Colleges That Change Lives


Book Description

Prospective college students and their parents have been relying on Loren Pope's expertise since 1995, when he published the first edition of this indispensable guide. This new edition profiles 41 colleges—all of which outdo the Ivies and research universities in producing performers, not only among A students but also among those who get Bs and Cs. Contents include: Evaluations of each school's program and "personality" Candid assessments by students, professors, and deans Information on the progress of graduates This new edition not only revisits schools listed in previous volumes to give readers a comprehensive assessment, it also addresses such issues as homeschooling, learning disabilities, and single-sex education.




Community Engagement Abroad


Book Description

A landmark in our understanding of international community-engaged learning programs, this book invites educators to rethink everything from disciplinary assumptions to the role of higher education in a globalizing world. Tapping the many such programs developed at Michigan State University during the last half-century, the volume develops a comprehensive framework for analyzing study-abroad programs with a community-engagement focus. More than a how-to guide, it also offers seven theoretically framed case studies showing how these experiences can change students, faculty, and communities alike. The purposeful broadening of who is involved in these types of international learning programs leads to conceptual transformation and self-reflection within the participants. The authors take the reader on a fascinating journey through how they changed as a result of designing and delivering programs in full collaboration with community partners. The arguments given in this volume for developing truly reciprocal, mutually beneficial partnerships beyond the academy are powerful and persuasive.




Trading Cultures, Transforming Lives


Book Description

It is increasingly popular for college students to study abroad. Almost 250,000 students from the U.S. study abroad each year. Students often report that their time abroad is transformative, enriching, and one of the best experiences of their lives. These glowing reports are encouraging, but until now there have been very few scientific research studies on how going abroad affects students' identity and personal growth. This book describes a thorough and empirical investigation of how students change while abroad. Students abroad experienced personal growth, higher life satisfaction, higher self-esteem, and other positive changes. Students with certain traits, such as extraversion and openness to experience, were especially likely to experience positive change. Various social behaviors abroad, as well as living with a host family, were associated with identity change. The findings are also explained in terms of three well-known theories of identity. Findings from this study can help students, parents, and study-abroad professionals take steps to ensure that study abroad is a particularly rewarding and meaningful event.




My Year Abroad


Book Description

INSTANT NATIONAL BESTSELLER A New York Times Notable Book * Named a Best Book of the Year by Vogue, TIME, and Marie Claire “A manifesto to happiness—the one found when you stop running from who you are.” –New York Times Book Review “An extraordinary book, acrobatic on the level of the sentence, symphonic across its many movements—and this is a book that moves…My Year Abroad is a wild ride—a caper, a romance, a bildungsroman, and something of a satire of how to get filthy rich in rising Asia.” – Vogue From the award-winning author of Native Speaker and On Such a Full Sea, an exuberant, provocative story about a young American life transformed by an unusual Asian adventure – and about the human capacities for pleasure, pain, and connection. Tiller is an average American college student with a good heart but minimal aspirations. Pong Lou is a larger-than-life, wildly creative Chinese American entrepreneur who sees something intriguing in Tiller beyond his bored exterior and takes him under his wing. When Pong brings him along on a boisterous trip across Asia, Tiller is catapulted from ordinary young man to talented protégé, and pulled into a series of ever more extreme and eye-opening experiences that transform his view of the world, of Pong, and of himself. In the breathtaking, “precise, elliptical prose” that Chang-rae Lee is known for (The New York Times), the narrative alternates between Tiller’s outlandish, mind-boggling year with Pong and the strange, riveting, emotionally complex domestic life that follows it, as Tiller processes what happened to him abroad and what it means for his future. Rich with commentary on Western attitudes, Eastern stereotypes, capitalism, global trade, mental health, parenthood, mentorship, and more, My Year Abroad is also an exploration of the surprising effects of cultural immersion—on a young American in Asia, on a Chinese man in America, and on an unlikely couple hiding out in the suburbs. Tinged at once with humor and darkness, electric with its accumulating surprises and suspense, My Year Abroad is a novel that only Chang-rae Lee could have written, and one that will be read and discussed for years to come.




