A Confluence of Fluency in Orlando

Posted on Dec 9, 2013 Leave a Comment

As I wandered around the massive Orange County Convention Center in Orlando recently, I knew I was in for a different kind of experience than I previously had attending business conferences. For starters, I was surrounded by people speaking French, Spanish, Italian, German, Russian, Chinese, Japanese and Arabic, among others. I have to admit, I love the sound of other languages. If I close my eyes, I can take myself back to a country I’d once visited and revel in my traveler’s memories. But being surrounded by so many fluent speakers in one place in the United States is a bit intimidating — not to mention unusual. I’m not a language teacher — and I don’t speak another language with any degree of proficiency — but I have great admiration for those who do.

I have even greater admiration for the educators with whom I was to spend the next three days. Almost 6,000 foreign language teachers and administrators descended on Orlando for the annual American Council on the Teaching of Foreign Languages (ACTFL) Convention. They were there to make connections, learn from each other, and pick up practical ideas and applications they could then bring back to their own classrooms. There were hundreds of sessions taking place over the course of three days covering topics such as using new technologies in the classroom, identifying innovative tools and philosophies to enhance teaching, and advocacy initiatives on both the state and national levels.

Advocacy was my reason for being at the convention. I was invited by ACTFL to lead a panel discussion on “Developing a Global Mindset in Children,” and I was joined by Dr. Liesl Riddle, Associate Dean for Graduate Programs, George Washington University School of Business; Steve Miranda, Managing Director, Cornell University Center for Advanced HR Studies, and Founder and Managing Director, Four Forces Consulting, LLC; and Angela Jackson, Founder and Executive Director of the Global Language Project. Our panel offered a strategic approach and practical perspectives on the value of raising global children as a means to ensure the next generation’s ability to succeed professionally in the global marketplace. Teachers — especially foreign languages teachers — are one of the best conduits to communicate the beauty of the world and the richness of other cultures to our children. They can also help parents understand the need for students to continue studying languages, and the value of their involvement both at home in encouraging students, and at the community and school levels by advocating for language learning.

“In our world today the ability to communicate in more than one language is an essential skill not only to be a productive member of the global economy, but also to be a collaborative citizen,” said Toni Theisen, ACTFL president.

Foreign language teachers are also a lot of fun. I’m not sure why I was surprised by the dancing, singing and colorful laughter floating in and out of meeting rooms and down the halls. Foreign language teachers live the beauty and color of other cultures every day in their jobs, in theory, but in practice of course every classroom has its “challenges”. But these teachers have “a second soul” as Charlemagne is reputed to have said, and they show it.

“The energy, enthusiasm and opportunities to network with people face-to-face re-energizes teachers who are excited to return to their classrooms and try new things,” said Rita Oleksak, Director of Foreign Language Learning and Early Language Learning for Glastonbury Public Schools in Connecticut, and who was awarded “Supervisor of the Year” at the convention. “Teachers return to their classrooms reaffirmed that they are doing the right thing to help students become global citizens.”

Foreign language teachers are often the unsung heroes in our schools. Many live under the constant threat of budget cuts, and they have to teach a subject that is not widely accepted as important. They are often challenged by people who don’t speak another language, yet want to know why their child isn’t “fluent” after a few years. But they persevere because they know that what they are doing can change a child’s life, which in turn can change the world. We need more foreign language learning in our schools, not less, so take the time to reach out and thank the foreign language teacher in your child’s life. And if you don’t have one — yet! — work with ACTFL and others in your community to get one. It will make a world of difference.

Working Together to Raise Global Children

Posted on Nov 30, 2013

Originally appeared in the Huffington Post.

For the first time in human history, the world is coming together as a single entity. But just because we’re becoming more interconnected doesn’t mean that we know how to deal with the challenges associated with it. The world as we know it is changing, and we must adapt to succeed. According to the National Research Council, one of the numerous research reports on this growing topic of discussion, Americans’ “pervasive lack of knowledge about foreign cultures and foreign languages threatens the security of the United States as well as its ability to compete in the global marketplace and produce an informed citizenry.” As Americans, we must see to it that our children develop the flexible qualities of character and mind necessary to handle the challenges that globalization poses. To become global citizens, they must learn how to communicate and interact with people around the world. We must raise global children.

But how does a parent do that, especially if American schools don’t offer what is commonly referred to as “global education”? And despite the obvious need for cross-cultural understanding, we have no national requirement for foreign language education. It’s not enough for our schools to produce individuals who can read, write, and do math and science. We need global education, or more accurately, education infused with global learning, to empower youth by providing them with the knowledge, skills and awareness necessary to become responsible global citizens.

