Fellowships and Grants

PMLA ◽  
1960 ◽  
Vol 75 (4-Part2) ◽  
pp. 157-162
Keyword(s):  
New York ◽  
Study Abroad ◽  
International Education ◽  
International Study

This selected list, compiled primarily for members of the Association, omits prize contests and a number of purely literary fellowships. For larger, more inclusive lists, see A Handbook on International Study (New York: The Institute of International Education, $3.00), Lovejoy—Jones College Scholarship Guide (Milton, Mass.: Theodore S. Jones, 1956), Study Abroad, Vol. xi (UNESCO), and Scholarships, Fellowships and Loans (Boston: Bellman Pub. Co.). See also the article by S. F. Johnson, “Honors and Prizes in the MLA Field,” PMLA, lxvii (Feb. 1952), 37–58.

Establishing Interdisciplinary Collaborations for International Education

2010 ◽  
Vol 13 (1) ◽  
pp. 13-17 ◽  
Author(s):  
Fran Hagstrom
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Undergraduate Students ◽  
International Study ◽  
Lessons Learned ◽  
Speech Language Pathology ◽  
Honors College ◽  
Five Disciplines ◽  
Language Pathology ◽  
Interdisciplinary Study

This article describes the development of an interdisciplinary study abroad course for undergraduate students in health care. Involvement was needed from various university programs and faculty, including the Honors College, the Office of Study Abroad, and faculty members from five disciplines and two colleges. The roles of all participants in the process for developing international study are described and examined. The approach used in this program was applied in an interdisciplinary health perspective that included speech-language pathology. Both the program and lessons learned are provided for other universities seeking transnational expansions within and beyond Communication Sciences and Disorders programs.

Fellowships and Grants

PMLA ◽  
1987 ◽  
Vol 102 (4) ◽  
pp. 650-669
Keyword(s):  
New York ◽  
Study Abroad ◽  
International Education ◽  
Financial Aid ◽  
Graduate Programs ◽  
Graduate Study ◽  
National Register ◽  
Research Grants ◽  
Teaching Abroad ◽  
Grant Support

This selected list omits prize contests and a number of purely literary fellowships. For larger, more inclusive lists, see Annual Register of Grant Support 1986–87, 20th ed. (Wilmette: National Register, 1986); Directory of Research Grants 1987, 12th ed. (Phoenix: Oryx, 1987); Financial Aid for Minorities in Education, ed. Mary T. Christian and Ruth Swann (Garrett Park: Garrett Park, 1980); The Foundation Directory, 10th ed. (New York: Foundation Center, 1985; supp. 1986); The Foundation Grants Index, 15th ed. (New York: Foundation Center, 1986); Fulbright and Other Grants for Graduate Study Abroad, 1988–89 (New York: Inst. of International Education, 1987); Directory of Graduate Programs: 1986 and 1987, 4 vols. (Princeton: ETS, 1985); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum, 1975); The Grants Register, 1987–89, 10th ed., ed. Craig Alan Lerner and Roland Turner (New York: St. Martin's, 1986); Scholarships, Fellowships, and Loans, vol. 7, ed. S. Norman Feingold and Marie Feingold (Bethesda: Bellman, 1982), vol. 8 (1986); Study Abroad: 1986–87, 1987–88, vol. 25 (New York: Unipub, 1986); and Teaching Abroad, ed. Barbara Connotillo (New York: Inst. of International Education, 1984). Information on philanthropic foundations; books on fellowships and grants; and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Bimonthly, which covers over two thousand recent grants in each issue, may be obtained from the Foundation Center, 79 Fifth Ave., New York, NY 10003 (212 620-4230).

Fellowships and Grants

PMLA ◽  
1990 ◽  
Vol 105 (4) ◽  
pp. 898-921
Keyword(s):  
New York ◽  
Study Abroad ◽  
International Education ◽  
Graduate Programs ◽  
Washington Dc ◽  
Graduate Study ◽  
Research Grants ◽  
Teaching Abroad ◽  
Grant Support ◽  
And Linguistics

