Program Development and Delivery

Four words encapsulated the theme of Randy Woodson’s installation in 2010 as the fourteenth chancellor of North Carolina State University: “Locally responsive. Globally engaged.” The message was woven throughout the “Pathway to the Future” strategic plan that was quickly produced on Woodson’s watch. More than a catchphrase, it has become a compass for colleges, deans, and faculty at the 127-year-old, land-grant institution.

It remains a source of pride that the university has extension offices in each of North Carolina’s 100 counties, but now it also touts strategic partnerships with 20 universities on four continents, culled from a roster of hundreds of memoranda of understanding (MOU). International enrollments have surged to more than 3,400, including hundreds of undergraduates, once few and far between. The Office of International Affairs (OIA) is growing, too, and working more closely with student life, housing, and other units to better serve the newcomers. In part by trimming administrative bloat and consolidating programs, Woodson and Provost Warwick Arden husbanded the resources for an $18 million Faculty Excellence Program to hire 48 interdisciplinary faculty to work in clusters to address “the global grand challenges of society.”

“There was a lot of pent up energy when I got here,” said Woodson, a former Purdue University provost who began his career as a horticulturist studying how Israel grew fruits and vegetables in the desert. NC State, like Purdue, is an engineering bastion. On a campus with 34,000 students, nearly 9,000 are pursuing engineering degrees, including half the international students. One thing that surprised the chancellor upon arrival in Raleigh was that only 10 percent of the student body was from outside North Carolina, far below the 18 percent cap enshrined in state law. “Why aren’t we at 18 percent?” Woodson immediately asked. The response was that the university did not get to keep any extra tuition revenue from enrolling more outsiders. “I said, ‘I don’t care. It’s important for the reputation of the university, it’s important for the experience of students from North Carolina to study side by side with kids from Korea, China, India, and Indiana.”

Shrey Satpathy, 19, a sophomore nuclear engineering major from New Delhi, India, quickly made his presence felt on campus, winning selection at the end of freshman year as a Caldwell Fellow, a leadership program, and also capturing a $50,000 prize in a statewide technology competition. He and a classmate proposed a way for new public school teachers in North Carolina to share and evaluate lesson plans online; the prize money is to make that a reality.

Satpathy sees nothing unusual in an international undergraduate’s immersing himself in the problems of U.S. public schools. “I don’t consider myself an outsider. I consider myself more of a global citizen,” he said, and besides, “when you start something, it has a ripple” effect that could help teachers far beyond North Carolina’s borders.

Bringing International Programs to the Fore

Bailian Li, vice provost for international affairs, said the new strategic plan and the buy-in from all 12 colleges has truly made his office “the center for global engagement. We play the leadership role.” When Li arrived in 2006, the Office of International Affairs had a 16-member staff. Now it numbers 40. Political scientist Heidi Hobbs, who directs a popular master of international studies program, said, “International used to be, ‘Oh yeah, that’s them over there and they’re doing something international.’ Now it’s moved from the periphery to the central mission of the university.”

Funding is one reason the Office of International Affairs cuts a larger figure. It has $120,000 to spend each year to fund joint faculty research and education initiatives with those 20 strategic partners. The sum includes $35,000 in seed grants to faculty to promote collaborations. Li said his office has funded more than 40 international projects since 2011 and more than half these faculty have gone on to win additional support for their work.

Veterinary professor Siddhartha “Sid” Thakur used his $5,000 seed grant for a pilot project to monitor food-borne pathogens in meat sold in two states in India, a country with no such monitoring system. He enlisted hospitals and veterinary colleges for the effort in his native land. “That seed grant gave me money to go to India, talk to these people, and then write a bigger grant,” he said, which came in the amount of $100,000 from the World Health Organization. Thakur, a former Food and Drug Administration scientist, said, “I cannot solve drug resistance issues in North Carolina alone. How quickly these pathogens move around the globe is amazing.” Two Indian agricultural ministry officials have visited NC State, and Chancellor Woodson paid a return visit last year.

Tourism professor Duarte Morais, another seed grant recipient, has conducted research and worked with villagers in Tanzania, the Philippines, and Indonesia as well as with Native Americans on an extension project in North Carolina to help poor communities reap benefits from tourism. Morais, who is from Portugal, said, “When I applied to come here, I made a pledge to become an engaged scholar doing research and work here in North Carolina as a laboratory for other places in the world, and to teach classes that were engaged locally, but global in nature. That’s the walk I’m walking.”

Textile engineering professor Marian McCord was tapped to direct a new Global Health Initiative. McCord works on bringing affordable sanitary products to women in developing countries. “When your leadership puts global engagement at the forefront, you’re empowered and enabled to work on nonconventional types of research,” she said.

Among the 20 strategic partners are University of Surrey in the United Kingdom and Universidade de São Paulo in Brazil, which have a three-way relationship with NC State that they call the University Global Partnership Network. David Dixon, the international programs coordinator, said each institution committed $60,000 to promote joint research, exchange faculty and students, develop new academic programs, and fuel innovation, entrepreneurship, and technology transfer. In three years they’ve convened six conferences and a dozen workshops and funded 17 research collaborations.

Promoting Study Abroad with Scholarships and a Bus “Wrap”

Twenty percent of undergraduates study abroad, most on short-term, faculty-led programs, and Li and Ingrid Schmidt, associate vice provost and director of study abroad, are shooting for 30 percent. Not long ago only one student in eight studied abroad. “We know that study abroad is what we call a high-impact experience,” said Provost Warwick Arden. “It feeds directly into the success of our students. We’re trying to produce a student who’s prepared for a successful career in a global knowledge economy.”

NC State has made a concentrated push to encourage more low-income and minority students to sign up for overseas study. It mounted a “People Like Me” marketing campaign that featured scores of posters and even a campus bus wrapped with photos of smiling faces of education abroad veterans. The campaign was the handiwork of Schmidt and Joanne Woodard, vice provost for institutional equity and diversity, as part of NC State’s participation in the American Council on Education’s “At Home in the World” initiative. Wrapping the bus—something more commonly done to advertise Wolfpack athletic teams—cost $7,000 but “we got a lot of mileage out of that,” said Schmidt. Woodard said they discovered “a natural synergy” between the international and diversity offices. Schmidt agreed, saying, “We can greatly enrich each other.” Advertisements alone don’t do the job. Schmidt’s office dispensed $225,000 in study abroad scholarships in 2012–2013.

The Study Abroad Office began offering Global Perspectives Certificates in 2009 to students who complete a mix of study, service, research, or internships abroad, engage in international activities on campus, and make a final presentation on their experiences. Ninety have earned the certificate and 375 more are pursuing one. Those requirements were no problem for Janet Nguyen, a senior international studies major who studied in China and founded NC State’s first Asian-interest sorority. Nguyen, who envisions a career working on behalf of children, said new courses such as “Global Perspectives on Sustainable Development” provided her “with a very diverse and unique learning experience.”

Seeking Allies to Serve International Students

Ten years ago, NC State enrolled fewer than 1,600 international students who constituted 5 percent of the student body. Now there are twice as many. While the OIA staff has grown, it is still a challenge to meet all the needs of the growing number of international students and scholars.

When Elizabeth James came on board as director of the Office of International Services (OIS) in 2012, “we were woefully outnumbered in terms of our student-to-adviser ratio. We were about 1,000-to-one … and most of our peers are running around 650 to 700,” she said.

Making a virtue of necessity, her office now works much more closely with academic advisers in NC State’s 10 colleges. It also improved its technological capability, making it easier for students to find answers on the OIS website, and it makes ample use of social media. “We had a bit of a paradigm shift. We were under no illusions that we were going to double or triple our size, so we strategically started working with a lot of the college advisers and our natural partners in the counseling center,” said Thomas Greene, the associate director. James said they recognized that “we can’t be everywhere. By collaborating, we don’t have to be a mini–student affairs division just for international students.”

To attract more international students, NC State launched an intensive English program in 2011. “The first semester we had eight students and two teachers,” recalled Jeong Powell, the admissions officer who started the program. By 2012, there were 161 students and 14 instructors, and to date nearly 120 students have matriculated into degree programs. The Korean-born Powell subsequently became the first full-time director of international admissions and established a pipeline from four top high schools in China and three in South Korea. Associate Vice Provost and Director of Admissions Tommy Griffin twice has flown in high school guidance counselors from Asia to see for themselves what NC State has to offer. “Our campus was ready” for this push, said Griffin. “We really have a lot of advocates in our colleges and all the other offices on campus. They all see a benefit.”

Branch Campus for a French Business School

SKEMA Business School opened a branch on the NC State campus in 2011. The French school brings 300 students a year in cohorts to Raleigh, where it rents a facility amidst not only the engineering school and other colleges, but dozens of high-tech businesses and nonprofits that have set up research shops on the new Centennial Campus. SKEMA, which has three campuses in France and another in Suzhou, China (all classes are in English), boasts that it is one of the few foreign schools with its own U.S. facility and the sole one vested with the authority to process U.S. visas. Most SKEMA graduate students stay for three months and return to France, but some study for a full year. Dean Jacques Verville envisions attracting North American undergraduates who could start in Raleigh “and then move to our campuses in Europe and China. When you have that flow, that’s SKEMA.”

NC State enrolls 220 international business students in its own Poole College of Management, something Dean Ira Weiss calls “phenomenal. They give our students an extra push for their money. They bring a hunger and energy to the table that energizes everybody around them.” Poole and SKEMA already offer dual master’s degrees in Global Luxury Management and more are planned.

The SKEMA students also benefit from an International Cultural Leadership Project (ICLP) that brings hundreds of international students together with NC State undergraduates for workshops, seminars, community service, and social gatherings, from volunteering at food banks to ball games and bowling nights. Volunteers logged more than 900 hours of service in 2013–2014.

The project is run through the Office of International Affairs’ Global Training Initiative, which provides fee-based programs and services for international universities, businesses, and other clients. “The vast majority of our programs are short term and we do a mix, half for professionals and half for students,” said Ilin Misaras, the assistant director. A four-week summer program gives Chinese undergraduates “a taste of graduate school,” Misaras said, and another partnership brings in students from Brazil. It also places international students in internships throughout the technology-rich Research Triangle area. It has given Chinese pharmaceutical executives a short course on FDA drug regulations.

“The challenge for us is to grow beyond just these short-term training programs,” said Misaras, a former broadcast journalist. “Part of our mandate is to help the North Carolina business community. We have connections in China. How can we help North Carolina businesses get there? I think that’s the next step.”

Expanding a Foothold in Prague

NC State explored accepting an invitation from the government of South Korea to open a branch at the new Songdo Global University alongside SUNY, George Mason University, and other foreign universities, but it ultimately declined. “The economy hit us,” said Chancellor Woodson.

Provost Arden said, “We prefer to develop strong relationships with partner institutions as opposed to planting the flag and setting up our own. We  feel that that gives us much more bang for the buck.”

