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1 FRONTIERS The Interdisciplinary Journal of Study Abroad and The Forum on Education Abroad present Special Issue: Undergraduate Student Research Abroad Volume XII November 2005 i

2 This Special Issue of Frontiers: The Interdisciplinary Journal of Study Abroad has been made possible by a grant from the IFSA Foundation and by Frontiers sponsoring institutions: Arcadia University Beloit College Binghamton University Boston University Bucknell University Butler University Dickinson College Grinnell College Harvard University James Madison University Kalamazoo College Macalester College Partnership for Global Education of Hobart William Smith and Union Colleges Middlebury College Pennsylvania State University Pomona College Rutgers University School for International Training Tufts University University of Pennsylvania University of Richmond University of Texas at Austin Villanova University Yale University ii

3 F R O N T I E R S The Interdisciplinary Journal of Study Abroad Special Issue: Undergraduate Research AbroadVolume XII November 2005 C o n t e n t s v vii xi Contributors From the Editor Brian Whalen Introduction: Undergraduate Research Abroad: Challenges and Rewards Mel C. Bolen, Patricia C. Martin 00 *Bonded Slavery in India and Methods of Intervention Heidi Boutros Essay: Experience, Engagement and Vision Martha Selby 000 *Nipe Nikupe: Dependency, Reciprocity, and Paradoxes of Food Aid in Lugufu Refugee Camp, Kigoma, Tanzania Brian Hoyer Essay: Intellectual Growth and the Integration of the Study Abroad Experience David Macey 000 *The Human Right to Water: Market Allocations in a World of Scarcity Kevin McAdam Essay: Enriching Intellectual Discourse with Overseas Study and Work David Deese 000 Mesozoic Sedimentation of a Late Rifting Event at Tavan Har, Eastern Gobi Desert (Mongolia) Sarah Davidson Essay: Student Science Research in Education Abroad Carol Mankiewicz *Winners of the Forum on Education Abroad s 2004 Awards for Undergraduate Research iii

4 000 Documenting Development and Pedagogy in the Swedish Preschool: the Use of the Portfolio as a Vehicle for Reflection, Learning and Democracy Devon McKenna Essay: Holding Culture in Her Hand: Immersion and Understanding Judith Ross-Bernstein 000 Mass Media and Political Socialization: Chile, Amy Walter Essay: Deepening Scholarship through Study Abroad Roderick Ai Camp 000 Epidemic and Identity: a Cross-Cultural Comparison of AIDS Prevention Approaches in France and the United States Michael Stambolis-Ruhstorfer Essay: Study Abroad, Cultural Comparison and Action Dominique Laurent 000 Position Paper for the Scottish National Party: Should Scotland Legalize, Decriminalize or Prohibit Cannabis? Sujata Jhaveri Essay: The Internship Experience and Studying Abroad Andrew Roberts iv

