Undergraduate Global Education: Issues for Faculty, Staff, and Students : New Directions for Student Services, Number 146 [1 ed.] 9781118915073, 9781118915059

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New Directions for Student Services

Undergraduate Global Education: Issues for Faculty, Staff, and Students Ann Highum Editor

Number 146 • Summer 2014

New Directions for Student Services

Elizabeth J. Whitt Editor-in-Chief John H. Schuh Associate Editor

Undergraduate Global Education: Issues for Faculty, Staff, and Students Ann Highum Editor

Number 146 • Summer 2014 Jossey-Bass San Francisco

UNDERGRADUATE GLOBAL EDUCATION: ISSUES FOR FACULTY, STAFF, AND STUDENTS Ann Highum (ed.) New Directions for Student Services, no. 146 Elizabeth J. Whitt, Editor-in-Chief John H. Schuh, Associate Editor Copyright © 2014 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; (978) 750-8400; fax (978) 646-8600. The copyright notice appearing at the bottom of the first page of an article in this journal indicates the copyright holder’s consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River St., Hoboken, NJ 07030; (201) 748-8789, fax (201) 748-6326, www.wiley.com/go/permissions. NEW DIRECTIONS FOR STUDENT SERVICES (ISSN 0164-7970, e-ISSN 15360695) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. POSTMASTER: Send address changes to New Directions for Student Services, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. New Directions for Student Services is indexed in CIJE: Current Index to Journals in Education (ERIC), Contents Pages in Education (T&F), Current Abstracts (EBSCO), Education Index /Abstracts (H.W. Wilson), Educational Research Abstracts Online (T&F), ERIC Database (Education Resources Information Center), and Higher Education Abstracts (Claremont Graduate University). Microfilm copies of issues and articles are available in 16 mm and 35 mm, as well as microfiche in 105 mm, through University Microfilms Inc., 300 North Zeeb Road, Ann Arbor, Michigan 48106-1346. SUBSCRIPTIONS cost $89 for individuals in the U.S., Canada, and Mexico, and $113 in the rest of the world for print only; $89 in all regions for electronic only; and $98 in the U.S., Canada, and Mexico for combined print and electronic; and $122 for combined print and electronic in the rest of the world. Institutional print only subscriptions are $311 in the U.S., $351 in Canada and Mexico, and $385 in the rest of the world; electronic only subscriptions are $311 in all regions; and combined print and electronic subscriptions are $357 in the U.S., $397 in Canada and Mexico, and $431 in the rest of the world. EDITORIAL CORRESPONDENCE should be sent to the Editor-in-Chief, Elizabeth J. Whitt, University of California Merced, 5200 North Lake Rd. Merced, CA 95343. www.josseybass.com

CONTENTS EDITOR’S NOTES

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Ann Highum

1. Historical, Philosophical, and Practical Issues in Providing Global Learning Opportunities Through Study Abroad

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Gary Rhodes, Lisa Loberg, Ann Hubbard Researchers and practitioners in the field of study abroad introduce the background on the development of global education within U.S. colleges and universities, including best practices in global education and future directions for study.

2. Empowering Faculty to Develop and Share Global Knowledge

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David Harrison A faculty member dedicated to global education describes several creative programs developed at his college, in order to stimulate interest and knowledge for faculty development, and the accompanying development of unique global study programs for students.

3. International Experiences for Student Affairs Educators: There Is a World of Professional Development Opportunities Out There

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John H. Schuh The author reflects on the power of global learning after participating in several international travel and learning experiences. He also describes the unique learning outcomes and professional development resulting from these opportunities.

4. The Impact of International Internships and Short-Term Immersion Programs Lisa Gates This chapter provides insight into the impact of international internships and other immersion experiences as they positively affect student learning and student understanding of global issues.

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5. Risk Management for Study Abroad Programs: Issues and Resources to Inform Program Development, Administration, and Training

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Gary Rhodes The author shares his considerable knowledge about the health, safety, and other risks that challenge providers of global programs, including guidelines and good practices for colleges and universities to prevent and manage these risks.

6. Predeparture Services for Students Studying Abroad

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Ann Highum There are a variety of orientation topics and methods used to better prepare students who plan to study abroad; this chapter includes a summary of potential topics and resources for global learning staff to utilize. The author also addresses the roles of faculty and staff leaders and students in their preparation for cultural immersion.

7. Reentry: Supporting Students in the Final Stage of Study Abroad

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Gretchen E. Young Student adjustment back to their home culture is an important aspect of their learning from the study abroad experience. The author challenges educational administrators and faculty members to effectively learn from “reverse culture shock.”

8. The Role of the Dean of Students in Study Abroad

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Matthew S. Rader The college with an active study abroad program benefits when the chief student affairs administrator has knowledge of these key concepts and is able to collaborate with other campus offices when issues arise while students are studying in other countries.

9. Outcomes of Global Education: External and Internal Change Associated With Study Abroad Cindy Miller-Perrin, Don Thompson The authors provide a thorough overview of the external and internal outcomes for participants in study abroad programs, including results gleaned from their own research. They also share recommendations for group leaders, faculty members, and administrators in enhancing these significant learning outcomes.

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10. The Lament of the Study Abroad Director: Where Should We Start?

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Ann Highum This summary of the chapters focuses on how a director of an international program office might best use the volume, as well as highlighting chapter topics and resources.

INDEX

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EDITOR’S NOTES

Many colleges and universities have strategic planning processes that

highlight international or global education for their students. Of course, there are institutions that have had this focus for many years, even decades. Other administrators are working to develop or more fully develop their own programs, as they provide students with a variety of experiences; most seek a balance between planning and implementing college-designed programs with the many international organizations that also provide global learning experiences for students. As the editor of this volume, my goal was to put together a book that would appeal to anyone interested in global education: faculty who develop programs and courses, directors of study abroad or global learning departments, staff in the areas that support global learning, and graduate students who have experienced study travel and want to pursue careers in the area. A passion for the power of international education comes from many experiences, both one’s own travel as well as interactions with students from other countries and backgrounds. Both are important for young persons during their college years. My own interest in international learning and travel experiences started over forty years ago when I participated in what my family billed as “the trip of a lifetime”—a global semester developed and offered by St. Olaf College in Northfield, Minnesota. This unique program sent some 30 students with a professor (and usually his or her family) for five months in countries around the world. Our intrepid group of 36 did, indeed, go around the world, studying for a month at a time in Ethiopia, India, Taiwan, and Japan, with visits before and in between to Greece, Italy, Israel, Thailand, Nepal, and Hong Kong. During the longer stays, we participated in classes at local universities, heard lectures by experts from the country, and engaged in regular classes taught by our St. Olaf professor. The global semester was only my first “trip of a lifetime”; it did change me forever, as it set the stage for a life of travel and study, all the while living out my vocation in student life learning and services. Much of the travel has been with family and friends to places across the continents—and always with an eye toward learning about each country and its people. Travel also led me to take a keen interest in the international programs at Luther College during my 22 years as vice president of student life. As adjunct to my “real” job in student life, I managed to develop several global courses; in collaboration with many others I co-led study tours and taught classes in Nicaragua, Guatemala, Chile, China, and Cambodia. As part and parcel to those experiences with students was a growing appreciation for the policies, procedures, and orientation processes that enriched the learning, as well as

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reduced the risk for an institution to send hundreds of students across the globe each year. Not only do we read about the difficult issues that arise in many other countries but we are also acutely aware of the importance of developing students who can become “citizens of the world.” Another purpose of this volume is to challenge educators to consider international education as an important part of the student experience, and to find ways to ensure that students are able to continue to travel and study as part of the college degree programs. Each chapter addresses an aspect of this education that will hopefully be helpful to those involved in resolving difficult issues and formulating excellent global programs. In Chapter 1, Gary Rhodes, Lisa Loberg, and Ann Hubbard provide a review of the historical, philosophical, and practice issues for colleges and universities as they provide global learning experiences. Each author has a unique perspective stemming from their careers in the field of study abroad, knowledge of historical roots, and sense of best practices in implementing excellent global education. Their thought-provoking look to future issues is based on their knowledge of this complex field, as well as a review of literature about international education. David Harrison, thoughtful professor and committed international educator from Grinnell College, writes from a faculty viewpoint in Chapter 2. He shares information about several faculty development opportunities he has helped arrange that have given others the chance to travel abroad and then collaborate to develop further learning opportunities. He summarizes some of the ways that encouraging faculty in these ways has led them to share additional experiences with students, thus enriching the already strong focus on global education at his institution. In Chapter 3, John H. Schuh, faculty member in higher education who has done research in a variety of areas associated with higher education, describes some of the outcomes of his experiences in faculty development and programs in other countries. His relating of a wide variety of international experiences is not only fascinating but also thought provoking as he shares some of the learning outcomes from the international travel programs. His advice is: Take advantage of international learning experiences for your own enriching professional development. Chapter 4 describes an area of increasing importance within global education: career development and internship programming. Author Lisa Gates’s background in career education and internships at Middlebury allows her to share important aspects of the power of international internships and similar short-term immersion experiences. These types of programs can be powerful catalysts for students to develop greater career and selfawareness, as well as make them more viable and attractive candidates for employers in a world where global experiences are critical. Gates provides several areas for institutions to consider in the development and implementation of such opportunities for students. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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There can be no director of study abroad programming who does not worry about the risks inherent in global programming for a college or a university. Gary Rhodes, from the Center for Global Education at UCLA, has developed an expertise in assisting others with gaining thorough knowledge of the issues involved and the resources to address them. In Chapter 5, he discusses these risks, particularly health and safety risks for students, as he addresses the many good practices and resources for the management of such risks. His chapter would be an excellent place to start if one were to be in his/her first study abroad position! Chapters 6 and 7 are “book-end” chapters for the many aspects of predeparture and postdeparture services for students and group leaders/teachers. In Chapter 6, the editor covers predeparture policies, topics for discussion with students, and the many issues related to cultural immersion. In order for students to benefit more fully from their global experiences, their preparation and accompanying health and safety are critical. Accompanying that focus is the need for program leaders to share their expectations with students, in order to provide the most positive environment for learning through immersion in another culture. In Chapter 7, Gretchen E. Young, through her experience as dean for Study Abroad at Barnard College, shares the issues related to “reentry” after study abroad. This final stage of the global learning experience is sometimes called “reverse culture shock” as students adjust to being back at their home institution, meeting the challenges involved with being with old friends after having had many new experiences on one’s own. The author shares several programming initiatives at colleges and universities, as well as techniques students may use to make sense of their experiences and continue their learning. Both authors provide many resources from colleges and universities, including excellent websites. Chapter 8 brings in the approach of another important person involved in the institution’s study abroad programs: the chief student affairs officer. Matthew S. Rader, a former college dean of students and now dean of students for IES Abroad (a consortium of more than 200 college and universities), writes frankly of the many roles played by the chief student affairs officer, in collaboration with other partners on campus. Issues covered range from risk management and crisis management, to health and mental health, to student misconduct. He also includes a section on the importance of communication with parents about the differences in culture and social issues between foreign countries and the system of higher education in the United States. In Chapter 9, Cindy Miller-Perrin and Don Thompson from Pepperdine University provide an overview of both external and internal changes for students that have been studied and are seen as associated with the study abroad experience. There is increasing research in the area of outcomes in general, and certainly the learning that occurs when a student is immersed in another culture is one to be studied and celebrated. The authors also NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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recommend ways for institutions to enhance these outcomes for students and provide a thorough bibliography of references for readers interested in pursuing further research themselves. Finally, in Chapter 10, the editor summarizes the current state of global education, as described by these authors. The chapter also discusses how study abroad staff might further develop and improve the programs offered to their students. My goal in this chapter was to help directors of study abroad or global learning to know where to start. I am hopeful that this volume will be a valuable resource for those involved in the exciting and rewarding work of encouraging global learning in our students, no matter what role one plays in this learning enterprise. Ann Highum Editor

ANN HIGHUM is the vice president and the dean for student life emerita at Luther College in Decorah, Iowa. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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This chapter provides a historical and practical background on the evolution and responsibilities of administering study abroad programs for U.S. college and university students.

Historical, Philosophical, and Practical Issues in Providing Global Learning Opportunities Through Study Abroad Gary Rhodes, Lisa Loberg, Ann Hubbard An increasing number of U.S. colleges and universities have included a global perspective in their missions and strategic plans, and many institutions are increasing the number of study abroad opportunities for their students. Administrative structures supporting study abroad have varied from no office to a centralized office with a significant number of staff or decentralized program implementation with staff in various offices across a campus. This chapter reviews the historical, philosophical, and practical realities of implementing study abroad on a U.S. college or university campus in order to assist practitioners to understand both the importance and complexity of the enterprise.

The Origins of Study Abroad in the United States: Historical Context In order to effectively plan global education programs that meet the needs of an institution’s students, it is important to understand the roots of study abroad programming, as well as the many ways study abroad programming continues to develop and change. Study abroad is not a new or recent enterprise; Hoffa (2007) points the existence of formal study abroad as early as the 1920s. Even before the 1900s, an academic sojourn from the United States to Germany or France was intended to gain language fluency as well as cultural knowledge, as the study of German or French language was seen as a sign of high society (Gilman, 2000). Early examples of U.S. students studying abroad as a part of their U.S. college or university degree included “summer tramps,” initiated NEW DIRECTIONS FOR STUDENT SERVICES, no. 146, Summer 2014 © 2014 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/ss.20085

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at Indiana University in 1879 in “Overseas Study” (n.d.) with academic credit first given in 1890; the “Princeton in Asia” (n.d.) Program, started in 1898; and then a broader group of programs at the University of Delaware (1998) in 1923. Since that time, there have been various models for study abroad for academic credit ranging from integrated programs at universities outside the United States, special programs created for U.S. students, and short-term faculty-led programs. With the arrival of World War I and II, the U.S. government began to take an active interest in the teaching of foreign languages in an attempt to create a globally competitive citizenry and as a strategy for war readiness. As a result, teaching emphasis began to shift from literature and culture to language competency for practical use (Gilman, 2000). Following the end of World War II, the Fulbright-Hays Act of 1946 led to the promotion of study abroad through the exchange of U.S. and international students, professors, and scholars. Again, the U.S. government’s involvement in study abroad and foreign language learning stemmed from an interest in national readiness and global competition, and this focus continued throughout the Cold War. The U.S. government continues to maintain a list of languages that have been identified as having strategic importance to national security. The study of these “critical” languages is still promoted through special government-funded programs, such as the Boren, National Security Education Program (NSEP), and the Benjamin Gilman scholarship program. International education continued to be influenced by national defense priorities until the 1960s, when colleges and universities started shifting the focus to the contribution of study abroad programs to global awareness and understanding of other cultures (Goodwin & Nacht, 1988). This is also when many colleges and universities began developing study abroad programs of their own, as well as forging partnerships and exchange-based agreements with overseas institutions. Goodwin and Nacht (1988) interviewed college administrators in the 1980s and found that study abroad was seen as an important emerging trend at that time. In subsequent decades, accessibility to information via the Internet has enhanced program selection and ease of travel. There are wide differences in what is considered “study abroad” in colleges and universities. Nevertheless, the number of U.S. students studying abroad has steadily increased, from under 50,000 in 1985 to over 270,000 in 2010/2011 (IIE, 2012b). Over 46,000 additional U.S. students were studying for full degrees abroad in 14 countries outside the United States (Belyavina, Li, & Bhandari, 2013). Additional data collection efforts could provide a more comprehensive picture and a better understanding of all U.S. students who are studying outside the United States. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Study Abroad Models The term “study abroad” has come to represent a variety of educational models. When students study abroad, they could be going overseas for an academic year, semester/quarter, or summer, or participating in a facultyled travel seminar of any duration. As long as it involves academic credit that counts for a U.S. college or university degree and an international destination, what gets categorized as “study abroad” could be a range of experiences. Engle and Engle (2003) call into question the wide range of programs that are considered “study abroad,” asserting that short-term programs might not have a place under the same framework that houses programs of “intensive, longer-term cultural, linguistic, and professional immersion” (p. 3). Engle and Engle propose a classification system for study abroad program types and varying characteristics and developed a rubric to distinguish differences between a “study tour, short-term study, crosscultural contact program, and cross-cultural immersion program” (p. 11). As it stands now, a study abroad “program” could be administered by a home university, a host university, or a third-party provider—also known as an international education organization (IEO). It may be exchange-based, where students are exchanged between institutions on a one-to-one or an uneven exchange. With a direct-enroll model, a student matriculates into a host university either independently, as part of agreement with the home institution, or assisted by an IEO. Other models involve study centers for international students run by the host university or study centers run by the home university or IEO. Housing for study abroad programs might involve individual or shared accommodations, such as university residence halls, student residences throughout the city, apartments, or homestays with host families. Students can participate in programs that focus on virtually any area of study. The delivery of instruction may involve a traditional classroom but can also include field study, community service, taking part in an international internship, international research, an international development project, or other methods of learning for credit outside of the United States.

Study Abroad as a Component of Campus Internationalization Study abroad programs are just one element of ways that colleges and universities provide international learning for their students. Campus internationalization refers to a comprehensive strategy to move an institution from a local or domestic focus to an international one (Altbach & Knight, 2007; Bartell, 2003). While many institutions concentrate their internationalization efforts on study abroad, study abroad programming represents just one area of a comprehensive campus internationalization strategy (Green & Siaya, 2005). Other strategies include integration of international themes in course offerings, faculty and staff international exchange, presence of NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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international students, foreign language requirements, and other endeavors, which help students look beyond domestic issues (Green & Siaya, 2005).

Understanding Participation in Study Abroad In recent decades, U.S. student participation has grown (IIE, 2012b), but the total percentage of U.S. college students who participate still remains low. Less than 2% of U.S. college students participated in study abroad programs of any duration from 2010 to 2011 (IIE, 2012b). According to the joint study by American Council on Education (ACE) and the College Board (ACE, 2008), 50% of high school seniors indicated interest in studying abroad during their college career. The disparity between demonstrated interest (ACE, 2008) and actual participation (IIE, 2012b) suggests that there are barriers that students are encountering along the way that prevent them from participating.

Complexity of Study Abroad Program Administration: The Role and Responsibilities of Education Abroad Staff As study abroad programs have grown in size and number of locations, colleges and universities have also found that the complexity of these programs has grown. Not only do colleges send their own students out to international locations with their own faculty, but there are increasing numbers of organizations that also provide programs and attract students. Therefore, the roles and responsibilities of global education staff have changed. While several decades ago it was faculty who typically advised individual students preparing to study abroad (Hoffa, 2007), the majority of four-year (and many two-year) U.S. institutions now have centralized offices devoted to international programming. Despite this move toward centralization, colleges and universities still administer study abroad programs in many different ways. Some institutions run exclusively their own programs whereas others partner with organizations. Some study abroad offices are attached to academic affairs or student affairs; others report through any number of other departments. As the field of study abroad has become more professionalized, many individuals working in study abroad hold advanced degrees and have focused their career on international education, which has evolved into a complex field requiring specific knowledge and skill sets. Directing the education abroad office requires the ability to manage a staff who carry out student advising, conduct orientations and related programming (predeparture and returnee events), and serve as the primary institutional liaison with program providers and partner institutions abroad. Within each of these areas are a broad array of roles and responsibilities that require coordination with numerous other offices across campus. To manage successful international programming, collaboration starts with the NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Admissions Office and continues through to Alumni Affairs while touching upon nearly every campus office in between. In Comprehensive Internationalization: From Concept to Action, Hudzik (2011) outlines that while university administration—typically along with faculty committees—are the primary players in establishing the scope and scale of internationalizing the campus, the staff perform the essential functions to carry out the plan, especially in the area of student exchange. While expertise is not required in all of these areas listed below, it is important that the education abroad staff understand the function of numerous other offices on campus, and be able to call upon them to establish sound policies and procedures for students and resolve issues as they arise. In many ways, study abroad administrators are running a university in miniature, on the home campus and in many countries around the world. Following is a list of areas of responsibilities that may be involved: • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Academic advising, rights and responsibilities, and records management; Admissions and enrollment policies and procedures; Alumni relations coordination; Assessment practices and student learning outcomes; Budgeting; Career coaching and counseling with students; internship coordination; Contract negotiation; Course development; curriculum development and integration; Crisis and emergency response management; Cross-cultural training; Data analysis and management; Diversity outreach; Drug and alcohol misuse issues and intervention; Event planning; Faculty development; Financial aid counseling; scholarship administration; Global security analysis; Health and safety practices; mental health and wellness principles; Hosting of international guests and visitors; Housing rental practices; Insurance; Institutional research and program assessment; International communications and law; Marketing and publications; student recruitment; Multilingual translation and interpretation; Orientation program coordination, including services for returnees; Parent relations; Political activism and advocacy; Program development; NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Risk management; Site evaluation; Social media coordination; Strategic planning; Student conduct judicial management; Travel and tour logistical operations; Visa and immigration policies and procedures; Web design.

Institutional Best Practices Institutions with demonstrated success in the area of campus internationalization are highlighted within the field of international education through award recognition. The Senator Paul Simon Award for Campus Internationalization is presented by the National Association of Foreign Student Advisors (currently called NAFSA: International Education) to institutions with outstanding strategies and initiatives for bringing an international focus campus wide. The selected institutions are announced at the annual NAFSA conference and profiled in several publications. Spotlight awards are also given to institutions with a specific international program or initiative that merits special recognition. IIE’s Heiskell awards recognize exemplary institutions in the categories of: Internationalizing the Campus, Study Abroad, International Partnerships, as well as two special categories: Internationalizing the Community College Campus, and Best Practices in International Partnerships international categories (IIE, 2012a). Though the awards focus mostly on campus-wide internationalization rather than specifically addressing barriers to study abroad participation, these awards do provide positive examples and potential strategies. The reports published with these awards provide insights into models of study abroad administration.

Philosophical Challenges While study abroad can be seen as a positive influence for college and university students, and many studies have demonstrated learning outcomes and increases in intercultural competency, questions remain about what really determines and defines study abroad as a serious academic endeavor. Programs are implemented using many different models, from direct-enroll immersion to a stand-alone island, from instruction in the local language to courses entirely in English. Programs deliver instruction in the local language study, and some incorporate students into a foreign university where knowledge of the local language is an integrated part of the experience. In other programs, there is no requirement or deep learning of the local language and limited, if any, deep interactions with people who live in the host country. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Coupled with presence of many models for study abroad, there is not any accreditation agency dedicated to study abroad programming. In addition, there are few agreed upon minimum standards for study abroad program implementation. The Council for the Advancement of Standards in Higher Education (CAS) has developed the standards for an institution to conduct a self-evaluation for Education Abroad programs (CAS, 2013). These guides are useful for programs that want to evaluate their own programs; however, there is no focus from national organizations to require this kind of evaluation. On the other hand, institutions are focusing greater attention on improving the quality of programs provided to students, in general. The Forum on Education Abroad (2003) developed the Quality Improvement Program (QUIP) Review for institutions to evaluate their study abroad programs and processes. However, study abroad program development, administration, and quality control remains the responsibility and purview of individual colleges and universities, as well as the international universities and other on-site study abroad program providers who support the implementation of international learning around the world. The challenge is for institutions to develop a clear mission for study abroad, a broad range of opportunities for all students, financial support to broaden the range of students who participate, and integration of study abroad into a campus internationalization mission, while using administrative best practices in program implementation and providing support for integrating the international experience upon students’ return to their home campus.

