Improving Accreditor's Evaluation of Experiential Learning Programs.

ERIC Educational Resources Information Center

Keeton, Morris T.

1980-01-01

Principles of good practice in assessing experiential learning include better self-evaluation of the learning outcomes of experiential components, systematic program auditing, and training of external evaluators. (SK)

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

Study Abroad: Enhanced Learning Experience in Cultural Diversity

ERIC Educational Resources Information Center

Jaoko, Japheth

2010-01-01

This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more…

Teachers Learning to Prepare Future Engineers: A Systemic Analysis Through Five Components of Development and Transfer

ERIC Educational Resources Information Center

Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Refai, Hazem; Nollert, Matthias U.; Ramseyer, Christopher; Wollega, Ebisa D.; Huang, Su-Min; Herron, Jason

2018-01-01

This study used a systemic perspective to examine a five-component experiential process of perceptual and developmental growth, and transfer-to-teaching. Nineteen secondary math and science teachers participated in a year-long, engineering immersion and support experience, with university faculty mentors. Teachers identified critical shifts in…

An Investigation into Cooperative Learning in a Virtual World Using Problem-Based Learning

ERIC Educational Resources Information Center

Parson, Vanessa; Bignell, Simon

2017-01-01

Three-dimensional multi-user virtual environments (MUVEs) have the potential to provide experiential learning qualitatively similar to that found in the real world. MUVEs offer a pedagogically-driven immersive learning opportunity for educationalists that is cost-effective and enjoyable. A family of digital virtual avatars was created within…

Adapting Experiential Learning to Develop Problem-Solving Skills in Deaf and Hard-of-Hearing Engineering Students.

PubMed

Marshall, Matthew M; Carrano, Andres L; Dannels, Wendy A

2016-10-01

Individuals who are deaf and hard-of-hearing (DHH) are underrepresented in science, technology, engineering, and mathematics (STEM) professions, and this may be due in part to their level of preparation in the development and retention of mathematical and problem-solving skills. An approach was developed that incorporates experiential learning and best practices of STEM instruction to give first-year DHH students enrolled in a postsecondary STEM program the opportunity to develop problem-solving skills in real-world scenarios. Using an industrial engineering laboratory that provides manufacturing and warehousing environments, students were immersed in real-world scenarios in which they worked on teams to address prescribed problems encountered during the activities. The highly structured, Plan-Do-Check-Act approach commonly used in industry was adapted for the DHH student participants to document and communicate the problem-solving steps. Students who experienced the intervention realized a 14.6% improvement in problem-solving proficiency compared with a control group, and this gain was retained at 6 and 12 months, post-intervention. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Characteristics of experiential education web sites of US colleges and schools of pharmacy.

PubMed

Rodgers, Philip T; Leadon, Kim

2013-06-12

To evaluate the characteristics of experiential education Web sites of colleges and schools of pharmacy in the United States. The experiential education Web pages of 124 US colleges and schools of pharmacy were reviewed for office or program name, practice experience management software, experiential education newsletter, practice experience manual, preceptor development programs, new preceptor application processes, and interactive Web site interfaces. The term "office of experiential education" was used by 27.4% of colleges and schools. Fifty percent of the colleges and schools used E-value as their practice experience management software. Only a minority of colleges and schools made experiential manual(s) available online, offered newsletters targeted to preceptors, and/or provided Web site interactive interfaces for preceptor communication. The Preceptors Training and Resource Network was the preceptor development program most frequently promoted. The majority of US colleges and schools of pharmacy have official Web sites for their experiential education program; however, few offer resources online or use interactive or social media to their advantage.

Youth in the Workplace. The Dynamics of Learner Needs and Work Roles. Summary.

ERIC Educational Resources Information Center

Miguel, Richard J.

A two-year study addressed the problem of developing a typology of experiential education programs theoretically based and empirically tested that could guide systematic research on questions fundamental to workplace-based experiential education programs. The research question focused on was, "Can experiential education programs be classified…

Building Resilience in Families, Communities, and Organizations: A Training Program in Global Mental Health and Psychosocial Support.

PubMed

Saul, Jack; Simon, Winnifred

2016-12-01

This article describes the Summer Institute in Global Mental Health and Psychosocial Support, a brief immersion training program for mental health, health, and allied professionals who work with populations that have endured severe adversities and trauma, such as domestic and political violence, extreme poverty, armed conflict, epidemics, and natural disasters. The course taught participants to apply collaborative and contextually sensitive approaches to enhance social connectedness and resilience in families, communities, and organizations. This article presents core training principles and vignettes which illustrate how those engaging in such interventions must: (1) work in the context of a strong and supportive organization; (2) appreciate the complexity of the systems with which they are engaging; and (3) be open to the possibilities for healing and transformation. The program utilized a combination of didactic presentations, hands-on interactive exercises, case studies, and experiential approaches to organizational team building and staff stress management. © 2016 Family Process Institute.

Living Language and Culture: Concordia Language Villages--One Example of Learning outside the Classroom

ERIC Educational Resources Information Center

Phillippe, Denise E.

2012-01-01

At Concordia Language Villages, language and culture are inextricably intertwined, as they are in life. Participants "live" and "do" language and culture 16 hours per day. The experiential, residential setting immerses the participants in the culture of the country or countries where the target language is spoken through food,…

Fostering internationalization: an American-Danish semester-long undergraduate nursing student exchange program.

PubMed

Baernholdt, M; Drake, E; Maron, F; Neymark, K

2013-06-01

This paper describes the development, implementation and evaluation of a semester-long exchange program between two Bachelor of Science in Nursing programs in the USA and Denmark. Nurses globally need to provide culturally sensitive care for an ethnically diverse population. Competencies on how to do so should start in basic nursing programs. A useful strategy is through immersion into another culture through an exchange program. Little is known about successful strategies for two-way or 360° exchange programs between schools from different countries. Guided by experiential learning theory, we developed an exchange program with the objective of enhancing nursing students' cultural competence through knowledge building, attitudes and behaviour development. Lessons learned and implications for educational institutions and policy are discussed. In internationalization of nursing education, an awareness of underlying cultural values regarding nursing competence and taking appropriate action are important for success. Other areas for a successful exchange program include matching of courses or content across schools, clear objectives and evaluation plans. Finally, flexibility and open communication are key components when setting up a 360° exchange program. © 2013 The Authors. International Nursing Review © 2013 International Council of Nurses.

Intentional Interprofessional Experiential Education.

PubMed

Grice, Gloria R; Thomason, Angela R; Meny, Lisa M; Pinelli, Nicole R; Martello, Jay L; Zorek, Joseph A

2018-04-01

The experiential component of a doctor of pharmacy curricula is an ideal, yet underutilized vehicle to advance interprofessional education (IPE) initiatives. To date, most experiential-based IPE initiatives occur in a naturally occurring, non-deliberate fashion. The American Association of Colleges of Pharmacy (AACP) Experiential Education Section formed the Task Force on Intentional Interprofessional Education in Experiential Education in academic year 2015-2016 to explore the issue. This commentary describes the work of the task force, including the following elements: defining intentional interprofessional experiential education as "the explicit effort by preceptors and practice sites to create/foster educational opportunities or activities designed specifically to achieve interprofessional educational competencies;" conducting a systematic literature review to identify examples of intentional interprofessional experiential education in the published literature; surveying faculty with oversight of experiential education programs and preceptors within those programs; and generating recommendations to stakeholders including AACP, pharmacy schools, and experiential education administrators.

Living Peace: An Exploration of Experiential Peace Education, Conflict Resolution and Violence Prevention Programs for Youth

ERIC Educational Resources Information Center

Hettler, Shannon; Johnston, Linda M.

2009-01-01

The authors review the types of experiential peace education programs available to teens in the US and provide a classification guide for educators, parents, other concerned adults and teens who may be interested in developing conflict, peace and/or violence prevention knowledge, skills and attitudes. The authors identify experiential programs in…

Designing Experiential Modes: A Key Focus for Immersive Learning Environments

ERIC Educational Resources Information Center

Appelman, Robert

2005-01-01

A student sitting in a class and listening to an instructor talk is experiencing a particular mode of instruction sensed through visual and audio channels. She is aware that she is in the center of a classroom and also in close proximity to other students. Occasionally they gesture to the instructor at the front of the room, who stops talking when…

Directory of Experiential Therapy and Adventure-Based Counseling Programs.

ERIC Educational Resources Information Center

Gerstein, Jackie, Ed.

This directory lists 257 organizations with therapeutic adventure and experiential programs for special needs populations. The information was generated from a survey of members of the Association for Experiential Education. Special needs populations include youth-at-risk, persons with addictions, juvenile and adult offenders, inpatient and…

Student Trade Missions: An Experiential Learning Opportunity

ERIC Educational Resources Information Center

Audet, Josée; Marcotte, Geneviève

2018-01-01

In response to the criticisms addressed to business schools, teaching formulas that foster experiential learning are increasingly being put forward. The Missions Commerciales de l'Université Laval (MCUL--Université Laval Trade Missions) is a training program designed to foster experiential learning. This program extends over an entire academic…

Black-and-White Thinkers and Colorful Problems: Intellectual Differentiation in Experiential Education

ERIC Educational Resources Information Center

Collins, Rachel; Paisley, Karen; Sibthorp, Jim; Gookin, John

2011-01-01

To be effective, experiential educators need to understand the developmental characteristics of their students so that they can tailor their programs to their capabilities. Often, their primary population consists of teens or college students. Recognizing that learning is a primary objective of experiential education programs, experiential…

The Challenge of Experiential Learning.

ERIC Educational Resources Information Center

Blower, Deborah F.; Parsons, Nancy A.

The Child Care Services Course (CCSC) at Red River Community College in Manitoba offers an innovative experiential learning component for the first year of a two-year diploma program. To apply for the experiential learning program (ELP), applicants must have 2 years of full-time experience in a children's center or licensed day care home working…

Survey of Experiential Entrepreneurship Education Offerings among Top Undergraduate Entrepreneurship Programs

ERIC Educational Resources Information Center

Mandel, Richard; Noyes, Erik

2016-01-01

Purpose: The purpose of this paper is to analyze experiential entrepreneurship education offerings--programs and courses--among the "Top 25" undergraduate schools of entrepreneurship in the USA. The motivation is to understand the array and vitality of experiential initiatives across the country. A related aim is to unearth obstacles to…

VITA Experiential, Service-Learning, Learned Competencies, and Changed Mindsets

ERIC Educational Resources Information Center

Boneck, Robin; Barnes, Jeffrey N.; Stillman, Tyler F.

2014-01-01

The authors describe how Southern Utah University has integrated the U.S. Internal Revenue Service (IRS) Voluntary Income Tax Assistance (VITA) program as an experiential servicelearning activity for over a decade and a half. First, we describe the value of experiential servicelearning. Second, we detail the program, its oversight, its student…

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

ERIC Educational Resources Information Center

Mulkerrin, Elizabeth A.

2012-01-01

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of…

Experiential Learning and Therapy.

ERIC Educational Resources Information Center

Hatala, Elaine

This paper describes the experiential therapy program at the Bowling Green Adolescent Center (New Jersey). This model supports the view that the therapeutic process of addiction treatment is accelerated and enhanced by providing the patients with experiential interventions. Experiential therapy includes goal setting, hands-on participation,…

Virtual reality based experiential cognitive treatment of anorexia nervosa.

PubMed

Riva, G; Bacchetta, M; Baruffi, M; Rinaldi, S; Molinari, E

1999-09-01

The treatment of a 22-year old female university student diagnosed with Anorexia Nervosa is described. In the study the Experiential Cognitive Therapy (ECT) was used: a relatively short-term, integrated, patient oriented approach that focuses on individual discovery. Main characteristic of this approach is the use of Virtual Reality, a new technology that allows the user to be immersed in a computer-generated virtual world. At the end of the in-patient treatment, the subject increased her bodily awareness joined to a reduction in her level of body dissatisfaction. Moreover, the patient presented a high degree of motivation to change. The results are discussed with regard to Vitousek, Watson and Wilson (1998, Clinical Psychology Review, 18(4), 391-420) proposal of using the Socratic Method to face denial and resistance of anorectic patients.

Legal Issues in Experiential Education. PANEL Resource Paper #3.

ERIC Educational Resources Information Center

Goldstein, Michael B.

Legal issues relevant to experiential learning are identified to help program administrators know when to seek expert assistance and advice. Much of the law of experiential learning is based on specific statutory provisions and decisions. The student involved in experiential learning may assume certain learning outcomes very different from those…

TEAM Science Advances STEM through Experiential Learning about Karst Geology at the Ozark Underground Laboratory.

NASA Astrophysics Data System (ADS)

Haskins, M. F.; Patterson, J. D.; Ruckman, B.; Keith, N.; Aley, C.; Aley, T.

2017-12-01

Carbonate karst represents approximately 14% of the world's land area and 20-25% of the land area in the United States. Most people do not understand this three dimensional landscape because they lack direct experience with this complicated geology. For the last 50 years, Ozark Underground Laboratory (OUL), located in Protem, MO, has been a pioneer in the research of karst geology and its influence on groundwater. OUL has also provided surface and sub-surface immersion experiences to over 40,000 individuals including students, educators, and Department of Transportation officials helping those individuals better understand the challenges associated with karst. Rockhurst University has incorporated OUL field trips into their educational programming for the last 30 years, thus facilitating individual understanding of karst geology which comprises approximately 60% of the state. Technology and Educators Advancing Missouri Science (TEAM Science) is a grant-funded professional development institute offered through Rockhurst University. The institute includes an immersion experience at OUL enabling in-service teachers to better understand natural systems, the interplay between the surface, sub-surface, and cave fauna, as well as groundwater and energy dynamics of karst ecosystems. Educating elementary teachers about land formations is especially important because elementary teachers play a foundational role in developing students' interest and aptitude in STEM content areas. (Funding provided by the U.S. Department of Education's Math-Science Partnership Program through the Missouri Department of Elementary and Secondary Education.)

Enhancing the College Student Experience: Outcomes of a Leisure Education Program

ERIC Educational Resources Information Center

Jordan, Katherine A.; Gagnon, Ryan J.; Anderson, Denise M.; Pilcher, June J.

2018-01-01

Background: Experiential education in higher education provides opportunities for college student development that contribute to student success. As such, a leisure education program is posited as a complement to experiential education programming. Purpose: This study explored the impact of a leisure education program (leisure skills) on…

A collaborative approach to improving and expanding an experiential education program.

PubMed

Cox, Cheryl E; Lindblad, Adrienne J

2012-04-10

The lessons learned from a collaboration between a faculty of pharmacy and a practice site that involved implementation of an innovative experiential placement model are described, as well as the broader impact of the project on other practice sites, the faculty of pharmacy's experiential education program, and experiential placement capacity. The partnerships and collaborative strategies formed were key to the implementation and evaluation of a pharmacy student clinical teaching unit pilot program and integration of concepts used in the unit into the advanced pharmacy practice experience (APPE) program to enhance capacity and quality. The university-practice partnerships have made it possible to promote the delegation of responsibility and accountability for patient care to students, challenge the anticipated workload burden for preceptors, question the optimal length of an APPE placement, and highlight the value of higher student-to-preceptor ratios that facilitate peer-assisted learning (PAL) and optimize the practice learning experiences for preceptors and students. Collaboration in experiential education between universities and practice sites can provide opportunities to address challenges faced by practitioners and academics alike.

A Modified Importance-Performance Framework for Evaluating Recreation-Based Experiential Learning Programs

ERIC Educational Resources Information Center

Pitas, Nicholas; Murray, Alison; Olsen, Max; Graefe, Alan

2017-01-01

This article describes a modified importance-performance framework for use in evaluation of recreation-based experiential learning programs. Importance-performance analysis (IPA) provides an effective and readily applicable means of evaluating many programs, but the near universal satisfaction associated with recreation inhibits the use of IPA in…

Experiential Education and Empowerment Evaluation: Mars Rover Educational Program Case Example.

ERIC Educational Resources Information Center

Fetterman, David; Bowman, Cassie

2002-01-01

Empowerment evaluation helps people improve their programs using self-evaluation. Empowerment evaluation has three steps: establishing a mission; taking stock of the most significant activities; and planning for the future by establishing goals, strategies, and criteria for evidence. A NASA experiential program for small, distributed groups of…

Distributed interactive virtual environments for collaborative experiential learning and training independent of distance over Internet2.

PubMed

Alverson, Dale C; Saiki, Stanley M; Jacobs, Joshua; Saland, Linda; Keep, Marcus F; Norenberg, Jeffrey; Baker, Rex; Nakatsu, Curtis; Kalishman, Summers; Lindberg, Marlene; Wax, Diane; Mowafi, Moad; Summers, Kenneth L; Holten, James R; Greenfield, John A; Aalseth, Edward; Nickles, David; Sherstyuk, Andrei; Haines, Karen; Caudell, Thomas P

2004-01-01

Medical knowledge and skills essential for tomorrow's healthcare professionals continue to change faster than ever before creating new demands in medical education. Project TOUCH (Telehealth Outreach for Unified Community Health) has been developing methods to enhance learning by coupling innovations in medical education with advanced technology in high performance computing and next generation Internet2 embedded in virtual reality environments (VRE), artificial intelligence and experiential active learning. Simulations have been used in education and training to allow learners to make mistakes safely in lieu of real-life situations, learn from those mistakes and ultimately improve performance by subsequent avoidance of those mistakes. Distributed virtual interactive environments are used over distance to enable learning and participation in dynamic, problem-based, clinical, artificial intelligence rules-based, virtual simulations. The virtual reality patient is programmed to dynamically change over time and respond to the manipulations by the learner. Participants are fully immersed within the VRE platform using a head-mounted display and tracker system. Navigation, locomotion and handling of objects are accomplished using a joy-wand. Distribution is managed via the Internet2 Access Grid using point-to-point or multi-casting connectivity through which the participants can interact. Medical students in Hawaii and New Mexico (NM) participated collaboratively in problem solving and managing of a simulated patient with a closed head injury in VRE; dividing tasks, handing off objects, and functioning as a team. Students stated that opportunities to make mistakes and repeat actions in the VRE were extremely helpful in learning specific principles. VRE created higher performance expectations and some anxiety among VRE users. VRE orientation was adequate but students needed time to adapt and practice in order to improve efficiency. This was also demonstrated successfully between Western Australia and UNM. We successfully demonstrated the ability to fully immerse participants in a distributed virtual environment independent of distance for collaborative team interaction in medical simulation designed for education and training. The ability to make mistakes in a safe environment is well received by students and has a positive impact on their understanding, as well as memory of the principles involved in correcting those mistakes. Bringing people together as virtual teams for interactive experiential learning and collaborative training, independent of distance, provides a platform for distributed "just-in-time" training, performance assessment and credentialing. Further validation is necessary to determine the potential value of the distributed VRE in knowledge transfer, improved future performance and should entail training participants to competence in using these tools.

Status of Pharmacy Practice Experience Education Programs

PubMed Central

Eccles, Dayl; Kwasnik, Abigail; Craddick, Karen; Heinz, Andrew K.; Harralson, Arthur F.

2014-01-01

Objective. To assess financial, personnel, and curricular characteristics of US pharmacy practice experiential education programs and follow-up on results of a similar survey conducted in 2001. Methods. Experiential education directors at 118 accredited US pharmacy colleges and schools were invited to participate in a blinded, Web-based survey in 2011. Aggregate responses were analyzed using descriptive statistics and combined with data obtained from the American Association of Colleges of Pharmacy to assess program demographics, faculty and administrative organizational structure, and financial support. Results. The number of advanced pharmacy practice experience (APPE) sites had increased by 24% for medium, 50% for large, and 55% for very large colleges and schools. Introductory pharmacy practice experience (IPPE) sites outnumbered APPEs twofold. The average experiential education team included an assistant/associate dean (0.4 full-time equivalent [FTE]), a director (1.0 FTE), assistant/associate director (0.5 FTE), coordinator (0.9 FTE), and multiple administrative assistants (1.3 FTE). Most faculty members (63%-75%) were nontenure track and most coordinators (66%) were staff members. Estimated costs to operate an experiential education program represented a small percentage of the overall expense budget of pharmacy colleges and schools. Conclusion. To match enrollment growth, pharmacy practice experiential education administrators have expanded their teams, reorganized responsibilities, and found methods to improve cost efficiency. These benchmarks will assist experiential education administrators to plan strategically for future changes. PMID:24850934

Status of pharmacy practice experience education programs.

PubMed

Danielson, Jennifer; Eccles, Dayl; Kwasnik, Abigail; Craddick, Karen; Heinz, Andrew K; Harralson, Arthur F

2014-05-15

To assess financial, personnel, and curricular characteristics of US pharmacy practice experiential education programs and follow-up on results of a similar survey conducted in 2001. Experiential education directors at 118 accredited US pharmacy colleges and schools were invited to participate in a blinded, Web-based survey in 2011. Aggregate responses were analyzed using descriptive statistics and combined with data obtained from the American Association of Colleges of Pharmacy to assess program demographics, faculty and administrative organizational structure, and financial support. The number of advanced pharmacy practice experience (APPE) sites had increased by 24% for medium, 50% for large, and 55% for very large colleges and schools. Introductory pharmacy practice experience (IPPE) sites outnumbered APPEs twofold. The average experiential education team included an assistant/associate dean (0.4 full-time equivalent [FTE]), a director (1.0 FTE), assistant/associate director (0.5 FTE), coordinator (0.9 FTE), and multiple administrative assistants (1.3 FTE). Most faculty members (63%-75%) were nontenure track and most coordinators (66%) were staff members. Estimated costs to operate an experiential education program represented a small percentage of the overall expense budget of pharmacy colleges and schools. To match enrollment growth, pharmacy practice experiential education administrators have expanded their teams, reorganized responsibilities, and found methods to improve cost efficiency. These benchmarks will assist experiential education administrators to plan strategically for future changes.

Relationships that Emerged through Participation in a Year 9 Experiential Education Program

ERIC Educational Resources Information Center

Robinson, Tony

2013-01-01

Outdoor Education (OE) and Experiential Education (EE) programs are becoming increasingly popular in Victorian schools. This article is derived from findings that emerged through the interpretation of case study data gathered for my doctoral thesis of a three-phased, non-residential, EE program. This interpretation process highlighted five themes,…

Business Conditions and Economic Analysis: An Experiential Learning Program for Economics Students

ERIC Educational Resources Information Center

Dolan, Robert C.; Stevens, Jerry L.

2006-01-01

The authors describe the Business Conditions and Economic Analysis (BCEA) program developed at the University of Richmond. The BCEA program is an experiential learning format for economics students built on the success of student-managed investment funds (SMIF) in finance. In its initial implementation, the BCEA group conducts domestic and global…

Developing an Experiential Learning Program: Milestones and Challenges

ERIC Educational Resources Information Center

Austin, M. Jill; Rust, Dianna Zeh

2015-01-01

College and University faculty members have increasingly adopted experiential learning teaching methods that are designed to engage students in the learning process. Experiential learning is simply defined as "hands-on" learning and may involve any of the following activities: service learning, applied learning in the discipline,…

But Do They Speak French? A Comparison of French Immersion Programs in Immersion Only and English/Immersion Settings. Research Report 79-01.

ERIC Educational Resources Information Center

Parkin, Michael

Students' use of French in unsupervised classroom situations and outside the classroom was investigated in immersion center schools (all students are involved in French immersion programs) and dual track schools (French immersion programs co-exist with regular English language programs). A total of 414 students in grades 3 and 4 were observed…

The Role of Risk and Risk Management in Experiential Education.

ERIC Educational Resources Information Center

Mobley, Michael

A monograph examines the role of risk and risk management in experiential education, particularly stress/challenge programming. Definitions of risk are presented. The importance of risk and stress in experiential education is emphasized. Implications of subjective versus objective risk assessment in adventure education are discussed, with…

Instruments and Scoring Guide of the Experiential Education Evaluation Project.

ERIC Educational Resources Information Center

Conrad, Dan; Hedin, Diane

As a result of the Experiential Education Evaluation Project the publication identifies instruments used to measure and assess experiential learning programs. The following information is given for each instrument: rationale for its inclusion in the study; precise issues or outcomes designed to measure, validity and reliability data; and…

Enhancing Global Competitiveness through Experiential Learning: Insights into Successful Programming

ERIC Educational Resources Information Center

Ghose, Nabarun

2010-01-01

International exposure of students is very essential in today's globalized world. Experiential learning, such as study abroad, plays a major role in developing global competencies in students, making them more marketable globally. This paper highlights one experiential activity that injects global competencies in students, thereby making them more…

Are We Experienced? Reflections on the SUNY Experiential Learning Mandate

ERIC Educational Resources Information Center

Isaak, Jerry; Devine, Michael; Gervich, Curt; Gottschall, Richard

2018-01-01

Background: The State University of New York (SUNY), the nation's largest comprehensive public university system, recently proposed making experiential learning activities available to all students enrolled in an academic program. Each campus was tasked with examining the feasibility of including experiential learning activities as a degree…

Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program

ERIC Educational Resources Information Center

Kamath, Shyam; Agrawal, Jagdish; Krickx, Guido

2008-01-01

This paper discusses the theoretical foundations and implementation challenges and outcomes of a unique "hands-on" global consulting program that is integrated into an international EMBA program for mid-career and senior American and European managers. It details the challenges for the integration of experiential action learning, double-loop…

Experiential Education, Outdoor Adventure As a Modality in Residential Treatment. A Survey of Programs, Principles, Research and Practice.

ERIC Educational Resources Information Center

Duindam, Ton

Orthopedagogisch Centrum (OC) Michiel is a multifunctional regional institution in the Netherlands that serves troubled families and youth at risk. Outdoor programs are used as a treatment modality for adolescents with behavior disorders, drug addictions, or criminal records. Outward Bound was the first experiential outdoor program in the…

ROVs in a Bucket: Contagious, Experiential Learning by Building Inexpensive, Underwater Robots

DTIC Science & Technology

2007-01-01

R., “Toward an applied theory of experiential learning ,” in C. Cooper (ed.) Theories of Group Process, London: John Wiley. (1975) [8] C. Beard, JP...ROVs in a Bucket” Contagious, Experiential Learning by Building Inexpensive, Underwater Robots Douglas R. Levin Krista Trono Christine...Contagious, Experiential Learning by Building Inexpensive, Underwater Robots 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S

Student Development in an Experiential Learning Program

ERIC Educational Resources Information Center

Gilbert, Brandi L.; Banks, Julianna; Houser, John H. W.; Rhodes, Simon J.; Lees, N. Douglas

2014-01-01

This study is an outcomes assessment of an experiential learning program for undergraduate students interested in life and health sciences careers enrolled at a public urban research institution. The year-long research and professional experience internships were projected to improve learning outcomes in undergraduates. The study included an…

Experiential Cooking Programs for Low-Income Adults: Strategies for Success

ERIC Educational Resources Information Center

Franck, Karen; Vineyard, Michelle; Olson, Ann; Peterson, Ashley

2012-01-01

Experiential cooking classes for low-income adults can help improve healthy nutrition behaviors. However, nutrition educators and Extension professionals can face challenges in successful implementation of these programs such as difficulties recruiting and retaining participants. Drawing upon lessons learned from a cooking intervention with…

Experiential Learning and Literacy: Preservice Teachers' Perspectives

ERIC Educational Resources Information Center

Pittman, Ramona T.; Dorel, Theresa G.

2014-01-01

In this study, we sought to determine preservice teachers' perceptions about participating in an experiential learning literacy program. A total of 86 preservice teachers participated in two hours of training and then tutored elementary students for a total of eight hours. The preservice teachers engaged in 10 hours of experiential learning…

Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects

ERIC Educational Resources Information Center

Hash, Kristina M.; Poole, Jay; Floyd, Melissa; Moore, Crystal Dea; Rogers, Anissa T.; Tower, Leslie E.

2017-01-01

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning…

An Exploration of Reflection: Expression of Learning Style in an International Experiential Learning Context

ERIC Educational Resources Information Center

Lamm, Alexa J.; Cannon, Karen J.; Roberts, T. Grady; Irani, Tracy A.; Snyder, Lori J. Unruh; Brendemuhl, Joel; Rodriguez, Mary T.

2011-01-01

Experiential learning techniques have been used in agricultural education programs for decades. An essential part of this experiential learning process is reflection. Kolb (1984) stated "knowledge results from the combination of grasping experience and transforming it" (p. 41) in a process that involves using reflection. Few researchers…

An Experiential Approach to Sport for Youth Development

ERIC Educational Resources Information Center

Newman, Tarkington J.; Alvarez, M. Antonio G.; Kim, Melissa

2017-01-01

Experiential learning has been used to inform programming and practices in a wide variety of contexts such as adventure therapy and outdoor education. Furthermore, experiential learning has been used to explain the learning process of individuals, groups, and teams. Its relationship with the context of youth sport, however, has yet to be fully…

Canada Experientially: Every Trail Has a Story.

ERIC Educational Resources Information Center

Henderson, Bob

The discovery of Canada means rolling out a new map, giving meaning to the land and its heritage. Experientially discovering Canada is at the heart of teaching and learning. It is necessary to balance experiential exploration with classroom and library exploration. In order to achieve this, the student must be a traveler. Programs that attempt to…

Experiential Learning: A Definitive Edge in the Job Market

ERIC Educational Resources Information Center

Clark, James; White, Gayle Webb

2010-01-01

The value of experiential learning is explored as it has now become a given among educators and corporate leaders that a university must provide experiential learning programs such as internships; real-life cases in marketing research, advertising, etc.; and voluntary student participation in income tax preparation for the needy and elderly; and…

Outdoor education in the Mid-Atlantic states: an assessment of market segmentation

Treesearch

Stephanie L. Young; Megan L. Hash; Roy Ramthun

2007-01-01

Programs that emphasize experiential learning in outdoor settings have a long history in the United States and have been offered by a wide range of organizations. This study focused on programming that included environmental education, experiential education, and outdoor education. The purpose of this study was to examine the range of services and programs that offer...

Utilizing the Catalysts and Tensions within Our Research to Guide New Questions

ERIC Educational Resources Information Center

Hutson, Garrett

2011-01-01

A session that has a theme of outcomes of experiential programs in varied contexts is both exciting and pressing. The three studies in Session IV all addressed relevant issues to experiential programming and all the authors were faced with the empirical challenge of demonstrating how and/or if their programs achieve what they say they are going to…

The Listening and Reading Comprehension (LARC) Program....Experiential Based Sequential Training.

ERIC Educational Resources Information Center

Blumenstyk, Holly; And Others

The LARC (Listening and Reading Comprehension) Program, an experiential based story grammar approach to listening and reading comprehension is described, and a pilot study of its effectiveness with communication handicapped children is reviewed. The LARC framework translates children's own recent experiences into sequenced story episodes which are…

Learning by Experience in a Standardized Testing Culture: Investigation of a Middle School Experiential Learning Program

ERIC Educational Resources Information Center

Scogin, Stephen C.; Kruger, Christopher J.; Jekkals, Regan E.; Steinfeldt, Chelsea

2017-01-01

Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students…

A Primer on the Financial Management of Experiential Learning Assessment Programs.

ERIC Educational Resources Information Center

MacTaggart, Terrence

1983-01-01

The success and failure of experiential learning assessment programs rests not only on their academic quality, but also on their financial management. Types of cost and the meaning of cost-effectiveness are discussed. Break-even analysis, cost-reduction activities, and revenue-enhancement techniques are described. (Author/MLW)

Altered Perspectives: Immersive Environments

NASA Astrophysics Data System (ADS)

Shipman, J. S.; Webley, P. W.

2016-12-01

Immersive environments provide an exciting experiential technology to visualize the natural world. Given the increasing accessibility of 360o cameras and virtual reality headsets we are now able to visualize artistic principles and scientific concepts in a fully immersive environment. The technology has become popular for photographers as well as designers, industry, educational groups, and museums. Here we show a sci-art perspective on the use of optics and light in the capture and manipulation of 360o images and video of geologic phenomena and cultural heritage sites in Alaska, England, and France. Additionally, we will generate intentionally altered perspectives to lend a surrealistic quality to the landscapes. Locations include the Catacombs of Paris, the Palace of Versailles, and the Northern Lights over Fairbanks, Alaska. Some 360o view cameras now use small portable dual lens technology extending beyond the 180o fish eye lens previously used, providing better coverage and image quality. Virtual reality headsets range in level of sophistication and cost, with the most affordable versions using smart phones and Google Cardboard viewers. The equipment used in this presentation includes a Ricoh Theta S spherical imaging camera. Here we will demonstrate the use of 360o imaging with attendees being able to be part of the immersive environment and experience our locations as if they were visiting themselves.

The Experiential Learning Impact of International and Domestic Study Tours: Class Excursions That Are More than Field Trips

ERIC Educational Resources Information Center

Gomez-Lanier, Lilia

2017-01-01

Experiential education programs, such as international and domestic study tours, bridge the limitations of formal learning classroom by allowing students to experience reality in a new learning dimension. This mixed-methods study explores experiential learning during a domestic interior design study tour to New York City and an international…

Experiential Preparation of Habilitative Professional Personnel Via Extramural Service Projects for the Handicapped.

ERIC Educational Resources Information Center

Couch, Robert; Diebold, Martin

A Rehabilitation and Special Education (RSE) program is described. This program is designed to provide education majors, undergraduate and graduate, with an experiential learning experience with handicapped individuals of every age, so they may be capable of providing habilitative services to the handicapped from infancy to adulthood. Emphasis is…

Short-Term Field Study Programs: A Holistic and Experiential Approach to Learning

ERIC Educational Resources Information Center

Long, Mary M.; Sandler, Dennis M.; Topol, Martin T.

2017-01-01

For business schools, AACSB and Middle States' call for more experiential learning is one reason to provide study abroad programs. Universities must attend to the demand for continuous improvement and employ metrics to benchmark and evaluate their relative standing among peer institutions. One such benchmark is the National Survey of Student…

Conducting a Community-Based Experiential-Learning Project to Address Youth Fitness

ERIC Educational Resources Information Center

Petersen, Jeffrey C.; Judge, Lawrence; Pierce, David A.

2012-01-01

There is a need within health, physical education, recreation, dance, and sport programs to increase community engagement via experiential learning. The Chase Charlie Races are presented in this article as a model pedagogical strategy to engage community youths and families in a training program and running event to help promote fitness. Key…

Demystifying Experiential Learning in the Performing Arts

ERIC Educational Resources Information Center

Kindelan, Nancy

2010-01-01

The pedagogy of performing arts courses in theatre, film, music, and dance programs found in most liberal arts curricula is clearly experiential insofar as the making of art involves active engagement in classroom activities or events that are staged or filmed. But because many educators outside the arts perceive performing arts programs as solely…

The Role of Entrepreneurship Program Models and Experiential Activities on Engineering Student Outcomes

ERIC Educational Resources Information Center

Duval-Couetil, Nathalie; Shartrand, Angela; Reed, Teri

2016-01-01

Entrepreneurship education is being delivered to greater numbers of engineering students through a variety of courses, programs, and experiential learning activities. Some of these opportunities are designed primarily to serve engineering students in their departments and colleges, while others are cross-campus, university-wide efforts to serve…

Outdoor Experiential Education in Residential Treatment Centres: Methodological Approach and the Czech Experiment.

ERIC Educational Resources Information Center

Duindam, Ton; Keus, Bart

Outdoor activities in residential programs aim to promote personal growth and to develop a healthy personality in troubled youth for whom other interventions have been unsuccessful. In the Netherlands, experiential outdoor programs consist of activities such as mountain climbing and rapelling, flat and white water canoeing, biking, sailing,…

Assessing experiential education factors contributing to a PGY1 residency match: Pharmacy residency program director and comparative student survey.

PubMed

Prisco, Jennifer L; Hritcko, Philip M; Feret, Brett; Yorra, Mark L; Todd, Noreen E; Kim Tanzer; Basile, Cathy; Bonaceto, Kara; Morelli, Rita; Carace, Nicole; Szumita, Andrew

2018-02-01

To compare and contrast experiential education perceptions of pharmacy residency program directors (RPDs) and doctor of pharmacy students in their last year of the curriculum for residency application considerations. The New England Regional Departments of Experiential Education (NERDEE) consortium developed a 17-question survey to assess residency factors, including those related to experiential education. The survey was dispersed to advanced pharmacy practice experience (APPE) students from six colleges/schools of pharmacy and RPDs nationwide. Students have different values on experiential preferences compared to RPDs. Sample findings include internal medicine and specialty clinical elective experiences prior to American Society of Health-System Pharmacists (ASHP) Midyear were extremely important to important for students, while RPDs viewed these experiences as somewhat important at best (p < 0.02). The majority of RPDs (67%) have no APPE schedule preference, while most students (77%) feel that certain APPE schedules may influence acceptance into residency. Based on findings, information outlined can be used to dispel and/or validate common beliefs held by students regarding experiential factors that help or hinder a successful postgraduate year 1 (PGY1) residency match. Copyright © 2017 Elsevier Inc. All rights reserved.

Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students.

PubMed

Coker, Patty

2010-01-01

This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.

The Use of Experiential Groups in the Training of Group Workers: Student Attitudes and Instructor Participation

ERIC Educational Resources Information Center

St. Pierre, Betsy K.

2010-01-01

Both the Council for Accreditation of Counseling and Related Education Programs (CACREP) and the Association for Specialists in Group Work (ASGW) require counselor education programs to provide experiential training to group workers (CACREP, 2009; ASGW, 2000). However, no specific models are given to counselor educators to implement the…

Effect of an Experiential and Work-Based Learning Program on Vocational Identity, Career Decision Self-Efficacy, and Career Maturity

ERIC Educational Resources Information Center

Esters, Levon T.; Retallick, Michael S.

2013-01-01

This exploratory study examined the effect of an agriculturally-based experiential and work-based learning program, Science With Practice (SWP), on the vocational identity, career decision self-efficacy, and career maturity of undergraduate agriculture and life sciences students. The SWP experience helped clarify students' career interests and…

Structuring Serendipity: Mentoring as a Component of Leadership Development Programs in Higher Education

ERIC Educational Resources Information Center

Bonebright, Denise A.

2014-01-01

The need to develop a pool of well-qualified future leaders is a key concern for human resource development scholars and practitioners in higher education. Research indicates that formal leadership development programs are most effective when they are based on experiential models. Mentoring is one experiential component that can enhance such…

The Effect of an Experiential Learning Program on Middle School Students' Motivation toward Mathematics and Science

ERIC Educational Resources Information Center

Weinberg, Andrea E.; Basile, Carole G.; Albright, Leonard

2011-01-01

A mixed methods design was used to evaluate the effects of four experiential learning programs on the interest and motivation of middle school students toward mathematics and science. The Expectancy-Value model provided a theoretical framework for the exploration of 336 middle school student participants. Initially, participants were generally…

The Effects of Experiential, Service-Learning Summer Learning Programs on Youth Outcomes

ERIC Educational Resources Information Center

Greenman, Adam

2014-01-01

This study examines whether summer programming that relies on the delivery of a hands-on, experiential service learning curriculum to deliver content is able to reduce or eliminate summer learning loss in middle school students. Using Alexander, Entwisle, and Olson's (2001) faucet theory as a theoretical framework and a qualitative case study…

The Potential of Experiential Learning Models and Practices in Career and Technical Education and Career and Technical Teacher Education

ERIC Educational Resources Information Center

Clark, Robert W.; Threeton, Mark D.; Ewing, John C.

2010-01-01

Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as…

Engaging Experiential Service Learning through a Co-Curricular Club: The Chase Charlie Races

ERIC Educational Resources Information Center

Judge, Lawrence W.; Pierce, David; Petersen, Jeffrey; Bellar, David; Wanless, Elizabeth; Gilreath, Erin; Simon, Laura

2011-01-01

The efficacy of the "Chase Charlie Races" (an experiential learning activity) was demonstrated via program assessment. This was achieved via post-event evaluations of race participants and student club members, and with fitness assessments of 76 elementary students who participated in an eight-week training program. Paired sample t-tests revealed…

Transformative professional development of physicians as educators: assessment of a model.

PubMed

Armstrong, Elizabeth G; Doyle, Jennifer; Bennett, Nancy L

2003-07-01

Medical education reform has been the clarion call of U.S. medical educators and policymakers for two decades. To foster change and seed reform, Harvard Medical School created a professional development program for physicians and scientists actively engaged in educating future physicians that sought to transform both participants and their schools. This study focused on identifying the long-term effects of a professional development program on physician educators. A follow-up survey of the 1995-97 cohorts of the Harvard Macy Program for Physician Educators was conducted by sending the 99 program participants a questionnaire two years after their participation. Main outcome measures studied were individual changes as reflected in participants' self-reported shifts in teaching behaviors, academic productivity, career advancement, and sense of commitment. A total of 63 participants completed the questionnaire, for a response rate of 63.6%. Two years following participation in the program, a majority (88.8%) of respondents reported that participation had significantly affected their professional development, including long-term changes in teaching behaviors (77.8%), engagement in new educational activities from committee work (86%) to grant funding (52.4%), and renewed vitality/identification of themselves as educators. Long-term follow-up of participants enrolled in an intensive program for physician educators suggests that professional development programs that create an immersion experience designed in a high-challenge, high-support environment, emphasizing experiential and participatory activities can change behaviors in significant ways, and that these changes endure over time.

Adaptive thinking & leadership simulation game training for special forces officers.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Raybourn, Elaine Marie; Mendini, Kip; Heneghan, Jerry

Complex problem solving approaches and novel strategies employed by the military at the squad, team, and commander level are often best learned experimentally. Since live action exercises can be costly, advances in simulation game training technology offer exciting ways to enhance current training. Computer games provide an environment for active, critical learning. Games open up possibilities for simultaneous learning on multiple levels; players may learn from contextual information embedded in the dynamics of the game, the organic process generated by the game, and through the risks, benefits, costs, outcomes, and rewards of alternative strategies that result from decision making. Inmore » the present paper we discuss a multiplayer computer game simulation created for the Adaptive Thinking & Leadership (ATL) Program to train Special Forces Team Leaders. The ATL training simulation consists of a scripted single-player and an immersive multiplayer environment for classroom use which leverages immersive computer game technology. We define adaptive thinking as consisting of competencies such as negotiation and consensus building skills, the ability to communicate effectively, analyze ambiguous situations, be self-aware, think innovatively, and critically use effective problem solving skills. Each of these competencies is an essential element of leader development training for the U.S. Army Special Forces. The ATL simulation is used to augment experiential learning in the curriculum for the U.S. Army JFK Special Warfare Center & School (SWCS) course in Adaptive Thinking & Leadership. The school is incorporating the ATL simulation game into two additional training pipelines (PSYOPS and Civil Affairs Qualification Courses) that are also concerned with developing cultural awareness, interpersonal communication adaptability, and rapport-building skills. In the present paper, we discuss the design, development, and deployment of the training simulation, and emphasize how the multiplayer simulation game is successfully used in the Special Forces Officer training program.« less

Native Language Immersion.

ERIC Educational Resources Information Center

Reyhner, Jon

This paper describes the benefits of indigenous mother tongue immersion programs, examining the Total Physical Response approach to immersion for beginning learners and focusing on the development of Maori and Hawaiian mother tongue language immersion programs. The paper discusses the importance of immersing students in a language-risk…

Learning by Doing.

ERIC Educational Resources Information Center

Schettler, Joel

2002-01-01

Suggests that, as people become the key differentiation of competitive advantage, companies are turning to experiential learning programs to foster work force collaboration and cooperation. Discusses the history of experiential learning and its application in the workplace. (JOW)

Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities

NASA Astrophysics Data System (ADS)

Simmons, Jamie Munn

Experiential opportunities at the secondary level give students the "intimate and necessary relation between the processes of actual experience and education" (Dewey, 1938, p. 19- 20). Career and Technical Education classes (CTE) and co-curricular experiences, one type of experiential learning, underpin and cultivate student curiosity and often channel interests into STEM-related post-secondary disciplines and career choices. There is little existent research on the characteristics of exemplary experiential learning opportunities and the impact on stakeholders. This study is intended to identify the qualities and characteristics of an exemplary secondary experience through the lived experiences of the stakeholders; students, STEM-related teachers, and CTE/STEM Administrators. A qualitative research design was used to examine characteristics and implications for students of four STEM-related programs throughout Virginia. Conclusions from the study include fundamental principles for providing exemplary experiential STEM-related learning opportunities. These principles include: providing hands-on, real world learning opportunities for students, providing learning opportunities that will enhance student ownership in their learning, providing unique and comprehensive career exploration opportunities for students, providing a schedule for teachers that will give them time to plan, deliver, and manage exemplary experiential learning opportunities, providing continual teacher and administrator in-service training relative to planning and implementing exemplary experiential learning opportunities, investing appropriate funds for providing exemplary experiential learning opportunities. Establishing and maintaining active partnerships with business/industry and colleges/universities, and maintaining active advisory communities, providing appropriate staff to support the provision of exemplary experiential learning opportunities is needed. The need for adequate funding, improving perception of CTE and STEM programs, and small class sizes was also recommended.

Participation in an experiential education professional development course: An analysis of the teacher experience

NASA Astrophysics Data System (ADS)

McNamee, Dana Crosby

Experiential education opportunities are recommended in science classrooms but due to budget and time constraints (Cowart, 2010; Dallimore, et al., 2010; Johnson, 2007) schools often resort to simple science inquiry (Chinn, 2002). While many programs exist with the intention of providing teachers with experiential education opportunities, often these are short-term day trips that do not provide the same learning benefits that an extended program would (Gulamhussein, 2013). To help address these issues in their own classrooms, middle and high school teachers from New England voluntarily chose to participate in an experiential education professional development course. This study examined how the individuals' teaching had or had not changed as a result of their participation in this course. The question that guided this research was: * How do teachers benefit, and how do teachers perceive their students benefit, after their participation in an experiential education professional development course? . Research focused on teachers from middle and high schools across New England who completed a three-day program. Their participation in the course was entirely voluntary. The course goal was to provide teachers with the skills to be able to understand and apply experiential education pedagogy and principles in their classrooms. This interpretative phenomenological analysis found that all participating teachers had made changes to their curriculum and teaching methodologies as a result of their participation in the professional development course. While the experiential learning model (Kolb, 1984) played a significant role how the professional development was implemented during the professional development course for teachers, only portions of the experiential learning model were present when teachers implemented those lessons into their own classes. Regardless, teachers found that students had been impacted through the engagement they felt and the connections they made to their field-based place of study, and all teachers felt compelled to change their courses to incorporate the watershed curriculum due to its relevance for students.

Increasing mental health literacy via narrative advertising.

PubMed

Chang, Chingching

2008-01-01

This research explored the effectiveness of narrative advertising and argument advertising in increasing mental illness (depression) literacy. Results showed that narrative advertising was more effective than argument advertising at engaging participants in experiential immersion, resulting in greater sympathy toward those suffering from depression. In addition, narrative advertising better involved participants in issue elaboration and increased willingness to seek professional help. Finally, in comparison with argument advertising, narrative advertisements were rated higher in providing vivid information, resulting in an increase in participants' perceived efficacy in recognizing friends or family suffering from depression.

Flight School in the Virtual Environment: Capabilities and Risks of Executing a Simulations-Based Flight Training Program

DTIC Science & Technology

2012-05-17

theories work together to explain learning in aviation—behavioral learning theory , cognitive learning theory , constructivism, experiential ...solve problems, and make decisions. Experiential learning theory incorporates both behavioral and cognitive theories .104 This theory harnesses the...34Evaluation of the Effectiveness of Flight School XXI," 7. 106 David A. Kolb , Experiential Learning : Experience as the Source of

Socio-Political Motivation of Experiential Travel Education in the 18th, 19th and 20th Centuries: The Grand Tour, World's Fairs and Birthright Israel

ERIC Educational Resources Information Center

Porges, Edward

2017-01-01

The purpose of this study is to illustrate that travel as experiential education, though not always obvious, often has political or cultural intent or ramifications. Objectives such as promoting cosmopolitanism, nationalism and imperialism, and colonialism may then become obvious by examination of various experiential education travel programs,…

Interprofessional educator development : Build it and they will come.

PubMed

Pien, Lily C; Stiber, Michaela; Prelosky, Allison; Colbert, Colleen Y

2018-04-16

We describe an interprofessional educator development program, designed intentionally, that was implemented at an academic healthcare centre. In 2014, we purposefully adapted our pre-existing educator development program to be able to include all interprofessional educators at our institution. The program's goals were to enhance educator skills, a common need due to requirements of accreditation, and to create a local interprofessional community of teachers. The framework of the program was based upon adult learning principles, reflective practice, experiential learning and peer groups, all key characteristics of faculty development programs. It was also longitudinal and immersive. Kirkpatrick's program evaluation model was used for identifying results; participants' self-reported evaluation forms were collected and their narrative comments were analyzed. After we opened our educator program to all interprofessional staff, our number of program participants increased. The interprofessional participants included, but was not limited to, physicians, physician trainees, nurses, physician assistants, audiologists, perfusionists, and basic science researchers. Our number of program sessions and program faculty were expanded. Our interprofessional participants reported that they were able to learn essential knowledge, skills and attitudes for their growth and development as educators, in the context of an interprofessional community, while also appreciating the diversity of their peers. We share our insights with the redesign and implementation of an interprofessional educator program so that others can learn from our experiences. Key takeaways include using a conceptual framework for teaching effectiveness, involving interprofessional stakeholders and obtaining their perspectives, reviewing interprofessional literature and competencies, and highlighting best practices across the disciplines.

Innovative Second Language Education: Bilingual Immersion Programs.

ERIC Educational Resources Information Center

Snow, Marguerite Ann

Bilingual immersion programs combine second language immersion for language majority children and bilingual education for language minority children. The programs are based on the underlying assumption of the immersion model: that a second language is best learned as a medium of instruction, not as the object of instruction. However, they are not…

Experiential Education as an Integral Part of Day Treatment for Adjudicated Delinquent Youth.

ERIC Educational Resources Information Center

Gaus, Charles

The role of experiential education is the focus of this paper describing the treatment program at De La Salle Vocational, a day vocational high school for adjudicated delinquent youth. The paper begins by discussing the characteristics and needs of the students and describing the Off-Campus Program, a 3-year research model designed to address the…

A new model for graduate education and innovation in medical technology.

PubMed

Yazdi, Youseph; Acharya, Soumyadipta

2013-09-01

We describe a new model of graduate education in bioengineering innovation and design- a year long Master's degree program that educates engineers in the process of healthcare technology innovation for both advanced and low-resource global markets. Students are trained in an iterative "Spiral Innovation" approach that ensures early, staged, and repeated examination of all key elements of a successful medical device. This includes clinical immersion based problem identification and assessment (at Johns Hopkins Medicine and abroad), team based concept and business model development, and project planning based on iterative technical and business plan de-risking. The experiential, project based learning process is closely supported by several core courses in business, design, and engineering. Students in the program work on two team based projects, one focused on addressing healthcare needs in advanced markets and a second focused on low-resource settings. The program recently completed its fourth year of existence, and has graduated 61 students, who have continued on to industry or startups (one half), additional graduate education, or medical school (one third), or our own Global Health Innovation Fellowships. Over the 4 years, the program has sponsored 10 global health teams and 14 domestic/advanced market medtech teams, and launched 5 startups, of which 4 are still active. Projects have attracted over US$2.5M in follow-on awards and grants, that are supporting the continued development of over a dozen projects.

Middle Immersion Study 1988. Research Paper 88-08.

ERIC Educational Resources Information Center

Parkin, Michael; And Others

Ottawa's program of middle French immersion (MFI) instruction, beginning in fourth grade, was evaluated when the first cohort reached sixth grade. Results of the study were compared with those of other groups, particularly the early French immersion (EFI) program and late French immersion (LFI) program students. The evaluation also added data from…

Admissions Criteria as Predictors of Academic Performance in a Three-Year Pharmacy Program at a Historically Black Institution

PubMed Central

Parmar, Jayesh R.; Purnell, Miriam; Lang, Lynn A.

2016-01-01

Objective. To determine the ability of University of Maryland Eastern Shore School of Pharmacy’s admissions criteria to predict students’ academic performance in a 3-year pharmacy program and to analyze transferability to African-American students. Methods. Statistical analyses were conducted on retrospective data for 174 students. Didactic and experiential scores were used as measures of academic performance. Results. Pharmacy College Admission Test (PCAT), grade point average (GPA), interview, and observational scores combined with previous pharmacy experience and biochemistry coursework predicted the students' academic performance except second-year (P2) experiential performance. For African-American students, didactic performance positively correlated with PCAT writing subtests, while the experiential performance positively correlated with previous pharmacy experience and observational score. For nonAfrican-American students, didactic performance positively correlated with PCAT multiple-choice subtests, and experiential performance with interview score. The prerequisite GPA positively correlated with both of the student subgroups’ didactic performance. Conclusion. Both PCAT and GPA were predictors of didactic performance, especially in nonAfrican-Americans. Pharmacy experience and observational scores were predictors of experiential performance, especially in African-Americans. PMID:26941432

Experiential Avoidance and Male Dating Violence Perpetration: An Initial Investigation

PubMed Central

Shorey, Ryan C.; Elmquist, JoAnna; Zucosky, Heather; Febres, Jeniimarie; Brasfield, Hope; Stuart, Gregory L.

2014-01-01

Dating violence among college students represents a prevalent and serious problem. An abundance of research has examined risk and protective factors for dating violence, although only recently has research begun to focus on risk and protective factors that could be amenable to change in intervention programs. One potential risk factor for dating violence may be experiential avoidance. Using the Acceptance and Action Questionnaire - II (AAQ-II; Bond et al., 2011), we examined whether experiential avoidance was associated with male perpetrated dating violence after controlling for age, relationship satisfaction, and alcohol use. Within a sample of male college students in a current dating relationship (N = 109) results demonstrated that experiential avoidance was positively associated with psychological, physical, and sexual aggression perpetration, and that it remained associated with psychological and sexual aggression after controlling for age, relationship satisfaction, and alcohol use. The implications of these findings for future research and prevention programs are discussed. PMID:24955326

Selecting a Clinical Intervention Documentation System for an Academic Setting

PubMed Central

Andrus, Miranda; Hester, E. Kelly; Byrd, Debbie C.

2011-01-01

Pharmacists' clinical interventions have been the subject of a substantial body of literature that focuses on the process and outcomes of establishing an intervention documentation program within the acute care setting. Few reports describe intervention documentation as a component of doctor of pharmacy (PharmD) programs; none describe the process of selecting an intervention documentation application to support the complete array of pharmacy practice and experiential sites. The process that a school of pharmacy followed to select and implement a school-wide intervention system to document the clinical and financial impact of an experiential program is described. Goals included finding a tool that allowed documentation from all experiential sites and the ability to assign dollar savings (hard and soft) to all documented interventions. The paper provides guidance for other colleges and schools of pharmacy in selecting a clinical intervention documentation system for program-wide use. PMID:21519426

Selecting a clinical intervention documentation system for an academic setting.

PubMed

Fox, Brent I; Andrus, Miranda; Hester, E Kelly; Byrd, Debbie C

2011-03-10

Pharmacists' clinical interventions have been the subject of a substantial body of literature that focuses on the process and outcomes of establishing an intervention documentation program within the acute care setting. Few reports describe intervention documentation as a component of doctor of pharmacy (PharmD) programs; none describe the process of selecting an intervention documentation application to support the complete array of pharmacy practice and experiential sites. The process that a school of pharmacy followed to select and implement a school-wide intervention system to document the clinical and financial impact of an experiential program is described. Goals included finding a tool that allowed documentation from all experiential sites and the ability to assign dollar savings (hard and soft) to all documented interventions. The paper provides guidance for other colleges and schools of pharmacy in selecting a clinical intervention documentation system for program-wide use.

Salmon cycles: Influences of a science field study immersion experience with Native American young women

NASA Astrophysics Data System (ADS)

Ault, Phyllis Campbell

Native Americans, and particularly Native women, are not proportionally represented in higher education, or in science, mathematics, technology, and engineering fields. This study examined an out-of-school science education program which combined traditional Native American cultural and ecological knowledge with Western science in conducting authentic field studies. A qualitative, embedded case study approach was used to explore how young Native American women were influenced by an out-of-school program integrating a culturally responsive approach and experiential research projects. Within this context of combined cultures, three significant domains emerged: field study in science, sense of place, and networks of supportive relationships. These domains interacted with the aspirations of the eight Native women in the study. Using interview transcripts, reflective writings, and participant data, the study explored the blending of Indigenous and Western science in "communities of practice" (e.g., fisheries biology, restoration ecology, and forestry). The eight Native women in this study participated as young adolescents and later returned as counselors. Interviews focused on their postsecondary aspirations and choices. Findings validated previous research on the value of infusing Traditional Ecological Knowledge and Western science for Native students. The study found the combination of culturally responsive pedagogy and authentic experiences in "communities-of-practice" held a beneficial influence on postsecondary pathways. The importance of respect and friendships fostered through the program was associated with resilience and perseverance in educational aspirations. Immersion in field study with Native peers as well as Native and non-Native researchers was a catalyst for all the women, in a number of different ways, such as: deeper involvement with the Native community, strengthening cultural and academic identity, inspiration to learn more about their cultural heritage, and interest in pursuing science or science-related careers. Commitments to "giving back" to the community, stewardship, and activism emerged as significant outcomes. The experience created a safe, empowering place to be Native, "crazy, a scientist, and a fish geek"---all at once.

The opinion of preceptors and students of very early IPPE rotations delivered concurrently with didactic courses.

PubMed

Stanton, Robert B; Kimble, Craig; Butt, Melanie T; Anderson, Stephanie L; Broedel-Zaugg, Kimberly; Anderson, Harold Glenn

The Marshall University School of Pharmacy had the opportunity to create an experiential education program where IPPE education was introduced in their P1 year and was concurrent with didactic coursework. The School begins the delivery of experiential education as soon as the sixth week of the first professional year. To ascertain the opinion of institutional preceptors, community preceptors, and students after the first academic year to discern viewpoints on the effectiveness and value of very early P1 experiential rotations. Institutional and community preceptors and students were assessed by anonymous survey in order to ascertain their respective opinions regarding early P1 experiential education. The results of the preceptors were further divided into institutional and community practice sites. This study was approved by the Marshall University Institutional Review Board. Key findings demonstrated that early rotations were perceived as beneficial to the student by both community and institutional preceptors, as well as, the students themselves. Most, but not all, preceptors felt early rotations were beneficial to their practice and the student. Institutional preceptors were less likely to perceive a benefit to their practice or to the student than were community preceptors. Students were positive about the early experience. The results of these surveys regarding early experiential rotations should help minimize concerns of both preceptors and those assigned responsibility for constructing experiential programs about implementing early experiential rotations in the curriculum. Copyright © 2016 Elsevier Inc. All rights reserved.

Critical Thinking Training for Army Officers Volume One: Overview of Research Program

DTIC Science & Technology

2008-06-01

Interview respondents favored a particular model of curriculum for adult learners, the Experiential Learning Model (ELM) ( Kolb , 1984) which has been...Psychologist, 58, 697-720. Klein, G. (1999). Sources of power. Cambridge, MA: MIT Press. Kolb , D.A. (1984). Experiential learning : Experience as... theory based, comprehensive, and widely available program of training is needed. Moreover, the scientific literature on critical thinking is highly

The Worldviews Network: Transformative Global Change Education in Immersive Environments

NASA Astrophysics Data System (ADS)

Hamilton, H.; Yu, K. C.; Gardiner, N.; McConville, D.; Connolly, R.; "Irving, Lindsay", L. S.

2011-12-01

Our modern age is defined by an astounding capacity to generate scientific information. From DNA to dark matter, human ingenuity and technologies create an endless stream of data about ourselves and the world of which we are a part. Yet we largely founder in transforming information into understanding, and understanding into rational action for our society as a whole. Earth and biodiversity scientists are especially frustrated by this impasse because the data they gather often point to a clash between Earth's capacity to sustain life and the decisions that humans make to garner the planet's resources. Immersive virtual environments offer an underexplored link in the translation of scientific data into public understanding, dialogue, and action. The Worldviews Network is a collaboration of scientists, artists, and educators focused on developing best practices for the use of immersive environments for science-based ecological literacy education. A central tenet of the Worldviews Network is that there are multiple ways to know and experience the world, so we are developing scientifically accurate, geographically relevant, and culturally appropriate programming to promote ecological literacy within informal science education programs across the United States. The goal of Worldviews Network is to offer transformative learning experiences, in which participants are guided on a process integrating immersive visual explorations, critical reflection and dialogue, and design-oriented approaches to action - or more simply, seeing, knowing, and doing. Our methods center on live presentations, interactive scientific visualizations, and sustainability dialogues hosted at informal science institutions. Our approach uses datasets from the life, Earth, and space sciences to illuminate the complex conditions that support life on earth and the ways in which ecological systems interact. We are leveraging scientific data from federal agencies, non-governmental organizations, and our own research to develop a library of immersive visualization stories and templates that explore ecological relationships across time at cosmic, global, and bioregional scales, with learning goals aligned to climate and earth science literacy principles. These experiential narratives are used to increase participants' awareness of global change issues as well as to engage them in dialogues and design processes focused on steps they can take within their own communities to systemically address these interconnected challenges. More than 600 digital planetariums in the U.S. collectively represent a pioneering opportunity for distributing Earth systems messages over large geographic areas. By placing the viewer-and Earth itself-within the context of the rest of the universe, digital planetariums can uniquely provide essential transcalar perspectives on the complex interdependencies of Earth's interacting physical and biological systems. The Worldviews Network is creating innovative, data-driven approaches for engaging the American public in dialogues about human-induced global changes.

How to Dance with Your Insurance Company.

ERIC Educational Resources Information Center

Mobley, Michael

1984-01-01

Explains how experiential programs and organizations can improve relationships with their insurance companies by understanding the insurance industry's perspective and techniques of risk management. Suggests 22 specific items of information that experiential education organizations should share with insurers to demonstrate understanding and…

Chinese Immersion Language Education

ERIC Educational Resources Information Center

Jia, Hongyi

2017-01-01

In the present day Mandarin Chinese has become a commonly taught language in the U.S. Mandarin is widely taught in colleges and universities; K-12 Chinese programs, including immersion programs, have also grown rapidly. However, to date little research has been conducted on the latter programs. This study examines immersion programs in elementary…

Issues in reflection and debriefing: how nurse educators structure experiential activities.

PubMed

Brackenreg, Jenni

2004-12-01

Experiential learning is particularly useful in vocational education programs where theory needs to be linked to practice. Although experiential learning is often advocated in nursing education and the importance of debriefing and reflection is almost always espoused, the focus in the literature has tended to be on detailed descriptions of the action phase with little close analysis of how the reflective phase is facilitated. The Lewinian model described by Kolb [Experiential Learning. Experience as Source of Learning and Development, Prentice-Hall, New Jersey, 1984] and the structuring approach suggested by Thiagarajan [Experiential Learning Packages, Prentice-Hall, Englewood Cliffs, NJ, 1980] have been used as the theoretical context for an exploration of how nurse teachers describe their facilitation of the debriefing and reflective phases of experiential learning activities. Explication of the entire planned experiential learning experience is important for increasing the chances of the student being able to close the experiential learning loop. The more covert reflective phases for facilitating experiential learning are crucial and if neglected, or inexpertly and insensitively handled, may at best lead to poor learning outcomes or at worst lead to emotional damage and ;unfinished business' for the student. Interviews with eight experienced university educators elicited descriptions of how they constructed experiential activities with special reference to their descriptions of how the debriefing or reflective phases were structured.

Project P.I.A.G.E.T.: Promoting Intellectual Adaptation Given Experiential Transforming with Hispanic Bilingual Five Year Old Children and Their Families. A Summary. Technical Paper No. 100.

ERIC Educational Resources Information Center

Martinez, Jose A.; And Others

Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experiential Transforming) is a demonstration program to train five year old Hispanic children in the English language while maintaining their Spanish language skills. The instructional program is based on Piagetian principles which recognizes thought and language development as a…

Didactic and experiential training to teach communication skills: the University of Wisconsin-Madison School of Veterinary Medicine collaborative experience.

PubMed

Chun, Ruthanne; Schaefer, Susan; Lotta, Corissa C; Banning, Jane A; Skochelak, Susan E

2009-01-01

Teaching communication skills to veterinary students is recognized as important; however, incorporation of this into an already crowded curriculum is difficult. At the University of Wisconsin-Madison School of Veterinary Medicine we provide mandatory communication lectures to freshmen and sophomores, and offer elective experiential courses to juniors and seniors. Providing both didactic and experiential training allows students to learn and practice communication techniques in a "safe" setting. Our approach to experiential training is unique in that graduate students in counseling psychology (masters and doctoral level) act as "clients" for the juniors, and professional simulated pet owners are hired for digitally captured role-plays with the seniors. A unique inter-professional partnership has been formed between the Schools of Veterinary Medicine, Education (Department of Counseling Psychology), and (Human) Medicine and Public Health to provide this experiential training for our students. The purpose of this article is to describe the communication training program at the University of Wisconsin-Madison School of Veterinary Medicine and to encourage other programs to reach across campus and partner with other colleges with the goal of improving training for all of the individuals involved.

Application for Graduate Experiential Learning Credit.

ERIC Educational Resources Information Center

Central Michigan Univ., Mount Pleasant. Inst. for Personal and Career Development.

Experiential Learning graduate credits are awarded to students enrolled in the Institute for Personal and Career Development (IPCD) graduate programs for knowledge acquired from on-the-job training, on-the-job experiences, non-university workshops, other vocation-related experiences, or avocational achievemnts. These experiences and achievements…

International Experiential Learning Course Design

ERIC Educational Resources Information Center

Elmore, Andrew Curtis

2006-01-01

International experiential learning projects have increased in popularity over recent years, and many of these projects focus on environmental topics in the developing world. An experimental course in International Groundwater Studies was developed to bridge the gap between extracurricular service type programs and academically-based study abroad…

Adventure Programming and Spirituality: Integration Models, Methods, and Research.

ERIC Educational Resources Information Center

Anderson-Hanley, Cay

1997-01-01

Reviews the literature on the relationship of adventure education and experiential learning to spiritual experiences and development. Discusses definitions of spirituality, religion, and related terms; two frameworks for integration of psychology and spirituality and their application to experiential education; specific strategies for integrating…

A Close Look at a STEM-Themed Magnet and Its Experiential Program on the Occupational Identities, Career Maturity, and Access Provided to Low Socioeconomic Minority Students

ERIC Educational Resources Information Center

Reyes, Urlette

2013-01-01

The purpose of this study was to determine the effects of an experiential program on the occupational identity, access, and career maturity of Black and Latino students from low socioeconomic backgrounds. Data shows these students to be underrepresented in STEM fields. Student interest and access are noted in the literature to be amongst the…

Foreign Language Immersion Programs and School Policy: Conflicting Agendas

ERIC Educational Resources Information Center

Olson Beal, Heather K.; Haj-Broussard, Michelle; Boudreaux, Nicole

2012-01-01

In this position article, we explore what happens when school district policies regarding desegregation, accountability, and foreign language immersion education collide. Specifically, we contrast 2 immersion programs that experienced distinct outcomes as a result of the conflicting agendas underlying these 3 policies. One program, originally…

Playing in or out of character: user role differences in the experience of interactive storytelling.

PubMed

Roth, Christian; Vermeulen, Ivar; Vorderer, Peter; Klimmt, Christoph; Pizzi, David; Lugrin, Jean-Luc; Cavazza, Marc

2012-11-01

Interactive storytelling (IS) is a promising new entertainment technology synthesizing preauthored narrative with dynamic user interaction. Existing IS prototypes employ different modes to involve users in a story, ranging from individual avatar control to comprehensive control over the virtual environment. The current experiment tested whether different player modes (exerting local vs. global influence) yield different user experiences (e.g., senses of immersion vs. control). A within-subject design involved 34 participants playing the cinematic IS drama "Emo Emma"( 1 ) both in the local (actor) and in global (ghost) mode. The latter mode allowed free movement in the virtual environment and hidden influence on characters, objects, and story development. As expected, control-related experiential qualities (effectance, autonomy, flow, and pride) were more intense for players in the global (ghost) mode. Immersion-related experiences did not differ over modes. Additionally, men preferred the sense of command facilitated by the ghost mode, whereas women preferred the sense of involvement facilitated by the actor mode.

A Model for Experiential Learning: Coastal Ecosystems of Micronesia in a Changing Climate

NASA Astrophysics Data System (ADS)

Maloney, A. E.; Ladd, N.; Sachs, J. P.

2013-12-01

An intensive undergraduate course taught in Pohnpei (Federated States of Micronesia) June 22nd - July 19, 2013 through the University of Washington Study Abroad Program allowed students to intimately explore estuary, mangrove, seagrass, and coral habitat from a systems perspective. The curriculum was developed in 2010 and 2011 during a similar course taught in nearby Kosrae (Federated States of Micronesia). The course was based on field surveys of several sites from each habitat with assistance from local non-profit groups and Pohnpei government partners. Field surveys were supplemented by lectures from these local agencies or the course instructors. Classroom activities explored the connectivity of coastal ecosystems and how each habitat may be impacted by climate change. The instructors' tropical paleoclimate research objectives further supplemented the curriculum. Additionally, cultural activities facilitated an understanding of social interactions with coastal ecosystems. Students wrote field reports for each habitat and communicated the data to local agencies in an oral presentation. The class activities allowed students to engage in data analysis, interpretation, and communication while being immersed in the unique culture and environment of Micronesia.

French Immersion Research Relevant to Decisions in Ontario. Review and Evaluation Bulletins, Number 1.

ERIC Educational Resources Information Center

Parkin, Michael; And Others

Canadian research relevant to French immersion program development in Ontario is reviewed and summarized. The review includes studies on six program or instructional aspects: (1) attitudes and motivation of immersion students and parents; (2) achievement of immersion students in English language arts and other subjects; (3) French proficiency and…

Yes, You Can Help! Information and Inspiration for French Immersion Parents. National Edition.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Language Services Branch.

The guide for parents of French immersion students in Alberta (Canada) public schools is designed to answer frequently asked questions and encourage parent participation in the student's immersion experience. Chapters address these topics: terminology (program types, school types offering immersion programs, other terms); reasons for learning a…

Growing and Funding Experiential Learning Programs: A Recipe for Success

ERIC Educational Resources Information Center

Cowart, Monica R.

2010-01-01

While numerous professors and administrators can agree upon the benefits of infusing the curriculum with experiential learning, a commonly stated obstacle to widespread curricular reform is funding. Specifically, given that external institutional support can be difficult to procure, especially in uncertain economic times, institutions might…

Adult Basic Skills Instructor Training and Experiential Learning Theory.

ERIC Educational Resources Information Center

Marlowe, Mike; And Others

1991-01-01

Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)

Methodology in the Afterglow

ERIC Educational Resources Information Center

Hofsess, Brooke Anne

2013-01-01

My dissertation study seeks to understand how artist-teacher renewal may be nurtured through aesthetic experiential play in a Masters of Art Education degree program, and beyond, as my former students/participants and myself experience finding ourselves in its afterglow. "Aesthetic experiential play" could be described as a playful,…

Enhancing Undergraduate Agro-Ecological Laboratory Employment through Experiential Learning

ERIC Educational Resources Information Center

Grossman, J. M.; Patel, M.; Drinkwater, L. E.

2010-01-01

We piloted an educational model, the Sustainable Agriculture Scholars Program, linking research in organic agriculture to experiential learning activities for summer undergraduate employees in 2007 and 2008. Our objectives were to: (1) further student understanding of sustainable agriculture research, (2) increase student interest in sustainable…

The Second Language Component of Primary French Immersion Programs in Montreal, Quebec, Canada.

ERIC Educational Resources Information Center

Schauber, Holli; And Others

1995-01-01

Describes a long-standing Montreal bilingual program that completely immerses Anglophone students in a French academic context. Support from the target-language culture and environmental reinforcements contribute to students' academic success and steady program enrollment. Such immersion education has produced functionally bilingual Anglophone…

Creating a culture of inquiry in family medicine.

PubMed

Lawson, Peter J; Smith, Samantha; Mason, Mary Jane; Zyzanski, Stephen J; Stange, Kurt C; Werner, James J; Flocke, Susan A

2014-01-01

Strengthening the contribution of reflective practice and new knowledge generation to the learning relationships forged during graduate and undergraduate medical training offers a possibility to create a climate more conducive to the recruitment and retention of family physicians. The Culture of Inquiry (CI) fellowship, an immersive, experientially based training program, combines didactic instruction, workshops, and mentoring to develop the capacity of family medicine's teachers to imagine, implement, and disseminate clinically relevant research and stimulate collaborations with those whom they train. This article outlines the CI fellowship program, summarizes its outcomes, and offers insights about programmatic features contributing to its success. The Department of Family Medicine and Community Health at Case Western Reserve University selected CI fellows from interested local family physicians who train residents and medical students. Over 10 months, with 10% effort expected from fellows, the CI fellowship exposed each fellow to the entire research process and provided technical and logistical support for the design and completion of two research projects. Quantitative and qualitative program evaluation were used to assess outcomes. Scholarly productivity of fellows exceeded expectations. Collaborations with students and residents produced a ripple effect that amplified the fellowship's impact by strengthening those relationships crucial to the creation of a culture of inquiry among family medicine's teachers, learners, and practitioners. The CI fellowship represents a highly replicable program to connect committed and interested clinicians to research mentors with the goal of increasing scholarship and creating a growing culture of inquiry in family medicine.

