EGEE 299/EMSC 299 consists of four main assignments as described on the following pages.
EGEE 299/EMSC 299 is a course designed for students who want to earn credit for their international study experiences. The assignments you can see were created for students who plan to participate in one of The GREEN Program's (TGP) experiences. If you're participating in a different study abroad program and would like to earn credit, please contact the instructor [1] to discuss your options!
We want you to get the most out of your time abroad! This course has been designed to help foster academic learning and personal growth while you're traveling and beyond. We've built this course around the Inquiry-Based Learning model, which means, instead of me telling you what you should be learning, you're encouraged to identify and research interest areas unique to your own journey. At first, you'll be asked to discuss what you're seeing, experiencing, and learning, but then you'll be asked to delve deeper, learn more, investigate, and build an understanding of those things. We want you to drive your learning - progressing from observation and foundational learning, through to questioning and investigation, and then, reflecting on the learning that you experienced while abroad. And, of course, we need you to be able to tell your story! So, while you'll be traveling and studying, you'll also be practicing telling your story and conveying what you've learned. We'll walk you through the practicing part, while you enjoy your program and soak in everything your host country has to offer!
In order to gain a better understanding of the country you're about to visit, you need to have a good idea of what you're getting into! In order to build a foundation, you'll be asked to do some research on the host country. We want you to have an overview of the country's government, politics, society, geography, ecological diversity, etc. We don't expect you to become experts in any of these areas, but to do some preliminary research and impress your hosts with your background knowledge! Once you've got that foundational understanding, all of the things you see and learn will make a lot more sense! Learn more on the Host Country Report [2] page.
As part of the course, you will be asked to read portions of the 2 books identified in the syllabus. Once you've read those sections, you will be assigned a small group. The group will get together on zoom to discuss the assigned topics related to the readings. To earn credit for the assignment, you are expected to record the discussion and submit a link to the instructor for grading on participation, preparation, and professionalism.
TGP requires all students to view some educational videos (link provided in Modules). You will be quizzed on the content of those videos.
While a journal can serve as a record of your daily activities while traveling, your journal entries should focus on the learning that's happening throughout the trip. You'll be asked to write an initial journal entry before you go and share it with your peers. Then while traveling, you'll keep journal notes to revisit when you return. Once you return you can expand upon those notes for full entries. Finally, a reflection entry will wrap up your experience.
You’ll be asked to write about the academic learning, but you also need to focus on the personal growth you’re experiencing. There are prompts provided for each entry, so you can spend your time and energy addressing the prompts vs. deciding what to write about. You're required to submit 6 journal entries, with all but the first and the last completed while you are traveling. So, you'll want to take a tablet (the paper kind), or type up your notes in Word, and plan time every day to review the journal prompts and create notes. You can view the general Journaling Guidance page for the overall journal directions, but each entry also has a dedicated page with prompts that must be addressed. All journal notes are expected to be incorporated into complete journal upon your return.
You are welcome to submit your final journal as a word doc, or as a link to your online blog.
As part of TGP curriculum, while traveling, you will work with a group students who have similar interests. You will develop a capstone project idea in which your group will:
Once you've returned and completed your journal/blog, you'll need to complete the summary poster/infographic outline assignment. I will provide you with guidance asking you specific questions about your experience. You'll be asked to create an outline and submit it for review and feedback. Once the feedback is received, you can begin work on your infographic. The infographic will be your pictorial representation of your experience and growth - think of it as your journal, in a quick view format. It can highlight your personal growth and/or the academic learning that occurred during your study abroad. Ultimately, we want you to create something you can submit to the poster competitions on campus. Note to World Campus students: YES, you can do this! We have students successfully present posters remotely in the past. Read more about that here [3].
You will be asked to identify a couple of the UN Sustainability Development Goals that you feel most closely align with your study abroad experience. The UN Sustainability Goals cover 17 areas that encompass the challenges to sustainability faced across the globe. If you're not familiar with them, get familiar; more and more of what you do will be framed within the context of these goals, and you'll need to know how what you're doing (or not doing) is directly linked to them. You can read more about each one on the About the Sustainable Development Goals page. [4]Incorporate the 2 main goals into your infographic.
