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.

‘Just Like Buying a Coca-Cola’

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.

Nearly 1,000 a Year Study Abroad

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.”

‘Seditious’ Nature of the International Plan

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.”

‘Green’ Live Rock for the Georgia Aquarium

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.

Birth of GT-Lorraine

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.

A Two-Way Street

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.”

Logistics Goes Global

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.”

Expanding Partnerships Around the World

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.”

Teaching Grad Students Not to Stand 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.”

‘Not Your Traditional Language Program’

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.”

How Long Does It Take?

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.

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Georgia Institute of Technology

Read more about Georgia Institute of Technology

Elon University has  gone on an extra-ordinary journey in the past 15 years, transforming itself from a regional college into a comprehensive university with a national presence that receives far more applicants than it can accept from across the country. The beautiful 575-acre campus near Burlington, North Carolina, with dogwoods, magnolias, cherries, redbuds, and oaks—Elon means oak in Hebrew—is designated a botanical garden, and Elon has mastered the knack of building in a Georgian style that makes new dorms and classroom edifices look like they have been nestled in those trees for eons.

Adding to the curbside appeal is Elon’s reputation as an institution where students become deeply engaged in community service, and where a large majority studies abroad. So deeply is study abroad engrained in the culture at Elon that even the custodial and administrative staff has the opportunity to see London in January, when the flats reserved for Elon students in the fall and spring would otherwise be empty.

Elon provides each student—and, if they so request,  prospective employers and graduate schools—not only course grades, but a second, formal transcript on their participation in five “Elon Experiences,” namely: leadership, service, internships, study abroad, and undergraduate research.

Elon cemented its reputation for civic engagement by perennially emerging among the high scorers on the National Survey of Student Engagement. Elon also was one of the 10 original campuses that em-braced Project Pericles, a national effort to promote good citizenship under the aegis of philanthropist Eugene Lang and his foundation. Not only did 71 percent of the Class of 2007 study abroad, but 80 percent completed an internship and 91 percent engaged in volunteer service.

Elon engineered its rise with strong administrative and faculty leadership, a passion for strategic planning, and a knack for stretching limited dollars. (These gains have not gone unnoticed: a 2004 book authored by George Keller from Johns Hopkins University Press, Transforming a College: The Story of a Little-Known College’s Strategic Climb to National Distinction, examines Elon’s rise to a top regional university.) Elon is a place that prides itself on congeniality, down to the “College Coffee” on Tuesday mornings when classes and work stop for 40 minutes while students, faculty, and staff gather outside the main campus building for coffee, donuts, and conversation. Faculty have embraced study abroadwith gusto. Each year, more than 50 faculty memberslead study abroad programs, most on short-term courses offeredin the winter and summer. A Study Abroad Committee, a standing committee of faculty that includes two student members, passes judgment on each program, and faculty say their participation in study abroad, including not only course development and teaching but scholarship as well, is valued as a critical part of their professional development.

Clearly, international studies and global awareness have played a large role in the creation of this new Elon. “Two or three decades ago Elon served first-generation college students,” says President Leo M. Lambert. Today, 80 percent of the parents are college graduates and more than a third boast graduate degrees as well. “These parents are aware how small the world is getting and how important it is for their student to experience that world more broadly through their Elon education,” adds Lambert.

Lambert’s predecessor, J. Fred Young, president from 1973 through 1998, set the institution on this course and nurtured the study abroad programs. Young, a former school superintendent, created an organization that continues to place teachers from other countries in North Carolina public schools. He personally recruited one of those exchange teachers, Sylvia Muñoz of San Jose, Costa Rica, to come to Elon to open El Centro de Español—the Spanish Center—to provide Spanish language and cultural lessons in an informal setting to students, faculty, and staff alike. Now ensconced in remodeled Carlton Building next to the Isabella Cannon Centre for International Studies, El Centro bustles with activities day and night.

Isabella Cannon Shows the Way

At his 1999 installation, Lambert announced a landmark $1 million gift from Isabella Cannon, a 1924 Elon alumna, that gave international studies a showcase home at the heart of campus, overlooking Scott Plaza and Fonville Fountain. Cannon, born in Scotland in 1904, was a librarian, civic activist, and globe-trotter who in 1977, at age 73, campaigned as “a little old lady in tennis shoes” to unseat the mayor of Raleigh. A diplomat’s wife, she had lived in China, Iraq, and Liberia before concentrating her energy on opening parks and improving life in North Carolina’s capital. As commencement speaker in 2000, the diminutive Cannon reminded Elon graduates that collectively they had “a grand total of more than 50,000 years to make this a better world.” She made another major gift that allowed Elon to build the Isabella Cannon International Studies Pavilion, which houses 11 international and 11 U.S. students and is one of several living-learning communities in the university’s  Academic Village, modeled after Thomas Jefferson’s design for the University of Virginia. Cannon died in 2002 at age 97, six months before the dedication of the new Isabella Cannon Centre for International Studies, with Benazir Bhutto, the former prime minister of Pakistan, as principal speaker.

Elon changed its name from Elon College to Elon University in 2001—the town that had grown up around the college had to change its name, too, from Elon College, North Carolina to plain Elon—and, underscoring that status, opened the Elon University School of Law in nearby Greensboro in August 2006. Elon already offered graduate degrees in business, education, and physical therapy. On Lambert’s watch, the full-time faculty has grown from 192 in 1999 to 291 in 2006.

Elon charges lower tuition than many of the universities with which it competes for students, but it does not discount that “sticker price” to woo students. Its endowment stands at $70 million, but Elon’s leaders hope to boost it by $100 million in a five-year campaign now underway.

Elon’s growth over the past decade was fueled by admitting more students, from 3,500 in 1995 to more than 5,200 today. “We’ve benefited tremendously from our location and being in this great mecca of higher education in North Carolina,” says Lambert, a former education professor and associate dean at Syracuse University who founded an innovative program there to hone the teaching skills of future professors. “Growth has fueled quality at Elon; there’s absolutely no doubt about it,” Lambert says. “But we can’t continue to growand still be the intimate kind of community Elon is right now.”

Studying Abroad in January

Elon has built its study abroad reputation largely around month-long winter-term courses offered in the middle of its 4-1-4 calendar. It began with a single January course in London in 1969. Elon now offers approximately 30 such winter-term study abroad courses. In 1985 Elon began sending students and a professor to London for a full semester; in 2006 the university added a faculty-led semester in San Jose, Costa Rica, that combines Spanish classes with courses taught in English in marketing, the politics of Central America, and environmental issues.

Elon also offers students opportunities to enroll in 32 affiliate and exchange programs as well as seven Elon summer study abroad courses. Increasingly, Elon also is placing students in international internships, co-ops and other educational experiences, and Laurence Basirico, dean of international programs, is scouting possibilities for new semester-long Elon programs in Europe and Asia. “We want to have one on each of the continents,” says Steven House, dean of Elon College, the College of Arts and Sciences.

These extensive off-campus programs are a costly undertaking for an institution on a tight budget. That they have grown so large is testament to the importance the university places in international education. “When you have 60 students studying abroad for a semester in Italy, Elon sends all of their tuition funds to the Italian school and loses use of these funds for the main campus. It’s a big expense,” says Provost Gerald Francis, who joined the faculty in 1974 after earning his Ph.D. in mathematics at Virginia Tech. Francis’s 24-year tenure as academic dean and provost spans the Young and Lambert eras. His role in Elon’s metamorphosis was pivotal.

From Custodians to Faculty, Everyone Gets a Chance to Go Abroad

Francis also has been a champion of finding creative ways to help faculty and staff experience travel abroad. Gerald Whittington, Elon’s vice president for business, finance, and technology, personally has led 300-plus Elon faculty and staff—from full professors to custodians—on more than a dozen London trips. Whittington sees a practical payoff to taking the staff to see the sights of London for themselves. “Our students are getting messages from above, below, and sideways that this is an important value of the institution and one that they ought to participate in. That’s why we do it,” says Whittington, who grew up in the great cities of Europe.

“Don’t think there is not self-interest in this. They are all part of the sales force,” agrees Francis. The provost even encourages Basirico to send a university staff member, when possible, with the faculty who lead the regular study abroad courses in January. If an Elon art historian takes students on a fast-paced program to Italy, “it really helps if you have somebody to help keep up with the busses and hotels,” reasons Francis. “Librarians, purchasing agents, the registrar, or people in student life can (do that) to help the program run smoothly. And that makes them part of the international campus here.”

Courses with Few Prerequisites

Last January, Elon faculty led students to Australia, Barbados, Brazil, China, Costa Rica, France, Germany, Ghana, Greece, Guatemala, Ireland, Italy, New Zealand, Peru, the Philippines, and beyond.

While students typically pay from $2,800 to $5,500 for travel, lodging, and other expenses for the winter study abroad courses, they are charged no extra tuition; that is bundled into the fall semester tuition. Courses also are offered back on campus for students who cannot participate in the study abroad. Traditionally, most of the winter-term study abroad programs are 200-level courses with few prerequisites. That was done intentionally so students wouldn’t be precluded from signing up, says Basirico. Thomas K. Tiemann, an economics professor who holds an endowed chair, says, “There’s a big range of study abroad opportunities here, depending on the students’ experiences, attitudes and how brave they are.”

Increasingly, these courses are gaining rigor. Some were challenging from the start, such as “Field Biology in Belize,” in which students learn about rainforest ecology and explore a coastal reef. The course is open to non science majors, but since it counts as a lab elective for the many biology majors who sign up, “I want it to be challenging,” says biology professor Nancy E. Harris.  “They may have had botany, zoology, and maybe even ecology, but when they get there, they are blown away. It’s truly an eye-opening experience.” Students start each day at a wildlife preserve in Belize’s Rio Bravo bird-watching at 6:30 a.m., followed by lectures and field observations. Students keep cultural and scientific journals, take exams and lab practicals. It’s a real science class but with a huge dose of cultural and biological reality. “The itinerary reflects the rigor. There’s very little free time,” says Harris, who also is associate dean of the College of Arts and Sciences, which is called Elon College. “There are howler monkeys overhead, jaguar in the forests, poisonous snakes under the decks, (and) bats in the bathroom. It’s cool.” At night students go out with flashlights, poke sticks in holes, and “play the game of who will let the tarantula walk over their head,” says Harris. During the marine biology half of the class, the students go snorkeling along the coral reefs in the azure Caribbean off Ambergris Caye, but even there they have lectures, tests, and field reports to complete. A USA Today reporter who accompanied the class in January 2004 noted, “One of their final exams, a ‘fish and coral practical,’ is conducted under water, using waterproof paper.”

“Study abroad has tentacles…”

Faculty new to Elon often are surprised at how quickly the opportunity arises to teach in another country. Vic Costello, associate professor of communications, says, “It seems like the whole institution buys into it. I’m living proof. Two years after I came in, I was leading a class to Europe.” Demand was strong for Costello’s course, Gutenberg, Reformation and Revolution: Media’s Impact on Western Society, which took students to Mainz, Germany, the birthplace of the printing press, and ended in Geneva, Switzerland, where the Internet was born at the CERN Institute. “Study abroad has tentacles that go throughout the campus. It is fully integrated with the culture of the school,” says Costello, who chairs the Study Abroad Committee.

Vice President G. Smith Jackson, the longtime dean of students and coordinator of the Elon Experiences, says, “Students come to Elon because of our active, engaged approach to learning, and study abroad is at the top of that.” Jackson describes the dynamic as a “collision of powerful factors: students and parents who want this type of education, an administration that supports it, and faculty who understand the power of that pedagogy.”

Elon awards $50,000 in scholarships for study abroad each year. Honors students and Elon Fellows automatically receive a $750 travel grant as part of their awards. “When we spend a dollar around here we like to say we are getting two or three things done,” says Lambert. “An example is the way we top off certain scholarships to emphasize the importance of internationalization and global citizenship.”

Good Timing for an International Plan

A decade ago, when winter study abroad started taking off, the international program was still operating out of a crowded ground-floor office in the Alamance Building. Bill Rich, then the dean, put together an ambitious blueprint for expanding the size, staff, and reach of the international programs office. A year later, when Isabella Cannon presented her $1 million gift, it became a reality. Rich, an emeritus professor of religious studies, retired in 2004, but still leads a winter-term trip to Athens and Thessalonica to study the art, architecture, mythology, and religion of ancient Greece. Some of these winter courses are so popular that students are left with a second or third choice. It’s a far cry from the early days when “we would stand in the cafeteria lines to recruit students for study abroad,” Rich says.

Education Internships in Costa Rica

Basirico, who is also a sociology professor, returned from a 2004 trip to Costa Rica and asked F. Gerald Dillashaw, dean of the School of Education, if he’d be interested in sending education majors to San Jose for a semester to intern in Costa Rican classrooms. The School of Education already was sending upward of 20 sophomores to assist in London schools each spring. In Costa Rica, of course, there would be the added complexity of working in Spanish. Immediately, “everyone on our advisory committee was in favor of the idea,” says Janice L. Richardson, an associate professor of mathematics who directs the North Carolina Teaching Fellows Program at Elon. The Teaching Fellows Program is a scholarship program jointly funded by the state and the university that provides $13,000-a-year scholarships for 25 students from North Carolina who agree to spend four years teaching in North Carolina schools. Both Dillashaw and Richardson traveled to Costa Rica to lay the groundwork, and seven education majors spent this past spring as teacher aides in San Jose, living with local families and also taking classes of their own. On a recent visit, one Elon sophomore told Richardson, “Now I know what it’s like to be a Spanish-speaking student walking into an English classroom and not understanding the language.”

Elon has another steady connection with Costa Rica. As a reward for faculty and staff who participate in the conversational Spanish classes and cultural activities at El Centro de Español, Sylvia Muñoz escorts a dozen or more faculty and staff to her homeland each May. Participants are charged just $400. And El Centro offers a travel perk for students, too, who show up faithfully for its conversations, cooking classes, rumba lessons, movie nights, and festivals like Día de los Muertos: Once they log 140 hours, “they get a free plane ticket to any Spanish-speaking country. A lot use it to study abroad,” says Muñoz. The ticket is funded through the provost’s office.

