NAFSA's Guide to Education Abroad for Advisers and Administrators.

319 Pages·2000·3.9 MB·English

DOCUMENT RESUME
HE 026 396
ED 356 740
Hoffa, William, Ed.; And Others
AUTHOR
NAFSA's Guide to Education Abroad for Advisers and
TITLE
Administrators.
Association of International Educators,
NAFSA
INSTITUTION
Washington, DC.
REPORT NO
ISBN-0-912207-62-0
PUB DATE
93
NOTE
320p.
Publications Order Desk, NAFSA: Association of
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DESCRIPTORS College Administration; College Students; Computer
Uses in Education; *Counselor Role; Demography;
Foreign Countries; Health Needs; Higher Education;
International Education; *Overseas Employment;
*Program Administration; *Program Development;
Program Evaluation; Program Implementation;
Publicity; Safety; *School Counselors; Student
Exchange Programs; Student Financial Aid; *Study
Abroad
IDENTIFIERS
Diversity (Student)
ABSTRACT
This volume offers a series of papers and essays as a
guide to higher education advisors and administrators in the field of
:zed into three sections which
education abroad. Papers are orgt-
address education abroad in general, advising, and program
development and evaluation. The following papers are included: "Being
a Professional in the Field of Education Abroad" (Archer Brown and
David Larsen); "The Education-Abroad Office in Its Campus Context"
(Paul DeYoung and Paul Primak); "Academic Credit" (Eleanor
Krawutschke and Kathleen Sideli); "Financial Aid" (Nancy Stubbs);
"The Office Library and Resource Materials" (Catherine Gamon and
Heidi Soneson); "Computerizing Operations" (James Gehlhar and
Kathleen Sideli); "Promotion and Publicity" (My Yarabinec); "The
Demographics of Education Abroad" (Stephen Cooper and Mary Anne
Grant); "Advising Principles and Strategies" (Cynthia Felbeck Chalou
and Janeen Felsing); "Promoting Student Diversity" (Margery A. Ganz
et al.); "Health and Safety Issues" (Joan Elias Gore); "Predeparture
Orientation and Reentry Programming" (Ellen Summerfield); "Program
Planning, Budgeting, and Implementation" (Jack Henderson et al.);
"Program Designs and Strategies" (Joseph Navari and iieidi Soneson);
"Work Abroad and International Careers" (William Nolting); and
"Program Evaluation" (Michael Laubscher and Ronald Pirog). Appendixes
contain a bibliography of about 180 print and non-print items as well
as about 90 organizations, a 1990 report of a national task force on
undergraduate education abroad, a Pennsylvania State University
program evaluation guide, the Association of International Educators'
code of ethics, and a paper on reading study abroad literature.
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EDUCATION ABROAD
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Contents
vii
ACKNOWLEDGMENTS
FOREWORD John Pearson and Marvin Slind
ix
xiii
INTRODUCTION William Hoffa
)Dd
ESSENTIAL ACRONYMS
PART ONE
EDUCATION ABROAD AND
AMERICAN HIGHER EDUCATION
BEING A PROFESSIONAL IN THE FIELD OF EDUCATION
1
ABROAD Contributors: Archer Brown and David Larsen
3
Entering the Field
3
Standards of Professional Practice
5
Opportunities for Professional
Development
8
THE EDUCATION-ABROAD OFFICE IN ITS CAMPUS CONTEXT
2
Contributors: Paul DeYoung and Paul Primak
17
Institutional Structures and Values
18
Institutional Policy
19
Working with Others
22
Getting Advice from Others: Institutional
Outreach
24
ACADEMIC CREDIT
3
Contributors: Eleanor Krawutschke and Kathleen Sideli
27
Faculty and Administrative Commitment
27
Procedures for Home-Institution-Sponsored or
Cosponsored Programs
29
Programs Sponsored by Other Institutions
32
4
FINANCIAL AID
Contributo,-. Nancy Stubbs
39
What Is Financial Aid?
