ExperiencED

Mary Churchill, Jim Stellar, Adrienne Dooley
  • 5.0 (2)
  • EDUCATION

The ExperiencED podcast explores the process of learning from direct experience in all of its forms. We believe that experiential education is a strong complement to learning from a traditional academic curriculum. Experiential learning is particularly effective at informing students about their potential career paths and bridging the common gap between classroom-based skills and skills that are most practical for the workplace. Perhaps more importantly this approach is effective in broadening a student’s world view and increasing their capacity for humanity. Episodes offer a variety of interviews and conversations with individuals who bring unique perspectives on the importance of experiential education. Hosted by a multidisciplinary team: Jim Stellar (behavioral neuroscience), Mary Churchill (sociology), and Adrienne Dooley (education practitioner) We see experiential education as taking advantage of the fact that the brain functions on two levels: the first being conscious knowledge and the second being unconscious knowledge based on instinct and feeling. This division in decision-making is both newly recognized in the field of neuroeconomics and long recognized in the writings of philosophers, e.g. Blaise Pascale – “The heart has reasons of which reason does not know.”

  1. 04/30/2024

    6.2 David Kil, Data analytics, causal AI, and its application to university experiential education understating of outcomes and potential ranking

    Topics discussed in this Episode include: David’s origin story as an electrical engineering major (who liked chemistry) but also got interested in people and took an MBA degree at night. He worked in the defense industry in signal processing and then at Humanna analyzing medical issues with predictive outcome analytics. This led to an emphasis on human interactions and even empathy from the medical providers in successfully helping patients on their health care recovery journey.David met Jim first at CUNY and then at SUNY where they worked together on tying together the salary data from the New York State Department of Labor with the enrollment and major data from several SUNY universities about 10 years ago, particularly focusing on the presence of an internship in that program in the university.Discussion of data analytics, AI, and the need for causal inferences from AI and not just outcome measures to improve student graduation success and career success after graduation, possibly involving experiential education.Discussion of causal insights from data analytics, particularly AI and its application to helping students and families choose the right higher education institution for them taking into account a wide range of variables. Ending discussion of how the world is changing and how causal AI can partner with humans to help with decisions (like college selection) that lead to outcomes.Resources discussed in or related to this episode: https://cmlinsight.com/https://www.usnews.com/best-colleges/rankings/national-universitieshttps://en.wikipedia.org/wiki/Experiential_education

    24 min

  2. 04/16/2024

    6.1 Jennifer Mulvihill, Cybersecurity Instructor at CUNY who brings experiential education principles into the classroom

    Topics discussed in this Episode include: Jennifer’s origin story focusing on how the study of Spanish in college helped lead her into law school for intellectual property and how that led to trademark infringements and cybersecurity.A deeper dive into the development of her interests in volunteering even to learning to knit during COVID and making scarfs for service people.Turning to teaching, a discussion of the importance of education especially to underserved populations such as attend CUNY (The City University of New York). A focus is on building a sense of purpose in this field to which these students respond. That inspires them and even though they have challenging lives, they show up.The field of cybersecurity is important here as it has high relevance to them and to New York city in which they live.The role of taking roles in the classroom in mock companies, which is part of her teaching, allows them to see themselves in those roles and as experts, certainly much beyond what the average person knows about cybersecurity.That translates into an feeling of excellence in themselves such as when she has them make cybersecurity posters and put them up in their neighborhoods to help warn people particularly during cybersecurity month in October. Given the size of the class, there are typically examples right there of student who have been victims of cybersecurity attacks.Finally, she discusses how cybersecurity should be a collaborative field without egos and, importantly, with room for such students. She uses the works “art of protecting” and they resonate, even to the point of protecting themselves not only from cyber-attacks but in general, and that helps to produce a real-world, experiential, motivation that drives their performance.Resources discussed in this episode: https://www.infragard.org/https://www.iq4.com/https://hunter.cuny.edu/https://guttman.cuny.edu/

