Short-Term Study Abroad for Pre-service Teachers: Personal and Professional Growth in Brighton, England

There is a growing initiative on U.S. campuses to develop and provide short-term, faculty-led study abroad programs. Initiatives such as Generation Study Abroad, part of the Institute for International Education (IIE), aims to double the number of students from the United States that participate in study abroad by the year 2020. The benefits of study abroad for students are many. These include increased self-awareness, cultural sensitivity and intercultural competence (Gaia, 2015; Cisneros-Donahue, Krentler, Reinig, & Sabol, 2012; Parsons, 2010), and the development of long-term 21st century skills such as curiosity, flexibility, interpersonal communication and problem-solving as well as a wider range of career possibilities (Farrugia & Sanger, 2017, p. 6). However, there are a number reasons that students may not be able to study abroad, as illustrated by Eckert, Luqmami, Newell, Quareshi, & Wagner (2013). Traditionally, study abroad has meant students are in country for a semester or an entire academic year, which requires a significant commitment from students, both academically and financially. Many students may be hesitant to study abroad in a country where they do not speak, or have not studied, the local language. Students in majors such as teacher education often have very rigid programs of study, which make it almost impossible for students to spend a year or a semester overseas without delaying graduation. However, research by Merryfield (2000) calls for teacher education to prepare pre-service teachers to work with a changing demographic of students in their classrooms through experiences such as study abroad. Trilokekar and Kukar (2011) describe study abroad as a “disorienting experience” for pre-service teachers that can lead to increased skills to work with diverse student populations and Apple (2017) calls for even further attention to this need for teachers to be able to prepare their students to be global citizens in world that only continues to become internationally connected. The U.S. Census Bureau (2017) projects that the foreign-born population in the United States will reach nearly 15% by the year 2028, a 1.36% percent change versus the . 49% change of the native population in the same year. Therefore, providing U.S. pre-service teachers with international experiences during their preparation becomes even more crucial. Short-Term, Faculty-Led Study Abroad For the reasons outlined above, short-term, faculty-led study abroad programs have become valuable options. These programs offer students the opportunity to participate in a program, between 2 to 4 weeks and typically in the summer, while working with a faculty member, which provides an additional layer of academic and social support (Keese & O’Brien, 2011). Since the university faculty member also teaches the courses for which students receive credit on the program, they can offer classes that are major requirements, so students can have an international experience that keeps them on track to graduate and is not as expensive as an entire semester or year abroad. These types of programs can be developed for specific majors, providing an intensive and focused experience that can be applied to future careers, such as nursing (Shannon, 2013), management (Carley, Stuart & Dailey, 2011), environmental science (Lewis & Niesenbaum, 2005) and, of course, foreign language (Martinsen, 2010). Furthermore, short-term, faculty-led programs often include a balance of academics and activities and opportunities to learn about their host country through excursions. These experiences can be further enriched by having the faculty member available to help students process and reflect on their experiences, as well has negotiate any difficulties that may arise. This is consistent with Farrugia and Sanger (2017), who found that students in study abroad programs that were structured and included group projects and activities showed a significant increase in collaborative, interpersonal, teamwork, and leadership skills (p. 6). In addition, Stebeleten, Soria, and Cherney (2013) found that study abroad programs through the university have a greater positive effect on intercultural competencies, as these typically include learning opportunities that have been designed specifically for the program goals, course objectives, and host country to support student learning. However, there is the question of exactly what students take away from a short-term program. Bell and Anscombe (2012) found that even a two-week international experience can have a profound impact on the participants. Mapp (2012) also found that students participating in short-term study abroad programs, even those to English-speaking countries, increased their level of cultural adaptability. These programs may be based in one site, or the group may travel to several sites. Students may not need to Short-Term Study Abroad for Pre-service Teachers: Personal and Professional Growth in Brighton, England