Suchergebnisse

Purpose
The purpose of this paper is to describe students' self-reported learning from engaging in an experiential learning task designed to develop their understanding of sustainable food systems and dietary practices.


Design/methodology/approach
In all, 143 first-year students enrolled in an entry level food and nutrition subject undertook a three-week eco-friendly food challenge (1. Reduce food (and food-related) waste; 2. localise food purchases; 3. eat seasonally and sustainably; or 4. reduce meat consumption). They blogged about their experience and respond to an action-orientated reflective question each week. Content analysis of the blogs was undertaken using NVivo 10. Content was systematically coded and categorised according to action/activity, learning and response to reflective question.


Findings
Students reported undertaking a range of self-selected practical activities throughout the challenge. Self-reported learning suggested students gained self-awareness and knowledge and demonstrated problem-solving abilities. The importance of planning and preparation was the most common theme in students' blogs when responding to the action-orientated reflective question in Week 1. In Week 2, students identified socially mediated barriers and the time and energy required to undertake their challenge as the most likely barriers preventing others engaging in the challenge. They provided advice and solutions to overcome these barriers. In Week 3, a range of community, government and multi-sector initiatives to support consumer food-related behaviour change were identified.


Originality/value
This approach presents a possible means for engaging nutrition undergraduates with environmental sustainability.

Purpose
This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students' critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students' sustainability self-efficacy and employability.


Design/methodology/approach
In total, 55 sustainability experiences were curated and placed into the SLED database, which was promoted to students in nine subjects. Supporting materials designed to assist critical evaluation, reflection on experiences and to build student employability were also developed. A comprehensive mixed-methods evaluation of the program was conducted.


Findings
The quantitative evaluation revealed some changes in environmental behaviors, depth of critical sustainability thinking and graduate attributes. The qualitative evaluation revealed that students see the value of a university-curated database of experiences and provided ideas for improvements to the database. It also revealed examples of higher-order learning facilitated by SLED.


Research limitations/implications
Recruitment and attrition of research subjects, common challenges in pedagogical research, were experienced. "Opt-out" is one response to this but it comes with ethical challenges.


Originality/value
This exploratory study demonstrates the potential of SLED to build students' sustainability efficacy and suggests ways in which it and similar programs can be developed for improved student and sustainability outcomes. Namely, the use of an online platform closely associated with existing learning management systems, higher-level institutional stewardship, closer curriculum integration and close partnering with credentialing programs.

The Kobayashi Maru is a training simulation that has its roots in the Star Trek series notable for its defining characteristic as a no-win scenario with no "correct" resolution and where the solution actually involves redefining the problem. Drawing upon these characteristics, we designed a board meeting simulation for an experiential course in nonprofit governance, which places students in a high-stakes decision-making situation closely modeled on real events. To do so, we uniquely integrated principles from acting literature with theory and research in training and development. The Kobayashi Maru Meeting is a simulation with high physical and psychological fidelity—that is, one that closely resembles the "look and feel" of real-world board governance. The topics are deliberately sensitive to personal, organizational, and societal values to create high engagement and deep learning and to highlight the importance of good governance for organizational leadership. Results from multisource, multimethod data suggest that the simulation enhanced students' decision making, critical thinking, and communication skills, as well as their ability to deal with their own and others' reactions in intense circumstances. Beyond board governance, the simulation creates an authentic learning experience that can be adapted to multiple learning contexts including leadership, ethics, decision making, and communication.

Abstract
Climate scientists are increasingly called upon to collaborate with policy makers to develop climate science–informed policy decisions. However, there are concerns that existing professional and cultural boundaries will remain persistent barriers to fulfilling the potential promise of these collaborations. The perception that scientists will be learning by doing while pursuing these efforts does little to assuage these concerns because more research is needed into how scientists actually learn to collaborate more effectively. Using interviews with 18 individuals identified by their peers as particularly successful participants in collaborations between Native American Tribes and climate science organizations, this paper offers suggested practices and examines learning processes underlying the development of these suggestions. The development of the list of suggested practices highlights the extent to which having the right attitude, taking the right actions, and cultivating the right processes are intertwined factors associated with success in these collaborations. Analysis of the learning processes underlying interviewees' suggestions for suggested practices offered five sources of information that frequently led interviewees to reflect on their experiences and gain new knowledge from them. Despite these common trends, each interviewee described a reflection system that they had cultivated to continually monitor and enhance their work in collaborations that was personalized and distinctive from those the other interviewees used. Increased attention to these tailored reflection systems offers a path forward for understanding how experiential learning can most effectively enhance climate change decision support.

Colby‐Sawyer College is a small, liberal arts and sciences school nestled in New Hampshire's Dartmouth‐Lake Sunapee region. In 2017, it reported total enrollment of 1,043 students: 989 at the undergraduate level, 13 in graduate programs, and 41 online students.

Conference theme: Service-Learning as a Bridge from Local to Global: Connected World, Connected Future ; Breakout Session 6: Different Modes / Models of Service-Learning & Building Effective Partnerships in Service-Learning ; In September 2009, the Hong Kong SAR Government implemented the 'New Academic Structure for Senior Secondary Education and Higher Education'. Under the new academic structure, local universities now offer 4-year undergraduate programmes instead of 3-year. In preparing for the 4-year undergraduate programmes, universities establish experiential learning as an important component for all undergraduate degrees. At The University of Hong Kong (HKU), the synergy between experiential learning and formal curriculum has been introduced long before government's policy. The overview of HKU's experience in experiential learning will be introduced with case studies of innovative design and course structure to illustrate students' experiences and learning as well as, the development, implementation and evaluation of experiential learning projects. These case studies are drawn from experiential learning courses offered by Faculty of Architecture, Faculty of Business and Economics and Faculty of Engineering. ; published_or_final_version

International volunteering and experiential learning programs provide important opportunities for personal and academic growth for students, universities and communities, however, they also have the potential of reinforcing neocolonial frameworks of power and privilege. Furthermore, these programs occur more and more in an academic context where short-term experiences are promoted, and long-term programs abandoned in the wake of neoliberal university policies. This paper is a reflection on the politics, possibilities and challenges of starting a new experiential learning endeavor through the Service Learning Program at St. Francis Xavier (StFX) University from a critical standpoint by exploring tensions and power dynamics of such programs whilst working from a decolonizing and solidarity-based pedagogy of development.

The innovative structure of an undergraduate course on communication and decision making in small groups, based on the framework of Kolb's experiential learning theory, is described. The course involves doing in-class exercises that replicate published research about a given topic. Exercises involve completion of a group task, the manipulation of variables, and collection and analysis of data. Following each exercise, the students read the original research and other relevant materials. In the subsequent class, the students are debriefed through an examination of the class data and a discussion of the reading materials and potential practical applications. This sequence of experiment replication and discussion is repeated with a different exercise each week. The in-class activities are supplemented with written analysis assignments. Variations on the basic course module and other course components are described, and factors guiding design choices are discussed. Evidence of student learning relevant to course objectives is presented.

The supply of business and management graduates to the labor market has grown significantly. However, these graduates still find themselves without employment for years. This is because employment is lagging behind economic growth. As a result, unemployment rate in South Africa has increased from 22% in 1994 to 25% in 2014. In response, government, employers and managers are striving to create sustainable employment. However, creating sustainable employment is both challenging and difficult. No wonder that there is a constant cry to establish factors that enable sustainable employment. The aim of this research is to establish the impact of experiential learning in administrative management on sustainable employment. The research is quantitative in nature, and a questionnaire is used to collect data from the respondents. The research establishes that experiential learning in administrative management enables sustainable employment