Mindset in Motion (MIM): Recent Episodes
Orbis
Mindset in Motion (MIM) is a podcast made for university and college educators, career counselors, and leaders invested in supporting students and recent graduates with the tools and resources to thrive in their hopeful careers. Tune in to hear about the groundbreaking research, insights, and stories shaping experiential learning delivery excellence - all on one platform. MIM is brought to you by Orbis's Mindset division and delivered by Orbis's Director of Mindset, Bill Heinrich, and Jeni Riddell, Director of Success and Product Deployment. Orbis is a two-decade-long leader in technological innovation and deployment supporting higher education partners to deliver on the promise of student career readiness. Mindset is Orbis's division that connects big ideas to repeatable educational practices, guiding informed decision making, and learning experiences that support student success.
Dr. Shazia Akhtarullah and Dr. Fariha Niazi, both from Nova Southeastern University talk about their newly published article titled: Balancing Wellness and Learning: Self-Care Practices for Educators available in the newest issue of the Experiential Learning and Teaching in Higher Education journal.
The authors synthesize wellness standards from several different organizations and discuss holistic, multifaceted, and individualized ways to approach personal and, importantly, systems of wellness. Next, the authors talk about how experiential education is key aspect of systems wellness while taking a unique amount of effort from educators.
Inclusive sport is a powerful experiential learning approach made more salient with photo elicitation methodology--which is both pedagogy and research. The authors talk about their experiences in creating, facilitating, teaching, traveling, taking photos, and reflecting on learning.
Guests
Dr. Lindsey R. Oakes, LRT, CTRS is a tenure-track, Assistant Professor of Recreational Therapy in the Department of Recreation Sciences & Sport Management at East Carolina University. Dr. Oakes’ research has focused on advancing inclusive, evidence-based recreational therapy practices that promote health, wellness, and community inclusion for individuals with intellectual and/or developmental disabilities across community, campus, and inclusive postsecondary education settings.
http://www.linkedin.com/in/dr-lindsey-oakes/
Dr. David Loy, LRT, CTRS, Jerry E. McGee Distinguished Professor of Recreational Therapy, Department of Recreation Sciences & Sport Management, East Carolina University. Dr. Loy has concentrated his research and innovation in the areas of adaptive sport, sensory inclusion, and advocacy for the inclusion of individuals with disabilities.
https://www.linkedin.com/in/david-p-loy/
Nursing Education is a complex and detailed kind of training requiring holistic education and learning approaches. The authors talk about their novel and creative approach to using Escape Rooms to help learners develop clinical and decision-making skills such as professional judgement and identity, collaboration, and communication!
Tara Grier:
Tara Grier is a Clinical Assistant Professor at the Indiana University School of Nursing, Fort Wayne. She is passionate about enhancing student engagement through creative, evidence-based teaching approaches that encourage critical thinking and strong clinical judgment.
www.linkedin.com/in/tara-grier-dnp-rn-cne-ebp-c-4b9754164
Kristin Bassett:
Kristin Bassett is a Clinical Assistant Professor at the Indiana University School of Nursing, Fort Wayne. She is dedicated to creating interactive, student-centered learning experiences that spark curiosity, build confidence, and inspire growth in future nurses.
www.linkedin.com/in/kristin-bassett-dnp-rn-cne-ebp-ch-220853170
Dr. Shane Saunderson, Assistant Professor of Information Systems
Dr. Sarah King, the Manager, Academic Experiential Education
Both from the DeGroote School of Business at McMaster University.
Our guests talk about Experiential Learning, AI, and transforming institutions-- one building and one teaching method at a time.
Learn how they bridge the space between classroom and business environments
Hear how they help faculty who are transitioning to project-based methods
Explore opportunities to integrate AI in scaled up Experiential Learning
Dr. Sarah King is the Manager, Academic Experiential Learning at the DeGroote School of Business, McMaster University, where she and her team lead large-scale, high-quality experiential learning for 4,000+ students annually. A senior leader in experiential and work-integrated learning, she holds a PhD in Educational Studies from the University of New Brunswick and has worked nationally to advance community-engaged learning and sustained investment in experiential education.
Dr. Shane Saunderson is an expert in the design and psychology of interactions with social machines. He is an Assistant Professor at McMaster University researching the social implications of increasingly humanlike technologies through the Research on Artificial Persons (RAP) Lab. Shane also lectures on digital transformation, design thinking, and emerging technologies with Schulich Executive Education at York University. He has spent over a decade consulting for Fortune 500 clients on digital strategy, disruptive innovation, and technology projects. Shane has helped found several startups, has chaired numerous industry boards, is a prolific technology writer, and frequently gives talks on robotics, AI, design thinking, and the future of technology in society. He is a former Vanier scholar who holds a PhD in robotics with a specialization in psychology from the University of Toronto, a MBA in technology and innovation from the Ted Rogers School of Management, and a B. Eng. from McGill University.
Back for a new year of podcasts with Allison Reaves and Sarah Erickson from NorQuest College in Alberta!
Listen for strategies to make friends, build coalitions, and scale up experiential and career education!
Alison Reaves is the Vice Dean, Student and Academic Strategy (SAS) at NorQuest College. Alison loves supporting students to be successful- whatever that means to them. As Vice Dean, SAS, Alison supports 11 departments in their work to provide meaningful and holistic support for students from their start at NorQuest College until after graduation. Alison was previously the Academic Program Manager for the Work-Integrated Learning and Career Education Centre at NorQuest College and brings over 10 years of experience in career development, supporting university and college students, and engaging industry. Prior to joining NorQuest College, Alison was the Associate Director for Business Career Services at Appalachian State University in North Carolina.
Sarah Ericksonis the Academic Program Manager for the Work-Integrated Learning and Career Education Centre at NorQuest College in Edmonton, Alberta. After 10 years in the human services sector, Sarah joined NorQuest to champion initiatives that foster inclusive, equitable pathways to career success for learners. She leads a team advancing student career development through career services and work-integrated learning experiences, such as co-op, practicums, and community service learning. Sarah holds a Master of Education from the University of Calgary, specializing in Educational Neuroscience and Transdisciplinary Leadership.
Mentoring is a combination of collaboration in your org with empathetic interaction that help socialize leaners to your field and organization.
Not all scientists know how they became good at their fields, so they may not know how to help a student in their early career.
Balancing structure and autonomy for mentors is a key feature of the mentoring program.
Alignment with high impact practices keeps this program accountable to teaching standards
Dr. Kawana Johnson serves as the Mentoring Director at the National High Magnetic Field Laboratory (MagLab) at Florida State University, where she holds a Research Faculty appointment. In this capacity, Dr. Johnson brings extensive expertise in the development, implementation, and oversight of mentoring programs and initiatives. She also brings extensive knowledge in program design and management, with a particular emphasis on experiential learning and its role in career and workforce development. Dr. Johnson earned her Doctor of Philosophy in Curriculum and Instruction, with a specialization in Career and Workforce Education, from the University of South Florida.
The authors talk about their study where they find that when students take more than one experiential learning courses, their odds of graduation increase!
Dr. Anita Carol Swayze is the Director of Experiential Learning and a faculty member in the Experiential Learning (EXL) Scholars Program at MTSU. She has served more than thirty years in higher education as both administrator and educator developing and sharing best practices for incorporating experiential learning into the academic curriculum.
Dr. Jim Rost is the lead faculty member for the Ed.D. in Assessment, Learning, and Student Success Higher Education concentration at MTSU. His areas of research include doctoral student self-efficacy towards program completion, online andragogy and quantitative research methods.
Dr. Janet McCormick is Professor of Communication and Director of the Master of Arts in Liberal Arts (MALA) program at Middle Tennessee State University. Since 1987, she has engaged students worldwide through award-winning, experiential teaching practices—both online and on-ground—and is widely recognized for her contributions to faculty mentoring, curriculum innovation, and the advancement of experiential learning in higher education.
Read the article: https://journals.calstate.edu/elthe/article/view/3561
Rost, J., Swayze, A. C., & Janet McCormick. (2023). Increased Graduation Rates in Students Who Take One or More Experiential Learning Classes during Their Undergraduate Program of Study. Experiential Learning and Teaching in Higher Education, 6(2 - September). https://doi.org/10.46787/elthe.v6i2.3561
Show Notes
The Assessment institute (Annual Conference) https://assessmentinstitute.indianapolis.iu.edu/index.html
This paper follows a previous publication: https://journals.calstate.edu/elthe/article/view/3561
Kevin Wenger is a recent graduate from the Higher Education program at Indiana University and was a Project Associate for the National Survey of Student Engagement. In this article he explores first-year students’ experiences with high-impact practices, stemming from his doctoral dissertation which focused on the first-year experience as a foundation for student success.
LinkedIn: https://www.linkedin.com/in/kevin-wenger-67819860/
Mentions
Alsarhan, A. (2024). High-Impact Practices: Evaluating Impact on Adult Learners’ Retention. Experiential Learning and Teaching in Higher Education, 7(4 - December). https://doi.org/10.46787/elthe.v7i4 - December.4059
https://journals.calstate.edu/elthe/article/view/4059
(This episode was recorded in front of a live Zoom audience on Nov. 5th, 2025! Enjoy the recording!)
From the rise of alternative credentials and AI integration to evolving career preparation strategies, this interactive discussion unpacks the trends that are redefining what it means to teach, learn, and succeed in today's educational landscape.
Dr. Marianna Savoca, the Associate Vice President for Career Readiness and Experiential Education at Stony Brook University
Dr. Melanie Booth, the Principal at Nectary Solutions anda consultant with the HLC Credential Lab where she’s running the new Innovation Center Design Camp, one of many initiatives in her portfolio
Grow your EL from the faculty and other educators
Secure top-down support, make it a both/and process
Focus on student access and equity
Build connections and maintain strong networks and relationships
Tell good stories!
