Forum on Education Abroad

Making the Connection:

Praxis and Theory in Education Abroad

7th Annual Conference

Boston, Massachusetts

Friday, April 8, 2011 Schedule

NOTE: Session materials are being uploaded as they are provided to the Forum, please check the schedule of conference sessions for hyperlinks to materials.

View a pdf file of the details of Friday's schedule here: Forum Conference, Friday, April 7

7am-12pm	Registration and Information
7am-12pm	Internet Café An internet café will be available.
8am	Breakfast buffet available
8:30-10am	Annual Business meeting and Presentation of Peter A. Wollitzer Advocacy Award (View Business meeting notes here and Kathy Sideli (Wollitzer award) remarks here) Breakfast Plenary featuring John Rassias

	Plenary: "Reflecting on the Growth of the Field: Reinforcing the Rationale for Language Learning and Study Abroad" Professor Rassias will draw on his experiences in creating language programs and training teachers for the Peace Corps to reflect on the evolution of the field of education abroad and its essential connections to language teaching and learning. Drawing on his experience as one of the primary architects of Dartmouth’s study abroad programs, he will discuss the critical role that education abroad and language learning plays in students’ education, and how programs must adapt with the times.
10-10:45am	Coffee Break
10:45am-12pm	Concurrent Conference Sessions
12-1:30pm	Lunch Plenary: The Forum Undergraduate Research Awards
1:45-3pm	Concurrent Conference Sessions

10:45am-12pm

Access Study Abroad: Involving Disability Services and Study Abroad Programs in the Evolving Needs of Students with Disabilities

Susan Quinby (Barnard College, Columbia University), Gretchen Young (Barnard College, Columbia University), Miriam Grottanelli de Santi (The Siena School for Liberal Arts)

Do students with a variety of disabilities--mobility, vision, hearing, LD/ADD, chronic illness, and/or psychiatric--feel welcomed, included and accommodated in the study abroad experience? Come learn how we made it happen through case studies, a spirited presentation and lively discussion with strategies for creating inclusive environments that celebrate disability and diversity.

Assessing Overseas Study Abroad Capacity

Patricia Chow (Institute of International Education), Brian Whalen (The Forum on Education Abroad), Rita Moriconi (EducationUSA)

Expanding the diversity of education abroad destinations goes hand-in-hand with the vision of expanded U.S. participation in study abroad. This panel will discuss a recent U.S. State Department-funded research initiative to assess the capacity of overseas institutions in non-traditional destination to host expanded numbers of U.S. study abroad students.

International Service Learning: Theory, Promise, and Practice

Rachel Tomas Morgan (University of Notre Dame), Eric Hartman (Arizona State University, Amizade Global Service-Learning)

International service learning combines academic learning with community service to address pressing needs in communities around our world. When well designed and effectively implemented, ISL is a transformative pedagogy that synthesizes the benefits of study abroad and service learning. This session aims to foster a conversation about key theory and arguments for ISL which can help us to create ethical ISL experiences that positively impact communities and increase students’ global and civic learning. Additional session materials: suggested reading list

Study Abroad and the City: Using the City to Prepare Students to Excel in an Increasingly Urban World

Lisa G. Sapolis (Trinity College), Xiangming Chen (Trinity College), Milla Riggio (Trinity College), Nicole Leblanc (IES Abroad), Michael Steinberg (IES Abroad)

In 2008, for the first time in history, half of the world’s 6.7 billion people lived in cities. By 2030, five billion of the earth’s eight billion people will be urban dwellers. This session will explore several approaches to using the city in study abroad as a key learning tool to better prepare students to understand and successfully navigate this changing world. Presenters are authors of chapters in the Special Issue of Frontiers, “Study Abroad and the City,” which is debuting at the conference.

Sustainability Practices in Education Abroad

Daniel Greenberg (Living Routes), Jeramy Johnson (Academic Programs International), Skye Stephenson (Keene State College), Jeff Stevenson (Middlebury College)

This roundtable explores the Forum’s and other ethical codes relating to relations with host communities, and offers practical examples of best practices. Topics for roundtable discussion include sustainable practices within program and curriculum design (including equitable financial relations with local partners) office management and promotion.

