Anthropological Contributions to Experiential Learning in International and Intercultural Contexts

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.

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Putting the Anthropological Toolkit to Use in International and Intercultural Learning

Practicing Anthropology ◽

10.17730/praa.32.3.7kl5456521836232 ◽

2010 ◽

Vol 32 (3) ◽

pp. 23-26 ◽

Cited By ~ 3

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.

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Implementing and Evaluating Culturally Responsive Teaching for Historical Black Colleges and Universities (HBCUs) Through Study Abroad Programs

Research Anthology on Culturally Responsive Teaching and Learning ◽

10.4018/978-1-7998-9026-3.ch008 ◽

2021 ◽

pp. 116-138

Author(s):

April L. Jones ◽

Rhonda M. Collier

Keyword(s):

Social Work ◽

Service Learning ◽

Study Abroad ◽

Learning Strategies ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Teaching And Learning ◽

Responsive Teaching ◽

Study Abroad Programs ◽

Learning Programs

This chapter focuses on social work methodology as a means of developing effective study abroad programs at HBCUs. Moreover, the chapter proposes ways to implement social work standards into study abroad programs for HBCU students. The chapter provides meaningful case studies to examine the impact of service-learning programs that employ culturally responsive teaching and learning strategies as well as social work standards for HBCU students on short-term programs. The chapter provides a myriad of strategies for culturally responsive teaching. While the focus is on social work education, the methods developed in this chapter may be used in service-learning settings.

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Implementing and Evaluating Culturally Responsive Teaching for Historical Black Colleges and Universities (HBCUs) Through Study Abroad Programs

Culturally Responsive Teaching and Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-9989-0.ch003 ◽

2020 ◽

pp. 53-82

Author(s):

April L. Jones ◽

Rhonda M. Collier

Keyword(s):

Social Work ◽

Service Learning ◽

Study Abroad ◽

Learning Strategies ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Teaching And Learning ◽

Responsive Teaching ◽

Study Abroad Programs ◽

Learning Programs

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Understanding How Students Learn: Preparing Students to Become Professionals

Perspectives on Issues in Higher Education ◽

10.1044/ihe12.1.16 ◽

2009 ◽

Vol 12 (1) ◽

pp. 16-23

Author(s):

Lizbeth Curme Stevens

Keyword(s):

Service Learning ◽

Teaching And Learning ◽

Communication Disorders ◽

Learning Opportunities ◽

Graduate Courses ◽

Speech Language Pathologists ◽

Community Partners ◽

Scholarship Of Teaching ◽

Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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Community Service Learning with First Peoples

10.1093/oxfordhb/9780190219505.013.3 ◽

2018 ◽

Author(s):

Brydie-Leigh Bartleet ◽

Dawn Bennett ◽

Anne Power ◽

Naomi Sunderland

Keyword(s):

Service Learning ◽

Community Service ◽

Music Educators ◽

Learning Opportunities ◽

Community Music ◽

Culturally Appropriate ◽

Community Service Learning ◽

Intercultural Learning ◽

Music Making ◽

First Peoples

Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.

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Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

The Oxford Handbook of Preservice Music Teacher Education in the United States ◽

10.1093/oxfordhb/9780190671402.013.31 ◽

2019 ◽

pp. 641-667

Author(s):

Jared R. Rawlings

Keyword(s):

Preservice Teachers ◽

Service Learning ◽

Teacher Development ◽

Learning Opportunities ◽

Music Teacher ◽

Teacher Preparation Program ◽

Community Music ◽

Learning Program ◽

Learning Opportunity ◽

Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

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The Role of Faculty in Connecting Canadian Undergraduate Arts and Humanities Students to Scholarly Inquiries into Teaching: A Case for Purposeful Experiential Learning

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2016.1.2 ◽

2016 ◽

Vol 7 (1) ◽

Author(s):

Ginny R. Ratsoy

Keyword(s):

