scholarly journals 'It inspires and motivates you to do something that makes a difference': Transformational education experiences and global citizenry in a tertiary travel award

2019 ◽  
Vol 24 (1) ◽  
pp. 21-31
Author(s):  
Nicola Daly
Keyword(s):  
Transformational Learning ◽  
Educational Outcomes ◽  
International Travel ◽  
Global Competence ◽  
Global Awareness ◽  
Specific Content ◽  
American Universities ◽  
Course Content ◽  
Global Mindedness ◽  
Global Citizenry

Literature shows that international travel as part of tertiary studies can result in transformational learning and increased global citizenry. There is a growing body of research in this field but most has focused on study abroad programmes, mainly in North American universities, based on the delivery of course content in a setting outside the country of origin. This present study examines the experience of participants from a university on a tertiary travel award with specific educational intent, but not based on a credit-bearing course delivering subject-specific content. Fifteen participants and four chaperones from five annual intakes (2013-2017) were interviewed and themes from the interviews provide evidence of the transformative educational outcomes of such an undertaking, and of how such an experience can nurture global citizenry. Findings provide evidence of all three aspects of global citizenry emanating from the travel award experience: global awareness, global-mindedness and global competence.

scholarly journals Enhancing social work education’s diversity-oriented perspective by integrating refugees into higher education: Experiences from the ‘refugee crisis’ in Germany

2021 ◽  
pp. 002087282110082
Author(s):  
Stefan Borrmann
Keyword(s):  
Applied Sciences ◽  
Social Work ◽  
Rural Areas ◽  
Teaching Staff ◽  
Homogeneous Groups ◽  
Course Content ◽  
Global Mindedness ◽  
Universities Of Applied Sciences ◽  
Higher Education Experiences ◽  
Work Education

This note describes how integrating refugees into programs of social work education at universities and universities of applied sciences in Germany influenced the education provided, especially in rural areas where student bodies tend to be homogeneous groups. The refugees enrolled in social work courses changed those mostly homogeneous groups of students not only with their presence but moreover by introducing new perspectives on course content. As the changes prompted shifts in the global mindedness of fellow students and the teaching staff, the quality of the programs was enhanced.

Early Detection of Final Performance in an Introductory Course in General Psychology

1974 ◽  
Vol 35 (1) ◽  
pp. 620-622 ◽  
Author(s):  
Robert R. Zimmermann ◽  
Larry Wise ◽  
Olin W. Smith
Keyword(s):  
College Courses ◽  
Act Scores ◽  
Specific Test ◽  
Specific Content ◽  
Course Content ◽  
General Ability ◽  
Introductory Course ◽  
Ability Tests ◽  
Final Grades ◽  
Psychology Course

Final grades in an introductory psychology course were found to correlate significantly with a test representative of course content and ACT scores. Contrary to traditional predictions, the content specific test was not superior to the general abilities test in the prediction of final grades. Course content tests taken during the first three weeks of the academic quarter correlated .85 with course content tests taken during the last 3 wk. of the academic quarter. Both general ability tests and specific content tests given early in the academic year could be used to assign students to course programs that might provide the special assistance some students require to cope with traditional large lecture college courses.

scholarly journals Student Outcomes From Participating in an International STEM Service-Learning Course

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401769715 ◽  
Author(s):  
Kristy L. Daniel ◽  
Chandrani Mishra
Keyword(s):  
Service Learning ◽  
Global Awareness ◽  
Affective Outcomes ◽  
Specific Content ◽  
International Service Learning ◽  
International Service ◽  
Semistructured Interviews ◽  
Civic Awareness ◽  
And Mathematics ◽  
Journal Entries

The purpose of this study was to measure student affective, behavior, and content (ABC) and global awareness outcomes after participating in a science, technology, engineering, and mathematics (STEM)–based international service-learning (ISL) course and impacts on long-term retention in STEM fields. We compared experiences from 12 participants (undergraduate and graduate students) enrolled in a STEM-based ISL course with experiences from four students enrolled in the same course without the service-learning component. The ISL course involved classroom discussions on environmental topics and four local and ISL projects with community partners to contribute to conservation efforts. Data came from student responses on a civics awareness questionnaire, reflective journal entries, and responses captured during individual semistructured interviews 2 years after the course. Findings indicate positive improvements in affective outcomes, significant gains in civic awareness, differences in behaviors based on class of student, specific content gains related to service-learning activities, global awareness gains for all students, and differential impacts on retention in STEM-related fields.

Healthy People, Healthy Community: Evaluation of a train-the-trainers programme for community health workers on water, sanitation and hygiene in rural Haiti

2019 ◽  
Vol 78 (8) ◽  
pp. 931-945 ◽  
Author(s):  
Xiaoran Yu ◽  
Asmita Pendse ◽  
Shay Slifko ◽  
Arpana G Inman ◽  
Peggy Kong ◽  
...  
Keyword(s):  
Focus Group ◽  
Community Health ◽  
Rural Areas ◽  
Health Workers ◽  
Training Programme ◽  
Observation Data ◽  
Specific Content ◽  
Course Content ◽  
Train The Trainer ◽  
Sanitation And Hygiene

