Education Commons^™

An Evaluation Of The Strengthening Of National Behavior Through Developing And Training Of National Non-Commissioned Officers Of West Papua Regional Police, Junus Simangunsong, Langgeng Purnomo

REID (Research and Evaluation in Education)

The development of "Superior Human Resources, Advanced Indonesia" in the police institution through the transformation to the Republic of Indonesia Police (Polri) which is precise includes making superior police officers who have national behavior by strengthening the eleven values of national identity. To strengthen this national attitude, the West Papuan Regional Police Office conducted the development and training program for young non-commissioned officers (NCOs) from West Papua using the Experiential Learning (EL) approach for one month. From this activity, it is expected the participating NCOs will not only have a strong sense of national identity but also become police officers …

Unsettling Colonial Structures In Education Through Community-Centered Praxis, Kimberley Greeson, Steven Sassaman, Katherine Williams, Abby Yost

Journal of Critical Scholarship on Higher Education and Student Affairs

In the context of settler colonialism in the US, mainstream education practices function as ongoing enactors of colonial processes. Decolonizing pedagogy seeks to challenge these dominant practices by centering place, Indigenous epistemologies, and rehumanizing values. In this paper, we discuss how faculty and students used community-based experiential learning projects (CBEL) to challenge these dominant and normative educational structures. By integrating an anti-racist and anti-colonial lens, CBEL projects themselves can work to dismantle power structures, build community, and promote experiential learning in a variety of educational spaces. The student projects presented here seek to unsettle colonial educational frameworks of white supremacy …

Experiential Learning Of School Counselors-In-Training To Work With English Learners, Qi Shi, Cielo Cournoyer, Ashlei Randolph, Matthew Scheffenacker, Jasmine Brown

Journal of Educational Research and Practice

While the need for school counselors to support ELs is prominent, school counselors believed they were not well prepared to effectively work with EL students. To inform and strengthen our practice, we engaged in a practitioner inquiry study to understand the lived experiences of school counselors-in-training (SCITs) in an experiential learning activity to work with English Learners. Three themes emerged from the qualitative analysis of classroom observations, SCITs’ reflection journal entries, and transcripts of a focus group: (a) SCITs’ perceived challenges, (b) strategies used to overcome challenges and (c) how this experiential training benefited their future work as a school …

Vocabulary Instruction: A Review Of Traditional Approaches And Effective Methods, Amanda Watts

LC Journal of Special Education

Using recent research, this paper will provide an overview of the importance of vocabulary instruction as it relates to reading success of students with learning disabilities. The purpose of this review was to summarize issues with traditional approaches and discuss more effective methods for instructing vocabulary, including mnemonic strategies, semantic mapping, concept muraling, and experiential learning opportunities.

Shades Of Us: The Need For Culturally Pluralistic Educational Tools And Practices In Asl-English Interpreter Education, Pamela Collins

International Journal of Interpreter Education

The aim of this paper is to detail one professor’s use of storied experience as a strategy to engage and stimulate interpreting students. It also maps out a proposed dream project intended to move students past the confines of interpreting classrooms and toward an exploration of community that spans time.

Teaching Inequality In Brazil: A Study Abroad Exploration Of Race, Class, Gender, Sexuality, And Geography, Edvan P. Brito, Anthony J. Barnum

Journal of Global Education and Research

This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be …

Adventure Science As Transformative Outdoor Education: An Exploration Of Learning, Laura Parson, Simon Donato, Jessie Johns

The Qualitative Report

In 2017, the Trump administration announced plans to reduce the size of the Bear's Ears National Monument (BENM) in Utah, greatly reducing the monument designated by the Obama administration and reducing protections on land viewed as sacred by multiple indigenous communities in the United States (Creadon & Bergren, 2019). In response to this Executive Order, a team of scientists and endurance athlete participants visited portions of the former BENM in May of 2019 to identify and map areas of cultural interest to help build a case for why and where the BENM’s original boundaries should be preserved. Through the lens …

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.

The Impact Of A Psychosocial-Focused Experiential Learning Activity On Occupational Therapy Students’ Perceived Clinical Reasoning, Molly Bathje, Kristi Escobar, Meghan Crisp, Catherine Killian, Charlotte Royeen

Journal of Occupational Therapy Education

A primary objective of occupational therapy education is to facilitate development of clinical reasoning skills. These skills are complex and difficult to cultivate in classroom settings, therefore educators often use experiential learning activities to support clinical reasoning development. Most of the literature about experiential learning activities aimed at developing clinical reasoning focuses on activities occurring in-person, with individuals in physical disabilities settings. This research addresses the gap in the literature by evaluating the impact of a group based, psychosocial focused experiential learning activity that occurred virtually and in-person on entry-level occupational therapy students’ perceived clinical reasoning. Students (n=36) …

Seltec: Service And Experiential Learning Through Engagement In The Community: A Level I Fieldwork Model: Part 2, Amanda J. Mohler, Andrea B. Brown

Journal of Occupational Therapy Education

The SELTEC model of Level I fieldwork was developed and published in 2020. The SELTEC model combines service and experiential learning to benefit student learners, the educational system, and the community. The purpose of the study was to determine students’ perceptions of a SELTEC model experience compared to a traditional Level I fieldwork experience. The research team administered a 24-item survey to thirty students who participated in the study. All participants received both a traditional one-week and SELTEC level I fieldwork experience during their occupational therapy education at Arkansas State University. Seventy-nine percent (n=23) of the respondents selected the SELTEC …

Development And Content Validity Of The Personal-Professional Development Tool For Occupational Therapy Students During Community-Based Service Learning, Michaela Fraser, Pat Precin

Journal of Occupational Therapy Education

As community-based service-learning becomes more widely used in occupational therapy (OT) education, valid and reliable outcome measures are needed to ensure that student learning outcomes are meaningfully and consistently measured. Currently, educators may use instructor-developed questionnaires that have not been validated or employ narrowly focused or overly prescriptive surveys borrowed from other disciplines that may not fully capture the skills that are necessary for competent entry-level practice. Grounded in the Occupational Adaptation Model, the Personal-Professional Development Tool (PPDT) was developed to meet this need. The PPDT was designed as a non-normative, self-referential rating scale that OT students use to set …