Program Development and Delivery

Few campuses provide a view more dramatic than the panorama of the Pacific Ocean, the Golden Gate Bridge, and the San Francisco skyline afforded by the hilltop, upper campus of the University of San Francisco. Students who come to this Jesuit university can expect to be pushed hard to venture into far less privileged precincts, as near as the streets downtown where San Francisco’s homeless dwell or as far as remote hamlets in Malawi and Guatemala. Sitting in his office atop the Lone Mountain campus, President Stephen Privett, S.J., said, “For us…the global perspective is the realization that about 70 percent of the world lives in dire poverty. I always tell the kids that one person in 100 has a college education, so they’re 1 percent of the world. The ethical question for higher education, whether Catholic, private, public, for profit, not for profit, is: What are you doing for the 99 percent?”

USF became San Francisco’s first college in 1855, when Italian Jesuits opened St. Ignatius Academy after the gold rush. They were following the example of Saint Ignatius Loyola, the sixteenth century founder of the Society of Jesus. In San Francisco the Jesuits educated generations of sons and, later, daughters of immigrants. That heritage endures although today the roster of names is more diverse: not only O’Briens and Giordanos, but Nguyens, Aquinos, and Yangs. After USF’s buildings were destroyed in the 1906 earthquake and fire, classes were held in a drab building dubbed the Shirt Factory, but in 1927 it relocated to the verdant site near Golden Gate Park and expanded in 1978 by acquiring Lone Mountain College, a Catholic women’s school with Spanish Gothic architecture and those priceless views. Today USF enrolls 5,700 undergraduate and 3,500 graduate students in arts and sciences, business, law, nursing, and education. Nearly 10 percent are international students. Located in the city where the United Nations was born, USF set out a decade ago to become “internationally recognized as a premier Jesuit Catholic, urban university with a global perspective that educates leaders who will fashion a more humane and just world.”

USF, once a basketball power (the Dons won back-to-back NCAA basketball championships with Bill Russell and K.C. Jones in the 1950s), now wins recognition for its community service requirement. The 200,000-plus volunteer hours logged by 3,000 students each year has won laurels from the Corporation for National and Community Service.

International Studies the Second Largest Major

The university created an Office of International Student and Scholar Services seven years ago and later opened a Center for Global Education to encourage students to study abroad and pursue professional and service internships overseas. The international studies major launched four years ago quickly became the second largest field of study in the liberal arts. “Students are going crazy for this,” said Jennifer Turpin, the new provost and former dean of the College of Arts and Sciences. The major combines courses from the humanities, social sciences, arts and sciences; education abroad is strongly encouraged but not required. With new hires, USF has added programs in African studies, Middle East studies, and Asian studies. Turpin, a sociologist who studied the role of Russian media in the disintegration of the Soviet Union, said, “Year after year, as I’ve introduced the new faculty, people say it looks like the United Nations is walking in.”

Seniors Emily Saeger and Erica Ernst are two of those drawn to international studies. Saeger, from Washington, D.C., spent a summer teaching in Nicaragua and a semester interning for a nonprofit in Quito, Ecuador, on protecting the Amazon rainforest. Saeger, who double majored in Latin American studies, concentrated in environmental development and is considering a career in that arena. When Saeger enrolled she “didn’t realize how strong the whole social justice mission was at this school and I definitely didn’t imagine myself taking so much out of that. I’m not Catholic or very religious at all. But the thing I like the most about being in a Jesuit university is that commitment to social justice…. It’s felt and seen throughout the classes.”

Ernst went on a two-week USF service trip to Uganda, and then spent a semester studying and working with schoolchildren in the Francophone West African nation of Burkina Faso. She and other students studied digital photography, and then used their skills to make books in French for children about how to use the village library.

“The international studies major launched four years ago quickly became the second largest field of study in the liberal arts. Students are going crazy for this.”

The trip had its trepidations. “After three and one-half months in Burkina Faso, most of us got parasites, and two got malaria. That’s just the reality of going somewhere like that,” said Ernst. Her mother, a nurse back home in Bellevue, Washington, told her, “Just take the medicine. You’ll be fine.” Ernst was homesick at first and overwhelmed by classes taught only in French, but when she went to work in a village it was “almost living in a dream. It was just so beautiful, in the middle of nowhere with the sky and the green grass going on forever.”

Lois Lorentzen, a professor of social ethics in the Department of Theology and Religious Studies and codirector of the Center for Latino Studies in the Americas, has led students on service trips to Cambodia and South Africa. “We don’t send students to super dangerous places; we do semi-dangerous ones,” she said. Recently the university canceled a trip to Tijuana, Mexico, because of drug violence along the border.

A Scholarship for Study in Developing Countries

Education abroad is growing at USF, but remains at modest levels. Some 432 students studied abroad for credit in 2008–09. Sharon Li, director of the three-person Center for Global Education, said students can choose from more than 50 USFsponsored programs that allow them to apply their financial aid toward the expenses. Still, for students who may be working two jobs to pay tuition, education abroad remains a reach. “We’re struggling with that,” said Turpin.

USF awards Pedro Claver Scholarships (named for a seventeenth century Jesuit saint who ministered to slaves in Cartagena, Colombia) covering half the cost of tuition for those who study in countries such as Zambia and Nicaragua where they will be engaged with the poor. “You can’t take it to Paris or Madrid or Rome or London,” said Privett.

Privett has joined students on service journeys to South Africa, India, and Uganda. He did refugee work in El Salvador and knew the six Jesuits at Universidad Centroamericana (UCA) murdered with their cook and her teenage daughter by the Salvadoran army during the 1989 civil war. He later headed a social justice institute at Santa Clara University, where he was provost before becoming USF president in 2000.

Exposing Deans and Students to Poverty

Privett has taken deans and trustees on retreats to El Salvador, Nicaragua, and Mexico. Judith Karshmer, dean of the School of Nursing, said, “I’ve been on countless university presidential retreats and the topics have always been capital campaign, more students, how to integrate core curriculum. This presidential retreat was ‘Let’s go to the second poorest country in the Western Hemisphere so we can understand our jobs at San Francisco from a global perspective.” They met with subsistence farmers and children living in a dump.

Professor of Nursing Linda Walsh takes students to Guatemala to deliver prenatal care in Mayan villages alongside “comadronas”—traditional midwives who are also priestess-like figures. The students visit homes to conduct prenatal exams and provide vitamins and antibiotics. They encourage the comadronas to change gloves and wash hands frequently, but also say they learn much from these unschooled midwives. “They put their hands on the woman’s belly and they can just feel if the head is up or down and where the baby’s back is,” said senior Juliet Huntington.

“We’re helping them bring some Western teaching strategies and international standards for nursing practice without harming the Eastern approach to healthcare, which combines mind, body, and spirit.”

“Back home in San Francisco you push a button on a machine and get a result, whereas in Guatemala you have to use your hands, your eyes, your senses, and your knowledge to get results,” said Molly Zeldner. “That’s the root of what nursing is; it’s not about machines.”

The School of Nursing also has forged a partnership with two nursing schools in Hanoi, Vietnam, and is hoping to launch a master’s degree program there. Vietnamese nurses are taught under the USF curriculum for five semesters in Hanoi, then finish the degree with a sixth semester in San Francisco.

“We’re helping them bring some Western teaching strategies and international standards for nursing practice without harming the Eastern approach to healthcare, which combines mind, body, and spirit,” said Greg Crow, a USF alumnus and adjunct professor who spearheads the Vietnam Nurse Project. Associate Professor Gregory A. DeBourgh has made numerous trips to Vietnam with Crow to advance the partnership.

International Experiences for Law, Architecture Students

The School of Law, which has a Center for Law and Global Justice, has been in the vanguard of USF internationalization efforts. Students do human rights work with professors such as Dolores Donovan in Cambodia, Haiti, and elsewhere.

Dean Jeffrey Brand is Jewish, but twice has given talks from the pulpit in St. Ignatius Church at graduation masses. “My mother would have been shocked,” he said, but the Jesuit values and mission “speak to things that I believe in and that legal education should be about: academic rigor and excellence…and service to the poor and marginalized.” Donovan, who is Catholic, said, “The school does act on the values that I was taught as a child…. It melds nicely with my own commitment to international social justice.”

Seth Wachtel, director of the Architecture and Community Design Program, teaches a senior design studio course that gives students opportunities to design and construct projects for impoverished communities locally and far afield. His students have built a library in Zambia and constructed a community center in Nicaragua. “All the projects have either a social justice foundation element to them, or environmental justice, or historical preservation” or all three, he said.

Looking Toward Asia

Mike Duffy, dean of the School of Business and Professional Studies, has positioned his school as a source of expertise for Chinese companies with U.S. operations. He’s considering creating a special bilingual MBA program that would combine instruction in English and Mandarin, taught by such faculty as Associate Professor Xiaohua Yang, a Shanghai native. The business school, which enrolls nearly a third of USF students, in 2009 launched a joint master’s degree program in Global Entrepreneurship Management with Jesuit universities in Barcelona and Taipei. The first multinational cohort of 32 students spent four months in classes in Spain, four months in Taiwan, and four months in California.

International enrollments at USF began climbing after the university opened a recruiting office in Bangkok, Thailand, in 2003. That office now is relocating to Beijing. “China has become our No. 1 sending country,” said Lisa Kosiewicz, director of the Office of International Student and Scholar Services. In 2006 there were 60 students from China. In 2009 there were 273.

Recipe for Jesuit Education

Another challenge for Jesuit universities is how to maintain their religious character as the number of Jesuits on the faculty dwindles. Privett says 15 Jesuits now work at USF, down from as many as 40 three decades ago. (Another dozen Jesuits live in the university’s Jesuit community, but work elsewhere). Privett is confident USF will lose neither its mission nor identity.

“There’ll be fewer Jesuits, but you do not need to be a Jesuit to deliver a Jesuit education. You do need the vision, the value, and the core insights,” he said. “I tell kids it’s like Mexican food. If you have the recipe and the right ingredients, you get the product.”

