Experience Program Research Articles

Course Design for Leadership Learning in an Experiential Program

Background: Leadership development is commonly named as an outcome for experiential learning (EL) programs. Some programs have shown success at inculcating individual leadership traits. However, it is not clear whether there is a relationship between certain kinds of experiential pedagogy and specific leadership concepts or styles, such as industrial and postindustrial leadership and other concepts. Purpose: The researchers identify course-design factors associated with leadership-learning outcomes in an interdisciplinary EL program called Vertically Integrated Projects. Method: From five courses across disciplines, faculty were interviewed and syllabi and student reflections were analyzed for concepts of leadership and course designs. Findings: Students showed the most evidence of leadership learning when at least two of the three factors were present: (i) flexible and cooperative course structures; (ii) conceptual instruction; and (iii) faculty coaching. Leadership practice is distinguished from leadership learning. Implications: Leadership educators recommend conceptual instruction prior to experiential learning; the findings support supplementing that instruction with a flexible, cooperative course design to encourage leadership learning. More research is needed on the relationship between “vertical” experiences, in which advanced students mentor junior students in courses of any size, and leadership development.

Kompetensi Pedagogik Mahasiswa Pendidikan Guru Madrasah Ibtidaiyah dalam Merancang Pembelajaran

This research illustrates the pedagogical competence of PPL (Field Experience Program) students in the PGMI program at STAI Miftahul Ulum Tanjungpinang in instructional design for primary schools (SD/MI). The study involved 35 seventh-semester students of the PGMI program who participated in the PPL during the Academic Year 2022/2023. The research employed a quantitative descriptive method with data collected through observation and questionnaires. The results indicate that students have good competence in understanding the characteristics of students, curriculum development, lesson planning and implementation, technology utilization, and evaluation of learning outcomes. From the obtained data, it is evident that the understanding of student characteristics has an average score of 88.60, categorized as very good. Understanding curriculum development obtains an average score of 86.00, categorized as very good. Lesson planning and implementation have an average score of 85.75, categorized as very good. The level of technology utilization in learning by students reaches an average score of 84.50, categorized as good. Meanwhile, the ability to evaluate learning outcomes in teaching has an average score of 87.67, categorized as very good. The PGMI educational program has successfully aligned with the standard competence of educators. This research contributes significantly to the improvement of educational programs and PPL in the future

Creating a Class Plan to Strengthen Marital Relationships During Pregnancy in Japan

BackgroundChild-rearing support programs in Japan have focused on supporting families (especially mothers) after their children are born. Maternal and child healthcare services during pregnancy mainly target mothers and their children. Although programs for fathers (such as parent–teacher classes) are gradually being implemented, support for fathers will become more important in the future.ObjectivesWe reviewed studies conducted in Japan on support for fathers during pregnancy (especially those focusing on the content of classes) and examined the content and methods of classroom approaches for fathers. Then, the content of the exercises related to the Becoming Parents Program was examined. The BPP, which was developed in Washington D.C., is an experiential program that focuses on strengthening the couple’s partnership, particularly in the transition to fatherhood. Focusing on the father–partner relationship itself, this study aimed to examine the kind of support methods and content would be best for planning a class during pregnancy in Japan and developing a class plan.MethodsWe searched the nursing literature for studies on classes or classes for expectant fathers that included educational content on fathers during pregnancy. Thirteen domestic studies were included in the literature review. Next, 16 exercises from the BPP book were analyzed for content.ResultsExpectant fathers sought specific information on support for their spouses. The 16 exercises in the BPP book entitled “The Speaker-Listener Technique and Problem Solving” were found to be fundamental skills. A proposed class for expectant parents incorporating the basics of BPP was designed.ConclusionsAlthough there are differences in social backgrounds, cultures, and family backgrounds between Japan and other countries, we believe that the basic skills can be commonly used. In Japan, it is necessary to consider holding classes for parents to strengthen their marital relationship during pregnancy.

DAYA TARIK PENUMPANG TERHADAP TRANSPORTASI KERETA CEPAT WHOOSH

This study aims to measure and analyze the level of public attraction to the Whoosh Experience Program, as well as its impact on increasing awareness and interest in the presence of the Jakarta-Bandung High Speed Train service. Based on data on the number of tickets sold, it can be seen that the level of public attraction is always increasing. The survey results also show high public interest in the presence of this fast train. A smart marketing strategy is the key to KCIC's success in increasing public appeal to choose to use their services. A well-planned strategy, a way of communicating the product to the public that is considered attractive and the price policy decision set is well received among the public, especially users of public transportation services. This success is the basis for the Whoosh fast train to become one of the results of the development of technological projects from the public transportation sector in Indonesia and create an attraction that can be enjoyed by the entire community.

