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This paper summarizes the major conclusions of a four-year study designed to measure the intercultural and second language learning of more than 1300 US undergraduates enrolled at 61 programs abroad. Focusing on the central research question - whether US students learn effectively when left to their own devices while abroad, or whether students perform better when educators proactively intervene in their learning - the paper identifies a series of program design elements and learner characteristics that are significantly associated with gains in intercultural learning abroad. The Georgetown Consortium study provides significant evidence that most students benefit through enrolling in programs abroad that are intentionally designed to promote their intercultural learning (that is, programs that feature key design features that are strongly associated with student learning). In documenting important gender-based learning differences (as measured by the pre- and post-test Intercultural Development Inventory, the study's male students made no more progress in their intercultural learning than did control students at campuses back in the US, while female students did show significant gains), the study also argues that focusing intentionally on learning abroad is especially important for male students. [ABSTRACT FROM AUTHOR]

As the US student population becomes increasingly diverse, teacher education programs need to enable prospective teachers to meet the varied needs and expectations of students and families, while simultaneously creating viable classroom communities. Learning opportunities, such as travel and teaching abroad and the perceptions of 'otherness' this creates, lead to new perspectives regarding human differences. Such experiences, if wisely structured, can rectify misconceptions and reverse stereotypes. This paper explores the impact of teaching-related travel on novice teachers' cultural understanding and professional identity. The paper discusses how prospective teachers challenge their perceptions of their professional self through international field experiences. The goal is to begin a discussion that explores the internationalization of teacher training to the end of creating globally aware and culturally sensitive educators and students. [ABSTRACT FROM AUTHOR]