"Tracing the Experience: From Inquiry to Integration"
Eighth Annual Conference
March 21-23, 2012
Denver, CO
Please note that the video and/or audio recording of Annual Conference sessions is NOT permitted.
Concurrent Sessions
Access Standards Committee Working Group working draft documents for conference sessions below on this page: Queries Relating to the Study of the Host Country Language, Guidelines for Undergraduate Health-Related Programs Abroad
Thursday, March 22, 2012 8:45 - 10am
Cultural Analysis Methodology for Students
Deirdre Mendez (The University of Texas at Austin), Maria Terrazas Carbajal (The University of Texas at Austin)
This session introduces a methodology developed at the University of Texas for self-directed cultural analysis that students conduct abroad with minimal preparation and supervision. Participants receive training in the technique and complete exercises using it. Links to all relevant documents and sample student assignments are provided for these no-cost materials.
Engaging First Generation College Students in Education Abroad
Michelle Tolan (Institute For Study Abroad, Butler University), Heather Powell Browne (Colorado College), Karyn Sweeney (University of Denver), Past Study Abroad Participants: Kelsey Guyette (University of Denver), Neelah Ali (University of Colorado), Juan Sanchez (University of Colorado Denver), Esmeralda Rodriguez (Colorado State University), Lindsay Morse (United States Air Force Academy)
First-Generation students comprise up to 40% of college enrollment, yet are among the highest attrition and lowest study abroad rates. This session will outline “First Gen” characteristics; share best practices for engaging and advising; identify unique challenges from application to re-entry; and contribute strategies from colleague and student perspectives.
Engaging the Small Group Experience: Pedagogical challenges and strategies in graduate short-term study abroad programs.
Alexander Akulli (Michigan State University), John Dirkx (Michigan State University), Julie Sinclair ( Michigan State University)
This interactive session engages participants in collegial dialogue about pedagogical challenges and strategies exploring group dynamics as potentially powerful mediating influences on quality of learning derived from graduate short-term study abroad programs. This session draws on multiple case examples of faculty-led graduate programs of Michigan State University and Davenport University.
Ethical Predicaments of Promoting Student Internships in Africa
Kati Csoman (Juniata College), Emil Nagengast (Juniata College), Buba Misawa (Washington & Jefferson College), Lindsay Briggs (California State University)
Study abroad programs are scrambling to meet the growing demand among students to have an internship as part of their education abroad. This session addresses some of the ethical predicaments of this trend in Africa. Are we enhancing or undermining our student’s stereotypes? Are students' perceptions damaged by this “drive-by humanitarianism?”
The FAQs of Creating an International Internship Program
Debbie Donohue (Global Career Pathways), Peter Kerrigan (DAAD)
International internships are an integral component of any internationalized campus. What are the realities of establishing an international internship program? These realities will be analyzed and deconstructed through roundtable discussions and the exchange of best practices.
Gatekeepers or Gate Crashers: Seamless Advising - Partnerships between the Study Abroad Advisor, the Program Provider Representative and Multiple Stakeholders on Campus.
Neva Barker (Scripps College), Kristen Mallory (Claremont McKenna College), Rhonda Chiles (Harvey Mudd College), Eowyn Greeno (School for International Training)
Students are best served when campus advisors and program representatives work together to help students identify academically appropriate programs. Panelists will discuss the challenges of negotiating a balance between the institution’s goals and the program provider’s realities and offerings while working in the best interest of students, from inquiry through participation.
How Does Internationalization at Home Impact the Field of Education Abroad?
Sebastian Fohrbeck (German Academic Exchange Service (DAAD)), Tamsin Thomas (British Council), Sarah Wolf (Embassy of Australia)
This session will look at the shift in how internationalization at home is understood in Australia, Germany and the United Kingdom and what this means in term of mobility, funding and resources.
