Concurrent session from 2013 NACADA Annual Conference in Salt Lake, UT.

1. Elevating Students to Global Citizenship:
Advisors as Advocates for Study Abroad
Julie Larsen
University of Washington
Blake Hart
SIT Study Abroad

2. Disclaimer: We approach education abroad
as a powerful way to holistically educate
students through:
– Defining personal values
– A greater appreciation for global citizenship
– Connecting education abroad to meaningful
life work

3. Who is in the room?

4. “Lowenstein (2006) declared that ‘an excellent advisor
does for students’ entire education what the excellent
teacher does for a course: helps them order the pieces,
put them together to make a coherent whole, so that the
student experiences the curriculum not as a checklist of
discrete, isolated pieces but instead as a unity, a
composition of interrelated parts with multiple
connections and relationships’”.
– Retrieved from CAS Standards Contextual Statement

5. Reciprocal Exchange Direct Enroll
Affiliates/Program Providers Faculty-led
Program Types

6. Program Structure
Integrated Island Hybrid

7. Academic Offerings
Full Curriculum
Thematic Focus
Intensive Language
Intern/Teach/Volunteer
Field Study
Undergraduate Research
Service Learning

8. Why is This Important?
Challenge vs. Support
Curricular Integration vs. Holistic Learning
Same Same but Different

9. Study Abroad Student Profile
Female
64%
Male
36%
Gender
Institute of International Education. (2012). "Profile of U.S. Study Abroad Students, 2000/01-2010/11."
Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors

10. Study Abroad Student Profile
78%
8%
7%
5%
2% -1%
Ethnicity
Caucasion
Asian/Pacific Islander
Hispanic/Latino(a)
African American
Multiracial
American Indian or
Alaska Native
Institute of International Education. (2012). "Profile of U.S. Study Abroad Students, 2000/01-2010/11."
Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors

11. Study Abroad Student Profile
4%
13%
38%
25%
11%
9%
Academic Level
Freshman
Sophomore
Junior
Senior
Bachelor's (Unspecified)
Master's
Institute of International Education. (2012). "Profile of U.S. Study Abroad Students, 2000/01-2010/11."
Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors

12. Study Abroad Student Profile
Institute of International Education. (2012). "Fields of Study of U.S. Study Abroad Students, 2000/01-2010/11."
Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors
0
5
10
15
20
25
Field of Study
2000/2001 2010/2011

13. Factors Affecting Participation
Greatest predictors of study abroad participation:
• Gender
• Academic level (junior, senior, etc.)
• Race
• GPA
• Extent of previous travel within the US
Gender-related differences contributing to study abroad
participation:
• Females > males are influenced by parents & other important
people in their lives to study abroad
• Females > males indicate a job or internship as a barrier
• Females > males perceived the cost as a barrier
• Males > females were worried study abroad would delay their
graduation
BaileyShea, Chelsea. “Factors that affect American college students’ participation in study abroad."
doctoral PhD diss., University of Rochester, 2009.

14. Deciding to Apply
1. The extent to which the student perceived the
institution/faculty was supportive of international study
2. Fears that studying abroad might delay graduation
3. Financial constraints
4. Perceived support by family and friends
5. The opportunity to travel during college
6. The opportunity to explore and discover more about the
world and oneself
7. Grade point average and foreign language prerequisites
8. The idea that international study may enhance career
opportunities
BaileyShea, Chelsea. “Factors that affect American college students’ participation in study abroad."
doctoral PhD diss., University of Rochester, 2009.

15. Recognizing the Applicant
The Perfect Fit
major • deep interest • up for challenge • inquisitive • researched & prepared
The Legacy
parents/grandparents/siblings/best friend studied there
The Heritage Seeker
first generation • pressure from parents/grandparents • culture & language
The Language Learner
immersion main focus • secondary requirement
The “Good Times” Seeker
academics secondary • location primary • “is there a beach?” • adventure

16. Academic Success
• Graduation rates
• Time to degree
• Retention
• GPA
• Language acquisition
• Increased engagement post-study abroad
• Increased intercultural competence
Salisbury, Mark Hungerford. "The effect of study abroad on intercultural competence among undergraduate
college students." doctoral PhD diss., University of Iowa, 2011.

17. What value do we see in study abroad and
exchange programs?

18. Bloom’s Taxonomy
Image from here.

19. Perry’s Moral and Intellectual
Development

20. • Dualism – USA vs the world
• Multiplicity – Colorblind and supporting everyone –
we are all “equal”
• Relativism – How do I get support for my opinions,
what experiences support my ideas?
• Commitment – Making choices in a contextual
world

21. Synthesis of their academic experience
needs to be paramount.

22. What barriers can you anticipate/have you
seen upon returning to campus?

23. Connecting Back to Campus
• Value to degree
– Tangible connection to degree
– Higher level of engagement with curriculum
– Additional academic interests
• Career Development
– Awareness of global markets
– Ability to work in new situations
– Reflective experiences

24. "Curriculum Integration in Study Abroad" (CI) refers
to a variety of institutional approaches designed to
fully integrate study abroad options into the
college experience and academic curricula for
students in all majors.
-NAFSA: Association of
International Educators
Curriculum Integration

25. CI Best Practices
Beloit College
• “Off-campus study is not an isolated experience for individual students,
but instead is integral to the Beloit College curriculum”
• Invest in faculty development
• Bring education abroad back to campus
University of Texas
• Created a collaborative relationship with academic departments
• Pre-approved major and core classes
• Created major-specific brochures with degree maps
University of Minnesota
• Created “The Minnesota Model” that many universities have now adopted
“Curriculum Integration: Best Practices” at NAFSA.org for a comprehensive list

26. The Minnesota Model
• Internationalize campus by sending 50%
abroad
• Only 15% studied abroad in late-1990s
• Within the Institute of Technology, 15 of
4,300 studied abroad
• Engaged academic departments to vet
programs and lead their own
• Today, 30% of students study abroad
Fischer, Karin. "U. of Minnesota integrates study abroad into the curriculum."
The Chronicle of Higher Education, 2010.

27. The Minnesota Model
“Assess, Match, Motivate”
• Increased study abroad scholarships
• Increased availability of low-cost programsFinances
• Work with faculty & advisors to match courses
• Make study abroad integral, not “extra”Fit
• Educating faculty on importance & variety
• Having faculty take ownership on approvalFaculty
• Debunking common myths
• A natural part of academic advisingFear
• Materials specifically for parents/families
• Acquiring new friends through study abroadFamily & Friends

28. Hulstrand, Janet. “Curricular integration: it’s a marathon, not a sprint."
The Forum on Education Abroad, 2012.

29. “My experience abroad reemphasized
where my interests lay, both
personally and academically, and at
the same time provided a holistic and
invaluable aspect to my education
involving insight into the human
condition. Although people of
different cultures and traditions may
vary, certain human aspects have basic
universal components worldwide. The
interactions I had with several Kenyans
emphasized those components and
allowed me to expand my perception
of people and my respect for
differences.”
—SIT Kenya Alum

30. What happens after education abroad?

31. Questions?