CEL–Departmental Model of Collaboration

Social Work and Family Studies

Over the past nearly 20 years, a partnership between the CEL and the Family and Social Service department has steadily grown.  The CEL is now embedded within both majors of the Social Work and Family Studies department. The CEL helps students in the department through course content, instruments for vocational discernment, career fairs and connections, networking with alumni in the field, the application of theoretical concepts in the field, and processes of reflection.

Students may first choose to explore their interest in service – either as a career or in a volunteer capacity – through the Interim course “I Want To Help People.” Early in the course, members of CEL’s Career Connections program introduce students to the concept of vocation and work with them to identify their passions, their giftedness, and how they see themselves helping people. CEL staff have developed and infused reflection questions into their journaling assignments throughout the month.  During the final retreat, we return to the idea of vocation, discussing students’ ideas of vocation and relating the ideas to written works. At this time, students craft a final vocational mission statement, revised from one written on their first day of class and impacted by the variety of experiences they’ve had in January. The “I Want To Help People” partnership between CEL and the Social Work program is partially funded by the Lilly Program Grant Lives of Worth and Service.

In a beginning exploration of self, students in both Family Studies 242 and Social Work 254 take the Myers-Briggs Type Inventory (MBTI), learn how the instrument can help them discern their vocation, and reflect upon the results. In “Family Relationships,” this examination of personality types and attendant characteristics is focused on the study of family systems theory, using type to understand the interplay of personalities within the family unit. In “Inclusive Practice: Individuals and Families,” the MBTI is used to examine one’s own giftedness and its relationship to the many facets of social work. Students consider their own gifts and the ones that others may offer as co-workers or clients, and learn to appreciate the differences inherent in working with a variety of people.

Each spring, the CEL and Family Studies and Social Work partner to coordinate a career panel, bringing alumni back to campus to showcase their career journeys. To prepare Social Work majors for their search for a practicum site for their senior year, the CEL provides guidance on presenting one’s self as a professional during Social Work 261; most of these juniors also take time to meet individually with a CEL staff member as they prepare to meet with various agencies.

As part of its annual workshop series, the CEL created several sessions specifically for students interested in social service careers. “Making It in the Nonprofit World” introduced students to the entrepreneurial skills necessary to make strategic decisions and play a leadership role in the nonprofit world. Another workshop, “Identifying and Searching for Careers in Social Service and Nonprofit Organizations,” illustrated strategies and resources valuable in searching for careers in the social service sector. The workshop also introduced several fairs that provide students access to nonprofit/public service organizations. The MN Private College Job and Internship Fair hosts nearly 200 organizations, one-third of which are nonprofit. The Idealist.org Career Fair showcases 60+ domestic and international nonprofit organizations, and the CEL’s own World Wide Service Fair hosts about 20 organizations annually.

The culminating and most moving event in our partnership, also funded through the Lilly Grant Program, is an annual spring conversation between senior Social Work majors who have recently completed an intensive practicum experience and alumni who are practicing social workers. The “Conversation on Social Work, Service and Vocation” involves participants in reflection and discussion of “their path of authentic service” and how their aspirations to serve have been impacted by the realities of service work. As might be expected, the insights shared in this evening come from the heart, relay emotions ranging from the joy of meaningful client interactions to the self-questioning prompted by difficult situations, and always highlight how the theoretical from social work courses plays out in the reality of service work.

The long-running partnership between the CEL and SW & FS clearly enhances the work of both entities and is valuable addition to the academic program at St. Olaf. To explore developing ways that your department can partner with the Center for Experiential Learning, please contact Pat Smith, Director, Center for Experiential Learning.

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Working with Academic Concentrations

Biomedical Studies

Since 2001, CEL staff members have collaborated with Professor Ted Johnson, Director of the Biomedical Studies Program, to develop concentration requirements that enhance students' preparation for careers in traditional areas of health care such as dentistry, human medicine, and veterinary medicine, as well as therapies (physical, occupational, speech, music, dance), and work in hospital administration, hospital ministry, and biomedical ethics. In its current form, the Biomedical Studies Concentration allows students to cater the required experiential learning activities and coursework so that they are suited to their unique career goals.  Ted Johnson and Sandy Malecha of the CEL work together to actively support students completing the concentration.
 
As students work through the concentration requirements, they are engaged in career exploration activities to ensure consideration of alternative career paths.  Many students enter St. Olaf with the stated goal of pursuing a medical career and are eager to begin the course of study necessary for entering medical school. The Biomedical Studies concentration is designed not only to provide a broad academic background to students interested in the field of healthcare but also to engage these students in a vocational discernment process to determine whether  pursuing medicine is right for them.

CEL staff members present workshops on career exploration strategies and share necessary resources for students as they research three potential careers in the healthcare arena and complete two in-depth informational interviews with professionals or graduate schools in their field of interest. Additionally, CEL staff, faculty, and student organizations (e.g., pre-med and pre-dental clubs, psychology club, etc.) collaborate to host various career-related activities on-campus.  In the past these have included career panels, graduate school information sessions, and internship search strategies and resources.

