Practical Strategies for Rural-Serving Community College Global Programming

Thomas, Marc Simon

doi:10.4018/978-1-5225-6252-8.ch016

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Many studies document the wide range of experiences of students who participate in international programs, each noting that students view the world differently after the international experience. Student voices are captured to show how studying abroad changes the worldviews of rural students (Thomas, 2019), of CTE students (McKee, 2019), and of African‐American students (Willis, 2016). International exposure creates substantive changes in students' sense of being that deepens their self‐awareness, allows them to become more independent, and enables them to become more flexible (Brenner, 2016).…”

Section: Current Change Initiatives: What Is Being Done?mentioning

confidence: 99%

Critical assessment of initiatives in community college international education

Raby

2021

New Drctns Community Coll

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In the 1947 Truman Commission, Zook noted a validation of international education for US community colleges and specified two recommendations for the internationalization of US community colleges. The first recommendation was to embrace internationalization in the curriculum, and the second was to create an educational context in which students could gain an international understanding. This article critically assesses the extent to which US community colleges have met Zook's (1947) recommendations. The findings show that internationalization practices are supported by US community college leadership over time, are found in American Association of Community Colleges policies, are the subject of graduate student dissertations, and are the subject of research since the 1960s. The article concludes with a comprehensive set of recommendations for community colleges to support future actionable international agendas intended to serve the next generation of community colleges and their students.

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Section: Current Change Initiatives: What Is Being Done?mentioning

confidence: 99%

Critical assessment of initiatives in community college international education

Raby

2021

New Drctns Community Coll

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Borders or Barriers? Assessing Geographic, Economic, and Institutional Factors Related to Study Abroad Access and Participation at Four-Year Colleges and Universities

Whatley,

Crain,

Patterson

2024

Frontiers

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Although more students study abroad today than in decades prior, participation still lags behind national goals put forth by the Lincoln Commission. Many students plan to study abroad, yet this often does not correspond with actual participation. This gap suggests there are barriers that prevent study abroad intentions from evolving into program enrollment. This study analyzes full population data and a NSSE (National Survey of Student Engagement) subset to distinguish study abroad and non-study abroad student intentions and participation between 2007 and 2017 at a four-year public liberal arts university in the U.S. Midwest. The role of demographic, academic, and socioeconomic factors are explored using logistic regression. Findings confirm the alignment of study abroad patterns with student characteristics, which represent barriers as well as opportunities for study abroad participation. Interventions at the institutional and individual level could be useful for addressing social group disparities and the participation gap. Abstract in Spanish Usando datos de instituciones de educación superior estadounidenses públicas y privadas sin fines de lucro, este estudio explora la estratificación espacial a través de cuestiones de acceso y participación en estudios en el extranjero. A partir de la teoría de la desigualdad espacial, examinamos tres categorías de indicadores espacialmente variables: estructuras económicas, arreglos institucionales y factores de situación/lugar espacial. Los hallazgos ofrecen evidencia de relaciones espaciales desiguales en los estudios en el extranjero. Más específicamente, encontramos que los arreglos institucionales de instituciones de educación superior, muchos de los cuales están íntimamente vinculados a la espacialidad, son predictores significativos tanto de si una institución ofrece estudios en el extranjero como de cuántos estudiantes participan. Por ejemplo, es más probable que las instituciones con enfoque en la investigación se ubiquen en áreas urbanas, y nuestros resultados indican que es más probable que estas instituciones ofrezcan programas de estudio en el extranjero. Estos resultados indican una estratificación no solo de acceso, sino también de participación en estudios en el extranjero, las cuales tienen implicaciones importantes para la práctica de la educación internacional y la investigación futura.

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Practical Strategies for Rural-Serving Community College Global Programming

Cited by 2 publications

References 3 publications

Critical assessment of initiatives in community college international education

Critical assessment of initiatives in community college international education

Borders or Barriers? Assessing Geographic, Economic, and Institutional Factors Related to Study Abroad Access and Participation at Four-Year Colleges and Universities

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