Index of Videos and Materials

Index of Videos and of Downloadable Teaching Materials and Resources

VIDEOS

Experiential Writing Project: Reflective Writing and Experiential Education
Reflective Writing about Experience
Experiential Writing: Genre Theory
Internships and Reflective Writing
Reflective Writing and Community Engagement
Leadership Training and Reflective Writing
Reflective Writing on Study Abroad
Field Study and Reflective Writing
Reflective Writing and Wilderness Therapy
The Secondary Classroom--Reflective Writing and Peer Mentoring
Reflective Writing in University Classrooms

WHY EXPERIENTIAL WRITING?

Reflection Makes Experience Meaningful
Experiential Writing Enhances Experiential Education
Experiential Writing Produces Holistic Growth
- Writing prompts that explore brain function
Experiential Writing Promotes Lifelong Learning
- Template for articulating lifelong learning competencies, objectives, aptitudes, and curricular activities
- “Designing the London Experience,” Syllabus designed by Mat Duerden and Jamin Rowan for a study abroad experience that focuses on lifelong learning. (Use this link if you have access to BYU Learning Suite; use the two links below if you don't have access).
  - Description and Assignments.
  - Schedule.

PLAN YOUR COURSE

Consider Educational Environment
- Decision-making rubric from Jennifer Moon for considering the educational environment
- Decision-making rubric from L. Dee Fink for considering the educational environment
Determine objectives
- Design cognitive learning objectives
  - General use of Bloom's Taxonomy
  - Memory, Comprehension, Application
  - Analysis
    - Writing Prompts to teach Analysis
    - Template for a single journal writing assignment
  - Creation
  - Evaluation
- Design Holistic Learning Objectives
  - Foster Emotional Intelligence
    - Writing Prompts for Fostering Emotional Intelligence
    - Lesson Plan Template for Teaching Emotional Intelligence
  - Influence Narrative Identity
    - Sample lesson plan/activity/questions
      - Mining memory
    - Personal narrative writing prompts
  - Enable Lifelong Learning
    - Template for creating lifelong learning questions and prompts
  - Include spiritual learning
    - Spiritual Learning Writing Prompts
    - Spiritual Learning Lesson Plan with Prompts: Solitude
  - Compare your Objectives with Published Threshold Concepts for your Discipline
    - Comparison chart of threshold concepts and learning objectives
Pick your genres
- Journals: Field, Academic, Personal
- Expressive writing
- Experiential Journalism
  - Rubric for evaluating journalistic writing
- Travel writing
  - Travel Writing prompts
  - Double Vision in Travel Essays: Something Old and Something New (Powerpoint presentation on Travel writing)
  - Rubric for evaluating travel essays
- Natural History and Environmental Writing
  - Sample natural history writing prompts
  - Rubric for evaluating natural history essays
- Researched and Expository Writing
  - Template for creating research paper writing prompts
  - Rubric for evaluating researched and expository writing
  - Rubric for peer workshop or teacher interview on a general library research paper
  - Oral history writing assignment--Brian Cannon, BYU
  - Who Dunnit? Research Paper Assignment— Cheri Earl, BYU
  - Mel Henderson, BYU, uses the following materials to guide students in writing a critical analysis of a movie. The plan could be adapted to writing critical analyses of other texts.
- Persuasive Writing
  - Persuasive writing prompts
  - Rubric for evaluating persuasive writing
  - Persuasive Writing Lesson Plan: Values Response Essay developed by Anika Shumway
  - Persuasive Writing Lesson Plan: Land Use Opinion Piece
  - Deductive vs. Inductive Arguments and Proofs
  - Persuasive Writing Materials developed by Sarah Jane Meyers (BYU)
  - Persuasive Writing Materials developed by Mel Henderson (BYU)
    - Rubric for a rhetorical analysis
    - Argument Mapping Exercise
    - Apollo Moon Landings Article for Argument Mapping Exercise
    - Foo Fighters and the Success Keys (keys to creating good arguments)
Design assessment Tools
Craft Writing Prompts and Assignments
- Quick Writes
  - Sample prompts for quick writes
  - Template for a quick write and brief discussion
- Medium-length responses
  - Template for managing a writing workshop
  - Rubric for peer group workshop
  - Decisions to be made when undertaking any writing project--Jay Fox, BYU
  - Writing an introduction to a speaker: Lesson Plan by Mel Henderson
    - Lesson Plan
    - Handout
- Reflective Essays and Other Longer Forms
- Teaching Students to Write with Style
  - Rubric for evaluating writing for substance and style
  - Mel Henderson, BYU, wants her students to think about and value their own literacy, not just as writers but also as readers. She developed the following materials to coach students in the writing of an expressive essay that explores and evaluates their own literacy.
    - Literacy Essay Assignment
    - Reading and Resources for Literacy Essay
    - “The Literate Family” by Doug Thayer
    - How Not to Sound Like You're Trying Too Hard (material on voice) by Mel Henderson
    - Ten Principles for Writing Clearly and Ten for Writing Coherently by Mel Henderson
    - Commonly Confused Language by Mel Henderson. She uses the powerpoint to have students race to write sentences using the paired words.
Establish an Experiential Writing Culture
- Give productive feedback
- Encourage strong writing habits
- Prioritize Student Agency
  - Prompts and questions on an agentic scale
  - Heuristic for designing an agentic learning assignment or unit
- Incorporate Discussion
  - Rubric for writing discussion questions
- Establish and Utilize Discourse Communities
- Integrate Personal Experience
  - Template for writing prompts that elicit a personal response to course material

