Promising Practices: Spotlighting Excellence in Comprehensive Internationalization. INSTITUTION American Council on Education, Washington, DC

DOCUMENT RESUME

ED 475 088 SO 034 505

AUTHOR Engberg, David, Ed.; Green, Madeleine F., Ed. TITLE Promising Practices: Spotlighting Excellence in Comprehensive Internationalization. INSTITUTION American Council on Education, Washington, DC. SPONS AGENCY Carnegie Corp. of New York, NY. PUB DATE 2002-00-00 NOTE 99p. AVAILABLE FROM ACE Fulfillment Service, Department 191, Washington, DC 20055-0191 (Item no. 309470, $20). Tel: 202-939-9300. For full text: http://www.acenet.edu/ bookstore/. PUB TYPE Reports Evaluative (142) EDRS PRICE EDRS Price MF01/PC04 Plus Postage. DESCRIPTORS Case Studies; *Educational Practices; Educational Research; *Higher Education; *International Education IDENTIFIERS American Council on Education; Global Issues

ABSTRACT The future of the United States hinges on its ability to educate a globally competent citizenry. This report showcases internationalization at eight colleges and universities selected to participate in "Promising Practices," a project organized and administered by the American Council on Education (Washington, DC), with funding from the Carnegie Corporation of New York. The Promising Practices project was created to contribute to and advance the national dialogue on internationalization on U.S. campuses, specifically as it relates to undergraduate learning. Ultimately, 57 institutions submitted applications for the project (16 research institutions, 15 comprehensive institutions, 18 liberal arts institutions, and 8 community colleges). Eight colleges and universities were selected for participation, two from each of the four institutional types: Appalachian State University (Boone, North Carolina), Arcadia University (Glenside, Pennsylvania), Binghamton University (Binghamton, New York), Dickinson College (Carlisle, Pennsylvania), Indiana University (Bloomington, Indiana), Kapi'olani Community College (Honolulu, Hawaii), Missouri Southern State College (Joplin, Missouri), and Tidewater Community College (Virginia). Project work began immediately following the selection and continued for the next 18 months. Activity highlights included: inaugural, mid-project, and wrap-up workshops; campus visits; and international self-assessment site visits. Viewed together, the case studies represent a composite of internationalization writ large. These institutions are at the forefront of the international education movement. Each has made internationalization a centerpiece of its educational mission and committed significant time, energy, and resources to its advancement. An appendix lists the Promising Practices Project teams. (BT)

Reproductions supplied by EDRS are the best that can be made from the original document. Promismg Practices: Spotlighting Excellence in Comprehensive Internationalization

Edited by David Engberg and Madeleine F Green

Funded by the Carnegie Corporation of New York

U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) gr This document has been reproducedas received from the person or organization originating it. 0 Minor changes have been made to _fitr._6-reefi_ improve reproduction quality.

TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy.

A free electronic version of this report is available through www.acenet.edu/bookstore.

American Council on Education Center for Institutional and International Initiatives

BEST COPY AVAILABLE 4 The American Council on Education (ACE) extends special thanks to the Carnegie Corporation of New York for funding the Promising Practices project.

ACE also thanks the Promising Practices teams at each participating institution, as well as the able and energetic international education experts who enthusiastically served as site visit reviewers: Sheila Biddle, Maurice Harari, Jocelyne Gacel de Avila, Karen McBride, Josef Mestenhauser, Andree Sursock, and Michael Vande Berg. Their comments and insights significantly contributed to the success of this project.

The project and this report also benefited greatly from the thoughtful contributions of ACE's international staff: Peter Eckel, Debbie Knox, Christa Olson, Maura Porcelli, Laura Siaya, Elizabeth Siegmund, Barbara Ilirlington, and ACE Senior Fellow Barbara Mossberg. Finally, we would be remiss without acknowledging the foundational work and numerous substantive contributions of the project's original director, Fred M. Hayward.

American Council on Education One Dupont Circle NW Washington, DC 20036

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

Additional copies of this publication are available by sending a check or money order for $20 per copy, plus $6.95 shipping and handling (for orders of more than one copy, call the number below), to the following address:

ACE Fulfillment Service Department 191 Washington, DC 20055-0191 Phone: (301) 632-6757 Fax: (301) 843-0159

When ordering, please specify Item 309470. A free electronic version of this report is available through www.acenet.edu/bookstore. Table of Contents

Foreword 1 Introduction 3 David Engberg Internationalizing Undergraduate Education: Challenges and Lessons of Success 7 Madeleine F Green

Campus Case Studies Appalachian State University 21 Marvin Williamsen Arcadia University 31 David C. Larsen Binghamton University 41 H Stephen Straight and Katharine C. Krebs Dickinson College 51 Brian Whalen and Neil B. Weissman Indiana University 61 Roxana Ma Newman Kapi'olani Community College 71 Leon Richards and Robert Franco Missouri Southern State College 79 Chad Stebbins and J. Larry Martin Tidewater Community College 85 Jeanne Natal's, Barbara Johnson, John T Dever, and Terry L. Jones

Appendix: Promising Practices Project Teams 97 ACE Board of Directors 99 Center for Institutional and International Initiatives 100 Foreword

As the world becomes more connected, it is vital that colleges and universities prepare graduates who are proficient in foreign languages, aware of different peoples and cultures, and literate in issues of common global concern. Stated simply, America's future hinges on its ability to educate a globally competent citizenry. The impulse for global learning is not new. Learning about the world, especially as it relates to improving the country's strategic advantage, became an important national security concern following World War II. The federal government responded with funding that created a series of area studies centers and subsidized scholarly exchange, Title VI of the National Defense Education Act and Fulbright-Hays, respectively. Later, in the 1960s and '70s, exchange opportunities organized and operated on campuses expanded, as did conversations about equity and power. Since the 1990s, exchange opportunities have increased further still, with U.S. students traveling abroad in ever greater numbers and similar growth occurring in the number of international students arriving on U.S. campuses for graduate and undergraduate training. At the same time, a small but growing number of institutions began to value international learning as a central feature of their educational responsibilities, incorporating it into their mission statements, dedicating resources, and reconfiguring their curricula to make it available to all students. These institutions are tomorrow's vanguard. They have seen the future and are responding to it in comprehensive, intentional, and integrative ways. For them, higher education's founding mandate to produce well-informed and thoughtful citizens has creatively merged with contemporary realities. The American Council on Education, with support from the Carnegie Corporation of New York, is pleased to present this report detailing the experiences of eight colleges and universities that are leading the internationalization movement. Their internationalization experience and challenges foreshadow the important changes underway or planned at higher education institutions elsewhere.

David Ward President, American Council on Education July 2002

American Council on Education 1 Introduction

David Engberg

his report showcases interna- asking interested institutions to describe tionalization at the eight U.S. internationalization on their campus, rela- colleges and universities tive to the following criteria: selected to participate in A history of significant achievements in TPromising Practices: Spotlighting Excellence internationalizing the undergraduate in Comprehensive Internationalization, a experience. The Promising Practices project organized and administered by the A clear public commitment to interna- project was created to American Council on Education (ACE), tionalization as a major theme of the with funding from The Carnegie institutional agenda. contribute to and advance Corporation of New York. The Promising A range of international programs the national dialogue on Practices project was created to contribute designed to provide coherent academic internationalization on U.S. to and advance the national dialogue on options for students throughout the internationalization on U.S. campuses, institution. campuses, specifically as specifically as it relates to undergraduate Strong support, including commitment it relates to undergraduate learning. Its twin objectives were to spot- of significant institutional funds and learning. light institutions that have adopted a com- human resources to the internationaliza- prehensive approach to internationalizing tion process, from the president, chief undergraduate education, and develop an academic officer, and other essential international self-assessment instrument policy makers on campus. for use by other colleges and universities Recognition of the importance of looking to catalog and advance their inter- faculty's international contributions national offerings. (See "Internationalizing reflected in institutional policies and the Campus: A User's Guide" [fall 20021, a practices. companion ACE document, for information Significant student participation in inter- about international self-assessment proce- national programs and activities. dures and processes.) A commitment to designate a project team, led by a senior administrator, to Project Overview work on the overall project and carry out Oversight for the two-year Promising the internationalization self-audit. Practices project (May 2000 to September 2002) was provided by the Center for Institutional and International Initiatives, a program, policy, and research arm of ACE dedicated to institutional change and leadership activities. In the summer of 2000, ACE announced a call for applications

American Council on Education 3

6 To encourage a broad response, various Project work began immediately following higher education associations, international the institutions' selection and continued for education scholars, and ACE member the next 18 months. Activity highlights presidents were asked to nominate institu- included: tions they knew to be internationalization Inaugural mid-project, and wrap-up leaders. Officials at nominated institutions workshops. Held in Washington, DC, were then asked to submit an application. the workshops brought together self- The request for proposals also was broadcast selected, two- to five-member project to member institutions through e-mail lists, teams from each institution to discuss newsletters, announcements at meetings, internationalization; profile each cam- and on the ACE web site. pus's international education activities; Ultimately, 57 institutions submitted discuss challenges, rewards, and strate- applications for the project (16 research gies for conducting a self-assessment; institutions, 15 comprehensive institutions, and share insights on refining and devel- 18 liberal arts institutions, and eight com- oping the self-assessment instrument. munity colleges). Their submissions were Campus visits. Prior to the self-assess- then evaluated by teams of international ments, ACE staff visited each campus to education experts, and by ACE staff. Eight clarify project goals and answer questions colleges and universities were selected for about the organization and process of participation, two each from the four insti- self-assessment. tutional types: International self-assessment site visits. Appalachian State University (NC) Once each institution had completed an Arcadia University (PA) international self-assessment and pro- Binghamton University (NY) duced a self-assessment report, three- Dickinson College (PA) person review teams (two ACE staff and Indiana University, Bloomington one international education expert) Kapi'olani Community College (HI) again visited each campus to discuss Missouri Southern State College internationalization with students, Tidewater Community College (VA) faculty, administrators, and staff; corrob- orate report findings; and offer advice to the institutions on furthering their internationalization agendas.

4 PROMISING PRACTICES 7 About This Report This is also the case at ACE. With the This report was prepared with a broad audi- close of the Promising Practices project, ence in mind. To that end, the eight campus other projects and initiatives in support of case studies that follow provide both a wide international education continue, while still overview of each institution and specifics others are planned. Specifically, ACE's about key elements of internationalization. international advocacy efforts continue on Each follows a common structural format: three fronts: survey research to map inter- an institutional overview; sections on internationalization and test public opinion nationalization goals, organization, and regarding its importance; meetings and funding support; an overview of all interna- workshops that bring together campus tional programs and activities; sections leaders in support of international educa- describing internationalization efforts of tion; and additional "good practice" which the institutions are especially proud; projects aimed at identifying innovative challenges to internationalization; and con- international work for a national audience. cluding comments on future plans. For more information about the Promising To ensure an insider's view of each cam- Practices project or ACE's other interna- pus's activities and maximize accuracy tionalization research, advocacy or project in reporting, each of the case studies is work, see www.acenetedu/programs/inter- authored by one or more representatives nationalicurrent.cfm. from the institutions profiled. When necessary, edits to the profiles have been made in Author Information the interest of consistent form and flow, but David Engberg is program associate at the with an eye toward protecting each author's American Council on Education and project voice. manager for the Promising Practices Viewed together, the case studies repre- project. sent a composite of internationalization writ large. These institutions are at the forefront of the international education movement; each has made internationalization a centerpiece of its educational mission and committed significant time, energy, and resources to its advancement. With this in mind, it is notable that none of the institutions is content to rest on past accomplishments. Instead, each is actively working to strengthen international education further, creating new programs and better integrating and coordinating existing activities. As each of the profiles reports, much remains to be done.

American Council on Education 5

8 Internationalizin Undergraduate E ucation: Challenges and Lessons of Success Madeleine F. Green

t is now a truism that American col- educate students for this new world. We lege graduates will live and work in a cannot claim to have the best system of world in which national borders are higher education in the world unless our permeable; information and ideas graduates can free themselves of ethnocen- flow at lightening speed; and communities trism bred of ignorance and can navigate and workplaces reflect a growing diversity the difficult terrain of cultural complexity. An undergraduate of culture, languages, attitudes, and values. As this chapter demonstrates, there is rea- educationand An undergraduate education-and espe- son to hope that internationalization will cially a liberal education-must produce become a central part of the U.S. reform especially a liberal graduates who will be productive contribu- agenda. But we have a long way to go-there educationmust produce tors to civic life both locally and globally are no quick fixes in the business of institu- graduates who will be and who understand that the fates of nations, tional change. individuals, and the planet are inextricably productive contributors to America's Historic Neglect linked. civic life both locally and A committed minority of educators has To the extent that national priorities are long insisted that learning about the world reflected in federal programs and spending, globally and who under- and about the interrelationship among international education has been low on the stand that the fates of national, international, and global issues is list. Federal initiatives have been few, far nations, individuals, and indispensable to a high-quality education. between, and modestly funded. Combined But these ideas have hardly been central to federal spending under the largest such the planet are inextricably the national educational debate and discus- programs in the U.S. Departments of linked. sion of the past 25 years. Indeed, U.S. scien- Education, State, and Defense is roughly tific, economic, and military might, along $280 million, which amounts to less than with the rise of English as a global language 1 percent of federal discretionary expendi- and the success of our higher education tures for higher education. The Fulbright system-as well as its attractiveness to Program, initiated more than 50 years ago international students-have fueled the and the jewel in the crown of international American tendency to believe that our own education programs, operates with a history, language, and culture are all that modest $123 million budget, having expe- matter. rienced significant cuts in the last decade. It's no wonder, then, that in the age of Much of the current federal support for globalization after September 11, U.S. col- international education grew out of the leges and universities face an urgent and Cold War. The 1958 National Defense perplexing set of questions about how to Education Act (NDEA), prompted by the

This chapter is a modified version of an article by Madeleine F. Green that appeared in Change magazine in May/June 2002.

American Council on Education 7

9 Soviet launching of Sputnik, created a sub- as unmet government needs for a cadre of stantial investment in developing area international experts. studies and language experts. The Depart- Two decades later, in 1999, a memo- ment of Education's 1965 HEA-Title VI randum from President Clinton on interna- program, which provides the most signifi- tional education policy committed the cant support for higher education's produc- federal government to supporting internation of language and area-studies experts, tional education. It recommended that edu- continues to be an important but modest cators encourage international students to initiative of $86.7 million; it is comple- study in the United States; promote study mented by the Fulbright-Hays overseas abroad by U.S. students; support exchanges program, a mere $11.8 million investment. for faculty, students, and citizens; enhance Modest new Title VI initiatives were added programs at U.S. institutions that build over the ensuing decades and, in 1991, the international partnerships and expertise; creation of the National Security Education expand foreign-language learning and Program represented new federal energy knowledge of other cultures; support the directed toward international education. preparation of teachers who can interpret One of the few concrete investments from other countries and cultures; and use tech- the elusive "peace dividend" that resulted nology to aid the spread of knowledge. The from the end of the Cold War, the program list is complete and admirable, but without supports study abroad for undergraduates, any accompanying funding, its impact was international and language study for grad- limited. The Bush administration came into uate students, and institutional projects that office with a strong commitment to K-12 emphasize languages and areas of the world education, but neither international educa- critical to U.S. security. But its scale too is tion nor higher education figured promi- small: Since 1994, its first year of operation, nently on its agenda. September 11 has not its awards have never exceeded $7.4 million altered the administration's priorities in (in 2000 and 2001 they dropped to about this area. $5.0 million), and the original trust fund of $150 million, reduced by Congress to Public Support and Student Interest in approximately $38 million, continues to be Internationalization spent down. Nevertheless, there is surprising public Although the higher education associa- support for international education. tions have used their bully pulpit over the Americans consider international learning last two decades, especially in the past and the acquisition of foreign-language five to seven years, to produce a spate of skills important components of a college national reports, high-profile studies and education. The findings of a recent national pronouncements from policy makers have public opinion poll, as well as a poll of 500 been sporadic, at best. Twenty years elapsed college-bound high-school seniors (see between two major eventsthe 1979 Hayward and Siaya, 2001), indicate that President's Commission on Foreign Americans have more international experi- Language and International Studies and ence and interest than one might guess: President Clinton's 1999 memorandum on Fifty-five percent of the U.S. adult international education. The 1979 Com- respondents and 62 percent of the high mission rang the alarm on a multitude of school seniors had traveled outside the issues, including the dismal rate of language United States. learning in high schools and colleges, as well

8 PROMISING PRACTICES

10 Level of education was the most impor- Certainly, expressions of interest and tant predictor of travel. More than intent do not necessarily translate into 75 percent of the college graduatesover student choices or public demands. But this twice the proportion of people without a interest is noteworthy and should spur cam- high-school diplomahad traveled out- puses to examine the barriers students face side the United States. in acting on their interests in international More than half the adults surveyed learning. thought that a knowledge of international issues would be important to their The Campus Picture careers in 10 years; 90 percent thought Colleges and universities have an enor- it would be important to the careers of mous task ahead of them if they are to future generations. internationalize their curricula and student experiences. Financial constraints, com- Eighty-five percent of the public thought peting reform agendas, the absence of that knowing a second language was public and student insistence, and the important (compared to 65 percent in paucity of government funding make the Colleges and universities 1965). Three-quarters of the respondents work all the more difficult. It is no wonder favored making it a requirement in high have an enormous task that progress has been slow. The data on school, and 70 percent thought it should campus internationalization are not ahead of them if they are be required in college. encouraging. to internationalize their College education has a significant Foreign-language enrollments as a per- curricula and student impact on international knowledge. Out centage of higher education enrollments of 15 questions, respondents with less have declined from 16 percent in the experiences. than a high-school degree averaged 1960s to a current average of less than fewer than five correct answers, high- 8 percent. school graduates averaged just under Only 6 percent of all language enroll- seven, and college graduates averaged ments are in Asian languages, with less nearly 10. than 2 percent in Arabic and Hebrew combined. High-school students headed to four- Only 3 percent of U.S. students study year colleges had similarly positive attitudes abroad before they graduate. The toward international learning and interest 143,590 who did so in 1999-2000 in pursuing it while in college. constituted less than 1 percent of post- Forty-eight percent wanted to study secondary education enrollments. abroad. In the 1980s, only 14 percent of students Eighty-five percent planned to participate took at least four credits of internation- in international courses or programs. ally focused coursework. Fifty-seven percent planned to study a The percentage of four-year institutions foreign language in college. with language degree requirements for Eighty-three percent considered interna- some students declined from 89 percent tional education opportunities an impor- in 1965 to 68 percent in 1995. tant consideration in selecting a college.

