NotesFAQContact Us
Search Tips
ERIC Number: ED537869
Record Type: Non-Journal
Publication Date: 2012-Dec-11
Pages: 13
Abstractor: As Provided
Reference Count: 22
Teaching Graduate Students through Experiential Learning Not Stress
Calpito, Kimvy V.
Online Submission
Graduate students handle many outside factors while attempting to complete their degree. Examples of factors consist of "age, career state, personal life circumstances, reasons for pursuing an education, and finances" (Cooke, Sims, & Peyrefitte, 1995, p. 677). Stressful factors tend to lead into increased attrition rates at higher education institutions. Therefore, a supportive environment and quality education need to be provided to graduate students in order provide a community and knowledge that is considered valuable and useful in future situations. David Kolb's experiential learning theory encourages that "each person has the ability to articulate the desired learning outcomes; the mix of learning activities that work best; the range of print, visual, experiential, and human resources that would be useful" (Chickering, 2006, p. 9, Kolb & Kolb, 2009). Rather than primarily learning through traditional lectures and/or stressful academic workloads, graduate students can benefit learning from curriculum that is integrated with experiential learning.
Publication Type: Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A