Co-published with the Association for American Colleges and Universities (AAC&U) If we are all becoming global citizens, what then are our civic responsibilities? Colleges and universities across the United States have responded to this question by making the development of global citizens part of their core mission. A key strategy for realizing this goal is study abroad. After all, there may be no better way for students to acquire the knowledge, skills, and attitudes required to become effective change-agents in international contexts. The Handbook of Practice and Research in Study Abroad is a comprehensive survey of the field. Each chapter eloquently conveys an enthusiasm for study abroad alongside a critical assessment of the most up-to-date research, theory and practice. This contributed volume brings together expert academics, senior administrators, practitioners of study abroad, and policy makers from across the United States, Canada and other part of the world, who meticulously address the following questions: What do we mean by global citizenship and global competence? What are the philosophical, pedagogical and practical challenges facing institutions as they endeavor to create global citizens? How is study abroad and global citizenship compatible with the role of the academy? What are the institutional challenges to study abroad, including those related to ethics, infrastructure, finances, accessibility, and quality control? Which study abroad programs can be called successful? The Handbook of Practice and Research in Study Abroad is an indispensable reference volume for scholars, higher education faculty, study abroad professionals, policy makers, and the academic libraries that serve these audiences. It is also appropriate for a wide range of courses in Higher Education Master’s and Ph.D. Programs.

An overview of student and faculty study-abroad programs with particular focus on programs in Mexico administered by California's public higher-education institutions.

This book is intended to introduce novice student researchers to second language acquisition in the study abroad learning environment. It reviews the existing literature and provides the emerging researcher an overview of the important factors to consider, informs them where to begin, and how to move forth an agenda for future research in this field. The book recognizes that aside from the academic advantages, study abroad programmes are an excellent tool for fostering extended and relevant interaction with native speakers. It provides reflection questions and activities, and guides the novice researcher in critically analysing existing research and to eventually carry out their own study. The book will be of use to beginning researchers who are new to linguistics in the areas of study abroad and second language acquisition.

Co-published with While education abroad – including studying, volunteering, researching, and interning abroad – is increasingly emphasized as a critical factor in preparing undergraduates for a globally interconnected world, diversifying the pool of participants in such activities has proven challenging. Framed within the concept of “inclusive excellence” with the objective of promoting diversity, inclusion, and equity in higher education as foundational to educational excellence, the contributors present research and practices that have been proven successful in improving participation among groups of students traditionally underrepresented in education abroad.Broader participation in education abroad programming has been a perennial concern at numerous higher education institutions in the U.S., having prompted countless discussions in professional organizations and across campuses among faculty, staff, and students. Many have come to recognize that overseas opportunities are no longer a luxury and instead are a necessity for job seekers entering a more diverse, globally interconnected workplace.The volume offers a combination of research-based chapters and case studies from leading experts on the barriers that disproportionately impact specific groups of students, including: students with disabilities; first-generation college students; undocumented students; racial and ethnic minorities; science, technology, engineering, and mathematics (STEM) majors; and males. The authors illuminate the issues which may inhibit education abroad participation, from individual to institutional, and present strategies reflecting a broad range of institutional contexts, resources, and needs.While there has been significant discussion and action to promote broader inclusion in education abroad, this is the first volume focusing on research and practice to achieve these ends, and is intended as a critical resource for practitioners and scholars alike.

This groundbreaking book edited by Terence Hicks, a quantitative research professor, and Abul Pitre, a qualitative research professor, builds upon the usefulness of each research method and integrates them by providing valuable findings on a diverse group of college students. This book provides the reader with a mixture of quantitative and qualitative research studies surrounding nine chapters on African American, first-generation, undecided, and non-traditional college students. Drawing from major quantitative and qualitative theoretical research frameworks found in multicultural education, Research Studies in Higher Education is a must-read. The chapter authors provide important recommendations for university administrators, faculty, and staff in supporting the academic, personal, and social adjustment of college life for African American, first-generation, undecided, and non-traditional college students. The book contributes greatly to the research literature regarding the role that educational leaders have in educating multicultural college students.