Exploring the Impact of Global Studies Experiences on Undergraduate Student Development: Some Curricular Considerations
DOI:
https://doi.org/10.36366/frontiers.v30i2.412Keywords:
Interdisciplinary learning community, Short-term study abroad, Study abroad, Experiences abroad, Education abroadAbstract
In this manuscript, the authors detail the initial evaluations of the effects of participation in two iterations of an interdisciplinary learning community with a short-term study abroad opportunity on undergraduate student learning and behavior. The results suggest that the CHE (Cultural, Historical, and Environmental) log tool may be useful in capturing information about students’ interactions with their native and foreign environments and how their experiences further affect their later interactions with their native environment. These findings are discussed in terms of methodological revisions made to the procedures and experimental methods to strengthen the reliability and validity of the conclusions and the implications for integrating teaching and scholarship in mutually beneficial ways.
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References
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Braskamp, L. A., Braskamp, D. C., & Merrill, K. C. (2009). Assessing progress in global learning and development of students with education abroad experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 101-118.
Chieffo, L., & Griffiths, L. (2004). Large scale assessment of student attitudes after a short-term study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 165-167.
Cihon, T. M., & Stephens, C. J. (2011). Integrating teaching and interdisciplinary scholarship to enhance student learning outcomes. Journal of the Speech and Theatre Association of Missouri, 41, 65-82.
Cihon, T. M., Stephens, C. J., & Dean B. L. (2012). Global understanding through theatre: Enhancing second language acquisition and cultural competence with interdisciplinary research bridging theatre arts and behavior analysis. Journal of the Speech and Theatre Association of Missouri, 41, 65-82.
Deardorf, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. doi: 10.1177/1028315306287002
Goldiamond, I. (1974/2002). Toward a constructional approach to social problems: Ethical and constitutional issues raised by applied behavior analysis. Behavior and Social Issues, 11, 108-197. doi: http://dx.doi.org/10.5210/bsi.v11i2.92
Hegler, K. L. (2004). Assessing learning communities. Assessment Update: Progress, Trends,
and Practices in Higher Education, 16, 1-8.
Ingraham, E. C., & Peterson, D. L. (2004). Assessing the impact of study abroad on student learning at Michigan State University. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 83-100.
Kehl, K., & Morris, J. (2007/2008). Differences in global-mindedness between short-term and semester-long study abroad participants at selected universities. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 67-69.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
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Lardner, E., & Malnarich, G. (2008/2009). Assessing integrative learning: insights from Washington Center’s national project on assessing learning in learning communities. Journal of Learning Communities Research, 3(3), 1-20.
Michael, J. (1991). A behavioral perspective on college teaching. The Behavior Analyst, 14, 229-239.
Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
Steinberg, M. (2002). Involve me and I will understand: Academic quality in experiential programs abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 8, 253-273.
Stephens, C. J., & Florini, J. (2010). Globalizing the communication studies and theatre curriculum. Journal of the Speech and Theatre Association of Missouri, 40, 111-127.
Sutton, R. C., Miller, A. N., & Rubin, D. L. (2007). Research design in assessing learning outcomes of education abroad programs. In M. C. Bolen (Ed.), A Guide to outcomes assessment in education abroad (23-59). Carlisle, PA: The Forum on Education Abroad.
Sutton, R., & Rubin, D. (2004). The GLOSSARI project: Initial findings from a system-wide research initiative on study abroad learning outcomes. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 65-82
Tajes, M., & Ortiz, J. (2010). Assessing study abroad programs: Application of the “SLEPT” framework through learning communities. The Journal of General Education, 59, 17-41. doi: 10.1111/j.2150-1092.2011.00025_29.x
Williams, T. R. (2009). The reflective model of intercultural competency: A multidimensional, qualitative approach to study abroad assessment. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 289-206.
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97.
Bolen, M. C. (Ed). (2007). A Guide to outcomes assessment in education abroad. Carlisle, PA: The Forum on Education Abroad.
