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Abstract

As short-term study abroad gains popularity, it is essential to examine the immediate and ongoing effects of these programs. This paper explores a two-week study abroad course for students in P-12 educational administration and higher education graduate programs. It makes valuable contributions to the limited research that exists for graduate students studying abroad and short-term study away experiences. It examines a course design utilizing the Global Perspective Inventory and high-impact learning pedagogy as derived through curriculum, co-curriculum, and community frameworks. Such a strategy aims to influence students’ decision-making processes and connect global knowledge to education’s urgent social, ethical, and civic challenges.

Author Bio(s)

Christina M. Ferrari, M.Ed. is a student affairs professional with expertise in leadership development, experiential learning, and moral development. She has published on high-impact study abroad and presented at national conferences on the topics of student decision-making and values exploration. Ms. Ferrari received a bachelor of arts in English from DePaul University and completed her master’s degree in Higher Education at Loyola University Chicago. Janis B. Fine, Ph.D. is professor emeritus at Loyola University Chicago’s School of Education. After 25 years teaching leadership for social justice to school administrators, and directing the Rome Summer Program, she continues her work in study abroad as she annually leads the inter-religious week at Loyola’s John Felice Rome Center engaging the 200 semester abroad students in sites and study of Christian, Jewish, and Muslim perspectives.

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