scholarly journals Creating Experiential Learning Opportunities for Undergraduate Students through Federal Work Study

2015 ◽  
Vol 7 (1) ◽  
pp. 90
Author(s):  
Denise Nazaire
Keyword(s):  
Experiential Learning ◽  
Financial Aid ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Learning Opportunities ◽  
Work Study ◽  
Research Assistant ◽  
George Mason University ◽  
Program Data

The Students as Scholars initiative at George Mason University provides opportunities for undergraduate students to participate in research and creative activities. This initiative is designed to be inclusive, encouraging students from all disciplines and all academic levels to participate. In order to increase opportunities to participate in research for all Mason undergraduate students, we collaborated with the Office of Financial Aid in spring 2013 to pilot a program using Federal Work Study funds to support undergraduate research assistant positions. This program offered experiential learning opportunities to undergraduate students by introducing them to the concept of scholarship and the research or scholarly methods in their field. Faculty were given "free" research assistance, with the understanding that they would involve students in research discussions and regularly evaluate them. Using institutional and program data, this poster will highlight the diversity of disciplines and students, demonstrate the process of establishing a program such as this, and define what students learn in these introductory roles.

Making Knowledge/Playing Culture

2020 ◽  
Vol 40 (1-2) ◽  
pp. 83-101
Author(s):  
Antje Budde ◽  
Sebastian Samur
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Performance Studies ◽  
Performing Arts ◽  
Undergraduate Research ◽  
Theoretical Background ◽  
Comparative Approach ◽  
University Of Toronto ◽  
And Performance ◽  
The University

(A project of the Digital Dramaturgy Lab at the Centre for Drama, Theatre and Performance Studies, University of Toronto) This article discusses the 2017 festival-based undergraduate course, “Theatre Criticism and Festival Dramaturgy in the Digital Age in the Context of Globalization—A Cultural-Comparative Approach” as a platform for experiential learning. The course, hosted by the University of Toronto’s Centre for Drama, Theatre and Performance Studies, and based on principles of our Digital Dramaturgy Lab, invited a small group of undergraduate students to critically investigate two festivals—the Toronto Fringe Festival and the Festival d’Avignon—in order to engage as festival observers in criticism and analysis of both individual performances and festival programming/event dramaturgy. We argue that site-specific modes of experiential learning employed in such a project can contribute in meaningful ways to, and expand, current discourses on festivalising/festivalization and eventification through undergraduate research. We focus on three modes of experiential learning: nomadic learning (learning on the move, digital mobility), embodied knowledge (learning through participation, experience, and feeling), and critical making (learning through a combination of critical thinking and physical making). The article begins with a brief practical and theoretical background to the course. It then examines historical conceptions of experiential learning in the performing arts, including theoriesadvanced by Burnet Hobgood, David Kolb and Ronald Fry, and Nancy Kindelan. The importance of the festival site is then discussed, followed by an examination of how the festivals supported thethree modes of experiential learning. Samples of student works are used to support this analysis.

scholarly journals Teaching Computerized Content Analysis for Undergraduate Research Papers

2019 ◽  
Vol 52 (03) ◽  
pp. 536-542
Author(s):  
Steven L. Wilson ◽  
Yoshiko M. Herrera
Keyword(s):  
Content Analysis ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Original Data ◽  
Learning Opportunities ◽  
Research Papers ◽  
Text Data ◽  
Science Courses ◽  
Attractive Option ◽  
Computerized Content Analysis

ABSTRACTContent analysis is the process of turning text into data, with either automated or manual techniques, and it provides a feasible and attractive option for undergraduate students to develop and utilize original data. This article presents a cohesive framework for teaching computerized content analysis in undergraduate political science courses. The article discusses examples of how we have taught the techniques in our own classrooms and provides a framework for a content-analysis research assignment. We describe coding, sources of text data available to students, software recommendations appropriate for students, and write-up issues. In the process, we also discuss various learning opportunities that arise from both the strengths and weaknesses of computerized content analysis as a methodological strategy.

