Browsing by Subject "Experiential Learning"
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Item ADULT DEVELOPMENT FROM THE INSIDE OUT:CONSTRUCTING KNOWLEDGE THROUGH LIFE HISTORY WRITING(2005-10-14T19:07:20Z) Lawrence, Randee LipsonLearning occurs through exploring the authentic lived experience of the individual learner. When experience is shared and analyzed in groups, new knowledge is constructed about adult development and learning that transcends existing theory. An inductive approach to teaching adult development and learning through life history is discussed in the paper. Life history is an inductive approach to adult learning and development that starts with the experiences of the learner. Learners not only compose their life histories; they share and discuss them with faculty and peers from a developmental perspective. This approach helps them to gain further insights into their own experiences and at the same time creates a text for others to view adult development and learning from diverse perspectives. Adult Development and Learning is a foundational course in most adult education graduate programs. This course is typically taught by exposing learners to various theoretical perspectives on adult development (psychological, cognitive, sociological, moral) and adult learning (self-directed, transformative, emancipatory). While these theories are valuable sources of knowledge, they often do not take into account the social and cultural context of the learner and his or her experiences. For example, the age and stage theories often assume predictable patterns of development that adults experience. This assumption becomes problematic when we consider the wide discrepancy concerning the onset of adulthood. One individual may become a parent and/or live on one’s own at the age of 16 whereas another may live with her parents into her 30’s and another may become a first time parent at age 42. Adult development cannot be reduced to a series of stages. One’s cultural background and family circumstances vary too widely to generalize development according to a particular age or stage. Many researchers value narrative interviewing as a rich source of data. Participants are given the opportunity to tell their stories in their own voices. In interviewing women researchers, Neumann and Peterson (1997) found that that roles of educator, and researcher were inextricably linked to their personal lives. Baumgartner and Merriam (2000) collected the life stories of a culturally diverse group of adults. Identity, work, intimacy, family life cycle, physical development and learning are themes that emerged from their study of adult development through life story. This paper describes a life history approach that has been developed and facilitated in both introductory graduate adult education courses and in courses in a doctoral program emphasizing critical reflection on practice. The importance of adults’ life histories as vehicles for collaborative knowledge construction is emphasized.Item Adults Learning To Reflect: A Study Of The Assessment Of Private Learning(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Geerling, Falinda; Dirkx, John M.Prior Learning Assessment (PLA) is a process used by many postsecondary institutions to award academic credit to adult learners for knowledge derived from life experiences. For the most part, PLA has focused on occupational or work-related experiences. A few institutions have extended this assessment process to significant life experiences not related to work, such as divorce, job loss, or drug and alcohol recovery. However, we know relatively little about adult learners’ experiences in these programs. The life events that are often the focus of this process represent powerful, emotional experiences in the learners’ lives. For this reason, we sought to develop a deeper understanding of their experiences with such a process. In-depth interviews were conducted with six learners enrolled in an accelerated, degree-completion program at Covenant College. The adults’ experiences in the assessment module reflect a preoccupation with meeting its technical and instrumental challenges. While they describe strong emotions and feelings associated with this process, there is less evidence that the process facilitates a reworking of their prior experiences or greater self-awareness as learners.Item Creating The Well-Rounded Student: The Merging of Experiential Learning, Civic Engagement & Media Practice(Office of the Vice Chancellor for Research, 2015-04-17) Rogers, ChristianMedia production courses often focus on the technical and artistic aspects of creating a project. Often, the passion to expose students to a real-world experience in a diverse environment is not considered. This poster will present two studies that involved forty-three students from two sections of a Computer Graphics Technology course. The students were placed in unfamiliar learning environments as a part of their second project in the course. The purpose for doing so was to provide an experiential learning experience, increase the students’ awareness of an unfamiliar, and oftentimes intimidating environment and providing them with a unique learning experience where they could develop their skills in video production and civic engagement. A survey was developed in partnership with the Office of Service & Learning. Results showed an increase in civic and diversity awareness that exposed the students to the world of video production in a new light.Item IU Law Students Clamor for an International Human Rights Clinic(2008-12-10) Caparas, Perfecto "Boyet"Item The Role of Academic Libraries in Mentored Undergraduate Research: A Model of Engagement in the Academic Community(Association of College & Research Libraries, 2009-05) Stamatoplos, Anthony C., 1958-Mentored undergraduate research is an emergent pedagogy in higher education. It differs fundamentally from course-related student research and is largely independent of the curriculum. Academic libraries should engage formally with the undergraduate research community. To do so, librarians will need to think and work beyond traditional models of library service, most notably in information literacy programs. The intent of this article is to raise awareness about opportunities for library involvement with undergraduate researchers and programs. Lessons from one university, including a formal partnership between a library and an undergraduate research center, suggest some general strategies that academic libraries might explore.Item Student Vanguardism in UN Human Rights Intervention(2009-04) Caparas, Perfecto "Boyet"