Linking Experiential and Classroom Education: Lessons Learned from The American University-Amnesty International USA Summer Institute on Human Rights

Abstract

How can internships and other forms of experiential or service learning be designed to best accomplish academic goals? This article explores the benefits and pitfalls of experiential education by looking at the relevant scholarly literature and at students’ and faculty members’ experience with the American University–Amnesty International USA Summer Institute on Human Rights. Overall, faculty and students report that internships, when integrated with traditional classroom learning, greatly enhance learning overall. The article suggests strategies for structuring internships to enrich students’ learning.

Service Learning in a Community Context: Learners' Perceptions of a Challenging Training Paradigm

“…Learners and community participants provide interpersonal interactive learning opportunities and are provided with opportunities to develop bonds with one another (Burnard;Eyler, 2002). In this study, learners had the opportunity to integrate practical experience with their theoretical knowledge and to reflect this knowledge in relation to their own 'reality' (Marlin-Bennett, 2002) in complex community set tings.…”

Globalization of workforce

“…The students also experience realistic perceptions of problem solving skills that managers value when recruiting hospitality graduates (Lam and Ching, 2007; Raybould and Wilkins, 2005). This provides students with decision-making skills from actual business settings that increase their professional competencies (Marlin-Bennett, 2002). Similarly, Gryski et al (1987) recognized the benefits from the socialization, the development of interpersonal skills, awareness to ethical concerns and a sense of efficacy.…”

Teaching international relations

“…As civic engagement and internationalizing the curriculum both garner increasing attention as educational goals, more instructors are combining the two in an effort at international civic engagement. Although often resource intensive, engaging students globally provides a unique experience that students are likely to appreciate, value and learn from (Lorenzini 2010;Marlin-Bennett 2002), in addition to preparing students for success in an increasingly globalized world (McCartney 2006) and preparing them to make valuable contributions to their communities (Jacoby and Brown 2009).…”

“…Although certainly resource intensive, these kinds of global civic engagement experiences can really bring home to students the reality of international issues. Topics like human rights become much more real when students work with international human rights advocates (Marlin-Bennett 2002), participate in the asylum-seeking process (Dicklitch 2003) and begin to understand what life might be like for victims of human rights abuses (Krain and Nurse 2004).…”