The CEL plays an integral role in assisting concentrators with the completion of their experiential learning requirement in particular.  From searching for opportunities to preparing application materials to interviewing and landing their desired position, students are encouraged to use CEL Peer Advisors and staff for assistance with this process.  By the time they complete their concentration requirements, Biomedical Studies Concentrators will have thoroughly explored opportunities in healthcare and begun building a resourceful network of professionals.  They will also have informed and considered ideas about which type of healthcare career is right for them.      

The CEL feels strongly that collaborations with academic departments are its most powerful tool in creating meaningful relationships with students, and Professor Johnson acknowledges that the collaboration enables comprehensive and rigorous requirements that would not otherwise be possible. This is another way that St. Olaf works to deepen student’s liberal arts experience. If you are interested in exploring ways to collaborate with the CEL in a course, concentration, program, or major, please contact Pat Smith, extension 3377.

If you would like to receive a copy of the biomedical studies contract, contact Sandy Malecha (malecha@stolaf.edu) .
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Management Studies

The Management Studies (MS) program recognizes the importance of integrating management education and the liberal arts. The concentration includes a five-course program of study; an Experiential Learning Component; and an Integrative Folder. These two latter components have been an integral part of the concentration since the program's inception in 1998. The goal of the Integrative Folder is to demonstrate the interrelatedness of a student’s varied learning experiences at St Olaf and illustrate connections between all facets of their learning. 

While the foundation of the integrative folder requirements have remained the same over the years, the CEL has continually worked with Management Studies to revise and enhance the process to ensure it is applicable and timely for graduating seniors. Currently there are two deadlines for the students (the full requirements are outlined below). Firstly for the November deadline, students are required to complete a reflective essay. This essay encourages students to reflect on their St. Olaf education and determine what they need to do before they graduate in order to work toward their vocational vision. They are required to include the impact that their experiential learning activities have had on shaping their vision. Then in April, students are required to complete a portfolio on a CD that highlights the various skills and abilities that students have gained in their time at college and outline their post-graduation action plan. This latter material allows students to be organized prior to graduation. Additionally the students can conveniently upload most items onto Moodle. 

Due November 2nd:

• Reflective component including:
  Results of MBTI and/or Strong Interest Inventory assessment
• Synopsis of two required informational interviews
• Synopsis of two required Experiential Learning Activities
  Resume

Due April 11th:

• Portfolio demonstrating your skill set (saved onto CD and delivered to the Management Studies Faculty)
• A post-graduation action plan 
• Final resume

Students’ have remarked that this is a very useful process for them as they start to transition from St. Olaf and need to consider how they intend to make their vocational dreams a reality.

The integrative folder requires that students complement their academic learning with experiential activities.  This not only adds value to the student, but also enhances the experience of the concentration as a whole as students apply what they have learned in class. The CEL facilitates this process by working closely with Management Studies Faculty to ensure students are fully aware of the folder and portfolio requirements though information sessions.  CEL staff also meet with students on an individual basis to further discuss the concentration’s requirements. This is a long-term successful collaboration where CEL is proud to have played an important role.
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Media Studies

Bill Sonnega, Director of Media Studies and Associate Professor of Theater has been a long time advocate of experiential learning. A popular and stalwart supervisor of academic interns over his career at St. Olaf, Bill began collaborating with the CEL from its inception. Out of this connection came the idea for a Media Studies concentration which would integrate experiential learning, intentional reflection, and a capstone digital portfolio with the required interdisciplinary coursework.  CEL staff members have worked with Bill to develop the concentration’s components as well as support him in the execution of the requirements.  This collaboration supports the CEL’s theoretical beliefs about experiential learning— John Dewey’s study-action-reflection model is well embodied within the concentration’s requirements, and as a result, has deeply enriched students’ media-related learning.

The mechanics of the concentration have become streamlined and tailored in recent years in light of students’ needs and goals. They are required to involve themselves in at least one academic internship, and are strongly encouraged to seek out other experiential learning activities in the form of volunteer, leadership, entrepreneurial or related work experience in order to translate and apply their theoretical knowledge to life outside the classroom.  These experiences, in conjunction with their media-related coursework are reflected in their electronic integrative portfolio.  An individualized mobile and adaptable digital portfolio is developed by each concentrator, which has direct application to the students’ academic interests and/or post-graduation goals (graduate school, scholarship, job search, etc.). The portfolio includes several basic items, such as a resume, cover letter/personal statement, key academic work, and a capstone reflective essay integrating their academic and experiential learning.  From there, students have the opportunity to include items relevant to their individual direction.  For instance, a student focused in the area of graphic design might include weblinks/pageviews of websites that they have developed, jpeg files of their art work, and letters of recommendation from their internship experience and student work supervisor in Boe House. The final product is polished, simple, clean, functional, reproducible and thoughtfully constructed.  Students may continue to build upon their work as their career progresses.

This alliance has allowed the CEL to provide multi-faceted support to Bill’s academic program by providing his students connections to experiential learning opportunities, preparing them for their experiences, and involving them in academic internship reflection sessions. The CEL works collaboratively with Bill to deliver information sessions detailing the requirements of the concentration as well as the development of their portfolios.  CEL staff also meet with students on an individual basis to further discuss the concentration’s requirements, as well as providing consultation on their digital portfolio. A CEL staff member also serves on a friends of media studies committee.  The CEL is excited to connect with this growing, diverse, interdisciplinary program.
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