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Brandeis Faculty: Leading the Experiential Learning Evolution
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The importance of immersive environments

“Students understand their success and failure over a greater trajectory”
“Students understand their success and failure over a greater trajectory”
Agency, Competency, Joe Wardwell
“Students understand their success and failure over a greater trajectory”
Micro and Macro Elements of Experiential Learning
Micro and Macro Elements of Experiential Learning
Active Learning, Joe Wardwell, Relevancy
Micro and Macro Elements of Experiential Learning
Working with Experiential Learning and Teaching to create an inclusive environment
Working with Experiential Learning and Teaching to create an inclusive environment
Joe Wardwell, Working with the Experiential Learning and Teaching Team
Working with Experiential Learning and Teaching to create an inclusive environment
“The only way that anyone ever learns from drawing or painting is through failure”
“The only way that anyone ever learns from drawing or painting is through failure”
Active Learning, Joe Wardwell
“The only way that anyone ever learns from drawing or painting is through failure”
Risk-taking in studio art classes
Risk-taking in studio art classes
Active Learning, Competency, Joe Wardwell
Risk-taking in studio art classes
Who are the artists of the 21st century?
Who are the artists of the 21st century?
Connection to Future Opportunity, Joe Wardwell, Relevancy
Who are the artists of the 21st century?
The importance of immersive environments
The importance of immersive environments
Belonging, Joe Wardwell
The importance of immersive environments
Workspace as community
Workspace as community
Belonging, Joe Wardwell
Workspace as community
“It’s in the eye and head, as much as, or more than, the hand”
“It’s in the eye and head, as much as, or more than, the hand”
Competency, Joe Wardwell
“It’s in the eye and head, as much as, or more than, the hand”
What do I want my students to tell me about themselves in 5 years?
What do I want my students to tell me about themselves in 5 years?
Competency, David Sherman
What do I want my students to tell me about themselves in 5 years?
“They had the resources to solve problems, without waiting to be told what those were”
“They had the resources to solve problems, without waiting to be told what those were”
Agency, Belonging, David Sherman, Working with the Experiential Learning and Teaching Team
“They had the resources to solve problems, without waiting to be told what those were”
“Students had to do things together and then they had to think about things together”
“Students had to do things together and then they had to think about things together”
Belonging, David Sherman, Working with the Experiential Learning and Teaching Team
“Students had to do things together and then they had to think about things together”
A strategic way of disorienting students
A strategic way of disorienting students
Belonging, David Sherman, Working with the Experiential Learning and Teaching Team
A strategic way of disorienting students
“I had a kernel of an idea”
“I had a kernel of an idea”
Agency, David Sherman, Working with the Experiential Learning and Teaching Team
“I had a kernel of an idea”
“We need you in this conversation”
“We need you in this conversation”
Belonging, David Sherman
“We need you in this conversation”
“Risk-taking is a sort of pedagogical agnosticism”
“Risk-taking is a sort of pedagogical agnosticism”
Active Learning, David Sherman
“Risk-taking is a sort of pedagogical agnosticism”
“Students have a right to fail, too”
“Students have a right to fail, too”
David Sherman, Working with the Experiential Learning and Teaching Team
“Students have a right to fail, too”
Testing what you think you know
Testing what you think you know
Competency, David Sherman
Testing what you think you know
Students as agents in their own education
Students as agents in their own education
Agency, Belonging, David Sherman
Students as agents in their own education
One thing that has changed about my teaching is…
One thing that has changed about my teaching is…
Agency, Competency, David Sherman
One thing that has changed about my teaching is…
“Once you see the world differently…it changes everything”
“Once you see the world differently…it changes everything”
Competency, Marci McPhee
“Once you see the world differently…it changes everything”
“Taking the academic learning and putting it into practice”
“Taking the academic learning and putting it into practice”
Active Learning, Marci McPhee, Relevancy
“Taking the academic learning and putting it into practice”
The Experiential Learning and Teaching network
The Experiential Learning and Teaching network
Marci McPhee, Working with the Experiential Learning and Teaching Team
The Experiential Learning and Teaching network
“That’s where the learning happens…”
“That’s where the learning happens…”
Competency, Marci McPhee, Relevancy
“That’s where the learning happens…”
Students take ownership of their learning in the Immigrant Support Services Practicum
