High-impact practices, such as diversity/global education, have been shown to positively contribute to student development, engagement, and success. As the US is both culturally and linguistically diverse, domestic study away programs can offer students impactful multicultural educational experiences without leaving the country. The purpose of this study was to describe the design of a health and well-being academic course and accompanying study away program to Alaska for undergraduates at The Ohio State University (OSU). The authors (1) describe the application of the backward design process in guiding ELOs development, (2) provide a sample of course assignments and student responses, and (3) summarize course design and logistical planning considerations for those interested in developing and/or updating a domestic study away program. The academic course component was structured to include hybrid delivery through self-paced asynchronous online content modules. Course assignments encompassed five distinct assessment types, including: (1) Attend and Reflect, (2) Read and Discuss, (3) Review, Report, and Discuss, (4) Visit and Reflect, and (5) Report and Reflect. For the study away program, eighteen undergraduates (men = 6; women = 12) spent eleven full days (July 11-21, 2022) based in downtown Anchorage. Instructors considering developing a domestic study away program should be cognizant of implementing a multi-pronged and evidence-based pedagogical approach to provide students with practical and active learning opportunities. Overall, the study away program provided students with unique experiences and insights into health and well-being challenges and opportunities faced across diverse Alaskan communities.

Prior studies as well as media reports have identified bullying and discrimination amongst Bhutanese school and college students as a cause of concern, especially so for a nation with Gross National Happiness as its goal. Bullying and discrimination are associated with negative outcomes and can impact overall well-being. This quantitative study examined bullying and discrimination amongst college students (n = 16) in Bhutan through a self-administered online survey to a representative sample of 2043 (male = 40.8%; female = 55.8%). There was a non-significant decline from the 2016 survey in the reported prevalence of being bullied (from 45.2% to 35.5%), but a significant decline in the prevalence of bullying others (from 18% to about 10%) and discrimination experiences (from 51.3% to 45.8%). Being bullied was associated with psychological distress, suicidality, lower resilience, more frequent alcohol and other substance use, and, for some, bullying others. Findings from the study provide insights into practical and theoretical implications that can assist education stakeholders in designing appropriate measures in Bhutan and elsewhere.

The cultural competence of the workforce is increasingly important due to global population aging and the growing diversity of the older population. Experiential learning, particularly through study abroad programs, is a known strategy to enhance these competencies; yet such training remains uncommon in higher education, especially at the graduate level. While the United States is currently a relatively young country with 17% of its population aged 65 years and older, the percentage is projected to increase to more than 21% by the end of this decade. Recognizing the value of learning from a super-aged society, a two-week study abroad course called Gerontology in Japan was developed for United States graduate students. The course outcomes were systematically evaluated using both qualitative and quantitative data (n = 11). Assessments included reflection essays, open-ended survey items, and cultural competency assessments. Results indicated improvement in participants’ cultural competencies, such as cross-cultural communication skills and positive attitudes toward older adults from other cultures. Success in meeting these competencies is attributed to careful course planning, enabling students to benefit from an intensive preparation workshop and concrete learning experiences during the two-week stay in Japan. The evaluation also identified the program’s strengths and weaknesses, providing suggestions for future course development.

Engaging African American middle school girls in out-of-school-time (OST) Architecture, Engineering, and Construction (AEC) programs can boost interest in male-dominated AEC careers. This study adopts Lent’s Social Cognitive Career Theory to evaluate the impact of an OST feminized AEC kinesthetic learning model (fAEC-KLM) on the career interests of this demographic. Through a qualitative research approach, fourteen (14) African American middle school girls from Guilford County, NC, completed pre- and post-interviews on how fAEC-KLM interactions influenced their AEC career interests. Inductive thematic analysis was carried out on transcribed interviews. Results show that effective components, such as lectures on AEC, bridge construction projects, and peer interactions, had the greatest impact on AEC career interest. Also, positive interactions among career-relevant self-attributes, informal pre-intervention Science, Technology, Engineering, and Mathematics (STEM) learning experiences, math abilities, and feminized AEC kinesthetic activities likely increase AEC interests. Findings further reveal that the intersection of research participants’ gender and racial identities shaped how they interpreted and engaged with these learning experiences, influencing their sense of belonging and subsequent AEC career interests. Three career interest patterns explain how varied model interactions impact career interests. These findings can guide the design and implementation of future OST programs to enhance AEC career interests among African American middle school girls.

This paper reports on the findings of a case study investigating the effects of peer-assisted reading in relation to learners identified with mild hearing impairment included in South African general education settings. These learners are often confronted with considerable challenges in developing proficient reading skills, which are crucial for curriculum access. In this study, peers with no hearing loss assisted learners with hearing impairment in reading activities to enhance their reading proficiency. The study involved two female educators and 15 learners in Grade 8 presenting with hearing impairment. The study employed a case study design, with data gathered through direct observation in the classroom and unstructured interviews conducted with teachers. Findings reveal that learners with hearing impairment benefited from the assistance provided by their hearing peers during reading activities. Additionally, the teachers reported that the strategy was advantageous for both the learners with hearing impairment and their hearing counterparts. The study concludes that engaging hearing peers in supporting learners with hearing impairments is an effective strategy for developing reading proficiency.

As the United States hosts approximately one million international students annually, it becomes imperative that on-campus resources are tailored to meet the needs of this diverse student population. One on-campus resource that is crucial to student success is career services, especially considering the aspirations of many international students to secure employment post-graduation. To address this, this study aimed to understand the satisfaction levels of international engineering students with an engineering career expo in Hawai?i. Utilizing a combination of surveys and interviews using a neo-racism framework, international students shared their experiences from the career expo through discussion and assessment. Information given by each student explored their preparations undertaken for the event, interactions with recruiters, and overall satisfaction with the event. By amplifying the voices of international students and analyzing the career resources offered to them, program designers can create future student programming that best meets the needs of all students.