Fostering Global Mindedness in Short-Term Community-Based Global Learning Programs: The Importance of Strategic Design, Collaboration, and Reflection

  • Carolyn Matheus Marist College
  • Kevin M. Gaugler Marist College
Keywords: global mindedness, community-based global learning, service-learning, short-term study abroad

Abstract

Trends toward short-term academic service-learning abroad necessitate programs designed to maximize effectiveness and measurement of outcomes. The current study sought to strategically foster and measure increases in global mindedness during an immersive community-based global learning program abroad. University students studying either Computer Science or Spanish collaborated to design curriculum and host a technology summer camp for junior-high students in the Dominican Republic. The semester before the two-week travel experience included extensive pre-departure preparation, collaboration, reflection, and communication among students, program directors, on-site program coordinators, and stakeholders in the host community. Results of pre- and post-tests using the Global Mindedness Scale indicate perceptions of five dimensions of global mindedness (i.e., responsibility, cultural pluralism, efficacy, global centrism, and interconnectedness) were significantly increased after participating in this program. Pre-departure activities, curricular design, and logistical elements of the program are discussed, along with recommendations for future research.

Abstract in Spanish

Las tendencias en los estudios en el extranjero a corto plazo que incluyen el aprendizaje a través del servicio en la comunidad requieren un diseño que maximice la eficacia y medida de los resultados. Este estudio midió un crecimiento en la mentalidad sobre asuntos globales entre participantes en un programa a corto plazo en el extranjero. Estudiantes universitarios con concentraciones en informática y en lengua española colaboraron para diseñar un currículo y ofrecer un campamento tecnológico de verano para estudiantes de una escuela secundaria en la República Dominicana. El semestre antes del programa, que duró dos semanas, incluyó la preparación extensiva, la colaboración, la reflexión y la comunicación entre los estudiantes universitarios, los directores del programa, los coordinadores del programa in situ y miembros de la comunidad local. Los resultados de los cuestionarios antes y después del programa fueron creados con una escala de mentalidad global (Global Mindedness Scale), indicando percepciones en cinco dimensiones de tal mentalidad (responsabilidad, pluralismo cultural, eficacia, centrismo global e interconectividad); se concluyó que la mentalidad fue aumentada significativamente después de participar en el programa. Se examinan aquí las actividades antes del comienzo del programa, el diseño del currículo y los elementos logísticos mientras se recomiendan investigaciones posibles para estudios futuros.

Downloads

Download data is not yet available.

Author Biographies

Carolyn Matheus, Marist College

Dr. Carolyn C. Matheus is an Associate Professor of Information Systems at Marist College. Her coursework and research focus on data quality and leveraging technology for interdisciplinary applications. She designed and co-led an annual community based global learning program in which technology students collaborated with Spanish students to host a technology summer camp for elementary and junior-high students in the Dominican Republic.

Kevin M. Gaugler, Marist College

Dr. Kevin M. Gaugler is an Associate Professor of Spanish at Marist College where he specializes in computer-assisted language learning and Spanish language, literature, and culture. He has designed and co-taught a service-learning course in the Dominican Republic.

References

Acilar, A. (2011). Exploring the aspects of digital divide in a developing country. Issues in Informing Science & Information Technology, 8, 231-244.

Allen, H.W. (2010). Language learning motivation during short-term study abroad: An activity theory perspective. Foreign Language Annals, 43(1), 27-50.

Alvarez, J. (1994). In the time of butterflies. Chapel Hill, NC: Algonquin.

Ash, S.L. & Clayton, P.H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1(1), 25-48.

Astin, A.W. & Sax, L.J. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39(3), 251-263.

Brandt, C. & Manley, T. (2002). The practice of the fieldbook: Facilitating and evaluating field-based learning. Frontiers: The Interdisciplinary Journal of Study Abroad, 8, 113-142.

