The Importance of Reflection within the Academic Assignments of Study Abroad programs ...

206 Pages·2016·1 MB·English

The Importance of Reflection within the Academic Assignments of Study Abroad programs

Raymond Vidal Plaza

Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in
partial fulfillment of the requirements for the degree of

Doctor of Philosophy
In
Curriculum and Instruction

Gresilda A. Tilley-Lubbs, Chair
Bettibel C. Kreye
Kerry J. Redican
Richard K. Stratton

June 30, 2016
Blacksburg, Virginia

Keywords: reflection, study abroad, self-awareness, visibility, presence
The importance of reflection within the academic assignments of study abroad programs

Raymond Vidal Plaza

ABSTRACT

Today, almost 305,000 U.S. college students are taking advantage of study abroad opportunities
throughout the world. While study abroad experiences have has been increasing in number and
scope, there continue to be questions about the importance and value of study abroad on the
students’ growth and development. This study highlights a summer study abroad program at
Virginia Tech from 2008 – 2012.

Reflection and transformative learning serve as the primary theoretical frameworks for this
study. The work of Dewey (1933), Mezirow (1991, 1997), Moon (2004), Whitney & Clayton
(2011) and others help to provide additional insight into better understanding reflection and
transformative learning.

The methodological framework is a qualitative case study focusing on the student participants
from summer 2012 and examines the role of reflection in the academic components of the
program and whether or not reflection helped to further enhance the influence and impact of the
experience on the students.

I collected data from photo journals, weekly reflection papers and their final exam paper, all of
which comprised the academic requirements for this credit-bearing course. The participants
consisted of seven female identified students and four male identified students, representing the
following academic disciplines: Human Development, Geography, Political Science, Journalism,
Studio Art and International Studies.

Through content analysis (Mayan, 2009; Merriam, 1998), I discovered the themes of self-
awareness and visibility and presence. These two themes provide a deeper understanding about
how the study abroad experience has a distinct influence on the students, as can be evidenced
through their academic work. While the two themes help to further reinforce the importance of
reflective practice, the study also reveals that reflection can be problematic as well.
iii

DEDICATION

This dissertation is dedicated to my family.
As a first-generation college student, this milestone is a testament to the love, support and
encouragement that my family has provided. To my mom, dad and sister, I will always be
grateful for your perspective and support. You were always supportive of my desire to learn
more, to take risks, to travel, to my crazy ideas and endeavors.
I also recognize that this dissertation allows me to join a select group of Latino/a/x colleagues
that have reached this important milestone.
May this dissertation serve as a point of hope and inspiration for others and my family.
iv

ACKNOWLEDGEMENTS

The journey to finally reach this important milestone has not been an easy one. Through
many professional and personal twists and turns, I have finally made it to this point.
I want to thank the current members of my committee from Kris, Kerry, Betti and
Richard for their efforts in helping me on this journey. Your perspectives and insights have been
invaluable.
Each of my chairs has helped guide me through the different parts of this journey and I
am grateful. I am grateful for Kris who agreed to become my Chair when Dr. Asselin retired in
December 2013. I have appreciated Kris’s feedback and perspective in pushing me to become
better in my writing and that has helped my move forward in this process.
I am grateful to Kerry as he served as my initial Chair before he shifted to Health
Science, and then served as my co-chair. His initial efforts at the beginning were invaluable as I
was swamped with work, but then as things started to take shape, he was there to get things
moving. I also want to thank Susan Asselin who served as my Co-Chair before her retirement.
She helped to guide me through the preliminary exam and that set the stage for Kris, who took
over to guide me to where we are today.
When the opportunity to develop a study abroad program took place in Fall 2007, I had
no idea that it would lead to an amazing five-year experience, and would set the stage for this
study. I want to acknowledge the perspective and feedback that John Dooley, then Vice President
for International Affairs, provided me, and that helped to inspire me to pursue my research.
I would not be here without the support of former Dean Jerry Niles. I faced a critical
crossroads in my educational plans in 2005, and through his guidance and actions, I found a new
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academic home in Curriculum and Instruction and a renewed courage to continue on my doctoral
path.
I want to acknowledge the support that my supervisors both past and present have
provided. I specifically want to recognize Ben Dixon and Karen Sanders, who were supportive of
my efforts from the beginning and this has continued with the encouragement of my current
supervisor Aldo Billingslea at Santa Clara University.
I want to extend a special thanks to my fraternity brother Dan Owens for always asking
me about my academic work. I want to acknowledge Vijay Singal for his support and
encouragement, and in the process of doing editing work for him, this helped me to improve my
own research skills. In addition, I want to thank Matt Cooney, my former graduate assistant at
BGSU for his support and encouragement. During one of the most challenging times in my
career, Matt was there to provide constructive feedback, to listen, to support and to encourage me
on this journey. A huge thank you to Sarah Laux, who helped me in the final editing stages of
this process.
I also want to acknowledge my mentors from Dr. Mary Howard-Hamilton, Dr. Helen
Mamarchev and Norb Dunkel for their encouragement and support all of these years. Reaching
this milestone would not have happened without your support.
I will always be grateful to the cohort of students (36 in total) that were a part of the
“Learning About Diversity and Social Justice – the European Perspective” program from 2008 –
2012. We shared many an experience as we traveled and explored throughout Europe. From our
group gatherings in NIDO, to early train rides to the airport and to literally walking all over
London, it was truly an amazing experience. I learned a lot about myself and hope that the
experience resonates with each of you.
vi

