Using an intention/reflection practice to focus students towards future professions in a short-term international travel experience

Kerry K Fierke, Gardner A. Lepp, Karen M Bastianelli, Lisa Vogelsang, Ladona L Tornabene

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The article describes a student-centered approach to generating meaningful learning outcomes in a short-term study abroad program. A practice named Intention/Reflection (I/R) was used to help students to identify, articulate, and reflect upon learning objectives that were personally meaningful, within the broader framework of the intended outcomes of the course. Secondarily, this exercise was intended to limit the potential cultural and logistic obstacles of the travel experience, and enhance the students’ overall experience. This process included three distinct reflective writing periods: prior to travelling, during the trip, and after the trip. The I/R practice encouraged the students to engage in, and take partial ownership of the quality of their learning experiences through a self-directed learning component while abroad. Qualitative data collection revealed student focus on their future professions. The evaluated effects of the student-selected activities that emerged from the I/R practice, and how other instructors may incorporate I/R for study abroad, are also discussed.

Original languageEnglish (US)
JournalCurrent Issues in Education
Volume19
Issue number2
StatePublished - Aug 8 2016

Keywords

  • Engagement
  • Intention
  • International student-centered learning
  • Reflection
  • Self-directed learning

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