Andrew Young Center for Global Leadership

Institute for International and Experiential Education

This institute focuses on co-curricular and integrative learning experiences designed to prepare students for global and domestic leadership. The Institute coordinates international and domestic service, study, research, and work experiences, as well as training experiences to prepare students interested in pursuing careers in international service.

International Education

Global experiences have a transformative impact on the lives of our students.

The Morehouse College Office of International Education, housed in the Andrew Young Center for Global Leadership, leads the College’s efforts to provide global experiences for our students and to engage faculty in the internationalization of the curriculum. The Office supports both faculty-led experiences for students who desire a one to 4-week short-term experience and academic-term experiences for students who choose to study internationally for an entire semester. 

The College partners with five preferred providers, Arcadia, CAPA, CIEE, IES Abroad, and ISEP, to curate academic-term programs offered each semester. Morehouse study abroad programming offers experiences across the globe, including Africa, Asia, South and Central America, and Europe. 

Visit Study Abroad to learn more, or contact Dr. Ruihua Shen, director of the Office of International Education, or Jeanine White, study abroad coordinator. The Office of International Education is located in the Massey Leadership Building, Room 400.

Experiential Education

The primary goal of experiential education programming is to provide infrastructure and support for students, faculty, and staff to receive training and learn best practices to support the design, implementation, and assessment of interventions related to community impact and experiential learning. A central aim is to support faculty in Gen Ed and the majors to implement service-learning in their courses. Dr. Maya Corneille is the associate director of experiential education.

Experiential education is a teaching pedagogy that immerses students in real-world applications and creative problem solving and uses observation, critical thinking, and reflection to achieve learning outcomes. Service-learning is a specific form of experiential education that pairs academic learning with community service and community impact.

Scholarship programs include the Oprah Winfrey Scholars Program, SMASH Scholars Program, and the Procter and Gamble Scholars Program. The Office engages these program scholars and the Michael Lomax Scholars in robust and dynamic community impact and service-learning experiences.

Experiential Education Toolkit

Experiential education is a teaching pedagogy that immerses students in real-world applications and creative problem solving and uses observation, critical thinking, and reflection to achieve learning outcomes. Service-learning is a specific form of experiential education that pairs academic learning with community service and community impact.

Six Principles of Building Dynamic Learning Experiences through Experiential Education and Service Learning

  1. Unites Theory and Practice
    1. Learning objectives are identified and incorporated into the experience.
  2. Reciprocally Impactful
    1. Students and community members benefit equally.
  3. Provides Social Context
    1. Students gain a working knowledge of the community including community strengths prior to participation.
  4. Reflexive and Reflective
    1. There are opportunities to engage in critical thinking and self-reflection.
  5. Asset Building
    1. Students have the opportunity to reflect on their own strengths and areas of growth.
  6. Accommodates Student Needs
    1. Diverse student needs are addressed through time flexibility, site proximity, advanced scheduling

Creative Technologies

PlatformDescriptionPotential Usage
Mentimeter and Padlet Online tools that allow users to create word clouds, brainstorming, discussion forums, and anonymous polls Polling, surveys, brainstorming, discussion forums
Knight lab  Online tool that allows users to construct and publish interactive timelines on a given topic Case studies, narratives, historical outlines, interactive resumes
Animoto  Online video editing service that allows users to compile various media formats Presentations, marketing, public service announcements
iMovie (iOS and macOS) and InShot (Android)  Mobile-compatible video editing platforms Short informational videos, skits
Canva  Digital design platform in which users can develop various forms of media Infographics, presentations, posters, brochures, videos, social media posts
Adobe Spark  Digital design platform in which users can develop various forms of media Graphics, collages, flyers, videos, animations, etc.
Flipgrid  Video discussion platform through which videos taken asynchronously can be compiled Video compilations, discussion forums
ArcGIS StoryMaps  Map editing platform that allows users to edit maps to enhance awareness around specific topics Spatial illustration, infographics, presentations, resource mapping
Oculus  Science-learning platform that incorporates virtual reality (VR) technology into lessons Scientific laboratory exercises
StreamYard  Streaming service through which users can broadcast audiovisual conferences to YouTube or Facebook Podcasts, interviews, small group discussions

