Measuring Outcomes of Living-Learning Programs: Examining College Environments and Student Learning and Development

Learning about interdisciplinary health approaches is important for students of health professions. Yet, interdisciplinary learning programs are sparse within primary health clinics. Larger health care complexes, such as superclinics in Australia, offer interdisciplinary learning opportunities for health, but also pose difficulties. This case study describes the introduction of an interdisciplinary student learning program in Adelaide, South Australia, over a 1-year period. The objectives of the program were for students to: (1) understand the range of patient needs in primary healthcare (PHC); (2) identify circumstances in which the involvement of another professional may benefit patients; and (3) learn more about team work. Despite barriers, the practice environment was found to be suitable for student learning. Program modifications were made in response to the need for scheduled time for clinic staff to work with students, non-simultaneous student placements, a need for a coordinator, the availability of discipline-specific supervision and the need to provide incentives for students to participate, particularly giving course credits or recognition. Embedding interdisciplinary programs in a clinic setting requires time and resources. The present case study demonstrates that larger PHC clinics have the potential to implement interdisciplinary learning programs based on an authentic learning approach.

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Putting the Anthropological Toolkit to Use in International and Intercultural Learning

Practicing Anthropology ◽

10.17730/praa.32.3.7kl5456521836232 ◽

2010 ◽

Vol 32 (3) ◽

pp. 23-26 ◽

Cited By ~ 3

Author(s):

Kiran Cunningham

Keyword(s):

United States ◽

Service Learning ◽

Experiential Learning ◽

Study Abroad ◽

Student Learning ◽

International Study ◽

Intercultural Learning ◽

Learning Programs ◽

Enhance Student Learning

In spite of the breadth and depth of anthropologists' knowledge of and experience with intercultural and international dynamics, we have done little as a field to tout this knowledge and its relevance and insert it into broader conversations about study abroad, service-learning, and other kinds of experiential learning. The contributions we do make are more idiosyncratic and happen as a result of anthropologists being in positions of influence in their own institutions. However, we have much to offer these conversations; indeed, given the stakes involved—the increasing number of United States students participating in international study and intercultural service learning programs—one could easily argue that we have an obligation to engage in these conversations, sharing our rich methodological and conceptual toolkit to enhance student learning in international and intercultural contexts.

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Transforming The Institution from the Inside: Creating the Brave New Community College of the Future

Journal of Transformative Leadership & Policy Studies ◽

10.36851/jtlps.v5i1.479 ◽

2015 ◽

Vol 5 (1) ◽

pp. 25-36

Author(s):

Jim Riggs

Keyword(s):

Higher Education ◽

Community College ◽

Economic Development ◽

Community Colleges ◽

Student Learning ◽

Wide Spread ◽

Learning And Development ◽

College Leaders ◽

Improving Student Learning ◽

New Community

With rising and wide spread expectations that commu-nity colleges will become stronger forces throughout the nation, the stage is now set for these institutions to become even bigger players in the landscape of higher education, economic development and social justice by helping to create a more inclusive, well-educated and engaged citizenry. This article looks inward at what com-munity college leaders, faculty and student services pro-fessionals need to do to transform their institutions into colleges that are truly ready to meet these rapidly grow-ing expectations and to be able to take full advantage of these new opportunities. Four key areas at the institution-al level are discussed that must be addressed in order for community colleges to make substantial and necessary improvements in student learning and development. These include: (1) expanding the definition and under-standing of what leads to student learning and success; (2) realigning and tightly coupling every function and activity at the college to better support student learning and success; (3) confronting the myth that community colleges are innovative and flexible institutions; and (4) instituting a new kind of leadership that is focused firmly on improving student learning and success. There are enormous opportunities waiting for community colleges that will require dramatic transformation and change throughout the organization.

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Disparate Academic Environments: An Emergent Framework of Socialization

The Qualitative Report ◽

10.46743/2160-3715/2003.1878 ◽

2015 ◽

Author(s):

Michael Thompson

Keyword(s):

Qualitative Research ◽

Graduate Students ◽

Student Learning ◽

Research Methodology ◽

Academic Discipline ◽

Learning And Development ◽

Academic Environments ◽

Professional Norms ◽

Collegiate Experience ◽

Qualitative Research Methodology

Twenty-four graduate associate and/or full professors from four disparate academic environments were interviewed on the salient attributes they emphasize and reinforce to their graduate students in socializing them to the professional norms of their respective academic discipline. Qualitative research methodology was utilized to assess and understand the socialization mechanisms and processes of graduate students within disparate academic environments. The results of the study have produced a new theoretical framework for understanding the differential patterns of student learning and development as a result of student’s collegiate experience.

