Education Commons^™

Exploring A Potential Preparedness Gap Between Undergraduate Ministry Programs And Real-Life Ministry In The Southern Baptist Convention, Barton D. Morrison

Electronic Theses and Dissertations

Abstract The aim of this multicase study dissertation research was to examine the experiences, perceptions, and feelings of pastors in the Southern Baptist Convention who completed their undergraduate degrees from a Southern Baptist Convention higher education institution. Participants of the study had 3–10 years of full-time church ministry experience in local Southern Baptist Convention affiliated churches and had not yet attended graduate school or seminary. These qualifiers were placed on the selection process to allow the discovery of a possible gap between the pastor’s higher education experience and the practical ministry training required for their first local church ministry. Two …

Ai Meets Ai: Chatgpt As A Pedagogical Tool To Teach American Indian History, Jeffrey Washburn, Jennifer Monroe Mccutchen

Critical Humanities

Our paper illustrates how we used Artificial Intelligence to teach the tools of ethnohistory and highlight American Indian voices in our classrooms. It overviews our integration of ChatGPT in both survey and upper-level history courses at two different institutions: a small liberal arts college in the Midwest and a regional-comprehensive university in Texas. Though it acknowledges the benefits and pitfalls of using ChatGPT to teach Native American history, this article emphasizes the pedagogical value of large language models (LLMs) for student engagement and analytical thinking through a variety of critical review, peer review, and group annotation assessments; this included analyses …

Equalizing Community Voice In An International Service-Learning Project: A Narrative Inquiry Of A Social Entrepreneurial Peruvian Women's Group, Monica D. Hernandez

Theses & Dissertations

Traditionally, international service-learning (ISL) programs are created and led by host groups, which frequently overlook the international communities’ learning process and perspectives and the long-term impact of service missions on the community. Fundamentally, ISL is meant to address community needs. With the principal focus being on enriching students’ learning, community voice is often eclipsed. The research aim was to investigate the empowerment and efficacy of an ISL project to strengthen relationships between engaged scholars and international communities and improve future service-learning trips. Using a qualitive narrative research design, I investigated a 2021-2022 ISL Based Photovoice Project applying Kolb’s Experiential Learning …

A Leadership Laboratory: Exploring The Use Of Case-In-Point Pedagogy To Develop Complex Thinking In Leaders, Erica Corley Jackson

Dissertations

Leadership scholars have identified a growing gap between the complexity of 21^st century organizations and the capabilities of individuals in positions of leadership to adequately address these challenges. This gap has contributed to a so-called complexity crisis—a situation in which the demands placed on those in leadership positions increases “at a rate that significantly outstrips the rate at which” leaders are cognitively developing (Rich-Tolsma & Oliver, 2016, p. 1). One way to respond to this growing need for complex adult thinking is through metacognitive development initiatives. However, finding educational methods to promote metacognitive development has proven to be …

On Becoming Online Educators: Developing Hybrid Learning-Centered Pedagogy, Rachel Toncelli Edd, Leila Rosa Phd

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Recent global events pushed in-person learning to online formats. As K-12 teachers struggled with shifting from in-person to online teaching while adapting and adjusting instruction, and higher education prepared to do the same, two faculty members in a TESOL teacher preparation program joined forces to question assumptions about online teaching, reflect on praxis, and revisit pedagogy and practices through a critical autoethnographic study. Building from adult constructivist learning theory and collegial inquiry, the researchers utilized the pandemic as a stage for innovation and an opportunity to study their own ability, as …

Transforming Experiential Learning In The Honors Interpersonal Communication Course: Interpersonal Enrichment Journeys During The Covid-19 Pandemic And Beyond, Jennifer A. H. Becker

Journal of Communication Pedagogy

Drawing upon my own experience as an educator, I describe and reflect upon my experiential learning-pedagogical process of transforming my fall 2020 Zoom-based honors interpersonal communication course in which my students traversed through a series of experiential learning activities called Interpersonal Enrichment Journeys. Quantitative and written data revealed that students achieved desired learning outcomes and strengthened much-needed interpersonal connections despite the circumstances and stressors induced by the pandemic. Interpersonal Enrichment Journeys can be replicated to maximize the features of quality online courses identified by Kaufman and Vallade (2022), such as helping students develop personal connections in a positive learning climate …

Towards An Ecosystem Of Youth Leadership Development, Trisha Swed

Antioch University Full-Text Dissertations & Theses

This study is aimed at understanding how youth leadership development programs can be more inclusive and promote a broader range of leadership values, qualities, and behaviors by focusing on young people who have been disaffected by leadership development programs. The study design was intended to provide a creative space for youth to engage in meaningful conversations about their evolving concepts and expectations of leadership. Using critical youth participatory action research to engage a group of youth, cohort members co-created a new youth leadership development program while addressing their identified challenges and needs. Findings from this study highlight the importance of …

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 …

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 …

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Experiential Learning & Teaching in Higher Education

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Experiential Learning & Teaching in Higher Education

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Editor's Note, Mario D'Agostino, Janine Morris

Experiential Learning & Teaching in Higher Education

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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 …

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Experiential Learning & Teaching in Higher Education

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Experiential Learning & Teaching in Higher Education

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Moving From Dialogue To Deliberation About Campus Diversity, Equity, And Inclusion, Chad Raphael

