Preliminary impact of DegreePlus: An institutional program to provide transferable skill development through extracurricular activities

Huffman, Carmen L.; Tallant, April; Young, Shawna C.

doi:10.5204/ssj.v10i1.1094

Cited by 4 publications

(2 citation statements)

References 9 publications

(10 reference statements)

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“…The study of student should not focus on academics alone, but also include community. Participating in ECAs can enhance student learning regarding cultural integration, leadership and teamwork [9]. Students who participate in ECAs do better academically than those who do not participate [10].…”

Section: Extracurricular Activities (Ecas)mentioning

confidence: 99%

An Examination of the Extent to which the Mount Saint Vincent University Business and Tourism Learning Passport Programme Influences Undergraduate Students’ Learning Experiences using the Jones (2018) Conceptual Model

Blotnicky¹,

Cormier-MacBurnie²,

Cerdeira³

et al. 2023

IJIBS

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The Jones conceptual model includes extracurricular activities (ECAs) as one of seven microsystems that influence the undergraduate student learning experience. This case study used the Jones model as a framework to study the extent to which the ECAs, within the Mount Saint Vincent University (MSVU) Business and Tourism Learning Passport (LP) programme, met the needs of undergraduate students' post-secondary learning experience [1]. Through the LP programme students are able to engage with five of the seven microsystems in the Jones model: the degree programme (academic), ECAs, preparing for life after graduation (career), transition into student life (personal development), and university peer and friendship groups. While they are important factors which influence students' participation, or lack of participation, in the programme, the LP programme does not have control over the remaining two microsystems in the Jones model: social background of the students and expectations pre-university. This qualitative research study revealed that the LP programme contributed to undergraduate students' learning experience as demonstrated by the Jones model. Researchers adapted the Jones model based on the analysis of the LP programme. They found interaction between the LP ECAs and other microsystems in the model. Researchers also determined the LP programme should explore ways to better capture social engagement and personal development. Researchers recommended the Jones model [1. better highlight how the contribution to community through volunteering and social advocacy influences undergraduate student learning.

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Section: Extracurricular Activities (Ecas)mentioning

confidence: 99%

An Examination of the Extent to which the Mount Saint Vincent University Business and Tourism Learning Passport Programme Influences Undergraduate Students’ Learning Experiences using the Jones (2018) Conceptual Model

Blotnicky¹,

Cormier-MacBurnie²,

Cerdeira³

et al. 2023

IJIBS

View full text Add to dashboard Cite

show abstract

“…Students participate in extracurricular activities that emphasize learning outcomes associated with these skills and earn points and prizes as they progress through three levels of mastery: (1) experience and exposure, (2) reflection and articulation, and (3) integration and application. Preliminary impacts of the program on student development have recently been published (Huffman, Tallant, & Young, 2019).…”

Section: Background and Motivationmentioning

confidence: 99%

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JALHE

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Services to children are often provided through a transdisciplinary model, particularly when students are receiving special education services and supports. Given the individual and diverse needs of these children, professionals often work collaboratively in evaluating students, interpreting results, and making recommendations for appropriate services. Professionals are expected to have prior knowledge regarding the expertise of their trans-disciplinary peers. However, they may have never been presented with this opportunity during their preparation in higher education. Therefore, a project was designed to address this deficiency at two very different locations: a university campus-based child care center, and a residential facility supporting homeless women and young children experiencing poverty. Participants were 109 undergraduate psychology students in an advanced developmental psychology class, 93 exceptional education graduate students, and 24 undergraduate speech/language pathology students. In groups consisting of students from each discipline, students completed developmental screenings on 2-3 children ranging from 1 month to 5 years of age. Results of a pre-posttest evaluation indicated that students were significantly more comfortable working in transdisciplinary collaborative groups and more interested in working in transdisciplinary groups in a future professional capacity after completing this servicelearning project.

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Beyond the Champion – Governance and Management of Strategic Innovation in Higher Education Teaching and Learning

Baregheh¹,

Carey²,

O’Connor³

2022

Innovations in Higher Education Teaching and Learning

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Preliminary impact of DegreePlus: An institutional program to provide transferable skill development through extracurricular activities

Cited by 4 publications

References 9 publications

An Examination of the Extent to which the Mount Saint Vincent University Business and Tourism Learning Passport Programme Influences Undergraduate Students’ Learning Experiences using the Jones (2018) Conceptual Model

An Examination of the Extent to which the Mount Saint Vincent University Business and Tourism Learning Passport Programme Influences Undergraduate Students’ Learning Experiences using the Jones (2018) Conceptual Model

Untitled

Beyond the Champion – Governance and Management of Strategic Innovation in Higher Education Teaching and Learning

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