Maybe not all five of the Growth Areas are applicable to your study abroad experience. However, you should be able to identify two areas you suspect you will encounter more intensely during your time with TGP. As you progress through your journaling exercises, keep these Growth Areas in mind and reflect on how you are changing and developing in relation to these ideas. Be aware of the Growth Areas as you move through the program, meet new people, and encounter new things. This evolution may be a major focus of the final poster/infographic you will produce at the conclusion of the program.
The Growth Areas outlined below were identified by a University Committee that reviewed engaged scholarship activities and tried to capture the types of learning and personal growth often seen when students participate in out-of-class experiences. Coincidentally, these five growth areas are often cited as desirable traits for employers, and the types of competencies we hope you will exhibit as a Penn State graduate.The knowledge and cognitive skills that support effective and appropriate interaction in a multitude of cultural contexts. For example:
The duty to make a difference in the civic life of our communities and the development of necessary knowledge, skills, values, and motivation to make a difference. For example:
The assessment of one’s ethical values and the social context of problems and the ability to recognize ethical issues in a variety of settings. For example:
The cognitive process to understand how a system’s constituent parts influence each other, and how the system behaves over time and within the context of larger systems. For example:
The ability to clarify career goals while demonstrating the skills necessary to meet professional expectations. For example:
To better absorb the information that will be presented to you while traveling with TGP, you should arrive with a foundational understanding of the country you're visiting. In order to build your knowledge, research and write a paper addressing the following topics:
You need not go in depth on each subject, but you are expected to provide a thorough and accurate overview of each topic. You must get your information from reliable sources. You are expected to cite reputable sources (in text and a reference list) and use APA format for the citations. Submit your paper as a Microsoft Word document in the Canvas Dropbox. Review the rubric provided to better understand how the submission will be graded.
If you're unsure how to gauge if information is from a reliable source, visit the Penn State Libraries, Evaluating Information [5] page.
Sumbit your report as a Word document to the Host Country Report Dropbox by the date listed on the calendar.
You are expected to complete 6 unique journal entries for EGEE 299/EMSC 299. By carefully considering the journal prompts provided and addressing each one thoughtfully, you will be guided through an inquiry-based process that will deepen your experience and provide you with a thorough narrative of your time abroad.
While the journal can include a record of your daily activities, your primary focus should be on the learning you’re experiencing throughout the trip. You are expected to write about your academic learning and your personal growth in every journal entry.
Don’t be mislead by the use of the term “journal.” The journaling assignments are to be well-written pieces of academic work. Be sure to thoroughly address all assignment prompts provided as well as consider the overarching themes of the course and experience.
There is no min/max word count recommendation for the journal entries; however, all journal entries should clearly and thoroughly communicate and elaborate upon experiences, demonstrate the connections between knowledge and experiences, and provide examples. If you're keeping a public blog, it is strongly suggeted that you include images or other multi-media to make the blog visually appealing.
The questions provided should be addressed in your paragraph-form responses. The reader should be able to understand the prompts you're addressing without you repeating the prompt itself; provide context.
There is a rubric outlining journal entry expectations available for you to review.
Note: You will receive feedback on your first journal entry, utilize that feedback to make sure the remaining journal entries meet expectations.
If you are posting your journal entries publicaly, you can use whatever platform you choose.
Please include visual and/or multi-media elements in each blog post to make it visually appealing for readers.
The blog format will provide an artifact you can share with potential employers. It is also a place to showcase your writing. It's also a great way for your family and friends to follow along or learn about your journey.
You are required to submit Journal entry #1 before you leave. The notes for journal entries #2-#4 must be written while traveling with TGP. The full journal entries can be completed upon returning from spring break. Journal entry #8 will be completed after you’ve returned and have had a chance to reacclimate and process your experience. Due dates are provided in the course calendar.
