RESEARCH AND LITERATURE ON U.S.

STUDENTS
ABROAD
A BIBLIOGRAPHY WITH ABSTRACTS
2001 TO 2006
COMPILED AND EDITED BY

DAVID J. COMP
INTERNATIONAL HIGHER EDUCATION CONSULTING
international.ed.consulting@gmail.com
http://international.ed.consulting.googlepages.com/internationalhighereducationconsulting

Continuing the very valuable works of Henry D. Weaver with colleagues (1989) and Maureen Chao (2001), this
annotated bibliography covers education abroad research as well as noteworthy articles and conference presentations
from 2001 to present. Comments, revisions as well as copies of papers are invited and encouraged. Comments and
submissions may be sent to David Comp at international.ed.consulting@gmail.com. All web links and e-mail
addresses specified in this document are active as of the revision date. Should you discover an address that is no
longer operational or has changed please inform the Editor so that the appropriate updates can be made.

I wish to give a very special thank you to the following individuals for their encouragement and assistance as I
compiled this bibliography: Kathy Sideli, Bill Nolting, Gary Rhodes, Ana Campos and Gabriela & Andres Comp.

Revised: July 9, 2008

Adams, R. (2001, October). Second language assessment and study abroad. Paper presented at the Pacific
Second Language Research Forum, University of Hawai'i at Manoa.
Different methods of language assessment and their impact on our understanding of second language learning
and study abroad are summarized. Also, empirical evidence is presented in support of the use of multiple
methods of assessment, including self-assessment, for accurate, reliable and valid profiles of language learners.
[Author].

Ailes, C.P., & Russell, S.H. (2002, May). Outcome assessment of the U.S. Fulbright scholar program. SRI
International. [On-Line]. Available: www.sri.com/policy/csted/reports/international. Project prepared for the Office
of Policy and Evaluation, Office of Policy and Evaluation, Bureau of Educational and Cultural Affairs, U.S.
Department of State. Contracct No.: IA0209-C9234951, SRI Project No.: P10372.
In 2001, SRI surveyed a stratified random sample of 1,004 U.S. Fulbright Scholar alumni whose grants began
between 1976 and 1999. The SRI assessment found strong quantitative and qualitative evidence that the
program is achieving it legislative mandate of promoting mutual understanding and cooperative between the
United States and other nations and that it has diverse and often powerful impacts not only on the Scholars
themselves, but on their colleagues, students, friends, and families [SRI].

Akomolafe, O. (2003, Spring). Under-representation of minorities in international education: Implications for

the foreign policy establishment. IIENetworker, 18-21.

Allen, H.W. (2002). Does study abroad make a difference? An investigation of linguistic and motivational
outcomes. (Doctoral dissertation, Emory University). Dissertation Abstracts International, 63, 1279A.
The purpose of this mixed-methodology study was to investigate linguistic and affective outcomes of summer
study abroad (SA) participation by 25 college French students. This investigation sought to determine if
significant changes occurred in two linguistic factors, oral and listening French skills, and two affective factors,
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integrative motivation and language anxiety, after SA. This study also investigated whether pre-SA affective
differences existed for SA participants versus non-SA peers. Findings were interpreted in relation to Gardner's
Socio-Educational Model (1985) which posits that success in foreign language learning depends not only on
aptitude by also on learner perceptions of native speakers and learner willingness to identify with aspects of
linguistic and non-linguistic behavior that characterize native speakers. Results demonstrated that significant
improvements occurred in French linguistic skills and significant decreases took place in classroom and non-
classroom language anxiety after SA. Integrative motivation levels of the SA group were unchanged after the
experience, however, integrative motivation levels of students with more than two years of college French (n =
12) were significantly improved. Pre-SA affective differences did not exist between SA participants and non-SA
peers. Analysis of interviews and program evaluations suggested that participants faced two sources of language
anxiety while abroad: linguistic insecurities and cultural differences. Many students reported disappointments
in terms of cultural misunderstandings (especially within host families) and lack of contact with native speakers.
Implications of this study include (1)the need for greater pre-SA emphasis on non-academic factors by
administrators, (2) the necessity for SA programs to include contact with native speakers as part of in-class as
well as informal learning, and (3) the imperative for FL teachers to infuse the curriculum with cultural
competence by integration of authentic materials, technological resources, and contact with native speakers.
[Author].

Altbach, P.G., & Teichler, U. (2001, Spring). Internationalization and exchanges in a globalized university.
Journal of Studies on International Education, 5 (1).
Internationalization in higher education is an inevitable result of the globalized and knowledge-based economy
of the 21st century. Other trends affecting the universities, including diversification, expansion, privatization,
and so on, also have implications for the international role of academic institutions. The intersection of the logic
of globalization and other pressures facing universities make a reconsideration of international programs and
strategies necessary. Exchanges, university linkages, patterns of mobility, and international and regional
arrangements among universities are all changes. [Authors].

American Council on Education. (2002). Beyond September 11: A comprehensive national policy on
international education. Washington, D.C.: American Council on Education. [On-Line]. Available:
http://www.acenet.edu/bookstore/pdf/2002_beyond_911.pdf.
Thirty-three higher education, scholarly, and exchange associations have endorsed this new proposal for a
national policy on international education. The report outlines U.S. need for international and foreign language
expertise and citizen awareness, examines the shortages in those areas, and proposes strategies and government
policies to meet these needs. [ACE].

Anders, R.L. (2001). Quick reads trekking in Thailand: A nursing study abroad opportunity. Nursing and
Health Care Perspectives, 22 (3), 118-121.

Anderson, C.L. (2002). Study abroad: The role culture plays in relating between U.S. American women and
host country men in Latin America. Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.

Aoki, K.V. (2001) The development of intercultural sensitivity in adolescents growing up in an

international community: Based on Milton Bennett’s Developmental Model of Intercultural Sensitivity. Unpublished
Master’s thesis, University of Minnesota, Minneapolis, MN.

Art & Science Group. (2001, December). College-bound students’ strong interest in international education
contrasts with actual college experiences. Student Poll, 4 (3), 1-2. Published by Art & Science Group in collaboration
with the American Council on Education. [On-Line]. Available: http://artsci.com/admin/pdf/ACF2AE8.pdf.

Arthur, N. (2001, January). Using critical incidents to investigate cross-cultural transitions. International
Journal of Intercultural Relations, 25 (1), 41-53.
The process of cross-cultural transition is of interest to researchers who attempt to uncover factors that lead to
sojourner adjustment and cross-cultural effectiveness. The purpose of the current study is to investigate the
perceived stressors and coping strategies of Canadian post-secondary students during a 7-week cross-cultural
Seminar program in Vietnam. Using a critical incidents methodology, the study tracked both the common and

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unique experiences of students. Specific critical incidents were collected from students at six time points
regarding experiences that were stressful, selected coping strategies, use of social support, shifting views of self
and perspectives about international development. Results from the study are discussed with suggestions for
pre-departure training programs and the use of critical incidents as a tool for understanding cross-cultural
transitions. [Author].

Bachner, D.J., Malone, L.J., & Snider, M.C. (2001). Learning interdependence: A case study of
international/intercultural education of first-year college students. Columbia, SC: National Resource Center for The
First-Year Experience & Students in Transition, University of South Carolina.
Administrator, faculty, and student voices come together to describe a unique experiment in intercultural
education at Hartwick College in Oneonta, New York. Challenging the notion that study abroad programs are
best suited for "mature" students, faculty and administrators designed an intercultural, interdisciplinary
course for first-year students, spanning an entire academic year. The book includes information on program
development and student outcomes, with an appendix featuring syllabi from six courses based on the model.
Learning Interdependence is equal parts travel log, curriculum design guide, and personal diary. As we struggle
with the meaning of education on a shrinking, increasingly connected planet, this book offers a bold new way of
thinking about teaching and learning in the first college year. [Authors].

Barclift, P.L. (2001, October). Study abroad: Teaching Christology in an area of conflict. Teaching Theology
and Religion, 4 (3), 166-173.
Theological study abroad programs in countries like Israel can actually benefit from the political tensions in
those countries when the tensions are treated with due caution and when the course is designed to account for
them. Focusing on Israel as its test case, this article offers suggestions for ensuring safety in countries of conflict.
At the same time, it lays the groundwork for assuring a balanced approach to studying the present conflict in
Israel within the framework of a course in christology while addressing the demands of Seattle University's
Catholic Jesuit philosophy. [Author].

Beach, R., & Sherman, G. (2000, Winter). Rethinking Canada: Canadian studies and study abroad.
Frontiers: The Interdisciplinary Journal of Study Abroad, 6, 59-72. [On-Line]. Available:
http://www.frontiersjournal.com/back/six/volsix.html.

Bell, R. (2001). From campesinos to campuses: Transforming education into action. Unpublished Master’s
thesis, School for International Training.

Bolen, M. (2003). Basic student data and outcomes assessment in international education. Position paper of
the Outcomes Assessment Goal Committee, The Forum on Education Abroad. [On-Line]. Available:
http://www.forumea.org/papers.html.
This paper proposes that by changing the ways that international educators collect program information, we
can begin to create basic data sets that could feed into more sophisticated outcomes assessment processes.
Currently many institutions and study abroad offices gather student data in many forms but not necessarily in
cross-institution comparable and consistent ways. This demographic and self-assessment data from students
need not add time consuming new processes for international offices as much of it can be done by simply editing
our application forms to allow the data to be used for assessment. We can also join data collection efforts that
many institutions already have in place, such as senior surveys or alumni surveys. This requires intelligent
discussion with experts in outcomes assessment and planning in implementing new collection instruments but
time spent this way would provide benefits in improving program quality and effectiveness and in justifying
international education project funding. [Author]

Bonner, J. (2001, May/June). Risky business: Student behavior abroad. Transitions Abroad. [On-Line].
Available: http://www.transitionsabroad.com/publications/magazine/0105/bonner.shtml.

Booker, R. (2001, November). Differences between applicants and non-applicants relevant to the decision to
study abroad. Paper presented at the Association for the Study of Higher Education (ASHE) International Forum,
Richmond, Virginia.

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 Booker, R.W. (2001). Differences between applicants and non-applicants relevant to the decision to apply to
study abroad. (Doctoral dissertation, University of Missouri-Columbia). Dissertation Abstracts International, 62 (04),
1337A.
In a study conducted at a large, public, mid-western university, applicants to study abroad and interested non-
applicants were compared with respect to personal characteristics, study abroad preferences, and perceptions
of institutional support for international education. Additionally, they were compared with respect to the
influence of perceived outcomes or consequences of study abroad, perceived social pressures from important
referents, and perceived obstacles to study abroad as related to the decision to apply or not apply. Factor
analyses produced belief-based factors. Factors that made significant independent contributions to separating
and defining the two groups were identified by stepwise discriminant function analysis. Conclusions included:
(1) At this university, applicants and non-applicants are likely to be middle-class, non-minority, female students.
(2) Business and journalism majors are common within both groups; journalism is prevalent among applicants.
(3) Majors in chemistry, education, engineering, English, history, nursing, and psychology are more common
among nonapplicants. (4) Double majors are uncommon in both groups but more likely among nonapplicants.
(5) Applicants tend to be less reliant on financial aid and employment to attend college. (6) Applicants generally
begin considering study abroad opportunities earlier. (7) Applicants and non-applicants tend to prefer
programs in Western Europe and programs with instruction in English. (8) Foreign language programs are
more popular among applicants. (9) Applicants tend to seek slightly higher levels of cultural immersion. (10)
Applicants perceive the university as more supportive of international education in terms of
opportunities/support for study abroad. (11) Non-applicants tend to be more influenced by factors related to
academic and financial concerns. (12) In priority order the independently significant factors that directly affect
the decision to apply or not apply are: (a) direction of influence of academic relationships, (b) potential
consequence that study abroad may delay or complicate completion of degree, (c) financial constraints, (d)
direction of influence of family/friends, (e) possibly of taking a travel break during college, (f) possibly of
discovering more about the world and oneself, (g) grade point average/foreign language prerequisites, and (h)
possibility that the international experience gained through study abroad will be career enhancing. (13)
Academic constraints and the amount of influence of academic relationships become independently significant
when the directional social factors are ignored. [Author].

Bova, R. (2000, Winter). The double transition in Russian area studies. Frontiers: The Interdisciplinary
Journal of Study Abroad, 6, 127-154. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.

Boyd, B.L., Giebler, C., Hince, M., Liu, Y., Mehta, N., Rash, R., Rowald, J., Saldana, C., & Yanta, Y. (2001,
October). Does study abroad make a difference? An impact assessment of the international 4-H Youth Exchange
Program. Journal of Extension, 39 (5). [On-Line]. Available: http://www.joe.org/joe/2001october/rb8.html.

Braun, H., & Gemmeke, J. (2005, March/April). Beyond duty: Insurance management in education abroad
programs. International Educator, 14 (2), 52-55.

Brockington, J.L. (2003, Spring). Bringing the international home: Rethinking the role of study abroad in
institutional internationalization. IIENetworker, 14-16

Burak, P.A., & Hoffa, W.W. (Eds.). (2001). Crisis management in a cross-cultural setting. Washington, DC:
NAFSA: Association of International Educators.
When a crisis hits, we often ask a series of questions: "What?" "Who?" "Where?" "When?" "How?" and
then, "What now?" International educators know that responses to these questions may differ from culture to
culture. Indeed, the very definition of what is and isn’t a ‘crisis’ may depend upon its cultural context.

A compendium of experience and expertise from many professionals in the field of international educational
exchange, Crisis Management in a Cross-Cultural Setting is an essential sourcebook, designed to prepare
international educators and others to respond appropriately, expeditiously, and comprehensively to crises that
befall students and scholars living and learning a long way from where they call ‘home.’ Its thesis is simple:
advance planning and cross-cultural sensitivity can make all the difference. [NAFSA].

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 Burkart, B., Hexter, H., & Thompson, D. (2001, April). Why TRIO students need to study abroad!
Opportunity Outlook Journal Reprint. [On-Line]. Available:
http://www.trioprograms.org/clearinghouse/shared/opportunity_outlookC.pdf
Low-income students and students of color remain significantly underrepresented among American students
who travel abroad. Costs and cultural factors persist as barriers to participation. As the previous examples
demonstrate, students in TRIO programs can derive academic, cultural and personal benefits from study
abroad. [Authors].

Cahnmann, M. (2002). Teachers’ translations of a study abroad experience. Unpublished document. [On-
Line]. Available: http://www.coe.uga.edu/language/faculty/cahnmann/xalapa.pdf.
This paper explores teachers' translations of words and identities in and beyond participation in the Xalapa
(Mexico). [Author].

Chao, M. (Ed.) (2001). Research on U.S. students abroad, volume II, A bibliography with abstracts 1988 –
2000. [On-Line]. Available: http://www.usc.edu/dept/education/globaled/ro/book_research_chao.htm.
In 1989, Henry Weaver edited the first version of Research on U.S. Students Abroad: An Annotated
Bibliography, which brought a range of research on study abroad together in one comprehensive document
available both in print and later online. The abstracts covered research through 1987. Philip Altbach published
Foreign Students and International Study: Bibliography and Analysis in 1989, which is also available online. In
2000, SECUSSA put out a call for these important works to be updated. The recently completed Research on
U.S. Students Abroad, Volume II covers research from 1988-2000.

There are many ways practitioners can benefit from accessing the bibliography and examining the valuable
research that has been conducted in the field of study abroad. Research results can be used to provide support
for campus advocacy efforts and budget struggles. Ideas can be garnered for new program planning and
development. Administrators can find assessment and evaluation tools that have been tested in the field.
Advisors can find useful information on marketing programs to non-traditional students. Many of the
documents also include addendums such as sample forms, course syllabi, survey instruments and
bibliographies.

Together the three bibliographies provide hundreds of references for articles, dissertations, papers, guides and
other documents related to study abroad, most documenting research studies. The majority of references also
include an annotation that provides a summary of the study or document. Both the original and updated
bibliographies are hosted by the Center for Global Education at the University of Southern California (USC)
and are located at http://www.usc.edu/dept/education/globaled. Search functions allow you to quickly find
relevant documents. For convenience annotations are classified into the following categories: Cross Cultural
Issues, Evaluations, Guides, Impact Studies, Language Acquisition, Miscellaneous, General Overviews,
Program Descriptions, Research and Theoretical Presentations. [SECUSSA].

Chichester, M., & Akomolafe, S. (2003, January). Minorities and underrepresented groups in international
affairs and the foreign policy establishment. Paper presented at the Global Challenges & U.S. Higher Education
Conference, Duke University. [On-Line]. Available:
http://www.duke.edu/web/cis/globalchallenges/research_papers.html.
This paper articulates a research agenda to address the issue of minority underrepresentation in international
affairs. It presents a synopsis of the problems posed by minority underrepresenation in international education
at U.S. colleges and universities, and it points up as well as the ramifications for the formulation and
implementation of foreign policy. It then examines, through a review of select and prominent literature, the
types of research necessary to inform efforts to improve minority enrollment in international education
programs, most importantly the development of data banks on emerging trends. If and when available, such
information can be used to assess the nature of the relationship between minority enrollment in certain
programs in higher education and minority underrepresentation in international affairs, to see if a correlation
can be established as is presumed. However, given the inconsistency and scanty availability of data,
formulating authoritative conclusions about the status of minorities in international affairs is at best difficult.
Even though existing literature seems to suggest an apparent growing movement toward internationalization on

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many of the nation’s campuses, including a small set of minority institutions, current research has yet to focus
on the role of higher education in integrating minorities into the foreign policy environment. [Authors].