Students take ownership of their learning in the Immigrant Support Services Practicum
Agency, Belonging, Marci McPhee
Students take ownership of their learning in the Immigrant Support Services Practicum
Teaching as Facilitating
Teaching as Facilitating
Active Learning, Marci McPhee, Relevancy
Teaching as Facilitating
“The more we can do to show the ‘so what’ of the learning”
“The more we can do to show the ‘so what’ of the learning”
Connection to Future Opportunity, Relevancy, Sarah Lamb
“The more we can do to show the ‘so what’ of the learning”
Excellence in teaching means promoting experiential learning
Excellence in teaching means promoting experiential learning
Sarah Lamb, Working with the Experiential Learning and Teaching Team
Excellence in teaching means promoting experiential learning
Teaching this class is an “ongoing fieldwork experience for me”
Teaching this class is an “ongoing fieldwork experience for me”
Active Learning, Sarah Lamb
Teaching this class is an “ongoing fieldwork experience for me”
“Out of class experiences strengthen their understanding of the materials”
“Out of class experiences strengthen their understanding of the materials”
Agency, Sarah Lamb
“Out of class experiences strengthen their understanding of the materials”
Social Science Laboratory
Social Science Laboratory
Active Learning, Relevancy, Sarah Lamb
Social Science Laboratory
“I learn some of the things that they learn”
“I learn some of the things that they learn”
Active Learning, Sarah Lamb
“I learn some of the things that they learn”
“Encourage them to choose a topic that relates to their life, their interests”
“Encourage them to choose a topic that relates to their life, their interests”
Agency, Relevancy, Sarah Lamb
“Encourage them to choose a topic that relates to their life, their interests”
“To critically investigate their own taken for granted assumptions”
“To critically investigate their own taken for granted assumptions”
Relevancy, Sarah Lamb
“To critically investigate their own taken for granted assumptions”
Experiential Teaching–I had been been doing it all along
Experiential Teaching–I had been been doing it all along
Sarah Lamb, Working with the Experiential Learning and Teaching Team
Experiential Teaching–I had been been doing it all along
Getting students to trust their own perspectives
Getting students to trust their own perspectives
Agency, Relevancy, Sarah Lamb
Getting students to trust their own perspectives
The value of uncertainty
The value of uncertainty
Competency, Jane Kondev
The value of uncertainty
“Understanding science as a process, a set of tools”
“Understanding science as a process, a set of tools”
Competency, Connection to Future Opportunity, Jane Kondev, Relevancy
“Understanding science as a process, a set of tools”
Nature’s Nanotechnology
Nature’s Nanotechnology
Jane Kondev, Relevancy
Nature’s Nanotechnology
Building a community of young scientists
Building a community of young scientists
Belonging, Jane Kondev
Building a community of young scientists
“Being comfortable with unknown outcomes”
“Being comfortable with unknown outcomes”
Active Learning, Competency, Jane Kondev
“Being comfortable with unknown outcomes”
Experiential Learning and Teaching was instrumental in developing QBReC
Experiential Learning and Teaching was instrumental in developing QBReC
Belonging, Jane Kondev, Working with the Experiential Learning and Teaching Team
Experiential Learning and Teaching was instrumental in developing QBReC
The origin of QBReC
The origin of QBReC
Connection to Future Opportunity, Jane Kondev
The origin of QBReC
Interdisciplinary learning in the sciences
Interdisciplinary learning in the sciences
Competency, Jane Kondev
Interdisciplinary learning in the sciences
Students engaging me in a conversation about science
Students engaging me in a conversation about science
Active Learning, Agency, Jane Kondev
Students engaging me in a conversation about science
“The longer I teach, the less material I cover”
“The longer I teach, the less material I cover”
Agency, Jane Kondev
“The longer I teach, the less material I cover”
“I try to inspire my students to be as excited about science as I am”
“I try to inspire my students to be as excited about science as I am”
Authenticity, Jane Kondev
“I try to inspire my students to be as excited about science as I am”
“University life as a greenhouse”
“University life as a greenhouse”
Working with the Experiential Learning and Teaching Team
“University life as a greenhouse”
The importance of students constructing their own stories
The importance of students constructing their own stories
Authenticity
The importance of students constructing their own stories
Peer learning in large classes
Peer learning in large classes
Belonging, Competency
Peer learning in large classes
Making the content come alive
Making the content come alive
Working with the Experiential Learning and Teaching Team
Making the content come alive
An example of making content relevant to students’ lives
An example of making content relevant to students’ lives
Relevancy, Working with the Experiential Learning and Teaching Team
An example of making content relevant to students’ lives
What’s in a Name?
