Experiential Learning Project Research Articles

THE VARIETY OF PROBLEMS IN JAPANESE STUDENTS’ HYPOTHETICAL PREMISE CONSTRUCTIONS

Among the foundations of critical thinking in EFL is the ability of language learners to be able to express their views in terms of predictions and outcomes. It is all the more important in science universities such as the institution where the author teaches. Nine Japanese first-year university students in Japan, participated in a study involving an extended experiential learning project, using physical objects and observable phenomena. While students’ general use of premise and conclusion markers markedly improved, problems in their construction of hypothetical premises persisted. I will discuss the types of problems and offer explanations for why these problems continue to occur, and I will suggest ways in which instruction on hypothetical premise construction may be improved.

Development of Soft Skills for a Successful Career and Advance Education

In today's environment of rapid change, soft skills are becoming increasingly important. This essay examines how students develop soft skills, with a particular emphasis on teamwork, communication, problem-solving, adaptability, and emotional intelligence. These abilities are essential for pupils to succeed in both the classroom and in real-world situations. We begin by underlining the significance of soft skills in the context of contemporary education. These abilities help pupils overcome obstacles because they complement academic knowledge. We go over the numerous aspects that affect the development of soft skills, such as the role of schools, instructional strategies, family engagement, and socioeconomic backgrounds. To develop these abilities, cooperation between communities, families, and schools is crucial. The advantages of including soft skill development in the educational system are also emphasized in the article. Better interpersonal relationships, improved self-esteem, and a stronger desire for lifelong learning are all characteristics of students who excel in soft skills. Additionally, these abilities improve employability in a demanding employment market. We suggest a thorough framework for assessing and enhancing students' soft skills, placing special emphasis on formative assessment procedures that deliver rapid feedback. To aid in the development of skills, we also suggest adding role-playing, experiential learning, and group projects. In order to provide educators with the resources necessary for the development of soft skills, teacher training programmers are crucial. The digital divide must be closed, and equal access to resources for pupils from different backgrounds must be made a priority. In conclusion, it is critical to have a comprehensive approach to education that prioritizes both academic success and soft skills. To encourage the development of soft skills in school pupils and better prepare them for the complex problems of the 21st century, we support continuing research, policy creation, and collaboration among educational stakeholders.

Furthering Anti-Racist Practice: Reconciliation in Action (RéconciliACTION) (Discussion Paper)

Nursing scholarship and practice has been historically complicit in the (re)production of racial inequities by not acknowledging and countering their part in the legacy of colonization . This paper will discuss the implementation of an experiential transformative learning project, RéconciliACTION, grounded in critical social justice theory. Four elements – testimonial authority, experiential learning, reciprocity, and relationality - can be implemented in nursing education that value lived experience to create change toward address anti-Indigenous racism in educational settings and health institutions. Lessons from the RéconciliACTION Project reinforce the need to increase nursing educators' knowledge of such methods and practices. Essential to this process is the recognition of lived experience as knowledge via Testimonial Authority. The process of transformation begins with the integration of anti-racist practices and Indigenous content. This project seeks to create leaders and allies in the journey towards reconciliation, reducing anti-racist attitudes and practices in educational and medical facilities

Networking With Industry Partners, Experiential Learning, and Teamwork: Engaging and Preparing Students Across Modalities

This case study assesses a course re-designed to scaffold a semester-long networking opportunity and experiential learning project. The course occurred online twice using Microsoft Teams in the spring and fall of 2021 and later in person once in the spring of 2023. I present quantitative student course evaluation data from all three semesters and compare them to the department, school, and university. I also address open comments from students, pedagogy, media coverage, and our fashion industry partner's perspective. Findings suggest that the course design was successful across modalities. Students rated the course highly compared to others on campus, even while online, and ratings improved over time. Student comments praised the course for offering valuable career preparation. Our industry partner also derived professional and personal value by interacting with and mentoring students. The case study concludes by encouraging educators to implement experiential learning in any modality, offering guidance, and addressing obstacles.