Chieffo, L.P. (2001, February). Determinants of student participation in study abroad programs at the
University of Delaware: A quantitative study. (Doctoral dissertation, University of Delaware, 2000). Dissertation
Abstracts International, 61 (08), 3078A.
The University of Delaware initiated a long tradition of study abroad programs sponsored by American colleges
and universities when it founded the Junior Year Abroad in 1923. Since that time the number of American
undergraduates participating in overseas study opportunities has grown to over 115,00 per year, and the
University of Delaware consistently ranks among the top schools nationally in the number of students it sends
abroad. Over the years educators have promoted foreign study in the belief that a sojourn abroad yields
certain personal and academic benefits, and in fact this appears to be the case. Research indicates that under
specific circumstances students who study abroad demonstrate increased second language proficiency,
intercultural understanding, and knowledge of the host country, and a more mature, realistic self-appraisal
than their peers who remain on the home campus. Given the benefits of study abroad, and the current
emphasis on global communications and trade, it is surprising that the majority of students, both nationally and
at the University of Delaware, do not take advantage of this educational opportunity. The purpose of this
quantitative study is to investigate why some students study abroad and others do not, and to analyze the
factors which influence their participation decisions. The primary data collection instrument is a survey which
was distributed to over 1,000 students in thirty classes at the University of Delaware during the fall of 1999.
Statistical data analysis yielded intriguing results. In general, students reported not being very well informed
about the University's programs abroad, despite an extensive recruitment campaign. Their participation
decisions were greatly influenced by peers and parents, only minimally by faculty, and those who did not go
abroad rated program cost as the major reason for non-participation. Finally, the survey found significant
differences between first-year and upperclass students, and among various majors, with regard to their
participation decisions. If the University is to increase enrollment in its study abroad programs, these issues
must be addressed as part of a comprehensive plan actively supported by administrators, faculty, and
professionals to create an image of an institution with a core focus on international education. [Author].

Chieffo, L., & Griffiths, L. (2003, Fall). What’s a month worth? Student perceptions of what they learned
abroad. International Educator, 12 (4), 26-31.
A study of one institution’s short-term programs shows how participating students grow in ways their stay-at-
home peers don’t [Authors].

Chieffo, L., & Griffiths, L. (2004, Spring). Short-term study abroad: It makes a difference! IIENetworker,
28-32.
One institution compares hundreds of students who have participated in short-term programs abroad with
their peers who remained on campus. Results of te study confirm long-held beliefs and reveal much about what
students think they learn in a mont. [IIENetworker].

Chieffo, L.P., & Zipser, R.A. (2001, Spring). Integrating study abroad into the foreign language curriculum.
ADFL Bulletin, 32 (3), 79-85.
In order to avoid preaching to the choir, we have purposely said little in this article about the many benefits
students derive from study abroad. Instead we have provided examples of integration between our programs
abroad and those on campus and have given some suggestions for ensuring their success. It goes without saying
that we designed all our programs with the pedagogical goal of providing unique learning opportunities for our
undergraduates. Well-designed overseas programs, when combined with on-campus programs that incorporate
coursework done abroad, can provide powerful incentives for students—even those with marginal interest in
learning a foreign language—to continue their language study and move up the ladder from the lower to the
most advanced level. We mentioned the numerous advantages that successful programs abroad can bring to
foreign language departments: stronger relations with other units and a higher profile on campus, increased
enrollments in advanced courses, faculty development, and the like. Yet apart from their benefits to individual
students and departments, study-abroad programs are very highly valued at the university level as well. They
help attract the best applicants to our institution, and they play a major role in the ongoing effort to
internationalize the undergraduate student body. In short, treating study-abroad programs as an integral (and

6
integrated) part of the on-campus curriculum yields benefits for students, departments, and the institution as a
whole. [Authors].

Chisholm, L.A., & Berry, H.A. (2002). Understanding the education – and through it the culture – in
education abroad. New York: The International Partnership for Service-Learning.

Citron, J.L. (2005, May/June). Dr. Jim’s tips for directors of U.S. students abroad (as told by students…all
learned the hard way). International Educator, 14 (3), 64-66.

Citron, J.L. & Kline, R. (2001, Fall). From experience to experiential education: Taking study abroad outside
the comfort zone. International Educator, 10 (4), 18-26.

Clemens, C.R. (2003, February). A descriptive study of demographic characteristics and perceptions of cross-
cultural effectiveness of diverse students at Ohio University in relation to study abroad. (Doctoral Dissertation, Ohio
University, 2002). Dissertation Abstracts International, 63 (08), 2806A.
Our changing interconnected world demands that students have knowledge and understanding of world events,
other cultures, and languages. In higher education in terms of international education, and specifically at Ohio
University, ethnically diverse students have not considered study abroad in larger numbers. The goals of this
study are: (1) to provide some base data on students of color in relation to study abroad, (2) to define perceived
barriers to study abroad, and (3) to determine if there is a relationship between selected demographic variables
of a diverse student population at Ohio University, and attitudes of cross-cultural effectiveness. During Fall
Quarter, 2000, 114 African American, Latino and Multiracial students were surveyed to gather demographic
information, and using the Cross-Cultural Adaptability Inventory (CCAI), to measure four dimensions of cross-
cultural effectiveness (emotional resilience, flexibility and openness, perceptual acuity, and personal autonomy).
The data was analyzed using descriptive data, and ANOVA set at .05 alpha level. Results from the demographic
survey indicated that there was high parental educational attainment, medium to high parental income, prior
travel experiences by students, and Europe was still regarded as an important travel destination in addition to
Africa and South America. Barriers identified were similar to those previously found in the literature. These
included financial constraints, fears associated with racism, and leaving the country, and lack of language
competency. Results of the Cross-Cultural Adaptability Inventory indicated that over half the students were
highly emotionally resilient, half were flexible and open, and half had high perceptual acuity and personal
autonomy. One significant finding was that males were found to be more emotionally resilient than females. It is
recommended in further research, to include Asian American and Native American populations, and conduct
impact studies on students of color who study abroad. [Author].

College Legal Information. (date unknown). Managing liability and overseas programs. Nashville, TN:
College Legal Information, Inc.
This series of essays is designed to educate and inform overseas study administrators, supervisors, counselors,
and staff about the legal implications of decisions they make. Knowing the law and adopting preventive
measures is the best way to cope with the law, prevent legal challenges, and reduce exposure. Overseas
program administrators often make or participate in decisions that can lead to litigation. For example,
administrators who work with study abroad students develop working relationships with overseas and foreign
institutions; counsel and advise students and parents; apply rules of conduct and enforce disciplinary
standards; employ risk reducing strategies by using releases and waivers; and may be called upon to interface
with the media in the unfortunate event of a crisis overseas. In sum, administrators significantly affect the
effectiveness and exposure of the overseas study program. Every year more college students participate in
study abroad programs and in more challenging environments. Accordingly, overseas program administrators
encounter various responsibilities involving the safety and well being of participants, the need to prevent
exposure of the institution to liability, and to monitor all aspects of the program and campus and overseas
personnel. This manual on Managing Liability focuses on: The Expanding Scope of International Programs;
Organizational Relationships and Legal Exposure; Students and Off-Campus Misconduct; Extraterritorial
Application of Federal Statutes, Sources of Liability; Orientation and Program; Assessment; Risk Reducing
Strategies; Duty of Advisors; Crisis Management and Media Relations; Releases and Participation Agreements.
Each of these essays is presented with a common format: Overview, Application, and Preventive Planning. A
Selected Bibliography follows each topic. Additionally, sample releases, participation agreements, a program

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checklist, and an orientation assessment are provided. A chart of federal statute applicability to study abroad
programs is included. [CLI].

Collins, N., & Davidson, D. (2002, October/November). From the margin to the mainstream: Innovative
approaches to internationalizing education for a new century. Change: The Magazine of Higher Learning, 34 (5), 50-
58.

Comp, D. (2006). Underrepresentation in Education Abroad - Comparative Data on Race and Ethnicity.
Hosted on the NAFSA: Association of International Educators, “Year of Study Abroad” website. Also in print, (2005,
November). Focus: A Call to Action, NAFSA: Association of International Educators Subcommittee on
Underrepresentation in Education Abroad Newsletter, 1 (2), 6.

Comp, D.J. (Ed.). (2005). Various bibliographies relating to education abroad. Hosted on The Forum on
Education Abroad website at <http://www.forumea.org/related_links.html>
The following bibliographies were compiled by David Comp Assistant Director, Office of International Affairs
The University of Chicago.
Education Abroad and its Value in the Job Market - a bibliography
Faculty Members Abroad Bibliography
Female Students Abroad Bibliography
GLBT Students Abroad an Annotated Bibliography
Heritage Seeking in Study Abroad Bibliography
Research on Underrepresentation in Education Abroad - An Annotated Bibliography
The Case for Research on International Education

Comp, D.J. (2004). U.S. heritage seeking students discover minority communities in Western Europe.
Unpublished paper for Educational Leadership and Policy Studies 455 – Comparative Education, Loyola University of
Chicago School of Education.

Comp, D.J. (Ed.). (2003). Research on U.S. Students Abroad, Volume III, 2001 to 2003 with updates to the
1989 and Volume II Editions. [On-Line]. Available: http://globaled.us/ro/index.html
Continuing the very valuable works of Henry D. Weaver with colleagues and Maureen Chao, this annotated
bibliography covers education abroad research as well as noteworthy articles and presentations from 2001 to
present. This document also contains a significant number of additional resources and annotations of education
abroad research studies that are not currently included in the valuable Henry D. Weaver “Research on U.S.
Students Abroad: An Annotated Bibliography” and Maureen Chao “Research on U.S. Students Abroad,
Volume II, A Bibliography with Abstracts 1988 – 2000.” Comments and revisions as well as copies of papers
are invited and encouraged. Comments and submissions may be sent to David Comp at dcomp@uchicago.edu.
[Editor].

Comp, D.J., (Ed.). (2005/2002). Research on underrepresented students and education abroad: An annotated
bibliography. Hosted on the SECUSSA Committee on Underrepresentation in Education Abroad webpage at
<http://www.nafsa.org/knowledge_community_network.sec/education_abroad_1/education_abroad_2/practice_resourc
es_12/advising/underrepresentation_in> Updated editions of this bibliography may be obtained by e-mailing:
dcomp@uchicago.edu.
The purpose of this annotated bibliography is to provide education abroad advisers, administrators,
researchers and students with a broad listing of research studies, conference presentations and related articles
on underrepresentation in education abroad. The bibliography is organized under the following headings:

Minority Students
Students with Disabilities
GLBT Students
Adult Learner/Professional Students
Community College Students
Business Students
Education Students

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Engineering , Science & Technology Students
Human/Social Service Students
Medical & Nursing Students
Misc. Underrepresentation Articles
Related Journals
Research on U.S. Students Abroad: Bibliographies with Abstracts

Comments and revisions as well as copies of papers are invited and encouraged. Comments and submissions
may be sent to David Comp at dcomp@uchicago.edu. A special thank you and recognition is due to the
SECUSSA Committee on Underrepresentation in Education Abroad and the Council on International
Educational Exchange (CIEE) for making this bibliography available on their websites. [Editor].

Comp, D.J. (2005). Identifying sojourner change after a study abroad experience: A content analysis
approach. Research paper currently under review for publication.

Connell, C. (2006, January/February). Passport to Education. International Educator, 15 (1), 44-51.

Lengthy article about education abroad at Colgate University.

Conway, C. (2004, Spring). An economic development perspective on education abroad. International

Educator, 13 (2), 34-35.

Cooper, R. (2001). Globe-trotting through law school. Student Lawyer, 24 (5), 22.

Couper, G.E. (2001). The psychology of travel: A theoretical analysis of how study abroad and positive
regression affect personal growth. Doctoral dissertation, Northcentral University. AZ.

Curthoys, A. (2000, Winter). Australian studies and study abroad. Frontiers: The Interdisciplinary Journal of
Study Abroad, 6, 47-58. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.

Cushner, K., & Mahon, J. (2002, Spring). Overseas student teaching: Affecting personal, professional, and
global competencies in an age of globalization. Journal of Studies in International Education, 6 (1), 44-58.

Davidson, D.E. (2002, October 25). When just being there is not enough. Paper presented at the Conference
on Language Gain in the Study Abroad Environment, University of Wisconsin, Madison, WI.
The student records database of the American Council of Teachers of Russian (ACTR) on study abroad
learning now contains more than 3000 learning histories for study abroad participants of varying backgrounds
and immersion durations. The present report updates previous studies (including "Predictors of Gain," Brecht,
Davidson, Ginsberg) on the effects of varying durations of immersion on typical post-program language
outcomes (language gains expressed in proficiency terms) for speaking, reading, and listening typical for
summer, semester, or academic year-long program durations. The study considers a fairly broad range of
learner variables including initial language levels, years of prior study, learning styles, and learning
backgrounds represented within the student population. Such outcomes-based data are seen as significant for
study abroad program evaluation and policy formation more generally, given the size of the learner population
and the broad range of institutions represented in the ACTR data. Having established baseline data for
different program durations and learning histories, the paper then turns briefly to report on the results of four
specific intervention strategies on predicted program outcomes; 1) meta-cognitive preparation of learners in
self-managed learning; 2) targeted training of teachers in Russia in student-centered learning and proficiency-
based program development; 3) a revised mechanism for selection and monitoring of homestay placements.
Data collected over the past four years show that the specific interventions produced statistically significant
(.002) "yields"/ improvements in oral proficiency gains/ in comparison to learners of equivalent background
and initial levels of language competence in control groups. Possible and on-going adjustments in study abroad
immersion-learning models are noted for learner groups with different threshold levels of language competence.
[Author].

9
 Davis, P.W., & Mello, N.A. (2003, Winter). Beyond study abroad: The value of international experiential
education. International Educator, 12 (1), 40-48.

Deardorff, D.K. (2005, May/June). A matter of logic: Using a programs logic model, institutions of higher
education can determine outcomes of internationalization efforts in a meaningful way. International Educator, 26-31.

Deegan, C. (2004, Summer). On the backs of turtles. International Educator, 8 (3), 26-29.

Demetry, C., & Vaz, R.F. (2002, November). International project experiences: Assessing impact on
students’ educational and personal development. Presentation at the ASEE/IEEE Frontiers in Education Conference,
Boston, MA. [Summary – On-Line]. Available: http://fie.engrng.pitt.edu/fie2002/papers/1511.pdf
We are examining the impact of global, inderdisciplinary project experiences on WPI (Worchester Polytechnic
Institute) students. A first step is to understand pre-existing differences in students who choose to do their
project overseas and those who do not. Here we report results of an analysis of CIRP freshman survey data
that shows significant differences in social and civic orientation between these two cohorts of students.
[Authors].

Deupree, J., & Naderer, H. (2003, Spring). Increasing German-American cooperation in engineering: A case
study. International Educator, 12 (2), 40-41.

Dewey, D. (2002, October 25). Study abroad in Japan: The ideal environment for learning to read? Paper
presented at the Conference on Language Gain in the Study Abroad Environment, University of Wisconsin, Madison,
WI.
In this presentation, I will describe in detail a study of the development of reading processes and comprehension
during study abroad (SA) in Japan. I will begin by providing brief overviews of research on language learning
during SA in Japan and on the development of reading during SA in general. I will then describe a study
involving a comparison between American students learning Japanese in an intensive language program in
Japan and students in a summer intensive domestic immersion (IM) program in the U.S. Measures of reading
included in this study were think aloud and free recall protocols, self assessments and vocabulary knowledge
tests. Findings include: 1) a lack of significant differences between SA and IM groups in terms of changes over
time on major measures of reading comprehension; 2) the presence of significant differences in terms of
changes in reading processes (IM group monitored understanding less and showed affective reaction more over
time than the SA group); 3) differences in the growth of background knowledge (knowledge that can often
facilitate reading comprehension). Interaction with others (in particular teachers) in Japanese played a major
role in predicting changes in reading processes over time. In addition, variation in terms of changes on reading
measures was significantly greater for the SA group than for the IM group. I will discuss these and other results
and will conclude with suggestions for further research, in particular on the topic of literacy development
during SA. [Author].

Doan, T.M. (2002, January). Asian American students: Study abroad participation, perspectives and
experiences. Unpublished Masters thesis, University of Minnesota, Minneapolis, MN.
This study examines factors influencing study abroad participation among Asian American students at the
University of Minnesota, particularly focusing on the possible ways a student’s cultural and immigration
background can impact her/his decision and experience while abroad. In addition to looking at Asian
Americans as a whole, this study also examines disparities that may exist among various communities of Asian
American Students in the context of study abroad. [Author].

Doherty, K., & Goff, L. (2002, October). London calling: Exploring and discovering what students really
learn overseas. Presentation at the 31st Annual Conference of the National Society for Experiential Education, Las
Vegas, Nevada. [Presentation materials On-Line]. Available:
http://assnmgrs.com/nsee/Cross_cultural/Cross_Cultural_LIBRARY.htm.

Doorbar, A. (2003, Fall). The U.S. study abroad market: What are the barriers to purchase? IIENetworker,
58-60.

10
This article presents the findings of a new research study on the qualities that U.S. employers seek in teir new
hires…and if a study abroad experience is one of them. [IIENetworker].

Dowell, M.M., & Mirsky, K.P. (2003). Study abroad: How to get the most out of your experience. Upper
Saddle River, NJ: Prentice Hall, Inc.
Via personalized exercises, this self-directed workbook guides students through five distinct strands of
development, all of which are necessary to fully capitalize on their study abroad experience. Strands include:
personal development, learning about one's own culture, learning about another culture, professional
development, and learning a language, and each is addressed at the three crucial phases of the experience:
before, during and after the sojourn. One major goal of the text is to offer a purposeful agenda to help students
move from being the conventional tourist to an explorer who truly acquires an authentic view of another
culture. [Authors].

