Pub Date : 2022-04-04DOI: 10.1177/10538259221092141
E. Faulconer, C. J. Y. Kam
Background: Service-learning is gaining recognition as a valuable pedagogy for students to gain both academic and psychosocial benefits. This high-impact practice allows students to achieve course learning objectives while contributing to their community's needs. A review from 2007 revealed a lack of research focused on the topic in the prior decade, despite the interest that was shown by the American Chemical Society in 2000. Purpose: This review of recent case studies on the topic provides future researchers and practitioners with an understanding of the current state of service-learning in undergraduate chemistry courses. Methodology/Approach: To create a representative sample of recent literature for a non-exhaustive scoping review, only peer-reviewed articles addressing service-learning in undergraduate chemistry, published in reliable journals in the last two decades were included. These studies were analyzed in terms of course design, research design, and research quality. Findings/Conclusions: While the scoping review identified papers with notable contributions to establishing service-learning in undergraduate general chemistry, the review also identified several key gaps in the literature, including small sample size, reliance on subjective and indirect measures, and qualitative measures that exclude correlation analysis. Implications: Recommendations for future work for both practitioners and researchers are provided.
背景:服务学习作为一种有价值的教学方法，为学生获得学术和社会心理的双重好处而得到认可。这种高影响力的实践使学生能够在为社区需求做出贡献的同时实现课程学习目标。2007年的一篇综述显示，尽管美国化学学会(American Chemical Society)在2000年对这一主题表现出了兴趣，但在此前的十年里，对这一主题的研究缺乏关注。目的:本文回顾了近年来有关该主题的案例研究，为未来的研究人员和实践者了解本科化学课程中服务学习的现状提供了参考。方法/方法:为了创建一个具有代表性的近期文献样本，以进行非详尽的范围审查，仅包括在过去二十年中发表在可靠期刊上的关于本科化学服务学习的同行评议文章。这些研究在课程设计、研究设计和研究质量方面进行了分析。结果/结论:虽然范围审查确定了对建立本科普通化学服务学习有显著贡献的论文，但审查也发现了文献中的几个关键空白，包括样本量小，依赖主观和间接测量，以及排除相关分析的定性测量。启示:为从业者和研究人员提供了未来工作的建议。
{"title":"Service-Learning in Undergraduate General Chemistry: A Review","authors":"E. Faulconer, C. J. Y. Kam","doi":"10.1177/10538259221092141","DOIUrl":"https://doi.org/10.1177/10538259221092141","url":null,"abstract":"Background: Service-learning is gaining recognition as a valuable pedagogy for students to gain both academic and psychosocial benefits. This high-impact practice allows students to achieve course learning objectives while contributing to their community's needs. A review from 2007 revealed a lack of research focused on the topic in the prior decade, despite the interest that was shown by the American Chemical Society in 2000. Purpose: This review of recent case studies on the topic provides future researchers and practitioners with an understanding of the current state of service-learning in undergraduate chemistry courses. Methodology/Approach: To create a representative sample of recent literature for a non-exhaustive scoping review, only peer-reviewed articles addressing service-learning in undergraduate chemistry, published in reliable journals in the last two decades were included. These studies were analyzed in terms of course design, research design, and research quality. Findings/Conclusions: While the scoping review identified papers with notable contributions to establishing service-learning in undergraduate general chemistry, the review also identified several key gaps in the literature, including small sample size, reliance on subjective and indirect measures, and qualitative measures that exclude correlation analysis. Implications: Recommendations for future work for both practitioners and researchers are provided.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"117 1","pages":"32 - 51"},"PeriodicalIF":1.5,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80482854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1177/10538259211058292
Alexa Darby, Lauren Willingham
Background: Research has established that service-learning is a high-impact practice with significant consequences for student learning. Research in this area can provide greater understanding and recognition of the value faculty bring to the service-learning experience. Purpose: Examining faculty members’ memorable experiences in service-learning pedagogy through the Expectancy x Value theory of motivation will help colleges and universities more effectively support and retain faculty who teach service-learning courses. Methodology/Approach: Twenty-two faculty from a medium-sized liberal arts institution each participated in a 24-min interview and described memorable service-learning experiences with students. Inductive analysis and the Expectancy x Value theory of motivation were used to analyze the data. Findings/Conclusions: The study found that faculty members highlighted themes of faculty fostering student and community connections, valuing the service-learning work, and assisting students in learning from their discomfort during service-learning experiences. Faculty's expectations of success centered on their own self-efficacy and view of ability. Faculty valued the relationships that were established, benefits that were gained, and risks that were taken. Implications: Through the Expectancy x Value theory, this research provides a foundation for understanding what motivates faculty to continue teaching service-learning courses, which can help institutions more effectively support faculty members.
