Developing meaningful and practical global experiences through student-faculty-community partnerships
DOI :
https://doi.org/10.15173/ijsap.v4i2.4002Mots-clés :
students as partners, global engagement, student-directed research, service learning, human servicesRésumé
The student co-teacher and co-mentor model introduced in this article seeks to promote learning, reflection, and critical thinking and to nurture students’ intellectual curiosity through high academic standards and experiential learning, including community engagement and study abroad. Similarly, scholarship of teaching and learning research on pedagogical partnerships demonstrates improved learning, self-awareness, and engagement with the educational material as a result of students’ partnership and collaboration with faculty and staff. Limited existing research combines the student-faculty partnership model with the development of students’ intercultural competencies in experiential learning contexts, such as practicums, internships, and study abroad. This article focuses on approaches to engaging Elon University students as partners in a practicum course in Guatemala. The study provides evidence of the model fitness as well as the potential for replication of higher education approaches, such as the emerging global learning model for practicum instruction.
Téléchargements
Références
Bennett, M. J. (1993). Towards ethnorelativism: A development model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21-72). Yarmouth, ME: Intercultural Press.
Borrell-Carrio, F., Suchman, A. L., & Epstein, R. M. (2004). The biopsychosocial model 25 years later: Principles, practice, and scientific inquiry. Annals of Family Medicine, 2(6). https://doi.org/10.1370/afm.245
Bovill, C. (2017). A framework to explore roles within student-staff partnerships in higher education: Which students are partners, when, and in what ways? International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3062
Bovill, C., & Bulley, C. J. (2011). A model of active student participation in curriculum design: Exploring desirability and possibility. In C. Rust (Ed.), Improving student learning (ISL) 18: Global theories and local practices: Institutional, disciplinary and cultural variations (pp. 176-188). Series: Improving Student Learning (18). Oxford, UK: Oxford Brookes University, Oxford Centre for Staff and Learning Development.
Cook-Sather, A. (2015). Dialogue across differences of position, perspective, and identity: Reflective practice in/on a student-faculty pedagogical partnership program. Teachers College Record, 117(2). Retrieved from https://repository.brynmawr.edu/edu_pubs/32/
Cook-Sather, A., & Abbot, S. (2016). Translating partnerships: How faculty-student collaboration in explorations of teaching and learning can transform perceptions, terms, and selves. Teaching & Learning Inquiry, 4(2), 1-14. Retrieved from https://doi.org/10.20343/teachlearninqu.4.2.5
Cook-Sather, A., & Alter, Z. (2011). What is and what can be: How a liminal position can change learning and teaching in higher education. Anthropology & Education Quarterly, 42(1), 37-53. https://doi.org/10.1111/j.1548-1492.2010.01109.x
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching. San Francisco, CA: Jossey-Bass.
Cox, D. R., & Pawar, M. S. (2013). The integrated-perspectives approach to international social work. In D. R. Cox & M. S. Pawar (Eds.), International social work: Issues, strategies, and programs (2nd. ed., pp. 67-104). New York, NY: Sage.
Curran, R., & Millard, L. (2016). A partnership approach to developing student capacity to engage and staff capacity to be engaging: Opportunities for academic developers. International Journal for Academic Development, 21(1), 67-78. https://doi.org/10.1080/1360144X.2015.1120212
Elon University (n.d.). The Elon commitment: Engaged minds. Inspired leaders. Global citizens. Retrieved from https://www.elon.edu/u/administration/president/strategic-plan-2020/
Fiksdal, S. (2014). A guide to teaching effective seminars: Conversation, identity, and power. New York, NY: Routledge.
Freire, P. (1968). Pedagogy of the oppressed. New York, NY: Seabury.
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage.
Harper, K. V., & Lantz, J. (1996). Cross-cultural practice – Social work with diverse populations. Chicago, IL: Lyceum Books.
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York, UK: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education
Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry: The ISSOTL Journal, 4(2), 1-13. https://doi.org/10.20343/teachlearninqu.4.2.3
Heine, C. (2018). Students as partners in a service-learning program: Speech pathology students in Cambodia. Partnerships: A Journal of Service-Learning and Civic Engagement, 18(9), 1, 18-30. Retrieved from http://libjournal.uncg.edu/prt/article/view/1482
Kenyon, P. (1999). Ethical decision-making in human services. In What would you do?: An ethical case workbook for human service professionals (1st ed., pp. 3-20). Pacific Grove, CA: Brooks Cole.
Kiser, P. (2000). Getting the most from your human service internship: Learning from experience. Pacific Grove, CA: Brooks/Cole.
Kupatadze, K. (2019). Opportunities presented by the forced occupation of liminal space. International Journal for Students as Partners, 3(1), 22-33. https://doi.org/10.15173/ijsap.v3i1.3744
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. London, England: Sage.
Manor, C., Block-Schulman, S., Flannery, K., & Felten, P. (2010). Foundations of student-faculty partnerships in the scholarship of teaching and learning. In C. Werder & M. M. Otis (Eds.), Engaging students voices in the study of teaching and learning (pp. 3-15). Sterling, VA: Stylus.
Matthews, K. E. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1(1), 1-5. Retrieved from https://journals.gre.ac.uk/index.php/raise
Mercer-Mapstone, Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1-23. https://doi.org/10.15173/ijsap.v1i1.3119
Robinson-Wood, T. L. (2013). Multiple identities defined. The convergence of race, ethnicity, and gender: Multiple identities in counseling (4th ed., pp. 1-19). Boston, MA: Pearson.
Rodwell, M. K. (1998). Social work constructivist research. New York, NY: Garlands.
Timberlake, E. M., Zajicek-Farber, M., & Sabatino, C. A. (2008). The generalist perspective. In Generalist social work practice: A strengths-based problem-solving approach (5th ed., pp. 15-31). Boston, MA: Allyn & Bacon.
Werder, C., Thibou, S., & Kaufer, B. (2012). Students as co-inquirers: A requisite threshold concept in educational development. Journal of Faculty Development, 26(3), 34-38.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Carmen Monico, Ketevan Kupatadze 2020
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