Downey, N. (2004, Winter). Culture and civilization courses in education abroad. International Educator, 13
(1), 42-43.

Drake Gobbo, L., Forward, M.L., & Lorenz, R. (2005, January/February). Opportunity, not threat: Dealing
with anti-Americanism abroad. International Educator, 14 (1), 18-25.

DuFon, M.A., Adams, R., Churchil, E., & McMeekin, M. (2001, October). Second language acquisition in
study abroad contexts. Papers presented at the Pacific Second Language Research Forum, University of Hawai'i at
Manoa.
It is commonly believed that language study abroad is the most effective and efficient road to proficiency in a
foreign language. Yet while the empirical research on learners in study abroad programs has determined that
study abroad has a strong positive effect on the development of fluency, communication strategies and
sociolinguistic competence, many questions pertaining to SLA in a study abroad context remain unanswered.
For example, with a few exceptions, the findings of studies to date tell us little about actual language use or the
nature of the social interaction between learners and competent native speakers of the host culture and their
effects on the process of language acquisition. Furthermore attempts to measure changes in interlanguage
development often yield divergent findings (Freed, 1995). In order to advance our knowledge in these areas, this
colloquium will begin by taking a critical look at various measures of language assessment that have been used
to measure learner gains in study abroad contexts and then present empirical evidence (Paper #1) in support of
the use of multiple methods in order to obtain accurate profiles of language learners. Then three more studies
will be presented which have incorporated multiple methods to examine the nature of the social interaction
between the learners and native speakers of the host culture and the effect of this social interaction on the
acquisition of both linguistic and social information. Paper #2 primarily utilizes diary data to examine
socialization into American culture via participation in routines. Paper #3 focuses on conversational data to
compare the negotiation of meaning in both classroom and homestay situations in Japan and Paper #4 examines
the socialization of taste by study abroad learners in Indonesia using microanalysis of discourse and learner
journals. Moreover, the pedagogical implications of all the studies will be discussed. [Presenters].

Dunstan, P. (2001, Winter). Internationalizing the student experience: How serious are we? International
Educator, 10 (1), 34-40.
An analysis of how internationalization works in Australia yields insights and ideas for improved practices
worldwide. [Author].

Durbin, R.J. (2006, January/February). The Lincoln Commission and the future of study abroad.
International Educator, 15 (1), 4-6.

Dwyer, M.M. (2004, Winter). Charting the impact of studying abroad. International Educator, 13 (1), 14-20.
Mary Dwyer reports the results of a longitudinal study conducted in 2002 by the Institute for the International
Education of Students (IES). IES surveyed 17,000 past participants on their programs between 1950 and 1999.
[DJC].

11
 Edwards, J. (2000, Winter). The “other Eden”: Thoughts on American study abroad in Britain. Frontiers:
The Interdisciplinary Journal of Study Abroad, 6, 83-98. [On-Line]. Available:
http://www.frontiersjournal.com/back/six/volsix.html.

Engberg, D., & Green, M.F. ( Eds.). (2000). Promising practices: Spotlighting excellence in comprehensive
internationalization. Washington, D.C.: American Council on Education. [On-Line]. Available:
http://www.acenet.edu/bookstore/pdf/2002_promising-practices.pdf.
Promising Practices: Spotlighting Excellence in Comprehensive Internationalization showcases the efforts of
eight U.S. colleges and universities that are leading the movement to educate a globally competent citizenry.
Each case study, written by one or more representatives of the institution profiled, details the college’s goals,
programs, and activities related to internationalization, as well as challenges and future plans. Taken together,
the case studies suggest a comprehensive road map to internationalization for any institution committed to
internationalizing undergraduate education. [ACE].

Engle, L. (2003). Study abroad program elements. Position paper of the Outcomes Assessment Goal
Committee, The Forum on Education Abroad. [On-Line]. Available: http://www.forumea.org/papers.html.

Engle, L., & Engle, J. (2003, Fall). Study abroad levels: Toward a classification of program types. Frontiers:
The Interdisciplinary Journal of Study Abroad, 1-20.

Epstein, D.F. (2004, Spring). Fact-finding by social studies teachers to Germany. IIENetworker, 51-52.

Fagan, C., & Hart, D. (2002, May). Exploring the effects of study abroad on long-term life choices. Poster
session at the Annual NAFSA: Association of International Educators Conference in San Antonio, TX.
Using the database of Cultural Experiences Abroad (CEA) a third-party study abroad provider, data was
gathered from 185 primarily undergraduate students who spent from two weeks to one year as participants in a
study abroad program. The survey consisted of an on-line questionnaire that included topics such as interest in
working in international companies, studying other cultures, and traveling abroad during the past five years.
The study suggests that study abroad experiences do have an effect on what returning students choose to do
with regard to future college studies, career aspirations, and readiness to pursue further travel outside the US
borders. [Authors].

Falcetta, F.M. (2001). The globalization of community colleges. In M. Tillman (Ed.), Study abroad: A 21st
century perspective, volume II, the changing landscape (pp. 7-9). Stamford, CT: American Institute for Foreign Study
Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm.

Falk, R., & Kanach, N.A. (2000, Winter). Globalization and study abroad: An illusion of paradox. Frontiers:
The Interdisciplinary Journal of Study Abroad, 6, 155-168. [On-Line]. Available:
http://www.frontiersjournal.com/back/six/volsix.html.

Fantini, A.E. (Ed.). (2002, Winter). SIT occasional papers series: Study abroad: Student essays and research.
Brattleboro, VT: World Learning, School for International Training, The Experiment in International Living. [On-
Line]. Available: http://www.sit.edu/publications/sitops_03.html.
The SIT Occasional Papers Series is dedicated to advancing knowledge, skills, and awareness of theory and
practice in the fields of intercultural communication, language education, training, and service. The Series
presents items of interest to educators, trainers, practitioners, researchers, and students. These include essays,
articles, reports of current research, and evaluations, as well as information about SIT, World Learning,
Projects in International Development and Training, The Experiment in International Living, and the
international federation to which they belong. [SIT].

Faunce, L. (2004, Spring). Early study abroad trend indicators. IIENetworker, 48-50.
Report on the studyabroad.com website traffic from 2001-2004 and analyzed for the following three areas:
languages studied abroad, subjects studied abroad, and study abroad destinations. [DJC].

12
 Feinberg, B. (2002, May 3). What students don’t learn abroad. The Chronicle of Higher Education, 48 (34),
B20. [On-Line]. Available: http://chronicle.com/weekly/v48/i34/34b02001.htm.

Felbeck Chalou, C., Lebold, C.J., Ganie, L., & Powers, C. (2001, Winter). Study abroad in the rainbow
nation: Post-apartheid South Africa offers interesting and complex educational possibilities. International Educator, 10
(1), 20-28.

Fenner, J. (2003, May). Study abroad, intercultural sensitivity and the Intercultural Development Inventory: A
case study of Villanova University. Unpublished BA Thesis, Villanova University.
This research thesis was conducted on the effects of study abroad on students’ intercultural development. Using
the Intercultural Development Inventory (IDI), an instrument which measures intercultural sensitivity based on
Milton Bennett’s Developmental Model of Intercultural Sensitivity. The research includes three groups of
respondents: those who have studied abroad, those who are registered to study abroad in the coming semesters,
and those who will not be studying abroad during their undergraduate years. The thesis attempts to correlate
the results with concerns over the fate of study abroad in the era of globalization and Americanization.
[Author].

Fordham, T.A. (2002). Cultural capital and the making of 'blue blazer kids': An ethnography of a youth
exchange program. (Doctoral dissertation, Syracuse University). Dissertation Abstracts International, 63, 899A.
This dissertation is a culmination of three years of participant observation of a Rotary International district in
New England. The dissertation explores the ways in which a group of adults teaches teenagers about cultural
difference. More specifically, this ethnographic project, which utilizes narrative, discourse, and content
analyses, examines the complex pedagogical machinery used by this Rotary International district to recruit,
interview, and American high school students for study abroad. The theories that guided this work are The
Sociology of Knowledge, Symbolic Interactionism, Critical Theory, and Cultural Studies. I first provide a
summary of this Rotary district's youth exchange program, including its goals, strategies and its expectations of
and requirements for students. Secondly, I explore the ways in which Rotarians talk about, or discursively
construct youth as a social category. I juxtapose Rotarians' narratives surrounding teenagers with dominant
discourses extant in the United States regarding American teens. I then examine the ways in which Rotarians
talk about and represent travel, particularly educational travel and cultural immersion. Lastly, I discuss
Rotary's discourses of culture & how Rotarians talked about culture, itself, and the ways in which they
represented specific cultures to students and to one another. I assert that the Rotary Youth Exchange Program,
by recruiting and sending middle class kids to live in upper-class environments, reinscribe race and class
privilege. Rotary's program, for American kids in particular, is a form of cultural capital that exists to
reproduce a global business class. I also posit that Rotary Youth Exchange students, however, have agency as
they resist and transgress the specific boundaries of Rotary's program and negotiate issues of cultural
adaptation and personal change. [Author].

Foster, P.B. (2001, Fall). A language and cultural practicum course in Nanjing: Maximizing the student’s use
of Chinese. Frontiers: The Interdisciplinary Journal of Study Abroad, 7, 121-128. [On-Line]. Available:
http://www.frontiersjournal.com/back/seven/volseven.html.

Fountain, A. (2001, winter). Developing a program for Spanish heritage learners in a small college setting.
ADFL Bulletin, 32 (2), 29-32.
A small private woman’s college in Raleigh with a traditional student base from the eastern part of North
Carolina seems, at first glance, an unlikely locale for a program designed for Spanish heritage learners. Yet, in
recent years, the United States Hispanic population has grown significantly even in areas not traditionally
Hispanic, such as North Carolina. With a now burgeoning Spanish-language heritage population, North
Carolina’s educational institutions are being challenged at all levels to provide both a hospitable setting and
appropriate curricular adaptations to serve the needs of this group, and small private colleges are no exception.
The experience of Peace College provides an example of how a school that has not traditionally served Hispanic
students can build programs for such heritage learners and how institutions with a relatively small Hispanic
population can provide appropriate curriculum and resources for such learners.

13
Peace College, because of its size and constituency, has used its defining characteristics and its special interests
to build a small but viable program for its students of Hispanic background—combining curriculum initiatives
with travel opportunities, cultural events, and links to the community. Key components of this process and how
they were developed are the focus of this article.

At Peace College, outreach to Spanish heritage learners has been targeted in five major ways: (1) through
curricular additions and adaptations; (2) through the development and promotion of specialized library
resources; (3) through travel in the United States and abroad; (4) through connections to the Hispanic
community and to agencies and businesses with links to Hispanics; and (5) through campus activities and
services. In addition, a conscious effort has been made to sensitize the campus to the cultural- and language-
specific interests of young women from a Hispanic background. [Author].

Gallant, M. (2002). Getting the most from study abroad: Students helping students. New York: Natavi
Guides.

Geiger, K. (undated). Fulbrighters abroad: Personal accounts of global experiences. Washington, D.C.: The
Fulbright Program.
This publication contains excerpts taken from personal accounts of American Fulbright Grantees. [DJC].

Gelinsky, K. (2003, June/July). Student exchange programs: Building bridges. Deutchland: Forum on
politics, culture, business and science, 5 (3), 31-32.

Global Campus Staff. (2001, July). Internationalizing the campus: bibliography. Curriculum Integration at
the University of Minnesota, Minneapolis. [On-Line]. Available: .
http://www.umabroad.umn.edu/curriculum/resources/intl_campus.html.

Global Campus Staff. (2001). Outcomes of study abroad: bibliography. Curriculum Integration at the
University of Minnesota, Minneapolis. [On-Line]. Available:
http://www.umabroad.umn.edu/curriculum/resources/outcomes.html#c.

Gore, J.E. (2005). Dominant Beliefs and Alternate Voices. New York: Routledge.

Gorka, B., & Niesenbaum, R. (2001, March). Beyond the language requirement: Interdisciplinary short-term
study abroad programs in Spanish. Hispania, 84 (1), 100-109.
El artículo describe los beneficios de ofrecer un programa de estudio interdisciplinario usando viajes cortos (dos
semanas) a países de habla española. Los beneficios incluyen: una conexión entre materias (idioma y otros
ramos), una apreciación de la interacción entre lengua, cultura y otras disciplinas, y un entendimiento de lo que
se requiere para llegar a ser competente en un idioma. El programa se diseña para alumnos de primer y
segundo año que acaban de completar el requisito académico de idioma, pero que no planean especializarse en
español. El viaje no es el único componente del programa. Los alumnos participan en cursos de preparación
tanto cultural como en su área de especialidad, y, al regresar del viaje, presentan los resultados de sus proyectos
de investigación. Los autores admiten que este tipo de programa requiere mucho apoyo de la administración y
mucha colaboración entre el profesorado de departamentos diferentes. Sin embargo, observan que el programa
anima a los estudiantes que participan a considerar otros programas de estudio en el extranjero para semestres
que vienen, resultado positivo en vista de la globalización de hoy en día. [La enseñanza de la cultura].

Gray, D. (2003, Fall). Crisis and study abroad: Managing study-abroad programs in times of crisis.
IIENetworker, 45-46.

Gray, K.S., Murdock, G.K., & Stebbins, C.D. (2002, May/June). Assessing study abroad’s effect on an
international mission. Change: The Magazine of Higher Learning, 45-51. [On-Line]. Available:
http://www.mssc.edu/news/change02.pdf.

Guerrero, E. (2005, July/August). Making the most of short-term immersion. International Educator, 14 (4),
42-45.

14
 Guthrie, C. (2004, Spring). Education and international service. IIENetworker, 53-55.

Hannah, B.B. (2002, Summer). All abroad! Extra credit for life. Strong Investor, 14-16. [On-Line].
Available:
http://www.estrong.com/strongweb/strong/jsp/learn/investor/summer02/story09.jsp?BV_UseBVCookie=yes
This is a brief article written by a returned sojourner recounting his semester studying abroad in Florence.
[DJC].

Hannigan, T.P. (2001, Fall). The effect of work abroad experiences on career development for U.S.
undergraduates. Frontiers: The Interdisciplinary Journal of Study Abroad, 1-23. [On-Line]. Available:
http://www.frontiersjournal.com/back/seven/hannigan.htm.
The purpose of this research was to examine the effect of vocational exploratory behavior on vocational self-
concept crystallization (VSCC) and work commitment for U.S. undergraduates who participated in practical
experiences overseas, compared to two groups: 1.) students not involved in practical experiences, and 2.)
students who participated in practical experiences within the U.S. The above constructs are well-established in
the vocational psychology literature and will be discussed later. In reviewing the literature, the effect of learning
experiences in the workplace on work commitment and vocational self-concept crystallization has not been
clearly demonstrated. In spite of the lack of definitive empirical support for this relationship, a long historical
tradition exists for the learning-by-doing method, and this tradition is an important means of training students
in a profession or trade. [Author].

Hanratty, K. (2001, Summer). Full circle learning in study abroad. International Educator, 10 (3), 28-34.
Integrating predeparture orientation and training with pos-experience analysis can enhance what students
learn and retain from their study abroad program. [Author].

Harley, B. (2001, January/February). Going native or standing firm: Cultural relativism. Transitions Abroad,
24 (4). [On-Line]. Available: http://www.transitionsabroad.com/publications/magazine/0101/activist.shtml.

Harpur, J. (date unknown). The impact of exchange programs on student’s personal and professional
development. Center for International Business Studies, Memorial University of Newfoundland.

Hartung. E. (2002, Spring). The student as outsider. International Educator, 11 (2), 28-34. [On-Line].
Available: http://www.nafsa.org/content/ProfessionalandEducationalresources/publications/Ie/archivehome.htm.
To be an outsider or stranger in a foreign culture is always a challenge. Although the outsider has an
opportunity to better understand a different culture as well as find out more about him or herself, the
experience isn't always a comfortable one. Study abroad students often find themselves in this position. The
lessons they learn while away from home studying language or the arts are not necessarily those that the student
expected, but out of tension and incongruity, they may derive a different sense of who they are. This article
examines that process for a group of U.S. university students. [Author].

Harteker, L. (2001, Spring). Road safety for study abroad: A shared challenge. United Educators, Reason &
Risk. A publication of the Association for Safe International Road Travel. [On-line]. Available:
http://www.asirt.org/Publications/unitededucators.htm or http://www.asirt.org/Publications/UnitedEducators.pdf.

Hayward, F.M., & Siaya, L.M. (2001). Public Experience, Attitudes, and Knowledge: A Report on Two
National Surveys about International Education. Washington, D.C.: American Council on Education. [On-Line].
Available: http://www.acenet.edu/bookstore/pdf/2001-intl-report.pdf.
This is a report detailing the findings of two surveys related to international education. The first examined the
public’s international experience and knowledge, and attitudes about international education, while the second
surveyed high school seniors’ plans to participate in international activities once they enter college. A Report on
Two National Surveys About International Education reveals a growing public recognition that international
knowledge and experience are increasingly important to daily life and global economic success. [ACE].

15
 Hebel, S. (2002, January 11). Advocates for students with disabilities criticize Education Dept. ruling on
study-abroad program. The Chronicle of Higher Education, A31.

Henson, H. (2001). An effective consortial model for study abroad: A history of the college consortium for
international studies. In M. Tillman (Ed.), Study abroad: A 21st century perspective, volume II, the changing landscape
(pp. 10-11). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available:
http://www.aifs.com/aifsfoundation/21century.htm.

