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Browsing by Subject "Experiential learning"
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Item How students display dialogue, deliberation and civic-mindedness(2014-04-02) Weiss, H. Anne; Sheeler, Kristina Horn, 1965-; Goering, Elizabeth M.; Rossing, Jonathan P.Item Immersion Experiences for Biomedical Engineering Undergraduates: Comparing Strategies and Local Partnerships at Two Institutions(Vocational School, Diponegoro University Semarang Central Java Indonesia, 2023) Huber, Justin; Higbee, Steven; Espinosa, Christina; Bazrgari, Babak; Miller, Sharon; Biomedical Engineering, School of Engineering and TechnologyImmersion experiences for undergraduate students in biomedical engineering are key contributors to their ability to identify medical needs. Despite this, as few as 25% of surveyed programs report providing such opportunities. Since 2010 when the National Institute of Health began its R25 grant mechanism to support curricular development toward team-based design, several institutions have established programs for immersion experiences, which provide precedent for their implementation. Published results from such immersion experiences highlight successes in structure and changes in student perspectives after these experiences. As more institutions expand their biomedical engineering curriculum with new immersion-focused programs, it is important to learn from these precedents while also considering opportunities to improve. For newly funded groups that are developing and implementing programs, they may find improved success by strategic use of unique partnerships. However, these partnerships may not be immediately evident to program organizers. Our objective is to discuss two institutions that recently established programs for immersion experience. In the comparison of our two immersion programs, we found five overlapping core features that include: immersion partner collaboration, team-based immersion experiences, needs-finding emphasis, team-based engineering design experiences, and immersion assessment and evaluation. Both programs developed collaborative partnerships with nearby medical schools. Additionally, one program partnered with a community resource (i.e., Human Development Institute). Despite nuanced program differences, we found that students at both programs self-reported increased knowledge or confidence in aspects of the design process (e.g., identifying and refining user needs, concept generation). Our results also highlight student gains unique to their programs – UK students self-reported gains on disability topics and IUPUI students self-reported gains on socioeconomic awareness. In summary, immersion partner collaboration, or partnership, surfaced as a core feature for both programs, and students in both immersion programs endorsed enhanced knowledge or confidence in engineering design.Item IUPUI Solution Center Impact Evaluation Study: Lessons Learned(2013-10-28) Fitzpatrick, Christine; Garcia, SilviaIn 2012 an evaluation was conducted to measure the effect of experiential learning activities (class projects, research projects, internships, community-based projects, independent study, or other) coordinated by the IUPUI Solution Center on IUPUI students and faculty members and community partners. Results are based on the perceptions of the populations involved in these experiences, and showed that these experiences: 1) Increase students’ possibilities to experience professional experiences, develop professional skills and practical knowledge, engage with different sectors of the economy, make professional contacts, define their vocational interests and work values, and serve their community. 2) Facilitate faculty members’ opportunities to strengthen their connections with community organizations, collaborate with other IUPUI faculty members, and improve teaching and research. 3) Contribute to increase community partners’ productivity, innovative capacity, effectiveness and the possibility to reach new clients.Item Observational experiential learning facilitated by debriefing for meaningful learning : exploring student roles in simulation(2018-07-25) Johnson, Brandon Kyle; Reising, Deanna L.; Wonder, Amy Hagedorn; Friesth, Barbara Manz; Byrne, Bobbi J.Simulation is an educational strategy used in prelicensure nursing education that has been demonstrated to effectively replace selected clinical experiences. Simulation experiences may include the use of differing roles including the active participant, who makes decisions during the simulation and the passive observer, who watches the simulation unfold. There is a lack of rigorous research testing whether students in the passive observer role during simulations demonstrate and retain knowledge similarly to those in active participant roles. In addition, differences in knowledge applied to a contextually similar case between those who actively participate and passively observe have not been studied. The purpose of this study was to explore the relationship between nursing student’s roles in simulation and cognitive knowledge demonstration, retention, and application about two contextually similar cases of respiratory distress. An experimental, pretest-multiple posttest, repeated measures study was conducted with a convenience sample of 119 baccalaureate prelicensure nursing students from a large multi-campus Southwestern university. Two knowledge instruments were administered throughout different stages of the simulation and four weeks later. Associations between role in simulation and scores on the knowledge instruments were examined using t-tests and mixed repeated measures-analysis of variance. Of the 59 active participants and 60 observers, there were no significant differences in knowledge demonstrated or retained after simulation, after debriefing, or four weeks later. Additionally, there were no significant differences in knowledge demonstrated when applied to a contextually similar case after debriefing or four weeks later between active participant and observer. Future research is needed to examine these relationships in larger and more diverse samples and different contextual clinical situations in simulation. These results will contribute to the further testing and implementation of using observation as a strategy for teaching and learning with simulation for nursing and health professions education.Item Using Experiential Client-Based Projects in Sport Sales Courses(IGI Global, 2018-01-01) Pierce, David; Department of Tourism, Conventions, and Event Management, School of Physical Education and Tourism ManagementSales has gradually gained traction in the sport management programs over the past 15 years. This article examines the extent to which client-based experiential projects are used in sport sales courses and determines if teaching practices are different in client-based and non-client-based courses. Online survey responses were received from 36 of 85 sport management programs that offer a sport sales course. Results indicated that 58.3% of sport sales courses utilized a client-based experiential sales project. The sports properties that partner with sales classes the most are college athletics, minor league teams, and Big Five professional sports teams. Clients provided students with leads in 55% of the projects. The most popular organizational model was the independent model, which was employed by 70% of the courses engaging in a client-based project, followed by the on-campus and in-venues models. Client-based courses were more likely to use mock sales calls, guest speakers, and the Sales Huddle game. Implications for teaching client-based experiential courses are addressed.