Experiential Learning at OSU-Cascades
How can you give future teachers more opportunities to improve their skills in a realistic environment? The College of Education teaching programs at OSU-Cascades strive to answer this question by incorporating experiential learning opportunities into curriculums. During Fall and Winter terms, undergraduate and graduate-level teaching students (referred to here as Teacher Candidates) work with students at William E. Miller Elementary as well as with fourth graders visiting the Bend Science Station on campus. It’s a win-win—the Teacher Candidates gain real-world teaching experience while K-5 students benefit from the individualized attention.
At OSU-Cascades, Teacher Candidates take hands-on methods classes that include embedded Mediated Field Experiences (eMFEs). eMFEs integrate field experiences into coursework, giving Teacher Candidates structured class times where they put teaching theory into practice under the guidance of instructors.
In field-based methods classes, Teacher Candidates are paired with a group of K-12 students and take responsibility for lesson planning, teaching, and reflecting. As they work with students, Teacher Candidates receive scaffolded support from instructors. Kiley Baker, a Bachelor of Science in Teaching student, says that one of the most important parts of her experience was receiving real-time feedback from her professor while teaching, which may take the form of “a quick suggestion in the moment...or a conversation after the lesson that helped [her] see things [she] hadn’t noticed before.”
Teacher Candidates collaborate as co-teachers, so reflection and support comes from peers as well as instructors. Raelee Ahern, a Bachelor of Science in Teaching student, says, “being part of a co-teaching team is powerful; it allows you to share ideas, hear new perspectives, and strengthen your approach...Having someone actively reflecting on your teaching and giving in-the-moment feedback not only improved my teaching but also boosted my confidence.” Avery Burger, a Master of Arts in Teaching student, remarks that co-teaching allows her to more effectively meet the needs of all students.
Teacher Candidates end up creating strong relationships with their K-12 students throughout the term. It can be challenging to determine how to best meet the needs of students with a wide range of skills and backgrounds, says Lillian Parker, a Bachelor of Science in Teaching student. However, it also gave her valuable experience in adapting lessons to be accessible to different students. Several Teacher Candidates reflected that the most rewarding part of the class was working with the students, learning strategies that worked for each individual, and seeing them grow.
"The eMFE model is a game-changer in teacher education because it moves beyond passive observation and instead immerses teacher candidates in the real work of teaching..."
Dr. Melinda Knapp, Assistant Professor of Education
The hands-on nature of the field experiences has directly benefited the learning of Teacher Candidates by connecting teaching theory with practice. For instance, Lillian noticed that her most impactful learning occurred when she was able to directly apply concepts from lectures in her methods classes. “The eMFE model is a game-changer in teacher education because it moves beyond passive observation and instead immerses teacher candidates in the real work of teaching while providing the support they need to succeed,” shares Dr. Melinda Knapp, Assistant Professor of Education at OSU-Cascades.
Embedded Mediated Field Experiences are a unique opportunity for College of Education students at OSU-Cascades, providing a supportive yet realistic environment in which students engage deeply with teaching practices, build confidence in the classroom, and prepare for their future as educators.
