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A Collaborative Study Abroad Model: Inspiring Fiscally Underrepresented Students

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion

ISBN: 978-1-78756-065-9, eISBN: 978-1-78756-064-2

ISSN: 2055-3641

Publication date: 25 July 2019

Abstract

This chapter reports on a study abroad course, where up to 15 registered students complete domestic (in a midwestern American state) and international (in Athens, Greece) service learning,1 while applying a social work perspective on the global refugee crisis. It highlights the importance of obtaining external funding to support students financially, the significance of university-wide collaborations, and ways to include larger numbers of culturally diverse (non-White) and fiscally underrepresented students. Feedback from survey participants suggests that further subsidies and scholarships would improve accessibility for fiscally underrepresented student groups. 2

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Citation

McDonald, H.G., Asbill, M., Powell, T.L., Billman, S., Ozkan, S. and Faulkner, S. (2019), "A Collaborative Study Abroad Model: Inspiring Fiscally Underrepresented Students", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 17), Emerald Publishing Limited, Bingley, pp. 179-195. https://doi.org/10.1108/S2055-364120190000017013

Publisher

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Emerald Publishing Limited

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