But NC State is considering ways to expand the foothold its College of Design has in Prague, Czech Republic. It has been sending architecture majors to study in Prague during the summer for years and in 2005 that summer program evolved into the Prague Institute, with classes year-round in a thirteenth-century building in the middle of the history-rich city. It was the first overseas branch of any North Carolina university and “we actually had to get the signature of the governor of North Carolina to permit us to rent our own facility,” recalled Dean Marvin Malecha. Woodson calls the Prague Institute “one of our real success stories.” It now offers courses for a broad array of students, and the university is looking at ways to make it a center for faculty scholarship, not just short teaching stints.

For a regional public university in western Georgia that sends barely 200 students a year to study abroad, Columbus State University (CSU) has something that few other U.S. institutions can match: its own house in Oxford, England, and ties with the University of Oxford that allow fortunate Columbus State students and faculty to take classes and workshops there. Five hundred have done so since a retired banker named Kyle Spencer purchased a stately Edwardian home in 2002 and turned the deed over to his hometown university. Spencer House is “pivotal to our planting the flag globally,” said President Timothy Mescon.

Planting that flag is a principal way Columbus State is hoping to keep raising its standards and standing among colleges in the Georgia system. The strategic plan the university adopted in 2013 seeks to foster “a vibrant, globally connected campus culture” that empowers people “to contribute to the advancement of our local and global communities.” Columbus, the third largest city in Georgia after Atlanta and Augusta, is an old textile mill town on the banks of the Chattahoochee River. It lacked a college until civic leaders finally convinced the state to open a two-year institution in 1958; bachelor and master degrees were soon to follow.

Today it is the tenth largest of Georgia’s 31 public colleges and universities. Half the 7,000 undergraduates and 1,400 graduate students come from Muscogee County and other neighboring places along the Alabama border, but more than a third are drawn from elsewhere in Georgia and 1,600 hail from other states. It also enrolls 130 international students. In public higher education, “geography does matter. We are, at the end of the day, in a retail business,” said Mescon, former business dean at Kennesaw State University. He has stepped up recruiting in the metro Atlanta area, 100 miles away, because “that’s where the market is,” and recently added an international recruiter.

The biggest challenge Columbus State faces is not just finding students, but keeping them until they graduate. Only one in eight full-time freshmen who entered in 2007 graduated in four years and 30 percent in six years. A third of students attend college part-time and many are older than traditional age. Nearly half are ethnic or racial minorities. The international push at Columbus State is one of the principal ways the university is seeking to expand students’ horizons. CSU has strong business, computer science, and performing arts programs, the latter housed on a hip, new downtown campus alongside the Chattahoochee, which, thanks to the demolition of two old dams, features the world’s largest urban whitewater course. Some of the rafts bearing tourists and thrill-seekers over the rapids advertise the university logo.

A Strategic Plan and Student Fee Build Momentum for Internationalization

As Neal McCrillis heard the story, when a wealthy local benefactor offered in 1998 to endow a professorship to teach European history, she was told, “We’re not that big. We can’t have one person who just teaches British or French history. We need something broader.” So McCrillis, a British historian, was hired for the endowed professorship both to teach and create a Center for International Education (CIE). “I had a mandate to develop study abroad programs, but beyond that the administration was not really quite sure what the center should be,” he recalled. For years the center occupied a nondescript room in Howard Hall, a classroom building. Today it is in a small building of its own, the International House, in a central location, and while still teaching a few courses, McCrillis is kept busy as CIE’s full-time director.

The scope of international programs grew gradually, then picked up steam when the provost asked the faculty International Education Committee in 2011 to come up with the first comprehensive strategy for campus internationalization. They produced a detailed blueprint for ratcheting up study abroad offerings, curricular integration, faculty development, international student services, service learning, and other international activities.

The timing was right because another panel was already at work on a new strategic plan for the entire university, and several international goals were embraced and articulated in that broader document, including expanding study abroad enrollment by nearly half, tripling international enrollments, offering students the opportunity to earn an interdisciplinary International Studies Certificate, and widening the circle of students and faculty engaged in on-campus activities.

Equally crucial was a decision approved by students in 2011 to add a $14 per semester international education fee. “That gave Neal this recurring revenue source to fund scholarships for study abroad and underwrite faculty exploration in other countries. It’s a critical annuity in support of this globalization that benefits a huge number of students,” said Mescon, who became president in 2008.

CIE now awards upwards of $300,000 a year in grants and scholarships. Honors College students are guaranteed a $3,200 scholarship for study abroad in their junior or senior year. CIE offers “first-come, first-served” study abroad grants of $650 to $1,050 to all comers who commit to signing up for a program. “Our experience over the years is that the grants which cover a quarter or more of the cost make the programs accessible to many more students,” said McCrillis.

Drumming Up Enthusiasm for Study Abroad

Some 200 Cougars study abroad each year, twice as many as a decade ago. “You can’t just sit in the office and wait for students to show up, because that’s not going to happen,” McCrillis said.

“It’s hard work to drum up the number of students you need for a program,” said geography professor Amanda Rees, who has taught courses in Oxford and Belize. Kimberly Lawrence, the study abroad coordinator, deploys student ambassadors to make 200 presentations in classrooms each year, and Rees herself makes the rounds of colleagues’ classes to pitch her overseas courses. “You’re trying to get in front of 300 to 400 students to drum up a handful,” said the British-born professor.

Patrick McHenry, associate dean of the College of Letters and Sciences, said students need to be convinced that education abroad will pay off when they enter the job market. “The more we get that message out to them, the better. Our students are very practical minded,” said McHenry, a Milton and Renaissance scholar who has taught literature classes in Oxford and in Florence and Montepulciano in Italy. “We have to cajole them no matter what.”

Fast Track to an International Studies Certificate

The International Studies Certificate that the faculty envisioned became a reality in fall 2013. Theater professor Becky Becker was put in charge and given an office and assigned half-time to the Center for International Education. The requirements include study abroad or an international internship or service, at least 18 hours of coursework, and a capstone course or research project. Two students completed the requirements and received the certificate on their diplomas in May 2014, including Jason Todd Raley, Jr.

“I had unknowingly already taken all but one of the classes I needed for the certificate,” said the marketing major, who studied earlier in South Korea and Spain and right after graduation went to Costa Rica on a third, short-term CSU study program.

“I just took these courses because I really love internationally themed classes and activities. Being a marketing major, they could help me get in the door to have international ties to my career. I’ll have an edge on some people who may want the same thing, but have nothing else to back them up,” said Raley, the son of a state trooper and forensic accountant.

As a global ambassador for CIE, Raley also used his marketing skills to convince other Cougars to study abroad. “I love getting people to buy into things they normally wouldn’t buy into,” he said. “Every day, when somebody came in here and said, ‘I can’t afford it’ or ‘I’m afraid to fly,’ I’d look at them and say, ‘There are scholarships. You can pay for three-fourths of it with nothing out of your pocket if you do some research and do it right. And flying’s safer than driving.’”

Twenty-seven students so far have taken the required introductory course that Becker teaches; McCrillis credited her with making inroads with faculty in departments across the campus. “That’s really important,” McCrillis said, “so that when a biology student says, ‘I’d like to have the international certificate,’ they get a positive response from their adviser.” (The other certificate recipient was a theater major who researched Nigeria’s spirit culture.)

On top of study abroad and programming on campus, the certificate “provides an important missing piece. It ties all those things into the students’ majors,” said McCrillis, who chairs the USG System Council for International Education.

The Speed Dating Approach to International Conversations

A signature element of Columbus State’s global education efforts is the International Learning Community (ILC), which brings faculty together with students in large numbers to delve into an important issue over the course of a year through lectures, discussion groups, films, field trips, and other activities inside and outside the classroom. Faculty choose a theme each year—migrations in 2013–2014, revolutions and technology in 2012–2013, and “strangers in a strange land” in 2011–2012—and commit specific classes to be part of the ILC, which are marked in the course catalog as “I” classes. Many are classes freshman must take as part of their First Year Community experience, but some are upper division courses and they span a dozen or more disciplines, from art and business to environmental studies and theater. At least 700 students each year take part.

Sixteen evenings a year students come to the International House for snacks and “Global Dialogues,” which are small-group, student-tostudent conversations that Rees, who chairs the International Learning Community, likens to a form of “speed dating.” International students performing service in exchange for their in-state tuition waivers lead the 90-minute dialogues. Students sit at a half dozen tables and change tables every 15 minutes to hear even more viewpoints. “They share a lot and hear a lot. It’s really very intense and, when you read their writing afterwards, it gets very personal,” said Rees, who requires students in her “I” courses to attend three dialogues a semester. Other faculty use them as an opportunity for extra credit.

McCrillis said the dialogues give some students “their first chance to hear viewpoints and attitudes other than those expressed by their Georgia-born and -raised neighbors.”

“Students are genuinely interested. That makes me very happy,” said Vanessa Jackson, a Jamaican graduate assistant at the CIE who earned her bachelor’s degree in biology at CSU. “Columbus State has become much more internationalized since I came in 2009.”

Omovueme Emasealu, 26, a senior computer science major from Nigeria, seconds that. “I think (Columbus State) is becoming more international on a weekly basis,” said Emasealu. He chuckles about classmates’ misconceptions and stereotypes about Africa, but also appreciates how “very open and friendly” Americans are. He still remembers his surprise on his first plane ride to Atlanta when “a lady began telling me her life story. I was thinking, ‘Really? You can do that?’”

Alice Roxana Barno, 28, a pianist from Romania earning a second bachelor’s degree, relishes the mentoring from faculty. “Back home, if you wanted to talk to a professor, you’d better make an appointment three weeks before and do not look him in the eyes,” she said.

A Hands-On Faculty Committee Guides International Activities

With a three-person staff, McCrillis leans heavily on the Faculty Senate’s International Education and Exchange Committee to superintend the international enterprise. Twenty-two people serve on the committee and eight subcommittees that review study abroad programs, deal with scholarships, approve visiting scholars, and tend to other international matters.

John Finley, who teaches international business, said, “It sounds corny, but there’s a real esprit de corps with the international committee,” with people always willing to stay when meetings run long. English professor Dan Ross, the panel’s chair, agreed, saying, “More than any committee I’ve ever been on, that one works.” He credits McCrillis with making the advisory panel as effective as it is. Ross, a 25-year faculty veteran who has taken classes to Japan and England, said, “We just had nobody doing these things until Neal came along.”

One successful study abroad program begets another. Julie Ballenger, chair of the biology department, has been a role model for colleagues. The plant geneticist led her first tropical ecology class to the Bahamas in 1999. Since then she’s taught environmental classes in Africa (Botswana and Tanzania), Ecuador, Belize, Costa Rica, and Australia as well.

“After camping in the Kalahari Desert for two weeks with lions walking through our campsite, it was like every door opened. Nothing  was impossible. From that point on, it’s been the students pushing and driving all these new programs,” said Ballenger, who also did a stint as assistant director of CIE when study abroad offerings were just getting off the ground. “Many of our students haven’t left the state of Georgia or the Southeast. When you see them after they come back, they have a new confidence. They carry themselves differently.”