39
iii
Contents
vii
ACKNOWLEDGMENTS
ix
FOREWORD John Pearson and Marvin Slind
xiii
INTRODUCTION William Hoffa
Xxi
ESSENTIAL ACRONYMS
PART ONE
EDUCATION ABROAD AND
AMERICAN HIGHER EDUCATION
BEING A PROFESSIONAL IN THE FIELD OF EDUCATION
1
ABROAD Contributors: Archer Brown and David Larsen
3
kntering the Field
3
Standards of Professional Practice
5
Opportunities for Professional
Development
8
THE EDUCATION-ABROAD OFFICE IN ITS CAMPUS CONTEXT
2
Contributors: Paul DeYoung and Paul Primak
17
Institutional Structures and Values
18
Institutional Policy
19
Working with Others
22
Getting Advice from Others: Institutional
Outreach
24
ACADEMIC CREDIT
3
Contributors: Eleanor Krawutschke and Kathleen Side li
27
Faculty and Administrative Commitment
27
Procedures for Home-Institution-Sponsored or
Cosponsored Programs
29
Programs Sponsored by Other Institutions
32
FINANCIAL AID
4
Contributor: Nancy Stubbs
39
What Is Financial Aid?
39
iii
How Do Students Qualify for Financial
42
Aid?
43
How Is Financial Aid Awarded?
What Financial Aid Can Be Used for
Study Abroad?
43
How Can You Help to Make Financial
Aid Available?
45
Additional Financial Aid Resources
46
THE OFFICE LIBRARY AND RESOURCE MATERIALS
5
Contributors: Catherine Gamon and
49
Heidi Soneson
Institutional Policy and the Library
49
Professional Goals versus
Institutional Policies
52
Setting Up a Resource Library
54
COMPUTERIZING OPERATIONS
6
Contributors: James Gehlhar and
Kathleen Sideli
59
Assessing Needs, Goals, Support, and
Resources
59
Applications
64
PROMOTION AND PUBLICITY
7
Contributor: My Yarabinec
71
Promoting Your Office and Work
71
Promoting Education Abroad to Students
72
Publicizing Programs
74
Using the Media
76
PART TWO
ADVISING
8
THE DEMOGRAPHICS OF EDUCATION ABROAD
Contributors: Stephen Cooper and
Mary Anne Grant
83
Four Recent Studies
84
Basic Characteristics of U.S.
Students Abroad
87
Student Attitudes and Backgrounds
95
iv
ADVISING 13INCIPLES AND STRATEGIES
Contributors: Cynthia Felbeck Chalou and
Janeen Felsing
99
Basic Knowledge and Skills
99
Advising Procedures and Strategies
106
PROMOTING STUDENT DIVERSITY
10
Contributors: Margery A. Ganz, Jack Osborn, and
Paul Primak
111
Deciding on Priorities
112
Advising Nontraditional Students
113
Pragmatic and Proactive Strategies
116
HEALTH AND SAFETY ISSUES
11
Contributor: Joan Elias Gore
125
Health Issues
126
Personal Conduct and Safety Issues
131
Predeparture Orientation
132
Region Specific Information
134
Resources
135
PREDEPARTURE ORIENTATION AND REENTRY
12
137
PROGRAMMING Contributor: Ellen Sumrnerfield
Predeparture Orientation Programs
137
Reentry Programming
146
PART THREE
PROGRAM DEVELOPMENT AND EVALUATION
PROGRAM PLANNING, BUDGETING, AND
13
IMPLEMENTATION Contributors: Jack Henderson,
Tom Roberts, Paula Spier, and Henry Weaver
157
Three Case Histories
158
Critical Issues and Questions
168
Money Matters
170
14
PROGRAM DESIGNS AND STRATEGIES
Contributors: Joseph Navari and Heidi Soneson
175
Programs Sponsored by Your
Own Campus
175
Programs Sponsored in Cooperation with
Others
186
on.
