Key points:
- Students discovered that relationships are crucial to well-being
- Using real-world tools to prepare students for the workforce
- These study methods play a key role in student success
- For more news on instruction, visit eCN’s Teaching & Learning hub
In March 2024, we (faculty and staff from Bridgewater State University) facilitated a week-long study tour in the Dominican Republic with a group of nine college students. Our primary goals for our students were to (1) learn about the history and culture of the Dominican Republic and Haiti, (2) develop intercultural skills through immersion in a new context, and (3) teach culturally sustaining English lessons at a high school in Friusa, Dominican Republic. We conducted pre- and post- surveys and focus groups with our students to assess program effectiveness.
Our nine students had a wide variety of unique responses to the experience. Three students were education majors and the others were studying theater arts, social work, history, visual arts, English and criminal justice. Some students noted power imbalances between Haitians and Dominicans, others were overwhelmed by the heat, and still others were enamored by the generous spirit of some of the locals.
Interestingly, the only point that all students agreed on was the teaching experience’s positive impact on the high school students and on themselves. The high school, a relatively new construction built in 2018, has approximately 900 students, and this is the first year that the government has provided textbooks. Prior to arrival, we tried to set up Zoom meetings with students at the school, but because of their technology needs and lack of infrastructure, the connection was spotty at best and it became difficult to teach a full lesson with so many interruptions. A teacher informed us that the high school students were working on business proposals, so our university students prepared to teach business vocabulary.
During the week of the study tour, our students individually taught small groups of 15-25 students in one large open space. It was chaotic, hot, and loud in the shared space. When we arrived, we learned that the business curriculum was only applicable to a small group of students and that the vast majority did not have an assignment related to that topic. There was some frustration with this changing curriculum among our college students, and yet, they adapted and connected with the students in front of them.
During our focus groups, all nine students agreed that teaching at the school was the highlight of the Dominican Republic study tour. They didn’t have access to technology for teaching, so they used whiteboards, markers, paper, and pencils. They taught one another dances and acted out vocabulary words, and they played interactive games and laughed. Our college students all came back to the U.S. thinking about what they learned from this experience at the school. Even though only three were education majors, they all found the experience teaching to be mutually beneficial and memorable.
Furthermore, they had to think on their feet and adapt the lesson to the varying levels, interests, and dynamics of their small groups. We shared sample lessons with our students, but ultimately, they created activities that would work for their students. One of our college students asked her learners which words they wanted to learn in English and then she explained those words to students in the following lessons. Another student created lessons on students’ dream jobs because his group was able to communicate more in English.
Our college students explained that they saw progress in five days at the school. They described the high school students as being “passionate,” “engaged,” “eager to learn,” and “focused.” The teacher who normally teaches these students said the students were so excited to have the opportunity to interact with and learn from college students that they were more engaged and motivated than usual (a testament to the power of novelty and hands-on-experiences in teaching and learning).
One participant said: “During my time in the Dominican Republic, I found the experience to be incredibly fulfilling. I built strong connections with my students, and the opportunity to teach and learn from them was truly life-changing. Despite the cultural differences, I felt a sense of belonging and was warmly welcomed by the community.“
The week at the school culminated in presentations about what the high school students learned. They were all so appreciative of the experience and eager to share. They made posters with pictures from the week and there were tears in their eyes as they explained how much they learned and how thankful they were for the opportunity.
This was our second study tour at this particular school, and we have plans to go back next year, and hopefully every year after that. We also are dreaming of Zoom classes soon being a viable option–it would be rewarding for the high school students and our BSU students to communicate more regularly.
College students put down their phones and connected with these high school students. They messed up, saw activities go awry, had to modify their plans and start again, but most importantly, they were appreciative of the interactive experience and saw hope for the future.
Many of the high school students said that they were more motivated to study English after this short experience. The goal was building English skills, but the experience was one of connection, hope and joy. This shared experience brought our diverse college students together.
As one student said: “…connections I formed with students and colleagues during the study tour have reinforced the importance of building strong relationships in the classroom. I will prioritize fostering positive relationships with my students, as I recognize the significant impact they can have on their academic success and overall well-being.”
Dr. Emily Spitzman, Associate Professor of TESOL, Dr. Sarah Thomas, Professor of Secondary Education & Educational Leadership and Ms. Elizabeth Gracia, College of Education and Health Sciences Licensure Officer, design and co-facilitate this week-long study tour to the Dominican Republic. We have been collaborating to ensure the program has a positive and sustainable impact on our college students and the high school students in the Dominican Republic.
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