Freshman Seminar on ‘Global Experience’

The curriculum at Elon sends an early signal to freshmen about the importance the university places on internationalization. “Right off the bat we expose students to the idea that theirs is not the only world and that there are other places and people worth studying,” says Janet Warman, an English professor who directs the General Studies program. Freshmen must take a seminar on The Global Experience taught by faculty from every department that explores such issues as human rights abuses and environmental responsibility. With a limit of 25 students per section, the seminar dates back to a 1994 revision of the core curriculum. Warman, who received Elon’s top teaching award in 2004, says, “Early on, there was a lot of resistance. Students didn’t seem to understand why we were studying the things we were studying. Now they are much more receptive.” Two years ago, when former Sudanese slave Francis Bok lectured about his autobiography, Escape From Slavery, “the students flocked around him to hear more of his story and ask how they could take action,” Warman says. The General Studies program does not end with freshman year. As juniors or seniors, students must take advanced interdisciplinary seminars. Elon reinstated a language requirement three years ago, and already the language faculty want to raise it. “A two-semester requirement is really quite minimal,” says Ernest Lunsford, a professor of Spanish. “We also would like to have more study abroad that incorporates serious language study.” Elon offers majors in Spanish and French and minors in Italian and German studies. Classes are also taught in Chinese, Japanese, and Arabic.

The only major other than languages that requires study abroad is international studies, which has surged in popularity. Laura Roselle, a political science professor, says, “In 1997 we had 12 majors. Right now we have 173. Each time we raised the requirements, we thought, ‘Uh-oh. Enrollments might suffer.’ But it has not slowed at all.” International studies, she says, appeals to the service-oriented students drawn to Elon. “They are looking for a place where service opportunities and volunteer activities are valued, and they find that here,” says Roselle. “The to-do list for Elon is to deepen the connections between the academics and those experiences.”

Project Pericles and AIDS in Namibia

Project Pericles, a national civic engagement initiative that Elon signed onto in 2002, also has had a decidedly international cast to its character. The first 29 Periclean Scholars in the Class of 2006 focused on the problem of HIV/AIDS in Namibia. Over three years, under the direction of sociology professor Tom Arcaro, the group produced a four-part documentary series that aired on public television in the region. The project brought to campus speakers from Namibia, including Anita Isaacs, an activist for those living with HIV. Arcaro, who was North Carolina’s Professor of the Year in 2006, also led several students and a campus video producer to Namibia to meet with AIDS activists and tape footage for the documentary series. Students packed 70-pound suitcases with textbooks, toys, school supplies, and clothing that they distributed to Namibian school children. Lambert called Arcaro’s stewardship of the program “the single most powerful, sustained, and globally influential act of teaching and mentoring I have (ever) witnessed.” As seniors, 11 Elon students journeyed to southern Africa to join Namibian university students at a Future Leaders Summit on HIV/AIDS. The Periclean Scholars in the Class of 2007 tackled the problem of pediatric malnutrition in Honduras, and subsequent classes also have chosen an international focus for their work.

If there is any anomaly to this pervasive international culture, it is that fewer than 2 percent of Elon students are international. International enrollments have grown over the past decade from 40 to 89, and the university is eager to attract more. To date, its efforts to do so have been constrained by the limited availability of financial aid.

John Keegan, director of international admissions and associate director of admissions, travels the world recruiting students, and exchanges dozens of e-mails on a daily basis with prospects and their parents. “We would love to enroll 100 more international students,” says Keegan, a 1996 Elon alumnus. “Every day the international students on campus ask me, ‘Who else is coming from my country? Who else is coming from Panama? Who else is coming from Singapore?’ They are just as into it as we are.”

A Personal Touch

The personable Keegan is a persuasive salesman. Chae Kim, 20, a sophomore accounting major from Seoul, South Korea, and her parents got the full treatment when they pulled into Elon on a spring break trip after she spent a year in Jackson, Mississippi, as a high school exchange student. “He was very welcoming. He basically told my parents he would look after me while I was here,” said Kim. She found herself one of only two Korean students on campus that first semester, but that did not bother her. “I just feel obligated to step out more and represent who I am more because numbers-wise, there aren’t many of us,” said Kim, who interned for PricewaterhouseCoopers in Seoul this past summer.

Susan C. Klopman, vice president of admissions and financial planning, says stories like Chae Kim’s are “what has made Elon admissions and enrollment successful. We have been fortunate enough to really make connections with so many of our students. It’s getting harder with the proliferation of applications, but a personal relationship is critical for international students. To whom are they entrusting this child? What’s the nature of this school and this place? When they meet John, the trust level just goes sky high. He represents the Elon community so well.”

Another international student, Kira Tippenhauer, 21, a sophomore originally from Port-au-Prince, Haiti, says Elon’s size was just right. “I did not want to go to a huge school where I would be just a number,” says Tippenhauer, who heard of Elon through a family friend in Michigan who knew John Keegan’s sister. “I love it here,” says Tippenhauer. “There are not that many international students, but still there are students from 45 different countries. That means 45 countries in the world know about Elon and have parents who decided to send their kids to Elon.”

Munoz, the El Centro director, says, “What’s nice about the numbers we have now is that we stand out. People notice us. They really take us as part of their families. My supervisor, Lela Faye Rich (associate dean for academic advising) is like a mother for all international faculty. If you want to be recognized or known, it’s very easy.”

They also don’t have to worry about getting to or from the airport, 45 minutes away. “We pick them up, we drop them off at the airport. That’s any time that they ask for it,” says François Masuka, director of International Student and Faculty Scholar Services. “We do things I don’t think many schools do. The environment is a friendly, brotherly, sisterly type of environment. We cultivate that. You’ve got to hold more hands here.” Masuka, who hails from the Democratic Republic of the Congo and earned a master’s degree at the School for International Studies in Vermont, worked at the University of Virginia and Texas Tech University previously.

Stepping Up Exchanges

Elon hopes to bring more international students to campus by stepping up exchanges. Monica Pagano, assistant dean of international programs, says, “When I got here (in 2003), there were two exchanges. Now we have 14. It’s exciting.” The Argentinian-born Pagano is an authority on service learning. She returned in spring 2007 from the Dominican Republic, where she’d gone to expand opportunities for students to volunteer over spring break. So pleased were the parents of one 2006 Elon graduate with the service-learning projects that took their daughter to Guatemala and Tibet, that they gave the university $250,000 to fund international service-learning scholarships.

Many students who come for short stays are placed in the Isabella Cannon International Studies Pavilion with the domestic and international students living there for the full year. “It’s great to constantly have that flow of culture coming through,” says Ayesha Delpish, an assistant professor of mathematics who is the resident faculty member. Elon is hosting 20 exchange students in fall 2007, more than ever before. Nancy Midgette, associate provost, observes, “Now it’s our job to encourage our (domestic) students to be the other half of these exchanges. They work best when you have people going in both directions.”

Both Lambert and Basirico believe that the university will need more staff and resources to move its international education programs to the next level. With so many faculty leading study abroad courses, Basirico says, “The next step for us is to become a leader in terms of quality of programs and a leader in research on the pedagogy of study abroad.”

Lambert says, “There are times when you can’t just keep moving along the same trajectory. You’ve got to make a leap in terms of the resources you commit to a particular program.” Elon’s infrastructure for managing international programs was “built like everything else at Elon––by bootstrapping it and making it incrementally better and better. But after a period of years, you need to regroup, reorganize, and make new investments to take the program to the next level.”

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The Dutch immigrants who settled in western Michigan in the mid-nineteenth century brought not only their culture and Reformed Protestant faith, but a strong interest in establishing schools to impart their principles and religion to the next generation. “Onze school for onze kinderen (our school for our children) was the operating description of both the college and the Christian day schools that they established,” according to a history of Calvin College in Grand Rapids, Michigan.

Calvin, one of the largest and most academically rigorous Christian colleges, remains firmly in the Christian Reformed fold. But Calvin is no longer onze school for onze kinderen. Fewer than half Calvin’s 4,200 undergraduates belong to the Christian Reformed Church. Ten percent are minorities, and there are more than 320 international students from five dozen countries. The majority of international students receive more than $10,000 a year in financial aid.

As recently as the 1970s, 90 percent of the students came from Christian Reformed high schools in the Grand Rapids area and sister schools in midwestern suburbs, southern California, Canada, and other places where Christian Reformed families clustered. When Ellen B. Monsma came to Calvin to teach French in 1971, “if you looked around the fine arts auditorium, all you’d see was blonde heads.” But, says Monsma, director of Calvin’s Off-Campus Programs, “it’s very different now.”

Ninth in International Students, Fourth in Study Abroad

According to Open Doors 2006 data, compiled by the Institute of International Education, Calvin ranked ninth among baccalaureate institutions in attracting international students, and fourth in sending students to study abroad. Rather than catering to onze kinderen, Calvin has internationalized its faculty and curricula and aggressively expanded ties with scholars, theologians, and institutions in Africa, Asia, and Latin America. In 2006 Calvin launched the Nagel Institute for the Study of World Christianity under former provost Joel A. Carpenter to better understand the growth of Christianity in the developing world. While buildings across campus attest to the college’s Dutch roots—with such names as the Spoelhof College Center, Hekman Library, and Noordewier-VanderWerp Residence Hall—and a chair recently was endowed in Dutch Language and Culture, students from Asia and Africa far outnumber those from the Netherlands and rest of Europe. Fully 74 students had citizenship or roots in South Korea, a country with a large number of Reformed or Presbyterian churches and a vigorous missionary tradition. Home for those Korean students means 17 different countries, from Fiji to India to Germany to the United States to Brazil. Calvin also has become a favored destination for “MKs” or missionary kids—U.S. citizens, Canadians, Filipinos, Koreans, and others raised overseas. Many MKs are supported by scholarships provided by Calvin alumnus Stanley van Reken and wife Harriet through their Christian Missionary Scholarship Foundation. It all adds to the international flavor of the 390-acre campus straddling the East Beltline on the outskirts of Grand Rapids.

Open Admissions but Lots of Merit Scholars

Calvin produces more future Ph.D.s than all but a few dozen liberal arts colleges, according to tallies kept by the National Science Foundation. Calvin enrolled 80 National Merit Scholars in 2006–07, including 29 in the freshman class. But it also admits virtually every applicant. “It’s a very unusual student body,” says President Gaylen J. Byker. Open admissions are “part of who we are.”

Calvin, borrowing language from the Book of Revelation, embarked in 1985 to attract those “from every tribe and language and people and nation.” At the time it had a single off-campus study program in a small town outside Valencia, Spain. Today it runs semester-long, off-campus study programs in Tegucigalpa, Honduras; Beijing, China; Budapest, Hungary; Accra, Ghana; York, England, and Grenoble, France, as well as Valencia. It has added majors in international development, international relations, and Asian studies as well as a minor in African and African diaspora studies. In a 2001 overhaul of the core curriculum, it specified that students must study a non-Western or pre-Renaissance subject to fulfill a global and historical studies requirement. “We call it ‘the long ago or far away requirement,’” Provost Claudia Beversluis says with a smile.

Leaders with Global Resumes

Two alumni with broad international backgrounds were brought in to lead the institution in the mid-1990s: current president Gaylen Byker and Joel Carpenter, provost from 1996-2006. President Byker is a former international lawyer and investment banker with a Ph.D. in international relations who dropped out of Calvin as a freshman in 1966, enlisted in the Army and served as an artillery officer in Vietnam. Byker, son of a Michigan state senator, returned home, wed, started a family and captained the wrestling team at Calvin while carving out an interdisciplinary bachelor’s degree. He earned both a law degree and master’s in world politics from the University of Michigan, clerked for a federal judge, and worked for a Philadelphia law firm before resuming graduate studies.

A mentor at the University of Pennsylvania coaxed him to head to Beirut to help rebuild Lebanon after its civil war. Byker landed on the faculty of the American University of Beirut while his wife Susan taught at an international school, which their 11- and 5-year-old daughters attended. But what was thought in 1982 to be the end of violence in Beirut was just a lull; from five miles away, the Bykers felt the force of the truck bomb that blew up the Marine barracks on Oct. 23, 1983, and killed 241 American and 60 French soldiers. Two months later, Byker was returning to the Middle East from co-teaching a January interim course at Calvin when he learned that Malcolm Kerr, president of the American University of Beirut, had been assassinated. The Bykers were among the Americans evacuated by U.S. Marine helicopter crews from the Beirut beaches in February 1984. The family returned to Beirut in the spring, but Byker later had to be smuggled out of the country after militants began kidnapping male Westerners, including their friend, the Rev. Benjamin Weir, a Presbyterian missionary. Susan Byker, not wanting to disrupt further her Lebanese students’ education, waited until the end of the school year to depart with her daughters.

During those chaotic years in Beirut, Byker managed to complete a survey on the attitudes of Lebanese citizens toward their wildly fluctuating currency. It would be 1993 before Byker completed writing his dissertation. He spent those interim years jetting around the world as an investment banker for Chase Manhattan and Banque Paribas, helping governments and corporations hedge commodity price transactions. Then in 1995 he answered the call to serve as Calvin’s president.

“Part of the challenge here is to keep the very distinctively Christian and Calvinistic or Reformed characteristic of the college, while really opening it up to this global perspective,” says Byker. A tradition of respect for intellectual inquiry made this task easier, notwithstanding strict religious restrictions on who can belong to the faculty, he says. “We expose our students to everything. We bring everybody here to lecture,” says Byker. Rosemary MasonEtter, the international admissions director, puts it, “Calvin seeks to have conversations, not prevent conversations.” The college also hosts a celebrated January Series of lectures that it bills as “15 days of free liberal arts education,” that fills the Fine Arts Center Auditorium at lunchtime for 15 consecutive weekdays. Speakers have included Paul Rusesabagina, the real-life manager of Hotel Rwanda; Dr. Paul Farmer, the founder of Partners in Health; Egyptian scholar and dissident Saad Eddin Ibrahim, and Scott Ritter, former U.N. weapons inspector.

Far From Fundamentalism

Calvin is far from fundamentalist. Kwabena Bediako, 20, a senior chemistry major from Mampong-Akuapem, Ghana, observes, “For the most part the college is not afraid of tackling or confronting issues that are seen as controversial in other Christian colleges. Nothing is too awkward or too controversial to be investigated or be discussed, especially in the sciences.” Bediako’s older brother is a 2004 graduate working on a Ph.D. in immunology and a master’s in public health at Northwestern University. Bediako, a chemistry major, says, “I’m going to have to confront some of these issues at some point in my career. We might as well start to think about them critically now rather than be caught off guard later in life.”