Walking the Walk: U.S. Faculty and the International Academic Experience
Julie Scott (DIS-Danish Institute for Study Abroad), Helena Kaufman (Carleton College), Ana Maria Wiseman (Wofford College), Lawrence Bell (University of Colorado, Boulder)
U.S. faculty who are actively engaged in international education are of vital importance to the recruiting, advising and selecting mission of the study abroad office and moreover to the internationalizing mission of the university. Besides encouraging students to study abroad, faculty who have had an opportunity to participate in or design an international program themselves, are better at drawing from the student experience to enrich classroom content, are in a better position to reach out to international counterparts, and are more inclined to mentor new faculty to do the same.
Which Tool Does What? Aligning Assessment Tools to the Forum Standards
Scott Blair (CEA Global Education), Larry Braskamp (GPI Institute), Craig N. Shealy (International Beliefs and Values Institute), Mitchell R. Hammer (Hammer Consulting)
Bringing together the architects of key assessment tools used today in study abroad to gauge student learning and development (the GPI, BEVI and IDI), this session asks the simple question: Which tool does what? Panelists discuss the effectiveness of their respective instruments in assessing student learning and development as expressed in Forum Standards and Queries.
Thursday, March 22, 2012 10:45am - 12pm
Critical Issues: Community Colleges and Education Abroad
Jen Sydow (Scottsdale Community College)
A moderated discussion identifying critical issues, challenges and successes of community colleges integrating education abroad on their campuses, and looking ahead to shared solutions.
Steven Duke (Wake Forest University)
A small but growing number of institutions now offer cultural engagement courses for students. What makes these courses effective? What do students learn, and what forms of challenge and support work best at these stages? What items should you consider when planning or implementing a cultural engagement course?
Digital Storytelling & Study Abroad: Reflection, Articulation and Integration through Multimedia Narrative
Tom D'Agostino (Hobart and William Smith Colleges), Doug Reilly (Hobart and William Smith Colleges), Marie Bongiovanni (Lebanon Valley College)
Digital Storytelling is a powerful pedagogy that addresses many of the challenges study abroad students face before, during and after study abroad: reflection, articulation and integration. Participants in the pre-conference digital storytelling workshop will present their films and facilitate a discussion about the potential of digital storytelling in study abroad.
Leveraging Research and Theory to Support Education Abroad: PhD not Required
Margaret Wiedenhoeft (Kalamazoo College), Inge Steglitz (Michigan State University), Julie Anne Friend (Northwestern University), Michael Nelson (CET Academic Programs)
Whether or not you have a PhD, can you develop research demonstrating the transformational effects of education abroad on stakeholders, including students and campus communities. Should mid-level professionals pursue a PhD or another path? Presenters will also identify needed research for measuring the transformational nature of Education Abroad.
The Forum's Incident Database: What We Learned and Where We Are Going
Natalie Mello (Forum on Education Abroad), Bill Frederick (Lodestone Safety International)
In 2009-10, the Forum on Education Abroad sponsored a pilot study that gathered data on critical incidents affecting students' health and safety in education abroad. This pilot also yielded valuable data about the instrument used. This session will introduce the prototype of the new data reporting instrument developed based on the pilot, and its implications for Clery reporting.
SESSION WITHDRAWN
Owning Privilege and Avoiding Paternalism: Case studies of US students in India, Bosnia and Cambodia
Todd Waller (Spring Hill College Italy Center), Michael Duffy (University of San Francisco), Muhamed Durakovic (Summer Research University)
Kolkata, India; Srebrenica, Bosnia; Phnom Penh, Cambodia - lessons learned from placing students in situations where others are living in extreme poverty, have been victims of war, or are trafficked as slaves. This round table dialogue session will focus on how to avoid paternalism in international projects that bring privileged American students in contact with marginalized individuals.
