Challenged by Respect

2018 ◽  
pp. 20-42
Author(s):  
Andrew Watts
Keyword(s):  
Native American ◽  
Service Learning ◽  
Cross Cultural ◽  
Learning Theories ◽  
Cultural Learning ◽  
Pedagogical Issues ◽  
Learning Program ◽  
Community Partners ◽  
Learning Programs ◽  
Cultural Service

This chapter explores how service-learning programs offered by U.S. colleges and universities might partner with Native American communities on reservations. It reviews relevant scholarship on approaches to cross-cultural learning, such as the Authentic and Culturally Engaging (ACE). It provides background for the participating partners in a current service-learning program. It examines issues affecting cross-cultural service-learning on reservations in light of ongoing historical, social and cultural trauma. It addresses pedagogical issues unique to Humanities (Religion) service-learning programs. It provides a description of various strategies used in the program that implement service-learning and learning theories. Throughout the chapter Native American voices and scholars serving as community partners for this specific program offer critical perspectives on pedagogy and partnerships.

scholarly journals Features of Engaging and Empowering Experiential Learning Programs for College Students

2014 ◽  
Vol 11 (2) ◽  
pp. 4-16
Author(s):  
Jeffrey Perrin ◽  
Keyword(s):  
College Students ◽  
Service Learning ◽  
Experiential Learning ◽  
Learning Environments ◽  
Private University ◽  
Private College ◽  
Service Research ◽  
Learning Program ◽  
Community Partners ◽  
Learning Programs

This study describes three collegiate programs that have a high interest in creating engaging learning environments outside of the classroom. The three settings in this study are a three-year degree granting college focusing on internship-based learning, a nationally recognized service-learning program at a private university, and a small private college emphasizing work and service. Research was guided by two exploratory questions: (1) How can students, faculty, administrators, and community partners’ work together to create engaging learning experiences? (2) How can students feel empowered through experiential learning programs? Three themes emerged as important aspects of experiential programs that foster engagement and empowerment: learner autonomy, accountability, and peer support. These features are discussed and presented as important components to experiential learning programs.

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

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.

International Service-Learning in Practice

2018 ◽  
pp. 462-479
Author(s):  
Noel B. Habashy
Keyword(s):  
Service Learning ◽  
Domestic Service ◽  
Power Dynamics ◽  
Learning Program ◽  
Theoretical Frameworks ◽  
Theoretical Concepts ◽  
International Service Learning ◽  
International Service ◽  
Learning Partnerships ◽  
Learning Programs

This chapter explores key theoretical concepts relevant to the planning and implementation of international (and domestic) service-learning programs. This chapter explores the power dynamics of international service-learning through four key theoretical concepts: the politics of power, local knowledge, framing, and problem definition. While these ideas are particularly appropriate for international service-learning program, they are also relevant for domestic service-learning partnerships in nearby communities. In addition to providing theoretical frameworks, this chapter identifies recommendations for practice in order to address each of the four challenges identified. Universities must consider these factors if they wish to develop stronger programs with reciprocal benefits to communities and students. With stronger partnerships, better development will occur for both students and community members.

Cross-Cultural Learning and Intercultural Competence

2012 ◽  
pp. 753-768
Author(s):  
Pi-Chi Han
Keyword(s):  
Adult Learning ◽  
Intercultural Competence ◽  
Cross Cultural ◽  
Learning Theories ◽  
Cultural Learning ◽  
International Assignments ◽  
Cultural Backgrounds ◽  
National Boundaries ◽  
Adult Learning And Development ◽  
Hrd Professionals

Globalization has increased the need to understand the nature of work-related adult learning and development across national boundaries. It is driving the demand for the workforce that possesses knowledge of other countries and cultures and affecting those who are responsible for developing international learning activities. The author of this chapter calls for adult education and Human Resource Development (HRD) professionals to learn how to apply adult learning theories in cross-cultural learning to help individuals with different cultural backgrounds. This would help these professionals acquire intercultural competence and become successful in international assignments.

