Education Commons^™

A Classroom Activity For Teaching Kohlberg’S Theory Of Moral Development, Cheryl L. Carmichael, Anna M. Schwartz, Maureen Coyle, Matthew H. Goldberg

Publications and Research

In two studies, we demonstrate an engaging classroom activity that facilitates student learning about Kohlberg’s theory of moral development by using digital resources to foster active, experiential learning. In addition to hearing a standard lecture about moral development, students watched a video of a morally provocative incident, then worked in small groups to classify user comments posted in response to the video according to Kohlberg’s six stages. Students in both studies found the activity enjoyable and useful. Moreover, students’ scores on a moral development quiz improved after completing the activity (Study 1), and students who completed the activity in addition …

Case Study Integration In The Undergraduate Classroom: Can We Enhance Willingness To Communicate?, Jessica L. Harsh, Alexa J. Lamm, Katie Abrams, Courtney Meyers, Ricky Telg, Becky Raulerson

Journal of Applied Communications

The agricultural and natural resources (ANR) industry faces many pressing issues involving animal health, biotechnology, climate change, food safety, food security, invasive species, marketing and trade, and water. Undergraduate students must be prepared and willing to communicate about these issues, which can often be complex and controversial when entering the ANR workforce. This study sought to determine if the integration of case studies influenced students’ self-perceived willingness to communicate about ANR issues while taking a communication course that teaches about ANR issues. A pre/posttest, experimental research design assessed students’ willingness to communicate about nine key ANR issues identified by the …

Adopting Active Learning Classroom (Alc) Technology And Overcoming Barriers: A Faculty Development Intervention Model For Technology-Enhanced Learning Spaces, Bradford D. Wheeler

Doctoral Dissertations

The goal of this study was to understand how instructors use technology, and what challenges they face, but also to increase the participants’ understanding of Active Learning Classroom (ALCs) technologies as it applies to their teaching by applying action research methodologies. This study also seeks to lay a foundation for additional research on ALCs, education technology, and the needs of instructors in terms of faculty development in technology. This study investigates a group of 13 faculty members in multiple disciplines teaching in ALCs. Thus far, research on the impact of technology-enriched learning environments like Active Learning Classrooms has typically centered …

Project Management Through Experiential Learning, Peter Hriso, W. Andrew Clark

W. Andrew Clark

Classroom-based projects are insufficient, in of themselves, when preparing students for positions in the digital media field today. David Kolb and Roger Fry argue that effective learning entails the possession of four different abilities: concrete experience, reflective observation, abstract conceptualization and active experimentation.2 Encouraging students to participate in community-based projects outside the classroom can help build the necessary skill sets in learning how to work in a real-world environment. Community-based learning teaches the student on three distinct levels: intellectually, socially, and emotionally including feelings, values, and meanings. Digital Media students should involve themselves in community projects to exercise their skills …

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Experiential Learning & Teaching in Higher Education

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Editorial Board

Experiential Learning & Teaching in Higher Education

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Editor's Note

Experiential Learning & Teaching in Higher Education

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Table Of Contents

Experiential Learning & Teaching in Higher Education

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Experiential Learning In Teacher Education: Increasing Awareness Of Diversity Through The Immersion Experience, Nadine Dolby, Jubin Rahatzad

Experiential Learning & Teaching in Higher Education

Sixty-four years after the landmark Brown vs. Board of Education decision, schools, neighborhoods, and communities in the United States remain largely segregated by race and class. As a result, many incoming students arrive on college and university campuses with limited exposure to people from a wide array of backgrounds and identities. In this article, we examine how students enrolled in an undergraduate teacher education course, Multiculturalism and Education, learned from and reflected on an experiential learning assignment. The assignment, called “Immersion Experience,” required them to have a brief experience in a cultural context that is different from their own. Through …

A Stem Experiential Learning Experience: A Five-Year Synthesis Of Lessons Learned, Deborah L. Mccarthy

