Preparing, Planning, and Executing a Successful Short-Term Study Abroad Program: A Case Study—Speech, Language, and Hearing Sciences in India

2020 ◽  
Vol 5 (4) ◽  
pp. 1067-1074
Author(s):  
Lata A. Krishnan ◽  
Saumya Sundaram ◽  
Sita Sreekumar ◽  
Spoorthi Thammaiah ◽  
Gita Mitra
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Program Planning ◽  
Development Program ◽  
The United States ◽  
Community Partner ◽  
Short Term ◽  
Community Partners ◽  
Faculty Leader ◽  
Study Abroad Program

Purpose The purpose of this clinical focus article is to describe the development and execution of the Speech, Language, and Hearing Sciences in India service learning (SL) study abroad program. It includes the perspectives of the faculty leader from the United States and of the faculty and staff from the community partner organizations in India. Method The development of the program utilized an SL model and occurred over the course of 1 year of planning and discussions with three primary community partner organizations in India, and the program has been offered in the summer of 2018 and 2019. Results Program planning and development, program activities, as well as benefits and challenges are described. Feedback from community partners and qualitative comments from participants are included. Conclusion A short-term SL study abroad program can be mutually beneficial with careful planning that includes input from community partners in the destination country.

scholarly journals An Interprofessional, Intercultural, Immersive Short-Term Study Abroad Program: Public Health and Service Systems in Rome

2019 ◽  
Vol 31 (1) ◽  
pp. 148-168
Author(s):  
Sara A. McComb ◽  
Lorenzo Fedele ◽  
Patrick A. Brunese ◽  
Vicki L. Simpson
Keyword(s):  
Public Health ◽  
Study Abroad ◽  
Learning Outcomes ◽  
Service Sector ◽  
The United States ◽  
Technical Program ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

The purpose of this paper is to describe a short term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience . Faculty fr om Purdue University and Sapienza Università di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. S pecifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in class activities and case study discussions, field experiences, and assessments. Here in, administrat ive issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activitie s is described. Finally, examples of learning outcomes resulting from this alignment are provided.

scholarly journals Development of a Short-Term, Athletic Training and Public Health International Service-Learning Study Abroad Program to Nicaragua

2019 ◽  
Vol 14 (4) ◽  
pp. 283-292 ◽  
Author(s):  
Adam B. Rosen ◽  
Christine C. Center ◽  
Jason D. Coleman
Keyword(s):  
Public Health ◽  
Service Learning ◽  
Study Abroad ◽  
Injury Prevention ◽  
Athletic Training ◽  
Student Athletes ◽  
Learning Study ◽  
Short Term ◽  
Study Abroad Programs ◽  
Study Abroad Program

Context Study abroad programs are a key educational opportunity for athletic training students to grow in cultural competence. Yet, there are few faculty-led, study abroad programs specifically designed for athletic training community engagement in low-income nations. Objective To describe the process of developing and implementing a short-term athletic training and public health service-learning study abroad program to Nicaragua. Background Partnerships with a Nicaraguan partner institution aimed at creating sustainable study abroad programs for students from a variety of disciplines were initially explored. A short-term, study abroad program with athletic training and public health faculty was established based on the opportunities and benefits that it would provide to students, interests of host staff, and the accessibility to a local community. Synthesis Nine athletic training and exercise science students, composed mostly of graduate students, participated in the program in Nicaragua. Students worked with local soccer coaches and their student-athletes. Curriculum for the coaches included basic athletic injury prevention and management techniques including the Fédération Internationale de Football Association 11+ injury prevention protocol, concussions and head injury, heat illness and hydration management, nutrition and performance, and basic first aid. With the student-athletes, the group implemented injury prevention skills including the Fédération Internationale de Football Association 11+, proper heading techniques, and teamwork drills. Results Working with the Nicaraguan soccer players and coaches provided students important lessons in cultural competence, interprofessional education, communication, and patient care. Recommendation(s) As athletic training education shifts to a professional master's degree, it is important for educators to consider study abroad program length, structure, and student learning outcomes if they are interested in creating faculty-led programs. Conclusion(s) Athletic training study abroad programs, which provide students with opportunities for direct interaction with coaches and student-athletes, can provide students with beneficial learning opportunities. This program can offer a framework for those interested in offering short-term programs abroad.

scholarly journals Short-Term, Faculty-Led Study Abroad Program in Japan

2019 ◽  
Vol 14 (4) ◽  
pp. 259-268 ◽  
Author(s):  
Daisuke Shibata
Keyword(s):  
United States ◽  
Health Care ◽  
Study Abroad ◽  
Athletic Training ◽  
Health Care Professionals ◽  
The United States ◽  
Short Term ◽  
Cultural Competencies ◽  
English Speaking ◽  
Study Abroad Program

Context Although cultural competencies in athletic training education exist, there are limited international athletic training educational opportunities available. Study abroad experiences help students gain international and multicultural perspectives. The lack of study abroad opportunities is more pronounced in non–English-speaking countries. Objective The purpose of this article is to describe experiences with developing and conducting a short-term, faculty-led study abroad program in Japan. Essential elements and recommendations based on the study abroad program are interwoven throughout the article. Background The diversity in the United States and among the collegiate student-athlete population has increased. However, the population of athletic training professionals does not match this diversity. This mismatch has increased attention to the demand to find ways to nurture cultural competencies in athletic trainers. Simultaneously with changes in the United States, growth of the athletic training profession and athletic training educational programs is noticeable in Japan and other non–English-speaking countries. A well-designed study abroad program can expose students to the unique perspectives of athletic training and/or related health care professions and nurture cultural competency. Recommendations(s) A short-term, faculty-led study abroad program should include an assistant and local facilitator, multiple site visits, at least a day without guidance from the program, an adequate balance between academic and cultural activities, program dinners, opportunities for students to present and share their experiences, and a focus on keeping the trip safe. Conclusion(s) The short-term, faculty-led study abroad program in Japan offered unique opportunities for athletic training students to gain knowledge of and an appreciation for athletic training in diverse cultures and to incorporate these experiences into their future personal and professional practice. Further information and data are required to provide an optimum education for students to learn and apply cultural competencies as health care professionals.

