One of the most significant developments in education abroad today is the dramatic rise in the number of short-term, faculty-led programs being offered. Delivering an academic course within the context of an international program is quite different than doing so in the residential sense. It requires familiarity with the host culture and willingness on part of the professor to incorporate aspects of the host culture and student experiences as focus of the academic experience. It is beyond the scope of this toolkit to offer tools for discipline-specific learning. Rather, academic development is broadly understood in relation to two interrelated domains: academic self-concept and academic self-efficacy. Each is briefly explained below and is followed by objectives that can be written into course syllabi. Each objective is paired with corresponding tools.
Perceptions of one’s own academic abilities. Incorporates both cognitive and affective responses toward the self and is heavily influenced by social comparison.
[View all tools in Academic Self-Concept, or click on an objective below to view the tools associated with that objective]
Concerns primarily the extent to which students believe they personally have the capabilities to exert control over their academic environment and their commitment and involvement to course work.
[View all tools in Academic Self-Efficacy, or click on an objective below to view the tools associated with that objective]