Relevant bibliographies by topics / Positive learning experiences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Positive learning experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Positive learning experiences"

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Sanders, Jos M. A. F., Marc A. W. Damen, and Karen Van Dam. "Are positive learning experiences levers for lifelong learning among low educated workers?" Evidence-based HRM: a Global Forum for Empirical Scholarship 3, no. 3 (December 7, 2015): 244–57. http://dx.doi.org/10.1108/ebhrm-01-2014-0002.

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Purpose – Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach – Low-educated workers of three different organizations (n=359) filled out a questionnaire at three different points in time, with a half-yearly interval. Regression analyses were used to establish the effects of training participation and learning experience on learning self-efficacy. Findings – Training participation alone did not affect low-educated workers’ learning self-efficacy, but a positive learning experience did contribute to workers’ post-training learning self-efficacy. These results support the relevance of positive learning experiences. Research limitations/implications – Follow-up studies could focus on the effects of learning self-efficacy for subsequent learning activities, establish which aspects of training contribute to a positive learning experience, and include contextual characteristics that may predict learning self-efficacy. Practical implications – To stimulate learning among lower educated workers, it is necessary that they have confidence in their ability to successfully complete their training. Trainers and training developers working for this specific target group of lower educated workers should aim to provide training that is a positive experience, besides being a learning exercise. Originality/value – The study is the first to analyse the longitudinal effects of training participation and learning experience on post-training learning self-efficacy among low-educated workers.
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Palmer, David. "Positive and Negative Curiosity Experiences Among Tertiary Students." Global Journal of Educational Studies 4, no. 1 (June 17, 2018): 90. http://dx.doi.org/10.5296/gjes.v4i1.13226.

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Curiosity is a motivation construct that is important at all levels of education. This study investigated the curiosity experiences of tertiary students. Individual interviews were carried out with 20 tertiary students. Participants were asked to describe experiences of wanting-to-learn (positive curiosity) or not-wanting-to-learn (negative curiosity) that they had recently experienced in regular classes. Participants reported they had recently experienced both forms of curiosity, which correlated with high and low levels of cognitive learning behaviours. Antecedent factors included personal interest, confidence, expectancies, value, and teacher influences.
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Lee, Yoo Young, and M. Sara Lowe. "Building Positive Learning Experiences through Pedagogical Research Guide Design." Journal of Web Librarianship 12, no. 4 (October 2, 2018): 205–31. http://dx.doi.org/10.1080/19322909.2018.1499453.

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Lee, Misook, Soo Jung Lee, Bo Kyung Cho, Sang Ah Lee, and Kihee Jo. "Examination of Positive Learning Experiences in Small Elementary Schools." Journal of Curriculum and Evaluation 24, no. 2 (May 2021): 1–25. http://dx.doi.org/10.29221/jce.2021.24.2.1.

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Yen, Cherng-Jyh, Emrah Emre Ozkeskin, Moussa Tankari, Chih-Hsiung Tu, Hoda Harati, and Laura E. Sujo-Montes. "Online Accelerated Learning Experiences and Self-Regulated Learning Skills Among Undergraduate Students." International Journal of Online Pedagogy and Course Design 11, no. 3 (July 2021): 17–35. http://dx.doi.org/10.4018/ijopcd.2021070102.

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Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.
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Scheve, Ann, and Elizabeth Bruderle. "Implementing a Positive Learning Experience Related to Older Adults for Undergraduates: A Toolkit." Innovation in Aging 4, Supplement_1 (December 1, 2020): 546. http://dx.doi.org/10.1093/geroni/igaa057.1781.

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Abstract Undergraduate nursing students are frequently exposed to older adults in the clinical setting, where they assess and manage their diseases and its consequences. But that is not enough! To support healthy aging, students need positive intergenerational learning experiences with older adults to discover the gifts of aging early in their curriculum. The goal of these experiences is to help students reflect on their thoughts about aging and reframe how they view older adults. During this presentation we will provide a tool kit based on our experience incorporating positive intergenerational learning early in our curriculum, offer practical guidelines and share constructive feedback.
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Marek, Michael W., Chiou Sheng Chew, and Wen-chi Vivian Wu. "Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic." International Journal of Distance Education Technologies 19, no. 1 (January 2021): 40–60. http://dx.doi.org/10.4018/ijdet.20210101.oa3.

