scholarly journals When in Rome

2011 ◽  
Vol 20 (1) ◽  
pp. 155-170
Author(s):  
Anne Ellen Geller
Keyword(s):  
Study Abroad ◽  
Learning Community ◽  
Global Education ◽  
The United States ◽  
Research Community ◽  
Study Abroad Programs ◽  
Daily Lives ◽  
Writing Community ◽  
Faculty Writing ◽  
Teaching Of Writing

This article presents an essay about the St. John’s University Summer Faculty Writing Institute, which sends groups of faculty on study abroad trips to Rome to study writing and the teaching of writing. The purpose of this article is not only to discuss the importance of creating a scholarly and reflective space for faculty to build a learning community far from their daily lives on a campus in the United States, whether it’s a research community, or, in this case, a writing community, but also how faculty study abroad programs may be one of the best investments in faculty development and global education an institution can make.

Using Instagram as a Preparation Tool for Study Abroad

2020 ◽  
Vol 13 (2) ◽  
pp. 20-37
Author(s):  
Simon Park
Keyword(s):  
Study Abroad ◽  
Social Networking ◽  
Social Networking Sites ◽  
The United States ◽  
Language Teachers ◽  
Study Abroad Programs ◽  
Daily Lives ◽  
English Classes ◽  
The Social ◽  
Group Members

This paper describes the usage of Instagram (the social networking platform) in sophomore English classes at a private Japanese university. Instagram was used to help students prepare for their study abroad semester. Students created private Instagram accounts and used this platform for group exercises with a mixed group of students and staff at potential study abroad sites in the United States of America. The participants posted images and video of their daily lives and routines at their schools, and created posts based on tasks set by the instructor. Group members were then encouraged to ask each other questions and communicate through Instagram. The study found that Instagram usage has the potential to help students prepare linguistically and culturally for study abroad semesters. The paper recommends follow-up studies that use Instagram and other social networking sites to help students prepare culturally and linguistically for study abroad semesters. This has implications for language teachers who are teaching prospective study abroad students or are interested in incorporating technology into their classes, as well as coordinators of study abroad programs interested in modernizing their study abroad orientation programs. この論文では、日本の私立大学の 2 年生の英語クラスでの Instagram（SNS）の使 用法について説明します。 Instagram は、学生が留学の準備をするのを助けるため に使用されました。学生はプライベート Instagram アカウントを作成し、このプラ ットフォームを使用して、米国の潜在的な留学サイトで学生とスタッフの混合グル ープとのグループ演習を行いました。参加者は、学校での日常生活の画像や動画を 投稿し、講師が設定したタスクに基づいて投稿を作成しました。その後、グループ のメンバーはお互いに質問し、Instagram を介してコミュニケーションすることが 奨励されました。調査では、Instagram の使用により、学生が留学学期に向けて言 語的および文化的に準備するのに役立つ可能性があることがわかりました。この論 文では、Instagram やその他の SNS を使用して、学生が留学に向けて文化的および 言語的に準備するのに役立つ追跡調査を推奨しています。これは、将来の留学学生 を教えている、またはクラスにテクノロジーを組み込むことに関心のある語学教 師、および留学オリエンテーションプログラムの近代化に関心のある留学プログラ ムのコーディネーターに影響を及ぼします。

scholarly journals Enhancing Business Students International Capabilities Through Global Education Programs

2011 ◽  
Vol 3 (6) ◽  
Author(s):  
Aristides R. Baraya ◽  
Michael C. Budden ◽  
Rusty L. Juban
Keyword(s):  
United States ◽  
Study Abroad ◽  
International Business ◽  
Global Education ◽  
Cultural Awareness ◽  
The United States ◽  
Cross Cultural ◽  
Global Perspective ◽  
Education Programs ◽  
Study Abroad Programs

Today, the development of a global vision is the cornerstone that guarantees personal, economic and social development, improves competitiveness, and strengthens democracy. Future business professionals will need to understand international business patterns and cultures in order to successfully work in corporations in either the United States or abroad. One way to achieve these goals is through the use of study abroad programs.  Study abroad programs develop cross-cultural awareness as well as the interpersonal and professional skills necessary to operate in a changing business environment.A common perception of North Americans is that they are in general ethnocentric and resist efforts to internationalize. While this may or may not be true for all those who reside in the United States, it is undeniable that future college graduates require a better education in international business and cross-cultural differences. The Association to Advance Collegiate Schools of Business International (AACSB) has risen to this challenge by requiring participating schools to include a global perspective in their business education programs. In accordance with AACSB accreditation, colleges and universities must incorporate into their mission a focus on “strong and growing global economic forces” (AACSB Standards for Business Accreditation, 1991). For business schools, this entails covering topics that convey to students the United States’ role in the global environment and understanding economic and cultural dynamics that play a role in transactions between businesses in other countries. Teaching the intricacies of international business law and the difficulties associated with marketing to individuals of a different language cause can lead to a diminished learning environment in traditional classroom settings. In response to AACSB’s charge to improve education on international issues, some schools have stepped out of the classroom and literally moved courses into the global marketplace (Pretzels & Curico, 1996). This paper discusses the rationale for experiential education programs, the benefits of these initiatives to students, and current trends in international study abroad programs.