Bediako’s parents, Kwame and Gillian, founders of the Akrofi-Christaller Institute for Theology, Mission and Culture in Ghana, are working with Calvin’s Nagel Institute for the Study of World Christianity. The Nagel Institute recently received a $2 million grant from the John Templeton Foundation to fund a three-year program of scholarship and lectures for Chinese scholars on the intersection of science, philosophy, and belief. The executive director for the project is Kelly J. Clark, a Calvin philosophy professor whose friendship with a Chinese professor he met on sabbatical in Scotland led him to become a student of Chinese philosophy. After an exchange of visits, Clark says he decided that “there were things we had to learn from them, so I devoted myself to the study of Chinese thought.”

Religion professor Diane B. Obenchain, a Harvard-trained expert on Confucianism, came to Calvin to teach world religions in 2005 after long stints at Kenyon College and visiting professorships at Peking University and other Asian institutions. Daniel H. Bays, an authority on the history of Christianity in China, came to Grand Rapids in 2002 after a long career at the University of Kansas, where he chaired the history department and directed the Center for East Asian Studies. Bays secured a $500,000 grant from the National Endowment for the Humanities that Calvin agreed to match 3-to-1 to create a $2 million endowment for Asian Studies. Political science professor Amy S. Patterson, a Peace Corps veteran who wrote her dissertation on grassroots democracy in Senegal, was attracted to Calvin both by its religiosity and the strong interest in international issues. She is the author of The Politics of AIDS in Africa and editor of a second compendium on the AIDS crisis.

President Byker likes to tell visitors that, “There were three Calvin colleges before Calvin College in this country. One was called Harvard, one was called Yale, and the other was called Princeton. They were all founded by Calvinists very much in the exact intellectual tradition within which we exist today.” Of the more than 200 Protestant Christian colleges founded before the Civil War, “zero are Christian today,” he adds. All jettisoned their religious identity and became secular, he states. Calvin began as a Christian Reformed seminary in 1876, opened a junior college in 1906, and became a baccalaureate college in 1921. It remains the principal educational institution of the Christian Reformed Church, which claims a quarter-million members in the United States and Canada.

Looking toward the Global South and East

Carpenter, a historian and authority on evangelical movements, directed the religion program of The Pew Charitable Trusts before he was hired as provost in 1996. Upon returning to his alma mater, Carpenter pushed the college to pay more attention to issues of “the global South and East.” Beversluis, the current provost, says, “he kept telling us, ‘Look, the church isn’t headquartered in Europe and the U.S. anymore. The growth areas, the edge, is in the global South and East, so Calvin College better know where it’s happening. We’d better be on top of things and not graduate students who think that west Michigan is somehow the center of the universe.’” Carpenter says he found a Calvin ready “to break out of its protective ethnic shell.”

Sociologist and Dean for Multicultural Affairs Michelle R. Loyd-Paige has both lived and helped drive change at Calvin, which was far more homogenous when she arrived on campus as a freshman 30 years ago. “We see ourselves as having this unique position of being a credible, Christian, and scholarly voice on these issues. We believe we have something to say to—and to hear from—a wider audience,” says Loyd-Paige, an ordained minister in her African-American church in Muskegon, Michigan.

Nana Yaa Dodi, 23, of Asamankese, Ghana, a business and international relations major, can attest to the attention she received when applying to the college. “I felt like the admissions counselors actually cared about my being able to make it here to Calvin. They were willing to work with me and my parents on finances. At various times, especially when I was receiving so much correspondence and replies to my e-mails, I wondered, ‘Am I the only student applying? These people get back to me really fast.’”

More than 700 Calvin students study abroad each year, 500 on three-week classes during the interim term and upwards of 200 on full-semester programs. Under the leadership of Frank Roberts, a former academic dean and director of Off-Campus Programs, and Monsma, the current director, “we really bootstrapped the semester programs abroad,” Carpenter says. Now the college is scrambling to keep up with the demand. The International Development Studies major requires students to study in a developing country, which explains why Monsma is exploring an arrangement with an institute in Thailand to supplement an existing development program in Honduras (Calvin also runs a language study program in Honduras).

Students can take their full financial aid to study at the Calvin-run programs in Britain, China, France, Ghana, Honduras, Hungary, and Spain, and also at five other Calvin-endorsed programs in Austria, Germany, Greece, Japan, and the Netherlands. They are eligible for half their financial aid if they choose from 16 other Calvin-approved semester programs.

Growing By Finding the International ‘Pioneers’

While Calvin has parlayed its religious interests and connections into a deeper involvement in study and research abroad, Carpenter believes there are lessons to be learned here for any institution seeking to internationalize.

“This sort of thing can bubble up. I’d be amazed to find a campus in the nation where the interest in internationalization is not there,” says the Nagel Institute director. “I’ve seen a lot of post-tenure faculty saying, ‘I’m getting a little bored with the thing that really excited me in graduate school; I’ve ridden this horse long enough. There are some new worlds to discover.’”

“In some ways that is how change happens in a lot of fields. You go with the pioneers first and see if their commitment and enthusiasm can excite the interest of others,” says Carpenter.

One of Calvin’s preeminent international “pioneers” is Roland Hoksbergen, professor of economics and business and the driving force behind the International Development Studies major, which in two years has attracted 85 students. Had such a major existed when Hoksbergen entered Calvin in1971, he might have completed his bachelor’s degree in four years instead of eight. But he dropped out, bought a van, and drove to Alaska. He wasn’t sure what he would do there, but he was intrigued to learn about far-away peoples and cultures. A few years later he wound up doing earthquake relief work in Guatemala and in the process met his wife and found his vocation. “I poked my head out and said, ‘Man, people are poor here. I wonder what’s going on and what can be done about it?’” That led him back to Calvin for a bachelor’s degree and a desire “to understand the economic part of life.” Calvin hired him even before he completed his Ph.D. in economic development at the University of Notre Dame. He took leave to spend three years in Costa Rica as director of the Latin American Studies Program for the Coalition of Christian Colleges and Universities and two years in Nicaragua running the Christian Reformed World Relief Committee’s efforts. He also led Calvin study abroad programs in Ghana in 2002 and in Honduras in 2005.

Another pioneer is Beryl Hugen, director of Calvin’s social work program, who has led several January interims to Russia and Mexico and spends a third of his time teaching at the Russian-American Christian University (RACU) in Moscow, a small liberal arts college affiliated with Calvin and other religious colleges. “It’s easy to get caught up in off-campus study,” says Hugen, a 1971 Calvin graduate. “It’s almost a rite of passage for our students now.”

A Last Minute Switch to Kenya

Calvin offers instruction in Chinese and Japanese as well as Spanish, French, German, and Dutch. Recently, with a $140,000 grant from the U.S. Department of Education to launch its minor in Africa and African Diaspora Studies, it began offering Kiswahili classes, and plans are in the works to teach Korean. Geography professor Johnathan Bascom helped start the African and African Diaspora Studies minor. He is writing a book about Eritrea and had planned to take an interim class there in January 2007 to study its geography. Eight weeks before departure, unrest made that impossible. Bascom quickly regrouped and took the same seven students to Kenya to work in a rural village with a German charity fighting trachoma, a blinding, bacterial eye disease spread by flies. The Calvin students also got to visit a game park and snorkel in the Indian Ocean, but only after spending several days and nights in a remote village of the Sumburu, an ethnic group related to the Maasai. Using handheld Global Position System devices, they mapped the village to help determine the best sites for digging new wells and latrines. Bascom, who has twice taught in Eritrea on Fulbright grants, said the trip was “a deep cultural dive” for his class. Says Sarah Holland, 21, a senior geography major from Grand Rapids, “It was dusty and dirty and fantastic.”

“The GPS work got us beyond merely providing a meaningful cross-cultural experience, which is what the interim is supposed to accomplish. I think we got to the edge of providing an actual contribution,” says Bascom. Pointing to the college’s 52-page blueprint for diversity, racial justice, reconciliation, and cross-cultural engagement, he adds, “I think that the African studies and diaspora minor is part and parcel of this college responding to our own self-subscribed mandate, From Every Nation.”

An Egyptian Student’s Legacy: Rangeela

One of the traditions at Calvin is an annual variety show called Rangeela—the word means “many colors” in Hindi—put on by international students. It was started by a young student from Egypt named Anne Zaki in her freshman year, 1995–96. Zaki, a pastor’s daughter from Cairo, Egypt, came from an international, all-scholarship boarding school for student leaders in Vancouver, Canada. Initially she found the Calvin campus too tame and homogenous for her liking. Her resident adviser and the college chaplain offered words of wisdom.

“They challenged me and said, ‘Look, if you don’t like it, change it. Don’t just up and go. Isn’t that what you learned in your school back (in Vancouver)? You’re supposed to be a leader,” Zaki relates. The 18-year-old conceived the idea for Rangeela, which was a big hit from the start. After graduation, Zaki returned to Cairo for a master’s degree and married a minister who was a graduate of Calvin Theological Seminary. The couple moved back to Grand Rapids, where the Calvin Institute of Christian Worship hired Zaki to give the institute a more global focus. Now she works part-time for the institute and is on the path toward a divinity degree at Calvin Theological Seminary. She takes pride in the growth of Rangeela, which has become such a hot ticket that seats are even sold to dress rehearsals. “I nudged Calvin in a good direction,” says Zaki. “International students are becoming more aware of their own culture. Korean students go back home over Christmas break, visit grandma in the village and ask, ‘Can you teach us a folk dance?’”

Reviewing the 2007 Rangeela, a reporter for the student newspaper, Chimes, griped that an emcee’s accent was “too thick to be understood.” The performers were stung, but perhaps no one was more upset than Linda Bosch, the international student adviser who works closely with students on the production and is revered by them. “She’s like a mother when we arrive,” says senior Jane Cha, 22, a psychology major born in Philadelphia and raised in Beijing by Korean missionary parents.

Bosch says aspects of the variety show were fair game for criticism—including its 2¼-hour length—but not the accent of the host, who hailed from an English-speaking country, Singapore. “Everyone should talk like we do here in Michigan—yeah, right,” she says acidly. But Bosch counseled restraint on those upset by the Chimes review. The following week the newspaper ran several tempered letters of complaint and a 1,300-word Q&A with Bosch—twice as long as the offending review—in which the adviser explained the anguish caused by the review, but also stressed the importance of more communication across cultures, not less. Her advice to future Chimes reviewers? Be more welcoming and hospitable to guests in our country—but don’t patronize them by limiting criticism.

Students at many campuses joke and sometimes fret about living in a “bubble,” and Calvin students are no exception. “I’m always struck by the activist inclination of the students,” says Bruce Berglund, a cultural historian and assistant professor of history. “I’ve had a number of students really eager to go out and save the world.” One of his students—now in graduate school in architecture—designed a community center for a small town in northern India on an internship, and another worked with AIDS orphans in Africa.

Before spending the fall semester in classes in Calvin’s program at Capital Normal University in Beijing, Christi Bylsma, 20, a junior from Holland, Michigan, spent the summer working in a private foster home in a Chinese village. Bylsma, an Asian Studies major, says, “You have to understand the world before you can address its issues. The best thing we can do to make the world a better place is to get out there and get educated. That’s what Calvin is trying to provide for us.”

Following a Study Abroad Class on the Web

When Matthew Kuperus Heun, an associate professor of engineering, and wife Tracy Kuperus, an international development instructor, led students on an interim to South Africa in January 2005, they also pioneered a “web log” that allowed parents, professors, and students back home to follow their progress on their journey across a country that has moved from apartheid to democracy. Heun, a 1989 Calvin alumnus, says, “If I was a parent sending these students halfway around the world, I’d want to know what was going on. The people in Calvin’s IT department thought that would be an interesting experiment, so we did it. We assigned one student for each day we were away to write an entry and upload their pictures. By the time we got home, we had 60 to 70 pages of student-generated content, both written and visual.”

In Calvin’s engineering program, professors such as J. Aubrey Sykes and Edward G. (Ned) Nielsen encourage students to engage with the world through projects and internships. In Sykes’ senior design class, one team of students designed a kit that could pop 50 pounds of amaranth an hour so that African villagers consume more of the puffed, nutritious grain instead of just grinding it into flour. Other teams worked on projects to make a low-cost water purification system, use a Stirling engine to convert solar energy to electricity, and cannibalize the motor and transmission from an old Toyota Tercel to build a rudimentary utility vehicle.

Breaking Taboos

Economics professor Adel S. Abadeer came to Calvin in 1999 after teaching at Tufts and Boston University. Abadeer, once a shot putter on the Egyptian national track team, says, “I’d never even heard of Grand Rapids or Calvin College. Calvin Klein came to mind before Calvin College or John Calvin.” But it has been a happy match for the economist. He welcomes Americans’ growing interest in other cultures. “Many taboos are being broken,” says Abadeer, who grew up in poverty. “We see the Chinese now differently from 50 years ago, not as very poor but as mathematicians. We see the Indians or Russians as chemists or software engineers. As we get to know more about them, we associate better attributes to foreigners.”

Abadeer tells students that people in Egypt and other African countries are no different from people in the United States. “We think, we hope, we fear, we love, we aspire the same as you, but our resource set and our cultural set is different,” he says. People in less developed countries want “your understanding before your second-hand clothes,” he tells them.

“Students are more interested now because there is some compatibility, some rivalry, and even some fear,” he says. “There’s fear of competition, but also hope and hunger to learn more. We used to have problems attracting students to go to Africa, Asia, and Latin America. Now we have problems accommodating students who want to go to those parts of the world.”

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Calvin College

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Heart of Mexico tells the stories of Raúl Borges, a young father in Tunkás, Mexico, struggling with the decision of whether to immigrate to the United States for work, and José Madero Pech, another father in the same village who returned home to meet his 9-year-old daughter for the first time. The authors of these two men’s stories are not professional writers, however. They are students in the Mayborn School of Journalism at the University of North Texas (UNT), located in Denton.

Since 2013 UNT has run an annual study abroad program in narrative journalism in collaboration with Universidad Autónoma del Estado de México (UAEM). “The program represents UNT’s commitment to campus internationalization and study abroad. Heart of Mexico is a wonderful example of the importance of internationalizing teaching and curriculum and providing students with study abroad programs that promote global learning and professional training,” says Amy Shenberger, interim vice provost for international affairs and director of study abroad.

Approximately 30 students, half from UNT and half from UAEM, spend a month in a rural community in Mexico working in interdisciplinary teams to capture the stories of local residents. The program is set up as a field school, where students are expected to report, edit, and produce their own full-length feature stories, essays, videos, and photos that are published online at heartofmexicostories.com.

Many program alumni have gone on to have successful careers in journalism. “The experience of being dropped in the field and asked to find the story is so invaluable when you are trying to get a job as a reporter,” says Sam Guzman, who participated in the program as a UNT graduate student and later came back as a professional mentor.

