scholarly journals Best Practices and Opportunities at Mason for Global Collaborative Classrooms

2015 ◽  
Vol 7 (1) ◽  
pp. 90
Author(s):  
Richena Purnell-Sayle ◽  
Rick Reo
Keyword(s):  
Best Practices ◽  
Undergraduate Students ◽  
International Student ◽  
Learning Experience ◽  
Global Learning ◽  
Student Collaboration ◽  
Internal Resources ◽  
Online Technology ◽  
Intercultural Skills ◽  
Collaborative Classrooms

In the U.S., only 10% of graduating undergraduate students have studied in another country; therefore, U.S. universities are finding other ways to provide meaningful global experiences to all students. Mason’s approach to help students develop a variety of intercultural skills is by supporting the development of Global Collaborative Classrooms (GCCs). In this model, a Mason faculty member partners with an international peer faculty to develop a co-taught learning environment delivered via mutually determined online technology. Besides the thematic content of the course, the key pedagogical component of the GCC is an emphasis on international student collaboration. Therefore, the signature learning experience of GCCs is one in which global learning outcomes aligned with collaborative learning activities, such as group projects, group presentations and/or research, are a significant part of the design. GCCs can be created for most disciplines. The poster will primarily communicate the structural elements of a GCC, but it will also showcase technology integration best practices, internal resources and external faculty partner opportunities, and case studies of successful GCC-like courses. Finally, the poster will describe a new CISCO Systems grant-funded initiative that will provide Mason faculty an opportunity to adapt the GCC model in an existing course.  

scholarly journals Creating Global Learning Experiences: Course Design Fundamentals for Internationalizing the Curriculum

2015 ◽  
Vol 7 (1) ◽  
pp. 90
Author(s):  
Svetlana Filiatreau ◽  
Rick Reo
Keyword(s):  
Student Development ◽  
Course Design ◽  
Learning Experience ◽  
Learning Technologies ◽  
Assessment Tools ◽  
Global Learning ◽  
Curriculum Assessment ◽  
Intercultural Skills ◽  
Undergraduate Experience ◽  
Collaborative Engagement

Participants will discuss the integration of global learning into the curricula and examine comprehensive frameworks for global learning. This session will engage participants in designing curriculum/assessment tools and developing partnership strategies that advance an intentional approach to global learning throughout the undergraduate experience. Using the AAC&U Global VALUE rubric, which shows how course specific global learning outcomes (GLOs) align with dimensions of student development, we will cross-reference the rubric to instructional strategies that optimize the achievement of the GLOs; drilling down further, we show how examples of how these GLOs align with appropriate learning activities, assessments, and related learning technologies. Following this basic template, we lead participants working in pairs through an analysis of their syllabi and through a series of structured exercises (worksheets and small group interaction) to co-develop a course learning module or collaborative assignment segment that integrates at least one global learning outcome.The goals of this session are compatible with Mason's Collaborative Global Classrooms (CGC) Initiative, where faculty are funded to partner with one or more international peer faculty who together transform and then co-teach an existing course or course component into a CGC course. The signature learning experience of a CGC involves high levels of student collaborative engagement with international peers and intercultural skills development in a co-taught learning environment.

TEACHING INNOVATION AND THE USE OF SOCIAL NETWORKS IN ARCHITECTURE: LEARNING BUILDING SERVICES DESIGN FOR SMART AND ENERGY EFFICIENT BUILDINGS

2018 ◽  
Vol 12 (1) ◽  
pp. 367
Author(s):  
Samuel Domínguez-Amarillo ◽  
Jesica Fernandez-Aguera ◽  
Patricia Fernandez-Aguera
Keyword(s):  
Social Networks ◽  
Undergraduate Students ◽  
Participatory Design ◽  
Energy Use ◽  
Smart Cities ◽  
Learning Experience ◽  
Professional Community ◽  
New Paradigm ◽  
Teaching Innovation ◽  
Energy Efficient Buildings

