A Comparative Analysis of Experiential Education and Student Development: Does the Type of Service Matter?

Simons, Lori; Fehr, Lawrence A.; Blank, Nancy; Camacho, David; Georganas, Denise; Padro, Jessica; Peterson, Verda

doi:10.5430/wje.v3n3p63

Cited by 9 publications

(10 citation statements)

References 9 publications

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“…According to the transformational perspective, student participation in experiential learning challenges preconceived assumptions and teaches them to reformulate their attitudes (Cipolle, 2010;Mitchell et al, 2015). Investigations on ABSL and CBSL counter this perspective and suggest that some students change while other students retain their preconceived assumptions about social justice issues (Caswell, 2018;Simons, et al, 2013;Torres-Harding, Diaz, Schamberger, & Carollo, 2015). Conley and Hamlin (2009) conducted a case analysis on reflections from five students enrolled in a semester-long, first-year seminar at an inner-city college.…”

Section: Introductionmentioning

confidence: 99%

Differences in Student Learning Outcomes that Utilize High Impact Practices

Simons¹,

Marshall²,

Blank³

et al. 2020

EJSBS

Self Cite

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This study compares student learning outcomes for 1,500 students enrolled in psychology courses that utilize academic- and cultural-based service-learning and experiential learning (i.e., internships) as primary pedagogical methods. A repeated measures analyses of variance with post hoc Tukey HSD analyses were conducted to measure differences in student learning outcomes from the beginning to the end of the semester for academic-based service-learners (ABSL), cultural-based service-learners (CBSL), and experiential learners (EL). There were significant Group x Time interaction effects. Experiential learners and academic-based service-learners increased their guilt and shame regarding their own Whiteness from the beginning to the end of semester compared to cultural-based service-learners. Cultural-based service-learners also increased their intercultural relationships, civic responsibility, interpersonal engagement, and understanding of diversity content by the end of the semester. ABSL, CBSL, and EL contribute to different student learning outcomes. The alignment between HIPs and student learning outcomes is discussed.

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Section: Introductionmentioning

confidence: 99%

Differences in Student Learning Outcomes that Utilize High Impact Practices

Simons¹,

Marshall²,

Blank³

et al. 2020

EJSBS

Self Cite

View full text Add to dashboard Cite

show abstract

“…Course lectures and discussions were revised using a flipped learning approach [13]. The multicultural psychology course fulfills a distribution requirement in the African and African American Studies, Liberal Arts, and Psychology curricula and requires a service-learning component [9,14]. This course incorporates two HIPs-diversity learning and service-learning [15].…”

Section: Course Contentmentioning

confidence: 99%

“…In addition, the cultural immersion paper, multicultural movie review, and intercultural interview paper assignments were collected according to the assigned date on the syllabus. Students answered structured reflection questions that required them to analyze their thoughts and feelings about service experiences, connect the service context to the class content, and evaluate how their cognitions did or did not change throughout the semester [14]. Structured reflections and course assignments were analyzed after final grades were awarded.…”

Section: The Toronto Empathy Questionnairementioning

confidence: 99%

Equity, Inclusion, Diversity, and Belonging in a Multicultural Psychology Course during the COVID-19 Pandemic

Simons¹,

Schoneman²,

Hoffman³

et al. 2023

Multiculturalism and Interculturalism - Managing Diversity in Cross-Cultural Environment

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Little is known about the degree to which diversity courses facilitate the learning of multicultural awareness, knowledge, and skills. The aim of this study is to add to this area of research by identify what students learn through participation in a multicultural psychology course. A total of 71 undergraduate students participated in an assessment of a multicultural psychology course. Quantitative analyses indicate that students increased their cultural skills, leadership skills, problem-solving skills, social justice attitudes, multicultural knowledge, multicultural experiences, and empathy from the beginning to the end of the semester. Qualitative findings indicate that students increase their intercultural contact and perspective-taking skills and develop multicultural awareness, knowledge, and skills over the semester. The use of a mixed-method approach increases the reliability of findings that multicultural attitudes, cultural skills, and empathy change over a semester long, multicultural psychology course.

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“…Some students are practitioners and need to see practice before contextualising their learning (Mann et al, 2009;Nadelson et al, 2015). Alternatively, the use of real-life cases during learning and assessment and student projects in collaboration with the industry make the students face a reality (Simons et al, 2012;Jakobsen et al, 2020;Karlsen et al, 2015).…”

Section: What Makes a Food Technologist?mentioning

confidence: 99%

Interest, identity and perceptions: What makes a food technologist?

Staberg

Jakobsen²,

Persson³

et al. 2022

BFJ

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PurposePrevious research shows that identity formation is a crucial bridge between higher education and future employment. The objective of this study was to improve our understanding and knowledge of food technology students' prior interests, their perceived identity formation, perceptions of food technology and the profession of food technologist.Design/methodology/approachA qualitative study was conducted and the data consisted of audio recordings of 10 semi structured group interviews of first-, second- and third-year students, as well as alumni, at work. The interviews were transcribed and analysed by conventional content analysis, here following an inductive approach.FindingsMost students had previous general culinary interest, an interest in the science behind or an interest in contemporary food-related issues. Regardless of the year group and prior interest, most felt that graduation was the stage at which they could identify themselves as food technologists. They evolved from having a rather diffuse understanding of food technology and what is a food technologist before they started to have an increased awareness in their second and third years.Originality/valueThe research findings inform higher education food technology programmes aiming to promote the development of food technology students' professional identity. The study suggests that a holistic approach to teaching, as well as context-based and professional activities at an early stage might help students in their identity formation.

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A Comparative Analysis of Experiential Education and Student Development: Does the Type of Service Matter?

Cited by 9 publications

References 9 publications

Differences in Student Learning Outcomes that Utilize High Impact Practices

Differences in Student Learning Outcomes that Utilize High Impact Practices

Equity, Inclusion, Diversity, and Belonging in a Multicultural Psychology Course during the COVID-19 Pandemic

Interest, identity and perceptions: What makes a food technologist?

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