Let feedback among networks drive toward an ecosystem of Experiential Learning
Emily Carpenter is the Associate Vice President for Experiential Impact at Nazareth University. In this role, she oversees the Center for Life’s Work (which includes career design, academic internships, community engagement, and international education/study abroad offices), and the Office of Research, Scholarship & Innovation. Prior to launching the Center for Life’s Work, she led Nazareth’s internship program and was an assistant professor in the School of Management. She has a doctorate from Northeastern University where her research was focused on rural college student career development.
Mike Stefancic, M.Ed. is Director of Academic Success in Boise State University’s School of Public Service, leading efforts to integrate advising, experiential and career learning across student degrees. With over a decade in service-learning, faculty development, and partnerships, he has facilitated workshops on reflection, course design, community engagement, and risk management. Formerly an environmental educator nationwide, he continues to consult on experiential program design for higher education. Recognized for civic engagement and volunteerism at the university and state levels, Mike is committed to bridging academia and experiential learning to prepare students for impactful public service careers.
Guest: Josh Meyer, Montana State University
Josh builds on definitional work at the Society for Experiential Education and advances an assessment model for understanding the quality of teaching with experiential educational practices!
Notes: Defining EL for SEE: https://journals.calstate.edu/elthe/article/view/4782
Deciphering EL Features: https://journals.calstate.edu/elthe/article/view/3963
What is Experiential Education?Steve Chapman, Pam McPhee, and Bill Proudman (1992)
Eight Principles of Good Practice for All Experiential Learning Activities: https://www.societyforee.org/8-principles
HIPS Engagement Indicators (downloads a .docx): https://nsse.indiana.edu/nsse/survey-instruments/eis-and-hips.docx
The Aims of Education and Other Essays by Albert North Whitehead (1929)
High-Impact Practices (HIPs) are transformative pedagogical strategies that have been widely recognized for their effectiveness in enhancing student learning, engagement, retention, and success across various educational settings (Kuh, 2008). The professional community of educators, researchers, and practitioners, convening annually at the Assessment Institute at Indiana University-Indianapolis to explore the multifaceted dimensions of HIPs, emphasizes evidence-based assessment, program quality, equitable access, and student success. As members of this community for a decade, we have offered regular opportunities for faculty professional development to ease the resource burden of teaching with HIPs. We have worked on interdisciplinary teams of faculty and administrators from our own institutions and from across the country. This guide is the result of that sustained effort in the area of faculty development.
Guests
Dr. Sara Evans from Kennesaw State University
Dr. Jocelyn Evans from the University of West Florida
Guests:
Dr. Amy Cicchino
Dr. Aaron Clevenger
Sue Macchiarella
Jenna Hejnar
Highlights
1. Study Abroad Requires Comprehensive Faculty Preparation Beyond Traditional Teaching
Jenna Hejnar emphasized that faculty leading study abroad programs face unique challenges: "We're not just teaching a class, we're also helping with planning. We're creating these programs... We're thinking about course logistics, right? What can I deliver in person? What am I delivering online? How am I doing this while we're traveling?" Faculty must redesign assignments, manage student well-being abroad, and integrate place-based learning effectively.
2. Communities of Practice Provide Sustainable, Faculty-Led Learning Networks
Amy Cicchino explained that communities of practice differ from traditional workshops because they are "faculty LED" where "faculty join because they have a shared interest." She noted that even after their formal year-long program ended, "the faculty who have participated have continued to have discussions about study abroad. They've continued to share resources."
3. Cultural Humility Over Cultural Competence Creates Better Learning Outcomes
Aaron Clevenger distinguished between these approaches: "Cultural humility would say that we can never completely and fully understand someone else's lived experience. And so we are, we are ourselves continually changing and growing." This shifts the focus from achieving fixed competency to ongoing learning and reflection.
4. Systematic Assessment Captures the Full Impact of Study Abroad Experiences
Amy Cicchino found that the community of practice encouraged "this more systematic approach to assessing study abroad than maybe they were previously accustomed to." Examples included students creating "public facing videos that were largely reflective" and writing "letters to them, their future selves and then revisited the letters and reflected on the differences."
5. Institutional Collaboration is Essential for Successful Study Abroad Programs
Sue Macchiarella stressed that "this is not something you do alone, and there are so many people that you can collaborate with." She hosts annual faculty and staff appreciation dinners because "there are so many people that we collaborate with to make these happen from our pre departure briefings... to post, you know, re-entry the curriculum." The success depends on partnerships across multiple offices and campuses.
Guests
Dr. Andrea Buenano, University of Miami
Dr. Stacy Warner, East Carolina University
Highlights:
- MEGA events are cultural, organizational, operational, problem-solving, and experiential learning opportunities!
- Studying student learning in internships and other high impact practices takes careful consideration of equity, access, learning, and community, collaboration, and IRB approval! Plan ahead.
- Students are ready for the challenge, and are well supported to have faculty mentors who come alongside and model professionalism and support for one another along the way
- Students will surprise us with the depth of their learning. They will build their own relationships and create the next generation of professionals
- Deep leaning comes from the collective campus ecosystem of experiential learning, where students get the benefit of faculty expertise, staff logistical support, and professional mentoring.
Sport Management Education Journal article: https://thescholarship.ecu.edu/items/74dd07b7-726b-4e04-b942-77170f1780c1/full
Happenstance Learning Theory: https://journals.sagepub.com/doi/10.1177/1069072708328861
Challenge & Support/Nevitt Sanford: https://psycnet.apa.org/record/2006-10217-006
Guests:
Dr. Patrice Ludwig, Interim Assistant Vice President for Research & Innovation; Campus Coordinator, 4-VA at James Madison University
Dr. Chad Harvey, Associate Professor & Associate Director Integrated Science Program in the School of Interdisciplinary Science at McMaster University
show notes:
NACE shows that intern hiring numbers are down since a high in 2022 https://www.linkedin.com/posts/svanderziel_internships-earlytalent-employerengagement-activity-7313951174892703744-2VrO/
CEWIL shows an 8.6% decrease in co-op jobs available between 2023-2024 (last available data). file:///C:/Users/BillHeinrich/Downloads/CEWIL%20Data%20Report%202024%20-%20WEB.pdf
Generative AI & Experiential Education
Highlights:
- AI is a tool, but not the only tool, we can use to guide reflection
- Reflection is about the learner’s (and teacher’s) relationship to knowledge, social spaces, people around us, and the issues that face our world.
- Teaching reflection is about developing the whole person.
- Bias in AI yields unrepresentative results in education, and can show up in our rubrics
- Like in construction, educational scaffolding looks like the thing underneath but is not the learning itself. What we design has to engage learners in their own exploration and development.
Show Notes:
Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning by Ash, Sarah L.; Clayton, Patti H. Journal of Applied Learning in Higher Education, v1 p25-48 Fall 2009. https://eric.ed.gov/?id=EJ1188550
Simple AI Tools for Seniors: Your Friendly Guide to Technology by Margaret Sass https://boisestate.pressbooks.pub/aitoolsforseniors/
Bachelor's Enrollment Lags as Trades, Certificates, and Grad Surge by Jeff Selingo https://www.linkedin.com/pulse/bachelors-enrollment-lags-trades-certificates-grad-surge-jeff-selingo-lrv8e/?trackingId=YCON7bFMQku7xZLaxCb8lQ%3D%3D
Dr. Susan Haarman. She is the associate director at Loyola University Chicago’s Center for Engaged Learning, Teaching, and Scholarship where she facilitates faculty development and the university's service-learning program. She has degrees from Marquette University, Loyola University of Chicago, and the Jesuit School of Theology at Berkeley, and previously served as the faith and justice campus minister, also at Loyola University Chicago, where she ran service immersions. In addition to having a PhD in Cultural and Educational Policy Studies, she holds a Masters in Divinity, a Masters in Community Counseling, a certificate in directing the 19th Annotation of the Spiritual Exercises, and is licensed therapist. Her research focuses on the intersection between social justice education, community-based learning, civic identity, and imagination. She is also an improviser and a storyteller
Dr. Margaret Sass holds a bachelor’s degree in criminal justice and a master’s degree in communication from the University of Nevada, Las Vegas. After graduating, Sass moved to Los Angeles to pursue a career in marketing and public relations in the nonprofit sector. Sass returned to academia in 2004 by entering and graduating from a Southern California law school. After she completed her J.D., she moved to Boise to complete her educational specialist degree and her doctorate in education, curriculum and instruction.
She began her teaching career in California in 2004 and has continually taught courses in wills and trusts, hospitality law, business law, communication and multidisciplinary studies. Her main interest is implementing and researching service-learning in higher education curriculum.
Her education background is as follows:
- Bachelor of Arts, Criminal Justice (University of Nevada, Las Vegas)
- Master of Arts, Communications (University of Nevada, Las Vegas)
- Juris Doctorate (Western University School of Law)
- EdS, Educational Specialist (Boise State University)
- EdD, Curriculum and Instruction (Boise State University)
With the emergence of new offices of Experiential Education/Learning, and their executive sponsors at the Provost/Vice President Students level, the ways we think about coordination, programs, and student experience in Career Services will change. At the same time, Career Education Professionals support the organizational and educational ideas that drive Experiential Learning work on campus and the data sharing ecosystem that connects EL work to the employers that hire our students. Where Career Services was often the central location for experiential learning through internships and work-based learning, the attention to experiential learning has broadened and the center has shifted. How do we come together?
Our guests have the answers
Dr. Jessica Perez
Director of the Center for Career & Professional Development
LaGuardia Community College CUNY
______________________
Alyssa Marks
Director for Faculty and Experiential Learning
Metropolitan State University, Denver
______________________
James Mable
Director of Career and Job Placement Services
Houston Community College
For more resources: https://www.symplicity.com/2025-nace-annual-conference
And check out our new guide to experiential learning on campus: https://www.symplicity.com/elguidebook
This episode was produced with additional assistance from Sarah Howorth and Arielle Jordan at Symplicity.
Show Notes:
- HBCU STEM students benefit from hands-on, applied learning experiences in their teacher preparation.
- Field trips deliver content knowledge while modeling collaborative learning processes across disciplines.
- Planning requires time and partnerships, but students value these experiences and learn to design their own.
