SEER 2010 ABSTRACT: Experiential Education and Lifelong Learning: Examining Optimal Engagement in College Students

2011 ◽  
Vol 33 (4) ◽  
pp. 388-392 ◽  
Author(s):  
Jim Sibthorp ◽  
Scott Schumann ◽  
John Gookin ◽  
Sheila Baynes ◽  
Karen Paisley ◽  
...  
Keyword(s):  
College Students ◽  
Lifelong Learning ◽  
Experiential Education

Experiential Education and Lifelong Learning: Examining Optimal Engagement in College Students

2011 ◽  
Vol 33 (4) ◽  
pp. 388-392 ◽  
Author(s):  
Jim Sibthorp ◽  
Scott Schumann ◽  
John Gookin ◽  
Sheila Baynes ◽  
Karen Paisley ◽  
...  
Keyword(s):  
College Students ◽  
Lifelong Learning ◽  
Experiential Education

Social Entrepreneurship: Learning Through Community Service

2011 ◽  
pp. 388-401
Author(s):  
Richard Morfopoulos ◽  
Catherine Tyrie
Keyword(s):  
College Students ◽  
Corporate Social Responsibility ◽  
Lifelong Learning ◽  
Community Service ◽  
Learning Process ◽  
Social Entrepreneurship ◽  
Life Stages ◽  
Mature Adults ◽  
The World ◽  
Corporate Social

This chapter examines social entrepreneurship as a lifelong learning opportunity. It considers how people engage in, and learn from, social entrepreneurship as children, college students, mature adults, and seniors. Social entrepreneurship can start as early as childhood. The chapter examines how the field of social entrepreneurship developed and it’s link to corporate social responsibility. Social entrepreneurship is described as a learning process. Programs and methods for learning and supporting social entrepreneurship are described for people at different life stages. The chapter demonstrates that engagement in social entrepreneurship activities in one’s community or with one’s corporate colleagues can be a key to lifelong satisfaction and learning while repairing the world, locally or globally.

Communicating allyship according to college students with Deferred Action for Childhood Arrivals

2021 ◽  
pp. 026540752110617
Author(s):  
Jennifer A. Kam ◽  
Monica Cornejo ◽  
Roselia Mendez Murillo ◽  
Tamara D. Afifi
Keyword(s):  
Higher Education ◽  
College Students ◽  
Lifelong Learning ◽  
Learning Process ◽  
Supportive Communication ◽  
Structured Interviews ◽  
Safe Spaces ◽  
Past Work ◽  
Deferred Action ◽  
The Creation

Given the stress that college students with Deferred Action for Childhood Arrivals (DACA) experience and their minoritized status, some colleges have offered allyship training that informs campus personnel of the unique experiences of DACA and DACA-ineligible students. Although such trainings are promising, limited research has explored what actions communicate allyship to undocumented college students, including those with DACA. We conducted semi-structured interviews with 40 DACA college students and identified six themes: (a) allyship as an action-oriented, lifelong learning process, (b) allyship through supportive communication, (c) allyship without judgment or abnormal treatment, (d) visible allyship through the creation of safe spaces, (e) allyship as advocacy, and (f) allyship without self-promotion. Academics and activists have conceptualized and critiqued allyship. Nevertheless, this study extends past work by considering how DACA college students view the communication of allyship, which is important if allyship is to be encouraged or challenged in higher education and elsewhere.

scholarly journals Investigation of the Lifelong Learning Tendency of College Students

2017 ◽  
Vol 5 (12A) ◽  
pp. 19-25
Author(s):  
Hamit Aksoy ◽  
Hasan Erbay ◽  
Hakan Kör ◽  
Melih Engin
Keyword(s):  
College Students ◽  
Lifelong Learning

Lessons in Lifelong Learning

2016 ◽  
Vol 28 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Valeri R. Helterbran
Keyword(s):  
College Students ◽  
Qualitative Study ◽  
Lifelong Learning ◽  
Educational Experience ◽  
Bachelor's Degree ◽  
Return To School ◽  
Learning Needs ◽  
Special Population ◽  
College Degree ◽  
Older Learners

Many older learners are choosing to return to school to meet varying learning needs; some are returning to satisfy a lifelong desire to earn a college degree. The purpose of this qualitative study was to examine the motivation and experiences of adults aged 65 years or older who earned a bachelor’s degree in retirement and their perceptions related to this educational experience. The findings of this study, although not generalizable, have recruitment and instructional implications for higher educators and suggest pathways to better support this special population of college students.

scholarly journals Analysis of the Role of College Students’ Career Planning on the Growth of Undergraduate Students

2020 ◽  
Vol 2 (4) ◽  
pp. p57
Author(s):  
Guang Li
Keyword(s):  
College Students ◽  
Lifelong Learning ◽  
Undergraduate Students ◽  
Career Education ◽  
Career Planning ◽  
Career Exploration ◽  
Learning Objectives ◽  
Career Goals ◽  
New Era

Career education is started in kindergarten in western countries. On the contrary, in our country, only when we meet the career bottleneck can we start our own career planning. Therefore, on the basis of self exploration and career exploration, we should scientifically plan our own career development and reasonably position our career goals, these are of great importance to the interests, learning objectives, future career planning, lifelong learning outlook, outlook on life and values of undergraduate students in the new era.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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