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Author: Zachary Black
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 92
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Book Description
This study investigated seven students who participated in a short-term study abroad program in Italy, and the effects that they perceived. Researching the students' perceptions, utilizing rubrics adopted from the American Association of Colleges and Universities (AAC&U), of knowledge, skills, and dispositions related to intercultural knowledge and competence, and life-long learning was completed through questionnaires, journals, and blogs. A questionnaire was formulated, with adopted AAC&U rubrics, for the seven students to complete prior to their study abroad experience, and again when they returned to the U.S. Also considered for data collection were the course journals and student blogs, which had been completed during the experience. Data analysis was guided by the adopted AAC&U rubrics to measure the students' perceptions. Quantitative data was analyzed via change scores to show the effect that the study abroad program had on the students' perceptions. The results of the data found that studying abroad did have an impact on the student's knowledge, skills, and dispositions related to intercultural knowledge and competence, and life-long learning. Students in this study proclaim that in this study abroad experience they learned a lot and gained new perspectives. This study found that the study abroad experience affected them and was evidenced by the qualitative data and the quantitative change scores. This study suggests that further research on short-term study abroad programs is needed and alternative data tools can be beneficial.
Author: Zachary Black
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 92
Get Book Here
Book Description
This study investigated seven students who participated in a short-term study abroad program in Italy, and the effects that they perceived. Researching the students' perceptions, utilizing rubrics adopted from the American Association of Colleges and Universities (AAC&U), of knowledge, skills, and dispositions related to intercultural knowledge and competence, and life-long learning was completed through questionnaires, journals, and blogs. A questionnaire was formulated, with adopted AAC&U rubrics, for the seven students to complete prior to their study abroad experience, and again when they returned to the U.S. Also considered for data collection were the course journals and student blogs, which had been completed during the experience. Data analysis was guided by the adopted AAC&U rubrics to measure the students' perceptions. Quantitative data was analyzed via change scores to show the effect that the study abroad program had on the students' perceptions. The results of the data found that studying abroad did have an impact on the student's knowledge, skills, and dispositions related to intercultural knowledge and competence, and life-long learning. Students in this study proclaim that in this study abroad experience they learned a lot and gained new perspectives. This study found that the study abroad experience affected them and was evidenced by the qualitative data and the quantitative change scores. This study suggests that further research on short-term study abroad programs is needed and alternative data tools can be beneficial.
Author: Erin A. Mikulec
Publisher:
ISBN: 9781648023330
Category : Education
Languages : en
Pages : 234
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Book Description
Education abroad is an essential part of the university student experience. Initiatives such as IIE's Generation Study Abroad encourage more U.S. undergraduate and graduate students to study abroad. According to the Open Doors 2019 Report by the Institute for International Education (IIE), 341,751 students participated in post-secondary education abroad programs during the 2017/2018 academic year. This figure represents an increase of 2.7% of U.S. students studying abroad from the previous year. Research shows that education abroad provides students with opportunities not only to see the world but also to develop intercultural competence, which is increasingly crucial in the 21st century workplace. There are also numerous studies that show gains in autonomy, confidence, and tolerance for ambiguity in students who complete some type of study abroad experience. In sum, the education abroad experience in itself represents a powerful learning environment that continues to support personal and professional development long after returning home. Nonetheless, these learning environments must be cultivated along with faculty who develop and lead programs, as well as university partners and providers. Furthermore, education abroad programming and assessment is complex and must take into consideration many factors including academic goals, purposeful curricular development, and a balance between academics and leisure activities on site. This book explores the many aspects of education abroad as a learning environment, such as student learning outcomes, faculty development, and program assessment and evaluation. In addition, several chapters present education abroad experiences as a model for community engagement and activism. The authors represent a diverse range of institutions and perspectives and discuss programs around the globe. The book represents the voices of faculty that lead education abroad programs, students who participate in them, and also those of international students on a U.S. campus reflecting on their personal experiences abroad. Furthermore, this book contributes to the discussion of best practices to assist faculty and program directors in creating robust education abroad programs that meet the needs of their students and institutions.
