Expeditionary Learning: The Alverno College Teacher Education Model

Diez, Mary E.; Athanasiou, Nancy; Mace, Desiree Pointer

doi:10.1080/00091383.2010.523402

Cited by 5 publications

(3 citation statements)

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“…The specific feedback between PBL, campus culture, and engineering identities would merit a deeper investigation that sits outside the scope of this phenomenography. Perhaps systemic PBL universities could investigate the experiences of Alverno College in terms of integrating campus culture into the learning process through reflection (Diez et al, 2010). In this American college, the curriculum emphasizes the moral purpose of education as part of students' self-assessment and feedback practices.…”

Section: Pbl As a Social Process Engineering Identity And Reflectionmentioning

confidence: 99%

Student conceptions of problem and project based learning in engineering education: A phenomenographic investigation

Servant-Miklos

Kolmos

2022

J of Engineering Edu

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Background: Problem-oriented project work, also known as problem and project-based learning (PBL), is a popular educational approach in engineering education. However, the focus of the literature on the implementation of PBL has been at the course and institutional levels. Scant attention has been paid to the student experience, especially regarding student conceptions of PBL. Purpose: This is a phenomenographic study of student conceptions of PBL in a Danish engineering program that uses a systemic PBL model. Design/method: This study follows a phenomenographic qualitative design.Sixteen participants from four different engineering disciplines were asked to share their views and experiences with PBL. The interview transcripts were analyzed to identify emerging variations in the student conceptions of PBL.Results: The outcome space suggests three levels of students' conceptions of PBL: individual, group and society levels. Within the categories of description, sublevel variations appear: PBL as an unsupportive process and environment, PBL as a supportive process and environment, and PBL as a structured education method. These conceptions were organized hierarchically from a narrow individual to a broader society level. Conclusions: Student conceptions of PBL as a structured education method echo the literature on the intended learning outcomes of PBL. However, our study shows that conceptions of PBL as personal and social processes fall outside of the scope of current scholarly discussions on PBL. Issues of societal relevance, while prominent in the literature on PBL, do not feature in students' thinking about PBL at this stage. Introducing broader reflection practices informed by exemplarity could address some of these discrepancies.

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Section: Pbl As a Social Process Engineering Identity And Reflectionmentioning

confidence: 99%

Student conceptions of problem and project based learning in engineering education: A phenomenographic investigation

Servant-Miklos

Kolmos

2022

J of Engineering Edu

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“…It also means putting in place a particular kind of social organization of assessment work on a campus: one that rewards this engagement, facilitates the bringing together of evidence about student growth from venues on and off campus, and then uses that information in a series of faculty processes to better the curriculum. On the basis of our own systematic analyses of assessment work here at Alverno and elsewhere (Darling-Hammond, 2010;Diez, Athanasiou, and Pointer Mace, 2010;Loacker and Riordan, 2009;Riordan and Sharkey, 2010), we can be quite specifi c about effective assessment practices for highly complex outcomes such as integrative and applied learning, which at fi rst may seem daunting to address, as in the chapter on assessing spirituality, "Assessing Ineffable Outcomes," by Chickering and Mentkowski (2006).…”

Section: Campus Culture and The Assessment Of Integrative And Appliedmentioning

confidence: 99%

How We know it when we see it: Conceptualizing and assessing integrative and applied learning‐in‐use

Mentkowski

Sharkey

2011

New Drctns for Instit Rsrch

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Perhaps you have had the experience of talking to faculty about the ups and downs of their students' achievement, and hearing them describe what they consider good work. Almost inevitably, such conversation will include phrases like "She got it all together," "He used material from prior courses to frame his research," "She applied what she learned earlier this term to analyze a new problem or situation," "His portfolio showed he could reflect on his evolution as a learner over time," or "She has a real sense of herself as a liberally educated person who serves and leads." Our experience tells us that faculty from quite different fields often use very similar language to describe this "getting it all together and using it" and have long debated factors in their teaching or curricula that can make more of "it" happen for more students.We examine the concept of integrative and applied learning from various perspectives, emphasize transfer of that learning to unfamiliar and unimagined settings, and describe crucial metacognitive strategies, including learned abilities used as frameworks for performance, reflection, and self-assessment that foster learning that lasts. We follow with examples of Alverno approaches for assessing these complex capacities across a curriculum. 93

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“…La experiencia se apoya de manera particular en el modelo que el Alverno College de Milwakee (1), EE. UU., viene desarrollando desde hace más de 40 años (Diez et al, 2010). Conocer este modelo fue un hito fundamental en este proceso ya que constituyó la demostración empírica de que cambiar la formación docente inicial es posible, pero para hacerlo es menester cambiarla, empresa no fácil.…”

Section: Introducción Aunclassified

Innovación disruptiva y Nueva Identidad Docente Modelo AIE-UCA de formación por aptitudes

Peregalli

Rodríguez

2022

cyed

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La profesionalización docente requiere de una transformación innovadora en la formación inicial que reformule la identidad y supere una formación academicista propiciando un aprendizaje multidimensional y situado. Este artículo describe los resultados del modelo innovador de formación docente inicial AIE-UCA (Aprendizaje Inclusivo y Efectivo-Universidad Católica Argentina), desarrollado para superar las limitaciones de los modelos tradicionales. A tales efectos desarrolla el concepto de innovación, las condiciones institucionales que posibilitan su realización y las características que conforman el desarrollo de la profesionalidad (nueva identidad). Se realiza un análisis ex post facto mediante una metodología mixta sustentada en gran medida en el análisis cualitativo de contenido de desempeños de estudiantes durante los primeros cuatro años de despliegue de la experiencia. Los resultados evidencian una formación inicial innovadora en la cual los futuros educadores desarrollan conscientemente capacidades profesionales que integran conocimientos disciplinares, experiencia práctica y posicionamiento ético-político. También aportan evidencias sobre las transformaciones organizacionales que posibilitaron una experiencia innovadora inclusiva y efectiva, con indicadores alentadores de eficiencia interna y de reducción sustantiva de la brecha educativa entre los estudiantes que forman parte de la experiencia.

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Expeditionary Learning: The Alverno College Teacher Education Model

Cited by 5 publications

References 0 publications

Student conceptions of problem and project based learning in engineering education: A phenomenographic investigation

Student conceptions of problem and project based learning in engineering education: A phenomenographic investigation

How We know it when we see it: Conceptualizing and assessing integrative and applied learning‐in‐use

Innovación disruptiva y Nueva Identidad Docente Modelo AIE-UCA de formación por aptitudes

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