Education Commons^™

Schools Are Where Trees And Children’S Livelihoods Go To Die: A Teacher’S Reflection On Revitalizing Land-Based Education, Tiffani Marie

Occasional Paper Series

Plainly said: schools are where trees and children’s livelihoods go to die; both cut down, gutted and their desecrated remains used for the maintenance and reproduction of the establishment. Through its critique of schooling—its ties to individualism, harmful social reproduction, colonial foundations, and centering of white supremacist ideologies, this paper makes the case for land-based education as a conduit toward healing, innovation and connection. It draws links between the irreconcilable nature of youth wellness and schooling, while centering pedagogical reverence for the natural world, particularly connection with tree spaces, as part of a critical educational trajectory toward symbiotic relationship with …

Exploring The Educational Impact Of Academic Field Trips Over Time, Tara Parrello, Colby L. Valentine

Experiential Learning & Teaching in Higher Education

Experiential learning can be in the form of internships, field trips, service learning, and research projects. The practical nature of criminal justice is a logical fit for experience-based learning. Specifically, academic field trips may be viewed as examples of short-term experiential education. However, do experiential learning trips have an academic impact over time? Using survey data, the current study examines if students acquire and retain knowledge after a prison tour of Eastern State Penitentiary. Pre- and post-tour surveys of student learning outcomes showed a statistically significant gain between the pre- and post-tour survey results. A follow-up survey explored if students …

Cover

Experiential Learning & Teaching in Higher Education

No abstract provided.

Table Of Contents

Experiential Learning & Teaching in Higher Education

No abstract provided.

Editor's Note, Mario D'Agostino, Janine Morris

Experiential Learning & Teaching in Higher Education

No abstract provided.

Experiential Learning Educators As Tempered Radicals And Social Change Agents In Higher Education: The Nsee Fellows Program As Reflective Practitioner-Scholars, Patrick M. Green, Theresa Castor, Dale J. Leyburn, Don Demaria, Andres Jaime

Experiential Learning & Teaching in Higher Education

Excerpt

Experiential learning educators have long fought to justify this form of active learning in their curriculum (Hesser, 2013), and the past several decades have seen a resurgence of, and renewed interest in, experiential learning through forms of hands-on learning, such as: service-learning/community-based learning, educational internships, global study abroad experiences, and undergraduate research opportunities (Kuh, 2008). Given its distinct elements in planning, design, and implementation of teaching and learning (Heinrich and Green, 2020), and its potential outcomes that can lead to deep learning (Kuh, 2008), experiential learning requires educators to contribute ample amounts of time and energy in the planning …

Editorial Board

Experiential Learning & Teaching in Higher Education

No abstract provided.

Full Special Issue, Part Ii

Experiential Learning & Teaching in Higher Education

No abstract provided.

Project-Based Pedagogy: The Client's Perspective, Wayne Aho, Wendy Cagle, Jon Marvel, Michael Smith, Edward Wright

International Journal for Business Education

Project-based experiential business education seeks to provide students with lessons that are meaningful, practical, and enduring. While previous research has sought to understand how students and faculty members react to such educational experiences, it is also important to understand the perceptions of the business clients who engage with programs employing project-based education. The aim of this study was to better understand the experiences of business clients with whom students engaged as part of an undergraduate business capstone course. Two hundred fifty-three previous clients were surveyed with a 22.4% response rate. Responses were subjected to content analysis to cluster replies into …

Signature Pedagogy For Entrepreneurship Education: An Emerging Perspective, Ashley Gess, Eleonora Brivio, Gianluca De Leo

International Journal for Business Education

Entrepreneurial ways of thinking and doing intersect with the knowledge and skills that a global citizen needs to thrive. There is a robust body of scholarship that identifies core entrepreneurial skills however there is a dearth of evidence addressing how to successfully teach entrepreneurship. Using the lens of experiential learning, this qualitative study examines the surface, deep, and implicit structures of professional entrepreneurial culture toward revealing a meaningful, authentic pedagogical approach for entrepreneurship education. In order to achieve this outcome, researchers utilized a semi-structured comparable multiple-case study design to engage 19 incubated entrepreneurs in focus group interviews. A replication strategy …

