Experiential Education

This comparative case study of teaching and learning experience explores connected learning design principles to improve engagement in higher education and weave sustainability practice into introductory environmental science curriculum through the integration of community, place, peer support, networking, and technology. For this study teaching and learning took place in multiple settings, online and in a brick-and-mortar classroom, and in students' communities. We set out to ask: In what ways might the implementation of connected learning principles be used to improve engagement and weave sustainability into environmental science curriculum, broaden interest in science literacy, and encourage community action in introductory higher education courses? Comparative analysis and collaborative autoethnography methodologies were utilized to compare professor experiences for analysis and synthesis of patterns. Findings suggest that connected learning curriculum can broaden access to science, improve engagement, and help weave sustainability into a variety of courses by presenting students with relevant applied opportunities, connections and critical thinking about place and community, peer support and intergenerational connections, networking, and technology. Students can also gain a sense of agency and career relevance especially important to students who might otherwise feel they cannot "do science" or make a difference in a changing world. Lastly, this approach can improve instructors' teaching experiences by relieving time and content constraints to incorporating sustainability into other course subjects as students submit more interesting passion-driven work, and are encouraged to network with and learn from individuals (family, community, and scientists) outside the classroom they may not have otherwise sought out.

This comparative case study of teaching and learning experience explores connected learning design principles to improve engagement in higher education and weave sustainability practice into introductory environmental science curriculum through the integration of community, place, peer support, networking, and technology. For this study teaching and learning took place in multiple settings, online and in a brick-and-mortar classroom, and in students' communities. We set out to ask: In what ways might the implementation of connected learning principles be used to improve engagement and weave sustainability into environmental science curriculum, broaden interest in science literacy, and encourage community action in introductory higher education courses? Comparative analysis and collaborative autoethnography methodologies were utilized to compare professor experiences for analysis and synthesis of patterns. Findings suggest that connected learning curriculum can broaden access to science, improve engagement, and help weave sustainability into a variety of courses by presenting students with relevant applied opportunities, connections and critical thinking about place and community, peer support and intergenerational connections, networking, and technology. Students can also gain a sense of agency and career relevance especially important to students who might otherwise feel they cannot "do science" or make a difference in a changing world. Lastly, this approach can improve instructors' teaching experiences by relieving time and content constraints to incorporating sustainability into other course subjects as students submit more interesting passion-driven work, and are encouraged to network with and learn from individuals (family, community, and scientists) outside the classroom they may not have otherwise sought out.

Volume 4 | Issue 3 | 333 Hearing Voices: The value of experiential learninga student seminar Archives of Clinical Case Studies and Case Reports, 2023 I recently viewed a brief but poignant documentary concerning the experience of hearing voices -` What it's like to hear voices` [1]. The discussion explores ways that hearing voices impacts on the lives of individuals and families and ways each attempts to cope with their difficulties. `Hearing voices in the mind are the most common type of hallucination in people with mental health conditions such as schizophrenia. The voices can be critical, complementary or neutral, and may make potentially harmful commands or engage the person in conversation. They may give a running commentary on the person's actions` .

Outdoor education takes many forms such as wilderness education, adventure-based outdoor education, experiential education, and place-based education. These experiences can last several days, several weeks, several months, and sometimes more than a year. Outdoor education is implemented at many age groups from kindergarten through college level (Deringer &

Outdoor education takes many forms such as wilderness education, adventure-based outdoor education, experiential education, and place-based education. These experiences can last several days, several weeks, several months, and sometimes more than a year. Outdoor education is implemented at many age groups from kindergarten through college level (Deringer & Wiggins, 2018; Djonko-Moore et al., 2018; Quibell, 2017; Taff et al., 2016; Uhls et al., 2014). Studies researching the impacts of outdoor education on students, show that the impact is positive and helps to improve self-confidence, relationships, problem-solving skills, moral development, and connection to nature (Collins et al., 2016; Cooley et al., 2016; Lowenstein & Smith, 2017; Roberts, 2018; Tan & Atencio, 2016). This research thesis will aim to understand the impact that outdoor education has had on the decisions that college students at the University of Vermont have made, are making, and will make in the future. The quest...

