Experiential Education
My commitment to Experiential Education (EE) is the aspect of my career that has remained strong irrespective of job titles. As a manager, I have I coordinated experiential learning opportunities with the Apprenticeship Program, the Killam Exchange Program for Students, and individual courses in the program I oversaw.
As an educational developer and EE lead, part of my practice is centred around supporting and promoting experiential learning. This takes many forms, such as advising experiential learning committees, lending my expertise to the university leadership, designing and facilitating workshops for educators interested in implementing experiential learning and reflection in their teaching, and developing innovatibe resources for faculty and students. To this end, I have designed, developed, and project managed York University's Experiential Education Guide and have co-developed Introduction to Experiential Education, an interactive Moodle module.
As an educational developer and EE lead, part of my practice is centred around supporting and promoting experiential learning. This takes many forms, such as advising experiential learning committees, lending my expertise to the university leadership, designing and facilitating workshops for educators interested in implementing experiential learning and reflection in their teaching, and developing innovatibe resources for faculty and students. To this end, I have designed, developed, and project managed York University's Experiential Education Guide and have co-developed Introduction to Experiential Education, an interactive Moodle module.
In my own classroom, I make learning a collaborative endeavour while striving for authenticity in the learning process. My classroom strategies include peer-based learning with activities and techniques such as the jigsaw method and the immediate feedback assessment technique - which transforms assessment into a real learning opportunity particularly when used in a small-group setting, and meta-cognitive activities that I set up as reflective assignments and discussion questions. I have also offered EE opportunities to my students, for instance by having them engage in simulations.
My current research focuses on classroom-based EE and aims to understanding better how to scaffold reflective learning such that students can learn over time to use reflection as a mechanism for deeper learning. I am the principal investigator of a multi-institutional research project in which we are investigating the effectiveness of the Critical Incident Questionnaire as a method to encourage regular and guided reflective practice. This work started in the fall 2016 during which we collected data in three classrooms from two universities. We are currently analyzing and writing up the results, with a publication target in 2019.
My current research focuses on classroom-based EE and aims to understanding better how to scaffold reflective learning such that students can learn over time to use reflection as a mechanism for deeper learning. I am the principal investigator of a multi-institutional research project in which we are investigating the effectiveness of the Critical Incident Questionnaire as a method to encourage regular and guided reflective practice. This work started in the fall 2016 during which we collected data in three classrooms from two universities. We are currently analyzing and writing up the results, with a publication target in 2019.
Contributions to the Advancement of Experiential Education
Refereed Article
Maheux-Pelletier, G., & Endersby, L. (2018). Reflection in Transit: Navigating a Model for Experiential Learning. Transformative Dialogues.
Keynote Address
Maheux-Pelletier, G. Experience
or Situated Learning? The Role of Critical Reflection in Experiential
Learning: A Keynote Address. University of Sudbury, February 7, 2018
Conference Presentations
Maheux-Pelletier, G., & Endersby, L. (2019). Ditching the Laundry List: Moving Beyond an Experience-Centric Definition of Experiential Education. Half-Day Pre-Conference Workshop, 2019 Society for Teaching and Learning in Higher Education Conference, University of Manitoba, Winnipeg.
Endersby, L., & Maheux-Pelletier, G. (2019). Making Reflection “HIP” Again: Exploring an Expanded Model of Experiential Learning as a High Impact Practice. Half-Day Pre-Conference Workshop, 2019 Perspectives on Experiential Learning, University of Guelph.
Maheux-Pelletier, G., & Endersby, L. (2018). Reporting, Relating, Reasoning, Restructuring: Actionable Learning Outcomes that Define Reflection. Learning Outcomes and Experiential Learning Symposium. Ontario Universities Councile on Quality Assurance, Toronto.
Maheux-Pelletier, G., Carozza, L., & Sufrin, J. (2018). Fashioning Students of Wisdom with Critical Reflection – Theirs, and our Own. The Society for Teaching and Learning in Higher Education Conference, Sherbrooke, Quebec.
Endersby, L., & Maheux-Pelletier, G. (2018). From Reporting to Reasoning: Exploring an Expanded Model of Critical Reflection for Experiential Learning. Under consideration with The Scholarship of Teaching and Learning in Higher Education Conference, Sherbrooke, Quebec.
Maheux-Pelletier, G. (2017). Learning to Reflect Before Reflecting to Learn. Teaching in Focus Conference, York University.
Maheux-Pelletier, G. (2017). Ah, ah! Apprendre du moment présent grâce au Questionnaire d’incidents critiques (45-minute workshop). The Scholarship of Teaching and Learning in Higher Education Conference, Halifax, Nova Scotia.
Maheux-Pelletier, G., & Di Franco, L. (2016). A dialogue between the content expert and the instructional technologist: The case of the Experiential Education Guide. Teaching in Focus Conference, York University.
Endersby, L., & Maheux-Pelletier, G. (2019). Making Reflection “HIP” Again: Exploring an Expanded Model of Experiential Learning as a High Impact Practice. Half-Day Pre-Conference Workshop, 2019 Perspectives on Experiential Learning, University of Guelph.
Maheux-Pelletier, G., & Endersby, L. (2018). Reporting, Relating, Reasoning, Restructuring: Actionable Learning Outcomes that Define Reflection. Learning Outcomes and Experiential Learning Symposium. Ontario Universities Councile on Quality Assurance, Toronto.
Maheux-Pelletier, G., Carozza, L., & Sufrin, J. (2018). Fashioning Students of Wisdom with Critical Reflection – Theirs, and our Own. The Society for Teaching and Learning in Higher Education Conference, Sherbrooke, Quebec.
Endersby, L., & Maheux-Pelletier, G. (2018). From Reporting to Reasoning: Exploring an Expanded Model of Critical Reflection for Experiential Learning. Under consideration with The Scholarship of Teaching and Learning in Higher Education Conference, Sherbrooke, Quebec.
Maheux-Pelletier, G. (2017). Learning to Reflect Before Reflecting to Learn. Teaching in Focus Conference, York University.
Maheux-Pelletier, G. (2017). Ah, ah! Apprendre du moment présent grâce au Questionnaire d’incidents critiques (45-minute workshop). The Scholarship of Teaching and Learning in Higher Education Conference, Halifax, Nova Scotia.
Maheux-Pelletier, G., & Di Franco, L. (2016). A dialogue between the content expert and the instructional technologist: The case of the Experiential Education Guide. Teaching in Focus Conference, York University.
Blog Posts
Maheux-Pelletier, G., & Endersby, L. (2017). Debunking the Myth of Learning through Experience with the Subway Emergency Exercise. Teaching Commons’ Blog.
Maheux-Pelletier, G. (2017). The Subway Emergency Exercise as Reflective Teaching and Learning. Teaching Commons’ Blog.
Maheux-Pelletier, G. (2015). Reflecting on Experiential Education. Teaching Commons’ Blog.
Maheux-Pelletier, G. (2017). The Subway Emergency Exercise as Reflective Teaching and Learning. Teaching Commons’ Blog.
Maheux-Pelletier, G. (2015). Reflecting on Experiential Education. Teaching Commons’ Blog.