Experiential Learning in Graduate Education: Development, Delivery, and Analysis of an Evidence-Based Intervention

Samantha M. Harden, Kacie C. Allen, Clarice N. Chau, Serena L. Parks, Ashley L. Zanko

Department of Human Nutrition, Foods and Exercise, Virginia Tech, Blacksburg, USA.

DOI: 10.4236/ce.2012.35095                

Abstract

Certain expectations are outlined for a young professional with a recently earned doctoral degree. In academia, it is anticipated that graduates will demonstrate the ability to obtain funding, actively engage in an interdisciplinary work environment, and value experiences with critical thinking and problem solving. This paper outlines a unique learning experience of five graduate research students who progressed from the initial stage of research question conceptualization to dissemination of research results. The process included a written research design proposal, grant review process, physical activity program development, intervention delivery, data analysis, and publication of findings. Challenges overcome by these young investigators throughout the research process (i.e. intervention recruitment, development and delivery) are included within the manuscript, as well as other important findings from this process evaluation. The first-hand account of their learning experiences demonstrates the value of promoting internal competition (i.e., within a department, college, university), while working as a collaborative research team to prepare graduate students for ‘real-world’ research and work-related scenarios. Graduate student faculty mentors should incorporate more opportunities for their students to glean research experience described here.

Keywords

Graduate Education; Experiential Learning; Process Evaluation; Research Reflexivity