“It’s an exciting time and the future is even more exciting as we look at different possibilities to making USF a truly international institution,” said Vice Provost Gerardo Marin. “We want to educate students to change the world.”

When the University of San Diego opened its Joan B. Kroc Institute for Peace & Justice, its leaders wanted to not just teach about human rights but to make a genuine contribution to solving conflicts in strife-torn countries. They came up with the idea of offering a respite on the San Diego campus where often unsung peace activists could recharge their batteries, inspire students, and at the same time get professional help to craft a narrative of their struggles against violence back home. The Women PeaceMakers Program was born. 

Since 2003 some 32 women have spent eight weeks on the Catholic university’s campus overlooking Mission Bay, speaking to classes and community groups, learning about U.S. programs that help victims recover from trauma, and working with writers on their personal narratives. They visit social justice organizations working to alleviate poverty in this city near the Mexican border—and they go on excursions to the famous San Diego Zoo and to Disneyland in Anaheim.

Their travel to the United States is covered by the program, and the peacemakers, who share apartments on campus and cook together, receive a stipend of $4,000 for living expenses. The entire program is underwritten by the Fred J. Hansen Foundation, named for a benefactor who made a fortune in real estate and avocado farming. The foundation, led by trustee Tony Dimitroff, also supports the Hansen Institute for World Peace at San Diego State University, which has done extensive work in the Middle East.

“Like a Queen Walking on Air”

Christiana Thorpe, a former nun, school principal, and deputy minister of education in Sierra Leone, went home in 2004 and became Sierra Leone’s Chief Electoral Commissioner, presiding over the free and fair 2007 elections and now preparing for the 2012 balloting.

Thorpe, who founded an NGO to educate girls displaced by civil war, said in an interview via Skype from Freetown about the Women PeaceMakers Program, “When I came back after that experience, I was ready to take on anything or anybody else in the world. I was really empowered.” 

“Back home it was a very lonely experience, a very lonely journey, dealing with women and girls who are traumatized and trying to get them reconciled either with their communities or their family members,” she said. “Eventually, you yourself are almost traumatized. You don’t look for thanks in this kind of work, but when you get the odd thanks, it makes you feel like a queen walking on air.” 

Working with a professional writer to put her story on paper also “was a big eye-opener for me. I didn’t realize I had so much to offer. If it were not for the Women PeaceMakers Program, I would not have realized the extent of work I had been doing toward peacebuilding within my country,” said Thorpe.

Absent From the Negotiating Table and From History

Dee Aker, the Kroc Institute’s deputy director, helped design and still directs the program. Aker, a psychological anthropologist by training, is a former journalist who has worked on four continents in education and on helping people make the transition from conflicts. “We realized that no one was recognizing what we were seeing on the ground, how women were…making powerful decisions and having a major impact on averting or ending conflicts,” Aker said. “Women never got invited to the negotiation table. They are just behind the scenes.”

The Kroc Institute has special consultative status with the United Nations Economic and Social Council. The Women PeaceMakers Program hosts biennial conferences in support of efforts to improve the status of women and girls. The 2010 conference produced a report on the 10th anniversary of UN Security Council Resolution 1325, a landmark that stressed the importance of women’s “equal participation and full involvement in all efforts for the maintenance and promotion of peace and security.” Among the speakers were Monica McWilliams, who helped end Northern Ireland’s sectarian violence, and Luz Méndez, one of only two women who participated in the negotiations that ended Guatemala’s civil war in 1996.

Méndez, vice president of the National Union of Guatemalan Women and a 2004 Woman PeaceMaker, spoke of organizing “courts of conscience” where women could speak out for the first time about the sexual violence inflicted on them in Guatemala’s decades-long civil war. “It was so liberating for them,” she said, and also secured their place in the historical record. In Guatemala “as in many countries,” she said, women often “are (left) out of history.”

No Shortage of Candidates

“We’ve had lawyers, government officials, a chief of police for a tribal area, a woman who took on the blasphemy law in Pakistan” and other activists as Women PeaceMakers, said Aker. The institute worried at first about getting word out about the program, but with the UN connection that has not been a problem, and it receives hundreds of applications each year.

The peacemakers have come from two dozen countries in the midst or not-long-removed from conflicts. On a couple of occasions, things were so unsettled that the prospective woman peacemaker could not leave and the institute had to choose someone else, said program officer Jen Freeman, formerly one of the “peacewriters.”

Aker and Freeman have journeyed to Nepal and the Philippines to hold regional conferences for alumnae and others involved in conflict resolution.

Combination of Art and Science

Merlie “Milet” Mendoza, a humanitarian worker in the Philippines, came to San Diego in fall 2010 two years after she was kidnapped and held for two months by militants in the Sulu archipelago, where she had been helping poor Muslim communities. Mendoza is a former official in the Corazon Aquino administration who moved from government to grassroots organizing in 1989 and led a peace coalition in troubled Mindanao.

In her PeaceMaker narrative, Mendoza said, “Peacemaking and conflict management go beyond the rational. They touch on the sacred and the divine. It is a combination of art and a science. It is about goodness.”

Another 2010 PeaceMakers Program participant was the Liberian peace activist and social worker Vaiba Kebeh Flomo, who helped organize the Women of Liberia Mass Action for Peace that brought pressure on the government of Charles Taylor and rebel forces to sign an accord in 2003. She later mobilized women to register and vote in the 2005 elections that made Ellen JohnsonSirleaf Africa’s first elected female president. 

A Need to Do More

Flomo helped unite Christian and Muslim women’s groups, who at one point, like the Greek women seeking to stop the Peloponnesian War in Aristophanes’ play Lysistrata, withheld sex to pressure men to end the violence. Flomo was among the Liberian women featured in the 2008 documentary, Pray the Devil Back to Hell. 

In reaching out to Muslim women, Flomo, who worked for the Lutheran Church of Liberia’s Trauma Healing and Reconciliation Program, repeated one message: “In time of war, women and children suffer most. The bullet cannot pick and choose. Once it is in the air it is not looking for a Christian, it is not looking for a Muslim. It comes to anyone.”

Flomo, now back at work in Monrovia, said via Skype that her stay in San Diego “helped my self-esteem. After I told my story and I saw myself—‘Oh, this is where I came from and this is where I am’—it brought me to another level in my work. It made me think that if I came this far, I need to do more.”

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University of San Diego

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Kafka scholar John Grandin could see the writing on the wall midway through his four decade career as a professor of German at the University of Rhode Island (URI): enrollments in language classes were shrinking and so were positions on the faculty.  Their emphasis on literature assumed that most majors envisioned themselves becoming teachers to share their love of the language with the next generation. But “interest in German and some other languages was waning because of this one-sided assumption,” said Grandin. “We had to reach out to other disciplines to make language learning more relevant to a broader spectrum of students.”

Grandin looked across the Kingston campus to the College of Engineering where a new dean named Hermann Viets had arrived in 1987. “I thought, `Hermann with two n’s—he must have a German background,’” recalled Grandin. Indeed Viets did and soon the pair mustered support from the faculty and a grant from the federal Fund for the Improvement of Postsecondary Education (FIPSE) to launch the International Engineering Program (IEP), which would allow students to earn dual degrees in engineering and German in five years. An entire year would be spent studying and working in Germany. “Students went for it right away,” recalled Grandin, now director emeritus after 23 years as IEP director and four decades on the faculty.

Today a quarter of URI’s 1,100 engineers graduate with a bachelor of science in engineering and a bachelor of arts in German, Spanish, French or, starting this fall, Mandarin. 

In-State Tuition During Education Abroad

German is still the biggest draw. At least 80 eighty percent of URI’s 125 German majors are engineers. Grandin and Viets enhanced the program’s appeal by allowing all, even out-of-state students, to pay in-state tuition during the semester at a German university followed by  a six-month paid internship at a company in Germany. Some URI students may have begun language classes in high school, but others start from scratch as freshmen in Kingston. Regardless, by year four they are learning engineering and other difficult courses in German, Spanish, French, or Chinese. It works because the language faculty “understand that the students sitting in front of them in these classes are largely engineering or business students,” said Dean of Engineering Raymond Wright. “It never would have worked if you had three or four engineers sitting in a class filled with German, French, or Spanish majors there for the linguistic side of things.” URI offers such courses as German for Engineers, Spanish for Business, and Advanced Technical Chinese.

“It’s been a terrific partnership,” said Dean of Arts and Sciences Winifred Brownell. With twin degrees, “they are among the most marketable of the graduates we send out into the world.” Brownell said colleagues have jokingly called her and Wright “the odd couple” at national conferences where they have spread the gospel about URI’s marriage of humanities and engineering.

A Model for Other Universities

The IEP program continues to garner strong corporate, government, and foundation support. The National Science Foundation funds a partnership between URI and Technical University of Braunschweig in Germany that includes research, student exchanges, and dual master and doctoral degrees. Seventy-five URI and exchange students from several countries live in two former fraternities converted into language houses. 

Several universities, including Valparaiso University, University of Connecticut, Northern Arizona State University, and others, have built programs modeled in whole or in part after the IEP. But Grandin, who is writing a book examining how fluency in a second language has furthered the careers of IEP graduates, expressed disappointment that the IEP model has not spread farther among U.S. engineering schools. “Our doing it in Rhode Island is not enough,” he said. “I was invited many times to visit other campuses. Generally people will say, ‘This is a wonderful idea; we’ve got to do it, too.’ But then they don’t follow through.” He suspects the reasons for that are lingering resistance among language faculty and an attitude among “a whole lot of engineers who think the whole world speaks English.”

Hot Ticket in the Job Market

IEP graduates are a hot commodity in the job market, said Sigrid Berka, who succeeded Grandin as director in 2010. A survey of German IEP alumni found two-thirds working for companies that operate in the international arena. One in six is employed overseas. The roster of German companies that hire URI students includes BMW, Bayer, Siemens, Volkswagen, and ZF Friedrichshafen.. The fifth-year students regularly get offers from such U.S. giants as Boeing, Johnson & Johnson, General Electric, General Dynamics, and Sensata Technologies (formerly Texas Instruments).