Henthorne, T.L., Miller, M.M., & Hudson, T.W. (2001). Building and positioning successful study-abroad
programs: A ``hands-on'' approach. Journal of Teaching in International Business, 12 (4), 49-62
The growth in importance of international education is inescapable. The ability to effectively compete in the
global environment is linked to many factors-one of which is a knowledge and understanding of the cultures
involved. The traditional classroom approach to international business education, while useful, is limited in
scope and impact. We approach the issue of international business education from a hands-on, action-oriented
immersion approach-the study-abroad program. This paper examines the specifics of developing and
implementing such a program, as well as pitfalls to avoid. [Authors].

Herrin, C. (2004, Winter). It’s time for advancing education abroad. International Educator, 13 (1), 3-4.

Higgins, M.A. (2003, Spring). Developing a process for study abroad participants with disabilities.
International Educator, 12 (2), 41-43.

Hochauser, G.A. (2001). Demographic factors redefining education abroad. In M. Tillman (Ed.), Study
abroad: A 21st century perspective, volume II, the changing landscape (pp. 12-13). Stamford, CT: American Institute
for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm.

Hoffa, W. (Ed.). (2000, Winter/2001, Summer). Advice for parents: Frequently asked questions. SAFETI
On-Line Newsletter, 2 (1). [On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.

Hoffa, W. (2002). It’s your world: Student’s guide to education abroad. Chester, PA: Educational Directories
Unlimited, Inc. [On-Line]. Available: http://www.studyabroad.com/handbook/.
The contents of this handbook are intended for the use of students, advisors, and administrators. [Editor]. This
handbook is the result of an approved project by NAFSA’s Section on U.S. Students Abroad, SECUSSA.

Hoff, J., Van Der Meid, J.S., & Doan, T. (2002, November 7). Asian American participation in study abroad.
Presentation at the Annual CIEE: Council on International Educational Exchange Conference, Atlanta, GA. [Handouts
– On-Line]. Available: J. Hoff: http://www.ciee.org/uploads/joe.hoff.session.pdf; J.S. Van Der Meid:
http://www.ciee.org/uploads/van.der.meid.session.pdf; T. Doan: http://www.ciee.org/uploads/thuy.doan.session.pdf;
Bibliography: http://www.ciee.org/atl_asian_am_biblio.cfm?subnav=conference.

Holland, K.M., & Kedia, B.L. (2001, September). Internationalizing business students through the study
abroad experience: Marketing and recruitment challenges. Unpublished paper submitted for the International
Roundtable on Study Abroad Programs in Business Schools, Michigan State University, East Lansing
University. This paper examines the reasons for the lack of study abroad experiences among business school
students as compared to liberal arts students. An extensive survey of AACSB accredited institutions was
conducted to understand their practices for providing (or lack thereof) international experience through study
abroad programs. The paper specifically focuses on marketing challenges for study abroad programs.
Suggestions are made to improve the situation for providing international experiences to business students to
make them more effective in the global economy. [Authors].

Holt, A.M., Jordan, S.A., & Jorgensen, J.S. (2002, September). How to assure learning outcomes of study
abroad. Presentation at the Annual EAIE Conference, Porto, Portugal.
We send students abroad expecting them to develop their language skills, their personality and to acquire an
intercultural competency. This is generally expected to happen by osmosis, that is, by being surrounded by
people from a foreign culture speaking a foreign language. Between 1997 and 2000, a study was undertaken in

16
the UK to analyse how studies abroad are integrated into modern language programmes in the UK and identify
ways to enhance the learning outcomes. The result is the LARA project (Learning And Residence Abroad): its
course materials are designed to train students to take responsibility for their own linguistic and intercultural
learning, using ethnographic methods. The session investigated ways to assure learning outcomes of study
abroad and discussed how we can create an understanding of the importance of issue in order to have it
brought on the political agenda. The LARA project is located on-line at <http://lara.fdtl.ac.uk/lara/index.htm>
[Authors].

Hovde, P. (2002). Opening doors: Alternative pedagogies for short-term programs abroad. In S.E. Spencer &
K. Tuma (Eds.), The guide to successful short-term programs abroad (pp. 11-23). Washington, DC: NAFSA:
Association of International Educators.

Howard, M. (2001, August). The effects of study abroad on the L2 learner’s structural skills: Evidence from
advanced learners of French. EUROSLA Yearbook, 1 (1), 123-141.
This article compares the relative effect of study abroad as opposed to foreign language instruction on an aspect
of the L2 learner’s grammatical development, namely the expression of past time in target language (TL)
French. Based on a cross-sectional quantitative analysis of oral data elicited from Irish advanced learners, a
number of differences and similarities emerge between the learners’ development in the TL community and in
the foreign language classroom. On the one hand, the more beneficial effect of study abroad is evident insofar as
the study abroad learners attain a higher level of accuracy in their use of past time morphology across a more
expansive range of aspectual contexts. On the other hand, however, similarities are also evident between the
learners in both domains of acquisition. Based on a variationist analysis which controls for the effect of a
number of linguistic factors on the learners’ choice of past time marker (grammatical aspect, inherent lexical
aspect, and discourse grounding), the learners’ contextual use of past time morphology appears to be relatively
similar. The results are firstly dicussed in relation to existing research evidence concerning the L2 learner’s
grammatical development during study abroad, and secondly, in relation to the question of the manifestation of
grammatical development in the L2 learner. [Author].

Hoye, W., & Dwyer, M. (2001, February). Legal liability and study abroad from the perspective of a lawyer
and a client. Paper presented at the Annual National Conference on law and Higher Education, Florida.

Hubbs, C. (2001). The impact of communications technology on the study abroad field. In M. Tillman (Ed.),
Study abroad: A 21st century perspective, volume II, the changing landscape (pp. 14-16). Stamford, CT: American
Institute for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm.

Huber, C.A. (2002). Simulations: More than just a game? Unpublished capstone paper, School for
International Training.

Hudson, D.R. (2001). Grade point average as a predictor of academic achievement for a credit abroad,
language acquisition course. (Doctoral dissertation, The University of Southern Mississippi). Dissertation Abstracts
International, 63 (01), 38A
Academic policymakers and administrators are charged with the responsibility of articulating and applying
appropriate threshold criteria in order to affect desired learning outcomes. As international education becomes
more central to the higher education experience and as the learning outcomes available for international
education become increasingly essential to successful global citizenry, appropriate and judicious policies and
practices must be developed. The study examined the relationship between the degree of student success on an
academic study abroad program (final course grade) and the independent variables of cumulative grade point
average (CPA), status, and gender. Participants included in the study were all students who participated in a 5-
week summer study abroad Spanish language acquisition program in Mexico for the years 1996, 1997, and
1998. For program participation, students were required to be in good academic standing at their home
institutions and have a minimum of a 2.0 grade point average. There were 107 participants included in the
study. The data were analyzed using multiple linear regression with a .05 alpha level for all tests of statistical
significance. There was a statistically significant relationship (p = .05) between the dependent variable of final
course grade and the composite set of variables of cumulative GPA, gender, status, and their interactions. When
testing individual variables while controlling for the others present in the full model, only cumulative GPA and

17
the interaction of status and gender were shown to be statistically significant. The general purpose of the study
was to determine if cumulative GPA, a commonly employed access threshold, was a reliable predictor of
academic achievement on a study abroad, language acquisition course. The growing demand for international
experiences for students, as evidenced by governmental and institutional policies and increasing numbers of
participants in study abroad programs, will necessitate the development of fair and effective administrative
policies grounded in outcomes-oriented research. The results coupled with the mission of the university may be
used to assist administrators in formulating policies on admission to such credit abroad programs and generally
help undergird procedures utilized to implement international education. [Author].

Hulstrand, J. (2006, January/February). Beyond anecdote: Education abroad comes of age. International
Educator, 15 (1), 52-55.
The author describes the current state of research on education abroad by interviewing leading administrators,
consultants and researchers in the field. [DJC].

Hult, G.T.M. (Ed.). (2002, May). Study abroad programs in business schools: Issues and recommendations
by leading educators. Report of the Michigan State University Center for International Business Education and
Research (CIBER) 2001 Roundtable on Study Abroad Programs in Business Schools. AACSB International. [On-
Line]. Available: http://ciber.msu.edu/research/books/StudyAbroadRoundtableBooklet.pdf.

Ingulsrud, J.E., Kai, K., Kadowaki, S., Kurobane, S., & Shiobara, M. (2002, September). The assessment of
cross-cultural experience: Measuring awareness through critical text analysis. International Journal of Intercultural
Relations, 26 (5), 473-491.
A holistic model of assessing cross-cultural experience is developed employing both authentic assessment and
quantitative methods. Authentic assessment methods address the multi-faceted nature of cross-cultural
experience. In this case, portfolios are used, involving the students in the assessment process. Within the context
of portfolio assessment, a quantitative instrument is presented, measuring the degree of cross-cultural
awareness by locating evidence of critical thinking in student-generated text. The intention of the quantitative
instrument is to provide an index for the achievement of our educational objective, cross-cultural awareness.
This assessment is carried out by multiple raters. Findings indicate that interrater reliability is maintained, and
results from a study with independent raters suggest that the method can be easily acquired and conducted
reliably. [Authors].

Institute for the International Education of Students. (2001, October). The IES MAP (Model Assessment
Practice) for study abroad: Charting a course for quality (2nd Ed.). Chicago: Institute for the International Education
of Students. [On-Line]. Available: http://www.iesabroad.org/menus/ies_MAP.htm
The IES MAP© (Model Assessment Practice) for Study Abroad was created in response to the growing need for
more effective program development and assessment in international education. The IES MAP© is an
educational tool for designing and evaluating study abroad programs and is the first of its kind in the
field. It was developed by a task force of outstanding leaders in both international and U.S. higher education
who drew on extensive site visits and solid data analyses of a wide variety of program components.

Initially, the IES MAP© was created for use by IES to assess existing programs and develop new ones.
However, it also can be significant benefit to faculty and administrators at U.S. colleges and universities, to
study abroad professionals and accrediting organizations, as well as to students and their parents.

The IES MAP© focuses on four academic areas: the student learning environment; student learning and the
development of intercultural competence; resources for academic and student support; and program
administration and development. [IES].

Institute of International Education. (date unknown). "Best practices" Tactics to increase access to
international scholarship programs by women and other under-represented groups. New York: Institute of
International Education. [On-Line]. Available:
http://www.iie.org/Content/NavigationMenu/Research_Publications/Best_Practices/Best_Practices.htm.
The ideas in "Best Practices" were collected in the course of a study by the Institute of International Education
(IIE), with Ford Foundation funding, to promote greater participation by developing country women in
18
international scholarship programs. We believe many of the points are applicable to other under-represented
groups as well. Some of the "tactics" included seem quite obvious; they form the core of any basic checklist of
steps to insure equal access. During the study, however, we found that even some of these basic steps were not
followed by some major scholarship programs. Your additional suggestions and feedback are warmly invited,
so that the list of "best practices" includes the widest input from experts in the field. Send your comments by
email to: bestpractices@iie.org or by mail to: Room 800, 809 UN Plaza, New York, NY 10017. [IIE].

Institute of International Education., (date unknown). Study abroad: A guide for women. New York:
Institute of International Education. [On-Line]. Available:
http://www.iie.org/Content/NavigationMenu/Research_Publications/Women/Women.htm.
Despite recent progress, the percentage of women participants in international scholarship programs remains
markedly lower than that of men. To address this problem, the Institute of International Education (IIE), with
support from the Ford Foundation, surveyed a number of these programs to identify why some were more
successful than others in attracting and retaining women candidates. At the end of the study, IIE sponsored a
conference at which program administrators, funding agencies, and program alumnae came together to develop
a set of recommendations to promote the increased participation of women in international scholarship
programs.

This handbook, one product of the Ford-supported project, offers women around the world practical
information on the variety of issues involved in study abroad.* Much of the material in this handbook is based
on in-depth interviews with a group of program alumnae who met with IIE staff to discuss their personal
experiences studying abroad. Hailing from countries as widely separated both geographically and culturally as
Argentina and the Sudan, Hungary and Indonesia, Costa Rica and South Africa, each participant brought her
own perspective and unique anecdotal reflections to the conversation. Despite the group’s inherent diversity, it
became clear that these women also had much in common—as international students, as engaged and
committed professionals, and, not least, as women pursuing their dreams in what is still largely a man’s world.

We are immensely grateful to the many women who participated in this research project: those interviewed and
surveyed, the conferees, advisory committee members, report authors, and those at the Ford Foundation who
supported the effort.

*This booklet is not just for women. Clearly, men face some of the same bureaucratic hurdles as women.
Nonetheless, the barriers to women’s participation are often extremely subtle, culturally imbedded in long-held
societal assumptions that can be difficult to recognize, and, once identified, even more problematic to overcome.
Therefore, the concerns of women serve to frame the many issues that are addressed in this booklet. [IIE].

Jamison, A. (2001). Diversity issues in study abroad. Providence, RI: Office of International Programs,
Brown University. [On-Line]. Available:
http://www.brown.edu/Administration/OIP/files/faqs/public-pdf/diversity_st_abroad01.pdf
This is a collection of quotes by Brown University students about their experiences abroad. The quotes were
gathered through a survey of study abroad students returning from either spring semester/full year 1999-2000
or fall semester 2000-2001 abroad. The survey directly addressed issues of diversity in study abroad including
ethnicity, heritage, sexual orientation, religion, minority/majority issues, physical appearance, and language. It
was designed to elicit thoughtful and honest responses from participating students. [Author].

Jansen, E. (date unknown). Cross-cultural adaptation among women: How living internationally affects your
life. [On-Line] Available: http://sistergoldenhair.com/uponarrival/research.html.
Surprisingly enough, many women who live in a foreign country experience difficulties with adapting due to a
phenomenon known as culture shock. The following study sought to address this by looking at the very nature
of culture and interpersonal communication, by reviewing research findings from around the world, and by
highlighting current activities of international organizations and corporations. Most importantly is the first
hand observations and accounts from a group of women in France who, during their experience of living in a
foreign country, talked about it in-depth, providing us with an insightful glimpse as to the dynamics of this
phenomenon. [Author].

19
 Jenkins, K., & Skelly, J. (2004, Winter). Education abroad is not enough. International Educator, 13 (1), 7-
12.

Jesurun, E. (2001, May 29). Same sex – different cultures: Gay, lesbian, bisexual and transgender issues
abroad. Presentation at the annual NAFSA: Association of International Educators conference, Philadelphia, PA. Two
handouts available online: http://www.indiana.edu/~overseas/lesbigay/advise/GLBT_Handouts.htm &
http://www.indiana.edu/~overseas/lesbigay/advise/GLBTHandout2.htm.

Kertesz, M. (2001). Developing and managing study abroad programs. British Columbia Centre for
International Education (BCCIE).
This handbook is designed for individuals at post-secondary institutions tasked with managing education
abroad programs or an office responsible for developing and coordinating exchange programs and field study
programs. The module provides an overview of the various types of education abroad programs and services,
and outlines strategies for developing and improving programs. The publication includes information and
resources to guide the development of education abroad programs as well as providing a collection of forms that
can be customized for individual institutional needs. [BCCIE].

Khoury, P.S. (2000, Winter). Current developments and future directions in Middle Eastern studies.
Frontiers: The Interdisciplinary Journal of Study Abroad, 6, 117-126. [On-Line]. Available:
http://www.frontiersjournal.com/back/six/volsix.html.

Koester, J. (date unknown). A profile of the US student abroad. A two volume report. New York: Council on
International Educational Exchange (CIEE).

LaBrack, B., & Pusch, M. (2001, October). "Home sweet home" or shattered social contract? Considering
the cultural contexts of reentry. Presentation at the conference of the Society for Intercultural Education, Training and
Research (SIETAR), Minneapolis, MN.

Lauman, B., Stubbs, N., Glizzo, C., & Lee, E. (2006, March/April). Financial aid and funding education
abroad. International Educator, 15 (2), 50-53.

Loveland, E. (2006, January/February). Education abroad required. International Educator, 15 (1), 22-25.
An interview with Gouher College President Sanford Ungar about Goucher’s decision to require study abroad
by all of its undergraduate students. [DJC].

Loveland, E., & Murphy, C. (2006, January/February). Education abroad today and beyond: Leaders speak
out. International Educator, 15 (1), 30-35.
Interviews with NAFSA leaders (David Larsen, Mel MacCarthy, Bill Nolting, John Pearson, and Rosalind
Raby) on various issues including the 2006 Year of Study Abroad and the recent Lincoln Commission report.
[DJC].

Luqman, K. (2002). Race, gender and the African American women’s study abroad experience in Spain.
Unpublished capstone paper, School for International Training.

Kifiy, R., & Nielsen, D. (2002, December/2003, January). International service learning: The importance of
partnerships. Community College Journal, 39-41.
Over the past two decades, study abroad and service-learning opportunities have increased significantly on
community college campuses across the U.S. Community college faculty, administrators, presidents and board
members who are interested in supporting the development of service-learning programs in their local
communities and exchange programs overseas can easily obtain information. A variety of sources includes
academic publications, Web sites and professional conferences. Despite the wealth of resources available on the
nuts and bolts of developing service learning and study abroad programs, there is comparatively little
information available to help community college personnel effectively combine service learning with study
abroad. [Authors].

20
 Kulacki, G. (2000, Winter). Area studies and study abroad: The Chinese experience. Frontiers: The
Interdisciplinary Journal of Study Abroad, 6, 23-46. [On-Line]. Available:
http://www.frontiersjournal.com/back/six/volsix.html.