Future Directions Notable traits and trends in the field include the consistent gender gap (women studying abroad significantly outnumbering men), a change toward shorter program lengths, a focus on the impact of study abroad on issues beyond international and intercultural learning (including issues of retention and success, and career integration), and continued initiatives to promote study in underrepresented geographic regions, across academic disciplines, and in support of diverse student populations. Recent initiatives include “100,000 Strong,” announced by President Obama in 2009, which is designed to dramatically increase the number and diversification of U.S. students studying in China and Latin America, and the Commission on the Abraham Lincoln Study Abroad Fellowship Program established by the U.S. Congress in 2005. The latter program’s main goal is to expand study abroad opportunities for U.S. undergraduates with special emphasis on studying in developing countries. Despite these new programs, the growth in study abroad has remained relatively flat, showing only limited growth over the past few years (IIE, 2012b). NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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As noted in the list of responsibilities of study abroad, implementing study abroad programs is a complex task; however, it is a critical component in college and university internationalization efforts, as there are few ways better to engage students in international learning and understanding than to have them study in a country outside of the United States as a part of their degree programs. References Altbach, P., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11, 290– 305. American Council on Education (ACE), Art & Science Group LLC, and the College Board. (2008). College-bound students’ interest in study abroad and other international learning activities. Baltimore, MD: Art & Science Group. Bartell, M. (2003). Internationalization of universities: A university culture-based framework. Higher Education, 45, 43–70. Belyavina, R., Li, J., & Bhandari, R. (2013). New frontiers: U.S. students pursuing degrees abroad. New York, NY: Institute of International Education. Commission on the Abraham Lincoln Study Abroad Fellowship Program. (2005). Global competence and national needs: One million Americans studying abroad. Washington, DC: NAFSA Association of International Educators. Council for the Advancement of Standards in Higher Education. (CAS). (2013). Putting CAS standards to work. Washington, DC: Author. Engle, L., & Engle, J. (2003). Study abroad levels: Toward a study abroad classification of program types. Frontiers: The Interdisciplinary Journal of Study Abroad, IX, 1– 20. Forum on Education Abroad. (2003). Standards of good practice for education abroad. Carlisle, PA: Author. Gilman, S. (2000). Learning language in a monolingual world. PMLA, 115, 1032– 1040. Goodwin, C., & Nacht, M. (1988). Abroad and beyond: Patterns in American overseas education. Cambridge, UK: Cambridge University Press. Green, M., & Siaya, L. (2005). Measuring internationalization at liberal arts colleges. Washington, DC: American Council on Education. Hoffa, W. (2007). A history of U.S. study abroad: Beginnings to 1965. Carlisle, PA: The Forum on Education Abroad. Hudzik, J. (2011). Comprehensive internationalization: From concept to action. Washington, DC: NAFSA Association of International Educators. Institute of International Education (IIE). (2012a, April 25). U.S. institutions share priorities for academic collaboration with Brazilian counterparts. Retrieved from http://iie.org /en/Who-We-Are/News-and-Events/Press-Center/Press-Releases/2012/2012-04-24 -IAPP-Brazil-Delegation Institute of International Education (IIE). (2012b). Open doors: 2012 report on international education exchange. New York, NY: Author. Overseas Study. (n.d.). Early history. Retrieved from http://overseas.iu.edu/about /history/history early.shtml

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Princeton in Asia. (n.d.). About us. Retrieved from http://piaweb.princeton.edu/about-us University of Delaware. (1998). Study abroad celebrates 75th birthday. Retrieved from http://www.udel.edu/PR/SpecialUDelivery/vol1no1/anniversary.html

GARY RHODES is the director of the Center for Global Education in the Graduate School of Education and Information Studies at UCLA. LISA LOBERG is the director of study abroad at California Lutheran University in Thousand Oaks, CA. ANN HUBBARD is the vice president and the director of Customized Program Development and Academic Assessment for AIFS Study Abroad.

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As colleges seek to increase global knowledge within its students, it is important that faculty members are also offered opportunities to increase their own knowledge of global issues. This chapter discusses faculty development models for seminars abroad and how these seminars encourage the development of unique global study programs.

Empowering Faculty to Develop and Share Global Knowledge David Harrison It is clear that faculty have a vital impact on what students know about the world. Just as a great professor can inspire a student to discover a new subject, so can a professor motivate a student to become aware of a part of the world that may have previously been terra incognita. It is thus essential that faculty have the opportunity to develop their own global knowledge and the freedom to share that knowledge in the most creative, stimulating ways possible. In this chapter, the author offers two different models for developing global knowledge in faculty through an institutional “faculty development seminar abroad.” In addition, there are two models for empowering faculty to share their knowledge with students: through courses that have a travel component and those that draw on students’ own global experiences. While these models were developed at Grinnell College in Iowa, (a private, fouryear, liberal arts college with approximately 1600 students) and may not be applicable to all institutions, many of these ideas can be adapted to a variety of colleges and university settings.

Developing Global Knowledge in Faculty: Two Models of a “Faculty Seminar Abroad” Surely the most effective way of increasing faculty knowledge about the world is to provide different opportunities for faculty to travel outside of the United States. Conference travel and research trips, funded by the institution, are the two most common forms of faculty travel abroad. But some faculty members, particularly those lacking prior international experience, do not take these opportunities, and research travel usually brings a faculty NEW DIRECTIONS FOR STUDENT SERVICES, no. 146, Summer 2014 © 2014 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/ss.20086

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member to the same location again and again. How, then, to encourage unseasoned faculty to go abroad and to inspire veteran international travelers to explore a new area of the world? Grinnell College has tried to address this question by creating a biannual “faculty development seminar” in which a small group of faculty (between eight and 15 people) travel together to a specific site or series of sites outside of the United States for about two weeks. Past seminars have taken faculty to China, Japan, southern Africa, Poland, Turkey, Egypt, and Costa Rica. In constructing these seminars, the college has used two different models, each of which has its own value for internationalizing the college. The Familiarization Seminar. The seminar is intended to introduce faculty to a city, country, or geographic region that they do not normally cover in their courses or research. The theme of the seminar is the site itself, rather than a particular intellectual question or disciplinary focus. The goal is to expand the “mental map” of faculty, giving them access to cultural resources that are unknown to them. For example, a familiarization seminar to China in 2002 exposed faculty to several different regions of the country and, more specifically, introduced them to Nanjing University, where Grinnell College has an existing academic partnership. Because of a goal to increase faculty interest in our teaching exchange with Nanjing and give China a larger presence in our curriculum, faculty from all disciplines were invited to participate in the seminar. The criteria for selecting participants were quite broad: faculty needed to express an interest in China and indicate how they might incorporate the knowledge gained from the trip into future pedagogy or research. There was a fairly low threshold for joining the group, in order to accommodate as many disciplines as possible. After being selected at the start of the academic year, participants then met on a regular basis to discuss key issues in Chinese history and culture. The main advantage of a familiarization seminar is its accessibility to a wide variety of faculty, including those who may be averse to international travel. If the China seminar had focused on a specific topic, such as economic development, it would have excluded many faculty members from participation and perhaps attracted only those individuals who already had the greatest amount of international experience. By avoiding a narrow focus and making the seminar about China itself—with the itinerary including travel to Beijing, Xian, the Three Gorges Dam, Nanjing, Suzhou, and Shanghai—the seminar appealed to faculty whose fields lay outside of the traditional areas of East Asian Studies. Among the seminar participants were faculty in chemistry, English, environmental studies, French, German, and Russian. All but the seminar leaders were first-time travelers to Asia. One disadvantage to the focus on a wide breadth in the familiarization seminar is that it can discourage more in-depth learning. It is impossible to attain a complex, nuanced understanding of a site—especially one as vast and historically rich as China—simply by traveling there for two NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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weeks. In this sense, “familiarization” is a misnomer: to become familiarized with a site, one would have to return to it many times and get to know its unique qualities. But the seminar does give faculty an initial exposure to a place and the confidence to return there at a later point, so that they may incorporate progressively more and more insights into their pedagogy and research. From this perspective, the China seminar was a success: many of its participants later taught in the Nanjing exchange or returned to China for other reasons. A somewhat unexpected outcome was that the participants become more adept advisors of our on-campus Chinese student population and engage in more Chinese-themed events and discussions. Another major result was that China does not feel like a “foreign” country within the Grinnell faculty community, and there is now a solid group of faculty mentors who motivate their younger colleagues to travel to China. Hence the model of the familiarization seminar is somewhat akin to a slow cooker, releasing its richness over a long period of time as the faculty participants incorporate new perspectives into their work, rediscover the site over the course of their careers, and encourage others to do the same. This is a positive investment in faculty development, but one that does not necessarily produce an immediate curricular result. Institutions looking for more rapid outcomes should pursue the second model of faculty development seminar abroad. The Inquiry-Based Seminar. This seminar is intended to develop and give a global dimension to an interdisciplinary field. The seminar brings together faculty who can contribute to the field and allows them to travel to a site outside of the United States where they will gain a contextualized understanding of the subject. In order to increase the global aspect of the Gender, Women’s and Sexuality Studies major, which features courses in a variety of disciplines, faculty who contribute to the GWSS major were invited to spend a year studying issues of gender in North Africa and the Middle East. After the year of discussion and study, the group then traveled to Egypt for two weeks, where participants met with leaders of NGOs and women’s rights groups (Grinnell College, 2013). More recently, the college held a faculty development seminar on public/global health because there is a widening cluster of faculty whose courses deal with this subject. To give these faculty members a shared identity, and to allow them to develop their knowledge of a public health system outside of the United States, they participated in a seminar developed by college personnel that included travel to Costa Rica, known as an exemplar of healthcare delivery within Latin America. As with the familiarization seminar, the inquiry-based seminar allows for several months to be spent in preparation for the travel. However, unlike the familiarization seminar model, in which preparation involves a small group of site “experts” imparting knowledge to the other faculty members, NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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preparation for the inquiry-based seminar is shared work: each participant leads a discussion of a topic in her/his field and how that field contributes to the interdisciplinary project. For example, for the Costa Rica seminar, mathematicians discussed how they use quantitative data to assess public health, while anthropologists discussed the qualitative materials that they use to evaluate cultural attitudes toward health and wellness. To gain familiarity with the Costa Rican healthcare model, the seminar invited to campus a public health researcher who teaches courses on a study abroad program in San Jos´e. The researcher led a multi-day “retreat” with the seminar, discussing materials brought directly from Costa Rica. This researcher also helped coordinate the travel itinerary of the seminar, making full use of the resources available at the study abroad program site. In contrast with the familiarization seminar model, which seeks to give faculty participants a broad overview of the country visited, the inquirybased model targets only those sites that are relevant to the interdisciplinary subject being studied. The Costa Rican seminar visited hospitals, clinics, biological research stations and farms (to understand environmental health and safety), but skipped many of the popular sites that would be included in a more general overview of Costa Rica. Crafting the itinerary for an inquirybased seminar is therefore more time consuming than for a familiarization seminar because it is tailored to the needs of the individual participants. Obviously, selecting the participants for the inquiry-based seminar is stricter than for a familiarization seminar. For the Costa Rica seminar, only those faculty members whose work touches on issues of healthcare were included. This excluded many faculty members who otherwise would be interested in learning about Costa Rica. Furthermore, most of the seminar participants already had extensive international experience; what was new for them was travel to Costa Rica, not travel abroad (or even travel to Latin America) per se. But the trip gave them a shared framework for developing a new network of courses on issues of global health. Costa Rica will become a point of reference for all of these courses, since the various materials gathered during the trip will be incorporated into them. Some of the participants are also planning to direct student research projects that will involve travel to Costa Rica; these projects would have been impossible to accomplish prior to the experience of the seminar. In short, the inquiry-based model infuses a set of courses with a global vigor, giving them a unity they may have previously lacked. The model complements the familiarization seminar by doing more in-depth exploration of a site to which faculty may have been introduced on a previous trip. Regardless of which model a college or university uses, the faculty development seminar gives a terrific boost to faculty members’ international knowledge. It is a particularly fruitful investment in faculty members who are early in their careers and who can connect with senior colleagues to gain the confidence that their home institution is engaged in their intellectual growth. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Sharing Faculty Knowledge With Students: Course-Embedded Travel and Thematic Reentry Courses How can faculty members use their knowledge of the world to inspire student learning? How can they build on existing student knowledge to deepen global learning? Two additional experimental programs at Grinnell have given faculty new opportunities for leveraging their international contacts and for taking full advantage of students’ experience abroad. Each of these models provides a way to liberate faculty energy and strengthen the learning environment. Course-Embedded Travel. Most Grinnell students participate in a semester-long or yearlong off-campus study program; however, in response to faculty interest, we have begun to pilot some shorter-term travel opportunities that are embedded within credit-bearing courses. All students enrolled in the course are expected to participate in the study tour, though a student with an impediment to travel may still complete the course with a passing grade. The travel experience has the same importance as a laboratory for a natural science class: during the trip, students gather data, test hypotheses, and discover new ways of understanding the course material. The college covers nearly all of the students’ and instructors’ travel expenses (including transportation, lodging, and food). Understandably, because of the cost and the intensity of the experience, the pilot courses have been small, allowing 8–12 students per course. Course-embedded travel is not intended to replace a traditional study abroad experience; rather, it complements the holistic learning of study abroad with a more inquiry-based approach to global learning. For example, one of the college’s first experiments in course-embedded travel was a team-taught course on the cultural history of Berlin. Students spent the first half of the semester studying specific moments in Berlin’s history and formulating individual research questions related to sites in the city. Then, during spring break (which, at Grinnell, lasts two weeks), the students and their two instructors traveled to Berlin; the students received an initial orientation to the city over the course of several days, but then spent the remainder of the time pursuing their individual research projects. After returning to Grinnell, the students completed their research projects, augmented by materials provided by the instructors. Several students in the course had already spent a semester in Germany; this allowed them to considerably refine the details of their research and to conduct interviews in German. Other students, who had never been abroad, were subsequently motivated to apply for a study-abroad semester or a post-graduate fellowship in Germany. Course-embedded travel, when constructed thoughtfully by faculty who want their students to explore particular intellectual questions, does not compete with study abroad. Indeed, faculty wishing to construct a course with an embedded travel component could partner with a

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study-abroad provider to coordinate the on-the-ground planning for study program. Two faculty members in biology who do research in desert ecology developed a particularly creative form of course-embedded travel. These faculty members offered two courses in sequence: a fall-semester course on the ecology of the Namib Desert, the only true desert in southern Africa, and a spring-semester course on arid-zone conservation and restoration. Any biology major could enroll in either course, but only those students who enrolled in both courses could participate in a trip to Namibia during winter break (that is, the period between the two courses). The fall-semester course, much like the first half of the Berlin course, introduced students to methodological issues. The students then pursued specific topics in groups of two, reading primary literature and gaining deeper expertise. By the time they left Iowa for Namibia, the students were ready to explore research questions related to food webs, conservation, restoration, climate change, and mining. After they returned to campus, during the spring-semester course, the students used the data gathered in the Namib Desert to practice writing a research grant for the National Science Foundation. The biology students who went to Namibia indicated that the on-theground experience gave them the confidence and experience of doing real ecological research, such as consulting local experts, dealing with on-site limitations to experiments, and rethinking their original assumptions. In addition, these students reflected on their own role within the Namibian economy and the relationship between foreign scientists and local communities: they discussed the idea of “parachute scientists” who come to a site for a limited period of time and make no connections to local resources. The trip therefore became a way of questioning the discipline and its role in the globe. Subsequent to the trip, one student applied for and received a grant to spend a full year in the Namib Desert, continuing and deepening the inquiry that began on campus. As for the faculty leaders of both the Berlin and Namibia trips, they stated that course-embedded travel was among the most rewarding educational experiences of their teaching careers. While organizing the courses and trips was intense, the faculty were able to share their global knowledge with students in a demonstrable way that was supported by classroom learning but not limited to the classroom’s four walls. Indeed, these faculty members were able to convey to students the tactile elements of their discipline that help inspire their work: the exhilaration of standing in Alexanderplatz or of seeing a desert arthropod moving on a sand dune. Course-embedded travel provides a new opportunity for faculty to show the global dimension of the intellectual questions they ask in their courses. It also allows the college to reinforce the idea that global inquiry should occur at all moments of a student’s undergraduate education, not simply during the semester when the student is abroad. Faculty who teach a travel-embedded course will stimulate their colleagues to consider doing NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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the same, resulting in a campus environment in which everyone should feel that he or she has access to educational resources throughout the world. An Inquiry-Based Reentry Course. Another creative model for allowing faculty to share global knowledge is a course that relies heavily on the global experience of student participants. One piloted course called “International Perspectives on Sustainability” was taught by an anthropologist with wide knowledge of sustainability practices throughout the world. Rather than have the instructor select the global examples that would make up the syllabus, students studying abroad were asked to provide the data for the course. In the semester before the course was offered, the college contacted all students who were studying abroad and asked them to bring back examples of sustainable environmental practices that they could find in their different countries. They were then encouraged to enroll in the “International Perspectives” course after they returned to campus. They responded enthusiastically to the request: students coming back from Asia, Europe, the Caribbean, and Australia enrolled in the course, bringing information about natural farming practices in Japan, water use in Rajasthan, fisheries in the British West Indies, and the Copenhagen climate accords, among other things. The course likely had the greatest diversity of international experiences ever put together in a single Grinnell College classroom. The instructor planned the first several weeks of the course, having students learn theories of sustainability. This gave students the vocabulary and conceptual framework for presenting the projects they had observed abroad. In fact, the largest portion of the syllabus was devoted to student presentations, followed by group evaluation of each project and its potential applicability in other locations. Students who had not been abroad presented on projects that advance sustainability in the United States. Thus India was compared to California, the Netherlands to China, and Copenhagen to New York City. The students provided the objects of study, while the instructor, with his disciplinary expertise, guided the comparative work and allowed it to be made with nuance—a perfect pairing of student and faculty knowledge that deepened the global understanding of everyone. Faculty in many different areas of inquiry could construct a similar course. For example, a sociologist could teach a course on “International Perspectives on the Family,” with students bringing observations made while living with different host families abroad (or, in the case of nonU.S. students, their observations of the Grinnell families who initially host them on their arrival to campus). A religious studies professor could teach a course on “International Perspectives on Religion and Spirituality,” drawing from students’ experiences of religious practices abroad and in the United States. An economist could teach a course on “International Perspectives on Wealth and Poverty,” comparing the attitudes toward economic well being that students observe in different countries. A physicist could teach a course on “International Perspectives on Architecture,” using student NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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research on different structures (bridges, skyscrapers, etc.) to compare their physical properties and design. Compared to a course for students returning from abroad that focuses on their emotional growth and personal development (the more traditional “reentry course”), the International Perspectives course has a thematic focus that advances student knowledge in a specific area of inquiry. This permits the course to accommodate students who have not been abroad and who may become motivated to go abroad in a future semester. Doubtless some of the topics of the traditional reentry course, such as culture shock, also get addressed in the International Perspectives course, albeit more indirectly. Finally, multiple versions of the International Perspectives course could be offered simultaneously in a given semester, allowing for a variety of reentry possibilities rather than a standardized one.

Summary Empowering faculty to develop their global knowledge and share it with students requires that institutions of higher education put resources in these areas. The good news is that many outside sources of funding recognize the importance of preparing students for globalization, and they are willing to partner with colleges and universities to train faculty and support new courses. The key element is the leadership required to create new proposals and gain faculty support in executing them. Reference Grinnell College. (2013). Spring 2012 seminar: Gender and identity in the contemporary Middle East and North Africa. Retrieved from http://www.grinnell.edu /news/spring-2012-seminar-gender-and-identity-contemporary-middle-east-and -north-africa

DAVID HARRISON is a professor of French at Grinnell College. From 2007 to 2013, he served as the director of the Center for International Studies at Grinnell. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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The chapter discusses learning that has resulted from selected international professional development experiences.

International Experiences for Student Affairs Educators: There Is a World of Professional Development Opportunities Out There John H. Schuh This sourcebook is generally focused on the many aspects of international experiences for students in order to further look at how these experiences can contribute significantly to their college education. It is also about the administrative challenges associated with developing international programs, including many suggestions for the provision of safe, potent learning experiences. But what about us as student affairs educators? Are there ways that we can participate in international experiences that not only enrich our work with students but also enhance our professional development? This chapter attempts to address these questions. I am hopeful that this chapter does not read as an exercise in selfcongratulation, as that is definitely not my goal. The chapter’s illustrations are autobiographical because I want to describe the incredibly powerful and rewarding international learning experiences I have had as a student affairs practitioner and faculty member. My framework for this presentation is the model of professional development introduced by Susan Komives (Komives & Carpenter, 2009) who includes international experiences as an example of continuing professional development. Quite obviously, there are other sources of international professional development in addition to those mentioned in this chapter. Those mentioned were important in my career development but I would not suggest for a moment that they are the only ones available. Indeed, my view is that as one’s career matures and develops, international experiences can add a great dealing of learning to one’s understanding of higher education as well as luster to one’s career. I am a strong advocate that one approaches these experiences with the question, “What can I learn from this experience?” My advice is that student affairs practitioners and faculty should take advantage of international NEW DIRECTIONS FOR STUDENT SERVICES, no. 146, Summer 2014 © 2014 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/ss.20087

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opportunities because they have the potential to be highly rewarding and growth producing. My approach to discussing these experiences will be linear in that I will start with my first international experience and then discuss several other particularly potent experiences as well. For each one, I will try to explain what I learned from the experiences. In the end, I will summarize the value of these experiences for me. I should add as a caveat that while international travel as a tourist can be very rewarding and highly enjoyable, this chapter is not about tourism. A few months before writing this chapter I sat on a panel that evaluated applications from candidates who were interested in an international experience. A few of the applications included language, in effect, that stated that the candidate was a good traveler and enjoyed new things and places. Certainly being a flexible traveler is important because international travel can have its challenges. But this chapter is not about being a tourist. It has to do with what I have learned from international experiences and how they have had a profound influence on my thinking and professional practice.

Off and Running via Fulbright I had never been engaged with any institution outside of North America before 1994, until a highly valued colleague approached me at the 1993 NASPA conference and encouraged me to complete an application to participate in the Fulbright program for administrators of international programs in Germany. I politely resisted his encouraging words at first but after he made a compelling argument about the value of the program, I agreed to file an application. I did not expect to be accepted because while I was responsible in a general sense for international programs as part of my administrative portfolio, I had not been deeply engaged with the staff in the international programs office. Instead, I had spent most of my time in other areas of responsibility, such as recreation, residence halls, Greek letter organizations, and services for students with disabilities. To my surprise, a few months later I received a nice packet of materials with a letter that indicated that I had been accepted and would be going to Germany for about a month. In advance, I decided to secure a passport just in case I was accepted, so I blew the dust off the document and made plans for my first trip overseas. This Fulbright program was designed to introduce administrators responsible for international programs at U.S. colleges and universities to German higher education through visits to campuses and historical sites. A counterpart experience was available for German international program administrators to visit U.S. campuses and conclude their visit by attending the annual NAFSA conference. The program for Americans in Germany lasted just over a month while the program in the United States for our German colleagues took about three weeks to complete. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Our traveling party included approximately 25 people from colleges and universities across the United States. We met in New York for the flight to Dusseldorf, Germany and upon arrival were bussed to Bonn where the program began. We spent a week in Bonn, the capital of Germany at the time, followed by one week each in Jena, Magdeburg, and Berlin. From these four cities we visited German universities and fachochschulen (an educational institution that does not grant a doctoral degree and typically has a very practical curriculum) in each region, as well as historical and cultural sites. So, for example, as we traveled from Bonn to Cologne, we visited the local university and the Cologne cathedral. Learning From the German Fulbright Experience. I had never traveled overseas so getting used to different food, communications patterns, money, and transportation was an adjustment. But what became clear very shortly to me was that the Germans had a very different approach to education, and that was my major adjustment for the trip. Students were either channeled into learning a trade or going on to “University” (the term for postsecondary education, similar to what we mean by going to “College”) at a young age and my impression was that the path that was decided upon was irrevocable. I asked a question along the way that, in essence, inquired as to whether or not adult learners (those over 22) could choose to go to “University” or professional school later in life. The response is something I’ve never forgotten: “We don’t think that way.” So, besides the channeling of students, we also learned that while “University” students were heavily subsidized, student affairs had virtually no role at these institutions, and agencies called Studentenwerk provided student housing in the city of the university. Perhaps most importantly, the U.S. approach to higher education did not particularly influence German higher education, at least not then. The country’s leaders were still figuring out how to combine East and West at the time of our visit and we found that many West Germans had never been to the Eastern lander (states) or vice versa—even though the country is about the same size as the state of New Mexico. For example, some staff from the Frei University, located in the western part of Berlin, accompanied us on a trip across town to Humboldt University, located in the eastern part of Berlin. They had never been to the eastern part of Berlin and I found it stunning that though they were so closely located in a geographic sense, in a social and political sense they were thousands of miles apart. That situation would change as I found out in subsequent visits to Berlin. I hosted a German counterpart group the year after and enjoyed taking them around the Middle West to provide them with a sampling of the variety of universities we have. I felt like this was the least I could do to thank our German counterparts for their hospitality the year before. In hosting this group of about a half dozen educators, the most important learning point for me was determining what I wanted to share with visitors about U.S. higher education given that I had only a few days of their time. Ultimately, NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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we visited a regional university that focused on teacher education, a major state university, a private college, and a land grant university. Clearly that is not the universe of U.S. higher education but the limited amount of time that I had really made me think about the most salient points of U.S. higher education. My involvement with German educators was eye opening, to say the least, and I had become converted from having no interest in trips to universities overseas to having a great interest in learning more about higher education in other countries. These experiences led to a number of other wonderful international experiences.