The Chinese major was added partly in response to a growing demand from New England companies, such as Hasbro, Pratt & Whitney, and Sensata, that are eager to hire Mandarin-speaking engineers for their manufacturing sites in China who can navigate two cultures and engineering cultures, Berka said.

Matthew Zimmerman, a 2001 graduate in ocean engineering, French, and German, spent a semester at the Université d’Orléans in France, then worked for the software company SAP in Karlsruhe, Germany, for six months. He is cofounder and vice president of FarSounder, Inc., a Warwick, Rhode Island, company that makes 3-D sonar systems for ships. “We have customers worldwide so I use my intercultural communications skills daily,” Zimmerman said. “Shipyards and boat captains really appreciate being able to communicate with you in their native language.”

While studying in Braunschweig, Alex Reeb, a doctoral student in civil engineering at Virginia Tech, got to see the world’s longest rail tunnel being built under the Alps in the Gotthard Pass in Switzerland. He then worked for Züblin AG in Stuttgart, Germany, for six months and still managed to graduate six months early upon return to Rhode Island. “Even now at industry conferences, potential employers have been excited to hear about my time in Germany,” he said.

Sara Manteiga was raised speaking English and Spanish—her parents teach Spanish at URI—and decided to take French in high school and pursue dual degrees in chemical engineering and French. She studied at Université de Technologie de Compiègne in France, then researched the effect of carbon dioxide on ecosystems during an internship with the oil company TOTAL in the town of Pau in the Pyrenees. “My year abroad was hands down the best experience of my undergraduate career,” said Manteiga, a summa cum laude graduate now studying chemical and biomedical engineering at Tufts University. 

Sonia Gaitan, the daughter of parents from Colombia, combined chemical engineering and Spanish at URI and learned Portuguese as well. She studied in Spain for a semester, then did an internship in Sao Paulo, Brazil, with Johnson & Johnson, which hired her after graduation. Now a senior quality assurance engineer, Gaitan credits the IEP experience with helping her work effectively with people “from all parts of the world and all walks of life.” 

Grandin will be honored at the Modern Language Association’s 2012 meeting for his contributions to international education. “To me,” he said, “the IEP is still kind of a miracle.” Engineers are required to take only one course in foreign language and cross cultural competence (other URI undergraduates must take two semesters). Nevertheless, with only that modest requirement, “we’ve got 25 percent of (engineering) students not only taking language, but getting a degree in it.”

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University of Rhode Island

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Living space is at a premium in the middle of New York City, even in the dorms at Barnard College. But every spring there were empty beds in those residences when Barnard students headed abroad for a semester. Wouldn’t it be nice, administrators thought, if international students could be brought to campus for four months to fill those spaces? Traditional exchanges wouldn’t work. There was no shortage of universities with students eager to study in Manhattan, but there was no guarantee that the Barnard women would want to spend a semester at those particular universities. There was also the disparity in tuition—$20,000 a semester at Barnard and nothing for students in Europe and some other countries. 

Then longtime Provost Elizabeth S. Boylan and Hillary Link, associate provost and dean for international programs, thought of something: Why not invite partners in Women’s Education Worldwide, an international network of women’s colleges, to send a small number of students who could take all the courses they wanted but not have to pay full tuition since they would not receive credit from Barnard? They called this the Visiting International Student Program (VISP) and started small in spring 2008 with five students from the University of Copenhagen and the Collegio Nuovo of the University of Pavia in Italy. It worked so well that they took in 41 students the next year from those and other universities in China and South Korea. This year 59 young women from seven countries—Italy, Denmark, China, South Korea, Australia, Ghana, and South Africa—spent the spring on Morningside Heights. The Gilder Foundation paid the way for the students from Ghana and South Africa.

“It’s a program born in part out of relative poverty,” said Barnard President Debora L. Spar, whose institution’s $186 million endowment is the smallest (three to seven times smaller) of the elite women’s colleges once known as the Seven Sisters. “This program works beautifully because it enables us to internationalize the campus in a way that’s not particularly expensive for us or the students.” There are 150 other international students at Barnard enrolled for four-year degrees; they pay full tuition.

Spar is a political scientist who came to Barnard from Harvard Business School. In her 2008 inaugural address, she expressed a determination to expose Barnard students “to the complex realities of the global economy” and do their part to solve the educational inequality that women face in much of the world.

Liberal Arts Classes and a Cultural Immersion

The VISP students arrive in January, go through orientation, and dive right into their academic and cultural immersion in the Big Apple, including trips to Broadway shows and the Metropolitan Opera and tours of the United Nations and the Cloisters. They live in the dorms on Barnard’s compact four-acre campus, across Broadway from Columbia University (Columbia, once all-male, is coed. Barnard and Columbia students attend classes interchangeably). The activities outside the classroom play an important role in helping the visiting students fit into campus life. “Our students struggle with the same things when they go abroad. Inevitably they say the hardest thing is to make friends with the local students,” said Link. 

Alberta Spreafico, among the five original VISP students, had no trouble finding her place at Barnard. Born in Milan and raised in England and Italy, Spreafico was so taken with Barnard and Columbia that she returned the next year to complete work on a master’s degree from the University of Pavia. She interned at the United Nations and is now working at Henry Ford Health Systems in Detroit on a telemedicine project to improve health care in poor countries. Barnard was “wonderful,” said Spreafico. “I was just thrilled by the liberal arts education and the broadness of the opportunities presented.”

Sunny Nam, 20, an English and political science major from Ewha Womans University in Seoul, South Korea, who studied at Barnard in spring 2011, said, “The semester in New York City was like a dream for me.” She learned “to set priorities that fit me, not by other people’s standards or the society’s standards. This has changed a lot of my education goals, and more broadly, my identity.” Barnard, Ewha, and the Collegio Nuovo all belong to the Women’s Education Worldwide, an organization that brings together presidents and deans from women’s colleges around the world to advocate for the education of women.

Professor of Economics Rajiv Sethi advised five VISP students and went to see Phantom of the  Opera with a dozen of them. Asked if one semester was sufficient for the visiting students to make their presence felt, Sethi replied, “In some respects the one-semester model is even better…. We get a much larger number of students’ cycling through the program than we would if they came for four years each. This results in contact with many more individuals, and a more rapid spread of information about us globally.”

Global Symposia on Women’s Issues

Indeed, raising Barnard’s international profile and attracting more applicants from other countries is an expressed goal. Spar is pursuing those ends on another front with an annual Global Symposium on women’s issues that she launched in Beijing, China, in 2009 and subsequently has staged in Dubai and Johannesburg, South Africa. The fourth will take place in Mumbai, India, in March 2012.

The first symposium came about fortuitously. Spar had been invited to participate on a panel at the opening of Columbia’s global center in Beijing. By coincidence, several Chinese-American applicants had mentioned in their essays Barnard’s first Asian student, Kang Tongbi of the Class of 1909, who returned to China and worked for women’s suffrage and against the practice of foot binding. Spar and Link put together the “Kang Tongbi Commemorative Symposium: Women Changing China” featuring a novelist, television host, filmmaker, and women’s rights advocate. It drew a full house of 175 alumnae, educators, and business leaders. “We launched that symposium on a prayer and a shoestring. Something just clicked. We realized that whereas in the United States you can go to dozens of conferences every day on (women’s issues)… they are much fewer and farther in between” in developing countries, Spar said. “In creating these forums we’ve carved out a space that’s kind of empty right now.”

The “Women in the Arab World Global Symposium” in Dubai in 2010 drew 300 people, and the 2011 symposium on “Women Changing Africa” drew nearly 400 in Johannesburg, South Africa. Spar took a half-dozen Barnard students and two faculty with her. The students held a workshop for girls at the African Leadership Academy in Johannesburg on leadership and self-esteem. Spar hopes to bring even more students and faculty to India in March 2012. 

A Spurt in International Applications

One bonus of VISP and the symposia is that Barnard is seeing more applications from these countries, as well as more interest on the part of Barnard students in studying at the universities where they now have friends.

Spar, addressing the “Women Changing Africa” symposium, said her career switch from the predominantly male Harvard Business School to a college “totally dominated by women” has given her a new perspective on gender differences.

It is “not that women are better or that women necessarily make better leaders, but I think women lead differently than men,” Spar said. Barnard now is trying to “take what we were learning about women’s leadership and education and push it outside the gates of New York City and embrace the rest of the world.”

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Barnard College

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Macalester College’s determined global outlook can be seen and heard on even a short stroll around the 53-acre campus in a leafy St. Paul, Minnesota, neighborhood not far from where F. Scott Fitzgerald grew up. The flag of the United Nations flies overhead as it has every day for 61 years. Dozens of other banners line the balcony above Café Mac, the college dining room, and flags from the home countries of Macalester students are rotated on four other flagpoles throughout the year. Sitting conspicuously in the foyer of the new athletic and fitness center is a ping pong table dedicated to and autographed by Nobel Peace laureate and former UN Secretary General Kofi Annan, a track star and champion ping pong player here half a century ago (he graduated in 1961). On warm spring afternoons, the rhythmic beat of drums reverberates across campus as the 40-member African Music Ensemble practices outdoors. 