Landau, J., & Chioni Moore, D. (2001, Fall). Towards reconciliation in the motherland: Race, class,
nationality, gender, and the complexities of American student presence at the University of Ghana, Legon. Frontiers:
The Interdisciplinary Journal of Study Abroad, 7, 25-59. [On-Line]. Available:
http://www.frontiersjournal.com/back/seven/volseven.html.
Over the past fifteen years the worldwide growth of U.S. study abroad locations, the increasing number of
“heritage” destinations, and an increasing theoretical sophistication have troubled these general assumptions.
The following paper, co-written by an American alumna of a U.S.-based study abroad program at the
University of Ghana, Legon, and a U.S.-based American professor specializing in International and Black
Atlantic Studies, will explore one particularly freighted instance of the end of such assumptions, by addressing
the American student presence at the University of Ghana, Legon. Examination of the Legon case will, we hope,
be valuable for all study abroad professionals, because the American student presence at Legon challenges all of
the traditional assumptions noted just above. [Authors].

Law-Yone, W. (2001). AD travels: An education abroad. Study tours with the National Trust. Architectural
Digest, 58 (7), 58-67.

Leask, B. (2001, Summer). Bridging the gap: Internationalizing university curricula. Journal of Studies on
International Education, 5 (2).
This article is a case study of how one university is internationalizing all its courses so that all graduates will
demonstrate an international perspective as professionals and citizens. This focus on courses and their teaching,
learning, and assessment promotes international education, multiculturalism, and the recognition of
intercultural issues relevant to professional practice. The first section deals with structural options and
pathways for course design when internationalizing curricula and the defining characteristics of such options.
The second and final section of the article outlines ways in which an internationalized curriculum broadens the
scope of the subject to include international content and/or contact and sets up teaching and learning to assist in
the development of cross-cultural communication skills. Internationalizing university curricula is a powerful
and practical way of bridging the gap between rhetoric and practice to including and valuing the contribution
of international students. [Author].

Leons, E. (2000, Winter/2001, Summer). Creating a safe environment for students with learning disabilities
on study abroad programs. SAFETI On-Line Newsletter, 2 (1). [On-Line]. Available:
http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.

Levin, D.M. (2001). Language learners' sociocultural interaction in a study abroad context. (Doctoral
dissertation, Indiana University). Dissertation Abstracts International, 62 (02), 498A.
This dissertation examines the language learning experiences of four female American undergraduate learners
in an American university-sponsored study abroad program in the south of France. This ethnographic case
study considers how the participants' perceptions of language, identity, and foreign language learning
interacted with their year abroad experiences. In order to focus on how they functioned in this learning
environment and how they felt their interactions affected their experiences, this study was informed by
sociocultural theory and specifically by social identity theory as applied to foreign language learning. This study
covered a span of approximately eighteen months, including pre- and post-study abroad periods at the
American university and the academic year abroad. Data were collected by using field observation, individual
interviews, informal discussions, videotaped interaction, photographs, and documents, including essays,
personal journals, and e-mail messages. From a recursive analysis of data sources, the emergent themes
highlight complexities of social and cultural dynamics and individual dimensions relating to the participants'
experiences abroad. Despite the participants' strong assumption that the most efficient way to learn another
language is in a study abroad program, their need to negotiate their identities with regard to educational
expectations, peer-group influences, and personal connections led them to create and miss opportunities for
language learning. With one exception, the participants positioned themselves as classroom language learners
and by doing so, their possibilities to internalize, personalize, and remain open to unexpected cultural

21
interaction were limited. Through their individual stories, this dissertation shows that the study abroad setting
provided a holistic experience including formal language study and some informal language contact. However,
the study abroad program, as an extension of the American university, strongly defined participants'
experiences as a coming of age, primarily tied to personal growth and learning, rather than as an experience of
natural or automatic language learning. [Author].

Levin, J.S. (2001). International education in Nepal: A qualitative study of efforts to educate across cultural
contexts. (Doctoral dissertation, University of Colorado at Boulder). Dissertation Abstracts International, 62 (2),
653A.
This dissertation utilizes the field of international education in Nepal as a grounded context from which to
explore the influence of cross-cultural interaction and culture change on education. Research for this
dissertation was conducted as a part of applied efforts to improve the SANN/CUD-IC international education
programs in Nepal during the 98/99 school year. Two broad questions resulted from this applied effort: (1) Why
is it difficult to utilize a conventional American university classroom model to provide commensurate standards
of formal academic education in study abroad programs in Nepal? (2) What are some of the actual patterns in
participants' response to international education in Nepal? In resolving these questions, the following
dissertation considers the meaning and function of education in increasingly complex international
environments. The convergence of local and global forces, crystallized in the field of international education,
functions in this analysis like a two-way mirror with each side alternately reflecting, highlighting, and obscuring
the other. The resulting image not only addresses the basic dissertation questions, but it also provides a partial
framework for thinking about education in emerging global contexts. This analysis describes how education in
an environment characterized by increasing international relationships is distinct from its local counterparts. It
is by understanding these distinctions that the practical difficulties involved in applying a conventional
American university model are explained. It is also in light of these distinctions that international students'
diverse and enthusiastic responses to international study make sense. [Author].

Levy, J.A. (2002). Host culture perception of a study abroad program and its impact on the community.
Unpublished capstone paper, School for International Training

Liljenstolpe, E. (2002). The effect of study abroad at the Latin American Studies Program on
conceptualization of humanity of other cultures in Caucasian university students. A summary of findings for program
directors of the Council for Christian Colleges and Universities. Washington, D.C.: Council for Christian Colleges and
Universities. [On-Line]. Available: http://www.cccu.org/resourcecenter/resID.2009,parentCatID.148/rc_detail.asp.
The purpose of the investigation was to examine how Caucasian students’ perceptions of peoples of the host
cultures changed during a semester of study abroad. Students pass through five stages of conceptual
development in thinking about other cultures. Stage one is characterized by seeing people from the host culture
largely as stereotypes without reference to personal interaction. In stage two a person references personal
experiences to give examples of generalized or stereotypical behavior. In Stage three a person has had enough
experience to see that people in the host culture are as human as themselves. In Stage four the sojourner
reflectively applies concepts to the immigrants and foreign or ethnic communities with whom they have had
personal experience in their home culture. Stage five is an application of this newfound humanity to people of
other cultures whom they have not encountered. A critical pedagogical framework was found to scaffold and
support students’ transformative experiences. [Author].

Lloyd, D.T. (2000, Winter). African studies and study abroad. Frontiers: The Interdisciplinary Journal of
Study Abroad, 6, 99-116. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.

Ludden, D. (2000, Winter). Area studies in the age of globalization. Frontiers: The Interdisciplinary Journal
of Study Abroad, 6, 1-22. [On-Line]. Available: http://www.frontiersjournal.com/back/six/volsix.html.

Ludeman, R.B. (2001, March 28). Bridging nations: The important role of international education in the
globalisation of higher education in the south. Paper presented at the Globalization Conference hosted by the
Education Policy Unit, University of the Western Cape, Cape Town, South Africa. [On-Line]. Available:
http://www.epu.uwc.ac.za/ConferenceProceedings/Papers/Ludeman.doc.

22
 Lum, L. (2002, May 9). A renewed interest: The Sep. 11 terrorist attacks have piqued an interest among
college students and faculty about other nations and cultures. Black Issues in Higher Education. [On-Line]. Available:
http://www.findarticles.com/cf_0/m0DXK/6_19/87015150/print.jhtml.

Macalester College. (2001, July 18). Alumni survey 2000: Class of 1995. St. Paul, MN: The Institutional
Research Office, Macalester College. [On-Line]. Available: http://www.macalester.edu/~instrsch/alumsvy.htm.
The Alumni Survey was administered in the spring 2000 to Macalester College graduates from the class of 1995.
This survey covered numerous aspects of student and academic life during the students’ studies at Macalester
with brief data and comments on the effect study abroad has had on their academic and professional careers.
One highlight of the survey is that academic courses and study abroad are the activities that contributed the
most in preparation for post-baccalaureate activities and towards personal development. [Survey].

Maho, T. (2000, Winter/2001, Summer). Looking at health and safety issues from the perspective of a trial
attorney. SAFETI On-Line Newsletter, 2 (1). [On-Line]. Available:
http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.

Manley, T. (2002). Study abroad pedagogy: A case study of the development and practice of the Pitzer
College Fieldbook. (Doctoral dissertation, The Claremont Graduate University). Dissertation Abstracts International,
63, 878A.
Study abroad in recent decades has become more visible in the landscape of American undergraduate education
as witnessed by the surging numbers of participants and programs that serve them. Research about the
educational practice of study abroad, on the other hand, has tended to lag behind the development of the
activity itself, creating a need for scholarship on student learning in that setting. The subject of this study is a
pedagogical technique designed to foster and assess intercultural learning. Developed at Pitzer College and
known as the Fieldbook, the technique employs an integrated and diverse series of writing assignments, which
students complete during their semester abroad. The study uses a variety of methods of inquiry, including
historical and content analyses, focus groups and surveys to place the Fieldbook in its historical and theoretical
context and to effect a holistic description of its design and implementation. The Fieldbook is a good example of
how an innovation can be realized through the collaborative, longitudinal energies of study abroad
practitioners: faculty, staff and students. Created for use in a Pitzer College program in Italy, it was revised
extensively over a decade, as it was adapted for programs in eight other countries. Feedback from students and
staff provided the information critical to improve the Fieldbook, making it a malleable tool for facilitating
intercultural learning and a central feature of the Pitzer study abroad model. Challenges addressed in the
Fieldbook's development included, among other things, issues of privacy in student writing, the lack of clear
criteria for assessing assignments, staff training, student complaints about workload, intercultural sensitivity,
and student resistance to high stake (graded) writing. The study concludes with suggestions for strengthening
the Fieldbook's design and practice and with recommendations for how research on applied pedagogy can
enhance the quality of experientially oriented study abroad and other types of non-classroom learning.
[Author].

Marcum, J.A. (2001, May 18). What direction for study abroad? Eliminate the roadblocks. Chronicle of
Higher Education, The Chronicle Review, B7-B9. [On-Line]. Available:
http://chronicle.com/free/v47/i36/36b00701.htm and
http://www.umabroad.umn.edu/curriculum/resources/marcum.html.

McCabe, L. (2005, November/December). Mental health and study abroad: Responding to the concern.
International Educator, 14 (6), 52-57.

McCabe, L.T. (2001, Summer). Globalization and internationalization: The impact on education abroad
programs. Journal of Studies on International Education, 5 (2), 138-145.
This article asserts a need for educators to consider the mission and value of study abroad programs and their
relation to the processes of globalization and internationalization. As educational systems increase their
emphasis on the need for international education, it will be necessary to consider what types of study abroad
opportunities are relevant to current world trends. This article attempts to provide a framework for
understanding the distinction between the terms globalization and internationalization and their relevance to

23
the future of international education and study abroad programs. U.S.-Africa Cooperation in Education at
Northern Arizona University: Unexpected Lessons Athanase Gahungu A total of 114 African educators came to
Northern Arizona University (NAU), in Flagstaff, from 1988 to 1992 to attend a 45-day Summer Institute
sponsored by the United State Information Agency. Two former participants in the program, who came back to
NAU as graduate students, interviewed campus personnel and students and members of the surrounding
community to examine the impact of the 5-year experience. The program's year-by-year evaluations were
analyzed in light of interview responses. It was shown that the program helped the academic and surrounding
communities discover other facets of African education and life that media often misrepresent in the
mainstream subconscious. Participating African educators were very appreciative of the innovative curriculum
and instructional methods they learned and were mesmerized by minority inclusion policies on campus.
However, interviewees and the African educators deplored the United States's lack of awareness and interest in
cooperation with Africa. [Author].

McMeekin, A. (2001, October). Negotiation and interaction in the Japanese study abroad environment. Paper
presented at the Pacific Second Language Research Forum, University of Hawai'i at Manoa.
This study of learners of Japanese studying abroad answers the following questions: 1) What kind of
information (linguistic, social etc.) is directly or indirectly made available to the learner through negotiation in
the classroom and the homestay setting? 2) What implications does this have toward second language
acquisition? [Author].

McNamee, S.J., & Faulkner, G.L. (2001, Spring). The international exchange experience and the social
construction meaning. Journal of Studies on International Education, 5 (1).
This article examines the notion of applying the social construction of meaning to the experience of an
international faculty exchange. Specifically, the article analyzes challenges and changes in the three major
sources that people draw on to provide meaning in life: (a) social relationships, (b) work and leisure activities,
and (c) convictions to idea systems. It is argued that separation from one's home culture in an exchange
produces discomfort and adjustment burdens resulting from the discrepancy between the new cultural setting
and these three sources of meaning. Strategies are suggested for coping with sources of potential meaning
uncertainty related to the exchange experience within the context of existing relationships, activities, and idea
systems. [AUTHORS].

Mello, N.A. (2000, Winter/2001, Summer). Risk management, safety issues and how WPI responds to the
Interorganizational Task Force on Safety and Responsibility in Study Abroad guidelines. SAFETI On-Line Newsletter,
2 (1). [On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.

Mendelson, V.G. (2004, May). Spain or bust? Assessment and student perceptions of out-of-class contact
and oral proficiency in a study abroad context. Doctoral Dissertation, University of Massachusetts Amherst.
This dissertation examines the relationship between the researchers assessment and students perceptions of
both out-of-class contact and oral proficiency in a study abroad context. The participants of two University of
Massachusetts Amherst programs in Spain were investigated in the summer and fall of 2002. Self-report
surveys of out-of-class contact were administered to these students, focusing on prior experience with Spanish,
as well as interactive and noninteractive contact in Spanish and English during the sojourn abroad. In
addition, students self-evaluations of their oral proficiency levels were compared to the researchers ratings,
determined through oral interviews following the ACTFL OPI protocol. Finally, students kept language
journals while abroad in order to continually reflect on a series of introspective questions about language and
learning opportunities. In a follow-up to the main study, five students who studied abroad a second time in the
spring of 2003 also responded to a series of questions about their approach to learning abroad, comparing their
two University of Massachusetts Amherst program experiences. The results of and responses to these
instruments permit the researcher to gauge how students perceived the contributions of out-of-class contact to
their oral proficiency levels and their overall learning process. In addition to fostering awareness and
encouraging active learning on the part of participants, this project and its findings should enable future
program planners to more effectively prepare students to maximize opportunities for interaction while abroad.
[Author].

24
 Middlebury College. (date unknown). Study abroad re-entry resources. [On-Line]. Available:
http://www.middlebury.edu/~sap/re_entry/resources.html.

Millington, T.V. (2002). Study abroad for bicultural students. IMDiversity.com – Hispanic-American Village.
[On-line]. Available: http://www.imdiversity.com/villages/hispanic/Article_Detail.asp?Article_ID=7164
A recent survey by “Open Doors” showed that Hispanics make up approximately 5% of the student population
that studies abroad each year. With the growing prevalence of the Spanish language in today’s world, this
statistic is disappointing. One would expect Hispanics, with their bilingual and bicultural “head start,” to be at
the forefront of the study abroad population. There are several reasons for this low number of Hispanic
“trotamundos” (“globetrotters”): lack of funds, familial and academic responsibilities at home and lack of
motivation. But the two that I will focus on are seldom acknowledged: general perceptions of Hispanics
studying abroad and the preservation of ethnic identity. [Author].

Monalco, Inc. (2002, October 14). Survey of third party study abroad providers: Final report. Milwaukee: WI.
[On-Line]. Available: http://www.secussa.nafsa.org/3rdparty12.doc
This survey, conducted by Monalco, Inc. during summer and fall of 2002, is the first attempt by a consortium of
nine third party study abroad providers to collect statistics pertaining to their unique niche in the field of study
abroad. This effort was initiated by the Data Collection Committee of SECUSSA in 1999.

The survey was designed to collect information similar to that collected annually for all U.S. Study Abroad in
Open Doors: Report on International Educational Exchange. However, the survey design is intentionally more
comprehensive than that of Open Doors in that it includes measures of elements of study abroad programs such
as housing selection, program type, language prerequisites, staffing specifics on-site, financial aid availability,
etc. Since 3rd party providers are not invited to submit data to Open Doors, this provides more detailed
information for the field. Also, the data is more current than that of Open Doors since it captures the prior
year’s data.

Due to the dearth of funding for study abroad research, the nine participating program providers sponsored the
survey. The survey design was based upon repeated input from all study participants and others in the field,
including the SECUSSA Data Collection Committee Members. Monalco, Inc., a research firm, improved the
survey design, collected the data and compiled and analyzed the results.

The survey participants have access only to the aggregate data to assure objectivity in reporting and
confidentiality. All survey participants are encouraged to share the survey results with their constituents. In
addition, the SECUSSA Data Collection Committee will be provided the results for dissemination. Moreover, a
proposal has been submitted to NAFSA for potential presentation of the results at the 2003 NAFSA Annual
Conference.

The nine providers submitting information for this study are: AIFS, Arcadia, Brethren Colleges Abroad,
Council On International Educational Exchange (CIEE), IES, Institute For Study Abroad, Butler University,
International Studies Abroad, SIT Study Abroad, Syracuse University. [Monalco, Inc.].

Morgan, R.M., Mwegelo, D.T., & Turner, L.N. (2002, Summer). Black women in the African Diaspora
seeking their cultural heritage through studying abroad. The NASPA Journal, 39 (4), 333-353. [On-Line]. Available:
http://publications.naspa.org/naspajournal/vol39/iss4/art2/.
While African women and women of African heritage share many similar experiences, their continental
separation causes them to have many differences. However, examining the collective experiences of African and
Black women of African descent can help frame discussions about ethnic, racial, and gender identities. Central
to this discussion is the question: How can African and Black American women connect to share their
experiences and engage in mutual learning? World travel is one way for women to experience such an identity
connection. [Authors].