This selected list omits prize contests and a number of purely literary fellowships. For larger, more inclusive lists, see Annual Register of Grant Support 1991 (Wilmette: National Register, 1990); Directory of Research Grants 1990 (Phoenix: Oryx, 1990); Financial Aid for Minorities in Education (Garrett Park: Garrett Park, 1990); The Foundation Directory, 12th ed. (New York: Foundation Center, 1989); The Foundation Grants Index, 18th ed. (New York: Foundation Center, 1989); Fulbright and Other Grants for Graduate Study Abroad, 1991-92 (New York: Inst. of International Education, 1990); Directory of Graduate Programs: 1990 and 1991, 4 vols. (Princeton: ETS, 1990); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum, 1975); The Grants Register, 1989-91, ed. Craig Alan Lerner and Roland Turner (New York: St. Martin's, 1990); Scholarships, Fellowships, and Loans, ed. S. Norman Feingold and Marie Feingold, vol. 7 (Bethesda: Bellman, 1982), vol. 8 (1987); Study Abroad: 1988-91 (Lanham: Unipub, 1988); and Teaching Abroad, 4th ed., ed. Edrice Howard (New York: Inst. of International Education, 1988). The Linguistic Society of America (Suite 211, 1325 18th St., NW, Washington, DC 20036) publishes the “Guide to Grants and Fellowships in Languages and Linguistics.” Information on philanthropic foundations; books on fellowships and grants; and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Bimonthly, which covers over two thousand recent grants in each issue, may be obtained by writing to the Foundation Center, 79 5th Ave., New York, NY 10003, or by calling 212 620-4230.

Fellowships and Grants

PMLA ◽  
1980 ◽  
Vol 95 (4) ◽  
pp. 676-695
Keyword(s):  
New York ◽  
Study Abroad ◽  
International Education ◽  
Graduate Programs ◽  
Professional School ◽  
Teaching Abroad ◽  
Arts And Sciences ◽  
Grant Support ◽  
Professional Study ◽  
And Linguistics

This selected list omits prize contests and a number of purely literary fellowships. For larger, more inclusive lists, see Annual Register of Grant Support 1979–80, 13th ed. (Chicago: Marquis, 1979); Directory of Research Grants 1979, ed. Betty L. Wilson and Wilson K. Wilson (Scottsdale, Ariz.: Oryz Press, 1979); Financial Aid for Minorities in Education, ed. Michele S. Wilson (Garrett Park, Md.: Garrett Park Press, 1975); The Foundation Directory, 6th ed., ed. Marianna O. Lewis (New York: Columbia Univ. Press, 1977); Graduate and Professional School Opportunities for Minority Students, 1975–77 (Princeton: ETS, 1976); Graduate Programs and Admissions Manual 1979–81, 4 vols. (Princeton: ETS, 1979); Grants for Graduate Study Abroad, 1981–82 (New York: Institute of International Education, 1980); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum Press, 1975); The Grants Register, 1979–1981, 6th ed., ed. Roland Turner (New York: St. Martin's Press, 1979); Guide to Financial Aids for Students in Arts and Sciences for Graduate and Professional Study, 2nd ed., ed. Aysel Searles, Jr., and Anne Scott (New York: Arco, 1974); Scholarships, Fellowships and Loans, Vol. VI, ed. S. Norman Feingold and Marie Feingold (Arlington, Mass.: Bellman, 1977); Study Abroad: 1979–1980, 1980–1981, 22nd ed. (New York: Unipub, 1979); Teaching Abroad, ed. Gail A. Cohen (New York: Institute of International Education, 1976). The Linguistic Reporter (Center for Applied Linguistics, 1611 N. Kent St., Arlington, VA 22209) publishes a “Guide to Grants and Fellowships in Languages and Linguistics.” Information on philanthropic foundations and books on fellowships and grants may be found at the Foundation Center, 888 7th Ave., New York, NY 10019 (212 975–1120).

Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design

2004 ◽  
Vol 10 (1) ◽  
pp. 219-236 ◽  
Author(s):  
Lilli Engle ◽  
John Engle
Keyword(s):  
Language Acquisition ◽  
Study Abroad ◽  
International Education ◽  
Program Design ◽  
Intercultural Sensitivity ◽  
Outcomes Assessment ◽  
Statistical Assessment ◽  
Preliminary Examination ◽  
Study Abroad Program

The complexity of international education is such that it is far from easy to move towards significant, objectively measurable, and comparable outcomes. What follows is the preliminary examination of one attempt to generate and interpret meaningful statistical assessment of the study abroad experience, within the context of specifically defined study abroad program types. We will examine the data thus far generated, suggest its limitations, and appeal for a continued gathering of information. We will suggest a structured, coordinated, profession-wide assessment effort that will, we hope, gradually reveal a useful correlation between study abroad learning and the input of program variables such as duration, housing, experiential work and on-site mentoring. If, as a profession, study abroad is to invest in outcomes assessment, it would be sensible for such efforts to utilize profession-wide definitions and standards.

