Demeter, Vol. 4 No. 10

February 1982https://digitalcommons.csumb.edu/demeter/1031/thumbnail.jp

Demeter, Vol. 4 No. 10

February 1982https://digitalcommons.csumb.edu/demeter/1031/thumbnail.jp

Digital Storytelling: Enriching Reflection And Reentry For Princeton In Africa Fellowship Participants

Princeton in Africa’s digital storytelling reentry project was designed to fill gaps in reentry programming by encouraging returned fellowship participants to reflect on their experiences living and working in Africa and by helping them identify areas of personal growth and transformation. This project also aims to strengthen the connection Fellows feel to the Princeton in Africa community and their cohort of Fellows. The digital storytelling project will assist the organization with marketing, recruitment, attracting attention from potential partner organizations, engaging donors and other program needs. A pilot digital storytelling project took place at the end of the 2010-11 fellowship year to determine the project’s feasibility. The second iteration of this program will take place at the conclusion of Princeton in Africa’s 2012-13 fellowships. The project involves producing a digital story based on individual fellowship experiences using photos, narration, text and music. Fellows will be asked to describe a learning experience related to their fellowships that had a deep, lasting impact on them and translate it to a digital story. Participation is optional. The Princeton in Africa program manager will facilitate this project for the Fellows who choose to participate and will advise them via email, phone and Skype through each stage of creation: brainstorming, story-writing, preproduction, digital story creation and digital story sharing. The project’s foundations are based on theories of reentry, experiential learning, holistic learning and student development, constructivism, and storytelling as a tool for reflection, among others. Through this digital storytelling project, Fellows will be invited to analyze how their Princeton in Africa fellowships were unique learning experiences that affected their values, belief systems and future goals

In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'

In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly

The Winonan

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Vista: March, 6, 2008

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