60-Second SoTL – Episode 23

This week’s episode, hosted by Aly Weaver, is a continuation of the blog post “Barriers to HURMS’ Study Abroad Engagement.” Specifically, this episode explores an example of a study abroad program that successfully promoted engagement by historically underrepresented minority students (HURMS) and how to utilize Universal Design to make study abroad more accessible. The episode highlights two publications:

  • Johnstone, Christopher, and Paul Edwards. 2020. “Accommodations, Accessibility, and Culture: Increasing Access to Study Abroad for Students with Disabilities.” Journal of Studies in International Education. 24 (4): 424-439. https://doi.org/10.1177/1028315319842344
  • Smith, D. E., M. O. Smith, K. R. Robbins, N. S. Eash, and F. R. Walker. 2013. “Traditionally Under-Represented Students’ Perceptions of a Study Abroad Experience.” NACTA Journal 57 (3a): 15–20. http://www.jstor.org/stable/nactajournal.57.3a.15

View a transcript of this episode.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

About this Episode’s Host

Aly Weaver is a first-year graduate student in Elon University’s Masters of Higher Education program. During her undergraduate career, Aly completed a semester study abroad in Chile and worked for three years as a study abroad and international student adviser. She is passionate about global education, transformative experiences, and breaking down barriers so all students can access high-impact practices.

Explore the Center’s Other Resources on Study Away and Global Learning

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Mentoring Undergraduate Research in Global Contexts

60-Second SoTL – Episode 45 This week’s episode shares an open-access article from New Directions in Teaching and Learning and examines how U.S.-based colleges and universities support mentoring of undergraduate research in global contexts: Cruz, Laura, Maureen Vandermaas-Peeler, Eric E. Hall, Amy L….

World globe on top of a dictionary in a library. "Weaver examines the barriers that hinder minority students from participating in Study Abroad and how to combat these.

Barriers to HURMS Study Abroad Engagement

Studying abroad is a high-impact practice with a multitude of benefits (Truelove 2023). Increasingly, employers are seeking graduates with cross-cultural experience, a global perspective, and critical thinking skills. In addition, research suggests that undergraduate students who participate in study abroad…

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Alternatives to Studying Abroad During the COVID-19 Pandemic

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Learning from the Past: Alternative Ways to Build Intercultural Competency

Even before the COVID-19 pandemic, colleges and universities around the world found ways to make studying away more accessible to students, particularly through virtual platforms and trips into their local communities. A few programs are discussed in more detail below,…

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Comparing Impacts of Long-Term versus Short-Term Study Away

60-Second SoTL – Episode 21 This episode, hosted by Howard Chi, is a continuation of the blog post “Lengths of Study Away Programs.” It features a longitudinal study that compared the educational impact of long-term versus short-term study away: Coker, Jeffrey…

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Lengths of Study-Away Programs 

Traditionally, higher education institutions refer to study away or study abroad as a semester-long experience taken in the fall or spring terms in a country different from the student’s own. Semester-long experiences allow you to complete one or more courses…