scholarly journals Cultural Immersion: A Trigger for Transformative Learning

2020 ◽  
Vol 9 (2) ◽  
pp. 20
Author(s):  
Oghenebruphiyo Gloria Onosu
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Attitude Change ◽  
Cultural Immersion ◽  
Personal Factors ◽  
Learning Program ◽  
Immersion Experience ◽  
Global Service Learning ◽  
Study Abroad Program ◽  
The Impact

This study examines the cultural immersion experience of 26 students who participated in either a study abroad program (SAP) or global service learning program (GSL). Specifically, the study investigates the transformative learning before, during, and after cultural immersion and the impact it had on participants’ attitudes toward diverse others. The findings indicate that attitude change during and after the cultural immersion experience is a multi-dimensional and unique process that differs for individuals. Additionally, the results suggest that during cultural immersion, certain program factors and personal factors are essential for transformative learning to occur. These factors include intentionality in pre-immersion preparation, the intensity of cultural immersion, and willingness to engage in reflection during post-immersion.

scholarly journals The Impact of Cultural Immersion Experience on Identity Transformation Process

2021 ◽  
Vol 18 (5) ◽  
pp. 2680
Author(s):  
Gloria Onosu
Keyword(s):  
Service Learning ◽  
Cultural Awareness ◽  
Local Community ◽  
Transformation Process ◽  
Identity Transformation ◽  
Cultural Immersion ◽  
Structured Interviews ◽  
Self Identity ◽  
Immersion Experience ◽  
The Impact

This study focused on understanding the cultural immersion experience of students who participated in Study Abroad Programs (SAP) and Global Service Learning Programs (GSL). The study looked at how the immersion experience impacted the participants’ view of self and others upon re-entry into their local community. Specifically, we applied the perspective transformation theoretical framework to analyze the extent to which participation in cultural immersion programs transforms students’ perceptions of self and others. The analysis of the semi-structured interviews suggested that by engaging in intentional immersion and guided reflections, participants became aware of the need to reevaluate their perspectives, expectations, and assumptions about self and others. We also found that there were differences in the way participants experienced the cultural immersion process and the impact it had on cultural awareness and self-identity.

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.

Study Abroad in Graduate Adult Learning Curriculum

2016 ◽  
pp. 215-232
Author(s):  
Robin Rimmer Hurst
Keyword(s):  
Adult Learning ◽  
Study Abroad ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Learning Program ◽  
Global Perspectives ◽  
Virginia Commonwealth University ◽  
Changing Demographics ◽  
Study Abroad Program

This chapter illustrates how study abroad experiences can become a key component of an adult learning program. Adult learning educators may face many challenges in the ever changing demographics of the workforce today. Whether a corporate trainer, healthcare professional, literacy and/or English as a Second Language instructor, most adult educators find the need to have a greater understanding of the global environment. Graduate students benefit from international experiences which transform learning by expanding students global perspectives. This chapter explores an inaugural study abroad program in the Adult Learning Graduate Program in the Department of Teaching and Learning at Virginia Commonwealth University. The chapter describes both the challenges and reflections of students and faculty while abroad. Malcolm Knowles' Andragogical framework is the foundation of this study abroad experience. Experiential Learning (Kolbe 1984) and Transformative Learning (Mezirow, 1999) are also explored through students' reflections on the study abroad experience.

scholarly journals “Into the Realm of the Politically Incorrect”: Intercultural Encounters in a Service-Learning Program

2017 ◽  
Vol 19 (2) ◽  
pp. 163 ◽  
Author(s):  
Christelle Palpacuer-Lee ◽  
Jessie Hutchison Curtis
Keyword(s):  
Service Learning ◽  
Social Space ◽  
Teacher Education Program ◽  
Learning Program ◽  
Community Based ◽  
Narrative Methods ◽  
World Languages ◽  
Intercultural Encounters ◽  
Intercultural Mediators ◽  
The Impact

