Thread by @patrie_nicole

Hi! I’m a PhD Student @UAlberta, studying prison education. I also teach in a Correctional Services program. This year I taught Field Placement – but it was not the experience students were hoping for. Come along to chat about alternative authentic learning #MWSoTL 1/12

Students in this program normally take part in 2 field placements. By applying their knowledge to real-world experiences in a field placement, students gain a broader understanding of the criminal justice system. This year, many places weren’t accepting students. #MWSoTL 2/12

Around 20 students had no field placement but required the course to complete the program. We needed to design a learning experience that delivered the same outcomes. It wasn’t going to be the field placement they were hoping for. #MWSoTL 3/12

In addition to learning outcomes (image), we wanted to: create meaningful connections to the field, develop professional skills and a professional identity, and replicate real work in criminal justice. The experience needed to not disadvantage them in a job search. #MWSoTL 4/12

Enter the Community Engagement Project. Based on a program proposal cycle, there are 4 parts: Program Inquiry and Client Needs, Gap Analysis and Proposal, Implementation and Evaluation, and Presentation (image). In each part, the work done was connected to theory. #MWSoTL 5/12

Students contacted agencies to line up partnerships. As they develop professional skills, cold calling/emailing can be daunting. Half were successful, and the rest attended group interviews I set up. We should have started contacting organizations sooner. #MWSoTL 6/12

Proposals needed adjusting – they were either too big, not big enough, or too complex to complete in 6-8 working days. Developing an appropriate scope for pilot projects is a skill that is honed over time. I made a logic model template to help (image). #MWSoTL 7/12

Lessons learned: Early parts of the project needed better scaffolding. Online classes made it difficult to connect with students and gauge their comfort levels. This had never been done before. Most needed guidance/encouragement to be self-directed. #MWSoTL 8/12

Future changes: Encourage students to begin contacting agencies of interest early, and help them through this process. Submit/Present a draft Gap Analysis and Proposal, then submit a final proposal after making adjustments. Perhaps working in pairs. #MWSoTL 9/12

Checking in weekly during implementation. Asking pointed questions: “What do you plan on doing in the next 2 weeks?” “Do you anticipate any issues?” “What are you excited/nervous about?” No news is not always good news. #MWSoTL 10/12

It was a valuable student experience that also helped the community. This week are project presentations: fundraising for street outreach, mental health brochures, an Indigenous poetry workshop, a social media video, crisis training for front-line staff, and more! #MWSoTL 11/12

Initial student feedback: liked “owning” a project to make an impact. Developed confidence, time management, dealt with set-backs. They see themselves professionally, see links to their future, and see the corrections field differently. I’d love to answer questions. #MWSoTL /fin

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