Today’s buildings are evolving from structures comprising unchanging, static elements scantly able to interact with their surroundings, towards complex systemic compounds with an impact on the environs that entails more than mere anthropic alteration. In pursuit of energy efficiency and true sustainability, buildings must acquire the ability to interact as well as to generate synergies. The most prominent features of this approach are energy management and information flows which, intelligently designed, not only enhance buildings’ capabilities, but also introduce a significant change in their relationship with the surrounds (‘smart cities’) and its inhabitants. This new paradigm calls for revisiting undergraduate architectural instruction, adopting a more complex overview of energy use and management in the design process, regarding buildings as dynamic rather than static entities. The methodology focuses on creating learning environments that favour students’ participation in problem solving and assessment, encouraging teamwork based on case studies and stressing the connection between this new architecture, ICTs included, and social networks as participatory design tools. These ideas were implemented in a pilot learning experience conducted at the University of Seville for undergraduate students. The use of ICTs and the collaboration of non-academic experts were observed to further student promotion and projection beyond the academic environment and introduce them to the professional community.

Flowing Down Bengawan Solo: An Interdisciplinary Lesson Model on Music and Rivers

2021 ◽  
pp. 104837132110262
Author(s):  
Jui-Ching Wang
Keyword(s):  
Teaching Strategies ◽  
Natural Environment ◽  
Cultural Context ◽  
Learning Experience ◽  
Interdisciplinary Approach ◽  
Global Learning ◽  
The World ◽  
Historical Periods

Music cannot be separated from its historical, geographical, and cultural context; therefore, it is important that students be taught music from a variety of genres, cultures, and historical periods relevant to the music to which they are introduced. In this article, I introduce an interdisciplinary approach through contextualization of the content of music, using it to lead to the study of related works in various disciplines. Using a song inspired by Indonesia’s Solo River, a lesson sample demonstrates teaching strategies that motivate students to engage in integrative thinking. By exploring music’s connection with relevant subjects to teach about the natural environment, this contextualized lesson presents a global learning experience to broaden students’ knowledge of the world. Contextualizing the content of Bengawan Solo illustrates how history and culture shaped the song and demonstrates how this work can be used as a springboard for students’ exploration of its history, geography, and ecology.

scholarly journals UTILIZING UNDERGRADUATE RESEARCH TO INFORM COMMUNITY RESOURCES FOR OLDER ADULTS: A SERVICE-LEARNING PROJECT

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S537-S538
Author(s):  
Amanda E Barnett ◽  
Sara Olinger
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Best Practices ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Community Resources ◽  
Home Visitor ◽  
Aging Societies ◽  
Theory Research ◽  
The Impact

Abstract Engaging undergraduate students with aging-focused community resources is critical for preparing students to work with older adults and make positive contributions to aging societies. During the fall, 2018 semester, undergraduate students in a human development course on middle and late adulthood partnered with a county aging and disability resource center (ADRC) in Wisconsin to evaluate and update several of their existing programs and resources using empirical research. Upon completion of this project, students synthesized course material to meet all course learning objectives such as: (1) critically analyze physical, psychological, and sociological processes of aging across categories of difference (e.g. cultural, ethnic, class); (2) evaluate social policies and their multigenerational implications for midlife and older adults; and (3) construct a personal position on aging that integrates theory, research, and policy to demonstrate a sensitive and competent approach to working with midlife and older adults. Students researched, wrote reports, and presented to ADRC staff on the impact of social isolation on older adults, best practices for home visitor and transportation programs serving older adults, cognitive competency tools and best practices for utilizing memory assessments, grief supports and groups for family caregivers, and best practices for supporting veterans as they age. The outcome of these projects are research-based recommendations for any ADRC to consider when developing and implementing related programs. All stakeholders (students, professor, and ADRC staff) were satisfied with the process and outcomes of the project. Strengths and challenges of carrying out such a collaborative project will be reviewed.

