Two foreign teachers, one from Columbia, one from Ghana, were made available to a school for a whole year at modest cost under a program, Volunteers to America. They added variety and sparked enthusiasm in several subjects. (NH)

Briefly described is an extension workshop conducted in the United States to help home economists from other countries adapt and translate nutritional principles to their respective cultural circumstances. Included is a description of the workshop's curriculum objectives and content. (SB)

Underscores community colleges' responsibility for international/general education. Assesses the impact of foreign student enrollments, foreign tourists, and global society. Reviews Brevard Community College's international/intercultural education programs. Stresses the relationships of transcultural education with general education and of faculty…

Describes the International Sibling Program at Lewiston-Porter High School in Youngstown, New York. Notes that 10 "sibling schools" in eight countries participate by exchanging faculty and students. Suggests that the program has given students, staff, and the community many opportunities to interact with the real world. (RS)

Asserting that liberal education initiatives are proliferating around the world, along with other globalizing trends, discusses how this trend requires a new understanding of reciprocity between U.S. institutions and developing countries and a rethinking of study abroad programs and collaborative initiatives. Describes such initiatives at Bard…

Discusses the teaching of psychology at the Tallinn Pedagogical Institute in Estonia (Soviet Union). Suggests that teaching occurs without textbooks, library books, handouts, copying machines, or office meetings with students. Reports that students' views of intergroup relations were unlike the views of Western students. Concludes that much of…

In this paper I examine the difference between a multicultural curriculum and an intercultural one. I argue that such a distinction is important because it helps teachers in universities and colleges to move beyond the canon debate and its politics, and focus on the more fundamental task of fostering intercultural thinking. I assert here that…

This article reports on the findings of the World Studies Data Bank concerning the state of study-abroad and exchange programs in American colleges and universities from 1967 through 1974. Percentage of student participation, funding, and student-faculty ratios are central topics of discussion. (CLK)

A taped panel discussion of six first-year American teachers who did their practice teaching in British infant schools is presented. (BRT)

Describes the Human Resources Research Organization workshop that teaches Americans how to recognize cultural influences in their own thinking and thereby improve intercultural communication skills. (Author/PG)

Discusses the need for U.S. community and junior colleges to think more seriously about the role they play in international education, and to prepare themselves for training additional foreign students. (PG)

In speaking to the American Association of State Colleges and Universities, the author expresses the need for an intercultural dimension in all curricula and suggests goals to strive for in an effort to enrich not only specialized international studies but all subjects and grade levels. (JH)

At the University of Minnesota role playing and simulation exercises were used in a new orientation program for foreign students. The goal was to help the foreign student define the roles he feels are important and to learn whether his solutions to problems are appropriate to his new culture. (Author)

A discussion of the kinds of research and development activity that must occur if communication between cultures is to become a reality. (Author/HB)

This monograph consists of numerous short articles that discuss the system of international education in the Netherlands, its development and history over the past 25 years, and the experience of third-world students who have participated in the program. Section 1 presents general information on the Dutch international education system and how it…