University of Hawaii ~ Advanced JD for Foreign Law Graduates

**This is for my non-American readers who want to study abroad in the US! **DB

University of Hawai’i:

Advanced JD for Foreign Law Graduates


  • University of Hawaii William S. Richardson School of Law


  • United States – Hawai’i


Details (Bold and Orange are the categories)

  • Study Abroad/Internship
  • Undergraduate/Graduate
  • Summer/Winter/Semester/Year
  • Area:
    • Law
    • US Law


  • All Students
    • You must have a foreign (Non-US) law degree already.

Additional Notes:

  • Submit your Paperwork through the LSAC program
  • Lots of Paperwork so start Early!

Why I won’t change my study abroad plans for the 2016 election

Interesting the problems we face when deciding to study abroad or not .  . . DB

“Why I won’t change my study abroad plans for the 2016 election”

by Randa Zammam via ‘The GW Hatchett”

Sophomores are in crisis. For so many students at GW, all we’ve ever wanted to do is study international affairs or political science in D.C. and then study abroad somewhere else.

But students want to have their cake and eat it, too. We want to be in the District during the ups and downs of the presidential election – but for the Class of 2018, that’s our upcoming junior year.

The election, the presidential inauguration and GW’s inaugural ball all take place during our third year, the time usually designated for study abroad. But for juniors, next year has become another “only at GW moment” that nobody wants to miss. For some, the only solution is to switch gears and go abroad second semester sophomore year, instead.

Students in this predicament need to look at the bigger picture: The inauguration is one day in your spring semester. Are you willing to rearrange all of your college plans for it?

I cringe when I hear my fellow sophomores dropping everything to go abroad next semester because of their fear of missing out on the 2016 election. It’s just too soon. I feel like I’ve barely dipped my toes into my major requirements, and yet some people are already making plans to go abroad.

I know I’m not the only one who came to GW in order to eventually leave and study somewhere else. It’s one of my greatest priorities as a GW student to continue my education with the backdrop of a different culture, but I haven’t yet decided where I want to go because I know I still have time.

More than 80 percent of Elliott School students study abroad, along with around half of the entire GW undergraduate student body. I know how important it is to have an international college experience, but it’s also important to remember to stay on track with your degree by making sure you choose the most opportune time. Study abroad has its benefits, but it can have its disadvantages, too, if you don’t time it right.

There’s really no harm in going abroad fall of your junior year. It’s not like the election will be taking place exclusively in D.C., and most of us are voting by absentee ballot, anyway. Going abroad in the fall is worth it, especially when great programs like Focus on Fall Abroad Community exist. . . .



10 Myths About Studying Abroad

“10 Myths About Studying Abroad”

via “Lone Star College

Ten Myths about Study Abroad


University of Idaho: Al Akhawayn University Summer Direct

University of Idaho:

Al Akhawayn University Summer Direct


  • University of Idaho
  • Al Akhawayn University


STEM Students Study Abroad for Social Good

“STEM Students Study Abroad for Social Good”

by David F. Fougere via “3P

Engineering majors study abroad in United Arab Emirates.


This graduation season, while enjoying the commencement speeches full of inspirational words for students heading out into the world, ready to make it a better place, let’s consider this heartening fact: There’s a good chance they’ll make good on their promises. Forty percent of bachelor’s degrees earned by men and 29 percent earned by women are now in science, technology, engineering and math (STEM), according to the National Student Clearinghouse. These are the innovators – the engineers, scientists and researchers – who will solve the world’s problems and lead us into the future.

Hard sciences as curricula for triple-bottom-line career paths? Absolutely.

At its highest level, the STEM philosophy is about improving quality of life and the health of the planet. This is a mantle that’s perfect for Generation Z, a cohort encompassing today’s high school and college students that is increasingly passionate about the needs of the developing world. With STEM degrees in hand, these soon-to-be professionals hold the knowledge and technologies needed to solve real-world problems and improve standards of living — not just in the United States, but also around the world.

More than 7 billion people around the world rely on STEM to solve rapidly increasing problems related to climate change, contamination, and food and water shortages. Combating these global issues requires the ability to see from multiple perspectives and the skills to bridge cultural divides.

