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Experiential Learning

The department pursues the vision of the skilled practitioner who demonstrates skill competence, communication and interpersonal skills, knowledge and understanding of human development and human diversity, and the ability to engage broad contradictory world views. The department asserts importance of experiential learning to develop specific skill competencies in students; effective written, spoken and technological communication; reflective, intentional and meaningful action; the ability to engage the contradictions implicit in multiple perspectives and audiences; and a commitment to diversity in community. 

Some of these experiences encourage a critical application of the meaning of ‘cognitive change’ to spaces outside of the brick and mortar and virtual classrooms. They are intended to cultivate an understanding of public pedagogies, the ways that teaching and learning are achieved subconsciously in these and other alternative living spaces, together with the documented effects of this subconscious learning. They establish a resume/portfolio of a knowledge base grounded in demonstrable practical experience.

No credit is attached to these experiences except when directly supervised by a faculty member and when the experience is attached to an appropriate course.

 These are recommended for students seeking: 

  • Opportunities to experience and/or work in divergent learning communities.
  • Opportunities to experience the impact of education policy on the life experiences of others.
  • Opportunities to teach and learn in alternative learning spaces.
  • Opportunities to re-imagine the educative process.