Education Abroad

Learning Environments in a Global Context

Edited by:
Erin A. Mikulec, Illinois State University
Samantha Potempa, Illinois State University
Kara Pike Inman, University of North Carolina Wilmington

A volume in the series: Contemporary Perspectives on Learning Environments. Editor(s): Paul Chamness Iida, Akita International University. Erin A. Mikulec, Illinois State University. Hayriye Kayi-Aydar, University of Arizona.

Call for Chapters

About the Theme
According to the Open Doors 2013 Report by the Institute for International Education (IIE), 283,332 students participated in post-secondary education abroad programs in 2011-2012. This represents less than 10% of the 2.6 million students graduating with associates or baccalaureate degrees each year. Initiatives such as IIE’s Generation Study Abroad encourage more U.S. undergraduates to study abroad, which is a part of greater internationalization efforts in higher education. Research shows that education abroad provides students with opportunities not only to see the world, but also results in increased autonomy, confidence, and tolerance for ambiguity. It is clear that spending time in another country provides an opportunity for significant learning outcomes. Nonetheless, these learning environments must be cultivated. Education abroad programming and assessment is complex and must take into consideration many factors including academic goals, purposeful curricular development, and a balance between academics and leisure activities on site.

The goal of this volume is to explore all aspects of education abroad, what participants experience as a result of being in this unique learning environment, and best practices. This may include empirical data to theoretical considerations, putting the theory into practice in practical education abroad applications, identifying what constitutes a robust learning environment. Chapters may examine higher education contexts around the world, specific institutions, countries, or regions, among just a few considerations.

Possible topics might address one or more of the following (but not limited to these examples):

* Faculty-led programs
* Short-term and long term programs
* Language learning abroad
* Discipline-specific education abroad (Nursing, Business, History, etc.)
* Professional learning outcomes
* Development of intercultural skills and knowledge
* Personal growth and development
* Issues of access and inequity
* Underrepresented student populations
* Program design and assessment
* Curricular development
* Pre-departure orientation
* Re-entry preparation and debriefing

Initial drafts of chapters due: January 31, 2019
Notification of acceptance to authors: March 31, 2019
Feedback for revisions sent to authors: April 15, 2019
Final chapters due from authors: June 30, 2019
Volume submitted for publication: August 31, 2019

Although chapter length is flexible, manuscripts should ideally be between 6,000 and 7,500 words (20-25 pages, double-spaced) and prepared following APA 6th edition formatting guidelines. Full manuscripts should be submitted by January 31, 2019 to Erin Mikulec at All chapters will go through a blind review process before a decision to publish is made.

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