Kevin Burgess, a biology colleague, also takes students far afield, from Australia to Ecuador. Burgess had six job offers after a postdoctoral fellowship at the University of Toronto and “probably wouldn’t have come here if it wasn’t for the study abroad program. That’s what pushed me.”

A Philanthropist Pays His Oxford Experience Forward

Five hundred Columbus State students and faculty have studied at Oxford while living in the threestory, century-old home on Woodstock Road that Kyle Spencer purchased for CSU for $2 million in 2002. The retired 88-year-old banker never spent a night there himself because his late wife Sara “preferred the hotel,” he recalled with a smile. But the Spencers did stay in Oxford’s Gothic dorms in the 1980s while attending continuing education classes through the Oxford Berkeley Program.

“Every time we went, they had a mixture of undergraduates, graduate students, and outsiders like us. We had a very impressive, very warm tutor who was a born educator. The thing that impressed us was that they wanted us foreigners and rebels to learn,” he said. The Spencers returned three times and then began paying for their children’s teachers and later faculty from Presbyterian College and Columbus State to attend the summer sessions.

Now, CSU faculty teach three, two-week courses there each summer and McCrillis takes faculty there for a workshop each autumn. In addition, Columbus State sends up to five students a year to spend a semester at an Oxford college and take tutorials with a don. Some Oxford undergraduates live in Spencer House with them. Spencer, the benefactor, donates an additional $150,000 a year to cover all the students’ costs above CSU’s regular tuition.

As a senior, Mark Sciuchetti spent a semester at Regents Park College. Now a history graduate student and aspiring professor, Sciuchetti said curious Oxford students sometimes asked if he was a Rhodes Scholar. “I just said, ‘No, I’m a Spencer scholar.’ But they were surprised a state university provides so much funding.”

The existence of Spencer House “made it impossible for us to drop the ball” on internationalization, said English professor Susan Hrach, who was recently honored by the Georgia Board of Regents for innovative teaching approaches, including enhancing global awareness and reducing culture shock in classes taught in England and Italy.

Mescon hopes one day to convert a carriage house on the Spencer property into classrooms and additional apartments. “We’d like to build a much bigger facility, whatever Oxford will allow,” the president said.

After Wake Forest University made preparing students to become global citizens the centerpiece of a 2006 Quality Enhancement Plan (QEP) for reaccreditation, leaders decided a good place to start would be to work on improving instruction in 40 classes taught by its own faculty in other parts of the world each year. J. Kline Harrison, the associate provost for global affairs, canvassed faculty for ideas on how to improve study abroad programs and heard back that if “we’d had more intentional training to prepare for the experience, we’d have been even more effective.” The faculty wanted their own schooling or, to use the formal term, professional development. Nearly two-thirds of students study abroad, a participation rate topped in the 2014 Open Doors report only by the University of Denver and the University of San Diego (another 2015 Simon Award winner).

A steering committee led by Steven Duke, then director of international studies, was given the task of figuring out how to buttress preparation. Instead of sending professors elsewhere for training, the committee settled on an in-house solution and in 2009 put on the first Workshop on Intercultural Skills Enhancement (WISE). It invited not only Wake Forest faculty and study abroad professionals, but also counterparts from nearby colleges so they could share ideas and learn from each other.

One of the speakers was Penelope Pynes, associate provost for international programs at nearby UNC-Greensboro, who laid out her approach to providing “culture shock treatment” to faculty before departure. 

One Plan Leads to Another

The workshop’s popularity grew each year, drawing attendees from surrounding states and then farther afield. It expanded into a full-blown conference in 2013 for 135 people. Nearly twice that number came in 2015, including several dozen from the United Kingdom. “Our thinking was that if Wake faculty needed this, then people in other universities did, too,” said Duke. “We were learning as we were going the first few years, but by the fourth year felt we had something really potent for a lot of people.”

“There really wasn’t another conference exactly like this” to help faculty design courses in ways that facilitate mastery of intercultural competency, said Pynes, who became a fixture at WISE conferences and is one of two outside experts on its steering committee. “We started out very heavily as a workshop for faculty but then, of course, realized we needed staff, too, to make intercultural competency a critical part of study abroad programs as opposed to something added after the fact.” She sends 10 or more UNC-Greensboro colleagues to the conference each year and said WISE proved useful “in garnering support for our own internationalization plan. Over the years we’ve built a cadre of faculty who understand intercultural communication and when we got around to doing our own QEP in 2013, we got a lot of support” for making global engagement the focus of the exercise required as part of reaccreditation.

Instilling Confidence and Sharpening Eyes

For Terry Baker, an accounting professor who had just taught his first summer class in Europe, that inaugural 2009 workshop “gave me a lot of confidence and the network and resources to make my program better and meet the intercultural development goals set for my students.” Since then he’s taught managerial accounting abroad five more times, taking students inside the  factories of Land Rover, Cadbury Chocolates, Mercedes Benz, and other manufacturers. “If you do it right, it makes what we do on campus look dull and shallow,” said Baker. “The real payoff is developing the students’ intercultural awareness and global mindedness.” The decision to launch WISE “turned out to be a brilliant guess or a shrewd assessment of a niche market that wasn’t being served,” the accounting professor said.

Anthropology professor Steve Folmar had been taking Wake Forest students since 2001 to  Nepal, where he studies issues of identity and social justice for the Himalayan country’s Dalits or “untouchable” castes. He collaborated with Duke on writing the curriculum for a pre–study abroad course. Even Folmar, an anthropologist well versed in working in other cultures, found much to learn himself from the WISE conferences. “Getting involved in these ongoing conversations and hearing other people’s approaches makes you put a much more discriminating eye on what you’re doing yourself.” 

Learning the Basics or Novel Techniques

The seventh WISE conference featured 28 sessions and two keynote presentations on cross-cultural engagement, including several aimed at preparing Chinese and other international students for their sudden immersion in U.S. campus life, as well as helping domestic students break out of the American “bubble” during their studies overseas. With preconference workshops, it stretched over three days. 

What was once a small pamphlet has been replaced by a 40-page program, with four pages of recommended readings on study abroad, intercultural competence and learning, and cross-cultural crisis management. There were sessions on how to measure students’ intercultural competence, panels that offered inside looks at model programs for inbound and outbound students, and tips on how to use digital devices and social media to document intercultural learning. Faculty new to study abroad could hear the basics, but there was also grist for veterans such as Folmar. 

He picked up the idea of sending students on scavenger hunts for photographs and artifacts in the royal city of Bhaktapur, Nepal, giving them “specific tasks related to what I want them to learn, whereas before I would either let them encounter these things on their own or cover them in the classroom.”

In addition to Pynes, Michael Vande Berg, former vice president for academic affairs at the Council for International Education Exchange, serves on the WISE steering committee alongside Wake Forest faculty from numerous disciplines. 

Intercultural Learning “Takes a Campus”

Registration fees make the WISE conference selfsupporting. Fifty of the 260 attendees from the 2015 conference were Wake Forest participants whose fees were covered by the institution. “We’ve had folks from the Office of Multicultural Affairs, the Women’s Center, the LGBTQ Center, housing, student life, diversity and inclusion, as well as the academic advising dean and a variety of faculty,” Duke said. “Intercultural learning does depend on people in housing. It depends on effective people in academic advising and the bursar’s office and the registrar’s office. To do it well, it takes a campus.”

Duke, who recently left to become assistant vice president for global strategy and international initiatives at the University of Nebraska, believes the vast majority of the estimated 10,000 to 20,000 U.S. faculty who go abroad with students each year “received no training in their PhD programs on how to do intercultural learning effectively.” WISE started with a small idea, he said, and grew by focusing on the academic benefits that accrue for students when faculty and staff acquire these twenty-first-century skills for themselves. The dates for the 2016 WISE conference are set— February 3–5—with a veteran international educator, Leigh Hatchett Stanfield, director of global campus programs, now in charge.

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Wake Forest University

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Virginia Commonwealth University freshman Alex Eliades was moving out of a residence hall and scouting a new place to live when he made a final check of his mailbox and found a flyer offering rising sophomores an opportunity to pioneer a living-learning program called VCU Globe. They would move into apartments in a new dorm, take a series of one-credit classes on global issues, participate in extensive cocurricular activities, and serve as mentors and “culture brokers” for the university’s large and growing international student population. In short, they would get a fast introduction to becoming global citizens without leaving Richmond, Virginia. 

It was just the ticket for Eliades, a political science and history major whose family emigrated from Greece three generations back. He sees his future lying in the international realm, possibly as a diplomat. “I’ve been using every opportunity I can to find ways to interact with the international community at VCU and in the greater Richmond area,” said Eliades, now a 21-year-old junior. “It’s such a thrill. I wanted to make sure they met someone who could show them cool parts of Richmond and the different things they can do here, and, of course, learn about their countries and what to do if I ever end up in their end of the court.”

Nearly nine in 10 VCU Globe residents are U.S. students. Fifty signed up for VCU Globe the first year, 90 in 2014, and 100 in 2015. The program has given Globe students opportunities to travel to Mexico, Qatar (where VCU has a campus), and Japan. Eliades studied Spanish and tutored children in Zapotec villages in Oaxaca in 2014. Another group journeyed to Doha last March and to Japan this summer.

Parmida Enayati, 22, a junior from Canada, had just transferred to VCU when she was recruited for Globe. “When I was originally approached, I didn’t really understand what they were talking about and didn’t think I’d be interested, but I’m so happy I changed my mind.”

“It was an amazing place to live,” said Enayati, who was born in Tehran and raised in Vancouver, where her father owns an English language school and her mother is an immigration consultant. “I never imagined in a million years my best friends would be from Korea and other parts of the world.” She added that it made VCU, which enrolls 32,000 students, “so much smaller.” For three-quarters of those on the Qatar trip, the experience was their first time studying abroad. 

Quest for Distinction

VCU, located in the heart of Virginia’s capital, enrolls many first-generation college students and Pell Grant recipients, said McKenna Brown, executive director of the Global Education Office. 

Six hundred studied abroad in 2013–2014. Even with scholarships, the costs can be daunting for students who may need to “work 60 hours a week in the summer to save (for tuition) or take a course to stay on time to graduate,” Brown said.

The university made increasing global engagement of students, faculty, and staff a priority in a 2011 “Quest for Distinction” strategic plan. It built community engagement and service on and off campus into the VCU Globe’s requirements. Students tallied 1,750 hours of service on campus in 2014–2015 and nearly 1,300 hours more providing help in the community, such as volunteering in clinics, schools, and literacy centers in Richmond’s immigrant neighborhoods. Students must perform at least 10 hours of service each semester. Globe residents also hold workshops on American life and customs for VCU’s 1,500 international students, serve as conversation partners, and assist with orientation and adjustment to university life. 

“I could have used this when I did my graduate research at the Vatican library,” quipped Globe Director Jill Blondin, an art historian who previously ran a living-learning program at the University of Texas-Tyler. What makes VCU Globe different, Blondin said, is the strong curricular component. “It’s a six-semester commitment that goes way beyond taking a single credit class here or there.” Students must take a one-credit orientation class, five sequenced, one-credit global seminars, and a three-credit, upper-level elective. A global thrust also is added to their section of a research writing course that is mandatory for all undergraduates.