These visible tokens all reflect what Macalester calls its “special emphasis on internationalism, multiculturalism, and service to society” and its determination, in the words of President Brian Rosenberg, to produce “socially responsible global citizens and leaders.” That commitment begins at home, where Macalester students are strongly encouraged to volunteer in the Twin Cities’ polyglot tapestry of immigrant communities—Hmong, Somali, and Hispanic among them—as well as to undertake service and learning abroad. Indeed, Rosenberg in 2006 combined the college’s three separate offices for community service, internships, and international education into a unified Institute for Global Citizenship (IGC) with the aim of making it “a catalyst for cutting-edge teaching, scholarship, and events fostering the education of citizen leaders for the interconnected world of the twenty-first century,” with Ahmed Samatar, professor of international studies and a leading scholar on the history and struggles of his native Somalia, at the helm as its first dean. Two of its conjoined parts, the International Center and the Civic Engagement Center, share quarters in the U.S. Green Building Council LEED platinum-certified  Markim Hall, where water circulating through radiant ceiling panels and flooring provides the “hydronic” heating and cooling. The internship office is next door in Kagin Commons along with the Office of International Student Programs.

Finding Stellar Students on a Fjord in Norway

Generous financial aid helps Macalester attract international students in large numbers. The private college actually provides aid to a higher percentage of international students (almost 90 percent) than the U.S. undergraduates (70 percent), and the average package covers two-thirds of the more than $50,000 annual cost of tuition, room, and board. Macalester has recruited top students from the United World Colleges (UWC) for years even before philanthropist Shelby Moore Cullom Davis gave it $13.5 million to provide $20,000-a-year scholarships for graduates of UWC, an international network of boarding schools offering international baccalaureate diplomas to students chosen for academic ability and leadership potential. Jimm Crowder, then-associate director of international admissions, made a dozen recruiting visits to the Red Cross Nordic UWC on a fjord in Norway, more than any other visitor, the headmaster told him, save Queen Sonja.

“Forty years ago, the religion department here would have been five Presbyterian clergymen teaching Bible. We’re still five, but three of us do Asian religions and Islam.”

The robust international studies (IS) program, founded in 1949, is the fifth most popular major, with four and one-half tenure-track positions of its own and allied faculty across the humanities, social studies, and even the sciences. Its chair, David Chioni Moore, calls it “the oldest, broadest, and deepest such program at any private liberal arts college.” Education abroad is mandatory in this program, as it is for language and anthropology majors and those from a handful of other disciplines. Macalester now offers interdisciplinary concentrations in global citizenship, community and global health, human rights, and humanitarianism. Overall, 60 percent of Macalester students study abroad, over half outside Western Europe.

Duties of World Citizenship

Macalester held its first classes in 1885, a nonsectarian institution affiliated with the Presbyterian Church. Classics scholar James Wallace saved it from bankruptcy as president at the turn of the twentieth century and was the lion of the faculty until the eve of World War II. His son, DeWitt Wallace, founder of Reader’s Digest, became a major benefactor. President Charles Turck raised the UN flag in 1950 and spoke of “the duties of world citizenship.” In recent decades Macalester has attracted a far more diverse and globally minded faculty to carry out that vision. “Forty years ago, the religion department here would have been five Presbyterian clergymen teaching Bible. We’re still five, but three of us do Asian religions and Islam,” said Professor of Religious Studies James Laine.

Classics Professor Andrew Overman takes 25 Macalester students each summer to work on the excavation of a Roman temple complex at a site called Omrit in northern Galilee, near Israel’s border with Lebanon. They live on a kibbutz, publish with Overman in scholarly journals, and uncover finds that are on permanent display at the New Israel Museum in Jerusalem. It is “an incredibly transforming experience for everybody,” said Overman, who previously brought students to a Black Sea dig in Sevastopol, Ukraine.

Most Macalester students study abroad not with their professors but at some 70 recommended programs overseas bearing the International Center’s stamp of approval. Macalester runs a handful of semester-long programs, including one in Maastricht, Netherlands, and classes taught in German at the Goethe Institute in Berlin and the University of Vienna in Austria. Since 2003 Macalester, in a consortium with Pomona and Swarthmore colleges, has offered a program on globalization and the environment at the University of Cape Town in South Africa.

A Preference for Foreign Programs and Local Faculty

Michael Monahan, former director of the International Center who recently became president of BCA Study Abroad, said Macalester approaches education abroad “in a very selective way. Our faculty primarily are in the classroom here. We like to see foreign faculty teaching our students abroad. So our motto has been to engage with foreign universities and program providers rather than running them ourselves.” Monahan said, “A distinctive feature of Macalester education abroad is it’s a match between each individual student and not just a program, but a course of study.” Even the education abroad brochures used to be grouped by major instead of by country or region. But that caused some confusion and was changed recently to make it easier for students to see all their options by country. 

Paul Nelson, an alumnus of the class of 1972, the new director of the International Center and former study abroad coordinator, and study abroad adviser Rachel Kamagne-Jones, a more recent alumna, class of 2007, structure their advising sessions around academic content, not location. They personally interview each applicant. “It’s rare to tell somebody no. Everything on campus is setup to make the answer yes,” said Nelson, an attorney and author who used to run a summer Spanish immersion program in Cuernavaca, Mexico. “It’s the ethos that students take it seriously.” 

“A distinctive feature of Macalester education abroad is it’s a match between each individual student and not just a program, but a course of study.”

An unusual spurt in enrollment with the class that entered in 2009 has produced a bumper crop of nearly 350 students studying abroad in 2011–12. Fourteen students were headed to China, a record, and 17 signed up for intensive Arabic programs in Morocco, Jordan, and England. Star quarterback Clark Bledsoe, a rising junior and anthropology major, will skip spring 2012 football practice to study in South Africa, one of eight football players’ bound for different parts of the world. “I savor the focus this school places on internationalism, as well as all the interesting people it attracts,” said the anthropology major.

Macalester’s geography department, with five professors, draws swarms of students to courses on geographic information systems (GIS), the environment, urban studies, and global issues. Senior Needham Hurst, an economics major, minored in geography and Chinese and applied his GIS skills while studying in China to research how people there were being evicted from ancestral homes for urban renewal. Hurst, who also spent a month studying in Bangladesh, said, “It was shocking how closely these patterns of land loss match those I mapped on American Indian reservations.”

Linguistics and Asian studies major Morgan Sleeper, 22, from Deland, Florida, studied Chinese in China, Maori in New Zealand, and Gaelic in Ireland during his four years at Macalester and won a $25,000 Watson Fellowship to travel the world for a year exploring how Celtic music is keeping Gaelic and other endangered languages alive.

Sarcasm 101 and Bus Tokens

For Macalester’s contingent of 227 international students (almost 12 percent of undergraduates), introduction to campus and U.S. life includes a course that International Student Programs Director Aaron Colhapp titled Sarcasm 101: An Introduction to Humor in America, which includes clips from a sardonic Saturday Night Live skit as well as other break-the-ice discussions and activities. Colhapp brings as guest lecturer an associate dean’s spouse who once taught improvisation at Second City. “Students love it,” he said.

The international office also sends U.S. and international students into Minneapolis and St. Paul with a bus token and instructions not to come back until they have found and interviewed several people with distinct characteristics, from eyeglasses to tattoos. “It’s a good way to get them out, learn the bus system, and get them used to not being afraid to talk to other people,” said Colhapp. 

Another program called Ametrica pairs students with mentors throughout the year for fortnightly discussions on politics, religion, social networking, and other topics. Marissa Leow, a biology major born in Singapore but raised in part in upstate New York, works in the international student office and signed on as a mentor. Her skepticism of the program shifted when she saw that new international students “value hearing each other’s perspectives and going through that [adjustment] process with each other.” 

Yulun Li, 18, a freshman from Chengdu, China, said, “There’s a lot of things to do here. I’m very busy, meeting new people, talking to new people. It’s kind of joyful.” Li was surprised to find how interested American students are in events outside their country. But first-year student Amy Janett from Vernon, New Jersey, who spent a year in Iceland as a high school exchange student and helps organize events for international students, was surprised to find that not everyone at Macalester was as internationally minded as she is.

President Rosenberg said, “Any time you get 2,000 students, you’re going to get different priorities and perspectives.” He believes student interest in global matters is greater at Macalester than at most schools, and he has even advised students’ who are weighing whether to accept the college’s offer of admission that if they aren’t seeking such an international emphasis, “this might not be the right college for you.”

International Journals and Its Own Student Council

The Institute for Global Citizenship, which has its own student council, brings scholars to campus each fall for a three-day International Roundtable devoted to globalization issues. Papers commissioned for the forum are published in the annual journal Macalester International.

Samatar, who recently stepped down as IGC dean, is also founder and editor-in-chief of Bildhaan: An International Journal of Somali Studies. “Working here (at the IGC) has been challenging and delightful and exhilarating, but I need to get back to full-time scholarship,” said Samatar, who at age 17 was chosen to be a news reader on the national news broadcast in his homeland and was a broadcaster for the BBC Somali Service in London before coming to the United States for college. “Internationalism as a spirit has been a part of Macalester’s life for decades,” said Samatar. “No (other) college in the United States has put together this kind of an internationalist academic program so early.”

A national search is on for Samatar’s successor as dean. Asked what advice he would give that person, Samatar said, “Excellence is a moving thing. It is not something that you discover once, pitch your tent, and just (relax). Others are pushing, too. New questions arise and old questions refuse to go away and require new methodologies. So excellence is a journey. You never really rest.”

Kennesaw State University’s transformation from junior college to Georgia’s third largest university took only a few decades. It is still growing, adding its first doctoral degrees and building dorms so more than just 4,000 of its 22,000 students can live on the metropolitan Atlanta campus. With help from legendary University of Georgia coach Vince Dooley, it is preparing to field its first football team in 2014. But its academic ambitions are even grander and—as suggested by the 22-foot-high sculpture by Eino, Spaceship Earth, in the heart of campus—more global. “That’s Kennesaw State straddling the globe,” Ikechkwu Ukeje, a Nigerian-born professor and chair of elementary and early childhood education, said in jest.

But that artwork and a nearby colorful, 2.7-ton slab from the Berlin Wall both remind students and faculty every day of Kennesaw State’s international ambitions and achievements. One feather in its cap recently came in the form of a midterm report from its accreditor, the Southern Association of Schools and Colleges (SASC), which requires member institutions to single out an area for self-improvement when they seek reaccreditation. KSU intrepidly asked in 2007 to be held accountable for how much and how well it bolstered its international education programs.