Guzman is currently an associate producer at KERA, the Dallas affiliate of National Public Radio (NPR).

Exploring Cultural Connections Between Texas and Mexico

Program director and journalism professor Thorne Anderson says the program was born out of a desire to explore the close cultural connections between Texas and Mexico. “Our university has a diverse student body that’s drawn largely from North Texas, which is upwards of 40 percent Hispanic. Our students have family on both sides of the border,” he says.

In 2012 Anderson and his colleague George Getschow received seed funding to travel to Mexico to explore collaborative projects with long-time partner UAEM. In Mexico, Anderson was able to reconnect with UAEM communications professor Lenin Martell, whom he had previously met at a conference at UNT. The next year, they took the first group of students to Tenancingo and Malinalco, in the state of Mexico.

Anderson says that the key to the program’s success has been having committed people on both sides: “You need to have an equal partner in developing the program, and for me, that partner is Lenin. I really need his local expertise, because working in a place like Mexico, there are a lot of logistical and other kinds of problems that can come up.”

“Lenin and I also share a deep commitment to each other’s students and to collaborative storytelling as a means of exploration and understanding.”

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After receiving initial seed funding from the UNT grant, the program has sustained itself primarily through tuition. The program has also received support from partners such as the Dallas Morning News, who allowed its journalists time off to teach in the program. Many of its professional mentors also volunteer and cover their own travel expenses. In addition, the HoM website has attracted donors who contributed scholarships for individual students from both UNT and UAEM.

An Interdisciplinary, Intercultural Approach to Storytelling

In 2016 the program ran for the fourth time. During the first week, students participate in an intensive training period that includes lectures from Martell on the historical, social, and political contexts of Mexico.

In addition to UNT and UAEM faculty, the program draws on the expertise of professional journalists working at the Dallas Morning News who serve as instructors during the four-week program. Students are also exposed to social science research on the topics that they are covering, such as migration.

Anderson also introduces students to narrative storytelling techniques and gives them opportunities to hone their reporting skills by doing short interviews and immersive observations, which might later form the basis of the longer pieces they eventually produce.

In the last three weeks, students work in interdisciplinary teams to produce narrative articles, photography, and videos, all of which are published on a bilingual web platform.

Anderson and Martell intentionally built the program to be interdisciplinary. “We set it up as the journalistic version of an archeological dig, where you embrace people with various expertise who all come together to work on a common project. That’s kind of how we structured this, but our outcome is narrative storytelling. We bring together videographers, photographers, writers, translators, and ethnographers,” Anderson explains.

Guzman says that all students, regardless of discipline, receive the same training. “We need to get an understanding of how the others would approach the story. For example, translations for video might be much different than translations for a written story,” she says.

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She adds that the intercultural nature of the teams also “creates much more dynamic storytelling” as the Mexican and U.S. students often approach a story from different perspectives.

Greta Díaz, a UAEM student who participated in 2014, learned about her own country as a program participant. “Sometimes we are not aware of our cultures or surroundings, but explaining things to [the] UNT students also makes you wonder about why things are that way, or makes you realize new things about your own...country,” she says.

The program also challenges many U.S. students’ preconceptions about Mexico. “I think stories about Mexico tend to be the same stories told over and over again. What’s so great about the Heart of Mexico is that it takes you to places you don’t usually get to. Our stories are not just about drugs or violence, they are about culture and people.... Ultimately, that’s why I got into journalism,” says Guzman.

In addition, the program has touched the lives of the people whose stories the students are telling. At the end of each trip to Mexico, the faculty and students make a public presentation in the communities where the work was produced. Subjects of the stories are invited to attend and are often excited to see the final results of the project.

One particular story about the efforts of Paloma Méndez, a resident of Malinalco, Mexico, to save stray street dogs also caught the attention of a woman in the United States. That U.S. donor has subsequently made five separate contributions to support Mendez’ dog rescue efforts.

In another case, Karla Serrano, a shopkeeper in Tenancingo, was interviewed for a students’ reporting assignment in 2013. After the interview she began asking questions about the program, and the team learned she was planning to enroll in communication studies at UAEM. Two years later, Karla participated in Heart of Mexico as a writer and then became an assistant to Martell.

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Exploring Synergies Between Narrative Journalism and Social Sciences

Since its beginning, the program has gradually expanded its interdisciplinary reach by exploring the synergies between narrative journalism and social sciences. In 2015, Pedro Lewin Fischer, PhD, an anthropologist at Mexico’s National Institute for Anthropology and History in Yucatán, joined Heart of Mexico as a faculty member. The next year, the initiative expanded the student teams to include anthropology students Fischer recruited from the Universidad Autónoma de Yucatán (UADY).

“I wanted a program where ethnography and social science research could better inform journalism, while journalistic storytelling techniques could enliven social science and ethnography,” says Anderson.

Martell adds that incorporating social science research into journalism “gives more precision and context to the stories. We can give a more compelling story to the public and contribute to creating new conversations in the public sphere.”

Fischer has spent more than 15 years studying the emotional and psychological impact of migration on the indigenous Mayan population in Yucatán. “Migration is an invisible issue in the public policy arena in Mexico and in Yucatán,” he explains.

He says that ethnography and narrative journalism are similar in the way that they put people at the center of their research and intend to “make visible social phenomena that are usually hidden.”

He says his collaboration with Heart of Mexico has helped make his ethnographic research on migration available to a wider public. “Anthropologists normally write books or read papers at conferences, so it’s always a very narrow audience—usually other anthropologists who already know the issues,” he says.

“By [working with journalists], we are also shortening the distance between what we do and the potential reader or viewer. This whole thing has to do with creating new forms of knowledge and communication, because through a video, through photography, through an essay, you have different ways of accessing an issue,” Fischer says.

Creating a Cross-Border Community

Martell and Anderson both say their own professional work has benefited from the program. “When you are a journalist but then you go into teaching, you kind of miss the everyday adrenaline. But now I’m teaching this program in narrative journalism and it’s given a new dimension to my work,” Martell says.

“We really wanted this to be something that was challenging for faculty members and made us learn and grow as well. I think it has been valuable for the students to see us putting ourselves on the line as well,” Anderson adds.

A strong sense of community—both personal and professional—has also developed among faculty and students. “The students have developed lasting relationships with each other. They travel back and forth and visit each other during holidays, and have attended each other’s weddings,” Anderson says.

The program’s name captures much of the spirit that Anderson and Martell have tried to foster. “We didn’t have a name for the program the first year. We called it the Literary Multimedia Storytelling Program or something like that. It was very cumbersome. We had brainstorming sessions with the students. The word ‘heart’ kept coming up, meaning that we wanted to get to the heart of people’s stories and we wanted these stories to touch people’s hearts,” he says.

“And ultimately, what we want to provide students with is an experience that changes them, that gives them bigger minds and bigger hearts.”

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University of North Texas

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In 2015 a South African white rhino named Hope made headlines around the world after surviving a brutal attack by poachers who hacked off her horn. Rhino conservationist Will Fowlds was one of the team of wildlife veterinarians charged with the animal’s care.

Through Fowlds’s connection with Texas Christian University (TCU), several TCU students had the opportunity to watch a procedure that attempted to restore Hope’s facial plate during a study abroad program to South Africa. Environmental studies master’s student Jimmy Greene, who participated in the program as an undergraduate, was present during Hope’s facial reconstruction surgery.

“Students were able to closely watch the procedure and be educated on efforts that wildlife veterinarians are taking to save poached rhinos. While viewing the surgery, I was asked by one of the veterinarians to assist with her IV bag. For the remainder of the surgery I was close to Hope and able to see the devastating impact of human greed on wildlife,” he says.

Global demand for rhino horn has led to increased poaching of these gentle giants in recent years. Although there has been a ban on the international rhino horn trade since 1977, a belief in the rhino horn’s curative power has fueled a lucrative black market in countries such as Vietnam and China. Seventy-five percent of the world’s rhinos currently live in South Africa, after being wiped out in many other parts of Africa.

“Rhino are one of many species threatened by extinction due to the global illegal wildlife trade...While the purchasing of these products is often naive and innocent, the implications are brutal, painful, and tragic for both animals and humans in places like Africa,” Fowlds says.

Promoting Global Innovation

Fowlds’s relationship with TCU came about when professor Mike Slattery, PhD, director of the Institute for Environmental Studies, applied for a $25,000 grant through the TCU Global Innovators program. The grant brought Fowlds to the TCU campus in Fort Worth, Texas, and provided seed funding for longer-term collaboration, which eventually became the TCU Rhino Initiative. The initiative focuses on four key areas: 1) rhino rescue; 2) rhino education/awareness; 3) demand reduction; and 4) community development.

The Global Innovators grant is part of TCU’s quality enhancement plan (QEP), “Discovering Global Citizenship,” for reaccreditation through the Southern Association of Colleges and Schools (SACS). “The idea is to increase our university’s engagement with developing countries,” says James English, grant co-chair and international student adviser.

TCU awards one grant every semester to a faculty member who collaborates with an innovator abroad on projects that advance the innovator’s work on a critical global issue.

“It’s been amazing partnering these groundbreaking individuals with our faculty. We’re doing everything from combating human trafficking in India and conserving rhinos in South Africa to advancing disability rights in Haiti and working with indigenous artists in Panama,” English says.

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In addition to the innovators grant, Slattery has also been working to create study abroad scholarships to South Africa, as well as raise funds for the construction of the African Rhino Conservation Collaboration (ARCC), a facility at the Amakhala Game Reserve that will provide a physical space for future research collaboration.

Creating a Platform for Awareness

Fowlds first visited the TCU campus in 2014, where he gave a series of public lectures both on campus and in the Fort Worth community, and had the opportunity to interact with TCU students. Slattery then had the opportunity to visit Fowlds in South Africa, where they developed a field-based course, “Biodiversity and Human Development in South Africa.”

The next step was taking a group of students to South Africa to see the rhino crisis first hand. “We realized early on that, while we could provide logistical and financial support to the effort in South Africa from afar, the only way to make this initiative truly impactful was to get students into the field and then embed this into the curriculum,” says Slattery, who is himself a South African native.

In May 2015 the first group of 15 TCU students flew to South Africa. They first traveled to Johannesburg and Cape Town, where they learned about the social, political, and historical contexts of South Africa. Then the group spent 10 days at the Amakhala Game Reserve in the Eastern Cape, where they were immersed in the reserve’s wildlife conservation efforts targeting rhinos and other endangered species. The itinerary included a wildebeest darting, a collaring of a white rhino mother and calf, several game drives, and Hope’s facial reconstruction surgery.

Environmental studies major Katie Smith, who graduated in May 2017, was part of the first group to travel to South Africa. Being able to see animals in the wild was one of the highlights of her trip. “We went on multiple game drives where we got to see wild animals interact in their natural habitats and there is honestly nothing like it. To be able to see these animals how they are supposed to be seen just constantly filled me with awe and wonder,” she says.

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Raising Awareness in Vietnam

Slattery took a second group of students to South Africa the next year. Because Vietnam is the major market for rhino horn, Slattery provided scholarships for two international students from the TCU Vietnamese Student Association to join the trip.

“I was already aware of the rhino crisis in Vietnam. However, I was not involved in any organizations or activities that called for a stop to rhino horn trade and consumption. Dr. Slattery said coming on this ‘rhino trip’ would give me a whole lot more credibility to influence people, so I went,” says senior biology major Tu Huynh.

She says she has always been passionate about the environment, but the trip taught her how she can help raise awareness. “Watching people in South Africa putting so many efforts in wildlife conservation and seeing how Dr. Slattery strives every day to serve both his countries of citizenship, South Africa in wildlife conservation and the United States in education, I was inspired and realized what my dream is. I want to do something like what Dr. Slattery did. I want to come back and change the situation on environmental conservation in Vietnam,” Huynh says.

Another Vietnamese student who traveled to South Africa, Nguyen Le, says she was unaware about the crisis until she took a class with Slattery. “My family used to own a rhino horn, and I had never known that there was a misconception with the medical use of the horn,” she says.

The two students, along with their classmates, were able to watch a dehorning procedure of five rhinos. During the dehorning process, veterinarians remove the horn while the animal is sedated with the goal of making them less desirable targets for poaching. The horns are made of keratin, the same substance as human fingernails, and will eventually grow back.

ReillyJo Cavanaugh was another TCU student who witnessed the dehorning procedure. “This creature is so magnificent but vulnerable all at the same time. This species is experiencing unnecessary suffering because of human greed. The flinching of the rhino, the sound of the chainsaw, and the confusion once the rhino woke were all uncomfortable [experiences for me] and inside all I felt was anger,” she says.

Global Efforts Are Needed

Huynh, Le, and Cavanaugh have all been involved in awareness- and fund-raising activities since they returned home. The Vietnamese Student Association organized Born with Horn, an exhibit on the rhino crisis, and all three students helped plan the Rhino Run, a charity race that raised nearly $5,000 for rhino conservation.

Slattery also offers a one-credit class the semester following the trip to give students an opportunity to design a project that requires “sustained engagement” with the issue. Several students have produced awareness-raising videos, and a graphic design student created an art exhibition with photos and illustrations from her trip.

“It’s the greatest joy I’ve ever experienced in 25 years of teaching, watching these young people in the field, when they get their hands on, not just a rhino but any of these animals. I know that I never have to worry about turning any of them into an advocate, because they already are by the time they come back from the trip,” Slattery says.

Fowlds says his ongoing relationship with TCU has been important to his own work because it will take a global effort to solve the rhino crisis:

“The value of forming strong relationships with institutions that can help broaden our global reach and explore improved educational and awareness mechanisms...is something of enormous value. Not only has it been inspiring for us to know that there are people on the other side of the planet that care, but the ongoing commitment to find effective ways to help is...growing into something very meaningful and exciting.”

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English and Slattery are equally enthusiastic about Fowlds’s collaboration with TCU through the Global Innovation Grant. “Dr. Fowlds has been a phenomenal partner in the Global Innovators Initiative,” English says.

Slattery adds that from the beginning the Rhino Initiative needed to go beyond the TCU campus, and even beyond South Africa. They hope to be able to eventually extend the program to Vietnam. “The TCU Rhino Initiative needed to have several components that addressed the various components of the Rhino crisis. It’s a very complex international issue related to global supply and demand,” he says.

“We’re raising awareness about what the Rhino crisis is, and how people here in Fort Worth can help. Rhino rescue and rehabilitation is one component of that, and so is demand reduction in Vietnam, as is uplifting the local community in South Africa.”

