Carts Before Horses? Remembering the Primacy of the Student's Experience in Student Learning

Preston, Michael; Peck, Adam

doi:10.1002/yd.20202

Cited by 7 publications

(8 citation statements)

References 2 publications

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“…It may be helpful to consider the type of reflection we are hoping to promote among our student employees. In addition to episodic (after a learning experience) and periodic (growth over time), Preston and Peck () encourage a focus on metacognitive and epistemic reflection (p. 89). Metacognitive reflection gives students the opportunity to develop skills of self‐awareness.…”

Section: Reflectionmentioning

confidence: 99%

Using Reflection to Promote Career‐Based Learning in Student Employment

Hansen¹

2019

New Drctns Student Lead

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5 College students employed on campus are in a setting ripe for learning career-based competencies related to leadership. Through incorporating intentional reflection opportunities into student employment settings, institutions can increase their contribution to graduating students ready to lead in the workforce or any other setting. This chapter presents models of reflection that enhance transfer of work related skills.Scan the missions of colleges and universities across the United States and around the world and a word cloud of phrases such as critical thinking, leadership, global citizenship, diverse perspectives, and improving the world emerges. Higher education seeks to produce the next generation of leaders. The complex process of a college education is transformative, both in the development of content expertise in one' s discipline, but perhaps more so, in the dramatic growth in skills related to the process of understanding and reflecting on one' s own views, while confronting the diverse perspectives of others.The curricular and cocurricular activities that populate the college landscape provide students with rich opportunities to develop the leadership competencies denoted in college mission statements. Student employment serves as a testing ground with a safety net to practice developing skills in leadership. This chapter will provide an overview of models of reflection pertinent to the college experience, connect student employment to the process of developing career-based expertise, and illustrate ways that practitioners can ensure that student employment is contributing to the development of key leadership competencies centered in transferrable skills that employers seek.

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Section: Reflectionmentioning

confidence: 99%

Using Reflection to Promote Career‐Based Learning in Student Employment

Hansen¹

2019

New Drctns Student Lead

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“…This conscious exploration can take written form, as in a journal or reflection paper, or verbal form, such as a class discussion. As noted by Preston and Peck (), reflection can be episodic (after a specific event) or periodic (over time). Among scholars, reflection is sometimes included in the same cluster of concepts as metacognition, or “thinking of one's thinking” (Kaplan et al., , p. 6).…”

Section: Reflectionmentioning

confidence: 98%

Promoting Learning, Career Readiness, and Leadership in Student Employment

Hansen

Hoag

2018

New Drctns Student Lead

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“…(G. Spencer, personal communication, November 28, 2022) Nonetheless, he quoted Kuh, et al 's belief that "educationally enriching opportunities are too often products of serendipity" (2010, p. 12). Peck and Preston (2016) warned against assuming student learning would happen "naturally, " evoking the Field of Dreams fallacy that "if you build it, they will learn" (p. 81). Instead, Dr. Peck called for planned and assessed interventions to ensure leadership development, student learning of employer-desired skills, regular professional development, and scholarship to improve practice.…”

Section: Being Intentionalmentioning

confidence: 99%

Committing to intentional practice: Using the practitioner scholarship of Adam Peck to demonstrate an innovative path for campus activities

Arminio¹,

Preston²

2023

JCAPS

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On the morning of September 30th, 2022, Dr. Adam Peck died from injuries sustained in a pedestrian accident. He was 49 years old. His name may not be well recognized in higher education, but he was not one for fanfare or the spotlight. Yet, he did his best to help students succeed. As we expound upon below, to those who knew Dr. Peck, we understood him as a storyteller. He told and enacted stories of caring, curiosity, compassion, scholarship, and intellectualism - a life lived well. This article is his story as well as the story of how the campus activities profession must continue his work.

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Carts Before Horses? Remembering the Primacy of the Student's Experience in Student Learning

Abstract: This chapter makes a case for employing qualitative methodologies in the assessment of student leadership programs. Frameworks for reflective practice are discussed.

Cited by 7 publications

References 2 publications

Using Reflection to Promote Career‐Based Learning in Student Employment

Using Reflection to Promote Career‐Based Learning in Student Employment

Promoting Learning, Career Readiness, and Leadership in Student Employment

Committing to intentional practice: Using the practitioner scholarship of Adam Peck to demonstrate an innovative path for campus activities

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