Using Student Development Theory Abroad
CEA proudly presents our latest contribution to the ongoing dialogue about student diversity in international education: a white paper entitled “Refining Practice: Using Student Development Theory for Inclusion and Success in Education Abroad.”
Co-authors Dr. David Wick, Assistant Professor at the Middlebury Institute of International Studies, and Shayna Trujillo, Program Development Specialist at CEA Study Abroad, examine three branches of student development theory and how they can be applied to international education practice. Through understanding social identity, cognitive, and psychosocial student development theories, professionals in the international education field can better support students of all backgrounds as they work to contextualize their identities and interpersonal differences abroad. The effects of successful development theory application can ultimately lead to a more personally and academically rewarding student experience of international education for all students, including those from historically underrepresented backgrounds in study abroad programs.
Wick and Trujillo prompt their peers to consider how students can reap the most reward from studying abroad, beyond what they learn in the classroom and take home on their transcripts. For colleagues in pursuit of holistic learning, maturation, and personal growth for all students who study abroad, applying student development theory takes every international educator’s practice to the next level.
Feedback on this resource can be directed to Shayna Trujillo at firstname.lastname@example.org.
CEA was wonderful to work with…Their support and knowledge was constant through the planning and execution.
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