SASC sent Susan Buck Sutton, then associate vice chancellor of Indiana University Purdue University Indianapolis (she is now at Bryn Mawr College), to take a look. “KSU is emerging as a national leader in international education,” Sutton wrote in evaluating the institution’s Quality Enhancement Plan (QEP). “It would be difficult to find another university where such a broad range of global learning initiatives, across all dimensions of the institution, is occurring.”

“We’ve made the Quality Enhancement Plan part of our DNA,” said Barry J. Morris, vice provost for global engagement and strategic initiatives and executive director of the Institute for Global Initiatives, who deflects credit to the faculty. Morris said KSU’s international thrust benefited from strong leadership from President Daniel Papp and his cabinet, but received legitimacy “because it was chosen from the bottom up. The faculty themselves raised the flag.” 

From Junior College to Comprehensive University

KSU opened in 1966 as Kennesaw Junior College, constructed on what once was farmland in Cobb County 20 miles northwest of Atlanta. It did not start offering bachelor’s and master’s degrees until the 1980s. Now it is preparing its first doctoral students. Today it has 20,000 undergraduates (average age 25) and 2,000 graduate students. Some 1,600 are international and nearly 900 students study abroad each year. Eighty-five percent live off campus or commute and half are nontraditional. KSU proudly describes itself as “a metropolitan university.” Former President Betty L. Siegel was a vigorous proponent of KSU’s international efforts during her quarter century at the helm, and KSU took part in the American Council on Education’s Global Learning for All project aimed at helping institutions expose adult, minority, and part-time students to international education. Daniel Papp, a Sovietologist and founder of the Sam Nunn School of International Affairs at Georgia Tech, picked up the international torch when he became president in 2006. 

The “Year Of” Program

A signature international activity is KSU’s “Year of Program” that spotlights a particular country, region, or international theme through a host of courses, lectures, exhibits, music, theater, and other activities that extend throughout an academic year. It started with Japan in 1984–85 and now has examined nearly two dozen countries as well as the Olympic movement and slave trade across the Atlantic. The Year of Romania was marked in 2010–11 with 33 lectures, a film festival, and other events that examined the treatment of the Roma (Gypsy) minority, persecution of Jews, post-communist religion and politics, and medieval painted monasteries. Some KSU students studied in Romania, and five faculty with Romanian roots made contributions as well. The Year of Program “is a lot of fun and a lot of work,” said Daniel Paracka, director of education abroad and manager of the Year of Program.

The 2006–07 Year of Kenya resonated with Atlanta’s sizeable Kenyan immigrant community. When the Kenyan ambassador spoke, he brought consular staff to process visas for Kenyan Americans to visit their homeland, and KSU has held follow-up conferences with support from Atlanta companies that do business in Africa. “We are still reaping the positive benefits. People now call us ‘Kenya-saw,’” said Vice Provost Morris, a Russian-speaking political scientist and former international banker.

[The Global Learning Coordination Council is] “the group that more than any other drives our internationalization efforts. This is the engine that ties the entire university together.”

Kennesaw State’s Coles College of Business recently became the new home of the India China America Institute, an economic think tank on economic and geopolitical issues involving the United States and the world’s largest emerging economies. The institute will help the business school and the university to “further engage in these countries while solidifying our position as a leader in global education,” said Ken Harmon, the business dean who is serving as interim provost and vice president for academic affairs. 

A New Institute for Global Initiatives

The Institute for Global Initiatives (IGI) was created under the provost’s office in 2003 to provide what history professor Akanmu G. Adebayo, the first executive director, describes as a “one stop shop” for faculty and student research and study. It replaced a smaller Office of International Programs housed in the College of Humanities and Social Sciences. Today a Global Learning Coordination Council (GLCC) of faculty, staff, and students oversees and coordinates KSU’s international activities (Professor Ukeje is a council member). The biweekly council developed a Global Engagement Certificate that students now can earn with their diplomas. Morris calls the council “the group that more than any other drives our internationalization efforts. This is the engine that ties the entire university together.”

Ed Rugg, retired vice president for academic affairs and former chief academic officer, said the transformation from junior college to university in the 1980s left “open fields for us to run in. The undergraduate curriculum hadn’t been fleshed out…. If we had better ideas for doing something, people were willing to entertain them. Nobody was saying no.” KSU was the first public institution in the state to offer an international affairs major, and its faculty have led internationalization initiatives for the entire University System of Georgia. “Our visibility and perception as an international campus was not just mythic, but real,” said Adebayo, who is editor-in-chief of KSU’s peer-reviewed, interdisciplinary Journal of Global Initiatives.

Financing Study Abroad With Student Fees

Kennesaw State provides $1 million a year in funding for the IGI and $940,000 more for other global learning activities, said Assistant Vice President for Financial Services Ashok Roy, who is also an associate professor of Asian studies. Students voted to impose an additional $14-per-semester fee on themselves to provide Global Learning Scholarships of at least $500 for everyone who studies abroad or takes part in university-sponsored service trips overseas. Students receive as much as $2,000 if they perform service and study abroad for longer periods. The fee generates $750,000 annually, said Dawyn Dumas, director of Global Engagement Programs.

“Our philosophy is that leadership is a lifestyle. Once they’ve gone on their first trip, they are hungry to go all around the world.”

KSU has dramatically increased education abroad opportunities for math and science majors. Professor of Mathematics Jun Ji, the College of Science and Mathematics representative on the GLCC, said, “Four years ago we had one (education abroad) program with 10 students. Now we have eight programs in science and math, and we got 98 students last year.” A large poster outside Ji’s office shouts in bold letters, “YOU CAN GO TO CHINA FOR $2,100.” This includes a $750 Global Learning Scholarship plus an additional $400 per student from KSU’s Confucius Institute, one of the 68 such centers in the United States and 300 worldwide that receive support from China to encourage study of Chinese language and culture. 

KSU sends students on 40 different education abroad programs, mostly for two to three weeks in the summer. With Georgia Southern and Georgia State, it offers full-semester Italian culture courses in the Tuscan town of Montepulciano. KSU ranked tenth in the 2010 Open Doors report among master’s level institutions in education abroad. The School of Nursing sends students on two-week service-learning trips to Oaxaca, Mexico. Sociologist Ardith Peters leads students to Uganda in summer to work with an NGO on adaptive sports for blind children. 

‘Emerging Global Scholars’

KSU has added a President’s Emerging Global Scholars program to the mix of opportunities offered through its Center for Student Leadership (CSL). Fifty high achievers took 10-day service trips to Brazil or Mexico as freshmen and went to South Africa at the end of their sophomore year for further civic engagement activities. “Our philosophy is that leadership is a lifestyle,” said CSL Director Brian Wooten. “Once they’ve gone on their first trip, they are hungry to go all around the world.”

“Next year we’re going to India,” said sophomore Gina Perleoni. Classmate Zoe HoChoy, who grew up in Kennesaw, said never “in my wildest dreams” did she expect to have multiple education abroad experiences in college. Graduate student Punit Patel, born in Mumbai, India, but raised in the United States, said that “momentum is building year after year” on KSU’s international front. Patel, former student body president, and 21 classmates took part in the Asian International Model United Nations conference in Beijing, China, over spring break. All received Global Learning Scholarships to attend.

“One great thing about KSU is that international students are encouraged to become campus leaders,” said Dhanashree Thorat, 22, an English major from India. The university helped pay her way to give a paper at Oxford in England.

Moby-Dick in Morocco, Children’s Books in Benin

During the Year of Kenya, Karen Robinson, associate professor of theatre and performance studies, and lecturer Margaret Baldwin collected oral histories from Atlanta’s Kenyan community and mounted a play around them. Robinson, who visited Kenya with other faculty, later brought the Shangilia Youth Choir, a troupe of children rescued from the streets of Nairobi, to perform at KSU. Ten theater majors staged Melville’s Moby Dick at a collegiate festival in Casablanca, Morocco, in 2009, speaking their lines in English with selective narration in French and Arabic by students fluent in those languages.

While a graduate student, Assistant Professor of French Lucie Viakinnou-Brinson created a nonprofit called Seeds of Knowledge to provide textbooks for schools in her native Benin. Now she has students in her French classes, from beginners to advanced, write children’s books in French to donate to schools in Benin, and hopes to take students on her next trip there.

Recognition for Faculty, Student Global Engagement

Dawyn Dumas, the IGI’s director of Global Engagement Programs, spearheaded efforts to create a registry of KSU faculty and staff with international expertise. Scores of faculty have stepped forward to present credentials entitling them to be designated international education “specialists” or “contributors.” Dumas is also the point person for students seeking to earn the Global Engagement Certificate. They must have spent at least four weeks on education abroad, completed 12 credits in upper division global learning courses, and submitted a portfolio documenting service or activism on such issues as hunger or human rights. More than 100 students have earned the certificate since 2008.

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Donald L. Amoroso, executive director of the new International Center for Innovation in Technologies and former chair of the Department of Computer Science and Information Systems, takes students with him twice a year to study and conduct research in Japan. “My heart is in it,” said Amoroso, an expert on advanced cell phone technology. The university spent more than $1 million converting a warehouse into high-tech classrooms and computer labs for Amoroso’s innovation center.

Though on the rise, an immediate goal for the university is to lift the graduation rate, which is still under 40 percent. Papp, Morris, and faculty leaders all believe KSU’s international thrust will help the institution keep more students on that path to a diploma. 

When Tori Haring-Smith was in seventh grade, her imagination was captured by a book the journalist and war correspondent John Sack wrote about his travels to the 13 smallest countries on the planet. Nine years later, with Swarthmore College diploma in hand, she set out to retrace his steps to Sark, Swat, Sikkim, and other off-the-beaten-track places. Her 12-month journey came courtesy of a Thomas J. Watson Fellowship, bestowed on a select group of liberal arts college students for a year of independent travel and study around the world. Watson fellows don’t have to take classes or do academic research. They just have to use their imaginations to explore the world, as 2,500 have done since 1969 with generous grants from the late IBM chairman’s foundation. 

