Table Of ContentDiverse Pedagogical
Approaches to
Experiential Learning
Multidisciplinary Case Studies,
Reflections, and Strategies
Edited by
Karen Lovett
Diverse Pedagogical Approaches
to Experiential Learning
Karen Lovett
Editor
Diverse Pedagogical
Approaches
to Experiential
Learning
Multidisciplinary Case Studies, Reflections,
and Strategies
Editor
Karen Lovett
Office of Experiential Learning
University of Dayton
Dayton, OH, USA
ISBN 978-3-030-42690-3 ISBN 978-3-030-42691-0 (eBook)
https://doi.org/10.1007/978-3-030-42691-0
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Telling the Story
of Experiential Learning (EL)---Student
Perspectives on EL at UD
This collection highlights several examples of experiential learning (EL)
at the University of Dayton (UD), a Catholic-Marianist institution in
Dayton, Ohio. The narratives and analyses provided by faculty and staff
contain many examples of how EL impacts educators and students, like
us, the student employees of the Office of Experiential Learning (OEL).
As communication majors, our similar academic experiences and interests
haveallowedustocombineourskillstotellthestoryofELatUD.We’ve
collaborated on several creative projects about EL which have given us
a unique perspective on the impact of EL on students at UD. Our EL
experiences as student employees in the OEL have also encouraged us to
reflect on the importance of EL for our own education.
As a team, we’ve worked together to create and disseminate various
typesofcontentwhichfocusontheimportanceofELforstudents’educa-
tion, including videos, blogs, social media posts, email newsletters, to
name a few. We’ve conducted numerous student and faculty interviews
aboutELandfacilitatedseveralELLabs1 whichencouragestudentsfrom
diversebackgroundstoreflectontheirELexperiences.Throughourposi-
tions in the OEL, we have advised and supported many students, and
encouraged their growth by helping them think critically about their EL
experiences. Our shared communications background has helped us tell
the story of EL, and hearing about our peers’ unique EL journeys has
also helped us relate to our peers on a more personal level.
v
vi TELLINGTHESTORYOFEXPERIENTIALLEARNING(EL)—STUDENT…
As a result of these experiences, we’ve developed a better under-
standing of EL and how it encompasses a variety of opportunities for
students to explore and enhance their learning, such as those represented
in this collection (internships, education abroad, community-engaged
learning, to name a few). We’ve seen and personally experienced the
importance of becoming involved with our university on more than just
an academic level. EL impacts students because it allows them to break
out of their comfort zone, acquire new skills, and discover their voca-
tions.ThroughinvolvementinvarioustypesofEL,studentsobtainanew
understandingoftheirpurposeinlife.Studentswhoexploreandseeknew
knowledgethroughELopportunitieshaveabetterunderstandingofhow
they can make a positive impact on communities beyond UD.
ELalsodissolvestheboundarybetweenstudentandprofessor.Insome
cases, this even leads to a professional relationship that lasts after gradu-
ation. Our own experience has taught us that professors can be more
than just teachers; they can also be our mentors. Traditional methods of
teaching have their place in academia, but EL offers an alternative way to
develop knowledge and bridge the gap between professors and students.
Our EL experiences have prepared us to apply this knowledge in the real
world.
At UD, we have the freedom to shape our education through EL. EL
deeply engages students in non-traditional ways and gives us control of
our educational journeys. Our professors don’t always know what the
outcomeofELwillbe;ratherthanbeing“incharge,”theylearntogether
withstudents.StudentsatUDareencouragedtotakepartincommunity
engagement, study abroad, research, and other EL opportunities. The
university shows support for their students by giving them access to EL
that will help them grow and succeed. We believe UD stands out among
other higher educational institutions by providing an environment for
innovativeideas,studentsupportforfuturecareergoals,andacknowledg-
ment of the growth of their students. No matter what your background,
abilities, or interest, UD is a community that supports all learning styles.
These are key themes that tie the following chapters together.
Dayton, USA Sophia Williamson, M.A.
Colleen Kelch, B.A.
Christopher Miller, B.A.
TELLINGTHESTORYOFEXPERIENTIALLEARNING(EL)—STUDENT… vii
Note
1. The EL Lab has been a critical part of our work in the Office of Experi-
ential Learning; through these unique monthly three-hour workshops, we
promote EL to our peers and guide them through meaningful reflection
abouttheirlearningjourneysusingdigitalstorytellingandothertechniques.