Experiential Learning & Teaching in Higher Education

From Fall 2012 to Fall 2016, 127 teacher candidates at a public university in southern Louisiana and elementary school students in grades four, five, six, and eight formed a Science, Technology, Engineering, and Mathematics (STEM) partnership to develop and implement science projects. The research questions of the accompanying study over the five years were: 1.Will mentoring a science project increase student understanding of best practices afforded by the scientific method? 2. What strategies improve the quality of a STEM experiential learning experience? A paired-samples t-test on teacher candidates’ pre- and post-test scores showed a significant difference in mean scores, indicating …

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Experiential Learning & Teaching in Higher Education

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Experiential Learning & Teaching in Higher Education

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The Experiential Journey Of Teacher-Scholars: “If You’Re Not A Teacher, You Just Don’T Get It”, Ashleigh L. Pelafigue

University of New Orleans Theses and Dissertations

The Center of Graduate Schools (2015) published a report detailing applications, enrollment, and trends in graduate schools across the nation showing that approximately one third of all first-time graduate school applicants in master’s degree programs utilizing the GRE assessment identify their career path in either business or teacher education. The purpose of this study was to examine the lived experiences of classroom teachers who concurrently pursued graduate studies to earn a master’s degree in education and to understand how adult learning provided opportunities for personal growth and the attainment of professional goals. Individual interviews and two focus groups were conducted …

On The Road For Change: An In-Depth Analysis And Future Recommendations, Amy Lebrecht

Senior Honors Projects, 2010-2019

In the 2016-2017 school year, James Madison University's Dux Leadership Center in collaboration with the Madison Collaborative: Ethical Reasoning In Action program created the On the Road for Change Alternative Spring Break Program. This innovative experience focused on growing ethical leadership skills within 15 student participants through six workshops, an alternative break and a re-orientation session. In order to understand if this program was successful in helping students become better ethical leaders, an in-depth assessment program was implemented including learning objectives, pre and post tests, journal entries and interviews.

This thesis expands upon the creation, content included, results of and …

Teaching Service-Learners To Be Designers Of Social Change, Matthew James Vechinski

Focused Inquiry Publications

This presentation focuses on teaching undergraduates to regard themselves as designers in the context of interdisciplinary project-based learning. Central to design thinking is storytelling, using narrative to reflect on scenarios and to build empathy with stakeholders. It also involves recognizing community partners as collaborators, not just as passive recipients of benefits, in order to produce truly innovative, sustainable projects that fulfill real needs and bring about change.

The Year One Book: Gemnasium (A Transdisciplinary Test Lab For Social Change), Brian Laduca, Adrienne Ausdenmoore, Anne R. Crecelius, Kevin P. Hallinan, Connie L. Bowman, Jackie M. Arnold, Philip Appiah-Kubi, Jana M. Bennett, Rebecca P. Blust, Michelle Hayford, Jerome Yorke, Mike Puckett, Castel Sweet

IACT Reports, Publications and Resources

Through an experimental process that is mutually beneficial to community partners, more opportunities for undergraduate research and experiential learning are cultivated. The GEMnasium accomplished this through active efforts of teaching, researching and partnering with the core ethos of the University in mind:

Learn: Teaching - Prepare servant-leaders through comprehensive academic and residential curricula and extraordinary experiential learning opportunities.

Lead: Researching - Perform research that leads to deeper understanding, addresses critical issues, and supports economic growth.

Serve: Partnering - Engage in mutually beneficial partnerships to strengthen our communities in Dayton and around the world.

In doing so, faculty and staff prototyped …

Adapting The Kolb Model For Authentic Instructional Design Projects: The 4-C Framework, Carrie Lewis Miller, John Grooms

Scholarship of Teaching and Learning, Innovative Pedagogy

Background: Authentic, real-world projects are the key to providing opportunities for instructional design graduate students to increase the skills they will need once they enter the job market. Purpose: While experiential learning experiences can enhance skill transfer and allow students to network and create artifacts that can be added to a design portfolio, working with student design teams requires additional communication and support on the part of the client. Approach: Building on the Kolb Model of Experiential Learning and the Stout-Rostron model, a 4-C Framework was developed to help create more effective experiential learning experiences for instructional design students. Implications: …