PROGRAM INVESTIGATION POSTS:  
Angela commented on the Embodied Learning & Social Cognitive Learning blogs;
Debi commented on the Self-Directed, Social Cognitive & Embodied Learning blogs;
Javita commented on the Embodied Learning & Spiritual Learning blogs;
Kathy commented on the Narrative Learning & Spiritual Learning blogs;
Rayla commented on the Narrative Learning & Spiritual Learning blogs. 

Angela researched The Art Institute of Indianapolis,  conducted an interview, wrote the first draft, and submitted a References page as well as contributed to the Table; Rayla researched the main features of the Crossing, conducted an interview, wrote a portion of the  Crossing application & submitted a References page; Javita researched the program description, the program design, who the learners are, the program's purpose & objectives, wrote a portion of the Crossing application, and contributed to the References page; Kathy revised & edited the Art Institute Program Description & Main Features as well contributed experiential learning research to the paper; Debi revised & edited the  Crossing Program Description & Main Features as well as contributed experiential learning research to the paper; Kathy & Debi collaborated on the writing  & editing of the Introduction, Applications, and Table as well as the corrections for in-text citations  & the References page.

Examining the Use of Experiential Learning

Strategies in Adult Education Programs

Angela Britton

Rayla Dawalt

Deborah De Jesus

Javita Johnson

Kathy Ritter

EDAC 634 – The Adult as a Learner

February 19, 2015

Dr. Bo Chang, Professor

Abstract

Two programs located in central Indiana that apply Experiential Learning Theory were investigated. Both programs are educational in composition featuring internship components for its learners. Data was collected through instructor interviews, review of program materials and websites, and documentation of personal experiences. This paper focuses on detailed program descriptions, the main features of each program, and practical applications for adult learning.

     Keywords: experiential, internship

Introduction

            Experiential learning has been investigated by various theorists over the years. According to Kolb (as cited in Cherry, n.d., p. 1), this type of learning can be defined as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.” Within the programs selected for investigation, the adult learners utilize their own specific experiences as learning tools. Each of the learners is given experiential learning opportunities through which knowledge and skills are gained. With personal experiences being placed at the center of the learning process, experiential learning is revealed as dynamic and action-based placing individuals in an interactive process with their environment. According to Benson (n.d.), it is through the interaction of personal experience, reflection, and collaboration that knowledge develops encouraging learning at a high level of self-actualization.

            The main features of this program investigation will emphasize learning as an active and engaging process, learning by participation, and learning through high-level engagement. The focus will consist of hands-on training programs with participants engaging in exploratory and self–directed learning. The importance of a safe and highly collaborative learning environment will be discussed as it relates to interactive learning and sharing of experiences. The initial focus of investigation will be centered on the exploration of the internship component of career preparation at The Art Institute of Indianapolis (The Art Institute) on the northwest side of Indianapolis, Indiana. The second focus will involve both the academic and job training components of learning at the Crossing of Anderson (Crossing) located in Anderson, Indiana. Recurrent themes of experiential learning will be revealed through discussion concerning both programs as well as a table outlining specific features and applications regarding the experiential learning theory.

Program Descriptions

The Art Institute of Indianapolis

            The internship program at the Art Institute is designed for adult learners at the undergraduate level of graphic and web design, photography, interior design, and fashion design. The purpose of the internship program is to improve skills needed to prepare for entry-level positions in the workforce. Students are required to seek an internship in which they will work one hundred hours in their chosen field of study for eleven weeks. Companies participating in the internship program assign students an onsite supervisor who is responsible for evaluating student performance and ensuring competencies outlined in the internship agreement are met with minimal proficiency to provide for successful mastery of designed skills.

 Students participating in the program have completed the first two years of educational study in their chosen field. According to the program’s supervisor, G. Craddock (personal communication, February 4, 2015),

Students are in their junior or senior year in their respective program of study. Their ages can range from twenty to fifty years old. The students meet with the supervising instructor of record once a week and the instructor makes at least one site visit to speak with the student’s employer. The program is designed to acquaint the student with actual working conditions in their respective fields. In some cases, the student may work remotely and follow up with their supervisor via Skype, email or telephone.

