Facilitating student learning through study abroad and international projects

Fuller, Ursula; Amillo, June; Laxer, Cary; McCracken, Wendy; Mertz, Joseph

doi:10.1145/1113847.1113892

Cited by 9 publications

(9 citation statements)

References 4 publications

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“…Using the student feedback as a guide, and looking at assessments in [2], [5], [6], and [10], the following is a list of lessons learned from the course:…”

Section: Resultsmentioning

confidence: 99%

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In their words

Chidanandan

Russell-Dag

Laxer

et al. 2010

Proceedings of the 41st ACM Technical Symposium on Computer Science Education

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In this paper, we describe a collaborative course experience between students from universities in the USA and Turkey. Student teams worked together on a software engineering project for a non-profit organization based in Turkey. The students learned valuable skills in team-work, collaborationfacilitating software tools and working with peers from a different culture and a different time-zone. At the end of the course, in a focus group, students were asked for feedback regarding the course and its outcomes. In this paper, we describe the course from the student perspective. From this, and the instructor's experiences we provide a list of guidelines.

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“…Using the student feedback as a guide, and looking at assessments in [2], [5], [6], and [10], the following is a list of lessons learned from the course:…”

Section: Resultsmentioning

confidence: 99%

“…In [5], different mechanisms to provide an international dimension to the Computer Science curriculum internships, study abroad programs, short courses abroad, and student and faculty exchanges. One idea that is described is a collaborative project between student teams that are situated in different countries.…”

Section: Introductionmentioning

confidence: 99%

In their words

Chidanandan

Russell-Dag

Laxer

et al. 2010

Proceedings of the 41st ACM Technical Symposium on Computer Science Education

Self Cite

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“…As previously mentioned, international experiences are becoming an important part of an IS&T education [Topi et al, 2010]. Previous research suggests that there are three ways to add an international experience to an IS&T education: (1) study abroad programs, (2) joint collaborative projects, and (3) student and faculty academic exchanges [Fuller, Amillo, Laxer, McCracken and Mertz, 2005]. All three of these options provide students with a rich educational experience, introducing them to different cultures, languages, and work practices.…”

Section: International Experience Curriculummentioning

confidence: 99%

“…The first way of introducing students to an international experience is the traditional study abroad approach. Typically, a study abroad trip involves taking students from their home university or country to visit a foreign university or country [Fuller et al, 2005]. These types of trips have been used in IS&T curriculum [Harris et al, 2011], as well as other areas of curriculum from computer science [e.g., Fuller et al, 2005] to nursing programs [e.g., Kostovich and Bermele, 2011].…”

Section: International Experience Curriculummentioning

confidence: 99%

An Academic Exchange Experience: Lessons Learned for Study Abroad Collaborations

Mitchell¹

2013

CAIS

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Study abroad courses are becoming an important part of an information systems and technology education. These types of courses provide students with rich educational experiences, introducing them to different cultures, languages, and work practices that prepare them to work in the global market, as well as providing them the opportunity to use collaborative team skills. While the research suggests that these study abroad experiences are necessary and valuable, coordinating these types of study abroad experiences from the faculty perspective can be a difficult task. This research presents an example case of one such study abroad experience in the form of an academic exchange; it also highlights the findings and lessons learned. The findings in this instance may be generalizable to other academic exchange and study abroad experiences.

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“…In addition, those involved with the technical efforts must have knowledge and appreciation for the diverse environment in to which they contribute (Fuller et al, 2005). Thus, the integration of principles that encourage the understanding and awareness of diversity within the IT field is key to preparing the next generation of technical professionals.…”

Section: Course Motivationmentioning

confidence: 99%

Leveraging Diversity in Information Systems and Technology Education in the Global Workplace

Trauth¹,

Huang

Quesenberry

et al. 2007

Information Systems and Technology Education

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In this chapter, we consider the educational needs of the globally diverse IT sector and a curriculum that has been developed in order to respond to them. We begin by discussing two human resource gaps that are affecting the preparation of tomorrow's IT workforce. The first gap is a participation gap which is related, in part, to the under representation in recruitment and retention of students with particular demographic profiles in information systems and technology education. The second gap is a knowledge gap, which is related to the globalization of the IT field and the challenges of developing compatible curriculum and pedagogical practices that will prepare students for careers in such a field. We argue that diversity is a lens that can be used to both understand these human resource gaps and to develop curricular responses to them. We do this by considering, as a case study, a course developed and taught in the College of Information Sciences and Technology at The Pennsylvania State University that is intended to address these gaps. This course --"Human Diversity in the Global Information Economy" -is offered to exemplify a way of addressing the diversity dimension of the IT skill set. INTRODUCTIONThe gap between the supply of information system professionals produced by the educational system and the demands of industry has long been the focus of attention for concerned stakeholders: employers, policy makers and educators. This issue has been exacerbated on a global scale, in recent years, for three reasons. First, the role of the information economy as a function of the overall economy of a country has grown in both size and importance. This includes activities associated with the development of the primary IT sector (i.e. those involved in the creation of hardware, software and systems) and facilitating the diffusion of IT into other sectors i . As a result, an increasing number of countries has taken on the challenge of developing a pool of talented IT workers, which can enable it to enter the global IT market and to engage in globally collaborative IT work. Second, networking technologies have made both asynchronous and real-time communications between different regions and countries feasible, and have created new forms of work and collaboration. For example, global IT outsourcing work can be seen as the practice of seeking diverse knowledge resources globally. Third, in contrast to the cultural diversity evident in the makeup of the global IT workforce, national statistics show that the domestic workforces of many countries (in terms of race, gender, age, social class, etc.) are not as diverse. Thus, the purpose of this chapter is to consider the ramifications of including in the IT skill set, preparation for work in the globally diverse IT sector. We do this by discussing a curriculum that has been developed in order to respond to these needs.

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Facilitating student learning through study abroad and international projects

Cited by 9 publications

References 4 publications

In their words

In their words

An Academic Exchange Experience: Lessons Learned for Study Abroad Collaborations

Leveraging Diversity in Information Systems and Technology Education in the Global Workplace

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