Braskamp, L.A., Braskamp, D.C., & Merrill, K. (2009). Assessing progress in global learning and development of students with education abroad experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 101-

Carter, A. (2001). The political theory of global citizenship. New York, NY: Routledge.

Crabtree, R. (2008). Theoretical foundations for international service-learning. Michigan Journal of Community Service, 15(1), 18-36.

Cullen, R. (2001). Addressing the digital divide. Online Information Review, 25(5), 311-320.

DeGraaf, D., Slagter, C., Larsen, K., & Ditta, E. (2013). The long-term personal and professional impacts of participating in a study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, 23, 42-59.

Falk, R. (1994). The making of global citizenship. In B. van Steenbergen (Ed.), The condition of citizenship (pp. 127-139). London: Sage.

Garbati, J.F. & Rothschild, N. (2016). Lasting impact of study abroad experiences: A collaborative autoethnography. Forum: Qualitative Research, 17(2). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/2387

Hartman, E. (2015). Fair trade learning: A framework for ethical global partnerships. In M.A. Larsen (Eds.), International service learning: Engaging host communities (pp. 215-234). New York, NY: Routledge.

Hartman, E. & Chaire, C. (2014). Market incentives and international volunteers: The development and evaluation of fair trade learning. Journal of Public Scholarship in Higher Education, 4, 31-46.

Hartman, E. & Kiely, R. (2014). A critical global citizenship. In M. Johnson and P.M. Green (Eds.), Crossing Boundaries: Tension and transformation in international service learning (pp. 215-242). Sterling, VA: Stylus.

Hartman, E., Kiely, R., Boettcher, C., & Friedrichs, J. (2018). Community based global learning. Sterling, VA: Stylus.

Hartman, E., Paris, C.M., & Blache-Cohen, B. (2014). Fair trade learning: Ethical standards for international volunteer tourism. Tourism and Hospitality Research, 14(1-2), 108-116.

Hett, E. J. (1993). Development of an instrument to measure global-mindedness (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No.9408210)

Hilbert, M. (2010). When is cheap, cheap enough to bridge the digital divide? Modeling income related structural challenges of technology diffusion in Latin America. World Development, 38(5), 756-770.

Institute of International Education (2016). Open doors 2014: International students in the United States and study abroad by American students are at all-time high. Retrieved from https://www.iie.org/Why-IIE/Announcements/2014-11-17-Open-Doors-Data

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.

Kiely, R. (2005). A transformative learning model for service-learning: A longitudinal case study. Michigan Journal of Community Service Learning, 12(1), 5-22.

Landorf, H. & Doscher, S. (2015). Defining global learning at Florida International University. Diversity and Democracy, 18(3). Retrieved from https://www.aacu.org/diversitydemocracy/2015/summer/landorf

Lilley, K., Barker, M., & Harris, N. (2015). Exploring the process of global citizen learning and the student mind-set. Journal of Studies in International Education, 19(3), 225-245.

Loiseau, B., Sibbald, R., Raman, S., Darren, B., Loh, L., & Dimaras, H. (2016). Perceptions of the role of short-term volunteerism in international development: Views from volunteers, local hosts, and community members. Journal of Tropical Medicine. Retrieved from https://www.hindawi.com/journals/jtm/2016/2569732/

Lutterman-Aguilar, A. & Gingerich, O. (2002). Experiential pedagogy for study abroad: Educating for global citizenship. Frontiers: The Interdisciplinary Journal of Study Abroad, 8, 41-82.

Mapp, S. (2012). Effect of short-term study abroad programs on students’ cultural adaptability. Journal of Social Work Education, 48(4), 727-737.

McAllister, L., Whiteford, G., Hill, B., Thomas, N., & Fitzgerald, M. (2006). Reflection in intercultural learning: Examining the international experience through a critical incident approach. Reflective Practice, 7(3), 367-381.

McKeown, J.S. (2009). The first time effect: The impact of study abroad on college student intellectual development. Albany: State University of New York Press.