NAFSA: Association of International Educators/Alliance for the International Educational and Cultural
Exchange. (2000). Toward an International Education Policy for the United States. [White Paper On-Line].
Available: http://www.nafsa.org//content/PublicPolicy/NAFSAontheIssues/NationalPolicy.htm

25
 NAFSA: Association of International Educators/Alliance for the International Educational and Cultural
Exchange. (2003, May). Toward an International Education Policy for the United States: International Education in
an Age of Globalism and Terrorism. [White Paper On-Line]. Available:
http://www.nafsa.org/content/PublicPolicy/USIntlEdPolicy/NIEP2003updateFINALwebversion.htm

Nance, M., & Hughes, L. (2001/2002, Winter). Understanding terrorism’s impact on study-abroad programs.
SAFETI On-Line Newsletter, 2 (2). [On-Line]. Available:
http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.

Nasr, K., Berry, J., Taylor, G., Webster, W., Echempati, R., & Chandran, R. (2002). Global engineering
education through study-abroad experiences: Assessment and lessons learned. Paper presented at the proceedings of
the 2002 ASEE/SEFI/TUB Colloquium, Flint MI. [On-Line]. Available:
http://www.asee.org/conferences/international/papers/taylor.pdf
This paper documents the development and implementation of a number of study-abroad programs for
engineering students. The purpose of these programs is to provide students value-added technical and cultural
experiences. The need for globally aware engineering students has never been greater than it is today.
Technological developments stem from all parts of the world in a global economy that requires our students to
be internationally educated. The interdependence of all parts of the world highlight the outcome that those
students who have studied abroad will more likely be hired in and be more ready for a global marketplace.
Study-abroad participation for the engineering student is a practical investment in the future and an excellent
way to provide value-added technical and cultural expertise. Study-abroad programs promote understanding
across technical programs and nations. Students live abroad for three months, interact with individuals from
different cultures and are exposed to very different academic environments than those to which they are
accustomed. Young people return from these experiences more confident, feeling a sense of growth, and have a
broader technical understanding. This paper discusses the process of setting up study-abroad programs,
students' advisement, equivalency and correspondence of courses, grading differences, programs assessment,
and lessons learned. Universities and other schools wishing to establish similar programs would benefit from the
recommendations and findings in this paper. [Authors].

Office of Policy and Evaluation, Bureau of Educational and Cultural Affairs, U.S. Department of State. (2002,
May). Outcome assessment of the U.S. Fulbright Scholar Program (SRI International Project No. P10372). Menlo
Park, CA: C.P. Ailes & S.H. Russell. [On-Line]. Available: http://www.sri.com/policy/csted/reports/international/.
SRI International conducted a two-year outcome assessment of the U.S. Scholar component of the Fulbright
Educational Exchange Program, the U.S. government’s flagship international educational exchange program.
SRI surveyed a stratified random sample of 1,004 U.S. Fulbright Scholar alumni whose grants began between
1976 and 1999. Eighty percent of the Scholar alumni – 801 people – completed a questionairre about the impact
the Fulbright program had on individuals and institutions both in the U.S. and in the Scholar’s host countries.
SRI found strong evidence that the program is achieving its mandate of promoting mutual understanding and
cooperation between the U.S. and other nations, but also on their colleagues, students, friends and families. [SRI
International].

Oguri, M., & Gudykunst, W.B. (2002, September). The influence of self construals and communication styles
on sojourners’ psychological and sociocultural adjustment. International Journal of Intercultural Relations, 26 (5),
577-593.
The purpose of this study was to examine the influence of self construals and communication styles on
psychological and sociocultural adjustment based on Ward et al.'s psychological and sociocultural adjustment
model. It was hypothesized that a close fit between sojourners' self construals and the self construal that
predominates in the host culture predicts sojourners' psychological adjustment. Similarly, it was hypothesized
that a close fit between sojourners' and host nationals' communication styles predicts sojourners' sociocultural
adjustment. The independent self construal, the prototypical self construal in the host culture, predicted
psychological adjustment. The interdependent self construal was not related to psychological adjustment. Use of
direct communication and positive perceptions of silence, prototypical communication styles in the host culture,
were related to sociocultural adjustment and consistent with expectations. In addition, sensitivity to others'
behavior predicted sociocultural adjustment. [Authors].

26
 Olsen, J.K., & Peterson, N. (2001, July 23). International educational exchange in the information age. iMP
Magazine. [On-Line]. Available: http://www.cisp.org/imp/july_2001/07_01olsen.htm.

Olson, C.L., & Kroeger, K.R. (2001, Summer). Global competency and intercultural sensitivity. Journal of
Studies on International Education, 5 (2).
How do educators enhance their global competencies and intercultural communication skills so they can better
educate students in our increasingly diverse societies? In spring 2000, the authors conducted a survey of 52 New
Jersey City University faculty and staff to assess the relationships between their international experience, global
competencies, and levels of intercultural sensitivity. The survey drew on Milton Bennett's Developmental Model
of Intercultural Sensitivity and definitions of global competency from Wilson, Stohl, Singer, and Hanvey. The
authors of this article found that both second-language proficiency and substantive experience abroad increase
the likelihood that an educator will be more advanced on the Bennett Intercultural Sensitivity Scale. This
survey provides directional information about the relationship between second-language acquisition, experience
abroad, and ethnorelativism. The findings suggest that we need global, intercultural, and professional
development for faculty and staff that is ongoing, substantial, and inclusive of work in another language and
culture. [Authors].

O’Neill, M. (2001/2002, Winter). Peace Corps’ approach to safety and security. SAFETI On-Line
Newsletter, 2 (2). [On-Line]. Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.

Orozco, R. (2000, Winter/2001, Summer). A student’s response to injury and medical evacuation from
abroad to the US. SAFETI On-Line Newsletter, 2 (1). [On-Line]. Available:
http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.

Ortiz, J. (2003, Spring). “SLEPT” Conditions in international business education. IIENetworker, 30-34.

Park, Y.J. (2000/2001). An Asian American outside: Crossing color lines in the United States and Africa.
Across the Colorline. 2001Amerasia Journal, 26 (23), 99-117.
Park compares her experiences as a Korean American in Los Angeles, and working and living in South Africa
and Kenya with her Black American spouse. To a large degree, racial identifications are based on political and
class categories. [KP].

Pearson, J. (2001). The role of the institutional setting and its impact on education abroad policy and
programs. In M. Tillman (Ed.), Study abroad: A 21st century perspective, volume II, the changing landscape (pp. 17-
19). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available:
http://www.aifs.com/aifsfoundation/21century.htm.

Petras, J. (2000, Winter). Overseas education: Dispelling official myths in Latin America. Frontiers: The
Interdisciplinary Journal of Study Abroad, 6, 73-82. [On-Line]. Available:
http://www.frontiersjournal.com/back/six/volsix.html.

Phelps, J. (2002, Fall). Rewarding opportunities for GLBT students going to Eastern Europe: A look at
Poland, the Czech Republic and Hungary. Rainbow SIGnals, 9 (1). [On-Line]. Available:
http://www.indiana.edu/~overseas/lesbigay/int.htm.

Poehling, A. (2001). Hitting the ground running: The impact of a pre-departure class on study abroad
participants. In M. Tillman (Ed.), Study abroad: A 21st century perspective, volume II, the changing landscape (pp. 20-
21). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available:
http://www.aifs.com/aifsfoundation/21century.htm.

Popp, H. (2001, January). Travel educates – Cliches persist. German Research: Magazine of the Deutsche
Forschungsgemeinschaft (DFG).

27
 Porterfield, T.A. (2002). Making meaning of student sojourner spirituality post study abroad. (Doctoral
dissertation, University of Northern Colorado). Dissertation Abstracts International, 63, 2162A.
There has been relatively little research conducted on the spiritual development of college students, and
particularly, in relationship to study abroad experiences. The purpose of this study was to explore the essence of
spirituality after the student sojourn abroad experience. The study utilizes the phenomenological and
constructivist paradigms to capture the essence of the lived experiences of students after their return from a
sojourn abroad. The study allowed the meaning of the experiences to be constructed and understood as the
study emerged. Purposeful sampling was utilized to select five participants who felt that they were impacted
spiritually through the study abroad experience. The researcher served as the instrument for this study. Semi-
structured interviews were conducted to gain an understanding of the phenomenon being explored.
Additionally, an artifact analysis of photographs and scrapbooks was utilized to aid in highlighting students'
experiences. Measures were taken to insure trustworthiness of the data was maintained. In alignment with the
phenomenological method, data analysis included epoche, horizontalization, clusters of meanings, imaginative
variation, and textual and structural descriptions. The textural themes that emerged from the study are:
influence and history of family, spiritual practices, mentor relationships, impact of country visited, spiritual
experiences abroad, relationships with others abroad, personal significance of religion/spirituality, greater sense
of self, struggle upon returning to the United States, increased desire for travel and adventure, and influence of
education. The structural themes that highlight the essence of the phenomenon of spirituality include:
foundation of religion or spirituality, student sojourner reflection on the experience of study abroad, cognitive
dissonance upon returning to the United States, and experiences adversity while abroad. The study concludes
with implications for future research and recommendations for practice. [Author].

Quade, P. (2002). “It changed my life”: Strategies for assessing student learning. In S.E. Spencer & K. Tuma
(Eds.), The guide to successful short-term programs abroad (pp. 149-170). Washington, DC: NAFSA: Association of
International Educators.

Rhodes, G. (2002, Fall). Study abroad – Now more than ever: Making the case for study abroad without
research confirming study-abroad outcomes. IIENetworker, 40-42.

Richard, M.J. (2001, Fall). Novices in the field: Filling in the meaning continuum. Frontiers: The
Interdisciplinary Journal of Study Abroad, 7, 95-119. [On-Line]. Available:
http://www.frontiersjournal.com/back/seven/volseven.html.

Riley, L.A. (2002, Spring). Coming home as strangers: Dialectical transformation of self-identity in the study
abroad experience. Unpublished bachelor’s honors thesis, Bridgewater College, Virginia. [On-Line]. Available:
http://www.bridgewater.edu/~lar001/thesis.
The experience of studying abroad is a dynamic opportunity for young adults to explore a new world. Students
leave home to enter a new land, seemingly fantastic, yet strangely real. They essentially remove themselves
from everything that is known, common, and comfortable to envelop their whole being in an alternate culture
with the host group. The student enters a group as an outsider, attempting to understand the insiders’
educational system and culture. Yet the student learns more than simply about a different cultural group. The
individual emerges with an enhanced sense of personal identity transformation. Georg Simmel’s concept of the
“stranger” may be appropriate for understanding this transformation in the study abroad participant.
[Author].

Ritchey, D. (2001, Winter). Lessons from London. International Educator, 10 (1), 5-6.
The author, who as a faculty member, leads a regular two-week study trips abroad and shares some of the
lessons he’s learned from these experiences for other faculty trip leaders. [DJC].

Rhodes, G. (2002, Fall). Study abroad – Now more than ever: Making the case for study abroad without
research confirming study-abroad outcomes. IIENetworker, 40-42.

Ricks, T., Krebs, K., & Monahan, M. (2000, Winter). Area studies and study abroad in the 21st century.
Frontiers: The Interdisciplinary Journal of Study Abroad, 6, xi-xix. [On-Line]. Available:
http://www.frontiersjournal.com/back/six/volsix.html.

28
 Rodríguez, K. (2001, September). Enlarging and emancipating the study abroad experience: A view from
Venezuela. Paper delivered at the 2001 meeting of the Latin American Studies Association, Washington, D.C.
Study abroad purports to bring the world closer together by creating opportunities for students to interact with
cultural Others, but could easily be seen as a neocolonial project in Third World countries. In this paper, I
draw on my work directing a study abroad program in Venezuela to complicate the study abroad setting in
Latin America, to question its taken-for-granted nature and to suggest ways to raise critical considerations
about its practice, curriculum, and the encounters it facilitates. The paper concludes that such issues must be
voiced, not to disable our practice, but rather, to enable study abroad in Latin America to meet its potential as a
transformative educational experience. [Author].

Rollins McLaughlin, T. (2001, May). Perspectives on learning Spanish as a heritage language in Mexico:
Four Chicana case studies. Unpublished Master’s thesis, Universidad de las Américas-Puebla, Cholula, Puebla,
México. [On-Line]. Available: http://mailweb.udlap.mx/~tesis/mla/mclaughlin_tr/.
The study is composed of a set of case studies of Chicana Spanish heritage language learners who decided to
study abroad in Mexico for one term of the undergraduate college career. The study took place over the course
of 10 weeks at the Universidad de las Américas-Puebla in Mexico. The Chicanas’, Mexican peers’ and
professors’ perspectives toward the Chicanas’ Spanish language learning in Mexico are the focus of the study,
along with a description of the students’ Spanish language features, and awareness of their Spanish skills and
ethnic identity. [Author].

Roochnik, D. (2001, May 18). What direction for study abroad? First, look homeward. The Chronicle of
Higher Education, B9-B10. [On-Line]. Available: http://chronicle.com/free/v47/i36/36b00901.htm.

Roose, D. (2001). White teachers’ learning about diversity and “otherness”: The effects of undergraduate
international education internships on subsequent teaching practices. Equity & Excellence in Education, 34 (1), 43-49.

Rubin, D.L., & Sutton, R. (2001, Spring). SECUSSA/IIE electronic sampling results: Survey #2: Assessing
student learning outcomes from study abroad. International Educator, 10 (2), 30-31. [On-Line]. Available:
http://www.secussa.nafsa.org/samplingresults2.html.

Rubin, J. (2003). Going inward by going abroad: Understanding heritage seeking for Chinese Americans
studying abroad in China. Unpublished Master’s thesis, Northwestern University, Evanston, Illinois.

Rubin, K. (2002, Fall). Global engagement: U.S. educational exchanges one year after. International
Educator, 11 (4), 18-23.
Campus-based international educators in the United States asses the impact of September 11, 2001, on study
abroad and the flow of international students and scholars [Author/IE].

Rubin, K. (2004, Winter). Going ‘home’ to study. International Educator, 13 (1), 26-33.

Rubin, K. (2005, September/October). Beyond the great wall: China’s potential as a destination for study
abroad. International Educator, 14 (5), 24-33.

Rust, V.D. (2002, October). Research regarding outcomes of effects of foreign study on participating
students, Working document in the series: CIDE study abroad. CIDE Contributions No. 1. Center for International &
Development Education and UCLA Graduate School of Education & Information Studies, Los Angeles, California.
[On-Line]. Available: http://www.gseis.ucla.edu/cide/cide_report.php?cat=5&id=6.
This project is intended to survey the research regarding outcomes of effects of foreign study on participating
students. The project has a number of components: survey of major study abroad centers about ongoing
research projects on the effects of study abroad; review of all existing English language research documents on
study abroad; establish a depository of research documents; establish of a website to publicize and coordinate
the dissemination of materials; make available all research documents; and create a series of review studies of
research on issues related to foreign study. This project represents the first in a series of efforts to understand

29
foreign study. Subsequent efforts include the incorporation of research on foreign study in the European Union,
East Asian countries, and the developing world. [Author].

SAFETI. (2001). SAFETI Adaptation of Peace Corps Resources. The SAFETI (Safety Abroad First -
Educational Travel Information) Clearinghouse Project, USC Center for Global Education. [On-Line]. Available:
http://www.usc.edu/dept/education/globaled/peacecorps/crisis_h.html.
Adapted from the Crisis Management Handbook: A Guide for Overseas Staff, Peace Corps Volunteer Safety
Council. [SAFETI].

Sanders, K.A., & Morgan, M. (2001). Study abroad programs: A mirror for adult learning and perspective
transformation. Paper presented at the Adult Education Research Conference (AERC), Michigan State University,
East Lansing, MI. [On-Line]. Available: http://www.edst.educ.ubc.ca/aerc/2001/2001sanders.htm.
This pilot study qualitatively sought to examine how study abroad programs in Third-World countries provide
a means of fostering perspective transformation in adult learners. A diverse group of students and faculty from
four cooperating universities participated in a six-week study abroad program in Africa. It examined the
concepts of perspective transformation, transformative learning, and critical reflection. [Authors].

Sanderson, J. (2002, December). Somewhere over the rainbow: A pragmatic approach to issues of gay youth
and sexual identity in study abroad. (Unpublished master’s thesis, University of Maryland Baltimore County, 2002).
Masters Abstracts International, 40 (6) 1351.
As more and more US college students go abroad as part of their studies, it is becoming necessary to look at the
experiences of minority students to see if existing procedures and programs need to be changed in any way. I
examine different models of sexual identity formation and culture shock to complement data obtained through
a series of questionnaires targeting study abroad participants, study abroad advisors and foreign nationals. In
addition to examining the theories behind these processes, I also base my conclusions and recommendations on
intercultural misunderstandings and how they can be explained by the study of pragmatics. Gay-related issues
are seldom discussed in the context of intercultural relations, and even less so when young adults are concerned.
While those advisors questioned believe that the subject is sufficiently covered in their pre-departure
orientations, their students do not recall this; even if it was covered, it was not done in such a way that the
students took notice. My greatest recommendation, therefore, is to present a supportive image of the study
abroad office and to put a maximum of information at the students' disposal, such that they do not have to
directly ask for it. [Author].

Santoro Bellini, M.A. (2002, Summer). Culture shock: Psychological effects of international study.
Quarterly Advisor, A publication of HTH Worldwide, 6-7

Sellew, K. (2001, Summer). Exchanges with Syria. International Educator, 10 (3), 22-26.

Seo, W., Teng, C, DeMicco, F. J., Wortman, T. I., & Martin, L. (2001). The international hospitality study
abroad program: A strategy leads to future career success. Unpublished manuscript.