5 C o n t r i b u t o r s Heidi Boutros, a Dallas native, graduated from the University of Texas at Austin with degrees in Government and Liberal Arts. As an undergraduate, she participated in human rights fieldwork and research in several countries including Russia, India, and South Africa. Additionally, she spent a summer in The Hague, clerking for the presiding judge in Milosevic s trial at the United Nations International Criminal Tribunal for the Former Yugoslavia. Heidi currently resides in the Washington, D.C. area where she works for the US Department of Justice. Sarah C. Davidson grew up in Minnesota and graduated from Beloit College in Beloit, Wisconsin in While at Beloit, she completed geologic fieldwork in the East Gobi Desert of Mongolia through the Keck Geology Consortium. Sarah is currently living and working in Austin, Texas and hopes to begin graduate school in the fall of 2006, studying hydrogeology and water resources management. Brian Hoyer graduated with Honors from Middlebury College in February 2004, with a degree in International Studies (African Studies, Anthropology and the language of Kiswahili). In 2002, Brian participated in the School for International Training s Development Studies Program at Makerere University in Kampala, Uganda. He created and was director of the Middlebury Refugee Camp Simulation. In his final year at Middlebury, he served as an Undergraduate Research Associate at the Rohatyn Center for International Affairs. Brian has worked extensively with refugee camps and reseetlement agencies: near his hometown of Denver, Colorado, in Uganda and Tanzania. Brian currently is an International Associate and Associate of Emergency Response at an international humanitarian relief agency based in New York, where he has managed a medical assistance program to Northern Uganda, and coordinated medical aid to Southeast Asia after the Tsunami and, most recently, to the Gulf Coast after Hurricane Katrina. Sujata Jhaveri graduated from Northwestern University magna cum laude with a double major in Political Science and Psychology. Her work in the Scottish Parliament contributed to the passage of a bill for fire sprinklers in homes for the elderly and disabled. She presented her senior thesis Drug Policy s Effect on Recidivism Rates: Do Draconian Measures versus Rehabilitative Measures Change Offenders Behaviors? at various political science conferences, and received Northwestern s William M. McGovern Award for Excellence and Leadership. Sujata currently resides in upstate New York, and plans a career involved in policy activism. v

6 Kevin C. McAdam, of Denver, CO, graduated summa cum laude and Phi Beta Kappa from Boston College s Honors Program in May, He earned a Bachelor of Arts in International Relations, was awarded the Scholar of the College designation for his undergraduate thesis, and received the William J. Kenealy award for distinguished academic work and social concern. He was awarded a Faculty/Undergraduate Research Fellowship following his semester abroad in Geneva, Switzerland. Currently, he is pursuing a graduate degree in Poverty and Development Studies under the auspices of a Rotary Ambassadorial Scholarship at Universidad Alberto Hurtado in Santiago, Chile. Devon E. McKenna currently teaches at a private special-education elementary school in New York City and is a candidate for a Masters of Science in Early Childhood General and Special Education from Bank Street College of Education. She graduated in May 2004 with a Bachelor of Science in Human Development from Cornell University s College of Human Ecology. In the spring of 2003, she participated in Cornell s departmental abroad program, The Swedish Practicum in Early Care, Education, and Family Policy in Gothenburg, Sweden, and was awarded a research grant from Albertska Stiftelserna. She is originally from New Paltz, New York. Michael Stambolis-Ruhstorfer grew up in Baltimore. A member of the class of 2004 of Dickinson College, he graduated summa cum laude with departmental honors in French. He is a member of the Phi Beta Kappa honor society. He studied abroad in Toulouse, France and returned there after graduation. After completion of a certificate of political studies at the Institut d Études Politiques and working as an assistant at the Dickinson Center in Toulouse, he now teaches English and American civilization at the Université de Toulouse: Le Mirail. Amy R. Walter graduated cum laude from Claremont McKenna College in 2004 with a B.A. in Spanish and Government. Since that time she has worked at the Survivors of the Shoah Visual History Foundation, cataloguing and indexing Spanish-language interviews of Holocaust survivors who fled to Latin America to escape Nazi persecution. Along with studying for a semester in Chile, Amy received academic travel fellowships to intern and conduct research in Spain, Poland, and the Czech Republic. Her parents, sisters, and wheaten terrier live in the Chicago area. vi

