Ethnography is an exceptionally difficult subject to teach and learn in a classroom setting. This article, written by an ethnography professor and five graduate ethnography students, reflects on how a short-term and collectively executed fieldwork study can help alleviate this problem. Within three months, we logged over 100 hours of observations…

This article puts forward an experiential teaching method for becoming aware of, getting access to, and giving meaning to the sensory experiences that constitute and shape learning processes during social anthropological fieldwork. While social anthropologists use all their senses in the field, the preparation and processing of fieldwork are…

The purpose of this study is to present students' experiences, interest in engineering, and personal narratives while participating in a robotics summer camp in a metropolitan city in Turkey. In this study, I used qualitative data collection methods such as interviews, field notes, and observations. I used the four principles of Engle and Conant…

This article, the second of a two-part series, features 11 teaching innovations presented at the 2014 Association for Business Communication annual conference. These 11 assignments included leadership and other-focused communication--detecting communication style, adaptive communication, personality type, delivering feedback, problem solving, and…

Designing investigative skills sessions for key stage 5 students based on field research in the Ghanaian savannah prompted reflection on the similarities and differences in the ways farmers and students learned about and applied scientific methodology. Circumstantial constraints mean that farmers' experiments were less controlled than those…

Students undertaking field-based learning, in which they work with Indigenous people in Northern Australia, describe a profound learning experience redolent with emotion. Inspired, challenged and transformed, the students are compelled in ways that require them to interrogate their own selves and taken-for-granted beliefs. In this paper, we draw…

In response to recent articles and ideas for experiential learning activities in human geography, this paper outlines a particular approach to learning about the body, difference, mobility and geographic space through experience. The Corporeal Marker Project designed and implemented by the authors provides a spatial experience of difference for…

We conducted a series of summer workshops on bioinformatics to increase educators' knowledge of this new field of inquiry with the assumption that their knowledge will, in turn, impact student achievement. The workshops incorporated experiential learning and self-reflection (Loucks-Horsley et al. 1998). Educators demonstrated significant increases…

This article presents a strategy for incorporating experiential learning into university coursework through the use of Extension fieldwork projects. In this case, undergraduate agribusiness management students construct business plans for primary agricultural industries and proposed new industries, such as food processing. Results of the study…

Describes introductory social studies unit which involves fifth grade Adams (Nebraska) students in concrete experiences (scavenger hunt) with their local environment to enable them to relate difficult social science concepts with familiar points of reference, reverse student negativism toward social studies, and motivate students to view social…

Comments on Reba Page's use of the author's work, known as the Brad trilogy, in a lesson on validity in interpretive research methods. Wolcott prefers involving students more immediately with field work than in Page's approach. Discusses his intentions in writing the Brad trilogy and the questions it has raised. (DSK)

Asserts that traditional field study, widely regarded as an essential part of geographical higher education, is under attack because of high costs and poor administration. Describes a case study of an undergraduate program that combines training in field study with research and presentation skills. (CFR)

A thematic and hands-on approach to learning ensures that students develop a deeper understanding and retain information longer. Bouillion and Gomez (2001) argue that real-world problems and school-community partnerships help engage students to connect with school science. When there is a disconnect between the activities of school science and…

Reports that students who might be bored or intimidated by economic geographic theory become enthusiastic when they can apply it to their own experiences. Describes a class project involving fieldwork and in-class analysis on delineating the retail trade area of a small Ohio city. Includes three maps and mathematical formulae for data analysis.…

This paper describes two innovative and linked approaches to teaching and student learning in the environmental and development geography of the Mekong region, a region remote from students' normal experiential options. The first approach is field-based learning through Field Schools carried out in Vietnam, Laos and Thailand. The second approach…