Next Stop Sofia A couple of more modest international trips occurred before the next major trip. I was part of a NASPA delegation that visited the University of Edinburgh in Scotland. There, the major outcome was learning more about Scottish education and the development of several good friendships, but no long-term relationships on an institution-by-institution basis were developed. I also took two trips to Kiev, Ukraine to look at developing relationships with the National Agricultural University of Ukraine and two more trips to Berlin to explore establishing an institutional relationship for Iowa State with faculty at Humboldt University in Berlin. The work in Kiev did not lead to an agreement but the Berlin trips led to an invitation to attend a conference on higher education in Sofia, Bulgaria, sponsored by the Volkswagen Foundation and organized by our colleagues from Humboldt University. I went with a colleague from Iowa State; we were the only two North Americans who participated. About 25 people attended the conference, which lasted for a week and every person who attended also made a presentation. Most of the participants were from Eastern Europe and many of them had limited English language facility. Russian had been their second language and with the change in international politics, knowing the Russian language had become less important on the world stage than before the Iron Curtain was torn down. Learning From the Sofia Trip. I learned two important things from my trip to Sofia. First was that the rest of the world (in this case Europe, especially Eastern Europe) doesn’t necessarily look to the United States for solutions to their problems. There were times that my colleague and I felt irrelevant, while the problems or issues that were presented were common across the globe, U.S.-based approaches to solving the problems were not part of the conversation. This was not a matter of rudeness; instead it was simply that these Europeans felt they had the intellectual horsepower and resources to address their problems and the United States was simply too distant to be a player in developing strategies to improve education in Europe. We were reminded that the United States is not always at the epicenter of all discussions related to education around the world. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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The second important learning was that a discussion-style presentation does not work in all settings. Given the challenges that some of the participants had with English, asking for discussion and small group work had no place at this conference. About 10 minutes into my presentation, I realized that my discussion format was doomed so I quickly changed to an approach where I presented material and left it at that. And one more point—we were both glad the conference was not conducted in Bulgarian or an Eastern European language. Had that been the case, we could have taken an early flight home.

Hong Kong and Malaysia The next major trips took me to Asia, first to Hong Kong and then to Kuala Lumpur, Malaysia. In Hong Kong I keynoted a conference, and in Kuala Lumpur I led a two-day workshop related to institutional change. Both cities were fabulous, with very modern airports, top-notch hotels and restaurants, and excellent facilities at their educational institutions. Learning From These Trips. What impressed me the most about these two visits is the vastness of the population of these countries. More than once I thought to myself that these countries have a margin for error in terms of college graduation rates because they have such tremendous potential for educating vast numbers of people. In the United States we are outnumbered, in the case of China, by three or four to one. Therefore, from a narrow, economic development perspective, as we think about the knowledge economy of the future, we in the United States cannot afford to continue to have horrendous dropout rates from our colleges and universities. The result will be that we will be surpassed by Asian countries diligently working to expand educational opportunities for their citizens. There are many other reasons we should be embarrassed by our poor graduation rates, but fundamentally I fear that if they don’t improve dramatically over the next decade or two, we will lose our position of economic leadership in the world.

Two Trips to South Africa I retired the first time in 2010. By that time I thought I was done with international travel but this conclusion turned out to be completely wrong. I became aware of a potential trip to South Africa organized and sponsored by ACUHO-I, the international association of housing officers, which was taking applications from potential participants. I applied to join the ACUHO-I group, was accepted, and joined several colleagues on a two-week trip. Our charge was to provide training for a group of university housing administrators in the Cape Town area and then to travel to the Johannesburg–Pretoria area to provide similar training for housing officers in that part of South Africa. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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In Cape Town we were situated at Stellenbosch University, located in the wine country just outside of Cape Town. In addition to providing some training experiences built on an ACUHO-I model for around 25 housing officers from universities in the Cape Town area, we also visited some historical sites, including Robben Island, the South African counterpart to Alcatraz. Robben Island held political prisoners and is where Nelson Mandela was incarcerated. Seeing that place was one of the most powerful experiences of my life. It led me to the conclusion that Mr. Mandela was truly one of the great figures of the 20th century. He lived in this terrible place for 27 years and upon being released he called for reconciliation and peace. I was impressed with his vision and his commitment to his country, even though he had suffered in unspeakable terms. In short, my conclusion was, and is, that Nelson Mandela was a truly great man, perhaps the greatest of his era. Shortly after I returned from South Africa, I had a telephonic conference with a person in the Fulbright Specialists’ office. I had been accepted as a Fulbright Specialist in 2008 but never had traveled anywhere under this program’s sponsorship. The conversation, in essence, had to do with whether I might be interested in applying to participate as a Fulbright Specialist before my eligibility ran out in 2013. Another visit to South Africa was my first choice and I contacted colleagues at Stellenbosch to see if they would have an interest in my returning to lead extended conversations about student affairs practice, similar to the graduate course I offered on student affairs practice in the United States. My Stellenbosch colleagues were interested in a return visit on my part and an application to bring me to their campus was submitted to the South African Fulbright commission. After that approval, followed by approvals by the U.S. Fulbright commission and the U.S. Department of State, I went back for another two-week stint. This time I spent the two weeks at Stellenbosch but also visited the University of Cape Town and the University of Western Cape where I had conversations about student affairs practice and student experiences. Much of my curriculum was based on Project DEEP (Kuh, Kinzie, Schuh, & Whitt, 2010); in addition to the formal presentations I also met with student groups, faculty, and some administrators. Learning in South Africa. I found the South African housing administrators to be eager to participate in the ACUHO-I training activities, both in Stellenbosch and in Pretoria, where our programs were held. The level of hospitality was extraordinary and the warmth with which we were greeted was exceptional. I found our participants and hosts to be highly capable people, very aware of initiatives in the United States such as The Student Learning Imperative (American College Personnel Association, 1996), and anxious to adapt them to their campuses. The quality of the universities was wonderful, and we learned as much from the people with whom we worked as we hoped they would learn from us. This is, in my opinion, exactly as it should be with international exchanges. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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On my second trip to Stellenbosch, I met with several staff who were in the process of developing an experience analogous to a learning community for commuter students, including not only a curriculum but also a facility where commuter students could meet, study, and relax. They could even spend the night if their studies went too long into the evening. This facility, apart from the student union, seemed to be a visionary program, attuned to the need of their particular students. How it will work out is not known at the time of this writing, but it impressed me as a wonderful way to build on the concept of student engagement. Trips to other countries often lead to other opportunities, and in the case of my visits to South Africa I was asked to serve as an external reviewer of a doctoral dissertation at the University of Western Cape and a master’s thesis at Stellenbosch University. I was also invited to serve on an advisory board to a student affairs journal that has been founded, the first in Africa, at the University of Western Cape. Life in South Africa is by no means perfect, but I was so impressed with how quickly the country has embraced reconciliation and how well people of all races work together at the universities. Given that the country officially abolished the practice of apartheid in the early 1990s, the amount of progress that has been made is exceptional.

Program Review in Saudi Arabia The final international experience that I would like to describe was a program review in which I participated at King Fahd University of Petroleum and Minerals (KUPM) in Dhahran, Saudi Arabia. I was a member of a twoperson review team that was invited to review student affairs at the University. I had never been to the Middle East and my first act was to pull out our globe and figure out where Dhahran was located. KUPM is on the Persian Gulf, very close to Bahrain. I made this trip with a colleague from Ohio State, whom I had never met, but we became fast friends. KUPM is study of contrasts. On the one hand, it is a very progressive, quite outstanding academic institution, with its engineering programs accredited by the Accreditation Board for Engineering and Technology (ABET). Student affairs programming does not have the depth that we are used to in the United States but we were asked to include suggestions and recommendations about how KUPM might provide an enriched experience for students. Clearly, the formal academic course work is rigorous and we learned that upon graduation students are in demand by a variety of international engineering firms, such as ARAMCO. On the other hand, KUPM enrolls only men and as a consequence we wondered about how students would learn to work with women. As graduates they would need to have advanced social skills in terms of working with men and women—especially if they took positions outside of Saudi Arabia. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Learning in Saudi Arabia. I wrote of KUPM as an institution of contrasts above, shaped by the social norms, mores, and laws of the Kingdom of Saudi Arabia. Saudi Arabia’s society is male-dominated. We did not encounter women anywhere in our hotel, the city, or on campus while we were at KUPM and in Dhahran. We did, however, meet many articulate students. The faculty and administrators we interacted with in almost all cases had their PhDs from top-flight U.S. universities, such as Penn State and the University of Michigan. Most of the students participated in a study abroad program and again, in almost all cases, they attended top-notch American and European universities. So, we found this wonderful university situated in a society with which we were unfamiliar but where we were treated very warmly and graciously. What I gained from this learning experience was great respect for the efforts that are being made at KUPM to provide the best education possible for its students. In addition, the administrators have been making significant efforts at enriching the student experience outside the classroom and also have invested substantial amounts of money into developing campus facilities. They know that the Kingdom will require an educated population to sustain economic development as the world moves away from fossil fuels, which provide the economic base of the country.

Conclusion I have not included all of my international experiences because of space limitations. Every program, however, produced important learning outcomes for me. Among these included attending the Roundtable at St. Antony’s College of Oxford University; consulting at St. Thomas University in Fredericton, New Brunswick, Canada; delivering addresses in Sligo, Ireland, and Berlin, Germany; and participating in staff development at the University of Macau, located in the former Portuguese colony, now a special administrative district of China. All of these experiences were splendid, rich in experiences and personal growth for me. Had it not been for the insistence of my colleague, I would never have been engaged in the wide-ranging international experiences that have been so important in my professional development for the past 20 years. Not only would I have missed these enriching educational opportunities, my worldview would have been incredibly narrow. I owe so much to him for his insistence on my applying for the Fulbright program two decades ago, and for opening the door to these global learning experiences. Among what I learned about the potency of international experiences is to avoid tourist haunts, and explore the area alone or with a “native” guide. This strategy means hopping on public transportation, such as buses or subways, going to historical sites alone, and eating at places where the locals dine. The best learning, in my estimation, is listening to the stories of people who live in the country, so I recommend staying away from tourist NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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hotels, five-star restaurants, or other places where Americans might hang out. For example, I had a splendid learning experience when a colleague of mine and I, while on our Fulbright trip to Germany, went to a campus eatery at the University of Jena and spent a wonderful evening with faculty and students talking about current events. This was an unplanned, unstructured event, but we learned so much that evening from people who had never met Americans before our chance encounter. I suppose the fundamental learning from all of these experiences is that there are many ways to approach higher education. I learned about new approaches from these universities around the world, and I have just scratched the surface of international experiences that are available. My avuncular advice is this—don’t pass up the wonderful professional development opportunities that are available around the world. There is so much to be learned from our international colleagues and friends, so the time to get started is now. Bon voyage! References American College Personnel Association. (1996). The student learning imperative. Washington, DC: Author. Komives, S. R., & Carpenter, S. (2009). Professional development as life-long learning. In G. McClelland, J. Stringer, & Associates (Eds.), The handbook of student affairs administration (3rd ed., pp. 371–387). San Francisco, CA: Jossey-Bass. Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2010). Student success in college. San Francisco, CA: Jossey-Bass.

JOHN H. SCHUH is the director and a distinguished professor in the School of Education at Iowa State University. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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For students in U.S. higher education institutions, global learning through study abroad has become a powerful force in student cultural competence. This chapter explores the impact of international internships and other short-term immersion experiences in further developing student learning, especially with respect to their understanding of the importance of global issues for their academic trajectories and future careers.

The Impact of International Internships and Short-Term Immersion Programs Lisa Gates College students are entering a world where understanding and navigating linguistic and cultural difference are essential. Global—not national— is our new economic paradigm. Hiring prospects for new college graduates are better than a few years ago, but the job market remains challenging and competitive, with unemployment rates still above prerecession levels (Bureau of Labor Statistics, U.S. Department of Labor, 2013). Students know this. Career centers definitely know this. But how is this reflected in study abroad experiences? This chapter discusses study abroad through the lens of international internships as one type of short-term immersion experience and outlines considerations for institutions seeking to support international internships for their students. First, the good news: a record number of 273,996 U.S. students studied abroad in 2010–2011—an increase of 77.7% over the past decade (Farrugia, Bhandari, & Chow, 2012, p. 18). But what students are doing abroad has changed. The number of undergraduates spending a full academic year abroad, which is the recommendation of study abroad advisors for maximum linguistic and cultural immersion, has remained flat. However, participation in semester, summer, or other short-term programs accounts for the real growth over the past 20 years (Farrugia et al., 2012, p. 20). In addition, if one factors in the numbers of noncredit activities abroad, internships, research, and volunteer service, that participation rate would be far higher. (See a recent IIE study to track noncredit educational activities in China; Farrugia et al., 2012, pp. 24–25.) This pattern of engagement is consonant with what many report anecdotally: our students are increasingly going abroad for one semester and NEW DIRECTIONS FOR STUDENT SERVICES, no. 146, Summer 2014 © 2014 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/ss.20088

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shorter periods, often during the summer or semester breaks. Jane Edwards, dean of International and Professional Experience at Yale University, views the trend as a response to external pressures. Says Edwards (personal communication, August 7, 2013), “We know that students are approaching a four-year liberal arts education with much greater anxiety about what their career plans will be than what the case was ten years ago. [T]hey are treating their undergraduate education not as four academic years and three summers in which they do this or that . . . but as a forty-six month period in which they build the portfolio of experiences they feel are important for whatever it is they are planning to do after they leave their undergraduate institution.” With students seeking to pack in as much as possible during their undergraduate experience—multiple majors and minors, study abroad, preprofessional requirements, internship experiences, and independent work or research—short-term international immersion activities become realistic alternatives, additions to, or components of a traditional study abroad program. If this push for experiences and credentialing seems excessive, one has only to look at the current unemployment figures among recent college graduates to see the logic. According to employer surveys, international experience can make students more attractive candidates for hiring, provided students are able to articulate the relevance of the experience to the employer (Gardner, Steglitz, & Gross, 2009; Hart Research Associates, 2013; NACE, 2013; Trooboff, Vande Berg, & Rayman, 2007/2008). As Nolting, Donahue, Matherly, and Tillman (2013) note, “success in today’s global marketplace demands increased adaptability, cross-cultural sensitivity, political awareness and intellectual flexibility” (p. 64). In this author’s conversations with program directors and current students involved in international internships, it is clear that students view these experiences as a critical part of their education and valuable source of learning about their personal, educational, and preprofessional objectives.

Student Benefit of Short-Term International Experiences This author interviewed several students at Middlebury College about their international experiences, including internships, study abroad, and volunteer service. Study abroad is an important educational component at Middlebury, as it is at many baccalaureate institutions; more than half of juniors pursue a for-credit study abroad program. The students interviewed reflect a diverse set of academic and preprofessional interests. Most had or planned to pursue a study abroad program for credit, but the short-term experiences discussed here were not part of a study abroad program. Without exception, however, all identified their short-term experiences as greatly beneficial in exploring both academic and preprofessional interests, in expanding their cultural and/or linguistic knowledge, and in providing a dimension of NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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cultural and/or preprofessional experience not necessarily available in their academic study abroad program. In choosing specific immersion experiences, academic or career interests were key motivating factors; for many students, these are often intertwined. For example, Eric’s internship at Ashoka, Japan, began near the end of his study abroad program in Tokyo and then continued during the summer (note, pseudonyms are used for all student interview subjects). He wanted to experience working in Japan, and through the internship reported learning about the Japanese corporate and business culture and the growing nonprofit and citizen sector, which were not areas covered through his for-credit study program. Through his work in Ashoka’s public relations and advertising department, he has become interested in these areas as a possible career direction. The experience also had an impact on his academic work as a Japanese Studies major; he relates, “The internship provided me with a closer look at cultural differences that I had only noticed in passing and a network of individuals whom I can field questions concerning any topic that I might want to research. Also, being surrounded by Japanese people in a professional environment greatly improved my Japanese language capacity.” Eric’s experience encapsulates the multifaceted power of internship experiences abroad, in that it offered career exploration, linguistic development, workplace experience in a different culture, a new network of contacts, and a redefining of academic interests. Lee, likewise, described similar personal development from her focus on health issues in rural China through the Rural Education Action Program. Of the experience, Lee says, “Although I love learning in the classroom, going out to the field and really seeing what true poverty looks like and the problems brought with it is learning on a whole other level. Up until now, I had never worked on anything that concretely impacts other people. Learning about income inequality, development, and poverty at Middlebury was always interesting, but there had never been a sense of how real these problems are.” Amira also credits her short-term volunteer and international internship experiences with expanding her learning. After working with women in Mexico and the Dominican Republic, she notes, “I heard lots of stories from women who were impacted by the organization. Seeing the way these programs touched these women’s lives was moving for me and is something I could never learn in a classroom.” Amira also notes that these experiences heightened her own level of cultural sensitivity and sense of connectedness to issues. “When I read an article in the New York Times,” she says, “I know people who are there and dealing with this.” As a result of her multiple short-term experiences in Mexico, the Dominican Republic, and Turkey, Amira switched her focus from premedical studies to international politics and economics and is exploring a possible career in foreign service or working within a nonprofit setting. For Alex and Kevin, preprofessional interests shaped their choice of experiences. Alex pursued his interest in global health through multiple NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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volunteer experiences in Africa, with the later goal of a medical career. Kevin worked with a Cambodian microfinance organization helping local businesses and entrepreneurs in slum communities surrounding Phnom Penh to pursue an interest working with international NGOs. For Kevin (personal communication, August 7, 2013), reaching out to potential donors in this unfamiliar culture pushed him far “outside of his comfort zone,” but in reflecting back on the seven weeks, he reports success: “This opportunity brought me reassurance that I am indeed comfortable with living and working for extended periods of time in places like Cambodia that may provide a bit more of a culture shock than the majority of countries one could visit or volunteer in.” Alex (personal communication, August 14, 2013) too stressed the importance of adaptation and learning on the ground: “I benefited most from being ‘forced’ to figure out how to manage situations on the ground either individually or with my work partners. For example, when working with [the nonprofit organization in Uganda], their expectations of our role were far different than we anticipated. This challenged us to have difficult conversations and confrontations with local staff and administrators, become even more independent, and look for solutions far outside our original plan. In many ways, we failed to implement our project design, but this failure was paradoxically a success because it taught all of us the incredibly important value of needing to experience something firsthand to learn and develop.” Without exception, these students described their experiences as altering, expanding, or affirming potential career directions. In addition, there were other important educational and developmental outcomes for these students: (a) experiencing the complexity of issues in ways that cannot be taught in a classroom, (b) learning firsthand about social and economic issues in another culture, and (c) finding an increased sense of self-confidence in themselves as a contributor to a project.

Making International Internships Effective Learning Experiences Jeff Stevenson, director of Middlebury College’s CV Starr School Abroad in Chile, agrees that there is important and multifaceted learning that can occur through internships abroad. Stevenson has included internships as a component of the program he directs in Santiago for the past seven years. “Internships are the real world,” Stevenson (personal communication, August 14, 2013) says, “and that real world here is where that whole challenge of cross-cultural adaptation is at its fullest.” He believes these experiences are key to preparing students to work effectively in cross-cultural contexts, but he has also seen a shift in student commitment to the full immersion model supported by Middlebury’s schools abroad. “Part of the challenge . . . is taking expectations from the States, part of it are expectations of how an internship ‘should’ be run. And internships in the States NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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look very different than internships in this country,” Stevenson (personal communication, August 14, 2013) says. For example, Stevenson notes difference in daily productivity expectations in the Chilean workplace. “If you’re going to do ten items in the States, take that down to three or four in Chile. We’re not a virtual culture” (J. Stevenson, personal communication, August 14, 2013). To really make an internship experience successful, Stevenson (personal communication, August 14, 2013) says, students need to “take the experience more than anything as an anthropological investigation. To say, this is the way things are done here and there are days I don’t think this makes any sense, but I’m going at this in an effort to learn the way things are done here.” Carolyn Sorkin, director of International Studies at Wesleyan University, still encourages students to spend a full academic year abroad, but notes that fewer and fewer students are pursuing this option. “Unfortunately, the trend is moving toward shorter and shorter programs and toward programs with internship components” (C. Sorkin, personal communication, August 8, 2013). Rather than resist this trend, some schools are actively supporting internships and other short-term experiences in addition to traditional study abroad programs. Cara Bonnington manages a summer international internship program at the University of Pennsylvania. Now in its fifth year, the program has placed about 250 students in internships. Open to graduate and undergraduate students, the competitive program connects students with internships secured through a network of alumni and members of the university community (Redden, 2013). Students receive a stipend for basic expenses; the summer earnings’ contribution is waived for financial aid recipients. This program, Bonnington (personal communication, August 8, 2013) notes, has made “hands on immersive experiences available to the highly aided and students with significant time constraints—and that’s a good thing.” Mount Holyoke College runs a similar type of summer internship program. Kirk Lange, director of International Experiential Learning, views the program as an important component of the college’s commitment to internationalism. “We see international internships within the context of being a global campus, of the internationalizing efforts we’ve made. About 25% of our students and 26% of our faculty are international and we are hoping as many students as possible can access an international learning opportunity, be it traditional study abroad or in our case, an international internship or research project. This is one vehicle for that international experience that we think should be integral to a liberal arts education” (K. Lange, personal communication, August 16, 2013). On average, Lange places about 30 students in internships during each summer, arranged through the college’s network of alumnae and friends, and expects to increase this number going forward to about 35, plus an additional 5 students pursuing international research in the summer. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Cultivating relationships through a personal or institutional network brings significant advantages, as Lange, Bonnington, and Stevenson all note. There are clear expectations of both the student and the organization. The level of supervision is understood and reliable, and for the educational institution, there is a clear understanding of the expected learning outcomes. Finally, as Lange (personal communication, August 16, 2013) describes it, there is a “scaffolding” in place for the student that makes these individual learning experiences richer than those a student might secure on their own.

Institutional Considerations in Formalizing Short-Term Immersion Experiences For colleges and universities interested in supporting international internship experiences for their students, there are some basic topics to consider. The most fundamental is determining the degree of institutional involvement and oversight. There is a spectrum of engagement, ranging from very low—providing access to information about international and volunteer opportunities, for example—to very high—securing, funding, and supporting students in short-term international experiences. Where a particular institution falls on this spectrum may be determined by a combination of three significant considerations: the importance of international experiences within the educational program, the resources available, and the embrace of real-world experiences as part of the broader educational program. Outlined below are additional points to consider: Institutional Resources. Are there financial resources to defray student participation costs? For financial aid recipients, would your institution waive the student summer earnings contribution or provide other financial assistance? Institutional Collaborations. How will colleagues in multiple offices, including study abroad, careers and internships, academic departments, risk assessment and legal counsel, international student or scholar services, institutional research, and your advancement or external relations office, be engaged in the program development and implementation? Administrative Aspects of Student Travel. Who is responsible for researching and securing visas for students, especially if the process is complicated due to a student’s country of origin and/or destination? Housing. Locating safe, affordable housing in proximity to the work site can be challenging. Working with internship sponsors or local parent/alumni communities may be helpful in this area. Health/Safety. In all instances, programs seek to safeguard the health and safety of students. But what are our institutional obligations when the student is pursuing an independent summer experience without academic credit? Certainly the requirement for students to have medical evacuation, repatriation of remains, and health insurance coverage NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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is standard. With regard to U.S. State Department travel warnings and other regional instabilities, it is important to have a clear understanding of your institution’s policies. The program must establish policies and practices that reflect these issues and communicate them clearly and consistently to students. Identifying Internship Opportunities. Does the institution develop opportunities through its institutional networks or let students find them independently? In either case, developing a clear set of expectations for both parties is essential to a positive outcome. Tate Miller (personal communication, August 7, 2013), dean for Advising, Career and Student Services at the Monterey Institute for International Studies, formalizes expectations in a Memo of Understanding in order to avoid misunderstandings for either party. Academic Credit. Are internships approved for credit; if so, is the work graded? If for credit, additional questions arise, such as what additional work the student must produce, who evaluates the work, and how the work is monitored during the experience. Student Preparation and Support. What kind of preparation and support is provided to students by the college? What is done by the host organization? Assessment. How does the program assess the impact of these experiences at the individual level as well as at the institutional level? Asking students to articulate learning goals prior to the experience and then reflecting on those goals at the conclusion provides meaningful information for both the student and the institution.