- Be prepared for impromptu teaching moments, including on-the-spot calculations in field settings.
- Program evaluation can drive expansion and improvement of experiential learning opportunities.
Dr. Beverly King Miller is an Assistant Professor of Science Education at Prairie View A&M University. She earned her PhD in Multicultural Teacher and Childhood Education with a concentration in Science Education from the University of New Mexico. Dr. Miller's scholarly work focuses on the persistence of underrepresented groups in STEM education, and she has established programs for underserved communities in the U.S., Central America, and Africa through her non-profit Ventaja Educational Services.
Dr. Camille Burnett is an Assistant Professor of Mathematics Education in Prairie View A&M University's Department of Curriculum and Instruction and Associate Director of the PVU Teach Program. She serves as Principal Investigator on a $1.2 million National Science Foundation grant addressing the shortage of diverse mathematics and science teachers. Known for her dedicated approach to teaching, Dr. Burnett collaborates with Houston-area school districts to build communities of mathematics and science teachers through research-based recruitment and preparation strategies.
- Dr. Krejic explains how her biology background informed her leadership approach to experiential learning initiatives.
- The crucial difference between providing experiences versus facilitating true experiential learning.
- How empathy drives effective planning, design, and faculty engagement for instructional change.
- Reflecting on professional and expert blind spots to create meaningful programs
- Modeling collaborative practices as the foundation for building successful faculty course design partnerships.
- Campus-wide coordination of incentives and rewards to drive faculty participation in experiential learning.
Dr. Sarah Krejci is an Assistant Professor of Biology and Integrated Environmental Science at Bethune-Cookman University in Daytona Beach, FL. She holds degrees in Marine Biology (B.S. from Roger Williams University) and Oceanography (Ph.D. from Florida Institute of Technology). Dr. Krejci directs the Aquatic Research Lab at B-CU, where she mentors undergraduate researchers in marine ecology, freshwater ecology, and sustainable aquaculture while specializing in seahorse research.
- Comprehensive program evaluation provides critical insights into meeting institutional goals and improving student outcomes.
- Cross-disciplinary partnerships leverage diverse expertise for more robust assessment and implementation strategies.
- Aligning with institutional priorities creates sustainable programming and stronger data-driven decision making.
- Using assessment data to identify both program strengths and improvement areas builds faculty trust and engagement.
- Maintaining student learning as the central focus helps clarify decision-making processes and establish clear action steps.
Dr. Holley Handley is an Assistant Professor and Interim Chair in the Department of Instructional Design and Technology at the University of West Florida. She earned her doctorate in Curriculum and Instruction with a specialization in Administrative Studies from UWF, along with certification in Human Performance Technology. Dr. Handley's research focuses on applying Human Performance Technology principles to improve organizational performance in educational settings, with expertise in implementing change management theories and integrating problem-based learning experiences.
Dr. April Schantz is an Industrial-Organizational Psychologist at the University of West Florida who earned her Ph.D. from Florida International University with a minor in Quantitative Methods. Her research examines high-stress occupations and team performance, with particular focus on occupational health and well-being of emergency first responders. Dr. Schantz leads the Occupational Health and Stress Lab at UWF and serves as faculty advisor for the Society for Human Resource Management student chapter, where she mentors students in developing research methodologies and workplace skills.
- Design thinking is about designing "with" rather than "for" people - bringing stakeholders into the creative problem-solving process
- Students must unlearn traditional academic approaches and embrace ambiguity, failure, and uncertainty as part of the learning process
- Design thinking transforms both mindset and practice, creating lasting change in how participants approach problems in education and life
Guests
Dr. Stacy Neier Beran, Senior Ignatian lecturer and faculty director of experiential learning at Loyola University Chicago
Julia Allworth, Manager of innovation projects at the University of Toronto
Brian LeDuc, Principal Design Strategist at Learning, Designed and Designer-in-Residence at UC San Diego Design Lab
This episode explores how design thinking functions as both a method and mindset in higher education. The panelists discuss how they implement design thinking in various contexts: from student-led redesign projects of university spaces and experiences, to faculty development, to community engagement. They highlight tensions between academic culture and design thinking approaches, noting how the process builds crucial workplace skills like creativity, empathy, and comfort with uncertainty. All panelists observed that design thinking fundamentally changes participants, creating confidence and empowerment as they learn to embrace failure as learning and develop solutions through collaborative, human-centered processes.
Links
Think by Design: Celebrating Design Thinking and Experiential Learning.
https://www.businessexpertpress.com/books/think-by-design-celebrating-design-thinking-and-experiential-learning/
Design Thinking in Student Affairs: A Primer
https://www.routledge.com/Design-Thinking-in-Student-Affairs-A-Primer/Allworth-DSouza-Henning/p/book/9781642670332?source=shoppingads&locale=en-USD&utm_source=google&utm_medium=cpc&utm_campaign=P7696357662_ECOMMC_US-SALE_cross-network&gad_source=1&gbraid=0AAAAACWuhHWJuk80YrFzX0irInIyWqOq6&gclid=Cj0KCQjwzrzABhD8ARIsANlSWNNzkzkFPlVI3dEUnQcCszHg6_JWsjjGgwjOUxBCzzmE364KRti1LTUaAi0tEALw_wcB
Learning, Designed newsletter
https://brianfleduc.substack.com/
Hidden Potential, by Adam Grant
https://adamgrant.net/book/hidden-potential/
Design for a Better World, Don Norman
https://jnd.org/books/design-for-a-better-world/
Highlights
- Skills can be translated and so must the context. Having learners imagine and practice in context is highly valuable through project-based learning, internships, and other practical placements.
- Generative AI is part of the solution, but should help humans, not add unnecessary steps
- Institutions and industries can and should work together to identify skills and update their program offerings to match one another.
Guests
Cam Ballantyne, President at Orbis Communications, an education technology company.
Dr. Tatjana Titareva, Staff scientist at Department of Computing Science at Umeå universitet, Sweden, and
Dr. Nick Swayne, President of North Idaho College, a comprehensive community college in Coeur d’Alene, Idaho
Skills validation is a series of efforts that are both technical and social-in that data needs to be linked together in trustworthy ways. A learner learns or develops a skill or competency. That learning is then validated through a grade or competency assessment. The validated skill or competency is then recognized by an individual, institution, employer or other party. In this chain of events, we’ve generally determined that there is value for everyone. In recent years, efforts to make skills more accessible involved disaggregating and re arranging with learners and economic mobility in mind. Many campuses have entered this space with micro credentials and badges, and several organizations like C-BEN, Education Design Lab, e-campus Ontario, the US Chamber’s T3 Innovation Network, and One Ed-Tech have encouraged both public and private sector growth. Our three panelists each work in different parts of that system.
Links
C-BEN: https://www.c-ben.org/
Education Design Lab: https://eddesignlab.org/
eCampus Ontario: https://ecampusontario.ca/
US Chamber’s T3 Innovation Network: https://www.uschamberfoundation.org/solutions/workforce-development-and-training/t3-innovation-network
1Ed-Tech: https://www.1edtech.org/
- Creating a definition is a dynamic, engaged, and rich process to capture and propel the big idea of Experiential Learning as understood and practiced on this campus.
- A simple definition facilitates use and creates a floor for campus-wide practice
- Coordinating information across many departments is a key role of an EL Leader
- Educators are excited to be included in a community of practice
- The ideas for grounding EL are co-emerging in multiple places in North America.
Show notes
SEE’s 8 principles of Experiential Education: https://www.societyforee.org/standards-and-practice
University of Calgary’s episode: https://podcasts.apple.com/us/podcast/the-land-and-the-a-i/id1569680457?i=1000683305672
Jennifer Dobbs-Oates, Ph.D. is the Associate Vice Provost for World Readiness & Clinical Professor, Dept. of Human Development & Family Science, Purdue University and the Vice President, Society for Experiential Education. Her research interests bridge the disciplines of psychology and education, and initially focused on the learning and behavior of preschool-aged children. Her focus now is on work that examines university teaching and learning. She is particularly interested in experiential education practices – pedagogical approaches that get students actively involved in authentic learning experiences in the classroom and beyond. Dr. Dobbs-Oates' research, writing, and teaching focus on using these practices to continuously improve the value of education. She places great value on access and equity across all levels of education, and strives to contribute to inclusive and equitable educational practices and policies.
Beyond Purdue, she serves on the Board of Directors of the Society for Experiential Education. She received the Experiential Education Rising Leader Award from the Society in 2019.
- We present three new prototype definitions of Experiential Learning, for use across your campus.
- Definitions aim to capture high level planning and values as well as day-to-day operations and activities
- We promote an ecosystem approach to Experiential Learning, including a broad swath of educators, their deans/directors/chairs, Associate Provosts & Vice Presidents, and Campus Executives.
- Community partners—from employers, to alumni, to legislatures, to internship and community placement site-hosts—play a key part in all the definitions.
- We advocate for participation in an EL Ecosystem through both expert education and awareness of the need to promote EL at all levels of an institution.
Show Notes:
Feedback on Definitions, survey link https://docs.google.com/forms/d/1CzinS1gESe6opJJ_91udr1PZBz-ZIcu7G7ZeWqZmROA/
Dartmouth’s Moosilauke Ravine Lodge, site of the 2018 Delta Summit on Experiential Learning https://outdoors.dartmouth.edu/facilities/moosilauke-ravine-lodge
Center for Engaged Learning, Teaching, and Scholarship at Loyola University, Chicago https://www.luc.edu/celts/
Inquiry based experiences podcast https://podcasts.apple.com/us/podcast/inquiry-based-experiences-across-the-biology/id1569680457?i=1000650773589
NACE https://naceweb.org/
CEWIL https://cewilcanada.ca/
SEE https://www.societyforee.org/
Future U. Podcast https://www.futureupodcast.com/episodes/a-new-era-for-higher-ed/
International Association for Research on Service-Learning and Community Engagement (IARSLCE): https://www.iarslce.org/
Coalition of Urban and Metropolitan Universities (CUMU): https://www.cumuonline.org/
On Campus Partnerships: https://www.luc.edu/celts/resources/forcommunitypartners/
Rebekah Harriger is the Senior Director of Career Services and Experiential Learning at Harrisburg University of Science and Technology. A dedicated leader in career readiness and workforce development, her efforts focus on empowering learners to cultivate the skills and confidence needed to excel in internships, applied research, and other experiential learning activities. She is passionate about bridging education and industry to equip learners for success in their future careers. Rebekah was a Society for Experiential Education Research Fellow (2022-2024) and was recognized as a Rising Leader by the Society for Experiential Education in 2021.
