To Intervene or Not to Intervene: Student Learning and Development Abroad. The University of Minnesota s Online Course

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To Intervene or Not to Intervene:

Student Learning and Development Abroad –

The University of Minnesota’s Online Course

R

. Michael Paige

University of Minnesota

A Presentation at the Annual Conference of

the Council for International Education

Exchange

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Introduction: The

MAXSA Guides

Paige, R. M., Cohen, A. D., Kappler, B., Chi,

J.C., & Lassegard, J. P. (2006). Maximizing

study abroad: A student’s guide to strategies

for language and culture learning and use.

2

nd

_{edition. Minneapolis, MN: Center for}

Advanced Research on Language

Acquisition, University of Minnesota

Mikk, B. K., Cohen, A. D., & Paige, R. M. with

Chi, J. C., Lassegard,J. P., Meagher, M., &

Weaver, S. (2009). Maximizing study abroad:

An instructional guide to strategies for

language and culture learning and use.

Minneapolis, MN: Center for Advanced

Research on Language Acquisition,

University of Minnesota.

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EdPA 3103 Instructional Principles

Intercultural experiences – education abroad

Intercultural content – culture concepts

Intercultural reflections - assignments

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– What were your impressions of the readings and

activities in the assigned section?

– What types of language and culture strategies

are you using in order to deal with the host

country language and culture?

– What are the contexts and situations in which

you use these language and culture strategies?

– How have the readings and activities related to

your study abroad experience? Please give

examples with explanations.

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Evolution of EdPA 3103

EdPA 3103

– Pilot course: Maximizing Study Abroad research

program. 2002-2005

– Maximizing Study Abroad Through Culture &

Language Learning Strategies (required course)

Development as language and culture learner

Fall 2006 – Spring 2008

– Global Identity – Connecting Your International

Experience to Your Future (elective course)

Preparation to develop and articulate intercultural

competence

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EdPA 3103 Instruction

One-on-one email exchange between student and

instructor (TA)

Online, 1-credit, pass/fail course

Each course instructor works with approximately 25

students.

Both versions of the course have relied on the

Maximizing Study Abroad text. Global Identity has

added more outside readings.

Whenever possible, course instructors speak the

language of the countries in which their students are

placed, so can communicate in the target language if

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EdPA 3103 Assignments

1. Readings: From Maximizing Study

Abroad plus other texts

2. Activities: From Maximizing Study

Abroad (e.g. You as a Culturally

Diverse Person; communication styles)

3. Written Assignments: For each

module, one – two essays on the

readings and activities (250 words in

length)

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Maximizing Study Abroad

Course Outline

Module 1: Pre-departure

Module 2: Adjusting to a New Culture: Culture Shock,

Coping Scenarios; Listening Strategies

Module 3: Strategies for Social Relations: Interacting

with Hosts; Vocabulary Learning Strategies

Module 4: Strategies for Making Cultural Inferences:

Culture Learning; Writing Strategies

Module 5: Strategies for Developing Intercultural

Competence; Speaking Strategies;

Nonverbal Communication; Reading Strategies

Module 6: Preparing to Return Home

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Global Identity Course Outline

Identify expectations (brainstorming)



Paige, et. al. Maximizing Study Abroad. pp. 46-54, 63-75, &

119-123.

Critically analyze & frame shift (digital postcard/song)



Adler, P. The Transitional Experience.



Paige, R.M. Intensity Factors.



Paige, et. al. Maximizing Study Abroad. pp. 91-106.

Make informed comparisons (comparative essay on something in host

culture vs. home culture)



Paige, R.M., et al. Maximizing Study Abroad (107-111 &

113-117).



Yershova, DeJaeghere, & Mestenhauser. Thinking not as

usual. (minimum, read pp. 53-63).

Identify industry/field related skills & knowledge in relation to SA



Trooboff, S., Vande Berg, M., Rayman, J. (2008). Employer

attitudes toward study abroad.

Articulate the impact of and learning from the overseas experience



Paige, et. al. Maximizing Study Abroad. pp. 143-144.



Zemach-Bersin, T. American students abroad can’t be ‘global

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References

Mikk, B. K., Cohen, A. D., & Paige, R. M. with Chi, J. C., Lassegard,J. P., Meagher, M., & Weaver, S. (2009). Maximizing study abroad: An instructional guide to strategies for

language and culture learning and use. Minneapolis, MN: Center for Advanced Research

on Language Acquisition, University of Minnesota.

Paige, R. M., Cohen, A. D., Kappler, B., Chi, J.C., & Lassegard, J. P. (2006). Maximizing

study abroad: A student’s guide to strategies for language and culture learning and use.

2nd_{edition. Minneapolis, MN: Center for Advanced Research on Language Acquisition,}

University of Minnesota.

Cohen, A. D., Paige, R. M., Shively, R. L., Emert, H. A. & Hoff, J. G. (2005). Maximizing study abroad through language and culture strategies: Research on students, study abroad program professionals, and language instructors. Minneapolis, MN: Center for Advanced Research on Language Acquisition, Office of International Programs,

http://www.carla.umn.edu/maxsa/documents/MAXSAResearchReport.pdf

Paige, R. M., Rong, J., Zheng, W., & Kappler, B. (2002). Strategies Inventory for Learning

Culture. Minneapolis, MN: Center for Advanced Research on Language Acquisition,

Cohen, A. D., & Chi, J. C. (2002). Language Strategy Use Survey. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.

Cohen, A. D., Oxford, R. L., & Chi, J. C. (2002). Learning Style Survey. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.