Search By: SubjectAbstractAuthorTitleFull-Text


Showing 1 through 5 of 905 records.
Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 181 - Next  Jump:
2011 - 55th Annual Conference of the Comparative and International Education Society Words: 301 words || 
1. Cordova, Trixie. "Critical study abroad: The transformative effects of study abroad through a peace education lens" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2020-02-24 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Young people today are extremely capable of using new technology to interact with others from around the world at an accelerated rate. Despite this increased accessibility to information, it can be argued that many students in the U.S. know very little about the world around them. Not only are some students incapable of naming other nations on a map; many don’t seem to care about what happens around the world, or how and why understanding global issues affects their future. In order to maximize students’ potential as global citizens, educators must increase their global awareness and empower them into action through opportunities in their own communities as well as in marginalized communities around the world. By witnessing firsthand the grave inequalities that exist in the developing world, young people in marginalized communities will empower themselves and combat their ignorance through education; or, 'that which liberates'.

The goal of my research is to explore how existing organizations in the U.S. work to liberate and empower youth into action by drawing parallels between their own struggles and the struggles of young people in developing countries. Discovering such commonalities exist can positively affect marginalized youth in the U.S. to continue educating and empowering both their communities and themselves.

This project is based on Freire’s theory of critical consciousness or “conscienization”, which seeks to challenge youth into action by critically reflecting on their own lives, as well as the lives of others around the world.

I plan to research existing organizations and programs in New York City focused on global learning and youth leadership, such as Global Kids and BuildOn, as well as conduct interviews with current students and educators.

This topic will be developed further in the spring of 2011. As the time of this proposal submission, no findings can be summarized at this time.

2016 - AAS-in-Asia, Kyoto Words: 228 words || 
2. Schieder, Chelsea. "“Not like a Congo Line”: Studying Abroad, Striking Abroad in Tokyo 1969" Paper presented at the annual meeting of the AAS-in-Asia, Kyoto, Doshisha University, Kyoto, Japan, <Not Available>. 2020-02-24 <>
Publication Type: Panel Paper
Abstract: This paper explores a small strike organized by University of California (UC) exchange students studying abroad at International Christian University (ICU) in Tokyo in 1969. Only briefly addressed in some news outlets, this minor event quickly became eclipsed by more spectacular demonstrations and protests. And yet, the participants’ motivations and interpretations of their activism forged several links between activist cultures and experiences in the United States and Japan. It is a site from which to examine how more sweeping historical narratives play in the lives of individuals. In exploring how the small group of UC students interacted with their study abroad administration, with the ICU administration, with ICU student activists, with the Tokyo-based “gaikokujin Beheiren” (Foreigner Peace for Vietnam! Committee), and with each other, this paper draws attention to the fine-grained textures that can constitute transnational alliances. However, as cautioned by one of my participant interviewees: “A snake dance demonstration is not like a congo line.” It is not so simple to link up with a protest in a foreign context, no matter how sympathetic one is. This paper explores not only alliances and shared understandings, but also missed connections and misunderstandings. Drawing extensively on oral history interviews, this paper will also discuss the troubles and meanings created through oral history research, and address how “living history” often exists in the spaces between personal and public histories.

2015 - 59th Annual Conference of the Comparative and International Education Society Words: 612 words || 
3. Johnson, Kayla. "Going Abroad for Graduate Admission: Assessing the Impact of Education Abroad on Graduate School Admissions Decisions" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2020-02-24 <>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: This quantitative pilot study examines the impact of education abroad participation on graduate school admissions decisions. Student participation in education abroad programming has dramatically increased over the past twenty years, but those numbers have recently begun to plateau. As we as a nation continue to realize the impending reality of globalization, education abroad professionals have become charged with the task of communicating the need to internationalize to campus officials, as well as mobilizing the nation’s students to go abroad. Thus, education abroad professional need to communicate the personal and professional benefits that participation can generate. With the pressure to obtain a graduate degree rapidly growing, linking education abroad to graduate admission can be a persuasive selling point for practitioners in the field.

