scholarly journals Integrating International Exchange Students into Local Service-Learning Projects in Hong Kong

2021 ◽  
Vol 32 (1) ◽  
pp. 54-77
Author(s):  
Yin Lee Chan ◽  
Robin Stanley SNELL
Keyword(s):  
Service Learning ◽  
English Language ◽  
Qualitative Interviews ◽  
International Exchange ◽  
Exchange Students ◽  
Team Meetings ◽  
Community Stakeholders ◽  
Student Teams ◽  
Service Learning Projects ◽  
Local Students

Through qualitative research, which involved qualitative interviews and focus group meetings with members of four student teams, we identified a number of barriers to the development of cohesiveness in teams of local and international exchange (IE) students, who were undertaking service-learning (SL) together. Lack of cohesiveness in such teams resulted in the psychological withdrawal of some of the IE students and appeared to reduce opportunities to derive developmental benefits. Barriers to cohesiveness identified by the students included language, conflicting priorities, and East-West cultural differences. We also identified how students took action to remove the barriers to cohesiveness. These actions included conducting internal team meetings in English and arranging for local students to provide interpretation in meetings with community stakeholders. Students reported that the major developmental benefits associated specifically with working cohesively in a cross-cultural team were improved English language skills, greater interpersonal adaptability, and appreciation of diversity. We offer practical suggestions about how educators can prepare local and IE students to work together effectively on SL projects and about further research. Studies of projects undertaken by inter-cultural SL teams at host universities in other jurisdictions would facilitate the generalizability of the findings.

scholarly journals Improving the Long-Term Sustainability of Service-Learning Projects: Six Lessons Learned from Early MIT IDEAS Competition Winners

2011 ◽  
Vol 6 (2) ◽  
pp. 19-29
Author(s):  
Diana Jue
Keyword(s):  
Service Learning ◽  
Lessons Learned ◽  
Community Partner ◽  
Target Populations ◽  
Student Teams ◽  
History Of ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Ongoing Concern

An ongoing concern of service-learning projects is whether they can benefit target populations in the long-term. Too often, service-learning projects end before a real deliverable is presented to the community. At MIT, a short history of service-learning projects can be documented through the IDEAS Competition, an annual competition that awards small monetary prizes to student teams that have designed and implemented innovative projects to positively impact underserved communities. This article analyzes how winning projects of the first five IDEAS Competitions evolved or dissolved. From the experiences and wisdom of these early winners, this article offers six pieces of advice to students and academic institutions seeking to implement service-learning projects: 1) Seriously consider implementation from the beginning, 2) Be concrete and realistic in the short term, 3) Be flexible in the long-term, 4) Build a multidisciplinary team, 5) Collaborate with a solid community partner, and 6) Prepare for continuity.

scholarly journals Factors Leading to Sustainable Social Impact on the Affected Communities of Engineering Service Learning Projects

2019 ◽  
Author(s):  
Andrew G. Armstrong ◽  
Christopher A. Mattson ◽  
Randy S. Lewis
Keyword(s):  
Service Learning ◽  
Social Impact ◽  
Engineering Programs ◽  
Project Outcomes ◽  
Student Teams ◽  
Learning Programs ◽  
The Usa ◽  
Service Learning Projects ◽  
The Impact ◽  
Learning Projects

Abstract University engineering programs across the USA engage in service learning projects. These projects involve student teams designing and implementing products or solutions for communities in need, often in developing nations. There has been much research done relating to pedagogy and the impact of these programs on student learning. However, less research has been done on measuring the impact of these programs on the affected communities. This paper examines factors that practitioners believe are related to successfully delivering a desirable and transferable solution to affected communities. The authors identified 46 distinct factors from the literature that implicitly or explicitly are suggested to contribute to successful project outcomes. Formed as postulates in this paper, these 46 factors have been separated into 5 categories to assist understanding and implementing these factors into service learning programs. Lastly, different methods of analyzing and measuring project success and impact are discussed. Future methods for proving the viability of the 46 postulates are discussed as well.

scholarly journals EFL Students’ English Language Development: In Participation of International Exchange Program

