Education Commons^™

A Model For Peer Mentor Learning: Designing For Skill-Acquisition Among Undergraduate Peer Mentors, Bryce D. Bunting

Theses and Dissertations

This design report details the development of a summer training experience for peer mentors in the Freshman Mentoring program at Brigham Young University. The purpose of the project was to develop an extended training program which would assist peer mentors in developing core mentoring skills necessary for their work with first-year students. The design of the training was informed by a number of theoretical frameworks including experiential learning, reflective practice, and narrative design. The training was evaluated using a post-then survey instrument as well as analysis of qualitative data collected from learners throughout the training. Analyses of these data suggested …

Expected And Unexpected Outcomes Of A Service-Learning Program Rooted In Social Justice And Pragmatic Constructivism, Jeffrey M. Jenkins

LMU/LLS Theses and Dissertations

Service-learning, an experiential learning and teaching pedagogy, provides students and teachers the opportunity to take classroom knowledge and put it to work in real world applications in the greater community. This qualitative case study dissertation explored the expected and unexpected outcomes of a service-learning program at an urban charter high school. Through a review of current literature, the history of service-learning is traced from its modern roots to present day incarnations. Grounded in the overlapping frameworks of pragmatic constructivist theory and practice, and service-learning with a social justice model, best practices were examined through interviews and focus groups of current …

The Value And Benefits Of Fieldtrips In Tourism And Hospitality Education, Edmund Goh

Higher Learning Research Communications

The objective of this article is to understand how the use of fieldtrips can enhance students’ educational experience in Tourism and Hospitality education. A total of 23 students who participated in a fieldtrip as part of their hospitality and tourism degree programme were included in this research. A comparison study was conducted among Year 1 and Year 2 undergraduates to examine differences between their perception of fieldtrips and their educational experience. Results revealed two key categories of attitudes: 1) learning towards subject, and 2) interest toward subject as motivational factors through fieldtrips. A key finding revealed Year 1 students’ attitude …

Development Of Peer Educators Within Paraprofessional Community-Based Adult Education Models: An Experiential Learning Perspective, Megan M. Seibel, Kim L. Niewolny

Adult Education Research Conference

In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in community education program implementation (Merriam, Caffarella, & Baumgartner, 2007); impacting power structure within communities and organizations (Cervero & Wilson, 1994, 2006). Drawing upon a current research project of community-based nutrition education, we explore the conceptual and practical role of experience in paraprofessional educator models and focus on the situated, contextual experiences of paraprofessionals in the communities they work and live as unique, challenging, and potentially positive for learning outcomes.

A Few Questions We're No Longer Asking About Assessment : The Assessment Landscape And Possible Futures, Todd Lundberg, Gary R. Brown, Robin Jeffers

Office of Academic Innovation Publications

This presentation addresses the current assessment landscape, possible and quickly emerging futures. Presenters, all experienced assessment designers/practitioners, address the topic from a 4-year/national, a 2-year/Washington state, and an educational policy perspective. To guide the conversation, presenters pose "what if" questions based on the changing needs of students and current research into effective pedagogies.

The Student-Run Public Relations Firm In An Undergraduate Program: Reaching Learning And Professional Development Goals Through ‘Real World’ Experience, Douglas J. Swanson Ed.D Apr

Douglas J. Swanson, Ed.D APR

A student-run public relations firm can offer a variety of benefits for an undergraduate program in which there are limited resources for professional involvement by students. The article is a case study that profiles a student-run firm launched in conjunction with a capstone course in a journalism department. Specific learning and professional development goals were established for students, the department, and for clients served by the firm. The article presents a brief summary of successes, along with a discussion of opportunities and challenges. General recommendations are offered for establishing a student-run public relations firm.

Elevating The Civic Science Literacy Of American Adults;Assessing A Renewed Citizen Science Paradigm Integrating Nonformal Outdoor Adult Education And Enhanced Experiential Learning, David Patrick Cronin

ETD Archive

America's adult populace has failed to keep pace with the rapid inundation of science-centric advancements affecting nearly every facet of personal and public life. With deficiencies in areas of science knowledge, America's adult populace is characterized as civic science illiterate. This research constructed and employed the renewed citizen science paradigm, incorporating nonformal outdoor adult education and enhanced experiential learning while maintaining the basic tenet of citizen science, towards elevating the civic science literacy of adults who volunteered to conduct scientific research towards answering important research questions posed by a science research agency. With 67 volunteers, 23 adults were purposively selected …

Formative Assessment Structures To Enhance Student Learning Despite Resource Limitiations, Maire Crean, Catherine Prunty

Conference papers

Higher Education student numbers are rising globally and yet teacher numbers are being reduced - all because of economic constraints and external criticisms. Despite these limitations, which all educators face today, the quality of teaching and depth of learning requires to be maintained. The impressive pace and rising numbers of educators who research and test methodologies which are developed and then shared to enhance teaching and learning is to be applauded. The study outlined in this article was inspired by just such seminal education researchers.

This paper has emerged from a small action research case study that was completed in …

Using Narrative To Improve Reflection In Technical Communication, Carrie Brkich

Electronic Theses and Dissertations

This thesis explores why instructors should use narrative intentionally and effectively with reflection to better understand adult students' perceptions of experiential learning activities in technical communication. The frequent use of narrative in technical discourse reminds us that the tone of technical texts is often appropriately informal, personable, and reflective. A closer analysis of narratives provides instructors with valuable opportunities to learn more about the motivations for and barriers to learning for adult students and to better understand how these students situate themselves in larger social and cultural narratives. Narrative serves many purposes in technical communication. Not only does narrative add …

Transitioning From Student To Teacher In The Master-Apprentice Model Of Piano Pedagogy: An Exploratory Study Of Challenges, Solutions, Resources, Reflections, And Suggestions For The Future, Melissa Maccarelli Slawsky

USF Tampa Graduate Theses and Dissertations

While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied piano is through proficiency of the instrument under the guidance of a master teacher. This tacit development of pedagogical knowledge occurs through the master-apprentice model of pedagogy. The purposes of this study were (a) to explore how piano teachers learn how to teach from, and independent of, piano pedagogy coursework, overcome challenges, and continue to add to their pedagogy knowledge, and (b) to explore topics that would be most useful in a piano pedagogy course …