“Education is the most powerful weapon which you can use to change the world” – Nelson Mandela. Butler passionately believes in the power of education, particularly international education, to transform societies, break down cross-cultural barriers and foster intergroup dialogue. Her pathway to international education began in high school as a global youth volunteer participant in an international exchange program, which inspired future international education efforts pursuing studying, volunteering, and working abroad in over 25 countries.
Prior to joining MIIS, Butler worked as a practitioner in academic and international affairs, with an emphasis in education abroad. Butler held positions working in international education at Arizona State University, CEA Study Abroad, and worked abroad with the U.S. military as a civilian youth counselor in the K-12 sector. At CEA, Butler managed academic operations for nine academic centers around the world that enrolled thousands of U.S. college students pursuing education abroad. Butler has been actively engaged in the Forum on Education Abroad for over a decade, and serves as a Standards of Good Practice Trainer, a Quality Improvement Program Reviewer and has been a member of several Forum working groups and committees to advance the Standards of Good Practice and the field of Education Abroad. Butler is a member of Diversity Abroad’s Research & Scholarship Working Group and Butler also served as a Trainer in NAFSA’s Management Development Program. Dr. Butler has taught courses at the undergraduate, masters, and doctoral level since 2004.
Courses offered in the past two years.
- Current term ●
- Upcoming term(s) ○
This foundational course will introduce students to the breadth of the international education field. Course content will emphasize fundamental principles of international education through a focus on seminal literature in the field. Additionally, the course will emphasize exploration of career specializations through interactions with practitioners and individual course assignments.
Spring 2019 - MIIS, MIIS Winter/J Term only, Spring 2020 - MIIS, MIIS Winter/J Term only
Logic Model Framework
This course will introduce students to the purpose and practice of utilizing logic models for design and assessment in the international education context. This course, taught in a weekend workshop, will emphasize fundamental principles and utilization of Theory of Change and the Program Logic Model. Logic Models are further developed and utilized in the IEM degree program and will specifically compliment your assignments in IEMG 8510: Design and Assessment.
Spring 2019 - MIIS, MIIS Workshop, Fall 2019 - MIIS, MIIS Workshop, Spring 2020 - MIIS, MIIS Workshop
Through reading of the literature and extensive interactions with practitioners, students will explore study abroad models, student advising, orientation programs, financial aid issues, challenges of academic credit transfer, benefits of study abroad, faculty-led programs, risk management strategies, institutional partnership establishment, and growth of the work/intern/volunteer abroad sector.
Spring 2019 - MIIS, Fall 2019 - MIIS
While undertaking an approved professional practicum in the International Education Management field, students will be responsible for rigorous academic performance, equivalent in quantity and quality to the requirements for equivalent on-campus coursework. Students will demonstrate their application of theory to practice through completion of multiple deliverables.
Fall 2019 - MIIS
This course builds on IEMG 8610 Education Abroad Management (which you must take prior to or concurrently with this course). Advanced Topics in Education Abroad explores weekly topics related to professional competencies in the field of Education Abroad. Students will practice strategic thinking skills needed for leadership roles in the profession.
Spring 2019 - MIIS, MIIS First Half of Term
Areas of Interest
Butler’s teaching and research interests center around themes of student development, intercultural development, access & equity and international education. Butler brings an interdisciplinary perspective that draws from psychology, education, diversity and intercultural studies to explore how high impact practices, with emphasis on diversity and global learning, enhance student learning and development. Butler’s teaching practices often include problem and project-based learning to deeply connect students with real-world challenges. Butler also teaches a winter-session course in conjunction with the Middlebury School Abroad in Madrid, Spain, that examines international education from the host community perspective. Butler’s research examines student learning and development and extends into pedagogy, program design, and assessment – critical aspects that must be present to create intentional and engaging environments that lead to learning and development. Butler enjoys preparing equity-minded rising practitioners to deeply understand theory and standards in order to challenge current paradigms, apply theory-to-practice, and contribute to advancing the field of international education in meaningful ways. Butler’s recent research projects include: 1) Undocumented Student Participation and Education Abroad; 2) Cultural Transitions Project: Challenging the Culture Shock Paradigm; 3) Selfies & Snowplows: Engaging Parents to Enhance Student Learning Abroad; 4) Growing our pipeline: K12 Education abroad; and 5)International Education Framework of Practitioner Archetypes.
Ed.D., Educational Leadership & Policy Studies in Higher Education, Arizona State University, Arizona
M.Ed., Higher & Postsecondary Education, Arizona State University, Arizona
B.A., Psychology & Spanish, Cornell College, Iowa
Certified Education Abroad Professional, Forum on Education Abroad
Experiential Education Certification, National Society of Experiential Education
Publications: Select Publications Include
Butler, P., Madden, M. & Smith, N. (2018). Undocumented Student Participation in Education Abroad: An Institutional Analysis. Submitted to Frontiers: An Interdisciplinary Journal of Study Abroad. Available online at: https://frontiersjournal.org/wp-content/uploads/2018/04/Butler-Madden-Smith-XXX-2-Undocumented-Student-Particpation-in-EA.pdf
Butler, P. (2017). Program Models (Ch 4) in NAFSA’s Guide to Successful Short-Term Programs (3rd Edition). Edited by Spaeth, C. and Chieffo, L. Available at https://shop.nafsa.org/detail.aspx?id=2066
Butler, P. (2017). A Review of Assessing Study Abroad by Elizabeth Brewer and Vic Savicki. Frontiers: An Interdisciplinary Journal of Study Abroad. Available at: https://frontiersjournal.org/wp-content/uploads/2017/11/BUTLER-Book-rev…
Butler, P. & Punteney, K. (2017). The International Education Framework of Practitioner Archetypes: History and Development. NAFSA Research Symposium Series, v1. Available at: https://shop.nafsa.org/detail.aspx?id=140E
Butler, P. (2016) A Review of Deardorff’s Demystifying Outcomes Assessment for International Educators. Journal of International Students, v6(1), pp 322-324. Available online: https://jistudents.files.wordpress.com/2015/11/19.pdf
Butler, P. as part of the Forum Data Committee (2016). Forum on Education Abroad Data Committee (2016): 2015 State of the Field Survey Report. Available online: https://forumea.org/wp-content/uploads/2014/08/ForumEA-2015-State-of-th… - Note: This was a joint publication effort by the members of the Data Committee. Butler authored several sections and provided an editorial review.
Butler, P. (Feb 2016). International Educators and Recent Campus Protests. Blog Contributor. IELeaders.net. Available online: http://www.ieleaders.net/archive.html
Butler, P. (Feb 2015) Student Development and Study Abroad: Some Missing Links. Blog Contributor. IELeaders.net. Available online: http://www.ieleaders.net/archive.html