McLaughlin, J.S. & Johnson, D.K. (2006). Assessing the field course experiential learning model: Transforming collegiate short-term study abroad experiences into rich learning environments. Frontiers: The Interdisciplinary Journal of Study Abroad, 12, 65-85.

Mitchell, T. (2008). Traditional versus critical-service learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50-65.

Montrose, L. (2015). International study and experiential learning: The academic context. Frontiers: The Interdisciplinary Journal of Study Abroad, 8, 1-15.

Morais, D. & Ogden, A. (2011). Initial development and validation of the global citizenship scale. Journal of Studies in International Education, 15, 445-466.

National Center for Education Statistics (2015). Digest of education statistics. Retrieved from http://nces.ed.gov/programs/digest/d15/tables/dt15_310.10.asp?current=yes

Niehaus, E. & Kurotsuch Inkelas, K. (2016). Understanding STEM majors’ intent to study abroad. College Student Affairs Journal, 34(1), 70-84.

Pagano, M. & Roselle, L. (2009). Beyond reflection through an academic lens: Refraction and international experiential education. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 217-229.

Palacious, C.M. (2010). Volunteer tourism, development and education in a postcolonial world: Conceiving global connections beyond aid. Journal of Sustainable Tourism, 18(7), 861-878.

Santosh, J.G. (2013). Digital divide. Golden Research Thoughts, 2(8), 1-3.

Savage, M.P. & Wehman, T.L. (2014). Assessing the impact of international experiential education on critical thinking skills and academic performance of college student. International Journal of Arts & Sciences, 7(1), 1-18.

Schattle, H. (2009). Global citizenship in theory and practice. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 3-20). London: Routledge.

School in the Cloud (2017). Retrieved from https://www.theschoolinthecloud.org/

Schuerholz-Lehr, S. (2007). Teaching for global literacy in higher education: How prepared are the educators? Journal of Studies in International Education, 11(2), 180-204.

Sherraden, M., Lough, B., & McBride, A. (2008). Effects of international volunteering and service: Individual and institutional predictors. Voluntas, 19, 395-421.

Smith, M. (2015). The cost of volunteering: Consequences of volunteerism. Anthropology Senior Thesis, University of Pennsylvania, 1-35.

Sutherland, B. (2015). Preparing students to be globally competitive in the 21st century: Exploring educational leaders' global-mindedness and student achievement in North Carolina public high schools (Doctoral dissertation). Retrieved from http://dissertations.umi.com/unc:15447

Tarrant, M.A., Rubin, D.L., & Stoner, L. (2014). The added value of study abroad: Fostering a global citizenry. Journal of Studies in International Education, 18(2), 141-161.

Tucker, A., Deek, F., Jones, J., Mccowan, D., Stephenson, C., & Verno, A. (2003). A model curriculum for K-12 computer science: Final report of the ACM K-12 task force curriculum committee. Technical Report, ACM. New York: NY.

Urry, J. (2000). Sociology beyond societies. London: Routledge.

Whitney, B.C. & Clayton, P.H. (2011). Research on and through reflection in international service learning. In R.G. Bringle, J.A. Hatcher, & S.G. Jones (Eds.), International service learning: Conceptual frameworks and research (pp. 145-187). Sterling, VA: Stylus.

World Bank (2002). Constructing knowledge societies: New challenges for tertiary education. Retrieved from http://siteresources.worldbank.org/TERTIARYEDUCATION/Resources/Documents/Constructing-Knowledge-Societies/ConstructingKnowledgeSocieties.pdf

Published
2020-11-20
How to Cite
Matheus, C., & Gaugler, K. M. (2020). Fostering Global Mindedness in Short-Term Community-Based Global Learning Programs: The Importance of Strategic Design, Collaboration, and Reflection. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(3), 156-181. https://doi.org/10.36366/frontiers.v32i3.583
Section
Research Articles