PROGRAM IDEAS AND RESOURCES

Internships and Mentored Learning
- Sample Writing Prompts for Interns
- Template for Internship Coordination and Support Using Reflective Writing (including prompts)
- Template for creating a writing-based curriculum
- Template for managing a writing workshop
- Self-efficacy questions to measure professional competencies gained from an internship
- Course materials for English 300 and 399--internship support courses taught by Trina Harding, English Department Internship Coordinator at Brigham Young University. These courses support students in their internships and give them university credit for the internship. The materials include
- Template for creating a journal writing exercise for an experiential class or program—short form (for more info go to "Journals" in this website)
- Template for creating a journal writing exercise for an experiential class or program—long form
Community Engagement and Service Learning
Leadership Training and Career Development
Study Abroad
- Writing prompts and assignments
- Template for creating a writing-based curriculum
- Template for managing a writing workshop
- Template for creating a journal writing exercise for an experiential class or program—long form
- Template for creating a journal writing exercise for an experiential class or program—short form
- Rubric for Interview on journal
- Template for Lesson Plan--Blank
- Template for Lesson Plan-- Model
- Handout: The difference between a tourist and a student of place and culture
- Literature and Landscape: For many years professors from the English Department at Brigham Young University have taken students on a study abroad program where students read literature, keep a journal and write personal essays, and hike through landscapes where British writers lived. The following materials are from that program:
- The following are materials from an Art and Writing study abroad program in London.
Field Study
- Template for creating a writing-based curriculum
- Template for managing a writing workshop
- Template for a single journal writing assignment tied to an experiential activity--short form
- Template for a single journal writing assignment tied to an experiential activity--long form
- Anthropological Field Study Materials (Janet Bennion)
- Insects, Writing, and Art program materials: In 2014, and Mark Graham and Kheng S.Lim (Art), conducted a field study program that involved a preparatory, on campus course during winter semester and a field study program during spring term where students lived and worked at Brigham Young University’s Lytle Ranch Field Study Station in Southern Utah. It was facilitated by BYU’s study abroad office, who advertised, collected student funds, and helped manage the budget. Students received GE (art and composition) and Biology (Entomology) credit, and the course targeted Biology education majors. Here are some of the course materials from that program:
- Integrated Natural History--Utah. For many years, C. Riley Nelson (Biology), John Bennion (English), Brian Cannon (History), and Brian Hill (Experience Design and Management) ran a seven-week, integrated, field-study program that explored water systems and National Parks in Utah and gave freshman students credit in composition, Utah history, biology, and recreation. Here are some of the course materials from that program:
Adventure Education and Therapy
Experiential Classrooms K-12
Experiential Classrooms: University (Undergraduate Research)
- Template for creating a writing-based curriculum
- Prompts for reflective writing exercises in traditional courses
- Template for a single journal writing assignment tied to a reading or discussion
- Template for managing a writing workshop
