Building Resilience through Strengths-Based Learning during Graduate Study Abroad: An Exploratory Study

Autor/inn/en	Dresen, Chelsea K.; Wilmes, Matthew L.; Sullivan, Karen R.; Waterbury, Theresa A.
Titel	Building Resilience through Strengths-Based Learning during Graduate Study Abroad: An Exploratory Study
Quelle	In: Journal of Experiential Education, 42 (2019) 3, S.297-310 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilmes, Matthew L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825919861414
Schlagwörter	Resilience (Psychology); Study Abroad; Program Length; Graduate Students; Adults; Foreign Countries; Student Development; Student Adjustment; Experiential Learning; Self Efficacy; Travel; Learning Activities; Student Leadership; Transformative Learning; Curriculum Design; New Zealand + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Adjustment; Schüler; Schülerin; Adaptation; Experiental learning; Erfahrungsorientiertes Lernen; Self-efficacy; Selbstwirksamkeit; Travelling; Reisen; Reise; Lernaktivität; Studentenwerk; Pädagogische Transformation; Lehrplangestaltung; Neuseeland
Abstract	Background: Leadership growth during short-term study abroad programs remain of critical interest to educators. No research exists on how a strengths-based study abroad curriculum influences resilience growth for working adult graduate students. Purpose: This exploratory study sought to examine how utilizing a strengths-based curriculum contributes to the development of resilience in graduate students during a study abroad program. Methodology/Approach: An online, open-ended survey was distributed to 11 students who participated in a 2018 graduate study abroad program to New Zealand. Responses were analyzed to identify themes by faculty-organized and student-organized activities. Findings/Conclusions: A strengths-based curriculum contributed to the perceived growth of resilience during a study abroad program by providing opportunities to manage, adjust, and overcome challenges. All 11 respondents perceived growth in resilience when planning and implementing the student-organized activities, whereas 9 of the 11 students reported resilience growth within the faculty-organized activities. Implications: Graduate study abroad programs provide a rich environment in which to experience growth in resilience through peer engagement and reflection. The strengths-based curriculum establishes a common language in which to discuss challenges and reflect on experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01