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Internships and International Education

Teresa Mastropieri, Krista McNamara, Patricia O'Connor, and Stine Odegard

Loyola University Chicago

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Table of Contents

Introduction 3 Internships 4

Field-Specific 4 Handbook Guide 8 Hybrid Techniques 9 Standards & Assessment 11 Students with Disabilities 13 Theory and Practice 14 Tools 17

International Education 20 Theory and Practice 21

Long-term vs. short-term 23 Student Development 23 Transition Home 25 Service-Learning Programs 26 Faculty Led Programs 26 Experiential Learning 27

Assessment, Outcomes and Standards 27 Assessment 28 Outcomes 31 Standards 36

Institutional Examples 37 Professional Organizations and Resources 37 Critiques and Limitations 38

Student Identities 39 Access and Equity 40 Challenges in the Field 42

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Introduction Experiential education is a pedagogy that has garnered considerate attention in the past decade. In particular, this document focuses on the high-impact practices of internships and international education. This resource seeks to help Marquette University faculty develop, implement, and facilitate curriculum to leverage student learning outcomes and broaden their overall knowledge base on the topics. We have given considerable attention to the missions of Marquette’s Center for Teaching and Learning, Office of International Education, and Career Services Center in deciding which resources will best serve the varied constituents utilizing this document.

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Internships:

References, Resources, & Links

While many of Marquette’s internship opportunities are institutionalized within the Career Services Center, the Center for Teaching and Learning can serve as a powerful partner resource for faculty as they develop curriculum and student experiences centered on internships. Recent literature addresses a range of topics offering a wealth of tools and knowledge for those campus constituents seeking to expand and develop internship experiences. The creators of this document have sought to compile a range of practical resources for faculty (how to design, implement and assess these experiences), as well as references with information on theoretical frameworks and models. Field-Specific

This category provides a collection of resources for the implementation of internship programs within specific disciplines such as Business, Social Work, Psychology, Counseling, Information Technology, Marketing, Political Science, and Sports Management. Overall, there is specifically a saturation of research on disciplines within the helping professions. In this category you will find a wide range of topics from preparation, experience and evaluation, consideration of ethics, to examining roles and relationships, integration of knowledge, and enhancing self-awareness. Baird, B. N. (2007). The Internship, practicum and field placement handbook: A guide for the helping professions (5th ed.). Upper Saddle River, NJ: Prentice Hall. Abstract: Acknowledging, anticipating, and addressing the everyday questions, anxieties, fears, and concerns of interns, this practical handbook bridges the gap between academic coursework and the knowledge, skills, and emotional challenges that are found in the real world of the helping professions. Incorporating the newest version of the APA ethics code, the federal HIPAA regulations, and the applications of technology to treatment and record keeping, this book contains the most recent research and literature pertaining to internship training, ethics and legal issues, supervision, self-care, record keeping, risk management, and more. Professionals and interns involved with internships, practicums, and field placements in Psychology, Social Work, Counseling, and related helping disciplines. Category: Field Specific Boylan, J. C., Scott, J. (2008). Practicum & internship: Textbook and resource guide for counseling and psychotherapy (4th ed.). New York: Routledge Taylor and Francis Group. Abstract: Completely revised and updated, the fourth edition of Practicum and Internship carries on the tradition of the previous editions as a popular and highly useful textbook and resource guide. It continues to be a comprehensive resource for students and their supervisors throughout the counseling and psychotherapy process, providing thorough coverage of both the theoretical and practical aspects of the practicum and internship process. This text guides students through the important pre-professional training experiences, from the selection of an appropriate practicum site to the final evaluation of the internship. Organizing the content into four sections for clarity and ease of use, the authors discuss all the relevant information regarding the practicum experience, preparation for the internship, the internship experience and evaluation, and important ethical and legal considerations. New in this edition are a listing and description of the various counseling theories and techniques; a section on crisis

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intervention and response; detailed guidelines for school mental health consultation; and forms for evaluating performance, cognitive, and consulting skills Forms are provided at the end of the book for the student's use in site selection, assessment, client treatment, and performance feedback and evaluation. These forms are also included in electronic format on an accompanying CD to allow students to modify and reuse them. Category: Field Specific Fulmer, H. W. (1993). Public Relations Internships: Considerations For A Successful Program.

Journal Of The Association For Communication Administration, (3/4), 67-73.

Abstract: This article explores the pre-graduation internship as a vital link between public relations classes and the public relations profession. Internship is a vital and necessary part of the public relations degree program. It has three major areas: academic preparation, academic structure and administrative procedures. The timing for an internship is important. A student without some basic classroom knowledge of public relations is not likely to receive the fullest benefits from his or her internship. The prospective intern should have completed a substantial part of two related areas of study prior to the internship. The success of an internship program is directly proportional to the amount of control exercised by the institution. Areas of control include strong faculty involvement in the selection process of matching prospective intern with a suitable site. Category: Field Specific Havard, T. S., Morgan, J., & Patrick, L. (2010). Providing Authentic Leadership

Opportunities through Collaboratively Developed Internships: A University-School District Partnership Initiative. Journal Of Research On Leadership Education, 5(12.6), 460-480.

Abstract: Programs designed to develop future educational leaders must include practical learning experiences that connect the theoretical content of university coursework with the realities of the K-12 workplace. Internships, which offer a common method of providing these experiences, have been generally lacking in the degree to which aspiring leaders actually ever have a chance to lead. Wilmore (2002) suggests that internships should provide aspiring administrators the opportunities to do the things that real live administrators do each day. If leaders in real schools actually lead, then internships must provide opportunities for their participants to go beyond traditional observational roles and allow for real leadership experiences. Just as other professions prepare their aspiring professionals to actually do the job they are being prepared to do through intensive, authentic residencies and internships, educational leadership programs must similarly provide candidates those same opportunities. Auburn University, through extensive collaboration with its K-12 partner districts, has designed an internship model that will integrate all learning into a set of practical activities that will allow students the opportunity to practice, through real life leadership, those skills they have developed in their academic studies. Category: Field Specific Hergert, M. (2009). Student Perceptions Of The Value Of Internships In Business Education. American Journal Of Business Education, 2(8), 9-13.

Abstract: Internships are an increasingly popular element of higher education in business and provide many potential benefits to students. An internship experience can help students make the connection between their academic studies and the world of business. They can also create valuable connections and networking opportunities to improve the employment and career prospects for students. This study analyzes the internships of 114 undergraduate and graduate students to determine what factors account for the most valuable internship experience. The results show a strong statistical correlation between the perceived value of the internship and the students demographic profile, the structure of the internship,

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and the connection to the students' career plans. These findings provide a basis for designing successful internship programs in business education. Category: Field Specific Kieser, P. M. (2011). The human services internship: Getting the most from your human service internship (3rd ed.). Belmont, CA: Brooks/Cole Abstract: An excellent tool for self-assessment and analysis, The human services internship: Getting the most from your experience, 3e integrates classroom learning with fieldwork. Covering information from the beginning to the end of an internship, this practical, hands-on book engages readers in a process of thinking and reflection--helping them analyze different experiences and situations they encounter day to day in their field work. A unique six-step model guides readers in enhancing self-awareness, integrating the knowledge and values of the profession, recognizing challenging and dissonant situations, decision-making, and follow-through. Category: Field Specific

Parilla, P., & Hesser, G. (October 1998). Internships and the sociological perspective: Applying principles of experiential learning. Teaching Sociology, 26(4), 310-329.

Abstract: The argument is made that internships to achieve educational goals by providing opportunity to apply sociological principles, improve analytical skills, and use Mill’s concept of “sociological imagination.” Category: Field Specific Ralevich, V., & Martinovic, D. (2012). Organizing and implementing the internship component of undergraduate programs in IS Security. Education & Information Technologies, 17(1), 27-48. doi:10.1007/s10639-010-9142-8

Abstract: This paper describes experiences in organizing and running an internship component of an undergraduate program in information systems security. In 2004, Sheridan College Institute of Technology and Advanced Learning introduced a novel Bachelor in Applied Information Sciences (Information Systems Security) program. The intent was to educate well-rounded specialists in the field and provide them with valuable work experience during the 8-month long co-op term. The research presented here is based on the co-op officer reports, statistics reported by the co-op office, interviews with the students and other anecdotal data mainly collected through conversations with the involved parties. Besides providing facts that speak to the quality of the program and appropriate organization of the job placements, the authors critically examine successes and challenges encountered in this process. Comparison with other information systems security postsecondary programs in Ontario, Canada, is given based on type of program, characteristics and focus of curriculum content and length of internship. Category: Field Specific

Rothman, J. C. (2000). Stepping out into the field: A field work manual for social work students. Boston: Allyn & Bacon.

Abstract: This fieldwork manual provides a structured, comprehensive guide to fieldwork. Each of the five units focuses on a specific area using a developmental approach from an initial consideration of the role of fieldwork in social work education to termination of the internship. The manual uses a process-oriented approach, examining roles, relationships, procedures, and milestones, as the social worker moves forward in experience over the course of placement. It also covers working with groups, organizations, and communities (macro perspective). Unit One helps prepare social workers for their field placement by examining the function of each of the professionals who will be guiding them through the process. Unit Two assists the reader with the initial process of getting to know the agency

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and developing a working relationship with the field instructor. Unit Three provides guidance during the course of placement. Unit Four focuses on the termination process, including post-placement relationships with the field instructor, colleagues, and clients. Unit Five takes a solutions-oriented approach to common problems a social worker may encounter in their field placement, including the effects of budget cuts and managed care. For any beginning social worker. Category: Field Specific Royse, D., Dhooper, S. S., & Rompf, E. L. (2009). Field instruction: A guide for social work students (6th ed.). Boston: Allyn & Bacon. Abstract: For those beginning their first social work field experience, this text/workbook addresses the most common questions, concerns, and problems students encounter and provides them with essential information for completing the field experience successfully. It is structured so that "early" questions about preparing for the first interview are presented ahead of more complicated issues such as resolving ethical dilemmas. This edition provides instructors with already designed exercises that instructors can choose from and tailor to students' specific learning needs These exercises are designed to promote involvement with the content of the text and to develop critical thinking and self-reflection. (google books) Category: Field Specific Swanson, S. R., & Tomkovick, C. (2011). Perspectives from Marketing Internship Providers. Marketing

Education Review, 21(2), 163-176. doi:10.2753/MER1052-8008210206 Abstract: Internship research published in marketing and business education journals primarily examine student perspectives about internships or reports results based on other business disciplines. To more accurately understand how employers perceive marketing interns and internships, 352 managers located in the Midwestern United States were surveyed. Respondents rated five skills and qualifications they deemed most important and rated previous interns on their abilities and expected firm benefits. Key findings include recognizing preferred methods of recruiting interns (including the emergence of social networking), identifying the tasks interns perform, and considering firm demographics on internship perspectives and practices. Category: Field Specific Weible, R., & McClure, R. (2011). An exploration of the benefits of student Internships to marketing

departments. Marketing Education Review. 21(3), 229-240. Abstract: Numerous studies have assessed the benefits that students and employers gain from participating in and supporting internship programs. Assessment of the benefits that marketing departments receive from supporting internship programs has largely been neglected. This study aims to address this gap by examining the responses of 180 colleges of business deans, associate deans, and faculty members. The results suggest that marketing departments reap certain benefits from internship programs, including improved class-room discussions, increased enrollment, and enhanced department reputation. Also, this study assesses instructor's perceptions of students' benefits, suggesting that student interns are hired sooner by the best organizations into better positions with higher salaries relative to students without internships. Category: Field Specific Young, D. S., & Baker, R. E. (2004). Linking classroom theory to professional practice: The internship as a practical learning experience worthy of academic credit. Journal of Physical Education, Recreation & Dance , 75(1), p.22

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Abstract: The practical learning experience that internships provide can be effectively incorporated into the sport management curriculum as a way to link classroom theory to professional practice. The authors stress the importance of establishing and maintaining academic rigor within internship experiences. The article addresses specific learning outcomes that require a variety of activities associated with student reflection, employment of multiple assessment measures, and clear definition of all stakeholders' responsibilities. In addition, the article proposes several appropriate academic exercises in order to establish a link between classroom theory and professional practice. Category: Field Specific Handbook/Guide