Research indicates that children are most receptive to learning about other cultures between the ages of seven and twelve, before the onset of puberty when ethnocentrism and stereotypical thinking tend to increase dramatically. Although a complete national overhaul of our K-16 system to incorporate global education and foreign language learning seems warranted, it’s not likely to happen. Global education, therefore, might be better served if local communities and school districts develop and implement curricula that work for their specific needs. Indeed small groups are taking action on their own. Pockets of school districts across the country have recognized the need to incorporate global education across the board in classes K-12. These districts are taking the situation into their own hands; they know that our children can’t wait and are making changes – one school district at a time.

“We engaged local businesses in our school to create a career committee to discuss what our students were missing or lacking when they applied for jobs,” said Dr. Salvatore Menzo, Superintendent of Wallingford Public School District in Connecticut. “We learned that besides soft skills, they’re lacking global understanding and problem-solving skills. We adapted our curriculum, added a K-12 language instructor, and have strengthened our partnerships among the school, parents and businesses in the community because we respected and listened to what they said.”

As parents and educators, we need to work together at the grass roots level to create change.
First, as parents, we must teach our children what it means to be a global citizen and how to more effectively communicate and interact with other people around the world. Raising global children does not have to cost much money, nor does it require hundreds of hours of free time. The single most important part of raising global children is to instill in them the right attitude. Traits such as curiosity, empathy, compassion and flexibility cannot be bought, they must be taught. To be sure, travel, ethnic restaurants and cross-cultural museum exhibits can enhance a child’s global mindedness. But so, too, can the treasure trove of books, music, movies, magazines and maps available at the local public library.

Second, parents must get involved with their child’s school and show interest in what their child is learning. Whatever classes your school has available in global studies, world history, geography, and related topics are well worth supporting, as they instill global awareness right along with the ABCs and 1-2-3s. Introduce yourself to your child’s social studies, global studies and foreign language teachers, and ask how you can help them. And be sincerely interested in the topics yourself. When your first grader comes home to talk about the rainforest in South America, listen to him and get involved in further discussion and exploration of the topic. When your sixth grader tells you about the Geography Bee her school is having, get out the atlas and start practicing for the competition. When your teen talks about the Model UN initiative being considered as part of his high school curriculum, support it and even offer to help implement it if need be. And when your child — at any age — talks about history or current events, get involved and discuss the issues together, showing him or her that knowing about the world and what’s going on in it is an important part of adult life. But be mindful to do as much listening as you do talking.

Third, parents can insist upon more cultural education in our school systems so that our children understand and are better prepared to deal with the complexities outside our borders in whatever career they choose. We must insist upon foreign language learning in our schools by at least first grade in order to give our kids a fighting chance to become proficient in at least one other language. We must support our teachers who embrace the importance of global education. We must work together to instill a proactive interest in the world around us. It’s important to recognize, however, that with the Common Core academic standards now being implemented in the vast majority of states, teachers are already beset with changing how and what they teach. It’s very important, therefore, to clarify that learning and thinking with a global perspective does not mean adding another course to already heavy student loads, but rather introducing them to global issues and concepts within and throughout the subjects already being taught.

To those who say we can’t afford the “luxury” of foreign language and global education, I say that we can’t afford not to educate our children with the skills they need to succeed in the 21st century. Addressing these issues starts with involved parents. We must come together to help our teachers and schools incorporate global education in a way that works locally, while also advocating for change with politicians and government both in-state and nationally.

International Student Exchanges Make a World of Difference

Posted on Nov 20, 2013

Original appeared on the Huffington Post.

It’s International Education Week, and the 2013 Open Doors Report, published annually by the Institute of International Education (IIE) with funding from the U.S. Department of State’s Bureau of Educational and Cultural Affairs, shows an increase in both international students coming to the U.S. — up 7 percent to a record high of 819,644 — and American students studying abroad — up 3 percent for a total of 283,332 — during the 2012-13 academic year. Looking at the numbers over the years, there are 40 percent more international students studying in the U.S. than there were a decade ago, while the number of American students has increased approximately 80 percent in the past decade.

Having international students on American campuses and American students on campuses overseas ensures stronger people-to-people connections, a critical element in sustaining important bilateral relationships. In other words, having students studying around the world, and then returning home to graduate and get jobs, benefits us all.

“International education promotes the relationship building and knowledge exchange between people and communities in the United States and around the world that are necessary to solve global challenges,” said Evan M. Ryan, Assistant Secretary of State for Educational and Cultural Affairs. “The connections made during international education experiences last a lifetime.”