Thai Students' Experiences of Online Learning at Indonesian Universities in the Time of the COVID-19 Pandemic

2020 ◽  
Vol 10 (S3) ◽  
pp. 58-74
Author(s):  
Sandi Ferdiansyah ◽  
Supiastutik ◽  
Ria Angin
Keyword(s):  
Online Learning ◽  
International Students ◽  
Undergraduate Students ◽  
Emotional Support ◽  
Learning Experience ◽  
Learning Motivation ◽  
Learning Needs ◽  
Important Data ◽  
Thematic Content Analysis ◽  
Thai Students

The present interview study reports on eight Thai undergraduate students’ experiences of online learning at three different Indonesian universities based in East Java, Indonesia. Semi-structured interviewing was designed based on the sociocultural framework proposed by Ma (2017) to elucidate the students’ voices of online learning experience. The data garnered from online interviewing were transcribed and interpreted using thematic content analysis. The study elicits three important data themes: the agility of the student participants to adapt online learning to suit their learning needs, the participants’ strategies to build learning autonomy, and the participants’ ability to sustain their learning motivation. This study stresses the important roles of such other agents as teachers, parents, and friends in providing international students with mental and emotional support to help them get through COVID-19 affected online learning.

scholarly journals Finding Research Topic and Its Effect on Research Learners’ Motivation: An Action Research

2020 ◽  
pp. 36-47
Author(s):  
Jigme Dorji
Keyword(s):  
Action Research ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Intervention Strategies ◽  
Research Topic ◽  
Methods Course ◽  
Future Research ◽  
Post Intervention ◽  
Language And Culture ◽  
Interest And Motivation

This paper reports the findings from an action research on effect of teaching how to find research topic to the undergraduate students’ interest and motivation in learning research. The action research employing mixed methods approach was conducted on 95 first year Bachelor of Bhutan and Himalayan Studies (BHS) students taking research methods course at the College of Language and Culture Studies, Royal University of Bhutan. Baseline data were collected using self-developed questionnaire (N=95), focus group interview (N=6) and four experts’ rating on students’ research topics. Intervention strategies to find research topic were adapted from Bui [1] and Lester and Lester Jr.’s [2] framework and implemented to enable students to speculate, frame and evaluate their research topic. After three weeks of intervention, a post-intervention data were collected employing same procedures and tools as the pre-survey data were collected. Further, to validate the findings, researcher added field notes from the observation during implementing the intervention. Findings showed that intervention strategies have made an impact on students’ ability to find research topic, which in turn indicated that students interest and motivation towards research learning augmented. Recommendations to fortify students’ research learning experience and need for future research are also provided. 

scholarly journals Abstracts Writing : A Path for Understanding Academic Text of Mathematics

2018 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Misdi Misdi
Keyword(s):  
Qualitative Study ◽  
Best Practices ◽  
Undergraduate Students ◽  
Classroom Observation ◽  
Group Discussion ◽  
Self Report ◽  
Small Group Discussion ◽  
Class Discussion ◽  
Proof Reading ◽  
Abstract Feature

This is a qualitative study to explore the students' competence in pursuing ofabstract writing among the undergraduate students of Mathematics department. The data were collected through classroom observation and self report. By applying self assignment, small group discussion, and presentation, the students' writing experiences were employed in order to discuss the weaknesses and strengths of the mathematic articles given during class discussion; whereas proof-reading, revising, and supervising were also critically provided. As the results, five classes that were involved in the investigation as the sample shows their abilities in applying their best practices based on the suggested method. The results indicate that the undergraduate students of Mathematics were able to reconstruct their ideas in the form of abstract feature, while the abstract writing method was possibly applied in the course of Mathematics.

scholarly journals Kilimanjaro: A Case of Meaningful Adventure And Service Learning Abroad

2015 ◽  
Vol 5 (4) ◽  
pp. 420-433
Author(s):  
Cathy Cavanaugh ◽  
Ewa Gajer ◽  
John Mayberry ◽  
Brendan O’Connor ◽  
Jace Hargis
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Qualitative Evaluation ◽  
Female Undergraduate ◽  
Theoretical Frameworks ◽  
Mount Kilimanjaro ◽  
The World

This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students’ reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students’ understanding of the world that strongly indicates a meaningful learning experience.

Sign in / Sign up

Export Citation Format

Share Document