The Cincinnati Approach to Experiential Education

From Cooperative Education to Reality Learning:

Pushing the Boundaries of Experiential Education

Marianne W. Lewis

Abstract

The founder of cooperative education, the University of Cincinnati (UC) continues to innovate and expand in the realm of experiential education. We now explore the tenets and variations of the CincinnatiApproach to Experiential Education. Broadly defined, this approach seeks theory-practice integration, contextual complexity, and community engagement to foster learning that is self-directed, integrative and transformational. From professionaldevelopment,field projects and study abroad to service learning and student research, “reality learning” permeates every program on campus. We conclude by noting opportunities to fuel, and even accelerate, ongoing innovation through the nurturing of related communities of practice.

INTRODUCTION

At the University of Cincinnati, a century of cooperative education has helped foster a culture steeped in experiential education. Loosely defined, experiential education denotes rigorouslearning experiences that occur within a community setting (e.g., professional, artistic, scientific, scholarly, local) and are integral to academic programs. From foundations in co-op,experiential education now encompasses an array of pedagogies, including field projects, clinical/practicum experiences, study abroad, service learning and student research.

The Cincinnati Approach to Experiential Education is summarized below. Understandably, an approach that is both consistent and flexible enough to canvassuch a large, research-based university poses a major challenge. At UC, its development over the past century marks an extensiveand dynamicsocial construction. The following sections elaborate the underlying tenets and pedagogical variations of the approach, concluding with a discussion oflimitations that energizecontinuing innovation.

The Cincinnati Approach to Experiential Education

Tenets
  • Theory-Practice Integration
  • Contextual Complexity
  • Community Engagement
/ Variations
  • Professional Development
  • Field Projects
  • Study Abroad
  • Service Learning
  • Student Research

Underlying Tenets

The Cincinnati Approachrests on the premise that theory-practice integration, contextual complexity and community engagement may foster student learning that is exceptionally self-directed, integrative and transformational. We now examine each of these tenets.

Building from traditions of cooperative education [1], theory-practice integration is central to the Cincinnati Approach. Yet the notion of integration, as used here, goes beyond basic premises of theory application. Theory-practice integrationsupports a push and pull dynamic between academia and application that enables innovation. Traditional classroom learning provides students a toolkit to be continuously used, refined and expanded through practice. Yet at its best, experiential education helps students do more than just manage their own toolkits on a one-time basis. First, returning to their classroomsandprofessors to share insights into when and why theories work and do not work in practice, students may help fuel intellectual inquiry and curricular development. Second, theory-practice integration seeks to inspire continuous learning. Opportunities to apply theory may spur awareness that certain tools are missing or needrevision. Such awareness may help students become more self-directed and purposeful in theirlearning.

Contextual complexity denotes settings replete with the uncertainties, tensions, intricacies and even absurdities often inherent in everyday life. The Cincinnati Approach values contextual complexity, applying the assumption that a traditional, teacher-controlled setting cannot replicate certain qualities vital to developing the capacity formore integrative, critical and paradoxical thinking. Indeed, rather reduce or manage‘extraneous’ factors, this approach seeks to help students recognize and work through intricate, often subtle tensions [2]. This is not to downplay conventional classroom or lecture settings, however. Such environments may be highly conducive to learning fundamental concepts and theories. Further, UC has substantial expertise in problem-based learning pedagogies that help transform the classroom for more active learning (see

Community engagementsignifies the importance of vibrant learning collaborations that extend beyond students and professors. The Cincinnati Approach values partnerships across community contexts, from a scholarly research community, to a business or industry community, to a local, urban community. Engagement denotes shared learning goals and mutual benefits. For instance, the community may seek learning related to a particular issue (such as a research question in a scholarly community or a project supporting an area non-profit), while providing the contextual complexity valued for rich student learning.

Combining these three tenets, the Cincinnati Approach presumes that theory-practice integration within complicated and collaborative settings helps students develop the capacity to effectively apply – and know when not to apply or when to critique and revise – theories, while encouraging ongoing theory, course and program development. Such contexts range from a project client working with a student team to professional opportunities within industry to research within a lab or library, to artistic performances on the stage. In these settings, students are challenged to grapple with exceptionally ‘fuzzy’ issues, often having to identify the focal problem and respond by mobilizing their own intellectual, as well as surrounding physical and human,resources.

This approach seeks to energizethree, synergic goals of self-directed, integrative and transformational learning. First, participating faculty provide facilitation, rather than control, to encourage self-directed learning. Realizing their active and purposeful role in learning and its ongoing need may help develop students into exceptionally effective and motivated life-long learners. Second, experiential education seeks to foster integrative learning. The assumption is that complex and collaborative settings may help students value a comprehensive education – an education that encompasses the liberal arts as well as more scientific and technologicaldomains. A construction management student participating in a service learning project overseas, for example, may recognize the interwoven needs for anthropology, history and foreign language, as well as constructiontechniques. Transformational learning marks the final goal. Intense, hands-on experiences mayalter students’ worldviews in powerful ways. Such challenges may complicate their understandings of theory, practice and their interplay, changing how students think, as well as what they think.

