Experiential Learning Praxis:
Exploring Transformation and Creativity Through Higher Education


Experiential Learning Conference

Thursday, March 31, 2016

Conference Opening

  • Registration: 8am - 8:20am
    Cross-Cultural Center
  • Welcome: 8:20am - 8:30am

    Daniel Donoghue, Provost, Sixth College
    Diane Forbes Berthoud, Practicum Director, Sixth College

    Comunidad Room
  • Opening Plenary: 8:30am - 8:50am

    Dr. Barbara Sawrey, Associate Vice Chancellor, Academic Affairs and Dean of Undergraduate Education, UC San Diego

    Comunidad Room

Session A
9am - 10:15am

Identity: Politics, Music, Leadership, and Mentorship

Comunidad Room
  • Engaging Communities by Practicing Politics: An Exploration of an Intro to American Government Course – Zahra Ahmed, UC Irvine

    The presentation involves an analysis of my Introduction to American Government course, which is structured to allow students to identify and address complex social problems by “practicing politics”. The course centers around two American dilemmas: 1) The tension between America’s professed value for democracy and egalitarian vs. the reality of systematic denial of rights and privileges to its own citizens; and 2) An exploration of recommended strategies for marginalized groups which range between coalition building and conflict. Students are asked to explore these dilemmas in the context of “Take Action” assignments, “Taking Sides” debates, and a “Government in Action” team project. “Take Action” assignments are very simple and short, creating an opportunity for students to work with course concepts while also engaging with their larger communities. They include interviews with community members, writing letters to their representatives, and exploring civil rights and civil liberties issues with individuals they don’t know. Our “Taking Sides” Issue debates require all students to prepare arguments representing both sides of the debate. Students must internalize the arguments and put them into their own words. Our unique structure creates an embedded sense of empathy among all students and enables them to approach issues dealing with social justice and civil rights with a predisposition toward acknowledging multiple perspectives. “Government in Action” final projects represent the culmination of student learning. I provide an overview of structural inequality at the beginning of the course, but students are then asked to explore an issue of their choosing and identify how government and social processes impact that issue. They are also asked to identify how marginalized groups are impacted and discuss the ways that different groups experience the issue based on the social structures they must interact with.
  • Developing Urban Youth Social Innovators Using the Social Change Model of Leadership – Grace Bagunu, UC San Diego

    The Full STEAM Ahead program is intended to inspire and activate urban youth to be social innovators in their communities and the STEM fields. In year one, the addition of the Social Change Model of Leadership, an experiential learning component, to a summer urban youth STE[+a]M program proved to be instrumental for encouraging more interpersonal communication amongst teenage participants in a collaborative learning environment. This led to a deeper understanding and appreciation for one another thus strengthening the bonds between them and creating an inclusive learning community. Lessons learned in the first year were translated into a refined and more robust learning experience in year two of the program. These programmatic changes led to a noticeably more engaged and creatively charged cohort of empowered urban youth. The participants in year two of the summer program demonstrated their abilities to work collaboratively with their peers, use design technology, apply urban agricultural techniques, and address a social issue in their community. The teens from Southeastern San Diego experienced working in a community garden, building a raised garden bed and composting system at the Elementary Institute of Science, and experiencing group dynamics first-hand as they designed a Greenbuild to present to community stakeholders. Throughout the program and at the conclusion of the program, the students demonstrated their capacity to address social issues related to good food accessibility and the importance of collaborative community partnerships that address the immediate needs of the residents. The Social Change Model of Leadership provided the experiential learning component that empowered and transformed youth to see themselves as social innovators that can address complex social problems in today’s urban communities. This workshop will demonstrate specific experiential learning activities that highlight the benefits of teaching the Social Change Model of Leadership in urban youth STE[+a]M programs.
  • Unraveling Complexities of/Through Musical Process – D. Joseph Bigham, UC San Diego