Engineering


Book Description

This report reviews engineering's importance to human, economic, social and cultural development and in addressing the UN Millennium Development Goals. Engineering tends to be viewed as a national issue, but engineering knowledge, companies, conferences and journals, all demonstrate that it is as international as science. The report reviews the role of engineering in development, and covers issues including poverty reduction, sustainable development, climate change mitigation and adaptation. It presents the various fields of engineering around the world and is intended to identify issues and challenges facing engineering, promote better understanding of engineering and its role, and highlight ways of making engineering more attractive to young people, especially women.--Publisher's description.




STUDENT PERSPECTIVES FROM SHORT-TERM STUDY ABROAD EXPERIENCE


Book Description

This study investigated seven students who participated in a short-term study abroad program in Italy, and the effects that they perceived. Researching the students' perceptions, utilizing rubrics adopted from the American Association of Colleges and Universities (AAC&U), of knowledge, skills, and dispositions related to intercultural knowledge and competence, and life-long learning was completed through questionnaires, journals, and blogs. A questionnaire was formulated, with adopted AAC&U rubrics, for the seven students to complete prior to their study abroad experience, and again when they returned to the U.S. Also considered for data collection were the course journals and student blogs, which had been completed during the experience. Data analysis was guided by the adopted AAC&U rubrics to measure the students' perceptions. Quantitative data was analyzed via change scores to show the effect that the study abroad program had on the students' perceptions. The results of the data found that studying abroad did have an impact on the student's knowledge, skills, and dispositions related to intercultural knowledge and competence, and life-long learning. Students in this study proclaim that in this study abroad experience they learned a lot and gained new perspectives. This study found that the study abroad experience affected them and was evidenced by the qualitative data and the quantitative change scores. This study suggests that further research on short-term study abroad programs is needed and alternative data tools can be beneficial.




Human Rights-Based Approach to Short-Term Study Abroad


Book Description

Short-term study abroad experiences are on the rise across social work programs. This increase is fueled by the Educational Policy and Accreditation Standards of the Council on Social Work Education (CSWE) that social work programs graduate students who are ready to engage diversity and function ethically as global citizens who understand mechanisms of oppression. With the increasing number of short-term study abroad trips, this brief offers a framework that provides strategies for empowering the populations and communities in which these trips occur. Developing short-term study abroad trips from a human rights-based framework rather than a needs-based approach is urgent and necessary, as the community in which the visit will occur is placed at the center of planning efforts and its members become equal and active participants. The brief is accessible and relevant to both instructors and students, with thoughtful emphasis placed in each chapter to align with the needs of each group more distinctly. It is conceived with both travel-based (field education) and classroom learning (pre-trip preparation) in mind. Though developed with more depth, theory, and evidence than a "how-to manual," the brief serves as an exemplary "guide" that prepares those engaging in short-term study abroad trips with information and strategies that are derived from the key concepts of a rights-based approach to field education. Human Rights-Based Approach to Short-Term Study Abroad is essential reading that engages students and faculty with case examples to illuminate the complex concepts that are taught by faculty as well as specific exercises and assignments to guide both faculty and student through the process of developing and implementing short-term study abroad trips. This brief is of immediate relevance for undergraduate and graduate coursework in field education, international social work, human rights, global social work, and macro social work, as well as useful for any practitioner seeking CSWE accreditation.




Study Abroad in a New Global Century


Book Description

Studying abroad has become a key educational means for preparing graduates with the intercultural competencies needed to succeed in our global economy. The federal government, business community, and higher education sector are united in their belief that study abroad is critical to such success. This monograph seeks to address two fundamental questions: Who studies abroad (or who does not) and why? What are the outcomes of study abroad? Increasing and broadening study abroad participation have proven particularly challenging, and the authors look to the research for how it might be improved. Although research suggests positive outcomes of study abroad, existing studies leave educators with some challenging questions. Based on their review, the authors pose recommendations for ways in which study abroad in the twenty-first century can renew its purposes and fulfill its promise.




Code of Ethics for Education Abroad


Book Description

This document, published by The Forum on Education Abroad, is designed to guide ethical decision-making and assist organizations as they seek to provide education abroad experiences and services in accord with the highest ethical standards. The Shared Values and Principles of Professional Practice outlined below are essential to the fair and just administration of education abroad programs and the welfare of the learners that we serve.