scholarly journals 2013 3M Student Fellows Feature Article - Exploring the role of the university student as an experiential learner: Thoughts and reflections from the 2013 cohort of 3M National Student Fellows

2014 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Anita Acai ◽  
Victoria Cowan ◽  
Stephanie Doherty ◽  
Gaurav Sharma ◽  
Naythrah Thevathasan
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Learning Opportunities ◽  
Student Leaders ◽  
University Student ◽  
Post Secondary Education ◽  
Feature Article ◽  
Post Secondary ◽  
The University

In recent years, there has been a dynamic shift in the role of the university student through the creation and promotion of experiential learning opportunities on campuses across the country. Many post-secondary programs now include co-op placements, practicums, or internships where students can apply theoretical knowledge to real-world settings. However, in this article, we have chosen to focus on more “altruistic” forms of experiential learning – volunteerism, development work, and service-learning – which have gained increased focus in recent years but are often used, we feel, without appropriately reflecting on their meaning. In this article, we draw upon our experiences as student leaders to define each of these roles, outline what we see as the benefits of experiential learning for students, and provide recommendations for how these learning opportunities can continue to be improved. Moreover, we identify privilege, ethics, and responsibility as complexities related to experiential learning and discuss each of these topics in more detail. We end our discussion by addressing the role of experiential learning in helping to define the value of a post-secondary education.

scholarly journals 25. Blind Curves or Open Roads? Student Leaders Speak on the Future of Canadian Post-Secondary Education

2013 ◽  
Vol 6 ◽  
pp. 142
Author(s):  
Selena Demenoff ◽  
Pascal Genest-Richard ◽  
Jolène Labbé ◽  
Rébecca Bourgault ◽  
Johanna Lewis ◽  
...  
Keyword(s):  
Secondary Education ◽  
Experiential Learning ◽  
Crucial Role ◽  
Student Leadership ◽  
Student Leaders ◽  
Post Secondary Education ◽  
Educational Approach ◽  
Post Secondary ◽  
The Future

In working to build a better, more just future, post-secondary institutions play a crucial role in shaping the students of today and tomorrow. Many institutions already employ a number of innovative programs aimed at broadening students’ horizons. We can now look forward to seeing these initiatives grow. As students, we outline our views on some of the challenges and possible avenues for change in post-secondary education. Efforts to strengthen student leadership, optimize experiential learning, and develop a more holistic educational approach are important. Current challenges to post-secondary education lie within aspects of accessibility, funding, relationship disconnect, and segregated educational approaches. Strengths and challenges encountered within post-secondary education can frame learning boundaries to be deconstructive or constructive. Both boundary modalities can play important roles in designing the future of post-secondary education in Canada. 

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.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals The Role of Trust in Student Perceptions of University Sexual Assault Policies and Services

2020 ◽  
Vol 50 (2) ◽  
pp. 39-53
Author(s):  
Olga Marques ◽  
Amanda Couture-Carron ◽  
Tyler Frederick ◽  
Hannah Scott
Keyword(s):  
Sexual Assault ◽  
Student Perceptions ◽  
University Campus ◽  
Post Secondary ◽  
Student Trust ◽  
The Government ◽  
Policies And Programs ◽  
The University ◽  
Do So

Many post-secondary institutions are developing policies and programs aimed at improving responses to sexual assault experienced by students. In some areas, such as Ontario, Canada, the government has mandated post-secondary institutions to do so. However significant these initiatives, they are predicated on the assumption that students trust, and want to engage with, the university following sexual violence. This study explores students’ perceptions of sexual assault policies and services on one mid-size university campus focusing specifically on how trust factors into reporting sexual victimization and using services. Findings show that students believe that sexual assault policies and programs exist, but this does not meanstudents are willing to use such resources or that they even trust that their university has students’ needs and interests at the fore. This paper discusses policy and programmatic considerations for building student trust in their post-secondary institutions to encourage student use of campus support.

Should I stay, or should I go? Migration attitudes after the financial crisis (2014–19) among students from Halabja (KRI)

2020 ◽  
Vol 14 (3) ◽  
pp. 201-222
Author(s):  
Silvia-Lucretia Nicola ◽  
Shahen Mohammed Faraj
Keyword(s):  
Financial Crisis ◽  
Brain Drain ◽  
Kurdistan Region ◽  
Young Population ◽  
Post Secondary Education ◽  
Social Unrest ◽  
Post Secondary ◽  
Job Opportunities ◽  
First Results ◽  
The University

Students from the University of Halabja were asked in a survey conducted in April 2019 about their attitudes towards emigration in the wake of a prolonged financial crisis burdening the Kurdistan Region of Iraq (KRI) since 2014. While these students are not yet migrants, researching the reasons for their envisaged migration helps to better understand the challenges they face. Despite a continuous development of its post-secondary education sector, the KRI still struggles with low absorption rates of graduates. At the same time, the KRI exhibits a growing youth bulge, as well as high unemployment levels among its young population. These unfavourable conditions might cause a brain drain, pushing the educated youth to leave the country in search of better financial means, as well as waves of social unrest as seen throughout Iraq and the wider Middle East. First results show that more than half of the surveyed students have considered emigrating. Local job opportunities would, however, diminish their percentage.

