ANNOUNCEMENT
We are pleased to announce that authors for the Frontiers Special Issue, A History of US Study Abroad: 1965 to Present, have been chosen and work on the volume is now underway.
Below you will find a Table of Contents, with a brief overview of each chapter, and the names of the author(s) researching and writing each chapter, along with their e-contact information.
If you have information or perspectives that you would like to share with these colleagues to help them in this work, we encourage you to make direct contact with them. You could also of course contact one of us. Thanks very much for your cooperation. This volume will be a collaborative effort, and your input is valued.
Cheers and best regards,
Bill Hoffa and Steve DePaul
Guest Editors
Frontiers Special Issue: A History of US Study Abroad: 1965 to Present
Special Issue
A History of US Study Abroad: 1965 to the Present
GUEST EDITORS
Stephen DePaul, Southern Methodist University sdepaul@mail.smu.edu
William W. Hoffa bhoffa@comcast.net
Chapter Titles, Descriptions, Authors, E-mail Addresses
Chapter One: The Diversification of the Student Profile
Overview of how the demographic profile of students studying abroad has broadened during this period, documented in relation to the general profile of students enrolled in higher education. To include demographic changes in student ethnicity; social and economic background; gender; age; field of study; undergraduate standing; those with previous study; international students; types of educational institutions supporting study abroad; and other student background factors which differ from previous generations of students who studied abroad. Discussion of what caused these changes and current trends. How this change in demographic profile changed programs and services
Authors:
Elizabeth Stallman, University of Minnesota stall044@umn.edu
Gayle A. Woodruff, University of Minnesota gwoodruf@umn.edu
Jinous Kasravi, University of Minnesota kasra003@umn.edu
David Comp, University of Chicago dcomp@uchicago.edu
Chapter Two: The Diversification of Geographical Locations
Historical overview of expansion in the numbers of regions and countries where study abroad programming began to take place during this period, in comparison with ‘traditional’ study abroad destinations before the middle-1960’s. Discussion of domestic and international factors which influenced this expansion and student numbers involved, as well as prominent program sponsors offering programs in these new destinations. The degree to which American study abroad now encompasses the ‘whole world’ and yet demographic evidence which suggests that European destinations remain by far the most popular. Discussion of the cost, time, and expertise needed for developing and sustaining more geographically diverse programs, and how affordable they are for many students, as well as degree to which language and cultural immersion is possible, given the limits of cost, duration, impact, and academic credit.
Authors:
Tony Ogden, Pennsylvania State University aco2@psu.edu
Heidi Soneson, University of Minnesota sones001@umn.edu
Paige Weting pweting@insightbb.com
Chapter Three: Study Abroad and Campus Internationalization
Overview of how study abroad over the past 40 years has become more embedded within the fabric of higher education institutions as part of comprehensive internationalization plans and practices. Topics might include: study abroad for faculty; rise in the number of international offices, centers, and staff; incorporation of study abroad in institutional mission statements; the impact of study abroad on admissions.
Author:
David Larsen, Arcadia University larsend@arcadia.edu
Chapter Four: The Diversification of Education Abroad Across the Curriculum
Historical overview of the expansion of curricular options across the American undergraduate curriculum over the last 40 years, in relation to the ‘traditional’ curriculum and goals of study abroad. Campus factors which influence this diversification, as well as limit it. Discussion of the degree to which integrating courses taken overseas into domestic study (especially in the academic major) has impacted the achievement of other traditional goals of study abroad, such as language learning and cultural integration..
Authors:
Ben DeWinter, Boston University dwinter@bu.edu
Nancy Downey, Colby College ndowney@bu.edu
Laura Rumbley, Boston College lrumbley@gmail.com
Chapter Five: The Impact of Geo-Political Events, Globalization, and National Policies on Study Abroad Programming and Participation.
Overview of how such major historical events-- such as the Cold War, the Vietnam war, the collapse of the Soviet Block, Oil Crises, Terrorism, SARS, 9/11, etc.-- have impacted study abroad advising and programming over the past four decades. Discussion of health, safety, and security considerations in response to these world events, for students, institutions, and the national government. The changing political context of study abroad in relation to changes in countries and regions such as China, Russia, India, Africa, the Middle East and Latin America. An overview of Federal and other legislation that has impacted study abroad directly or indirectly over the past four decades. This would include financial assistance to students via the Higher Education Act, Freeman funding, NSEP, and the proposed Lincoln Commission, and other legislation that attempts to bolster national security through overseas education. Discussion of the concept of students as citizen ambassadors. The impact of globalization on education abroad.
