How can data be employed to enhance and uplift student learning outcomes, the overall 'student experience,' and the performance of your institution? In this episode, we are joined by Jillian Pulsifer (she/her), Operations Support Analyst; Brittany Warren (she/her), Communications and Engagement Specialist; and Robert Wooden (he/him), Director of Management Career Services. Together, they demonstrate the positive outcomes achieved through collaborative efforts in utilizing data to inform and support decisions. These decisions drive the transformative changes that Dalhousie’s team requires to enhance their impact on the career paths of their learners and adapt to the evolving times. 
 
The Career Services management team at Dalhousie relies on Outcome data to pose and address questions, document both collective and individual student stories, capture snapshots of progress and areas for growth, provide progress reports and employer or stakeholder updates, and share meaningful news and opportunities to their respective (or prospective) student audiences. 

Dr. Jocelyn Evans, Dr. Kwame N. Owusu-Daaku, and Dr. Gregory Tomso from the University of West Florida facilitated Honours students' visit to The Legacy Museum and The National Memorial for Peace and Justice. They then collaborated to create question-driven instruments, encouraging in-depth student reflection and integration of what they had learned. This work, alongside these students, resulted in a small but powerful dataset that illustrates learners who are open and invested in critical thinking. It offers glimpses of what's possible when we incorporate polemic spaces as a vehicle for affect, rhetoric, and understanding – something not achievable through today's textbooks alone.

*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.

In this episode, we are joined by two distinguished experts: Laurie O. Campbell, Ed.D., a Learning Science Researcher, and Dr. Kathryn Babb, Ph.D., a Counsellor Educator at Capella University. Together, they present their scoping review on the concept of experiential education within the context of counselor education. Their investigation reveals a notable conflation of terms such as active learning, real-world learning, and experiential learning, which are, in reality, distinct in meaning. 

Their research uncovers a prevalent trend in the misappropriation of the term "experiential learning," with numerous references actually denoting something different. When examining articles and studies within a five-year timeframe, it becomes evident that the genuine discussion of true experiential learning is less frequent than previously assumed. 

The crux of their focused exploration is the imperative to move beyond mere reflection within the experiential learning paradigm. They advocate for a more comprehensive approach involving the seamless integration of learning to truly take effect. Their insights compel us to expand our understanding of experiential learning, moving beyond mere reflection, and instead, encouraging us to perceive every experience as a catalyst for growth, particularly through the lens of learning from failures. 

Ultimately, their dialogue ignites the idea that embracing imperfection is not only essential but also a potent component of the journey toward accelerating one’s career and refining the self-assessment cycle. This perspective is deeply rooted in the thinking of John Dewey and science, noting that high-impact, real-world experiences are a cornerstone to evolving and informing students’ journeys and career exploration when integrated through the entire cycle of EL alongside counselor educators.

*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.

One significant challenge in post-secondary education is retaining students beyond their first year. Many high-impact practices are traditionally designed for students further along in their academic journey. In this episode, we explore Delaware State University's lab internship program, specially crafted to support and engage first- and second-year students, simultaneously increasing early-stage engagement and equity. Unlike later-stage experiential learning initiatives, this program eliminates the need for specific GPA requirements or faculty recommendations. It's intentionally structured to be completed on-campus during regular school hours, making experiential learning accessible to students in the early stages of their education, welcoming them into the lab. The program yielded highly positive results, notably boosting students' interest in pursuing their chosen majors and kindling their enthusiasm for off-campus internships and learning experiences, thus expanding their career horizons. Additionally, it strengthened the connections between faculty and students, further enhancing its overall effectiveness. With each passing semester, the program attracted more students, underlining the urgent necessity of acknowledging experiential learning as a vital component for early-year learners. Not only does it improve student retention, but it also empowers them to explore limitless possibilities beyond the classroom's confines.

*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.

In this episode, we explore how Middle Tennessee State is institutionalizing broad access to experiential learning courses through departmental and faculty dedication and how its study of 33,000 EL participants (in one or more EL designated courses) proved an increase in graduation rates because of this work. Our impressive guests from Middle Tennessee State are Carol Swayze, Director of Experiential Learning and a faculty member in the Experiential Learning Scholars (EXL) Scholars Program, Janet McCormick, Director of the Master of Arts in Liberal Arts (MALA) program, and Jim Rost, faculty member for the Ed.D. in Assessment, Learning, and Student Success (Higher Education concentration).

*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.

Service immersion goes beyond mere acts of service; it's about deepening understanding and advancing social justice through genuine human connection. While the service component is crucial, true immersion and learning expansion occur through accompaniment. Dr. Richard Clark, a Professor in Sociology and Criminology at John Carroll University, and Dr. James (Jimmy) Menkhaus, both experts in this field, share their insights in this episode. They emphasize the transformative value of service immersion, as it not only impacts people's lives but also ignites students' perspectives, shifting their view of the world from an abstract concept to a tangible force for change. Their work explores the potential of service immersion to create a more socially just, equitable, and interconnected world.

*This episode is produced in partnership with Experiential Learning & Teaching in Higher Education (ELTHE) journal. It is one of five podcasts this season that highlights ELTHE authors - their research and insights.

Sam Ramsey is an educationalist specializing in guiding students to pursue their passions through Career Technical Education (CET). He works as the Lemley Memorial Campus Director for Tulsa Tech, Oklahoma, and shares with us the lessons he’s discovered in his work in this episode. Tune in to hear more on this and discover how to best support learners’ unique definitions of success, purpose, and growth along their learning and career journeys. Questions? Connect with Bill Heinrich: [email protected] 

It's estimated that if we could create an equitable entry point for people with disabilities into the job market, we could tap into a potential pool of around 645,000 more candidates. In this episode, we’re joined by Nevena Dragicevic and Jordann Thirgood, of CSA Group (formerly Canadian Standards Association) to explore the challenges faced by people with disabilities in Canada, the importance of an intersectional approach, government intervention, and the need for a holistic support system. Importantly, this episode unpacks the core findings in their report “A Path Forward: Advancing Disability Inclusion in Canada” and contextualize the significance of The Accessible Canada Act, which aims to build a barrier-free Canada by 2040, and additional policies like The Disability Inclusion Action Plan – implemented in 2022. 

In this episode of Mindset in Motion, we're joined by Nate McGill, Program Director, Student & Athlete Career Development, Tennessee State University, to discuss the need for more strategic and holistic systems of support for student athletes - beyond athletics and into their career journeys.

Jade Pichette is the Director of Programs at Pride at Work Canada and a Consultant on diversity, equity, and accessibility with over 19 years of experience. They join us in this episode of Mindset in Motion, exploring the experience of LGBTQA+ candidates and employees and how organizations can better understand, support, and serve equity-deserving groups. Written policies are a beginning, but the universal challenge is practicing what we preach. 
 
What type of environment are you cultivating?  
What work are you doing to ensure you are cultivating that environment?  
How are you supporting equity-deserving groups in their leadership journeys?
Are you looking for a “culture fit” or “culture add” in your recruitment efforts? 
 
Tune in to learn from Jade how to recognize and empower LGBTQA+ candidates and employees and understand how you can build cultures that actively advocate for, and represent, equity-deserving groups.