The Impact of the Deaf Community on Student Learning in a Service-learning Study Abroad Experience

2021 ◽  
Author(s):  
Nusaybah Abu-Mulaweh ◽  
William Oakes
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Student Learning ◽  
Deaf Community ◽  
Learning Study ◽  
The Impact

Service-learning study-abroad and Europe’s migration crisis – a case study

2021 ◽  
Vol 32 (2) ◽  
pp. 121-144
Author(s):  
Sabine Hirschauer ◽  
Regina Karp ◽  
Michele Kekeh ◽  
Muge Akpinar-Elci
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Learning Study ◽  
Migration Crisis

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.

Putting the Anthropological Toolkit to Use in International and Intercultural Learning

2010 ◽  
Vol 32 (3) ◽  
pp. 23-26 ◽  
Author(s):  
Kiran Cunningham
Keyword(s):  
United States ◽  
Service Learning ◽  
Experiential Learning ◽  
Study Abroad ◽  
Student Learning ◽  
International Study ◽  
Intercultural Learning ◽  
Learning Programs ◽  
Enhance Student Learning

In spite of the breadth and depth of anthropologists' knowledge of and experience with intercultural and international dynamics, we have done little as a field to tout this knowledge and its relevance and insert it into broader conversations about study abroad, service-learning, and other kinds of experiential learning. The contributions we do make are more idiosyncratic and happen as a result of anthropologists being in positions of influence in their own institutions. However, we have much to offer these conversations; indeed, given the stakes involved—the increasing number of United States students participating in international study and intercultural service learning programs—one could easily argue that we have an obligation to engage in these conversations, sharing our rich methodological and conceptual toolkit to enhance student learning in international and intercultural contexts.

scholarly journals Communicating Ethical Engagement Abroad: A Content Analysis of Service-Learning Study Abroad Third-Party Provider Websites

2021 ◽  
Vol 33 (2) ◽  
pp. 17-34
Author(s):  
Hannah Vann Nabi ◽  
Pam Estes Brewer
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Public Information ◽  
Third Party ◽  
Learning Study ◽  
Learning Program ◽  
Ethical Guidelines ◽  
International Service Learning ◽  
International Service ◽  
Service Learning Projects

This article shares the results of a study that analyzed the website content of eight third-party providers that offer service-learning study abroad programs to college students. The study looked specifically at the information about service-learning projects and how host communities, community partners, and target populations are portrayed or represented within that content. Data are analyzed through the lens of two ethical guidelines for international service-learning defined by The Forum on Education Abroad: prioritization of human dignity and community autonomy; and recognizing the risk of paternalism, exploitation, and neocolonial behavior. The findings of this study serve to provide baseline data about the public information shared by international service-learning program providers about service projects and partners as well as insights into how organizations that produce web content about service-learning partnerships can design information that meets ethical standards related to upholding dignity, respecting autonomy, and challenging paternalism.

scholarly journals Introduction

2008 ◽  
Vol 17 (1) ◽  
Author(s):  
Brian Whalen
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Career Paths ◽  
Global Citizenship ◽  
Business Students ◽  
Intercultural Development ◽  
Study Abroad Programs ◽  
Dickinson College ◽  
Study Abroad Program ◽  
The Impact

