Preparing facilitators for experiential education: the role of intentionality and intuition

2008 ◽  
Vol 8 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Glyn Thomas
Keyword(s):  
Experiential Education

Pharmacy students’ attitudes toward the underserved population: The role of experiential education

2013 ◽  
Vol 5 (5) ◽  
pp. 444-449 ◽  
Author(s):  
Angela R. Thomason ◽  
Lindsey K. Elmore ◽  
Patricia B. Naro ◽  
Troy W. Huddleston
Keyword(s):  
Experiential Education ◽  
Pharmacy Students ◽  
Underserved Population ◽  
Students Attitudes

Disruptive Experiences as Tools for Teacher Education: Unearthing the Potential of Experiential Education

2019 ◽  
Vol 43 (1) ◽  
pp. 21-36
Author(s):  
Cheryl M. Bolick ◽  
Jocelyn Glazier ◽  
Christoph Stutts
Keyword(s):  
Teacher Education ◽  
Experiential Education ◽  
Social And Emotional ◽  
Teachers Beliefs ◽  
Emotional Aspects ◽  
Field Notes ◽  
Multiple Domains ◽  
The Impact

Background: This study examines the role of a weeklong experiential residency program on teachers’ beliefs about self and practice. Purpose: The goal of two separate intensive experiences was to help teachers generate new insight about the place of students, the teacher, and the school that extended beyond a surface-level understanding of experiential education. Methodology/Approach: Through a qualitative approach, the research team used field notes, course documents, participant reflections, researcher journals, and follow-up interviews to analyze the impact of participants’ immersion in either of the experiential outdoor residencies. Findings/Conclusions: The unpredictable nature of the physical and social environment of the experiential week helped teachers to see the central role of community in the learning process. Furthermore, teacher responses to the experience defied simple categorization along a prior theoretical construct. Teachers indicated a growing confidence in their ability to seek out and overcome challenges across multiple domains. Implications: These teachers were challenged to integrate multiple social and emotional aspects of self into their learning, while envisioning the same for their own students. Their experiences and reflections support an expanded role for immersive experiences outside of the traditional classroom in teacher education.

scholarly journals Guiding a Better Experiential Learning Journey by Making It HIP Again

2020 ◽  
Vol 13 ◽  
pp. 57-75
Author(s):  
Lisa Endersby ◽  
Geneviève Maheux-Pelletier
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Student Learning ◽  
Experiential Education ◽  
High Impact ◽  
Nous Proposons ◽  
Learning Journey ◽  
Definition Of ◽  
Practical Implications

The definition of experiential education (EE) has both pedagogical and practical implications for higher education institutions. While there is increasing pressure to justify and quantify these experiences, we remain faced with the challenge of ensuring a demonstration of breadth does not distract from the importance of meaningful depth in and for student learning. This paper presents a potential reframing of conversations about experiential education, emphasizing the role of high impact practices (HIPs) in defining EE as more than an experience. The value, purpose, and challenges of integrating reflection into these experiences is highlighted through the lens of the defining characteristics of HIPs, supporting the development of meaningful, engaging opportunities for deeper learning.   La définition de l’enseignement fondé sur l’expérience (EE) est importante à la fois pour l’aspect pédagogique et pour l’aspect pratique de l’enseignement supérieur. Même si de plus en plus de voix réclament une clarification et une quantification de ce type d’expérience, la difficulté demeure la même : en démontrant l’étendue de l’expérience, il faut se garder de négliger la profondeur de l’apprentissage, qui est importante et chargée de sens. Dans notre article, nous proposons une avenue possible pour déplacer la conversation au sujet de l’enseignement fondé sur l’expérience en mettant l’accent sur le rôle des pratiques à incidence élevée dans l’EE conçu comme une notion dépassant celle d’expérience. Pour comprendre quelle valeur, quel but et quelles difficultés émergent de l’intégration de la réflexion à l’expérience, nous observons les choses à partir des traits caractéristiques des pratiques à incidence élevée de manière à rassembler les conditions pour un apprentissage en profondeur motivant et enrichissant.