This is particularly relevant when it comes to U.S.-China relations. According to the 2013 Open Doors Report, Chinese student enrollments increased in the U.S. by 21 percent in total and 26 percent at the undergraduate level. China was the fifth most popular study abroad destination for American students with just under 15,000 students, 2 percent more than the previous year. The values and skills both Chinese and American students learned as part of these international experiences should result in greater U.S.-China cooperation in business, government and other sectors; help keep open channels of communication; and strengthen global stability. It is with these types of benefits in mind that, in 2009, President Obama announced the “100,000 Strong” initiative to increase dramatically the number and diversify the composition of American students studying in China. The initiative has since transitioned to an independent nonprofit organization, the 100,000 Strong Foundation, which added Americans studying Mandarin.

“Virtually no major international issue — whether global economic recovery, climate change, or nuclear non-proliferation — can be solved without the active engagement of both the United States and China,” said Dr. Allan Goodman, president and CEO of the Institute of International Education.

But the world is a very big place, and the benefits of international student exchange go far beyond just the United States and China.

Recognizing the need to build greater ties with our neighbors to the south, the Obama administration launched “100,000 Strong in the Americas” in March 2011 to increase the exchange of students between the U.S. and Latin America. It seems to be working with Costa Rica, Argentina, Brazil, Mexico, Ecuador and Chile all making it into the top 20 destinations for American students. In particular, Brazil attracted 16.5 percent more American students than last year, and 20.4 percent more Brazilian students studied here, possibly attributed to a new program sponsored by the Brazilian government, the Brazil Scientific Mobility Program, which provides scholarships to Brazilian students, in mostly STEM fields (Science, Technology, Engineering and Math), to study in the U.S.

Other large increases in international students have come from Saudi Arabia, up almost 31 percent, and Kuwait, up 37 percent, both of which are driven by government-sponsored scholarships. And although there is not an equal swap of students with these two countries, American students benefit by having all international students on their campuses. Their presence and integration on campus, especially when done properly by the university and college, helps provide a more international experience to students, especially those who don’t study abroad. Moreover, this exposure just may be the spark needed for students to start thinking about studying abroad.

The international experience also helps young graduates increase their chances of landing a job. Today’s students need as much international experience as they can get: Employers increasingly seek workers who have both cutting-edge technical skills and cross-cultural competence. The latter is a skill strengthened when a person spends time studying, living and working abroad. And when it comes to multiple language skills, which are highly sought-after yet scarce, one of the best ways to improve proficiency is to spend significant time living and speaking the language in-country.

“The careers of all of our students will be global ones, in which they will need to function effectively in multinational teams,” noted Dr. Goodman. “They will need to understand the cultural differences and historical experiences that divide us, as well as the common values and humanity that unite us.”

Right now, less than 10 percent of American students receiving undergraduate degrees this past year had studied abroad at some point during their undergraduate programs. Through education, we can create greater understanding between the U.S. and every other country in the world. But in order to be successful, Americans must recognize the importance of these relationships and how study abroad can play a significant role. We’ve got a ways to go.

The Importance of Raising Global Children

Posted on Nov 12, 2013 2 Comments

In today’s interconnected global world, children must be taught to become globally competent adults to succeed. According to the National Research Council, one of the numerous research reports on this growing topic of discussion, Americans’ “pervasive lack of knowledge about foreign cultures and foreign languages threatens the security of the United States as well as its ability to compete in the global marketplace and produce an informed citizenry.”

I compare this to when I lived and worked in Hong Kong in the late 1990s, before my daughters were born, and reflect on how much better prepared Hong Kong professionals were to work globally – because they had to be. Their preparation began in elementary school with Cantonese, English and Mandarin and a truly global curriculum. It’s the same for many countries around the world, and this firsthand experience convinced my husband and me that we needed to open the world to our daughters somehow. For us, instilling global awareness in children is one of the critical elements of a well-rounded education and intellect that is equally important to excellent nutrition and physical fitness, spiritual fulfillment and emotional strength and stability. In our opinion, raising global children is not an option.

Contrary to popular belief, raising global children doesn’t have to take a lot of time, and it doesn’t have to cost a lot of money. It’s not just for some families; it is for every family. But how to accomplish it is hardly self-evident. That’s why we decided to write this book, Raising Global Children: Ways Parents Can Help Our Children Grow Up Ready to Succeed in a Multicultural Global Economy, published by the American Council on the Teaching of Foreign Languages (ACTFL). Written by parents for parents, this combination parenting-advocacy book is the first of its kind to detail what raising global children means, why global awareness is important and how to develop a global mindset.

Supplementing the dozens of survey and research reports produced by think tanks and academics on the topic, we conducted our own quantitative survey of more than 1,000 people across a wide variety of geographic locations, ages, income levels and educational backgrounds who self-identified as global thinkers. Our findings include:

  • 95% of survey respondents agreed that global education should begin in kindergarten if not before. But only 20% said that the schools they were familiar with were providing global education.
  • 92% agreed that if the U.S. school system curricula were changed to reflect a global education, our students would be better prepared to compete for international jobs.
  • 70% said that advocating for second language learning is the most important action parents can take to support global education in schools.
  • 98% advised that children should study a second language as early as possible (pre-K or kindergarten) to help develop a global mindset.