As early as grade school, students are learning about the international nature of STEM efforts, from global warming to sustainability, and about the destinations far beyond U.S. borders that are leading the way. Take renewable energy: Denmark leads in wind power, Iceland in geothermal energy, Germany in sustainable architecture, Japan in solar, Costa Rica in hydroelectric power, Africa in rural water management and irrigation – the list goes on and on.

What it all comes down to is the fact that, to be cutting-edge or even just competitive, STEM works best with an international understanding of research and how to apply technologies and ideas within a cultural framework to make them most effective.

Increasingly, college and high school students are discovering that the best way to gain this critical international understanding while honing their skills in their chosen field is to combine their STEM curriculum with study abroad.

Take a look at a few examples. STEM students today can study conservation and marine biology in the island nation of Bonaire, home to one of the Earth’s most diverse and pristine marine habitats. But make no mistake; this is no beach vacation. Students on a tropical marine ecology and conservation program go on 35 scientific dives as part of their coursework. They collaborate on research projects with the Bonaire National Marine Park and other institutions, then present their findings to the public. Students even submit their findings to the student scientific journal, Physis: Journal of Marine Science. All this while immersing themselves in the local culture and deepening their appreciation for the impact their work can have.

Alternatively, engineering students might opt to spend a semester in the United Arab Emirates (UAE). Home to incredible engineering feats, like the Burj Khalifa (the tallest tower in the world) and Palm Jumeirah (a man-made, palm tree-shaped archipelago), the UAE is the perfect place to learn about engineering, the Arab world and the global economy. There, students refine their Arabic language skills, and witness the daily intersection of traditional values and modern realities firsthand. They also go on excursions that illuminate their understanding of the region, alter their perspective of the world and match experiential learning with coursework. . . . .


Harvard University: Viking Studies in Denmark

Harvard University:

Viking Studies in Denmark


  • Harvard University


More Is Better: The Impact of Study Abroad Program Duration

“More Is Better: The Impact of Study Abroad Program Duration”

by Mary M. Dwyer via “Institute for International Education of Students

I n t r o d u c t i o n
Conventional wisdom in the study abroad field has held that more is better; that is,
the longer students study abroad the more significant the academic, cultural development
and personal growth benefits that accrue. The standard assumption is that meaningful
advancement in language learning and other academic disciplines using a
culture-specific pedagogy requires at least a full year of study abroad.
During the past 16 years, due to a variety of academic, social, college policy and
economic reasons, national study abroad enrollment trends have been moving toward
significantly fewer students studying abroad for a full year. Although the aggregate
number of students studying abroad has increased dramatically, a 232% increase from
1985-86 through 2001-02 (IIE, 2002), the data show a steady decline in the number
of students studying abroad for a full academic year. In 1985-86, for example, 17.7 %
of U.S. students studying abroad studied for a full year whereas in 2001-02 this
percentage had declined to 7.8%. Moreover, these same data show that the largest
enrollment growth since 1990 has occurred in programs that are less than one academic
quarter in length, growing from 36% of the total study abroad enrollments in 1985-
86 to 49% of such enrollments in 2001-02. Figure 1 illustrates the sharp decline in
full-year enrollments in Institute for the International Education of Students (IES)
programs across the decades, from 72% of those who studied with IES in the 1950s and
60s to only 20% in the 1990s.

