scholarly journals From theory to practice: Converting class content to study abroad

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Marie alice Arnold ◽  
Laura Scobey
Keyword(s):  
Study Abroad ◽  
Recent Literature ◽  
Local Environment ◽  
Reflection Group ◽  
Traditional Classroom ◽  
Group Discussions ◽  
Real World Application ◽  
Theory To Practice ◽  
Research I Institution ◽  
Work Done

Study Abroad is a non-traditional classroom. It offers students a view to real world application, the praxis of theory taught in class. How does a faculty member take a traditional syllabus and translate it into a successful study abroad course?This session will start with an introduction to recent literature on the benefits of using study abroad as part of the teaching arsenal. Mason Study Abroad will display a variety of pedagogies commonly used in the study abroad setting such as the interplay between work done before departure to onsite work, academic journaling, academic reflection, group discussions, onsite debate, presentations, and the use of onsite resources. Participants will also be introduced to the use of the local environment including how to choose visits, activities, and the balance between tourist and non-tourist elements. Participants will analyze how the pedagogies apply to a variety of disciplines and how each benefit students. The session will place particular emphasis on the creative use of methodologies to enhance intercultural skill development. Included will be how to building a variety of elements to meet the needs of different learning styles.Given Mason’s status as a Research I institution a component on incorporating research will be included. A group activity is planned where participants take a Mason course and re-create it in a study abroad setting.

scholarly journals Strategic framework for resident’s participation in housing provision in Akure, Southwest Nigeria

2020 ◽  
Vol 6 (2) ◽  
pp. 137-160
Author(s):  
Alexander Adeyemi Fakere ◽  
Clement Oluwole Folorunso ◽  
Olatunde Arayela ◽  
Felix Kayode Omole
Keyword(s):  
Rank Correlation ◽  
Residential Satisfaction ◽  
Housing Provision ◽  
Group Discussions ◽  
Cross Sectional ◽  
Policy Makers ◽  
Doctoral Research ◽  
Spearman’S Rank Correlation ◽  
Southwest Nigeria ◽  
Work Done

Abstract Purpose This paper furthered the work done by Choguill (1996) in developing a framework for community participation in housing provision for Akure, Southwest Nigeria. The study tests the ladder for suitability in the City, and accounted for residential satisfaction as an important result of resident’s participation, which was not considered in Choguill’s ladder. Design/methodology/approach The paper reports a cross-sectional doctoral research on residents’ participation in housing in Akure. The data for this study were obtained through questionnaire and focus group discussions. Data was analysed using Spearman’s Rank Correlation and Content Analysis. Findings The findings show a significant positive relationship between the levels of participation and satisfaction. Though similar to the levels of participation, Choguill’s Ladder does not totally explain the phenomenon of participation in the study area. Thus, it was modified to be more appropriate and suitable for the study area, also accounting for residential satisfaction. Practical implications The findings imply that adoption of the new ladder by policy makers and professionals in the building sector would enhance residential satisfaction in the study area and in similar areas. It concludes that the knowledge gained from this modified framework will enable policy makers and developers plan appropriately for resident’s participation in housing to achieve better residential environments for users. Originality/value The study developed a ladder of residents’ participation in housing provision from Choguill’s Framework that is more suited to Akure City and similar cities in Nigeria.

scholarly journals Evaluation of a compulsory reflective group for medical students

2019 ◽  
Vol 11 (3) ◽  
pp. 227 ◽  
Author(s):  
Liza Lack ◽  
Jill Yielder ◽  
Felicity Goodyear-Smith
Keyword(s):  
Medical Students ◽  
Reflection Group ◽  
Clinical Experiences ◽  
Group Discussions ◽  
Essential Condition ◽  
Clinical Scenarios ◽  
Academic Facilitators ◽  
The University ◽  
School Training ◽  
Reflective Group

ABSTRACT INTRODUCTIONThe ability to reflect – reflection – taking time to stop, think and evaluate is an important professional skill to develop. AIMTo evaluate a compulsory reflective group activity to determine whether compulsory participation enabled students to constructively share emotional clinical experiences and develop ethical and professional behaviour. METHODSThis was a case study with mixed methodology. Participants were Years 5 and 6 medical students at the University of Auckland, New Zealand. Data collection included pre- and post-reflective group questionnaires with Year 5 and 6 students, questionnaires with general practice academic facilitators, and audiotapes of the reflection group discussions. RESULTSStudents shared emotional experiences that were organised into three themes: (i) witnessing unprofessional behaviour; (ii) meeting difficult clinical scenarios for the first time; and (iii) the hierarchy of medicine. They reported positive learning experiences relevant to their future practice and valued the opportunity to share their experiences safely. Facilitators thought the groups provided unique educational opportunities that students appreciated. Eighty-two percent of participants would like to repeat the activity during their medical school training. CONCLUSIONSelf-reflection is an essential condition for professionalism. Use of reflective groups can help students become ethical and professional doctors.