Theory and Research in Study Abroad: What Our Students are Learning, What They're Not, and What We Can Do About It

Michael Vande Berg (CIEE), R. Michael Paige (University of Minnesota – Twin Cities), Kris Lou (Williamette University)

This session will ask participants to explore the importance of several key questions about student learning that lie at the heart of the tension between a traditional teacher- and content-centered, and a newer learner-centered, theoretical paradigm. Questions include: What role does intercultural teaching and training play in student learning, including disciplinary learning? Do educators need to intervene during the program in order for most students to learn and develop effectively? The presenters will review key findings from recent study abroad research and discuss assessed learning outcomes of students enrolled in three existing courses that intervene in their learning while the students are abroad.

Under-Informed and Overconfident: Effective Strategies for Preparing American Students to Study Abroad

Natalie A. Mello (Worcester Polytechnic Institute), Bill Frederick (Lodestone Safety)

This session focuses on the link between education abroad practice in preparing students via traditional orientations and the learning theories on which they should be based. The session will critically examine how and why we should design, develop and manage orientations, and how they must respond to the evolving needs of our students. Issues explored will include student perceptions of the hazard landscape and their own role in health, safety and security.

Utilizing Student Development Theory to Advance Education Abroad

Matthew Rader (IES Abroad), Stephanie Luzader (IES Abroad)

International Education provides a rich opportunity for holistic student development. When International Education and Student Affairs practitioners communicate using student development theory, the result is enhanced learning and development as well as greater study abroad participation. The Developmental Model of Intercultural Maturity will be discussed as a means to assert common goals within the academy.

Where are all the Men in Education Abroad?

Samantha C. Brandauer (Gettysburg College), Daniel Riley (CET Academic Programs), Katherine Freyhof (Gettysburg College)

We know that the gender balance in education abroad is far from equal. National statistics show that only approximately 30% of US students that study abroad are men. This session will first take a closer look at statistical and focus group data to determine not only why fewer men are studying abroad, but also where the 30% who are studying abroad are going. Small group discussions will examine the various barriers to male participation in study abroad and address them in new and creative ways.

12-1:30pm Lunch Plenary: Undergraduate Research Awards

One of the highlights of the conference, the Forum’s Undergraduate

Research Award Winners will present about their research projects

conducted as part of their education abroad programs.

1:45-3pm Concurrent Conference Sessions

A Funny Thing Happened on the Way to the Forum: An Interdisciplinary and Experiential Approach to Education Abroad

June Nobbe (University of Minnesota-Twin Cities), Christine Anderson (University of Minnesota--Twin Cities), Stephen Conger (ACCENT)

A function of colleges and universities is to prepare students to become engaged citizens in a global society. Session participants will explore a non-traditional approach to education abroad that integrates student development and leadership theory to bridge multiple disciplines, and utilizes experiential learning as the praxis to develop transferable skills.

Achieving Teaching Excellence Abroad--From Preparation to Assessment

Anagene Yucas (CAPA International Education), Anthony Gristwood (CAPA INternational Education), Lynn Anderson (University of California, San Diego), Matthew Herbst (University of California, San Diego)

How do we reconcile pedagogical theory and method used on the home campus with the practical reality and challenge posed by teaching abroad? How do we develop programs to teach Business in Beijing, Shakespeare in London, Byzantine history in Istanbul? This panel will discuss pedagogy, faculty training, and course development.

Assessing the Influence of Study Abroad Program Design on Liberal Arts Learning Outcomes

Christopher Welna (Associated Colleges of the Midwest), Mark Salisbury (Augustana College), John Ottenhoff (Associated Colleges of the Midwest), Elizabeth Brewer (Beloit College), Helena Kaufman (Carleton College), Richard Detweiler (Great Lakes College Association)

This panel will discuss an instrument for measuring how the design of study abroad programs – location, duration, language instruction, etc. – influences desired liberal arts learning outcomes. Participants will discuss challenges of assessing student learning in off-campus study and invite discussion about best approaches for understanding connections between learning goals and program elements.