I surveyed 40 head faculty members from different departments and institutions ranking in the top 20 US News and World Report graduate school rankings from 2013. I utilized a survey framework established by Trooboff, Vande Berg, and Rayman (2008); their study focuses on the attitudes toward education abroad participation of potential future employees held by a variety of business professionals. I adapted their framework for business to the realm of graduate school admissions decisions by using IES Abroad’s (2012) list of potential skills gained through education abroad participation and matching them with common admissions decision factors.

The survey, comprised of 17 items, inquired about program type (study, research, intern, service, teach) and duration (short term vs. long term), as well as how much the respondents value potential students who possess the skills commonly associated with participation. Faculty members were asked to rate which types of programs they valued most for students wishing to pursue advanced study in their fields. They were also asked to assess the value they place on various outcomes of education abroad. Finally, they were asked to divulge their own experience with education abroad participation, if any.

A significant majority of respondents say that they consider education abroad participation at least occasionally during graduate admissions decisions, with a plurality saying they do so often. Those who had studied abroad previously were slightly more likely to value education abroad participation than those who had not. The faculty members surveyed placed the highest value on programs lasting at least one academic year, which is alarming as most students participate on short-term programs (which received the lowest value rating). The types of programs valued were highly linked to the academic field of the department granting admission. Studying, researching, or interning abroad in a field relevant to their proposed course of study yielded greater potential for admission. Respondents also valued participation in non-English speaking countries, although many students today gravitate toward programs in English-speaking countries. The faculty members surveyed also ranked research and intern programs much higher than traditional study abroad programs, highlighting a greater focus on experiential learning as opposed to traditional classroom instruction. The types of programs valued were similar across faculty within the same fields of study. For example, fields involving high levels of person-to-person interactions, such as nursing and social work, valued intern abroad programs. Finally, regarding the value of skills purportedly gained through education abroad participation, independence and self-reliance, interpersonal communication, and leadership topped the list.

This pilot work suggests that education abroad practitioners can use education abroad experiences as a marketing strategy to garner greater participation. This research also highlights the importance of educating students on being intentional and thinking critically about which types of programs to participate in, and how we must teach students to adequately market their experiences through their admissions materials and interviews. Finally, it underscores the importance of educating faculty members on education abroad programming and the benefits that participation can carry.

4. DeClair, Edward. "The EU, Study Abroad and Experiential Learning: Study Abroad Adventures beyond Language Acquisition" Paper presented at the annual meeting of the ISA's 49th ANNUAL CONVENTION, BRIDGING MULTIPLE DIVIDES, Hilton San Francisco, SAN FRANCISCO, CA, USA, Mar 26, 2008 <Not Available>. 2020-02-24 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Students do indeed learn by doing. Over the last four years, I have taught EU Politics through a study abroad course that actually takes the students to the EU. Prior to departure, the students spend an entire week study the politics, history, and organization of the EU. The week of lectures, readings and group projects ends with the group's departure for Europe. During their time in Europe, students continue to complete reading assignments, meet in groups and individually with the instructor, and participate in briefings at EU or EU-related offices. Students routinely report that the "being there" function of their learning enhances their ability to inculcate course material; moreover, they just find it to be a lot more intriguing and engaging. Students also report that their on-going dialogues with EU citizens while traveling in Europe further enhance the learning experience. This paper will report on various models for incorporating this in the curriculum and will provide student feedback as to the value of the experience.

2013 - AAAL Annual Conference Words: 50 words || 
5. Pasterick, Michelle. "Language Learning Abroad: Mediating Learners’ Intercultural Competence During Study Abroad" Paper presented at the annual meeting of the AAAL Annual Conference, Sheraton Dallas, Dallas, Texas, Mar 16, 2013 <Not Available>. 2020-02-24 <>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This study examines ways in which systematic mediation in an online blog course supports the development of intercultural competence in pre-service world languages teachers studying abroad. Data demonstrates that the mediation creates an environment for critical dialoging and reflection and in some cases reorients student actions within the target community.

Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 181 - Next  Jump:

©2020 All Academic, Inc.   |   All Academic Privacy Policy