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Texas Christian University

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In 1888, Nora Antonio Gordon, a graduate of Spelman Seminary in Atlanta, traveled to the Congo as a teacher and missionary at a time when few African American women had access to educational opportunities. She was the first in a long line of Spelman women to go abroad, followed by other alumnae such as Flora Zeto.

Zeto, who was a Congolese orphan brought to the United States when she was 5 years of age by another Spelman alumna, returned to the continent of her birth after graduating in 1915 from Spelman Seminary, which became Spelman College nearly a decade later.

The legacy of these first Spelman students to go abroad was commemorated in the naming of the Gordon-Zeto Center, which was established in 2011 with a philanthropic investment of $17 million to oversee all international initiatives on campus. One of the center’s primary aims is to send Spelman women abroad with the mission to “engage the many cultures of the world.”

“The combined name Gordon-Zeto is meant to reflect the spirit of sending Spelman students abroad and receiving students from around the world,” says Associate Provost for Global Education ’Dimeji Togunde, PhD, who oversees Spelman internationalization.

Leveraging Accreditation to Promote Global Learning

The Gordon-Zeto Center was established as part of the implementation of “Spelman Going Global: Developing Intercultural Competence,” a quality enhancement plan (QEP) adopted in 2009 during a reaccreditation process for the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

SACSCOC requires all institutions to develop a QEP that addresses a specific topic related to enhancing student learning. After working with departments across campus, the accreditation committee decided to focus on global issues. The main aim of the QEP was to increase the number of Spelman students who have access to global learning experiences.

As one of the 100 Historically Black Colleges and Universities (HBCUs) in the United States, Spelman plays a unique role in creating study abroad opportunities for students of color. “We wanted to make sure that we are breaking down the barriers that tend to prevent African American students from having a global experience. The QEP became a deliberate strategy to include underrepresented groups, especially those who are on Pell grants, first-generation college students, as well as those who are in the STEM disciplines,” Togunde says.

According to the 2016 Open Doors report published by IIE, African Americans made up only 5.6 percent of U.S. college students who participated in education abroad programs in 2014–2015. At the same time, the National Center for Education Statistics’s (NCES) Digest of Education Statistics, 2015, reports African Americans make up 14 percent of the overall college population.

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During that same period, 20 percent of Spelman’s 2,100 students went abroad. Since the QEP was launched, the number of Spelman students going abroad has grown from 218 in 2011–2012 to 402 in 2015–2016, an overall increase of more than 80 percent.

Spelman has been able to boost its study abroad participation by increasing scholarship support, developing more exchange partnerships, and increasing the number of faculty-led programs abroad.

Creating a Culture of Study Abroad

The college has also attempted to foster a culture of study abroad that extends to students’ families. When Margery Ganz, PhD, director of study abroad and international exchange, arrived on campus in 1981, Spelman only sent two students abroad per year.

Part of her job has been reaching out to families about the benefits of global experiences. “Sometimes you have to work really hard to convince parents to give up their daughter for a semester. We have found that the majority of our parents don’t have passports, and they’re nervous about sending their daughters off,” Ganz explains.

Spelman has been actively promoting the message that study abroad is an integral part of the Spelman experience through first-year orientations that involve study abroad returnees who can speak to the benefits of their own global experience.

Spelman has also partnered with the Council on International Educational Exchange (CIEE) to develop CIEE-Spelman Intercultural Engagement Programs, which allow 180 students to participate annually in two-week programs in six international cities. Participants also receive partial scholarships that help offset their travel costs.

Lizette Terry is a recent graduate who participated in a two-week CIEE program in Santo Domingo, Dominican Republic, as a first-year student.

“While in Santo Domingo, we studied everything from the culture, language, and history of the city, to the arts! Although the program was relatively shorter than many of the other study abroad programs, its short, but intense, nature kept us constantly engaged and immersed. We visited historic sugar mills in the north, and ports that once served as sites for major international trade,” says Terry.

She says that studying abroad early in her college career encouraged self-exploration, leading her to eventually switch her major to women’s studies with a concentration in visual studies: “It was because of my experience in the Dominican Republic that I was able to find my true passion for storytelling...International exposure at the onset of my Spelman journey also allowed me to understand and explore the true meanings of becoming a global citizen.”

Research Opportunities Abroad for STEM Majors

As one of the top minority-serving institutions awarding degrees in science, engineering, technology, and math (STEM), Spelman has also focused on creating opportunities for STEM majors. Students in these fields often face the additional challenge of curricular rigidity when deciding whether or not to study abroad.

The Enhancing Global Research and Education in STEM (G-STEM) program, which is supported by grants from the National Science Foundation (NSF) and the U.S. Department of Education Title III program, provides funding for STEM students to do research abroad.

According to G-STEM director Kai McCormack, PhD, 105 students participated in the program between 2011 and 2017. Students are paired with faculty mentors who work with them in preparation for their time abroad. While students are abroad, they are in weekly contact with their faculty mentors. Spelman also funds travel for faculty who want to visit their mentees at their research sites.

McCormack says nearly half of the students who participate in G-STEM have continued to work or pursue graduate studies in the STEM fields, which is an important factor for receiving NSF funding. “It’s been exciting to not only develop international opportunities for them, but also help them really blend their passion for science and research into that same experience,” she says.

Measuring Students’ Intercultural Competence Through Learning Outcomes

An important aspect of the QEP has been measuring the growth of students’ intercultural competence. To do this, Spelman faculty identified two learning outcomes for study abroad participants: 1) identify differences and commonalities of two world societies; and 2) develop a personal definition of cultural engagement that reflects openness to cultural difference.

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All students going abroad must register for Study-Travel Seminar (STS 100), a one-credit orientation class. The two learning objectives are embedded into the coursework and aim to connect the curriculum with students’ international experiences. In addition to learning about their destinations, students become much more aware of their own culture and identity through pre- and postsurveys and reflection activities.

“We talk about how they enter another culture, given their own identities and our institutional identity as a historically black women’s college,” says Kathleen ­Phillip Lewis, PhD, history professor and director of cultural orientation.

Morgan Robinson, who recently graduated with a history degree, first studied abroad in the Netherlands. “During that course, we researched our destination in order to learn basic things about Amsterdam’s history, government, economy, and cultural norms. We also had the space to discuss our feelings and possible concerns about traveling abroad as black women and discuss ways to navigate any encounters and questions we may get while abroad,” says Robinson.

Students like Terry and Robinson are an example of the Gordon-Zeto Center’s success at achieving its mission to encourage Spelman women to engage the many cultures of the world. Terry, who will spend next year in Thailand teaching English, says her international experience has taught her to be a global leader.

“Those unique experiences in and outside of the classroom taught me how to be open-minded, a critical thinker, and how to see life through a new hue—which are all essential to establishing race relations in our global community. With a new perspective I was able to examine differences and similarities between [the] cultures of the African diaspora. Looking back as a graduating senior, all of these learned values and skills are what made me the fervent Spelman activist and leader I am today.”

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Spelman College

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Founded in 1787, the University of Pittsburgh (Pitt) is one of the oldest higher education institutions in the United States. As such, the university has an impressively long tradition of international engagement. From its creation of its first Nationality Rooms nearly 80 years ago, to its consistent efforts to make global engagement a part of every student’s university experience, Pitt has long been a leader in promoting international engagement in new and innovative ways.

Nationality Rooms Connect Local and Global Communities

Perhaps the most visible evidence of Pitt’s commitment to engaging the world are its 30 Nationality Rooms. Housed in a 42-story Gothic skyscraper known as the “Cathedral of Learning,” each Nationality Room celebrates the heritage of an ethnic or cultural group from the Pittsburgh area. The first four rooms—Scottish, Russian, German, and Swedish—were built in 1938, while the newest—the Korean room—was dedicated in 2015. Local organizations that represent the group are responsible for designing and financing the construction of the rooms. After construction, the rooms are governed by committees made up of members of the local community.

Though the Nationality Rooms certainly attract a lot of interest from outside the university, they are primarily used as classrooms, meeting spaces for student organizations, and for other academic purposes. As Associate Director for International Programs Belkys Torres, PhD, explains: “The heritage rooms are a really interesting connection between the university and local and global communities.”

The committees don’t just fund and construct the rooms—they also finance study abroad and research scholarships to their respective country. For example, communications major Noah Coco received the African Heritage Nationality Room Scholarship for a summer program in Cape Town, South Africa, in addition to studying abroad in China. He says, “There are so many sources of funding and opportunities to study abroad at Pitt that I can go to two countries that could not be much further away from where I am right now.”

Creating a Campus Clearinghouse for Global Engagement

The Nationality Rooms represent just one of the many initiatives overseen by the University Center for International Studies (UCIS), founded in 1968. Due to Pitt’s decentralized structure as a comprehensive research university, UCIS plays an important role as the university’s keystone for global engagement. The center supports university-wide international programming, activities, services, and research across Pitt’s 16 schools and four regional campuses throughout western Pennsylvania. Torres says: “We function independently, and that allows us to make connections and collaborate across schools and disciplines with faculty, undergraduate students, graduate students, visiting scholars, and administrators across all levels.”

UCIS’s portfolio includes education abroad and international student and scholar services. In addition, UCIS currently hosts six area studies and thematic centers, which award a number of undergraduate and graduate certificates highlighting a world region or transnational theme.

Leading the charge for internationalization at Pitt is Ariel C. Armony, PhD, director of UCIS and senior director of international programs. Armony became the university’s senior international officer in 2015, serving as a senior adviser to both Provost Patricia E. Beeson, PhD, and Chancellor Patrick Gallagher, PhD. Armony jokes, “The chancellor likes to refer to me as his ‘secretary of state.’”

Recognizing the connection between the city of Pittsburgh and the rest of the world is central to Armony’s approach to internationalization at Pitt. “We want the world to enrich what we have here at Pitt, and we want to help enrich the world outside of our region. The interaction between the local and the global is very much at the core of the ways in which we conceptualize our role as a global university,” he says.

Provost Beeson concurs: “We say ‘Bring the world to Pitt.’ That means making connections throughout the city and really developing a strong partnership around global issues with our major partners, such as UPMC (University of Pittsburgh Medical Center).”

A Strategic Focus on Embracing the World

Following the adoption of a new strategic plan that included global engagement as an institutional priority for the first time in the university’s history, Gallagher gave Armony the mandate to develop Embracing the World: A Global Plan for Pitt, a strategy to achieve the university’s internationalization goals for 2016–2020.

“Our university is committed to growing a global community. These plans underpin our efforts to grow international partnerships and experiences that will widen our reach—and connect our students and faculty members to opportunities across the world,” says Gallagher.

Jeff Whitehead, a Pitt alumni who worked in the study abroad office for several years before becoming its director in 2009, explains that the global plan offered an opportunity to take stock of the various international activities the university was already pursuing.

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For more than a semester, the UCIS team surveyed staff, students, faculty, and administrators, seeking feedback on where the university should focus its international initiatives. “We made a big point in developing the global plan as a result of a very extensive process of engagement with our campus community,” Armony explains.

Torres adds, “Engagement sessions with faculty, senior leaders, and administrators on all five campuses underscored a need for more robust global operations support, streamlined mechanisms and criteria for developing and tracking strategic international partnerships, and a communication strategy that would connect and inform faculty and administrators across Pitt about their global engagement.”

Students also expressed a need to understand all of the existing opportunities for global engagement on the Pitt campus. The Pitt Global Hub, launching in 2018, will offer students a one-stop-shop for peer mentoring and expert advising about Pitt’s local-global connections.

The ultimate results of the feedback are, according to Torres, “really emblematic of the collective voices and interests of people across our five campuses.” The final global plan has four areas of focus: connecting Pitt’s domestic and international pursuits to create synergies that strengthen its communities, producing globally capable and engaged graduates, creating a global research community that solves global challenges, and developing infrastructure to expand its engagement with the world through global operations support.

In the next year, academic units across Pitt will be asked to align with the global plan as part of their strategic planning process. As part of their annual planning and reporting process, the provost’s office will ask each dean for information on how their school is contributing to the implementation of the global plan.

Many are optimistic that global engagement is now explicitly recognized as part of the institutional mission. “This is the first time in the school’s history where [internationalization] has been a point of focus—for fundraising, programming, recruitment of academics—so it’s a good time for us to be putting a large amount of emphasis on global studies as well as future study abroad and experiential learning pursuits,” adds Whitehead.

Sending Students Abroad With Panther Programs

The Study Abroad Office has also been central to the institution’s internationalization efforts. Pitt currently sends approximately 1,900 undergraduates and graduate students abroad each year. In fact, around 10 percent of the undergraduate class goes abroad at some point in their academic career.

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Over the last decade, Pitt has transitioned from sending the majority of its students abroad with third-party study abroad providers to doing so largely through its own faculty-led programs. “In 2007, about 80 percent of our study abroad participants went through external providers,” Whitehead says. “Now we’ve completely flipped that number on its head.”

Today, only 15 percent of Pitt students ­studying abroad go through third-party providers, with another 5 percent enrolling in direct exchanges with other universities. The rest participate in Pitt’s own faculty-led programs.

Pitt offers around 350 study abroad options, 100 of which are the faculty-led “Panther Programs,” developed in collaboration with Pitt faculty and the Study Abroad Office. “We credit our faculty—their energy, their enthusiasm, and their creativity—with developing our own offerings,” Whitehead says.

Pitt also has dedicated study abroad managers housed in the Swanson School of Engineering and the College of Business Administration. Both schools have significantly increased the number of students studying abroad over the last few years. Currently, around 45 percent of all engineering students and 50 percent of all business undergraduates will have an international experience before they graduate.

Pitt also administers the Vira I. Heinz (VIH) Program for Women in Global Leadership, which targets young women from Pitt’s four regional campuses and 10 other colleges and universities across Pennsylvania. The program provides $5,000 travel scholarships for female undergraduate students who have never traveled internationally. Around 75 percent of participants are Pell-grant eligible. The program has several components: a predeparture retreat, the international experience, a reentry retreat, and a final community engagement project.

Bethany Hallam, who recently finished her master’s in public health at Pitt, studied in France as a participant in the VIH program during her undergraduate days at Pitt-Greensburg. She says the model provided her with much-needed support: “Before the VIH Program, I never believed that I would be able to accomplish my goal of studying abroad, let alone have the confidence to manage three layovers and live on my own in a studio apartment in the heart of Paris. The VIH mentoring program and predeparture retreat gave me the tools to understand myself and the environment that I would soon be entering.”