Haring-Smith, like many Watson fellows, gravitated toward academe, teaching theater and writing at Brown University, serving as executive director of the Watson Fellowship, becoming a dean and vice president at Willamette University, and then in 2005 being named the twelfth president of Washington & Jefferson College in Washington, Pennsylvania. Washington & Jefferson (W&J) now has its own version of the Watson: the Magellan Project, which helps students pursue global intellectual adventures during college summers. The college provides both extensive mentoring, including workshops on how to write compelling project proposals, and financial support to make the projects happen. Since 2008 it has green-lighted and funded 100 Magellan Projects, including some that did not require a passport but all of which “involve purposeful travel and exploration in new and unfamiliar surroundings.” The grants average $2,000.

The college has a one-stop referral location to help students through the application process. The projects are self-directed, but the Magellan Scholars painstakingly map their plans in advance with a faculty mentor. They also must convince a committee composed of an associate dean, the head of career services, and three professors that the project is feasible. Every scholar attends a writing workshop in February and commits to telling others (including prospective W&J students) about their journeys upon their return. It is all aimed at assisting students “in crafting and in telling compelling stories of curiosity and achievement that will be useful throughout their college years” and beyond, as explained on the Magellan Project Web site.

From Diagnosticians to Problem Solvers

The Magellan Project has quickly become a signature feature of the college. It has its own $1 million endowment and its laurels include a 2010 Andrew Heiskell Award for Innovation in International Education. Moreover, said Haring-Smith, it has effected a change in how students view poverty and other social inequities. “It’s taken them from a stance that essentially said, ‘There’s a problem; someone should solve it,’ to ‘There’s a problem and I am going to help solve it.’” 

The college, which traces its roots to three “log cabin colleges” established in the 1780s by Presbyterian ministers that merged in 1865, enrolls 1,450 students on a 60-acre campus in the town of Washington, 30 miles south of Pittsburgh. 

The college sends about 190 students on traditional education abroad programs each year, many on faculty-led three-week classes in January. But Haring–Smith was intent on finding new ways to thrust them into situations “where they would be on their own, independently solving problems… without anybody to fall back on.” The Magellan Project, she said, was in keeping with the college’s mission statement, which speaks of graduating men and women “prepared to contribute substantially to the world in which they live,” and with a 2007 strategic plan that set a goal of bringing “the world into W&J and W&J into the world.” 

A Layperson’s Guide for Cancer Patients

The projects can revolve around independent research, service, or internships, but formal classroom study is out of bounds. Projects have included studying Holocaust sites in Europe, examining the healthcare system in Cyprus, volunteering at medical clinics in the Dominican Republic and South Africa, and preparing a patients’ guide to granulosa cell tumor (GCT) research.

Sophomore Haley Roberts wrote that guide after interning for GCT researchers at the University of Auckland in New Zealand. Roberts, a student athlete and economics major, survived the cancer at age 16. “When I was diagnosed in 2009, I was frustrated that I didn’t fully understand GCT or treatment options or how cancer worked. Patients wanted to know about the science behind their disease to make better medical decisions and talk to their doctors intelligently,” she said, but the typical scientific medical article was indecipherable. As a result, she published The Genetics of Granulosa Cell Tumour, An Unofficial Guide for the Scientifically Illiterate, which has been downloaded hundreds of times from the Granulosa Cell Tumour Research Foundation’s Web site. Roberts, who remains in remission, now aspires to a career in public health.

Deciphering the Tax Code of Opportunities

Washington & Jefferson College had a panoply of student research and internship awards and opportunities before the Magellan, but “it was extremely confusing. It was like the tax code," said Haring-Smith. “We said, ‘Let’s call these all Magellans.’” 

Nick Tyger, a molecular biology major, is among a handful of students who snagged three Magellans over successive summers. The grants supported his work volunteering and recruiting other students to volunteer to set up health clinics in poor, mountain villages in the Dominican Republic near Haiti. He also travelled to Cusco, Peru, to scout other locations for clinics.

That didn’t pan out, but the club Tyger established, Presidents Without Borders (a nod to the college nickname), attracted 40 members and sent volunteers to Nicaragua in summer 2012. Tyger, who is headed to chiropractic college, said, “I have a new outlook on the global community. I thought before I left that these types of problems—hunger and poverty—were so much farther away than they actually are. Just a short plane ride and you’re in the midst of it.”

Not a Good Magellan Without Tears

Tiffani Gottschall, an economics professor who is the Magellan adviser for sophomores, said students typically have “a lot of nerves” as they embark on their projects. “They touch down in the airport in Turkey or Egypt and find themselves alone. Now what do they do?” she asked. James Sloat, associate dean for assessment and new initiatives, said, “In some sense, it’s not a good Magellan unless there are tears along the journey.” 

A third of W&J students are the first in their family to attend college and 20 percent qualify for need-based Pell Grants. They do not “have a sense of entitlement or superiority….They feel, ‘I’m just an average person,’” Haring-Smith said. It’s an enormous boost to their self-confidence when they extricate themselves from situations “where the last bus has gone up the mountain to the village where they are staying, and they have no money and no place to stay and no phone and no place to call even if they had a phone.”

Magellan Scholars are given ample opportunities to speak about their experiences, including recruiting pitches to freshmen before the new students sign a pledge at a matriculation ceremony to work toward becoming global citizens.

Educating Parents

Freshman, sophomores, and juniors with at least a 2.5 GPA can apply. The college awards about 25 Magellans each year. Haring-Smith would like to see many more. Increasing the number “actually has more to do with educating parents than educating students,” said the president, who has had to allay concerns of parents worried about sending their daughters or sons off to distant lands alone. She tells them: “You’ve raised a child who can do this.”

Carol Barno of Camp Hill, Pennsylvania, was one of those anxious parents in 2010 when freshman daughter Erin set off to study architecture in Europe. The mathematics and art major has since done two more Magellan projects. “They’ve given her such confidence. She’s not that little 18-yearold girl I sent to W&J saying, ‘Oh, God, please take care of her,’” said Barno. Erin, a star field hockey player, concurs: “Traveling abroad on my own has made me fearless.”

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Washington & Jefferson College

Read more about Washington & Jefferson College

Educators and political leaders alike have worried for years that too few college students were taking the courses that would prepare them for becoming the nation’s future scientists and engineers, and there has been special concern about the numbers of women and minorities entering these fields. Back in the mid-1990s the Graduate College at the  University of Arizona (UA) launched a program that brings dozens of promising, underrepresented undergraduates to the Tucson campus each summer to work alongside mentors in research labs and help prepare them for graduate school. The National Science Foundation, the National Institutes of Health, and the university itself provide support for these summer opportunities, which draw students not just from UA but other U.S. colleges and universities. 

The University of Arizona conducts more than $60 million a year in research—it was 30th in the National Science Foundation rankings for fiscal 2010—and awards more than 200 PhDs in science, technology, engineering, and math (STEM) fields annually. Professors welcome these bright undergraduates to their labs and often can make room on the bench for an additional intern. When Maria Teresa Velez, associate dean of the Graduate College and director of the summer program, sat down with Sergio Arias, director of international relations at the Universidad de Guanajuato in Mexico, to discuss ways to deepen existing institutional ties, they saw how an expanded summer research program could benefit both universities and, indeed, both countries. The result was the Verano de Investigación or Summer of Research program, which gives students hands-on lab experience and grooms them for graduate school. Originally limited to students from Mexican universities, the program now is open to promising students from across Latin America.

The track record speaks for itself: more than a third of the 73 undergraduates from the program’s first six summers already are attending graduate schools in the United States, Latin America, and Europe.

All but one student (a Colombian) were Mexican but the program now is open to college students throughout Latin America. It is “a win-win situation” for both UA and its Latin American partners, said Francisco Marmolejo, UA assistant vice president for Western Hemispheric programs and executive director of the Consortium for North American Higher Education Collaboration (CONAHEC). 

Learning the Arc of the Research Process

Andrew Comrie, dean of the UA Graduate College and associate vice president for research, said apprenticeships like this are the best way to show students “how fascinating science is” so that “the bug bites.” It deepens their learning and boosts their motivation to tackle “all this tough stuff,” he said.

“It’s a classic model,” Comrie said. “You build the trajectory of the lab experience around framing a research question that intrigues the student, conducting experiments for 10 weeks to answer this question, while giving them all this other preparation and professional training. They learn the whole arc of the research process.” They present their findings on posters at a Graduate College symposium that wraps up the summer.

The program operates in tandem with the ongoing Summer Research Institute for 90 underrepresented U.S. students. The students live together on campus on dorms and, in addition to their lab work, take a 40-hour class to prepare for the Graduate Record Examination and to zero in on graduate programs that best match their research and career interests as well as skills. For the Latin American students, there is additional tutoring on English skills and seminars from current graduate students regarding the adjustment issues they are likely to face if they pursue degrees in the United States.

Support From Sponsoring States

The participating universities in Mexico and elsewhere customarily pay the students’ travel and living expenses with funds allocated by their federal or state governments. Families contribute as well. UA absorbs other costs, including the $3,500 it would normally charge for six credits of tuition. 

The program drew seven students in 2007, the first summer, 17 students the next, then dropped to 10 and 12 in 2009 and 2010 as the Arizona legislature was considering and enacting stricter immigration laws, but the number rebounded to 26 in both 2011 and in 2012. The Graduate College, at the behest and expense of Chile’s government, is planning to host Chilean undergraduates in research labs for 10 weeks in an Invierno de Investigación, or Winter Research Program. One Mexican student co-authored with his mentor an article in the Applied Thermal Engineering journal. Several UA professors have started collaborations with Mexican colleagues as a direct result of mentoring the visiting students.

