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S.E.A.

S.E.A. Sophomore Experience Abroad An advisor guided international and self exploration experience. Back Ground. P ersistence and Graduation data Sophomore Second Year Center: 2007 AAEP: 2009 S.E.A. :2011. Going Over S.E.A. . advising, utilizing the international experience

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S.E.A.

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  1. S.E.A. Sophomore Experience Abroad An advisor guided international and self exploration experience

  2. Back Ground • Persistence and Graduation data • Sophomore Second Year Center: 2007 • AAEP: 2009 • S.E.A. :2011

  3. Going Over S.E.A. advising, utilizing the international experience tailored to the sophomore student an affordable study abroad experience a chance to develop academic & life skills an opportunity for major & career exploration a path to a global perspective a unique program offered through UCF “There is an clear intersection of the evolving foci of study abroad and those of sophomore-year initiatives.” Susan Buck Sutton & Stephanie L. Leslie

  4. Why Sophomores? UCF’s commitment to Sophomore Advising Logistically makes sense Time of exploration Junior year abroad is outdated/ too late Keeps students excited Sophomores who study abroad have greater persistence toward graduation.(Tobolowsky & Cox, 2007) Allows for “focused exploration” by sophomores. (Molly Schaller, 2005) One of 6 “educationally purposeful activities” that might be pursued by sophomore programs. (Tobolowsky & Cox, 2007)

  5. Why Abroad? Challenges of navigating a foreign place Interaction with another culture Forced self-reliance Greater sense of accomplishment Increasingly important global experience Inherent self-reflection Career preparation

  6. Why Advisors? • Specifically trained to engage students in self-reflection & self-understanding • Experts in student / University communication • Professional life coaches & mentors • Engaged daily with the policy & procedure of the University from a student centered perspective • Support students as they strive to make informed and responsible decisions, set realistic goals, and develop lifelong learning and self-management skills • No “time-off” requests • No additional cost to the University

  7. The right time “Study abroad encourages the kinds of exploration, reflection and engagement that many now feel are particularly critical to sophomore success.” Susan Buck Sutton & Stephanie L. Leslie Indiana University Purdue University Indianapolis “The stages of growth during study abroad provide an apt analogy for other transitions through which sophomores may be going” W.J. Flanagan Beloit College Since Study abroad can lead to rethinking academic major and career goals (Dwyer & Peters, 2004) , there is much sense to doing it earlier rather than later. “It is a particularly important year to support their intellectual development and provide cohesion within the classroom and with other experiences.” Scott E. Evenbeck & Sharon J Hamilton Indiana University Purdue University Indianapolis

  8. The bigger picture “…returnees exhibit higher educational attainment in the years following their study abroad experience.” J.S. Carlson (1990) “80.8 percent of study abroad participants tracked received a baccalaureate degree compared to 56.6 percent of non-study abroad participants. Posey(2003) “Study abroad students scored higher than those who had not gone abroad in terms of maturity, independence, adaptability in the face of ambiguity or frustration, self-confidence, self-efficacy, self-reliance and career definition.” Juhasz & Walker (1988)

  9. Just the facts • “87 % of respondents said that study abroad influenced subsequent educational experiences” • “97 percent said studying abroad served as a catalyst for increased maturity” • “96 percent reported increased self-confidence” • “64 % reported that it influenced their decision to attend graduate school” • “94 % reported that the experience continues to influence interactions with people from different cultures” • “63 % said that it influenced their decision to expand or change academic majors” • International Education of Students Survey of 3,400 Study Abroad Participants • “Students who study abroad have 10.0% higher odds of graduating in four years.” • “GPA’s have a greater increase for study abroad participants post-experience than for a control group of non-participants” • Georgia Learning Outcomes of Students Studying Abroad Research Initiative; GLOSSARI “U.S. student participation in study abroad has more than tripled over the past two decades.” Institute of International Education