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School climate and school culture: A framework for creating school as a safe and stimulating environment for learning and development

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1801113h ◽

2018 ◽

Vol 50 (1) ◽

pp. 113-134 ◽

Cited By ~ 1

Author(s):

Emina Hebib ◽

Vesna Zunic-Pavlovic

Keyword(s):

School Climate ◽

School Culture ◽

Student Learning ◽

School Environment ◽

School Safety ◽

Educational Institution ◽

Learning And Development ◽

Four Dimensions ◽

School Climate And Culture ◽

Definition Of

School, as an educational institution, represents an important context for the development of children and young people. It is therefore necessary to shape it as a safe and stimulating environment for student learning and development. This paper offers a definition of the concept of school as a safe and stimulating environment for student learning and development, based on a review of academic and scholarly papers from a variety of disciplines and areas of practice. The content and meaning of the concept of school safety have been considered from the physical and psychological aspects, while the concept of school as a stimulating learning environment has been specified in terms of four dimensions - the physical, psychological, social and cognitive school environment. It is pointed out that these concepts and the phenomena they denote tend to be interpreted and analysed as the components or dimensions of broader concepts, namely, school climate and school culture. One section of the paper is therefore devoted to explaining these concepts, as well as considering their interrelationship and the importance of creating a positive and stimulating school climate and culture for institutional practice. The conclusion further emphasises that creating school as a safe and stimulating environment for student learning and development, as well as creating positive and supportive school climate and culture, is an extremely complex process that entails changes in the content and structure of the school institution as a whole.

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Education Leadership Students’ Reflections on a Conference Course

International Journal of Doctoral Studies ◽

10.28945/4458 ◽

2019 ◽

Vol 14 ◽

pp. 741-760

Author(s):

Ayodele Bain ◽

Maysaa Barakat ◽

Francine Baugh ◽

Dustin Pappas ◽

Leila Shatara ◽

...

Keyword(s):

Educational Leadership ◽

Student Learning ◽

Doctoral Students ◽

Course Design ◽

Doctoral Student ◽

Learning Experiences ◽

Future Research ◽

Learning And Development ◽

Course Experience

Aim/Purpose: The purpose of this case study is to describe the experiences of educational leadership doctoral students when taking a conference course for the fulfillment of their program’s experiential learning requirements. The research explains how the course added to students’ understanding of educational research and development as research scholars. Background: Research on doctoral student learning experiences in the contexts of professional conferences is limited. The present research examines a unique group context and the perceptions of doctoral student learning and development through the lens of adult learning theory. Methodology: This basic qualitative case study includes doctoral student perspectives on their learning and development as a result of participation in a professional educational leadership conference as course experience. Researchers conducted a review of literature, engaged with participants in a focus group style debriefing, and completed a document analysis of participants’ written reflections following a multi-day conference. Contribution: The present research contributes to the field of educational leadership research by providing first-hand accounts of participation in a conference as course experience to promote student learning and development as research scholars. Findings: Findings suggest that participant learning experiences varied when analyzed through the lens of adult learning theory and are categorized into three types of learning that include non-learning, non-reflective learning, and reflective learning. In addition, participants’ development as research scholars is reported to be influenced by the conference and course design elements that promoted relative autonomy, embedded reflection, and interpersonal support. Recommendations for Practitioners: The present research has implications for both doctoral program design and professional conference planning. Experiential learning activities that extend beyond classrooms present students with opportunities for learning and socialization into a field of study. Recommendation for Researchers: The paper informs and challenges researchers to focus on the experiences of conference attendees and highlights a need for a more nuanced evaluation of conference courses. Impact on Society: Professional conferences present opportunities for doctoral students to develop as research scholars that ask questions to address societal problems. The following research suggests that conference learning experiences may be enhanced through an experiential course design and principles of relative autonomy, incorporation of reflection, and embedded interaction. Future Research: In the future, research of doctoral student learning at conferences may consider applying other methodologies (e.g., narrative research, quantitative) and consider the inclusion of student outcome variables like doctoral student motivation, interests, and social and emotional learning.

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