Designing experiential student exercises or course modules can be daunting for faculty members. Often, not knowing where to begin is a barrier that causes instructors to avoid developing meaningful, high-impact student exercises grounded in experience. However, these can be incredibly powerful and transformative pedagogies. The Experiential Learning Map (ELM) is a curricular planning tool that instructors, learning consultants, or students can use to storyboard and develop an experiential lesson. Modelled after the business model canvas , which supports a cooperative design process for project teams informed by research about experiential learning, the ELM provides instructors with an easy-to-use curriculum planning tool. The designers intended the ELM to be flexible. Instructors can scale the pedagogy from a single-class interaction to a multi-session pedagogical arc. Instructors may find the ELM provides a simple, iterative planning tool that they can use to scope and scale a learning experience.

An undergraduate class of 37 American outdoor education students were involved in a one-day “Mystery Adventure”. The program design was based on a holistic 'wave theory'model, as described by Martin (2001) in the context of Outward Bound program design in the Czech Republic. The one-day Mystery Adventure was based in a small, rural town and involved students in small groups selecting their own level of engagement in approximately nine social, environmental, physical and emotional challenges. An ...

In this paper, we share our thoughts on implementing Humanities Across Borders (HAB), an initiative of the International Institute for Asian Studies (IIAS) to invigorate the Humanities with  civic-minded pedagogies grounded in local experience, with university partners from Asia, Africa,
Europe, and the USA. We reflect on the economisation and technologisation of higher education  together with the growing dominance of a singular model of knowledge production and
dissemination the world over. From there, we discuss our approach of learning in situ, i.e. combining the situational context – people’s memories, expressions, motives, practices and, physical surroundings – with text-based, disciplinary articulations. In visualising the university as a site of meaning-making, we call for the rehabilitation of the public role of the university even as we build a trans-regional, inter-institutional, intersectional space for collaborative teaching and learning.

The rich capacity of scene setting involves the five senses and an exploration of the nuances of place. Scene setting readies the protagonist for action, and connects them to others through the sociometric matrix and contains them in a safe and profound space. The power of setting a scene is often truncated in deference to moving quickly into the full action phase of the drama. Attention to the rich capacity contained within the building of a scene, involving the senses and exploring the nuances of place, can often not only ready the protagonist for action but also connect them to others through the sociometric matrix of surplus reality. Through the re-storying of memories and the opening of new neural network pathways, protagonists come to a richer understanding of the surplus reality of place being co-created in the sociomatrix within the group.

Professional Experience placements provide invaluable opportunities for pre-service teachers to connect their expanding knowledge to teaching practice. When done well, these experiences are underpinned by purposeful and continuous guidance from experienced mentor teachers. Significantly, the participation and engagement of Australian mentor teachers in this process is voluntary in nature, meaning the system relies on teachers 'opting-in' to mentoring. This research examines mentor teacher participation within Secondary-level initial teacher education courses and highlights issues relating to overall mentor teacher (and host school) engagement. Analysis of placement data over a five-year period to 2021 illustrates a significant change in participation with a dwindling number of mentor teachers participating in placement activity. Other insights include a declining rate of school and mentor teacher participation and an over-reliance on a portion of the teaching workforce to sustain these preparatory experiences. These findings highlight structural and systematic gaps negatively impacting on the delivery and quality of initial teacher education, which in turn have broad implications for the current national workforce shortage in Secondary teaching.

The use of experiential learning approaches such as capstone seminars, simulations, case competitions, internships, service learning, and collaborative projects are all practices that are desirable and well documented in the teaching of business courses. Despite research that shows that business case writing can provide students with experiential learning that fosters the understanding of business challenges, ethical situations, and real-world decision-making processes, this pedagogical tool has gained little attention in the experiential learning curriculum (Vega, 2010). To demonstrate the effectiveness of business case writing as an experiential learning tool, we discuss the case writing experience and the learning outcomes for two undergraduate business students who participated in a summer case project at the David Berg Center of Ethics. This paper provides a model for integrating business case writing assignments into business experiential learning courses.

This paper describes an experientiallearning activity to promote skill development infirst year engineering students. The exercise involvesthe assembly of a remote-control car using readilyavailable part kits. Students work in small teamsunder the mentorship of experienced faculty membersfrom a variety of engineering backgrounds. The goalof the exercise is to introduce engineering design intofirst year engineering by providing students with anengaging, hands-on experience. The exercise is oneof several new activities being incorporated into theIdeas Clinic Experience for engineering students atthe University of Waterloo.

