Service-Learning and Experiential Learning in Criminal Justice Education: An Exploratory Examination of Faculty Perspectives

Scholarship on service-learning and experiential learning consistently demonstrates benefits for students, but little evidence has emerged examining the perspectives of faculty. The current study examines the conflicting perspectives from faculty affiliated with a university undergraduate criminology major that utilizes both experiential learning and service-learning. Focus groups of departmental faculty revealed fears over curriculum rigor, concerns over forming partnerships and investing resources into service-learning and experiential learning activities without university incentives, and recognition of student and department benefits derived from service-learning and experiential learning activities.     

Employability and work-related learning activities in higher education: how strategies differ across academic environments

The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement work-related learning activities in curricula across academic environments in higher education. The study is based on case studies, including semi-structured interviews and analyses of course syllabuses in two higher education institutions. The results reveal divergent approaches between environments with limited and extensive work-related learning, and we present four different strategies for including work-related learning in curricula: add-on by someone else, add-on about the profession, integration of teaching and learning activities and integration with additional value. These four strategies represent a very diverse understanding of the role of education, ranging from education for academia to education for work outside academia, and contain various perceptions of the roles, types of work-related learning activities and integration in the ordinary curriculum.     

加拿大安大略省教学轨教职的发展现状、评价标准及现实启示

近年来,在学生规模扩大、教育问责强化、财政资助缩减等压力之下,加拿大安大略省将引入教学轨教职作为提高教育质量的重要改革举措。与传统的终身轨教师相比,教学轨教师主要从事教学和学习活动,与兼职或临时讲师相比,教学轨教师对教学和学生的投入更多,与学校的聘任关系更加稳定。作为与终身轨教职平行的职业发展轨道,教学轨教职的评价标准主要侧重考察教师在教学技能、教学计划与课程发展、教学领导与成就等领域的贡献。教学轨教职的引入对大学而言是一次机会,可以重新审视教学与研究之间的关系,探索教学使命和研究使命如何相互促进。在当前的教师岗位分类改革中,我国高校可从教学模式和课程体系、聘任与晋升评价体系、晋升与岗位转换通道、教学荣誉体系等方面提高教学为主型教职的认可度,促进教学为主型教师队伍的职业发展。     

Learning needs time and effort: a time-use study of engineering students

Several time-use studies in engineering education have shown that students use less time studying than has been allocated in the curricula. It is questionable whether a scarce use of time can lead to deeper understanding and the ability to apply knowledge in problem-solving. The alarming results from earlier time-use studies led to a search for answers to the following questions: How much time do first-year engineering students use for their studies and other activities? Do they spend enough time on studying and other learning activities? Is their time use in agreement with the curriculum? What learning outcomes and grades do students achieve from their studying efforts? Factors that influence student time use and approaches to learning are discussed. A deep approach to learning is desirable and is seen to support comprehension and lead to better learning outcomes. Learning approaches that students choose are both student-related and influenced by the learning environment. How can the learning environment be designed so that students are motivated to assume a deep approach to learning and devote more time and effort to out-of-class studying? Answers to these questions will be helpful for teachers, tutors, teacher educators and designers of curricula, as well as students themselves.     

Assessment and innovation: One darn thing leads to another

Using recent experience at Carleton College in Minnesota as a case history, the authors offer a model for assessment that provides more flexibility than the well-known assessment feedback loop, which assumes a linear progression within a hierarchical administrative structure. The proposed model is based on a double helix, with values and feedback serving as the backbone chains, and assessment, curriculum, faculty development, learning outcomes, student performance, and teaching as interactive building blocks. Unlike the base pairs in the DNA double helix, these building blocks can combine in any order, depending on the institutional context. Faculty development, as one of the building blocks, is shown to be most successful as an iterative undertaking in which a threshold level of participation provides statistically significant effects in the curriculum and student learning. Specifically, a faculty member's increased participation in faculty development activities related to writing instruction yields significantly more of that faculty member's assignments in sophomore portfolios compiled by students as a graduation requirement.     

