ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning from the H.I.P.: Engagement through Reacting to the Past
Author: Bylsma, Megan
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Experiential Learning,Role Playing,Game Based Learning,Active Learning,Vignettes,History Instruction,Inclusion,College Students,Teaching Methods

Implementing curriculum that includes all students, that celebrates individual learners' needs, that fosters student responsibility, and that teaches skills that transcend discipline-specific outcomes is possible with a pedagogy that embraces immersion learning. Reacting to the Past is a High Impact Practice (H.I.P.) approach that uses elaborate, flexible, experiential role-immersion scenarios; all set in the past, these immersion scenarios assign the students historical roles that utilize knowledge of classic texts to respond to historical situations. Igniting a student's desire to embrace learning is a challenge in a society where what passes for learning is either rote and unchallenging, or unimportant and task specific. When teaching is approached as a universally designed concept that challenges current and past pedagogical traditions learning is transformed for all. Reacting to the Past is a pedagogical approach that can inspire students with a passion for learning. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Social Entrepreneurship Education within Post-Secondary Institutions
Author: Hirst, Sandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Change,Social Capital,Entrepreneurship,Health Promotion,Wellness,Postsecondary Education,Best Practices,Curriculum,Course Content,Teaching Methods,Allied Health Occupations Education

Promoting health and wellness is a focus of social entrepreneurs within the health care professions. With the educational offerings of social entrepreneurship expanding within the health care programs of post-secondary institutions, assessing its current knowledge state is essential. Decisions about how and what to teach should be grounded in the best available evidence. The purpose of this preliminary scoping review was to provide an overview of best practices in curriculum content and methods of teaching social entrepreneurship for students in the health care professions. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
The Name of the Game: Utilizing Experiential Learning in the Classroom to Engage, Empower and Reflect on Student Learning and Assessment
Author: Schechtel, Shauna
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Learner Engagement,Student Empowerment,Reflection,Student Evaluation,Active Learning,College Students,Puzzles,Instructional Effectiveness

In the modern post-secondary classroom, there is a push for more experiential and active learning activities for students. A variety of benefits such as engagement, improved learning and self regulated learning have ensued with these different types of learning. Studies regarding these benefits have mostly centered on experiences carefully orchestrated by instructors, rather than experiences that were created by students under the guidance of instructors. Herein is a study of the benefits and efficiency, of the latter type of activity, which requires students to generate chemical puzzles in a large post-secondary classroom. The authors determined that not only is a puzzle generation activity possible, but students' reflections on instructor examples highlights the potential for learning and for a new form of assessment. Going forward, however, the study also shows more support and examples are required in future iterations of the puzzle framework, to help students create a meaningful experience. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Supporting Design Thinking through a Game-Based Pedagogy in Entrepreneurship Education
Author: Gatti Junior, Wilian
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Entrepreneurship,Business Administration Education,Game Based Learning,Experiential Learning,Workshops,Educational Games,Student Educational Objectives,Thinking Skills

Design thinking is an important concept presented in entrepreneurship education. However, the cognitive aspect of design thinking has been neglected by business teaching and learning practices. The aim of this paper is to present a game-based pedagogy to support the cognitive aspect of design thinking and to promote this approach as an alternative to predictive and adaptive pedagogies that are still dominant in entrepreneurial learning. To disseminate our pedagogical approach, we designed and presented experiential learning activities in a workshop format. In this workshop, the participants took part in ludic tasks such as gameplay and board game design to enhance their comprehension about entrepreneurship through design thinking. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Vicarious Learning through Informational Interviews: A New Experiential Learning Tool
Author: Bourhill, Taryn
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Interviews,Professional Personnel,Professional Development,Career Exploration,Class Activities,Course Content,Graduate Students,Undergraduate Students,Soft Skills,Labor Market

Many students find it difficult to transition into the workforce successfully. They often accept unsuitable positions through happenstance rather than actively planning their career trajectories. This is due to their unawareness of career exploration and mapping. We use informational interviewing as an in class experiential learning assignment to solve this problem. The assignment gives students the opportunity to source information from industry experts and expand their professional network. It helps students develop their professional presence, find careers of interest, and ultimately succeed in their transition into the workforce. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Enhanced Conceptual Understanding, 21st Century Skills and Learning Attitudes through an Open Inquiry Learning Model in Physics
Author: Abaniel, Arra
Date: 2021-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Educational Attitudes,Active Learning,Inquiry,Physics,Science Education,Foreign Countries,High School Students,Instructional Effectiveness,Pretests Posttests,Grade 12,Skill Development