Siaya, L. & Hayward, F.M. (2003, October). Mapping Internationalization on U.S. Campuses: Final Report.
Washington, D.C.: American Council on Education. [Executive Summary On-Line]. Available:
http://www.acenet.edu/bookstore/pdf/2003_mapping_summary.pdf
In 2000, ACE conducted a series of surveys, funded by the Ford Foundation, to examine the status of
internationalization in U.S. postsecondary education. After surveying more than 750 colleges and universities,
along with undergraduate faculty and students, ACE has produced this comprehensive look at institutional
efforts, as well as the international experiences and attitudes of students and faculty. Comparing the recent
surveys’ results to those of earlier studies, the authors reveal institutional strengths and weaknesses, with
detailed findings according to institutional type. They also make recommendations for broadening exposure to
international learning, bridging the disconnect between attitudes and actions, and creating conditions that will
increase the level of international learning on campus. [ACE].

30
 Siaya, L., Porcelli, M., & Green, M. (2002, September). One year later: Attitudes about international
education since September 11, Public opinion poll. Washington, D.C.: American Council on Education, Center for
Institutional and International Initiatives. [On-Line]. Available:
http://www.acenet.edu/bookstore/pdf/2002_one-year-later.pdf.
This new report examines the public's attitudes toward international education since September 11, 2001.
Comparing results from a survey conducted before September 11 with three polls conducted after, the report
finds generally high support for international education and foreign language training, but also reveals some
areas in which the public has concerns and reservations. [ACE].

Sideli, K. (2001, Spring). SECUSSA/IIE electronic sampling results: Survey #2: Outcomes assessment and
study abroad programs: Commentary on the results of a SECUSSA/IIE electronic sampling. International Educator,
10 (2), 30. [On-Line]. Available: http://www.secussa.nafsa.org/samplingresults2.html.

Sideli, K. (2002, Winter). Security issues and data collection in education abroad. International Educator, 41-
42. [On-Line]. Available: http://www.secussa.nafsa.org/datacollection.html.

Sideli, K., & Koh, H-K. (2002, Fall). Everyone has to count when it comes to security. IIENetworker, 44-46.

Slind, M., & Spencer, S.E. (2002). Safeguards for short-term programs. In S.E. Spencer & K. Tuma (Eds.),
The guide to successful short-term programs abroad (pp. 239-277). Washington, DC: NAFSA: Association of
International Educators.

Smiles, R. (2001, August 2). A world-class education: Rewards abound for those who dare to teach or study
abroad. Black Issues in Higher Education. [On-Line]. Available:
http://www.findarticles.com/cf_0/m0DXK/12_18/77398870/print.jhtml.
This journal cover story contains perspectives of Black faculty and administrators, a number of whom are from
HBCUs, and also has an interesting article by a returned student of color who studied abroad. This journal be
ordered directly from the publisher at (703) 385-2981 in Fairfax, Virginia. [Author/Journal].

Spencer, S.E. (2002). Student selection and enrollment In S.E. Spencer & K. Tuma (Eds.), The guide to
successful short-term programs abroad (pp. 141-148). Washington, DC: NAFSA: Association of International
Educators.

Spencer, S.E., & Tuma, K. (Eds.). (2002). The guide to successful short-term programs abroad. Washington,
DC. NAFSA: Association of International Educators.

Storti, C. (2001). The art of coming home. (2nd Ed.). Manassas Park, VA: Impact Publications.
You may be in for a shock if you expect things to be the same as when you left home! Indeed, you’ll quickly
discover both you and home have changed. Examines reentry issues for four specific groups: high school
exchange students, international volunteers, military personnel and their families, and missionaries and their
children. Integrates the process of returning home into the overseas experience. Offers solid advice everyone
needs to reduce the stress of making the transition home. [Publisher].

Storti, C. (2001). The art of crossing cultures. (2nd Ed.). Manassas Park, VA: Impact Publications.
Adjusting to a new culture and getting along with the local people are two common challenges for nearly
everyone who lives and works abroad. This book shows what it takes to encounter a new culture and succeed.
Filled with examples of cross-cultural misunderstandings and tools for turning cultural confrontation into
cultural adaptation. [Publisher].

Strategic Task Force on Education Abroad. (2003, November). Securing America’s future: Global education
for a global age. Report of the Strategic Task Force on Education Abroad. Washington, D.C.: NAFSA: Association of
International Educators. [On-Line]. Available:
http://www.nafsa.org/content/publicpolicy/stf/securingamericasfuture.htm

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 Strawn, D.L. (2000, July 14). International study opportunity for students. Presentation at the Johannesburg
2000 Conference on International Education, July 9-17, 2000. Available:
http://www.nazarene.org/iboe/riie/conference/joburg/fac_dev/strawn.pdf.
Article about study abroad from a Christian perspective. [DJC].

Strawn, D.L. (2001, Winter). International study opportunity for students. Didache: Faithful Teaching, 1 (2).
[On-Line]. Material from this article originally presented at the Johannesburg 2000 Conference on International
Education, July 9-17, 2000. Available: http://www.nazarene.org/iboe/riie/Didache/Didache_vol1_2/index.html.
Article about study abroad from a Christian perspective. [DJC].

Sumka, S. (2001, September/October). Host family experience: What is the impact? What does it mean?
Transitions Abroad, 25 (2), 75-76.

Sunnygard, J. (2002). “If you cross over the sea…Program leadership for intercultural development. In S.E.
Spencer & K. Tuma (Eds.), The guide to successful short-term programs abroad (pp. 191-201). Washington, DC:
NAFSA: Association of International Educators.

Sussman, N.M. (2002, August). Testing the cultural identity model of the cultural transition cycle: Sojourners
return home. International Journal of Intercultural Relations, 26 (4), 391-408.
A new theoretical model, which explores the relationship between cultural identity and repatriation experience,
was tested among 113 American teachers who sojourned to Japan. Results indicated, unexpectedly, that
overseas adaptation and repatriation experiences are not directly associated. Rather, home culture identity
strength inversely predicted repatriation distress with repatriates experiencing high distress reporting weak
cultural identity. Preliminary findings also indicated that repatriation experience is related to shifts in cultural
identity. As predicted by the Cultural Identity Model, ratings of increased estrangement from American culture
(subtractive) or feeling "more" Japanese (additive) following a sojourn are correlated with the high
repatriation distress. Further, the more the global identity shift, the higher the life satisfaction. An innovative
methodology was utilized in this study through the use of internet for participant recruitment and data
collection. [Author].

Taylor, J. (2002). Administrative processes. In S.E. Spencer & K. Tuma (Eds.), The guide to successful
short-term programs abroad (pp. 25-49). Washington, DC: NAFSA: Association of International Educators.

Teikyo University Holland. (date unknown). The administrator's guide to study abroad programs: A step-by-
step handbook to help you establish or expand your study abroad program. [On-Line]. Available:
http://www.cobweb.nl/teikyo/guide.htm.
This guide is designed to help you establish, improve, or expand your study abroad programs. It covers a lot of
material, and it is a fairly long document. [TUH].

The Conservation Company. (2001). Environmental scan of international youth exchange programs.
Unpublished document. CGP, The Japan Foundation Center for Global Partnership. [On-Line]. Available:
http://www.cgp.org/pdf/EnvironmentalScan.pdf.

Thompson, J.W. (2004). An exploration of the demand for study overseas from American students and
employers. A report prepared for the Institute of International Education, the German Academic Exchange Service
(DAAD), the British Council, and the Australian Education Office. [On-Line]. Available:
http://www.iienetwork.org/file_depot/0-10000000/0-10000/1710/folder/10528/JWT+Study.doc.
An analysis of how future employment considerations are likely to impact students' decisions to study overseas
and employers' perceptions of candidates with overseas qualifications. [Author].

Tillman, M. (Ed.). (2001). Study abroad: A 21st century perspective, volume II, the changing landscape.
Stamford, CT: American Institute for Foreign Study Foundation. [On-Line]. Available:
http://www.aifs.com/aifsfoundation/21century.htm.

Tillman, M. (2005, July/August). The right tool for the job. International Educator, 14 (4), 4-7.

32
In an ever more globalized economy, educators need to assist students in building a sophisticated “toolkit” to
market the value of their varied portfolio of international experiences to employers. [Author].

Tonkin, H. (2001). Study, service and the self-transformed. In M. Tillman (Ed.), Study abroad: A 21st
century perspective, volume II, the changing landscape (pp. 22-25). Stamford, CT: American Institute for Foreign
Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm.

Transition Dynamics. (2001, December). International expatriate and repatriate community bibliography.
Transition Dynamics. [On-Line]. Available: http://www.transition-dynamics.com/bibs.html.
Transition Dynamics is a consultancy serving the international expatriate and repatriate community. This
bibliography provides several direct links to the resources themselves or to informational pages on how to
obtain these resources.

Trudeau-Reeves, F. (2002, February). Study abroad: A calculated Risk. Association of Universities and
Colleges of Canada, University Affairs, 16-19. [On-Line]. Available:
http://www.ryerson.ca/gointernational/oaie_cbie2002/pdf/studyabroad.pdf.

Truong, D.N. (2002). Successes, challenges and difficulties experienced by American students while on
Fulbright scholarships in China and Vietnam. (Doctoral dissertation, Virginia Commonwealth University).
Dissertation Abstracts International, 63 (5), 1747A.
Many students both undergraduate and graduate look for scholarships and grants to be able to travel and study
abroad. Those who wish to travel and conduct their graduate research have spent months and years gathering
information on their respective choice of countries, learning the appropriate language, and seeking a
scholarship grant to support their endeavor overseas. In the United States, college students who wish to receive
one of the prestigious Fulbright grants as a financial support while they study, teach or research abroad
compete against other students nationwide. The selection process is rigorous, and those who wish to be selected
must submit their record of personal attributes and study, teaching or research proposals. Even though the
selection process is rigorous, the quality of the selectees does not guarantee success. They may encounter
daunting challenges once they enter the overseas environment and in some cases completion of their planned
period abroad may prove problematic. What can be done to prepare the students for the challenges and/or
difficulties so the rates of success among Fulbright researchers are increased? The purpose of this study was to
uncover and analyze the successes, challenges and difficulties of Fulbright students during their time in China
and Vietnam and afterward. Many Fulbright students had a limited time to complete their research. This
research focused on the celebration of successes as well as identification of strategies to overcome the challenges
and difficulties facing students doing such research. A qualitative method design and data analysis was used,
employing questionnaires and interviews. This study took the form of survey case study research design. The
sample for this study encompassed ten American Fulbright students drawn from the 1998 & 1999, 1999 & 2000
and 2000 & 2001 United States Student Grantees Classes. From the respondents' suggestions above, it is hoped
that future Fulbright students will be prepared for all the experiences while conducting research in China or
Vietnam. [Author].

Tuma, K. (2002). Program models. In S.E. Spencer & K. Tuma (Eds.), The guide to successful short-term
programs abroad (pp. 65-106). Washington, DC: NAFSA: Association of International Educators.

Tuma, K. (2002). Marketing and promotion. In S.E. Spencer & K. Tuma (Eds.), The guide to successful
short-term programs abroad (pp. 135-139). Washington, DC: NAFSA: Association of International Educators.

Turlington, B., Collins, N.F., & Porcelli, M. (2002). Where credit is due: Approaches to course and credit
recognition across borders in U.S. higher education institutions. Washington, D.C.: American Council on Education.
[On-Line]. Available: http://www.acenet.edu/bookstore/pdf/2003_where_credit_due.pdf
Recent ACE research has revealed that difficulty in obtaining credit recognition for international study and
overseas internships often discourages students from pursuing higher education exchange. This guide explores
how specific institutions have overcome this hurdle. [ACE].

33
 Udin, V., & Davis, N. (2001, November). Organizational implications of web-enhanced study abroad
programs. Invited paper for the International Educational Technology Conference and Fair 2001, Sakarya University,
Turkey. [On-Line]. Available: http://web2.iastate.edu/~ilet/public_files/publications.html.
This paper provides a view of how the marriage of information technology and international education may be
achieved, as proposed by Philson (1998). However, it suggests that there is more to do than to collaborate with
colleagues and provide increased access to resources. In addition, we need to work to create learning
communities that span cultures, languages and continents. We recognize the dangers of globalization and a
bland common universality. Our collaborative development through the ILET (International Leadership for
Educational Technology) project aims to promote understanding and respect for multicultural perspectives in
learning and teaching in higher education and in the preparation of teachers generally. In doing so we aim to
support education for democracy and to assist in increasing the conditions for world peace. [Authors].

Ulvin, A. (2002, May 8). I knew you were American because you were bigger: In our bodies. Unpublished
manuscript posted on SECUSS-L, Montana State University, Bozeman, MT. [On-Line].
Available: http://listserv.acsu.buffalo.edu/cgi-bin/wa?A2=ind0208&L=secuss-l&T=0&F=&S=&P=3085.
A student recounts on her study abroad experience in France and the differences in health between the U.S. and
France with particular attention paid to eating disorders. [DJC].

Vadino, N. (2005, May/June). Apropos of…Looking outside the box for global citizenship. International
Educator, 14 (3), 68-70.

Vahlbusch, J. (2003, Winter). Experiential Learning in the University of Wisconsin-Eau Claire's Program in
Wittenberg, Germany. ADFL Bulletin, 34 (2).

Van de Water, J. (2001). Partner or perish – Study abroad in the 21st century. In M. Tillman (Ed.), Study
abroad: A 21st century perspective, volume II, the changing landscape (pp. 26-27). Stamford, CT: American Institute
for Foreign Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm.

Vande Berg, M. (1999, November 11). Data Collection and study abroad: Yesterday, today, and tomorrow.
Presentation at the CIEE Conference, Chicago, IL. [On-Line]. Available:
http://www.secussa.nafsa.org/whycollect.html.

Vande Berg, M. (2001, Spring). SECUSSA/IIE electronic sampling results: Survey #2: The assessment of
learning outcomes in study abroad. International Educator, 10 (2), 31. [On-Line]. Available:
http://www.secussa.nafsa.org/samplingresults2.html.

Vande Berg, M. (2003). A research-based approach to education abroad classification. Position paper of the
Outcomes Assessment Goal Committee, The Forum on Education Abroad. [On-Line]. Available:
http://www.forumea.org/papers.html.

Verweijen, R. (2001). Internships as parts of study abroad programs: Potentials and pitfalls. Unpublished
capstone paper, School for International Training.

Viale, J.J. (2001). Defamation law and the study abroad professional. Unpublished capstone paper, School
for International Training.

Vincenti, V.B. (2001, Spring). Exploration of the relationship between international experiences and the
interdisciplinary work of university faculty. Journal of Studies on International Education, 5 (1), 42-63.
This article reviews the published literature to obtain a better understanding about how international and,
more generally, intercultural experiences might facilitate the development of interdisciplinary faculty work in
higher education. More specifically, it examines characteristics of interdisciplinary individuals, benefits of
international/intercultural experiences to travelers, the qualities needed for intercultural effectiveness,
university disciplines as cultures, and how the relationship between international/intercultural experience is
similar to interdisciplinary experience and competence. Finally, it addresses questions for future research.
[Author].

34
 Weeks, K.M. (2002). Managing liability and overseas programs. Nashville, TN: College Legal Information,
Inc.
This series of essays is designed to educate and inform overseas study administrators, supervisors, counselors,
and staff about the legal implications of decisions they make. Knowing the law and adopting preventive
measures is the best way to cope with the law, prevent legal challenges, and reduce exposure.

Overseas program administrators often make or participate in decisions that can lead to litigation. For
example, administrators who work with study abroad students develop working relationships with overseas and
foreign institutions; counsel and advise students and parents; apply rules of conduct and enforce disciplinary
standards; employ risk reducing strategies by using releases and waivers; and may be called upon to interface
with the media in the unfortunate event of a crisis overseas. In sum, administrators significantly affect the
effectiveness and exposure of the overseas study program.

Every year more college students participate in study abroad programs and in more challenging environments.
Accordingly, overseas program administrators encounter various responsibilities involving the safety and well
being of participants, the need to prevent exposure of the institution to liability, and to monitor all aspects of the
program and campus and overseas personnel.

This manual on Managing Liability focuses on: The Expanding Scope of International Programs;
Organizational Relationships and Legal Exposure; Students and Off-Campus Misconduct; Extraterritorial
Application of Federal Statutes; Sources of Liability; Orientation and Program Assessment; Risk Reducing
Strategies; Duty of Advisors; Crisis Management and Media Relations; and, Releases and Participation
Agreements. [CLI, Inc.].

Weting, P.M. (2002, May). Impacts on participants of an island study abroad program in London, England.
Unpublished Capstone paper, School for International Training.
This study presents results from a survey involving students who participated in an island study abroad
program in London, England. Students were invited via email to complete an online survey, which asked
students questions regarding interpersonal and intrapersonal development and how their experience abroad
had an impact on those areas. Further questions asked students to determine what they felt most attributed the
change. Additionally, they answered various background questions so the surveys that were analyzed all met
certain criteria. Students must have completed an island study abroad program in London that lasted no
longer than one semester in length.

Data analysis revealed that students do make interpersonal and intrapersonal gains by having studied in
London on an island program. There were greater gains (more than 65%) in the following areas: awareness of
intradependence, becoming more sociable with peers, being more sociable in groups, making friends more
easily, better listening, extrovert-ness, and introvert-ness. Self-esteem, self-confidence, independence and
understanding of themselves all showed high growth – more than 90%. Students abroad for a semester or
quarter made larger gains than those abroad for a summer, with very few exceptions. Most frequently,
personal change was attributed to the challenges a student overcame while on their study abroad program.

Analysis of the survey and relevant documents were integrated to reach conclusions regarding various impacts
the island study abroad program experience had on students’ interpersonal and intrapersonal development.
[Author].

