Experiential Learning, Service Learning, and Engagement in a University ESL Setting: The Graduate Cohort Program

Experiential Learning, Service Learning, and Engagement in a University ESL Setting: The Graduate Cohort Program

Michael Fields
ISBN13: 9781522508748|ISBN10: 1522508740|EISBN13: 9781522508755
DOI: 10.4018/978-1-5225-0874-8.ch002
Cite Chapter Cite Chapter

MLA

Fields, Michael. "Experiential Learning, Service Learning, and Engagement in a University ESL Setting: The Graduate Cohort Program." Student Experiences and Educational Outcomes in Community Engagement for the 21st Century, edited by Cathryn Crosby and Frederick Brockmeier, IGI Global, 2017, pp. 29-57. https://doi.org/10.4018/978-1-5225-0874-8.ch002

APA

Fields, M. (2017). Experiential Learning, Service Learning, and Engagement in a University ESL Setting: The Graduate Cohort Program. In C. Crosby & F. Brockmeier (Eds.), Student Experiences and Educational Outcomes in Community Engagement for the 21st Century (pp. 29-57). IGI Global. https://doi.org/10.4018/978-1-5225-0874-8.ch002

Chicago

Fields, Michael. "Experiential Learning, Service Learning, and Engagement in a University ESL Setting: The Graduate Cohort Program." In Student Experiences and Educational Outcomes in Community Engagement for the 21st Century, edited by Cathryn Crosby and Frederick Brockmeier, 29-57. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0874-8.ch002

Export Reference

Mendeley
Favorite

Abstract

This chapter examines experiential and service learning in the context of an intensive English program for international graduate students, the goal of which is to foster engagement and cultural integration. The service learning project brings together skills in using English in authentic situations, researching, working as a team, communicating with members of the community they would not otherwise have contact with, presenting their project to their peers, and writing a reflection. Evidence is presented in the form of a description and analysis of the program and project, together with interviews with graduate mentors and excerpts from students' reflective writing. It is shown that the project has positive outcomes in terms of increased engagement and development of skills required for successful graduate study in a North American setting.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.