Patrick M. Green, EdD is the Executive Director of the Center for Engaged Learning, Teaching, and Scholarship (CELTS), and a Clinical Assistant Professor in the School of Education at Loyola University Chicago. He teaches experiential learning courses, including community-based learning, academic internships, global service-learning, and undergraduate research, as well as graduate courses in the Higher Education Program.
- Transformative learning outcomes are positioned as an invitation to students to consider who they will become.
- Reflections in this Study Abroad program were multimodal, including both individual written (private) reflections and communal, shared reflections (public).
- The role of course (re)design and instruction were essential to reconceptualizing the program and the goal of students learning through reflection about who they might become.
- Opening up reflection means creating space for students to share their concerns and insecurities as well, and the instructors worked hard to balance care and learning
- These ideas can scale to different size courses. Taking the lessons learned into on-campus courses has been successful since the program took place.
Guests
Jonathan Balzotti is an Associate Professor of English at Brigham Young University, where he specializes in rhetoric, professional writing theory, and the intersection of technology and writing instruction. His research interests include the use of immersive learning technologies, such as playable case studies, to enhance communication, cultural competence, and career interest in technical fields.
Jamin Rowan is an associate professor of English and the American Studies program coordinator at Brigham Young University. In addition to his work in urban studies and the environmental humanities, Jamin researches and publishes work about experiential and transformative education as well as the neuroscience of storytelling and social connection.
Mat Duerden is the Department Chair of Experience Design and Management in the Marriott School of Business at Brigham Young University. His experience design research focuses on memorable, meaningful, and transformative experiences.
Dr. Zoë MacLeod is a certified executive coach, change agent, and educational advisor specializing in leadership, executive coaching, and organizational development. As Associate Vice-President, Professional and Continuing Studies at Royal Roads University, she leads a dynamic team dedicated to lifelong learning. She designs programs that bridge education and industry, from leadership development to micro-credentials, ensuring workforce relevance. Passionate about lifelong learning, she takes an intrapreneurial approach to building partnerships that drive impact locally and globally. Zoë consults internationally, creating award-winning leadership programs, and has served as Chair of the International Coaching Federation’s Coaching Education Board.
Highlights:
- Professional & Continuing Studies at Royal Roads University follows long traditions of extension education into the modern learning ecosystem, providing skills and short programs for adult learners, industry/sector leaders, and career transitions
- Maintaining good programs is a continual process of understanding industry and sector needs and finding ways to deliver that education quickly and affordably.
- Leveraging strong faculty networks is a key tool for supporting courses and creating space for faculty to explore their interests.
- Royal Roads University an applied learning institution focused on delivering good teaching and sees Professional and Continuing Studies as essential to this mission
- Dynamic leadership, organizational understanding, and risk tolerances make Dr. MacLeod a unique fit for leading this portfolio.
🎙️What happens in a maturing experiential learning landscape where a community comes together to make their own definition more user-friendly, and centers around Indigenous community needs? In our latest podcast episode of Mindset in Motion, Christine Martineau, Lisa Stowe, Erin Kaipainen, and Kyla Flanagan from the University of Calgary sit down with Bill Heinrich to discuss.
In this episode of Mindset in Motion, host Bill Heinrich welcomes Dr. Monika Stelzl, a social psychologist and professor at St. Thomas University, and recent graduate Lynnee Pevie to discuss their transformative work and experiences in experiential education. Together, they delve into the themes of reciprocity and connectedness as central pillars of a groundbreaking course, Psychology of Human-Nature Connection.
Dr. Stelzl shares her journey from traditional teaching methods to embracing nature-based experiential learning, inspired by her own reflections and seminal works. She reveals how integrating intentionality, nature, and active student engagement reshaped her pedagogy and created meaningful, holistic educational experiences. Lynnee, a former student and co-author of the article Reciprocity and Connectedness: Professor and Student Reflections on an Experiential Nature-Based Psychology Course, offers an intimate perspective on how the course redefined her view of education, fostering a deeper sense of responsibility, community, and connection to the world around her.
This podcast is in partnership with the ELTHE Journal, which captures the best current scholarship in experiential learning: how it can be defined, strengthened, promoted, and assessed for the sake of educational effectiveness and equity.
References from the Show:
The guest's paper: https://journals.calstate.edu/elthe
Schoem et al. (2017) - Teaching the whole student.
https://www.routledge.com/Teaching-the-Whole-Student-Engaged-Learning-With-Heart-Mind-and-Spirit/Schoem-Modey-StJohn/p/book/9781620363041?srsltid=AfmBOopl3Z61fDLqm73tKSS_l741kKunUDiXfE2Yzs17t_1yFW6NZ9H4
Zajonc et al. (2010) - The heart of higher education: A call to renewal.
https://www.wiley.com/en-ca/The+Heart+of+Higher+Education%3A+A+Call+to+Renewal-p-9780470487907
To become a certified forest therapy guide, I trained with the two following organizations - ANFT (based in the US) and GIFT (based in Canada) https://anft.earth/
Gift of the Forest https://giftoftheforest.com/
Our latest episode features a powerful discussion with Dr. Madhumita Banerjee and Kaila Bingen from the University of Wisconsin-Parkside. They dive deep into their groundbreaking research on equity in experiential education, specifically their paper, "A Case for Equity: Work-Based Learning as a Viable Alternative to Internships." This episode explores how work-based learning can serve as a transformative, equitable alternative to traditional internships, breaking down barriers like unpaid opportunities, lack of access, and cultural capital disparities. Dr. Madhumita Banerjee and Kaila Bingen emphasize aligning real-world work experiences with career competencies and general education outcomes, showcasing how this approach empowers underserved students to thrive in their educational and professional journeys.
This podcast is in partnership with the ELTHE Journal, which captures the best current scholarship in experiential learning: how it can be defined, strengthened, promoted, and assessed for the sake of educational effectiveness and equity.
Show notes and references:
McClellan, G. S., Creager, K. L., & Savoca, M. (2023). A good job: Campus employment as a high-impact practice. Taylor & Francis.https://www.routledge.com/A-Good-Job-Campus-Employment-as-a-High-Impact-Practice/McClellan-Creager-Savoca/p/book/9781620364727?srsltid=AfmBOor3qCvsOG0rbwp4ydyjSFpBbnIzsCcb4shoTFRTOXRNs-FFzx03
Discover how high-impact practices (HIPs) are transforming the educational journey for adult learners in this insightful episode featuring Dr. Alaa Alasarhan, an expert in experiential learning and author of “High Impact Practices: Evaluating Impact on Adult Learners Retention for ELTHE journal. Drawing from his extensive research and experience, Dr. Alasarhan delves into the unique challenges and opportunities facing adult learners, highlighting practical strategies to foster engagement, persistence, and success. This episode explores the role of experiential learning has in bridging education and workforce readiness, the importance of tailored support systems for non-traditional students, and the innovative approaches being used to address equity gaps in higher education. Whether you're an educator, policymaker, or lifelong learner, this conversation offers actionable insights to help reimagine the future of adult education.
Join Dr. Bill Heinrich and Dr. Alsarhan to uncover how HIPs create meaningful, transformative experiences that empower adult learners to achieve their goals and thrive in an ever-changing world.
This podcast is in partnership with the ELTHE Journal, which captures the best current scholarship in experiential learning: how it can be defined, strengthened, promoted, and assessed for the sake of educational effectiveness and equity.
Show Notes & References:
The guest's paper: https://journals.calstate.edu/elthe
Ashley Finley, A Comprehensive Approach to Assessment of High Impact Practices
https://www.learningoutcomesassessment.org/wp-content/uploads/2019/11/Occasional-Paper-41.pdf
George Kuh, High-Impact Practices
https://www.aacu.org/trending-topics/high-impact
Utah Valley University's Engagement Indicators
https://www.uvu.edu/birs/docs/research/survey_research/2022nsse-snapshot.pdf
In the latest episode of Mindset in Motion, we sit down with Dr. Annie Jonas, the newly appointed Dean of the Center for Experiential Learning and Careers at Warren Wilson College. Dr. Jonas dives deep into the college’s unique work-based learning model, where every student gains hands-on experience as part of a work crew, developing valuable skills like carpentry, plumbing, and accounting. Beyond career readiness, she explains how this approach fosters civic engagement and a strong sense of purpose in students. Dr. Jonas also shares insights into Warren Wilson’s long-standing commitment to experiential education and how the college’s curriculum integrates practical work with academic learning to empower students for meaningful careers and lives of service. Tune in to discover how this transformative model is shaping the future of higher education!
Show notes/Links
https://www.warren-wilson.edu/wp-content/uploads/2024/07/Our-Progressive-Promise-REV5-1.pdf
The Lens of Civic Identity: A Developmental Model for Undergraduate Education https://journals.publishing.umich.edu/mjcsl/article/id/5133/
In this episode of the Mindset in Motion podcast, join Dr. Bill Heinrich in conversation on one of three episodes dedicated to the latest articles in the ELTHE Journal. Here, Bill explores how institutional context and culture shape the practice of experiential learning. Our guests, ELTHE authors of “Revisiting SEE’s Principles of Good Practice for Experiential Education: Exploring Institutional Context and Culture”Elisa Avila from Texas A&M University-San Antonio, Rebekah Harriger from Harrisburg University of Science and Technology, Dennis McCunney from East Carolina University, and Ben Trager from the University of Wisconsin-Milwaukee, discuss the critical interaction of on-campus location and experiential learning practices. They also delve into how diversity, equity, and inclusion are integral to the design of these programs, share strategies for effectively communicating the value of experiential learning to students and families, and examine the role of third-space professionals who navigate the intersection of academic and career education.