scholarly journals Study Abroad: Factors Lending to the Decision

2019 ◽  
Author(s):  
Eden Garman
Keyword(s):  
United States ◽  
Study Abroad ◽  
United States Of America ◽  
Student Involvement ◽  
Social Judgment ◽  
The United States ◽  
Study Abroad Programs ◽  
Social Judgment Theory ◽  
Financial Aspect

In a world that is becoming more globally connected, universities in the United States of America are pushing for more students to participate in study abroad opportunities. The researcher looked to answer the following questions: What factors influence student involvement in study abroad programs? What influence does the study abroad office exert over a student’s decision to study abroad? What conceptions or circumstances do students have prior to college that stimulate them to decide one way or another? The results where then analyzed quantitatively and qualitatively paired with Social Judgment Theory. The data suggests that females, non-athletes, those that have traveled outside of the country before, and students who had a parent attend college are more likely to study abroad. The study also discusses a financial aspect, GPA, and traveling outside the country as additional factors.

Beyond Accommodations

2016 ◽  
pp. 578-600
Author(s):  
Fernanda Orsati ◽  
Lauren Shallish
Keyword(s):  
Study Abroad ◽  
Learning Outcomes ◽  
Inclusive Education ◽  
Disability Studies ◽  
The United States ◽  
Study Abroad Programs ◽  
Critical Disability Studies ◽  
International Issues ◽  
Globalized World ◽  
Relevant Pedagogy

Colleges and universities have increasingly worked to provide an international curriculum acknowledging that students must be prepared to deal with international issues in a globalized world. Study abroad programs provide students with opportunities to learn about cultural and linguistic systems outside the United States (US). While scholarship on learning outcomes associated with study abroad programs is emerging, inquiry into offerings that employ critical disability studies perspectives acknowledge power and intersectionality is absent. The inclusion of these frameworks provide opportunities to disrupt traditional, hegemonic, and ethnocentric understandings of knowledge and work to reflect the increasingly diverse demographics of college students. By examining the experiences of students on a short-term program to Brazil, the authors illustrate how disability studies, inclusive education, culturally relevant pedagogy and intersectionality address access, participation and learning outcomes to and about historically underrepresented groups.

What do the flyers say? Embedded ‘Orientalist’ constructions in social work study abroad programs in the United States

2012 ◽  
Vol 57 (6) ◽  
pp. 576-589 ◽  
Author(s):  
Dhrubodhi Mukherjee ◽  
Dalia Chowdhury
Keyword(s):  
United States ◽  
Content Analysis ◽  
Social Work ◽  
Study Abroad ◽  
Qualitative Content Analysis ◽  
The United States ◽  
Work Study ◽  
Study Abroad Programs

We conducted qualitative content analysis, using the theoretical lens of Edward Said’s concept of Orientalism, of nine study abroad flyers to India and Egypt sponsored by social work schools in the United States. We show that the promotional content of these flyers cater to Orientalist biases; we recommend measures to amend it.

scholarly journals Changes in Speech Acts During Study Abroad Programs: Japanese Students Studying in the United States and Australia

2019 ◽  
Vol 41 (2) ◽  
pp. 105
Author(s):  
Emi Fukasawa
Keyword(s):  
United States ◽  
Study Abroad ◽  
Speech Acts ◽  
The United States ◽  
Study Abroad Programs ◽  
Japanese Students ◽  
Before And After ◽  
Before And After Study ◽  
Explicit Feedback