Credit for Learning Gained in Life and Work Experience.

ERIC Educational Resources Information Center

Strange, John

1980-01-01

Prime features of sound college programs that assess for credit the prior experiential learning of adults are outlined. Faculty judgment underlies all evaluation methods, which include oral exams, written reports, actual performance, or appraisals of advanced professional knowledge. Work of the Council for the Advancement of Experiential Learning…

A Theoretical Model for the Four-Stage Music-Industry Internship Program.

ERIC Educational Resources Information Center

Schenbeck, Lyn

1996-01-01

Describes student development through experiential learning in a four-stage internship within a college music-industry curriculum, and uses the Steinaker-Bell experiential taxonomy to show how embedding a multistage internship throughout the curriculum, rather than at the end, greatly enhances learning. Suggests ways in which the multistage…

Making the Grade: How a Semester in Washington May Influence Future Academic Performance

ERIC Educational Resources Information Center

Lowenthal, Diane J.; Sosland, Jeffrey K.

2007-01-01

By examining American University's Washington Semester Program (AUWSP), this project analyzes the impact of intensive undergraduate experiential and active learning on subsequent student academic performance. In this article, we discuss the differences between traditional, active, and experiential learning methods to better understand the…

The Diversity Project: An Ethnography of Social Justice Experiential Education Programming

ERIC Educational Resources Information Center

Vernon, Franklin

2016-01-01

Whilst adventure-based experiential education traditions have long-standing claims of progressive, democratic learning potential, little research has examined practice from within democratic theories of participation and learning. Focusing on a complex network making up a disturbing interaction in an outdoor education programme, I posit forms of…

Experiential Education as a Teaching Strategy.

ERIC Educational Resources Information Center

Massey, Sara R.

This experiential education course was designed as part of an experimental program in education leading to a master's degree for teachers and administrators living in an isolated, rural area in Maine. Course outline, assignments, references, and lesson plans are provided. Elementary aspects of archaeology were used as the content from which to…

Classroom Strategies That Facilitate Transfer of Learning to the Workplace.

ERIC Educational Resources Information Center

Gardner, Brenda S.; Korth, Sharon J.

1997-01-01

Describes a master's program in human resource development that uses experiential learning, transfer of learning, and team learning theories to maximize students' transfer of their formal training to the workplace. Activities include individual and group analysis papers and a team project. Students have found the group and experiential practice…

Experiential Learning through a Physical Activity Program for Children with Disabilities

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Eberline, Andrew D.; Padaruth, Sookhenlall; Templin, Thomas J.

2015-01-01

Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students'…

Graduate Faculty Perceptions of Experiential Learning Activities in Multicultural Classrooms

ERIC Educational Resources Information Center

Su, Yu-Han

2012-01-01

Current graduate programs employ many effective teaching methods. One of these methods, using experiential learning activities (Lee & Caffarella, 1994) in class, includes the subcomponents of cooperative learning, self-directed learning, and active learning. While these methods are commonly used, not much scholarly literature has examined the…

Trying Out Genes for Size: Experiential Learning in the High School Classroom

ERIC Educational Resources Information Center

Blazek, Joshua D.; Cooper, Gary L.; Judd, Mariah V.; Roper, Randall J.; Marrs, Kathleen A.

2013-01-01

The National Science Foundation's GK-12 program provides a unique opportunity for STEM collaboration between the K-12 classroom and university research. This partnership benefits students through experiential learning, exposure to research, exceptional mentorship, and preparation for postsecondary education. Additionally, researchers gain…

A review of characteristics and outcomes of Australia's undergraduate medical education rural immersion programs.

PubMed

O'Sullivan, Belinda G; McGrail, Matthew R; Russell, Deborah; Chambers, Helen; Major, Laura

2018-01-31

A key strategy for increasing the supply of rural doctors is rurally located medical education. In 2000, Australia introduced a national policy to increase rural immersion for undergraduate medical students. This study aims to describe the characteristics and outcomes of the rural immersion programs that were implemented in Australian medical schools. Information about 19 immersion programs was sourced in 2016 via the grey and published literature. A scoping review of the published peer-reviewed studies via Ovid MEDLINE and Informit (2000-2016) and direct journal searching included studies that focused on outcomes of undergraduate rural immersion in Australian medical schools from 2000 to 2016. Programs varied widely by selection criteria and program design, offering between 1- and 6-year immersion. Based on 26 studies from 10 medical schools, rural immersion was positively associated with rural practice in the first postgraduate year (internship) and early career (first 10 years post-qualifying). Having a rural background increased the effects of rural immersion. Evidence suggested that longer duration of immersion also increases the uptake of rural work, including by metropolitan-background students, though overall there was limited evidence about the influence of different program designs. Most evidence was based on relatively weak, predominantly cross-sectional research designs and single-institution studies. Many had flaws including small sample sizes, studying internship outcomes only, inadequately controlling for confounding variables, not using metropolitan-trained controls and providing limited justification as to the postgraduate stage at which rural practice outcomes were measured. Australia's immersion programs are moderately associated with an increased rural supply of early career doctors although metropolitan-trained students contribute equal numbers to overall rural workforce capacity. More research is needed about the influence of student interest in rural practice and the duration and setting of immersion on rural work uptake and working more remotely. Research needs to be more nationally balanced and scaled-up to inform national policy development. Critically, the quality of research could be strengthened through longer-term follow-up studies, adjusting for known confounders, accounting for postgraduate stages and using appropriate controls to test the relative effects of student characteristics and program designs.

CHIP: Facilitating Interprofessional and Culturally Competent Patient Care Through Experiential Learning in China.

PubMed

Mu, Keli; Peck, Kirk; Jensen, Lou; Bracciano, Al; Carrico, Cathy; Feldhacker, Diana

2016-12-01

Health care professionals have advocated for educating culturally competent practitioners. Immersion in international experiences has an impact on student cultural competency and interprofessional development. The China Honors Interprofessional Program (CHIP) at a university in the Midwest is designed to increase students' cultural competency and interprofessional development. From 2009 to 2013, a total of 25 professional students including twelve occupational therapy students, ten physical therapy students and three nursing students were enrolled in the programme. Using a one group pre and posttest research design, this study evaluated the impact of CHIP on the participating students. Both quantitative and qualitative data were collected in the study. Findings of the study revealed that CHIP has impact on students' cultural competency and professional development including gaining appreciation and understanding of the contributions of other healthcare professionals and knowledge and skills in team work. The findings of the study suggested that international immersion experience such as CHIP is an important way to increase students' cultural competency and interprofessional knowledge and skills. Limitations of the study included the small sample in the study, indirect outcome measures and the possible celling effect of the instruments of the study. Future research studies should include a larger and more representative sample, direct outcome measures such as behaviour observation and more rigorous design such as prospective experimental comparison group design. Future research should also examine the long-term effects of international experience on the professional development of occupational therapy students. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

A Problem Based Learning Project Analyzing Rubrics Used to Evaluate Elementary STEM Immersion Programs

NASA Astrophysics Data System (ADS)

Pearson, Roxanne N.

In 2010, the President's Council of Advisors on Science and Technology recommended that eight hundred new STEM focused elementary and middle schools be established. Unfortunately, districts may be slow to implement STEM at the elementary level because they do not understand how to do so effectively (Zimny, 2017). School administrators need a framework for decision-making and supervisory feedback related to the process of managing these programs (Zimny, 2017). To support administrators in implementing elementary STEM immersion programs, this project explored three questions: What criteria are common among existing STEM immersion program rubrics? What criteria should be included in a comprehensive rubric for managing elementary STEM immersion programs at the district level? What do district documents show about how elementary STEM immersion programs develop, implement, and evaluate those programs? The team developed a comprehensive STEM program review instrument including criteria for effective elementary STEM curriculum and the professional development and administrative support necessary to implement such curriculum. These criteria were organized into three stages, including the planning and development of elementary STEM immersion programs, the implementation of these programs, and the evaluation of these programs after they had been implemented for a significant period of time. The team synthesized best practice indicators relevant to elementary STEM programs from existing K-12 guides, then validated those indicators against current best practice research and feedback from STEM education experts. District documents from seven elementary STEM immersion programs in Missouri and Colorado were examined using the team's rubric. Scores were higher in the areas of program planning, content alignment, and ongoing refinement of curriculum, and lower in the areas of professional development for professional skills and STEM-specific pedagogy, two-way communication with stakeholders, and data collection for program refinement. Scores were lowest for those schools with inadequate documentation of their program management processes. The team recommended districts institute a more rigorous documentation process for managing innovative programs such as STEM immersion. Communication plans should include procedures for two-way communication with all stakeholders. Data collection and refinement efforts should increase, as should professional development opportunities related to professional skills and STEM-specific pedagogy; this should include administrators.

Students' Experiential Learning and Use of Student Farms in Sustainable Agriculture Education

ERIC Educational Resources Information Center

Parr, Damian M.; Trexler, Cary J.

2011-01-01

Student farms, developed largely out of student efforts, have served as centers for the development of experiential learning and sustainable agriculture and food systems educational activities on land-grant colleges of agriculture well before most formal sustainable agriculture and food systems programs were proposed. This study explored students'…

Underwater Photo-Elicitation: A New Experiential Marine Education Technique

ERIC Educational Resources Information Center

Andrews, Steve; Stocker, Laura; Oechel, Walter

2018-01-01

Underwater photo-elicitation is a novel experiential marine education technique that combines direct experience in the marine environment with the use of digital underwater cameras. A program called Show Us Your Ocean! (SUYO!) was created, utilising a mixed methodology (qualitative and quantitative methods) to test the efficacy of this technique.…

The Evaluation of Experiential Learning: Guidelines for Evaluators Concerning Graduate Student Evaluation. Revised.

ERIC Educational Resources Information Center

Central Michigan Univ., Mount Pleasant. Inst. for Personal and Career Development.

Central Michigan University's experiential learning program and the guidelines for awarding academic credit are described. Graduate students may apply for college credit on the basis of relevant skills which have been acquired as a result of their occupational, military, and personal experiences. The evaluators judge the student's application to…

Changing Attitudes and Emotions toward Coyotes with Experiential Education

ERIC Educational Resources Information Center

Sponarski, Carly C.; Vaske, Jerry J.; Bath, Alistair J.; Loeffler, TA

2016-01-01

An experiential education program was designed to target risk perceptions and preventative measures that make people feel comfortable in human-coyote interactions. The research was conducted in a Canadian national park where a coyote caused a human fatality in 2009. Based on previous research, we explored the effects of an experience-based coyote…

Sales Course Design Using Experiential Learning Principles and Bloom's Taxonomy

ERIC Educational Resources Information Center

Healy, William J.; Taran, Zinaida; Betts, Stephen C.

2011-01-01

Practitioner concerns and the changing educational marketplace are pressuring colleges to provide more skills based learning. Among the newer skill based areas of study that is greatly in demand is professional sales. In this paper, two courses in a successful professional sales program are examined through the lenses of experiential learning…

Study of Interns' Perception of and Satisfaction with Experiential Learning

ERIC Educational Resources Information Center

Moran, Timothy J.

2013-01-01

The purpose of this study is to explore and analyze the factors that influence interns' perceptions of and satisfaction with experiential learning during the internship process. Internship programs have existed for over 100 years and are used extensively in higher education, particularly in business schools; there is very little evidence to…

Social Justice in Outdoor Experiential Education: A State of Knowledge Review

ERIC Educational Resources Information Center

Warren, Karen; Roberts, Nina S.; Breunig, Mary; Alvarez, M. Antonio G.

2014-01-01

Outdoor experiential education has often been critiqued for its White, male, middle/upper-class, able-bodied history, thereby causing professionals and programs to consider issues of social justice. This state of knowledge paper will review the literature on social and environmental justice, identify gaps in current social justice literature and…

Setting a Place at the Table: Social Justice Research in Outdoor Experiential Education.

ERIC Educational Resources Information Center

Warren, Karen; Loeffler, T. A.

2000-01-01

To advance social justice research in the field of outdoor experiential education, we must recognize the truth-distorting role of social privilege in program management and delivery, staff training, and the experience of participants. We must diversify the researchers, settings, situations, and methodologies that are used in conducting social…

"Riding the Rip": An Experiential and Integrated Human-Physical Geography Curriculum in Costa Rica

ERIC Educational Resources Information Center

Brannstrom, Christian; Houser, Chris

2015-01-01

Integrating research into short-term study abroad programs is challenging because of language, fieldwork logistics, and traditional learning models based on passive classroom experiences. Experiential learning often makes use of research as experience, but relatively few examples integrate human and physical geography. Here, we describe an…

Designing a Holistic Experiential MBA Course for 21st Century Leaders

ERIC Educational Resources Information Center

Dixon, Deirdre

2014-01-01

With the plethora of MBA leadership courses, schools are examining ways to differentiate their programs and to provide tangible learning outcomes. MBA graduates want the knowledge skills and ability to make them successful in their chosen fields of endeavor. This paper outlines one holistic experiential MBA leadership course that challenges the…

Promoting the development of professional identity of gerontologists: an academic/experiential learning model.

PubMed

Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn

2013-01-01

Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.

A National Survey on the Use of Immersive Simulation for Interprofessional Education in Physical Therapist Education Programs.

PubMed

Stockert, Brad; Ohtake, Patricia J

2017-10-01

There is growing recognition that collaborative practice among healthcare professionals is associated with improved patient outcomes and enhanced team functioning, but development of collaborative practitioners requires interprofessional education (IPE). Immersive simulation, a clinically relevant experience that deeply engages the learner in realistic clinical environments, is used increasingly for IPE. The purpose of this study was to assess the use of immersive simulation as a strategy for IPE in physical therapist (PT) education programs. During fall 2014 and spring 2015, we contacted all 214 Commission on Accreditation in Physical Therapy Education accredited PT education programs in the United States and invited a faculty member to participate in our online survey. One hundred fourteen PT programs responded (53% response rate). Eighty responding programs (70%) identified themselves as users of immersive simulation, and 45 programs (39%) used simulation for IPE. Of these 45 programs, more than 90% included Interprofessional Education Collaborative competency learning objectives of roles/responsibilities, interprofessional communication, and teams/teamwork and 51% reported learning objectives for values/ethics for interprofessional practice. Interprofessional simulations with PT students commonly included nursing (91%). In programs using immersive simulation for IPE, 91% included debriefing and 51% included debriefing by interprofessional teams. Eighty accredited PT programs (70%) that responded to the survey use immersive simulation, and 45 programs (39%) use simulation for IPE. Most programs conduct simulations consistent with recognized best practice, including debriefing and Interprofessional Education Collaborative competency learning objectives for promoting interprofessional collaborative practice. We anticipate an increase in the use of immersive simulation for IPE as an educational strategy to comply with the revised Commission on Accreditation in Physical Therapy Education accreditation standards related to interprofessional collaborative practice that will become effective on January 1, 2018.

Experience dans une classe d'immersion francaise aux Milles-Iles (An Experience in a French Immersion Class in Mille-Iles)

ERIC Educational Resources Information Center

Pariseau, Cecile

1978-01-01

A description of an immersion program for 6-year-old anglophone children modeled on "les classes d'accueil" for immigrant children. The program of intensive instruction in oral and written French is outlined. This school district has found this type of immersion superior to the usual kind. (The text is in French.) (AMH)

Integrative medicine: implementation and evaluation of a professional development program using experiential learning and conceptual change teaching approaches.

PubMed

Hewson, Mariana G; Copeland, H Liesel; Mascha, Edward; Arrigain, Susana; Topol, Eric; Fox, Joan E B

2006-07-01

To meet the increasing patient interest in complementary and alternative medicine (CAM), conventional physicians need to understand CAM, be willing to talk with their patients about CAM, and be open to recommending selected patients to appropriate CAM modalities. We aimed to raise physicians' awareness of, and initiate attitudinal changes towards CAM in the context of integrative medical practice. We developed and implemented a professional development program involving experiential learning and conceptual change teaching approaches. A randomized controlled study with a pre-post design in a large academic medical center. The 8-hour intervention used experiential and conceptual change educational approaches. Forty-eight cardiologists were randomized to participant and control groups. A questionnaire measured physicians' conceptions of, and attitudes to CAM, the likelihood of changing practice patterns, and the factors most important in influencing such changes. The questionnaire included an embedded control question on a topic that was not the focus of this program. We administered the questionnaire before (pretest) and after (posttest) the intervention. We compared differences in pre- and post-intervention scores between the participant (N = 20) and control (N = 16) groups. We used both groups to identify factors that influenced their practice patterns. The study was NIH-funded and IRB-exempt. Both groups initially had little knowledge about, and negative attitudes to CAM. The participant group had significant positive changes in their conceptions about, and attitudes to CAM after the program, and significant improvements when compared with the control group. Participant physicians significantly increased in their willingness to integrate CAM in their practices. Physicians (combined groups) rated research evidence as the most important factor influencing their willingness to integrate CAM. They requested more research evidence for CAM efficacy, and more information on non-conventional pharmacology. Participants reflected enthusiasm for the experiential program. The participants were able to experience the positive effects of selected CAM modalities. It is possible to increase physician knowledge and change attitudes towards integrative medicine with an eight-hour intervention using experiential and conceptual change teaching approaches. Professional development on integrative medicine can be offered to medical practitioners using experiential learning and conceptual change teaching approaches, with the help of local CAM practitioners.

Evaluation du programme d'etudes de francais langue seconde en immersion a la 6e annee. La comprehension orale et la production orale, 1990. Rapport Final. (Evaluation of French as a Second Language Study Program for Grade Six Immersion. Oral Comprehension and Speaking Skills, 1990. Final Report).

ERIC Educational Resources Information Center

Theberge, Raymond

An evaluation of Manitoba's French immersion programs at the levels of grades 3, 6, and 9 focused on program effectiveness in teaching listening comprehension and speech skills. The results for grade 6 are presented here. The first section describes the framework of the immersion curriculum and the listening and oral skills targeted in it. The…

How does culture affect experiential training feedback in exported Canadian health professional curricula?

PubMed

Wilbur, Kerry; Mousa Bacha, Rasha; Abdelaziz, Somaia

2017-03-17

To explore feedback processes of Western-based health professional student training curricula conducted in an Arab clinical teaching setting. This qualitative study employed document analysis of in-training evaluation reports (ITERs) used by Canadian nursing, pharmacy, respiratory therapy, paramedic, dental hygiene, and pharmacy technician programs established in Qatar. Six experiential training program coordinators were interviewed between February and May 2016 to explore how national cultural differences are perceived to affect feedback processes between students and clinical supervisors. Interviews were recorded, transcribed, and coded according to a priori cultural themes. Document analysis found all programs' ITERs outlined competency items for students to achieve. Clinical supervisors choose a response option corresponding to their judgment of student performance and may provide additional written feedback in spaces provided. Only one program required formal face-to-face feedback exchange between students and clinical supervisors. Experiential training program coordinators identified that no ITER was expressly culturally adapted, although in some instances, modifications were made for differences in scopes of practice between Canada and Qatar.  Power distance was recognized by all coordinators who also identified both student and supervisor reluctance to document potentially negative feedback in ITERs. Instances of collectivism were described as more lenient student assessment by clinical supervisors of the same cultural background. Uncertainty avoidance did not appear to impact feedback processes. Our findings suggest that differences in specific cultural dimensions between Qatar and Canada have implications on the feedback process in experiential training which may be addressed through simple measures to accommodate communication preferences.

Dual Language Immersion Program Equity and Access: Is There Equity for All Students?

ERIC Educational Resources Information Center

Fernandez, Patricia Espinoza

2016-01-01

This is a mixed methods study of K-12 school administrators with dual language immersion school leadership expertise. The paramount research focus was to identify equity and access issues in dual language immersion programs serving grades K-12, as identified by school administrators who have led such programs. A total pool of 498 were invited to…

The Impact of Two-Way Dual-Immersion Programs on Initially English-Dominant Latino Students' Attitudes

ERIC Educational Resources Information Center

Block, Nicholas

2011-01-01

Forty initially English-dominant Latino students in four 90:10 Spanish two-way dual-immersion programs and 62 of their peers in mainstream English programs were studied to find out if their attitudes toward Spanish and Spanish-dominant individuals differ. Significant differences were found on many variables, with two-way dual-immersion students…

Language Interference and Language Learning Techniques Transfer in L2 and L3 Immersion Programs.

ERIC Educational Resources Information Center

Aronin, Larissa; Toubkin, Lynne

2002-01-01

Examines the relationships between the first (L1), second (L2), and third (L3) language in immersion programs for Russian-speaking students in Israel. Two parallel and similar immersion programs, which were carried out for the same population, but with different target languages (L2 Hebrew and L3 English), are described. Presents tentative…

Survey of Speech-Language Pathology Graduate Program Training in Outer and Middle Ear Screening.

PubMed

Serpanos, Yula C; Senzer, Deborah

2015-08-01

The purpose of this study was to determine the national training practices of speech-language pathology graduate programs in outer and middle ear screening. Directors of all American Speech-Language-Hearing Association-accredited speech-language pathology graduate programs (N = 254; Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2013) were surveyed on instructional formats in outer and middle ear screening. The graduate speech-language pathology program survey yielded 84 (33.1%) responses. Results indicated that some programs do not provide any training in the areas of conventional screening otoscopy using a handheld otoscope (15.5%; n = 13) or screening tympanometry (11.9%; n = 10), whereas close to one half (46.4%; n = 39) reported no training in screening video otoscopy. Outcomes revealed that approximately one third or more of speech-language pathology graduate programs do not provide experiential opportunities in screening handheld otoscopy (36.9%) or tympanometry (32.1%), and most (78.6%) do not provide experiential opportunities in video otoscopy. The implication from the graduate speech-language pathology program survey findings is that some speech-language pathologists will graduate from academic programs without the acquired knowledge or experiential learning required to establish skill in 1 or more areas of screening otoscopy and tympanometry. Graduate speech-language pathology programs should consider appropriate training opportunities for students to acquire and demonstrate skill in outer and middle ear screening.

Bilingual Education Project: Evaluation of the 1974-75 French Immersion Program in Grades 2-4, Ottawa Board of Education and Carleton Board of Education.

ERIC Educational Resources Information Center

Barik, Henri C.; Swain, Merrill

The school performance of pupils in grades 2-4 of the French immersion program in operation in the Ottawa-Carleton public schools is evaluated in comparison with the performance of those in the regular English program. The results indicate that by the end of grade 2, pupils in the immersion program show the same level of cognitive development as…

Bilingual Education Project: Evaluation of the 1973-74 French Immersion Program in Grades 1-3 in the Federal Capital's Public Schools.

ERIC Educational Resources Information Center

Barik, Henri C.; Swain, Merrill

The school performance of pupils in grades 1-3 of the French immersion program in operation in Ottawa public schools is evaluated in comparison with that of pupils in the regular English program. The results indicate that by the end of grade 1 immersion program pupils taught reading in French are found to lag behind their peers in the regular…

Diagnosis: Reasoning from first principles and experiential knowledge

NASA Technical Reports Server (NTRS)

Williams, Linda J. F.; Lawler, Dennis G.

1987-01-01

Completeness, efficiency and autonomy are requirements for suture diagnostic reasoning systems. Methods for automating diagnostic reasoning systems include diagnosis from first principles (i.e., reasoning from a thorough description of structure and behavior) and diagnosis from experiential knowledge (i.e., reasoning from a set of examples obtained from experts). However, implementation of either as a single reasoning method fails to meet these requirements. The approach of combining reasoning from first principles and reasoning from experiential knowledge does address the requirements discussed above and can possibly ease some of the difficulties associated with knowledge acquisition by allowing developers to systematically enumerate a portion of the knowledge necessary to build the diagnosis program. The ability to enumerate knowledge systematically facilitates defining the program's scope, completeness, and competence and assists in bounding, controlling, and guiding the knowledge acquisition process.

Remote Library Access for Pharmacy Preceptors

PubMed Central

Soltis, Denise; Schott, Kathy

2010-01-01

Objective To institute and evaluate the response to a program providing access to electronic library resources for pharmacy preceptors. Design The pharmacy experiential office and the library collaborated using existing programs and technology to provide and market secure remote access for preceptors. Assessment Preceptor participation was tracked in the experiential office, and response to the program was assessed using an online survey instrument that included questions about use of and preference for specific library resources. Three hundred thirty-four adjunct faculty members registered, representing 34% of all preceptors with active e-mail accounts. Conclusion Preceptor participation in the program exceeded expectations. Some minor flaws in the logistics of delivering the service were identified and remedied. PMID:21179247

Sciences Humaines Assessment, Manitoba 1991. Final Report: French Immersion Program = Evaluation en sciences humaines, Manitoba 1991. Rapport finale: Programme d'immersion francaise.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg. Curriculum Services Branch.

This document is the second of two reports of the findings of the 1991 "Sciences...humaines" Assessment for grades 8 and 10 conducted in Franco-Manitoban schools and in French immersion programs in Manitoba, Canada. The report on the French immersion course is presented in parallel French and English versions, and a separate report, in…

Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings (25th, Asheville, North Carolina, November 23-26, 1997).

ERIC Educational Resources Information Center

Harwell, Rick, Ed.; Comstedt, Timothea, Ed.; Roberts, Nina, Ed.

This proceedings contains 36 papers presented at the 25th Annual Conference of the Association for Experiential Education. Papers are: "The Woods and the Trees: Interpreting Experiential Education for Schools and a Greater Audience" (Joanna Allen, John Hutchinson); "Adventure Programming & Prevention of Adolescent Problem…

"How to Be Nice 'and' Get What You Want": Structural Referents of "Self" and "Other" in Experiential Education as (Un)Democratic Practice

ERIC Educational Resources Information Center

Vernon, Franklin

2015-01-01

This critical ethnography explores a social justice program utilizing nontraditional, democratic, "experiential" education practices. The author posits a historical legacy of pedagogy of self obscures its emancipatory, democratic potential while simultaneously expanding on contemporary discourses of self and other as aspects of the…

Experiential Education: Understanding the Impact of Remotely Operated Vehicles on At-Risk Student Learning

ERIC Educational Resources Information Center

Kelly, James E.

2014-01-01

How do educators engage students in the curriculum? State and Common Core Standards determine what to teach; how those standards are taught varies. This research examined a group of at-risk elementary and secondary students using underwater Remotely Operated Vehicles (ROVs) as part of an experiential education program in a rural Michigan school…

Do and Understand: The Effectiveness of Experiential Education

ERIC Educational Resources Information Center

Gama, Claudia; Fernández, Cristina

2009-01-01

This paper shares the results of a study on the benefits which an experiential education program has on students in the K-12 range. The study was carried out at a bilingual North American-style college preparatory school located in Colombia, South America. Research was based on experiences obtained through the coordination and implementation of an…

A Case Study: Faculty Perceptions of the Challenges and Successes in Experiential Learning at a Public University

ERIC Educational Resources Information Center

Tuberville, Kathy A.

2014-01-01

Faculty mentoring has been identified as an important component of experiential learning success. However, most higher education institutions lack the support to provide training and guidance to faculty for this type of instructional programming. The identified purpose of the conducted exploratory study was to explore the faculty perceptions…

Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program

ERIC Educational Resources Information Center

Salgado, Herlinda Arlene Galve

2016-01-01

Elementary Spanish language immersion programs have become more popular in the educational field in the United States to support the academic achievement of minority students. The final goal of immersion programs is to develop proficiency in the home language and dominant language, identified as first language (L1) and second language (L2), to…

Immersion francaise precoce: Arts plastiques 1-7 (Early French Immersion: Plastic Arts for Grades 1-7).

ERIC Educational Resources Information Center

Burt, Andy; And Others

This curriculum guide in art education is intended for use in grades 1-7 in the early French immersion program. An introductory chapter describes the educational objectives of the art program, the role of art education in child development, general and terminal objectives, methodology, the steps in graphic evolution, and an outline of the program.…

Experiential Teaching Increases Medication Calculation Accuracy Among Baccalaureate Nursing Students.

PubMed

Hurley, Teresa V

Safe medication administration is an international goal. Calculation errors cause patient harm despite education. The research purpose was to evaluate the effectiveness of an experiential teaching strategy to reduce errors in a sample of 78 baccalaureate nursing students at a Northeastern college. A pretest-posttest design with random assignment into equal-sized groups was used. The experiential strategy was more effective than the traditional method (t = -0.312, df = 37, p = .004, 95% CI) with a reduction in calculation errors. Evaluations of error type and teaching strategies are indicated to facilitate course and program changes.

The impact of experiential exercises on communication and relational skills in a suicide prevention gatekeeper-training program for college resident advisors.

PubMed

Pasco, Susan; Wallack, Cory; Sartin, Robert M; Dayton, Rebecca

2012-01-01

In an effort to identify students at risk for suicide, many colleges are implementing suicide prevention training for campus gatekeepers. This study evaluated the efficacy of a 3-hour, experiential-based gatekeeper training that included an emphasis on enhancing communication skills and relational connection in addition to the didactic foci of standard gatekeeper training. Sixty-five college student resident advisors (RAs) were trained with Campus Connect. The training was dismantled to examine the specific contribution of experiential exercises on training outcomes. Compared to didactic training alone, following participation in experiential exercises RAs' training outcome scores exhibited additional improvement on the Suicide Intervention Response Inventory-2 and a 14-item self-report measure of self-efficacy for specific suicide- and crisis-related knowledge and skills. In gatekeeper training, experiential exercises emphasizing awareness and empathic responding and practice of these skills contribute to an improvement in crisis response skills above and beyond that of didactic training alone.

Supplementing Resident Research Funding Through a Partnership With Local Industry.

PubMed

Skube, Steven J; Arsoniadis, Elliot G; Jahansouz, Cyrus; Novitsky, Sherri; Chipman, Jeffrey G

2018-01-17

To develop a model for the supplementation of resident research funding through a resident-hosted clinical immersion with local industry. Designated research residents hosted multiple groups of engineers and business professionals from local industry in general surgery-focused clinical immersion weeks. The participants in these week-long programs are educated about general surgery and brought to the operating room to observe a variety of surgeries. This study was performed at the University of Minnesota, in Minneapolis, Minnesota, at a tertiary medical center. Ten designated research residents hosted general surgery immersion programs. Fifty-seven engineers and business professionals from 5 different local biomedical firms have participated in this program. General surgery research residents (in collaboration with the University of Minnesota's Institute for Engineering in Medicine) have hosted 9 clinical immersion programs since starting the collaborative in 2015. Immersion participant response to the experiences was very positive. Two full-time resident research positions can be funded annually through participation in this program. With decreasing funding available for surgical research, particularly resident research, innovative ways to fund resident research are needed. The general surgery clinical immersion program at the University of Minnesota has proven its value as a supplement for resident research funding and may be a sustainable model for the future. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Introduction of English Immersion in China: A Transplant with Modifications

ERIC Educational Resources Information Center

Qiang, Haiyan; Siegel, Linda S.

2012-01-01

This article presents an overview of replicating the French immersion model used in Canada to English immersion programs in China. It provides the Chinese context of this program highlighting the importance of English education and the defect of traditional English teaching and learning. The paper explains the borrowable features of the French…

Use of Immersive Simulations to Enhance Graduate Student Learning: Implications for Educational Leadership Programs

ERIC Educational Resources Information Center

Voelkel, Robert H.; Johnson, Christie W.; Gilbert, Kristen A.

2016-01-01

The purpose of this article is to present how one university incorporates immersive simulations through platforms which employ avatars to enhance graduate student understanding and learning in educational leadership programs. While using simulations and immersive virtual environments continues to grow, the literature suggests limited evidence of…

Exploring Student Integration Patterns in Two-Way Immersion Schools

ERIC Educational Resources Information Center

Martinez, Martha I.

2011-01-01

Two-way immersion (TWI) programs teach English Learners (ELs) and native English speakers in the same classroom using both languages in an immersion approach. Studies suggest that TWI programs result in greater student integration, thus providing a promising alternative for Spanish speaking ELs, who are frequently concentrated in high poverty,…

Immersion francaise precoce: Francais I (Early French Immersion: French I).

ERIC Educational Resources Information Center

Burt, Andy; And Others

This manual for first grade French instruction accompanies the early French immersion program. It is based on general and specific learning objectives for the four language skills the child needs to develop (listening, speaking, reading, and writing). The introduction to the manual provides an overview of the program for the primary grades and…

Perspective Transformation through College Summer Service Immersion Programs: Is Learning Enhanced by Sustained Engagement?

ERIC Educational Resources Information Center

Hudson, Tara D.; Serra, Susan; Shappell, Andrea Smith; Gray-Girton, Angela; Brandenberger, Jay

2017-01-01

Summer offers the opportunity for sustained community engagement through immersions in summer service-learning programs. A group of 16 colleges and universities that sponsor domestic and international summer service initiatives have formed a Summer Service Collaborative (SSC) to enhance preparation, immersion, and follow-up in light of the unique…

Two-Way and Monolingual English Immersion in Preschool Education: An Experimental Comparison

ERIC Educational Resources Information Center

Barnett, W. Steven; Yarosz, Donald J.; Thomas, Jessica; Jung, Kwanghee; Blanco, Dulce

2007-01-01

An experimental study was conducted comparing the effects of dual language, or two-way immersion (TWI) and monolingual English immersion (EI) preschool education programs on children's learning. Three-and four-year old children were randomly assigned by lottery to either a newly established TWI Spanish/English program or a monolingual English…

A Resource Kit of German Immersion Materials from the Milwaukee Public Schools.

ERIC Educational Resources Information Center

Milwaukee Public Schools, WI.

Instructional materials from the Milwaukee Public School System's elementary school German immersion program are presented. The contents and authors of the materials, some of which were developed by the Multi-Language School, are as follows: (1) German immersion program first grade curriculum (Paula Trulen); (2) 4 German reading worksheets for…

Enabling Disciplined Initiative: An Experiential Lesson

DTIC Science & Technology

2016-05-26

Studies United States Army Command and General Staff College Fort Leavenworth, Kansas 2016 Approved for public release; distribution is...Initiative: An Experiential Lesson 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR( S ) 5d. PROJECT NUMBER MAJ James C...Wiltse 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME( S ) AND ADDRESS(ES) 8. PERFORMING ORGANIZATION

Selected Monographs from the Association for Experiential Education International Conference (26th, Incline Village, Nevada, November 5-9, 1998).

ERIC Educational Resources Information Center

Association for Experiential Education, Boulder, CO.

This document contains 20 edited presentations, each in a two-page digest-like format, from the 1998 conference of the Association for Experiential Education (AEE). Presentations are: (1) "Adapting Equipment and Teaching Methods for Persons with Disabilities" (Cindy Dillenschneider); (2) "Adventure Programming and Facilitating When You Don't Know…

A Pedagogy of Emplacement: Experiential Storytelling and Sense of Place Education in Park Interpretive Programs

ERIC Educational Resources Information Center

Hunter, Joshua

2012-01-01

This study is an ethnographic portrait of Interpretive Naturalists at a Midwestern state park. The study exhibits the ways in which Interpretive Naturalists learn about a place, how they create meaning about a place, and how they transmit this knowledge to others. Principle findings include the use of experiential storytelling and intimate contact…

Implementation and Impact of Experiential Learning in a Graduate Level Teacher Education Program: An Example from a Canadian University

ERIC Educational Resources Information Center

Hill, Cher M.; MacDonald, Margaret

2016-01-01

Teacher inquiry, in which teachers study their own professional practice, is currently a popular form of experiential learning that is considered a powerful tool to bring about effective change in teaching and learning. Little empirical evidence, however, exists to explain precisely if and how this pedagogical methodology moves teachers toward…

The Impact of Experiential Exercises on Communication and Relational Skills in a Suicide Prevention Gatekeeper-Training Program for College Resident Advisors

ERIC Educational Resources Information Center

Pasco, Susan; Wallack, Cory; Sartin, Robert M.; Dayton, Rebecca

2012-01-01

Objective: In an effort to identify students at risk for suicide, many colleges are implementing suicide prevention training for campus gatekeepers. This study evaluated the efficacy of a 3-hour, experiential-based gatekeeper training that included an emphasis on enhancing communication skills and relational connection in addition to the didactic…

Leading the Way: Strategies That Enhance Women's Involvement in Experiential Education Careers.

ERIC Educational Resources Information Center

Loeffler, T. A.

