Education Commons^™

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.

Experiential Learning Through Short-Term Study Abroad: A Business Approach, Thomas S. Mondschean, Melissa Markley Rountree

Experiential Learning & Teaching in Higher Education

Excerpt

Passarelli and Kolb (2012) suggest that an experiential education model can be useful in designing and assessing study abroad programs. As business school professors in the Driehaus College of Business at DePaul University who direct and assess short-term study abroad programs, we could not agree more. Our global framework not only encourages students to leave their comfort zones and experience unfamiliar cultural environments, but they are also provided with opportunities to explore issues of academic and business interest with academic, governmental, business, and non-business leaders in other countries. Moreover, they can also observe how public and private organizations operate …

Full Issue

Experiential Learning & Teaching in Higher Education

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Questioning Standards Of Evaluation In Educational Research: Do Educational Researchers Ventriloquize Learners’ Voices In L2 Education?, Anastasia A. Boldireff

The Qualitative Report

Learners are not stakeholders in their own education. Adhering to the quantitative gold standard in English as a Second Language (ESL) deprives the learner from having a voice in their learning process. This paper addresses voicelessness and ventriloquism in ESL, ventriloquism referring to the act of voicing the thoughts of another person, in this case the system overriding the learners’ experiences. This article addresses this problem, aligning itself with the Platinum standard while challenging the quantitative gold standard in ESL research. This paper offers resonance and semantic reliability as evaluative measures in educational research taken from literary criticism. The notion …

Insights From The College Internship Study: Issues Of Program Access, Structure And Student Outcomes, Matthew Hora

Experiential Learning & Teaching in Higher Education

No abstract provided.

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.

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.

Learning Analytics To Support Experiential Learning, Nikki James

Experiential Learning & Teaching in Higher Education

Experiential learning is increasing in prominence within higher education institutions. There is a lack of technology explicitly designed to support experiential learning pedagogies. This paper presents research that brings together learning analytics and learning theory to explore how technology could better support experiential learning programs. The research outcomes will be followed by a reflexive discussion about how insights from the research could impact the practice of experiential learning.

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.

Reflection Practices In Consulting Projects For The Learner And Instructor, Sophia Koustas, Christine Blais

Experiential Learning & Teaching in Higher Education

Reflection practices in consulting projects are an integral part of both the instructor/coach and student learning journeys. Using reflection tools as an instructor/coach models behavior to encourage students to share what they observe, do, learn, and feel.

This roundtable will contribute to this year’s theme by using reflection as a tool for assessment, to promote program excellence, and to encourage student success. This session will encourage participants to share best reflection practices in consulting projects.

Critical Reflection: A Foundation For Civic Engagement, Danika M. Brown, Jessica Khalaf

Experiential Learning & Teaching in Higher Education

Educators who engage in and advocate for experiential learning have long taken it as a given that reflection is an essential component of any experiential learning cycle. The standard assumptions around this approach to learning is that students come to a context with unexamined beliefs about how the world is or works, engage in an experience and related content which alters (or perhaps confirms) their understanding of the world, and that that understanding becomes knowledge when the student reflects on and represents the experience. What becomes key in this set of assumptions, then, is to understand the role that reflection …

Challenge Accepted! Going Gameful To Develop Soft Skills, Laurie A. Sutch

Experiential Learning & Teaching in Higher Education

Students at the University of Michigan-Dearborn are leveraging the connections among their learning and living experiences by reflecting in the online Talent Gateway, a “gameful learning” approach to career readiness. In this program, students earn points towards the (M)Talent distinction on their official transcript as they learn to recognize and articulate existing skills while also developing new skills required in today's workplace such as critical and creative thinking, problem-solving, collaboration, digital literacy, and global fluency.

Table Of Contents

Experiential Learning & Teaching in Higher Education

No abstract provided.

Editorial Board

Experiential Learning & Teaching in Higher Education

No abstract provided.

A Note From The Nsee Conference Chair

Experiential Learning & Teaching in Higher Education

No abstract provided.

A Note From The Nsee President

Experiential Learning & Teaching in Higher Education

No abstract provided.

The "Soft Power" Of In-Class Reflection: A Transformative Experience, Larissa Horne

Experiential Learning & Teaching in Higher Education

No abstract provided.

Cover

Experiential Learning & Teaching in Higher Education

No abstract provided.

Nsee 2020 Conference Proceedings

Experiential Learning & Teaching in Higher Education

No abstract provided.

