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Experiential Learning & Teaching in Higher Education

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Creating Engaged Community Scholarship Through Alternate Experiential Learning In Dietetics Education, Elizabeth Lucas Combs, Aaron Kyle Schwartz

Experiential Learning & Teaching in Higher Education

Excerpt

Supervised Practice Programs (SPPs) are designed to provide innovative experiential learning opportunities for dietetic interns. The University of Kentucky Dietetics and Human Nutrition (UK DHN) program promotes critical thinking and integrates the hard skills learned in the classroom with soft skills required in a professional setting. The experience provides an opportunity for hands-on learning and application, creativity, and reflection linking theory to practice. The COVID-19 pandemic disrupted the 2019 SPP, challenging the fundamental nature of experiential learning. Problem-solving and flexibility were required to develop innovative approaches to helping interns meet core competency expectations through alternative supervised learning experiences. The …

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Experiential Learning & Teaching in Higher Education

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Community Engagement Through Interactive Field-Based Activities, Carolyn Casale, C. Adrainne Thomas

Experiential Learning & Teaching in Higher Education

This qualitative case study consisted of social justice interactive field-based experiential learning activities designed to understand community partnerships between a university and local public school. The research question was: How can interactive field-based activities build closer community ties? The theoretical foundation incorporated Ken Zeichner’s “hybrid spaces” with the premise of field-based interactive experiences. The findings indicated the need for further activities that create partnerships between teacher education programs and neighboring public schools.

Table Of Contents

Experiential Learning & Teaching in Higher Education

No abstract provided.

Editor's Note

Experiential Learning & Teaching in Higher Education

No abstract provided.

Full Issue

Experiential Learning & Teaching in Higher Education

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Finding Remote Service Opportunities Appropriate For A Course On Social Justice, Laura Finley

Experiential Learning & Teaching in Higher Education

This article identifies challenges for social justice educators seeking to engage students in service-learning during the global pandemic of COVID-19. It discusses the author’s approach to finding continued service hours for students learning remotely who began earning hours with a dating and domestic violence awareness initiative. It shows how the author adapted, lessons learned, and ideas for future.

Editor's Note

Experiential Learning & Teaching in Higher Education

No abstract provided.

More Than Just Pulling Weeds: A Case Study Of Engaging Upper- Division Conservation Biology Students In Service-Learning, Kimberly Pause Tucker, Christine E. Moran

Experiential Learning & Teaching in Higher Education

The field of conservation biology focuses on maintaining biodiversity by mitigating both global and local threats. One of the top threats to biodiversity is the worldwide problem of invasive species. Each community has its own pests to control, and students can engage with this global issue on a local scale through well-designed service-learning courses. This article discusses how students engaged with conservation biology through an integrated service-learning project tackling invasive species at a local nature center. Products of the class, data from class artifacts, as well as student feedback on evaluations are also presented.

A Stem Experiential Learning Experience: A Five-Year Synthesis Of Lessons Learned, Deborah L. Mccarthy

Experiential Learning & Teaching in Higher Education

From Fall 2012 to Fall 2016, 127 teacher candidates at a public university in southern Louisiana and elementary school students in grades four, five, six, and eight formed a Science, Technology, Engineering, and Mathematics (STEM) partnership to develop and implement science projects. The research questions of the accompanying study over the five years were: 1.Will mentoring a science project increase student understanding of best practices afforded by the scientific method? 2. What strategies improve the quality of a STEM experiential learning experience? A paired-samples t-test on teacher candidates’ pre- and post-test scores showed a significant difference in mean scores, indicating …

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Experiential Learning & Teaching in Higher Education

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A Model Of Student Learning: A Cross-Disciplinary Examination Of Student Reflections Of Service-Learning Experiences, Elizabeth Goodman, Jonathan Westover, Letty Workman, Maureen Andrade

Experiential Learning & Teaching in Higher Education

The purpose of this study was to measure and analyze student service and engaged learning outcomes employing the qualitative tradition of phenomenology. This study was based on the “Five R” service and engaged learning framework. The population for this project included 565 students enrolled in sixteen different course sections (eight distinct classes) taught by twelve faculty members across six academic departments in three colleges/schools on the campus of a regional teaching university in the Intermountain West. The results yielded support for each “R” in the framework (reciprocity, reflection, rewards of synergy, responsibility, and reality), thereby supporting the validity of the …

A University And Middle School Mentor-Scholar Partnership, Denise Dirienzo, Scott Ball, Robyn Proud

Experiential Learning & Teaching in Higher Education

The State University of New York at Oswego (SUNY Oswego) and the Oswego City School district have created a campus-community partnership through a college program that matches SUNY Oswego students as mentors with at-risk youth in grades 7 and 8 in a structured environment in the school district. The structure is academically based for college students to earn credit based on the tenets of mentoring, youth development, and relationship building. The middle school students, or “mentees” come from an at-risk background that is academic, socially, or behaviorally based. The school district recommends students for inclusion in the program. This innovative …

Project Iice: Inspiring Interdisciplinary Collaboration Experiences, Tracy Dow, Adam Gilbert, Megan Sawyer, Michael Weinstein, Katharine York

Experiential Learning & Teaching in Higher Education

Project IICE was a multi-disciplinary learning experience designed for students at Southern New Hampshire University. Students worked together in teams to communicate scientific data that was initially collected by an Introductory Botany class. Students in this course measured trees and recorded variables, including tree height, diameter, species, and canopy cover. They shared the data with students in freshman Statistics courses, who analyzed mathematically for trends. Finally, students in Graphic Design used the data to create visual representations and icons. Students collaborated in groups that were randomly assigned across all of the courses to include members of each discipline. During the …

Editorial Board

Experiential Learning & Teaching in Higher Education

No abstract provided.

Reframing Experiential Education: A Broader Perspective Of Community Engagement, Marshall Welch

Experiential Learning & Teaching in Higher Education

This article invites the reader to reframe the traditional perspective of experiential education to a broader conceptualization of community engagement in which various stakeholders, in addition to students, are the beneficiaries of the learning experience. In addition to acknowledging and celebrating the pedagogical approach, this narrative also provides a friendly critique of our traditional and perhaps somewhat limited perspective of experiential education. Challenges and potential detrimental impact are considered, coupled with approaches on how to minimize those issues.

Assessing Intercultural Competence In Experiential Learning Abroad: Lessons For Educators, Andrea Paras, Lynne Mitchell

Experiential Learning & Teaching in Higher Education

The old adage that travel broadens the mind may not hold true for every student studying abroad. While pre-departure and in-country support for intercultural learning can help, some students still fail to develop their intercultural competence and some even go backwards. Using a combination of quantitative (Intercultural Development Inventory) and qualitative measures, this study examines what happens in intercultural learning when students participated in a four-week experiential field school in India, preceded by a twelve-week preparation course on the ethics of international voluntourism. Results found that, while students’ pre- and post-trip Intercultural Development Inventory results varied, qualitative data gave insights …

Experiential Learning Theory As A Guide For Experiential Educators In Higher Education, Alice Y. Kolb, David A. Kolb

Experiential Learning & Teaching in Higher Education

Core concepts of Experiential Learning Theory—the learning cycle, learning style, and learning space—have been widely used by experiential educators in higher education for nearly half a century. We examine the latest thinking about these three concepts and highlight some exemplary applications from the many disciplinary applications of experiential learning in higher education.

Full Issue

Experiential Learning & Teaching in Higher Education

No abstract provided.