Open Badges are a method, proposed by the Mozilla Foundation, to recognise skill acquisition and ‘informal’ learning, particularly as part of Lifelong Learning. However, there is also significant potential in the formal education sector. This paper outlines a project at City University London to identify whether Open Badges should be supported across the institution, and includes some possible uses for badges. The project involved interviewing staff and conducting focus groups with students to understand their needs and level of interest. The paper includes some anticipated and actual findings from the research and summarises the subsequent work being undertaken as a result of the project. The findings of this project could be used by other institutions considering the use of Open Badges in their own context.

Lifewide learning has grown in importance amongst UK universities, with many now offering award programmes to both encourage students to take part in extra- and co-curricular activities and to recognise their efforts in these areas. However, the typical requirement to align these awards with the existing academic year means that the submission and assessment of the awards occur at one of the most demanding times of the year for both students and staff. This paper suggests that a model for lifewide learning awards where the assessment activities are devolved to trusted third-parties would help to reduce the burden on students and staff. The idea of Open Badges, a standard for creating and sharing secure, verifiable digital credentials and evidence, is proposed and discussed using a case study as a means to support a devolved approach to lifewide learning awards.

Here’s a structured lesson series for The Last Human by Lee Bacon,  designed around Morgan & Albrecht’s Ecological Mindfulness model and created by ChatGPT. Each lesson aims to deepen students' connection to the characters, themes, and underlying ecological ideas, while activating mindful awareness, compassion, and action.

This study aims to explore how teachers respond to stealing incidents in their classes. Eight teachers participated in the study. They were interviewed and asked to describe stealing incidents that happened in their classes in the past. The interviews were transcribed verbatim and processed as text. Common themes and topics were determined by processing the raw data several times. Based on the results, suggestions are provided for practicing teachers and teacher trainers on how to deal effectively with stealing incidents in classroom environments.

The global economy's demand for innovative entrepreneurs is not being met by current undergraduate entrepreneurship education . The low rate of university graduates transitioning to self-employment and venture creation highlights a critical gap between education and the realities of entrepreneurial activity [2, 3]. In the UK, only 4.7% of graduates transitioned to freelance or self-employment, with less than 0.6% starting

The purpose of this study was to assess the perceptions of ATS instructors in Egypt related to implementing experiential learning in the form of internships. In July 2007, 90 ATS instructors attended workshops focused on conducting internship experiences. Self-perceived competency of ATS instructors to implement internships was assessed immediately following inservice training. Approximately a year later (June 2008), ATS instructors' self-perceived importance and application of internship competencies were assessed. A discrepancy score was also calculated. Results indicated that: (a) at the conclusion of the initial workshop, ATS instructors felt competent to implement internship activities with their students; (b) a year later, ATS instructors felt that all the competencies had high importance, but their ability to apply the competencies was slightly lower; and (c) there were discrepancies on all competencies, with the largest discrepancies focused on explaining internships.

Although out-of-school time experiences such as camp contribute to youth development, youth involvement in these developmental experiences is largely dependent on parents who determine which activities are appropriate for their children. A contributing factor to parents’ decisions to send their child to camp is the amount of risk and non-clinical anxiety that parents associate with the camp experience, yet little attention has been paid to these issues, particularly from the perspective of camp program providers. It is unclear to what extent parent anxiety is an operational and programmatic concern for camp program providers. Informed by risk perception and parent involvement theories, this study explores (1) causes of parent anxiety from the perspective of camp program providers; (2) operational and programmatic consequences associated with the management of parent anxiety; and (3) camp program practices used to reduce parent anxiety. Data were collected from a sample of 248 camp p...