American Council on Education 9 A recent survey (results to be published tionalizing the undergraduate experience. in 2002) of more than 750 colleges and With different missions, student popula- universities nationwide by the American tions, funding levels, and institutional Council on Education (ACE) suggests that cultures, they have gone about the work of the gap between national rhetoric and insti- internationalization in different ways, but tutional policies and practices also is they have much in common that explains considerable. While around 75 percent of their successes, including these ingredients: four-year institutions highlight their inter- An intentional, integrative, and compre- national education programs, activities, hensive approach. and opportunities in student recruitment Strong leadership at the top. literature, only four in 10 identify interna- Committed leadership throughout the tional education as one of the top five prior- institution. ities in their strategic plans and only about Widespread faculty engagement. one-third have formed a campuswide committee or task force to work solely on A commitment to meeting student needs. advancing campus internationalization An ethos of internationalization. efforts. Additionally, the survey revealed Supportive structures and resources. that only two out of five institutions required undergraduates to take courses An Intentional, Integrative, and focused on perspectives, issues, or events Comprehensive Approach outside the United States as part of their Colleges and universities are experienced general-education requirement. Queries at making changes at the margins, a phe- about language requirements in four-year nomenon that describes the international- institutionswhere they are more likely to ization efforts to date at most institutions. be present than in community colleges But a more comprehensive approach to revealed that only 23 percent had a internationalization is needed. Such an foreign-language entrance requirement, approach is not simply a matter of adding a and 37 percent had a language require- language requirement, introducing a global ment for all students in order to graduate. requirement into the general-education Especially disheartening was the finding curriculum, or increasing the number of that only 4 percent of the institutions students going abroad (now a mere 3 per- surveyed maintain guidelines that specify cent of students nationally). Instead, each international work or experience as a of these should be considered a piece of a consideration in faculty promotion and larger whole. Comprehensive international- tenure decisions. ization is a change that is both broad affecting departments, schools, and Institutional Success Stories activities across the institutionand deep, Good intentions and piecemeal actions, expressed in institutional culture, values, while important, are not enough. Campuses and policies and practices. It requires interested in internationalization need to articulating explicit goals and developing hear success stories that can serve both as coherent and mutually reinforcing strategies models and as causes for optimism. The to reach them. A comprehensively interna- eight institutions involved in ACE's tionalized campus has more than a series of Promising Practices project offer such courses or programs that promote interna- stories and provide a rich source of diverse tional learning; it intentionally links those experiences in comprehensively interna-

10PROMISING PRACTICES components together to foster a learning a centralized administrative structure to environment and provide a set of experiences coordinate internationalization that to as many students as possible. includes international services, overseas Institutional and external factors shape study, and international research and devel- any major change. Among the Promising opment. The chief international officer Practices campuses, size and mission were reports to the IU president and works with important determinants of institutional academic units across the campus. Addi- approach. Smaller institutions are easier tionally, a Title VI-funded Center for Global ships to turn, and interdisciplinarity often Education works with schools and faculty fords a more hospitable home there. It is not members across the campus to create aca- surprising, then, that liberal arts colleges demic programs such as the international have historically led the way in internation- studies minor. alization. Dickinson College illustrates this point. A traditional, residential, liberal arts Strong Leadership at the Top institution of some 2,000 full -time students, Not coincidentally, the presidents and chief Dickinson has been intensively expanding academic officers who lead these institu- Comprehensive its internationalization efforts since the tions are all ardent supporters and public internationalization is a mid-1980s, and international awareness champions of internationalization. now permeates the student experience. Presidents and senior leaders have sent con- change that is both broad Some 21 percent of the students majored sistent and repeated messages to faculty, affecting departments, in languages in academic year 2000, while staff, students, and external stakeholders 81 percent studied abroad. Global themes that internationalization is vital to the insti- schools, and activities infuse the curriculum, and all majors in tution's academic vibrancy and that it is across the institution the humanities and social sciences require everyone's business. Sustained attention and deep, expressed in internationally focused courses, which is essential; by the time they joined the each department inventories. project, most of the eight institutions had institutional culture, On the other hand, there is a certain been working on internationalization for values, and policies amount of inertia associated with size, nearly a decade. And, while governing and practices. prestige, decentralization, and a high boards play different roles according to degree of faculty autonomy. As a medium- institutional type and tradition, their sup- sized research institution, Binghamton port over time also is essential. University faced challenges in integrating At Missouri Southern State College, the internationalization across schools, depart- president was the initial architect and cham- ments, and research centers. Vigorous pion of the effort to internationalize the efforts to engage faculty in course redesign campus, making the case to external groups through a curriculum-development fund, (with their fair share of skeptics), mobilizing placing international education's academic internal enthusiasm, widening the base of programming under the vice provost for leadership, and launching activities and undergraduate education, and a broad- programs before the state appropriated based International Education Advisory monies to fuel campus internationalization. Committee have helped focus the univer- Arcadia University (formerly Beaver College) sity's efforts and draw the threads together. provides another case study in leadership. Indiana University (IU), with 37,000 In 1985, Beaver College was experiencing students at the Bloomington campus (nearly fmancial and enrollment difficulties. With three times the size of Binghamton), created some 80 private colleges in the greater Philadelphia area, the institution was losing

American Council on Education11 the competition for students, resources, and Indiana and Binghamton have met that reputation. While its Center for Education leadership challenge. One of the outcomes Abroad (CEA), founded in 1965, was suc- of the strategic planning process initiated cessful and well known nationally for the by lU's new system president in 1994 was a breadth and quality of foreign study pro- recommendation to strengthen international grams it made available to students from programs. A number of initiatives resulted, any institution, it functioned separately including new university funding for inter- from the campus, and few Beaver students national curriculum development; central- went abroad on its programs. Then a new izing access to the university's international president arrived, to whom international- resources and connecting them to commu- ization presented an opportunity to build nity, government, and business; establishing on the successes of CEA, bring a new international-studies summer institutes for dimension to the curriculum, energize the high-school teachers and students; and faculty, and establish a clear market niche. improving contact with and programming The appointment of a committed interna- for international alumni. Similarly, in tionalist to direct CEA in 1993, the same 1992, the first strategic plan set forth by year that a new mission statement was Binghamton University's president estab- inaugurated to reflect Beaver College's lished internationalization as an educational commitment to internationalization, began priority. A revision in 1995 elevated inter- a new relationship between the college and nationalization to one of three institutional CEA. Since then, new programs, vastly priorities, setting out broad goals and clearly increased study abroad opportunities, and a measurable objectives. The development of deliberate effort to infuse all aspects of the the university-wide International Education institution with an international dimension Advisory Committee in 1994 and the provide clear evidence that international- development of an international mission ization is now integral to Arcadia's identity. statement for Binghamton also set the The leadership challenge at research course for future gains. universities is somewhat different. Focusing While the symbolism of presidential the attention of decision makers is especially speeches and the inspiration of mission difficult given the scale, complexity, and statements and strategic plans do not culture of research universities. The princi- guarantee results, they are an important pal strategies for leading change that are expression of institutional values and prior- available to presidents and senior adminis- ities and a crucial foundation for engaging trators at any institution are persuasion, the campus in building something new. exhortation, and rewards. All of those Their seriousness of purpose must then strategies may be required at a research be made real in the actions of leadership, university simply to focus campus attention whether through allocating or raising funds on internationalization. to support internationalization, removing barriers, or stepping aside to let faculty and staff take charge.

12 PROMISING PRACTICES

i4 Committed Leadership Throughout Regardless of institutional type, chief the Institution international administrators often are vital The commitment of presidents and senior leaders in the internationalization process. leaders is necessary but insufficient to The international administrators at the par- achieve major change. While enthusiasm ticipating institutions are highly respected for a given direction or initiative is rarely and energetic, working across departments universal on any campus, widespread and schools. With the support of senior faculty and administrative leadership is administrators, they have catalyzed the essential to create institutional energy, deans, department heads, and faculty to provide legitimacy, and achieve broad perform the important work of internation- participation. alization. At community colleges, the local focus often works against a larger international Widespread Faculty Engagement scope, and the high proportion of adjunct Presidents can sign an infinite number of faculty pose challenges for leadership, as international agreements, but academic well as for curricular coherence and faculty change is the domain of the faculty. And The commitment of development. The two community colleges neither making international perspectives presidents and senior in the projectKapi'olani and Tidewater real nor infusing the curriculum with those leaders is necessary but were notable for their grassroots leadership perspectives is a given for U.S. faculty. The of internationalization. At Kapi'olani Carnegie Foundation's 14-nation study insufficient to achieve of the academic profession found that Community College, the ongoing infusion major change. of an Asia-Pacific dimension throughout American faculty are far less committed to the institution is coordinated by two faculty internationalism than their counterparts in members who are granted release time for other countries. Each of the eight partici- these responsibilities. Over the years, pating campuses instilled that commitment Kapi'olani has developed a group of advo- by providing opportunities for faculty to cates for the Asia-Pacific emphasis by travel in order to conduct research, meet rotating faculty members through these with colleagues, or accompany students. leadership positions, who then bring their Their successes make it clear that once commitment back to the teaching or faculty develop firsthand international administrative positions they return to experience, their interest and enthusiasm in the college. grow quickly. That investment pays off in At Tidewater Community College, faculty support for internationalization, internationalization also has historically in the enthusiasm they communicate to been the province of the faculty. There is students, and in their own teaching and no chief international officer. Instead, an research. International Education Committee, one of The resources that institutions devote to six standing governance committees, over- supporting faculty's international engage- sees international initiatives. This structure ment vary tremendously. Even by allocating ensures faculty leadership for Tidewater's very limited resources, several institutions international agenda, but it also has its costs. have been able to increase the number of Faculty serve on the committee for two-year internationalists on their faculty until they terms and committee assignments add to have reached a critical mass. Unfortunately, the significant regular teaching duties. budget tightening and the ever-present sus- picion that international travel is a boon- doggle makes this important investment

American Council on Education13 vulnerable to cutbacks. But in every case, Since 1992, 44 faculty and staff members those who have been abroad to study, teach, from 15 disciplines have worked or studied or lead students have been transformed abroad with the help of international profes- by the experience, especially if they had sional development funds. Additionally, 45 limited international experience before- faculty have taken part in seminars focused hand. Appalachian State University boasts on different world regions and have created a strong tradition of faculty leading short- teaching modules with the assistance of term study abroad programs during holiday specialists on the region. periods and the summer. In addition to the student rapport, professional growth, and A Commitment to Meeting Student Needs strengthening of scholarship that these International education can be unfriendly experiences confer, faculty chaperones to students. For example, language classes return to campus with a heightened appre- using the "drill and kill" method of instruc- ciation for the value of international tion or that envision all students as pro- learning, often becoming vocal proponents spective language and literature majors, for greater campus internationalization. rather than as travelers or professionals, Faculty who have led study abroad programs are notorious deterrents to language study. also are consistently among the elite group Similarly, policies that make it impossible of educators selected each year for university for students to graduate in four years if they awards recognizing teaching excellence. study abroad or that restrict the portability Travel is not the only strategy to engage of financial aid to these programs can dis- faculty in internationalization. Faculty courage all but the most persistent stu- grants to infuse international content into dents. The Promising Practices institutions existing courses or to develop new ones have worked to meet student needs. with international focus are modest invest- Arcadia University, where many students ments in curricular improvement. Most of are first-generation college students and the eight institutions offer such grants. have not traveled far from their local com- Workshops for faculty, another common munities, whets students' appetites to study activity among the Promising Practices abroad with its highly popular London institutions, help with both pedagogy and Preview program. For eight years, the pro- international content. Dickinson provides gram has provided an introduction to travel language-immersion opportunities at one abroad to fffst-year students, whofor of its centers abroad for non-language fac- $245can experience international travel. ulty, who qualify by taking an intermediate Arcadia considers its subsidy to be an language course before the session and investment. By introducing students to an upon returning to Dickinson. international experience, it lets them dis- Funding faculty development is always a cover that procuring a passport is easy; challenge. Most institutions used a combi- crossing the Atlantic is not something to nation of external and institutional funding. fear; and maneuvering in a new city, culture, Tidewater Community College has made and country is possible. By sending faculty securing external funds for international and staff (at no charge) to accompany the faculty development a high priority. With students, Arcadia is building interest and funding from federal and state sources, support for international activities across Tidewater has run study tours for faculty the campus. It continues its student-friendly and held curriculum-development seminars approach by listing in the catalog how study- focusing on different regions of the world. abroad programs can assist students in

14 PROMISING PRACTICES

16 each department in fulfilling requirements On many campuses, students who are for any major. interested in developing foreign-language Across the country, the growth in study proficiency but not in taking literature abroad over the years has primarily been in courses have few choices. Binghamton shorter programs, namely, those lasting a University's Languages Across the semester, a summer, or even a few weeks. Curriculum program (LxC) has helped While there is wide agreement that the make language study meaningful. In LxC longer the experience, the greater the cul- courses, student Language Resource tural immersion and therefore the learning, Specialists lead study groups, assigning today's students are voting with their feet material in the target language and con- for shorter programs. At Indiana University, ducting discussions about the readings. summer-program enrollments have Since 1991, between one and 10 courses increased by 124 percent since 1997 and each semester offer an LxC option, and the semester-long programs by 123 percent some 2,800 students have participated. since 1989, while the yearlong program numbers have stagnated. A number of the An Ethos of Internationalization The project institutions The gap between institutional rhetoric on institutions are building study-abroad com- have been deliberate ponents into regular courses, so that travel internationalization, as evidenced by mis- components of a few weeks are integral parts sion statements and other institutional in creating a culture of the course. While such experiences are a proclamations, and its realization in institu- that embodies their far cry from spending a year in a foreign tional practices, policies, and culture is aspirations, one in which country speaking another language, they striking on many campuses. It is no small do provide some international exposure to task to weave into the institution's outlook internationalization is students who might otherwise have none. a shared conviction that the campus and lived rather than merely Kapi'olani Community College anchors the world are inextricably linked. The spoken about, and they its international focus, its so-called Asia- project institutions have been deliberate in Pacific Emphasis, in the multicultural creating a culture that embodies their aspi- wisely recognize the nature of its student body and by bringing rations, one in which internationalization difficulty of this task. the world to the campus. Of its 7,200 is lived rather than merely spoken about, students, only 13 percent are Caucasian; and they wisely recognize the difficulty of the rest are primarily of Asian/Pacific this task. The change process is inevitably origin. Nearly half the faculty participate in messy, not at all linear or predictable. The planning and programs related to the Asia- eight campuses have moved on multiple Pacific Emphasis, and 70 percent of courses fronts, aligning deeds and words to build offered include substantial Asia-Pacific a culture of internationalization, for content. The college's International Café instance by promoting faculty engagement; provides a comfortable venue for students providing faculty development resources; to congregate and learn from one another. developing rich cultural opportunities on Language exchange is one of its most campus through lectures, film series, and popular features. Students can fmd native festivals; promoting study abroad and inter- Japanese speakers to practice conversation, national learning in freshman orientation who in turn can find help with their ESL and in the catalogue; and allocating homework. Students give presentations on resources where needed. their culture and history at the café and make connectionsand friendsthere.

American Council on Education18 Supportive Structures and Resources How Are We Doing? The most frequently cited reason for Traditionally, colleges and universities have inaction in higher education is lack of judged their accomplishments by measur- funding. Indeed, there is never enough ing their inputs and resourcesendowment money available for all the worthy innova- per student, SAT scores of entering stu- tions and enhancements institutions would dents, number of books in the library. A like, and internationalization does make a decade or more of attempting to move from claim on resources. Few of the institutions assessing inputs to measuring outcomes in the project had generous funding for has proven a very difficult undertaking. their initiatives; most relied on reallocation Similarly, the little assessment of interna- of existing resources, frequently applying tionalization that does occur is accom- those funds incrementally and over time, plished through a series of approximate and modest external funding. These funds and easily counted measures, such as the went a long way in supporting good ideas number of international students on cam- and sound curriculum development. pus, students studying abroad, or foreign- External funding played an important language enrollments. Such measures are role on the eight campuses. Kapi'olani and silent on student learning and attitudes. Tidewater have impressive lists of federal While this "supply-side" approach to inter- and state grants to support international- nationalization provides a starting point, ization. Indiana and Binghamton attract institutions that are serious about its effect significant external funding through grants on students should be taking a close look at and contracts. All the Promising Practices learning goals, course content, pedagogy, institutions engaged in private fund raising campus life, enrollment patterns, and insti- to support internationalization. Binghamton tutional policies and practices to get a more has an endowment fund to support study complete picture of their successes. abroad and another to support students The following questions, while by no studying in Spanish-speaking countries. means an exhaustive list, can direct a Dickinson began an endowment fund deeper assessment of institutional strate- devoted to internationalization with a chal- gies and student learning outcomes. They lenge grant from the National Endowment are adapted from the self-assessment for the Humanities in 1985. instrument developed in the Promising Some institutions increased their reach Practices project. and capacity through partnerships with Is global/international learning articu- businesses. Public institutions also part- lated as a goal of undergraduate nered with their states on trade, economic, education at your institution? and cultural development. Kapi'olani has To what extent has your institution recently established the Paul Honda developed learning goals associated with International Center as a focal point for the global and international dimensions international and local students. Kapi'olani of undergraduate education? How do also supports local and international work- you assess student achievement of those force development and training partner- goals? ships identified by the Hawaii Department To what extent does your institution of Business and Economic Development. have a clear strategy to accomplish these goals? How does this strategy take into account your institution's mission, history, and student body? toPROMISING PRACTICES

18 To what extent does your institution's What financial resources does your insti- general-education curriculum include tution provide for internationalization? global content, perspectives, and differ- What are the most important targets for ent ways of knowing? What is your further investment? evidence? What trends have emerged in recent To what extent do the academic depart- years with respect to enrolling interna- ments attempt to internationalize the tional students on your campus? Do you major? To what extent do they promote engage specific strategies to make their or impede study abroad for students? presence contribute to the international- What is your evidence? ization of your institution? How well are How rich are the opportunities for they working? students to take courses with an interna- What linkages does your campus have tional/global focus? What do enrollment with institutions in other countries? patterns in these courses tell you about How well are they working? student interest? How would an undergraduate student on It is too early to say if U.S. Does your institution have a language your campus know that your institution requirement for admission? Why or why considers internationalization a priority higher education is on the not? What do enrollment patterns in lan- and an institutional value? cusp of a transformation, guage courses reveal? What qualitative or if internationalization data do you have about language Conclusion learning at your institution? While recent world events may focus atten- will continue to be a How is internationalization manifested tion and galvanize colleges and universities priority for only a few to become serious about international and in the co-curriculum (e.g., international institutions. Many profound events, festivals, lectures, and films)? global learning, even a crisis may not pro- How many students typically attend duce deep and enduring change. It is too changes will have to occur these events? early to say if U.S. higher education is on if we are to make a major the cusp of a transformation, or if interna- How does your institution review and shift to greater interdiscipli- evaluate the global dimensions of under- tionalization will continue to be a priority narity, a focus on learning graduate education? for only a few institutions. Many profound changes will have to occur if we are to make How does your institution promote outcomes, and a higher a major shift to greater interdisciplinarity, faculty engagement in internationaliza- level of engagement with a focus on learning outcomes, and a higher tion? What barriers to their engagement level of engagement with the world. The the world. exist? To what extent are you succeeding piecemeal approacha language require- in removing them? What is your evidence? ment here, some study abroad there, and an What opportunities exist in the local internationally focused course or two in the environment to enhance your interna- general-education requirementhas not tionalization efforts? To what extent has succeeded in deeply internationalizing U.S. your institution taken advantage of them? higher education institutions or student What governance and administrative learning. Colleges and universities owe it to structures support internationalization? their students and to the public to deliver in How well are they working? concrete and meaningful ways on their promise to prepare students for the global world.

American Council on Education17

19 National Studies and Statements on International Education, 1979-2001 American Council on Education (ACE). 1984. What We Don't Know Can Hurt Us. Washington, DC: ACE.

. 1989. What We Can Say Can Hurt Us: A Call For Foreign Language Competence by the Year 2000. Washington, DC: ACE.

. 1995. Educating Americans fora World in Flux: Ten Ground Rules for Internationalizing Higher Education. Washington, DC: ACE.

. 1998. Educatingfor Global Competence America's Passport to the Future. Washington, DC: ACE.

Advisory Council on International Educational Exchange. 1988. Educatingfor Global Competence: The Report of the Advisory Council for International Educational Exchange. Advisory Council on International Educational Exchange.

Association of International Education Administrators (AIEA). 1988. Guidelinesfor International Education at U.S. Colleges and Universities. Association of International Education Administrators. http://wings.buffalo.edu/intled/aiea/guidelines.pdf.

. 1995. A Research Agenda for the Internationalization of Higher Educationin the United States. AIEA. http://wings.buffalo.edu/intled/aiea/AIEA-RAgenda.pdf.

American Association of State Colleges and Universities (AASCU). 1998. Global Responsibility: Final Report of the .AASCU Task Force on Global Responsibility. Washington, DC: American Association of State Colleges and Universities. http://www.aascu.orgicampusiglobal.htm.

Andersen, Charles. 1988. International Studies for Undergraduates, 1987 Operations and Opinions. Higher Education Panel Report No. 76. Washington, DC: ACE.

Barrow, Thomas et al. 1981. College Students' Knowledge and Beliefs: Survey of Global Understanding. New York: Change Magazine Press.

Building the Global Community: The Next Step. 1994. Report of a conference sponsored by the American Council on International Intercultural Education and the Stanley Foundation.

Chandler, Alice. N.d. Paying the Billfor International Education: Programs, Partners, and Possibilities at the Millennium. Association of International Educators (NAFSA): Association of International Educators.

Goodman, Louis W., Kay King, and Nancy L. Ruther. 1994. Undergraduate International Studies on the Eve of the Tiventy-first Century. Association of Professional Schools of International Affairs. (Out of print.)