    The integration of a developed creative practice into well-defined pedagogical structures has become a common feature of STEAM education philosophies. As an active musician and college lecturer, this particular integration is as much a personal goal as it is a professional methodology. I implemented creative practice in a large freshman-level writing course consisting of a student population representing multiple scholarly disciplines. These students developed their own musical practice and documented their learning experience as a mode of complex process. Some students adopted a musical instrument for the first time, while others engaged advanced musical challenges like mastering specific techniques or developing their musicianship skills. Students explored the notion of musical process by closely examining each aspect of their learning: identifying and selecting instructional media, establishing criterion for success and progress, and writing “thick descriptions” (see Geertz) of their embodied proprioception and extroceptive sensations. Their examinations took the form of auto-ethnographic essays, flow charts and activity diagrams, and original music compositions, adding the dimension of creative writing practice layered on top of their musical experiences. The students’ course work demonstrated the integration of creativity into a scaffolded learning structure. I consider some of the successes and problems of creativity as both subject matter and evaluation method. Creative practice allows many of the students to view their work through multiple perspectives and media. For example, students’ flow charts led to novel descriptions of their learning activity. A music composition assignment represented their musical knowledge as a series of graphic instructions. These explorations of musical learning and performance also uncovered some of the challenges of utilizing creative praxis as a central course element. Utilizing Donald Schön’s concepts of reflection-in-action vs. reflection-on-action, I suggest that creative practice necessitated prescribed analytical frameworks that may have constrained later work in unexpected ways. I also critique the integration of creativity into STEM-oriented learning structures; how does musical creativity suffer when it is deployed for the sake of non-musical learning? Ultimately, I explore these successes and issues to position musical creativity within a STEAM-oriented education while also arguing for music education for its own sake.
  • Decolonizing Mentorship and Dialoguing About Identity – Amanda Solomon Amorao, UC San Diego

    In this session, Dr. Amanda Solomon Amorao will discuss the pedagogical philosophy and methodology deployed in her service learning courses bringing together undergraduates, middle schoolers, and high school students to explore questions of Filipino American culture, identity, and history through the Kuya Ate Mentorship Program or KAMP. KAMP is a grassroots organization of volunteer kuyas (“big brothers”) and ates (“big sisters”) who educate themselves about being Filipino in America and in turn share those lessons with local youth. KAMP’s vision is to educate and empower its students to be fully participatory and transformative in their communities. Primarily touching on Paulo Freire's theories of dialogue and problem-posing education, this session explores the challenges of creating spaces for productive exchange between students and teachers, empowering students in their own learning, and bringing ethnic studies analyses of race, class, gender and other issues of social difference into secondary education.

Beyond the Classroom: Pioneering Unique Educational Practices

Art Space Room
  • Accelerated?: Tracking the Experiential Learning Opportunities Provided by University-Sponsored New-Venture Incubators/Accelerators Across California – Daniel Davis, UC San Diego

    Nearly 100 university sponsored incubators and accelerators have spread across California in the past few years. These new venture programs, despite their incredible costs in time and energy, are increasingly popular among undergraduates. However little is known about campus incubators/accelerators as a collective industry-wide organizational form, nor about how they affect student learning and career formation. This study tracks the incubators across all WASC accredited four-year colleges and universities in California, charting the programming they offer, their level of competitiveness, their mission and definition of success, and their rates of launching student ventures. Both for-profit and "social venture" types are included. Despite a diversity of programmatic approaches, industry foci, and a considerable range of resources and levels of development, some clear patterns do emerge across the field. Largely organizational in focus and descriptive at this stage, this study is the contextual foundation for a larger project that will investigate how university incubators and accelerators influence student participants.
  • Pioneering University Programs at the Intersections of the Arts and STEM – Sheena Ghanbari, UC San Diego

    The challenges in today’s global economy are exceedingly complex and it is not surprising that creativity has been deemed one of the most desirable qualities for emerging leaders (Florida, 2002; Florida, 2005; IBM, 2010; Pink, 2005; Robinson, 2011). One approach to foster creative problem-solving skills in students is arts integration. This paper will pull data from a collective case study that I conducted, which included over 30 interviews within two university programs that integrate an arts discipline with a science, technology, engineering, and math (STEM) discipline. Reflecting the growing focus on STEM to STEAM, this paper will document the journey of educational leaders that pioneered new programs in these intersections. I will present education policy implications and best practices based on these experiences were innovation exists within complex bureaucratic structures.
  • Me, You, and We: Somatic Practice and the Cultivation of Multiple Perspectives – Jess Humphrey, SDSU