Introduction

1996 ◽  
Vol 2 (1) ◽  
pp. 1-2
Author(s):  
Michael Monahan ◽  
Thomas Ricks
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Field Study ◽  
Social Relations ◽  
Journal Writing ◽  
Late Nineteenth Century ◽  
Home Culture ◽  
Du Bois ◽  
Interdisciplinary Approaches

Frontiers: The Interdisciplinary Journal of Study Abroad continues to seek thought-provoking manuscripts, insightful essays, well-researched papers, and concise book reviews that may provide the profession of study abroad an intellectual charge, document some of the best thinking and innovative programming in the field, create an additional forum for dialogue among colleagues in international education, and ultimately enrich our perspectives and bring greater meaning to our work.  In this issue, Frontiers focuses on one of the most compelling themes of interest among international educators: learning outside the home society and culture. Through the researched articles, we hope to engage you in further thinking and discussion about the ways we learn in other societies and cultures; the nature of such learning and the features that make it distinctive from learning in one's home culture; the methods, techniques, and best practices of such learning; and the integration of learning abroad into the broader context of the "internationalization" of the home campus.  Brian J. Whalen's lead article in this edition of the journal develops our theme by providing an overview of learning outside the home culture, with particular emphasis on the role that memory plays in this enterprise. Whalen examines the psychological literature and uses case studies to focus on the ways in which students learn about their new society and culture, and about themselves. Hamilton Beck, on the other hand, presents an intriguing study from the life of W. E. B. Du Bois. In examining his Autobiography and Du Bois's three-year stay in Berlin from 1892 to 1894 as a graduate student at the Friedrich Wilhelms-Universitat zu Berlin, Beck uncovers an excellent example of "learning outside one's home society and culture" through the series of social, political, and ideological encounters Du Bois experiences, reflects on, and then remembers. The article ends with several "lessons" learned from late- nineteenth-century Germany that remained with Du Bois for the rest of his life, as shown in his Autobiography and his collection of essays in The Souls of Black Folk. A team of field study and study abroad specialists from Earlham College looks at our theme through the use of ethnography and the techniques of field study for students living and working in Mexico, Austria, and Germany. The article demonstrates through the observations of the students how effective the use of field research methods can be in learning about Mexican social relations and cultural traditions by working in a tortilla factory, or about Austrian social habits and traditions by patronizing a night club and its "intimate society."  We are reminded of other methods of strengthening learning outside the home society and culture by the case study of the Canadian students from Ontario who attended a teacher training program at the University of Western Sydney in Australia. Barbara Jo Lantz's review of a recent publication describing the usefulness of an “analytical notebook" in learning outside the home society and culture underscores the importance of journal writing as an integral part of study abroad. While journals have been used before in study abroad learning, Kenneth Wagner and Tony Magistrale's Writing Across Culture points the international educator in new directions and contexts in which journal writing enhances learning. Finally, in our Update section, Wayne Myles examines the uses of technology-including the Internet, homepages, and electronic bulletin boards-as ways of advertising to, networking with, and processing study abroad students and their learning on and off our campuses.  Barbara Burn examines the internationalization efforts of our European colleagues through her review of Hans de Wit's edited work Strategies for Internationalisation of Higher Education, while Aaro Ollikainen follows up an earlier article by Hans de Wit (Frontiers, no. 1), with a detailed look at Finland's efforts at internationalization. Joseph R. Stimpfl's thorough annotated bibliography reminds us that there is a legacy of several decades of critical thinking about study abroad and international education to which we are indebted and on which we can build.  With this issue, the editorial board is pleased to begin publishing two issues annually of Frontiers. We are interested in interdisciplinary approaches to study abroad as well as critical essays, book reviews, and annotated bibliographies. In building on the work of previous research, and creating a forum for a debate and discussion, we hope that we may begin to define both theoretically and practically the contours of the frontiers of study abroad.  Michael Monahan, Macalester College Thomas Ricks, Villanova University 

Deciphering the rising attractiveness of Asian countries as destinations for Vietnamese students seeking international education: The effect of desire for studying abroad on Vietnamese students' career planning and decision-making processes in Taiwan