- Template for creating a journal writing exercise for an experiential class or program—short form
- Template for creating a journal writing exercise for an experiential class or program—long form
- Contemporary American Political Rhetoric: an experience-based graduate course on political rhetoric (Brian Jackson, English, BYU): Syllabus and assignment descriptions.
  - CPR 2016 assignments
  - CPR 2016 syllabus
- Experiential analysis assignment for a capstone course on rhetoric (Brian Jackson, English, BYU).
- Syllabus from a freshman composition class with experiential assignments (Brian Jackson, English, BYU). The text for this course, authored by Jackson (2017), is Mindful Writing (see Further Readings). The text focuses on reflective practice in writing.
- Final Reflective Essay Assignment and Grading Rubric (Brian Jackson)
- Syllabus of a writing course with outdoor field trips (John Bennion, English, BYU)
- Meditation stations: an essaying lesson plan
Teaching Materials and Resources: Experiential Writing in the Arts
- Drawing Studio Syllabus SPRING 2022: Amy Beecham
  Painting III Syllabus FALL 2022: Amy Beecham
  Syllabi from Writing/Dance collaborations:
  Dance 317 Fall 2023
  Quick Links
  Hebblewhite, G. (July 8, 2021). “A Guide to Keeping a Reflective Art Journal.” Artist’s Website–Gillian Hebblewhite.
  “Learning to Look.” Hood Museum. Dartmouth University. https://hoodmuseum.dartmouth.edu/learn/k-12-educators/educator-resources/learning-to-look
  McWilliams, C. (July 1, 2022). “How to Teach Self-Reflection, Critiques, Artist Statements, and Curatorial Rationales Like a Pro.” The Art of Education University. | https://theartofeducation.edu/2022/07/jul-how-to-teach-self-reflection-critiques-artist-statements-and-curatorial-rationales-like-a-pro/
  Reece-Cusey, S. (Mar 14, 2014). “How to Make Time for Reflection in the Arts Classroom.”
  ARTSBLOGFor Arts Professionals in the Know. https://blog.americansforthearts.org/2019/05/15/how-to-make-time-for-reflection-in-the-arts-classroom
  “Reflective Writing.” Norwich University of the Arts, Library and Learning Support.
  https://library.norwichuni.ac.uk/welcome-to-study-skills/reflective-writing/
  “Visual Directions.” University of the Arts London. https://teachingexchange.arts.ac.uk/visual-directions/reflective/examples/
  “Writing A Reflective Artist’s Statement.” Pattern Observer.
  https://patternobserver.com/2021/02/16/writing-a-reflective-artists-statement/
  References
  Dewey, J. (1934). Art as Experience. G. P. Putnam's Sons. https://courses.bloodedbythought.org/wa2/wp-content/uploads/2019/01/05_1934_DeweyJohn_Art-as-Experience.pdf
  Kindelan, N. (2010). “Demystifying Experiential Learning in the Performing Arts.” New Directions for Teaching and Learning. 2010(124), 31-37.
  https://doi.org/10.1002/tl.418
  McClelland, K. A. (2005) "John Dewey: Aesthetic Experience and Artful Conduct," Education and Culture: 21(2), 44-62.
  https://docs.lib.purdue.edu/eandc/vol21/iss2/art6
  Wellman, L. (2014). “Experiential Learning through the Visual Arts: Developing Essential Knowledge for LifeHood.” Dartmouth College Hood Museum of Art Quarterly, Summer 2014, 10-11.
  https://hoodmuseum.dartmouth.edu/sites/hoodmuseum.prod/files/hoodmuseum/publications/2014summerquarterlywebready.pdf
  Further Reading
  “Dewey’s Aesthetics” (First published Fri Sep 29, 2006; substantive revision Thu Jun 24, 2021). Stanford Encyclopedia of Philosophy.
  https://plato.stanford.edu/entries/dewey-aesthetics/
  Perron, W. (2013) Through the Eyes of a Dancer. Wesleyan University Press.
  Taylor, J. C. (1981). Learning to Look: A Handbook for the Visual Arts. Phoenix Books. University of Chicago Press; Second edition.
