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Articles 1 - 30 of 36
Full-Text Articles in Education
Teaching Students How To Make Their Dreams Come True: An Autoethnography Of Developing And Teaching The Dream Research Methods Course, E. James Baesler
Teaching Students How To Make Their Dreams Come True: An Autoethnography Of Developing And Teaching The Dream Research Methods Course, E. James Baesler
The Qualitative Report
How to make students’ dreams come true is the central focus of this autoethnography that chronicles the story of the transformation of a traditional undergraduate communication research methods course into a new and creative dream research methods course. Pedagogical and institutional issues in teaching the traditional methods course join personal influences in my life story to birth the new dream research methods course. The content and format of the new course are described chronologically using personal stories, student perspectives, advice to teachers, and reflection questions. I encourage teachers, by experimenting with the ideas in the dream research methods course, to …
Editor's Note
Experiential Learning & Teaching in Higher Education
No abstract provided.
Editorial Board
Experiential Learning & Teaching in Higher Education
No abstract provided.
Table Of Contents
Experiential Learning & Teaching in Higher Education
No abstract provided.
Operationalizing The Roles Of Experiential Learning: Bringing The Partnership To Life, Adam Lewandowski, Debbie G. Depalma, Rebecca S. Englund, Melissa M. Cartwright
Operationalizing The Roles Of Experiential Learning: Bringing The Partnership To Life, Adam Lewandowski, Debbie G. Depalma, Rebecca S. Englund, Melissa M. Cartwright
Experiential Learning & Teaching in Higher Education
This article focuses on the partnership between Discovery Charter School of Rochester, New York, founded in 2011, and Nazareth College Partners for Learning. The Partners for Learning program engages Nazareth College students in partnerships with the children, teachers, and staff of eight urban sites. The authors examine the four critical roles that work to foster program success: (1) Associate Director for the Center for Civic Engagement, (2) Student Site Coordinator, (3) Site Representative, and (4) Classroom Teacher. We describe each of the four roles, how the roles support experiential learning, and, most importantly, how we consistently collaborate to ensure success …
A University And Middle School Mentor-Scholar Partnership, Denise Dirienzo, Scott Ball, Robyn Proud
A University And Middle School Mentor-Scholar Partnership, Denise Dirienzo, Scott Ball, Robyn Proud
Experiential Learning & Teaching in Higher Education
The State University of New York at Oswego (SUNY Oswego) and the Oswego City School district have created a campus-community partnership through a college program that matches SUNY Oswego students as mentors with at-risk youth in grades 7 and 8 in a structured environment in the school district. The structure is academically based for college students to earn credit based on the tenets of mentoring, youth development, and relationship building. The middle school students, or “mentees” come from an at-risk background that is academic, socially, or behaviorally based. The school district recommends students for inclusion in the program. This innovative …
Integrating High Impact Practices: Recognizing Attributes And Overcoming Obstacles In Learning Eportfolios, Jeno Rivera, Karla Loebick
Integrating High Impact Practices: Recognizing Attributes And Overcoming Obstacles In Learning Eportfolios, Jeno Rivera, Karla Loebick
Experiential Learning & Teaching in Higher Education
In the era of educational accountability, the push to document and demonstrate student learning increases exponentially. Creating opportunities for students to evidence their learning and, more broadly, the value of a college education, is critically important to both internal and external higher education stakeholders. While ePortfolios are an increasingly common tool used to provide evidence of learning, little is known about their effectiveness in assessing integrated learning experiences. The Bailey Scholars Program, an interdisciplinary, self-directed, student-centered learning community at Michigan State University, fosters creativity among faculty and students. The program explores innovative approaches to documenting and assessing learning that are …
Project Iice: Inspiring Interdisciplinary Collaboration Experiences, Tracy Dow, Adam Gilbert, Megan Sawyer, Michael Weinstein, Katharine York
Project Iice: Inspiring Interdisciplinary Collaboration Experiences, Tracy Dow, Adam Gilbert, Megan Sawyer, Michael Weinstein, Katharine York
Experiential Learning & Teaching in Higher Education
Project IICE was a multi-disciplinary learning experience designed for students at Southern New Hampshire University. Students worked together in teams to communicate scientific data that was initially collected by an Introductory Botany class. Students in this course measured trees and recorded variables, including tree height, diameter, species, and canopy cover. They shared the data with students in freshman Statistics courses, who analyzed mathematically for trends. Finally, students in Graphic Design used the data to create visual representations and icons. Students collaborated in groups that were randomly assigned across all of the courses to include members of each discipline. During the …
Material Forms: What Is Really Going On? Shaping Who We Are And What We Do, Vicky J. Grube
Material Forms: What Is Really Going On? Shaping Who We Are And What We Do, Vicky J. Grube
The Qualitative Report
Using visual and ethnographic methods the author forms a connection between materiality and the memories of childhood. The researcher begins by asking the question, “Can a studio environment create encounters between a researcher and preschool children that deepen understanding of culture?” To this end, the researcher engaged in sensory research practices through ethnographic methods in a preschool art studio. Through free choice art making, children were found expressing their emotions and demonstrating an awareness of adult culture. In particular, the researcher’s encounter with four-year old George was enriched through sensory participation and triggered embodied and empathetic knowing. As it happens, …
Friend Or Foe? A Case Study Of Ipad Usage During Small Group Reading Instruction, Terry Husband 7078260, Roland K. Schendel
Friend Or Foe? A Case Study Of Ipad Usage During Small Group Reading Instruction, Terry Husband 7078260, Roland K. Schendel
The Qualitative Report
The purpose of this case study is to examine how two early childhood teachers in one university laboratory school utilize the iPad in their reading practices. Data collection involved: (a) observations, (b) audio recordings, and (c) researcher journal. Findings indicate that the teachers had a continuum of purposeful uses for the iPad and the associated applications during their small group reading instruction. In addition, the teachers had mixed overall perceptions toward using the iPad as an effective literacy tool. Implications for practice are presented.
