Developing Sustainable Solutions for Impoverished Communities in South Africa: A Student Centered and Service Learning Capstone Design Experience

2007 ◽  
Author(s):  
Andy D Ward ◽  
Kerry Hughes Zwierschke ◽  
Carol Moody ◽  
Ann D Christy
Keyword(s):  
South Africa ◽  
Service Learning ◽  
Student Centered ◽  
Sustainable Solutions ◽  
Design Experience ◽  
Capstone Design

scholarly journals Layering Learning for Work-Readiness in a Science Programme

2018 ◽  
Author(s):  
Marianne McKay ◽  
Antoinette Smith-Tolken ◽  
Anne Alessandri
Keyword(s):  
South Africa ◽  
Service Learning ◽  
Learning Environment ◽  
Learning Strategies ◽  
Personal Growth ◽  
Working Life ◽  
Natural Sciences ◽  
Work Readiness ◽  
Engaged Learning ◽  
Research Project

In order to prepare our students for a challenging workplace, the Department of Viticulture and Oenology at Stellenbosch University in South Africa have ‘layered’ Engaged Learning strategies throughout the four-year undergraduate degree in an approach that is innovative in a science-based programme. In this research project, we assessed the effects of service-learning (SL) and a six-month internship on student employability by analysing reflections that were collected over a number of years. We also asked industry members whether they felt students had improved in key areas after the final year internship. The student submissions for SL showed evidence of personal growth and transformation, and those for the internship reflected industry requirements for professional skills in a complex and technically demanding milieu. It was found that these engaged experiences provided sound preparation for working life, as well as  giving students opportunities for self-questioning and personal growth, which is unusual in the natural sciences learning environment.

International Education, Diversity Exposure, and Cross-Cultural Engagements

2021 ◽  
pp. 959-974
Author(s):  
Juliana Mulaa Namada ◽  
Paul Katuse ◽  
Francis Wamukota Wambalaba
Keyword(s):  
Service Learning ◽  
International Education ◽  
Value Added ◽  
Cross Cultural ◽  
Business Simulation ◽  
Simulation Games ◽  
Student Centered ◽  
Global Challenge ◽  
School Learning ◽  
Diverse Cultures

The quest for mission-driven approaches in business education arises out of a deep concern for development and achievement of student centered outcomes. This chapter assesses these concerns by analyzing service leaning and practical cases. International education, diversity exposure, and cross-cultural engagements are analyzed in line with the extent of achieving service-learning outcomes. The analysis is done by examining the value added to business school learning models through these engagements. The discussions show that students and faculty benefit through critical thinking, tolerance to diverse cultures, and preparedness for global careers. The chapter ends with illustrative cases of global community service, global academic tours, business simulation games, and X-culture global challenge engagements by United States International University Africa.

scholarly journals Community engagement as the organic link with the street: Creating a learning community between the academy and homeless people in Tshwane

2015 ◽  
Vol 71 (3) ◽  
Author(s):  
Nico Botha
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Service Learning ◽  
Community Engagement ◽  
Learning Community ◽  
Homeless People ◽  
Church History ◽  
Bottom Line ◽  
Context Analysis ◽  
Current Form

Does the current community engagement project, of the Department of Christian Spirituality, Church History and Missiology at the University of South Africa (UNISA), respond to the conceptual discourse on community engagement? Informed by this question this article’s objective is two-pronged. Firstly, an attempt is made to locate the project’s beginning in a proper historical perspective by engaging the initial ministry of the Department with homeless people. The narrative about the work of a Mennonite couple is told by structuring it around the dimensions of agency (identification or insertion), context analysis, strategies for mission and theological reflection or in simple terms, the reading of the Bible. Secondly, this article proceeds by subjecting both the initial ministry with homeless people and the community engagement project, in its current form, to the scrutiny of three high ranking publications from the Higher Education Quality Committee in collaboration with JET Education Services, the Council on Higher Education and a handbook on service learning in South Africa on the conceptual clarification of service learning and community engagement. As the documents reveal some difference of opinion amongst the experts, the bottom-line is that unless the interaction between the academy and the community (homeless people) is a consistent, sustainable, reciprocal and mutual process aimed at creating a genuine learning community, the project is called into question. A further issue is that the engagement between the parties must find reflection in what is taught – students or learners are to benefit from this – and researched.

Elements of an Optimal Capstone Design Experience

1999 ◽  
Vol 88 (1) ◽  
pp. 19-22 ◽  
Author(s):  
John A. Marin ◽  
James E. Armstrong ◽  
James L. Kays
Keyword(s):  
Design Experience ◽  
Capstone Design

scholarly journals Lessons learned about ageing and gerontological nursing in South Africa

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Staja Q. Booker
Keyword(s):  
South Africa ◽  
Older Adults ◽  
Nursing Education ◽  
Service Learning ◽  
Learning Experience ◽  
The United States ◽  
Lessons Learned ◽  
Innovative Teaching ◽  
Gerontological Nursing ◽  
The Usa

Background: The unprecedented global growth in older adults merits high-quality gerontological nursing care. As gerontological nursing grows in visibility in developed and developing countries, nurses must possess a broader worldview of ageing with knowledge of physiological, psychosocial, and cultural issues.Purpose: The purpose of this article is to: (1) highlight lessons learned on differences and similarities in ageing and care of older adults in the United States of America (USA) and South Africa (SA); and (2) provide recommendations on how to advance gerontological nursingeducation in SA.Methods: A two-week international service-learning project was undertaken by visiting SA and learning about their nursing system and care of older adults. Service-learning is an innovative teaching-learning-service method that provided reflective and hands-on experience of gerontological nursing. This article provides a personal reflection of lessons learned about ageing and gerontological nursing during the service-learning project.Findings: Care of older adults in SA is in many ways different from and similar to that in the USA. Consequently global nurses should recognise those differences and provide culturally appropriate care. This service-learning experience also demonstrated the need for gerontological nursing education in SA. Based on this, recommendations on how to infuse and advance gerontological nursing education in SA are provided.Conclusion: Caring for older adults in a global context requires knowledge and understanding of cultures and their values and practices. With a growing population of diverse older adults, there is a need for incorporation

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