Follow-Up Courses for Follow-Up Courses for Study Abroad Study Abroad

Returnees:Returnees:Problems and PossibilitiesProblems and Possibilities

CIEE 2004CIEE 2004

PresentersPresenters

Elaine Meyer-Lee, Saint Mary’s Elaine Meyer-Lee, Saint Mary’s CollegeCollege

Margit Johnson, Carleton CollegeMargit Johnson, Carleton CollegeGreg Downey, University of Notre Greg Downey, University of Notre

DameDame

All of you!All of you!

Why such courses?Why such courses?

Much effort has gone into study abroad Much effort has gone into study abroad programs, often with impressive resultsprograms, often with impressive results

Historically support for re-entry was Historically support for re-entry was extracurricular programming aimed at extracurricular programming aimed at alleviating reverse culture shockalleviating reverse culture shock

Growing awareness of the additional Growing awareness of the additional need for academic contexts to need for academic contexts to consolidate and integrate learningconsolidate and integrate learning

Also, an additional venue for Also, an additional venue for assessmentassessment

Why this session?Why this session?

While the overarching goals of such courses While the overarching goals of such courses may be similar, faculty are now approaching may be similar, faculty are now approaching this relatively uncharted terrain from various this relatively uncharted terrain from various disciplines and pedagogical strategiesdisciplines and pedagogical strategies

Many institutions are interested in Many institutions are interested in implementing such courses and much is to implementing such courses and much is to be gained from pooling experiences of be gained from pooling experiences of problems & possibilitiesproblems & possibilities

A key part of “Closing the circle: Creating an A key part of “Closing the circle: Creating an enduring international experience”enduring international experience”

Your turnYour turn

Additional ideas for such courses: Additional ideas for such courses: (other theoretical frameworks or (other theoretical frameworks or assessments, other exercises, assessments, other exercises, readings, etc.)readings, etc.)

Open Questions and answersOpen Questions and answersSmall groups on how some ideas Small groups on how some ideas

might be applied in your contextmight be applied in your contextLast thoughts or questionsLast thoughts or questions

Saint Mary’s CollegeSaint Mary’s College

ICS 490: Analysis of Study ICS 490: Analysis of Study Abroad LearningAbroad Learning

Elaine Meyer-Lee Elaine Meyer-Lee

Main ObjectivesMain Objectives

Articulating impact of sojourn Articulating impact of sojourn through reflection, exercises, writingthrough reflection, exercises, writing

Qualitative analysis of this writingQualitative analysis of this writing Quantitative self-assessmentQuantitative self-assessment Review of existing theory & researchReview of existing theory & research Bringing our data into dialogueBringing our data into dialogue Making connections with intercultural Making connections with intercultural

relating here, broader education, relating here, broader education, career planscareer plans

Articulating the impactArticulating the impact

Much reflective writing (moved to 3 Much reflective writing (moved to 3 credits this fall)credits this fall)

Mini-poetry workshopMini-poetry workshop Partner interviewsPartner interviews Preliminary theorizingPreliminary theorizing Sharing as part of pre-departureSharing as part of pre-departure Final reflection on additional impact Final reflection on additional impact

of courseof course

Qualitative Analyses/InterpretationQualitative Analyses/Interpretation

for content on effectsfor content on effects overall themes and differencesoverall themes and differences program-specific sources of variation program-specific sources of variation

such as length, country, language, such as length, country, language, modelmodel

person-specific sources such as person-specific sources such as previous experience, college, previous experience, college, affective reactionaffective reaction

Specific to US students, or to abroad Specific to US students, or to abroad

Quantitative Assessment/TheoryQuantitative Assessment/Theory

Identity Development (Erikson, Marcia, Identity Development (Erikson, Marcia, Phinney: Phinney’s Phinney: Phinney’s Multi-Ethic Identity Multi-Ethic Identity Measure, Measure, as USas US + + retrospective)retrospective)

Experiential Learning (J. Bennett, Kolb: Experiential Learning (J. Bennett, Kolb: Kolb’s Kolb’s Learning Style InventoryLearning Style Inventory))

Intellectual/Intercultural Development Intellectual/Intercultural Development (Perry, M. Bennett: Bennett’s (Perry, M. Bennett: Bennett’s Intercultural Intercultural Development Inventory)Development Inventory)

Dialogue with the literatureDialogue with the literature

Reading Kauffmann review Reading Kauffmann review Locating and reading recent articlesLocating and reading recent articles Comparing our data with theirs (for Comparing our data with theirs (for

example, more focus on personal)example, more focus on personal) Bringing our data into conversation Bringing our data into conversation

with existing theories: both using with existing theories: both using theory to illuminate, but also using theory to illuminate, but also using data to challenge or builddata to challenge or build

Connections with domestic Connections with domestic intercultural relating intercultural relating

Individual forays into cultural contexts Individual forays into cultural contexts where they’d be in minority (Latino where they’d be in minority (Latino church, Mosque, community meeting in church, Mosque, community meeting in predominantly African-American predominantly African-American neighborhood)neighborhood)

Reflecting on experience: how was it like Reflecting on experience: how was it like and unlike study abroad? How was it like and unlike study abroad? How was it like and unlike similar experiences before and unlike similar experiences before studying abroad?studying abroad?

Huge challenge Huge challenge

Connections to broader education Connections to broader education at SMC, career plansat SMC, career plans

Experiential vs. traditionalExperiential vs. traditional More independent pedagogyMore independent pedagogy Pace and quantity more intensePace and quantity more intense Tendency to passively revertTendency to passively revert

More Pedagogical ProblemsMore Pedagogical Problems

Logistical/Institution Specific?: Logistical/Institution Specific?: timing and credit issues, limited timing and credit issues, limited research backgroundresearch background

Some overall resistance to “tainting” Some overall resistance to “tainting” memories with academic analysismemories with academic analysis

You can’t articulate what you haven’t You can’t articulate what you haven’t learned (more pre and during)learned (more pre and during)

Resistance to IDI/limitations of Resistance to IDI/limitations of quantitative measuresquantitative measures

Research PossibilitiesResearch Possibilities

Excellent opportunity for extensive Excellent opportunity for extensive qualitative data gathering to help qualitative data gathering to help interpret quantitative program interpret quantitative program evaluation and documentation of evaluation and documentation of study abroad learning outcomesstudy abroad learning outcomes

Downside: a self-selected focus Downside: a self-selected focus group, may still want random, toogroup, may still want random, too

Pooling ResourcesPooling Resources

www.saintmarys.edu/~cwil/php/interwww.saintmarys.edu/~cwil/php/intercultural.learning/reentry.course.resocultural.learning/reentry.course.resources.phpurces.php