Whalen, B. (2003). Study abroad outcomes assessment: Longitudinal studies. Position paper of the
Outcomes Assessment Goal Committee, The Forum on Education Abroad. [On-Line]. Available:
http://www.forumea.org/papers.html.
Longitudinal studies that measure study abroad outcomes are critical to understanding the impact and the
effects of study abroad over time. Longitudinal studies examine the ongoing effects of study abroad and make it
possible to track historical changes thereby treating the “reentry” phase of study abroad as part of the study
abroad process. There are two general categories of longitudinal studies: institutional impact and student

35
learning. Both types of studies take a historical approach at considering various forms of data over time in
order to study the outcomes of study abroad. [Author].

White, D. (2002). Internal support systems: It takes a campus to run a study abroad program. In S.E. Spencer
& K. Tuma (Eds.), The guide to successful short-term programs abroad (pp. 51-62). Washington, DC: NAFSA:
Association of International Educators.

Wilkinson, S. (2001). Beyond the classroom boundaries: The changing nature of study abroad. In R.Z.
Levine (Ed.), Beyond the boundaries: Changing contexts in language learning (pp. 81-105). Reports of the Northeast
Conference on the Teaching of Foreign Languages. New York: McGraw-Hill.

Wilkinson, S. (2002, October 26). What if they don’t gain? Paper presented at the Conference on Language
Gain in the Study Abroad Environment, University of Wisconsin, Madison, WI.
Even though statistical research confirms our intuition that most students make significant linguistic strides
while abroad, ethnographic studies reveal that such gains are not a given for every overseas participant.
Through an examination of data from a variety of descriptive studies, this presentation explores the
complexities surrounding such failure (or perceived failure) to make progress. Within the framework of Giles
and Byrne's (1982) speech accommodation theory and Bennett's (1986) intercultural sensitivity model, these
case-study findings suggest that participants may eschew opportunities for language use because the perceived
costs to their self-identity and emotional well-being outweigh the potential benefits of linguistic gain. Such
avoidance may also precipitate from an individual's stage of cross-cultural adjustment. These findings raise
issues for consideration in the design of overseas programs and the recruitment of participants. [Author].

Winkler, A.M. (2005, March/April). View from out here: Climbing Kilimanjaro. International Educator, 14
(2), 48-51.

Winston, R.P. (2001, Fall). Discipline and interdiscipline: Approaches to study abroad. Frontiers: The
Interdisciplinary Journal of Study Abroad, 7, 61-93. [On-Line]. Available:
http://www.frontiersjournal.com/back/seven/volseven.html.

Woolf, M. (2001, Fall). Not waving but drowning: Arguments against immersion in study abroad.
International Educator, 10 (4), 29-34.
Challenging some pervasive orthodoxies, the author offers another perspective on experiential education,
arguing that full immersion into an academic culture may not be a U.S. student’s best path to education abroad.
[IE].

Woolf, M. (2005, March/April). Avoiding the missionary tendency. International Educator, 14 (2), 27-31.
For service learning in education abroad to gain esteem and recognition parity within the wider academic world
and beyond, the question of academic content rather than social good must be addressed. [Author].

Wortman, T. (2001, November). Study abroad: Increasing openness to diversity. Paper presented at the
Association for the Study of Higher Education (ASHE) International Forum, Richmond, Virginia.

Young, R.Y. (2001, December 4). Assessing the impact areas of an international study tour for teachers.
Unpublished master’s thesis, unknown institution. [On-Line]. Available:
http://www.fivecolleges.edu/partnership/sea/masterthesis.pdf
The purpose of this paper is to examine some of the relevant theories and research on global and multicultural
education, as well as international study programs. More importantly, it will analyze data collected from the
ten teachers who participated in the professional development study tour described…and in depth in the “Case
Study” section. In documenting the study tour’s impact, this paper seeks to answer the question: in what areas
has the 2001 Study Tour of Southeast Asia impacted teacher understanding and sensitivity towards the cultures
and issues facing Southeast Asia and the diaspora? [Author].

Zachrisson, C.U. (2001). New study abroad destinations: Trends and emerging opportunities. In M. Tillman
(Ed.), Study abroad: A 21st century perspective, volume II, the changing landscape (pp. 28-30). Stamford, CT:

36
American Institute for Foreign Study Foundation. [On-Line]. Available:
http://www.aifs.com/aifsfoundation/21century.htm.

Zamastil-Vondrova, K. (2005, January/February). Good faith or hard data? Justifying short-term programs.
International Educator, 14 (1), 44-49.

Zambito, J., (2002). Students of color in study abroad programs. Colorado State University Journal of Student
Affairs, 11, 1-5. [On-Line]. Available: http://www.colostate.edu/Depts/DSA/SAHE/JOURNAL/2002/zambito.htm.
Studying abroad is oftentimes considered a life-changing experience for young men and women, one that adds
depth and quality to their lives and future careers. This article will discuss a case study examining the positive
impact study abroad has on student participants, as well as explore the under-representation of students of
color in study abroad programs. To help change perceptions, which discourage students of color from study,
abroad, higher education professionals should concentrate their efforts on marketing study abroad
opportunities toward this student population. [Author].

Education Abroad/International Education Journals

A World Awaits You (AWAY). An award-winning journal, produced by the National Clearinghouse on Disability
and Exchange. AWAY provides a place for exchange participants with disabilities, exchange providers and disability
rights advocates to share their international exchange success stories with others. To obtain a free copy of AWAY or to
request guidelines for submitting your story, please send your mailing address to the address below, or e-mail
clearinghouse@miusa.org. [Journal]

ADFL Bulletin. The ADFL Bulletin is a refereed journal published three times a year by the Association of
Departments of Foreign Languages, a subsidiary of the Modern Language Association. The ADFL Bulletin prints
essays dealing with professional, pedagogical, curricular, and departmental matters. [ADFL]. This Bulletin often
publishes articles relating to foreign language acquisition during study abroad as well as on other international
education related issues. http://www.adfl.org/bulletin/index.htm.

Black Issues in Higher Education. Cox and Matthews teamed up to launch Black Issues In Higher Education as a
small newsletter in the basement of Cox's home in March 1984. Now headquartered in Fairfax, Virginia and averaging
96 pages per edition, Black Issues is the nation's only news magazine dedicated exclusively to minority issues in higher
education. Published bi-weekly, Black Issues brings in-depth and up-to-date coverage of the diverse education
community, including African Americans, Native Americans, Asian Americans and Hispanic Americans, as well as
Americans with disabilities and women to every college and university in the United States. Among Black Issues'
200,000 readers are university presidents, deans, professors, student service professionals, as well as students,
librarians, personnel and affirmative action officers. Readers also include professionals at associations, corporations,
military installations and private sector groups concerned with minority participation in higher education. Black Issues
publishes a number of special reports annually covering topics such as Recruitment and Retention, Health Sciences
Education, Careers in Higher Education, Arthur Ashe Jr. Sports Scholars Awards, Top 100 Degree Producers,
Graduate and Professional Education, as well as its annual Academic Kickoff edition. [Journal]. Black Issues in
Higher Education has published several articles on study abroad. You can learn more about the journal from the
following link: http://www.blackissues.com

Comparative Education Review (CER) investigates education throughout the world and the social, economic, and
political forces that shape it. Founded in 1957 to advance knowledge and teaching in comparative education studies,
the Review has since established itself as the most reliable source for the analysis of the place of education in countries
other than the United States. Frequency: quarterly. [Journal] http://www.journals.uchicago.edu/CER/

Subscription also provides membership to the Comparative and International Education Society (CIES)
http://www.cies.ws

37
Current Issues in Comparative Education (CICE) is an international on-line journal based at Teachers College,
Columbia University that publishes scholarly work from a variety of academic disciplines. CICE seeks clear and
significant contributions that further debate on educational policies and comparative studies. [Journal]
http://www.tc.columbia.edu/CICE/

Foreign Language Annuals. As the official journal of the American Council on the Teaching of Foreign Languages,
Foreign Language Annals is dedicated to the advancement of foreign language teaching and learning. The journal
seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the
teaching of foreign languages at all levels of instruction. Foreign Language Annals is a refereed journal published
bimonthly (six issues per year). Preference is given to articles that report educational research or experimentation, that
describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the
profession. Special articles are occasionally commissioned but manuscripts on a wide variety of topics are welcomed.
[Journal]. http://www.actfl.org/.

Frontiers: The Interdisciplinary Journal of Study Abroad. The purpose of Frontiers is to publish thought-
provoking research articles, insightful essays, and concise book reviews that may provide the profession of study
abroad an intellectual charge, document some of the best thinking and innovative programming in the field, create an
additional forum for dialogue among colleagues in international education, and ultimately enrich our perspectives and
bring greater meaning to our work.

Frontiers aspires to publish excellent writing that reflects deeply on the critical issues and concerns of study abroad. In
particular, this journal is interested in the intellectual development of students in an international and intercultural
context. Study abroad offers great promise both to individual students and to institutions committed to international
education.

Frontiers is an interdisciplinary journal. It publishes manuscripts from a wide range of disciplines and encourages
approaches to topics that use multiple and mutually supporting forms of analysis. Research on the issue of student
learning abroad, for example, might make use of research in anthropology, linguistics, psychology, philosophy, and
education. Frontiers encourages researchers in particular fields of study to submit manuscripts that relate well to
study abroad. Examples of such articles might include: an analysis of the meaning of study abroad for a particular
historical figure; an examination of study abroad themes as they appear in a literary work; a business case study
analysis of an abroad program; or a research article on the psychological processes that shape study abroad
experiences.

Frontiers publishes one volume per year, alternating between a general, ecletic one and a thematic one that covers a
specific topic in-depth. Each volume typically contains research articles, an essay, book reviews, and an update of a
particular theme or topic in a field. [Journal] http://www.frontiersjournal.com/
- Web version of past articles may be found at http://www.frontiersjournal.com/back/back.htm

In Focus. A graduate student, refereed online journal of the Institute of International Development in collaboration
with the College of Education at Florida International University that offers a forum for graduate students to publish
research papers, essays and book reviews concerned with the themes of international and intercultural education.
Graduate students make up the editorial board of the journal and are overseen by a distinguished faculty and
practitioner advisory board. In Focus published its preview issue in the summer of 2002. [Journal]
http://www.escotet.org/infocus/

International Educator. NAFSA: Association of International Educators quarterly journal is a vital resource for
ideas about the theory and practice of international education. [Journal]
http://www.nafsa.org/content/ProfessionalandEducationalResources/Publications/IE/IeHome.htm

International Review. The Phi Beta Delta International Review, published annually, is a multi-disciplinary journal.
The editors welcome contributions from all academic disciplines. Manuscripts submitted for review should have an
applied focus. The information detailed in a particular study should be of the sort that may be applied toward the
development and enhancement of the "international experience" as it applies to education. The editors encourage the
submission of manuscripts that range over such concerns as: (1) initiatives and impacts in international educational

38
exchange; (2) international program development at colleges and universities; (3) internationalizing of curricula:
policies, programs, practices, impacts; (4) international business education; (5) facilitators of international exchanges;
(6) legal issues in the development of international programming; (7) comparative education issues; (8) curriculum
development in Area Studies. [Journal] http://www.phibetadelta.org/intrev.htm

Journal of Research in International Education is a new (2002), international, peer-reviewed journal in

international education published in collaboration with the International Baccalaureate Organization (IBO) and its
partner schools, examiners and higher education institutions throughout the world.

International education is distinct from development education and also from comparative education. The journal will
be designed to promote the relationship between theory and practice, and will be of the highest intellectual and
academic quality for those undertaking rigorous and systematic enquiry.

The Journal of Research in International Education will be of interest to researchers and practitioners in areas such as
intercultural studies, multicultural education, curriculum studies, assessment and evaluation, professional development,
management and organization, school improvement and school effectiveness, philosophy, psychology, politics and
teaching methods. The wider market will include researchers in institutions of higher education; teachers and
administrators in secondary and primary schools, both through the international schools networks and in national
systems; educational entrepreneurs, providing professional development and institutional management to the
international school movement. Issues raised in the Journal will also be relevant to those in Ministries of Education, in
Curriculum Development Centres and in Examination Boards throughout the world. The Journal publishes
contributions in English with abstracts in English, Spanish, and French. [Journal]

This journal is available electronically at http://www.sagepub.co.uk/

Journal of Studies in International Education. In 1997, the Council on International Educational Exchange
launched the Journal of Studies in International Education, a biannual publication designed to serve as a medium for
noteworthy scholarship and provocative thinking about international education. [Journal] http://www.ciee.org/journal/,
http://www.asie.org/articles.htm or http://www.cbie.ca/jsie.html.
- Article abstracts may be found at http://www.asie.org/abstracts.htm.

Language Learning Journal – A journal of the Association for Language Learning. This journal contains articles on
the teaching and learning of languages, applied linguistics, language policy, current issues, good practice in classroom
teaching. The Language Learning Journal occasionally carries articles on study abroad and language learning.
http://www.all-languages.org.uk/all_language_learning_journal.htm.

Open Doors Report on International Educational Exchange - Open Doors is the only comprehensive and accurate
information resource on the international students in the United States and U.S. students abroad. IIE has been
conducting a survey on study abroad flows since 1985/86. For the purpose of Open Doors, study abroad is narrowly
defined as only those students who received academic credit from a U.S. accredited institution of higher education
after they returned from their study abroad experience. (Students who travel and take courses without credit transfers
are not reported in Open Doors, nor are students who are enrolled overseas for degrees from non-U.S. institutions.)
Open Doors data also reports participation rates based on ethnicity. [IIE-Open Doors/DJC].
http://opendoors.iienetwork.org/

SAFETI On-Line Newsletter. The SAFETI (Safety Abroad First - Educational Travel Information) Clearinghouse
Project, develops and disseminates resources to support study abroad program development and implementation,
emphasizing issues of health and safety. This is possible using a World Wide Web-based Clearinghouse format,
enhancing collaboration between higher education institutions, government, and non-governmental organizations. It is
funded through support by FIPSE (the Fund for the Improvement of Postsecondary Education ) of the US Department
of Education. It is a part of the Center for Global Education at the University of Southern California. [SAFETI]
http://www.usc.edu/dept/education/globaled/safeti/newsletter.html

The Advising Quarterly - The Advising Quarterly is a periodical of AMIDEAST for professionals in international
education worldwide, produced with partial funding from the U.S. Department of State. It provides in-depth
39
information on U.S. education and issues related to educational exchange as well as updates on such topics as new
resources, academic news, Web sites, testing, and short-term training. [Journal]. http://www.amideast.org/aq/

The Modern Language Journal - This refereed publication is dedicated to promoting scholarly exchange among
teachers and researchers of all modern foreign languages and English as a second language. This Journal publishes
documented essays, quantitative and qualitative research studies, response articles, and editorials that challenge
paradigms of language learning and teaching. The Modern Language Journal offers 6 or 7 essays or research studies
per issue, a professional calendar of events and news, a listing of relevant articles in other journals, an annual survey of
doctoral degrees in all areas concerning foreign and second languages, and reviews of scholarly books, textbooks,
videotapes, and software. New section of the Journal beginning in 2002 is Perspectives. This section, appearing in
issues 2 and 4, will present timely professional issues for discussion through an introductory article followed by
several commentaries. The first topic, appearing in 86:2, 2002, was enrollment issues in foreign language programs.
The Modern Language Journal Electronic Index 1916-1996 is now available online at
http://www.blackwellpublishing.com/mlj/. [Publisher]. The MLJ often publishes articles on study abroad related
issues with a primary focus on foreign language acquisition. [DJC].

Transitions Abroad. A bimonthly guide to practical information on affordable alternatives to mass tourism: living,
working, studying, or vacationing alongside the people of the host country. You can access study abroad related
publications, resources, program listings, and articles. [Journal] http://www.transabroad.com

Education Abroad/International Education Organizations & Related sites

Alliance for International Educational and Cultural Exchange - http://www.alliance-exchange.org/

American Council on Education (ACE) - http://www.acenet.edu/

The American Council on International Intercultural Education - http://www.aciie.org/

Association of International Education Administrators (AIEA) - http://wings.buffalo.edu/intled/aiea/

Association for the Study of Higher Education (ASHE), Council on International Higher Education/ASHE
International Forum
- http://www.higher-ed.org/international/

Association for Studies in International Education (ASIE)- http://www.asie.org/intro.htm

Canadian Bureau for International Education (CBIE) - http://www.cbie.ca/

Comparative and International Education Society (CIES) - http://www.cies.ws

Council on International Educational Exchange (CIEE) - http://www.ciee.org/

European Association for International Education (EAIE) - http://www.eaie.org/

EAIE, Study Abroad and Foreign Student Advisers (SAFSA) - http://www.eaie.nl/activities/ps/SAFSA/

Forum on Education Abroad - http://www.forumea.org/

IERES - International Education RESearch - http://www.geocities.com/ieres/

Institute of International Education (IIE) – http://www.iie.org

IIE Network – http://www.iienetwork.org

International Academy for Intercultural Research (IAIR) - http://www.watervalley.net/users/academy/default.html

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International Association for Cross-Cultural Psychology (IACCP) – http://www.iaccp.org/

Mobility International – http://www.miusa.org

NAFSA: Association of International Educators – http://www.nafsa.org

NAFSA, Section on U.S. Students Abroad (SECUSSA) - http://www.secussa.nafsa.org/

NASPA: Student Affairs Administration in Higher Education - International Education Knowledge Community
- http://www.naspa.org/communities/kc/community.cfm?kcid=8

National Center for International Education

at Missouri Southern State College - http://www.mssc.edu/ncie/

The National Society for Experiential Education (NSEE) – http://www.nsee.org

Society for Cross-Cultural Research (SCCR) - http://www.fit.edu/CampusLife/clubs-org/sccr/

© 2002-2008 David J. Comp

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