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 Academic Advising: A Discipline of Praxis

NACADA Review ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 5-13
Author(s):  
Oscar van den Wijngaard
Keyword(s):  
Academic Advising ◽  
Recent Literature ◽  
Critical Importance ◽  
Theory To Practice

Why do advisors do what they do in their advising practice? What challenges do they face in getting from thought to action, from theory to practice? How do they navigate those challenges? What is their process? What is their method? After briefly surveying the landscape of recent literature on the scholarship of advising, this article explores the concept of praxis in general, underscoring the critical importance of a scholarly approach and activity in academic advising praxis. The article mines the topics of the nature of scholarship in general and the ways in which it relates to praxis, offering concrete examples from within the academic advising profession.

Integration of an Online Curriculum with a Real-World Exercise: A Step Beyond Traditional Classroom Teaching

2018 ◽  
Vol 22 (1) ◽  
pp. 23-23 ◽  
Author(s):  
Lynda Maddox ◽  
Anthony Patino ◽  
Velitchka D. Kaltcheva ◽  
Dennis A. Pitta
Keyword(s):  
Active Learning ◽  
Real World ◽  
Traditional Classroom ◽  
Control Group ◽  
Integrated Marketing ◽  
Business Managers ◽  
Online Curriculum ◽  
Real World Application ◽  
Main Effect ◽  
Traditional Classroom Teaching

This exploratory study demonstrates the effectiveness of using practice-based and client-focused active learning exercises to develop applied skills and better position the student as a candidate with both practical competencies and strong book knowledge. Findings from surveys of business managers indicate the need for real-world application of the skills and knowledge taught in the classroom. Two sections of an undergraduate Integrated Marketing Communications course (60 students) completed an active learning, practice-based pedagogical instrument involving Nielsen Academics and client-focused exercises. A 2 (group: experimental vs. control) × 2 (section) ANOVA with students’ quiz scores as the dependent variable showed the group main effect was the only significant effect. The combination of the Nielsen Academics technology and the client-focused exercises yielded stronger learning outcomes. Not only did students gain experience in media buying and scheduling, but also their knowledge of each was significantly higher than that of students in the control group.

The Indigenous Climate–Food–Health Nexus

2019 ◽  
pp. 184-207 ◽  
Author(s):  
Sherilee L. Harper ◽  
Lea Berrang-Ford ◽  
Cesar Carcamo ◽  
Ashlee Cunsolo ◽  
Victoria L. Edge ◽  
...  
Keyword(s):  
Climate Change ◽  
Indigenous Peoples ◽  
Food Systems ◽  
Critical Role ◽  
Local Environment ◽  
Indigenous Populations ◽  
Health Impacts ◽  
Group Discussions ◽  
Close Relationship ◽  
Health Related

The health impacts of climate change are not evenly distributed among the global population. Indigenous peoples are expected to bear a disproportionate burden of the climate-related health impacts given their close relationship with and dependence on the local environment for subsistence and food security, as well as existing gradients in health and colonial legacies. To understand how climate change affects indigenous peoples’ health vis-à-vis food systems, this chapter profiles research conducted in partnership with three indigenous populations: Inuit in the Canadian Arctic, Batwa from the Ugandan Impenetrable Forest, and Shawi in the Peruvian Amazon. Drawing from data captured in cohort surveys, focus group discussions, in-depth interviews, and a variety of participatory methods, this chapter characterizes climate-sensitive food-related health outcomes in each region. Finally, it examines the critical role of indigenous knowledge, equity, and research in health-related climate change adaptation.

scholarly journals The relevance of indigenous knowledge in conserving natural forests in the face of modernisation: The case of Makete District, Southern Highlands of Tanzania

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Faraja Sanga
Keyword(s):  
Indigenous Knowledge ◽  
Household Survey ◽  
Local Environment ◽  
Young Generation ◽  
Natural Forests ◽  
Group Discussions ◽  
Depth Interview ◽  
The Face ◽  
The Government ◽  
The Impact

