Experiments in Cultural Anthropology Field School

2010 ◽  
Vol 32 (3) ◽  
pp. 9-12
Author(s):  
Cassandra White

Undergraduate and graduate students in many areas of study (business, healthcare, education, law, and communications, for example) have multiple opportunities to receive firsthand experience in their discipline through internships. Within anthropology, "field schools" or study abroad programs often serve the purpose of internships in terms of providing the basic training students would need to learn how to do fieldwork. As an undergraduate and M.A. student at the University of Florida in the early 1990s, I attended three study abroad programs with an anthropology focus (in Mérida, Mexico; Brunnenburg, Italy; and Rio de Janeiro, Brazil); only one program (in Italy) was billed as a "field school," but all three provided excellent ethnographic training that would serve me well for future fieldwork.

Author(s):  
Scott L. Roberts ◽  
Kristina Rouech

This chapter presents and discusses the experience of two university professors' participation in two different study abroad programs. Within the first two years of employment at the university, one professor went to Oaxaca and the other went to Ireland with groups of pre-student teachers. The chapter discusses previous literature and the impact of study abroad programs on teacher education, program basics from the authors' university, the authors' personal experiences travelling with students for the first time, commonalities and differences among the two programs, benefits from their experiences, and ideas for further development of effective study abroad programs for education students.


Author(s):  
Sven Tuzovic

Study Abroad (SA) education has become an increasingly important educational program for teaching global learning and intercultural competence, maturity, and sensitivity of students. Since the price tag attached to SA programs can be daunting, the question arises how value can be defined and, more importantly, how value is created. Some scholars have used the principles of service-dominant logic proposed by Vargo and Lusch (2004) to suggest that students should be engaged as an active co-creator of the university experience. Utilizing a qualitative research approach this chapter proposes that the value process of SA programs consists of three stages: (1) value proposition and potential; (2) resource integration and value co-creation; and (3) value realization evaluation. This study identifies key roles of the participants and their operand and operant resources that guide the value co-creation process. The framework provides faculty with a way to understand, adapt, and manage resource integration and influence students' SA value realization processes.


Author(s):  
Timothy K. Perttula

The Westerman site is located in the middle Neches River basin in the Pineywoods of East Texas. The site, first recorded in 1969, is on an alluvial terrace lying between Armstrong Creek to the south and Cochino Bayou to the north; these are eastward-flowing tributaries to the Neches River. The site has a single earthen mound and an associated settlement that is estimated to cover ca. 10-15 acres; there are several areas at the site where aboriginal artifacts were noted at the surface, on each side of the mound. The mound, which was well preserved when it was visited in 1969, 1970, and 1986 by archaeologists from the Texas Archeological Research Laboratory at The University of Texas at Austin (TARL), is estimated to be 20 x 25 m in size, rectangular-shaped, with a level top that covers a ca. 10 x 5 m area; the height of the mound has not been established as it has never been mapped. The character of the archaeological deposits in the mound or the associated settlement has also not been established because no shovel tests or other forms of subsurface explorations have ever been conducted at the site. Only two small potholes were noted in the mound in 1969, and the mound and site were well preserved and protected by the landowners through the last visit by TARL personnel in 1986. TARL archaeologists had speculated that the mound may have been constructed during the Woodland period (between ca. 2500-1250 years B.P.); Woodland period mound sites are rare in East Texas. To investigate this possibility, or to establish that the mound may have been built by ancestral Caddo peoples native to East Texas, TARL had made plans to hold their annual field school at the Westerman site in both 1975 and 1976, with Dr. Dee Ann Story as the field school director. However, due to various circumstances, including sale of the property in April 1976, these field schools were unfortunately never held at the site. In 1986 Dr. Dee Ann Story and Janice A. Guy visited the Westerman site and completed a reconnaissance of the site to assess its current condition and obtain a surface collection of artifacts from the mound and associated settlement. The Westerman site does not appear to have been visited by professional archaeologists since that time.


2020 ◽  
Vol 74 ◽  
pp. 02003
Author(s):  
Vojtech Ferencz ◽  
Daniela Hrehová ◽  
Andrea Seňová

Globalization includes transnational political, economic and cultural ideologies and values. Globalization has a significant impact on education as new positions can enter higher education and study abroad. The influx of foreign students in Slovakia increased significantly. Therefore, successful interaction with the school environment and constant adaptation to the country are crucial for all students. However, many students face challenges when they attend higher education outside their home countries. The article shows that various investigators have carried out a large number of studies on the factors that affect students’ ability to adapt to different global challenges. The article provides some results of students’ adaptation effects during the first year of the Technical University in Košice. in the Daily Life section, we recorded statistically significant results between groups (Ukrainian students and other foreign students). Globalization includes transnational political, economic and cultural ideologies and values. The findings of the research questionnaire have important meaning for educators to help students in their efforts to succeed in a period of globalization and in adaptation in real educational practice. The university must be prepared to meet students not only academically, but also socially and culturally.


