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Directing Short-Term Study Abroad Programs at a Public Flagship University

Directing Short-Term Study Abroad Programs at a Public Flagship University
Author: Kelly Watts
Publisher:
Total Pages: 111
Release: 2015
Genre: College teachers
ISBN:
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Faculty-led, study abroad programs have increased throughout the United States in recent years as institutions are eager to globalize their campuses (American Council on Education, 2012). These programs offer students the opportunity to actively engage with college faculty while expanding their cultural horizons. Recent research indicates that the benefits for students who participate in short-term programs are rich and rival that of semester-long programs in the area of global awareness (Chieffo & Griffiths, 2004), critical thinking (Finn & McNamara, 2011), and intellectual development (McKeown, 2009). Additionally, the out-of-classroom interaction with faculty can positively impact student learning (Kuh, 2001; Pascarella, 2001), student engagement (Umbach & Warzynski, 2005), and student satisfaction (Kuh & Hu, 2001). While many studies describe the student study abroad experience (Ogden, 2010; Rollins, 2009; Wenner, 2009), minimal research examine the faculty experience (Goodwin & Nact, 1991; Hornig, 1995; Rasch, 2001). The purpose of this qualitative, descriptive inquiry was to explore the faculty experience directing a short-term study abroad program. This descriptive study was guided by the following research question: How do faculty members describe their experience directing a short-term, study abroad program? Participants included N=12 faculty at a public flagship university who directed or codirected a short-term, study abroad program during January 2014 - August 2014. Using individual interviews, reflective questionnaires, and document analyses, findings included four key themes: 1) intentional design of the program, 2) great sense of responsibility to students, the university and international community, 3) transformative faculty-student connection, and 4) campus community disconnect, as well as three contextual findings resulting from interview data analysis: motivation to serve as a study abroad program director, advice for new faculty directors, and emotions at the end of the program. The findings from this study may inform faculty, administrators and the higher education community about the faculty experience directing a study abroad program and how to best meet the needs of faculty in the program design phase, during their travel overseas with students, and when they return to campus.

Short-term Study Abroad Programs

Short-term Study Abroad Programs
Author: Kelly Kristopher Lemmons
Publisher:
Total Pages:
Release: 2014
Genre:
ISBN:
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This dissertation shows that the ideology of liberalism formed the basis of the Doctrine of Study Abroad (DSA). The DSA was formed in the 1940s and 1950s and teaches that any time spent studying abroad is beneficial and increases tolerance and world peace. The DSA was established by liberal policy makers within institutions of higher education as a method of liberal education to instill the principles of liberalism in the rising generation. The historically established DSA and its assumptions were tested against the contemporary short-term study abroad movement using three study abroad groups from Texas A&M University. Based on the results it is shown that short-term study abroad does not hold up to the assumptions of the DSA. It is therefore concluded that culture is not inherent in study abroad, that students only make shallow observations and interpretations of potentially meaningful cultural interactions when left to their own devices. It is suggested that "interventions", such as "cultural coaching" and time set aside for focus and directed reflection be made within the process of student learning while abroad to enable students to have meaningful cultural interactions. This dissertation argues that suggestions proposed in this research and by the "learning centered" movement will not be incorporated into study abroad programs due to the historical inertia of the DSA and its influence within institutions of higher education. The dissertation concludes that it is necessary to take a critical attitude toward the fundamental presuppositions of the educational paradigm one is investigating, that education research is important because education policy is prone to wishful thinking, and that making critical investigations are necessary to expose flaws in order to correct them. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151786

Education Abroad

Education Abroad
Author: Erin A. Mikulec
Publisher: IAP
Total Pages: 233
Release: 2021-01-01
Genre: Education
ISBN: 1648023347
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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.

