Building Collaborative Research Opportunities into Study Abroad Programs: A Case Study from Panama

Autor/inn/en	Solís, Patricia; Price, Marie; Adames de Newbill, María
Titel	Building Collaborative Research Opportunities into Study Abroad Programs: A Case Study from Panama
Quelle	In: Journal of Geography in Higher Education, 39 (2015) 1, S.51-64 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2014.996849
Schlagwörter	Case Studies; Geography; Outcomes of Education; Foreign Countries; Study Abroad; Geography Instruction; Cooperation; Graduate Students; Undergraduate Students; Researchers; Field Instruction; Learner Engagement; Problem Based Learning; Cooperative Learning; Research Methodology; Maps; Research Papers (Students); Surveys; Panama + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Geografie; Lernleistung; Schulerfolg; Ausland; Studies abroad; Auslandsstudium; Geography education; Geography lessons; Geografieunterricht; Co-operation; Kooperation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Researcher; Forscher; Praxisklasse; Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; Research method; Forschungsmethode; Map; Karte; Survey; Umfrage; Befragung
Abstract	As universities increase their international study opportunities, enormous potential exists to create geography field courses that provide undergraduates and graduate students with primary research experience and intercultural collaboration. This paper draws from our experience leading a two-week collaborative field course in Panama. We outline our principles of engagement: focus on problem-oriented research; build upon local research; create a reflexive working relationship between host and home scholars; foster student collaboration in multiple study stages, including data collection, analysis and interpretation; and make results available, especially to community stakeholders. We conclude that research-driven, collaborative approaches can result in meaningful learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01