Georgia Institute of Technology President Wayne Clough no doubt was half jesting when he told student radio station WREK an easy way to pronounce his name: “rough, tough, Clough.” But it also fit the robust, can-do image of the famed engineering school with the boisterous fight song in the middle of Atlanta. Georgia Tech was founded in 1885 by Atlantans hoping to push post-bellum Georgia into the industrial age. A shop building went up alongside the iconic, gable-roofed Tech Tower, and five shop supervisors were hired to work alongside the first five professors. For decades it was primarily an undergraduate institution, with a grand football team—the eponymous John W. Heisman was the first coach—and no alumnus more revered than golf legend (and mechanical engineer) Bobby Jones. It wasn’t until 1950 that Tech awarded its first Ph.D. In 2006, Tech awarded 400 Ph.D.s—two-thirds in engineering—along with 2,500 bachelor of science and nearly 1,300 master’s degrees. Some 2,700 of the nearly 17,000 students are international, and two-fifths of the 845-member faculty was born outside the United States. With national stature long achieved, Georgia Tech now wants to make its name as an international institution of higher education and research.
Georgia Tech’s immodest strategic plan lays out the ambition to become “a source of new technologies and a driver of economic development not only for Georgia, but also for the nation and the world…. We want to be a leader among the world’s best technological universities.” The journalist-author Thomas Friedman, in updating his best-seller The World Is Flat: A Brief History of the 21st Century, singled out for praise Georgia Tech’s ambitions for branch campuses on several continents and for giving its undergraduates deeper international experience. He praised Tech’s Clough for “producing not just more engineers, but the right kind of engineers.”
Clough has capitalized on opportunities to expand Tech’s global reach, starting with the 1996 Olympics, two years after his return to campus. “We realized the Olympics would be an opportunity” to advertise Georgia Tech “as a global institution,” he says. Georgia Tech hosted swimming and diving events and the Olympic Village; those residences now are dorms, and the Olympic aquatics facility an upscale student recreation center. Recently Georgia Tech acquired 2,000 more onetime Olympic Village beds from adjacent Georgia State University.
Jack Lohmann, vice provost for institutional development and an architect of Georgia Tech’s ambitious International Plan (IP) for undergraduates, says it helps that Tech “is an entrepreneurial place.” On the international front, “we’ve got a lot going on, all the way from the traditional study abroad to this more cohesive program for international study to these overseas sites and, of course, a substantial international population on our own campus,” says Lohmann, an industrial and systems engineer. “What we need now is to get our arms around all this and develop a more cohesive connection between all these activities.”
“We’re not quite there yet,” adds the vice provost, who talks purposefully about getting people to view Georgia Tech “as basically a multinational university, much as you would speak about a multinational corporation. When you think of IBM, you don’t think of any particular site location. We’re trying to articulate a vision for Georgia Tech… (so that) in 10, 15 years, when people hire our graduates, they might ask, ‘Well, where in Georgia Tech did you graduate from?’ They won’t necessarily assume Atlanta.” Instead, that student might have matriculated in classes taught by Georgia Tech professors in the university’s campus of long standing in Metz, France, or in facilities being created through academic partnerships in Singapore; Shanghai, China; Hyderabad, India; and other parts of the world. “What we’d like to do is to offer Georgia Tech’s education and research programs globally and the product you get is the same, no matter where you get it, anywhere in the world, just like buying a Coca Cola,” says Lohmann.
Clough emphasizes that to sustain international ventures like this, “there has to be a financial model that works.” David Parekh, deputy director of the Georgia Tech Research Institute and associate vice provost, made 15 trips to Ireland over two years in securing support from IDA Ireland, the Irish development agency, and corporate partners to open a research beachhead in Athlone, on the River Shannon in the center of Ireland. “At Davos, at the last World Economic Forum, Bertie Ahern, the Taoiseach (prime minister) of Ireland, spoke about Georgia Tech’s being an overt part of the country’s strategy for innovation,” says Parekh. Irish President Mary McAleese visited the Atlanta campus in April.
Georgia Tech boasts that it makes study abroad possible for all majors. In 1993, 191 Tech students studied abroad. Now it sends five times that many, mostly on summer courses combining travel and study in a profusion of fields. “Given the kind of university Georgia Tech is, it’s remarkable that we have 34 percent of our students studying abroad,” said Howard A. Rollins, Jr., a psychology professor who as associate vice provost for international programs and director of the Office of International Education from 2003 to 2007 was also a principal architect of the International Plan.
The International Plan requires students to complete at least 26 weeks of study, internships, and research in another country and to demonstrate proficiency in a second language. To do so, they must pass an independent oral exam certified by the American Council on the Teaching of Foreign Languages (ACTFL); Georgia Tech picks up the $140 exam fee. Students also must take three courses examining international relations, global economics, and a specific country or region, followed by a capstone seminar designed to tie the coursework and international experiences together with the student’s major and future profession. Industrial design students in the College of Architecture, for instance, might design senior projects to European specifications and markets. Those who fulfill these requirements receive a special International Plan designation on their bachelor of science degree. “It’s a degree designator. It’s not something that Tech takes lightly,” says Jason Seletos, a program coordinator for the Office of International Education. “The last degree designator before this one was for co-op and that was done in 1912.”
