Designing and Delivering the Global, Experiential Learning Opportunity: A Case Study of a Faculty-Led MBA Study Abroad Program

2019 ◽  
pp. 865-890
Author(s):  
Mary Conran
Keyword(s):  
Experiential Learning ◽  
Study Abroad ◽  
Learning Opportunity ◽  
Study Abroad Program

Socio-Spatial Analysis of Study Abroad Students’ Experiences in/of Place in Morocco

2017 ◽  
Vol 40 (3) ◽  
pp. 264-278 ◽  
Author(s):  
Jennifer M. Pipitone ◽  
Chitra Raghavan
Keyword(s):  
Spatial Analysis ◽  
Experiential Learning ◽  
Study Abroad ◽  
Participant Observation ◽  
Pedagogical Practice ◽  
Learning Spaces ◽  
Learning Space ◽  
Entry Points ◽  
The Individual ◽  
Study Abroad Program

This article builds upon existing place-based research through the application of a socio-spatial perspective to make sense of how students’ experiences in/of place shape, and are shaped by, the production of experiential learning space. Rather than focusing on the individual as the unit of analysis, this article is concerned with understanding how knowledge was produced during a 3-week study abroad program to Morocco. Data were collected with eight participants through participant-observation and narratives in the form of eight reflective journals. We conduct a socio-spatial analysis of this data guided by Lefebvre’s spatial theory and offer three spatial readings of our findings including a diverse country of paradox, encountered histories, and positioned bodies through narrative. Findings suggest the production of experiential learning space was mediated through social interactions, engagement with local rhythms and histories, and intentional narrative activities. Engaging students with place is fundamental to the production of experiential learning space. Lefebvre’s spatial triad is a useful tool for pedagogical practice; its relational structure affords educators an opportunity to consider how learning spaces are socially produced via engagement with surrounding environments, and provides multiple entry points to engage students meaningfully with place.

scholarly journals Teaching inequality in Brazil: A study abroad exploration of race, class, gender, sexuality, and geography

2022 ◽  
Vol 6 (1) ◽  
pp. 13-29
Author(s):  
Edvan P. Brito ◽  
Anthony Barnum
Keyword(s):  
Experiential Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Student Teachers ◽  
Lived Experience ◽  
Learning Environments ◽  
Gender And Sexuality ◽  
Community Members ◽  
Theory To Practice

This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used to teach about issues of inequality by partnering with community members to build learning environments where students and community members can all benefit.

scholarly journals Developing Global Competencies through International Teaching: Using Critical Cosmopolitan Theory to Compare Case Studies of Two Study Abroad Programs

2019 ◽  
Vol 31 (2) ◽  
pp. 105-120
Author(s):  
Erik Jon Byker ◽  
Tingting Xu
Keyword(s):  
Study Abroad ◽  
Case Studies ◽  
Teacher Candidates ◽  
Study Abroad Programs ◽  
Global Competencies ◽  
Global Citizens ◽  
Intercultural Awareness ◽  
International Teaching ◽  
Study Abroad Program

For students to become global citizens they need globally competent teachers. The purpose of this article is to describe and compare the development of global competencies in teacher candidates who participated in international teaching-focused study abroad programs. The article is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global competencies through the fusion of critical consciousness (Freire, 1970) and cosmopolitanism (Appiah, 2010). In the field of teacher education, study abroad experiences can help enhance teacher candidates’ commitment to culturally responsive teaching practices (Gay, 2002) and intercultural awareness (Hammer, Bennett, & Wiseman, 2003). The article reports on two case studies of study abroad programs for U.S. teacher candidates. One case study focuses on a study abroad program in China (n=13) and the other case study focuses on a study abroad program in South Africa (n=22). The article compares the teacher candidates’ perceptions of their study abroad experiences in relationship to the development of global competencies.

From Cultural Immersion to Professional Growth

2017 ◽  
pp. 383-399
Author(s):  
Carrie E. Hong ◽  
Samantha Kopp ◽  
Shanthia Williams
Keyword(s):  
Study Abroad ◽  
Professional Growth ◽  
Classroom Teacher ◽  
Cultural Immersion ◽  
Future Research ◽  
Structured Interviews ◽  
Study Abroad Programs ◽  
Descriptive Case Study ◽  
Study Abroad Program

This chapter presents a case study that explores impacts of the cultural immersion afforded from a study abroad program on teachers' professional growth over time. First, the study examined two teachers' cultural immersion process from their reflections and survey answers collected before, during, after the study abroad. Second, impacts of the study abroad experiences on classroom instruction were explored, using descriptive case study and phenomenology methods. Data from semi-structured interviews and teacher lesson observations were analyzed to explore to what extent the teachers infused diversity and multiculturalism in their instruction. The results of the study describe lived experiences of the two teachers who participated in a summer study abroad program that allowed unique experiences of cultural immersion and professional growth as a classroom teacher. The chapter also includes suggestions for future research that explores impacts of study abroad programs on teachers and their students.

Lessons Learned

2019 ◽  
pp. 120-130
Author(s):  
Taryn Gassner Tangpricha
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Lessons Learned ◽  
Student Enrollment ◽  
Mutual Benefit ◽  
Community Members ◽  
Technical Community ◽  
Study Abroad Program ◽  
Division Department

This chapter conducts a case study of Delaware Technical Community College as it grew its programs from 2009 to present. Despite directive from the President, support and engagement was not widespread across the state: varying by campus, division, department, and instructor. Study abroad leadership was tasked with aligning the program with the college's mission, vision, and strategic directions, and building support internally and externally to boost student enrollment in the study abroad program. By targeting three key groups of stakeholders—students, faculty, and community members—and supporting shared values towards a mutual benefit, Delaware Technical Community College was able to grow its study abroad enrollment by over 400% from 2010 to 2018.

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