Education Commons^™

A Classroom Activity For Teaching Kohlberg’S Theory Of Moral Development, Cheryl L. Carmichael, Anna M. Schwartz, Maureen Coyle, Matthew H. Goldberg

Publications and Research

In two studies, we demonstrate an engaging classroom activity that facilitates student learning about Kohlberg’s theory of moral development by using digital resources to foster active, experiential learning. In addition to hearing a standard lecture about moral development, students watched a video of a morally provocative incident, then worked in small groups to classify user comments posted in response to the video according to Kohlberg’s six stages. Students in both studies found the activity enjoyable and useful. Moreover, students’ scores on a moral development quiz improved after completing the activity (Study 1), and students who completed the activity in addition …

Exploring Experiential Learning Model And Risk Management Process For An Undergraduate Software Architecture Course, Eng Lieh Ouh, Yunghans Irawan

Research Collection School Of Computing and Information Systems

This paper shares our insights on exploring theexperiential learning model and risk management process todesign an undergraduate software architecture course. The keychallenge for undergraduate students to appreciate softwarearchitecture design is usually their limited experience in thesoftware industry. In software architecture, the high-level designprinciples are heuristics lacking the absoluteness of firstprinciples which for inexperienced undergraduate students, thisis a frustrating divergence from what they used to value. From aneducator's perspective, teaching software architecture requirescontending with the problem of how to express this level ofabstraction practically and also make the learning realistic. Inthis paper, we propose a model adapting the concepts ofexperiential learning …

Assessing Student Learning In Sport Event Management Through Reflective Practice: Measure Of Success In Co-Curricular Learning In Higher Education, Paulin Tay Straughan, Wan Ying (Zheng Wanying) Tay, Eng Kee Eric Song, Loon Beng Angela Koh

Research Collection School of Social Sciences

Co-curricular activities are an integral part of students’ holistic education. Yet, assessing experiential learning outcomes in the co-curricular space can sometimes prove to be challenging, given that not all of such learning experiences are designed or structured in a manner similar to academic courses or programmes. Rather, indirect measures of learning such as asking students to reflect on what they have learnt and experienced is often used for rendering visible learning outcomes. Using reflective practice, the SMU Gravical 2018, an international sporting event, provided the learning platform for the 19 committee members of the Singapore Management University (SMU) Climb team. …

Assessing Student Learning In Sport Event Management Through Reflective Practice: Measure Of Success In Co-Curricular Learning In Higher Education, Paulin Tay Straughan, Wan Ying (Zheng Wanying) Tay, Eng Kee Eric Song, Loon Beng Angela Koh

Research Collection School of Social Sciences

Co-curricular activities are an integral part of students’ holistic education. Yet, assessing experiential learning outcomes in the co-curricular space can sometimes prove to be challenging, given that not all of such learning experiences are designed or structured in a manner similar to academic courses or programmes. Rather, indirect measures of learning such as asking students to reflect on what they have learnt and experienced is often used for rendering visible learning outcomes. Using reflective practice, the SMU Gravical 2018, an international sporting event, provided the learning platform for the 19 committee members of the Singapore Management University (SMU) Climb team. …

What Is A Library Without Books? Our Journey To “Concourse D”, Katy Kelly, Adrienne Ausdenmoore

Roesch Library Faculty Presentations

In this session, attendees engaged with the exciting process and partnership developed between co-presenters from University of Dayton (UD) Libraries and UD’s Institute of Applied Creativity for Transformation (IACT). An IACT experiential learning program led 12 students to research and reimagine the role of the library, which resulted in Concourse D, a prototyped transdisciplinary project development studio. This mutually beneficial process led to the Libraries to a user-centric mindset to reimagine space as service; patrons as creators; and a new space-sharing collaboration to further leverage an upcoming renovation. Presenters discussed lessons learned and future iterations of the studio.

Bridging Academic And Practice: Benefits, Challenges And Lessons Learnt From Establishing A University Wide Experiential Learning Initiative, Gary Pan, Poh Sun Seow, Grace Koh

Research Collection School Of Accountancy

The scale and complexity of challenges facing the world today are unprecedented. It is paramount that universities identify and equip students with relevant skills to meet the needs of the changing economy. Recognizing this need, Singapore Management University launched a new initiative, SMUX. In this paper we will describe SMU-X which is a paradigm shift focusing on experiential learning as opposed to teaching, characterized by 4 principles: (i) inter-disciplinary content and activities, (ii) project-based learning via an actual problem/issue faced by an organization, (iii) active student mentoring by faculty and industry, and (iv) creating a tripartite learning loop between faculty, …

Knit Kit: Create, Craft, And Code, Alison Cloet

Honors Expanded Learning Clubs

No abstract provided.

Space Venture, Mickey Tran

Honors Expanded Learning Clubs

No abstract provided.

The Great Escape, Caleb Kowalsk

Honors Expanded Learning Clubs

No abstract provided.

Mind Craft, Dana Hoppe, Alison Cloet, Mickey Tran, Caleb Kowalsk

Honors Expanded Learning Clubs

No abstract provided.

3-D Mapping | Topography, Dana Hoppe

Honors Expanded Learning Clubs

No abstract provided.

Teaching Service-Learners To Be Designers Of Social Change, Matthew James Vechinski

Focused Inquiry Publications

This presentation focuses on teaching undergraduates to regard themselves as designers in the context of interdisciplinary project-based learning. Central to design thinking is storytelling, using narrative to reflect on scenarios and to build empathy with stakeholders. It also involves recognizing community partners as collaborators, not just as passive recipients of benefits, in order to produce truly innovative, sustainable projects that fulfill real needs and bring about change.

The Year One Book: Gemnasium (A Transdisciplinary Test Lab For Social Change), Brian Laduca, Adrienne Ausdenmoore, Anne R. Crecelius, Kevin P. Hallinan, Connie L. Bowman, Jackie M. Arnold, Philip Appiah-Kubi, Jana M. Bennett, Rebecca P. Blust, Michelle Hayford, Jerome Yorke, Mike Puckett, Castel Sweet

IACT Reports, Publications and Resources

Through an experimental process that is mutually beneficial to community partners, more opportunities for undergraduate research and experiential learning are cultivated. The GEMnasium accomplished this through active efforts of teaching, researching and partnering with the core ethos of the University in mind:

Learn: Teaching - Prepare servant-leaders through comprehensive academic and residential curricula and extraordinary experiential learning opportunities.

Lead: Researching - Perform research that leads to deeper understanding, addresses critical issues, and supports economic growth.

Serve: Partnering - Engage in mutually beneficial partnerships to strengthen our communities in Dayton and around the world.

In doing so, faculty and staff prototyped …