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Learning Outcomes

The QEP supports the development of students as ethically aware, learned professionals who strive for integrated lives of significance. This objective requires that learners continually enhance:

  • their ability to apply and critically examine academic knowledge in light of evidence and experiences;
  • their knowledge of themselves as learners and as members of their chosen communities; and,
  • their capacity for democratic, civic, and ethical action.

Towards this end, the Experiential Learning initiative at BSC supports student learning in three domains: academic, personal, and civic.

Learning Outcomes: As a result of participation in an experiential learning project (internship, service-learning, or faculty-student research), students will be able to:

  • Integrate academic knowledge and knowledge gained through experience
  • Experiment with multiple conceptual frames to address authentic, complex challenges and problems
  • Examine the relationship between potential careers and personal values, goals, and abilities
  • Apply diverse perspectives, both individual and communal, to address matters of public interest

Means: Critical reflection is an integral component of experiential learning. Critical reflection is defined as the process by which individuals and groups make sense of experiences through inductive, deductive, and abductive reasoning. The DEAL (Describe, Examine, and Articulate Learning) model for critical reflection provides a shared strategy for aligning experiential learning projects with student learning outcomes.

Assessment: Potential tools and products for assessment include final student projects, summative critical reflections, focus group discussions, and direct feedback from community partners.