7 Frontiers: The Interdisciplinary Journal of Study Abroad From the Editor This Special Issue is a collaboration between Frontiers and the Forum on Education Abroad. The idea for this volume came from the Forum s Committee on Outcomes Assessment, which initiated the Undergraduate Research Awards as a way to document the very best examples of student learning outcomes in education abroad. Members of that initial Committee were Mell Bolen, Lilli Engle, Pat Martin, Laura Siaya, Mick Vande Berg and myself. The first awards competition in 2004 yielded over 60 nominations from 40 Forum member institutions, including ones submitted by students from overseas institutions. Each application included an abstract, a detailed outline, and a faculty recommendation. A committee of faculty from various Forum member institutions and various academic disciplines chose the three winners: Heidi Boutros, Brian Hoyer, and Kevin McAdam. Frontiers has had as its central mission the examination of the distinctive process and substantial outcomes of student learning abroad. The journal s strategic partnership with the Forum represents a shared interest in documenting and promoting the study abroad learning process. Previous Special Issues of Frontiers have focused on the many perspectives on study abroad learning, including language learning, science education abroad, experiential education in a study abroad context, the relation between area studies and study abroad, and a volume devoted exclusively to student learning outcomes. The Frontiers editorial board viewed the Forum s Undergraduate Research Award as an opportunity for the journal to develop a series of Special Issues that would provide an in-depth examination of the value of a research approach to study abroad learning. We therefore invited the top 15 students in the competition to submit their full manuscripts for consideration. The eight student articles that appear in this volume were selected by the editorial board as excellent representations of the type of research of which students studying abroad are capable.in conceiving this special issue we were mindful of the context for student research. We wanted to be certain to include the perspectives of faculty advisors familiar with the students research since faculty play the critical roles of mentoring, supporting, monitoring, sometimes collaborating with, and assessing the students. We asked faculty to relate their view of the students research, especially how it relates to the students entire undergraduate experience. We also asked faculty to consider ways in which the research conducted abroad furthers the aims of the relevant academic discipline. In this way, we hoped to inspire discussions about how disciplinary vii

8 F r o m T h e E d i t o r curricula may incorporate research conducted abroad in order to advance the particular learning goals of major fields of study. Two members of the Forum s Committee on Outcomes Assessment, Mell Bolen and Pat Martin, agreed to represent the views of education abroad professionals in this volume. They provide a useful perspective on how we as study abroad advisors and administrators may support the process of developing and promoting opportunities for undergraduate student research in education abroad. We also felt strongly that hearing from the students themselves, apart from their research papers, was critically important, and also would be of great interest to our readers. The winners of the 2004 Forum Undergraduate Awards presented their projects to an eager audience of education abroad professionals at a plenary session at the Forum Annual Conference. This volume provides another opportunity for us to hear their voices. We therefore asked each of them to write about the research context of their projects so that readers would understand the ways in which the research related to the education abroad experience. Following on a suggestion made by Kathy Sideli, Chair of the Forum Board of Directors, Frontiers and the Forum will be following the lives of these students and assess on an ongoing basis the impact of their research and study abroad experiences. We believe these students represent the most outstanding students who study abroad. Assessing the longitudinal impact of study abroad on these students will provide evidence for the tangible outcomes that education abroad has on our students. As a first step in that process we have asked each student to provide a short postscript in which they reflect, over a year after their graduation from their institutions, on how their research and study abroad experience continues to influence their lives. We will continue to provide yearly updates on these students and continue to track what are likely to be interesting careers and lives influenced by their research presented here. It is important to note that this is the first in what we hope will be an ongoing series of Special Issues that present undergraduate research conducted as part of education abroad. The second round of the Forum s Undergraduate Research Awards have been completed, and we are already planning the 2006 Special Issue that will feature students work from that competition. Generous funding from the IFSA Foundation has made this entire project possible. Frontiers received a grant of $30,000 from the IFSA Foundation to publish the first three Special Issues, and we thank them for recognizing the importance of this project for the field of education abroad. viii

9 Frontiers: The Interdisciplinary Journal of Study Abroad Indeed, the Frontiers editorial board and the Forum believe strongly that one of the best measures of education abroad outcomes are volumes such as this one that showcase the very best examples of student learning. Both Frontiers and the Forum are committed to facilitating research on the outcomes of education abroad. This volume and those to follow are contributions to an ongoing effort that we hope will be useful in providing evidence of learning outcomes. We also have another goal: to inspire faculty and study abroad professionals to consider ways in which undergraduate research conducted as part of education abroad can form an essential part of our campus curricula. Brian Whalen, Dickinson College The Forum on Education Abroad ix