Author: Michael Byram
Publisher: Multilingual Matters
ISBN: 1853599107
Category : Education
Languages : en
Pages : 293
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Book Description
'Living and Studying Abroad' looks at students who travel to other countries for study. It includes students travelling within Europe, from Europe and America to East Asia and China and vice versa. The articles report the results of research and also give detailed accounts of the research methods used.
Author: Chris R. Glass
Publisher: Routledge
ISBN: 1000414507
Category : Education
Languages : en
Pages : 161
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Book Description
This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward. Offering empirical, theoretical, and conceptual contributions, Critical Perspectives on Equity and Social Mobility in Study Abroad foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates’ entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forward valuable recommendations to ensure greater equity within the field. Against the backdrop of growing criticism over the power imbalances in international exchange, this text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and multicultural education. Those interested in educational policy and the sociology of education more broadly will also benefit from this book.
Author: Erin A. Mikulec
Publisher: IAP
ISBN: 1648023347
Category : Education
Languages : en
Pages : 233
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Book Description
Education abroad is an essential part of the university student experience. Initiatives such as IIE’s Generation Study Abroad encourage more U.S. undergraduate and graduate students to study abroad. According to the Open Doors 2019 Report by the Institute for International Education (IIE), 341,751 students participated in post-secondary education abroad programs during the 2017/2018 academic year. This figure represents an increase of 2.7% of U.S. students studying abroad from the previous year. Research shows that education abroad provides students with opportunities not only to see the world but also to develop intercultural competence, which is increasingly crucial in the 21st century workplace. There are also numerous studies that show gains in autonomy, confidence, and tolerance for ambiguity in students who complete some type of study abroad experience. In sum, the education abroad experience in itself represents a powerful learning environment that continues to support personal and professional development long after returning home. Nonetheless, these learning environments must be cultivated along with faculty who develop and lead programs, as well as university partners and providers. Furthermore, education abroad programming and assessment is complex and must take into consideration many factors including academic goals, purposeful curricular development, and a balance between academics and leisure activities on site. This book explores the many aspects of education abroad as a learning environment, such as student learning outcomes, faculty development, and program assessment and evaluation. In addition, several chapters present education abroad experiences as a model for community engagement and activism. The authors represent a diverse range of institutions and perspectives and discuss programs around the globe. The book represents the voices of faculty that lead education abroad programs, students who participate in them, and also those of international students on a U.S. campus reflecting on their personal experiences abroad. Furthermore, this book contributes to the discussion of best practices to assist faculty and program directors in creating robust education abroad programs that meet the needs of their students and institutions.
Author: Jerry S. Carlson
Publisher: Bloomsbury Publishing USA
ISBN: 0313367868
Category : Education
Languages : en
Pages : 265
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Book Description
While it is assumed that American undergraduates who study abroad derive unique benefits from the experience, until now its actual impact has not been assessed. This book, which presents the findings of a long-term evaluation project, provides the kind of systematic and comprehensive data needed to document and give future guidance to programs of study abroad. Using comparative measures, the authors examine the effects of overseas study in terms of education, career, personal satisfaction, and cultural values. Undergraduates in four U.S. college and university programs involving nearly thirty European institutions were chosen for the study. The focus of the research is the role of study abroad in students' acquisition of foreign language proficiency, knowledge of and concern for foreign cultures and international issues, attitudes toward their home country and its values, and career objectives and accomplishments. Student profiles indicate consistent patterns in motivation, achievement, and satisfaction that relate to the experience abroad. In their conclusion, the authors look at the implications of their findings in the context of our times and society and offer suggestions for some new directions for study abroad in the coming years. This analysis will be relevant for educational decision-makers, funding organizations, government, and the research community.