Georgia Tech embraced the International Plan and allocated $3 million for its first five years—mostly for additional language instructors. It hopes to entice 300 students per class—12 percent to 15 percent of the student body—to sign onto the International Plan so that at least half the students graduate with an international experience under their belt (it was already at 30 percent). Georgia Tech remains a mainstay of cooperative education combining classroom and workplace experiences. Four hundred seniors each year earn the co-op designator on their Tech diplomas. The Cooperative Division was renamed the Division of Professional Practice in 2002 and now runs a work abroad program that helps students land internships and co-op positions outside the United States. Debbie D. Gulick, the assistant director, says, “We sent 32 students to work in 15 countries last year, and this year we have 46 students in 19 countries.”
William J. Long, chair of Tech’s Sam Nunn School of International Affairs, believes that “the seditious quality” of the International Plan will transform Georgia Tech. “When you have more students studying abroad, bringing back foreign ideas into the classroom, and raising questions about this wider world, the faculty here at Tenth Street on North Avenue are going to have to adapt to this thrust and become more international as well, and we’ll draw even more talented students,” says Long. The Sam Nunn School, founded in 1990 and named for the former Georgia senator, enrolls more than 360 undergraduates in international affairs and language majors. In 2008 it will offer a Ph.D. for the first time, with a special focus on science and technology in international affairs. “That’s our unique niche in international education,” says Long.
The Nunn School in 2005 produced the third Rhodes Scholar in Georgia Tech history: Jeremy Farris, of Bonaire, Georgia. During his years at Tech, he took summer courses taught by Associate Professor of International Affairs Kirk S. Bowman in Argentina and Cuba, traveled as a President’s Scholar to Guatemala and El Salvador over a third summer, and spent a full semester in England. At Leeds University “I studied classes that were not offered at Georgia Tech on political philosophy, Nietzsche, Husserl, Dostoevsky,” Farris wrote by e-mail from Oxford, where he is now working on a Ph.D. in political theory.
Bowman is also the faculty director for the International House, a dorm where 48 U.S. and international students live. The I-House, as it’s called, has become a magnet for internationally minded students, regardless of nationality. “It’s been very satisfying for me to see how happy the students are,” says Bowman. “They’re actually in a place where everyone is interested in trying different foods and going to foreign language films.”
Bowman is currently working with biology professor Terry Snell and scientists from the University of the South Pacific and Scripps Institution of Oceanography in California to develop drugs from the coral reefs of Fiji. Bowman’s end of the project is to encourage Fijian villagers to plant synthetic rock rather than collecting the natural rock from coral reefs for their livelihoods. The Georgia Aquarium, Atlanta’s newest tourist attraction, purchased five tons of the “green” live rock, which in the sea attracts the same colorful organisms as the real stuff. Bowman says the culture at Georgia Tech encourages far-flung projects like this. “Interdisciplinary research is a nice buzzword at most universities, but there are no incentives to actually do it. Here, because applied research is so valued, there are a lot of niches for interdisciplinary research and teaching,” says Bowman. “For a political scientist, I have all sorts of collaborative research opportunities with biologists, and chemists and engineers and what-not. It’s great.”
Encouraged by Molly Cochran, another associate professor in the Nunn School and director of undergraduate programs, Ashley Bliss, 21, of Marietta, Georgia, and Emily Pechar, 19, of Atlanta, both quickly signed up for the International Plan. Bliss, a junior majoring in economics and international affairs, spent a semester studying in her mother’s hometown of Monterrey, Mexico, living with a cousin and girlfriends she had known since childhood. She landed a job as an intern at CNN Español and spent this past summer studying in Argentina.
Pechar, a freshman international affairs and modern language major, foresees spending her junior year on Georgia Tech’s exchange with Sciences Po, the prestigious French political science institute in Paris. When she got an opportunity to attend an AIESEC student leadership conference in Morocco over spring break, the university picked up the conference fee and most of her plane ticket. “I don’t think schools without such an international mindset would have done something like that,” Pechar says.
Clough, raised in southern Georgia by parents who had not gone to college, says that with 80 percent of undergraduates in engineering and science and two-thirds from Georgia, some students still need to be convinced to fit study abroad into their busy schedules. But it is inarguable, he adds, that they need to graduate with a global view. “Even if they stay in this country—which is unlikely—during their careers, they are going to be impacted by this global economy,” says Clough. “They have to be able to speak to people with different accents. They have to be comfortable in that world and to appreciate it.”
Clough discovered his calling as a geotechnical and earthquake engineer in graduate school at the University of California, Berkeley. Civil engineering faculty there were drawn into that field after the 1964 Good Friday earthquake in Alaska and a major temblor struck Niigata, Japan. “When you get into that field, you’re immediately immersed in a global enterprise,” says Clough.