This category provides comprehensive resources for those professionals who seek to implement internship programming. Topics include overviews of theoretical models, standards, and benefits and limitations, as well as the practical implementation of fostering relationships between the student, institution, and community member. Capasso, R. L., & Daresh, J. C. (2001). The school administrator internship handbook: Leading, mentoring, and participating in the internship program. (p. 181). Thousand Oaks, California: Corwin Press, Inc. Abstract: This book provides an overview of the internship as a central ingredient of effective preservice programs. Intended for those who are involved in the preparation of school administrators, the text emphasizes that preservice programs must ensure that interns will learn the skills that will make them effective leaders. The book is designed to address the issues and practice of internships so as to provide a meaningful model for prospective educational leaders. The text is divided into 10 chapters. Chapters 1, 2, and 3 relate to organizing and designing a learning encounter that focuses on a realistic set of goals. They provide information that will help the university, internship site (local school system), and intern to form a bond, thus enabling the partners to function as a minicohort. Chapters 4 and 5 discuss the specific traits that interns need to extend and enhance during their internship experience so that they may increase the quality of life in the organizations they will eventually lead. Chapters 6, 7, and 8 describe the specific roles that the university mentor, field mentor, and intern must enact during the internship, whereas the last two chapters provide examples of how to evaluate and assess the internship and the university experience. Category: Handbook/Guide Inkster, R.P., & Ross, R.G. (1998). The internship as partnership: A Handbook for businesses, nonprofits, and government agencies. National Society for Experiential Education. www.nsee.org. Abstract: A series of two comprehensive and invaluable handbooks for internship programs and field sites. The first edition focuses on the responsibilities and challenges of the work of the field coordinator; the second edition does the same for the work of the site supervisors. Both editions have significant values for faculty and other campus supervisors in developing their effectiveness in working with placement sites. Category: Handbook/Guide Ryan , M., & Cassidy, J. R. (1996). Liberal education. The Academy of Management Learning and

Education , 82(3), 16-23. Abstract: Discussion of college internship programs for college students looks at their potential for experiential learning (EL), integration of EL into the curriculum, establishment of a committee to

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oversee EL, program standards, program models, the student's role in selecting a placement, student orientation needs, time spent on the job, coursework and student learning plan, and evaluation. Category: Handbook/Guide Sweitzer, H.F. & King, M.A. (2009). The successful internship: Personal, professional, and

civic development. Belmont, CA: Brooks/Cole Cengage Learning.

Abstract: The Successful Internship: Personal, Professional, and Civic Development, offers you more than just a resource for how to find a position or how to interview; it addresses the concerns, emotions, needs, and unique personal challenges that are the essence of an internship or field experience and focuses on the internship as a vehicle for your development as a civic professional. The authors describe in detail the path of change you'll find yourself embarking on and the challenges you'll face along the way. The book's five-stage model of the internship process--anticipation, disillusionment, confrontation, competence, and culmination--places the material in a meaningful framework that lends structure to your understanding of the work you'll be doing. Category: Handbook/Guide Hybrid Techniques

This category provides resources on hybrid programming techniques that merge the internship model with another type of high-impact practice (international education, undergraduate research, service learning, etc.). The integration of both models seeks to maximize student development. Resources in this category look to point out why students seek out these merging programs, what elements are included in student interest and retention, and the overall impact on their educational experience. Benedict-Augustine, A. L., (2010) The Impact of International Internships on Undergraduate College Students' Career Development. (Dissertation). Retrieved from ProQuest Dissertations and Theses Database (ED523898). Abstract: In recent years, a growing number of undergraduate college and university students in the United States have sought international internships. A great deal has been written about internships as a form of experiential learning and a great deal has been written about international study abroad as a source for global learning, but there is limited information available about international internships. For example, why do undergraduate college students pursue international internships? How do undergraduate college students describe their international internship experiences? What do students feel they have gained from the international internship in terms of their career development? Knowing the answers to these questions would help faculty advisors and/or career counselors/advisors to assist students in choosing international internships that would best help students meet their goals. An in-depth look at the impact of international internships might also be helpful for academic departments and institution-wide faculty committees to make informed plans for internationalizing the curriculum. For this research, a collective case study approach was used to gather in-depth data on the impact of international internships on undergraduate college students. Three cases were explored--business students, engineering students, and liberal arts students. Undergraduate students at two large, Ivy League, research universities, one in eastern Pennsylvania and one in central New York, were selected for the study. Fifteen students participated in one-on-one interviews as a means to better understand their international internship experiences. Five career services professionals who work with students in the academic disciplines represented in the study were also interviewed. An important goal for this research was hearing individual student voices and sharing their stories. Category: Hybrid Techniques

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Chalou , C., & Gliozzo, C. (2011, February 24). Why international internships are key to university global engagement. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Why-International-Internships/126505/ Abstract: College graduates need an international perspective to be competitive in today's job market. Many will have to negotiate foreign cultures whether they work in the United States or abroad. As part of this continuing change, international college internships should now be viewed as steppingstones to career success. Even though relatively few American students go on internships abroad, the number increased 133 percent from the 2003-4 to the 2008-9 academic years, according to the latest figures from the Institute of International Education, which looked at students who received credit for such programs. Yet while international internships can be valuable for students, it can be difficult for a college to carve out the time and personnel needed to manage them. The challenges are articulated in this review. Category: Hybrid Techniques McMurtrie, B. (2010, June 03). As overseas internships grow, so do challenges for college officials.

The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/As-International-Internships/65757/

Abstract: At the annual conference here of Nafsa: Association of International Educators, at least a half-dozen sessions are focusing on the topic of managing successful internships or, more broadly, strengthening the link between students' experiences abroad and their career prospects at home. The hurdles of setting up or tracking internships abroad are many, Study-abroad officials say that, without a doubt, students are looking harder for internships abroad that may help them get a leg up in a bleak job market. It is a global competition. Category: Hybrid Techniques McQuaid, E. L., & Spirito, A. (2012). Integrating Research Into Clinical Internship Training

Bridging the Science/Practice Gap in Pediatric Psychology. Journal Of Pediatric Psychology, 37(2), 149-157.

Abstract: Existing literature highlights a critical gap between science and practice in clinical psychology. The internship year is a “capstone experience”; training in methods of scientific evaluation should be integrated with the development of advanced clinical competencies. We provide a rationale for continued exposure to research during the clinical internship year, including, (a) critical examination and integration of the literature regarding evidence-based treatment and assessment, (b) participation in faculty-based and independent research, and (c) orientation to the science and strategy of grantsmanship. Participation in research provides exposure to new empirical models and can foster the development of applied research questions. Orientation to grantsmanship can yield an initial sense of the “business of science.” Internship provides an important opportunity to examine the challenges to integrating the clinical evidence base into professional practice; for that reason, providing research exposure on internship is an important strategy in training the next generation of pediatric psychologists. Category: Hybrid Techniques Nnadozie, E., Ishiyama, J., & Chon, J. (2001). Undergraduate research internships and

graduate school success. Journal of College Student Development, 42(2), p145-156. Abstract: Surveys alumni and program directors to determine relationship between participation in internship and success in graduate school for students served by the Ronald E. McNair Postbaccalaureate Achievement Program. Internship rigor was positively related to success in graduate school as measured by placement, secured funding, and completion. Three elements (preparation;

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presentation; publication) were key to a successful undergraduate research experience. Category: Hybrid Techniques Standards and Assessment

This category provides resources on program quality and accountability. The focus of these resources emphasizes standards for best practices and program assessment. Specifically, a number of resources examine how students make meaning of their experience and whether or not the experiences prepare them to apply their skills beyond their education. AAC&U. (2008). Standards for Service-Learning. Council for the Advancement of Standards in Higher Education. Category: Standards and Assessment Abstract: Standards for internship best practices. Eischen, D. D. (2009). It's in the stories: The power of "narrative knowing" in the evaluation of a student's internship experience. (Doctoral dissertation, Syracuse University), available from ProQuest Dissertations & Theses. Abstract: This study examined how student interns made meaning of their internship experience. Through their narratives, valuable constructs about work they developed through their internship experience and which may not have been ascertained by current performance evaluation tools were made visible. In the words of the student interns, it was possible to gain useful insights into the ways in which they transitioned from academia to the workplace. This study revealed the constructivist processes that facilitated the development of knowledge of the workplace and their perception of whether or not they were prepared for the world of work. Additionally, the research focused on some of the influences of race, gender, and (dis)ability on students' perceptions of IT as a viable career option. Implications for career counseling and internship planning are drawn out. Category: Standards and Assessment Implementing and Assessing Internships. (2002). ASHE-ERIC Higher Education Report, 29(3),

65. Abstract: Examines how faculty and administrators can build stronger partnerships with employers through reforming their internship, fieldwork and practicum experiences for undergraduates majoring in professional fields in the U.S. Differences between college and work environment; Assessment of student learning; Primary goals of the internship. Category: Standards and Assessment Martin , G. E., Wright, W. F., & Danzig, A. B. (2005). School leader internship: Developing, monitoring, & evaluating your leadership experience. (2 ed.). the University of Virginia: Eye on education. Abstract: This text was written to assist aspiring educational leaders in the assessment, design, implementation, and evaluation of a university or district intern leadership experience. It challenges school leader interns in 38 leadership and skill areas. Included in the second edition are new activities covering NCLB, IDEIA, NASSP, and NAESP standards. Category: Standards and Assessment

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National Association of Colleges and Employers (NACE). (2011). Position statement on U.S. internships: A definition and criteria to assess opportunities and determine the implications for compensation. Bethlehem, PA: NACE. Abstract: A statement on what defines an internship experience and the implications for compensation. Category: Standards and Assessment

Ryan, Mary (1999). Standards of Excellence for Experiential Education through Internships.

Institute for Experiential Learning, Washington, DC. Abstract: This document presents and explains the Institute for Experiential Learning's Standards of Excellence for Experiential Education through Internships, which were developed to generate a discussion in the higher education community on the academic standards that should serve as benchmarks for assessing the elements of good practice in internship programs. Sections 1-3 discuss the following: the standards' purpose; the various programs that would be considered experiential education; and an explanation of the standards' components. The remaining eight sections, which together constitute 75% of the document, are each devoted to one of the eight standards, which address the following issues: (1) enhancing on-campus excellence; (2) attaining institutional excellence/integrity; (3) achieving program quality through academic excellence and rigor; (4) achieving program quality through individual attention and involvement; (5) achieving program quality through appropriate internships; (6) achieving program quality through appropriate course work; (7) achieving program quality through diversity; and (8) achieving program quality through appropriate assessments. Each section includes information on the standard, its rationale, criteria for evaluating achievement of the standard, and appropriate steps for higher education institutions to take when implementing the standard. Concluding the document is a fact sheet on the Institute for Experiential Learning. http://eric.ed.gov/PDFS/ED435820.pdf. Category: Standards and Assessment Schatzer, N. S. (2008). Liberal arts experiential internship learning and assessment. (Doctoral dissertation, University of California), Available from ProQuest Dissertations & Theses . Abstract: Learning expectations of higher education in the beginning of 21st Global Century are enormous, while public confidence in outcomes is generally low. Across the country, calls for academy accountability, carrying over from the 1990s, remains strong. An internal institutional strategy to answer this call is assessment. Assessing student learning can inform the teaching process, improve learning outcomes, potentially narrowing the gap between community expectation and community confidence. This quantitative research investigated a liberal arts college experiential internship learning program (EILP), assessing the variables affecting student learning. The research cohort were student interns, participating one semester, for 15 weeks. Each student was asked to complete an online survey at the beginning of the term to illicit their learning expectations. At the end of the internship, the student completed an online survey, to report the outcomes. It was concluded that student expectation of satisfaction and engagement were significant predictors of the learning experience. While supervision, role, and environment were not significant; nor were the demographics: gender, year in school, total time at internship, and ethnicity, predictors of learning. Category: Standards and Assessment Weible, R. (2009). Are Universities Reaping the Available Benefits Internship Programs Offer?. Journal Of Education For Business, 85(2), 59-63.