Women with past or present careers in outdoor leadership were asked to suggest strategies by which outdoor and experiential education programs could increase the number of women employed in the field, and support women in becoming even more successful in their careers. The 25 women interviewed ranged in age from 22 to 44, had 1-25 years experience…

How does culture affect experiential training feedback in exported Canadian health professional curricula?

PubMed Central

Mousa Bacha, Rasha; Abdelaziz, Somaia

2017-01-01

Objectives To explore feedback processes of Western-based health professional student training curricula conducted in an Arab clinical teaching setting. Methods This qualitative study employed document analysis of in-training evaluation reports (ITERs) used by Canadian nursing, pharmacy, respiratory therapy, paramedic, dental hygiene, and pharmacy technician programs established in Qatar. Six experiential training program coordinators were interviewed between February and May 2016 to explore how national cultural differences are perceived to affect feedback processes between students and clinical supervisors. Interviews were recorded, transcribed, and coded according to a priori cultural themes. Results Document analysis found all programs’ ITERs outlined competency items for students to achieve. Clinical supervisors choose a response option corresponding to their judgment of student performance and may provide additional written feedback in spaces provided. Only one program required formal face-to-face feedback exchange between students and clinical supervisors. Experiential training program coordinators identified that no ITER was expressly culturally adapted, although in some instances, modifications were made for differences in scopes of practice between Canada and Qatar.  Power distance was recognized by all coordinators who also identified both student and supervisor reluctance to document potentially negative feedback in ITERs. Instances of collectivism were described as more lenient student assessment by clinical supervisors of the same cultural background. Uncertainty avoidance did not appear to impact feedback processes. Conclusions Our findings suggest that differences in specific cultural dimensions between Qatar and Canada have implications on the feedback process in experiential training which may be addressed through simple measures to accommodate communication preferences. PMID:28315858

Physician Preparedness for Big Genomic Data: A Review of Genomic Medicine Education Initiatives in the United States.

PubMed

Rubanovich, Caryn Kseniya; Cheung, Cynthia; Mandel, Jess; Bloss, Cinnamon S

2018-05-10

In the last decade, genomic medicine education initiatives have surfaced across the spectrum of physician training in order to help address a gap in genomic medicine preparedness among physicians. The approaches are diverse and stem from the belief that 21st century physicians must be proficient in genomic medicine applications as they will be leaders in the precision medicine movement. We conducted a review of literature in genomic medicine education and training for medical students, graduate medical education, and practicing physicians with articles published between June 2015 and January 2018 to gain a picture of the current state of genomic medicine education with a focus on the United States. We found evidence of progress in the development of new and innovative educational programs and other resources aimed at increasing physician knowledge and readiness. Three overarching educational approach themes emerged, including immersive and experiential learning; interdisciplinary and interprofessional education; and electronic- and web-based approaches. This review is not exhaustive, nevertheless, it may inform future directions and improvements for genomic medicine education. Important next-steps include: 1) identifying and studying ways to best implement low-cost dissemination of genomic information; 2) emphasizing genomic medicine education program evaluation; and 3) incorporating interprofessional and interdisciplinary initiatives. Genomic medicine education and training will become more and more relevant in the years to come as physicians increasingly interact with genomic and other precision medicine technologies.

Science identity construction through extraordinary professional development experiences

NASA Astrophysics Data System (ADS)

McLain, Bradley David

Despite great efforts and expenditures to promote science literacy and STEM career choices, the U.S. continues to lag behind other countries in science education, diminishing our capacity for STEM leadership and our ability to make informed decisions in the face of multiple looming global issues. I suggest that positive science identity construction (the integration of science into one's sense of self so that it becomes a source of inspiration and contributes to lifelong learning) is critical for promoting durable science literacy and pro-science choices. Therefore, the focus of this study was extraordinary professional development experiences for science educators that may significantly impact their sense of self. My hypothesis was that such experiences could positively impact educators' science and science educator identities, and potentially enhance their capacities to impact student science identities. The first part of this hypothesis is examined in this study. Further, I suggest that first-person narratives play an important role in science identity construction. Presenting a new conceptual model that connects experiential learning theory to identity theory through the narrative study of lives, I explored the impacts of subjectively regarded extraordinary professional development experiences on the science identity and science educator identity construction processes for a cohort of fifteen K-12 science teachers during a science-learning-journey to explore the volcanoes of Hawaii. I used a case study research approach under the broader umbrella of a hermeneutic phenomenology to consider four individual cases as lived experiences and to consider the journey as a phenomenon unto itself. Findings suggest science and science educator identities are impacted by such an experience but with marked variability in magnitude and nature. Evidence also suggests important impacts on their other identities. In most instances, science-related impacts were secondary to and/or embedded within the more holistic physical, intellectual, and emotional impacts. Rather than only targeting specific learning goals, as traditional professional development programs often do, this immersive experiential learning program integrated a wide range of human experience that were important factors, most notably, risk, social connections, permission and agency, and emotions in connection with more targeted science learning. Implications for future research and practice are discussed.

[Teaching family medicine in Lausanne].

PubMed

Bischoff, Thomas; Junod, Michel; Cornuz, Jacques; Herzig, Lilli; Bonvin, Raphael

2010-12-01

The Faculty of Biology and Medicine of Lausanne has integrated education of family medicine all along its new undergraduate medical curriculum. The Institute of general medicine is in charge to implement those offers among which two are presented hereafter. In the new module "Generalism" several courses cover the specificities of the discipline as for example medical decision in the practice. A mandatory one-month internship in the medical practice offers an experiential immersion into family medicine for all students. In a meeting at the end of their internship, students discuss in group with their peers their individual experiences and are asked to identify, based on their personal experience, the general concepts of the specialty of family medicine and general practice.

Expanding Worldview: Australian Nursing Students' Experience of Cultural Immersion in India.

PubMed

Charles, Loretta; Maltby, Hendrika; Abrams, Sarah; Shea, Jeanne; Brand, Gabrielle; Nicol, Pamela

2014-06-27

Abstract Increasing cultural diversity and a sense of global community has necessitated the introduction of cultural competence in the education of health care providers. Some institutions have utilized cultural immersion programs to address this need of cultural competence. Studies have not yet described what this experience is for Australian nursing students. The purpose of this study is to describe the immersion experience of a group of senior Australian nursing students who participated in a five week cultural immersion program in India.

Exploring Design Requirements for Repurposing Dental Virtual Patients From the Web to Second Life: A Focus Group Study

PubMed Central

Antoniou, Panagiotis E; Athanasopoulou, Christina A; Dafli, Eleni

2014-01-01

Background Since their inception, virtual patients have provided health care educators with a way to engage learners in an experience simulating the clinician’s environment without danger to learners and patients. This has led this learning modality to be accepted as an essential component of medical education. With the advent of the visually and audio-rich 3-dimensional multi-user virtual environment (MUVE), a new deployment platform has emerged for educational content. Immersive, highly interactive, multimedia-rich, MUVEs that seamlessly foster collaboration provide a new hotbed for the deployment of medical education content. Objective This work aims to assess the suitability of the Second Life MUVE as a virtual patient deployment platform for undergraduate dental education, and to explore the requirements and specifications needed to meaningfully repurpose Web-based virtual patients in MUVEs. Methods Through the scripting capabilities and available art assets in Second Life, we repurposed an existing Web-based periodontology virtual patient into Second Life. Through a series of point-and-click interactions and multiple-choice queries, the user experienced a specific periodontology case and was asked to provide the optimal responses for each of the challenges of the case. A focus group of 9 undergraduate dentistry students experienced both the Web-based and the Second Life version of this virtual patient. The group convened 3 times and discussed relevant issues such as the group’s computer literacy, the assessment of Second Life as a virtual patient deployment platform, and compared the Web-based and MUVE-deployed virtual patients. Results A comparison between the Web-based and the Second Life virtual patient revealed the inherent advantages of the more experiential and immersive Second Life virtual environment. However, several challenges for the successful repurposing of virtual patients from the Web to the MUVE were identified. The identified challenges for repurposing of Web virtual patients to the MUVE platform from the focus group study were (1) increased case complexity to facilitate the user’s gaming preconception in a MUVE, (2) necessity to decrease textual narration and provide the pertinent information in a more immersive sensory way, and (3) requirement to allow the user to actuate the solutions of problems instead of describing them through narration. Conclusions For a successful systematic repurposing effort of virtual patients to MUVEs such as Second Life, the best practices of experiential and immersive game design should be organically incorporated in the repurposing workflow (automated or not). These findings are pivotal in an era in which open educational content is transferred to and shared among users, learners, and educators of various open repositories/environments. PMID:24927470

The Acquisition of Single and Geminate Stops by English-Speaking Children in a Japanese Immersion Program

ERIC Educational Resources Information Center

Harada, Tetsuo

2006-01-01

This study acoustically analyzed the production of single and geminate stops in Japanese by English-speaking children (N = 19) at three different grade levels in a Japanese immersion program. Results show that both their singletons and geminates were significantly longer than those of Japanese monolinguals and the bilinguals' immersion teachers,…

Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data

ERIC Educational Resources Information Center

Steele, Jennifer L.; Slater, Robert O.; Zamarro, Gema; Miller, Trey; Li, Jennifer; Burkhauser, Susan; Bacon, Michael

2017-01-01

Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students' test scores in reading, mathematics, and science and on English learners' (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in…

Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data

ERIC Educational Resources Information Center

Steele, Jennifer L.; Slater, Robert O.; Zamarro, Gema; Miller, Trey; Li, Jennifer; Burkhauser, Susan; Bacon, Michael

2017-01-01

Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students' test scores in reading, mathematics, and science, and on English learners' (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in…

Cross-Language Transfer in English Immersion Programs in Germany: Reading Comprehension and Reading Fluency

ERIC Educational Resources Information Center

Gebauer, Sandra Kristina; Zaunbauer, Anna C. M.; Moller, Jens

2013-01-01

Cross-language effects on reading skills are of particular interest in the context of foreign language immersion programs. Although there is an extensive literature on cross-language effects on reading in general, research focusing on immersion students and including different dimensions of reading acquisition such as reading fluency and reading…

Student Engagement in an Ottawa French Immersion High School Program

ERIC Educational Resources Information Center

Makropoulos, Josee

2010-01-01

This article makes a contribution to the field of French immersion studies by examining the engagement realities of two groups of students in an Ottawa French immersion high school program: those with and without a parent who makes them eligible for minority French language instruction as outlined by Section 23 of the "Canadian Charter of…

How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study

ERIC Educational Resources Information Center

Malewski, Erik; Sharma, Suniti; Phillion, JoAnn

2012-01-01

Background/Context: The article examines how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. The findings presented here are based on a 6-year study of a short-term study abroad program in Honduras that included an international field experience component and took…

L'expression orale apres treize ans d'immersion francaise (Oral Expression After Thirteen Years of French Immersion).

ERIC Educational Resources Information Center

Pellerin, Micheline; Hammerly, Hector

1986-01-01

Conversations with six twelfth graders who had been in French immersion since kindergarten found a high rate of incorrect sentences, suggesting a faulty interlanguage fossilized at grade six and a need for immersion program revision. (MSE)

Is French Immersion a Special Education Loophole? … And Does It Intensify Issues of Accessibility and Exclusion?

ERIC Educational Resources Information Center

Cobb, Cam

2015-01-01

What happens when children are asked to give up their right to special education in order to access a French immersion program? By examining one mother's efforts to secure gifted support in a French immersion program, this critical inquiry offers a parental perspective of the special education issues of accessibility and inclusion. The two…

Three-Year Evaluation of a Large Scale Early Grade French Immersion Program: The Ottawa Study

ERIC Educational Resources Information Center

Barik, Henri; Swain, Marrill

1975-01-01

The school performance of pupils in grades K-2 of the French immersion program in operation in Ottawa public schools is evaluated in comparison with that of pupils in the regular English program. (Author/RM)

Exploring the Role of the University Student as an Experiential Learner: Thoughts and Reflections from the 2013 Cohort of 3M National Student Fellows

ERIC Educational Resources Information Center

Acai, Anita; Cowan, Victoria; Doherty, Stephanie; Sharma, Gaurav; Thevathasan, Naythrah

2014-01-01

In recent years, there has been a dynamic shift in the role of the university student through the creation and promotion of experiential learning opportunities on campuses across the country. Many post-secondary programs now include co-op placements, practicums, or internships where students can apply theoretical knowledge to real-world settings.…

A Mandarin/English Two-Way Immersion Program: Language Proficiency and Academic Achievement

ERIC Educational Resources Information Center

Padilla, Amado M.; Fan, Lorraine; Xu, Xiaoqiu; Silva, Duarte

2013-01-01

A Mandarin/English two-way immersion elementary program is described from its inception and implementation through the fifth grade, the culminating year of the program. All students in all grades were assessed on their oral/listening, reading, and writing performance in Mandarin using program-created assessment measures. Fifth-grade students also…

Weaving Culture and Core Content into FLEX Programs

ERIC Educational Resources Information Center

Schultz, Kennedy M.

2012-01-01

While immersion programs provide some of the greatest benefits to children learning a new language, many school systems have yet to dedicate the financial and personnel resources necessary to plan and implement such programs on a wide scale. In areas where immersion or formal FLES programming does not exist in the schools, often opportunities to…

An Interdisciplinary Immersion Program in Foreign Languages.

ERIC Educational Resources Information Center

Lee, Vera

The development and coordination of interdisciplinary immersion programs in French and Spanish at Boston College are chronicled, and some issues of federal grant support are discussed. The programs, currently involving the history, theology, philosophy, fine arts, management, and sociology departments and soon including political science, consist…

Teaching Practices and Language Use in Two-Way Dual Language Immersion Programs in a Large Public School District

ERIC Educational Resources Information Center

Li, Jennifer; Steele, Jennifer; Slater, Robert; Bacon, Michael; Miller, Trey

2016-01-01

Many educators and policy makers look to two-way dual language immersion as one of the most promising options to close achievement gaps for English learners. However, the programs' effectiveness depends on the quality of their implementation. This article reports on a large-scale study of the implementation of dual language immersion across a…

Immersion francaise precoce: Education physique 1-7 (Early French Immersion: Physical Education for Grades 1-7).

ERIC Educational Resources Information Center

Burt, Andy; And Others

This curriculum guide for physical education is intended for use in grades 1-7 in the early French immersion program. It is a translation of the regular physical education program and a compilation of references and supplementary teaching material. It is noted that because of the comparative lack of references in French, much of the reference…

The Impact of Early French Immersion Education on Language Use Patterns and Language Attitude of Post-Secondary Students

ERIC Educational Resources Information Center

Nix-Victorian, Janice M.

2010-01-01

Even though there are increasing numbers of Early Partial Immersion (EPI) programs in Louisiana, there was no data available on the long-term impact of these programs. The purpose of this study is to delve into the experiences of 10 former immersion students in order to reveal their accounts and perceptions of their bilingual abilities, their…

Brain white matter structure and COMT gene are linked to second-language learning in adults

PubMed Central

Mamiya, Ping C.; Richards, Todd L.; Coe, Bradley P.; Eichler, Evan E.; Kuhl, Patricia K.

2016-01-01

Adult human brains retain the capacity to undergo tissue reorganization during second-language learning. Brain-imaging studies show a relationship between neuroanatomical properties and learning for adults exposed to a second language. However, the role of genetic factors in this relationship has not been investigated. The goal of the current study was twofold: (i) to characterize the relationship between brain white matter fiber-tract properties and second-language immersion using diffusion tensor imaging, and (ii) to determine whether polymorphisms in the catechol-O-methyltransferase (COMT) gene affect the relationship. We recruited incoming Chinese students enrolled in the University of Washington and scanned their brains one time. We measured the diffusion properties of the white matter fiber tracts and correlated them with the number of days each student had been in the immersion program at the time of the brain scan. We found that higher numbers of days in the English immersion program correlated with higher fractional anisotropy and lower radial diffusivity in the right superior longitudinal fasciculus. We show that fractional anisotropy declined once the subjects finished the immersion program. The relationship between brain white matter fiber-tract properties and immersion varied in subjects with different COMT genotypes. Subjects with the Methionine (Met)/Valine (Val) and Val/Val genotypes showed higher fractional anisotropy and lower radial diffusivity during immersion, which reversed immediately after immersion ended, whereas those with the Met/Met genotype did not show these relationships. Statistical modeling revealed that subjects’ grades in the language immersion program were best predicted by fractional anisotropy and COMT genotype. PMID:27298360

Brain white matter structure and COMT gene are linked to second-language learning in adults.

PubMed

Mamiya, Ping C; Richards, Todd L; Coe, Bradley P; Eichler, Evan E; Kuhl, Patricia K

2016-06-28

Adult human brains retain the capacity to undergo tissue reorganization during second-language learning. Brain-imaging studies show a relationship between neuroanatomical properties and learning for adults exposed to a second language. However, the role of genetic factors in this relationship has not been investigated. The goal of the current study was twofold: (i) to characterize the relationship between brain white matter fiber-tract properties and second-language immersion using diffusion tensor imaging, and (ii) to determine whether polymorphisms in the catechol-O-methyltransferase (COMT) gene affect the relationship. We recruited incoming Chinese students enrolled in the University of Washington and scanned their brains one time. We measured the diffusion properties of the white matter fiber tracts and correlated them with the number of days each student had been in the immersion program at the time of the brain scan. We found that higher numbers of days in the English immersion program correlated with higher fractional anisotropy and lower radial diffusivity in the right superior longitudinal fasciculus. We show that fractional anisotropy declined once the subjects finished the immersion program. The relationship between brain white matter fiber-tract properties and immersion varied in subjects with different COMT genotypes. Subjects with the Methionine (Met)/Valine (Val) and Val/Val genotypes showed higher fractional anisotropy and lower radial diffusivity during immersion, which reversed immediately after immersion ended, whereas those with the Met/Met genotype did not show these relationships. Statistical modeling revealed that subjects' grades in the language immersion program were best predicted by fractional anisotropy and COMT genotype.

Therapeutic Uses of Outdoor Education. ERIC Digest.

ERIC Educational Resources Information Center

Berman, Dene S.; Davis-Berman, Jennifer

This digest examines the positive effects on emotional well-being of several types of outdoor education programs. Although many outdoor education and experiential programs enhance emotional growth, such "therapeutic" outcomes may be considered incidental to program goals. In contrast, programs aimed primarily at "therapy"…

Immersive Learning Technologies

DTIC Science & Technology

2009-08-20

Immersive Learning Technologies Mr. Peter Smith Lead, ADL Immersive Learning Team 08/20/2009 Report Documentation Page Form ApprovedOMB No. 0704...to 00-00-2009 4. TITLE AND SUBTITLE Immersive Learning Technologies 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR...unclassified c. THIS PAGE unclassified Standard Form 298 (Rev. 8-98) Prescribed by ANSI Std Z39-18 Why Immersive Learning Technologies

Taking Perspective: Personal Pronouns Affect Experiential Aspects of Literary Reading

PubMed Central

Burke, Michael; Hagoort, Peter; Willems, Roel M.

2016-01-01

Personal pronouns have been shown to influence cognitive perspective taking during comprehension. Studies using single sentences found that 3rd person pronouns facilitate the construction of a mental model from an observer’s perspective, whereas 2nd person pronouns support an actor’s perspective. The direction of the effect for 1st person pronouns seems to depend on the situational context. In the present study, we investigated how personal pronouns influence discourse comprehension when people read fiction stories and if this has consequences for affective components like emotion during reading or appreciation of the story. We wanted to find out if personal pronouns affect immersion and arousal, as well as appreciation of fiction. In a natural reading paradigm, we measured electrodermal activity and story immersion, while participants read literary stories with 1st and 3rd person pronouns referring to the protagonist. In addition, participants rated and ranked the stories for appreciation. Our results show that stories with 1st person pronouns lead to higher immersion. Two factors—transportation into the story world and mental imagery during reading—in particular showed higher scores for 1st person as compared to 3rd person pronoun stories. In contrast, arousal as measured by electrodermal activity seemed tentatively higher for 3rd person pronoun stories. The two measures of appreciation were not affected by the pronoun manipulation. Our findings underscore the importance of perspective for language processing, and additionally show which aspects of the narrative experience are influenced by a change in perspective. PMID:27192060

Pilot Plants Enhance Brazosport Lab Courses.

ERIC Educational Resources Information Center

Krieger, James

1986-01-01

Describes an experiential lab program for a two-year college's chemical technology program. Discusses student experiences in six miniature pilot plants that represent the essential instrumentation and chemical processes found in the chemical industry. Recognizes the industries that helped implement the program. (TW)

Ethical experiential learning in medical, nursing and allied health education: A narrative review.

PubMed

Grace, Sandra; Innes, Ev; Patton, Narelle; Stockhausen, Lynette

2017-04-01

Students enrolled in medical, nursing and health science programs often participate in experiential learning in their practical classes. Experiential learning includes peer physical examination and peer-assisted learning where students practise clinical skills on each other. To identify effective strategies that enable ethical experiential learning for health students during practical classes. A narrative review of the literature. Pubmed, Cinahl and Scopus databases were searched because they include most of the health education journals where relevant articles would be published. A data extraction framework was developed to extract information from the included papers. Data were entered into a fillable form in Google Docs. Findings from identified studies were extracted to a series of tables (e.g. strategies for fostering ethical conduct; facilitators and barriers to peer-assisted learning). Themes were identified from these findings through a process of line by line coding and organisation of codes into descriptive themes using a constant comparative method. Finally understandings and hypotheses of relevance to our research question were generated from the descriptive themes. A total of 35 articles were retrieved that met the inclusion criteria. A total of 13 strategies for ethical experiential learning were identified and one evaluation was reported. The most frequently reported strategies were gaining written informed consent from students, providing information about the benefits of experiential learning and what to expect in practical classes, and facilitating discussions in class about potential issues. Contexts that facilitated participation in experiential learning included allowing students to choose their own groups, making participation voluntary, and providing adequate supervision, feedback and encouragement. A total of 13 strategies for ethical experiential learning were identified in the literature. A formal process for written consent was evaluated as effective; the effectiveness of other strategies remains to be determined. A comprehensive framework that integrates all recommendations from the literature is needed to guide future research and practise of ethical experiential learning in health courses. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Mexico City-Based Immersion Education Program: Training Mental Health Clinicians for Practice with Latino Communities

ERIC Educational Resources Information Center

Platt, Jason James

2012-01-01

This article describes the philosophical foundations and educational methods of a Spanish language and cultural immersion program based in Mexico City, Mexico. The program is designed to assist U.S. graduate students in marriage and family therapy and clinical psychology programs to improve clinical service delivery with Latino clients. Utilizing…

Becoming Bilingual in the Amigos Two-Way Immersion Program. Research Report 3.

ERIC Educational Resources Information Center

Cazabon, Mary T.; Nicoladis, Elena; Lambert, Wallace E.

The design and effectiveness of the Amigos program, a two-way Spanish-English bilingual immersion program in Cambridge (Massachusetts) are described. In the program, half the instruction is in English, half in Spanish from kindergarten through eighth grade. Half the students are native Spanish-speakers and half are native English-speakers. The…

First and Second Language Acquisition in German Children Attending a Kindergarten Immersion Program: A Combined Longitudinal and Cross-Sectional Study

ERIC Educational Resources Information Center

Bergström, Kirstin; Klatte, Maria; Steinbrink, Claudia; Lachmann, Thomas

2016-01-01

This study investigated first (L1) and second (L2) language acquisition in two age-matched groups of 2- to 6-year-old kindergarten children over the course of 2.5 years. The immersion group participated in a partial English immersion program whereas the conventional instruction group received a conventional L2 course (30 minutes per week); the…

Mandarin Chinese Immersion Program for Preschool Children in an Urban Private School in California: A Case Study

ERIC Educational Resources Information Center

Cao, Yuan

2013-01-01

This study enlisted language immersion practitioners in highlighting and exploring the issues and challenges that accompany language immersion education. Comprehensive focused personal interviews of preschool Mandarin Chinese language immersion educators in a private school provided the basis of the study. The research literature reviewed…

Pharmacy education in Saudi Arabia: A vision of the future.

PubMed

Aljadhey, Hisham; Asiri, Yousef; Albogami, Yaser; Spratto, George; Alshehri, Mohammed

2017-01-01

Background: Pharmacy education in developing countries faces many challenges. An assessment of the challenges and opportunities for the future of pharmacy education in Saudi Arabia has not been conducted. Objectives: The purpose of the study was to ascertain the views and opinions of pharmacy education stakeholders regarding the current issues challenging pharmacy education, and to discuss the future of pharmacy education in Saudi Arabia. Methods: A total of 48 participants attended a one-day meeting in October 2011, designed especially for the purpose of this study. The participants were divided into six round-table discussion sessions with eight persons in each group. Six major themes were explored in these sessions, including the need to improve pharmacy education, program educational outcomes, adoption of an integrated curriculum, the use of advanced teaching methodologies, the need to review assessment methods, and challenges and opportunities to improve pharmacy experiential training. The round-table discussion sessions were videotaped and transcribed verbatim and analyzed by two independent researchers. Results: Participants agreed that pharmacy education in the country needs improvement. Participants agreed on the need for clear, measureable, and national educational outcomes for pharmacy programs in the Kingdom. Participants raised the importance of collaboration between faculty members and departments to design and implement an integrated curriculum. They also emphasized the use of new teaching methodologies focusing on student self-learning and active learning. Assessments were discussed with a focus on the use of new tools, confidentiality of examinations, and providing feedback to students. Several points were raised regarding the opportunities to improve pharmacy experiential training, including the need for more experiential sites and qualified preceptors, addressing variations in training quality between experiential sites, the need for accreditation of experiential sites, and the use of technology to track experiential activities and assessments. Conclusion: Several challenges for improving pharmacy education in Saudi Arabia were discussed by stakeholders. To tackle these challenges facing most pharmacy schools in the Kingdom, national efforts need to be considered by involving all stakeholders.

English Camp: A Language Immersion Program in Thailand

ERIC Educational Resources Information Center

Rugasken, Kris; Harris, Jacqueline A.

2009-01-01

A summer English camp language immersion program, which began in 2003, provided instruction by native English speakers to Thai college students via collaboration between Prince of Songkla University in Thailand and Ball State University in Indiana, USA. During this program, Thai students were exposed to English formally through classroom…

CLIL in Queensland: The Evolution of "Immersion"

ERIC Educational Resources Information Center

Smala, Simone

2015-01-01

Queensland second language immersion programs have been in existence for three decades, and are part of a growing number of additive bilingual education programs in Australia. Most prominently, many new Content and Language Integrated Learning (CLIL) programs have been established particularly in Victoria over the past few years. This focus on…

Labs that Mean Business.

ERIC Educational Resources Information Center

Benedict, Richard; Rochon, Angela

1987-01-01

The authors describe vocational experiential learning programs, called "Enterprise Programs," at St. Clair County Skill Center in Michigan. These programs feature small groups of vocational students engaged in profit-making businesses that allow them to apply what they have learned and earn some money. The authors claim the program helps with…

Transformative learning through international immersion: building multicultural competence in family therapy and counseling.

PubMed

McDowell, Teresa; Goessling, Kristen; Melendez, Tatiana

2012-04-01

This study explores the experiences of graduate students who completed one of two international courses facilitated by family therapy faculty in a U.S. master's-level counseling psychology department. Participants reported that international courses were personally and professionally transformative. Spending time in a foreign country gave them opportunities to learn from cultural differences, ultimately increasing the social and global awareness required for multicultural sensitivity. Experiential learning, reflection, and dialogue resulted in raised critical consciousness among participants. In this article, we discuss the transformational learning processes embedded in international courses and the potential benefits of these experiences on the development of multicultural sensitivity in family therapists and counselors in training. © 2010 American Association for Marriage and Family Therapy.

From "Hesitant" to "Environmental Leader": The Influence of a Professional Development Program on the Environmental Citizenship of Preschool Teachers

ERIC Educational Resources Information Center

Spektor-Levy, Ornit; Abramovich, Anat

2017-01-01

This study investigated the influence that the "Environmental Leadership Professional Development" program had on preschool teachers. The program's aim is to enhance environmental awareness, thus developing environmental citizenship and leadership. The program offered experiential and reflective learning, meetings with environmental…

Aspects of Intercultural Awareness through an MBA Study Abroad Program: Going "Backstage"

ERIC Educational Resources Information Center

Tuleja, Elizabeth A.

2008-01-01

Understanding the globalization of business practices is an important area of learning for students studying in master of business administration (MBA) programs today, and many graduate business programs offer study tour programs for experiential learning. This article examines the instructional design of one program and makes recommendations for…

The Relevance of Interlanguage and Pidginization to French Immersion Schooling. Research Report 81-07.

ERIC Educational Resources Information Center

Parkin, Michael

Research on the language development of children in immersion programs has uncovered a certain amount of data. Immersion students have less well developed productive skills than their francophone peers and passive receptive skills which approach those of francophones. Error analysis studies have found that immersion students reach a plateau in…

Language and Culture Immersion: A Winning Enterprise.

ERIC Educational Resources Information Center

Cormier, Raymond

A second language program developed at Wilson College (Chambersburg, Pennsylvania) with a federal grant uses the Rassias Method of theatrical, dramatic language saturation. In the first application of the program at the college, peer tutors (who would be assistant teachers in the subsequent immersion program) were trained in a three-day workshop.…

Effectiveness of Four Instructional Programs Designed to Serve English Language Learners: Variation by Ethnicity and Initial English Proficiency

ERIC Educational Resources Information Center

Valentino, Rachel A.; Reardon, Sean F.

2015-01-01

This paper investigates the differences in academic achievement trajectories from elementary through middle school among English Learner students in four different instructional programs: English Immersion, Transitional Bilingual, Developmental Bilingual, and Dual Immersion programs. Comparing students with the same parental preferences but who…

The Gift of Two Languages: A Spanish Immersion Program Brings Government Hill Elementary Back from the Brink.

ERIC Educational Resources Information Center

Blankenship, Judy

2002-01-01

An Anchorage (Alaska) elementary school serving low-income minority groups revitalized itself by starting a dual-language (Spanish/English) immersion program. Pull-out programs were coordinated using instructional and tutoring teams, quality professional development was provided, bilingualism was fostered for all students, and parent participation…

Guide to Conducting a Language Immersion/Homestay Program.

ERIC Educational Resources Information Center

Drysdale, Susan; Killelea, Frances

This handbook, designed to assist foreign language teachers in planning and executing a language immersion/homestay program for their students, is based on a successful program in Switzerland undertaken by Northport (New York) High School French teachers in 1980. The material is presented in three parts: (1) preparation of the exchange, including…

Benefits of Cultural Immersion Activities in a Special Education Teacher Training Program.

ERIC Educational Resources Information Center

Minner, Sam; And Others

The Rural Special Education Project (RSEP) is a school-based, special education teacher preparation program located on the Navajo Reservation. The program, which is a partnership between Northern Arizona University and Kayenta Unified School District, immerses Anglo participants in Navajo culture and heightens their awareness of cross-cultural and…

Alternative Education, Not Alternative Location

ERIC Educational Resources Information Center

Mills, Anna-Marie; O'Dwyer, Kevin

2007-01-01

The Adventure Based Learning Experience (ABLE) program is designed for students who require a non-traditional approach to learning with varied program delivery options or need a flexible learning landscape. This unique experiential learning program provides students from Mississauga and Brampton the opportunity to "learn from doing" in…

Administrative Practices of Accredited Adventure Programs.

ERIC Educational Resources Information Center

Gass, Michael, Ed.

In response to the growth and diversification of adventure programming, the Association for Experiential Education developed an accreditation process that addresses both the fluid nature of adventure programming and the need for specificity in standards. This book describes exemplary administrative practices and policies of accredited adventure…

Marketing Prior Learning Assessment Programs.

ERIC Educational Resources Information Center

Heeger, Gerald A.

1983-01-01

Experiential learning programs must be marketed effectively if they are to succeed. The formulation of market strategy is discussed including: strategic planning; identification of a market target; and development of a market mix. A commitment to marketing academic programs is seen as a commitment to self-assessment. (MW)

Guidelines for Setting Up an Extended Field Trip to Florida and the Florida Keys: An Interactive Experiential Training Field Biology Program Consisting of Pretrip Instruction, Search Image Training, Field Exercises, and Observations of Tropical Habitats and Coral Reefs.

ERIC Educational Resources Information Center

Baker, Claude D.; And Others

The importance of experiential aspects of biological study is addressed using multi-dimensional classroom and field classroom approaches to student learning. This document includes a guide to setting up this style of field experience. Several teaching innovations are employed to introduce undergraduate students to the literature, techniques, and…

French immersion in Canada: Theory and practice

NASA Astrophysics Data System (ADS)

Safty, Adel

1991-12-01

French immersion programs are rapidly becoming an integral part of the Canadian education system. Its educational and linguistic achievements have been the subject of an abundant literature that continues to grow. The popularity of the program has helped it expand at a phenomenal rate. From one school and a handful of students in the experimental classes 25 years ago, there are now more than 17,000 schools offering French immersion instruction to close to 250,000 students in all major Canadian cities. The major theoretical foundations on which French immersion was explicitly and sometimes implicitly based may be summarized as follows: Early exposure to a second language is better than late exposure.

Biologie 200. French Immersion Program and Franco-Manitoban Schools. Manitoba Science Assessment 1992. Final Report = Biologie 200. Programme d'immersion francaise et ecoles franco-manitobaines. Evaluation en sciences Manitoba 1992. Rapport final.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg. Curriculum Services Branch.

This report describes the June 1992 assessment of the Biologie 200 curriculum in schools in Manitoba, Canada. It contains a description and analysis of the test results and the teacher survey. The report also includes recommendations on ways to improve the Biologie 200 curriculum and how it is taught in the French Immersion program and…

Manual of Accreditation Standards for Adventure Programs 1995.

ERIC Educational Resources Information Center

Williamson, John E., Comp.; Gass, Michael, Comp.

This manual presents standards for adventure education programs seeking accreditation from the Association for Experiential Education. The manual is set up sequentially, focusing both on objective standards such as technical risk management aspects, and on subjective standards such as teaching approaches used in programs. Chapter titles provide…

Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison

ERIC Educational Resources Information Center

Xu, Xiaoqiu; Padilla, Amado M.; Silva, Duarte M.

2015-01-01

This study compared the Mandarin performance of elementary immersion program students and high school world language program students in the same school district. A cross-sectional design was employed to gather information on Mandarin proficiency of fourth and fifth graders and Level 4 and Level 5 (AP Chinese) high school students who took the…

Total Immersion Language Program: A New Approach to Foreign Language Instruction. Technical Report.

ERIC Educational Resources Information Center

Morel, Stefano

A three-year experimental program established in 1966 in Spanish language instruction at the secondary level is reported in this study. Students at Commack High School North, New York, participated in a total immersion language program in Spanish, taking two to four classes of instruction in the target language per day. Classes included regular…

Cross-Cultural Team Effectiveness for MBA Students Studying in an Immersion Program

ERIC Educational Resources Information Center

Ogden-Barnes, Stephen; Menzies, Jane L.

2016-01-01

We focus on cross-cultural team effectiveness for MBA students involved in an immersion program, examining the development of knowledge about cultural traits, the challenges associated with teamwork, and factors that promote or hinder team performance, based on qualitative results of a survey of 20 students who participated in the program. Key…

Proceedings of the Annual Conference of the Association for International Agricultural and Extension Education (15th, Port of Spain, Trinidad and Tobago March 21-26, 1999).

ERIC Educational Resources Information Center

Richardson, John G., Ed.

This proceedings contains session topics: extension systems, extension programs, extension evaluation, program impacts, extension management, extension reform, experiential learning, program delivery, farming systems research, professional training and development, program strategies, teaching effectiveness, organizational leadership, extension…

The State of Knowledge of Outdoor Orientation Programs: Current Practices, Research, and Theory

ERIC Educational Resources Information Center

Bell, Brent J.; Gass, Michael A.; Nafziger, Christopher S.; Starbuck, J. David

2014-01-01

Outdoor orientation programs represent a prominent area of experiential education with over 25,000 participants annually. More than 191 outdoor orientation programs currently operate in the United States and Canada. The research examining outdoor orientation programs consists of 25 peer-reviewed published studies and 11 dissertations. A new theory…

Experiential Learning for Sustainability Leadership in Higher Education

ERIC Educational Resources Information Center

Savage, Emma; Tapics, Tara; Evarts, John; Wilson, Jeffrey; Tirone, Susan

2015-01-01

Purpose: The purpose of this paper is to compare the program design of a sustainability leadership certificate to participants' perceptions of their in-program learnings and competencies development. The authors present the results from the analysis of one program evaluation component, a survey, which was delivered before the program start and at…

The Great Outdoors: Comparing Leader Development Programs at the U.S. Naval Academy

ERIC Educational Resources Information Center

Huey, Wesley S.; Smith, David G.; Thomas, Joseph J.; Carlson, Charles R.

