Promoting Student Engagement: The Efficacy of a Criminal Justice Short-Term Study Abroad Program
DOI:
https://doi.org/10.36366/frontiers.v30i3.426Keywords:
Student engagement, Short-term, Faculty-led, Criminal Justice, Study abroad, Education abroad, National Survey of Student EngagementAbstract
In this study, the authors assessed student engagement during a short-term faculty-led criminal justice study abroad course using elements of the National Survey of Student Engagement (NSSE). Study Abroad education has been identified as a high impact learning strategy but has not been well validated particularly when delivered in a short-term format. This study is a partial replication of Rourke & Kanuka’s Student Engagement and Study Abroad study (2012). Data were collected from a group of Metropolitan State University of Denver undergraduate students over a period of two years from five different courses traveling to three different destinations for study abroad education. A comparison of responses from the two administrations of the NSSE-based surveys indicated that students’ engagement increased after their participation in the programs. Students’ knowledge in international criminal justice system also improved. Limitations and areas for further research are also discussed.
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References
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Ambrosio, S., Araujo e Sa, M.H., Simoes, A.R. (2013). Lifelong learning in higher education: The development of non-traditional adult students’ plurilingual repertoires. Procedia - Social and Behavioral Sciences, 116, 3798-3804.
Asay, S., Younes, M., & Moore, T.J. (2006). Promoting cultural competence through
international study experiences. In G. Berklitter (Ed.), International family studies:
Developing curricula and teaching tools. Binghamton, NY: Haworth Press.
Bataller, R. (2010). Making a request for a service in Spanish: Pragmatic development in the study abroad setting. Foreign Language Annals, 43(1), 160-175.
Black, H., & Duhon, D. (2006). Assessing the impact of business study-abroad programs on cultural awareness and personal development. Journal of Education for Business, 81, 140-145.
Clarke III, I., Flaherty, T. B., Wright, N. D., & McMillen, R. M. (2009). Student intercultural
proficiency from study abroad programs. Journal of Marketing Education, 31(2), 173-181.
Dekeyser, R. (2010). Monitoring processes in Spanish as a second language during a
study-abroad program. Foreign Language Annals, 43(1), 80-92.
Donnelly-Smith, L. (2009). Global learning through short-term study abroad. Peer Review, Association of American Colleges and Universities, 12-15.
Douglass, C. & Jones-Rikkers, C. (2001). Study-abroad programs and American worldmindedness: An empirical analysis. Journal of Teaching in International Business,
13, 55-62.
Emert, H. & Pearson, D. (2007). Expanding the vision of international education: collaboration, assessment, and intercultural development. New Directions for Community Colleges, 138, 67-75.
Engle, L. & Engle, J. (2003). Study abroad levels: Toward classification of program types.
Frontiers: The Interdisciplinary Journal of Study Abroad, 9, 1-20.
The Glossary of Educational Reform (2016). Student engagement. Great Schools Partnership. Retrieved on August 1, 2017: http://edglossary.org/student-engagement/.
Goode, M. (2008). The role of faculty study abroad directors: A case study. Frontiers: The interdisciplinary journal of study abroad, 15, 149-172.
Institute of International Education (2016). Duration of U.S. study abroad, 2004/05-2014/15. Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors.
Jacoby, B. (2000). Involving commuter students in learning: moving from rhetoric to reality. New Directions for Higher Education, 109, 81-87.
Kenner, C., & Weinderman, J. (2011). Adult learning theory: applications to non-traditional college students. Journal of College Reading and Learning, 41(2), 87-96.
Martinsen, R., Baker, W., Dewey, D., Brown, J., & Johnson, C. (2010). Exploring diverse
settings for language acquisition and use: Comparing study-abroad, service learning
abroad, and foreign language housing. Applied Language Learning, 20(1-2), 45-69.
Muller, R. & Beiten, S. (2013). Changing learning environments at university? Comparing the learning strategies of non-traditional European students engaged in lifelong learning. Journal of Educational Sciences and Psychology, 45(1), 1-7.
NSSE (2017, April 17). Annals. Retrieved from: http://nsse.indiana.edu/html/about.cfm
NSSE (2016). NSSE High-Impact Practices. Retrieved from:
http://nsse.indiana.edu/Institutional_Report/High-Impact%20Practices.pdf
Newbold, J.J., Mehta, S.S., Forbus, P. (2011). Commuter students: involvement and
identification with an institution of higher education. Academy of Educational Leadership Journal, 15(2), 141-153.
Paige, R.M., Fry, G.W., Stallman, E. Josic, J. & Jon, J.E. (2009). Study abroad for global engagement: Results that inform research and policy agendas. Presented at the Forum on Education Abroad Conference in Portland, OR.
Pierson, R. (2010). Intercultural competence and study-abroad in a language-neutral
environment: An Analysis of undergraduates at Acadia University (Doctoral dissertation).
Rees, J. & Klapper, J. (2007). Analyzing and evaluating the linguistic benefit of residence abroad for UK foreign language. Assessment and Evaluation in Higher Education, 32(3), 331-353.
Rourke, L. & Kanuka, H. (2012). Student engagement and study abroad. Canadian Journal of University Continuing Education, 38(1), 1-12.
Tarrant, M., Rubin, D. , & Stoner, L. (2014). The added value of study abroad: Fostering a global citizenry. Journal of Studies in International Education, 18(2), 141-161.
Tyner, N. (2013). International cooperation: the study abroad experience. Michigan Academician, 41, 377-388.
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Published
2018-11-15
How to Cite
Capps , J. E., Bradford , J., & Namgung , H. (2018). Promoting Student Engagement: The Efficacy of a Criminal Justice Short-Term Study Abroad Program. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(3), 147–159. https://doi.org/10.36366/frontiers.v30i3.426
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Research Articles