2020 ◽  
Vol 4 (2) ◽  
pp. 309
Author(s):  
Ariyanti Ariyanti
Keyword(s):  
English Language ◽  
English Language Development ◽  
International Exchange ◽  
Exchange Students ◽  
English As Foreign Language ◽  
Exchange Program ◽  
Speaking Proficiency ◽  
Efl Students ◽  
Research Implication ◽  
English Speaking

This research is aimed to investigate students development in terms of their English speaking proficiency, vocabulary and pronunciation aspects in context of English as Foreign Language. Furthermore, six EFL students who become subject of this research are Indonesian students who are originally stil studying at University of Widya Gama Mahakam Samarinda, Indonesia. In this case, those students had an experience of participating an international program what so called by Sea-Teacher, one of priority programs under Southeast Asian Ministers of Education (SEAMEO) which its homebase is in Bangkok, Thailand. Moreover, in dept interview was applied to those six students in order to find out what sort of effects they acquire after participating the Sea-Teacher program. As a result, all of exchange students experience development in terms of their oral proficiency, vocabulary as well as pronunciation. Natural condition in using English as language of communication was formed when conversing with local people and teaching in classrooms. Research implication and suggestion are also noticed in this study.

scholarly journals Collaborative Service-Learning Partnerships between Government, Community and University for Implementing Social Change

2019 ◽  
Vol 1 (1) ◽  
pp. 307-315
Author(s):  
Jacqueline Scheepers
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Systems Approach ◽  
Academic Staff ◽  
Participatory Action ◽  
Learning Partnerships ◽  
Community Stakeholders ◽  
Service Learning Projects ◽  
The Government ◽  
Learning Projects

AbstractCommunity Engagement, the third pillar of Higher Education, requires South African universities to engage in projects that benefit society. Service-Learning, a form of community engagement, is a powerful pedagogical tool that lends itself to the enrichment of diversity and conceptualisation of innovative curriculum activities towards the positive transformation of students, academic staff and the broader society. Meaningful government and community partnerships are assets for universities who strive for relevant engagement with communities. In Service-Learning triad partnerships, the government, university and community stakeholders collaboratively conceptualise Service-Learning projects. These partnerships are composed of representatives from diverse institutional cultures and individual backgrounds. Through Participatory Action Research (PAR), the systems approach is applied to understand and critically examine the interconnectedness between the aims and objectives of government, community and the university. Service-Learning partnerships can be viewed as a powerful tool for actualizing community development strategies; moving these from policy to implementation in communities. This paper encourages universities to build meaningful partnerships with external stakeholders through service-learning projects. By engaging actively with their partners, universities could strengthen their Service-Learning initiatives and partnerships.

scholarly journals Service-learning as a Useful Supplement to Intensive English Programs

2017 ◽  
Vol 8 (6) ◽  
pp. 1090
Author(s):  
Varrick Douglas Jr.
Keyword(s):  
Service Learning ◽  
Language Learning ◽  
English Language ◽  
Native English Speakers ◽  
Intensive English ◽  
Intensive English Program ◽  
Intensive English Programs ◽  
Service Learning Projects ◽  
Authentic Language ◽  
English Program

This paper looks at the effects of service-learning on an Intensive English program. It examines English language participants at a community college who engaged in different service-learning projects over the course of one semester. Students found that service-learning helped them improve their English skills, increased their confidence when interacting with native English speakers, and gave them a rewarding experience of helping others. This paper argues that a service-learning component to English language learning curricula promotes enhanced language acquisition, as students are able to produce and receive authentic language outside the class while performing real-world tasks with meaningful purposes.

scholarly journals EXPERIENTIAL EDUCATION AND LANGUAGE IMPROVEMENT THROUGH P2P INTERNATIONAL PROJECTS

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Paul Gordon Dickinson
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Learning By Doing ◽  
Project Based Learning ◽  
Project Work ◽  
International Exchange ◽  
Easy Access ◽  
Exchange Students ◽  
Educational Model

