scholarly journals The Practice of the Fieldbook: Facilitating and Evaluating Field-based Learning

2002 ◽  
Vol 8 (1) ◽  
pp. 113-142 ◽  
Author(s):  
Carol Brandt ◽  
Thomas Manley
Keyword(s):  
Study Abroad ◽  
Student Learning ◽  
Field Study ◽  
Applied Research ◽  
Pedagogical Practices ◽  
Study Abroad Programs ◽  
New Directions ◽  
Study Programs ◽  
Improving Student Learning

Our purpose is to elucidate a writing technique devised for experience-based study abroad programs. Known as the Fieldbook, the technique has been used with significant success on field study programs offered through Pitzer College. We believe the applied research offered in our case study contributes in critical ways to our understanding of pedagogical practices and suggests positive new directions for improving student learning.

scholarly journals Pop Culture, Twitter, and Study Abroad: Estonia as a Case Study

2013 ◽  
Vol 47 (01) ◽  
pp. 204-208 ◽  
Author(s):  
Joseph M. Ellis
Keyword(s):  
Social Media ◽  
Study Abroad ◽  
Pop Culture ◽  
Pedagogical Practices ◽  
The Political ◽  
Study Abroad Programs ◽  
Social Media Platforms ◽  
Insight Into ◽  
Lead Study

AbstractThis article highlights a number of different pedagogical practices that can be used with study abroad programs, both classroom methods and out-of-class techniques. In this particular class—which focused on Estonia's Singing Revolution and included a 10-day trip abroad to Estonia—social media platforms like Twitter and Tumblr were frequently used to create collaboration among students. In addition, Estonian music and pop culture were studied, giving students a unique insight into a culture very foreign from their own. Although Estonia was the focus of this particular class, the results of these methods are generalizable to help others who lead study abroad programs and develop creative ways to foster interaction. This article also demonstrates why social media platforms are helpful to political scientists and the political science discipline more generally.

Emplacing Berlin: Digital Itineraries and Short-term Study Abroad in the City

2018 ◽  
Vol 12 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Richard B. Apgar
Keyword(s):  
Study Abroad ◽  
Urban Landscape ◽  
Physical Space ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Digital Maps ◽  
Short Term Study ◽  
The City

As destination of choice for many short-term study abroad programs, Berlin offers students of German language, culture and history a number of sites richly layered with significance. The complexities of these sites and the competing narratives that surround them are difficult for students to grasp in a condensed period of time. Using approaches from the spatial humanities, this article offers a case study for enhancing student learning through the creation of digital maps and itineraries in a campus-based course for subsequent use during a three-week program in Berlin. In particular, the concept of deep mapping is discussed as a means of augmenting understanding of the city and its history from a narrative across time to a narrative across the physical space of the city. As itineraries, these course-based projects were replicated on site. In moving from the digital environment to the urban landscape, this article concludes by noting meanings uncovered and narratives formed as we moved through the physical space of the city.

Without Crossing a Border: Exploring the Impact of Shifting Study Abroad Online on Students’ Learning and Intercultural Competence Development during the COVID-19 Pandemic

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Yingjie Liu ◽  
Thomas Shirley
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Cultural Exchange ◽  
Competence Development ◽  
Study Abroad Programs ◽  
Online Study ◽  
Curriculum Redesign ◽  
Online Format ◽  
The Impact

While all higher education was affected by the COVID-19 pandemic, study abroad programs were uniquely challenged by the associated restrictions and limitations. This case study integrates a Collaborative Online International Learning (COIL) pedagogy approach and virtual reality (VR) technologies into the curriculum redesign process to transform a business study abroad course into an online format. Using VR technology, U.S. students and their international partners in Germany, Brazil, and India created and shared cultural exchange virtual tours. The redesigned online study abroad course engaged students in active learning activities and cultivated students’ intercultural competence development.

Institutionalizing International Education and Embedding Education Abroad Into the Campus Community

2019 ◽  
pp. 172-183
Author(s):  
Carola Smith
Keyword(s):  
Community College ◽  
Strategic Planning ◽  
Study Abroad ◽  
International Education ◽  
Campus Community ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Descriptive Case Study ◽  
International Collaborations

This chapter is a descriptive case study on one community college in California to show how the institution was able to successfully institutionalize study abroad through advocacy, strategic planning, and the cultivation of local, statewide, and international collaborations. Because of the longevity and vitality of the program examined in this particular case study, there is useful insight for other education abroad professionals who are at varying stages of implementing, developing, or institutionalizing study abroad programs at their respective institutions.

scholarly journals Developing Global Competencies through International Teaching: Using Critical Cosmopolitan Theory to Compare Case Studies of Two Study Abroad Programs

2019 ◽  
Vol 31 (2) ◽  
pp. 105-120
Author(s):  
Erik Jon Byker ◽  
Tingting Xu
Keyword(s):  
Study Abroad ◽  
Case Studies ◽  
Teacher Candidates ◽  
Study Abroad Programs ◽  
Global Competencies ◽  
Global Citizens ◽  
Intercultural Awareness ◽  
International Teaching ◽  
Study Abroad Program

For students to become global citizens they need globally competent teachers. The purpose of this article is to describe and compare the development of global competencies in teacher candidates who participated in international teaching-focused study abroad programs. The article is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global competencies through the fusion of critical consciousness (Freire, 1970) and cosmopolitanism (Appiah, 2010). In the field of teacher education, study abroad experiences can help enhance teacher candidates’ commitment to culturally responsive teaching practices (Gay, 2002) and intercultural awareness (Hammer, Bennett, & Wiseman, 2003). The article reports on two case studies of study abroad programs for U.S. teacher candidates. One case study focuses on a study abroad program in China (n=13) and the other case study focuses on a study abroad program in South Africa (n=22). The article compares the teacher candidates’ perceptions of their study abroad experiences in relationship to the development of global competencies.