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The authors conducted a worldwide survey to explore the experiences of higher education faculty who converted classes to distance learning during the COVID-19 pandemic. Most respondents experienced much higher workloads and stress than in face-to-face classes. Previous experience with Online Distance Learning (ODL) predicted positive faculty response. Less than half used a school-provided LMS, instead using a wide range of other technologies. Respondents said they learned the need for adaptability and good planning, emphasizing doing what it takes to serve their students. There was high variability in most answers, indicating that the experiences of individual teachers ranged widely between positive and negative. The researchers provide recommendations based on the findings, including the need for better ODL instructional design training as part of long-term professional development for faculty and remembering the importance of all student higher education experiences, many of which are beyond the scope of the actual classes.
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Loukomies, Anni, and Kalle Juuti. "Primary Students’ Experiences of Remote Learning during COVID-19 School Closures: A Case Study of Finland." Education Sciences 11, no. 9 (September 18, 2021): 560. http://dx.doi.org/10.3390/educsci11090560.

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The remote learning period that took place due to the outbreak of the COVID-19 pandemic in the spring of 2020 was a novel experience for many students, teachers and guardians in Finland and globally. To be prepared for similar occasions in the future and to support all students appropriately, it is important to be aware of students’ experiences. In this study, instant video blogging (IVB) was used to collect primary school students’ first-hand reports of their emotions in remote learning situations. Through an experience sampling method, 23 Finnish fifth-grade students (aged 11–12 years) took part in IVB during the remote learning period 18 March 2020–13 May 2020. Students’ expressions related to negative emotional experiences were more diverse than those related to positive ones. Nice was the most often reported positive evaluation related to studying. The most often reported negative feelings were bored and irritated, and the most often reported negative aspects related to learning were difficult tasks or not having learned anything. Towards the end of the research period, positive mentions about returning to school increased. The IVB method offered direct insight into how primary students experienced the remote learning period, which can support preparation for exceptional periods in the future and the development of digital learning solutions.
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Cray, Amy. "Starting out - Find positive learning from negative experiences of care." Nursing Standard 22, no. 5 (October 10, 2007): 26. http://dx.doi.org/10.7748/ns.22.5.26.s31.

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Fozdar, Farida, and Simone Volet. "Intercultural learning among community development students: positive attitudes, ambivalent experiences." Community Development 43, no. 3 (July 2012): 361–78. http://dx.doi.org/10.1080/15575330.2011.621085.

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Dissertations / Theses on the topic "Positive learning experiences"

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Bernacchio, Charles P. "Perceived Attributes to the Development of a Positive Selfconcept from the Experiences of Adolescents with Learning Disabilities." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/BernacchioCP2003.pdf.

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Thies, Tamara Tanya. "Affective learning experiences influence positive interactions with anxiety: comprehensive musicianship with seventh grade jazz students." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1406.

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The purpose of this qualitative case study was to provide insight into affective learning during seventh-grade students' early experiences of improvising and spontaneously creating melodies in jazz style. As data collection progressed, the instructor's focus of engaging students to learn improvisation through anxiety-based affective strategies became the transforming factor of this qualitative study. Subsequently, the overarching research question evolved into: What is the nature of affective teaching and learning during students' early experiences of improvising and spontaneously creating melodies in jazz style, where the instructor intentionally incorporates affective learning experiences using Wisconsin's Comprehensive Musicianship through Performance model? Supplementary research questions included: (a) How does the teacher navigate teaching and learning experiences that target anxiety during the process of learning to improvise in the jazz band rehearsal? (b) How do the students engage with the instructor's targeted teaching strategies in the jazz band setting? (c) How do the students perceive the implementation of teaching and learning experiences created by the teacher? The seventh-grade jazz band director and six seventh-grade jazz students (three girls and three boys with one set of triplets) from a Midwest middle school music program participated. Data collection occurred during the 2011 - 2012 school year. Data included three semi-structured interviews, rehearsal observations over four months, and the instructor's Comprehensive Musicianship through Performance (CMP) teaching plan. Using MacIntyre, Potter, and Burns' (2012) socio-educational model for music motivation, an adaptation of Robert Gardner's socio-educational model of motivation in second language acquisition, I applied the model's categories--(a) anxiety, (b) integrativeness, (c) attitudes toward the learning situation, (d) motivation, and (e) perceived competence--to my data. Because MacIntyre, et al. (2012) identified anxiety as an outcome that significantly and negatively predicted perceived competence through their quantitative study, I analyzed the instructor's teaching and learning strategies that targeted anxiety and the students' perceptions of their own anxiety while learning to solo improvise. The findings in this study revealed how an instructor integrated anxiety-inducing experiences in a manner that positively influenced student motivation. The progression began with game-like solo improvisation experiences and developed into unanticipated improvised solos assigned by the instructor. By incorporating teaching and learning strategies that incrementally increased anxiety within the learning situation context, anxiety as a negative outcome (MacIntyre's et al., 2012) transformed into positive experiences. The students gradually became comfortable with the emotion of anxiety, began to take risks and, ultimately, developed more interest to continue learning and improvising.
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Sims, Rebecca. "Dyslexia : experiencing label-learning from the positive experiences of young people with dyslexia in mainstream education." Thesis, University of East London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533048.

