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The Mentor: An Academic Advising Journal Creating Reflection on International Experiences through Appreciative Advising Megan Larkin, University of South Carolina Editor's note: This is the fifth in a series of articles written by students enrolled in Jennifer Bloom's graduate seminar on academic advising at the University of South Carolina for the 2007 fall semester. As part of her course syllabus, Dr. Bloom required each student in her class to submit an article to The Mentor or other publications for consideration. Have you ever felt you could not discuss an experience you had simply because no one else was there to experience it with you? Students returning from international experiences often feel this sense of isolation. The number of United States college study-abroad participants has increased by 8.5 percent in the past year and by 150 percent in the past decade (Institute for International Education, 2007). For many students, studying abroad is the most powerful experience of their undergraduate careers. Given the increasing popularity of undergraduate study abroad, advisers are in key positions to help returning students make meaning of their experiences. In this article we will explore how academic advisers can use appreciative advising questions to help students reflect on their international experiences. Types of Study Abroad Experiences There are two types of study abroad trips—short term and long term. For the purposes of this paper, I am defining short term as one- to eight-week experiences and long term as academic semester and yearlong experiences. Short-term study abroad trips and alternative breaks expose students to different cultures and environments. According to the Open Doors report, 52 percent of U.S. students participating in study abroad select short-term programs (Institute for International Education, 2007). Due to the quick entry to and exit from the foreign country, students often do not have opportunities to fully process their experiences abroad. In contrast to short-term trips, long-term study abroad trips expose students to another culture in which they live, adapt to cultural differences, and attempt to integrate into the culture. Open Doors reports that 37 percent of U.S. students study abroad for a semester, while only 5.5 percent spend a full academic year abroad (Institute for International Education, 2001) [Editor's note: see clarification]. Importance of Student Reflection International experiences that students participate in, whether one week on an international service learning trip or a full-year study abroad experience, often result in personal change. John Dewey (1933) found education to be deeply rooted in experience, and that these experiences often create controversy that, if not reflected upon, can be misleading. When students return from international excursions, it is important to encourage them to reflect on experiences they had while abroad and/or are currently facing as they re-enter the culture of the United States. When engaged in regular reflection activities, students are able to move appropriately through a development process and track their own learning (Hatcher & Bringle 1997). Reflection is an integral part of learning from an abroad experience. Reflection is defined as “the intentional consideration of an experience in light of particular learning objectives” (Hatcher & Bringle 1997). Through adviser-encouraged reflection, the adviser will be aware of whether or not the learning outcomes were met. Reflection allows for verbalization of stereotypes, problems, misconceptions, challenges, and highlights. There are many different ways for students to reflect upon experiences. Some suggested types of reflection include journaling, group/team discussion, portfolios, and presentations. The essential reason for reflection is to ensure that the student is processing his or her experience. Using Appreciative Advising Techniques to Encourage Student Reflection Academic advisers can aid students in this reflection process by using appreciative advising techniques. Based on Cooperrider's organizational development theory of Appreciative Inquiry, Bloom and Martin (2002) state, “This [appreciative advising] approach can assure students that you are there to do whatever you can to empower them to fulfill their goals and dreams.” Using appreciative advising techniques can enhance the student's reflection process. Bloom and Martin (2002) outlined four phases of appreciative advising as the Discovery, Dream, Design, and Destiny phases. These stages can be applied to the process of student reflection, as follows:
Through the use of appreciative advising questions, academic advisers can help students reflect on their study abroad experiences and help them process their international experiences and their readjustment to home. The dialogue will create critical thinking about the intercultural differences that the student experienced, helping them establish goals for continuing growth as a global citizen. The student will begin to use the skills and knowledge learned from the international experience to help them accomplish their life and career goals. These intentional interactions will guide the student toward successful reentry through use of appreciative advising questions. References Bloom, J., & Martin , N. A. (2002, August 29). Incorporating appreciative inquiry into academic advising. The Mentor: An Academic Advising Journal, 4(3). Retrieved September 4, 2007, from http://www.psu.edu/dus/mentor/ Dewey, J. (1933). How we think. Boston: Heath. Hatcher, J., & Bringle, R. (1997). Reflection. College Teaching, 45(4), 153–163. Retrieved November 1, 2007, from Academic Search Premier database. Institute for International Education. (2007). Open doors 2007: U.S. students studying abroad. Retrieved November 1, 2007, from http://opendoors.iienetwork.org/?p=113744 About the AuthorMegan Larkin is pursuing a master's degree in the Higher Education and Student Affairs program at the University of South Carolina and also serves as a graduate assistant in the office of resident student learning. She can be reached at larkin@gwm.sc.edu. Published in The Mentor on February 6, 2008, by Penn State's Division of Undergraduate Studies Available online at www.psu.edu/dus/mentor/ Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved | |