ethanporcaro/eric-fulltext-meta huggingface dataset:
The View from the Veranda: Understanding Today's Colonial Student
Author: Ogden, Anthony
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Experience,Cultural Differences,Cultural Awareness,Study Abroad,Travel,Second Language Learning,Student Motivation,Educational Objectives,College Students

Like the steady stream of colonial families of decades past traveling to their country's dominions abroad, contemporary education abroad students are similar passengers on a powerful steamship bound for lands of new sounds, sights and wonders. Although their studies may be challenging and demanding, students are exhilarated with thoughts of new opportunities that await them; after all, they have been told to expect an experience of a lifetime. They are yearning for excitement, to travel the world and to experience new things. Many are in search of new knowledge that will inform their studies, new skills that will enable them entry into desirable professions, and new attitudes that will challenge their limited perspectives of the world. Some will become competent speakers of foreign languages, develop close and meaningful ties with people from cultures other than their own and still others will pursue scholarly initiatives in search of new knowledge. However, there are others who are simply enjoying a modern Grand Tour and are not necessarily striving to be the brave explorer and inquisitive seeker of new cultural experiences. These students see themselves as transients in a world that has somehow afforded them this exceptional privilege, and for whom sitting on the colonial veranda, sipping "sangria", watching their host culture in action, is comfortable and natural. If education abroad is about helping students to learn new ways of thinking and to become more complex, interculturally competent individuals, it is not desirable for students to remain comfortably situated on the veranda. Education abroad programs should make it impossible for students to avoid direct and meaningful contact with the host culture, to learn with and from them, to explore new values, assumptions and beliefs. This article will seek to reexamine the student experience in education abroad today by employing an analogy derived from a post-colonial paradigm, thus describing contemporary students as "colonial students". Moreover, the extent to which the profession of education abroad is complicit in developing and perpetuating a "colonial system" will be demonstrated. Issues involved in the degree to which students are motivated toward pursuing meaningful intercultural learning and engagement will be presented and discussed in the context of working effectively with colonial students.
The Opportunity Cost of Study Abroad Programs: An Economics-Based Analysis
Author: Heitmann, George
Date: 2008-00-00
Type: Journal Articles
Subjects: Economics,Study Abroad,Costs,Administrators,Income,College Students,Program Administration,Evaluation Methods,Tuition,Fees

Most colleges and universities offer study abroad programs, and an increasing number of students participate in such programs. The cost of offering and promoting study abroad programs is often misunderstood and incorrectly assessed. This paper provides an analysis of study abroad costs that will be of general interest, but will be especially useful to college and program administrators who have responsibility for budget, program size, and program management decisions. The purpose of this analysis is, first, to summarize briefly some standard study abroad practices, and indicate their revenue and cost implications. This is done in Part II. The second purpose, presented in Part III, is to discuss the opportunity cost of study abroad. The analysis presented therein will be familiar to economists, but will likely be novel to many college and study abroad administrators. It will demonstrate with a numerical example why the standard interpretation of study abroad costs is wrong, and provide an economic approach whereby costs can be correctly assessed. (Contains 1 note.)
Differences in Global-Mindedness between Short-Term and Semester-Long Study Abroad Participants at Selected Private Universities
Author: Kehl, Kevin
Date: 2008-00-00
Type: Journal Articles
Subjects: Futures (of Society),Educational Research,Universities,Private Colleges,Academic Achievement,Study Abroad,Student Attitudes,Cultural Awareness,Student Participation,Program Effectiveness,World Views,Comparative Analysis,Program Length,College Students

One concern that merits the attention of the educational research community is the growing trend toward shorter study abroad programs. Study abroad offerings in which students have traditionally enrolled for academic credit were primarily either a semester or a year in length. The recent Open Doors (2005) report reveals that the growth of study abroad can be attributed, in part, to the increase in programs involving sessions of eight weeks or less. Recent growth in participation in short-term study abroad programs warrants research on the effectiveness of these programs and raises important questions about the differences in student outcomes between short-term and semester-long study abroad participants. The purpose of this study is to help bolster existing study abroad research by comparing the global-mindedness of student participants at three private universities' study abroad programs. This study seeks to examine the differences between students who have participated in a short-term program, consisting of eight weeks or less and students who have participated in a semester-long program in one particular study abroad model known as an "island program." The study will also establish the baseline levels of global-mindedness of students who have applied and been accepted into a future study abroad program, but as yet have no study abroad experience. Recommendations generated from this study are geared primarily toward administrators of study abroad programs. (Contains 2 tables.)
A Notion at Risk: Interrogating the Educational Role of Off-Campus Study in the Liberal Arts
Author: Law, Andrew
Date: 2008-00-00
Type: Journal Articles
Subjects: Altruism,Liberal Arts,Ethics,Empathy,Risk,Moral Values,Role,Critical Thinking,Study Abroad

