scholarly journals Learning by Building: How a Landscape Construction Studio Enriches Horticultural Education

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1133F-1134
Author(s):  
Anne Spafford
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Best Management Practices ◽  
Management Practices ◽  
Construction Materials ◽  
Landscape Design ◽  
University Education ◽  
North Carolina State University ◽  
Final Project ◽  
Service Learning Projects

The Department of Horticultural Sciences at North Carolina State University began offering landscape horticulture students a construction studio in 2002. This unique studio engages students in experiential learning (hands-on) and service learning (client-based) projects while simultaneously applying knowledge they have gained during their university education. Three years later, the Landscape Construction Studio is a model course that pushes students to design creatively, while providing a practical foundation in how ideas transition from paper to reality. Projects embody several learning objectives, including fostering exploration and discovery while raising students' awareness of strengths and limitations of traditional and nontraditional construction materials. In addition, the studio enables the elimination of students' tendency to compartmentalize course work, and encourages students to broaden their understanding and appreciation of the world around them. A typical semester incorporates several smaller projects that introduce students to a variety of materials and lessons in construction methodologies. Projects increase in size and complexity over the course of the semester, leading to a comprehensive landscape design and installation project in which students experience the entire design process. Through this final project, students see how information gained from other horticultural and general classes are applied in landscape design. This presentation will discuss the importance of incorporating experiential learning components to horticultural courses, and the pros and cons of service learning projects. Presentation of best management practices will stimulate discussion among the audience.

scholarly journals 419 Academic performance and views toward community service from students engaged in service learning through a beef production course

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 179-179
Author(s):  
William B Smith
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Service ◽  
Best Management Practices ◽  
Management Practices ◽  
Learning Opportunities ◽  
Control Group ◽  
Post Secondary ◽  
Laboratory Section ◽  
Cow Calf

Abstract Experiential learning is a feature common to post-secondary agricultural education. Similar to experiential learning opportunities, incorporation of service learning into post-secondary coursework is being encouraged more often. Our objective was to determine how community engagement and introduction of real-world problems in a species-specific production course would affect student performance and outlooks on community service. This experiment was conducted as a completely randomized design within the beef cattle production class during the spring 2019 semester at Tarleton State University. Thirty-eight students were enrolled in the course across two laboratory sections. Students in the first laboratory section were used as a control group. In the control, students were asked to draw from a selection of possibilities a description of herd size, sire and dam breed type, and county. Groups were asked to develop a management plan for a commercial cow-calf operation. Students in the second laboratory section were asked to brainstorm the most prevalent barriers to implementation of best management practices in cow-calf production. Groups were randomly assigned to each topic and were tasked with developing a tri-fold brochure addressing the barrier. They were instructed that this was being done as a service to the greater beef community and would be evaluated by industry representatives. Students in CON had more (P < 0.05) students that reported performing community service weekly or monthly prior to the study than TRT. Groups were similar (P ≥ 0.41) in their assessment of community needs and the role of college students in community service. Likewise, CON and TRT had similar (P ≥ 0.41) responses in having less time available for coursework and their service contributing to the betterment of the overall community. Results are interpreted to mean that incorporation of service learning opportunities does not influence student views on community service.

scholarly journals Innovative Extension Methods in the U.S. to Promote Irrigation Water Management

2020 ◽  
Vol 63 (5) ◽  
pp. 1549-1558
Author(s):  
Daran R. Rudnick ◽  
Matt Stockton ◽  
Saleh Taghvaeian ◽  
Jason Warren ◽  
Michael D. Dukes ◽  
...  
Keyword(s):  
Water Management ◽  
Experiential Learning ◽  
Best Management Practices ◽  
Irrigation Water ◽  
Management Practices ◽  
New Technology ◽  
List Type ◽  
Extension Programs ◽  
Irrigation Water Management ◽  
Primary Means

HIGHLIGHTSUniversity extension has been playing a larger role, serving a larger number of irrigated farms.Extension programs in irrigation water management (IWM) have been transitioning away from lectures and field tours as the primary means of knowledge transfer.New IWM programs focus on experiential learning, development of practitioner networks, and industry participation.Abstract. Promotion and adoption of irrigation water management (IWM) technology, tools, and best management practices are important as water availability concerns are addressed. Traditional extension programs have relied on lecture presentations, field tours, fact sheets, and on-station demonstrations to promote IWM practices and tools. However, these platforms tend not to provide the experience and opportunity for growers to identify and become comfortable with innovative solutions, such as new technology. To address these challenges and to appeal to an ever-changing client base, innovative and locally relevant extension and outreach programs have been devised to engage and educate growers. This article describes some of these programs that extend beyond previous traditional programs to connect growers with IWM. Keywords: Demonstrations, Experiential learning, Grower competition, Outreach, Practitioner networks.