    Today’s complex sociocultural, political, and environmental issues are in profound, reciprocal relationship with our individual bodies. Information overload and the increasing speed of modern life can eclipse our awareness of both the effects of these issues on ourselves and others, and the myriad parts we play in their creation. This lack of awareness can compromise our ability to listen, pause, and take meaningful action. Practices are needed which develop the whole person by increasing empathy, attention span, reducing stress, and promoting learning that endures. Somatic practices such as Bonnie Bainbridge Cohen’s Body-Mind Centering (BMC) and The Feldenkrais Method involve the study of the human body from a first-person, experiential perspective, including the verbal articulation of that perspective. When students can find and use words to communicate their own perspective, they give others access to their experience and increase their opportunity to understand the experience of others. The ability to take multiple perspectives is key in navigating the complexities and subtleties which are constantly operating, on us and through us, at this time in history. Somatic practices are central to the learning environment in the Dance Division of the School of Music and Dance at San Diego State University (SDSU). I teach an experiential and empirical overview of human anatomy and kinesiology called Embodied Anatomy, which includes the study of anatomical structures and functions from a subjective ("I") perspective using movement and awareness practices from BMC and other Somatic methodologies. Observation of images and models and analysis of basic biomechanics facilitate study from a more traditional, third-person (“it”) perspective. Students partner up during each class to share these perspectives, cultivating a second-person (“we”) space that celebrates difference and reveals unseen commonalities in even the most diverse populations. Acceptance of self and others can be a welcome byproduct of this process.
  • Hands-On Lab: Learning Science Through Active Collaborative Inquiry – Nan Renner, UC San Diego

    Why does water “stick” together? How does soap work? What do bubbles and cells have in common? Can we make artificial cells? Questions drive science, yet students don’t get ample opportunities to pursue questions and feed their curiosity. In the Hands On Lab, undergraduate students learn how to teach science through active inquiry—asking questions and exploring with materials. In this Education Studies course at UC San Diego, graduate students share STEM expertise. The instructor creates a learning environment, not a linear class, and facilitates collaboration among multiple stakeholders toward shared goals. To begin, undergraduates dive into physical phenomena related to water, soap, chemistry, and physics. With this experience and guidance from grad student researchers from UC San Diego’s Devaraj Lab, the undergraduates develop science lessons to share with visiting high school students. While a university lab fulfills its commitment to outreach, the CREATE STEM Success Initiative coordinates the effort, bringing a focus on diversity and equity to the partnership. The learning sciences and socio-cultural theory inform the pedagogy of teaching and learning science in this practicum course. Hands On Lab Challenge #1: Bridge the divide between extremely advanced scientific research in biochemistry and synthetic biology and undergrads without deep knowledge of relevant content. Hands On Lab Challenge #2: Create the conditions for undergrads to co-create hands-on lessons, working with university science and scientists. Then guide undergrads to facilitate their lessons with visiting high school students. (We partner with Upward Bound Math & Science, serving kids from local low-income schools.) Hands On Lab Challenge #3: Weave in K-12 teachers, to learn and share in this multigenerational learning community of the Hands On Lab. We met these challenges in 2015, with room for improvement. In spring 2016, Challenge #4: Integrate action research and keep learning.
  • Exploring Securitization Through New Ludomethodologies– Jonathan Walton, UC San Diego

    Over the past 15 years or more, there has been a creative renaissance in analog game design, particularly in a number of different Internet-driven, independent, and experimental tabletop and live-action game communities. After reviewing some of the more education-oriented projects attempted by these communities, this paper analyzes a few of the author's own attempts to orchestrate new-style game-based learning experiences for undergraduate- and graduate-level classrooms, building on ~15 years of experience as a designer, editor, publisher, organizer, and player within these gaming communities. Examining both successful and less successful experiences, the paper concludes with reflections on how the tensions between didacticism and exploration, between authorship and collaboration, and between replicability and idiosyncrasy create challenges for the further development of these methodologies, especially in a learning context.

