Describing Learning Experiences with Evid. Based Results (captioned),2024 06 10,  

MentorTime overview and agenda
Sue introduces the topic of the meeting - how to describe learning experiences with evidence-based results. She outlines the agenda, which will cover what counts as learning experiences, how to describe them with evidence, and advice on what to do going forward.
Types of learning experiences
Sue categorizes different types of learning opportunities, from least likely to most likely to provide hands-on experience, including: colloquiums, training/webinars, college/university coursework, internships/fellowships, in-service and on-the-job training, certifications, and informal/ad hoc learning. She provides guidance on evaluating the depth of experience gained in each type.
Describing learning experiences with evidence
Sue discusses how to demonstrate the real-world application and impact of learning experiences. For coursework, she emphasizes the importance of having an external client or stakeholder, not just satisfying academic requirements. For internships and on-the-job training, she highlights the value of tangible outputs and presentations. She cautions against using vague verbs like "assisted" and encourages using more specific, impactful language.
Certifications vs. certificates
Sue differentiates between certifications that demonstrate recognized expertise, and certificates of completion that may not carry the same weight. She advises being clear about the distinction when describing training and skills acquisition.
Informal learning opportunities
Sue provides examples of how to highlight informal learning experiences, such as volunteer roles and self-directed projects, by focusing on the specific skills applied and outcomes achieved.
Advice on demonstrating learning and experience
Sue summarizes key advice, including: distinguishing between learning and experience, using a "knowledge worker portfolio" to showcase outputs, seeking out short-term contracts or volunteer roles to gain practical experience, and actively applying new skills to one's own professional development.
Recap and next steps
Ron and Sue wrap up the discussion, highlighting the importance of being able to demonstrate tangible, evidence-based learning and experience. They discuss plans for upcoming Mentor Time sessions.