Assoc ProfessorRoss Neville

My teaching philosophy draws heavily from the work of situated learning theory, which emphasises the importance of the practical environment and social context within which a given learning activity occurs. Situated learning theory proffers the benefits to learners of sustained engagement and legitimate peripheral participation within a real-life community of practice. At UCD, this application of situated learning theory is best exemplified in my current work on the Sports Work Placement module in Stage 2 of the BSc Sport & Exercise Management, and in historical work that I have co-led on the Stage 2 and Stage 3 Event Management Practicum I and Event Management Practicum II (also on the BSc Sport & Exercise Management).

Working examples of my application of situated (and other experiential) learning perspectives to modules at UCD have been published in international peer-reviewed journals, including in the Sport Management Education Journal (https://doi.org/10.1123/smej.2019-0054) and in the European Journal of Public Health (https://doi.org/10.1093/eurpub/ckab164.670). Further working examples of community-based student-led research interventions that employ situated learning principles have also been conducted at and in collaboration with the University of Birmingham and published in the European Physical Education Review (https://doi.org/10.1177/1356336X20939586) and in Research in Dance Education (https://doi.org/10.1080/14647893.2020.1754779).