Engaging Students in a Latino Neighborhood Initiative: Transformative Learning at a Farmers' Market

2010 ◽  
Vol 32 (3) ◽  
pp. 27-31
Author(s):  
Russell Rhoads
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Transformative Learning ◽  
Student Learning ◽  
Experiential Education ◽  
Assessment Tools ◽  
Learning Assessment ◽  
Transformative Experience ◽  
Farmers Market ◽  
Field School

How can experiential education facilitate higher levels of student learning? Can one assume that the experience itself of participating in a service learning project or study abroad or a field school will lead a student to a transformative experience? My research explores the idea of better designing courses that engage students in the process of transformative learning. The process illustrates the need for learning assessment tools integrated into the design of a project or course.

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.

scholarly journals Beyond “Just Do It”

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841668604 ◽  
Author(s):  
Adam C. Landon ◽  
Michael A. Tarrant ◽  
Donald L. Rubin ◽  
Lee Stoner
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Short Term ◽  
Learning Outcomes Assessment ◽  
Short Term Study ◽  
Study Abroad Program

Study abroad is believed to be a transformative learning experience for students. However, the extent to which study abroad adds value beyond what is possible on campus needs to be demonstrated. In this paper, we document the learning outcomes assessment undertaken by a faculty-led study-abroad program at a large university in the U.S. Southeast. Specifically, we describe the development of a theory-based pedagogical model of global citizenship for short-term study abroad and efforts to document student learning associated with its constructs. The results of these efforts indicate that when student learning outcomes and study-abroad pedagogy are aligned with theory, and rigorously assessed, the opportunity to demonstrate learning is possible, and opportunities for instructional improvement present themselves.

scholarly journals Karma and Yoga: Transformative Pedagogy and Empowering Communities through Study Abroad and Service Learning

2020 ◽  
Vol 1 (1) ◽  
pp. p53
Author(s):  
Anita Anantharam
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
International Education ◽  
Global Citizenship ◽  
Cultural Knowledge ◽  
Community Formation ◽  
Learning Assessment ◽  
Study Abroad Programs ◽  
Global Citizens ◽  
Studying Abroad

International education and global citizenship are keywords in our culture today and the success or failure of our attempts to be global citizens depends on the level of commitment we are able to make to cultures different than our own. The academic study of transnational feminism rests on the idea that cultural knowledge can be learned and appreciated. Studying abroad is a small step towards fostering global citizenship and transnational solidarity. This essay illustrates some of the successes of and impediments to community formation and global awareness through study abroad programs and initiatives. Service-learning assessment modules, non-traditional assignments, and stimulation of contemplative health are presented as pedagogical examples that make possible a mutually life-transforming experience for educators and students alike.

scholarly journals Beyond Reflection: Refraction and International Experiential Education

2009 ◽  
Vol 18 (1) ◽  
pp. 217-229 ◽  
Author(s):  
Monica Pagano ◽  
Laura Roselle
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Experiential Education ◽  
Subject Matter ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Alternative Programs ◽  
International Service Learning ◽  
International Service ◽  
Traditional Understanding

Students today are becoming more interested in international opportunities for study and are drawn to alternative programs such as international service-learning and international internships. These programs, however, must be carefully designed. This article proposes utilizing tools that go beyond the traditional understanding of reflection, in order to deepen the academic linkages to experience through reflection that leads to refraction. The authors introduce “refraction” as the transformative learning process that helps students understand and identify the intermediate processes of learning that aid the development of critical thinking skills. Refraction centers learning by integrating and elaborating the experience, the academic subject matter, and the context by examining assumptions and biases. 

Defining the Field School Within Study Abroad

2020 ◽  
Vol 32 (2) ◽  
pp. 145-162
Author(s):  
Joe Pavelka ◽  
Carmanah Minions
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Learning Opportunities ◽  
Short Term ◽  
Term Study ◽  
Working Definition ◽  
Field School ◽  
Short Term Study ◽  
School Model ◽  
Educational Path

Globalization has created a need for culturally aware globally minded students across North America. Study abroad has increasingly become a normalized part of a young person’s education however financial and temporal commitments attached to longer study abroad experiences hinder participation for many. In response, the field school model, which generally involves shorter stays and less financial commitment, has increased in popularity. The field school is a particular model of study abroad that shares characteristics with short-term study abroad, fieldwork, service learning and other models but requires definition. The purpose of this paper is to define the field school model of study abroad within the contest of study to assist administrators when presented the option, faculty when determining experiential learning opportunities and students in determining their educational path. The paper provides a working definition and nine defining features of the field school that distinguish it from other study abroad models.

Performance-Based Learning: A Case Study in Experiential Education

2020 ◽  
Vol 112 (2) ◽  
pp. 65-71
Author(s):  
Holly S. Kihm ◽  
Jayetta Slawson
Keyword(s):  
Transformative Learning ◽  
Student Learning ◽  
Experiential Education ◽  
Family And Consumer Sciences ◽  
The United States ◽  
Professional Preparation ◽  
Social Significance ◽  
Obesity Epidemic ◽  
Academic Scholarship ◽  
Consumer Sciences

Experiential education is a highly prized and effective interdisciplinary methodology to supplement classroom instruction and to improve student learning. Experiential theories have a wide reach, traceable to Aristotle, Plato, and Socrates. John Dewey's pivotal work Experience and Education, first published in 1938, is canonical in academic scholarship and has been expanded on throughout the 20 th century, most notably by Kolb's scholarship spanning the 1980s to present day (Dewey, 1938). David Kolb's four-stage learning cycle is still used across disciplines in scholar's conversations on useful methods for helping students grasp complex academic content and experience transformative learning opportunities (Kolb, 2015). Four senior-level projects carried out in a special topics course in Family and Consumer Sciences at Southeastern Louisiana University provided students with an opportunity to rehearse the research skills they will need after graduation. These experiential learning projects focused on the obesity epidemic in the United States; they had a significant impact on student learning, not only for professional preparation, but also for emphasizing a topic of social significance.

Assessment of Service Learning in Ecology Class Using the Orid Model

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Bernardo C. Lunar ◽  
Marlyn S. Ronsairo
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Experiential Education ◽  
Teaching Method ◽  
Abiotic Factors ◽  
Course Delivery ◽  
Ecosystem Dynamics ◽  
Learning Framework ◽  
The One ◽  
Learning Ecology

This study was aimed at assessing the students’ perception of their learning experiences as they were exposed to service- learning design in Ecology to conform with the transformative learning framework being employed by the institution. Ecology class is intended for BS Biology and Education students of De La Salle Lipa. It is designed to cover topics such as nature of Ecology; various abiotic and abiotic factors needed for survival; population, communities, ecosystem dynamics and different kinds of ecosystem. The course delivery was lecture blended with Service Learning. This teaching method falls under experiential education, a method in which students were made to learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of a community. In this study, students were made to reflect on the concrete experiences they had as they participated in the various activities of the Project Carbon Neutral and the One million Trees and Beyond Project of the school. Using the ORID Method of Focused Conversation, their experiences were moved to analytical and subjective reasoning.   Keywords - Service Learning, Ecology Class, ORID Model, Experiential education

Service-learning study-abroad and Europe’s migration crisis – a case study

2021 ◽  
Vol 32 (2) ◽  
pp. 121-144
Author(s):  
Sabine Hirschauer ◽  
Regina Karp ◽  
Michele Kekeh ◽  
Muge Akpinar-Elci
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Learning Study ◽  
Migration Crisis
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