Experiential Learning for Nonbusiness Students: Student Engagement Using a Marketing Trade show Stacy

2011 ◽  
Vol 21 (1) ◽  
pp. 69-78 ◽  
Author(s):  
Landreth Grau ◽  
Robert Akin
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Trade Show

Impact of an Optional Experiential Learning Opportunity on Student Engagement and Performance in Undergraduate Nutrition Courses

2016 ◽  
Vol 77 (2) ◽  
pp. 84-88 ◽  
Author(s):  
Anne Szeto ◽  
Jess Haines ◽  
Andrea C. Buchholz
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Learning Activity ◽  
Satisfaction Survey ◽  
Personal Health ◽  
Body Composition Assessment ◽  
Percentile Rank ◽  
Final Exams ◽  
And Performance ◽  
The Impact

We examined the impact of an optional experiential learning activity (ELA) on student engagement and performance in 2 undergraduate nutrition courses. The ELA involved completion of a 3-day food record, research lab tour, body composition assessment, and reflective take-home assignment. Of the 808 students in the 2 courses (1 first-year and 1 second-year course), 172 (21%) participated. Engagement was assessed by the Classroom Survey of Student Engagement (CLASSE), and performance was assessed by percentile rank on midterm and final exams. Students’ perceived learning was assessed using a satisfaction survey. Paired-samples t tests examined change in CLASSE scores and percentile rank from baseline to follow-up. Frequencies and thematic analysis were used to examine responses to Likert scale and open-ended questions on the satisfaction survey, respectively. There was an 11%–22% increase (P < 0.05) in the 3 dimensions of student engagement and a greater increase in percentile rank between the midterm and final exams among participants (7.63 ± 21.9) versus nonparticipants (−1.80 ± 22.4, P < 0.001). The majority of participants indicated the ELA enhanced their interest and learning in both their personal health and the course. Findings suggest ELAs related to personal health may improve interest, engagement, and performance among undergraduate students.

Why Take Notes?

2020 ◽  
Vol 43 (3) ◽  
pp. 281-302
Author(s):  
Julie Loveland Swanstrom ◽  
Keyword(s):  
Critical Thinking ◽  
Cognitive Function ◽  
Student Engagement ◽  
Experiential Learning ◽  
Thinking Skills ◽  
Student Understanding ◽  
Critical Thinking Skills ◽  
Note Taking ◽  
Learning Practices ◽  
Integrate Research

For disciplines depending upon precise definitions and distinctions, students’ notes provide an avenue for student engagement with skill and content. Activities enliven the classroom, and those discussed here can also help students develop and exercise critical thinking skills through note-taking. Lecturing and experiential learning happen hand-in-hand when the instructor uses teaching about notes and note-taking as a method for critical engagement with class content. In this paper, I integrate research on the cognitive function of student note-taking with research on student engagement—particularly, motivating student learning, engaging students with texts, lecture, or discussion, and promoting metacognition about learning practices—by arguing that the instructor who teaches and emphasizes student note-taking elevates note-taking to a method of student engagement and daily critical thinking practice; I discuss particular methods for supporting teaching note-taking, methods that promote active learning, student engagement, and student understanding (and could be utilized in a variety of classes).

scholarly journals Fostering Interdisciplinary Research through Experiential Learning

2013 ◽  
Vol 5 ◽  
Author(s):  
Susan Hirsch ◽  
Agnieszka Paczynska ◽  
Philip Gamaghelyan
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Student Learning ◽  
Interdisciplinary Research ◽  
Real Life ◽  
Learning Activities ◽  
Research Skills ◽  
Capstone Course ◽  
Faculty Team

For a number of years, a student/faculty team at the School for Conflict Analysisand Resolution has been developing experiential learning activities (ELAs) toincrease student learning, student engagement, and students' critical thinkingabilities. The team developed several new activities focused on improving studentlearning of research skills and conventions in the interdisciplinary conflict analysisand resolution field. During this session, presenters will discuss activities andmaterials developed for the program's capstone course, CONF 490, wheretheoretical readings and class activities that helped students prepare their finalresearch product were supplemented by examples of real-life research. 

scholarly journals From criminology to gerontology: case studies of experiential authenticity in higher education

2020 ◽  
Vol 8 (1) ◽  
pp. 127-134
Author(s):  
Suzanne Young ◽  
Ellen Tullo
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Experiential Learning ◽  
Communities Of Practice ◽  
Common Features ◽  
The Core ◽  
Learning Journey ◽  
Teaching Interventions ◽  
The University ◽  
Diverse Groups