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The research used a case study approach to explore the perspectives of six dyslexic learners, who had been identified as succeeding in school. The research took a Positive Psychology approach by seeking to distil the key factors contributing to the dyslexic learners' success. Semi-structured interviews, using a solution focussed approach, enabled pupil perspectives to be gathered. The interview questions related to how the pupils made sense of the label of dyslexia, what personal strengths and interests they had, how they had been supported within school and outside of school and ways in which this could be improved. The complementary method of a focus group was also used to gather the perceptions of the same group of dyslexic learners, regarding how support could be improved. Thematic analysis of the interview and focus group transcripts revealed four main themes. The first theme was dyslexia being a learning difference, which exists on a spectrum of need and impacts on dyslexic learners in different ways. The second theme was the importance of friendships and a desire to learn. The third theme was the belief that the school system should be inclusive and effective and finally, the fourth theme was that parents were viewed as a major source of emotional and practical support. The implications of this research project were that dyslexic learners should be construed as a heterogeneous group, with varying needs. Accompanied with this was the importance for such pupils to learn with their peers and for individual support to be age appropriate and sensitively provided. Protective factors were present in the form of key personal strengths, which were also desired in teaching and support staff. This was discussed within the Positive Psychology character strengths and virtues framework, which was found to be an effective way in which to discuss and identify personal strengths. The key interesting findings were the presence of a range of protective factors supporting the dyslexic learners in their learning. In addition, the research revealed that the learners did not want to be defined by the label of dyslexia. The implications for future research and educational psychology were discussed.
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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23639.

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The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills that they would not have gained in a classroom setting, such as the ability to work with diversity, groups, different age groups and in different contexts. Copyright
Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
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Wainwright-Stewart, A. E. "Engaging with learning opportunities for positive outcomes : a study of post-secondary learners' experiences in a rural college setting." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3021629/.

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The purpose of this study was to develop a better understanding of students’ post-secondary lived experiences at a rural college in Canada. My primary question was: How do students, who have engaged with the learning opportunities at Prairie Site College, make sense of being engaged in these experiences? The theoretical framework of appreciative inquiry (AI) was applied using the methodology of interpretative phenomenological analysis (IPA) to address the research question. Ten graduating students at a rural college in Canada took part in the study. To collect data the visual research technique of photo-elicitation and semi-structured interviews were implemented. The study found that positive learning experiences include two key aspects that contribute to learner success: belongingness and authentic learning activities promote student engagement. Students that feel connected to their learning environment are more compelled to seek out new learning activities. Learners who experience practical, real-world activities understand concepts better. The outcome of combining belongingness and authentic learning promotes transformational learning thus providing learners with confidence to learn, grow, and develop positive self-esteem as well as experience transformational life changes. The implications for professional practice in supporting positive learning in post-secondary learners include creating an atmosphere of belongingness where learners feel cared about, find connections and experience trust. Building an authentic learning environment incorporates support for learners and provides for engagement with others in real-world activities. Learners who experience this combination should experience personal change.
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Diert-Boté, Irati. "An exploration of English language learners’ emotions and beliefs in a Catalan context: Insights from self-reported experiences and observed classroom practices." Doctoral thesis, Universitat de Lleida, 2021. http://hdl.handle.net/10803/671527.