The "Realities" of US Study Abroad: Perspectives from the "Old" World
Michael Woolf (CAPA International Education), Peter Kerrigan (DAAD), Ionna Kohler (CampusFrance USA)
The panel will interpret the current state of US study abroad from the perspectives of three professionals working on both sides of the Atlantic with explicit aim at engaging our US colleagues in a productive and open debate. The objective is not to denigrate or be critical of the endeavours made by our colleagues but instead to raise issues that relate to our mutual strengths, weaknesses, assumptions, objectives and visions.
The Role of Resident Directors in Students' Experience Abroad: International Perspectives
Monique Fecteau (APUAF & Tufts in Paris), Julia Carnine (SIT - Toulouse), Mingzheng Shi (New York University-Shanghai), Laurie Kohler (University of Maryland program in London and AASAP - Association of US Programs in UK)
Seasoned Resident Directors from France, China and the UK representing diverse program models will engage participants in a discussion of the RD's role and impact on students' experience from pre-departure to re-entry. Results of a 2011 study of perceptions of Chinese, French and U.S. returned students will serve as the springboard for group work.
Saturated Markets in Study Abroad: Designing serious programs in "less serious" destinations
Randall Salisbury (CET Academic Programs), Nicole Hubbell (Denver University), Shelley Jessee (George Washington University)
This session explores the challenges and successes of advising and designing serious programs in popular destinations, discusses the best way to meet the issue of saturated destinations head on, and how to best achieve immersion environments where students may be less interested in becoming immersed. A number of questions will be discussed including whether destinations are “less serious” or if we have made them “less serious”.
SESSION WITHDRAWN
Study Abroad in China, Study Abroad in the U.S.: A Collaborative Endeavor
Lauryne Massinga (EducationUSA China), Carola McGiffert (U.S. Department of State)
Both the State Department's 100,000 Strong Initiative and EducationUSA China have as part of their mission outreach to underrepresented students. This session presents the challenges and opportunities for heretofore unseen large-scale, people-to-people engagement. In this session, the EducationUSA China Regional Education Advising Coordinator based in Beijing and the 100,000 Strong Initiative Senior Advisor based in Washington, DC. share their observations about the unique needs of the underrepresented on both sides.
Thursday, March 22, 2012 1:45 - 3pm
Contemplative Pedagogy for Intercultural Development
Meg Quinn (Council on International Educational Exchange), Lilli Engle (American University Center of Provence), Vaishali Mamgain (University of Southern Maine), Denise A. Cope (Koc University)
Negotiating intercultural difference can be stressful; overwhelmed students tend to withdraw into social/digital "bubbles." Contemplative practices can reduce stress, improve clarity, and develop empathy - keys to learning abroad. This session provides a survey of research, examples in current use, and interactive demonstrations to help you integrate secular contemplative practices into your courses, programs, or orientations.
Additional handout
Emerging Destinations in Education Abroad: Case Study India
Dan Olds (CIEE), Andrea Custodi (The Alliance for Global Education), Chris Deegan (University of Illinois at Chicago)
India has recently become an emerging education abroad destination on U.S. campuses. This session proposes to provide context to the many ways that institutions may advise the benefits of studying in India and provide broader access to India for students and faculty alike by creating synergies across disciplines and departments on their campuses given the transformational nature of India itself and its rapidly changing educational landscape.
First-year Students Abroad: Perspectives and Models from Three Institutions
Brett Berquist (Michigan State University), Brian D. Harley (Purdue University), Kurt Olausen (University of Cincinnati), Inge Steglitz (Michigan State University)
Should first-year students study abroad? Three institutions, at different stages of program development, argue that they should and share program philosophy, pedagogy and practical lessons learned about program implementation and logistics. Participants contribute their perspectives for a comprehensive look at the pros and cons of freshman education abroad.
Photoblogging with the Facebook Generation: Using Gen Y's Strengths in Study Abroad Reflection
Tonia Gray (University of Wollongong), Greg Downey (Macquarie University)
Aldous Huxley stated, "Experience isn't what happens to you, it is what you make of what happens to you." In study abroad, intercultural learning goals require reflection. This session discusses an ongoing research-curriculum project using blogging and photo-elicitation. By harnessing the strengths of Gen Y, tech savvy, multi-taskers, visual stimuli facilitate reflective narratives that impact study abroad.