The American tradition of liberal arts education assumes that choosing to become an educated person means choosing to become a responsible person--a person capable of engaging in thoughtful reflection and, in turn, acting with empathy and compassion and making informed moral/ethical judgments and choices. In other words, neither education nor knowledge is value free, and therefore the educational connection between thought and action must be an intentional one. In this essay, the authors argue that it is important to take on the challenge of applying these pedagogical assumptions to off-campus study. This is not about particular off-campus study programs, "per se", but about how people at liberal arts colleges make manifest, through on-campus advising and administrative practices and policy, the educational role of off-campus study. The authors strongly believe that they should act as educators to challenge students to develop as individuals who can understand their own limitations, their own particular socio-political, economic, historical and cultural embeddedness, and who have tools of critical reflection with which to make the moral/ethical judgments and choices that are the imperatives of a liberal arts education. (Contains 17 notes.)
Persistence at a Liberal Arts University and Participation in a Study Abroad Program
Author: Young, Denise Y.
Date: 2008-00-00
Type: Journal Articles
Subjects: Research Design,Core Curriculum,Western Civilization,Academic Persistence,Liberal Arts,Study Abroad,Student Participation,Teacher Student Relationship,Program Descriptions,Correlation,College Students,Statistical Analysis

The purpose of this study was to explore the association between persistence at the University of Dallas, a private liberal arts university, and participation in a study abroad program. Students who participate in the study abroad program at the University of Dallas spend one semester (typically during the sophomore year) at the Rome campus of the university. More than 80% of University of Dallas undergraduates participate in the Rome Program. The Rome Program provides an opportunity for students to more intensely experience the University of Dallas core curriculum, which focuses on the great deeds, ideas, and works of western civilization. Informal interaction between students and faculty are an integral part of the Rome experience. This study used a quasi-experimental research design with 1,237 students to investigate the association between persistence at a liberal arts university and participation in a study abroad program. Data for this study were extracted from the administrative computing system at the University of Dallas. Results showed that there was a statistically and practically significant positive association between participation in the Rome Program and persistence at the University of Dallas. (Contains 6 tables.)
Intercultural Development: Topics and Sequences
Author: Savicki, Victor
Date: 2008-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cross Cultural Training,Depression (Psychology),Study Abroad,Cultural Awareness,Anxiety,Psychological Patterns,College Students,Individual Development,Educational Benefits

When people travel from their own home culture to a different culture, they experience variations not only in terms of scenery and societal arrangements, but also in terms of daily routines, interpersonal interactions, and expectations. Many differences are based on the divergence in underlying values and concerns of the home versus the host culture. On a day-to-day basis, events that reveal such differences may pose threats and lead to anxiety, confusion, anger, and depression. Conversely, they may pose challenges whose resolution can lead to feelings of mastery, excitement, appreciation for aspects of the host culture, and a clearer understanding of one's home culture. The exposure and reactions to such events form the foundation of intercultural development. However, what types of events are important to such development, and how do sojourners change their perspective about those events as they continue through the adjustment process? This article tracks reports of cultural events and topics deemed salient by university student sojourners over their semester of study abroad in an attempt to discover not only which topics were identified, but also the sequence in which the sojourners found those topics salient. Evidence for sequences of topic salience has implications for the education and support of sojourners both prior to departure, and during exposure to a new culture. The successful negotiation of the developmental processes in the study abroad experience can have long lasting effects for students. It is hoped that this research will increase the understanding of how to facilitate such positive development. (Contains 4 figures.)
Japanese Vocabulary Acquisition by Learners in Three Contexts
Author: Dewey, Dan P.
Date: 2008-00-00
Type: Journal Articles
Subjects: Linguistic Borrowing,Comparative Analysis,Vocabulary Development,Study Abroad,Japanese,Second Language Learning,Measures (Individuals),Language Tests,Language Proficiency,Language Usage,Foreign Countries,Statistical Analysis,Immersion Programs,College Students,Second Language Instruction