2021 ◽  
Author(s):  
Kuo Chen
Keyword(s):  
Decision Making ◽  
Study Abroad ◽  
International Education ◽  
Qualitative Methodology ◽  
Planning Process ◽  
Career Planning ◽  
Asian Countries ◽  
Studying Abroad ◽  
Planning Factor ◽  
The Impact

Nowadays, Vietnamese students choose to study abroad in Asian countries, with Taiwan being one of the most appealing locations so far. The purpose of this research is to explain the planning process used by Vietnamese students to study abroad (the host country is Taiwan), as well as to suggest an appropriate model for students' decision-making once the desire to study abroad is established, in which the impact of career path on school selection is clarified and the importance of motivation to study abroad is emphasized.This research used a mixed-methods approach. In-depth interviews with 30 Vietnamese students studying in Taiwan are conducted using a qualitative methodology. The data gathered during those interviews is utilized to build questionnaires that will be sent to over 300 samples for quantitative study.The research findings demonstrate the primary elements influencing students' desire to study abroad, career planning, and decision-making in Taiwan, as well as the model of students' decision-making process. It is obvious that students' desire to study abroad has a direct effect on their career-planning factor, while this factor acts as a mediator between the aforementioned motivation and the students' decision-making factor.

East African Transnational Adolescents and Cross-Border Education: An Argument for Local International Learning

2018 ◽  
Vol 38 ◽  
pp. 187-193 ◽  
Author(s):  
Kendall A. King ◽  
Martha Bigelow
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Student Experiences ◽  
East African ◽  
Cross Border ◽  
International Experiences ◽  
International Learning ◽  
Multicultural Communities

ABSTRACTThis contribution outlines the current research on many of the positive benefits of cross-border education as well as some of what we know about student experiences. The authors also highlight some of the limitations of the study-abroad research to date (too White, too American, too European), and suggest that it is time to consider different sorts of “international” experiences; these potentially include crossing into local multilingual and multicultural communities as well as examining a fuller range of experiences for members of diaspora communities. By challenging common ideologies about international education, they suggest that it might be pedagogically better, more practical, and more ethical to find local international sites for all, and for future educators in particular.

Global-mindedness Through the Eyes of EFL Learners: Gender and Level of Proficiency in Focus

2016 ◽  
Vol 3 (1) ◽  
pp. 45-54
Author(s):  
Джавад Агмаді Фаталакі ◽  
Рунган Жанґ
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Language Learners ◽  
Intercultural Competence ◽  
International Schools ◽  
Doctoral Dissertation ◽  
Cluster Sampling ◽  
Global Mindedness ◽  
Significant Difference ◽  
The Impact