2014-01-01

This study compares outdoor adventure-based leader development programs with a traditional non-outdoor program to test predictions about differential effects on leader development outcomes. Participants were drawn from the population of U.S. Naval Academy midshipmen involved in experiential leader development programs as a component of their…

An Experiential Cooking and Nutrition Education Program Increases Cooking Self-Efficacy and Vegetable Consumption in Children in Grades 3-8.

PubMed

Jarpe-Ratner, Elizabeth; Folkens, Stephanie; Sharma, Sonika; Daro, Deborah; Edens, Neilé K

Evaluate the effect of a community-based, experiential cooking and nutrition education program on consumption of fruits and vegetables and associated intermediate outcomes in students from low-income families. Quasi-experimental program evaluation by pre-post survey of participating students and their parents. Underserved elementary and middle schools in Chicago. Students (n = 271; 65% girls, 44% Hispanic, 32% African American; 94% eligible for free/reduced price lunch) in grades 3-8 selected by school staff to participate by variable inclusion criteria. 59% of students who applied returned both pre- and post-surveys. Ten-week (2 h/wk) chef-instructor-led program held in cafeteria kitchens after school. Changes in student nutrition knowledge, cooking self-efficacy, fruit and vegetable liking and consumption, and communication to family about healthy eating. Changes from beginning to end of program were analyzed with paired t test. Results were considered significant at P < .05. Increased nutrition knowledge score from 0.6 to 0.8, cooking self-efficacy score from 3.2 to 3.6, and vegetable consumption score from 2.2 to 2.4 (all P < .05). Increased score for communication about healthy eating (4.1 to 4.4; P < .05) 6 months after the end of the course. Experiential cooking and nutrition education programs led by chef-instructors may be effective ways to improve nutrition in low-income communities. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Clinical Track Program Expansion Increases Rotation Capacity for Experiential Program.

PubMed

Tofade, Toyin S; Brueckl, Mark; Ross, Patricia A

2017-10-01

Objective. To evaluate the rotation capacity at the University of Maryland School of Pharmacy and see if the implementation of clinical track programs across the state correlates to an increase in rotation capacity for the school. Methods. The following information was collected: number of preceptors over the years in the school's experiential learning program, number of clinical track programs from 2012 to 2015, rotation type, availability submissions per rotation type per year, and availability submissions per hospital participant in the clinical track program per year. The rotation capacity and rotation types from 2012 to 2015 academic years were assessed and compared to see if there was any impact on the clinical track programs implemented. Results. There was no statistically significant difference in the frequency distribution of rotation types among all sites from 2012 through 2015 academic years. However, there was a statistically significant difference in the total number/capacity of rotations from 2012 to 2015 academic years. There were also statistically significant differences in the rotation capacity in all sites except for three sites. Conclusion. Adding clinical track programs can help increase the capacity of a school's clinical rotations.

Effectiveness of Four Instructional Programs Designed to Serve English Learners

ERIC Educational Resources Information Center

Valentino, Rachel A.; Reardon, Sean F.

2015-01-01

This article investigates the differences in academic achievement trajectories from elementary through middle school among English Learner (EL) students in four different instructional programs: English Immersion (EI), Transitional Bilingual (TB), Developmental Bilingual (DB), and Dual Immersion (DI). Comparing students with the same parental…

The interplay between experiential and traditional learning for competency development.

PubMed

Bonesso, Sara; Gerli, Fabrizio; Pizzi, Claudio

2015-01-01

Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies.

The interplay between experiential and traditional learning for competency development

PubMed Central

Bonesso, Sara; Gerli, Fabrizio; Pizzi, Claudio

2015-01-01

Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies. PMID:26388810

Technology for Online Portfolio Assessment Programs

ERIC Educational Resources Information Center

Ferrara, Victoria M.

2010-01-01

Portfolio assessment is a valid and reliable method to assess experiential learning. Developing a fully online portfolio assessment program is neither easy nor inexpensive. The institution seeking to take its portfolio assessment program online must make a commitment to its students by offering the technologies most suited to meet students' needs.…

Farm to School Programs in Pennsylvania

ERIC Educational Resources Information Center

Hinrichs, Clare; Schafft, Kai

2008-01-01

Farm to school (FTS) programs have been getting more and more attention these days. FTS programs aim to increase the supply of fresh, locally grown farm products served for meals and snacks in K-12 school environments, and tend to incorporate educational and experiential components designed to increase students' understanding of and engagement…

Math Instruction Is Not Universal: Language-Specific Pedagogical Knowledge in Korean/English Two-Way Immersion Programs

ERIC Educational Resources Information Center

Lee, Wona; Lee, Jin Sook

2017-01-01

Two-Way Immersion (TWI) programs have demonstrated positive outcomes in students' academic achievement in English, yet less is known about content teaching and learning in the non-English language in these programs. This study uses math instruction as a lens to identify pedagogical strategies and challenges in the teaching of math in Korean to…

Compton Community College General Education Associate of Arts/Certification, Bilingual Immersion Program for the California State University System.

ERIC Educational Resources Information Center

Camacho, Julian S.

The Compton Community College (CCC) General Education Associate of Arts/Certification Bilingual Immersion Program (BIP) is designed to allow English-as-a-Second-Language (ESL) or limited English proficiency (LEP) students to study subjects beyond ESL in a bilingual setting. Current ESL programs offer students no oppurtunity to take degree/transfer…

Parental Voice and Involvement in Cultural Context: Understanding Rationales, Values, and Motivational Constructs in a Dual Immersion Setting

ERIC Educational Resources Information Center

Gerena, Linda

2011-01-01

In an attempt to operationalize an equitable educational program, a dual immersion program was established. After 2 years of field observations, a series of focus group interviews was conducted to examine the perceptions and viewpoints of parents whose children had participated in the program for 2 years. These interviews offered parents an…

Implementing Two-Way Dual-Language Immersion Programs: Classroom Insights from an Urban District. Research Brief. RB-9921

ERIC Educational Resources Information Center

Li, Jennifer J.; Steele, Jennifer L.; Slater, Robert; Bacon, Michael; Miller, Trey

2016-01-01

Dual-language immersion programs--in which students learn core subjects (language arts, math, science, and social studies) in both English and a "partner" language--have been gaining in popularity across the United States. Such programs may use a "two-way model," in which roughly half the students are native speakers of the…

Using theories of learning in workplaces to enhance physiotherapy clinical education.

PubMed

Patton, Narelle; Higgs, Joy; Smith, Megan

2013-10-01

Clinical education has long been accepted as integral to the education of physiotherapy students and their preparation for professional practice. The clinical environment, through practice immersion, situates students in a powerful learning context and plays a critical role in students' construction of professional knowledge. Despite this acknowledged centrality of practice and clinical environments to the students' experiential construction of professional knowledge, there has been limited exploration of learning theories underpinning clinical education in the literature. In this paper, we explore a selection of learning theories underpinning physiotherapy clinical education with a view to providing clinical educators with a firm foundation on which to base wise educational practices and potentially enhance physiotherapy students' clinical learning experiences. This exploration has drawn from leading thinkers in the field of education over the past century.

Negotiating the Client-Based Capstone Experience

ERIC Educational Resources Information Center

Reifenberg, Steve; Long, Sean

2017-01-01

Many graduate programs for professionals (public policy, public administration, business, international affairs, and others) use client-based experiential learning projects, often termed "capstones," in which students combine theory and practice to benefit an outside client. Increasingly, undergraduate programs use client-based capstones…

7 CFR 3405.6 - Scope of program.

Code of Federal Regulations, 2013 CFR

2013-01-01

... the food and agricultural sciences unless limited by determinations as specified in the annual program... learning in animal science; faculty enhancement in food science and agribusiness management; or instruction delivery systems and student experiential learning in plant science, horticulture, and entomology...

7 CFR 3405.6 - Scope of program.

Code of Federal Regulations, 2012 CFR

2012-01-01

... the food and agricultural sciences unless limited by determinations as specified in the annual program... learning in animal science; faculty enhancement in food science and agribusiness management; or instruction delivery systems and student experiential learning in plant science, horticulture, and entomology...

7 CFR 3405.6 - Scope of program.

Code of Federal Regulations, 2014 CFR

2014-01-01

... the food and agricultural sciences unless limited by determinations as specified in the annual program... learning in animal science; faculty enhancement in food science and agribusiness management; or instruction delivery systems and student experiential learning in plant science, horticulture, and entomology...

The Impact of a Cultural Immersion Study Abroad Experience in Traditional Chinese Medicine.

PubMed

Conroy, Shelley F; Taggart, Helen M

2016-09-01

Study abroad programs have increased dramatically. Most programs are short-term and include a cultural immersion as well as classroom and/or service learning. In this article, the authors discuss a study abroad program to China that included cultural immersion and classroom learning specific to traditional Chinese medicine. Participants kept journals with specific writing assignments and reflections about their experiences during the trip. At the conclusion of the trip, a qualitative survey was administered to the participants. Outcomes included the benefits of cultural immersion and a greater appreciation of cultural diversity, complementary and alternative medicine and holistic health care. Participants were able to describe transformational experiences of living in and learning from the Chinese culture and peoples. They intended to incorporate their experiences and enhanced understanding of traditional Chinese medicine and complementary and alternative therapies to provide culturally competent holistic health care in their nursing practice. © The Author(s) 2015.

Non-Traditional and Interdisciplinary Programs. Selected Papers from the Annual Conference on Non-Traditional and Interdisciplinary Programs (4th, Arlington, Virginia, June 30-July 2, 1986).

ERIC Educational Resources Information Center

McGuinness, Kathleen, Comp.

A total of 50 papers are presented from the George Mason University (Virginia) fourth annual conference on nontraditional and interdisciplinary programs. They are grouped in the following major categories: adjunct faculty, corporate/university linkages, experiential learning, graduate nontraditional programs, interdisciplinary program issues,…

Student perceptions of the nature of science and attitudes towards science education in an experiential science program

NASA Astrophysics Data System (ADS)

Jelinek, David John

1997-11-01

This study investigates student perceptions of the nature of science and student attitudes toward science education, then employs experiential teaching strategies to determine what role, if any, these play in enhancing those perceptions and attitudes. The literature review identifies three shortcomings that justify the need for such research, concluding that a study to help broaden knowledge regarding interactive effects of attitudes, perceptions, and experiential learning could add significantly to the literature base. This is an explorative case study of 20 high school students participating in an Upward Bound summer program at the University of California in Santa Barbara. A six-week course drawing upon experiential learning theory was devised and delivered to the students, then various qualitative data collection materials were administered. The objective was to investigate pre-, during-, and post-instruction perspectives of students, thus identifying core factors concerning attitudes and perceptions. Constant comparative analysis was used to investigate the multiple sources of data, resulting in: (a) a collection of emic perspectives that distinguish between pre- and post-perceptions of the nature of science and of attitudes towards science education; (b) three themes of enhanced students' images of science and scientists; (c) two themes suggesting sociological perspectives that help broaden student perceptions; and (d) interest and boredom as key motivational considerations. A model of nature of science enhancement is proposed, proceeding through four stages of: (a) engagement in meaningful, first-hand activities; (b) student accountability for active participation and reflectiveness; (c) emphasis of high importance and high interest values; and (d) in-depth, multiple encounters with the phenomena and processes. Finally, implications of catching and holding interest are discussed. It was found that various experiential strategies proved successful in catching student interest but the findings were ambiguous as to whether the effects would hold long term. However, comparisons with findings from previous studies strongly suggest that two major conditions strengthen the likelihood of holding interest: meaningfulness and imagination. These conditions and other practical implications are considered in light of the experiential context and data collected from this study.

Alternative Approaches for Educating Future Global Marketing Professionals: A Comparison of Foreign Study and Research-Intensive Marketing Programs

ERIC Educational Resources Information Center

Kaufman, Peter A.; Melton, Horace L.; Varner, Iris I.; Hoelscher, Mark; Schmidt, Klaus; Spaulding, Aslihan D.

2011-01-01

Using an experiential learning model as a conceptual background, this article discusses characteristics and learning objectives for well-known foreign study programs such as study tours, study abroad, and internships and compares them with a less common overseas program called the "Global Marketing Program" (GMP). GMP involves…

GOAPe: An Urban High School Program out beyond the Concrete.

ERIC Educational Resources Information Center

Hagler, Steve

The Galileo Outdoor Adventures Program (GOAPe) addresses the needs of high school students with a student-centered experiential program that is project- and community-based. At the Galileo Academy of Science and Technology, a public school in inner-city San Francisco, GOAPe is a semester-long program and a student club. From the first day of…

The Floating Lab Research Project: An Approach to Evaluating Field Programs.

ERIC Educational Resources Information Center

Brody, Michael J.

This report explains an evaluative study of the conceptual and affective development of students associated with the Floating Lab Program, an experiential field project sponsored by the University of New Hampshire and the Maine Sea Grant Program. The field program involved an opportunity for students to have hands-on experiences aboard a 65-foot…

Bilingual Education Project: Evaluation of the 1973-74 French Immersion Program in Grades K-2 at Allenby Public School, Toronto.

ERIC Educational Resources Information Center

Barik, Henri C.; And Others

The school performance of pupils in grades K-2 of the French immersion program in operation at Allenby Public School in Toronto is evaluated in comparison with that of pupils in the regular English program. The results indicate that by the end of kindergarten pupils in both programs are equally ready for beginning school work in grade 1. By the…

Developing English and Spanish Literacy in a One-Way Spanish Immersion Program

ERIC Educational Resources Information Center

Hollingsworth, Lindsay Kay

2013-01-01

This quantitative, causal-comparative study examined the possible cause and effect relationship between educational programming, specifically one-way Spanish immersion and traditional English-only, and native English-speaking fifth graders' vocabulary and reading comprehension. Archival data was used to examine students' reading achievement as…

Facilitating College Readiness through Campus Life Experiences

ERIC Educational Resources Information Center

Schaefer, Mary Beth

2014-01-01

In a program called "College Immersion," middle grades students spend up to one week on a local college campus, attending specially designed college classes and experiencing collegiate activities. This research study reports on findings related to two different college-middle school partnerships involved in a College Immersion program.…

Family Involvement in a Hawaiian Language Immersion Program

ERIC Educational Resources Information Center

Yamauchi, Lois A.; Lau-Smith, Jo-Anne; Luning, Rebecca J. I.

2008-01-01

This study investigated the ways in which family members of students in a Hawaiian language immersion program were involved in their children's education and identified the effects of and barriers to involvement. A sociocultural theoretical approach and Epstein's framework of different types of involvement were applied. Participants included 35…

The Immersion Experience: Lessons from Study Abroad in Religion

ERIC Educational Resources Information Center

Mitchell, Kerry

2015-01-01

This paper discusses strategies I employed during seven years of teaching within a study abroad program focusing on religion. This year-long program traveled to four Asian countries and included immersion experiences in monasteries, ashrams, and other religious institutions. I identify four principles and discuss accompanying exercises that guided…

An Administrative Perspective of a Two-Way Bilingual Immersion Program.

ERIC Educational Resources Information Center

Armendariz, Abe Lujan; Armendariz, Emma J.

2002-01-01

In this interview, a female Hispanic principal discusses the challenges, resources, and support involved in implementing a two-way bilingual immersion model in a Hispanic community in Albuquerque (New Mexico). Program success resulted primarily from supportive parents, faculty, and superintendent and the principal's leadership style, which is…

Late Immersion in Perspective: The Peel Study.

ERIC Educational Resources Information Center

Lapkin, Sharon; And Others

1983-01-01

Presents the 1979 evaluation of the Peel County (Ontario) late immersion French program, in the context of some current issues in second language education in Canada. These include the comparative effectiveness of early and late immersion, the importance of intense exposure, and total accumulated hours of instruction. (Author/AMH)

French immersion experience and reading skill development in at-risk readers.

PubMed

Kruk, Richard S; Reynolds, Kristin A A

2012-06-01

We tracked the developmental influences of exposure to French on developing English phonological awareness, decoding and reading comprehension of English-speaking at-risk readers from Grade 1 to Grade 3. Teacher-nominated at-risk readers were matched with not-at-risk readers in French immersion and English language programs. Exposure to spoken French phonetic and syllabic forms and to written French orthographic and morphological forms by children attending French immersion programs was expected to promote phonological, decoding and reading comprehension achievement. Growth in all outcomes was found, with children in immersion experiencing higher final status in phonological awareness and more rapid growth and higher final status in decoding, using multilevel modeling. At-risk readers in French immersion experienced faster growth and higher final status in reading comprehension. Benefits to reading of exposure to an additional language are discussed in relation to cross-language transfer, phonological grain size and enhanced executive control processes.

AEE's Report on the Insurance Issue

ERIC Educational Resources Information Center

Marlow, Peggy

1986-01-01

Provides timely information and strategies for coping with changes in the insurance industry that affect cost and availability of liability coverage for experiential education programs. Suggests ways for outdoor programs to transfer and avoid risk and to control risk if it must be assumed. (JHZ)

An Experiential Career Exploration Program in Science and Technology.

ERIC Educational Resources Information Center

Burkhalter, Bettye B.; And Others

1983-01-01

Describes the Experimental Career Exploration Program whose goal was to introduce students with no experience with technology to careers in aerospace science and technology at the Alabama Space and Rocket Center. The project involved cooperation from education, industry, and government. (JOW)

Science Software in High-Button Shoes.

ERIC Educational Resources Information Center

Dyrli, Odvard Egil

1984-01-01

Discusses inquiry-oriented science instruction and experientially based programs that support newer instructional strategies. Also provides examples of six process-oriented programs (Cat Lab, Geology Search, Rocky's Boots, Tell Star, Volcanoes, What's in Your Lunch?). Level, hardware needed, publisher, and description are provided for each…

A Qualitative Analysis of Common Concerns about Challenges Facing Pharmacy Experiential Education Programs

PubMed Central

Craddick, Karen; Eccles, Dayl; Kwasnik, Abigail; O’Sullivan, Teresa A.

2015-01-01

Objective. To qualitatively analyze free-text responses gathered as part of a previously published survey in order to systematically identify common concerns facing pharmacy experiential education (EE) programs. Methods. In 2011, EE directors at all 118 accredited pharmacy schools in the US were asked in a survey to describe the most pressing issues facing their programs. Investigators performed qualitative, thematic analysis of responses and compared results against demographic data (institution type, class size, number of practice sites, number and type of EE faculty member/staff). Expert and novice investigators identified common themes via an iterative process. To check validity, additional expert and novice reviewers independently coded responses. The Cohen kappa coefficient was calculated and showed good agreement between investigators and reviewers. Results. Seventy-eight responses were received (66% response rate) representing 75% of publicly funded institutions and 71% of schools with class sizes 51-150. Themes identified as common concerns were site capacity, workload/financial support, quality assurance, preceptor development, preceptor stipends, assessment, onboarding, and support/recognition from administration. Good agreement (mean percent agreement 93%, ƙ range=0.59-0.92) was found between investigators and reviewers. Conclusion. Site capacity for student placements continues to be the foremost concern for many experiential education programs. New concerns about preceptor development and procedures for placing and orienting students at individual practice sites (ie, “onboarding”) have emerged and must be addressed as new accreditation standards are implemented. PMID:25741022

STRIVE: Stress Resilience In Virtual Environments: a pre-deployment VR system for training emotional coping skills and assessing chronic and acute stress responses.

PubMed

Rizzo, Albert; Buckwalter, J Galen; John, Bruce; Newman, Brad; Parsons, Thomas; Kenny, Patrick; Williams, Josh

2012-01-01

The incidence of posttraumatic stress disorder (PTSD) in returning OEF/OIF military personnel is creating a significant healthcare challenge. This has served to motivate research on how to better develop and disseminate evidence-based treatments for PTSD. One emerging form of treatment for combat-related PTSD that has shown promise involves the delivery of exposure therapy using immersive Virtual Reality (VR). Initial outcomes from open clinical trials have been positive and fully randomized controlled trials are currently in progress to further validate this approach. Based on our research group's initial positive outcomes using VR to emotionally engage and successfully treat persons undergoing exposure therapy for PTSD, we have begun development in a similar VR-based approach to deliver stress resilience training with military service members prior to their initial deployment. The Stress Resilience In Virtual Environments (STRIVE) project aims to create a set of combat simulations (derived from our existing Virtual Iraq/Afghanistan exposure therapy system) that are part of a multi-episode narrative experience. Users can be immersed within challenging combat contexts and interact with virtual characters within these episodes as part of an experiential learning approach for training a range of psychoeducational and cognitive-behavioral emotional coping strategies believed to enhance stress resilience. The STRIVE project aims to present this approach to service members prior to deployment as part of a program designed to better prepare military personnel for the types of emotional challenges that are inherent in the combat environment. During these virtual training experiences users are monitored physiologically as part of a larger investigation into the biomarkers of the stress response. One such construct, Allostatic Load, is being directly investigated via physiological and neuro-hormonal analysis from specimen collections taken immediately before and after engagement in the STRIVE virtual experience.

A Peer-Based Financial Planning & Education Service Program: An Innovative Pedagogic Approach

ERIC Educational Resources Information Center

Goetz, Joseph W.; Durband, Dorothy B.; Halley, Ryan E.; Davis, Kimberlee

2011-01-01

This paper presents a peer-based financial planning and education program as a strategy to address the lack of financial literacy among college students and provide an experiential learning opportunity for students majoring in financial planning or other financial services-related disciplines. Benefits of such programs to campus communities are…

Designing a Flood-Risk Education Program in the Netherlands

ERIC Educational Resources Information Center

Bosschaart, Adwin; van der Schee, Joop; Kuiper, Wilmad

2016-01-01

This study focused on designing a flood-risk education program to enhance 15-year-old students' flood-risk perception. In the flood-risk education program, learning processes were modeled in such a way that the arousal of moderate levels of fear should prompt experiential and analytical information processing. In this way, understanding of flood…

Sexual Harassment and Experiential Education Programs: A Closer Look.

ERIC Educational Resources Information Center

Loeffler, T. A.

Sexual harassment can be devastating and have tremendous impact on the emotional well-being, physical health, and vocational success of those who experience it. It is especially important for outdoor education program staff to proactively address sexual harassment because these programs often take place in remote locations that may make escape…

Immersion und Bilingualer Unterricht: Eine Bibliographie. Informationshefte zum Lernen in der Fremdsprache. Heft 3. (Immersion and Bilingual Education: A Bibliography. Publications on Learning in a Foreign Language. Volume 3).

ERIC Educational Resources Information Center

Endt, Ernst

This bibliography lists publications concerned with bilingual education and immersion programs and how they are used in and outside of Canada. In the beginning, an overview is provided of publications from related disciplines that have brought crucial recognition to the fields of bilingual and immersion education. These include: second and foreign…

Digital stereoscopic convergence where video games and movies for the home user meet

NASA Astrophysics Data System (ADS)

Schur, Ethan

2009-02-01

Today there is a proliferation of stereoscopic 3D display devices, 3D content, and 3D enabled video games. As we in the S-3D community bring stereoscopic 3D to the home user we have a real opportunity of using stereoscopic 3D to bridge the gap between exciting immersive games and home movies. But to do this, we cannot limit ourselves to current conceptions of gaming and movies. We need, for example, to imagine a movie that is fully rendered using avatars in a stereoscopic game environment. Or perhaps to imagine a pervasive drama where viewers can play too and become an essential part of the drama - whether at home or on the go on a mobile platform. Stereoscopic 3D is the "glue" that will bind these video and movie concepts together. As users feel more immersed, the lines between current media will blur. This means that we have the opportunity to shape the way that we, as humans, view and interact with each other, our surroundings and our most fundamental art forms. The goal of this paper is to stimulate conversation and further development on expanding the current gaming and home theatre infrastructures to support greatly-enhanced experiential entertainment.

Predicting Participation in Dual Language Immersion Using Theory of Planned Behavior

ERIC Educational Resources Information Center

Call, Andrea; Domenech Rodríguez, Melanie M.; Vázquez, Alejandro L.; Corralejo, Samantha M.

2018-01-01

Dual language immersion programs are increasing in popularity. Yet little is known about what motivates parents to enroll their children in dual language immersion. The theory of planned behavior posits that behavior is based on attitudes, subjective norms, and perceived behavioral control. The current study was an exploratory evaluation of the…

The Balancing Act of Bilingual Immersion

ERIC Educational Resources Information Center

Hadi-Tabassum, Samina

2005-01-01

Hadi-Tabassum believes having a separate life context for each language she learned in childhood enabled her to switch easily among five different tongues. She states that the success of dual immersion bilingual programs is largely dependent on whether they immerse students in each of the involved languages separately and help students have a…

Literacy at the Core of the Delaware World Language Immersion Programs

ERIC Educational Resources Information Center

Fulton-Archer, Lynn

2013-01-01

Certain aspects of the implementation of language immersion programs in Delaware are unique given the state's size, demographics, and role in national education initiatives including Race to the Top, Common Core, and Smarter Balance. The Delaware experience typifies what every state, district, or even school goes through as they try to provide…

"He Said It All in Navajo!": Indigenous Language Immersion in Early Childhood Classrooms

ERIC Educational Resources Information Center

Lockard, Louise; De Groat, Jennie

2010-01-01

This paper describes the historical and social foundations of the Navajo Headstart Immersion program. The researchers have worked as teachers, teacher educators, and parents in these programs. They reflect on the need for new partnerships among tribes, tribal colleges and universities to prepare teachers and to develop curriculum materials for…

Industry Immersion for Reading and Mathematics Improvement. Valley Products Company.

ERIC Educational Resources Information Center

Jones, Paul L.; And Others

An intensive industry immersion program of reading and mathematics was conducted in Spring 1989 for employees at Valley Products, Inc., in a cooperative venture by the Literacy Foundation, Memphis, the Memphis City Schools Adult Education Program, and the company. Employee participants were assessed with the San Diego Quick Assessment Test to…

Overstated Optimism: Arizona's Structured English Immersion Program under "Horne v. Flores"

ERIC Educational Resources Information Center

Mora, Jill Kerper

2010-01-01

This article is an analysis of the educational implications of the Supreme Court (USSC) decision in "Horne v. Flores" (2009). The USSC remanded the Arizona case to the lower court, requiring a rehearing of petitioners' request for relief from the court's oversight of AZ's "structured English immersion" (SEI) program mandated…

A Comprehensive Evaluation of a K-5 Chinese Language Immersion Program

ERIC Educational Resources Information Center

Jacobson, Shoufen

2013-01-01

This dissertation was designed to provide a comprehensive data-driven evaluation of a Chinese language Immersion Program (CIP) for the stakeholders. CIP was implemented in 2006 with a goal for students to become proficient in the Chinese language and develop increased cultural awareness while reaching at least the same level of academic…

Combating Effects of Racism through a Cultural Immersion Medical Education Program.

ERIC Educational Resources Information Center

Crampton, Peter; Dowell, Anthony; Parkin, Chris; Thompson, Caroline

2003-01-01

Provides a perspective from New Zealand on the role of medical education in addressing racism in medicine. New Zealand nursing curricula have introduced the concept of cultural safety as a means of conveying the idea that cultural factors critically influence the relationship between carer and patient. Describes a cultural immersion program for…

The Impact of an Immersion Program for Newcomers on the Transitional Period

ERIC Educational Resources Information Center

Rivera, Carmen Iris

2009-01-01

This evaluative dissertation was designed to determine how an immersion program for newcomer students affects their transitional period upon entering the school system. A key element of the study investigated the connection between the emotional state of mind of newcomer students and academic achievement. Both qualitative and quantitative…

The Rise and Fall of a Dakota Immersion Pre-school.

ERIC Educational Resources Information Center

Johnston, Bill

2002-01-01

Discusses an attempt to establish a Dakota-language immersion preschool on an Indian reservation in Minnesota. Outlines the historical experience of the Dakota and contrasts the educational success of the preschool program. Describes the final crisis that led to the resignation of the director and to the program's demise. (Author/VWL)

78 FR 19711 - Center for Devices and Radiological Health: Experiential Learning Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-02

... Program (ELP). The ELP provides a formal training mechanism for regulatory review staff to visit research... medical device establishments, including, research, manufacturing, academia, and health care facilities.... Clinical use of orthopedic bone void Observation of surgical filler devices. procedures (posterolateral...

University Worksite Health-Promotion Programs: An Opportunity for Experiential Learning

ERIC Educational Resources Information Center

Leininger, Lisa; Adams, Kent

2017-01-01

Worksite health-promotion programs (WHPPs) are prevalent in a variety of worksite settings, including universities, due to their numerous individual health and organizational benefits. Simultaneously, WHPPs provide many employment opportunities for kinesiology graduates. However, few students graduate with applied experience in worksite health…

Fifty Views of Cooperative Education.

ERIC Educational Resources Information Center

Hunt, Donald C.

A series of opinions on many facets of the administration of cooperative education programming is presented. Part One reviews the philosophy of cooperative education including Lawrence Canjar's "convert" speech, a comparison of experiential and cooperative education, and discussions of parallel programs. In Part Two employers discuss cooperative…

Integration and Experience in the Secondary Curriculum.

ERIC Educational Resources Information Center

Horwood, Bert

This report describes and evaluates the TAMARACK integrated curriculum package implemented in a high school classroom in Ontario (Canada). The program integrates environmental science, physical education, and English through experiential instruction. The highlights of the program were producing a magazine of oral history, wilderness trips in…

Building Graduate Student Capacity as Future Researchers Through a Research and Training Award Program.

PubMed

Cepanec, Diane; Humphries, Amanda; Rieger, Kendra L; Marshall, Shelley; Londono, Yenly; Clarke, Diana

2016-05-01

With the global shortage of doctor of philosophy-prepared nursing faculty and an aging nursing professorate, the nursing profession is at risk of having fewer nurses doing research and fewer faculty to supervise the next generation of nurse researchers. A research training award for graduate nursing students was piloted with the intent of providing a research-intensive experiential learning opportunity that would contribute to graduate students' future roles as nurse researchers. This article describes the program design, implementation, and evaluation. The Graduate Student Research Training Awards afforded students an opportunity to develop research and methodologic skills and achieve student-centered outcomes. These awards build their capacity as future researchers by both empowering them and increasing their confidence in research. The input and evaluation from graduate students was integral to the success of the program. Graduate student research training awards can be a valuable experiential learning opportunity in research intensive graduate programs. [J Nurs Educ. 2016;55(5):284-287.]. Copyright 2016, SLACK Incorporated.

Non-Traditional and Interdisciplinary Programs. Selected Papers from the Annual Conference on Non-Traditional and Interdisciplinary Programs (3rd, Arlington, Virginia, July 1-3, 1985).

ERIC Educational Resources Information Center

Fonseca, James W., Comp.

Sixty-one papers are presented from the George Mason University (Virginia) annual conference on nontraditional interdisciplinary programs. They are grouped in the following categories, with three to ten papers per category: adjunct faculty; corporate/university linkages; experiential learning; graduate non-traditional programs; interdisciplinary…

Qualitative Evaluation of a Practice-based Experience Pilot Program for Master of Pharmacy Students in Scotland

PubMed Central

Hendry, Gillian; Winn, Philip; Wiggins, Sally

2016-01-01

Objective. To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students. Methods. A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes. Results. The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants’ primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students. Conclusion. The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs. PMID:28179714

Summer School in Deep Ecology.

ERIC Educational Resources Information Center

Macmillan, Catherine Hume

1995-01-01

Describes one teacher's experiences at the Institute for Deep Ecology Education (IDEE) Summer School in Applied Deep Ecology. Reviews the program offered and the focus on interactive, experiential activities. (LZ)

Validation of an immersive virtual reality system for training near and far space neglect in individuals with stroke: a pilot study.

PubMed

Yasuda, Kazuhiro; Muroi, Daisuke; Ohira, Masahiro; Iwata, Hiroyasu

2017-10-01

Unilateral spatial neglect (USN) is defined as impaired ability to attend and see on one side, and when present, it interferes seriously with daily life. These symptoms can exist for near and far spaces combined or independently, and it is important to provide effective intervention for near and far space neglect. The purpose of this pilot study was to propose an immersive virtual reality (VR) rehabilitation program using a head-mounted display that is able to train both near and far space neglect, and to validate the immediate effect of the VR program in both near and far space neglect. Ten USN patients underwent the VR program with a pre-post design and no control. In the virtual environment, we developed visual searching and reaching tasks using an immersive VR system. Behavioral inattention test (BIT) scores obtained pre- and immediate post-VR program were compared. BIT scores obtained pre- and post-VR program revealed that far space neglect but not near space neglect improved promptly after the VR program. This effect for far space neglect was observed in the cancelation task, but not in the line bisection task. Positive effects of the immersive VR program for far space neglect are suggested by the results of the present pilot study. However, further studies with rigorous designs are needed to validate its clinical effectiveness.

Hands-On Sports Medicine Training for Residents.

ERIC Educational Resources Information Center

Tanji, Jeffrey L.

1989-01-01

Describes the development of a hands-on sports medicine training program for residents at the University of California, Davis, Medical Center. Education strategies include clinical teaching, on-the-field education, experiential learning, and didactic instruction. Programs focusing exclusively on sports medicine are needed because the number of…

Strengthening Capstone Skills in STEM Programs

ERIC Educational Resources Information Center

Eppes, Tom A.; Milanovic, Ivana; Sweitzer, H. Fredrick

2012-01-01

In this article we describe a curricular strategy that improves the full range of skillsets critical to capstone success. Improved Capstone (ICap) was developed and implemented across the thermo-fluids topical area in the undergraduate Mechanical Engineering Technology Program at the University of Hartford. ICap experiential courses sequentially…

Biculturalism through Experiential Language Learning.

ERIC Educational Resources Information Center

Brennan, Pamela; Donoghue, Anna Acitelli

This paper describes the English as a Second Language Program developed for educationally disadvantaged Mexican-American adults as part of the educational offerings of Project Step-Up, an OEO-funded demonstration program in San Diego. Project Step-Up features a multifold methodological approach incorporating techniques from (1) life skills…

DRUMBEAT: In Search of Belonging

ERIC Educational Resources Information Center

Faulkner, Simon

2011-01-01

DRUMBEAT is a flexible program that combines experiential learning with Cognitive Behavioural Therapy, and engages young people and adults who may be anxious or resistant to "talk based" therapies. The DRUMBEAT program is taught to young people and adults across Australia in schools, youth services, drug and alcohol rehabilitation…

Postgraduate Training in Student Learning and Teaching.

ERIC Educational Resources Information Center

Alpay, E.; Mendes-Tatsis, M. A.

2000-01-01

Presents an experiential postgraduate training program for student learning and supervision involving laboratory and pilot plant supervisions in the chemical engineering field. The program addresses some of the current concerns about non-technical training and the further development of the broad science and engineering knowledge of postgraduate…

ZAPs: Using Interactive Programs for Learning Psychology

ERIC Educational Resources Information Center

Hulshof, Casper D.; Eysink, Tessa H. S.; Loyens, Sofie; de Jong, Ton

2005-01-01

ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthusiasm about psychological topics. ZAPs were designed according to principles that originate from experiential and discovery learning theories. The interactive approach…

The Bradford Papers Annual, Volume III, 1988.

ERIC Educational Resources Information Center

Robb, Gary M., Ed.

This annual collection promotes scholarly writing, applied research findings, and innovative programs and activities in experiential education. Topics of the 1988 papers include (1) "Gender Issues in Outdoor Adventure Programming" (Natalie L. Bartley and Daniel R. Williams) about the effects of outdoor leaders' gender, personality, soft skills…

One Year Program to Train Developers in Public Education Systems. Final Report.

ERIC Educational Resources Information Center

New York Univ., NY. Inst. of Afro-American Affairs.

The purpose of this program to train developers in public education systems was to construct and test a viable model that would fulfill its training goals in one year and which could also be replicated under similar conditions by comparable institutions. The model involved a part-time program which provided theoretical and experiential training…

Project to Mainstream Gifted Handicapped Students into Selected Models of the Executive High School Internships Program: Evaluation Report.

ERIC Educational Resources Information Center

Baken, Joan W.; Benner, Susan M.

As a supplement to the standard in-school high school curriculum, the Executive High School Internship Program provides experiential learning opportunities for gifted high school students. The program focuses on management-level field placements through which participants learn to make decisions, interact with the world-of-work, and assume…

The Case of Literacy Motivation: Playful 3D Immersive Learning Environments and Problem-Focused Education for Blended Digital Storytelling

ERIC Educational Resources Information Center

Mystakidis, Stylianos; Berki, Eleni

2018-01-01

The University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program "From the Ancient to the Modern Tablets," featuring immersive multimedia learning experiences about the book history. The pilot program consisted of three stages: a playful library tour, followed by an…

Early Childhood Bilingualism in the Montessori Children's House: Guessable Context and the Planned Environment. Spotlight: Montessori--Multilingual, Multicultural.

