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GeneralSpace, Georgia Gwinnett College’s repository where you can find creative and intellectual output by students, student groups, faculty, and staff. If you are interested in depositing work in GeneralSpace, please contact Catherine Downey,cdowney@ggc.edu or 678.407.5142, to learn how.
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- Annual reports Research reports
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Recent Submissions
Item Experiential Learning Career Readiness Integration into General Education Computing Course((2025) 38th Annual Math, Engineering and Computer Science (MECS) Conference, 2025-02-07)Many general education computing classes provide students with a baseline knowledge in computer literacy and a fundamental skill set in productivity tools. An experiential activity in career readiness offers students a chance to apply concepts and skills in a meaningful way aimed to foster deeper learning and retention.Item EXACT: A Critical Thinking Initiative(2025 Annual Meeting of the Georgia Association of Historians, 2025-02-09)Fall 2024 was the first semester of GGC’s newest Quality Enhancement Plan: The EXperiential learning And Critical Thinking program. EXACT’s goal is to improve students’ critical thinking through experiential learning. In this first semester, EXACT was deployed in two General Education courses: ITEC 1001 and Hist 1112. EXACT will expand over five years to include classes across GGC that range from the 1000 to 4000 level, allowing students to take multiple EXACT courses and encouraging faculty to develop their capability to teach critical thinking. This paper will discuss the development of the EXACT program and its implementation in a history survey course. Patrick Ludolph participated in the QEP committee, and he and Ihor Pidhainy are the Course Coordinators for History 1112: Survey of World History since 1500. While assessment data will not yet be available, this paper will discuss lessons learned from the early phases of the program and spread the word about an innovative faculty and curriculum development program that features History in its vanguard.Item Independent Undergraduate Research and Experiential Learning Through Reflection(2025 Georgia Southern University SoTL Commons Conference, 2025-02-26)Experiential learning is the process of learning by doing. Kolb’s Experiential Learning Cycle summarizes experiential learning as “learning is the process whereby knowledge is created through the transformation of experience” (Kolb & Kolb, 2006). By engaging students in hands-on experiences and reflections, students are better able to connect theories and knowledge learned in the classroom to real-world situations. Reflection is an integral component of experiential learning connecting the “learning” to the “experience.” As John Dewey (1859-1952) stated, “We do not learn from experience… we learn from reflecting on the experience.” Therefore, the purpose of this work was to provide Exercise Science upper classmen with an experiential learning opportunity to demonstrate how what they learned in class is applied to real-world experiences through reflection. Students developed fitness video content for a mobile application, presented the videos to students in fitness walking classes and administered a Qualtrics survey regarding the effectiveness of the content. At the conclusion of the research activity, students reflected on a) how their knowledge changed, b) skills they obtained, c) challenges encountered, and d) how the learning activity influenced their critical thinking skills and adaptability.Item Independent Undergraduate Research and Experiential Learning Through Reflection(2025 Georgia Southern University SoTL Commons Conference, 2025-02-26)Experiential learning is the process of learning by doing. Kolb’s Experiential Learning Cycle summarizes experiential learning as “learning is the process whereby knowledge is created through the transformation of experience” (Kolb & Kolb, 2006). By engaging students in hands-on experiences and reflections, students are better able to connect theories and knowledge learned in the classroom to real-world situations. Reflection is an integral component of experiential learning connecting the “learning” to the “experience.” As John Dewey (1859-1952) stated, “We do not learn from experience… we learn from reflecting on the experience.” Therefore, the purpose of this work was to provide Exercise Science upper classmen with an experiential learning opportunity to demonstrate how what they learned in class is applied to real-world experiences through reflection. Students developed fitness video content for a mobile application, presented the videos to students in fitness walking classes and administered a Qualtrics survey regarding the effectiveness of the content. At the conclusion of the research activity, students reflected on a) how their knowledge changed, b) skills they obtained, c) challenges encountered, and d) how the learning activity influenced their critical thinking skills and adaptability.Item The EXACT Program: The First Semester(2025 GGC Research Symposium, 2025-01-09)Fall 2024 was the first semester of GGC’s newest Quality Enhancement Plan: The EXperiential learning And Critical Thinking plan. EXACT’s goal is to improve students’ critical thinking through experiential learning. In this first semester, EXACT was deployed in two General Education courses: ITEC 1001 and Hist 1112. EXACT will expand over five years to include classes across GGC that range from the 1000 to 4000 level, allowing students to take multiple EXACT courses and encouraging faculty to develop their capability to teach critical thinking. This roundtable will explain the EXACT program and provide a “lessons-learned” discussion of its progress thus far. It will feature course coordinators for Hist 1112 and ITEC 1001—who designed the EXACT activities—along with section faculty to provide multiple perspectives. It will present a snapshot of the early stages of a large-scale faculty development program at GGC.
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