Abstract
This case study discusses an experiential learning course comprising a 12-episode podcast series dedicated to transformative learning in higher education. The three-credit course, which was designed by two student leaders (station managers at the university radio station) in collaboration with a faculty collaborator, was informed by the 10 design principles of authentic learning. The central premise of the podcast series hinged on two key questions: What are the ideal conditions where students build their souls as they build their CVs?; What are the conditions for transformative learning whereby students reflect on their learning experience as collaborators with their professors and with one another? The case study offers recommendations to students, faculty, and educational developers who might integrate this model into their own practices.
Highlights
When do students realize they are building their souls in addition to building their CVs? This question inspired an experiential learning course where students produced a podcast series with 12 episodes dedicated to exploring the conditions that enhance transformative learning in higher education
Build a podcast series that took its central premise from the following questions: What are the ideal conditions where students build their souls as they build their CVs?; What are the conditions for transformative learning with a particular focus on how students reflect on their learning experience as collaborators with their professors and with one another?
The three-credit course was offered over a 12-week winter semester and had an enrolment of 15 undergraduate students from a diverse range of programs, including English, film and media studies, creative writing, journalism, education, sociology, sports studies, and business
Summary
When do students realize they are building their souls in addition to building their CVs? This question inspired an experiential learning course where students produced a podcast series with 12 episodes dedicated to exploring the conditions that enhance transformative learning in higher education. The three-credit course was designed and implemented by two student leaders (station managers at the student-run university radio station, called Toast Radio) in collaboration with a faculty member at Bishop’s University, a small, primarily undergraduate institution with a focus on delivering a liberal education.
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