Proposed New Standards from the Forum Standards Committee
Michael Steinberg (IES Abroad), Bill Nolting (University of Michigan), Margaret Wiedenhoeft (Kalamazoo College), Steve Schmidbauer (Child Family Health International (CFHI)), Sandi Smith (Global Learning Semesters), Jon Peterson (Global Experiences), Lisa Donatelli (Georgetown University)
In this session leaders of two standards working groups will present their work in progress. Roundtables will then focus on proposed standards that these working groups are developing including work, internships, and volunteer programs, and the use of technology in study abroad.
Successfully Incorporating Provider Programs into your Study Abroad Office Offerings
Stacy McKay Benander (Athena Study Abroad), Katie Roller (Marymount College), Lee Frankel (Academic Studies Abroad), Sarah Goolkasian (Saint Anselm College)
This roundtable session will examine the relationship between study abroad program providers and college/university study abroad offices, and outline some best practices and successful and ethical models for incorporating provider programs into the offerings of a school-based study abroad office.
Universitas 21: A Consortium Approach to Inspiring Global Perspectives Through Study Abroad
Chris Berry (The University of Auckland), Nigel Cossar (The University of Melbourne), Marilyn Miles (The University of Birmingham), TBD (The University of Nottingham)
This session is presented by the Universitas 21 consortium (an international network of 23 leading research-intensive universities in fifteen countries) and will focus on two particular courses which underpin study abroad experiences. 1. U21 Global Issues Program (GIP): a multi-lateral model incorporating virtual and physical student exchange; 2. Nottingham University’s Intercultural Learning Module, developed in partnership by practitioners and academics.
What is Study Abroad's Campus Address?: Concrete steps for integrating education abroad into the undergraduate curriculum
Timothy Carlson (IFE, French Field Study and Internship Programs), Truett Cates (Austin College), Mark Sheldon (Northwestern University), Marina Markot (University of Virginia), Eric Singer (Goucher College)
This session will catalog current problems and practices in the academic integration of education abroad, starting with brief presentations from three different institutional viewpoints. Themed breakout groups led by specialized discussants will report out at session's end, to establish a nuts-and-bolts list of issues and possible responses.
Thursday, March 22, 2012 3:45-5pm
Assessment & Marketing: Using Data to Shape and Promote a Message of Transformation and Strategic Integration
Nick Gozik (Duke University), Amanda T. Kelso (Duke University), Adam Henry (Arizona State University), Margaret Heisel (NAFSA - Center for Capacity Building in Study Abroad)
This session will explore how data-driven marketing and outreach can promote the idea of education abroad, as well as shape a message of transformation and integration. Presenters will provide an overview of assessment and marketing trends, as well as specific examples from their own institutions. Presentations will be followed by roundtable discussions.
EULOGY TO SLOWNESS: Time as the Best Foundation to Build a Successful Program Abroad
Luca Bonomi (Societa Dante Alighieri Siena), Irina Krymova (University of Illinois at Chicago)
The concept of slowness is very popular in everyday life but in the world of work it is still generally viewed negatively. Through the experience of a US/Italy long-term program collaboration, the session will demonstrate how building a program intentionally with pace leads to a solid and successful program.
Evacuation from Egypt: Exploring Lessons Learned
Joanna Holvey-Bowles (Institute for Study Abroad, Butler University), Christie Harrison (Institute for Study Abroad, Butler University), Mohamed El-Komi (Institute for Study Abroad, Butler University), Jen Hogan (Drake University), Ian Weller (student, Drake University)
After evacuating students from Egypt, the education didn’t end. Panelists include diverse perspectives including that of student, on-site staff, U.S. staff and university director. Learn how they managed the crisis and what the experience taught students and staff. What lessons can we teach future students?
