1 academic and travel issues. The students took five UL courses. - - PDF document

First Year Full Semester Study Abroad Program in Ireland Contact Person:

• Dr. Kenneth Heuser, Professor

Education Department, MSC 38 Plymouth State University Plymouth, NH 03264 For the past two academic years, Plymouth State University (PSU) in cooperation with the University of Limerick Ireland (UL) has provided First-Year students with the opportunity to study abroad for the full fall semester. A PSU faculty member, serving as a mentor and advisor, accompanies the students. This institutional initiative affords students a rich cultural experience without compromising academic integrity. This summary explores the academic model as well as the pros and cons of such a program. The Two Universities and the Two Cities: Plymouth State University has around 5, 000 full-time students. It is located in the lakes and mountains region of NH, very near where “On Golden Pond” was filmed. Robert Frost taught at Plymouth at the early 1900’s. The town of Plymouth is rural with a population of 6,500. The site for the program in Ireland is the University of Limerick near Limerick City, in southwestern Ireland. UL has around 11,000 full-time students. It’s located on the shores of the Shannon River near Ireland’s National Technology Park, a science and technology complex. Greater Limerick City has a population of nearly 100,000 and is both historic and cosmopolitan. The city is near Shannon airport and it is a hub for politics and commerce in that region. The city is the setting for Frank McCourt’s book Angela’s Ashes. Undergoing considerable urban revitalization, Limerick City is in striking contrast to Plymouth since there are plenty of restaurants, clubs and pubs. The Program: For each of the past two academic years, 2004 and 2005, twenty Plymouth State University (NH) students have enrolled in the University of Limerick study abroad program. The students represented ten different academic majors. Students have been housed in the Kilmurry Village complex. Two PSU students share an apartment with four other Irish or continental students. Grouping students in this fashion helps promote a rich cultural exchange between UL and PSU students. The PSU instructional model for this study abroad experience includes an on-site PSU faculty person who serves both as an instructor of two PSU courses and the students’ academic advisor. A distinct advantage of this model is that the faculty member is able to connect students to the PSU campus by providing information related to campus issues gleaned from past experience or current communiqués from campus. Class discussions, not unlike those that would have taken place on campus, can ensue. Another U.S. college explored a first-year study abroad program at UL using the approach of having no on-site faculty member. Instead an on-campus facilitator was hired to help with

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academic and travel issues. The students took five UL courses. Based on feedback from UL, the Plymouth model was much more successful. From their point of view, the students had more direct supervision and support. The academic course load for Plymouth State University students in Ireland consists of a combination of PSU and University of Limerick courses. All students participate in the PSU courses English Composition and First Year Seminar that follow the same guidelines as on- campus courses. The students round out their program with UL courses. Most students choose UL courses that focus on Irish culture; some choose courses that satisfy other general education requirements or provide an introduction to their major. One advantage of having a cohort of first- year study abroad students is that they are looking for general education courses that are easier to enroll in than the specialized courses that juniors and seniors are seeking. Relevant Statistics: Prior to departing from Ireland in the fall semester, a questionnaire was administered that explored attitudes toward program components. These surveys indicated student high satisfaction with the PSU model, the level of instruction in PSU and UL courses and the facilities and accommodations at UL. In Spring 2006, statistics were gathered with the intent of determining whether the first –year study abroad component had any significant effect on the overall retention rate or GPA of the Limerick cohort versus their respective entering classes. The statistics indicate no positive or negative effects on retention or GPA. At the end of Spring 2005 for the Fall 2004 cohort and again in Spring 2006 for the Fall 2005 cohort, a comprehensive questionnaire was administered that addressed issues related to the transition to campus. Topics covered included adjustments to the social scene, drinking patterns, campus resources and overall resiliency. Major findings of the surveys for both the 2004 and 2005 cohorts include:

• When students returned from Ireland, they had little trouble fitting in socially with other

students.

• Students felt that going to Ireland did not set them back socially or cause them to have

fewer friends than they might have had if they had not gone to Ireland.

• Students had few problems adapting to dorm living at PSU although they preferred the

apartments at UL to the dorms at PSU.

• Students, having returned to the PSU campus, still socialize with other students that went

to Ireland.

• Some students have a tendency to want to consume alcohol on the PSU campus since

they were able to legally drink in Ireland.

• Students found that going to Ireland has been an asset as they sought to make friends

with students who didn’t go to Ireland.

• Students felt that going to Ireland did not set them back in their studies, particularly since

they were given priority registration for the second semester of their first-year at PSU.

• Students did not have trouble using the PSU Library even though they used the UL

Library for the first semester.

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• Students felt that they did as well academically for their second semester as they would

have done had they been on the PSU campus their first semester.

• Students were happy that they went to Ireland as First-Year students rather than waiting

until they were Juniors.

• Students unanimously felt that if they had to do it over again, they would still go to

Ireland.

• Students strongly felt that going to Ireland has made them more mature and resilient than

the average PSU First-Year student. Pros and Cons of the Program: From the Student Perspective: Pros:

• The program is a rich cultural experience.
• The program gives a “jump start” to college life.
• For some students, going to Ireland allows for discovering their Irish roots.
• Travel around Ireland and to the continent is easy and inexpensive.
• There is an opportunity to make friends from other countries.

Cons:

• Without priority registration, the study abroad program would have retarded academic

progress in some majors.

• Travel abroad can add anxiety to the first-year experience.
• For students who have been brought up in a rural environment, living near a big city

requires quick development of “street smarts.” From the Parent Perspective: Pros:

• The program provides the rich experience that they wish for their children.
• The program can provide an exploration of Irish roots.

Cons:

• There is a fear that violence around the world might affect their child while studying

abroad.

• Had PSU not addressed the issue, there is a fear that their child might not have housing

upon returning to PSU for the spring semester.

• For the overly protective “helicopter parent,” the program reduces their ability to control

variables that affect their child. From the On-site Faculty Person’s Perspective: Pros:

• Teaching abroad is an exciting experience.
• Travel in Ireland and to the continent is easy and inexpensive.
• There is an opportunity to connect with faculty and staff at another institution.

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• There is a unique opportunity to see student growth and achievement.

Cons:

• There is a disconnect with committee work and other campus activities. (In the opinion of

this author, it is not recommended that a non-tenured faculty member become involved in a semester abroad.)

• There is anxiety related to student travel both within and outside of Ireland.
• There is anxiety related to student health issues.

From the perspective of the two universities: Pros:

• For the sending institution, students returning from studying abroad can fill slots of

students not returning to campus the second semester.

• For the sending institution, the study abroad program can be a recruiting tool.
• For the receiving institution, the program can generate additional revenue.
• For the receiving institution, the program can bring diverse students to campus.

Cons:

• For both the sending and receiving institutions, the program requires additional support

personnel.

• Calendar differences of the two institutions can cause some problems.

In Summary: This study abroad model described above is worthy of attention since it provides first-year students with a rich cultural experience rather than adopting the usual approach of a junior year

• abroad. Although intuition would suggest otherwise, there are many positive aspects to the
• initiative. For example, it appears that the approach is particularly successful at enhancing the

student’s level of maturity and sense of responsibility for his or her own education. Students appear very motivated, and they have responded with unanimous enthusiasm. Experience has shown that concerns expressed by both faculty and parents such as the fear of not bonding with the first-year class on campus, the distraction of study in a country where drinking is legal and adapting to unfamiliar teaching approaches are essentially unfounded.

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