Young, S orcid.org/0000-0002-7905-732X and Tullo, E (2020) From criminology to gerontology: case studies of experiential authenticity in higher education. Journal of Perspectives in Applied Academic Practice, 8 (1). pp. 127-134. ISSN 2051-9788
Abstract
This article discusses two examples of higher education teaching interventions with evidence of high levels of student engagement resulting from experiential authenticity – the Prison: Learning Together module and an intergenerational module about ageing (NUAGE). The article outlines the aims and objectives of the two programmes and discusses the core findings from the module evaluations. The findings demonstrate that creating communities of practice using experiential authenticity enhances the learning journey for students, resulting in greater participation. Experiential authenticity has been identified as distinct from other forms of experiential learning with common features thought to result in sustained student engagement included collaboration with peers, an authentic experience of working with learners from outside the university, and reciprocal respect between members of diverse groups. We make suggestions as to how these engagement themes could be applied to other higher education settings whilst acknowledging the challenges involved.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | Protected by copyright. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. |
Keywords: | authentic learning, experiential learning, communities of practice, diversity, ageing, prisons |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Law (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 19 May 2020 11:57 |
Last Modified: | 15 Oct 2021 09:35 |
Status: | Published |
Publisher: | Edinburgh Napier University in collaboration with Aston University, the Universities of Dundee and Auckland |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:160628 |