Studying Away Post COVID-19 and Beyond: Making High Impact Learning Practices Equitable
Main Article Content
Abstract
Halfway through the Spring 2020 academic year, many institutions canceled face-to-face classes in response to the COVID-19 pandemic. During this in-person to online transition, educators had to rethink how studying away could be offered to undergraduate students. Technology allowed some to provide study away opportunities, incorporate inclusive pedagogies, diversify the student study away population, and specifically target students traditionally underrepresented in study-away/study-abroad programs. This includes students who are first-generation, of color, from working-class families, and with disabilities. In doing so, the author of this work was able to provide high-impact learning practices for diverse students and expose students to the research process while studying away, via an online asynchronous course. Here, the author shares some practices of leading a fully online study away course via video site visits, virtual student travel, and expert interviews. This work is important as it advances the literature on the pedagogies and practices of Interdisciplinary educators.
Metrics
Article Details
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abe-Hiraishi, S., Grahovec, N. E., Anson, D., & Kahanov, L. (2018). Increasing cultural competence: Implementation of study away/abroad in an athletic training program. Athletic Training Education Journal, 13(1), 67-73. https://www.researchgate.net/publication/324645598
Baa, R., & Minj, C. (2023). Role of Digital Education in Student Monitoring and Teacher Evaluation during Pandemic Period. EIKI Journal of Effective Teaching Methods, 1(2). https://doi.org/10.59652/jetm.v1i2.11
Bikos, L. H., Manning, S. B., & Frieders, Z. J. (2019). Ready or not here I come: A qualitative investigation of students’ readiness per-ceptions for study abroad/away. International Perspectives in Psychology, 8(2), 78-91. http://dx.doi.org/10.1037/ipp0000105
Butler, P. E., Madden, M., & Smith, N. (2018). Undocumented student participation in education abroad: An institutional analysis. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 1-31. https://doi.org/10.36366/frontiers.v30i2.409
Capper, C. A. (2015). The 20th-year anniversary of critical race theory in education: Implications for leading to eliminate racism. Educa-tional Administration Quarterly, 51(5), 791-833. https://doi.org/10.1177/0013161X15607616
Chakraborty, S., & Proctor, L. A. (2019). Exploring the value of service learning study away to interprofessional education and cultural competence. Perspectives of the ASHA Special Interest Groups, 4(1), 204-210. https://doi.org/10.1044/2018_PERS-SIG17-2018-0006
Clum, K., Ebersole, L., Wicks, D., & Shea, M. (2022). A case study approach to exploring resilient pedagogy during times of crisis. Online Learning, 26(2), 323-342.
Conefrey, T. (2021). Supporting first-generation students’ adjustment to college with high-impact practices. Journal of College Student Re-tention: Research, Theory & Practice, 23(1), 139-160. https://doi.org/10.1177/1521025118807402
deLusé, S. R., & Thomas, D. A. (2022). Designing faculty-led study abroad programs with internships to enhance interdisciplinary cur-ricula. Issues in Interdisciplinary Studies, 40(2), 39-68.
Engberg, M. E., Carrera, L. F., & Mika, L. P. (2018). Utilizing domestic off-campus experiences to influence social justice awareness and career development. Journal of Higher Education Outreach and Engagement, 22(1), 63-86.
Farzana, T. (2023). The standard measurement in online learning: a rubric as a focus on teaching-learning practices to move up quality education. EIKI Journal of Effective Teaching Methods, 1(3). https://doi.org/10.59652/jetm.v1i3.37
Futch, L. S., deNoyelles, A., Thompson, K., & Howard, W. (2016). “Comfort” as a critical success factor in blended learning courses. Online Learning, 20(3), 140-158.
Gonzales, S. M., Baier, S. T., & Brammer, E. C. (2022). Are you HIP?: How one Latinx learning community integrates ten high-impact practices to foster student success. A practice report. Student Success, 13(1), 74-79.
Grubaugh, S., Levitt, G., & Deever, D. (2023). Harnessing AI to power constructivist learning: An evolution in educational methodolo-gies. EIKI Journal of Effective Teaching Methods, 1(3). https://doi.org/10.59652/jetm.v1i3.43
Hall, K. A. (2023). Living in and working through the wake: A Black undocumented student's study abroad experience. New Directions for Higher Education, 1–14. https://doi.org/10.1002/he.20482
Howard, W., & Gunter, G. (2017). Examination of an innovative solution for internationalizing the curriculum through online study abroad. Journal of Formative Design in Learning, 1(1), 3-15. https://doi.org/10.1007/s41686-017-0002-4
Howard, W., Perrotte, G., Lee, M. & Frisone, J. (2017). A formative case evaluation for the design of an online delivery model providing access to study abroad activities. Online Learning, 21(3), 115-134. https://doi.org/10.24059/olj.v21i3.1234
Howard, W., Ramirez, C., West, D. J., & Ramirez, B. (2018). Enhancing study abroad with online access: Why do it and how to get started. The Journal of Health Administration Education, 35(3), 389.