Exploring and Redirecting Student Attitudes toward Ethical Conduct and Expectations
Margaret Wiedenhoeft (Kalamazoo College), Mike Morrison (Baylor University), Karen McBride (San Jose State University)
This interactive session addresses contemporary students’ understanding of and respect for ethical conduct and decision-making with an emphasis on abroad programs. Factors, roles, and responses contributing to ethical decision-making are explored, on the part of both educator and student. The session includes presentation, case study analysis, and vigorous discussion.
Presentation and Discussion of Proposed Standards for Language Education (Language Standards Working Group)
John Lucas (IES Abroad), Peter Kerrigan (DAAD), Dan Davidson (Bryn Mawr College)
The chief purpose of this session, sponsored by the Language Standards Working Group, will be to discuss the development of a draft of queries for faculty, administrators and advisors in education abroad programs focusing on foreign language acquisition and education abroad programs. These queries will ultimately be an addendum to the Standards of Good Practice.
Review the Working Document here: Queries Relating to the Study of the Host Country Language
SESSION WITHDRAWN
Sex and Sexuality in Study Abroad
Stephen Ferst (The Education Abroad Network), Petra Visscher (Maryland Institute College of Arts), Anthony Ogden (University of Kentucky)
Learn innovative ways to talk about sex, sexuality, and sexual identity during advising, pre-departure, and on-site orientation for study abroad programs and help your students think about and prepare for these issues while abroad.
Standards for Programs Serving Pre-health Student Experiences
Tricia Todd (University of Minnesota), Scott Daby (University of Minnesota), Jose B. Alvarez IV (SIT Study Abroad), Jessica Evert (University of California)
In April 2011, a Forum Working Group was created to develop standards for programs that serve pre-health students. The standards have been reviewed by task force members, and others, and are ready to present for general review. This session will allow attendees to review and comment on the standards.
Review the Working Document here: Guidelines for Undergraduate Health-Related Programs Abroad
Sustainability Best Practices: Unpacking Guidelines for Study Abroad
Andrea Dvorak (Augsburg College), Katie Bell (Yale College), Daniel Greenberg (Living Routes), Joseph Underhill (Augsburg College)
Climate change creates many challenges for education abroad. Presenters will discuss the creation of sustainability guidelines and possible a "green certification” system for programs, and engage in critical conversation about the challenges and opportunities the field faces in making study abroad environmentally sustainable.
Winning Proposals: Preparing Your Students for Competitive Study Abroad Scholarships
Malaika Serrano (Council of American Overseas Research Centers (CAORC)), Jody Dudderar (U.S. Student Fulbright Program, IIE), Chris Powers (National Security Education Program, IIE), Jane Thiele (Gilman International Scholarship Program, IIE)
As study abroad numbers continue to rise, education abroad practitioners need to be aware of best practices in advising students for competitive U.S. study abroad scholarships. Learn what it takes to develop a winning application from Fulbright, Gilman, Boren, and Critical Language Scholarship administrators, and hear directly from program alumni.
Friday, March 23, 2012 8:45 - 10am
Articulating the Experience: a Working Session on Best Practices for Returned Student Services
Zac Einerson (GlobaLinks Learning Abroad), Beth Engwall (Bryant University), Lisa Loberg (California Lutheran University), Lorien Romito (Endicott College), Katie Roller (Marymount College, Rancho Palos Verdes)
Well-planned and intentional returnee services are essential to supporting returned students in articulating the meaning and value of their education abroad. This working session will consider how best practices for returned students can provide them with greater support and networking opportunities; guidance on how to deal with returnee issues; how to articulate the impact of an international experience in a resume, cover letter, and job interview; how to go abroad again; and inspiring examples of living an internationally-focused life.
