scholarly journals Faculty-Led Study Abroad in Atmospheric Science Education

2014 ◽  
Vol 95 (2) ◽  
pp. 283-292 ◽  
Author(s):  
Jonathan D. W. Kahl ◽  
Julia G. Cerón
Keyword(s):  
Study Abroad ◽  
Personal Growth ◽  
Atmospheric Science ◽  
Archaeological Sites ◽  
Course Content ◽  
University Of Wisconsin ◽  
Science Group ◽  
The University ◽  
Study Abroad Program ◽  
Guided Tours

For several years the University of Wisconsin–Milwaukee's Atmospheric Science group has offered the faculty-led study abroad program Mexico: Air Pollution and Ancient Cultures. In this course, open to both atmospheric science majors and nonmajors as well as to students attending other colleges and universities, participating students learn about the corrosive effects of acid deposition on the limestone surfaces of Mesoamerican archaeological sites. The course content includes not only the science aspects of acid rain and environmental corrosion, but also aspects of Mesoamerican history and anthropology, as well as personal reflection on a variety of social science topics via journaling. The academic content is delivered via lectures and laboratories, guided tours of museums and archaeological sites, visits to Mexican universities, and hands-on measurements and analysis. Postprogram surveys indicate that participating students consider the program to be quite valuable in terms of both academic and personal growth.

scholarly journals THE UNIVERSITY OF WISCONSIN-MADISON’S MASTER OF ENGINEERING IN PROFESSIONAL PRACTICE (MEPP) PROGRAM: THE ROAD TO QUALITY ONLINE GRADUATE ENGINEERING EDUCATION

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Wayne P. Pferdehirt ◽  
Thomas W. Smith ◽  
Karen R. Al-Ashkar
Keyword(s):  
Professional Practice ◽  
Degree Program ◽  
Lessons Learned ◽  
Design Strategies ◽  
Course Content ◽  
The Road ◽  
University Of Wisconsin ◽  
Design Integration ◽  
Campus Residency ◽  
The University

This case study explores several key design strategies behind the University of Wisconsin-Madison’s Master of Engineering in Professional Practice (MEPP) program. Since its full-scale launch in 1999, this demanding graduate engineering degree program has achieved a graduation rate of more than 99% and has received major awards for instructional quality from the Sloan Consortium, the U.S. Distance Learning Association, and the University Continuing Education Association. This paper examines several key elements of the program’s design and practical lessons learned through the program’s first six years, during which 140 students have graduated from the two-year degree program. Distinctive elements of the program include: the program’s cohort design; integration of weekly Webconferencing with asynchronous Web-based tools; optimization of course content and format for experienced, mid-career adults; and an annual on-campus residency. Program details are available at http://mepp.engr.wisc.edu.

Developing a Multicultural Cross-Curricular Study Abroad Experience

2017 ◽  
pp. 221-236
Author(s):  
Mary-Kate Sableski ◽  
Jackie M. Arnold ◽  
John White
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Study Abroad ◽  
General Education ◽  
Diverse Society ◽  
Reflective Practitioners ◽  
Historical Literacy ◽  
The University ◽  
Study Abroad Program ◽  
Required Courses

Study abroad experiences can and should be inherently two-fold. Before, during, and after the study abroad commitment, students experience and live both their curricular content as well as their culturally diverse experiences. In the Department of Teacher Education at the University of Dayton, our mission is to engage students in experiences that will support their ability to be reflective practitioners in a diverse society. This chapter will describe the development of a study abroad program designed to assist preservice teachers in developing and utilizing these skills and dispositions in a global setting. The study abroad experience required courses from both teacher education and general education content. An overarching goal of our program was to facilitate students' ability to utilize a multicultural lens both in their study abroad experience and throughout their lives. This chapter will describe how three professors integrated cross-curricular projects grounded in children's and young adult literature, historical literacy, and understanding diverse populations.