{"title":"Faculty Motivation in Service-Learning Based on Expectancy x Value Theory","authors":"Alexa Darby, Lauren Willingham","doi":"10.1177/10538259211058292","DOIUrl":"https://doi.org/10.1177/10538259211058292","url":null,"abstract":"Background: Research has established that service-learning is a high-impact practice with significant consequences for student learning. Research in this area can provide greater understanding and recognition of the value faculty bring to the service-learning experience. Purpose: Examining faculty members’ memorable experiences in service-learning pedagogy through the Expectancy x Value theory of motivation will help colleges and universities more effectively support and retain faculty who teach service-learning courses. Methodology/Approach: Twenty-two faculty from a medium-sized liberal arts institution each participated in a 24-min interview and described memorable service-learning experiences with students. Inductive analysis and the Expectancy x Value theory of motivation were used to analyze the data. Findings/Conclusions: The study found that faculty members highlighted themes of faculty fostering student and community connections, valuing the service-learning work, and assisting students in learning from their discomfort during service-learning experiences. Faculty's expectations of success centered on their own self-efficacy and view of ability. Faculty valued the relationships that were established, benefits that were gained, and risks that were taken. Implications: Through the Expectancy x Value theory, this research provides a foundation for understanding what motivates faculty to continue teaching service-learning courses, which can help institutions more effectively support faculty members.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"3 1","pages":"337 - 353"},"PeriodicalIF":1.5,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79731079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1177/10538259221077179
Caitlin Kelley, D. Mack
Health and Natural Landscapes: Concepts and Applications (2021) highlights diverse perspectives to understanding relationships with natural landscapes, their health bene- fi ts, and offers future research directions that appeal to stakeholders from various disciplines, professional backgrounds, and expertise. The above culminates in a call for advocacy. Perspectives introduced to document the complex relationship between natural landscapes and health are woven together from diverse disciplines and further juxtaposed with sidebars from guest contributors highlighting this relationship across varied geographical locations. This is a strength of this book as it extends knowledge and ways of relating to natural landscapes beyond Western conceptualiza-tions. This translates to a well-rounded approach to summarizing, exploring, and con-textualizing relationships with natural landscapes and various cultural underpinnings that may shape that dynamic. A prominent nod to the climate crisis renders the contents of this book all the more timely. As such, the aim of this work is not only to expand the reader ’ s familiarity with the topic, but to facilitate a dialogue amongst stakeholders regarding the future of our relationship with our environment as it pertains to health, and ultimately, our planet.
{"title":"Book Review: Health and Natural Landscapes: Concepts and Applications","authors":"Caitlin Kelley, D. Mack","doi":"10.1177/10538259221077179","DOIUrl":"https://doi.org/10.1177/10538259221077179","url":null,"abstract":"Health and Natural Landscapes: Concepts and Applications (2021) highlights diverse perspectives to understanding relationships with natural landscapes, their health bene- fi ts, and offers future research directions that appeal to stakeholders from various disciplines, professional backgrounds, and expertise. The above culminates in a call for advocacy. Perspectives introduced to document the complex relationship between natural landscapes and health are woven together from diverse disciplines and further juxtaposed with sidebars from guest contributors highlighting this relationship across varied geographical locations. This is a strength of this book as it extends knowledge and ways of relating to natural landscapes beyond Western conceptualiza-tions. This translates to a well-rounded approach to summarizing, exploring, and con-textualizing relationships with natural landscapes and various cultural underpinnings that may shape that dynamic. A prominent nod to the climate crisis renders the contents of this book all the more timely. As such, the aim of this work is not only to expand the reader ’ s familiarity with the topic, but to facilitate a dialogue amongst stakeholders regarding the future of our relationship with our environment as it pertains to health, and ultimately, our planet.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"20 1","pages":"509 - 510"},"PeriodicalIF":1.5,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73656094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/10538259221079067