TABLE OF CONTENTS
Title Page ............................................................................................................................. i
Abstract ............................................................................................................................... ii
Dedication .......................................................................................................................... iii
Acknowledgements ............................................................................................................ iv
Table of Contents ............................................................................................................... vi
List of Figures .................................................................................................................. xiv
List of Tables .....................................................................................................................xv
Chapter 1: Introduction ........................................................................................................1
Learning about Diversity and Social Justice: The European Perspective................3
How did the students learn about diversity and social justice? ...................4
Statement of Problem ...............................................................................................6
Purpose of Study ......................................................................................................7
Objective and Research Questions ...........................................................................8
Significance of the Study .........................................................................................8
Definition of Terms................................................................................................13
Limitations of Study ..............................................................................................15
Assumptions of the Researcher ..............................................................................16
Chapter 2: Review of Literature ........................................................................................17
Theoretical Framework ..........................................................................................17
Reflection and Critical Reflection .........................................................................17
Transformative Learning .......................................................................................20
Stages of Reflection ...............................................................................................22
vii

Relationship between Reflection and Learning .....................................................23
The Study Abroad Movement ................................................................................27
Early Historical Comparisons ................................................................................27
Origins in the United States ...................................................................................28
Indiana University ......................................................................................28
University of Delaware ..............................................................................29
Semester at Sea ..........................................................................................30
Government Efforts in the United States ...............................................................31
Fulbright Scholarship .................................................................................31
Boren Scholarship ......................................................................................32
Gilman Scholarship ....................................................................................32
Humphrey Fellows .....................................................................................33
United States Policies ............................................................................................34
Government Efforts – The European Union and elsewhere ..................................36
Organizations .........................................................................................................37
The Institute of International Higher Education (IIE) ...............................37
NAFSA: Association of International Educators .......................................38
Forum on Education Abroad ......................................................................39
Council on International Education Exchange ..........................................40
Institute for the International Education of Students (IES-Abroad) ..........41
Role of Organizations ............................................................................................41
Summary ................................................................................................................42
A Primer to Study Abroad .....................................................................................43
viii

Types of Study Abroad ..........................................................................................43
Exchange program .....................................................................................43
Yearlong programs at outside institution ...................................................44
Faculty-led program ...................................................................................44
Third party program ...................................................................................45
Individually tailored ..................................................................................45
Reasons for Pursuing Study Abroad ......................................................................45
Challenges and barriers to Study Abroad ..............................................................46
Student Aspects ..........................................................................................47
Practicality with Major ..............................................................................47
Program Timing and Duration ...................................................................47
Stereotypes and Myths ...............................................................................48
Faculty/Instructors .....................................................................................48
Financial .....................................................................................................49
Components that influence Study Abroad .............................................................49
Lodging ......................................................................................................50
Class Location ............................................................................................50
Language ....................................................................................................50
Structure .....................................................................................................50
Program Location.......................................................................................51
Long-term Programs versus Short-term Programs ................................................51
Influence of the Study Abroad Experience on Participants ...................................53
Regulations and Authority governing Study Abroad Programs ............................57
ix

Program Evaluation of Study Abroad ....................................................................58
Summary ................................................................................................................62
Chapter 3: Methodology ....................................................................................................63
Introduction ............................................................................................................63
The Research Focus ...............................................................................................63
Objective and Research Questions .............................................................64
Qualitative Research ..............................................................................................65
Research Design .........................................................................................65
Case Study Approach .....................................................................66
Case Study Parameters ...................................................................67
Case Study Design .........................................................................67
The Case Study ......................................................................................................68
Context .......................................................................................................69
Places .............................................................................................69
London ...........................................................................................69
Significance....................................................................................70
Participants .....................................................................................71
The Application Process ................................................................73
Pre-Departure Meetings .................................................................73
Course Registration ........................................................................74
Setting the Parameters of the Study .......................................................................74
Using my Course for the Study ..................................................................75
Data Collection ......................................................................................................76
x

Overview of the Academic Assignments ...................................................76
Photo Diary/Journal .......................................................................76
Weekly Reflection .........................................................................77
Current Events Discussion .............................................................78
Discussion through Major/Discipline Lens ...................................78
Final Paper .....................................................................................79
Exit Interview .................................................................................79
How do these fit in .........................................................................80
Written Artifacts .......................................................................................81
Data Analysis .........................................................................................................82
Usage of Reflection....................................................................................84
Interpreting the Data ..................................................................................85
Presenting the Case Study ..........................................................................85
Trustworthiness ..........................................................................................86
Reliability ...................................................................................................86
Conclusion .............................................................................................................87
Chapter 4: Findings ............................................................................................................88
Introduction ............................................................................................................88
Themes ...................................................................................................................89
Theme #1: Self-Awareness ........................................................................89
Arrival ............................................................................................90
Understanding Language ...............................................................91
Socioeconomic ...............................................................................92