Putting the Anthropological Toolkit to Use in International and Intercultural Learning

2010 ◽  
Vol 32 (3) ◽  
pp. 23-26 ◽  
Author(s):  
Kiran Cunningham
Keyword(s):  
United States ◽  
Service Learning ◽  
Experiential Learning ◽  
Study Abroad ◽  
Student Learning ◽  
International Study ◽  
Intercultural Learning ◽  
Learning Programs ◽  
Enhance Student Learning

In spite of the breadth and depth of anthropologists' knowledge of and experience with intercultural and international dynamics, we have done little as a field to tout this knowledge and its relevance and insert it into broader conversations about study abroad, service-learning, and other kinds of experiential learning. The contributions we do make are more idiosyncratic and happen as a result of anthropologists being in positions of influence in their own institutions. However, we have much to offer these conversations; indeed, given the stakes involved—the increasing number of United States students participating in international study and intercultural service learning programs—one could easily argue that we have an obligation to engage in these conversations, sharing our rich methodological and conceptual toolkit to enhance student learning in international and intercultural contexts.

Anthropological Contributions to Experiential Learning in International and Intercultural Contexts

2010 ◽  
Vol 32 (3) ◽  
pp. 2-3
Author(s):  
Kiran Cunningham ◽  
Jayne Howell ◽  
Ronald Loewe
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Assessment ◽  
Assessment Instruments ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Learning Programs ◽  
Field Schools

Conversations about how to create meaningful and significant experiential learning opportunities for students in international and intercultural contexts are increasingly commonplace in academic institutions. With over a century dedicated to the development and refinement of a powerful set of methodological, attitudinal, conceptual, and theoretical tools for cross-cultural understanding and engagement, anthropology has much to offer these conversations. Contributors to this issue of Practicing Anthropology draw on their experiences directing international offices, directing offices and study abroad programs, leading internationalization initiatives, establishing service learning programs, running international and intercultural field schools, and developing intercultural learning assessment instruments. They all interrogate teaching and learning outcomes, exploring the ways that the theories and methods of anthropology have been effective in enhancing intercultural learning and offering models and methodologies that others can use in their own work. The first four articles in the issue were individually submitted, and were ideal complements to the six articles Kiran Cunningham compiled.

scholarly journals Globalizing curriculum beyond the classroom: Service Learning Programs benefit Students, impact local issues and answer local needs to build bridges between cultures

2019 ◽  
Author(s):  
Philippe Briot ◽  
Ludivine Ponson ◽  
Thierry Leterre
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Study Abroad ◽  
Welfare State ◽  
Learning Objectives ◽  
Academic Goals ◽  
Learning Programs ◽  
State Context ◽  
Potential Issue

Abstract Based on a case study, this article analyzes the effects of introducing Service Learning in the curriculum of a study abroad US Center. Explaining institutional motivations as well as resistances, this research shows that this introduction was essentially academic in nature, and represented an innovative way to some perceived deficiencies in the acquisition of learning objectives by students. This research also indicates the specific conditions in which this type of Service Learning can thrive, such as a strong welfare state context, which is both a support and a potential issue, and the necessity to have students supervised in their service by local managers. More general lessons are drawn for a successful practice of Service Learning abroad: clearly defined academic goals, strict distinction between Service Learning and other forms of volunteering or experiential learning, ethical rules to prevent patronizing attitudes among volunteers.

scholarly journals The Role of Pedagogical Variables in Intercultural Development: a Study of Faculty-led Programs

2015 ◽  
Vol 25 (1) ◽  
pp. 20-36 ◽  
Author(s):  
Allison Spenader ◽  
Peggy Retka
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Study Abroad ◽  
Academic Program ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Study Abroad Programs ◽  
Service Learning Projects ◽  
Cultural Interventions ◽  
Learning Projects

This study investigates the intercultural development in several semester-long study abroad programs at the undergraduate level, using the Intercultural Development Inventory, or IDI. Our faculty-led cohort model utilizes a study abroad seminar incorporating an experiential learning project to provide pedagogical supports and cultural interventions to students during their sojourn. Our study compares mean IDI scores of various cohorts across multiple personal, contextual and pedagogical variables.  While no correlation was found between English vs. foreign language contexts, housing types or academic program types, we did find differences between programs based on the type of experiential learning project used in the course. Our findings indicate that service-learning projects are associated with greater intercultural gains than other types of experiential learning projects.

scholarly journals Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience

2013 ◽  
Author(s):  
Jane MacKenzie ◽  
Jane Pritchard
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Learning Experiences ◽  
Opportunity To Learn ◽  
International Study ◽  
Field Work ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
The Uk ◽  
University Settings

This study explores the variation in students' learning experiences of studying accelerated, residential courses during a four week study abroad option at an international study centre in the UK compared with their experiences of learning at their home institution. In focussing on qualitative aspects of students' learning experiences in these settings, this study fills a gap in the accelerated course literatureAnalysis of a series of semi-structured interviews with students during their studies during the four week option revealed four distinctively different but related ways they described their experiences of the accelerated courses compared with their home university learning experiences. These were: student sees the opportunity to learn; student feels safe; student takes learning risks; and student reconsiders learning. In traditional university settings there may be little variation in the forms and modes of teaching, learning and assessment in the student experience. One of the outcomes of this study is to suggest that in traditional university settings there is a place to explore increased opportunities for students to learn in different ways e.g. project and enquiry-based courses, innovative assessment using technology, group assessment as well as service learning courses, study abroad or work placement opportunities and field-work across the disciplines. We believe that reviewing the academic year around different learning formats and duration of courses offers students (and teachers) opportunities to become increasingly aware of their own development and their own learning (and teaching).

Experiential Learning and Learning Styles

2010 ◽  
Author(s):  
Eric Cox
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Experience ◽  
Internal Validity ◽  
Validity And Reliability ◽  
Starting Point ◽  
Democracy And Education

The intellectual foundation of modern experiential learning theory owes much of its roots to John Dewey’s educational philosophy. In his seminal 1916 work, Democracy and Education: An Introduction to the Philosophy of Education, Dewey argued that human knowledge and education are rooted in inquiry, which in turn is rooted in human experience. His ideas, along with those of Jean Piaget, formed the basis of D. A. Kolb’s 1984 book Experiential Learning: Experience as the Source of Learning and Development. Kolb’s theory of learning, which he formulated to better understand student learning styles, became the starting point for the debate on the use of experiential learning. Kolb introduced a four-stage cycle to explain learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. His framework has been adopted to investigate how learning occurs inside the classroom. However, numerous criticisms have been leveled against Kolb’s learning styles approach. One type of criticism focuses on the importance of learning style on student learning, and another focuses on the construct validity, internal validity, and reliability of Kolb’s Learning Style Inventory (LSI). There are several avenues for improving the use of experiential learning techniques, such as the integration of service-learning into the classroom and an institutional commitment to designing a complete curriculum.

Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

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