Experiential Learning Opportunities Research Articles

Good Intercollegiate Athlete Representation: "All Hands on Deck"

The current landscapes of intercollegiate sports and higher education are experiencing shifts toward more democratic representation. In college sport, student-athlete representatives are more engaged in policy decisions, hold voting rights, and are included on boards and committees. Despite this shift, little is known about what good intercollegiate athlete representation entails and how multi-level, democratic governance systems may support or impede good representation in the context of college sport. This paper explores qualities of good college athlete representation (CARep) and factors contributing to and/or detracting from the process of good CARep in the context of a democratic multi-level intercollegiate sport governance system. Findings showed individual attributes of good CARep, including interpersonal skills and leadership, were based on democratic representation virtues (i.e., fairmindedness, trust building, good gatekeeping) and helped foster democratic values of civic equality, self-governance, and inclusion. The intercollegiate sport governance system supports the work of athlete representatives primarily through its educative function. More specifically, administrators were key to identifying experiential learning opportunities for athlete representatives, which contributed to the process of good representation through responsiveness, inclusiveness, and egalitarianism. Lack of administrative support and education for all relevant interest groups characterized governance system inconsistencies impeding good CARep, primarily at institutional levels where the purpose of student-athlete committees varied and/or athlete representative roles were less understood. Implications for practice and directions for future research on good athlete representation are presented.

OPTIMIZING PEDAGOGICAL CONDITIONS FOR STUDENT INTERNATIONALIZATION IN HIGHER EDUCATION INSTITUTIONS

As higher education institutions increasingly globalize, the importance of providing optimal pedagogical conditions for students engaged in internationalization becomes paramount. This article explores various organizational strategies and pedagogical approaches to enhance the educational experience of students in the context of internationalization. Drawing on existing literature and empirical evidence, this paper discusses the significance of cultural competence, language proficiency, intercultural communication skills, and supportive learning environments in fostering successful internationalization initiatives. It also highlights the role of technology, collaborative learning, and experiential learning opportunities in facilitating cross-cultural understanding and academic success among students in higher education institutions. Overall, this article aims to provide insights and recommendations for educators and administrators to effectively organize pedagogical conditions that promote the internationalization goals of their institutions.

Nurturing youth film literacy: Post-qualitative arts-based inquiry into critical self-awareness

Post-digital, as a timeframe set, raises specific concerns for young adults engaged in artistic and cultural activities, seeking to establish a sustainable livelihood within a semi-rural South African context. They grapple with issues such as determining their positionality within a world marked by fading boundaries between the physical and digital. To better understand the post-digital impact on experiential learning opportunities for young adults, the authors explored the specific ways and extent to which active engagement in shortfilm-making contributes to developing critical self-awareness among the participating post-school youth. An assemblage of transformative theories and concepts, rather than pre-determined methodologies, guided this inquiry that extended beyond the development of career and workplace competencies. The strengths of spaciousness and in-between boundary positions provided by the spider’s thread metaphor served as a useful methodological tool. Moving beyond the limitations of traditional discourse and content analysis, multimodal discourse analysis in combination with a modified, six-category measuring instrument was used to explore (analyse) the evidence (data) created as products of active participant engagement in a shortfilm-making project, over a 10-month period in 2020. Findings revealed that, for the participants, it was by moving from physical self-centred understandings of reality to experiential creations of authentic reality (shortfilm-productions) and involving an expanded awareness of those alternative possibilities that nurtured their potential transpersonal growth.Transdisciplinary Contribution: A synthesis of arts-based, post-qualitative and developmental phenomenographic approaches was employed to create, explore and communicate evidence in ways that present a holistic picture of alternative pathways to knowledge production.

The Only way is up? How Different Facets of Employee and Supervisor Perfectionism Help or Hinder Career Development.

Although the double-edged nature of perfectionism is widely acknowledged, little is known about how it shapes employee career development. By combining two field studies, we provide a multiperspective insight into the relevance of both employee and supervisor perfectionism for employee career development. While we expected self-oriented perfectionism (SOP) to have an ambivalent role for career development, we proposed that socially prescribed perfectionism (SPP) in particular, but also other-oriented perfectionism (OOP), would show maladaptive relationships with career-related indicators. In Study 1 (N = 116), we focused on the employee perspective and how multidimensional perfectionism relates to career aspirations (operationalized via work motivation) and subjective career success. Employees high in SOP reported higher, whereas those high in SPP reported lower perceived career success. OOP was negatively related to intrinsic motivation, but positively explained extrinsic (social) motivation and amotivation. In Study 2 (N = 146), we examined the role of supervisor perfectionism in supporting or hindering employees' career development by providing or draining resources. Our results show that supervisors high in SOP - and partly in OOP are reluctant to delegate highly responsible tasks; SPP even increased the likelihood of assigning illegitimate tasks to subordinates. Our findings suggest that both employee and supervisor perfectionism may boost or thwart employee career development and success. We discuss that supervisor perfectionism may limit employees' opportunities for experiential learning.