Now more than ever, teachers of world languages are encouraged to become intercultural mediators in their communities and classrooms. This study describes the impact of an innovative community-based teacher education program for developing participants' interculturality. Building on narrative methods of investigation, we explore the potential of community-based service-learning as a social space in which participants learn to recognize and mediate worldviews. The data come primarily from field observations and pre-service teachers’ journaled reflections. We illustrate our findings through a series of narratives that serve as a frame for locating cultural recognition and learning. 

scholarly journals Transforming Through Reflection: Use of Student-Led Reflections in the Development of Intercultural Competence during a Short-Term International Immersion Experience

2020 ◽  
Author(s):  
Diane Ceo-DiFrancesco ◽  
Leah Dunn ◽  
Nathalie Solorio
Keyword(s):  
Service Learning ◽  
Health Care Professionals ◽  
Intercultural Competence ◽  
Learning Experience ◽  
Cultural Immersion ◽  
Short Term ◽  
Future Action ◽  
International Immersion ◽  
Change Factor ◽  
Immersion Experience

Purpose: Curricular integration designed to include cultural competence standards for health care professionals is paramount to preparing students to meet the needs of a growing diverse population in the U.S. The purpose of this research is to examine the cultural competency development of occupational therapy students, and to report on their reflections and perspectives during a two-week immersive and service-learning experience in Guatemala. Methods: As intercultural competence is a highly personal trait, the study used a descriptive qualitative research design gaining participants’ perspectives of the short-term international immersion experience through student-led reflective focus groups, using an open discussion format, during the immersion experience. Results: Data analysis yielded three themes: Do, Experience, Understand; Change Factor; and Future Action that represent the student perspective in a cultural immersion experience. The first theme: Do, Experience, Understand encompassed participants’ discussion of how fully engaging in a culture different than their own was necessary to understand differences and commonalities. The second theme: Change Factor included expressions of dissonance in level of physical, emotional, and mental comfort that prompted a transformation within the student. The final theme: Future Action, described a tangible outcome from the immersion experience. By engaging with a different culture, participants experienced a transformation, leading to sharing of their desire to continue their advocacy efforts on behalf of others. Conclusion: Reflection became a key element in the transformative nature of the learning experience. It became obvious that a safe environment in which to share dreams, doubts, cultural missteps and successful moments was necessary for coping with feelings of dissonance. The safe sharing environment added to the cohesiveness of the group, lowered anxiety and provided opportunities for learning. Participants’ verbalized descriptions of transformative learning necessary in the development of intercultural competency during an international cultural immersion experience. By participating in a cultural immersion experience integrated into their curricular program, students began to articulate cultural competencies required to consider multiples lenses, perspectives and backgrounds of their future clients.

scholarly journals Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Megan Clark ◽  
Meredith McKague ◽  
Vivian R. Ramsden ◽  
Shari McKay
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Community Service ◽  
Low Income ◽  
Interprofessional Education ◽  
Pharmacy Students ◽  
First Year ◽  
Community Service Learning ◽  
Learning Program ◽  
New Findings

Abstract   Background  This Community Service-Learning Project (CSLP) at the University of Saskatchewan is designed to help students develop patient-centred care practices in urban underserved settings.  First-year medical and pharmacy students partner interprofessionally to both learn and serve, working with community-based organizations (CBOs) that primarily serve either low-income or newcomer residents of Saskatoon. Since the CSLP’s pilot year in 2005-2006, 98 first-year medical and pharmacy students have participated in the CSLP.       Methods and Findings  We evaluated the outcomes and processes of the CSLP since the 2006-2007 year, using mixed methods: end-of-project questionnaires; document analysis looking for key and recurrent themes; end-of-project semi-structured interviews with CBO coordinators and clients. We examined students’ experiences, including satisfaction, achievement of learning objectives, learning processes, and perceived outcomes. Students’ main learning outcomes related to client-centered approach, interprofessional attitudes and skills, and personal development. Various learnings related to program processes are reported.   Conclusions  Our evaluation reinforced findings from the literature on both interprofessional education and community service-learning, as well uncovering some new findings.   Students described a transformative learning experience that helped them begin to develop understanding and skills to work more effectively with clients in urban underserved settings.

