ABSTRACT
This chapter begins with two student profiles, introduces a model for integrating education abroad into undergraduate education, then discusses the student profiles in relation to the model. It concludes with an overview of the volume and the differing perspectives its contributors provide on integrating education abroad into undergraduate education. Student learning and development in undergraduate education has long been the focus of higher education researchers and scholars. When too narrowly conceived, education abroad curriculum integration, by focusing on course matching, can mask the importance of experiential and situated learning to education abroad, and prevent students from experiencing the disruptions necessary for transformative learning. Learning theories and a global learning framework ground the chapters discussion of faculty members contributions to education abroad as teachers, and the chapter is illustrated with examples of practice. The chapter also presents an overview on the key concepts discussed in this book.
