Shared-Purpose Process: Implications and Possibilities for Student Learning, Development, and Self-Transformation

2017 ◽  
Vol 41 (3) ◽  
pp. 385-414 ◽  
Author(s):  
Matthew Eriksen ◽  
Kevin Cooper
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Organizational Development ◽  
Learning Outcomes ◽  
Learning Opportunities ◽  
Leadership Team ◽  
Student Centered ◽  
Shared Purpose ◽  
Learning Development ◽  
Ways Of Being

This article presents a student-established, shared-purpose process used to increase student engagement with, commitment to, and responsibility for their learning. In addition to establishing a shared purpose for their course, the students establish and commit to ways of being, doing, and interacting with one another necessary to intentionally and mutually achieve the shared purpose and other meaningful learning outcomes. They also commit to an individual practice that they believe will increase the likelihood of achieving the shared purpose, as well as identify personal inhibitors to achieving it. This process represents a form of experiential/case-in-point, student-centered, transformative, and partnership learning that is relevant to leadership, team, and organizational development courses. Based on the established shared purpose, we share how to effectively facilitate additional partnership and in-class experiential learning opportunities over the course of the semester.

Enhancing Experiential Learning in Collaborative-Competitive Student Design Teams

2011 ◽  
Author(s):  
Keith Hurdelbrink ◽  
Bobby Doyle ◽  
David Collins ◽  
Nic N. Evans ◽  
Paul A. Hatch ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Learning Environment ◽  
Learning Opportunities ◽  
Design Teams ◽  
Student Centered ◽  
New Members ◽  
Student Centered Learning ◽  
Concrete Experience ◽  
Hands On ◽  
Team Design

Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. In this paper we present a peer-to-peer learning environment for student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment for collaborative-competitive student design teams. A student-taught seminar course on designing an FSAE vehicle is being offered to new members of the team to address issues in collaborative-competitive student design teams, which addresses the concrete experience and active experimentation element of the experiential model, but has deficiencies in the reflective observation and abstract conceptualization elements of the cycle. In this paper we will present the structure of the seminar course and how it tries to support and enhance the experiential learning in the FSAE team.

Using Digital Badges to Design a Comprehensive Model for High-Impact Experiential Learning

2022 ◽  
pp. 418-434
Author(s):  
Mara B. Huber ◽  
Christina L. Heath ◽  
Charles D. Baxter ◽  
Anne Reed
Keyword(s):  
Student Engagement ◽  
Data Collection ◽  
Experiential Learning ◽  
Learning Opportunities ◽  
High Impact ◽  
Comprehensive Model ◽  
Digital Badges ◽  
Applied Learning ◽  
Community Impact ◽  
Research Questions

This chapter details the design, implementation, and promise of the Project Portal, a co-curricular badge system, as an exciting example of how digital badges can transcend traditional notions of credentialing. The authors begin by detailing their design approach, which frames goals within hypotheses and research questions, allowing for optimizing implementation based on student outcomes and ongoing data collection. The authors then share a comprehensive model through five primary functional lenses: (1) generating diverse applied learning opportunities, (2) incentivizing, (3) facilitating and (4) assessing student engagement, and (5) leveraging related impacts. Although still in its infancy, the model suggests that these functionalities are individually important and collectively sufficient to activate the promise of high-impact experiential learning as a driver for student and community impact along with key institutional priorities.

scholarly journals You Can Lead Students to Water, but You Can't Make Them Think: An Assessment of Student Engagement and Learning through Student-Centered Teaching

2016 ◽  
Vol 16 (4) ◽  
pp. 33-43 ◽  
Author(s):  
Jennifer Bradford ◽  
Denise Mowder ◽  
Joy Bohte
Keyword(s):  
Criminal Justice ◽  
Student Engagement ◽  
Learning Outcomes ◽  
Empirical Evidence ◽  
Research Methods ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Teaching Techniques ◽  
Student Centered ◽  
Team Based Learning

The current project conducted an assessment of three student-centered teaching techniques in a criminal justice and criminology research methods class: Team-Based Learning, Incentive-Based Learning, and Flipped Classroom. The project sought to ascertain to what extent these techniques improved or impacted student learning outcomes and engagement in this traditionally difficult course. Results provide empirical evidence that students were significantly engaged with the course and benefited from these pedagogical techniques.

