ethanporcaro/eric-fulltext-meta huggingface dataset:
The Project-Based Flipped Learning Model in Business English Translation Course: Learning, Teaching and Assessment
Author: Deng, Lijun
Date: 2018-00-00
Type: Journal Articles
Subjects: Translation,English (Second Language),Second Language Learning,Second Language Instruction,Student Projects,Active Learning,Experimental Groups,Control Groups,Learning Activities,Teaching Methods,Blended Learning,Business English,Majors (Students),Language Teachers,Undergraduate Students,Units of Study,Learning Motivation,Self Evaluation (Groups),Summative Evaluation,Foreign Countries

This study designs a project-based flipped learning model for Business English Translation course and tests its efficacy by an empirical study on 65 third-year English major students divided into the experimental class and control class. This study incorporates the learning, teaching and assessment activities of both the students and teachers into a project-based flipped learning model by setting translation projects and dividing the students of the experimental class into a client group and three translator groups in each business translation unit. After one 16-week semester of experiment, this study conducts a post-test, questionnaires and interviews on both the experimental class and control class to test the efficacy of this new flipped learning model. The statistics and facts collected from the above-mentioned research methods suggest that the project-based flipped learning model can significantly enhance the students' motivation to learn out of class, stimulate their participation in class and raise their self-evaluation on translation competence. Additionally, this study finds that the traditional product-oriented summative assessment model is ineffective for Business English Translation course in a flipped-learning context. Therefore, this study tentatively proposes a process-oriented assessment model that is compatible to the flipped learning methodology so as to build integrated flipped classroom pedagogy with teaching, learning and assessment in a virtuous circle of mutual reinforcing.
Educating for Democracy by Walking the Talk in Experiential Learning
Author: Clayton, Patti H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Experiential Learning,Democracy,Citizenship Education,Educational Practices,Learner Engagement,Student Empowerment,Instructional Design,College Instruction,Program Design,College Programs,Foreign Countries,Popular Education,Graduate Students,Social Justice,Participatory Research,Academic Advising

Engaging students as actors in rather than audience of their education. This is both the primary feature of experiential education as John Dewey envisioned it and its underlying link to education for democracy: the flourishing of democracy requires citizens who are empowered actors, and such citizens cannot be produced through educational processes that deny participation and power to students. In this article we share and examine examples of experiential learning practices that try to walk the talk of democratic purposes and discuss associated challenges and design principles. Our goals are to encourage and empower the community of experiential educators to understand, enact, inquire into, and continue developing the full potential of our work as it contributes to educating for democracy.
Metamorphosis Stage 2: Year Two of a Student-Run Public Relations Agency Experience
Author: Shadinger, David
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Practicums,Public Relations,Agencies,Student Projects,Outcomes of Education,Student Satisfaction,Student Experience,Advanced Students,Program Effectiveness

In the second year of a student-run public relations agency, the instructors discovered a need for improved client and student feedback. Using student end-of-course reflections and survey questions posed by Hon and Grunig (1999) in the Institute for Public Relations booklet, &quot;Guidelines for Measuring Relationships in Public Relations,&quot; clients and enrolled student responses were analyzed to determine their satisfaction with the agency/ practicum experience. Mid-year significant follow up measures were enacted to address emerging client service problems. Using the lens of action research, the survey results and subsequent managerial actions were extremely positive and encouraging for the future of the student agency.
Art in Nursing: A Quilt Journey
Author: Gloe, Donna
Date: 2013-00-00
Type: Journal Articles
Subjects: Nursing Education,Electronic Publishing,Collaborative Writing,Disadvantaged,Nursing,Web Sites,Art Education,Neighborhoods,Handicrafts,Assignments,Teaching Methods

The &quot;art of nursing&quot; was the culminating assignment for student group reflection and gained insight about their assigned vulnerable population as represented in a quilt block created. To learn about their assigned vulnerable population, the students begin with a windshield survey. The windshield survey results were recorded in a blog where the similarities and differences are discussed. The blog provides the basis for a group Wiki paper describing the challenges and opportunities of each of the vulnerable populations. Art can play a significant role in the modern caring sciences. It can touch thousands of people.
Metamorphosis: The Evolution of Two Practicum Classes into a Public Relations Agency
Author: Gruenwald, Philip
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Practicums,Public Relations,Cooperative Learning,Teamwork,Business Administration Education,Student Projects,Agencies,Outcomes of Education,Learning Activities,Experiential Learning