Hallam adds that, as the first person in her family to have a passport, the reentry retreat gave her the opportunity to process her time abroad.

Supporting International Students and Scholars

In addition to the robust number of students it sends abroad, Pitt also hosts more than 3,100 international students from 100 countries. The Office of International Services (OIS) provides support to all international undergraduate and graduate students, as well as to around 1,800 employees from abroad. The number of international students on campus today is nearly double what it was 10 years ago.

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Two-thirds of Pitt’s international student population are graduate students attracted to Pitt’s high-ranking programs in fields such as nursing, law, engineering, and computer and information sciences. At the undergraduate level, they recruit top high school graduates from around the world. “Currently, the university is working toward diversifying the undergraduate international population to amplify the multiplicity of perspectives and experiences in the classroom and on campus,” says Torres.

OIS’s staff and immigration specialists offer immigration advising, as well as run the university’s international student and scholar orientations. In addition to providing direct support to students, OIS also does a lot of campus outreach. Over time there has been a concerted effort to increase services for international students and scholars across the entire institution, especially as the international population has grown, says Genevieve Cook, OIS director.

For international scholars and their families, OIS runs the Experience America program, which is a series of events and activities designed to help them understand U.S. culture. OIS also hosts a workshop series where participants learn about topics such as U.S. politics, the healthcare system, and recommendations for surviving the winter in Pittsburgh.

International Programming and Cross-Cultural Leadership Through Global Ties

OIS also works closely with student affairs for much of its programming, in particular the Office of Cross Cultural and Leadership Development (CCLD). Students can, for example, volunteer through CCLD to assist with international orientation. According to Summer Rothrock, the director of CCLD, the office works with fraternity and sorority life, leadership development, cross-cultural and diversity programming, and student organizations. CCLD also collaborates with the Study Abroad Office and UCIS on social and educational programs for students.

Global Ties, for example, is a program for incoming international freshmen and transfer students that pairs new students with a mentor who helps them adjust to life at Pitt. “We want the Global Ties program to provide a global experience right here on campus for any student who may want it as well as to help integrate our international and domestic students together,” Rothrock says.

Both domestic and international students serve as mentors. Jiahui Wei, a senior science major from China, notes, “I actually got a mentor from Global Ties when I first came here. We became really close friends and then I joined Global Ties as a way to give back.”

CCLD also brings together 50 international and domestic student leaders for the annual Hesselbein Global Academy for Student Leadership and Civic Engagement. Students participate in a four-day retreat in Pittsburgh that includes mentoring from professionals in the business, government, and nonprofit sectors.

In addition, CCLD works closely with the Office of Residence Life, which oversees Pitt’s 25 Living Learning Communities (LLCs). Several of these communities focus on themes such as diversity or social inclusion, and the Casa Cultural and Global Village LLCs both have an international focus. Students living in Casa Cultural must enroll in Spanish or Portuguese, and Global Village residents participate in programming that explores global issues.

Assistant Director of Residence Life Philip Badaszewski is also in charge of the Pitt to You initiative, which sent 11 student ambassadors to China during the summer of 2017 to run an orientation for incoming Chinese students. “When everybody is back on campus in the fall, the ambassadors will meet with their mentees,” he says.

Promoting International Scholarship Through Interdisciplinary Centers

One of the hallmarks of Pitt’s internationalization is its commitment to multidisciplinary international scholarship. More than 550 faculty members from across the university are affiliated with its various centers, which include four U.S. Department of Education Title VI National Resource Centers: the Center for Latin American Studies (CLAS), the European Studies Center (ESC), the Global Studies Center (GSC), and the Center for Russian and Eastern European Studies (REES). As a Jean Monnet European Union Centre of Excellence, the ESC holds the additional distinction of being one of only eight such centers in the United States funded by the European Union (EU). UCIS also hosts the Asian Studies Center (ASC) and African Studies Program (ASP). While the other centers are focused on area or regional studies, the GSC focuses more on cross-cultural themes related to global health, global security, global economy, and global society.

The various centers also do outreach to the local community. Drawing on resources and expertise from all of UCIS’s centers, the Global Studies Center coordinates the Pennsylvania Governor’s School for Global and International Studies, a four-week summer residential program for high-achieving high school students from around the commonwealth. Another initiative run through the African Studies Program is the Model African Union, which provides opportunities for both Pitt students and local high school students to participate in a four-day conference and take part in simulations.

UCIS has a number of other affiliated programs, including the Center for International Legal Education. Every year, the center’s director, Ronald Brand, JD, takes law students to Vienna, Austria, for the International Commercial Arbitration Moot competition. Pitt law students compete against other teams from around the world. Brand uses the competition to recruit talented lawyers from abroad and build relationships with law schools in other countries. “It has become a platform for legal education. We have used it to build legal curriculum in transition countries,” he says.

Recognizing Academic Excellence With International Certificate Programs

Through UCIS, Pitt also awards 250 undergraduate and graduate certificates each year in area studies or global studies. Students from any major are able to enhance their degree program by taking courses with an international focus. The 11 undergraduate and eight graduate credentials have been designed to complement students’ existing degree requirements. They also offer an interdisciplinary bachelor’s of philosophy degree in international and area studies, in partnership with the University Honors College.

International advisers help students customize their course plan and study abroad opportunities to maximize their impact. Because Pitt’s general education requirements include nine credits with a global focus, students are able to complete their certificates with an additional two or three classes. Khadija Diop, a film studies major who is completing a certificate in African studies, says, “the certificates help you look at your major through a global perspective and integrate the global aspect into every single thing that you’re doing.”

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Environmental studies major Rachel Bukowitz adds that her certificate in global studies has also given her a talking point during job interviews: “As an environmental studies major, being able to say that I learned about sustainable development in the Middle East or water rights in the Gaza Strip has really made me stand out.”

Through its global initiatives and community outreach efforts, the University of Iowa (UI), well-known for its Iowa Writers’ Workshop, has excelled in recent years in welcoming the world to its campus in Iowa City. The campus, situated on the former grounds of Iowa’s first state capital, is integrated into the heart of downtown. The UI’s 33,000 students—4,300 of whom are international—make up nearly half the town’s population.

Situated in a central location on campus, the UI International Programs (IP) office serves as the hub for international activity. In addition to study abroad and international student and scholar services, IP also offers grants and funding support to faculty and students and provides a number of intercultural training opportunities.

Senior Leadership Pushes the Internationalization Agenda

Internationalization at the UI has been more than 20 years in the making, according to Downing Thomas, PhD, associate provost and dean of international programs. “If you look back 20 years, international activities at the university were largely a boutique operation for students in humanities and social sciences. It’s taken some time to gain momentum, but I think that now we’re seeing that the success and the true value of internationalization occurs when it is riveted to the core missions of the institution,” says Thomas, who also serves as the UI’s senior international officer.

Thomas’s position as dean was created in the late 1990s, when former university president Mary Sue Coleman, PhD, recognized that the institution needed senior leadership to advance its internationalization agenda.

Former provost Barry Butler, PhD, who left the UI in March 2017, adds that Coleman and then-provost John Whitmore, PhD, also provided funding to each college and asked them to come up with creative ways to internationalize the curriculum.

At the time, Butler, associate dean of engineering, used the seed funding to start the Virtual International Project program, which drew on emerging industry practices for working in remote teams. Engineering students were able to collaborate with peers abroad to work on international design projects. Since the initial partnership with Aix-Marseille University in France, the program has expanded to include Hong Kong University of Science and Technology.

Current president Bruce Harreld plans to continue building on the legacy of his predecessors. “Moving forward we hope to be more purposeful in designing an international experience specifically augmenting each student’s on-campus work and career interests,” he says.

Community Outreach As a Cornerstone of Campus Internationalization

A key feature of the UI’s internationalization efforts is its community outreach initiatives. IP currently has seven full-time staff that work exclusively with communications efforts.

“The UI strives to serve not only its students but all citizens of the state. We need to do all we can to share with fellow Iowans the groundbreaking research that happens on our campus and in collaboration with international partners,” says Joan Kjaer, director of communications and relations for International Programs.

International Programs’s signature event is the annual Provost’s Global Forum, which brings together experts from a variety of disciplines to discuss international and global issues.

Full-time faculty are invited to submit a proposal for an award of up to $20,000 to bring speakers to campus. The 2016 Global Forum included an artistic exhibition, a multidisciplinary academic conference, and an undergraduate course on the redefinition of the nation-state in the twenty-first century. The 2017 forum focused on women’s health and the environment.

“It’s an opportunity to focus on a specific issue or topic and have experts from around the country and around the world engaging with our faculty and students,” Thomas says.

Another initiative is WorldCanvass, a monthly radio, television, and Internet program that Kjaer describes as “International Programs’s largest public outreach initiative.” Programs are recorded before a live audience and distributed over television, YouTube, iTunes, radio, and the IP website.

“WorldCanvass conversations are focused on themes that are international in scope. They’re thoughtful, reflective, and inspiring, and we tape the live programs for multiplatform distribution. Interested audience members anywhere in Iowa or the world can enjoy them in the comfort of their home, their office, or their car. We want to reach people where they are and not be limited by time or place,” says Kjaer, who also hosts WorldCanvass.

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IP also works with outreach to local K–12 schools. Through the International Classroom Journey program, teachers can enhance students’ understanding of unfamiliar parts of the world by bringing international guests into the classroom to talk about their home countries. For more than 15 years, International Programs and the College of Education have also partnered to present the Teacher’s Institute on Global Education with the goal of helping K–12 educators from around Iowa integrate global perspectives into their classrooms.

Exploring the World Through Writing

Another major outreach effort is the International Writing Program. Since 1967, more than 1,400 writers from more than 150 countries have been in residence at the University of Iowa through its International Writing Program (IWP). The IWP hosts 30–35 well-known authors, poets, and novelists every fall for a three-month residency. Notable alumni include Nobel literature laureates Mo Yan from China and Orhan Pamuk from Turkey.

The IWP, which celebrates its 50th anniversary in 2017, was founded during the Cold War with the goal of bringing together writers from around the world. “It was a place where writers from the Soviet Bloc could meet writers from the west and have free and frank exchanges of ideas,” says Christopher Merrill, IWP director.

Merrill says that since 9/11, there has been a shift at IWP toward a focus on the Islamic world. Because the majority of the IWP’s funding has come from the U.S. State Department and various embassies, much of the program is focused on public diplomacy and cultural exchange.

“After 9/11, we’ve been involved in conversations about the ways in which cultural diplomacy can be a part of the larger diplomatic strategy. And so we started to think of cultural diplomacy as a two-way exchange,” Merrill adds.

As a result, IWP has also started taking groups of U.S. students abroad, hosting symposia in countries such as Greece and Morocco.

To reach an even wider international audience, IWP eventually developed a robust distance-learning program. Since 2012, it has offered more than 30 distinct MOOCs, courses, exchanges, and events on different topics related to fiction, nonfiction, poetry, and plays. In addition, IWP runs a two-week summer writing program at the University of Iowa for young writers, ages 16-19, with workshops taught in English, Arabic, and Russian.

The IWP led the charge in gaining Iowa City’s designation as a United Nations Educational, Scientific and Cultural Organization (UNESCO) City of Literature in 2008. As a UNESCO City of Literature, Iowa City also has an obligation to mentor aspiring cities. Merrill subsequently worked with the Iraqi deputy minister of culture to help Baghdad become a City of Literature in 2015. The connection to Baghdad came out of the connections to the Iraqi literary community made possible through the IWP.

“We like to think we’re helping to jump-start a conversation about world literature,” says Merrill.

UI Creates a Welcoming Atmosphere for International Students

According to the UI, its international student population has nearly doubled over the last 10 years, from around 2,200 in 2006 to 4,300 in 2016. Most of the growth has occurred at the undergraduate level. The top three countries represented on the UI campus are China, India, and South Korea.

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To accommodate the growth, International Student and Scholar Services (ISSS) has implemented several programs to support its international population and to promote their integration into life on the UI campus in addition to its standard immigration advising.

One of the initial initiatives in 2008 was the creation of the International Student Committee, which was tasked with auditing existing services and programming for international students to ensure that adequate infrastructure was in place. The committee’s goals have subsequently expanded.

“It drives resources from all units across campus, from housing, public safety, counseling, the registrar’s office, and the colleges to try and make sure that [international students] have the best student experience they can,” says Doug Lee, assistant provost of international programs.

ISSS also runs a number of intercultural programs targeting the wider campus community. The Bridging Domestic and Global Diversity certificate is a leadership program designed to educate students to adapt to cultural differences. Approximately 25 domestic and international students participate in diversity and intercultural training every spring semester. Participants also plan the Bridge Open Forum, an intercultural event to educate the campus about intercultural issues.

The Building Our Global Community certificate is a professional development program that helps UI faculty and staff support international students and scholars. To earn the certificate, participants attend a series of sessions on topics such as helping international students with the cultural adjustment process and the basics of F-1 and J-1 immigration regulations.

The UI also offers individual and group mental health counseling services in English, Spanish, and Mandarin. Students first learn about the University Counseling Service (UCS) at their orientation, when one of the doctors presents about mental health and available counseling services.

“In efforts to meet the needs of students having mental health concerns, the UCS acknowledges that communicating about emotions, insight, and internal conflicts can be highly culturally based and varies greatly due to the construction of how we think about ourselves based on variances within language. As such, the UCS desires to remove as many barriers as possible by providing opportunities for students to communicate in the language that best represents their experience within UCS resource limits,” says UCS director Barry A. Schreier, PhD.

According to Lee Seedorff, ISSS senior associate director, support for using mental health services comes from the students. For example, a group of Chinese students interested in mental health has started a student organization called Heart Workshop, which helps other Chinese students become aware of the support available. Another group is Active Minds, which focuses on mental health awareness and support for both international and domestic students.

In the last few years, the UI has also used technology to reach out to prospective students and parents. According to Lee, it holds welcome sessions in Beijing and Shanghai for incoming Chinese students. To reach students from other countries, they are also creating orientation webinars that students can watch from anywhere in the world. They have also started broadcasting graduations online in Arabic, Korean, Mandarin, Farsi, and Spanish for families who are unable to travel to Iowa City for the ceremony.

The Tippie College of Business, one of the most internationalized schools on campus, has been at the forefront of efforts to integrate international students into life at UI. Around 15 percent of its undergraduates are international, compared with 10 percent on the campus as a whole. To support its large international population, Tippie has created opportunities outside of the classroom such as an international buddy program, which pairs domestic and international students and is open to students from across the campus.

