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Student Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do About It
A central purpose of this book is to question the claims commonly made about the educational benefits of study abroad.
Traditional metrics of enrollment increases and student self report and practices of structural immersion are being questioned as educators voice growing uncertainty about what students are or are not in fact learning abroad. This book looks into whether these criticisms are justified--and what can be done if they are.
Student Learning Abroad reviews existing paradigms of study abroad; marshals research findings about what undergraduates are or are not learning; brings to bear the latest knowledge about human learning and development to raise questions about current theory and practice; and presents six examples of study abroad courses or programs whose interventions apply this knowledge.
This book aims to prompt a re-consideration of long-held assumptions, beliefs and practices about teaching and learning in study abroad, and a reexamination of the design and delivery of programs. In doing so, it provides a foundation for responding to the question that may faculty and staff are now asking: What do I need to know, and what do I need to be able to do, to help my students learn and develop more effectively abroad?
Contributors [name in square brackets to be checked at proof stage]]
Laura Bathurst
[Janet Bennett]
Milton Bennett
Gabriele Weber Bosley
Andrew D. Cohen
John Engle
Lilli Engle
Mitchell Hammer
David Kolb
Bruce La Brack
Kris Hemming Lou
Catherine Menyhart
R. Michael Paige
Angela Passarelli
Adriana Medina-L�pez Portillo
Meghan Quinn
Jennifer Meta Robinson
Riikka Salonen
Victor Savicki
Douglas Stuart
Michael Vande Berg
James Zull
Traditional metrics of enrollment increases and student self report and practices of structural immersion are being questioned as educators voice growing uncertainty about what students are or are not in fact learning abroad. This book looks into whether these criticisms are justified--and what can be done if they are.
Student Learning Abroad reviews existing paradigms of study abroad; marshals research findings about what undergraduates are or are not learning; brings to bear the latest knowledge about human learning and development to raise questions about current theory and practice; and presents six examples of study abroad courses or programs whose interventions apply this knowledge.
This book aims to prompt a re-consideration of long-held assumptions, beliefs and practices about teaching and learning in study abroad, and a reexamination of the design and delivery of programs. In doing so, it provides a foundation for responding to the question that may faculty and staff are now asking: What do I need to know, and what do I need to be able to do, to help my students learn and develop more effectively abroad?
Contributors [name in square brackets to be checked at proof stage]]
Laura Bathurst
[Janet Bennett]
Milton Bennett
Gabriele Weber Bosley
Andrew D. Cohen
John Engle
Lilli Engle
Mitchell Hammer
David Kolb
Bruce La Brack
Kris Hemming Lou
Catherine Menyhart
R. Michael Paige
Angela Passarelli
Adriana Medina-L�pez Portillo
Meghan Quinn
Jennifer Meta Robinson
Riikka Salonen
Victor Savicki
Douglas Stuart
Michael Vande Berg
James Zull
- GenresEducation
472 pages, Paperback
First published June 1, 2012
3 people are currently reading
34 people want to read
About the author
Michael Vande Berg
4 booksSee also Michael H. Vanden Berg.
Dr. Michael Vande Berg completed his Ph.D. in Comparative Literature at the University of Illinois at Urbana-Champaign, USA. Now the Principal at MVB Associates LLC, he has held leadership positions at several institutions that are unusually committed to international education, including CIEE: Council on International Educational Exchange, Georgetown University, The School for International Training, Michigan State University, Kalamazoo College, and el Instituto Internacional in Madrid. He has published widely, including the recently published Student learning abroad: What our students are learning, what they’re not, and what we can do about it. He has directed several international education research projects; frequently consults with faculty and staff about international education topics; and makes presentations and leads intercultural training workshops in the U.S. and abroad. A founding Board member of the Forum on Education Abroad, he serves as a senior faculty member at The Summer Institute for Intercultural Communication and recently received the Forum’s Peter A. Wollitzer award for his “remarkable effectiveness in influencing institutions of higher education to understand and support education abroad.”
Dr. Michael Vande Berg completed his Ph.D. in Comparative Literature at the University of Illinois at Urbana-Champaign, USA. Now the Principal at MVB Associates LLC, he has held leadership positions at several institutions that are unusually committed to international education, including CIEE: Council on International Educational Exchange, Georgetown University, The School for International Training, Michigan State University, Kalamazoo College, and el Instituto Internacional in Madrid. He has published widely, including the recently published Student learning abroad: What our students are learning, what they’re not, and what we can do about it. He has directed several international education research projects; frequently consults with faculty and staff about international education topics; and makes presentations and leads intercultural training workshops in the U.S. and abroad. A founding Board member of the Forum on Education Abroad, he serves as a senior faculty member at The Summer Institute for Intercultural Communication and recently received the Forum’s Peter A. Wollitzer award for his “remarkable effectiveness in influencing institutions of higher education to understand and support education abroad.”
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June 2, 2013
This is an "important" book for the study abroad field; at any rate, it's the one with all of the buzz. This is an academic text, and some academics are better writers than others. The best chapter by far was James Zull's chapter on neurology. Others were much harder to plug through. The information is indeed important and relevant, but it may be wise to skip to the summary on some of these chapters.
Displaying 1 of 1 review