Partners at Learning at UC San Diego

Thurgood Marshall Room

Partners at Learning (PAL) Program: A Social-Justice Approach to Service-Learning and Community Engagement – Luz Chung, UC San Diego; Nassim Durali, UCSD; Jodi Fong, UC San Diego; Caren Holtzman, UC San Diego; Karen Le, UC San Diego; Stephanie Marrufo, UC San Diego; Amit Nijjar, UC San Diego; Vincent Pham, UC San Diego; Rebecca Ruelas, UC San Diego

This panel features UCSD faculty, UCSD students and P-12 school partners discussing their experiences with the service-learning, social justice orientated Partners At Learning (PAL) Program.
This panel presentation introduces the Partners At Learning (PAL) Program housed within UC San Diego’s Education Studies Program. Grounded in a social justice approach to service learning, PAL offers a series of undergraduate courses that seek to provide UCSD undergraduates with opportunities to learn the cultural and linguistic diversity of San Diego, and to confront their own assumptions about status and privilege. These PAL classes fulfill the UCSD DEI requirement.
PAL courses provide students with an introduction to theoretical and practical issues in preK-12 education by incorporating both academic work and a fieldwork component into the course structure. The goals for all PAL classes are twofold.  We strive to provide our university students with meaningful experiences that facilitate their understanding and appreciation of the complexities of a diverse, multicultural community as seen in the public school setting. We also strive to support our local communities by providing mentors and tutors to underserved, underrepresented schools and neighborhoods. We deliberately structure class sessions, readings, lectures, and discussion sessions to challenge preconceived notions and assumptions about merit, ability, language, culture, and academic achievement. We believe that the vital link between theory and practice provides our students with constructs through which they can examine issues of social injustice, as they pertain to schools and society. Furthermore, this vital link allows students to question their own assumptions, and to reflect on their practices as they work with marginalized students, learn from the communities outside the university, and critically think about their roles in enacting change and partaking in social action.
We will begin the panel by briefly presenting and discussing the theoretical frameworks that guide the design and implementation of PAL curricula.
Then student panel members from a variety of PAL classes will discuss their experiences – both in the field and as learners. They will talk about their participation in service-learning programs seeking to foster social justice among our youth. They will also discuss how their PAL experiences influenced their perspectives and understandings of issues surrounding complex social problems. Additionally, community partner panel members will discuss the impact of PAL from their perspectives.

Conflict Resolution Workshop *Special Onsite Experiential Learning Session*

Library Room

This session provides the framework to examine the restorative benefit of "Listening to Understand." - Alexis Dixon, My Mediation Solution

Many of us live in a world where we witness or are impacted by physical or physiological violence. In such environments, the circularity of hate, "you attack me I attack you," suggests a philosophy of "listening to defend." Often this model is the only method offered to redress conflict. The "listening to defend" model of managing conflict, on both a physical and psychological basis, is unsustainable in the preservation of a peaceful society. The alternative to “listening to defend” is “listening to understand,” a simple yet radical departure from the usual modus operandi. “Listening to defend” is from the get-go oppositional, even combative. “Listening to understand” seeks to connect, discover commonalities and works to resolve conflict. “Listening to defend” is static, rigid, and based in old patterns and behaviors. “Listening to understand” is creative, dynamic, cooperative and synergistic.

Session B
10:30am - 11:45am

Empowering Underserved Communities: Latinas, Seniors, and Veterans

Comunidad Room
  • Noche de Damas/Ladies’ Night: A Community Empowerment Program – Divina Hernandez, Leadership Fellow, RISE San Diego

    The mission of RISE San Diego is to elevate and advance urban leadership through dialogue-based civic engagement, dynamic non-profit partnerships, and direct training and support to increase the capacity of urban residents to affect meaningful community change as a RISE Urban leadership fellow and strong advocate for social change in urban communities. A requirement to participate in the RISE Urban Leadership program is to create a Community Action Project that will potentially address an urban issue. In order to carry-out such a task, RISE San Diego empowers its fellows by attending four forums in which one receives leadership training, professional development and coaching to fortify and unlock the leaders' skills to help build urban communities and rise to their full potential. As such, the benefits of RISE are seen in the personal lives and professional development of both the leaders and the communities that are being served. Ladies’ Night is a community empowerment program that brings monolingual Spanish speaking women in the community of Crown Heights in the City of Oceanside together and unleashes the power in every woman. There are monthly educational job training workshops that will occur for the next 5 months in which at least 3 women will develop and increase goal setting, public speaking, teamwork, and computing skills for a competitive job market.

