62,670 research outputs found
Study Abroad Application Night
No full textCome meet with Study Abroad staff to ask questions and work on your application. Get immediate assistance so you don\u27t miss your deadline
Study Abroad iOS App
Full text linkFor my honors project, I wanted to take a look at something valuable to me and my university. After studying abroad in Ireland Spring 2018, I started working for Iowa State’s Study Abroad Office. It was there I got the idea to research and prototype the possibility of an ISU Study Abroad App. This project has combined my love for travel with the joy of learning new software technologies. The idea of the app is to make studying abroad more accessible and tangible for students. In the development of the prototype, I chose iOS as it represented the largest portion of ISU students. Choosing the iOS platform, I explored new app development tools in XCode programming in Swift and using Apple’s latest UI library SwiftUI
Study Abroad Opportunities
Full text linkReady to take your education to the next level? Visit the study abroad tables during the Global Footprint Fair and explore the opportunities coming this winter, spring, and fall. Speak with advisors, find out what courses are offered, and see how you can make global travel part of your degree program
Study Abroad Application Night
No full textHands‑on help to choose a program, craft a strong application, and surface funding options—so students leave with real progress toward going abroad
Talking with ‘Others’ Experiences and perspective transformation in a short-term study abroad program
No full textWith the growth of short-term study abroad programs comes the need to develop impactful curricula and to provide supportive environments for deep learning abroad that is more than “upgraded” tourism but rather focused on educational outcomes. This qualitative case study investigates the experiences of five study abroad participants in Israel. Drawing from multiple data sources within an interpretive framework, the purpose of this study is to understand student experiences abroad. Data was analyzed inductively and thematically. Findings suggest that the holistic experience was anchored by (1) directed and diverse conversations, (2) hermeneutical reflections, (3) emotional disequilibrium, (4) intercultural competence development, and (5) student engagement in a classroom culture, which acted together as a gestalt. Results highlight the importance of dialogue, both with locals and within the classroom community, for transformative learning. These findings encourage international educators to provide instructional frames that encourage students to engage with local communities in critical ways
Intercultural wonderment and study abroad
No full textAlthough many findings related to study abroad point to the myriad benefits of such experiences, these studies focus more exclusively on direct effects (Engberg, 2013; Vande Berg, Connor-Linton, & Paige, 2009), overlooking a number
of process-oriented variables that mediate the development of different outcomes associated with study abroad (Pascarella & Terenzini, 2005). Further, more recent publications have questioned whether study abroad experiences are ubiquitous in their benefits to all students (Salisbury, An, & Pascarella, 2013; Twombly, Salisbury, Tumanut, & Klute, 2012), suggesting a more nuanced approach is needed in identifying which aspects of the study abroad experience (e.g., program design, pedagogy, interactions with the host country) are most influential in predicting student learning and developmental outcomes. In this study, we introduce and examine the role of intercultural wonderment in fostering students’ development of a global perspective during a one semester study abroad experience. Intercultural wonderment encapsulates the underlying curiosity in individuals to seek out new and different experiences while studying abroad and involves a willingness and capacity to deal with discomfort and disequilibrium
Mentoring students’ intercultural learning during study abroad
Full text linkGlobally, study abroad programmes in the university sector have grown markedly over the last two decades, alongside the increased mobility of capital, goods, and people across the world (Block, Gray, and Holborow 2012, Duchêne and Heller 2012). The higher education sector has introduced various initiatives in order to address these ‘new times’ (New London Group 1996), including internationalised curricula with an intercultural dimension, and the option to study abroad for a component of a degree. Indeed, the opportunity to incorporate study abroad experiences into degree programmes is attractive for individuals seeking professional qualifications to work in internationally connected space
Culinary study abroad opportunities at the Art Institute of Atlanta
Full text linkPlan BThis study researched the possible need for a Culinary Study-Abroad Program at The Art Institute of Atlanta and how it will impact enrollments in the Culinary Arts department. The research objectives were:
1. Measure the level of interest, location, types, and costs of Study Abroad Programs desired by Culinary continuing students at The Art Institute of Atlanta.
2. Determine and profile the student’s international background and experience.
3. Compare and contrast methods used by institutions that have an established Study Abroad Program to assist The Art Institute of Atlanta in its design and implementation in Study Abroad opportunities.
