worldviews, and their faith perspectives. Ideally, faculty leaders would teach

such courses to their own groups, though this is not always possible when

faculty remain outside the country for more than one term. Single re-entry

workshops, or later integrative senior seminars in students' various

disciplines, are inadequate to do the necessary work of re-entry and

reconstruction.

4. Church-related colleges with strong international programs also

need to work at multiculturalism on their home campuses in order to reinforce

the learnings overseas. Attention must be paid to developing diverse student

bodies, including international students; students from various Christian

denominations as well as those from other religions and non-religious

backgrounds; students from multiple racial and ethnic heritages; and students

from other underrepresented groups. Integrity with on-campus

multiculturalism helps students better link the multicultural dimensions of

their overseas experience with their college and its sponsoring denomination.

Forums for cross-fertilization of ideas should be sponsored, and cross-cultural

social relationships should be encouraged through the modeling of

administrators and faculty as well as specific programming.

5. In study-abroad programs, on-site supervision by usually-on-campus

faculty members allows for greater integration of cross-cultural learnings.

Overseas, faculty can work sensitively with students as they process their own

heritage and culture in light of their new learnings, helping them

appropriately critique and then reappropriate parts of their religious and

cultural traditions. While students learn a great deal simply by being thrown

into another culture, guided exercises and activities followed by group

processing with faculty facilitation foster much more learning and

integration. Back on campus, through informal or more structured

43