Adapting Practices From Qualitative Research To Tell A Compelling Story: A Practical Framework For Conducting A Literature Review, Neringa Kalpokaite Dr., Ivana Radivojevic

The Qualitative Report

Despite the literature review being a common task for researchers, the actual process of conducting a quality literature review can easily be taken for granted. In effort to help qualitative researchers, this paper presents a practical framework for conducting a literature review that stems from qualitative research practices. As a literature review is essentially an analysis of rich textual information, qualitative research concepts, and skills can be creatively applied to the process of conducting a literature review. The present paper aims to share the fruits of qualitative analysis with researchers from all disciplines so that they may make sense of …

Ethnographic "Experimental Collaborations" As Practitioner Methodology, David Poveda, Marta Morgade, Inés Cruz, Natalia Piñeiro, Rebeca Gallego

The Qualitative Report

In this paper we discuss emergent cross-cutting themes across a series of educational intervention projects in which practitioners-in-training adopted and adapted in their proposals and work design the logic of ethnographic experimental collaboration (XCOL) and participatory action research (PAR) (Clark, 2010; Estalella & Sánchez-Criado, 2018) perspectives. We were involved in three interventions developed in Madrid (Spain) across formal and informal learning contexts as part of the internship/practicum of future educational psychologists. Our work was designed in response to the identified needs and demands of the internship sites. Yet, as educational interventions, they were explicitly conceptualized and implemented in ways that …

Competency-Based Education: Examining Educators’ Experiences, Andrea J. Bingham, Matthew Adams, Randall Lee Stewart

The Qualitative Report

Competency-based education (CBE) is an increasingly popular instructional model in K-12 schools. In this qualitative case study, we examine how teachers make sense of CBE, and what challenges they in implementing a CBE model. We find that CBE teachers’ teaching identities had to undergo a shift to truly engage in CBE. Rather than acting as conveyors and assessors of knowledge, teachers had to construct their classrooms in a way that engaged and supported students in owning their own learning. We also found that educators face challenges around time, communication, and alignment.

Qualitative Research And Arts-Based Research: From Experiments To Empowerment, Rama Cousik

The Qualitative Report

This is a review of the book, Empowering Students as Self-Directed Learners of Qualitative Research Methods, edited by Janet C. Richards and Wolff-Michael Roth (2019). Authors of the book include university faculty members and their students who share how they teach and learn to conduct qualitative research. Inclusion of international authors who describe how they use a variety of Arts Based Research methods and specific examples of steps in conducting and reporting qualitative research are some of the strengths of this book. In this review, I will focus on chapters that highlight the strengths of the book and its …

How To Be An Effective Athletic Training Preceptor: A Literature Review, Daniella C. Eiroa Dat, Lat, Atc, Jeff G. Konin Phd, Atc, Pt, Facsm, Fnata

Internet Journal of Allied Health Sciences and Practice

Background: The purpose of this literature review is to identify successful characteristics that have been found to be associated with effective precepting for the athletic training profession. Athletic training programs use preceptors as their main source of hands-on experience for athletic training students. Thus, a clinical preceptor who possesses these characteristics are better positioned to impact the success of a student’s clinical experience and overall growth. Purpose: To identify successful characteristics for athletic training preceptors. Methods: The findings of the literature review were achieved by the selection of articles that specifically pertained to athletic training and to other health care …

A Pilot Study Using Asynchronous Case Discussion And Reflection To Provide Interprofessional Education To Physician Assistant And Physical Therapy Students, Erin Mccallister, Emily Weidman-Evans

Internet Journal of Allied Health Sciences and Practice

Purpose: The purpose of this study was to examine the effects an asynchronous interprofessional education (IPE) activity had on graduate healthcare students’ beliefs regarding IPE, as measured by the Readiness for Interprofessional Learning Scale (RIPLS). Methods: All first-year physician assistant and physical therapy students participated in a collaborative four-week online case discussion. Students who consented to participate in the research component filled out a pre- and post-activity RIPLS questionnaire. Responses were matched by an individualized, student-generated number to protect students’ identity. Only matched scores were analyzed. Results: The total score as well as the Teamwork and Professional Identity …

Trustworthiness In Sampling Selection: Remedies Against Introspective Chaos, Cécile Gabarre, Serge Gabarre

The Qualitative Report

The ethical dimension pertaining to protecting participants from psychological harm due to the in-depth nature of the inquiry and to the intimacy resulting from prolonged engagement is well-documented. This is laudable, but very few studies focused on guiding the researchers against chaotic emotions arising from introspectively questioning their beliefs and motivations and inspiring their judgments underlying their decisions. In our involvement with masters’ students’ thesis writing and research management training, supervision, and examination, we became aware of recurring cases of novice researchers silently disappearing from the program, eventually reappearing, continuously struggling with their thesis. Investigating this process, we identified the …