a
15
WORK ABROAD AND INTERNATIONAL CAREERS
Contributor: William Nolting
193
Work versus Study Abroad: Similarities
and Differences
194
Working Abroad and International
Careers
197
Advising for Work Abroad
199
Types of Work Abroad
203
PROGRAM EVALUATION
16
Contributors: Michael Laubscher and
213
Ronald Pirog
Program Quality
213
215
The Internal Evaluation
Evaluating External Programs
219
APPENDIXES
Study, Work, and Travel
Appendix 1
227
Abroad: A Bibliography
"Getting on with the Task,"
Appendix 2
Report of the National Task
Force on Undergra.4uate
Education Abroad, 1990
261
Penn State University's
Appendix 3
Program Evaluation Guide
285
Appendix 4
NAFSA Code of Ethics, 1992
295
Appendix 5 "How to Read Study Abroad
Literature," by Lily von
Klemperer, 1976
303
307
CONTRIBUTORS
2
vi
Acknowledgments
We own our gratitude to numerous colleagues who contributed their time
and expertise to the production of NAFSA's Guide to Education Abroad for
Advisers and Administrators. To begin at the beginning, we acknowledge
Nancy McCormack who, almost twenty years ago, was the guiding spirit be-
hind this book's progenitor, The SECUSSA Sourcebook, the outcome of a
workshop held in Brattleboro, Vermont, and funded in part by the Carnegie
Foundation. Nancy raised the money to support that project, organized the
organizers, motivated the participants, and compiled the finished product.
Without the initiative, tenacity, and sustained efforts of Marvin Slind
(University of Washington) and John Pearson (Stanford University), we
would never have been embarked on such an ambitious complement to the
Sourcebook.
At different times during the drafting process, selected readers provided
immeasurable assistance and guidance:
Stephen Cooper, Louisiana State University
Paula Spier, retired from Antioch College
Nancy Stubbs, University of Colorado-Boulder
Charles Gliozzo, Michigan State University
Mary Anne Grant, International Student Exchange Program
Rodney Sangster, University of California System
Annagene Yucas, University of Pittsburgh
William Hoffa spent a long summer in 1992 editing the chapters, incorpo-
rating readers' and authors' emendations, and creating a consistent style for
the manuscript. We are indebted to him for this effort.
Finally, we acknowledge the support of NAFSA's Field Service Program
through a grant from the Advising, Teaching, and Specialized Programs Di-
vision of the U.S. Information Agency, which enabled NAFSA to convene a
publication planning meeting in fall 1988.
Any sustained effort of this volunteer kind involves contributions from in-
dividuals too numerous to list here. They have our thanks for their support
and encouragement.
Archer Brown
vii
Foreword
Almost twenty years have passed since the original SECUSSA Sourcebook
was published and more than four since the plans were laid for this new
publication. As Bill Hoffa makes clear in the introduction, study-abroad pro-
grammers and advisers have been fortunate that numerous publications
of an advisory and adversarial naturehave appeared during the past two
decades. The time between the original Sourcebook and the plans for this
new handbook and then between the initial call for chapters and the printed
publication are significant, because study abroad experienced many
changes in the years between 1975 and 1989. However, we feel that the
years since 1989 have seen as many changes and might be considered the
watershed years between rapid growth in overseas opportunities and a
growing realization that fiscal, academic, and political conditions might be
limiting this growth. If this is so, and the 1990s become a decade of change
for our field, what then is the purpose of this publication?
Our view is that this publication serves as a reminder of what is basic
about our profession and what is possible. We hope that this work will help
newcomers to the field learn from others and give old-timers some cause
for reflection. However, this work is not definitive. Given the regularity with
which new issues appear--issues that might affect overseas opportunities
for the rest of the decade even if they are not fully visible nowthe informa-
tion presented here cannot be completely up to date. The introduction
seeks to redress this with a discussion of the Boren Bill, but this bill is just
one of many challenges and opportunities facing the field during the next
few years. While we hope that the essays included in this publication will
help those in international education better conduct their work, we feel it is
also necessary to look ahead and to make some predictions about future is-
sues.
It is perhaps most appropriate to start by quoting testimony given by
Sen. J. William Fulbright to the Committee on Foreign Affairs, Subcommit-
tee on International Operations, U. S. House of Representatives, on July 9,
1992. Senator Fulbright, for so long the preeminent spokesperson for inter-
national educational exchange, commented that "the needs of Americans to
understand other nations and their languages have never been greater."
While we all agree, Senator Fulbright went on to say that "while it sounds
ix
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