University Education: Leadership Development In and Outside the Classroom

2011 ◽  
pp. 116-132
Author(s):  
Suzanne L. Velázquez
Keyword(s):  
Leadership Development ◽  
Service Learning ◽  
Transformative Learning ◽  
Student Leadership ◽  
Middle Eastern ◽  
University Education ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Student Leadership Development ◽  
Service Learning Projects

This chapter illustrates model student leadership development programs offered at institutions of higher education and discusses leadership competencies needed to succeed in today’s global job market and our diverse society. Highlighted programs are rooted in developmental theories, such as Chickering’s psychosocial theory; function within proven frameworks, including the Social Change Model of Leadership and Leadership Challenge; and include service-learning projects to optimize transformative learning and ethical leadership. The chapter concludes with areas for further research related to the sustainable impact of leadership development programs, as well as content and delivery methods of student leadership development programs that are tailored for diverse learners, including nontraditional-aged college students and students of varied cultural ancestry, such as Asian, Middle Eastern, and Indigenous Peoples.

scholarly journals The Role of Pedagogical Variables in Intercultural Development: a Study of Faculty-led Programs

2015 ◽  
Vol 25 (1) ◽  
pp. 20-36 ◽  
Author(s):  
Allison Spenader ◽  
Peggy Retka
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Study Abroad ◽  
Academic Program ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Study Abroad Programs ◽  
Service Learning Projects ◽  
Cultural Interventions ◽  
Learning Projects

This study investigates the intercultural development in several semester-long study abroad programs at the undergraduate level, using the Intercultural Development Inventory, or IDI. Our faculty-led cohort model utilizes a study abroad seminar incorporating an experiential learning project to provide pedagogical supports and cultural interventions to students during their sojourn. Our study compares mean IDI scores of various cohorts across multiple personal, contextual and pedagogical variables.  While no correlation was found between English vs. foreign language contexts, housing types or academic program types, we did find differences between programs based on the type of experiential learning project used in the course. Our findings indicate that service-learning projects are associated with greater intercultural gains than other types of experiential learning projects.

The Impact of International Experiential Learning and the Community and University Partnership Supporting Global Citizenship in U.S. Schools

2021 ◽  
Author(s):  
Elisabeth Krimbill ◽  
Lawrence Scott ◽  
Amy Carter
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Local Community ◽  
Learning Opportunities ◽  
South Texas ◽  
Global Citizens ◽  
Immersion Experience ◽  
Service Learning Projects ◽  
Travel Abroad ◽  
The Impact

As global citizens, we have an increasing international interdependence that now impacts the way we solve problems and interact with one another. Intentionally planed travel abroad has the potential to transform lives by creating a greater global and personal awareness, where adolescents see themselves as not just members of their local community, but also a global community. In an attempt to prepare students for an international and interdependent world, one inner-city nonprofit agency partnered with a local university in South Texas to provide overseas experiential learning opportunities paired with service-learning projects. Through one innovative program, more than 600 students have traveled to more than 20 countries as a full-immersion experience, most of which were centered on service-learning opportunities. The students in this program had the opportunity to examine their prejudices, assumptions, and fears while learning about themselves and developing deeper relationships with members of their school and local community through global outreach.

scholarly journals The Challenges of Using Service Learning in Construction Management Curricula

2008 ◽  
Vol 3 (1) ◽  
Author(s):  
R. Casey Cline ◽  
Michael Kroth
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Engagement ◽  
Learning Process ◽  
Real World ◽  
Construction Management ◽  
Construction Materials ◽  
Academic Skills ◽  
Management Techniques

The use of experiential learning as a pedagogical mechanism to facilitate the learning of skills taught in the classroom has become common in college curricula. Service learning and community engagement models are frequently used to combine academic skills with “real-world” experience to foster understanding, and to largely broaden the perspective of the learner. Service-learning and community engagement are both commonly used in construction management (CM) curricula to allow the CM learner to develop a greater understanding of construction materials, processes, and management techniques presented in CM coursework. CM educators, in an effort to formalize the experiential learning process into course curricula, inaccurately describe the experiential learning project as service-learning rather than community engagement because there is confusion about the parameters differentiating these two experiential models. In fact, many CM courses that include experiential learning are in fact practicing community engagement and not service-learning. It is the parameters that set these two forms of experiential learning apart that make the practice of using service-learning in CM curricula a challenge.

Exploration of Integrating Stormwater Best Management Practices into Landscape Design in Sino-Singapore Tianjin Eco-City

2009 ◽  
Vol 4 (4) ◽  
Author(s):  
Ming Jiang ◽  
Xuefeng Lin ◽  
Stephane Asselin
Keyword(s):  
Water Quality ◽  
Urban Design ◽  
Best Management Practices ◽  
Management Practices ◽  
Urban Landscape ◽  
Surface Water Quality ◽  
Landscape Design ◽  
Polluted Water ◽  
Best Management ◽  
Water Sensitive Urban Design

