Presentation:

Using video to document the study abroad experience creates a whole new meaning to learning outcomes and objectives. Willer and Kissel presented a collaborative video documentary that illustrated a two week study trip to China with first year Capstone Scholar students from the University of South Carolina.

Willer has extensive expertise in the area of international education; she has 25 years of related experience, and currently serves as the Assistant Vice Provost for International Programs at the University of South Carolina. Kissel, a documentary film-maker and Associate Professor of Media Arts at the University of South Carolina, brings her expertise in the documentation of human experience to the learning objectives of study abroad; her goal was to capture student learning through the medium of video. 

Willer and Kissel began the presentation by discussing their interest in the topic of student engagement, including Willer’s desire to document a group of students in a rigorous short-term study abroad experience. Kissel mentioned two primary reasons for her interest in producing the project:  she wanted to gain experience filming in China and learn about China’s culture and history for a future research project. Willer and Kissel found a unique opportunity for collaboration that benefited both a faculty member’s future research goals and the Study Abroad office in the promotion of study abroad opportunities.

The overall goal of the project was to assist in ‘telling the stories’ of students during the international program.  Kissel asked the question, “How do you enable students to become narrators of their own experience?” There were several outcomes that were desired when creating the film: promote and market study abroad, desire to capture rigor in short-term study abroad program, desire to engage younger students to consider study abroad opportunities, and provide a qualitative assessment for student learning.

The presenters asked the audience to think about how the documentary captures the learning experience and how the process of production impacts student learning. Before Willer and Kissel presented their video, they prompted the audience to think about active learning, gifted teaching, and the process of evaluation the students went through to analyze their own learning. They also asked the audience to enjoy the video.

The presenters handed out a synopsis of the video as well as copies of the video. The synopsis is a good overview of what one can see in the film:

Video Description

Beyond the Classroom: China depicts China’s historic sites and contemporary social issues through the eyes of undergraduate students from the University of South Carolina as they travel from cosmopolitan cities to rural mountain towns and industrial centers. The video highlights the importance of international travel as an educational experience and reveals how cultural exchange can expand and enrich.

Program Synopsis. The video begins with students describing what they anticipate China will look and feel like. From this introduction, the video then follows the chronological structure of the trip, beginning in Beijing. In Beijing, students explore the sites of Tiananmen Square and the Forbidden City. Student narration of the video begins with one student briefly describing her scholarship on the Forbidden City and contrasting book knowledge with her experience of seeing it in person. The theme of the reconstruction of historic sites for international tourists is introduced, a theme which continues to resonate.

In the following segment, students travel to an unlikely tourist destination, the coal city of Datong. Here they experience life in a “typical” Chinese city. Pollution and other environmental issues are discussed as students witness first hand how the majority of Chinese people live. At the conclusion of this segment, students visit the Yungang Grottoes, an important UNESCO world heritage site that is threatened by surrounding coal factories. A student shares her research on the site and notes the conflict of interest she sees between China’s desire to preserve historical relics and its necessity to provide coal-based energy to feed economic growth.

Students arrive at an ancient Buddhist holy site in the mountain tow of Wutaishan. Here they observe Buddhist prayer ceremonies at the site of a 2,000-year-old temple and compare Christian and Buddhist practices. At the conclusion of this visually descriptive segment, students climb to the top of the tallest mountain in Wutaishan where they encounter a group of monks with digital cameras and cell phones; again, tradition and ancient practices blend with the modern world.

Leaving Wutaishan students take a long bus ride through the rural countryside to the Taiyuan train station where they begin a 12-hour overnight journey to Xi’an. Students communicate with porters, study, and anticipate their arrival in the city of Xi’an. Once the students arrive in Xi’an they visit the historic site of the Terracotta Warriors. Students describe the meaning of the site and explore its complexities, including the nature of the place as a tourist destination.