2019 ◽  
Vol 31 (2) ◽  
pp. 51-62 ◽  
Author(s):  
Sierra Smucker ◽  
Eric R. Pedersen ◽  
Joseph W. LaBrie ◽  
Elizabeth J. D'Amico ◽  
Coreen Farris ◽  
...  

Many universities have pre departure programs that aim to prevent alcohol misuse and sexual assault among college students abroad, yet little is known about students’ uptake of this preventative information. In this study, 2,245 study abroad students from 63 different institutions were asked about receiving pre departure alcohol/drug and sexual assa ult prevention information. Only 38% of students reported receiving pre departure information specific to alcohol/drug misuse abroad and only 22% reported receiving sexual assault prevention information prior to departure. Notably, students who were heavie r drinkers prior to departure and those who intended to drink the most while abroad reported lower rates of information receipt. Overall, these findings suggest that either students are not receiving the preventative information that universities intend them to receive or the programming is not impactful enough to be recalled. Thus, there may be missed opportunities to better prepare students for risks specific to study abroad programs.


1992 ◽  
Vol 9 ◽  
pp. 19-32
Author(s):  
June Gassin

University language teaching in Australia has undergone significant changes over the past few years in spite of considerable constraints. Many institutions have responded positively to the changing needs of their students with new courses, study abroad programs and summer schools. This paper focuses on some recent innovations taking place in language teaching at the University of Melbourne. These relate to both policy and practice and include the establishment of a School of Languages. Taken as a whole these innovations constitute an important step in the development of a coherent university language policy and provide new directions in language teaching at this University.


2018 ◽  
Vol 1 (2) ◽  
pp. 89-119
Author(s):  
Agreement Lathi Jotia

This article, which was built upon research linked to the development of sustainable study abroad programs in emerging nations, focuses on key challenges to true partnerships between universities in the “North” and “South.” The article begins with an analysis of challenges frequently experienced by universities from the  “North” and “South” when attempting to develop an equitable partnership based on joint grants and/or research projects. It also includes a discussion of struggles experienced by faculty (also known as “academic staff ”) at both universities who desire a more equitable relationship that will enhance the missions of both institutions. Following this theoretical analysis, the study focused on one particular partnership between two universities from the “North” and the “South” (The University of Central Florida, USA, and the University of Botswana), during study abroad programs spanning five years and funded by the U.S. State Department (2012-2015) and the Fulbright-Hays Groups Project Abroad (2011). An analysis of this partnership is particularly relevant as it focuses on the initial steps, dialogues, perspectives and actions of both institutions as they worked through a host of preconceived notions on neocolonialism and the challenges of successfully operating by another’s “rules of engagement” within a dynamic geopolitical platform.


Author(s):  
Phillip Gallegos ◽  
◽  
Maria Delgado ◽  

In order to bridge the radical gap between education and practice, the undergraduate program at the University of Colorado Denver has experimented with study abroad programs in the undergraduate curriculum to match architectural practice with education. The strategy has been to develop a curriculum in international design-build that can employ traditional studio skills of research, design and cultural criticism. This paper explores the options and the outcomes of the strategic inclusion of international study and practice in the form of an undergraduate design/build course sequence.


2009 ◽  
Vol 18 (1) ◽  
pp. 231-240 ◽  
Author(s):  
William G. Moseley

Assuming that junior faculty have something to contribute to study abroad, how might colleges and universities increase the participation of pre-tenure faculty in study abroad programs in a way that both enhances the student experience and furthers the goals of these faculty members? While much has been written about the positive aspects of study abroad for students (e.g., Dwyer and Peters 2004; Hadis 2005), there is smaller literature on the benefits of study abroad for faculty (e.g., Goodwin and Nacht 1991; Hornig 1995), and especially junior faculty. Using a Macalester College-Pomona College-Swarthmore College sponsored program at the University of Cape Town as a case study, this article outlines how study abroad opportunities may be leveraged in support of the research imperatives of junior faculty, as a mechanism for encouraging student-faculty research collaborations, as a vehicle for exploring collaboration with non-US faculty, and (most obviously) a joyful opportunity for sharing one’s place-based knowledge. 


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