Mindset in Motion (MIM)

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 [https://eric.ed.gov/?id=EJ1188550]  Simple AI Tools for Seniors: Your Friendly Guide to Technology  by Margaret Sass https://boisestate.pressbooks.pub/aitoolsforseniors/ [https://boisestate.pressbooks.pub/aitoolsforseniors/]  Bachelor's Enrollment Lags as Trades, Certificates, and Grad Surge by Jeff Selingo [https://www.linkedin.com/in/jeffselingo/] https://www.linkedin.com/pulse/bachelors-enrollment-lags-trades-certificates-grad-surge-jeff-selingo-lrv8e/?trackingId=YCON7bFMQku7xZLaxCb8lQ%3D%3D [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.

* 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.

* 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.