  Tordini, C. E. (2018). “Art, Experience and Learning: Art As Enhancement Of Experiential Learning.” Master of Philosophy in Organizational Dynamics Theses. University of Pennsylvania. https://repository.upenn.edu/od_theses_mp/15
Teaching materials and resources: Experiential Writing Promotes Lifelong Learning
- Template for articulating lifelong learning competencies, objectives, aptitudes, and curricular activities.
- “Designing the London Experience,” Syllabus designed by Mat Duerden and Jamin Rowan for a study abroad experience that focuses on lifelong learning.
  - Description and Assignments.
  - Schedule.
Quick Links
- Balzotti, J., Bennion, J., & Rowan, J. (2023). Presentation at Society for Experiential Education Conference, Orlando. https://docs.google.com/presentation/d/16Lb2sKZUErn8JOm_8s0WYgRrRL87Qcaq/edit#slide=id.g27cb2d40952_0_16
- UNESCO Institute for Lifelong Learning, https://www.uil.unesco.org/en
- The IPS Academy: The Knowledge Kingdom. https://ipsacademy.org/blogs/blog-details/68#:~:text=According%20to%20UNESCO's%20Learning%3A%20The,together%20and%20learning%20to%20be
References
Ayenigbara, I. O. (2022). Preventative measures against the development of dementia in old age. Korean Journal of Family Medicine. 43(3): 157–167. https://doi.org/10.4082/kjfm.21.0030
Balzotti, J., Bennion, J., & Rowan, J. (2023). Presentation at Society for Experiential Education Conference, Orlando. https://docs.google.com/presentation/d/16Lb2sKZUErn8JOm_8s0WYgRrRL87Qcaq/edit#slide=id.g27cb2d40952_0_16
Dean, N. (2019). A look at the write brain. Brain World, https://brainworldmagazine.com/look-write-brain/#:~:text=Through%20writing%2C%20students%20can%20increase,all%20sorts%20of%20cognitive%20activity
Delors, J. (1996). Learning: the treasure within; report to UNESCO of the International
Commission on Education for the Twenty-first Century (Report No. ED.96/WS/9). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000109590
Erhard, K., Kessler, F., Neumanna, N, Ortheil, H.-J., & Lotze, M. (2014). Professional training in creative writing is associated with enhanced fronto-striatal activity in a literary text continuation task. NeuroImage, 100, 15–23. https://doi.org/10.1016/j.neuroimage.2014.05.076
Grady, D. (2012, March 7). Exercising an aging brain. The New York Times. https://www.nytimes.com/2012/03/08/business/retirementspecial/retirees-are-using-education-to-exercise-an-aging-brain.html
Newman, A. (2023). The epidemiology and societal impact of aging-related functional limitations: a looming public health crisis. The Journals of Gerontology: Series A. 78(1), 4–7. https://doi.org/10.1093/gerona/glad021
Qinhua, Z., Dongming, M., Zhiying, N., & Hao, X. (2016). Adult competencies for lifelong learning. River Publishers. https://doi.org/10.1201/9781003336976
Rhodes, T. L. (2019). The changing nature of work and careers: Higher education as a hub for
establishing a lifelong learning system. Liberal Education, 105(3-4), 6-11.
Sharma, T. C. (2004). Meaning of lifelong learning. Sarup & Sons.
https://www.google.com/books/edition/Meaning_Of_Lifelong_Learning/CF08lGlhFDIC?hl=en&gbpv=0
Willis, J. (2011, July 11). The brain-based benefits of writing for math and science.
https://www.edutopia.org/blog/writing-executive-function-brain-research-judy-willis
Wimo, A., Seeher, K., Cataldi, R., Cyhlarova, E., Dielemann, J. L., Frisell, O., Guerchet, M., Jönsson, L., Malaha, A. K., Nichols, E., Pedroza, P., Prince, M., Knapp, M., & Dua, T. (2023). The worldwide costs of dementia in 2019. Alzheimer's & Dementia. 19(7), 2865–2873. https://doi.org/10.1002/alz.12901
Yilmaz, K. (2008). Constructivism: its theoretical underpinnings, variations, and implications for classroom instruction. Educational Horizons. 86(3), 161–172. https://eric.ed.gov/?id=EJ798521