18PROMISING PRACTICES

20 Hayward, Fred. 2000. Internationalization of U.S. Higher Education, Preliminary Status Report 2000. Washington, DC: ACE. http : / /www.acenet.edu/bookstore.

Hayward, Fred and Laura Siaya. 2001. Public Experience, Attitude, and Knowledge: A Report on Two National Surveys About International Education. Washington, DC: ACE. http://www.acenet.edu/bookstore.

Lambert, Richard. 1989. International Studies and the Undergraduate. Washington, DC: ACE.

Institute for International Education. Open Doors: Report on International Exchange. New York: Institute for International Education. Published annually. http://www.open- doorsweb.org.

National Association of State Universities and Land-Grant Colleges. May 2000. Expanding the International Scope of Universities. National Association of State Universities and Land-Grant Colleges. http://www.nasulgc.org/publications/Visions.pdf.

President's Commission on Foreign Language and International Studies. J. A. Perkins, Chairman. 1979. Strength Through Wisdom: A Critique of U.S. Capability. Washington, DC: U.S. Government Printing Office.

American Council on Education10 Further Reading Barrows, Leland C., ed. 2000. Internationalisation of Higher Education: An Institutional Perspective. Bucharest: UNESCO-CEPES. Centre for Educational Research and Innovation. 1996. Internationalisation of Higher Education. Paris: Organisation for Economic Cooperation and Development. Eckel, Peter, Madeleine Green, and Barbara Hill. On Change VRiding the Waves of Change: Insights from Thansforming Institutions. Washington, DC: American Council on Education. http://www.acenet.edu/bookstore. Groening, S. and D. S. Wiley, eds. 1990. Group Portrait: Internationalizing the Disciplines. New York: The American Forum for Global Education. Johnson, Joseph and R. Edelsstein. 1993. Beyond Borders: Profiles in International Education. Washington, DC: Association of American Colleges and American Assembly of Collegiate Schools of Business. Kelleher, Ann. 1996. Learning from Success: Campus Case Studies in International Program Development. New York: Peter Lang. Klasek, Charles B., ed. 1992. Bridges to the Future: Strategies forinternationalizingHigher Education. Carbondale, IL: Association of International Education Administrators. Knight, Jane and Hans de Wit, eds. 1999. Quality and Internationalisation in Higher Education. Paris: Organisation for Economic Co-operation and Development. Leinwand, Gerald. 1983. Without a Nickel: The Challenge of Interrrationalizing the Curriculum and the Campus. American Association of State Colleges and Universities Studies. Mestenhauser, Josef M. and Brenda Ellingboe. 1998. Reforming the Higher Education Curriculum: Internationalizing the Campus. Phoenix, AZ: American Council on Education and Oryx Press. Pickert, Sally and Barbara Thrlington. 1992. Internationalizing the Undergraduate Curriculum: A Handbook for Campus Leaders. Washington, DC: American Council on Education. Tonkin, Humphrey and Jane Edwards. 1981. The World in the Curriculum: Curricular Strategies for the 21st Century. New York: Change Magazine Press. Whalley, Tom. 2000. Best Practices forinternationalizingthe Curriculum. Victoria, BC: Centre for Curriculum, Transfer, and Technology.

Author Information Madeleine F. Green is vice president and director, Center for Institutional and International Initiatives at the American Council on Education and is director of the Promising Practices project.

20PROMISING PRACTICES

22 CAMPUS CASE STUDIES Appalachian State University

Marvin Williarnsen

Appalachian State University is Shenyang to Vladikavkaz and on to located in Boone, North multiple Central and Western European Carolina, in what's known as cities and towns. Appalachian takes as its "high country" in the south- mission the practice and propagation of ern Appalachian mountains. The region is scholarship. acclaimed as a popular travel and tourist The primary goal of international location, especially for the spectacular education at the university is to provide golden vistas of the Blue Ridge Parkway in all students with a global perspective and autumn. in-depth intercultural understanding. Appalachian is a public, comprehen- International education is a foundation for sive, state-controlled, coeducational, and student career development in the global residential institution offering a wide environment in which they will practice choice of degree programs at the baccalau- their professions and live out their lives. reate and master's levels, as well as the Appalachian's objectives for international Ed.S. and Ed.D. degrees in educational preparation are accomplished by steadily leadership. Founded in 1899 as Watauga increasing the amount of course work Academy, Appalachian has been a part of that incorporates global perspectives, The University of North Carolina since expanding the amount of co-curricular 1971. Currently, Appalachian employs programming devoted to international approximately 902 faculty and 1,023 staff. topics, intensifying the global ethos of the Fall 2001 enrollment totaled approximately campus, and increasing the availability 12,499 students, including a small but of opportunities for education outside growing representation of international the United States. Education overseas is students participating in exchange pro- provided through international exchange grams or on campus in pursuit of graduate programs lasting from one semester to an or undergraduate degrees. entire academic year, and study-abroad programs developed, organized, and led by Internationalization Goals Appalachian faculty during summer semes- At the beginning of the 20th century, ters or university holiday periods. Some Appalachian defined its service community classes feature short research and study as the residents of the lost provinces in the trips to foreign locations during the remote and isolated southern highlands. semester, arranged to fit into crowded At the beginning of the 21st century, student schedules. Since 1991, 108 faculty Appalachian's service community stretches from 29 academic departments have organ- from Boone through Mexico and Costa ized and led 211 study-abroad programs Rica to Brazil, and on to Kyoto; from during summer semesters.

American Council on Education21

23 In Appalachian's second century, it vises a full-time staff of six in the Office of intends to further develop an international International Programs (OIP) and reports ethos. In spite of impressive growth in the directly to the provost/executive vice chan- last four decades (student enrollment has cellor for academic affairs. The associate quadrupled), the university continues vice chancellor's primary duties include to cherish its focus on student-centered stimulating and orchestrating international- learning. A strong sense of community ization development across campus, distinguishes Appalachian from other acquiring funding for international programs schools of similar size and academic and services, and regularly interacting and diversity. The quality of this learning com- coordinating with deans and other associate munity is apparent to external appraisers vice chancellors on joint councils and U.S. News & World Report has selected the committees to ensure that international university as one of the South's outstanding education remains a high priority for the and noteworthy institutions several times university. OIP's foreign student advisor is in recent years and, in September 2001, the university's sole visa officer. A coordi- Time magazine chose Appalachian as one nator for international student and scholar of the "Colleges of the Year," singling services assists the foreign student advisor out for special note its innovative under- in providing support services for interna- graduate programs for first-year students. tional students, including airport trans- Visiting international scholars and new inter- portation, housing arrangments, and national faculty provide an increasingly academic and personal counseling. A international intellectual presence. At the director of student international exchange same time, the university is integrating and study abroad administers all programs international performance criteria into its that move Appalachian students overseas standard cycles of strategic planning and for study at institutions in other countries, annual performance reporting. For and a director of Appalachian overseas instance, individual faculty reports and programs manages the credit-bearing pro- each college report will include evaluations grams abroad that are led by Appalachian of specific international activity. faculty. OIP also provides essential staff support to the provost and chancellor. Organization and Coordination of With the campus's recognition over time Internationalization of the importance of international educa- The central international office at tion, OIP's mission has shifted toward Appalachian has been in place since 1976. enhancing the internationalization of the Its mission and responsibilities have entire institution. Adapting to new profes- increased commensurately with the growth sional demands and stringent budget reali- of the university and the heightened aware- ties has and continues to require careful ness within the academic community (and planning and a judicious allocation of scarce the nation) of international education's resources. Enhancing internationalization importance. Centralization, however, is not priorities, therefore, has been an evolu- intended to thwart or obstruct entrepre- tionary accretion of missions and resources neurial developments within any university secured through the consensus of essential department, college, or unit. decision makers across the university. The associate vice chancellor for international programs, Appalachian's central advocate for internationalization, super-

22 PROMISING PRACTICES

24 Financial Support and Resource Allocation sustainable development. A major in inter- Comprehensive internationalization at national business will be added to the Appalachian requires the participation of curriculum by fall 2002. Minors with an all unitsacademic departments, colleges, international focus include French, the Office of Summer Sessions, andOIP. German, Spanish, TESL/applied linguis- Many more departments also are involved, tics, international business, art history, including all of the university's student Latin American studies, Asian studies, support services that work with housing, and Russian/East European studies. financial aid, the health clinic, and the Concentrations in various departments organizations that provide support for include an international focus such as the international students. Students' participa- European and non-Western concentrations tion fee for study abroad helps pay for a in the history department and the interna- managerial position in the international tional relations concentration in the office, advertising and promotional costs, political science department. and an emergency reaction reserve fund. Another aspect of Appalachian's cur- To date, the university has been able to riculum that encourages an international Comprehensive approach is the various foreign language provide only modest scholarship aid for internationalization at Appalachian students studying abroad: requirements in certain degree programs. Each year, $10,000 in scholarships is avail- The Bachelor of Arts degree requires two Appalachian requires the able from the Appalachian State University years of foreign language study. Some, but participation of all units Foundation. Faculty salaries for the short- not all, Bachelor of Science degree pro- academic departments, term study-abroad programs during summer grams require foreign language compe- semesters are paid from student tuition tence at various specified levels. In 2004, colleges, the Office of revenue, assistance from the deans' offices entering students must have completed at Summer Sessions, and OIR of various colleges, and, occasionally, a least two years of a foreign language in Many more departments portion of the program costs assessed to secondary school. Every undergraduate student participants. must complete four courses designated as also are involved, including Funding to support faculty international multicultural before graduation, and many all of the university's exchange programs is allocated from the of the more than 160 courses designated as student support services state budget. These off -campus scholarly multicultural have international content. assignments support international Appalachian has initiated a review of the that work with housing, professional development and research. core curriculum to further internationaliza- financial aid, the health Replacement salary is provided to academic tion and guarantee the validity of its educa- clinic, and the organiza- departments, andOIPpays the travel costs. tional programs in an era of vast and sweeping change. To this end, a task force tions that provide support has been charged with sorting out institu- International Dimensions of the Curriculum for international students. and Co-curriculum tional priorities and mandating change in Major degree programs at Appalachian in accord with current local, national, and fields with an international focus include global education priorities. Reviewing the French, Spanish, and international eco- core curriculum is an important step. nomics. Major concentrations in interdisci- Through this process, departments and plinary studies include Asian studies, East colleges are encouraged to add and European and Russian studies, German strengthen international components of studies, Latin American studies, Modern the curriculum by increasing international European studies, Third World studies, and requirements, albeit often at the expense of existing requirements.

American Council on Education22 Co-curricular Programs The Student Health Service supports a Internationalization extends beyond aca- travel clinic to help students and faculty demic courses in Appalachian classrooms. with medical advice and immunizations as a The transformation of the university must part of their international travel prepara- include other dimensions of student life. At tions. The Career Development Center has Appalachian, the vice chancellor for stu- sent staff to Europe to establish internship dent development funds a week of orienta- sites. Conversely, staff from institutions in tion for incoming international students, the United Kingdom and Costa Rica have covering all food and housing costs, and traveled to Appalachian to do the same for assisted by volunteer American students their campuses. who give up vacation and work time to support their international classmates. Other Short-term Study Abroad co-curriculum efforts include dedicating Appalachian's short-term study-abroad pro- space within the residence halls for interna- grams enjoyed healthy enrollment in the tional students, in spite of heavy pressure on last five years (see Table 1, Short-term the Office of Residence Life from domestic Study-abroad Program Enrollments, students who request scarce residence hall 1997-2000). Short-term programs, that is, accommodations. The most focused pro- those lasting three months or less, are led by gram provides an "international hall," Appalachian faculty from every academic where housing spaces are set aside for inter- college and school. Since 1991, 108 faculty national students to room with selected have developed, organized, and led 211 domestic students who are interested in short-term study-abroad programs for foreign cultures, have returned from study- Appalachian students, principally during abroad experiences, or want to develop summer semesters. Typically, more than 25 their language skills. groups leave Appalachian each summer for Appalachian's Center for Student education overseas. Short-term study-abroad Involvement and Leadership supports the programs provide an international thresh- development of clubs and other student old experience to the neophyte student. organizations with an international focus, Upon return from foreign destinations, some including an Asian Students Association, students are motivated and feel adequately and German, Chinese, and Spanish clubs. prepared to immediately start the planning Other organizations share similar missions process for a semester or year abroad. and support from campus offices, such as the International Friendship Association, organized by OIP, and the International TABLE 1: Relations Association of the political sci- Short-term Study-abroad Program Enrollments, ence department. There are also a plethora 1997-2000 of activity clubs that enroll international Year Enrollments students, including the Aikido Club and the 1997 308 Tai Chi Chuan Club. The Student Program 1998 320 Office supports cultural activities such as 1999 378 the International Dinner, Chinese New 2000 326 Year celebration, and the Hispanic Day of 2001 345 the Dead, and the dean of the College of Business holds a formal annual luncheon in honor of all international business students.

24PROMISING PRACTICES

szeir COPY AVAHA Appalachian has ranked among the top term study-abroad program leaders are ten institutions in its Carnegie category in consistently among this elite group of each of the last seven years in the number of faculty. They are the major proponents students it sends abroad. The number of for study abroad on campus, as well as students going abroad and the number of Appalachian's ambassadors abroad. Their programs offered have steadily increased in international expertise and commitment recent years; all degree-granting colleges to support international education on all participate in a variety of programs, with levels within the university community new opportunities developing each year. is the key to Appalachian's successful These programs also accommodate an short-term study-abroad programs and to increasing number of students from other substantive internationalization. Program institutions. leadership for these international educa- The number of student participants tion adventures requires a special commit- enrolled in overseas programs can be ment to student learning, international directly linked to the size of a particular experience, and country-specific knowl- college. The College of Arts and Sciences edge. For their part, the faculty gain Appalachian has ranked provides the largest number of student professional experience, intense teaching among the top ten institu- participants, followed by the College of encounters, and the certain knowledge Business, the College of Fine and Applied that they have facilitated indelible, life- tions in its Carnegie Arts, the College of Education, and the changing experiences for their students. category in each of the They come to know and understand their School of Music. Appalachian's statistics last seven years in the over the past five years show that students more deeply as a result of these Appalachian students generally chose to usually five- to eight-week interactions. number of students it participate in short-term overseas programs sends abroad. during their senior year (nearly 50 percent Semester and Academic Year Abroad of participants). Women generally out- The number of students who study abroad number men by a considerable margin. for a semester or a year has increased About 25 percent of the programs focus approximately fivefold since 1996, with a on foreign language acquisition or offer a total of 85 students in academic year foreign language component. Students 2001-02. Students who seek a semester or still favor programs offered in Europe year abroad come from a wide variety of (60 percent), even though this trend is academic majors. Students may participate declining, followed by Central America and in a rich set of opportunities for interna- the Caribbean (15 percent), Australia/ tional exchange, a cost-effective method New Zealand (12 percent), South America of gaining invaluable international experi- (7 percent), and Asia (6 percent). ence. In addition, Appalachian participates Appalachian hopes to add programs to in a variety of consortia that offer enroll- Africa in the near future, although several ment in universities in other countries. previous attempts were cancelled as a result Appalachian students participate in the of political turmoil. The university has not International Student Exchange Program been able to offer programs in the Middle and exchange programs offered by the East on a continuous level due to the politi- University of North Carolina, which require cal instability in that region. a contribution of only the relatively low Each year, Appalachian recognizes fac- cost of Appalachian tuition and fees. ulty achievements with teaching awards. Appalachian has joined with several other Statistics show that Appalachian's short- North Carolina universities to provide

American Council on Education25 program opportunities in Spain. Other pro- School Partnership is a network connecting grams are available to Appalachian students Appalachian educators with superintend- in the United Kingdom, and in Australia ents and principals in eight counties within through the Australearn consortium. As at the university's service region. Programs other American universities, international include teacher development, grant writing internships also are on the rise and 15 to 20 cooperation, and shared information about Appalachian students embark on overseas a wide range of professional issues. The internships each year. Pioneering efforts partnership has benefited international enable Appalachian students to work in educators visiting North Carolina as a vital Poland, Russia, France, Germany, and New network for sharing international resources Zealand, with additional foreign locations from the university to the public schools, anticipated in the near future. and has served as a model for possible replication. Currently, two international International Students and Scholars courses are delivered online to graduate For the past five years, Appalachian has students by education professors in Boone, enrolled 100 to 125 international students the Netherlands, and Poland. International each academic year. A higher number typi- students in the Netherlands and Poland are cally enroll in the fall, when students from regular participants. Appalachian's international exchange partner institutions arrive, many of whom Internationalization Highlights remain at Appalachian for a single semester. International Outreach to Area Schools About 80 percent of Appalachian's interna- Most noteworthy among attempts to export tional students seek either undergraduate international education to the surrounding or graduate degrees. In recent years, the region are two programs, the longstanding appearance of international scholars in Model United Nations Assembly and an Appalachian's classrooms and laboratories instructional program for K-12 students has steadily increased, primarily due to presented by international students and international faculty exchange. Foreign scholars. The Model United Nations delegations come to develop or manage Assembly has been convened for more than international partnerships. International 20 consecutive years through the prodi- scholars are on campus to lecture and gious efforts of faculty within the depart- perform collaborative research. Typically, ments of political science and criminal four to eight scholars teach on campus each justice. More than 400 high school students year. One recent exchange scholar, the come to Appalachian every year as partici- honorable Wlodzimierz Cimoszewicz, is the pants, representing nations and cultures past prime minister of Poland and currently from across the globe. Student members of serves as Poland's foreign minister. the International Relations Association represent Appalachian at the Model United Technology and Telecommunications Nations Assembly in New York each year. Modern communications technologies offer The K-12 International Outreach American universities unlimited potential Program is a project of the OIP that has for international collaboration unavailable received commendations from school a decade ago. Appalachian delivers German teachers in three local counties. The language courses by interactive video link- project director presents briefings, free of ages to three other campuses within North charge, at local teacher workshops and Carolina. The College of Education's Public professional development seminars.