Moving From Dialogue To Deliberation About Campus Diversity, Equity, And Inclusion, Chad Raphael

Experiential Learning & Teaching in Higher Education

Campus communities continue to become increasingly diverse as the U.S. grows more sensitized to, yet polarized over, issues of social justice. In response, many institutions of higher learning are placing greater emphasis on students’ experiential learning about diversity, equity, and inclusion (DEI) in co-curricular experiences such as new student orientation and in coursework. Experiential educators can help students forge links between learning about DEI in the co-curriculum and curriculum, and to move from intergroup dialogue to deliberation, which allows student learning to inform institutional learning. This article describes the design, outcomes, and implications of a course on dialogue and deliberation …

Social Justice Through Service-Learning In Parks & Recreation Management Education, Anne L. Demartini

Experiential Learning & Teaching in Higher Education

This practice-based approach argues service learning can teach social justice in parks & recreation management education. The US parks system creation and history is rooted in injustice. Use of US parks and park service employment remain inequitable today. Significant work must be done in the provision of recreation and park services to all members of the community, including those who have been traditionally marginalized or underserved. The industry requires recreation and parks professionals at all levels who are informed and intentional about inclusion and social justice, which starts with parks and recreation management education.

Service-learning, a form of experiential learning …

Implementing An Experiential Learning Program Focused On Civic Leadership To Produce Social Justice Outcomes, Glenn A. Bowen, Courtney A. Berrien

Experiential Learning & Teaching in Higher Education

This article describes a civic learning and leadership development program aimed at cultivating civic mindedness and preparing students for social change roles in community settings. Participating students tackle social issues as viewed through a systemic change lens; they explore the root causes of specific social issues and then work collaboratively with community partners to address those issues. The program’s student learning outcomes assessment has shown that participants generally become civic-minded graduates, with the demonstrable capacity and desire to work with others for social change. The authors explain the practice-based approach to the program, summarize social justice outcomes, and delineate program …

Editorial Board

Experiential Learning & Teaching in Higher Education

No abstract provided.

Cover

Experiential Learning & Teaching in Higher Education

No abstract provided.

Making Explicit Connections Between Experiential Learning And Justice: New Approaches To Teaching And Learning Through An Imagination For Justice, Patrick M. Green

Experiential Learning & Teaching in Higher Education

Excerpt

Beyond simply being a form of active learning, experiential learning, in its many iterations, has been promoted as a philosophy, a community development model, a theory, a professional skill training opportunity, a global education and civic development approach, and a pedagogical strategy that leads to deep, high impact learning. Indeed, experiential learning has become increasingly specialized in the last several decades with the evolution of numerous sub-fields, such as study abroad and global immersion programs, outdoor education programs, community-based learning (both domestic and global service-learning), internship and work-integrated learning, undergraduate research experiences, and a myriad of other high-impact learning …

Table Of Contents

Experiential Learning & Teaching in Higher Education

No abstract provided.

Full Issue

Experiential Learning & Teaching in Higher Education

No abstract provided.

Exploring The Catalyst Energizing The Kolb Learning Cycle, Marc Behrendt, Krisanna Machtmes

Experiential Learning & Teaching in Higher Education

This paper reveals an interconnectedness of three unrelated free-standing but validated models: Kolb’s model of experiential learning, Hidi and Renninger’s model of interest development, and National Research Council’s ecological framework of an experience. The physical, academic, and social aspects define the quality of the experience. The interest stimulated by the experience drives Kolb’s learning cycle. The learning cycle will continue as long as interest is maintained. Together, these three models describe the quality of the experience, the cyclic processing of the experience to create knowledge, and the force driving the cycle.