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Abstract: Many research studies have examined the benefits student internships offer students and employers, but few looked at the benefits internships might lend to educational institutions. A survey instrument was developed and sent to 619 deans of all U.S. business programs. In all, 29% replied. The results indicate some institutions are gaining the benefits available from internship programs. Of all respondents, 34% reported internships inspired students to open new businesses; 87% reported that the business schools felt a stronger connection to the community; and 81% reported that reputation is affected by internships. Category: Standards and Assessment Wilkinson, K. (2008). Using breeze for communication and assessment of internships: an exploratory study. Journal of Educators Online, 5(2). Abstract: An important component of internships is the connection between students, universities and employers. "High-quality internships... encourage contact between faculty and students as well as develop cooperation among students," (Implementing and Assessing Internships, 2002, 67). This "good practice" must exist to ensure good performance assessment (Implementing and assessing internships 2002). Students in an internship program were given web cameras and access to the software Breeze to use for a video journal. Focus groups were conducted to determine the students' opinions of using this type of assessment. Students overwhelmingly preferred this type of assessment and saw the benefits of using the technology beyond the internship. Category: Standards and Assessment Students with Disabilities

These resources provide guidance to Program Directors on implementing effective internship opportunities for students with disabilities, including providing appropriate services and accommodations for this population. Resources in this category educate program leaders on the specific laws and requirements for those with special needs. Program models aim to enhance motivation for career development. Barnes, J. (2009). Sports Management and Administration Internships and Students With

Disabilities: Responsibilities and Practices for Success. Quest (00336297), 61(2), 191-201. Abstract: Practical, internships, and mentorships are vital for the development of capable and productive graduates of pre-professional academic programs, including sports management and sports administration programs. College students with disabilities, including those in sports management and sports administration programs, who are preparing to enter their professional careers, face all of the challenges of entry into the job setting and may also have other issues that add to the difficulty of their transition. Faculty and staff who are in charge of sports management internship programs may find it difficult to provide proper services and accommodations. The purpose of this article is to provide a brief overview of relevant laws and requirements related to students with disabilities, as well as to discuss some of the best practices for providing the accommodations and supports necessary for creating the best educational outcomes for sports administration students with disabilities. Category: Students with Disabilities Burgstahler, S., & Bellman, S. (2009). Differences in perceived benefits of internships for

subgroups of students with disabilities. Journal Of Vocational Rehabilitation, 31(3), 155-165. doi:10.3233/JVR-2009-0485

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Abstract: The authors of this article share the results of a study that compares specific benefits of internships completed by students with disabilities, as perceived by males and females, high school and college students, Caucasian and non-Caucasian students, and students with invisible disabilities and those with visible disabilities. Students in the study completed six- to twelve-week internships in fields that included computing, biology, engineering, research, administration, and health science. In a post-internship survey, participants reported gains in their motivation to work toward a career, knowledge of career options, job skills, ability to work with supervisors and co-workers, and knowledge of accommodation strategies. Analysis of participant responses revealed differences in perceived gains between respondents. The authors share lessons learned that may help career development, cooperative education, counseling, advising, and human resource professionals more effectively support high school and college students with disabilities who engage in internships. Category: Students with Disabilities Severance, T.A., & Starr, P.J., (2011) Beyond the classroom: Internships and students with special

needs. Teaching Sociology, 39(2), 200-207. Abstract: Internships and other forms of experiential learning are a valuable learning opportunity and resource for many students and perhaps even more so for those with special needs. Outside of the classroom, however, assisting students with special needs may present faculty with new questions and challenges as they navigate the transition to a community setting. This article provides information and resources to faculty in assisting these students. Category: Students with Disabilities Theory and Practice

This category provides resources that seek to build a bridge between theory and practice of internships by synthesizing the pedagogies and critiquing their value, design, and implementation. Central focuses within these resources are the various foundational models that are used as a vehicle for best practices. Specifically these programs aim to be grounded in the institutional mission as well as within the goals of student and partnership development.

Carter, J. K. (1998). College-community internship program: collaborative efforts to develop local opportunities. Journal of Career Development, 25(2), 135-40. Abstract: Growing criticism of existing educational leadership preparation programs seems to focus on a lack of contextual relevancy and instructional leadership. Universities and school districts need to develop more formal, collaborative, long-term relationships focused on the nature of principal preparation, moving beyond acculturation to district norms and irrelevancy to building future leaders' capacity for continuous educational improvement. Educational administration as an applied field demands that we answer key questions regarding the development of effective practitioners. Category: Theory and Practice Cunningham, W. G., & Sherman, W. H. (2008). Effective Internships: Building Bridges Between

Theory and Practice. Educational Forum,72(4), 308-318. doi:10.1080/00131720802361936

Abstract: Activities of the University of Missouri Career Center to develop internship programs in the local community include (1) introductory seminar for employers, (2) business expo on creative staffing using interns, and (3) action-oriented seminar that provides details of the process. Category: Theory and Practice

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Diambra, J. F., Cole-Zakrzewski, K. G., & Booher, J. (2004). A Comparison of Internship Stage

Models: Evidence from Intern Experiences.Journal Of Experiential Education, 27(2), 191-212.

Abstract: Human service interns completing their four-year Bachelor of Science degree at the University of Tennessee participated in this study which focused on investigating student internship experiences from the perspective of three different internship stage models. The three models studied include those of Inkster and Ross (1998), Sweitzer and King (1999), and Kiser (2000). Findings provided insight as to students' levels of internship satisfaction and dissatisfaction during the internship. Data collected suggest each model has unique strengths and limitations. Recommendations are offered as to the effective use of each model. An eclectic use of the three models in pedagogy is supported. Category: Theory and Practice Garvey, D.C. & Vorsteg, A.C. (1992). From theory to practice for college student interns: A stage theory approach. The Journal of Experiential Education. 15(2). 40-43. Abstract: Outlines a four-stage developmental process (exhilaration, rejection, integration, and transformation) through which college students learn to apply experiential education theories to their practices as staff interns in an adventure education program for children. Discusses implications for intern supervision and the design of internship programs. Category: Theory and Practice Grabowsky, E., & Harden Fritz, J. M. (2007). The internship: Bridge between marketplace and liberal arts education in the catholic tradition. Catholic Education: A Journal Of Inquiry & Practice, 10(4), 436-448

Abstract: Internships can be distinctive pedagogical opportunities within a Catholic liberal arts education. The applied marketplace experience provided by an internship, properly understood, is consistent with the Catholic understanding of education. The value of internships for Catholic higher education can be illustrated by focusing on communication and rhetorical studies. This essay consists of a selected review of literature situating internships within liberal arts education, followed by the articulation of a Thomistic framework for rhetorical education. Category: Theory and Practice

Johnson, R. (2005). Internships and social justice. Career Planning & Adult Development Journal, 21(4), 63-70. Abstract: Focuses on the correlation between internships and social justice. Description of the general value of internships and the pedagogical goals internships; Use of internships as a vehicle to raise social justice issues; Troubling situation for faculty who regularly place students in internships and ask them to work for free. Category: Theory and Practice

Narayanan , V. K., Olk, P. M., & Fukami, C. V. (2010). Determinants of internship effectiveness: An exploratory model. The Academy of Management Learning and Education , 9(1), 61-80. Abstract: Despite the growing popularity of internships, surprisingly little research has investigated causes of their effectiveness. We combine the findings from these studies with insights from the personnel and knowledge transfer literatures to identify the different roles of three actors—students, university, and business—and to propose a multistage model of determinants of effectiveness.

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Exploratory analysis of a portion of the model on Portuguese internships data reveals the importance of considering the respective roles of the multiple actors and of the internship process in explaining student satisfaction, but not project implementation. Using our conceptual model and these initial empirical findings, we offer recommendations for actions each actor can take to enhance internship effectiveness and lead to suggestions for researchers interested in identifying determinants of internship effectiveness. Category: Theory and Practice Sherman, W. H., & Crum, K. S. (2009). Designing the internship in educational leadership as a transformative tool for improved practice. International Journal of Educational Reform, 18(1), 63-81. Abstract: The internship is a crucial part of leadership preparation programs for bridging the gap between theory and practice. As such, the purpose of this article is to explore what the literature says about the internship and to extend thinking by conceiving of how the internship experience might be transformational for prospective leaders. This article offers a guide for the design of the internship experience that bridges the divide between theory and practice and that aims toward developing transformational leaders. It also provides an internship model based on best practice, but it adds a new dimension to traditional ideas of the internship experience that may facilitate transformational leadership. Category: Theory and Practice Sides, C. H., & Mrvica, A. (2007). Internships: Theory and practice. (p 166). the University of

Michigan: Baywood Publishing Company. Abstract: Internships: Theory and Practice focuses on the history, theory, value, design, administration, and evaluation of professional internships as an educational experience for college students. Internships are guided, pre-professional experiences that combine academic and professional components as a managed transition to professional careers. Touted by many as an educational innovation for the 21st century, internships (or experiential learning, or apprenticeships, as they once were called) have been a staple of professional preparation for centuries, dating back at least to the earliest documentation in the Middle Ages and no doubt far beyond that. Charles Sides and Ann Mrvica trace this history through primary sources to explore the development of internship experiences over the past 800 years, create an introduction to the topic of internships, and provide a foundation for modern college-corporation partnerships in professional education and training. The authors present specific guidelines and discussions on issues important to corporations, in terms of providing for internship experiences; issues important to colleges, in terms of designing and evaluating internships; and issues important to students, in terms of participating in and learning from internships. Category: Theory and Practice

Wong, A. C. K. (2011). How is the internship going anyways? an action research approach to understanding the triad relationship between interns, mentors, and field advisors. Educational Action Research, 19(4), 517-529. Abstract: This article describes a research project that looks at the relationship between mentors, interns, and field advisors on a theological internship program by way of the theory and practice relationship as it relates to the university and field context. The work of Hans Georg Gadamer is used as a framework for understanding the interviews using action research to examine and improve the researcher's own practices in the mentor and intern relationship. Three themes emerged: emotional uncertainty of mentors and interns as it is connected with the field advisor; the role of the field advisor as reflective friend; and the field advisor as insider/outsider role. The article concludes with recommendations for field advising and the curriculum. Category: Theory and Practice

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Tools This category brings together tips, strategies, and advice regarding all facets of the internship experience from internship placement to post-experience. This collection of resources particularly focuses on student strategies of adjustment, reflection, and development of leadership and career skills. Caine, B. (1994). What can I learn from doing gruntwork? N.S.E.E. Quarterly (Winter), 6-7; 22-23. Abstract: This article outlines an approach for preparing interns for a realistic work placements that might include menial tasks as well as higher order thinking. By training the students to learn about the organization from all tasks assigned educators can help student interns to make the most of even "grunt work" assigned during a placement. Category: Tools Ciofalo, Andrew, Ed. (1992). Internships: Perspectives on Experiential Learning. A Guide to Internship Management for Educators and Professionals. Krieger Publishing Co., Inc. Abstract: The 31 papers in this book are grouped into 5 sections and cover a broad range of topics concerning implementing experiential learning into internships, theory and practice, and curriculum design. Category: Tools Hinck, S. S., & Dailey, W. O. (1994). The impact of situational elements upon an internship director's supervisory style: A model. Journal of the Association for Communication Administration, 1, 15- 22. Abstract: Argues that, to be effective, internship directors must examine the constraints and objectives of their program and then select an appropriate supervisory style. Offers a model of supervisory styles for internship directors. Category: Tools Hodgson, P. (1999). Making internships well worth the work. Techniques, September, 38-39. Abstract: Offers hints and strategies for educators charged with organizing internships for students: know the program's selling points, discuss objectives and needs with employers, build relationships, and provide ongoing monitoring and assessment. Category: Tools Kellner, L.A. (2007). “Dear Intern”: Students’ recommendations for transformative internships. Human Service, 27(1), 4-17.