This last statistic – 98% advised foreign language learning as early as possible – is astounding, mostly because it contradicts the reality in American schools today. Only 16 states have any kind of foreign language requirement for graduation with most instruction beginning after age 13 or 14, precisely when research shows that the ability to learn foreign languages begins to decline. Moreover, other traits identified as critical to developing a global mindset, such as open-mindedness, ability/willingness to listen carefully to others, interest in other cultures, flexibility/adaptability and curiosity, are also harder to teach later in life. These are life skills, attributes that are best taught beginning in childhood by parents at the very earliest stages of their children’s lives and then complemented by teachers through schooling.

The process of raising global children should begin as early as possible. And some American parents have been doing just that.

In Raising Global Children, readers meet a diverse group of parents and teachers who have made raising global children a priority and who share both their successes and their failures because they want to spread the word. Among them they will meet:

  • Parents who found ways to access global exposure in their own communities – be they large cities or small towns – and others who have found a way explore the world with their children through global travel.
  • Teachers who have opened the eyes of a child who is then inspired to learn about other cultures and alternative ways of looking at a problem.
  • Parents who incorporate a diversity of food, music, art, and film, found in most metropolitan areas, to transport them and their children to faraway places.
  • Parents and teachers who explore the treasure trove of global inspiration in their local public libraries.
  • Parents who open up their home to an exchange student and discover it is the one thing that inspires their children to want to learn another language and enables them to embrace other people and differences.
  • Parents who share their beliefs that community service is one of the best ways to encourage empathy and respect for diversity.
  • Young people who also share their stories in a section dedicated to teens, which offers practical advice on how they can pursue global adventures in safe yet fun ways.

As a country, we must instill in our children the interest to learn about the world early on, so that they have a solid foundation on which to build as they transition to teens, college students and young professionals. Parents and early-childhood educators have far greater influence on how open-minded children are and how curious they are about the world than do college or graduate-level educators. The good news is that research suggests that early intervention by parents and educators can make a difference in developing those crucial psychological skills and aptitudes.

In writing Raising Global Children, I not only want to share tips with other parents, I hope to inspire a groundswell of concerned parents, teachers, administrators, politicians, professionals and business leaders to work together to advocate for greater global awareness. We’re going to need every person, platform and blogger doing his or her part to make an impact on the national scale. But it’s a worthy goal: The future of our children begins with us.

Raising global children is one of the most important things that we, as parents, can do for our children – and for the long-term prosperity of our country. Working together, teachers and parents can raise global children, expanding their personal horizons and opening up a world of personal and professional opportunities. Please join the movement: Follow me on Twitter and “like” the Raising Global Children Facebook fan page. Together we can make a difference!

Raising Global Children is Here!

Posted on Nov 4, 2013

Highlighting the indisputable fact that globalization has created an interconnected world that demands today’s children become globally competent adults to succeed, Raising Global Children provides rationale and concrete steps for parents and teachers to help children develop a global mindset. Written by international careers expert Stacie Nevadomski Berdan and veteran travel writer Marshall S. Berdan, this combination parenting-advocacy book is published by the American Council on the Teaching of Foreign Languages. Enthusiastically praised by parents and professionals alike, Raising Global Children is filled with practical advice that will change the way you think about raising and educating children. The paperback is $15.95 and the eBook is $5.99 and available through ACTFL and through all the major retailers.    Raising Global Children

Features

  • Encouraging curiosity, empathy, adaptability and independence
  • Supporting learning a second language as early as possible
  • Exploring culture through books, food, music and friends
  • Expanding a child’s world through travel at home and abroad
  • Helping teens to spread their own global wings
  • Advocating for teaching global education in schools

Read Excerpts from the Book

“Globalization, technology, and the ubiquity of communications have brought the world into our neighborhood, and with the world in their backyard, our children must understand how to both live and thrive in it. Raising children to be global citizens isn’t a choice; it’s a necessity.”  – Steve Miranda, Managing Director at the Cornell Center for Advanced HR Studies

“As a business executive and former expat, I see huge differences between children and young adults with a global perspective and those without it—differences in conceptual capacity, world view, broad thinking, and openness to diverse experiences and people. Having a global mindset is a major competitive advantage for young adults entering the workforce.” – Diane Gulyas, President of DuPont Performance Polymers

“When we expose our children to a world filled with many different types of people, places, and things, we teach them about dealing with situations and solving problems without being in familiar territory. This is an important life skill for anyone to have no matter where they live or what kind of job they do.” – Brent Riddle, transportation planner

