How should we understand the lived experiences of students in an English language program at a community college? This study seeks to explore and discuss the experiences of international students as they discover and constitute cultural identities in places between languages and cultures. It suggests a link between the vibrancy of these lived experiences and an English language education program which understands the value of the lived curriculum. The text includes the narratives of three international students and the interpreting of those conversations by the researcher. Also participating in the study are the voices of teachers and the voices of writers of theory, with the researcher working in the middle, experiencing at the same time a discovering and constituting of his own cultural identity. Building on the work of postcolonial scholars of cultural theory and anthropology, the study suggests a different kind of inter-national classroom and community, one which has implications for teachers as inter-national educators. In doing so, the thesis attempts to respond to "calls for attention to international dimensions of curriculum study" (Pinar 1995) and suggests an approach to creating a different kind of theoretical and conceptual frame for language education. It is hoped that the research will open doors to new questions and avenues of study and will help in furthering our understanding of curriculum. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.A. (Psychology) / Please refer to full text to view abstract

The primary purpose of this study was to test the theory of experiential learning by measuring to what extent work experience predicts the work ethic characteristics of students in baccalaureate nursing programs at three regional universities in Texas, including Midwestern State University in Wichita Falls, Tarleton State University in Stephenville, and West Texas A&M University in Canyon. Work experience is the amount full-time or part-time on-the-job experience. Work ethic attributes are referred to as considerate, ambitious, dependable, and cooperative. Results generated in this study failed to reject the null hypotheses, which means that work experience, does not provide evidence of the ability to predict the development of work ethic characteristics in baccalaureate nursing students who participated in this research study. Knowledge generated in this study provided alternative directions for future research with respect to the relationship between work experiences and work ethic characteristics in nursing students. Such research may be useful to nursing educators and trainers in the design and delivery phases of the educational process for nurses.

Millions of students continue to struggle academically throughout K-12, which can harm student access and retention in higher education. Also, with arts continually being removed throughout the K-12 education curricula, students have a lack of support toward enhancing their hidden talents and skillsets. This study describes the impact that the Meet & Teach program had on youth through experiential learning in relation to developing and enhancing their skillset in media arts. The two research questions that guide this study are: (a) How does the Meet & Teach program support skill development for higher education through experiential learning? (b) In what ways does experiential learning aid in increasing student’s interest in pursuing higher education? Data was collected from participants using pre and post-surveys, semi-structured interviews, focus groups, as well as filmed and photographed observations. Data indicate that the Meet & Teach program supports skill development for higher education by developing participants’ various skillsets. Data also indicated that experiential learning aids in increasing students’ interest in pursuing higher education by providing access to hands-on experiences in the media arts. Further research is needed to identify other aspects that could strengthen the effectiveness of future media arts programming.

<p>Community gardens and youth-based programs in urban agriculture have potential to engage youth, especially minorities, in personal development, community building, and healthy eating promotion. This research study explored the role of urban agriculture at the Felege Hiywot Center (FHC), in promoting life skills, entrepreneurship, and healthy eating intentions among minority youth engaging in its programs. The study employed a mixed methods approach through surveys (n=24) and semi-structured interviews (n=10). The Theory of Planned Behavior (Ajzen, 1991; Fishbein, 2000) served as the conceptual framework with three predictive variables to life skills, entrepreneurship, and healthy eating intentions. Community partnerships, program structure, and individual background factors were measured, and relationships between life skills and entrepreneurship were explored. Results obtained from the analysis for both surveys and interviews indicate that participation in FHC promotes life skills, entrepreneurship, and healthy eating intentions for minority youth who engage in its programs. Overall, participants acknowledged the role of volunteers, professionals, sponsors, FHC structure, and individual background factors in promoting life skills, entrepreneurship, and healthy eating intentions. Qualitative data reports more in-depth descriptions of minority youth’s experiences at FHC’s youth program that impacted their daily lives and career decisions. Quantitative and qualitative results highlighted the leadership at the Felege Hiywot Center as particularly influential This research study contributes to the literature on the impacts of urban agriculture youth programs that incorporate experiential learning, farm-based education, and student centered-learning with youth development philosophies. The study also generated a conceptual framework that shows the interactions of different factors that lead to intentions. The results from this study support and extend prior research that suggests positive, lasting impacts from youth-based programs in urban agriculture.</p>

