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Abstract
Students generally report study-abroad participation to be transformative in nature. While numerous studies confirm the results of student surveys, some evidence suggests that study-abroad programs may not always make a significant contribution to academic learning. Part of the problem is caused by the fact that assessment of the academic learning achieved on study abroad trips is often incomplete, nonexistent, or relies totally on self-reports from students who do not know what they did not learn. The authors discuss the lessons learned from three different types of assessments of the study abroad program at their institution. The authors also address the challenges of integrating experiential components of short-term study-abroad trips with traditional academic courses to maximize the learning associated with such experiences. A range of data-driven solutions relating to pre-trip planning and preparation, trip design and execution, and post-trip integration of experiential learning opportunities are presented. All solutions are designed to encourage students to engage in deeper academic learning in conjunction with short-term study-abroad experiences.
Key Words: study-abroad, assessments, cultural intelligence, experiential learning
1. Introduction
It is widely believed that studying abroad is one of the best ways for students to achieve individual growth and to develop the global mindset that employers demand. While many colleges and universities in the U.S. encourage students to participate in study-abroad programs, less than 10% of students who graduated in 2013 had done so (Open Doors, 2013). Students and learning institutions often find the costs of participating in study-abroad programs to be prohibitive. In the face of widespread resource constraints, many contemporary study-abroad programs have tried to reduce costs. One obvious approach is to reduce the length of the study-abroad experience.
According to a 2013 report by The Institute of International Education, 59% of all students studying abroad in 2011-12 were enrolled in short-term study-abroad programs (defined as less than eight weeks during the academic year). This is up from 55.4% just five years earlier. The increase in short-term study-abroad programs has led to heightened scrutiny about the effectiveness of such programs in meeting academic learning goals. While some have questioned the efficacy of short trips (e.g., Kehl and Morris, 2007-08; McKeown, J. S. (2009), Zarnick, 2010); there is considerable evidence that students gain significant benefits. (e.g., Ingraham...