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Com a conseqüència del ‘gir emocional’ (Pavlenko, 2013) en el camp d’Adquisició de Segones Llengües – i en particular gràcies a l’arribada de la Psicologia Positiva, s'ha dedicat més atenció al paper que exerceixen les emocions i processos relacionats com les (auto-)creences en l'aprenentatge de segones llengües/llengües estrangeres. L'objectiu d'aquest projecte d'investigació és explorar les creences i emocions que els estudiants d’anglès manifesten i construeixen en relació amb (i) la metodologia d’ensenyament i el tipus de tasques (especialment les tasques orals); i (ii) el paper de les relacions entre professor i alumne. S'ha adoptat un enfocament qualitatiu en quatre estudis independents però entrellaçats, en què s’han analitzat tant dades observacionals (enregistraments d'àudio/vídeo a l'aula) com no observacionals (entrevistes, grups de discussió i ítems de resposta oberta). Els resultats indiquen que molts estudiants han construït autoconceptes insegurs amb (auto)creences disfuncionals i experiències emocionals negatives interrelacionades, especialment pel que fa a les tasques de parla, en gran part a causa d'una tradició d'enfocaments gramaticals i d’escassa producció oral. L'anàlisi mostra que és possible canviar cap a una mentalitat més positiva, però el procés d'adaptació implica períodes difícils de transició per aquells estudiants que semblen sentir-se més insegurs amb les seves habilitats lingüístiques. Durant aquest procés, s’ha demostrat que el paper del professor és crucial per a crear positivitat a classe promovent un contacte positiu entre professor i alumne i creant un entorn segur on els estudiants respectin i treballin col•laborativament per tal de vèncer la inhibició a l’hora de parlar en anglès.
A raíz del 'giro emocional' (Pavlenko, 2013) en el campo de Adquisición de Segundas Lenguas – y, en particular, gracias a la llegada de la Psicología Positiva, se ha dedicado más atención al papel que desempeñan las emociones y procesos relacionados como las (auto)creencias en el aprendizaje de segundas lenguas/lenguas extranjeras. El objetivo de este proyecto de investigación es explorar las creencias y emociones que los estudiantes de inglés manifiestan y construyen en relación con (i) la metodología de enseñanza y el tipo de tareas (especialmente las tareas orales); y (ii) el papel de las relaciones entre profesor y alumno. Se ha adoptado un enfoque cualitativo en cuatro estudios independientes pero entrelazados en los cuales se han analizado tanto datos observacionales (grabaciones de audio/vídeo en el aula) como no observacionales (entrevistas, grupos de discusión e ítems de respuesta abierta). Los resultados indican que muchos estudiantes han construido autoconceptos inseguros con (auto)creencias disfuncionales y experiencias emocionales negativas interrelacionadas, especialmente con respecto a las tareas de habla, en gran parte debido a una tradición de enfoques gramaticales y escasa producción oral. El análisis muestra que es posible cambiar hacia una mentalidad más positiva, pero el proceso de adaptación implica períodos difíciles de transición para aquellos estudiantes que parecen sentirse más inseguros con sus habilidades lingüísticas. Durante este proceso, se ha demostrado que el papel del profesor es crucial para crear positividad en clase promoviendo un contacto positivo entre profesor y alumno y creando un entorno seguro donde los estudiantes respeten y trabajen colaborativamente para vencer la inhibición a la hora de hablar en inglés.
Due to the ‘emotional turn’ (Pavlenko, 2013) in SLA – and particularly thanks to the advent of Positive Psychology – closer attention has been devoted to the role that emotions and related processes such as (self-)beliefs play in foreign/second language learning. The aim of this doctoral thesis is to explore the English language learning beliefs and emotions students display and have constructed in relation to (i) the teaching methodology and the type of tasks (particularly oral tasks), and (ii) the role of the teacher and student-teacher relationships. A qualitative approach has been adopted in four independent yet intertwined studies in which both observational (classroom audio/video-recordings) and non-observational (interviews, focus groups and open-ended items) data have been analyzed. Findings indicate that many students have constructed insecure self-concepts with interrelated dysfunctional (self-)beliefs and negative emotional experiences – especially regarding speaking tasks – largely due to a tradition of grammar-based approaches and scarce oral production. The analysis shows that change towards more positive mindsets is possible but the adaptation process involves difficult periods of transition for those students who appear to feel more insecure with their language abilities. During this process, the role of the teacher has been proven to be crucial in fostering positivity in class by promoting positive teacher-student contact and by creating a safe environment in which students respect and work collaboratively in order to overcome English speaking inhibition.
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Swersky, Liz. "Developing Skills for Successful Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.

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Hetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.
Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).
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Moscrip, Amanda Nicole. "Generation Z's Positive and Negative Attributes and the Impact on Empathy After a Community-Based Learning Experience." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/908.

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Generation Z, also known as the iGeneration, iGenners, GenZ, and Generation Now, consists of those born in the mid-1990s through the late 2010s. Historical events important for this generation have influenced their perception of safety as well as how they interact with others. As compared to previous generations, technological advances (i.e., Smartphones, social media) changed how GenZ communicates, socializes, and receives information. Unique experiences and attributes influenced Generation Z’s empathy because living through these events and seeing their impact changes how they can understand and take the perspective of others. The relation between three factors was examined across University students who are members of Generation Z; intensity of the CBL activity (high versus low), sex, and empathy (empathy assessment index, basic empathy scale, ethnocultural empathy scale). It is hypothesized that freshmen students would exhibit higher gains in empathy due to their developmental period. As hypothesized, there was a consistent main effect for sex in multiple subscales across the Honors Colloquium and Interdisciplinary late-teen sample indicating that females were higher in initial pretest scores and remained higher on post-scores on empathy as compared to males. These findings hold implication for instructors aiming to provide effective CBL experience for their students. Faculty may consider how students may be differentially receptive to CBL experiences on multiple demographic and personality variables, and while this study only examined sex and intensity of experience, it provides a good representation of the diversity of outcomes that can be evidenced.
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Phillips, Magdalen. "Do video conferencing and supportive interactive whiteboard tasks provide a positive modern language learning experience for pupils in years 2, 3, and 6?" Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492084.

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Books on the topic "Positive learning experiences"

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O'Loan, Eileen Mary. Towards a more positive learning experience for all students. (s.l: The Author), 2001.

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Taming the homework monster: How to make homework a positive learning experience for your child. New York: Poseidon Press, 1992.