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Adams, S. A., Matthews, C. E., Ebbeling, C. B., Moore, C. G., Cunningham, J. E., Fulton, J., & Hebert, J. R. (2005). The effect of social desirability and social approval on self-reports of physical activity. American Journal of Epidemiology, 161, 389-398. doi:10.1093/aje/kwi054
[2]	Anderson, E. S., Wojcik, J. R., Winett, R. A., & Williams, D. M. (2006). Social-cognitive determinants of physical activity: The influence of social support, self-efficacy, outcome expectations, and self-regulation among participants in a church-based health promotion study. Health Psychology, 25, 510-520. doi:10.1037/0278-6133.25.4.510
[3]	Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education. Buckingham: SRHE and Open University Press.
[4]	Beauchamp, M., Dunlop, W. L., Downey, S. M., & Estabrooks, P. A. (2012). First impressions count: Perceptions of surface-level and deep-level similarity within postnatal exercise classes and implications for program adherence. Journal of Sport & Exercise Psychology, 17, 68-76.
[5]	Berg, K. M., Thomas, M. G., Brown, A. F., Zerzan, J., Elmore, J. E., & Wilson, I. B. (2007) Demystifying the NIH grant application process. Journal of General Internal Medicine, 22, 1587-1595. doi:10.1007/s11606-007-0301-6
[6]	Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind experience, and school. Washington DC: National Academy Press.
[7]	Carron, A. V., Colman, M. M., Wheeler, J., & Stevens, D. (2002). Cohesion and performance in sport: A meta analysis. Journal of Sport & Exercise Psychology, 24, 168.
[8]	Carron, A. V., & Spink, K. S. (1993). Team building in an exercise setting. The Sport Psychologist, 7, 8-18.
[9]	Carron, A. V., Widmeyer, W. N., & Brawley, L. R. (1985). The development of an instrument to assess cohesion in sport teams: The Group Environment Questionnaire. Journal of Sport Psychology, 7, 244-266.
[10]	Center for Disease Control (2012) How much physical activity do adults need? URL (last checked 23 January 2012). http://www.cdc.gov/physicalactivity/everyone/guidelines/adults.html
[11]	DeVore, D., & Hyatt, L. (2010). Using the ECO-Model to teach organizational change to graduate and post-graduate students. The International Journal of Learning, 17, 485-492.
[12]	Dewey, J. (1897). My pedagogic creed. The School Journal, 54, 77-80.
[13]	Doak, C. M., Visscher, T. L. S., Renders, C. M., & Seidell, J. C. (2006). The prevention of overweight and obesity in children and adolescents: A review of interventions and programmes. Obesity Reviews, 7, 111- 136.
[14]	Dzewaltowski, D. A, Estabrooks, P. A., & Glasgow, R. E. (2004). The future of physical activity behavior change research: What is needed to improve translation of research into health promotion practice? Exercise Sport Science Review, 32, 57-63. doi:10.1097/00003677-200404000-00004
[15]	Estabrooks, P. A. (2000). Sustaining exercise participation through group cohesion. Exercise and Sport Sciences Review, 28, 63-67.
[16]	Estabrooks, P. A., & Carron, A. V. (2000). The physical activity group environment questionnaire: And instrument for the assessment of cohesion in exercise class. Group Dynamics: Theory, Research and Practice, 4, 230-243. doi:10.1037/1089-2699.4.3.230
[17]	Estabrooks, P. A., Harden, S. M., & Burke, S. M. (2012). Group dynamics in physical activity interventions: What works? Social and Personality Psychology Compass, 6, 18-40. doi:10.1111/j.1751-9004.2011.00409.x
[18]	Fogg, B. J. (2009). A behavior model for persuasive design. Persuasive 09: Proceedings of the 4th International Conference on Persuasive Technology, New York, 1-7.
[19]	Freedson, P. S., Melanson, E., & Sirard, J. (1998). Calibration of the Computer Science and Applications, Inc. accelerometer. Medicine & Science in Sports & Exercise, 30, 777-781. doi:10.1097/00005768-199805000-00021
[20]	Gaff, J. G. (2002). The disconnect: Graduate education and faculty realities: A review of recent research. Liberal Education, 88, 6-13.
[21]	Godin, G., & Shephard, R. J. (1985). A simple method to assess exercise behavior in the community. Canadian Journal of Applied Sport Sciences, 10, 141-146.
[22]	Golembiewski, R. T. (1962). The small group: An analysis of research concepts and operations. Chicago: University of Chicago Press.
[23]	Hanrahan, S. J., & Isaacs, G. (2001). Assessing self- and peer-assess
[24]	ment: The students’ views. Higher Education Research & Development, 20, 53-70. doi:10.1080/07294360123776
[25]	Hare, L. R., & O’Neill, K. (2000). Effectiveness and efficiency in small academic peer groups: A case study. Small Group Research, 31, 24- 53. doi:10.1177/104649640003100102
[26]	Israel, B. A., Eng, E., Schulz, A. J., & Parker, E. A. (2005). Methods in community-based participatory research for health. San Francisco, CA: Jossey-Bass.
[27]	Lott, A. J., & Lott, B. E. (1965). Group cohesiveness as interpersonal attraction: A review of relationships with antecedent and consequent variables. Psychological bulletin, 64, 259-309. doi:10.1037/h0022386
[28]	Moore, A. H., Fowler, S. B., & Watson, C. E. (2007). Active learning and technology: Designing change for faculty, students, and institutions. Educause Review, 42, 42-61.
[29]	Moore, M., Tatum, B. C., Sebetan, I. (2011). Graduate education: What matters most? Journal of Research in Innovative Teaching, 4, 65-77.
[30]	National Science Foundation (2012). NSF at a glance. URL (last checked 12 February 2012). http://www.nsf.gov/about/glance.jsp
[31]	Phlan, P. (2011). Building the 21st century curriculum. BizEd, Special Focus, 38-45.
[32]	Rovengo, I. L. (2008). Learning and instruction in social, cultural environments: Promising research agendas. Quest, 60, 84-104. doi:10.1080/00336297.2008.10483570
[33]	Sanchez, J. C., & Yurrebaso, A. (2009). Group cohesion: Relationships with work team culture. Psicothema, 21, 97-104.
[34]	Sasaki, J. E., John, D., & Freedson, P. S. (2011). Validation and comparison of ActiGraph activity monitors. Journal of Science and Medicine in Sport, 14, 411-416. doi:10.1016/j.jsams.2011.04.003
[35]	Trost, S. G., Loprinzi, P. D., Moore, R., & Pfeiffer, K. A. (2011). Comparison of accelerometer cut points for predicting activity intensity in youth. Medicine & Science in Sports & Exercise, 43, 1360-1368. doi:10.1249/MSS.0b013e318206476e
[36]	Tsang, A. K. L. (2011). Online reflective group discussion—Connecting first year undergraduate students with their third year peers. Journal of the Scholarship of Teaching and Learning, 11, 58-74.
[37]	US Department of Health and Human Services (2011). NIH Budget. URL (last checked 2 March 2012). http://www.nih.gov/about/budget.htm