BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Integrating Worlds

How Off-Campus Study Can Transform Undergraduate Education

Paperback
April 2019
9781620360019
More details
  • Publisher
    Stylus Publishing
  • Published
    12th April
  • ISBN 9781620360019
  • Language English
  • Pages 216 pp.
  • Size 6" x 9"
$32.50
Hardback
April 2019
9781620360002
More details
  • Publisher
    Stylus Publishing
  • Published
    15th April
  • ISBN 9781620360002
  • Language English
  • Pages 216 pp.
  • Size 6" x 9"
$125.00
Lib E-Book

Library E-Books

We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a “patron-driven demand” model.

These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

  • Ebook Library, a service of Ebooks Corporation Ltd. of Australia
  • ebrary, based in Palo Alto, a subsidiary of ProQuest
  • EBSCO / netLibrary, Alabama

as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

April 2019
9781620360026
More details
  • Publisher
    Stylus Publishing
  • Published
    16th April
  • ISBN 9781620360026
  • Language English
  • Pages 216 pp.
  • Size 6" x 9"
$125.00
E-Book
April 2019
9781620360033
More details
  • Publisher
    Stylus Publishing
  • Published
    16th April
  • ISBN 9781620360033
  • Language English
  • Pages 216 pp.
  • Size 6" x 9"
$25.99

What if our students learn the most when they’re far from campus?

Integrating Worlds demonstrates how high-quality off-campus study epitomizes integrative learning, both supporting and enhancing the entire undergraduate experience.

While off-campus study (both study abroad or study away) occupies a marginal position on most campuses, it has the almost unique capacity to bring together a high concentration of high-impact educational practices. When we combine global learning with collaborative work, shared intellectual pursuits, learning communities, and more, these practices reinforce each other, exerting a multiplier effect that can potentially result in the most intense learning experience our students will have. It can energize and inspire them for the work they will continue to undertake on their home campus.

It thus becomes crucial for us to identify or design high-quality programs that will achieve these goals. Moreover, we need to reimagine off-campus study as an integrated portion of the undergraduate arc—one that begins well before our students depart and continues long after they return. In this way, we help them understand the interconnectedness not only of the world, but also of their own education.

At the same time, the authors recognize material constraints and educational imperatives. Off-campus study costs money; its complexity makes it difficult to assess; it overlaps increasingly with internships and civic engagement; and by its nature, it is more subject to external forces than the on-campus experience. In careful, practical ways Integrating Worlds advances suggestions for dealing with these issues.

This book urges educators to go beyond the episodic ways we currently link on-campus curricula to off-campus experience. While of interest to specialists in international or intercultural education, it speaks most directly to faculty, deans and provosts—many of whom may have little (or dated) experience of study abroad and who thus feel unprepared to address this issue of pressing importance. As our disciplines and institutions face the complexities of a rapidly changing world, this book seeks to fuel the necessary conversations.

From the Foreword:
"If we believe that international experience really does have great impact on our students’ ability to contribute cheerfully and productively in today’s complex globalized world, then we can no longer think about study abroad and domestic study away as a costly marginal frill for the privileged. We must instead re-think institutionally our educational propositions—and this book is structured to help us do just that.
The authors suggest a radical shift: that we turn our thinking about the place of off-campus study in the undergraduate liberal arts experience upside down. Working from an analysis of the ways in which dislocation—moving away from the familiar campus environment—can impact learning, they suggest that well-designed off-campus experience should be not an optional extra, but one of the foundational building blocks of our curricula in all areas. If we can accept this radical proposition, then we can revitalize and renew our students’ learning.
This book can introduce faculty and educational administrators who may have no experience at all with off-campus study to current thinking and practice in the field, but will also serve as a rich resource for international education professionals. And if these constituencies decide to bring together those who oversee off-campus experience in the U.S. with those who work in other countries, new and productive synergies can emerge.
‘Integration’ is the key concept: the book is structured to follow the ways in which off-campus experience can best be conceptualized as part of a curricular initiative, and then implemented in ways that maximize all aspects of student learning.”

Jane Edwards, Dean of International and Professional Experience, Yale University

Foreword by Jane Edwards
Acknowledgments

1) Off-Campus Study: Multiplying Impact
2) An Integrative Experience: Off-Campus Study and Liberal Education
3) The Long Runway
4) Bringing it Back
5) A World of Difference: The Culture Question
6) Engaged Global Citizenship
7) Measuring Change
8) Pressure Points: The Future Off-Campus Study
9) Sustaining Integration

References
Index

Scott D. Carpenter

Scott D. Carpenter is the Marjorie Crabb Garbisch Professor of French and the Liberal Arts at Carleton College (Minnesota), where he serves as the chair of French and Francophone Studies, Director of Cross-Cultural Studies, and the founding director of Carleton’s Center for Global and Regional Studies. A frequent leader of Carleton’s own program in Paris and Morocco, he has helped develop programs or internship opportunities in Spain, Germany, Cameroon, and China. A member of the academic board of CUPA, he presents work regularly at the Forum on Education Abroad (European conferences) and the AAC&U.

Helena Kaufman

Helena Kaufman is originally from Poland. She is the Director of Off-Campus Studies and Lecturer in Latin American Studies at Carleton College. In addition to her studies in Poland, Portugal, and the U.S., she has broad experience teaching on the topics of national and cultural identity. In Off-Campus Studies she is involved in everything from curriculum planning to risk management for a vast array of off-campus study programs of nearly every flavor: term-length and short-term faculty-led programs, consortial and third-party provider programs, and more. She is a member of and a frequent contributor to NAFSA and the Forum on Education Abroad.

Malene Torp

Malene Torp is the Executive Director of DIS—Study Abroad in Scandinavia (headquartered in Copenhagen), one of the largest non-profit, independent programs for American students in Europe. Trained as a political scientist, she has a deep understanding of American higher education, having been a Fulbright Scholar at New York University and a Visiting Scholar at the University of Virginia’s McIntire School of Commerce. She is a member of the Association of International Education Administrators’ (AIEA) Leadership Development Committee and a frequent contributor to NAFSA and the Forum on Education Abroad.