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.

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.

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.

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.

Students’ motivations, perceived benefits and constraints towards study abroad and other international education opportunities

2018 ◽  
Vol 11 (1) ◽  
pp. 63-78 ◽  
Author(s):  
Tamilla Curtis ◽  
John R. Ledgerwood
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Online Survey ◽  
International Travel ◽  
Perceived Benefits ◽  
Study Abroad Programs ◽  
Missed Opportunities ◽  
Content Type ◽  
University Campuses ◽  
Study Abroad Program

Purpose The purpose of this study is to identify students’ motivations and perceived benefits of engaging in study abroad programs, as well as challenges and missed opportunities. Design/methodology/approach An online survey was sent to random samples of students on two university campuses. Descriptive statistics and frequency analyses were conducted with the use of the SPSS data management software package. Findings Despite the majority of students having previous international travel experience and understanding the benefits of study abroad programs, most of them will not pursue the possibility to enroll in the study abroad programs. Contrary, most of respondents did express an interest to participate in international co-op/internship opportunities while attending the university. The study identified motivations, perceived benefits and constraints for students to enroll in study abroad programs. Research limitations/implications Further research using samples from different universities and colleges would present a more comprehensive picture of motivations, expectations and constraints. Practical implications Educators should promote study abroad program benefits and clearly identify the link between international experiences and future students’ employability. Study abroad programs can serve as important tool for increasing overall students’ retention and recruitment. Social implications In higher education, study abroad programs can serve as important tool for increasing overall students’ retention and recruitment. Originality/value This research uncovers students’ study abroad intent, interests, motivations, perceived personal and professional benefits and desired structure for the program. The findings provide insights into how administrators can enhance the value of the summer study abroad program offered by higher educational institutions.

scholarly journals The Short-Term “Bridge Model” Study Abroad Program: Peacebuilding in Latin America

2013 ◽  
Vol 46 (04) ◽  
pp. 791-796 ◽  
Author(s):  
Jeffrey D. Pugh
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Discrete Event ◽  
Study Abroad Programs ◽  
Model Study ◽  
Bridge Model ◽  
Immersion Programs ◽  
Short Program ◽  
Objective Outcomes ◽  
Study Abroad Program

AbstractThe conventional wisdom about political science international education assumes that students choose between short “island” study abroad programs that are accessible but have only superficial impact, and longer immersion programs, achieving a greater effect. This article argues that well-designed study abroad programs can combine the best of both models to achieve significant impact even in a short program. It proposes a “bridge model” for reconceptualizing study abroad not as a discrete event with more or less impact on student learning, but as a key intervention that furthers a student's overall development within an internationalized curriculum. The article examines the case of a peacebuilding study abroad program in Ecuador. It measures alumni perceptions of impact, objective outcomes, and alumni network development. The key finding is that solid program design and structured cross-cultural interaction produces the type of long-term effect and networks traditionally associated with immersion programs.

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.

Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design

2004 ◽  
Vol 10 (1) ◽  
pp. 219-236 ◽  
Author(s):  
Lilli Engle ◽  
John Engle
Keyword(s):  
Language Acquisition ◽  
Study Abroad ◽  
International Education ◽  
Program Design ◽  
Intercultural Sensitivity ◽  
Outcomes Assessment ◽  
Statistical Assessment ◽  
Preliminary Examination ◽  
Study Abroad Program

The complexity of international education is such that it is far from easy to move towards significant, objectively measurable, and comparable outcomes. What follows is the preliminary examination of one attempt to generate and interpret meaningful statistical assessment of the study abroad experience, within the context of specifically defined study abroad program types. We will examine the data thus far generated, suggest its limitations, and appeal for a continued gathering of information. We will suggest a structured, coordinated, profession-wide assessment effort that will, we hope, gradually reveal a useful correlation between study abroad learning and the input of program variables such as duration, housing, experiential work and on-site mentoring. If, as a profession, study abroad is to invest in outcomes assessment, it would be sensible for such efforts to utilize profession-wide definitions and standards.

Internationalized Courses on Campus

2019 ◽  
pp. 213-227
Author(s):  
Rebekah de Wit ◽  
Mary Beth Furst
Keyword(s):  
Community College ◽  
Study Abroad ◽  
General Education ◽  
International Education ◽  
Annual Review ◽  
Faculty Work ◽  
Existing Structures ◽  
International Perspectives ◽  
Academic Enrichment ◽  
General Education Requirements

Internationalizing the community college curriculum offers an opportunity to reach a broad range of students completing their general education requirements. Implementing course internationalization on campus also maximizes the student body's participation in international education, particularly in community college contexts where study abroad is not a viable option for many students due to resource limitations. Efforts to internationalize the curriculum should target high-enrolled courses across campus that fit within existing programs of study. Faculty coordinating these courses are integral in extending the scope of the course objectives by integrating international perspectives. Faculty work is acknowledged through existing structures of professional development and annual review processes. An internationalized curriculum combined with study abroad and other cross-cultural experiential learning forms the framework for an academic enrichment program called Global Distinction.

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?

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