VCU Globe has attracted students from 30 majors, Blondin said, with biology the most popular (11 percent), followed by international studies (9 percent) and political science (8.5 percent).

New Residences Furnish New Opportunities

The Globe is the second living-learning  arrangement spawned by the Quest for  Distinction—Aspire, the first, stresses community engagement—and more are on the way. The university has opened two new residence halls and is building two more. Nearly 6,000 students now live on campus. In addition to the Globe students, there are 80 additional beds constantly occupied by students in short-term programs from other countries. Two groups of 40 students from the University of Guadalajara each stayed for a month, experiencing U.S. university life and exposing American students to their culture.

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“It’s a welcoming environment for international students,” said Brown. “It’s a markedly different experience for them. They’re having meaningful, sustained interaction with American students versus what too often happens—maybe a 15-minute awkward conversation at a happy hour without much follow-up.”

Rewarding a Passion

Each semester, Globe names several faculty fellows from an array of fields who emphasize global ramifications of their specialties. Joann Richardson, a kinesiology and health sciences professor, created a service-learning course on community health promotion in global environments.

“It’s been fantastic,” said Richardson. “Often you might get five or six students in a new course. We cross-listed it with my home department, set a 30-student maximum, and got 30 students right away.” Students worked with Vietnamese, Latino, and Filipino immigrants in ethnic enclaves around Virginia and some took a service trip to Jamaica that Richardson led over spring break. In two decades of teaching, it was the first such class she has taught overseas.

The fellows’ departments receive a $5,000 stipend they can use to support a course release or for professional development. Apart from that, Richardson said, “it’s a career reward to bring my discipline into the Globe and to have it take on that more international perspective. To be able to link what’s a passion for me professionally—promoting community health—to an (international) initiative here at the university was very satisfying.”

International Seminars and Research Grants

There are other inducements to get more faculty to think global. In summer 2013, borrowing an idea from its neighbor, the University of  Richmond, VCU held a faculty development seminar in Spain and Morocco to explore migration issues. It took a second group to South Africa in 2014 to examine public health issues; Richardson was among the participants. The Global Education Office’s Brown led a third group to China in June 2015. Faculty are also invited to apply for Quest Global Impact Awards of up to $20,000 for international projects.

Brown said VCU Globe, the seminars, and other international initiatives share a common purpose articulated in the Quest for Distinction: to further global engagement of students, faculty, and staff “to transform lives and communities.”

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Virginia Commonwealth University

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When Brazil launched its Ciência sem Fronteiras (Science Without Borders) initiative to send 100,000 students and researchers around the world, many prestigious institutions stepped forward to snap them up. Rice University went a step further, repurposing the resulting $100,000 from tuition paid by the Brazilian government to send Rice faculty to Brazil to jump start collaborations. It also arranged extra support for the small influx of Brazilians on the Houston campus as part of a broader initiative to build lasting links between Rice and Brazilian universities.

The Brasil@Rice initiative, directed by Adria Baker, associate vice provost for international education, reflects the determination to deepen Rice’s ties to Latin America, as the university has already done on a much wider scale with China. The initiative started in 2012 just as the university began offering a Latin American studies major that requires study abroad and competency in Spanish or Portuguese. 

Brazil had launched its science mobility program a year earlier. Then-Provost George McLendon made the decision to redirect the tuition revenues and championed Brasil@Rice. Houston, often called the energy capital of the world, is by itself Brazil’s sixth largest trading partner, and cultural, intellectual, and economic ties between Houston and Brazil “made this a natural for us,” said McLendon. “It’s also true that Texas is probably the Brazil of the U.S., a very friendly bunch of people with a can-do spirit.”

Spelling Brasil the Brazilian Way

The Brasil@Rice initiative—spelled with an ‘s’ as the Brazilians do—has created “a new way of looking at international on our campus,” said Baker. It also provides an extra level of attention for Brazilian students and scholars during their stay in Houston. The initiative is managed by Mayra Onuchic, who is, in McClendon’s words, “the mother figure for all the Brazilian students.” She and husband José Onuchic—both Brazilian by birth—are masters of one of Rice’s 11 residential colleges. He is a prominent physicist, member of the National Academy of Sciences, and codirector of Rice’s Center for Theoretical Biological Physics, which seeks to advance cancer research with breakthroughs in physics. Doctoral students and postdocs from Brazil regularly work in his National Science Foundation–funded lab. He is also a linchpin in a partnership with the University of São Paulo in which the two universities jointly administer and share use of an IBM Blue Gene supercomputer. “We both use the supercomputer remotely,” said Onuchic. “For me it’s 10 miles, for them 4,000, but for the guys doing the job, that doesn’t make any difference. The research is synergized by our working together. I’d like to see this become the bedrock that connects our two universities.”

There are other components to the bedrock. Robert Vajtai, a nanotechnology researcher, is working with graduate students and Universidade Estadual de Campinas (University of Campinas or UNICAMP) in the state of São Paulo on novel ways to nanoengineer graphene, a two-dimensional form of carbon, to store energy. One advantage of working with the Brazilian researchers, he said, “is that they have much more freedom to select interesting projects. Here you need to submit proposals and follow whatever your grant contract says.” Vajtai had just received word from a sister journal of Nature that it was publishing the teams’ latest findings. “These guys are motivated, knowledgeable, and very diligent,” said Vajtai, who added that his department is open to the possibility of dual doctoral degrees.

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History Leads the Way

Most notably, the history departments at Rice and UNICAMP created a dual doctoral degree program in 2012. Brazilian graduate student Ludmila de Souza Maia was the first to avail herself of that opportunity, spending 2012–2013 at Rice and now, back in Brazil, finishing a dissertation that will earn her two doctorates in spring 2016. “I felt very special at Rice. I was very spoiled. I got a lot of attention and had the whole department helping me,” said Maia. Rice provided a travel grant for her research in Paris archives on nineteenthcentury Brazilian and French women writers, and sent her to Latin America studies conferences in Illinois and New Mexico. The first Rice doctoral student is now studying at UNICAMP, and each institution has approved second candidates.

The chair of Rice’s history department, Alida Metcalf, collaborated with UNICAM history professor Silvia Hunold Lara to create that dual degree, which Rice’s Faculty Senate approved in November 2012. They had strong support from the top. The presidents of the two universities had each visited the other’s campus and signed partnership agreements. Metcalf and Lara shared a common interest in the history of the Atlantic slave trade, a strength of both departments. Nonetheless, “it took a year and a half working with our lawyers and bureaucratic staff to put our ideas on paper. It’s not easy,” said Lara.

Doctoral candidates complete coursework at their home campus—including advanced study of Portuguese for the U.S. students—then spend a year at the other school before returning home to write a dissertation in their native language and a lengthy abstract in the other tongue, with Metcalf and Lara as coadvisers. “It’s complicated having two advisers on a dissertation,” said Metcalf, who spent part of her childhood in Latin America, but going down this path “exposes them at a much more sophisticated level to the way in which history is written in two different countries.” And the preparation will give newly minted historians distinct advantages in applying for professorships “in the global academic environment that we are living nowadays,” said Lara, who has been a visiting scholar at U.S. and French universities.

Rice’s enrollment is 6,500 while UNICAMP’s is 34,000. Nearly a quarter of Rice students are international. Brazilians comprise only a small percentage (22 graduate students and 15 visiting students in fall 2014), but their presence is readily felt, especially in events arranged by the Brasil@ Rice initiative.

“To really get a lot out of one year in another country, you have to be ready to hit the ground running,” said Metcalf, the history chair. Brasil@Rice “has been able to provide that for the Brazilian students to maximize their time here.” McClendon, who has returned to the faculty, said the Brazilians have contributed greatly to the cultural mix on campus. “It’s actually not that hard to get Brazilians to feel acculturated because they gravitate naturally to social events,” he added.

Connections Beyond the Campus

Brasil@Rice has ventured beyond the campus into the wider Brazilian business, consular, and cultural communities in Houston. A university representative serves on the board of the Brazilian-Texas Chamber of Commerce, and Rice hosted a delegation of government officials on a visit to Houston last fall. Onuchic was among the first winners of a Diaspora Prize that Brazil created in 2013 to honor the achievements of Brazilians abroad in science, technology, and innovation.

Baker said Brasil@Rice has “generated tremendous enthusiasm. We’ve got people from different fields across campus, from high-level professors to beginning faculty, talking with each other. We even have staff thinking Brazil.” While more Brazilian students are coming to Rice, the language barrier and costs have made it difficult to convince more Rice students to study in   Brazil, Baker said. The university this past summer sent its first students to a language immersion program in São Paolo and subsidized two internships in Brazil. Baker believes the success of Brasil@Rice provides “a template for internationalization” that Rice now can follow with other countries. 

It isn’t certain how long Brazil will continue its Scientific Mobility Program, but the Brasil@Rice office hopes to award $90,000 for further faculty travel and collaborations, including two-way visits. A decision is pending approval by a new provost.

Nonetheless, even with no guarantee of future revenues from the mobility program, “my guess is the strength of the ties we build will endure one way or another after that program no longer exists,” said McLendon.

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Rice University

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Thomas Jefferson was the prototype of what every university today professes students need to become: a global citizen. The polyglot president, diplomat, scientist, inventor, and educator was friend to the Marquis de Lafayette and Simon Bolivar. He voiced hope that the university he founded in the foothills of the Blue Ridge  Mountains in 1819 would stand as “the future bulwark of the human mind in this hemisphere.” He recruited five of eight original faculty from Great Britain. Most of the first 65 students journeyed to his “Academical Village” from outside Virginia.

But in modern times, it took until the end of the twentieth century for the University of Virginia (U.Va.) to take what Vice Provost for Global Affairs Jeffrey Legro called “a self-conscious turn to the world.” Building on its success as a top public research university, U.Va. made internationalization a central thrust of its two most recent strategic plans. Under former President John Casteen, it brought international students in far greater numbers to Charlottesville and appointed a vice provost for international affairs. On President Teresa Sullivan’s watch, it reorganized and expanded international programs, pushing students and faculty to venture far beyond the Blue Ridge and finding new ways to embed a culture of global awareness on the Grounds, as the 1,682-acre campus is called.

A Center for Global Health and an International Residential College, where 300 students (60 percent domestic, 40 percent international) live, were created after the 1999 strategic plan. But a faculty task force that looked across the Grounds in 2008 delivered the blunt assessment that while “the University of Virginia is by no means inactive internationally… neither is it a leader."

A Central Strategy and Shared Costs

Since then U.Va. has raised the international banner higher even while weathering diminished state support (but a swelling endowment, now $7 billion). In an institution with 11 independent schools—even separate business schools for undergraduate and graduate students—the president and provost found ways to pull academic  fiefdoms together on internationalization. “The best part is that this is not just in the expected places. Everybody has embraced it,” said Sullivan, a sociologist who became president in 2010. 

