Study Abroad Program as an Experiential, Capstone Course: a Proposed Model

Andreasen, Randall J.; Wu, Chia-Hsing

doi:10.5191/jiaee.1999.06209

Cited by 8 publications

(3 citation statements)

References 13 publications

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“…Within pedagogical literature in the social sciences, the realm of "culminating experiences" for undergraduate students spans numerous formats, including internships, seminars on special topics (Wagenaar 1993), study abroad programs (Andreasen and Wu 1999), and field courses that facilitate experiential learning. These are in some instances integrated into classroom-based capstones.…”

Section: Structure Of Capstone Coursesmentioning

confidence: 99%

A Capstone Course of “Geographic Ideas”

Hovorka

2009

Journal of Geography

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Through an instructional approach, this article offers a template for a classroombased geography capstone course grounded in pedagogical elements of synthesis and reflection, as based on exploration of ten key geographic ideas. It provides insights into course goals, structure, and components for instructors who may wish to implement it in geography or in other disciplines, and it situates the template in the general structure of capstone courses detailed in social science literature. The article contributes to geography instruction with a focus on classroombased capstone courses as an application of teaching and learning undergraduate geography.

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Section: Structure Of Capstone Coursesmentioning

confidence: 99%

A Capstone Course of “Geographic Ideas”

Hovorka

2009

Journal of Geography

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“…The inclusion of any experience or activity into the curriculum is relevant here. Also, studying abroad (Andreasen and & Wu, 1999), learning through real life case studies (Kreber, 2001), can further be examples of experiential learning. In the classroom, videotape playbacks of oral presentations also stimulate reflection in the student, to help students build on past learning.…”

Section: Planning Ei Skills In Engineering Educationmentioning

confidence: 99%

Emotional Intelligence in Engineering Management Education

Antoniadou

Crowder

Andreakos

2020

Cases on Engineering Management Education in Practice

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This chapter aims to increase understanding of how engineering students can benefit from integrating emotional intelligence (EI) into engineering curricula at universities. In particular, it explores the nature of EI and argues for the greater use of EI within engineering education, but also considers the challenges of placing an emphasis on EI within this field. The chapter makes recommendations for how EI skills can be incorporated into engineering education and how universities can seize the opportunity to shape the modern engineer and advance the standing of engineering in the future. The chapter's contribution lies in raising awareness not just about the benefits of integrating EI within engineering education, but also on the challenges that an empathetic behaviour entail. The authors argue that university education needs to be able to prepare graduates with engineering fundamentals and also for success and actual on-the-job EI skills.

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“…Some of the objectives of capstones identified by the Project reference group and literature review can be achieved through a carefully designed WIL unit. Pedagogical literature from a range of disciplines suggests that capstone experiences may include WIL in any number of forms, including internships, research projects, study abroad programs, theses, specialist seminars, and field trips (Hovorka, 2009), thus catering to a range of individual learning styles (Bailey, et al, 2007;Gardner, 1999) and providing experiential learning opportunities which are increasingly seen as an element of capstones (Kerka, 2001, Andreasen & Wu, 1999. One of the aims of WIL is to assist students to prepare for professional practice, which is also a significant part of the transition objective of capstone experiences as identified by both the literature and the Project reference group.…”

Section: Importance Of Wil To Capstone Experience In Lawmentioning

confidence: 99%