10 Introduction x

11 Frontiers: The Interdisciplinary Journal of Study Abroad Introduction Undergraduate Research Abroad: Challenges and Rewards W h y E n c o u r a g e R e s e a r c h A b r o a d? Why should international educators encourage research abroad? The work of the students represented in this Special Volume of Frontiers exemplifies the best of undergraduate research abroad. Their research shows an achievement of one, or all, of the goals international educators typically set for learning abroad: linguistic competence, cross-cultural skills, cultural competence, and disciplinary learning. Research abroad often holds strong incentives for successful student learning. Students choose their own research topics, providing intrinsic motivation to move beyond superficial explorations of their topic. Fulfilling faculty expectations for student learning, whether in the form of a paper, thesis, data collection or ethnographic study provides extrinsic motivation. The value of disciplinary learning abroad, especially in course-based programs, disputed on home campuses. Undergraduate research abroad can demonstrate that the cultural context of learning enhances the disciplinary knowledge gained. Disciplinary learning in another cultural context can correct culturally-ingrained research biases. Students gain knowledge difficult to capture without the cultural exposure provided by the experience abroad, which informs their work with nuances of first-hand research, moving it beyond the intellectual. Home-campus faculty may be less skeptical of the merits of sending students abroad for disciplinary learning if that experience results in an increase in knowledge or a demonstration of the application of previously gained disciplinary knowledge in a new context. Developing research skills in an international context means that students must learn how to navigate in another culture. Students must interact with people who are not their peers and who are outside a traditional classroom setting. By approaching organizations and individuals that inform their research, students learn much about the workings of the culture. And success in one attempt to navigate a host-culture can lead to success in further attempts. For the student-researcher, persistence is necessary because their research goal depends on successfully gaining access to the information they require. Cross-cultural skills are the tools that enable student-researchers to accomplish their goals and finish their projects. xi

12 Introduction In order to achieve this in non-english language locations, students must develop a certain level of linguistic competence or, if using an interpreter, basic forms of communication in the host language. They must develop these competencies not only in everyday topics, but also in their fields of research. How will they ask about their topic if they do not learn some of the vocabulary? How will they obtain the help or information they need if they cannot ask people for it in appropriate forms? Since a research project typically requires a number of weeks to complete, student-researchers are likely to use these linguistic skills on an on-going basis. As a result, the linguistic competency gained is reinforced, and becomes more permanent. This cultural and linguistic learning can lead students to develop generalized cross-cultural skills with the assistance of international educators. We can provide valuable help to students doing research by asking them questions that will encourage them to realize that these skills transfer into other cultural situations. Often it requires simple queries: What did you do to get this information? Did you have someone specific in the culture that gave you good advice? How did you find this person? What steps did you take when you succeeded in doing a piece of your research? When you did not succeed how did you figure out what went wrong? What did you do to try again? Beyond these basic questions, there are larger ones that can spur on student learning: What did you learn from doing this project that would allow you to do another one in a completely different culture? How did you make sure your project was culturally appropriate? Did you think about making your project useful for local people? How would you share these results in the most effective way? In posing these questions, we encourage students to examine the specific context of their research, and also to consider a meta-level analysis that places their research in a broader context. The hope is that students will see these skills in the wider global context, and that future cultural learning will be analyzed in a similar manner and transferred into other cross-cultural situations. If we achieve this, then we have certainly met the highest goals of encouraging students to learn to transcend cultural differences in constructive ways and to adapt to differing cultural modes as appropriate. Student research abroad can be a powerful way to accomplish all types of cultural learning. S u p p o r t i n g U n d e r g r a d u a t e R e s e a r c h A b r o a d Even with these benefits, not many undergraduate students undertake research opportunities abroad. Faculty may advise students that research in their chosen discipline is better done at home, given the resources of the home xii