This paper details an exploration into changes in speech acts and interactions in English (i.e., requests and refusals) in nonclassroom interactions before and after study abroad programs. I transcribed role-plays of two Japanese students before and after they completed study abroad programs in the United States and Australia, carried out periodic online interviews during their stays overseas, and conducted follow-up interviews once they returned to Japan. The results show that changes in the use of expressions occurred for three reasons: 1) input-initiated changes from noticing form–meaning–function relationships, 2) instruction-initiated changes, and 3) output-initiated changes. Because some of the changes were problematic and led to misunderstandings or impoliteness, I conclude that learning from natural input alone is not sufficient to learn how to navigate between function and situation. Therefore, the results suggest that explicit feedback and instructions in classrooms are important before and during study abroad programs. 本論文は留学前後の教室外のインタラクションにおける、英語での発話行為（依頼と断り）とインタラクションの変化を探る。アメリカとオーストラリアへ留学前後の2名の日本人学生のロールプレイを書き起こし、留学中に定期的なオンラインインタビューを実施し、帰国後にフォローアップインタビューを行った。その結果、言語使用の変化には3つの理由があることが示された：1）表現形式・意味・機能の気づきから起こるインプットによる変化、2）指導による変化、3）アウトプットによる変化である。これらの変化の中には誤解や失礼さを招くという問題も見られることから、機能と状況のバランスの取り方を学ぶためには自然なインプットだけでは不十分であると言える。したがって、本研究の結果は留学前と留学中に教室での明示的なフィードバックと指導が重要であることを示唆し

Creating a Vibrant STEM Study Abroad Program With a Cultural Component

2018 ◽  
pp. 181-202
Author(s):  
Boyko Georgiev Gyurov ◽  
Mark Andrew Schlueter
Keyword(s):  
Study Abroad ◽  
Undergraduate Research ◽  
Low Cost ◽  
The United States ◽  
Successful Implementation ◽  
Study Abroad Programs ◽  
Cultural Component ◽  
Study Abroad Program ◽  
Successes And Challenges ◽  
Academic Content

In 2014, the authors of this chapter joined forces to create a unique STEM study abroad experience for Georgia Gwinnett College students, and that experience grew into a model worthy to be examined and replicated. The model addresses the main objectives of U.S. Senator Paul Simon Study Abroad Program Act to bring the demographics of study abroad participation to reflect the demographics of the United States undergraduate population and to implement the study abroad programs in nontraditional study abroad destinations, and in particular in developing countries. Further, the model contains six important components (bundle setup, faculty led, interdisciplinary academic content delivery, undergraduate research, low cost, and cultural component added). The characteristics of all of which are explained in details in the paper. Finally, the successes and challenges of the program are discussed through the prism of it successful implementation in the summers of 2015 and 2016.

Embracing Disruptions of Identity: How Can Sociology Enhance the Experiences of Students of Color in Study Abroad?

2021 ◽  
Vol 49 (2) ◽  
pp. 123-135
Author(s):  
Sangeetha Madhavan ◽  
Vusumuzi G. Dlamini
Keyword(s):  
United States ◽  
South Africa ◽  
Study Abroad ◽  
Students Of Color ◽  
Critical Role ◽  
The United States ◽  
Study Abroad Programs ◽  
Significant Time ◽  
Journal Entries

Efforts are underway to globalize sociology in the United States through study abroad experiences. At the same time, there is a push to extend the reach of such programs to students of color. We use student journal entries and fieldnotes from trips to South Africa to analyze how students of color grapple with a disruption of identity in a Black majority setting. Findings reveal that students were challenged by new axes of identity, namely, language and place, and were confronted with their own relative privilege. Sociology can play a critical role in helping students maximize benefit from such experiences if undergraduate curricula incorporate additional axes of intersectionality and include more scholarship from Africa and the Diaspora. Moreover, study abroad programs need to devote significant time to structured debriefings in all pedagogical activities. This would provide faculty and students a space to productively manage and even embrace the disruption of identity.

Graduate Study Abroad

2016 ◽  
pp. 514-539 ◽  
Author(s):  
John M. Dirkx ◽  
Kristin A. Janka ◽  
Julie Sinclair ◽  
Gina R. Vizvary
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Doctoral Students ◽  
Learning Experience ◽  
The United States ◽  
Transformative Learning Theory ◽  
Graduate Study ◽  
Study Abroad Programs ◽  
Complex Integration ◽  
Multiple Frames

Graduate-level study abroad represents an important and expanding dimension of efforts to internationalize Higher Education (HE) in the United States (US). Graduate study abroad represents a kind of learning experience that is informed by its location within graduate education. Using transformative learning theory, the authors conducted a qualitative study of 52 doctoral students who participated in study abroad programs in four countries. The findings suggest that students use multiple frames to make sense of these experiences and can be characterized as academic, relational, or deep. These frames reflect varying levels of engagement of the student's self, indicating a complex integration of the personal and professional in the study abroad experience. Analysis of narratives suggests that the dominant impact of the experiences was an expansion of the students' sociolinguistic awareness. Few students provided narratives indicating reflection on and questioning of their psychological frames of reference, suggesting possible constraints of the overall program design, pedagogy, or both.

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