Breaking barriers: Developing faculty-led international trips for underserved students.

Abstract

With rising international sociopolitical conflicts, higher education institutions' core mission must strengthen and offer educational programs that nurture global competence. The current "Pedagogical Points to Ponder" offers an inclusive study abroad model and discusses ways to break situational, institutional, and dispositional barriers for nontraditional students to engage in international developments. Nontraditional students have to juggle between academic and personal responsibilities and often have restricted resources. Typically, they cannot afford to participate in a year-long study abroad program (situational barrier), lack information about international trips (institutional barrier), lack knowledge about academic programs and fit, and fear traveling to unknown destinations (dispositional barrier). An interdisciplinary faculty-led short trip is described herewith as an encouragement for faculty to design unique programs for underserved students and involve them in matters of global significance. Pedagogical aspects based on APA learning goals, trip preparation, pre-and post-trip reflections, and challenges are further discussed.

Psi Chi: 10 Years of International Opportunities for Psychology Students and Researchers

“…Moreover, the APA guidelines for the undergraduate major recommend that students "adopt values that build community at local, national, and global levels" (APA, 2013). Travel provides students with an international perspective and assists in the development of empathy and acceptance of difference (Yuksul & Nascimento, 2018). Making travel more accessible through partnerships both domestically, and with our ever-growing network of chapters internationally, is one way we hope to see Psi Chi grow its international presence.…”