ethanporcaro/eric-fulltext-meta huggingface dataset:
Germany as a Study Abroad Destination of U.S. Students in the Science, Technology, Engineering and Mathematics (STEM) Fields
Author: Comp, David
Date: 2010-00-00
Type: Journal Articles
Subjects: International Education,International Educational Exchange,Academic Achievement,Engineering,Foreign Countries,Educational Opportunities,German,Study Abroad,STEM Education,Trend Analysis,Educational Policy,Second Language Learning

Of the 205,000 U.S. students abroad during the 2004-2005 academic year, only 6,557 or slightly more than 3% of them studied in Germany. The Ohio Alliance reports that only 13% of all U.S. students who studied abroad during the 2004-2005 academic year were from the STEM fields of study. The Institute of International Education Open Doors Report, however, does not provide a breakdown of the number of American students per academic field of study in specific countries or regions. For this reason it is difficult to know how many U.S. students in the STEM fields are actually studying and/or researching in Germany each academic year. This report maps patterns of study abroad in Germany by U.S. students in the Scientific, Technology, Engineering and Mathematics (STEM) fields and to learn what, if anything, Germany is doing to attract these students to its universities and research institutions. It also looks at the academic trends in the STEM fields in both the United States and German higher education systems in order to better understand the international educational opportunities for U.S. students to study these disciplines abroad in Germany. Finally, it investigates if there are current developments or policies in Germany to attract U.S. students and in particular students in the STEM fields to study and/or research in German universities and institutes. (Contains 38 notes.)
Implications of Early Sociocultural Adaptation for Study Abroad Students
Author: Savicki, Victor
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Culture,Acculturation,Study Abroad,Second Language Learning,Sociocultural Patterns,Emotional Adjustment,Social Integration,College Students,Symptoms (Individual Disorders),Measures (Individuals),Foreign Countries

Helping students and others facing the task of adapting to a foreign culture is becoming ever more pressing. The current study delves into sociocultural adaptation in order to clarify that process and provide information useful for educators, trainers, coaches, and others guiding those facing a sojourn in a foreign culture. A question to be examined is how to facilitate study abroad student sociocultural adaptation so that they can reap the benefits associated with the Integration strategy. Fundamental to answering that question is the need to discover what processes might be involved with successful versus unsuccessful sociocultural adaptation. The current study attempts to explore this matter by following students who report easy versus difficult sociocultural adaptation early in their sojourn. It examines the relationship between sociocultural and psychological adaptation. Specifically, it focuses on the impact of the ease of &quot;fitting in&quot; to a new culture with psychological outcomes of satisfaction and reactions to stress. One might predict that lower initial adaptation to living in a foreign culture might result in lower psychological adjustment. The study findings, however, are more complicated, revealing linkages to the quality of the study abroad experience more than to its outcomes. A brief literature review that sets the stage for the study is presented. (Contains 3 figures and 3 tables.)
First City, Anti-City: Cain, Heterotopia, and Study Abroad
Author: Kenney, Lance
Date: 2011-00-00
Type: Journal Articles
Subjects: Employment Potential,Study Abroad,Second Language Learning,Cultural Awareness,Educational Research,Genealogy,Place of Residence,Urban Areas,Educational Experience

Cross-/inter-cultural development, language acquisition, employment potential, and the impact of homestays, program duration, direct enrollment, even grading policies have been analyzed in the pages of "Frontiers" and other journals. This analysis more often than not utilizes methodologies particular to social science research. What has been missing from the profession of education abroad is a parallel development of theory. A discussion of the city's relation to study abroad provides an opportunity to insert a theoretical element into the pedagogy of the profession. Specifically, the author proposes to introduce the Foucauldian concepts of "genealogy" and "heterotopia" to the idea of the "city," and in turn apply those same terms to the place of the city in the study abroad experience. Then, turning from Michel Foucault as "philosopher of space" to Paul Virilio, "philosopher of time," the author demonstrates the interplay between Foucault's heterotopia and Virilio's "anti-city," showing how study abroad in the contemporary, globalized city requires distinct programmatic changes to the (s)pace of education abroad.
Experiential Approaches to the Global City: London as Social Laboratory
Author: Gristwood, Anthony
Date: 2011-00-00
Type: Journal Articles
Subjects: Inquiry,Global Approach,Active Learning,Study Abroad,Experiential Learning,Foreign Countries,Metropolitan Areas,History,Decision Making,Foreign Policy,Social Systems

