scholarly journals Raising the Level of Participation in Study Abroad by Industrial Engineering Undergraduate Students

2020 ◽  
Author(s):  
Kim Needy ◽  
Edward Pohl ◽  
Eric Specking
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Industrial Engineering

scholarly journals Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities

2020 ◽  
Vol 10 (1) ◽  
pp. 181-202
Author(s):  
Meiren Chen ◽  
Hyeyoung Bang
Keyword(s):  
Academic Success ◽  
Study Abroad ◽  
Undergraduate Students ◽  
English Language ◽  
East Asian ◽  
Asian Students ◽  
Proficiency Tests ◽  
Undergraduate Study ◽  
East Asian Students ◽  
The U.S

We use grounded theory as a framework to explore how preparation for studying abroad affects the academic success of East Asian undergraduate students in U.S. universities. Based on interviews with twelve participants from China, Hong Kong, South Korea, and Taiwan, we found that knowledge of English language and American culture, which is highly involved with their preparation for study abroad and their undergraduate study in the U.S, are two core categories affecting East Asian students’ academic success. High levels of preparation for study abroad help East Asian students better adapt to American universities. At the same time, East Asian students spend more time on English proficiency tests than learning the culture both before and after they arrive to the U.S., which can be detrimental. We suggest that U.S. universities provide more support for cultural adaptation such as learning communities to have active cultural exchanges within context.

Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'

2016 ◽  
Vol 1 (2) ◽  
pp. 29-38
Author(s):  
Susan Oguro ◽  
Angela Giovanangeli
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Intercultural Competence ◽  
Cultural Responsiveness ◽  
International Exchange ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

Ethnographic Assessments Using Ethnographic Fieldwork Methods to Help Undergraduate Students Experience, Understand, and Describe Living Abroad

2010 ◽  
Vol 32 (3) ◽  
pp. 38-44 ◽  
Author(s):  
Joseph Kinsella
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Self Awareness ◽  
Ethnographic Fieldwork ◽  
Undergraduate Study ◽  
The People ◽  
Local Practices ◽  
Reflection Prompts ◽  
Living Skills ◽  
Students Success

In this article, I examine one strategy through which international educators attempted to measure the success of undergraduate study abroad experiences. Using guided reflection prompts grounded in ethnographic fieldwork practices, we hoped to develop a method by which we could measure our students' success connecting their daily experiences abroad with concepts learned in the classroom, describing their physical surroundings and the people with whom they share them, and challenging stereotypes they knowingly or unknowingly retained when they began their program abroad. Drawn from over five years of essays collected from students at the conclusion of their study abroad experience, we focused our analysis on the students' self-awareness and their ability to be conscious of their own values and judgments as they tried to adapt to local practices and values while attaining new knowledge, thereby enhancing their intercultural living skills.

scholarly journals Unique Opportunities: Influence of study abroad on Black students

2016 ◽  
Vol 28 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Jasmine A. Lee ◽  
Qiana Green
Keyword(s):  
Higher Education ◽  
Identity Development ◽  
Study Abroad ◽  
Black Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Positive Outcomes ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Studying Abroad

Higher education scholars argue studying abroad results in multiple positive outcomes for undergraduate students; however, Black students continue to be underrepresented as study abroad participants. Utilizing analytic Afrocentricity as the theoretical framework, case study methodology, and semi-structured interviews, this paper furthers higher education research by exploring the influences of study abroad experiences in South Africa on Black undergraduate students. Findings indicate not only positive outcomes on racial identity development, but also academic and career aspirations, and conducting undergraduate research.

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.

Assessing the Impact of Study Abroad on Student Learning at Michigan State University

2004 ◽  
Vol 10 (1) ◽  
pp. 83-100 ◽  
Author(s):  
Edward C. Ingraham ◽  
Debra L. Peterson
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Quantitative Information ◽  
Michigan State University ◽  
State University ◽  
General Direction ◽  
Staff Members ◽  
Assessment Committee ◽  
The Impact ◽  
Relative Scarcity

Michigan State University (MSU) is strongly committed to the idea that study abroad is deeply beneficial and important for undergraduate students. However, there is a relative scarcity of systematically gathered qualitative and quantitative information that assesses the impact of study abroad. In the summer of 2000, MSU implemented a broad plan to design and put in place mechanisms for continuously assessing the impact of study abroad on students, on faculty, and on MSU as a whole. An institutional assessment committee was established to oversee the project, setting the general direction and goals of the project, with the day-to-day responsibility for the activities of the project delegated to staff members. The project has proceeded inductively; that is, inferring general results from specific student and faculty responses. The results of the project were obtained primarily for internal MSU use. Therefore, while we recognize that our conclusions may be similar to some to be found in the literature, the discussion presented here is limited to these internal results, and not intended to be comparative. To this end, we have not undertaken a search of the existing literature in order to provide a bibliography and citations.

Describing Undergraduate Students' Intercultural Learning Through Study Abroad in Terms of Their ‘Cultural Responsiveness'

2020 ◽  
pp. 1436-1446
Author(s):  
Susan Oguro ◽  
Angela Giovanangeli
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Intercultural Competence ◽  
Cultural Responsiveness ◽  
International Exchange ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

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