The study is grounded in the fact that in Southeast Asia, there are few studies on the effects of authentic, inquiry-based learning, or instruction in the field of Science education. This study investigated the effects of the open inquiry learning model in Physics on the concept and 21st century skill attainment, and learning attitudes of grade 12 students of a state university in the Philippines. The study involved a pretest-posttest experimental design using quantitative approaches. Normalized Hake gain was used to determine the effectiveness of the open inquiry learning model in enhancing the concept attainment of students. Non-parametric test, particularly, Wilcoxon signed ranks test, determined the significant difference between the pre and post-test scores. Net shift in pre-test and post-test scores in Colorado Learning Attitude about Science Survey (CLASS) identified a shift in the learning attitudes of students. The difference between the pre-test and post-test scores of students was found to be significant (Z=-3.927, p=0.000&lt;0.05; Z=-3.387, p=0.001&lt;0.05). Students achieved a high Hake gain (0.82). There was also a positive shift in the learning attitudes of students. Thus, the open inquiry learning model is effective in improving the conceptual understanding, 21st century skills, and learning attitudes of students. Because of its positive effects on students' holistic learning, further promotion of this learning pedagogy is needed, especially in the Philippines setting. A series of professional development programs anchored on this learning pedagogy may be launched to train teachers and pre-service teachers.
Enhance Learning Experience Using Technology in Class
Author: Al-Labadi, Luai
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Experience,Technology Uses in Education,Electronic Learning,Student Attitudes,Instructional Effectiveness,College Students,Statistics Education,Foreign Countries,Learner Engagement

Majority of the students now have access to portable devices that can provide countless information at their fingertips through various resources such as learning games and interactive applications. These resources allow immediate communication and interaction between students and instructors. In this study we measured students' perception of the effectiveness of using technological tools in lectures on their academic performance and their level of understanding of the course topic. Students, who have taken statistics courses at the University of Toronto completed a survey that identified variables connected to their perception of using technology in class and the ways in which, in turn, their learning experiences were enhanced. The results of the survey showed that a significant portion of students perceived that they gained a deeper level of understanding of lecture contents when technology was used in class. Thus, based on the results of our study, we recommend that instructors take advantage of using technology in their class in order to create a more immersive learning environment for their students than using traditional instructional methods.
Phenomenology of Secondary Students&apos; Experiences in Out-of-School Time Science Research
Author: Andersson, Justin
Date: 2021-00-00
Type: Journal Articles
Subjects: Phenomenology,Secondary School Students,Student Research,Scientific Research,After School Programs,Science Fairs,Informal Education,Science Interests,Science Process Skills,Skill Development,Science Careers,STEM Education

Out-of-school time (OST) science research can be an important part of a student's decision to pursue a career in STEM. This article reports on the findings from a transformative phenomenological study of what secondary students experience while completing OST scientific research. The purpose of this study was to use an emic research lens to better understand the contexts and content of student experiences. We collected data from in-depth interviews with an ethnically diverse group of eight students who previously participated in science fairs, and five sponsors who supported science fair students. Major themes were found to be consistent through the student experiences, including opportunities to explore their own interests, deeply learn and apply science, and being supported by mentors and other professionals. The interplay of these themes seems to be critical to the experience as a whole. These findings hold implications for expanding out-of-school time science research opportunities for a more diverse group of learners.
The Use of Teacher Resources in a Sheltered Science Unit on Watersheds
Author: Britsch, Susan
Date: 2021-00-00
Type: Journal Articles
Subjects: English Language Learners,Science Instruction,Grade 8,Natural Resources,Visual Aids,Teaching Methods,Resource Room Programs,Water,Special Needs Students,Ecology,Freehand Drawing,Worksheets,Science Activities