ERIC Educational Resources Information Center

Rosanova, Michael

1998-01-01

Describes the InterCultura Montessori School language immersion program in Oak Park, Illinois. Profiles the work of several children to illustrate important language learning strategies. Recommends that language immersion programs include: survival vocabulary skills; repetition of key grammatical forms; use of objects, pictures, and dramatization;…

Separate and Not Equal: The Implementation of Structured English Immersion in Arizona's Classrooms

ERIC Educational Resources Information Center

Lillie, Karen E.; Markos, Amy; Arias, M. Beatriz; Wiley, Terrence G.

2012-01-01

Background/Context: Over the last ten years, a convergence of laws and decrees has impacted the development and implementation of Arizona's current program for English language learners (ELLs): the four-hour Structured English Immersion (SEI) model. Arizona's new model, while being touted by some as the most effective program for ELLs (Clark,…

Late Immersion Foundation Document: Teachers and Administrators

ERIC Educational Resources Information Center

Alberta Education, 2010

2010-01-01

The aim of this document is to give teachers and administrators the contextual and pedagogical tools for the late immersion program. It acts as a guide for beginning and experienced teachers who need to update their knowledge regarding this program and its details. For many working in this area, it also confirms their daily practices as well as…

The Rural Physician Associate Program: The Value of Immersion Learning for Third-Year Medical Students

ERIC Educational Resources Information Center

Zink, Therese; Halaas, Gwen W.; Finstad, Deborah; Brooks, Kathleen D.

2008-01-01

Context: Changes in health care and new theories of learning have prompted significant changes in medical education. Some US medical schools employ immersion learning in rural communities to increase the number of physicians who choose to practice in these areas. Founded in 1971, the rural physician associate program (RPAP) is a longitudinal…

Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces

ERIC Educational Resources Information Center

Cervantes-Soon, Claudia G.; Dorner, Lisa; Palmer, Deborah; Heiman, Dan; Schwerdtfeger, Rebecca; Choi, Jinmyung

2017-01-01

This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent…

Report: Immersion French at Meriden Junior School

ERIC Educational Resources Information Center

Esposito, Marie-Josee

2006-01-01

In this article, the author describes the French immersion program at Meriden Junior School, an Anglican school for girls from pre-Kindergarten to Year 12 in Sydney. Four teachers (one of whom is the coordinator) and three assistants are involved in the program. They include six French native speakers and one non-French-born teacher who speaks…

Teachers' Pedagogical Differences during ESL Block among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study

ERIC Educational Resources Information Center

Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Mathes, Patricia

2009-01-01

Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during…

A Nursing Leadership Immersion Program: Succession Planning Using Social Capital.

PubMed

Pedersen, Anne; Sorensen, Joanne; Babcock, Tyler; Bradley, Marci; Donaldson, Nicole; Donnelly, James E; Edgar, William

2018-03-01

This article describes the inception and evolution of a 3-month immersion experience between hospital and nurse leaders where sociological principles were applied to support nurse leader succession. Unique to this program, the bedside nurse joins the nursing executive team full time to participate in all organizational leadership activities as part of the experience.

Review of the Third Year of the Partial Immersion Program at Key Elementary School, Arlington, Virginia.

ERIC Educational Resources Information Center

Rhodes, Nancy C.

The third year of the partial immersion program in grades one through three at Key Elementary School (Arlington, Virginia), where half the day is taught in English and half in Spanish, is reported. The review includes classroom observations, student and teacher interviews, student assessment, and parent and staff interviews. Student assessments…

The Meaning Students Make as Participants in Short-Term Immersion Programs

ERIC Educational Resources Information Center

Jones, Susan R.; Rowan-Kenyon, Heather T.; Ireland, S. Mei-Yen; Niehaus, Elizabeth; Skendall, Kristan Cilente

2012-01-01

The purpose of this article is to present the results of a multi-site case study designed to investigate students' experiences as participants in four week-long immersion programs (New York City, Peru, the Czech Republic, Chicago). Results highlight the significance of the context of the trips and specific characteristics of the trip (e.g.,…

Developing Cross-Cultural Awareness through Foreign Immersion Programs: Implications of University Study Abroad Research for Global Competency Development

ERIC Educational Resources Information Center

Lokkesmoe, Karen J.; Kuchinke, K. Peter; Ardichvili, Alexandre

2016-01-01

Purpose: The purpose of this paper is to investigate the efficacy of foreign immersion programs in terms of increasing cross-cultural awareness among university students in business, accounting, human resources and agriculture. The authors extrapolate from their population to the practice of developing business professionals on international…

Creating a Transformational Learning Experience: Immersing Students in an Intensive Interdisciplinary Learning Environment

ERIC Educational Resources Information Center

White, Shelley K.; Nitkin, Mindell Reiss

2014-01-01

The Simmons World Challenge is a unique, interdisciplinary program recently developed at Simmons College. It immerses students in an intensive winter-session course that challenges them to tackle a pressing social issue, such as poverty or hunger, and create actionable solutions to the problem. The program was conceived and designed to harness the…

Perceived Impact of Two-Way Dual Immersion Programs on Latino Students' Relationships in Their Families and Communities

ERIC Educational Resources Information Center

Block, Nicholas C.

2012-01-01

This study examined how participation of Latino students in two-way dual immersion versus mainstream programs might have impacted students' relationships with Spanish-speaking adults, thus affecting contexts for students to develop resiliency. Participants were parents of 90 fifth- and sixth-grade students (initially English proficient [EP] as…

simSchool: The Game of Teaching

ERIC Educational Resources Information Center

Zibit, Melanie; Gibson, David

2005-01-01

"simSchool" is a classroom simulation program funded by the Preparing Tomorrow's Teachers to Teach with Technology (PT3) program of the U.S. Department of Education. Just as a flight-simulator immerses a player in the complexities of flying a plane, "simSchool" immerses novice teachers in some of the complexities of teaching 7th-12th grade…

Administrative Problems of Early Immersion.

ERIC Educational Resources Information Center

McGillivray, W. R.

1978-01-01

Administrative problems that have been solved or accepted during eight years of early immersion programs are discussed including choosing locations, staffing, costs, logistics, and the need for suitable pupil progress reporting. (JMF)

Preceptor Perceptions of the Importance of Experiential Guidelines

PubMed Central

Godwin, Donald; Thompson, Megan E.; Wittstrom, Kristina

2013-01-01

Objectives. To assess preceptors’ perceptions of the importance of experiential guidelines and identify and compare differences in perceptions. Methods. Active advanced and introductory pharmacy practice experience preceptors for the University of New Mexico were invited to participate in an anonymous electronic survey regarding the importance of specific tasks and abilities expected in new pharmacist practitioners as outlined in Appendix C of the Accreditation Council for Pharmacy Education (ACPE) Standards and Guidelines. Results. While the majority of preceptors rated most tasks (eg, communication, patient counseling) as very important or important, emerging tasks (eg, health literacy, public health, physical assessment) were not rated as highly by a majority of preceptors. Conclusion. The deficiencies identified in the study suggest potential reductions in the transfer of learning from preceptors to experiential students. Preceptor training programs should be structured to raise the perceived level of importance of these tasks. PMID:24052647

Portfolio use and practices in US colleges and schools of pharmacy.

PubMed

Skrabal, Maryann Z; Turner, Paul D; Jones, Rhonda M; Tilleman, Jennifer A; Coover, Kelli L

2012-04-10

To identify the prevalence of portfolio use in US pharmacy programs, common components of portfolios, and advantages of and limitations to using portfolios. A cross-sectional electronic survey instrument was sent to experiential coordinators at US colleges and schools of pharmacy to collect data on portfolio content, methods, training and resource requirements, and benefits and challenges of portfolio use. Most colleges and schools of pharmacy (61.8%) use portfolios in experiential courses and the majority (67.1%) formally assess them, but there is wide variation regarding content and assessment. The majority of respondents used student portfolios as a formative evaluation primarily in the experiential curriculum. Although most colleges and schools of pharmacy have a portfolio system in place, few are using them to fulfill accreditation requirements. Colleges and schools need to carefully examine the intended purpose of their portfolio system and follow-through with implementation and maintenance of a system that meets their goals.

Factors Influencing Learning Environments in an Integrated Experiential Program

NASA Astrophysics Data System (ADS)

Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning environments and how they influence learning and behaviour. Keywords: learning environments; integrated experiential programs; environmental education.

The Role of Self-Efficacy in Sales Education

ERIC Educational Resources Information Center

Knight, Peter; Mich, Claudia C.; Manion, Michael T.

2014-01-01

Sales education programs are undergoing rapid growth and dynamic change as more business and other undergraduate students pursue sales jobs as desirable career entry points. The number of collegiate sales programs has grown dramatically over the past decade, and sales educators today are increasingly focused on teaching experientially. That is,…

Beyond Reflection through an Academic Lens: Refraction and International Experiential Education

ERIC Educational Resources Information Center

Pagano, Monica; Roselle, Laura

2009-01-01

Students today are becoming more interested in international opportunities for study, and are drawn to alternative programs such as international service learning and international internships. These programs, however, must be carefully designed. In this paper, the authors propose using tools that go beyond the traditional understanding of…

A Connected Space for Early Experiential Learning in Teacher Education

ERIC Educational Resources Information Center

Yu, Yong; Hunt, Jean Ann

2016-01-01

Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about…

Who Assists the Faculty? The Need for Mentorship Programs for Faculty Undertaking Global Education Initiatives

ERIC Educational Resources Information Center

Dean, Yasmin; London, Chad; Carston, Cathy; Salyers, Vincent

2015-01-01

This study explored the expectations, motivations, and experiences of Canadian faculty members undertaking development and implementation of global education initiatives (GEI) for students in the form of exchange and study abroad programs, supervised practical coursework, and experiential learning in international settings. Findings revealed that…

Building Connections between Industry and University: Implementing an Internship Program at a Regional University.

ERIC Educational Resources Information Center

Tovey, Janice

2001-01-01

Discusses the issues of socialization and acculturation of interns into the workplace, motivation of student employees, and the relationship between education and training/workplace and academy by using an established university level internship program. Reveals the significance of these issues for positive experiential learning. (SG)

Innovative Adolescent Chemical Dependency Treatment and Its Outcome: A Model Based on Outward Bound Programming.

ERIC Educational Resources Information Center

McPeake, John D.; And Others

1991-01-01

Describes adolescent chemical dependency treatment model developed at Beech Hill Hospital (New Hampshire) which integrated Twelve Step-oriented alcohol and drug rehabilitation program with experiential education school, Hurricane Island Outward Bound School. Describes Beech Hill Hurricane Island Outward Bound School Adolescent Chemical Dependency…

Developing Students' Capacity for Learning and Thinking through Integrated Curriculum and Team Learning Experiences.

ERIC Educational Resources Information Center

Jutras, Phillip F.

Regis College (Massachusetts) has expanded student learning skills through through changes in the management program toward increasing integration of management and liberal arts disciplines and increased opportunities for cooperative and experiential learning. The program stresses making conceptual connections and part/whole relations in…

Progression of Cohort Learning Style during an Intensive Education Program

ERIC Educational Resources Information Center

Compton, David A.; Compton, Cynthia M.

2017-01-01

The authors describe an intensive graduate program involving compressed classroom preparation followed by a period of experiential activities designed to reinforce and enhance the knowledge base. Beginning with a brief review of the andragogical issues, they describe methods undertaken to track learning styles via the Kolb Learning Styles…

Acompanar Obediciendo: Learning to Help in Collaboration with Zapatista Communities

ERIC Educational Resources Information Center

Simonelli, Jeanne; Earle, Duncan; Story, Elizabeth

2004-01-01

Joint service-learning programs of Wake Forest University and the University of Texas-El Paso are working to develop an anthropologically-informed service model for/with the authors' Universities, our students, and our community colleagues. Building on extensive ethnographic fieldwork and experience leading experiential programs, the model results…

Changing What You Know and Do: The Parent-Child Psychotherapy Program

ERIC Educational Resources Information Center

Kaplan, Betty Ann; Venza, James

2011-01-01

The Parent-Child Psychotherapy Program (PPP) is a multifamily group therapy intervention for parents and young children at high risk for intergenerational patterns of neglect, abuse, and disorganized attachment. A "developmental and experiential model" that incorporates principles of attachment theory, the PPP addresses parent and child needs…

Immersive virtual reality simulations in nursing education.

PubMed

Kilmon, Carol A; Brown, Leonard; Ghosh, Sumit; Mikitiuk, Artur

2010-01-01

This article explores immersive virtual reality as a potential educational strategy for nursing education and describes an immersive learning experience now being developed for nurses. This pioneering project is a virtual reality application targeting speed and accuracy of nurse response in emergency situations requiring cardiopulmonary resuscitation. Other potential uses and implications for the development of virtual reality learning programs are discussed.

Multiple Intelligences Theory and Foreign Language Education: Perspectives of College Students in a German Immersion Program

ERIC Educational Resources Information Center

Weber-Segler, Ellen

2013-01-01

The purpose of this qualitative research study was to explore and comprehend the role of Howard Gardner's theory of multiple intelligences (MI) in foreign language learning by analyzing the perspectives of college students in a German immersion program at a liberal arts college in the Midwest. Data collection included 10 in-depth student…

Career Immersion. School-to-Work Outreach Project 1997 Exemplary Model/Practice/Strategy.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. Inst. on Community Integration.

The Career Immersion program, which has been conducted since 1989-90 at Silver Spring Elementary School in Milwaukee, Wisconsin, introduces the world of work to students at an early age. The program's primary activities involve hands-on, school-based learning in which all students participate. Students between the ages of 3 and 13 participate in 2…

Late Hebrew Immersion at Mt. Scopus College, Melbourne: Towards Complete Hebrew Fluency for Jewish Day School Students.

ERIC Educational Resources Information Center

Lorch, S. C.; And Others

1992-01-01

This paper describes and evaluates a Hebrew immersion program for Jewish day school students at Mt. Scopus College in Melbourne, Australia. Specific sections address the following: (1) the first year; (2) the second year; (3) designing the evaluation of the program; (4) results of the evaluation (including academic outcomes, student and parent…

The Effects of Game Strategy and Preference-Matching on Flow Experience and Programming Performance in Game-Based Learning

ERIC Educational Resources Information Center

Wang, Li-Chun; Chen, Ming-Puu

2010-01-01

Learning to program is difficult for novices, even for those undergraduates who have majored in computer science. The study described in this paper has investigated the effects of game strategy and preference-matching on novice learners' flow experience and performance in learning to program using an experiential gaming activity. One hundred and…

Building a Peace Education Program: Critical Reflections on the Notre Dame University Experience in the Philippines. Peace Education Miniprints No. 38.

ERIC Educational Resources Information Center

Toh, Swee-Hin; And Others

This paper draws upon the experiential and theoretical insights gained from 5 years of developing a peace education program at Notre Dame University in the Philippines. The critical reflections on that experience encompass the processes, relationships, and structures embodied in the program, and its achievements, constraints, difficulties, and…

Efficacy of an Experiential, Dissonance-Based Smoking Intervention for College Students Delivered via the Internet

PubMed Central

Simmons, Vani Nath; Heckman, Bryan W.; Fink, Angelina C.; Small, Brent J.; Brandon, Thomas H.

2015-01-01

Objective College represents a window of opportunity to reach the sizeable number of cigarette smokers who are vulnerable to lifelong smoking. The underutilization of typical cessation programs suggests the need for novel and more engaging approaches for reaching college smokers. The aim of the present study was to test the efficacy of a dissonance-enhancing, Web-based experiential intervention for increasing smoking cessation motivation and behavior. Method We used a 4-arm, randomized design to examine the efficacy of a Web-based, experiential smoking intervention (Web-Smoke). The control conditions included a didactic smoking intervention (Didactic), a group-based experiential intervention (Group), and a Web-based nutrition experiential intervention (Web-Nutrition). We recruited 341 college smokers. Primary outcomes were motivation to quit, assessed immediately postintervention, and smoking abstinence at 1 and 6 months following the intervention. Results As hypothesized, the Web-Smoke intervention was more effective than control groups in increasing motivation to quit. At 6-month follow-up, the Web-Smoke intervention produced higher rates of smoking cessation than the Web-Nutrition control intervention. Daily smoking moderated intervention outcomes. Among daily smokers, the Web-Smoke intervention produced greater abstinence rates than both the Web-Nutrition and Didactic control conditions. Conclusion Findings demonstrate the efficacy of a theory-based intervention delivered over the Internet for increasing motivation to quit and smoking abstinence among college smokers. The intervention has potential for translation and implementation as a secondary prevention strategy for college-aged smokers. PMID:23668667

Efficacy of an experiential, dissonance-based smoking intervention for college students delivered via the internet.

PubMed

Simmons, Vani Nath; Heckman, Bryan W; Fink, Angelina C; Small, Brent J; Brandon, Thomas H

2013-10-01

College represents a window of opportunity to reach the sizeable number of cigarette smokers who are vulnerable to lifelong smoking. The underutilization of typical cessation programs suggests the need for novel and more engaging approaches for reaching college smokers. The aim of the present study was to test the efficacy of a dissonance-enhancing, Web-based experiential intervention for increasing smoking cessation motivation and behavior. We used a 4-arm, randomized design to examine the efficacy of a Web-based, experiential smoking intervention (Web-Smoke). The control conditions included a didactic smoking intervention (Didactic), a group-based experiential intervention (Group), and a Web-based nutrition experiential intervention (Web-Nutrition). We recruited 341 college smokers. Primary outcomes were motivation to quit, assessed immediately postintervention, and smoking abstinence at 1 and 6 months following the intervention. As hypothesized, the Web-Smoke intervention was more effective than control groups in increasing motivation to quit. At 6-month follow-up, the Web-Smoke intervention produced higher rates of smoking cessation than the Web-Nutrition control intervention. Daily smoking moderated intervention outcomes. Among daily smokers, the Web-Smoke intervention produced greater abstinence rates than both the Web-Nutrition and Didactic control conditions. Findings demonstrate the efficacy of a theory-based intervention delivered over the Internet for increasing motivation to quit and smoking abstinence among college smokers. The intervention has potential for translation and implementation as a secondary prevention strategy for college-aged smokers. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

"Experiform" Instruction of Intercultural Communication.

ERIC Educational Resources Information Center

Warren, Clay

1981-01-01

Describes the use of experientially based instruction in intercultural communication in a Semester at Sea (SAS) program. Students discuss the theory behind culture shock and individual development in groups and experience the formula at work. (JMF)

Learning from Ethical Dilemmas.

ERIC Educational Resources Information Center

Havens, Mark D.

1987-01-01

Reports analysis of 60 case studies of ethical dilemmas faced by experiential educators. Identifies issues which enhance likelihood of moral dilemmas: funding, residential programming, and risk-taking. Exposes need for a professional "code of ethics." (NEC)

Evaluation of the Texas Technology Immersion Pilot: An Analysis of the Baseline Conditions and First-Year Implementation of Technology Immersion in Middle Schools. Executive Summary

ERIC Educational Resources Information Center

Shapley, Kelly; Sheehan, Daniel; Sturges, Keith; Caranikas-Walker, Fanny; Huntsberger, Briana; Maloney, Catherine

2006-01-01

The Texas Education Agency (TEA) used Title II, Part D monies to fund a wireless learning environment for high-need middle schools through the Technology Immersion Pilot (TIP). A concurrent research project funded by a federal Evaluating State Education Technology Programs grant is scientifically evaluating whether student achievement improves…

Evaluation of the Texas Technology Immersion Pilot: An Analysis of the Baseline Conditions and First-Year Implementation of Technology Immersion in Middle School

ERIC Educational Resources Information Center

Shapley, Kelly; Sheehan, Daniel; Sturges, Keith; Caranikas-Walker, Fanny; Huntsberger, Briana; Maloney, Catherine

2006-01-01

The Texas Education Agency (TEA) used Title II, Part D monies to fund a wireless learning environment for high-need middle schools through the Technology Immersion Pilot (TIP). A concurrent research project funded by a federal Evaluating State Education Technology Programs grant is scientifically evaluating whether student achievement improves…

Immersion Classes in an English Setting: One Way for les Anglais to Learn French. Working Papers on Bilingualism, No. 2.

ERIC Educational Resources Information Center

Barik, Henri; And Others

The results of the evaluation of the French immersion program at a school in a unilingual English environment are described. A battery of tests was administered to a random sample of children from the kindergarten and grade one experimental French immersion classes and to a comparison group composed of children following the regular English…

French Immersion Programs Across Canada: The Influence of Cumulative Amounts of Time, Starting Age and Yearly Time Allotment on the Learning of French. A Review of Evaluations of French Immersion Programs. Research Report 81-12.

ERIC Educational Resources Information Center

MacNab, G. L.

This paper reviews the results of research on various programs for learning French as a second language from kindergarten to grade 11 or 12 in selected Canadian school systems. Generally, it examines the effects of a number of factors on French learning, such as student selection procedures and student ability, starting age, total amount of time…

Effects of an Elementary Two Way Bilingual Spanish-English Immersion School Program on Junior High and High School Student Achievement

ERIC Educational Resources Information Center

Vega, Luis Diego

2014-01-01

This study explores the effects of a Two-Way Bilingual Immersion (TWBI) program on language majority and minority students. The fundamental hypothesis was that the process of receiving instruction in two languages (English and Spanish) throughout elementary school (i.e., attendance at a TWBI school) would help the native Spanish-speaking students…

Gaining Access to Late French-Immersion Programs: Class-Based Perspectives of Canadian Students in an Ottawa High School

ERIC Educational Resources Information Center

Makropoulos, Josee

2009-01-01

The question of access to French-immersion programs has become a timely subject in Canada as a result of shifting political priorities, cutbacks, and growing concern around finding the most efficient way to teach French as a second language (FSL). While drawing on social selection and identity perspectives on school choice, this article presents…

Guide d'enseignement du francais au secondaire. Volet I: Comprehension ecrite. Immersion (Teaching Guide for French at the Secondary Level. Part I: Reading Comprehension. Immersion).

ERIC Educational Resources Information Center

Leduc, Denise

This guide to secondary school French reading instruction addresses a variety of general and specific instructional issues. An introductory chapter discusses program objectives, minimum program requirements, and the population to be taught. The second chapter looks at theoretical aspects of the development of reading ability: current thoughts on…

The Urban Ecology Institute's field studies program: utilizing urban areas for experiential learning and ecological research

NASA Astrophysics Data System (ADS)

Starry, O.

2005-05-01

The Urban Ecology Institute (UEI) promotes the stewardship of healthy urban ecosystems by improving science and civic education for middle and high school youth and by working with urban communities to protect and transform natural resources. Established in 1999, UEI's field studies program engages over 1000 youth in the greater Boston area. A substantial component of this program involves water quality monitoring. We have recently adapted protocols from published leaf breakdown studies for incorporation into the UEI water quality curriculum. A 2004 pilot study of these leaf breakdown activities, conducted at four sites, compared rates of red maple breakdown to those of Norway maple, a potentially invasive urban street tree. Preliminary data from this successful pilot study suggest that leaf litter inputs from the two different tree species have varying effects on stream ecosystem function. We present this study as an example of how urban areas can be utilized for both ecological research and inclusive experiential learning through which science and mathematic knowledge can be effectively communicated.

Experiential Education at a University-based Wellness Center

PubMed Central

Berdine, Hildegarde

2007-01-01

Objectives To enhance students' learning and confidence in their abilities to provide wellness screenings and disease counseling. Design An experiential rotation was implemented in January 2004 within the Center for Pharmacy Care, a pharmacist-coordinated, University-based wellness center that offers preventive health screenings, risk assessments, patient education, medication and lifestyle counseling, educational seminars, and referral for common health conditions, such as hypertension, diabetes and osteoporosis. Assessment A brief survey instrument consisting of both open-ended questions and ratings of perceived abilities and confidence to provide screening and counseling was administered to students prior to and upon completion of the experience. Results of the survey indicate that the experience significantly enhanced students' preparedness and confidence to conduct community-based wellness screenings. Conclusion Students gained confidence in implementing and conducting wellness programs and became motivated to incorporate such programs into their future practice. This experience can serve as a teaching model for other programs to achieve student conpetencies in helath promotion and disease prevention. PMID:17619649

Collaboration, Competencies and the Classroom: A Public Health Approach

ERIC Educational Resources Information Center

Waller, Lauren E.; Papadopoulos, Andrew

2015-01-01

The University of Guelph Master of Public Health program is a professional degree program that seeks to prepare graduates to meet complex public health needs by developing their proficiency in the 36 public health core competencies. Provision of experiential learning opportunities, such as a semester-long practicum, is part of student development.…

Study Abroad in Psychology: Increasing Cultural Competencies through Experiential Learning

ERIC Educational Resources Information Center

Earnest, David R.; Rosenbusch, Katherine; Wallace-Williams, Devin; Keim, Alaina C.

2016-01-01

Despite the prominence of study abroad programs, few are offered in the field of psychology. The current study sought to investigate the impact of study abroad programs in psychology through a comparison of study abroad and domestic student cultural competencies. Participants included 104 undergraduate students enrolled in either a psychology…

Integrative Biological Chemistry Program Includes the Use of Informatics Tools, GIS and SAS Software Applications

ERIC Educational Resources Information Center

D'Souza, Malcolm J.; Kashmar, Richard J.; Hurst, Kent; Fiedler, Frank; Gross, Catherine E.; Deol, Jasbir K.; Wilson, Alora

2015-01-01

Wesley College is a private, primarily undergraduate minority-serving institution located in the historic district of Dover, Delaware (DE). The College recently revised its baccalaureate biological chemistry program requirements to include a one-semester Physical Chemistry for the Life Sciences course and project-based experiential learning…

Creating Success! A Program for Behaviorally and Academically At-Risk Children.

ERIC Educational Resources Information Center

Akin, Terri; And Others

This document presents a program designed especially for behaviorally and academically at-risk children in kindergarten through sixth grade. It includes a collection of experiential activities that provides ways to infuse the elements of success into the regular classroom curriculum. Eight developmental areas are targeted: (1) expressing feelings;…

Creative Strategies to Foster Pre-Service School Counselor Group Leader Self-Efficacy

ERIC Educational Resources Information Center

Springer, Sarah I.; Schimmel, Christine J.

2016-01-01

Counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs are charged with the important task of providing pre-service school counselors with didactic information and experiential opportunities that prepare students for the realities of group work in the school setting. It is important…

A Prescriptive Approach to Introducing An Experiential Entrepreneurship Course in Undergraduate Education

ERIC Educational Resources Information Center

Sherman, Peter S.

2006-01-01

Universities are continually adding entrepreneurship courses to their curriculum. Duhaime and Hitt (2000) found 82% of schools offered entrepreneurship courses at the undergraduate level and 69% of masters programs had offerings in entrepreneurship. A much smaller number of programs offer courses that require that the students actually start the…

Katimavik Participant's Manual, Book X, International Awareness = Katimavik manuel du participant, cahier X, sensibilisation a la vie internationale.

ERIC Educational Resources Information Center

Crelinsten, Michael, Ed.

Devoted to the international awareness learning activities of Katimavik (a nine-month volunteer community service and experiential learning program for 17 to 21 year old Canadians), the bilingual student manual contains sections on learning program objectives and trimester guidelines, optional activities, resume recordkeeping, global perspectives…

Coming to Know Oneself through Experiential Education

ERIC Educational Resources Information Center

Zink, Robyn

2010-01-01

This article draws on the work of Foucault to explore why students on a residential program talk about learning about themselves as if it were an epiphany and one of the most empowering aspects of the program. Foucault's schema of turning to the self suggests that the pleasure students experience at "discovering" themselves is a logical…

Katimavik Participant's Manual, Book IX, Active Leisure = Katimavik manuel du participant, cahier IX, loisirs actifs.

ERIC Educational Resources Information Center

Crelinsten, Michael, Ed.

The bilingual student manual, devoted to the active leisure learning activity portion of Katimavik (the nine-month volunteer community service and experiential learning program for 17 to 21 year old Canadians) contains sections on learning program objectives and trimester guidelines; optional activities; resume recordkeeping; general information…

Successful Learning Strategies To Use with Gifted Learning Disabled Students.

ERIC Educational Resources Information Center

Wees, Janet

This paper describes a special class program for gifted students (aged 9 to 12) with learning disabilities in Calgary (Alberta). The program has evolved over its 4 years to stress kinesthetic, experiential learning. The issue of remediation versus enrichment was resolved when it was found that the students responded best to whole theme…

Preventing Academic Disengagement through a Middle School-Based Social and Emotional Learning Program

ERIC Educational Resources Information Center

McBride, Amanda Moore; Chung, Saras; Robertson, Anne

2016-01-01

Behaviors that warrant school discipline (e.g., fighting, victimizing peers) is detrimental to school climate and the learning process. This study examines the effectiveness of preventing school disciplinary incidents in middle school through an experiential, social and emotional learning (SEL) program. A community youth development organization,…

Death and Dying Training for Crisis Intervention.

ERIC Educational Resources Information Center

Hutchison, Theresa D.; Scherman, Avraham

This document presents a program for training volunteers to assist individuals and families who are going through a crisis related to terminal illness and death. The training is described as being both didactic and experiential. A discussion of the didactic portion of the program includes descriptions of: (1) the stages of preparatory grief as…

Music Experiences in Early Childhood.

ERIC Educational Resources Information Center

Andress, Barbara

This book presents a program of music experiences for young children (3-5-year-olds) which focuses on an experiential discovery approach to music, rather than on imposing ideas and a repertoire on the child. Early sections of the book discuss the importance of the child-centered music program, its process and characteristics, and the role of the…

Impact of Physical Environment on Academic Achievement of High School Youth.

ERIC Educational Resources Information Center

Burkhalter, Bettye B.

1983-01-01

To study the relationship of the physical environment to high school students' academic achievement, 60 students participated in an experiential career exploration program at the Alabama Space and Rocket Center while 108 students participated in a traditional careers program. Tests indicated the former group improved more in career choice…

Diversity in the Outdoors: National Outdoor Leadership School Students' Attitudes about Wilderness

ERIC Educational Resources Information Center

Gress, Sara; Hall, Troy

2017-01-01

Outdoor experiential education (OEE) programs often cater to white, upper-class individuals. With major demographic shifts occurring in the United States, OEE organizations are confronting this imbalance. The National Outdoor Leadership School (NOLS) is addressing this issue with its Gateway Scholarship Program. The purpose of this mixed-methods…

A Review of the Recent Literature Relating to the Training of Medical Students in Alcoholism.

ERIC Educational Resources Information Center

Hanlon, Mark J.

1985-01-01

A review of literature on attitudes toward alcoholism, measurement of increased knowledge about alcoholism, the status of training in alcoholism, descriptions of alcoholism training programs, and methodological approaches to assessing such programs is presented. The focus of training, it is argued, should be on experiential/clinical approaches.…

The Canadian Canoe Museum: A Place of Wonder and Learning.

ERIC Educational Resources Information Center

Horwood, Bert

2001-01-01

The Canadian Canoe Museum evokes the essence of canoe with outdoor sound effects and galleries that trace the history of canoes, honor Native arts and crafts, and present current recreational uses of canoes. Experiential educational programs include core programs keyed to curriculum expectations and related optional experiences including basketry,…

Teaching Healthy Eating to Elementary School Students: A Scoping Review of Nutrition Education Resources.

PubMed

Peralta, Louisa R; Dudley, Dean A; Cotton, Wayne G

2016-05-01

School-based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self-efficacy, and skills to effectively deliver nutrition education. The purpose of this review was to understand the availability and quality of resources that are accessible for elementary school teachers to use to support curriculum delivery or nutrition education programs. The review included 32 resources from 4 countries in the final analysis from 1989 to 2014. The 32 resources exhibited 8 dominant teaching strategies: curriculum approaches; cross-curricular approaches; parental involvement; experiential learning approaches; contingent reinforcement approaches; literary abstraction approaches; games-based approaches; and web-based approaches. The resources were accessible to elementary school teachers, with all the resources embedding curriculum approaches, and most of the resources embedding parental involvement strategies. Resources were less likely to embed cross-curricular and experiential learning approaches, as well as contingent reinforcement approaches, despite recent research suggesting that the most effective evidence-based strategies for improving healthy eating in elementary school children are cross-curricular and experiential learning approaches. © 2016, American School Health Association.

The Offering, Scheduling and Maintenance of Elective Advanced Pharmacy Practice Experiences

PubMed Central

Brown, Rex O.; Patel, Zalak V.; Foster, Stephan L.

2015-01-01

The Accreditation Council for Pharmacy Education (ACPE) provides standards for colleges of pharmacy to assist in the provision of pharmacy education to student pharmacists. An integral part of all college educational programs includes the provision of experiential learning. Experiential learning allows students to gain real-world experience in direct patient care during completion of the curriculum. All college of pharmacy programs provide several Advanced Pharmacy Practice Experiences (APPEs), which include a balance between the four required experiences and a number of other required or elective APPEs. Required APPEs include advanced community, advanced institutional, ambulatory care, and general medicine. The elective APPEs include a myriad of opportunities to help provide a balanced education in experiential learning for student pharmacists. These unique opportunities help to expose student pharmacists to different career tracks that they may not have been able to experience otherwise. Not all colleges offer enough elective APPEs to enable the student pharmacist to obtain experiences in a defined area. Such an approach is required to produce skilled pharmacy graduates that are capable to enter practice in various settings. Elective APPEs are scheduled logically and are based upon student career interest and site availability. This article describes the offering, scheduling and maintenance of different elective APPEs offered by The University of Tennessee College of Pharmacy. PMID:28975920

When Fiction Is Just as Real as Fact: No Differences in Reading Behavior between Stories Believed to be Based on True or Fictional Events.

PubMed

Hartung, Franziska; Withers, Peter; Hagoort, Peter; Willems, Roel M

2017-01-01

Experiments have shown that compared to fictional texts, readers read factual texts faster and have better memory for described situations. Reading fictional texts on the other hand seems to improve memory for exact wordings and expressions. Most of these studies used a "newspaper" vs. "literature" comparison. In the present study, we investigated the effect of reader's expectation to whether information is true or fictional with a subtler manipulation by labeling short stories as either based on true or fictional events. In addition, we tested whether narrative perspective or individual preference in perspective taking affects reading true or fictional stories differently. In an online experiment, participants (final N = 1,742) read one story which was introduced as based on true events or as fictional (factor fictionality ). The story could be narrated in either 1st or 3rd person perspective (factor perspective ). We measured immersion in and appreciation of the story, perspective taking, as well as memory for events. We found no evidence that knowing a story is fictional or based on true events influences reading behavior or experiential aspects of reading. We suggest that it is not whether a story is true or fictional, but rather expectations toward certain reading situations (e.g., reading newspaper or literature) which affect behavior by activating appropriate reading goals. Results further confirm that narrative perspective partially influences perspective taking and experiential aspects of reading.

When Fiction Is Just as Real as Fact: No Differences in Reading Behavior between Stories Believed to be Based on True or Fictional Events

PubMed Central

Hartung, Franziska; Withers, Peter; Hagoort, Peter; Willems, Roel M.

