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Transforming students through Study Abroad

Alexandria Werenka

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My Objectives for this Presentation

By the end of this presentation I want you to have an understanding of:

Transactional Education

Transformation Education

The benefits of study abroad

The barriers to studying abroad

How your role as an advisor can help a student see the value in study

abroad

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Defining Study Abroad

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Transactional Learners

Bill Watterson comic via https://catiecordero.files.wordpress.com/2014/04/test.jpg

https://catiecordero.files.wordpress.com/2014/04/test.jpg

The term transactional education, comes from Paulo Freire, who talked about the “Banking concept of Education”. In this concept students see their education as a commodity and are not engaged in their learning. They are there to memorize information and regurgitate it. These students are not thinking for themselves

There is an image that goes along with this concept, with students’ heads unhinging and teachers pouring knowledge into it.

→ Can you think of a time when you worked with a transactional learner? (Give Sarah’s example - BMSC student who knew how to memorize everything and wasn’t actually learning, just knew how to write the tests. → Could also use example of students looking for memorization focused classes for easy marks.

EDUCATION DOESN”T END IN THE CLASSROOM. These students need to develop critical thinking skills.

Transactional learning can be necessary as can transactional advising, but does this really allow students to get what they need out of their education? Are we having them leave the university as better citizens?

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Transformative Learner

“Transformative learning develops autonomous thinking” (Mezirow, 1997, p. 5)

“Transformative learning is ‘a deep, structural shift in basic premises of thought, feelings, and actions’ (Transformative Learning Centre, 2004)... this type of learning is complex and multifaceted” (Kitchenham, 2008, p. 104).

I really struggled with how best to phrase this.

I’ve based the idea of a transformative learner on Jack Mezirow’s work on Transformative Learning Theory. → the two elemental components of transformative learning are critical self reflection and critical discourse

They leave the learning experience with “a frame of reference that is more inclusive, discriminating, self-reflective, and integrative of experience” (Mezirow, 1997, p. 5)

Essentially transformative learning allows for a student to transform their frame of reference.

Can you remember a time when you learned something that transformed the way you thought? → Example of Social Determinants of Health and Syndemics. See if anyone has any examples.

This way of learning allows for students to engage in their education, recognize how they fit into the world, and what they bring to the table.

Study abroad is experiential learning. Experiential learning has been defined as “a way to integrate classroom and real-world experiences to foster complete self-realization among students” (Dewey, 1938 in Dewald, Jimenez, & Self, 2016, p. 444)

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How study abroad can bring about transformative learning

When students go abroad they are taken out of their familiar context and put into a “disorienting dilemma”. In navigating through their new situation they have to solve problems, explore new options, be exposed to people unlike themselves, develop self-confidence, and build up their competence. (Kitchenham, 2008, p. 105)

Let’s work this through together → A student goes abroad to Thailand. They are overwhelmed by the new sights, smells, sounds, culture, etc. They have never been in a situation where they have been the minority. They’ve previously travelled extensively, but the city that they are living in isn’t a popular tourist destination, and the signs are all in Thai. They’re feeling pretty nervous about trying to navigate to their school, find places to eat, and make new friends. The classes are in a completely different format and the professor’s expectations do not fit within the student’s previous classroom experience.

After the first week they have mapped out their route to school, are feeling a little bit more comfortable and willing to try new things. By the time their exchange is over they are able to speak some passable thai, explore numerous parts of the city,

This is confirmed in the literature:

“Exploring other countries for the first time lets students test if they can navigate an unknown place. Early international experience builds self-esteem, and teaches them how to function in new situations” (Pope, Sanchez, Lehnert, & Schmid, 2014, p. 101).

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Psychological Transformation

Changes understanding of the self

“When students face intercultural challenges while abroad, they are forced to make complex choices that prepare them to make similar complex choices later in life. Research confirms that while abroad students can grow along a continuum of cognitive and affective levels of development” (Raby, Rhodes, and Biscarra, 2014, p.176).

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“I learned that I am stronger than I think I am and that I can do anything I put my mind to after graduation” - Mackenzie Correa

Image courtesy of news.usask.ca

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Convictional Transformation

Revision of belief systems

“...study abroad provides students with the opportunity to enhance their understanding of different cultures, races, customs, and business practices--which increases tolerance and open mindedness” (Hackney, Boggs, & Borozan, 2012, p. 127).

UBC study of political standing before and after SA

“...study abroad provides students with the opportunity to enhance their understanding of different cultures, races, customs, and business practices--which increases tolerance and open mindedness” (Hackney, Boggs, & Borozan, 2012, p. 127).

“Students who spend time abroad develop a ‘deeper understanding and respect for global issues, more favorable attitudes towards other cultures, stronger intercultural communication skills, and improved personal and professional self-image, and better foreign language skills’” (Salisbury et al., 2009, p. 120 in Hackney, Boggs, & Borozan, 2012, p. 127)

“We can have an experience in another culture that results in our critically reflecting on our misconceptions of this particular group. The result may be a change in point of view toward the group involved. As a result, we may become more tolerant or more accepting of members of that group. If this happens over and over again with a number of different groups, it can lead to a transformation by accretion in our governing habit of mind” (Mezirow, 1997, p. 7).