London is the paramount example of a city that is not bounded by its geography and cannot be grasped in isolation. The U.K.'s national capital and the prime focus for business, finance and creative industries, London also transcends the U.K.'s borders as a hub of the world economy. This paper argues that London, a city riddled by the socioeconomic contradictions of its success, provides unparalleled opportunities for active experiential and inquiry-based learning which transcend the conventional study abroad agenda. The authors outline some of the ways in which students' conceptions of London as a study abroad destination can be transformed by their active investigation of its global nature. London is shaped in multiple ways by its connections with the wider world, and in turn shapes the world through the decisions which are made there--a &quot;factory&quot; of globalization. London's distinctive global nature can be identified in terms of historicity and spatiality, located in both the legacy of its imperial dynamic and its contemporary place in the networks of the world capitalist economy. The authors discuss principal dimensions of London's &quot;globality,&quot; which provide the contextual framework for its value as a learning laboratory. (Contains 3 notes.)
Study Abroad and the City: Mapping Urban Identity
Author: Blair, Scott
Date: 2011-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Global Approach,Study Abroad,Service Learning,Urban Areas,Experiential Learning,Teaching Methods,Foreign Countries,Guidelines,Self Concept,Metropolitan Areas

Study abroad by U.S. students, despite recent growth into non-western and rural destinations, often remains focused on cities, often very large and highly urbanized ones. While the destination cities for study abroad are located across the globe, European cities remain predominant, and thus, this article focuses on study abroad in one city. The very purpose of study abroad is greatly magnified in the city precisely because the city provides so many of those challenges and opportunities required of effective pedagogical strategies in cultural awareness. This article looks at how experiential learning activities can be employed to support greater tolerance for diversity in an era of globalization by using a case study from a study abroad course on the urban landscapes of LGBT communities in Paris. Drawing on National Society for Experiential Education (NSEE) guidelines for experiential learning, this article (1) proposes a theoretical approach to using the city as a laboratory for facilitating intercultural learning, understanding identity formation, and building tolerance of diversity; and (2) shows how mapping can be used to better understand the complexity and specificity of urban landscapes and the identities they generate. (Contains 1 endnote.)
Jerusalem: City of Dreams, City of Sorrows
Author: Ricks, Thomas
Date: 2011-00-00
Type: Journal Articles
Subjects: Economic Progress,Neighborhoods,Jews,Cultural Pluralism,Urban Areas,History,Cultural Awareness,International Education,Multilingualism,Religious Cultural Groups,Arabs,Geography,Land Settlement,Schools,Services,Study Abroad,Teaching Methods

Jerusalem is more than an intriguing global historical city; it is a classroom for liberal learning and international understanding. It had never been a city of one language, one religion and one culture. Looking at the origins of Jerusalem's name indicates its international and multicultural nature. While Israelis designate Jerusalem as their political capital, Palestinians recognize it as their traditional capital. This paper intends to introduce the U.S. international educator, faculty, and students to the past 500 years of Jerusalem's social and cultural history by focusing on (1) the geography and physical nature of the Holy City and its quarters (&quot;ahya'&quot;); (2) the social and economic growth up to 1948 of the Old (walled) City and the surrounding neighborhoods (&quot;harat&quot;) of the New (unwalled) City in terms of schools, public services and markets; and (3) the present cultural, social, and political presence of Israelis, and the Jewish colonial settlements, or neighborhoods encircling both the Old City and the new City of the 21st century. (Contains 11 endnotes.)
The Ballet of the Streets: Teaching about Cities at Street Level
Author: McGuire, Patrick A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Systems,Dance,Figurative Language,Foreign Countries,Urban Areas,Life Style,Metropolitan Areas,Comparative Analysis,Research Methodology,Urban Studies

The urban scholar Jane Jacobs once described city life as &quot;the ballet of the streets.&quot; In more than a quarter century of joint teaching, the authors have used Jacobs' metaphor to help their students understand that cities are living organisms created and maintained, for good or ill, by the people who live and work in them. At heart their teaching are intense encounters with cities, a &quot;street level&quot; experience designed to give students a chance to walk the city's streets, and to meet its people, prominent and not, so that they can discover for themselves, in living context, the city's culture, varying life-styles, and issues. Given their international importance and astronomical growth over the last half century, cities are arguably the most significant social systems in the world and, as a result, are crucial for students to understand as such. The purpose of this paper is to share, first, the methodology the authors have developed for studying cities &quot;at street level&quot;; and second, to suggest how that methodology might be used in the study of cities anywhere. Starting with a course comparing New York and Toronto, they have used a similar approach to study cities in England, Ireland, Italy, Central Europe, China, and Vietnam.
Learning to Unlearn: Transformative Education in the City
Author: Ritsema, Mieka
Date: 2011-00-00
Type: Journal Articles
Subjects: Study Abroad,Urban Areas,Urban Education,Thematic Approach,Interdisciplinary Approach,Program Design,Transformative Learning,Experiential Learning,Professional Development,Student Development

