scholarly journals Surveying Assessment in Experiential Learning: A Single Campus Study

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Thomas Yates ◽  
Jay Wilson ◽  
Kendra Purton
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Best Practices ◽  
Experiential Education ◽  
Online Survey ◽  
Action Learning ◽  
Learning Problem ◽  
Institutional Level ◽  
Education Service ◽  
Inventory Survey

The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL) at an institutional level. The origins of EL are found in the work of Dewey (1938), later modified by Kolb and Fry (1975). Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey. L’objectif de cette étude était de déterminer quelles méthodes d’évaluation expérientielle sont employées dans les universités canadiennes et dans quelle mesure elles sont employées. Le fait d’explorer l’évaluation expérientielle permettra d’identifier quelles sont les méthodes employées couramment et facilitera le développement des meilleures pratiques d’évaluation dans le contexte de l’apprentissage expérientiel au niveau institutionnel. Les origines de l’apprentissage expérientiel se trouvent dans les travaux de Dewey (1938), modifiés plus tard par Kolb et Fry (1975). Les méthodes expérientielles comprennent : l’éducation expérientielle, l’apprentissage par le service, l’apprentissage par problèmes, ainsi que quelques autres tel que l’apprentissage par action, l’apprentissage par l’enquête et les études de cas. Les professeurs qui pratiquent actuellement l’apprentissage expérientiel dans les universités participantes ont été invités à remplir un questionnaire en ligne portant sur leur enseignement et leurs méthodes d’évaluation. Cet article partage les résultats et les analyses du sondage sur l’apprentissage expérientiel.

scholarly journals Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices

2016 ◽  
Vol 16 (1) ◽  
pp. 74-83 ◽  
Author(s):  
Sarah F. Bailey ◽  
Larissa K. Barber ◽  
Videl L. Nelson
Keyword(s):  
Professional Development ◽  
United States ◽  
Experiential Learning ◽  
Best Practices ◽  
Faculty Member ◽  
Online Survey ◽  
Course Design ◽  
The United States ◽  
Academic Credit ◽  
Psychology Interns

This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States ( n = 149 responded). Overall, the majority of institutions offered academic credit for internships through letter grading and had one faculty member supervising all psychology interns. The top three academic requirements for internship courses included: completing a reflection paper; completing a work diary; and individual meetings with the faculty supervisor. Although these practices promote experiential learning, one opportunity for improvement is promoting students’ professional development. Psychology departments can use these findings to inform their institution’s internship course design.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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.

Experiential Learning and Inclusion Through Service-Learning: Recommendations for Kinesiology to Support Students and People with Impairments

Quest ◽  
2021 ◽  
pp. 1-19
Author(s):  
Wesley J. Wilson ◽  
Elizabeth A. Theriot ◽  
K. Andrew R. Richards ◽  
Alyssa M. Trad ◽  
Lauren Schriner
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Support Students ◽  
People With Impairments

scholarly journals UTILIZING UNDERGRADUATE RESEARCH TO INFORM COMMUNITY RESOURCES FOR OLDER ADULTS: A SERVICE-LEARNING PROJECT

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S537-S538
Author(s):  
Amanda E Barnett ◽  
Sara Olinger
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Best Practices ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Community Resources ◽  
Home Visitor ◽  
Aging Societies ◽  
Theory Research ◽  
The Impact

Abstract Engaging undergraduate students with aging-focused community resources is critical for preparing students to work with older adults and make positive contributions to aging societies. During the fall, 2018 semester, undergraduate students in a human development course on middle and late adulthood partnered with a county aging and disability resource center (ADRC) in Wisconsin to evaluate and update several of their existing programs and resources using empirical research. Upon completion of this project, students synthesized course material to meet all course learning objectives such as: (1) critically analyze physical, psychological, and sociological processes of aging across categories of difference (e.g. cultural, ethnic, class); (2) evaluate social policies and their multigenerational implications for midlife and older adults; and (3) construct a personal position on aging that integrates theory, research, and policy to demonstrate a sensitive and competent approach to working with midlife and older adults. Students researched, wrote reports, and presented to ADRC staff on the impact of social isolation on older adults, best practices for home visitor and transportation programs serving older adults, cognitive competency tools and best practices for utilizing memory assessments, grief supports and groups for family caregivers, and best practices for supporting veterans as they age. The outcome of these projects are research-based recommendations for any ADRC to consider when developing and implementing related programs. All stakeholders (students, professor, and ADRC staff) were satisfied with the process and outcomes of the project. Strengths and challenges of carrying out such a collaborative project will be reviewed.

scholarly journals Training interns in nutrition and dietetics: a cross-sectional study of the barriers and motivators to being a Registered Dietitian Nutritionist preceptor

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Andrea M. Hutchins ◽  
Donna M. Winham ◽  
Jinette P. Fellows ◽  
Michelle M. Heer
Keyword(s):  
Experiential Learning ◽  
Professional Training ◽  
Online Survey ◽  
Selection Process ◽  
National Level ◽  
Cross Sectional Study ◽  
Registered Dietitian ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Entry Level

Abstract Background As is common across the health professions, training of Registered Dietitian Nutritionists (RDNs) requires experiential learning for interns/students to gain skills and demonstrate entry-level competency. Preceptors are essential to the experiential learning component of health care professional training, providing supervision and mentoring as students and interns gain the skills required for entry-level practice competency. Over the past 27 years, 47–73% of applicants to dietetic internships have received a placement. Practitioners willing to volunteer as preceptors are needed to generate more internship or experiential learning opportunities for the profession to continue to meet workforce demands. Methods The objective of this national-level online cross-sectional survey was to identify perceptions and attitudes associated with the preceptor role and incentives that might encourage precepting by current RDNs. A random sample of RDN and Nutrition and Dietetic Technicians, Registered (NDTR) professionals from the Commission on Dietetic Registration credentialed practitioner database were eligible to participate in the online survey. The main outcome measures included perceptions, attitudes, and preferred incentives to precept compared by preceptor experience categories (current, former, never precepted). Comparisons of perceptions, attitudes, and preferred incentives were made between preceptor experience categories using Chi-square and ANOVA. Results Of 2464 invitations, 308 participants had complete variables for analysis. Top incentives were the opportunity to earn continuing education units (65.9%) and having expenses paid to attend a national conference (49.5%). Significantly more (P < 0.001) “former” and “never” preceptors reported the ability to choose when to take an intern, training on how to teach and communicate with interns, and access to an “on-call” specialist as incentives compared to “current” preceptors. Significantly more (P < 0.01) “never” preceptors reported training on internship expectations and the ability to provide input on intern selection process as incentives compared to “current” or “former” preceptors. Conclusions Incentives to serve as a preceptor differ based on “current”, “former”, or “never” precepted status. Promoting and strategizing solutions to the current imbalance between the greater number of dietetic internship applicants compared to preceptors should be targeted based on preceptor status to retain current preceptors, encourage former preceptors to return and recruit professionals who have never served.

Establishing Partnerships for Effective Academic Programs

2017 ◽  
Vol 6 (4) ◽  
pp. 384-390 ◽  
Author(s):  
Joanna L. Morrissey ◽  
Joseph A. Beckett ◽  
Ross Sherman ◽  
Lisa J. Leininger
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Community Partnerships ◽  
Academic Programs ◽  
Campus Community ◽  
Specific Service ◽  
Internship Programs

As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be successful in their major and future careers. To best facilitate students’ learning, it is imperative that such academic programs build collaborative, sustainable and genuine campus-community partnerships. This paper presents a series of practical and successful partnership-building strategies from three unique institutions.

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