Experiential Education Pedagogy Adaptation: Lessons Learned by a Fulbright Scholar
Abstract
Evaluating effectiveness of one’s teaching is a challenge, but how does one design an approach prior to teaching in another culture? What is effective pedagogy adaptation? Certainly answers of “assign less” and “talk slower” are far from satisfying.
To prepare for my Fulbright-Masaryk University Distinguished Chair role in the Czech Republic where I would be teaching two sociology courses to Czech students who had not taken a course taught in English, I immersed myself in the SoTL literature. I had been selected to help the university transition from a traditional dydactic approach to an experiential education classroom environment. Participation in a Faculty Learning Community in SoTL prior to departure equipped me with tools to develop and receive IRB approval for research on my teaching style through ongoing evaluation and students’ receptivity to and participation in a learner-centered pedagogy. Based upon my research findings and introduction of an evaluative framework, this session will provide participants opportunity to discuss challenges of designing and implementing effective teaching strategies for cross-cultural teaching experiences. A participatory exercise will allow other scholars to reflect on their own adaptability to pedagogical challenges. An anticipated outcome is insight on implementing ongoing evaluation and adapting pedagogy for cross-cultural settings.
Location
Room 2010
Recommended Citation
Dyk, Patricia Hyjer, "Experiential Education Pedagogy Adaptation: Lessons Learned by a Fulbright Scholar" (2015). SoTL Commons Conference. 47.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/47
Experiential Education Pedagogy Adaptation: Lessons Learned by a Fulbright Scholar
Room 2010
Evaluating effectiveness of one’s teaching is a challenge, but how does one design an approach prior to teaching in another culture? What is effective pedagogy adaptation? Certainly answers of “assign less” and “talk slower” are far from satisfying.
To prepare for my Fulbright-Masaryk University Distinguished Chair role in the Czech Republic where I would be teaching two sociology courses to Czech students who had not taken a course taught in English, I immersed myself in the SoTL literature. I had been selected to help the university transition from a traditional dydactic approach to an experiential education classroom environment. Participation in a Faculty Learning Community in SoTL prior to departure equipped me with tools to develop and receive IRB approval for research on my teaching style through ongoing evaluation and students’ receptivity to and participation in a learner-centered pedagogy. Based upon my research findings and introduction of an evaluative framework, this session will provide participants opportunity to discuss challenges of designing and implementing effective teaching strategies for cross-cultural teaching experiences. A participatory exercise will allow other scholars to reflect on their own adaptability to pedagogical challenges. An anticipated outcome is insight on implementing ongoing evaluation and adapting pedagogy for cross-cultural settings.