This article examines the ways in which four focal English Learners (ELs) in an eighth-grade sheltered science classroom used visual and written resources in a unit on watersheds. The students first recorded their observations about stream tables through open-ended drawing and writing. Their own ideas were evident in these responses, but subsequent tasks directly referenced photocopied visual material. As a result, the students directly replicated the distributed diagram and graphic organizer. This impeded conceptual cohesion across the unit as reflected in the students' visual and written responses to tasks that were based on teacher-provided resources. This article concludes that, in sheltered science classrooms, visual and written modes must be enlisted as meaning-construction resources, not simply as meaning-reproduction resources, if they are to mediate science understanding.
White Lab Coats and Elementary Students&apos; Science Self-Concept and Science Self-Efficacy
Author: Jones, M. Gail
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Science,Self Concept,Self Efficacy,Science Laboratories,Clothing,Science Interests,Scientists

Youth often fail to see themselves in the role of a scientist or engineer and they may lack the confidence to believe they can be successful in STEM courses and careers. This study investigated students wearing lab coats as one strategy to build science academic self-concept and self-efficacy in science. Teachers in four elementary schools had their students wear lab coats for ten science lessons. Students (n= 37) were interviewed pre and post to the lab coat experience to document students' perceived science self-efficacy, science self-concept, and perceptions of wearing the lab coat on their views of themselves as scientists. The students reported that when wearing a lab coat, they felt like scientists and felt smart and competent in learning science. Results suggest that wearing a lab coat may be an accessible strategy that can raise science self-efficacy, self-concept, and promote an enhanced sense of relatedness to science and scientists.
Multiracial Chinese American Women Studying Abroad in China: The Intersectionality of Gender, Race, and Language Learning
Author: Diao, Wenhao
Date: 2021-00-00
Type: Journal Articles
Subjects: Multiracial Persons,Chinese Americans,Females,Study Abroad,College Students,Second Language Learning,Chinese,Heritage Education,Identification (Psychology),Racial Identification,Sex,Race,Foreign Countries

This case study addresses the theme of mobility and intercultural education by focusing on the study abroad experience of three multiracial Chinese Americans in China. Research on study abroad and language learning has shown the salience of gender in intercultural learning, but women from minoritized groups have rarely been the focus in the literature. Meanwhile, heritage language speakers may encounter complex negotiations of identity and belonging while studying abroad in their &quot;ancestral homeland&quot; (e.g., Jing-Schmidt &quot;et al.,&quot; 2016). Multiracial women, who may linguistically be categorized as heritage speakers, have to respond to the challenges to which study abroad women are subjected and also make sense of their gendered ethnoracial identity. In this study, we focus on the experience of three multiracial Chinese American women. In our findings, gender emerged as a frequent theme across all focal participants, and their responses to their gendered experience aligned with their various interpretations of their multiracial Chinese identity. The results highlight the intersectionality of gender and race for women from minoritized backgrounds. We conclude that intercultural education should recognize the multiplicities of identity among our students and adopt a descriptive approach that acknowledges cultural identity to be fluid and evolving.
Implementation of Practice-Based Research in Social Work Education
Author: Frampton, Nina Mary Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Work,Student Research,Foreign Countries,Experiential Learning,Curriculum Development,Self Efficacy,Research Skills,School Community Relationship,Mental Disorders,College Students,Barriers,Practicums

Research is an integral component of social work education, yet social work students often experience considerable fear and anxiety when faced with the prospect of engaging in research and research-related activities. Student reluctance towards research can cause significant challenges for social work educators. Literature suggests that certain pedagogical practices can increase engagement and improve student learning outcomes, such as integrating experiential practice components and creating practical opportunities for students to apply their classroom knowledge to real life settings. This paper describes the development and implementation of practice-based research curricula and practica in the Faculty of Social Work at the University of Calgary to enhance student experiential learning. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Reframing and Hospicing Mobility in Higher Education: Challenges and Possibilities
Author: Díaz, Adriana R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,COVID-19,Pandemics,Ethics,Student Mobility,Barriers,Intercultural Communication,Communicative Competence (Languages),Ideology,Equal Education,Virtual Classrooms,Exchange Programs,Program Descriptions,Teaching Methods,Technology Integration,Foreign Countries,Indigenous Knowledge,Indigenous Populations,Service Learning,College Students,Cultural Awareness,Commercialization

