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INTEGRATING STUDY ABROAD INTO

CURRICULUM

Duke University Global Education Office for Undergraduates

INTRODUCTION

COLLABORATION

PUBLICATIONS AND MEDIA ACADEMICS

RESEARCH

Special advising hours for engineering students, to encourage

this underrepresented group to study abroad

Incorporate discussion of curriculum integration into

presentations to prospective Duke students during “Blue Devil

Days”

Study abroad info table at the yearly campus “Majors Fair”

The Duke University Global Education Office for

Undergraduates has made a strong commitment to integrate

students’ study abroad experiences with the curriculum back

at Duke. We have taken a number of initiatives, including

course development, research sponsorship, and media

development.

Involving a variety of colleagues from throughout the university is

crucial to integrating study abroad into curriculum. Some

initiatives we have taken in this area are:

Meetings with departments



Meetings with Academic Advisors

Establishment of departmental liaisons

Partially subsidize faculty on site visits and conferences related

to study abroad

A faculty site visit which the Global Education Office sponsored

resulted in the addition of a month-long intensive German for

Engineers course to our spring semester program in Berlin.

It is valuable for students to direct attention before and after their

time abroad to processing the experience, its significance, and

its relationship to the student’s curriculum and goals.

With this is mind, the Global Education Office sponsored the

development of two courses within the International

Comparative Studies Department:

ICS 195 - At Home Abroad? (pre-departure)

This course examines how assumptions and expectations can

both support and undermine the experience and looks at ways

that students can better prepare to move across cultural

boundaries. It also explores the relationship between the

personal and the academic, with the particular goal of assisting

students to be alert to the research possibilities of their time

abroad without undermining the human contact that is so central

to the experience.

ICS 196 - Coming Home (re-entry)

This course provides students with the opportunity to reflect on

their study abroad experiences from a number of perspectives.

In particular the course focuses on the challenges of cross-

cultural communication and what it means to bring those

experiences home.

We have designed a page on our website for each major and

certificate program. These pages highlight programs that may be of

interest to these students, as well as any restrictions or

requirements the student should keep in mind.

These pages also often include virtual “postcards” and/or video

commentary from study abroad students, highlighting their

experiences.

At the applicant stage, we have incorporated a searchable field

called “Compatible Majors” on our brochure pages. Students

can search for a study abroad program by major.

In addition, we have hard copy sheets for each major

highlighting programs that are particularly suited for students in

that major. We make these available at the Global Education

Fair, the “Majors Fair”, and information sessions throughout

the year.

ASSESSMENT

The Duke Global Education Office has taken the following

initiatives regarding assessment:

Incorporated discussion of curriculum integration into our

Mission, Outcomes, and Assessment for SACS review

Established an Assessment Working Group to implement and

monitor our assessment plan

Created online pre and post study abroad evaluation forms

which will be used to help us measure how successful we are in

achieving our outcomes.

University departments have been encouraged to highlight

study abroad on their websites and demonstrate how it can

relate to their field and studies at Duke. In this example, you

can see a page from the Electrical and Computer Engineering

major website.

CAMPUS OUTREACH

The Global Education Office contributes $25,000 per year to

undergraduate research to support summer research abroad.

Some examples from the 2009 Summer Research projects were:

European Union Migration Policy, Italy and the Chinese

Migration to Prato, Italy

Nationalism and Identity Promotion: Language Reforms in

China and Turkey

Examining the Impact of Entrepreneurship and Leadership

Education on South African Youth