Global Studies
An External Expert Panel validated these practices for effectiveness. They were contributed by GU/TRIO professionals who used them successfully in their programs. You are invited to do the same. Go to this website's “Share” section to learn how to submit a practice and receive help. If we all share, this will become a more powerful online program manual for the community.
Horizons Study Abroad Experience. Purdue University (West Lafayette, IN) (approved Validated Practice 10/31/16)
Purdue University’s Horizons in Spain experience expands global educational opportunities for traditionally underrepresented groups. Before the generous grant provided to Horizons by the Office of the Provost, Horizons staff supported and encouraged students to study abroad; however, participation was negatively affected due to cost, a general lack of information, and low confidence in their abilities to travel abroad. Student confidence levels were measured through pre and post evaluations which revealed100% that participants increased in confidence in the following areas: navigating through unfamiliar environments, cross-cultural communication, knowledge of their discipline in a global context, ability to perform a job in a global context, and ability to make a difference in the world.
<Click on this link to download the above education practice.>
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Evaluation Tools for a Study Abroad Program. Purdue University (West Lafayette, IN) (approved Administrative Practice 10/31/16)
This administrative best practice uses the learning experience in Spain during 2014 as the case study for using the evaluation tools described in this document. In the study abroad excursions to South Africa and Costa Rica, student confidence levels were measured through pre and post evaluations which ultimately revealed that 100% of participants increased in confidence in the following areas: navigating through unfamiliar environments, cross-cultural communication, knowledge of their discipline in a global context, ability to perform a job in a global context, and ability to make a difference in the world, among others.
<Click on this link to download the above education practice.>
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Procedures for a Study Abroad Program. Purdue University (West Lafayette, IN) (approved Administrative Practice 10/31/16)
This administrative best practice focuses on logistics and procedures for conducting a travel abroad program. The case study is from the recent three-week course in Valencia, Spain, and other locations in-country. The Horizons in Spain experience increased the number of first-generation, low-income college students who are more knowledgeable about and are participating in study abroad experiences. Horizons is leading outreach efforts on Purdue’s campus to strengthen participants’ knowledge about the benefits of studying abroad and the opportunities that exist, develop an awareness of study abroad scholarships that can subsidize their experience, and increase confidence in first-generation college-goers that they can study abroad and do so successfully.
<Click on this link to download the above education practice.>
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Creating Global Experiences for First-Generation and Limited Income College Students. Metropolitan State University (St. Paul, MN) (approved Validated Practice 10/31/16)
As we live in a global-based economy, geopolitics, and intercultural society – undergraduate students must gain experiential learning and navigate other cultures from a global perspective. Yet, many non-traditional and underrepresented students are less likely to participate in long-term or short-term global experiences. The barriers and obstacles are too great to overcome for participation in a global experience. This program provides faculty, support services, and administrators both a research context on barriers and actual practical opportunities to overcome obstacles facing nontraditional and underrepresented college students. Creating global opportunities illustrates the significance of having a structured global opportunity that consists of (1) other limited-income and first-generation students (creating a sense of community); (2) staff and faculty who underrepresented students trust (creating a trusted and confident environment of support; and (3) integrated academic content and cultural knowledge (creating a meaningful growth experience).
<Click on this link to download the above education practice.>