scholarly journals Enhancing Student Learning by Providing a Failure Risk-free Environment and Experiential Learning Opportunities

2020 ◽  
Author(s):  
Stephen Phillips ◽  
Kayleanna Giesinger ◽  
Rania Al-Hammoud ◽  
Scott Walbridge ◽  
Chris Carroll
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Learning Opportunities ◽  
Failure Risk ◽  
Free Environment

Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

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.

Using Interprofessional Simulation to Enhance Student Knowledge and Promote Collaborative Practice in Disaster Management

2021 ◽  
pp. 237337992098757
Author(s):  
Matthew Fifolt ◽  
Michelle Brown ◽  
Elena Kidd ◽  
Meena Nabavi ◽  
Heather Lee ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Disaster Management ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
Theory And Practice ◽  
Knowledge Gain ◽  
Student Knowledge ◽  
Complex Situation ◽  
Incident Command

Introduction. Experiential learning activities, such as simulations, strengthen student learning by allowing students to apply didactic knowledge to real-world settings. Moreover, simulation-based interprofessional education supports teamwork and skill development as outlined in accreditation standards for many health and health-related academic programs. The purpose of this article is to describe the role of interprofessional simulation in enhancing student knowledge and promoting collaborative practice for disaster management. Method. Multiple data sources were used to assess a simulated EF-5 tornado disaster event including an observational protocol, a disaster simulation survey, and a survey from the Office of Interprofessional Simulation for Innovative Clinical Practice. Results. Students reported increased satisfaction and knowledge with applying skills associated with interprofessional practice, including communication, teamwork, and collaboration. Additionally, students identified skills that could be broadly applied to a range of work settings on graduation such as seeking role clarity, utilizing job action sheets, and responding to a complex situation. Notably, students reported increased levels of knowledge gain of the incident command structure after applying knowledge from didactic sessions to the simulation. Conclusion. Simulation is an innovative strategy for integrating theory and practice to best prepare graduates for the dynamic world in which they live and work. Experiential learning opportunities appeal to the assumptions of adult learning, promote the skills that employers value, and bridge the competencies of multiple academic disciplines that frequently operate in silos. Institutional leaders should view experiential learning as a critical component of student learning and an investment in workforce development.

scholarly journals Development of Real World Learning Opportunities in Community Exercise Prescription for Healthcare Professional Programmes - ‘Physio Hub’ 

2020 ◽  
Author(s):  
Caitriona Gabrielle Cunningham ◽  
Catherine Blake ◽  
Grainne O Donoghue ◽  
Ciaran Purcell ◽  
Ulrik Mc Carthy Persson ◽  
...  
Keyword(s):  
Health Promotion ◽  
Healthcare Professional ◽  
Student Learning ◽  
Clinical Education ◽  
Real World ◽  
Exercise Prescription ◽  
Future Orientation ◽  
Community Outreach ◽  
Learning Opportunities ◽  
Community Services

Abstract Background Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in healthcare professional programmes is critical. Methods In response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders. Results Having sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university’s strategy. (the where?) Conclusion This paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy, the curriculum process and resultant education model could be integrated wholly or in part across medical and other healthcare professional programmes and to facilitate interdisciplinary learning.

Reconceptualising Scaffolding for New Media Contexts

2009 ◽  
pp. 243-256 ◽  
Author(s):  
Nicola Yelland ◽  
Jennifer Masters
Keyword(s):  
New Media ◽  
Student Learning ◽  
Learning Outcomes ◽  
New Technologies ◽  
Digital Technologies ◽  
Learning Opportunities ◽  
Sports Drink ◽  
Teachers And Students ◽  
Learning Scenarios ◽  
Specific Learning

This chapter will discuss the ways in teachers can support their student’s learning in new media contexts with the use of effective scaffolding techniques. The authors present two learning scenarios of children to illustrate the ways in which scaffolding pedagogies are deployed in order to enhance learning opportunities that incorporate the use of new media. In Scenario One, the Year 2 children (approximately 7 years) use digital technologies to communicate their ideas and investigations through stop-motion animation. In Scenario Two, the Year 1 children (approximately 6 years) edit digital video to create an advertisement for a new sports drink. This work is important since the use of computers and other new technologies in schools remains peripheral and is frequently an afterthought to be aligned with specific curriculum objectives and mandated learning outcomes. An important question for educators is how can we ensure and describe the learning that takes place in contexts that incorporate new media. Implicit in this is that teachers and students will guide and support each other in order to complete tasks that exemplify specific learning outcomes. Our findings suggest that the main challenges and issues for teachers with regard to new media are centered on how they might incorporate them into their pedagogical repertoire and of finding effective ways to support student learning.

Enhancing Student Learning through Blending Varied Learning and Assessment Experiences

2010 ◽  
pp. 50-69 ◽  
Author(s):  
Paula Hodgson
Keyword(s):  
Hong Kong ◽  
Learning Environment ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experiences ◽  
Peer Feedback ◽  
Learning Opportunities ◽  
Future Trends ◽  
Mediated Learning

The purpose of this chapter is to compare the learning opportunities that are available in conventional and the current Web-mediated learning environment in Hong Kong in relation to some of the applications that are available in Web 2.0 and practice-based simulation. Some of these applications can provide faster access to subject-related resources, offer greater connectivity and wider interactions with stakeholders, such as students and professionals locally and overseas, and keep track of students’ learning experiences across their years of university study. Furthermore, Web-mediated assessment can provide faster feedback than conventional paper-based methods, which can streamline the process of reporting and the provision of peer feedback. The potential of and future trends in web-mediated assessment are also discussed.

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