Apply Knowledge and Skills beyond the Classroom (Experiential Learning, EXP+)

We highly recommend that students fulfill one or more of these four follow-up requirements with an approved experiential learning course or a beyond-the-classroom experience, such as service learning, undergraduate research, or an internship.

Experiential learning can take many forms such as:
• Research and Scholarly Activity
• Service Learning
• Study Abroad
• Performance and Creative Activity
• Internship
• Field Work
• Leadership
• Teaching and Training Assistantships
• Cooperative Education

Individual learning objectives and standards for the above will be developed as needed by a special Experiential Learning committee.

Standards Applicable to all Experiential Learning Activities

The Stony Brook experiential learning requirement will use national standards for experiential learning
developed by the National Society for Experiential Education (NSEE).

1. Intention: All students and advisors must be clear why the student chose the particular experience to
meet this General Education requirement. This includes a clear statement about the learning that is to
take place and the knowledge that will result from it. Intention represents the purposefulness that enables
experience to become knowledge and, as such, is deeper than the goals, objectives, and activities that
define the experience.

2. Preparedness and Planning: Students must ensure that they enter the experience with sufficient
foundation to support a successful experience. They must also focus from the earliest stages of the
experience/program on the identified intentions, adhering to them as goals, objectives and activities are
defined. The resulting plan should include those intentions and be referred to on a regular basis by all
parties. At the same time, it should be flexible enough to allow for adaptations as the experience unfolds.

3. Authenticity: The experience must have a real world context and/or be useful and meaningful in
reference to an applied setting or situation. This means that it should be designed in concert with those
who will be affected by or use it, or in response to a real situation.

4. Reflection: Reflection is the element that transforms simple experience to a learning experience. For
knowledge to be discovered and internalized the learner must test assumptions and hypotheses about
the outcomes of decisions and actions taken, then weigh the outcomes against past learning and future
implications. This reflective process is integral to all phases of experiential learning, from identifying
intention and choosing the experience, to considering preconceptions and observing how they change as
the experience unfolds. Reflection is also an essential tool for adjusting the experience and measuring
outcomes.

5. Orientation and Training: For the full value of the experience to be accessible to both the learner
and the learning facilitator(s), and to any involved organizational partners, it is essential that they
be prepared with important background information about each other and about the context and
environment in which the experience will operate. Once that baseline of knowledge is addressed,
ongoing structured development opportunities should also be included to expand the learner’s
appreciation of the context and skill requirements of her/his work.

6. Monitoring and Continuous Improvement: Any learning activity will be dynamic and changing, and
the parties involved all bear responsibility for ensuring that the experience, as it is in process, continues
to provide the richest learning possible, while affirming the learner. It is important to have a feedback
loop related to learning intentions and quality objectives and that the structure of the experience be
sufficiently flexible to permit change in response to what that feedback suggests. While reflection
provides input for new hypotheses and knowledge based in documented experience, other strategies for
observing progress against intentions and objectives should also be in place. Monitoring and continuous
improvement represent the formative evaluation tools.

7. Assessment and Evaluation: Outcomes and processes should be systematically documented with
regard to initial intentions and quality outcomes. Assessment is a means to develop and refine the
specific learning goals and quality objectives identified during the planning stages of the experience,
while evaluation provides comprehensive data about the experiential process as a whole and whether it
has met the intentions that suggested it.

8. Acknowledgment: Recognition of learning and impact occur throughout the experience by way
of the reflective and monitoring processes and through reporting, documentation, and sharing of
accomplishments. All parties to the experience should be included in the recognition of progress and
accomplishment. Culminating documentation and celebration of learning and impact help provide
closure and sustainability to the experience.

As of December 2013, the courses below have been certified as meeting the learning objectives and standards for the EXP+ category.

  • CHE 375 Inorganic Chemistry I
  • CHE 376 Inorganic Chemistry II
  • CHE 487 Research in Chemistry
  • CHE 495 Senior Research
  • CHE 496 Senior Research (also certified as ESI and SPK)
  • CHI 447 Directed Readings in Chinese
  • CWL 320 Forms of Interdisciplinary Arts
  • CWL 450 Senior Project
  • DAN 400 Performance Dance Ensemble (also certified as HFA+)
  • FLA 454 Student Teaching Seminar
  • FRN 447 Directed Readings in French
  • FRN 475 Undergraduate Teaching Practicum in French I
  • FRN 476 Undergraduate Teaching Practicum in French II
  • FRN 495 Senior Honors Project in French
  • GER 447 Directed Readings in German
  • GER 475 Undergraduate Teaching Practicum in German I
  • GER 476 Undergraduate Teaching Practicum in German II
  • GER 488 Internship
  • GER 495 Senior Honors Project in German
  • HBW 447 Directed Readings in Hebrew
  • HNI 469 Population Health Nursing (also certified as SBS+)
  • ITL 447 Directed Readings in Italian
  • ITL 475 Undergraduate Teaching Practicum I (in Italian)
  • ITL 476 Undergraduate Teaching Practicum in Italian II
  • ITL 488 Internship
  • ITL 495 Senior Honors Project in Italian
  • KOR 476 Undergraduate Teaching Practicum II
  • LAN 447 Directed Readings in Uncommonly Taught Languages
  • LAN 475 Practicum in Language Teaching I
  • LAN 476 Practicum in Language Teaching II
  • LAT 447 Directed Readings in Latin
  • LAT 475 Undergraduate Teaching Practicum
  • RUS 447 Directed Readings in Russian
  • RUS 475 Undergraduate Teaching Practicum in Russian I
  • RUS 476 Undergraduate Teaching Practicum in Russian II
  • RUS 495 Senior Honors Project  in Russian
  • SPN 447 Directed Readings
  • SPN 475 Undergraduate Teaching Practicum in Spanish

 

 

 

 

 

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