{"title":"Call for Editor: Journal of Experiential Education","authors":"","doi":"10.1177/10538259221079067","DOIUrl":"https://doi.org/10.1177/10538259221079067","url":null,"abstract":"","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"9 1","pages":"5 - 6"},"PeriodicalIF":1.5,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75527831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/10538259221081734
Jayson O. Seaman
Welcome to JEE issue 45(1). This issue includes a number of diverse articles exploring key topics concerning experiential education in a range of disciplinary contexts. Before I introduce the articles, I want to draw readers’ attention to the Call for Editors for the Journal of Experiential Education, on the pages immediately following this letter. My term expires in 2022, and the Journal’s parent association, the Association for Experiential Education, is seeking to recruit an editor or editorial team to lead the JEE into its next phase. It’s an especially exciting moment for the journal, as our Scopus CiteScore places the journal in the top 20%, and we are moving steadily toward attaining an impact factor. I will have more to say before I depart, but I encourage interested parties to apply, or to contact me with questions. The first article, Transformative Design Pedagogy: Teaching Biophilic Design through Experiential Learning by Genell Wells Ebbini, examines students’ understanding of interior design principles founded on the theory of biophilia. Readers will appreciate the graphical evidence Ebbini offers in support of the study’s main findings, which provides an excellent example of how to methodically approach the study of experiential learning in a disciplinary context. In another example of experiential praxis, Transforming Pre-Service Teacher Perceptions of Immigrant Communities Through Digital Storytelling by Lan Kolano and Anna Sanczyk documents a digital storytelling project wherein preservice teachers used digital storytelling to work with immigrant children on their English language skills. Their multimodal approach provides yet another exciting extension of core experiential learning principles into new, disciplinary contexts. Karen Anderson, Margaret Pierce, and Kathleen McNamara present the rare longterm follow up study, with their article, NUMB3Rs Revisited: Long-Term Impacts of Reimagining Service Learning. Their study provides an outstanding contribution to knowledge of service learning’s effects on early career teachers following their participation during preservice training. The fourth article, Undergraduates’ Motivation Following a Zoo Experience: Status Matters but Structure Does not, by Ashley Heim and Emily Holt, examines biology students’ encounter with a zoo experience using the framework of free-choice learning. The framework of free-choice learning is common in informal STEM contexts, but less so in experiential education; hopefully this study changes that condition, since the two are so closely related. Finally, Paul Shirilla, Craig Solid, and Suzanne Graham present a methodological argument about the benefits of longitudinal designs using multilevel modeling, compared to traditional statistical designs. The Benefits of Longitudinal Data and Editorial
{"title":"Letter From the Editor","authors":"Jayson O. Seaman","doi":"10.1177/10538259221081734","DOIUrl":"https://doi.org/10.1177/10538259221081734","url":null,"abstract":"Welcome to JEE issue 45(1). This issue includes a number of diverse articles exploring key topics concerning experiential education in a range of disciplinary contexts. Before I introduce the articles, I want to draw readers’ attention to the Call for Editors for the Journal of Experiential Education, on the pages immediately following this letter. My term expires in 2022, and the Journal’s parent association, the Association for Experiential Education, is seeking to recruit an editor or editorial team to lead the JEE into its next phase. It’s an especially exciting moment for the journal, as our Scopus CiteScore places the journal in the top 20%, and we are moving steadily toward attaining an impact factor. I will have more to say before I depart, but I encourage interested parties to apply, or to contact me with questions. The first article, Transformative Design Pedagogy: Teaching Biophilic Design through Experiential Learning by Genell Wells Ebbini, examines students’ understanding of interior design principles founded on the theory of biophilia. Readers will appreciate the graphical evidence Ebbini offers in support of the study’s main findings, which provides an excellent example of how to methodically approach the study of experiential learning in a disciplinary context. In another example of experiential praxis, Transforming Pre-Service Teacher Perceptions of Immigrant Communities Through Digital Storytelling by Lan Kolano