Connecting Pedagogy, Preparation, and Passion

2021 ◽  
pp. 291-307
Author(s):  
Cheresa Greene Simpson ◽  
Gerrelyn Chunn Patterson
Keyword(s):  
Secondary Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Social Issues ◽  
Pedagogical Approach ◽  
Post Secondary ◽  
Pedagogical Strategy ◽  
Diverse Communities ◽  
Education Levels ◽  
The University

This chapter will address an engaging pedagogical strategy to prepare pre-service teachers to work in diverse communities challenged by social issues such as poverty and food instability. The chapter presents a service-learning pedagogical approach that creates a collaborative partnership between faculty, students, the university, and the greater community. It demonstrates how stakeholders can work and learn together within a common service-learning project that positively impacts change in diverse communities. The chapter will benefit faculty at the secondary and post-secondary education levels who are interested in enhancing teaching and learning through service learning, collaboration and community engagement.

scholarly journals New dimensions - nursing education in the post-secondary education system in the Republic of South Africa

Curationis ◽  
1983 ◽  
Vol 6 (1) ◽  
Author(s):  
C. Searle
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
South African ◽  
Advisory Council ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Academic Level ◽  
Teacher Training Colleges ◽  
The Republic ◽  
The University

On April 5, 1982 in her capacity as President of the South African Nursing Association, the author received a letter from the then Minister of Health. Dr. the Hon. L A P A Munnik to inform her that the Minister of Education had submitted the information to him that the Advisory Council of the Universities of South Africa had approved the principle whereby universities could develop an association with nursing colleges on the same lines as exist in respect of teacher training colleges, that is, as colleges external to the university but linked on an academic level to the university concerned.

scholarly journals Global U: Exploring Curricular Development and Outcomes in Three University of Utah Experiential Learning Abroad Programs

2020 ◽  
Vol 6 (1) ◽  
pp. 36-45
Author(s):  
Lisa H. Gren ◽  
L. Scott Benson ◽  
Caren J. Frost
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Mission Statement ◽  
Learning Experience ◽  
Authentic Learning ◽  
The United States ◽  
Global Learning ◽  
Short Term ◽  
University Of Utah ◽  
The University

The University of Utah is a publicly funded, R1 university located in the United States, with a mission statement that includes recognition of its global role, asserting that “. . . we engage local and global communities to promote education, health, and quality of life.” As part of that engagement, the University of Utah has offered learning abroad opportunities since 1967. Approximately 1 in 10 students participates in a global learning experience, and 80% of programs are short term (defined as 10 weeks or less). The pedagogical theories that guide these short-term programs are experiential learning, authentic learning, and intentional targeted intervention. We describe three short-term learning abroad programs in public health and social work—for students at the high school, undergraduate, and graduate level—connecting the reported benefits to the pedagogical model and theories used to develop the specific curriculum for these short-term programs. Faculty use a variety of reflective tools to help students learn to function in their new setting (experiential learning); explore and meaningfully construct concepts and relationships as they address real-world problems (authentic learning); and facilitate intercultural growth (intentional targeted learning). The University of Utah has adapted a three-stage model for learning abroad that incorporates principles from these theories to drive program activities: Plan (predeparture), Learn (program participation), and Integrate (postprogram). Immediate benefits to students of participating in a global-learning experience include intercultural learning, personal, and career development. Benefits to faculty include scholarly products in the domains of education and service learning, community-engaged participation, and research.

Anthropological Contributions to Experiential Learning in International and Intercultural Contexts

2010 ◽  
Vol 32 (3) ◽  
pp. 2-3
Author(s):  
Kiran Cunningham ◽  
Jayne Howell ◽  
Ronald Loewe
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Assessment ◽  
Assessment Instruments ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Learning Programs ◽  
Field Schools

Conversations about how to create meaningful and significant experiential learning opportunities for students in international and intercultural contexts are increasingly commonplace in academic institutions. With over a century dedicated to the development and refinement of a powerful set of methodological, attitudinal, conceptual, and theoretical tools for cross-cultural understanding and engagement, anthropology has much to offer these conversations. Contributors to this issue of Practicing Anthropology draw on their experiences directing international offices, directing offices and study abroad programs, leading internationalization initiatives, establishing service learning programs, running international and intercultural field schools, and developing intercultural learning assessment instruments. They all interrogate teaching and learning outcomes, exploring the ways that the theories and methods of anthropology have been effective in enhancing intercultural learning and offering models and methodologies that others can use in their own work. The first four articles in the issue were individually submitted, and were ideal complements to the six articles Kiran Cunningham compiled.

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