Georgia Tech boasts that it is the only U.S. institution with a campus of its own in France: Georgia Tech Lorraine. Opened in 1990, it offers primarily graduate courses in electrical and computer engineering taught by Georgia Tech faculty as well as non-engineering courses taught by Tech faculty and adjuncts. It owes its existence to the vision of the longtime mayor of Metz, Jean-Marie Rausch, who came to the United States looking for a major technological university willing to establish a branch in Lorraine. “He said, ‘We are setting up a technology park in cow pastures outside of Metz. He was greeted here with open arms,” relates John R. McIntyre, the founding director of Georgia Tech’s Center for International Business Education and Research (CIBER). McIntyre, who was born in Lyons, France, to an American father and French mother, adds, “We’ve gotten more mileage out of it than we could have ever hoped.” The French partners provided bricks and mortar, including 50,000 square feet of classrooms, laboratories, research facilities, offices, and dorms. Visiting Georgia Tech faculty get apartments and cars. “When our faculty go there, they know where their children are going to go to school, they know where they are going to live. Normally when faculty go overseas, none of that stuff is known and it’s hard,” says Clough. More than 80 Georgia Tech faculty have spent a semester at GT-L, and the branch campus has awarded 800 graduate degrees.
Georgia Tech began sending undergraduates to Lorraine for summer classes in 1998 and now 160 sign up for that experience each summer. Students this year could choose from more than two dozen courses on topics from thermodynamics to international business. For graduate students and undergraduates alike, English is the mode of instruction. Georgia Tech grants dual master’s degrees with nine European partner institutions. “The French students call this the Atlanta campus,” Sheila Schulte, director of International Student & Scholar Services, says with a smile. Sophie Govetto, 26, a French graduate student in mechanical engineering, marvels at the breadth of courses offered on the main campus. “In GT-Lorraine you have to choose four classes out of six offered; you have restricted choice. Here you can choose from thousands. For us Europeans and especially French, that’s good. We’re not used to choosing our classes.”
Some of the best students produced by GT Lorraine return to Atlanta to pursue Ph.D.s, as Matthieu Bloch, 25, of Previssin, France, has done. The computer engineer, who works on cryptography, says, “It’s a different experience. The campus here is huge. Campus life in the U.S.—that’s something I wanted to experience. I really loved it. That’s why I decided to sign up for a Ph.D.” Bloch recently received a doctorate from his French university and expects to complete his Georgia Tech Ph.D. by year’s end.
His mentor, Steven W. McLaughlin, deputy director of Georgia Tech-Lorraine, says, “We bring students to the campuses of our partners who would not have ended up in Metz if George Tech weren’t there. They help us, we help them. It’s a two-way street.” For any institution seeking to emulate what Georgia Tech has done, the lesson is “to keep the long term in mind,” says McLaughlin. “Even though we’ve been doing this for years, it’s still a lot of hard work to build and sustain our program. You need to find a strategic partner willing to invest not just for two or three or five years but for a long time, maybe forever. We have that kind of a partner.”
After Lorraine, the single most popular destination for Georgia Tech students is the university’s summer program at Oxford University in England. “We take over Worcester College in Oxford every summer,” says Anderson D. Smith, Vice Provost for Undergraduate Studies & Academic Affairs. Some 150 Tech students spend six weeks at Oxford, and many spend an additional four weeks traveling with professors across the continent. “That is very popular,” says Smith, “but many of our students can’t afford the extra expense. We’ve got to make sure that every student who wants to study abroad can do so.” That will be one of the objectives in a new fundraising drive. The University System of Georgia allows out-of-state students who study abroad to pay in-state tuition plus $250. Douglas B. Williams, associate chair for undergraduate affairs in the School of Electrical and Computer Engineering, says, “I tell our out-of-state students all the time that it’s cheaper to go to Metz for the summer than to stay in Atlanta and take classes here.”
Georgia Tech’s Stuart School of Industrial and Systems Engineering (ISyE) and its Supply Chain & Logistics Institute have long been ranked number 1 in that field. Harvey M. Donaldson, the managing director, says, “We did not start off to have an international program; we simply were interested in logistics. But we can’t do our business in just the 48 states of the continental United States. As supply chains expanded, the domain where we applied our technologies and expertise became global.” Through an alliance with the National University of Singapore (NUS) and the Singapore Economic Development Board, it created the Logistics Institute-Asia Pacific, which offers master’s degrees, conducts research, and convenes conferences. Companies such as DHL, the international shipping giant, pay the tuition of graduate students from the island nation and other countries in Asia in exchange for a three-year work commitment. “Between 15 and 30 students are enrolled each year in the 18-month program,” says Donaldson. “They complete a semester at the National University of Singapore, come here for the spring and a May-mester, then do an internship back in Singapore before they receive dual degrees.”
Graduate student Ke Yao Liu, 25, of Hebei, China, lauded a seminar in Atlanta led by Chen Zhou, an associate professor, that took students out to the Atlanta distribution centers for UPS and FedEx and the hub of the Norfolk Southern railroad’s operations. “We learned a lot through this class,” says Liu. “In Georgia Tech, what we learn is practical. We address industrial problems directly. We see how it works and we can match the concept and theory to practical issues.”
Another logistics graduate student, Magdalene Chua, 28, of Singapore, was equally enthusiastic. “When you speak to the people in the logistics industry in Singapore about Georgia Tech, they say, ‘Oh, you are going to Georgia Tech. Wow!’” she says.
Hiroki Muraoka, 24, of Saitama, Japan, who was studying in the Global Logistics Scholars dual degree program, says, “In Japan I could just remember the theory. Here I have to understand and apply it.”
