Study Abroad Advisor

Experiential Education

Enriching Study Abroad Through Immersion Learning Programs

By Heather Ford

Over the past two decades the number of students studying abroad has slowly increased while the duration of study abroad has dramatically decreased. According to Open Doors (IIE, 1996/97), of the more than 89,000 students who studied abroad during 1996/97, over 85 percent did so for one semester or less. Only 13 percent spent the entire academic or calendar year in the host country.

Although it is encouraging that more students are studying abroad, it is discouraging that the trend has shifted towards programs of shorter duration. Shorter programs usually take place in an Americanized learning environment, which prevents students from having a full cultural and language immersion experience abroad. Students often live and take classes together. (See "The Global Market: Why Today's Study Abroad Programs Are Often Inadequate," Transitions Abroad, November/December 1995.)

One way that study abroad professionals can respond to the issue of students not gaining an immersion experience because of the shift towards short study programs is to offer more experiential programs.

Experiential education--a "hands-on" learning opportunity which complements academic studies and encourages reflection on the experience--is the fastest growing sector in study abroad. It is estimated that 26,000 students and recent graduates participate in non-academic experiential or work abroad programs per year (according to a survey conducted by Bill Nolting and presented at the NAFSA national conference in Washington, DC in 1998).

My own experience in setting up the Casa de los Amigos service learning program in Mexico City (as part of Univ. of Maryland College Park's "Maryland in Mexico" program) has convinced me that the same steps are common to the development of all such programs.

Setting Up a Program

• The first step is to identify an overseas business or organization where students can work. The easiest way to do this is to contact institutional partners overseas who may know people in local businesses or organizations. Other ways include contacting the home institution's internship office, the faculty involved in international education, and the development office--which may have existing links with international businesses. If these efforts fail, consider collaborating with existing programs, or contact international organizations and businesses directly. Academic Year Abroad and Vacation Study Abroad are excellent resources for identifying potential links overseas.
• Once a business or organization (sponsor) has been identified, the person developing the program (the program facilitator) should arrange a site visit with the sponsor's point of contact (POC). The program facilitator will need to verify the legitimacy of the sponsor and its compatibility with the institution. The ideal choice is a business or organization that has already had experience working with other institutions in developing and coordinating an experiential program. Together the facilitator and POC should develop a well-structured program which includes placement procedures and a clear description of internship requirements (language level, work schedule, evaluation process), the organizations or businesses where students will work, and the students' job responsibilities and requirements. The POC and program facilitator should also agree upon costs and practical and logistical details.
• The program facilitator should then form a committee of campus faculty and administrators at the home university to assist with the coordination of all aspects of the program including development, implementation, and evaluation. All members of this team should be fully informed of their responsibilities:

1. During the program development stage the faculty and staff committee is responsible for working out all academic and administrative details of the program including: developing a curriculum based upon the opportunities at the site and the academic requirements at home, working with the POC on specifics, designating an administrative and faculty point person at your institution, addressing safety and liability issues, identifying an on-site faculty supervisor, developing policies and guidelines for students, and calculating a program budget.

2. Implementing the program involves preparing the students in the host country for their internship or service learning opportunity and overseeing the actual experience. The on-site student supervisor should first meet with the POC to review all details of the program and visit the work sites. She should then meet with students to answer questions and screen applicants for proper placement. At the meeting, students should receive a syllabus with a detailed description of work responsibilities and job requirements. Students may also need to attend an orientation and sign a written agreement with the sponsoring organization or business.

During the program itself, the on-site supervisor must maintain close contact with the sponsor, the students, and the home institution. The supervisor must visit the work site on a regular basis to verify that the program is running smoothly and that students are in a safe and productive work environment. She should foster a close relationship with the POC, make sure written agreements are adhered to, and deal with any problems that may arise.

3. The evaluation of an experiential abroad program is the joint responsibility of the on-site supervisor, the students, the sponsor, and the home institution. The on-site supervisor evaluates students by means of a written or oral review as well as coursework. The supervisor meets with the POC to review the program and discuss ways to improve it. The supervisor may also want to write a detailed report and make copies of all written or electronic correspondence for the home institution to review and discuss upon return.

Benefits of Experiential Education

During an internship or service learning program, students rapidly increase foreign language skills by practicing the language on a regular basis with native speakers. They also come to understand local customs, the daily way of life, and ways in which business is conducted in the host culture. If the work experience is combined with coursework, the students' understanding of the topic will be exponentially enriched.

Internships and service learning can also lead to better employment opportunities in one's chosen field. In a recent survey, 86 percent of corporations report they will need managers and employers with greater international knowledge in the decade ahead (Educating for Global Competence, 1998). According to global employers, international knowledge cannot be achieved by simply spending time overseas. Students must have intensive exposure to the host culture and develop strong language skills. Although the chances for cross-cultural understanding increase with time spent abroad, a semester or summer internship or service learning project can provide students with the cultural knowledge and experience these employers are seeking.

Challenges to Program Development

Although experiential education has tremendous benefits, there are challenges that program facilitators need to be aware of when developing and implementing overseas programs.

Gaining the support of the administration and faculty at home for such a program can be difficult. Many faculty and administrators do not support experiential education abroad for a variety of reasons, including a perceived lack of academic merit, lack of adequate compensation, and lack of time. One way to reach these individuals is to write them a proposal outlining the program. Recipients of a well-written proposal will take the facilitator seriously and may consider taking part in the program.

The on-site faculty supervisor can expect difficulties in implementing an experiential program abroad if the details are not worked out prior to the beginning of the program. She simply does not have time to devote to program development during a semester or summer program because of all the other logistical, practical, and academic responsibilities. These extra burdens on faculty will most likely create a snowball effect for the duration of the program. The semester-long program I set up in Mexico had on-going problems because it was underdeveloped. Students lacked information about the service learning placements and were unclear about the responsibilities and requirements of the position. As a result, one student was mismatched and another was placed in a potentially dangerous working environment. If the program had been organized more efficiently, the on-site faculty supervisor would have had time to visit all the work sites frequently to ensure appropriate and safe placements.

It may also be a challenge to deliver cultural immersion to students because there is so much to accomplish in such a short period of time. During the first part of the study abroad program, the on-site supervisor and students need to settle in and attend to academic, logistical, and practical matters as well as to sight-see and attend orientation. If the program involves both classes and work, students will have even less time for their internship or service learning. For these reasons, it is difficult to implement a program for less than a summer.

HEATHER FORD is Study Abroad Adviser at Towson Univ.