Introducing Systematic Patent Analysis as an Innovative Pedagogy Tool/Experiential Learning Project in HE Institutes and Universities to Boost Awareness of Patent-based IPR

Purpose: Research on Patent Analysis as an Innovative Pedagogy Tool/Experiential Learning Project in HE Institutes and Universities to Boost Awareness of Patent-based IPR" is being done to determine whether or not using patent analysis as a novel pedagogical strategy in higher education institutions is effective. Through hands-on interaction with actual patent data, this study seeks to determine how incorporating patent analysis into the academic curriculum can improve experiential learning and promote a deeper understanding of intellectual property rights (IPR). This study aims to contribute valuable insights that can guide educational practices, equip students with the necessary skills for the knowledge-based economy, and ultimately encourage innovation and entrepreneurship within the classroom by examining the effect of this novel pedagogy on students' awareness and comprehension of patent-related IPR. Method: An exploratory research method is used. The relevant information for exploring our idea of systematic patent analysis as an innovative pedagogy tool and experiential learning project in higher education institutions and universities are collected from scholarly articles using the Google search engine, Google Scholar search engine, and AI-based GPTs. Result and Discussion: The procedure for systematic patent analysis as an innovative pedagogy tool in the classroom and as a method of experiential learning for the students to create awareness, to convert their ideas into product or process-based patents during their studies in higher education institutions. The advantages, benefits, constraints, and disadvantages of adopting systematic patent analysis are analysed. The future implications and impact of systematic patent analysis as a pedagogical tool or experiential learning method are discussed. Originality/Value: Implementing a structured approach to patent analysis within higher education institutions facilitates the enhancement of meaningful contributions to the creation of innovative products or processes, thereby advancing the generation of new intellectual property rights (IPR) both for the institution and the nation. Type of the Research: Exploratory Research.

COURSE PROJECTS AS VALUE CO-CREATION TOOLS: DEVELOPING UNIVERSITY COLLABORATION OPPORTUNITIES

ABSTRACT As industry demands students with a greater technical skillset, experiential learning projects are more critical than ever in developing required technical expertise. Employing a value co-creation model at a midwestern university, the authors implemented a project to develop students’ digital marketing skills, secure certifications in digital marketing, and simultaneously benefit the university community by developing e-mail communications for graduate programs. Through a course-based project, the authors examine the influence of iterative project submissions and frequent feedback as a tool to enhance both student and university employee learning. Results show value co-creative projects with a university client offers benefits to both students and the broader university community. For students, multiple practice iterations with feedback from university stakeholders increased student confidence, knowledge, and competence. For university participants, reviewing iterative project submissions was beneficial in developing marketing skills and stimulating innovative solutions beyond the scope of the student projects. Challenges related to the study design and limitations are also discussed.

Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds

ABSTRACT In this article, we draw on phenomenon from an experiential learning project that invited university students in Australia and Hong Kong to share their conceptions of wellbeing. Inspired by feminist and new materialist perspectives, our analysis highlights a string of mundane moments of ecological entanglements, nutritionally-nourishing forces and spacetimemattering generated when students shared digital stories about their daily wellbeing practices. Through the ‘Day in the Life’ methodology, students in Australia and Hong Kong compiled video vignettes of key moments in their daily lives that they felt supported their wellbeing. Drawing on the notion of ‘mundane data’, we suggest that students’ mundane moments offer in-depth explorations of the student experience, improvisation, habits, and accomplishments across cultures, time, space, and virtual worlds for (re)turning to the basics when conceptualising wellbeing. Our analysis, therefore, notes the importance of attending to matters of mundanity to study and cultivate wellbeing for students across cultures, including how university campuses (both physical and digital) may incorporate these mundane moments via curriculum, pedagogy, and program design.