FARMS ON CAMPUS: STRONG STAKEHOLDER SUPPORT FOR AN EDUCATIONAL GARDEN AT A NON-LAND-GRANT UNIVERSITY by Gina M. Bacigalupi University farms and gardens are increasingly seen as effective tools for learning a variety of academic subjects and as resources that allow users to connect experientially to nature. Most existing university farms, however, are found at resource-rich land-grant universities. This research evaluated stakeholder interest and willingness-to-pay in money, time, and labor for a proposed educational farm at a public, urban, non-land-grant university through an online survey of over 400 members of the California State University East Bay, Concord Campus community. Overall, support for an educational farm at this site was high amongst all stakeholder groups. Students and stakeholders who hold multiple positions on campus reported greater interest in interacting with a campus teaching farm than did faculty and staff, while administrators expressed the least likelihood to participate in the proposed farm. Younger respondents and females anticipated greater interaction levels than did older or male groups. Income affected willingness-to-pay paradoxically: middle-income respondents anticipated contributing the greatest financial support, while those in the highest and lowest income categories projected contributing the smallest levels of financial support. Across all stakeholders, high interest in garden-based education reflected the recent growth of urban gardening and experiential learning in city centers around the world. More avenues may be needed for administrators, decision-makers, and funders to interact with garden classrooms to render university teaching gardens more viable, widely-utilized, and financially tenable. L. Woodard who gave me this project in the first place. Always in my corner, she has been and continues to be a role model, mentor, and friend. My research would not have been possible without support from the College of Social Sciences Research Grant. I am grateful for key individuals from California State University, East Bay who include: Darice Ingram for her online survey genius, Dr. David Larson for his continual support of my work -he and Dr. Woodard are the reason I went to graduate school, Brian Cook who gave me the go-ahead to conduct research on the Concord Campus, Marcia Brown for helping me reach out to the Geography and Environmental Studies students, and Kathleen Bryant for her insight into the world of Scholar OLLI. My time at San José State University was definitely improved by: Dr. Shannon Bros-Seemann who inspired me, showed me a new way to learn and teach, and helped me answer many of my "why" questions, Alan Levanthal who was my go-tocomputer guy and always had pearls of entertaining wisdom to share, and Signora Dorina Cereghino, my Italian professoressa who kept me grounded, sane, and excited to learn the language of my relatives. vi On the day of the graduate student orientation, I sat at our department's seminar table with

A report on a UK survey of 32 older lifelong outdoor enthusiasts including how they have maintained their interests in the outdoors, how they have adapted to changes in health with ageing and what they have given back to others and the outdoor environment.

with her Bachelor's of Social Work. While finishing her degree, she works part time, has an internship at a child welfare agency, and is involved in various clubs on campus. Her future goals include obtaining a Master's of Social Work with a clinical focus, and continuing to do research. Grace then plans to obtain social work licensure to practice as a mental health professional.

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Learn time management. overall perceptions of the academic year work experiences. Journal of Student Employment, 6(1). Christoffel; P. (1985). Working your way through college: A new look at an old idea. Wash ington: The College Board. Churaman, C. (1992). How families finance college education. Journal of Student Financial Aid, 22(2) . Foreman, R. (1993). UPS study relates student employment to job hunting success after graduation. Journal of Student Employment, Special Edition. Gleason, P. M. (1993). College student employment, academic progress, and postcollege labor market success. Journal of Student Financial Aid, 23(2).

Objective: To provide specific considerations for hosting non-U.S. pharmacy students at U.S.-based colleges/schools of pharmacy (C/SOP) for experiential clerkships and training. Findings: A literature review (2000-2016) in PubMed, Google Scholar and IPA databases was conducted using specific keywords. Recommendations and future directions for development of experiential rotations for non-U.S. students in U.S. experiential rotations are presented for both the home and host country. Summary articles and best practices across the disciplines, as well as expert opinion, were found across U.S. models for hosting non-U.S. students in advanced practice rotations in the medical disciplines. Consistent themes regarding legal agreements, acculturation, standardized calendars and social and safety considerations were considered for inclusion in the final document. Conclusion: Development of a successful experiential rotation/training for non-U.S. students requires consideration for well-develo...

This 5-year study of graduating seniors at Elon University ( n = 2,058) evaluates the impacts of experiential learning depth (amount of time commitment) and breadth (number of different types of experiences) on student outcomes. Data on study abroad, undergraduate research, internships, service, and leadership experiences were pulled from cocurricular transcripts and paired with responses to the National Survey of Student Engagement. Both depth and breadth were associated with acquiring a broad general education, writing clearly and effectively, contributing to the welfare of communities, relationships with faculty and administration, and desire to attend the same institution. Depth (but not breadth) was associated with higher order thinking (synthesis and application) in the senior year, as well as overall educational experience. Breadth (but not depth) was associated with working effectively with others and better relationships with other students. Overall, key learning outcomes d...

