(for example, sharing a photo of a farm field to show subsistence rather than considering the role of a supermarket in modern subsistence practices). In short, the deep and more analytical learning that we thought would occur did not for a majority of
Katie Kirakosian, Virginia McLaurin, and Cary Speck
Marxist theory in action
Megan Thiele, Yung-Yi Diana Pan, and Devin Molina
; Parrotta and Buck 2013 ; Windsor and Carroll 2015 ), this experiential learning activity provides opportunities for students and instructors to rethink the ways that schoolwork can also produce alienating effects. This activity, which provides students
Kearsley A. Stewart
Interest in short-term international placements in global health training for U.S.-based medical students is growing; the trend is mirrored for global health undergraduate students. Best practices in field-based global health training can increase success for medical students, but we lack a critical framework for the undergraduate global health field experience. In what ways does an undergraduate field experience in global health resemble a medical student's first international health elective? Is it more similar to a study-abroad programme or a service-learning experience with a focus on personal development, civic responsibility and community engagement? This article suggests that an undergraduate global health field experience contains features of both the international medical elective and a traditional service-learning programme. I analyse a case study of a short-term U.S.-based undergraduate global health project and explore the intersections of research, professional training and service learning.
on Socrative use in higher education that have been published in teaching and learning journals over the last seven years, in itself a reflection of the popularity of the Web-based platform. In doing so, I also make some reference to the psychological
Questioning our post-secondary institutions’ investment strategies
David P. Thomas
-secondary institutions offers an excellent opportunity to encourage active, engaged, student-centred learning, with the ultimate goal of producing citizens who are willing to and capable of questioning the world around them. By eventually engaging with the limitations
Teaching anthropology through serendipitous cultural exchanges
participating in a series of indirect cultural exchanges. What began as a social project also thus came to structure a rather unusual teaching and learning experiment. Minestrone Stories (in Danish Minestronefortællinger ), as the project was called, gained
Eva Infante Mora, Luisa Álvarez-Ossorio Piñero, and Bartolomé Miranda Díaz
This section of the comprehensive account of the action research and pedagogical reform of the CASA-Sevilla study-abroad programme concerns the introduction of community-engaged learning as a way to complement classroom instruction. Some experiential elements were already part of the programme’s previous design (homestays, cultural visits), but they needed to be structured into the curriculum, with clear learning goals and evaluation criteria. In addition, to palliate the obstacles students experienced when trying to establish connections with the local society, service-learning in community organisations was introduced into the core ‘Beyond Stereotypes’ course. This section describes the strategies that were designed to encourage active learning in the homestays, the cultural visits and the participation in community organisations, and the role these elements play in the new programme.
Neda Maghbouleh, Clayton Childress, and Carlos Alamo-Pastrana
Marx's critique of capitalism remains foundational to the university social science curriculum yet little is known about how instructors teach Marx. In post-industrial, service-oriented economies, students are also increasingly disconnected from the conditions of industrial capitalism that animate Marx's analysis. Inspired by the discussion of how a piece of wood becomes a table in Marx's Capital Vol. 1., 'Our Table Factory, Inc.' simulates a diverse array of roles in the chain of production into and out of a table factory to understand key concepts: means/mode of production, use/exchange value, primitive accumulation wage/surplus labour, proletariat, bourgeoisie, alienation, false consciousness, commodity fetishism and communist revolution. We describe the exercise and present qualitative and quantitative assessment data from introductory sociology undergraduates across three small teaching-intensive universities in the United States. Findings detail the exercise's efficacy in fostering retention of material and in facilitating critical engagement with issues of inequality.
Can commercial vendors support creative higher education?
unaffordable tolls. But MOOCs took off by merging or even confusing two different modes of access. One is access to an online provider’s digital materials, interactive software and assessment tools. The other is access to a learning process that leads to
Diversity, writing and collective learning in an international Master’s programme
Nana Clemensen and Lars Holm
-global’ discourse communities in which students’ and teachers’ academic understandings, experiences, expectations, language and literacy backgrounds and learning preferences are brought together, negotiated and relocated. Emphasising the literacy aspect of students