Restructuring the public relations practicum courses at a medium-sized Midwestern public university resulted in the development of a student-run public relations agency. Teams were created with students of varying levels of knowledge and expertise, and campus-based organizations were engaged as clients. The initial results for the clients were somewhat uneven, and some client-agency relationships were difficult, which mirrored similar experiences at other college, student-run agencies. Active research methodology showed the overall result as positive. Both the student and the course leadership reflections support the experience as a robust learning experience that prepares students for internship opportunities.
A Horse for Abby: Creating Bridges for Life Skill Development
Author: Mitchell, Laura A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Empowerment,Social Development,Citizen Participation,Horses,Children,Teaching Methods,Program Effectiveness,Mentors,Grades (Scholastic)

Life skill development is essential for social empowerment and civic engagement, which are universally desirable learning outcomes. A longitudinal study using both a BRIDGE process and activity scaffolding was completed. The following hypothesis was evaluated: Structured equine experiences will result in increased third-party perception of life skill development. Multiple measures were used to assess life skills including third-party surveys, student-reflections, scholastic reports, and researcher reflections on participant experiences. A case study was conducted August 2011-March 2013, with a student participant (age = 9yr). Four phases (0, I, II, III) of activities consisting of no interactions and structured interactions were completed. During each phase repeated measures of survey respondents (N=9) were used to assess life skill development. Weekly reflection journals by student and researcher were qualitative and student scholastic reports (grades) were quantitative measures. Third-party perception showed an increase in perceived life skill development using the BRIDGE process. Scholastic improvement occurred while the student was actively participating; however, scholastic improvement was not persistent following termination of activities. This study illustrates that using a structured flexibility scaffold grounded in the BRIDGE process enhanced life skill development and highlighted the importance of mentorship in applied learning.
Crossfire in the Kitchen: Race and Class Role Tensions in Service-Learning
Author: Schwartzman, Roy
Date: 2013-00-00
Type: Journal Articles
Subjects: Service Learning,African American Students,Volunteers,African Americans,Community Programs,Social Class,Interpersonal Relationship,Socioeconomic Influences,Power Structure,Social Bias,Consciousness Raising,Ethnic Stereotypes,Food

This study approaches service-learning through a critical dramatistic perspective. Erving Goffman's concept of human interactions as staged performances combines with the structuration of race- and class-based power hierarchies to provide a theoretical framework for examining the interaction patterns between African-American college student volunteers and African-American clients at a faith-based community meal center. Employing an ethnographic method, the paper explores how intersectional identities foreground class differences in ways that fragment shared ethnicities. Observation of how volunteers and clients at the site react to each other's backstage activities (moments when actors depart from roles scripted as appropriate within the service-learning context) reveals how class-based tensions reveal systemic power imbalances that can influence the conduct and impact of service-learning.
Applied Learning in Online Education: A Comparative Study Employing DEAL Critical Reflection
Author: Fisher, John R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Leadership Training,Teaching Methods,Reflection,Experiential Learning,Higher Education,College Students,Reading

This article stretches the boundaries of the meaning of applied learning to include online learning activities. The DEAL model of critical reflection was used to obtain student feedback in comparing two delivery strategies of an upper-division online leadership capstone course. Student reflection comments were analyzed for offerings of the course in summer and fall semesters. The fall delivery of the course adopted an applied reading summary strategy which required students to specifically apply their learning to their work and career plans. The DEAL model of critical reflection provided rich qualitative data evaluating teaching approaches and suggested students preferred applied reading summaries over other strategies.
The Integrative Business Experience: A Practical Approach for Learning by Doing
Author: Michaelsen, Larry K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Experiential Learning,Interdisciplinary Approach,College Curriculum,Undergraduate Study,Business Administration Education,Required Courses,Practicums,Service Learning,Educational Innovation,Core Curriculum,Cooperative Learning,Group Activities,Learning Theories

This paper describes an interdisciplinary undergraduate curriculum innovation that links classroom learning to hands-on business and community service work. The program, called the Integrative Business Experience (IBE), requires students to enroll concurrently in three required core business courses and a practicum course in which they develop and operate a start-up business (based on an actual bank loan of up to $5,000) and use company profits to carry out a hands-on community service project. The IBE program is by nature a set of applied learning courses that clearly fulfill Kolb's four steps in the Cycle of Learning and produces a wide variety of positive outcomes. This paper will explain the need for applied learning in business and how the IBE program is structured. Then, after an overview of Kolb's Cycle of Learning (1984), the paper will apply IBE to Kolb's four stages: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualization, and (4) Active Experimentation.
Transforming Lives and Social Justice: Educational Psychology Students Working with At-Risk Youth
Author: Oliver, Jennifer A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Students,Student Attitudes,Mentors,At Risk Persons,School Community Programs,Program Effectiveness,Individual Development,Social Justice,Social Bias,Youth Programs,After School Programs

