scholarly journals Fostering Global Mindedness in Short-Term Community-Based Global Learning Programs: The Importance of Strategic Design, Collaboration, and Reflection

2020 ◽  
Vol 32 (3) ◽  
pp. 156-181
Author(s):  
Carolyn Matheus ◽  
Kevin M. Gaugler
Keyword(s):  
Service Learning ◽  
Host Community ◽  
Future Research ◽  
Global Learning ◽  
Learning Program ◽  
Short Term ◽  
Community Based ◽  
Five Dimensions ◽  
Global Mindedness ◽  
Estudiantes Universitarios

Trends toward short-term academic service-learning abroad necessitate programs designed to maximize effectiveness and measurement of outcomes. The current study sought to strategically foster and measure increases in global mindedness during an immersive community-based global learning program abroad. University students studying either Computer Science or Spanish collaborated to design curriculum and host a technology summer camp for junior-high students in the Dominican Republic. The semester before the two-week travel experience included extensive pre-departure preparation, collaboration, reflection, and communication among students, program directors, on-site program coordinators, and stakeholders in the host community. Results of pre- and post-tests using the Global Mindedness Scale indicate perceptions of five dimensions of global mindedness (i.e., responsibility, cultural pluralism, efficacy, global centrism, and interconnectedness) were significantly increased after participating in this program. Pre-departure activities, curricular design, and logistical elements of the program are discussed, along with recommendations for future research. Abstract in Spanish Las tendencias en los estudios en el extranjero a corto plazo que incluyen el aprendizaje a través del servicio en la comunidad requieren un diseño que maximice la eficacia y medida de los resultados. Este estudio midió un crecimiento en la mentalidad sobre asuntos globales entre participantes en un programa a corto plazo en el extranjero. Estudiantes universitarios con concentraciones en informática y en lengua española colaboraron para diseñar un currículo y ofrecer un campamento tecnológico de verano para estudiantes de una escuela secundaria en la República Dominicana. El semestre antes del programa, que duró dos semanas, incluyó la preparación extensiva, la colaboración, la reflexión y la comunicación entre los estudiantes universitarios, los directores del programa, los coordinadores del programa in situ y miembros de la comunidad local. Los resultados de los cuestionarios antes y después del programa fueron creados con una escala de mentalidad global (Global Mindedness Scale), indicando percepciones en cinco dimensiones de tal mentalidad (responsabilidad, pluralismo cultural, eficacia, centrismo global e interconectividad); se concluyó que la mentalidad fue aumentada significativamente después de participar en el programa. Se examinan aquí las actividades antes del comienzo del programa, el diseño del currículo y los elementos logísticos mientras se recomiendan investigaciones posibles para estudios futuros.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

scholarly journals Global U: Exploring Curricular Development and Outcomes in Three University of Utah Experiential Learning Abroad Programs

2020 ◽  
Vol 6 (1) ◽  
pp. 36-45
Author(s):  
Lisa H. Gren ◽  
L. Scott Benson ◽  
Caren J. Frost
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Mission Statement ◽  
Learning Experience ◽  
Authentic Learning ◽  
The United States ◽  
Global Learning ◽  
Short Term ◽  
University Of Utah ◽  
The University

The University of Utah is a publicly funded, R1 university located in the United States, with a mission statement that includes recognition of its global role, asserting that “. . . we engage local and global communities to promote education, health, and quality of life.” As part of that engagement, the University of Utah has offered learning abroad opportunities since 1967. Approximately 1 in 10 students participates in a global learning experience, and 80% of programs are short term (defined as 10 weeks or less). The pedagogical theories that guide these short-term programs are experiential learning, authentic learning, and intentional targeted intervention. We describe three short-term learning abroad programs in public health and social work—for students at the high school, undergraduate, and graduate level—connecting the reported benefits to the pedagogical model and theories used to develop the specific curriculum for these short-term programs. Faculty use a variety of reflective tools to help students learn to function in their new setting (experiential learning); explore and meaningfully construct concepts and relationships as they address real-world problems (authentic learning); and facilitate intercultural growth (intentional targeted learning). The University of Utah has adapted a three-stage model for learning abroad that incorporates principles from these theories to drive program activities: Plan (predeparture), Learn (program participation), and Integrate (postprogram). Immediate benefits to students of participating in a global-learning experience include intercultural learning, personal, and career development. Benefits to faculty include scholarly products in the domains of education and service learning, community-engaged participation, and research.