Designing a collaborative faculty‐student mentoring model in a large, complex science curriculum development team project

AbstractScientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1‐1 single faculty‐student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the collaborative project. Instead, faculty‐student mentorship models would benefit from being re‐envisioned to facilitate faculty mentors advising multiple student team members and students seeking feedback from multiple faculty team members, while also facilitating complimentary student peer mentorship opportunities. In this article, we present a case study of how student mentorship support was initially designed and managed in a large, complex, and multidisciplinary collaborative science curriculum development effort: the Earth Science Experiential and Indigenous Learning (EaSEIL) project.

ChatGPT in practice: Increasing event planning efficiency through artificial intelligence

The purpose of this practice paper is to show faculty how and where to use ChatGPT to support planning an event in an event management class. This project is based on the high impact pedagogical practice of experiential learning. The use of ChatGPT, or similar chatbot style, artificial intelligence can be applied to many experiential learning projects in sport management. The application of this paper focuses specifically on using ChatGPT to plan and execute an event within a 16-week event management class. The use of ChatGPT has many benefits for faculty and students alike, especially for text-based tasks. This paper focuses primarily on using ChatGPT to alleviate heavy time-consuming tasks during the event planning process for faculty so that experiential learning implementation can be done more efficiently.

Teach, Learn, Do, Repeat: Service Learning Curriculum that Drives Public Health Education while Improving Community Health Outcomes.

The integration of service learning into public health curriculum allows students to apply and ultimately better understand often abstract but important theoretical concepts. We provide lessons learned and practical advice on how to plan and implement an experiential learning project over a two-semester period for upper level undergraduate public health students. Through application of program planning pedagogy, students obtained real-world experience while simultaneously improving mental health for college students. We also discuss how experiential curriculum also provides faculty the opportunity to engage with community stakeholders and organizations to build sustainable partnerships that positively impact students and the community at large.

LEARNING BY DOING: THE BENEFITS OF ADOPTING AN ONLINE NEGOTIATION SUPPORT SYSTEM INTO AN ENGLISH FOR ACADEMIC PURPOSES COURSE

The paper reports on the benefits of imbedding an online negotiation support system (NSS) into the experiential learning framework of an English for Academic Purposes (EAP) course. Proponents of experiential learning projects in the second/foreign language classroom emphasize the benefits of learning by doing. To test the claim, the performances of students in two advanced level EAP courses at Carleton University, Ottawa, Canada, were compared. One course was developed with the principles of content-based (CBI) instruction, with input primarily from academic texts; the other course also used content-based instruction but was enhanced by an experiential learning project for which the online negotiation system was adopted. Participation in the project provided a novel learning experience for second language learners at Carleton, with counterparts from universities in three additional countries (Austria, Poland, and Taiwan) also participating. A statistical analysis of student grades showed that the students in the EAP course enhanced by the experiential learning project obtained significantly higher grades on the final assignment in comparison to the students in the “traditional” CBI course.The paper also demonstrates that this teaching and training system enhances learning by promoting learner autonomy, critical thinking, and academic language development. Relevant aspects of the experiential learning project led to enhanced learning outcomes, supporting the claim that learning by doing benefits language acquisition. The paper proposes a new experiential learning model, applicable to ESP/EAP instruction, i.e., the sustained-content experiential learning model which can be applied to any project that emphasizes learning through direct experience. The model depicts the importance of sequencing academic content tasks that build on each other allowing learners to accumulate knowledge and language and prepare them to engage in a meaningful, authentic communication. It also illustrates the importance of using reflection as an effective learning tool that helps develop critical thinking and analysis, skills necessary for academic success.

ChatGPT has Aced the Test of Understanding in College Economics: Now What?

