Extending the Stay: Using Community-Based Research and Service Learning to Enhance Short-Term Study Abroad

2005 ◽  
Vol 9 (3) ◽  
pp. 251-264 ◽  
Author(s):  
Tammy L. Lewis ◽  
Richard A. Niesenbaum
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Short Term ◽  
Community Based ◽  
Term Study ◽  
Community Based Research ◽  
Short Term Study

Defining the Field School Within Study Abroad

2020 ◽  
Vol 32 (2) ◽  
pp. 145-162
Author(s):  
Joe Pavelka ◽  
Carmanah Minions
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Learning Opportunities ◽  
Short Term ◽  
Term Study ◽  
Working Definition ◽  
Field School ◽  
Short Term Study ◽  
School Model ◽  
Educational Path

Globalization has created a need for culturally aware globally minded students across North America. Study abroad has increasingly become a normalized part of a young person’s education however financial and temporal commitments attached to longer study abroad experiences hinder participation for many. In response, the field school model, which generally involves shorter stays and less financial commitment, has increased in popularity. The field school is a particular model of study abroad that shares characteristics with short-term study abroad, fieldwork, service learning and other models but requires definition. The purpose of this paper is to define the field school model of study abroad within the contest of study to assist administrators when presented the option, faculty when determining experiential learning opportunities and students in determining their educational path. The paper provides a working definition and nine defining features of the field school that distinguish it from other study abroad models.

scholarly journals Guided Journaling: Focused Writing to Enhance Learning during a STEM Short-Term Study Abroad Course

2020 ◽  
Vol 82 (5) ◽  
pp. 348-356 ◽  
Author(s):  
Darlene Panvini
Keyword(s):  
Study Abroad ◽  
Graphic Organizers ◽  
Structure Learning ◽  
Field Trips ◽  
Short Term ◽  
Community Based ◽  
Term Study ◽  
Short Term Study ◽  
Student Focus ◽  
Community Based Learning

More students are enrolling in STEM short-term study abroad courses, yet the structure of these programs poses pedagogical challenges for faculty needing to cover an entire course in a few weeks. Challenges include lack of pedagogical resources and research; the need to intentionally intervene to structure learning so that students can process, connect, and reflect to promote deeper thinking; little time for preparation or content front-loading; and finding balance between faculty-led instruction and experiential activities. To address these challenges while teaching a short-term study abroad course in Costa Rica, daily guided journaling worksheets (GJWs) fostered learning through intentional writing by sharpening student focus, connecting study abroad experiences with concepts from the texts, capturing thinking, promoting student reflection, and elucidating student concerns. The GJWs incorporated thinking routines, content graphic organizers, and a variety of writing prompts. Overall, the GJWs documented student learning in a format that allowed for prompt assessment and feedback while overcoming some of the challenges related to teaching a short-term study abroad course. With relevant and situational modifications, GJWs can be a beneficial tool for other types of experiential teaching situations such as internships, practicums, co-ops, field trips, laboratory activities, and community-based learning.

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.

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).

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.

Emplacing Berlin: Digital Itineraries and Short-term Study Abroad in the City

2018 ◽  
Vol 12 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Richard B. Apgar
Keyword(s):  
Study Abroad ◽  
Urban Landscape ◽  
Physical Space ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Digital Maps ◽  
Short Term Study ◽  
The City

As destination of choice for many short-term study abroad programs, Berlin offers students of German language, culture and history a number of sites richly layered with significance. The complexities of these sites and the competing narratives that surround them are difficult for students to grasp in a condensed period of time. Using approaches from the spatial humanities, this article offers a case study for enhancing student learning through the creation of digital maps and itineraries in a campus-based course for subsequent use during a three-week program in Berlin. In particular, the concept of deep mapping is discussed as a means of augmenting understanding of the city and its history from a narrative across time to a narrative across the physical space of the city. As itineraries, these course-based projects were replicated on site. In moving from the digital environment to the urban landscape, this article concludes by noting meanings uncovered and narratives formed as we moved through the physical space of the city.

The role of immersion learning in the acquisition and processing of L2 gender agreement

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gabrielle Klassen ◽  
Aline Ferreira ◽  
John W. Schwieter
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Morphological Variability ◽  
Selection Task ◽  
Gender Agreement ◽  
Short Term ◽  
Term Study ◽  
Reading Task ◽  
Short Term Study

Abstract In this paper, we examine the effects of learning environment on second language (L2) gender agreement. English speakers learning L2 Spanish participated in a self-paced reading task and a picture selection task prior to and after a short-term study abroad experience. The results from the self-paced reading task showed that their reliance on the masculine article as the default (e.g., McCarthy, Corrine. 2008. Morphological variability in the comprehension of agreement: An argument for representation over computation. Second Language Research 24(4). 459–486) was reduced over time abroad. Findings from the picture selection task showed that the learners did not attend to the gender of articles unless it was their only cue, but that after the study abroad experience they began to use gender as an anticipatory cue for lexical selection. We interpret these results as support for an adapted version of the Shallow Structures Hypothesis (Clahsen, Harald & Claudia Felser. 2006a. Grammatical processing in language learners. Applied Psycholinguistics 27(1). 3–42; Clahsen, Harald & Claudia Felser. 2006b. How native-like is non-native language processing? Trends in Cognitive Sciences 10(12). 564–570) and the notion that in immersion contexts L2 learners shift their parsing strategy to be more communicatively focused (Schwieter, John W. & Gabrielle Klassen. 2016. Linguistic advances and learning strategies in a short-term study abroad experience. Study Abroad Research in Second Language Acquisition and International Education 1(2). 217–247).

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