This chapter addresses ways college union professionals can establish partnerships and strategies for establishing fundraising and philanthropy initiatives within their organizations.

The chapter discusses learning that has resulted from selected international professional development experiences.

As colleges seek to increase global knowledge within its students, it is important that faculty members are also offered opportunities to increase their own knowledge of global issues. This chapter discusses faculty development models for seminars abroad and how these seminars encourage the development of unique global study programs.

This chapter provides a historical and practical background on the evolution and responsibilities of administering study abroad programs for U.S. college and university students.

This chapter examines ways to create conditions for inclusivity within college unions.

This chapter provides a global perspective on today's college unions.

This chapter summarizes the information shared in the sourcebook and provides a sense of how study abroad staff might further develop and improve the programs offered to their students.

This chapter provides an overview of key concepts a senior student affairs officer should take into account with students studying overseas. The importance of partnerships with on-campus offices is also discussed.

This chapter discusses aspects of preparation for students who will study abroad, suggests topics that should be covered, and speaks to issues involved with cultural immersion.

This chapter provides a practical background to the health and safety risks and challenges for U.S. colleges and universities and other program providers. Potential risks, field-based guidelines, good practices, and resources to support the management of risks by study abroad offices will be covered.

This chapter surveys WNS findings that explored how "at-risk" identities affect students' educational outcomes and offers advice on how to ensure the success of these students.

This chapter explores how students' interactions with student affairs professionals influence college outcomes with a particular focus on applying findings to student affairs practice.

This chapter synthesizes WNS research that examined moral character and concludes with recommendations for student affairs practice.

This chapter uses findings on integration of learning from the qualitative portion of the WNS to discuss how students make connections between skills, ideas, and knowledge across contexts.

This chapter explores the meanings of "scholar-practitioner" and explores habits of mind that encourage participation in scholarly activities and incorporating evidence in professional practice.