Abstract: Nine students (eight Human Services, one Criminal Justice) from a public four-year New England college, completing capstone field experiences, wrote "Dear Intern" letters to upcoming students advising them how to have transformative internships. The letters were analyzed using content analysis. Seven major themes emerged: Adjustment to Internship; Investment; Development; Impact on Social Relations, Emotions, and Time; Seminar; Impact on Future Plans; and Suggestions. Interns emphasized professional development and changing self-images as benefits of internships. This pilot study substantiates much of the literature on internship selection and process. Suggestions for ways to integrate the letters into Human Services programs are offered. Category: Tools Milnes, J.A. (2003). Field work-savvy: A handbook for students in internship, co- operative education, service-learning and other forms of experiential education.

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Enumclaw, WA: Pleasant Word/Division of Winepress Publishing. Abstract: A reader-friendly guide that walks students of all ages through the steps of searching and applying for field opportunities, resume writing, portfolio creation, interviewing, developing measurable goals, establishing the learning contract, best practices in the field, reflection, acquiring letters of recommendation, bringing closure to field work. Sprinkled throughout are tips containing advice from experienced students, wisdom from veteran site supervisors, and guidance from fieldwork professionals. This book contains current knowledge and practice in the field of experiential education and it provides useful lists of tips for site supervisors, motivations for employers to sponsor students, benefits field work brings to institutions of learning. Category: Tools Sherman, W. H., & Crum, K. S. (2009). Designing the Internship in Educational Leadership as a

Transformative Tool for Improved Practice. International Journal Of Educational Reform, 18(1), 63-81.

Abstract: The internship is a crucial part of leadership preparation programs for bridging the gap between theory and practice. As such, the purpose of this article is to explore what the literature says about the internship and to extend thinking by conceiving of how the internship experience might be transformational for prospective leaders. This article offers a guide for the design of the internship experience that bridges the divide between theory and practice and that aims toward developing transformational leaders. It also provides an internship model based on best practice, but it adds a new dimension to traditional ideas of the internship experience that may facilitate transformational leadership. Category: Tools Tompkins, T., & Schlesinger, M. (2010). Integrating Real World Entities into an Academic

Curriculum. Journal Of Instructional Pedagogies, (4) 1-16. Abstract: This research will demonstrate how an experiential learning practicum can be successfully implemented into an academic curriculum, using Drexel University's (Philadelphia, PA) award-winning student-run record label, MAD Dragon Records, as a case study. It will describe the components necessary to implement and operate a real-world entity within the construct of the classroom, such as the structure of the organization, student assignments, meeting agendas, journaling techniques, reflection, grading, sample work and correspondence with outside professionals. Additionally, this article will describe how incorporating such an entity into the curriculum employs various core concepts associated with experiential learning. Category: Tools NSEE: No Abstracts Located

This category has a range of references from the National Society for Experiential Education. Unfortunately, because we are not members, we were not able to locate abstracts for these sources. We still included them as we felt they might be useful. Hesser, G., & King, M.A. (1995). Internship seminar: A keystone to learning. Paper presented at the National Society for Experiential Education, New Orleans, LA. Inkster, R.P., & Ross, R. (1998). Monitoring and supervising the internship. N.S.E.E. Quarterly (Summer), 10-11: 23-26.

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Sweitzer, H.F., & King, M.A. (1995). The internship seminar: A developmental approach. National Society for Experiential Education Quarterly, 21(1), 1: 22-25.

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International Education:

References, Resources, & Links While many of Marquette’s opportunities for study abroad and international education are institutionalized within the Office of International Education, the Center for Teaching and Learning can serve as a powerful partner resource for faculty as they develop curriculum and student experiences centered on international education. Recent literature addresses a range of topics offering a wealth of tools and knowledge for those campus constituents seeking to expand and develop the educational experiences abroad. The creators of this document have sought to compile a range of practical resources for faculty (how to design, implement and assess these experiences), as well as references with information on theoretical frameworks and models (that may outline student development, issues around access and equity, ethical implications, and considerations for working with a range of students, particularly looking at implications for marginalized identities).

Table of Contents 1. Theory and Practice-

a. Long v short-term- differences exist within shorter duration faculty-led seminars and programs where student spend longer time in-country; these resources will highlight different aspects of these programs and factors to consider about each of them.

b. Student development- understanding typical developmental patterns students may experience while abroad can be important for faculty to consider when designing or facilitating experiences.; these articles will offer a number of different models and considerations.

c. Transition Home- a major consideration the research has shown is the transition home for students; articles will outline some of the experience and offer recommendations for how to help students navigate that transition.

d. Service-Learning recent years have seen an increase in service-learning as a high-impact practice, in particular, the addition of service-learning experiences.

e. Faculty Led Programs – article addressing faculty led programs the role of faculty when going abroad

f. Experiential Learning background- articles addressing the more specific learning cycles and best practices to foster high impact and experiential learning.

2. Outcomes, Standards and Assessment- in a data-driven field, being able to articulate student learning is key.

a. Assessment tools- scholars have developed numerous scales and assessments from a range of disciplines (education, psychology, sociology, etc.) that have relevance to the international education experience. Articles in this section will feature research that has applied these tools.

b. Outcomes and Program Design- articles offering generalized information about designing and integrating goals and outcomes for internationalization; three main areas of competence are highlighted as the primary outcomes of international education.

i. Language and acquisition ii. Intercultural competency

iii. Global citizenship c. Standards- a number of professional organizations and research centers have developed best

practices and standards for the variety of study abroad and international experiences. While

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there is overlap for many, some differ slightly, so we have compiled a range of the recommendations.

3. Institutional Examples- a few links to institutions with ranges of program types and offerings are included to share different perspectives and structures that may offer complementary ideas for Marquette (or divergent ideas that might be adaptable to a larger Jesuit institution like Marquette).

4. Professional Organizations – Several organizations within international education for professionals, students and faculty to become involved in

5. Critiques and Limitations a. Marginalized student identities- as the field of international education advances, educators

have realized the unique needs and concerns that arise when students from a range of identities take advantage of study abroad opportunities. Articles outline some of these considerations and offer recommendations for practice to support students from a number of identities.

b. Access and Equity- international education experiences have often been reserved for the students with economic means and form dominant identities; these articles will discuss some of how administrators acknowledge and address issues of access and equity to ensure that all students are able to experience these high impact educational experiences.

c. Challenges in the Field- risks and implications for study abroad program facilitators to be aware of and to plan for in designing effective programs.

Theory and Practice

Program Type Dwyer, M.M. (2004). More is better: The impact of study abroad program duration. Frontiers: The

Interdisciplinary Journal of Study Abroad, 10, 151-164. Abstract: Conventional wisdom in the study abroad field has held that more is better; that is, the longer students study abroad the more significant the academic, cultural development and personal growth benefits that accrue. The standard assumption is that meaningful advancement in language learning and other academic disciplines using a culture-specific pedagogy requires at least a full year of study abroad. While the benefits of full-year study abroad are strongly embraced by study abroad professionals, there is a dearth of quantitative research supporting a correlation with positive outcomes. Among education abroad professionals, convictions about duration rank among the most deeply-held. This article presents a research that measures the impact of program duration on five learning outcomes: (1) student academic choices; (2) career development; (3) personal and social development; (4) foreign language commitment and use; and (5) intercultural competence and intercultural awareness. While it has been long believed that study abroad changes people's lives, little evidence exists to explain what kinds of tangible changes occur and for how long. This study shows that study abroad has a significant impact on students in the areas of continued language use, academic attainment measures, intercultural and personal development, and career choices. Most importantly, the study illustrates that this impact can be sustained over a period as long as 50 years. (Contains 1 figure and 5 tables.) Category: Program Duration

Engle, L., & Engle, J. (2003). Study abroad levels: Toward a classification of program types. Frontiers: The Interdisciplinary Journal of Study Abroad, 9,1–20.

Abstract: This article addresses the need to examine the components of the many types of study abroad experiences to be able to classify them. Seven main factors to address include duration, instruction or academic work, intentional reflection, language competency, housing, guided reflection and structured

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experiential learning experiences. Some of the arguments for such a taxonomy are to improve quality, clarify programs, acknowledge achievement and solidify institutional commitments as the field of international education develops. Category: Program Type

Elmore, A. (2006). International Experiential Learning Course Design. Applied Environmental

Education And Communication, 5(2), 117-125. Abstract: International experiential learning projects have increased in popularity over recent years, and many of these projects focus on environmental topics in the developing world. An experimental course in International Groundwater Studies was developed to bridge the gap between extracurricular service type programs and academically-based study abroad programs. The course included online instruction in order to accommodate varying student schedules, and an eight-day field trip to Guatemala was included in the curriculum. These challenging situational factors led to the decision to apply formal design theory to the course, and qualitative self-reported data were collected to evaluate the effectiveness of the formally-designed course to address both the course learning objectives as well as concerns regarding collaborative functionality between students who had had little in-person interaction prior to traveling. Category: Program Type

Norris, E., & Dwyer, M. M. (2005). Testing Assumptions: The Impact of Two Study Abroad Program Models. Frontiers: The Interdisciplinary Journal Of Study Abroad, 11121-142.

Abstract: There are many untested, long-held assumptions within the field of study abroad concerning the impact of program elements such as study duration, language of instruction, program models, and student housing choices. One assumption embraced within the field is that direct enrollment (or full immersion) programs are more effective at achieving a full range of outcomes than other program models. However, the field lacks rigorous, longitudinal outcomes assessment research to support this conclusion. This study offers evidence that refutes this assumption. There are considerable variables in study abroad program designs; however, this article focuses on the learning context. Most definitions of program models as defined by learning context may be plotted along a continuum. At one end of the continuum is the "island" program which replicates most aspects of the American college/university learning context in a self-contained context, a bubble, within the host country. Frequently, "island" programs transport US faculty to the host-country to provide all instruction. In the middle of the continuum are "hybrid" programs for which the home institutions offer support and services and which encourage students to take coursework offered by the program as well as courses taught by host-country faculty at the local university. At the end of the continuum are the "direct enrollment/full immersion" programs in which American students directly apply for admission to and participate in the courses and extra-curricular offerings of the host institution. The direct enrollment experience often provides American students with minimal orientation, and support services are offered through the host university's office for visiting foreign students. In this study, the authors define and compare the impacts of two types of programs on the program model continuum: (1) the facilitated direct enrollment model; and (2) the hybrid model. Category: Program Type

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Long-term vs Short-term Programs Edwards, N., & Hogarth, C. (2008). Using Short-Term Study Abroad to Further Undergraduate

Research. Council On Undergraduate Research Quarterly, 29(2), 14-17. Abstract: The article discusses the course "The Art of the Flaneur: Paris in Literature, Art and Film" which demonstrates how language and literature can be combined with the study of cultures for rich undergraduate research experiences in study abroad. The course was developed within the framework of the Expanding Your Horizons program at Wagner College in Staten Island, New York. The flâneurs were artists and writers who traveled around Paris, France during the 19th century. Stages involved in the research project include designing a research topic, compiling a bibliography, and reflection. Category: Short-term Program Design Jia, W., Peyvandi, A., & Moghaddam, J. M. (2011). An empirical investigation of the factors

influencing the effectiveness of short study abroad programs. International Journal Of Education Research, 6(2), 10-22.

