The development of a summer study abroad program for engineering and computer science students at baylor university

2005 ◽  
Author(s):  
C.C. Fry
Keyword(s):  
Study Abroad ◽  
Computer Science ◽  
Science Students ◽  
Baylor University ◽  
Study Abroad Program ◽  
Summer Study

Learning about Culture and Teaching During a Short-Term Immersion-Based Study Abroad

2017 ◽  
pp. 172-189 ◽  
Author(s):  
Barbara A. Bradley ◽  
Andrea M. Emerson
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Future Research ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Field Placements ◽  
Study Abroad Program ◽  
Summer Study

Culturally responsive teaching is grounded in an understanding of students' cultural backgrounds. However, how do preservice teachers learn about culture? While coursework and field placements can help preservice teachers to begin to understand what culture is, a study abroad program in which participants are immersed in a community and schools can help them move beyond surface-level ideas of culture to a deeper understanding of it. This chapter describes a 4-week summer study abroad program in Italy in which each preservice teacher lives with a host family and observes and teaches in an Italian school. It presents findings from preservice teachers' reflections on culture and teaching based on blog entries. Finally, it provides suggestions for future research related to better understanding and preparing preservice teachers to engage in culturally responsive teaching.

scholarly journals Summer Study-Abroad Program as Experiential Learning: Examining Similarities and Differences in International Communication

2015 ◽  
Vol 5 (2) ◽  
pp. 175-187
Author(s):  
Kenneth J. Levine ◽  
Michelle E. Garland
Keyword(s):  
Study Abroad ◽  
Cultural Differences ◽  
Intercultural Communication ◽  
Intercultural Sensitivity ◽  
International Communication ◽  
Intercultural Communication Competence ◽  
Communication Competency ◽  
Post Test ◽  
Study Abroad Program ◽  
Summer Study

This paper examines how the study-abroad experience enhances intercultural communication competence. This study used Bennett’s (1986, 1993) model of ethnorelative typology of acceptance, adaptation, and integration to explore intercultural communication competency. Central to intercultural communication competency is intercultural sensitivity and modified perceptions of cultural differences. A pre-test/post-test open-ended questionnaire design was utilized to uncover what was learned by students while participating in a four-week summer study-abroad program in Paris and Brussels. Based on 110 participants over 16 years, results indicated that both sensitivity to and understanding of cultural differences are heightened as a result of the study-abroad experience. Further, these findings provided support for outcomes showing attainment of intercultural communication competency learning objectives.

A Multi-University Engineering Summer Study Abroad Program

2006 ◽  
pp. 235-241
Author(s):  
Roger L. King ◽  
Steve Melsheimer ◽  
Roger Moses
Keyword(s):  
Study Abroad ◽  
Study Abroad Program ◽  
Summer Study

scholarly journals Fostering Global Competence through Short-Term Study Abroad

2019 ◽  
Vol 31 (2) ◽  
pp. 139-157
Author(s):  
Theresa Schenker
Keyword(s):  
Study Abroad ◽  
Summer Programs ◽  
Global Competence ◽  
Summer Program ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Before And After ◽  
Study Abroad Program ◽  
Summer Study

The article summarizes the effects of an eight week short term study abroad program four weeks in the U nited S tates and four weeks in Germany on students’ global competence. Students’ global competence was measured with the Global Competence Aptitude Assessment (GCAA) before and after the eight week summer program. Data was collected from three summer programs and a total of 42 students participa ted in the study. The results indicate that students made statistically significant improvements in several dimensions of global competence but also statistically declined in one area. Suggestions for possible curricular and programmatic changes were made that may be put into place to provide more opportunities for the development of global competence in future iterations of this summer study abroad program.

The Validity of the Portuguese Speaking Test for Use in a Summer Study Abroad Program

Hispania ◽  
1991 ◽  
Vol 74 (3) ◽  
pp. 778 ◽  
Author(s):  
Margo Milleret ◽  
Charles W. Stansfield ◽  
Dorry Mann Kenyon
Keyword(s):  
Study Abroad ◽  
Speaking Test ◽  
Study Abroad Program ◽  
Summer Study

scholarly journals Preservice Teacher Reflections about Short-Term Summer Study Abroad Experiences in Italy

2016 ◽  
pp. 91-111 ◽  
Author(s):  
Jamie Colwell ◽  
Diane Nielsen ◽  
Barbara A. Bradley ◽  
Mindy Spearman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Language Learners ◽  
Personal Growth ◽  
Lessons Learned ◽  
Italian Language ◽  
Making Sense ◽  
Studying Abroad ◽  
Study Abroad Program ◽  
Summer Study

This chapter studies 21 preservice teachers' blog reflections about working in an Italian classroom and living with a host family during a four-week study abroad program in Northern Italy. During the program, preservice teachers were required to blog about their experiences living and studying abroad using personal blog sites. To encourage more candid reflection about the program, the blog posts could be related to any aspect of the program preservice teachers chose to reflect on. After setting the context of the study through description of the study abroad program and its requirements, the authors present qualitative findings regarding preservice teachers' (a) thoughts related to their observations of Italian classrooms, (b) thoughts related to becoming an Italian language learner, and (c) lessons learned from the study abroad experience. Findings discuss preservice teachers' reflections on making sense of educational and cultural differences, experiences as Italian language learners, and opportunities for professional and personal growth.

scholarly journals Preservice Teacher Reflections About Short-Term Summer Study Abroad Experiences in Italy

2018 ◽  
pp. 1743-1763
Author(s):  
Jamie Colwell ◽  
Diane Nielsen ◽  
Barbara A. Bradley ◽  
Mindy Spearman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Language Learners ◽  
Personal Growth ◽  
Lessons Learned ◽  
Italian Language ◽  
Making Sense ◽  
Studying Abroad ◽  
Study Abroad Program ◽  
Summer Study

This chapter studies 21 preservice teachers' blog reflections about working in an Italian classroom and living with a host family during a four-week study abroad program in Northern Italy. During the program, preservice teachers were required to blog about their experiences living and studying abroad using personal blog sites. To encourage more candid reflection about the program, the blog posts could be related to any aspect of the program preservice teachers chose to reflect on. After setting the context of the study through description of the study abroad program and its requirements, the authors present qualitative findings regarding preservice teachers' (a) thoughts related to their observations of Italian classrooms, (b) thoughts related to becoming an Italian language learner, and (c) lessons learned from the study abroad experience. Findings discuss preservice teachers' reflections on making sense of educational and cultural differences, experiences as Italian language learners, and opportunities for professional and personal growth.

Learning in Situ

2017 ◽  
pp. 118-137
Author(s):  
Kathy Marzilli Miraglia
Keyword(s):  
Experiential Learning ◽  
Study Abroad ◽  
Community Of Learners ◽  
Culture Learning ◽  
Art Program ◽  
Cognition And Learning ◽  
Studio Practices ◽  
Study Abroad Program ◽  
Summer Study

By examining the intersections of the critical and pedagogical theories of experiential learning, situated cognition and learning, communities of practice, and culture learning, this chapter examines how a short-term university sponsored summer study abroad art program in Italy addressed concerns for global citizenship and transformation, while implementing on-site courses in art history and painting. Students from a university art college traveled to Italy, studied within a community of learners, and practiced and applied their knowledge, techniques and skill to studio practices. Learning in situ, students constructed meaning from transformative encounters in this summer study abroad program in Italy.

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