Coaching And Experiential Learning In An Mba Leadership Certificate Program, Stephanie Thomason, Kamilla Andersen

Experiential Learning & Teaching in Higher Education

In turbulent economic times, tuition-driven universities often search for impactful ways to differentiate themselves from their competitors. Differentiators may be particularly important in MBA programs, which are among the more lucrative academic offerings. The present study tracked participant reflections from the coaching component of an MBA leadership certificate program through Kolb’s Experiential Learning Cycle (concrete experience, reflections, abstract conceptualizations, active experimentation) and the coaches’ roles during the cycle as educators. We paired participants with professional coaches and community leaders so they could create and achieve their goals and action plans. During their time meeting with their coaches (concrete experiences), 70 …

Entrepreneurship Education And Experiential Learning In Higher Education, Sophia N. Koustas, Elham Shahidi Salehi

Experiential Learning & Teaching in Higher Education

Entrepreneurship education (EE) and experiential learning can be delivered in several ways depending on the program design, the course's purpose, and the learning outcomes. With the distinct stages of doing, observing, thinking, and planning, Kolb's experiential learning theory is favored in EE. Additionally, EE programs and courses can be categorized in the three instructional themes of teaching about, for, or through entrepreneurship. Each theme offers a particular purpose, unique learning objectives, specific teaching methodology, and different student engagement levels. Due to the various references to EE, this exploratory qualitative study presents five selected entrepreneurship project course examples at Southern New …

Editorial Board

Experiential Learning & Teaching in Higher Education

No abstract provided.

Table Of Contents

Experiential Learning & Teaching in Higher Education

No abstract provided.

Editor's Note, Mario D'Agostino

Experiential Learning & Teaching in Higher Education

No abstract provided.

Cover

Experiential Learning & Teaching in Higher Education

No abstract provided.

Full Issue

Experiential Learning & Teaching in Higher Education

No abstract provided.

Where’S My Money? Using Experiential Learning To Increase Financial Capability, Edwin L. Blanton Iii

Experiential Learning & Teaching in Higher Education

This paper looks at how experiential learning is being implemented at Texas A&M University-San Antonio to expand the financial capability of students; and how the project engages students and parents at local school districts. Presented below is the purpose, structure, funding, learning, and assessment of the program that can serve as insight into other campuses that may want to implement something similar.

An Exploration Of Experiential Learning Practices Utilized By Stem Educators, Mark D. Threeton, Kyungin Kim

Experiential Learning & Teaching in Higher Education

Educators within applied STEM disciplines assert they promote the development of new knowledge, skills, and attitudes by integrating experiential education within their instruction. However, few studies have actually investigated this phenomenon. Therefore, the purpose of this study was to explore how applied STEM instructors of career and technical education define experiential learning and utilize it while teaching safety and health subjects. The results revealed that while almost all educators claimed to utilize experiential learning practices, essential modes of Kolb’s Experiential Learning Cycle (1984) were underutilized. The results would be useful for professionals interested in learning about authentic experiential education strategies.

Learner Flexibility In Preparation For Experiential Learning, Kay Peterson

Experiential Learning & Teaching in Higher Education

Educators can recognize learner preferences to meet learners where they are comfortable, then guide them around the entire learning cycle. This paper describes four learner preferences corresponding to stages of the learning cycle, ways of addressing each preference and tips for leveraging the design with technology. By scaffolding for full cycle experiential learning, educators encourage learners to become more flexible in their process and more successful in the context of the program.

From Boring To Board Game: The Effect Of A Serious Game On Key Learning Outcomes, Kendal L. Booker, Anita W. Mitchell

Journal of Occupational Therapy Education

Serious games incorporate learning objectives in the context of competitive games with rules. These types of games have been incorporated in education as well as therapeutic contexts. This study examined the effectiveness of a modification of the game “Snakes and Ladders,” for reviewing and learning qualitative research concepts. Using the Game-based Evaluation Model (GEM), the researchers also measured learning indicators such as interest and enjoyment, perceived competence, effort and importance, and value/usefulness. Thirty-eight Master of Occupational Therapy students completed a 25-question multiple choice pretest to measure knowledge of qualitative research concepts before playing the game. A 25-question multiple choice posttest …