Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students’ learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.     

Revisiting an Abandoned Practice: The Death and Resurrection of Collection Development Policies

Academic libraries have a long tradition of endorsing and creating written collection development policies to communicate, both internally and externally, their dynamic collection practices. As revealed by a literature search, academic libraries, over time, appear to have abandoned this practice. This article documents how Texas A&M University Libraries embraced the ambitious task of resurrecting written collection development policies and, as part of this process, assessed the current state of collection development, systematically planned for future collection growth, and identified emerging fields of research requiring additional collection support. This process also undertook the integration of collection development into the organizational culture of the libraries. Reflecting on this process, the authors present the case for creating and maintaining written collection development policies in academic libraries.     

Strategies for Catalog Management of Electronic Monographs in Series

Electronic monographic series display a complex mix of the characteristics of electronic serials, electronic books, and print monograph series. Because many cannot be managed via the typical tools and services used to manage electronic resources, providing title-level, or analytic cataloging presents challenges above and beyond the usual challenges for e-resources. This article enumerates those challenges, proposes a set of criteria for making analysis decisions for e-monograph series, and suggests other directions libraries might pursue to provide catalog access to this important category of resources.     

Does Adolescents' Disclosure to Their Parents Matter for Their Academic Adjustment?

The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents' autonomy support and control. Information about multiple dimensions of adolescents' academic adjustment (e.g., learning strategies, autonomous vs. controlled motivation, and grades) was also obtained. Both American and Chinese adolescents' disclosure predicted their enhanced academic adjustment over time. However, when American adolescents disclosed in a negative context (e.g., a poor parent–child relationship or controlling parenting), their autonomous (vs. controlled) motivation was undermined.     

“Two for Flinching”: Children's and Adolescents' Narrative Accounts of Harming Their Friends and Siblings

This study investigated differences in children's and adolescents' experiences of harming their siblings and friends. Participants (N = 101; 7‐, 11‐, and 16‐year‐olds) provided accounts of events when they hurt a younger sibling and a friend. Harm against friends was described as unusual, unforeseeable, and circumstantial. By contrast, harm against siblings was described as typical, ruthless, angry, and provoked, but also elicited more negative moral judgments and more feelings of remorse and regret. Whereas younger children were more self‐oriented with siblings and other‐oriented with friends, accounts of harm across relationships became somewhat more similar with age. Results provide insight into how these two relationships serve as distinct contexts for sociomoral development.     

Technology and Parental Involvement

For high school and middle school principals, the ability to create and maintain positive recognition and identity both personally and for the school is crucial for support from all stakeholders. Finding proactive ways to do this is not much different than the way a large corporation develops a campaign for a major product. Nine principles for developing a positive persona for a school are identified as steps to take to achieve this goal. Beginning with these in mind starts the process for administrators to know who and what they are.     

A comparison of the cycling performance of cyclists and triathletes

The aim of this study was to compare the cycling performance of cyclists and triathletes. Each week for 3 weeks, and on different days, 25 highly trained male cyclists and 18 highly trained male triathletes performed: (1) an incremental exercise test on a cycle ergometer for the determination of peak oxygen consumption (VO2peak), peak power output and the first and second ventilatory thresholds, followed 15 min later by a sprint to volitional fatigue at 150% of peak power output; (2) a cycle to exhaustion test at the VO2peak power output; and (3) a 40-km cycle time-trial. There were no differences in VO2peak, peak power output, time to volitional fatigue at 150% of peak power output or time to exhaustion at VO2peak power output between the two groups. However, the cyclists had a significantly faster time to complete the 40-km time-trial (56:18 +/- 2:31 min:s; mean +/- s) than the triathletes (58:57 +/- 3:06 min:s; P < 0.01), which could be partially explained (r = 0.34-0.51; P < 0.05) by a significantly higher first (3.32 +/- 0.36 vs 3.08 +/- 0.36 l x min(-1)) and second ventilatory threshold (4.05 +/- 0.36 vs 3.81 +/- 0.29 l x min(-1); both P < 0.05) in the cyclists compared with the triathletes. In conclusion, cyclists may be able to perform better than triathletes in cycling time-trial events because they have higher first and second ventilatory thresholds.