Passport to Change

Passport to Change
Author: Susan Lee Pasquarelli
Publisher: Taylor & Francis
Total Pages: 261
Release: 2023-07-03
Genre: Education
ISBN: 1000981223
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There has been enormous growth in faculty-led short-term study abroad programs because they offer flexibility and expand opportunities for students and faculty members who wish to study and work abroad but do not have the resources or time to spend a semester or year away. These experiential programs offer unique opportunities for university faculty to teach their disciplines abroad while engaging students in direct, authentic cultural encounters for transformative change.This volume provides a detailed framework and guidance on how to plan and implement a faculty-led study abroad program. Seasoned faculty leaders and administrators describe an overall program development process, comprehensively identify the elements for designing the curriculum, and offer advice and solutions to unique challenges inherent in various types of programs. The contributors cover the logistics for managing program details at home and abroad provide advice on writing a university proposal, creating a budget, the marketing and recruitment of students, handling abroad logistics, and preparing students for the abroad experience – all illustrated by examples drawn from their experiences. Most importantly, readers will come to understand the difference between experiences that are more touristic than scholarly and gain guidance on designing or redesigning their own programs to ensure academically sound, culturally-relevant curricula that complements the international field site.The opening section sets the scene by describing the overall process of designing and delivering faculty-led abroad programs, from conception to implementation. The core of the book is grounded in evidence-based research for designing international curricula and syllabi, and includes five case studies illustrating short term programs focused on interdisciplinary subject matter, field study, global service learning, internship immersion, and language and cultural study. This practical guide concludes with faculty activities critical to a program’s success: marketing and recruiting students; preparing teaching events for before, during, and after the abroad experience; and formulating a plan to leave a small footprint abroad. This book constitutes a handbook for college and university professors who plan to or already conduct short-term study abroad programs as well as administrators and staff of global and international programs.ContributorsBilge Gokhan CelikRobert A. Cole Darla K. DeardorffCandelas Gala Javier Garcia GarridoDale LeavittRoxanne O’ConnellSusan Lee PasquarelliMichele V. PriceAutumn Quezada de Tavarez Victor Savicki Michael ScullyMichael TysonKerri Staroscik WarrenPaul Webb Brian WysorMin Zhou

Duty of Care

Duty of Care
Author: Lisa Donegan
Publisher:
Total Pages: 0
Release: 2021
Genre: Educational leadership
ISBN:
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Study abroad faculty leaders may play an integral role in building group cohesion, managing conflict, managing crises, and minimizing risk on programs. The role of the faculty leader, according to Paparella (2018), warrants special attention due to the faculty’s close connection to students and partners, the role they may play as primary conflict and risk manager while abroad, and due to increased scrutiny of ramifications of institutional mismanagement of duty of care (Forum, 2020). Although research exists on faculty-led study abroad programs, such as studies conducted by Rasch (2001), Watts (2015), and Paparella (2018), there is limited research on the role of faculty leading short-term study abroad programs and their management of conflict and risk. This qualitative descriptive interpretive study explored: How do faculty describe their management of crises and conflict among participants while directing short-term study abroad programs? Through interviews, participant reflection, and supplemental document analysis, this study explored the perspectives of faculty (N =11) who led a short-term study abroad program prior to April 2020 at private or public universities and colleges in the northeastern United States. The researcher developed an understanding of the faculty stakeholder perspective using Rubin and Rubin’s (2005) analysis, from triangulating findings of transcription and coding of interviews, reflection, and (N = 22) supplemental documents. Four themes emerged from data analysis: that training, preparation, and design matters; that stakeholder collaboration and receptive communication are critical to faculty leaders in Study Abroad; that cultural competence minimizes conflict and fosters collegial group dynamics; and finally, that faculty understanding of duty of care, while fluctuating, is evidenced through the intentional balancing of participant transformational learning abroad with the management of risk. Risk and crisis management is a primary concern for institutions. By studying how faculty leaders on short-term study abroad programs managed conflict and potential risk, other faculty, institutions, partners, and administrators may learn best practices for mitigating conflict, and developing pre-departure preparation and training material that supports faculty and students on all experiences abroad. This study attempted to fill the gap in the literature focused on student conflict and crisis management in short-term faculty-led study abroad.

