Opening the Door to Study Abroad From Community Colleges

2019 ◽  
pp. 22-36
Author(s):  
Julie Baer
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Best Practices ◽  
Study Abroad ◽  
Student Characteristics ◽  
Lessons Learned ◽  
Study Abroad Programs ◽  
The Past ◽  
Time Period

Drawing upon data from Open Doors®, this chapter highlights the unique characteristics of study abroad from community colleges over the past decade. It explores patterns in destinations, durations, and student characteristics for study abroad at community colleges over this time period. Through lessons learned from IIE's Heiskell Award winners and Generation Study Abroad (GSA) community college commitment partners, the chapter will conclude with best practices from community colleges that have made commitments to increase and diversify their study abroad programs.

Enhancing Study Abroad Participation and Choices of Destination at Community Colleges

2019 ◽  
pp. 131-146
Author(s):  
Monija Amani ◽  
Mikyong Minsun Kim
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Study Abroad ◽  
Community College Students ◽  
Rural Areas ◽  
Study Abroad Programs ◽  
Program Coordinators ◽  
Study Abroad Program ◽  
Selection Of

This chapter addresses the findings of a multilayered study regarding perceptions of study abroad coordinators and students related to community college students' decisions to engage in global programs abroad and the factors that motivate their selection of a destination. In-depth interviews of study abroad program coordinators and students from three community colleges located in urban, suburban, and rural areas provided rich and diverse perspectives regarding students' access and engagement in study abroad programs and the reasons that affect their choices of destinations. Findings showed synchronicity and alignment between the study abroad coordinators' and students' perspectives. However, study abroad coordinators revealed that institutional administrators or leaders who have established connections with certain destinations influence program and destination offerings, which in turn broadens or limits students' selection of study abroad choices. Discussions and implications related to community college students, faculty, institutional leaders, and policymakers provide insight on how to make study abroad more accessible to community college students and expand their choice of destination.

Low-Cost Initiatives for Expanding Study Abroad Opportunities

2019 ◽  
pp. 158-171
Author(s):  
Drew Allen Gephart
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Study Abroad ◽  
International Education ◽  
Financial Aid ◽  
Low Cost ◽  
Study Abroad Programs ◽  
Administrative Procedure ◽  
Promotional Materials ◽  
Study Abroad Program

Community colleges without a budget strictly allocated to study abroad programs need to be creative in how they expand opportunities for their students. This chapter will focus on the strategies developed by the Peralta Community College District's Office of International Education to develop a stronger study abroad program with limited resources and staffing. After the Peralta Colleges committed to the Institute of International Education's Generation Study Abroad initiative in 2014, it created new study abroad programs, organized annual study abroad fairs, was awarded a scholarship of $7,500, created new promotional materials and an administrative procedure, launched a new website and newsletter, organized financial aid workshops and professional development day presentations for faculty, and opened a study abroad scholarship through its foundation. The chapter will share how other colleges can learn from these efforts and institutionalize study abroad on their campuses.

Thinking Globally About Social Justice

2019 ◽  
pp. 184-199
Author(s):  
Tiffany Viggiano
Keyword(s):  
Community College ◽  
Social Justice ◽  
Community Colleges ◽  
Study Abroad ◽  
Global Justice ◽  
Social Connections ◽  
The Relationship

Scholars have identified community colleges as ideal institutions to facilitate global justice through their involvement in internationalization activities such as study abroad. This chapter explores the meaning of humanism as it relates to study abroad at the community college. Using Andreotti, Stein, Pashby, and Nicolson's Paradigms of Discourse, the chapter describes the ways in which humanism can be defined in a variety of ways based on one's own goals. The chapter also grounds a rationale for study abroad at the community college within critical humanism by applying Young's Social Connections Model. Finally, the chapter applies the critical humanist rationale to begin to question the relationship between community college study abroad initiatives: Who is included in the community mission? Whose cultures come to be understood from involvement in study abroad? How are U. S. cultures represented by study abroad?

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.