Experiential Learning & Teaching in Higher Education

Campus communities continue to become increasingly diverse as the U.S. grows more sensitized to, yet polarized over, issues of social justice. In response, many institutions of higher learning are placing greater emphasis on students’ experiential learning about diversity, equity, and inclusion (DEI) in co-curricular experiences such as new student orientation and in coursework. Experiential educators can help students forge links between learning about DEI in the co-curriculum and curriculum, and to move from intergroup dialogue to deliberation, which allows student learning to inform institutional learning. This article describes the design, outcomes, and implications of a course on dialogue and deliberation …

Building An Ecosystem Of Diversity Talent Development Through Experiential Learning, Marianna Savoca, Kimberly Dixon, Urszula Zalewski

Experiential Learning & Teaching in Higher Education

Access to professionals and insider knowledge of industry is often limited to students from privileged families, yet most academic support programs focus solely on persistence to graduation. Career readiness through experiential learning has not yet reached strategic importance for these programs. One public research university in the northeast which enrolls a highly diverse student body has created a portfolio of programs to connect underrepresented students with industry partners for career development, experiential learning, mentoring, and networking.

Social Justice Through Service-Learning In Parks & Recreation Management Education, Anne L. Demartini

Experiential Learning & Teaching in Higher Education

This practice-based approach argues service learning can teach social justice in parks & recreation management education. The US parks system creation and history is rooted in injustice. Use of US parks and park service employment remain inequitable today. Significant work must be done in the provision of recreation and park services to all members of the community, including those who have been traditionally marginalized or underserved. The industry requires recreation and parks professionals at all levels who are informed and intentional about inclusion and social justice, which starts with parks and recreation management education.

Service-learning, a form of experiential learning …

Implementing An Experiential Learning Program Focused On Civic Leadership To Produce Social Justice Outcomes, Glenn A. Bowen, Courtney A. Berrien

Experiential Learning & Teaching in Higher Education

This article describes a civic learning and leadership development program aimed at cultivating civic mindedness and preparing students for social change roles in community settings. Participating students tackle social issues as viewed through a systemic change lens; they explore the root causes of specific social issues and then work collaboratively with community partners to address those issues. The program’s student learning outcomes assessment has shown that participants generally become civic-minded graduates, with the demonstrable capacity and desire to work with others for social change. The authors explain the practice-based approach to the program, summarize social justice outcomes, and delineate program …

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Experiential Learning & Teaching in Higher Education

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Experiential Learning & Teaching in Higher Education

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Making Explicit Connections Between Experiential Learning And Justice: New Approaches To Teaching And Learning Through An Imagination For Justice, Patrick M. Green

Experiential Learning & Teaching in Higher Education

Excerpt

Beyond simply being a form of active learning, experiential learning, in its many iterations, has been promoted as a philosophy, a community development model, a theory, a professional skill training opportunity, a global education and civic development approach, and a pedagogical strategy that leads to deep, high impact learning. Indeed, experiential learning has become increasingly specialized in the last several decades with the evolution of numerous sub-fields, such as study abroad and global immersion programs, outdoor education programs, community-based learning (both domestic and global service-learning), internship and work-integrated learning, undergraduate research experiences, and a myriad of other high-impact learning …

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Experiential Learning & Teaching in Higher Education

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Experiential Learning & Teaching in Higher Education

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Exploring The Catalyst Energizing The Kolb Learning Cycle, Marc Behrendt, Krisanna Machtmes

Experiential Learning & Teaching in Higher Education

This paper reveals an interconnectedness of three unrelated free-standing but validated models: Kolb’s model of experiential learning, Hidi and Renninger’s model of interest development, and National Research Council’s ecological framework of an experience. The physical, academic, and social aspects define the quality of the experience. The interest stimulated by the experience drives Kolb’s learning cycle. The learning cycle will continue as long as interest is maintained. Together, these three models describe the quality of the experience, the cyclic processing of the experience to create knowledge, and the force driving the cycle.

Coaching And Experiential Learning In An Mba Leadership Certificate Program, Stephanie Thomason, Kamilla Andersen

Experiential Learning & Teaching in Higher Education

In turbulent economic times, tuition-driven universities often search for impactful ways to differentiate themselves from their competitors. Differentiators may be particularly important in MBA programs, which are among the more lucrative academic offerings. The present study tracked participant reflections from the coaching component of an MBA leadership certificate program through Kolb’s Experiential Learning Cycle (concrete experience, reflections, abstract conceptualizations, active experimentation) and the coaches’ roles during the cycle as educators. We paired participants with professional coaches and community leaders so they could create and achieve their goals and action plans. During their time meeting with their coaches (concrete experiences), 70 …

Entrepreneurship Education And Experiential Learning In Higher Education, Sophia N. Koustas, Elham Shahidi Salehi

Experiential Learning & Teaching in Higher Education

Entrepreneurship education (EE) and experiential learning can be delivered in several ways depending on the program design, the course's purpose, and the learning outcomes. With the distinct stages of doing, observing, thinking, and planning, Kolb's experiential learning theory is favored in EE. Additionally, EE programs and courses can be categorized in the three instructional themes of teaching about, for, or through entrepreneurship. Each theme offers a particular purpose, unique learning objectives, specific teaching methodology, and different student engagement levels. Due to the various references to EE, this exploratory qualitative study presents five selected entrepreneurship project course examples at Southern New …

Editorial Board

Experiential Learning & Teaching in Higher Education

No abstract provided.

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Experiential Learning & Teaching in Higher Education

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Editor's Note, Mario D'Agostino

Experiential Learning & Teaching in Higher Education

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