Useful Resources

Scholarship on Experiential Education

Fuertes, Balaguer, Fernández, Fernández-Morilla (2020) Improving Communicative Competence through Social Interaction: A Service-Learning Methodology Mixed-methods study examining the effect of service-learning on perceived learning. 19 university students worked with a high-school population of 163 students, assisting them with oral communicative competence, specifically in English and Catalan. The literature suggests that students value service-learning programs that embed capability and commitment, which increases their likelihood of continuing to act as agents of social change in the future. The student participants in this study demonstrated a statistically significant improvement in their oral communication competency based on self-report.
Vilhauer, White, and Chamberlain (2020) Successful Instructional Approaches for Contemporary Students Case study of tourism students at California State University, East Bay. Methods for improving higher education for modern students are explored. As the university student demographic expands and diversifies, new approaches are needed to cater to student needs. Strategies for mitigating potential student challenges include experiential education, real-world application, multi-media use, and policy flexibility.
Hand, Koransky, Feinman, Pellerano, Jiminez, Giordano, Jahn (2018) Alumni Perspectives on the Role of Medical School Service-Learning Experiences in Their Professional Development and Practice Qualitative study using semi-structured interviews of 22 physicians. All recruited participants were alumni of Rutgers Wood Johnson Medical School who participated in the Homeless and Indigent Population Health Outreach Project (HIPHOP). The responses of the participants were coded for similarity. The research team identified the following common themes: service-learning activities served as an outlet for individuals predisposed to service; participants actively sought underserved populations in their practice; participants demonstrated increased sensitivity towards the underserved; and participants gained leadership, organizational, and administrative skills.
Zhang and Zhu (2018) Service-Learning in the General Education Core Curriculum: An Example from Sun Yat-sen University Case study examining the student impact of an experiential education course at Sun Yat-sen University, entitled “Civic Society and Philanthropy.” Prior to and following the service-learning experience, students answered questionnaires in which they evaluated themselves according to the following: communication skills, organizational skills, social competence, problem-solving skills, research skills, positive attitudes, and overall satisfaction. The results of the post-test questionnaire revealed that students perceived their skill sets to be lower than they had prior to service-learning, which suggests that the service-learning experience made them aware of their lack of practical knowledge. Students’ self-perceived research skills did not change following service-learning. Additionally, students reported a preference for the service-learning approach over the classroom approach.
McKim, Greenhaw, Jagger, Redwine, McCubbins (2017) Emerging Opportunities for Interdisciplinary Application of Experiential Learning among Colleges and Teachers of Agriculture Literature review detailing the origins of experiential learning and its future in schools of agriculture. As desired workforce skills evolve to include traits such as adaptability and sociability, there arises a need for scholars that are holistically trained. This need can be satisfied in part by interdisciplinary education that incorporates relevant learning experiences.
Garkovich, Bunch, and Davis (2016) The Role of Experiential Education: An Analysis from Students’ Perspective Qualitative study analyzing the survey responses of students and recent graduates of the University of Kentucky College of Agriculture. Participants reflected on the impact of an experiential education course on the trajectory of their careers. Participants (i.e., students and graduates) held overwhelmingly positive views of experiential education, stating that it allowed them to develop practical skills that could not come from classroom instruction alone. It was also noted that fieldwork, in many cases, confirmed their passion for agriculture and helped students with career plans.
Rodriguez-Arroyo and Vaughns (2015) Is Service Learning the Answer? Preparing Teacher Candidates to Work with ELLs Through Service-Learning Experiences Case study in which teacher candidates in Nebraska took courses that incorporated service-learning experiences (SLEs) with English Language Learners (ELLs) and their families. Following the SLEs, teacher candidates reported working through previous misconceptions about ELLs, becoming more knowledgeable of community needs, and gaining relationship-building skills.
Ocal and Altinok (2015) Developing Social Sensitivity with Service-Learning An experimental design examining the effect of service-learning activities on the sensitivity to social problems of Turkish students aged 12 and 14. There was an experimental and control group, only the experimental group participated in service-learning activities. A significant difference in social sensitivity was found between the experimental and control groups. Students in the experimental group were better able to identify social problems and felt responsible for finding solutions.