    22 min

  3. 12/05/2023

    5.3 Stephanie Doscher, Director, Office of Collaborative Online International Learning, Florida International University

    Topics discussed in this Episode include: Dr. Doscher tells her development story of how she came to direct COIL at FIU and how global learning found her but she found COIL. She also has an interest in systems thinking, but that is for another podcast.A good discussion followed of the COIL methodology of teaching a project-based module in courses in two institutions where one is located outside the US and a project is executed between the two groups of students in separate classes led by two faculty.  The basic framework was developed by Jon Rubin, founder and former director of the SUNY COIL Center as its “godfather.” At FIU, COIL is seen as supporting their initiative to act to improve collective well-being globally while providing global growth benefits to the students and to faculty who teach the courses.While COIL allows students to get an international experience on campus in a class without the financial burden of travel, the main benefit is seen in peer collaboration with diverse populations around the world. That collaboration is transformational and leaves the students with important growth, skills, maturity, and inspiration.In some ways, a COIL experience can be more impactful than study abroad or even cooperative education (co-op) abroad where the student may not have to work closely with peers and likely does not have to navigate online co-working tools.The success of a COIL experience leaves students more mature, able, and experienced and that can turn into motivation as well as lead to employment. Some students seek more language training and often they say they learned not only about others but about themselves. This applies to students who may have a language at home other than English but have not yet applied it to working in that language with other native speakers who are the same basic age.In some ways the collaboration part of COIL can exceed the experience of co-op even though that typically involves being at a workplace. Or it could support co-op and even be combined successively with it.The podcast ended with a discussion of a “mission to help create a world of globally connected learners” at FIU, and how Dr. Doscher’s office works with their own faculty and students and those from other institutions domestically and around the world.Resources discussed in this episode: https://www.fiu.edu/https://global.fiu.edu/coil//The Guide to COIL Virtual Exchange Making Global Learning Universal: Promoting Inclusion and Success for All StudentsMaking Global Learning Universal podcastAshokaU Changemaker CampusMusic Credits: C’est La Vie by Derek Clegg

    33 min

  4. 11/13/2023

    5.2 Norah McRae, Associate Provost, Co-operative and Experiential Education, University of Waterloo

    Topics discussed in this Episode include: Dr. McRae’s development academically and administratively around the idea of experiences outside the classroom as an important part of transformational learning of students, which is part of her research interest, and is part of her current roles at the University of Victoria and as the head of WACE.She reviews some of the aspects of the first move of the WACE secretariate to Waterloo, Canada from its previous home in the USA. And she talks about the special role WACE plays in the world as the only international organization supporting WIL/Co-op that promotes the network-of-network idea with national organizations and individual universities around the world.One of WACE’s primary activities is to hold World Conferences alternating with Research Symposia around the world.  The last World Conference last June (2023) was at Waterloo and Dr. McRae reviews what it was like, especially having it at her home University. The next Research Symposium in 2024 will be at Trollhättan in Sweden.In addition to conferences and working with the network-of-networks, WACE is sponsoring a program with a company, Practera, called the Global Challenge Program. It features students from multiple international universities coming together on-line to solve the problem of another entity in a short time, giving them some global experience when they might not be able to travel abroad.We ended on a discussion of how WIL/Co-op and her University at Waterloo must leverage ideas from all over the world to keep fresh and current this form of transformational experiential learning.Resources discussed in this episode: https://uwaterloo.ca/https://waceinc.org/https://waceinc.org/gc-key-dateshttps://practera.com/Music Credits: C’est La Vie by Derek Clegg

