Abstract:

Purposeful pathways and essential learning outcomes that include high-impact educational practices (HIPS) are vital and have become an essential framework for liberal arts universities. Rigorous and rich curriculum focused on essential outcomes of Knowledge of Human Cultures and the Physical Natural World, Intellectual and Practical Skills, Personal and Social Responsibility, and Integrative and Applied learning have been a necessary structure for students broad integrative learning in the liberal arts and sciences. The outcomes are focused on engagement with big questions both contemporary and enduring as part of the Liberal Education & America’s Promise (LEAP) from the Association of American Colleges and Universities (AACU, 2007). This study explores the high impact practice (HIP) of community based and global learning while students were enrolled in the study abroad program Experience Scotland in the Summer of 2017.

Methods:
The qualitative case study methods involved systematically gathering information, surveys, course work and interviews about a specific scope of civic engagement and community based/global learning in study abroad courses as a curricular requirement. The descriptive case study involved students studying in Dalkeith Scotland in the summer of 2017. The axiological assumptions are clear however juxtaposed against the literature and the benefits of study abroad experiences, this qualitative study brings perhaps a new perspective or questions to be explored.

Research questions included:
What curricular practices have the most impact on study abroad for college students to increase their understanding of diversity? What factors/components of curriculum design promote personal development, intercultural development, and enhance the academic experience for college students? What is the effect of the high impact practice civic engagement in study aboard curriculums for American college students?

Discussion:
The positive effects of study abroad that include civic engagement in the country of study are documented and considered a high impact practice (HIP) for students. The long-term effects of programs that include a combination of experiences both hands-on and experiential, have positive influences, engage students, and can be life changing both personally and professionally; immersion into a different culture can impact students’ self-confidence and their world view.
This presentation focuses on a unique qualitative study abroad program from the University of Wisconsin Fox Valley. What is the impact on student’s who participate in civic engagement activities specific to their coursework? What elements are vital to the curriculum and differentiate positive effects on student’s engagement and growth during the experience?
This presentation directly relates to community-based learning and student engagement and HIP’s. I offer insight into student experiences through their voice and curricular decisions that had an impact on the students’ experience, achievement and growth academically, personally and professionally while participating in the study abroad program.

Keywords:

Study abroad, high impact practice, civic learning/engagement.