scholarly journals Study Abroad Strengths-Based Curriculum: Advancing Self-Reflection and Relationship-Building Leadership Skills

2021 ◽  
Vol 33 (2) ◽  
pp. 79-92
Author(s):  
Liz Moldenhauer ◽  
Melissa Osland ◽  
Theresa Waterbury
Keyword(s):  
Study Abroad ◽  
Leadership Skills ◽  
Relationship Building ◽  
Organized Activities ◽  
Self Awareness ◽  
Mutual Respect ◽  
Self Reflection ◽  
Short Term Study ◽  
Study Abroad Program ◽  
Blind Spots

Immersion in a strengths-based, study abroad program provides extensive opportunity for leadership growth. Navigating the unknown adds to the challenge students experience during their student-organized activities. The purpose of this qualitative study was to explore how a strengths-based curricula design advanced the leadership competency levels of self-reflection and relationship building during a graduate, short-term study abroad program. The findings show that before and during the program, self-reflection led to thoughtful discussions, which led to valuing differences. Self-reflection contributed to deeper self-awareness of how an individual’s primary strengths and blind spots led to mutual respect. On-going mutual respect enhanced relationships through appreciation for diversity. The strengths-based knowledge aided in acknowledging and valuing differences in one another, which positively impacted relationships.

Building Resilience Through Strengths-Based Learning During Graduate Study Abroad: An Exploratory Study

2019 ◽  
Vol 42 (3) ◽  
pp. 297-310 ◽  
Author(s):  
Chelsea K. Dresen ◽  
Matthew L. Wilmes ◽  
Karen R. Sullivan ◽  
Theresa A. Waterbury
Keyword(s):  
Graduate Students ◽  
Study Abroad ◽  
Exploratory Study ◽  
Organized Activities ◽  
Graduate Study ◽  
Study Abroad Programs ◽  
Short Term Study ◽  
Peer Engagement ◽  
Working Adult ◽  
Study Abroad Program

Background: Leadership growth during short-term study abroad programs remain of critical interest to educators. No research exists on how a strengths-based study abroad curriculum influences resilience growth for working adult graduate students. Purpose: This exploratory study sought to examine how utilizing a strengths-based curriculum contributes to the development of resilience in graduate students during a study abroad program. Methodology/Approach: An online, open-ended survey was distributed to 11 students who participated in a 2018 graduate study abroad program to New Zealand. Responses were analyzed to identify themes by faculty-organized and student-organized activities. Findings/Conclusions: A strengths-based curriculum contributed to the perceived growth of resilience during a study abroad program by providing opportunities to manage, adjust, and overcome challenges. All 11 respondents perceived growth in resilience when planning and implementing the student-organized activities, whereas 9 of the 11 students reported resilience growth within the faculty-organized activities. Implications: Graduate study abroad programs provide a rich environment in which to experience growth in resilience through peer engagement and reflection. The strengths-based curriculum establishes a common language in which to discuss challenges and reflect on experiences.

scholarly journals Ideas for Designing and Implementing Portfolios for Short-Term Study Abroad

2020 ◽  
Vol 2019 (1) ◽  
pp. 229
Author(s):  
Tomoka Kaneko
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Efl Students ◽  
Study Abroad Program

This paper describes how I designed and implemented a portfolio project in a short-term study-abroad program at my university in Japan. Sixteen EFL students participated, and of these, none had experience of producing portfolios before the study. I planned the project based on an analysis of the program and students. Central to the portfolio was a reflective report, designed to help the students reflect on what they learned and to set goals based on reflection throughout the program. The students received instructions on how to complete the portfolio in predeparture sessions, continuously worked on their portfolios during the stay abroad, and completed them after they returned to Japan. The examination of submitted portfolios and interviews with the students show that the process of producing the portfolios helped them become autonomous learners and maximize their study abroad experience and opportunities. 本稿では、著者が勤務する大学の短期海外語学研修プログラムに、どのようにポートフォリオを構想し、組み込んだかについて説明する。16名の大学生がプログラムに参加した。参加者は全員、プログラム以前にポートフォリオを作成した経験がなかった。海外での研修内容と参加学生の分析に基づいて、ポートフォリオの構想を立てた。学生は自分の学びをその都度振り返り、それに基づいて目標を立て、それらを振り返り報告書に記入した。この振り返り報告書は、ポートフォリオの中核を担うものである。学生は事前研修でポートフォリオの作成方法を学び、主に研修先で作成に取り組み、事後研修後に完成させた。提出されたポートフォリオと学生へのインタビューから、ポートフォリオを作成することにより、学生がよりよい自律的学習者となり、短期間の海外語学研修を有意義なものにしたと感じていることが分かった。

scholarly journals An Interprofessional, Intercultural, Immersive Short-Term Study Abroad Program: Public Health and Service Systems in Rome

2019 ◽  
Vol 31 (1) ◽  
pp. 148-168
Author(s):  
Sara A. McComb ◽  
Lorenzo Fedele ◽  
Patrick A. Brunese ◽  
Vicki L. Simpson
Keyword(s):  
Public Health ◽  
Study Abroad ◽  
Learning Outcomes ◽  
Service Sector ◽  
The United States ◽  
Technical Program ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

The purpose of this paper is to describe a short term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience . Faculty fr om Purdue University and Sapienza Università di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. S pecifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in class activities and case study discussions, field experiences, and assessments. Here in, administrat ive issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activitie s is described. Finally, examples of learning outcomes resulting from this alignment are provided.