Conclusion Based on the Open Doors 2012 report, study abroad is clearly thriving; however, there are new and different forms of study that fall outside our traditional credit-bearing programs (Farrugia et al., 2012). Internships and other short-term international immersion experiences may not offer the benefits of the traditional academic model, but they can provide cultural and linguistic immersion within the context of hands-on experience that may connect both to academic and potential career interests. In many respects, this points to a broader educational question, particularly for liberal arts colleges where there is often a tension between the spheres of intellectual and applied learning. How do we support and guide learning that comes from multiple sources, not only the classroom? While many institutions will not be able to or will not choose to engage a highly supported model of short-term international experiences, there is still much we can do to ensure that students who are seeking and securing these experiences are able to do so safely, while at the same time extracting the maximum benefit for their own education and path to a meaningful and productive career. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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References Bureau of Labor Statistics, U.S. Department of Labor. (2013). The job market for recent college graduates in the United States. The Editor’s Desk. Retrieved from http://www.bls.gov/opub/ted/2013/ted 20130405.htm Farrugia, C. A., Bhandari, R., & Chow, P. (2012). Open doors 2012 report on international educational exchange. New York, NY: Institute of International Education. Gardner, P., Steglitz, I., & Gross, L. (2009). Translating study abroad experiences for workplace competencies. Peer Review, 11(4), 19–22. Hart Research Associates. (2013). It takes more than a major: Employer priorities for college learning and student success. Liberal Education, 99(2), 22–29. National Association of Colleges and Employers (NACE). (2013). Job outlook 2013, spring update. Retrieved from http://www.naceweb.org/Research /Job Outlook/Job Outlook.aspx Nolting, W., Donahue, D., Matherly, C., & Tillman, M. (Eds.). (2013). Internships, service learning and volunteering abroad. Successful models and best practices. Washington, DC: NAFSA, Association of International Educators. Redden, E. (2013, May 14). Beyond study abroad. Inside Higher Ed. Retrieved from http://www.insidehighered.com/news/2013/05/14/penn-pushes-international -internships-and-career-opportunities#ixzz2aq6LTNCA Trooboff, S., Vande Berg, M., & Rayman, J. (2007/2008). Employer attitudes toward study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, XV, 17–34.

LISA GATES is the associate dean for Research and Fellowships and a former director of the Center for Careers and Internships at Middlebury College. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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This chapter provides a practical background to the health and safety risks and challenges for U.S. colleges and universities and other program providers. Potential risks, field-based guidelines, good practices, and resources to support the management of risks by study abroad offices will be covered.

Risk Management for Study Abroad Programs: Issues and Resources to Inform Program Development, Administration, and Training Gary Rhodes Study abroad programs are one important way to provide international learning for U.S. college and university students. Along with opportunities for international learning, travel and study around the world involve risks similar to those one would find on any U.S. campus. However, related to health and safety challenges, study abroad involves additional risks, related to specific countries and cities as well as to the international travel itself. Adding to the potential health and safety challenges during study abroad is the fact that most students have limited knowledge and understanding of the language, culture, and environment where programs take place. This results in challenges during program-sponsored activities as well as independent travel by students during the time they are abroad. This chapter will provide a background on some of those challenges and issues as well as field-based good practices and standards to inform practice. Finally, resources to help support effective program development, administration, and information will improve faculty, staff, and student training.

Background on Study Abroad Health and Safety Issues A sense of background will assist administrators to become aware of some of the important health and safety issues to consider when implementing study abroad programs. These resources focus colleges and universities on reasonable and prudent actions within their study abroad programs. The first steps related to management of risk are to identify the potential risks, followed closely by effectively limiting and managing those risks. NEW DIRECTIONS FOR STUDENT SERVICES, no. 146, Summer 2014 © 2014 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/ss.20089

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Study abroad programs provide students with a unique opportunity to take part in learning for credit outside of the United States. For many students, study abroad is a life-changing experience that can provide them with international learning that can widen their knowledge of the world outside the United States, support their retention and success after their return to campus, and have a positive effect on their future career plans. At the same time, there have been students studying abroad who have had serious health and safety challenges that have resulted in negative outcomes. Some students have been victims of crime, sexual harassment, and assault; others have contracted serious illnesses or have been seriously injured or killed in traffic, hiking, and drowning accidents. Study abroad programs provide higher education institutions with the significant challenge of running an academic program that varies widely in content, pedagogy, and location, while using various programmatic methods in countries around the world. Study abroad programs provide all the challenges of operating a program in the United States with the added challenges of implementing programs in countries and cities that are often unfamiliar to staff. Many times, programs are developed and led by faculty or staff with limited student affairs and risk management knowledge. As a result, it is critical that experts on health and safety in the United States and abroad provide support for the development and implementation of programs. Collaboration is critical to support the development of policies and procedures in all administrative areas that include the potential for health and safety risks, as adapted by Rhodes, for the SAFETI website (Rhodes, 2013): 1. Alcohol and drug use and abuse. 2. Conflict between students or between students and program faculty/staff. 3. Crime and violence. 4. Crisis management. 5. Emergency communication. 6. Environmental challenges/disaster response. 7. Fire safety. 8. Legal issues abroad. 9. Medical/physical health response. 10. Mental health support. 11. Political instability challenges/response. 12. Responding to discrimination abroad. 13. Responding to guidance of the U.S. Centers for Disease Control and Prevention abroad. 14. Responding to guidance by U.S. Department of State abroad. 15. Sexual harassment and assault. 16. Supporting students with special needs and disabilities. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Transportation safety. Tropical diseases/special health issues in the developing world. Water safety. Other health and safety challenges.

Incidents. One of the challenges for policy makers is the lack of information about the types of incidents that impact study abroad programs and their students. Currently, there is no one place to find a comprehensive sample of these health and safety issues that have impacted study abroad students. Following is a list of actual incidents that occurred; hopefully administrators can consider (a) how they would act to prevent these types of risks or (b) how they would respond in the case of an incident occurring in one of their college’s programs or to one of their students. Natural Disaster. Students were in Japan during a recent earthquake, with an accompanying tsunami and nuclear power plant leak. On March 11, 2011, a magnitude 9.0 earthquake struck northern Japan, followed by a tsunami with waves topping 70 feet. The tsunami resulted in instant destruction of property and the death of tens of thousands of Japanese people. The Japanese earthquake and tsunami then resulted in significant nuclear power plant safety concerns. Political Unrest. Since the beginning of 2011, many countries in the Middle East have experienced a significant amount of political and social unrest, leading to peaceful protests in some countries and violent clashes between the protesters, police, and army in others. In a number of instances, the unrest has spawned violence and the death of protesters, resulting in the evacuation of study abroad students from those countries. Murder. In Italy in November 2007, an international student from the United Kingdom was murdered. A study abroad student from the United States and her Italian boyfriend were charged and convicted of the British student’s murder. After spending four years in prison, the student’s verdict was reversed and she was released. In 2013, the Italian government decided to hear the case again, but the U.S. student has refused to return to Italy for any further legal action. Transportation. In July 2011, three U.S. study abroad students were killed in New Zealand when a van driven by one of the students crashed and overturned; the excursion was organized by students independently from the study abroad program. Apartment Fire. In April 2011, four international students, two from Sweden, one study abroad student from the United States, and one from Australia were among five who died in an apartment fire. Some died from the direct impact of the fire and others died after jumping out of the apartment windows. Another U.S. study abroad student was severely burned. Transportation. In July 2011, one student was killed and three were injured when a van driven by a U.S. university faculty member went over the side of a ravine in Costa Rica and landed upside down in a river. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Drowning Death. In March 2011, the body of an American student studying at a Spanish university was found at the bottom of a river in Madrid. The student had been last seen at a Madrid nightclub. Mental Health/Suicide. In 2005, a U.S. student committed suicide by jumping from the top of the Arc de Triomphe in Paris. Other students and a professor found his suicide note, but arrived just as he jumped to his death. According to news reports, he had not shown earlier signs of depression or other mental health issues. Healthcare/Supervision/Sexual Assault. In 2001, a study abroad student on a faculty-led program in Peru became ill. There was only one faculty member leading the program, so the student was left at a local medical clinic alone. The student was subjected to an unnecessary medical procedure and was sexually assaulted while under anesthesia. Robbery and Sexual Assault. Several students were raped, and all 16 people in their group were robbed, when a group of armed bandits flagged down their bus at gunpoint during an anthropological tour of Guatemala. The student group was held captive in a field for an hour and a half before being released. Each of the cases provides content that can help institutions and faculty, staff, and students involved in study abroad to consider potential worst-case scenarios and then work through ways to limit the potential of a negative health and safety incident occurring. It is important that institutions develop crisis response protocols to prepare U.S. and on-site faculty, staff, and students to respond effectively. Institutions may have other actual incidents for discussion or can develop other case studies to help educate and prepare faculty, staff, and students.

Evaluating Specific Country and Program Risks Institutions should develop mechanisms for evaluating specific risks involved in the countries where their students study, establishing a framework to evaluate the levels of risk in that country as well as to assist in decision making. In addition to reviewing stories in public media (television, newspaper, online) and questioning on-site staff who are abroad, other useful places to find information about health and safety risks include: U.S. Department of State Resources 1. 2. 3. 4.

Country Information Sheets. Country-Specific Travel Warnings and Travel Alerts. Overseas Security Advisory Council (OSAC) Reports. Direct Feedback from OSAC Research and Information Support (RISC) Staff (http://travel.state.gov/).

U.S. Centers for Disease Control and Prevention, for CountrySpecific Health Information (http://cdc.gov) NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Private Security Company Risk Evaluation Information 1. International SOS (https://www.internationalsos.com). 2. Control Risk Group (www.controlrisks.com). 3. iJet (www.ijet.com). Friend (2011) provides a useful risk rating system framework for evaluating levels of risk for study abroad programs. On the top of a chart, include issues of health, safety, and security. On the left side of the chart, include levels of risk: insignificant, low, medium, high, and extreme. Within the chart, describe health, safety, and security issues and concerns for a program that fall within each of the levels of risk categories. The result is a framework to review risks and for decision making on whether to offer a program and/or how to manage the risks in place.

Identifying Other Experts for Collaboration No one staff member in either the risk management or the study abroad office has the expertise to deal with all the potential health and safety issues on an individual university campus. The campus risk management team (Rhodes, n.d.) will typically include a variety of staff members with a variety of responsibilities; one model includes personnel from the following areas: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Campus police/security—24 hr crisis hotline. Counseling center. Fire safety. Government relations. Health center director/medical staff. Lab safety. Legal counsel. President’s office. Public relations. Residence hall management. Risk manager/insurance. Student affairs staff. Student representative.

The author believes that all of these staff members should be engaged in risk management for study abroad. In addition, when implementing study abroad programs, and depending on the type of programs abroad and the resources available, other offices should be involved, including campus study abroad and travel offices, on-site faculty and staff, international insuranceemergency assistance support, liaison persons with the U.S. Embassy or Consulate, on-site resource people (such as mental health professionals, NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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facilities director, health providers, local police, legal counsel, travel tour provider), and others associated with implementing the program. Including a broad range of individuals in the process of identifying potential risks is a critical step before making decisions about programs. In some cases, risks are too severe and/or have too high a potential risk for negative outcomes, such as scuba diving, mountain climbing, bungee jumping, program activities that include alcohol, or unsafe transportation. For those risks that are identified and can be reasonably managed, the next step is to implement processes to manage the risks as well as possible. Understanding that worst-case scenarios do sometimes occur, it is important to implement a crisis management plan that can reduce the negative impact of an incident and allow an effective response to health or safety challenges at any part of the world where faculty, staff, or students may be, 24 hours per day. Even with risk management policies and procedures in place, the effective coordination of health and safety support in the event of an incident is a constant concern for study abroad staff. Some colleges, universities, and study abroad providers with large programs have hired a staff member whose primary responsibility is to support study abroad health and safety.

Standards and Good Practices for Program Administration The U.S. higher education community has developed a set of shared good practices and minimum standards in the areas of safety, sexual harassment/misconduct, and crime and record keeping. These may be either quite similar or very different from the policies and procedures that take place abroad. It is important to know that there currently are no “approved, reviewed, and accredited” study abroad program risk management policies and procedures. It is the responsibility of each institution to develop appropriate policies and procedures for the support of quality programs and their students who are studying away from campus. The following resources represent some best practices available: lists of issues, good practices, and standards that can help institutions develop effective risk management policies and procedures for study abroad. Colleges can expect that in the case of a serious injury or death where a legal claim is made against a college or university, the plaintiff’s attorney will obtain access to these documents and review the institution’s policies and practices against the practices and standards they reference. As a result, using these documents to support quality practice serves both the development and implementation of good practice, but also limits potential institutional liability. These resources are offered for institutional review of their own policies and resources. Study abroad directors, in consultation with other campus stakeholders, can consult these documents for help in developing appropriate policies and procedures for their unique programs. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Resources and Tools for Risk Management in International Study Programs 1. The Interassociational Advisory Committee on Safety and Responsibility in Study Abroad (formerly the Interorganizational Task Force on Safety and Responsibility in Study Abroad) Responsible Study Abroad: Good Practices for Health & Safety: In 1996, there were a number of highly publicized incidents resulting in the death and injury of study abroad students. In response, a group representing various study abroad organizations met and developed a set of guidelines, which were revised to good practices on health and safety and study abroad in 2002 (Interorganizational Task Force on Safety & Responsibility in Study Abroad, 2002). The content includes a list of things institutions should do, what they cannot do, responsibilities of participants (students), and information for parents/guardians/families. 2. The Forum on Education Abroad was created in 2001 to respond to requests from members of the study abroad field for better resources and information to support the study abroad field. In January 2005, the U.S. Department of Justice’s Anti-Trust Division and Federal Trade Commission designated the Forum as the Standards Development Organization (SDO) for the field of education abroad. The Standards were developed and have been updated in the fourth edition (Forum on Education Abroad, 2011) and relate to many different types of study abroad providers. Along with general standards, there are also standards for short-term programs. The Forum on Education Abroad also has a Code of Ethics for Education Abroad. Each of these has health, safety, and risk management content. The Forum on Education Abroad has also been involved in developing a method for collecting and sharing safety (critical) incidents for study abroad. There is not currently any peer review based on the standards, nor is there a list of approved or failed study abroad programs. (a) The standards of good practice for education abroad (Forum on Education Abroad, 2011). (b) The standards of good practice for short-term education abroad programs. (c) Code of ethics for education abroad. (d) Critical (safety) incident survey data. 3. U.S. Government Clarification on Clery Act Requirements for Study Abroad U.S. universities regularly collect and publish crime and safety data on their campuses. In 2011, the U.S. Department of Education published The Handbook for Campus Safety and Security Reporting, which NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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provided greater clarification that institutions needed to collect and disseminate data for study abroad programs. 4. Council for the Advancement of Standards in Higher Education (CAS) CAS has created a Book of Professional Standards and Guidelines and Self-Assessment Guides that are designed to lead to a host of qualitycontrolled programs and services. Because CAS believes in the importance of self-assessment, the standards and guidelines, as well as other CAS-related materials, are offered as criteria that can be used in multiple ways toward the goal of assuring and enhancing quality practice (CAS, n.d.). This includes a specific set of standards for study abroad programs entitled CAS Standards for Education Abroad Programs. 5. United Educators United Educators is one of the largest liability insurance providers for U.S. colleges and universities. The organization has developed a broad range of publications to assist in managing colleges and universities and limiting institutional liability, including some that focus specifically on the development and implementation of study abroad programs. (a) A checklist for campus administrators managing short-term international programs. (b) A checklist for leaders of short-term international programs. (c) Managing the risks of short-term international programs: A UE roundtable. (d) Minors on study abroad trips. (e) Risk management guide for study abroad. (f) Short-term international programs: A UE online course. (g) Travel alerts, warnings, and advisories. (h) Understanding and managing the risks of short-term international programs. 6. NAFSA Association of International Educators (NAFSA) NAFSA is one of the primary professional organizations supporting study abroad program development and administration in the United States. There are many resources that have been published by NAFSA focusing on health and safety issues; the main document is entitled Health and Safety Resources for the Education Abroad Knowledge Community. 7. Center for Global Education at UCLA The Center for Global Education at UCLA houses the Safety Abroad First-Educational Travel Information (SAFETI) Clearinghouse, which was developed in 1998 to provide resources and information for faculty, staff, and students in support of health and safety in study abroad NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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programs. Resources for faculty and staff include a SAFETI Audit Checklist with background information and sample resources and forms to respond to safety issues, SAFETI Newsletter articles, and an edited version of Peace Corps Resources to support program development and administration. Resources for students include general and country-specific Student Study Abroad Handbooks and the GlobalScholar.us Online Courses for Study Abroad, which integrate health and safety issues for students. (a) SAFETI safety audit checklist for study abroad. (b) SAFETI adaptation of peace corps resources. (c) SAFETI newsletter. (d) Legal audit of study abroad. (e) Student study abroad handbooks. (f) GlobalScholar.us online courses for study abroad.

Insurance The discussion regarding health and safety risks would not be complete without a few comments about insurance. Because the cost of insuring all participants of global programs is fairly low, administrators would be wise to review coverage, in order to consider including the following: (a) major medical insurance for all types of medical care one might need while abroad; (b) medical evacuation to another medical facility, if needed; (c) in the case of a participant’s death, repatriation insurance to cover the cost of transporting his or her body back to the United States; and (d) liability coverage for accident or injuries that students may incur abroad, including legal fees for program leaders and administrators (Rhodes, 2013).

Future Directions While this chapter focused on risk management and resources for good practices, standards, and procedures for risk management in study abroad programs, an additional challenge is involved in the many other international activities of U.S. colleges and universities. These range from international internships and community service, to international research and development projects, and international field studies. Of course, other groups of students also travel abroad: athletes, musicians, and students involved in campus ministry programs or other student organizations. Likewise, faculty and staff travel to international conferences and take on international research and development projects. Therefore, as institutions increase attention on risk management for study abroad, it is important that they look closely at whether their policies and procedures are well supported for all international learning experiences implemented by college or university faculty, staff, and students. A centralized office with required collaboration can limit some of the risk inherent in international travel. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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For global learning programs to make a positive impact on students, faculty, and staff, college and university programs must limit potential negative health and safety outcomes, by bringing experts across campus and elsewhere together to ensure they are prepared to respond to health and safety challenges around the world. References Council for the Advancement of Standards in Higher Education (CAS). (n.d.). Applying CAS standards. Washington, DC: Author. Forum on Education Abroad. (2011). Standards of good practice for education abroad (4th ed.). Carlisle, PA: Author. Friend, J. (2011). Danger ahead. International Educator, XX(6), S1–S8. Interorganizational Task Force on Safety & Responsibility in Study Abroad. (2002). Responsible study abroad: Good practices for health & safety. Washington, DC: NAFSA Association of International Educators. Retrieved from http://www.nafsa.org/uploadedFiles/responsible study abroad.pdf Rhodes, G. (2013). Resources for program administrators. SAFETI. Los Angeles, CA: Center for Global Education at UCLA. Retrieved from http://globaled.us /safeti/insurance/liability.asp Rhodes, G. (n.d.). Crisis management workbook. SAFETI adaptation of peace corps resources. Los Angeles, CA: Center for Global Education at UCLA. Retrieved from http://globaled.us/peacecorps/crisis-management-handbook.asp U.S. Department of Education. (2011). The handbook for campus safety and security reporting. Washington, DC: Author.

GARY RHODES is the director of the Center for Global Education in the Graduate School of Education and Information Studies at UCLA. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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This chapter discusses aspects of preparation for students who will study abroad, suggests topics that should be covered, and speaks to issues involved with cultural immersion. .

Predeparture Services for Students Studying Abroad Ann Highum As colleges and universities offer programs for students to study abroad, their offices, whether entitled global studies, international education, global learning, or study abroad, are increasingly complex places of service for students. One area of increasing importance is that of predeparture orientation and cultural awareness, so that students can safely travel with knowledge about the countries and can most effectively learn from the learning experiences. As Jon Lund (personal communication, October 9, 2013), director of the Center for Global Learning at Luther College, stated, “Students who have gone through an orientation process are better prepared to enter into the experience abroad, and to benefit from it. We know that their development is furthered when they are both challenged and supported . . . because study abroad is usually outside a student’s comfort zone, we hope to provide the support students need so they can more fully enter into the learning experience.” Of course, a secondary reason for predeparture preparation is part of a college’s risk management function; for college-led programs, the legal obligation to plan and implement a safe and positive program is clear (Interorganizational Task Force on Safety & Responsibility in Study Abroad, 2002). Most college and university websites describe the process for students to research and consider programs in order to pursue courses that fit into their academic and career goals. The following information will assist college staff in preparing students for their college-led programs, assuming that these programs are intact groups, selected for the particular global experience.

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The Process for Off-Campus Studies Abroad The complete process for students to study outside the country starts with their research and continues to a consideration of various options (how long to study abroad, which part of the academic year, how it fits into the major requirements and other cocurricular considerations) and application for the program. Once application and acceptance have been obtained, the faculty and/or staff leader of the group will begin working with participants. Some of the literature describing student learning and development highlights the internal changes that will inevitably occur within students who encounter other cultures through their study abroad (Thebodo & Marx, 2005). Truly, the first step in this internal discovery process can and should begin before one ever leaves his/her own country. Some topics are best handled centrally by the office for global learning/study abroad, while others are better communicated by the leaders of the program. Both aspects will be discussed in this chapter, with a caveat that some topics lend themselves to discussion by both entities. Students should be required to attend sessions that are deemed critical to their success abroad.

