High-Impact Practices in Social Work Education: A Short-Term Study-Abroad Service-Learning Trip to Guatemala

2017 ◽  
Vol 53 (4) ◽  
pp. 622-636 ◽  
Author(s):  
Christopher Cotten ◽  
Carla Thompson
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Study Abroad ◽  
Social Work Education ◽  
High Impact ◽  
Short Term ◽  
Term Study ◽  
High Impact Practices ◽  
Short Term Study ◽  
Work Education

Defining the Field School Within Study Abroad

2020 ◽  
Vol 32 (2) ◽  
pp. 145-162
Author(s):  
Joe Pavelka ◽  
Carmanah Minions
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Learning Opportunities ◽  
Short Term ◽  
Term Study ◽  
Working Definition ◽  
Field School ◽  
Short Term Study ◽  
School Model ◽  
Educational Path

Globalization has created a need for culturally aware globally minded students across North America. Study abroad has increasingly become a normalized part of a young person’s education however financial and temporal commitments attached to longer study abroad experiences hinder participation for many. In response, the field school model, which generally involves shorter stays and less financial commitment, has increased in popularity. The field school is a particular model of study abroad that shares characteristics with short-term study abroad, fieldwork, service learning and other models but requires definition. The purpose of this paper is to define the field school model of study abroad within the contest of study to assist administrators when presented the option, faculty when determining experiential learning opportunities and students in determining their educational path. The paper provides a working definition and nine defining features of the field school that distinguish it from other study abroad models.

scholarly journals Student Engagement and Study Abroad

2013 ◽  
Vol 38 (1) ◽  
Author(s):  
Liam Rourke ◽  
Heather Kanuka
Keyword(s):  
Student Engagement ◽  
Study Abroad ◽  
High Impact ◽  
Learning Activity ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
School Year ◽  
Short Term Study ◽  
Study Abroad Program

In this study the authors assessed student engagement during a short-term study-abroad program using the National Survey of Student Engagement (NSSE). Data were collected from a group of Canadian undergraduates spending six weeks in Mexico. Their program included a 10-day bus tour, three half-credit courses, and accommodations with local families. The authors administered the NSSE twice: once at the conclusion of the students’ current school year and six weeks later at the end of their study-abroad program. A comparison of responses from the two administrations of the NSSE indicates an advantage, though modest, for the study-abroad setting. Study abroad’s stature in higher education as a high-impact learning activity received moderate support from the data. The authors encourage administrators and researchers to use student engagement and the NSSE to refine study-abroad programs.

scholarly journals Understanding How Program Factors Influence Intercultural Learning in Study Abroad: The Benefits of Mixed-Method Analysis

2019 ◽  
Vol 31 (1) ◽  
pp. 22-45
Author(s):  
Andrea Paras ◽  
Michael Carignan ◽  
Ashley Brenner ◽  
Jane Hardy ◽  
Jodi Malmgren ◽  
...  
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Intercultural Learning ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Present Evidence ◽  
Short Term Study ◽  
The Impact

With the proliferation of short term study abroad programs at institutions of higher education, there is a need for more rigorous assessment of how these pr ograms contribute to intercultural learning. This article presents a multi institutional comparative study of students’ intercultural learning in six short term study abroad programs in Canada and the U nited S tates , employing both quantitative and qualitat ive methods. The study combines pre and post IDI survey scores with a qualitative analysis of student writing to present evidence about the impact of specific program features on students’ intercultural learning, as well as an analysis of how the students themselves make sense of their experiences abroad. We argue that the extent of pre departure intercultural training has a positive relationship with intercultural learning outcomes. Additionally, we present evidence that service learning opportunities and intra group dynamics contribute to students’ intercultural competence. We conclude that mixed methods analysis provides the most effective way of identifying how different program factors contribute to intercultural growth, when that growth occurs in a pr ogram cycle, and how program leaders can provide effective intercultural interventions to best facilitate student learning abroad.

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