20PROMISING PRACTICES

28 Teachers may request programs about spe- ships that appear in the narrative above cific areas of the world focusing on music, only hint at the richness, variety, sustain- current events, religion, performing arts, ability, and fecundity of Appalachian's language, and other aspects of culture. network of foreign partners and its progress Teachers also may request international in internationalization. visitors and recommendations on classroom content. If a visitor is requested, international Challenges to Internationalization students, and occasionally international The three most pressing challenges facing scholars, are recruited, given advice about internationalization at Appalachian State creating a multimedia presentation related University are institutional orientation, to the requested project, and then directed financial support, and administrative to the teacher's classroom to make the leadership and coordination for expanded presentation. A program that made six internationalization. presentations its first year has grown to Appalachian's goals of becoming a pre- 100 presentations during the current miere comprehensive university and a semester alone. model learning community demand a new Appalachian has an institutional orientation, and a broader extensive international New International Business Major vision and mission statement that places The College of Business has completed internationalization front and center in network of functional its design of a new major in international Appalachian's development. Appalachian linkages overseas that business. The new major will require 27 must prepare its students to take on new now produces trusting, hours of foreign language study and a responsibilities in a changing global society. semester abroad in an international International awareness, global experi- cooperative relationships exchange program. The next stage of ences, and an appreciation of cultural with colleagues who development will move Appalachian admin- diversity must be knitted into the fabric guarantee the safe and istrators and faculty to all foreign exchange of Appalachian's educational mission. sites to negotiate dual acceptance of curric- Expanded publicity, institutional self-study effective operation of ular offerings for the major. This joint and planning, and administrative realign- Appalachian's faculty and approval process by faculties at all cooper- ment mark important steps in this new student exchange and ating institutions is critical, as it will allow direction. Reorienting university personnel, students to move through the international modifying and reforming curricular offer- collaboration programs business major in four years. ings, and providing sufficient institutional support to this new mission constitute a An Extensive International Network substantial challenge. Appalachian has an extensive international Developing adequate financial support network of functional linkages overseas for internationalization will be equally that now produces trusting, cooperative challenging. Financial support for study relationships with colleagues who guarantee abroad, foreign student scholarships, the safe and effective operation of faculty development, as well as for merit Appalachian's faculty and student exchange recognition and reward and to international and collaboration programs. Appalachian programs on campus, will require additional can now count on support for all of its per- resources. Preliminary steps have been sonnel while at foreign locations, as can taken in the past few years with the expan- Appalachian's counterparts for their people sion of OIP and small funding increases for while in North Carolina. The succinct international study. The university is con- descriptions and glimpses of these relation- sidering enhancing funding even further in

American Council on Education27

S the following ways: First, Appalachian focus, stronger advocacy, better assessment, could charge a $5 per semester fee for inter- and more effective curricular and faculty nationalization, similar to the existing ath- development. letics fee. This would produce $125,000 in additional revenue each year. Another Next Steps for Internationalization at option is establishing a special endowment Appalachian State University fund for international programs within the The international self-assessment conducted Appalachian State University Foundation. at Appalachian elicited widespread partici- Currently, economic recession and a series pation from faculty and administrative of fiscal disasters have struck the state of leaders, students, and select administrative North Carolina, devastating many families staff, and created broad understanding of and reducing state support and investment the pronounced strengths and successes of in higher education. If current economic the institution's international development conditions continue without abatement, in recent years. The self-assessment also returning to the modest achievements of highlighted the need for future planning the recent past may be all that is possible. and institutional change. Action items Finally, numerous administrative prob- flowing out of the self-assessment include lems stem from the absence of universal the following: commitment to internationalization at Internationalization must be more Appalachian. Many decisions require clearly and forcefully articulated in colleges, departments, and other adminis- Appalachian's mission statement and in trative units to fit international programs specific statements about immediate into existing administrative structures goals and objectives. These progressive designed for other purposes. A process of movements will be achieved in concert team building must be orchestrated to with the university's Strategic Planning assure equal commitment to international- Commission, the representative com- ization across departments and colleges. mittee overseeing the university's Curriculum reform efforts also are handi- cyclical strategic planning process. capped at every level by conflicting state, International criteria must be added to discipline, and accrediting agency standards, considerations for new hires and for none of which place a high priority on inter- merit, promotion, and tenure decisions. national education. A degree of centralized This is the only path to adequately authority and financial resources in OIP encourage those faculty who will lead helps overcome many of the problems that the university into Appalachian's global arise from different administrative priorities, future. Thus, the format for annual management procedures, and compensation reports, completed by all faculty and systems. Greater centralization would bring various university offices, should be additional benefits, making it easier to changed to reflect faculty, department, define internationalization at Appalachian, and college productivity in international speak with one voice on development poli- domains. cies, appeal more forcefully for support, and more effectively recognize faculty contributions. More centralized administrative responsibility is essential for a clearer

28PROMISING PRACTICES

30 Appalachian will establish an interna- The university should accentuate the tional recruiting element within its success of internationalization commit- enrollment services division, an essen- tees in each college and school, led by tial infrastructure component to bring the deans and comprising faculty advo- more international students to Boone. cates for internationalization. These The institution will also establish a new organizations have proven their effec- international recruiting program that tiveness and should become universal creates cooperative, joint ventures across campus. The committees develop among enrollment services personnel, schema for international development OIP, and faculty with international back- grandly conceived to provide faculty ground, training, and skills. development, international mobility, Endowed foundation accounts have to curricular adaptation, and international be established to support multifaceted programs for students. international programs, including student scholarships, faculty rewards, and Author Information A process of team building support for faculty professional training Marvin Williamsen is associate vice and development of an international chancellor for international programs at must be orchestrated to nature. A portion of these new funds Appalachian State University. assure equal commitment should support international research to internationalization ventures. across departments and The Appalachian Learning Alliance, a novel organizational construct linking colleges. Appalachian to 10 regional community colleges, provides a new, unique opportunity for collaboration on international education. Internationalization should become a primary topic of institutional cooperation, especially to provide new opportunities for students at community colleges. These opportunities should include study-abroad programs as well as enhanced classroom instruction.

American Council on Education20

31 CAMPUS CASE STUDIES Arcadia University

David C. Larsen

ocated in Glenside, TABLE 1: Pennsylvania, a suburb of Arcadia University Enrollments, Fall 2000 Philadelphia, Arcadia University Undergraduate Graduate Total is an independent, comprehen- L Full-time 1,266 195 1,461 sive (Carnegie master's I) institution. Fall 2000 enrollments numbered 1,971 FTE Part-time 362 933 1,295 students, including 1,396 undergraduates Total 1,628 1,128 2,756 and 575 graduate students (see Table 1, FTE 1,396 575 1,971 Arcadia University Enrollments). These enrollments compare to approximately employees. Fifty-seven percent of the full- 1,325 FTE students-890 undergraduates time undergraduate students were residen- and 435 graduate students-in the fall of tial. There were no residential graduate 1990. As enrollments have increased by students. One hundred and one undergrad- 50 percent during the past decade, entrance uate students studied abroad. requirements have been strengthened; Both the Arcadia undergraduate successful capital campaigns and building student population and the faculty mem- projects have resulted in the construction of bers who teach them reflect the diversity seven new structures on the campus; and the of American society, especially as repre- number of faculty, programs, and degrees sented in contemporary metropolitan offered-and the size of the endowment- areas. In fall 2000, 15.3 percent of the total have all increased sharply. students enrolled were classified as persons In academic year 2000-01, the Arcadia of color. An additional 45 students (1.8 per- University faculty was composed of 159 cent of total enrollment) were nonresident FTE members (85 full time and 186 part aliens (see Table 2, Percentage of Minority time). Three were non-U.S. citizens. Of full- Representation Among Arcadia University time faculty members, 49 were tenured, 23 Students and Faculty). were tenure-track, and 13 were contractual

TABLE 2: Percentage of Minority Representation Among Arcadia University Students and Faculty, Fall 2000

Black/Non-Hispanic Hispanic Asian Native American Total Minority Nonresident Aliens

Students 10.8 1.7 2.7 0.1 15.3 1.8

Faculty 5.5 1.8 3.3 0.0 10.6 1.1

American Council on Education31 32

BEST COPY AVAILABLE At the same time, the undergraduate average aid package (including work study student population was overwhelmingly and loans) for full-time, domestic under- female (75 percent). This is a reflection of graduates was $17,427, of which $7,253 the history of the university, which began as was institutional grant or scholarship a female seminary in 1853 and essentially money. remained a single-sex college until 1973. Arcadia University's most obvious The faculty is 57 percent female. change during the past decade is the very Arcadia University comprises three recent (July 16, 2001) renaming of the insti- major divisions: the Beaver College of tution which, throughout the 20th century, undergraduate studies; the College of had been known as Beaver College. The Graduate and Professional Studies; and the most important change during the 1990s, Center for Education Abroad. The College however, has been the institution's develop- of Undergraduate Studies offers the ment of, and emphasis upon, its interna- degrees of Bachelor of Arts, Bachelor of tional character. Arcadia University begins Science, and Bachelor of Fine Arts. the 21st century committed to making Students can choose from among 30 majors internationalization its chief distinguishing and a corresponding number of concentra- characteristic. tions within them. The College of Graduate and Professional Studies offers 12 discrete Internationalization Goals master's degrees and a doctorate in Adopted in 1993, a central goal of Arcadia physical therapy. The Center for Education University's mission statement is to "pre- Abroad is not a degree-granting entity; pare students for life in a rapidly changing it facilitates study at foreign universities, global society." Aligned with this goal, the internships, clinical placements, and stu- mission statement further identifies an dent teaching experiences overseas. It also "understanding of integral relationships organizes the annual London Preview among people of the world" as a funda- Experience for Arcadia University first -year mental characteristic of its educational students. program. Undergraduate tuition for the 2000-01 In preparing for reaccreditation in academic year was $17,830. As a private 1999, Arcadia University identified interna- institution, Arcadia does not differentiate tionalization as a key focus. A campus-wide between resident and nonresident students task force assembled to address this focus in terms of tuition. The cost of room and identified the five following international- board for the year was $7,740. ization goals: Arcadia University offers a full-range of 1. Increase the numbers of students of financial aid, including merit awards, all categories who study abroad, by pro- need-based aid, and loans. During the viding clearer curricular guidelines, 2000-01 academic year, student aid con- pre- and post-trip counseling, expanded sumed 36.4 percent of full-time undergrad- fmancial aid, and a greater number of uate revenue. Ninety-six percent of the options for such study. full-time undergraduate students received 2. Inculcate internationalism throughout financial aid of some kind. Of those stu- the curriculum by providing faculty dents, 81 percent received student loans development, building international (federal and private) and 94 percent competence into hiring, promotion, and received some type of institutional grant or program approval decisions. scholarship aid, totaling $8,696,822. The

32PROMISING PRACTICES

33 3. Create an international outlook among with the vice presidents for student affairs, faculty and staff by enhancing exchange enrollment management, finance, and programs, establishing special forums, development to discuss policy and coordi- and appointing an administrator to over- nate international education and other uni- see such efforts. versity activities. 4. Create an international milieu on cam- With the exception of the Center for pus by increasing the recruitment of Education Abroad, there is no support international students, providing these staffing for internationalization; the uni- students with desirable housing and versity's other administrators involved in enhanced advising, strengthening the international education activities rely solely school's liaison with the American on their own funding lines, and on student Language Academy, and continuing workers and volunteers from throughout projects already begun to deploy inter- the university community to assist with ini- national symbols around the campus. tiatives they can't accomplish themselves. 5. Clarify and solidify the role of the Center Financial Support and Resource Allocation A central goal of Arcadia for Education Abroad in the university's International activities at Arcadia University efforts at internationalization. University's mission are funded from a variety of independently controlled budgets, making the precise statement is to "prepare Arcadia University is currently working determination of an inclusive figure diffi- students for life in a to achieve all of these objectives. cult. Recent increases in the university's rapidly changing global support of international activities, however, Organization and Coordination of demonstrate the degree to which interna- society." Aligned with Internationalization tionalization has become a major institu- this goal, the mission At Arcadia University, internationalization tional commitment (see Table 3, Financial statement further identifies is coordinated in a relatively centralized Support and Resource Allocation for manner. The director of the Center for Internationalization at Arcadia University, an "understanding of Education Abroad is also a university vice next page). integral relationships president with responsibility for interna- Arcadia University's operating budget is among people of the tional affairs (VPIA). In addition to all almost entirely dependent upon annual Center operations, the American Language tuition income. Neither the university's world" as a fundamental Academy program reports to the VPIA modest endowment nor external sources characteristic of its who, in turn, reports to the university's contribute substantially to funding interna- educational program. president and the board of trustees. tional activities. Over the years, the Center The VPIA works closely with the for Education Abroad has sometimes been provost, who oversees all academic activi- able to commit small amounts of its discre- ties on campus. Reporting to the provost tionary income to support local campus are the dean of graduate and professional internationalization initiatives. studies, the dean of undergraduate studies As internationalization efforts advance, and faculty development, the associate more funding will be needed. Although dean for internationalization, and the direc- there has been a significant increase in the tor of international services. The VPIA and amount spent on financial aid for interna- the provost sit with the other vice presi- tional students, for instance, there remains dents on the executive council (the presi- a considerable distance to go before the dent's cabinet which meets regularly Arcadia funding available to them throughout the year). There they confer approaches the amount provided for domestic students. American Council on Educationas

34 TABLE 3: Financial Support and Resource Allocation for Internationalization at Arcadia University

Fiscal Allocations (in dollars) 1991-92 1994-95 1997-98 2000-01

Support Faculty

Faculty development grants 5,000 6,000 14,000 17,000

Vesting faculty 1,000 2,000 3,000 5,000

Faculty initiatives 2,000 5,000 26,000 30,000 Total support for faculty 8,000 13,000 43,000 52,000

Support Stude is

London Preview: -International staff time 9,000 12,000 16,000 -Domestic staff time 4,000 5,000 5,000 -Travel and accommodations (net of student fees) 88,000 144,000 175,000

Total London Preview 101,000 161,000 196,000

Financial aid: -International students studying at Arcadia 5,000 86,000 119,000 200,000 -Arcadia students studying internationally 8,000 77,000 175,000 362,000

Total financial aid 13,000 163,000 294,000 562,000

Office of International Services 20,000 47,000 57,000 65,000

International recruiting 1,000 7,000 8,000 12,000 Total support for students 34,000 318,000 520,000 835,000

OW Institutional Support

Program development 3,000 7,000 15,000 20,000

Institutional support 2,000 4,000 7,000 10,000 Total other institutional support 5,000 11,000 22,000 30,000 Total Financial Support and Resource Allocation 47,000 342,000 585,000 917,000

34PROMISING PRACTICES 3307 COPYMANIA

35 International Dimensions of the Curriculum How does a small university make this and Co-curriculum happen for 300 members of its community The most celebrated of Arcadia University's each year? The program enjoys the presi- international markers is the London dent's support and is broadly and enthusias- Preview Program. This program attracts tically endorsed by the faculty. London attention to the institution as an interna- Preview is a marketing tool for the university tionalized site and sends a convincing mes- and motivates students to study abroad. The sage to all members of the community Center for Education Abroad's London about Arcadia's international sincerity. staff arranges the logistics for the trip, London Preview, held during spring including orientation, accommodations, break, is a one-week opportunity for local transportation, ticket purchases, Arcadia University first-year students. out-of-London excursions, and guest Students in good academic and disciplinary speakers. The director of international standing have the opportunity to visit this services in Glenside coordinates the regis- major world capital for only $245. The tration of student participants, faculty and price includes air and ground transporta- staff selection, domestic ground and inter- Students who take part tion, hostel accommodation, and many national air transportation, written orienta- in London Preview are scheduled activities. Participation has tion materials, leader training, preprogram exposed to an international grown from 140 students in 1994 to 231 orientation meetings, and a post-program in 2001 (from about 50 percent to about debriefing. experience; it lets them 75 percent of the eligible students in these In addition to London Preview, Arcadia discover that procuring a years). Thirty faculty and staff leaders University's first-year students are intro- passport is easy, crossing accompany the group each year. duced to internationalism through partici- Students who take part in London pation in a required course: Justice the Atlantic is not to be Preview are exposed to an international expe- and Multicultural Interpretations. This feared, and maneuvering rience; it lets them discover that procuring a interdisciplinary course gives students quite independently passport is easy, crossing the Atlantic is not strategies for identifying and exploring to be feared, and maneuveringquite complex issues surrounding justicea con- in a new city, culture,

independentlyin a new city, culture, and cept crucial to one's relationship to other and country is feasible. country is feasible. Students return from individuals and the customs and values of London understanding that study abroad other cultures. Students discover that ideas (in any country) can be an incredible about justice are situated in historical opportunity in which they can partake. and cultural contexts. They see, too, that Participation in this program also creates arriving at reasoned belief about an issue, bonds between faculty and students. The especially justice, must include considera- large group of students is divided into tion of moral and ethical questions. smaller cohorts of about 18, each led by two Texts include readings from literature, group leaders. These groups meet two or philosophy, psychology, and political three times before departure and often science. The course also places an emphasis develop a camaraderie that lasts not only on developing students' ability to read during the overseas program, but also insightfully, discuss logically, and write throughout their four-year stay at Arcadia. critically. Faculty and staff have commented on the Beyond the freshman year, Arcadia collegiality that builds during Preview and University students are encouraged to continues long after it ends. become involved in international programs in many ways. There is a foreign-language

American Council on Education38

3 6 requirement. The undergraduate catalog timed, graduate programs with significant lists courses with an international focus and overseas components also have been devel- study-abroad opportunities as a component oped and implemented during this same of each academic departmental description. time frame. Faculty in all departments are encouraged Many of the university's faculty mem- to view themselves and their disciplines as bers participate in scholarship with an international in nature. Advisors remind international focus. Forty-one percent of students, each semester, that they can study those who replied to a survey in spring abroad at a cost no greater than that of 2001 reported having significant interna- being a full-time student on the Glenside tional contacts or experiences. Fifty-six campus. percent of those same respondents indicated In addition, Arcadia University faculty that they are comfortable using another members have developed a series of special language in addition to English. courses that include short-term overseas components. These courses usually involve Internationalization Highlights five or six weeks of seminars on campus, a Internationalization efforts at Arcadia two- or three-week overseas experience led University are built on solid foundations. by an instructor, and another four or five They take advantage of existing strengths weeks of seminar meetings after the inter- and resources (such as the Center for national experience. In recent years, the Education Abroad) and use them as a basis courses have taken groups ranging in size for doing more (such as London Preview). from six to 22 students to Austria, England, Among Arcadia's interdisciplinary courses, France, Greece, Mexico, and Russia. the Bioko Biodiversity Preservation Project One measure of progress toward inter- (a faculty exchange project) and collabora- nationalization is undergraduate participa- tive teaching in China are examples of tion in for-credit study-abroad experiences, home-grown initiatives that have developed which has increased from six students in from the university's linking of external 1991-92 to 152 students in 2000-01. At international expertise and faculty insights commencement in 2001, more than 21 per- and ingenuity. There is an understanding cent of the university's graduating seniors throughout the university that identifying counted credit earned abroad toward the and building on existing links and contacts completion of their degree requirements. to further internationalization will be sup- It is unlikely that this number was as high ported. as 3 percent a decade earlier. Many of the integrated aspects of The number of international students Arcadia University's internationalization enrolled at Arcadia has increased dramati- efforts deserve individual recognition. cally during the past decadetheir presence Among them are: as a percentage of the undergraduate student body has increased by about 50 per- Opportunities fir Enhancing International cent. In addition, the American Language Understanding Academy program on campus brings an These begin with the reading assignments additional 75-100 students from around the given to incoming students before their world to campus throughout the year for first semester on campus, proceed through intensive English study. Although not the the first two years (including such features focus of this report, it should be noted that, as London Preview and participation in the in keeping with the activities already men- core curriculum), and continuefor juniors

88PROMISING PRACTICES and seniors-with encouragement to study repeated in 2003. The Bioko Biodiversity overseas and become involved in interna- Protection Program (http://www.bioko.org) tionally focused research and collaborative is a final example of faculty exchange. It learning projects. The college curriculum involves Arcadia faculty and the Universidad encourages thinking about and discovering Nacional de Guinea Ecuatorial in a long- the core elements that make people from range program to protect wildlife, promote differing countries and other cultures dis- Bioko as a site for biodiversity research and tinct from one another and, at the same education, and promote ecologically sound time, alike as fellow human beings. enterprises for the local people. During the past five years, Arcadia's efforts to implement this approach have Growing Recognition as an Institution that resulted in the reinstatement of an under- Encourages Students to Learn About the graduate major in foreign languages and World the development of an undergraduate pro- The university's tagline, "Wisdom to grow gram in international business. Consistent on; worlds to explore," is a reminder of with its expectation that all Arcadians will Arcadia's international connections to all The local community contribute to internationalization, the who read about the institution anywhere. also is reminded of the university now asks applicants for faculty and For the past three years, Arcadia has taken administrative staff vacancies to identify about a dozen high school counselors uniquely international their international experience and expertise. (selected via a drawing held during a profile of Arcadia campus visitation day) to London for one Student and faculty exchange agreements University through the also have been negotiated with two Korean week the following summer. These individ- universities. As a result, students travel each uals return with increased understanding of World Scholarship way for a semester or a year and faculty the importance of international education Program. Each year, the members conduct collaborative research in the undergraduate curriculum and of program awards high- (health administration) and seminars (fine Arcadia's special abilities to impart those arts) on each other's campuses. Additional lessons to its students. achieving graduating collaborative teaching involves Arcadia The local community also is reminded seniors from local area University professors of mathematics and of the uniquely international profile of high schools with $1,000 education and their counterparts at a part- Arcadia University through the World ner institution in China. Classes covering Scholarship Program. Each year, the pro- certificates toward the similar syllabi will be offered to small groups gram awards high-achieving graduating expenses of any program of students on both campuses during the seniors from local area high schools with offered by the Center for 2001-02 academic year. These classes will $1,000 certificates toward the expenses employ use of common, web-accessible of any program offered by the Center for Education Abroad. materials. In May 2002, two Arcadia faculty Education Abroad. In May 2001, 144 of and about a dozen student participants these awards were made to young men and traveled to Shanghai to spend two weeks women from the top 5 percent of the gradu- completing projects with class members ating class in each of 72 area high schools. there. Plans are in place to bring the Chinese The recipients may use these awards at any students to Arcadia when this exercise is time during the subsequent five years for any CEA academic year or summer program offering.