Beyond Hands-on-Learning: Fostering Creativity in Student Competitive Teams

2012 ◽  
Author(s):  
Zahed Siddique
Keyword(s):  
Experiential Learning ◽  
Theoretical Models ◽  
Learning Opportunities ◽  
Student Centered ◽  
Student Centered Learning ◽  
University Of Oklahoma ◽  
Hands On ◽  
Fostering Creativity ◽  
Hands On Learning ◽  
Team Design

Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. We are currently investigating combining student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment to foster innovation and creativity. In this paper we investigate the theoretical models that can be used to model the Sooner Racing Team (SRT) of University of Oklahoma. Experiential Learning is the foundation to develop the competencies of students engaged in SRT. The SRT is setup as a learning organization and relies on peer-learning to facilitate developing innovation related meta-competencies.

Pedagogical Reflections on the Use of Disability Simulations in Higher Education

2013 ◽  
Vol 32 (4) ◽  
pp. 460-472 ◽  
Author(s):  
Jennifer Leo ◽  
Donna L. Goodwin
Keyword(s):  
Physical Education ◽  
Experiential Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Opportunities ◽  
Future Research ◽  
Research Approach ◽  
Convenience Sample ◽  
Pedagogical Tool ◽  
Disability Simulation

Disability simulations have been used to provide postsecondary students with experiential learning opportunities in many disciplines including physical education. Critics (French, 1992) suggest that it is not possible to simulate disability experience and therefore question their efficacy. The purpose of this study was to interpret the meanings given to disability simulations by undergraduate students in physical education. A narrative research approach was employed to collect disability simulation stories from a convenience sample of 57 undergraduate students (41 female, 16 male) in a required physical education course. Their hand-written stories were transcribed and analyzed thematically to reveal three themes; thank goodness I don’t have a disability, I see things differently now, and I’m just not sure about all of this. The findings suggested that disability simulations may result in varied learning outcomes, including those which are unintended. Future research into the efficacy of disability simulations as a pedagogical tool is warranted.

scholarly journals Putting “US” back in Museums: Increasing Student Engagement via Experiential Learning Writing Assignments

2020 ◽  
Vol 4 (2) ◽  
pp. 37-48
Author(s):  
Rachael Zeleny
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Best Practices ◽  
Community Engagement ◽  
Local Community ◽  
Institutional Support ◽  
Public Spaces ◽  
Student Centered ◽  
Writing Assignments ◽  
Museum Visitors

This paper details the evolution of a course, Arts and Society, and the inception of a student-centered assignment, “Putting ‘US’ back in Museums.” By tapping into a nationwide discussion of inclusion and public spaces, this business proposal style assignment asks students to consider their own observations as museum visitors alongside research that considers community engagement, diversity and accessibility in order to identify a specific issue within a museum and to propose change. Throughout the project, students are supported by the implementation of smaller scaffolding assignments, in-class discussions, an embedded librarian and an assigned writing fellow. Furthermore, they will meet at least eight professionals in the field and visit at least four different local sites. This assignment demonstrates best practices via scaffolding, institutional support, experiential learning, and engagement with the local community.

scholarly journals 20. Learning That Matters: Discovery of Meaning and Development of Wisdom in Undergraduate Education

2011 ◽  
Vol 3 ◽  
pp. 119 ◽  
Author(s):  
Thomas Mengel
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Undergraduate Education ◽  
Life Skills ◽  
Learning Opportunities ◽  
Meaningful Life ◽  
Integration Of Learning ◽  
Support Students