This podcast is in partnership with the ELTHE Journal, which captures the best current scholarship in experiential learning: how it can be defined, strengthened, promoted, and assessed for the sake of educational effectiveness and equity.
In this episode of Mindset in Motion, Dr. Tiffany Herbert, Associate Vice President for Health and Well-Being at California State University, Dominguez Hills, dives deep into the intrinsic connection between experiential learning and well-being. Bill asks Dr. Herbert to expand on her argument that experiential learning is a form of wellbeing, offering listeners a unique perspective shaped by her background in clinical psychology, outlining a concept map where wellbeing and experiential learning intersect and support each other, providing a holistic approach to education. Tune in to discover actionable strategies for building organization-wide wellness practices that enhance the overall educational experience.
This podcast is in partnership with the ELTHE Journal, which captures the best current scholarship in experiential learning: how it can be defined, strengthened, promoted, and assessed for the sake of educational effectiveness and equity.
In this episode of Mindset in Motion, Bill Heinrich, Director of Mindset by Symplicity, is joined by Josh Meyer, Director of the McNair Scholars Program at Montana State University, Bozeman, and Tiana Irouje, Director of Student Engagement and Success at the Luddy School of Informatics, Computing, and Engineering, Indiana University. Together, they explore the intricate relationship between the definitions of and access to experiential learning focusing on the importance of collaborative learning among scholars and practitioners, offering insights into different approaches to bridging these concepts.
This podcast is in partnership with the ELTHE Journal, which captures the best current scholarship in experiential learning: how it can be defined, strengthened, promoted, and assessed for the sake of educational effectiveness and equity.
Why does experiential learning resonate with students and learners? What can we learn from experiential learning in the social work sphere? Join Bill Heinrich in conversation this month with Dr. Christine Norton, a licensed clinical social worker and professor of social work at Texas State and certified adventure therapist. In this episode, Dr. Norton highlights how experiential education resonates deeply with learners, enabling them to engage cognitively, affectively, behaviorally, and somatically. Bill and Christine explore the challenges and opportunities in scaling up experiential education on college campuses and the need for faculty training and support, and equitable access to learning experiences.
Through practical examples from her social work classes, she illustrates how hands-on experiences, such as mock therapy sessions and role-playing, help students develop crucial skills and self-awareness.
There are some deep cuts in the episode, so listen for these references:J. Rost, C. Swayze, J. McCormick, Middle Tennessee State University Experiential Learning at Scale https://doi.org/10.46787/elthe.v6i2.3561
Christine Norton and Steve Smith on Inclusive Risk and Learning
https://podcasts.apple.com/us/podcast/so-you-want-to-be-an-inclusive-risk-manager/id1731859884?i=1000656257572
Christine Norton’s TedX
https://www.youtube.com/watch?v=1SskOLn8JDc
Michael Holden of Queen's University joins us to talk about his and colleagues research about an interdisciplinary, community based, experiential project. The findings give us great insight into additional motivations of learners in their doctoral studies.
**In this episode, Dr. Amy Cicchino, is joined by current students enrolled in a variety of degree programs across different states and program types. The student panel discussion dives into topics such as transformation, engagement, career outcomes, and deep learning that transcends time and contexts. Join us for this thought-provoking episode where students share stories of profound learning experiences that have shaped their understanding of the world, their careers, and their futures.
This episode has a partner episode (S4.Ep14) in which we discuss and explore student learning:**
*This episode is produced in partnership with the Experiential Learning & Teaching in Higher Education (ELTHE) journal and the editor in chief, Ken O’Donnell. It is one of four podcasts published with this issue that highlights ELTHE authors, their research, and insights.
Hear from Dr. Anne Price and Dr. Michael Savoie as they discuss their institution's QEP-driven Experiential Learning project. many EL projects are just getting started, but this group has accomplished a lot in a few years, solved for categorization and assessment and are facing a new challenge: scale and integration. The authors discuss their new ELTHE article with me and give some great tips on making this work equitable and inclusive for students and faculty alike.
In this episode, Dr. Amy Cicchino and Dr. Patrick Green join our host, Bill Heinrich to reflect on the student roundtable (S4, ep13) and take a deep dive into experiential learning and its impact on students today. Together, they share their perspectives on how engaged experiential learning can unlock the value of higher education and contribute to solving complex problems. Tune in to gain valuable insights into why trusting students and involving them in decision making processes is key to delivering experiential learning effectively.
This episode is one of four produced for this issue in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. The guests did a great job living out their theory-to-practice mindset and talked about their scholarly influences, so here are links to all the mentions:
University of Toronto’s Innovation Hub led by Julia Allworth: https://studentlife.utoronto.ca/program/innovation-hub/
Dee Fink on Creating Significant Learning Experiences or https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
Jack Mezirow's theory of transformative learning - https://www.ecolas.eu/eng/wp-content/uploads/2015/10/Mezirow-Transformative-Learning.pdf
John Hattie's from sage on the stage to guide on the side https://www.youtube.com/watch?v=7XWMAteuaks
Judith Ramalay’s essay on the challenge of higher education https://files.eric.ed.gov/fulltext/EJ1043282.pdf
Assessing Experiential learning
Heinrich, W. F., & Green, P. M. (2020). Remixing Approaches to Experiential Learning, Design, and Assessment. Journal of Experiential Education, 43(2), 205-223. https://doi.org/10.1177/1053825920915608
High Impact Practices
Kuh, G., O’Donnell, K., & Schneider, C. G. (2017). HIPs at Ten. Change: The Magazine of Higher Learning, 49(5), 8–16. https://doi.org/10.1080/00091383.2017.1366805
Students as Partners
Cook-Sather, A., Felten, P., & Bovill, C. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.
Jesse Stommel on Trusting Students
Supiano, B. (2019, Oct. 27). Forget grades and Turnitin. Start trusting students. The Chronicle of Higher Education.https://www.chronicle.com/article/forget-grades-and-turnitin-start-trusting-students/
Bryn Lottig is now a best selling author. Her new book, No Child Left Inside: Transforming the Next Generation Through Experiential Learning. I had the chance to connect with Bryn to talk about this new publication and dig in on some of the big ideas that are underlying experiential learning , nature based learning, outdoor time and the ways that learning occurs!
Today we connect with Dr. Claire Brady, President of Glass Half-Full Consulting! Claire and I were classmates long ago and recently reconnected to talk about Artificial Intelligence in Student Affairs. Claire has served in many roles, including VPSA and now consults with campus organizations about AI, getting started, and what to avoid. Her insights are clear and timely. We also take a listener question from a seasoned Student Success practitioner, Dr. Jeff Burrow of the University of Toronto. Tune in for this lively conversation about important technological advances. Find Claire at https://www.drclairebrady.com/
and
https://www.linkedin.com/in/clairebradyedd/
Join us in this episode as we explore the integration of inquiry-based experiences in biology curriculum. Our host, Bill Heinrich, is joined by Dr. Sonal Singhal, Dr. Karin Kram, and Dr. Charlene McCord from California State University, Dominguez Hills. They share their expertise and insights on the benefits of teaching biology through experiential methods, the impact of experiential learning on student and faculty development, and the importance of building sustainable changes in curriculum. Get inspired by their innovative approaches and learn how they are using their work to drive positive changes in the field of biology education, in this third installment of the ELTHE podcast episodes.
***This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.
Download the original article at https://journals.calstate.edu/elthe**
**In this episode, Dr. David Kolb, Dr. George Kuh, and Dr. Alice Kolb join moderator Dr. Patrick Green to discuss the foundations and the future of Experiential Learning. These leading scholars share their current definitions of Experiential Learning, delve into their surprising entry points into the field, explore how it affects the brain and contributes to learning, and call for greater collaboration between scholars and practitioners. Tune in to gain valuable insights into the power and future of Experiential Learning in this third installment of ELTHE podcast episodes.
*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal and the editor in chief, Ken O’Donnell. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.
Download the scholarly articles here (free with an email) https://journals.calstate.edu/elthe**
Lucy Morrison, Levi Thiele and Katia Maxwell discuss with Bill there new definition of Experiential Learning, grounded in their scholar-practitioner experiences
- The authors come out strong with this opener: "The current movement to institutionalize Experiential Education (EE) reflects contemporary concerns about the perceived value of investing in education.”
- This definition reflects EL’s interdisciplinary foundations.
- Not to be missed, the article includes a powerful approach to interdisciplinary collaboration.
- These authors care about, practice, and endeavor to improve student experience through EL.
Download the original article here: https://journals.calstate.edu/elthe
Tyler Hough, Executive Director of the Chicago Center and the Philadelphia Center. A social entrepreneur and nonprofit strategist, Tyler Hough has spent the past decade plus building and leading organizations that make a difference in the world. Bill and Tyler cover some ground on
- Educating Cultural Chameleons
- EL as a "flexible ensemble of processes"
- Matching Cultural Intelligence learning process with Experiential Learning
- Assessing on multiple layers of outcomes of Cultural intelligence
- Anticipating shorter and more widely used cultural immersion programs as an alternative to more expensive ways of delivery, to create more access and equitable outcomes
Download the article here: https://journals.calstate.edu/elthe
In this episode of Mindset in Motion, "Deciphering the Defining Features of Experiential Learning," we have the honor of hosting Dr. Josh Meyer, an educationalist with extensive expertise in experiential education. Join us as we delve into the complexities and approaches of deciphering the definitions of experiential learning, exploring its convergence with other educational disciplines, the importance of operationalizing EL, and the resistance to standardization in practice. Tune in to gain valuable insights into what defines Experiential Learning in this third installment of ELTHE podcast episodes.
*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.
- References:
- Joplin, L. (1981). On Defining Experiential Education. Journal of Experiential Education, 4(1), 17-20. https://doi.org/10.1177/105382598100400104
- Download the article here: https://journals.calstate.edu/elthe
Ryan McRae of HubSpot talks about his career in training and various transitions between roles. Ryan’s career spans Higher Education, training for the US military, and several well known brands. Hear how he thinks about going from zero to one with trainees, how he lowers barriers to learning, and how he makes it fun to be part of a new team!
