scholarly journals Changing the Course Design to Include Habitat for Humanity Improved Course Outcomes and Broadened Students' Perceptions of Community Service

2020 ◽  
Author(s):  
Laura Leach
Keyword(s):  
Community Service ◽  
Course Design ◽  
Habitat For Humanity ◽  
Course Outcomes

scholarly journals A Community Service Approach for a Landscape Design Course: Design and Installation of a Habitat for Humanity Residential Landscape

HortScience ◽  
1995 ◽  
Vol 30 (4) ◽  
pp. 901B-901
Author(s):  
Gregory L. Davis
Keyword(s):  
Interpersonal Communication ◽  
Community Service ◽  
Course Design ◽  
Real Life ◽  
Landscape Design ◽  
Habitat For Humanity ◽  
Residential Landscape ◽  
Service Project ◽  
A Site ◽  
Integrate Design

Landscape design courses typically include real-life projects in which students integrate design principles and selection of plants and materials. Such projects also allow students to sharpen their graphical and interpersonal communication skills; they draw plans to satisfy a client. For one project in our course, students do all of that work plus contribute to the off-campus community via the Habitat for Humanity program. Students gain not only the traditional experience of designing a residential landscape on a strict budget but also the experience of competing to create the plan to be chosen by a committee of decisionmakers. The students gain further practical hands-on experience because they install the landscape. This type of community service project allows horticulture students to earn the satisfaction of seeing a site evolve from an empty lot to a finished landscape, knowing they are enhancing a homeowner' s and the community's environment.

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

2020 ◽  
Vol 51 (1) ◽  
pp. 31-52
Author(s):  
Heidi S. Harris ◽  
Michael Greer
Keyword(s):  
Course Design ◽  
Technical Writing ◽  
Instructional Materials ◽  
Engaged Learning ◽  
Writing Courses ◽  
Course Materials ◽  
Instructor Presence ◽  
Course Outcomes ◽  
Writing Instructors ◽  
Student Projects

Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

scholarly journals Conceptual Framework for Assessing Process Variables Salient for Service-Learning Experience

2020 ◽  
Author(s):  
Ka Hing Lau ◽  
Robin Snell
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Course Design ◽  
Learning Experience ◽  
Community Partner ◽  
Positive Role ◽  
Data Set ◽  
The Past ◽  
Multi Stakeholder ◽  
Effective Integration

Service-learning is an established pedagogy which integrates experiential learning with community service. It has been widely adopted in higher education around the world including in Hong Kong, yet the key ingredients that determine its successful impacts for its stakeholders have not been fully assessed. This study reviewed the past literature, which indicates the key ingredients that may be found in successful service-learning programmes. We identify six key ingredients: students provide meaningful service; the community partner representative plays a positive role; effective preparation and support for students; effective reflection by students; effective integration of service-learning within the course design; and stakeholder synergy in terms of collaboration, communication and co-ownership. In order to obtain an inter-subjectively fair and trustworthy data set, reflecting the extent to which those key ingredients are perceived to have been achieved, we propose a multi-stakeholder approach for data collection, involving students, instructors and community partner representatives.

scholarly journals Curriculum creation: Reflection as a tool for enhancement

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Cameron J. Harris ◽  
Jackie D. Brown
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Pedagogical Practice ◽  
Professional Skills ◽  
University Environment ◽  
Curriculum Creation ◽  
Course Outcomes ◽  
Past Experiences ◽  
The University ◽  
Required Courses

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field.  Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.

Bridging metacompetencies and entrepreneurship education

2018 ◽  
Vol 60 (7/8) ◽  
pp. 674-695 ◽  
Author(s):  
Sirje Ustav ◽  
Urve Venesaar
Keyword(s):  
Empirical Model ◽  
Course Design ◽  
Entrepreneurship Education ◽  
Strong Relationship ◽  
Social Implications ◽  
Self Awareness ◽  
Statistical Validation ◽  
Content Type ◽  
Course Outcomes ◽  
Practical Implications

PurposeThe purpose of this paper is to explore the concept of metacompetencies in entrepreneurship education through students’ expressions of metacompetencies in their learning processes, aiming to provide assistance embedding metacompetencies in entrepreneurship education.Design/methodology/approachThe empirical study is based on qualitative data retrieved from students’ reflections throughout the course, and measures the constructs of metacompetencies in parallel with the acquisition of entrepreneurship course outcomes. The phenomenological analysis is coded to apply Bayesian modelling and statistical validation measures to establish interrelations between metacompetency components and conceptual validity.FindingsDifferent degrees of appearance of students’ metacompetencies and significant correlations between all three components of metacompetencies are identified. An empirical model of connection between metacompetencies and entrepreneurship education is created, which shows a strong relationship between students’ metacompetencies and changes in attitudes, emotions, intentions and interest towards entrepreneurship.Practical implicationsPractical implications are connected with the entrepreneurship course design, supporting the development of students’ metacompetencies and self-awareness.Social implicationsSocial implications bring learners’ physical participation in the courses into the spotlight, influencing students’ attitudes towards entrepreneurship. Enhancing metacompetencies as a tripartite model assures that cognitive, conative and affective aspects of learning are in corresponding change.Originality/valueThis paper provides a step forward from theorising metacompetencies, putting this concept in the middle of practice. The empirical model establishes a direct connection between metacompetencies and entrepreneurship education, demonstrating how students’ awareness creation through metacompetencies influences changes in interest and intention towards entrepreneurship.

