Defining the Field School Within Study Abroad

  • Joe Pavelka Mount Royal University
  • Carmanah Minions Mount Royal University
Keywords: Field school, Study abroad, Definition

Abstract

Globalization has created a need for culturally aware globally minded students across North America. Study abroad has increasingly become a normalized part of a young person’s education however financial and temporal commitments attached to longer study abroad experiences hinder participation for many. In response, the field school model, which generally involves shorter stays and less financial commitment, has increased in popularity. The field school is a particular model of study abroad that shares characteristics with short-term study abroad, fieldwork, service learning and other models but requires definition. The purpose of this paper is to define the field school model of study abroad within the contest of study to assist administrators when presented the option, faculty when determining experiential learning opportunities and students in determining their educational path. The paper provides a working definition and nine defining features of the field school that distinguish it from other study abroad models.

Downloads

Download data is not yet available.

Author Biographies

Joe Pavelka, Mount Royal University

Joe Pavelka is an Associate Professor of Ecotourism and Outdoor Leadership in the Department of Health and Physical Education at Mount Royal University in Calgary Alberta Canada.  Joe has delivered field schools and outdoor expeditions Latin America and North America since 2000. Dr. Pavelka carries out scholarship and workshops on a variety of field school issues.

Carmanah Minions, Mount Royal University

Carmanah Minions is a senior undergraduate researcher at Mount Royal University and a veteran of field school experiential learning.

References

Anderson, Christine L., Lorenz, Karol, and White, Michael. “Instructor Influence on Student Intercultural Gains and Learning during Instructor-Led Short-Term Study Abroad.” Frontiers: The Interdisciplinary Journal of Study Abroad, vol. 28, 2016, pp. 1-23.

Black, G. L., & Bernardes, R. (2014). Developing global educators and intercultural competence through an international teaching practicum in Kenya. Canadian and International Education / Education Canadienne et Internationale, 43(2), 1–15.

Black, H. T., & Duhon, D. L. (2006). Assessing the Impact of Business Study Abroad Programs on Cultural Awareness and Personal Development. Journal of Education for Business, 81(3), 140–144. http://doi.org/10.3200/JOEB.81.3.140-144

Brooking, D. M. (2010). Experiential learning in an international context : College student experiences in short-term international service-learning programs.

Canadian Bureau of International Education. (2016). Facts and Figures. Retrieved from http://cbie.ca/media/facts-and-figures/

Castañeda, M. E., & Zirger, M. L. (2011). Making the most of the “new” study abroad: Social capital and the short-term sojourn. Foreign Language Annals, 44(3), 544–564. http://doi.org/10.1111/j.1944-9720.2011.01146.x

Chieffo, L., & Griffiths, L. (2004). Large-Scale Assessment of Student Attitudes after a Short-Term Study Abroad Program. Frontiers: The Interdisciplinary Journal of Study Abroad, 10 (Fall), 165–177. http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ891455

DeGraff, D., Slagter, C., Larsen, K., & Ditta, E. (2013). The Long-term Personal and Professional Impacts of Participating in a Study Abroad Program. Frontiers: The Interdisciplinary Journal of Study Abroad, 13, 42–59.

Dorsey, B. (2001). Linking theories of service-learning and undergraduate geography education. Journal of Geography, 100 (3), 124–132. http://doi.org/10.1080/00221340108978428

Dwyer, M. J. (2004). More Is Better: The Impact of Study Abroad Program Duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10 (Fall), 151–163. Retrieved from http://eric.ed.gov/?id=EJ891454

Eckert, J., Luqmani, M., Newell, S., Quraeshi, Z., & Wagner, B. (2013). Developing Short-Term Study Abroad. American Journal Of Business Education, 6(4), 439–458.

