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Tapestry: Journal of Research in Education

Document Type

Article

Abstract

The underlying assumption of all study abroad programs is that they provide extraordinary benefits to students who participate in them with benefits that far exceed a course of study that is strictly domestically based. The concept of learning gains, briefly summarized as the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education, has been hailed by some as an opportunity to measure “excellence” in teaching. The purpose of this study was to evaluate the learning gains acquired by research fellows through the process of developing and presenting projects internationally. The following research questions guided this study:

1. What specific learning gains were achieved by research fellows through international project presentations?

2. How do research fellows perceive the development of communication and presentation skills through international presentations?

3. What challenges and benefits are associated with presenting diversity related research projects internationally?

This study investigated and provided comprehensive insights into the strategies, challenges, and support mechanisms necessary for effectively preparing doctoral scholars for successful international study experiences. The findings from this study will help inform the development of robust programs and resources to support the academic and cultural transition of doctoral students pursuing global educational opportunities.

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