東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Exploring Changes in Academics, Skills, and Intercultural Competence Development of Global Service-Learning Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Changes in Academics, Skills, and Intercultural Competence Development of Global Service-Learning Students./
Author:	Ikendi, Samuel.
Description:	1 online resource (313 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Agricultural education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29320804click for full text (PQDT)
ISBN:	9798351412023

Exploring Changes in Academics, Skills, and Intercultural Competence Development of Global Service-Learning Students.
Ikendi, Samuel.

Exploring Changes in Academics, Skills, and Intercultural Competence Development of Global Service-Learning Students. - 1 online resource (313 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--Iowa State University, 2022.

Includes bibliographical references

Globalization has driven higher education institutions to internationalize their high-impact programs like service-learning to produce competent citizens. A U.S.-based pedagogy, global service-learning incorporates service-learning pedagogy, study abroad programs, and international education. The Uganda service-learning program of this study was founded on the school garden learning approach, conceptualized based upon the thinking of John Dewey, a 20th-century American progressivist whose mission was educating the whole child and the emphasis by the United Nations Food and Agriculture Organization in 2004 of the school garden concepts. Iowa State University through the Center for Sustainable Rural Livelihoods and Makerere University adopted school gardens as a feasible approach to fulfill the service-learning curricula and to meet the Center's goal of solving invisible hunger in schools in Kamuli, Uganda. This study was a comparative census that involved 274 alumni from Iowa State and Makerere universities who participated in the summer service-learning program between 2006-2019. Alumni (94.2%) completed a self-administered questionnaire through Qualtrics examining the impact of service-learning on their academics, skills, and intercultural competence development.Alumni participated in 12 major activities. A principal components analysis (PCA) was employed, aligning activities into three components that most influenced alumni's academic development. Component one loaded school gardening, bi-national projects, arrival orientations, farmer visits, and school teaching, depicting community engagement in reciprocal learning. Component two loaded journaling/logbooks, critical reflections, and presentations, depicting alumni's reflexive actions resulting in cognitive development. Component three loaded co-curriculars, tours, and social events, which provided opportunities for intercultural learning. The pre-departure orientations aligned with Iowa alumni, mitigating cultural shock in Uganda. Concerning professional skills, Makerere alumni demonstrated greater improvement than Iowa alumni. However, on average, alumni rated teamwork, open-mindedness, flexibility, and openness as significantly most improved professional skills during service-learning. With intercultural competence, Iowa alumni had greater changes in their knowledge, attitudes, and awareness about intercultural issues than Makerere alumni. Alumni immersed in unfamiliar communities which improved their intercultural competence with time during their service-learning experiences. Alumni could benefit overall from more instructor-led cognitive development activities to both learn from and question their activities. Global programs require faculty familiar with challenges in international education and the community culture in which students conduct service-learning. Faculty should facilitate students during pre-departure orientations to minimize cultural shock.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351412023Subjects--Topical Terms:

612126
Agricultural education.
Subjects--Index Terms:

Academic developmentIndex Terms--Genre/Form:

542853
Electronic books.

Exploring Changes in Academics, Skills, and Intercultural Competence Development of Global Service-Learning Students.
LDR:04415nmm a2200385K 4500 001 2355034
005 20230515064552.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798351412023
035 $a (MiAaPQ)AAI29320804
035 $a AAI29320804
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ikendi, Samuel. $3 3695423
245 1 0 $a Exploring Changes in Academics, Skills, and Intercultural Competence Development of Global Service-Learning Students.
264 0 $c 2022
300 $a 1 online resource (313 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Retallick, Michael S.
502 $a Thesis (Ph.D.)--Iowa State University, 2022.
504 $a Includes bibliographical references
520 $a Globalization has driven higher education institutions to internationalize their high-impact programs like service-learning to produce competent citizens. A U.S.-based pedagogy, global service-learning incorporates service-learning pedagogy, study abroad programs, and international education. The Uganda service-learning program of this study was founded on the school garden learning approach, conceptualized based upon the thinking of John Dewey, a 20th-century American progressivist whose mission was educating the whole child and the emphasis by the United Nations Food and Agriculture Organization in 2004 of the school garden concepts. Iowa State University through the Center for Sustainable Rural Livelihoods and Makerere University adopted school gardens as a feasible approach to fulfill the service-learning curricula and to meet the Center's goal of solving invisible hunger in schools in Kamuli, Uganda. This study was a comparative census that involved 274 alumni from Iowa State and Makerere universities who participated in the summer service-learning program between 2006-2019. Alumni (94.2%) completed a self-administered questionnaire through Qualtrics examining the impact of service-learning on their academics, skills, and intercultural competence development.Alumni participated in 12 major activities. A principal components analysis (PCA) was employed, aligning activities into three components that most influenced alumni's academic development. Component one loaded school gardening, bi-national projects, arrival orientations, farmer visits, and school teaching, depicting community engagement in reciprocal learning. Component two loaded journaling/logbooks, critical reflections, and presentations, depicting alumni's reflexive actions resulting in cognitive development. Component three loaded co-curriculars, tours, and social events, which provided opportunities for intercultural learning. The pre-departure orientations aligned with Iowa alumni, mitigating cultural shock in Uganda. Concerning professional skills, Makerere alumni demonstrated greater improvement than Iowa alumni. However, on average, alumni rated teamwork, open-mindedness, flexibility, and openness as significantly most improved professional skills during service-learning. With intercultural competence, Iowa alumni had greater changes in their knowledge, attitudes, and awareness about intercultural issues than Makerere alumni. Alumni immersed in unfamiliar communities which improved their intercultural competence with time during their service-learning experiences. Alumni could benefit overall from more instructor-led cognitive development activities to both learn from and question their activities. Global programs require faculty familiar with challenges in international education and the community culture in which students conduct service-learning. Faculty should facilitate students during pre-departure orientations to minimize cultural shock.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Agricultural education. $3 612126
653 $a Academic development
653 $a Experiential learning
653 $a Global service-learning
653 $a Intercultural competence development
653 $a Professional skills
653 $a School gardens
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0517
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Iowa State University. $b Agricultural Education and Studies. $3 1281795
773 0 $t Dissertations Abstracts International $g 84-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29320804 $z click for full text (PQDT)