Internship Highlight: Working with Indigenous Community
Updated Terra Dotta Listings, Top 10 Dublin, Internship Highlight, Study Abroad and Social Responsibility
Partner News | December 3, 2019 | New series issue #15
Terra Dotta Listings Update
Now Athena is even easier to find in your Terra Dotta listings!
If you use Terra Dotta, we are pleased to share that Athena has created a much more robust and user-friendly list of TD listings for our programs, by breaking out program terms and academic
disciplines more explicitly. This is aimed at providing clearer options for your office, as well as your students, when considering Athena programs for amazing and immersive study abroad experiences.
Therefore, if you use Terra Dotta, please take 5 minutes today to import all of Athena’s current listings from the Terra Dotta directory.
Note: You should have received a notification on your admin home page saying there are updates pending for the Athena programs; all you should have to do is click a button to accept the updates. If you did not receive an update, please subscribe to the Athena programs and click update. Find all listings here.
If you need assistance in updating our listings (as we know this system can be a challenge at times!), please contact us and we’d be happy to walk you through the process.
Top 10: Things to Do in Dublin
Dublin, and Ireland as a whole, have generally
always been top destinations for Americans for study abroad, tourism, business investment, and more – and for good reason! Here, we suggest 10 can’t-miss destinations (beyond Guinness!) for students studying abroad in Ireland.
Around the Field: Kauffman Makes Overseas
Post-College Plans after Cusco and Quito Courses, Internship
Emma Kauffman, a double major in Spanish and sociology at Grove City (PA) College, immersed herself in South American culture by pairing together Athena Study Abroad’s J-term program in Peru followed by Athena’s spring semester in Ecuador. These life-changing global experiences have influenced the trajectory of her post-graduation plans.
Study Abroad Duration has Positive Effects on Social Responsibility and Identity
By Dane S. Claussen, Ph.D., MBA Manager of University Relations Athena Study Abroad
“Examining Relationships between Education Abroad Program Design and College Students’ Global Learning,” by Tara D. Hudson (Kent State University) and Rachel Tomas Morgan (University of Notre Dame), was published in the Fall 2019 issue of Frontiers: The Interdisciplinary Journal of Study Abroad. Researchers administered the Global Perspective Inventory (GPI) to 207 students both before and after study abroad programs in 2012 or 2013. (A total of 397 students completed the GPI at least once, but only 207 completed it twice.) Of the students, 101 participated in an international summer service-learning program and 106 participated in a semester-long program. They wrote, “Semester-long programs occurred mainly in European contexts, with the exception of Chile and Mexico. For the programs in Europe, there was little to no predeparture preparation that included cultural content and no re-entry sessions. The programs in Chile and Mexico included significant service learning and internship opportunities, students lived with families in homestay placements, and there was pre-departure and re-entry sessions with cultural and global learning content structured into the program design. The international summer service-learning programs included a semester-long pre-departure course and a six-week re-entry course that bookended the eight- to ten-week service learning placements with local organizations.” Students went to various countries in Latin America, Africa, and Asia. Of the education abroad programs, for the international summer service-learning program, 23% included English being spoken, 40% included living with a host family, and 91% included an internship or service learning. In the semester-long program, 53% included English being spoken, 35% included living with a host family, and 43% included an internship or service learning. The Global Perspective Inventory captured data about Cognitive—Knowledge (“Respondents’ levels of confidence regarding what they know regarding other cultures”), Cognitive—Knowing (“Respond-ents’ recognition of the ‘importance of cultural context in judging what is important to know and value’”), Intrapersonal—Affect (“Respondents’ acquisition of emotional comfort [including self-confidence] with situations that are different from or challenge their own cultural norms’ as well as ‘level of respect and acceptance of cultural perspectives different from one’s own” [citations omitted].
The GPI also captured data about Intrapersonal—Identity (“Respondents’ sense of their own identity, purpose, and cultural background”), Interpersonal—Social Interactions (“Respondents’ engagement with others from different cultural backgrounds and cultural sensitivity”), and Interpersonal—Social Responsibility (“Respondents’ ‘level of commitment to interdependent living and the common good’”) [citations omitted]. Data are collected on the GPI through students marking a point on a series of 5-point Likert scales ranging from strongly agree to strongly disagree. The researchers tested various structural equation models, in other words, different combinations of independent variables and dependent variables to find statistically significant effects. They concluded, “None of the models found statistically significant effects for two of the four program elements (host family stay and participation in an internship or service-learning project) on students’ pre-test to post-test change on any of the four dimensions of global perspective,” but they found “program duration to have a positive impact on change scores on two dimensions: Intrapersonal—Identity and Interpersonal—Social Responsibility.” They noted the “ceiling effect may explain why we found in many cases (although not consistently) that three of the four study abroad program elements (host family stay, program length, and participating in an internship or service-learning project) had nonsignificant effects…” (The ceiling effect occurs when an independent variable no longer has a statistically significant effect on a dependent variable or variance is no longer measurable.) Their overall conclusion was that since program duration alone does not predict student learning gains, “intentionally structured learning activities are more important than
program duration for facilitating student learning.”
The researchers were aware of their study’s limitations. One was that a different sample of students might produce different results, including the issue of which students went where and did what and the fact that all students were at only one institution and during only a two-year period. They also had to adapt the GPI because it changed from 2012 to 2013. This was a solid study that should be replicated repeatedly with different and larger groups of students to help resolve conflicting results from similar studies. It is no surprise that Frontiers led its Fall 2019 issue with this study.
Winter is here: the snow, the cold, the bulky clothes…
But we have a solution to those winter blues! In the last few issues of Athena’s Passport, we have been takingyouon a tour around some Mediterranean cities in order to make you feel -at least- a little warmer. Third stop: Seville, Spain!
PROGRAM:After years of searching for a smaller, high quality Spain program, Athena found CLIC. With small class sizes, and top-notch quality, partnering with CLIC was an easy choice.Students also have an option to take both English and Spanish electives at the Universidad de Sevilla, but maintain a personalized home-base at CLIC for their language courses. The Universidad de Sevilla, founded in 1505, is one of the top-ranked universities in the country.
Founded in 1983, CLIC has become one of Spain’s top language schools. At CLIC, learning doesn’t stop at the classroom; high quality social and cultural interactions are integral to getting the most out of your experience.
TERMS: Spring, Summer, Fall, Academic Year.
COURSES: Humanities, Social Sciences, Arts, Business.