and Anna Sanczyk documents a digital storytelling project wherein preservice teachers used digital storytelling to work with immigrant children on their English language skills. Their multimodal approach provides yet another exciting extension of core experiential learning principles into new, disciplinary contexts. Karen Anderson, Margaret Pierce, and Kathleen McNamara present the rare longterm follow up study, with their article, NUMB3Rs Revisited: Long-Term Impacts of Reimagining Service Learning. Their study provides an outstanding contribution to knowledge of service learning’s effects on early career teachers following their participation during preservice training. The fourth article, Undergraduates’ Motivation Following a Zoo Experience: Status Matters but Structure Does not, by Ashley Heim and Emily Holt, examines biology students’ encounter with a zoo experience using the framework of free-choice learning. The framework of free-choice learning is common in informal STEM contexts, but less so in experiential education; hopefully this study changes that condition, since the two are so closely related. Finally, Paul Shirilla, Craig Solid, and Suzanne Graham present a methodological argument about the benefits of longitudinal designs using multilevel modeling, compared to traditional statistical designs. The Benefits of Longitudinal Data and Editorial","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"10 1","pages":"3 - 4"},"PeriodicalIF":1.5,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80042216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.1177/10538259221077178
Alicia L. Brunson, Donovan Edward
Background: Race-talk reduces racial prejudice, presents correct information regarding race, improves racial literacy, and encourages positive race relations. Purpose: This research demonstrates how experiential learning in the form of a game measures Race and Ethnicity course curriculum effectiveness. Methodology/Approach: We used a live version of the game Guess Who (Hasbro) at the beginning and end of the semester and assessed students’ reflections of the game to measure changes in race-talk. Findings/Conclusions: The results indicate courses focusing on institutional racism for 16 weeks may produce a change in race-talk. Implications: Students benefit from this activity by growing in their racial literacy, and instructors benefit by using the game to assess their curriculum's effectiveness.
{"title":"Games and Assessment: Measuring How Course Content Impacts Race-Talk","authors":"Alicia L. Brunson, Donovan Edward","doi":"10.1177/10538259221077178","DOIUrl":"https://doi.org/10.1177/10538259221077178","url":null,"abstract":"Background: Race-talk reduces racial prejudice, presents correct information regarding race, improves racial literacy, and encourages positive race relations. Purpose: This research demonstrates how experiential learning in the form of a game measures Race and Ethnicity course curriculum effectiveness. Methodology/Approach: We used a live version of the game Guess Who (Hasbro) at the beginning and end of the semester and assessed students’ reflections of the game to measure changes in race-talk. Findings/Conclusions: The results indicate courses focusing on institutional racism for 16 weeks may produce a change in race-talk. Implications: Students benefit from this activity by growing in their racial literacy, and instructors benefit by using the game to assess their curriculum's effectiveness.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"40 1","pages":"413 - 431"},"PeriodicalIF":1.5,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90102635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-23DOI: 10.1177/10538259221081669
Nichole Zumbach Harken, Shelley Price-Williams
Background: This research outlines important factors in the development of a for-credit internship program by providing a historical context of internship work dating back to the original case of Walling v. Portland Terminal (1947), which outlined acceptable non-paid work of trainees, to more current applications of these labor laws in Wang v. Hearst (2016) and Glatt v. Foxlight Pictures (2016) then connects those legal precedents with current research in best practices. Purpose: The purpose of this research was to examine legal implications on for-credit internship programs and create recommendations based on United States law. Methodology/Approach: This work uses peer-reviewed research to support recommendation in internship development, implementation, and evaluation. Findings/Conclusions: Recommendations for programmatic implementation are made to avoid potential litigation against higher education institutions, faculty, staff, students, and internship placement organizations. Implications: These legal cases inform higher education and considerations in change to organizational policies and practices as it relates to fair labor, program development, and oversight of experiential education.