Braskamp, L. A., Braskamp, D. C., & Engberg, M. E. (2014). Global Perspective Inventory (GPI): Its purpose, construction, potential uses, and psychometric characteristics. Global Perspective Institute Inc. Chicago, IL 60611. Retrieved from https://s3.amazonaws.com/academia.edu.documents/44637248/manual.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1508170987&Signature=5HCLDpevQAEnyrTAf4HuWp4hwOk%3D&response-content-disposition=inline%3B%20filename%3DGlobal_Perspectives_Inventory_GPI_Its_Pu.pdf
Braskamp, L. A., Braskamp, D. C., & Merrill, K. C. (2009). Assessing progress in global learning and development of students with education abroad experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 101-118.
Chieffo, L., & Griffiths, L. (2004). Large scale assessment of student attitudes after a short-term study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 165-167.
Cihon, T. M., & Stephens, C. J. (2011). Integrating teaching and interdisciplinary scholarship to enhance student learning outcomes. Journal of the Speech and Theatre Association of Missouri, 41, 65-82.
Cihon, T. M., Stephens, C. J., & Dean B. L. (2012). Global understanding through theatre: Enhancing second language acquisition and cultural competence with interdisciplinary research bridging theatre arts and behavior analysis. Journal of the Speech and Theatre Association of Missouri, 41, 65-82.
Deardorf, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. doi: 10.1177/1028315306287002
Goldiamond, I. (1974/2002). Toward a constructional approach to social problems: Ethical and constitutional issues raised by applied behavior analysis. Behavior and Social Issues, 11, 108-197. doi: http://dx.doi.org/10.5210/bsi.v11i2.92
Hegler, K. L. (2004). Assessing learning communities. Assessment Update: Progress, Trends,
and Practices in Higher Education, 16, 1-8.
Ingraham, E. C., & Peterson, D. L. (2004). Assessing the impact of study abroad on student learning at Michigan State University. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 83-100.
Kehl, K., & Morris, J. (2007/2008). Differences in global-mindedness between short-term and semester-long study abroad participants at selected universities. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 67-69.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
Kuh, G., & Ikenberry, S. (2009). More than you think, less than we need: Learning outcomes assessment in American higher education. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Lardner, E., & Malnarich, G. (2008/2009). Assessing integrative learning: insights from Washington Center’s national project on assessing learning in learning communities. Journal of Learning Communities Research, 3(3), 1-20.
Michael, J. (1991). A behavioral perspective on college teaching. The Behavior Analyst, 14, 229-239.
Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
Steinberg, M. (2002). Involve me and I will understand: Academic quality in experiential programs abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 8, 253-273.
Stephens, C. J., & Florini, J. (2010). Globalizing the communication studies and theatre curriculum. Journal of the Speech and Theatre Association of Missouri, 40, 111-127.
Sutton, R. C., Miller, A. N., & Rubin, D. L. (2007). Research design in assessing learning outcomes of education abroad programs. In M. C. Bolen (Ed.), A Guide to outcomes assessment in education abroad (23-59). Carlisle, PA: The Forum on Education Abroad.
Sutton, R., & Rubin, D. (2004). The GLOSSARI project: Initial findings from a system-wide research initiative on study abroad learning outcomes. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 65-82
Tajes, M., & Ortiz, J. (2010). Assessing study abroad programs: Application of the “SLEPT” framework through learning communities. The Journal of General Education, 59, 17-41. doi: 10.1111/j.2150-1092.2011.00025_29.x
Williams, T. R. (2009). The reflective model of intercultural competency: A multidimensional, qualitative approach to study abroad assessment. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 289-206.
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Published
2018-04-26
How to Cite
Stephens, C. J., Morford, Z. H., Cihon, T. M., Hamilton Forand, E. ., & Neri-Hernández, L. (2018). Exploring the Impact of Global Studies Experiences on Undergraduate Student Development: Some Curricular Considerations. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 63–76. https://doi.org/10.36366/frontiers.v30i2.412
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Research Articles