American Council on Education37

38 Faculty Participation in International Challenges to internationalization Education Arcadia University's size is a challenge to Academic departments throughout internationalization. Faculty are presented the institution (psychology, business, with many choices about activities in which physician's assistant, physical therapy, to become involved. Naturally, they want to international peace and conflict resolution, pursue those with the greatest assurance fine arts, and education) have joined the of payoff. At the present time, there is no effort to become internationally involved. formal recognition of or reward for faculty Department representatives come to the participation in international initiatives. planning process with good ideas, estab- Arcadia has recently begun a discussion lished international connections, and about reviewing its promotion and tenure exciting research proposals. When individ- criteria with an eye toward recognizing uals or small groups of faculty come for- significant international involvement. ward with good ideas, Arcadia University There is sometimes a tendency (often a has always tried to accommodate them. In temptation) for Arcadia, an institution of the past five years, the university has made modest size and limited resources, to try to dozens of small grants at a modest total do too many things at once. Central deci- cost. Examples include provision for a sion makers are aware of this danger and professor of mathematics and computer work together to ensure that available science to receive modest research support resources will be used in support of only while accompanying his wife on a Fulbright those efforts that hold the most promise semester to Ghana; support for a ceramicist for success. It is important that support for to participate in an international confer- Arcadia's internationalization efforts retain ence and exhibit in Hungary; travel costs its place at the top of the institution's for a professor of modern languages to look priority list. at potential linkage sites in Spain; and sup- At any tuition-dependent institution, port for a professor in the health adminis- the chief challenge is financial. As long as tration program during a three-month stay enrollments remain high, Arcadia University in Seoul, Korea, where she conducted can progress. If a weakening economy, a research and developed research contacts change in the school's popularity, or in support of a ground-breaking study on declining enthusiasm for what the university lactation and breastfeeding practices. offers were to cause enrollments to fall below Frequently, these awards yield large projected targets, belt-tightening would rewards not only in terms of publishable be required throughout the institution. research, but also in the currency of posi- Arcadia University is determined to take tive employee attitudes toward the univer- advantage of its present position of relative sity and an appreciation for its support of success and stability to build for its future their creative efforts to contribute to inter- by aggressively seeking external funding nationalization. The institution is further to supplement its financing of numerous enriched by the participants' enthusiasm important priorities, including interna- about their teaching and research upon tionalization. In doing so, Arcadia intends their return to campus. to fix internationalization solidly at the core of its agenda so that it will survive any future financial challenges.

88PROMISING PRACTICES

39 Next Steps for Internationalization at Arcadia change. High enrollment presents Arcadia University with the opportunity to grow in size and The Arcadia University faculty is an increas- increase quality at the same time. The ingly internationalized community of institution intends to seize this opportunity. scholars. It seeks international credentials Institutional growth should produce in the form of both training and experience additional discretionary income that can among new hires. As a result, the faculty is contribute directly to additional interna- becoming a group naturally predisposed to tionalization opportunities. international involvement. For example, The self-assessment of campus interna- when, in the early spring of 2001, the tionalization conducted under the auspices provost called for four volunteers to work of the Promising Practices project was on developing overseas international part- extraordinarily valuable for Arcadia nerships, 18 of the 85 full-time faculty University. It has given the university a members came forward. structured opportunity to take a careful Arcadia University started the 2001-02 look at its progress over the past decade and academic year with a new dean of graduate has required that the campus community and professional studies and a newly think about future directions. It also created position of associate dean for inter- assured that conversations about interna- nationalization. Experienced administrators tionalization can be held publicly and who are held in high regard by the university broadly throughout the university, and has community and who are dedicated to the instilled in everyone at Arcadia a sense of continuation of Arcadia University's inter- pride in the distinction of being recognized nationalization efforts have been appointed for the breadth of its international activi- to each of these positions. The university ties. Today, Arcadia goes forward prepared now has the rare opportunity to broaden to confront a series of new challenges, and support for international activities at all determined to build upon the university's academic levels behind two experienced diverse strengths and transform existing and respected scholars in new leadership international opportunities into new positions. realities. Arcadia University began the academic year with full-time student enrollment at Author Information (or a bit above) capacity. The number of David C. Larsen is vice president of Arcadia applications for undergraduate admission University and director of its Center for was higher than ever in the institution's his- Education Abroad. tory. The university believes this popularity to be a direct result of the recent name

American Council on Education39 40 CAMPUS CASE STUDIES Binghamton Universi State University of New York

H Stephen Straight and Katharine C. Krebs

ne of four doctoral institu- English is not the first language of tions within the 64-campus 20 percent of students; 44 percent report State University of New York speaking another language in their home. (SUNY) higher education BU's student diversity is a rich resource and 0system, Binghamton University (BU) enrolls provides learning opportunities that cross approximately 13,000 students in programs ethnic and cultural lines. In an effort to improve leading to bachelor's, master's, and doctoral coherence in international degrees. BU consists of five schools: the Internationalization Goals Harpur College of Arts and Sciences, the Under the stewardship of BU's senior lead- programming, a planning

Decker School of Nursing, the School of ership, the 1990s witnessed dramatic council, appointed by the Education and Human Development, the growth in the number and range of interna- president and headed by School of Management, and the Watson tional learning opportunities available to School of Engineering and Applied Sciences. undergraduates. Before 1990, the university the provost, modified the took pride in a strong curriculum in foreign Classified as a "highly selective public uni- university's strategic plan versity" by the Higher Education Research languages and area studies, individual Institute, BU enrolled 2,227 first-year under- courses containing international topics, in 1995 to include interna- graduates in fall 2001 with a combined and high-quality, faculty-led study-abroad tionalization as one of average SAT score of 1215, 200 points above programs. No thought had been given, three overarching institu- the national average; nearly all (90 percent) however, to how these efforts could be inte- graduated in the upper fifth of their high grated for better results. In an effort to tional priorities. school class. Of the university's approxi- improve coherence in international pro- mately 500 full-time teaching faculty, gramming, a planning council, appointed 96 percent hold a Ph.D. or the appropriate by the president and headed by the provost, terminal degree in their fields. Committed modified the university's strategic plan in to the undergraduate liberal arts tradition 1995 to include internationalization as one as well as to graduate and professional of three overarching institutional priori- education through the doctoral degree, ties. The result was a new campus-wide this DoctoraVResearch University-Extensive vision for internationalization and the institution promotes creative and intel- establishment of a set of specific action lectual discovery and invention, and the objectives, the most important of which development and adoption of educational are to: practices that foster active student-centered Develop course offerings, research learning. opportunities, and extracurricular pro- Nearly 36 percent of BU's fall 2001 grams that "prepare our students to be entrants identified themselves as non- leaders with a global vision." Caucasian. Recent statistics show that

American Council on Education41

41 Provide international experiences president for student affairs supervises (including study and research abroad, ISSS, BU's Multicultural Resource Center, field work, and internships) to students and, through the Office of Campus in every academic program, with the aim Activities, all ethnic and cultural clubs. that 25 percent of graduates will have a An International Education Advisory significant international experience as Committee (IEAC), established by the part of their education. provost with membership appointed by the Provide opportunities for students to faculty senate, coordinates other decision develop and increase their foreign lan- making and communication related to guage proficiency. internationalization. An international mission statement written by the IEAC states Increase the number of international that the university "aspires to provide its students on campus. members with direct experiences of cultural differences and opportunities for intellectual Organization and Coordination of development that will be valuable for profes- Internationalization sional and civic leadership in a world com- Two offices, the Office of International munity." Since its inception in 1994, the Programs (OIP) and the Office of IEAC has organized four faculty workshops International Student and Scholar Services on internationalization. The workshops, (ISSS), share responsibility for day-to-day advertised across campus and designed to international service activities. OIP, located apply to all disciplines, brought facilitators in the Division of Academic Affairs, is to BU to lead conversations about interna- responsible for study abroad, exchange tional education. Discussion at the well- partnerships, relations and agreement attended workshops focused on internation- building with foreign institutions, and an alization in the context of the university's academic certificate program in interna- education and research mission and strate- tional studies. ISSS, a unit of the Division gies for its expansion. of Student Affairs, manages the programs and services that support international stu- Financial Support and Resource Allocation dents and visiting international scholars Most internationalization at BU, including and their dependents. The offices are the activities of OIP, ISSS, and staffing for co-located to promote coordination and the international curricular programs, is resource sharing. funded from state budget allocations. The Beyond these offices, the coordination development in recent years of new "global and leadership of international education interdependencies" courses within the also is a shared responsibility. The vice university's required general education provost for undergraduate education super- curriculum was supported by a special cur- vises OIP and university-wide international riculum development fund, established by academic programming. The vice provost the provost and administered by the vice for planning and budget oversees arts and provost for undergraduate education. A festival events of an international nature. series of external grants supported the The vice provost and dean of the graduate original development of BU's innovative school oversees the Fulbright scholars Languages Across the Curriculum (LxC) committee and advises graduate students program. LxC's success brought full insti- regarding other funding sources for tutional funding commitment after the research abroad. And the associate vice grants expired. External monies, generated

42PROMISING PRACTICES

42 through fund raising, support the univer- graduated with two G courses instead of sity's international arts festivals and a one, an indication of significant student series of scholarships for study abroad: the demand for and interest in international Israel J. Rosefsky Scholarship Fund, an learning. endowment supporting language and cul- Two new curricular programs provide ture study abroad, yielded 168 scholar- expanded opportunities for international ships between 1988 and 2002, valued at learning. The International Studies $223,000; the Marjorie B. Turnbull Certificate Program (ISCP), begun in 1995, Spanish Language and Culture Program allows students to pursue international supports students studying in Spanish- interests through a program of language speaking countries; and the Evelio study, cross-cultural subjects, an experien- Figueroa Memorial Scholarship provides tial learning requirement (met through special assistance to needy students who study abroad or an internationally focused wish to study abroad. internship in the United States), and an BU's language departments offer several independent-study capstone project. ISCP travel grants each year to cover international was designed to complement students' An International Education air fares for study abroad, and several degree program requirements. It can be Advisory Committee exchange partner institutions provide completed, in concert with a major, in four scholarships for BU students in the form of years of study. Students enrolled in the cer- (IEAC), established by the reduced tuition or cost-of-living stipends. tificate program enjoy great flexibility in provost with membership

Students also have access to campus schol- the range of international subject matter appointed by the faculty arships and all forms of New York state they can pursue. In consultation with an and federal financial aid for study abroad. ISCP adviser, they select from a large pool senate, coordinates other While overseas, students are exempted of courses and experiential learning oppor- decision making and from regular campus fees, paying standard tunities. LxC courses and courses taken communication related to SUNY tuition instead, as well as a study- during study abroad count toward the abroad fee that supports program manage- requirement, thus building mutually internationalization. ment expenses and subsidizes the daily reinforcing connections. Because of its operations of OIP. flexibility in programming, ISCP has enjoyed significant enrollment growth International Dimensions of the Curriculum since its inception. On average, 100 stu- and Co-curriculum dents are enrolled in the program each BU's curriculum is rich with international semester. learning opportunities, both required and Introduced in 2001, the Global Studies elective. Inaugurated in 1996, the univer- Integrated Curriculum (GSIC) focuses on sity's general education program requires global subject matter in historical and that all undergraduates complete a global contemporary contexts and also has, as a interdependencies course (G course) primary goal, an emphasis on collaborative before graduating. Offered by virtually all learning. A 40 credit "concentration," departments and interdisciplinary units, GSIC enrollees complete special introduc- G courses consider how various regions tory and capstone courses, study or use a of the world influence and interact with language at the intermediate level or each other. Six years after introducing higher (accounting for 8 credits), and take G courses, data showed that enrollments 24 credits of approved elective courses were twice as high as could be explained by from different disciplines. A study- or the requirementthe average BU student internship-abroad experience also counts

American Council on Education 43

43 toward the elective credits. The introductory The Watson School of Engineering and and capstone courses each year focus on a Applied Science has targeted several different global studies theme, such as university exchange partners as particu- cities, the environment, trade and cultural larly useful for study abroad, and has exchange, people and technology, or established paid, credit-bearing summer human rights. GSIC courses are designed and semester internships in Germany so that students work together in multi- and Hong Kong. A dual German- disciplinary teams to develop better under- Engineering degree is now available, standing and cross-referenced learning of with an optional internship component, the theme. through the Technical University of The focus on international education Chemnitz and the Technical University has resulted in significant innovation and of Dresden in Germany. advancement in the professional schools. Recent developments include: Within Harpur College of Arts and The Decker School of Nursing has Sciences, area studies programs have a funded faculty attendance at interna- long history and currently include Africana tional health care conferences and studies, Asian and Asian American studies, invited guest lecturers from abroad to Judaic studies, Latin American and contribute to a new curriculum design Caribbean area studies, Medieval studies, that values knowledge of culture, race, Middle East and North African studies, and religion, and geography in order to Russian and Eastern European studies. foster understanding of the diverse pop- Students often combine these international ulations for which nurses care. Decker programs with other liberal arts or pre- also sponsors health care study tours in professional majors. England, Scotland, Greece, and the The university's significant language Czech Republic. offerings further demonstrate a commit- The School of Management created a ment to internationalization in the curricu- global management concentration, lum. Majors are offered in Arabic, Classical established five new study-abroad pro- Greek and Latin, French, German, grams that mesh with major require- Hebrew, Italian, Latin, and Spanish, and ments, and now gives study-abroad minors are offered in all of these as well as advising a high profile. The School of Russian. Language courses from beginning Management majors now rank fourth in through advanced levels are available every study-abroad participation at BU. semester in Japanese, Korean, Mandarin, The School of Education and Human and Yiddish, and introductory instruction Development established a new course, is offered in other languages as the demand Cross-cultural Perspectives, focusing on or opportunity arises (recent examples Puerto Rico and Senegal, that includes a include Portuguese, Swahili, Turkish, two-week study/field work tour. Vietnamese, and Yucatec Maya). The existing three-semester language requirement, which can be met by means of high- school language study, has recently been strengthened to require college-level language study at the third-semester level or higher.

44 PROMISING PRACTICES 44 BU excels in innovative language courses with Greek subject matter; visiting learning pedagogy. Established in 1991, nursing professors from the University of LxC (Languages Across the Curriculum), Athens lectured on ancient and contempo- a prize-winning and innovative foreign rary Greek health care; and conversations language program, provides students the were initiated that resulted in establishing a opportunity to complete a portion of a student exchange with the University of course in a language other than English. To Athens. Separately, but in a similar spirit, do this, special learning groups are organ- the general education program sponsored ized, with content and discussion led by its own arts event, a South African theatrical "language resource specialists," i.e., native production of Umabatlur The Zulu Macbeth, speakers, usually BU international gradu- accompanied by lectures and films exploring ate students. Additionally, language faculty interchange between Africa and the West. have developed special non-English mod- Around 30 culturally focused student ules in civilization courses taught in organizations and clubs also provide oppor- English to provide language students and tunities for members of the BU community "heritage learners" (students who grew up to engage in cultural exchange. The clubs BU excels in innovative speaking both English and another lan- sponsor a series of popular festivals, to language learning guage) with opportunities to develop their include China Night, Japan Night, Korea language skills while acquiring substantial Night, Caribbean Carnival, and an pedagogy. Established content knowledge. Faculty also have cre- International Student Festival weekend. in 1991, Languages ated English modules within introductory Each festival has a different character but Across the Curriculum, language courses that allow beginning stu- includes such features as guest performers dents to examine interactions between the from the designated region of the world, a prize-winning and United States and a foreign culture at a level plays written and performed by students, innovative foreign beyond what their elementary skills in the music, dance, foods, games, and sports language program, language would allow. competitions. Since 1998, the university's BU's co-curriculum is also saturated Student Association has chartered two provides students the with international activities. International clubsInternational Friends and the opportunity to complete arts festivals, offered every three years and Organization for International a portion of a course in focusing on different world regions or cul- Connectionswhose express purpose is to tures, are popular with members of both the bring international and U.S. students a language other than campus and the surrounding community. together. Led by students who had studied English. Each arts festival includes an array of abroad, the clubs introduce international music, dance, drama, visual arts exhibits, students to American holidays, organize public readings of literary works, and lec- social gatherings, and plan excursions to tures, and brings to campus visiting artists locations of cross-cultural interest, such as and scholars, who also spend significant the Amish region of Pennsylvania. time working with students in classes. In A new program called Discovery, an aca- 1996, Scottish composer James MacMillan demic affairs/student affairs partnership assisted student musicians in preparing organized through BU's residential col- performances of his compositions. Greek leges, also encourages curricular and actress Lydia Koniordou directed a student/ extracurricular international learning. faculty production of Electra in 1999. The Intended as a mechanism for integrating festivals also stimulate connections beyond academic involvement with student life, the arts. For instance, parallel with the Discovery brings students and campus Greek festival, departments offered 14 leaders together at "Discovery Centers" in

American Council on Education46

3 the residential communities for evening Over the past decade, the number of learning programs. International issues international students enrolled at BU has are common Discovery discussion topics, climbed dramaticallyfrom 550 in 1990 to and the meetings serve as a helpful forum 923 in 2001, a 68 percent increase. To for spreading information about interna- ensure the success of this growing cohort, a tional education activities on campus. For well-organized three-day orientation ses- example, Discovery has announced two sion and regular seminars on a wide range pairs of linked courses with a global studies of issues (cultural differences, employment theme for fall 2002. One pair links a history regulations, health insurance, tax laws, course on U.S. immigration and ethnicity travel, and so forth) as well as twice-weekly to a composition course on ethnic female listsery dispatches are coordinated by ISSS. identity in American short stories; the The English as a Second Language other pair links an introductory GSIC (ESL) Program provides additional sup- course on environmental issues to a compo- port. As with ESL programs at other insti- sition course on nature and magic in world tutions, BU offers a series of courses literature. Both pairs use a "learning com- designed to equip enrollees with the skills munity" formata semester-long series of and know-how to succeed at the university. theme-related extracurricular activities and In recent years, one curricular enhance- events, including field trips, films, and ment has been to use native speakers of meals. Also located in the residential com- English (often BU undergraduate students) munities, language tables, led by language as teaching assistants in the ESL classes. department faculty and international stu- Doing so builds cross-cultural friendships dents, provide students with opportunities and knowledge for all involved. An off- to develop speaking and listening skills in shoot of the ESL program, the English the languages they are studying. Conversation Pairs Program provides Symbols are an important expression of similar benefits. Enrolling approximately human values and intention, and their visi- 150 students each semester, the program bility can create a sense of community and provides ESL students with informal, non- pride. Under the leadership of the vice threatening opportunities to speak English president of student affairs, two projects outside class and have a peer answer ques- have boldly symbolized BU's growing tions about American life and language; at commitment to creating an international the same time, of course, native speakers of campus ethos. The first, a banner saying English learn about different cultures. Non- "welcome" in 64 languages, flies across the credit English instruction is also available entrance of the campus at the start of the for the spouses of foreign national faculty, academic year and during other important providing them necessary guidance and occasions. Poster versions of the banner insight on living in the United States. have been widely distributed and now are Study abroad has flourished in the displayed in many campus offices. Second, last eight years at BUthe number of flags representing the 134 nations that are participating students has nearly doubled, home to BU students are displayed at an growing from 207 in 1994-95 to 406 in opening banquet to welcome new interna- 1999-2000, ranking BU 14th nationally tional students and at commencement. The among doctoral institutions sending stu- flags promote the view that the university dents abroad. In that time, a number of new constitutes an international community of programs have been developed. In 1994, scholars and students. BU administered six study-abroad programs;