Abstract: The article focuses on a study that investigates the factors that influenced the effectiveness of short study abroad programs. Findings of the study show that experiential characteristics such as cultural tour and engagement of daily local activities and contextual characteristics such as cost were the best predictors of the efficiency of short study abroad programs. Such findings can help universities and colleges in improving the success of their short abroad study programs. Category: Short-term study abroad

Student Development

Chickering, A.W., Braskamp, L. A. (Fall 2009). Developing a global perspective for personal and social

responsibility. Peer Review. Vol. 11, No. 4 Retrieved from: http://www.uwosh.edu/grants/cetl/general-education-best-practice-resources/documents/Developing-a-Global-Perspective-for-Personal-and-Social-Responsibility.pdf

Abstract: The article focuses on the significance of the study abroad in the global development of students. It notes that the important factors involved in the psychosocial development of college students include identity establishment, developing purpose, and managing emotions. It argues that persons who possess civic and moral identity and sense of obligation to society are more apt to behave in ways that fulfill individual and social responsible goals. It suggests that studying abroad can have a positive psychological impact on students' own personal development. Category: Student Development King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural

maturity. Journal of College Student Development, 46(6), 571-592. http://muse.jhu.edu/journals/journal_of_college_student_development/v046/46.6king.html

Abstract: This article focuses on the development of intercultural maturity, which is frequently cited as a desired collegiate outcome. We position our work on intercultural maturity in the context of a holistic approach to human development using Kegan's (1994) model as a foundation and relating this outcome to other collegiate learning outcomes. We introduce a multidimensional framework that describes the development of intercultural maturity. We first explicate the three dimensions of the framework, link

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these to existing theory and research on student development and intercultural competence, and then illustrate the developmental levels of the framework using examples from interviews with college students. Category: Student Development

Miller-Perrin, C., & Thompson, D. (2010). The Development of Vocational Calling, Identity, and Faith

in College Students: A Preliminary Study of the Impact of Study Abroad. Frontiers: The Interdisciplinary Journal Of Study Abroad, 1987-103.

Abstract: Living and learning in another country, primary conditions of the study abroad experience, are commonly associated with two fundamental outcomes. The first outcome is an increase in "external" connections, manifested through an increased ability to converse in another language and an increased understanding and sensitivity to another culture. The second outcome is an "internal" redirection, a deepening sense of identity and self-awareness. Study abroad experiences and their relationship to external educational goals have been studied extensively in terms of its effects on enhancing foreign language acquisition as well as cultural awareness and intercultural relationships. In contrast, research addressing higher education goals associated with internal effects have not yet been fully explored in terms of their connection to study abroad experiences. This study focuses on several elements of personal growth and internal development that are particularly salient during the college years. The study is a response to the call for greater understanding of the interior aspects of student development, as bound to significant experiences in the life of the college student, particularly the increasingly popular experience of study abroad. The authors' approach to gaining this understanding is to provide empirical evidence of the ways in which an international living and learning experience significantly enhances college student development in the areas of identity, faith, and vocational calling. Accordingly, their research hypothesis is that students who participate in study abroad programs experience significantly greater changes in faith, vocational calling, and identity development than do students who do not participate in such programs. Their findings suggest that many of these changes, in some fashion, do occur. Moreover, the findings suggest that the application of faith to daily living and decision-making increased for students who studied abroad and decreased for those students who did not study abroad. Their research demonstrates some of the potential effects of study abroad on identity development. Category: Student Development Wiedenhoeft, M.. D. (2011). Study Abroad Program Design, Personal Development and Intercultural

Effectiveness. Dissertation. Retrieved from: http://www.proquest.com/en-US/products/dissertations/individuals.shtml

Abstract: People who encounter a foreign culture face many challenges in the process of adjusting and adapting to it. For those who remain in contact with that culture over time, such as study abroad students, the adjustment demands may occur on many different levels. This article focuses on the cognitive level, particularly the students' social identification as American. An important aspect of study abroad students' social identification is rooted in how they define themselves with regard to their sense of belonging to and preference for the country from which they embark on their study abroad. National identity (in the case of this study, American identity) has implications both for student well-being and their potential ability to adjust to a foreign culture. In this study, the authors contrast the level, configuration, and change of American identity in study abroad students compared to those students who remained at home to clarify how this specific form of social identification fits within the broader nomological net of concepts that impact both college student development and study abroad. The authors conclude that American identity is a useful construct that taps the social identification level

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of intercultural adjustment. Their findings indicate that social identification may be some combination of affect and cognition rather than cognition alone. Of immediate relevance to international educators and student advisors is the finding that study abroad students do not necessarily cognitively reflect on their American identity while abroad; or at least they do not recognize that reflection. For most university-aged study abroad students, American identity can be seen as an important component in the process of identity resolution. Because of its disruptive effects, study abroad can act as a catalyst for reexamination and refinement of psychological identity. National and cultural identity play an important role in the overall social identification process. Category: Student Development

Theory: Transition Home Constantinian, P. M., Guinyard, C. A., Hermosisima, E. C., Lehman, P. D., & Webb, R. E. (2008).

Personal Transformation and Readjustment in "Homecoming". Journal Of College Student Psychotherapy, 22(3), 50-60.

Abstract: Studies support the observations by college psychotherapists that students returning from study abroad adventures often have a difficult time readjusting to being back "home." We consider what the internal developmental challenges might be that relate to this transitional step. We weave first-hand comments of students into our article. Category: Development- transition home Obst, D., Bhandari, R., Witherell, S. (2007). Meeting America’s global education challenge: Current

trends in U.S. study abroad & the impact of strategic diversity initiatives. (IIE Study Abroad White Paper Series). Retrieved from Institute of International Education website: http://www.iie.org/en/Research-and-Publications/Publications-and-Reports

Abstract: This May 2007 IIE White Paper represents the first of the Institute's new policy research series. It assesses current trends in study abroad in the United States, providing a benchmark for future expansion. It includes an analysis of existing strategic funding initiatives - such as the Gilman, Boren and Freeman-ASIA Scholarships - showing how resource allocation can influence the diversity of participants, geographic destinations, field of study and length of study. In addition, the paper highlights institutions that have created specific program models that better facilitate a more diverse group of students participating in study abroad. About IIE's Meeting America's Global Education Challenge White Paper Series: Through a series of surveys and dialogs, the Institute of International Education in 2007 launched a new policy research initiative to address the issue of capacity abroad (especially in non-traditional destinations) to host a greatly increased number of U.S. students, and to assure that U.S. campuses have the resources and structures available to prepare and send them. This IIE initiative, Meeting America's Global Education Challenge, offers educators and policymakers focused data and information on current capabilities and future capacity, as well as recommendations for action to maximize resources and pave the way for substantial study abroad growth. Category: Theory and Practice- Trends

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Service-learning Martinsen, R. A., Baker, W., Dewey, D. P., Bown, J., & Johnson, C. (2010). Exploring Diverse Settings

for Language Acquisition and Use: Comparing Study Abroad, Service Learning Abroad, and Foreign Language Housing. Applied Language Learning, 20(1-2), 45-69.

Abstract: This study compared the amount of the second language (L2) use and linguistic gains made by students in three short-term language immersion programs: (1) traditional study abroad, (2) service-oriented study abroad, and (3) foreign language (FL) housing. These were chosen because they represent three distinct program types, providing students with different ways of interacting in the target language and different types and amounts of contact with native speakers. This allowed us to evaluate relationships between study setting, language use, and language gains. Learners completed language logs detailing their use of the L2 as well as pre- and post-immersion oral tests to assess gains in fluency, pronunciation, grammar, and vocabulary. Although the traditional study abroad group used the L2 the most, findings demonstrate much of this use was due to coursework. When comparing use outside of the classroom, the service learning group used the target language significantly more than students in the FL house and traditional study abroad. Also two of the groups, those in the FL house and service-oriented study abroad demonstrated significant linguistic gains. Results also suggest a positive relationship between time speaking the L2 with non-native speakers and linguistic gains. Category: Service-learning Smith-Paríolá, J., & Gòkè-Paríolá, A. (2006). Expanding the parameters of service learning: A case

study. Journal of Studies in International Education, 10, 71-86. Abstract: Service-learning is an increasingly significant component of academic programs on many college campuses. International studies programs and study-abroad programs are becoming important frontiers in this trend. Today, many colleges and other organizations provide students with opportunities for service learning in international settings. However, a common assumption of such programs is that students will spend at least a full semester abroad. This article examines how service-learning can be effectively incorporated into short-term programs—that is, programs lasting only 2 to 3 weeks. Referencing a particular 2-week study-abroad program in Jamaica and drawing from the literature on service learning, we discuss the special challenges that confront such programs and propose strategies for successfully grappling with those challenges. Category: Service-learning

Faculty-Led Programs Goode, M.L. (2008, Winter). The role of faculty student abroad directions: A case study. Frontiers: The

Interdisciplinary Journal of Study Abroad, 15, 149-172 http://www.frontiersjournal.com/documents/GoodeFRONTIERSJOURNALXVWinter2007-08.pdf

Abstract: In the literature, there exists some analysis of the study abroad faculty director (FD) role at U.S. colleges and universities. While the existing research has explored the multiple dimensions of the FD role, there has been less analysis of the place of intercultural development in the role. This study sought to fill this gap in the research literature by examining the FD role and focusing on how intercultural development, which is frequently named as one of the primary goals of study abroad programs, informs this role. The overarching purpose of this study was to explore the role of study

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abroad faculty directors at one undergraduate, liberal arts college in the United States [referred to in this article as "North American College" (NAC)]--focusing, in particular, on the intercultural dimension of the role. In this study, answers were sought to the following research questions: (1) How do study abroad faculty directors conceptualize their role?; (2) How well do faculty's formal and informal experiences prepare them to serve as study abroad faculty directors?; (3) What degree of intercultural development do the study abroad faculty directors at "North American College" have?; and (4) How do study abroad faculty directors conceptualize their role in the intercultural development of their study abroad students? Methodology, findings, recommendations, and limitations of this study are discussed. (Contains 3 figures and 1 table.) Category: Faculty-led programs

Experiential Learning Hopkins, J.R. (1999). Studying Abroad as a Form of Experiential Education. Liberal Education, 85(3).

36-41 Abstract: Examines value of study-abroad programs in providing students with experiential learning experiences. Notes goals (appreciation of diversity, understanding other cultures, enriched educational opportunities) and types of study-abroad opportunities available, and offers several case studies of students' study-abroad experiences. Also discusses practical issues in study-abroad programs, such as expense, need for financial and curricular planning, and health and safety. Category: Experiential Learning Montrose, L. (2002). International study and experiential learning: The academic context. Frontiers:

The Interdisciplinary Journal of Study Abroad, 8, 1-15. Abstract: Study abroad experiences can provide rich academic learning, but it is often argued that careful attention should also be paid to the personal development that occurs during experiences abroad. This article outlines models from theorists like Freire and Kolb to articulate how students make meaning of their experiences. Tools like learning objectives and learning contracts are outlined as helpful for faculty to help students articulate learning and even to facilitate assessment. Category: Experiential Learning

Wessel, N. (2007). Integrating service learning into the study abroad program: U.S. Sociology students

in Mexico. Journal of Studies in International Education, 11, 73-89. Abstract: The program that is the topic of this case study was an integration of two forms of experiential education: service learning and study abroad. Participants in the program studied sociology and performed social service in Morelia, Michoacán, Mexico. Curriculum and planning issues of both study abroad and service learning are combined in the design and implementation of service in an international setting. This case study discusses how such concerns were addressed in this program and makes suggestions based on this experience. Category: Service-learning

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Assessment, Outcomes and Standards

Assessment Anderson, P. H., Lawton, L., Rexeisen, R. J., & Hubbard, A. C. (2006). Short-term study abroad and

intercultural sensitivity: A pilot study. International Journal of Intercultural Relations, 30(4), 457-469. doi:10.1016/j.ijintrel.2005.10.004

Abstract: Longitudinal studies that measure the impact of study abroad programs are essential to improving our understanding of the effectiveness of international education. The focus of the current research is on the development of cross-cultural sensitivity. Hammer and Bennett's [(2002). The Intercultural Development Inventory (IDI) manual. Portland, OR: Intercultural Communication Institute)] Intercultural Development Inventory (IDI) is used to assess of the extent to which a short-term, faculty-led study abroad program can affect the cross-cultural sensitivity of student learners. The IDI was administered before the students traveled abroad and then again 4 weeks later when they returned to the United States. Preliminary results suggest that short-term programs can have a positive impact on the overall development of cross-cultural sensitivity. Individual differences are noted and the paper provides some discussion of the impact of the study abroad program on specific subscales within the IDI instrument. The study concludes by highlighting areas of needed research. Category: Assessment Bolen, M. C. (Ed.). (2007). A Guide to Outcomes Assessment in Education Abroad.