Orientation and Predeparture Learning As students prepare to embark on international learning experiences, it is important that they learn more about the country or countries they will visit, as well as how the program leaders will approach the course. In addition it is also important that students learn about the institution’s approach to study abroad, and how they will be supported during their study. Global Learning Office. A centralized global learning office should be poised to offer information in many different areas that will help prepare program leaders and student participants. Goals for Global Learning. The broad goals of the program and how the college views the study abroad experience should be shared. Students will benefit from knowing the responsibilities that they themselves agree to adhere to as the college shares its responsibilities to them as participants living away from the campus. Health and Safety Issues. General advice related to student health and safety is the most important area of risk management, and a broad range of topics must be covered, ranging from common illnesses abroad and recommended immunizations, to health issues such as HIV/AIDS and sexually transmitted diseases, to medications and traveling with prescription medications. The Center for Disease Control and Prevention has an excellent traveler’s health web page (http://wwwnc.cdc.gov/travel/). Mental Health Issues. The college should be prepared to share information about possible mental health issues, the status of care in the countries being visited, and the importance of communication between students NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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and the program leaders related to preexisting mental health concerns. The insurance coverage for all medical issues should be described. General Threats and Risks Abroad. Such risks as theft, hotel safety, and keeping money and passports safe, as well as money matters such as ATMs, credit cards, and changing money are important topics. Emergency Planning. The college’s policies about action in the case of a natural emergency, evacuation procedures, and general response to crises abroad should be shared with students as applicable. Student Behavior, Expectations, and Consequences. The fact that the college or university Code of Conduct continues to cover student behavior must be clear to students. In most cases, the faculty/staff leader acts as the disciplinary officer when students study abroad, so a thorough explanation of the expectations and consequences is best done by both the global learning office and the leader of the program. The Importance of Reflection. The final topic for college staff to emphasize with students is related to their reflection on the totality of their experience. Staff should convey the importance of cultural immersion, the likelihood that students will encounter internal changes (and perhaps some dissonance), and the positive benefits of sharing their learning as they reflect on the experience once they are back in the United States. As Joseph Campbell (2003) notes, as a result of students’ internal growth and thinking, they are able to more fully adapt to and connect with another culture. This process most effectively starts before the program begins. Faculty/Staff Program Leader(s). This section assumes that most programs have more than one faculty and/or staff leader; because study abroad courses tend to be intense and sometimes tiring experiences, having two leaders in the case of student illness, injury, or crisis is currently an important “best practice” for institutions. Predeparture meetings with the student group set the stage for a positive and rich study abroad experience. One overall goal is to help students get to know one another well before they step on the plane; their support for one another during the inevitable travel and cultural challenges will be key elements in positive group dynamics. Some intact groups spend several hours together before leaving, utilizing challenge courses or other team building activities so that they are a more cohesive group when the travel actually begins. This is also an important time for the leaders to know more about the students, and to share some of their own travel experiences and cultural gaffes and/or discoveries. As the group meets over time before their departure, the following topics would normally be covered, with goals of (a) formulating a positive group dynamic; (b) sharing information about the course of study; (c) providing insights into the program locations, activities, and culture; (d) equipping students to face some of the challenges of travel; and (e) reviewing the leaders’ expectations (summarized from the Luther College Center for Global Learning [2013] website). NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Academic Focus and Content. Whether the course will be taught at a college or university in country, by the faculty leaders, or in combination, the syllabus will inform students how academic content relates to the tour activities. This is an excellent time to introduce course expectations, readings, participation requirement, reflection experiences, grading, and other experiential learning that is part of the off-campus coursework. Many faculty who lead January-term or other short-term courses (approximately 3.5–4 weeks) encourage reading to be done and/or presentations made by students to other group members before the start of the travel. Cocurricular Content. An itinerary will preview the many experiences that will complement class learning, as well as prepare students for unique experiences such as trekking, biking, and swimming. Any service-learning expectations or situations where students are expected to contribute to an organization should be covered. Logistical Planning. The leaders should also inform students of meals included or options for unique dining in the culture. General budget guidelines for expenses not covered by the program will be helpful to student planning. Accommodations should be described, so that students are not surprised by room-sharing expectations. Some discussion regarding the culture and customs is absolutely critical if students will have any homestays as part of the experience. Packing Requirements. In addition to the practical aspects of providing limits on size and weight of bags is the advice that leaders can give based on their own travel experiences. There is a growing concept that travel abroad is a good time to acquaint students with the concept of “simplifying” their lives in order to effectively move onto the next life stage. Young author Allison Vesterfeldt (2013) discusses her efforts to deal with the “accumulated baggage” of her life after college in a recent book about packing lighter, accumulating less, and living life with less baggage. Of course, information on packing items pertinent to the program and location, the weather, need for sunscreen or insect repellent, kind of footwear recommended, and need for special kinds of clothing for specific activities is typical for orientation programs. Many students today are more interested in the Internet capabilities of the hotel and country than the location or other amenities in their lodging. A summary of what is known about electronic access, need for adaptor plugs, and ways for electronic communication home will be appreciated. Finally, it is critical with twenty-something students to cover the leaders’ expectations for dress standards for the travel experience. For example, students should be told that their shoulders and knees must be covered in temples, that long pants must be worn rather than shorts for particular events, and even the fact that raincoats are needed for substantial hikes in the monsoon season. Cultural Overview. While students will likely be studying in some detail about cultural and historical aspects while they are in the country, some advance discussion of cultural norms, the role of religion, the role of NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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government, and social issues will help students prepare for their cultural immersion. If leaders know other students from that country, or local experts on travel in that part of the world, those resources will add to the student’s preparation. Leaders’ Expectations. Not only does the institution have expectations for student behavior as communicated in the college’s Code of Conduct but also leaders often have expectations (sometimes more lenient but usually more strict). These must be communicated to students, along with the consequences for noncompliance. For instance, a college Code of Conduct may not deal directly with an incidence of use of marijuana while a student is in an international setting. However, group leaders with a somewhat stricter guideline would be wise to warn students that they will be immediately flown home, at their own cost, if there is evidence of this behavior. Faculty and staff leaders are also wise to provide information about the assumptions regarding participation and group interaction in an orientation program. The academic syllabus can provide additional guidance to students about the necessity of participating in all activities, including class discussions scheduled in country. Group Awareness. Traveling, hotel stays, meals, and class activities with the same group of people for extended time periods can be a real test of students’ stamina and tolerance for others. However, as orientation sessions progress, trust will build among the group members. Leaders can also provide time for team-building activities with the group, so that individuals know one another well before they fly out of the country. Sometimes students need reminders about the skills they are building in terms of teamwork and how valuable these skills are in future workplaces. Predeparture Orientation Resources. Almost all college study abroad or international education offices provide online resources for program leaders in preparing their groups for the learning experiences to come. The following resource list for leaders and students comes from the Luther College Center for Global Learning (2013) website: 1. CultureGrams. Colleges may subscribe to this service, which provides information on countries and cultures around the world. Users can download a report that highlights the country’s history, culture, customs and traditions; 200 countries represented (http://online.culturegrams.com/world/index.php). 2. Culture Matters: The Peace Corps Cross-Cultural Workbook. This online workbook is useful for students who want to look at their own culture, as well as understanding people of other cultures. It is open to anyone’s use (http://www.peacecorps.gov/wws/interactives/culture -matters-workbook/). 3. What’s Up With Culture? Based on a cross-cultural training course at the University of the Pacific, the guide offers tools and resources for student’s preparation and reentry (www2.pacific.edu/sis/culture). NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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4. Education Abroad Faculty Toolkit. Developed by the University of Kentucky, this site has a variety of tools for faculty to incorporate international experiences into courses; it also focuses on global citizenship (www.uky.edu/toolkit). 5. International Travel Information. This site was developed and is kept current by the U.S. State Department, providing country specific information for every country in the world, including travel alerts and warnings (http://travel.state.gov/). 6. U.S. Center for Disease Control and Prevention. This resource relates traveler’s health information by country (www.cdc.gov/travel). 7. One Bag. This useful site gives practical tips on the art of traveling light (http://www.onebag.com). 8. International Studies Abroad (ISA) “Videos: 60 on Study Abroad.” ISA has created a series of 60-second videos that cover a variety of topics for students (http://studiesabroad.com/videos).

Journaling Many leaders recommend or require that students keep a journal, as one way for them to record their impressions, feelings, and reactions to activities. As part of predeparture activities, a leader should prepare students for a deeper kind of journaling, one that moves past mere commentary about activities. This can be a very effective beginning point for the process toward reflection. Linda Chisholm (2000), in Charting A Hero’s Journey, developed a guide for students in the writing of a journal while they are participating in study abroad or service-learning experiences. She says, “The journal teaches the art of careful observation, accurate reporting and cross-cultural analysis. But it is also something more. It provides an opportunity to bring coherence to the inner journey that occurs when students reflect upon a significant passage of their lives and the external journey they make into new situations . . . It is a means of making into a whole the fragments experienced . . . it is a call to the student to examine, direct and document the transformation of self” (Chisholm, 2000, p. ii). From the first trip abroad with students in 2006 to a program that will take place in January 2014, each of my teaching colleagues and I have extrapolated valuable topics from Chisholm’s guide, personalized them to the program, and asked students to reflect and then write their journal entry each day. By the end of the four-week learning experience, most students have a series of fairly thoughtful entries that record the study abroad experience. It is important to prepare students for this kind of journaling, and best done during the orientation process. This fall, we will be asking students to start two weeks in advance by responding to prompts about the reading they have done. Finally, as they return home and write a self-reflection paper about themselves and their journey, this journal will form the core of their reflection on what they experienced and learned. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Preparing Students to be Global Citizens A final reason for providing students with the best possible predeparture orientation is related to the goal of most colleges and universities preparing an enlightened citizenry. Colleges hope that their students will become global citizens who will perhaps become lifelong travelers and learners. Just as we teach students other subjects that they will utilize in their lives, and as we teach students how to access and learn about subjects of interest to them, so we teach students the skills necessary to negotiate the world, whether physically or through their further learning. We hope they will continue reading and asking questions about their own culture as well as other cultures. We hope they can embrace cultural topics that are sensitive, learn to think critically about global issues, and will continue to discover where they themselves will serve in that world. References Campbell, J. (2003). The hero’s journey. Novato, CA: New World Library. Chisholm, L. (2000). Charting a hero’s journey. West Conshohocken, PA: Infinity Printing. Interorganizational Task Force on Safety & Responsibility in Study Abroad. (2002). Responsible study abroad: Good practices for health & safety. Retrieved from http://www.nafsa.org/uploadedFiles/responsible study abroad.pdf Luther College Center for Global Learning. (2013). Retrieved from http://www.luther .edu/global-learning Thebodo, S. W., & Marx, L. E. (2005). Pre-departure orientation and reentry programming. In J. L. Brockington, W. W. Hoffa, & P. C. Martin (Eds.), NAFSA’s guide to education abroad for advisors and administrators (3rd ed., pp. 293–312). Washington, DC: NAFSA, Association of International Educators. Vesterfeldt, A. (2013). Packing light: Thoughts on living life with less baggage. Chicago, IL: Moody Publishers.

ANN HIGHUM is the vice president and the dean for student life emerita at Luther College in Decorah, Iowa. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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It is often more challenging for students to readjust to their home culture upon return from an international or cross-cultural experience than it is for them to adjust to their new culture upon arrival in a foreign community. Many professionals argue that the readjustment process is actually the most important stage of the international experience. How can we as educational administrators help our students in the process of turning reverse culture shock into a positive learning experience?

Reentry: Supporting Students in the Final Stage of Study Abroad Gretchen E. Young It is widely accepted in the field of international education that it may be more difficult for students to readjust to their home culture upon return than it is to adjust to their new culture upon arrival in a foreign community. Reverse culture shock, as it has come to be known, is often more severe than initial culture shock. Many professionals argue that this is actually the most important stage of the international experience (La Brack & Bathurst, 2012). If reentry just means adjusting back to life as it was before we went abroad, what is the point of going in the first place (Slimbach, 2010)?

(Reverse) Culture Shock Culture shock is most commonly defined as the emotions and subsequent behaviors brought on by immersion in a new or different cultural situation than that to which one is accustomed. Reverse culture shock is, logically, the shock experienced upon return to one’s own culture after an international or other similar cross-cultural experience. Culture shock manifests itself in a myriad of ways and to varying degrees unique to each person and situation. In short, most students experiencing culture shock will feel uncomfortable; they may experience feelings of loneliness, disorientation, anxiety, alienation, resentment, and even a sense of helplessness or depression (Kohls, 1984). They may be prone to judgmental comments and irritability, or exhibit signs of stress such as restlessness, fatigue, a desire to be alone, loss of appetite, or difficulty communicating. Of course NEW DIRECTIONS FOR STUDENT SERVICES, no. 146, Summer 2014 © 2014 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/ss.20091

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this may also be because they are recovering from jet lag, making new friends and learning to appreciate new foods and communicate in a foreign language. Sverre Lysgaard (1955) and John Taylor Gullahorn and Jeanne E. Gullahorn (1963) formulated the theory of the U-curve to graph the ups and downs experienced by most learners as they adjust to a new culture. “They start out in a state of excitement and interest (often called euphoria), begin to experience difficulties in functioning in the culture, reach a nadir of dissatisfaction and discontent, and then begin to pull out of it, until they finally reestablish a stable emotional state of being” (Hess, 1994, p. 5). In fact, students may go through a series of U-curves as they adapt—the final U being their return home—hence the renaming of this as the “W-curve” (Hess, 1994, p. 5). Stages of the adjustment process are much the same upon return as they are when students first arrive overseas. Yet they are not as easily explained. Fortunately, most students express mostly mixed feelings related to reentry rather than purely negative ones. However, mood swings are frequent. At first students are excited to do all the things they’ve missed while abroad, to eat foods they’ve craved for months, see movies in their own language, and catch up with friends. But once the novelty has worn off, some express disdain for the life they’ve returned to, or a lack of motivation to do the things previously enjoyed. Students sometimes become uncertain about previously made plans, questioning the big picture: “Why am I at this college, why am I majoring in this subject, why am I friends with this group?”

The Occurrence of Reverse Culture Shock Reverse culture shock is often more severe because students assume they will adjust easily back home. The jolt takes them by surprise and they are not prepared for it. It is possible that students are actually excited to experience the original culture shock. They expect it and think of it as part of the experience of living in a new and different culture. They also know it has a finite duration. Many students are challenged to return home to a place where they expect to feel comfortable, and instead experience feelings of frustration and misunderstanding. Students often have an idealized view of home and are shocked when reality doesn’t meet their expectations. In a similar way, students tend to imagine that they will simply pick up where they left off, forgetting that the world has gone on and others have experienced changes as well. During a reentry workshop prior to the end of a semester abroad, one facilitator mentioned to students that when they return, things may have changed back home. One student spoke up to say that her parents had just announced to her that they were getting a NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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divorce, that they were no longer living together, and that she would not be returning to her family home. Also, people around the students may not expect them to have trouble readjusting and their reactions may exacerbate the situation. “The support system that students encountered when they first arrived overseas—people who were willing and ready to help them settle into their new community— is not accessible back home” (Kohls, 1984, p. 78). Students may be afraid to tell others about their feelings since that might be seen as a sign of weakness or lack of appreciation. Talking with friends about how strange things seem in a foreign culture is acceptable; criticizing one’s own culture is not as acceptable. Most students assume that their study abroad peers are also experiencing culture shock upon arrival in a new country but they don’t assume this about their return home. Upon their return, most students recognize that they have changed and some feel that no one now understands them. Sometimes they discover that people seem very provincial. Very often students are disappointed that no one has the time to listen to their stories; others may feel they don’t have the capacity to express exactly what they experienced while abroad. Intellectually, students are coming face to face with cultural dissonance. They may experience “split loyalty, manifesting itself in attempts to validate and integrate both cultural worlds while having ambivalent feelings about aspects of both” (La Brack, 1996, p. 7). New research by Yuliya Kartoshkina, a doctoral student at the University of North Dakota, suggests that going overseas might rewire the brain. While abroad, new neural networks have been formed and transitioning back to old patterns of thinking can therefore be difficult. For students who have experienced a different style of learning such as the more independent culture of European universities may find their home institution to be stifling and their schedules over-structured. Depending on how long a student has been away, their experience of reverse culture shock can be more or less impactful, strong, or severe. Some students go through months of feeling alienated from their home environment, while others readjust more quickly. Still others appear to adjust with little to no difficulty. However, some of these students experience a delayed return culture shock that comes by surprise months later. Due to changed cultural identities through study abroad experiences, students experience various feelings of discomfort as well as communication problems with family and friends. However, by learning new and specific communication strategies, they can decrease these challenges; significant personal growth can occur if students learn how to effectively reflect on their experiences. As American judge and philosopher Oliver Wendell Holmes (1857/1957) said, “A man’s mind is stretched by a new idea or sensation, and never shrinks back to its former dimensions” (p. 205). NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Assisting Students in Processing Their Culture Shock The most important starting point for college resource persons is to help students understand and expect that returning home will involve an adjustment process similar to the one they experienced when first arriving abroad. When advising students prior to their study abroad experience, staff might encourage students to participate in “reentry” programs once they return. As La Brack (1993) argues, it is of the utmost importance for predeparture and reentry programs to be linked in structure as well as content. Reverse culture shock should not be seen as a problem to face but rather a positive challenge and an opportunity for growth and self-discovery. Students should be encouraged not to put their experience behind them but rather to engage with it further on many planes: academically, philosophically, creatively, socially, and practically. Students have learned new skills in adjusting to their host culture abroad. They may need to be reminded of this so they can view reentry as an opportunity to put their new skills to use. The challenge is for them to take both their new knowledge and skills and integrate them permanently into their lives ahead (Citron & Mendelson, 2005). If they are unaware of the rewiring that has occurred in their brains, they are probably not prepared to face the challenge of incorporating old ways of thinking and being with new ones. According to Edwards (2009), we cannot assume that students will know how to apply capabilities and perspectives they have acquired abroad or to continue the development of these things on their own. Thebodo and Marx (2005) suggest that “welldesigned predeparture and reentry programs assist students in the development of adjustment skills and intercultural competencies and therefore may make the difference between the success and failure of a sojourner’s education abroad experience” (p. 293). Parents also sometimes appreciate advice on what to expect. Some programs and institutions write letters to the families of study abroad students to provide suggestions on how to help their students adjust. Parents can often benefit from advice such as: (a) being prepared for long conversations about goals and priorities, (b) knowing that some students will desperately seek ways to return overseas, and (c) recognizing other manifestations of reverse culture shock such as approach to time and schedules. Those who interact with students can assist them by the mere recognition that students have been changed by their experience abroad and that the process of readjusting to life back home may provide significant positive benefits such as personal growth and growth in self-confidence. Techniques for Handling Reverse Culture Shock. The techniques for handling reverse culture shock are much the same as those suggested for culture shock in the first instance. Students should try to look at their home culture as if it was a completely unknown culture to them, bridging the experience abroad and back home.

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Sharing Information With Others. For example, staff may ask students to actually identify the things in their own culture that they now find bothersome (Hess, 1994, p. 244). The author further recommends to students: 1. Don’t pack your study abroad experience up into a shoebox and tuck it away. 2. Give yourself time to relax and process your experience. Expect that it will take a little while to feel completely comfortable again. 3. Keep in contact with fellow study abroad students/other people at your school who have studied abroad/international students at your school. 4. Journal about your experience but also about your feelings about returning. 5. Share your learning: write articles, speak about new insights in class. 6. Read the international press. 7. Get involved. Research local groups that may interest you: international and intercultural groups, volunteer organizations, and public advocacy. One student related his experience after a return from South Africa: The experience I had in South Africa opened my eyes to the stark lines that we draw in society—whether they be social, class, racial, or otherwise. I returned to Syracuse with a desire to stop living within the social construct I had existed in previously. Before studying abroad, I spent almost all of my time on or around Syracuse University’s campus. All of the organizations I was involved with were focused on campus life and almost every service event I did in some way directly benefited the University. I started by looking for organizations outside of the University that supported the local community. I found a few, but ultimately decided to start volunteering with Meals on Wheels. Throughout the rest of my collegiate career (undergraduate and graduate) I volunteered as a delivery person for them. It was incredible! As time went on and I slowly became familiar with all of the delivery routes, I became familiar not just with the city of Syracuse, but also the people that lived there. It was incredibly rewarding and I loved it. (S. Wilson, personal interview, May 22, 2013)

Another author suggests that students learn to share feelings instead of experiences because they sound less like bragging. He also recommends that students try to be learners in their own country, asking questions in order to explore one’s home culture as a new one to be explored, by playing a foreigner at home (Kohls, 1984, p. 80). Institutional Initiatives. Institutions have designed and implemented many initiatives to address student reentry after studying abroad. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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A review of best practices provides ideas for practitioners to utilize on their own campuses in order to reach out to students. A Successful Reentry Program. According to NAFSA Foundations of International Education: Education Abroad Advising, a successful reentry program includes the following components: 1. Begin preparing students for reentry before they depart. 2. Remind students about reentry before they leave their host country. 3. Have at least one informal social gathering when students return to school. 4. Invite returned study abroad students to speak on resource panels. 5. Encourage students to participate in internationally related activities such as mentoring incoming international or exchange students. Welcome Back Letter. Sometimes a simple letter welcoming students home is enough to acknowledge their feelings and your willingness to support them. Duke University’s Office of Study Abroad provides a welcome back booklet, which assures students that things may feel different and that they may experience “reentry shock.” The letter celebrates the changes that have occurred, and suggest ways to incorporate their experience into current and future life (see Resources). Informal Conversations. Colleges develop unique ways to welcome students home, with discussions and events designed especially to help students process the emotions related to their readjustment. For example, Barnard College staff members from Study Abroad partner with counseling center staff to run informal sessions on reverse culture shock, hosted in comfortable setting. Another approach is for students to participate in lecture courses that are already being offered on campus, related to particular geographical regions. A discussion section designated especially for those studying or who have studied abroad in that geographical location could result in fruitful cross-cultural discussions. Faculty/Staff Dinners. Some colleges coordinate regular dinners in dining halls or in homes, focused on a theme. Returning and prospective study abroad students and faculty or staff members who have an expertise in the chosen field simply share a meal and conversation. Issues are carefully selected so that they can be approached from a variety of multidisciplinary and geographical perspectives (topics such as Race Relations, Environmental Concerns, Accessibility to the Arts). Students who have been or are going to a variety of destinations bring to the table their experiences from abroad, with faculty or staff members facilitating the discussion. Haverford College has a slightly different method: faculty with international experiences facilitate discussions on student study abroad experiences such as: (a) How does a study abroad experience complement your NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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liberal arts education? (b) How did you gain new knowledge and understanding of your major and/or minor? (c) How are you applying the study abroad academic and personal learning to your final years on campus? (d) How has the international experience affected your political and/or social interests? (e) In what ways has your cross-cultural awareness expanded as an effect of the study abroad program? Reentry Courses. Some institutions have developed “reentry” courses for returning study abroad students (see Resources). Most of these courses are a combination of the practical, academic, and philosophical aspects of reentry, either credit-bearing or noncredit. Some are mandatory and some are optional. Some courses begin prior to the study abroad semester, continue long distance throughout the experience, and culminate on campus after the students return. For example, Wake Forest has designed a voluntary, three-part, creditbearing course. The first part begins predeparture during the second half of the semester prior to studying abroad. The second part takes place while the students are abroad and includes activities to encourage students to interact with local people with a focus on writing reflectively about those interactions. The third component takes place after the students have returned from studying abroad. The goals of this final step in the process are to: (a) facilitate reentry into the home culture, (b) examine personal change and growth, (c) identify cultural learning gained during the sojourn, and (d) extend and apply learning to new situations. The University of the Pacific, where all students are required to study abroad, offers an Online Cultural Training Resource with a reentry module (http://www2.pacific.edu/sis/culture). GlobalScholar.us, an online resource of the Center for Global Education at UCLA, offers a comprehensive course (Course 3) for returnees, which is available to anyone. It is designed to not only help students to “make better sense of their experiences abroad” but also to “further refine their skills in cross-cultural observation, adaptation and communication.” Students may enroll in the course independently or it can be used as a class syllabus (http://globalscholar.us/course description.asp#course3). Writing Workshops. The Barnard College Writing Center facilitates a Writing Workshop for returning study abroad students, where students are asked to write about a theme. Students are directed to several places where they can submit their study abroad essays for possible publication, including websites listed in Resources, as well as campus literary magazines and alumni magazines. Incorporating Experiences Into Their Future. In many institutions the Office of International Programs partners with the Career Services Office to conduct a seminar about “marketing” your study abroad experience. Students learn to identify transferable skills gained from study abroad NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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and to articulate them clearly on a resume in interviews and eventually at work.

