Scholarship of Teaching and Learning Commons^™

Poetry In Teaching & Learning Qualitative Research, Amber Mullens, Audra Skukauskaite, Megan K. Mitchell

The Qualitative Report

This article stems from a workshop presented at the 15th TQR conference on poetry in teaching and learning qualitative research. Over the last few decades, scholars have argued for the use of poetry and other arts-based techniques in qualitative research. Most of the research, however, focuses on using poetry for data analysis and representation. In this article, we shift the conversation to the use of poetry for teaching and learning qualitative research. Starting with a poem in three voices of educator, student, and researcher, we provide an overview of poetry use in qualitative inquiry. We then offer brief overviews of …

Teaching And Learning Visual And Arts-Based Inquiry: Collaborative Visions And Possibilities In Graduate Education, Lucy E. Bailey, Stacie Warner, Erin E. Davis, Lindsay Myers, Joshua K. Taylor, Andreya Williams

The Qualitative Report

This paper describes a doctoral seminar in visual and arts-based inquiry (V/ABR) to champion the generativity of such approaches for advancing doctoral research. We first describe the social and institutional context of the course and its design to situate the projects and the need for creating institutional spaces to amplify creative inquiry approaches in doctoral education. Then, five researchers reflect on their research approaches, including comics, collaging, critical visual analysis, a virtual walkography, and photo-elicitation. The projects focused on contemporary issues including researcher identity, racial justice, mothering crises, and Christian summer camps, collectively underscoring the productivity of V/ABR inquiry for …

Barriers And Facilitators To Enhance Interprofessional Education For Rehabilitation Science Graduate Students, Mary A. Riopel, Kimberly Wynarczuk, Taylor Grube

The Qualitative Report

Interprofessional education (IPE) aims to develop healthcare practitioners who work effectively in teams, demonstrate strong communication skills, respect others, and have a working knowledge of the roles and responsibilities of other professionals. Of identified research to date, it is unclear what students perceive as important for effective IPE delivery and learning. The purpose of this study was to identify graduate students' perceptions of facilitators and barriers to learning interprofessional practice using phenomenology. Three semi-structured focus groups were conducted including athletic training, occupational therapy, or speech-language pathology students and the transcripts were analyzed using thematic analysis. Four themes emerged about IPE …

Ensuring Quality In Qualitative Research: A Researcher's Reflections, Niroj Dahal

The Qualitative Report

This reflective paper is the outcome of my qualitative research engagement aligned with quality standards. I began with autoethnography in my master's research in mathematics education (see Dahal, 2013), then moved on to narrative inquiry in my MPhil research (see Dahal, 2017), and collaborative autoethnography in my doctoral research (see Dahal, 2023). With the above, this paper aims to clarify the quality criteria used in autoethnography, narrative inquiry, and collaborative autoethnography based on my experiences to evaluate the robustness of qualitative research from various ontological and epistemological vantage points. Likewise, this article offers a comprehensive overview of the key elements …

Analysis Of Attitudinal Student Learning Benefits From A Course-Based Undergraduate Research Experience (Cure) Adapted For Online Format, Ambika Kapil, Luis C. Gonzalez Isoba, Niraj Pathak, Arthur Sikora, Santanu De

FDLA Journal

Course-based Undergraduate Research Experiences (CUREs) are an increasingly utilized model for exposing students to research. The lack of robust assessments is a major hurdle to wider adoption of CUREs. The Coronavirus Infectious Disease 2019 (COVID-19) pandemic necessitated a drastic shift of in-person courses to the online format. Using the Participant Perception Indicator (PPI) survey, we measured students’ self-reported changes in learning from such a biochemistry course at a large university in south Florida based on the Biochemistry Authentic Scientific Inquiry Lab (BASIL) model. By doing this, we were able to better understand the student-benefits of CUREs and how these benefits …

Journey Of Realization And Adaptation Through Auto/Ethnography: A Shift To Transformative Educational Research, Tara Paudel, Bal Chandra Luitel, Niroj Dahal

The Qualitative Report

This reflective paper explores Tara's doctoral research journey of realization and adaptation in auto/ethnography as a transformative research methodology. While reflecting on Tara’s journey, the auto/ethnographic paper emphasizes cultural perspectives, interpreting one's own experiences, thoughts, actions, and behaviors relating to society and culture. Likewise, auto/ethnography investigates and associates an individual's confrontation within specific educational, societal, and cultural contexts. With this ethos, the paper demonstrates how Tara, a mathematics teacher and doctoral student, encountered and observed auto/ethnography and discovered it as a path to transformation as a paradigm shift in transformative educational research by connecting lives and research (Dahal et al., …

Relationship Between Allied Health Student's Behavioral Style And Ideal Clinical Instructor Behaviors, Tonya Y. Miller, Robert Creath, Eva M. Frank, Lori Portzer, Jennifer Price

