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Experiential Learning in New Century College
New Century College is committed to providing educational experiences which will prepare its graduates for the workplace and the demands of active and responsible citizenship. Experiential learning comprises one of the core components of New Century College’s curriculum and is the process through which students “connect the classroom to the world.” All students enrolled in New Century College’s BA or BS in Integrative Studies are required to complete a minimum of 12 credit hours dedicated to experiential learning
Experiential learning is an umbrella term for many different practices including internships, co-ops, service learning, and field-based experiences. Experiential learning is active learning or learning by doing, generally combined with research or other academic endeavors, and as such provides a way for students to make sense of their theoretical, classroom knowledge in an individual way through “real world” experience and application. Experiential learning also provides an environment in which a reciprocal learning dynamic takes place. Not only does the student have the chance to put her or his knowledge into practice, but in addition, learn a great deal from the community or natural world in which the she or he is working.
In particular, New Century College’s initiatives have been influenced by educational reformers such as John Dewey and David A. Kolb both of whom believe it is essential for theoretical knowledge to be paired with practical application for thorough comprehension of a given subject matter. By immersing students “in the field” and giving them opportunities for hands on learning, whether studying plant biology in the Shenandoah Valley, working with youth-at-risk populations in an urban environment, or designing a website for a non-profit organization, Experiential Learning provides an immersion experience for the student into a non-classroom setting.
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CFS offers a variety of exciting, field-based courses for students both inside and outside the United States from the Chesapeake Bay to Skopolos, Greece. CFS courses encompass a variety of academic disciplines such as history, art, biology, geology, sociology, and political science. Because of the travel requirements most CFS courses are offered during the summer or over winter and spring breaks, last one to two weeks, and generally fulfill 3-4 credits per course. However, a number of NCC learning communities embed field studies experiences at various points, mainly day or weekend trips, throughout the semester. Regardless of duration, what distinguishes CFS classes is that they are place-based and generally involve specific field sites at which courses are held repeatedly (such as the Shenandoah Valley or the Chesapeake Bay). The goal of site-specific field research is so CFS, NCC, and Mason can develop a relationship with the local community based on the goals and values of a sustained relationship, reciprocal learning, and community involvement in field research. CFS operates from the premise that its field experiences respect and integrate local community culture, values, and needs.
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Through CLCE, students can choose from a variety of curricular and co-curricular experiential learning programs that focus on service learning, leadership development, and volunteer opportunities. Through these endeavors, students develop civic responsibility, community service, and leadership skills by participating in programs like Alternative Spring Break, volunteering at any number of local organizations such as the Whitman Walker Clinic, Capital Area Community Food Bank, Northwest Center for Community Mental Health, and The Young Woman’s Project, or pursuing an interdisciplinary minor in Leadership Studies.
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An internship is a structured learning experience for students outside the classroom setting. Students take on the role of responsible workers in an organization and observe and reflect on what happens while they are there. Internships provide new opportunities for students to develop competencies and acquire knowledge and skills by successfully meeting new interpersonal and intellectual challenges, applying theories, investigating work roles and career possibilities, and in some cases providing community service. With the assistance of the Internship Coordinator, students identify and arrange internships with private, non-profit, and/or public organizations. Faculty mentors oversee the academic component associated with the internship, assisting students in moving beyond simply "doing" to the sort of reflective and engaged practice that allows for deeper learning. For a list of current internship postings, please visit the NCC Connector. To access the internship application form, see the Internships Procedures page.
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Certain NCC learning community courses offer experiential learning as part of the course. Some examples include NCC learning communities such as NCLC 310: Violence and Gender, where students volunteer in local area organizations such The Calvary Women’s Shelter, or NCLC 308: American Landscapes in Film, Fiction, and History where students take day and weekend trips throughout the semester around the greater Washington, DC that reflect course readings such as the Potomac River.
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Students have several opportunities for experiential learning (EL) through NCC’s Summer Enrichment Camps. To receive EL credit as a camp counselor for New Horizons Leadership Camp (for rising grades 6-8) and New Horizons Creativity Camp (for rising grades 3-5), NCC students must take a 3-credit summer course, “Teaching Creativity and Leadership,” which prepares them for the week-long work as counselors and teachers. To receive EL credit as a camp counselor for Science, Engineering and Technology (SET) Camp (rising grades 6-8) and “Get-Your-Hands-Dirty” Environmental Camp (rising grades 3-5), NCC students must take a 3-credit summer course, “Teaching in the Sciences,” which prepares them to teach science lessons to the campers and to serve as counselors and mentors throughout the week-long day camp.
In addition to the 3-credits of EL for taking each of the courses and serving as camp counselors, students with technology skills have an opportunity add one EL for each set of camps by planning activities and teaching in the after-camp Computer Club.
A variety of other flexible EL credits are available for NCC students who have worked one year as camp counselors. Some may opt to return as counselors without taking the class, and if accepted, they will receive 1 EL credit. Other opportunities include competitive applications for TA positions for both summer courses and for the Assistant Director position. The Assistant Director manages all of the administrative tasks under the direct supervision of the Executive Director of the four camps.
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Study
Abroad programs offer students the opportunity to study at universities
abroad and earn George Mason University credit. As study abroad involves
a lengthy approval process, students should plan well in advance.
