Paige Sindt

Abstract Social and technological changes of the 21st century influence how and what students learn while in college. New research about student learning suggests a critical need for higher education to reform teaching and learning methods. Experiential and inquiry-based learning (IBL) are essential to engaging students and achieving the type of learning demanded by today’s global workforce. These skills include critical analysis, systems thinking, problem-solving, and spanning cultural and disciplinary boundaries. For decades, international educators purported that education abroad provided these skills for participants, yet recent research suggests that the same factors inhibiting deep learning on campus can also affect global, experiential environments. No longer can faculty members assume that students will learn from experience alone; they must intentionally construct activities accounting for the specific characteristics and needs of learners. This chapter outlines trends influencing student learning, making the case that traditional, content-based, directed instruction is poorly suited for student learning in the 21st century. The authors suggest that applying experiential and inquiry-based practices is essential to constructing effective education abroad program. Case studies, strategies, tools, and resources are provided to assist faculty with developing competencies to teach through an experiential and inquiry-based pedagogical framework.

This phenomenological study examined the lived experiences of eight undocumented students who successfully studied abroad between 2012 and 2016. In-depth interviews of students at a public research university in California articulate the determination, resourcefulness, and unspoken fears that undocumented students carried with them throughout the higher education experience. This study identifies the consequences of policies on the student experience and provides implications for student affairs professionals who work in and outside the United States.

Abstract Social and technological changes of the 21st century influence how and what students learn while in college. New research about student learning suggests a critical need for higher education to reform teaching and learning methods. Experiential and inquiry-based learning (IBL) are essential to engaging students and achieving the type of learning demanded by today’s global workforce. These skills include critical analysis, systems thinking, problem-solving, and spanning cultural and disciplinary boundaries. For decades, international educators purported that education abroad provided these skills for participants, yet recent research suggests that the same factors inhibiting deep learning on campus can also affect global, experiential environments. No longer can faculty members assume that students will learn from experience alone; they must intentionally construct activities accounting for the specific characteristics and needs of learners. This chapter outlines trends influencing student learning, making the case that traditional, content-based, directed instruction is poorly suited for student learning in the 21st century. The authors suggest that applying experiential and inquiry-based practices is essential to constructing effective education abroad program. Case studies, strategies, tools, and resources are provided to assist faculty with developing competencies to teach through an experiential and inquiry-based pedagogical framework.

This research explores institutional practices supporting undocumented student participation in U.S. education abroad at a California public research university. This institution successfully enrolled more than 40 undocumented students studying abroad between 2013 and 2016. Four university staff members, an immigration attorney, and eight undocumented students who successfully studied abroad were interviewed. During this time, the Deferred Action for Childhood Arrivals (DACA) program was in effect through federal Executive Order, providing some protections for certain eligible youth immigrants living without current legal status in the U.S.  DACA-approved students were eligible to formally access education abroad through a federal U.S. program known as Advance Parole from late 2012 through fall 2017, when the order was rescinded. All student participants studied abroad and interviews were conducted prior to the Fall 2017 Presidential Rescission of DACA and cessation of Advance Parol...