afternoon conference sessions 3:45-5pm Brother, can You paradigm? Thoughts on the poverty of language in education abroad Scott G. Blair (CEA Study Abroad), Michael Woolf (CAPA International Education) When thinking about models of education abroad, shouldn’t we first reconsider the words we use and abuse when talking with students, colleagues—and ourselves!—about the endeavor of education abroad? This whimsical yet serious session questions whether better English usage might make for better thinking, teaching and learning in education abroad. The digital dialogue: The ups and downs of Technology in study abroad Tessly A. Dieguez (University of Florida), Kyle Rausch (Arizona State University), Angela D’Antonio (Wesley College), Victor Greto (Wesley College), Jack Barnhardt (Wesley College) How should education abroad professionals adapt to today’s digitally-empowered college students? Is ‘meeting students where they’re at’ technologically always a good idea? This session will explore the research surrounding the positive and the negative sides of technology usage in education abroad, and present guiding questions for spirited group dialogue. enhancing student success in The Global space: integrating study abroad and career development education Trudy Steinfeld (NYU Wasserman Center for Career Development), Janet Alperstein (NYU Office of Global Programs), Eric Sneddon (NYU London), Lindsay Unger (NYU Wasserman Center and Office of Global Programs) An interdepartmental panel of university administrators will discuss a changing paradigm of career development, which has formed around a model of work and integrated learning in study abroad programs. Discussion will revolve around the strategic vision, methodology, and outcomes in place to help students achieve their academic and professional goals. evolving paradigms in risk assessment Jason Patent (Hopkins-Nanjing Center), Andrea Custodi (Alliance for Global Education), Mark Lenhart (CET Academic Programs) Risk assessment is a vital part of education abroad, but the processes by which we determine and understand risk are not necessarily straightforward. How has perception of risk in education abroad evolved since 9/11, and what new paradigms for thinking about and managing risk might be on the horizon? 14