    30 min

  5. 10/31/2023

    5.1 Nicole McLean, Senior Vice President of Strategic Partnerships, InStage

    EPISODE NOTES Topics discussed in this Episode include: The origin story of Nicole McLean and InStage in building a safe interactive simulation operation where people (e.g. college students) can practice on-line a variety of presentation soft-skills with avatars and get feedback before going out for the first internship or cooperative education experience.The analogy to sports and leveling the playing field is discussed as a metaphor for the importance of practice to proper execution and success at interviews. This is particularly true for young students who lack practice and may come from underserved populations where that practice is less available.The amount of practice is discussed and how much or little time with the avatars is required. Sometimes as little as 15 minutes is all that is needed, but others do more. The key is marrying the technical knowledge from classwork to the soft-skills needed to present the student to an employer for the work-based experience they seek.The power of this approach to uplift students tripped off a conversation about the interviewer’s field of practice, Speech Pathology. and how health professions in general rely on experiences and how this could change student progression into this field.Some students report a great advantage in using the InStage system and wish they had had it earlier to boost their careers. The conversation turned back to leveling the field among those with learned skills but who did not have the chance to practice their soft skills like they can in this online system. They noted a joy that comes from helping – from keeping people from missing out so they can pursue their dreams and communicate effectively.Resources discussed in this episode: https://www.instage.io/Tik Tok video illustrating how it works   Music Credits: C’est La Vie by Derek Clegg

    20 min

  6. 11/16/2021

    4.4 Ricardo Torres, President and CEO, National Student Clearinghouse

    Topics discussed in this episode include: The origin of the NSC,  its involvement in the Comprehensive Learner Record (CLR) and potential incorporation into the LER as a broader documentation that is inclusive of workplace and other skills that drive success after college including employment and further schooling. Having built an ecosystem of trust, the NSC is leading in this next phase of learning documentation.The importance of LER documentation in a skills framework in guiding transitions from school to work, and even back to school. The LER recognizes that skills can be learned in many places, including higher education and industry, which invests a great deal in training. An LER would help industry in finding talent and preventing job placement mismatches, especially now in a time of key job placement shortages. Importantly the LER will help with creating inspiration in secondary and higher education students as they see their potential pathways in college study, internships, etc.The power of the LER in inspiring all students, but particularly those of diverse backgrounds, to be aware of opportunities from education. It starts first with the learner but develops around a community of care centered around the student. Then there is the educational institution itself which can help its student commitment through their envisioning a career path. An LER is particularly important when big industries are looking at student skills, as well as degrees, in making hiring decisions. The LER also helps universities as they try to hold on to their freshman and attract back some of the 36 million students who dropped out of college, 4 million after completing 2 years of college.  It offers universities a way to help understand and account for important prior experiences in the military, work, and other life activities that could be properly integrated toward college completion.   When one thinks about an LER, one realizes two things.  First, many people and entities are needed to successfully guide a student and an LER can help. Second, the LER technology, developed for example in the Indiana Achievement Wallet, also requires partners in all sectors, and that is the journey the NSC is currently undertaking with its partners to make the LER happen.Resources Discussed in this Episode: National Student ClearinghouseState Strategies For Skills And Lifelong Learning Systems (National Governors Association)LER — The Learning and Employment Record for a Skills-Based EconomyMusic Credits: C’est La Vie by Derek Clegg

