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BEST PRACTICES: AN OVERVIEW
OF ACADEMIC CONSIDERATIONS
WHEN WORKING WITH A
PROVIDER
Portland Community College
October 16, 2015
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Presenters
Ann Hubbard
AIFS Study Abroad
Director for University Relations for Customized
Programs and Academic Assessment
Opal Leeman Bartzis
Institute for Study Abroad, Butler University (IFSA-
Butler)
Director of Custom and Collaborative Programs
Field Director
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Forum on Education Abroad
Standards of Best Practice• Standard 1: Mission and Goals
• Standard 2: Student Learning and Development
• Standard 3: Academic Framework
• Standard 4: Student Selection, Preparation, and Advising
• Standard 5: Student Code of Conduct and Disciplinary
Measures
• Standard 6: Policies and Procedures
• Standard 7: Organizational and Program Resources
• Standard 8: Health, Safety, Security, and Risk
Management
• Standard 9: Ethics
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Focus on Forum Standards:
#2. Student Learning &
Development
#3. Academic Framework
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Session Objectives
• Understand the role and responsibilities of
a program provider for faculty-led education
abroad
• Learn about what faculty should expect
from providers in regard to academic, travel
and student support
• Understand how program providers can
help ensure best practices and enhance
opportunities for cultural engagement
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STANDARD 2:
STUDENT LEARNING &
DEVELOPMENT
The organization’s mission, goals,
and operations prioritize student
learning and development.
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Best Practices Checklist:
• Educational objectives remain central to
program design and management.
• Regular evaluations are conducted to assess
student learning and development.
• Organizations seek to create and maintain
continuity with student learning and
development on the home campus.
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Sample Learning Outcome Categories
•Global Awareness
•Personal Growth
•Knowledge Acquisition
•Curiosity about other Cultures
•Skill Development
•Intercultural Competence
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Intercultural Competence Defined
Process of communicating
effectively and appropriately in a
variety of cultural contexts; requires
a culturally-sensitive knowledge
base, a motivated mindset and a
skills set.
Bennett & Bennett, 2000
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Sample Student Learning Outcomes
• 1. Global Awareness -- As a result of participating in the
Study Abroad program, the student will be able to contextually
appreciate, analyze, and articulate awareness about the world
and his/her place in it.
• 2.Personal Growth -- The student will be able to grow
individually and personally from the experience, recognizing
expanded intra-personal awareness.
• 3. Curiosity about other cultures -- Students will
incorporate an interest in cultures other than their own into
their lifelong learning.
Rosalind Raby, CCIE, 2014
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Sample SLO’s
• 4. Knowledge Acquisition -- The student will incorporate
specific cultural, geopolitical, economic, and social knowledge
into academic and personal contexts.
• 5. Skill Development -- The student will develop skills to
appreciate visual, historical and experiential cultural products of
cultures different from the student’s own.
• 6. Intercultural Sensitivity -- As one consequence of
participating in the Study Abroad program, the student will
question and analyze the host culture resulting in less
ethnocentric thoughts, attitudes and behavior.
Rosalind Raby, CCIE, 2014
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STANDARD 3:
ACADEMIC
FRAMEWORK
The organization delivers academic content appropriate
to its stated mission and goals, ensures adequate
academic supervision and evaluation, and maintains
clear and transparent academic policies.
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Best Practice Checklist
• Curriculum supports the program’s stated goals
and leverages the unique learning opportunities
offered by the host context.
• Students’ academic work is adequately
supervised and fairly evaluated by faculty with
appropriate training and credentials.
• The organization’s policies and procedures
related to evaluation, awarding of credit, grade
appeals, research ethics, and academic integrity
are clear and accessible
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Faculty-Led Program Pedagogy
•The blending of travel arrangements
and programming with academic
objectives
•Take into consideration:
•Proximities
•Prioritizing
•Proposed travel
•How to engage with host culture?
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Experiential Learning
•Not just experience alone
•Ongoing process
• Involves grasping concepts behind the facts
•Context is important: experience with real people and events
•Seek meaning from the activities and behavior
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Process of Experiential Learning
Concrete Experience
Concrete Experience
Engaged Reflection
Behavior that utilizes the reflection, bringing about new ideas about issues,
problem-solving, oneself & the world
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Considerations for Pacing
• Balance overall itinerary or semester:
o Types of activities
o Group & individual time
o Class time – Travel time – Free time
• Some group time (‘meetings’) allow for
processing insights and answering
questions
• Plan daily schedules to keep students
focused and energized
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On Progression. . .
• More support at the start
• Gradually and intentionally increase the
level of expected independence and
personal challenge
• Include an assignment with intentional
challenge (e.g., go to grocery store; use
public transportation)
• Watch for cultural overload and adjust
accordingly
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Being Resourceful
• Academic colleagues, universities
• Governmental organizations
• Museums & monuments
• Community Leaders
• Non-profits/non-governmental orgs
• Businesses
• Artists and small business owners
• Everyday encounters and ordinary people
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Academic Support
• Collaborative program development
• Guidance and consultation in promotion & recruiting
• In-country resources – guest lectures, site visits, etc.
• Tailored to discipline
• Cultural program
• Unpaid internships or volunteer placements
• Classroom space
• Computer labs
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Upon Returning to Campus
• Challenge and support students to further
their learning of the world
• Options putting new knowledge into action?
• Group project to impact campus
• Awareness-raising of a cause, local or
global
• Compare and contrast a local issue in a
global context
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Contact Info
Ann Hubbard
AIFS Study Abroad
Opal Leeman Bartzis
Institute for Study Abroad, Butler University (IFSA-Butler)