Recognition of prior learning program in improving human resource in Bojonegoro district: an open government analysis

This research aims to analyze open government by looking at the implementation of the Village Recognition of Prior Learning (RPL) program in Bojonegoro Regency through a process of collaboration, transparency, and participation. Increasing the capacity of Human Resources (HR) is needed in facing the demands of better public services. This research method uses descriptive qualitative research. Primary data sources consist of open-ended interviews, as well as observation. While secondary data sources come from documentation studies obtained from the research location. The technique of determining informants was carried out by purposive sampling, namely selecting based on criteria on informants who play a role in the Village RPL program, the Secretary of the Village Community Empowerment Office, the Head of the Community Empowerment Division, Surabaya State University and Yogyakarta State University and Village Officials. Data validation uses the data triangulation method. The results of this study indicate that the RPL Desa program in government openness has a collaborative process between the stakeholders involved, transparency of new student screening information data, and participation of village development activists as community servants facing problems in completing their studies. Supporting factors lead to the use of scholarships in higher education with recognition of experience, online learning, and RPL program organizers from quality universities. The inhibiting factors are seen from the declining commitment and motivation of students in participating in the lecture process and the difficulty of time management between college work.

Organizational Barriers to and Facilitators of the Successful Implementation and Sustainability of the Supporting and Enhancing NICU Sensory Experiences (SENSE) Program.

The Supporting and Enhancing NICU Sensory Experiences (SENSE) program is an evidence-based intervention that promotes daily, positive sensory exposures for infants in the neonatal intensive care unit (NICU). Understanding program implementation across sites may aid in optimizing strategies for uptake of the program and subsequently improve outcomes for infants and families. To investigate health care professionals' perceptions of implementing the SENSE program. The SENSE Program Implementation Survey was developed using Proctor etal.'s model and the BARRIERS scale to probe organizational practices across sites worldwide. Survey distributed to 211 hospitals with a SENSE program license obtained before March 2020. One hundred fourteen NICU personnel (response rate = 54%). The survey sought to understand barriers and facilitators, adaptations during implementation, and associated costs. Of the 53% (n = 57 of 107) of respondents who had implemented the SENSE program, many (n = 14; 31%) experienced quick timing (<1 mo) to use, including spread to nearly all infants in their NICU within 6 mo (n = 18; 35%). Most reported the program was used to educate families ≤3 days of birth (n = 20/59; 34%). Most of the sensory interventions in the program were performed by parents (n = 38; 67%) and therapists (n = 44; 77%). Barriers and facilitators at the organizational and individual levels were identified. No additional staff were hired to implement the program. Given perceived successes and challenges, strategic enhancement of implementation can inform future administrations of the SENSE program. Plain-Language Summary: This study provides occupational therapists who are interested in implementing the SENSE program (Supporting and Enhancing NICU Sensory Experiences) with an understanding of common barriers, facilitators, costs, and adaptations, which can be used to advocate for program implementation in NICUs to improve outcomes for preterm infants worldwide.

Virtual site visits - an emerging option for experiential quality assurance

Background and purposeSite visits are a valuable tool for experiential quality assurance. There is sparse literature regarding the use of a virtual modality for completion of site visits. This manuscript describes the experience of using of onsite and virtual site visits, including benefits and limitations of each approach, by two pharmacy experiential programs. Educational activity and settingEach experiential program utilizes both virtual and onsite visits to assess site quality, provide preceptor development, and connect with sites and preceptors. Information gathered and documentation processes are similar for both institutions for both visit modalities. The two pharmacy institutions differ in size, geographical location, number of experiential sites, and experiential department structure. FindingsBased on site evaluator feedback from the two institutions, both visit modalities achieved the goals of evaluating sites for quality, fostering relationships with preceptors, and affording opportunities to provide preceptor development. Positive features of virtual site visits were increased flexibility with scheduling, expanded participation and engagement, increased efficiency, and decreased cost. Drawbacks noted with virtual site visits were challenges touring the site, decreased ability to observe group dynamics and culture, and participant multi-tasking. SummaryA virtual approach to completing experiential site visits achieved programmatic goals. Utilizing a combination of virtual and onsite visits may facilitate a customized approach to navigating the advantages and disadvantages of each modality.

