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Carpenter, Kaufman, and Torp advocate for a boldre-imagination of the traditional relationship between off-campus studyexperiences and undergraduate education. Through current research, real-worldexamples, and student narratives, the authors make a compelling case forshifting global learning to the core of the undergraduate education experience.To achieve this paradigm shift in practice, the authors offer innovative andpractical solutions to intentionally incorporate global learning experiences atthe heart of undergraduate education. The most salient accomplishment that Carpenter etal. achieve through the publication of Integrating Worlds isthe creation of an accessible resource for administrators and faculty atU.S.-based institutions. The authors seamlessly weave together studentnarratives, research, and examples to create an easily digestible guide thatdoes not require international education expertise. Carpenter et al. deliver a compelling case for aparadigm shift around the role and comprehensive integration of off-campusstudy in undergraduate education. The authors suggest a series of specificstrategies for faculty and administrators to make headway on this task at theirown institutions. This book will serve as a useful resource for administratorsas they devise ways to globalize curricula and for faculty who seek toincorporate global perspectives into their classrooms and support studentsbefore and after their off-campus experiences. The authors published IntegratingWorlds at a timely moment: Professional fields, such as economics, health, climate, and politics continue to intersect, and graduates seek careersaffected by global issues. This evolving context strengthens the authors' casefor making off-campus study a core element of an interdisciplinary andintegrative undergraduate experience. -- Teachers College Record 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

"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 ""Carpenter, Kaufman, and Torp advocate for a boldre-imagination of the traditional relationship between off-campus studyexperiences and undergraduate education. Through current research, real-worldexamples, and student narratives, the authors make a compelling case forshifting global learning to the core of the undergraduate education experience.To achieve this paradigm shift in practice, the authors offer innovative andpractical solutions to intentionally incorporate global learning experiences atthe heart of undergraduate education. The most salient accomplishment that Carpenter etal. achieve through the publication of Integrating Worlds isthe creation of an accessible resource for administrators and faculty atU.S.-based institutions. The authors seamlessly weave together studentnarratives, research, and examples to create an easily digestible guide thatdoes not require international education expertise. Carpenter et al. deliver a compelling case for aparadigm shift around the role and comprehensive integration of off-campusstudy in undergraduate education. The authors suggest a series of specificstrategies for faculty and administrators to make headway on this task at theirown institutions. This book will serve as a useful resource for administratorsas they devise ways to globalize curricula and for faculty who seek toincorporate global perspectives into their classrooms and support studentsbefore and after their off-campus experiences. The authors published IntegratingWorlds at a timely moment: Professional fields, such as economics, health, climate, and politics continue to intersect, and graduates seek careersaffected by global issues. This evolving context strengthens the authors' casefor making off-campus study a core element of an interdisciplinary andintegrative undergraduate experience."" -- ""Teachers College Record"""

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

Author Information

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 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 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.

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