As mentioned, each day has a unique set of journal prompts. Review them the night before or each morning before you leave for the day.
Plan for 15-30 minutes of time/day to think through and address the journal prompts provided. This could be on the bus to/from site visits, in the evenings after your group work has concluded, or in the mornings before you leave for the day!
Discuss what you encountered each day that was new/different/notable.
You can choose a topic that you learned about today - it can be a topic related to the activities of the day, or related to the capstone project you're working on. As you consider a topic, use the following questions to help you choose well:
You may be asked to build on this topic in subsequent journal entries, so choose carefully!
The Penn State Student Engagement Network has identified five areas in which students should demonstrate growth as a result of out-of-the classroom experiences (i.e., study abroad, internship, club activities, etc). The five Growth Areas are summarized on the Student Engagement Network Competencies (Growth Areas) page [6]. You will be asked to discuss one growth area per entry and examine how they relate to your experience and represent your personal growth.
As you prepare for your TGP experience, we want you to contemplate your motivation and expectations for this study abroad program. At this stage, your journal entry should be focused on information related to your study abroad location, addressing your expectations and the growth areas you hope to improve upon.
This introductory journal entry will be submitted as a video.
Address the prompts below.
Because this journal entry is from the beginning your study abroad experience, your post should focus on your observations, and expectations, and identifying the knowledge and skill sets you used to navigate the foreign land while you were there. This entry should include a record of what caught your attention and why; it should not merely be a description of what you did but rather a reflection on what you did, how you felt about it and why certain things drew your attention.
Address the numbered prompts below.
Example: Today we went to a housing settlement to better understand the community’s concerns. The environment was very similar to the one in which my grandmother lived, so I instantly felt at ease here, even though I was surrounded by strangers. I smelled the familiar smells of outdoor stoves and pungent spices. However, this community had more of a feeling of desperation, and it was clear that the living situations were dire. Also, they were using some cooking utensils to prepare meals I had never seen before. It’s interesting how each culture has developed tools to suit their specific needs and situations.
I would like you to write about how your travel experience relates to Multicultural Awareness and how those experiences may have impacted you on the trip.
Note: The five Growth Areas are summarized on the Personal Growth Areas page in the Overview and Introductions module. Please review the section on multicultural awareness and answer the following questions.
Hopefully, by this point in your trip, you are (were) acclimated to your new surroundings and have started to gain a better understanding of the culture and people. You’re probably also acquired a good feel for the major successes and challenges facing its people. At this stage, your journal entries should be more detailed than your previous entries. You should be questioning the things you have encountered while traveling and describing your understanding of the ethical considerations presented.
Address the numbered prompts below.
Note: The five Growth Areas are summarized on the Personal Growth Areas page in the Overview and Introductions module. Please review the section on ethical reasoning and then answer the following questions.
In what ways do the country's people and their cultural practices preserve their natural landscapes and resources?
What are the ethical considerations of further developing the areas you visited?
Because TGP experiences are focused on renewable energy and sustainability, you undoubtedly had numerous opportunities to witness and experience related technologies and sustainability practices. Additionally, you may have learned about how local/regional/international policies affect the implementation of those technologies (for better or worse). At this point, you should also have acquired a good understanding of the people and the culture. Your journal entry for this portion of the trip should move beyond general observation to a deeper exploration of the topics. It should include a discussion of new insights you gained and different perspectives you encountered. You are expected to critically question how your previous thoughts ideas were challenged.
Address the numbered prompts below.
What did you experience that was notable since you collected notes for the last journal entry? What was familiar, what was different?
Describe how your approach to new experiences has changed/evolved throughout the trip, if at all.
Note: The five Growth Areas are summarized on the Personal Growth Areas page in the Overview and Introductions module. Please review the section on civic responsibility and then answer the following questions.
Are the sustainability practices you witnessed the best they could be? How could they be improved? If not, what are the limitations to improvement?
Discuss at least one example of sustainability innovation that you witnessed in your host country. Can this type of technology or practice be applied elsewhere? Why or why not?
