Titlebook: Diverse Pedagogical Approaches to Experiential Learning, Volume II; Multidisciplinary Ca Karen Lovett Book 2022 The Editor(s) (if applicabl

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Book 2022L) reflections, case studies, and strategies written by twenty-eight authors across sixteen academic disciplines. Like the first volume, the chapters describe the process of developing, implementing, facilitating, expanding, and assessing EL in courses, programs, and centers both locally and globall

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https://doi.org/10.1007/978-3-319-70984-0ss and retention of students of color (Hurtado et al., 1999). Students of color that attend PWIs often are faced with structural racism that remains within the institution as a result of not addressing its past indiscretions pertaining to racial exclusivity, along with macro- and microaggressions from members of the university’s larger community.

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Introduction: Ongoing Deliberations on the Meaning and Value of EL,L. Whether it be developing awareness and understanding of increasingly diverse student demographics, ensuring greater equity and inclusion in experiential programs, striving toward more sustainable, ethical EL models and reciprocal community partnerships, or advancing institutional support for expe

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Desperate Times Call for Experiential Learning: The Evolution of the Community Agency Project, I dreaded each class (and the course evaluations from my students). I spent hours planning and designing collaborative projects, activities, and case studies to highlight the material, but both the students and I were bored, unmotivated, and disengaged.

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Experiential Learning in Laboratory Courses: Reflections on the Tiny Earth Curriculumkeholders who are emotionally engaged with their decisions. The disjointed quest for correct answers is replaced with a continuous journey of explorations. By bringing . and . into laboratory experiences for students, the Tiny Earth curriculum ultimately and quite surprisingly provides a more authen

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393 Guineas: A Dialogue on Experiential Learning and Feminist Theoryng its potential not only to bring attention to the differences of power present among participants—in and outside the classroom—but also to reimagine pedagogical relationships in just and loving ways.

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Learning from Faith-Based Cross-Cultural Immersionsion) and Hartman’s Community-based Global Learning in order to advance our main learning objective. Our qualitative assessment will show that students not only learn about Catholic social teaching principles (the common good, solidarity, the dignity of all human beings, etc.) and other connections t