48PROMISING PRACTICES today there are 29, with 16 new partner- Through consortia arrangements, BU ships for student exchange with universities also cooperates with other SUNY in nine countries. This expansion occurred schools to provide access to an through careful collaboration between OIP additional 260 international programs. and BU's departments and professional BU students make fuller use of the schools, and has focused on expanding SUNY consortium than do the students opportunities for underrepresented majors at any other SUNY campus. and student groups, providing greater diversity in study-abroad destinations and Most growth in study abroad has language immersion opportunities, and occurred in semester and academic year complementing degree programs so that programs, which account for 75 percent of students can move seamlessly between participants; another 10 percent partici- their majors and the programs they choose pate in summer programs. Short-term abroad. The results are impressive: study-abroad tours currently account New programs have been developed in for 15 percent of participants. The latter Over the past decade, collaboration with universities in are strategically used to introduce Senegal, Morocco, Turkey, Argentina, lower-division students to study abroad, the number of international Costa Rica, Korea, and Australia. In provide opportunities for nontraditional students enrolled at BU has 1999-2000, 37 percent of BU students students who cannot leave home for long climbed dramaticallyfrom studied abroad in non-Western periods, and, in some cases, connect to European destinations, compared with campus courses to prepare for further expe- 550 in 1990 to 923 in 2001, 25 percent in 1994-95. rience abroad. Changes also have been a 68 percent increase. Students from 42 of BU's 45 under- implemented so that students can now graduate major programs now study fulfill general education requirements at abroad, and participation rates for their host institution, a policy designed to students in under-represented disci- encourage more sophomores to study plines have improved-20 percent of abroad. management students, 16 percent of engineering students, and 8 percent of Internationalization Highlights biological sciences majors now study Three of BU's international education inno- abroad. vations are especially noteworthy: faculty Forty percent of students take a foreign buy-in and participation in international- language while in their study-abroad ization; the university's comprehensive international advising system; and program. Languages Across the Curriculum. Faculty are increasingly involved in the Faculty enthusiasm for international development of study abroad. Faculty education at BU expanded dramatically in have selected partners abroad because the 1990s, supported by hiring and promo- of strong departments in specific fields: tion policies and driven by the university's business studies at Bath University; newly established commitment to and biology at the University of East Anglia; coordination of international activities. For East Asian studies at Murdoch example, the number of faculty teaching University; and political science and G courses has risen by one-third and now international relations at Bosphorus includes nearly one-quarter of all faculty; University, for example. some two dozen faculty now supervise ISCP capstone projects; approximately 40 have

American Council on Education 47

47 served as directors or advisors of study- A well-articulated strategy for advising abroad programs; another 40 offer LxC in students about international education their courses. New curricular and study- opportunities constitutes a critical abroad options also reflect greater faculty ingredient in BU's internationalization engagement. Changes include: success. Students first learn about interna- A new requirement for majors in Latin tional activities at freshman orientation; in American and Caribbean Area studies to addition to the basic degree program and conduct field research in Buenos Aires, housing advice they receive, 01P staff con- New York, or Los Angeles. duct multiple sessions highlighting the Research opportunities in Costa Rica for international education opportunities on environmental studies majors to conduct and off campus. The university's residential experiments on environmental change colleges, each led by a faculty master and in the rain forest. originally modeled on those of the British higher education system, are also struc- The use of new technologies to help tured to provide students with regular theater students interact with performers exposure to international education and directors from Moscow. opportunities through advising fairs, An online learning partnership between evening programs in the residence hall, the School of Management faculty and stu- faculty/staff mentoring program (first-year dents and academics at institutions in students request to be paired with a faculty Bulgaria. or staff member for support in their adjust- A study-abroad program at the ment to college and for information about University of East Anglia designed by campus resources and opportunities), and faculty in the philosophy, politics, and the Discovery program. The university's law program to provide students with faculty, however, are the campus actors direct exposure to European philosophy most responsible for providing inter- and the political and philosophical national education advice to students. currents that influenced the authors of Their knowledge of these opportunities has the U.S. Constitution. gradually increased as they meet visitors from BU's partner institutions, make site Contributions to international educa- visits to study-abroad programs when tion have increasingly been recognized in traveling, and participate in international- faculty promotion reviews, while hiring cri- ization workshops. teria for Harpur College explicitly state Over the past 40 years, enrollments in that new faculty must include evidence foreign language classes at colleges and of a "global perspective" in their area of universities have substantially decreased, a expertise. To recognize exceptional inter- function, in many cases, of changing insti- national activity in scholarship, research, tutional focus andby extensioncurricular and teaching, BU's president created an requirements. BU's LxC program serves as Award for Excellence in International a counterbalance to this trend. Since its Education. The award is formally presented inception just over 10 years ago, more than each year, along with a $1,000 honorarium, 3,000 students have participated in the to a faculty or staff member whose work program. It has supported study in nearly all best reflects the university's commitment of the languages offered at the university, to international education. plus others (such as Cantonese and Hindi) known to students but not taught at BU.

48 PROMISING PRACTICES

4. The program has been adopted for use in a broadly: The newly approved third-semester broad range of courses, including linguis- language requirement provides the opportu- tics, philosophy, comparative literature, nity to expand the range of content included international business, theater, marketing, in the foreign- language curriculum; the accounting, psychology, political science, LxC program is piloting freestanding history, environmental studies, sociology, courses that will require students to have women's studies, and biology. higher levels of language proficiency so that Program quality is monitored through they can work with more sophisticated regular, end-of-term evaluations by stu- content materials; and OIP plans to work dents and staff. Evaluation results consis- with faculty to create study-abroad programs tently reveal high levels of satisfaction in which students can study a language while (for instance, more than 90 percent of par- also meeting general education and major ticipants say they would recommend LxC and minor requirements. to others) and provide direction for contin- BU has set a goal of having 25 percent uous improvement. In 1998, LxC mailed a of its undergraduates study abroad. While survey to all alumni who had participated the institution is making progress toward To maximize the in LxC between the years 1991 and 1996, this goal, especially through outreach and intellectual and develop- plus a matched sample of enrollees in LxC- faculty advising, additional funding is mental aspects of foreign supported courses who chose not to partici- needed to support some of the more expen- pate in the program. The survey's two most sive study-abroad programs, additional OIP study experiences, striking findings are that LxC dispropor- staff, and aid for qualified but needy stu- improvements in the tionately serves "heritage language" dents. To maximize the intellectual and studentsthose who grew up speaking both developmental aspects of foreign study cross-cultural preparation English and another languageand partici- experiences, improvements in the cross- students receive before cultural preparation students receive pants report significantly better language departure are needed. skills and more frequent use of those skills before departure are needed, as are pro- than nonparticipants. grams or seminars that help students process what they have learned upon their Challenges to Internationalization return. Again, the chief challenge to estab- Despite the positive advances of the past lishing such programs is modest funding decade, a number of future challenges support. remain. Three immediate challenges Another challenge relates to interna- include fostering greater student interest in tional students and their contribution to international learning, altering the cur- campus diversity. While international riculum so that international learning is student enrollments at BU have dramatically better integrated into the structure of all increased in recent years, structured oppor- degree programs, and expanding ways to tunities for them to share their diverse tap into existing campus diversity. perspectives have not. In an effort to better Paralleling national trends, language understand their experience on campus, enrollments at BU have been uneven over BU has developed a survey that asks the past decade and even decreased for some international students how they interact majors. Competency, for many students, also with domestic students and how they learn lags behind university expectations. A series about U.S. society. Once tabulated, the sur- of activities are planned to promote greater vey's results will assist in planning to language enrollments and incorporate lan- enhance international students' integration guage learning into degree programs more into the campus community.

American Council on Education49

49 Next Steps for Internationalization at Internationalization is as much a process Binghamton University as a product, as much a frame of mind as an Through vision, leadership, and hard work, idea, as much a pursuit as a goal. BU has the seeds of internationalization, planted developed this process and acquired this just over a decade ago, have taken root and frame of mind, and continues to commit flourished at BU. Despite a number of itself to advancing international education notable successes, however, much remains as a centerpiece of its educational mission. to be done. Immediate challenges include It will take persistence, heightened commit- improving communication about existing ment, and an even broader reach to consoli- international opportunities on and off date the successes of the past and build upon campus, further enhancing the relationship them to reach new levels in the achievement between the diversity of BU's student body of the university's international goals. and internationalization, and improving the curricular integration of internationalization. The following activities are planned Author Information to address these concerns: H. Stephen Straight is vice provost for Efforts are underway to redesign and undergraduate education at Binghamton improve dissemination of brochures and University and professor of anthropology other documents related to international and linguistics. He is co-originator of BU's activities, and to integrate all electronic Languages Across the Curriculum program information into a central "Internation- and has held a senior Fulbright lectureship alizing Binghamton" web site. in Romania. A greater number of international education allies, like those faculty who Katharine C. Krebs is director of interna- already advise students about international education at Binghamton University: tional education, must be identified and She has participated in the Fulbright inspired, to ensure that information International Education Administrators about international education is broadly program in South Korea and serves on the available. editorial board of Frontiers: The Interdisci- plinaty Journal of Study Abroad To further campus diversity, the admissions office, in consultation with OIP advisors, plans to identify study-abroad students to act as recruitment ambassadors, visiting high schools in the countries where they study abroad. Directors of LxC, Global Studies, and study abroad are planning to work with the directors of undergraduate study in each department to assess how they might better involve students in international education.

50PROMISING PRACTICES

50 CAMPUS CASE STUDIES Dickinson College

Brian Whalen and Neil B. Weissman

ickinson College, founded in network. The Dickinson global education 1783, the first college char- model should be characterized by sus- tered in the newly recognized tained, in-depth study; an imaginative United States, was named in variety of opportunities that reach across honor of John Dickinson, one of the leaders disciplines; and close integration of study of the American Revolution and a signer of elsewhere with the program on the home the Constitution. Dickinson is located in campus." Carlisle, Pennsylvania, a pre-Revolutionary The following objectives, and related town of 20,000 people in the state's goals, are mentioned in the college's Cumberland Valley. strategic plan: Dickinson is a Baccalaureate I liberal arts college with a four-year program of I. Enhance exchange abroad and elsewhere in the study in the liberal arts. The college grants United States based on Dickinson's distinctive Bachelor of Arts and Bachelor of Science principle of close integration of the on- and off- degrees. Dickinson employs 183 faculty, campus experiences. plus 27 academic professionals; of the per- 1.Move to an expanded "partnership" manent faculty, 96 percent have earned the model for study abroad that links aca- Ph.D. or other highest degree. The student demic departments at Dickinson with to faculty ratio is 11:1 and the average class corresponding departments at foreign size is 15 students per class. institutions. Dickinson enrolls 2,067 full-time 2. Develop overseas experiences beyond students from 41 states, the District of the traditional junior year or semester. Columbia, Puerto Rico, various military addresses abroad, and 18 foreign countries. 3. Build a comprehensive network of inter- Campus housing is available for students national internship opportunities, with special interests such as foreign lan- focusing onbut extending beyondthe guages, multicultural affairs, and the arts, Dickinson and partner sites. Explore the and for social interest groups. possibility of course offerings at home and abroad that look at "work" and Internationalization Goals "vocation" (including the arts, scien- Dickinson's strategic plan articulates its tific endeavors, and public service, in vision for internationalization, declaring addition to business) in cross-cultural that the college aspires to create "an educa- perspective. tional program of the highest quality and challenge that turns the campus from a single site into the hub of a truly global

American Council on Education51

51. 4. Integrate orientation and reentry more V. Evaluate all proposals for new international fully into the curricular and residential partnerships in terms of cost and Immediate experience. programmatic benefits, acknowledging that no 5. Become a center for research and policy actions should be taken which add to the related to study abroad. Include research college's expenses. activity (e.g., pre- and post-language 1.Give the highest priority to new pro- testing) as part of international program grams that are self-funded, that will oversight and quality control. replace programs of a similar cost, or that have immediate revenue potential.

II. Internationalize the campus beyond study 2. Perform financial assessments on all new abroad. program proposals prior to approval and 1.Adopt technology that will allow virtual evaluate budget and program effective- home and abroad programming. ness on an annual basis. 2. Develop summer certification programs for high school language teachers and Organization and Coordination of other professional groups using Internationalization Dickinson's Carlisle campus and the The Office of Global Education (OGE) college's centers abroad. coordinates and supervises all of the college's international programming. The 3. Increase international student enroll- office's director of global education super- ment to 10 percent of total enrollment. vises a staff of three additional professionals and three support staff. All global initiatives III. Create international degree opportunities are housed under OGE, creating a vibrant focusing on Dickinson's overseas partner center that unifies academic and adminis- institutions and affiliates. trative efforts. Faculty from across the col- 1.Create joint international baccalaureate lege support the development and coordi- degrees with partner institutions. nation of international programming, 2. Develop international master's degree creating a dynamic combination of central- linkages. ized and decentralized management. This ensures a high standard of quality control IV. Enhance the college's innovative connection of and cross-fertilization among study-abroad global education with U.S. diversity programming. programs. Since OGE supervises both 1.Develop a "Global Mosaic" and connect study abroad and international student and it with the college's American Mosaic scholar services, it integrates these areas program. Enhance the work of the that are too often bifurcated on college Community Studies Center in support campuses. The OGE is in the center of cam- of both. pus in the Marc and Eva Stern Foundation 2. Provide ongoing support for the Diaspora Center for Global Education. & Community Studies initiative. 3. Explore linkages with historically black Financial Support and Resource Allocation colleges and universities, perhaps More than half of the college's budget for offering participation in abroad pro- faculty salaries supports faculty who teach grams (including faculty immersions) as internationally-oriented courses. The a dimension of such collaboration. abroad programs have their own large budgets, all of which demand considerable

52PROMISING PRACTICES

52 expertise from Dickinson's staff in financial International Dimensions of the Curriculum affairs. The operating budget for global and Co-curriculum educationstudy abroad, international Internationalization at Dickinson begins in scholars, and sponsoring campus eventsis the classroom. Dickinson's global educa- $5 million. In addition to regular budgetary tion curriculum is best envisioned as a operations, Dickinson has created two spe- series of concentric circles. At the core is cial mechanisms to support international- foreign language training. The college ization. Dickinson's 1985 NEH Challenge offers instruction in 12 foreign languages: Grant established an endowed Interna- Chinese, French, German, modern and tional Education Fund (IEF) that now stands ancient Greek, Hebrew, Italian, Japanese, at $7.5 million. This fund, administered by Latin, Portuguese, Russian, and Spanish. the dean of the college (chief academic All students must reach at least the inter- officer) and OGE director, in consultation mediate level of accomplishment in one with Dickinson's treasurer, underwrites key foreign language; all are encouraged to global endeavors. continue well beyond. Enrollments demon- Whereas IEF underwrites infrastructure strate Dickinson's success in building a Cultures are complex in global education generally, the Interna- campus in which language mastery is com- entities; their study tional Program Fund (IPF) supports the monplace, rather than an exception. In abroad programs alone. IPF, which is 1999-2000, 28 percent of all enrollments requires application of administered by the college's dean, director were in foreign language courses. Fully insights from a variety of global education, treasurer, and two fac- 21 percent of all graduating seniors were of fields and theoretical ulty, is a pool of monies renewed annually foreign language majors, the highest through per capita contributions from each percentage among American colleges and approaches. abroad program (this "tithe" is included in universities. Factoring in area studies grad- the comprehensive fee paid by students, not uates brings the total of those who did an additional cost). The fund's first purpose advanced language work higher still, to is to buffer the abroad programs against the 31 percent. inevitable vicissitudes of global operation, Cultures are complex entities; their such as downturns in exchange rates, unex- study requires application of insights from a pected fluctuations in enrollments, or variety of fields and theoretical approaches. external crises. In 1985, for example, IPF Consequently, strong interdisciplinary pro- helped the college's programs weather the grams constitute the second circle of the Rome airport massacre (in which a college's global curriculum. Dickinson Dickinson student was killed), the U.S. offers interdisciplinary majors in East bombing of Libya, and the Chernobyl Asian, Italian, and Russian Area Studies nuclear accident. More positively, IPF (as well as a certificate in Latin American allows Dickinson to take advantage of Studies), International Studies, and opportunities for growth. For example, the International Business & Management. fund supported visits by faculty teams to Each of these programs is staffed by 10 to Norwich and Queensland to develop the 13 contributing faculty; each has its own college's science programs at those sites. It dedicated budget. By their nature, the also has funded the acquisition of computer interdisciplinary programs parallel the equipment at all Dickinson centers. breadth of vision and synthesis of insights in global education. International Studies and International Business & Management particularly focus on placing individual

American Council on Education 5 3

53 cultures within a context of theory by study at home and abroad, and to develop requiring students to combine a shared collaborative relationships at overseas sites methodological core with specialization on with partner universities and others that a single nation or region. These concerns multiply Dickinson's global resources. typify the college's language departments Dickinson now sponsors 32 programs as well. While aiming at the acquisition of on six continents in 20 countries. At the proficiency, all ground instruction in inter- heart of this network are semester- and disciplinary and theoretically informed yearlong programs in Cameroon (Yaounde), study of the culture(s) for which language is China (Beijing), England (Norwich, sepa- a vehicle of expression. rate programs in science and humanities), Foreign language and area studies form France (Toulouse), Germany (Bremen), the critical mass from which global educa- India (Madurai), Italy (Bologna), Japan tion radiates across the entire curriculum. (Nagoya), Mexico (Queretaro), Russia Many other majors, such as environmental (Moscow), and Spain (MAlaga). The college studies and policy studies, offer global operates all of these programs in partner- "tracks"; Dickinson's education certi- ship with a foreign university. Dickinson fication program includes foreign language also has affiliation agreements with institu- methods coursework. All majors in humani- tions in Australia (Queensland), Costa Rica ties and social sciences require interna- (field studies), England (Durham), Israel tionally focused courses. Additionally, all (Jerusalem), and Korea (Seoul). In India, students encounter cross-cultural analysis Dickinson participates in the South Indian through a comparative civilizations ("non- Term Abroad (SITA) consortium. When Western") requirement. In sum, more than enrollments allow, a Dickinson faculty 40 percent of all the college's enrollments director is in residence; elsewhere the each year are in international dimensions of college relies on colleagues from partner the curriculum. universities who have taught courses in A global curriculum on campus, no residence on the Dickinson home campus. matter how strong, will be ineffective if it is Most programs offer a combined, specially not joined with direct encounter with for- designed curriculum of courses and exten- eign cultures. More than any other activity, sive coursework at Dickinson's partner Dickinson's particular approach to study institutions. Almost all have homestays. abroad has created an ethos of global aware- Dickinson also operates a series of sum- ness and a sense of participation in interna- mer sessions, often using its foreign centers tional endeavor across the entire campus. as a base. Most tightly integrated with the Until 1985, Dickinson operated only centers are month-long summer "immer- one yearlong overseas program (Bologna, sions" offered regularly in French (Toulouse Italy), but students typically went abroad and Francophone Cameroon), German, through programs or consortia run by Italian, Russian, and Spanish. The immer- others. As part of its NEH-supported inter- sions target students who have just com- nationalization project, the college built a pleted their foreign language requirement, network of abroad programs, operated by giving them an opportunity to employ what Dickinson in direct partnership with for- they have learned and progress further. eign universities. The goals of this policy Many immersion students opt to change were, and remain, to insure high continue on to advanced language study quality in the abroad experience, to build a and return to the relevant center for a close and smooth articulation between semester or year, making the immersions

51PROMISING PRACTICES

J54e- key "feeders" in generating the college's Study abroad at high rates and, in most exceptionally high number of language cases, through the college's own programs, majors. Departments outside the languages has many benefits. Take, for example, the also are encouraged to take advantage of related tasks of preparation and reentry. the center resources for summer study. For Dickinson operates a series of familiar example, the Fine Arts Department holds activities to meet these ends, such as pre- a painting workshop at Toulouse, the sojourn orientations, an international Anthropology Department operates a house for returning students, and opportu- field school in Cameroon, and the Physics nities to tutor and make presentations in Department offers a summer program in local schools. Yet beyond this, close knowl- Bremen. edge of the work students will do at centers The flow of students abroad is encour- and partner universities abroad allows aged in a variety of ways, ranging from departments to mold sophomore courses to major policies to "small touches." Chief intensify preparation and senior program- among the former are pricing and portable ming to provide maximum chance for financial aid. Dickinson budgets all abroad remembrance, reflection, and mentoring. Dickinson's study-abroad programs (travel included) at no more than Additionally, the following activities rate for 1999-2000 was the cost of study at home, with financial aid and programs are integral to the college's fully applied. The "small touches" include international programming: 81 percent, with 80 percent flying the flags of all nations with Dickinson An active program of residencies by of this at its centers. In centers, mounting clocks in the campus international scholars on the home cam- some majors, the entire library and student union that give the time pus. Since 1984 Dickinson has hosted of day at Dickinson's foreign centers, and 80 such scholars through IEF and out- junior class goes abroad. even (to the consternation of some Carlisle side grants (e.g., Fulbright). Residencies The college is particularly residents) installing street signs in foreign last from a week to an academic year. proud of its record for languages. Some are one-off events, others are reg- These efforts have garnered broad and ular occurrences, such as yearlong stays duration of study. In deep participation. Dickinson's study- by faculty from Chinese and Russian uni- contrast to the national abroad rate for 1999-2000 was 81 percent, versities in support of instruction in trend of ever-shorter with 80 percent of this at its centers. In those languages. some majors, the entire junior class goes Enhanced library resources, especially sojourns, one-third of abroad. The college is particularly proud of in foreign languages, in which the dual Dickinson students its record for duration of study. In contrast goal of proficiency and broad cultural spend an academic year to the national trend of ever-shorter sweep mandates active acquisition. sojourns, one-third of Dickinson students Foreign language holdings range from (or longer) abroad. spend an academic year (or longer) abroad. 1,000 volumes in Japanese to 9,000 in Equally rewarding has been the college's Spanish, bolstered by 775 subscriptions success at extending study abroad to all to internationally related periodicals, majors. Even in the sciences, as a result of including newspapers and journals. The special efforts to build a science program at college's library holdings in Chinese and Norwich and to provide further options Japanese were recently enhanced through through Dickinson's Australian partner the cataloguing of a 20,000-volume university, participation rates are unusually collection of works on Asia (20 percent high. of them not available elsewhere in the