Comprehensive Support for Education and Research Opportunities Abroad

According to the 2016 Open Doors report, the UI ranks in the top 50 U.S. institutions for study abroad, with 21 percent of all undergraduates going abroad. The UI also has several initiatives that create education abroad opportunities for underrepresented students. The total minority undergraduate population is 14 percent, and 16 percent of all undergraduate study abroad participants were students of color in the 2015–2016 academic year.

There are a number of awards available, including a $500 scholarship for traditionally underrepresented populations, such as first-generation students, students of color, LGBT students, and students with disabilities, to help finance study and research opportunities abroad.

IP also recently collaborated with the UI Center for Diversity Enrichment to host the Council on International Educational Exchange (CIEE) Passport Caravan. IP and CIEE sponsored passports for 116 first-generation students and students of color who were first-time passport holders.

International Programs also receives support from the Stanley-University of Iowa Foundation Support Organization (SUIFSO) to fund research projects abroad. Both undergraduate and graduate students, including students who are not U.S. citizens, can apply for international research grants.

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In the past five years, 100 graduate students received a total of $250,000, and 26 undergraduates received a total of $59,000 to conduct international research.

“Every year we have a pool of money for students to do preliminary research, or a creative project. They must be abroad for a month and these are a wonderful starting point to apply for a Fulbright,” says Karen Wachsmuth, PhD, associate director for international fellowships and Fulbright adviser.

The UI has been recognized as a top producer of Fulbright awardees for the last two years. In the 2016–2017 academic year, 15 UI students were awarded grants to conduct research or serve as English teaching assistants abroad.

Wachsmuth sees her outreach and recruitment for Fulbright as a springboard to start more general conversations about opportunities abroad, especially early in a student’s academic career. “There are a lot of different programs going on to start conversations, and fellowships are a part of that because they also encourage students to put together their language training or just things that they’ve learned in their coursework and to apply it to an arena that eventually helps them develop their professional goals,” she says.

“The biggest compliment that I get from students is ‘Even if I don’t get this grant, I’ve learned so much about myself and about where I want to go from doing this,’” Wachsmuth says.

Douglas Baker, who graduated in 2015 with degrees in music and Japanese, spent a year in Japan as a Fulbright fellow. He was able to combine his two majors to investigate the work of a nineteenth-century Japanese composer.

He says that the UI’s position as a research institution gave him the resources he needed to prepare his proposal. “The university has many qualified people, from professors to librarians, who know the ins and outs of creating projects or grant writing or conducting research. Karen [Wachsmuth] and International Programs also provide so much assistance in the application process in terms of information sessions, writing workshops, [and] draft writing get-togethers,” he says.

UI Runs Largest U.S. Study Abroad Program to India

The UI’s single largest study abroad program is the India Winterim, an intensive, three-week field-based program held every January. Due to the program’s overwhelming popularity, no other U.S. college or university in the United States sends more students to India. In 2016–2017, 85 students participated in five different courses.

The program is the brainchild of founder Rangaswamy “Raj” Rajagopal, PhD, also a professor of geographical and sustainability sciences. Rajagopal started the program in 2006 and has subsequently sent more than 1,100 students and 60 faculty members to India.

Students are placed at nonprofits and academic institutions through a variety of faculty-led courses in various disciplines, ranging from engineering to art history. Courses have addressed issues such as water poverty, craft traditions, sustainable development, education, and nonprofit management. Students work with Indian partner organizations to learn about their approaches to addressing social issues.

Janice Cousins is a premed and psychology major who traveled to Kerala in South India this past winter break. She took a course titled Pain, Palliative Medicine, and Hospice Care: Learning from Each Other led by a faculty member from the school of medicine. She learned about end-of-life care in India by working with a physician who founded a community-based palliative care program.

“He started this program for people who cannot afford medicine and aren’t getting the correct care. He was really passionate in teaching us about palliative medicine, which considers everything about the disease, including the mental and spiritual aspects. This completely expanded my perspective on medicine. The things I learned in India, I’m not going to learn in medical school here,” Cousins says.

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Rajogopal spent six months working with the Indian physician to develop the palliative care course. He says that cultural comparison is one of the key aspects of the program. In the United States, hospice care in an institutional setting is most common, whereas in India, end-of-life care is provided in the patient’s home.

“The lesson learned is that there is no single right model of living life. What we are trying to teach is that America doesn’t necessarily know best. There are different models of evolution, culture, and history,” he says.

Rajagopal says that many students, like Cousins, have come back from India with a desire to go to medical school after participating in courses related to health care.

“All of these kids come back, and they’re renewed. They’re totally fearless. You see people living in extraordinary conditions and doing all these kind of things, and it changes you forever,” he adds.

With more than 30,000 students enrolled at its campus in Southern California, including 3,500 international students from more than 110 countries, Santa Monica College (SMC) is one of the most diverse associate’s institutions in the United States. Domestic and international students alike benefit from the college’s Global Citizenship Initiative, which provides a variety of international education opportunities across the SMC campus.

Launched by former college president Chui Tsang, PhD, in 2007, the initiative is a four-pronged strategy that promotes campus internationalization through study abroad, staff and faculty professional development, curriculum development, and international student services. Over the last decade, the initiative has led to the development of several faculty-led programs, an undergraduate research symposium, faculty and staff trips abroad, and a global citizenship requirement for all SMC associate’s degrees.

Global Citizenship Becomes an Institutional Mandate

Dean of International Education Kelley Brayton, who joined SMC in 2008, co-chairs the Global Citizenship Committee with a faculty leader. According to Brayton, “internationalization became a mandate for the institution” under Tsang’s leadership.

The college then convened a task force comprised of faculty and administrators to govern the initiative and to figure out how to make it sustainable beyond the initial funding period. In 2008 the SMC board of trustees adopted the initiative as a strategic priority and committed $200,000 a year for a three-year period. The task force eventually became a permanent standing committee, known as the Global Council, in the faculty senate.

Brayton says the program has been successful due to the support of senior administration, as well as the large amount of financial and human resources dedicated to the initiative. “I have never been at an institution where [internationalization] has had this level of support,” she says.

SMC has continued to provide funding for global citizenship activities, including earmarking $75,000 a year for study abroad scholarships. The college has also successfully pursued two Title VIA grants, which provide federal funding for foreign language, area, and international studies infrastructure-building at U.S. higher education institutions.

Kathryn E. Jeffery, PhD, who became president in 2016, remains committed to the initiative, even in the wake of a state budget crisis. “We are being very guarded around making sure that we continue to support the Global Citizenship Initiative to create opportunities for students. We don’t want that to fall off of the list of priorities,” she says.

Defining Global Citizenship

One of the first steps toward implementing the initiative was defining what “global citizenship” meant for SMC. “Dr. Tsang empowered the campus. He set the direction, but he left it up to us to figure out what exactly global citizenship would look like,” says Gordon Dossett, English professor and one of the original co-chairs of the global citizenship task force.

“Dr. Tsang saw the bigger picture and helped us realize that this was something we could work on as a faculty,” adds Janet Harclerode, chair of the English as a Second Language (ESL) department.

In 2008 SMC adopted its formal definition of global citizenship: “To be a global citizen, one is knowledgeable of peoples, customs and cultures in regions of the world beyond one’s own; understands the interdependence that holds both promise and peril for the future of the global community; and is committed to combining one’s learning with a dedication to foster a livable, sustainable world.”

According to Vice President of Academic Affairs Georgia Lorenz, PhD, the process of defining “global citizenship” eventually led to the adoption of global citizenship as an institutional learning outcome, which has had important implications for accreditation. “For something to become an institutional learning outcome is really significant. At the course and program levels, faculty will map their course outcomes to the competencies related to the institutional learning outcome” she explains.

Faculty-Led Programs Revitalize Study Abroad

When Santa Monica College student Ariana Kirsey traveled to South Africa last year, she couldn’t have imagined that sleeping in a tree house in Kruger National Park would be life changing.

Kirsey is one of 25 students who studied abroad through SMC’s faculty-led program to South Africa in January 2017. In addition to South Africa, SMC also runs annual trips to Belize and Guatemala through its Latin America Education program.

Each year, SMC sends more than 80 students abroad through its various study abroad programs, which range from one-week courses over spring break to six-week courses that are offered during winter or summer sessions.

Although SMC has offered study abroad programs since the 1980s, with the Global Citizenship Initiative the college made a conscious effort to switch from third-party providers to developing faculty-led programs that also allow SMC professors an opportunity to travel.

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Every year the college puts out a call for proposals to recruit faculty who are interested in leading trips abroad. Two professors travel with the students on each trip, and both part-time and full-time faculty are eligible to participate.

“We try to have a full-time lead faculty and then have a second faculty who may not have led study abroad before. They colead the first year, and then the second year the idea is that they would take on the lead. We wanted to rotate it so it wasn’t just a select few who could do it,” Brayton says.

SMC also offers a one-credit course, Field Studies Abroad, which launched in 2016. The program was developed specifically to target students who might not be able to travel for longer periods of time. Students travel with a faculty member for seven to 10 days over spring break.

The college approved a one-credit class called Global Studies 35 that can be customized depending on the destination. Brayton says that Field Studies courses have created opportunities for students and faculty alike because of their shorter duration.

Art history major Megan Dobbs says the Field Studies model was quite convenient in terms of time and affordability. She traveled to Denmark in March 2017 as part of a course titled Vikings, Socialism, and Sustainability: Copenhagen Past and Present.

“The trip took me out of my personal bubble and reminded me to think of the world on a much grander scale. This trip continues to remind me that I need to make an effort to step out of my comfort zone and have new experiences,” says Dobbs, who transferred to the University of California-Berkeley in fall 2017.

The college also strives to keep its study abroad programs affordable. “We really work hard on creating very low-cost study abroad. We have become an informal travel agent here at SMC and we work with in-country vendors,” Brayton explains.

The college provides $75,000 in study abroad scholarships every year, and more than half of all students going abroad receive $500 to $2,000 based on need. Many students are first-generation college students, and more than half of SMC’s study abroad participants are minorities. In addition, they are seeing an increased number of international students joining faculty-led programs.

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“A lot of our students have never left LA before. Study abroad is an experience that can really shift their perspectives on what it means to be a global citizen,” says Associate Dean of Student Life Nancy Grass, PhD, who led students to South Africa in 2008 and 2012.

Comprehensive Support for International Students

For the last five years, Santa Monica College has had the second largest international student population of any community college in the United States, according to the Institute of International Education’s Open Doors data. SMC attracts students from around the world largely because of its reputation as a top transfer school.

While some students pursue shorter academic certificates, the majority of its 3,500 international students seek admission to nearby four-year institutions such as the various campuses of the University of California (UC). International students receive academic and immigration advising, among other support services, through the International Education Center and the International Education Counseling Center.

Omar Bishr, an economics major from Egypt, plans to transfer to the University of California. “From the moment I applied, the international office responded to all of my concerns. When I came to SMC, I felt like I was really welcomed to the school and that my presence matters. I really liked that I was given a presentation by counselors explaining to me the system of the college and how to choose my classes in order to transfer,” he says.

One initiative that seeks to promote interaction between international and domestic students is a language and culture exchange program run jointly between the modern languages and ESL departments. International students are paired with domestic students studying their language.

“We create an online forum for them and have an orientation. They can meet on that day, but if they don’t then they can go into the forum and introduce themselves and find people for language exchange online,” says Liz Koening, an ESL faculty member.

Approximately 130 students participate per semester. Music major Nahalia Samuels says she took part in order to practice her language skills with a native speaker.

“For me, having a language partner for Korean 1 and Korean 2 made all the difference in my reading, writing and speaking skills. I also wished to learn more about the...culture of the language I’m studying and to offer help as a native English speaker towards my ESL partner. I feel the program helps foreign students to connect with the campus community and expose us domestic students to a seemingly hidden population on campus,” she says.

Professional Development Helps Internationalize the Curriculum

Early on, SMC recognized that it was necessary to internationalize the faculty in order to reach the long-term goal of campus internationalization, especially in the classroom. The Global Citizenship Initiative thus led to the creation of a number of professional development opportunities abroad for faculty and staff.

In 2007, the first group of SMC faculty and staff traveled to Austria to attend the Salzburg Global Seminar, where they learned about topics such as intercultural communication and social justice. Other cohorts have subsequently visited the Beijing Center for Chinese Studies in China and Bahcesehir University in Istanbul, Turkey, with the last group traveling in 2015. Over the past 10 years, more than 125 SMC faculty and staff participated in the professional development programs to Austria, China, and Turkey.

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Peggy Kravitz, international education counselor, traveled to Austria, China, and Turkey. “It was a fabulous way to learn about those cultures, which of course I deal with in my work with international students,” she says.

Grass, who traveled to China, adds that one of the greatest benefits of the programs is the fact it was open to all full-time employees on campus.

“It wasn’t just faculty or administrators who could go, but technicians and custodians could apply as well. They really took a cross-section of the college that allowed for people to really get to know each other in a whole new way,” she says.

Brayton says the idea was to help staff who are often on the front line of student services gain a greater appreciation for the international student experience at SMC. “Classified staff are the ones who have a lot of casual interactions with students every day. The more they understand some of the challenges of being abroad, the more they that can connect with our international student population,” she says.

Upon their return to campus, faculty members must develop modules for their courses, and staff are to participate in international activities on campus, such as International Education Week.

In addition to the trips abroad, faculty can apply for a number of Global Grants ranging from $3,000 to $10,000 that fund projects and events, such as speakers, film screenings, and field trips, throughout the year. Harclerode, for example, received a Global Grant to take her ESL classes to various sites around Los Angeles, including the Watts Towers and the Los Angeles River. “The idea was to take them to the parts of LA they might not get to on their own,” she says.

Promoting Global Citizenship Through Student Research

To weave the idea of global citizenship into the fabric of campus life, SMC chooses a theme for each academic year and encourages faculty to develop related course modules. The current theme—“Gender Equity: Is Equity Enough?”—has been running for two years. In 2017–2018, the campus is exploring the topic of “Promise and Peril of a Global Community.” Previous years’ themes have included water, food, poverty and wealth, and peace and security.

The campus also holds an annual research symposium, where students are invited to submit and present academic and creative projects related to the annual academic theme.

Grass, who chaired the first symposium in 2010, says the idea for a campuswide research symposium emerged from the need to better prepare students to transfer to four-year universities: “When students come from the community college, even if they are really well prepared academically, they’re not ready to jump into junior-level research projects. Having the symposium encouraged faculty to have students do original research around this idea of global citizenship.”