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Kitson, C. The level of knowledge and experience of HIV infection among staff who care for people with learning difficulties: And their attitudes towards the care of HIV-positive members of this client group. London: UEL, 1992.

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Vaccaro, Valerie L. A Consumer Behavior-Influenced Multidisciplinary Transcendent Model of Motivation for Music Making. Edited by Roger Mantie and Gareth Dylan Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.013.21.

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This chapter reviews multidisciplinary research from the fields of consumer behavior, humanistic and positive psychology, music education, and other areas to develop a new Transcendent Model of Motivation for Music Making. One’s “extended self” identity can be defined partly by possessions and mastery over objects, and objects can “complete” the self. Music making involves a person’s investment of “psychic energy,” including attention, time, learning, and efforts, and is a creative path which can lead to peak experiences and flow. Music making can help satisfy social needs, achieve self-actualization, experience self-transcendence, enhance well-being, strengthen spirituality, and improve the quality of life.
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Jutterström, Mats. Experience-Based Learning and Market Change. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815761.003.0005.

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This chapter describes radical change in market organization, addressing the questions of why and how market organization changes over time. The discussion is based on a case in which Stockholm Municipality, after outsourcing, tried to arrange the market for snow clearance from its position as a buyer. The type and amount of the market’s organization changed significantly over time—from a ‘free’ market with relatively little organization, eventually evolving into a ‘bureaucratized’ market with significant amounts of organization. Arguably, the shifting market organizational forms derived from organizers’ learning levels—single-loop and double-loop learning. Through higher levels of experience-based learning the standard market model of neoclassical economics lost some of its performative power over the individual market organization, opening it up for more unorthodox solutions.
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Vickery, Jacqueline Ryan, and S. Craig Watkins. Worried About the Wrong Things. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262036023.001.0001.

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It’s a familiar narrative in both real life and fiction, from news reports to television storylines: a young person is bullied online, or targeted by an online predator, or exposed to sexually explicit content. The consequences are bleak; the young person is shunned, suicidal, psychologically ruined. In this book, Jacqueline Ryan Vickery argues that there are other urgent concerns about young people’s online experiences besides porn, predators, and peers. We need to turn our attention to inequitable opportunities for participation in a digital culture. Technical and material obstacles prevent low-income and other marginalized young people from the positive, community-building, and creative experiences that are possible online. Vickery explains that cautionary tales about online risk have shaped the way we think about technology and youth. She analyzes the discourses of risk in popular culture, journalism, and policy, and finds that harm-driven expectations, based on a privileged perception of risk, enact control over technology. Opportunity-driven expectations, on the other hand, based on evidence and lived experience, produce discourses that acknowledge the practices and agency of young people rather than seeing them as passive victims. Vickery first addresses how the discourses of risk regulate and control technology, then turns to the online practices of youth at a low-income, minority-majority Texas high school. She considers the participation gap and the need for schools to teach digital literacies, privacy, and different online learning ecologies. Finally, she shows that opportunity-driven expectations can guide young people’s online experiences in ways that balance protection and agency.
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Messer, Wayne S., and David B. Porter. The Capstone Research Course. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195378214.003.0014.

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This chapter discusses capstone research courses, and offers an account of experiences to benefit those who may find themselves in the position of developing and teaching such a course, including learning goals, the benefits of undergraduate research experiences, and common challenges.
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Arnold, Cath, and Tracy Gallagher. Involving parents in their children’s learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0015.

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This chapter presents a brief history of Corby and its Scottish connection as a backcloth to the work of the Pen Green Centre since 1983. The main focus is on the values of parents and staff and the resulting research on involving parents in their children’s learning from 1997 to 2000 and subsequent developments in practice. An important starting point was the ‘Local Action Group’ against the proposed centre as a service for ‘problem families’, and the appointment of Margy Whalley, who had experience of community projects in Brazil and Papua, New Guinea, as Head of Centre to create something more positive. Freire’s concept of ‘dialogue’ is used to describe the two-way conversation that workers and parents can engage in to build understanding and agreement of how best to support children’s development and learning.
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Sowton, Chris. Teaching in Challenging Circumstances. Edited by Scott Thornbury. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108816151.

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This book is an essential resource for teachers who work in challenging circumstances, which might include formal education systems in the developing or developed world and informal or non-formal teaching in areas with growing numbers of refugees or displaced people. It draws on academic and professional research to provide practical advice that will help teachers address concerns including teaching large classes, working with limited resources and supporting learners who have experienced interrupted education and who may be suffering from trauma. It offers suggestions for creating a positive learning environment and implementing effective teaching practice, and discusses the importance of resilience and wellbeing. Each chapter contains key takeaways, relevant case studies and classroom-ready teaching tips and the book also includes opportunities for teachers to reflect on their own knowledge and experience and develop their resilience and ability.
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Harrod, Molly, Sanjay Saint, and Robert W. Stock. A Safe, Supportive Environment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.003.0004.