Hopefully the thinking you did while completing your journaling notes allowed you to have a more meaningful experience during your travels. Use your journal notes to write a full journal entry that discusses how you grew, both academically and personally, in relation to the growth areas. Dig (and write) deeper as you explore the topics and different perspectives you experienced. Question your previous thoughts and ideas as you went into this travel experience and note how they’ve changed (or not).
I would also like your journal entry to discuss your capstone project and demonstrate a strong understanding of the research you did. You should be able to confidently discuss and debate the topic and share your ideas with others.
Address the prompts below.
Note: The five Growth Areas are summarized on the Personal Growth Areas page in the Overview and Introductions module. Please review the section on systems thinking and then answer the following questions.
Address the numbered prompts below:
Note: The five Growth Areas are summarized on the Personal Growth Areas page in the Overview and Introductions module. Please review the section on personal growth and professional development and then answer the following questions.
Discuss how the experience with TGP has helped you (or not) clarify your personal goals, values, work style, and career goals.
Reflect upon and discuss situations when you felt uncomfortable, ill-prepared, or out of your element on this trip. Also, include examples of when you felt confident or knowledgeable. Why did you feel that way?
Example: While discussing the community’s concerns it became apparent that the community members have come to think of their situation as an “us vs. them” scenario, and they clearly viewed me and my classmates as “them.” This made me uncomfortable because the tension in the air at that point was palpable and I felt like I was being blamed for the situation. While I don’t live in the community and can’t begin to fully understand their frustrations, I can empathize with their situation and want to help. While I have a lot of experience in the sanitation field, because of my internship last summer, I don’t have a good understanding of the unique challenges of this geographic region and its people. I am confident we can learn more, but it isn’t yet clear how we can improve the situation.
Translating the learning and personal growth that comes from a study abroad experience can be difficult. While you’ve done a lot of this in your journal entries, the goal of this final assignment is to synthesize your experience in a short, concise way that others will want to review. You will be doing that by creating an infographic. An infographic is a way to integrate your experience and share your learning, growth, and travel abroad story with the world. It also provides you with an educational artifact you can share on a blog, and even in Penn State poster expositions or competitions if you so choose. You can read more about the exciting poster opportunities on the "Sharing Your Experience [9]" page. NOTE: You do not need to be on campus to present. Your advisor can help facilitate remote attendance.
As someone who has completed several different study abroad opportunities, I know there is much to share. An infographic will help you tell that story, but more importantly, it will help you reflect on your experience.
An infographic is a way to visually represent your experience in an interesting, clear, and concise way. It should be
Please review the following video to learn more about the qualities commonly included in infographics.
The infographic assignment is really a set of three assignments you will complete in succession.
I highly recommend that you read through the entire infographic lesson prior to beginning so you have a good idea of what the project is and how to approach it.
Special thanks to Hailley Fargo, Head of Education and Outreach Services, Northern Kentucky University for much of the guidance and information contained in this lesson.
The first assignment is an outline of the story you want to tell.
In order to put together a good infographic, you must first create an outline, decide what areas you want to highlight, and determine how you will represent those ideas! Because you've been journaling about both your personal growth and a general interest topic (most likely your capstone), you should have enough information to create your outline and infographic. If you've received funding from the Student Engagement Network, it is recommended that your infographic focus on their recommended topics.
The outline should address the questions below that are applicable and should include some ideas for how you will present that information on the infographic. Keep in mind that this outline is a large percent of your semester grade. As such, you are expected to spend a significant amount of time and effort on this assignment. Think through what you'd like to present in your infographic and how it's all related. Feel free to review the rubric to better understand how it will be graded.
Provide an overview of your experience, including:
Please submit your outline, with ideas for graphics, as a Word or PDF to the "Infographic Outline" Dropbox by the date provided to you by the instructor.
This is graded out of 10 points and is worth 10% of your final grade.
Special thanks to Hailley Fargo, Student Engagement Librarian, The Pennsylvania State University for much of the guidance and information contained on this page.
