Integrating off-campus international experience into on-campus coursework and research.

Abstract

Stakeholders-including student affairs professionals, university administrators, faculty, parents, and students-have high expectations for student gains along global learning, academic, and psychosocial dimensions as a result of participation in study abroad learning experiences. As our introductory literature review shows, reentry outcomes are mixed, and there are consistent calls for comprehensive programmatic improvements that begin with selection, screening, and recruitment; continue through predeparture preparation; include in-country supports; and emphasize reentry debriefing, application, and integration. As study abroad educators seek ways to enhance and stabilize outcomes, the classroom seems a natural and logical place to begin. After reviewing related research, our chapter offers a sampling of assignments, activities, and cocurricular activities designed to foster development of one or more of the learning goals associated with internationalizing the

The Self-Efficacy for Sociocultural Adaptation Scale (SESCAS): Development and Initial Psychometric Evaluation

“…Across a host of global learning and psychosocial outcomes, re-entry results are mixed (for reviews see Bikos et al, 2016; Dykhouse & Bikos, 2019). For example, in the realm of global learning outcomes (i.e., knowledge, attitudes, and skills associated with critical analysis of, and engagement with, complex interdependent global systems; Association of American Colleges & Universities, 2016) researchers have reported positive findings such as a general increase in global engagement (Musil, 2006), but also negative stereotypes of hosts and host culture (Allen et al, 2007).…”

“…Education abroad is considered to be a high impact educational practice (Kuh & O'Donnell, 2013), yet its role as such has been questioned for its consistently white and female participation rate (Commission on the Abraham Lincoln Study Abroad Fellowship Program, 2005;Gross et al, 2016), and its inconsistent outcomes (Bikos et al, 2016;Smith & Curry, 2011). The SESCAS offers another tool for deeper examination of these issues.…”