Which Of The Following Is Not A Place To Find Opportunities Discussed In Lecture?

Teaching Exterior the Classroom

by Lily Claiborne, John Morrell, Joe Bandy and Derek Bruff Updated in 2020 by Gregory Smith and Heather Fedescoane

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Cite this guide: Claiborne, Fifty., Morrell, J., Bandy, J., Bruff, D., Smith, G. & Fedesco, H. (2020). Instruction Exterior the Classroom. Vanderbilt University Center for Pedagogy. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/education-outside-the-classroom/.

Teaching and learning experiences that take identify exterior of the confines of the classroom walls take a range of benefits for both students and instructors. When students are asked to put into practice "in the existent world" what they have theorized about from behind a desk, the event is a student-axial learning feel that enhances learning and fosters personal and social development (Larsen, Walsh, Almond, & Myers, 2017). Further, students that engage in learning experiences outside of the classroom written report having college levels of motivation, think the course material more vividly, and have improved academic functioning in the class (Takeuchi et al., 2016; Ryan and Deci, 2017). Moreover, field experiences early in a student'southward career tin can exist formative and can inspire students to continue in a field (e.k., Hutson, Cooper, & Talbert, 2011).

Learning experiences outside the classroom are forms of experiential learning (Dewey, 1897). These experiences are rooted in the simple principle that "experience is the best teacher." Under this framework, learning outside of the classroom is an active process, wherein students encounter authentic bug, construct novel hypotheses, test for real solutions, and interact with others to make sense of the world effectually them. When nosotros do this, we meet the world as a whole and are forced to engage multiple modalities, no affair which pair of disciplinary "lenses" we intended to wear. Because experiential learning is inherently interdisciplinary, scientists and humanists alike would practise well to consider the ways in which other disciplines might enrich their own disciplinary approach to their field.

In that location are many ways to make learning extend outside the classroom:

• Field Trips
• Study Abroad
• General Strategies for Successful Field Trip and Field-based Learning Experiences
• Applied science Exterior (and Within) the Classroom
• Assessment of Field Experiences
• Boosted Resources for Research on Experiential Learning
• References

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Field Trips and Field-Based Learning

Field trips may be defined as "any journey taken under the auspices of the school for educational purposes" (Sorrentino & Bell, 1970, p. 223). Along with the date of concepts that is required by these experiences, the pupil bonding that occurs on field trips enhances the learning experience and creates a learning customs as students continue onward in a discipline. Teaching in the field also gives instructors the opportunity to get to know their students in greater depth in terms of how the students see the earth differently than the teacher. This insight into student globe-views can assistance the teacher to better communicate the concepts of the class.

Field trips can have a multifariousness of forms that run into a various set of needs and can enhance deep, agile learning. The intended educational outcomes of field trips focus on the following five areas (Behrendt & Franklin, 2014; Larsen et al., 2017; Tal & Morag, 2009):

1. Developing social and personal skills
2. Developing observation and perception skills
3. Adding relevance and pregnant to learning
4. Providing first-paw real-globe experiences
5. Enhancing intrinsic motivation and interest in the subject

Field trips are a common component of many Chiliad-12 classrooms, with a wealth of reviews in the primary literature summarizing their benefits and best practices (east.g., Behrendt & Franklin, 2014; DeWitt & Storksdieck, 2008; Wilson, 2011). In the college classroom, field trips (or field-based learning) can exist an effective tool that satisfies many of the above goals. For some disciplines (e.m., geology, ecology) it is relatively easy to imagine what a field-based learning experience can look like, whereas for other disciplines (e.thousand., philosophy, English language), it may not exist immediately obvious. To help instructors brainstorm to imagine the possibilities that could be in their courses, Fedesco, Cavin and Henares (in printing) recently used a database of 721 field trips from 2015-2018 at a small, private, liberal arts higher in the Southwest to create a typology of field study experiences in college education. The authors identified the post-obit types of field-based learning experiences:

• Collecting primary data/visiting primary sources – Students and instructors gather data in a novel setting, with open-ended and unpredictable learning outcomes for students depending on the results of that data. Being immersed inside the subject fabric allows for deep learning for students, as they feel the authenticity of data drove and the process of interpreting that data. Instructors should be flexible and prepared to navigate difficult and/or unproductive outcomes – such as if the data don't reveal anything pregnant (or present a consequence that is counter to the instructor'southward initial predictions). However, these experiences have the highest potential for learning for students, as they are in a sense creating new knowledge.
• Guided discovery of a site – The form visits a site that is familiar to the instructor but new to the students and the instructor plans an action that leads the students to uncover an intended outcome. Students should use the skills and concepts they learned in an earlier portion of the course and utilize them in a novel setting to help guide learning. Instructors should consider how their materials and questions volition assist students develop higher-order skills, such as investigating, questioning, and developing critical thinking skills. Because they are fourth dimension-consuming and require a significant investment from the teacher, they are best used to teach conceptually difficult or specially important course material. For more than information on preparing and facilitating guided discovery issues in your classroom, see the guide on the National Association of Geoscience Teachers website.
• Backstage admission – The form is granted access to a site or a identify that the full general public does non have admission to, thus giving a unique experience to the students that allows for insights and experiences that are difficult to come past normally. For an on-campus case, a course might visit a University inquiry lab or center that is available only to students registered in a course (such as the Breazeale Nuclear Reactor at Penn State). For off-campus examples, students might visit a net-zippo residence, tour behind the scenes of a authorities building, or meet with employees of a local visitor. These experiences may require an initial contact with a community partner or a prior-established relationship; yet, the learning outcomes for students are enormous, and some companies may be willing to work with classes every bit the experience offers a networking opportunity for both students and potential employers.
• Show and tell – The grade is given admission to a 3rd-party expert or a site where they might hear from the skilful, such as in the collections of a museum with a curator. Similar backstage access, this represents an opportunity for students to have an experience that is not available to the general public and tin thus result in deep learning and foster meaningful connections for students. This besides helps the instructor cover subject fabric with which they may not exist intimately knowledgeable. However, instructors should take a role in planning with the third-party skillful to ensure active engagement from their students; otherwise, y'all run the run a risk of students sitting or standing for long periods of time for an uninspiring lecture.
• Identify-based immersion – The class spends a pregnant corporeality of fourth dimension in a identify, investigating either a specific bailiwick or an entire latitude of subjects tied to that place. Places have both natural and cultural histories, which therefore lend themselves to examination past all disciplines. Field experiences and research are at the core of many of the natural and social sciences. In the humanities, field experiences might be working in archives, collecting oral histories, performing ane'south art for a public audience, just it could also include visiting important historical sites and place-based experiences including using places for inspiration.

• Community engagement – Professors and students engage in a partnership with a local organization or institution over the bridge of the course or travel to a site to practise time-bound projects, frequently with a significant investment from the students. These projects, typically designed by both kinesthesia and community partners, allow for students to larn in highly effective means while helping a community accost its needs. In all of these experiences, student growth can be extensive, whether it is through improved critical thinking and problem-solving skills, greater personal efficacy and leadership development, or enhanced social responsibility and career opportunities. For more information on the benefits and methods of these pedagogies, as well as step-by-step guides to successful service learning courses, please visit the CFT's Service Learning and Community Appointment teaching guide and the Community Engaged Teaching Step past Pace didactics guide.

• Retreats – The class gets away to a remote site for as little as a solar day or every bit much as a week to bond, to focus on the subject or a special project, and/or to write. The retreat can exist combined with the benefits of place-based immersion, although there need not be a reason for the class visiting a specific site. The chief objective of a retreat is to garner the benefits of students spending focused time in close proximity together and away from the hustle and hurry of normal college life. Some outdoor learning experiences, due to their length, are past definition retreats: for instance, geologic field trips; wilderness literature backpacking trips; and study abroad experiences.

• Special Events – The class travels to a conference or a special event (eastward.m., a speaker on campus, a motion-picture show, a performance, etc.) that is pertinent to the course content or objectives. The instructor has niggling control over what is said during the event and thus should experience comfortable giving upwards the reins for this experience. A degree of flexibility for the instructor and maturity on the students' parts will help these events fit inside the framework of the class schedule. Instructors should be prepared to give a pre-issue lesson and a mail-event lesson to assist ensure students meet the intended learning outcomes.