Building Consortia to Increase Study Abroad Opportunities in New Destinations, in New Disciplines, and for Underrepresented Groups
Margaret Heisel (Center for Capacity Building in Study Abroad), Carol Dickerman (Associated Colleges of the Midwest), Margaret Riley (Duke University), Neal Sobania (Pacific Lutheran University), Julie Lindsay (University of Wisconsin, Madison)
Consortia present opportunities for addressing the increasing number of student interests and additional disciplines and destinations for which study abroad must be developed. Engaging with other colleges and universities in consortia can promote program innovation while sharing risk and responsibility. Discuss these options with experts from several successful consortia.
Confidence and Credibility in Education Abroad Advising
Ryan Meyer (University of Cincinnati), Jill Reister (University of Cincinnati), Leslie Anderson (The Ohio State University)
It’s hard to feel confident when talking to students about places you haven’t been to yourself. Mistakes in pronunciation and geographic knowledge can challenge even a seasoned professional. This round-table dialogue will discuss common issues that make practitioners feel less confident or seem less credible. The presenters will also give tips for how practitioners can overcome these barriers when talking to students, parents, and faculty.
Encountering the Holy: Religion and the Study Abroad Experience
Matthew Herbst (University of California San Diego), Jim Galvin (University of California San Diego), Eric Lund (St. Olaf College), Kevin Murphy (CEA Global Education)
This panel addresses religion in study abroad as topic, priority and experience, and addresses strategies to foster religious understanding through encounters with the lived experience. How can study abroad programs help students better understand the diverse religious traditions of our world and what administrative, pedagogical, and other challenges does this present?
Fostering Transformative Learning in Education Abroad Programs
Kristine Lalley (University of Pittsburgh), Tina Mangieri (SIT Study Abroad), Louis Berends (SIT Study Abroad)
Transformative learning is a theory that supports education as fostering critically reflective thought, where discourse is learner-centered and interactive, involving group deliberation and problem solving. This session will introduce participants to theories of transformative learning and will encourage debate about the applications of this theory to education abroad.
Sharing a Common Language: Building Alliances with Human Resources Professionals
Sarah Groskreutz (University of Minnesota - Twin Cities), Sarah E. Spencer (University of St. Thomas), Lisa Donatelli (Georgetown University)
This session will address building and strengthening of relationships with Human Resources professionals, in the context of the Forum's work in establishing benchmarks for the education, skills and staffing required in our work. Initial research and data on measuring workload for advising and program management will also be presented.
Stepping into our Carbon Footprints and Walking our Talk
Daniel Greenberg (Living Routes), Katie Bell (Yale University)
International education has the inherent dilemma of supporting our global understanding while harming our global environment through extensive travel. This session will summarize major issues, strategies, and best practices in addressing our carbon footprints and share some exciting new tools for measuring, reducing, and mitigating these impacts.
"This is not Study Abroad:" Bridges to Globalize the Health Professions
John Sunnygard (University of Colorado Denver), Rory Foster (Common Ground International), Karen Gieseker (University of Colorado Denver Anschutz Medical Campus)
In the health professions, the demand for international experience is growing exponentially. Generally, the health professions have separate, distinct administrative and academic structures. This session addresses the challenges and solutions to incorporate intercultural and language growth in curricula with foci on rigorous professional development. Intricacies and ethics of international risk management are explored.
Work in Progress: Diversity, the Standards of Good Practice, and Education Abroad
Joy Carew (University of Louisville), Heather Barclay Hamir (University of Texas at Austin), Gretchen Cook Anderson (IES), Olivia Emilia Hardin (Mobility International), Janis Perkins (University of Iowa)
This session will present the initial efforts of the Standards Committee Working Group on Diversity in Education Abroad. Members of the group will present the work to date, identify issues and challenges, and invite participants to contribute to the crafting policies that support diversity, in all its definitions, in education abroad.
