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Francis McGuire, PhD (EDGE Faculty) Teresa Tucker, PhD (EDGE Coordinator)

Clemson PRTM EDGE Semester: Using student engagement experiences to create meaningful and effective learning environment. Francis McGuire, PhD (EDGE Faculty) Teresa Tucker, PhD (EDGE Coordinator) Rita Penniman (EDGE Student). The conflicts fueling change…. Service learning.

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Francis McGuire, PhD (EDGE Faculty) Teresa Tucker, PhD (EDGE Coordinator)

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  1. Clemson PRTM EDGE Semester: Using student engagement experiences to create meaningful and effective learning environment Francis McGuire, PhD (EDGE Faculty) Teresa Tucker, PhD (EDGE Coordinator) Rita Penniman (EDGE Student)

  2. The conflicts fueling change… Service learning New technologies New faculty roles HEHD dispositions Motivators to change

  3. The conflicts fueling change… Traditional curriculum delivery systems Service learning New technologies New faculty roles HEHD dispositions Barrier to change Motivators to change

  4. The conflicts fueling change… Traditional curriculum delivery systems Traditional curriculum delivery systems Service learning New technologies New faculty roles HEHD dispositions IS THERE A BETTER WAY? Motivators to change

  5. The conflicts fueling change… Service learning New technologies New faculty roles HEHD dispositions Core Immersion Experience PRTM EDGE Engaging in Diverse Guided Experiences Motivators to change

  6. Curriculum transformations Before… NRPA 1 NRPA 12 NRPA 4 NRPA 6 NRPA 3 NRPA 5 NRPA 2 NRPA 8 NRPA 1 NRPA 9 NRPA 3 NRPA 11 NRPA 1 NRPA 4 NRPA 12 NRPA 5 NRPA 6 NRPA 2 NRPA 7 NRPA 8 NRPA 4 NRPA 7 NRPA 7 PRTM 201 PRTM 205 Starting with learning silos – redundancy, gaps, and boundaries with little integration PRTM 101 PRTM 210 NRPA 10 PRTM 409 PRTM 305 PRTM 309 PRTM 308

  7. Curriculum transformations NRPA 11 NRPA 3 NRPA 9 NRPA 12 NRPA 5 NRPA 4 NRPA 1 NRPA 7 NRPA 6 NRPA 2 NRPA 8 PRTM 201 PRTM 205 PRTM 101 PRTM 210 Identified and removed redundancies in learning objectives NRPA 10 PRTM 409 PRTM 305 PRTM 309 PRTM 308

  8. Curriculum transformations NRPA 1 NRPA 4 NRPA 5 NRPA 12 NRPA 9 NRPA 3 NRPA 11 NRPA 8 NRPA 6 NRPA 7 NRPA 2 Broke down the walls between course content NRPA 10

  9. Curriculum transformations NRPA 3 NRPA 1 NRPA 4 NRPA 5 NRPA 12 NRPA 9 NRPA 11 NRPA 8 NRPA 6 NRPA 7 NRPA 2 NRPA 10

  10. Curriculum transformations NRPA 3 PRTM EDGE After… NRPA 11 NRPA 1 NRPA 9 NRPA 5 NRPA 4 NRPA 12 NRPA 6 NRPA 7 NRPA 2 NRPA 8 PRTM 221 PRTM 222 PRTM 224 PRTM 223 NRPA 10 Integrated core learning experience where our philosophy is that learning should take place wherever, whenever, however, and with whomever best facilitates an authentic connection between student, faculty, and content.

  11. What the students see… I feel like I learned a lot of concepts and how to handle real life situations, which is a strength. But I do not feel prepared at all to take an exam. I didn't learn facts and wasn't really taught anything by the instructor... we learned on our own and the instructor kind of oversaw us. I did learn a lot/how to work in the business world... but I couldn't tell you any facts about anything. Just concepts and ideas.

  12. What the students see… Just concepts and ideas.

  13. Stair stepping to student engagement… Gradual incorporation of service learning and community-based research

  14. Stair stepping to student engagement… Gradual incorporation of service learning and community-based research Field trip experience

  15. Stair stepping to student engagement… Gradual incorporation of service learning and community-based research Field trip experience Volunteer experience

  16. Stair stepping to student engagement… Gradual incorporation of service learning and community-based research Field trip experience Volunteer experience Day camp experience

  17. Stair stepping to student engagement… Gradual incorporation of service learning and community-based research Field trip experience Volunteer experience Day camp experience Creative Inquiry project

  18. Stair stepping to student engagement… Gradual incorporation of service learning and community-based research Increasing exposure to process Field trip experience Volunteer experience Day camp experience Creative Inquiry project

  19. Stair stepping to student engagement… Gradual incorporation of service learning and community-based research Increasing student ownership Field trip experience Volunteer experience Day camp experience Creative Inquiry project

  20. Stair stepping to student engagement… Gradual incorporation of service learning and community-based research Increasing impact on community Field trip experience Volunteer experience Day camp experience Creative Inquiry project

  21. Step one: Introducing students to the field… • 3-day field trip • Meetings with professionals • Experiencing the field • Planned and facilitated by faculty Field trip experience

  22. Step two: Students giving back to the field… • Choice of variety of volunteer opportunities in local area • Reflection tying in EDGE concepts Volunteer experience

  23. Step three: Students programming for the field… • Students program local day camp • Student ownership within faculty parameters • Peer evaluation Day camp experience

  24. Step four: Students impacting the field… • 4-semester student-led research projects • Student ownership with faculty guidance Creative Inquiry project

  25. An evolving process…

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