The opening of an office in Shanghai—U.Va.’s first overseas—in 2013 marked a milestone in the journey. Justin O’Jack, former China director for the Council on International Educational Exchange, was hired to run the China office with a mission of supporting research partnerships, academic programs, internships, admissions, alumni engagement, and career placement. The university sent a 20-person delegation, including a half-dozen senior leaders, to a two-day conference and ceremonial opening last March. More importantly, boasted former Executive Vice President and Provost John Simon, “I got all of the deans to contribute to the costs of the China office, so everyone has a stake.” Start-up costs were $150,000 and it costs $300,000 a year to operate.

Simon, departing after four years for the presidency of Lehigh University, said schools were accustomed to acting like “independent operators…that could do everything they want whenever they want.” Some had stellar overseas connections “but to me, the issues around global are a centralized strategy. I’m not saying the schools can’t do other things, but that’s not an institutional strategy.” He predicts U.Va. will plant its flag in half a dozen other locations within five years.

Location, Location, Location

Legro, a politics professor and vice provost for global affairs since 2012, chairs a Global Affairs Committee with representatives from all schools and major administrative units. A separate Global on Grounds Committee comprised of faculty, staff, and students is charged with developing new ways to integrate global content into the university experience.

A modest Center for International Studies made way for a more ambitious and deeper-pocketed Center for Global Inquiry and Innovation, which has been given prime space in a historic building in the shadow of Jefferson’s iconic Rotunda.

“It’s location, location, location,” said the center’s director, Brian Owensby, a Latin American historian. It shares space with a new Global Internship Program and a popular global studies major and can dispense $450,000 for research projects small and large. Two teams of environmental scientists split $100,000 awards last year. “Things are going gangbusters,” said Owensby.

The global internship director, Majida Bargach, placed 39 students in jobs in 2014 and 70 this summer. Bargach, a French lecturer who also leads a study abroad class to her native Morocco, said the interns gain the benefit of “a total immersion by themselves in the workplace.”

Student Demand for a Global Studies Major

The evolution of the global studies major attests to the strong voice and tradition of self-governance that students enjoy at U.Va., where they run the vaunted Honor System (exams are unproctored) and a galaxy of hundreds of organizations, many with an international focus.

Students on their own initiative began stumping in 2007 for a global development studies major, arguing in an 8,000-word white paper that U.Va. prepared too few students for careers fighting poverty. Richard Handler, a cultural anthropologist, stepped forward to direct the major in 2009. It’s now bundled into a larger global studies major with tracks on health, the environment, and security/justice.

“Universities these days are full of students who want to go around the world and do good work,” said Handler, who raised $1 million to hire a “professor of practice” to connect students with global development organizations.

Francesca Fiorani, a Renaissance art historian and associate dean, said the attraction of the major is not only for students but also for faculty. “We’re rethinking the traditional disciplines. It’s driving curriculum reform across the university.” Core courses range from economics to anthropology to sociology, all presented from a global perspective. “That’s what students want,” said Fiorani. ”They want to know how to operate with people from all over the world.”

The Center for Global Health has doubled to 55 the number of $5,000 awards to students to work in interdisciplinary teams on projects in developing countries. “In the past, people thought ‘global health’ was only for doctors and nurses, but it’s for the economists, educators, and engineers as well,” said Rebecca Dillingham, MD, the director.

Vanquishing the Fear of Missing Out

Two thousand students studied abroad in 2013– 2014. More might go but for a much-discussed malady known as FOMO, or the fear of missing out. U.Va. is a school rich with traditions, from secret societies to fall football to a spring steeplechase race. “We’re challenged to get more students to go abroad for a semester or year. That’s where a lot of our energy is going,” said Dudley Doane, director of the International Studies Office.

“They don’t want to miss any of their eight great semesters here. But it’s a bit of an urban myth. Nine of 10 who go abroad will tell you it was their most meaningful semester,” said Legro. McKenna Hughes, 22, an English and linguistics major and peer adviser in the International Studies Office, said, “The thing about traditions is they happen every year. We push them to realize they’ve got three other chances.”

Meg Gould, 22, spent a summer in Morocco and a full semester in Paris and was selected by peers for one of the coveted rooms for seniors behind the colonnade on the Lawn. She also represented students on the Board of Visitors. “U.Va. definitely opened the doors for me,” said the global studies and French major. “Amazing experiences can occur outside of Grounds.”

The International Studies Office partners with the Department of Anthropology to offer CORE (Cultural Orientation, Reflection, and Engagement) seminars to prepare students for crossing cultures and demystify the experience. “It’s a wrap-around curriculum,” said coordinator Catarina Krizancic, an anthropologist. “It isn’t enough to put people in a different language or culture. You have to mentor and teach them through it.”

This academic year is the last in which U.Va. is sponsoring the Semester at Sea program. It has provided a dean and sent other faculty and staff on the voyages since 2006. 

Making Room for International Students

By law 70 percent of U.Va.’s 15,000 undergraduates must be Virginians. Nine hundred—5.5 percent—are international. It is twice as hard for out-of-staters to win admission, and even harder for international students. “The burgeoning of our reputation internationally” keeps driving up the number and quality of applications, said Richard Tanson, senior international student and scholar adviser.

International students can fall under the thrall of Charlottesville, too. “I cherish this U.Va. experience,” said “Grong” Yexiao Wang, a senior from Chengdu, China, majoring in math and political philosophy. Few friends at other campuses are “so fond of their schools.” Wang banded together with classmates to start a U.Va. China Fund that last February honored economics professor  Kenneth Elzinga for his steadfast support— including driving a visiting Chinese scholar and his wife to the hospital one icy night in time to deliver their baby. The award is named for U.Va.’s first graduate from China, educator and diplomat Weiching  Williams Yen, Class of 1900.

Sophomore Lexi Schubert, an economics and cognitive science major from Munich, Germany, leads a new organization called Global Greeters that helps students settle into college life. That was not a problem for Schubert, who speaks five languages and is learning Indonesian and Hungarian. “Studying in the U.S. was always a dream of mine.”

Rafat Khan, a senior from Dhaka, Bangladesh, cut a distinctive figure on campus with an upswept coif he calls “a faux-hawk.” He threw himself into a host of activities, including the Global on Grounds Committee, and worked to overcome the self-segregation of international students. “The ideal university environment is one where there’s a flowing, cross-cultural dialogue and people have friends from all over the world,” said the commerce major and philosophy minor. “U.Va. has done a good job, but there’s always room to grow.”

Humanities and Business in the Global Context

Befitting an institution whose founder once said that liberal education would help “guard the sacred deposit of [citizens’] rights and liberties,” U.Va. has partnered with other universities to uphold the place of the humanities in a globalized, business-minded world. The Institute of the Humanities and Global Cultures works with Delhi University, Nanjing Univer sity,  Oxford University, and London’s School of Oriental and African Studies on a mission of connecting scholars “across conceptual, imaginative, and continental divides.” Two Mellon Foundation grants since 2011 topping $6 million are allowing the College and Graduate School of Arts and Sciences to hire 20 new interdisciplinary faculty and providing research funds for dozens of faculty and graduate students. The latest $3.5 million grant focuses on the Global South, including new courses and research on the histories and cultures of Africa, Latin America, and South and East Asia.

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Fiorani, the associate dean, said U.Va. views itself as both an importer and exporter of humanities faculty. “All sorts of places across the globe have a strong interest in developing the liberal arts education for which the U.S. is uniquely famous.”

The bifurcated business schools, the Darden School of Business and McIntire School of Commerce, have stood in the vanguard of curriculum internationalization. Darden Dean Robert Bruner led a national task force that produced an encyclopedic report on The Globalization of  Management Education. It found business schools innovating rapidly to globalize but also forecast a high failure rate for their experiments, which Bruner said “is actually indispensable because only by that will we identify a sustainable path or paths forward.”

McIntire Dean Carl Zeithaml, a global management strategy expert, was taken aback by a “lack of international orientation” when he came to Charlottesville in 1997. “I really felt that most people thought that the boundaries of the world were consistent with the boundaries of Albemarle County.” After a visit to Asia with other deans, he proposed opening an office there. “I guess I wasn’t very good at it because it took another 17 years,” he said wryly. 

Back to the Future

Jefferson’s Rotunda was sheathed in scaffolding during the spring of 2015, undergoing renovations to make the old new again. The global offices in the Academical Village were also undergoing renovations to fit everything under one roof. 

The university’s reinvigorated internationalization is a type of reconstruction, too, as U.Va. seeks to reclaim the legacy of America’s earliest global thinker. “That is our goal, and though there are challenges, we are well on our way to realizing it,” Legro said.

With the University of San Diego’s (USD) Spanish Renaissance–style architecture, sunny climate, gardens in flower year round, and postcard view of Mission Bay, it might seem hopeless to convince students to tear themselves away to study abroad. But nearly three-quarters of the undergraduates do so and, befitting USD’s religious identity, many jump at opportunities to perform service in South Africa, Jamaica, Haiti, and elsewhere. “One of our distinguishing marks is that we take seriously the need to become global citizens,” said former President Mary Lyons. “As a Catholic university that belongs to a worldwide network that has global outreach, global presence, and pays attention to global concerns, it comes naturally to us.”

Today’s USD is the product of a 1972 union between colleges for women and men built after World War II on a hilltop called Alcalá Park that sits 22 miles from the border with Mexico. The founding Sacred Heart nuns modeled the women’s college after the University of Alcalá in Spain, professing a belief that those attracted by its beauty would also find truth and goodness. The college has been under lay control since the merger and only half the student body is Catholic. Undergraduates must take philosophy and two religious studies classes. Kuwaiti student Khaled Alaskar, a mechanical engineering major, initially regarded the requirement as a burden, “but I learned a lot about different religions. USD does a good job at addressing how religion is important in people’s lives without enforcing it.” 

Expanding the Global Footprint

Lyons, a former captain in the U.S. Naval Reserve and president of the College of Saint Benedict (a 2012 Simon Award winner) and the California Maritime Academy, has just retired. She drove two, multiyear strategic planning efforts during the past 12 years that both placed greater emphasis on international study and research. An International Center headed by an associate provost was created in 2007, bringing three separate study abroad offices under one roof. A 2011 strategic plan set a goal of “expanding USD’s global presence” and developing a “footprint” in major cities abroad to promote international partnerships, exchanges, and collaborations.

In August 2014 it opened a 10,000-square-foot USD Madrid Center with classrooms, meeting and study spaces, and facilities equipped with videoconferencing and high-speed connections to the home campus. The university spent $400,000 to open the center near Retiro Park and the Prado museum. Lyons said it represented the culmination of a decade of efforts “to graduate men and women who are truly global citizens.”

USD had already been sending 90 students to learn Spanish, live with host families, and take other courses each fall in the Spanish capital. The center now has two administrators and a large roster of local faculty teaching classes that run the gamut from art history to business to political science. It is also home to summer programs for the business and education graduate schools.