Carlisle, PA: The Forum on Education Abroad. Retrieved from: http://www.forumea.org/research-outcomes_assess_guide.cfm

Abstract: The field of education abroad is always seeking better data about learning outcomes to improve programs and advocate for the value of education abroad. To support this work, the Forum has published a Guide to Outcomes Assessment in Education Abroad which debuted at the Forum Conference in Austin, Texas. Edited by Mell C. Bolen, this essential publication provides tools for implementing outcomes assessment as a part of education abroad programming. Category: Assessment

Braskamp, L. A., Braskamp D. C. & Merrill K. C. (2008). Global Perspective Inventory (GPI): Its

Purpose, Construction, Potential Uses, and Psychometric Characteristics. Chicago: Global Perspective Institute. http://gpi.central.edu.

Abstract: The GPI was designed and constructed so that persons of any age or specific cultural group (e.g., nationality or racial group) can take the set of items. The selected items do not focus on growth and development only appropriate or limited to college students as a result of a specific collegiate experience (e.g., education/study abroad). Rather the items in the GPI are meant to portray markers in a journey in which persons of all ages are constantly asking questions about how they think, feel, and relate to others. Category: Assessment

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Braskamp, L.A., Braskamp, D.C., & Merrill, K. (2009). Assessing Progress in Global Learning and Development of Students with Education Abroad Experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 101-118 http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ 883693&ERICExtSearch_SearchType_0=no&accno=EJ883693

Abstract: The article discusses research on the assessment of progress in global learning and how students develop with their study abroad experiences. The study used a survey with the pretest-posttest design in measuring the changes on the global perspectives of students in one semester of study abroad experiences in ten different program centers around the world through the Global Perspective Inventory (GPI). The study concluded that study abroad is ideal for the creation of optimal global learning for students that can add to holistic student development. Category: Assessment Deardorff, D. (6006). Identification and assessment of intercultural competence as a student outcome of

internationalization. Journal of Studies in International Educaiton, 10 (3), 241-266. doi: 10.11777/1028315306287002

Abstract: This article details the procedures and findings of a study that used a mix of quantitative and qualitative methods to assess intercultural competence. Conclusions made from this study include identified elements of intercultural competence and assessment methods upon which both the intercultural experts and administrators agreed, resulting in the first study to document consensus on intercultural competence. Primary findings include a preference for a general definition of intercultural competence among both experts and administrators. Moreover, the definition of intercultural competence continues to evolve as scholars refine the term further through ongoing research. Both groups agreed that it is possible to assess degrees of intercultural competence and in so doing, that it is best to use a mix of quantitative and qualitative methods to assess intercultural competence, including interviews, observation, and judgment by self and others. Two models of intercultural competence, along with an assessment guide on intercultural competence, are presented based on the findings of the study. Category: Assessment Hunter, B., White, G. P., & Godbey, G. C. (2006). What does it mean to be globally

competent? Journal of Studies in International Education, 10, 267-285. Abstract: To contribute to the valuable and ongoing debate regarding the definition of global citizenship and global competency, this study proposes a definition developed through the use of a Delphi Technique involving human resource managers at top transnational corporations, senior international educators, United Nations officials, inter-cultural trainers, and foreign government officers. This definition is used as the foundation for the development of a survey to determine the knowledge, skills, and attitudes and experiences necessary to be considered globally competent. The survey was sent to 133 representatives from universities that self-nominated for recognition in the “Profiles of Success at Colleges and Universities—Internationalizing the Campus 2003” (NAFSA: Association of International Educators publication) and the transnational corporation human resource officials serving as members of the National Foreign Trade Council’s Expatriate Management Committee and Global Mobility Roundtable. Results are reported and discussed, and a proposed curricular plan is presented based on the findings. Category: Assessment

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Institute for the International Education of Students (2007). The IES Map (Model Assessment

Practice) for Study Abroad: Charting a Course for Quality. Chicago: Institute for the International Education of Students.

Abstract: 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 focuses on four key areas: the student learning environment; student learning and the development of intercultural competence; resources for academic and student support; and program administration and development. Category: Assessment McLeod, M., & Wainwright, P. (2009). Researching the study abroad experience. Journal of studies in

International Education, 13(1), 66-71. Abstract: The authors propose a paradigm for rigorous scientific assessment of study abroad programs, with the focus being on how study abroad experiences affect psychological constructs as opposed to looking solely at study-abroad-related outcomes. Social learning theory is used as a possible theoretical basis for making testable hypotheses and guiding potential research projects. Category: Assessment Musil, C. M. (2006). Assessing Global Learning: Matching good intentions with good

practice. Washington, DC: Association of American Colleges and Universities. Retrieved from: www.aacu.org/SharedFutures/documents/Global_Learning.pdf

Abstract: The AAC&U has created this document to outline practical recommendations for institutions, starting with articulating goals around international education. The document goes on to discuss integrating this concept into the institution on various levels, establishing global learning outcomes, to helping institutions develop an assessment framework, and finally to evaluating the learning. This article includes sample surveys and a planning grid. Category: Assessment Santanello, C., & Wolff, L. (2008). Designing Assessment into a Study Abroad Course. Frontiers: The

Interdisciplinary Journal Of Study Abroad, 15, 189-195. Abstract: One faces several challenges when designing an education abroad program. These include engaging non-traditional majors in study abroad experiences; facilitating learning activities that directly align with the learning goals of the courses; assessing specific learning outcomes; and finding ways to close the circle after the study abroad programs so that the experience becomes part of a continuum of lifelong learning. Those involved in study abroad at Southern Illinois University Edwardsville (SIUE) share these challenges, together with the reality that the vast majority of its students are unwilling or unable to engage in a semester or academic year study abroad program due to financial constraints and family-related issues. Since 2001, the university has offered sixteen sections of interdisciplinary service learning course to SIUE students at Carara National Park. SIUE has planned and revised this course in recent years to meet the interests of various interdisciplinary teams. The principles of course design as outlined by Fink (2003) were used to evaluate critically and refine the course. Fink describes an integrated course as one that incorporates such elements as situational factors, learning goals, assessment activities, instructional strategies, and course evaluations. The key to this design is not only having these components in place, but also integrating each step so that optimal student learning can be

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achieved. In this paper, the authors highlight some aspects of Fink's process that have been particularly helpful in the course. They describe their approach in incorporating distinct elements of these phases into the study abroad course. They also explain how they assessed the course through the eyes of the currently enrolled students and course alumni. Category: Assessment Shaftel, J. & Shaftel, T. L. (2010). Measuring intercultural attitudes of undergraduates who study abroad: Scale development and validity. International Psychology Bulletin, 14, 12-15.

Abstract: The Intercultural Student Attitude Scale (ISAS) is an innovative instrument for evaluating the impact of international study on undergraduate students and appraising study abroad program effectiveness. Developed to efficiently and inexpensively evaluate changes in student attitudes while studying internationally, the ISAS is intended for use by university study abroad programs. The ISAS has been validated with published cross-cultural and brief personality measures and has excellent reliability. Six factors include adventurousness, desire for an international career, cultural open-mindedness, stress management, self-confidence, and interest in studying foreign studying abroad with 701 control students in the US, mostly business and economics majors. Students of minority ethnicity, students with previous international travel experience, and students with international career goals scored higher than contrasting groups at pre-test. Study abroad students’ scores rose significantly while control students’ scores did not change. Category: Assessment: intercultural competence Outcomes Brigham M (2011). Creating a Global Citizen and Assessing Outcomes. Journal of Global Citizenship &

Equity Education. 1(1) 15-43. Retrieved from: http://journals.sfu.ca/jgcee/index.php/jgcee/article/viewArticle/27

Abstract: This article examines development of the field of global citizenship education in postsecondary education in Canada. Analysis centers on the forces of globalization and internationalization as a catalyst for innovation. Plato’s Allegory of the Cave is invoked to explain the nature of transformative education and reflective practice. A signature pedagogy is identified for global citizenship education based on an emerging model. The model consists of five components: theory, content, experiences, methodology, and assessment. Student outcomes are defined in terms of a demonstrated ability to act with a global mindset based on an application of values, ethics, identity, social justice perspective, intercultural skills, and sense of responsibility. Category: Outcomes- global citizenship

Clarke, I., Flaherty, T., Wright, N. D., & McMillen, R. M. (2009). Student intercultural proficiency

from study abroad programs. Journal of Marketing Education, 31, 173-181. Abstract: In the past decade, study abroad programs (SAPs) have more than doubled, where today, about 223,000 U.S. college students study abroad, immersing themselves in foreign language, culture, and business practices. It is customary to hear students describe these experiences as “life changing,” yet little empirical evidence exists to establish the specific areas of personal development achieved in a SAP. This study investigates several of the potential intercultural influences of a semester abroad for students from the United States. Findings reveal that students who study abroad may have greater intercultural proficiency, increased openness to cultural diversity, and become more globally minded

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than those students remaining in a traditional campus setting. Students who participate in SAPs perceive themselves as being more proficient, approachable, and open to intercultural communication. Category: Outcomes- intercultural competence Engle, L., & Engle, J. (2004). Assessing language acquisition and intercultural sensitivity development

in relation to study abroad program design. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 219-236.

Abstract: Study abroad professionals have attempted in recent years to bring a statistical objectivity to the evaluation of the American study abroad experience. The complexity of international education is such that it is far from easy to move towards significant, objectively measurable, and comparable outcomes. This article presents a preliminary examination of one attempt to generate and interpret meaningful statistical assessment of the study abroad experience, within the context of specifically defined study abroad program types. The authors examine the data thus far generated, suggest its limitations, and appeal for a continued gathering of information. The authors suggest a structured, coordinated, profession-wide assessment effort that will gradually reveal a useful correlation between study abroad learning and the input of program variables such as duration, housing, experiential work and on-site mentoring. They argue that there is a strong relationship between a program's curricular design and the performance of students enrolled in it. The American University Center of Provence (AUCP), a small, independent, semester or full-year study abroad program, offers an example of a program that was designed by moving from desired learning outcomes to program design. The authors assess the extent to which students enrolling in this program are meeting the two primary goals of language and intercultural learning and explore as well the relationship between the two, relying on the Intercultural Development Inventory and on a language testing instrument developed by the "Chambre de Commerce et d'Industrie de Paris," the "Test d'Evaluation de Francais." Each testing instrument, its use at AUCP, and a brief presentation and preliminary analysis of results are presented. Category: Outcomes- language acquisition Hendershot, K., & Sperandio, J. (2009). Study Abroad and Development of Global Citizen

Identity and Cosmopolitan Ideals in Undergraduates. Current Issues In Comparative Education, 12(1), 45-55.

Abstract: This paper reports selected results from a broader study which focused on determining students' perceptions of the development of their global citizen identity within the context of an undergraduate global citizenship program, and what students believed were aspects of the program that contributed to this growth. Findings suggest that experiences with other cultures and places gained through program-organized study abroad were perceived as being the most important element in developing students' global citizen identities and practice of cosmopolitan ideals. Category: Outcomes- global citizenship Ingraham, E., & Peterson, D. (2004). Assessing the impact of study abroad on student learning at

Michigan State University. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 83-100.

Abstract: Michigan State University (MSU) is strongly committed to the idea that study abroad is deeply beneficial and important for undergraduate students. However there is a relative scarcity of systematically gathered qualitative and quantitative information that assesses the impact of study abroad. In the summer of 2000, MSU implemented a broad plan to design and put in place mechanisms for continuously assessing the impact of study abroad on students, on faculty, and on MSU as a whole.