scholarly journals Educational Methods and Technological Innovations for Introductory Experiential Learning Given the Contact-Related Limitations Imposed by the SARS-CoV2/COVID-19 Pandemic

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 47
Author(s):  
Paul M. Reynolds ◽  
Erica Rhein ◽  
Monika Nuffer ◽  
Shaun E. Gleason
Keyword(s):  
Health System ◽  
Course Design ◽  
Pharmacy Practice ◽  
Community Setting ◽  
Simulation Software ◽  
Community Activities ◽  
Before And After ◽  
Level Of Knowledge ◽  
Course Outcomes ◽  
Remote Health

Background: Acute respiratory syndrome related coronavirus disease (COVID-19) has led to substantial changes in pharmacy curricula, including the ability to provide in-person introductory experiential practice experiences (IPPEs) to University of Colorado’s International-Trained PharmD (ITPD) students. Methods: The IPPE course for ITPD students was redesigned to offer remote educational activities in the health system setting and simulated practice and communication activities in the community setting. Students were evaluated via surveys regarding the perceived value of these changes, and changes in knowledge, skills and abilities before and after activities. Results: A total of 6 students were enrolled in the revised IPPE course. Students agreed or strongly agreed that the overall distance-based IPPE experience, the remote health system activities, and the community activities were valuable. Students also strongly agreed that course design successfully met course outcomes and was relevant to pharmacy practice. In terms of knowledge, skills and abilities, numeric improvements were observed in remote health system activities and community-based simulated patient interactions, but results were not statistically significant. A high baseline level of knowledge led to minimal improvements in perceptions of improvement in community pharmacy skills regarding pharmacy simulation software. Conclusion: Implementation of distance-based IPPE activities may be an alternate educational modality.

scholarly journals Learning (About) Outcomes: How the Focus on Assessment Can Help Overall Course Design

2011 ◽  
Vol 41 (2) ◽  
pp. 44-61
Author(s):  
Richard S. Ascough
Keyword(s):  
Learning Outcomes ◽  
Teaching Effectiveness ◽  
Course Design ◽  
Program Assessment ◽  
University System ◽  
Post Secondary ◽  
Case Writing ◽  
Course Outcomes ◽  
Key Aspects ◽  
The University

The demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of “learning outcomes” and fearful that the demand is simply part of the increasing corporatization of the university system. This need not be the case. Writing learning outcomes has a number of benefits for course design that go beyond program assessment. This article clarifies some key aspects of the push towards using “learning outcomes,” and introduces a tripartite nomenclature for distinguishing between course “outcomes,” “outputs,” and “objectives.” It then outlines a process for instructors to use these three categories to develop and design courses that meet institutional assessment demands while also improving overall teaching effectiveness.  

scholarly journals Landscaping Habitat For Humanity Homes: A Community Outreach Project

2008 ◽  
Vol 5 (4) ◽  
Author(s):  
Jodie L. Ramsay
Keyword(s):  
Community Service ◽  
Community Outreach ◽  
Structure And Function ◽  
State University ◽  
Plant Structure ◽  
Service Component ◽  
Habitat For Humanity ◽  
Northern State ◽  
Upper Level ◽  
And Function

The purpose of this project is to incorporate a community service component into a Biology course at Northern State University (NSU) in Aberdeen, SD.  Students in an upper-level botany course (Plant Structure and Function) provide landscaping services to homeowners who have purchased homes through Habitat for Humanity.  Homeowner satisfaction with the finished project and student learning are assessed through surveys. 

A Novel Interdisciplinary Course: Musical Acoustics and Health Issues

2016 ◽  
Vol 1 (19) ◽  
pp. 15-25
Author(s):  
Donald Finan ◽  
Deanna Meinke
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Sound Production ◽  
Course Design ◽  
Education Student ◽  
Health Issues ◽  
Musical Acoustics ◽  
Active Learning Strategies ◽  
Speech Science ◽  
Course Outcomes

In response to a college call for new interdisciplinary coursework in the Natural and Health Sciences, an undergraduate level course was created with focus on the physics and biophysics of sound. The physics of sound production in musical instruments is used as a model for understanding vocal production and sound reception, with emphasis on relevant issues of vocal and hearing health promotion. This project-based course, titled “Musical Acoustics and Health Issues,” was designed in collaboration with faculty from Audiology, Speech Science, Public Health, Music, Physics, Music Technology, and Science Education. Student performance is assessed through a series of eight hands-on projects designed to maximize active learning strategies. Course projects center on the concept of “sound as energy” and include the construction of string-based (cigar box guitar) and tube-based (PVC pipe didgeridoo) instruments. Course design, project details, and course outcomes are presented.

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

2020 ◽  
pp. 004728162097836
Author(s):  
Heidi Skurat Harris ◽  
Michael Greer
Keyword(s):  
Course Design ◽  
Technical Writing ◽  
Instructional Materials ◽  
Engaged Learning ◽  
Writing Courses ◽  
Course Materials ◽  
Instructor Presence ◽  
Course Outcomes ◽  
Writing Instructors ◽  
Student Projects

Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

Sign in / Sign up

Export Citation Format

Share Document