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Articles 1 - 17 of 17
Full-Text Articles in Education
Using Importance-Performance Analysis To Guide Instructional Design Of Experiential Learning Activities, Sheri Anderson, Yu-Chang Hsu, Judy Kinney
Using Importance-Performance Analysis To Guide Instructional Design Of Experiential Learning Activities, Sheri Anderson, Yu-Chang Hsu, Judy Kinney
Educational Technology Faculty Publications and Presentations
Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.
Students' Views On General Education: Insights Gained From The Narratives Of Chinese Students In Hong Kong, Daniel T. L. Shek, Florence K. Y. Wu, Wen Yu Chai
Students' Views On General Education: Insights Gained From The Narratives Of Chinese Students In Hong Kong, Daniel T. L. Shek, Florence K. Y. Wu, Wen Yu Chai
Pediatrics Faculty Publications
The General University Requirements (GUR) is a component of the new 4-year undergraduate program at The Hong Kong Polytechnic University (PolyU). This study examined students’ views and experiences of the GUR using a qualitative methodology. Written comments of 240 freshmen, sophomores, and senior-year students with reference to open-ended questions on their memorable experiences in the GUR study were collected. The qualitative findings suggested that students generally had positive views on the GUR in terms of its widely adopted active and experiential learning pedagogy, useful and attractive contents, caring teaching staff, and rich learning outcomes. Challenges were also identified for further …
Preparing Students For The Future Workforce: An Experiential Learning Approach To Deliver An Accounting Analytics Course, Gary Pan, Venky Shankararaman, Poh Sun Seow, Gan Hup Tan
Preparing Students For The Future Workforce: An Experiential Learning Approach To Deliver An Accounting Analytics Course, Gary Pan, Venky Shankararaman, Poh Sun Seow, Gan Hup Tan
Research Collection School Of Accountancy
This paper describes an undergraduate accounting analytics course which was delivered based on an experiential learning approach. This accounting analytics course is timely as, with the proliferation of Big Data, several accounting professional bodies have highlighted the importance of developing analytical skills among accounting graduates. The experiential learning approach was adopted because there is a need to equip students with future work skills so as to tackle increasingly complex problems. The professors collaborate with external partners to design a course which combines theory with experiential learning through heavy use of projects involving real world problems. Students rated the course favourably. …
Preparing Students For The Future Workforce: An Experiential Learning Approach To Deliver An Accounting Analytics Course, Gary Pan, Venky Shankararaman, Poh Sun Seow, Gan Hup Tan
Preparing Students For The Future Workforce: An Experiential Learning Approach To Deliver An Accounting Analytics Course, Gary Pan, Venky Shankararaman, Poh Sun Seow, Gan Hup Tan
Research Collection School Of Accountancy
This paper describes an undergraduate accounting analytics course which was delivered based on an experiential learning approach. This accounting analytics course is timely as, with the proliferation of Big Data, several accounting professional bodies have highlighted the importance of developing analytical skills among accounting graduates. The experiential learning approach was adopted because there is a need to equip students with future work skills so as to tackle increasingly complex problems. The professors collaborate with external partners to design a course which combines theory with experiential learning through heavy use of projects involving real world problems. Students rated the course favourably. …
Designing An Accounting Analytics Course Using Experiential Learning Approach, Pan, Gary, Shankararaman, Venky, Poh Sun Seow, Gan Hup Tan
Designing An Accounting Analytics Course Using Experiential Learning Approach, Pan, Gary, Shankararaman, Venky, Poh Sun Seow, Gan Hup Tan
Research Collection School Of Accountancy
This paper describes an undergraduate accounting analytics course which was delivered based on an experiential learning approach. This accounting analytics course is timely as, with the proliferation of Big Data, several accounting professional bodies have highlighted the importance of developing analytical skills among accounting graduates. The experiential learning approach was adopted because there is a need to equip students with future work skills so as to tackle increasingly complex problems. The professors collaborate with external partners to design a course which combines theory with experiential learning through heavy use of projects involving real world problems. Students rated the course favourably. …
Student-Crafted Experiments “From The Ground Up”, Stacie A. Bosley
Student-Crafted Experiments “From The Ground Up”, Stacie A. Bosley
School of Business All Faculty Scholarship