Equity in Education Abroad: How can Practical Knowledge and Theoretical Frameworks Help Increase Access and Enhance Outcomes for Students of Color?

David Wick (San Francisco State University), Cornell H. Menking, (Kentucky State University), Darryl Crompton (Consultant), Lorenzo Esters, (Association of Public and Land-grant Universities (APLU))

Recent APLU research highlighted inequitable access to education abroad at institutions established as Historically Black Land-grant Universities in the Morrill Act of 1890. The APLU data, combined with research on identity development for study abroad students of color at a minority serving institution, provide a framework for examining equity of access and outcomes throughout the study abroad process.

Heritage Speakers Abroad: Does Praxis Fail the Theory?

Leo Van Cleve (California State University, International Programs), Antonio F. Jiménez Jiménez (California State University, Channel Islands)

This session will discuss theoretical and practical topics involving the participation of heritage speakers in study abroad programs. Panelists will debate institutional, administrative, curricular, practical, and linguistic development issues that programs should consider in order to better meet this minority group´s special needs and interests.

Rethinking Mobile Learning Models in Education Abroad: Where Theory and Practice Meet

PJ Shoulders (IES Abroad), Brian Eyler (IES Abroad Beijing), Karil J. Kucera (St. Olaf College), Craig M. Rinker (Babson College)

This session discusses best practices and successful models in mobile programming, redefining traditional thoughts on study abroad programs that include travel to multiple locations. Two schools and an overseas program director from a third party provider give successful examples and lead discussions on historical theories of mobile learning and innovative programming ideas that address curricular challenges, academic standards, experiential learning, and integration opportunities that are not traditionally inherent on such programs.

Study Abroad and Assessing Student Development

Ann Hubbard (University of St. Thomas), Richard Rexeisen (University of St. Thomas), Philip Anderson, (University of St. Thomas)

Outcomes Assessment is a prominent agenda item for many institutions and draws attention to the cost-effectiveness of study abroad programming. Faculty directors of a semester and a summer business program will each present their findings on students’ development using the Intercultural Development Inventory (IDI) in tandem with the Global Perspectives Inventory (GPI) and with Forsyth’s ethical questionnaire. The benefits and challenges of cross-cultural programming, theoretical implications, and tracking outcomes assessment will be discussed.

Cultural and Language Orientations: The Launching Pad to Study Abroad

Kristen Grace (Cornell University), Angel Cardec (University of Central Florida), Dick Feldman (Cornell University), Donna Ramil (College of Industrial and Labor Relations), Dianna Wilson -Mosley (University of Central Florida)

“Immersion” leads to fluency. Experience abroad demonstrates intercultural competence. Myths? Maybe. Creating a dialogue early on with students concerning their expectations, perceptions, stereotypes, etc. will equip them to better handle the challenges they may face while abroad. This roundtable discussion will focus on options for creating cultural and linguistic orientations that help students get the most out of study abroad.

Using Reflection as an Educational Tool

Gretchen Young (Barnard college, Columbia University), Charlotte Blessing (Colorado College), Wendy Wilson-Fall (Kent State University), Martha Merritt (University of Chicago)

“Experiences often create controversy, and if the controversy is not reflected upon, it can be a misleading, even harmful experience, which produces a lack of sensitivity and responsiveness in the learner (Dewey 1933).” Structured reflection can be used to integrate the education abroad experience into the on-campus curriculum. This session will share examples of institutional practices (facilitated by faculty and education abroad professionals) that teach and encourage students to reflect intentionally on their experiences. Additional session materials: bibliography, debriefing the home stay, nomer les carfads, what is reflection, cultural analysis exercise

Widening the Focus: Freshmen and Education Abroad

Erika Richards (FIE: Foundation for International Education), Terri Arnold (Northeastern University), James Buschman (New York University)

Two universities will review their freshman programs strategies and address the value of overseas programming for first-year students. Rationales and challenges for a freshmen overseas program are presented. Creative curriculum design and thorough orientation are keys to program success. Past participants will address their programs’ transformational nature and their subsequent home campus transition. Additional session materials: #2 power point, Northeastern University freshmen options for study abroad