EXPERIENTIAL EDUCATION PRINCIPLES AND PRACTICE

AED 439/539 and FSHD 439/539

Spring Semester 2004

Wednesdays – 5:00 to 7.30 PM – Social Sciences 114

Nancy S. Huber, Ph.D.

Office: 214 Forbes Building – Telephone: 621-5430

email: nhuber@u.arizona.edu

Purpose: This syllabus provides an overview of the course purpose and plan. The focus is on experiential teaching and learning in a variety of educational settings. The course purpose is to provide a broad overview of participation in and facilitation of experiential learning activities. Experiential education principles and practices are applicable across a wide range of careers and in lifelong learning activities. This course is intended as a vehicle for your exploration of the field.

Course Objectives: As a result of this course, each participant is expected to... 

• develop a broad understanding of the nature and scope of experiential teaching and learning,

• understand the process of designing and implementing experiential learning activities, 

• apply principles of good practice in experiential education, and 

• articulate a personal philosophy for facilitation of experiential education.

Texts:

Apps, J. W. (1996). Teaching from the heart. Malabar, FL: Krieger Publishing Company.
Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston, MA: Allyn & Bacon.
Additional Readings: As assigned from your supplemental reading list.

Requirements:

This course should have meaning for you. Let’s discuss ways in which your learning needs can be met within the framework suggested. Please feel free to email me, call me, drop by my office, see me after class, or schedule an appointment.

NOTE: Students with disabilities who require reasonable accommodations to fully participate in course activities or meet course requirements must register with the Disability Resource Center. If you qualify for services through DRC, bring your letter to me as soon as possible.

Class participation is an essential aspect of this course and lively discussion is anticipated! A variety of learning activities will be explored and modeled which rely on student involvement and, in turn, enhance your range of teaching tools and techniques. Online discussion is also considered as class participation. It should be recognized that participation points are subtracted for missed classes and poor attendance will be reflected in a lower grade.

Reflective writing is a way to keep a personal record of thinking and learning that occurs in a course suchg as this. You are expected to use the time allotted at the end of class for reflection about the course and your reaction to what goes on in class. We will schedule an appointment about midway through the semester to discuss your reflective writing.

Readings for each class are listed in the syllabus and are likely to be supplemented by class handouts. Additional reading should be tailored to your own interests in experiential education. Please read and prepare a report on either two journal articles or one book. Graduate students will review two articles and one book. A bibliography will be made available to you from which to choose your book and the titles listed are available in my library in 214 Forbes. Presentation/discussion time will be allotted during class and will be organized around students’ topics of interest.

As a means to deepen student understanding of the process of experiential education and the nature of the learner/participant, an interview will be required. Graduate students will do two interviews. An outline will be provided to guide your interview.

Undergraduates will develop a ten-page paper describing their personal philosophy of experiential education. Graduate students’ paper will be fifteen pages. Specific guidelines will be provided.

Students will have an opportunity to practice skills and apply concepts discussed in class. Undergraduate students will develop and present a micro-teaching session for the rest of the class. Graduate students will complete a project and present their report during the final class session.

Final examinations are designed to evaluate growth and learning which occurs as a result of the semester’s exploration and assignments. Yours will be a take-home exam which will be made available to you during the last week of class. We will use the scheduled final exam period for discussion of the exam and closure.

Schedule of topics – Spring 2004:

Your responsibility: Integrity is expected of every student in all academic work. Please familiarize yourself with the Code of Academic Integrity which can be found on line at http://info-center.ccit.arizona.edu/~studpubs/policies/cacaint.htm

Grading:

A breakdown of the point value for assignments and their due dates follows:

Please be advised that assignments that are turned in more than a week late will lose up to 15% of the point value.

NSHuber

January 2004