Developing meaningful and practical global experiences through student-faculty-community partnerships

Carmen Monico,Ketevan Kupatadze

doi:10.15173/ijsap.v4i2.4002

Carmen Monico, Ketevan Kupatadze

Open Access

https://doi.org/10.15173/ijsap.v4i2.4002

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Abstract

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.

Highlights

SHIFTING THE FOCUS FROM FACULTY TO STUDENTS AND FROM TEACHING TO LEARNING: A TEACHING AND LEARNING PHILOSOPHY ENABLING STUDENTS AS PARTNERS
This article focuses on a service-learning course titled “The Practicum Away to Guatemala” that adopted some of the principles of student-faculty partnership pedagogy in order to improve students’ and all other participants’ teaching and learning experiences, as well as to develop a better sense of trust, belonging, and community building
Using the “ladder of active student engagement in teaching and learning” In this article, we make use of the ladder of student participation as we describe the types of student involvement in the process of the design and implementation of a specific curriculum

Summary

Introduction

SHIFTING THE FOCUS FROM FACULTY TO STUDENTS AND FROM TEACHING TO LEARNING: A TEACHING AND LEARNING PHILOSOPHY ENABLING STUDENTS AS PARTNERS. The implementation of collaborative and partnership-based projects as we practice teaching and learning has the potential to develop more equitable relationships within academia It can model such relationships for the communities outside of its limits to educate more active, engaged, and motivated students with a heightened self-awareness, a more conscientious mindset, and a stronger sense of responsibility. This article focuses on a service-learning course titled “The Practicum Away to Guatemala” that adopted some of the principles of student-faculty partnership pedagogy in order to improve students’ and all other participants’ teaching and learning experiences, as well as to develop a better sense of trust, belonging, and community building. Is the list of the types of partnership-based elements used through the course:

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