Learning risk-taking and coping with uncertainty through experiential, team-based entrepreneurship education

2017 ◽  
Vol 31 (3) ◽  
pp. 143-155 ◽  
Author(s):  
Riitta-Liisa Arpiainen ◽  
Agnieszka Kurczewska
Keyword(s):  
Experiential Education ◽  
Risk Taking ◽  
Research Team ◽  
Entrepreneurship Education ◽  
Risk And Uncertainty ◽  
Perceptions Of Risk ◽  
Professional Careers ◽  
And Coping ◽  
Practical Implications

This empirical study investigates how students’ perceptions of risk-taking and coping with uncertainty change while they are exposed to experience-based entrepreneurship education. The aim of the study is twofold. First, the authors set out to identify the dynamics of entrepreneurial thinking among students experiencing risk and uncertainty while conducting their entrepreneurial projects in a team. Second, the role of experiential education in the evolution of students’ approach to risk and uncertainty is examined. The article is based on a longitudinal qualitative study conducted between 2009 and 2014 in Namibia. The research team followed 13 young individuals from the beginning of their studies in entrepreneurship until their graduation and the start of their professional careers. The findings pertaining to the dynamics of students’ perceptions of risk in entrepreneurial experiences and learning bring a more accurate understanding of the transformative character of entrepreneurial learning as well as offering practical implications for how to conduct entrepreneurship education in a way that is meaningful to learners.

scholarly journals Development of a Coprecepting Model for a Preceptor-in-Training Program for New Practitioners

2018 ◽  
Vol 54 (4) ◽  
pp. 246-249
Author(s):  
Emily J. McCleary ◽  
Melissa L. Thompson Bastin ◽  
Brittany D. Bissell ◽  
Aaron M. Cook ◽  
Catherine A. Pierce ◽  
...  
Keyword(s):  
Intensive Care Unit ◽  
Experiential Education ◽  
Development Program ◽  
Development Programs ◽  
Service Line ◽  
Residency Programs ◽  
Passive Learning ◽  
Department Staff ◽  
The Relationship

Background: Preceptor development is a focus of pharmacy residency programs across the country. Graduation from residency into the role of preceptor can be a challenge, as it is one of many transitions junior practitioners make in their early careers. Literature in recent years has brought attention to the need to establish preceptor development programs that adequately allow newer preceptors to develop their skills in experiential education, for both pharmacy residents and students. Furthermore, many preceptor development programs as implemented are often didactic in nature, and include readings, webinars, and other passive learning regarding the art of precepting. Objective: Given the need to develop a preceptor development program in our service line that met the needs of preceptors-in-training and full preceptors, we offer a description of our preceptor development program in the intensive care unit. Methods: We focused on active development of preceptor skills for multiple layers of resident and student learners. In addition, this model incorporated instructing, modeling, coaching, and facilitating, as the relationship between full preceptor and preceptor-in-training evolved. It also offered the opportunity for real-time feedback and discussion on precepting performance. Conclusions: We describe our coprecepting model as an opportunity that succeeded for us in helping to transition our preceptors-in-training to full preceptors. It met the needs of our department, staff, and patients, and we believe it has the potential to be valuable as a tool extrapolated to the preceptor development programs of other institutions.

scholarly journals Teaching Commons through the Game of Musical Chairs

2020 ◽  
pp. 595-612
Author(s):  
Alekos Pantazis
Keyword(s):  
Experiential Learning ◽  
Experiential Education ◽  
Formal Education ◽  
Educational Approach ◽  
Education Workshop ◽  
The Commons ◽  
Masters Students

In an attempt to reinforce the role of education on the commons, this article proposes the use of non-formal education activities and experiential learning. Exploring new ways to talk to non-expert audiences about the commons, I developed an experiential education workshop called “Musical chairs as a commons” by hacking the classic musical chairs game. I have delivered this workshop to diverse audiences during the last five years, from activists for the commons and NGO members to university masters students and scholars. This article presents the stages, the form, the content and the educational approach of the three-hour workshop and discusses further steps based on participants’ reflections and criticism.

Into the Big Wide World: Sustainable Experiential Education for the 21st Century

2009 ◽  
Vol 32 (1) ◽  
pp. 44-60 ◽  
Author(s):  
Peter Higgins
Keyword(s):  
Decision Making ◽  
Experiential Education ◽  
Global Climate ◽  
Modern Society ◽  
Independent Learning ◽  
Direct Experience ◽  
Policy Makers ◽  
Outdoor Educators ◽  
Personal Decision

This paper considers the complexity of learning and decision-making in modern society and argues that experiential education should embrace this complexity. It argues that experiential programmes should provide independent learning experiences that address the capacities of learners, the value contexts in which they learn, and that taking responsibility for actions should be an important programme focus. Furthermore, realising the limitations to learning through direct experience recognises the role of critical reflection on knowledge, understanding, and personal decision-making. To make experiential education relevant to the needs of modern society, a focus on education about and action on the big issues of the day, (e.g., global climate change) is an imperative that outdoor educators are well equipped to address. However, action requires knowledge, and therefore programmes require content. Such an approach may prove attractive to educational policy makers and represents an opportunity for experiential education to contribute meaningfully to mainstream education.

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