If experiential learning activities support engagement and deeper student learning, student-owned experiments constructed “from the ground up” might have benefits that exceed pre-designed classroom experiences. This paper provides a framework for embedding a custom experiment project within an existing course. Students manage every aspect of the process, from experimental design to analysis. Two example implementations are described. Undergraduate behavioral economics students created original experiments, exploring anchoring and adjustment in the context of pyramid scheme pitches (in spring 2013) and reciprocity in attraction (in fall 2014). Perceived benefits and potential pitfalls are explored. While this paper does not represent a controlled …
The Impact Of Academic Service Learning On Community College Students, Sharon S. Ellerton, Sandy Figueroa, Peter Fiume, Debra Greenwood
The Impact Of Academic Service Learning On Community College Students, Sharon S. Ellerton, Sandy Figueroa, Peter Fiume, Debra Greenwood
Publications and Research
Although research clearly indicates that academic service-learning provides multiple benefits to college students in baccalaureate institutions, there is less known about its impact on community college students; a population who may benefit the most from this pedagogy. Four faculty members from four different community colleges within the City University of New York incorporated service-learning into their classrooms while also maintaining control classes. Quantitative survey data on student civic engagement and college skills were collected and survey responses from those students that did, and did not, participate in service-learning were compared. The data demonstrated meaningful differences between the non-service-learners and service-learning …
Intentional Self Regulation And Positive Youth Development: Implications For Youth Development Programs, Miriam R. Linver, Jennifer Brown Urban, Lisa M. Chauveron
Intentional Self Regulation And Positive Youth Development: Implications For Youth Development Programs, Miriam R. Linver, Jennifer Brown Urban, Lisa M. Chauveron
Department of Family Science and Human Development Scholarship and Creative Works
Character education programs are mission-aligned with the positive youth development (PYD) perspective, which, in research with American youth suggests that intentional self-regulation (ISR) develops through mutually beneficial interactions between youth and their environment. Cross-cultural studies of Western youth suggest an adolescence-specific ISR process may exist. We begin to extend this work to assess the relationship between ISR and positive development in young Scottish adolescents (approximately 7th grade, N = 82; 50% male), a previously unexamined group. ISR was correlated with the Five Cs of PYD and OLS regression analyses demonstrated that ISR predicted two of the Five Cs: Character and …
High Impact Practices (Hips) Assessment Model: 2015-2016 Pilot Mid-Year Report, Lynn E. Pelco, Janice Baab
High Impact Practices (Hips) Assessment Model: 2015-2016 Pilot Mid-Year Report, Lynn E. Pelco, Janice Baab
Division of Community Engagement Resources
A systematic institutional assessment model was developed to investigate the impact of high impact educational practices (HIPs) on undergraduate student success at Virginia Commonwealth University (VCU). The proposed VCU HIPs Assessment Model provides a systematic framework for assessing the impact of high impact educational practices on VCU undergraduates. Recommendations for institutionalizing the VCU HIPs Assessment Model are made.
Integration Of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5, Terri A. Wade-Lyles
Integration Of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5, Terri A. Wade-Lyles
The Richard W. Riley College of Education and Leadership Publications
Abstract In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers’ embedded professional development and their experiences with the training components. Bruner’s theory of cognitive development was used …
Engaging Msw Students In Faculty Research: Students’ Perspectives Of Involvement In A Program Evaluation, Rebecca Thomas, Christina M. Chiarelli-Helminiak, Kyle Barrette, Brunilda Ferraj
Engaging Msw Students In Faculty Research: Students’ Perspectives Of Involvement In A Program Evaluation, Rebecca Thomas, Christina M. Chiarelli-Helminiak, Kyle Barrette, Brunilda Ferraj
Social Work (Graduate) Faculty Publications
Engaging social work students in research is challenging, in part, because of the way research is taught in the classroom and the need for learners to effectively develop connections between the “abstract world” of research concepts with the “real world” of professional experiences. This article describes the experiences of graduate social work students involved in a process and outcome evaluation of a community-based program. Analysis of student learning outcomes and the team-based model used to engage students in the evaluation are provided to put forth a paradigm of teaching social work research through direct, supervised, and collaborative engagement.