American Council on Education56 United States), given to Dickinson by a First, Dickinson's international retired professor of anthropology at the program is exceptionally comprehensive, University of Illinois. as evidenced by course enrollments, study- Faculty summer immersions in foreign abroad rates, and funding. Yet the best tes- languages. Each summer, up to 10 faculty timony is the extent of faculty involvement. from outside the language departments An educational program is only as good as spend a month at one of the campus those who teach it, and Dickinson has made centers improving their skills. Each a sustained effort to internationalize its fac- "qualifies" by taking an intermediate- ulty. International experience is a criterion level language course before the session. in all hiring. Personnel practices of evalua- The immersions include intensive lan- tion and promotion are crafted to encour- guage study, homestays, and "pairing" age its enhancement. For example, the with a specialist in their field from a for- college's academic handbook includes pro- eign partner university. Upon return to visions for "stopping the tenure clock" for Dickinson, participants offer Foreign junior faculty who direct abroad programs Language Intensive courses (FLIC), (on their request). Such activity weighs sig- regular offerings in which students may nificantly in considerations of merit pay, opt to work in the foreign language. IEF promotion, and tenure. funds French-, German-, Italian-, The college's research and development Russian-, and Spanish-language immer- committee actively funds faculty research sions and also cultural immersions in abroad. During the last two years, more China, Greece, and Italy. than 70 professors received grants for scholarly activity overseas. Special effort is made to provide international experience These practices, matched by the col- to faculty who want to add this dimension lege's other offices, have resulted in a to their careers, or expand on existing global program of exceptional staying international competencies. For example, power, operated with great expertise. So, in faculty from all departments have partici- a striking recent illustration, when Yongyi pated in the summer language immersions. Song, Dickinson's librarian-bibliographer They return not only ready to offer FLIC of the Cultural Revolution, was arrested in courses, but also are motivated to increase Beijing last year on charges of spying, the the international content of all their college organized a successful international offerings and, in some cases, to initiate campaign for his release, while continuing new research with their counterparts at to operate Dickinson's abroad program and foreign universities. scholarly exchange with Peking University. Overall faculty participation in global education is, predictably, very high. Some Internationalization Highlights 57 percent of Dickinson faculty are special- There are many more facets to global edu- ists in international fields. More than one- cation at Dickinson that deserve attention, third (54) have directed abroad programs. from the Career Center's active interna- International expertise clusters in humani- tional placement program to the Kade ties and social sciences, but is not limited Center for German Writers. To better there. Dickinson's four geologists, for understand what Dickinson has achieved, example, have worked respectively in the following characteristics emphasize Antarctica (where a mountain was named three aspects of internationalization of for a faculty member), the Bahamas, which the college is particularly proud.

88PROMISING PRACTICES

56 Ireland, and Kamchatka. Anecdotal but Norwich here the entire year. Partner telling evidence of the degree to which a relationships allow the college to bring global ethos permeates the faculty and the international students to campus in a par- entire campus is the present composition ticularly effective way as well. Each year, as of the college's personnel committee: a many as three students from most partner French professor who has directed institutions enroll at Dickinson as overseas Dickinson's Toulouse program, a China student assistants. These students receive specialist and an anthropologist who have full scholarships and in return work to both led programs in Beijing, a studio artist assist language departments with tutoring who recently returned from a sabbatical in and language tables and houses. ceramics in Amsterdam, and an environ- Moving in the opposite direction, mental scientist recently back from Dickinson students and faculty flow out work sponsored by a Fulbright grant in through campus centers into partner Germany. The committee reports to universities. In those universities, the Dickinson's dean, a Russian historian who ever-increasing cohort of faculty, adminis- served as project director for the college's trators, and students who have been at Overall faculty Dickinson to teach or serve as overseas NEH grants in international education, and participation in global to the president, a specialist in German student assistants help make the links culture who, while a Dickinson student, between study at home and abroad excep- education is, predictably, studied on a Fulbright grant at the tionally strong. In some cases, integration very high. Some 57 percent University of Basel. (and shared faculty experience) between of Dickinson faculty are Equally distinctive are Dickinson's part- Dickinson and the partner university is so nerships with universities at sites abroad. thorough that grades as well as academic specialists in international Centers abroad can become "islands" sepa- credits transfer back to student records. fields. More than one-third rating students from full encounter with Dickinson and Bremen are pushing integra- have directed abroad the surrounding culture. Given the close tion to its limit through plans for a joint relationships with partner universities (and bachelor's degree. The college has estab- programs. other practices including homestays and a lished linkages with graduate programs at preference for sites less popular among several partner institutions, as well. tourists), Dickinson's centers serve instead Close bonds with the partner universi- as portals for the movement of people and ties facilitate all manner of special projects. ideas. Rather than separate, they connect For example, Dickinson faculty have Dickinson internationally by making the organized scholarly conferences with their home campus the hub of a truly global net- counterparts at Toulouse and Peking. For work of exchange. the college's two U.S.-France sessions, In one direction, international visitors Dickinson French majors, themselves vet- flow from the college's sites abroad to erans of study in Toulouse, translated the Carlisle. In the case of faculty, the large conference sessions and papers subse- majority of scholars in residence funded by quently published. Partner relationships IEF come from partner institutions. In also engender faculty exchange, including 1999-2000 alone, faculty from seven opportunities for Dickinson professors partner universities-Bremen, East Anglia, without significant previous international Malaga, Nanzan, Peking, Russian experience. In 1999-2000, for instance, a Humanities, and Yaounde-did teaching specialist on Native Americans from East residencies at Dickinson, with the visitors Anglia and the director of Dickinson's from Beijing, Cameroon, Moscow, and

American Council on Education57

57 women's studies program exchanged posi- The projects at the heart of the tions to teach and conduct research. "Crossing Borders" initiative include: Another distinctive dimension of A Hewlett Foundation grant to create Dickinson's international program is the freshman seminars that examine issues imaginative linkage of internationalization of diversity and unity domestically and and study of U.S. diversity. This strategic globally. These seminars include a resi- plan reaffirms the college's charter mission dential dimension as well; sophomore of educating citizens for the new nation. Yet courses on cross-cultural analysis that the college does so fully aware that the con- form a curricular foundation for subse- cept of "citizen" is much more fluid than quent study abroad; and a senior culmi- it would have appeared to the country's nating experience built around study of founders in 1783. Looking outward, citizenship and identity. Dickinson students must reflect on the rela- A Luce Foundation grant in Diaspora tionship between their responsibilities as & Community Studies that will bring citizens of a single nation and of an increas- visiting experts to campus, fund faculty ingly global world. Looking inward, they workshops and a scholarly conference, must ask, within the context of an ever and support the addition to the American more diverse society, "What is an Mosaic of a Global Mosaic. American?" These questions, two sides of A FIPSE grant in which students from the single coin of identity, are best exam- Dickinson, Spelman, and Xavier univer- ined together. Nothing provides a more sities joined together to do community- powerful vehicle for reflection on one's self oriented research on issues of ethnicity, than the creative encounter and engage- race, and gender, first at Dickinson's ment with others, provided by internation- center in Cameroon and then, in alter- alization (or vice versa). nating semesters, at each of the home The spark for the linkage on campus campuses. came from the "domestic" side. In 1996, Dickinson faculty created the American Mosaic, an interdisciplinary program in Challenges to Internationalization The pursuit of the interlocking issues of which students spent a semester doing global and domestic identity is one major fieldwork on issues of ethnicity, race, class, challenge of Dickinson's vision for the future. and gender in nearby Steelton, Pennsylvania. The program model demands a new language The program, which received the Oral of internationalization and creative means History Association's 1996-98 award for to develop and manage programming. The distinguished achievement in higher educa- college's early success with its Crossing tion, was repeated in 1998 in a community Borders program suggests that this model is of Mexican migrant workers in Adams very labor-intensive, and will require creative County and served as a catalyst for two energy and effort to sustain it. major curricular developments. Dickinson established a Community Studies Center to enhance student-faculty research and fieldwork in the social sciences. And, supported through a series of grants, the college began to interweave study of the global and the domestic much more explicitly under the rubric "crossing borders."

58PROMISING PRACTICES 58 The movement of ever-greater numbers exceptional resources in international edu- of students from encountering foreign cation will allow the college to expand the cultures, through study abroad, to full search for assessment tools further. engagement with the surrounding society The college's Hewlett Diversity Project, is another challenging area of innovation. for example, provides for the evaluation of Engagement may take many forms, such as not only freshman seminars on global issues homestays or service. The college's focus for but also efforts to connect classroom study the future is on internships and community- to residential life. Dickinson's unfolding oriented research, activities in which the program of research activity will provide an academic and experiential are fruitfully archive of materials demonstrating testing combined. Dickinson already has a for promising avenues and dead ends in good start on the former. Virtually all student work abroad. Equally ambitiously, Dickinsonians studying in Beijing, Bologna, the college is in the process of launching a Malaga, and Toulouse perform internships, longitudinal examination of the effects of often facilitated by partner universities. study abroad, using the college's pool of The college is developing comparable 4,000 alumni with overseas experience as Few educational ventures internship experiences at its other sites and subjects. This multigenerational study, promise more than inter- experimenting with entirely new internship- designed by Dickinson faculty and outside based programs elsewhere. During summer consultants, will be among the most nationalization, with its 2000, for example, a group of International systematic of its type, producing not only potential to enhance skills, Business & Marketing majors conducted valuable findings but new assessment tools expand perspectives, and internships in Dublin. as well. Potentially more interesting from the deepen self-understanding. standpoint of new models of learning is Next Steps for Internationalization at That promise will not be research-based study abroad. Under- Dickinson College fully realized until the graduate research (both independent and Dickinson has chosen a distinctive path in with faculty) is already a proven success on global education. At times, as in the col- college can measure and campus, especially in the natural sciences lege's FIPSE project with two historically assess the effectiveness and, with the support of the Community black universities or in the SITA program, of particular practices and Studies Center, the social sciences. Last year, Dickinson has entered into alliances with 99 students co-authored publications or other institutions. Yet overall, Dickinson programs. made presentations at professional confer- has opted not to play the admittedly ences, and many more did research within important role of "provider" of overseas the college. opportunities for others, nor to spread Finally, assessment indicates another resources to mount extensive summer out- critically important field for innovation. reach or graduate programs. Instead, Few educational ventures promise more Dickinson's focus has been on its own than internationalization, with its potential undergraduates during their four years on to enhance skills, expand perspectives, and campus. deepen self-understanding. That promise This singularity of purpose is not rooted will not be fully realized until the college in insularity. Dickinson's service to others can measure and assess the effectiveness of has been to turn its college into a laboratory particular practices and programs. Some or, given the multiplicity of curricula, evaluative tools, such as language proficiency locales, support mechanisms, and perspec- testing or reentry interviewing, are already tives, a complex of laboratoriesfor experi- in use here and elsewhere. Dickinson's mentation with models that may be widely

American Council on Education59

5 9 adopted elsewhere. Consequently, the experiences abroad? What policies best college has amassed a rich inventory of allow the college to employ its resources, practice and policy. That inventory includes human, financial, and technological, in complex international curricula in nearly support of internationalization? How can all departments, dozens of models for Dickinson better make a global perspective abroad programs and international part- permeate its campuses? And what are nerships, many proven programs for the most effective means of assessing the faculty development, rich experiences in college's efforts? exchanging scholars and students, and a catalogue of administrative and personnel practices to support internationalization. Author Information The process of building an inventory Brian Whalen is associate dean of the col- of internationalization has always been lege and director of the Office of Global open-ended. In the future, the college will Education at Dickinson College. He is the continue to grapple with certain critically founding and current editor of Frontiers: important questions. In a world of global- The Interdisciplinary Journal of Study ization and diaspora, what does it mean to Abroad be a citizen? How can the college contribute to deepening students' skills of cross- Neil B. Weissman is professor of history cultural analysis and the quality of their and provost at Dickinson College.

00PROMISING PRACTICES 60 CAMPUS CASE STUDIES Indiana University

Roxana Ma Newman

ndiana University (IU), founded in of international students and visiting schol- 1824, is a system of eight campuses ars to its campuses. With its wealth of inter- spread throughout the state of national resources, IU also is able to offer Indiana, with a total current enroll- outreach programs to local schools, com- ment of more than 96,200 students. The munities, businesses, and governments to largest of these campuses is Indiana foster internationalization within the state. Over the years, the University Bloomington (IUB), a Research I university has enabled university, with a 2001-02 enrollment of Internationalization Goals thousands of undergradu- 37,963 students (32,764 full time). Of Internationalization at the university is these, 79 percent are undergraduates. thus well-supported at the highest levels ates to have educational More than 3,200 undergraduates, just over of university administration. Although IIJ experiences abroad while 8 percent of the total, are international stu- does not have a specific "mission state- dents. (This profile primarily focuses on ment" on internationalization, the pursuit attracting a steady flow the Bloomington campus of Indiana of knowledge about other cultures has of international students always been essential to its educational mis- University.) and visiting scholars to Indiana University has been building a sion. The university's current president, for reputation as an international university instance, committed early in his tenure to its campuses. for more than 50 years. Herman B. Wells, reshaping the institution's profile as IU president from 1938 to 1962, and uni- "America's new public university," serving versity chancellor until 2000, foresaw the the citizens of Indiana and strengthening post-war leadership role that the United its role and reputation as a national and States would assume and its implications international university. To this end, RJ for U.S. higher education. In addition to instituted a new strategic directions char- serving the state, Wells believed the univer- ter, one plank of which was to "strengthen sity should connect students, most of them international programs in teaching and from Indiana's small towns, to the world research." Since then, new university beyond its borders. In the 1940s and 1950s, funding has supported the implementation Wells began to build the infrastructure to of internationalized curricula in new fields; support an impressive array of interdiscipli- the application of teaching technology to nary language and area studies programs international areas; the creation of a cen- and international centers that today form tralized access unit to conduct and coordi- the core of the university's expertise in nate international outreach activities; the international knowledge. Over the years, establishment of international studies the university has enabled thousands of summer institutes for high school students; undergraduates to have educational experi- and improved contact and programming for ences abroad while attracting a steady flow N's more than 8,000 international alumni.

American Council on EducationSI

61 At IUB, the College of Arts and newsletters, annual reports, and its web Sciences' (COAS) recent five-year site, www.indiana.edu/-intlprog. Academic Enhancement Plan similarly tar- The dean of OIP consults on tenure gets international studies as one of three and promotion cases involving faculty areas for future growth and innovation. It with international interests and sits on identifies as a key goal the development numerous university committees. One and implementation of "an international such committee he presides over is the studies major that brings together the col- President's Council for International lege's expertise in area studies and in lan- Programs, which meets once a year to guages." discuss larger policy issues affecting the university and report on the progress of Organization and Coordination of specific international areas and projects. Internationalization The Council, whose membership is The Office of International Programs (01P) appointed by the president, includes all provides central oversight and guidance directors of IUB's area and international for international programs, activities, studies centers, as well as faculty represen- and resources for the IU system's eight tatives from the seven other IU campuses campuses. Based on the Bloomington and from the professional schools. campus, the OIP is headed by a dean for As the central oversight unit for interna- international programs who reports directly tional efforts at the university, the OIP to the president. The dean directs an admin- works closely with schools, departments, istrative staff of 45, including four associate and faculty on both academic and nonacade- deans and two assistant deans, and holds a mic issues. Some of the professional schools faculty appointment at the university. Three have designated specific individuals to coor- of the associate deans serve as directors of dinate international activities. For exam- the OIP's three major sub-units: the Office ple, the School of Public and Environ- of International Services, the Office of mental Affairs has a faculty director for its Overseas Study, and International Research academic international programs; the and Development. The fourth associate School of Law-Bloomington recently created dean represents the international interests a position for an assistant dean to assist of Indiana University-Purdue University with its international programs and activi- Indianapolis, lU's second largest campus. ties; and the School of Education has a OIP deans meet regularly to plan and coordinator in charge of diversity and inter- discuss important issues and activities national programs. affecting international efforts on all IU campuses. They also make regular visits Financial Support and Resource Allocation to lU's smaller regional campuses to meet IUB commits significant intellectual, with chancellors and faculty to discuss human, and financial resources to interna- international opportunities. The OIP works tional programs and activities. Nearly closely with the Office of International 30 percent of the university's 1,615 FTE Admissions, a subunit of the university's faculty specialize in international studies Office of Admissions. The OIP also research and teaching. The directors of communicates regularly to its various IUB's area and international studies centers constituents, both on and off campuses, are drawn from the faculty and receive through mailers, listservs, brochures, course releases to carry out their administrative responsibilities. IUB's general funds e2PROMISING PRACTICES

62 also support most of those centers' profes- cial awards and prizes to faculty and out- sional and clerical positions. Within the standing undergraduates. For example, the OIP, all administrative positions are funded Russian and East European Institute offers by general university funds, as are most of overseas study awards to undergraduates the professional and clerical staff positions. studying Slavic languages for at least one At OIP's Office of Overseas Study, two staff semester. In addition, IU's Title VI Center positions are currently funded by internal for International Business Education and funds. Research (CIBER) provides incentive Many of IUB's area and international awards for business undergraduates to centers receive federal funding through study foreign languages. Title VI of the Higher Education Act. This The OIP's International Research and funding enables the centers to sponsor and Development (IRD) unit competes for and host national and international conferences, regularly receives international training special course seminars, workshops, grants and development assistance con- exhibits, and outreach programs. The tracts. These grant and contract opportuni- centers also receive federal support for ties expand the reach of the university's IUB commits significant academic year or summer foreign language partnerships and affiliations overseas. They intellectual, human, and and area studies fellowships that allow also are especiallyvaluable for internation- graduate students who intend to conduct alizing participating faculty, university financial resources to research abroad to study the less-commonly administrators, and graduate students who international programs taught languages offered by the university. work abroad for short periods on real-world and activities. Nearly Foundation and private corporation funding problems in intercultural settings. They also supports some of the activities and inevitably develop new skills and ideas for 30 percent of the programs at IUB's area studies centers. courses and research. For many faculty university's 1,615 FTE Librarians and tenure-seeking faculty from the smaller IU campuses, work on IRD faculty specialize in also may apply for a variety of internationally projects provides their first exposure to focused competitive grants offered through other people and places. Their experiences international studies an endowment fund administered by enable them to introduce new international research and teaching. the OW Grants are available to support perspectives to their classrooms, thereby research abroad, international curriculum contributing to greater international development, professional development to expertise on their campuses. acquire new international expertise, travel funds to attend overseas conferences, short- International Dimensions of the Curriculum term faculty exchanges with overseas part- and Co-curriculum ners, library acquisition of international IUB's international reputation rests on the materials, international outreach activities, strength of its 12 internationally focused and international visitors. Each year, two multidisciplinary centers. Each of the awards are given to recognize IU faculty centers is staffed with productive scholars (from any campus) who have made out- who teach and conduct research around the standing contributions to international world. Many receive federal Title VI support activities. and are designated as "National Resource The Office of Overseas Study offers Centers" (see Table 1, Indiana University financial support for study abroad; some International Centers, next page). funds are targeted to minority students, some to students from regional campuses. Several area studies centers also offer finan-

American Council on Education63

63 The international teaching and research TABLE 1: interests of IUB's faculty and students Indiana University International Centers (Year Founded) are supported by excellent holdings in libraries, archives, and museums. The Russian and East European Institute (1958)* main library on the Bloomington campus is

Center for Latin American and Caribbean Studies (1963)* the 13th largest university library in the country, with in-depth international collec- Inner Asian and Uralic National Resource Center (1963)* tions that include materials written in several hundred different languages. IUB's African Studies Program (1965)* renowned Lilly Library of rare books and Jewish Studies Program (1972) manuscripts houses significant international collections in the areas of medieval and ren- Polish Studies Center (1976) aissance manuscripts, British and European West European Studies (1978) history and literature, colonial Latin America, and the age of voyages and explo- East Asian Studies Center (1979) ration. The Indiana University Art Museum

Middle Eastern Studies Program (1980) maintains major Asian, African, Oceanic, and western hemisphere collections and Center for the Study of Global Change (1989)* exhibitions and is highly regarded for its quality and size among university museums. Center for International Business Education and Research (1992)* IUB's Archives of Traditional Music is the India Studies Program (1996) nation's largest university-based ethno-

" current National Resource Center graphic sound archive, housing special collections of African and Latin American music. And the Mathers Museum of World Cultures contains material artifacts from This wealth of interdisciplinary centers numerous western and nonwestern allows the university to offer hundreds of cultures. Indiana University Press, one of area and international studies courses the largest publishers in the nation, releases across nearly every humanities and social major works in African studies, Arab and science discipline and in the professional Islamic studies, East Asian literatures, schools. The courses, available to gradu- Jewish studies, and Russian and East ates and undergraduates, focus on content, European studies. comparative perspectives, and global IUB's international curricula provide issues. The large number of area and COAS undergraduates with broad exposure international centers has also made it to the major world areas of human knowl- possible for the university to offer training, edge and activity. Among the 11 philosoph- channeled through its eight foreign ical and practical goals it outlines for its language departments, in an impressive students, COAS: array of world languages. Each year, 40 to Emphasizes "the study of the interna- 50 languages are offered. Additionally, tional community and encourages instruction is offered in some of the world's students to become involved in the less-commonly taught languages, including contemporary world. By understanding Azeri, Catalan, Estonian, Haitian Creole, the range of physical, geographic, Hausa, Mongolian, Romanian, Sanskrit, economic, political, religious, and Tibetan, Uzbek, Yiddish, and Zulu.

