Abstract:

This study presents the preliminary learning outcomes of a short-term study abroad that focusses on sustainable building concepts. The faculty-led study abroad program spans a 12-day period with multiple components including service-learning and group projects. The current version of the course was re-developed in 2013 with the partnership between a university from the Western of the United States and a university based on in Costa Rica. The course provides an applied learning experience for students and faculty from the two universities to learn about sustainability in the built environment. The program includes various learning activities, such as case studies, site visits, guest lectures, reflections, staying with host families, cross-cultural interactions, and completing a service-learning project with the local community.

A mixed-method approach is used to understand the social networks and student learning that emerged in this study abroad program during the 2019 winter break offering. The mixed-method approach was chosen to capture the network structure of the class as well as provide a deeper understanding of the story of the network. In this study, we draw on ethnographic observations, interviews, social network analysis (SNA), and content analysis of student reflections. Ethnographic observations and follow-up qualitative interviews allowed for the observations of high impact practices in situ as well as to capture the impact of the course for students. The ethnographer attended each excursion, lecture, and discussion. Social network analysis provided the ability to map student learning, communication, and social support networks before and after the program.

The results presented in this study are based on data collected between October 2018 and January 2019. Specifically, the following data were collected: interviews with students from both universities, faculty leaders, and relevant staff of the host university, pre- and post-social network surveys, and ethnographic observations. The results highlight the change in student networks during the duration of the program and student reported impacts in their learning. The results also illustrate that learning does not happen in isolation. Building a dense network of students is a critical component of cultivating collective knowledge building and sharing. Engaging with local community members and understanding their needs was seen to be a key aspect of student learning. In addition, incorporating local students in the course strengthened peer-to-peer learning.

The program combined a range of guest lectures, site visits, and project-based learning to facilitate high impact learning. The preliminary results from this study illustrate that nexus between the integration of high impact learning practices and student learning. Participating in the study abroad program facilitated a deeper understanding of individual students’ perceptions of sustainability and ultimately fostered increased cultural awareness, and the opportunity to participate in this study abroad program was seen to be a highlight of their undergraduate career.

Keywords:

Study abroad, service-learning, learning outcomes, short-term program, ethnographic.