A View from Abroad: Experiential learning and inquiry

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1 A View from Abroad: Experiential learning and inquiry Course # ITE 399 Spring 2016 Credit hours: 3 Contact hours: 45 Additional costs: not applicable Prof. Anne Reilley Freese, Ph.D. Teacher contact/availability: available to see students individually by appointment after class; contact at: freese@hawaii.edu 1 - DESCRIPTION This course is designed to provide "hands on" learning to explore how international field experiences shape the very contours of one's cultural understanding and outlook on the world (Mahon, 2007; Merryfield, 2000). This course draws upon the study abroad experience as a natural laboratory for studying the Japanese culture as well as developing and expanding one's cross-cultural awareness. This will be done through experiences within and across different contexts such as the classroom setting, community settings, and cultural sites in Japan. We will use informal and formal ethnographic methods of data collection, namely, interviews, observations, fieldnotes and personal journals to gain a deeper understanding of the culture, the people, the religion, education, customs, etc. We don t see things as they are; we see them as we are. Anaïs Nin In the above quote, Nin argues that our understanding of reality is premised on our identities rather than on objective facts. Consequently, we often understand experiences through our own lived realities based on our race, gender, culture, social class, and privileges and/or disadvantages. Acknowledging Nin's view that we interpret our experiences through our own lived realities, this course is aimed at expanding and enhancing the students' travel and immersion experiences by having them go beyond being spectators and consumers of the place by incorporating a pedagogy of global seeing, using an inquiry approach and "ways of knowing" that move the students beyond the superficial level as spectator in the host culture. In this course the students will reflect on their own cultural beliefs and backgrounds, and compare and contrast the cultural beliefs and values held by the host community with the beliefs and values of their communities of origin. We will look at the role of language, religion, cultural traditions, gender, family, education within the Japanese culture. Using a variety of ways of knowing, the course will incorporate an inquiry pedagogy whereby the students reflect on their cultural knowledge and beliefs and attitudes at the start of the program, and compare and contrast their views at the end of the study abroad program. They will collect data and reflect on significant experiences, including the ways their assumptions and beliefs are shaped by prior experiences, how they processed cultural knowledge and the impact of studying abroad on their worldviews. This class will provide a rich experience to deepen knowledge of these issues.

2 2 - OBJECTIVES, GOALS and OUTCOMES My goal for the class is to make inquiry and research techniques accessible, and more meaningful and relevant. In the course I will emphasize the following beliefs: that research should be personal, purposeful and relevant and that the learning involves reflection, collaboration, open mindedness and situated inquiry (Samaras & Freese, 2005). We will use informal self-study activities, such as journaling, personal histories and memory work, as well as provide opportunities for systematic data collection through interviews, observations, field notes, etc. The objectives of the course are to: Develop a sense of wonder, a questioning stance and an openness to different perspectives; Develop inquiry skills into the cultural context of Japan; Learn how to collect data using research techniques and analyze data; Become familiar with "ways of knowing" through inquiry and ethnographic research techniques; To develop deeper cross cultural understandings through "hands on" inquiry. 3 - PREREQUISITES This course is held in English and all class discussions and written assignments will be in English as well; no knowledge of Japanese is necessary. Students must have already taken a least one course in the humanities. As an intermediate level course, students should bear in mind that this is a writing intensive course that requires significant reading and in-class discussion and participation. 4 METHOD Classroom activities are based on a personal, constructivist, and collaborative approach (Beck, Freese, & Kosnik, 2004). This approach emphasizes constructivism and elements of inquiry that start with self (our prior experiences, assumptions, etc.) and build and construct meaning through readings, discussions, data collection (formal and informal inquiry techniques) and analysis. In designing the course I draw upon the work of John Dewey (1938), who envisioned a transformation of the traditional classroom into a community of inquiry. The class assignments and activities are driven by the goal of having both the students and instructor discuss and share writings and ideas in an intellectually safe community of their peers. Wenger (1998) offers the following three important elements of a community of practice : 1) mutual engagement, 2) a joint enterprise, and 3) a shared repertoire. (p. 73). Establishing a learning community allows students to transform and expand their thinking about inquiry, cross cultural research and provide opportunities for students to talk, share information, negotiate meaning and socially construct their understandings about research (Samaras, 2002, Loughran & Gunstone, 1996). This course is designed to include a variety of instructional strategies and address multiple intelligences and modalities. The activities will include group discussions, guest speakers,