  10. A S.E.A. experience includes… • Application • Letter of intent • Recommendation • Interview • Assignments • Student Presentations • Daily Journal • Scavenger Hunt • Interact & Experience • Pre-departure meetings • Safety • Planning • Basic Language • Assignment Preparation • History & Background • Team Building • Self Reflection • Travel Abroad • Visit an unfamiliar country • Engage with another culture • Challenge stereotypes • Cooperate with students from the host country • Learn about one’s self • Post-Trip debrief & Presentation • Mentor freshmen in SLS 1501 • Articulate the experience • Use the experience to grow

  11. Explorers … Communicate effectively with people from other cultures Engage in immersive, diverse cultural situation Demonstrate enhanced coping and resiliency skills in unfamiliar scenarios Demonstrate proficiency using maps and other geographic data sources to navigate through unfamiliar surroundings Articulate the effect of historical forces upon people and landscapes Compare and contrast college life in the USA and host country Communicate the differences in the practice of intended fields of study between the USA and host country Describe the differences between pre-travel expectations of host country and actual experiences

  12. Assignments • DAI: • Interaction with German peers • Community interaction • Experiential learning • Adaptability • Cultural emersion Student Presentations: Leadership Research skills Academic follow through Collaboration Public speaking Writing skills Decision making Accountability • Observation Journal: • Self-reflection • Cultural awareness • Compare/contrast • Self-definition • Group discussion • Interaction & Experience: • Cultural sensitivity • Major exploration • Identity formation • New perspectives • SLS 1501 Presentation • Teach • Share • Articulate • Mentor

  13. Student Blog & Info Hub www.sophomoreexperienceabroad.com

  14. Itinerary 2011 Day 1   Arrive Berlin Transportation to Hotel Orientation Day 2   Day Trip: Sachsenhausen Day 3   Tiergarten Brandenburg Gate Bundestag Lecture Bundestag Tour PotsdamerPlatz Day 4   East Berlin Walk Day 5   Day Trip: Dresden Day 6   Museum Island Berlin Cathedral Tauentzeinstraße Day 7   Train to Tübingen Day 8   Stocherkahn Ride (Punting) Bebenhausen Hike Dinner with German Students at WurstKuche Day 9   Train to Munich Bayerishes Museum Deutsches Museum Masterpieces of Science & Technology Day 10  Day Trip: NeuschwansteinNeuschwanstein Castle Day 11   Olympic Park BMW Museum Evening Opera Day 12   Day Trip: Salzburg Day 13   Viktualienmarkt English Garden Marienplatz and Dinner Hofbrauhaus Day 14 Depart Munich

  15. Cost2011

  16. Participants An average of 10 students per Advisor UCF Sophomores (roughly 30-60 credits completed) Criteria • 2.0 Overall GPA • 2.0 UCF GPA • 30-60 Credit Hours Completed • Never traveled out of Country • Financially capable • Application • Interview • Statement of Purpose

  17. What are the students saying “Allowed me to explore myself and truly see what motivates me and decisions.” This was such an amazing experience. One of the most positive and beneficial things I gained from this are the friendships of my classmates. I had a wonderful time and returned with much more than I could have ever imagined! More traveling is a promise.. I feel like after getting back I still have so much more to do while at UCF and am motivated to take advantage of everything they can offer and not just going to class.

  18. What the Surveys are Saying More objectives and goals were met during the program than expected Increase in all self-rated qualities and abilities after the trip abroad More realistic judgments on the difficulty of academic and life tasks?

  19. What Worked/ What Didn’t • The Assignments • The variety in cities • Any interaction with locals • Small group • Museums • Duration • Meals • # of pre-departure meetings

  20. Next Year Extending the trip Increasing assignments Open to College students

  21. Contact Chris Cook CoordinatorAcademic Support ServicesCollege of Sciences Academic ServicesCSB 250Orlando FL 32816christopher.cook@ucf.edu407-823-6131 http://studyabroad.ucf.edu/?ak=/programs/prospective/77/

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