The generation of Diaspora Jews that witnessed the creation of the State of Israel and its first insecure decades were firm standard-bearers of Israel, seeing its unconditional support a near holy duty. Endowed by a robust sense of responsibility for the very existence and wellbeing of the vulnerable state, Jews hardly sought a role in dictating policy. While the Jewish establishment has openly disagreed with the Israeli establishment on issues relating to Judaism, such as the question of “Who is a Jew?” it mainly avoided any open debate and criticism on Israel’s national politics and foreign policy. Although Jewish communities have always tended to have organizations of different political hues, they have tended to engage with the broader polity with a more unified voice.

Have you ever dreamed of walking through an ocean tunnel, gazing up at sea turtles swimming overhead, or relaxing in a pool where the underwater view stretches into a marine world? Thanks to innovative underwater windows, zoo windows, and aquarium windows, these experiences are no longer limited to dreams-they're becoming part of everyday life in resorts, zoos, aquariums, and even private homes. What Are Underwater Windows? Underwater windows are large, durable viewing panels made from high-strength acrylic. These installations create a transparent barrier between guests and aquatic environments, providing an immersive experience without ever getting wet. Whether it's a luxury hotel pool or a spa retreat, underwater windows instantly elevate the space. They create a unique, tranquil ambiance that connects people with water in a completely new way. Picture soaking in a pool with a view that extends beyond the wall into a tropical reef or a lush lagoon. That's the magic underwater windows bring to life in luxury settings. Creating a Seamless View of Marine Life Aquarium windows allow visitors to stand inches away from sharks, stingrays, and exotic fish, offering a clear and uninterrupted view that makes aquariums feel like real-life submarines. The technology used in aquarium windows is designed to withstand the intense water pressure of large tanks while maintaining flawless optical clarity. Manufacturers use specially engineered acrylics that are up to 17 times stronger than glass. They provide safety and visibility-no distortion, no fogging, just a crystal-clear view. The Role of Acrylic Zoo Windows in Exhibits Zoo windows bring a whole new level of excitement to animal exhibits. Visitors can watch polar bears dive, otters swim, or even hippos glide gracefully-right from behind a transparent barrier. These acrylic panels are tough enough to handle aggressive interactions from animals while ensuring complete safety for guests. Many leading zoos now feature acrylic underwater viewing areas, giving guests a look into rarely seen animal behaviors. Why Acrylic Over Glass? Acrylic is not only lighter and stronger than glass, but it also offers better clarity and impact resistance-especially under water. Acrylic panels make people feel like they're truly inside the environment. There are no metal bars or obstructive frames-just a smooth, seamless visual. These panels are formed using specialized casting techniques that ensure they remain free of bubbles, distortions, or warping-no matter how large the installation. Engineered to endure years of exposure to water, sun, chemicals, and temperature changes, these windows are built to last. From infinity-edge pools with see-through sides to underwater hotel suites, the possibilities are endless. Aquarium windows are a cornerstone of the visitor experience in major marine parks around the world. Even homebuilders are getting creative-installing underwater windows in pools and home aquariums to give owners a daily dose of oceanic wonder. Interactive Dive Experiences with Underwater Panels Divers and snorkelers can now explore aquatic exhibits where others watch from behind viewing panels-creating a shared experience between dry land and underwater realms. These panels allow humans to interact with sea life in a safe, respectful, and non-invasive way. Shaping the Experience with Custom Panels No two underwater installations are the same. Designers can shape windows into spheres, tunnels, or curved walls to create captivating experiences. The flexibility of acrylic means the design possibilities are limited only by imagination. Tested for Pressure and Impact Each panel undergoes rigorous testing to ensure it can handle both natural forces and the unexpected-from waves to wildlife. Even in outdoor setups, acrylic maintains its strength and clarity in all weather.

This chapter presents a framework for fostering innovative entrepreneurship within higher education institutions, combining theoretical insights with practical applications. Responding to the growing demand for entrepreneurial skills, the framework emphasizes institutional commitment, experiential learning, faculty development, and cross-sector partnerships. Through a qualitative method, the research identifies key challenges and effective strategies for embedding entrepreneurship in universities. The framework outlines steps to create an entrepreneurial ecosystem that aligns with institutional missions and prepares students for success in a dynamic global economy. Key elements include strategic leadership, integrated curricula, innovation hubs, industry ties, and ongoing evaluation. Emphasizing hands-on learning and faculty support, the chapter promotes a practical, evidence-based path to enhancing entrepreneurship education.