  • Paradise Hills Senior Center: Restoring Hope and Dignity to Our Seniors/Veteran Community – Cynthia Suero-Gabler, Leadership Fellow, RISE San Diego

    Last year, I was honored to be selected to participate in the inaugural class for the RISE San Diego Urban Leadership Fellows Program. I have learned how to reflect on my present and past experiences, both good and bad, and reflect how those experiences shaped my character and transformed my leadership style. I’ve learned how to listen to understand the struggles of my community, and to seek solutions while capitalizing on the strengths of other Fellows and community. As I discover who I am at my core being as a servant leader and Filipino-American woman, I am unleashing my passion to fight for the Paradise Hills senior community, a community that has been exploited, neglected, and underserved for 26 years. This passion has become my Community Action Project (CAP), the Paradise Hills Senior Center. The Bay Terrace Fil-Am Senior Association is a group of Filipino-American senior citizens in Paradise Hills that began meeting at Bay Terraces Community Park in 1990. Every day they would meet, rain or shine, and dance. As empty-nesters in their golden years, they became family. The park became more than just a place to meet, it became their sanctuary. The seniors asked their councilmember for help, and were promised a senior center in 1990. The same promise was made by three consecutive councilmembers thereafter. After each councilmember was elected, the seniors found themselves in the same place they started 26 years ago; dancing outside, exploited for their votes, but now three hundred strong in their membership. I am the voice for the Paradise Hills seniors. I am fighting for our senior center to be built, in an effort to restore hope and dignity to our senior and Veteran community. Together we RISE.

  • Food Advocacy in Low Socio-Economic Border Neighborhoods – Angela Tomlinson, Proyecto S.U.A.V.E.

    Proyecto S.U.A.V.E.’s goal is to take a step forward in food justice and allow the opportunity for communal growth and border empowerment. Our focus is to provide resources to border communities in low-socioeconomic areas that address healthy lifestyle choices and alternative ways to find nourishing nutrients. Our project began because of an internship opportunity I was give through UCSD’s Sixth College Practicum program. I was accepted to the Blum Cross Border-Initiative, an inter-disciplinary summer internship, in 2014 where I acted as a representative of Sixth College and gave a Sociological lenses to the initiative. We researched health issues, environment impact, human rights, and educational inequalities in low-socioeconomic neighborhoods in San Diego area and Tijuana region. Through this research I designed our program, Proyecto S.U.A.V.E., and put together a team to carry out our findings and implement our project after the summer was over. Two of my team members and myself went on the compete at the Clinton Global Initiative University in March 2015 and won the Resolution Challenge, which gave us a lifetime fellowship and seed money to make our project a reality. Since then we have been able to implement our efforts at Los Laureles Canyon in Tijuana, Mexico, were are partnered with Alter Terra, a nonprofit community group site. We have begun giving gardening and nutrition seminars and fitness groups. Our ultimate goal is building a communal garden in which the community will have access to healthy foods since they are in a food desert. By beginning with the gardening seminars, we are able to give the community a foundation to later grow upon with the implementation of the garden. We strive to empower the community to be self-sufficient and teach these skills to future generations.

Interdisciplinary Learning: Anthropology, Compassion, and Supercomputers

Art Space Room
  • Anthropological Field School: A Method of Experiential Learning in Higher Education – Kari Kane, Brigham Young University

    The anthropological field school is a natural but underutilized opportunity for experiential learning among undergraduates. Field schools are set up by faculty mentors and offer to the participating students a chance to conduct guided research in a setting with which they are unfamiliar. In this paper, I propose that a drastic transplant from a familiar setting (i.e., the classroom) to an unfamiliar one (i.e., the field site) is valuable for students to develop a passion for communities and solving social problems. This paper further details my own personal journey from the lecture hall to the field to show how field schools can effectively inspire critical thinking and deepen understanding and community activism. My personal site focuses on the experiences and efforts made to achieve these outcomes while observing and participating in a low-income neighborhood of Provo, Utah, where I studied the experiences of low-income women. It is an experience which has brought meaning to my education and inspired me to collaborate with nonprofit organizations in the community to make a socioeconomic difference in the lives of these women. In addition, this paper suggests how those who invest in field schools, professors and students alike, can productively collaborate, develop empathy, and deepen commitment to community. I hope to demonstrate how an anthropological field school is not only a legitimate research method, but also a program to prepare students to address vexing social issues by immersing them in these complex and complicated contexts.

