The Hybrid Model

2019 ◽  
pp. 147-157
Author(s):  
William David Fell ◽  
Siobhan Wright
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Continuing Education ◽  
Hybrid Model ◽  
International Travel ◽  
Small Community ◽  
Lifelong Learners ◽  
Rural Community College ◽  
Study Abroad Students

This chapter is a case study of Carroll Community College, a small rural community college, and its plan to develop a viable travel program by using a hybrid model. This model includes three distinct cohorts: study abroad students (students who travel and take an associated credit course), lifelong learning students (travelers who take a continuing education course to prepare for the travel experience), and educational tourists (travelers who do not take an associated course). By allowing not only study abroad students but also lifelong learners (often called continuing education students) to participate in an international travel program, Carroll's mission is addressed. This chapter is a case study of how and why Carroll implemented the hybrid model as an example for other small community colleges that might wish to achieve similar results.

Institutionalizing International Education and Embedding Education Abroad Into the Campus Community

2019 ◽  
pp. 172-183
Author(s):  
Carola Smith
Keyword(s):  
Community College ◽  
Strategic Planning ◽  
Study Abroad ◽  
International Education ◽  
Campus Community ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Descriptive Case Study ◽  
International Collaborations

This chapter is a descriptive case study on one community college in California to show how the institution was able to successfully institutionalize study abroad through advocacy, strategic planning, and the cultivation of local, statewide, and international collaborations. Because of the longevity and vitality of the program examined in this particular case study, there is useful insight for other education abroad professionals who are at varying stages of implementing, developing, or institutionalizing study abroad programs at their respective institutions.

Lessons Learned

2019 ◽  
pp. 120-130
Author(s):  
Taryn Gassner Tangpricha
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Lessons Learned ◽  
Student Enrollment ◽  
Mutual Benefit ◽  
Community Members ◽  
Technical Community ◽  
Study Abroad Program ◽  
Division Department

This chapter conducts a case study of Delaware Technical Community College as it grew its programs from 2009 to present. Despite directive from the President, support and engagement was not widespread across the state: varying by campus, division, department, and instructor. Study abroad leadership was tasked with aligning the program with the college's mission, vision, and strategic directions, and building support internally and externally to boost student enrollment in the study abroad program. By targeting three key groups of stakeholders—students, faculty, and community members—and supporting shared values towards a mutual benefit, Delaware Technical Community College was able to grow its study abroad enrollment by over 400% from 2010 to 2018.

A Case Study Exploring Ways to Increase Access to Education Abroad for Career and Technical Students With Limited Availability

2019 ◽  
pp. 242-254
Author(s):  
Anne-Marie McKee
Keyword(s):  
Community College ◽  
Service Learning ◽  
Study Abroad ◽  
Access To Education ◽  
Education Abroad ◽  
Limited Availability ◽  
Career And Technical ◽  
Studying Abroad ◽  
Technical Students

This chapter looks into the experiences of the career and technical students who studied abroad and how their experiences affected them and transformed them in the years since studying abroad. The purpose is to examine the experiences of studying abroad for CTE students attending a rural-based community college. In this study, relevant categories and themes of meaning for CTE study abroad students were identified. One goal of this study was to see if these students' study abroad experiences affected them in the workplace and if the service-learning component of their study abroad experiences led to other altruistic practices.

Study Abroad Outcomes Assessment

2019 ◽  
pp. 72-89
Author(s):  
Dawn R. Wood
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Student Learning Outcomes ◽  
Assessment Model ◽  
Learning Goals ◽  
Global Learning ◽  
Recent Project

The purpose of this chapter is to provide an overview of the literature relevant to outcomes assessment as it pertains to community college study abroad and to provide a case study of Kirkwood Community College's recent project developing institution-specific study abroad learning outcomes. The subsequent outcomes assessment conducted will be discussed along with conclusions from the process and the data gathered. This case study will illustrate how one community college developed student learning outcomes specific to its environment and a unique “home-grown” assessment model for assessing those outcomes comprehensively across all programs. The ability to engage in dialogue at all levels of the institution and speak the language of assessment has provided opportunities for unique improvements and the furthering of global learning goals.

Experiencing Beach in Australia: Study Abroad Students' Perspectives

2011 ◽  
Vol 27 (1) ◽  
pp. 94-108 ◽  
Author(s):  
Yoshifumi Nakagawa ◽  
Phillip G. Payne
Keyword(s):  
Study Abroad ◽  
Mixed Method ◽  
Small Scale ◽  
Outdoor Environmental Education ◽  
Place Experience ◽  
Social Discourses ◽  
Cultural Constructions ◽  
Tertiary Study ◽  
Study Abroad Students

AbstractThe current “Australian-ness” of outdoor environmental education is an evolving “set” of socio-cultural constructions. These constructions can be interpreted within the circumstances of an empirical study of tertiary study abroad students' participation in an undergraduate semester long unit “Experiencing the Australian Landscape” (EAL) as an ambivalent mixture of belonging and beach, or solidity and fuidity. This ambivalence imparts various meanings within and about the Australian context of beach as a “place”. The study is based on an interpretive mixed method ethnographic and phenomenological small-scale case study. It fnds that the beach experience is infuenced by various social discourses, such as neocolonialism, individualism and mobility. Participants experienced the beach in a fuid sense of non-belonging, despite the EAL intention of fostering a place-responsive pedagogy. In order to understand their experience and its alleged link to an enhanced environmental awareness, an embodied dialectic descriptive interpretation of place experience is suggested.

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