Twenty-fifth International Conference on Learning

Abstract

The Honors Program at La Sierra University (Riverside, California) offers a study tour to Southeast Asia that, entering its fifth year, has just yielded a full cycle of assessment results. The trip is based on the theoretical concept that such transformative cultural experiences are best built upon a solid backdrop of information: prior to the summer three-week trip, students take a full quarter of coursework (40 contact hours spread over ten weeks) studying the politics, religion, art, music, and ecology of Singapore and Malaysia. Each student is made responsible for becoming an “expert” on several aspects of this region. Students are also in charge of researching passports, vaccines, and other logistical aspects of the trip. As many of these students are first-time college attendees, many have never been outside the United States before. During the three week trip, students are expected to lead out in their areas of expertise when the occasion arises. In addition to exploring some of the key pedagogical features of this study tour model, this paper will share the results of a four-year assessment cycle, including quantitative and qualitative data in the following areas: the ability to think critically and consistently about other cultures; the ability to understand cultural diversity and its importance in regional and global contexts; and, the ability to link civic engagement to personal transformation (specifically, during the section of the tour spent volunteering at schools and hospitals in Sarawak). Specific instruments of assessment, and results, will be shared.