  • Compassion as Radical Pedagogy – Julia Rogers, UC San Diego

    Dichotomous thinking is a common barrier to deep understanding of politically charged and value laden debates. The emphasis of such an approach is upon rationality at the expense of affective, lived experiences of individuals. Such a focus belies the complexity of issues and pushes an agenda of objective debate. Such an approach can be particularly harmful for those who must live their oppression and are being asked to speak back to violence in a tone that is bereft of emotion and grounded in rational language. This approach abrogates the possibility of emotion as a valid source of knowledge. It also forces individuals to choose sides and strive for being right over understanding. In place of objectivity and rationality I offer an analytic of compassion. Compassion as an analytic tool pushes individuals to engage deeply with lived realities of those affected by oppression. It asks them to use empathy as a vector of analysis in and of itself. Deep empathetic understanding becomes the basis for assessing problems, compassion the analytic tool for parsing reality. An analytic of compassion becomes a radical pedagogical tool pushing individuals to think beyond dichotomy to see and engage with materially grounded bodies, whose experiences render dichotomous thinking irrational. The compassionate analysis of the lived experiences of individuals reveals mutually constitutive modes of oppression and ways of being. An analytic of compassion aids us in moving past the political to a deeper dialogue and understanding.

  • Raspberry Workshop: Building Supercomputing Clusters – Brett Stalbaum, UC San Diego; Rick Wagner, SDSC; Cindy Yu, UC San Diego

    Thanks to the recent open source hardware/software revolution that is yielding inexpensive, ubiquitous single board computers such as the Raspberry Pi, we can now teach practical parallel supercomputing concepts by building and managing actual clusters in workshops and classrooms, conveying a sense of the art, design, administration and programming of such systems while bootstrapping students and teachers, enabling them to continue learning through self-study. The goal is to enable participants to acquire the now very inexpensive components from which a personal cluster can be built in a few hours. Related knowledge that is conveyed includes basic Linux Operating System skills and TCP/IP networking (both are keys to understanding what the Internet is), thus further contributing to general technological literacy, and potentially opening the doors to learning and teaching a broad variety of other marketable skills. SDSC in collaboration with the UCSD Department of Visual Arts – and hard-working undergraduate interns - have been producing curricula for workshops, and a new undergraduate course. Workshops have already been offered in which San Diego public schools through SDCSTA. It is hoped that by facilitating the teaching of these topics we will arm the public with both knowledge of and practical ability to engage with the same kinds of data processing resources regularly utilized in business, policing, surveillance, national security and research, to name a few. It is becoming just as necessary for the public to be lithe with parallel computing technologies as it has been for the public to engage with earlier dominant computational paradigms (such as the personal computer and the Internet) because these are also tools of contemporary governance. The paper will report on recent curricular developments and workshops that have already been held, and introduce our open source resources.

The Biology Research Internship Program at UC San Diego

Library Room

Fostering Academically-Relevant Internships Through Multilateral Collaboration: The Biology Research Internship Program at UC San Diego – Madhvi Acharya, UC San Diego; Dawn Blessman, UC San Diego; Tricia Taylor Oliveira, UC San Diego

