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Faculty-led international programs are widely considered to be a highly engaging and effective means to enhance students’ learning in geography. While international programs hold great opportunity for students’ academic and personal growth, actualizing their potential calls for balancing the logistics with a purposefully constructed curriculum. This article presents a curricular framework which applies the straightforward, time-tested learning model originally delineated by Bloom and subsequently updated and adapted by others, into the naturally occurring phases of a faculty-led international program. The framework, while simple in design, provides a clear means to encourage impactful learning within a short-term course.

This paper presents the results of an online survey administered to chairs of American departments of geography to ascertain current trends and perceived value of international faculty-led field courses within their departments. The majority of reporting chairs indicated increased field course offerings over the past decade most often resulting from increased faculty interest in teaching these courses. Chairs attached a high value to such courses in enhancing students’ academic and personal growth. Despite the value placed on these courses, few departments require them for a geography degree or have an instrument to assess course learning outcomes.

Publisher Summary This chapter focuses on specific personality disorders. Many theorists assert that personality dimensions such as extraversion sit at the top of a hierarchy composed of behaviors, constructs, and traits, and that each dimension is a continuum, with problematic behaviors occurring when an individual falls too far at either end of the continuum. From a behavior analytic perspective, the concepts of traits and personality are not as useful as identifying the contextual factors maintaining an individual's behavior. A functional analytic account makes use of the principles of learning to explain how particular behavior patterns become pervasive, inflexible, and long standing. Behaviors are pervasive if they occur across a variety of contexts. This suggests that the contexts in which the behaviors occur contain similar discriminative stimuli (SDs), or that many SDs exist for a given maladaptive behavior. Frequent assessment serves to structure, evaluate, and improve an intervention. The goal of an assessment is to understand the interaction between the client and his/her environment and to illuminate the contextual variables that are influencing the target behavior. From a radical behavioral perspective, private events such as thoughts, feelings, bodily states, and behavioral urges are also considered as behavior and, thus, may be targeted and functionally analyzed in the same way as overt behavior.