Challenges of Practicing and Honing Leadership Skills through Cross-Cultural Service Learning

2017 ◽  
pp. 225-251
Author(s):  
Jeff Zimmerman
Keyword(s):  
Service Learning ◽  
Culture Shock ◽  
Cross Cultural ◽  
New Host ◽  
Cultural Leadership ◽  
Host Culture ◽  
Cultural Challenges ◽  
Project Coordinator ◽  
Cultural Service ◽  
Service Learning Projects

This chapter provides insight into the unexpected cross-cultural challenges faced by service learning project coordinators in an overseas setting. The chapter focuses on a service learning project geared towards undergraduate U.S. leadership students on a 5-week summer study abroad trip to Austria. The instructor sought to utilize the abroad experience to highlight the value of service learning as a medium to benefit the local Austrian community, while furthering the U.S. students' understanding of cross-cultural leadership. Like other individuals in a new host culture (i.e. expatriates), the service learning project coordinator (US instructor) faced a variety of unexpected cross-cultural challenges upon arrival in the host culture (Austria). This chapter highlights some universal cross-cultural challenges (lack of cultural and organizational familiarity, culture shock), why they can be expected, and why they are often difficult to resolve. Potential solutions addressing these challenges in the context of cross-cultural service learning projects are also explored.

scholarly journals Assessing Participants’ Experiences in a Service-Learning Program: A Psychometric Evaluation

2019 ◽  
Vol 9 (2) ◽  
pp. 32-49
Author(s):  
Laura T. Colman ◽  
Robyn K. Sobelson ◽  
Corinne J. Wigington ◽  
Andrea C. Young
Keyword(s):  
Service Learning ◽  
Factor Structure ◽  
Internal Consistency ◽  
Psychometric Evaluation ◽  
Validity And Reliability ◽  
Learning Program ◽  
Critical Gap ◽  
Learning Programs ◽  
Control And Prevention ◽  
Health Related

There is currently a gap in the literature regarding the creation of psychometrically sound measurement tools assessing service-learning programs in health-related fields. Without comprehension of a survey's psychometric properties, evaluators cannot ensure that survey instruments are reliable or valid. This study describes the psychometric evaluation of the Public Health Associate Program (PHAP) Service-Learning Scale (PSLS). PSLS assesses participant experience in PHAP, a Centers for Disease Control and Prevention program. This paper explains survey development, scale validity and reliability, and the internal factor structure of the PSLS. The final scale consisted of 22 items with a high internal consistency (Cronbach’s α=.90). Exploratory Factor Analysis (EFA) was used to determine the scale’s factor structure; five factors comprising of all 22 items were retained. The factors, or subscales, were Learning Outcomes, Mentoring, Experiential Assignment, Self-Efficacy in Program Competency Domains, and Program Satisfaction. All were also found to have adequate internal consistency (Cronbach’s α .70). Service-learning is vital in developing the next generation of the workforce. These study findings suggest the PSLS fills a critical gap in the literature by providing a valid and reliable instrument to evaluate experiences and satisfaction in service-learning programs and other fellowships.

Learning in Cross-Cultural Online MBA Courses

2012 ◽  
pp. 315-336 ◽  
Author(s):  
Xiaojing Liu ◽  
Richard J. Magjuka
Keyword(s):  
International Students ◽  
Learning Experiences ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Barriers ◽  
Cultural Learning ◽  
Time Zone ◽  
Cultural Challenges ◽  
Learning Programs ◽  
Case Based Learning

The rapid improvement in online communication technologies and the globalization of the economy have made offering transnational courses in online learning programs a popular trend. This chapter reports the findings of a case study that investigated the perceptions of international students regarding cultural challenges in their learning experiences during an online MBA program. The study revealed that international students faced cultural barriers, including time management, transition to different instruction styles, time zone differences, case-based learning, and academic integrity, which affected their engagement in online MBA courses. Recommendations are made at the end of the chapter on how to improve the quality of the international students’ learning experiences in cross-cultural learning environments.

First-Generation Students in Service-Learning Programs

2021 ◽  
pp. 133-152
Author(s):  
Matt Newlin ◽  
Andrew Brown
Keyword(s):  
Service Learning ◽  
First Generation ◽  
The United States ◽  
First Generation Students ◽  
Learning Program ◽  
Practical Applications ◽  
Improved Outcomes ◽  
Institutional Service ◽  
Learning Programs ◽  
Retention And Graduation Rates

First-generation students count for roughly one-third of the students enrolled in higher education in the United States. However, the retention and graduation rates for first-generation students are much lower than their continuing-generation peers. In this chapter, the authors employ a strengths-based approach to explore institutional service-learning models that lead to improved outcomes for first-generation students. By connecting extant research to practical applications at the institutional level, the authors provide readers with multiple models from which to develop a service-learning program based on first-generation students' assets and strengths rather than their perceived deficits.

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