The purpose of this exploratory study of adult learning was to investigate the lived experience of 15 employees who encountered a significant job loss event (an unplanned loss of employment with no immediate replacement of employment—coupled with an unintentional and tangibly significant reduction in income), and how the resultant fear(s) from that event affected their navigation through unemployment in order to become successfully reemployed. This study used two theories in the field of adult learning—Transformative Learning (TL) and Learning From Experience (LFE)—with an aim of uncovering how the principles and methods of TL and LFE were relevant to the participants’ job loss episode and self-assessed, perceived workplace performance. TL offers adults a path for reframing a job loss episode. LFE can help advance an understanding of how the cumulative set of life events develops and shapes coping capacities (ways of learning) and skills relative to job loss episodes. This study was conducted using qualitative research methods, predominately exploratory participant interviews. The participants were 15 U.S.-based employees: five Black males, nine White males, and one White female. The participants were largely but not exclusively middle management staff. Through a series of one-on-one interviews, the research process captured the participants’ perceptions and learnings with respect to how they experienced their job-dismissed event, navigated unemployment, and applied learnings from their job loss episode. In addition, given the availability of five Black participants, discussions related to how race permeated the study were pursued when surfaced. Findings from the study indicated that participants experienced manifestations of fear from losing their job; used their intervening period of unemployment in a constructive, action-based manner; and saw themselves differently as a result of their job loss event. Several conclusions were derived from the study: (a) the job dismissal event is unlike onboarding—employees generally feel kicked out without care or warning; (b) navigation through unemployment requires self-awareness, self-determination, and both social and financial support; and (c) the richness of experience from a job loss episode can offer improvements to perceived workplace performance.

No description available.

abstract: The typical engineering curriculum has become less effective in training construction professionals because of the evolving construction industry needs. The latest National Science Foundation and the National Academies report indicate that industry-valued skills are changing. The Associated General Contractors of America recently stated that contractors expect growth in all sectors; however, companies are worried about the supply of skilled professionals. Workforce development has been of a growing interest in the construction industry, and this study approaches it by conducting an exploratory analysis applied to students that have completed a mandatory internship as part of their construction program at Arizona State University, in the School of Sustainable Engineering and the Built Environment. Data is collected from surveys, including grades by a direct evaluator from the company reflecting each student’s performance based on recent Student Learning Objectives. Preliminary correlations are computed between scores received on the 15 metrics in the survey and the final industry suggested grade. Based on the factors identified as highest predictors: ingenuity and creativity, punctuality and attendance, and initiative; a prognostic model of student performance in the construction industry is generated. With regard to graduate employability, student performance in the industry and human predispositions are also tested in order to evaluate their contribution to the generated model. The study finally identifies threats to validity and opportunities presented in a dynamic learning environment presented by internships. Results indicate that measuring student performance during internships in the construction industry creates challenges for the evaluator from the host company. Scoring definitions are introduced to standardize the evaluators’ grading based on observations of student behavior. 12 questions covering more Student Learning Objectives identified by the industry are added to the survey, potentially improving the reliability of the predictive model. / Dissertation/Thesis / Doctoral Dissertation Construction Management 2019

Higher education in any area of sustainable development is increasingly seen as aremedy to solve the currently faced climate crisis. However, the complex,interdisciplinary, and even personal nature of Education for Sustainable Development(ESD) questions the status quo of traditional pedagogic approaches and learningtechniques. Using the example of a study trip provider specialized in ESD, therelevance of experiential real-life studies in a foreign setting is investigated and theirpotential for Sustainability Education highlighted. An online questionnaire serves as afundament for understanding the impacts of multidimensional study trips regardingpersonal but especially professional choices. Data of more than 100 formerparticipants of sustainability-related study trips were gathered and evaluatedquantitatively as well as following a deductive analysis. Focus is drawn topro-environmental behaviors and beliefs that are potentially nourished by theexposure to natural treasures and first-hand expertise in Sustainable Development.The results of this study substantiate the great potential for knowledge transfer,behavioral changes, and shifts in mindsets based on experiential learning taking placein the context of traveling. Participants are encouraged and determined to follow acareer in sustainability after participating in the program. Half of the examined alumnigroup is already in a position that supports Sustainable Development in some form,leading to the overall success of the utilization of study trips in ESD, despite existingweaknesses.

Thesis (Master of Nursing)--Cape Peninsula University of Technology, 2019 / Nursing is a practice-based discipline, which makes experiential learning an important part of nursing education. The main purpose of experiential learning is to give students an opportunity to transfer theory into practice. It also equips the undergraduate student nurse with the skills and knowledge needed to provide high-quality care based on patients'/clients' needs and to produce competent and confident decision makers who are ready to accept personal and professional accountability. Experiential learning is accomplished by placing the undergraduate nursing students within a clinical learning environment. The success of the nursing programmes depends on appropriate clinical experience. The purpose of this research was to explore and describe the experiences of undergraduate nursing students during experiential learning in healthcare facilities at the Boland Overberg Campus in the Western Cape. A qualitative, exploratory, descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses' experiences during clinical practice in healthcare facilities in the Boland Overberg area. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The ethical principles relevant to this study were observed. Colaizzi's method of coding and thematic content analysis were used to interpret the data. The results of this study revealed that students were not satisfied with the clinical learning environment, which was not conducive to their learning. The students were not supported and supervised by the registered nurses in the facilities. This resulted in a lack of theory and practice integration. Furthermore, the results revealed that the students faced challenges during clinical practice. One of the most challenging factors was negative staff attitudes. It was evident that even though being in clinical settings was sometimes very challenging and frightening, there were also joyful moments. Seeing the patient recover gave students satisfaction and a reason to return the next day.