Applied Learning Toolkit The Formation of Applied Learning

Applied Learning Toolkit

The Formation of Applied Learning In 2015, the State University of New York Board of Trustees, in accordance with the 2015 -16 New York State Budget, adopted a resolution calling for SUNY to collaboratively develop a plan to ensure that all students enrolled in an academic program have access to an applied or experiential learning opportunity, such as co-operative education, internships, service learning, research, community service, study abroad, and clinical placements (full press release). Guide to Applied Learning at SUNY

The Applied Learning Guidance to Campuses was created to provide guidance to campuses as they develop individual Applied Learning (also known as Experiential Learning) Plans, as required by the SUNY Board of Trustees. The SUNY Applied Learning Plan is the compiled report incorporating the results from each campus’ individual Applied Learning Plan, concluding that fifteen campuses have voted to ied Learning Plan make applied learning a graduation requirement. Full Individual Campus Plans

The Applied Learning Steering Committee was created in 2015 to develop specific guidance to campuses about how to proceed in developing applied learning plans. The Provost’s Applied Learning Advisory Council was empaneled in 2014 and is comprised of representatives from every campus. ouncil It has since established an Applied Learning Team on each SUNY campus. arning Committee &

At SUNY, Applied Learning refers to an educational approach whereby students learn by engaging in direct application of skills, theories and models. Students apply knowledge and skills gained from traditional classroom learning to hands-on and/or real-world settings, creative projects or independent or directed research, and in turn apply what is gained from the applied experience to academic learning. The applied learning activity can occur outside of the traditional classroom experience and/or be embedded as part of a course. In order to be considered Applied Learning, the experiences must meet criteria that are based on national standards in experiential education. lied Learning Applied learning experiences strengthen the academic performance of students, increase student retention, and improve employment outcomes post-graduation.

The Office of Applied Learning at SUNY System Administration exists to support each of SUNY’s 64 campuses in creating, disseminating and providing equitable access to high-quality applied learning opportunities for all students. These opportunities meet SUNY quality standards as developed by the Applied Learning Steering Committee and include, but are not limited to internships, clinical placements, practicum, cooperative education, service-learning, community service, civic engagement, study abroad, entrepreneurship, student research with faculty members, creative works and field study. Support from the Office of Applied Learning takes many forms, including but not limited to, responding to the needs of stakeholders—students, faculty, staff, and partners--and communicating those needs at the system level, providing professional development meetings and conferences to promote best practices, and working to establish and support partnerships with other governmental agencies, community partners, for-profit employers, and nonprofit organizations across the state and nation. Our goal is to ensure that every single SUNY student has an opportunity to complete at least one campus-approved applied learning experience before graduation to enhance student engagement and academic and career success.

Definitions Applied Learning: Applied learning refers to an educational approach whereby students learn by engaging in direct application of skills, theories and models. Students apply knowledge and skills gained from traditional classroom learning to hands-on and/or realworld settings, creative projects or independent or directed research, and in turn apply what is gained from the applied experience to academic learning. The applied learning activity can occur outside of the traditional classroom experience and/or be embedded as part of a course. Internship—Credit Bearing/non-credit: Applied learning experiences for which a student may earn academic credit in an agreed-upon, short-term, supervised workplace activity, which may be related to a student’s major field or area of interest. The work can be full or part time, on or off campus, paid or unpaid. Some institutions offer both credit and noncredit bearing internships. Internships integrate classroom knowledge and theory with practical application and skills developed in professional or community settings. This definition does not include internships that are required components of a registered program leading to NYS licensure or certification (e. g. , teacher preparation, social work, dental hygiene). An internship is distinct from community service or service learning. Community Service: Volunteerism and community service performed by students for community benefit. This service can be, but is not necessarily integrated with a particular program of study. This may include structured projects (days of service), smaller group projects, fund-raising events, or individual volunteerism, which is acknowledged by the campus.