4. Evaluate select Study Abroad Programs to determine their influence on student enrollments within select majors.
The data for this research was collected through the use of a questionnaire as shown in Appendix A, which was distributed in all the Culinary Arts lab courses at The Art Institute of Atlanta during the month of February 2002. A total of 433 surveys were distributed and the return rate was 264 surveys or 61 percent of the total starting student body in the Culinary Arts Program in the Winter quarter of 2002. All 264 surveys were considered valid data and used in the tabulation of the findings. The SPSS (Statistical Product and Service Solutions) software package analyzed and computed these data, with the exception of the open-ended question. Basic descriptive statistics (Mean and Standard Deviations) and frequency distributions were computed for each variable. The findings of the study are summarized below: An overwhelming majority (86 percent) of the students surveyed expressed an interest in a Culinary study-abroad program. Of the respondents interested in such a program, the majority of the students were day students in the first or second quarter of the program with the average age of 18 to 24 years old. There were an equal number of males to females responding to the survey and over one-quarter of the respondents had an associate, bachelor, or postgraduate degree. The majority of the respondents were US students (97 percent), with just a small percentage of the respondents as International students (3 percent). The International students native homeland was very diverse representing 7 countries, with Puerto Rico (25 percent) showing the highest frequency. More than three-quarters of the US respondents had not worked, studied, or lived abroad (185 respondents), while 8.6 percent (22 respondents) worked abroad, 6.6 percent (17 respondents) studied abroad, and 12.5 percent (32 respondents) lived abroad. A fair portion of the respondents spoke a foreign language (27 percent) with several respondents being bilingual. This group spoke a total of 16 different foreign languages, with the highest frequency being Spanish (47.6 percent), French (23.2 percent) and German (8.5 percent). The two most desired Culinary study-abroad course options were the 10-Day Culinary Tour as a 4-credit hour elective and the one-quarter, 16 credits, including an Internship program. The preferred location of study for the 10-Day Culinary Tour and non-credit Internship option was Italy and France for both options. The most “affordable price” for the 10-Day Culinary Tour option were in the groups ranging from 2500.00, not including tuition. The top three reasons that were generally the most important to the respondents for pursuing Culinary study-abroad courses were: expand Culinary skills, broadened cultural knowledge, and professional advancement. Analysis of the open-ended question supported the empirical data. One-third of the respondents described in their own words any additional comments or suggestions that might benefit The Art Institute of Atlanta in the development and implementation of a Culinary study-abroad program. The comments were grouped into 7 categories with the highest number of responses answering in the form of cost associated with a study-abroad program and the ability of the student to afford such a course offering. A summary of these findings can be found in the Appendix B. One of the objectives of this study was to compare and contrast methods used by institutions that have an established study-abroad program to assist The Art Institute of Atlanta in its design and implementation in study-abroad opportunities. The Art Institute of Atlanta is currently evaluating a partnership with Schiller University within its study-abroad programs. Possible 10-Day Culinary Tours as an elective or an eight-week program abroad to include an internship are being examined. Niagara University established a relationship with Schiller University in 1988, with an increased number of students participating in their study-abroad program. The success of Niagara’s Departmental Study-Abroad Program can be attributed to including faculty in the design and implementation process. Other institutions, such as the Baltimore International College (BIC), have an owned and operated property internationally and use their hotel as a venue for their Culinary Arts study-abroad program. BIC has also established academic criteria for students studying abroad to insure a more successful outcome of the international experience. Johnson and Wales University, The Art Institute of Atlanta Culinary Arts largest and closest competitor, has an institution in Sweden, but does not have a formal Culinary Arts study-abroad program. The Culinary Institute of America (CIA) has a domestic study-abroad program for the bachelor in Culinary Arts Management in which students study for 6 weeks at the Greystone campus in Napa Valley, California. Other program offerings by the CIA include a “Travel Program,” allowing for international travel and study-abroad to foodservice professionals for continuing education units (CEU’s). Another objective of this study was to evaluate selected study-abroad programs to determine their influence on student enrollments within select majors. Studies indicate that “special programs” such as study-abroad programs, had a positive effect and influenced the student’s decision to enroll in a particular institution. Also, when examining the institutions with the largest study-abroad enrollments in 1998 to the largest college enrollments for fall of 1997, 80 percent of the largest study-abroad programs by type of institution were also listed in fall of 1997 with the colleges with the largest enrollments. This concludes that the larger college enrollments will result in larger study-abroad enrollments. Furthermore, Dr. Gary Praetzel, Dean of the College of Hospitality Management at Niagara University states that Niagara’s established study-abroad program with Schiller University has “definitely had a positive impact” on their student enrollment numbers and that the institution uses study-abroad “as a marketing tool.” Based on these studies and statistics, this evidence indicates that study-abroad programs do have a positive impact on an institution’s enrollment numbers
Librarians Leading Short-Term Study Abroad
No full textIn Brief: Study abroad is a well-established method for transformative learning, recognized by the American Association of Colleges and Universities as a high-impact practice. Over the past decade, short-term faculty-led study abroad—immersive academic courses lasting eight weeks or less—has quickly become the most popular type of international experience in the United States, comprising more than 62% of all study abroad (Fast Facts Open Doors, 2015). Shorter and less expensive than traditional term or year-long experiences, these courses can potentially make study abroad more accessible to more students, in particular underrepresented populations. Librarians are highly qualified educators, yet they rarely lead these types of programs
Not drowning but waving : the American Junior Year abroad
No full text“Not Drowning but Waving: The American Junior Year Abroad” explores and describes study abroad amongst college students while also showing the historical roots of study abroad. This thesis seeks to understand the history and current issues in study abroad while also giving a literary description of the experiences, personal changes, and development of insight in the students who decide to study abroad.
The Introduction serves both as the introduction to my project as well as an overview of the history and current issues within study abroad. It is divided into three main parts. The first section discusses the impetus for the project, the research methodology, relevant literature, and the genre of creative nonfiction. The second section covers the history of American travel and study abroad, as well as the work of the Fulbright Program. The third section is a short survey of contemporary trends within study abroad, and addresses issues of gender, race, location, and student behavior while abroad.
The creative portion of this thesis describes the study abroad students’ stories, experiences, and insights during and after a semester in Europe. The first three chapters of this section—“Leaving”, “Destinations” and “Guardians at the Gate”—describe some of the initial experiences during a semester abroad. Chapter one looks at the process of traveling to a new country and adapting to new cultural norms. Chapter two describes the study abroad destinations where I did my primary research for this project. Chapter three explores some logistical issues in study abroad, namely academics, finances, and housing.
Chapter four explores the challenges students face after the initial excitement of study abroad wears off, and looks at the issues of student responsibility, danger, harassment, and alcohol abuse. Chapter five describes student travel habits, which is one of the most popular elements of study abroad but also one of the more problematic. Chapter six looks at the challenge of re-entry to North America for study abroad students, and chapter seven provides a conclusion to the piece.This thesis was funded in part by a research grant from the Carnegie Trust
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