Internet Journal of Allied Health Sciences and Practice

Purpose: The focus of this research is to understand the relationship between students' primary DISC behavioral styles (dominant, influencing, steadiness, compliance) and their perception of ideal clinical instructor behaviors. A review of the literature supports the connection between the behaviors of the clinical instructor (CI) and the success of the allied health professional student (AHPS). Additionally, a body of research supports the connection between DISC behavioral styles and student success. The purpose of this study is to examine the relationship between AHPS primary DISC behavioral styles and their perception of the ideal CI behaviors. Methods: A total number …

Imposter Participants: Overcoming Methodological Challenges Related To Balancing Participant Privacy With Data Quality When Using Online Recruitment And Data Collection, Jacqueline M. Roehl Phd, Darci J. Harland Phd

The Qualitative Report

In this paper we describe the lessons learned when untrustworthy participants were included in a qualitative interview study. In online research, participants can more easily misrepresent their identity and volunteer for studies even if they do not meet inclusion criteria. The term “imposter participant” refers to dishonest participants who completely fake their identities or simply exaggerate their experiences in order to participate in qualitative studies. Untrustworthy participants are a threat to data quality, yet little has been published on how qualitative researchers should prevent and handle this unique methodological challenge. In this paper, we provide a detailed account of how …

The Power Of Conflict Or Rhetoric And Poetry, Suzanne Riskin

be Still

I am grateful for the opportunity to write this piece, share my thoughts and give a moment of gratitude for the grace that medical students show to others, their attending physicians, patients and most importantly themselves Effective writing, speaking, and expression is easily born from a struggle with others. Our own internal battles emote themselves as prolific poetry.

This piece was inspired by the quote by Yeats.

The Clinical Reasoning Assessment Tool For Learning From Standardized Patient Experiences: A Pilot Study, Mary A. Riopel, Sara Benham, Jennifer Landis, Stephanie Falcone, Sarah Harvey

Internet Journal of Allied Health Sciences and Practice

Purpose: Clinical reasoning (CR) is the ability to integrate the knowledge of diagnoses with the use of supporting theories to create effective, client-centered interventions. One means of teaching CR to rehabilitation students is using standardized patient (SP) experiences. The relationship between faculty and student CR ratings after SP experiences has not been researched. The purpose of the study was to determine if there would be correlations between physical therapy (PT) and occupational therapy (OT) student and faculty ratings of CR skills after an SP experience. Method: The Clinical Reasoning Assessment Tool (CRAT) was used by students to self-reflect on their …

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 …

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 …

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.

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.

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.

Enriching The Vision Of Campus Kitchen: A Recipe For Justice, Bryan W. Sokol, Melissa A. Apprill, Liam D. John, Ashlei Peterson

Experiential Learning & Teaching in Higher Education

Campus Kitchen provides an environment that is ripe for community-based, experiential-learning experiences, especially on the topic of Eco-Justice. Student volunteers have substantive opportunities to investigate and promote various food justice and hunger advocacy initiatives, as well as form meaningful personal relationships with those whom they serve. Volunteers are encouraged to learn everything from the practical skills of food preparation to the social forces that underlie food insecurity in the community. Still, many Campus Kitchen participants remain unaware of the seriousness of food waste and “throwaway” cultural attitudes that perpetuate hunger. This paper presents data illustrating the different levels of understanding …

Experiential Learning Across Borders: Virtual Exchange And Global Social Justice, Deniz Gokcora, Raymond Oenbring

Experiential Learning & Teaching in Higher Education

As the populations of college and university students become more diverse and have more demanding lifestyles, postsecondary institutions are showing greater interest in unconventional and innovative ways to offer students international experiential learning. Collaborative Online International Learning (COIL), also known as virtual exchange, connects students in two different countries to investigate global realities from a cross-cultural perspective. With international exchange experiences no longer limited to those in certain majors or with financial means, COIL creates more equitable and sustainable access to international engagement. In this study, we describe a COIL exchange between ESL students at the Borough of Manhattan Community …

Designing Service-Learning To Enhance Social Justice Commitments: A Critical Reflection Tool, Michaela Stith, Treniyyah Anderson, Dane Emmerling, David Malone, Kathy Sikes, Patti Clayton, Robert Bringle

Experiential Learning & Teaching in Higher Education

The COVID-19 pandemic—coupled with ongoing prominent injustice related to race, poverty, healthcare, and education—has highlighted the interlocking and reinforcing nature of systemic oppression. Now more than ever, facilitators of experiential learning are galvanized to explore and deepen their understanding of systemic change and to enhance their teaching of justice concepts, perspectives, and skills.

Advancing social justice was a part of the original vision for service-learning (Stanton et al., 1999). However, scholars have long identified the ways in which service-learning can perpetuate inequitable social hierarchies, be miseducative in teaching simplistic understandings of solutions to social problems, and not equip students to …