This presentation explores students’ reflection on their experiences of summer research and service programs at a liberal arts university in Bangladesh. In order to emphasize connections between university learning and local and global community issues, universities and colleges are increasingly incorporating short-term programs which stress active learning and/or public engagement and service. In this context, this presentation explores how to help students to grasp such complex intellectual engagement in higher education. Based on students’ interviews collected in 2012, I examine the ways in which students perceive the connections between their summer experiences in relation to their college education. The students in this study participated in diverse summer projects held in diverse countries, including Bangladesh, Nepal, and Nepal. Some students participated in faculty-initiated projects, while others designed their own projects. Their comments are diverse, but students’ comments revealed their struggles to see these connections. At the same time, their comments illuminate some of the areas where instructors can help students to see the connections between summer projects and the regular class-room based classroom and university education.
Tomomi Naka, Tottori University, Japan
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