Acceptability of New Policies Regarding Education in India

A comprehensive framework developed to promote the growth of the educational system of a nation is provided by the National Education Policy (NEP) 2020. The process of replacing policies usually takes several decades. The National Education Policy of 1986 is replaced by the current policy, which is ranked third in a chronological series. The 2020 National Education Policy (NEP) provides a clear path forward for the country’s growth in education. However, following this technique is not required. Renowned foreign universities will be able to open campuses in the nation in accordance with the National Education Policy (NEP) of 2020. The 2020 National Education Policy gives the curriculum’s reform a lot of emphasis. The board assessments are being redesigned with an emphasis on giving students opportunities for experiential learning and developing their critical thinking abilities. Throughout all subject areas, the main emphasis will be on teaching students in their native tongue. The 2020 National Education Policy (NEP) recognises the need to develop highly qualified people in a variety of fields, including AI and agricultural. India needs to be well- prepared for the next events. India’s education system is being modernised to meet the needs of the modern world through the implementation of the National Education Policy (NEP) 2020, a comprehensive reorganisation of the country’s educational framework. This study investigates the problems and acceptance of the National Education Policy (NEP) in the context of India. In its whole, the National Education Policy (NEP) of 2020 offers a distinct prospect for India to revolutionize its educational framework and equip its students with the necessary skills and knowledge to effectively navigate the forthcoming problems and prospects. The research looks into the National Education Policy’s (NEP) adoption and issues in the Indian environment. All things considered, the National Education Policy (NEP) of 2020 presents India with an extraordinary chance to transform its educational system and give its students the skills and information they need to successfully traverse the obstacles and possibilities that lie ahead.

A virtual simulation-based clinical skills course.

Advancements in technology continue to transform the landscape of medical education. Virtual reality (VR) and remote simulation represent unique approaches to teaching students clinical skills through experiential learning. We developed, implemented and evaluated a virtual simulation-based course modelled on Kolb's Learning Cycle. A 5-day, 15-h virtual clerkship clinical skills curriculum designed to help students recognise a patient requiring urgent or emergent care was piloted in May 2020. VR and remote simulations facilitated concrete experiences, reflective observation, concept formation, and active experimentation. Curricular evaluation included analysis of usage, performance, self-assessment, and perceptions of educational value. One hundred and fifty-six students completed 436 VR sessions (median 3 per student). Students repeated virtual cases, on average, 75% of the time, demonstrating improvement in average performance scores from 59% (attempt 1) to 72% (attempt 2). Post-course evaluations, completed by 109 (69.9%) students, demonstrated significant improvements in mean scores in all domains of a self-assessment based on emergent care skills. We developed and implemented a virtual clinical skills course that allowed students to progress through all four stages of Kolb's Learning Cycle. VR and remote simulations represent an opportunity for educators to reimagine and expand opportunities for experiential learning. The number of students accommodated, total virtual simulations completed, and positive student feedback suggests that this may be a feasible, acceptable, and scalable method for increasing opportunities for progression through Kolb's Learning Cycle. Further investigation into impact on educational outcomes is needed.

Improved Soft-Skill Competencies of ABA Professionals Following Training and Coaching: A Feasibility Study