Ethnographic Learning While Studying Abroad

1996 ◽  
Vol 2 (1) ◽  
pp. 23-44 ◽  
Author(s):  
Richard Jurasek ◽  
Howard Lamson ◽  
Patricia O’Maley
Keyword(s):  
Study Abroad ◽  
Student Learning ◽  
Learning Processes ◽  
Teaching Tool ◽  
Study Abroad Programs ◽  
Interactive Process ◽  
Learning And Teaching ◽  
Studying Abroad

This article outlines the theories and applications of ethnography on study abroad programs in an exploration of student learning processes throughout the experience. The first section presents an overview of ethnographic approaches and discusses ethnography as a learning and teaching tool on study abroad. The second section analyzes three student ethnographic projects carried out over a ten-week period in Mexico and in Austria. Finally, the last section emphasizes the importance of ethnographic projects as an intensified experience by which students develop insights through an ongoing reflective and interactive process. 

Students' Perceived Benefits of Short-Term Study Abroad Programs

2016 ◽  
pp. 163-187 ◽  
Author(s):  
Annie Yan-Ni Cheng
Keyword(s):  
Hong Kong ◽  
Study Abroad ◽  
Personal Growth ◽  
Intercultural Development ◽  
Perceived Benefits ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study

Short-term study abroad programs have been increasingly emphasized in expanding university curricula since the beginning of the 21st Century. This chapter aims to understand students' perceptions of short-term study abroad programs in the context of Hong Kong Higher Education (HE). Its objectives are to examine students' perceived benefits, concerns and the issues facing them when deciding on their participation in these programs. Using quantitative and qualitative methods, a case study was conducted in the eight universities of Hong Kong. Results show that the students strongly believed that the greatest benefits of taking part in these programs included enhancing their personal growth and intercultural development. The significance of this chapter is to contribute new knowledge to the understanding of students' perceptions and values of outbound short-term study abroad in an Asian/Chinese context.

From Cultural Immersion to Professional Growth

2017 ◽  
pp. 383-399
Author(s):  
Carrie E. Hong ◽  
Samantha Kopp ◽  
Shanthia Williams
Keyword(s):  
Study Abroad ◽  
Professional Growth ◽  
Classroom Teacher ◽  
Cultural Immersion ◽  
Future Research ◽  
Structured Interviews ◽  
Study Abroad Programs ◽  
Descriptive Case Study ◽  
Study Abroad Program

This chapter presents a case study that explores impacts of the cultural immersion afforded from a study abroad program on teachers' professional growth over time. First, the study examined two teachers' cultural immersion process from their reflections and survey answers collected before, during, after the study abroad. Second, impacts of the study abroad experiences on classroom instruction were explored, using descriptive case study and phenomenology methods. Data from semi-structured interviews and teacher lesson observations were analyzed to explore to what extent the teachers infused diversity and multiculturalism in their instruction. The results of the study describe lived experiences of the two teachers who participated in a summer study abroad program that allowed unique experiences of cultural immersion and professional growth as a classroom teacher. The chapter also includes suggestions for future research that explores impacts of study abroad programs on teachers and their students.

Context, Curriculum, and Community Engagement in Social Justice-Focused Study Abroad Programs

2021 ◽  
pp. 91-111
Author(s):  
Alankrita Chhikara ◽  
Stephanie Oudghiri ◽  
Michael Lolkus ◽  
Erin N. Rondeau-Madrid ◽  
JoAnn I. Phillion
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Study Abroad ◽  
Community Engagement ◽  
Community Members ◽  
Study Abroad Programs ◽  
Goals And Objectives ◽  
Selection Of ◽  
Three Components

The authors present findings from their study of how preservice teachers (PSTs) experienced and conceptualized social justice during two study abroad (SA) programs to Honduras and Tanzania. This study examined instructor intentionality (II), the purposefulness on the part of instructors in designing the goals and objectives of study abroad through a selection of context, curriculum, and community engagement. Intentional programming that sought to unfossilize prejudices by providing non-Western-centric curricula was emphasized. In this case study, authors analyzed and interpreted data using a framework for social justice rooted in three components: redistribution, recognition, and representation. The themes discussed in this chapter address (1) the influence of partnerships with community members in the development of social justice curricula; (2) differences across SA programs indicative of multiple approaches to social justice; and (3) various contexts, experiences, and curricula in cultivating social justice-minded educators.

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