Professor Zhou also leads an 11-week summer study abroad program that takes undergraduates to Singapore and Beijing to study manufacturing, logistics, and modern Asian history. Two dozen Georgia Tech engineers are joined by NUS students in Singapore and by students from Tsinghua University in Beijing. “With a program like this, there’s no way you can force anyone to go. They can take all the courses here. The only thing you can do is take advantage of their natural interest to go to that part of the world,” says Zhou.
The students also are learning that, as Chip White, chair of ISyE , says, “the people who design routes now are no longer just in Atlanta. They can be in Shanghai and Singapore and all over. Innovation in this industry is globalizing, too.”
Clough, a former dean of engineering at Virginia Tech, says that when he became president, he recognized a need for Georgia Tech to establish in Asia an academic base similar to Georgia Tech Lorraine. “Singapore turned out to be a good place to start,” he says. Tech also offers dual degrees with prestigious Shanghai Jiao Tong University, where it now has offices and a plaque on the wall reading “Georgia Tech Shanghai.” Georgia Tech Research Institute opened its branch in Athlone, Ireland, in 2005 and this spring Provost Gary Schuster signed an agreement to explore the potential to open a Georgia Tech campus in Hyderabad, India. Georgia Tech is also in talks with potential partners in South Korea and Latin America. “A week doesn’t go by that we don’t have someone contacting us about a joint degree program, a joint research program (or) some kind of larger connection to us,” says Clough. “Everybody’s looking to partner up.”
In a similar vein, Schuster, a biochemist whose predecessor, Jean-Lou Chameau, was tapped by Cal Tech to become its president in 2006, offers this prediction: “We are in an era now in which networks are being established and relationships built. We are going to find partnerships that work and partnerships that don’t; we’ll support the ones that do—and say goodbye to the ones that don’t.”
Schuster early in his career coauthored a seminal study on the bioluminescence of the firefly. Today he works on molecules that bind and cut DNA when irradiated with light. A steady stream of postdoctoral fellows from India works in his lab, and Schuster says the first thing he teaches them is not to stand up when he walks in. “I don’t want them deferring to me because of my position. I want them to challenge me and my ideas,” he says. “That’s the great strength of the American research university. It’s not a culture of status.”
The entire world now recognizes that research universities are “not only places for deep thought and discovery, but engines of economic development,” adds Schuster. In establishing these “remote operations” in other parts of the world, “we have to make sure to be true to ourselves. What we have to export is not only our way of teaching but our culture.”
Although language study is not required at Georgia Tech and there is no stand-alone language major, enrollment in language classes has doubled in the past five years to more than 4,400 students. Junior Eddie D. Lott, an industrial and systems engineering major, spent fall 2005 studying in Buenos Aires, Argentina, and enjoyed the experience so much he was headed off this fall for a whole year of study and work in Valencia, Spain. He credits Tech’s Lorie Johns Paulez, the semester study abroad adviser, with encouraging him to apply for as many study abroad scholarships as possible. He won several, including a federal, $5,000 Benjamin A. Gilman International Scholarship. Lott, an Atlanta native, says, “A lot of people come to me and say, ‘Study abroad is too expensive.’ I say, ‘Put yourself in the mix. There really are a lot of scholarships out there.”
The School of Modern Languages within the Ivan Allen College of Liberal Arts (which also houses the Nunn School) offers classes in Spanish, German, French, Russian, Chinese, Japanese, Korean, and Arabic. Phil McKnight, the chair of modern languages, says, “We are not your traditional language program here at all. This school has a very interdisciplinary and pragmatic approach. We still do literature and culture, but that’s just a part of the curriculum.” Half the students are engineers. “One of our signature programs—if not the signature program—is our series of summer intensive language programs called Language for Business and Technology” (LBAT), says McKnight, a professor of German. These summer immersion programs in China, France, Germany, Japan, Mexico, and Spain offer six to eight weeks of study abroad that combine classroom lessons in business, culture, and technology with field work, cultural events, excursions, and visits to local businesses. Eighty to 90 students customarily head off with Georgia Tech professors to Toulouse, France (home to Airbus); Weimar, Germany; Tokyo and Fukuoka, Japan; Mexico City, Mexico; Madrid, Spain; and Shanghai, China. A U.S. Department of Education Title VI grant supported the creation of the LBAT courses in Chinese, Japanese, Korean, and Russian. Mike Schmidt, 24, of New Orleans, a graduate student in mechanical engineering, did internships with Bosch and Siemens and spent a full semester in regular classes at Technical University Munich (TUM). He had no problem writing business reports in German. “My experience abroad has gotten me a lot more opportunities than anything else,” says Schmidt.
Kendall Chuang, 24, a graduate student in electrical and computer engineering, minored in East Asian studies at the University of Illinois at Urbana-Champaign, and spent a year at Konan University in Kobe. He returned to Japan as part of Georgia Tech’s cooperative education program to spend six months interning at NTT’s research center, where he worked alongside engineers and scientists twice his age. “I really didn’t expect engineers (at Georgia Tech) to be so interested in learning about other cultures and other languages,” he says.
Charles L. Liotta, who has overseen Georgia Tech’s $345 million research enterprise as vice provost for research and dean of graduate studies, says that the university’s “global vision” will serve it well in the increasingly competitive arena of the twenty-first century. “I can describe the culture of Georgia Tech in the following way: we believe that the real world problems exist at the interface between different disciplines, and that interdisciplinary research is the way to define a problem, to address it and to solve it,” says Liotta, a chemist who joined the faculty 42 years ago. The $1.2 billion in new buildings constructed on Clough’s watch “has really fostered that culture,” adds the Brooklyn-born Liotta. “We put many disciplines in one building, and in many cases not just in the same building but in the same laboratory so we can lower the barriers and foster that interdisciplinary research.”