The work of George Kuh and others suggests that when intentionally and properly conceived and implemented, internships have the potential to encourage student engagement and integrative learning. Yet as higher education institutions face increasing pressure from students, parents and legislators to ensure the employability of their graduates, a tension exists that inhibits support of internships as academically relevant endeavors with the potential to further students’ learning within their discipline. Instead, internships are regarded by some as vocational training outside the domain of academe that “waters down” the traditional curriculum. Overcoming this tension to develop quality educational internship programs calls for close communication and collaboration between faculty and academic administrators within and across the disciplines, the career and student affairs professionals typically responsible for facilitating student internship opportunities, and the community and industry partners that host students. This panel will address the collaboration between the UC San Diego Division of Biological Sciences, the Academic Internship Program, and The Scripps Research Institute that led to the initiation and implementation of the Biology Research Internship Program at UC San Diego. Panelists will discuss the impetus and objectives for the program, program design, implementation, and infrastructure, and early outcomes, with emphasis on the role of partnership throughout the process. Launched in 2015, the Biology Research Internship Program represents a collaboration established to create substantive research-based internship opportunities for undergraduate students from the Division of Biology. Students gain exposure to off-campus research laboratory settings, build critical workplace competencies and experience, and earn course credit for internships deemed academically relevant by their major department. Further, the partnership creates mutually beneficial linkages that strengthen existing ties between campus and The Scripps Research Institute. Internships are envisioned and vetted to ensure students have opportunities for intellectual engagement that include participating in project design, acquiring experience with data analysis, and developing communication skills for the presentation of scientific work. The Academic Internship Program provides infrastructure and support for the program, including the facilitation of career-focused reflection, while the Division of Biology establishes academic criteria and provides faculty oversight. Since its pilot in spring 2015, over 30 students and more than a dozen TSRI labs have participated, with participation increasing quarterly. This panel will discuss the development and implementation of the Biology Research Internship Program at UC San Diego, with emphasis on the role of partnership between the academic department, campus internship program, and host organization.

Sixth College Practicum – Exhibition Building: Reflections and Possibilities

Thurgood Marshall Room

Exhibition Building: Reflections and Possibilities (CAT 124 Partnership with the Museum of Contemporary Art) – Michael Ano, UC San Diego; Tori Estrada-Odama, UC San Diego; Shuqi Huang, UC San Diego; Audrey Maier, UC San Diego; Yang Zheng, UC San Diego

Participants and facilitators will reflect on their expectations and experiences in CAT 124: Exhibition Building, a Sixth College Practicum developed in collaboration with the Museum of Contemporary Art San Diego 's Education Department. Specifically, the panelists will be meditating on questions around labor distribution and compensation, institutional care and its reception, activism and its possibilities within an institution, and the possibilities for a heutagogical teaching environment within the university. Speakers will include Michael Ano, MFA Candidate, Audrey Maeir, BA Art History ’13, Tori Estrada-Odama, BA Art History ’13, Shuqi Huang, BA East Asian Studies‘13, and Emily Zaa, BA Media ’13.

Special Feature Lunch Panel - All Invited

Comunidad Room

Keynote Presentation: Community Leadership at the Academic Nexus

Dr. Zachary G. Green, University of San Diego

Session C
1:15pm - 2:30pm

Mindfulness Meditation and Compassion as Agents of Change for At-Risk Youth *Special Onsite Experiential Learning Session*

Art Space Room

Mindfulness Meditation and Compassion as Agents of Change for At-Risk Youth – Carlos Nelson, Psychologist, County of San Diego, Juvenile Forensic Services

With the abundance of evidence of the health, mental health, intra- and interpersonal benefits of mindfulness meditation, it makes sense that we as a community teach and practice these skills with our youth, especially with our most vulnerable and "at-risk" youth. Dr. Nelson has been introducing, teaching, and practicing mindfulness meditation and compassion-enhancing exercises with youth who are in-custody, and/or who are transitioning to their homes and communities. These skills seem to be useful in enhancing resiliency and reflective awareness, increasing impulse control, and decreasing emotional & behavioral reactivity, substance abuse, and community violence. This session will combine experiential exercises and group discussion to illustrate the techniques and obvious benefits of this unique approach with this segment of our community. Due to confidentiality concerns, no photo, video, audio recording allowed.

Enlightened Action: The Scholarship of Engagement

Comunidad Room

Enlightened Action: The Scholarship of Engagement – Mandy Bratton, UC San Diego; Teddy Cruz, UC San Diego; Fonna Forman, UC San Diego; Gabriele Wienhausen, UC San Diego

More than 20 years ago, the late Ernest Boyer, then president of the Carnegie Foundation for the Advancement of Teaching, called on higher education to practice the scholarship of engagement – to become a “vigorous partner” in addressing the most challenging issues of the day (1995). He encouraged institutions to create ecosystems in which scholars, students, practitioners, and community members listen and learn from each other, co-create knowledge, and apply it toward humane ends.