Qualitative Delphi Method: A Four Round Process With A Worked Example, Dia Sekayi, Arleen Kennedy
Qualitative Delphi Method: A Four Round Process With A Worked Example, Dia Sekayi, Arleen Kennedy
The Qualitative Report
The Delphi Method was originally designed to collect data from a panel of experts to aid in decision making in government settings. Delphi has been described as a qualitative, quantitative, and mixed-methods approach. The anonymous collection of narrative group opinion coupled with the tightly structured nature of the process and quantitatively described results renders the approach difficult to situate in a methodological category. The purpose of this article is not to settle the debate. Rather, the aim is twofold: to present a modification of Delphi that is definitively qualitative, and to provide a worked example to demonstrate the proposed method.
Learning And Changing: The Shaping Of A Teacher’S Identity Through Time, Across Spaces And In Different Contexts, Nikolaos Bogiannidis, Jane Southcott, Maria Gindidis
Learning And Changing: The Shaping Of A Teacher’S Identity Through Time, Across Spaces And In Different Contexts, Nikolaos Bogiannidis, Jane Southcott, Maria Gindidis
The Qualitative Report
This research paper explores the confluence of significant events in my life that shaped my identity as a teacher and researcher. I employed autoethnography to explore my personal life journey across time, space and context, in order to identify and to analyse the significant moments of epiphany that impacted on my decision to become a teacher. The findings of this study reveal a number of universal qualities of good teachers across three continents who, independently and unbeknown to each other, acted as role models in shaping my identity and my desire to become a teacher in order to serve the …
Nine Potential Solutions To Abate Grade Inflation At Regionally Accredited Online U.S. Universities: An Intrinsic Case Study, David Blum
The Qualitative Report
Grade inflation must be abated. The effect of grade inflation weakens academic standards to the point where accurately assessing levels of competency and student knowledge is difficult to determine. Using intrinsic case study design, I contacted 411 online instructors in the United States exploring potential solutions to abate grade inflation. Of 411 faculty members contacted via personal e-mail, 27 instructors at three regionally accredited online universities in the United States agreed to be interviewed by the use of an interview protocol and recorded via Skype. The research question guiding the study was “What are potential solutions to abate grade inflation?” …
The Chameleon Characteristics: A Phenomenological Study Of Instructional Designer, Faculty, And Administrator Perceptions Of Collaborative Instructional Design Environments, Papia Bawa, Sunnie Watson
The Chameleon Characteristics: A Phenomenological Study Of Instructional Designer, Faculty, And Administrator Perceptions Of Collaborative Instructional Design Environments, Papia Bawa, Sunnie Watson
The Qualitative Report
While several professionals, organizations and departments may be a part of the instructional designing process usually faculty, instructional designers, and administrators are key stakeholders and collaborators. Although there are some studies related to the process of instructional designing, there is little by way of research that has investigated the stakeholders’ perceptions of the key characteristics of effective collaboration within instructional designing projects. Thus, there is a gap in our understanding of the phenomenon of instructional designing project collaboration. This hermeneutic phenomenological study seeks to add to the literature by sharing the perceptions of seven stakeholders in different roles, who have …
Facilitating The Transition From Military Instructor To Academic Educator: Cognitive Apprenticeship In Teacher Induction At The United States Air Force Academy, Thomas T. Swaim
The Qualitative Report
This article examines teacher induction in the military undergraduate education context. The U.S. Air Force Academy relies on approximately 520 military and civilian instructors to educate nearly 4000 future military officers each year. These educators must be highly skilled and unquestionably capable in their abilities to teach these future leaders. Many of these instructors derive from highly technical active duty operational career fields (such as pilot, missile operator, etc.). This article reveals how Collins’, Brown’s, and Newman’s (1989) theory of cognitive apprenticeship is manifested within teacher induction experiences at the U.S. Air Force Academy. Using a qualitative multiple-case study approach, …
Between Paradigms: Becoming A Pathological Optimist, Carol Isaac
Between Paradigms: Becoming A Pathological Optimist, Carol Isaac
The Qualitative Report