Definitions (continued) Research: Mentored, self-directed work that enables students to make an original, intellectual or creative contribution to the discipline by exploring an issue of interest to them and communicating the results to others. Undergraduate Research: An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline. http: //www. cur. org/ Field Study: Collection of information outside of an experimental or lab setting. This type of data collection is most often conducted in natural settings or environments and can be designed in a variety of ways for various disciplines. May be mentored, self-directed work, or comprise a full course. The projects include inquiry, design, investigation, discovery and application. International and Domestic Travel/Exchange: An instructional program delivered in either an overseas location or domestic location. Often the program is delivered as a semester-long or intercession sequence of courses, the content of which is enhanced by the location of instruction, by distinctive historic or cultural features available in the location, or by a unique approach to the subject matter that is specific to the locale. Exchanges are often conducted by individual students traveling independently to a location that has been pre-approved by their home institution, and where they determine their specific course of study in collaboration with home and host institution faculty. Service-Learning: A credit-bearing educational strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience and strengthen communities.

Definitions (continued) Cooperative Education: An applied learning experience that alternates classroom learning and productive paid work experiences in a field related to a student’s academic and career goals. Coops are formal partnerships between an educational institution, an employer, and one or more students, and typically provide meaningful work experiences for students. Co-ops are off-campus and full time or part time. Clinical Placement: Students rotate through a variety of health care agencies with faculty supervision focusing on the health care field process, with individual patients or groups reflecting diverse settings, across the lifespan. Emphasis is on mastering theoretical concepts, improving skill competency, and developing clinical reasoning skills with a focus on evidence-based practice. Practicum: A period of practical experience undertaken in academic, professional or community settings/agencies/organizations as part of an academic course. This approach is grounded in application and practice of theoretical/technical concepts/skills and cultural competency relevant to the course or to a profession. Creative Works: A capstone, senior project, performance, or other creative work that occurs as a culminating experience for a student in an accredited class or program. Entrepreneurship (program, class, project): Students in an entrepreneurship program develop a broad-based entrepreneurial skill relevant to any organization – start-up, established, and for and not-for-profit agency, organization, community or industry. Entrepreneurship involves consistently thinking and acting in ways designed to uncover new opportunities that are then applied to provide value.

Internships Intern. Shop: In conjunction with the Business Council of New York State, Intern. Shop is and online program that helps companies take the legwork out of searching for qualified interns and helps students find paid internships The Internship Guide provides guidance for how to organize internships and co-ops, although the recommendations and sample forms in this document are applicable to many other areas of Applied Learning National Intern Day is a day to celebrate and recognize the hard work of interns around the globe. SUNY encourages students involved in internships to show off the skills they are learning through social media campaigns and video competitions.

Partnerships Working with sector partners at national, state, and regional levels to address current community, workforce and research needs, faculty develop curricula to guide the learning process for students. Students, in turn, partner with their supervisor and academic advisor to develop learning outcomes. In essence, education and experience – too often considered separate and distinct – are integrated to the benefit of all involved. For students, it is a chance to apply knowledge and skills gained in the classroom to the real-world; for partners, it is an opportunity to gain the unique perspective and product of an ambitious, energetic, and intellectually creative student.

Engage Partners

Partnerships Purple Briefcase: SUNY Applied Learning has partnered with Purple Briefcase to create the SUNY Works Consortium System. This is a onestop platform for employers to engage with all 64 SUNY campuses to share meaningful and relevant internship and other applied learning opportunities. The New York State P-TECH Work-Based Learning Toolkit was developed in 2016 by working closely with a Design Team of P-TECH leadership, work-based learning coordinators, school leaders, teachers, employers and others drawn from the NYS P-TECH schools. The toolkit includes: The Work-Based Learning Continuum, Work-Based Learning Essential Elements, The P-TECH Professional Skills, and Work-Based Learning Activity Guides.

SUNY Career Development Organization SUNY’s Career Development Organization (SUNY CDO) serves to promote the professional growth of the membership, develop and maintain professional communication among career development personnel, serve as a professional forum for discussion of career service policies and procedures with the goal of promoting and maintaining a high standard for the profession and assist each student to learn – to search – to serve. The SUNY Career Development Activity Snapshot explores various statistics throughout SUNY in regards to career management systems, staff to student ratios, and more.

