Asking Students How They Feel about Journaling Assignments

PhD candidate and Dutton intern Emre Dinç, Learning designer Maria Wherley, and the ESP program’s associate teaching professor and adviser Haley Sankey teamed up to study students’ attitudes toward journaling assignments used as assessment activities in a study-away experience. 

Qualitative data from analyzed pre- and post-travel surveys indicated that journaling reinforces learning and that carefully planned and constructed prompts help students focus their thoughts to elicit quality reflections on their experiences and feelings. 

See more on this study and its findings in the paper, “Student Perception of Journaling as an Assessment for an Engagement Experience” from The Journal of Experiential Education.