Constructing immersive toy trial experience in mobile augmented reality

When consumers purchase toys from retail stores, the majority of toys are packaged, making it difficult for them to observe the toys comprehensively. This limitation may hinder their ability to make informed purchase decisions. To address this challenge, this paper introduces an immersive toy experience program utilizing augmented reality (AR) technology. The program utilizes the camera on mobile devices to scan and identify the toy's cover image, subsequently showcasing corresponding virtual toy models in a simulated environment. Additionally, interactive controls enable users to manipulate the viewing angles. In terms of methodology, we have specifically designed an expandable collection of toy images, allowing the recognition of recently introduced toys by adding them to the database, enhancing the scalability of our application. In comparison to previous research, our work transcends the constraints of traditional toy shopping, providing a more intuitive, interactive, and personalized experience through AR technology.

Evaluation Of Program Implementation Teacher Professional Education In Online Office For Elementary School Teachers

The aim of this research is to obtain a description of data regarding the Implementation of the Teacher Professional Education Program (PPG) in Online Positions for Elementary School Teachers which is implemented by FKIP Muhammadiyah University Prof. Dr. Hamka. The in-depth study in this research uses a qualitative perspective which examines the Implementation Teacher Professional Education Program (PPG) in. Method in this research is CIPP, namely context, input, program and product of a program being implemented. The problems studied are related to the background, namely evaluating the background context of PPG UHAMKA and the institutional legal conditions of FKIP UHAMKA in developing human resource experience and infrastructure programs. In evaluating input regarding the readiness of FKIP UHAMKA in implementing PPG, PPG was presented in the position of Primary School Teacher Education (PGSD). Evaluation of learning processes or activities. Then evaluate the products resulting from the Student Performance Test (UKM PPG) in the form of increasing the number of professional teachers who are PGSD certified as evidenced by the resulting pass rate. The 2022 UHAMKA PPG PGSD Product Evaluation Program is very satisfying because the graduation rate is above 84%, this is encouraging news and should be maintained and even improved.

초등학생의 창의·융합적 진로역량 향상을 위한 문제중심형 직업체험프로그램의 개발 및 적용

This study developed a program to improve creative and convergent career capabilities using job experience facility, which is an active career education method, and investigated whether the program affects learners' satisfaction and creative·convergent career competency(creative and convergent thinking skills about the profession and career perception). For the vocational experience program, the ADDIE instructional design model and problem-oriented learning instructional design strategy were applied to develop vocational experience pre and post professional programs for elementary school students. After that, the program was conducted to 3rd and 4th graders, satisfaction was investigated, and creative·convergent career competency evaluation sheets were reorganized and evaluated according to the target. As a result, there was no statistically significant difference in program satisfaction, but there was a significant difference in creative and convergent thinking skills and career perception for jobs, which had a positive effect on satisfaction and creative and convergent career competency.

The Creation of a Cross-Age Scientific Curricular Experience Program Model: Exploring Instructor Self-Efficacy and Learner Engagement

Students teaching students is widely accepted to be one of the most effective teaching methods with benefits for both the students teaching and those that are learning (Sorcinelli, 1991; Stigmar, 2016). Previous studies have found that students acting as instructors experience improved content knowledge and develop skills and confidence in communication of complex subject matter (Swim, 1999). Students learning from other students experience increased enjoyment and enthusiasm in learning science (Hinck, 2013; Rao et al., 2007). We created a cross-age scientific curricular experience program model that utilized hands-on activities with instruction by trained high school students. This study aims to understand how these curricular experiences impact the self-efficacy of student instructors as well as student learner engagement. We found that student instructors commonly have positive teaching experiences and feel more confident about teaching after each curricular experience. Student engagement during all curricular experiences was high and reflections from instructors, students, and classroom-teachers highlighted the benefits of students teaching students. Overall, this study shows support for cross-age instruction and the importance of hands-on activities in scientific education. We hope educators increase cross-age instruction and hands-on activities throughout their science classes.

Impact of Capacity Building Programmes on Farmers of Hassan District of Karnataka, India