3 videos and individual and group work. The instructional procedures will be divided in the following way. Collaborative/cooperative learning activities (Approximately 25%) Discussion groups (Approximately 25%) Student presentations (Approximately 25%) Lecture (Approximately 25%) 5 - ASSESSMENT Journal Keep a journal of your experiences and questions. These entries (2-3 per week) are to be spontaneous and informal, like a free write. For each entry write for about minutes and focus on anything related to your experiences, travel or wonderings. The entries do not need to be super long, nor polished. They may be handwritten or typed. They will serve as a valuable data source. Artifacts Select artifacts that tell something about who you are personally and professionally. The artifacts (about 4-5 total) can be objects/pictures that relate to your interests, or objects/pictures that relate to your professional side. See page 163 in Samaras/Freese book for ideas. Write something about each artifact--why you brought it, what it says about you personally or professionally. Bring these to class the second day. These artifacts will help us explore the question: Who am I? Insight Papers One to two page papers are to be written for all the readings. The papers are reaction papers that should include what you think are the significant ideas from the readings, as well as your reactions to the reading. At the end of each paper write one question you have about the reading. EXAMPLE insight paper Samaras/Freese Self-Study Book Read Chapter 1 in the Samaras/Freese book. Write an insight paper about your reactions to Chapter 1. Make connections to your study abroad experience so far. How is it different form your prior assumptions? Our wonderings and our interpretations often arise out of our challenges, dilemmas, curiosity. What are some of your wonderings or questions that you have about your study abroad experience thus far? Your insight paper should be 1-2 pages typed. We will share these in class in small groups. Data collection activities Artifacts/pictures informal observation Informal interviews Formal Interviews/Observations Additional details, outlines and examples of data collection activities and assignments will be distributed and discussed in class. Final paper/project Through ethnographic and inquiry techniques you have collected rich data. Write a paper that

4 includes your findings developed through the class activities and assignments. Compare and contrast your initial assumptions, expectations and understandings about aspects of Japanese culture with your findings resulting from using inquiry and ethnographic techniques about Japanese culture. The paper will demonstrate a deeper understanding of yourself as a global citizen and of Japanese culture. Folder System Each student will be given a folder in which you will keep track of your assignments as well as your attendance and class participation. You will be asked to pick up your folders at the start of each class period and record the date. At the end of each class, I will ask you to write a brief reaction, or reflection on the class. Your comments will provide me with feedback to help me adapt the course to be responsive to your learning needs. Turn your folder in at the end of each class.

5 6 EXAMS Final Paper/Project. Topic to be approved by instructor. Your final paper is due our last class. 7 - EVALUATION and GRADING SYSTEM Assignments Points Participation 15 Insight papers/artifacts paper 30 Data collection activities 1 25 Midterm Self Assessment/Outline for Final 5 Paper/Project Final Paper/Exam 25 TOTAL points 100 Following grading system will be observed: 0-59 = F, = D, = C-, = C, = C+, = B-, = B, = B+, = A-, = A 8 - ATTENDANCE and BEHAVIOUR Mandatory attendance is a primary requirement for a responsible learning experience. Please note that: if the student misses THREE classes, the Final grade will be lowered by one letter grade. If more than THREE classes are missed, NO credits will be given for the course. It is the responsibility of the student to catch up on any missed work and to keep track of his or her absences. If a class occasionally creates conflict with another class, the student is required to inform both instructors in advance. Respectful discourse is essential in this class. Ideas, not people, are open to challenge. Here are some suggestions for class participation: Show respect for others feelings and points of view. Try to understand points of view that are different from your own. Demonstrate that you understand a point of view before challenging it. Be supportive of others when they are trying out new ideas. Listen and provide space for others to participate. Students may NOT use cell phones during classes. Coming late and leaving earlier affects the attendance and participation grade. All students at risk of failing will always be alerted by the instructor who will also inform the student s advisor. A no-show on days of visits counts as an absence.