Now that you have an outline of what you want to present, it is time to choose a layout. As you can imagine, creating an effective infographic is a bit more complicated than simply putting facts and images together. The information must also be efficiently organized to demonstrate the connections between important concepts or ideas. There are several ways in which you can organize your content. Please watch the following video for some ideas.
Your experience probably best fits into one of the following: the visual article, the flowchart, the timeline, or the map. But, you don't have to use these types, feel free to improvise, combine, or modify any of them to reach your desired outcome!
The image below offers some additional layout ideas for your infographic.
Again, some of the layouts shown above may fit your story better, but there is no prescription here, be creative!
Your experience probably best fits into one of the following: the visual article, the flowchart, the timeline, or the map. But, you don't have to use these types, feel free to improvise, combine, or modify any of them to reach your desired outcome!
Below is an example of a traditional poster. Most of your infographics should not look like this.
Special thanks to Hailley Fargo, Head of Education and Outreach Services, Northern Kentucky University for much of the guidance and information contained on this page.
Now that you know the core elements of infographics, you may be wondering how to actually get started. There are many programs out there to create infographics, but most are not recommended or supported by Penn State (for various reasons). We recommend that you use PowerPoint and start with a blank slide. The following video will walk you through how to find and import graphics into PowerPoint. You will find additional tips on the "How to Make an Infographic in PowerPoint: The Beginners’ Guide [13]" tutorial on the Graphic Mama blog.
Other good options, but not supported by Penn State help desk include:
Adobe Spark [14] is part of Adobe's Creative Cloud Suite. It allows you to create a variety of graphic-based resources. As a registered Penn State student, you have free access to this software.
Canva [15] also offers free accounts. It has a simple and easy-to-use interface and each item you create is downloadable in a PDF format. *Please note: Canva offers graphics and other elements for an additional fee. You are not expected to purchase anything in order to create your infographics. Doing so is at your own discretion.
Feel free to experiment and try different software until you find one that works well for you.
In order to be able to use this in a poster exposition or competition, it should not exceed 46” (W) x 36” (H).
Notice how this infographic tells a story in an interesting and appealing way. It would be an even better example if there were background colors to chunk sections of information.
This is a great example: It is attractive. The information is in manageable bits and the road illustrates progression and connection while maintaining it’s not a hard and fast rule.
This example shows what you can do when you have a lot of information. It also demonstrates how visuals are essential in telling a story.
Here are some examples of infographics that may give you some ideas and inspiration! This is just a few examples. You can find many more with a simple Google search.
This example focuses an audience's attention into the center of an illustration, using color to organize the learner's experience and interconnections. There's A LOT going on within this illustration and the minute detail can make the reading of the infographic seem like a puzzle to untangle.
This example utilizes historical imagery and variations in sizing of both photographs and text to emphasize key information.
This "top ten" list simply draws the attention vertically downward in a sequential series of steps. The simple display of color and patterning communicates the learner's message clearly.
This is another vertical "top down" sequence that guides the audience with arrows and simple drawings.
A comic-style infographic like this one is a fun and familar way for the audience to understand a story or process.
This inforgraphic shares A LOT of information in a "light-hearted" way by coupling comic illustrations with tables and text boxes.
Create an infographic DRAFT that tells the story of your travel abroad.
Upload a PDF of the Infographic draft to the same "Infographic Draft" Dropbox by the date found on the syllabus.
Create an infographic that tells the story of your learning while traveling abroad. When it's complete, upload a PDF of the Infographic to the "Infographic" Dropbox.
Presenting at poster exhibitions is a great way to gain professional experience and share the things you are learning. Now that you have completed an infographic, there are just a few simple steps to convert it to a poster.
I strongly suggest you consider presenting at one of the several exhibitions on campus (listed below). You might be surprised to learn that this opportunity is not limited to resident students. World Campus students are encouraged to present as well!
You can work with the instructor to have your poster printed.
Check out this 1:46 minute video showing one of our World Campus students from Florida participating in the 2018 Undergraduate Poster Exhibition.
