Paula Amad, Department of Cinematic Arts, Moviegoing Memories from the Midwest 
Experiential learning includes community engagement, place-based research and production and preservation of professional oral history recordings focused on the social dimensions of moviegoing memories of family and community elders. This course will be the first community-engaged course in the department, bridging film studies and film production. 

Inara Verzemnieks, Department of English, CNW:2991 & CNW:2992 - Publishing I & Publishing II 
After introducing key concepts of literary publishing, experiential learning reinforces them through extended practice putting students in charge of all aspects of the publishing process. Students produce a literary publication from scratch, taking on various roles and responsibilities from soliciting commissions, editorial oversight, copyediting, design, budgeting, and marketing to produce and bring to press a bespoke publication by the end of the semester. In the second course, students work as part of a professional publishing house to bring a book to publication, culminating in a book launch event. These creative, project-based courses also end in real world events, allowing students to grapple with various roles, skills, challenges, and decisions relevant to not only their professional development but to seeing the immediate impact it has on the audience reception of their works. Each course will reach 40-80 students per semester. 

Jennifer Sterling, Department of Sports, Media, & Culture, SMC:4500 - Sport, Media & Culture Capstone 
Experiential learning includes community-engagement with national or local partners to contribute to recommendations and advocacy for equity in sports coverage or access to sport. The community-engaged projects will help students grapple with and understand the contemporary U.S. sports’ relationship with the media and how it intersects with other institutions, politics, economics, demographics, and culture. The capstone and community-engaged projects culminate this new program of study’s curriculum, giving students the opportunity to synthesize and apply the skills they have developed through their prior course work.  

Anneke Sanders, Department of Biochemistry and Molecular Biology, BMB:3140 - Experimental Biochemistry 
Experiential learning includes flipping the course from learning and practicing techniques to allowing students to act as researchers. Students will frame hypothesis instead of following pre-designed research questions, test their hypotheses, and perform quantitative data analysis of their acquired data. They will then communicate findings and conclusions, reflecting at various points on the experience and outcomes, and allowing students to see a full research project from design to completion. The course provides access to genuine research experiences to 60 students each semester it is taught. 

Katherine Mellen, Department of Health and Human Physiology, HHP:3820 -Community Wellness Guided Practicum 
Experiential learning includes partnership with the UI Food Pantry to plan, implement, and evaluate hands-on pantry activities including, cooking demonstrations, nutrition education, and health screenings. The course increases access to local experiential learning by reducing barriers to students such as transportation and financial costs. It allows students to evaluate and synthesize knowledge through client and staff feedback and poster presentations.  

David Supp-Montgomerie, Department of Communication Studies, COMM:2829 - Leadership for Civic Dialogue 
Experiential learning includes student facilitation of peer civic dialogues. After content framing, students will practice active listening, effective questioning, and balancing structure and openness through 5 workshops and then put their skills to use in real and relevant situations by acting as facilitators for the Division of Student Life’s Day of Dialogue events.  

Kanika Arora, College of Public Health, CPH:3700 - Methods of Program Implementation and Evaluation 
Experiential learning includes community partnerships to design, implement, and evaluate public health interventions. Community partners will provide students with an identified need in their community, answer questions, and provide feedback on proposed plans, allowing students to apply concepts taught in class, preparing them for situations they will encounter after graduation, and meeting needs of Iowa communities where public health departments are understaffed and/or overwhelmed following the Covid-19 pandemic. 

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