Service Learning ◽

Experiential Learning ◽

Teaching And Learning ◽

Cooperative Education ◽

Campus Culture ◽

Central Position ◽

Arts And Humanities ◽

Premier Cycle ◽

Sciences Humaines ◽

Humanities Students

Increasingly, various sectors of Canadian universities are advocating an assortment of beyond-the-classroom learning models – from research assistantships through service learning and cooperative education placements. At the same time, faculty who engage in the Scholarship of Teaching and Learning (SoTL) and related inquiries into teaching and learning are striving to shift attention on their activities from the periphery to a more central position within campus culture – a particular challenge for Arts and Humanities professors, who may find themselves marginalized within SoTL. This article focuses attention on the intersections of experiential learning and SoTL and SoTL-related activity. Students have much to benefit from, and offer to, these activities – beyond their usual role as subjects of studies. I present a framework based on examples from research and my own experiences – with a focus on undergraduate Arts students, who, arguably, have the fewest opportunities for Experiential Learning in general – that illustrates varying degrees of involvement. As Arts faculty attempt to enhance and highlight inquiries into teaching and learning, they would be wise to conjoin them with experiential learning by including students in the process and product. Divers secteurs des universités canadiennes conseillent de plus en plus un assortiment de modèles d’apprentissage hors de la salle de classe – que ce soit par le biais de postes d’assistants à la recherche, de l’apprentissage par le service ou de stages dans le cadre de l’enseignement coopératif. En même temps, les professeurs qui sont actifs dans l’Avancement des connaissances en enseignement et en apprentissage (ACEA) et dans des domaines connexes liés à l’enseignement et à l’apprentissage s’efforcent d’attirer l’attention sur leurs activités pour les faire passer de la périphérie à une position plus centrale sur les campus – ce qui s’avère être un réel défi pour les professeurs des facultés de lettres et sciences humaines car ils se retrouvent marginalisés au sein de l’ACEA. Cet article se concentre sur les intersections de l’apprentissage par l’expérience et de l’ACEA et des activités liées à l’ACEA. Les étudiants ont grandement profité de ces activités et y ont beaucoup apporté, au-delà de leur rôle en tant qu’objets d’études. Je présente un cadre basé sur des exemples issus de ma recherche et de mes propres expériences – avec une concentration sur les étudiants de premier cycle en lettres et sciences humaines qui, et cela est discutable, ont le moins grand nombre d’occasions, en général, de participer à l’enseignement par l’expérience – qui illustrent divers degrés d’implication. Alors que les professeurs des facultés de lettres essaient d’améliorer et de rehausser la recherche en enseignement et en apprentissage, ils auraient intérêt à y ajouter l’apprentissage par l’expérience en incluant les étudiants dans le processus et dans le produit.

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A TUTOR’S PERSONAL AND PROFESSIONAL EXPERIENCES OF TUTORING IN A SCIENCE TEACHER EDUCATION MODULE

10.33225/balticste/2019.139 ◽

2019 ◽

Author(s):

Msizi Mbali ◽

◽

Angela James ◽

Keyword(s):

Teacher Education ◽

Service Learning ◽

Experiential Learning ◽

Professional Learning ◽

Teaching And Learning ◽

Science Teacher Education ◽

Innovative Teaching ◽

Language Competence ◽

Professional Experiences ◽

Self Confidence

Student tutoring in innovative teaching and learning practices promotes personal and professional learning. Experiential learning theory underpins this research. An interpretive, qualitative approach and narrative strategy with purposive sampling was used. The tutor narrative accounts of tutoring the Research and Service-Learning module in Biological Science Education were compiled from a reflective diary, coordinator - tutor discussions and tutor notes. The qualitative data were analysed using descriptive content analysis. The tutor’s self-confidence, language competence, understanding and application of research and Service-Learning and engagements with students were greatly improved. Keywords: experiential learning, pre-service teacher, teacher education, tutor’s personal and professional experiences.

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Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements

Political Science and Politics ◽

10.1017/s1049096515001158 ◽

2016 ◽

Vol 49 (01) ◽

pp. 132-138 ◽

Cited By ~ 4

Author(s):

John David Gerlach ◽

Tyler P. Reinagel

Keyword(s):

Service Learning ◽

Experiential Learning ◽

Public Administration ◽

Real Life ◽

Learning Opportunities ◽

Learning Activities ◽

Learning Approach ◽

Community Benefit ◽

Education Today ◽

Additional Exposure

ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.

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Advocating Service Learning for Developing Citizenship in University Students in South Africa

Industry and Higher Education ◽

10.5367/000000010792609736 ◽

2010 ◽

Vol 24 (4) ◽

pp. 287-296 ◽

Cited By ~ 1

Author(s):

Nirmala Dorasamy ◽

Soma Pillay

Keyword(s):

South Africa ◽

Public Sector ◽

Service Learning ◽

Experiential Learning ◽

Public Management ◽

Teaching And Learning ◽

The Public ◽

Community Needs ◽

Public Servant ◽

Management Students

An effective and efficient public sector is largely dependent on employees who accept the responsibility for providing high-quality public services. It can be argued that public management students, as future employees in the public sector, need to be educated for responsible citizenship. Higher education institutions in South Africa are expected to promote social and economic development, and service learning can serve as a catalyst for developing responsible citizenship among public management students. This article investigates how service learning, as an experiential form of learning which has its roots in community service, meets community needs, enhances teaching and learning and contributes towards responsible citizenship. The extent to which service learning in public management as a discipline has been adopted by universities of technology in South Africa is also explored. It is argued that while public management students are expected to engage in experiential learning in the public sector, community-based learning should be included as a compulsory component of experiential learning. The authors suggest that service learning can make a significant contribution to socially responsible citizenship, an important value underpinning any public servant.

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