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Behavioural Transformation

Changes in lifestyle

“When I returned home to Canada I stopped buying new clothing & choose to shop only second hand.” - Sarah Crawford

Image courtesy of Sarah Crawford, with permission

“Most participants seemed to have achieved a new outlook on life and an appreciation for advantages often overlooked. The students gained an academic and personal maturity from study abroad” (Dewald, Jimenez, & Self, 2016, p. 453) ← This is in reference to a taught abroad class that students from an American university did in Italy

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So this is a small snap shot of market day! Picture hundreds of piles of clothes in a football field sizes space. All the piles are about 5 feet tall & topped with a yelling man or women trying to get your business. Now double that but with food. Double that again for just general household items. Now that is the half sized market I was in!

My experience at market day was a lot of the time one of heartbreak. I would see hundreds of pounds of clothes that clearly came from North America clogging up the streets of Mbarara. If the clothes were not sold or in too rough a shape they were burnt along with the rest of the garbage the next day – adding to the pollutants already in the air. What we see as helping in North America is not actually all that helpful. Seeing a decrease in production & turn around in the fashion industry would actually be helping – but that is a whole other thing. When I returned home to Canada I stopped buying new clothing & choose to shop only second hand. I also have started using more waste sustainable practices in my personal life (like a building a compost & being a part of resource exchange groups) because of all the garbage I saw littering the streets & being burned daily. This change in mentality also led me to change my professional focus to one on sustainable waste management. As a dietitian I am at the forefront of helping to change people’s perception of food – so why can’t I change their perception on the waste that food creates? This grey area of dietetics & passion I have for more sustainable practices is also how I got my job at Culinary Services. The long term goal of my position is to not only increase local & ethically sources foods we use but it is also to look at how we can sustainable manage the waste we create at Marquis & the University as a whole. I truly believe that if we push hard enough we could be one of the top Universities for sustainable waste management & be a role model for other schools around the world.

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Sarah’s Experience

Sarah is a recent graduate of the University of Saskatchewan. She is a dietitian working for Culinary Services at the University of Saskatchewan. Sarah participated in an International Education experience through her Nutrition program in Mbarara, Uganda.

Image courtesy of Sarah Crawford, with permission

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So this picture is of a very impromptu “training” day I held with another nursing student. All of the other students I travelled with were hosting a cervical cancer screening day & I noticed this group of young girls & women hanging out around outside. I struck up a conversation with a few & that few turned into many! Why this day it one of my top memories is because it turned into a women empowerment day – which are just the bomb! This group of females had held beliefs about us Westerns (like we were all movie stars, we did not have body hair, & did not get our periods like them) that we were able to address one by one. In breaking down my personal space bubbles & barriers when discussing body hair & menstruation these females learnt A LOT! They all took turns stroking my abundant leg & armpit hair, heard about my pubic hair & the period woes I go through as well.

If I had kept my Western held beliefs about personal space & not used the blunt language I had I feel this “training” day would not have gone as well as it did. This experience changed my behaviours to lean into the discomfort. When a conversation or when someone standing too close to me makes me feel uncomfortable I now question why it makes ME feel that way & not “why are they standing so close?!” or “I wish this conversation would end”. By leaning into the discomfort, I as a health care professional, have learnt to challenge how I communicate & break down barriers with patients I have had the pleasure to work with. In using more simple, blunt language that avoids the typical Canadian “beat around the bush” attitude I am able to better communicate with a lot of our immigrant & refugee population in a more effective & meaningful manner. In reducing my need & reaction to personal space bubbles being broken I am also learning to make others feel more comfortable in my presence. This is again especially true of the immigrant & refugee population I work with that have different ideas of personal space.

A personal item I took away from this as well was the blunt language I started to use around body hair, menstruation & other female dominated woes that I experience in life. Typical of my gender identity I have kept politely quite about these things, especially in the presence of other males. In hiding or “beating around the bush” about barriers we face as women I am only feeding the societal ideals that what women go through is “gross”, “private” & “meant to happen behind closed doors”. Now I am not saying I am going to rampage down the street with a freshly bled upon tampon but I feel less shame & guilt in discussing with my partner, male & female friends about extra body hair I am starting to show, period problems I am facing, or just even the fact that I have a period. Women are strong & our voices, regarding ANYTHING, deserve to be heard equally. If I want to have a conversation about nipple hair that is my right & there should be no shame or guilt felt. I also feel this is starting to transition into my professional life as I begin to challenge coworkers on their weight bias or sexual language. I want to create an environment around me that is positive for all people & topics.

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This lovely woman is holding up her own reusable pad! This is the big fundraising kick Sarah Zelinski did in Canada & I ran the days with a few Vets Without Borders students (I can give you names if you need them) in a very rural, low income village.