Twelve students in a developmental psychology service-learning course engaged in a service-learning project with two groups of elders in an urban setting. Nine members of the class provided quantitative and qualitative feedback on this experiential learning experience. Survey results indicated that students believed the project increased their interest in the content area and that the project was a valuable aspect of the course. Based on student reflection papers in the course, students could identify specific ways the project helped them to learn course content. Finally, two interviewed students commented on how the project helped dismantle ageist preconceptions they held prior to completing the course. The project illustrates the advantages of experiential teaching in promoting interactions and understanding between diverse age groups. Three recommendations for implementing experiential teaching in community psychology and service-learning courses are presented. Experiential learning is increasingly being emphasized at all levels of education. In this type of learning, students interact with what they are studying and, ideally, reflect on that experience . Experiential teaching makes use of a variety of tools in order to facilitate this We thank the Fall 2011 Adult Development class at Carlow University for a wonderful first term with this project. We also thank the Sisters of Mercy, Women of West Oakland, Jermaine McKinley, Chrys Gabrich, and Jessica Friedrichs for making this project possible.

Twelve students in a developmental psychology service-learning course engaged in a service-learning project with two groups of elders in an urban setting. Nine members of the class provided quantitative and qualitative feedback on this experiential learning experience. Survey results indicated that students believed the project increased their interest in the content area and that the project was a valuable aspect of the course. Based on student reflection papers in the course, students could identify specific ways the project helped them to learn course content. Finally, two interviewed students commented on how the project helped dismantle ageist preconceptions they held prior to completing the course. The project illustrates the advantages of experiential teaching in promoting interactions and understanding between diverse age groups. Three recommendations for implementing experiential teaching in community psychology and service-learning courses are presented. Experiential learning is increasingly being emphasized at all levels of education. In this type of learning, students interact with what they are studying and, ideally, reflect on that experience . Experiential teaching makes use of a variety of tools in order to facilitate this We thank the Fall 2011 Adult Development class at Carlow University for a wonderful first term with this project. We also thank the Sisters of Mercy, Women of West Oakland, Jermaine McKinley, Chrys Gabrich, and Jessica Friedrichs for making this project possible.

This article describes a methodology of convening a community conversation, which took place during the 2018 Workshop on Regional Centres and the Sustainability of Canada's Rural and Northern Landscapes held at Lakehead University in Thunder Bay, Ontario. In what follows, we both theorize and narrate the use of the labyrinth-a circular, circuitous walking path-as a tool for accessing another way of knowing, and for sharing personal vision for collective refl ection and engagement. First, the labyrinth is described as an intervention into business-as-usual in academic, workshop, or conference settings. In this section, we briefl y theorize the use of the labyrinth as a form of cultural reinvention. Next, we describe the labyrinth as a dynamic, transformational process that taps into embodied, interior experience, drawing it out into collective view. This process, centred on walking the labyrinth and sitting in a listening circle, challenges participants to identify and express their chief motivating purposes, as well as the internal barriers they face in meeting their most valued aims. Central to this process is attending to the close relationship between experience and refl ection, thinking and feeling, and speaking and listening-at both individual and collective levels. The article concludes with observations about how the labyrinth and the listening circle can be used in higher education, and other workplace contexts, as a tool for creating space for fostering sustainability from the inside out.

A dominant discourse in higher education has widely called for reviewing, redesigning and alignment of the curricula to suit the current and future skills demands in the labour market. In response, universities have over time been repositioning themselves to develop practical approaches to produce graduates with skills relevant to the job market. One such approach is the Student-Centered Outreach (S-C-O) model conceived and run at Gulu University in Uganda. However, little is known about the S-C-O model and thus this paper sought to develop and present a conceptual framework that underpins the functioning of the model. The structural set-up of the framework shows that students are centrally positioned between the faculty and the community. A key resource connecting the actors in the S-C-O model is knowledge which is gained through learning that takes place from either the top or bottom side of the S-C-O model and integrating feedback to close the learning loop. Examination of the im...

According to Neil Kane (2016), there is no better way to prepare students for the world of the 21st century, whether they aspire to work for a large company, start their own business, go into academia or devote themselves to public service, than through cultivating their skills in entrepreneurship. Th e entrepreneurial mindset has been defi ned as the set of atti-tudes, skills, and behaviors needed by students to succeed academically, personally, and professionally. It is the ability to see opportunities, marshal resources, and create value which are of high demand in both for-profi t and not-for-profi t organizations. Developing the entrepreneurial mindset requires a combination of critical developmental experiences and a well-coordinated combination of personal refl ection, peer support, and expert mentoring. Th e article provides an overview of an approach incorporating these key elements, to develop the entrepreneurial mindset in engineering undergraduate students through a two-...

