This study builds on education abroad, global citizenship and academic development literatures by assessing the extent to which embedding brief international travel experiences into residentially-taught courses enhances academic development and promotes global citizenship. Such faculty-led, education abroad programs are referred to as "embedded programs". Grounded in Transformative Learning Theory, the study addressed two primary research questions: (1) to what extent does participation in embedded education abroad programming mediate changes in students' global citizenship, and thereby, social responsibility, global competence and global civic engagement; and, (2) to what extent does participation in embedded education abroad programming enhance academic development, specifically with regard to academic self-concept and academic self-efficacy? A quasi-experimental study utilizing a nonequivalent control group design was employed to address these questions. Statistically reliable and valid scales were developed to measure academic development and global citizenship. The results show that the embedded and match courses varied with regard to their overall mean scores for global citizenship and academic development and in the pattern with which they change over time. Students in the embedded courses had significantly higher pre-test and post-test mean scores for both global citizenship and academic development. Both samples showed positive increases in global citizenship over time, but only the students in the match courses showed significant change. Neither sample showed overall positive change toward academic development, but students in the embedded courses did show increases in academic self-efficacy. Additionally, the study scrutinized widely-held assumptions of the traditional education abroad student profile by more accurately accounting for previously underrepresented or unacknowledged populations. In particular, the study focused on the extent to which financial need, first-generation status, and heritage impact education abroad choice and in what ways these and others populations participate in education abroad programming. To do so, a comprehensive, four-year enrollment analysis of all degree-seeking Pennsylvania State University students who studied abroad in academic years 2005/06, 2006/07, 2007/08, and 2008/09 was conducted. The findings show that education abroad program type does in fact appeal differently to particular student populations. Males, minorities, first-generation, non-traditional students, and those with greater financial need are disproportionately represented in embedded programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]