以先进的理念引领工程硕士研究生教育改革 ——来自澳大利亚查尔斯特大学混合学习模式的启示

2018年工程类专业学位类别的调整为培养单位进行工程硕士教育改革提供了更大的自主权。打破工程硕士与工学硕士培养的同质化、突出工程实践能力培养和职业导向是工程硕士教育改革的方向。澳大利亚查尔斯特大学改变以学科知识体系进行课程设计的传统,基于项目学习和"主题树"在线学习进行课程设计,打造以混合学习模式为特色的土木工程本硕贯通项目,有利于培养具备实践能力、创新能力、职业素质的工程人才。研究查尔斯特大学的工程教育改革案例对我国高校工程硕士研究生教育改革有启发和借鉴意义。     

Assessment guiding learning: developing graduate qualities in an experiential learning programme

As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that develops students to attain graduate qualities for competitiveness in the business sector. The role and importance of assessment as a core influence for learning is recognised and embedded into the programme, as well as the prevalence of meeting the needs of its stakeholders. Issues concerning assessing work-oriented learning are explored as well as what assessment methods might be most appropriate for enhancing and evaluating learning in this context. Feedback from stakeholders on the structure of the programme and its assessment are discussed as well as the question of how to maintain work-related programmes in HE. If such programmes continue to focus assessment and design around student learning, students will not only have the opportunity to apply their knowledge in a practical context, they will also be maximising their personal learning outcomes with the added advantage of being better equipped to compete in an increasingly competitive marketplace.     

教学为本,质量立校:高校的永恒主题与办学理念

提高教学质量 ,培养合格人才 ,始终是大学教育的目的和生命。“以教学为本 ,以质量立校”理应成为前进中高校永恒的研究主题与办学理念 ,成为高校的旗帜、追求、形象和精神。当前高校确立并落实“教学为本 ,质量立校”应采取六大举措     

Fostering Faculty Collaboration in Learning Communities: A Developmental Approach

Colleges and universities are adopting learning communities to increase student learning and build cohesion. As learning communities grow in popularity, institutions need to invest in faculty development (Oates, 2001) and understand faculty experiences (Mullen, 2001). The University of Hartford created a program that prepared faculty for collaborative teaching in first-year learning communities. Faculty learned to engage in collaborative behaviors, to think outside disciplinary borders, and to employ a specific template as a heuristic for course development. Results of focus group research about the faculty experience and the impact of the experience on their pedagogy are summarized.Catherine B. Stevenson, whose M.A. and Ph.D. are from New York University, is currently an Associate Professor of English and Drama and Academic Dean of International and Honors Programs. She and her coauthors are affiliated with the University of Hartford, West Hartford, CT. Her special interests include nineteenth and twentieth century literature, curriculum reform, pedagogy, and international education. Robert L. Duran, Professor in the School of Communication, who earned his M.A. at West Virginia University and Ph.D. at Bowling Green State University, is a specialist in program evaluation, evaluation research, and research methods. Karen A. Barrett, Associate Dean of Undergraduate Studies, has an M.S. from the State University of New York at Buffalo. Her special interests include interdisciplinary general education curriculum, higher education administration, and diagnostic hematology and microbiology. Guy C. Colarulli, earned an M.A. at the University of Connecticut and a Ph.D. at The American University. He is the Associate Provost and Dean of Undergraduate Studies, whose special interests include Higher Education Administration, First-Year Experience, as well as American Government, and Politics     

Gender differences in formal,non-formal and informal adult learning

At first sight, participation rates in adult learning do not differ strongly between men and women. Further exploration, however, makes clear that differences exist at the level of the type of learning. Men participate more in work-related learning and experience more job-related motives to participate. Women take on the main responsibilities in the home, resulting in less employment in knowledge intensive jobs and fewer opportunities for work-related training. In this paper, we use the Harvard gender analysis framework to gain insight into the differences in adult learning activities between men and women. In the empirical part, we use the Eurostat Adult Education Survey, which provides sex-aggregated data, which are needed to gain insight in the broader activity profile of the population divided by men and women.     

Workplace learning within teacher education: the role of job characteristics and goal orientation

Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students’ undertake in the workplace can be explained by students’ goal orientation and their perceptions of the workplace. In addition, it will be investigated whether this model is predictive for students’ academic achievement. Participants in this study were 464 bachelor students enrolled in teacher education. The results from the structural equation modelling show that students’ learning goal orientation is an important predictor for students’ learning activities and academic achievement. Students with a higher learning goal orientation demonstrate a more active approach towards their learning. Regarding the context, some positive relations between work-related variables such as job demands and job control on the one hand and students’ learning activities on the other hand were identified, but their relationship was more limited than expected.     