The field of applied behavior analysis currently faces critique regarding the need for increased compassion and interprofessional collaboration training toward culturally and emotionally responsive practice. Mindful self-compassion is evidenced to improve self-compassion and compassion. The purpose of the current study was to improve soft-skill competencies in collaboration and compassion of behavior analytic professionals. In this feasibility study, two cohorts of American behavior analytic professionals (N = 24) received a 4-month training-and-coaching sequence, with a pre-program focus group serving as the program’s needs assessment. The Interprofessional Collaborative Competency Attainment Survey and Self-Compassion Scale, Short Form were administered pre- and post-intervention to ascertain program effectiveness, alongside open-ended survey questions. Training included experiential learning opportunities in small groups, with participants practicing self-compassion and collaboration skills. Coaching included additional individual practice opportunities. Pre- and post-whole test scores were significantly different on both instruments, with p set at .05, demonstrating preliminary effectiveness. Significance on paired-sample t-test for the Interprofessional Collaborative Competency Attainment Survey whole score fell at <.001, while for the Self-Compassion Scale, Short Form, it fell at .004. While prior studies have demonstrated the need for collaboration and compassion training within the ABA workforce, the current study reports on an implementation procedure to improve upon these skill sets, addressing a noted gap. Furthermore, the current study operationalizes collaboration alongside self-compassion, demonstrating the importance of centering collaborative practice within soft-skill awareness and competency. Future research can incorporate direct measures of these skill sets.

Comparative Study of International Practices in Developing Sociocultural Competence

This article presents a comparative study on international practices in developing sociocultural competence and explores their potential application in the context of Uzbekistan. Sociocultural competence is crucial for effective intercultural understanding and communication in a globalized world. Drawing from a range of global practices, including educational initiatives, intercultural training programs, policies, and community engagement efforts, this study identifies effective strategies for enhancing sociocultural competence. The analysis highlights the importance of integrating sociocultural competence into educational curricula, providing experiential learning opportunities, delivering intercultural communication training, and promoting community engagement. The findings underscore the significance of multicultural policies and inclusive education. Recommendations are presented for educators, policymakers, intercultural trainers, and individuals engaged in cross-cultural interactions in Uzbekistan to foster sociocultural competence. By applying successful strategies from international practices and tailoring them to the Uzbekistan’s context, the article provides guidance to cultivate a culturally inclusive society that values diversity and promotes intercultural understanding and effective communication.

Bridging the gap: Connecting sport marketing theory and practice via an experiential sponsorship activation learning assignment

The integration of experiential learning in sport management classrooms has seen increased attention due to the need for practical experience in the sport industry (Barnes, 2014; DeLuca & Fornatora, 2020). Experiential learning in collegiate classrooms provides students with the opportunity to bridge the gap between theory-based knowledge and real-life experiences (DeLuca & Fornatora, 2020). Furthermore, this pedagogy has the potential to enhance students' resumes and boost job satisfaction in sport industry positions (Brown et al., 2018; Foster & Pierce, 2021; Wanless et al., 2016). Sponsorship activation has become a legitimate element of the marketing mix and encompasses a large portion of marketing budgets for companies (O'reilly & horning, 2013). With that being said, sport marketing graduate students at a Southwestern University engaged in a sponsorship activation project for one of the school's major athletic sponsors as part of their sport marketing class. The experiential learning opportunity provided students with real-world examples of sport marketing while providing them with a sponsorship activation experience. The project received positive feedback from students including their appreciation for the practical experience.

Engaging pre-service teachers enrolled in science methods course in teaching through social contextualization of science

The recent global pandemic, the spread of artificial intelligence technology, and the constant threats of climate change are just examples of ways in which our lives and the issues we face are intricately linked with science and technology and highlight the need for improving our education system to allow for developing an informed and engaged citizenry. The preparation of teachers and successfully equipping them to plan and implement socially relevant and contextualized science lessons is a critical step in achieving this goal. In this article, I provide lucid and detailed account of my approach and describe possible ways of incorporating immersive and experiential learning opportunities within methods courses and teacher professional development to help pre and in-service teachers recognize the significance of socially contextualized science, and by extension STEM instruction, as well as prepare and support them in planning and implementing such an approach in their own classrooms. The components and examples discussed are suitable for elementary and secondary methods courses and professional development and would similarly be ideal and applicable for implementation in K-12 classrooms.

Sport Management Experiential Learning: Faculty Perceptions of Opportunities, Benefits, and Support

Experiential learning is an important aspect in any learning program, but in sport management programs, it might be considered essential to the learning process and post-graduation career success. There are several types of experiential learning which include in-classroom activities, internships, practicums, cooperatives, and service learning. In many instances, more than one type of experiential learning is being used to enrich the student’s experience and prepare them for post-graduate careers. The purpose of this study is to understand the experiential learning opportunities available in collegiate sport management programs in the United States. This study utilizes interviews and open-ended questionnaire responses to look at experiential learning in sport management programs within the United States. Overall, there were 30 participants, ranging from small to large institutions, public and private, as well as teaching and research. Four themes were present after reviewing the data: a variety of internships and experiential learning opportunities, practical application, networking, and resources available to faculty. The themes presented showed the importance of experiential learning opportunities, the range of experiences in sport management programs, and the perceptions of the faculty.