Recent educational developments on the national and regional scale have called for a radical transformation. New York State is reassessing the qualifications needed for high school students to attain a diploma. The federal government is threatening to abolish the United States Department of Education. For students to be prepared to face the challenges of the global economic landscape, several 21 st-century skills will be needed. The Billion Oyster Curriculum and Community Environmental Restoration Science (STEM + Computer Science) offers a multifaceted, content-rich, community problem-based model that provides a pattern for similar community involvement while incorporating the competencies and skills needed to become successful in higher education and employment. Student exposure and confidence in STEM content and computational skills enhance their awareness of this as a possible career choice. A student survey which contains a confidence in technological abilities subscale was administered to all subjects of this study.

Agradecimentos demonstrado. Aos Professores, Dra Vera Pallamin e Dr. Erasmo M. C. de Tolosa, que prontamente transmitiram seus conhecimentos a respeito de algumas das esculturas instaladas no campus. As secretárias Sra. Maria Eugênia Godoi e Sra. Neuza Brandão, pela atenção demonstrada. Agradeço ao Pai Celeste pela bênção de ter posto em meu caminho pessoas maravilhosas que muito me incentivaram neste período de estudos, em especial, à Ferruccio Perrotti e André Ribeiro Lopes da Silva, que durante meses colaboraram com os trabalhos de medição e de fotografia. Ao orientador Prof. Dr. Edson Leite, pela atenção que muito colaborou para que eu finalizasse esse trabalho.

Agradecimentos demonstrado. Aos Professores, Dra Vera Pallamin e Dr. Erasmo M. C. de Tolosa, que prontamente transmitiram seus conhecimentos a respeito de algumas das esculturas instaladas no campus. As secretárias Sra. Maria Eugênia Godoi e Sra. Neuza Brandão, pela atenção demonstrada. Agradeço ao Pai Celeste pela bênção de ter posto em meu caminho pessoas maravilhosas que muito me incentivaram neste período de estudos, em especial, à Ferruccio Perrotti e André Ribeiro Lopes da Silva, que durante meses colaboraram com os trabalhos de medição e de fotografia. Ao orientador Prof. Dr. Edson Leite, pela atenção que muito colaborou para que eu finalizasse esse trabalho.

Материалы журнала доступны на сайте (articles and issues available at): pedagogy-journal.ru Организация экспериментальной деятельности на занятиях с дошкольниками: теоретический обзор Гималетдинова Г. К., Созинова А. А. Аннотация. Цель данной статьи -определение особенностей организации экспериментальной деятельности в дошкольном учреждении. В работе произведен обзор педагогических исследований по проблеме экспериментальной деятельности и проанализирован опыт использования экспериментирования при реализации программ дошкольного образования. Новизна исследования: обобщен педагогический опыт организации экспериментальной деятельности у дошкольников, выявлена частотность применения экспериментирования в отдельных направлениях обучения, систематизированы формы работы с дошкольниками, используемые при организации экспериментальной деятельности. В результате обзора авторских программ установлено, что, несмотря на активное применение экспериментальной деятельности в дошкольном учреждении в целом, отдельные направления обучения (в частности, иностранный язык) в наименьшей степени опираются на данную форму познавательной деятельности. Исследование позволило наметить перспективы обучения иностранному языку с применением детского экспериментирования.

The purpose of this article is to determine the features of organising experiential activity in a preschool institution. The paper reviews pedagogical research on the issue of experiential activity and analyses the experience of using experimentation in implementing preschool education programmes. The study is novel in that it summarises pedagogical experience of organising experiential activity among preschool-lers, determines frequency of experimentation in certain areas of learning, and systematises forms of wor¬king with preschoolers. The review of authors’ programmes revealed that despite active use of experiential activity in a preschool institution as a whole, certain areas of learning (in particular, a foreign language) are least based on this form of cognitive activity. The study allowed the researchers to outline prospects for foreign language teaching with children’s experimentation.

