Educational Methods Commons^™

Exploring Compassion For The Community And Diversity Through Nursing Experiential Learning, Jaime Sinutko, Nadine Wodwaski, Brooklin Adams

Experiential Learning & Teaching in Higher Education

Background: The aim of Jesuit education is total growth leading to action (Jesuit Institute, 2014a), plus higher Jesuit education seeks to transform students through examining the world around them. The promotion of experiential learning is noted in Ignatian Pedagogy (2014a) by urging the whole person to enter the learning experience. Nursing education, at a Jesuit University, involves educating the whole person within a service-oriented profession. Thus, experiential learning in a nursing course at a Jesuit University is an active component of Ignatian pedagogy, promoting Jesuit values and Catholic identity. This has been challenging since the COVID-19 pandemic forced universities to …

Justice-Oriented Learning: Reconfiguring Experiential Education With A California Farmworker Community, Judith Hope Munter Dr., Nathan Harkleroad, Manuel Cervantes, Andrea Tinajero

Experiential Learning & Teaching in Higher Education

This community-based research project examines a land-based education program which creates opportunities for contextualized learning, acknowledging the value of immigrant farmworkers’ lived experiences. The study highlights how this culture of learning can be a means for promoting social and environmental justice. Participatory research methods involved collective inquiry in which co-researchers and community stakeholders engaged in all steps of the process with the goals of improving practice and bringing about transformative change.

Recovery As A Gift Of Blackness: Epistemic Justice In Community Engagement And Learning, James B. Lin, Isoke N. Femi, Barbara Lin, Lillian Mark

Experiential Learning & Teaching in Higher Education

The submission illuminates the use of Recovery Circles, a community-based practice developed in and by a San Francisco African American community, as a participatory methodology for on-site multicultural student reflection and growth.

Latinx Internship Prepa: An Experiential Career Readiness And Preparation Program For Latinx, First-Generation Undergraduate College Students, Juan E. Armijo, Nerissa L. Gillum, Joshua Adams

Experiential Learning & Teaching in Higher Education

Access to higher education has increased within the last decades, particularly within historically underserved communities, but the challenges of navigating college for first-generation Latino/a/x students still show up in the disproportionate rates of retention, persistence, and graduation for this group (National Center for Education Statistics, 2019). High-impact practices have shown to promote student retention and help close the achievement gap for underrepresented students. More specifically, internships and experiential learning activities play an important role in aiding students' careers, academic major, and self-exploration. For first-generation college students, engaging with higher education institutions through these practices often leads to better academic outcomes …

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 …

“Difficult But Worth It”: Exploring The Experiences Of Women In Engineering During Co-Op, Brittany Arthur, Batsheva Guy, Evie Armitage, Meaghan Labarre, Sydney O'Connor

Experiential Learning & Teaching in Higher Education

Despite an extensive amount of research focusing on women in engineering, the gender disparity within the engineering workforce is the most significant amongst workforce disparities in the United States (National Science Foundation, 2018), with engineering being labeled the “last gender-equitable profession” (Pierrakos, Beam, Constantz, Johri, & Anderson, 2009, M4F-1). Although there is a substantial amount of literature on the experience of women in engineering, there has been little progress in regard to the recruitment and retention of women engineers in higher education and in the workforce over the past several decades.

The current study implements a Participatory Action Research framework …

Unlearning Your Colonial Course Description To Transform Your Learning Culture, Zen Parry

Experiential Learning & Teaching in Higher Education

Education has undergone multiple transformations with preset syllabi and modes of presentation to learners. Within the learning models utilized today, critical discussions on issues in higher education, social, economic, environmental, and racial justice settings have become important and at times, media headlines. Reading through course descriptions in an academic catalog or brochure will inform you about what the curriculum offers and what it does not. The course description wording brings into question two issues: whether the language used affects the understandability and relatability of the content by students of the course or, the course description represents the perspective of the …

On The Borders: A Multiaxial Pedagogical Approach To Community-Based Global Learning, Sara A. Williams

Experiential Learning & Teaching in Higher Education

This article introduces a multiaxial pedagogical approach intended to complement to the Community-Based Global Learning (CBGL) framework for globally-engaged experiential learning. This multiaxial approach emerged from a Spring 2019 course at Miami University titled “On the Border: Immigration Justice in Interfaith Perspective.” The article first offers a brief overview of CBGL, contextualizing its development in historical trajectories of global learning in higher education. It then outlines the multiaxial approach and suggests some contributions it can make to pedagogical design within the CBGL framework. Following this, the article describes how the multiaxial approach emerged from the course’s exploration and design. Finally, …

Funding The Future We Want: Leveraging University Funding To Support Black And Indigenous Communities, Amanda Wittman, Amber Haywood

Experiential Learning & Teaching in Higher Education

Funding is critical. It is a literal demonstration of values and commitment. This case study provides a timely discussion about the role of university-based funding to address or ignore issues of equality. We provide insight into the question of how communities of color are affected by funding without a focus on anti-racism, and explore ways to change grant making processes to make them more equitable.

