Global ETD Search

231	High Impact Practices: A Mixed Methods Study of Engagement among Black Undergraduate Women Halsell, Tiffany Y. 28 July 2017 (has links) No description available. Education Education Policy Educational Leadership Black undergraduate women high impact practices student engagement shifting stereotype threat intersectionality campus racial climate service learning research with faculty learning community NSSE internship study abroad culminating senior
232	An Analysis of the Decline in Long-Term Study Abroad Participation Among Students at Elite U.S. Universities, with a Focus on Japan Mason, Thomas J., Jr. 02 October 2019 (has links) No description available. Asian Studies Education Foreign Language Sociology study abroad education abroad internationalization globalization global education academic year abroad international education Japan undergraduate elite students worldview college choice language learning Japanese pedagogy
233	Threads in a Tapestry: An Ethnographic Evaluation of Milken Community High School’s Tiferet Fellowship Program Fuller, Roger Jason 30 September 2010 (has links) No description available. Education Educational Evaluation Educational Theory Multicultural Education School Administration Secondary Education Teaching Technology Study Abroad Semester Programs Israel Education Ethnography Secondary Education Web-Based Dissertations Multimedia Video Mixed-Genre High Schools Student Leadership Program Development Progam Evaluation
234	A Comparative Evaluation of an Educational Program Designed to Enable Mechanical Engineering Students to Develop Global Competence Ball, Aaron Gerald 19 December 2011 (has links) (PDF) The 'flattening of the world', using Thomas Friedman's phraseology, is driving corporations to increasingly use collaborative engineering processes and global teams to operate on a global scale. Globalization of the traditional university engineering curriculum is necessary to help students prepare to work in a global environment. More scalable and economically sustainable program types are needed to enable the majority of students to obtain a globalized education. The purpose of this research was to determine how effectively a global team- and project-based computer aided engineering course provided learning opportunities that enabled students to develop elements of global competence in comparison to existing engineering study abroad programs. To accomplish this, research was necessary to identify, aggregate, and validate a comprehensive set of global competencies for engineering students. From a review of the literature and subsequent analysis, a set of twenty-three global competencies with an associated conceptual model was developed to group the competencies by contextual topics. Two surveys were then developed and distributed separately to academic and industry professionals, each of which groups largely confirmed that it was important for engineering students to develop these global competencies. Next, the traditional ME 471 class was restructured into a Global ME 471 course. A pilot program was conducted from which lessons learned were incorporated into the global course. Selected global competencies were included as new learning outcomes. Course learning materials, labs, and lectures were also updated to reflect the new course emphasis. A survey was developed to be sent to BYU engineering study abroad students and the Global ME 471 course during 2010. A statistical analysis of responses was used to identify significant differences between the response groups. In addition to the global competencies which were identified and validated, global collaborative project-based courses such as Global ME 471 were shown to be effective in enabling students to learn and develop selected global competencies. Study abroad programs and the Global ME 471 course were seen both to be complementary in their emphasis and supportive of global engineering. In addition, global collaborative project-based courses were shown to play an important part of a globalized engineering curriculum. Aaron Ball global competence global competencies cross-cultural competence cross cultural competencies engineering education global engineering education ME 471 engineering study abroad global virtual team multicultural team intercultural competence Mechanical Engineering
235	A formative evaluation of a technology-mediated alternative to traditional study abroad Howard, Wendy 01 January 2015 (has links) Purpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their counterparts who were able to travel. This formative evaluation is the first in a series of iterative studies aimed at developing a viable, sustainable, technology-based solution through design-based research (Reeves, 2006). Methodology/Design: Two guiding questions drove the focus of this formative evaluation: Did the program accomplish what was intended and was it implemented effectively? These generated a set of evaluation questions using the Online Learning Consortium (OLC) Quality Framework, which were used to evaluate the quality of a joint study abroad program in Brazil with students and instructors from the University of Central Florida and the University of Scranton. While studying global health management in Brazil, the group in the field broadcasted their site visits live to online participants back in the United States. Web conferencing tools allowed the online attendees to see and hear the group in Brazil and interact in real time through the audio or text chat. Evaluation data was compiled from multiple sources including an anonymous student survey, instructor interviews, session recordings, financial budgets, and online facilitator observations in order to triangulate and evaluate the effectiveness of this Web-based intervention. Findings: Web conferencing technology appears to be a viable alternative that is not necessarily as immersive as traveling abroad, but it does provide its own set of benefits to higher education students. This formative evaluation revealed clear areas for improvement, including technical and procedural elements, but instructors and online participants did find value in the experience. Was it perfect? No. Was it successful? Yes. Was it encouraging? Definitely. Exploration of the evaluation questions under each of the five pillars of the OLC Quality Framework revealed both success factors and areas for improvement in each of the following categories: learning effectiveness, scale (commitment & cost), access, faculty satisfaction, and student satisfaction. Implications: Overall, this was a successful proof of concept that justifies future improvements and subsequent further evaluation in an iterative design-based research program. In addition to repeating this study with the joint global health management course in Brazil, this intervention could also be implemented and evaluated in other contexts, disciplines, and countries around the world. This formative evaluation produced a set of recommendations for the next study based on the success factors as well as the areas for improvement identified in this initial implementation in addition to a list of suggestions for future research. Education
