Learning Beyond the Classroom--more notes

Learning outside of the classroom:
Key questions
--How it occurs
--Effective
--What do you learn
--How much how learn
--How learn about opportunities, take advantage
--Assessment
--Why it matters to college, people, community?

Our group included: Chris, Susan, Bridgett, Emily, Kimberly
Does learning happen outside of class – students responded – Yes definitely – writing center major force in learning. Psychology student – alumni mentor major force – helping her connect to “real world”. Helping her chart her future – connect learning to outside context. Meets at Alumni house for variety of assistance, i.e. facilitation in job skills, grad school letters, job shadowing, etc. Emily – find writing center applicable – found out about through class she had with Chris.
Some students involved – some not . Students that are motivated, or “kismet”, relevant. Invitation is important – luck of draw if someone comes to your class. Adjunct component
Does college have an obligation to make sure every student has this type of out of classroom experience. First generation students – don’t know about college experience. Assume that because something is listed, they will find out about it – rather than reaching out. Attaching experiences to class makes it more relevant.
Should there be a way college should measure these experience. Kimb doesn’t know how to measure these experiences – one of the most rewarding experiences of her life – how do you measure this?
Completion of electronic portfolio – Kimb – thinks this would help keeping up with techniology and define their own learning goals and interests. Believes that e-portfolio would help structure learning. Would requirement of e-portfolio bother you – yes and no – might be a great opportunity, helpful to be built into expectations. Facebook brought up as example of students doing this as fun – could e-portfolio look like face book – ie. Westbook, GriffinPage
Extra-curricular connections to personal growth – understanding of other issues – Level of confidence required to get involved in these activities – mixed response –
Motivation – Kimberly wanted to be best could be (internal motivation – towards personal success, feels extremely responsible for the quality of her education). Emily more motivated by her personal interests. Positive experiences and quality of experience motivated to continue participation.
Variety of programs is beneficial.