%0 Journal Article
%T Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement
%A Ginny R. Ratsoy
%J Canadian Journal for the Scholarship of Teaching and Learning
%D 2011
%I Society for Teaching and Learning in Higher Education
%X In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment ¨C integrated into a course that included more traditional assignments -in the context of situated learning theory, advocates for a community-focused assignment as a component in a ¡°traditional¡± lecture-and-discussion based course as a tool for enhanced engagement through active, collaborative learning. While the case study explored is a drama course, the anticipated audience is pan-disciplinary, as the article casts more broadly by providing brief, general guidelines on implementing an experiential learning assignment and encouraging all professors to reflect on their classroom theory and praxis to the end of augmenting student engagement.Au 21e si¨¨cle, les universit¨¦s canadiennes accordent une place de plus en plus importante ¨¤ l¡¯engagement des ¨¦tudiants. Les auteurs de ce rapport de recherche analysent les r¨¦flexions des ¨¦tudiants de premier cycle ¨¤ propos d¡¯un travail pratique (TP) qu¡¯ils ont effectu¨¦ dans le cadre de l¡¯apprentissage par le service communautaire¨C int¨¦gr¨¦ ¨¤ un cours qui comprenait des TP plus traditionnels ¨C dans le contexte de la th¨¦orie de l¡¯apprentissage situ¨¦. Les auteurs pr¨¦conisent des TP ax¨¦s sur la collectivit¨¦ en tant que composants d¡¯un cours   traditionnel   comportant des expos¨¦s magistraux et des discussions. Ce type de TP est un outil permettant d¡¯am¨¦liorer l¡¯engagement grace ¨¤ l¡¯apprentissage actif et collaboratif. L¡¯¨¦tude de cas porte sur un cours d¡¯art dramatique, mais le public vis¨¦ par le pr¨¦sent article est multidisciplinaire. En effet, les auteurs de l¡¯article consid¨¨rent les choses plus largement en fournissant de br¨¨ves directives g¨¦n¨¦rales sur la mise en  uvre d¡¯un devoir dans le cadre de l¡¯apprentissage exp¨¦rientiel et encouragent tous les enseignants ¨¤ r¨¦fl¨¦chir sur leurs strat¨¦gies d¡¯enseignement th¨¦oriques et pratiques afin d¡¯augmenter l¡¯engagement des ¨¦tudiants.
%K engagement
%K aboriginal
%K holistic
%K community
%K experiential learning
%K co-curricular service learning
%K social learning
%K situated learning theory
%U http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/3