{"title":"Historical and Legal Considerations in Development of a For-Credit Internship Program","authors":"Nichole Zumbach Harken, Shelley Price-Williams","doi":"10.1177/10538259221081669","DOIUrl":"https://doi.org/10.1177/10538259221081669","url":null,"abstract":"Background: This research outlines important factors in the development of a for-credit internship program by providing a historical context of internship work dating back to the original case of Walling v. Portland Terminal (1947), which outlined acceptable non-paid work of trainees, to more current applications of these labor laws in Wang v. Hearst (2016) and Glatt v. Foxlight Pictures (2016) then connects those legal precedents with current research in best practices. Purpose: The purpose of this research was to examine legal implications on for-credit internship programs and create recommendations based on United States law. Methodology/Approach: This work uses peer-reviewed research to support recommendation in internship development, implementation, and evaluation. Findings/Conclusions: Recommendations for programmatic implementation are made to avoid potential litigation against higher education institutions, faculty, staff, students, and internship placement organizations. Implications: These legal cases inform higher education and considerations in change to organizational policies and practices as it relates to fair labor, program development, and oversight of experiential education.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"76 1","pages":"477 - 492"},"PeriodicalIF":1.5,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83928958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1177/10538259221077184
C. Xiao, K. Wan, W. Chan
Background: The worldwide pandemic has shifted eService-Learning from a pedagogical innovation into a must, challenging the applicability of frameworks and principles previously developed. Purpose: The authors aim to verify whether extreme eService-Learning can be assessed within Ma and Lo's holistic outcome framework and how to ensure its effectiveness in cultivating students roundly. Methodology/Approach: Based on a holistic outcome framework produced under traditional semesters, this study examines six Service-Learning courses. Adopting a mixed-method approach, self-reported students questionnaires (N = 497) were analyzed by paired-sample t-test and ANCOVA to compare students’ Service-Learning outcomes in the traditional and pandemic periods, from which two effective courses were identified. A case study was conducted to conceptualize the good practices in extreme eService-Learning. Findings/Conclusions: Findings reveal extreme eService-Learning can enhance students’ subject-related knowledge, soft skills, and civic orientation. To ensure its effectiveness in holistic education, balance between the tangibility and ambiguity in service and the harmony of individualized and collaborative learning should be planned in the curriculum and cautiously implemented. Implications: A holistic Service-Learning outcome framework is verified to be applicable in an entirely online environment. The summarized principles provide reference to practicing extreme eService-Learning under current social distancing restrictions and worth further normalizing in the post-COVID era.
{"title":"Ensuring the Effectiveness of EService-Learning in Holistic Education Under Social Distancing","authors":"C. Xiao, K. Wan, W. Chan","doi":"10.1177/10538259221077184","DOIUrl":"https://doi.org/10.1177/10538259221077184","url":null,"abstract":"Background: The worldwide pandemic has shifted eService-Learning from a pedagogical innovation into a must, challenging the applicability of frameworks and principles previously developed. Purpose: The authors aim to verify whether extreme eService-Learning can be assessed within Ma and Lo's holistic outcome framework and how to ensure its effectiveness in cultivating students roundly. Methodology/Approach: Based on a holistic outcome framework produced under traditional semesters, this study examines six Service-Learning courses. Adopting a mixed-method approach, self-reported students questionnaires (N = 497) were analyzed by paired-sample t-test and ANCOVA to compare students’ Service-Learning outcomes in the traditional and pandemic periods, from which two effective courses were identified. A case study was conducted to conceptualize the good practices in extreme eService-Learning. Findings/Conclusions: Findings reveal extreme eService-Learning can enhance students’ subject-related knowledge, soft skills, and civic orientation. To ensure its effectiveness in holistic education, balance between the tangibility and ambiguity in service and the harmony of individualized and collaborative learning should be planned in the curriculum and cautiously implemented. Implications: A holistic Service-Learning outcome framework is verified to be applicable in an entirely online environment. The summarized principles provide reference to practicing extreme eService-Learning under current social distancing restrictions and worth further normalizing in the post-COVID era.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"51 1","pages":"367 - 391"},"PeriodicalIF":1.5,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75452942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-07DOI: 10.1177/10538259211073279
Farah Otaki, Nerissa Naidoo, S. Al Heialy, Anne-Marie John-Baptiste, D. Davis, A. Senok
Background: Some medical schools offer co-curricular experiential education programs. Despite the established value of such experiences, there are no published studies that reflect upon the systematic integration of perceptions of primary stakeholders, whose engagement is necessary for program continuity. Purpose: To showcase how stakeholders’ theory can be deployed to holistically evaluate the quality of experiential learning opportunities and the value they offer to all stakeholders. Methodology/Approach: Based on a sequential explanatory mixed methods design, data was solicited from 14 Program Organizers, 107 Participating Students, and 107 Onsite Mentors. Findings/Conclusions: The Program Organizers strongly agreed (95.5%) that the co-curricular program is efficacious. A majority of Participating Students rated the overall quality-of-experience as excellent (81.6%), and most Onsite Mentors rated students’ attendance as excellent (88.7%). There was a dependency between Participating Students’ attendance and extent to which they were engaged in teamwork. The qualitative analysis generated the “Global Citizenship” conceptual framework. Implications: Stakeholders’ theory can be leveraged to broaden the analytic scope of experiential learning, encapsulating the development that occurs at the community level due to individuals’ engagement. This conceptual framework can be utilized by other institutions to guide the development of similar co-curricular programs.