Charity Scott: Teacher, Mentor, Collaborator, Interdisciplinarian.

Charity Scott brought health law to Georgia State College of Law in the fall of 1987. Through her faculty appointment, along with her boundless energy and intellectual curiosity, she set herself on an odyssey. She began by teaching a single general health law class. This beginning led to the development of a full curriculum in the field, complete with experiential learning opportunities and a certificate in health law program. In addition to creating learning and career opportunities in health law for law students, her development of the Center for Health, Law and Society created academic opportunities for leading health law faculty.

Hard or Soft: An Exploration of What Skills a Sport Management Student is Lacking

An important measure of success of sport management programs in higher education is how prepared students are for their professional careers. Programs often include various experiential learning opportunities such as internships in their curriculum to improve student employability. However, there is still concern that students may not be prepared for success in their internships and in the field. The purpose of this study was to identify which skills sport management student interns needed the most improvement, according to their intern supervisor. Using a single institution, this study analyzed intern supervisor’s questionnaire responses from 2017-2022 at a small, private college in the southern United States. The questionnaire consisted of open-ended questions aimed to determine what areas that the sport management intern could improve professionally. The findings show that students needed the most improvement in areas related to soft skills, rather than hard skills. When asked what areas the intern could improve professionally, 8.3% of internship supervisors listed a hard skill, while soft skills were emphasized 91.7% of the time. The results of this study provide information that sport management programs can utilize to better prepare students for internships and the industry.

Transforming Higher Education: Effective Strategies for Contemporary Curriculum Design

This study explores the transformative potential of contemporary curriculum design strategies in higher education, focusing on the challenges and opportunities presented by the era of digitalization and global competitiveness. Through a comprehensive literature review and qualitative analysis of case studies from leading universities worldwide, this research identifies effective approaches to curriculum design that foster interdisciplinary learning, digital literacy, and global competencies. The findings suggest that successful curriculum transformation requires a systemic and collaborative approach, involving the integration of technology-enhanced learning, project-based learning, and experiential learning opportunities. Furthermore, the study highlights the importance of faculty development, student-centered design, and continuous curriculum evaluation and improvement. The insights derived from this research contribute to the ongoing discourse on higher education reform and provide practical recommendations for educational leaders and policymakers seeking to align curriculum design with the demands of the 21st-century knowledge economy. By embracing innovative and adaptive curriculum design strategies, higher education institutions can better prepare graduates for the complex challenges of an interconnected and rapidly evolving global landscape, while also enhancing institutional competitiveness and relevance in an increasingly digital and knowledge-driven world.

Development of a curricular thread to foster medical students' critical reflection and promote action on climate change, health, and equity.

Due to the health consequences arising from climate change, medical students will inevitably interact with affected patients during their training and careers. Accordingly, medical schools must incorporate education on the impacts of climate change on health and equity into their curricula. We created a curricular thread called "Climate Change, Health, and Equity" in the first-year preclinical medical program to teach foundational concepts and foster self-reflection and critical consciousness. The authors developed a continuum of practice including administrators, educators and faculty members, students, and community partners to plan and design curricular activities. First-year medical students at Duke University School of Medicine participated in seven mandatory foundational lectures and two experiential learning opportunities in the local community. Following completion of activities, students wrote a critical reflection essay and completed a self-directed learning exercise. Essays were evaluated using the REFLECT rubric to assess if students achieved critical reflection and for thematic analysis by Bloom's Taxonomy. All students (118) submitted essays. A random sample of 30 (25%) essays underwent analysis. Evaluation by the REFLECT rubric underscored that all students were reflecting or critically reflecting on thread content. Thematic analysis highlighted that all students (30/30, 100%) were adept at identifying new areas of medical knowledge and connecting concepts to individual experiences, institutional practices, and public health and policy. Most students (27/30; 90%) used emotionally laden words, expressing negative feelings like frustration and fear but also positive sentiments of solidarity and hope regarding climate change and effects on health. Many students (24/30; 80%) expressed actionable items at every level including continuing self-directed learning and conversing with patients, minimizing healthcare waste, and advocating for climate-friendly policies. After participating in the curricular thread, most medical students reflected on cognitive, affective, and actionable aspects relating to climate change, health, and equity.