Facilitating Holistic Curriculum Development

There is a movement in higher education to think of a curriculum less as a sequence of independent courses and more as a set of highly integrated learning and assessment experiences designed to help students develop clearly defined outcomes. This paper reports on a case study that illustrates how internal curriculum assessment processes used by an environmental science and policy department in an institution of higher education lead to the creation of an innovative tenure-track faculty line for someone whose primary activities and scholarship focus not on traditional disciplinary scholarship but instead on coordinating the holistic development of an integrated curriculum. This paper goes on to show how I, the person hired into this position, am facilitating the coordinated development of a senior thesis programme, a junior entry course into the major and a disciplinary writing programme for the purpose of developing a more integrated curriculum.     

The Computer and the College Curriculum

Using a sample of 751 undergraduate students and 85 of their faculty, the author examined the extent of faculty-student differences in their priorities placed on eight learning goals. The findings show that students placed significantly more importance on career preparation, scientific reasoning, personal development, and art and cultural appreciation and that faculty placed significantly more importance on critical thinking and mastery of discipline content. Students and their faculty did not differ significantly on the priorities they placed on basic academic skills, citizenship, and values. The implications of these findings are discussed in terms of curriculum development and an increasing belief that student development and learning are improved when curricula assess and incorporate students' goals and priorities.     

Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.     

合作活动学习刍论

学习化课程确立了"课程作为学习生命存在及其优化活动"的文化主体性价值理念。对学习生命而言,合作是基本存在形式,活动是基本优化形式。学习者多样合作与多样活动融合创生了体现学习生命存在整体关联的合作活动学习。合作活动学习实现条件包括内在于学习共同体的学习主体,以问题为导向的学习内容,基于活动的合作,生态化的学习环境,多元化的评估。     

项目学习研究综述——基于与学科教学融合的视角

目前,国内关于项目学习的实践与研究多将其定位于核心课程之外的综合实践活动课或是核心课程的外围和边缘．真正与学科教学融合而使项目成为课程核心的相关研究较少,了解国内外试图改变“学科中心”转向项目学习与学科知识融合的已有研究经验对改变此现状较为重要。综述主要从项目学习在学科中的应用研究着手．对项目学习在学科中的应用领域、实施过程、实施效果等方面进行研究分类和分析,最后提出项目学习在学科中应用的未来研究发展方向。     

Mapping beliefs about teaching to patterns of instruction within science,technology, engineering,and mathematics

In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-, community-, and assessment-centered learning environments; we use qualitative interview data to explore how faculty's reported beliefs about teaching are associated with their consideration of these four types of environments. Findings indicated that although a range of beliefs about teaching emerged, most were firmly located in knowledge-centered learning environments, with little or no focus on the remaining three learning environments. Furthermore, even patterns of instruction that were heavily student-centered were situated within a knowledge-centered learning framework. We argue that for student-centered instruction to be truly successful, faculty must consider all four learning environments in crafting and facilitating the classroom environment.     

学习领域课程开发及其教学实施系统化研究

学习领域课程从开发到教学实施都与职业活动紧密相连,它以工作过程为逻辑进行开发设计和实施课程教学,与传统学科逻辑课程相比更适合职业院校的教育教学目标。文章根据学习领域课程开发设计及其教学实施的内在逻辑,对学习领域课程开发及其教学实施作为一个整体进行了系统化研究,构建了学习领域课程开发与实施系统,并提出＂职业活动-学习活动-职业活动＂所包含的两次转换是学习领域课程开发与教学实施能否成功的关键。     

More than meets the eye: Curricular and Programmatic Effects on Student Learning

This article reports the effects of program characteristics and faculty activities on students’ experiences and, ultimately, the development of students’ analytical and group skills. Data come from nationally representative samples of 4,330 seniors, 1,243 faculty members, and 147 engineering program chairs on 40 campuses nationwide. Findings indicate that program characteristics and faculty behaviors and values have significant, if relatively small and largely indirect, effects on student learning by encouraging (or discouraging) certain kinds of student experiences, which, in turn, influence student learning. The results point to a need for more complex designs than are typically adopted in most learning outcomes studies. Paper presented at the meeting of the Association for Institutional Research, May 16, 2006, Chicago, IL.