Designing Assessment into a Study Abroad Course

Santanello, Cathy; Wolff, Laura

doi:10.36366/frontiers.v15i1.226

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…Participants in programs such as those in this study could benefit from engaging in regular structured reflection. Many study abroad programs encourage, or even require, participants to document their experiences and learning outcomes, often in the form of journals (Santanello & Wolff, 2008). In some cases participants are required to set their own learning objectives and reflect on the achievement of those objectives in their journals (Evans et al, 2010).…”

Section: Geare Jy Programmentioning

confidence: 99%

Global Engineering Programs: Identifying and Supporting a Diverse Array of Learning Outcomes

McNeill¹,

Cox²

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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Teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the development of engineering education assessment tools. She is a NSF Faculty Early Career (CAREER) award winner and is a recipient of a Presidential Early Career Award for Scientists and Engineers (PECASE).

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Section: Geare Jy Programmentioning

confidence: 99%

Global Engineering Programs: Identifying and Supporting a Diverse Array of Learning Outcomes

McNeill¹,

Cox²

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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Holistic Assessment and the Study Abroad Experience

Doyle¹

2009

Frontiers

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This research study is a response to the call for more comprehensive data to assess student growth and development during semester study abroad experiences. First, the research design is explained to clarify the integrated approach that employs both qualitative and quantitative methods. Second, the specific project is described, as well as the holistic, interpretive framework for assessing the collected data. Third, the representative data gathered from the Global Perspectives Inventory (Braskamp, Braskamp, and Merrill 2007) and in-depth interviews is shared with commentary identifying how the data may assist in a more complete understanding of the study abroad experience. Finally, a summary of this project is offered with some ideas for further research.

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