This study connected a service learning project with the mission of the university by examining how students described the concepts of &quot;transforming lives&quot; and &quot;social justice.&quot; Twenty-one undergraduate students worked as mentors with at-risk children and youth. The roles of the students and the community partner had an impact on transforming the lives of the children and youth, as well as personal transformation. Social justice was discussed in terms of observed inequities and how the community partner was addressing the inequalities. Results suggest that this type of reflection component can be used to enhance students' ability to explicitly connect with the mission of the university and the values it articulates.
Shaping Perceptions: Integrating Community Cultural Wealth Theory into Teacher Education
Author: Moeller, Mary R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Cultural Capital,Teacher Education Curriculum,Student Attitudes,Critical Theory,Race,American Indian Students,Preservice Teachers,Preservice Teacher Education,Service Learning,Student Diversity,Workshops,Teacher Educators,Partnerships in Education

Teacher candidates need to be prepared to work effectively with rising numbers of diverse student populations, and yet classroom interventions do not always impact perceptions and attitudes in the field. This study explored the initial steps of integrating Critical Race Theory and community cultural wealth (CCW) theory (Yosso, 2005, 2006) into the teacher education curriculum. The study asked if the candidates applied their knowledge of CCW in reflecting on their face-to-face interactions as hosts for Native American students in a diversity workshop. It further asked which types of (CCW) capital the candidates identified most frequently as they reflected on their experiences with Native American students. Results indicated that candidates can identify CCW in the field, with some types of capital more frequently identified than others. Because the potential exists for knowledge to shape perceptions (Kolb, 1984), the study concludes that CCW could be a valuable addition in teacher education curriculum. A more intensive focus on CCW and the addition of pre-contact activities, such as the sharing of counterstories (Yosso, 2006), may also promote knowledge translating into perception and attitudes.
Alternative Teacher Certification: The Case for Transition to Teaching
Author: McCarty, Wendy L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Education Programs,Higher Education,Teacher Recruitment,Teacher Persistence,Teacher Competencies,Experiential Learning,Supervision,Mentors,Career Change

Alternative certification of teachers recognizes pedagogical experience beyond traditional classroom coursework as a route to teacher certification. This study examines the process and outcomes of the Transition to Teaching alternative certification program. Comparisons of instructional quality along several dimensions show that the Transition to Teaching participants were evaluated as exhibiting slightly higher than average levels of instructional quality across most dimensions compared to traditionally certified teachers. These findings provide further evidence to support the growing interest in alternative teacher certification as a way to generate highly competent teachers.
How Does Applied Learning Fare under the Scrutiny of Program Review?
Author: Kempf, Emily J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Experiential Learning,Program Evaluation,College Programs,Evaluation Criteria,Educational Quality,Alternative Assessment,Likert Scales,Test Reliability,Test Validity,College Students

An educational environment characterized by shrinking fiscal and physical resources has spurred many institutions to undertake comprehensive academic program review. Such a process assesses the performance of programs and prioritizes them for de-emphasis, maintenance, or enhancement. How can applied learning be properly acknowledged within program review? On the macro level, performance criteria can be re-envisioned to reward the pedagogical practices embodied in applied learning. On the micro level, an applied learning assessment instrument is discussed and tested that can provide multidimensional performance data across academic fields.
Sharing the World: Using Study Abroad to Enhance an On-Campus Service-Learning Project
Author: Davis, Caitlyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Study Abroad,Middle School Students,Service Learning,Rural Schools,Elementary School Students,Educational Opportunities,Cultural Awareness,After School Programs,College Faculty,College Students,College School Cooperation,Foreign Countries

The purpose of this paper is to illustrate use of a study abroad opportunity to support a service-learning experience. The study abroad component was a semester-long, multiple-country program in Central America and the service-learning project was an afterschool program for rural elementary and middle school students. Combining the two resulted in the opportunity to use the study abroad experience as a platform to share with the students the culture and issues facing others in the global community.
No More Hiroshimas! Assessing Personal Narratives of Survivors of Hiroshima on a Campus Community Using University-Wide Goals and an Applied Project in a Graduate Research Methods Course
Author: Geiger, Wendy L.
Date: 2012-00-00
Type: Journal Articles
Subjects: War,Victims,Personal Narratives,Graduate Students,Student Research,Research Methodology,Peace,Student Educational Objectives,Outcomes of Education,Specialists