Because you received a grant from the Student Engagement Network, you are eligible and encouraged to consider presenting at a future Student Engagement EXPO. Typically the EXPOs are head in the fall at University Park, but presenting remotely is an option for online students!
This exhibition is typically held in the spring at University Park and there is an engagement poster session included just for you! Again, presenting remotely is an option for everyone, no matter your location!
Scheudled for: April 3, 2023
Please do not hesitate to contact me or your adviser if you see any opportunities happening on campus that are not listed here that you would like to participate in. We would be happy to talk to you about how to get involved.
Links
[1] mailto:hjs142@psu.edu?subject=Study%20abroad
[2] https://www.e-education.psu.edu/egee299/node/489
[3] https://www.e-education.psu.edu/emsc302/node/628
[4] https://www.un.org/sustainabledevelopment/sustainable-development-goals/
[5] http://libraries.psu.edu/services/research-help/evaluating-information
[6] https://www.e-education.psu.edu/egee299/node/476
[7] http://unfoundation.org/what-we-do/issues/sustainable-development-goals/?gclid=Cj0KCQiA09eQBhCxARIsAAYRiylWyYKekXmRRms2aU-7eXbFhWwqbT70hW7XZaqVcno_1qR1usi9YtsaAqJ3EALw_wcB
[8] https://www.engage.psu.edu/grants/application/growth-areas/
[9] https://www.e-education.psu.edu/egee495/node/494
[10] https://piktochart.com/blog/layout-cheat-sheet-making-the-best-out-of-visual-arrangement/
[11] https://piktochart.com/
[12] https://creativecommons.org/licenses/by/4.0/
[13] https://graphicmama.com/blog/how-to-make-an-infographic-in-powerpoint/
[14] https://spark.adobe.com/sp/onboarding
[15] https://www.canva.com/q/pro/?v=13&utm_source=google_sem&utm_medium=cpc&utm_campaign=REV_US_EN_CanvaPro_Branded_Tier1_Core_EM&utm_term=REV_US_EN_CanvaPro_Branded_Tier1_Canva_EM&gclid=EAIaIQobChMIwKKk-vyo5gIVC1YMCh1dCQMxEAAYASAAEgLqivD_BwE
[16] https://www.flickr.com/search/?text=agriculture%20youth%20opportunities
[17] https://www.flickr.com/photos/usdagov/
[18] https://creativecommons.org/publicdomain/mark/1.0/
[19] http://www.eddefy.com
[20] https://www.flickr.com/photos/amoration/8590501080/
[21] https://www.flickr.com/photos/amoration/
[22] https://creativecommons.org/licenses/by-nc/2.0/
[23] https://www.flickr.com/photos/rosefirerising/8551487389
[24] https://www.flickr.com/photos/rosefirerising/
[25] https://creativecommons.org/licenses/by-nc-nd/2.0/
[26] https://www.history.navy.mil/news-and-events/multimedia-gallery/infographics/heritage/chief-petty-officer.html
[27] https://paindoctor.com/top-10-biggest-pain-breakthroughs-2014/
[28] https://www.flickr.com/photos/pain-pix/18958332052
[29] https://www.flickr.com/photos/pain-pix/
[30] https://creativecommons.org/licenses/by/2.0/
[31] https://www.flickr.com/photos/56866338@N06/8704978051/in/photostream/
[32] https://www.flickr.com/photos/56866338@N06/
[33] https://commons.wikimedia.org/wiki/File:Licensing_tutorial_en-may_upload_in_bold.svg
[34] https://creativecommons.org/licenses/by-sa/3.0/deed.en
[35] https://creativecommons.org/licenses/by-nc-sa/4.0/
[36] http://www.engage.psu.edu/events/expo/
[37] https://undergradresearch.psu.edu/resources/opportunities/undergraduate-exhibition
[38] https://www.ems.psu.edu/undergraduate/beyond-classroom/honors-exhibitions-and-award-competitions/undergraduate-poster