Academic Partnerships: Social Determinants of Health Addressed though Service Learning

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Henny Breen ◽  
Melissa Robinson
Keyword(s):  
Service Learning ◽  
Associate Degree ◽  
Leadership Skills ◽  
Community Organizations ◽  
Bachelor's Degree ◽  
Community Resources ◽  
Learning Program ◽  
Academic Partnerships ◽  
Returning To School ◽  
The Impact

AbstractAim To evaluate the impact of service learning through academic partnerships Background Although there is an abundance of literature regarding service learning as a pedagogical strategy for teaching pre-licensure students, there is a gap in the literature in regarding Associate Degree nurses returning to school to earn a bachelor’s degree. Method A qualitative study which included student assignments and interviews, written feedback and focus groups with staff from community organizations was used to evaluate the Service-Learning Program. Results Five primary themes emerged from the data which included a deeper understanding of vulnerable populations, increased knowledge of challenges in access to care, improved leadership skills, improved awareness of community resources, and impact on nursing practice. Conclusion Community organizations recognized the expertise of the RN to BSN students and benefited from their work and at the same time, students recognized their expertise and leadership in ways they had not done before.

The Impact of International Experiential Learning and the Community and University Partnership Supporting Global Citizenship in U.S. Schools

2021 ◽  
Author(s):  
Elisabeth Krimbill ◽  
Lawrence Scott ◽  
Amy Carter
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Local Community ◽  
Learning Opportunities ◽  
South Texas ◽  
Global Citizens ◽  
Immersion Experience ◽  
Service Learning Projects ◽  
Travel Abroad ◽  
The Impact

As global citizens, we have an increasing international interdependence that now impacts the way we solve problems and interact with one another. Intentionally planed travel abroad has the potential to transform lives by creating a greater global and personal awareness, where adolescents see themselves as not just members of their local community, but also a global community. In an attempt to prepare students for an international and interdependent world, one inner-city nonprofit agency partnered with a local university in South Texas to provide overseas experiential learning opportunities paired with service-learning projects. Through one innovative program, more than 600 students have traveled to more than 20 countries as a full-immersion experience, most of which were centered on service-learning opportunities. The students in this program had the opportunity to examine their prejudices, assumptions, and fears while learning about themselves and developing deeper relationships with members of their school and local community through global outreach.

Pacific Islanders in Higher Education: Exploring Heritage Language, Culture and Constructs within a Hybrid Service Learning Program

2016 ◽  
pp. 454-473
Author(s):  
Denise Uehara ◽  
Vidalino Raatior
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Identity Formation ◽  
Heritage Language ◽  
English Language ◽  
Learning Experience ◽  
Learning Program ◽  
American University ◽  
Language Identity ◽  
The Impact

This article describes how service learning experiences reflected multiple purposes within a larger framework where heritage and English languages intersect. We share results of an inquiry-based program evaluation focused on language, identity formation and experiences related to academic, social and professional interactions. Through the UH Hilo service-learning experience, students enhanced their cultural, linguistic and interpersonal skills while also providing needed services to placement organizations. Pacific Islander heritage language speakers attending an American university provide a critical lens into the complexities of language, culture, and identity when navigating higher education in a “foreign” setting. The concept of “other” applied to the increasing numbers of ESL speakers across the nation serves as a reminder for institutions of higher education to offer students helpful and supportive spaces. We share the benefits of a paid internship for both employer and intern; the challenges of heritage language influences in an English language setting; and the impact of service learning.

Sign in / Sign up

Export Citation Format

Share Document