Authors:
John Keller, Pennsylvania State University jmk13@psu.edu
Maritheresa Frain, CIEE, Seville, Spain mfrain@ciee.org
Chapter Six: Changing Program Designs and Strategies
Overview of the evolution of new types of study abroad program designs which represent new pedagogical approaches to overseas learning. This includes language and cultural immersion models; branch campus models; island program models; hybrid models; short-term models; traveling program models; field study models; theme-centered models; reciprocal and asymmetrical exchanges; and other new designs. Discussion of the strengths, weaknesses, and prevalence of each approach. The development of internships and service-learning opportunities as part of for-credit and extracurricular programming. Driving forces in the initiation and design of study abroad programs. Perhaps also a history of how programs made their way through the institutional framework and thus reinforced campus academic interests and values.
Authors:
Martha Merrill, Partnership for Service Learning mmerrill@ipsl.org
Richard Rodman, School for International Training Richard.rodman@sit.edu
Chapter Seven: The Impact of Telecommunications and other Technologies
Overview of how various new technologies in telecommunications and transportation have impacted campus advising, program promotion, and the experience of students studying abroad over the last 40 years. These would include air travel; personal computers; the internet; e-mail; fax; cell-phones; ATM machines, etc.. Discussion of the positives and negatives of these developments.
Authors:
Jim Citron jcitron@Alum.Dartmouth.org
Vija G. Mendelson, Academic Programs International vija@academicintl.com
Lisa Donatelli, Rollins College ldonatelli@rollins.edu
Chapter Eight: The Economics of Education Abroad
Study of the economic costs and benefits of study abroad to campuses which run their own programs for their own students only; campuses that run programs for their own students and for other students; consortia and agencies sponsoring programs; not-for-profit program sponsors; for-profit program sponsors. Discussion of national marketing strategies and consumerism.
Authors:
Lisa Donatelli ldonatelli@rollins.edu
Traci Sebastian, Bucknell University traci.sebastian@omega.bucknell.edu
Cas Sowa, Institute for Study Abroad, Butler University cassowa@comcast.net
Chapter Nine: The Professionalization of the Field of Education Abroad,
Overview of the evolution of national associations, organizations, agencies which provide an infrastructure for American education abroad. Examination of the historical evolution of IIE, NAFSA/SECUSSA, CIEE, WIVA, AIEA, the Forum, ACE, etc. as well as overseas organizations such as EAIE. Discussion of the role of these organizations in relation to campus and agency programming, as well as in professional training and development of practitioners. The evolution of qualitative standards for professional behavior and programming. Role of research and focus on outcomes. The growth of Masters and Ph.D. programs/theses/dissertations that focus on Education Abroad. The maturing of intercultural communication as a field of academic inquiry, the growing interest in these insights on the part of study abroad professionals, and the consequent impact on US study abroad. The increasing importance of data collection.
Author:
Kathleen Sideli, Indiana University sideli@indiana.edu
Chapter Ten: Assessment of and Standards for Study Abroad
Development of more formal approaches to assessing the impact and quality of study abroad programs. Review of the growing body of research literature and the increasing ways in which research is disseminated in journals such as Frontiers and the Journal of Studies in International Education. Examination of the development of various systems and practices of program reviews, including the Forum’s Standards of Good Practice for Education Abroad.
Author:
David Comp, University of Chicago dcomp@uchicago.edu
Chapter Eleven: The Growing Focus on Intercultural Learning in Study Abroad Programs
Overview of assumptions and actions regarding how the experiential aspect of study abroad has been treated over the last 40 years, with illustrations of typical programming. Review of the “cross-cultural contact hypothesis” and its influence on programming, and the development of increasingly sophisticated approaches to making intercultural learning more intentional and generalizable. The current emphasis on the development of intercultural competence in study abroad, and its implication for educational issues in both international and domestic diversity.
Author:
Milton Bennett, Intercultural Development Research Institute milton.bennett@idrinstitute.org
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