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

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.

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

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.

Anthropological Contributions to Experiential Learning in International and Intercultural Contexts

2010 ◽  
Vol 32 (3) ◽  
pp. 2-3
Author(s):  
Kiran Cunningham ◽  
Jayne Howell ◽  
Ronald Loewe
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Assessment ◽  
Assessment Instruments ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Learning Programs ◽  
Field Schools

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.

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

2010 ◽  
Vol 24 (4) ◽  
pp. 287-296 ◽  
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.

scholarly journals Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Ginny R. Ratsoy
Keyword(s):  
Student Engagement ◽  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Situated Learning ◽  
Traditional Lecture ◽  
Canadian Universities ◽  
Class Participation ◽  
Premier Cycle

In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment – integrated into a course that included more traditional assignments – in the context of situated learning theory, advocates for a community-focused assignment as a component in a “traditional” lecture-and-discussion based course as a tool for enhanced engagement through active, collaborative learning. While the case study explored is a drama course, the anticipated audience is pan-disciplinary, as the article casts more broadly by providing brief, general guidelines on implementing an experiential learning assignment and encouraging all professors to reflect on their classroom theory and praxis to the end of augmenting student engagement. Au 21e siècle, les universités canadiennes accordent une place de plus en plus importante à l’engagement des étudiants. Les auteurs de ce rapport de recherche analysent les réflexions des étudiants de premier cycle à propos d’un travail pratique (TP) qu’ils ont effectué dans le cadre de l’apprentissage par le service communautaire– intégré à un cours qui comprenait des TP plus traditionnels – dans le contexte de la théorie de l’apprentissage situé. Les auteurs préconisent des TP axés sur la collectivité en tant que composants d’un cours « traditionnel » comportant des exposés magistraux et des discussions. Ce type de TP est un outil permettant d’améliorer l’engagement grâce à l’apprentissage actif et collaboratif. L’étude de cas porte sur un cours d’art dramatique, mais le public visé par le présent article est multidisciplinaire. En effet, les auteurs de l’article considèrent les choses plus largement en fournissant de brèves directives générales sur la mise en œuvre d’un devoir dans le cadre de l’apprentissage expérientiel et encouragent tous les enseignants à réfléchir sur leurs stratégies d’enseignement théoriques et pratiques afin d’augmenter l’engagement des étudiants.

scholarly journals Student Learning and Conference Design: The Case of Interdisciplinary / Multidisciplinary Woolf

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Ann Martin ◽  
Kathryn Holland ◽  
Taylor Witiw
Keyword(s):  
Nous Avons ◽  
Virginia Woolf ◽  
Teaching And Learning ◽  
Disciplinary Boundary ◽  
Boundary Crossings ◽  
Institutional Structures ◽  
Premier Cycle ◽  
Scholarly Teaching ◽  
Modernist Studies ◽  
Humanities Students

Academic conferences are events geared to disciplinary specialization, and much of the SoTL literature regarding scholarly gatherings addresses their benefits for graduate student apprenticeship. In our organization of the 22nd Annual International Conference on Virginia Woolf, we explored other forms of pedagogy to augment an academic professionalization approach. In particular, we created opportunities for cross-disciplinary teaching and learning, which have particular potential for Humanities students who may end up applying their discipline-specific training in non-academic contexts and in unexpected ways. This paper explores the possibilities and limitations of the cross-disciplinary initiatives that we developed for Interdisciplinary / Multidisciplinary Woolf. Inspired by the interdisciplinarity of the early 20th century British author Virginia Woolf and the current critical movement known as the New Modernist Studies, we outline the theories behind our approach to conference pedagogy and reflect upon our intentions and methods. We also assess learning outcomes in relation to both apprenticeship and non-traditional models of conference-based instructional design, and consider the institutional structures and practices that both enable and limit the scope of cross-disciplinary research and its dissemination at the undergraduate, graduate, and faculty levels. By moving away from the field of literary studies and sharing our scholarly teaching perspective in the context of the Scholarship of Teaching and Learning, we attempt to put into motion the potentially transformative disciplinary boundary-crossings that motivated the 2012 Woolf Conference. Les colloques universitaires sont des événements axés sur la spécialisation des disciplines et une grande partie des publications en ACEA concernant les rencontres savantes traitent de leurs avantages pour l’apprentissage des étudiants de cycles supérieurs. Lors de la préparation de notre XXe Colloque international annuel sur Virginia Woolf, nous avons exploré d’autres formes de pédagogie afin d’élargir l’approche de professionnalisation académique. En particulier, nous avons créé des opportunités d’enseignement et d’apprentissage pluridisciplinaire qui présentent un potentiel particulier pour les étudiants des humanités qui vont peut-être finir par mettre en application leur formation spécifique à leur discipline à des contextes non-académiques et de manières inattendues. Cet article explore les possibilités et les limites des initiatives pluridisciplinaires que nous avons développées pour notre colloque intitulé Woolf Interdisciplinaire / Pluridisciplinaire. Inspirés par l’interdisciplinarité de l’auteure britannique du début du XXe siècle, Virginia Woolf, et par le mouvement critique actuel qu’on appelle Études du nouveau modernisme, nous présentons les théories sous-jacentes à notre approche de la pédagogie des colloques et proposons une réflexion sur nos intentions et nos méthodes. Nous évaluons également les résultats d’apprentissage par rapport à l’apprentissage lui-même et par rapport aux modèles non traditionnels de conception de l’enseignement basé sur les cours magistraux et prenons en considération les structures et les pratiques institutionnelles qui favorisent mais qui limitent également l’étendue de la recherche pluridisciplinaire et sa diffusion aux niveaux du premier cycle, des cycles supérieurs et des professeurs. En nous éloignant du domaine des études littéraires et en partageant notre perspective d’enseignement intellectuel dans le contexte de l’Avancement des connaissances en enseignement et en apprentissage, nous tentons de mettre en mouvement les possibilités de franchissement des limites disciplinaires transformateur qui ont motivé le colloque sur Virginia Woolf de 2012.

