Is Longer Always Better? Exploring Myths and Realities of Short-Term Study Abroad Presenters: Susan McGury, DePaul University Lynne Mitchell, University of Guelph David Shallenberger, School for International. Training

Three “myths” and “realities” “Short-term travel study is not meaningful or transformational.” “The measurement tools we have are giving us what we need to know.” “Faculty-led study abroad cannot include both discipline and cultural learning.”

Education Abroad Flow The education abroad experience is not just the travel itself. Ideally, it should be integrated in a seamless flow.

Education Abroad Flow Pre-Travel Travel Post Travel

Education Abroad Flow Individual enters with his/her own: Experience with travel and other cultures Learning style Comfort with ambiguity Openness to change and growth Learning and living Competencies  Ability to reflect  Ability to synthesize and integrate  Understanding of the other culture(s) Background Values Introduce Issues Lay Groundwork Pre-Travel

Education Abroad Flow Travel Intensive experience with time, opportunities, and methods to integrate learning

Education Abroad Flow Reintegration Individual leaves with: Changed understanding of self vis à vis self and other Enlarged sense of neighborhood and belonging Post Travel

Education Abroad Flow

Framework (simplified) Understands the dynamics of cultural differences and can apply that understanding through engagement with another culture. Sees global connections Has expanded sense of self as "global citizen"; understands self in relationship to the larger society. Reflects and understands how personal identity is transformed through interaction with other Understands and can appreciate the context and perspective of the "other." Can apply intercultural sensitivity and awareness to other situations, societies, and cultures.

Rubrics EXCELLENTADEQUATEINSUFFICIENT Reads, wonders, and reflects deeply and openly in journal about the culture in an educated way; refrains from hasty judgment Describes events, experiences, and impressions in a way that demonstrates awareness and sensitivity to cultural difference Describes without any analysis or reflection upon cultural difference Fully integrates models of cultural sensitivity and difference into his /her analysis (final product) Appropriately refers to models of cultural difference and sensitivity in his/her analysis Shows little or no awareness or application of models of cultural sensitivity Fully engages with people of the host culture through personal interaction, attempts to speaking the other language (if appropriate), and deeply reflects on the cultural values and experience Engages with people of the host culture in a regular if not constant fashion, making some attempts at speaking the host language, and reflecting on cultural values Keeps distant from the host culture and people of that culture Understands the dynamics of cultural differences and can apply that understanding through engagement with another culture.

Tools Goals and Expectations Exercises Journals D-I-E Reflections Guides Letter to Self Debriefing Sessions Other Re-entry Tools

Thank you. Susan McGury, DePaul University Lynne Mitchell, University of Guelph David Shallenberger, School for International. Training