While the disruptive impact of the COVID-19 pandemic continues to unfold around the world, one of its most immediate effects -- beyond significant loss of life and livelihood -- has been the exposure of existing weaknesses in various sectors and systems. This is especially evident in higher education, with its growing overreliance on the (hyper)mobile student body. In this paper we explore critically the challenges and possibilities behind the options of &quot;reframing&quot; and &quot;hospicing&quot; current understandings of student mobility, particularly with respect to the simultaneously romanticized and commodified development of intercultural (communicative) competence. We treat reframing and hospicing as concurrent, co-existing approaches and spaces in which we may dwell as we rethink what it means to engage meaningfully and equitably with difference at both global and local levels. We also explore how &quot;hospicing&quot; may help us to disinvest ourselves from the promises of mobility, letting go of our attachment to it, not simply because of its current impossibility, but rather because of its many ideological and ethical problems. We conclude with a set of critical, reflective questions intended as provocations that may stimulate ongoing dialogue in our shared journeys of knowing, being and relating to ourselves and the Other in the world.
Innovative Certificate Programs in University Teaching and Learning: Experiential Learning for Graduate Students and Postdoctoral Scholars
Author: Nowell, Lorelli
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Students,Certification,Teacher Certification,Educational Innovation,Foreign Countries,Professional Recognition,Evidence Based Practice,Workshops,Technology Integration,Lesson Plans,Portfolios (Background Materials)

In response to a growing need for graduate students and postdoctoral scholars to strengthen their teaching and learning skills, our university recently established innovative certificate programs that purposively incorporate experiential learning opportunities for deeper growth and development. Drawing on prior research and local needs assessments, we developed programs aimed to meet the identified needs of graduate students and postdoctoral scholars. In this paper we describe how we planned, developed, and implemented these new certificate programs to engage graduate students and postdoctoral scholars from across our institution. Further, we discuss how these programs provide experiential learning opportunities for all participants. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Incorporating Community-Based Learning Experiences in Graduate Education: A Workshop and Proposed Framework
Author: Naeem, Iffat
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Student Experience,Graduate Students,Experiential Learning,Cooperative Learning,Group Membership,Student Attitudes

Experiential learning (EL) has become essential for graduate students to meet the demanding nature of professional environments, equipping them with skills in leadership, problem solving, and civic consciousness. Community based learning (CBL), as an identified EL strategy, involves a collaborative learning model emphasizing group membership and community engagement. CBL not only enhances graduate skills, but also places graduate student research within a larger social context and encourages deeper understanding within their discipline. This paper aims to discuss a 90-minute workshop that focused on a graduate student experience with CBL. The paper also presents a discussion on using positionality and mindful inquiry methods to seek EL activities and what barriers are presented for their incorporation into graduate curricula, in the form of a working framework. The workshop allowed participants to not only reflect on their positionalities but facilitated discussion on how positionality can be used to guide mindful inquiry in seeking CBL activities. Further, the participants identified multiple contextual and administrative factors that can act as barriers to integration of CBL into graduate curricula. As EL becomes an important mandate for postsecondary institutions to incorporate into student learning, this paper provides a valuable graduate student perspective that can add insight into the practicality of applying CBL in graduate education. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Roadblocks to Intercultural Mobility: Indigenous Students&apos; Journeys in Colombian Universities
Author: Álvarez Valencia, José Aldemar
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Minority Group Students,Access to Education,Higher Education,Public Colleges,Cultural Influences,Geographic Location,Culturally Relevant Education,Social Justice,Social Mobility,Student Mobility

Every year, students from different indigenous communities in Colombia set out on a journey to higher education. Although previous research has looked into students' challenges at university, there is still the need to understand indigenous students' mobility trajectories in terms of how they come to grips with the new material, semiotic, and symbolic realities they face upon leaving their reservations. In this conceptual paper, we provide a discussion of research in mobility, critical intercultural dialogue, and critical pedagogy to answer the question, &quot;How can conceptualizations of mobility and critical interculturality shed light on our understanding of indigenous students' experiences at public universities?&quot; We combine the concept of mobility with elements from a decolonial, critical intercultural view, and critical intercultural pedagogies. We conclude that mobility trajectories are highly marked by placed-based identities that connect students to their territories. Students contest processes of symbolic deterritorialization and deculturation by engaging in forms of re-contextualization and material and symbolic rearrangements of university sites which allows them to embody and enact their identities. We end the article with principles and strategies proposed in culturally sustaining pedagogies and other critical intercultural pedagogies which have significant potential to facilitate indigenous students' intercultural mobility on university campuses.