Ryan McRae has been with HubSpot for 2 years as a Senior Facilitator. Previous he was an Onboarding Facilitator at Groupon for 3 years and a Trainer at Apple for 5 years. Training is his passion and when he's not HubSpotting, he's a board game fanatic and a fiction writer. He lives in Chicago, IL which is probably the best city in the world.
From "Rudy" to "The Internship" to "The Social Network," movies and media that highlight the collegiate and early-career experience are abundant. In this lighthearted episode, Brad Thomson, Senior Technical Analyst, and Vanessa Phong, Product Success Coach, Orbis, chat about their favourite films in this genre and explore how media portrayals of the post-secondary or early career experience have shaped or reflected their own. In this MIM episode, we're kicking it Old School by revisiting film narratives that thematically address(ed) life on campus and new to the workforce. In the process, we unexpectedly unpacked themes of our own, such as the significance of skills development, support systems, and committing to the process of career development. "I've been ready for this my whole life." - Rudy, "Rudy" (Film)
Café spaces, particularly on college campuses, serve as vibrant community hubs, caffeinated ones, at that. Saxbys has ingeniously transformed these spaces into student-run businesses, placing coffee shops right on campus and entrusting students with their entire operation. This innovative initiative fosters experiential learning as students take the lead in managing day-to-day café To-Do's, often in intergenerational teams, fostering a strong sense of belonging and giving purpose to participants career readiness journeys.
While the conventional view of cafes may evoke images of baristas, Saxbys broadens the perspective to encompass various roles, such as human resources, marketing, financial management, event planning, and leadership development.
In our latest podcast, join Liz Langemak, Director of Academic Platforms, Saxbys, as she sheds light on the significance of this innovative approach. Discover how it functions, why it matters, and how you can leverage this unique learning experience to your advantage. Embrace the transformative power of the café model in shaping not only your academic journey but also your career path.
In this episode we talk about how Simulation Canada, Colleges and Institutes Canada, and Douglas College use simulations-based experiential learning techniques to scale up clinical competencies for health sciences and allied health fields. The pandemic was one catalyst for this growing trend of simulation in healthcare and the recognition of its value in helping students achieve relevant competencies. Simulations-based learning brings institutions, organizations, and employers together to ensure students can fulfill their skillsets in-line with the current and future needs of their hopeful industry through the emulation of real-world circumstances, processes, and challenges. Through this conversation we learn about the best practices of facilitating, applying, and scaling virtual simulation and how you can also benefit from this approach to experiential learning.
How can data be employed to enhance and uplift student learning outcomes, the overall 'student experience,' and the performance of your institution? In this episode, we are joined by Jillian Pulsifer (she/her), Operations Support Analyst; Brittany Warren (she/her), Communications and Engagement Specialist; and Robert Wooden (he/him), Director of Management Career Services. Together, they demonstrate the positive outcomes achieved through collaborative efforts in utilizing data to inform and support decisions. These decisions drive the transformative changes that Dalhousie’s team requires to enhance their impact on the career paths of their learners and adapt to the evolving times.
The Career Services management team at Dalhousie relies on Outcome data to pose and address questions, document both collective and individual student stories, capture snapshots of progress and areas for growth, provide progress reports and employer or stakeholder updates, and share meaningful news and opportunities to their respective (or prospective) student audiences.
Dr. Jocelyn Evans, Dr. Kwame N. Owusu-Daaku, and Dr. Gregory Tomso from the University of West Florida facilitated Honours students' visit to The Legacy Museum and The National Memorial for Peace and Justice. They then collaborated to create question-driven instruments, encouraging in-depth student reflection and integration of what they had learned. This work, alongside these students, resulted in a small but powerful dataset that illustrates learners who are open and invested in critical thinking. It offers glimpses of what's possible when we incorporate polemic spaces as a vehicle for affect, rhetoric, and understanding – something not achievable through today's textbooks alone.
*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.
One significant challenge in post-secondary education is retaining students beyond their first year. Many high-impact practices are traditionally designed for students further along in their academic journey. In this episode, we explore Delaware State University's lab internship program, specially crafted to support and engage first- and second-year students, simultaneously increasing early-stage engagement and equity. Unlike later-stage experiential learning initiatives, this program eliminates the need for specific GPA requirements or faculty recommendations. It's intentionally structured to be completed on-campus during regular school hours, making experiential learning accessible to students in the early stages of their education, welcoming them into the lab. The program yielded highly positive results, notably boosting students' interest in pursuing their chosen majors and kindling their enthusiasm for off-campus internships and learning experiences, thus expanding their career horizons. Additionally, it strengthened the connections between faculty and students, further enhancing its overall effectiveness. With each passing semester, the program attracted more students, underlining the urgent necessity of acknowledging experiential learning as a vital component for early-year learners. Not only does it improve student retention, but it also empowers them to explore limitless possibilities beyond the classroom's confines.
*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.
In this episode, we explore how Middle Tennessee State is institutionalizing broad access to experiential learning courses through departmental and faculty dedication and how its study of 33,000 EL participants (in one or more EL designated courses) proved an increase in graduation rates because of this work. Our impressive guests from Middle Tennessee State are Carol Swayze, Director of Experiential Learning and a faculty member in the Experiential Learning Scholars (EXL) Scholars Program, Janet McCormick, Director of the Master of Arts in Liberal Arts (MALA) program, and Jim Rost, faculty member for the Ed.D. in Assessment, Learning, and Student Success (Higher Education concentration).
*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.
In this episode, we are joined by two distinguished experts: Laurie O. Campbell, Ed.D., a Learning Science Researcher, and Dr. Kathryn Babb, Ph.D., a Counsellor Educator at Capella University. Together, they present their scoping review on the concept of experiential education within the context of counselor education. Their investigation reveals a notable conflation of terms such as active learning, real-world learning, and experiential learning, which are, in reality, distinct in meaning.
Their research uncovers a prevalent trend in the misappropriation of the term "experiential learning," with numerous references actually denoting something different. When examining articles and studies within a five-year timeframe, it becomes evident that the genuine discussion of true experiential learning is less frequent than previously assumed.
The crux of their focused exploration is the imperative to move beyond mere reflection within the experiential learning paradigm. They advocate for a more comprehensive approach involving the seamless integration of learning to truly take effect. Their insights compel us to expand our understanding of experiential learning, moving beyond mere reflection, and instead, encouraging us to perceive every experience as a catalyst for growth, particularly through the lens of learning from failures.
Ultimately, their dialogue ignites the idea that embracing imperfection is not only essential but also a potent component of the journey toward accelerating one’s career and refining the self-assessment cycle. This perspective is deeply rooted in the thinking of John Dewey and science, noting that high-impact, real-world experiences are a cornerstone to evolving and informing students’ journeys and career exploration when integrated through the entire cycle of EL alongside counselor educators.
*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.
Service immersion goes beyond mere acts of service; it's about deepening understanding and advancing social justice through genuine human connection. While the service component is crucial, true immersion and learning expansion occur through accompaniment. Dr. Richard Clark, a Professor in Sociology and Criminology at John Carroll University, and Dr. James (Jimmy) Menkhaus, both experts in this field, share their insights in this episode. They emphasize the transformative value of service immersion, as it not only impacts people's lives but also ignites students' perspectives, shifting their view of the world from an abstract concept to a tangible force for change. Their work explores the potential of service immersion to create a more socially just, equitable, and interconnected world.
*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.
Sam Ramsey is an educationalist specializing in guiding students to pursue their passions through Career Technical Education (CET). He works as the Lemley Memorial Campus Director for Tulsa Tech, Oklahoma, and shares with us the lessons he’s discovered in his work in this episode. Tune in to hear more on this and discover how to best support learners’ unique definitions of success, purpose, and growth along their learning and career journeys. Questions? Connect with Bill Heinrich: bheinrich@orbiscommunications.com
It's estimated that if we could create an equitable entry point for people with disabilities into the job market, we could tap into a potential pool of around 645,000 more candidates. In this episode, we’re joined by Nevena Dragicevic and Jordann Thirgood, of CSA Group (formerly Canadian Standards Association) to explore the challenges faced by people with disabilities in Canada, the importance of an intersectional approach, government intervention, and the need for a holistic support system. Importantly, this episode unpacks the core findings in their report “A Path Forward: Advancing Disability Inclusion in Canada” and contextualize the significance of The Accessible Canada Act, which aims to build a barrier-free Canada by 2040, and additional policies like The Disability Inclusion Action Plan – implemented in 2022.
In this episode of Mindset in Motion, we're joined by Nate McGill, Program Director, Student & Athlete Career Development, Tennessee State University, to discuss the need for more strategic and holistic systems of support for student athletes - beyond athletics and into their career journeys.
Jade Pichette is the Director of Programs at Pride at Work Canada and a Consultant on diversity, equity, and accessibility with over 19 years of experience. They join us in this episode of Mindset in Motion, exploring the experience of LGBTQA+ candidates and employees and how organizations can better understand, support, and serve equity-deserving groups. Written policies are a beginning, but the universal challenge is practicing what we preach.
What type of environment are you cultivating?
What work are you doing to ensure you are cultivating that environment?
How are you supporting equity-deserving groups in their leadership journeys?
Are you looking for a “culture fit” or “culture add” in your recruitment efforts?
Tune in to learn from Jade how to recognize and empower LGBTQA+ candidates and employees and understand how you can build cultures that actively advocate for, and represent, equity-deserving groups.
In this episode of Mindset in Motion, we’re joined by Josh Meyer, a seasoned educationalist in the field of experiential education, who specializes in outdoor EL and is working to explore its concepts, implementations, and potential for creating intentional, compassionate, and effective educational frameworks. In this conversation, we take a comprehensive look at what EL truly is and explore its evolving nature, encouraging post-secondary to take EL from ‘field’ to ‘pedagogy’ to ‘just good teaching’.