Galvanising Youth Engagement in Fair Trade: Lessons from the FTIS 2023 workshop

Abstract This article reflects on the outcomes of a workshop at the Fair Trade International Symposium in June 2023 which explored some of the ways young people are engaging in Fair Trade. Campaigners recognize the importance of giving leadership responsibilities to young people with fresh ideas and social connections to help expand the Fair Trade movement. There are opportunities to engage young people through the connections between Fair Trade and the environmental and social issues that young people are passionate about today. The workshop showcased three such initiatives: a climate and food security debate; an ethical enterprise project; and Fairtrade Fortnight events at the University of Leeds. Through these initiatives young people learned about trade (in)justice and gained a deeper understanding of the root causes of sustainability issues, whilst gaining transferable skills and building competencies to work collaboratively and creatively. Engaging with Fair Trade can provide young people with experiential learning opportunities that forward the goals of the Education for Sustainable Development (ESD) agenda and promote the relevance of the Fair Trade movement to a younger generation.

Volunteerism During COVID-19: Sport Management Students’ Career Interests Against Public Health Risks

Employing the theory of planned behavior, this study aimed to identify how sport management students’ intentions to volunteer for a sporting event were affected by their COVID-19 preventive health factors and social consciousness. From eight U.S. universities, 415 sport management students responded to a self-administered online survey. Collected data were analyzed via hierarchical regression modeling. While the students’ health literacy and susceptibility affected their intentions positively, their social consciousness played a crucial role in producing low intentions to volunteer for a sporting event. Sport management educators should include more hands-on activities in the curriculum and collaborate with local sport agencies to provide diverse experiential learning opportunities while students comply with the health guidelines.

Modular and divergent synthesis of 2,N3-disubstituted 4-quinazolinones facilitated by regioselective N-alkylation.

The synthesis of a biologically relevant 2-amino-N3-alkylamido 4-quinazolinone has been accomplished in four steps from commercially available materials using design principles from both modular and divergent synthesis. N3-Alkylation of 2-chloro-4(3H)-quinazolinone using methyl bromoacetate, followed by C2-amination produced a suitable scaffold for introducing molecular diversity. Optimization of alkylation conditions afforded full regioselectivity, enabling exclusive access to the N-alkylated isomer. Subsequent C2-amination using piperidine, pyrrolidine, or diethylamine, followed by amide bond formation using variously substituted phenethylamines, generated fifteen unique 4-quinazolinones bearing C2-amino and N3-alkylamido substituents. These efforts highlight the reciprocal influence of C2 and N3 substitution on functionalization at either position, establish an effective synthetic pathway toward 2,N3-disubstituted 4-quinazolinones, and enable preliminary bioactivity studies while providing an experiential learning opportunity for undergraduate student researchers.

Cultivating Cross-Cultural Competence in Students

In our increasingly interconnected and globalized world, the ability to navigate cross-cultural land-scapes with agility and understanding has emerged as an indispensable skill for students. This critical compe-tence is vital for fostering global connections, promoting mutual respect, and facilitating effective interna-tional collaboration. This paper delves into the significance of cross-cultural competence, dissecting its es-sential components and outlining effective strategies for its cultivation among students. It emphasizes the pivotal role of education in nurturing cultural awareness, honing communication skills, fostering empathy, and enhancing adaptability—key elements that together form a robust framework for developing cross-cul-tural acumen. We argue that educators and educational institutions play a crucial role in equipping students with the necessary knowledge and skills to thrive in diverse settings. Through the implementation of experi-ential learning opportunities, engagement in intercultural exchange programs, and the adoption of inclusive curricula that reflect the rich tapestry of global cultures, students are encouraged to step beyond their comfort zones. This paper champions the integration of cross-cultural competence into educational practices, high-lighting its importance not only as a critical aspect of personal development but also as a strategic imperative for success in the 21st century. By fostering an educational environment that values and promotes understand-ing across cultures, we prepare students to become adept navigators of our complex, multicultural world, thereby underscoring the profound significance of cross-cultural competence in shaping future global citizens.

Data-driven identification of quadrotor dynamics: a tutorial

In this work, we provide a tutorial-style exposition of quadrotor dynamics model identification from experimental data collected in closed-loop. Our objective is to provide guidelines for the scientist who is approaching model-based fight control design for multirotor UAVs for which a model is not readily available, but also to provide instructors with pedagogical material that can be utilized to develop experiential learning opportunities complementing face-to-face lectures in the system identification and control engineering curricula.