“The lack of language education for American students before high school inhibits their ability to master a language and to appreciate other cultures through language learning. We wouldn’t consider sending students to college with only 2 years of math or history. Language should be treated the same—as a core subject beginning in elementary school.” – Dr. Jeffrey W. Overby, Director for the Center of International Business, Belmont University

“Young Americans will depend on and most likely work in a world far beyond our borders. Early exposure to different languages and cultures prepares young people for the constant transformation that will be required in their future careers. Acquiring the kind of intercultural communication skills that today’s employers value will offer them an economic, as well as intellectual advantage.”  – Dr. Allan E. Goodman, President & CEO, Institute of International Education

Guest Blogger: Choosing a Study Abroad Destination

Posted on Nov 3, 2013 3 Comments

Guest post by Morgan Abate

There’s so much to do when figuring out study abroad. The process can be exhausting: Should I go? Where should I go? And when? What program should I choose? When is the application due?

And the biggest question of them all: How am I going to decide?

I am in the midst of this process right now, using my handy A Student Guide to Study Abroad to help guide me. I haven’t applied for the program or scholarships and grants, but I’ve whittled away at it one piece at a time. The key for me was starting early, especially because I was so conflicted.

My process started way before I’d even entered college. It started when I was applying for college. I looked for schools that had global initiatives, international studies programs and a high number of students studying abroad. I ended up enrolling in Elon University, a liberal arts school in the middle of North Carolina. The international studies major had both language and study abroad requirements in order to graduate, and out of 5,300 undergrad students, 72 percent study abroad at least once.

The reasons

I knew once I arrived on campus that I wanted and needed to study abroad, thus my choice of international studies as one of my majors. I also had a pretty clear idea of why I wanted to study abroad:

  • I would improve my Spanish significantly, a language I’ve been studying for six years
  • I could immerse myself in a new culture, lifestyle and frame of mind
  • I would be able to see the world from a whole new point of view
  • I would have an edge over a lot of competition in the job market

My rationale was that if I didn’t study abroad, how would I be able to reach fluency in a language and culture I’ve been fascinated with since 5th or 6th grade? How can I expect to live, work and travel in such an environment without being familiar with it? Studying abroad is the only answer to that question.

Where to go?

My reasoning was easy—next I had to decide on where. That part—not so much.

The Spanish-speaking world is huge. There’s South America, Central America, Spain and parts of the Caribbean. From region to region, even country to country within that region, there are various dialects. In high school, I studied mostly Mexican Spanish and culture, so naturally that was my first choice. Unfortunately, my university doesn’t offer a program in Mexico for safety reasons.

A lot of my friends recommended Spain, but even though I know Spanish, Castilian Spanish is a little unfamiliar. I would have to relearn grammar rules, and use phrases and words I was taught not because of their connotations. I wanted to stay in an area, culture and dialect with which I was familiar.

I thought about venturing outside my university, but ultimately decided it wasn’t worth it. I would have to propose why I didn’t want to go on a university-affiliated program, pay a fee to my institution and risk non-transferrable credits.

Since Mexico was out, I needed to get creative. I looked over the many programs my university offered in Latin America: Costa Rica, Argentina, the Dominican Republic, Chile. I realized that I had no way of deciding. I knew I wanted Spanish-language immersion, a homestay and local friends. But I had no idea what else I wanted with my experience. The programs mirrored each other, making it even harder to decide.

One of the things they had in common that I didn’t want was isolation from local students. Based on descriptions and interviews with students, there didn’t seem to be a lot of interaction. It was a lot of touring the country and taking classes with other American students in the same program.

I had a huge decision to make. I could either go somewhere I really wanted to go, but not get the type of immersion I wanted, or choose a destination with the exact program I wanted. At this point in my search, I decided that immersion and interaction were more important than location.

And that’s what led me to Quito, Ecuador.

The North Carolina Consortium program in Quito is independent in nature. I can take all of my courses in Spanish directly through Universidad San Francisco de Quito, live with a host family and travel with my group on select weekends.

While it may not be my ideal destination, the program fits all of my criteria. For now, I couldn’t be happier.

Now . . . when to go?

I had my reasons and my destination—next was deciding when to go. Since I spent so much time trying to decide where to go, sophomore year was ruled out. Senior year I have to be on campus for senior seminar classes and to finish my second major. That left me with junior year.

Housing snafus, course planning and financials all led me to spring semester of junior year. Even though I originally wanted to go abroad in the fall, I’m growing accustomed to the idea of a spring semester abroad. It allows me to take one more Spanish course at my home university. If I want to, I can extend my stay in Ecuador—or elsewhere in Latin America—into the summer. I can continue to enhance my language skills and learn more nuances of various cultures in different countries and social settings.