HEIs and workforce development: Helping undergraduates acquire career-readiness attributes

2019 ◽  
Vol 33 (6) ◽  
pp. 370-380
Author(s):  
Luanne K. Mayorga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Workforce Development ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
College Education ◽  
Learning Opportunities ◽  
Career Readiness ◽  
Global Workforce

The transition from college to careers has remained relatively consistent for decades. This is no longer the case, as many factors are at play. It is essential that undergraduate students gain career-relevant skills to be successful in the complex, global workforce. Yet employers raise concerns about students’ career-readiness. Simultaneously, higher education institutions (HEIs) are facing numerous challenges, such as unprecedented access to a college education, funding allocations and students working while attending college. All these factors lead to an arduous situation. Since learning is not merely relegated to the classroom, this qualitative multisite case study focuses on experiential learning opportunities offered through university-affiliated business incubators to gain a better understanding of how they may assist undergraduate students prepare for the workforce. This research contributes to the literature by showing how HEIs can help students develop career-readiness attributes to prepare for their transition from college to careers.

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.

Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education

2018 ◽  
Vol 40 (1) ◽  
pp. 76-84 ◽  
Author(s):  
Brenda Sternquist ◽  
Patricia Huddleston ◽  
Ann Fairhurst
Keyword(s):  
Data Collection ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Undergraduate Education ◽  
Undergraduate Research ◽  
Secondary Data ◽  
Theory Building ◽  
Learning Cycle ◽  
Research Projects ◽  
Research Experience

We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student–faculty collaborations. We use Kolb’s experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types of projects in which our undergraduate students have participated. These types of projects include (a) theory building and testing, (b) empirical research using primary or secondary data collection, (c) practitioner-oriented projects, and (d) creative projects. We provide specific examples of each type of project and then apply Kolb’s experiential learning cycle roles to a variety of undergraduate research projects. We conclude with a discussion of the benefits of involving undergraduate students in research projects.

scholarly journals Undergraduate Research Program to Recycle Composite Waste

2021 ◽  
Vol 11 (7) ◽  
pp. 354
Author(s):  
Waleed Ahmed ◽  
Essam Zaneldin ◽  
Amged Al Hassan
Keyword(s):  
Mechanical Properties ◽  
Compressive Strength ◽  
Carbon Fiber ◽  
Undergraduate Students ◽  
Research Program ◽  
Modulus Of Elasticity ◽  
Undergraduate Research ◽  
Undergraduate Research Program ◽  
Structural Applications ◽  
Cfrp Composite

With the rapid growth in the manufacturing industry and increased urbanization, higher amounts of composite material waste are being produced, causing severe threats to the environment. These environmental concerns, coupled with the fact that undergraduate students typically have minimal experience in research, have initiated the need at the UAE University to promote research among undergraduate students, leading to the development of a summer undergraduate research program. In this study, a recycling methodology is presented to test lab-fabricated Carbon-Fiber-Reinforced Polymer (CFRP) for potential applications in industrial composite waste. The work was conducted by two groups of undergraduate students at the UAE University. The methodology involved the chemical dissolution of the composite waste, followed by compression molding and adequate heat treatment for rapid curing of CFRP. Subsequently, the CFRP samples were divided into three groups based on their geometrical distinctions. The mechanical properties (i.e., modulus of elasticity and compressive strength) were determined through material testing, and the results were then compared with steel for prompt reference. The results revealed that the values of mechanical properties range from 2 to 4.3 GPa for the modulus of elasticity and from 203.7 to 301.5 MPa for the compressive strength. These values are considered competitive and optimal, and as such, carbon fiber waste can be used as an alternate material for various structural applications. The inconsistencies in the values are due to discrepancies in the procedure as a result of the lack of specialized equipment for handling CFRP waste material. The study concluded that the properties of CFRP composite prepreg scrap tend to be reusable instead of disposable. Despite the meager experimental discrepancies, test values and mechanical properties indicate that CFRP composite can be successfully used as a material for nonstructural applications.