Summary: The Importance of Reflection Over the years the philosophy of mentoring students while they study abroad has varied. One school of thought argues that part of the experience and opportunity for growth is for students to figure things out on their own. Another is that students cannot (or do not) make sense of their experiences without some guidance. One thing educators generally agree on, however, is that students need to take time to reflect upon their experiences in order to make the most of them, both during and after their time abroad. Current thinking is that students often need help and encouragement from their home institutions after their return in order to more effectively process their reentry. Some college campuses have created credit-bearing courses to guide students in this practice while others host informal activities or provide resources for students to access on their own. These efforts involve a variety of departments across campus including student services, counseling, career development, scholarships and fellowships, and others. The nature of this support appropriately reflects the holistic nature of global learning. International Education professionals can provide a valuable resource to campus administrations in the development and evolution of such programming in order to maximize the rich effects of global learning for students. References Citron, J., & Mendelson, V. (2005). Coming home: Relationships, roots, and unpacking. Transitions Abroad Magazine, XXIX(1). Retrieved from http://www .transitionsabroad.com/publications/magazine/0507/coming home from study abroad.shtml Edwards, J. (2009). Study at home after study abroad. In M. Hellst´en & A. Reid (Eds.), Researching international pedagogies: Sustainable practice for teaching and learning in higher education (pp. 115–128). New York, NY: Springer. Gullahorn, J. T., & Gullahorn, J. E. (1963). Extension of the U-curve hypothesis. Journal of Social Issues, 19(3), 33–47. Hess, J. (1994). The whole world guide to culture learning. Yarmouth, ME: Intercultural Press. Holmes, O. W. (1857/1957). Autocrat of the breakfast table. Charleston, SC: BiblioLife. Kohls, R. (1984). Survival kit for overseas living. Yarmouth, ME: Intercultural Press. La Brack, B. (1993). The missing linkage: The process of integrating orientation and reentry. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 241–279). Yarmouth, ME: Intercultural Press. La Brack, B. (1996, November 11). The dual ethnocentric: Why study abroad may not lead to internationalism. Paper presented at the 49th International Conference of the Council on International Educational Exchange, Monterey, CA. La Brack, B., & Bathurst, L. (2012). Anthropology, intercultural communication, and study abroad. In M. Vande Berg, R. M. Paige, & L. K. Hemming (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 188–214). Sterling, VA: Stylus. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Lysgaard, S. (1955). Adjustment in a foreign society: Norwegian Fulbright grantees visiting the United States. International Social Science Bulletin, 7, 45–51. Slimbach, R. (2010). Becoming world wise: A guide to global learning. Sterling, VA: Stylus. Thebodo, S. W., & Marx, L. E. (2005). Pre-departure orientation and reentry programming. In J. L. Brockington, W. W. Hoffa, & P. C. Martin (Eds.), NAFSA’s guide to education abroad for advisors and administrators (3rd ed., pp. 293–312). Washington, DC: NAFSA, Association of International Educators.

Additional Resources College and University Websites Center for International Programs at Kalamazoo College, http://www.kzoo .edu/cip/ Middlebury College, http://www.middlebury.edu/international/sa/returning Northern Illinois University, http://www.niu.edu/studyabroad/ Office of Global Education at Duke, http://globaled.duke.edu/ Office of International Programs at Colorado College, http://www.coloradocollege .edu/academics/outsidetheclassroom/international/ University of California, Los Angeles, GlobalScholar.edu, http://globalscholar.us /course description.asp#course3 University of Missouri-Columbia, http://cafnr.missouri.edu/study-abroad/ University of the Pacific, http://www2.pacific.edu/sis/culture University of Southern California Office of Overseas Studies, http://dornsife .usc.edu/overseas-studies/ University of Wisconsin-Milwaukee, http://www4.uwm.edu/cie/studyabroad.cfm

Suggested Reading for Students Austin, C. (1983). Cross-cultural re-entry: A book of readings. Abilene, TX: Abilene Christian University Press. Bachelder, D. (1993). The green banana. In T. Gochenour (Ed.), Beyond experience: The experiential approach to cross-cultural education (pp. xiii–xv). Yarmouth, ME: Intercultural Press. Retrieved from http://www.uvm.edu/∼jashman /CDAE195 ESCI375/greenbanana-1.pdf Denney, M. (1987). Going home: A workbook for reentry and professional integration. Washington DC: NAFSA. Hess, J. (1994). The whole world guide to culture learning. Yarmouth, ME: Intercultural Press. Holm, B. (1990). Coming home crazy. Minneapolis, MN: Milkweed Editions. MelibeeGlobal. (2013). Beyond abroad: Innovative re-entry exercises. Retrieved from http://melibeeglobal.com/beyond-abroad-innovative-re-entry -exercises/ Middlebury College. (n.d.). Re-entry resources. Retrieved from http://www.middlebury. edu/international/sa/returning/reentry resources SIT Study Abroad: A toolkit for returning students. Retrieved from http://www.trincoll .edu/UrbanGlobal/StudyAway/Documents/SITStudyAbroadReentryToolkit.pdf Storti, C. (1997). The art of coming home. Yarmouth, ME: Intercultural Press.

GRETCHEN E. YOUNG is the dean for Study Abroad at Barnard College, Columbia University. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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This chapter provides an overview of key concepts a senior student affairs officer should take into account with students studying overseas. The importance of partnerships with on-campus offices is also discussed.

The Role of the Dean of Students in Study Abroad Matthew S. Rader For the last 30 years nearly every college and university in the United States has sought to engage its students in greater awareness of global issues and concerns while encouraging international experiences as part of the curriculum. Research on student learning from instruments like the National Survey of Student Engagement indicates that one of the best opportunities for “high impact” and “deep learning” comes through study abroad experiences (Entwistle, 2000; Kinzie & Kuh, 2004; Nelson Laird, Shoup, Kuh, & Schwarz, 2008). The growth in students seeking international experiences has nearly doubled in the past 15 years (Institute of International Education [IIE], 2011). Students enter colleges and universities with the desire and in many cases the expectation they will be able to study abroad as part of their college experience. Colleges and universities highlight study abroad offerings during college visits and in admissions materials as they encourage students to enroll in their programs. While the demand for study abroad experiences continues at the student and institutional level, only recently have many colleges and universities paid attention to the duty they have to students studying abroad. Regretfully, in some colleges there is little communication between international program office and dean of student’s offices about students studying overseas. Such silos between student services must be avoided so that the institution can be fully prepared to serve their students while they study abroad.

Relationship Between the Student and the Institution The dean of student’s role and responsibility to any given student begins with a clarification of the relationship the student has with the institution NEW DIRECTIONS FOR STUDENT SERVICES, no. 146, Summer 2014 © 2014 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/ss.20092

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in which they matriculated. One must question whether the student studying abroad is enrolled at your institution, is on a leave of absence to study with another institution, is matriculated in a college or a university abroad, or is participating with a third-party provider when studying abroad. Various enrollment relationships create different professional and institutional duties for the education abroad experience. In some cases the relationship is exactly the same as it would be at the sending institution, while in other cases the duty to the student by the sending institution is almost nonexistent. However, regardless of these relationships, the dean of students must be aware that while the student may not be physically present on a U.S. campus, he/she has a duty to the student as long as the student is obtaining academic credit from the enrolled institution (Hoye & Rhodes, 2000).

Risk Management Most students who seek for-credit educational experiences abroad do so through the college’s international education program. In most cases this office offers programs that are provided, sponsored, or approved by the institution. Often, the institution has one or more programs it has created and staffed abroad for students operating on its own; many also provide programs in other locations that have been approved by the institution. The dean of students should become familiar with the locations of programs so he/she can better understand the inherent risks, health, and safety for a student studying in the given country. Similar to questions by students and families about colleges and universities in the United States under the Clery Act, there may be questions such as: What are the crime rates in the location of study? How likely is sexual harassment to occur? Can students obtain assistance from a general practitioner for health concerns in their native language should the need arise? Is there appropriate mental health support in the country for students experiencing psychological issues? Can students with disabilities receive reasonable accommodation? The dean of students is uniquely able to work with other staff to obtain necessary information about a location so that students can remain safe and healthy in the country of study. Further, it is the dean of students who is perfectly poised to assist staff in the global education office and other campus officials in making connections to various campus departments, policies, and procedures, as well as creating awareness of the institution’s responsibilities. A dean’s understanding of the inherent risks involved in allowing students to study in a given location must be weighed with international program staff and legal counsel. Each institution will have different levels of risk it is willing to assume. Some institutions will desire to mitigate all risk while others will have a higher tolerance to risk as part of their mission or operating procedures. For example, one institution may be willing to send students to a location where a U.S. Department of State Travel Warning is in place while other institutions will strictly forbid students from studying NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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in the location. Further, a lack of English-speaking healthcare workers in a given country may prohibit travel to a country, based on institutional risk. Each institution must determine what risks they are willing to assume when sending students abroad, with this assessment occurring well in advance of any student travel abroad. Resources from NAFSA: Association of International Educators and The Forum on Education Abroad provide information and tools to help institutions determine risks and liabilities. It is the dean of student’s responsibility to ensure that the health and safety of students is managed appropriately.

Actions and Knowledge of Program Leaders While there needs to be general oversight of students on all programs by the dean of students, he/she also needs to examine activities by on-campus faculty and staff with students abroad. Outside of semester-length academic programs at higher education institutions abroad, the international program office frequently creates short-term study abroad experiences for students in conjunction with departmental faculty and staff. Examples of short-term study abroad experiences might include a one-week trip to England as part of a first-year seminar, a two-week trip to the Galapagos Islands as part of a biology course, a one-month January-term program to study the economic structures in Shanghai, or a spring break trip to participate in a servicelearning project in Costa Rica. As increasing numbers of on-campus faculty and staff take students on these educational experiences abroad, the dean of students must assess the level at which leaders are trained to handle student emergencies that might happen to occur while they are abroad. Does the faculty or staff member know he/she is responsible for the welfare and conduct of the student while abroad? Are faculty and staff adequately trained in institutional policies concerned with sexual harassment and alcohol misuse? In these cases, it is important for faculty and staff to understand expectations for their own appropriate behaviors with students as well as the institution’s procedures for handling complaints.

Communication Between Program Leaders and Home Campus It is important for the dean to understand the level of communication expected between the faculty or staff member and campus offices. A troubling situation could arise if there is a negative incident involving a student in another country, yet the program leader does not communicate about it. Improper handling of student incidents and issues that occur abroad may cause harm to the student and create legal risks for the institution. The dean of students needs to protect students and the institution by ensuring faculty and staff are properly trained on issues that can arise while abroad and what to do if they occur. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Crisis Management An appropriate response to managing risk for and protecting student health and safety is for the dean of students to ascertain that all students studying abroad are included in planning for their campus crisis management plans and behavior intervention teams. Natural disasters like earthquakes happen abroad as well as on the home campus; if there is a natural disaster, the dean of students will be well situated to work with other campus staff to support and assist the student who is abroad. A good plan will ensure that the college can (a) ascertain that all students are accounted for in the aftermath of an earthquake or other natural disaster; (b) have an evacuation plan to move students from the program location to a place of safety should political unrest and instability arise; (c) deal with mental health situations such as a student abroad who communicates with a student on campus that he is contemplating suicide; and (d) develop and follow protocols that manage common incidents occurring while students study abroad, and integrate these protocols into on-campus crisis management and behavior intervention teams. In addition, a working knowledge of insurance coverage will boost the dean’s confidence that he/she can access the coverage needed in the case of an accident causing injury, or (the worst case scenario) if a student dies and repatriation of the body is needed.

Health and Mental Health Issues Advance preparation for the numerous incidents that can happen on campus and abroad helps keep students safe and healthy. Regretfully, some students believe going abroad will absolve them from the issues they may experience on their home campus. The student’s desire to escape highpressure academic cultures, relationship issues, family problems, identity issues, and/or other stresses may be part of the student’s goal for his/her study abroad. Contrary to the belief of many students, such issues often become exacerbated while abroad as the support systems for dealing with them may not be readily available. The dean of students, along with other staff, is in a position to ensure that students receive appropriate predeparture information about the personal and cultural adjustments they will experience while abroad. In terms of services, the institution should investigate whether adequate mental health insurance, agencies, and English-speaking mental health resources are available in the study abroad location. If there is a major crisis related to mental health, the dean of students will no doubt be consulted about who, when, and how a college staff member will go to the international location to assess the situation and, if appropriate, bring the student home. Sometimes, the dean will get this duty and find himself or herself the recipient of a quick trip abroad at the least convenient time! NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Student Misconduct and the Law Part of the predeparture information provided to students should include a summary of in-country laws. Unfortunately, students frequently believe that the laws of the United States are the same as where they are studying abroad, (or worse) they assume they are exempt from the laws of the host country. This simply is not the case. Deans should work with international program staff in orienting students to this topic. For example, a student who may verbalize something negative or derogatory about the host country that could result in fines or arrest in some countries, whereas it would be protected free speech in the United States. One positive means for educating students about the differences in local laws is through a Code of Student Conduct that encompasses the differences in law and culture for students who are abroad from the home campus. Students should also be informed that violations of the institution’s Code of Conduct will result in action by the institution. Although students may sometimes believe they are not subject to the home campus Code of Conduct, they are not exempt from them just because they are away from the physical grounds of the campus. Educating the study abroad staff/faculty about codes of conduct and enforcement issues can protect the student from harm as well as ensuring that the institution’s reputation is not negatively affected.

Student Housing Student housing on individual campuses in the United States varies by type and size and varies widely by location around the world. In some countries students live at home while going to university, others may reside in residence halls, and others rent apartment space. Students from the United States studying outside the United States typically follow the culture of the host country in obtaining housing, but in many instances students will reside with local families. This mirrors the local culture and also provides opportunities for students to advance language and cultural knowledge. For many U.S. students, living with a host family abroad is a challenge because they believe it takes away from their growing autonomy during the college years. Other students worry about their personal safety in living with a family about whom they have little knowledge. Deans of students should work with the residence life and international program office to make sure student housing abroad maintains standards such as those developed by Associated College and University Housing Officers—International for the health and safety of students abroad.

Alcohol and Drug Issues One of the more significant challenges for the dean of students is managing the results and implications of misuse of alcohol on campus, including NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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poor academic performance, health issues, damage to property, and other misconduct. Students have been socialized about the use of alcohol in their home country by their peers; when exposed to different legal and cultural customs abroad, students may be tempted to use alcohol in ways that can be harmful to their health and/or create legal risks for them and their institutions. This issue is of primary concern when the legal drinking age is different between the home country and the host country, or when there is a significant difference in cultural norms. The dean of students is in a good position to encourage the international office to work with health education, alcohol, and other drug educators on campus so that students understand the health, cultural, and legal implications of using alcohol while abroad.

Parents Many colleges and universities view parents as partners in the higher education enterprise (Kegan, 1995). Deans of students frequently receive phone calls and emails from anxious parents about their student’s experience in college. While staff at the international program office will often be able to provide information about the educational institution, living conditions, and cultural customs abroad for the parent, at times the dean of students will need to provide cultural context to the parent. For example, student housing is typically smaller in size or very different outside the United States. The expectation that many students act much more autonomously in their college interactions with faculty and staff outside the United States takes many families by surprise. Many support systems are in place for students in the United States that are nonexistent in many higher education institutions abroad. An essential part of the study abroad experience for many students and their parents is learning the differences in cultural norms and operations between the two countries. Sometimes it is the dean of students who needs to put cultural context to the experiences students find themselves in abroad so situations can be contextualized and normalized. In this way a dean of students can be a cultural translator to families about student experiences abroad.

Summary Overall, the dean of student’s role in assisting students, faculty, and staff in international education can effectively be one of cultural translator and risk manager. As students learn about and understand the cultural differences they will experience abroad, the dean’s leadership can facilitate student learning by making cultural transitions positive and conducive to their health and safety. Study abroad continues to be one of the best opportunities for students to grow personally and academically. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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References Entwistle, N. J. (2000). Approaches to studying and levels of understanding: The influences of teaching and assessment. In J. C. Smart (Ed.), Higher education: Handbook of theory and research, XV (pp. 156–218). New York, NY: Agathon Press. Hoye, P., & Rhodes, G. (2000). An ounce of prevention is worth . . . the life of a student: Reducing the risk in international programs. Journal of College & University Law, 27, 151–185. Institute of International Education (IIE). (2011). Open doors: 2011 report on international education exchange. New York, NY: Author. Kegan, R. (1995). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press. Kinzie, J., & Kuh, G. (2004). Going deep: Learning from campuses that share responsibility for student success. About Campus, 9(5), 2–8. Nelson Laird, T., Shoup, R., Kuh, G., & Schwarz, M. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49(6), 469–494.

MATTHEW S. RADER is the assistant vice president/dean of students for the Institute for the International Education of Students (IES Abroad) based in Chicago. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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This chapter provides an overview of external and internal changes associated with collegiate study abroad experiences. A brief review of the research literature is included along with recent research that sheds light on potential mechanisms associated with study abroad–related change. Recommendations for enhancing outcomes associated with study abroad are also provided.

Outcomes of Global Education: External and Internal Change Associated With Study Abroad Cindy Miller-Perrin, Don Thompson College students in the United States have studied abroad as part of their educational experience since Indiana University first sponsored its summer educational tours in 1881, according to the chronology of Hoffa (2007). Soon thereafter, many schools established programs abroad and by the third decade of the 20th century, there was some kind of study abroad offering for undergraduates available in nearly every college on the eastern seaboard of the United States, complementing an effort by many European universities to offer summer courses for foreigners on their own campuses (Hoffa, 2007). Not only do a significant number of universities currently have students who study abroad, but also the frequency of student participation in these programs has risen dramatically over the last 20 years. According to Bhandari and Chow (2007), there were approximately 44,000 U.S. students who studied abroad for academic credit in 1986, compared to over 223,000 students in 2006. This represents an average annual growth rate of 23%. Indeed, many universities actually require students to obtain an educational experience abroad and the U.S. Congress has expressed a bipartisan goal to include study abroad experiences for one million American students by 2017 (Che, Spearman, & Manizade, 2009; Lewin, 2009). College students participate in study abroad programs for many reasons, including their desire to travel, to experience another culture, to enhance their language skills, to fulfill degree requirements for their university, or simply to take advantage of the opportunity to live and learn in another setting. U.S. colleges and universities, in turn, have their own reasons for offering study abroad experiences for their students which have NEW DIRECTIONS FOR STUDENT SERVICES, no. 146, Summer 2014 © 2014 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/ss.20093

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traditionally included the pursuit of a classical education in the arts and literature as well as foreign language acquisition (Lewin, 2009; Meyer-Lee & Evans, 2007). More recently, the goal of colleges and universities has focused on the importance of internationalization, globalization, or efforts to develop “knowledge, skills, attitudes, and experiences necessary either to compete successfully in the global marketplace or to work toward finding and implementing solutions to problems of global significance” (Lewin, 2009, p. xiv). The benefits of study abroad are many and varied. Previous research suggests that living and learning in another country is associated with two fundamental outcomes. The first is an increase in external connections, manifested through an increased ability to converse in another tongue, and an increased understanding, sensitivity, and connection to another culture. The second outcome is an internal redirection, resulting in a deepening sense of one’s identity and self-awareness. Joseph Campbell writes about both of these elements. About the external dimension he says: “And this is the basic mythological problem: Move into a landscape. Find the sanctity of that land. And then there can be a matching of your own nature with this gorgeous nature of the land. It is the first essential adaptation” (Campbell, 2003, p. 7). Campbell notes, however, that external change is not legitimate unless it is accompanied by internal change. We leave home and, perhaps for the first time, discover ourselves. We step outside our bodies, so to speak, and accordingly we see our own body anew. As a result of the internal redirection and rediscovery, we are able and willing to adapt to and connect with another culture. Thus, it is critical that the student be exposed to internal change agents and be able to accept the challenges they present, making it possible for external transformations to occur and persist. Since the 1950s researchers have examined both external and internal outcomes of study abroad experiences, their interconnectedness, as well as the various mechanisms for the changes that occur.

Research on External Outcomes Study abroad experiences and their relationship to several external educational goals have been studied extensively in terms of their effect on enhancing second-language acquisition, intercultural learning (e.g., understanding of cultural differences and cultural interactions and relationships, cultural attitudes and awareness, etc.), as well as disciplinary knowledge. Although early studies suffered from various methodological weaknesses, research over the past decade or so has become more methodologically sound to include explicit research questions, standardized measurements, and appropriate comparison groups (Comp, Gladding, Rhodes, Stephenson, & Vande Berg, 2007). There is ample evidence that students who participate in an educational experience in an international setting demonstrate an increase in second-language proficiency (e.g., DuFon & Churchill, 2006; NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Engle & Engle, 2004), in intercultural learning (e.g., Engle & Engle, 2004; Ingraham & Peterson, 2004; Zielinski, 2007), and in disciplinary knowledge (e.g., Sutton & Rubin, 2004; Vande Berg, Balkcum, Scheid, & Whalen, 2004). Evidence is also accumulating that suggests the powerful impact of study abroad on the globalization of American students. “Globalization” often refers to student adherence to globally minded attitudes such as viewing events “from a world perspective” and valuing “solutions to problems that will not only benefit them, but that will also benefit the broader world arena” (Che et al., 2009, p. 101). Carlson and Widaman (1988) conducted one of the first studies to examine variables associated with global mindedness in a sample of 450 students who studied abroad during their junior year compared to 800 students who remained on their home campus. Students were surveyed about their awareness of global problems, concern for problems of the developing world, desire for international peace, wish to help find solutions to global problems, respect for other cultures, need for closer cooperation among nations, and desire to travel to other countries. Students were asked to reflect on their attitudes both before and after their study abroad experience and findings indicated that those students who studied abroad showed higher levels of international political concern, cross-cultural interest, and cultural cosmopolitanism compared to students who did not study abroad. More recent studies also provide evidence of the impact of study abroad experiences on globalization. Douglas and Jones-Rikkers (2001), for example, examined the concept of “world-mindedness,” defined as “the extent to which individuals value the global perspective on various issues” (p. 58). According to these authors, individuals who are world-minded are more likely to see viewpoints that differ from their own perspectives as valuable in terms of ethnic, national, or religious perspectives and to appreciate cultural differences. In this study, the 59 students who completed a study abroad program had a stronger sense of world-mindedness compared to the 61 students who did not participate in a study abroad experience. Findings from the “Beyond Immediate Impact: Study Abroad for Global Engagement” study demonstrated the long-term impact of study abroad on globalization (Paige, Fry, Stallman, Josic, & Jon, 2009). The study examined survey results of 6391 study abroad participants that consisted of student alumni of U.S. colleges and universities covering an approximate 50-year span from 1960 to 2005. Participants were assessed on a variety of different forms of global engagement including civic engagement (commitments in domestic and international arenas), knowledge production (of print, artistic, and digital media), philanthropy (volunteerism and monetary donations), social entrepreneurship (involvement in organizations to benefit the community), and voluntary simplicity (living a simple lifestyle). Results of this self-report study indicated that participants perceived their study abroad experience to be significantly influential in their subsequent NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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global engagement activities, with large numbers of participants reporting participating in the five forms of global engagement. Finally, there is growing evidence of the importance of study abroad programs on other external higher education goals such as “high-impact” practices that engage college students to a greater extent than traditional classroom-based instructional experiences. The National Survey on Student Engagement (NSSE), for example, recently described evidence of the most significant activities that impact student success in and beyond the college years (Kuh, 2008). Study abroad was one of these “high-impact activities,” identified as affecting such areas as academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, attainment of educational objectives, knowledge of human cultures and the physical/natural world, intellectual and practical skills, personal and social responsibility, deep/integrative learning, and postcollege performance (Gonyea, Kinzie, Kuh, & Nelson Laird, 2008).

