Generative AI & Experiential Education  

Highlights:  

• AI is a tool, but not the only tool, we can use to guide reflection 
• Reflection is about the learner’s (and teacher’s) relationship to knowledge, social spaces, people around us, and the issues that face our world.  
• Teaching reflection is about developing the whole person. 
• Bias in AI yields unrepresentative results in education, and can show up in our rubrics 
• Like in construction, educational scaffolding looks like the thing underneath but is not the learning itself. What we design has to engage learners in their own exploration and development. 

Show Notes:  

Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning by Ash, Sarah L.; Clayton, Patti H. Journal of Applied Learning in Higher Education, v1 p25-48 Fall 2009. https://eric.ed.gov/?id=EJ1188550 

Simple AI Tools for Seniors: Your Friendly Guide to Technology  by Margaret Sass https://boisestate.pressbooks.pub/aitoolsforseniors/ 

Bachelor's Enrollment Lags as Trades, Certificates, and Grad Surge by Jeff Selingo https://www.linkedin.com/pulse/bachelors-enrollment-lags-trades-certificates-grad-surge-jeff-selingo-lrv8e/?trackingId=YCON7bFMQku7xZLaxCb8lQ%3D%3D 

Dr. Susan Haarman. She is the associate director at Loyola University Chicago’s Center for Engaged Learning, Teaching, and Scholarship where she facilitates faculty development and the university's service-learning program. She has degrees from Marquette University, Loyola University of Chicago, and the Jesuit School of Theology at Berkeley, and previously served as the faith and justice campus minister, also at Loyola University Chicago, where she ran service immersions. In addition to having a PhD in Cultural and Educational Policy Studies, she holds a Masters in Divinity, a Masters in Community Counseling, a certificate in directing the 19th Annotation of the Spiritual Exercises, and is licensed therapist. Her research focuses on the intersection between social justice education, community-based learning, civic identity, and imagination. She is also an improviser and a storyteller

Dr. Margaret Sass holds a bachelor’s degree in criminal justice and a master’s degree in communication from the University of Nevada, Las Vegas. After graduating, Sass moved to Los Angeles to pursue a career in marketing and public relations in the nonprofit sector. Sass returned to academia in 2004 by entering and graduating from a Southern California law school. After she completed her J.D., she moved to Boise to complete her educational specialist degree and her doctorate in education, curriculum and instruction. 

She began her teaching career in California in 2004 and has continually taught courses in wills and trusts, hospitality law, business law, communication and multidisciplinary studies. Her main interest is implementing and researching service-learning in higher education curriculum. 

Her education background is as follows: 

• Bachelor of Arts, Criminal Justice (University of Nevada, Las Vegas) 
• Master of Arts, Communications (University of Nevada, Las Vegas) 
• Juris Doctorate (Western University School of Law) 
• EdS, Educational Specialist (Boise State University) 
• EdD, Curriculum and Instruction (Boise State University)