Using Public, On-Campus Art in Teaching and Creating Community in Introductory Geography Courses

Hungerford, H. B.; Thackeray, Susan; Smith, Anna‐Lise

doi:10.1080/19338341.2021.1895865

Cited by 3 publications

(1 citation statement)

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“…Onboarding activities may aim to support students in self-contextualization, for example, reflections designed to cohere autobiographical understanding and develop vocational identity (Habermas & Bluck, 2000). Onboarding may also aim at building self-regulated learning skills through practice and explicit instruction (Roberson, 2018), strengthening social ties and supporting social belonging (Turetsky et al, 2020), and connecting with on-campus or external learning and information resources (Hungerford et al, 2021). By altering students' experiences as they transition into a course of study, onboarding attempts to soften negative psychological responses to change and instead take advantage of the transformative learning potential of disorientation (Chow & Healey, 2008;Raikou, 2018).…”

Section: Onboardingmentioning

confidence: 99%

Case study: introductory student onboarding with a place-based, blended welcome tour

Erickson,

Wattiaux

2023

nactaj

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Many introductory students face challenges adjusting to new geographic, social, and cultural contexts involved in their course of study, yet the extent of a student’s integration and “sense of place” in an academic environment is associated with their performance and persistence toward related goals. This case study describes a place-based blended learning activity we created in ArcGIS StoryMaps (https://storymaps.arcgis.com/) to acclimatize students to the novel environment of an introductory animal sciences course during the first week of the semester. Using an embedded mixed-method design, this activity combines two complementary sources of data: 1) a qualitative personal account of activity design and implementation during the fall 2020 and fall 2021 semesters, and 2) an embedded quantitative survey of student learning outcomes and perceptions of the activity in the fall 2021 semester. Qualitative results illustrated instructional design choices related to the course context and instructional constraints and illuminated potential modifications to the activity’s collaborative and assessment elements. Quantitative results suggested that the activity was very effective at orienting students to the course’s geographic context and moderately effective at facilitating social bonding and increasing historical-cultural awareness related to the department.

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