{"title":"Maximizing experiential co-curricular programs through Stakeholders’ Theory: An explanatory mixed methods study","authors":"Farah Otaki, Nerissa Naidoo, S. Al Heialy, Anne-Marie John-Baptiste, D. Davis, A. Senok","doi":"10.1177/10538259211073279","DOIUrl":"https://doi.org/10.1177/10538259211073279","url":null,"abstract":"Background: Some medical schools offer co-curricular experiential education programs. Despite the established value of such experiences, there are no published studies that reflect upon the systematic integration of perceptions of primary stakeholders, whose engagement is necessary for program continuity. Purpose: To showcase how stakeholders’ theory can be deployed to holistically evaluate the quality of experiential learning opportunities and the value they offer to all stakeholders. Methodology/Approach: Based on a sequential explanatory mixed methods design, data was solicited from 14 Program Organizers, 107 Participating Students, and 107 Onsite Mentors. Findings/Conclusions: The Program Organizers strongly agreed (95.5%) that the co-curricular program is efficacious. A majority of Participating Students rated the overall quality-of-experience as excellent (81.6%), and most Onsite Mentors rated students’ attendance as excellent (88.7%). There was a dependency between Participating Students’ attendance and extent to which they were engaged in teamwork. The qualitative analysis generated the “Global Citizenship” conceptual framework. Implications: Stakeholders’ theory can be leveraged to broaden the analytic scope of experiential learning, encapsulating the development that occurs at the community level due to individuals’ engagement. This conceptual framework can be utilized by other institutions to guide the development of similar co-curricular programs.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"12 1","pages":"432 - 452"},"PeriodicalIF":1.5,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87488218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-05DOI: 10.1177/10538259211068800
Spirit D. Brooks, Steven Braun, Dany Prince
Background: Research highlights how high school near-peer mentors (HSNPMs) in outdoor school settings enhance younger students’ programing experiences. Through this engagement, HSNPMs’ critical consciousness (CC) of equity in outdoor and experiential education (OEEE) expands. Purpose: This article explores how HSNPMs develop CC of environmental and social justice in OEEE. Methodology/Approach: We used critical ethnography to understand how near-peer mentoring programing associated with equity, diversity, access, and inclusion (EDAI) develop CC, in OEEE. Findings/Conclusion: Intentionally developed training and curricula rooted in social justice education facilitate CC development. This training includes staff's facilitation of equity discussions and support of high school students’ EDAI-related awareness, skills, and behaviors. Implications/Recommendations: HSNPMs contribute to EDAI in OEEE programs. We recommend including HSNPMs in staff training, program improvements, and planning activities.
{"title":"Critical Consciousness in High School Outdoor Experiential Environmental Education","authors":"Spirit D. Brooks, Steven Braun, Dany Prince","doi":"10.1177/10538259211068800","DOIUrl":"https://doi.org/10.1177/10538259211068800","url":null,"abstract":"Background: Research highlights how high school near-peer mentors (HSNPMs) in outdoor school settings enhance younger students’ programing experiences. Through this engagement, HSNPMs’ critical consciousness (CC) of equity in outdoor and experiential education (OEEE) expands. Purpose: This article explores how HSNPMs develop CC of environmental and social justice in OEEE. Methodology/Approach: We used critical ethnography to understand how near-peer mentoring programing associated with equity, diversity, access, and inclusion (EDAI) develop CC, in OEEE. Findings/Conclusion: Intentionally developed training and curricula rooted in social justice education facilitate CC development. This training includes staff's facilitation of equity discussions and support of high school students’ EDAI-related awareness, skills, and behaviors. Implications/Recommendations: HSNPMs contribute to EDAI in OEEE programs. We recommend including HSNPMs in staff training, program improvements, and planning activities.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"28 1","pages":"392 - 412"},"PeriodicalIF":1.5,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76909742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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