In pre-colonial Africa, Indigenous Knowledge (IK) was very effective in conserving natural forests because it was free from the current challenges. Therefore, this paper assesses effectiveness and sustainability of IK in conserving natural forests. It also examines the impact of modernisation on IK. The study employed mixed research methods to triangulate information. Thus, the data were collected through in-depth interview, Focus Group Discussions (FGDs), field observation and household survey. The study composed of 242 respondents, of whom 88 respondents participated in in-depth interview and FGDs, whereas 154 respondents participated in a household survey. The study found that IK lost its power hence affecting its effectiveness in conserving natural forests. Modernisation and missionary religion played a central role in weakening the power of IK. It was further found that the relevance and sustainability of IK was questionable because IK faces many challenges, which threaten its existence. Therefore, the study recommends that to ensure the sustainability of IK, there is a need for elders to transfer IK to young generation based on the local environment. It is also imperative for the government to take part in conserving forests owned by clans. This is because IK has lost the power, which contributed in conserving natural forests.

scholarly journals Persistent Courage of the Local Women Resistance Toward Undemocratic Policies

2020 ◽  
pp. 184-199
Author(s):  
Titiek Kartika Hendrastiti ◽  
Sulistyowati Irianto
Keyword(s):  
Local Environment ◽  
Mining Activities ◽  
Feminist Ethnography ◽  
Group Discussions ◽  
Distinctive Character ◽  
The People ◽  
Women Groups ◽  
Red Flag ◽  
Field Notes ◽  
Resistance Movement

This paper focuses on studying local women groups' resistance movement toward the policies regarding a permit for mining activities in their villages. Although locals have vehemently opposed this business, the official licenses to continue the activities are remain being issued by state authority and supported by the local government. This could be seen as a red flag from the policy that has been abandoned by local communities' interests. For the past decade, then being involved in social movements against undemocratic policies has sign significantly creased. There is no benefit for them from these policies, and local women also could see that their interests and knowledge have been ignored. The method used in this study is feminist ethnography, focusing on two villages as a location of mining activities. The first is Penago Baru in Seluma, Bengkulu, which has been exploited for their iron sand, then Praikaroku Jangga in Central Sumba, East Nusa Tenggara, as the location for gold mining. The study uses field-talks, in-depth interviews, live-in, thematic group discussions, and field-notes. The participants lived in a social movement or acted as indigenous leaders, NGO activists, and demics. The study shows the distinctive character of these local women communities, in which they tend to have a subaltern identity. As a subaltern community, they have never been considered to exist, as their interests are not included in the policy agenda-setting. Their resistance is actually a reflection of the state's ignorance of the locals' rights. The study also notes that local women communities in both locations are actually reliable agents of local environment knowledge, with their intimate experiences with surrounding nature. Their courage to resist these policies is more of an effort to protect the natural resources and the people, as well as the ecosystem.

scholarly journals Doerr, Neriko Musha. (2019). Transforming study abroad: A handbook. Berghahn. 221 pages.

2020 ◽  
Vol 32 (3) ◽  
pp. 212-215
Author(s):  
Heidi Fischer
Keyword(s):  
Study Abroad ◽  
Small Group ◽  
Theoretical Framework ◽  
Group Discussions ◽  
Education Abroad ◽  
Studying Abroad ◽  
Small Group Discussions

  In her new handbook, Transforming Study Abroad: A Handbook (2019), Doerr takes the discourse surrounding several education abroad concepts in a new direction. She emphasizes the need for a rigorous theoretical framework throughout the education abroad experience for students to successfully process their experiences while studying abroad. Transforming Study Abroad is a well-researched and practical handbook that includes sample questions for students to consider that can be used in various settings, such as in one-on-one meetings with administrators, in small group discussions, or during orientation sessions. Additionally, the book could lend itself as a textbook for a reflection-based education abroad course. Abstract in German In ihrem neuen Handbuch Transforming Study Abroad: A Handbook (2019) nimmt Doerr den Diskurs über verschiedene Konzepte des Auslandsstudium in eine neue Richtung. Sie betont die Notwendigkeit der Nutzing eines theoretischen Rahmens rund um das Auslansstudium, damit die StudentInnen ihre Erfahrungen während des Studiums erfolgreich verarbeiten können. Transforming Study Abroad ist ein gut recherchiertes und praktisches Handbuch, das Beispielfragen enthält, die die StudentInnen berücksichtigen können und die in verschiedenen Situationen verwendet werden können, z. B. in Einzelgesprächen mit BeraterInnen, in Diskussionen in kleinen Gruppen oder während Orientierungssitzungen. Darüber hinaus eignete sich das Buch als Lehrbuch für einen reflexionsbasierten Kurs während des Auslandsstudiums.

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