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From the beginning, "assessment of the impact of study abroad" was broadly construed to focus on measuring the acquisition of knowledge, skills and attitudes that students need to live and work in the 21st century. The assessment project is expected to continue indefinitely and so far two phases have been completed. In this article, the authors report preliminary results of Phase I and II, which explore study abroad's impact on students. Seeking evidence that MSU students going abroad are achieving learning goals, the study uses a variety of instruments and methods, qualitative and quantitative. The authors discuss some of the project's findings from student surveys, faculty reports, and the MSU database in terms of the primary areas in which MSU intends study abroad to have an impact on students: intellectual growth (including both academic performance and language learning), personal growth, intercultural awareness, and professional development. Category: Outcomes Kitsantas, A. (2004). Studying abroad: the role of college students’ goals on the development of cross- cultural skills and global understanding. College Student Journal, 38(3), 441-452. Abstract: This study examined the broader impact that study abroad programs have on students' cross-cultural skills and global understanding and the role that students' goals for participating in study abroad programs play on the development of these outcomes. Two hundred and thirty two (N=232) study-abroad college students were queried regarding their cross-cultural skills prior to and at completion of the program. A factor analysis of the Study Abroad Goals Scale (SAGS) revealed three factors that students report for joining study abroad programs (1) to enhance their cross-cultural skills, (2) to become more proficient in the subject matter and (3) to socialize. The results showed that overall students' cross-cultural skills and global understanding improved; but students' goals to study abroad influenced the magnitude of these outcomes. Namely, only the first factor (cross-cultural competence) significantly predicted students' global understanding and cross-cultural skills. Based on these findings, specific recommendations are provided to university officials and policy makers involved in study abroad programs. Category: Outcomes- intercultural competence Paige, R. M., Cohen, A. D., & Shively, R. L. (2004). Assessing the impact of a strategies-based

curriculum on language and culture learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 253-276.

Abstract: In this study, the authors explore the impact of the study abroad experience, in general, and the impact of a curriculum intervention, in particular, on students' intercultural development, second language acquisition, and culture and language learning strategies of 86 study abroad participants from seven Minnesota colleges and universities. They describe the curriculum intervention, which consists of a newly published guidebook that students are trained to use while abroad. This guidebook, "Maximizing Study Abroad: A Students' Guide to Language and Culture Strategies and Use," whose senior authors are Paige and Cohen, aims to prepare students to take advantage of the second language and intercultural learning opportunities they will find abroad. By utilizing a scientifically rigorous set of research procedures, the authors sought to ascertain the impact and efficacy of the "Students' Guide"--one of the volumes in a three-volume set of guidebooks, the "Maximizing Study Abroad Guides"--as well as to test a set of hypotheses about the learning outcomes associated with study abroad. Results show that the qualitative feedback from students about the "Students' Guide" has been highly positive, suggesting that from the student perspective, an intervention in the form of a self-access guidebook with language and culture strategy instruction can be a valuable tool for getting the most out of the study abroad experience. Category: Outcomes- intercultural competence, language acquisition

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Rundstrom Williams, T. (2005). Exploring the impact of study abroad on students' intercultural

communication skills: Adaptability and sensitivity. Journal of International Education, 9(4), 356-371.

Abstract: This study answers a need for outcome assessment in study abroad by exploring the intercultural communication skills of study abroad and on campus students. Through a pretest and posttest of two specific skills, intercultural adaptability and intercultural sensitivity, study abroad students were compared to students who stay on campus to measure their change (if any) during the course of the semester. Using the Cross-Cultural Adaptability Inventory and the Intercultural Sensitivity Index, the two student groups individually assessed their strengths and weaknesses through a self-reported inventory at the beginning and end of the fall 2002 academic semester. Results confirmed the hypothesis that students who study abroad exhibit a greater change in intercultural communication skills after their semester abroad than students who stay on campus. Results also indicated that exposure to various cultures was the greatest predictor of intercultural communication skills. Category: Outcomes- intercultural competence Savicki, V. (2010). An Analysis of the Contact Types of Study Abroad Students: The Peer Cohort, the

Host Culture and the Electronic Presence of the Home Culture in Relation to Readiness and Outcomes. Frontiers: The Interdisciplinary Journal Of Study Abroad, 19, 61-86.

Abstract: In international education the conventional wisdom, supported by research, is that more contact with a host culture yields better results for study abroad students. Such exposure to a foreign culture is seen as the "raison d'etre" for study abroad: the mechanism provoking students to challenge their ethnocentric notions and move toward a more inclusive worldview. However, the relationship between contact and outcomes is a bit more complicated. Some shorter-term programs seem be able to attain outcomes similar to or identical with longer-term programs. There may be different outcomes depending on both quantity and quality of contact. Many factors may account for this more nuanced connection between foreign culture exposure and positive outcomes, not the least of which are parallel, concurrent contacts with other home culture study abroad students, and continued contact with significant people in the student's home culture. This research attempts to explore the relationships between various types of cultural contact (host culture, American student peers, and home culture) and important aspects of the students' study abroad experience. It relates these various aspects of contact to precursors of, and readiness for, study abroad, to several outcomes of study abroad, and to psychological processes employed by students during their sojourn. The aim is to shed light on the impact of various forms of contact, and to suggest possible processes underlying differential contact. These underlying processes have implications for education abroad program design. Category: Outcomes Savicki, V., & Cooley, E. (2011). American Identity in Study Abroad Students: Contrasts, Changes,

Correlates. Journal Of College Student Development, 52(3), 339-349. Abstract: People who encounter a foreign culture face many challenges in the process of adjusting and adapting to it. For those who remain in contact with that culture over time, such as study abroad students, the adjustment demands may occur on many different levels. This article focuses on the cognitive level, particularly the students' social identification as American. An important aspect of study abroad students' social identification is rooted in how they define themselves with regard to their sense of belonging to and preference for the country from which they embark on their study abroad. National

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identity (in the case of this study, American identity) has implications both for student well-being and their potential ability to adjust to a foreign culture. In this study, the authors contrast the level, configuration, and change of American identity in study abroad students compared to those students who remained at home to clarify how this specific form of social identification fits within the broader nomological net of concepts that impact both college student development and study abroad. The authors conclude that American identity is a useful construct that taps the social identification level of intercultural adjustment. Their findings indicate that social identification may be some combination of affect and cognition rather than cognition alone. Of immediate relevance to international educators and student advisors is the finding that study abroad students do not necessarily cognitively reflect on their American identity while abroad; or at least they do not recognize that reflection. For most university-aged study abroad students, American identity can be seen as an important component in the process of identity resolution. Because of its disruptive effects, study abroad can act as a catalyst for reexamination and refinement of psychological identity. National and cultural identity play an important role in the overall social identification process. Category: Outcome- global citizenship Sell, D. K. (1983). Research on attitude change in U.S. students who participate in foreign study

experiences. International Journal of Intercultural Relations, 7, 131-147. Abstract:Little research has been conducted on attitude change in U.S. students who participate in foreign study experiences. This is especially disconcerting given the number of programs available and participants involved. This research review includes five studies utilizing one-time questioning of program participants and 15 articles employing analysis of pre- and post- sojourn questionnaires. Unfortunately, attitude change is seldom verified empirically in these works. Possible explanations include loosely structured experimental designs, infrequent use of follow-up studies, the lack of an established theoretical base, and perhaps most importantly, the lack of a consensus concerning what to measure. Suggestions for future research include: the study of specific variables thought to facilitate attitude change, analysis of subgroups of students similar on a particular characteristic or ability, and measurement of behavioral competencies. Category: Outcomes Tarrant, M. A. (2010). A conceptual framework for exploring the role of studies abroad in nurturing

global citizenship. Journal of Studies in International Education, 14, 433-451. Abstract: A conceptual framework, adapted from the Value-Belief-Norm theory, is proposed for understanding the role of studying abroad in nurturing global citizenship. The framework is oriented in concepts of justice, the environment, and civic obligations as key issues in the predictive validity of values, beliefs, and norms. The VBN approach is then applied to the design and experience of a short-term, faculty-led, educational travel study abroad program. By demonstrating how such theoretical contributions can help modify the instructional delivery and academic content of these types of study abroad programs, it is also possible to quantify how learning outcomes are demonstrably linked to key facets of the internationalization experience. Category: Outcomes: global citizenship

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Standards Forum on Education Abroad (2005). Standards of Good Practice for Education Abroad. Carlisle, PA:

Forum on Education Abroad. Retrieved from: http://www.forumea.org/standards-standards.cfm

Abstract: The Forum's Standards of Good Practice for Education Abroad recognize that there are no “one size fits all” answers for how organizations and programs should address a broad range of education abroad standards. Students come from a variety of backgrounds, and have broad disciplinary interests. The Standards do not assume that all education abroad programs should aspire to the same educational goals, and accept that each has legitimately varying goals. The ultimate goal of the Standards is to improve practices in education abroad, so that our students' international educational experiences are as rich and meaningful as possible. Category: Standards

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Institutional Examples

The University of Minnesota - Learning Abroad Center http://umabroad.umn.edu/ Category: Exemplary study abroad program, large R1 institution Middlebury Study Abroad http://www.middlebury.edu/international/sa Category: Exemplary study abroad program, small liberal arts institutions Kirkwood Community College http://www.kirkwood.edu/studyabroad Category: Exemplary study abroad program, community college

Professional Organizations and Resources Forum on Education Abroad http://www.forumea.org/ CEA Global Education is a National Charter Member of the Forum on Education Abroad, the leading professional organization for U.S.-based education abroad. The Forum is recognized by the U.S. Department of Justice and the Federal Trade Commission as a Standards Development Organization (SDO) for the field of education abroad. As a founding member of the Forum, CEA is committed to implementing the Forum Standards of Good Practice, the Forum Compass on ethical decision making in education abroad, and the Forum-AACRAO Guidelines for School of Record Relationships. Through both internal and external assessment processes, and in conjunction with its School of Record—the University of New Haven—CEA continually works to assure that CEA study abroad programs are in substantial conformity with the nine Standards of Good Practice for Education Abroad. CEA is also an active participant in Forum advocacy, policy development, and professional development. CEA staff members are regular contributors to annual conference workshops and session presentations. CEA’s Dr. Paige E. Sindt serves on the Forum’s Student and the Standards Working Group and Dr. Scott G. Blair has published in Frontiers, a strategic partner of the Forum on Education Abroad. CEA Global Education supports the Forum’s service to students and professionals in the field of education abroad. Institute of International Education. Open doors report 2010. http://www.opendoors.iienetwork.org Open Doors, supported by a grant from the Bureau of Educational and Cultural Affairs at the U.S. Department of State, is a comprehensive information resource on international students and scholars studying or teaching at higher education institutions in the United States, and U.S. students studying abroad for academic credit at their home colleges or universities. NAFSA: National Association of International Educators http://www.nafsa.org/ As the leading association in international education, NAFSA: International Association of International Educators provides CEA Global Education with research in educational good practice, policy advocacy, career training and professional development resources for all areas of educational administration, as well as networking opportunities with its worldwide membership. CEA is a NAFSA Global Associate and CEA’s Director of Assessment, Dr. Scott G. Blair, serves on conference sub-committees for NAFSA’s Knowledge Community, Teaching, Learning & Scholarship.

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Critiques and Limitations

Hopkins, J. R. (1999). Studying abroad as a form of experiential education. Liberal Education, 83(3),

36-41. Abstract: Examines value of study-abroad programs in providing students with experiential learning experiences. Notes goals (appreciation of diversity, understanding other cultures, enriched educational opportunities) and types of study-abroad opportunities available, and offers several case studies of students' study-abroad experiences. Also discusses practical issues in study-abroad programs, such as expense, need for financial and curricular planning, and health and safety. Category: Critiques and Limitations Kehm, B.M. & Teichler, U. (2007, Fall/Winter) Research on Internationalisation in Higher Education.

