Integrating Study Abroad Into the Curriculum: Theory and Practice Across the Disciplines
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- The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship
- Faculty-Led 360: Guide to Successful Study Abroad
- Fostering Global Citizenship: Through Faculty-Led International Programs
- Student Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do About It
- Demystifying Outcomes Assessment for International Educators: A Practical Approach
- Assessing Study Abroad: Theory, Tools, and Practice
- Building Cultural Competence: Innovative Activities and Models
- Preparing to Study Abroad: Learning to Cross Cultures
- Intercultural Competence in Higher Education: International Approaches, Assessment and Application (Internationalization in Higher Education Series)
- Maximizing Study Abroad
To achieve this goal, this book proposes two strategies: structure study abroad to bridge the separation of academic learning from experiential and intercultural learning; and integrate study abroad with the undergraduate curriculum.
In proposing this integration, the editors take into account the need for institutional change, and recognize faculty members’ concerns about maintaining the integrity of the curriculum, teaching in areas outside their expertise, and keeping up with ever-evolving institutional missions.
This book opens with two chapters presenting different theoretical perspectives relevant to the integration of study abroad into the curriculum. The following nine chapters provide examples from a variety of disciplines – from anthropology and religious studies, to literature, urban studies, biology and public health – and within such contexts as distance learning, service learning, and the senior thesis. The concluding chapter considers faculty development activities and institutional structures and policies that support curriculum integration.
While the examples are drawn from Beloit College and Kalamazoo College – liberal arts colleges with substantial study abroad enrollments, and nationally recognized for their innovative practices – readers will recognize they are easily adaptable to their own institutions. The two colleges achieved their curricular innovations with limited financial resources, and in the context that most of their students are dependent on financial aid.
The transformational ideas and practices described here provide material for reflection and campus conversations for anyone concerned with developing global citizens and well-educated students, and offer a blueprint for implementation.