Research on Internal Outcomes Although much attention in the research literature has focused on external outcomes, internal changes that occur in the lives of students who study and live abroad are also important. In the words of Joseph Campbell (2003), the interior world drives the exterior. In effect, external change does not last unless it is rooted in internal change: “The seat of the soul is where the inner and the outer worlds meet. The outer world changes with historical time, the inner world is the world of anthropos” (Campbell, 2003, p. 181). Thus, the internal and external aspects of a person intersect in the soul, where human identity resides. Despite the importance of internal change, research addressing higher education goals associated with them and their redirection has not received as much attention in terms of their connection to study abroad experiences. As students encounter another culture and build relationships with its members, they may also gain a deeper understanding of themselves, leading to various forms of personal growth. Based on the writing of Pausanias, an ancient Greek traveler and geographer, living and learning abroad may contribute to one of the oldest cultural aphorisms, as inscribed on the Temple of Apollo at Delphi: γνωθι σαψτoν (“know thyself”; Habicht, 1985). There is some evidence in the literature attesting to personal growth, including emotional, intellectual, and spiritual growth. Investigators using both surveys and interviews, for example, have documented increases in self-understanding and awareness in terms of self-esteem, self-concept, and self-confidence (e.g., Carsello & Greiser, 1976), interpersonal communication skills (Pfinister, 1972), and tolerance for people from other cultures (Pfinister, 1972), associated with study abroad experiences. In terms of intellectual development, similar studies have demonstrated the development NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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of liberalization of attitudes, values, and interests as well as increases in critical thinking and tolerance for ambiguity (Carsello & Greiser, 1976; Marion, 1980). Although many of these studies used longitudinal designs and various comparison groups, few of these studies used standardized instruments. Evidence from more contemporary literature, which has improved on various methodological limitations of past research, also provides some evidence of the impact of study abroad on various internal outcomes. The Institute for the International Education of Students (IES), for example, conducted a study of 3400 college students that had studied abroad, spanning a 49-year period. Student feedback revealed deep personal growth including focused education and career goals at the conclusion of their study abroad (Dwyer & Peters, 2004). Results of a study conducted through a Midwest school indicated that a study abroad experience led to gains in confidence, maturity, and empathy among the student participants (Gray, Murdock, & Stebbins, 2002). In narrative interviews, Sindt (2007) found that American college students reported significant personal growth in the form of maturation, autonomy and self-reliance, and increased desire to apply themselves to their field of study. Many colleges and universities have asked students to specifically describe the personal spiritual transformations that they experienced. For example, St. Olaf College students who were interviewed during their living and studying overseas described experiences of “intensification” as they underwent transformation from tourists into pilgrims (Barbour, 2010, p. 57). Students interviewed at Gordon College described their self-discovery experiences, brought on by cultural dissonance, as Godappointments, allowing them to practice monasticism and draw back to their “Orvieto self,” where the world slows down, leading to simplicity and spiritual focus (Skillen, 2010, p. 96). Finally, the impact of an overseas, one-year study abroad program in England upon U.S. college students was measured via results from a four-part questionnaire that participants completed. Substantial changes were reported in attitudes, specific knowledge levels, beliefs, values, behaviors, open-mindedness, personal growth, and general appreciation of other cultures (Thomlison, 1991). Most recently, Miller-Perrin and Thompson (2010) examined several unique internal outcomes associated with study abroad. These researchers studied three important elements impacting internal change resulting from study abroad experiences. The first element was students’ developing sense of life purpose, or vocational calling. Questions about life meaning and purpose often surface during the college years as students consider issues associated with both faith beliefs and career options. The second element was students’ developing sense of faith and spirituality. College students are increasingly interested in matters of religion, faith, and spirituality. Studies on beliefs and values among college students (Higher Education Research Institute, 2005), research projects focusing on youth and religion (Smith & Denton, 2005), and the surge in enrollments in religiously affiliated colleges NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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and universities (Riley, 2004), for example, evidence a movement toward a greater focus on faith, spirituality, and religion in the academy. In addition, Paloutzian, Richardson, and Rambo (1999) suggested that religion is the only area in which one encounters commitment to an ultimate concern or purpose and, as a result, might inspire the development of life purpose or a sense of vocation. The third element studied was students’ identity development. These researchers proposed that academic study abroad contributes to helping students gain their sense of identity, which in turn contributes to both faith development and a deeper sense of vocational calling. Miller-Perrin and Thompson (2010) therefore sought to examine significant development in the areas of identity, faith, and vocational calling in a random sample of 300 undergraduates who were surveyed each of their four years as undergraduates. Of these students, 99 completed the survey during both their first year and senior year, and of these students a subsample of 37 college students who participated in an international program experience was matched on age and gender to 37 college students who did not participate in such a program. Results indicated that importance of faith and practice of religious behavior both decreased from the first year to the senior year, regardless of whether or not students participated in an international program experience. In contrast, findings suggested that faith application to daily living and decision making increased for students who participated in a study abroad program and decreased for those students who did not participate in a study abroad program. This study also found that understanding of one’s sense of vocational calling and having the inclination to serve others were both significantly affected by a study abroad experience as sense of calling and desire to serve others increased over time for those who participated in a study abroad program and decreased for those who did not participate in a study abroad program. Finally, this research demonstrated some of the potential effects of study abroad on identity development as significant increases in identify achievement were observed for the study abroad students but not the nonstudy abroad students.

Change Agents As we have noted, most of the extant research has focused on various external outcomes of study abroad programs and, in particular, the acquisition of a second language. More recently, researchers have begun to examine not only the external outcomes of study abroad but also the specific mechanisms or conditions that might contribute to such change. Evidence suggests that external outcomes are influenced by several variables such as program duration, institutional grading policies, type of program, degree of contact with host-country nationals, and demographic variables (Akande & Slawson, 2000; Brecht, Davidson, & Ginsberg, 1993; Brecht & Robinson, 1993; Chieffo & Griffiths, 2004; Dwyer, 2004; Trooboff, Cressey, & Monty, 2004). Depending on the specific external outcome studied, these variables NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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exhibit varying effects, which can sometimes challenge conventional wisdom with regard to study abroad experiences (Comp et al., 2007). Although research has examined various factors that impact external outcomes associated with study abroad experiences, little research has focused on potential variables that might shed light on the specific mechanisms through which internal outcomes occur. In their work, Miller-Perrin and Thompson (2010) speculated about potential mechanisms of internal change by invoking the concept of the “hero journey,” as described by Joseph Campbell (2003) and Richard Rohr (1994). The purpose of this journey, in the context of a study abroad experience, is twofold—first, for the hero to grow up and move into adulthood, realizing his/her “name” and identity, and second, to discover his/her purpose in life (that is, what they love most and where that love meets the world’s needs). This journey involves three key phases based on the classic anthropological rite of passage: (a) separation and departure, (b) exploration and discovery, and (c) return. These milestones occur, for the most part, when a young adult goes away to college, ultimately bringing about the sojourner’s self-discovery and sense of life purpose. Moreover, these events are compressed and accentuated when that young person leaves their homeland to live and study in another country and culture. Thus, according to Miller-Perrin and Thompson (2010) there are potentially three underlying reasons for the internal changes related to study abroad—(a) departure: the dislocation of leaving home; (b) initiation: experiencing the differences of other cultures and seeking out mentoring and community; and (c) return: returning to the United States within a limited timeframe, requiring the student to assimilate their international experience into their ongoing domestic life. Departure. Departure or separation is the first step in students’ transformation and conversion. This is a fragile moment, the moment of committing to the adventure. Students must initially make the decision to go and for many it is simply the willful decision to take up a kind of personal “vision quest” (Tyler, 1984), or simply an inexplicable internal urge to explore and discover. Once that decision has been made, students board the train, car, airplane, or bus in order to find their places on the road. Upon arrival in the foreign land, students’ senses tell them that they are not home any more. Language, food, scenes, even simply their tactile senses, as well as their overall sensory input all tell students that this is a real adventure, a dive into the unknown. Students leave one climate and time zone and, in a kind of out-of-body shift, wake up in a new place, soon to be greeted by the unknown. Regardless of the reason for departure, this step is essential because we cannot see who or where we are until we leave and gather perspective. Wittgenstein (1994, p. 45) says it well: “The sense of the world must lie outside the world. If there is a value which has value, it must lie outside all happening and being.” In other words, we cannot know ourselves or our country or our story unless we leave it, go outside, go beyond, and then NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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look back. Marcus Aurelius says: “He who does not know what the world is does not know where he is. And he who does not know for what purpose the world exists does not know who he is nor what the world is” (Black, 1945, p. 52). Thus, the first phase of the study abroad experience creates a new environment and the prospect of new experiences for the typical college student. What follows is a kind of immersion into a radically different world filled with unforeseen challenges and opportunities for internal and external change. Initiation. This phase of the journey is, like Dante’s passage through the three canticles of the Divine Comedy, a pilgrimage and an unfolding story whose narrator is the student. This is what sojourners of the Camino de Santiago experience (Coelho, 2008). They live as pilgrims and as writers of their experience, undergoing spiritual transformation as they travel. And, as with Dante, the physical, sensory aspects of the journey are vital to the process. The sojourner must drink in all input from the senses: tasting, seeing, hearing, touching, and smelling the landscape. Moreover, the tactile senses and the haptic elements of being in a new place must be internalized. This is the only way to ingest the culture, geography, history, and sense of this new place. New sights, sounds, smells, tastes, and touches bring it all to bear in a way that makes it absolutely clear that this is NOT home. The new sounds of language on ear and tongue, the new foods and flavors, and the varieties of color and music form a new environment. This is beyond a virtual experience; it is wholly sensory, emotional, and intellectual. The student is beginning to feel some disequilibrium as they realize that this distant land does not look and feel like Omaha or Seattle. Time and space have completely changed. This is culture shock in full bloom (Pedersen, 1995), representing the unique character of the study abroad experience, as opposed to visiting a nearby town in the states or traveling from West Coast to East Coast, or surfing the World Wide Web. Everything is new and fresh, radically so. Soon the great mystery settles in—the student is not simply “reading” this new land, but the new land is “reading” the student. The new land is placing a story inside the student, forming an impression with their character as its wax. The student plans to experience A and is unaware, until the journey unfolds, that they will also have experiences B, C, D, and E. It is therefore no wonder that the student begins to experience “constructive disequilibrium” (Che et al., 2009), an unavoidable and necessary ingredient to the growth that they will experience through this study abroad rite of passage. In this vein, Thompson and Miller-Perrin (2013) interviewed students who attended a study abroad program, asking what kinds of challenges they faced because of their travel to another land. One student commented: “This has been the hardest but also the best year of my life. Living overseas forced me to either embrace or reject what I have believed all my life. It removed my safety nets.” Fortunately, it is not necessary to live in complete disequilibrium, and students can discover some equilibrium, rooted in two elements: NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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mentoring and community. Thompson and Miller-Perrin (2013) also asked students studying abroad how they found a sense of grounding and balance after being thrown off course in their international setting. With regard to faculty mentoring, one student confided: “When I felt weak, my faculty ‘mom’ knew and was someone that would come up to me and ask what was wrong. She would help me understand and trust in God.” Another student commented on the importance of spiritual support gained from the living and learning community in their study abroad program: “Simply by living and engaging with such incredible individuals, who have not only helped me through difficult times, but who have encouraged me to seek God more, I’ve experienced incredible growth in spirituality.” Skillen (2010) attests to the importance of both elements for students living in a form of Benedictine monastic spiritual advisement and community in the hills of Umbria. He reminds us that monasticism is about connection to a spiritual advisor and accountability to a small community, allowing students to recover a healthy, morally grounded social life that offers authentic self-acceptance and the courage to take risks. As the student reaches the end of the initiation phase, they are ready to more fully embrace a clearer vision of their life purpose. This involves the discovery/rediscovery of themselves that they have known all along. This is the Ouroboros realization (Hornung, 2002; Tyler, 1984), the moment of stepping outside of oneself to see the self that has been present all along. As a result, the student pilgrim is able to draw two important conclusions through this incredible personal transformation, first: I belong to this world as one of its citizens; second: Life is not just my story or our story, but it is THE story (Rohr, 1994). Return and Reentry. Eventually the student returns home and reintegrates into the home culture. They are simultaneously ready and not ready for the return. Soon after the return, another surprise sets in: There is just as much shock going back home as there was in the dislocation. Reverse culture shock sets in (Global Links Abroad, n.d.). The student comes home and everything is exactly the way they left it. But they, as transformed pilgrims, are exactly not the same and as a result do not seem to belong as they once did. Moreover, they are bursting with the effects of the study abroad experience, eager to tell their story. Then, a nagging question sets in: Why do I feel so foreign in my home country? This is another fragile moment— the student has “gold” they have acquired from their time abroad, and to reintegrate they simply need to tell their story. They had an incredible experience and have a newly regained sense of self. This is precisely what one of the Grimms’ fairy tales describes (Rohr, 1994). A traveler who goes to a faraway land, finds gold, and then returns with the zeal to tell the first person he meets about the adventure, only to be unexpectedly robbed of his hard-earned treasure. The moral for the student who has just returned from abroad is this: There is a danger that telling the story too quickly, to deaf ears, may cause one to lose part of the “gold” they have acquired. Instead, NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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the return is the time for reflection and silence. Then, after the student has had time to internalize their transformative experience, they can tell their story. Paradoxically, the best things cannot be talked about, but must simply become part of their character and emerging identity.

Conclusions and Recommendations There are several lessons to be learned about study abroad for those students and institutions who wish to engage in this invaluable transformative life experience. 1. Students should seek to participate in situations in college life, both at home and abroad, where religious, ethnic, and cultural diversity may be found, as these experiences force the examination of one’s beliefs and values, causing a healthy, constructive disequilibrium. Learning to embrace cultural, spiritual, and intellectual diversity and conflict will broaden students’ horizons, enhance respect for others’ views, and deepen their sense of place in the world (Miller-Perrin & Thompson, 2010). 2. Students should be provided an opportunity to seek diverse experiences in a context that also provides nurturance and support. A state of disequilibrium can promote change, but most effectively only with the proper support. Students need mentors who can provide support, wisdom, challenge, and counsel (Miller-Perrin & Thompson, 2010). As William James (2002) reminds us, all forms of conversion and transformation require “precisely the same psychological form of event—a firmness, stability, and equilibrium succeeding a period of storm and stress and inconsistency” (p. 196). It is the mentor, then, who provides part of this framework of stability for the prot´eg´e who is experiencing the stress of growth and development. 3. Institutions should encourage students to geographically and culturally leave their comfort zones in order to experience the deepest and most powerful internal and external change. This is the key first step to their rite of passage into adulthood. Accordingly, we need to be prepared to guide them in all phases of the study abroad experience, including their return stateside, thereby helping them both find gold and keep it. 4. Further research is needed to examine the “why” behind the changes that occur in students who study abroad and the precise mechanisms through which the changes occur. In particular, the detailed dimensions of these mechanisms should be examined in future research. In conclusion, it is evident that the study abroad experience represents an exciting extension to the academic enterprise. By stretching college campus borders across the globe, we avail students the opportunity to transform NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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internally and externally in ways that will last a lifetime. These challenges make work in the academy more vibrant than ever before, providing the means to make an even deeper, long-term impact on students’ lives. References Akande, Y., & Slawson, C. (2000). A case study of 50 years of study abroad alumni. International Educator, 9(3), 12–16. Barbour, J. D. (2010). Students abroad as tourists and pilgrims. In R. J. Morgan & C. T. Smedley (Eds.), Transformations at the edge of the world (pp. 47–58). Abilene, TX: Abilene Christian University Press. Bhandari, R., & Chow, P. (2007). Open doors 2007: Report on international education exchange. New York, NY: Institute of International Education. Black, W. J. (1945). Marcus Aurelius and his times (G. Long, Trans.). New York, NY: Author. Brecht, R., Davidson, D., & Ginsberg, R. B. (1993). Predictors of foreign language gain during study abroad. Washington, DC: National Foreign Language Center and American Council of Teachers of Russian. Brecht, R. D., & Robinson, J. L. (1993). Qualitative analysis of second language acquisition in study abroad: The ACTR/NFLC Project. Washington, DC: National Foreign Language Center and American Council of Teachers of Russian. Campbell, J. (2003). The hero’s journey. Novato, CA: New World Library. Carlson, J. S., & Widaman, K. F. (1988). The effects of study abroad during college on attitudes toward other cultures. International Journal of Intercultural Relations, 12, 1–17. Carsello, C., & Greiser, J. (1976). How college students change during study abroad. College Student Journal, 10, 276–278. Che, S. M., Spearman, M., & Manizade, A. (2009). Constructive disequilibrium: Cognitive and emotional development through dissonant experiences in less familiar destinations. In R. Lewin (Ed.), The handbook of practice and research in study abroad (pp. 99–116). New York, NY: Routledge. Chieffo, L., & Griffiths, L. (2004). Large-scale assessment of student attitudes after short term study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, X, 165–177. Coelho, P. (2008). The pilgrimage. New York, NY: HarperOne. Comp, D., Gladding, S., Rhodes, G., Stephenson, S., & Vande Berg, M. (2007). Literature and resources for education abroad outcomes assessment. In M. C. Bolen (Ed.), A guide to outcomes assessment in education abroad (pp. 97–135). Carlisle, PA: The Forum on Education Abroad. Douglas, C., & Jones-Rikkers, C. G. (2001). Study abroad programs and American student worldmindedness. Journal of Teaching in International Business, 13(1), 55–66. DuFon, M. A., & Churchill, E. (2006). Language learners in study abroad contexts. Tonawanda, NY: SLA. Dwyer, M. (2004). More is better: The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, X, 151–163. Dwyer, M. M., & Peters, C. K. (2004). The benefits of study abroad: New study confirms significant gains. Transitions Abroad Magazine, XXVII(5), 10–14. Engle, L., & Engle, J. (2004). Assessing language acquisition and intercultural sensitivity development in relation to study abroad program design. Frontiers: The Interdisciplinary Journal of Study Abroad, X, 219–236. Global Links Abroad. (n.d.). Reverse culture shock. Retrieved from http://www .globalinksabroad.org/for advisors/study abroad advisors/alumni services/ NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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Gonyea, R. M., Kinzie, J., Kuh, G. D., & Nelson Laird, T. F. (2008, January 25). Highimpact activities: What they are, why they work, and who benefits. Paper presented at the annual meeting of the American Association for Colleges and Universities, Washington, DC. Gray, K. S., Murdock, G., & Stebbins, C. D. (2002). Assessing study abroad’s effect on an international mission. Change Magazine, XXXIV(3), 34–42. Habicht, C. (1985). Pausanias’ guide to ancient Greece. Berkeley: University of California Press. Higher Education Research Institute. (2005), College students’ beliefs & values. Retrieved from http://spirituality.ucla.edu/background/methodology/longitudinal -study.php Hoffa, W. W. (2007). A history of U.S. study abroad: Beginnings to 1965. Carlisle, PA: Forum on Education Abroad. Hornung, E. (2002). The secret lore of Egypt: Its impact on the West. Ithaca, NY: Cornell University Press. Ingraham, E., & Peterson, D. (2004). Assessing the impact of study abroad on student learning at Michigan State University. Frontiers: The Interdisciplinary Journal of Study Abroad, X, 83–100. James, W. (2002). The varieties of religious experience. New York, NY: Modern Library. Kuh, G. D. (2008). High-impact educational practices. Washington, DC: AAC&U Press. Lewin, R. (2009). Introduction: The quest for global citizenship through study abroad. In R. Lewin (Ed.), The handbook of practice and research in study abroad (pp. xiii–xxii). New York, NY: Routledge. Marion, P. B. (1980). Relationships of student characteristics and experiences with attitude changes in a program of study abroad. Journal of College Student Personnel, 21, 58–64. Meyer-Lee, E., & Evans, J. (2007). Areas of study in outcomes assessment. In M. C. Bolen (Ed.), A guide to outcomes assessment in education abroad (pp. 61–70). Carlisle, PA: The Forum on Education Abroad. Miller-Perrin, C., & Thompson, D. (2010). The development of vocational calling, identity, and faith in college students: A preliminary study of the impact of study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, XIX, 87–103. Paige, R. M., Fry, G. W., Stallman, E. M., Josic, J., & Jon, J. (2009). Study abroad for global engagement: The long-term impact of mobility experiences. Intercultural Education, 20(Suppl. S1–2), S29–S44. Paloutzian, R. F., Richardson, J. T., & Rambo, L. R. (1999). Religious conversion and personality change. Journal of Personality, 67, 1047–1079. Pedersen, P. (1995). The five stages of culture shock: Critical incidents around the world (Contributions in psychology). Westport, CT: Greenwood Press. Pfinister, A. O. (1972). Impact of study abroad on the American college undergraduate. Denver, CO: University of Denver. (ED 063-882) Riley, N. S. (2004). God on the quad: How religious colleges and the missionary generation are changing America. New York, NY: St. Martin’s Press. Rohr, R. (1994). The quest for the grail. New York, NY: Crossroad Publishing. Sindt, P. E. (2007). Internationalization and higher education: Understanding the impact of short-term study abroad (EdD dissertation). Arizona State University, Tucson, AZ. Available from ProQuest Dissertations and Theses database. Skillen, J. (2010). New monasticism meets Renaissance Bottega: Gordon College’s semester program in Orvieto, Italy. In R. J. Morgan & C. T. Smedley (Eds.), Transformations at the edge of the world (pp. 87–100). Abilene, TX: Abilene Christian University Press. Smith, C., & Denton, M. L. (2005). Soul searching: The religious and spiritual lives of American teenagers. New York, NY: Oxford University Press.

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Sutton, R. C., & Rubin, D. L. (2004). The GLOSSARI Project: Initial findings from a system wide research initiative on study abroad learning outcomes. Frontiers: The Interdisciplinary Journal of Study Abroad, X, 65–82. Thomlison, T. D. (1991, February 22). Effects of a study-abroad program on university students: Toward a predictive theory of intercultural contact. Paper presented at the Annual Intercultural and Communication Conference, IAICS, Chung King University, Tainan, Taiwan. Thompson, D., & Miller-Perrin, C. L. (2013, June 10). Spiritual development in Seaver College students. Paper presented at the meeting of the Board of Regents, Pepperdine University, Malibu, CA. Trooboff, S., Cressey, B., & Monty, S. (2004). Does study abroad grading motivate students? Frontiers: The Interdisciplinary Journal of Study Abroad, X, 201–217. Tyler, S. A. (1984). The vision quest in the west, or what the mind’s eye sees. Journal of Anthropological Research, 40(1), 23–40. Vande Berg, M. J., Balkcum, A., Scheid, M., & Whalen, B. J. (2004). The Georgetown University Consortium Project: A report from the halfway mark. Frontiers: The Interdisciplinary Journal of Study Abroad, X, 101–116. Wittgenstein, L. (1994). Tractatus logico-philosophicus. London: Routledge. Zielinski, B. A. (2007). Study abroad length of program influence on cross-cultural adaptability (thesis for MA in education and leadership policy studies). Virginia Polytechnic Institute and State University, Blacksburg, VA.

CINDY MILLER-PERRIN is a professor of psychology and Frank R. Seaver Chair in social science at Pepperdine University. DON THOMPSON is a professor of great books and mathematics at Pepperdine University. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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This chapter summarizes the information shared in the sourcebook and provides a sense of how study abroad staff might further develop and improve the programs offered to their students.

The Lament of the Study Abroad Director: Where Should We Start? Ann Highum As colleges and universities have added international education to their curriculum over the past several years, the focus and services provided by the office of study abroad, or global education, or international education (or perhaps even another title) have become critical. A summary of the information in the sourcebook may be helpful for directors of these programs as they prioritize attention to the array of areas.

Historical and Practical Issues As we gain an understanding of the status of global education in our country, the tasks to be accomplished grow. As authors Rhodes, Loberg, and Hubbard state in Chapter 1, “directing the education abroad office requires the ability to manage a staff who carry out student advising, conduct orientations and related programming . . . and serve as the primary institutional liaison with program providers and partner institutions abroad” (p. 8). As a director figures out how to provide excellent programs abroad, while offering support services that maximize student health and safety and reassure institutional risk managers, while encouraging faculty to develop programs—he/she is wise to consult with the experts available. The Internet resources that are provided in many of the authors’ reference lists are increasingly effective ways to pursue improvements to an institutional global effort.

Empowering Faculty Some colleges and universities limit all international programs to faculty members, while others include selected staff members in partnership. Chapters 2 and 3 provide specific ideas for empowering those at your institution NEW DIRECTIONS FOR STUDENT SERVICES, no. 146, Summer 2014 © 2014 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/ss.20094

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to become excited about global education, to pursue opportunities for their own learning, and to then share their global knowledge with students.

International Internships and Other Immersion Experiences An important aspect of cultural competence is the actual experience of working in another culture, interacting regularly with others of that culture. The international internship is rapidly becoming a regular part of career development for students, in order for them to more fully understand their own vocational journey. Some examples include student teaching in international schools, participating as a volunteer with nonprofit organizations abroad, pursuing a paid position as a short-term intern in a global setting, and utilizing summer time to work in an international setting of any type. The author of Chapter 4 emphasizes that the same issues are present for students in these experiences: identifying the setting and learning objectives, preparation for the experience, health and safety, and summarizing and reflection about the work immersion experience once the student is home. Other issues stem from the tension at many colleges about how students gain this experience, how to measure the learning in credit hours, and how to determine other outcomes of the experience.

Risk Management This is a topic so important as any college or university send students out into the world! From the very beginning of the process as faculty and staff develop academic courses and programs, the office of study abroad must pay attention to how the potential risks of global travel can best be managed. Chapter 5 provides directors, staff, and program leaders with valuable information on the various risks inherent in this enterprise, the guidelines that will mitigate risks, and many examples for review and development of your college’s policies. The field’s national organization, NAFSA: Association of International Educators (NAFSA), has an atypical organizational title that grew from the organization’s roots as foreign student advisors. This group, with regional and national conferences and many publications, has been in the forefront of assistance to its members. Notable are documents published and updated by NAFSA (2013) entitled Resources for Health and Education in Education Abroad.