Co-Ops & Cooperative Education The track record for cooperative education in universities across the United States shows that students participating in co-ops are more likely than nonco-op students to: • • • Achieve a higher grade point average (GPA) while attending school, Persist in their studies, including in STEM disciplines, Graduate with less debt, Receive job offers from their co-op employer, and Earn more money in their chosen career. More than 60% of co-op students nationally accept permanent jobs from their co-op employers Cooperative Education at SUNY Oswego SUNY Works Campus Partners

SUNY Serves A remarkable 97 percent of all New Yorkers live within 20 miles of a SUNY campus. Many of these campuses proudly bear the name of their home city or town. All of them serve as the local crossroads, enabling people from diverse backgrounds to meet and deepen their mutual sense of belonging while pursuing personal educational advancement. Our service learning focuses on educating students with tactile programs. These courses and projects rely on reflection and assessment, as well as action and student leadership. The benefits of quality relationships between students, faculty, institutions, and the local community and are both immediate and tangible, and long-term and theoretical.

Service-Learning in SUNY The Service-Learning Toolkit was created by the University Faculty Senate (UFS) in 2008 in an attempt to streamline efforts in furthering service-learning programs on SUNY Campuses. It is broken down into five parts (1) questions and answers (2) recommendations for getting started (3) reflection (4) a sample syllabus and (5) templates for getting started. The Service-Learning in SUNY is an update to the Service. Learning toolkit and provides an assessment of the current status and strategies for implementation.

Civic Engagement SUNY has been focused on civic engagement as a key component of liberal education over the past four years, starting with a call from campuses to engage with the topic through SUNY and the Vibrant Community, one of the Six Big Ideas put forth in The Power of SUNY: Strategic Plan 2010 & Beyond. To measure progress on this initiative, SUNY tracks the number campuses that are awarded the President’s Higher Education Community Service Honor Roll and the Carnegie Elective Classification for Community Engagement. Buffalo State College, Jefferson Community College, SUNY ESF, SUNY Cortland, SUNY Delhi, SUNY Fredonia, SUNY Geneseo, SUNY Oneonta, SUNY Oswego, Stony Brook University and Cornell University hold the Carnegie Elective Classification for Community Engagement. A survey of ten participating campuses shows that in the 2012 -13 academic year over 20, 000 students we enrolled in 637 course sections or projects including civic engagement, taught by over 2, 000 individual faculty members. This survey also identified civic engagement subject matter experts on SUNY campuses.

Civic Engagement Organizations Campus Compact is an association of college and university presidents and their campuses committed to promoting active citizenship as an aim of higher education. The group provides resources for college and university presidents, community service and service learning coordinators, faculty and students. The American Democracy Project (ADP) is a network of more than 250 state colleges and universities focused on public higher education’s role in preparing the next generation of informed, engaged citizens for our democracy. The Democracy Commitment (TDC) is a national initiative dedicated to the cause of democracy in higher education, and to make democratic skills available to all individuals who desire a voice and a seat at the table of local, state, and national discourse and action. Liberal Education and America’s Promise (LEAP) is a national public advocacy and campus action initiative of the Association of American Colleges & Universities (AAC&U). The Bringing Theory to Practice (BTto. P) Project encourages and supports colleges and universities in reaffirming their core purposes and developing sustainable campus cultures to support the advancement of higher learning and discovery, the well-being of the whole student, and higher education's mission as a public good to deepen and sustain the civic society

Constitution Day is an American federal observance that recognizes the adoption of the United States Constitution. Each year, publicly funded educational institutions provide programming on the history of the Constitution on September 17. While programming specifically focused on the Constitution is important, SUNY would like to go a step further and promote broader civic engagement activities, including public deliberations. SUNY Constitution Day 2017

Deliberative Dialogues The National Issues Forums Institute (NIFI) is a nonprofit, nonpartisan organization that serves to promote public deliberation about difficult public issues. Its activities include publishing the issue guides and other materials used by local forum groups, encouraging collaboration among forum sponsors, and sharing information about current activities in the network. The SUNY Deliberative Democracy Training was an event held for faculty, staff and students at two and four-year institutions interested in learning how to become facilitators. The goal: to fully train individuals to perform dialogues. This event was livestreamed on the first day.

Service Learning & Puerto Rico In early June, New York will deploy teams of SUNY and CUNY students, as well as skilled workers from the Building and Constructions Trades, to work with non-profits on the ground to implement the rebuilding roadmap. Students will do 2 -week recovery projects this summer with two nonprofits in PR, mostly helping in the reconstruction of roofs. Students can receive up to three credits for this work plus a structured reflection component. SUNY (through other funders) will cover all costs for students there were over 2, 000 students apply for 95 slots, so SUNY is working to create more volunteer opportunities this summer and into wintercession.