This panel will explore two different but related models of the scholarship of engagement in action at UCSD: Global TIES and the Cross-Border Initiative. Both utilize experiential learning to engage faculty and students in enlightened action in response to urgent societal challenges. Global TIES, founded in 2004, is a nationally recognized social innovation program. Student-led, faculty-advised, interdisciplinary teams of undergraduates design engineering and technology solutions in partnership with local and global nonprofit organizations and communities. Global TIES has been featured at the Clinton Global Initiative University and is one of three campus programs to earn UCSD a place on President Obama’s Honor Roll of Higher Education Community Service for each of the past five years. This paper will discuss the program’s history, mission, experiential learning model, human-centered design curriculum, and impact on students. It will focus particularly on its engaged scholarship in Tijuana and its partnership with the Cross-Border Initiative, described below.

The Cross-Border Initiative was founded in 2013 by Political Science professor Fonna Forman and Visual Arts professor Teddy Cruz with support of the UC Office of the President and the Blum Center for Developing Economies at UC-Berkeley.  Its goal is to promote community-engaged research and education on poverty and uneven urban development in the San Diego - Tijuana border region. The Cross-Border Initiative is a key participant in the UCSD Community Stations Network, field-based hubs in marginalized neighborhoods throughout the San Diego-Tijuana region where research and teaching is conducted collaboratively with community partners. The Cross-Border Initiative hosts an annual Summer Field Internship, an intensive experiential learning program that immerses interdisciplinary teams of undergraduates in community-based research in the Community Stations. This paper will describe the Cross-Border Initiative and the pedagogic innovations of the Community Station concept and Summer Field Internship. The panel will conclude with a discussion with the audience about ways to broaden and deepen student and faculty involvement in the scholarship of engagement. Topics will include best practices and lessons learned.

Thinking About Borders: Globos Workshop *Special Onsite Experiential Learning Session*

Matthews Quad

Globos Workshop – Melinda Barnadas, Collective Magpie; Tae Hwang, Collective Magpie

Globos Workshop at the Experiential Learning Praxis Conference Visual artists, Tae Hwang and MR Barnadas of Collective Magpie will introduce the Globos project and invite conference attendees to participate in hot air balloon construction. During the workshop, individual balloon sections will be fabricated using the Mexican craft of globos de Cantolla (paper balloons). Through the collective and shared labor of the workshop, a new temporary community is engaged. The work produced becomes a tangible result of shared effort and will be used as a vehicle for facilitating dialogue. Art has the capacity to extend human action beyond restrictions of cultural positioning and can perform possibilities beyond limitations of the present.

No special skills required.

Project Description:
Globos—A fleet of Gold hot air balloons are produced as a public artwork for the trans-border region of San Diego/Tijuana. Timed with the Centennial of the Panama-California Exposition, Globos is a contrasting reflection on the present day “gold rush” of labor and dreams concentrated around the most frequently crossed border in the world. One hundred years ago, the Panama-California Exposition was dedicated to a new dawn of international trade with San Diego as its first port of entry. In contrast, Globos stops to contemplate, in light of our interdependence as two bordering nations, what might we celebrate or reconsider as a region here today, tomorrow—And to do so, how do we address and circumnavigate the semi-permeable, people-fence dividing us? The fleet of 25 feet in diameter balloons are constructed through a series of nomadic workshops held throughout the region from February 2015 – October 2016. Over these months Collective Magpie will invite children, youth, and adults living in the region to become participants. The border-side balloon launch will take place at the bi-national Parque de la Amistad/Friendship Park in late 2017.

Closing Remarks

Comunidad Room

Daniel Donoghue, Provost, Sixth College
Diane Forbes Berthoud, Practicum Director, Sixth College

Office Hours

Monday-Friday
8:00AM-12:00PM
1:00PM-4:30PM

Pepper Canyon Hall (map),
2nd Floor
Phone: (858) 534-9001
Fax: (858) 822-5999

Mailing address:
Sixth College
UC San Diego
9500 Gilman Drive
Mail Code 0054
La Jolla, CA 92093-0054

Email: sifront@ucsd.edu