2017-01-01

Experiments have shown that compared to fictional texts, readers read factual texts faster and have better memory for described situations. Reading fictional texts on the other hand seems to improve memory for exact wordings and expressions. Most of these studies used a “newspaper” vs. “literature” comparison. In the present study, we investigated the effect of reader's expectation to whether information is true or fictional with a subtler manipulation by labeling short stories as either based on true or fictional events. In addition, we tested whether narrative perspective or individual preference in perspective taking affects reading true or fictional stories differently. In an online experiment, participants (final N = 1,742) read one story which was introduced as based on true events or as fictional (factor fictionality). The story could be narrated in either 1st or 3rd person perspective (factor perspective). We measured immersion in and appreciation of the story, perspective taking, as well as memory for events. We found no evidence that knowing a story is fictional or based on true events influences reading behavior or experiential aspects of reading. We suggest that it is not whether a story is true or fictional, but rather expectations toward certain reading situations (e.g., reading newspaper or literature) which affect behavior by activating appropriate reading goals. Results further confirm that narrative perspective partially influences perspective taking and experiential aspects of reading. PMID:28983269

Lessons Learned From a 5-Year Experience With a 4-Week Experiential Quality Improvement Curriculum in a Preventive Medicine Fellowship

PubMed Central

Varkey, Prathibha; Karlapudi, Sudhakar Prakash

2009-01-01

Background Competency in practice-based learning and improvement (PBLI) and systems-based practice (SBP) empowers learners with the skills to plan, lead, and execute health care systems improvement efforts. Experiences from several graduate medical education programs describe the implementation of PBLI and SBP curricula as challenging because of lack of adequate curricular time and faculty resources, as well as a perception that PBLI and SBP are not relevant to future careers. A dedicated experiential rotation that requires fellow participation in a specialty-specific quality improvement project (QIP) may address some of these challenges. Method We describe a retrospective analysis of our 5-year experience with a dedicated 3-week PBLI-SBP experiential curriculum in a preventive medicine fellowship program at Mayo Clinic, Rochester, Minnesota. Results Between 2004 and 2008, 19 learners including 7 preventive medicine fellows participated in the rotation. Using just-in-time learning, fellows work together on a relatively complex QIP of community or institutional significance. Since 2004, all 19 learners (100%) participating in this rotation have consistently demonstrated statistically significant increase in their quality improvement knowledge application tool (QIKAT) scores at the end of the rotation. At the end of the rotation, all 19 learners stated that they were either confident or very confident of making a change to improve health care in a local setting. Most of the QIPs resulted in sustainable practice improvements, and resultant solutions have been disseminated beyond the location of the original QIP. Conclusion A dedicated experiential rotation that requires learner participation in a QIP is one of the effective methods to address the needs of the SBP and PBLI competencies. PMID:21975713

Experiential learning in control systems laboratories and engineering project management

NASA Astrophysics Data System (ADS)

Reck, Rebecca Marie

Experiential learning is a process by which a student creates knowledge through the insights gained from an experience. Kolb's model of experiential learning is a cycle of four modes: (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. His model is used in each of the three studies presented in this dissertation. Laboratories are a popular way to apply the experiential learning modes in STEM courses. Laboratory kits allow students to take home laboratory equipment to complete experiments on their own time. Although students like laboratory kits, no previous studies compared student learning outcomes on assignments using laboratory kits with existing laboratory equipment. In this study, we examined the similarities and differences between the experiences of students who used a portable laboratory kit and students who used the traditional equipment. During the 2014- 2015 academic year, we conducted a quasi-experiment to compare students' achievement of learning outcomes and their experiences in the instructional laboratory for an introductory control systems course. Half of the laboratory sections in each semester used the existing equipment, while the other sections used a new kit. We collected both quantitative data and qualitative data. We did not identify any major differences in the student experience based on the equipment they used. Course objectives, like research objectives and product requirements, help provide clarity and direction for faculty and students. Unfortunately, course and laboratory objectives are not always clearly stated. Without a clear set of objectives, it can be hard to design a learning experience and determine whether students are achieving the intended outcomes of the course or laboratory. In this study, I identified a common set of laboratory objectives, concepts, and components of a laboratory apparatus for undergraduate control systems laboratories. During the summer of 2015, a panel of 40 control systems faculty members, from a variety of institutions, completed a multi-round Delphi survey in order to bring them toward consensus on the common aspects of their laboratories. The following winter, 45 additional faculty members and practitioners from the control systems community completed a follow-up survey to gather feedback on the results of the Delphi survey. During the Delphi study, the panelists identified 15 laboratory objectives, 26 concepts, and 15 components that were common in their laboratories. Then in both the Delphi survey and follow-up survey each participant rated the importance of each of these items. While the average ratings differed slightly between the two groups, the order of each set of items was compared with two different tests and the order was found to be similar. Some of the common and important learning objectives include connecting theory to what is implemented and observed in the laboratory, designing controllers, and modeling and simulating systems. The most common component in both groups was Math-Works software. Some of the common concepts include block diagrams, stability, and PID control. Defining common aspects of undergraduate control systems laboratories enables common development, detailed comparisons, and simplified adaptation of equipment and experiments between campuses and programs. Throughout an undergraduate program in engineering, there are multiple opportunities for hands-on laboratory experiences that are related to course content. However, a similarly immersive experience for project management graduate students is harder to incorporate for all students in a course at once. This study explores an experiential learning opportunity for graduate students in engineering management or project management programs. The project management students enroll in a project management course. Undergraduate students interested in working on a project with a real customer enroll in a different projects course. Two students from the project management course function as project managers and lead a team of undergraduate students in the second course through a project. I studied how closely the project management experience in these courses aligns with engineering project management in industry. In the spring of 2015, I enrolled in the project management course at a large Midwestern university. I used analytic autoethnography to compare my experiences in the course with my experiences as a project engineer at a large aerospace company. I found that the experience in the course provided an authentic and comprehensive opportunity to practice most of the skills listed in the Project Management Book of Knowledge (an industry standard) as necessary for project managers. Some components of the course that made it successful: I was the project manager for the whole term, I worked with a real client, and the team defined and delivered the project before the end of the semester.

Improvement of Teaching and Learning in Colleges

ERIC Educational Resources Information Center

Jacob, Plamthodathil

1975-01-01

A paper presented at the Consultation on College Humanities and Social Sciences Improvement Program in Bangalore, India, April 1975, outlines concepts, approach, techniques and resources for a student-centered experiential approach to college teaching. (JT)

The alchemy of training.

PubMed

Egger-Biniores, Deborah

2007-04-01

Training in Zurich has its own special character but also is marked by the very fact that it is in Zurich. Zurich radiates its own distinct energy and carries a specific historical significance in the world of analytical psychology. This, like all things with psychic energy, has a spectrum of meaning. This spectrum, as well as the 'spirit' of the place, will be critically examined, taking into account the 'blessings' and 'curses' of such genius loci. Training in Zurich is experientially based and is first and foremost an initiation: an initiation into symbolic life, or rather life where symbol plays an important role. Training is understood to involve a transformation of one's self, much like the 8th century alchemist Morienus Romanus understood the opus as a 'human transformation system'. It is not merely an education. The requirement of 'immersion' is core to the experience of becoming an analyst in Zurich and this sets up a valuable discomfort between rational intellectual learning and intuitive experience, between knowing and not-knowing. How does this dis-serve the making of an analyst? What is implicit in this immersion and its discomfort? Does it have a role in today's emphasis on clinical and empirical training? Does Zurich still offer something unique and valuable in the world of training, or is it passé? From these questions, the dichotomy of what is 'urgent' and 'essential' in training will be examined.

"What Do You Think We Should Do?": Relationship and Reflexivity in Participant Observation.

PubMed

Elliot, Michelle L

2015-07-01

This article uses three concepts as a framework by which to examine how the interrelational elements of ethnographic approaches to qualitative inquiry reflect dimensions of therapeutic engagement. Participant observation, reflexivity, and context are all widely and routinely included within research methods; however, they are less frequently attended to directly in their experiential capacity through the lens of the researcher, clinician turned investigator. A unique study design will be profiled to reflect the complicated juxtaposition between methods, questions, sample population, time, space, and identity. Studying occupational therapy students traveling abroad for a short-term immersion experience, this narrative study called on a necessary and attentive awareness of locality as the researcher traveled with the group. Conducting ethnographic research where the researcher's therapeutic skills aided and constrained relationships resulted in rich, guarded, and relevant insights that parallel the therapeutic use of self in occupational therapy practice.

[Operating Room Nurses' Experiences of Securing for Patient Safety].

PubMed

Park, Kwang Ok; Kim, Jong Kyung; Kim, Myoung Sook

2015-10-01

This study was done to evaluate the experience of securing patient safety in hospital operating rooms. Experiential data were collected from 15 operating room nurses through in-depth interviews. The main question was "Could you describe your experience with patient safety in the operating room?". Qualitative data from the field and transcribed notes were analyzed using Strauss and Corbin's grounded theory methodology. The core category of experience with patient safety in the operating room was 'trying to maintain principles of patient safety during high-risk surgical procedures'. The participants used two interactional strategies: 'attempt continuous improvement', 'immersion in operation with sharing issues of patient safety'. The results indicate that the important factors for ensuring the safety of patients in the operating room are manpower, education, and a system for patient safety. Successful and safe surgery requires communication, teamwork and recognition of the importance of patient safety by the surgical team.

Learning style preferences of Australian accelerated postgraduate pre-registration nursing students: A cross-sectional survey.

PubMed

McKenna, Lisa; Copnell, Beverley; Butler, Ashleigh E; Lau, Rosalind

2018-01-01

Graduate entry programs leading to registration are gaining momentum in nursing. These programs attract student cohorts with professional, cultural, gender and age diversity. As a consequence of this diversity, such accelerated programs challenge traditional pedagogical methods used in nursing and require different approaches. To date, however, there has been limited research on the learning styles of students undertaking these programs to inform academics involved in their delivery. Kolb's Experiential Learning model has been used widely in a variety of educational settings because it is based on the theory of experiential learning. More recently VARK (Visual, Aural, Read/write and Kinaesthetic) model has become popular. The aim of this study was to investigate the learning styles of two cohorts of graduate entry nursing students undertaking an accelerated masters-level program. This was a cross-sectional survey of two cohorts of Master of Nursing Practice students enrolled at a large Australian university. The students were more inclined toward converging (practical) and least toward concrete experience (experiencing) learning styles. The majority of students were more inclined toward kinaesthetic and least toward aural learning style. Findings have implications for academics engaged in teaching graduate entry nursing students. Copyright © 2017. Published by Elsevier Ltd.

Banque de strategies d'ecoute pour un enseignement explicite de la 1re a la 7e annee. Document d'appui pour les programmes d'etudes (1998) de francais langue premiere et de francais langue seconde--immersion (Listening Strategies for Specific Instruction in Grades 1 through 7. Guide in Support of Programs Teaching French as a First Language and French as a Second Language--Immersion).

ERIC Educational Resources Information Center

Alberta Learning, Edmonton. Direction de l'education francaise.

This teacher's guide is intended for the instruction of both French as a first language and French as a second language in immersion programs. It provides a host of strategies for teaching listening skills in the classroom in Grades 1 through 7. The first section is designed to bring the teacher's awareness to the training procedure. It discusses…

Developing nurses' intercultural/intraprofessional communication skills using the EXCELLence in Cultural Experiential Learning and Leadership Social Interaction Maps.

PubMed

Henderson, Saras; Barker, Michelle

2017-09-27

To examine how the use of Social Interaction Maps, a tool in the EXCELLence in Cultural Experiential Learning and Leadership Program, can enhance the development of nurses' intercultural/intraprofessional communication skills. Nurses face communication challenges when interacting with others from similar background as well as those from a culturally and linguistically diverse background. We used the EXCELLence in Cultural Experiential Learning and Leadership Program's Social Interaction Maps tool to foster intercultural/intraprofessional communication skills in nurses. Social Interaction Maps describe verbal and nonverbal communication behaviours that model ways of communicating in a culturally appropriate manner. The maps include four stages of an interaction, namely Approach, Bridging, Communicating and Departing using the acronym ABCD. Qualitative approach was used with a purposeful sample of nurses enrolled in a postgraduate course. Fifteen participants were recruited. The Social Interaction Map tool was taught to participants in a workshop where they engaged in sociocultural communication activities using scenarios. Participants were asked to apply Social Interaction Maps in their workplaces. Six weeks later, participants completed a semistructured open-ended questionnaire and participated in a discussion forum on their experience of using Social Interaction Maps. Data were content-analysed. Four themes identified in the use of the Social Interaction Maps were (i) enhancing self-awareness of communication skills; (ii) promoting skills in being nonconfrontational during difficult interactions; (iii) highlighting the importance of A (Approach) and B (Bridging) in interaction with others; and (iv) awareness of how others interpret what is said C (Communicating) and discussing to resolve issues before closure D (Departing). Application of the EXCELLence in Cultural Experiential Learning and Leadership Social Interaction Mapping tool was shown to be useful in developing intercultural/intraprofessional communication skills in nurses. Professional development programmes that incorporate EXCELLence in Cultural Experiential Learning and Leadership Social Interaction Maps can enhance nurses' intercultural/intraprofessional communication competencies when engaging with others from culturally and linguistically diverse backgrounds and improve the way nurses communicate with each other. © 2017 John Wiley & Sons Ltd.

Experiential leadership training for pediatric chief residents: impact on individuals and organizations.

PubMed

Doughty, Robert A; Williams, Patricia D; Brigham, Timothy P; Seashore, Charles

2010-06-01

The past decade has seen a proliferation of leadership training programs for physicians that teach skills outside the graduate medical education curriculum. To determine the perceived value and impact of an experiential leadership training program for pediatric chief residents on the chief residents and on their programs and institutions. The authors conducted a retrospective study. Surveys were sent to chief residents who completed the Chief Resident Training Program (CRTP) between 1988 and 2003 and to their program directors and department chairs asking about the value of the program, its impact on leadership capabilities, as well as the effect of chief resident training on programs and institutions. Ninety-four percent of the chief residents and 94% of program directors and department chairs reported that the CRTP was "very" or "somewhat" relevant, and 92% of the chief residents indicated CRTP had a positive impact on their year as chief resident; and 75% responded it had a positive impact beyond residency. Areas of greatest positive impact included awareness of personality characteristics, ability to manage conflict, giving and receiving feedback, and relationships with others. Fifty-six percent of chief residents reported having held a formal leadership position since chief residency, yet only 28% reported having received additional leadership training. The study demonstrates a perceived positive impact on CRTP participants and their programs and institutions in the short and long term.

Teaching dementia care to physical therapy doctoral students: A multimodal experiential learning approach.

PubMed

Lorio, Anne K; Gore, Jane B; Warthen, Lindsey; Housley, Stephen N; Burgess, Elisabeth O

2017-01-01

As the population aged 65 and older grows, it becomes imperative for health care providers to expand their knowledge regarding geriatric conditions and concerns. Dementia is a devastating degenerative disease process that is affecting millions of individuals in the United States, with significant economic and emotional burden on family and caregivers. The need for further dementia education in physical therapy school is essential to improve attitudes and treatment that affect patient outcomes and quality of care. This physical therapy program implemented a 12-hour multimodal experiential learning module designed to educate their students on the challenges associated with dementia to increase knowledge and confidence when treating these patients. The results of this study showed statistically significant improvements in overall confidence and knowledge of treating patients with dementia. The study finds the addition of experiential learning to traditional didactic coursework improves students' reported confidence in working with patients with dementia and understanding the challenges associated with treating patients with dementia.

Portfolio Use and Practices in US Colleges and Schools of Pharmacy

PubMed Central

Turner, Paul D.; Jones, Rhonda M.; Tilleman, Jennifer A.; Coover, Kelli L.

2012-01-01

Objectives. To identify the prevalence of portfolio use in US pharmacy programs, common components of portfolios, and advantages of and limitations to using portfolios. Methods. A cross-sectional electronic survey instrument was sent to experiential coordinators at US colleges and schools of pharmacy to collect data on portfolio content, methods, training and resource requirements, and benefits and challenges of portfolio use. Results. Most colleges and schools of pharmacy (61.8%) use portfolios in experiential courses and the majority (67.1%) formally assess them, but there is wide variation regarding content and assessment. The majority of respondents used student portfolios as a formative evaluation primarily in the experiential curriculum. Conclusions. Although most colleges and schools of pharmacy have a portfolio system in place, few are using them to fulfill accreditation requirements. Colleges and schools need to carefully examine the intended purpose of their portfolio system and follow-through with implementation and maintenance of a system that meets their goals. PMID:22544963

4-H Programs with a Focus on Including Youth with Disabilities.

ERIC Educational Resources Information Center

Stumpf, Mitzi; Henderson, Karla; Luken, Karen; Bialeschki, Deb; Casey, Mary, II

2002-01-01

Intentionally Inclusive 4-H Club Programs is a pilot project intended to create accessible 4-H environments for people with disabilities. An experiential curriculum for 9-12 year-olds was developed and used in three North Carolina counties. Formative evaluation showed how 4-H staff are raising awareness and involving youth and volunteers with…

Teaching Group Processes through Multiple Group Leadership Opportunities in a Masters Level Counselor Education Program

ERIC Educational Resources Information Center

Bourgeois, Marc B.; Winters, Ryan C.; Esters, Irvin E.

2016-01-01

Utilizing an experiential component in group work training is a prominent feature in Counselor Education programs. Although numerous models have been proposed, the vast majority offer limited explanations of incorporating the number of hours of group participation and observation recommended by the Professional Standards for the Training of Group…

Experiential Learning and Community Service in a Business Program: A "Living Case Study" Model and Analysis.

ERIC Educational Resources Information Center

Zucca, Gary; And Others

National University and Sierra College Small Business Development Center (SBDC) have jointly developed a program whereby small businesses become clients of the SBDC and are screened and selected as "living case studies" for National University's practicum for bachelor's and master's of business administration candidates. The new course replaces a…

Facilitators: One Key Factor in Implementing Successful Experience-Based Training and Development Programs.

ERIC Educational Resources Information Center

Wagner, Richard J.; Roland, Christopher C.

An increasing number of corporations are using some form of experience-based outdoor training and development. Most of these programs follow a general process that includes: (1) introduction of the activity by the facilitator; (2) the experiential activity (during which the facilitator is observer or safety monitor); and (3) debriefing or…

Spiraling towards Sustainability: Supporting Facilitator and Training Program Development through Experiential Learning.

ERIC Educational Resources Information Center

Mullinix, Bonnie B.

This paper describes the history of a 4-year evolution of the Namibian Trainer of Trainers (ToT) program from conceptualization to sustainable implementation. After 23 years of armed struggle, most Namibian adults were in need of skills and knowledge. The project had been designed to reach out to historically disadvantaged populations and support…

Offering an Anatomy and Physiology Course through a High School-University Partnership: The Minnesota Model

ERIC Educational Resources Information Center

Jensen, Murray; Mattheis, Allison; Loyle, Anne

2013-01-01

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning.…

Doing Poverty: Learning Outcomes among Students Participating in the Community Action Poverty Simulation Program

ERIC Educational Resources Information Center

Steck, Laura West; Engler, Jennifer N.; Ligon, Mary; Druen, Perri B.; Cosgrove, Erin

2011-01-01

This article discusses an application of the Lewinian/Kolb experiential learning model in the context of undergraduate participation in the Missouri Community Action Poverty Simulation (CAPS) program. CAPS is designed to simulate common, everyday experiences among people living in poverty as participants take on the roles of family members working…

Learning at Eco-Attractions: Exploring the Bifurcation of Nature and Culture through Experiential Environmental Education

ERIC Educational Resources Information Center

Dunkley, Ria Ann

2016-01-01

This article explores informal environmental education (EE) experiences at eco-attractions. A consortium of three UK-based environmental charities designed an eco-attraction-based EE program aiming to inspire responses to environmental change. Over six months, educators at six eco-attractions delivered this two-day program to 430 young people.…

Experiential Learning: Perspectives from Undergraduate Peer-Advisors Pursuing Careers in Higher Education

ERIC Educational Resources Information Center

Hutchinson, Anika L.

2017-01-01

The impact of peer-leadership programs on undergraduate students has been studied since the inception of higher education. Programs such as peer-mentoring, peer-counseling, and peer-advising are regularly used within the college environment as there are proven benefits to both student leaders and mentees. However, there is limited content on…

Graduate and Undergraduate Students Together: An Experiential Learning Model for Teaching Student Development Theory in Student Personnel Preparation Programs.

ERIC Educational Resources Information Center

Champagne, Delight E.

Undergraduates on college campuses are one of the best resources for learning about college student development. Nonetheless, graduate programs which prepare student personnel professionals have typically neglected to involve undergraduates in courses which attempt to teach student development theory and research. Without input and feedback from…

School in the Park: Bridging Formal and Informal Learning Environments

ERIC Educational Resources Information Center

Mathison, Carla; Wachowiak, Susan; Feldman, Linda

2007-01-01

In San Diego, California, 800 public school students from the inner city are attending a program called School in the Park (SITP), for approximately one-fourth of their 3rd-, 4th-, and 5th-grade education. This unique program blends rigorous academic standards (formal learning) with hands-on, experiential curricula (informal learning), using…

Impacts of a Faculty Abroad Experience on Teaching Style and Technology Use in a College of Agriculture and Life Sciences

ERIC Educational Resources Information Center

Sandlin, M'Randa R.; Murphrey, Theresa Pesl; Lindner, James R.; Dooley, Kim E.

2013-01-01

Faculty abroad programs are becoming a popular method to provide faculty in colleges of agriculture with international experiences so they may internationalize their curricula. These programs also serve to provide experiential faculty development opportunities. Eight faculty members from Texas A&M University participated in a faculty abroad…

Anticipated educational outcomes: a case study of the outdoor recreation consortium experience

Treesearch

Yasong Wang; Alan Graefe

2008-01-01

This paper reports on a case study of an outdoor experiential learning program and examines its meaning for program participants. The research was conducted with 56 university students who participated in the Outdoor Recreation Consortium held at the Great Smoky Mountain Institute in Tremont, TN. A mixed-method comparative research approach, using both quantitative and...

Learning during Group Therapy Leadership Training.

ERIC Educational Resources Information Center

Stone, Walter N.; Green, Bonnie L.

1978-01-01

Examined factors affecting congitive learning during a combined experiential-didactic group therapy training program. The overall goal for trainees was the acquisition of a cognitive model of group functioning, which can be translated into consistent leadership techniques. (Author/PD)

Training the Millennial learner through experiential evolutionary scaffolding: implications for clinical supervision in graduate education programs.

PubMed

Venne, Vickie L; Coleman, Darrell

2010-12-01

They are the Millennials--Generation Y. Over the next few decades, they will be entering genetic counseling graduate training programs and the workforce. As a group, they are unlike previous youth generations in many ways, including the way they learn. Therefore, genetic counselors who teach and supervise need to understand the Millennials and explore new ways of teaching to ensure that the next cohort of genetic counselors has both skills and knowledge to represent our profession well. This paper will summarize the distinguishing traits of the Millennial generation as well as authentic learning and evolutionary scaffolding theories of learning that can enhance teaching and supervision. We will then use specific aspects of case preparation during clinical rotations to demonstrate how incorporating authentic learning theory into evolutionary scaffolding results in experiential evolutionary scaffolding, a method that potentially offers a more effective approach when teaching Millennials. We conclude with suggestions for future research.

Immersion francaise precoce: Sciences de la nature 1-7 (Early French Immersion: Natural Sciences for Grades 1-7).

ERIC Educational Resources Information Center

Burt, Andy; And Others

This curriculum guide for the natural sciences is intended for use in grades 1-7 in the early French immersion program. The guide presents the following topics: (1) a list of general objectives; (2) a list of simple skills for children aged 5-8 and for children aged 8-12; (3) activities dealing with matter and its properties, space-time, and human…

A responsive evaluation of an Aboriginal nursing education access program.

PubMed

Curran, Vernon; Solberg, Shirley; LeFort, Sandra; Fleet, Lisa; Hollett, Ann

2008-01-01

Nursing education access programs have been introduced in a number of countries to address the shortage of healthcare providers of Aboriginal descent. An evaluation study of a nursing education access program in Labrador, Canada, was undertaken using a Responsive Evaluation approach. Interviews and focus groups with program stakeholders were conducted. Program effectiveness was influenced by culturally relevant curriculum, experiential and authentic learning opportunities, academic and social support, and the need for partnership building between stakeholders. The authors report key findings resulting from the Responsive Evaluation.

The Future of Nontraditional/Interdisciplinary Programs: Margin or Mainstream? Selected Papers from the Annual Conference on Nontraditional and Interdisciplinary Programs (10th, Virginia Beach, Virginia, May 10-13, 1992).

ERIC Educational Resources Information Center

Reithlingshoefer, Sally J., Ed.

This volume presents the proceedings of a conference on higher education non-traditional and interdisciplinary programs. The papers are grouped into 13 categories. The categories, together with some of the topics treated by the papers grouped within them, are as follows: (1) "Assessing Experiential Learning" (integration into a…

Getting Out of Silos: An Innovative Transitional Care Curriculum for Internal Medicine Residents Through Experiential Interdisciplinary Learning

PubMed Central

Schoenborn, Nancy L.; Christmas, Colleen

2013-01-01

Background Care transitions are common and highly vulnerable times during illness. Physicians need better training to improve care transitions. Existing transitional care curricula infrequently involve settings outside of the hospital or other health care disciplines. Intervention We created a curriculum to teach internal medicine residents how to provide better transitional care at hospital discharge through experiential, interdisciplinary learning in different care settings outside of the acute hospital, and we engaged other health care disciplines frequently involved in care transitions. Setting/Participants Nineteen postgraduate year-1 internal medicine trainees at an academic medical center in an urban location completed experiences in a postacute care facility, home health care, and outpatient clinics. Program Description The 2-week required curriculum involved teachers from geriatric medicine; physical, occupational, and speech therapy; and home health care, with both didactic and experiential components and self-reflective exercises. Program Evaluation The curriculum was highly rated (6.86 on a 9-point scale) and was associated with a significant increase in the rating of the overall quality of transitional care education (from 4.09 on a 5-point scale in 2011 to 4.53 in 2012) on the annual residency program survey. Learners reported improved knowledge in key curricular areas and that they would change practice as a result of the curriculum. Conclusions Our transitional care curriculum for internal medicine residents provides exposure to care settings and health care disciplines that patients frequently encounter. The curriculum has shown positive, short-term effects on learners' perceived knowledge and behavior. PMID:24455024

Experiential Learning.

ERIC Educational Resources Information Center

Heermann, Barry

Sinclair Community College's (SCC's) Experience Based Education (EBE) program offers an alternative approach to learning which operates outside the time, format, and place constraints imposed by traditional, classroom-based education. After introductory material defining EBE and tracing the increased recognition of adult, lifelong learning…

Advertising Field Experience and Experiential Learning.

ERIC Educational Resources Information Center

Keenan, Kevin L.

1992-01-01

Presents research describing internship arrangements at colleges and universities with advertising programs. Finds that internships are widely used, are most often optional, and are usually awarded academic credit. Discusses grading systems, scheduling, employment offers, and types of work required. (SR)

A Technological Teacher Education Program Planning Model.

ERIC Educational Resources Information Center

Hansen, Ronald E.

1993-01-01

A model for technology teacher education curriculum has three facets: (1) purpose (experiential learning, personal development, technological enlightenment, economic well-being); (2) content (professional knowledge, curriculum development competence, pedagogical knowledge and skill, technological foundations); and (3) process (planned reflection,…

Rural and remote young people's health career decision making within a health workforce development program: a qualitative exploration.

PubMed

Kumar, Koshila; Jones, Debra; Naden, Kathryn; Roberts, Chris

2015-01-01

One strategy aimed at resolving ongoing health workforce shortages in rural and remote settings has been to implement workforce development initiatives involving the early activation and development of health career aspirations and intentions among young people in these settings. This strategy aligns with the considerable evidence showing that rural background is a strong predictor of rural practice intentions and preferences. The Broken Hill Regional Health Career Academy Program (BHRHCAP) is an initiative aimed at addressing local health workforce challenges by helping young people in the region develop and further their health career aspirations and goals. This article reports the factors impacting on rural and remote youths' health career decision-making within the context of a health workforce development program. Data were collected using interviews and focus groups with a range of stakeholders involved in the BHRHCAP including local secondary school students, secondary school teachers, career advisors, school principals, parents, and pre-graduate health students undertaking a clinical placement in Broken Hill, and local clinicians. Data interpretation was informed by the theoretical constructs articulated within socio cognitive career theory. Young people's career decision-making in the context of a local health workforce development program was influenced by a range of personal, contextual and experiential factors. These included personal factors related to young people's career goals and motivations and their confidence to engage in career decision-making, contextual factors related to BHRHCAP program design and structure as well as the visibility and accessibility of health career pathways in a rural setting, and experiential factors related to the interaction and engagement between young people and role models or influential others in the health and education sectors. This study provided theoretical insight into the broader range of interrelating and complex personal, contextual and experiential factors impacting on rural and remote youths' career decision-making within a health workforce development initiative.

Prediction of Layer Thickness in Molten Borax Bath with Genetic Evolutionary Programming

NASA Astrophysics Data System (ADS)

Taylan, Fatih

2011-04-01

In this study, the vanadium carbide coating in molten borax bath process is modeled by evolutionary genetic programming (GEP) with bath composition (borax percentage, ferro vanadium (Fe-V) percentage, boric acid percentage), bath temperature, immersion time, and layer thickness data. Five inputs and one output data exist in the model. The percentage of borax, Fe-V, and boric acid, temperature, and immersion time parameters are used as input data and the layer thickness value is used as output data. For selected bath components, immersion time, and temperature variables, the layer thicknesses are derived from the mathematical expression. The results of the mathematical expressions are compared to that of experimental data; it is determined that the derived mathematical expression has an accuracy of 89%.

Supporting Immersion Teachers: An Autoethnography

ERIC Educational Resources Information Center

Speece, Lauren

2017-01-01

Immersion programs face a variety of challenges that are common to the field, such as lack of materials appropriate for students' language abilities, assessment, teacher recruitment and retention, balancing content and language, and relevant, high quality professional development for teachers. However, within specific micro-contexts, other issues…

Longitudinal Development of English Morphology in French Immersion Children.

ERIC Educational Resources Information Center

Gray, Vicky A.; Cameron, Catherine Ann

1980-01-01

Presents an investigation of a longitudinal study of the development of past tense and plural inflections in elementary school children enrolled in either a French immersion or a traditional English curriculum. The type of program did not influence the rate of acquisition. (Author/BK)

Environmental education with a local focus: The development of action competency in community leaders through participation in an environmental leadership program

NASA Astrophysics Data System (ADS)

Cairns, Karen Jean

2001-07-01

This dissertation is a historical and theoretical examination of environmental education to promote community leadership in local environmental issues. It begins with an overview of the history of environmental education, historical perspectives of the beginning of the field, ongoing differences in perspectives of practitioners, and its relationship to the larger field of education. Using a prevalent definition of environmental education as education with an aim of promoting actions, which are environmentally responsible and careful, I examine a variety of educational approaches and their results in achieving this objective. Reasons for using a local focus in terms of promotion of community sustainability are explored, and the literature review ends with a discussion of the value of community action through participatory democratic processes. The dissertation is divided into five chapters, covering an introduction to the purpose and significance of the study, literature review, methodology, results and analysis, and conclusion and implications of the research. Two programs, one at a city or urban level and one at a state level, and outcomes for their participants are explored and compared through data collected from interviews, field observation, and program documents. Findings demonstrated the value of a local focus for environmental education programs, plus the importance of experiential learning, or learning through some sort of personal connection and involvement. Examples of the types of experiential learning involved are tours or field trips, role-playing, and games illustrating concepts. Results emphasized the importance of educational process over content, information, or factual knowledge. The urban leadership program demonstrated the value of a local focus and experiential process in increasing motivation for action. The state program demonstrated the value of education of environmental leaders in democratic processes, especially collaboration, inclusion of all stakeholders, conflict resolution, and problem solving through consensus building. The concluding chapter includes a presentation of a framework for environmental education programs aimed at promotion of community leadership, emphasizing public sphere behaviors or visible community actions, and based upon democratic process. Participatory democratic process as defined by this study is a decision making process involving inclusion of stakeholders at all levels, collaboration, consensus-building, problem-solving, and conflict resolution.

Improving Cultural Intelligence through Experiential Learning in Nontraditional Adult Students at a Private Mid-Atlantic University MBA Program

ERIC Educational Resources Information Center

Weed Harnisch, Ashley Sue

2014-01-01

The demand for culturally competent employees continues to increase both domestically in the United States and abroad. Educational institutions must be aware of the demand and make accommodations for this shift in employee requirements as well as the growing business needs of multinational corporations. Study abroad programs often emerge as the…

Katimavik Participant's Manual, Book V, Environmental Awareness and Appropriate Technology = Katimavik manuel du participant, cahier V, sensibilisation a l'environment et technologie appropriee.

ERIC Educational Resources Information Center

Crelinsten, Michael, Ed.

Focusing on the environmental awareness and appropriate technology learning activity portion of Katimavik (a nine-month volunteer community service and experiential learning program for 17 to 21-year-old Canadians), the bilingual student manual contains sections on learning program objectives and trimester guidelines, optional activities, resume…

The Capstone Sales Course: An Integral Part of a University Level Professional Selling Program

ERIC Educational Resources Information Center

Titus, David; Harris, Garth; Gulati, Rajesh; Bristow, Dennis

2017-01-01

The Capstone Sales course is the final in a sequence of five required courses in a 15 credit Professional Selling program housed in the Marketing Department at St. Cloud State University. The course is heavily focused on experiential learning activities for senior-level sales students. In this paper details of the course design, instructor and…

The Topic Is Sandy Hook: A Program for Gifted and Talented Students at Sandy Hook.

ERIC Educational Resources Information Center

Grant, David

"The Topic Is Sandy Hook" is an experiential 10-week program designed to provide special opportunities and educational experiences for 6th to 10th grade gifted and talented students. Sandy Hook, a natural resource in Monmouth County, New Jersey, is unique in its physical and historical features and provides an exceptionally rich environment in…

Self-Leadership Change Project: The Continuation of an Ongoing Experiential Program

ERIC Educational Resources Information Center

Phillips, James I.; Kern, Dave; Tewari, Jitendra; Jones, Kenneth E.; Beemraj, Eshwar Prasad; Ettigi, Chaitra Ashok

2017-01-01

Purpose: The self-leadership change project (SLCP) is an ongoing program for senior level students at a regional university designed to provide hands-on experience in building self-management skills, which is considered a pre-requisite by many leaders and scholars (e.g. Drucker, 1996; Schaetti et al., 2008). The paper aims to discuss this issue.…

The Relevance of Campus Outdoor Recreation Programs to Higher Education: A University of Utah Example

ERIC Educational Resources Information Center

Dustin, Daniel; Furman, Nate; Bricker, Nate; Cederquist, John; Schumann, Scott

2017-01-01

This paper illustrates the relevance of campus recreation to higher education through a University of Utah case study. Offering Utah's Experiential Learning and Outdoor Recreation Education (U-EXPLORE) program as our exemplar, we advance four lines of thought. First, we establish the relationship between an active body and an active mind. Second,…

International Education in the 21st Century: The Importance of Faculty in Developing Study Abroad Research Opportunities

ERIC Educational Resources Information Center

Giedt, Todd; Gokcek, Gigi; Ghosh, Jayati

2015-01-01

This paper argues for a reimagining of education abroad that fuses short-term programming with some kind of experiential research component led by home campus disciplinary faculty, especially those in the sciences, technology, engineering, and math (STEM) fields, in order to better integrate the study abroad program into the core undergraduate…

Differences between African-American and Caucasian students on enrollment influences and barriers in kinesiology-based allied health education programs.

PubMed

Barfield, J P; Cobler, D C; Lam, Eddie T C; Zhang, James; Chitiyo, George

2012-06-01

Kinesiology departments have recently started to offer allied health education programs to attract additional students to teacher education units (9). Although allied health professions offer increased work opportunities, insufficient enrollment and training of minority students in these academic fields contribute to underrepresentation in the workforce (3). To improve workforce diversity, kinesiology departments must understand how enrollment influences and barriers differ by race among prospective students. Therefore, the purpose of this study was to identify differences in allied health education enrollment influences and enrollment barriers between minority and Caucasian students. Participants (n = 601) consisted of students enrolled in kinesiology-based allied health education programs. Multivariate ANOVA was used to compare group differences in enrollment decision making. "Personal influence," "career opportunity," and "physical self-efficacy" were all significantly stronger enrollment influences among African-American students than among Caucasian students, and "social influence," "experiential opportunity," "academic preparation," and "physical self-efficacy" were all perceived as significantly greater barriers compared with Caucasian students. Findings support the need to recruit African-American students through sport and physical education settings and to market program-based experiential opportunities.

Breath-hold times in air compared to breath-hold times during cold water immersions.

PubMed

Taber, Michael J; MacKinnon, Scott N; Power, Jonathan; Walker, Robert

2015-02-01

Given the effects of cold water immersion on breath-hold (BH) capabilities, a practical training exercise was developed for military/paramilitary personnel completing a helicopter underwater egress training (HUET) program. The exercise was designed to provide firsth and experience of the effects of cold water exposure on BH time. After completing the required HUET, 47 subjects completed two BH testing sessions as well as a short questionnaire. The first BH was completed while standing on the pool deck. The second BH was completed while fully immersed (face down) in 2-3°C water. There were 40 of the volunteers who also breathed from an emergency breathing system (EBS) while in the cold water. Results demonstrated that BH capabilities in cold water were significantly lower than those in ambient air. A significant correlation was also found between BH in air and the difference in cold water vs. air BH capabilities, which suggests that subjects who can hold their breath the longest in air experienced the greatest decrease in BH when immersed. Results indicate that 92% of the subjects reported that the practical cold water immersion exercise had a high value. Finally, 58% of those who used the EBS reported that it was harder to breathe in cold water than while in the training pool (approximately 22°C). The BH times for this group were similar to those reported in previous cold water immersion studies. Based on the questionnaire results, it is possible, when carefully applied, to include a practical cold water immersion exercise into existing HUET programs.