Benefits for Students Who Participate in These Experiences Include:

• knowledge transfer and knowledge think (Nadelson & Jordan, 2012)
• increased relevance, improved perspective-taking, and increased autonomy (Lai, 1999)
• increased interest in the subject and influence on ane'south college major and future career (Hutson et al., 2011)
• comeback in concept knowledge (Elkins & Elkins, 2007)
• improvements in understanding course content, performance on grade assignments, and interest in the subject (Goh & Ritchie, 2011).
• increased relatedness with instructors and peers, competence, autonomy, and intrinsic motivation in the course (Fedesco et al., in press)

Key Factors That Promote Successful Experiences Include:

• See the section below titled "General Strategies for Successful Field Trip and Field-based Learning Experiences"

Boosted Resource:

• National Association for Geoscience Teachers (NAGT) guides for Teaching in the Field and Safety in the Field
• Special Event of Journal of Geoscience Education on Teaching in the Field
• Searchable collection of references and resource on field-based learning from the Synthesis of Research on Learning in the Geosciences by the Science Educational activity Resource Center
• "Field Notes" by David W. Mogk, Dept. of Earth Sciences, Montana Country University: Research based methods for successful field trips, including specific examples for a geoscience course
• The Out-of-Classroom Experience by Dave Douglass:  A comprehensive article on things to consider when "dreaming-upwards, organizing, planning and leading field trips and other learning activities that will take place outside of the traditional classroom setting"
• Vanderbilt Release form for student field trips

Study Abroad

These notes adapted from: Gardinier, Lori, and Dawn Colquitt-Anderson.  "Learning Away." in New Directions for Educational activity and Learning.  no. 124, Winter 2010.

There are several models for written report-abroad programs. In some, participants enroll in foreign universities every bit visiting, not-matriculated students. In other programs, the sending institution retains more control over the curriculum, elapsing, faculty option, and feel. Increasingly, schools are internationalizing their curriculum by offering brusque-term, kinesthesia-led, study away programs. Vanderbilt'southward Global Education Office administers many programs available for students to study abroad.

Benefits for Students Who Participate in These Programs Include:

• increment in pupil willingness to take courses outside of their major
• increased confidence to travel abroad in longer-term programs
• increased interest in interdisciplinary studies
• increased skills of inter-cultural communication
• greater international or comparative understandings of social problems
• a more than sophisticated agreement of global social change
• greater agreement of inequalities and differences in the world system

Key Factors That Promote Successful Programs Include:

• academic rigor
• use of mixed didactics methods
• facilitated reflection synthesizing experiences with bookish content

According to Lori Gardinier and Dawn Colquitt-Anderson, "In that location is no formula for the percentage of time that should be spent in formal class fourth dimension, seeing cultural/historical sites and events, doing field work, or engaging in peer-to-peer cultural substitution. Regardless of the mix, students should go far at the destination with a grounding in both the academic and cultural context through a combination of pre-divergence lectures, guided research, online discussions, readings, and cultural events relevant to the trip." (26)

In study abroad situations, faculty leaders assume a number of roles that extend across the classroom, and setting appropriate boundaries becomes critical. Information technology can be helpful to set specific parameters for how, when, and where you will chronicle to students during the program.

Information technology is important to place risks and liability. Directors must be prepared for expected emergencies involving lost or stolen holding, illnesses, and so on, as well every bit unexpected emergencies involving natural and manmade disasters.

Boosted Resources:

• The Institute of International Education
  Founded in 1919, the Found of International Education (IIE) is a private nonprofit leader in the international commutation of people and ideas. In collaboration with governments, foundations and other sponsors, IIE creates programs of study and preparation for students, educators and professionals from all sectors. These programs include the flagship Fulbright Program and Gilman Scholarships administered for the U.S. Section of State. IIE also conducts policy research, provides resources on international exchange opportunities and offers support to scholars in danger.
• The National Association of International Educators (NAFSA)
  NAFSA and its members believe that international education and commutation—connecting students, scholars, educators, and citizens across borders—is cardinal to establishing mutual understanding among nations, preparing the next generation with vital cross-cultural and global skills, and creating the weather condition for a more peaceful earth.
• Periodical of Studies in International Pedagogy
  The Periodical of Studies in International Education (JSI) is a forum for higher didactics administrators, educators, researchers and policy makers interested in research, reviews, and case studies on all facets of the internationalization of higher educational activity. Each issue brings together the concepts, strategies, and approaches of internationalization, the internationalization of the curriculum, and bug surrounding international students and cross-edge delivery of educational activity.

