Developing an Interdisciplinary Study-Abroad Experience

2010 ◽  
Vol 35 (4) ◽  
pp. 148-149 ◽  
Author(s):  
Susan Norwood ◽  
Bradley Striebig ◽  
Mary Jeannot
Keyword(s):  
Study Abroad ◽  
Interdisciplinary Study

Establishing Interdisciplinary Collaborations for International Education

2010 ◽  
Vol 13 (1) ◽  
pp. 13-17 ◽  
Author(s):  
Fran Hagstrom
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Undergraduate Students ◽  
International Study ◽  
Lessons Learned ◽  
Speech Language Pathology ◽  
Honors College ◽  
Five Disciplines ◽  
Language Pathology ◽  
Interdisciplinary Study

This article describes the development of an interdisciplinary study abroad course for undergraduate students in health care. Involvement was needed from various university programs and faculty, including the Honors College, the Office of Study Abroad, and faculty members from five disciplines and two colleges. The roles of all participants in the process for developing international study are described and examined. The approach used in this program was applied in an interdisciplinary health perspective that included speech-language pathology. Both the program and lessons learned are provided for other universities seeking transnational expansions within and beyond Communication Sciences and Disorders programs.

scholarly journals Interdisciplinary Study Abroad as Experiential Learning

2016 ◽  
Vol 45 (2) ◽  
Author(s):  
Jean Wilson ◽  
Rachel Brain ◽  
Erik Brown ◽  
Leila Gaind ◽  
Kaila Radan ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Study Abroad ◽  
Experiential Education ◽  
Critical Reflection ◽  
International Study ◽  
Learning Facilitation ◽  
Academic Exchange ◽  
Home Institution ◽  
Meaningful Connections ◽  
Interdisciplinary Study

Abstract Although study abroad would appear to be an ideal context for the learning through doing and reflecting that constitutes experiential education, if it fails to be rigorously approached as experiential learning, it not only falls short of its potential, but also risks reinforcing rather than confounding consumerist assumptions and behaviours in education. Co-authored by five former academic exchange participants and their professor/program director (who had remained at the home university), the paper explores the need and various possibilities for programming that would pay more than lip service to the idea of international study as experiential learning. Facilitation of ongoing critical reflection and meaningful connections among students returning from study abroad, those arriving from elsewhere, and those at the home institution who had not studied abroad presents itself as a significant post-sojourn opportunity, with the potential to contribute to the transformation and internationalization of the institution itself.

Enhancing Pre-Service Teachers' Global Competencies Through Interdisciplinary Study Abroad

2021 ◽  
pp. 20-32
Author(s):  
Susan Oguro ◽  
Lesley Harbon
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Social Issues ◽  
Global Competence ◽  
Future Teachers ◽  
Global Competencies ◽  
Local Society ◽  
Assessment Tasks ◽  
The University ◽  
Interdisciplinary Study

A continuing challenge in teacher education is how to develop future teachers' global competencies to prepare them for the diversity of learners in school classrooms. This chapter investigates an undergraduate teacher education degree program which aims to enhance future teachers' intercultural engagement and global competence within an interdisciplinary curriculum incorporating an international experience. The researchers explored the level of pre-service teachers' engagement with their host society during a study abroad year through analysis of students' written assessment tasks. Findings indicates that the program encouraged the pre-service teachers' engagement with the local society through opportunities for students to explore complex social issues beyond the university context, potentially contributing to their global competence development. The chapter will be of interest for researchers and educators interested in exploring the value of alternative and interdisciplinary approaches to pre-service teacher education to prepare teachers for diversity of modern schools.

scholarly journals Promoting Critical Thinking through an Interdisciplinary Study Abroad Program

2015 ◽  
Vol 5 (1) ◽  
pp. 38-49
Author(s):  
WeiWei Cai ◽  
Gopal Sankaran
Keyword(s):  
Critical Thinking ◽  
Study Abroad ◽  
Curriculum Design ◽  
Cultural Immersion ◽  
Global Awareness ◽  
Interdisciplinary Curriculum ◽  
Short Term ◽  
Short Term Study ◽  
Interdisciplinary Study ◽  
Study Abroad Program

This paper discusses the promotion of critical thinking through an interdisciplinary curriculum design using multidisciplinary faculty as well as details the implementation of an experiential short-term study abroad program in China. To achieve this educational goal of critical thinking, along with meeting the requirements specific to each course, the program was built on a framework using two interrelated approaches – theme-based interdisciplinary curriculum and cultural immersion. The theme-based interdisciplinary curriculum was constructed on three principles (the ability to pose great questions that encompassed drawing knowledge and skills from each discipline, acquiring global awareness, and developing glocal awareness). Cultural immersion was accomplished through carefully selected site visits, activities, and assignments. Students’ experiences, reflections, and applications were assessed through formative and summative evaluation.

An international interdisciplinary study abroad program on smart cities

2018 ◽  
Author(s):  
Ruey Long Cheu ◽  
Natalia Villanueva Rosales ◽  
Victor M. Larios ◽  
Ricio Maciel Arrellano ◽  
Oscar Mondragon ◽  
...  
Keyword(s):  
Study Abroad ◽  
Smart Cities ◽  
Interdisciplinary Study ◽  
Study Abroad Program

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.

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