236	“Outside People”: Treatment, Language Acquisition, Identity, and the Foreign Student Experience in Japan Scott, Camille R. 21 May 2014 (has links) No description available. Asian Studies Cultural Anthropology Educational Sociology Foreign Language Language Linguistics Pacific Rim Studies Sociology Sociolinguistics Social Structure anthropology linguistic anthropology ethnography linguistics Japan nationalism language acquisition Japanese nationalism study abroad SLA language immersion programs international education foreigner students foreigners discrimination
237	Studying Abroad: An Opportunity for Growth in Spirituality Clemens, Jacob Edward 02 July 2014 (has links) No description available. Higher Education Administration Higher Education Spirituality Religion study abroad student spirituality faith higher education college international religion spiritual global spiritual coping coping meaning purpose spiritual conversations spiritual dialogue studying abroad character character development
238	Internationalization of Higher Education: A Comparative Case Study of Two U.S Universities Ahwireng, Doreen 08 July 2016 (has links) No description available. Education Educational Leadership Education Policy Higher Education International Relations Multicultural Education Organizational Behavior Comparative Foreign Language Internationalization institutional approaches organizational culture faculty engagement buffering broad-based leadership study abroad benefit foreign languages intercultural international students
239	Better Speakers Make More Friends: Predictors of Social Network Development Among Study-Abroad Students Brockbank, J Wyatt 12 December 2011 (has links) (PDF) Social network development has been studied in the social sciences for the last several decades, but little work has applied social network theory to study-abroad research. This study seeks to quantitatively describe factors that predict social network formation among study-abroad students while in the host countries. Social networks were measured in terms of the number of friends the students made, the number of distinct social groups reported, and the number of friends within those groups. The Study Abroad Social Interaction Questionnaire was compared against these pre-trip factors: intercultural competence, target-language proficiency, prior missionary experience, gender, study-abroad program, neuroticism, extroversion, agreeableness, openness to new experience, agreeableness, and conscientiousness. Results showed that pre-trip oral proficiency in the target language was the strongest predictor of the number of friends made in-country. Certain programs showed stronger predictive statistics in terms of size of largest social group, number of social groups, and number of friends made. A distinction is made between total number of friends and number of friends who are more likely to be native speakers. Neither intercultural competence nor personality showed a significant correlation with the number of friendships made during study abroad. study abroad social networks predictors dispersion density egocentric social network analysis SASIQ OPI IDI NEO-FFI BYU China Egypt France Mexico Russia Spain Chinese Arabic French Spanish Russian intercultural competency intercultural sensitivity social interaction personality language proficiency neuroticism extroversion openness to new experience agreeableness conscientiousness target language second language gender returned missionary missionaries language use correlation regression
240	The experience of American undergraduates in study-abroad programmes in South Africa Paola, Roberta James 30 November 2004 (has links) Study-abroad in the United States traces its roots back to early colonial times. The concept of spending a semester or year abroad during the undergraduate degree programme is not a new one; however increasing emphasis has been placed upon the need for acquiring a global education to cope with the demands of an ever increasing internationalised world. The traditional locations for American undergraduates who chose to study-abroad have always been and continue to be Western Europe. Yet, with a culture similar to that of the United States, the question of what intercultural learning takes place is an apt one. Emphasis on non-traditional locations is increasing, yet few studies have been undertaken which examine the experience of American undergraduates who do choose non-traditional destinations for their study-abroad experience. This research examines, through a qualitative study, using in-depth, semi-structured descriptive interviews, the experience of six American undergraduates who chose to spend a semester in South Africa from January to June 2004. A focus group of professionals within the American university study-abroad setting was also interviewed in May of 2003 to determine factors of interest to professionals within the field. The major findings included: The traditional barriers to study-abroad were not applicable to the students studied, however, barriers dealing with lack of information or inaccurate information regarding South Africa and non-promotion of South Africa as a first world country were found to be relevant as deterrents to students choosing South Africa as a destination for study-abroad. The most relevant factors that influenced students to study-abroad in South Africa were found to be: prior academic coursework in African studies at the home institution, the perception that it was a destination that offered opportunities for personal enjoyment and learning prospects in a unique cultural setting in addition to the fact that the host institution's language of instruction was English. Based on these findings, relevant recommendations for further research in this field were suggested. / Educational Studies / DED (COMP EDUCATION) undergraduate study study-abroad United States South Africa international education college university tertiary education internationalisation cultural immersion cultural adaptation experiential education heritage seeker academic experiences 370.116096 Education, Higher--South Africa American students--Foreign countries American students--South Africa Foreign study--South Africa Students, Foreign--South Africa Educational exchanges--South Africa Experiential learning--South Africa Educational anthropology--South Africa

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