The Test of Understanding in College Economics (TUCE) is a standardized test of economics knowledge performed in the United States which primarily targets principles-level understanding. We asked ChatGPT to complete the TUCE. ChatGPT ranked in the 91st percentile for Microeconomics and the 99th percentile for Macroeconomics when compared to students who take the TUCE exam at the end of their principles course. The results show that ChatGPT is capable of providing answers that exceed the mean responses of students across all institutions. The emergence of artificial intelligence presents a significant challenge to traditional assessment methods in higher education. An important implication of this finding is that educators will likely need to redesign their curriculum in at least one of the following three ways: reintroduce proctored, in-person assessments; augment learning with chatbots; and/or increase the prevalence of experiential learning projects that artificial intelligence struggles to replicate well.

Teaching effective Instagram marketing strategies using an experiential learning project for cotton fibres and textiles

ABSTRACT Social media and social media education has permeated fashion merchandising programmes. At the same time, social media influencers have become an essential marketing and advertising strategy for fashion brands to reach consumers. Traditional educational models, such as classroom lectures and textbooks help expose students to theoretical learning outcomes, but they can lack real-world applications, problem-solving, and self-reflection. Therefore, this paper introduces an experiential learning project that provides students real-world applications regarding social media influencer marketing as ‘lived experiences’. Specifically, the project provided students with an opportunity to become an Instagram influencer by creating unique and engaging content for cotton fibres and textiles. An experiential learning model was used as the framework for this project and assisted in the creation of a student competition. Through the project’s four-stage process, students demonstrated positive learning outcomes, skills, and knowledge relevant to social media, social media influencers, and fashion marketing.

Impact of Experiential Learning of Nutrition Therapy on Medical Students.

Despite the recognition that nutrition is a critical component of health and disease, many medical schools struggle to incorporate nutrition education into their dense curriculum. We designed this study to determine whether a brief, experiential learning project would be an effective option for teaching this content. Medical students voluntarily enrolled in the study, agreeing to (1) attempt a 2-week "medically prescribed" diet and (2) participate in small group lunch discussions related to their diet experience. Data on student perception of nutrition in medicine was collected through validated surveys. Custom surveys were designed to capture student confidence in using nutrition counseling, while qualitative analysis of lunch discussions revealed themes of experiential learning. Participants reported an overall positive sentiment and named the most impactful learning component as actively attempting the diet. Student participants showed a variety of adherence to their assigned diet, yet as a cohort demonstrated increased confidence over their non-participant peers in the use of nutrition counseling in a clinical setting. In addition, diet participants demonstrated an increased perception of the importance of physician efficacy and the physician-patient relationship in the broader landscape of nutrition in patient care (compared to the control group). This study demonstrates the educational value of a short, immersive, extracurricular opportunity in bolstering an already demanding undergraduate medical education curriculum.

Learning the Importance of Export Readiness Through Experiential Learning

Experiential learning has become a popular form of teaching in higher education in recent years. This learning modality focuses on giving students stimulating and hands-on experiences that simulate a real-world environment. This paper examines an innovative experiential learning project undertaken by students at Southern New Hampshire University (SNHU) during the Fall 2021 semester. The students worked closely with the owner of an entrepreneurial firm to evaluate the export readiness of one its products. By the end of the project, students were able to apply the concepts learned in the classroom to real-world situations. This paper discusses the outcome of the project as well as the benefits of experiential learning for both students and faculty.

Experiential Learning Projects as Assessment in Initial Teacher Education

Experiential Learning Projects as Assessment in Initial Teacher Education

The use of a flipped classroom and experiential learning in an undergraduate management course

PurposeThis paper reflects on a semester-long psychology and organizational behaviour course in an Indonesian business school. The course applied a flipped classroom (FC) approach combined with an experiential learning (EL) project that empowered students to work closely with local communities.Design/methodology/approachThis study compares students' final scores from an FC and EL class with students from other classes who used the traditional lecture method. Focus group interviews were conducted to gain insight into the students' experience.FindingsThe study results show that FC-EL students achieved higher final scores than traditional-learning students. The majority of students also reported having positive views regarding the approach, with a minority opposing the learning method. The students' projects were successfully implemented, empowered local communities and fostered reflexivity in the students.Research limitations/implicationsThe school has yet to implement FC and EL as course delivery methods in other courses. Therefore, the positive outcomes achieved in this study were obtained from only a single course.Originality/valueThe course combined flipped classroom and experiential learning methods.

