14 Nov Rethinking the use of learning resources – Engaging Practitioners in the Field

Students come from diverse backgrounds, with different attitudes towards teaching and learning, expectations of their learning, work and life experiences. Recent scholarship has begun to emphasize the importance of knowledge around learning (metacognition) and study skills so that now educators are compelled to give this kind of experience attention in addition to teaching the content. For teaching and learning to be truly transformational and bring about change, students must be actively engaged in their learning and connect that learning to practice.

For many faculty, giving attention to metacognition within their discipline involves a change in teaching practices. Yet, this type of change might be even more unsettling for students. Many students find it difficult to make connection between the different elements of their courses. Students often regard their courses as discrete chunks of knowledge acquired course by course. However, in the law enforcement studies program as with all public safety professionals, being able to connect the knowledge to practical skills is an important learning outcome from the program.

Teaching an interdisciplinary course such as project management to Law Enforcement students presents this challenge therefore being intentional about helping students make the connections and links between developing knowledge and skills in their specialized disciplines, academics and personal development and growth is important. Project management is a discipline unto itself and involves a specialized skill set, but its application is broad and relevant for students no matter what direction their studies and/or careers take.

The JIBC Applied and Experiential Learning Model implies students learn practical and hands-on skills which they can use immediately. In the project management course, course content is related to student employability, portray the classroom as a workplace setting, and present the instructor/student relationship as one of employer/employee in order to bring the idea of learning content and learning in context as close together as possible. Tools and techniques such as scenarios, case studies, simulation, videos, peer learning and real world issues and situations help to establish the connections between theoretical knowledge and practical experience.

Engaging practitioners from the community and graduates from the program has improved the engagement and learning experiences of students and has proved to be a valuable learning resource. Practitioners sponsor a project idea and present students with current and real world issues from their organizations and agencies. Students work in teams, research and provide solutions and recommendations etc. The cases provide interdisciplinary perspectives and compel students to draw on concepts that integrate different knowledge areas in the discipline of law enforcement and public safety and apply their knowledge of project management concepts and tools from initiation to closing/evaluation of a project.

For experienced and inexperienced faculty alike, engaging practitioners in the field can present unique and sometimes difficult challenges. However, when these challenges are met and overcome, engaging practitioners in teaching and learning allows students, faculty, and practitioners in the field to experience profound growth and benefits.

Below are same key points for faculty to consideration:

• Set clear and realistic goals for the project. Communicate these goals to the sponsor and students.
• Assess impact of the project – currency and urgency.
• Build relationship with the practitioner in the field early.
• Identify resources needed.
• Use practitioners, community and government resources available.
• Contact staff at Centre for Teaching and Learning for assistance (CTLI).
• Foster open and supportive communications.
• Create realistic timelines and understand constraints.
• Promote a culture of diversity and inclusion including Indigenous perspectives, vulnerable populations, minorities and urban/rural issues.
• Define and communicate the mutually benefits of the project to students and sponsor.
• Ensure the sponsor knows and understands the capacities of students.
• Use collaborative tools and technology appropriate for engagement.
• Ensure continuity and build long term relations with the sponsor, agencies and organizations.
• Use Open Educational Resources (OERs) and appropriate learning technologies to enhances students’ knowledge of real-world issues and their understanding of relevant theoretical perspectives.
• Invite sponsor as a guest speaker – to introduce project goals, expectations and mutual benefits.
• Facilitate the dialogue between students and sponsor – in/out of class time.
• Explain the synergies that exist between learning goals of the course and the project.
• Identify connections that exist between the course and other courses.
• Provide skills training that is relevant for the project. Contact Centre for Teaching and Learning and Innovation (CTLI) for support e.g. creating videos etc.
• Ensure students are progressing towards the project’s learning outcomes – reports, oral presentations etc.

This blog post is written by Florence Daddey, Instructional Designer at CTLI.

Reference
JIBC Educational Plan 2016-2020 – Honoring our past, shaping our future.
Teaching and Learning Services (2014). Guidelines for assessment of experiential learning. Montreal: Teaching and Learning Services, McGill University.