scholarly journals The Impacts of Global Research and International Educational Experiences on Texas A&M University System LSAMP Participants

2021 ◽  
Vol 6 ◽  
Author(s):  
Michael Preuss ◽  
Samuel Merriweather ◽  
John Avila ◽  
Karen Butler-Purry ◽  
Karan Watson ◽  
...  
Keyword(s):  
Study Abroad ◽  
Graduate School ◽  
The United States ◽  
Cultural Learning ◽  
Data Sets ◽  
Global Learning ◽  
University System ◽  
Minority Participation ◽  
Undergraduate Study ◽  
College Of Engineering

The Texas A&M University System was one of the first six Louis Stokes Alliance for Minority Participation (LSAMP) awardees. All current members of the Alliance are part of the Texas A&M University System. Many high impact practices (HIP) have been emphasized in the Alliance’s 30 years of programming with Diversity/Global Learning as a focus in the last 14 years. Diversity/Global Learning has been supported in two formats on the Alliance campuses, through traditional study abroad programming and a College of Engineering initiative. Data presented were derived from a number of sources, project evaluation information regarding student perspectives and outcomes, survey research conducted by an independent party, and institutional data and online platforms accessed to assess student outcomes. Triangulation was completed between data sets. Results indicate both forms of programming were efficacious for underrepresented and first-generation students. Outcomes reported were substantial increases in awareness of and interest in graduate school, increases in cultural learning, confidence in travel outside the United States, learning relevant to major, commitment to continuing involvement with research, interest in another similar experience, and willingness to consider employment outside the U.S. Participants reported statistically significant growth in personal, professional, and research skills. They persisted, participated in additional study abroad experiences, and graduated at higher rates than their institutional peers with approximately 90% of informants indicating intention to consider graduate school in the future, over 40% indicating intent to attend immediately following undergraduate study, and 39.4% of 2007–2014 participants enrolling in graduate school by the spring of 2021. Programming described is replicable at and likely to be efficacious for a wide variety of institutions of higher education.

Bringing “Internationalization at Home” Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students

2016 ◽  
Vol 45 (4) ◽  
pp. 347-357 ◽  
Author(s):  
Lindsay Custer ◽  
Anne Tuominen
Keyword(s):  
Community College ◽  
Study Abroad ◽  
The United States ◽  
College Level ◽  
Global Learning ◽  
Intercultural Competency ◽  
Online Exchange ◽  
Internationalization At Home ◽  
Exchange Activity ◽  
At Home

Increasing college students’ exposure to global contexts and improving their intercultural competency remain challenging educational objectives, especially at the community college level. Fortunately, the recent shift in higher education from study abroad opportunities toward so-called “internationalization at home” initiatives, where students interact with people from cultures outside their own while remaining on their home campuses, offers new options. In this article, we describe a virtual exchange activity that we conducted between our sociology courses at a community college in the United States and two universities in Japan. We show through our assessment of the students’ experiences that a well-coordinated, carefully crafted, technology-enhanced internationalization at home activity has the potential to offer important global learning opportunities and intercultural competency development for sociology students who may otherwise lack the means to participate in study abroad.

scholarly journals When the City is Your Classroom

2011 ◽  
Vol 20 (1) ◽  
pp. 171-194
Author(s):  
Lisa G. Sapolis ◽  
Milla C. Riggio ◽  
Xiangming Chen
Keyword(s):  
Study Abroad ◽  
Liberal Arts ◽  
Environmental Science ◽  
Trinity College ◽  
Learning Experience ◽  
Urban Sociology ◽  
The United States ◽  
Global Learning ◽  
The World ◽  
The City

As one of the few small liberal arts colleges in a city, Trinity College in Hartford, Connecticut, has developed a simple educational creed: Life and learning are inseparable. The “real world” is not something you brace yourself to enter at the end of your education.  That world is with you -- politically, economically, socially, culturally -- even as you prepare to take the responsibility for running it. There is much talk about the need to educate students to become citizens of the world.  Capitalizing on our location in a small exemplary multi-ethnic city, Trinity College gives meaning to this clichéd rhetorical notion.  We train our students for a world that is complex, multi-ethnic, globalized, and cross-culturally connected in a way that no previous society could have imagined. Conceptualizing the learning experience in terms of a set of concentric circles, our education begins with the small inner circle of the campus, expands to the broader surround of Hartford, and then building on the local foundation, extends to study abroad with an urban focus. In this article, two of our study abroad programs exemplify our presumption that the city is your classroom:  the full semester Trinity-in-Trinidad Global Learning Site and Trinity’s faculty-led summer program “Connections: Boomtowns of the Yangtze River” that links an immersion experience in the city of Hartford with four emerging megacities in China. In distinctive and complementary ways, the Trinidad and China programs illustrate how Trinity College through its urban and global educational mission is broadening and deepening the use of the city (in Hartford and globally) to better prepare our students for our urbanized and globalized world. The Trinidad program, centered on urban culture, is more a study in the city, while the China program, revolving around the triangle of urban history, urban sociology, and environmental science, is more overtly a study of the city.  Both programs link the academic domain with experiential learning. Recognizing that the modern city is “no longer local” (Orum and Chen, p. 55), we believe that urban, global experience is the best way to give students insights into their own home cities, whether these are in the United States or elsewhere. We take them abroad not to give them a romantic student overseas junket, but to teach them about themselves in the context of the world in which they must live, over which they must be trained to take control.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

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.