This volume of Frontiers contains articles covering a broad range of study abroad topics that I hope readers will find both stimulating and useful. Taken as a whole, this volume provides information and tools that can be used to improve and enhance study abroad programs.  Rexeisen, Anderson, Lawton, and Hubbard utilized the Intercultural Development Inventory (IDI) to assess the impact of a semester study abroad program on the development of cross-cultural sensitivity. Their article, “Study Abroad and Intercultural Development: A Longitudinal Study,” provides evidence that a student’s integration and adaptation to cultural experiences continue after a student returns home after study abroad. In general, this article supports the conclusion that study abroad has positive impact on the intercultural development of students. However, it also found that some of the gains found immediately after study abroad diminish over time.  In his article “Service-Learning in Context: An International Perspective,” Michael Woolf explores the definition and goals of service-learning and its value within a study abroad context. Drawing on his long experience in developing and managing study abroad programs, Woolf advocates for adopting several “strategic objectives” that emphasize the “learning” dimension of service-learning, including parity of esteem with other academic courses and academic credibility. He then argues for and outline approaches to defining learning objectives before offering conclusions about dangers and pitfalls as well as benefits to service-learning within the study abroad context.  Paus and Robinson present a general model of the determinants of study abroad participation and then apply it to isolate the factors that are most important at their home institution, Mount Holyoke College. Their model provides a tool to assess the effectiveness of some of the institutional policies for expanding study abroad participation, and to identify new areas for policy invention. Specifically, their analysis identifies parent and faculty encouragement as key determinants of a student’s study abroad decision. Based on their analysis, the authors discuss the specific role that faculty play to increase study abroad participation.  Nadine Dolby’s “Global Citizenship and Study Abroad: A Comparative Study of American and Australian Undergraduates,” examines how both Australians and Americans undergraduates negotiate their national and global identities in the context of study abroad. Dolby demonstrates the nuances of “global citizenship” as students experience and describe it, and argues for a more complex understanding of the dynamics of nation and globe, and for a paradigm of “global citizenship” grounded in critical self-awareness, mutual respect, and reciprocity. Based on her research, she proposes that global citizenship is inflected differently in diverse national contexts, as demonstrated by the contrasting experiences of the Americans and Australians abroad.’  Harrison and Voelker’s study assess the effectiveness of study abroad programs by identifying and evaluating the factors that contribute to students’ success. Their research, “Two Personality Variables and the Cross-cultural Adjustment of Study Abroad Students,” utilized self-assessments by semester study abroad students to examine the impact of both “emotional intelligence” and “entrepreneurial attitude orientation” on the student’s adjustment to their host culture. The results of the study indicated that sub-dimensions of emotional intelligence is significantly related to both general and interaction adjustment in a host culture, and that entrepreneurial attitude orientation is significantly related to interaction adjustment.  Hoff and Paige’s article, “A Strategies-Based Approach to Culture and Language Learning in Education Abroad Programming,” discusses the results of a study that researched the use of two study abroad guides by study abroad advisors, and resident directors in their pre-departure and on-site programming. The participants in this project were interviewed and discussed the challenges and successes in using the Maximizing Study Abroad Program Professionals Guide and the Students’ Guide. The article presents suggestions for using these guides effectively to impact student learning.  In their article, “Does Language Matter? The Impact of Language of Instruction on Study Abroad Outcomes,” Norris and Steinberg present their study of the impact of students taking courses in the target language versus those who take some or all of their courses in English. Mining data from nearly 50 years of study abroad programming, they conclude that each language environment has its distinctive merits, and that all yield benefits to participants. Drawing on a survey of over 17,000 IES alumni, their research helps us to recognize the value of the various study abroad models.  “Study Abroad and Career Paths of Business Students,” by Orahood, Woolf, and Kruze, assesses the impact of study abroad on business students’ post-graduation career paths by surveying alumni who were five to ten years into their careers. While the authors did not find a causal link showing that study abroad significantly impacts business students’ career paths, they did find that alumni consider the transferable skills (communication, flexibility, adaptation, etc.) that they gained while abroad are valuable life skills. The authors also sought to compare the career paths of alumni who studied abroad to those who did not. They found that, although business students who studied abroad tend to have a significantly greater interest in working for a company with an international component, the number of alumni who found work with international clients/customers was greater for those who did not study abroad.  Together these articles provide important insights and useful information about a number of important areas of study abroad. I would like to thank the authors of these articles as well as the many colleagues who served as manuscript reviewers for this volume.  I would also like to acknowledge the continued support of the institutional sponsors of Frontiers, especially Dickinson College, which has been the home of Frontiers for the past eight years. The sponsors make it possible for Frontiers to continue to serve the needs of the study abroad field and disseminate the journal widely.  Brian Whalen, Editor  Dickinson College  The Forum on Education Abroad 

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.

The Impact of Community Clients on Student Learning: The Case of a University Service-Learning Course

2007 ◽  
Vol 29 (3) ◽  
pp. 407-412 ◽  
Author(s):  
Lee Frazer ◽  
Michelle Raasch ◽  
Diane Pertzborn ◽  
Fred Bradley
Keyword(s):  
Service Learning ◽  
Student Learning ◽  
The Impact

Engaging Students in a Latino Neighborhood Initiative: Transformative Learning at a Farmers' Market

2010 ◽  
Vol 32 (3) ◽  
pp. 27-31
Author(s):  
Russell Rhoads
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Transformative Learning ◽  
Student Learning ◽  
Experiential Education ◽  
Assessment Tools ◽  
Learning Assessment ◽  
Transformative Experience ◽  
Farmers Market ◽  
Field School

How can experiential education facilitate higher levels of student learning? Can one assume that the experience itself of participating in a service learning project or study abroad or a field school will lead a student to a transformative experience? My research explores the idea of better designing courses that engage students in the process of transformative learning. The process illustrates the need for learning assessment tools integrated into the design of a project or course.

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).

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