scholarly journals No More Pencils…No More Books? Arguing For The Use Of Experiential Learning In Post Secondary Environmental Studies Classroom

2000 ◽  
Vol 1 (13) ◽  
Author(s):  
Tarah Sharon Alexandra Wright
Keyword(s):  
Experiential Learning ◽  
Environmental Studies ◽  
Post Secondary

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.

Growing PEAS at the Duke Campus Farm

2014 ◽  
pp. 543-564
Author(s):  
Damon Cory-Watson
Keyword(s):  
Sustainable Development ◽  
Experiential Learning ◽  
Sustainable Agriculture ◽  
Education Program ◽  
Educational Program ◽  
Educational Institutions ◽  
Agriculture Education ◽  
Education Programs ◽  
Content Areas ◽  
Post Secondary

This chapter explains a study designed to create a guide to aid the Duke Campus Farm (DCF) in developing an educational program on sustainable agriculture. Currently, many such education programs exist, but they are very different in their content, tools and approaches. Qualitative analysis of 58 syllabi from 30 post-secondary educational institutions was used to understand frequent practices in the field of sustainable agriculture education (SAE). The analysis showed consistency for 14 content areas that appeared in 93% to 26% of all syllabi, 10 tools that appeared in 93% to 14% of all syllabi, and 10 approaches that appeared in 86% to 7% of all syllabi. A gap in SAE was also discovered in that most educators use only one of the four phases of Experiential Learning (EL) theory when implementing EL. This information was then used to create an education program for the DCF. Studies such as this seem useful in compiling and codifying new innovations in education about sustainable development.

scholarly journals Reimaging Experiential Learning in Online Courses for the Digital Economy

2021 ◽  
Author(s):  
Katherine Moreau ◽  
Kaylee Eady ◽  
Ruth Kane ◽  
Peter Milley ◽  
Patrick R. Labelle ◽  
...  
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Online Courses ◽  
Digital Economy ◽  
Work Environments ◽  
Current Evidence ◽  
Future Research ◽  
Community Based ◽  
Policy Makers ◽  
Post Secondary

To continue functioning and adhere to physical/social distancing regulations during COVID-19, post-secondary institutions transitioned courses online, including those with experiential learning components. Experiential learning occurs when students apply course theory and concepts in real-world situations. Types of experiential learning include, for example, eService-learning, co-op, remote co-op, practicums, service-learning, and community-based projects. Experiential learning is a core component of students' education and growth. It allows them to acquire in-demand skills, gain competencies to transition into the workforce, obtain new skills to re-enter the workforce, or prepare for future employment in the digital economy. However, academics, students, employers, and policy-makers report that they do not know how to effectively integrate or do experiential learning in online courses. Both experiential and online learning have established benefits and research foundations and experiential learning is important to retain in online courses and as work environments change. To do so successfully, academics, students, employers, and policy-makers need to reimagine how they can integrate or do quality experiential learning in online courses to ensure that it prepares students for evolving labour demands. Therefore, in this knowledge synthesis project we will conduct a scoping review to: (a) identify the types of available evidence on experiential learning in online courses; (b) identify promising strategies for integrating and doing experiential learning in online courses; (c) identify outcomes of integrating and doing experiential learning in online courses; and (d) identify and analyze gaps in the current evidence on experiential learning in online courses in order to direct future research on the topic.

Improving Experiential Learning in the Online Environment

2021 ◽  
pp. 15-33
Author(s):  
Nidia Cerna ◽  
Daniel Piedra ◽  
Heather Pollex ◽  
Nathalie Vallee
Keyword(s):  
Experiential Learning ◽  
Human Resources ◽  
Continuing Education ◽  
Continuous Improvement ◽  
Human Resources Management ◽  
Management Program ◽  
Post Secondary ◽  
Implementation Team ◽  
Design And Implementation ◽  
Work Integrated Learning

This chapter provides a summary of the design and implementation of experiential learning at McMaster University's Continuing Education Unit within the Human Resources Management Program between its initial launch in 2017 through 2020. The chapter highlights the evolution of the model, its challenges, and improvements over the three-year period through which three versions of the experiential learning project were adapted and improved. The chapter concludes with recommendations for institutions who may be considering the adoption of experiential learning for online adult audiences in post-secondary education. Among the recommendations identified are, to provide clear expectations of the work and roles required by students, industry partners, and instructors. To create a tight-knit design and an implementation team, to provide sufficient training to instructors who will facilitate the process of work-integrated learning, and to adopt an attitude of continuous improvement.

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. 

Experiential Learning Model for Online and F2F Programs in University Continuing Education

2020 ◽  
pp. 276-290 ◽  
Author(s):  
Daniel Piedra
Keyword(s):  
Online Learning ◽  
Experiential Learning ◽  
Continuing Education ◽  
Learning Experience ◽  
Learning Model ◽  
Human Interaction ◽  
Post Secondary ◽  
University Continuing Education ◽  
One Year ◽  
Actual Learning

Online learning continues to grow throughout the world of post-secondary education. However, the actual learning experience is becoming less and less about human interaction and more and more about the development of applications (“apps”) that rely more on technology than the interaction of instructor and learner. In an effort to enhance the level of student engagement, McMaster University's Centre for Continuing Education has turned to a model of online learning that leverages the benefits of experiential learning enabling students to work on authentic industry projects. The results of this one-year pilot are presented outlining the strengths, challenges, and areas for improvement and further research. While the experiential learning model received favorable reviews from learners, several areas for improvement were noted including, improving the onboarding process for both learners and instructors, redesigning courses to accommodate experiential learning, and improving the communication between corporate partners and those involved in each course.

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