While urban settlements have been an integral part of human life for millennia, cities today are arguably at the heart of survival on, and of, this planet. More than half of the world's population now lives in cities, and urban centers present some of the greatest social and environmental challenges of their time. Though students may study in or travel through cities while learning abroad, urban settings typically provide the scenery rather than the focus for study abroad programs. The International Honors Program (IHP), in contrast, studies the urban context itself and embraces the consequential role of cities in the world as the thematic heart of the authors' study abroad program, Cities in the 21st Century. In this article, the authors discuss the content and the learning opportunities that are available when the city is the classroom. They describe the current design of the program and methods that they use, and suggest how the intercultural context and interdisciplinary nature of this experience can be adapted to other programs in international education.
Performing Cities: Engaging the High-Tech Flaneur
Author: Rodriguez, Karen
Date: 2011-00-00
Type: Journal Articles
Subjects: Study Abroad,Urban Areas,Urban Education,Learner Engagement,Technology Uses in Education,Maps

As international educators, the overwhelmingly urban context of study abroad requires not only a more intense querying of "the city" as a concept, but also more attention to how students could engage with and learn from the urban landscape. In this article, the authors begin with a theoretical flanerie through a range of ideas related to the city in order to frame programmatic strategies for promoting a more critical student engagement with urban spaces and places. They pay particular attention to the fact that students now come into study abroad cities armed with a battery of technological tools, unlike their 19th century counterpart. They question whether students are employing these tools to engage with the spaces and places of locality or simply creating endless images and representations about these abroad cities without any real thought or connection. They aim to provoke thought about how they might profitably harness the possibilities of students' new media use toward their pedagogical ends. They therefore cover both theoretical and practical matters to encourage practitioners to infuse programming with increased local specificity as they welcome the current generation of study abroad participants into what is still a plethora of urban difference.
The Greek Key: Getting Acquainted in Athens
Author: Augeri, Hunter
Date: 2011-00-00
Type: Journal Articles
Subjects: Global Education,Foreign Countries,Study Abroad,History,Tourism,Classification,Cultural Awareness,Experiential Learning,Teaching Methods,Expectation,Misconceptions

Greece conjures up images of idyllic island landscapes, turquoise seas and venerable mythic deeds set among majestic monuments. These notions are, moreover, often associated with a history, religious culture and language that are ancient. Tourist posters and national sentiment aside, today the Hellenic Republic is a country that is as much European as it is Mediterranean, Levantine, and Balkan. In other words, it defies categorization. This multiple identity gives educators a remarkable tool when working with study abroad students who find their way to Greece because, no matter what expectations or assumptions a student may travel with, they are rarely met once the student reaches Athens. In fact, these mis-expectations are perfectly situated to act as one half of a double exposure: what do the students expect to see--if they can articulate it at all--and what do they actually encounter? This article uses The Greek Key: Experiencing Athens as a Cultural Landscape, a required course at the Arcadia University College of Global Studies' program in Athens, as an arena in which to address this question and suggest pedagogical strategies for helping students reconcile the expectations about Athens and Athens' realities. (Contains 1 note.)
The Experiential Teaching of Berlin--Theoretical Reflections and Best Practices from a Study Abroad Site
Author: Wagenknecht, Thomas
Date: 2011-00-00
Type: Journal Articles
Subjects: Study Abroad,Experiential Learning,Urban Culture,Urban Education,Urban Areas,Learning Theories,Teaching Methods,Best Practices,Theory Practice Relationship,Foreign Countries

Creating first hand experiences of urban cultures that focus on reflection and leave profound impressions on students while providing the framing for future cycles of experiential learning is a complex and difficult dynamic to navigate. The way urban manifestations of a different culture are directly experienced varies depending on the circumstances of a concrete cross-cultural encounter and the student's subjective interpretation of it. To suggest a tentative framework within which the elusive nature of interpreting an urban culture can be channeled, facilitated, and made fertile for effective teaching, in this article the author turns to his on-going study conducted in Berlin, Germany. The specific study abroad program under investigation is designed around the study of the European metropolis. The author focuses on the role and considerations of teachers who approach urban cultures by creating episodes of experiential learning. First, he elaborates on experiential learning theory and the philosophy of experiential education as two concepts that highlight complex teacher-student-environment reciprocities. Second, the discussion of an interview, read against other interviews and the theory of experiential learning, demonstrates the challenges of designing and conducting experiential learning situations. The ensuing discussion of best practices in mediating urban cultures will validate the city's capacity for experiential learning and reveal solutions for the intercultural hurdles involved in teaching &quot;experientially.&quot; Ultimately, the author argues that more effort is required to close the gap between the theoretical and practical considerations of the experiential teaching of urban cultures in order to safeguard positive learning outcomes and increase the efficiency of teaching and learning in study abroad courses.
When in Rome
Author: Geller, Anne Ellen
Date: 2011-00-00
Type: Journal Articles
Subjects: Writing Across the Curriculum,Global Education,Institutional Mission,Faculty Development,Study Abroad,College Faculty,Foreign Countries,Urban Schools,Writing Instruction,Summer Programs,Catholic Schools,Workshops,Personal Narratives