Discovering the Other: Study Abroad as Fieldwork

1996 ◽  
Vol 2 (1) ◽  
pp. 111-122
Author(s):  
Joseph R. Stimpfl
Keyword(s):  
Study Abroad ◽  
Cultural Anthropology ◽  
Participant Observation ◽  
Basic Research ◽  
Cultural Adjustment ◽  
The Other ◽  
Cultural Immersion ◽  
Cultural Learning ◽  
Fieldwork Experience ◽  
Different Cultures

The literature annotated here is from a subset of literature in cultural anthropology that deals with ethnographic fieldwork: the basic research exercise of cultural immersion. This bibliography is meant to offer a representative sample of literature in anthropology that deals with the fieldwork experiences of researchers. Cultural anthropology is devoted to the concept of “discovering the other.” Its method of inquiry is often referred to as participant/observation: the researcher lives the culture while observing it. Since so much of the fieldwork experience deals with personal adjustments to living in different cultures, the literature is charged with the problems of adjustment and understanding so common to study abroad experiences. This literature is particularly relevant to those interested in cross-cultural learning and issues in cultural adjustment. 

Asian Americans and Pacific Islanders: Employment Issues in the United States

2011 ◽  
Vol 9 (1-2) ◽  
pp. 58-69
Author(s):  
Marlene Kim
Keyword(s):  
United States ◽  
Asian Americans ◽  
The United States ◽  
Current Data ◽  
Pacific Islanders ◽  
Native Hawaiians ◽  
Data Sets ◽  
High Poverty ◽  
Unemployment Rates

Asian Americans and Pacific Islanders (AAPIs) in the United States face problems of discrimination, the glass ceiling, and very high long-term unemployment rates. As a diverse population, although some Asian Americans are more successful than average, others, like those from Southeast Asia and Native Hawaiians and Pacific Islanders (NHPIs), work in low-paying jobs and suffer from high poverty rates, high unemployment rates, and low earnings. Collecting more detailed and additional data from employers, oversampling AAPIs in current data sets, making administrative data available to researchers, providing more resources for research on AAPIs, and enforcing nondiscrimination laws and affirmative action mandates would assist this population.

Minority Participation of the Senior Management of Private U.S. Hospitals

2021 ◽  
pp. 107755872110166
Author(s):  
Gary Gaumer ◽  
Robert Coulam ◽  
Rose Desilets
Keyword(s):  
United States ◽  
Equal Employment Opportunity Commission ◽  
Relative Number ◽  
The United States ◽  
Senior Management ◽  
Local Market ◽  
Organizational Strategies ◽  
Minority Participation ◽  
Bachelor's Degrees ◽  
Market Factors

This article examines minority participation in hospital senior management and how participation varies across areas in response to demographic and other market influences. We use data from Equal Employment Opportunity Commission, United States from 2008 to 2014 reported by private hospitals in the United States, grouped into 381 metropolitan areas. Analysis shows minority participation is sensitive to some local market factors including total population, share of minorities in the population, relative number of minorities with bachelor’s degrees in the population, and the concentration of local hospital markets. But, unlike markets for other hospital jobs (professionals, middle managers, and other jobs), changes in these factors create only small changes in minority participation for senior managers. Our results demonstrate that minority participation in senior management is not going to improve very much from future increases in minority populations and from educational parity. Public policies and deliberate organizational strategies will be required to make substantial improvements in diversity of senior management.

Origins and Destinations – Social Security Claimant Dynamics

1998 ◽  
Vol 27 (3) ◽  
pp. 351-369 ◽  
Author(s):  
MICHAEL NOBLE ◽  
SIN YI CHEUNG ◽  
GEORGE SMITH
Keyword(s):  
The United States ◽  
Data Sets ◽  
Income Support ◽  
Data Set ◽  
Family Structures ◽  
Highly Educated ◽  
Lone Parents ◽  
Lone Mothers ◽  
Time Period ◽  
Short Time

This article briefly reviews American and British literature on welfare dynamics and examines the concepts of welfare dependency and ‘dependency culture’ with particular reference to lone parents. Using UK benefit data sets, the welfare dynamics of lone mothers are examined to explore the extent to which they inform the debates. Evidence from Housing Benefits data show that even over a relatively short time period, there is significant turnover in the benefits-dependent lone parent population with movement in and out of income support as well as movement into other family structures. Younger lone parents and owner-occupiers tend to leave the data set while older lone parents and council tenants are most likely to stay. Some owner-occupier lone parents may be relatively well off and on income support for a relatively short time between separation and a financial settlement being reached. They may also represent a more highly educated and highly skilled group with easier access to the labour market than renters. Any policy moves paralleling those in the United States to time limit benefit will disproportionately affect older lone parents.

The Arab Brain Drain

1972 ◽  
Vol 6 (3) ◽  
pp. 1-16
Author(s):  
A.B. Zahlan
Keyword(s):  
College Students ◽  
Study Abroad ◽  
Brain Drain ◽  
Arab World ◽  
University System ◽  
College And University ◽  
The Past ◽  
High Level

The Arab World numbering an estimated 130 million inhabitants (1972) has produced—through its own college and university system (40 institutions in 1971 and 400,000 college students)—some 560,000 graduates; see Table I. Study abroad has been at a high level ever since the early fifties. During the past two decades it has increased from about 10,000 to 40,000.

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