13 Frontiers: The Interdisciplinary Journal of Study Abroad campus. Students may be told that their language skills are not strong enough or that they are simply not mature enough as scholars in their disciplines to conduct relevant research. Students may be encouraged to conduct research or participate in directed study, but not to do field work or participate in experiential learning. A student may be able to receive credit for an internship that requires a substantial paper, but not for an ethnographic study. Moreover, the very idea of conducting research may be daunting to some students. Efforts should be made to advertise existing research opportunities abroad and to encourage new ideas for conducting research. If undergraduate research is endorsed by the highest academic officers of our institutions, our Presidents, Provosts and Academic Deans, faculty are more likely to provide encouragement and support, and then students will be more likely to pursue these options. International educators can assist these efforts by creating programs that offer research options, advertising such programs, and, most importantly, finding funding sources for such efforts. In order for students to take advantage of possible opportunities, it may be necessary to find ways to register students who might otherwise travel abroad independently (and thereby not be registered at their home institutions) in credit-bearing programs that would make them eligible for funding. The National Security Education Program David L. Boren Undergraduate Scholarships provides a model that allows advanced undergraduates with strong language skills to apply for funding for individually-arranged, supervised independent study. International educators may also help by designing processes on the home campus that support student research abroad. Research can take many forms, from the use of original documents and artifacts in libraries, archives, and museums, to service-learning, conducting field work, joining a research group, conducting interviews, doing a creative project, or interning or volunteering for an organization. On-campus administrative processes should make clear to students what types of projects are eligible to receive credit. If a student expects to receive credit at their home institution, they need to be able to review easily the criteria for determining whether credit will be granted with the appropriate on-campus authority (e.g. academic dean, department head, or registrar). Receiving credit helps to motivate the student and to validate the undertaking; making the credit-granting process clear can make a big difference to students exploring these options. It also assures that there will be faculty input, if not throughout the project, at least in the determination of granting credit on the home campus. xiii

14 Introduction In designing programs abroad with research components, faculty involvement is essential. Indeed, faculty supervision and support can make or break such projects for students. Faculty supervisors on the home campus or abroad will be more likely to agree to support a student researcher if they feel that this is a recognized part of their teaching. The supervision of an independent study can be time-consuming. Do departments consider this supervision when assigning workloads? Is extra compensation provided? Should these financial concerns be addressed in the budgets of the abroad programs? Can students continue follow-up work with faculty after they return home? Faculty supervision of student research abroad may follow various models. In some cases, research is an integral part of a study abroad program. Arrangements may be made to train the student on-site, perhaps as part of a course. The student conducts the research on-site, under the supervision of a resident director, or an on-site faculty member, and the course ultimately becomes a part of the student s academic record, along with all other courses taken abroad. Another model has a faculty member at the student s home institution supervising the student, along with some support given by a local faculty member. This model requires effective communication between the student and the faculty member on the home campus. In both cases clear goals need to be established about the nature of the project, research methods, and the final product. Fortunately, many of these formats can follow timelines and processes already developed on the home campus. However, once in the host country, parameters may change. Students may discover new opportunities, or their original ideas and plans may not be feasible. The logistics of conducting research in an international setting may make it impossible to keep to the original goals. In addition to guiding research and assessing the final product, faculty can serve in other important roles. They may introduce students to opportunities to submit their work for publication, present it at professional conferences, or compete for academic awards. Undergraduate research funding from the home institution might require a student to present their findings. Some institutions organize annual opportunities for students to give oral presentations or poster sessions during research fairs or conferences on campus. Others have a journal of student research. Resources and opportunities that are provided to students who conduct research on campus should also be extended to those whose work is done overseas. In many cases students may use the research conducted abroad as the foundation for a senior thesis. xiv