Predeparture Services As we develop effective learning experiences that challenge and support students, we also develop policies and guidelines for the program leaders and our students, in order to provide the richest possible learning outcomes. Next, we must effectively communicate with both groups, well before departure. The author of Chapter 6 emphasizes that this activity is primarily NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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to support the orientation process as a whole, so that students can benefit more from their study abroad. Information is a potent antidote to treat students’ feelings of being far out of their comfort zones. Processes and guidelines in advance can also prevent issues that might otherwise arise once in the international setting: health and mental health issues in individual students, behavioral and/or legal problems, planning for emergencies, and knowledge of insurance coverage and access to it. This chapter describes a wide range of website information that has been collected by colleges and universities; this is truly an area of wide sharing across the boundaries between institutions in higher education.

Reverse Culture Shock Many students have reported that it was more difficult for them to adjust back to life in the United States than it was to adjust to the initial culture shock in the country where they studied. There are a variety of actions described in Chapter 7 that students may try in order to more fully reflect on, learn from, and utilize in order to move back into their own culture. The author also shares ideas from her own college, Barnard, as well as other higher education institutions that have been effective in assisting students with this task. As the title suggests, the time after students return and make this adjustment is really the “final stage” of study abroad, and an important one. Such programming makes the most of the various support services back on the student’s campus and encourages the collaboration from many offices in order to fully integrate global learners back to the college. A further benefit of this reintegration will occur when students are able to positively reflect on their experiences and determine the transferable skills they have learned through their international experience.

The Role of the Chief Student Affairs Officer In the midst of all the experiences one must gather in order to be an effective dean of students, thinking about the student services related to international education might take the back seat—at least in the dean’s first years on the job. After all, the needs of students and programs on a typical college or university campus are immediate, often vocal, and sometimes more related to crisis management than student learning. A seasoned dean of students is the author of Chapter 8, sharing his experience both in a campus setting and currently as a dean of an institute that offers study abroad through a consortium of over 200 institutions. He draws the reader’s attention to the opportunities for participation with students studying abroad, as well as the necessity of attending to the duty of the college to those students. This chapter, in conjunction with Chapter 5, provides student affairs administrators with resources to develop support services NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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for students in global locations as well as engage them in their own global learning.

Student Outcomes in Global Education As global education efforts have increased, so has the research into the outcomes associated with global learning. College administrators who are considering increasing their study abroad programming will have plenty of information to share about both external and internal outcomes, from Chapter 9. The authors, who have taught many courses internationally, have also contributed to this research base with a fascinating examination of students’ internal changes in three areas of development: (a) a sense of calling or vocation, (b) a deeper sense of faith and spirituality, and (c) a sense of identity. This summary of research in both external and internal arenas shows evidence of what we have assumed for many years, and can now cite with more certainty: Global learning and study abroad provides students with rich learning that stretches them both externally and internally—and is a potent addition to their college education.

What Does All This Mean for a Director? When we engage in a career in higher education (or anywhere else, for that matter), whether as a new professional, an experienced person in a new position, or as a seasoned professional, we have to figure out where to start. How do I set priorities for the role and responsibility I have now assumed? Based on the information covered in this sourcebook, I am making a leap, in order to suggest some high priority areas for directors in each of these three categories. For new professionals in director or manager role: 1. Start with the basics by doing an audit of various aspects of the current global learning program at your institution. 2. Move forward to develop solid academic programs, good orientation programs for faculty/staff leaders and students, and policies that protect student health and safety. See Chapters 5, 6, and 8. 3. Consider learning more about the NAFSA programs for new professionals, as listed in the references (NAFSA, 2009). 4. Seek mentoring from directors at your sister institutions or regional/national consortia, for example the Associated Colleges of the Midwest (ACM), the Council of Independent Colleges (CIC), or AIFS abroad. 5. Engage in collaboration across your institution with faculty who are already involved in study abroad, as well as staff members in the Career Center, internship program, Residence Life, Health and Counseling Services. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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For directors with some experience in global education, at a new institution or in a new role: 1. Ensure your institution has policies and procedures in line with best practices from Chapters 1, 5, 6, and 8. Talk to program leaders about past programs, seeking information about health and safety issues first. Continue all collaborative efforts, especially in the growing area of international internships and service learning. 2. Consider improvements necessary in such areas as orienting leaders and students, as well in providing reentry services to students, who often experience reverse “culture shock,” as described in Chapter 7. 3. Consult with institutional marketing experts on attracting students to particular programs with lower enrollment, men (underrepresented in study abroad), and students from diverse backgrounds. 4. Consider ways to enhance the college’s programs by seeking program development from faculty, for study in countries within the developing world, or in areas not represented by the institution. 5. Be creative in your work with faculty in developing courses globally (Chapter 2), as well as encouraging faculty and staff to pursue relevant global travel as enriching professional development (Chapter 3). For directors who are seasoned professionals, who have welldeveloped and functioning global programs, and whose policies are utilized by others as best practices: 1. Continue to be vigilant with policy development and excellent preparation of leaders and students. Pay attention to student outcomes and best practices in research and follow up with students, as summarized in Chapter 9. 2. Collaborate with others to further develop internship and other immersion experiences; utilize your base of alumni if possible. 3. Conduct research on your own students, with regard to program satisfaction and learning outcomes. Publicize your successes. 4. Explore the enhancement of global education by considering new efforts, such as adult programs for alumni and friends of the institution, professional development programs for faculty and staff, and best practices as you learn about them. 5. Contribute to the field by making presentations at conferences sponsored by the National Association of Student Personnel Administrators (NASPA), American College Personnel Association (ACPA), and NAFSA. Mentor new professionals on your campus, as well as within other programs. 6. Note the other areas and people on campus who sponsor “nonacademic” international activities, such as athletic teams, music ensembles, campus ministry, and other student groups. Coordinate efforts NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

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for those leaders to follow the appropriate policies and guidelines for these experiences. In some cases, it will make sense for you to advocate centralization of many functions, both to ensure risk management for the institution and—more importantly—to enhance student learning during these international programs.

Summary Our world today demands that students be prepared for leadership that involves global learning and cultural competency, no matter where their careers lead them. By working closely with others on our campuses and in international locations, those persons charged with global education can truly prepare students for the wider world in which they will live and serve. References NAFSA: Association of International Educators. (2009). Getting started: A guide for new education abroad advisers. Retrieved from https://www.nafsa.org/findresources /Default.aspx?id=8382 NAFSA: Association of International Educators. (2013). Resources for health and education in education abroad. Retrieved from http://www.nafsa.org /resourcelibrary/default.aspx?catId=429104

ANN HIGHUM is the vice president and the dean for student life emerita at Luther College in Decorah, Iowa. NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss

INDEX ABET. See Accreditation Board for Engineering and Technology (ABET) Accreditation Board for Engineering and Technology (ABET), 29 ACE. See American Council on Education (ACE) ACPA. See American College Personnel Association (ACPA) Akande, Y., 82 Altbach, P., 7 American College Personnel Association (ACPA), 95 American Council on Education (ACE), 8 Balkcum, A., 79 Barbour, J. D., 81 Bartell, M., 7 Bathurst, L., 59 Belyavina, R., 6 Bhandari, R., 6, 33, 39, 77 Black, W. J., 84 Bonnington, C., 37, 38 Book of Professional Standards and Guidelines and Self-Assessment Guides, 48 Brecht, R. D., 82 Campbell, J., 53, 78, 80, 83 Carlson, J. S., 79 Carpenter, S., 23 Carsello, C., 80 CAS. See Council for the Advancement of Standards (CAS) CAS Standards for Education Abroad Programs, 48 Center for Global Education at UCLA, 48–49 Change agents, 82–86; departure, 83– 84; initiation phase, 84–85; return and reentry, 85–86 Charting A Hero’s Journey, 56 Che, S. M., 77, 79, 84 Chieffo, L., 82 Chisholm, L., 56 Chow, P., 33, 39, 77 Churchill, E., 78

Citron, J., 62 Coelho, P., 84 Collaboration, 42, 45–46 Comp, D., 78, 83 Comprehensive Internationalization: From Concept to Action, 9 Council for the Advancement of Standards (CAS), 11, 48 Course-embedded travel, 19–21 Cressey, B., 82 CultureGrams, 55 Culture shock, 59–60; assisting students in processing, 62–65; definition, 59; experiences of, 59–60. See also Reverse culture shock Davidson, D., 82 Dean of students in study abroad, role of, 69–75, 93–94; and alcohol and drug issues, 73–74; and communication, 71; and crisis management, 72; and health and mental health issues, 72; overview, 69; and parents, 74; and program leaders, 71; risk management and, 70–71; and student housing, 73; and student misconduct and law, 73 Denton, M. L., 81 Donahue, D., 34 Douglas, C., 79 DuFon, M. A., 78 Dwyer, M. M., 81, 82 Education Abroad Faculty Toolkit, 56 Education Abroad programs, 11 Education abroad staff, role of, 8–10 Edwards, J., 34, 62 Engle, J., 7, 79 Engle, L., 7, 79 Entwistle, N. J., 69 Evans, J., 78 Faculty or staff program leaders, 15, 53–55; developing global knowledge in, 15–18; empowering, 91–92; familiarization seminar for, 16–17;

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inquiry-based seminar for, 17–18; sharing knowledge with students, 19–22 Faculty seminar abroad: familiarization seminar, 16–17; inquiry-based seminar, 17–18; models of, 15–18 Familiarization seminar, 16–17; advantage of, 16; disadvantages of, 16–17; vs. inquiry-based seminar, 17–18 Farrugia, C. A., 33, 39 Forum on Education Abroad, 11, 47 Friend, J., 45 Fry, G. W., 79 Fulbright program, 6, 24–26, 28, 30 Gardner, P., 34 Gates, L., 2, 33, 40 Gilman, S., 5, 6 Ginsberg, R., 82 Gladding, S., 78, 83 Global knowledge in faculty, 15–18 Global learning office, 52–53 Gonyea, R. M., 80 Goodwin, C., 6 Gray, K. S., 81 Green, M., 7, 8 Greiser, J., 80, 81 Griffiths, L., 82 Gross, L., 34 Gullahorn, J. E., 60 Gullahorn, J. T., 60 Habicht, C., 80 Handbook for Campus Safety and Security Reporting, The, 47 Harrison, D., 2, 15, 22 Hart Research Associates, 34 Health and Safety Resources for the Education Abroad Knowledge Community, 48 Health and safety risks, study abroad, 41–50, 92; apartment fire, 43; background on, 41–44; collaboration and, 42, 45–46; drowning death, 44; evaluating, 44–45; healthcare, 44; incidents, 43–44; insurance and, 49; mental health and suicide, 44; murder, 43; natural disaster, 43; political unrest, 43; resources on, 44–49; robbery, 44; sexual assault, 44; supervision, 44; transportation, 43 Hess, J., 60, 63 Highum, A., 3, 4, 51, 57, 91, 96

Hoffa, W., 5, 8, 77 Hornung, E., 85 Hoye, P., 70 Hubbard, A., 2, 5, 13, 91 Hudzik, J., 9 IEO. See International education organization (IEO) IIE. See Institute of International Education (IIE) Inquiry-based reentry course, 21–22 Inquiry-based seminar, 17–18; Costa Rica seminar, 18; vs. familiarization seminar, 17–18 Institute for the International Education of Students (IES), 81 Institute of International Education (IIE), 6, 8, 11, 33, 69; Heiskell awards, 10 Insurance, and health and safety risks, 49 Interassociational Advisory Committee on Safety and Responsibility in Study Abroad, 47 International education organization (IEO), 7 International internship, 33–40, 92; effective learning experiences, 36–38; identifying opportunities for, 39; at Middlebury, 36–37; at Mount Holyoke College, 37; at University of Pennsylvania, 37; at Wesleyan, 37 International Perspectives courses, 21 International Studies Abroad (ISA), 56 International Travel Information, 56 Interorganizational Task Force on Safety & Responsibility in Study Abroad, 47 James, W., 86 Jon, J., 79 Jones-Rikkers, C. G., 79 Josic, J., 79 Journaling, 56 Kartoshkina, Y., 61 Kegan, R., 74 King Fahd University of Petroleum and Minerals (KUPM), 29–30 Kinzie, J., 28, 69, 80 Knight, J., 7 Kohls, R., 59, 61, 63 Komives, S. R., 23

INDEX Kuh, G. D., 28, 69, 80 KUPM. See King Fahd University of Petroleum and Minerals (KUPM) La Brack, B., 59, 61, 62 Lange, K., 37, 38 Lewin, R., 77, 78 Li, J., 6 Loberg, L., 2, 5, 13, 91 Lund, J., 51 Lysgaard, S., 60 Mandela, N., 28 Manizade, A., 77, 79, 84 Marion, P. B., 81 Marx, L. E., 52, 62 Matherly, C., 34 Mendelson, V., 62 Meyer-Lee, E., 78 Miller-Perrin, C., 3, 77, 81, 82, 83, 84, 85, 86, 89 Monty, S., 82 Mount Holyoke College, 37 Murdock, G., 81 NACE. See National Association of Colleges and Employers (NACE) Nacht, M., 6 NAFSA. See National Association of Foreign Student Advisors (NAFSA) NASPA. See National Association of Student Personnel Administrators (NASPA) National Association of Colleges and Employers (NACE), 34 National Association of Foreign Student Advisors (NAFSA), 10, 24, 48, 71, 92, 94, 95 National Association of Student Personnel Administrators (NASPA), 24, 26, 95 National Survey on Student Engagement (NSSE), 80 Nelson Laird, T., 69, 80 Nolting, W., 34 NSSE. See National Survey on Student Engagement (NSSE) Off-campus studies abroad, 52 Ouroboros, 85 Paige, R. M., 79 Paloutzian, R. F., 82

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Pedersen, P., 84 Peters, C. K., 81 Pfinister, A. O., 80 Predeparture learning, 52–56; global learning office for, 52–53; program leaders for, 53–55; resources for, 55– 56 Predeparture services, 51–57, 92–93; journaling, 56; orientation and predeparture learning, 52–56; orientation resources, 55–56; overview, 51; process for, 52 Quality Improvement Program (QUIP), 11 QUIP. See Quality Improvement Program (QUIP) Rader, M. S., 3, 69, 75 Rambo, L. R., 82 Rayman, J., 34 Redden, E., 37 Reentry courses, 65; inquiry-based, 21– 22; traditional, 22 Reentry program, 62, 64 Reverse culture shock, 59–60, 93; institutional initiatives and, 63–65; occurrence of, 60–61; reentry courses and, 65; reflection and, 66; resources for, 67; techniques for handling, 62–66 Rhodes, G., 2, 3, 5, 13, 41, 42, 45, 49, 50, 70, 78, 83, 91 Richardson, J. T., 82 Riley, N. S., 82 Robinson, J. L., 82 Rohr, R., 83, 85 Rubin, D. L., 79 Rural Education Action Program, 35 SAFETI. See Safety Abroad FirstEducational Travel Information (SAFETI) Safety Abroad First-Educational Travel Information (SAFETI), 42, 48–49 Scheid, M., 79 Schuh, J. H., 2, 23, 28, 31 Schwarz, M., 69 Senator Paul Simon Award for Campus Internationalization, 10 Short-term immersion experience, 33– 40; academic credit, 39; administrative aspects, 38; educational and developmental outcomes, 36; health and

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safety of students, 38–39; housing, 38; identifying internship opportunities, 39; institutional collaborations, 38; institutional considerations for, 38–39; institutional resources, 38; key motivating factors in, 35; program assessment and, 39; student benefit of, 34– 36; student preparation and support, 39 Shoup, R., 69 Siaya, L., 7 Sindt, P. E., 81 Skillen, J., 81, 85 Slawson, C., 82 Slimbach, R., 59 Smith, C., 81 Sorkin, C., 37 Spearman, M., 77, 79, 84 Stallman, E. M., 79 Standards Development Organization (SDO), 47 Stebbins, C. D., 81 Steglitz, I., 34 Stephenson, S., 78, 83 Stevenson, J., 36–37, 38 Student affairs educators, international experience, 23–31; in Germany, 24– 26; in Hong Kong, 27; in Malaysia, 27; in Sofia, 26–27; in Saudi Arabia, 29– 30; in South Africa, 27–29 Student housing, 7, 9, 25, 38, 73, 74 Student Learning Imperative, The, 28 Study abroad director, 91–96; new professionals as, 94–95; seasoned professionals as, 95–96; with experience in global education, 95 Study abroad, outcomes of, 77–87, 94; change agents and, 82–86; external outcomes, 78–80; impact on

globalization, 79; internal outcomes, 80–82 Study abroad program, 5–13; administration of, 8–10; benefits of, 78; as component of campus internationalization, 7–8; educational models, 7; future directions for, 11–12; health and safety issues and, 41–44; as highimpact practice, 80; institutional best practices in, 10; international learning and, 41; origins of, 5–6; participation in, 8; philosophical challenges in, 10– 11; reasons to participate in, 77–78; risk management for, 41–50, 92; standards and good practices of, 46 Sutton, R. C., 79 Thebodo, S. W., 52, 62 Thomlison, T. D., 81 Thompson, D., 3, 77, 81, 82, 83, 84, 85, 86, 89 Tillman, M., 34 Trooboff, S., 34, 82 Tyler, S. A., 83, 85 United Educators, 48 U.S. Center for Disease Control and Prevention, 56 Vande Berg, M., 34, 78, 79, 83 Vesterfeldt, A., 54 Wendell Holmes, O., 61 Whalen, B. J., 79 Whitt, E. J., 28 Widaman, K. F., 79 Wilson, S., 63 Wittgenstein, L., 83 Young, G. E., 3, 59, 67

OTHER TITLES AVAILABLE IN THE NEW DIRECTIONS FOR STUDENT SERVICES SERIES Elizabeth J. Whitt, Editor-in-Chief John H. Schuh, Associate Editor For a complete list of back issues, please visit www.wiley.com SS145

The State of the College Union: Contemporary Issues and Trends Tamara Yakaboski, Danielle M. De Sawal, Editors The college union is the living room and community center for students, faculty, staff , alumni, and visitors, and serves as a learning laboratory for students through employment, engagement, and leadership opportunities. Senior-level administrators and college union professionals need to be aware of the trends and issues facing college unions in the 21st century. This volume addresses implications for college unions of changing student characteristics, student engagement, facility design and the creation of community, fundraising, technology, and globalization of higher education. In addition, this volume explores the need for additional assessment, evaluation, and research for this important component of college campuses. ISBN 978-11188-78880

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Creating Successful Multicultural Initiatives in Higher Education and Student Affairs Sherry K. Watt, Jodi L. Linley, Editors The purpose of this volume of the New Directions for Student Services is to serve as a resource for those who are looking for practical tips and useful guidelines for designing and implementing successful multicultural initiatives. A multicultural initiative is any type of program and/or a set of strategies that promotes skill development to better manage difference on a personal, institutional, community, or societal level. Difference is having dissimilar opinions, experiences, ideologies, epistemologies, and/or constructions of reality about self, society, and/or identity. In order for our society to sustain itself, it is necessary that post-secondary institutions prepare college students to engage with difference in ways that are productive. This sourcebook also introduces “diversity as a value versus diversity as a good” as a conceptual lens for which to view multicultural initiatives. Using this conceptual lens will assist educators in identifying the philosophical foundation of a given initiative. College educators can ask themselves the fundamental question—Is their multicultural initiative grounded in surface-level outcomes or in far-reaching change? By sharing concrete examples of multicultural initiatives, the authors in this sourcebook are inviting readers into a conversation that might spark change or a new initiative on the reader’s own campus. ISBN 978-11188-34831

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Positive Psychology and Appreciative Inquiry in Higher Education Peter C. Mather, Eileen Hulme, Editors Positive psychology has attracted interest from a variety of fields, including business, public health, religion, and education. Given the shared interest between higher education and positive psychology in developing healthy

and productive human beings, it is worthwhile to explore how this new subdiscipline of psychology can contribute to the mission of higher education. This monograph presents a variety of strategies for bolstering student learning and development. The authors also draw from appreciative inquiry, which, like positive psychology, is based on studying strengths, but focuses on organizational rather than individual performance. During a time of daunting challenges, positive psychology and appreciative inquiry can help to leverage higher education’s many assets to optimize the potential of students, faculty, and staff. ISBN 978-11187-97761 SS142

Selected Contemporary Assessment Issues John H. Schuh, Editor As demands for accountability escalate, assessment continues to evolve as a central aspect of student affairs administration. Experience clearly indicates that without a robust portfolio of assessment activities, the services, programs, and activities of a student affairs division are at risk of being reassigned to other organizational units on campus—or, in a tight budgetary environment, being eliminated. This sourcebook is designed to complement existing literature by reminding student affairs educators of the importance of developing an assessment program and by exploring topics that will add depth and richness to such a program. The authors address topics ranging in breadth from specific metrics to strategies for developing collaborative activities involving academic and student affairs. They show how to integrate valuable resources into the assessment process and how to use that process to enhance the student experience, and they take the largest view, offering advice on developing an institutional culture of assessment. Finally, their collective experience and wisdom is brought to bear on planning future actions that will best serve students during their collegiate years. ISBN 978-11187-32274

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Preventing College Student Suicide Deborah J. Taub, Jason Robertson, Editors Suicide is the second-leading cause of death among college students. Further, one in ten college students has considered suicide in the past year. Experts have called for a comprehensive, systemic approach to campus suicide prevention that addresses both at-risk groups and the general campus population. Since 2005, 138 colleges and universities have received funding under the Garrett Lee Smith Memorial Act to develop and implement campus suicide prevention programs. This volume of New Directions for Student Services highlights successful strategies implemented by grantee campuses. We hope these approaches can serve as models to address student suicide on other campuses. ISBN 978-11186-94831

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Developing Students Leadership Capacity Kathy L. Guthrie, Laura Osteen, Editors Leadership education has become an essential outcome of higher education in the past decade and yet leadership development efforts vary greatly on campuses. While some efforts are centralized, most are decentralized and

lack campus-wide coordination. Leadership educators have sought out associations and other professional networks to increase their capacity to develop, implement, and assess leadership development opportunities. In response to the increase accreditation movement, the International Leadership Association (ILA) published “Guiding Questions: Guidelines for Leadership Education Programs.” The Guiding Questions document is a result of a five-year, collaborative process to create guidelines for leadership education programs. ILA’s format of open-ended guiding questions is applicable to any student affairs practitioner developing a leadership learning program. This sourcebook was developed specifically to assist higher education professionals in their understanding, conceptualization, and implementation of the five standards outlined in the ILA Guiding Questions: Context, Conceptual Framework, Content, Teaching and Learning, and Assessment of Leadership Education. The purpose of this New Directions for Student Services sourcebook is to explore leadership education for undergraduate students and provide a foundation for readers to develop students’ leadership capacity. Using the ILA’s Guiding Questions as a framework, this sourcebook will present an approach to the development of leadership education programs. ISBN 978-11185-40909 SS139

Facilitating the Moral Growth of College Students Debora L. Liddell, Diane L. Cooper, Editors Moral development is a powerful task of young adulthood, and attending to that development is a mandate expected of institutions of higher education. Liddell and Cooper offer a practical approach to understanding how moral learning occurs as well as the role of mentors and educators in facilitating that learning. Using Rest’s Four Component Model—moral sensitivity, judgment, motivation, and action—they describe powerful campus initiatives for moral growth, including service-learning, civic engagement, campus judicial systems, diversity and social justice initiatives, and sustainability efforts. Guidelines for effective moral mentorship are examined, and assessment approaches are described in some detail. ISBN 978-11184-70909

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Stepping Up to Stepping Out: Helping Students Prepare for Life After College George S. McClellan, Jill Parker, Editors Undergraduate students come to college from a myriad of pathways for a variety of purposes, and the same can be said of them as they leave to head off into their next endeavors. Arguably, the most important goal of higher education is to prepare students to achieve their post-college aspirations, and campuses typically pursue that goal through a combination of curricular and co-curricular programs and services for students. This manuscript offers readers a glimpse into contemporary context and practice related to helping students with their after-college transition from one form of education (two-year or four-year) to the next (four-year, graduate, or professional school), from education to workforce, or from education to military service. ISBN 978-11184-43972

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