This May, 39 students, faculty, and family members from William Peace University embarked on a study abroad trip to Japan and South Korea. The trip offered students culturally relevant learning experiences while allowing them to explore new cities and practices abroad.
The program was led by Roger Christman, professor of communication and simulation & game design and department chair of communication. Across five days in Tokyo, three in Kyoto, and three in Seoul, students experienced historical art and architecture, landmarks, and interactions with local guides.
“ We offer these study abroad opportunities because we love having our students experience different environments while pushing themselves to learn and experience more,” Christman said. “I saw a lot of growth in just those 11 days with several of the students.”
While sightseeing and having fun were part of the itinerary, the experience centered on learning. Students were tasked with thinking critically, keeping a log of their thoughts, and engaging with faculty and locals to build knowledge.
“We had a field director who talked to us about the area we were in and local guides who went into more detail about particular sites,” Christman said. “We had the students create a journal along the way, and the faculty reviewed the journals periodically during the trip as part of the students’ grades. Then, at the end of the trip, they wrote a reflection paper. With these deliverables in mind, we saw the students listening, asking questions, and understanding the experience more fully.”
Programs like this align with Peace’s commitment to immersive learning. By applying knowledge learned prior to the trip alongside real-world immersion, students left with a deeper understanding than a routine lecture would have provided.
“Immersive learning happens on campus as much as it happens off campus,” said Elle Corvette, director of faculty development and immersive learning. “The semester before the trip, the students took a one-credit course to learn about the culture, the language, the food, the music — so many things that they would experience. That way, when they went, they already knew a lot, and they could experience it in much more depth.”
First-Hand Perspectives
Benjamin Locklear ’29 learned about the trip to Japan and South Korea during his first-year orientation session. As a simulation & game design (SGD) major, he was drawn to the influence of Japanese culture on gaming design and principles.
“I wanted to go because I knew a lot of game design comes from Japan, especially around Tokyo and Kyoto, which were both stops on the trip,” he said. “And not everyone gets the opportunity to visit two countries in 11 days. I thought it was really cool that Peace offered this opportunity, especially for first-year students.”
Locklear said the intentional learning opportunities centered around his major stood out most to him.
“We went to a gaming studio where we learned all about what they do there and got to try our hand at some different practices, such as virtual reality (VR),” he said. “We had the opportunity to make our own little environmental game with different features, learn about what characters we could make, and give them appropriate styles in a specific background for them to live on. Then, we got to share our work in the form of VR.”
For Brooke Ayscue ’29, the local guides and cultural immersion enriched her experience most.
“Going into the trip, I was excited to learn about the history and experience a different culture that I wasn’t very familiar with,” she said. “I felt like I achieved that thanks to the local guides who taught us a lot about the history and showed us around many historical places. It helped me leave with a better understanding of the things I wanted to learn.”
Real-World Application
In line with Peace’s commitment to career preparation, the trip also provided students with life skills they can apply in their future lives and careers.
“Some of the students had never been out of the country, and the whole process of learning what to do, how to prepare for the flights, how to fill out the customs forms — all of these experiences are something you can talk about, but unless you’ve done it, you won’t have a firm grasp of it,” Christman said. “So, now we know that when they get a job, and they are having a meeting or a conference that they have to travel for, they can focus on being present and not worrying so much about the logistics.”
Christman said the experience was just as impactful for faculty as for students. As mentors and guides, faculty saw students gain knowledge and skills that will prepare them for experiences beyond the classroom.
“It excites me when I see students growing right in front of me,” he said. “Every student on this trip stretched themselves. Some were more comfortable than others, but every single one of them grew and immersed themselves in a setting where they might not know what was coming, but they knew they were prepared and would do well. That confidence is a value that we want our students to have when they walk across that stage at commencement.”
