adventures in experiential education

.. Selwyn / Adventus in Experiential ucation 1019 r�s in,Eperiential Ecation: Online Tei and Learning nner D. Sen CSU-Sacento & Portland State iversity· . INTRODUCTION I am approaching the question of experiential education a bit differently, so I hope that you will indulge my departure. While I am very interested in and committed to ensuring that students' experiences in distance educational settings are positive, engaging, and en transrmati-as with ce-to-ce classes- . my cus will be on the experiential education of a educator who made the rather abrupt transition to online teaching about sen and a half ars ago. So, bere outlining what I h und to be some effective teaching strategies to create a positive online learning experience r students, and how technology can be used meaninglly in college-level history courses, particularly online or hybrid courses, I want to address briefly the adjustments that I have had to ma in this brave new environment of digital ecation. I hope that my experiences, and the small bits of insight that I h gleaned om them, will be usel to some of u. E IDENTITY OF A LIFELONG EDUCATOR Like most of us, I was drn teaching at the college lel by my lo of history, as well as a deep sense of calling as an ecator. I love the classroom setting, appreciate the opportunity to engage with students who may or mꜽ not also le history, to mentor and advise students at a challenging but exciting time in their lives, and help them grapple with new ways of thinkin g about the past and what lessons it holds r us right now. ere has always been a certain "buzz" r me in the classroom, and I find self drawn to solving the many puzzles that it poses on a daily basis, even with the many stresses and ustrations that one can ce-om students' lack of preparation, increasingly poor attention in class, and/or downright apathy. TRANSITION Aﬅer teaching college ll-time r almost ten ars, I und myself making a transition about ei g ht years ago, aﬅer I had leﬅ my tenured p osition at the Uni- versity of New Hampshire to become the parent ofan adopted child. At that time, in eady 2008, I und myself re-entering higher education with an op p ortunity to teach Qnlhw <ourses at Portland State University. Initially teaching a single hybrid ur+1·, I hud simply no idea of what teaching online would entail. Wh I• I hml au 11ppurt 1111ity to consult once or twice with an instructional desl11ncw. whu lwlp1,il 111,• wll Ii tlw 1cch11icnl asp,icts of setting up course shells

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Page 1: Adventures in Experiential Education

. ..,.

Selwyn / Adventures in Experiential Education 1019

Advent;qr�s in,EJiperiential Education: Online Teaching and Learning

Jennifer D. Selwyn CSU-Sacramento & Portland State University·

. INTRODUCTION

I am approaching the question of experiential education a bit differently, so I hope that you will indulge my departure. While I am very interested in and committed to ensuring that students' experiences in distance educational settings are positive, engaging, and even transformative-as with my face-to-face classes- . my focus will be on the experiential education of a educator who made the rather abrupt transition to online teaching about seven and a half years ago. So, before outlining what I have found to be some effective teaching strategies to create a positive online learning experience for students, and how technology can be used meaningfully in college-level history courses, particularly online or hybrid courses, I want to address briefly the adjustments that I have had to make in this brave new environment of digital education. I hope that my experiences, and the small bits of insight that I have gleaned from them, will be useful to some of you.

THE IDENTITY OF A LIFELONG EDUCATOR

Like most of us, I was drawn to teaching at the college level by my love of history, as well as a deep sense of calling as an educator. I love the classroom setting, appreciate the opportunity to engage with students who may or may not also love history, to mentor and advise students at a challenging but exciting time in their lives, and help them grapple with new ways of thinking about the past and what lessons it holds for us right now. There has always been a certain "buzz" for me in the classroom, and I find myself drawn to solving the many puzzles that it poses on a daily basis, even with the many stresses and frustrations that one can face-from students' lack of preparation, increasingly poor attention in class, and/or downright apathy.

MY TRANSITION

After teaching college full-time for almost ten years, I found myself making a transition about eight years ago, after I had left my tenured position at the University of New Hampshire to become the parent of an adopted child. At that time, in eady 2008, I found myself re-entering higher education with an opportunity to teach Qnlhw <.:ourses at Portland State University. Initially teaching a single hybrid rnur111·, I hud simply no idea of what teaching online would entail.

Wh Ile• I hml au 11ppurt 1111ity to consult once or twice with an instructional desl11.ncw. whu lwlp1,il 111,• wll Ii tlw 1cch11icnl asp,icts of setting up course shells