General Strategies for Successful Field Trip and Field-based Learning Experiences

Tips and Techniques:

These tips were provided by VU kinesthesia experienced in taking students on field trips.

• Prepare up the field trip as a enquiry projection that includes data collection.
• Comport a theoretical test of the upshot in course long before going into the field. Students should have a sense of what the field trip is going to be well-nigh earlier they get.
• At least ii weeks before heading into the field, develop the rudiments of basic hypotheses. At this indicate the instructor should requite details most the field site then that students know what to expect.
• In the field, focus on the things that you've agreed to focus on and let the other stuff exist icing on the cake.
• Take a backpack full of extra warm/dry wearing apparel and snacks to laissez passer out to students as the need arises.
• If for a large class, ready TAs well to manage smaller groups of the class.
• Prepare students for practicalities including appropriate attire, expectations for physical exertion, anticipated rest stops, supplies and materials they should bring.

Additionally, Fedesco et al. (in printing) has identified five specific tips to assistance educators have a successful field-based learning experience:

1. Brainstorm the trip with a full value contract (FVC). The FVC is a document written for the grouping, by the group, and establishes agreed upon expectations on what is appropriate or inappropriate beliefs on the trip. This document, which can exist updated as needed, can be referred to throughout the trip, and provides a sense of safe and community for the class.

2. Logistics play an important office in the success of a field trip. If students are defective in basic human needs (due east.yard., uncomfortable temperatures, hungry/thirsty, continuing in direct sunlight, exhaustion), they will be less likely to larn. Check the weather forecast and have students programme appropriately. Make sure you have plenty of nutrient to consume throughout the day, and be mindful of nutrient allergies and preferences to ensure a polish feel.

3. Carefully consider the sequence of events during a field trip. Outdoor instruction expert Jay Roberts (2016) recommends that mornings are better for intellectual topics, afternoons are amend for hands-on activities, and evenings are best for reflection and interpersonal discussions.

4. Counterbalanced programming should be taken into consideration when planning field trips. Instructors should avoid over- or nether-programming trips, which could lead to either information saturation or boredom. Instructors should continuously take the pulse of the feel so if necessary, they tin can implement their contingency plan by either cutting dorsum on some activities or incorporating more experiences or assignments into the trip.

5. Instructors most to embark on a field trip should be prepared to engage in risk direction behavior. Before leaving for a trip, instructors should be familiar with and have contact information for emergency resources in the field location, campus security, administration, transportation, and mental health and sexual set on counselors.

Engineering science Exterior (and Inside) the Classroom

Advances in technology arrive relatively easy for students to bring digital technology with them when they exit the classroom, or for instructors to bring the outdoor learning environs into the classroom. In the field, students can apply mobile devices—including ones they already ain—to engage in learning activities. In the classroom, instructors tin utilize drone footage, mobile apps, and programs like Google Earth to bring outdoor environments within, thus bringing far-away or inaccessible outdoor phenomena to all students. Beneath are some examples to help you outset thinking about how y'all might utilize applied science outside (and inside!) your classroom.

Location-Specific Content

With the right apps, students can access content that is tied to a detail location and only available when students visit that location.

• Castilian instructors at the University of New Mexico use an iPhone app from the Augmented Reality and Interactive Storytelling (ARIS) project to send students on a fictional murder mystery through the Los Griegos neighborhood in Albuquerque that develops and tests their linguistic communication skills. Students receive location-specific clues to the mystery by typing their location into the app.
• The Iowa City UNESCO City of Literature iPhone app provides text, audio, and video content about Iowa City authors based on the user'south GPS-determined location. Instructors at the Academy of Iowa plan to have students use this app to larn more almost Iowa City authors and their connections to item local environments.
• CFT managing director Derek Bruff incorporated QR codes in an end-of-semester "crypto chase" in his first-yr seminar on cryptography. Students cracked codes and ciphers that led them to detail locations on campus featuring QR codes, two-dimensional bar codes that students scanned with their smart phones to receive additional clues in the hunt.
• Instructors can also take students create location-specific content. For example, students at the University of Northern Colorado created a scavenger chase designed to teach other students about local water rights using the ARIS platform.