Their reflection has included sharing their experiences abroad, community-
engaged learning opportunities on and off campus, as well as professional
development through various internships. For more information about the
EL Lab, visit udayton.edu/el.
Sophia Williamson, M.A. holds a B.A. and M.A. in Communications with a
focus on Public Relations, from the University of Dayton. During her time as a
Graduate Assistant and Media Producer in the Office of Experiential Learning,
she filmed, edited, and created video content about experiential learning.
Colleen Kelch, B.A. is originally from Chicago, Illinois. She graduated from
the University of Dayton with a B.A. in Communication, with a focus in Public
Relations, and a minor in English. While working in the Office of Experiential
LearningatUD,shecreatedandmanagedsocialmediaaccountsandcollaborated
with her team members to produce informative and interesting digital content.
Christopher Miller, B.A. isagraduatestudentattendingMarquetteUniversity
who will obtain his M.A. in Communication in the Spring of 2021. He works
as a teaching assistant at the university in a professional public speaking class.
ChrisgraduatedfromtheUniversityofDaytonin2019whileworkingalongside
KarenLovett,SophiaWilliamson,andColleenKelchintheOfficeofExperiential
Learning (OEL).
Acknowledgements
First I would like to thank my amazing husband Justin for being so
supportive,loving,andkind.Thankyouforpatientlylisteningtomyideas
and for offering your wise, heartfelt advice when I needed it. I am espe-
cially thankful to you for being such a wonderful father to our beautiful
baby daughter Ophelia, who arrived to this world in the midst of this
book project. I am grateful for my family who fills my life with light and
love every day. Thank you to my mother, Ligia, and sister Sandra for
inspiring me and cheering me on throughout my educational and profes-
sional pursuits.
Thank you to all of the authors who contributed to this collection.
I am so inspired by all of your innovative work and your dedication to
student learning and success. I love my work because I have colleagues
like you, who challenge me to grow and who’ve made me feel at home
at UD. I am especially thankful for my colleague Patrick Thomas. Thank
you for sharing your extensive knowledge and expertise to help me with
every stage of this project. I am also so grateful for Patrick’s ENG 377
students who worked diligently to help me edit the book as part of their
own experiential learning.
Thankyoutomytalentedgraduatestudentanddigitalmediaproducer,
Sophia Williamson, who has been a fantastic, fun, and creative colleague
overthepastthreeyears.ThankstomystudentsChrisMillerandColleen
Kelch who have made many wonderful contributions to our office; I
am grateful to all my students for their hard work, collaboration, and
ix
x ACKNOWLEDGEMENTS
dedication to the Office of Experiential Learning, and for helping me
better understand the student perspective. I will especially miss you after
graduation.
I am also grateful to my supervisor Deb Bickford, Associate Provost
and Director of the Learning Teaching Center (LTC). Her mentorship
has helped me grow in so many ways. I look up to you and thank you
from the bottom of my heart for giving me the opportunity to be the
Director of Experiential Learning at UD and for showing me what great
leadership looks like. I am also thankful for all my colleagues in the LTC
forcreatingsuchaninviting,inclusivelearningenvironment.Manythanks
aswelltoStephenWilhoit,HunterPhillipsGoodman,andLauraCotten,
for reading through dozens of chapter proposals and helping me make
selections for this collection. I appreciate your willingness to share your
time and wisdom with me.
I am also fortunate for the support and kindness that President Eric
Spina and Provost Paul Benson have shown me; I appreciate all the work
you do every day to ensure that all students have access to excellent EL
opportunities at UD.
Contents
1 Introduction: Listening and Learning from
Experiential Learning Educators 1
Karen Lovett
2 When Students Write for Money: Reflections on
Teaching Grant Writing Through Experiential
Learning 13
Nicole F. Adams and Patrick W. Thomas
3 Intergenerational Engagement Through Experiential
Learning 27
Linda A. Hartley
4 Museums and Mud: An Experiential Undergraduate
Geology Course for Pre-service Teachers 45
Michael R. Sandy
5 Forming Engineers for the Common Good 61
Kelly Bohrer, Margaret Pinnell, Malcolm W. Daniels,
and Christine Vehar Jutte
xi