The major aim of the present study is to find connections between global-mindedness and some important factors such as gender  and level of proficiency. To this end, 182 language learners, 92 females and 90 males, participated in the study. These students were selected and categorized based on one-stage cluster sampling from 16 branches of different language centers, namely Safiran, Shoukoh, and Kish. The main phase of the study was conducted through the use of Google Docs platform that provides the researchers with the well-organized data. Language learners were asked to answer all the demographic information by considering their anonymity during the process of data collection. The result of the study, through t-test, showed that there was a significant difference between male and female language learners regarding their level of global-mindedness. The result also showed that the level of proficiency of the female language learners does not influence their level of global-mindedness. References Byram, M., Zarate, G., & Neuner, G. (1997). Sociocultural competence in languagelearning and teaching: Studies towards a common European framework of reference forlanguage learning and teaching. Strasbourg, France: Council of Europe. Deardorff, D. K. (2011). Assessing intercultural competence. New Directions forInstitutional Research, 149, 65–79. DeMello, M. A. (2011). The impact of study tours in developing global-mindedness amongPK-12 educators in Southeastern Massachusetts (Doctoral dissertation, NortheasternUniversity, Boston) Duckworth, R. L., Levy, L. W., & Levy, J. (2005). Present and future teachers of theworld’s children How internationally-minded are they?. Journal of Research inInternational Education, 4(3), 279–311. Earley, P. C. and Ang, S. (2003). Cultural Intelligence: An Analysis of IndividualInteractions Across Cultures. Palo Alto (CA): Stanford University Press. Fantini, A. E. (2009), Assessing Intercultural Competence: Issues and Tools. In Deardorff,D. K. (ed.), The SAGE Handbook of Intercultural Competence. Thousand Oaks (CA):Sage, 456–476. FitzGerald, H. (2003). How Different Are We? Spoken Discourse in InterculturalCommunication. Clevedon – Buffalo – Toronto – Sydney: Multilingual Matters Ltd. Gaudelli, W. (2003). World class: Teaching and learning in global times. Mahwah, NJ:Erlbaum. Giddens, A. (1991) Modernity and Self-Identity. Cambridge: Polity. Gillian, K. J. (1995). A measure of global-mindedness at the University of NorthernColorado: An assessment of students, faculty, and administrators (Doctoral dissertation,University of Northern Colorado, 1995). Dissertation Abstracts International, 5,08. Hett, E. J. (1993). The development of an instrument to measure global-mindedness(Doctoral dissertation, University of San Diego). Hill, I. (2007). International education as developed by the International BaccalaureateOrganization. The SAGE handbook of research in international education, 25–37. Johnson, J. P., Lenartowicz, T., & Apud, S. (2006). Cross-cultural competence ininternational business: Toward a definition and a model. Journal of International BusinessStudies, 37(4), 525–543. Kehl, K., & Morris, J. (2007). Differences in global mindedness between short-term andsemester-long study abroad participants at selected private universities. Frontiers: TheInterdisciplinary Journal of Study Abroad, 15(1), 67–79. Lakoff, R. (1973). Language and woman's place. Language in society, 2(01), 45–79. Muller, G. C. (2012). Exploring characteristics of international schools that promoteinternational-mindedness (Doctoral dissertation, Teachers College, Columbia University). Olsen, M.E., Lodwick, D.G., & Dunlap, R.E. (1992). Viewing the World Ecologically.Boulder: Westview. Sampson, D. L., & Smith, H. P. (1957). A scale to measure world-minded attitudes. TheJournal of Social Psychology, 45(1), 99–106. Sercu, L. e.a. (2005). Foreign Language Teachers and Intercultural Competence. AnInternational investigation. Clevedon–Buffalo–Toronto: Multilingual Matters Ltd. Smallman, S. C., & Brown, K. (2011). Introduction to international & global studies.Chapel Hill: University of North Carolina Press. Wardhaugh, R. (1992). An Introduction to Sociolinguistics. USA: Blackwell PublishersLtd. Zhai, L., & Scheer, S. (2004). Global perspectives and attitudes toward cultural diversityamong summer agriculture students at the Ohio State University. Journal of AgriculturalEducation, 45(2), 39–51.

Fellowships and Grants

PMLA ◽  
2006 ◽  
Vol 121 (4) ◽  
pp. 1296-1375
Keyword(s):  
New York ◽  
Study Abroad ◽  
Complete Information ◽  
Modern Language Association ◽  
Washington Dc ◽  
Teaching Abroad ◽  
Grant Programs ◽  
Arts And Humanities ◽  
Grant Support ◽  
Concise Guide

IN GENERAL, THE MODERN LANGUAGE ASSOCIATION OFFERS NO GRANTS OR FELLOWSHISHIPS of any kind. Current graduate students, however, may qualify for financial assistance to attend the annual convention. For details, see A Concise Guide to Activities and Services, in this issue. The following list provides an overview of fellowship and grant programs; potential applicants should write to the foundations for complete information on procedures and requirements. The list omits prize contests and a number of purely literary fellowships. Larger, more inclusive lists include Annual Register of Grant Support (New Providence: Bowker); Directory of Research Grants (Phoenix: Oryx); Financial Aid for Minorities in Education (Garrett Park: Garrett Park); The Foundation Directory (New York: Foundation Center); The Foundation Grants Index (New York: Foundation Center); Fulbright and Other Grants for Graduate Study Abroad (New York: Inst. of Intl. Educ.); Directory of Graduduate Programs, Vol. D: Arts and Humanities (New York: Warner); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum); The Grants Register (New York: St. Martin's); Scholarships, Fellowships, and Loans (Detroit: Gale); Study Abroad (Lanham: Unipub); and Teaching Abroad (New York: Inst. of Intl. Educ.). The Linguistic Society of America (1325 18th St., NW, Suite 211, Washington, DC 20036-6501; 202 835-1714; http://www.lsadc.org) publishes the Guide to Grants and Fellowships in Linguistics. Information on philanthropic foundations, books on fellowships and grants, and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Quarterly may be obtained by writing or calling the Foundation Center, 79 5th Ave., New York, NY 10003-3076 (212 620-4230; http://fdncenter.org).

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