Leveraging the power of experiential learning to achieve higher-order proficiencies

Amy Henderson

The Journal of Economic Education, 2018, vol. 49, issue 1, 59-71

Abstract: Although experiential learning approaches, such as service-learning, have been shown to increase student motivation and academic achievement, faculty concerns about the costs of developing and implementing such courses have limited their adoption within economics. One cost that can be eliminated is the opportunity cost typically associated with “required” reflection exercises that are often perceived as taking time away from economic instruction. This article contributes to the existing literature by introducing a reflection mechanism based on programmatically appropriate project-management reports. This approach not only links experience and course content, essential elements of service-learning best-practice, but also facilitates the successful management of a complex project, thereby contributing to the development of higher-order proficiencies.

Date: 2018
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220485.2017.1397576 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:jeduce:v:49:y:2018:i:1:p:59-71

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/VECE20

DOI: 10.1080/00220485.2017.1397576

Access Statistics for this article

The Journal of Economic Education is currently edited by William Walstad

More articles in The Journal of Economic Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().