The study was conducted in 5 villages of Channarayapattanataluk of Hassan district in Karnataka. The College of Agriculture, Hassan, Karnataka has conducted Rural Agricultural Work Experience Programme for the final year B.Sc (Hons.) Agriculture, B.Tech (Bio Technology) and B.Tech (Food Technology) in those 5 villages during the year 2021-22 for 3 months. The regular capacity building programmes were organized for the farmers by the students in the presence of scientists of the college. During the capacity building programmes such as training, method demonstration, exposure visits etc., the pre and post evaluation was also done to understand the knowledge and skill of the farmers about the bio agents and its application in crop production. The data was collected from 100 farmers to assessimpact of capacity building programmes on bio agentssuch as Trichoderma, Pseudomonas, Phosphate Solubilizing Bacteria etc. Thestudy reveals that, majority (78.00%) of the farmers were not aware about the availability of different bio agents in the market, 80.00 per cent of them were unaware about the importance of application of bio agents in crop production, around 89.00 per cent were not having knowledge about use of bio agents in different crops. Nearly 90.00 per cent of farmers were having poor knowledge and skill on how to use the bio agents in crop production practices. After the pre evaluation the different programmes like training programmes about the importance and application of bio agents, skill on demonstration about the bio agents treatment, exposure visits etc., were organized and conducted post evaluation also. The data from the study reveals that, there was increase in the knowledge level and skill in the application of bio agents to an extent of 25 to 30 per cent among the participants. During the year 2022, the study was conducted to assess the adoption level of farmers in the same villages about the importance and application of bio agents in their crop production practices. It was observed that, still farmers were using the bio agents in their farming practices and they were happy to share that, there was a good result in crop yield due to non incidence of pest and diseases and also due to reduced cost of pesticide application.

Do I want to do this now? Task delay as a function of valence weighting bias

Across three studies, we use behavioral measures of task delay to demonstrate that valence weighting bias predicts the extent to which individuals delay initiating a task, particularly when they lack the motivation and/or opportunity (e.g., mental resources) to deliberate on their initial appraisals of situations. Study 1 revealed that people with a more negative weighting bias delayed submitting tax returns to a greater extent. In Study 2, students with a more negative weighting bias delayed more as they earned course credit as part of a research experience program, with this relation being all the stronger among those low in trait self-control. Finally, Study 3 provided causal evidence for this relation: within a sample of students recruited for their procrastination, shifting the valence weighting tendencies of the strong procrastinators toward a more neutral, objectively correct point led to less delay in the context of participation in a research experience program.

S15: New perspectives on undergraduate dementia education: Time for Dementia

Abstract:Outcomes and care experiences for people with dementia are worse than for those without the condition and the workforce is in crisis. High quality care requires adequate training that includes an understanding of those living with the condition.Time for Dementia is an educational programme in which healthcare students visit a person with dementia and their family carer over a two-year period (Banerjee et al., 2017). People with dementia and their carers are our ‘experts’ and teach students about life with dementia, healthcare experiences and what helps them to live well with dementia. The aim of the programme is to improve student attitudes, knowledge, and empathy towards dementia.Since 2014, 6500 healthcare students, including medical, nursing and allied health professions, have undertaken the programme in the UK at 7 different universities. Research indicates that there are higher levels of knowledge and positive attitudes in students undertaking the programme, compared to those who did not. This symposium will present several sub-studies outlining what has been learned so far from the mixed methods evaluation of Time for Dementia. The symposium will include 3 speakers on 3 key themes: 1.The development and delivery of Time for Dementia programme and educational outcomes for students.2.The factors influencing career preferences for working with people with dementia.3.The development of empathy towards people with dementia in undergraduate healthcare studentsKey take-awaysHow to deliver a lived experience programme at scale.The value of a lived experience education programme.How undergraduate education can shape empathy and career preferences.

Cultural similarity and guest-host interaction for virtual tourism

Online experience program is a novel virtual tourism product in which guests can experience interesting activities online. However, the mechanism behind guest-host interactions for online experience remains unexplored. From the perspective of cultural similarity, this study tries to discover how guests review differently to native hosts and foreign hosts, as well as how hosts reply differently to native guests and foreign guests. Based on the data collected from Airbnb, we conduct empirical analyses from the perspectives of guests and hosts separately. Our results show that guests tend to pay more efforts when they write online reviews for native hosts, whereas hosts prefer to pay more efforts to foreign guests while making managerial responses. Our work not only sheds light on the user behavioral patterns for virtual tourism products but also provides multiple practical implications for the platforms, businesses, and guests in the sharing economy.