Journal of Studies in International Education 11: 260-273 http://jsi.sagepub.com/content/11/3-4/260.short

Abstract: This contribution provides an overview of the developments of research undertaken since the mid-1990s on international higher education. The general state of research is characterized by an increase of theoretically and methodologically ambitious studies without a dominant disciplinary, conceptual, or methodological "home." The main topics of research on internationalization in higher education reach from mobility, mutual influence of higher education systems, and internationalization of the substance of teaching and learning to institutional strategies, knowledge transfer, cooperation and competition, and national and supranational policies. The modes of inquiry are varied but have not changed much over time. A brief localization of the role of the Journal of Studies in International Education in the context of research about internationalization in higher education is followed by conclusions emphasizing a certain amount of continuity but also a broadening of the field with an increasing number of ambitious studies. The contribution closes with a few proposals for future research. Category: Limitations-Future Research

Vande Berg, M. (2007). Intervening in the learning of U.S. students abroad. Journal of Studies in

International Education, 11(3/4), 392-399. Abstract: This article traces the outlines of a profound and ongoing change in U.S. attitudes about study abroad. In chronicling the shift from a Junior Year Abroad paradigm that governed study abroad theory and practice as recently as two decades ago, to an emerging Student Learning paradigm that increasingly informs study abroad attitudes and goals today, the author argues that there is a widening gulf between what U.S. study abroad professionals believe their students ought to learn through studying abroad and what many programs abroad aim to provide. Category: Critiques and Limitations

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Student Identities Jessup-Anger, J. E. (2008). Gender Observations and Study Abroad: How Students Reconcile Cross-

Cultural Differences Related to Gender. Journal Of College Student Development, 49(4), 360-373.

Abstract: Increasingly, global understanding is part of the core mission of institutions of higher education. Many colleges and universities recognize the need for globally literate citizens to meet the demands of an increasingly interdependent world and see study abroad as a way to develop students' cross-cultural skills. The focus of this study is on gender as the social assignment of masculine and feminine characteristics to one's biological sex, in a cultural context. When students study abroad, many do so having an understanding of gender only from their home culture. It may be difficult for students to grasp the notion of gender as socially assigned because gender assumptions often have been unchallenged since birth, potentially limiting the way in which students see the world. When in a different country, however, most things feel new and different, so there may be less resistance to examining the subtle or distinct differences in the way gender is assigned and defined. The purpose of the study was to gain a better understanding of how gender was observed by a group of students participating in a 3-week study abroad program entitled, Food, Environment and Social Systems, which took place in Australia and New Zealand in May 2006. Findings indicate that the experience of study abroad alone is often insufficient in fostering the reflection and self-awareness necessary to bring about such reconsideration. Although the current study examined students' sociocultural assumptions related to gender, the findings have implications for other sociocultural dimensions of identity, including race, sexual orientation, and socioeconomic status. Additional research should be conducted on these other identity dimensions to understand how students' assumptions influence the ways they understand a new culture in light of these assumptions. As study abroad programs address the sociocultural assumptions students bring to a host culture, they will assist students in examining critically how gender and other dimensions of identity complicate questions regarding who holds the power, access to wealth, and means to survival in a host culture. Only then, concludes the author, will students be able to analyze current international issues, events, and opportunities with a lens that is sharpened to recognize cultural differences from a gendered perspective, allowing them to view their own and other cultures more critically. Category: Student Identities- general Salisbury, M.H., Paulsen, M.B., and Pascarella, E.T. (2010) To See the World or Stay at Home:

Applying an Integrated Student Choice Model to Explore the Gender Gap in the Intent to Study Abroad. Research in Higher Education. 51(7), 615-640 Retrieved from: http://www.springerlink.com/content/713786l56010450n/

Abstract: Although interest in study abroad has grown consistently in recent decades, study abroad professionals and higher education scholars have been unable to explain or rectify the long-standing gender gap in study abroad participation. This study applies an integrated model of the student-choice construct to explore differences between male and female intent to study abroad. Results indicate that, not only can various forms of social and cultural capital predict student decisions about curricular opportunities during college such as study abroad, but gender plays a substantial role in altering the ways in which those forms of capital shape student decisions differently. These findings present a range of implications for researchers interested in better understanding the decision making process of college students as well as study abroad professionals and national policymakers intent on narrowing the gender gap in study abroad participation. Category: Student Identities- gender

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Supple, B., & Abgenyega, J. (2011). Developing The Understanding And Practice Of Inclusion In Higher Education For International Students With Disabilities/Additional Needs: A Whole Schooling Approach. International Journal Of Whole Schooling, 7(2), 92-108.

Abstract: In this paper we present research on inclusion in higher education using a whole schooling philosophy. We seek insight into the perspectives of international students with disabilities/additional needs, three of whom from this particular research group are from non-English speaking backgrounds and attending the same university in Melbourne, Australia. In this paper we used voice relational methodology to analyse these students' experiences of inclusive practice. These experiences provide the basis for our discussion of fundamental differences among various kinds of inclusive practice and cultures, resulting in a typology including support systems and experiences from staff and disability liaison personnel. In doing so, we aim to inform policy and models for best practice to maximize the educational experiences of international students with disabilities and additional needs, and indeed, of all students. Finally, we discuss the implications of the findings for lecturers, teachers, support staff and policy makers in implementing strategic and successful inclusion for international students with a disability/additional needs in a higher education context. Category: Student Identity - disabilities

Walker, S., Bukenya, J. O., & Thomas, T. (2011). Examining Students' Perceptions of Globalization and

Study Abroad Programs at HBCUs. US-China Education Review B, (1b), 77-88. Abstract: The objective of this paper is to explore students' perceptions of globalization and the study abroad programs at HBCUs (historically black colleges and universities). Recent statistics reveal that in spite of the current growth in the number of US students receiving academic credit for their overseas academic experience, less than one percent of undergraduate minority students participate in a study abroad program during their degree program. The analysis is based on survey questionnaires administered to 263 undergraduate minority students at AAMU (Alabama A & M University). The questionnaire contained questions related to respondents' demographic characteristics and Likert-scale questions pertaining to students' perceptions of globalization and studying abroad programs. The data are analyzed using factor analysis and binary logistic regression. The results of the regression model suggest that while a number of variables, such as major and classification are found to have statistically significant relationships with globalization, demographic variables and information source variables are not good indicators of students' perceptions of globalization. One interesting finding is that with a global mindset, business students seem to be more favorably inclined toward globalization than non-business students. [ABSTRACT FROM AUTHOR] Category: Student Identities- race and demographics Access and Equity Desoff, A. (2006). Who’s not going abroad? International Educator, 15(2), 20–27. Abstract: For a wide variety of physical, social, economic, cultural, and academic reasons, certain populations in U.S. higher education tend to be underrepresented in education abroad programs. But, many educators in the field are working diligently to open up these important educational opportunities to more students. Category: Access and Equity

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Kasravi, J. (2009). Factors influencing the decision to study abroad for students of color: Moving beyond the barriers. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 337186)

Abstract: U.S. higher education institutions, professionals in the field of international education exchange, and the federal government recognize the importance of a study abroad experience for American undergraduate students. While the total number of U.S. undergraduate students studying abroad has continually increased since the 1980s, the number of participating students of color remains low. The purpose of this study is to move beyond the barriers and outcomes of study abroad, and focus on those students of color who have made the decision to participate and the factors that influenced their decision. The barriers between applicants and non-applicants are also explored in order to recognize similar or different factors between the two groups.

Using Fishbein and Ajzen’s (1970) theory of reasoned action, this study seeks to address the personal, social, and institutional factors positively influencing students of color to decide to study abroad; how the factors differ by demographics; and the barriers applicants and non-applicants encounter in their decision.

Using a mixed methods approach this study focuses on two groups of students. The first group consisted of undergraduate students of color who had recently been accepted to a study abroad program through the University of California, San Diego in 2008. The second group included all sophomores and above, regardless of race, who had decided not to apply for a study abroad program.

The personal and social factors were found to be the primary factors influencing the student’s decision to apply. Finances and academics were the main barriers students in both groups faced in their decision. Despite these barriers and family or cultural resistance, the students in the first group overcame the obstacles through information seeking, use of external messengers, personal determination, and internal drive in deciding to participate in study abroad. Category: Access and Equity Mazon, B. K. (2009). Creating the Cosmopolitan US Undergraduate: study abroad and an emergent

global student profile, Research in Comparative and International Education, 4(2), 141-150. http://dx.doi.org/10.2304/rcie.2009.4.2.141

Abstract: Undergraduates in the USA bring to college a wide array of backgrounds, resources, and supports that make it more or less likely that they will participate in study abroad during their undergraduate career. This study investigates the experiences of undergraduates who have studied abroad, as well as the elements that facilitate the study abroad experience. The data suggests that students must overcome a number of constraints in order to study abroad. While the paths to study abroad are divergent, a number of common individual and institutional factors affect students’ likelihood for successful participation in a study abroad experience while at college. The data indicate that students must have at their disposal the necessary tools to overcome significant hurdles to study abroad. Institutions of higher education play a crucial role in facilitating not only the study abroad process itself, but also the pre-existing mindset, goals, and sense of agency that students possess in order to take advantage of study abroad opportunities. Category: Access and Equity Shames, W., & Alden, P. (2005). The Impact of Short-Term Study Abroad on the Identity Development

of College Students with Learning Disabilities and/or AD/HD. Frontiers: The Interdisciplinary Journal Of Study Abroad, 11, 1-31.

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Abstract: This article explores the identity changes that college students with learning disability (LD) and/or attention deficit hyperactivity disorder (AD/HD) report after participating in a short-term study abroad program. The reflections of thirteen short-term study abroad participants, all of whom have been diagnosed with LD and/or AD/HD are presented. Particular attention is focused on the ways in which these identity changes impacted the students as learners and the factors unique to short-term study abroad that facilitated those identity changes. It concludes by proposing a model of identity development for students with LD and/or AD/HD and recommends methods for greater inclusion of students with LD and/or AD/HD in short-term study abroad programs. The authors hope that their findings will help to reframe notions about the ability and adaptability of students with LD and/or AD/HD, lower current barriers to participation in study abroad for students with LD and/or AD/HD, and contribute to the dynamic discussion currently underway about study abroad and student outcomes. Category: Access and Equity Soneson, H. M., & Cordano, R. J. (2009). Universal Design and Study Abroad: (Re-)Designing

Programs For Effectiveness and Access. Frontiers: The Interdisciplinary Journal Of Study Abroad, 18269-288.

Abstract: The article discusses research on a new design of program for study abroad for effectiveness and access of underrepresented student groups. It is believed that the Universal Design can provide a framework to create supportive environments for more effective programming and access while the four categories of functional differences as suggested includes physical, sensory and cognitive. Conclusions of the study indicated that the use of Access Assessment Survey by institutions in the U.S. and providers overseas can identify program design and modifications. Category: Access and Equity

Challenges in the Field Brustein, W. K. (2007). The global campus: Challenges and opportunities for higher education in North

America. Journal of Studies in International Education, 11, 382-391. http://jsi.sagepub.com/content/11/3-4/382.short

Abstract: Confronted with a world that is strikingly different from what it was just a decade ago, the United States faces rapidly shifting economic, political, and national security realities and challenges. To respond to these changes it is essential that our institutions of higher education graduate globally competent students. This article addresses several major challenges confronting international educators within the United States including redesigning the curriculum, achieving faculty buy-in, financing study abroad, integrating our international students in the efforts to internationalize our campus, and rethinking how we teach foreign languages on our campuses. (Contains 1 note.) Category: Challenges Lucas, J. (2009). Over-Stressed, Overwhelmed, and Over Here: Resident Directors and the Challenges

of Student Mental Health Abroad. Frontiers: The Interdisciplinary Journal Of Study Abroad,18, 187-215.

Abstract: Foreign language professionals have demonstrated the benefits of learning language in an immersion environment and intercultural specialists can attest to the benefits of exposure to different world views in terms of increased tolerance for ambiguity and acceptance of difference. Study abroad can be a tremendously beneficial and positive experience for undergraduates. As a resident director and

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professor in Barcelona for more than 13 years, the author steadily encountered more students with incapacitating mental health concerns. This article began from the author's own struggle to help several students abroad suffering from mental illness that taxed his personal and professional resources to their limits. As he reflected on those cases, the author found that little had been written on the role of the resident director in relation to the mental health challenges students may experience while on overseas programs. In this article, the author attempts to state the nature of these issues, examine current research, and present actual cases of study abroad students with whom the author worked on a variety of mental health concerns. The author discusses the challenges for resident directors in dealing with mental health problems overseas. Policy recommendations for education abroad programs as well as recommendations for resident directors are presented. Category: Challenges