Jack Lohmann, the vice provost for institutional development, sees another challenge for all of U.S. higher education in the international arena. “We need to do a lot more scholarly work in understanding and getting our arms around what it means to be globally competent. At the moment we’re working a lot on seasoned wisdom as opposed to evidence-based research,” he says.
“We need to start asking the questions: How long does a student have to be overseas, six weeks, six months, six years? Does it matter what kind of experience they have? Does a work experience have a bigger impact than doing study abroad? What’s the impact of a second language? At the moment, we cannot give cogent answers to these questions.” Georgia Tech’s Office of Assessment already has launched a longitudinal study to shed light on the issue, and the growing numbers of students’ signing up for the International Plan should provide ample data for Lohmann and his colleagues to ponder.
Two dozen young scholars visiting the United States on Fulbright exchanges were in the middle of an afternoon of workshops at Northeastern University in Boston when President Joseph Aoun dropped by to offer greetings and a short lesson on U.S. higher education. The linguistics scholar called it “the only truly open system in the world.” When there is a faculty opening, no one checks where the applicants’ passports are from, he said. Instead, “we seek the best brains wherever they are.” Public and private universities compete fiercely for faculty, students, and research grants; promotion is based on merit; and professors share in profits from their inventions. The government provides support but does not dictate what or how colleges and universities teach. “We don’t believe in onesize-fits-all,” Aoun said. India and other countries in Asia and Latin America are looking to adapt this model and open up their systems of higher education, Aoun said. “It’s going to happen. Competition is going to intensify at the worldwide level,” he predicted, then added with a smile, “That’s why you’re here. You’re making our life more difficult.”
The Fulbrighters laughed and applauded, appreciating that their host was a personification of how the U.S. system works. Born in Beirut, Labanon, Aoun was educated there, in Paris, and at the Massachusetts Institute of Technology, where he earned a PhD in linguistics and philosophy. He was a professor and dean at the University of Southern California in Los Angeles before returning to Boston in 2006 to become the seventh president of Northeastern University.
Northeastern, a private research university in the heart of Boston, is a recognized leader in experiential or cooperative education. The tradition started in 1909, a decade after the university’s founding, when four engineering students rode trolleys after class to part-time jobs around the city. Today, thousands of Northeastern students alternate semesters in the classroom with sixmonth stints in the working world. Those jobs, once confined to Boston, now take them from coast to coast and, increasingly, to London, Paris, Singapore, and beyond. Aoun created a Presidential Global Scholars initiative with a $1 million annual budget that awards students grants up to $6,000 to cover the added expense and, in some cases, lost income when they do co-ops abroad. Northeastern students typically earn $15,000 on co-ops in the United States—a far cry from the 10 cents an hour those four engineering students made a century ago. Many do two or three co-ops before graduation.
“Aoun wants to double the number of students’ choosing international co-ops and ‘give every student the opportunity to have an international experience.’”
So far only a small fraction—about 300—of the 6,000 co-ops that Northeastern students go on each year are international. The difficulty of securing visas and work permits means that some placements are unpaid internships or volunteer positions with charities.
Aoun wants to double the number of students’ choosing international co-ops and “give every student the opportunity to have an international experience.” Aoun expressed delight that at Northeastern he found a university with “a predisposition to embrace the world.” He quickly set in motion the drafting of a new strategic plan for “building a global university” and preparing students to become “engaged citizens of the world.”
Northeastern’s education abroad programs are burgeoning. Nearly 1,700 students studied abroad for credit in 2009–10, a 240 percent increase from barely 700 in 2006–07, and the Office of International Study Programs under new Director William Hyndman III has expanded its staff.
Much of this growth is due to the rapid proliferation in recent years of Dialogue of Civilizations courses in which faculty lead cohorts of students to other countries for intensive courses over several weeks in the summer. The Dialogue courses were pioneered by Denis Sullivan, who directs the International Affairs Program as well as Northeastern’s Middle East Center for Peace, Culture, and Development. He first offered a Middle East studies course in Cairo more than a decade ago, borrowing the “Dialogue of Civilization” name from a term popularized by then-Iranian President Mohammad Khatami, who suggested it as a riposte to the late Harvard political scientist Samuel Huntington’s prediction of a “Clash of Civilizations.”
“Then the United Nations started using the term (Dialogue of Civilization). I thought, ‘That’s what I’m doing. I’m bringing students to Egypt to have a dialogue.’ I started calling my program the Dialogue of Civilizations,” recalled Sullivan. A handful of colleagues followed his example, teaching summer courses in China, Greece, and Mexico. In 2006 then-provost Ahmed Abdelal decided to allow students to apply tuition dollars to cover most of the costs. By summer 2010 some 960 undergraduates took 50 Dialogue programs taught in 37 countries by nearly five dozen faculty. Hyndman, the study abroad director, said for some it is less expensive to study overseas than to stay in Boston and take classes there. “They pay for their eight credits and maybe an additional fee of a few hundred dollars, but that’s it. It’s quite a good deal,” said Hyndman.
