Teaching a Psychology-Based Study Abroad Pre-Departure Course

Goldstein, Susan B.

doi:10.1177/1475725717718059

Cited by 6 publications

(2 citation statements)

References 73 publications

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“…Psychology as a field of study has in fact been highlighted for its promising compatibility with SA success. Goldstein (2017) argued that pre-departure training in recognizing well-known psychological phenomena associated with SA (e.g., culture shock, stereotyping) can provide learners with an efficient framework to adjust to unfamiliar situations. Earnest et al (2016) established that the combination of psychology courses and a SA experience resulted in "greater emotional resilience, perceptual acuity, and cultural adjustment" than domestic psychology courses alone (p. 75).…”

Section: Generation Z's Psychological and Emotional Traitsmentioning

confidence: 99%

From Caterpillar to Butterfly: Story of an Ordinarily Extraordinary Generation Z L2 Student Abroad

Mroz,

Gorham

2024

Frontiers

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This longitudinal mixed-methods case study aimed to explain why a seemingly ordinary U.S.-affiliated hyper-connected French language learner (Nancy) achieved extraordinary outcomes after 15 weeks in Paris, compared to fifteen Generation Z peers also enrolled in the program. Framed by Complex Dynamic Systems Theory and social pedagogies, the study adopted a retrodictive approach to “explain after by before” and retrace Nancy’s complex, non-linear trajectories of success. Adapting to new realities of students going abroad with their smartphones in hand, multiple measures of success (linguistic, intercultural, social, psychological, emotional) were triangulated with reports on smartphone usage, rich interviews, and background data to provide dense time-series and narrative illustrations of changes. Findings revealed the importance of the activation of Nancy’s agency to take advantage of the affordances of her study abroad environment through the butterfly effect arising from her initial conditions, judicious smartphone usage, and quality of L1 and L2 interactions. Abstract in French Cette étude de cas mixte longitudinale visait à expliquer les raisons pour lesquelles une apprenante du français langue étrangère ultra-connectée surnommée Nancy, affiliée à une institution universitaire états-unienne, est parvenue à des résultats d’apprentissage extraordinaires après un programme d’études à l’étranger de 15 semaines à Paris, par comparaison avec les quinze autres étudiant.e.s de la Génération Z qui étaient inscrit.e.s dans le même programme. Structurée par la Théorie des Systèmes Dynamiques Complexes ainsi que par les modèles de pédagogies sociales, cette étude a adopté une approche rétrodictive dans le but d’expliquer l’après par l’avant et de retracer ainsi les trajectoires complexes et non-linéaires ayant mené au succès de Nancy. En s’adaptant aux nouvelles réalités des étudiants qui partent à l’étranger smartphone en main, de multiples mesures de succès (linguistiques, interculturelles, sociales, psychologiques, émotionnelles) ont été triangulées avec des rapports d’utilisation du smartphone, de riches entretiens, ainsi que des données sur les origines des étudiant.e.s pour obtenir des sériographies temporelles et des illustrations narratives denses des changements encourus. Les résultats indiquent que le fait que Nancy ait activé son agentivité pour tirer profit des moyens que lui procurait son environnement d’apprentissage par le biais d’un effet papillon survenant de ses conditions initiales propres, de son usage judicieux du smartphone et de la qualité de ses interactions en langue première et langue seconde s’est révélé crucial.

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Section: Generation Z's Psychological and Emotional Traitsmentioning

confidence: 99%

From Caterpillar to Butterfly: Story of an Ordinarily Extraordinary Generation Z L2 Student Abroad

Mroz,

Gorham

2024

Frontiers

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“…This research in particular was done at a university which was described by Lemmons (2021b), as among "historically less diverse regional universities" with few resources dedicated toward intercultural competence. Therefore, there is a need for further research to be conducted on the effects of pre-departure preparation (Bathurst & Brack, 2012;Engberg & Jourian, 2015;Goldstein, 2017;Hepple, 2018;Uribe et al, 2014;) where resources may be limited. established in pre-departure workshops may increase students' intercultural competence.…”

Section: Introductionmentioning

confidence: 99%

Study Abroad Academic Pre-Departure Course: Increasing Student’s Intercultural Competence Pre-Sojourns

Lemmons

2023

Frontiers

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Student enrollment in U.S. study abroad programs is at an all-time high, however, the majority of growth is in short-term programs. Some research has shown that short-term programs struggle to increase students’ intercultural competence and can actually serve to reinforce preconceived stereotypes and biases. This study sought to discover if an academic pre-departure course focused on the following seven themes, with the intent to prepare students for their sojourns abroad, would increase students’ intercultural competence: (1) culture, (2) cultural resolution, (3) worldview, (4) journaling and reflexivity, (5) cultural goal training, (6) applied techniques, and (7) a final cultural project. Data was collected using both quantitative and qualitative methods. Findings suggest that a pre-departure course taught in this manner can have a significant impact on students’ intercultural competence, potentially helping to overcome limitations of short-term programs, namely, the limitation of time.

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Intercultural Learning through Study Abroad

Goldstein

2022

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Over the past three decades, the population of international students throughout the world has steadily increased. Although university students choose to study in locations other than their home country for a variety of reasons, including professional development and disciplinary training, nearly all education abroad programs have intercultural learning as a central goal. In this Element, perspectives derived from cross-cultural psychological research are applied to an investigation of the effectiveness of study abroad as a mechanism for intercultural learning. Effectiveness is broadly defined and includes not only overall favorable program outcomes, such as gains in intercultural skills, knowledge, attitudes, and awareness, but also a recognition that study abroad experiences and outcomes may vary depending upon participants' diverse and intersectional identities. Best practices for facilitating intercultural learning through study abroad are identified and strategies are outlined for addressing the methodological challenges of research in this area.

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Teaching a Psychology-Based Study Abroad Pre-Departure Course

Cited by 6 publications

References 73 publications

From Caterpillar to Butterfly: Story of an Ordinarily Extraordinary Generation Z L2 Student Abroad

From Caterpillar to Butterfly: Story of an Ordinarily Extraordinary Generation Z L2 Student Abroad

Study Abroad Academic Pre-Departure Course: Increasing Student’s Intercultural Competence Pre-Sojourns

Intercultural Learning through Study Abroad

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