Embedding Experiential
Learning at Lorain County
Community College
Ohio Means Internships and Co-ops
C L AU D I A A . LU B A S K I , C PA , C M A , C F E
A S S O C I AT E P R O F E S S O R A C C O U N T I N G
MARCIA JONES, M . ED.
MANAGER, CAREER SERVICES
LO R A I N C O U N T Y C O M M U N I T Y C O L L E G E
Embedding Experiential Learning (EL) in
Academic Programs at Lorain County
Community College
1. Define Experiential Learning Both in Quality and
Quantity
2. Determine The Value to all Stakeholders
3. Securing Campus-wide Faculty Acceptance
4. Curriculum Council Recommendation to Provost
5. Provost Approval
1. Define: What is Experiential
Learning?
At first this seemed simple: Experiential Learning are
activities embedded within courses that provide students
with direct engagement in learning experiences that
promote academic relevance, meaning, and an
understanding of real-world issues. Such experiences
include but are not limited to:
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



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Required fieldwork
Internships, practica, field work and co-ops
Student teaching
Clinicals
Service Learnings
But what about other practical experiences that apply course
concepts to a real-world context not included in the
traditional definitions?
2. What is the value of Experiential
Learning?
A report issued by the Association of American
Colleges and Universities (AACU) identified
Experiential Learning as a “high impact” educational
practice that improved student engagement and
persistence, especially for under-prepared college
students.
What is the Value of Experiential
Learning?
“The effects of participating in high-impact practices
are positive for all types of students But, historically
underserved students tend to benefit more from
engaging in educational purposeful activities than
majority students. Sadly . . . some groups of historically
underserved students are less likely to participate in
high-impact activities—those first in their family to
attend college and African American students in
particular.” (27)
Kuh, George D. “High Impact Educational Practices.” AACU. 2008
Lorain County Community College
Experiential Learning Team
Team of 23 members with 17 members being
faculty began in October 2012 with the Guiding
Principle:
Do not create undue burden on the student and
Each student has the opportunity to take a course
with an experiential learning component
 And the task to:
Contextualize Instruction
Use program-specific content especially in the
applied programs to make basic skills relevant and
engaging
Timeline and Meetings
Two years of monthly meetings trying to define EL
and then making presentations to:
 Faculty as profession development during
Convocation
 Faculty Senate Executive Committee
 Entire Faculty Senate
 Dean’s Council
 Program Coordinators
 Academic Divisions via Curriculum Council rep
 Curriculum Council for recommendation to the
Provost for final approval
Defining Experiential Learning
Tier I
Internships
Co-Ops
Practica
Clinical
Tier II
Classroom Based EL Experiences
that are:
15 hours with a recommendation
of 3-5 in the classroom and 10-12
outside (Quantity) of the
classroom
Field Work
Followed the NSEE Guidelines
(Quality)
Student Teaching
EL embedded in two or more
courses within a program of study
Service Learning
Adopting from: The National Society
for Experiential Education (NSEE)
Guidelines
1.
2.
3.
4.
5.
6.
7.
Authenticity and Intent
Preparedness and Planning
Reflection
Orientation and Training
Monitoring and Continuous Improvement
Assessment and Evaluation
Acknowledgment
EL Designation at LCCC
EL designation attached to courses so it appears on
transcript
 Job seeking benefits. EL can bridge the gap between the
classroom and job which to some employers is important.
 Catalog description
 To give students knowledge of course content
 Data tracking
Lessons Learned
 Initial Committee was too large and/or should have
involved program coordinators earlier in the timeline
 Provide plenty of research to faculty
 Don’t assume presenting a professional development
session informs faculty
 Keep the momentum going
 Be willing to compromise
 Use a dashboard to visual success
 As a team leader, be prepared to embed EL upon approval
LCCC Success
40%
30%
20%
50%
60%
70%
80%
10%
90%
0%
100
College wide Program % Experiential Learning
Resources
AACU High Impact Practices
http://www.neasc.org/downloads/aacu_high_impact_2008_final.pdf
National Society for Experiential Education
http://www.nsee.org/
Building a Campus Culture that
Values Experiential Learning (EL)
 Second Annual Career Week.
 Holland Career Parties, Employer Site Visits, Division
driven activities and info sessions, broad-based
Marketing Campaign, Classroom Assignments, etc.
 Embedding Internships into industry driven shortterm training programs i.e. Right Skills Now and
other grant activity (STMA, TAACCCT, RITE).
Building a Campus Culture that
Values Experiential Learning (EL)
 Meetings with Faculty from Engineering, Business
and IT Division to explore embedding internships and
co-ops into 1-2 additional Programs of Study.
 Second Annual Internship Fair
 Second Annual Experiential Learning Celebration
featuring student exhibits, faculty and student
presentation, and luncheon.
Sustainability
 LCCC Employer Guarantee
 Strengthens connections between internships/co-ops as
key component of LCCC’s Talent Planning consulting
services
 Launch Train-the-Trainer and web-based tools and
resources for Return on Internship (ROI)
 Faculty Certificate Program for EL and Learner
Completion
 Secure funding to keep PT Placement Specialist
Questions ?