After the Terracotta Warriors excursion, the students spend a day with Chinese students in the Xi’an to learn first hand how young people in China think about their lives, politics, and their future. The video focuses on one student and her interactions with a young Chinese woman. They “interview” each other about various aspects of their lives, and the USC student is taken to see a typical dorm room and classroom. In the classroom, the USC student is given a Chinese language lesson.

The last segment of the video takes place in Shanghai. Students discover one of the largest cities in the world and are confronted with its size, rapid growth, and economic power. Students formulate questions for their professor as they begin to understand Shanghai and China’s place in global trade.

The video concludes in Shanghai with a statement from students that summarizes what the trip has meant to them and how it has inspired them to learn about China. The professor of the course summarizes the experience of the trip and reiterates the importance of student travel in countries like China.

Discussion:

The discussion began with a question from the audience about how the video has been received by constituents. Overall, the film has received four professional awards, but more importantly, it has caused undergraduate students at USC to think about the possibility of studying abroad in China and also think more critically about other cultures.

Willer answered a question about the uses that the film has had since its completion.  She indicated that it has had a variety of uses including: exhibition to student groups interested in study abroad, which was the primary target; exhibition to new undergraduate freshmen students during University 101; and exhibition during pre-departure orientation for several study abroad programs. The film is also used on a loop at the Visitor’s Center at USC, so prospective students and parents can see the importance that the University of South Carolina places on study abroad.

Recently, the Center for Teaching Excellence at the University of South Carolina has screened the film to possible future study abroad teachers. The medium of video has also been a good qualitative assessment to see what studying abroad is like for those professors without international experience; this leads to further advocacy if they see what goes on during these trips. The video is also a form of accountability within the upper administration and those involved in the development of study abroad programs.
                       
A scene in the documentary video shows students from USC visiting a university campus in China and speaking with students there. The American students participating in this study abroad program thought this was a vital part of their experience in China. This has resulted in the University of South Carolina Study Abroad Office to build this type of interaction into its study abroad programs.

Willer presented the cost for the program being three credits of tuition plus airfare, meals, etc. with the shorter term program fees being rather high, but since the students were Capstone Scholars many received around $2000 in travel grants.

The discussion about cost spurred one audience member to ask how the institution assisted students, as cost is a strong deterrent to studying abroad. Willer responded that the University of South Carolina gave small scholarships for high achieving students and also for those that showed need. She talked about the fact that if the institution is committed then funding should be secured fairly easily. The presenter focused on hopes that the Simon bill will go through Congress to further assist in the funding of international experiences.

The same audience member also presented the fact that the National Science Foundation has grants for international travel, and that this needs to be faculty driven; he started one six years ago. The student gets in based on merit, and the program has allowed more than fifty students to travel abroad with no out of pocket expense causing no divide in participation.

Other questions included how the University of South Carolina has integrated this film into curriculum. Willer mentioned that in the Capstone program first year students view the film and also first year students enrolled in University 101.

The following question was also raised by an audience member. “Do you provide pre and post tests for students who study abroad?” Willer discussed how her institution is participating in a pilot research program, called the BEVI, which provides pre and post test assessment of study abroad experiences. 

Further discussion consisted of bringing students on board to create the film as well as charging students with using video on longer-term projects. A current project Willer mentioned was that of a journalism study abroad program that had students interviewing people who survived Dauschau and also the military man who liberated the camp. “With film, there are many ways to go; this works best with short-term programs.”

Recommendations:

• Encourage students to use video as a form of diary while abroad; this can help students further immerse themselves in learning, while providing friends and family the ability to see what the students are experiencing.

• A documentary film can be used to explain the importance of study abroad to others at the institution. It can be used for publicity and also to show other faculty the engaging aspects of international teaching.

• It is important to remember that the most powerful experience that the video showed was the connections with other students in similar positions, asking each other questions and experiencing cultural exchange. This exchange should be a mandatory component of study abroad experiences.

References/Resources:

Websites

1. University of South Carolina International Programs: http://www.sc.sc.edu/ips/

2. Beyond the Classroom Documentary - Laura Kissel’s Website: http://people.cas.sc.edu/kissel/documentary/BeyondTheClassroom.html