“I have a better sense of how interconnected the world is”: Student perceptions of learning and global engagement during study abroad
DOI:
https://doi.org/10.36366/frontiers.v30i2.416Keywords:
Study abroad, Denmark, Student perception, Global Engagement Survey, Education abroadAbstract
The study purpose was to examine U.S. college students’ perceptions of their engagement and learning after studying abroad for a semester in Denmark. All students participated in a course focusing on children and adolescents in Scandinavian contexts, a semester-long practicum experience in a Danish educational institution, and two course-embedded travel experiences within and outside of Denmark. Although there were no significant differences in students’ pre-and post-test scores on the Global Engagement Survey (Hartman et al., 2015), responses to open-ended prompts provided evidence that students developed knowledge and understanding of themselves and others in multiple cultural and educational contexts. They worked to make meaning of their observations throughout the semester, and established strong relationships with the host community. The practicum and study tour experiences provided ample opportunities for global learning; many students reported that they gained knowledge about diversity and considered issues from the perspectives of local and global communities.
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Brindley, R., Quinn, S., & Morton, M. L. (2009). Consonance and dissonance in a study abroad program as a catalyst for professional development of pre-service teachers. Teaching and Teacher Education, 25(3), 525-532.
Brodin, J. (2010). Education for Global Competencies An EU—Canada Exchange Programme in Higher Education and Training. Journal of Studies in International Education, 14(5), 569-584.
Cohen, A. S., Peters, D. L., & Willis, S. L. (1976). The effects of early childhood education student teaching on program preference, beliefs, and behaviors. The Journal of Educational Research, 70(1), 15-20.
Dolby, N. (2007). Reflections on Nation: American undergraduates and education abroad. Journal of Studies in International Education, 11 (2), 141-156.
Engberg, M. (2013). The influence of study away experiences on global perspective-taking. Journal of College Student Development, 54 (5), 466-480.
Engle, L., & Engle, J. (2004). Assessing language acquisition and intercultural sensitivity development in relation to study abroad program design. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 253–276.
Fisher, C.M. & Grettenberger, S. E. (2015). Community-based participatory study abroad A proposed model for social work education. Journal of Social Work Education, 51 (3), 566-582.
Gammonley, D., Rotabi, K. S., & Rotabi, K. S. (2007). Enhancing global understanding with study abroad: Ethically grounded approaches to international learning. Journal of Teaching in Social Work, 27(3-4), 115-135.
Hartman, E., & Kiely, R. (2014). Pushing boundaries: Introduction to the global service learning special section. Michigan Journal of Community Service Learning, 21 (1).
Hartman, E., Lough, B.J., Toms, C. & Reynolds, N. (2015). The beauty of global citizenship: The problem of measurement. In B. Oomen, E. Park, M. Sklad, J. Friedman (Eds.). Going glocal: The theory, practice, evaluation, and experience of education for global citizenship. Amsterdam: Drukkerij Publishing.
Hovland, K. (2014). Global learning: Defining, designing, demonstrating. Washington, D.C.: Association of American Colleges and Universities. Retrieved from http://www.aacu.org/globallearning
Institute of International Education Open Doors Report. (2015). Retrieved from
http://www.iie.org/Research-and-Publications/Open-Doors#.Vys0lyN95-U
Lough, B. (2009). Principles of effective practice in international social work field placements. Journal of Social Work Education, 45 (3), 467-480.
Moseley, C., Reeder, S, & Armstrong, N. (2008). “I don’t eat White.” The transformational nature of student teaching abroad. Curriculum and Teaching Dialogue, 10 (1 and 2), 55-71.
Niehaus, E. & Crain, L. K. (2013). Act local or global? Comparing student experience in domestic and international service-learning programs. Michigan Journal of Community Service Learning, 20 (1), 31-40.
Norris, E. M., & Gillespie, J. (2009). How study abroad shapes global careers evidence from the United States. Journal of Studies in International Education, 13(3), 382-397.
Paige, R. M., Fry, G. W., Stallman, E. M., Josić, J., & Jon, J. E. (2009). Study abroad for global engagement: the long‐term impact of mobility experiences. Intercultural Education, 20(sup1), S29-S44.
Paige, R. M., Jacobs-Cassuto, M., Yershova, Y. A., & DeJaeghere, J. (2003). Assessing intercultural sensitivity: An empirical analysis of the Intercultural Development Inventory. International Journal of Intercultural Relations, 27, 467–486.
Pence, H.M., & Macgillivray, I.K. (2008). The impact of an international field experience on preservice teachers. Teaching and Teacher Education, 24, 14-25.
Regalla, M. (2016). Getting out of their comfort zone: Examining teacher candidates' reactions to service-learning abroad. Multicultural Perspectives, 18(2), 65-72.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications, Inc.
Tarrant, M. A. (2010). A conceptual framework for exploring the role of studies abroad in nurturing global citizenship. Journal of Studies in International Education, 14 (5), 433-451.
Wagner, J. T. (2006). An outsider’s perspective. Childhoods and early education in the Nordic countries. In J. Einarsdottir & J.T. Wagner (Eds). Nordic childhoods and early education, 289-306. Greenwich, CT: Information Age Publishing.
Whithead, D. M. (2015). Global service-learning: Addressing the big challenges. Diversity and Democracy. Washington, D.C.: Association of American Colleges and Universities.
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Published
2018-04-26
How to Cite
Vandermaas-Peeler, M., Duncan-Bendix, J., & Biehl, M. S. (2018). “I have a better sense of how interconnected the world is”: Student perceptions of learning and global engagement during study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 117–135. https://doi.org/10.36366/frontiers.v30i2.416
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