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 Exploring Ways to Enhance Student Learning During Study Abroad: Landscape Exploration of Brazil

2009 ◽  
Vol 19 (2) ◽  
pp. 459-464
Author(s):  
Susan Barton ◽  
Jules Bruck ◽  
Chad Nelson
Keyword(s):  
Study Abroad ◽  
Learning Styles ◽  
Student Learning ◽  
Natural Ecosystems ◽  
Immediate Feedback ◽  
Amazon Rain Forest ◽  
Cultural Experiences ◽  
The University ◽  
Study Abroad Program ◽  
Culminating Project

A study abroad trip to Brazil was conducted by the University of Delaware's Department of Plant and Soil Sciences in Jan. 2008 to study diverse ecosystems in three major regions: Mata Atlantica (Atlantic forest), Pantanal (wetland), and Amazon (rain forest). Students spent time in Cuiaba, Manaus, Brasilia, and Rio de Janeiro, Brazil. Different garden styles were studied throughout Brazil. Student learning occurred through student presentations, blog assignments, site visits, interaction with local contacts, observational exercises, reflection exercises, immediate feedback assessment test quizzes, cultural experiences, and a culminating project. Thirteen students attended the program with three faculty directors. Two courses were offered: Field Sketching of Landscape Subjects (PLSC 167) and Arts and Ecosystems (PLSC 267). Class goals were to understand the differences between ecosystems within Brazil and more familiar ecosystems in the mid-Atlantic United States; to learn how natural ecosystems inspire landscape design; and to become aware of major environmental issues in Brazil. An effective study abroad program not only exposes students to unique experiences, but also helps students use those experiences to change their perspectives and understanding. Because of the variety of human learning styles, offering a range of educational activities is important so that all students have an opportunity to respond favorably.

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.

Large-Scale Assessment of Student Attitudes after a Short-Term Study Abroad Program

2004 ◽  
Vol 10 (1) ◽  
pp. 165-177 ◽  
Author(s):  
Lisa Chieffo ◽  
Lesa Griffiths
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Student Attitudes ◽  
Large Scale ◽  
Large Scale Assessment ◽  
Short Term Study ◽  
Significant Difference ◽  
The University ◽  
Study Abroad Program ◽  
Work Done

The team’s primary interest in conceiving this research project was to determine whether students taking courses abroad, regardless of the nature of their particular program, acquire “global awareness” to a greater extent than those who enroll in similar courses on campus and whether, at the end of the session, there was a statistically significant difference between the two groups.  The project was also influenced by previous work done by the University of Georgia’s Office of International Education on study abroad outcomes assessment. (See www.usg.edu/oie/initiatives/ for details.)

scholarly journals Persistence at a Liberal Arts University and Participation in a Study-Abroad Program

2007 ◽  
Vol 15 (1) ◽  
pp. 93-110 ◽  
Author(s):  
Denise Young
Keyword(s):  
Study Abroad ◽  
Liberal Arts ◽  
Liberal Arts University ◽  
The University ◽  
Study Abroad Program

This article presents a study that explores the association between persistence at the University of Dallas, a private liberal arts university, and participation in a study abroad program. Students who participated in the study abroad program at the University of Dallas spent one semester (typically during the sophomore year) at the Rome campus of the university.

scholarly journals Providing International Opportunities For Business Students: A Guide To Planning A Short-Term Study Abroad Program At Regional And Small Universities

2010 ◽  
Vol 3 (8) ◽  
pp. 59-66 ◽  
Author(s):  
Russell McKenzie ◽  
Tará Lopez ◽  
David Bowes
Keyword(s):  
College Students ◽  
Study Abroad ◽  
Business Students ◽  
Perceived Value ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Course Content ◽  
Short Term Study ◽  
Study Abroad Program

In recent years the perceived value and interest in participating in study abroad programs among college students has been increasing.  Faculty who endeavor to develop study abroad programs face many challenges, particularly at smaller universities where resources may be very limited.  This article offers recommendations to help faculty of regional and small universities who are considering developing a new direct-enrollment short-term program. The article addresses several pertinent issues including: the suitability of faculty, selecting a location, designing the course content, and post-trip evaluation.

scholarly journals Towards Reconciliation in the Motherland: Race, Class, Nationality, Gender, and the Complexities of American Student Presence at the University of Ghana, Legon

2001 ◽  
Vol 7 (1) ◽  
pp. 25-59 ◽  
Author(s):  
Jennifer Landau ◽  
David Chioni Moore
Keyword(s):  
Study Abroad ◽  
Black Atlantic ◽  
American Student ◽  
Atlantic Studies ◽  
The University ◽  
University Of Ghana ◽  
Study Abroad Program

The following paper, co-written by an American alumna of a U.S.- based study abroad program at the University of Ghana, Legon, and a U.S.-based American professor specializing in International and Black Atlantic Studies, will explore one particularly freighted instance of the end of such assumptions, by addressing the American student presence at the University of Ghana, Legon. Examination of the Legon case will, we hope, be valuable for all study abroad professionals, because the American student presence at Legon challenges all of the traditional assumptions noted just above.

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