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The 12 attendings all created a safe and supportive learning environment but used various strategies to do so. The attendings provide positive feedback and are completely engaged during rounds. They make themselves available to learners and are eager to help them. The attendings also get to know their learners on a personal level in order to build trusting relationships with their teams. The attendings admit their own mistakes and welcome challenges from learners, demonstrating their conviction that a mistake is a prime learning experience. Learners engage in clinical decision-making, knowing that their attending will support and protect them in case of an oversight.
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Book chapters on the topic "Positive learning experiences"

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Harvey, Stephen. "Design and management of learning experiences." In Positive Pedagogy for Sport Coaching, edited by Richard Light, 24–33. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300-3.

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Curry, Christina. "Providing Positive Experiences of Learning in Girls’ Soccer (Football)." In Applied Positive Pedagogy in Sport Coaching, 74–81. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003043812-7.

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Watson, Jane, Kim Beswick, and Natalie Brown. "Case Study 7: Positive Experiences with Negative Numbers." In Educational Research and Professional Learning in Changing Times, 145–56. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-945-9_13.

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Beghetto, Ronald A. "Creative Learning in Education." In The Palgrave Handbook of Positive Education, 473–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_19.

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AbstractCreative learning in schools represents a specific form of learning that involves creative expression in the context of academic learning. Opportunities for students to engage in creative learning can range from smaller scale curricular experiences that benefit their own and others’ learning to larger scale initiatives that can make positive and lasting contributions to the learning and lives of people in and beyond the walls of classrooms and schools. In this way, efforts aimed at supporting creative learning represent an important form of positive education. The purpose of this chapter is to introduce and discuss the co-constitutive factors involved in creative learning. The chapter opens by clarifying the nature of creative learning and then discusses interrelated roles played by students, teachers, academic subject matter, uncertainty, and context in creative learning. The chapter closes by outlining future directions for research on creative learning and positive education.
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Sambell, Kay, Sally Brown, and Linda Graham. "Engaging Students with Positive Learning Experiences Through Assessment and Feedback." In Professionalism in Practice, 139–87. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54552-3_5.

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Burgon, Hannah Louise. "Development of Self-Confidence and Self-Efficacy, and the Opening Up of ‘Positive Experiences’ and ‘Positive Opportunities’ through Therapeutic Horsemanship." In Equine-Assisted Therapy and Learning with At-Risk Young People, 83–104. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137320872_4.

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Zalewski, Jan. "Helping Low Achievers to Succeed in Tertiary Education: Explicit Teaching of Academic Literacy as a Way to Positive Educational Experiences." In Second Language Learning and Teaching, 323–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_18.

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Morley, Dawn A., Tracey Gleeson, Kerstin Mey, Anne Warren-Perkinson, Tracey Bourne, Amy E. King, Linda Cooper, and Duncan Reavey. "Working and Learning Through the Local Community: Four Case Studies from Higher Education That Promote Civic Engagement." In Applied Pedagogies for Higher Education, 91–106. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_5.

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Abstract This chapter acts as a companion to Chapter 10.1007/978-3-030-46951-1_4 which discusses the rise of the civic engagement movement in higher education and the mutual benefits of connecting universities with their local communities. The case studies, taken from three universities in the UK and Ireland, illuminate different aspects of civic engagement with international students, through sport and health initiatives and as an extension of a teaching degree. Each case study demonstrates best practice recognised by their sustainability, growing reputation and ongoing positive impact on students’ alternative real world learning experiences.
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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "The Use of the UDL Approach as a Factor in the Success of Inclusive Education Despite the Pandemic Period." In Inclusive Learning and Educational Equity, 119–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_6.

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AbstractThe action research reported in this chapter lasted for one semester. This was a novel time because schools, due to the COVID-19 pandemic, suspended their in-person activities and implemented online learning. This has necessitated the formulation of research purposes and problems appropriate to the dynamically changing educational reality (and beyond). This chapter provides a theoretical background to the risks to education during a pandemic. The assumptions, implementation and results of the research project implemented by the action research method in the selected Polish class are also discussed. The empirical data, mainly qualitative, triangulated by various sources of information, reconciled perspectives that were used to identify specific topics and threads appearing in the gathered inputs, to present it in an orchestrated manner and to interpret it. The analyses carried out lead to the conclusion that the application of the UDL approach promotes the success of inclusive education, despite the difficult experiences of the pandemic period. It has been proven that UDL approach implementation has a positive impact on the course of the teaching-learning process, optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. The extraordinary situation faced by teachers and pupils due to the need to switch to online learning, contrary to temporary concerns, has reinforced the changes brought about by the implementation of the UDL approach in the learning process.
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"Designing and managing learning experiences." In Positive Pedagogy for Sport Coaching, 59–68. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the: Routledge, 2016. http://dx.doi.org/10.4324/9781315443720-13.