Denise Dimon, associate provost for international affairs, said the goal is to enroll 200 students each year at the USD Madrid Center—115 went in 2014–2015—and attract students from other U.S. colleges as well. While students studied in Madrid before, “the difference is we are now a recognized educational institution in Spain,” Dimon said.

Paula Cordeiro, former longtime dean of the School of Leadership and Education Sciences (SOLES), is considering designing a graduate course that would bring future school principals to Spain. To do that, she said, “I need to make connections with schools and professional organizations there. It will be much easier to do that if I have a base— our Madrid Campus—to work out of.”

Seeking to Make Peace and Social Innovation

Thanks to a $25 million gift and $50 million bequest from Joan Kroc, widow of the McDonald’s founder, USD is home to the Kroc Institute for Peace and Justice and the Kroc School of Peace Studies. The institute won a Simon Spotlight Award in 2011 for its Women PeaceMakers program, which provides several months’ respite for community activists from war-torn countries.

Mrs. Kroc gave instructions that the institute was to not just “talk about peace, but make peace.” Perhaps no school could adequately fulfill that lofty ambition, but USD’s leaders admit that Kroc has had, in Lyons’s words, “fits and starts.” Built in 2000, it began offering master’s degrees two years later, followed by a minor for undergraduates. The Kroc School, opened in 2007, has six faculty members and 33 graduate students. But a conference it organized in November 2014 on “Defying Extremism” drew 125 international policymakers, religious leaders, and peacebuilders from 30 countries. The institute followed that up with a February 2015 regional conference on extremism that drew participants from eight Asian countries to Manila and the conflicted island of Mindanao in the Philippines. Provost Andrew Allen said Kroc has the potential to become the hub for peacebuilding studies and actions that span the university.

It has already begun strengthening ties with USD’s other schools. Patricia Marquez, Kroc’s dean since 2014, came from the School of Business Administration, where she taught entrepreneurship for social change. While still at the business school, she spearheaded creation of a joint Center for Peace and Commerce with Kroc and launched a Social Innovation Challenge that has grown beyond the campus. Last spring the Challenge awarded $75,000 to eight teams of students from universities across San Diego for such ventures as building portable toilet seats for landmine victims in Uganda and opening a school in Ghana.

Marquez is a Venezuelan-born and University of California-Berkeley–educated anthropologist—her research was on street children in Caracas—who takes an iconoclastic approach to how Kroc should pursue its mission. “I’m not interested in the same old categories. If business is going to come up with solutions to social problems, we need to bring into the conversation people very different from us in their thinking,” said Marquez. “We do focus on peace, but we’re not training philosophers of peace. We’re training people who understand philosophy, sociology, anthropology, economics, and all these things to solve some of the most intractable problems in the twenty-first century.”

Her successor at the joint center, economics professor Stephen Conroy, said it occupies “a rare space that folks on either side quite frankly might be somewhat uncomfortable with. But for me, being a force for good and trying to improve standards of living is what business should be all about.” USD is also an Ashoka Foundation Changemaker Campus, part of a network of 30 universities seeking to incubate innovative approaches to solving global challenges. 

Priming the Pump for Study Abroad

Half the undergraduates who study abroad do so for a full semester. Students receive $170,000 in need-based aid and get a 30 percent tuition discount on credits earned in short-term programs. As many as 100 faculty teach short-term courses overseas during January intersession and summer terms.

“We have centralized support from the international center. Graduate schools do their own programming as well,” said Dimon. “We offer a variety of study abroad programs, research missions, and service-learning activities, packaging them in different ways for students’ different needs.”

The study abroad staff is lean—Director Kira Espiritu and Associate Director Jessica Calhoun work with four advisers and an operations manager, handling all logistical arrangements and student service support—which means schools and faculty must shoulder some marketing and administrative burdens. Chemistry professor James Bolender said there are fewer such burdens than when he pioneered a field study class for science majors on Mexico’s Baja Peninsula in 2001. He remembers “flying by the seat of my pants” back then. Bolender has led students back to Baja ever since and worked alongside them on a humanitarian water quality project in Mbarara, Uganda.

A Taste of International Education for Sophomores

USD’s lofty study abroad participation rate has also been helped by the Second Year Experience Abroad, part of a wider effort by the student affairs office to encourage freshmen to return for their second year. Students take a global studies seminar and travel in cohorts in January of their sophomore year to Florence, Italy, or Antigua, Guatemala. Courses offered run the gamut from language and art to chemistry and statistics. More than 10 percent of freshmen—150 students—sign up each year.

“I consider this a big retention strategy,” said Carmen Vazquez, vice president for student affairs. It’s also delivered striking results for the International Center. Espiritu said 85 percent of those sophomores wind up studying abroad again.

Piper Bloom transferred from a community college, so she missed that sophomore opportunity, but “immediately decided that I wanted to have some of that experience, even though I’m a little older than everyone else.” She chose a popular summer Shakespeare course in London. “You hear from friends who went and it just inspires you to go,” said the English major, who was headed to Japan after graduation to teach English.

Building International Experiences Into Graduate Curricula

International experiences are par for the course for many of USD’s graduate and professional schools. Dimon has a direct hand in that as she remains director of the Ahlers Center for International Business as well as associate provost. Ahlers has sent 150 MBA students to 13 countries to do international practicums, consulting directly for foreign companies or tackling projects in teams alongside MBA students from the local university. Notwithstanding that most are working professionals who are pursuing MBAs part time, a majority graduate with an international experience on their résumés, Dimon said.

Ahlers has forged close ties with EGADE Graduate Business School of the Tecnológico de Monterrey in Mexico, whose retired dean, Jaime Alonso Gomez, is now a USD distinguished professor of strategy and international business. He teaches business students and executives that in additional to the proverbial three Ps—people, products, and profits—they need to treat peace and prosperity as equally important considerations for their bottom lines. “That is the true meaning of education: bringing not only material wealth, but building better communities, better neighbors, better everything,” Gomez said.

SOLES, the leadership and education graduate school, since 2008 has required every student to participate in an international experience. “We didn’t do it on a whim. We take it very seriously,” said Linda Dews, assistant dean of the School of Leadership and Education Sciences. “We’re seeing that it’s making a difference for the way students approach their professional career.”

Most students spend only brief periods abroad, but that does not tell the full picture, said Assefa Tessema, a doctoral student from Ethiopia who directs the school’s Global Center. “When people hear it’s a one-week or 10-day program, they may assume it’s superficial work. But it’s very intensive engagement for students and for faculty, who start planning a year in advance.”

An Emphasis on Service as Well as Learning

Many study abroad programs encourage students to perform service. Political science professor Mike Williams weaves that into the summer course he teaches in South Africa. “I’m a cheerleader and also an organizer,” he said, “trying to get more people to think about how we advance our social justice mission and how to do this in their classes.”

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A conversation with Williams convinced Jennifer Bradshaw to switch majors from business to international relations and to follow Williams to the village of Makuleke, where the group slept in huts, worked alongside community leaders, and mentored youth. “They were some of the most genuine, welcoming people I’ve ever met. That experience made me rethink my own life here in the U.S. I think about it every day,” said Bradshaw.

The Mulvaney Center for Community, Awareness and Social Action arranges service immersion trips to Jamaica, Guatemala, and other countries, but also guides students to assist immigrants, the homeless, and poor in San Diego’s Linda Vista section, Tijuana, and other border towns.

In a Jamaica program led by John Loggins, director of community-based learning, students learn the history of the Atlantic slave trade, tutor kids, and participate in activities from cooking classes to jam sessions in the town of Duncan near Montego Bay. “There’s all kinds of different ways they can learn,” said Loggins, an alumnus and former Peace Corps volunteer in Jamaica. “It’s really transformed the dynamic in that community.”

“We’re doing this international work because it’s good education,” said Chris Nayve, an assistant provost and the center’s director who has three USD degrees (BA, JD, and MBA). “It’s not just the content of the class. It’s about who are you becoming.”

Ellis Island is a little closer to Lubbock, Texas, than one might imagine. Groups of elementary school students get off the bus on the campus of Texas Tech University (TTU) and step onto ships travelling from faraway places. This immersive Ellis Island experience, where students role play as European immigrants entering the United States, is just one of the many cultural programs offered by TTU’s K–12 Global Education Outreach (GEO) initiative.

Founded in 1997, GEO currently creates opportunities for more than 20,000 local students, teachers, and community members to learn about the world. By visiting local classrooms and inviting local K–12 students to the TTU campus, GEO staff help promote awareness of other countries and cultures in a community where many young people do not have the opportunity to travel.

“GEO reaches a substantial number of students who normally would not get any kind of international exposure, because sitting in a classroom and having a teacher show you a map of the world doesn’t cut it anymore,” says Tibor Nagy, vice provost for international affairs and retired career U.S. ambassador.

Outreach—an Essential Element of Campus Internationalization

TTU sees community outreach through GEO as a central pillar of its campus internationalization strategy, with a mission to “build a globally engaged community of learners through outreach opportunities that foster intercultural understanding and exchange while enriching the quality of life for both the universities and local communities across West Texas.”

Kelley Coleman, director of K–12 international education and outreach, says when TTU wrote its most recent strategic plan, one of its objectives was to help close the gap between the university and the local community. “K–12 GEO’s role has expanded to build capacity in that area,” she explains.

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TTU seeks to provide opportunities both to local K–12 students and to its own students to develop global competence. “Institutions must take the challenge head on to enhance the global competency of our youth. We must prepare our young adults to live and work in the globalized world of the twenty-first century. Both our K–12 program and broad internationalization efforts at the university promote global competence through education,” says Sukant Misra, associate vice provost in the Office of International Affairs.

Enhancing Local Classrooms with Multicultural Workshops

Coleman’s team tries to build an experiential, interactive, and hands-on program to really engage kids in international issues. “We want to provide innovative programs that enhance a district’s curriculum while also creating a world-class experience that can’t be easily duplicated in a teacher’s classroom” she says.

Teachers from local school districts can go online to reserve workshops at their schools or arrange to take their students to TTU. GEO programs include the Ellis Island experience, workshops on holidays in different cultures such as Chinese Lunar New Year and Mexico’s Day of the Dead, the history of Ireland’s music and dance culture, and an exploration of Kenya’s Maasai culture.

Kay Spikes Moore, coordinator of the International Baccalaureate (IB) program at Lubbock High School, says that the programs offered by TTU support the IB curriculum. They have arranged for two Middle Eastern ambassadors to visit the high school and have taken students to the TTU campus to see a Korean tea service.

“GEO fills a niche that is difficult to fill. IB is centered on receiving an internationally minded education and GEO aids in the process. Speakers such as the visiting ambassadors always mesh with the IB curriculum, especially with IB World Topics, a course dealing with twentieth-century issues,” she says.

“It is very easy, out here in West Texas, to forget about the rest of the world, its issues, its culture. The K–12 Global Outreach Program helps fuel dialogue,” Moore adds.

GEO works with teachers and students at all grade levels. During the school year, for example, representatives visit the campus library at Roy Roberts Elementary School every six weeks and present multicultural lessons to each grade level. Library media specialist Kelli Kemp says that the programming helps meet state standards.