scholarly journals UTILIZING UNDERGRADUATE RESEARCH TO INFORM COMMUNITY RESOURCES FOR OLDER ADULTS: A SERVICE-LEARNING PROJECT

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S537-S538
Author(s):  
Amanda E Barnett ◽  
Sara Olinger
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Best Practices ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Community Resources ◽  
Home Visitor ◽  
Aging Societies ◽  
Theory Research ◽  
The Impact

Abstract Engaging undergraduate students with aging-focused community resources is critical for preparing students to work with older adults and make positive contributions to aging societies. During the fall, 2018 semester, undergraduate students in a human development course on middle and late adulthood partnered with a county aging and disability resource center (ADRC) in Wisconsin to evaluate and update several of their existing programs and resources using empirical research. Upon completion of this project, students synthesized course material to meet all course learning objectives such as: (1) critically analyze physical, psychological, and sociological processes of aging across categories of difference (e.g. cultural, ethnic, class); (2) evaluate social policies and their multigenerational implications for midlife and older adults; and (3) construct a personal position on aging that integrates theory, research, and policy to demonstrate a sensitive and competent approach to working with midlife and older adults. Students researched, wrote reports, and presented to ADRC staff on the impact of social isolation on older adults, best practices for home visitor and transportation programs serving older adults, cognitive competency tools and best practices for utilizing memory assessments, grief supports and groups for family caregivers, and best practices for supporting veterans as they age. The outcome of these projects are research-based recommendations for any ADRC to consider when developing and implementing related programs. All stakeholders (students, professor, and ADRC staff) were satisfied with the process and outcomes of the project. Strengths and challenges of carrying out such a collaborative project will be reviewed.

scholarly journals Nutritional Quality of Undergraduate Student Meals in an All-You-Care-to-Eat Campus Dining Facility (P04-156-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Audrey Olson ◽  
Katie Vieyra ◽  
Alexandra Polasky ◽  
Amy Best ◽  
Lois Durant ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Undergraduate Students ◽  
Nutritional Quality ◽  
Fruits And Vegetables ◽  
Saturated Fat ◽  
Whole Grains ◽  
Research Award ◽  
George Mason University ◽  
Reported Data

Abstract Objectives To assess the overall nutritional quality of meals chosen by undergraduate students during weekday lunches at campus all-you-care-to-eat dining halls. Methods A previously validated exit survey was used to collect self-reported data from undergraduate students on foods and beverages they consumed during a single visit to two all-you-care-to-eat dining halls on the George Mason University Fairfax campus, during 4 weeks. (n = 468) Nutritional quality of each meal was evaluated on a 7-point rubric, according to the ‘Wellness Meal’ standards from the Partnership for a Healthier America: ≤700 kilocalories, ≤10% calories from saturated fat, ≤800 mg sodium, ≥2 ounces whole grains, ≥1 cup lowfat dairy, ≥ 1.75 cups fruits and vegetables, and ≥ 2 ounces lean protein. Results Of the maximum score of 7 on the meal nutritional quality rubric, 4 participants earned the highest score of 5, whereas 43, 150, 132, 88, and 51 participants had scores of 4, 3, 2, 1, and 0, respectively. The most commonly attained rubric standard was saturated fat, where 60% of participants consumed ≤ 10% calories from saturated fat and average consumption was 9.1% (± 5.4%) of calories. The least achieved rubric category was lowfat dairy, where only 2% of students consumed 1 cup equivalent, followed by only 9% of participants having consumed the 2 ounce equivalent of whole grains. Approximately one-third of students met calorie, lean protein, sodium, and fruit/vegetable standards. Conclusions Despite a wide variety of food options in the campus all-you-care-to-eat dining halls during the lunch hours, most undergraduate students consumed meals of subpar nutritional quality, with the vast majority meeting fewer than half the categories on the meal nutritional quality rubric. All-you-care-to-eat university dining halls may be a prime location for nutrition education and interventions. Funding Sources This research was funded by the George Mason University Provost's Multidisciplinary Research Award.

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