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Full-Text Articles in Education
Social Justice Through Service-Learning In Parks & Recreation Management Education, Anne L. Demartini
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 …
Editorial Board
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
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.
Entrepreneurship Education And Experiential Learning In Higher Education, Sophia N. Koustas, Elham Shahidi Salehi
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
Editor's Note, Mario D'Agostino
Experiential Learning & Teaching in Higher Education
No abstract provided.
Quick Tips For Teaching Students How To Reflect, Jennifer Dobbs-Oates
Quick Tips For Teaching Students How To Reflect, Jennifer Dobbs-Oates
Experiential Learning & Teaching in Higher Education
When you ask your students to reflect, do they know what you mean? Do you tell them “go deeper; give me more,” but see blank faces in response? This was my experience when I first began to use reflection-based assignments. It took me some time to realize that I couldn’t assume my students knew how to reflect in the way I meant. I needed to teach my students directly about the skill of reflection. Here, I share quick tips for helping students understand what reflection is, why we require it, and how to do it well.