Outcomes of an International Audiology Service-Learning Study-Abroad Program

2016 ◽  
Vol 25 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Lata A. Krishnan ◽  
K. Andrew R. Richards ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
Rating Scale ◽  
Public Affairs ◽  
Community Partner ◽  
Civic Learning ◽  
Study Abroad Program

Purpose The purpose of this study was to evaluate students' academic and civic learning, with particular interest in cultural competence, gained through participation in the Speech, Language, and Hearing Sciences in Zambia study-abroad program. Method Twelve female students participated in the program. Quantitative data collected included pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012) to measure changes in participants' civic learning. Qualitative data included journals, end-of-program reflection papers, videos, and researcher field notes. Feedback was also obtained from community-partner organizations via a questionnaire and rating scale. Results Comparison of the pre- and postprogram Public Affairs Scale data showed a significant increase in cultural competence and a marginal increase in community engagement at the conclusion of the program. Qualitative data showed that participants' cultural awareness was increased, they benefited from hands-on learning, and they experienced a variety of emotions and emotional and personal growth. Conclusions Results show that a short-term study-abroad program with a service-learning component can be a mechanism for students to enhance academic and civic learning, specifically cultural competence and clinical skills. Sustainability of programs is a challenge that needs to be addressed.

scholarly journals The Impact of a Short-Term Study Abroad Program that Offers a Course-Based Undergraduate Research Experience and Conservation Activities

2018 ◽  
Vol 30 (3) ◽  
pp. 100-118 ◽  
Author(s):  
Jacqueline McLaughlin ◽  
Mit Patel ◽  
D. Kent Johnson ◽  
Carlos L. De la Rosa
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Conservation Biology ◽  
Field Research ◽  
The United States ◽  
Research Experience ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

Short-term study abroad experiences are the most common type of undergraduate study abroad programs in the United States. However, and to the best of our knowledge, little empirical research exists on students’ learning outcomes following their participation in a short-term program using an integrated research praxis. To address this, we structured an international embedded program in Costa Rica and Panama which allowed students to engage in authentic research experiences topically centered in ecology and service-learning activities in conservation biology. Mixed methods analyses on data generated from the assessment of students (n=54) in three cohorts, revealed students’ gains (both positive and negative) in specific scientific skills and knowledge domains in both the fields of ecology and conservation biology, as well as interest in doing further field research, perceptions of authentic international field research, appreciation of the value of biodiversity, advocacy, and future actions as conservationists and informed citizens (global citizenship).

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

scholarly journals Innovations in Integrating Language Assistants: Inter-Collaborative Learning

2018 ◽  
Vol 4 (4) ◽  
pp. 54-62
Author(s):  
Fumie Kato
Keyword(s):  
Study Abroad ◽  
Language Learners ◽  
Native Speakers ◽  
The United States ◽  
Japanese Language ◽  
Japanese Study ◽  
Language Classes ◽  
One Year ◽  
Study Abroad Program ◽  
Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

scholarly journals Ideas for Designing and Implementing Portfolios for Short-Term Study Abroad

2020 ◽  
Vol 2019 (1) ◽  
pp. 229
Author(s):  
Tomoka Kaneko
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Efl Students ◽  
Study Abroad Program

This paper describes how I designed and implemented a portfolio project in a short-term study-abroad program at my university in Japan. Sixteen EFL students participated, and of these, none had experience of producing portfolios before the study. I planned the project based on an analysis of the program and students. Central to the portfolio was a reflective report, designed to help the students reflect on what they learned and to set goals based on reflection throughout the program. The students received instructions on how to complete the portfolio in predeparture sessions, continuously worked on their portfolios during the stay abroad, and completed them after they returned to Japan. The examination of submitted portfolios and interviews with the students show that the process of producing the portfolios helped them become autonomous learners and maximize their study abroad experience and opportunities. 本稿では、著者が勤務する大学の短期海外語学研修プログラムに、どのようにポートフォリオを構想し、組み込んだかについて説明する。16名の大学生がプログラムに参加した。参加者は全員、プログラム以前にポートフォリオを作成した経験がなかった。海外での研修内容と参加学生の分析に基づいて、ポートフォリオの構想を立てた。学生は自分の学びをその都度振り返り、それに基づいて目標を立て、それらを振り返り報告書に記入した。この振り返り報告書は、ポートフォリオの中核を担うものである。学生は事前研修でポートフォリオの作成方法を学び、主に研修先で作成に取り組み、事後研修後に完成させた。提出されたポートフォリオと学生へのインタビューから、ポートフォリオを作成することにより、学生がよりよい自律的学習者となり、短期間の海外語学研修を有意義なものにしたと感じていることが分かった。

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