In the summers of 2007 and 2008 St. John's University's faculty arrived in Rome and spent two weeks working together at the university's campus in the Prati section of Rome as participants in a program that was half faculty writing retreat and half writing across the curriculum faculty development workshop. The focus of the St. John's University Summer Faculty Writing Institute--writing and the teaching of writing--may not be academically connected to the locale, the city of Rome, in the ways some study abroad programs connect disciplinary content and geographical location. And yet to see St. John's University's ulterior motives for supporting this program as based only in Catholicism--or worse, conversion--is to miss that where an institution sends its faculty and why it decides to support faculty study abroad to certain locales--or certain cities--may make more subtle aspects of institutional mission, goals and values visible to faculty in important, tangible ways that can later inform faculty and students' teaching and learning. Also, as other research studies reveal, creating a scholarly, reflective space for faculty to build a learning community far from their daily lives on a campus in the United States, whether it's a research community, or a writing community, may be one of the best investments in faculty development and global education an institution can make. In this article, the author discusses why St. John's has invested in Rome as one of its premiere study abroad sites and describes the Summer Faculty Writing Institute. (Contains 6 endnotes.)
When the City Is Your Classroom
Author: Riggio, Milla Cozart
Date: 2011-00-00
Type: Journal Articles
Subjects: Socioeconomic Influences,Residential Patterns,Study Abroad,Social Bias,Foreign Countries,Urban Schools,Urban Areas,Global Approach,College Students,Poverty,Disadvantaged Schools,Urbanization,Cultural Differences,Pollution,Environmental Education

Students who attend Trinity College in Hartford, Connecticut, have elected to spend their university years in one of America's most distinguished small cosmopolitan cities. Over the last two decades as the world has become rapidly urbanized, Hartford has become a critically contested site where economic poverty, environmental degradation, residential segregation, and the search for identity in the face of fluid migratory patterns pose serious challenges and provide unprecedented learning opportunities. Moreover, students studying and living in cities almost anywhere in the world learn how urbanization--by creating problems and challenges that cross national, international, and disciplinary boundaries--has begun to collapse the distinctions between the so-called First and Third worlds. Connecting their learning experiences overseas with those at home, students are better positioned to comprehend the complex world around them. In this article, the authors discuss the urban and global initiative at Trinity College that provides fresh examples for rethinking the changing relationship between study abroad and the city. (Contains 28 endnotes.)
Study Abroad and the City: Bringing the Lessons Home
Author: Brewer, Elizabeth
Date: 2011-00-00
Type: Journal Articles
Subjects: Experiential Learning,Workshops,Faculty Development,Study Abroad,Urban Schools,Consciousness Raising,Global Education,Second Language Learning,Educational History,Teacher Improvement,Cognitive Mapping,College Faculty,Foreign Countries

Study abroad's purpose, once conceived primarily as a means for acquiring knowledge in a content area as well as language acquisition, began in the 1980s to be considered a vehicle for helping American students become less &quot;parochial&quot; and better prepared to live and work in a globalized world. To achieve these goals, students must be able to acquire content knowledge, develop interculturally, and learn experientially. As well, consistent with the reflection stage in the experiential learning cycle, they need to be able to communicate (verbally, non-verbally) in country, and express what they have learned both during and after the study abroad experience. Beloit College has sought to involve faculty in study abroad since its formal establishment at the College in 1960. For a number of years, faculty development around study abroad at Beloit College consisted of membership in oversight and selection committees, visits to study abroad sites, the occasional faculty member accompanying students to a study abroad site to serve as an advisor, and participation in faculty development seminars offered by study abroad providers. Early in the current century, however, faculty began convening in ad-hoc groups with the director of international education to discuss ways to strengthen study abroad learning outcomes. In this article, the author describes faculty development activities and a workshop that was held on the Beloit College campus in June 2005. The 2005 workshop in Beloit allowed participants to experiment with different kind of exercises, (mental mapping, walking, observing, taking photos) as well as read and discuss texts--scholarly, literary, journalistic--to give them concrete and abstract approaches to thinking about study abroad and the city.