Earlier this year, the results of a decade-long study of academic outcomes associated with study abroad experiences was published based on data collected from over 19,000 students in the University of Georgia system:
"In 2000, researchers began an ambitious effort to document the academic outcomes of study abroad across the 35-institution University System of Georgia. Ten years later, they've found that students who study abroad have improved academic performance upon returning to their home campus, higher graduation rates, and improved knowledge of cultural practices and context compared to students in control groups. They've also found that studying abroad helps, rather than hinders, academic performance of at-risk students." (source: http://www.insidehighered.com/news/2010/07/13/abroad )
I am actually struck by the fact that these findings don't really show the kind of high impact transformation that one would expect from experiences that often add significant expense to a student's education. And the findings don't speak at all to intentional learning outcomes but rather to 'academic outcomes' -- after the fact findings about differences between those who studied abroad versus those who did not.
Intuitively, faculty who lead study abroad experiences often believe that the experiences are worthy and transformative - but it is not easy to find examples of programs that have very specific learning outcomes associated with them. I have come to believe that encouraging students to think and write reflectively about intended outcomes can also add powerfully to the learning experience. Penn State's AESEDA study abroad program has shown the effectiveness of this approach in their South Africa program. Are there other good examples out there?
"In 2000, researchers began an ambitious effort to document the academic outcomes of study abroad across the 35-institution University System of Georgia. Ten years later, they've found that students who study abroad have improved academic performance upon returning to their home campus, higher graduation rates, and improved knowledge of cultural practices and context compared to students in control groups. They've also found that studying abroad helps, rather than hinders, academic performance of at-risk students." (source: http://www.insidehighered.com/news/2010/07/13/abroad )
I am actually struck by the fact that these findings don't really show the kind of high impact transformation that one would expect from experiences that often add significant expense to a student's education. And the findings don't speak at all to intentional learning outcomes but rather to 'academic outcomes' -- after the fact findings about differences between those who studied abroad versus those who did not.
Intuitively, faculty who lead study abroad experiences often believe that the experiences are worthy and transformative - but it is not easy to find examples of programs that have very specific learning outcomes associated with them. I have come to believe that encouraging students to think and write reflectively about intended outcomes can also add powerfully to the learning experience. Penn State's AESEDA study abroad program has shown the effectiveness of this approach in their South Africa program. Are there other good examples out there?
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