Sino-Singapore Tianjin Eco-City is a cooperation project between Singapore and China that seeks not only to be sustainable, but also practical, scalable and replicable. A number of challenges exist at the site chosen for this unique project, in particular, scarce and polluted water resources. An urban landscape design that is water sensitive and maximises utilisation of stormwater as a resource and improves surface water quality is currently being prepared. Rationale and general design approach including unique challenges are discussed. Preliminary sizing and siting is presented. It is concluded that relevant overseas experience can be successfully applied in the Chinese context and that a Water Sensitive Urban Design and in particular, stormwater BMPs, are a key component of a sustainable Sino-Singapore Tianjin Eco-City.

scholarly journals Redefining the Pedagogy: Service-Learning in Libraries and Archives

2020 ◽  
Vol 8 (1) ◽  
pp. 37-48
Author(s):  
Elizabeth M Scott
Keyword(s):  
Higher Education ◽  
Science Education ◽  
Service Learning ◽  
Experiential Learning ◽  
Learning Experience ◽  
Library Science ◽  
Learning Partnerships ◽  
Innovative Methods ◽  
Service Learning Projects ◽  
Learning Projects

Service-learning has become an established pedagogy in higher education classrooms. With a push in recent years to offer classroom experiences that offer more than static lectures, service-learning incorporates three main elements into its model; experiential learning, contribution to the community, and reflection which merges theory with practice for a unique learning experience. Service-learning can also be found in early models of library science education. This article will highlight service-learning projects in both libraries and archives that used innovative methods to create partnerships in the community. It will also argue that both libraries and archives should not be overlooked when considering these projects and can be valuable resources for successful service-learning partnerships.

Experiential Learning and Education in Management

2021 ◽  
Author(s):  
D. Christopher Kayes ◽  
Anna B. Kayes
Keyword(s):  
Decision Making ◽  
Leadership Development ◽  
Service Learning ◽  
Experiential Learning ◽  
Learning Style ◽  
Learning Process ◽  
Management Practices ◽  
Management Education ◽  
Approaches To Learning ◽  
Traditional Education

Experiential learning describes the process of learning that results from gathering and processing information through direct engagement with the world. In contrast to behavioral approaches to learning, which describe learning as behavioral changes that result from the influence of external factors such as rewards and punishments, learning from experience places the learner at the center of the learning process. Experiential learning has conceptual roots in John Dewey’s pragmatism. One of the most influential approaches to experiential learning in management and management education is David Kolb’s experiential learning theory (ELT) and the learning cycle that describes learning as a four-phase process of direct experience, reflection, abstract thinking, and experimentation. Experiential learning has been influential in management education as well as adult education because it addresses a number of concerns with traditional education and emphasizes the role of the learner in the learning process. It has been adopted by over 30 disciplines across higher education and has been extensively applied to management, organizations, and leadership development. The popularity of the experiential learning approach is due to many factors, including the growing discontent with traditional education, the desire to create more inclusive and active learning environments, and a recognition of the role that individual differences plays in learning. A renewed interest in experiential learning has brought about new and expanded conceptualizations of what it means to learn from experience. Variations on experiential learning include critical approaches to learning, brain science, and dual-processing approaches. While the term “experiential learning” is used by scholars to describe a specific philosophy or theory of learning, it often refers to many management education activities, including the use of experiences outside the classroom such as study abroad, internships, and service learning. Experiential learning also includes educational “experiential” learning activities inside the classroom. Within organizations, experiential learning provides an underlying conceptual framework for popular learning and leadership development programs such as emotional intelligence, strengths-based approaches, and appreciative inquiry. There is a growing recognition that experiential learning is the basis for many management practices such as strategy creation, research and development, and decision-making. Applications of experiential learning and education in management include simulations and exercises, learning style and educator roles, learning as a source of resilience, learning attitudes and other learning-based experiences, learning flexibility, cross-cultural factors, and team learning. Emerging research interest is also found in the relationship between experiential learning and expertise, intuition, mastery, and professional and career development, decision-making, and judgment in organizations.

Service Learning Online

2017 ◽  
pp. 150-172
Author(s):  
Frederick Brockmeier
Keyword(s):  
Online Learning ◽  
Service Learning ◽  
Experiential Learning ◽  
Cultural Awareness ◽  
Learning Objectives ◽  
Distance Learners ◽  
Global Learning ◽  
Technological Tools ◽  
Service Learning Projects ◽  
Or Organization

Using service learning as a form of experiential learning and application of learning objectives has matured to the extent that it has a demonstrated value. There is learning value for the student, and tangible and intangible values for the partnership agency or organization. Those organizations take and apply the work of academia beyond its walls. Online learning has resulted in the development of educational tools of technology to expand the scope of education to diverse and distributed learners beyond the walls of academia. As service learning continues into the millennium, it will apply the expanded scope available through technology tools and the online learning environment to a global context. This chapter describes the expansion of service learning into online learning, presenting two service learning projects that prepared distance learners to work in global and cultural contexts through the technological tools that have become available to distance learners. Moreover, the chapter identifies best practices for the integration of service learning and online learning technological tools available to the experiential learner. This new global learning context will address experiential learning objectives involving cultural awareness and globalization now relevant in the 21st century.

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