A Faster Route to the PhD

Yissel Contreras, 23, of Mexico City, spent the summer of 2011 working with Anthony Muscat, a professor of chemical and environmental engineering, on new techniques for modifying silicon surfaces. Contreras was on the eve of graduating from the National Autonomous University of Mexico (UNAM) with a bachelor’s degree in technology and was considering other research opportunities in Germany and the Netherlands when a classmate told her about the Arizona program.

“It’s definitely one of the best I’ve ever seen,” she said. “It really prepares students for graduate school. I have to admit my English really improved.” She had studied the language for years in school, “but it’s totally different from being in a place where you were using it all the time.” It also opened up for Contreras a possibility she did not know existed: going straight into a PhD program without first getting a master’s degree. She is now back in Tucson as one of her mentor’s doctoral students.

Ambitions to Be the “Northernmost” Latin American University

More than a tenth of the University of Arizona’s 2,700 international students are from Latin America, including 162 from Mexico, 24 from Brazil, 22 from Chile, and 14 from Colombia (total UA enrollment is 39,000). The border and the city of Nogales, Mexico, are just 68 miles south of UA’s palm tree-lined campus in the middle of downtown Tucson, ringed by mountains and the Sonoran Desert.

Marmolejo said the summer program dovetails with UA’s ambition to win recognition “as the northernmost Latin American university in the world,” a phrase borrowed from Michael Proctor, UA vice president for global initiatives. 

The program “internationalizes the university in such a way that underrepresented (American) students influence the Latin Americans, and the Latin American students influence the underrepresented students. The meshing … is very important,” said Velez, a clinical psychologist.

The students must have a GPA of 3.0 and a passing score of at least 500 on the Test of English as a Foreign Language (TOEFL). “We like for them to come for the summer between junior and senior year. By then they have the coursework to enable them to really engage in laboratory research. They’re more mature and know English better; that’s the ideal time also to consider if graduate school is for them,” said Velez. The students are asked beforehand which three to five professors they would like to work with and they are matched with one of them if possible. 

Swift Dividends

University partnerships across borders are commonplace, but “many times these initiatives become just ceremonial things,” said Marmolejo. “The Latin American Summer Research Institute engages faculty and students” and maximizes intercultural learning.

The payoff has been swift. Of those 73 undergraduates from the first six summers, 28 are now in graduate school, including 13 at Mexican universities, 11 at UA, and four in Europe. “This has been a great tool to move our connections with our partner universities in Latin America to the next level,” said Marmolejo.

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University of Arizona

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The largest international program at the Massachusetts Institute of Technology, the MIT International Science and Technology Initiatives (MISTI), has come a long way from its roots as what it calls “a self-supporting start-up on the fringes of MIT.” What really started three decades ago as a modest effort to send students to work in Japan for a semester or two, today is a juggernaut that sends upward of 550 MIT students and recent graduates each summer to 20 countries on all-expenses-paid internships. The hands-on work and research they do in labs and companies give them a real taste of what it is like to operate outside their country and culture, often in another language. MIT also sends 100 students overseas to teach science to high school and college students. It has been a seminal experience over the past generation for 5,600 students, including 800 who worked in China. 

“We make sure that every single internship opportunity is completely cost-free for the students,” said April Julich Perez, MISTI associate director. Their airfares and living expenses are covered mostly by companies, foundations, foreign governments, and donors. The 2012 budget for the internship program was $3.3 million, 85 percent from outside funding. MISTI awarded $2 million to 100 faculty in 2012 for international research and collaborations, many of which involve students. MIT itself kicks in $300,000 for the seed grants.

Entrepreneurs, Inventors, and a TV Host

MISTI has spawned entrepreneurs, academics, and venture capitalists who work on the global stage with language skills on top of advanced technological prowess. While on a MISTI internship in China after his freshman year, Scot Frank ’08, ventured on his own to the Himalayan plateau where he “met many people and began building friendships. I was curious about local culture, traditional innovation to survive on such a harsh environment.”

The engineering and computer science major became passionate about harnessing new technology and ideas to help people in the Himalayas meet their energy and water needs. The situation became dire in 2010 “when anti-wood felling laws were enforced and people had no other source of energy available.”

One Earth Designs, a nonprofit Frank co-founded, created a nonpolluting, solar-powered cooker now used by 4,000 rural inhabitants in place of polluting woodburning stoves.

Kirsten Sydney Hessler ’12, a materials science and engineering major, did a summer internship at the Max Planck Institute in Stuttgart and one at Osram Opto Semiconductors, a leading LED manufacturer in Regensburg. “The power of my MISTI experiences was that I immersed myself in German language and culture but also felt that I was challenging myself as an engineer and really contributing to my host,” said Hessler, now a graduate student in materials science at Stanford University.

Not every MISTI pathway leads to science and engineering. Janet Hsieh ’01, a Texan, went to Taiwan, her parents’ birthplace, to intern as a paramedic before applying to medical school. She wound up as a model and television personality who hosts “Fun Taiwan” and other travel shows for Discovery Travel and Living Channel. “Six months turned into eleven years and I’m still here in Asia,” she wrote in a recent MIT-China newsletter. “MISTI helped me open the door to this fantastic ride.”

Applied International Studies

The eagerness of companies, nonprofits, and other enterprises overseas to welcome MIT students into their workplaces reflects the stature of perhaps the world’s most famous science and technology training institution. But MISTI is also a testament to and product of the ingenuity and passion of individual faculty starting with Richard Samuels, a political scientist and director of the Center for International Studies who launched MIT-Japan in 1983.

MISTI pioneered what we call applied international studies,” said Samuels. It is very different from standard study abroad programs in which students travel in a group and take courses together. MISTI students head directly into workplaces instead of taking classes. “The idea was to create a cohort of (future) scientists and engineers who could operate effectively in Japan,” he said. Initially Samuels thought only a year’s stay would do for students “to really immerse themselves,” but later “it turned out a summer was not too short. They go over, come back, and go back again.”

Other faculty took note of the success of MIT-Japan and wanted similar opportunities for their students. MISTI was born in 1994 with a China program. Now it’s grown to Belgium, Brazil, Chile, China, France, Germany, India, Israel, Italy, Japan, Korea, Mexico, Russia, Singapore, South Africa, Spain, and Switzerland, with pilot programs in Argentina, the Netherlands, and Turkey. 

Language, Culture Study, and Teamwork Required

While MIT doesn’t require all students to learn other languages, MISTI requires two years of language and a course on the politics and culture of the host country. With the exceptions of Singapore, India, and Israel, the students must be able to work in a language other than English, said Chappell Lawson, MISTI director.

Each country program has its own faculty director and program manager, with the professors’ ensuring the academic caliber and helping to raise funds while the managers match students with internships and travel to meet with the host companies and find new ones.

Suzanne Berger was MISTI’s founding director and served in that capacity until 2011, when she turned the reins over to Lawson, a fellow political scientist. The internships teach students how to work in teams with researchers who may approach a problem very differently than it’s done in MIT labs, said Berger, who still directs MIT-France.

When a biology graduate student returned from the Pasteur Institute in France, Berger asked how the four months had gone. The student replied, “Honestly after the first month I thought it was a big mistake. The equipment wasn’t as good and I thought nobody was working. People were drinking coffee, smoking cigarettes, and wandering around. But after one month, I saw that they had taken a major leap forward on the very same project that we’d been working on in our MIT lab. I didn’t see it coming.”

A Russian Revival and Expanded German Vocabulary

Berger said MISTI has grown carefully, adding countries only after ensuring it had the faculty and language courses to warrant sending students there. That meant teaching Portuguese for the first time for MIT-Brazil students and restoring Russian language classes that had been shut down.

MISTI has also been a boon for German and French enrollments, added Berger. “Now we send 90 students a year to Germany and 75 to France.” German instructors have added business and scientific vocabulary to their lessons.

Arnoldo Hax, professor emeritus of management and director of MIT-Chile, said the MISTI Global Seed Funds grants have had a major impact in Chile, his native country, with faculty from 16 MIT departments collaborating with counterparts at Chilean universities. “It’s a wonderful thing,” said Hax, who was recently given a medal by Chilean President Sebastián Piñera. For the interns, the international exposure “is serious stuff. It’s not just taking a plane and landing in Santiago.”

Hard to Replicate MISTI’s Scale

Lawson, an expert on Mexican politics who served as executive director of policy and planning for U.S. Customs and Border Protection in the Department of Homeland Security in 2009–2011, called MISTI “unique. Everyone is trying to do something like this. MIT has had more success partly because people are willing to pay the costs of having an MIT intern who may only be there for 10 weeks in the summer.” That would be hard for any other institution to replicate on this scale, he added.

MISTI considers itself an embodiment of the university’s Latin motto Mens et Manus, or Mind and Hand. Lawson foresees growing the fledgling program in South Korea and elsewhere and making more inroads in Latin America. Wherever MISTI goes, its aim will be the same: finding internships “that are practical, relevant for students, and on the frontier of what is possible in international education.”

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Massachusetts Institute of Technology

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The ties that bind both the international and the multicultural student services offices at St. Cloud State University (SCSU) are particularly strong, reflecting the conviction of campus leaders that it is incumbent upon them to prepare students for a world far more diverse than the central Minnesota communities where the overwhelming number of undergraduates grew up. The multicultural student services office is deeply involved in the arrangements for education abroad programs in South Africa, Laos, and Thailand that are aimed especially at students of color who trace their ethnicities to these parts of the globe.

President Earl Potter III said his institution is the leader among the 31 institutions in the Minnesota State Colleges and Universities system—which is separate from the flagship University of Minnesota—“in developing curricular and co-curricular learning opportunities in support of multiculturalism and internationalism. We approach these two aspects of awareness as part of the same continuum, with distinctive characteristics but connected through the imperative of educating our students for life.” 

