On the Road With College Students

Our very own Dr. Elizabeth Stice, associate professor of history and fellow for faculty communication and development, shared her travel abroad experience at Palm Beach Atlantic University (PBA) with Inside Higher Ed. In the opinion piece, Dr. Stice writes about her transformative experience traveling to Greece and Turkey with a group of students over the summer.

PBA encourages students and faculty alike to travel abroad, giving them the opportunity to broaden their perspectives, experience new cultures, serve other communities and more. Programs like CMGlobaland the Gregory Center for Medical Missionsgive students the ability to travel around the world, using their gifts to share God's love. Read below to hear more about how Dr. Stice was edified from her travel abroad experience.

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On the Road With College Students

John Steinbeck'sTravels With Charleyis one of the great travel narratives. It is an account of Steinbeck's journey across the country with his dog Charley, in his truck with a camper van. Steinbeck set out to find out "What are Americans like today?" He took his time and drove slowly. He stopped in small towns, spoke with locals, had contemplative drinks around campfires and sipped his coffee in the morning. Steinbeck's journey was about the opposite of my recent experience traveling overseas with college students.

My travels with college students took place in Greece and Turkey across the span of two weeks. Steinbeck had a lot of time to himself. We were almost always all together. His companion was a dog who sometimes sighed and sometimes barked but largely kept quiet. Our bus contained students who could and did nap but were quite capable of expressing themselves verbally. Steinbeck drove himself; we were driven. He kept his pace slow; we wore ourselves out. He was his own guide; we had professionals. He was somewhat indifferent to where his journey might take him; we had a packed agenda. He was in America; we were overseas. We got, in many ways, different things out of our trips. But we were both edified by our experiences.

Steinbeck learned a good deal about America. I had already been to most of the sites that we visited in Greece and Turkey, but I learned a good deal about some young Americans. I learned who requires iced coffee to get going in the morning. I learned who cared most about historic cannons in town squares. I learned from my students how Kim Kardashian takes a selfie. I learned more slang than is good or useful for me.

A great deal of evidence demonstrates how much students benefit from travel study trips and study abroad semesters. Many students benefit from the more experiential learning style. Learning about Athens in the classroom and then walking around the Parthenon is a special and memorable opportunity. Students come back from overseas trips with more exposure to the rest of the world and often an increase in confidence. For semester-long programs, students can return with enhanced language skills. Study abroad can offer an employment edge. There are so many reasons for students to study abroad. For faculty, the benefits are different but just as real.

Faculty leading a trip overseas should already know quite a bit about the subject and location, but the experiential side of travel study for faculty cannot be had elsewhere. Typically, faculty and college students interact mostly in the classroom. We stand, or pace, at the front. Even if we practice engaged learning, we are largely in control of the environment. We speak mainly on subjects we know about. It can be easy to fall into a pattern. We might even offer some of the same lectures and same examples year after year.

Outside of the classroom and outside of the country, the situation is different. We are not always in control, we do not always command the room or the bus and we cannot operate from a script. Travel study trips show us our own pedagogical limitations, which can be somewhat hidden behind the lectern. Trips force us to be more spontaneous and to stretch. They can also make us more real to our students. Something about being on a bus together all day and trying to scrounge up change for access to a bathroom rehumanizes, or at least deepens the human element of, the student-faculty interaction.

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