ABSTRACT
UConn Social Entrepreneur Corps has given me invaluable experience and knowledge about sustainable development work that I will apply to diff erent ventures in the future. We not only learned about successful development models, we saw them in practice and supported the people whose lives they were improving. The experience taught me the necessity and importance of the sharing of knowledge that is essential for successful development work. On both sides of development work we can teach and learn from those we are helping as they learn and teach us valuable lessons as well. (Richard Bogert, UConn Social Entrepreneur Corps, 2008, personal interview)
INTRODUCTION
Study abroad is moving from the margins to the center of the undergraduate curriculum. This move can be tracked in virtually every aspect of the fi eld. Physically, universities are relocating study abroad offi ces from dingy buildings on the edge of campus to fresh spaces in the heart of university traffi c. Instead of granting transfer credit for courses taken abroad, faculty are increasingly awarding students graded credit, the same as for students enrolled on the home campus. If once the almost exclusive bailiwick of foreign language departments, study abroad has become part of the curriculum of schools and departments across the university. Universities now articulate study abroad as part of their mission and academic plans. Even fi nancially, university foundations are prioritizing raising money for study abroad to ensure widespread access to what is quickly becoming regarded as a sine qua non of a college education.
