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

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

Why such courses? Much effort has gone into study abroad programs, often with impressive results 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 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 Growing awareness of the additional need for academic contexts to consolidate and integrate learning Also, an additional venue for assessment Also, an additional venue for assessment

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

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

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

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

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

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

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

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

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

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

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

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

Pooling Resources cultural.learning/reentry.course.reso urces.php cultural.learning/reentry.course.reso urces.php cultural.learning/reentry.course.reso urces.php cultural.learning/reentry.course.reso urces.php