Figure 1
Mind Map examples created during different REM sessions (A is a visual map, B is a digital map). Each are of different REM sessions.
A: Visual Map.
B: Digital Map.
Figure 2
Six major themes with underlying qualities of growth.
Table 1
Programmatic components, definitions, and the frequency that they arose from student stories. Only components that were in over 25% of student stories are featured.
| PROGRAMMATIC COMPONENT | DEFINITION | PERCENTAGE OF PARTICIPANTS WHO IDENTIFIED THIS COMPONENT |
|---|---|---|
| Experiential Learning Opportunity (ELO) | A core curricular requirement that provides the opportunity for students to integrate academic knowledge, conceptual tools, and skills from coursework in an applied global and public health experience. | 81% (n = 25) |
| “Global” Partners and Relationships | Partnerships with local and global stakeholders, including host families, colleagues in engaged learning placements, and international program staff, create opportunities for students to be both challenged and mentored in new settings. | 61% (n = 19) |
| Near Peer Relationships | Engaged learning programs allow students from diverse backgrounds to develop friendships, collaborations, and networking connections through facilitated opportunities to live, learn, and work together. | 58% (n = 18) |
| Critical Reflection | Critical reflection practice is integrated throughout the curriculum with written assignments, cross-cultural dialogues, collaborative projects, and on/off campus activities to guide students in developing critical reflection skills. | 52% (n = 16) |
| Cohort Community Building | Creation of intentional spaces for groups of students to collaboratively learn and work together, experience and respond to challenges, contribute to program development, and form personal and professional relationships. | 45% (n = 14) |
| Teamwork | Multi-faceted opportunities for students to work towards a common goal with their peers. Teamwork is integrated throughout curricular requirements, international partnerships, engaged learning and research, and leadership opportunities. | 42% (n = 13) |
| Dialogue Across Difference [15] | Collaborative communication between individuals with unique, diverse perspectives within and a part of the GHP. This includes peers, stakeholders, faculty/staff, and program partners. | 42% (n = 13) |
| Mentorship | Guidance and support provided by faculty, staff, local and global partners, and other mentor figures that work directly with our students in a professional setting. | 39% (n = 12) |
| Student Leadership Opportunities | Embracing and utilizing student knowledge, lived experience, and the passion and commitment to sustain and strengthen programmatic partnerships, curriculum, and activities. Student leaders are invited to participate in all parts of the GHP, ranging from the advisory board to program and teaching assistant positions. | 26% (n = 8) |