Enhancing Study Abroad - AWS
Enhancing Study Abroad: Undergraduate Research AACRAO Session 245 Tuesday, March 15, 2011, 3:454:45 Elizabeth Brewer, Beloit College
Learning is different in study abroad
24/7
absent home obligations/commitments
differing educational philosophies, practices, and structures
New environments: physical, linguistic,
Productive study abroad requires that students be able to
learn interculturally and experientially
connect study abroad to their studies on the home campus
reflect on their experiences and the meaning of these for them personally, as students, and as future citizens and professionals
Why research during study abroad?
engages the whole student
facilitates engagement with local topics and local communities
allows for individual exploration and growth
Research undertaken during study abroad takes “academic experience to new levels” David Macey, 2005 Frontiers: The Interdisciplinary Journal of Study Abroad
How does the research take place?
embedded in programs offered by other organizations
facilitated by faculty at the home institution (on-site or from the home campus)
self-designed projects in winter and summer semester breaks
How does it connect to the home campus curriculum?
Embedded in courses offered by the home institution
Foundation for further research for capstone projects
Prepared for in courses at the home institution
Two examples
The Cities in Transition Project ◦
Participant/observation research embedded in a distance-learning course
Pre- and post-study abroad ◦
Independent research projects over winter and summer semester breaks
Cities in Transition
courses taught from campus in China and Russia
supplement to on-site intensive language instruction at exchange partner universities
vehicles for engaging students in their study abroad sites beyond the university
Examples of Student Research in China and Russia Labor Migration in China Tony Skriba, Beloit’07
Remembering the Past: Moscow’s Memorial Park Andrew Yarbrough, Beloit’11
What it Took: Faculty Development
Site visits to understand the study abroad context and experience
Workshops to explore experiential learning methods
Workshops to exchange experiences and assignments
Winter/Summer Research
Self-designed projects under the sponsorship of a faculty member
Aimed to develop field research skills before study abroad and/or build on study abroad experiences
Supported by donor gifts and foundation grants: Freeman, Mellon, Weissberg
Examples of projects Pre-Study Abroad: Convenience Store Culture
Post-Study Abroad: Our Village, Our Country, the World
Lessons Learned
Research during study abroad will work to the extent it connects to the work of the faculty and students’ on-going education
The stakes and outcomes are higher when public dissemination is involved
Unsupervised research works – but to be effective, must be embedded in a larger
Thank you! AACRAO Session 245 Tuesday, March 15, 2011, 3:45-4:45 Elizabeth Brewer Director, International Education Beloit College
Learning is different in study abroad
24/7
absent home obligations/commitments
differing educational philosophies, practices, and structures
New environments: physical, linguistic,
Productive study abroad requires that students be able to
learn interculturally and experientially
connect study abroad to their studies on the home campus
reflect on their experiences and the meaning of these for them personally, as students, and as future citizens and professionals
Why research during study abroad?
engages the whole student
facilitates engagement with local topics and local communities
allows for individual exploration and growth
Research undertaken during study abroad takes “academic experience to new levels” David Macey, 2005 Frontiers: The Interdisciplinary Journal of Study Abroad
How does the research take place?
embedded in programs offered by other organizations
facilitated by faculty at the home institution (on-site or from the home campus)
self-designed projects in winter and summer semester breaks
How does it connect to the home campus curriculum?
Embedded in courses offered by the home institution
Foundation for further research for capstone projects
Prepared for in courses at the home institution
Two examples
The Cities in Transition Project ◦
Participant/observation research embedded in a distance-learning course
Pre- and post-study abroad ◦
Independent research projects over winter and summer semester breaks
Cities in Transition
courses taught from campus in China and Russia
supplement to on-site intensive language instruction at exchange partner universities
vehicles for engaging students in their study abroad sites beyond the university
Examples of Student Research in China and Russia Labor Migration in China Tony Skriba, Beloit’07
Remembering the Past: Moscow’s Memorial Park Andrew Yarbrough, Beloit’11
What it Took: Faculty Development
Site visits to understand the study abroad context and experience
Workshops to explore experiential learning methods
Workshops to exchange experiences and assignments
Winter/Summer Research
Self-designed projects under the sponsorship of a faculty member
Aimed to develop field research skills before study abroad and/or build on study abroad experiences
Supported by donor gifts and foundation grants: Freeman, Mellon, Weissberg
Examples of projects Pre-Study Abroad: Convenience Store Culture
Post-Study Abroad: Our Village, Our Country, the World
Lessons Learned
Research during study abroad will work to the extent it connects to the work of the faculty and students’ on-going education
The stakes and outcomes are higher when public dissemination is involved
Unsupervised research works – but to be effective, must be embedded in a larger
Thank you! AACRAO Session 245 Tuesday, March 15, 2011, 3:45-4:45 Elizabeth Brewer Director, International Education Beloit College
