Features of Engaging and Empowering Experiential Learning Programs for College Students

Perrin, Jeffrey

doi:10.53761/1.11.2.2

Cited by 19 publications

(7 citation statements)

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“…From a pedagogical perspective, The Collaborative enables Work-Integrated Learning (WIL) that may include approaches of problem-based learning, project-based learning, experiential learning and service-learning. It most closely aligns with the service-learning pedagogy, focusing not just on increasing student learning and development, but also on addressing social needs and promoting social change (Perrin, 2014). One could argue that this applies not only to students' learning, but also to academic staff.…”

Section: The Collaborative Modelmentioning

confidence: 96%

Developing a university-voluntary sector collaboration for social impact

Weakley¹,

Karlsson²,

Cullingworth³

et al. 2021

JUTLP

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This article outlines how a team of academics, professional staff and students from a Scottish University in the United Kingdom worked with voluntary sector partners to achieve civic and ‘social purpose’ goals, through setting up a project called The Collaborative. This is a reflective paper that draws on collaborative autoethnography and is written collarboratively by that team of academics, professional staff and students. We explore how universities can achieve their civic engagement goals by serving as anchor institutions, and we develop a conceptual framework for how anchor institutions can enact their institutional mission of ‘social purpose’. We uncover important considerations for university initiatives aiming to improve academic and student engagement with community partners for social change, with three learning points around building relationships, building capacity, and barriers to engagement. Service-learning can be used as a pathway to becoming a civic university, however, there are structural barriers that need to be overcome. This is an account of an ethical fact-finding project, reflecting on our experience of working with the local voluntary sector, designed to facilitate the University’s better engagement with such collaborative ‘social purpose’ ventures.

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Section: The Collaborative Modelmentioning

confidence: 96%

Developing a university-voluntary sector collaboration for social impact

Weakley¹,

Karlsson²,

Cullingworth³

et al. 2021

JUTLP

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“…Previous research has consistently shown that active participation in social annotation activities correlates with improved learning outcomes and a greater benefit from insights contributed by peers (e.g., [21,28,49]). Furthermore, peer support plays a pivotal role in motivating individuals to engage in autonomous learning environments, where instructors typically take a less active role in guiding discussions [12,36].…”

Section: Peer Acknowledgement Facilitates Learners' Social Annotation...mentioning

confidence: 99%

Examining the Role of Peer Acknowledgements on Social Annotations: Unraveling the Psychological Underpinnings

Huang,

Wu,

Liu

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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This study explores the impact of peer acknowledgement on learner engagement and implicit psychological attributes in written annotations on an online social reading platform. Participants included 91 undergraduates from a large North American University. Using log file data, we analyzed the relationship between learners' received peer acknowledgement and their subsequent annotation behaviours using cross-lag regression. Higher peer acknowledgements correlate with increased initiation of annotations and responses to peer annotations. By applying text mining techniques and calculating Shapley values to analyze 1,969 social annotation entries, we identified prominent psychological themes within three dimensions (i.e., affect, cognition, and motivation) that foster peer acknowledgment in digital social annotation. These themes include positive affect, openness to learning and discussion, and expression of motivation. The findings assist educators in improving online learning communities and provide guidance to technology developers in designing effective prompts, drawing from both implicit psychological cues and explicit learning behaviours.

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“…WIL and reflective practice enable integration of theory and practice to develop nuanced knowledge and skills in a variety of professions, including teaching (Ramsaroop & Petersen, 2020) and medicine (Hargreaves, 2016). Real-life scenarios, project-based learning, case studies, role-plays and simulations incorporating cooperative learning pedagogies and teamwork assessment tasks can promote application of theory to practice while developing various soft skills and can potentially be delivered in person or online (Kelton & Kingsmill, 2016;Low et al, 2021;Mueller et al, 2022;Perrin, 2014;Tsiligiris & Bowyer, 2021).…”

Section: Pedagogies and Assessment For Employabilitymentioning

confidence: 99%

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

Choi-Lundberg,

Douglas,

Bird

et al. 2024

JUTLP

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Employability is a set of key personal attributes and transferable and discipline-specific skills considered essential for effective workplace performance; however, there are numerous perspectives about employability and how to develop it in higher education. Definitions and measurements of employability are influenced by factors such as government policy, requirements of employers, discipline norms and structural barriers. In the context of the Special Issue: 20-year JUTLP Review, this structured narrative review aimed to explore and understand employability to inform higher education learning and teaching practice. Forty-six articles published in the Journal of University Teaching & Learning Practice were included, set in the context of 45 review articles on employability sourced from Scopus and ERIC databases and other selected literature. Several definitions of employability drew on existing employability frameworks and researchers’ evolving conceptions of employability within their disciplinary contexts. We propose a composite definition of employability based on the findings from this review: Employability is lifelong, evolving and complex, requiring adaptability and capabilities including knowledge, skills and attributes to obtain sustainable employment and resolve work ambiguities in challenging globalised, sociocultural and economic contexts. Higher education teaching practices, curriculum and assessment develop employability by developing discipline-specific alongside transferable knowledge, skills, attitudes, literacies, competencies, capacities and capabilities relevant to potential workplaces and aligned with employability attributes. Student-centred experiential learning models such as work-integrated learning, internships, industry experience, problem-based learning and reflection promote employability. Higher education also should promote career development competencies to enable students to showcase their skills, experiences, and attributes to employers through e-portfolios.

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Features of Engaging and Empowering Experiential Learning Programs for College Students

Cited by 19 publications

References 0 publications

Developing a university-voluntary sector collaboration for social impact

Developing a university-voluntary sector collaboration for social impact

Examining the Role of Peer Acknowledgements on Social Annotations: Unraveling the Psychological Underpinnings

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

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