in assessment?

Information Sharing – The Old Fashion Way

• Take 5
• Multiplied by 3 = 15 minutes
• Share your responses with your colleagues
• What themes will emerge?
• Exchange contact information

Emerging Themes from Discussion

Reflection Questions

• Personal or professional goals
• Relationship of goals to the specific project
• Anticipated gains in knowledge or experiences as a result of the

project

• Anticipated collaborations with mentor, peers, or other individuals
• Anticipated challenges and plans to overcome them
• Anticipated application of course concepts

Emerging Themes from QEP Reflections

• Experiential Student Scholar Pilot – Summer 2015
• Disciplines
• Education
• Kinesiology
• Health Studies
• Biology
• Biochemistry
• Nutrition and Food Science

Themes – Personal or Professional Goals

• Personal
• Family role model
• Professional
• Discipline-specific
• Career advancement and acquisition of new skills
• Educational attainment
• Research focused and practical application
• Critical thinking
• Overall themes
• Advocacy-focused
• Community-focused, marginalized communities
• Teaching and research

Themes

• Challenges
• Managing time
• Implementing research processes
• Collaborating with mentors
• Applying teaching strategies

Themes

• Collaboration
• Importance of frequent interactions with mentor
• Reliance on mentor for guidance
• Utilization of alternative technologies to communicate
• Teamwork is essential
• Knowledge & Skill Acquisition
• Critical Thinking, Creativity, and Flexibility
• Applying knowledge moving forward
• Overcoming challenges
• Working with community partners
• Advancing research and teaching tools

Themes

• Key Takeaways – Students
• Time management is key
• Collaboration is useful
• Research can be a challenge
• Key Takeaways – QEP
• Continuous improvement
• In process
• In design of reflection
• Assessment
• Reflections add context and value to quantitative instruments (F-

CAPS and S-CAPS)