Johnstone, C., & Edwards, P. (2020). Accommodations, accessibility, and culture: Increasing access to study abroad for students with disabilities. Journal of Studies in International Education, 24(4), 424-439. https://doi.org/10.1177/1028315319842344
Kotsis, K. T. (2024). Artificial Intelligence helps primary school teachers to plan and execute physics classroom experiments. EIKI Journal of Effective Teaching Methods, 2(2). https://doi.org/eiki/10.59652/jetm.v2i2.158
Kumar, K., & Narasimham, N. V. S. L. (2023). The empirical analysis in determining the critical determinants of using technology in utilising online learning platforms for improving academic achievements using Anova analysis. EIKI Journal of Effective Teaching Methods, 1(2). https://doi.org/10.59652/jetm.v1i2.10
Landers, J. (1990). Gracia Real de Santa Teresa de Mose: a free Black town in Spanish colonial Florida. The American Historical Review, 95(1), 9-30. https://doi.org/10.2307/2162952
Lane, S. H., Huffman, C., Brackney, D. E., & Cuddy, A. (2017). Going domestic: Importing the study abroad experience. The development of a multicultural New York City study away program. Nursing forum, 52(3), 196-206. https://doi.org/10.1111/nuf.12189
Levine, J. (Ed.). (2023). Once Upon a Time in Florida: Stories of Life in the Land of Promises. University Press of Florida.
Luedke, C. L., Collom, G. D., McCoy, D. L., Lee-Johnson, J., & Winkle-Wagner, R. (2019). Connecting identity with research: Socializing students of color towards seeing themselves as scholars. The Review of Higher Education, 42(4), 1527-1547. https://doi.org/10.1353/rhe.2019.0074
Maraqa, M. A., Hamouda, M., El-Hassan, H., El Dieb, A. S., & Hassan, A. A. (2022) Transitioning to online learning amid COVID-19: Perspectives in a Civil Engineering Program. Online Learning, 26(3). http://dx.doi.org/10.24059/olj.v26i3.2616
Pedroso, J. E. P., Sasana, R., & Valencia, K. (2023). Social studies practice teacher's views on culturally responsive teaching. EIKI Journal of Effective Teaching Methods, 1(3). https://doi.org/10.59652/jetm.v1i3.34
Peters, A. W., Tisdale, V. A., & Swinton, D. J. (2019). High-impact educational practices that promote student achievement in STEM. In Broadening Participation in STEM: Effective Methods, Practices, and Programs (pp. 183-196). Emerald Publishing Limited. https://doi.org/10.1108/S1479-364420190000022008
Schrenk, N., Alves, K., Van Dam, D., & Schrenk, B. (2021). Reflecting on best practices for online learning in a post-COVID-19 world. Online Learning, 25(4). https://doi.org/10.24059/olj.v25i4.2460
Stinnett, B. (2018). Pedagogical practices and curriculum considerations for a study away course in sport. Physical Educator, 75(3), 454-470. DOI:10.18666/TPE-2018-V75-I3-82n
Thieman, G. Y. (2021). Empowering teacher candidates to create social justice curriculum through civic engagement projects. Journal of Higher Education Theory and Practice, 21(8). https://doi.org/10.33423/jhetp.v21i8.4518
Turner, G. T. (2022). Fort Mose: And the Story of the Man Who Built the First Free Black Settlement in Colonial America. Abrams.
Vernon, A., Moos, C., & Loncarich, H. (2017). Student expectancy and barriers to study abroad. Academy of Educational Leadership Journal, 21(1), 1-9. https://www.proquest.com/scholarly-journals/student-expectancy-barriers-study-abroad/docview/1987371463/se-2
Whatley, M., & Clayton, A. B. (2020). Study abroad for low-income students: The relationship between need-based grant aid and access to education abroad. Journal of Student Financial Aid, 49(2), 1. https://doi.org/10.55504/0884-9153.1679
Whatley, M., & Raby, R. L. (2020). Understanding inclusion and equity in community college education abroad. Frontiers: The Interdisci-plinary Journal of Study Abroad, 32(1), 80-103. https://doi.org/10.36366/frontiers.v32i1.435