In five years at Northeastern, Denise Horn, an assistant professor of international affairs, has led students twice to both South Africa and Thailand and once to Brazil, Dominican Republic, India, and Indonesia either for Dialogue courses or for an international service-learning experience called the NU Global Corps. She teamed with Lori Gardinier, a lecturer and director of the human services program, on a course that took students to India for fall 2009 to work with the Deshpande Foundation on helping poor farmers improve their lives and livelihoods (the human services program is an interdisciplinary major that imparts the skills needed for political advocacy, community development, and social service, at home and abroad). In India, the Northeastern students purchased seeds and encouraged farmers to plant home gardens to feed their families. They also created a sewing workshop for women and taught English to preschoolers. “I had one goal and that was to get out in the world and see what I could find,” said junior Rosie Pagerey. “I consider myself a global citizen now."
“We have a lot of flexibility, a lot of resources, and a culture that’s academic but also business-minded, all of which enables us to move a little faster than other people.”
Northeastern moved most of its language classes in 2007 out of the Department of Modern Languages into a World Languages Center housed in the College of Professional Studies. That entrepreneurial college, which once catered primarily to evening and continuing education students, hired 25 new instructors to meet the increased demand from undergraduates. “This has been phenomenal for us,” said Dennis Cokely, chair of modern languages. “Five years ago, we had 800 students per semester studying seven languages. Today we have 13 languages and nearly 1,700 students.” The popularity of international business and international affairs majors also whets students’ appetites for languages. The center teaches 13 languages, including Arabic, Chinese, and Swahili.
Christopher Hopey, the outgoing vice president and dean of the College of Professional Studies, said, “We have a lot of flexibility, a lot of resources, and a culture that’s academic but also business-minded, all of which enables us to move a little faster than other people.” Hopey, recently named president of Merrimack College, retooled the College of Professional Studies in other ways, offering more courses online and off-site at partner institutions in Turkey and Australia. He started the successful NUIn program, which allows Northeastern to admit 200 additional freshmen each year who are sent to London or Thessalonica, Greece, for their first semester of classes. Northeastern forged a partnership with the education company Kaplan Inc. to bring hundreds of students from China and a dozen other countries to Boston and groom them for college-level work. Four hundred such students were enrolled in the Global Pathways program in 2009–10 plus 300 others in English as a Second Language courses.
The College of Business Administration launched an online MBA in 2006 that now enrolls 1,000 overseas students each year. Typically these online students perform as well or better than those in regular MBA classes in Boston, said Dean Tom Moore, who created the program in response to a request from IBM, which sought to retain promising managers in India by offering them a route to the professional degree.
Many of the business school’s top undergraduates gravitate toward an international business major that requires six months of classes abroad followed by a six-month co-op in the same country. “They are quite cosmopolitan by the time they return,” the dean said. Northeastern also receives 100 exchange students from partner business programs in Europe and Mexico, which “helps internationalize our campus here,” he said.
International enrollments at Northeastern surged in recent years to 3,313 in fall 2009, with students from China and India accounting for almost half. Scott Quint, then-associate dean for International Student and Scholar Services and Intercultural Programs, said many are drawn to business and computer science and to the School of Allied Health Professions. The city of Boston is a big draw; so are the opportunities to do coops, said Quint. The 12-member International Student and Scholar Institute (ISSI) includes a full-time specialist who works to arrange co-ops for international students.
Quint, who stepped down last April after more than a quarter century working with the university’s international students, was also the impresario of Northeastern’s Carnevale, a twomonth-long international festival of music, art, dance, poetry, lectures, food, song, and fashion. It started in 1996 with one event: an ice-carving contest. International students are still carving Shinto shrines and icons such as the Sydney Opera House from ice with chainsaws each winter, but that is only one of the host of attractions. There were 48 events over eight weeks last February and March.
Northeastern’s expanding international profile also can be glimpsed in the creation of a World Class Cities Partnership by the School of Public Policy and Urban Affairs, which is building ties among municipal, business, and cultural leaders from 10 cities that girdle the globe from Boston to Barcelona to Haifa to Hangzhou to Kyoto to Vancouver. None of these cities is their country’s largest or the capital, but many are on the cutting edge of technology and culture, said Dean Barry Bluestone.
Bluestone sees this global partnership as emblematic of the “incredible trajectory” that Northeastern has been on since weathering a financial crisis that forced it to downsize in the early 1990s. “It’s cutting its own wake, really figuring out new ways of engaging with the community and developing extraordinary new international programs,” he said. “There’s a sense of academic entrepreneurship here: ‘Let’s try something new. Let’s see if it works. Let’s put some real effort into it and see what we can build.’”
Robert Lowndes, vice provost for International Affairs, said the pace of Northeastern’s internationalization has accelerated since the adoption of the new academic plan in 2007. “We’re getting more people out into the world,” said Lowndes, a physicist. Just as Northeastern built an infrastructure that includes more than 60 cooperative counselors and coordinators that makes it possible for 90 percent of undergraduates to gain that work experience, the university now is building the capacity to deliver on the 2007 academic plan’s goal of seeing that all students gain international experience. This will become Northeastern’s “second signature experiential effort,” Lowndes predicted.