Integration Of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5, Terri A. Wade-Lyles
Integration Of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5, Terri A. Wade-Lyles
Walden Faculty and Staff Publications
Abstract In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers’ embedded professional development and their experiences with the training components. Bruner’s theory of cognitive development was used …
Using Wii Technology And Experiential Learning To Teach Newtonian Mechanics To Rural Middle School Students, Joseph S. Dvorak, Tanya C. Franke-Dvorak, Shane Neel
Using Wii Technology And Experiential Learning To Teach Newtonian Mechanics To Rural Middle School Students, Joseph S. Dvorak, Tanya C. Franke-Dvorak, Shane Neel
Biosystems and Agricultural Engineering Faculty Publications
This study looked at the effects of an experiential learning activity using the accelerometer in the Wii Remote to teach basic concepts of Newtonian mechanics, e.g., acceleration, to middle school students in a rural school district. A major prerequisite for students at the mid-level in biosystems engineering programs is that they have a good knowledge of basic science, including physics. Education in these concepts must begin before college, such as at the middle school level. Improvements in science education are vitally necessary to achieve essential learning outcomes for middle school students in the U.S. and to prepare these students for …
The Use Of Song To Open An Educational Development Workshop: Exploratory Analysis And Reflections, Lawrence Lesser, Song An, Daniel Tillman
The Use Of Song To Open An Educational Development Workshop: Exploratory Analysis And Reflections, Lawrence Lesser, Song An, Daniel Tillman
To Improve the Academy: A Journal of Educational Development
Song has been used by faculty of many disciplines in their classrooms and, to a lesser extent, by educational developers in workshops. This paper shares and discusses a new song (about an instructor’s evolving openness to alternatives to lecture only teaching) and its novel use to open an educational development workshop. Self reported participant data from an exploratory survey suggest that the song was most effective in reducing stress as well as in increasing motivation, morale, engagement, and connection. Practical implications and implementation considerations are discussed regarding the song as well as related creative work.
Empathy Activators: Teaching Tools For Enhancing Empathy Development In Service-Learning Classes, Robin Everhart, Katie Elliott, Lynn E. Pelco, Deborah Westin, Rowena Briones, Emily Peron
Empathy Activators: Teaching Tools For Enhancing Empathy Development In Service-Learning Classes, Robin Everhart, Katie Elliott, Lynn E. Pelco, Deborah Westin, Rowena Briones, Emily Peron
Division of Community Engagement Resources
On February 5, 2016, 25 educators from Virginia Commonwealth University (VCU) and the University of Richmond (UR) gathered in Richmond, Virginia, for an annual service-learning workshop. This year’s workshop featured Robin Everhart, PhD, VCU assistant professor of psychology, as keynote speaker. Jumpstarted by Everhart’s research on student empathy, workshop participants explored the concept of empathy and collaboratively developed strategies for integrating empathy into the service-learning experience. This document grows out of Everhart’s presentation and group discussions during that workshop and represents a collection of ideas generated.
Understanding Work-Related Stress And Practice Of Professional Self-Care – An Innovative Pedagogical Approach, Kam Man Kenny Kwong
Understanding Work-Related Stress And Practice Of Professional Self-Care – An Innovative Pedagogical Approach, Kam Man Kenny Kwong
Graduate School of Social Work Publications and Research
Social workers experience tremendous work-related stress - particularly among those providing direct services in healthcare settings. A review of related literature summarized several critical challenges faced by social workers who work with highly difficult clients in these settings, including (a) clients who engage in manipulative high-risk behaviors; (b) clients with serious illness who have multiple relapses; (c) clients who attempt or commit suicide; and (d) those who perpetrate violent or aggressive acts against themselves or others. This paper described and evaluated three sets of experiential learning activities with graduate level social work students, designed to increase their self-awareness and understanding …
Learning Sustainability Leadership: An Action Research Study Of A Graduate Leadership Course, Heather L. Burns
Learning Sustainability Leadership: An Action Research Study Of A Graduate Leadership Course, Heather L. Burns
Educational Leadership and Policy Faculty Publications and Presentations
This study used action research methodology to examine the development of sustainability leadership in a graduate leadership course. The research investigated the impact of this leadership course, which was designed using transformative learning theory with attention to integrating thematic content, multiple and non-dominant perspectives, a participatory process, and a contextual place-based approach. Grounded theory was used to explore if and how students’ understanding of sustainability leadership changed, and the pedagogical strategies that were most influential to their learning. Results revealed that students came to understand sustainability leadership as: the facilitation of a shared process, a process of emergence, and a …