Speaker
Description
This poster presentation reports on the design and implementation of a year-long, credit-bearing study abroad program centered on a ten-day study tour to Walt Disney World in Florida. By embedding experiential learning within a structured academic framework, including pre-departure instruction, guided reflection, goal-setting, and rigorous assessment, the program reframes Disney as a meaningful learning environment. Practical strategies for developing academically credible short-term programs are also presented.
Abstract section 3: Content/method
The presentation outlines the design, implementation, and evaluation of a year-long course centered on a ten-day study tour in Florida. Course documentation, learning materials, student reflection reports, and assessment tasks are examined to illustrate the program structure and monitoring processes. The analysis draws on instructor observations, faculty-led feedback sessions, and course evaluations to demonstrate how experiential activities were systematically linked to language development, intercultural learning, and professional skill formation.
Abstract section 2: Contribution/research questions
This practice-oriented presentation aims to demonstrate how a short-term overseas program at Walt Disney World can be transformed into an academically credible, credit-bearing university course through systematic curriculum design and continuous faculty oversight. It presents a curriculum model that integrates pre-departure instruction, experiential learning, language-focused tasks, and post-program assessment. The presentation contributes practical guidance for educators seeking to balance student motivation, English development, and institutional academic standards.
Abstract section 1: Relevance
Short-term study abroad programs are frequently criticized for prioritizing enjoyment over sustained academic development. Programs based at entertainment-oriented destinations such as Walt Disney World often face skepticism regarding their suitability for serious academic study. Research on study abroad interventions and second language development emphasizes the importance of structured preparation, guided reflection, authentic interaction, and faculty oversight in promoting meaningful learning outcomes. This presentation addresses this skepticism by examining how Disney can be embedded within a rigorous academic framework, contributing to current discussions on program credibility, learner engagement, and quality assurance in study abroad.
Abstract section 4: Outcomes/results
Findings indicate that students developed increased academic engagement, reflective capacity, and professional awareness when experiential learning was embedded within a sustained curriculum supported by consistent faculty guidance. In particular, students demonstrated noticeable improvement in spoken English ability and increased confidence in using English in authentic academic and professional contexts, especially during the overseas component. Participants also showed improved ability to analyze real-world settings using academic frameworks and to articulate learning outcomes in formal writing. Conference participants will learn practical strategies for designing scaffolded learning sequences, implementing effective faculty supervision, and aligning assessments with experiential activities.
| Title | Beyond the Theme Park: Reframing Disney for Study Abroad |
|---|---|
| Teaching Context | College and university education |