If I can squeeze in any more time—even a few extra weeks—abroad, I’m going to do it. I wouldn’t pass up that opportunity.

What’s the point?

Choosing to study abroad is a process, not a simple decision. It impacts you, your university, your family and your coursework. If you take the time to sit down and plan, though, the process can be much less stressful:

  • Start early! The earlier you start, the more you can relax later
  • Weave it into your four-year academic plan
  • Analyze and evaluate yourself
  • Ask hard questions and make tough decisions
  • Make the choice that is the best fit for you

It’s tempting to just throw a dart at a map and go wherever it strikes. It makes you seem like you’re adventurous, daring and up for a new challenge. In some cases, it may even be an interesting experiment. Studying abroad already makes you stand out. It shows you can leave your comfort zone. Thinking and planning will make your experience much more exciting and enjoyable.

 

 

7 Tips to Make Study Abroad More Affordable

Posted on Oct 28, 2013

Most people seem to assume that study abroad is expensive – so much so that they write it off before even investigating programs and associated costs. This is unfortunate because studying abroad can be quite affordable, and it’s certainly worth the investment. In fact it’s probably the cheapest opportunity that most students will have to spend a significant amount of time overseas without actually moving there. But the cost of studying abroad varies greatly depending on the type and location of the program, the length of the stay, and whether the program is administered through a university or an outside organization.

Knox College Associate Professor of Modern Languages Robin Ragan worked with the Office of Institutional Research and Assessment and recently conducted a survey to discover what holds students back from study abroad. The number one reason: cost.

“A lot of times [not being able to afford it] is an assumption that students make upfront, but they don’t really have numbers at their side to prove they can’t afford it,” Ragan said. “Our challenge is getting to students who assume they can’t study abroad because of the cost before they even attend the info sessions.”

In an effort to encourage more students to go abroad, many colleges and universities are committed to maintaining cost parity; in other words, a semester abroad should cost exactly the same as one on the home campus, at least as far as tuition and board. Others offer vouchers that can be used to help defray the costs of airfare, meals and in-country travel, since these costs can vary widely depending on the destination country. Some study abroad programs – especially those in developing countries – can actually be less expensive than tuition and fees for the equivalent amount of time on your home campus. With a little research, you might be able to find scholarships and financial assistance to cover a significant percentage of the upfront cost.

It is essential, however, that you figure out how you will fund your study abroad experience before submitting your application. In fact, many advisers recommend that students consider study abroad as part of the decision-making process when applying to colleges.

“Check out how the college supports study abroad. Can you take your financial aid with you?” advises Professor Anne B. Wallen, Coordinator, National Scholarships and Fellowships at University of Kansas. “Does the Office of Study Abroad, individual schools and departments, and the Honors Program all have scholarships available to help offset study abroad costs?”

There are many scholarships available, but students have to look for them and not be afraid to ask for help. Wallen also recommends applying for as many scholarships as you can.

“I work with students on writing great applications for merit-based scholarships, and they are often discouraged that it’s rare that one scholarship will cover all expenses, she says. “I encourage students to apply for multiple awards. Once you have one strong application put together, it becomes easier to adapt your writing for other awards. I know several students who have ended up in the enviable position of having to turn down an award because they were over-funded after winning multiple awards.”

There is a tremendous amount of information out there and the choices can be overwhelming. That’s why in my latest book, A Student Guide to Study Abroad (published by Institute of International Education 2013), an entire chapter is devoted to “Figuring Out the Financials.” I’ve pared down the information and included seven tips to make study abroad more affordable.

1. Determine if you can apply your financial aid to study abroad. Any financial aid that you already receive from your university should be transferable to a study abroad experience run by or affiliated with that university, because the tuition that you will be paying to study abroad is probably that of your home university. Some institutions will also allow students to use their university aid for nonaffiliated programs. Moreover, the amount of aid may vary depending on the type of program you choose. So don’t assume that whatever aid you are currently receiving from your school will transfer over; you need to check with the financial aid office. Federal financial aid can be applied to any program as long as credit is earned and your home college accepts the transferred credits.

2. Apply for Study Abroad Scholarships. Most colleges have a straightforward framework for applying for study abroad scholarships, one that lays out the potential amounts available, the process and deadlines for applying, and any restrictions that may exist. General scholarships for study abroad assistance, as well as targeted scholarships for diversity, first-generation (if you are the first in your family to attend college), and financially needy students are usually offered. Students must apply for scholarships and some can be very competitive. Be sure to look beyond your college scholarships, and ask your on-campus mentor or study abroad adviser for further advice and ideas:

 

For a comprehensive listing of scholarships and funding, check out IIE Passport’s Study Abroad Funding site.