In order to meet the needs of employers and to make students more employable Laurea University, Finland has developed an “experiential” educational model through project-based learning in English based around real business projects linking theory studied. The programme is a bachelors degree conducted with international exchange students from many different countries (including Turkey, Germany, Romania, Spain, China, Holland, Mexico, Japan, and Italy) within project teams. English is a second language to these students, but it is not known as to how and if their language develops during the programme. The study considers the “experiential” nature of both the programme and the language from a literature perspective then focusing particularly on the learning of English by the students without any formal teaching classes. The students participated within projects for one semester (via an exchange programme) during an academic period from August 2018 to May 2020. There is a quantitative empirical approach (using a written questionnaire) which was qualitative in nature (including open questions) which related to the assessment of the English language learning experience of 29 international exchange students. Their feedback via answers to written questions forms the basis of the study. Findings reveal that such an approach to language learning can be successful and was positive in the sense of flexibility, relevance and enjoyability as well as the easy access and help of technology. The students generally felt their language level had improved through informal discussions and by use of a language app connected to the project work. Also, some students felt that the “learning by doing” (through the projects) improved their language authenticity and application. However, some students felt their language learning would have further increased by the use of a “weekly relevant noun/adjective list” during the project meetings. The research overall shows that some language improvement can be achieved informally within an “experiential” educational model through project-based learning. Additionally, that can be within one semester and by students from different countries with different educational systems. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

The Academic Second Language (L2) Socialization and Acculturation of International Exchange Students

2020 ◽  
pp. 80-110
Author(s):  
B Jane Jackson
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Study Abroad ◽  
English Language ◽  
Mainland China ◽  
International Exchange ◽  
Mixed Method Study ◽  
Exchange Students ◽  
Hong Kong Sar ◽  
Macau Sar

As internationalization efforts intensify across the globe, the number of higher education (HE) students who are gaining some form of international educational experience is on the rise. A large percentage of study abroad participants are from East Asian nations (Mainland China, Hong Kong SAR, Japan, Korea, Macau SAR, Taiwan), and most enroll in English language enhancement modules or English-medium content courses during their stay abroad, depending on their level of proficiency. To better meet their needs and ease their adjustment in an unfamiliar academic and social environment, it is imperative for researchers to conduct systematic studies that delve into study abroad experience. This chapter reports on a mixed-method study that investigated the second language socialization and acculturation of international exchange students from a Hong Kong university who took part in a semester-long stay in their host country. The findings have implications for both home and host institutions.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

scholarly journals Uncovering Burdens, Examining Needs, and Shedding Assumptions of Evidence-Based Social Support Programs for Mothers: A Descriptive Qualitative Study in a Remote Community

2021 ◽  
Vol 8 ◽  
pp. 233339362110357
Author(s):  
Johanna R. Jahnke ◽  
Julee Waldrop ◽  
Alasia Ledford ◽  
Beatriz Martinez
Keyword(s):  
Social Support ◽  
Young Children ◽  
Healthcare Workers ◽  
Qualitative Interviews ◽  
Well Being ◽  
Evidence Based ◽  
Community Stakeholders ◽  
Significant Burden ◽  
Many Sources ◽  
Evidence Based Programs

Many studies have demonstrated a significant burden of maternal stress and depression for women living on the Galápagos Islands. Here, we aim to uncover burdens and needs of women with young children on San Cristóbal Island and then explore options for implementing evidence-based programs of social support to meet these needs. We conducted 17 semi-structured qualitative interviews with mothers of young children, healthcare workers, and community stakeholders. We then used Summary Oral Reflective Analysis (SORA), an interactive methodology, for qualitative analysis. Despite initial reports of a low-stress environment, women described many sources of stress and concerns for their own and their children’s health and well-being. We uncovered three broad areas of need for mothers of young children: (1) the need for information and services, (2) the need for trust, and (3) the need for space. In response to these concerns, mothers, healthcare workers, and community leaders overwhelmingly agreed that a social support program would be beneficial for the health of mothers and young children. Still, they expressed concern over the feasibility of such a program. To address these feasibility concerns, we propose that a web-based education and social support intervention led by nurses would best meet mothers’ needs. Women could learn about child health and development, develop strong, trusting friendships with other mothers, and have their own space to speak freely among experts and peers.

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