“When we put out the call for proposals, it allows students to put forward what global citizenship means to them in the context of their education,” adds Delphine Broccard, communications professor and current symposium chair. “We can really discuss what global citizenship means in the different disciplines.”

Students submit proposals for projects ranging from short films, persuasive speeches, and photography to responses to study abroad experiences and Science, Technology, Engineering, and Math (STEM) research. Students can win cash prizes for the best entries in different categories. In 2016, Kenta Tanaka, an international student from Japan, won the President’s Award and $500 for a design project that explored the theme of gender equity in fashion. “I mixed menswear and womenswear. In fashion, we call it gender blur,” he says.

Global Citizenship Spans the Curriculum

SMC has used funding from one of its two Title VIA grants to develop a global studies major. Global studies at Santa Monica is an interdisciplinary program designed to increase students’ knowledge and understanding of the processes of globalization and their impacts on societies, cultures, and environments around the world. Coursework includes world geography, international political economy, experiential learning, and foreign language.

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The Global Citizenship Initiative has also given impetus to the development of a global citizenship degree requirement for all students receiving an associate’s degree. Students can meet the requirement either by studying abroad or taking an approved global citizenship course.

“The reality is that not a lot of students can participate in study abroad. But where students are going to be the most impacted by global learning is in the classroom. Infusing global perspectives into the general education curriculum is where we can reach a lot of students. Hopefully, that exposure highlights some of the international opportunities for them, not just here at Santa Monica but beyond,” Brayton says.

Florida State University’s (FSU) Global and Multicultural Building, home of the Center for Global Engagement (CGE), is the on-campus embodiment of FSU’s more than 60-year commitment to international education. Bringing together academic and student affairs, the center serves as a hub for international and multicultural programming for all FSU students.

A Campus Home for International Programming

“I think the students named it the Globe the minute they moved in. They really embraced it as a home for themselves,” says Mary Coburn, EdD, vice president for student affairs.

Coburn facilitated the construction of the Globe, which opened in 2010, through state funding earmarked for student services facilities. “I think having a physical home really elevated everything that we were doing. From the Friday coffee hours and the Global Cafés to all of the lectures and student meetings that are hosted there, it just sends a message to our campus that internationalization is important,” she says.

CGE’s predecessor was known as the International Center, which primarily focused on immigration advising for international students. The construction of the Globe marked a campuswide shift in the visibility of intercultural and international programming, ­according to Cindy Green, EdD, director of the Center of Global Engagement.

Green was able to work with the Globe’s architect to customize the building’s design, which includes classrooms, a meditation room, an auditorium, and a ­commercial kitchen.

Four times a semester, student organizations sign up to cook cuisine from a featured country in the kitchen through the Global Café. The student groups are able to fundraise at $7 a plate. The Global Café has been an accessible way to increase awareness and appreciation of the cultural diversity at FSU.

“Food is often the first way we are exposed to other cultures. Not only can students from other countries keep their traditions while they’re here, they can introduce their friends and the rest of the university to those traditions,” Coburn says.

Growing Support for Internationalization

Joining FSU in 2004, Green has witnessed growing support for internationalization across campus over the last decade. While there have always been pockets of international activity, comprehensive internationalization has faced challenges at FSU due to its decentralized structure as a public research university.

CGE’s portfolio currently includes international student and scholar services, a cocurricular certificate, international partnerships and direct exchanges, programs for non-degree-seeking international students, and international programming such as the Global Café.

Other units on campus, such as International Programs (IP) and the Center for Intensive English Studies (CIES), have also contributed to FSU’s internationalization efforts. IP oversees for-credit study abroad, while CIES offers intensive English language classes, a certificate in teaching English as a second language, English training for international teaching assistants, and accelerated language courses for incoming graduate students.

“The FSU campus provides so many opportunities for all of our students to be actively engaged with students from over 130 different countries as well as to take classes with an international focus. We offer a variety of international experiences, from short-term intercultural exchanges to year-long study abroad programs for those students that wish to engage internationally,” says FSU President John Thrasher.

Internationalization was included in FSU’s strategic plan for the first time in 2017 under the larger rubric of academic excellence, with the aim of “expanding [FSU’s] global footprint and fostering a culturally rich learning environment on campus.”

“We really pushed to make sure that internationalization was in the plan moving forward. Making sure that internationalization is part of the experience that all of our students have is an important part of academic excellence,” says Provost Sally E. McRorie, PhD.

Assistant Provost Joe O’Shea sees internationalization as one of the institution’s student success initiatives: “We know international education is a high-impact practice, which helps our students launch successfully from the university into graduate education or a career.”

Promoting International Graduate Student Recruitment

Part of the academic excellence priority also focuses on enhancing the quality of graduate education to become a leader in strategically important areas of research. This includes providing financial support to attract the best graduate students.

Associate Provost Bruce Locke says that the ­strategic plan has given FSU impetus to develop initiatives focused on international graduate student recruitment. FSU’s 1,500 international graduate students currently make up more than 75 percent of its international student population.

“One of our goals [as a university] is to become a top-25 public institution. In order to do that we have to really grow our graduate programs, which includes seeking out and recruiting talented international students,” Green says.

Green and Locke collaborated to develop a “3+1+1” program as a graduate recruitment pipeline. Students from 28 partners in China, India, and Thailand can enroll for two semesters at FSU as non-degree-seeking undergraduate students and then transfer their credits back to their home institutions to complete their bachelor’s degree.

Some of the upper-division credits they take will then count toward FSU master’s programs. Known as the Special Academic Program (SAP), the initiative helps better prepare participants for graduate school at FSU as well as other institutions in the United States. It also allows FSU faculty to identify highly qualified candidates for graduate programs. The majority of participants remain at FSU, with some even continuing into PhD programs.

“It’s been really great because the students have a full year to acclimate to the campus,  and faculty members can take a really close look at their work and their competence in English and can give [participants] extra assistance if they need it,” says Jocelyn Vaughn, PhD, program director for FSU international initiatives.

SAP participants pay a program fee that covers their tuition, room and board, and support services provided by CGE. The program was piloted in chemical engineering, and has subsequently expanded to other engineering disciplines as well as finance, marketing, communication, and public administration.

Yun Chen is a Chinese student who graduated from her home university in June 2017 with a bachelor’s degree in public administration. She spent her senior year at FSU as part of the SAP and will be able to transfer 12 credits into her FSU graduate program in public administration in fall 2017.

“The program staff gave us a lot of helpful suggestions and guidance about how to apply for our master’s program. When I was applying for my MPA program, [the director] not only provided a letter of recommendation but also contacted the admissions office to make sure my application was in process,” she says.

Nondegree Programs Increase Diversity and Promote Opportunities Abroad

Creating opportunities for non-degree-seeking students through SAP, as well as direct exchanges and other short-term programs, has also helped increase the diversity of FSU’s international population. CGE currently serves approximately 380 degree-seeking international undergraduates, the majority of whom are student athletes or transfer students from FSU’s branch campus in Panama.

FSU’s international undergraduates are relatively few due to its role as a state institution. Unlike many of its peer institutions in other states, FSU has not needed to pursue international undergraduate recruitment.

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“FSU’s mission is to serve the people of the state of Florida. We have around 42,000 applications for a freshman class of 6,400 for the 2017–2018 academic year. There are plenty of domestic students to fill the slots,” says Green.

Vaughn has instead focused on expanding the number of bilateral exchange programs, especially those that are open to students from any academic discipline. This allows domestic students to study abroad while paying in-state tuition, and enables FSU to bring in more international undergraduates.

“We’ve been trying to increase the number of university-wide exchanges, rather than department to department. We’re doing these in order to give opportunities to students who haven’t been served before by exchanges, in particular those in STEM,” Vaughn says.

For students who are unable to participate in a full-semester exchange, CGE has also developed a cultural exchange program, Beyond Borders. The program sends 12 students to Jamaica over spring break and 10 students to Germany in the summer. In addition to enrolling in a one-credit applied global experience class, participants also host international students from the two countries.

Casey Johnson, an FSU alumni who graduated in 2016 with a degree in biology, participated in Beyond Borders to Jamaica as a junior transfer student and to Germany as a senior. “I really didn’t have the intention of being this world traveler, but somehow it just fit with the timeline of my life at FSU. I know for a fact I would not be where I am now today had it not been for those experiences,” he says.

Johnson is currently studying for a master’s in radiation biology on a full scholarship to the University of Oxford in the United Kingdom. “During my interview for Oxford, the main talking point was my international experiences and what I took away from them. I could really tell that the interview committee aligned with my desire to immerse myself in diversity and different cultures,” he explains.

Another short-term program serving international undergraduates is a summer program in hospitality management and intercultural communication. ­Students from partner institutions in Korea, Japan, Macau, Mexico, and Canada combine academic classes with an internship (academic training) at Walt Disney World® Resort. After participating in a 10-day intensive academic program on the FSU campus in Tallahassee, students complete a six-month internship at Disney in Orlando while taking classes with FSU professors, both online and face-to-face.

International Experiences for Domestic Students Through Service Abroad

Other units on campus, such as the Center for Leadership & Social Change and the Center for Undergraduate Research and Academic Engagement (CRE), also offer nontraditional opportunities for students to go abroad.

One of CRE’s flagship programs is Global Scholars, which places approximately 40 students in summer internships at nonprofits in Asia, South America, and Africa. Students participate in predeparture training and must complete a capstone research project on an issue facing the overseas community after completing their internship.

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Valeria Rigobon, a junior psychology major, spent the summer of 2016 working at an educational nonprofit in Lima, Peru. “I actually learned a little about this program at my orientation, before my first fall semester even started. I found it interesting because it didn’t seem like the standard study abroad experience. I was also looking for ways to continue my volunteer work that I had been very involved in throughout middle and high school...It didn’t hurt that I might have the opportunity to go somewhere I could improve my Spanish as well!” she says.

While in Peru, Rigobon worked as a music teacher, tutor, and leadership workshop facilitator. She says the Global Scholars program thoroughly prepared her: “[The program] prepares the students so well for what they will face and accomplish once they’re abroad. We are prepared to represent not only FSU, but the United States, when we go abroad.”

O’Shea says the Global Scholars program has been especially successful at creating opportunities for first-generation and low-income students. “We have made great strides through the Global Scholars program in opening up access, developing a model that is sustainable and accessible, but also works through peer support networks, and in other ways to help students overcome the barriers that they face so that they can successfully undertake a very transformative international education experience,” he says.

CRE also runs the FSU Gap Year Fellows program. Admitted freshmen are able to apply for the program and, if accepted, defer their admission for a year. A gap year—which might be spent traveling, volunteering, interning, or working—involves a break in formal education where students focus on cultivating self-awareness and exploring different career options. FSU provides up to $5,000 of support to GAP Year Fellows, who must have a substantial service element in their proposed gap year.

“We are the second public university in the United States to provide a deferment of matriculation and also to subsidize that. We think of this as a student success intervention. The data that we have in the U.S. and from overseas is that if you have a structured educational bridge year, you are more likely to succeed in college and have not only higher retention rates, but also to have higher academic performance,” O’Shea explains.

Developing a Certificate for Global Citizenship

One of the ways in which FSU attempted to streamline its various opportunities for international experience is through its academic and cocurricular Global Citizenship Certificate, run through the Center for Global Engagement. Opportunities such as Beyond Borders and the Global Scholars program fulfill one of the certificate’s main requirements, a sustained international experience. Students can also meet the requirement by completing at least 75 hours of an intercultural experience within the United States.

All students must also attend and submit reflections on at least eight intercultural events and take a pre- and postassessment of intercultural competence. In addition, students must enroll in two required classes, which include a capstone project, and take two approved electives with a cross-cultural theme.

Rayne Neunie, who finished her studies at FSU in family and child science in May 2017, was a Global Scholar who recently completed her Global Citizenship certificate. “The certificate allowed me to gain a better understanding of cross-cultural differences around the world, I learned a plethora about global issues affecting various societies, and I also engaged in a number of intercultural events that I never before knew existed on Florida State’s campus,” she says.

As a Global Scholar, she spent two months working on a maternal health project at a nonprofit in Kenya, which fulfilled her requirement for a sustained international experience. Neunie also received a Boren scholarship to study Swahili in Tanzania in summer and fall 2017.

“This experience deepened my passion for global health, influenced me to participate in FSU’s Global Citizenship certificate, and has made me confident to expand my global capacity by becoming a Boren scholarship recipient. Florida State University has taught me that my journey of achieving intercultural competence does not end here,” Neunie explains.

Sending Students Abroad to Overseas Study Centers

FSU is ranked 12th on the Institute of International Education’s (IIE) list of “Top 25 Institutions Awarding Credit for Study Abroad,” with 2,262 students studying abroad in 2014–2015. Approximately 25 percent of FSU’s undergraduates study abroad, according to the director of international programs, Jim Pitts.

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Much of FSU’s impressive study abroad figures are due to FSU’s large footprint abroad. Starting with a branch campus in Panama in 1957, FSU now has three additional study centers in the United Kingdom, Italy, and Spain. The Panama campus also hosts FSU faculty-led study abroad programs.

FSU-Panama offers bachelor’s degrees in subjects such as computer science and international affairs, but the majority of its students complete an associate’s degree and transfer to the main campus in Tallahassee. Approximately 100 students transfer from Panama every year.

“The Panama campus really serves as a hub for our outreach in Latin America. We have students from many different countries of the Latin American region that start their program with us in Panama,” Pitts says.

Students who are citizens of a Latin American or Caribbean country enrolled at FSU-Panama are also eligible for a scholarship program that allows them to pay in-state tuition for the last two years of their studies. FSU-Panama also maintains research affiliations with local universities, including Universidad de Panamá, Universidad Tecnológica de Panamá, and Universidad Católica Santa María La Antigua.

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Students can also participate in the First Year Abroad program, which allows freshmen to spend their first year at one or more of the four sites and complete general education requirements. “At the completion of the 12 months, they can have in-state tuition in Florida for the balance of their undergraduate degree,” Pitts says.

Recent graduate Lauren Romanzak, who majored in English literature and international affairs, spent her first academic year in London followed by a summer in Valencia.

“The opportunity to spend a year abroad was enough to sell me on the program, and the in-state tuition waiver to follow was enough to convince my accountant father,” she says.

“I’m thankful I got the opportunity to study abroad so early in my college career because it directed the remainder of it. Coming from a small town had not exposed me to much diversity, and studying in as huge of a global city as London, learning another language in Valencia, and traveling independently throughout Europe (and even Africa!) definitely changed that.”