Objective: This evaluation examined the effectiveness and cultural compatibility of a community health worker (CHW) training programme on water, sanitation and hygiene (WASH) in Haiti. Design: Mixed-methods including pre- and post-course tests of WASH knowledge, focus group discussions and semi-structured observation. Setting: Haiti is among the world’s most underdeveloped nations for WASH infrastructure. In rural areas of the country, fewer than half of households have access to clean water and 22% have adequate sanitation facilities. The study evaluated a ‘train-the-trainer’ programme in rural southeast Haiti. Methods: Participants were 22 CHW supervisors responsible for training and monitoring the work of rural junior health agents (JHAs). The training programme was delivered by international trainers and consisted of 1 week of classroom training and 1 week of community-based experiential learning. Paired-samples t-tests were used to assess changes in knowledge, and robust qualitative methods were used to analyse focus group discussion and observation data. Results: Participants showed statistically significant improvement in WASH knowledge from pre- to post-test. In experiential supervisor-led training sessions, participants effectively conveyed course content to JHAs, and successful home visits demonstrated the potential for content to reach community members. The programme would benefit from providing educational materials to enhance dissemination. Participants expressed dissatisfaction with translations of course content and requested more frequent training, more emphasis on leadership development and specific content areas for future training. Conclusion: The CHW training programme enhanced trainees’ WASH knowledge and capacity to educate JHAs to disseminate the knowledge to local residents. The train-the-trainer model offers a cost-effective strategy for building local capacity for health education.

scholarly journals Transformative Learning of Pre-Service Teachers during Study Abroad

2015 ◽  
pp. 42-55 ◽  
Author(s):  
Angela Vatalaro ◽  
Judit Szente ◽  
Judith Levin
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Experiences ◽  
International Study ◽  
Reggio Emilia ◽  
Global Competence ◽  
Future Research ◽  
Global Awareness ◽  
Study Abroad Programs ◽  
Study Abroad Program

Only a small percentage of pre-service teachers are exposed to meaningful, comprehensive curricula that enhance global competence (Lucas & Villegas, 2002; Tucker, 1982; Wells, 2008). In response to pre-service teachers’ limited exposure to diverse curricula, many universities offer international study abroad programs that provide students with experiences designed to increase multicultural and global awareness that they may not receive in their regular coursework. This paper shares how a Study Abroad Program to Reggio Emilia, Italy transformed pre-service teachers’ learning experiences. Conclusions, discussions, and recommendations for future research are also included.

scholarly journals Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-learning in Courses

2010 ◽  
Vol 1 (2) ◽  
pp. 87-98 ◽  
Author(s):  
Tata Mbugua
Keyword(s):  
Service Learning ◽  
Multicultural Education ◽  
Ethnic Diversity ◽  
Global Education ◽  
Culturally Relevant ◽  
Global Awareness ◽  
Course Content ◽  
International Service Learning ◽  
International Service ◽  
Responsive Pedagogy

Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-learning in CoursesEducators are being asked to respond to the forces of globalization and human interconnectedness that characterize the 21stcentury. These forces are resulting in changing population demographics and increased migration which is bringing a new complexity to cultural and ethnic diversity within regions, local communities and ultimately in elementary school classrooms. As a response, institutions of higher learning are seeking ways of preparing pre-service teachers who are culturally sensitive and globally aware and who will in turn prepare young children to be world citizens. One way of achieving this goal is to integrate an experiential service-learning component in courses as a way of expanding pre-service teachers perspectives to the world while enhancing their cultural competence, understanding of others different from themselves, commitment to social justice issues, and mastery of course content. This manuscript describes the development of a graduate course at a university in northeast USA, and the subsequent implementation of the course in Kenya with an integrated international service-learning component. Ideas of scholars on multicultural education, global education, culturally relevant pedagogy and service-learning will be used as a way of framing the discussion topic. The positive rewards and some challenges of this course will be discussed along with some concluding remarks.

High-fidelity simulation and legal/ethical concepts

2012 ◽  
Vol 19 (3) ◽  
pp. 390-398 ◽  
Author(s):  
Katharine V Smith ◽  
Jacki Witt ◽  
JoAnn Klaassen ◽  
Christine Zimmerman ◽  
An-Lin Cheng
Keyword(s):  
Transformational Learning ◽  
Ethical Issues ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
High Fidelity ◽  
Preliminary Evaluation ◽  
Online Student ◽  
Student Groups ◽  
Course Content ◽  
Ethical Content

Students in an undergraduate legal and ethical issues course continually told the authors that they did not have time to study for the course because they were busy studying for their clinical courses. Faculty became concerned that students were failing to realize the value of legal and ethical concepts as applicable to clinical practice. This led the authors to implement a transformational learning experience in which students applied legal and ethical course content in a high-fidelity human simulation (HFHS) scenario. A preliminary evaluation compared the new HFHS experience with in-person and online student groups using the same case. Based on both student and faculty perceptions, the HFHS was identified as the best of the three approaches for providing a transformational learning experience regarding legal and ethical content.

scholarly journals Horizons and Conscience

2020 ◽  
pp. 188-207
Author(s):  
Christopher Platt ◽  
Josephine Malonza
Keyword(s):  
Built Environment ◽  
Digital Communication ◽  
Meaningful Work ◽  
International Travel ◽  
Global Awareness ◽  
Ethical Perspective ◽  
The World ◽  
The Uk ◽  
The University

At no other time has a student’s knowledge of the world seemed greater and that same world seemed smaller than now. Their global awareness and ethical perspective have developed throughout childhood thanks to education, digital communication and access to international travel. Can meaningful work and geographic and cultural variety satisfy their outward and inward gaze? Is this the deeper motivation in joining a school of architecture? As they imagine their future, how can we help them put their values into practice and reinforce their belief that others’ lives can be improved through their agency as an architect? This paper explores four phases of an ongoing internationally collaborative live project between The Mackintosh School of Architecture at The Glasgow School of Art in the UK (MSA) and The School of Architecture and the Built Environment (SABE) at The University of Rwanda (UR).

Sign in / Sign up

Export Citation Format

Share Document