Additional slides - Barclay Hamir, Cook-Anderson
Friday, March 23, 2012 10:45am - 12pm
Bill Frederick (Lodestone Safety International), Adam Rubin (CIEE), Kristen Mallory (Claremont McKenna College)
Mid-way through a program is not the time for program leaders to start discovering student pre-existing mental health conditions or the potentially challenging issues associated with psychotropic medications. This presentation will explore what you need to know before you go and look at some innovative institutional management strategies.
Adjunct Instruction in Education Abroad: A Town-Hall Discussion
Scott Blair (CEA Global Education), Russ Alexander (The Education Abroad Network), Lisa Chieffo (University of Delaware), Jeremy Geller (University of New Haven), Michael Woolf (CAPA International Education)
This discussion-based session explores the landscape of adjunct instruction in education abroad and outlines a research agenda of its many ramifications. The reality of adjunct instruction should be assessed by professionals precisely because it’s so prevalent and because it takes place at such a critically important place in study abroad - in the classroom.
Additional materials - Scott Blair
Additional materials - Michael Woolf
Chantal Bourgault Du Coudray (The University of Western Australia), Milly Ingate (The University of Western Australia), Kris Lou (Williamette Universty), Gabriele Weber Bosley (Bellarmine University), Nigel Cossar (University of Melbourne)
Building upon recent research exploring the sometimes yawning gaps between the ideals of international exchange and its practice, this session takes up the challenge of creating a sustainable pedagogy built around the development of reflective practices amongst study abroad students through "Action Research" a family of research methodologies which pursue action and/or change simultaneously.
Enabling Long-term Benefits from Short-term Programs: Key Practices for Sustaining Community Engagement Outcomes
Mireille Cronin Mather (Foundation for Sustainable Development), Nicole Patel (Northwestern University), Paul Arntson (Northwestern University), Star Moore (University of San Francisco), Zack Klim (New York University)
The session begins by asking the audience to pose critical questions concerning education abroad program design and how it can accommodate the impact of globalization on societies. The panelists have developed and offer global engagement programs that go beyond a ‘do no harm’ approach and transform the paradigm of education abroad for both students and the communities they impact. Panelists will share how their programs prepare students for the challenges of community engagement in a globalized context: What makes a program sensitive to globalization impacts? What is the role and responsibility of the student/university/program partner in education abroad programs in relation to the community they intend to serve? How are service-learning projects integrated into program design so student learning and community development outcomes are prioritized, evaluated and sustained? This session directly speaks to the conference theme as it addresses how globalization has a critical impact on questions which need to be asked during program design, and how the implementation of the programs must be acutely sensitive to community integration.
"Just Because You're Comfortable Doesn't Mean You Get It": Practice and Theory to Help Students Get the Most from Studying Abroad in English-Speaking Countries
Susan Popko (Santa Clara University), Colin Ireland (Arcadia University, retired), Martha Johnson (University of Minnesota), Lance Kenney (Villanova University)
The vast majority of American students choose to study abroad in English-speaking destinations. Many advisors categorize English-speaking study abroad destinations as a homogeneous unit. How can advisors encourage students to look for those rich, but often subtle, cultural lessons that they can learn from English-speaking countries? How can educators enhance their advising methods to ensure that students are alive to the possibilities of their experiences abroad? This session will offer theory-based approaches to how international educators and their students engage their experiences. Post-colonial theory and aspects of post-structural theory, such as the notions of heterotopias and nomadology, can be productively used by students in their preparations for studying abroad.
Overcoming Barriers in Using Data to Improve Study Away Programs
Brian Zylstra (Central College Abroad), Kelly McLaughlin (Yale University), Michael Zoll (Semester at Sea), Cheryl Young (Miami University of Ohio), Larry A. Braskamp (Central College)
Barriers and strategies in using data to improve the quality of student experiences in Study Abroad are highlighted. After five users present their strategies to enhance use, participants in small groups will react to and share their strategies in enhancing use of data for improvement.