Elmore, A. C. (2006). International Experiential Learning Course Design. Applied Environmental Education and Communication, 5, (February), 117–125. http://doi.org/10.1080/15330150600648978

Egenes, Karen J. "Health Care Delivery through a Different Lens: The Lived Experience of Culture Shock while Participating in an International Educational Program." Nurse Education Today, vol. 32, no. 7, 2012, pp. 760.

Engle, L., & Engle, J. (2003). Study Abroad Levels: Toward a Classification of Program Types 1. Frontiers : The Interdisciplinary Journal of Study Abroad, 9 (1), 1–20. http://doi.org/ISSN: 1085-4568

Goode, M. L. (2008). The role of faculty study abroad directors: A case study. Frontiers: The interdisciplinary journal of study abroad, 15, 149-172.

Grusky, S. (2000). International Service Learning: A Critical Guide from an Impassioned Advocate. American Behavioral Scientist, 43(5), 858–867. http://doi.org/10.1177/00027640021955513

Hadis, B. F. (2005). Gauging the impact of study abroad: how to overcome the limitations of a single‐cell design. Assessment & Evaluation in Higher Education, 30 (1), 3–19. http://doi.org/10.1080/0260293042003243869

Hallows, K., Wolf, P. P., & Marks, M. a. (2011). Short-term study abroad: a transformational approach to global business education. Journal of International Education in Business, 4 (2), 88–111. http://doi.org/10.1108/18363261111189504

Hopkins, J. R. (1999). Studying Abroad as a Form of Experiential Education. Liberal Education, 85, 36–41.

Ingraham, E., & Peterson, D. (2004). Assessing the Impact of Study Abroad on Student Learning at Michigan State University. The Interdisciplinary Journal of Study Abroad, 10 (January), 83–100.

L., Spreen, C. a., & Swap, R. J. (2012). Transformative learning: Participant perspectives on international experiential education. Journal of Research in International Education, 11(2), 165–180. http://doi.org/10.1177/1475240912448041

Kent, M., Gilbertson, D. and Hunt, C. (1997) Fieldwork in geography teaching: A critical review of the literature and approaches, Journal Of Geography In Higher Education Vol. 21 , Iss. 3,

Kitchenham, A. (2008). The Evolution of John Mezirow’s Transformative Learning Theory. Journal of Transformative Education, 6 (2), 104–123. http://doi.org/10.1177/1541344608322678

Kitsantas, A. (2004). Studying Abroad: The role of college students’ goals on the development of cross-cultural skills and global understanding. College Student Journal, 38, 441–452. http://psycnet.apa.org/psycinfo/2004-19149-016

Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs: Prentice Hall.

Lewis, T. L., & Niesenbaum, R. A. (2005). Extending the stay: Using community-based research and service learning to enhance short-term study abroad. Journal of Studies in International Education, 9 (3), 251–264. http://doi.org/10.1177/1028315305277682

Lutterman-Aguilar, A., & Gingerich, O. (2002). Experiential Pedagogy for Study Abroad : Educating for Global Citizenship. Frontiers: The Interdisciplinary Journal of Study Abroad, 8, 41–82.

Lumsdon, L. M., & McGrath, P. (2011). Developing a conceptual framework for slow travel: A grounded theory approach. Journal of Sustainable Tourism,19(3), 265-279.

McKeown, J. S. (2009). The first time effect: the impact of study abroad on college student intellectual development. Albany, NY: State University of New York Press.

McLaughlin, J. S., & Johnson, D. K. (2006). Assessing the Field Course Experiential Learning Model: Transforming Collegiate Short-term Study Abroad Experiences into Rich Learning Environments. Frontiers: The Interdisciplinary Journal of Study Abroad, XIII (Fall), 65–85.

Oldfield, S. (2008). Who’s Serving Whom? Partners, Process, and Products in Service-Learning Projects in South African Urban Geography. Journal of Geography in Higher Education, 32 (2), 269–285. http://doi.org/10.1080/03098260701514215

Paige, R. M., Fry, G. W., Stallman, E. M., Josić, J., & Jon, J. (2009). Study abroad for global engagement: the long‐term impact of mobility experiences. Intercultural Education, 20 (January 2015), S29–S44. http://doi.org/10.1080/14675980903370847

Paris, C. M., Nyaupane, G. P., & Teye, V. (2014). Expectations, outcomes and attitude change of study abroad students. Annals of Tourism Research, 48, 275–277.