This day was all about women’s health & how to make their own reusable pads & liners that should allow them to continue to go to school while they are menstruating. I think the big take away messages for me from this day was how greatly education can impact someone’s life. By teaching these women (& soon to be women) to sew their own liners we were creating a dialogue around sustainable education which I feel is something we miss in our dietetic program. This experience really showed me that when someone cares about their wellbeing or health they will put the education into action. No matter how much you lecture, yell or whatever at someone, if they do not want to learn they just won’t. In coming back to Canada after this experience I learnt to deal with several patients who simply did not want to learn in a sustainable way – rather they just wanted the answers given to them with no effort on their end. I think it is important to step back as a professional & give the accountability back to the patient. I am not going to waste my time or theirs if they do not want it. This is still a concept I struggle with as it is hard to not give your piece or lecture people about what they are doing wrong in the hopes of sparking a change in them but this is not going to create a sustainable change in people. The desire has to be present.

Another piece I took away from this was to be more thankful & complain less. It was absolutely amazing to see these young women be so happy, loving & kind when they have such little resources in their home village. Most of these women will end up pregnant, married & out of school by the time they turn 16. Here in Canada I have been given so many opportunities, have free & readily available resources that enhance my success & plenty of opportunities to further myself. What exactly do I have to complain about with sincerity? This in turn created a more positive attitude overall that I try to use in my professional & person life to think of the silver lining in situations & to know when to take a step back & put some self-care into practice.

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“Numerous studies have described positive outcomes of study abroad participation related to students’ intellectual, personal, and social development. … Such outcomes are related to students’ academic, cognitive, and psychosocial development, maturation, cross-cultural awareness, appreciation of other cultures, and world-mindedness” (Amani & Kim, 2017, p. 2).

Image courtesy of news.usask.ca

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Benefits for students

Independence

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Barriers for students

Cost

Time

Language barriers

Family/Peer Support

Institutional Support

Academics

Image courtesy of Katelyn Thompson, with permission

Cost - There are costs associated with SA, but it should be considered an investment. There are tons of scholarships available

Time - Is there ever a right time?

Language barrier - provides opportunity to learn a new language and take yourself out of your comfort zone

Family/Peer support - Depending on your responsibilities, this one has a HUGE impact. Think about your student population. What kind of at home responsibilities do they have? (family business? Kids? Work? Family who doesn’t see value in education? etc)

Institutional support - does the student feel supported in this process? Is there someone walking them through the steps and answering their questions? This is a terrifying process.

Academics - delayed graduation, inflexibility of programs, and transfer credit are serious considerations. It will likely tack on time for a student, some programs don’t have room for SA, transfer credit is a tricky process.

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How can advisors support students to study abroad

Be informed
Be encouraging
Be patient
Start early with students so they can plan for it.

There are lots of supports out there! You are just one, however, you play an essential role.

Image courtesy of Kim Hudson, with permission

For students thinking of going abroad:

Theory of Planned Behavior: Social-psychology theory that explains how individuals form intentions and perform behaviors. This theory “suggests that belief and their corresponding attitudes influence intentions, which drive actual behavior”. (Goel, de Jong, & Schnusenberg, 2010, pp. 250 -251). → If a student is talking about going abroad, help them work through what needs to happen to make it a reality. Bring it up again, encourage them to utilize available resources to find out more information.

For students coming back from studying abroad:

Help them be critically reflective during their exchange as well as following it. Help them think through what they experienced, when they felt uncomfortable, why something made them feel uncomfortable, What were some cultural faux-pas they made?

What are things you appreciated about the country you went to? What are things they do there you wish we had here?

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References

Amani, M. & Kim, M. M. (2017). Study Abroad Participation at Community Colleges: Students’

Decisions and Influential Factors. Community College Journal of Research and Practice,

1-15. doi: 10.1080/10668926.2017.1352544

Goel, L., de Jong, P. & Schnusenberg, O. (2010). Toward a Comprehensive Framework of

Study Abroad Intentions and Behaviors. Journal of Teaching in International Business, 21(4): 248-265.

Kitchenham, Andrew. (2008). The Evolution of John Mezirow’s Transformative Learning Theory.

Journal of Transformative Education, 6(2), 104-123.

Mezirow, Jack. (1997). Transformative Learning: Theory to Practice. New Directions For Adult

and Continuing Education, 74(Summer).

Raby, R. L., Rhodes, G. M., & Biscarra, A. (2014). Community College Study Abroad:

Implications for Student Success. Community College Journal of Research and Practice,

38: 174-183.

Government of Saskatchewan: https://www.saskatchewan.ca/government/news-and-media/2014/november/24/international-education-strategy

Joshua Brand’s story:

https://news.usask.ca/articles/people/2017/studying-abroad-in-france.php

Mackenzie Correa’s story:

https://news.usask.ca/articles/people/2017/studying-abroad-in-iceland.php