08/01/2024

Amplifying the Liberal Arts Through Applied Learning

By Dana Hebreard

Hands-on or engaged learning are buzzwords for experiential learning one might find on college campuses (Moody, 2019). After exploring experiential learning and student success, researchers concluded that high degrees of learning only occur if students are engaged (Humphreys, 2021; Kolb & Kolb, 2005). Known as high-impact activities, experiential learning activities provide opportunities to develop competencies, often called career-ready skills or transferable skills. If students are to succeed in today’s globalized and technology-centered society, they must acquire applied learning opportunities (Kuh, 2008).  

Internships are one of the most impactful forms of experiential learning for career preparation (Coker & Porter, 2016). Internships provide valuable opportunities for students to gain practical experience and offer career pathways that otherwise might not exist for students (Boose, 2011). Students often stumble onto new career opportunities through planned happenstance or unexpected chance events (Krumboltz & Levin, 2004). In addition to acquiring academic credit, interns usually develop essential job-related skills and may even receive financial compensation in the form of a salary or stipend (Knouse et al., 1999).  

Internships also connect theory to practice in real-world, authentic settings with all the constraints and barriers of the workplace (Gault et al., 2000). Internships enable students to engage in real-world scenarios while demonstrating the global perspective, communication skills, and creative problem-solving abilities often acquired through liberal arts and science degrees (Zilvinskis et al., 2022). Staley and Endicott (2023) noted that the location of the institution of higher education was an essential piece in any region’s effort to attract talent and accelerate economic development and creative placemaking. Although internships are beneficial, liberal arts and science students may not participate to the same degree as their professional program peers and often find only unpaid options (Boose, 2011; Guarise & Kostenblatt, 2018).  

Program Description 

Grounded in high-impact research (Gaul et al., 2000; Kolb & Kolb, 2005), Grand Valley State University (GVSU) in Michigan, USA, used experiential learning to bridge the gap between the classroom and the workplace (Zilvinskis et al., 2022). The university launched the Laker Accelerated Talent Link Program, a part of the CLAS Center for Experiential Learning (gvsu.edu/ccel), to combat employers’ talent shortage, elevate liberal arts and science majors, and allow students to develop valuable employment skills. Technical careers were opened to liberal arts and science majors by layering a professional certificate (such as applied data analytics) on top of a student’s current major. Students were supported in their pursuit of the certificate through an employer-sponsored scholarship. In return, students interned 20 hours a week in a technical field with the potential for continued employment. The program provided all majors with equitable and inclusive access to career opportunities in high-demand fields. Of the 21 inaugural cohort members, 75% were enrolled in liberal arts majors such as English, History, Psychology, or Statistics. During the internship experience, students applied their technical certification knowledge to practice, with continued mentoring through the cohort experience. Companies benefited from various student perspectives in the first cohort. For example, a history major with an applied data analytics certification interned in an intellectual automation group which provided a fresh outlook applied to the business setting. Employers gained access to talent earlier but also benefited from an extended onboarding time frame for their future full-time hires, allowing for a smoother transition and ensuring the new employees were fully prepared for their roles. It was a win-win situation for both employers and students. 

Challenges Encountered and Lessons Learned 

The inaugural year of Talent Link Program received positive feedback, yet the program encountered challenges typical of a new initiative. Career service professionals can glean wisdom from the lessons the institutions learned. For example, some internship positions lacked clear expectations and defined projects. One supervisor also noted that this was a unique program where liberal arts students were matched with technical positions, which gave the students additional hurdles to overcome. These obstacles highlighted the need for structured guidelines and support to ensure a successful learning experience for all participants. For new initiatives to thrive, the program coordinator needed to secure backing from diverse stakeholders, encompassing individuals both affiliated with and external to the organization. These stakeholders included faculty members, administrators, community partners, and policymakers, among others. Their involvement was crucial as they brought diverse perspectives, expertise, and resources.  
 
Maximizing Engagement and Empowerment 
The intersection of learning and work is critical for the future workforce. The Talent Link Program, along with other initiatives in the Center for Experiential Learning, allows students to build social connections in the community and build career-enhanced skills. By incorporating input and feedback throughout the design and implementation process, institutions can tailor their initiatives to meet student needs better and ensure a higher level of engagement. Additionally, when presenting the initiatives and programs, career service professionals need to communicate their goals, values, and potential impact clearly and compellingly. Highlighting real-life success stories and showcasing testimonials from past participants can help students envision themselves benefiting from a program. Ultimately, the success of new initiatives and programs hinges on the ability to effectively engage and win the support of multiple stakeholders, while simultaneously appealing to students by highlighting the tangible benefits they can derive from participating. By carefully packaging and presenting these offerings, institutions can maximize engagement, empower students, and contribute to their overall success.  

References 

Boose, M. A. (2011). Managing internships: Experiential learning that can benefit business students, industry, and academic units. Journal of College Teaching & Learning, 1(1), https://doi.org/10.19030/tlc.v1i1.1898 

Coker, J. S., & Porter, D. J. (2016). Student motivations and perceptions across and within five forms of experiential learning. The Journal of General Education, 65(2), 138–156. https://doi.org/10.5325/jgeneeduc.65.2.0138 

Gault, J., Redington, J., & Schlager, T. (2000). Undergraduate business internships and career success: Are they related? Journal of Marketing Education, 22(1), 45–53. https://doi.org/10.1177/0273475300221006

Guarise, D. & Kosenblatt, J. (2018, February 1). Unpaid internships and the career success of liberal arts graduates. NACE Web. https://ebiztest.naceweb.org/job-market/internships/unpaid-internships-and-the-career-success-of-liberal-arts-graduates/ 

Humphreys, D. (2021, April 27). We must end either-or-thinking about skills. Inside Higher Education. https://www.insidehighered.com/views/2021/04/28/either-or-definitions-skills-present-false-choice-higher-education-opinion 

Knouse, S. B., Tanner, J. R., & Harris, E. W. (1999). The relation of college internships, college performance, and subsequent job opportunity. Journal of Employment Counseling, 36(1), 35–43. https://doi.org/10.1002/j.2161-1920.1999.tb01007.x 

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193–212. http://www.jstor.org/stable/40214287 

Krumboltz, J.D., & Levin, A.S. (2004). Luck is no accident: Making the most of happenstance in your life and career. Impact Publishing. 

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Report from the Association of American Colleges and Universities. https://www.aacu.org/publication/high-impact-educational-practices-what-they-are-who-has-access-to-them-and-why-they-matter 

Moody, J. (2019). What to know about experiential learning in college. U.S. News. https://www.usnews.com/education/best-colleges/articles/2019-04-25/what-you-should-know-about-experiential-learning-in-college 

Staley, D. J. & Endicott, D. J. (2023). College towns as talent hubs and knowledge towns. Johns Hopkins University Press. 

Zilvinskis, J., Kinzie, J., Daday, J., O'Donnell, K., & Zande, C. (2022). Delivering on the promise of high‐impact practices: A new resource for assessment. Assessment Update, 34, 1–16. https://onlinelibrary.wiley.com/doi/10.1002/au.30305 

Dana Hebreard, PhD, originally from Brooklyn, New York, attended Indiana University Bloomington, where she received degrees in journalism and communication. She works in the CLAS Center for Experiential Learning at Grand Valley State University in Allendale, MI. Dana holds a Ph.D. in Educational Leadership from Western Michigan University, serves on the Board of Directors for Girl Scouts of Michigan Shore to Shore, and is a leader with NACADA: The Global Association of Academic Advising. Dana can be reached at hebreard@gvsu.edu