“The program content is aligned with the Texas Essential Knowledge and Skills (TEKS) that are taught at that grade level. It is a wonderful way to reinforce what the teachers are teaching in the classroom,” she says.

According to Kemp, the presenters from TTU come with maps, props, guest speakers, costumes, music, and materials to make arts and crafts. “It was absolutely awesome! The students are totally engaged and soak in all of the information on countries from all around the world,” she says.

“This is a wonderful program for our community. It teaches students to be respectful, tolerant, and interested in different people from different cultures, and to honor their traditions and customs.”

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In addition to visiting local K–12 classrooms and hosting students on campus, GEO also works with preservice teachers to develop their own cultural awareness and to implement culturally responsive teaching practices in increasingly diverse classrooms. TTU also invites local K–12 students and teachers to hear internationally themed speakers and visit international art exhibits hosted on campus.

Creating Opportunities for Ttu Students to Interact with the Community

The K–12 GEO program is part of TTU’s Office of International Affairs, which also oversees international student services, education abroad, and international research and development. According to Coleman, the program allows TTU students, especially the more than 3,000 from abroad, and faculty an opportunity to interact with the larger community. It also gives community members a chance to interact with people from different parts of the world.

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“One of the most important things has been the benefit for international students. It’s helped our international students feel more connected to the university and to our community,” Coleman says.

Priyanka Kumari is a graduate student in computer science from India. As president of the India Student Association (ISA), she has participated in several presentations on Indian festivals such as Holi and Diwali, and demonstrated henna tattoos. “Sharing Indian culture is something that the ISA as a team... values a lot. Our K–12 sessions have been very interactive, and the kids have been very responsive,” she says.

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In addition, TTU faculty have been able to integrate community outreach into their classes. German Professor Marlene Selker and her students host an annual Weihnachten celebration to introduce around 500 local K–12 students to German Christmas traditions.

“The event allows our students and faculty to present themselves and their work to the local community. [My students] love to share their passion for German language and culture. We always have volunteers to lead groups in singing German songs, teach basic phrases, get kids involved in a bilingual puppet play, or introduce them to artifacts, arts and crafts, and cultural differences. Teaching increases their own understanding of the subject matter,” Selker says.

Nagy reiterates that community outreach is central to TTU’s larger internationalization efforts: “We really see global engagement and internationalization as having moved from the margins of the university’s priorities to the very core. The GEO unit is extremely significant because there are few international outlets in Lubbock. It has engaged many more areas of the campus in interacting with the larger community.”

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Texas Tech University

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At first glance, Greenville, situated in eastern North Carolina, might seem to be an unlikely international education hub. The town of around 90,000 is home to East Carolina University (ECU), a public research institution serving students from the surrounding rural areas. Since the 1950s ECU has been a leader in distance education in North Carolina, and it was one of the first universities in the United States to offer an online degree. With a mission to maximize access through innovative learning strategies, ECU has capitalized on this leadership in online learning to bring global opportunities to its campus.

Technology Boosts Internationalization

With few international students on campus and low study abroad participation rates, ECU views technology as a medium to boost internationalization. The Global Academic Initiatives (GAI) program was started as a way to promote international collaborative learning through technology. “Our charge is to use innovative technology-based learning strategies to provide ECU students with international education experiences,” says Jami Leibowitz, GAI interim director. GAI coordinates the Global Understanding (GU) program, which virtually connects ECU students and faculty with partners around the world. The program has been running for more than a decade, starting with a two-week pilot course in 2003. Elmer Poe, professor emeritus and technology specialist, cofounded the program with former ECU psychology professor Rosina Chia, after discussing the lack of opportunities for cultural exchange available to ECU students.

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“One day we were commiserating about how we could provide experiences to more students that would really give them an opportunity to interact with students from other cultures. We decided that we would try using some form of electronic communication,” Poe says.

They used their assessments of the pilot program as the basis of what would later become the Global Understanding courses. “We took the lessons that we learned and began to work with our anthropology and political science departments to create a course that would introduce students to cultures,” Poe adds.

The program has grown significantly since its inception. Today ECU boasts more than 60 partners in approximately 30 countries. Each year the program connects approximately 1,400 ECU students with 2,700 partner students—a total of 21,000 students since the program started.

The program was built on simple video technology that engages partners from all over the world. “We use technology that allows the partner with the lowest connectivity to interact with the partner with the highest connectivity,” Poe explains.

Broad Topics Lead to Cultural Conversations

GU courses are multidisciplinary with a broad focus so that classes of different subjects can connect. Each GU class works with three international partners for approximately four weeks each. The partners switch off to work with all of the other partners over the duration of the course. Students discuss topics such as college life, family, cultural traditions, and religion. The class then concludes with an online collaborative project.

Sixty percent of class time is spent online with partners, and the remaining time is for the professor to facilitate disciplinary-based discussion. For example, a business class learning about multigenerational households in another country may discuss marketing strategies for that culture.

Anthropologist Blakely Brooks has taught in the program with partners in more than 10 countries. His students are generally nervous at the beginning but often become close with their partners: “I have had several students come up to me on campus and say ‘Dr. Brooks I am still talking with my global understanding partner in Nigeria!’”

Leibowitz says that students often switch to a more internationally focused major and have incorporated international perspectives into their theses after taking GU courses. ECU also sees the Global Understanding program as a stepping stone for future study abroad.

Enhancing Upper-Division Classes

ECU uses the same technology to provide enhancements to upper-division courses. Brooks, for instance, has used the technology in his anthropology courses. In a course on peoples of Central and South America, ECU students discussed topics such as favelas, racism in Latin America, and the 2016 Olympic games with Brazilian and Peruvian peers. “Utilizing [technology] gave students the opportunities to discuss complex cultural topics,” Blakely says.

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Professor Patricia Clark runs a class for youth theater majors in which she links to partners in Egypt and Japan. They collect cultural stories from their partners and turn them into dramatic scripts. “We perform at various schools and community centers to try to promote an interest in different cultures,” she says.

Clark has worked closely with counterparts at University of Shimane in Japan, which created an opportunity to take three students with her to Japan to meet their partners. “They produced a show that was a collection of worldwide tales” Clark explains.

Providing High-Level Logistical Support

One of the pillars of the GU program is providing a high level of technical and logistical support to both ECU faculty and partners.

Leibowitz says one of her biggest challenges is coordinating the master schedule. For the 2015–2016 academic year, ECU offered 37 sections of the Global Understanding courses. “We have to take into consideration time zones, different academic calendars, different holidays, and different class days,” Leibowitz says.

ECU has also created a community among its partners by instituting an umbrella organization, Global Partners in Education (GPE). Every year, a partner institution hosts an annual conference, which involves networking, presentations on best practices, opportunities to learn about the host institution and country, a review of the previous year, and setting future goals.

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“The conference is an opportunity for partners to meet, learn about each other, and open conversations of activities that they can do with each other,” Leibowitz says.

For many partners, participating in Global Understanding creates international experiences for students who are unable to travel. According to Cajetan Nnaocha, a Nigerian professor teaching at the University of The Gambia, Global Understanding was the first time his students were able to engage in cultural exchanges. “Most of them were for the first time interacting with white students,” he says, adding that another significant benefit of the program was learning IT skills.

Other partners see it as a significant part of their own “internationalization at home.” “Offering GU has given us a great opportunity to bring direct intercultural experiences to more students,” says Kathrin Ullrich, head of international programs at Universidad Regiomontana in Monterrey, Mexico.

Changing What It Means to Be International

According to Leibowitz, the impact of the GU program has been felt across campus: “We’re changing the attitude on campus about what it means to be internationalized, and that you don’t have to necessarily offer a summer study abroad trip for your class to be international.”

GAI is working to extend the initiative beyond the classroom to reach even more students. This fall ECU will pilot a student organization, WorldWise, with four partners. Each month, students will link with an international partner to engage in a cocurricular collaborative activity on a common theme.

Provost Ron Mitchelson says that Global Understanding has been an effective way to promote comprehensive internationalization. “It really has provided a marquee program that elevates interest and administrative awareness across the campus. This program is sort of priming the pump and getting folks energized about opportunities,” he explains.

Vice President of Academic Success Chris Locklear says ECU is also currently looking at ways to capitalize upon the existing GU partnerships for recruitment purposes: “We want to increase our international presence on campus. We have around 529 international students on campus right now. We hope to grow that to 1,500 over a five-year period.”

Part of ECU’s ability to expand its partnerships includes closer future collaboration between Global Academic Initiatives and the Office of International Affairs, which manages international student services and study abroad, under a global affairs umbrella.

GAI recently launched its first course with a travel component. Working with a language teacher at University of Shimane, an ECU faculty member led an ethnic studies course focused on culture in Vietnam and Japan that culminated with ECU students meeting their Japanese peers for a service-learning trip to Vietnam.

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Anthropology major Sara Heath was one of 13 participants to travel to Vietnam: “As a nontraditional student, I have worked full time as a certified nursing assistant. Because I have paid for my own education, it was never possible for me to take off for a summer program or a semester-long study abroad. This two-week experience was perfect for my situation.”

Leibowitz hopes that in the future ECU is able to offer more courses that integrate the virtual component with study abroad: “I think that it will just be a natural that some of these courses have a mobility component. You can connect and continue those relationships you develop when you’re abroad and establish some relationships before you go to enhance the on-the-ground activity. We’re actually really excited about that, especially in terms of comprehensive internationalization.”

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East Carolina University

Read more about East Carolina University

On January 31, 1891, the Tampa Bay Hotel, the pet project of railroad magnate Henry B. Plant, opened its doors with 500-plus rooms and quarter-mile long corridors. More than 125 years later, Plant Hall, as it’s known today, serves as the main administrative and academic building of the University of Tampa (UT), which moved into the iconic building in 1933. Just as tourists flocked to the Tampa Bay Hotel at the dawn of the twentieth century, the University of Tampa itself has become a destination for more than 8,000 students from 50 states and 140 countries.

Ronald L. Vaughn, who became president in 1995, says that UT began internationalizing in the early 1990s. “Early on we invested heavily in exposing our faculty to the world and different cultures. That definitely helped to speed along our development,” he says.

Early international initiatives paved the way for comprehensive internationalization, culminating with a 2005 accreditation review by the Southern Association of College and Schools Commission on Colleges (SACSCOC). UT chose to create and implement a quality enhancement plan (QEP), Building International Competence, as part of the accreditation process.

“When I look at us now, compared to where we were several years ago, we really have opened up the world of opportunities for our students and faculty. We’ve built a broad portfolio that everyone can take advantage of,” Vaughn says.

Leveraging Accreditation to Push Internationalization

The current structure of UT’s international programming has been in development since the mid-1990s, when under President Vaughn’s leadership, the university made internationalization a strategic priority. By 2005 those early efforts became the foundation for UT’s QEP, according to Marca Marie Bear, PhD, associate dean of the International Programs Office (IPO) and associate professor of management and international business at the Sykes College of Business.

