Abstract:
A community engagement study abroad course was conducted during the summer 2011 including landscape design and landscape architecture students from NC State University (NCSU) and students from the architecture school from the University of Veracruz, Córdoba (UVC), Mexico. Student reflections and a survey administered at the end of the course were used to evaluate students’ perceptions of teaching strategies, affective learning and professional development. Negligible differences were found in student responses between undergraduate and graduate students and male and female students. Differences in responses to some questions were observed between NCSU and UVC students with UVC students ranking experiences slightly higher than NCSU. Students valued the participatory and group activities highest among the teaching strategies. Development of affective learning was observed by the reported increased sense of connection with each other’s culture. Students reported their ability to apply community design process improved at the completion of the course and the value of applying their new professional skills in the real world was voiced in student’s responses. This article explored and documented the impact of the course and provided an example by which to promote, develop and improve study abroad service learning courses in community engagement.
Key Words:
Community engagement, design course, Mexico, negligable differences
 7. Sherk NACTA Special Issue Sept 2013.pdf | [ ] | 338 kB |
