scholarly journals A “Pura Vida” Summer in Costa Rica

2011 ◽  
Vol 1 (2) ◽  
pp. 34-35
Author(s):  
Hailie Allen
Keyword(s):  
Costa Rica ◽  
Study Abroad ◽  
State University ◽  
The Third ◽  
Study Abroad Program

Upon returning to the Memphis airport on the third of July 2011, having been out of the country for a month, the thirteen other students from Arkansas State University and I were exhausted, ready to see our loved ones, and to eat anything other than rice and beans. It was a bittersweet feeling to be home. We had just completed a study abroad program in the extraordinarily beautiful country of Costa Rica.

scholarly journals Awakening Transformative Learning: A Comparison of the Dissonance Experienced by Agriculture Majors During Study Abroad Courses to Costa Rica and Thailand

2020 ◽  
Vol 27 (3) ◽  
pp. 132-147 ◽  
Author(s):  
Janiece Pigg ◽  
Morgan Richardson ◽  
Richie Roberts ◽  
Kristin Stair
Keyword(s):  
Costa Rica ◽  
Study Abroad ◽  
Transformative Learning ◽  
Global Competence ◽  
State University ◽  
Global Knowledge ◽  
Louisiana State University ◽  
Beliefs And Values ◽  
Context Specific ◽  
Degree Level

Students who have participated in study abroad courses exhibit an improved capacity for citizenship, emotional growth, and global competence. However, achieving such requires that study abroad courses be designed to allow students to question their underlying beliefs and values – a concept called dissonance. When individuals reflect on dissonance, it has been reported to spur a process in which their previously held perspectives are transformed. As such, this investigation sought to compare the dissonance experienced by agriculture majors (N =21) at Louisiana State University during study abroad courses to Costa Rica and Thailand. We bounded cases by academic college, degree level, and year. However, they were distinct regarding context and duration. As a result, two forms of dissonance were consistent across cases: intellectual and moral. However, within cases, we also distilled context-specific dissonance that students grappled with that helped them reconsider their previously held worldviews. Our findings demonstrated that when students processed dissonance productively, their global knowledge and perspectives were transformed. We also concluded that although shared forms of dissonance existed, it is imperative for faculty to design students’ experiences abroad purposefully to nurture students’ perspective changes in transformative ways. Keywords: Costa Rica; dissonance; study abroad; Thailand; university agriculture student

scholarly journals Promoting Student Engagement: The Efficacy of a Criminal Justice Short-Term Study Abroad Program

2018 ◽  
Vol 30 (3) ◽  
pp. 147-159
Author(s):  
Jennifer E. Capps ◽  
Jennifer Bradford ◽  
Hyon Namgung
Keyword(s):  
Criminal Justice ◽  
Student Engagement ◽  
Study Abroad ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
State University ◽  
Short Term ◽  
University Of Denver ◽  
Short Term Study ◽  
Study Abroad Program

In this study, the authors assessed student engagement during a short-term faculty-led criminal justice study abroad course using elements of the National Survey of Student Engagement (NSSE).  Study Abroad education has been identified as a high impact learning strategy but has not been well validated particularly when delivered in a short-term format. This study is a partial replication of Rourke & Kanuka’s Student Engagement and Study Abroad study (2012). Data were collected from a group of Metropolitan State University of Denver undergraduate students over a period of two years from five different courses traveling to three different destinations for study abroad education. A comparison of responses from the two administrations of the NSSE-based surveys indicated that students’ engagement increased after their participation in the programs. Students’ knowledge in international criminal justice system also improved. Limitations and areas for further research are also discussed.

Situation and Time: Observations on the Chinese Way of Doing Business

2000 ◽  
Vol 22 (2) ◽  
pp. 13-17
Author(s):  
John Young
Keyword(s):  
Graduate Students ◽  
Study Abroad ◽  
Cross Cultural ◽  
State University ◽  
Cultural Issues ◽  
Cross Cultural Communication ◽  
Chinese Graduate Students ◽  
Doing Business ◽  
Higher Education In China ◽  
Study Abroad Program

My interest in cross-cultural interaction between Americans and Chinese is a practical one. I have arranged scholarly exchanges with Chinese ethnologists; helped to initiate a study abroad program in Beijing for the Oregon University System; served as a study abroad director for that program twice; acted as a liaison and advisor for a small tea export business; and most recently was a consultant and cultural expert for a Ford Foundation project related to the expansion of higher education in China. In addition I have taught a course on Advanced Cross-Cultural Communication-China three times for graduate students in international management, and mentored a dozen students from China in the MA program in Applied Anthropology at Oregon State University. My Chinese graduate students have given me many insights into their experience trying to adapt to American culture and they have conducted their own research on cross-cultural issues. Later I will refer to theses authored by two of these former students as well as my own experiences.

The value of a study abroad program for graduate students in psychology

2009 ◽  
Author(s):  
Sarah Halawani Montes ◽  
Mike Karakashian ◽  
Chrisann Schiro-Geist ◽  
Emer Broadbent ◽  
Jennifer A. Drabowicz
Keyword(s):  
Graduate Students ◽  
Study Abroad ◽  
Study Abroad Program

Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design

2004 ◽  
Vol 10 (1) ◽  
pp. 219-236 ◽  
Author(s):  
Lilli Engle ◽  
John Engle
Keyword(s):  
Language Acquisition ◽  
Study Abroad ◽  
International Education ◽  
Program Design ◽  
Intercultural Sensitivity ◽  
Outcomes Assessment ◽  
Statistical Assessment ◽  
Preliminary Examination ◽  
Study Abroad Program

The complexity of international education is such that it is far from easy to move towards significant, objectively measurable, and comparable outcomes. What follows is the preliminary examination of one attempt to generate and interpret meaningful statistical assessment of the study abroad experience, within the context of specifically defined study abroad program types. We will examine the data thus far generated, suggest its limitations, and appeal for a continued gathering of information. We will suggest a structured, coordinated, profession-wide assessment effort that will, we hope, gradually reveal a useful correlation between study abroad learning and the input of program variables such as duration, housing, experiential work and on-site mentoring. If, as a profession, study abroad is to invest in outcomes assessment, it would be sensible for such efforts to utilize profession-wide definitions and standards.

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