Academic Mobility Programs and Engagement: Emerging Research and Opportunities

Academic Mobility Programs and Engagement: Emerging Research and Opportunities
Author: Velliaris, Donna M.
Publisher: IGI Global
Total Pages: 263
Release: 2019-11-29
Genre: Education
ISBN: 1799816095
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Students in a range of academic disciplines can take part in a growing number of international placements available to them. Given the sharp increase in the number of exchange programs in recent years, the benefit derived by students from their added mobility merits greater investigation. Academic Mobility Programs and Engagement: Emerging Research and Opportunities is an essential scholarly publication that examines international and study abroad programs and their effect on students and student preparation. Featuring a range of topics such as healthcare, cultural responsiveness, and teacher education, this book is ideal for higher education institutions, faculty, cross-cultural trainers, government officials, counselors, student services administrators, policymakers, program developers, administrators, academicians, educators, researchers, and students.

Intercultural Engagement Through Short-Term Faculty-Led Study Abroad

Intercultural Engagement Through Short-Term Faculty-Led Study Abroad
Author: Priya Ananth
Publisher: MT Open Press, Middle Tennessee State University
Total Pages: 0
Release: 2023-08-11
Genre: Education
ISBN:
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The main objective of this edited volume is to offer pedagogically sound and creative ways of integrating elements of intercultural competence into class activities, tasks, and assignments in short-term faculty-led study abroad programs. The intercultural competencies, categorized in the areas of knowledge, skills, and attitudes, include characteristics such as awareness about self and other cultures, creative thinking, problem-solving, empathy, tolerance towards ambiguity, and withholding judgment, to name a few. By purposefully embedding these characteristics in their course activities, faculty leaders can better assist their students in deepening intercultural and global competencies. These competencies prepare the students for a changing global work environment and help them manage a more diverse workforce at home. This book is arranged into three sections. Section I provides the basic framework to understand short-term faculty-led study abroad programs from a theoretical as well as administrative perspectives. Section II showcases 11 contributions from faculty leaders who share program details demonstrating how intercultural competencies were strategically incorporated into the activities, tasks, and assignments of their study abroad curricula. Section III presents the conclusions with recommendations for faculty and administrators to plan and design short-term faculty-led study abroad programs. This book will contribute uniquely to the field by providing theoretically driven model courses from a broad spectrum of disciplines. The major goal of this book is to encourage the creation of new short-term faculty-led study abroad programs at the university level as well as empower current faculty leaders to strengthen or adapt their programs. The book will interest a broad readership of multidisciplinary study abroad educators, including faculty leaders, faculty leaders-in-training, faculty scholars, and administrators.

IIEPassport, Short-term Study Abroad

IIEPassport, Short-term Study Abroad
Author:
Publisher:
Total Pages: 812
Release: 2008
Genre: Foreign study
ISBN: 9780872063013
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Provides detailed listings of more than 4,100 programs sponsored by U.S. and foreign universities, language schools, and a wide variety of other organizations.

A Case Study of Troika Short-term Study Abroad Program Model in Community Colleges

A Case Study of Troika Short-term Study Abroad Program Model in Community Colleges
Author: Jeremy L. Pickard
Publisher:
Total Pages: 340
Release: 2010
Genre: Community college students
ISBN:
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This case study examined the phenomenon, through a basic interpretive approach, of 13 students who participated in a short- term study abroad program at a community college. Participants shared experiences from their programs that provided meaning to their lives and how that meaning has shaped their life socially, academically, professionally, and personally. The goal of the study was to describe their experiences of community college students who participate in a short-term study abroad program, describe how a short-term study abroad program at a community college impacts a student's life, understand how short-term study abroad programs in community colleges are moving toward the outcomes of long-term programs, and determine the impact this study will have on senior level administrators from Community Colleges for International Development and other government agencies affiliated with study abroad programs. Data were collected from 13 participants via interviews, travel journals, trip reports, and photographs taken while the students were studying abroad. The themes identified in the data were: International experiences encourage participants to study abroad; student perception of faculty leading the study abroad program is key to study abroad participation; expanded worldview through human interaction; studying abroad produces a desire to travel internationally; participants earn intellectual, social, professional, and personal capital as a result of studying abroad. These themes suggest that short-term study abroad programs that use the Troika model produced a significant impact on students who participate in them.