    36 min

  7. 08/17/2021

    4.3 John Cimino, President of Associated Solo Artists

    Topics discussed in this episode include: John’s interesting early history holding both science and music in his own heart and leading to the discovery of his singing voice and a career in opera including starting with Pavarotti. Then he went on to blossom in his and his team’s inspirational non-profit work with many universities and fortune 500 companies around the world.John’s discussion of the two emotional experiences of his youth - reading Einstein while listening to Chopin. Then, a discussion of his development of a service mission under the remarkable long-term mentorship of Vartan Gregorian starting when the two met while Vartan was heading the New York Public library. That work led to his meeting the interviewer and later doing a Renaissance Center pilot project at the University at Albany, again under Vartan’s enthusiastic mentoring and funding.A deeper discussion of the non-profit work and the idea of using music and reflective programing to set the heart and mind in motion, i.e.to generate and integrate ideas.  Or as John puts it in the interview, to awaken the “potential that lives in our imagination, in our intuitions and the knowledge which sleeps within us.” Again, it is this inspiration that we also see happening in students who complement their academic learning in college with direct work experiences. John’s team uses this inspiration to create a rebalancing or what is sometimes is called a “positive turbulence” to create a new perspective is highly valuable and it begins by playing with thoughts and ideas.In the last major segment, John talks about the ideas of the new Renaissance Center and what it could do after the pilot program that was supported by the Carnegie Corporation of NY.  He stresses the incorporation of a concert of ideas from Creative Leaps International, and discussed the opportunity to work on a project at UAlbany concerned the mission expanding of high-quality creativity in classroom teaching by faculty.Resources Discussed in this Episode: https://www.asoloartists.org/https://creativeleaps.org/https://www.ccl.org/https://www.carnegie.org/ Music Credits: C’est La Vie by Derek Clegg

    36 min

  8. 05/04/2021

    4.2 Karsten Zegwaard, The University of Waikato

    Topics discussed in this episode include: The relatively young University of Waikato and its recent development as a work-integrated learning (WIL) institution in New Zealand.The recent re-organization of Waikato’s administrative structure that served a university-wide commitment to WIL. A discussion of other institutions who made similar broad-based commitments and how they can be implemented. The task of doing this with the faculty and in a time of a pandemic.  And finally, his having the current administrative positions, including in the Vice Chancellor’s office.The origins of the journal, its growth, and how and why it changed its name to IJWIL and how that reset the impact factor calculations.  Also, the changes over this time in WIL research going from largely practitioner-based to include more theory research-based articles as the field developed.The value of the above changes in WIL research and its role in supporting a modern WIL operation that is based on the classical authenticity for the students but now may be broadened in its definition away from just on work placements, particularly as necessitated by the pandemic.  The current research papers incude challenging topics such as assessment especially where WIL is applied broadly.The publication over years of books and handbooks with a flurry of activity happening just now at the journal and in the handbooks, despite the pandemic.How important WIL is not only to the powerful education of students and their ultimate employability, but also under increasing attention from governments and local communities who want higher education to be relevant to and interactive with their needs and how WIL can help to also achieve those outcomes.Resources Discussed in this Episode: https://www.waikato.ac.nz/https://www.linkedin.com/in/karsten-zegwaard/?originalSubdomain=nzhttps://scholar.google.com/citations?user=3hVLkHkAAAAJ&hl=enhttps://www.ijwil.org/https://www.amazon.com/Advances-Research-Practice-Work-Integrated-Learning/dp/036789775X    Music Credits: C’est La Vie by Derek Clegg

    27 min
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The ExperiencED podcast explores the process of learning from direct experience in all of its forms. We believe that experiential education is a strong complement to learning from a traditional academic curriculum. Experiential learning is particularly effective at informing students about their potential career paths and bridging the common gap between classroom-based skills and skills that are most practical for the workplace. Perhaps more importantly this approach is effective in broadening a student’s world view and increasing their capacity for humanity. Episodes offer a variety of interviews and conversations with individuals who bring unique perspectives on the importance of experiential education. Hosted by a multidisciplinary team: Jim Stellar (behavioral neuroscience), Mary Churchill (sociology), and Adrienne Dooley (education practitioner) We see experiential education as taking advantage of the fact that the brain functions on two levels: the first being conscious knowledge and the second being unconscious knowledge based on instinct and feeling. This division in decision-making is both newly recognized in the field of neuroeconomics and long recognized in the writings of philosophers, e.g. Blaise Pascale – “The heart has reasons of which reason does not know.”

Information

  • Creator
    Mary Churchill, Jim Stellar, Adrienne Dooley
  • Years Active
    2019 - 2024
  • Episodes
    21
  • Rating
    Clean
  • Copyright
    © 2019. Mary L Churchill LLC, ExperiencED
  • Show Website
    ExperiencED