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ERIC Number: ED451779
Record Type: RIE
Publication Date: 2000
Pages: 46
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Internationalization of U.S. Higher Education. Preliminary Status Report, 2000.
Hayward, Fred M.
This report presents an overview of international education at U.S. colleges and universities. It reviews both published and unpublished accounts of curricular and co-curricular undergraduate internationalization. The data suggest that in spite of an apparent national interest in international education, relatively few undergraduates gain international or intercultural competence in college. Foreign language enrollments have declined significantly over the past 40 years, with only 48% of students signing up for any foreign language course during their degree programs, and few attaining even an elementary level of competence. National numbers of students participating in study abroad are low, at about 0.8% of total enrollment per year, and 3% of students during their undergraduate studies. Research suggests that there is a great need for internationalism in curricula, and that the levels of international awareness among postsecondary students are low. Federal funding for almost all postsecondary international areas has declined over the last decade. Data about student attitudes and experiences are lacking, but it appears that U.S. colleges and students regard international academic activity as less important than do their foreign counterparts. The review suggests that the United States has not improved its low levels of participation in international education since the assessment by the American Council on Education in 1986-1987. (Contains 7 tables, 5 figures, and 103 endnotes.) (SLD)
American Council on Education, Fulfillment Services, Department 191, Washington, DC 20055-0191 ($15). Tel: 301-604-9073; Fax: 301-604-0158. For full text: http://www.acenet.edu/bookstore.
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: American Council on Education, Washington, DC.