The Crossing of Anderson

            The job-coaching program at the Crossing is designed for students from diverse

backgrounds who may be referred from public schools, private schools, home schools, or community agencies (Crossing Educational Center, n.d.). Crossing students may have experienced obstacles such as inconsistent attendance, low grades, or engaged in behaviors deemed inappropriate in mainstream educational settings. The purpose of the job-coaching program is to empower struggling students and help them become contributing members of their communities through faith-based mentoring, academics, and job training.  Students are required to attend school as well as participate in an on-site job training program.  For example, the students at the Crossing of Anderson work at the local Community Hospital.  Every student works with a Crossing job coach who helps students maintain attendance and develop proper work ethics by providing them with mentoring, on-site supervision, and educational assistance with their on-line coursework. In addition, the job coach assists students with problem solving and serves as a liaison when students encounter problems in the workplace (S. Phillipy, personal communication, February 14, 2015). 

Students who participate in the Crossing program obtain credit for both online course instruction and on-site job training. Students attend school Mondays through Thursdays. Each day is divided into two sections. Students who attend the morning session of job training are employed within the dietary services program at the hospital providing assistance with food preparation and cleaning. In the afternoon, the students return to school to complete their online academic work. Students who attend the afternoon session of job training assist with janitorial duties and complete their online coursework at school in the morning. In addition to the online coursework and hands-on job coaching, each day Crossing students are given opportunities to engage in physical education activities and prayer. (S. Phillipy, personal communication, February 14, 2015). These experiences are intended to prepare students for future employment by acquainting them with authentic work conditions and expectations.

Main Program Features

The Art Institute of Indianapolis

            A main feature of the internship program at the Art Institute is students are presented with authentic working experiences in their field of study. Students go through an interview process with the sponsoring company or firm designee. Additionally, a portfolio of student work in graphic or fashion design may be required. Students are encouraged to establish a mentor with whom they can seek advice during their internship (Internship Course Syllabus, 2014). The internship focuses on embodied and hands-on learning experiences. Aligning with this concept, students experience daily tasks and challenges encountered on the job. In many cases, students will experience situations involving interpersonal skills and relationships, communication building among co-workers and supervisors, and workplace conflict, which Kolb has stated (as cited by Cherry, n.d.) leads one to view learning as a process instead of an outcome.

            Another feature included within the internship program is students are required to complete weekly reflections concerning progress made or difficulties encountered along with the documentation of successes or setbacks. Students are also required to write a paper describing any concepts learned outside of the classroom during their internship (Internship Course Syllabus, 2014). Students are continually focusing on their experiences, reflecting upon both the positive and negative aspects of their learning. As John Dewey has stated (as cited in Merriam, Caffarella, & Baumgartner, 2007), this ongoing reflection is a major component of the experiential learning theory.

A third feature of the internship program is frequent assessment and collaboration. Students are assessed at both the midterm and final points of their experience. Grading is completed using a rubric by the workplace supervisor and student in collaboration during a specified time frame of one hundred hours (Internship Course Syllabus, 2014). Strengths and weaknesses displayed by the student are discussed throughout the internship process. Kolb (2005) has cited the practice of ongoing reflection and collaboration helps build the learner’s analytical and problem solving skills. These reflective assessment practices are considered necessary for experiential learning to truly take place (Smith, 2010).

The Crossing of Anderson

            A primary feature of the job-coaching program at the Crossing is its inclusion of knowledge and skill development through hands-on experiences. The Crossing strives to help its students build on their strengths as learners in the classroom as well as employees in the workplace. The educational environment is “tailored to maximize the success of (these) students who have faced obstacles in the past” (Crossing Educational Center, n.d.) by providing embodied, learning by doing activities and experiences. Experiential learning practices allow learners to play on their strengths as well as develop areas in which they are weak (Cherry, n.d.).