scholarly journals “Into the Realm of the Politically Incorrect”: Intercultural Encounters in a Service-Learning Program

2017 ◽  
Vol 19 (2) ◽  
pp. 163 ◽  
Author(s):  
Christelle Palpacuer-Lee ◽  
Jessie Hutchison Curtis
Keyword(s):  
Service Learning ◽  
Social Space ◽  
Teacher Education Program ◽  
Learning Program ◽  
Community Based ◽  
Narrative Methods ◽  
World Languages ◽  
Intercultural Encounters ◽  
Intercultural Mediators ◽  
The Impact

Now more than ever, teachers of world languages are encouraged to become intercultural mediators in their communities and classrooms. This study describes the impact of an innovative community-based teacher education program for developing participants' interculturality. Building on narrative methods of investigation, we explore the potential of community-based service-learning as a social space in which participants learn to recognize and mediate worldviews. The data come primarily from field observations and pre-service teachers’ journaled reflections. We illustrate our findings through a series of narratives that serve as a frame for locating cultural recognition and learning. 

scholarly journals University’s Catalytic Effect in Engendering Local Development Drives: Insight into the Instrumentality of Community-Based Service Learning

2019 ◽  
Vol 12 (3) ◽  
pp. 22
Author(s):  
Marcellus Mbah ◽  
Charles Fonchingong
Keyword(s):  
Service Learning ◽  
Local Development ◽  
Short Term ◽  
Community Based ◽  
Instrumental Case Study ◽  
Depth Interviews ◽  
Insight Into ◽  
Relevant Education

The context of this paper is Africa, where communities have historically looked up to universities within their locality to maximize their intellectual capital and knowledge creation to foster regional development. How well these universities are actively responding to the demands of economic and social development require attention. This paper reports an instrumental case study involving in-depth interviews and focus groups within a bounded locality in Cameroon to address what universities can do to enhance their contribution to local development. Findings suggest that whilst a university’s community-based service learning (CBSL) scheme can be ascertained as an instrument that can engender local development, this requires the fostering of relevant education for informed participation of different stakeholders in the framing but also firming up of CBSL objectives and processes. Furthermore, in order to optimize the prospect for local development instigated by CBSL activities, relevant stakeholders should go beyond short-term planning and adopt futuristic sustainable strategies. There is need to promote deeper dissemination, as well as follow-up on field findings for sustained implementation and outcomes.

scholarly journals Reimaging Experiential Learning in Online Courses for the Digital Economy

2021 ◽  
Author(s):  
Katherine Moreau ◽  
Kaylee Eady ◽  
Ruth Kane ◽  
Peter Milley ◽  
Patrick R. Labelle ◽  
...  
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Online Courses ◽  
Digital Economy ◽  
Work Environments ◽  
Current Evidence ◽  
Future Research ◽  
Community Based ◽  
Policy Makers ◽  
Post Secondary

To continue functioning and adhere to physical/social distancing regulations during COVID-19, post-secondary institutions transitioned courses online, including those with experiential learning components. Experiential learning occurs when students apply course theory and concepts in real-world situations. Types of experiential learning include, for example, eService-learning, co-op, remote co-op, practicums, service-learning, and community-based projects. Experiential learning is a core component of students' education and growth. It allows them to acquire in-demand skills, gain competencies to transition into the workforce, obtain new skills to re-enter the workforce, or prepare for future employment in the digital economy. However, academics, students, employers, and policy-makers report that they do not know how to effectively integrate or do experiential learning in online courses. Both experiential and online learning have established benefits and research foundations and experiential learning is important to retain in online courses and as work environments change. To do so successfully, academics, students, employers, and policy-makers need to reimagine how they can integrate or do quality experiential learning in online courses to ensure that it prepares students for evolving labour demands. Therefore, in this knowledge synthesis project we will conduct a scoping review to: (a) identify the types of available evidence on experiential learning in online courses; (b) identify promising strategies for integrating and doing experiential learning in online courses; (c) identify outcomes of integrating and doing experiential learning in online courses; and (d) identify and analyze gaps in the current evidence on experiential learning in online courses in order to direct future research on the topic.

