CEA Global Campus Program Learning Model

In order to ensure that its study abroad programs are well-structured and effective in terms of student learning and development, CEA has an established Program Learning Model that shapes the purpose, content and delivery of CEA’s Global Campus programs. This model describes the learning environment that students encounter on Global Campus programs.  At its simplest, the model informs how program goals are defined and how success is to be measured for each Global Campus program. As shown in the schematic below, the model:

• Indicates the learning methods, contexts, and tools to be employed
• Enumerates the discipline-based learning objectives and larger program developmental goals
• Prescribes the supporting instructional and co-curricular supporting activities, and
• Specifies the desired student learning outcomes.

The Program Learning Model therefore provides an organic overview of the many constituent parts of CEA study abroad programs—how these parts are interconnected, and how the many curricular, co-curricular and community-based learning activities are intentionally articulated to support student progress towards core program learning outcomes.

Additionally, the Program Learning Model helps inform CEA assessment processes in three key areas: student learning and development; the effectiveness of Global Campus programs; and the achievement of the Global Campus mission. Because it describes how CEA defines and fosters student learning and development on CEA Global Campus programs, the Program Learning Model provides useful indicators and benchmarks for:

• Aligning student instruction and learning activities to desired learning outcomes
• Selecting assessment tools appropriate to the desired student learning and development
• Identifying curricular and co-curricular content as well as external resource inputs for new or existing programs offerings
• Articulating program goals and identifying assessment methods for making improvements to existing programs
• Choosing assessment criteria for programs expansion (or reduction) into new locations or new disciplines as part of the larger mission
• Gauging aggregate program effectiveness that helps validate mission achievement.

While the Program Learning Model allows for the flexibility that program design in diverse locations requires, it also articulates common methods, resource inputs, and program goals that constitute the standard Global Campus academic signature. Using the model and its guidelines for program design and development helps ensure that Global Campus programs align with both mission goals and multi-level assessment processes. See the full report on the Program Learning Model.

Outcomes

• More well-informed: culturally, politically, historically
• Increased intercultural sensitivity, self-awareness & adaptability
• Increased ability to navigate and understand globalized cities
• Better critical thinker: action informed by ethical principle
• More effective communicator in home and host language
• Enhanced civic-mindedness: locally engaged; globally aware

Program Activities

Curricular

• In-class Instruction
• Experiential Learning
• Student Research & Presentations
• Reflective Writing/Journaling

Co-Curricular

• Ongoing Orientation
• Social/Cultural Events
• Excursions & Visits
• Housing Adaptation

Community

• Volunteering, Work, Service
• Civic Engagement
• Local Social Integration
• Career Mentoring & Planning

Intended Learning Outcomes

Discipline-Based Learning

• Core Concepts & Issues
• Major-Relevant Knowledge
• Host Perspectives on Field

Global-Local Awareness

• Local Cultural Knowledge
• Impact of Globalization
• Home/Host Comparisons

Language & Intercultural Skills

• Host Language Acquisition
• Verbal & Non-Verbal Communication
• Global Competence

Program Foundations

Learning Methods

• From Formal Learning
• To Informal Learning

Learning Context

• Host City & People
• Host Culture
• Host Academic Institution

Learning Tools

• Intercultural
• Cognitive, Affective & Behavioral
• Ethical