Applied Learning and High-Impact Practice Curriculum Options
SUNY defines Applied Learning as an “educational approach whereby students learn by engaging in direct application of skills, theories, and models." Read more at Applied Learning at SUNY. The AACU defines High-Impact Practices (HIPs) as teaching and learning practices that “have been widely tested and have been shown to be beneficial for college students from many backgrounds, especially historically underserved students." Learn more at High-Impact Educational Practices or through MCC's Teaching and Creativity Center.
- Civic Engagement
- Collaborative Learning (HIP/CL)
- Disney Co-op
- Global Learning (HIP/GL)
- Internship/Experienced Based Learning
- Learning Community (HIP/LC)
- Service Learning (HIP/SV)
- Undergraduate Research (HIP/UR)
- Writing Intensive (HIP/WR)
Apprentice Training can be found in both Automotive Technology and Precision Machining. All the Apprentice courses are required and students are paid. Students are responsible for finding employment for their apprentice location, and also must pass a drug test and a criminal background check prior to employment. The Applied Technologies Center (ATC) has many contacts based on the positive past work experiences of students. Employers sometimes call the ATC with a job opportunity which is then posted for students. The ATC does not formally track past employers contact info.
The Democracy Commitment (TDC) is an ongoing effort to institutionalize, centralize, and coordinate civic and democratic education. The project’s activities include a National Voter Registration Day where students organize and plan activities to register other students to vote. Additionally, those students who registered new voters affirmed their own commitment to civics and citizenship, Students also assisted with a Rock to Vote event with educational materials and candidate presentations. This encourages students to be informed and active citizens by inspiring them to exercise their right to vote.
A clinical/practicum is a period of intensely focused practical application of classroom and textbook theories and case studies to the actual world of work. This includes observation and often, on the job training (OJT). The practicum is supervised by professionals at school and/or off campus and usually overseen by a specific course number and professor or panel of professors and instructors as well. Examples include Nursing and Radiologic Technology.
Collaborative Learning (HIP/CL)
Collaborative Learning (CL) represents a High-Impact Practice at MCC, includes all disciplines, and encompasses a variety of activities in the classroom, lab, studio, and/or field. CL-designated courses provide active, cooperation-based academic environments that emphasize learning the language, skills, and processes of the discipline through collaborative engagement with peers and professors. Collaborative Learning (CL) combines two key goals: learning to work and solve problems as part of a group of interdependent individuals and sharpening one’s own understanding by listening to and reflecting on the insights of others, especially those with different backgrounds and life experiences. Please contact Terry Shamblin (email@example.com) or Ryan Clemens (firstname.lastname@example.org) for more information.
Co-op (Program Specific)
A co-op is formally recognized as an academic program integrating classroom learning and productive paid work experiences in a field related to a student’s academic and career goals. Co-op provides students with progressive learning experiences integrating theory and practice and serves as a partnership among students, educational institutions and employers.
Available in the Fall and Spring semesters. Students may either work in either the Orlando, FL or Anaheim CA theme park. This program is open to all MCC students. To be considered, an MCC student must have attended at least one semester full-time, have a cumulative GPA of 2.0 or higher, and in the semester prior to starting must have completed two courses (not TRS) with a C or better. Disney has their own requirements, and the student must interview with Disney as part of the process. While at Disney the student’s time is split between working at the park (3 - 45 hours per week; maybe more at peak times) and taking college coursework (chosen from nine areas of study). If a student does not meet MCC requirements, regardless of whether Disney accepted them based on their interviews, they may not participate in the program.
The Entrepreneurship and Applied Business Studies A.A.S. program includes two Entrepreneurship Studies courses; BUS 110 and BUS 210. They are designed for students interested in learning how to start and manage a small business.
Fieldwork is an opportunity to develop skills by observing, recording, mapping, and interpreting data. Research may be limited to one subject or may encompass a number of different, limited topics. Fieldwork is often cited as one of the best ways to put the theories that you learn in the classroom to a practical test. The best fieldwork experiences combine supervision and education (lectures, note-taking, and directed observation) with independent research practicum (designing a research methodology, collecting and recording data, and drawing conclusions that result in the acceptance or rejection of an original hypothesis). Human Services utilizes the fieldwork model.
Global Learning (HIP/GL)
Focused on building global perspectives into course curriculum in measurable ways, Global Learning ensures that students are acquiring the knowledge, attitudes, and skills needed to participate in a global community and workforce. Global Learning in the classroom includes but is not limited to COIL (Collaborative Online International Learning), United Nations Sustainable Development Goals (UN SDGs), faculty-led study-abroad, modules created by Cornell Community College Internationalization Fellows, and micro-credentials. Ultimately, co-curricular Global Learning is intended to enhance all learning in the classroom. Please contact Christina Lee (email@example.com) for more information.
Internship/Experience Based Learning
An internship is a formal arrangement designed to provide opportunities for students to study and experience professional career interests outside the college, to test the waters in a career field, and to gain valuable work experience. Internships can be credit, non-credit, paid or unpaid. For programs without an internship or co-op option, students can enroll in EBL 101.
Learning Community (HIP/LC)
Learning Communities encourage integration of learning across courses and involve students with themes and questions that go beyond an academic discipline. Students take two or more integrated courses as a (sub)group and work closely with each other and their professor(s). Many Learning Communities explore a common topic through the lenses of different disciplines in a variety of ways. A Learning Community seeks to build deeper relationships between faculty, students, and multiple disciplines via a connected interdisciplinary learning environment. The shared purpose of Learning Communities is to create a holistic approach to student learning and engagement. This learning environment fosters improved critical thinking, persistence, success, and retention through active, collaborative, and/or experiential learning opportunities. Please contact Meghan Glaser (firstname.lastname@example.org) for more information.
Service Learning (HIP/SV)
Service Learning combines civic engagement with academic coursework in a way that benefits both the student and community. Service Learning projects split the focus between community needs and student academic achievement. Students who complete 200 hours of service learning and successfully complete those courses (2.0 GPA or higher) earn a special diploma of distinction. Service Learning projects typically range from 15 to 30 hours.
Undergraduate Research (HIP/UR)
UR-designated courses at MCC provide an active, inquiry-based learning environment that emphasizes the language and processes of research and/or creative activity in the classroom. The purpose of UR-designated courses is to promote a culture in which students are encouraged to explore, enter, and advance current dialogues in academic disciplines. Please contact Maria Brandt (email@example.com) or visit the Undergraduate Research website for more information.
Writing Intensive (HIP/WR)
The Writing Across the Curriculum Program promotes writing as an effective way of teaching and learning in any discipline. In Writing Intensive (WR) courses, students have the opportunity to explore the course content through both formal and informal writing assignments. Formal assignments are written for a reader and typically are graded; a minimum of 2,000 words per semester in formal assignments is required of a WR course. Informal assignments are written largely for one's self and are instructor-specific. Informal writing helps the student to think on paper and work through the course content. Through writing, students increase their understanding of course content while learning the importance of writing as an expression of thinking. Solid writing skills also benefit students when they conduct employment searches or apply for admission to other colleges and universities. For more information, please contact Amy Burtner (firstname.lastname@example.org).