Student Outcomes Associated with Short-term and Semester Study Abroad Programs
DOI:
https://doi.org/10.36366/frontiers.v30i2.414Keywords:
Experiential, Study abroad, High impact practices, Duration, Education abroadAbstract
This five-year study of graduating seniors at Elon University (n=1,858) compared student outcomes measured by the National Survey of Student Engagement across five study abroad groups: no study abroad, semester, short-term (3-week), two short-terms, and semester plus short-term. Both short-term and semester programs were positively associated with how students rate their overall educational experience and whether they would attend the same institution again. However, students who participated in semester programs reported better outcomes in numerous categories: contributing to class discussion, including diverse perspectives in discussions and assignments, synthesis of ideas, less rote memorization of course material, empathy,acquiring a broad general education,critical thinking,and working effectively with others. There was less compelling evidence of better outcomes from a second short-term program or one taken in addition to a semester program. Overall, short-term programs clearly have value, but semester programs are associated with significantly better outcomes overall.
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References
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Chieffo, L., & Griffiths, L. (2004). Large-scale assessment of student attitudes after a short-term study abroad program. Journal of Study Abroad, 10, 165-177.
Coker, J. S., & Porter, D. J. (2015). Maximizing experiential learning for student success. Change: The Magazine of Higher Learning, 47(1), 66-72.
Coker, J.S., Heiser, E., Taylor, L., & Book, C. (2017). Impacts of experiential learning depth and breadth on student outcomes. Journal of Experiential Education, 40(1), 5-23.
Craney, C., McKay, T., Mazzeo, A., Morris, J., Prigodich, C., & de Groot, R. (2011). Cross-discipline perceptions of the undergraduate research experience. Journal of Higher Education, 82(1), 92-113.
Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation – How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286-302.
Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 151–164.
Engle, L., & Engle, J. (2003). Study abroad levels: Toward a classification of program types. Frontiers: The Interdisciplinary Journal of Study Abroad, 9(1), 1-20.
Ewert, A., & Yoshino, A. (2011). The influence of short-term adventure-based experiences on levels of resilience. Journal of Adventure Education and Outdoor Learning, 11, 35-50.
Fechheimer, M., Webber, K., & Kleiber, P. B. (2010). How well do undergraduate research programs promote engagement and success of students? CBE Life Science Education, 10(2), 156–163.
Gaia, A. C. (2015). Short-term faculty-led study abroad programs enhance cultural exchange and self-awareness. International Education Journal: Comparative Perspectives, 14(1), 21-31.
Gilmore, J., Vieyra, M., Timmerman, B., Feldon, D., & Maher, M. (2015). The relationship between undergraduate research participation and subsequent research performance of early career STEM graduate students. Journal of Higher Education, 86(6), 834-863.
Gorka, B., & Niesenbaum, R. (2001). Beyond the language requirement: Interdisciplinary short-term study-abroad. Hispania, 84(1), 100-109.
Grasgreen, A. (2012). Résumé-builder or rip-off? Insider Higher Ed. Retrieved from www.insidehighered.com/news/2012/02/03/growth-short-term-internships-over-academic-breaks.
Ingraham, E. C., & Peterson, D. L. (2004, Fall). Assessing the impact of study abroad on student learning at Michigan State University. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 83-100.
Institute of International Education (IIE). (2015). Open Doors Report on International Educational Exchange. Retrieved from www.iie.org/opendoors
Kehl, K., & Morris, J. (2008). Differences in global-mindedness between short-term and semester-long study abroad participants at selected private universities. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 67-79.
Kendrick, J. (1996). Outcomes of service-learning in an introduction to sociology
course. Michigan Journal of Community Service Learning, 3, 72–81.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
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.
Mackenzie, S. H., Son, J. S., & Hollenhorst, S. (2014). Unifying psychology and experiential education: Toward an integrated understanding of why it works. Journal of Experiential Education, 37(1), 75-88.
Markus, G., Howard, J., & King, D. (1993). Integrating community service and classroom instruction enhances learning: Results from an experiment. Education Evaluation & Policy Analysis, 15, 410–19.
Medina-Lopez-Portillo, A. (2004). Intercultural learning assessment: The link between program duration and the development of intercultural sensitivity. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 179–200.
Multi-Institutional Study of Leadership (MSL). (2015). 2015 Multi-Institutional Study of Leadership. Retrieved from www.leadershipstudy.net
National Survey of Student Engagement (NSSE). (2007). Experiences That Matter: Enhancing Student Learning and Success, NSEE 2007 Annual Report. Indiana University Bloomington: Center for Postsecondary Research School of Education.
Paige, R. M., Fry, G.W., Stallman, E., Josic, J., & Jon, J. (2009, February). Study abroad for global engagement: Results that inform research and policy agendas. Paper presented at the Forum on Education Abroad Conference, Portland, OR.
Pascarella, E. T., Seifert, T. A., & Blaich, C. (2010). How effective are the NSSE benchmarks in predicting important educational outcomes? Change, 42(1), 16-22.
Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316, 548-549.
Schenck, J., & Cruickshank, J. (2015). Evolving Kolb: Experiential education in the age of neuroscience. Journal of Experiential Education, 38(1), 73-95.
Spooner, M., Flowers, C., Lambert, R., & Algozzine, B. (2008). Is more really better? Examining perceived benefits of an extended student teaching experience. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(6), 263-270.
Strange, H., & Gibson, H.J. (2017). An investigation of experiential and transformative learning in study abroad programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 29, 85-100.
Trooboff, S., Vande Berg, M., & Rayman, J. (2008). Employer attitudes toward study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 17-33.
West, C. (2012). Teaching leadership to undergraduates: Lessons from U.S. military colleges. Journal of College Teaching and Learning, 9(2), 135-146.
Woolf, M. (2007). Impossible things before breakfast: Myths in education abroad. Journal of Studies in International Education, 11, 496-509.
Zorn, C. R. (1996). The long-term impact on nursing students of participating in international education. Journal of Professional Nursing, 12(2), 106–110.
Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. W. (2013). Impact of undergraduate research experience in engineering. Journal for Engineering Education, 91(2), 151–157.
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Published
2018-04-26
How to Cite
Coker , J. S. ., Heiser , E., & Taylor , L. (2018). Student Outcomes Associated with Short-term and Semester Study Abroad Programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 92–105. https://doi.org/10.36366/frontiers.v30i2.414
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