Thinking Globally About Social Justice

2021 ◽  
pp. 1296-1311
Author(s):  
Tiffany Viggiano
Keyword(s):  
Community College ◽  
Social Justice ◽  
Community Colleges ◽  
Study Abroad ◽  
Global Justice ◽  
Social Connections ◽  
The Relationship

Scholars have identified community colleges as ideal institutions to facilitate global justice through their involvement in internationalization activities such as study abroad. This chapter explores the meaning of humanism as it relates to study abroad at the community college. Using Andreotti, Stein, Pashby, and Nicolson's Paradigms of Discourse, the chapter describes the ways in which humanism can be defined in a variety of ways based on one's own goals. The chapter also grounds a rationale for study abroad at the community college within critical humanism by applying Young's Social Connections Model. Finally, the chapter applies the critical humanist rationale to begin to question the relationship between community college study abroad initiatives: Who is included in the community mission? Whose cultures come to be understood from involvement in study abroad? How are U. S. cultures represented by study abroad?

Problem-Solving Manager

2022 ◽  
pp. 234-254
Keyword(s):  
Problem Solving ◽  
Best Practices ◽  
Lessons Learned ◽  
Team Members ◽  
The Past ◽  
Innovative Learning ◽  
Flow Charts ◽  
Additional Role

The Problem-Solving Manager makes the approved best practices available across the organization. This chapter presents the flow charts and pseudo-code for developing the Problem-Solving Manager. This chapter also shows that this additional role for the Problem-Solving Manager enables an innovative learning (iLearning) organization. Innovative learning begins with all team members having access to the same knowledge for the current “best way” of solving a problem. This knowledge is where the lessons learned from the past meet the best thinking of the present to learn how to do things better – innovative learning.

Lessons Learned

2019 ◽  
pp. 120-130
Author(s):  
Taryn Gassner Tangpricha
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Lessons Learned ◽  
Student Enrollment ◽  
Mutual Benefit ◽  
Community Members ◽  
Technical Community ◽  
Study Abroad Program ◽  
Division Department

This chapter conducts a case study of Delaware Technical Community College as it grew its programs from 2009 to present. Despite directive from the President, support and engagement was not widespread across the state: varying by campus, division, department, and instructor. Study abroad leadership was tasked with aligning the program with the college's mission, vision, and strategic directions, and building support internally and externally to boost student enrollment in the study abroad program. By targeting three key groups of stakeholders—students, faculty, and community members—and supporting shared values towards a mutual benefit, Delaware Technical Community College was able to grow its study abroad enrollment by over 400% from 2010 to 2018.

The Outreach Triad for Successful Study Abroad Programs

2019 ◽  
pp. 107-119
Author(s):  
Jennifer Joy Robertson
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Local Community ◽  
Study Abroad Programs ◽  
Community Partners ◽  
Program Administrators ◽  
Number Of Factors ◽  
Key Stakeholders ◽  
Funding Opportunities ◽  
Communication Methods

The old adage “build it and they will come” does not apply in the context of study abroad at the community college. Community colleges have historically struggled with study abroad enrollment due to a number of factors including inadequate funding, insufficient institutional support, and a lack of interest and awareness on behalf of their students. While there are many factors that go into successful programming for study abroad, one key element is outreach. This chapter will define outreach in terms of the marketing and communication methods to three key stakeholders in study abroad: students, faculty, and the local community. It will be argued that program administrators need to better understand the various ways in which outreach is used to increase both student enrollment, minority students in particular, and the number of faculty engaged in leading study abroad at the community college. The chapter will conclude by proposing some strategies for identifying funding opportunities from local community partners.

Changing the Conversation

2019 ◽  
pp. 1-21
Author(s):  
Rosalind Latiner Raby
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Study Abroad ◽  
Community College Students ◽  
Professional Growth ◽  
Education Abroad ◽  
Institutional Choices

Community college literature uses three distinct narratives to explain why few community colleges offer education abroad and why limited numbers of community college students study abroad. This chapter explores the viability of these narratives and counters them by showing that non-traditional community college students understand the role of education abroad to enhance their personal and professional growth, are capable of making sound decisions, and are able to balance work, school, and family. The chapter concludes with a discussion on how weak institutional choices remain the most important element that negatively impacts the choice to study abroad.

Sign in / Sign up

Export Citation Format

Share Document