Implementing a Post Study Away Curriculum
Vicky BowdenVice Provost
Erin ThorpAssistant Director
Center for Global Learning & Engagement
Presentation slides will be uploaded to conference resources & are available
by emailing [email protected]
Undergraduate Students: 4800+ Graduate & Professional Students: 4700+Degrees: 61 bachelor’s degrees, 45 master’s degrees, 24 certificates, 12 credentials, and 8 doctoral programs.
Established 1899
STRUCTURE● Academic
Department ● Reports to the Vice
Provost
DEPARTMENT● 6 Full-time Staff● 20 Paid Student Staff
(6-10 hours/week each)
STUDY AWAY PARTICIPANTS● 6943 Students from
2000 - 2017● Currently Averaging
540+ per year
STUDY AWAY PROGRAMS● Levels: Exposure, Encounter, Integration 1
● Semester Programs, 20+ Options for UG Students● Faculty-Led Programs, 20-30 programs per year, 285 participants 2017-18
"We do not learn from experience... we learn from reflecting on experience." -- John Dewey
Cultural Mentoring & Role of Post-Experience Guidance (Vande Berg, Connor-Linton, Paige, 2009) 2
“Intentionality... is something I have been thinking more about lately, and this class has helped. I had grand dreams of being able to quickly and easily
incorporate all that I learned during my time abroad into my life here once I returned, but it has been much more difficult in actuality.”
- Returning APU South Africa Program Student
Enrollment & Instructors1 Unit; GLBL 425 Integration & Formation*
85 Students
8-20 Students Per Class
7 Sections
4 Instructors
125 Students
8-20 Students Per Class
10 Sections
5 Instructors
64 Students
8-13 Students Per Class
7 Sections
5 Instructors
94 Students
8-13 Students Per Class
7 Sections
4 Instructors
*Not all UG Semester Students are Required to Enroll
Communicate ideas and learning orally and in writing effectively with strong organization, central message, language choice, supporting materials, and delivery techniques.
Engage with people and ideas from their own experiences and others’ experiences by seeking to understand with curiosity, grace, humility, respect, and compassion.
Synthesize and apply learning from multiple contexts and between classroom and non-classroom experiences.
Course Concepts
“As our class sessions have continued, I have found new insight on how to successfully go about my transition in a healthy manner. “ - Returning APU South Africa Program Student
Coursework
Participation & Attendance
20 %5 Sessions of 3 Hours Each
Student Assessments
10 %Assessment 1Assessment 2
3 Response Papers30 %
RP1: Debriefing & ReflectionRP2: Worldview & Identity
RP3: Integration & Application
Application & Engagement15 %2 Engagement Opportunities Study Away
Symposium Project 25 %Poster or Oral Presentation
Study Away Symposium
Learning Outcomes: ● Articulation of Experiences to Others● Solidifying Learning● Investing in Peers
3 Poster Sessions
Inter-disciplinary
15 MinuteOral
Presentations
Faculty, Staff, &
Community Invited
Students Articulation
of Their Learning
Photos . Google Site
Study Away Symposium
Study Away Symposium The Study Away Symposium... allows the returning students to share & process their study abroad experiences in a creative way, while giving other students the chance to gain insight… that could end up shaping their own future study abroad experiences.
-CCCU Oxford Scholars Semester Student
I loved the study away symposium. I would of liked more than 15 minutes to share. I felt cut off.
-Ecuador Student
“Being part of our Global Engagement class has helped me find ways of coping with the nostalgia that comes from post study abroad experience.” - Returning APU South Africa Program Student
Implementation 1 Unit; GLBL 425 Integration & Formation
● Optional vs Required for Students
● Building upon pre-existing courses
● Academic Departments
● Study Away Staff
● Registrar
● On-Going Development
● Faculty Engagement
● Student Input
● CGLE Involvement
● Course Coordinator Role
References1 From “Task Force on Intentional Globalization: Final Report” by Richard Slimbach, 2005, Azusa Pacific University. Used with permission.
2 Vande berg, M.; Connor-Linton, J.; & Paige, R. M. (2009). The Georgetown Consortium Study: Intervening in student learning abroad. Frontiers: the Interdisciplinary Journal of Study Abroad. Vol. XVIII, pp. 1-75.
Linked Resources ● Study Away - Program Level Descriptions ● CGLE Global Competencies● GCI Competencies ● APU Study Away Symposium Site● Sample Syllabus - Fall 2018 ● Sample Course Coordinator Checklist ● Sample Course Faculty Checklist ● AAC&U Essential Learning Outcomes - APU GE Categories● AAC&U Global Learning Value Rubric● Handout
Slides available by emailing: [email protected]
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