Preparing Students to be Intentional and Reflective Learners
Marina Markot (University of Virginia), Mick Vande Berg (Council on International Educational Exchange), Carol Zachs (University of British Columbia)
Learning abroad experiences can be powerful vehicles to change perspective and foster deep gains in student’s development. Research has shown that intentional programming that fosters reflection throughout the experience enables deeper learning. This session will explore two programs designed with this goal in mind and, through participant discussion, will explore other creative ways to reach these gains.
Social Justice and Education Abroad
Joseph Brockington (Kalamazoo College), Margaret Wiedenhoeft (Kalamazoo College), Tina Mangieri (SIT: School for International Training), Rachel Tomas Morgan (University of Notre Dame)
Increasingly, students are drawn to issues of social justice on campus and in their selection of opportunities abroad. This session explores the ways in which issues and activities related to social justice can be incorporated into education abroad program design and activities, staff training, and access to programs abroad.
Friday, March 23, 2012 1:45 - 3pm
Challenge by Choice: Alumni with Disabilities Discuss Study Abroad
Olivia Hardin (Mobility International USA), Teresa Nguyen (University of Colorado - Boulder), Franz Knupfer (Johns Hopkins and Fulbright Alum), Carolyn Belle (Colorado College Alumna)
Students with disabilities and education abroad professionals are both concerned with balancing risk and adventure when choosing an education abroad program. Discuss the idea of challenge by choice with study abroad alumni with disabilities, and how these students perceive the most effective methods of support from advisers and other professionals.
What is the State of the Field?
Kim Kreutzer (University of Colorado, Boulder)
The Forum's State of the Field Survey is the only initiative in education abroad that collects information on issues of importance to all education abroad constituencies. Members of the Forum's Data Committee will report out the latest results, place these in the context of of benchmark data from previous surveys, and facilitate discussion of the data and its implications.
Ethical Issues in Sending Students to Dangerous Areas
Mark Sheldon (Northwestern University), Jerome B. Bookin-Weiner (AMIDEAST), Andrea Custodi (The Alliance for Global Education)
Are there ethical issues involved in sending students abroad on programs that operate in dangerous parts of the globe? If there are issues, what are they, and how should they be addressed? By reference to which standards should these issues be resolved? Or, is parental permission adequate?
Expanding Horizons: Education Abroad with First Year Students
Wendy Viggiano (Syracuse University), Sara Calvert Kubron (Northeastern University)
The internationalization of higher education as well as the growing demand from students for unique ways to begin their college careers has led to an increase in first-year abroad opportunities. Two universities examine their program benefits and challenges, strategies, cohort selection, student development theories, curriculum design, as well as orientation and transition programming for first-year students.
Fostering Undergraduate Research Abroad: Opportunities and Challenges
Christopher Welna (Associated Colleges of the Midwest), Eric Lund (St. Olaf College), John Ottenhoff (Associated Colleges of the Midwest), Peter Peregrine (Lawrence University), Carol Dickerman (Associated Colleges of the Midwest)
This session provides an opportunity to share strategies for fostering strong undergraduate research in off-campus study programs and for meeting the challenges involved in such work. The session will offer brief presentations of case studies of undergraduate research followed by round-table discussions.
Internationalizing the International: International Students Who Study Abroad
Davina Potts (Michigan State University), Nigel Cossar (University of Melbourne), Aleece Sisson (Michigan State University)
As learning mobility continues to grow, more international students are choosing education abroad programs within their degree program, already abroad. Their objectives can be significantly different from the norm. This session will report research on the experience of international student participants as well as institutional strategies to expand this activity.
Using Digital Video Logs to Promote Global Competency in Study Abroad Programs
David Wong (Michigan State University), Rene de la Fonteijne (Maastricht University), Allison Webster (Michigan State University)
Study abroad students on a 3-week program to the Netherlands were asked to spend an hour by themselves in culturally unfamiliar situations. Afterwards, they created digital video logs of their experience. We share students' videos (heartfelt, vivid, filled with tension, drama, and humor) to stimulate discussion of the potential of video logs to promote global competency.
