Student Perceptions in Homeland Security and Emergency Management Education: Experiential Learning Survey

Autor/in	Danko, Tiffany
Titel	Student Perceptions in Homeland Security and Emergency Management Education: Experiential Learning Survey
Quelle	In: Journal of Experiential Education, 42 (2019) 4, S.417-427 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Danko, Tiffany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825919873678
Schlagwörter	National Security; Experiential Learning; Emergency Programs; Crisis Management; Pilot Projects; Student Attitudes; Graduate Students; Capstone Experiences; Program Descriptions; Curriculum Evaluation; Active Learning; Relevance (Education); Cultural Relevance; Masters Programs; Program Evaluation + Suchen Sie Ihr Suchwort? National territory; Security; Staatsgebiet; Sicherheit; Experiental learning; Erfahrungsorientiertes Lernen; Hilfsprogramm; Krisenmanagement; Pilot project; Modellversuch; Pilotprojekt; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Aktives Lernen; Relevance; Relevanz; Magister course; Magisterstudiengang; Programme evaluation; Programmevaluation
Abstract	Background: Experiential learning is a common instructional method for Homeland Security and Emergency Management (HSEM) education. Purpose: The purpose of this research was to pilot the use of the experiential learning survey (ELS) tool in determining student perceptions of the value and contribution of experiential learning methods in HSEM higher education. Methodology/Approach: The descriptive quantitative study used a census sampling strategy, administering the ELS to students in a graduate HSEM capstone course incorporating experiential opportunities. Findings/Conclusions: Students reported a high level of satisfaction and engagement with the course's experiential education in part due to its applicability to real-world professional concerns. This included high scores for measures of effectiveness within the ELS subscales. Building on the development and application of the ELS to other fields, the subscales and global scale had good reliability for this study. Implications: This first application of ELS in HSEM education provides insight into student perceptions toward experiential learning practices, and as a tool for evaluating these approaches to HSEM higher education. This pilot supports the ELS as a potential tool in developing research-based practices for instructional development and curriculum evaluations in disciplines incorporating experiential learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01