The next step, said Aoun, is “to get more students to take advantage of the global opportunities” and to start thinking of Northeastern as an institution not confined to the physical campus in Boston. The president envisions some students’ spending two years in Singapore or Australia before coming to Boston, or starting on some other yet-to-be-built satellite campus. “What we are seeking to do is have students completely at ease with the world—and not only one part of the world,” said Aoun.
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.
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.”
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.
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.”
The strides that Northern Arizona University (NAU) is making on all fronts in international education—doubling international enrollments, tripling participation in education abroad, marshaling enthusiastic faculty support for a Global Learning Initiative that will infuse more global content into the curriculum discipline by discipline—shows what a committed institution can do even under exacting budgetary circumstances. NAU has raised its international profile and activities even while dealing with the loss of a third of its state aid ($60 million) over four years. Part of its success stems from finding a novel way to finance the Global Learning Initiative, coupled with strong leadership and resolute support from the top.
Arizona’s third-largest university, perched beneath the scenic San Francisco Peaks in Flagstaff, already was deeply involved in study and research across the American Southwest—the 27,000-square mile Navajo Nation is next door. The global engagement push has it looking even farther. The university made global engagement a strategic priority and hired Harvey Charles as vice provost for international affairs and director of the Center for International Education. Charles earlier directed international education offices at Wheaton College in Massachusetts, Georgia Tech, and San Francisco State University. President John Haeger and Provost Liz Grobsmith convened the Task Force for Global Education in 2008 and charged it with crafting a blueprint for transforming NAU into a global campus and ensuring that graduates were ready to compete in a global economy. While 18 faculty and administrators formed the nucleus of the task force, 30 other faculty and the then-mayor of Flagstaff, Joe Donaldson, served on five subcommittees (the mayor was on the community engagement panel). They came up with numerous ways to embed global learning throughout academic majors, general education courses, and cocurricular activities. “It is our hope that students will have multiple and substantive encounters (as opposed to merely a one-course requirement) with these perspectives,” said the panel. The faculty Senate gave its blessings to the panel’s raft of recommendations in 2010.
Anthropologist Miguel Vasquez recalled a meeting to winnow four dozen faculty proposals in the running for $4,000 seed grants to develop new courses. “Harvey walked in and said, ‘Let’s make this easy. I want to award every one of these grants because this is what we’re trying to do on this campus. We’ve got the money, so let’s do it,’” said Vasquez. “It pushed the whole thing fast forward.” The university-wide belt-tightening brought on by the reductions in state appropriations actually whetted faculty appetites for the global initiative, said Blase Scarnati, director of the Global Learning Initiative. “Things started moving around the table, and that kind of kinetic energy made a lot of innovative things possible.”
“Instead of generic global learning outcomes, we’re talking about global learning outcomes in the language of physics, dental hygiene, electronic media and film, engineering.”
Each department was charged with defining global learning outcomes for its own discipline. “Instead of having a university-wide committee telling everybody how to do global learning, we’ve given the responsibility to the faculty themselves,” explained Charles. “Instead of generic global learning outcomes, we’re talking about global learning outcomes in the language of physics, dental hygiene, electronic media and film, engineering.”
The faculty also were pressed to realign the curriculum in ways that buttressed three bedrock NAU values: sustainability, diversity, and global engagement. Charles launched a twice-a-year, 20-page magazine, NAU Global, that explained the changes ahead and shone a beacon on the extensive study and research that faculty and students were undertaking overseas.
Scarnati, a musicologist, said even minor course adjustments “can have quite a dramatic impact” on internationalizing the curriculum. Assigning civil engineering students to design a bridge for Kenya instead of Arizona requires the same complex math calculations, but also forces students to weigh “all sorts of cultural issues in terms of materials and workforce management,” Scarnati said. When professors and students looked closely, global issues hit closer to home than some realized. In Scarnati’s own department, awareness grew about the threats that development poses to the African blackwood trees that provide the wood to make oboes and other woodwinds.
It will take time to see some changes bear fruit. Starting in fall 2012, a five-year Global Science and Engineer Program (GSEP) offers science and engineering majors the opportunity to spend a full year studying and interning abroad and to earn a second bachelor’s degree in French, German, or Spanish (or a minor in Chinese and Japanese). It is modeled after the University of Rhode Island’s groundbreaking dual-degree program. Eck Doerry, an associate professor of computer science who used to take rising sophomores on “icebreaker” summer trips to Germany, said, “Engineers are going to have to change how they behave.”
Paul Trotta, professor of civil and environmental engineering and adviser to the Engineers Without Borders (EWB) chapter, led students on service trips to a village in Ghana to build a solar-powered water station and perform other work, including building quarters for a village nurse. They undertook the latter after village leaders identified their most pressing need not as more solar power, but as lodging, to convince the government to send them a nurse. When an engineering student came down with malaria, an anthropology student stepped up to manage construction. It wasn’t applied anthropology, but “what a wonderful experience she had,” said Trotta. EWB also has undertaken wastewater projects on the island of Roatán, 30 miles off the coast of Honduras. “We need projects closer to home,” said Trotta, who noted it costs as much to fly one student to Ghana as it does to build a well.
