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High Impact Practices: Study Abroad/ Global Learning

Global Learning (Study Abroad)

Definition: Global learning, including study abroad, helps students to "explore cultures, life experiences, and worldviews different from their own", which can build understanding about the human experience and our world.  (AAC&U, 2023). 

American Association of Colleges & Universities (AAC&U). 2023. High impact practices. Retrieved from https://www.aacu.org/trending-topics/high-impact 

What do you need to know about Global Learning and Study Abroad?

As mentioned on the Study Abroad program webpage, "international travel through the A&M-Central Texas Study Abroad program provides exposure to the people, cultures, businesses and traditions of other countries while providing a first-hand look at academic issues that contribute directly to your university degree". For faculty, the Warrior Center for Student Success team can help create and customize your own program that will lead students to have amazing experiences that will shape their lifelong education.

Warrior Center for Student Success. 2023. Study abroad opportunities. Retrieved from https://www.tamuct.edu/student-affairs/study-abroad.html 

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Faculty can propose a study abroad program with this form: https://www.tamuct.edu/student-affairs/docs/2023-24-Study-Abroad-Program-Proposal-form.pdf

Learn more about study abroad expectations in the university SAP (13.04.99.D1.02) and the Study Abroad Handbook for Students.

 

From the Study Abroad Handbook for Faculty, there are some questions to think about before proposing a program:

  1. Location: Where would be an ideal location to provide students with a rich and rigorous academic experience?
  2. Target Population: Who can attend? Are you offering the course at the undergraduate level, graduate level, or both?
  3. Academic Experience: Think about how participating in this program fits in with student degree plans.
  4. Cultural Experience: Does your proposed location and itinerary offer unique and meaningful cultural experiences?
  5. Learning Outcomes: Do the course learning outcomes clearly link to the travel itinerary and activities?
  6. Language Requirements: Do you have the languages proficiency? If not, who will help provide language services?
  7. Risk Assessment: Are there any potential risks associated with the host country?
  8. Financial Feasibility: How financially feasible is it for the students, especially if there are no scholarships available?
  9. Availability to Students: Are you willing to be available to your students, 24 hours per day, during the study abroad program?
  10. Faculty Co-Leader: Who will be your co-leader? Every program is required to have two leaders present.

Examples of Global Learning at TAMUCT

Prior Study Abroad Locations

 

Edinburgh, Scotland (May 2018)

ANTH 4389/ ANTH5389/ RELS 4389/ RELS 5389: Religion in Ancient Scotland

 

Normandy, France (May 2017)

HSTK 445: World War II and the Holocaust/ HSTK 540: The Second World War in Europe

 

Sydney, Australia (May 2017)

CPSK 590: Intercultural Development

 

Suzhou & Shanghai, China (May 2016)

EDUK 325: Foundation of Bilingual Education/ MGTK 489/598: Global Management Practices

 

Amsterdam, Netherlands (Aug 2015)

SWKK 486/SOCK 486/SOCK 590: Sociological and Social Work Perspectives of Sexuality Abroad

 

Dublin, Ireland (May 2014)

SWK 485: Systems, Organizations and Public Policy/ RSK 485: Celtic Christianity

Recommended Research on Global Learning

Dietrich, J. W., & Olson, C. (2010). In quest of meaningful assessment of international learning: The development and implementation of a student survey and eportfolio approach. Journal of General Education, 59(3), 143-158.

Woolf, M. (2007). Impossible things before breakfast: Myths in education abroad. Journal of Studies in International Education, 11(3/4), 496-509.