Using an autoethnographic poststructural lens, I examined my academic journey in becoming a qualitative methodologist. I integrated my mentor’s maxims such as, “the institution will not love you back,” “prisoner of your words,” “make plans; if they don’t work, make new plans,” “one has mentors and tormentors and both help shape us,” “ever the opportunist,” “strategic groveling,” “a mosaic approach to mentoring” and “just get naked.” Despite paradigmatic contradictions between my doctoral and postdoctoral experiences, I gained much from working between the polarities of the social science and biomedical discourse. In time, I became a “pathological optimist,” one of the …
How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache
How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache
The Qualitative Report
This phenomenological study involves a unique, longitudinal assessment of the lived experiences of former undergraduate mentors (n=7) in light of their current experiences (i.e., career or advanced schooling). The objective of a phenomenological study is to engage in in-depth probing of a representative number of participants. Specifically, we followed up with graduates of the Nebraska STEM 4U (NE STEM 4U) intervention 3 years post-program, with the overall goal of describing the mentors’ experiences using the lens of their current experiences. This type of longitudinal perspective of mentoring is greatly lacking in the current literature. At the time of the interviews, …
A Teacher’S Personal-Emotional Identity And Its Reflection Upon The Development Of His Professional Identity, Gustavo González-Calvo, Marta Arias-Carballal
A Teacher’S Personal-Emotional Identity And Its Reflection Upon The Development Of His Professional Identity, Gustavo González-Calvo, Marta Arias-Carballal
The Qualitative Report
The purpose of this study was to show how the professional identity of a teacher is built upon personal and emotional traits. Those traits determine his willingness to blur the emotional distance between teacher and student, thus shaping school as a fuller environment. The study revolves around three issues: (a) knowing and acknowledging students; (b) sensitivity towards the use of students’ proper names; and (c) positive sense of humour in the classroom. On the understanding that teaching identities may be interpreted from a narrative approach, autobiographical research will support our study. The conclusion is that a teacher’s professional identity is …
Editor's Note
Experiential Learning & Teaching in Higher Education
No abstract provided.
Editorial Board
Experiential Learning & Teaching in Higher Education
No abstract provided.
Table Of Contents
Experiential Learning & Teaching in Higher Education
No abstract provided.
Reframing Experiential Education: A Broader Perspective Of Community Engagement, Marshall Welch
Reframing Experiential Education: A Broader Perspective Of Community Engagement, Marshall Welch
Experiential Learning & Teaching in Higher Education
This article invites the reader to reframe the traditional perspective of experiential education to a broader conceptualization of community engagement in which various stakeholders, in addition to students, are the beneficiaries of the learning experience. In addition to acknowledging and celebrating the pedagogical approach, this narrative also provides a friendly critique of our traditional and perhaps somewhat limited perspective of experiential education. Challenges and potential detrimental impact are considered, coupled with approaches on how to minimize those issues.
Assessing Intercultural Competence In Experiential Learning Abroad: Lessons For Educators, Andrea Paras, Lynne Mitchell
Assessing Intercultural Competence In Experiential Learning Abroad: Lessons For Educators, Andrea Paras, Lynne Mitchell
Experiential Learning & Teaching in Higher Education
The old adage that travel broadens the mind may not hold true for every student studying abroad. While pre-departure and in-country support for intercultural learning can help, some students still fail to develop their intercultural competence and some even go backwards. Using a combination of quantitative (Intercultural Development Inventory) and qualitative measures, this study examines what happens in intercultural learning when students participated in a four-week experiential field school in India, preceded by a twelve-week preparation course on the ethics of international voluntourism. Results found that, while students’ pre- and post-trip Intercultural Development Inventory results varied, qualitative data gave insights …
Experiential Learning Theory As A Guide For Experiential Educators In Higher Education, Alice Y. Kolb, David A. Kolb
Experiential Learning Theory As A Guide For Experiential Educators In Higher Education, Alice Y. Kolb, David A. Kolb
Experiential Learning & Teaching in Higher Education
Core concepts of Experiential Learning Theory—the learning cycle, learning style, and learning space—have been widely used by experiential educators in higher education for nearly half a century. We examine the latest thinking about these three concepts and highlight some exemplary applications from the many disciplinary applications of experiential learning in higher education.