Passarelli, A., & Kolb, D. (2012). Using Experiential Learning Theory to Promote Student Learning and Development in Programs of Education Abroad. Student Learning Abroad.

Pavelka, J. (2016) Debriefing the Field School expereince, presented at Scholarship of Teaching and Learning Conference, Banff, Alberta Canada, November 2016.

Perry, J. (2004) Authentic learning in field schools: preparing future members of the archaeological community, World Archaeology, 36 (2)

Perry, L. (2012). More Than a Vacation: Short-Term Study Abroad as a Critically Reflective, Transformative Learning Experience. Creative Education, 03 (05), 679–

Richards, G. (2011). The economic impact of youth travel. The Power of Youth Travel.

Ritz, A. A. (2011). The Educational Value of Short-Term Study Abroad Programs as Course Components. Journal of Teaching in Travel & Tourism, 11 (2), 164–178. http://doi.org/10.1080/15313220.2010.525968

Rowan-Kenyon, H. T., & Niehaus, E. K. (2011). One Year Later: The Influence of Short-Term Study Abroad Experiences on Students. Journal of Student Affairs Research and Practice, 48 (2), 213–228. http://doi.org/10.2202/1949-6605.6213

Rubin, D. L., & Matthews, P. H. (2013). Learning Outcomes Assessment: Extrapolating from Study Abroad to International Service-Learning. Journal of Higher Education Outreach and Engagement, 17 (2), 67–86.

Simpson, K. (2005). Dropping out or signing up? The professionalisation of youth travel. Antipode. http://doi.org/10.1111/j.0066-4812.2005.00506.x

Sjoberg, S. D. S. (2010). More Than a Sight-Seeing Trip: Enhancing the Value in Short-Term Study Abroad. Business Education Innovation Journal, 2 (2), 46–58.

Smith-Paríolá, J., & Gòkè-Paríolá, A. (2006). Expanding the Parameters of Service Learning: A Case Study. Journal of Studies in International Education, 10 (1), 71–86. http://doi.org/10.1177/1028315305283307

Tarrant, M. A. (2010). A conceptual framework for exploring the role of studies abroad in nurturing global citizenship. Journal of Studies in International Education, 14(5), 433-51

Tarc, P., Mishra-Tarc, A., Ng-A-fook, N., & Trilokekar, R. D. (2013). Reconceiving International Education : Theorizing Limits and Possibilities for Transcultural Learning. Canadian International Education, 41(3), 1–20.

Taylor, E. W. (2007). An update of transformative learning theory: a critical review of the empirical research (1999–2005). International Journal of Lifelong Education, 26(2), 173–191. http://doi.org/10.1080/02601370701219475

Taylor, E. W. (2008). Transformative Learning Theory. New Directions for Adult and Continuing Education, 119 (Autumn), 5–15. http://doi.org/10.1002/ace

Tiessen, R., & Epprecht, M. (2012). Introduction: Global Citizenship Education for Learning / Volunteering Abroad Introduction: The Demand for Learn / Volunteer Abroad Programs International Practicum Placements and Learn Abroad Opportunities. Journal of Global Citizenship & Equity Education, 2 (1), 1–12.

Wood, E. D., & St. Peters, H. Y. Z. (2014). Short-term cross-cultural study tours: impact on cultural intelligence. The International Journal of Human Resource Management, 25(4), 558–570. http://doi.org/10.1080/09585192.2013.796315

Published
2020-04-30
How to Cite
Pavelka, J., & Minions, C. (2020). Defining the Field School Within Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(2), 145-162. https://doi.org/10.36366/frontiers.v32i2.471