Designing experiential student exercises or course modules can be daunting for faculty members. Often, not knowing where to begin is a barrier that causes instructors to avoid developing meaningful, high-impact student exercises grounded in experience. However, these can be incredibly powerful and transformative pedagogies. The Experiential Learning Map (ELM) is a curricular planning tool that instructors, learning consultants, or students can use to storyboard and develop an experiential lesson. Modelled after the business model canvas , which supports a cooperative design process for project teams informed by research about experiential learning, the ELM provides instructors with an easy-to-use curriculum planning tool. The designers intended the ELM to be flexible. Instructors can scale the pedagogy from a single-class interaction to a multi-session pedagogical arc. Instructors may find the ELM provides a simple, iterative planning tool that they can use to scope and scale a learning experience.

The need for change within the legal profession and legal education is critical. To remain relevant and responsive to twenty-first century challenges and complexities the next generation of professionals must be creative, imaginative, and innovative thinkers. Emotional and social intelligence, the ability to collaboratively problem-solve, negotiate, and mediate complex conflict are essential skills needed for success particularly in increasingly settlement-oriented environments. Studies and reports have noted, however, that practitioners are lacking these key skills. How can these new perspectives and essential skills be taught and developed? This mixed methods research study involved five professional musicians and thirty-eight first year law school students. Data from musicians regarding effective collaborative music-making and most valued capacities for achieving optimal outcomes informed the design of a comparative teaching study that explored the effects of introducing a music-...

High-quality experiential education builds on didactic education to enable graduates to meet the full spectrum of entry-level pharmacy-related roles and responsibilities, including lifelong learning and professional development. The 2019 Educational Affairs Committee A, an ACCP standing committee, was charged to review and update the 2008 ACCP white paper and position statement on quality experiential education. The main objective of this white paper is to provide colleges and schools of pharmacy (C/SOPs) and affiliated partners in experiential education with practices expected to assist in achieving excellence in experiential education and fulfilling the goal of developing fully competent practice-and team-ready pharmacy graduates. K E Y W O R D S clinical pharmacist, experiential education, preceptors 1 | INTRODUCTION The American College of Clinical Pharmacy (the College, ACCP) and its members recognize the need to strive for excellence in experiential education and continue the direction set by the College's 2008 white paper and position statement on quality experiential education. 1,2 High-quality experiential education builds on didactic education to enable graduates to meet the full spectrum of entry-level pharmacyrelated roles and responsibilities, including lifelong learning and professional development. The 2008 white paper provided a solid foundation for excellence in experiential education and contains recommendations that are relevant today. 1 Subsequent changes in the 2016 Accreditation Standards from the Accreditation Council for Pharmacy Education (ACPE) (2016 ACPE Standards), the 2013 educational outcomes from the Center for the Advancement of Pharmacy Education (CAPE) of the American Association of Colleges of Pharmacy (AACP), the 2016 update to the interprofessional core competencies from the Interprofessional Education Collaborative core competencies, and the movement to the use of the AACP entrustable professional abilities (EPAs) in pharmacy education provide the setting for an update. 3-7 In this same time interval, numerous advances in higher education, pharmacy practice, and health care have also been evident. Educational research has driven the widespread acceptance and use of evidence-based methods of instruction such as active learning strategies, collaborative and cooperative learning, problemand team-based learning, the flipped classroom, distance delivery, blended and online learning, simulated patients and health care This document was prepared by the 2019 ACCP Educational Affairs Committee A: Eric G.

This paper reviews the literature, analyzes current and future practice, develops a list of competencies necessary for future pharmacists, and provides recommendations to pharmacy's academic enterprise regarding curricula of the future. Curricula of the future will center around 3 functional roles for pharmacists: patient-centered care, population-based care, and systems management; and must also foster the development of 5 cross-cutting abilities in student pharmacists: professionalism, self-directed learning, leadership and advocacy, interprofessional collaboration, and cultural competency. Future curricula must be developed in an evidence-based manner, focus less on information storage and retrieval, engage student pharmacists in a variety of highly interactive learning experiences, and expand experiential learning opportunities throughout all years.

This thesis connects the influence of experience economy and ICT on event industry in a research of use of technology in optimization of attendee’s event experience. By combining primary and secondary literature with qualitative research we come to conclusions that an optimal event experience is complex assemblage of affective, cognitive and conative aspects, we prove the benefits of event technology as one of the means to achieving this copious experience and identify concrete methods how to use technology for this purpose.