Leslie Schulz, executive dean of the College of Health and Human Services, led a December 2011 service trip to a Tibetan refugee camp in Mainpat, India. Schulz, a nutritionist and diabetes researcher, brought a dozen faculty and students—dental hygienists, engineers, and sustainable community experts—on the journey that began with two days of flying and an arduous 17-hour bus ride. They dwelled for eight days in a Buddhist monastery and, with other Flagstaff volunteers, fanned out to seven refugee camps providing care, mapping needs, and trying to improve the spotty electricity supply. Schulz brought the leader of the Mainpat community to Flagstaff in May 2012 to help convince other NAU colleges to pitch in on future trips. Her only criterion for who goes is that each must be able “to contribute something to the community, not just study people.”
NAU’s international enrollments have nearly doubled since 2008, paced by a surge in students from China and Saudi Arabia. Its intensive English program “had a huge bump in enrollment,” from 90 students in spring 2009 to 220 in fall 2010, said William Crawford, director and associate professor of linguistics. The program recently expanded into a former elementary school building; the playground, still equipped with slides, is now a designated smoking area.
Mandy Hansen, director of international admissions and associate director of the Center for International Education, said NAU’s size and locale is a draw. Sunny Flagstaff has a population of 60,000 and, at 6,900 feet elevation, stays cooler in summer than Phoenix. “In a smaller town like Flagstaff and a midsize school, they can find their place. Parents feel really comfortable sending their students here,” said Hansen. Catherine Ribic, director of international students and scholars, said some “are unhappy when they get here, but then they’re unhappy to leave.”
NAU was an original participant in an American Association of State Colleges and Universities initiative to promote dual degrees with Chinese universities, and it now has agreements with four dozen universities for a variety of 2+2, 1+2+1, and 1+3 programs. Four of the 35 staff members of the Center for International Education work on the China initiatives. Among them is graduate student Bruce Feng Wang, who originally came to NAU on a 2+2 exchange from Beijing International Studies University. As a junior business major, Wang was part of a student delegation that met Warren Buffett in Omaha, Nebraska. He even got to question the legendary investor about his decision to invest in a Chinese electric car company—an investment that subsequently turned sour. “NAU has really valued international education,” said Wang. “I have friends who went to bigger universities, but they don’t provide the resources for international students that NAU does.”
The Chinese government pays for faculty to attend what NAU calls its Scholar Academy where they learn about U.S. higher education and pedagogical approaches. Dozens of NAU faculty have lectured in China. Grobsmith allowed Charles to retain some revenues from the Scholar Academy to help fund other global activities, including the engineering dual degrees and a symposium highlighting student research. “We found a mechanism that enables him to invest in all these initiatives that have put us on the map,” said Grobsmith, who retired in June 2012 as provost and became special assistant to the president for strategic and international initiatives (The new provost is Laura Huenneke, biologist and former NAU vice president for research). NAU now is looking to create dual-degree programs with universities in Indonesia, India, and elsewhere. “Every opportunity that comes along, we try to grab it,” said Grobsmith. “There’s just unending opportunity. There’s a tremendous value placed on American-style education, and people are hungry to get their students here.”
Michelle Harris, associate professor of sociology, helped establish a dual master’s degree program with the University of Botswana. Two NAU graduate students spent 2011–12 in Botswana, while Thembelihle Ndebele spent the year earning a master’s degree in Flagstaff. Harris said the soft-spoken Ndebele helped give Arizona students “a taste of the world” in every class she took. Ndebele spent part of her year in Flagstaff interning with Catholic Charities. “I’ve learnt a lot from this experience. It will help me go back and try to boost our child safety systems,” she said.
Student participation in faculty-led education abroad courses tripled in three years. So-called GO Scholarships ranging from $250 to $1,000 are helping fuel growth. Half the $100,000 awarded comes from a small fee collected by the student government from all 17,000 undergraduates. There were 20 faculty-led study trips in 2012, mostly in summer. “We presented to 3,400 students in person in spring 2012 through class visits, information sessions, and fairs on campus,” said Eric Deschamps, director of education abroad. NAU focuses mainly on exchanges, which puts education abroad “within reach of a lot of our students,” he added. Still, even with growth in education abroad offerings, only 355 NAU students studied abroad in 2010–11.
NAU serves many first-generation college students and others with little familiarity with other countries and cultures, even though Mexico is just across the border. On a class for graduate students that Charles led to view student affairs operations at European universities in May 2010, more than half the participants were traditionally underrepresented students. Among them was Marvin Jim, a Navajo graduate student who works at NAU’s Native American Cultural Center. He called the trip “a defining moment in my life. We went to Europe with lots of questions and came back with even more. We got out of our comfort zones.”
Senior Ruth Naegele gave up a career in supply management to start college in midlife and spent a semester at the University of South Australia on a Gilman Scholarship. It “could not have been a better experience,” said Naegele.
NAU is still at an early stage of this journey but is well positioned to keep accelerating its progress. Vasquez, the anthropologist, noted the Southwest “is the only place in the world where the so-called first and third worlds share a border.” Both international and minority enrollments are growing. A decade ago 77 percent of students were white; now they comprise 66 percent. Latino enrollment jumped almost 8 percent from 2010 to 2011, while 5 percent more international students enrolled. “This place is a wonderful laboratory for diversity,” said Vasquez. The Global Learning Initiative gives NAU faculty and students new opportunities to learn about the world—and themselves.
