In recent years there has been an increased interest in incorporating travel/study learning experiences into the professional preparation curriculum at both undergraduate and graduate levels. Travel/study experiences provide a broad range of benefits to students, faculty and institutions. Evaluation is an essential element of any travel/study course experience. This paper describes the use of both traditional and innovative evaluation approaches used by the presenters to conduct travel/study courses over the past decade. The three main components include evaluation of the student, the student's evaluation of the travel/study course experience, and the instructor's evaluation of all aspects of the learning experience. The successful travel/study course should employ multiple evaluation methods using both traditional and innovative approaches. These can include evaluating class participation in course lectures as well as comprehensive site visit evaluations to health agencies and organizations, both as a group and independently. It can also include maintaining a daily course journal that records not only course-related activities but also an analysis of the people and culture of the country visited. Other evaluation strategies include a comprehensive final take-home examination, student self evaluation and evaluation of the learning experience including course goals, course readings and materials, speakers and suggestions for future travel/study courses. Finally, instructor evaluation of these same elements is also essential. Review of these approaches will be useful for those currently involved or considering including a travel/study course in their professional preparation curriculum.
Learning Objectives: Identify how professional preparation programs can be enhanced through international study. Describe and detail the various types of evaluation methods as they pertain to the international travel study experience. Discuss how innovative approaches to evaluation can strengthen the international travel study experience.
Keywords: Professional Preparation, College Students
Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.