Developing Global Citizens through International Studies: Enhancing Student Voices and Active Learning in Short-Term Study Abroad Courses

2021 ◽  
Author(s):  
Tina Kempin Reuter ◽  
Stacy Moak
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Global Citizenship ◽  
International Studies ◽  
Short Term ◽  
Term Study ◽  
Pedagogical Tools ◽  
Global Citizens ◽  
Short Term Study ◽  
The Impact

Abstract Educating global citizens has become part of higher education in international studies. Scholars argue that education includes having a global worldview that critically evaluates complex challenges in an ever-changing environment. Most agree that something more than classroom lecture is required to transform students’ perspectives, but debates exist about exactly what “more” means. Short-term study abroad courses have evolved as one way to offer a global experience to students, especially those who must balance work, school, and family life while also facing the economic restraints of higher education. These programs, however, have been criticized as providing little more than a voyeuristic view into the lives of others with no real experience with cultures, development of global citizenship, or true engagement with global issues. This study assesses the impact of a short-term study abroad program on students’ perceptions of their role as global citizens and identifies pedagogical tools that increase the likelihood that students will embrace global citizenship as a transformative learning experience. Using reflection papers and photo elicitation, this article shows that immersive short-term study abroad experiences that include extensive community engagement have the potential to change students’ perception of the world and the way they see their role in it.

scholarly journals Student Learning Objectives: What Instructors Emphasize in Short-Term Study Abroad

2019 ◽  
Vol 31 (2) ◽  
pp. 121-138 ◽  
Author(s):  
Elizabeth Niehaus ◽  
Taylor C. Woodman ◽  
Angela Bryan ◽  
Ashley Light ◽  
Erika Hill
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Learning Objectives ◽  
Intercultural Learning ◽  
Short Term ◽  
Term Study ◽  
Intercultural Competency ◽  
Short Term Study ◽  
Relative Extent ◽  
Student Learning Objectives

Given that higher education institutions are increasingly utilizing short term study abroad courses as a means to develop students’ intercultural competency, it is important to determine if and how the instructors leading these programs are incorporating intercultural learning into their courses. By examining learning objectives embedded within syllabi from short term study abroad courses, the purpose of this study was to identify the relative extent to which instructors emphasize disciplinary and intercultural learning in teaching short term study abroad courses, and to examine the types of intercultural learning that instructors are explicitly including in their courses. Findings point to a wide diversity of emphasis on disciplinary cont ent and intercultural learning, with slightly more courses emphasizing disciplinary content than intercultural learning. Of those learning objectives that focus on intercultural learning, the vast majority focused on intercultural knowledge rather than skills or attitudes.

scholarly journals Assessing changes in mood state in university students following short-term study abroad

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261762
Author(s):  
Tsukasa Yamanaka ◽  
Noriko Yamagishi ◽  
Norberto Eiji Nawa ◽  
Stephen J. Anderson
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Satisfaction With Life ◽  
Mood State ◽  
Mood States ◽  
Satisfaction With Life Scale ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

Short-term study-abroad (STSA) programs provide a more accessible alternative for students who would otherwise not consider engaging in academic activities overseas. Though improvements in the levels of intercultural sensitivity and general academic aspects attained by STSA programs have been previously examined, much less is known regarding the impact such programs have in the mood of students. Here, we examined changes in mood state associated with participation in an STSA program in a group of Japanese university students. Mood states were assessed using the Profile of Mood States (POMS), the Satisfaction With Life Scale (SWLS), and the Gratitude Questionnaire (GQ-6). Results indicated that the POMS mean scores of Vigor-Activity and SWLS peaked at the time immediately following participation in the STSA program; moreover, the same scores were found to be at comparable levels even one month after the end of the program. These results indicate that participation in STSA programs can positively influence the mood state of university students, suggesting that the benefits associated with participation in such programs extend beyond typically reported improvements in the academic domain.

scholarly journals The Impact of Short-Term Study Abroad on Online Learners

2020 ◽  
Vol 11 (Winter) ◽  
pp. 145-149
Author(s):  
Jennifer Malerich
Keyword(s):  
Online Education ◽  
Study Abroad ◽  
Assessment Tool ◽  
Professional Status ◽  
Short Term ◽  
Online Learners ◽  
Term Study ◽  
Design Elements ◽  
Short Term Study ◽  
The Impact

Even in countries with high availability of higher education, students increasingly choose online education over in-person immersion learning. As online learners begin to study abroad little is known about their motivations for, or professional and academic expectations of, the experience, nor the impact of their participation. The author hypothesizes that when compared to the traditional in-person immersion student, online study abroad students have distinct motivations and expectations due to their life experience, professional status and personal goals and also undergo greater growth in areas such as tolerance, critical thinking and global awareness. This research uses surveys, a standardized assessment tool, interviews and focus groups to incorporate both quantitative data and qualitative data in an attempt to understand the profile of the online student participating in a short-term study abroad program, their motivations and expectations, and resulting outcomes. Implications include identifying program design elements specific to the needs of online learners.

Long-Term Benefits of Short-Term Research-Integrated Study Abroad

2018 ◽  
Vol 23 (2) ◽  
pp. 265-280
Author(s):  
Alissa Ruth ◽  
Alexandra Brewis ◽  
Drew Blasco ◽  
Amber Wutich
Keyword(s):  
Study Abroad ◽  
Personal Growth ◽  
Field Research ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Pedagogical Tools ◽  
Research Experiences ◽  
Short Term Study ◽  
And Mathematics

Study abroad and research experiences are proven high-impact pedagogical tools, but are rarely combined at scale. We integrated highly structured research experiences into short-term study abroad programs across multiple countries, then tested for longer term student perceived impacts. Based on qualitative and quantitative analysis of postgraduation data provided by 118 former participants, we identified positive self-reported impacts across a range of domains relevant to longer term academic and career success (e.g., professional connections, specific skills, worldview, and personal growth). Themes and subthemes were consistently similar by minority status, gender, and program locations. Inclusion of highly structured research experiences in short-term study abroad can provide additional value to students. The benefits would accrue most especially to women and minority students who have less on-campus access to traditional science, technology, engineering and mathematics (STEM)-field research mentoring and are accordingly underrepresented in the research-career pipeline.

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