A 10-Year Review of the Food Science Summer Scholars Program: A Model for Research Training and for Recruiting Undergraduate Students into Graduate Programs and Careers in Food Science

ERIC Educational Resources Information Center

Roberts, Angela J.; Robbins, Janette; McLandsborough, Lynne; Wiedmann, Martin

2010-01-01

A pressing problem facing regulatory agencies, academia, and the food industry is a shortage of qualified food science graduates, particularly those with advanced degrees (that is, M.S. or Ph.D.). In 2000, the Cornell Institute of Food Science established the annual Food Science Summer Scholars Program as an experiential summer research program…

Awareness and Monitoring in Outdoor Marine Education

ERIC Educational Resources Information Center

Stepath, Carl

2004-01-01

Background: This paper examines learning relationships associated with awareness, attitude and participatory action skills in the context of community education programs concerning the marine environment. Purpose: An investigation of the relationship of experiential marine education to environmental knowledge, attitudes and responsible ecological…

Interdependence Revisited: Mathematics Achievement in an Intensified French Immersion Program.

ERIC Educational Resources Information Center

Bournot-Trites, Monique; Reeder, Kenneth

2001-01-01

Examines the effect of teaching mathematics in French on mathematics achievement evaluated in English. Analyzes the effect of increased intensity of bilingual education on mathematics achievement and the effects of language of testing in the context of French immersion at the intermediate level. (Author/VWL)

Immersive Education, an Annotated Webliography

ERIC Educational Resources Information Center

Pricer, Wayne F.

2011-01-01

In this second installment of a two-part feature on immersive education a webliography will provide resources discussing the use of various types of computer simulations including: (a) augmented reality, (b) virtual reality programs, (c) gaming resources for teaching with technology, (d) virtual reality lab resources, (e) virtual reality standards…

Didactic Content and Experiential Aging Simulation for Developing Patient-Centered Strategies and Empathy for Older Adults.

PubMed

Johnson, Carole E; Jilla, Anna Marie; Danhauer, Jeffrey L

2018-02-01

The number of people over 65 years of age is increasing, and many of those individuals will have sensorineural hearing loss in addition to other chronic health conditions. Future hearing health care providers need to be sensitive to the needs of elderly patients. The purpose of this article is to describe an experiential learning curriculum used in the Doctor of Audiology program in the Department of Communication Sciences and Disorders at the University of Oklahoma Health Sciences Center. The curriculum uses simulations of sensory disorders common in the elderly to transform knowledge and active experience into patient-centered, empathetic counseling skills and strategies to use with older adults with hearing loss.

DoD-Supported Overseas Training Rotations in Tropical Medicine and Global Health, 2000-2015.

PubMed

Mancuso, James D; Hickey, Patrick W; Coldren, Rodney L; Korman, Amy K; Keep, Lisa W; DeFraites, Robert F; Smith, Maria; Mancuso, Luke J; Sanchez, Jose L

2017-03-01

In 1999, the Department of Defense developed a tropical medicine training program (TMTP) to train military physicians, medical students, and scientists in performing surveillance activities in an overseas environment. This review describes the competencies, educational approach, program participants, institutional collaborations, and process outcomes of the TMTP from 2000 to 2015. TMTP-sponsored rotations addressed a wide variety of interdisciplinary competencies, many of which have military-unique applications. Rotations consisted of both didactic and experiential (overseas) components. The program provided 282 rotations for 260 trainees between 2006 and 2015, the years for which data were available. The Department of Defense accrues benefits from this training program in three main ways: (1) building a cadre of health care professionals who will go on to work at the overseas research laboratories, (2) supporting force health protection and readiness through experiential tropical medicine training, and (3) engaging in global health collaborations and partnerships. The primary challenges include funding, health and security, trainee and site heterogeneity, supervision, trainee engagement, and burden on the host institution. The program will continue to focus on improvement in these areas, with special attention to trainee preparation, communication with both trainees and host sites, and increasing reciprocity with host sites and their faculty. Reprint & Copyright © 2017 Association of Military Surgeons of the U.S.

Rever d'une langue: Anthologie des ecoles d'immersion de l'Alberta de la maternelle a la 11e annee (Dreaming in One Language: An Anthology of Essays from Immersion Schools in Alberta from Pre-Kindergarten through Grade 11).

ERIC Educational Resources Information Center

Alberta Teachers Association, Edmonton.

This publication, launched by the French Council of the Alberta Teachers' Association and prepared under the Millennium Partnership Program in Canada, presents a collection of essays written by French language immersion students in the elementary and secondary grades. Essay topics touch on the following themes: remembering, dreaming, celebrating,…

Virtual reality training for health-care professionals.

PubMed

Mantovani, Fabrizia; Castelnuovo, Gianluca; Gaggioli, Andrea; Riva, Giuseppe

2003-08-01

Emerging changes in health-care delivery are having a significant impact on the structure of health-care professionals' education. Today it is recognized that medical knowledge doubles every 6-8 years, with new medical procedures emerging everyday. While the half-life of medical information is so short, the average physician practices 30 years and the average nurse 40 years. Continuing education thus represents an important challenge to face. Recent advances in educational technology are offering an increasing number of innovative learning tools. Among these, Virtual Reality represents a promising area with high potential of enhancing the training of health-care professionals. Virtual Reality Training can provide a rich, interactive, engaging educational context, thus supporting experiential learning-by-doing; it can, in fact, contribute to raise interest and motivation in trainees and to effectively support skills acquisition and transfer, since the learning process can be settled within an experiential framework. Current virtual training applications for health-care differ a lot as to both their technological/multimedia sophistication and to the types of skills trained, varying for example from telesurgical applications to interactive simulations of human body and brain, to virtual worlds for emergency training. Other interesting applications include the development of immersive 3D environments for training psychiatrists and psychologists in the treatment of mental disorders. This paper has the main aim of discussing the rationale and main benefits for the use of virtual reality in health-care education and training. Significant research and projects carried out in this field will also be presented, followed by discussion on key issues concerning current limitations and future development directions.

"RePlay Health": An Experiential Role-Playing Sport for Modeling Healthcare Decisions, Policies, and Outcomes.

PubMed

Kaufman, Geoff; Flanagan, Mary; Seidman, Max; Wien, Simone

2015-08-01

This article presents the design and empirical investigation of the "RePlay Health" game ( www.replayhealth.com/ ), a novel "role-playing sport" derived from a complex, data-driven, computational simulation of healthcare dynamics. By immersing players in a fictional world in which they take on the role of characters facing specific behavioral and environmental risk factors, the "RePlay Health" game models the impact of health and healthcare policy on individual-level livelihood and community-level productivity. A randomized experiment tested the efficacy of the game for inspiring shifts in thinking about public health and healthcare policy. This study compared the impact of actively playing the game versus passively spectating: 31 young adults were assigned to one of these two roles. Participants completed pretest and posttest measures of their subjective ranking of healthcare policies and attributions for health outcomes. Active players (compared with spectators) reported significantly higher prioritizations (from pretest to posttest) in their subjective ranking of several health policies modeled by the game, such as "improving postdischarge care" and "increasing access to healthy foods." Furthermore, players, but not spectators, were significantly more likely following gameplay to identify environmental or systemic factors as potential causes of health problems. The fact that significant results emerged with a 1-week gap between gameplay and measurement demonstrates that the game could exert a lasting impact on attitudes and perceptions. More broadly, this work illustrates the value of incorporating experiential components, such as narrative, embodiment, and role-playing, in designing efficacious games for health.

Dueling Complexities: Experiences of Dual-Lang Immersion Teachers

ERIC Educational Resources Information Center

Sun, Valerie

2017-01-01

Dual-language immersion is an educational practice in which "literacy and content instruction" is provided in two languages at school (Howard et al., 2007, p.1). The students in these programs have been the center of many studies including student literacy development (Genesee & Jared, 2008), academic achievement (Lindholm-Leary,…

Dismantling Bilingual Education Implementing English Immersion: The California Initiative.

ERIC Educational Resources Information Center

Rossell, Christine H.

This study explored bilingual education in California, analyzing California law on instruction for English Learners before and after Proposition 227. Proposition 227 required that all English Learners (EL) participate in a sheltered English immersion program in which most instruction was in English with curriculum and presentation designed for…

Inclusion in French Immersion in Canada: One Parent's Perspective

ERIC Educational Resources Information Center

Mady, Callie; Arnett, Katy

2009-01-01

Through an examination of one mother's journals about her son's academic struggles to navigate the French immersion (FI) program in Canada, this article explores the tensions that exist when the construct of "inclusion" is juxtaposed against that particular second language-learning context. The analysis of the mother's journals revealed…

The Impact of International Internships and Short-Term Immersion Programs

ERIC Educational Resources Information Center

Gates, Lisa

2014-01-01

For students in U.S. higher education institutions, global learning through study abroad has become a powerful force in student cultural competence. This chapter explores the impact of international internships and other short-term immersion experiences in further developing student learning, especially with respect to their understanding of the…

Criticality for Global Citizenship in Korean English Immersion Camps

ERIC Educational Resources Information Center

Ahn, So-Yeon

2015-01-01

Given a heavy social, ideological pressure for parents to pursue better English education for their children in the globalized world, short-term English immersion camp programs have emerged as an educational option in South Korea, promoted as environments for intercultural communication between native English-speaking teachers and local Korean…

A Virtual World for Collaboration: The AETZone

ERIC Educational Resources Information Center

Cheney, Amelia W.; Sanders, Robert L.; Matzen, Nita J.; Bronack, Stephen C.; Riedl, Richard E.; Tashner, John H.

2009-01-01

Participation in learning communities, and the construction of knowledge in communities of practice, are important considerations in the use of 3D immersive worlds. This article describes the creation of this type of learning environment in AETZone, an immersive virtual environment in use within graduate programs at Appalachian State University…

Producing Bilinguals through Immersion Education: Development of Metalinguistic Awareness

ERIC Educational Resources Information Center

Bialystok, Ellen; Peets, Kathleen F.; Moreno, Sylvain

2014-01-01

This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124…

Effects of group prosocial skills training on anger control in prison inmates.

PubMed

Forbes, M R; Pratsinak, G J; Fagan, T J; Ax, R K

1992-02-01

A prosocial skills training program did not significantly affect the abilities of 48 adult male prison inmates to manage anger. Eight group treatment sessions did not influence their emotions, thoughts, and behaviors developed over years of experiential learning.

Brain Friendly School Libraries

ERIC Educational Resources Information Center

Sykes, Judith Anne

2006-01-01

This title gives concrete practical examples of how to align school library programs and instructional practice with the six key concepts of brain-compatible learning: increasing input to the brain; increasing experiential data; multiple source feedback; reducing threat; involving students in learning decision making; and interdisciplinary unit…

The Teen STAR Program.

ERIC Educational Resources Information Center

Klaus, Hanna

Since neither the provision of contraception, nor exhortations to preserve premarital chastity serve the adolescent's need to integrate their now-present biological capacity to procreate into their operational self concept, this study utilized experiential learning about fertility to facilitate the integration of biologic maturity with adolescent…

Multicultural Leadership Development through Experiential Learning.

ERIC Educational Resources Information Center

Overstreet, Michelle; Okiror, Linda; Weber, Margaret J.; McCray, Jacquelyn

1998-01-01

The Multicultural Leadership Development Program provided for the exploration into the culture of the individual and others for undergraduates from two different universities. Students reported changes in their perspectives on diversity, leadership, and citizenship and felt these changes could potentially influence awareness and sensitivity in…

Restoring Opportunity for Dropouts: Reasons & Results.

ERIC Educational Resources Information Center

Crist, Kerry

1991-01-01

The 70001 Training & Employment Institute is currently designing a new dropout prevention program for public schools, the Work, Achievement, and Values in Education (WAVE) project. WAVE exercises will be competency based, helping demonstrate concrete learning gains and emphasizing experiential learning activities and sensitivity to local…

Experiential Learning in Higher Education: Linking Classroom and Community. ASHE-ERIC Higher Education Report No. 7.

ERIC Educational Resources Information Center

Cantor, Jeffrey A.

This report reviews the literature and research on the use of experiential learning in higher education, focusing on classroom-community linkages. It defines experiential learning and reviews the current employment of experiential learning in higher education. An introductory section explains the politics and policy issues of experiential learning…

Collecting and validating experiential expertise is doable but poses methodological challenges.

PubMed

Burda, Marika H F; van den Akker, Marjan; van der Horst, Frans; Lemmens, Paul; Knottnerus, J André

2016-04-01

To give an overview of important methodological challenges in collecting, validating, and further processing experiential expertise and how to address these challenges. Based on our own experiences in studying the concept, operationalization, and contents of experiential expertise, we have formulated methodological issues regarding the inventory and application of experiential expertise. The methodological challenges can be categorized in six developmental research stages, comprising the conceptualization of experiential expertise, methods to harvest experiential expertise, the validation of experiential expertise, evaluation of the effectiveness, how to translate experiential expertise into acceptable guidelines, and how to implement these. The description of methodological challenges and ways to handle those are illustrated using diabetes mellitus as an example. Experiential expertise can be defined and operationalized in terms of successful illness-related behaviors and translated into recommendations regarding life domains. Pathways have been identified to bridge the gaps between the world of patients' daily lives and the medical world. Copyright © 2016 Elsevier Inc. All rights reserved.

Coping and experiential avoidance: unique or overlapping constructs?

PubMed

Karekla, Maria; Panayiotou, Georgia

2011-06-01

The present study examined associations between coping as measured by the Brief COPE and experiential avoidance as measured by the AAQ-II and the role of both constructs in predicting psychological distress and well-being. Specifically, associations between experiential avoidance and other types of coping were examined, and factor analysis addressed the question of whether experiential avoidance is part of coping or a related but independent construct. Results showed that experiential avoidance loads on the same factor as other emotion-focused and avoidant types of coping. The higher people are in experiential avoidance, the more they tend to utilize these types of coping strategies. Both experiential avoidance and coping predicted psychological distress and well-being, with most variance explained by coping but some additional variance explained by experiential avoidance. ANOVAS also showed gender differences in experiential avoidance and coping approaches. Results are discussed in light of previous relevant findings and future treatment relevant implications. Copyright © 2010 Elsevier Ltd. All rights reserved.

Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume II: Training Program for Teacher Trainers (Group A). Final Report.

ERIC Educational Resources Information Center

PSI Associates, Inc., Washington, DC.

The goal of the teacher/university education component of the Peace Corps Liberia Education Training Program is to provide trainees with experiential and theoretical learnings that would be useful to them as inservice teacher trainers or university educators for the Ministry of Education, Republic of Liberia. To achieve this goal, training focuses…

Experiencing Research Firsthand: The "unClassroom" Experiential Learning Approach to Teaching Research Methods in an LIS Master's Program

ERIC Educational Resources Information Center

Mandel, Lauren H.

2017-01-01

Research methods education in LIS master's degree programs is facing several difficult questions: should a methods course be required, what content should be taught in that course, and what is the most effective mechanism for teaching that content. There is little consensus about what should be taught or how, but the American Library Association,…

Collins Center Update. Volume 16, Issue 1 & 2. October 2013-March 2014

DTIC Science & Technology

2014-03-01

communications companies with major interests in newspaper, magazine, and business publishing, television and radio broadcasting, cable network...Experiential Education Division. In Late May, Deloitte , the largest private professional services organization in the world, once again chose the...USAWC’s SLSR Program to meet their leader development needs. Because of the success they have had with the program over the years, Deloitte has formally

Gender Effects on the Major Selection Process--A Five-Year Study: Implications for Marketing Business Programs of Small Private Col1eges to Women.

ERIC Educational Resources Information Center

Kolhede, Eric

2001-01-01

This 5-year study of undergraduates at a small western private college revealed similarities and differences between males and females in their expectations of business programs (e.g., women's greater desire for experiential learning), which point to product development and promotional strategies that can be targeted toward female students. (EV)

A Thriving and Innovative Undergraduate Experiential Physics Program

NASA Astrophysics Data System (ADS)

Roughani, Bahram

2013-03-01

The thriving physics program at Kettering University has experienced a three-fold increase in the number of physics majors since 2002. Our unique physics program requires students alternate between on-campus academic terms and off-campus co-op work terms on a three months rotation format to complete their degree in 4.5 years that includes summer as either school or co-op term. Students complete a minimum of five terms (~15 months) of cooperative work terms, and two terms (~6 months) of senior thesis work. The IP of the thesis work done at a co-op site belongs to the company. This has attracted co-op sponsors for our program by removing the IP concerns. The cooperative and experiential education part of our program is required for graduation, without any credits assigned to it. At the end of every co-op term students' work performance is evaluated by their co-op supervisor, which should match expected performance standards. In addition to co-op and thesis, our programs include a senior capstone design project course, concentrations within physics (Acoustics, Optics, and Materials), a required technical sequence outside physics, as well as entrepreneurship across curriculum. The success of our student securing the highest paid jobs for undergraduate physics majors in the nation plus their success in graduate studies are the main ``Pull Factors'' that has lead to three fold increase the physics majors since 2002.

The interplays among technology and content, immersant and VE

NASA Astrophysics Data System (ADS)

Song, Meehae; Gromala, Diane; Shaw, Chris; Barnes, Steven J.

2010-01-01

The research program aims to explore and examine the fine balance necessary for maintaining the interplays between technology and the immersant, including identifying qualities that contribute to creating and maintaining a sense of "presence" and "immersion" in an immersive virtual reality (IVR) experience. Building upon and extending previous work, we compare sitting meditation with walking meditation in a virtual environment (VE). The Virtual Meditative Walk, a new work-in-progress, integrates VR and biofeedback technologies with a self-directed, uni-directional treadmill. As immersants learn how to meditate while walking, robust, real-time biofeedback technology continuously measures breathing, skin conductance and heart rate. The physiological states of the immersant will in turn affect the audio and stereoscopic visual media through shutter glasses. We plan to test the potential benefits and limitations of this physically active form of meditation with data from a sitting form of meditation. A mixed-methods approach to testing user outcomes parallels the knowledge bases of the collaborative team: a physician, computer scientists and artists.

Shaping Learning through Space: The Case of Outdoor Management Training.

ERIC Educational Resources Information Center

Hall, Roger; Rowland, Caroline

This paper explores the relationship between experiential learning theory and outdoor management training, and describes a British outdoor management program grounded in adult learning theory. An introduction explores competing paradigms in management education: the managerialist perspective, which focuses on development of skills and…

Undergraduate Research in Agriculture: Constructivism and the Scholarship of Discovery

ERIC Educational Resources Information Center

Splan, Rebecca K.; Porr, C. A. Shea; Broyles, Thomas W.

2011-01-01

Experiential learning is a hallmark of undergraduate education programs in the agricultural sciences, and is aligned with constructivist learning theory. This interpretivist qualitative study used historical research methodology to analyze the epistemological underpinnings of constructivism and explore the construct's relationship to undergraduate…

Consolidating Learning from Experience.

ERIC Educational Resources Information Center

Leat, David; And Others

1992-01-01

A study investigated the ability of University of Newcastle upon Tyne (England) teacher trainees to use their problem-solving skills in experiential programs in local businesses and public services. Students were grouped in teams and placed as "intelligent outsiders" with employers. Results for hosts and students are reported, and…

Running a Research Marathon

ERIC Educational Resources Information Center

Maaravi, Yossi

2018-01-01

In the current article, I describe a case of experiential learning that can be used to enhance learning, students' research skills and motivation in academic institutions. We used the already existing process of hackathons--intense computer programming events--and conducted a social science research marathon. Fifty-two graduate students…

The Paper Mirror: Understanding Reflective Journaling

ERIC Educational Resources Information Center

Hubbs, Delaura L.; Brand, Charles F.

2005-01-01

Although pervasive throughout counseling psychology and other training programs that incorporate experiential activities, reflective journals have sparse, fragmented and disparate theoretical bases to support their use. Coming from the fields of counseling and professional education, the authors use counselor education as a template to explore the…

Benefits of teaching medical students how to communicate with patients having serious illness: comparison of two approaches to experiential, skill-based, and self-reflective learning.

PubMed

Ellman, Matthew S; Fortin, Auguste H

2012-06-01

Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consistently or explicitly addressed in the curriculum. The two learning programs share a number of educational approaches driven by the learning objectives, the students' development, and clinical realities. Common educational features include: experiential learning, the Biopsychosocial Model, patient-centered communication, integration into clinical clerkships, structured skill-based learning, self-reflection, and self-care. These shared features - as well as some differences - are explored in this paper in order to illustrate key issues in designing and implementing medical student education in these areas.

Advanced Practice Internship: Experiential Learning in a Drug Use and Disease State Management Program

PubMed Central

Skledar, Susan J.; McKaveney, Teresa P.; Ward, Charles O.; Culley, Colleen M.; Ervin, Kelly C.; Weber, Robert J.

2006-01-01

Objective Establish a 3-year hospital internship within a drug use and disease state management program that would provide doctor of pharmacy students with experiential learning while still completing their classroom studies. Design As paid interns, students engaged in group and individual activities that assessed clinical practice guidelines. Patient monitoring and clinical intervention techniques were learned through prospective evaluation of drug therapy. Students designed evidence-based treatment guidelines and participated in all phases of development, including multidisciplinary approval, implementation, and evaluation stages. Assessment Student competency was continually monitored through direct observation by a preceptor and written examinations. Patient case studies, group discussions, and poster presentations allowed assessment of student growth in knowledge and communication skills. Conclusion The comprehensive structure of this internship provides a broad perspective for understanding the role of the hospital pharmacist in providing pharmaceutical care. Close supervision maximizes student learning potential and fosters a mentoring relationship for both personal and professional growth. PMID:17136188

The Impact of Experiential Avoidance on the Inference of Characters' Emotions: Evidence for an Emotional Processing Bias.

PubMed

Pickett, Scott M; Kurby, Christopher A

2010-12-01

Experiential avoidance is a functional class of maladaptive strategies that contribute to the development and maintenance of psychopathology. Although previous research has demonstrated group differences in the interpretation of aversive stimuli, there is limited work on the influence of experiential avoidance during the online processing of emotion. An experimental design investigated the influence of self-reported experiential avoidance during emotion processing by assessing emotion inferences during the comprehension of narratives that imply different emotions. Results suggest that experiential avoidance is partially characterized by an emotional information processing bias. Specifically, individuals reporting higher experiential avoidance scores exhibited a bias towards activating negative emotion inferences, whereas individuals reporting lower experiential avoidance scores exhibited a bias towards activating positive emotion inferences. Minimal emotional inference was observed for the non-bias affective valence. Findings are discussed in terms of the implications of experiential avoidance as a cognitive vulnerability for psychopathology.

Business German: The Use of Simulations in a Total Immersion German Business Class.

ERIC Educational Resources Information Center

Weber, Ellen

At Concordia College's Institute of German Studies (Minnesota), an immersion program, a 1-month course entitled "German in the Business World" concentrates on development of written and oral communication skills needed in firms dealing with German-speakers. As part of its emphasis on banking, insurance, and business, the course includes…

Two Dimensions of Parental Involvement: What Affects Parental Involvement in Dual Language Immersion?

ERIC Educational Resources Information Center

Ee, Jongyeon

2017-01-01

This article investigates parental involvement in Korean two-way immersion (TWI) programs from the social capital theory perspective. This study explores the degree to which parental involvement is affected by parents' demographic features and parent-related variables by analyzing data from 454 parents of students enrolled in seven elementary…

Curriculum Development, Lesson Planning, and Delivery: A Guide to Native Language Immersion

ERIC Educational Resources Information Center

Reinhardt, Martin

2017-01-01

In 2016, Dr. Martin Reinhardt and Dr. Jioanna Carjuzaa produced a series of three webinars concerning Indigenous language immersion programs. The first webinar focused on broad curriculum development ideas including core relationships, guidelines and principles for effective pedagogy, and models. The second webinar focused on the elements of…

French Immersion Experience and Reading Skill Development in At-Risk Readers

ERIC Educational Resources Information Center

Kruk, Richard S.; Reynolds, Kristin A. A.

2012-01-01

We tracked the developmental influences of exposure to French on developing English phonological awareness, decoding and reading comprehension of English-speaking at-risk readers from Grade 1 to Grade 3. Teacher-nominated at-risk readers were matched with not-at-risk readers in French immersion and English language programs. Exposure to spoken…

Second Language Acquisition of Spanish Service Industry Requests in an Immersion Context

ERIC Educational Resources Information Center

Czerwionka, Lori; Cuza, Alejandro

2017-01-01

The current study examines English-speaking learners of Spanish and their pragmatic development of request forms during a six-week immersion program in Madrid, Spain. Elicited production and intuition data were analyzed, focusing on personal deictic orientation, directness evidenced by clause type, and the use of "por favor"…

Web 2.0 for the Online Graduate Student: Technology Immersion for Both Curriculum and Residency

ERIC Educational Resources Information Center

Hewitt, Anne M.; Spencer, Susan S.

2012-01-01

Technology Integration has emerged as the ultimate critical educational challenge for the twenty-first century. Although many universities tout technology immersion in strategic plans, reality suggests that faculty often serve as the key change agents. As online programs increase exponentially, technology best practices become essential for fully…

Discussing Difference: Color-Blind Collectivism and Dynamic Dissonance in Two-Way Immersion Contexts

ERIC Educational Resources Information Center

Stolte, Laurel

2017-01-01

This comparative case study (based on observational, interview, and picture-sort data) examines how teachers and students talk about cultural, linguistic, racial, and socioeconomic difference in two elementary Spanish-English two-way immersion programs. In addition, I analyze how those discourses are associated with both contextual conditions and…

Two-Way Immersion Students' Home Languages, Proficiency Levels, and Responses to Form-Focused Instruction

ERIC Educational Resources Information Center

Tedick, Diane J.; Young, Amy I.

2018-01-01

Two-way immersion (TWI) programs in the U.S. integrate learners with different home languages and varied proficiencies in Spanish and English. Although both English home language (EHL) and Spanish home language (SHL) TWI students succeed academically in English, they often experience incomplete acquisition (Montrul 2011. "Morphological Errors…

A Case for Adult Two-Way Bilingual Immersion

ERIC Educational Resources Information Center

Van Booven, Christopher D.

2012-01-01

The present study investigates 2-way bilingual immersion (TWBI) as a potentially viable pedagogical model for adult language learners. A review of the literature on TWBI at the K-6 level is provided, followed by an examination of key issues in adult second and foreign language education. Implications for potential adult TWBI programs are discussed…

Sociolinguistic Variation and Acquisition in Two-Way Language Immersion: Negotiating the Standard

ERIC Educational Resources Information Center

Starr, Rebecca Lurie

2016-01-01

This book investigates the acquisition of sociolinguistic knowledge in the early elementary school years of a Mandarin-English two-way immersion program in the United States. Using ethnographic observation and quantitative analysis of data, the author explores how input from teachers and classmates shapes students' language acquisition. The book…

Discourses on Bilingualism in Canadian French Immersion Programs

ERIC Educational Resources Information Center

Roy, Sylvie; Galiev, Albert

2011-01-01

The present article examines discourses on bilingualism in French immersion schools and connects local ideologies of bilingualism to a more global view of what it means to be bilingual in Canada. Bilingualism is usually regarded as two isolated monolingualisms (or monolingual systems) in which there is no place for code-switching, uneven language…

A School-Based Phonological Awareness Intervention for Struggling Readers in Early French Immersion

ERIC Educational Resources Information Center

Wise, Nancy; D'Angelo, Nadia; Chen, Xi

2016-01-01

The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on…

Application of Geographic Information System (GIS) in Student Experiential Learning on Climate Change and Sustainability

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.; Prakash, A.; San Juan, F.

2016-12-01

Consortium of minority serving institutions including Delaware State University, Virginia State University, Morgan State University, University of Alaska Fairbanks, and Elizabeth City State University have collaborated on various student experiential learning programs to expand the technology-based education by incorporating Geographic Information System (GIS) technique to promote student learning on climate change and sustainability. Specific objectives of this collaborative programs are to: (i) develop new or enhance existing courses of Introduction to Geographic Information System (GIS) and Introduction to Remote Sensing, (ii) enhance teaching and research capabilities through faculty professional development workshops, (iii) engage minority undergraduates in GIS and remote sensing research via experiential learning activities including summer internship, workshop, and work study experience. Ultimate goal is to prepare pipeline of minority task force with skills in GIS and remote sensing application in climate sciences. Various research projects were conducted on topics such as carbon footprint, atmospheric CO2, wildlife diversity, ocean circulation, wild fires, geothermal exploration, etc. Students taking GIS and remote sensing courses often express interests to be involved in research projects to enhance their knowledge and obtain research skills. Of about 400 students trained, approximately 30% of these students were involved in research experience in our programs since 2004. The summer undergraduate research experiences (REU) have offered hands-on research experience to the students on climate change and sustainability. Previous studies indicate that students who are previously exposed to environmental science only by a single field trip or an introductory course could be still at risk of dropping out of this field in their early years of the college. The research experience, especially at early college years, would significantly increase the participation and retention of students in climate sciences and sustainability by creating and maintaining interest in these areas. These programs promoted active recruitment of faculty, staff, and students, fostered the development of partnerships, and enhanced related skill sets among students in GIS and remote sensing.

Mesomorphy correlates with experiential cognitive style.

PubMed

Genovese, Jeremy E C; Little, Kathleen D

2011-01-01

The purpose of this study was to test for a relationship between mesomorphy and experiential cognitive style (S. Epstein, 1994) in a sample of university students (30 women and 24 men). Anthropometric somatotypes were obtained using the Heath-Carter procedure (J. E. L. Carter, 2002). Experiential cognitive style was operationalized as scores on the experiential scale of the Rational Experiential Inventory for Adolescents (A. D. Marks, D. W. Hine, R. L. Blore, & W. J. Phillips, 2008). Nonparametric bootstrap correlations were calculated using 80% confidence intervals. There were significant correlations between mesomorphy and experiential cognitive style for men (r(s) = .33) and women (r(s) = .25). For men, experiential cognitive style was also correlated with endomorphy (r(s) = .39) and ectomorphy (rs = -.48).

A laboratory-based study of the relationship between childhood abuse and experiential avoidance among inner-city substance users: the role of emotional nonacceptance.

PubMed

Gratz, Kim L; Bornovalova, Marina A; Delany-Brumsey, Ayesha; Nick, Bettina; Lejuez, C W

2007-09-01

Despite the theorized centrality of experiential avoidance in abuse-related psychopathology, empirical examinations of the relationship between childhood abuse and experiential avoidance remain limited. The present study adds to the extant literature on this relationship, providing a laboratory-based investigation of the relationships between childhood sexual, physical, and emotional abuse, experiential avoidance (indexed as unwillingness to persist on 2 psychologically distressing laboratory tasks), and self-reported emotional nonacceptance among a sample of 76 inner-city treatment-seeking substance users. As hypothesized, results provide evidence for heightened experiential avoidance and emotional nonacceptance among individuals with moderate-severe sexual, physical, and emotional abuse (compared to individuals reporting none-low abuse). However, although emotional nonacceptance was associated with increased risk for experiential avoidance, it mediated the relationship between childhood abuse and experiential avoidance only for emotional abuse. As such, results suggest that one mechanism through which emotional abuse in particular leads to experiential avoidance is emotional nonacceptance. Findings suggest the utility of interventions aimed at decreasing experiential avoidance and promoting emotional acceptance among abused individuals.

Army Reserve Instructors' Perceptions regarding the Effectiveness of the Experiential Learning Model in Teaching Mid-Level Army Reserve Officers

ERIC Educational Resources Information Center

Meyer, Robert S.

2010-01-01

The Command and General Staff College (CGSC) at Ft. Leavenworth is a fully accredited graduate school. The primary professional development program at CGSC has been for mid-level officers. This program is referred to as ILE (Intermediate Level Education) and is taught in small cohort groups of 12 to 18 students. CGSC has embraced the principles of…

Building Bridges: Experiential and Integrative Learning in a Canadian Women's Prison

ERIC Educational Resources Information Center

Pollack, Shoshana

2016-01-01

This article reports on a study of student experiences of a Walls to Bridges (W2B) class taught by Faculty of Social Work instructors in a Canadian women's prison. The Walls to Bridges (W2B) program is based on the U. S. Inside-Out Prison Exchange Program and brings students from the university together with students from the prison to study for a…

MIXED-METHODS EVALUATION OF PARTICIPANT RECRUITMENT AND RETENTION IN THE MOM POWER PARENTING INTERVENTION PROGRAM.

PubMed

Mucka, Lilia E; Dayton, Carolyn J; Lawler, Jamie; Kirk, Rosalind; Alfafara, Emily; Schuster, Melisa M; Miller, Nicole; Ribaudo, Julie; Rosenblum, Katherine Lisa; Muzik, Maria

2017-07-01

Parenting group success begins with attendance. Using archival pilot data from 99 mothers who enrolled in the Mom Power (MP) parenting intervention, this study sought to understand the factors that influenced participant engagement and retention. MP is a group-based, early intervention program grounded in attachment theory that utilizes motivational interviewing as a core component to enhance program engagement. Study aims were to qualitatively describe the reasons why mothers were interested in participating in the program, including what they hoped to gain from the experience, and to quantitatively examine the extent to which attendance was associated with demographic, experiential, and psychosocial factors. The qualitative analysis of intake interviews revealed that mothers expected the MP intervention to provide a warm environment for themselves and their children as well as to support and enhance their parenting, and 95% revealed their hopes that the intervention would help them grow and develop as women. Attendance rates were relatively high, with 62% of mothers missing less than one group session. Quantitative analyses using multiple regression to test associations of demographic, experiential, and psychosocial factors with attendance rates were not significant. Results suggest that motivational interviewing may be an important component in promoting participant engagement efforts in parenting interventions. © 2017 Michigan Association for Infant Mental Health.

A compliance assessment of midpoint formative assessments completed by APPE preceptors.

PubMed

Lea Bonner, C; Staton, April G; Naro, Patricia B; McCullough, Elizabeth; Lynn Stevenson, T; Williamson, Margaret; Sheffield, Melody C; Miller, Mindi; Fetterman, James W; Fan, Shirley; Momary, Kathryn M

Experiential pharmacy preceptors should provide formative and summative feedback during a learning experience. Preceptors are required to provide colleges and schools of pharmacy with assessments or evaluations of students' performance. Students and experiential programs value on-time completion of midpoint evaluations by preceptors. The objective of this study was to determine the number of on-time electronically documented formative midpoint evaluations completed by preceptors during advanced pharmacy practice experiences (APPEs). Compliance rates of on-time electronically documented formative midpoint evaluations were reviewed by the Office of Experiential Education of a five-member consortium during the two-year study period prior to the adoption of Standards 2016. Pearson chi-square test and generalized linear models were used to determine if statistically significant differences were present. Average midpoint compliance rates for the two-year research period were 40.7% and 41% respectively. No statistical significance was noted comparing compliance rates for year one versus year two. However, statistical significance was present when comparing compliance rates between schools during year two. Feedback from students and preceptors pointed to the need for brief formal midpoint evaluations that require minimal time to complete, user friendly experiential management software, and methods for documenting verbal feedback through student self-reflection. Additional education and training to both affiliate and faculty preceptors on the importance of written formative feedback at midpoint is critical to remaining in compliance with Standards 2016. Copyright © 2017 Elsevier Inc. All rights reserved.

A Primer on Adventure Education in the Camp Setting.

ERIC Educational Resources Information Center

Nei, Eric

2003-01-01

Basic concepts of experiential learning theory are presented to assist camp directors in choosing knowledgeable staff and developing successful adventure programs. These concepts include assessment of learner (camper) readiness, activity sequencing, learning cycle, comfort zone, activity framing, task goals versus process goals, and five stages of…

Same But Different: An Intercultural Training Workshop Manual.

ERIC Educational Resources Information Center

Ching, Judith; And Others

This manual is a product of the Intercultural Training Program (ICT) Workshops which were originally designed to provide experiential training to Hawaii's teachers, students, and administrators. The training, however, may be useful to anyone interested in acquiring the experience and knowledge necessary to communicate effectively with varied…

Pre-Service Teachers' Beliefs and Pupil Control Ideology: The Custodializing Practicum

ERIC Educational Resources Information Center

Rideout, Glenn; Morton, Larry

2010-01-01

Purpose: The purposes of this study is to examine the impact of primarily bureaucratic socialization; and demographic, experiential, and philosophical orientations (beliefs about key educational concepts) variables on teacher candidates' pupil control ideology (PCI) during a pre-service teacher education program. The relationship between…