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Follow-Up Courses for Study Abroad Returnees:

Follow-Up Courses for Study Abroad Returnees:. Problems and Possibilities CIEE 2004. Presenters. Elaine Meyer-Lee, Saint Mary’s College Margit Johnson, Carleton College Greg Downey, University of Notre Dame All of you!. Why such courses?.

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Follow-Up Courses for Study Abroad Returnees:

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  1. Follow-Up Courses for Study Abroad Returnees: Problems and Possibilities CIEE 2004

  2. Presenters • Elaine Meyer-Lee, Saint Mary’s College • Margit Johnson, Carleton College • Greg Downey, University of Notre Dame • All of you!

  3. Why such courses? • Much effort has gone into study abroad programs, often with impressive results • Historically support for re-entry was extracurricular programming aimed at alleviating reverse culture shock • Growing awareness of the additional need for academic contexts to consolidate and integrate learning • Also, an additional venue for assessment

  4. Why this session? • While the overarching goals of such courses may be similar, faculty are now approaching this relatively uncharted terrain from various disciplines and pedagogical strategies • Many institutions are interested in implementing such courses and much is to be gained from pooling experiences of problems & possibilities • A key part of “Closing the circle: Creating an enduring international experience”

  5. Your turn • Additional ideas for such courses: (other theoretical frameworks or assessments, other exercises, readings, etc.) • Open Questions and answers • Small groups on how some ideas might be applied in your context • Last thoughts or questions

  6. Saint Mary’s College ICS 490: Analysis of Study Abroad Learning Elaine Meyer-Lee

  7. Main Objectives • Articulating impact of sojourn through reflection, exercises, writing • Qualitative analysis of this writing • Quantitative self-assessment • Review of existing theory & research • Bringing our data into dialogue • Making connections with intercultural relating here, broader education, career plans

  8. Articulating the impact • Much reflective writing (moved to 3 credits this fall) • Mini-poetry workshop • Partner interviews • Preliminary theorizing • Sharing as part of pre-departure • Final reflection on additional impact of course

  9. Qualitative Analyses/Interpretation • for content on effects • overall themes and differences • program-specific sources of variation such as length, country, language, model • person-specific sources such as previous experience, college, affective reaction • Specific to US students, or to abroad

  10. Quantitative Assessment/Theory • Identity Development (Erikson, Marcia, Phinney: Phinney’s Multi-Ethic Identity Measure, as US + retrospective) • Experiential Learning (J. Bennett, Kolb: Kolb’s Learning Style Inventory) • Intellectual/Intercultural Development (Perry, M. Bennett: Bennett’s Intercultural Development Inventory)

  11. Dialogue with the literature • Reading Kauffmann review • Locating and reading recent articles • Comparing our data with theirs (for example, more focus on personal) • Bringing our data into conversation with existing theories: both using theory to illuminate, but also using data to challenge or build

  12. Connections with domestic intercultural relating • Individual forays into cultural contexts where they’d be in minority (Latino church, Mosque, community meeting in predominantly African-American neighborhood) • Reflecting on experience: how was it like and unlike study abroad? How was it like and unlike similar experiences before studying abroad? • Huge challenge

  13. Connections to broader education at SMC, career plans • Experiential vs. traditional • More independent pedagogy • Pace and quantity more intense • Tendency to passively revert

  14. More Pedagogical Problems • Logistical/Institution Specific?: timing and credit issues, limited research background • Some overall resistance to “tainting” memories with academic analysis • You can’t articulate what you haven’t learned (more pre and during) • Resistance to IDI/limitations of quantitative measures

  15. Research Possibilities • Excellent opportunity for extensive qualitative data gathering to help interpret quantitative program evaluation and documentation of study abroad learning outcomes • Downside: a self-selected focus group, may still want random, too

  16. Pooling Resources • www.saintmarys.edu/~cwil/php/intercultural.learning/reentry.course.resources.php

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