15 Frontiers: The Interdisciplinary Journal of Study Abroad Students may choose to conduct independent research abroad. If students do research and are not enrolled in a program (e.g., during the summer) and have been encouraged to do so by their institution, have received funds from their institution, and will perhaps receive credit, their home institution should prepare them for the experience. Faculty and administrators should conduct seminars, orientation programs, and research methodology sessions to prepare students. Institutions should consider offering benefits to individual students that they would normally offer to students going abroad on registered study abroad programs (i.e., access to emergency services). By regularizing these aspects of going abroad, even to conduct independent research, institutions will be better able to track students who are conducting research abroad. At the minimum, students going abroad independently should be directed to information sources on health, safety, and security preparations when traveling to the host country. Additionally, students should be made aware of any legal issues related to doing research, and have their proposals vetted through the usual campus channels such as institutional review boards. O u t c o m e s o f S t u d e n t R e s e a r c h Little data exists on how many students conduct research abroad, or on how this experience affects their academic work when they return to campus as well as their career decisions after graduation. Currently the national data on study abroad from the Institute of International Education s annual Open Doors report documents only participation in credit-bearing programs. No statistics are kept on the numbers of students conducting research abroad who will not receive credit for their research. Among the questions this lack of data raises are: Are these students more likely to attend graduate school in their major discipline and to look for opportunities to conduct research abroad? Are they more likely to pursue independent research in sites that are less common as study abroad destinations? If they conducted research in a foreign language, are they more likely to study this language at an advanced level? The Lincoln Commission articulates the need for more in-depth international educational experiences, of which research can play an important part: An understanding of the diverse cultures of the world, especially those of developing countries, should be an essential component of the 21st century education of our nation s students. Direct exposure to foreign languages and other aspects of these cultures xv

16 Introduction can best be achieved through a meaningful study abroad experience. Broader global awareness among America s future leaders will, in turn, lead to more effective U.S. foreign policy, greater security from terrorism and economic resilience in the increasingly competitive world of trade. The research benefits discussed above mesh well with the current national interests that call for broader global awareness, and international educators should seriously consider designing and supporting research opportunities as one of their efforts to increase such competencies. Conducting research abroad can be one of the most personally satisfying parts of a student s undergraduate academic career. These undertakings can also be frustrating and fraught with difficulties unless there is good planning and communication with a students academic advisors. International educators can assist in making these opportunities as effective, safe, and rewarding as possible. Faculty and administrators should look for ways to help students overcome the potential barriers to a successful experience, including the credit-approval process, organizing faculty supervision, and accessing information about opportunities, as well as funding. Since undergraduate student research abroad can lead to improved linguistic competence, cross-cultural skills, cultural competence, and disciplinary knowledge, we should do everything we can to develop and promote it. Mell C. Bolen Brown University Pat Martin University of Pennsylvania xvi

17 Frontiers: The Interdisciplinary Journal of Study Abroad xvii

18 Introduction About the IFSA Foundation: The IFSA Foundation was founded to assist the continuing advancement of international education through direct and indirect support of study abroad by undergraduate students from U.S. colleges and universities. This is the first foundation whose mission focuses exclusively on the advancement of study abroad as a major component of higher education in the United States The Directors of the Foundation believe that effective study abroad for U.S. students involves minimally a semester length experience and, wherever possible, close academic integration with recognized universities abroad and, in all cases, the provision by the program sponsors of comprehensive student services to maximize the academic and cultural benefit of the experience and provide for the welfare and security of students. The IFSA Foundation intends to concentrate on projects that will provide muchneeded strength to undergraduate study abroad in the United States: scholarships to extend opportunities (particularly among underrepresented groups); start-up funding for underdeveloped areas of semester and full year study abroad programs; and support for the development of innovative projects designed to broaden the scope of the undergraduate study abroad experience. The IFSA Foundation grants are given only to institutions; scholarship grants are not tied to participation of students on any particular program. For more information: xviii

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