This study is an investigation of the development of vocabulary knowledge during study abroad (SA), intensive domestic immersion (IM) and academic-year formal classroom (AY) learning. Its focus was the growth of vocabulary knowledge in Japanese--a language where little SA research has been conducted to date. Unlike most studies addressing vocabulary development, it was centered strictly on vocabulary acquisition. Following the example of one of the most insightful comparative studies of vocabulary learning abroad and at home to date (Laufer &amp; Paribakht, 1998), it included multiple measures of vocabulary knowledge to assess possible subtle differences in vocabulary acquisition between the SA, IM and AY settings. The first research question to be addressed in this study was, &quot;Are there differences in terms of vocabulary development between learners in SA, IM and AY settings?&quot; The second question, focusing on the nature of interactions and efforts to use the second language was, &quot;Is language contact correlated with vocabulary acquisition in the SA, IM and AY settings?&quot; Results showed differences between contexts in terms of vocabulary acquisition. Furthermore, significant correlations were found between language contact and vocabulary acquisition in the SA, IM and AY settings. (Contains 6 tables and 8 notes.)
The Role of Faculty Study Abroad Directors: A Case Study
Author: Goode, Matthew L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Colleges,Liberal Arts,North Americans,Study Abroad,College Faculty,Administrator Role,Cultural Awareness,Administrator Attitudes,Case Studies,Interviews

In the literature, there exists some analysis of the study abroad faculty director (FD) role at U.S. colleges and universities. While the existing research has explored the multiple dimensions of the FD role, there has been less analysis of the place of intercultural development in the role. This study sought to fill this gap in the research literature by examining the FD role and focusing on how intercultural development, which is frequently named as one of the primary goals of study abroad programs, informs this role. The overarching purpose of this study was to explore the role of study abroad faculty directors at one undergraduate, liberal arts college in the United States [referred to in this article as &quot;North American College&quot; (NAC)]--focusing, in particular, on the intercultural dimension of the role. In this study, answers were sought to the following research questions: (1) How do study abroad faculty directors conceptualize their role?; (2) How well do faculty's formal and informal experiences prepare them to serve as study abroad faculty directors?; (3) What degree of intercultural development do the study abroad faculty directors at &quot;North American College&quot; have?; and (4) How do study abroad faculty directors conceptualize their role in the intercultural development of their study abroad students? Methodology, findings, recommendations, and limitations of this study are discussed. (Contains 3 figures and 1 table.)
The Home Stay: A Gendered Perspective
Author: Gutel, Heather
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Culture,Second Language Learning,Foreign Countries,Gender Differences,Study Abroad,Latin Americans,Family Environment,International Studies,Student Attitudes,Cultural Awareness,College Students

A home stay is typically defined as a period of time in which a person resides with a family in a home located outside his or her country of residence. Living with a host family is frequently connected to learning a language and immersion in a foreign culture. Study abroad students often participate in home stays, but there is little academic research to-date that gives evidence of why students should (or should not) choose to live with a host family. No existing research was found that compares the home stay experiences of male and female study abroad participants. International Studies Abroad (ISA) places many of their students with host families. The organization offers year, semester, summer, and intensive month programs in Belgium, Spain, Italy, France, Chile, Costa Rica, Argentina, Mexico, the Dominican Republic, England, and Australia. In ISA's Spain and Latin American sites, the majority of the students are placed with host families. This study explores the home stay experiences of male and female ISA students. The purpose of this research is to seek an understanding of the perceptions that male and female students hold towards living with a host family, to analyze what has shaped their experience and subsequently their views, and to generate a theory about the home stay perceived as a &quot;gendered&quot; experience. Based on the data collected in this study, male and female students have relatively similar views about the host family experience. Both genders recognize the importance of the home stay to cultural exposure, including fostering language learning and insights into the host culture. Male and female students alike recommended staying with a host family while studying abroad. (Contains 3 tables.)
Designing Assessment into a Study Abroad Course
Author: Santanello, Cathy
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Strategies,Majors (Students),Student Attitudes,Lifelong Learning,Service Learning,Parks,Program Effectiveness,Study Abroad,Program Design,Interdisciplinary Approach,Teaching Methods,Course Evaluation,Alumni

