Abstract

This thesis is based on a case study of a Montreal CEGEP's 2009 Study Trip abroad. The focus of the study reported here was on examining the specific elements of a study abroad program that may result in meaningful and educational impacts on participants. The case study attempts to uncover the best practices for each phase of a short-term study abroad program's life cycle: pre-departure, in the host country and upon returning home. All seven participating students and the person responsible for the program were interviewed. These interviews, along with student journals and curriculum materials, were examined. The thesis also presents a review of the burgeoning literature examining the educationally positive impacts attributed to study abroad programs and arguing for their inclusion in post-secondary curricula. The findings illustrate the important learning moments of a formal and informal curriculum plan which help enhance the study abroad experience from the point of view of the participants. These lessons can be used by study abroad stakeholders (participants, educational institutions, administrators, coordinators, and funding agencies) to increase the educational impacts of these programs. More broadly, this study also provides insight into ways of teaching and learning (not necessarily abroad) that are more meaningful and which bring about more profound change and growth in learning for students as well as teacher practice. This broader emphasis may help to understand the processes and mechanisms underlying quality experiential education programs