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.
Wallace et al. (Sun,) studied this question.
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