Author: Karen Rice
Publisher: Springer Nature
ISBN: 3030874214
Category : Social Science
Languages : en
Pages : 73
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Book Description
Short-term study abroad experiences are on the rise across social work programs. This increase is fueled by the Educational Policy and Accreditation Standards of the Council on Social Work Education (CSWE) that social work programs graduate students who are ready to engage diversity and function ethically as global citizens who understand mechanisms of oppression. With the increasing number of short-term study abroad trips, this brief offers a framework that provides strategies for empowering the populations and communities in which these trips occur. Developing short-term study abroad trips from a human rights-based framework rather than a needs-based approach is urgent and necessary, as the community in which the visit will occur is placed at the center of planning efforts and its members become equal and active participants. The brief is accessible and relevant to both instructors and students, with thoughtful emphasis placed in each chapter to align with the needs of each group more distinctly. It is conceived with both travel-based (field education) and classroom learning (pre-trip preparation) in mind. Though developed with more depth, theory, and evidence than a "how-to manual," the brief serves as an exemplary "guide" that prepares those engaging in short-term study abroad trips with information and strategies that are derived from the key concepts of a rights-based approach to field education. Human Rights-Based Approach to Short-Term Study Abroad is essential reading that engages students and faculty with case examples to illuminate the complex concepts that are taught by faculty as well as specific exercises and assignments to guide both faculty and student through the process of developing and implementing short-term study abroad trips. This brief is of immediate relevance for undergraduate and graduate coursework in field education, international social work, human rights, global social work, and macro social work, as well as useful for any practitioner seeking CSWE accreditation.
Author: Andrew Dobson
Publisher: Oxford University Press, USA
ISBN: 0199258430
Category : Political Science
Languages : en
Pages : 238
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Book Description
Towards post-cosmopolitanism--Three types of citizenship==Ecological citizenship--Environmental sustainability in liberal societies--Citizenship, education, and the environment.
Author: Pat Crawford
Publisher: MSU Press
ISBN: 1628953853
Category : Education
Languages : en
Pages : 343
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Book Description
A landmark in our understanding of international community-engaged learning programs, this book invites educators to rethink everything from disciplinary assumptions to the role of higher education in a globalizing world. Tapping the many such programs developed at Michigan State University during the last half-century, the volume develops a comprehensive framework for analyzing study-abroad programs with a community-engagement focus. More than a how-to guide, it also offers seven theoretically framed case studies showing how these experiences can change students, faculty, and communities alike. The purposeful broadening of who is involved in these types of international learning programs leads to conceptual transformation and self-reflection within the participants. The authors take the reader on a fascinating journey through how they changed as a result of designing and delivering programs in full collaboration with community partners. The arguments given in this volume for developing truly reciprocal, mutually beneficial partnerships beyond the academy are powerful and persuasive.
Author: Angel Gamaliel Añorga
Publisher:
ISBN:
Category :
Languages : en
Pages : 225
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Book Description
Short-term language study abroad programs have continued to capture the attention of college students in recent years. In an effort to measure the impact, language gain from a short-term study abroad program is measured using pre- and post-grammar-based assessments alone. Such practice takes away the essence and richness short sojourns can offer, especially as this type of assessment does not always account for those students considered to be bad test-takers. The process of language learning is, by nature, a complex task. When studying abroad, this process encompasses three main domains: the language learner, the second language, and the immersion setting. The intrinsic permeability among these domains reveals the complexity of the process of language learning abroad, particularly when the sojourn is short term. Every language learner who studies abroad is unique and experiences the language learning process at a different level. Thus, from a self-efficacy theory perspective - and to allow the voices and stories of the participants to be heard - this study implements a phenomenological case study design to gain insights into participants' self-efficacy perceptions of their language learning abroad. Self-efficacy is identified in the literature as the central phenomenon influencing students' achievement as well as the determining factor of students' success during a short-term sojourn. In this study, five cases shared their stories regarding the process of learning Spanish abroad in relation to self-efficacy perceptions and beliefs. Data sources included in-depth three-way interviews, field observations, and student artifacts. Inductive analysis guided the highlight of significant statements and the creation of clusters and themes; cross-case analyses allowed for a thorough analysis and aided the in-depth description of the essence of the phenomenon at hand for each case. Several important findings related to the process of language learning during short-term sojourns emerged through themes and subthemes. Through interactions with the host family and other native speakers, the participants discovered their real language level while abroad. Coming out of their comfort zones while interacting and using Spanish abroad enabled the participants to increase their self-efficacy perceptions. The more they took part in authentic language tasks, the more participants experienced an increase in their beliefs in their abilities to learn Spanish. Future research is needed in the area of self-efficacy in order to elucidate language learners' beliefs in their capabilities to acquire a second language abroad.
