The Internship Supervisor and Experiential Learning
In: APSA 2014 Annual Meeting Paper
In: APSA 2014 Annual Meeting Paper
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In: PS: political science & politics, Band 41, Heft 2, S. 379-385
This paper discusses an arms control simulation that formed a central
part of the course, Controlling Chemical and Biological Weapons.
Based on the experiential learning approach this simulation sought
to (a) provide an active learning context for students to acquire an
in-depth understanding of central aspects of biological arms
control, and (b) gain an appreciation for the complexities of
multilateral diplomacy in general and arms control negotiations in
particular. I taught this course in spring 2006 to a group of 16
final-year undergraduate students. The arms control simulation
complemented the weekly one-hour lectures and replaced the standard
one-hour student-led seminar sessions. At the beginning of the
simulation I supplied students with a set of confidential country
instructions to approach the simulation, which was subdivided into
two negotiating rounds of three sessions each and a drafting
exercise towards the end of the semester.
In: PS: political science & politics, Band 50, Heft 3, S. 842-848
ISSN: 1537-5935
ABSTRACTTo date, more than 650 university presidents across the United States have become signatories of the American College and University Presidents' Climate Commitment (ACUPCC). A central goal of being a signatory is for a campus to achieve carbon neutrality. This article suggests that bringing the practice of experiential learning to the college classroom is a mechanism to help students understand and become involved in campus carbon-neutrality efforts. More specifically, it discusses the practical realities of using an undergraduate environmental-policy course to create policy proposals for our campus's 2020 carbon-neutrality goal. The findings support a growing body of literature that demonstrates the value of experiential learning by enabling students to move from theory to practice.
In: Teaching Law with Popular Culture (Christine Corcos ed., Carolina Academic Press, 2017)
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In: Europolity: continuity and change in European governance, Band 16, Heft 2
ISSN: 2344-2255
In: Georgia State University College of Law, Legal Studies Research Paper No. 2011-27
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In: International negotiation: a journal of theory and practice, Band 3, Heft 1, S. 39-57
ISSN: 1571-8069
AbstractThis article explores the value of experiential learning about international negotiations through role-playing exercises. Simulations have been employed successfully in international relations courses since the late 1950s, but the end of the Cold War has prompted a renewed interest in simulations as interactive teaching tools that capture the dynamics of change in the international system. Building on the existing literature on simulations, I describe an effective role-playing exercise for the new era, the Global Problems Summit, which was originally designed for an advanced undergraduate Political Science course at The College of Wooster. This simulation is structured to fulfill clear educational objectives by providing an opportunity for experiential learning about international diplomacy and the complexity of global problems, an understanding of different national perspectives on these issues, and the development of negotiation and communication skills to promote international cooperation. Three years of successful application lead me to conclude that the Global Problems Summit and related role-playing simulations can truly enliven the international relations classroom and enhance the learning experience.
In: PS: political science & politics, Band 41, Heft 2, S. 379-386
ISSN: 0030-8269, 1049-0965
In: Journal of political science education, Band 4, Heft 4, S. 435-446
ISSN: 1551-2177
In: International journal of sustainability in higher education, Band 18, Heft 7, S. 1108-1122
ISSN: 1758-6739
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.
In: Foltice, B., & Rogers, R. (2020). Ambiguity aversion and experiential learning: implications for long-term savings decisions. Review of Behavioral Finance.
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In: International journal of sustainability in higher education, Band 21, Heft 4, S. 699-715
ISSN: 1758-6739
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.
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