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Conference papers on the topic "Positive learning experiences"

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Munoz, David A., and Conrad S. Tucker. "Assessing Students’ Emotional States: An Approach to Identify Lectures That Provide an Enhanced Learning Experience." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34782.

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The learning process is affected by various elements in the classroom. An enhanced learning experience can maximize students’ positive emotional states, and therefore, students’ learning achievements. Thus, identifying lectures that provide a superior learning experience is critical to improving students’ attention during classroom activities. In this paper, the authors propose a methodology that quantifies students’ emotional states in order to identify lectures that provide enhanced learning experiences. An attitudinal survey considering relevant emotional states in a classroom setting such as engagement, delight, interest, boredom, frustration, and confusion was used to evaluate students’ emotions and their intensities. Correlation analysis indicated that positive and negative emotions were strongly positively correlated (r > 0.6) and moderately positively correlated (r > 0.4) among them respectively. Confusion was found to be the emotional state with lowest correlation coefficients. On the other hand, engagement and boredom were strongly negatively related with a correlation coefficient of −0.74. Additionally, perceived teaching style was at least moderately correlated to each one of the students’ emotional states. Unexpectedly, perceived teaching style was not correlated to perceived difficulty of the lecture (r = −0.01). Finally, the authors demonstrated that the use of Value Path Graph (VPG) is useful to identify lectures that provide an enhanced learning experience on various dimensions.
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Ruijten, Peter, and Eline Hooijman. "A qualitative analysis of student experiences of a blended learning course." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9473.

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Blended learning has become a popular topic in higher education. A blended learning course combines face-to-face instructions with computer-mediated instructions in any possible ratio. Even though studies have investigated effects of blended learning on education costs and student performance, not much is known about how students experience a blended learning course. The current study provides insights into student experiences in a blended learning course in which all materials were available online, and a minimum number of face-to-face meetings was organized. Three students of the course participated in an in-depth interview, and all fourteen students of the course provided answers to questions during four face-to-face tutorials. Findings indicate similarities in their needs, but differences in their perception of the flexibility that was given to them in the course. A possible explanation for the differences in perception of flexibility could be the students’ self-efficacy. Future studies should be designed to investigate which factors contribute to a positive student experience of blended learning.
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Shin, Youngjoon, Hae-Ae Seo, and Jun-Euy Hong. "DEVELOPMENT OF AN ASSESSMENT TOOL FOR POSITIVE EXPERIENCES ABOUT SCIENCE (PES)." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.211.

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This research aimed to develop an assessment tool for students’ Positive Experiences about Science (PES). A preliminary version of PSE was developed through literature review, consisting of academic emotion, self-concept, learning motivation, career aspiration, and attitude in science. A pilot test was conducted with 198 students and a main test was then conducted with 1,841 students. The PES test found to have good validity and reliability. There were significant (p<.05) differences by students’ grade, gender, and participation in science activities. Keywords: positive experiences about science (PES), science academic emotion, science-related self-concept, science-related motivation.
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Valero Tévar, Miguel Ángel, and Nuria Huete Alcocer. "New university experiences: intergenerational archaeological excavations as a participatory learning method." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8153.

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The present paper outlines a new training process carried out during the summer of 2017 by the research team at the site of the Roman villa of Noheda. The project is based on the practical implementation of an archaeological excavation experience and the study of related materials by an intergenerational team. The activity was carried out by students of various Spanish and foreign universities together with senior citizens who had previously been thoroughly trained in archaeological methodology. Not all of the senior citizens had university degrees, but they did have extensive life experience allowing them to bring a high degree of commitment to the project. All the students were able to implement the archaeological knowledge acquired in the preceding months through theoretical lessons covering a wide range of subjects. They worked through participative procedures in intergenerational teams, thereby fostering the exchange of knowledge and new learning methods. The results were very positive, from both an academic and a scientific perspective, as well as in terms of the participants’ personal gratification.
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Clarke, Bronwyn, Rachel Wilson, and Gabrielle Murray. "A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8091.

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RMIT University is Australia’s second largest higher education provider and has a very diverse student body. Taking a holistic approach and capturing the entire student life cycle, the RMIT Belonging Strategy outlines a rationale and plan for delivering belonging interventions across the whole institution. An institution wide strategy requires economic, political and global considerations; however, as grass-roots academics, our work is informed by the philosophy that education can affect positive communitarian and individual change, and that meaningful and authentic relations with staff and students enable genuine collaboration and growth (Chickering, Dalton, &amp; Stamm, 2006; Kreber, 2013). Guided by these principles, we identified five drivers that impact student belonging at the university, and proposed a measurement framework to form an ‘index’ of belonging that can be tracked and reported. This paper focuses on the innovative and collaborative work of developing an enterprise wide strategy for inclusive belonging and presents a roadmap of the process. We argue that grassroots, practical responses through learning experience interventions have the greatest potential to influence student engagement.
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Cortellazzo, Laura, Sara Bonesso, and Fabrizio Gerli. "Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12946.