전문대학 졸업자의 첫 직장 취업성과에 대한 영향요인 분석

By analyzing the factors affecting employment outcomes of junior college graduates, this research aimed to provide the basic data needed at a university level to enhance employment outcomes of college graduates. Accordingly, the data of junior college graduates were extracted from the 2020 Graduate Occupation Mobility Survey (GOMS) data of the Korea Employment Information Service. Both objective (i.e., employment status, salary) and subjective (i.e., job satisfaction, work satisfaction, work-education level concordance, necessary skills and retained skills concordance) employment outcomes were analyzed in this study.&#x0D; First, age, major field, job experience programs, interviews/creating a resume, and employment camp experience had a statistically significant effect on employment status. In terms of wages, gender, age, university location, major field, and job experience programs had a significant impact. Second, regarding job satisfaction, major field, career counseling and support system satisfaction, and major curriculum and content satisfaction had a significant effect. Third, regarding work satisfaction, grades, university location, teaching method and quality satisfaction, and job camp experience showed a significant effect. Finally, regarding work-education level concordance level, grades, major field, overall school satisfaction, and job experience programs had a statistically important effect, and regarding necessary skills-retained skills concordance level, grades, university location, major field, career counseling and support system satisfaction, overall school satisfaction, and job experience programs had a significant impact.&#x0D; The findings suggest that the efforts at the institution level should made to develop a career and employment education roadmap and strategies tailored for each field and major, provide diverse voluntary job preparation opportunities, and expand and strengthen major curriculum based on field-centered curriculum.

The Effect of Forest Experience Program on the Lung Capacity, Health &amp; Fitness, Emotional Intelligence, and Psychological Well-being of Local Children

The Effect of Forest Experience Program on the Lung Capacity, Health &amp; Fitness, Emotional Intelligence, and Psychological Well-being of Local Children

Teaching Social Determinants of Health in Undergraduate Medical Education: A Longitudinal Curricular and Experiential Program in the United Arab Emirates.

Social determinants of health (SDH) have a major impact on illness and wellness. However, research shows a lack of training on SDH in both undergraduate and postgraduate medical education, with studies confirming that the social needs of patients are not routinely identified or addressed by health care professionals in clinical practice. The medical education community is currently working to incorporate SDH into undergraduate training but has had limited guidance regarding educational topics, modes of teaching, and evaluation criteria in this domain. This article describes the evolution, process, and structure, along with student perceptions, lessons learned, and future directions, of an SDH educational program in the United Arab Emirates. Using the Institute of Medicine's behavioral and social science knowledge domains as a framework, the program includes a didactic component with workshops, reflective practice training, and an experiential component that integrates home visits with social activities in collaboration with community partners. The program began in 2019. To date, 114 students have completed the didactic sessions and at least 1 year of the experiential component. Student surveys and reflective narratives reveal positive perceptions of the program and improved SDH knowledge, skills, and attitudes.

Putting Youth in Charge: Exploring a Multi-Year Interagency Community Engagement Experiential Programme for Youth with Disabilities and Their Families

ABSTRACT This paper outlines a qualitative exploration of the experiences of Youth in Charge (YiC), a 3-year pilot programme. YiC was designed to promote early, immersive community participation for students with physical disabilities, and was co-developed/co-hosted by three agencies (hospital, community rehabilitation, school board). To better understand the experiences of the youth, parents, and staff involved in this broad intervention, observation of 10 programme sessions and annual semi-structured interviews with youth (n = 5), parents (n = 4) and staff (n = 6) were undertaken. Qualitative results comprise six themes based in the two major thematic areas of participation-related experiences and programme considerations. Results indicate the need for community-based experiences, measured risk-taking, long-term engagement, parental involvement, and greater interagency collaboration and integration.

Assessment of Longitudinal Advanced Pharmacy Practice Experience Programs in Preparing Pharmacy Students for Residency Training

ObjectiveThis study aimed to determine whether postgraduate year 1 (PGY-1) pharmacy residents felt more prepared for residency training after having completed a Longitudinal Advanced Pharmacy Practice Experience (LAPPE) program during pharmacy school. MethodsThis was a multicenter, two-arm, cross-sectional study among PGY-1 pharmacy residents. The primary outcome was self-reported residency preparedness. Secondary outcomes included self-reported competency in key indicators for success during early residency and matching with a preferred residency program. A survey was developed to obtain these data and was sent via email to all residency program directors of qualifying programs, who then redistributed it to PGY-1 residents in their respective programs. ResultsA total of 960 PGY-1 residents were included in the study. Of these, 180 (19%) reported prior participation in a LAPPE program. Longitudinal Advanced Pharmacy Practice Experience participants reported increased preparedness for residency training as compared to nonparticipants (mean 6.18 vs 5.72 on a 7-point Likert scale; difference 0.46, 95% CI 0.309–0.618). Longitudinal Advanced Pharmacy Practice Experience participation was also associated with greater self-reported clinical knowledge and skills (mean 5.18 vs 4.95, difference 0.23, 95% CI 0.093–0.372). Self-reported matching with a preferred residency program was common and similar between cohorts. ConclusionPostgraduate year 1 residents who had completed a LAPPE felt better prepared for residency than those who had not completed a LAPPE. Prior LAPPE participation was also associated with greater self-reported clinical knowledge and skills at the start of residency training.