Pedagogical Variations

Although experiential education is integral to all UC programs, its form varies depending on disciplinary needs. More specifically, efforts may be categorized broadly into fivevariations: professional development, field projects, study abroad, service learning and student research. This section describes each category as distinctive. Yet often these forms are tightly interwove, such as a field project that serves a non-profit organization overseas.

Professional developmentsignifies opportunities for students to apply their theories and hone their skills within a particular profession. The format andsetting of these experiences, however, may vary. At UC, co-op is a prominent form of professional development in such fields as business, design and engineering. Intern, practicum and clinical experiences offer alternativescentral to programs in such areas as the health sciences, law and education. Given the need for artists to similarly apply and extend their capabilities, performance marks yet another form occurring in such professional settings as the stage, studio or theatre.

Field projects denoteexperiential assignmentsintegral to a course or series of courses that require creative, collaborative and critical problem-solving and often are linked to a client or external partner. Collaboratives and action research offer illustrative forms of field projects utilized across campus. Collaboratives, as defined by UC Professors Welsh and Murray [3], involve interdisciplinary student teams typically working for a client on an innovation project. For instance, recent collaboratives have included business, industrial design and engineering students in product development projects for consumer goods, transportation service and biomedical instrument clients. In such field projects, learning revolves around the collaboration itself as well as the particular project and related disciplinary skills and theory. Action research, as described by UC Professor Brydon-Miller and colleague [4], entails more interactive participation of students, faculty and client. Related projects seek insightful and potentially empowering changes to organizational or professional practice, such as in the field education.

Study abroad entails international experiences aimed at fostering cultural competence through immersion. Study abroad programs are developed on thetenets of the Cincinnati Approach. Specifically, guiding faculty stress that comprehending the nuances and complexity of different cultures requires moving beyond the classroom and into a foreign community. At UC, such opportunities vary by location, length and disciplinary or interdisciplinary focus depending on the goals of a particular program.

Service learning signifies academic experiences that may support a regional community initiative or non-profit organization. Learning goals often include fostering social responsibility and community engagement, as well as providing opportunities for theory application and disciplinary skill building. Service learning differs from voluntarism in its academic nature. Whether building a home for Habitat for Humanity or tutoring students in local high schools, service learning involves faculty guidance and is integral to a course or academic program.

Student research entails experiential education designed for those exploring fields of knowledge and scientific creation.In such fields, hands-on work in the library or laboratory offers essential opportunities for applying methodological theory and building related skills. Student research at UC is particularly prominent in certain field of arts and sciences, engineering and medicine.

Fuel for Ongoing Innovation

The University of Cincinnati has built a strong and pervasive foundation of experiential education. Yet the paradox of learning is ever present – the more we know, the more we know we don’t know – fueling ongoing innovation. Within each pedagogical variation opportunities exist for further improvement. At a higher level of abstraction, however, it is the model itself that requires continuous refinement. Indeed, a current university goal entails building, expanding and linking related communities of practice [5]. Such interwoven communities will be vital to further refining and communicating the Cincinnati Approach to experiential education – an approach that celebrates our academic diversity and excellence (across disciplines and programs) and our vibrant urban setting (with field opportunities and external partnerships). From this solid base and by sharing our efforts beyond UC, innovation in experiential education can continue to thrive, fueling self-directed, integrative and transformational student learning.

REFERENCES

  1. Reilly, M.B. 2006. The ivory tower and the smokestack: 100 years of cooperative education at the University of Cincinnati. Emmis Books: Cincinnati.
  2. Lewis, M.W., & Dehler, G.E. 2000. Learning through paradox: A pedagogical strategy for exploring contradictions and complexity, Journal ofManagement Education, 24: 708-725.
  3. Welsh, M.A. & Murray, D. 2003. The Ecollaborative:Using critical pedagogy to teach sustainability. Journal of Management Education, 27: 220-235.
  4. Williams, B. and Brydon-Miller, M.(2004).Changing directions: Participatory action research, agency, and representation,InS.G. Brown and S. Dobrin,Ethnography unbound: From theory shock to critical praxis,(pp.241-257). Albany:SUNY Press.2436
  5. Welsh, M.A. & Dehler, G.E. 2004. P(l)aying attention: Communities of practice and organized reflection. In M. Reynolds & R. Vince (Eds.), Organizing reflection, pp. 15-29.Aldershot, UK: Ashgate.