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Teaching Troublemakers: Experiential Learning in Christian Higher Education
In: Journal of Faith and the Academy, Band 1, Heft 61
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Reality-play--experiential learning in social work training
In: Social work education, Band 22, Heft 4, S. 351-362
ISSN: 1470-1227
Experiential Learning and the Wish for Transformation
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 9, Heft 1, S. 33-35
ISSN: 1552-6658
Experiential Learning in Ghana: Decentering the White Voice
In: Radical teacher: a socialist, feminist and anti-racist journal on the theory and practice of teaching, Band 121, S. 5-14
ISSN: 1941-0832
White supremacy served as the foundation of the transatlantic slave trade and the subsequent practice of chattel slavery in the United States.[i] As such, it is not an exaggeration to say that US history is rooted in the oppression of non-white populations who have experienced and continue to experience various forms of physical and emotional harm. It is in this context that we examine how undergraduate students from XXX University, a predominantly white liberal arts institution, experienced the summer 2019 study abroad 'Maymester' excursion to Ghana where the transatlantic slave trade was the main focus of one of the courses, Precolonial African history.[ii] We argue that an interracial dialogue on the terror of whiteness on Black bodies and in Black spaces, which is steeped in historical context, develops when white student voices do not predominate classroom discussions. By centering the co-author's account of the program, we show that when decentering the white voice, which is generally that of the dominant student population, white students can achieve a reconsideration of their understanding of self, others, and of African and global histories. This article also stresses the importance prioritizing cultural competence as a student goal in light of some of the preconceived notions they held about Ghana and Africa, and finally, we argue that universities have a moral responsibility to introduce Anti-racist pedagogy into the classrooms as a measure to fight white supremacist ideology.
[i] Gary Dorrien, "Achieving the Black Social Gospel, " Breaking White Supremacy: Martin Luther King Jr. and the Black Social Gospe (New Haven, CY: Yale University Press, 2018), 1.
[ii] Split into two courses, the four-week study program spanned two weeks each.
Improving Student's Estimating Abilities through Experiential Learning
In: The International journal of construction education and research: a tri-annual publication of the Associated Schools of Construction, Band 17, Heft 2, S. 117-132
ISSN: 1550-3984, 1522-8150
Experiential Learning and Innovation in Offshore Outsourcing Transitions
In: Orchestration of the Global Network Organization; Advances in International Management, S. 433-461
Experiential Learning and Innovation in Offshore Outsourcing Transitions
In: Orchestration of the Global Network Organization; Advances in International Management, S. 433-461
Experiential learning through shared responsibility and risk
In: Educating for Responsible Management: Putting Theory into Practice, S. 71-92
Experiential learning for sustainability leadership in higher education
In: International journal of sustainability in higher education, Band 16, Heft 5, S. 692-705
ISSN: 1758-6739
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 program end.
Design/methodology/approach
– The authors describe key design elements of a sustainability leadership certificate, which was framed around five key sustainability competencies. Using a pre/post self-assessment, participants (n = 32) selected their level of confidence and competence in each of the key sustainability competencies and completed open-ended questionnaires. Quantitative data were analyzed using a Mann–Whitney U test, and qualitative data were transcribed and coded using a grounded theory approach in NVivo 10.
Findings
– Based on the survey feedback, the program participants were generally excited by the program's experiential format and supportive community. They felt that they had improved their confidence and competence in the key sustainability competencies. Three themed clusters, community, future and personal development, emerged from the participants' open-ended responses. This supports the program design and can inform further program development.
Practical implications
– The third theme, personal development, is notable, as it is not a typical focus of sustainability in higher education, but held high importance to participants. This strong resonance with participants suggests that sustainability programs should consider the role of the self to foster the development of key sustainability competencies.
Originality/value
– The program's focus on "personal" was intentional in the program design. Based on participants' feedback, the inclusion of personal development exercises was a critical element for successful sustainability leadership development.
Experiential Learning through Group Work and Theater
In: Social work with groups: a journal of community and clinical practice, Band 41, Heft 1-2, S. 49-59
ISSN: 1540-9481
Two Approaches, One Course: An Experience in Experiential Learning
In: Journal of prevention & intervention in the community, Band 41, Heft 2, S. 128-135
ISSN: 1540-7330
Critical Thinking and Credit for Prior Experiential Learning
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 18, Heft 3, S. 342-350
ISSN: 1552-6658
This article explores a new model for assessing prior learning that encourages students to think critically. It begins by introducing the reader to the concepts of prior learning assessment and critical thinking. It then describes specific assignments to promote critical thinking in prior experiential learning assessment, as well as in field study, exercises, simulations, and other forms of experiential learning.
Experiential learning in finance education – Applying experimental finance methodology
In: To appear in the HANDBOOK OF EXPERIMENTAL FINANCE, Sascha Füllbrunn and Ernan Haruvy (eds), Edward Elgar Publishing
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