Hains and Smith (2012) Student-Centered Course Design: Empowering Students to Become Self-Directed Learners Case study in which seven undergraduate students majoring in Agricultural Education curated and executed a 12-day experiential learning course. Students reported a heightened sense cognitive and emotional connection to course content. In addition, students found the experience to help them link theory and practice within the field of agriculture.
Rooks and Winkler (2012)  Learning Interdisciplinarity: Service Learning and the Promise of Interdisciplinary Teaching Qualitative analysis of a hunger and homelessness course taught by both sociologists and social workers at a community service organization. Course evaluations, observation of class sessions, and correspondence were the units of analysis. The interdisciplinary approach to service-learning had both challenges and benefits. Due to disciplinary differences, sociologists and social workers did not always agree on how and why to solve social problems, which created tension. Conversely, the students were indifferent to disciplinary differences and were more interested in solving the social problems they learned about.
Galvin and Parker (2011) Investing the Reciprocal Nature of Service-Learning in Physical Education Teacher Education Qualitative study in which three physical education teacher education candidates engaged in summer service-learning projects with underserved youth. Researchers analyzed field notes, participant interviews, and teacher journals. As teacher candidates learned from students, they became more effective at teaching. Following the service-learning project, the teacher candidates reported learning to socially engage in a meaningful manner and experiencing a sense of personal development.
Smith, Gahagan, et al (2011) The Development of a Service-Learning Program for First-Year Students Based on the Hallmarks of High-Quality Service-Learning and Rigorous Program Evaluation Case study of a collaboration between the Carolina Service-Learning Initiative (CSLI) and a first-year seminar called University 101 in which first-year college students helped public school students transition into middle school. Six hallmarks of quality service-learning are discussed: integrated learning, community service, collaborative development and management, civic engagement and a sense of community responsibility, contemplation, and evaluation and disclosure. Following the Transitional Coach Program, the first-year college students reported a sense of belonging to the university, academic relevance, empowerment, and civic engagement.
Pless, Maak, and Stahl (2011) Developing Responsible Global Leaders Through International Service-Learning Programs: The Ulysses Experience Case study of “Project Ulysses,” an international service-learning program that aims to produce global leaders, through analysis of the interviews of 70 past participants. Interviewees were quantitatively evaluated by the following competency areas: self-reflection, non-judgment, local sensitivity, emotional awareness, and moral reflection. Survey results indicated improvements in cultural intelligence and intercultural competence among participants. Statistically significant increases were shown in non-judgment, local sensitivity, moral reflection, and self-awareness.
Simons and Cleary (2006) The Influence of Service-Learning on Students’ Personal and Social Development Mixed-methods experiment investigating the effect of service-learning on learning, personal, and social outcomes. The participants in this study were undergraduate psychology course enrollees at a private teaching university in an Eastern metropolitan area. Prior to and following service learning, students completed a survey packet measuring demographics, learning, and social/personal outcomes. Students indicated changes in political awareness, diversity attitudes, community self-efficacy, affiliation preferences for community service, and community engagement. Students also reported having learned about themselves, about the demands of teaching, and about intercultural communication.
Kenworthy-U’ren and Peterson (2005) Service-Learning and Management Education: Introducing the “WE CARE” Approach The researchers introduce a framework for service learning that is specifically relevant to management education. According to the researchers, service-learning mandates that students engage in the wider community to expand their education. According to the researchers, service-learning is ideally: welcomed, evidence-based, complementary, action-oriented, reciprocal, and epistemic.

Careers in International Service

The Institute for International and Experiential Education prepares students for Global Leadership Opportunities, including The Department of State, USAID, Peace Corps., International Organizations and Non-Governmental Organizations (NGOs). Our programs support the development of students interested in international service careers.