オンラインによる海外留学の可能性―コロナ禍におけるブルネイでのオンライン短期海外研修の実践から― / Possibilities of Online Study Abroad Program: Practices of Online Short-Term Study Abroad Program in Brunei

2021 ◽  
Vol 14 (1) ◽  
pp. 4-18
Author(s):  
Masaki Seo
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Term Study ◽  
Online Study ◽  
Short Term Study ◽  
Study Abroad Program

新型コロナウィルスの感染拡大で人々の国や地域を超えた移動に制限がか かり、海外協定校などに学生を派遣する大学主催の海外留学及び海外研修の 実施は現時点では難しくなっている。このような状況において、オンライン を駆使した海外研修プログラムの開発が進められている。本稿では、2020 年 8 月に実施したブルネイでのオンライン短期海外研修に参加した学生の経 験と学びを考察し、オンラインによる海外留学の可能性を検討する。 本研究のリサーチクエスチョン(RQ)は、(1)オンライン短期海外研修 を通して参加者はどのような経験をしていたのか、(2)オンライン短期海 外研修を通して参加者は英語の能力を伸ばすことができたのか、である。 RQ1 に答えるために研修の事前事後にアンケート調査を、RQ2 に答えるた めに研修の事前事後に英語の試験を行い、それらを分析した。 調査の結果、オンライン短期海外研修の参加者の満足度は高く、講義型及 び体験型の授業を通してブルネイの言語や文化、ビジネスと産業、自然科学 などのコンテンツを学んだり、現地の学生と交流をしたりすることで、参加 者は「自宅にいながら、ブルネイにいるような体験ができ」ていた。また、 本研修が実際に海外に渡航することを躊躇している学生の参加を促している ことも伺えた。そして、研修の事前事後に行った英語の試験を分析した結果、 総合得点及びリスニングでの大意把握の得点は向上し、参加者の英語の能力 の伸びに対する自己評価でも、リスニングの能力の向上が最も認識されてい た。

Meaningful Language and Cultural Experiences for Future Teachers in Puerto Rico

2016 ◽  
pp. 160-176
Author(s):  
Judith Cruzado-Guerrero ◽  
Gilda Martinez-Alba
Keyword(s):  
Puerto Rico ◽  
Study Abroad ◽  
Implementation Strategies ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Short Term ◽  
Short Term Study ◽  
Puerto Rican Culture ◽  
Travel Abroad ◽  
Study Abroad Program

The authors describe a faculty led study abroad program implemented in Puerto Rico. The short-term study abroad model highlights both design and implementation strategies for travel abroad. This chapter also focuses on the unique cultural and linguistic experiences in Puerto Rico which were planned for college students in an early childhood education teacher preparation program. The chapter addresses the strategies used to facilitate learning about Puerto Rican culture and languages, methods to support students learning dual languages and strategies for working with families, communities, and other professionals. The chapter concludes with lessons learned from this experience and emphasizes both issues and recommendations for faculty who are developing future short-term travel experiences.

scholarly journals Digital storytelling in study abroad: toward a counter-catalogic experience

Seminar.net ◽  
2010 ◽  
Vol 6 (2) ◽  
Author(s):  
Karen Rodríguez
Keyword(s):  
Study Abroad ◽  
Digital Storytelling ◽  
Pilot Project ◽  
Host Community ◽  
Community Members ◽  
Short Term ◽  
Critical Thought ◽  
Short Term Study ◽  
Digital Stories ◽  
Study Abroad Program

This article examines a pilot project incorporating digital storytelling into a short-term study abroad program in the small city of Guanajuato, Mexico. After contextualizing the project’s pedagogical and theoretical concerns, the article examines the resulting stories, underscoring their potential for helping students pay attention to specific sites, to think beyond the usual images one is bombarded with and to spark critical thought. It argues that digital storytelling allows both students and host community members to become authors and representers of their experiences, thus creating a “counter-catalogic” study abroad experience, i.e. one that goes beyond the staid images used to market these experiences abroad. Digital stories afford an exciting mode for thinking about how to create critical, intimate and dialogic encounters with others.

scholarly journals Intragroup Conflict During Study Abroad

2015 ◽  
Vol 5 (3) ◽  
pp. 244-259 ◽  
Author(s):  
Peter Bodycott
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Intragroup Conflict ◽  
National Group ◽  
Studying Abroad ◽  
Short Term Study ◽  
Negative Effect ◽  
Program Involvement ◽  
Study Abroad Program ◽  
Support Students

Co-national groups of individuals from the same country can provide members with psychological and sociocultural support when coping with the stresses of studying abroad. This article examines intragroup task and relationship conflict that occurred in one co-national group during a 14-week short-term study abroad program. Findings reveal the negative effect of intragroup conflict, within the co-national group, on student’s personal and social −ethnic− identities, acculturation and program involvement. Recommendations are made about ways to help students in co-national groups cope with acculturation and intragroup conflict, and how institutions can better prepare and support students for study abroad.

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