A partnership with Nelson Mandela Metropolitan University (NMMU) in Port Elizabeth, South Africa, dates back to 1995, when Professor of Ethnic Studies Robert Johnson, History and African Studies Professor Peter Nayenga and Director of Multicultural Student Services Shahzad Ahmad began a semester-long program on comparative race relations. “It is a transformative personal experience,” said Johnson. Ahmad, a Pakistani-born SCSU alumnus, said, “It engages a very different set of students who typically have not participated in study abroad.” 

Now SCSU sends students to South Africa for two to three weeks over spring break as well. Junior Tashiana Osborne, 21, went as a freshman. Osborne, a leader in the National Society of Black Engineers, said it “was like a flashback” to the segregation era in the United States “even though I never witnessed that.”

SCSU also sends faculty and staff to South Africa for professional development, and nursing students for clinical practice. Nearly 600 students, faculty, and staff have made the journey since the partnership began. SCSU spends $500,000 a year making such international study and research opportunities possible.

In-State Tuition for International Students

Under the leadership of Potter, a no-nonsense former Coast Guard captain, Provost Devinder Malhotra, an Indian-born economist, and Associate Vice Provost for International Affairs Ann Bos Radwan, who directed the Fulbright Commission in Cairo for more than 20 years, SCSU is now seeking to make international study, research, and experiences an integral part of life for all 17,600 students and 900 faculty. This is taking place on the heels of wrenching budget cuts and a reorganization that eliminated 26 of 200 academic programs.

SCSU ranked 13th among master’s level institutions in Open Doors 2012, with 1,250 international students. The largest contingents come from Saudi Arabia (180) and China (170), but the campus also draws 131 students from Nepal and an equal number from African nations. One lure is that international students effectively pay in-state tuition simply by volunteering twice each semester at cultural events on campus or in the community. That shaves $6,000 off annual tuition and “makes us very competitive,” said Radwan, who calls it “a champagne education at beer prices.” 

Malhotra said that when he came to St. Cloud in 2009, he found “an institution in quest of an identity. Regional comprehensives are in an awkward position within the hierarchy of higher education. We are not RI (research) nor are we community colleges, but nobody tells us what we are,” he said. Still, that meant it was well poised to define a new identity.

Frank Diagnosis of Strengths and Weaknesses

Potter said there had been some strategic planning and talk about becoming “a global university” before his arrival in 2007, but it was merely “a stake in the ground with nothing underneath.” What was really needed, he decided, was “action planning.” Potter commissioned an International Vision Task Force composed of a dozen faculty, deans, administrators, and staff. The report they produced in 2011 contained some unsparing language: the past approach to internationalization had been “unsystematic”; education abroad programs were weak, with too many students going on island programs taught in English; domestic and international students stayed to themselves within “mono-cultural” groups; international activities were largely “decorative”; and partnerships with universities overseas were “idiosyncratic,” not strategic. The task force laid out a vision and strategy for SCSU “to be recognized as the most innovative comprehensive university for international education,” with faculty winning grants for international research and businesses vying to hire graduates because of their international understanding and experience. 

The university also pared a prolix mission statement to 13 words: “We prepare our students for life, work, and citizenship in the twenty-first century.” Potter said, “It was important to be clear and direct, and to anchor our future work.” Imparting global and cultural understanding is one of four pillars of what SCSU calls its learning commitments to students (the others are active and applied learning, community engagement, and sustainability).

“We have to ask ourselves how do we create a curricular design and delivery (system) that recognizes the rapidly increasing globalized nature of our society and economy…and gives our graduates a sense of awareness and ability to operate in such a world.”

Malhotra said it isn’t just a question of sending more students abroad or boosting international enrollments. “We have to ask ourselves how do we create a curricular design and delivery (system) that recognizes the rapidly increasing globalized nature of our society and economy…and gives our graduates a sense of awareness and ability to operate in such a world.”

Breaking Out of the Minnesota Bubble

Eighty-eight percent of undergraduates are Minnesotans. About 400 students a year study overseas. By graduation, 13 percent have had an international experience. An added challenge in meeting the global citizenship goal is that many students are transfers who spend just two years at SCSU. Mikhail Blinnikov, a Moscow-born geography professor and director of the Global Studies program, said, “Our job is to catch them early.”

Seventy percent of Minnesotans trace their ancestry to the Scandinavian countries and Germany. But Minnesota is also a state with a welcome mat out for new immigrants and refugees, including Hmong who fled Laos after the Vietnam War and more recent arrivals from Somalia. “My classroom looked a whole lot more Scandinavian when I came in 1980,” said Professor of Communications Studies Roseanna Ross.

Still, Minnesotans “have a very strong affinity for their state,” said Professor of Geography Gareth John, who has known tourism majors to turn down great jobs that would have required them to relocate. 

“The presence of international students “really enriches the community in St. Cloud,” she said. Too many Minnesota students “stay in their safe little bubble. I think they are missing out.”

Graduate student Amy Lindquist came from small-town Spicer, Minnesota (population 1,167), and seized every opportunity at SCSU to internationalize her education. Lindquist taught intensive English classes filled with students from China and the Arab world, and won a Fulbright assistantship to teach English to high schoolers in Bulgaria. She spent another year studying at Universidad de Concepción in Chile and now is eyeing a career in international education. The presence of international students “really enriches the community in St. Cloud,” she said. Too many Minnesota students “stay in their safe little bubble. I think they are missing out.”

Strategy and Serendipity

Radwan, an economic historian, has drawn on her extensive experience in the Middle East to deepen the university’s existing international partnerships, forge new ones, and look for more opportunities overseas. “We’ve sorted the world into the areas that the State Department uses—Europe and Eurasia, South and Central Asia, East Asia, and the Pacific—because that’s where the funding usually is. We’re looking at each and asking, ‘What do we do in this area?’”

Potter stressed the need to think strategically about partnerships, but allowed there is “a bit of serendipity” in all of them. “Nepal for years has been one of the largest sources of international students on this campus. I can’t tell you how we got started, but the numbers become their own justification for relationships.” Potter has been a commencement speaker at Pokhara University in Nepal. In May 2013 SCSU sent five students and a professor to study social and environmental issues in Nepal’s mountain regions. “We’re beginning to do things in Nepal that we would not have chosen to do without this long-term pipeline of students,” the president said. 

Supporting China’s “Angel” on Mission to Improve Special Education

SCSU has had relationships of long standing in China, but Professor of Special Education Professor Kathryn Johnson opened a new chapter by enlisting the university’s support for Chunli “Angel” Zhao, who has overcome enormous odds to become a champion for disabled children in her homeland. She was born with brittle bone disease and dwarfism and raised in Yangshuo, a scenic fishing village that then-President Bill Clinton visited in 1998. Angel’s parents were told by local officials to keep the teenager out of sight. Later an American ex-pat, Chris Barkley, took Angel under his wing, taught her English, and hired her as receptionist for an eco-friendly mountain lodge he built in Yangshuo.

Johnson, once a UNICEF consultant in Beijing, met Angel there in 2011, brought her to St. Cloud as an intern in the Educational Leadership program, and made it her mission to arrange for Angel to meet Clinton at last. The costs of attending a Clinton Global Initiative meeting in New York almost proved prohibitive, but Potter told Johnson he would pay for it. “We got there and it was magical,” said Johnson. The former president not only greeted Angel, but brought her up on stage and promised support for her efforts to build a model school and teacher training center in Yangshuo. Angel “could have been a victim of circumstance, but now she is the leading advocate for people with disabilities in China,” Clinton said.

Finding Roots and Relatives in Laos

SCSU has sent more than 250 students, most of them children of Hmong refugees, to Laos and Thailand over winter breaks. That program is led by Political Science Professor Shoua Yang, a refugee himself. Many Hmong youth in Minneapolis and elsewhere still struggle with adjusting to U.S. life. The high achievers who make it to college “don’t understand their heritage, culture, and how their parents just struggled in the past. It’s the missing piece of information in their past,” said Yang.

The winter 2012 class filled in that piece for Allen Yang, 21, a junior majoring in information systems, and his freshman brother who met their grandmother and uncle for the first time. “It was a really emotional experience,” said Yang, president of the Hmong Student Association. “It’s really about finding your identity, which is what every college student does.” Now Yang encourages as many Hmong-Americans as possible to visit Laos, including his parents, who are planning a homecoming 40 years after fleeing as newlyweds.

A Lesson From Nepal

Chemistry Department Chair Lakshmaiah (Ram) Sreerama taught biotechnology at Tribhuvan University in Kirtipur, Nepal, as a Fulbright Scholar in 2010–2011. He said only half-jokingly that he gets more respect from his students since winning the Fulbright. Sreerama grew up in Bangalore, India, and still recalls the impact on his life by a U.S. professor on a Fulbright who gave a science lecture at his high school. “He gave me all kinds of ideas. That was always lingering in the back of my mind,” said the biochemist.

Sreerama marveled at how much Tribhuvan’s graduate students achieve in rudimentary laboratories. That has allowed him to raise the bar for chemistry majors. “I tell them, ‘Look at all the resources and the technologies you have. How come we can’t accomplish that?’ I use that all the time—and they like it, they absolutely like it.”

An Internationalization Push Still in Infancy

SCSU also won a 2013 Andrew Heiskell Award for a wide-ranging partnership and student exchange program with Universidad de Concepción in Chile that was launched in 2001 by Robert Lavenda, professor of anthropology.

Notwithstanding all the laurels, administrators and faculty alike concede there is much to be done. Some but not all the dozens of recommendations in the visionary plan laid out in 2011 are being implemented, including adding more language study to education abroad programs and offering both homegrown and third-party opportunities. 

Business Dean Diana Lawson, a member of the International Vision Task Force, said the university now has “a manageable framework” for international activities, and once a governance structure is “cemented in the institution, it will be easier to expand the scope and scale of what we do.” Likewise, Radwan said, “Now that we have the basics down, we need to deepen them.” Dan Gregory, associate provost for research and dean of graduate education, said, “Our international agenda is in its infancy. We’re just starting. We’re going to be in a very different place in five years.”