Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2016 ◽  
pp. 1438-1456
Author(s):  
Patricia A. Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2018 ◽  
pp. 1542-1560
Author(s):  
Patricia A Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2016 ◽  
pp. 112-130
Author(s):  
Patricia A Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

scholarly journals Aha Malawi! Envisioning Field Experiences that Nurture Cultural Competencies for Preservice Teachers

2011 ◽  
Vol 13 (1) ◽  
Author(s):  
Patricia A Talbot
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Transformational Learning ◽  
Personal Growth ◽  
Classroom Practice ◽  
Field Experiences ◽  
Cultural Competencies ◽  
Transformational Learning Theory ◽  
Diverse Field

This theoretical study uses the context of the writer’s personal encounters in Malawi, Africa, to propose a conceptual model for creating diverse field experiences based on best practices in critical pedagogy, service learning, and the underpinnings of transformational learning theory, for the purpose of increasing the probability of meaningful and sustainable personal growth that impacts classroom practice over time. The visual framework proposed illustrates the overlap and the unique qualities of these three often-used perspectives for building cultural competencies for teachers and makes the case for incorporating all three when designing experiential learning opportunities with recommendations for how to do so.

scholarly journals Teaching inequality in Brazil: A study abroad exploration of race, class, gender, sexuality, and geography

2022 ◽  
Vol 6 (1) ◽  
pp. 13-29
Author(s):  
Edvan P. Brito ◽  
Anthony Barnum
Keyword(s):  
Experiential Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Student Teachers ◽  
Lived Experience ◽  
Learning Environments ◽  
Gender And Sexuality ◽  
Community Members ◽  
Theory To Practice

This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used to teach about issues of inequality by partnering with community members to build learning environments where students and community members can all benefit.

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).

scholarly journals “We Are Back”: Reverse Culture Shock Among Saudi Scholars After Doctoral Study Abroad

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097055
Author(s):  
Miriam Alkubaidi ◽  
Nesreen Alzhrani
Keyword(s):  
Study Abroad ◽  
Transformational Learning ◽  
Culture Shock ◽  
Well Being ◽  
Cultural Backgrounds ◽  
Host Countries ◽  
Reverse Culture Shock ◽  
Home Culture ◽  
Culture Adaptation ◽  
Transformational Learning Theory

The experiences of individuals returning to the most conservative countries from abroad are not being recorded. The present study explores how Saudi scholars working in the higher education sector readjust and reconnect to their workplace after completing their doctoral scholarships abroad. The study has adopted a narrative approach and used the transformational learning theory to account for reverse culture shock. Six assistant professors (three males and three females) from three Saudi universities were recruited and they underwent 30- to 50-min-long semi-structured in-depth interviews. The data were analyzed through thematic analysis and the developed themes included emotional adaptation to home culture, adaptation to their work in their home culture, adaptation of families to home culture, and reentry coping mechanisms. The results depicted how the participants readjusted to their context after extended study abroad. They returned with new identities shaped by their life and education abroad and by their exposure at university to people from different cultural backgrounds. They had also become used to a more comfortable lifestyle in their host countries. The study concludes that there is a need to prepare and organize programs that could assist Saudi new returnees to readjust and reconnect to their context again. Moreover, it would be useful in helping universities prioritize their staff’s well-being and design rehabilitative courses for new returnees helping them integrate into their workplace.

Operation Teddy

2003 ◽  
Vol 1 (1) ◽  
pp. 20-28
Author(s):  
Lyndall Ellingson
Keyword(s):  
Health Education ◽  
Service Learning ◽  
Hiv Infection ◽  
Aids Prevention ◽  
Education Curriculum ◽  
Infection Rates ◽  
Community Members ◽  
Education Students ◽  
Prevention Education ◽  
Hiv Aids

Current adolescent HIV infection rates support the need for early HIV/AIDS prevention education. This article describes a successful service-learning project in which undergraduate health education students developed and taught an elementaryschool HIV/AIDS prevention education curriculum that included a compassion component involving donation of teddy bears to community members affected with HIV/AIDS.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

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

Cognitive Disequilibrium and Service-Learning in Physical Education Teacher Education: Perceptions of Pre-Service Teachers in a Study Abroad Experience

2017 ◽  
Vol 36 (1) ◽  
pp. 70-82 ◽  
Author(s):  
Stefan Ward ◽  
Heidi Henschel Pellett ◽  
Mark I. Perez
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Study Abroad ◽  
Physical Education Teacher Education ◽  
Multiple Data ◽  
Teachers Experiences ◽  
Data Source ◽  
Axial Coding ◽  
Member Checks ◽  
Cognitive Disequilibrium

Purpose:The purpose of this study was to explore preservice teachers’ experiences of cognitive disequilibrium (CD) theory during a service-learning project in a study abroad experience.Method:A case study with 8 participants was used. Data sources consisted of: Formal interviews, videos of planning, videos of teaching, videos of reflection sessions, and informal interviews. Data were analyzed utilizing open and axial coding (Corbin & Strauss, 2008). Trustworthiness strategies included: prolonged engagement, multiple data source triangulation, and member checks.Results:Results indicated four themes: “We made it our own thing”, “Summer camp for teachers”, “Struggle and disequilibrium”, and “By the end it was a transformation”.Discussion/Conclusions:CD was ultimately positive for these students. The positive resolution of CD catalyzed a transformative effect on their perceptions of their teaching. This was supported by positive peer interaction.

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