One faces several challenges when designing an education abroad program. These include engaging non-traditional majors in study abroad experiences; facilitating learning activities that directly align with the learning goals of the courses; assessing specific learning outcomes; and finding ways to close the circle after the study abroad programs so that the experience becomes part of a continuum of lifelong learning. Those involved in study abroad at Southern Illinois University Edwardsville (SIUE) share these challenges, together with the reality that the vast majority of its students are unwilling or unable to engage in a semester or academic year study abroad program due to financial constraints and family-related issues. Since 2001, the university has offered sixteen sections of interdisciplinary service learning course to SIUE students at Carara National Park. SIUE has planned and revised this course in recent years to meet the interests of various interdisciplinary teams. The principles of course design as outlined by Fink (2003) were used to evaluate critically and refine the course. Fink describes an integrated course as one that incorporates such elements as situational factors, learning goals, assessment activities, instructional strategies, and course evaluations. The key to this design is not only having these components in place, but also integrating each step so that optimal student learning can be achieved. In this paper, the authors highlight some aspects of Fink's process that have been particularly helpful in the course. They describe their approach in incorporating distinct elements of these phases into the study abroad course. They also explain how they assessed the course through the eyes of the currently enrolled students and course alumni.
"The Pursuit of Exotica:" A Comment
Author: Shubert, Adrian
Date: 2008-00-00
Type: Journal Articles
Subjects: Curriculum Development,International Education,Student Mobility,Study Abroad,Academic Freedom,National Security,Student Needs,Criticism,Tourism,Educational Attitudes,Spanish,Foreign Countries,Uncommonly Taught Languages,Second Language Learning,Second Language Instruction

Michael Woolf's article, "Come and See the Poor People: The Pursuit of Exotica," is a provocative critique of what he calls the "new orthodoxy" of promoting study abroad in non-traditional destinations. Woolf's underlying point is that the current emphasis on promoting student mobility to non-traditional, i.e. non-European, destinations "is neither entirely realistic nor wholly desirable." Among the problems he identifies are the prevalent use of the language of tourism; the self-engaged nature of student responses; and the downgrading of "the inherent seriousness of international education." Underlying all this is the absence of an academic agenda to drive the movement. Woolf is also critical of arguments in favor of non-traditional destinations that highlight national security considerations, and he raises the interesting issue of the resource and academic implications of sending large numbers of US students to universities in these countries. He concludes by arguing that for the promotion of study abroad to non-traditional destinations to be legitimate it must "be driven by a combination of curriculum development on US campuses with an investment in building infrastructure in universities in those regions." The author could not agree more with this conclusion. He also agrees with some of Woolf's more specific arguments, but there are a number of points of Woolf's analysis which could, perhaps, be more complete. This comment will take up some of these issues. It is intended as a friendly and supportive comment on Woolf's timely and thought-provoking article as well as a broadening and sharpening of his critique. (Contains 6 notes.)
The Cultural Implications of Primary Health Care and the Declaration of Alma-Ata: The Health District of Kedougou, Senegal
Author: Blanas, Demetri A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Community Development,Primary Health Care,Rural Areas,Foreign Countries,International Organizations,Health,Health Promotion,Health Conditions,Cross Cultural Studies,Agriculture,Nutrition,Well Being,Problem Solving,Public Health

In 1978, the World Health Organization (WHO) and the international health community convoked a conference in Alma-Ata, Kazakhstan, to address global inequalities in health. The conference resulted in the publication of the &quot;Declaration of Alma-Ata,&quot; which made the ambitious call &quot;for urgent action by all governments, all health and development workers, and the world community to protect and promote the health of all the people of the world.&quot; In addition, a new tool, primary health care, was developed to carry out this project. In this research project, the author examines the district of Kedougou and the conditions of health and of primary health care therein as they are defined in the &quot;Declaration of Alma-Ata.&quot; Kedougou provided a well-focused lens through which to analyze the principles of primary health care and the goals set out in the &quot;Declaration of Alma-Ata&quot;; and, conversely, the &quot;Declaration of Alma-Ata&quot; provided a framework through which to gauge the health problems, their causes, and the possible solutions in the district of Kedougou. Before focusing specifically on Kedougou, the author attempts to put the conditions of health of Kedougou and of Senegal into context by examining international differences in health--specifically between the United States and Senegal. The &quot;Results&quot; portion of this paper examines the official structures of primary health care that are concentrated in the city of Kedougou. One of the main focuses in the &quot;analysis&quot; portion of this paper is the &quot;related sectors&quot; of &quot;community development,&quot; such as agriculture and nutrition, in the rural areas of Kedougou. Finally, because health is defined in the &quot;Declaration of Alma-Ata&quot; as not only &quot;the absence of disease and infirmity,&quot; but also as a &quot;state of complete physical, mental, and social wellbeing,&quot; the cultural practices surrounding seeking and giving health care are also briefly examined in the &quot;Analysis.&quot; The author concludes that solutions to the main health problems of Kedougou, or of any community for that matter, are not to be found in documents. Instead, all feasible solutions and successful actions for improvement in health must be found within the community concerned. Not only are the main health problems best understood by the community itself, but any successful attempt to resolve them cannot be carried out without the active participation of the community. (Contains 21 notes.)