Data Drove and Sharing

Mobile devices take a multifariousness of mechanisms for collecting and sharing information. Students tin use these devices to generate location-specific content whether on a field trip or on their own.

• Shaul Kelner, associate professor of sociology and Jewish studies at Vanderbilt, taught a class titled "Tourism, Civilization, and Place" in the jump 2011 semester. Students in the grade visited different tourist sites around Nashville, captured photos of these locations using their prison cell phones while on-site, and then blogged about their visits and their photos later.
• Margaret Rubega, associate professor of ecology and evolutionary biology at the University of Connecticut, requires students in her ornithology course to employ the social media service Twitter to "tweet" about the birds they see as they get almost their lives–what birds they come across, where they see them, and whatever connections to form content that occur to the students. They tag their tweets with the hashtag #BirdClass to arrive easy for all involved to find and read each other's tweets.
• Lawrence University students in an introduction to environmental science course collect geotagged water quality information during field trips using GPS devices and tablet PCs. Students pool their information, so analyze it using geospatial visualization software while still in the field. Many such specialized data drove and analysis tools are developing mobile apps that run on iPhones and other smart phones.

If you're interested in using technology in the field in your courses, delight contact the CFT's educational technologist Rhett McDaniel for help getting started.

Assessment of Field Experiences

• Rubrics developed past the Associate of American Colleges & Universities (AAC&U) including some on civic knowledge and engagement, teamwork, problem solving, integrative and practical learning.
• Reflection papers
• Lab reports
• Suggestions for cess of field courses by the National Clan of Geoscience Teachers

Boosted Resource for Research on Experiential Learning

• National Society for Experiential Education (NSEE)

References

Behrendt, One thousand., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Periodical of Environmental and Scientific discipline Education, ix, 235-245. http://doi.org/10.12973/ijese.2014.213a

Dewey, J. (1897). My pedagogic creed. New York: E. L. Kellogg & Co.

DeWitt, J. & Storksdieck, M. (2008) A short review of school field trips: Key findings from the past and implications for the future.Visitor Studies, xi, 181-197, http://doi.org/x.1080/10645570802355562

Elkins, J. T., & Elkins, N. M. (2007). Pedagogy geology in the field: Pregnant geoscience concept gains in entirely field-based introductory geology courses. Journal of Geoscience Instruction, 55, 126-132. http://doi.org/10.5408/1089-9995-55.2.126

Fedesco, H. N., Cavin, D., & Henares, R. (in press). Field-based learning in college education: Exploring the benefits and possibilities. Periodical of the Scholarship of Teaching and Learning.

Gardinier, 50. & Colquitt‐Anderson, D. (2010). Learning abroad. New Directions for Teaching and Learning, 2010, 23-29, http://doi.org/x.1002/tl.417

Goh, Eastward. & Ritchie, B. (2011) Using the Theory of Planned Behavior to sympathize student attitudes and constraints toward attention field trips. Journal of Teaching in Travel & Tourism, 11, 179-194. http://doi.org/10.1080/15313220.2011.575024

Hutson, T., Cooper, S., & Talbert, T. (2011). Describing connections between scientific discipline content and future careers: Implementing Texas curriculum for rural at-risk high school students using purposefully-designed field trips. Rural Educator, 33, 37-47.

Lai, Grand. C. (1999). Freedom to larn: A study of the experiences of secondary school teachers and students in a geography field trip. International Research in Geographical and Environmental Didactics, viii, 239-255. http://doi.org/10.1080/10382049908667614

Acknowledgements

ⁱ This guide was originally written in 2010 by Lily Claiborne and John Morrell (Graduate Teaching Fellows) and Joe Bandy and Derek Bruff (CFT Assistant Directors). It was updated in 2020 by Gregory Smith (Graduate Pedagogy Boyfriend) and Heather Fedesco (CFT Assistant Director) to include primary literature inquiry in higher education that has come out since the original iteration.

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This instruction guide is licensed nether a Creative Commons Attribution-NonCommercial 4.0 International License.

Source: https://cft.vanderbilt.edu/guides-sub-pages/teaching-outside-the-classroom/

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