While the benefits of full-year study abroad are strongly embraced by study
abroad professionals, there is a dearth of quantitative research supporting a correlation
with positive outcomes. Resources are available which measure the number of students
who study abroad by term lengths, most notably the Institute for International
Education’s (IIE) Open Doors. Descriptive articles have been written about the benefits of
studying for a full year over shorter term lengths. Numerous studies (i.e.: Barnhart &
Groth, 1987; Carsello & Creaser, 1976; Flack, 1976; Hensley & Sell, 1979; IsabelliGarcia,
2003; James, 1976; Kuh & Kauffman, 1985; Marion, 1980; McEvoy, 1986;
Morgan, 1972, 1975; Pfnister, 1972; Salter & Tefer, 1975; Stauffer, 1973) investigate
the effects of studying abroad on a variety of student values, academic competencies
and interests. None of these studies attempted to measure longitudinal impact; most
had relatively small sample sizes, and reported inconsistent findings. Also, sustainability
of results was not addressed in these studies.
A search of the literature netted nine other empirical studies that correlated
length of study with longitudinal outcome measures (Akande & Slawson, 2000;
Biligmeier & Forman, 1975; Dwyer, 2004, 2004; Dwyer & Peters, 2004; Nash, 1976;
Ruhter McMillan & Opem, 2004; Steinberg, 2002). Six of these nine studies were
conducted by researchers at IES, who sampled from the same alumni population.
S t u d y D e s i g n
This study, conducted by IES in late 2002, was designed to measure the longitudinal
correlations between specific program features—language study, housing choice,
duration of study, enrollment in foreign university courses, participation in an internship or field study, among others—and a variety of student outcomes. A 54-year-old,
not-for-profit, academic consortium, IES regularly conducts formative and summative
evaluations of its programs, surveying students both during and immediately after
their study abroad experiences. This longitudinal study was undertaken with the
intent of comparing end of academic term evaluation results with longitudinal results.
Only through such a retrospective longitudinal study could the sustainability of
results, the effects of program design, and the impact of shifts in student participation
patterns be assessed.
For a variety of reasons, this study presents unique merits. First, the IES alumni
pool provided an opportunity to draw upon 50 years of data. IES estimates that it has
educated over 45,000 students. Second, the size of the pool of study abroad alumni to
survey (17,000: available, current addresses) was much larger than most college or
universities’ study abroad enrollments during the same 50 year period. Third, the
range of types of programs and locations was useful for statistical analyses and comparisons
across educational models and cultures. Throughout the 50 years, IES has offered
25 programs located in 14 countries, in multiple academic study abroad models, from
“island” programs to hybrid to direct enrollment and full immersion. Similarly, the
housing arrangements for students represented the full spectrum of opportunities from
dormitories to home stays to apartments.
The number of years of data, the number of different locations, the variety of
academic models and housing arrangements used, and the size of the alumni pool
allowed IES to isolate and assess the longitudinal impact of specific program components
for large enough sample sizes to make the results statistically valid and reliable.
Few other organizations have the sustained history of programming necessary to replicate
these study features.
In 1997, IES established the IES Model Assessment Program (The IES MAP®), a
set of guidelines for developing and assessing study abroad programs by using these
categories: student learning environment, intercultural development, resources required
for academic and student support, and program administration and development. The
end of term student satisfaction survey, a 2000 pilot survey, as well as the 2002 survey
for this study, were designed using the categories of the IES MAP®.
In 1999, a pilot study was conducted with a limited sampling of 10% (2100)
of the IES alumni population (Akande & Slawson, 2000). This survey achieved a
response rate of 44% (707 respondents), after factoring in the undeliverable surveys
due to outdated addresses. There were many responses to a number of open-ended
questions asking respondents to characterize the impact of study abroad on their lives.
These data were used to expand and refine the questions used in the retrospective
longitudinal 2002 survey.

The 2002 survey consisted of 28 questions, many of which had numerous
sub-questions. The questions were divided into 3 types: basic demographics, impact of
key study abroad elements, and impact of study abroad on select behaviors, attitudes and
specific achievements. The survey results are reported across five areas: general findings,
academic attainment, intercultural development, career impact and personal growth.
Within each category respondents answered between four and seven questions
asking them to rate, on a 5-point Likert scale, the impact of their study abroad experience
on a specific developmental measure. Several other questions asked respondents to
provide information on specific behaviors since studying abroad, such as the frequency
with which they used a foreign language, whether or not they had worked or
volunteered in an international capacity since studying abroad, and the highest academic
degree they had obtained.
The survey was sent to 17,000 alumni who studied with IES for varying term
lengths between the academic years of 1950-51 and 1999-00. More recent alumni
were not surveyed because less time had elapsed since their study abroad experience,
making sustainability of impact difficult to assess.
An overall 25% response rate (3723 of the 14,800 alumni current addresses) was
achieved. The 1980s and 90s produced large response rates of 40% and 41%, respectively.
The survey was disseminated by U.S. mail only once because the response rate and
the sample size were large enough to make generalizations. Conducting the study with
an on-line survey would have been much less expensive and it would have allowed for
repeated requests to be made more easily. However, it was assumed that using an electronic
survey would have resulted in significantly lower response rates from the classes of
alumni who studied abroad between 1950 and 1970. . . .