scholarly journals Who is Represented in the Teaching Commons?: SoTL Through the Lenses of the Arts and Humanities

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Michael K. Potter ◽  
Brad Wuetherick
Keyword(s):  
Teaching And Learning ◽  
Recent Book ◽  
Scholarship Of Teaching ◽  
Arts And Humanities ◽  
Current State ◽  
The Arts ◽  
The Social ◽  
Sciences Humaines ◽  
Le Canada ◽  
Sciences Sociales

As the community of Scholarship of Teaching and Learning (SoTL) scholars has flourished across Canada and around the world, there has been a growing sense among humanists that SoTL work has been dominated by the epistemologies, philosophies, and research methods of the social sciences. This is a view that has been supported by SoTL journal editors and resources dedicated to introducing faculty to SoTL. To quote Nancy Chick (2012) in a recent book on the current state of SoTL in the disciplines, “while many well-known SoTL leaders come from humanities backgrounds …, the on-the-ground work largely marginalizes the practices of their disciplines” (p. 15). The question then follows: “How does the apparent under-representation of (arts and) humanities-based disciplines affect expectations for SoTL, from norms for research design and methodology to the genre and style of its products?” (McKinney & Chick, 2010, p. 10). This paper, which frames the special issue looking at “SoTL through the lenses of the Arts and Humanities,” explores the difficulties with, and opportunities provided by, creating an inclusive teaching commons where the scholarly traditions of the arts and humanities are recognized for the value they bring to the SoTL research imaginary. Alors que la communauté des universitaires qui oeuvrent dans le domaine de l’avancement des connaissances en enseignement et en apprentissage (ACEA) s’est épanouie à travers le Canada et dans le monde, on constate l’éclosion d’un sentiment, parmi les humanistes, que le travail de l’ACEA a été dominé par les épistémologies, les philosophies et les méthodes de recherche des sciences sociales. C’est une opinion qui a été appuyée par les rédacteurs de revues sur l’ACEA et par les ressources consacrées à l’introduction des enseignants à l’ACEA. Pour citer Nancy Chick (2012) dans un livre récemment publié sur l’état actuel de l’ACEA dans diverses disciplines, « alors que de nombreux leaders éminents en matière d’ACEA proviennent des sciences humaines ..., le travail sur le terrain marginalise grandement les pratiques de leurs disciplines » (p. 15). Ce qui nous mène à la question suivante : « Comment l’apparente sous-représentation des disciplines du domaine des (arts et des) sciences humaines affecte-t-elle les attentes pour l’ACEA, allant des normes de recherche et de méthodologie au genre et au style de ses produits? » (McKinney & Chick, 2010, p. 10). Cet article, qui encadre le numéro spécial consacré à « L’ACEA à travers le prisme des arts et des sciences humaines », explore les difficultés qui existent à créer une commune d’enseignement inclusive ainsi que les opportunités créées par cette commune, où les traditions de recherche en arts et en sciences humaines sont reconnues pour la valeur qu’elles apportent à l’imaginaire de recherche de l’ACEA.

scholarly journals Challenges of Implementing Service-Learning Pedagogy In Nigeria Public Universities

2021 ◽  
Vol 12 (3) ◽  
pp. 4805-4816
Author(s):  
Lillian I.Olagoke-Oladokun Et. al.
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
Public Universities ◽  
Life Experiences ◽  
Structured Interview ◽  
Faculty Members ◽  
Inadequate Knowledge ◽  
Environment Service ◽  
Service Learning Pedagogy

Service-learning is a form of experiential learning that enables students to apply the knowledge acquired in the classroom towards the development of their immediate environment. Service-learning as experiential learning advocates active learning contrary to the passive form of learning associated with the traditional method of teaching and learning in most Nigerian public universities. This study explores the challenges encountered by students in Nigeria public universities during service-learning implementation. Participants: Students and faculty members were interviewed to generate information from their life experiences of service-learning implementation. The data gathered using semi-structured interview questions were transcribed and coded using the NVIVO software to generate themes. Findings showed inadequate time, inadequate knowledge of implementation, lack of funds, lack of co-operation among students during the implementation, inadequate supervision, and a structured guideline for service-learning implementation and logistics as the major challenges associated with adopting service-learning as a form of learning in Nigeria public universities

Understanding How Students Learn: Preparing Students to Become Professionals

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.

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.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

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