"Experiential Learning by Accident: Piloting the Moral Courage Project"

Autor/in	Pruce, Joel R.
Titel	"Experiential Learning by Accident: Piloting the Moral Courage Project"
Quelle	In: Journal of Political Science Education, 17 (2021), S.130-141 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pruce, Joel R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2020.1791143
Schlagwörter	Moral Values; Undergraduate Students; College Faculty; Oral History; Program Descriptions; Racial Bias; Death; Police Community Relationship; News Reporting; Multimedia Materials; Exhibits; Experiential Learning; Audio Equipment; Personal Narratives; Outcomes of Education; Civil Rights; Reflection; Daily Living Skills; Learning Processes; Ohio (Dayton) + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Fakultät; Oral tradition; Mündliche Überlieferung; Racial discrimination; Rassismus; Sterbefall; Tod; Todesfall; News report; Reportage; Experiental learning; Erfahrungsorientiertes Lernen; Audio-CD; Erlebniserzählung; Lernleistung; Schulerfolg; Bürgerrechte; Grundrechte; Zivilrecht; Alltagsfertigkeit; Learning process; Lernprozess
Abstract	A team from the University of Dayton, consisting of undergraduate students, a faculty facilitator, and practitioner partners, conducted an innovative oral history project documenting the experiences of ordinary people who lived through the unrest following Michael Brown's death in 2014. The Moral Courage Project sought to investigate the spectrum of stories from Ferguson that failed to fit into the extreme and polarized narratives emerging from mainstream media coverage and were, therefore, overlooked. With the testimonies collected, the team produced a multimedia exhibit featuring portraits and audio materials, as well as a podcast series and a storytelling website. This paper describes the origins and outlines of this unique program in the context of an experiential learning framework. While accounting for the project's successes, the author also reflects on ways that student outcomes could have been improved had greater focus been placed on experiential learning processes and structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01