What’s in a Name?
Belonging
What’s in a Name?
The ABCs of Experiential Learning
The ABCs of Experiential Learning
Active Learning, Agency, Authenticity, Belonging, Competency, Connection to Future Opportunity, Relevancy, Working with the Experiential Learning and Teaching Team
The ABCs of Experiential Learning
“When teaching activates your own curiosity and excitement as a scholar”
“When teaching activates your own curiosity and excitement as a scholar”
Working with the Experiential Learning and Teaching Team
“When teaching activates your own curiosity and excitement as a scholar”
Challenges of teaching today
Challenges of teaching today
Working with the Experiential Learning and Teaching Team
Challenges of teaching today
Helping students understand their motivations for taking courses
Helping students understand their motivations for taking courses
Authenticity
Helping students understand their motivations for taking courses
Why does studying the past matter?
Why does studying the past matter?
Working with the Experiential Learning and Teaching Team
Why does studying the past matter?
Activating students’ experiences
Activating students’ experiences
Connection to Future Opportunity, Relevancy
Activating students’ experiences
Collaborating with Experiential Learning and Teaching
Collaborating with Experiential Learning and Teaching
Working with the Experiential Learning and Teaching Team
Collaborating with Experiential Learning and Teaching
Active learning as holistic learning
Active learning as holistic learning
Active Learning
Active learning as holistic learning
Building skills in the Sages and Seekers Practicum
Building skills in the Sages and Seekers Practicum
Connection to Future Opportunity, Sarah Lamb
Building skills in the Sages and Seekers Practicum
“I used to think I needed to be more prepared in terms of lecture notes”
“I used to think I needed to be more prepared in terms of lecture notes”
Active Learning, Sarah Lamb
“I used to think I needed to be more prepared in terms of lecture notes”
“Once they can talk to each other, they are part of the process”
“Once they can talk to each other, they are part of the process”
Belonging, Sarah Lamb
“Once they can talk to each other, they are part of the process”
Being willing to express your ignorance
Being willing to express your ignorance
Agency, Jane Kondev
Being willing to express your ignorance
Bonding over shared experiences
Bonding over shared experiences
Belonging, Jane Kondev
Bonding over shared experiences
QBReC is quintessential experiential learning
QBReC is quintessential experiential learning
Agency, Jane Kondev
QBReC is quintessential experiential learning
A learning culture for building a student’s vision in the world
A learning culture for building a student’s vision in the world
Agency, Joe Wardwell
A learning culture for building a student’s vision in the world
What I want my students to remember about my class
What I want my students to remember about my class
Connection to Future Opportunity, Joe Wardwell
What I want my students to remember about my class
Brandeis in Siena
Brandeis in Siena
Active Learning, Joe Wardwell
Brandeis in Siena
Belonging is the foundation for learning
Belonging is the foundation for learning
Marci McPhee, Relevancy
Belonging is the foundation for learning
Building skills and competencies through the practicum experience
Building skills and competencies through the practicum experience
Competency, Marci McPhee
Building skills and competencies through the practicum experience
What motivates students?
What motivates students?
Authenticity, Marci McPhee
What motivates students?
Teaching a Literature and Medicine Class
Teaching a Literature and Medicine Class
Competency, David Sherman
Teaching a Literature and Medicine Class
“Everybody’s story had to matter”
“Everybody’s story had to matter”
Belonging, David Sherman, Working with the Experiential Learning and Teaching Team
“Everybody’s story had to matter”