Ja’net Glover believes in the power of the next generation workforce to positively influence and shape our collective global future and holds deep respect for the responsibility of post-secondary institutions to prepare them to do so. This is her why – every day – and a proven foundation for an impressive twenty (plus) years leading at the helm of post-secondary student career-readiness, now working as Senior Director for The University of Florida, Career Services.
Our Director of Mindset, BIll Heinrich, spoke with Ja’net at NACE and we have this brief yet inspiring conversation here to share with you today. Tap the link in bio to hear more.
Thank you for joining us, Ja’net!
Skip Bowman is a highly respected leadership and organizational development expert for teams who aspire to leverage a global growth mindset and foster psychological safety to drive transformative change.
As the Founder and Chief Transformational Officer at Global Mindset, Skip has provided invaluable guidance to a wide range of businesses, including notable organizations such as Amcor, Merck, Danfoss, Siemens, Rambøll, BHP Billiton, Brüel & Kjær, HBM, GN, Ericsson, Nestlé, Mölnlycke, VELUX, SimCorp, and Tryg. With a focus on holistic improvement from within, these companies have sought Skip's expertise to elevate their performance and outcomes.
Renowned as Europe's foremost inspirational speaker on these subjects, Skip recently authored the book "Safe to Great - The New Psychology of Leadership", which delves into the importance of psychological safety in driving innovation, creating cultures of commitment rather than control, the 'four ages of our time', and more.
In our recent podcast, Creating Cultures ofServe Innovation and Purpose, we’re joined by Jonas Altman, author of the best-selling book Shapers: Reinventing the Future of Work, and a man in search of purpose, potential, and balance - for everyone. Jonas continues his over two-decade-long work to guide what’s next, strategizing with senior teams, executives, startups, and those open to listening, to make the world of work more human and humans more capable of incredible work (you can read his full bio below). In this episode, he pulls from personal experience and findings to explore how we can universally gain value by rethinking the world of work to support better outcomes - for employees and businesses. Importantly, Jonas asks us to consider, “How can we be truly innovative without inviting wrong answers or welcoming failure?”. Tune in to hear incredible musings on where we are at, where we could be, what we can do, and who is leading the way cultivating culture of innovation...in the future of work.
Skills identification, articulation, and translation are essential components when viewing the value of higher education through a career-readiness lense. So, how do we support students to recognize and translate what they learned in ways that their hopeful future employers will understand? In this episode, we're joined by Laura Fyfe, Skills Translation Coordinator in the department of Co-op, Career, & Experiential Education, at Brock University, and Katrina Volpini, Brock alumna and Med Plus Consultant in Career Education, to learn about the theories, frameworks, practices, and ongoing innovation of Brock's career development model. This episode explores quantitative and qualitative modelling and takeaways critical to strategically bridging the metacognitive gap between learning and application.
How can institutions work together to support student resilience? What are anticipatory approaches to students' mental health and how can the classroom serve as a container for the whole student? In this episode, we learn from Dr. Bob Hackey on his work, approaches, and mindset to increase student resilience as they face learning, life, and the future of work.
In a dynamic and ever-changing labour market, we need to help students acquire, reflect on, and articulate competencies throughout post-secondary study. This encourages agency over their career paths by supporting their pursuits beyond their degree and within a variety of industries and career paths. Students and graduates can use their competencies to bring interdisciplinary skills to an array of opportunities. But how do post-secondary institutions build the right systems and uphold inter-departmental collaboration to drive competency development for learners? In this podcast, University of Manitoba explores their development of a competency framework and what they learned along the way. From promotion to uptake amongst stakeholders, building transparency, challenges, and hopes for impact, this episode informs anyone in education or employment curious about competency development or considering the role of competencies in the future workforce.
Shannon Dowling is an architect, space analyst, and educator who focuses on creating research-driven and student-centered learning environments. Equipped with an extensive knowledge of educational trends and challenges, Shannon always works with the physical and psychological needs of students in mind. She collaborates closely with educators, students, and administrators to create inspirational yet functional space in which every student feels comfortable, safe, and ready to succeed.
Listen and learn from Shannon on, "Building Equitable & Accessible Post-Secondary Spaces & Experiences," episode one of our Back-to-School MIM sub-series
Learning happens everywhere. How we capture it is a hot topic.
Not only is how we capture learning shapeshifting but so too is the recognition of what is captured and what is means.
There are brilliant minds in higher education, data, and technology doing the thinking that will shape the future of badges, credentials, and recognition.
Laura Hilliger, Noah Geisel, and Doug Belshaw are a few of these individuals and they sat down with Dr. Bill Heinrich, Director of Mindset, to discuss the underpinnings and possible uses of badges and credentialing, the hurdles to implementation, their work to-date, and how we can use badges and micro-credentialing to empower learners and validate their experience.
To quote Laura, "How do we change a system from within a system, and what are the types of work that go into it?"
What is post-secondary Student Affairs? Why is it a practice? What is researched and what are important discoveries in Student Affairs?
This podcast helps to contextualize the field of Student Affairs, the research, and the impact it can have to support learners.
Why do big change projects within institutions organizationally fail more than succeed?
Jeff Grabill attributes barriers to change with the discomfort that humans inherently feel in the process. Academically, we like the idea of change but in practice we are all on a bell-curve of discomfort while the change is taking place.
Redefining a school's curriculum and charting meaningful work takes group participation and a willingness to break down campus cultural hurdles that can hinder strategic steps forward. Or, as Bill references in this podcast, "Culture eats strategy for breakfast". Well, it can but with the right work it won't.
Jeff Grabill is the perfect speaker to address the ways digital acceleration can work alongside culture to innovate and prototype higher ed for the future. Prior to joining the University of Leeds, Grabill was at Michigan State University (MSU) in the United States for nearly 20 years. He served Michigan State University as the Associate Provost for Teaching, Learning, and Technology. In that role, he was responsible for facilitating innovation in learning and educator professional development via his role as Director of the Hub for Innovation in Learning and Technology. Grabill’s research focuses on how digital writing is associated with citizenship and learning. That work has been located in community contexts, in museums, and in classrooms at both the K-12 and university levels. Grabill is also a co-founder of Drawbridge, an educational technology company.
In this episode, you learn about things like 'a lifelong learning provision', aligning economic incentives with modular learning, short and stackable courses, and the thinking driving future approaches to designing learning experiences around the needs of students. Says Jeff, "I think people need to design, in any given design instance, what the experience is. It could be welcome, induction, and transition. It could be, a course, or a class, or a module. Within the context of that, it could be very specific things like the scaffolding of a syllabus or online course."
We're joined in this episode by Dr. Robby Ratan, Associate Professor and AT & T Scholar, Michigan State University, Department of Media and Information, and metaverse expert.
A few things you will learn in this episode:
- what (the heck) the metaverse is, and why you should care,
- how it will prospectively empower and enhance experiential learning,
- considerations when assuming ‘avatar identities’ (from bias to personal association with our avatars and personal safety)
- how the metaverse could evolve student reflections on what’s learned, peer reviews, study abroad experiences, and graduate employment opportunities,
- how the face of post-secondary will evolve through the metaverse, and MORE.
Lara Hof is an experienced student conduct administrator who now runs Hof & Associates, a student conduct administration consultancy for post-secondary institutions across Canada. Her work is regarded by peers as trailblazing in its understanding of the practice of student conduct administration and procedural fairness. She has managed hundreds of student conduct cases, often complex, and served as the primary campus investigator for incidences of gender-based violence. In this episode, Hof shares her insights on best practices for post-secondary student conduct administration, how to build cultures of care for learners and teams, and the ways we can overcome student conduct administration obstacles challenging post-secondary institutions today.
Experiential Learning is a philosophy of education that encompasses a large swath of hands on and reflective practices across postsecondary--there are many paths. Social, racial, environmental, and economic justice outcomes are possible, and even probable, in EL, but we have to focus on designing for those outcomes. Who we include in our community, as designers, educators, and learners, has everything to do with achieving justice outcomes in experiential learning. In this episode of Mindset in Motion we talk about designing post-secondary experiential learning to support social justice, with Mario D'Agostino and Patrick Green.
Julia Allworth leads the Innovation Hub at the University of Toronto. The Hub is an on-campus consultancy that supports building better student experiences using design thinking, Julia is also the author of a book entitled, "Design Thinking in Student Affairs: A Primer".
Join Bill and Lesley D'Souza, as they explore storytelling with data and how design thinking can be bridge equitable approaches to assessment at the post-secondary level.
"'Johnny', in Fredericton, is a marketing student and we're going to match him with 'Bob', the IT student, who's in Miramichi, and together they'll solve something that needs to be solved."- John Wishart, CEO, The Chamber of Commerce for Greater Moncton
Hear from Craig Dixon, Project Coordinator at the University of New Brunswick, Dr. Sarah King, Director, Experiential Education, the University of New Brunswick, and John Wishart, Chief Executive Officer, The Chamber of Commerce for Greater Moncton, on how Future NB developed, adds value, empowers relationship-building for long-term success, and can serve as a reflection of cultural values to build a more inclusive and interconnected provincial approach to career readiness and international recruitment.
As beautifully put by Sarah (King), "A rising tide raises all boats".
*Future NB is a provincial implementation of Orbis' Outcome Campus Connect.
How we talk about our activities matters to students. It also matters to everyone else up the line, including campus leaders and likely, your provincial and federal governments.
We talk more about the role of funding and approaches to managing funded programs in this episode of Mindset in Motion, with our guest Dr. Kim Elias-Cartwright from the University of Toronto.
In this episode, Bill speaks with Lizzy King, Interim Director, Michigan State University Union and Senior Sales and Services Manager, from Michigan State University, about her new book chapter focusing on the prototyping elements of MSU’s experiential record. Yes, the technology prototypes were key, but this conversation is insightful when Lizzy addresses the questions:
- How do you prototype new relationships needed when implementing a new experiential record?
- Could relationships improve if different stakeholders understood their need to collaborate?
Tune in for insights on prototyping in post-secondary!
