University College Groningen, in the Netherlands, is one of two Barrett Exchange programs. These programs allow for Barrett students to receive honors credit for their classes while studying abroad. While these programs are intriguing, there are no resources on the Barrett website that provide student accounts of the experiences. For the UCG exchange, there was only a link to the UCG website which was not extremely helpful for getting an understanding of what you will truly be getting yourself into while abroad. The solution that was decided upon was to create a vlog website for Barrett students to use as a resource when looking into the program. The site contains both person experiences from students, as well has helpful tips and tricks of how to maneuver your stay in the Netherlands. Overall, there were 8 videos created and 9 posts that can be used as resources for future Barrett students. The ‘Who are We?’, ‘Why a Barrett Exchange?’, ‘First Impressions and Adjusting to the Dutch Lifestyle’, and ‘Welcome Weeks’ posts contain testimony from two other Barrett students and myself who went on the exchange during the Fall, 2018 semester. The ‘Vistmarkt’ and ‘UCG Tour’ posts contain videos that show students places they will be able to venture to in the Netherlands. The ‘Travels Tips’ and ‘UCG Curriculum’ posts contain videos that have numerous tips for students who choose this exchange as their study abroad program they wish to participate in. The final post is called ‘Next Steps’ and it is meant for future students who wish to update and extend the knowledge that is presents on the website so that students can get the most up-to-date information. This website was created to give Barrett students a better understanding of the life-changing experience they are about to embark on.

Global citizenship is a term that is popularly used in today's society, especially in educational institutions. I believe that many of us are not properly educated about its history and context. As a result, the term is widely misused. My intense interest in people around the world and how we are all connected in some form led me to explore the underlying meaning of the term "Global Citizen". This topic is relevant as it will create a clearer insight for students into the generically used term "Global Citizen" and will help people understand the appropriate use of the term. I incorporated research gathered from Arizona State University partners while I was studying abroad at King's College London, examples of how Arizona State University promotes global citizenship, and my personal experience of evolving into a global citizen. I have researched what the term means to international professionals, organizations, and myself, and the benefits and obstacles of being a "Global Citizen".

The purpose of this paper is to investigate the role of socialization in observed gender differences in emotional regulation. Drawing on a wide range of research regarding emotion, emotional regulation, and socialization, it is evident that the way in which boys and girls are taught to handle their emotions is not the same. Parents typically utilize an emotion-coaching philosophy with their daughters, and an emotion-dismissing philosophy with their sons, which may have detrimental consequences for the emotional regulation of boys and men. It is likely that gender differences in the socialization of emotional regulation stem from deeply rooted gender-emotion stereotypes within Western cultures. These gender-emotion stereotypes yield negative consequences in both the lives of men and women and are still to this day being reinforced by emotion socialization. This paper has implications for parents, teachers, therapists, and other individuals or professionals dealing with students, children, men, or women struggling with or learning about emotion.

"Baba Aruki: A Walk Down Baba Lane" will introduce the reader to scenes from my study abroad at Waseda University in Tokyo, Japan. The reader will experience the whirlwind nature of study abroad, the complexity of Japanese culture, and vicarious nostalgia for a place, time, and group of people now far removed from my daily life. I invite you to join me on this journey into my time in a different world. (Please note: turn on "comments" in the pdf file.)

This thesis, entitled "A Community Perspective on Alcohol Education," was conducted over a ten month period during the Spring 2014 and Fall 2014 semesters, composed by Christopher Stuller and Nicholas Schmitzer. The research involved interviewing twelve professionals from Arizona State University and the City of Tempe to gather a holistic view on alcohol education and alcohol safety as it involves the students at ASU. Upon completion of the interviews, recommendations were made regarding areas of improvement for alcohol education and alcohol safety at Arizona State University. These recommendations range from creating a mandatory alcohol education class to passing a Guardian Angel Law to creating a national network of alcohol education best practices. Through this thesis, the authors hope to prevent future alcohol related injuries, deaths, and tragedies. For the final display of this thesis a website was created. For the ease of reading, all information has been presented in text format.

The Culture of Study Abroad is a pre-departure resource for prospective American study abroad students. This resource exists in the form of a multimedia website containing expert advice, helpful resources, and true stories of American students and faculty directors who have studied abroad. Through creative non-fiction storytelling, interviews, research, and photographs, readers are encouraged to take full advantage of studying abroad as a way to expand their global knowledge and understanding. This website offers advice on the topics of cultural observation, homestays, traveling while abroad, safety, and foreign language, in an attempt to better prepare students for the unique cultural experiences awaiting them abroad. Visit the website: www.thecultureofstudyabroad.wordpress.com

"The Legal Adventures of Frankie and Rosie" is a creative project that explores the nontraditional format of comics to express creative nonfiction. The project is a set of 30 independent comics that focuses on two primary college-going students who are based off of the authors. The characters, Frankie and Rosie narrate their stories through dialogue. The authors use this narrative model to archive their college experience at ASU. Representing creative nonfiction through comics yields an amalgamated format that can be challenging for both the writers to produce as well as for the readers to consume. Ultimately, the project serves as an attempt to test whether or not the comic medium can stand by itself as an appropriate format to express creative nonfictional narratives without becoming a diluted combination of its purer predecessors.

This paper is an examination of my own personal experience living and studying abroad in Scotland and how this experience relates to the concept of tourist versus traveler. The concept of tourist versus traveler is found in many different work of travel writing. Paul Fussell described the tourist versus traveler idea best. Travelers, according to Fussell, "learn not just foreign customs and curious cuisines and unfamiliar beliefs and novel forms of government, they learn, if they are lucky, humility." The aim of this project is to look at the differences between a tourist and a traveler is reference to my own personal experiences studying abroad. After spending a semester living and studying in Scotland I noticed that my behavior had changed, becoming more likely to try new things and immerse myself in Scottish society, instead of seeing the important historical places. I spent five months living in Scotland and during this time I noticed that the more time I spent abroad the less I wanted to do the tourist traps and the more I wanted experience Scotland through the parts of the country most generally would not see. My paper moves from my experience as a tourist to later in the semester when I had been living there for a while. This work can also be used to examine what living and studying abroad is like for students. Different countries have different ways of handling education and this work can help highlight these differences.

Inspired by my own experiences, I began this study to examine students' cultural engagement while studying abroad. Students' motivations to study abroad vastly vary and no two experiences are the same, due to the multitude of factors involved. Study abroad program providers and organizations frequently cite intercultural competence as a vital skill in the 21st century for all young professionals to build, and is often a goal of students to develop through their study abroad experiences. Before departure, some students may have a romanticized, grand vision of integrating themselves in a foreign culture and learning the language. Upon arrival, reality may prove to be quite different and students can get swept up in the novelty of living in a new environment and traveling with their new American friends from the same program. The vision of intercultural competence and foreign language acquisition gradually fades when realizing just how difficult they both are to achieve, especially in such a short time period. My hope is that this study can highlight issues that returned students of study abroad programs faced while abroad and can provide valuable insight for future study abroad participants into how to become more immersed in their host culture. By creating awareness of the merits of intercultural competence and the methods to develop it through study abroad, future students can become better equipped to have a more enriching experience. https://cultureasustudyabroad.wordpress.com/