Cultivating Global Learning Locally Through Community-Based Experiential Education

2019 ◽  
Vol 42 (2) ◽  
pp. 155-170
Author(s):  
Caitlin Coyer ◽  
Desta Gebregiorgis ◽  
Kaitlin Patton ◽  
Daniela Gheleva ◽  
Lynette Bikos
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Transformational Learning ◽  
Local Community ◽  
Vocational Identity ◽  
Global Learning ◽  
Community Based ◽  
Personal Benefit ◽  
Unique Experience ◽  
Changing Attitudes

Background: Global learning outcomes (GLOs) are increasingly emphasized within higher education because of the advantages they provide in navigating globalized contexts. The process of global learning may be understood through Mezirow’s theory of transformational learning, in which presentation of dissonant information results in more open, inclusive frames of reference. Purpose: We propose that local community-based experiential learning may facilitate development of GLOs through a process of transformational learning. Methodology/Approach: We used consensual qualitative research-modified (CQR-M) method to describe outcomes of a service-based experiential learning opportunity called Community Kitchen. Findings/Conclusions: Our analyses yielded seven domains within participant responses, many of which align with GLOs: impacting knowledge and skills, changing attitudes through transformational learning, contributing to personal benefit, facilitating relational connections, influencing vocational identity, engaging with the community, and providing a unique experience. Implications: Experiential learning may be a viable avenue through which global learning occurs locally through service-learning experiences.

scholarly journals Impact of a Short-Term Domestic Service-Learning Program on Medical Student Education

2019 ◽  
Vol 85 (1) ◽  
Author(s):  
Brian A. Chang ◽  
Elizabeth Karin ◽  
Zachary A. Davidson ◽  
Jonathan Ripp ◽  
Rainier P. Soriano
Keyword(s):  
Medical Student ◽  
Service Learning ◽  
Medical Student Education ◽  
Domestic Service ◽  
Learning Program ◽  
Short Term ◽  
Student Education

Seeing Beyond: Visual Approaches in Global Learning

2010 ◽  
Vol 32 (3) ◽  
pp. 45-48
Author(s):  
Hilary Kahn
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Visual Methods ◽  
Social Critique ◽  
Global Learning ◽  
Global Awareness ◽  
Learning Program ◽  
International Service Learning ◽  
International Service ◽  
Global Understanding

Visual methods and theories are no longer only relevant to filmmakers, media critics, photographers, communication researchers, and self-identified visual anthropologists. Increasing numbers of people acknowledge the broader role that visual approaches play within fieldwork, research, social critique, and cultural representation (Pink 2006). Fewer, however, consider the significance of the visual in teaching and learning, and how visual approaches allow us to teach what culture and global awareness really is. Whether in a classroom on a US campus or during an international service-learning program in Jamaica, visual frameworks guide students to trace linkages and challenge constructs and, thus, provide the competencies necessary for cultural and global understanding.

A Sustainable Service-Learning Program Embedded in PETE: Examining the Short-Term Influence on Preservice Teacher Outcomes

2021 ◽  
Vol 40 (1) ◽  
pp. 39-48
Author(s):  
Louisa R. Peralta ◽  
Claire L. Marvell ◽  
Wayne G. Cotton
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Physical Education Teacher ◽  
Learning Program ◽  
Short Term ◽  
Pedagogical Content ◽  
Physical Education Teacher Education ◽  
Learning Programs

Background: Studies have acknowledged the limitations of short-term service-learning programs. This highlights the importance of examining the influence of evidence-informed sustainable service-learning programs on preservice teachers’ learning outcomes. Purpose: To explore the short-term influence of a sustainable service-learning program on first-year physical education teacher education (PETE) preservice teachers. Methods: Written reflections from 15 students (73% women and 27% men) in the first year of a PETE course were analyzed using Butin’s conceptual model. Results: The service-learning experiences allowed first-year PETE preservice teachers to extend and refine their general pedagogical content, curriculum, and policy knowledge. However, PETE preservice teachers’ learning was limited in terms of cultural, political, and postmodern perspectives. Discussion: This study provides recommendations for improving preservice teachers’ learning in a sustainable service-learning program embedded in a PETE course.

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