This paper makes the case for a shift of undergraduate education towards the development of meaningful life skills that are of value to the graduates as well as to the communities they live in. First, relevant connections between student learning, meaning, and wisdom will be made. Second, the article will explore how undergraduate education can more holistically and comprehensively support students in learning meaningfully and in developing elements of wisdom. In particular, the paper will suggest principles that allow the meaningful integration of learning outcomes, experiential learning opportunities, reflection, and assessment.

scholarly journals EDUCATING FOR CITIZENSHIP THROUGH EXPERIENTIAL LEARNING

1988 ◽  
Vol 8 (2) ◽  
pp. 77-80
Author(s):  
Carol Ryan
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Learning Opportunities ◽  
Learning Programs

The author states that most advisors do not have enough information about experiential learning opportunities in their communities to encourage their universities to become involved in offering these opportunities to their students. In this article, the author identifies some successful experiential learning programs, discusses possible Learning outcomes of such programs, and explains the advisor's role in such an activity.

PENGEMBANGAN MEDIA VIDEO PEMBELAJARAN RIAS KARAKTER PADA PROGRAM STUDI PENDIDIKAN TATA RIAS

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Irmiah Nurul Rangkuti ◽  
Harun Sitompul ◽  
Naeklan Simbolon
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
University Education ◽  
State University ◽  
Product Model ◽  
Significance Level ◽  
Material Development ◽  
Learning Development ◽  
Media Learning

Abstrak: Penelitian ini bertujuan untuk: (1) menghasilkan media video pembelajaran rias karakter yang layak digunakan, mudah dipelajari mahasiswa dan dapat dipakai untuk pembelajaran individual, (2) mengetahui keefektivitasan media video pembelajaran rias karakter yang dikembangkan pada materi rias karakter. Penelitian pengembangan yang menggunakan model produk Borg dan Gall yang dipadu dengan model pengembangan pembelajaran Dick dan Carey. Hasil penelitian menunjukkan: (1) media video pembelajaran layak digunakan dalam pembelajaran rias karakter pada program studi pendidikan tata arias universitas negeri medan, (2) terdapat perbedaan yang signifikan antara hasil belajar mahasiswa yang dibelajarkan dengan menggunakan media video pembelajaran rias karakter dengan hasil belajar mahasiswa yang dibelajarkan dengan menggunakan media belajar buku teks. Hal ini ditunjukkan dengan hasil pengolahan data (thitung=3,285 )pada taraf signifikansi ɑ = 0,05 dengan dk 56 diperoleh (ttabel = 1,67 ), sehingga (thitung > ttabel), efektivitas penggunaan media video pembelajaran rias karakter = 80,46%. Hasil belajar kelompok mahasiswa yang dibelajarkan tanpa menggunakan media video pembelajaran rias karakter sebesar 71,72%. Dari data ini membuktikan bahwa penggunaan media video pembelajaran rias karakter lebih efektif dalam meningkatkan kompetensi dan pengetahuan mahasiswa pada pembelajaran rias karakter dari pada tanpa menggunakan media video pembelajaran. Kata Kunci: media video pembelajaran, rias karakte, pendidikan tata rias Abstract: This study aims to: (1) produce a suitable use of character makeup learning video media, easy for students to learn and can be used for individual learning, (2) to find out the effectiveness of media character makeup learning videos developed in character makeup material. Development research using the Borg and Gall product model combined with the learning development model of Dick and Carey. The results of the study showed: (1) learning video media is feasible to use in character makeup learning in the field state university education education program, (2) there are significant differences between student learning outcomes learned using the character makeup video learning media with student learning outcomes which was learned by using media learning textbooks. This is indicated by the results of processing data (tcount = 3.285) at the significance level ɑ = 0.05 with dk 56 obtained  (ttable = 1.67), so that (tcount> t table), effectiveness of using media character makeup learning videos = 80.46%. The learning outcomes of the group of students who were taught without using the character makeup learning video media amounted to 71.72%. From these data prove that the use of character makeup learning video media is more effective in increasing students' competence and knowledge in character makeup learning than without using learning video media. Keywords: learning video media, character makeup, makeup education

Sign in / Sign up

Export Citation Format

Share Document