Fieldwork Experience as Cultural Immersion

Two International Students and Their Professor Reflect on a Recent Evaluation Practicum

Authors

  • Grettel Mariana Arias Orozco University of North Carolina, Greensboro / Universidad de Costa Rica
  • Onyinyechukwu Onwuka du Bruyn University of North Carolina, Greensboro
  • Jill A. Chouinard University of Victoria, Victoria, British Columbia

DOI:

https://doi.org/10.3138/cjpe.70143

Keywords:

cultural immersion, evaluation practicum, international students, reflective journal, teaching evaluation

Abstract

In this practice note, two international students of evaluation reflect on the cultural challenges they experienced learning to apply Western-based methodologies in unfamiliar cultural contexts. Using a process of reflection, the students identify four interrelated challenges: understanding the culture and program setting, the need for interpersonal and communication skills, learning the language of evaluation, and telling the story. The paper concludes with reflections from the course professor, who highlights the challenges of teaching evaluation, an intensely cultural practice with deep roots in Western theoretical traditions, to students who do not come from the United States. Through reflective practice, the two students were able to overcome many of their initial challenges.

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Published

2021-04-21

How to Cite

Arias Orozco, G. M., Onwuka du Bruyn, O., & Chouinard, J. A. (2021). Fieldwork Experience as Cultural Immersion: Two International Students and Their Professor Reflect on a Recent Evaluation Practicum. Canadian Journal of Program Evaluation, 35(3), 413–421. https://doi.org/10.3138/cjpe.70143

Issue

Vol. 35 No. 3 (2021): Special Issue

Section

Research and Practice Notes

License

Copyright (c) 2021 Grettel Mariana Arias Orozco, Onyinyechukwu Onwuka du Bruyn, Jill A. Chouinard

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