STUDY ABROAD PROGRAMS: NON-TRADITIONAL PROGRAMMATIC DESIGN INFUSING CIVIC ENGAGEMENT AS A HIGH IMPACT PRACTICE IN A CLASS ON PLURALISM; A RIPPLE EFFECT

The positive effects of study abroad have been documented in the literature and are considered a high impact practice for university students (American Association of Colleges & Universities, 2007). The long-term effects of programs include a combination of experiences, hands-on and experiential, have positive influences and can be life changing both personally and professionally (Dwyer, 2009). In addition, findings show the benefits of immersion into a different culture can impact students’ self-confidence and their world view (Dwyer & Peters, 2004, Kuh & Kauffman, 1985). Traditional academic structure while participating in a study abroad experience may not effectively enhance intended outcomes for students; is longer better (Lenz, & Wister, 2008)? Studies include the-more-is-better approach as was reinforced as the most significant impact on students’ academic and personal growth (Lenz & Wister, 2008). In addition, what was historically a domain for language majors has moved to most disciplines; presently most academic backgrounds can find a program to meet their needs in their academic discipline and potentially support their career goals (Norris & Gillespie, 2009). Researchers and practitioners have looked to universities in facilitating the study abroad experiences to all students. Potential employers look favorably on these experiences as they believe students who have participated in such activities better understand diversity (Norris & Gillespie, 2009). This paper focuses on a unique study abroad program Wisconsin in Scotland, currently celebrating 30 years of success. What is the impact on student’s who participate in civic engagement activities specific to their coursework while participating in the Wisconsin in Scotland Program? What elements are vital to the curriculum and differentiate positive effects on student’s growth during the study abroad experience? What are the ripple effects of the unique Wisconsin in Scotland design to studying another culture? Through student self-assessment reported greater progress in their growth due to participating in the Wisconsin in Scotland Program. This Scotland summer study abroad experience for the university students presented an increase in personal development, had an academic impact, career influence, and an effect on their political and worldview. Students’ identified the living arrangements as having an immeasurable impact on their growth; students, faculty and program directors all inhabited the same Dalkeith Palace taking part in the program. This paper presents findings that address these questions as taken place during their time in the Scotland summer study abroad experience. In addition, students’ voices illustrate the importance of including civic engagement as a practice while studying abroad.