Analytical Techniques for Developing Argumentative Writing in STEM: A Pilot Study

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> Demonstrates how to use experiential learning (EL) to improve argumentative writing. Presents the design and development of a natural language processing (NLP) application for aiding instructors in providing feedback on student essays. Discusses how EL combined with automated support provides an analytical approach to improving written-communication skills. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> High-quality, timely, feedback is an effective way to improve students’ writing. However, large class sizes and limited instructor backgrounds often make formative feedback impossible. Recent trends, including lowering entry requirements, have added to these challenges. Assistive technologies for implementing inclusive education provide viable solutions. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Questions:</i> 1) How and why can EL be used to develop argumentative writing skills in university STEM students? 2) How can technologies be developed to support using EL in teaching writing? and 3) How might the holistic impact of using such analytic techniques be evaluated? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> Participants in an EL project were assigned two essays in sequence. They were given instructions on making good arguments and shown how to use an analytic rubric to maximize their scores. The essays were hand scored by tutors who provided scores for each dimension of the rubric. Subsequently, the content and argumentation of the essays were analyzed using NLP techniques to obtain independent scores. Qualitative data were also collected. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> The project produced transformative writing experiences for the participants. It showed how analytical techniques help improve writing skills and how relevant automated instructor assistance can be developed using NLP technologies.

Rubrics May Be a Useful Tool for Assessing MLIS Student Learning Experiences

A Review of: Adkins, D., Buchanan, S. A., Bossaller, J. S., Brendler, B. M., Alston, J. K., &amp; Moulaison Sandy, H. (2021). Assessing experiential learning to promote students’ diversity engagement. Journal of Education for Library and Information Science, 62(2), 201–219. https://doi.org/10.3138/jelis.2019-0061 Abstract Objective – To develop a rubric to assess diversity awareness and professional socialization through in-person or online experiential learning for online MLIS students. Design – Exploratory case study. Setting – School of Information Science &amp; Learning Technologies, University of Missouri. Subjects – Six experiential learning projects designed to promote diversity and professional socialization for online MLIS students. Methods – The authors developed a rubric in order to evaluate the characteristics of several experiential learning projects. The major themes that were measured in the rubric were identified through a comprehensive literature search, and these included Professional Socialization, Service Orientation, Values Orientation, and Diversity &amp; Inclusion. The authors also added three original accessibility factors that they considered relevant from a practical approach: time, money, and geographic mobility. Main Results – The rubric was successfully applied to several ongoing experiential learning projects, as well as to a new project. The authors concluded that it provided a useful framework for assessing the accessibility and estimated value of these experiences. Conclusion – The rubric seems to be a useful start to assessing experiential learning. However, more research is needed to ensure that it is actually measuring the domains that it is intended to measure. This study only focused on whether the rubric could be applied, whereas future studies should assess its accuracy. The rubric may be useful for curriculum evaluation and planning, accreditation, tenure/promotion, and instructor self-assessment.

Does National Diversity Impact Conflict in Global Virtual Teams? The Role of Language Factors

This study looks at the impact of national diversity on task and relationship conflict in the context of global virtual teams (GVTs). We investigate the interaction effects of both English skills and openness to linguistic diversity on these relationships. We administered a questionnaire to 283 GVTs working on a collaborative experiential learning project to develop an international business plan. Our results show that, for teams exhibiting high levels of openness to linguistic diversity and high levels of English skills, increased levels of national diversity on the team are associated with lower levels of task and relationship conflict. The relationship is reversed, however, in teams where openness to linguistic diversity and team English skills are low. These findings shed light on the relationship between national diversity and conflict by suggesting that both English skills and team attitudes toward language diversity are important in reducing conflict. Moreover, openness to linguistic diversity may be more important in reducing conflict than the level of team members’ language proficiency.