6 Academic dishonesty: should issues of academic dishonesty arise (plagiarism and so on), the teacher will refer to the UH written policy on such matters. READINGS & SOURCES Required Booklet/Course pack: This will be provided by your instructor on a CD. A copy of the required readings will also be available on site. VISITS and TRIPS - Two-three class-based field trips TBA. CLASS SCHEDULE Please bear in mind that the contents of individual classes may be changed throughout the course according to the class's progress. 1) Week 1 Introductions (Instructor and students). Course Overview- introduction to the syllabus, course reader, assignments and projects. Assumptions/ Expectations What is inquiry? Instructor presents travel and cross cultural artifacts Readings: Read Geertz, C. Thick description: Toward an interpretive theory of culture". In the Interpretation of Cultures. New York: Basic Books, pp. 3-30, (Course reading packet) Read handout "The start of your journey". Assignment: Write 1-2 page insight paper that includes reactions and connections to the reading. Bring in pictures and artifacts (4-5 total) that represent you and your prior travel experiences. Write short paragraph describing your artifacts. 2) Week 2 Topic: Ways of knowing: Seeing with "new eyes" Self-study Characteristics of a researcher/inquirer Readings: Chapter 4 Samaras/Freese--writing your personal historical inquiry (Course reading packet). Assignment: Write 1-2 page personal history paper using the questions on pp to develop your paper. 3) Week 3 Topic: Informal inquiry and ethnographic methods Self-reflection, introspection What am I curious about? What do I wonder about? Exploring issues of culture, gender, language, religion, social class in Florence. Readings: Shaffir, W. (1999) Doing ethnography. Journal of Contemporary Ethnography, 28(6) Assignment: Read handout and write an insight paper that includes reactions and connections to the reading. Conduct an informal interview with your roommate. 4) Week 4 Topic: Informal inquiry and ethnographic methods

7 Hands on data collection/analysis Movie: A Class Divided Informal observations--inferences/ Evidence Readings: Merriam, S. (2009). Chapter 5. Conducting effective interviews. Assignment: Write 1-2 page insight paper that includes reactions and connections to the reading. Conduct informal observations in host family context. 5) Week 5 Topic: Ethnographic techniques: artifacts/pictures/objects Hands on data collection and analysis of informal observations Multiple perspectives- Read book Three Little Pigs Readings: Merriam, S. (2009). Chapter 6. Being a careful observer. Emerson, R., Frets, R and Shaw, L. Writing Ethnographic Field notes, Chapter 2. Chicago: University of Chicago Press, 1995 Assignment:.Write up insight paper on the readings and develop observation protocol in preparation for field trip 6) Week 6 Topic: Field Observations Fieldtrip: TBA Assignment: Write up observation notes and preliminary analysis 7) Week 7 Topic: Theoretical and ethical issues Debriefing Field Trip Methods of formal ethnographic inquiry/research Interviews, Observations, Artifacts Readings: Akeroyd, A. Ethics in relation to informants. In: Ethnographic Research, pp , Thomas, S. (1994). Artifactual study in the analysis of culture. Communication Research, 21(6) Assignment: Write 1-2 page insight paper that includes reactions and connections to the reading. Compare and contrast informal and formal research techniques. 8) Week 8 Topic: Doing ethnographic inquiry: Formal methods Formal observations, field notes Structured and unstructured interviews Readings: Merriam, S. (2009). Chapter 5. Conducting effective interviews. Assignment: Develop semi-structured interview questions and conduct formal interview of member of home stay. 9) Week 9 Topic: Data analysis/ Coding Readings: To be provided by the instructor Assignment: Analyze interview data 10) Week 10 Topic: Field Trip: Schools in Japan: TBA Debrief Field Trip

8 Readings: Hooks, bell. Culture to culture: ethnography and cultural studies as critical intervention. In: Yearning, race, gender and cultural politics. Boston: South End Press, pp Assignment: Write up field notes from field experiences and begin data analysis. 11) Week 11 Topic: Data analysis Readings: Merriam, S. (2009). Chapter 5. Qualitative dada analysis. Assignment: Write up your findings using data collected from the formal observations and interviews. 12) Week 12 Topic: Theoretical and ethical issues Lessons learned paper Readings: Merriam, S. (2009). Chapter 5. Dealing with validity and ethics. Assignment: Develop first draft of final paper 13) Week 13 Topic: Share drafts of final paper Readings: Assignment: 14) Week 14 FINAL EXAM Final Project Presentations