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Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.
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Aina, Adebunmi Yetunde, and Ayodele Ogegbo. "CHANGE MANAGEMENT: EXPERIENCES OF PRIVATE TVET COLLEGE EDUCATORS REGARDING VIRTUAL LEARNING DURING COVID-19." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end054.

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This study explored the experiences of private TVET college educators regarding virtual learning during the Covid-19 school lockdown. The Kanter theory of change is adopted as the theoretical base in this study. Data collection was done through face-to-face semi structured interviews and non-participant observation. Collected data was analyzed using content analysis. Findings reveal that though participants have positive attitude toward the process of change required in transitioning from traditional environment to virtual environment, majority of them did not receive substantive training on how to use technology to support virtual teaching. However, educators indicated that the change process comes with several challenges such as technical problems, ineffective communication from management, workload, inadequate training, lack of access to ICT tools and lack of other structural support within the college which impacts their effective implementation of virtual teaching. Thus, teachers should be adequately prepared, supported and empowered to cope with the changes and transition processes involved to continue teaching in a virtual environment. More so, TVET college managers and policy makers should priorities change management programmes designed to prepare teachers for the inevitability of technological change in education.
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Sila Ahmad, Kham, Fay Sudweeks, and Jocelyn Armarego. "Learning English Vocabulary in a Mobile Assisted Language Learning (MALL) Environment: A Sociocultural Study of Migrant Women." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2166.

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This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL) environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning. A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning Volume 11, 2015
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Huang, Qian. "The impact of study abroad experiences on international students’ employability: a preliminary study on Chinese engineering students in US." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12751.

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This study aims to examine how study abroad experiences influence Chinese engineering students’ employability. Employability in this study is defined as capabilities, processes and performances before job search, during job search and after job search. This study aims to explore how study abroad experiences contribute to engineering students’ global competencies; how study abroad experiences influence engineering graduates’ job search process; what the long-term impact of study abroad experience on engineering graduates’ early careers are. This study adopts interpretative phenomenological approach via semi-structured interview. The preliminary findings include: firstly, study abroad experience is a premise for Chinese engineering students for being screened during job search both in China and abroad; secondly, study abroad allows students to discover their real interests which decided their career directions; thirdly, students kept learning and self-reflecting which contribute to their capabilities building; fourthly, study abroad trained engineering students with soft skills. Moreover, recommendation from professors and alumni facilitate the job search. Lastly, personal value and family reason influence graduates’ career decisions in working in China or abroad. Conclusion was drawn that study abroad experiences have positive impact on engineering students’ employability building, job search process and their early careers.
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Ogegbo, Ayodele, and Oyebimpe Adegoke. "STUDENTS EXPERIENCES ON THE USE OF GOOGLE CLASSROOM: CASE STUDY OF A UNIVERSITY IN RWANDA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end060.

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Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.
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Reports on the topic "Positive learning experiences"

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Reinhold, Diane, Tracy Patterson, and Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.

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"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better understanding of learning transfer, you can help your organization realize multiple benefits, including bigger impact from developmental experiences, more effective leaders, and a stronger organizational ability to learn and adapt. Read on to learn CCL’s perspective on and best practices for learning transfer for leadership development. We share a framework—and specific tactics—that we use in designing leadership development solutions. With this information, you can begin to help leaders and your organization overcome challenges to learning transfer—and earn greater benefit from leadership development investments."
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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McGregor, Lisa, Sarah Frazer, and Derick Brinkerhoff. Thinking and Working Politically: Lessons from Diverse and Inclusive Applied Political Economy Analysis. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rr.0038.2004.

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Political economy analysis (PEA) has emerged as a valuable approach for assessing context and the local systems where international development actors seek to intervene. PEA approaches and tools have grown and adapted over the last 40 years through innovations by donor agencies and practitioners. Our analysis of nine PEAs reveals the following findings: PEAs can make positive contributions to technical interventions; engaging project staff in PEAs increases the likelihood that they will be open to a thinking and working politically mindset and approach; inclusion of gender equity and social inclusion (GESI) in PEAs helps to uncover and address hidden power dynamics; and explicitly connecting PEA findings to project implementation facilitates adaptive management. Implementation lessons learned include careful consideration of logistics, timing, and team members. Our experience and research suggest applied PEAs provide valuable evidence for strengthening evidence-based, adaptive, international development programming. The findings highlight the promise of PEA as well as the need for ongoing learning and research to address continued challenges.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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