            Another feature of the Crossing job-coaching program is the emphasis on teacher-student relationships. Crossing teachers and job coaches strive to build meaningful, trusting relationships with students as a way to combat attendance and behavior issues. Once genuine, trusting relationships have been established, staff is able to model appropriate behavior and guide students’ behavior while “emphasizing character at every opportunity”  (Crossing Educational Center, n.d.). Furthermore, the Crossing’s educational approach encourages frequent communication between job coaches and students as a means of reflecting on their experiences and holding students accountable for their school and workplace choices. According to job coach S. Phillipy (personal communication, February 14, 2015),

The students we work with are not dumb and they have more street life experience than most adults. The school hopes to teach the students basic work ethic such as good attendance, teamwork, and starting and completing a task. (I) will help students with their daily on the job tasks to model teamwork and mentor the students that are struggling emotionally. In the classroom setting, the teachers help the students that struggle academically. The staff hopes to give the students a sense of family and community.

The Crossing’s faith based, non-traditional educational approach applies several of the aspects of experiential learning that theorist Carl Rogers has noted (as cited in University of California, n.d.), such as establishing a positive climate for learning, clarifying the purposes of the learner, and making learning resources available to the students. Moreover, the Crossing balances the intellectual and emotional components of learning and encourages the sharing of feelings and thoughts.

Applications

            Experiential learning has been defined as “constructing knowledge and meaning from real-life experience” (Yardley, Teunissen, & Dornan, 2012, p. 161). Research has suggested the adult learner acquires knowledge and skills through actual involvement and participation (Smith, 2010). Experiential Learning Theory suggests learning is a major determinant of human development and shapes the course of student development. The programs at The Art Institute of Indianapolis and Crossing of Anderson are dynamic, active processes in which students are faced with a variety of workplace learning scenarios on a daily basis. Both programs are good examples of experiential learning theory being applied to assist learners through hands-on training, mentor coaching, and reflection. In addition, The Art Institute encourages all internship students to partake in organizational meetings, attend company functions outside of the workplace, and offer suggestions when relevant and needed. During these internship programs, the learners engage in experiential learning at a high level of critical and analytical thinking.  The interactive instruction methods utilized by these organizations can be considered as idealized learning cycles or spirals where the learner “touches all the bases” of experiencing, reflecting, thinking, and acting in a recurrent process (Learning Theories, n.d., p. 1). In culmination of their experiences, the students collaborate and reflect, thus forming the central theme of experiential learning (Merriam, Caffarella, & Baumgartner, 2007).

Callison (2003) has noted that learning through participation in real life events is how most adults acquire knowledge. The major components of these internship programs are central to the development of experiential and workplace-based training, which make this type of educational experiences for adult learners relevant to their lives. Opportunities to practice learned skills have been found to result in better work performance and greater job satisfaction (Lee & Fortune, 2013). Therefore, these valuable components of experiential learning should be considered for inclusion in any educational program.

Table 1: Key Features of the Programs Investigated

Key Features	The Art Institute                     of Indianapolis	The Crossing                  of Anderson	Features to Apply to Other Programs
Dynamic,              action-based        and collaborative          learning process	The student learns through concrete experiences along with supervision by industry and college professionals.	The student learns through concrete experiences and benefits from job classroom teachers and a job coach.	*Design interactive, collaborative, real life learning experiences.
Active         participation      and  learning by                  doing             experiences	The student learns by experiential skill performance under the direction of a sponsor company mentor.	The student learns through on-line coursework and workplace experiences guided by teachers and a job coach.	*Provide meaningful, hands-on, active learning experiences and support.
High level                        problem         solving and critical t        thinking learner               engagement	The learner is encouraged to reflect and apply critical thinking, problem solving, and analytical reasoning concerning personal performance and challenges.	The learner is encouraged to reflect on experiences with fellow students and the job coach resulting in higher critical thinking and problem solving.	*Plan for times of reflection to encourage higher critical thinking and creative problem solving skills.

                                                                       References                                                                       [Please accept our apologizes -  The References page changed  once pasted into this blog & is obviously no longer formatted correctly... Unfortunately, the blog page will not permit the necessary editing  to match this list to the original  Word document References page.]

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Cherry, K. (n.d.). What is experiential learning? Retrieved February 15, 2015 from

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Internship Course Syllabus (2014).  In RS499- internship. Retrieved from http://www.new.art

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     Students (n.d). Retrieved February 19, 2015 from http://www.crossingeducation.com/

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