Guest speakers are a common feature in institutions of higher learning. Being so common, we might assume that exposure to individuals discussing a distinctive life experience has a positive impact on students. However, there is virtually no research on assessing the impact of guest speakers intended for the entire campus community. This paper offers a framework to assess campus-wide co-curricular initiatives aligning with overarching institutional goals and/or mission, rather than specific course outcomes. The assessment framework was applied to a large scale university-wide co-curricular project. In September 2010, three atomic bomb survivors from Hiroshima, Japan and their interpreters completed a 10-day residency at a mid-sized, Midwestern university. The speakers shared their stories of survival and pleas for peace to over 1,000 members of the campus and community. A survey assessed the impact on students who saw the speakers in terms of two university goals: &quot;engaged&quot; student experiences and developing a &quot;worldly perspective.&quot; Students in a graduate research methods class aided in the creating, administering, and analyzing results of the survey. Results included both an increase in worldly perspective and a high level of engagement with the speakers. This framework provides a foundation for assessment of campus-wide co-curricular programming that could be used by both faculty and administrators.
Applied Learning at the Graduate Level--Professional Science Master&apos;s Programs Lead the Way
Author: Bechert, Ursula
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduate Study,Masters Programs,Science Education,Science Careers,STEM Education,Job Skills,Internship Programs,Business Administration Education,Interdisciplinary Approach,Educational Innovation,Outcomes of Education,Education Work Relationship

To remain competitive in an increasingly interdisciplinary world, graduate education must produce professionals who can understand both their scientific disciplines and the business environment in which they work. With the addition of applied learning components outside of the traditional scientific laboratory and training in business skills, Professional Science Master's programs (PSMs) help higher education adapt to this changing environment. The current study illustrates some models of PSMs and contains information on how institutions interested in using PSMs as a way to enhance applied learning at the graduate level can get started.
Voices in the Hall: Alumni Perspectives on the Value of Networking
Author: Turner, Melissa
Date: 2012-00-00
Type: Journal Articles
Subjects: Internship Programs,Alumni,College Graduates,Continuing Education,Networks,Employment Qualifications,Experiential Learning,Correctional Rehabilitation,Job Satisfaction,Careers,College Faculty,Teacher Role

Internships build lasting opportunities for students and provide necessary partnerships between higher education and employers. This study utilizes qualitative data extracted from a survey of alumni from one Midwestern university to examine student employment and educational satisfaction. Phone and internet interviews were conducted to ascertain alumni views on: Employment, Continuing Education, Applied Learning, and Advisement (n = 125). Alumni advice clearly expressed to current students and faculty members the necessity of &quot;networking&quot; with those in the field prior to students completing the degree. Linking current students to those in the field, primarily through internships, was viewed by alumni as essential to developing opportunities for students to network and gain access to a challenging job market.
What&apos;s the DEAL? Program Level Examination of Reflection Design
Author: Tolar, Mary Hale
Date: 2012-00-00
Type: Journal Articles
Subjects: Reflection,Models,Experiential Learning,Service Learning,College Students,Citizen Participation,Educational Quality,Educational Improvement,Outcomes of Education,Program Design

The DEAL model of critical reflection (Ash &amp; Clayton, 2009a) was explicitly designed to help improve the quality of learning and practice in applied learning. Heretofore, the DEAL model has been used at the level of the individual student or faculty member as learner. To improve understanding and implementation of critical reflection in a university's international service-learning (ISL) program, researchers utilized the DEAL model of critical reflection to reflect on practice at the program level. Building on the comparison of multiple instances of ISL in Whitney and Clayton (2011), particularly the important variables of program design related to reflection indicated there, the researchers integrated these and other principles of promising practice into a user-friendly tool that can be applied to the design of reflection. Researchers then piloted its use by applying it to three (historical) cases of reflection design in ISL, analyzing archival data--specifically reflective practices from three program years in each decade of Kansas State University's twenty-plus-year IST program. Service-learning programs rely on high quality critical reflection to help students make meaning of their experiences; service-learning programs must design reflection to support and advance that meaning-making, and therefore, must examine reflection design.