The International Study Abroad Experience and Its Effects On Hospitality Students

1989 ◽  
Vol 13 (3) ◽  
pp. 287-297 ◽  
Author(s):  
Robert H. Bosselman ◽  
Jeffrey A. Fernsten ◽  
Peter B. Manning ◽  
Martin Kisseleff
Keyword(s):  
Study Abroad ◽  
International Study ◽  
Hospitality Students

Fellowships and Grants

PMLA ◽  
1960 ◽  
Vol 75 (4-Part2) ◽  
pp. 157-162
Keyword(s):  
New York ◽  
Study Abroad ◽  
International Education ◽  
International Study

This selected list, compiled primarily for members of the Association, omits prize contests and a number of purely literary fellowships. For larger, more inclusive lists, see A Handbook on International Study (New York: The Institute of International Education, $3.00), Lovejoy—Jones College Scholarship Guide (Milton, Mass.: Theodore S. Jones, 1956), Study Abroad, Vol. xi (UNESCO), and Scholarships, Fellowships and Loans (Boston: Bellman Pub. Co.). See also the article by S. F. Johnson, “Honors and Prizes in the MLA Field,” PMLA, lxvii (Feb. 1952), 37–58.

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 Broadening the ‘Environment’ in Social Work

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather Boetto ◽  
Bernadette Moorhead ◽  
Karen Bell
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Positive Impact ◽  
International Study ◽  
Social Work Students ◽  
Cultural Issues ◽  
Study Abroad Programs ◽  
Mixed Methods Approach ◽  
Critical Social Work ◽  
Study Abroad Program

Adopting a critical social work frame of reference, this paper explores the impacts and challenges of a two-week study abroad program to India on Australian social work students’ understanding of the environment in practice. Using a mixed methods approach, a small study was undertaken in 2011 involving pre and post-program surveys, as well as a facilitated reflective workshop to explore environmental social work.  Results are discussed and indicate the program had a positive impact on expanding students’ conventional socio-cultural understanding of the environment and global dimensions of environmental degradation.  Whilst this is positive and suggests some justification for the international study abroad program, other questions and challenges are raised relating to complex cultural issues and neo-colonial aspects of study abroad programs.

scholarly journals International Study Abroad In Engineering/Industrial Technology: Through The Eyes Of Students

2020 ◽  
Author(s):  
Michael Dyrenfurth ◽  
Donal McHale ◽  
Robert Herrick ◽  
Richard Hayes ◽  
James Barnes ◽  
...  
Keyword(s):  
Study Abroad ◽  
International Study ◽  
Industrial Technology

scholarly journals Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience

2013 ◽  
Author(s):  
Jane MacKenzie ◽  
Jane Pritchard
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Learning Experiences ◽  
Opportunity To Learn ◽  
International Study ◽  
Field Work ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
The Uk ◽  
University Settings

This study explores the variation in students' learning experiences of studying accelerated, residential courses during a four week study abroad option at an international study centre in the UK compared with their experiences of learning at their home institution. In focussing on qualitative aspects of students' learning experiences in these settings, this study fills a gap in the accelerated course literatureAnalysis of a series of semi-structured interviews with students during their studies during the four week option revealed four distinctively different but related ways they described their experiences of the accelerated courses compared with their home university learning experiences. These were: student sees the opportunity to learn; student feels safe; student takes learning risks; and student reconsiders learning. In traditional university settings there may be little variation in the forms and modes of teaching, learning and assessment in the student experience. One of the outcomes of this study is to suggest that in traditional university settings there is a place to explore increased opportunities for students to learn in different ways e.g. project and enquiry-based courses, innovative assessment using technology, group assessment as well as service learning courses, study abroad or work placement opportunities and field-work across the disciplines. We believe that reviewing the academic year around different learning formats and duration of courses offers students (and teachers) opportunities to become increasingly aware of their own development and their own learning (and teaching).

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.

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