ABSTRACT
It is well documented that intercultural learning outcomes from a sojourn abroad are accomplished by challenging how students see themselves in the world, approach situations, and interact with others. Despite the benefits that the literature ascribes to them, credit-bearing enrichment courses have not seen widespread adoption. Although a few US universities (e.g., University of Minnesota, University of the Pacific) have comprehensive, long-standing programs that require students to undertake credit-bearing, predeparture coursework, formal courses may be entirely unrealistic for most institutions (or, where they do exist, be only optional) due to implementation barriers (e.g., resources, program diversity, emphasis in academia on growth metrics, state/university pressure for students to graduate in four years, lack of administrative/faculty support, academic infrastructure).