Further Reading
Babenko, O., Koppula, S., Daniels, L., Nadon, L., & Daniels, V. (2017). Lifelong learning along the education and career continuum: Meta-analysis of studies in health professions. Journal of Advances in Medical Education & Professionalism, 5(4),157-163. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5611424/
Bennett, D. A., Arnold, S. E., Valenzuela, M. J., Brayne, C., & Schneider, J. A., (2014).
Cognitive and social lifestyle: links with neuropathology and cognition in late life. Acta Neuropathologica. 127(1), 137–150. https://doi.org/10.1007/s00401-013-1226-2
Blaschke, L. M. (2012). Heutagogy and lifelong learning: a review of heutagogical practice and self-determined learning". The International Review of Research in Open and Distance Learning. Athabasca University. 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076
Dellarocas, C. (2018, August 1). Higher education in a world where students never graduate. https://www.insidehighered.com/digital-learning/views/2018/08/01/role-university-world-where-students-never-graduate-opinion
Dunlap, J. C., & Lowenthal, P. R. (2011). Learning, unlearning, and relearning: Using web 2.0 technologies to support the development of lifelong learning skills. E-Infrastructures and Technologies for Lifelong Learning: Next Generation Environments. 46-52. https://doi.org/10.4018/978-1-61520-983-5.ch012
Eynon, R., & Malmberg, L. (2021). Lifelong learning and the Internet: Who benefits most from learning online? British Journal of Educational Technology. 52(2), 569–583. https://doi.org/10.1111/bjet.13041
Formosa, M. (2019). University of the Third Age. In D. Gu & M.E. Dupre (Eds.), Encyclopedia of gerontology and ageing up. Springer. https://www.um.edu.mt/library/oar/handle/123456789/101249
Jarvis, P. (2009). The Routledge international handbook of lifelong learning. Routledge. https://doi.org/10.4324/9780203870549
Laal, M. (2011). Lifelong learning: what does it mean? Procedia - Social and Behavioral Sciences. 28, 470 – 474. https://doi.org/10.1016/j.sbspro.2011.11.090
Marope, P.T.M., Chakroun, B., & Holmes, K.P. (2015). Unleashing the potential: Transforming technical and vocational education and training. UNESCO.
Merriam, S. B., & Caffarella, R.S. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). John Wiley & Sons.
Newman, A. B. (2023). The epidemiology and societal impact of aging-related functional limitations: a looming public health crisis". The Journals of Gerontology: Series A, 78(Supplement 1), 4–7. https://doi.org/10.1093/gerona/glad021
O'Grady, A. (2013). Lifelong learning in the UK: an introductory guide for education studies. Routledge.
Rascoff, M., & Johnson, E. (2016, August 28). Reimagining college as a lifelong learning experience. Chronicle of Higher Education, https://www.chronicle.com/article/reimagining-college-as-a-lifelong-learning-experience/
Selingo, J. (2018, March 22). The third education revolution. The Atlantic Monthly. https://www.theatlantic.com/education/archive/2018/03/the-third-education-revolution/556091/
Sibthorp, J., Schumann, S., Gookin, J., Baynes, S., Paisley, K., & Rathunde, K. (2011). Experiential education and lifelong learning: Examining optimal engagement in college students. Journal of Experiential Education, 33(4), 388-392. https://doi.org/10.1177/105382591003300413
Thwe, W.P. & Kálmán, A. (2023). Lifelong learning in the educational setting: a systematic literature review. Asia-Pacific Education Researcher, 33, 407-417. https://doi.org/10.1007/s40299-023-00738-w
Tawil, S. & Cougoureux, M. (2013). Revisiting “Learning: the treasure within”: Assessing the influence of the 1996 Delors report. Education Research and Foresight Occasional Papers, UNESCO.