“We were able to leverage the QEP and build internationalization into the vision that President Vaughn had for the university,” she says.

As the center for international programs of all kinds, the IPO oversees education abroad, international student and scholar services, and on-campus global programming. A sampling of its portfolio includes semester abroad, travel courses, international internships, service learning, research and athletics abroad, immigration advising, and advising for postgraduate opportunities abroad.

The office provides comprehensive support for any university-sponsored activity abroad, ranging from predeparture orientations to assistance with logistics and health insurance. The IPO also sponsors more than 50 international events each academic year, including its Global Scholar Speakers Series, and publishes World View, an annual magazine showcasing the institution’s international initiatives.

A number of other initiatives came out of the first QEP, including funding for faculty to explore international issues. Annually, the Office of International Programs sponsors five to six faculty members to participate in International Faculty Development Seminars (IFDS) organized by the Council on International Educational Exchange (CIEE).

Celebrating Global Competence with a Certificate of International Studies

Another achievement of the QEP was the development of UT’s Certificate of International Studies (CIS). According to Bear, approximately 40–50 students are working toward the certificate at any given time.

Students must obtain intermediate foreign language proficiency, participate in education abroad, and complete five global engagement projects. Students are also required to take 12–16 credits in non-Western and global awareness courses and complete a capstone course. Students are recognized at graduation with a cord of distinction.

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Victoria Tully, a 2016 graduate, majored in international and cultural studies and completed the CIS. “The certificate allowed me to get involved on campus. You do internationally based projects and events,” says Tully, who studied abroad in both Spain and Brazil and is currently serving in the Peace Corps.

One of the ways the Office of International Programs encourages students completing the CIS is to get involved with Spartans Abroad Ambassadors, which helps build awareness of education abroad options throughout campus. “As a Spartans Abroad ambassador, I have been able to help other students in going abroad by sharing my experience,” Tully says.

Creating a Study Abroad Pipeline Through Early Global Experiences

In 2016 UT launched a new QEP, Learning by Doing, which focuses on experiential learning. Bear says the new QEP will have increased focus on international internships and service learning. Provost David Stern adds that it will also create an impetus to develop opportunities for undergraduate research abroad.

One recent initiative that bridges the two QEPs is the creation of a four-year study abroad pipeline beginning with opportunities for freshmen to go abroad during—or even before—their first year. Two groups of first-year students will have the opportunity to spend the second semester of their freshman year in Ireland or Spain. In August 2016 UT will also launch Spartans Academy Abroad, a summer pre-enrollment program in Costa Rica aimed at incoming freshmen.

Working through the admissions office, UT has leveraged the programs to attract highly qualified incoming freshmen that they expect to become “repeat participants,” as Stern puts it, when it comes to international engagement. The idea is to expose students to international experiences early in their college careers in order to maximize impact.

For the Costa Rica program, UT has partnered with the Monteverde Institute to offer eight credits in biology and social science to approximately 20 students. Biologist Mason Meers and political scientist Kevin Fridy will teach a two-week multidisciplinary course that focuses on environmental politics, conservation, sustainability, and biological diversity. Upon return, the students will study 
together in a freshman learning community for the rest of the year.

Fridy says that the program will also give students a chance to engage with research early on in their college careers. “We hope we can encourage them to become not only more international, but also more scholarly,” he says.

Exploration Through Inspiration in the Honors Program

Recruiting for Spartans Academy Abroad has been done in close collaboration with the UT Honors Program. According to Director Gary Luter, some 1,300 students are enrolled in the honors program, which requires a 3.5 GPA.

“One of the pillars of our mission statement is to prepare honors students to be global citizens,” Luter says.

To achieve this goal, UT offers a number of honors travel courses with a research element. It also provides travel scholarships of approximately $1,000 to 20 honors students each year to help them go abroad. One student a year is also awarded $2,500 through the Timothy M. Smith Inspiration Through Exploration Award.

“This is a unique experience where students create their own itinerary. They have their own objectives and we underwrite the cost,” Luter says.

The UT Honors Program also sends three students per semester to study at Oxford University in the United Kingdom, covering the cost of tuition and housing.

Last year Selene San Felice, a junior journalism major, took part in the program, which is run on a tutorial system where students work one-on-one with a professor. She says it gave her a chance to study underground rap and hip hop and the history of sexuality in the twentieth century.

“I got to do really intense academic work. I wrote between 10 and 12 research papers during the eight weeks I was there. It’s not the typical study abroad, but it was really rewarding,” she says.

Promoting Sportsmanship Abroad

UT tries to make international opportunities available for all students, regardless of major. For student athletes, fitting study abroad into training schedules can be a particular challenge.

“Athletes don’t get the opportunity to study abroad like most students do because they can’t leave for the entire semester. We think it’s important that the coaches take them abroad and expose them to other cultures,” says Larry Marfise, UT athletic director.

The UT Spartans play in Division II for the National Collegiate Athletic Association (NCAA) with eight men’s and 11 women’s varsity sports. The NCAA allows teams to go on international trips every four years, an opportunity of which Marfise tries to take full advantage.

Marfise adds that increased cultural awareness is not the only benefit of sending his teams abroad. “Every single team that has gone has not only come back with a better appreciation for what goes on in this world, but they also come back as better teammates,” he says.

In recent years, he sent the UT volleyball team to Sweden and both men’s and women’s soccer teams to Germany. In January 2014 they also sent the UT baseball team to Cuba, where they participated in cultural exchange activities and played—and won—three exhibition games with minor league Cuban teams.

Fostering Cultural Connections with Cuba

The baseball team playing in Havana isn’t the only recent connection between the University of Tampa and Cuba. For more than five years, UT has participated in a number of educational, cultural, and artistic exchanges with various Cuban institutions. In March 2016, for example, UT’s Scarfone Hartley Gallery hosted an exhibition of contemporary Cuban art that was visited by more than 2,000 community members.

UT has also participated in two different educational delegations to Cuba in the last year. In October 2015 UT was part of a group of 12 U.S. higher education institutions selected to travel to Cuba as part of an Institute of International Education (IIE) initiative to increase the number of partnerships between the United States and Cuba.

Through its Global Access Partnership, coordinated through the Sykes College of Business, UT also ran its own travel program in March 2016 designed to provide a platform for university faculty and community partners to understand business opportunities in Cuba. President Vaughn led the delegation.

In addition, UT has been deepening its own partnerships with Cuban institutions. In April, UT and the University of South Florida (USF) hosted the first UT-USF International Conference on José Martí, a nineteenth-century political activist and man of letters who was instrumental in the Cuban fight for independence from Spain.

During the conference, UT was inaugurated as the first U.S. affiliate of the Center for José Martí Studies (Centro de Estudios Martianos), a research institution in Havana that promotes Martí’s work.

Professors Denis Rey and James Lopez have taken the lead in establishing the academic partnership between the two institutions. They have been leading travel courses to Cuba since 2009, when U.S. President Barack Obama lifted restrictions for educational travel.

Rey and Lopez currently offer an honors course, Cuba and the U.S.: Then and Now, which examines U.S.-Cuba relations throughout the twentieth century. Rey says that his students have the opportunity to visit the Center for José Martí Studies. “What’s unique about our course is it’s one of very limited opportunities that U.S. students have to hear the Cuban perspective,” he explains.

Rey adds that the relationship with the Center for José Martí Studies has been instrumental in closely linking UT with a wider network of Cuban institutions. “In regards to the University of Havana, there exists mutual interest in fostering greater ties between the two institutions,” he says.

Senior Benjamin White traveled to Cuba with Rey and Lopez in January 2013. “Cuba is a nation that not many Americans have had the opportunity of visiting. It was a very good experience to have another perspective. It adds a layer to your thinking and analysis, and an understanding of the complexity of the negotiations that are occurring right now,” he says.

Academic Excellence Abroad Through Travel Courses

UT’s education abroad portfolio promotes opportunities for approximately 500 UT participants per year. One of the main ways that UT has sought to expand its education abroad portfolio is through the development of travel courses, which include an on-campus component followed by a faculty-led experience abroad. UT currently offers 17–20 travel courses to approximately 19 countries in a variety of disciplines.

Faculty members are provided with a stipend on top of their teaching salary. “It is a symbol that we recognize the value that they’re adding,” Stern says.

French Professor James Aubry leads a travel course to France every year. His course, Paris, Study of a City Throughout its History, explores the history of the French capital with a focus on lesser known landmarks.

Students who participate in the course are required to take at least two semesters of French prior to traveling. “When it comes to the language, I make them participate in everything from purchasing subway tickets for the group to ordering meals in French,” he says.

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Aubry appreciates that UT allows him to run the program with a small group of five to six students. “The students get more out of the experience,” he says.

Professor Tressa Pedroff leads a travel course to Costa Rica for nursing and public health students. The course, Transcultural Healthcare in Latin America, covers concepts such as community health promotion and disease prevention.

Pedroff says the course is an opportunity for future health care providers to understand their own medical system in a comparative context: “It’s a way of becoming much more culturally aware. It makes them have a new appreciation for other cultures and the resources that they have here in the United States.”

The Sykes College of Business also offers a range of travel courses for both undergraduate and graduate students. Business Professor Julia Pennington leads a travel course in qualitative market research to Swaziland in Africa. Her students visit game parks and interview local residents about their views on rhino conservation. “What I found out in my teaching is that qualitative research in study abroad is fantastic because you really have to connect with the locals,” she says.

Sykes also offers travel courses that look at international markets for graduate students. Amy Beekman, director of graduate business programs, says that it’s harder for graduate students to spend a semester away, so travel courses are an attractive option.

“Our international travel courses are a combination of business programs and cultural excursions, and they do projects for companies that we visit,” she says.

For their executive MBA program, Beekman recently led a 10-day trip to Ireland where students consulted for high-tech companies at a business incubator in Dublin. The students spent a few days on site with the company and then worked virtually after returning home.

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“Particularly in the executive MBA program, it’s all about the application. Our students already have a lot of professional experience. It’s a great learning experience for our students to be able to take everything they’ve learned in the program and to be able to apply it. Then you have the cultural dimension on top of it,” Beekman says.

Using Diversity as a Recruitment Tool

Over the last decade, the University of Tampa has increased not only its total enrollment but also the share of international students on campus. Total enrollment has increased from around 5,000 students in 2005 to nearly 8,000 in 2015, with the percentage of international students growing from approximately 9 percent to 20 percent during the same period.

When Vice President for Enrollment Dennis Nostrand came on board eight years ago, he couldn’t help but notice just how internationalized the campus had become. “I felt that it was something from a marketing standpoint that I really needed to take advantage of, and make sure that students that were going to come to the University of Tampa realized how internationally diverse the student body was,” he says.

To help attract international students, Nostrand created a bridge program with an English as a Second Language (ESL) provider. It is unique because it only enrolls students who plan to matriculate into UT once they achieve English proficiency, thus building a strong enrollment pipeline.

UT’s success in internationalization has also become one of its major selling points. “We want to make sure that students really understand the advantages of having an international campus,” he says.