SUNY & the Vibrant Community We believe that strong communities are at the heart of economic revitalization. And with a half-million enrolled students every single semester, New York's system of public higher education is presented with a unique opportunity and responsibility to create deep applied learning opportunities for each and every student in order to foster meaningful and reciprocal partnerships with our communities. SUNY graduates become teachers, healthcare professionals, first responders, and public servants-who illuminate vibrant communities across the globe--as well as engineers, scientists, financiers, and mechanics, who embody this sense and display it in their work every single day. Impact in Action 30 Days of Giving: To close the end of each calendar year and bring a warmer holiday to all New Yorkers, 30 Days of Giving highlights one way SUNY students contribute to our communities every day for 30 days. #MLKDay. NY: In conjunction with Governor Cuomo, the Office of General Services, and the New York State Commission on National and Community Service, SUNY students join thousands of New Yorkers in a day of giving every Martin Luther King, Jr. Day in January.

SUNY Discovers Student research, entrepreneurial ventures, field study, and international opportunities. While SUNY research has historically resulted in breakthrough discoveries, inventions, and start-ups, increased focus on applied learning has led to an unprecedented level of collaboration between SUNY students, faculty, and industry experts to enable commercialization of the best ideas and innovations born on SUNY campuses. Through applied learning opportunities students engaging in entrepreneurial ventures can work with business and industry partners to test their ideas in a hands-on setting, and SUNY students interested in the agricultural and technical sectors utilize their field work experiences to prepare them for life after SUNY. Many forms of applied learning can and do happen abroad, creating meaningful and transformative experiences for students.

Research The SUNY Research Foundation works with the academic and business leadership of campuses to support research and discovery at SUNY through efficient and skillful administration of sponsored projects and adept transfer and sharing of intellectual property for public benefit and economic growth. From medicine and renewable energy to social science and technology, our groundbreaking contributions are changing the world and propelling our state and country to the forefront of discovery and innovation. With the largest, most comprehensive university-connected research foundation in the country and a multitude of influential centers and institutes, SUNY helps power New York State’s economy while making an impact across the globe.

Entrepreneurship SUNY and the Entrepreneurial Century cultivates entrepreneurial thinking across our entire learning landscape, helping new and existing businesses innovate, prosper, and grow. Research and innovation have long been hallmarks of American higher education. But in the 21 st century, knowledge creation is no longer enough. Economic growth depends on translating that knowledge into tangible, measurable benefits—from more patents issued, to more grants won, to more jobs. This shift demands an entrepreneurial mindset—a way of thinking determined to create and shape new markets.

Experiences Abroad Study abroad can be one of the most rewarding and exciting experiences in a college student’s career. As long as you are a SUNY student, you can study abroad with any SUNY institution if you find a better fit aboard program for your needs SUNY currently offers: • more than 1, 000 overseas study programs • in more than 60 countries and all 7 continents For other questions please send an email to studyabroad@suny. edu

SIRIS The SUNY Institutional Research Information System (SIRIS) is a reporting system that organizes information to develop statistical summaries and data used by the Office of Institutional Research for the purposes of planning, academics, budgeting, etc. SIRIS in the Applied Learning world is used to track Applied Learning experiences on SUNY Campuses and allows the office to keep track of this data, such as credit/non-credit bearing opportunities, service learning courses, and more.

In-Demand Tool New York State Data: Data projecting 10 year occupational growth and demand in New York State. USA Data: Data projecting 10 year occupational growth and demand in the United States.

In-Demand Tool Includes Data From: Jobs. EQ® • 10 Year Occupation Projections (2017 Q 2) • NYS & USA Awards (from IPEDS 2016) SUNY Data Warehouse • SUNY Awards by CIP and Award Level (3 year average) SUNY APES Database • Registered SUNY Academic Programs by CIP and Award Level Open SUNY • Current Online Programs by CIP and Award Level

Research Reports Applied Work-Based Learning at SUNY: A study conducted to analyze the effectiveness of SUNY Works. Supplementary Report on Assessing Labor Market Outcomes: A pilot study conducted to analyze labor market outcomes in regards to SUNY Works. Student Perceptions of the SUNY Applied Learning Program: A study conducted to analyze the student perception of the importance of Applied Learning opportunities.