3. Pursue destinations off the beaten track. The best way to get a handle on the cost of living in your temporary home overseas is to compare the cost of living between the two countries, taking into account the fact that individual cities or regions can be above or below the national level. Study abroad program advisers should be able to provide you with the exchange rates and cost of living statistics for your host country, including those for food, housing and local transportation. Individuals who have studied abroad in the same location or on the same program recently should also be a good source of practical, on-the-ground information. Certain locations such as Spain, England and Italy are inherently going to be more expensive than others such as Ecuador, Peru or Senegal. It all has to do with the host country’s overall standard of living, especially as reflected in the postsecondary education system, and the overall price of basic commodities and services.

4. Opt for a short course. Many universities have been encouraging students to go on short experiences abroad, coupled with on-campus coursework before departure and after their return. Because these programs involve only a limited time overseas – two to four weeks – they usually have the advantage of being considerably less expensive. However, many of these short courses do not have the same number of scholarships available.

5. Look for Ways to Save Money on the Ground. Two of the biggest expenses are housing and food. Participating in a homestay is considered the cheapest option and includes meals and laundry, and offers the best immersion. You can also save money by preparing your own meals, if possible, and eating at local restaurants. You should also manage your money wisely, an important lesson to learn as a student that you can carry through life as a traveler.

6. Work or intern abroad – but do so legally! Internships abroad are a growing area in education abroad, and they are not only in the purview of study abroad offices. You can also seek guidance from your academic department or career services department which often work with the private sector to arrange internships for their students.  More often than ever before, universities are reaching out to their alumni to develop internship opportunities for their students. Plus you might be able to find some sort of work when you arrive, but make sure you investigate and follow local labor laws.

7. Enroll directly in a foreign university. Perhaps the most cost-effective way to study abroad is to enroll directly in an international institution, taking its courses and making your own travel and other arrangements. This can be done under the auspices of your own university or independently. Depending on the university, your costs can be significantly less (some students have claimed it only paying $2,000-3,000 for a semester, plus travel), plus you’ll have more flexibility and independence. You will be attending classes as an international student, and chances are you will need to know the local language well enough to participate. The amount of time commitment and risk involved (credit transfer can be complicated) on your part is much greater than going with an established program, but of the dozens of students I’ve interviewed who’ve done it can’t say enough good things about the money they saved and immersion the experienced.

Study abroad doesn’t have to break the bank. There is a lot of information out there online, on campus, and in the form of firsthand experience from friends and other students who’ve recently returned from studying abroad. Talk to other students who have gone before (several if possible) to find out how much things really cost and how much they really spent above and beyond the “posted” price of the study abroad program. Advice specific to the country you’re visiting will be especially helpful.

Don’t forget to get your copy of A Student Guide to Study Abroad, which is filled with hundreds of easy-to-follow tips – just like those above – as well as personal stories from other students.

New York Times & Chicago Tribune Feature Study Abroad Today!

Posted on Oct 18, 2013

My coauthor of A Student Guide to Study Abroad, Allan Goodman, and I have contributed a piece to the New York Times “Room for Debate” on whether study abroad should be part of every student’s college career. Please take a moment to post a comment and share with colleagues and friends. It doesn’t have to be long post, and you don’t have to agree.  We’re trying to generate a good discussion to keep the debate going; there is a great deal of misinformation out there. Certainly MORE students need to study abroad.

And because the national media is being kind to us today….we’re also featured in a Chicago Tribune syndicated piece!

A Student Guide to Study Abroad has taken off!

Why Study Abroad?

Posted on Oct 14, 2013

Originally appeared in the Huffington Post.

Now that students have settled into classes, study abroad fairs are taking place throughout the fall on campuses across the country. Students will be bombarded with food, photos and friendly faces encouraging them to go abroad. For most college students in their first or second years, the allure of studying abroad can be intoxicating. That’s because students tend to initially focus on the “abroad” part, a word that conjures up any number of romantic personal impressions based on movies, travel books and firsthand reports from friends and family members who have vacationed abroad. Eclipsed by the glamour and intrigue of it all is the “study” part.

But make no mistake about it, studying abroad is a serious undertaking. It challenges students on a personal level. It will have an impact on their college career. It costs money. Deciding whether to go, therefore, is a very big decision, and one that should not be made lightly. In fact, I recommend that students – and their parents – start thinking about study abroad in freshman year to take as much time as possible to consider the pros and cons.

So why do people study abroad? In research I conducted for my recently released book, A Student Guide to Study Abroad, students who had studied abroad in the past five years cited these top three reasons: experience another culture/country, travel and personal growth. Secondary reasons include career prospects and marketability, learn a language, and recommendations from a friend.