Cover

Experiential Learning & Teaching in Higher Education

No abstract provided.

Table Of Contents

Experiential Learning & Teaching in Higher Education

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

Experiential Learning & Teaching in Higher Education

No abstract provided.

Editorial Board

Experiential Learning & Teaching in Higher Education

No abstract provided.

Advocating For Experiential Learning Programs As Change Agents In Higher Education: Imagining A Justice Orientation That Centers Students And Partners While Enriching Practice, Patrick M. Green, Theresa Castor, Dale J. Leyburn, Don Demaria, Andres Jaime

Experiential Learning & Teaching in Higher Education

Excerpt

The National Society for Experiential Education (NSEE) Fellows are academic professionals who engage in a community of practice and explore their practitioner-scholar identity through research and scholarly inquiry into experiential education. During some monthly meetings, the discussion focused on how to infuse equity, diversity, and inclusion in internship programs. The fellows ruminated on strategies to create quality internship programs and how to embed experiential learning opportunities into the curriculum so more students could access them. Collectively, these comments highlight what is not always stated but ever-present; that is, the fellows’ justice orientation. The monthly meeting of NSEE Fellows consistently …

Full Special Issue, Part Ii

Experiential Learning & Teaching in Higher Education

No abstract provided.

A Quantitative Analysis Of High Impact Practices And Civic Learning Outcomes Among Community College Students, Victoria D. Vogelgesang

Experiential Learning & Teaching in Higher Education

This study aims to answer the following research question: How is participation in selected high impact practices (HIPs) that promote social capital associated with community college students’ positive civic learning outcomes (CLOs) such as communication and listening, diversity, and consensus-building? This study analyzed responses to the 2019 Community College Survey of Student Engagement using Minitab to conduct chi-square analysis to test the hypothesis that HIPs that build social capital are related to greater frequency of CLOs. The most notable finding is that four of the HIPs—internships, in-class group projects, service-learning, and learning communities—were consistently positively associated with each of the …

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 …

Reflection Types And Students’ Viewing Of Feedback In A First-Year Engineering Course Using Standards-Based Grading, Heidi A. Diefes-Dux, Laura M. Cruz Castro

Department of Agricultural and Biological Systems Engineering: Faculty Publications

Background: Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than aspects of students’ readiness to engage with feedback. Purpose/Hypothesis: This study investigated whether reflection, as a routine pedagogical intervention grounded in self-regulated learning theory, promotes the frequency with which students view feedback. Design/Method: A quasi-experimental design was employed to examine the relationship between the use of four different reflection types, …

A Transgressive Pedagogy Of Tenderness In Hybrid Education, April M. Jones, Stephanie Anne Shelton

Feminist Pedagogy

In the midst of the dual/dueling pandemics COVID-19 and anti-Black racism, the instructors considered how best to have the course requirements for a qualitative research course meet students' personal and academic needs, while managing students' and their own exhaustion and fear. Through hybrid Zoom-based focus groups, instructors and students applied a "pedagogy of tenderness" that centered care and humanity as essential to classroom interactions and learning.

The Case Against Commercial Casebooks, W. David Ball, Michelle Oberman

Journal of Legal Education

No abstract provided.

Evaluating Feedback Post-Computer-Based Assessment In Health Professions Education: A Systematic Review, Bethany Huebner

Graduate Theses, Dissertations, and Capstones

Background: Computer-based assessments are common in health professions education and offer robust feedback options. The style of feedback that is best for student learning is unclear.

Aim: To systematically review feedback post-computer-based assessment literature to identify key feedback strategies to optimize student learning and retention.

Methods: A search of electronic library databases, a supplemental Internet source, and reference lists were completed. Inclusion criteria were any English-language sources that used feedback post-computer-based assessment. Data were analyzed qualitatively and summarized descriptively.

Results: There were 134 records identified for initial relevancy through screening by title and abstract. The full texts of 41 records …

Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow

Teaching/Writing: The Journal of Writing Teacher Education

This study examines one online asynchronous course, Writing in Literature, devised by the researcher to determine the potential for building a student-centered course functioning as a learning community in spite of the limitations of the lack of shared space or time. The course was examined via student surveys that qualified experiences within the course as well as a review and coding of end-of-course student reflections. The survey and reflective commentary indicate that it is possible for an asynchronous course to effectively build a vibrant learning community. The learner to learner, learner to instructor, and learner to content framework recommended …

Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble

Teaching/Writing: The Journal of Writing Teacher Education

A teacher’s own early experiences with writing, whether positive or negative, have a significant effect on the students that they teach, especially those who go on to become teachers. In a graduate education and reading program at a public university in the southern United States, we ask our teachers through a writing biography assignment to explore these memories of their earliest writing experiences and determine how those experiences fit into their current teaching careers. For this qualitative project, the researcher analyzed essays that were submitted for a “Writing Autobiography” assignment for this graduate level writing class for educators. This study …

Egyptian Female Podcasters: Shaping Feminist Identities, Kim Fox, Yasmeen Ebada

Faculty Journal Articles

The objective of the research study was to explore how young female podcasters in Egypt acquire feminist knowledge, how their feminist identity has been shaped and, specifically, how podcasts were used for digital feminism. With audio production genres and feminist epistemology frameworks, our analysis shows how podcasts were knowingly utilized as a tool for cyberactivism. The study found that the podcaster’s feminist identities embodied Westernized and/or Black feminist epistemologies, while also indicating a deeper recognition of Egyptian feminism attained during their college careers. The researchers conclude that production of podcasts, informed by feminist pedagogy and epistemologies, was an empowering mechanism …

Enhancing Technology-Based Distance Education Delivery Using Collaborative Team-Teaching Methods, Susan Egbert, Sean Camp

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Present pandemic-related circumstances have created unique challenges for educators and students alike. Information and communication technology (ICT) based team-teaching and collaborative course design can effectively mitigate feelings of isolation and disconnection, and enhance student engagement within a remote education context. This article presents a theory-driven framework and ‘how-to’ practical strategies for utilizing team-teaching methodology through web-based delivery platforms. Content focuses on student participation and active learning, curriculum- and technology-related issues, and challenges inherent in synchronous web-based course delivery.

Discover The New 'Gems' Of The Hub At The Arcade, Kat Cordier, Mike Puckett

Learning Teaching Forum

Societal impacts have brought about great change in educational practices, especially in the need for fluid and flexible learning spaces. The Hub at the Dayton Arcade is an expansion of the campus ecosystem, designed to create access and opportunities for faculty, staff, and students to collaborate with business leaders and the Dayton community. This session will be a co-led presentation and open dialogue about the “gems” in the Hub, focusing on student and community engagement and the value of unique spaces that set the tone for dynamic learning.

Caring For Colleagues Who Have Experienced Loss, Susan Brown, Brenna Seifried, Katie Mathews, Beth Schwartz, Maci Rutledge

Learning Teaching Forum

Loss and grief are challenging enough in “normal” times, but with the pandemic, it seems that everyone has undergone some sort of loss. For many who have experienced the loss of health, a loved one, a relationship, or other significant parts of their lives, the pandemic has exacerbated the challenges.

UD’s mission references “educating the whole person and linking learning and scholarship with leadership and service.” In what ways can we rediscover the link between the vast scholarship on grief and our service to others who are experiencing that grief? How can we demonstrate the family spirit and care for …

"Making It Happen": Building Relational Teaching Into The Online World Of Covid-19, Carol A. Leibiger, Alan W. Aldrich

Faculty Publications

The onset of the COVID-19 pandemic required shifting information literacy instruction from face-to-face to online formats at the University Libraries of the University of South Dakota. This case study narrates how the instructional team there introduced innovations into a Freshman Writing course that enabled instrumental (that is, goal-oriented) and relational teaching in the online-only environment. The team applied social network theory and a disaster response model to plan and analyze their innovations. The affordances of the Zoom video conferencing platform and the embedded librarian model enabled them to expand their information literacy instruction to include online students for the first …

Remote Learning, Van Whaley, Dustin Davis

UNLV Best Teaching Practices Expo

• One instructor presents live, virtual, synchronous lectures while another instructor builds engagement and support using the live chat feature.

• An engaging way to highlight concepts and explain key figures, pictures, and drawings using shared screens.

I share my screen and move through the e-textbook to discuss the most important topics from each week’s chapter. During each discussion, I intersperse my drawings of body structures on Google Jamboard. While I present, Dustin works in the chat to ask recall and application questions, answer students’ questions, and link resources such as educational YouTube videos and practice quizzes. Our DVDs address two key …

The Writing’S On The Wall: Using Multimedia Presentation Principles From The Museum World To Improve Law School Pedagogy, Cecilia A. Silver

Dickinson Law Review (2017-Present)

Law school pedagogy is a relic. Nearly 150 years after Christopher Langdell pioneered the case method, the typical doctrinal course remains predominantly a verbal domain, featuring lectures, Socratic dialogue, and final exams. But the visual disconnect between legal education and legal practice does students a disservice. Under the proliferating influence of laptops, iPads, smartphones, and Zoom, students now read, work, and study electronically more than they ever have before. So instead of business as usual, it’s time to embrace “visualization”—using multimedia to enhance, or even supplant, the near-exclusive reliance on language—to build a more vibrant and inclusive learning environment.

Law …