Experiential Learning: An Undergraduate Nursing Study Abroad Program to Costa Rica

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Maureen Roller ◽  
Helen Ballestas
Keyword(s):  
Costa Rica ◽  
Experiential Learning ◽  
Study Abroad ◽  
Undergraduate Nursing ◽  
Study Abroad Program

Socio-Spatial Analysis of Study Abroad Students’ Experiences in/of Place in Morocco

2017 ◽  
Vol 40 (3) ◽  
pp. 264-278 ◽  
Author(s):  
Jennifer M. Pipitone ◽  
Chitra Raghavan
Keyword(s):  
Spatial Analysis ◽  
Experiential Learning ◽  
Study Abroad ◽  
Participant Observation ◽  
Pedagogical Practice ◽  
Learning Spaces ◽  
Learning Space ◽  
Entry Points ◽  
The Individual ◽  
Study Abroad Program

This article builds upon existing place-based research through the application of a socio-spatial perspective to make sense of how students’ experiences in/of place shape, and are shaped by, the production of experiential learning space. Rather than focusing on the individual as the unit of analysis, this article is concerned with understanding how knowledge was produced during a 3-week study abroad program to Morocco. Data were collected with eight participants through participant-observation and narratives in the form of eight reflective journals. We conduct a socio-spatial analysis of this data guided by Lefebvre’s spatial theory and offer three spatial readings of our findings including a diverse country of paradox, encountered histories, and positioned bodies through narrative. Findings suggest the production of experiential learning space was mediated through social interactions, engagement with local rhythms and histories, and intentional narrative activities. Engaging students with place is fundamental to the production of experiential learning space. Lefebvre’s spatial triad is a useful tool for pedagogical practice; its relational structure affords educators an opportunity to consider how learning spaces are socially produced via engagement with surrounding environments, and provides multiple entry points to engage students meaningfully with place.

scholarly journals A “Pura Vida” Summer in Costa Rica

2011 ◽  
Vol 1 (2) ◽  
pp. 34-35
Author(s):  
Hailie Allen
Keyword(s):  
Costa Rica ◽  
Study Abroad ◽  
State University ◽  
The Third ◽  
Study Abroad Program

Upon returning to the Memphis airport on the third of July 2011, having been out of the country for a month, the thirteen other students from Arkansas State University and I were exhausted, ready to see our loved ones, and to eat anything other than rice and beans. It was a bittersweet feeling to be home. We had just completed a study abroad program in the extraordinarily beautiful country of Costa Rica.

scholarly journals Assessing the Field Course Experiential Learning Model: Transforming Collegiate Short-term Study Abroad Experiences into Rich Learning Environments

2006 ◽  
Vol 13 (1) ◽  
pp. 65-85 ◽  
Author(s):  
Jacqueline S. McLaughlin ◽  
D. Kent Johnson
Keyword(s):  
Costa Rica ◽  
Experiential Learning ◽  
Study Abroad ◽  
Environmental Science ◽  
Affective Learning ◽  
Learning Model ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Course Experience

This paper reports assessment findings from three cohorts of students participating in a short-term study abroad field course experience in Costa Rica, entitled, Environmental Science and Conservation Biology: A Field Study in the Biodiversity of Costa Rica, using the ‘Field Course Experiential Learning Model’ as its pedagogical framework. It describes cognitive and affective learning gains of students participating in the course.

Learning in Situ

2017 ◽  
pp. 118-137
Author(s):  
Kathy Marzilli Miraglia
Keyword(s):  
Experiential Learning ◽  
Study Abroad ◽  
Community Of Learners ◽  
Culture Learning ◽  
Art Program ◽  
Cognition And Learning ◽  
Studio Practices ◽  
Study Abroad Program ◽  
Summer Study

By examining the intersections of the critical and pedagogical theories of experiential learning, situated cognition and learning, communities of practice, and culture learning, this chapter examines how a short-term university sponsored summer study abroad art program in Italy addressed concerns for global citizenship and transformation, while implementing on-site courses in art history and painting. Students from a university art college traveled to Italy, studied within a community of learners, and practiced and applied their knowledge, techniques and skill to studio practices. Learning in situ, students constructed meaning from transformative encounters in this summer study abroad program in Italy.

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.

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