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Though the George
Mason University Career Services office, students may make arrangements
for a co-op, a paid professional experience related to their
course of study.
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Frequently Asked Questions:
Q. Are research or other academic assignments part of experiential learning?
A. It depends. If you want to earn academic credit (in other words, to fulfill your required 12 credit hours for an integrative studies degree), there has to be an academic component to your EL activity. Experiences such as Center for Field Study courses, internships, and some NCC learning communities provide ways to fulfill credits toward this requirement.
Q. Are experiential learning opportunities expensive?
A. This depends on a few factors such as location of the EL opportunity and whether or not the student is paying tuition. But the good news is many EL opportunities are quite affordable. For example: internships done near a student’s home generally don’t cost a lot, nor does volunteering to be a camp counselor at one of NCC Horizon Camps. CLCE tries its best to keep its Alternative Spring Break trips right around $200 for the week and CFS offers many locally-based classes (such in the Shenandoah Valley) for which transportation costs are not high. In short, there are lots of ways students can, quite affordably, fulfill their 12-credit EL requirement and still in a meaningful way.
Q. As a NCC student I have to earn 12 credits of Experiential Learning for my Integrative Studies degree. How can I do that?
A. There are many ways to fulfill the experiential learning requirement. New Century College academic advisors can help you to determine the most appropriate opportunity for your interests and concentration. Options include internships, study abroad, service-learning, field studies and independent study.
Q. I am a faculty member and would like to incorporate experiential learning into my course. What should I do?
A. If you are interested in adding a service learning or leadership component, you should contact the Center for Leadership and Community Engagement. If you want to add a field studies component, contact the Center for Field Studies. Both Centers can provide the information and support needed to add experiential learning to your course.
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experiential learning descriptions:
“Without the experience of service-learning I don’t believe I would have fully grasped the many concepts we read about and discussed in class.”
Adriane Farmwald, student
New Century College
“Originally…I intended for students’ off-campus learning to supplement the traditionally academic and, I believed, more essential learning that was rooted in materials—readings, films, lectures--I had assembled and would take the lead in presenting and interpreting. I never imagined that students’ outside experiences would come to drive what goes on inside the classroom.”
Professor Andrew Wingfield
New Century College
“We had been learning about the beginnings of the environmental movement in the United States and how Theodore Roosevelt was an innovative leader in the environmental crusade. Just when I was losing faith in the leaders of this country, here was an epic tribute to a visionary president. I was in the beginning stages of shaping my personal conservation ethic and I found Teddy Roosevelt to be someone whose ideology I could look up to and respect. One would never guess that walking over the bridge from the George Washington Parkway would reveal this wonderful tribute...This day represents the birth of my conservation ethic and the shaping of my environmental views in the years to come.”
Laurel Simpson, student
New Century College
"Overall a wonderful, life-changing experience. No one should ever do art without having the opportunity to do something like this.
Art and Visual Technology student
College of Visual and Performing Arts
“My service learning was extremely beneficial to me as a student. It enabled me to personalize the course material, view the theories from a more narrow perspective, and connect conservation to my teaching. I had the opportunity to work with various populations of students, all of whom introduced to me new thoughts and ideas about pollution. When I watched concern fill the students’ eyes as they bombarded with me questions, I realized the importance of teaching children about conservation. This is why, a year later, I continue to voluntarily teach about watersheds…”
Natalie Gilliom, student
New Century College
“I am grateful for the opportunities to not only learn in my classroom, but also through my conversations and duties at Our Daily Bread. Through my experience, my classroom learning becomes realistic and practical while I am helping a great cause.”
New Century College student
“The New York City Alternative Spring Break trip was not only an opportunity to make a huge difference in the community, but also to experience personal growth.... For me, meeting people who were HIV positive, and perhaps in their last few weeks of life, was the most powerful and moving experience of my life. Only until I truly realized that I was dealing not only with communities, but individual human beings, did I realize exactly how much I personally--and likely many others--internalize this culture's dehumanization of people living with HIV.”
Brian Picone, student
New Century College
"My internship opportunities have greatly enhanced my college experience. Each internship gave me a greater insight into what my future goals are and where I see myself after school. Additionally, I gained invaluable experience in the working world that I had not previously been exposed to. Overall, my internships have been some of the most beneficial times throughout my college career, highlighting specific things I wanted to focus on and those I wanted to steer clear of."
Rachel Muth, student
New Century College
“Psychology students who have taken Psychology in the Community in the several years that I have taught the course have consistently told me how much they appreciate the opportunity to get a ‘real world’ learning experience. In many cases, their service learning experience served to confirm their interest in a particular career objective, but many others have decided to change directions as a result of this experience when they realized that the reality of the field that they wanted to enter did not match up with their hopes and expectations. Either way, one of the benefits of this class that I have heard many times from students is that it has given them a taste of what their working life could be like after graduation, and they really want to have that kind of experience before they finish their formal education.”
Dr. Mike Hurley
Department of Psychology
“I learned a lot and enjoyed every moment of it. Most importantly, I have grown as a person. Just the thought of knowing I helped someone out and made a difference in their lives makes me feel good about myself…I never really imagined myself being a role model for someone. The idea in a way scared me, because I feel being a role model carries a lot of responsibility. I realize that same thing I tell the youth I work with, ‘You can do anything you set your mind to,’ applies to me as well.”
New Century College student
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