In this episode, Bill speaks with Elyse Leblanc and Joe Baker, discussing how the tourism and hospitality industries are innovating to support post-secondary students and graduates with opportunities to gain skills and get hired.
Elyse Leblanc is the Manager, Talent Acquisition, North and Central America, for Accor hotels and has a career in human resources that spans over a decade.
Joe Baker is a passionate leader within Canada’s tourism, hospitality and education sectors. He is a vocal advocate for a resilient, inclusive, future-forward industry. He is currently working with Tourism HR Canada on their student work placement program called Propel.
Listen in to learn about Joe and Elyse, and their first-hand insights on how the tourism and hospitality industries are working to attract and retain the right talent to rapidly grow and adapt.
Dr. Michael DeGagné is the President and CEO of Indspire, Canada's largest charity supporting Indigenous students, education, and excellence. He is also the former President and Vice Chancellor of Yukon University, President and Vice Chancellor of Nipissing University, Executive Director of the Healing Foundation, and Executive of the Federal Government of Canada. Needless to say, Michael brings a wealth of experience, research, and insights to this community and we're grateful he took the time to share with us.
In our latest Mindset in Motion episode, "Building Belonging," Michael teaches us about his work and learnings throughout a seasoned career dedicated to understanding how we can better support students, particularly Indigenous students, for success by building a post-secondary ecosystem empowering students to see themselves and their identities within it.
In this episode of Mindset in Motion, Bill speaks with Krystle Paskaruk, coordinator of work-integrated learning at University College of the North about her thinking, design, and implementation of a comprehensive career development framework.
With 18 years of experience and a keen strategic eye for what's next in career-readiness deployment, Krystle guides us through her reasoning for adapting the delivery of career development supports at University College of the North and why commitment to seeing learning outcomes through to 'real world impact' is meaningful - particularly for students and graduates at UCN, located more remotely and in-large representing age groups 35+.
Enjoy!
In this episode of Mindset in Motion (MIM), Bill Heinrich, Orbis' Director of Mindset, speaks with Justin Andrews and Fahmida Shaily Islam, two graduates of The University of Toronto. Justin and Fahmida are also members of Orbis' Outcome Campus Connect (OCC) Student and Graduate Journalist Team, a group of students and graduates empowering the voice of the OCC platform by writing about their post-secondary and career-search experiences or interviewing those who are working in the field. Tune in to hear reflections on the student and graduate journey to apply what has been learned in-class in real life, gain skills and experience, and get hired.
In this episode, Bill is joined by Zoë Mills, our Communications, Content, and Brand Strategist at Orbis.
For questions or comments on this episode, connect with Bill: bheinrich@orbiscommunications.com
Our latest Mindset in Motion episode discusses the kinds of data we collect about our students (and the types we don't) and how we analyze and deliver this data to tell stories about our students' identities and learning patterns. Tune in to hear Sarah Wills, Manager, Integrated Learning and Assessment, Western University, and Jeff Burrow, Vice-provost, Innovations in Undergraduate Education, University of Toronto, speaking with Bill Heinrich, our Director of Mindset, on the importance of thoughtful data delivery and building narratives that are representative of your student's unique identities and ways of knowing.
In this Mindset in Motion episode, Bill is joined by Jan Basso, Assistant Vice-President: Experiential Learning & Career Development at Wilfrid Laurier University, and Katherine St. Louis, Associate Director, Resources and Operations in Experiential Learning and Career Development, also at Wilfrid Laurier University, who guide Mindset through the evolution of the Laurier Experience platform.
Join us as we provide an expert-articulated account of the development, adaptation, and measurement of one of Canada's largest curricular and co-curricular programs, and learn a thing or two about how to successfully deliver institutional commitments to students along the way.
Who are you? What are you good at?
Brien Convery, our featured speaker in this episode of Mindset in Motion, kick-starts this podcast with the poignant observation that people tend to lead with what they do, not who they are. Brien goes on to explain that he is someone who is a creator and a builder, someone who takes risks and navigates his life with authenticity. When these innate strengths are aligned, he explains that he feels best equipped to add value to meaningful conversations.
As a part of the team at Royal Bank of Canada, Brien’s title, National Director, Early Talent Communities and Inclusive Recruitment, Canada, allows him to do what he does best – connect with people and strategically work to build a more supportive, inclusive, and impactful approach to early talent recruitment. Defined as a ‘Universal Student Experience,” Brien and his team took pen to paper to explore the student journey from post-secondary experience to work and found that the attraction and engagement phase of the equation had room for improvement. The ‘recruitment’ piece, upon further definition, is the process but the ‘attraction and engagement’ piece is the student-centered, as we say at Orbis ‘people-first,’ approach to holistically support the next generation of talent. Brien’s thirty-year career working for businesses, both public and private, worldwide, and his trailblazing role at RBC lend him the experience and insights fundamental to a deeper understanding of the student recruitment landscape. Tune in to hear more from Brien, and how institutions, employers, and students can benefit from a holistic, human-first approach to early talent recruitment and a greater understanding of competency development and experiential learning.
Thank you, Brien! We're grateful for your time, work, and insights.
If you have any thoughts or questions on this podcast and want to explore these topics further please don’t hesitate to reach out to our team.
In this episode of Mindset in Motion (M.I.M) our Director of Mindset, Dr. Bill Heinrich, invites you to listen in on his weekly gathering of the (self-named) The Powerful Learning Group.
The Powerful Learning Group is composed of Bill’s colleagues from James Madison University and Michigan State University, each member of the group focuses on interdisciplinary and project-based learning experiences in a course.
An interdisciplinary approach to learning requires a deep understanding of the patterns and themes that connect various disciplines, it seeks to understand the “what” and “how” and relate learning to the real world. In asking the right questions and gaining insights from thoughtful people, The Powerful Learning Group enhances the infrastructure that supports students to think critically and define how what’s learned aligns with their individual experiences and personal hopes for their career and life paths.
Says, Patrice, “I’m a faculty member in the biology department at James Madison, and I found this crew because I kept trying to answer questions that were not available for answering by just the discipline of biology. So, I knew my discipline pretty well but I needed engineers, and I needed people with communications skills, and I needed nursing faculty members to help me answer the questions that I had.”
Listening to this lively conversation amongst peers in post-secondary education makes you feel a part of something that is truly powerful, and will remind you what can be done when we combine our mindsets to build and improve upon the foundations of tomorrow.
In this episode, Bill and Jeni speak with Mark Slomp, Executive Director of Student Services, Kathleen Massey, Associate Vice President of Student Affairs, and Kyra Gillert, Student Engagement Officer, from the University of Lethbridge, to discuss the design, vision, and launch of the University’s MyExperience Transcript.
Reflecting on the traction the record is gaining on campus, our guests speak about their progress realigning units to create stronger services for students and how the inclusive category of co-curricular is yielding new conversations about student learning across academic and student affairs. Above all, you’ll hear about how the Student Experience Transcript and tools for student reflection empower learners to personally answer their truest callings - the reason(s) they get up in the morning - supporting students and graduates with deeper and clearer pathways, through higher education, toward fulfillment.
Our team at Orbis is grateful to Mark, Kathleen, and Kyra for joining us and sharing their insights and best practices for implementing Outcomeand using it to deliver and enhance experiential learning that empowers students and graduates.
Congratulations to The University of Lethbridge on the launch of your MyExperience Transcript! We can’t wait to hear more from you as the impact of your work extends across campus and beyond.
In this episode of M.I.M, we speak with Sarah Schultz, director of Michigan State University's co-curricular record named "My Spartan Story," and Rose Lin, student life coordinator at the University of Toronto. Tune in to hear Sarah and Rose discuss the successful adoption, recognition, and implementation of an experiential record and how data insights can inform decision-making and learning pathways that add value for all users. By the end of this podcast, you'll have a deeper understanding of how to build your own experiential record and uncover data stories that give meaning to your university or college's unique career-readiness framework.
In this episode, Orbis's Director of Mindset, Bill Heinrich, explores the contrasts between learning outcomes and competencies. Tune in to learn the significance of credentialing learning gains and how formal recognition helps students benefit from general learning and deeper competencies. By the end of this episode, you'll know more about the fundamental principles and driving forces that support digital credentialing and how it can apply to student career readiness.
As we know, higher education has always been about far more than the content of academic coursework. Peers, professors, staff, and alumni provide valuable social capital. Athletics, research, social clubs, internships, study abroad programs, and other high-value learning experiences are essential elements of an educational experience. Such experiences offer students critical opportunities to develop in-demand employability skills. Communication, growth mindset, emotional intelligence, creativity, decision-making, leadership, and cultural intelligence set a point of differentiation for graduates in today’s workforce. Long-term student livelihood is contingent on the next generation of leaderships’ ability to lead effectively.
In this episode of Mindset in Motion (MIM) Cameron McCoy, Vice President & Vice Provost of Strategic Initiatives at Lehigh University, and Mary Strain, Business Development, at Hyland Credentials, discuss answers to some of today’s most pressing questions critical to shaping the future of higher learning and student career readiness. Questions, like:
- How are academic institutions creating opportunities to recognize and create value for all of these learning experiences?
- How are those experiences aligned to existing paradigms of value outside of the issuing institution?
- How can stakeholders verify such credentials?
- How are students empowered with the agency over their records of accomplishments?
We all know that the world of higher education, reflective of the practice of lifelong learning, is constantly evolving. Today, the way that a diploma or degree adds value to each student or graduate has changed. Without question, a university or college degree remains invaluable and empowering when entering the workforce. However, the employment landscape is rapidly changing. The question on most employer’s minds has moved away from solely, “What school did you graduate from?” toward, “What skills can you immediately contribute to my organization to lead progress and gains?” or, “What experience do you have that will help us be better?”
As a higher education community committed to shaping career-ready students, understanding and developing technological and educational practices that nurture long-term success requires a commitment to constant learning. It takes the right Mindset, one that’s evolving - always in motion.
In this episode, your hosts Bill Heinrich and Jeni Riddell kick-start our learning journey together. Enjoy!