Reports Micro-Credential Report: A report formed in 2018 from the Micro. Credentialing Task Force outlining definitions, guiding principles, common types, how micro-credentials are uses, best practices, and recommendations on how SUNY should move forward. SUNY Professional Skills Career Launch: The curriculum is designed to develop critical thinkers with theoretic and tactical skills, communication and interpersonal skills, and work place ready interactive skills through self-paced online instruction, assessment, assignments and evaluation.

Applied Learning Snapshot & Student Experiences SUNY Applied Learning Initiative Snapshot: This document is a compilation of applied learning stories from each of the 64 SUNY campuses. You will see testimonials from students engaged in internships and cooperative education placements, examples of service and civic engagement projects, descriptions of research and entrepreneurship programs, and much more. SUNY Students in Applied Learning: This document offers stories of students engaging in applied learning as well as brief campus narratives describing the overall student applied learning experience. You will learn from the students themselves and those on campus who support and guide them just how important and impactful applied learning experiences are for our students.

Applied Learning Resources List of Applied Learning Experts: A list consisting of faculty and professional staff whose focus is in developing, implementing, tracking and teaching various types of applied learning. The office keeps an Applied Learning Expert SUNY Database, which is just a list of faculty and staff with various expertise areas in applied learning that are willing to have other campuses reach out to them with questions. SUNY Applied Learning and COIL: COIL courses naturally fit into SUNY’s Applied Learning Initiative. Any courses that include hands-on, real-world approaches alongside structured reflection and other quality criteria count as Applied Learning. STEM @ SUNY: Currently, across the SUNY system, approximately 10, 300 full-time first-time undergraduate students matriculate in a STEM program each year. After their first year, 24% leave SUNY and another 11% will switch to a non-STEM program, meaning 3, 600 students abandon their STEM education after one year. This SUNY White Paper on STEM Education forms a conceptual framework aimed to identify and emulate best practices from within the SUNY system and in other systems of higher education across the country.

Applied Learning Community of Practice In the PIF context, Communities of Practice (Co. Ps) have been formed in subject areas around awarded institutions’ proposals submitted through the PIF process. Lead Facilitators from the System Administration Office are the primary contacts to help guide and support the Community of Practice. The Applied Learning Community of Practice supports each of SUNY’s 64 campuses; creating, and providing equitable access to highquality applied learning opportunities for all students.

Applied Learning Community of Practice Co. P Landscape 17 Campuses 21 Projects $2. 6 M In Funding Workplace Group (open): SUNY Applied Learning Workplace Group (closed): Applied Learning Community of Practice

Vision for SUNY Energy & Sustainability Individualized Education Innovation & Entrepreneurship Partnerships

Applied Learning Conference The Applied Learning Conference began in 2014 and occurs annually, offering a range of interactive sessions and workshops for a variety of audiences including faculty, staff, students, administrators and community and industry partners. Both SUNY and non-SUNY participants are welcome to attend. 1 st Annual Applied Learning Conference 2 nd Annual Applied Learning Conference 3 rd Annual Applied Learning Conference 4 th Annual Applied Learning Conference

The Umbrella is the SUNY Applied Learning Newsletter that is made available throughout the year. It highlights articles, campus work, and students demonstrating Applied Learning throughout the system. Issue 1 Issue 2 Issue 3 Issue 4 Issue 5 Issue 6 Issue 7 Issue 8 Issue 9 Issue 10

Ban the Box The State University of New York Board of Trustees passed a resolution to "ban the box" from its general application, revising SUNY policy that previously required student applicants to declare prior felony convictions. Instead, students will be asked to declare a prior felony conviction post-admission and only when they seek campus housing or participation in clinical or field experiences, internships, or study abroad programs.

Applied Learning Statistics SUNY enrolled more than 185, 000 students in 32, 000 approved applied learning courses in the 2016 -17 academic year 40% of all SUNY programs currently require approved applied learning experiences 15 SUNY campuses are requiring or looking to require Applied Learning as a graduation Requirement

Relevant SUNY Offices Academic Affairs University Life SUNY Student Assembly STEM Education Institutional Research Education Pipeline Research Foundation Diversity, Equity & Inclusion

SUNY Applied Learning Office Laura Trottier, Program Assistant Laura. Trottier@suny. edu