But when I followed up with employers across a vast spectrum of industries and sectors, asking them what they liked most about potential applicants who had studied abroad, they cited very practical applications of the experience:

  • Creative problem solving experience in unfamiliar situations
  • Adaptability within culturally diverse environments
  • Excellent listening and communication skills
  • Practical knowledge of a specific culture and language

With the exception of language skills, these benefits fall into the all-important “soft skills” category growing in importance in the workplace. There is no doubt that studying abroad enhances a student’s resume, boosting her chances to impress a potential employer with her global outlook. But how do students – and their parents – decide which program is best?

It’s a big question and one that requires research and plenty of sifting because there’s a great deal of information out there. There are many factors to consider, such as cost, the time to go and for how long, where to go, and how best to prepare to get the most out of the experience. Moreover, all programs are not equal.

To help students get the most out of an experience abroad, programs should require intense language and academic preparation, research projects and presentations. Whether your program last three weeks or a full year, students should begin with significant cultural and intellectual preparation well before leaving campus and conclude with an involved reentry and reintegration course.

For students interested in reaping the rewards described above by employers, they’ll need to choose a program that has a solid reputation for academic rigor and cross-cultural outreach. These programs should have entrance requirements and not just be open to anyone who can pay. Ideally they are integrated into your academic curriculum. Here are some specific program aspects to look for:

Local language coursework. Content classes (history, literature, business) taken in languages other than English demonstrate and improve language proficiency.

Diverse student bodies. Programs that attract participants from all over the world will be richer culturally. They also foster greater proficiency in cross-cultural teamwork, thus better preparing students for similar work environments.

Regionally relevant content. Going abroad to study in a specific geographic and cultural context can enhance academic studies. Ideally, programs designed around a specific topic will include introductions to area experts and access to local information sources and perspectives.

Curricula-driven study abroad. Some programs bring global students together to work on a regional problem, such as water-use rights, fair-trade practices or cultural preservation. Working as a global team in an academic context is excellent preparation for global jobs.

Locations matters. Prospective employers are increasingly interested in where applicants studied abroad. Branching out beyond the traditional European destinations and into countries such as China, Brazil, India, Mexico or Turkey, for example, signals an enhanced awareness of growing global economies – and a direct link to the places many organizations are expanding and growing.

In my talks on campuses, many students express an interest in “just having fun” while studying abroad, so they’re planning on taking a few classes pass/fail and traveling around. They want to know, is that so wrong? It all depends on what the objective is. College is a time for fun and travel, yes, but it’s primarily for becoming career-ready and developing skills that will lead to employment upon graduation. Study abroad offers students an opportunity to do both.

There is so much to consider when choosing a study abroad program. That’s why I teamed up with Dr. Allan Goodman, President and CEO of the Institute of International Education, and Sir Cyril Taylor, Founder of AIFS, to write a practical how-to guide, A Student Guide to Study Abroad. It’s packed with practical information, 100 easy-to-follow tips and dozens of real-life stories written for both students and their parents as they sort through the many details of the study abroad experience.

Now available: A Student Guide to Study Abroad!

Posted on Oct 8, 2013 Leave a Comment

Studying abroad should be part of every college student’s education.

Every student who wants to succeed in the global economy should study abroad. And every student who is considering studying abroad should read this book! Packed with practical “how to” information offered in a fun and engaging style, this valuable hands-on resource includes 100 easy-to-follow tips and dozens of real-life stories. Each chapter features useful quotes and anecdotes from a diverse collection of students, advisers and professionals from across the country. Available on Amazon in paperback and eBook!

I teamed up with two leading experts in study abroad — Dr. Allan E. Goodman, President and CEO of the Institute of International Education (IIE), and Sir Cyril Taylor, Founder and Chairman of the American Institute for Foreign Study (AIFS) — to offer the most comprehensive advice:

  • Before you go: Doing the research to choose the right program, figure out the financials and prepare properly for your big adventure abroadStudyAbroad_FINAL
  • While abroad: Making the most of your time abroad by adapting to your new home, immersing yourself in the culture and staying safe and healthy
  • When you return: Transitioning back to life in the States, networking with like-minded global souls and showcasing your global growth and learning

A Student Guide to Study Abroad arms students with the critical information needed to make one of the most important decisions of a college career.

But the book is not only for students; parents and advisers will benefit from the wealth of information contained in this comprehensive, yet easy-to-read book.

Great reviews so far on Amazon:

“This book is exactly what I wish we had had before my oldest daughter went to Costa Rica for a semester. The book goes way beyond the academic exploration of the ‘going abroad experience,’ and includes concrete advice from the real experts–people who have learned from living abroad.”

“A smart guide to how to select the right program for you, prepare for it, get your money’s worth while on it, and make the most of it after you return.”

“Makes a strong case for the value of study abroad as an integral part of a global education in the 21st century.”