Idea Bank- Applied Learning Techniques

  1. Problems and Solutions in Applied Learning: includes information for addressing time constraints, student evaluations and expectations.

  2. Group DIS: Using a directed independent study model on a larger scale in the laboratory and in a colloquium setting.

  3. Your Courses, Your Materials: Finding Opportunities for Applied Learning: sample syllabi and assessment rubrics for incorporating Applied Learning experiences into your classes, Bloom’s taxonomy into coursework, using the DEAL model for critical reflection, creating reflective projects and internship experiences.
  4. Intention and Reflection: Learn more about the benefits of these practices, as well as ideas for how to incorporate these techniques into your classes, internships, and coursework.
  5. Mini-cases/case study/scenarios/simulations/role playing: These techniques provide an analysis of a particular problem, scenario or controversy that is either real or invented. In turn, these are used as a basis for the application of knowledge or for drawing conclusions in similar situations.
    • At UNCW: The Education department’s “poverty simulation;” trials put on within History Department courses; UNI/Honors courses’ “dream job” assignments; the Biology department has students diagnose case-studies; The nursing department’s Community Health “Home Visit ” simulation in which nursing students make a home visit in a simulated apartment with a client played by a real person; The Social Work department’s “Hunger Banquet” in which students are taught about poverty, hunger and injustice (The meals represent different income levels. High income earners eat well, dining on lasagna and wine. Low income earners sit on the floor with no meal at all. Guest speakers talk about how the students can join the world-wide fight against poverty);
    • At other universities: UNC’s Global Public Health department’s case study on John Snow and the cholera outbreak; UNC’s MBA students have the opportunity to participate in managerial and leadership simulations; UNC’s school of medicine offers Clinical Reasoning role playing
  6. Debates/discussions: A formal discussion in which an issue or topic is approached from two completely opposite points of view.
  7. Microthemes/student teaching: Have students produce a short writing assignment in which they must invest significantly more study time and then turn this assignment into a class presentation.
    • At UNCW: The School of Education’s Educational Laboratory
    • At other universities: UNC’s School of Education requires extensive fieldwork at public schools
  8. Problem-based learning/ “How To” problem: The instructor poses a current problem or issue to the class within the relevant field of study and then gives them group time to explore solutions as well as the associated pros and cons of each.
  9. Service learning/ student field work: These include opportunities that are available outside the classroom that offer a link between community service and academic study.
  10. Student creative construction: Based on a set of criteria which are determined by the instructor, the students develop a creative project in order to reflectively approach classroom topics or themes.
  11. Professional engagement: Participating in events specifically relating to the students’ desired career path.

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