This article discusses two examples of higher education teaching interventions with evidence of high levels of student engagement resulting from experiential authenticity – the Prison: Learning Together module and an intergenerational module about ageing (NUAGE). The article outlines the aims and objectives of the two programmes and discusses the core findings from the module evaluations. The findings demonstrate that creating communities of practice using experiential authenticity enhances the learning journey for students, resulting in greater participation. Experiential authenticity has been identified as distinct from other forms of experiential learning with common features thought to result in sustained student engagement included collaboration with peers, an authentic experience of working with learners from outside the university, and reciprocal respect between members of diverse groups. We make suggestions as to how these engagement themes could be applied to other higher education settings whilst acknowledging the challenges involved.

scholarly journals Teaching through Experiential Learning Cycle to Enhance Student Engagement in Principles of Accounting

2020 ◽  
Vol 19 (10) ◽  
pp. 323-337
Author(s):  
Rohaila Yusof ◽  
Khoo Yin Yin ◽  
Norlia Mat Norwani ◽  
Zuriadah Ismail ◽  
Anis Suriati Ahmad ◽  
...  
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Learning Strategy ◽  
Learning Model ◽  
Learning Cycle ◽  
Measurement Instruments ◽  
Learning Cycles ◽  
Post Test ◽  
Principles Of Accounting ◽  
Experimental Group

This paper aims to investigate structuring classroom activities in experiential learning cycles to facilitate first-year Business and Accounting students’ engagement in principles of accounting course. The levels of student engagement and achievement in understanding accounting concepts are measured at the end of the course. The content of fundamental accounting is structured into experiential learning cycles to provide a practical model for learning accounting concepts. Two models of students learning are tested in this study are the Kolb Experiential Learning Model and Burch Engagement Model. A quasi - experimental study is implemented to test the effectiveness of an experiential learning model in improving student engagement. Lessons on Business Accounting is structured into an experiential learning cycle and delivered to an experimental group to measure the improvement in students’ engagement. Burch Engagement Model which measures students’ cognitive, emotional, and physical engagement is applied in measuring their engagement level. A pre and post-test design are employed to measure the difference in their engagement level between the control and the experimental group. The respondents of this study are a total of 112 students in Principles of Accounting course. Questionnaires and test sets are the measurement instruments used for data collection. After an eight-week exposure to experiential learning strategy, the post -test score for students’ engagement show an increase in means of the four dimensions of student engagement, with the highest mean in the cognitive in-class engagement, followed by cognitive out-of class, physical and emotional engagement. Improvement in the cognitive score is concluded to be significant across the cognitive levels of Bloom Taxonomy mainly in understanding, application, and analysis. The implications of this study involve improvement of the support system to materialize the experiential learning strategy.

scholarly journals Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Ginny R. Ratsoy
Keyword(s):  
Student Engagement ◽  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Situated Learning ◽  
Traditional Lecture ◽  
Canadian Universities ◽  
Class Participation ◽  
Premier Cycle

In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment – integrated into a course that included more traditional assignments – in the context of situated learning theory, advocates for a community-focused assignment as a component in a “traditional” lecture-and-discussion based course as a tool for enhanced engagement through active, collaborative learning. While the case study explored is a drama course, the anticipated audience is pan-disciplinary, as the article casts more broadly by providing brief, general guidelines on implementing an experiential learning assignment and encouraging all professors to reflect on their classroom theory and praxis to the end of augmenting student engagement. Au 21e siècle, les universités canadiennes accordent une place de plus en plus importante à l’engagement des étudiants. Les auteurs de ce rapport de recherche analysent les réflexions des étudiants de premier cycle à propos d’un travail pratique (TP) qu’ils ont effectué dans le cadre de l’apprentissage par le service communautaire– intégré à un cours qui comprenait des TP plus traditionnels – dans le contexte de la théorie de l’apprentissage situé. Les auteurs préconisent des TP axés sur la collectivité en tant que composants d’un cours « traditionnel » comportant des exposés magistraux et des discussions. Ce type de TP est un outil permettant d’améliorer l’engagement grâce à l’apprentissage actif et collaboratif. L’étude de cas porte sur un cours d’art dramatique, mais le public visé par le présent article est multidisciplinaire. En effet, les auteurs de l’article considèrent les choses plus largement en fournissant de brèves directives générales sur la mise en œuvre d’un devoir dans le cadre de l’apprentissage expérientiel et encouragent tous les enseignants à réfléchir sur leurs stratégies d’enseignement théoriques et pratiques afin d’augmenter l’engagement des étudiants.

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