84PROMISING PRACTICES cultural realities influencing world each year on autonomous or independent events, students cultivate an informed study programs. Every overseas program, sensitivity to global and environmental regardless of duration or credit intensity, is issues." formally sanctioned by OVST. Per presiden- Requires "basic communication skills in tial mandate, the quality of all overseas at least one foreign language, providing programs is periodically reviewed. the fundamental skills for communi- Over the past decade, there has been cating with people from other cultures tremendous growth in the number of IU and offering insights into other patterns undergraduates studying abroad, growing of thought and modes of expression." from 618 in 1990 to 1,504 in 2000-01, an increase of 140 percent. Currently, IUB is 11th among U.S. research universities that To meet these goals, undergraduates send students abroad. OVST estimates that are required to take courses in three distri- about 17 percent of students have had an bution divisions-arts and humanities, overseas experience by the time they grad- social and historical studies, and natural uate. Participation patterns indicate that The presence of and mathematical sciences-and fulfill a shorter (semester, summer) and English- cultural studies and a foreign language language programs are the most popular, international students on requirement. Undergraduate courses and that programs in the social and campus, a growing number meeting these requirements are sprinkled life/physical sciences have steadily grown (currently 35 percent) of liberally throughout COAS's humanities in the past decade. The area of strongest and social science departments and the growth recently is among business school whom are undergraduates, university's professional schools, as well as majors. promotes cross-cultural the area studies centers. Altogether, more Home to more than 3,000 students from awareness and personal than 500 courses with international, for- 130 different countries (8.1 percent of total eign language, and cultural content are student population), IUB's campus is itself contact on a daily level. available to undergraduates. Areas of inter- rich with international learning opportuni- national concentration include 11 language ties. The presence of international students and literature majors, four distinct area on campus, a growing number (currently studies majors, six area studies certificate 35 percent) of whom are undergraduates, programs, seven area studies minors, and promotes cross-cultural awareness and an international studies minor focusing on personal contact on a daily level. IUB's global and transnational perspectives. An nearly 50 international student organiza- international studies major is planned and tions regularly sponsor events that show- will be available by 2003. case linguistic and ethnic diversity, a variety Undergraduate overseas study pro- of national holidays, and culturally unique grams at IUB, first offered some 40 years arts and crafts, and food. They also host ago, are administered by the Office of occasional forums on current world events. Overseas Study (OVST), a subunit of 01P. IUB's Office of International Services Approximately half of the office's 60 pro- assists international students and exchange grams are sponsored by IU; the other half scholars by offering orientations, visa assis- are co-administered through the Council tance, health insurance advice, travel on International Educational Exchanges updates, employment workshops and semi- and the Institute for International nars, international career and employment Education of Students. Additionally, a networking, alumni mentoring, and social smaller number of students go abroad activities.

American Council on Education65

65 The Leo R. Dowling International the result of careful planning between the Center is an important campus hub of chair of the undergraduate program and social and international activities. Run administrators in OVST, both keen to inter- largely by U.S. and international student nationalize undergraduate business educa- volunteers, the Dowling Center hosts tion. While opportunities have long existed numerous events and activities available to for business majors to take their general the entire university and local community, education courses abroad, the school which include coffee hours, cultural work- began, in the 1980s, to develop special shops, host-family programs, concerts, business programs in English to cater to language circles, and "buddy" tutoring the interests of its students, who often did programs. The Dowling Center also is a not have strong language backgrounds. popular venue for smaller international The first was a semester-long program in workshops and symposia hosted by dif- The Netherlands. Semester and summer ferent campus departments. Some of the programs, offered at western European larger international outreach events, such universities or schools of management, as "A Taste of Asia" with attendance in the were later added in Denmark, England, hundreds, create an enthusiastic atmos- and Finland. phere for cultural exchange, develop an Parallel to the development of these appreciation of differences, and build programs, the school also sought to infuse mutual respect, goodwill, and friendship. international content into its curriculum by creating courses such as "International Internationalization Highlights Business" and "Global Financial Numerous academic and co-curricular pro- Strategies." Despite these additions, many grams, activities, and facilities contribute students were still able to easily bypass such to IUB's reputation as an internationalized courses and graduate without any exposure institution. Among its various activities, to global topics and cross-cultural issues. the university is especially proud of its The next logical step was to make some advances to promote the internationaliza- form of international exposure and global tion of business majors, its international study a general undergraduate require- studies minor, and the international ment. An "International Dimension learning opportunities available to resi- Requirement" was thus created in 1988. It dents of the undergraduate Foster can be satisfied in one of four ways: area International dormitory. studies courses; foreign language study; international business and economics Internationalizing the School of Business courses; and, the most popular choice Within the broad expanse of international among students, study abroad. Further study noted earlier, the largest increase in international options were added in 1996 - study abroad has come from undergradu- the "International Field Specialization," an ates at the Kelley School of Business. In additional component of the general educa- 2000-01, approximately 30 percent of the tion requirement, and the "International total of all IU students studying abroad were Studies Concentration," which is an option business majors. Two decades earlier, only only as a second major. one program abroad was offered to business Programs for business students with suf- majors, enrolling 20 students. This dramatic ficient foreign language ability to study growth in overseas participation by non- abroad have also been recently developed. humanities, nonlanguage majors has been Currently, foreign-language business

PROMISING PRACTICES

66 programs exist in France, Germany, capstone. Students must also fulfill a Mexico, and Spain. The school's two most language requirement and are encouraged recent innovations stress immersion abroad to study abroad or undertake an interna- experience for students. In the extended tional internship. program, taught in English, students spend Student interest in the minor has been three years at IU plus two years at the extremely high, with most students opting University of Maastricht, simultaneously for the diplomacy and interstate relations earning an IU Bachelor of Science degree and global humanities tracks. Interest in and a special Master in International the environment track is also gaining popu- Business degree from the Dutch institution. larity. Much of the minor's success is due to The challenging German-language program the rich availability of international, com- is an exchange with the Fachhochschule in parative, and transnational courses that Reutlingen, Germany, where students from exist on campus. Clearly, however, it has either institution can earn a Bachelor of also been successful because it responds to Science degree from the Kelley School student demand for such an academic con- and a German Diplom-Betriebswirt after centration. Graduates in this minor expect Introduced in 1999,

spending one year on an internship abroad. to continue with postgraduate work in inter- IUB's international studies national relations or in the professional International Studies Minor schools, or to pursue careers in the public minor focuses on global Introduced in 1999, IUB's international sector or at international organizations. and transnational issues studies minor focuses on global and When the program first started in January that cut across national transnational issues that cut across national 1999, the initial cohort was 17; there boundaries and geographic regions. are currently 85 students in the minor boundaries and geographic Designed and administered by the Center program. regions. Designed and for the Study of Global Change, one of As a curricular development model, administered by the Center IUB's National Resource Centers, the serious interest in the minor has been minor is available in conjunction with a expressed in the education and journalism for the Study of Global bachelor's degree in a traditional academic schools, with each hoping to introduce Change, one of IUB's discipline. Participating students choose a international studies certificate programs. National Resource Centers, focus area from one of six different tracks: For the School of Education, such a certifi- diplomacy and interstate relations; global cate program would be groundbreaking. No the minor is available in humanities; global resources and the envi- international curriculum track currently conjunction with a ronment; international communication exists at the school, despite a language edu- bachelor's degree in a and information; international develop- cation department for teachers of French, ment; and international political economy. German, and Spanish, and a number of traditional academic

They then take at least 15 credit hours from faculty who teach "global studies" for grade discipline. approximately 150 approved courses in level K-12 schools. The certificate will be 22 COAS disciplines and approximately offered for the first time in fall 2002. 25 courses offered by Ills six professional schools. The curriculum is based on existing international, world, or comparative courses, as well as on newly developed courses that stress globalizing and global- ized perspectives. The center's academic staff teach two special courses on global learning, one introductory and one

American Council on Education87 67 Foster International sponsor weekly language tables, where Foster International (FI) is a living and students and faculty meet for lunch or dinner learning residence housing American and for informal conversation. FI flourishes international undergraduates choosing to because of a dynamic collaboration among live in a diverse but close-knit community students, residence hall administrators, and where they can share cross-cultural experi- language faculty all working together to ences, build international friendships, and promote a sense of international solidarity take a one-credit course on intercultural among undergraduates in a residential living and other credit-bearing courses on setting. international topics offered through the residence education program. Almost Challenges to Internationalization 20 years old, FI currently houses approx- In an era of dramatic world events and mately 200 freshman and sophomores, shrinking resources, universities are facing two-thirds of whom are American and challenges of all kinds. At IUB, maintaining one-third of whom are international. Many strength in area and international studies of the international students are under- and in international faculty, and utilizing graduate business majors and the majority new technologies for international studies of them are from Asia; others are enrolled are among the most pressing international- in lUB's intensive pre-academic English ization issues. program. FI is governed by a student-run Sweeping changes in the world over the executive board, which plans programs and past decade have combined to bring about a activities in consultation with the FI aca- reexamination in universities of the rele- demic coordinator, a resident graduate vance of the traditional interdisciplinary supervisor, and one faculty advisor. area studies approach to world knowledge Regular activities include international and a shift to include more global coffee hours, an international food fest, approaches to such inquiry. At the same intramural sports, a guest speakers pro- time, the arts and humanities disciplines, gram, cultural celebrations and holidays, where international studies have tradition- and spring and fall field trips. A weekly ally thrived, have experienced diminishing conversation club also exists for students in student interest, in favor of the practical the intensive English program who want to and applied knowledge offered by profes- practice their language skills with U.S. sional schools. While HUB is committed to students living atFI. maintaining its strengths in area studies In a joint effort of the language depart- concentrations, it also has had to be flexible ments and residence hall administrators, in seeking new ways to build on those FIalso houses IUB's fledgling French-, strengths while responding to demands for German-, Japanese-, Russian-, and newer approaches and structures. Spanish-language houses. Participants Two new programs have been estab- form closely-knit language groups, lished to respond to these changing pledge to speak their languages as much interests. The first is the undergraduate as possible during their daily activities, international studies minor, described and work with the academic coordinator to earlier, the interdisciplinary curriculum organize language-related events such as and global perspectives of which combine foreign films, lectures, and exhibits, which training in the arts and sciences with are open to other FI residents and the exposure to the professions. general public. The language houses also

68PROMISING PRACTICES

68 The second is the newly proposed inter- is to maintain its lead in international national studies major, which focuses on expertise, replacing some regionally spe- arts, humanities, and foreign language cialized faculty in the core humanities and study in terms of broad interdisciplinary, social science disciplines will be crucial. thematically based perspectives that cut The tremendous growth of information across regions and periods. Like the minor, technology presents numerous possibilities the major is offered in conjunction with a for advancing international education. IUB bachelor's degree in a traditional academic is already recognized as one of the nation's discipline. Unlike the minor, however, "most wired" campuses and a national the proposed major will require a strong leader in information technology facilities foreign language component, a study- and capabilities. However, the university abroad component, and an area or geo- has only just begun to explore the use of graphic specialization in its examination of these new technologies to deliver interna- key issues of global concern. It is hoped tional courses and content. The School of that the proposed international major, like Continuing Education and the Center for the minor, will attract students who wish to the Study of Global Change are developing understand their changing world in broader international studies courses that can be Both the international delivered via the Internet and thus be acces- humanistic and cross-cultural perspectives. studies major and the Both the international studies major and sible to a larger student audience, not con- the minor are intended to stimulate faculty strained by time or location. A pilot project minor are intended to to collaborate in developing curricula that to teach one of IUB's less-commonly taught stimulate faculty to reflect broader approaches to inquiry and languages (LCTLs) to students at another collaborate in developing instruction while encouraging students to IU campus via interactive video is currently deepen their curiosity of other cultures and in progress. curricula that reflect acquire practical exposure to the same Given the restricted teaching resources broader approaches to through study abroad. Both programs and typically low enrollments in such lan- inquiry and instruction are attempts to better integrate the interna- guage courses, interactive video course tional strengths that already exist in delivery could be further exploited so that while encouraging different domains of the university and other Ill campuses, and eventually other students to deepen their bring about greater thematic coherence universities, could benefit from IUB's rich curiosity of other cultures to IUB's interdisciplinary international language offerings, thereby contributing to curricula. the continued viability of such LCTLs. and acquire practical Many faculty in the interdisciplinary Language technology is also just now begin- exposure to the same area studies programs are approaching the ning to receive attention from the language through study abroad. age of retirement. A great challenge for faculty, some of whom are currently devel- IUB in the near future will be replacing oping interactive modules and materials these international specialists. Since that students can access via the Internet departments have the authority to decide or on CD-ROM. Because information tech- the areas of research of any new faculty nology can so easily provide immediate hires, there is no assurance that these access to high quality, authentic language area and interdisciplinary specialists will materials and is so highly interactive, an necessarily be replaced by scholars in investment in hiring staff specialists similar disciplines. A second factor is the trained in language technology could dra- overall retrenchment of faculty positions matically enhance the university's capacity that has taken place within the last decade, to be more effective and far-reaching in its partly due to budgetary constraints. If IUB foreign language instructional programs.

American Council on Education BB

69 Next Steps for Internationalization at Indiana and campuses with specific objectives for University defining and measuring the international Indiana University's abundant international knowledge, skills, and perspectives that resources, which have continuously evolved undergraduates are expected to have, what- over a 50-year period, have won the univer- ever their major or specialization, and that sity its reputation as a leader in area and would demonstrate their international international studies. These resources exist competence. In the highly decentralized at all levels of the university: academic and structure of an institution as large and professional curricula; undergraduate and complex as IU Bloomington, this will not graduate degrees, minors, and certificates; be easy. However, such an effort would faculty recruited from around the world; enable the university to reach a new level of library, archival, and museum collections; excellence in international education. rich offerings in foreign languages; area and international research centers and institutes; a far-flung network of institu- Author Information tional linkages and exchanges; a large, Roxana Ma Newman is assistant dean for diverse international population of stu- international programs at Indiana dents, faculty, staff, and visiting scholars; University. She is co-editor, along with and nonacademic support programs that Patrick O'Meara and Howard Mehlinger, promote international outreach to the of Changing Perspectives on International community and general public. Education (Indiana University Press, 2001). IUB now needs to reflect on how best to harness its diverse international resources to bring about a deeper, more cohesive degree of internationalization, especially at the level of general undergraduate education. More than ever before, it is critical that today's young people acquire the necessary knowledge and tools to help them understand and function in a world of new global realities. An important and logical next step for IUB would be to develop a university-wide internationalization strategy that would involve all the colleges, schools,

70PROMISING PRACTICES 70 CAMPUS CASE STUDIES Kapi'olani Community College

Leon Richards and Robert Franco

Kapi'olani Community College (KCC), one of 10 campuses in TABLE 1: the University of Hawai'i (UH) Kapi'olani Enrollments by Ethnicity, Fall 2001

system, offers comprehensive - I. programs leading to the Associate of Arts degree in liberal arts and Associate of ASIAN/PACIFIC ISLANDER 68 Science degrees in various 21st century Hawaiian/Part Hawaiian 10 career fields, as well as university transfer and certificates. Kapi'olani is located in Japanese 22

Honolulu on the island of O'ahu, more than Chinese 9 2,300 miles from the west coast of the United States. Abridge community between Korean 5

Asia and the Americas, Honolulu boasts an Filipino 13 incredibly diverse citizenry, including a mixture of Native Hawaiians, Euro- Other Asian 2 Americans, Chinese, Japanese, Koreans, Pacific Islander 2 Filipinos, Samoans, Micronesians, and Southeast Asians. Mixed Asian/Pacific Islander 5

The demography of the Kapi'olani CAUCASIAN 13 student body mirrors this diversity (see Table 1: Kapi'olani Enrollments by MIXED 11

Ethnicity). In fall 2001, the college enrolled OTHER 8 7,203 students (4,405 FTE) more lower- division students than any other campus in Total 100 the University of Hawai'i system. In line with its location and demographic Aseries of innovative co-curricular profile, Kapi'olani's educational focus is programs. decidedly international. Key components of this focus include: Community- and Internet-based learning A curricular emphasis on the Asia- opportunities, as well as study abroad. Pacific region that is thoroughly integrated into classroom pedagogies and KCC's commitment to multicultural and designed to develop socially responsible international education is popular among and economically productive local, students, many of whom indicate it was a national, and global citizens. deciding factor in their choice of college.

American Council on Education 71

71. BEST COPYAVAILABLE Notable Kapi'olani offerings include the Pacific, and the Americas. In doing so, its largest number of liberal arts and transfer goal has been to provide national leader- programs in the University of Hawai'i ship in promoting educational outcomes system; the state's only nursing and health that prepare students for lives as socially sciences training center; and high-quality responsible and economically productive training programs in hotel operations, tour local, national, and global citizens. At the and travel, business education, and legal heart of this charge is KCC's vision that assisting. Further, the college's culinary internationalization must: arts program, modeled on the Culinary Build on and support the languages, Institute of America, attracts and trains cultures, and histories of Hawai'i's chefs from throughout the Asia-Pacific people. region, and will soon be expanded with Develop students' capacity to under- $2.5 million from a University of Hawai'i stand and respect diverse cultures. Foundation fund-raising drive. Build strong educational and economic partnerships in Asia, the Pacific, and Internationalization Goals the Americas. Hawai'i is at once both a place of assimila- tion and enduring commitment to tradi- These beliefs complement specific tional beliefs and values. These opposing objectives in the Kapi'olani Strategic Plan, but compatible sentiments have resulted in 1997-2007, designed to champion the creation of an island community that diversity: John F. Kennedy once described as "what Strengthen KCC as a premier resource the rest of the world is trying to become." in Hawaiian, Pacific Island, and Asian To learn from and integrate the forces programs. of culture past and present, Kapi'olani, in 1986, launched a comprehensive cross- Enrich the curriculum with an intercul- curricular initiative focusing on Hawai'i's tural emphasis on Hawai'i, the Pacific connections to Asia, the Pacific, and the Islands, and Asia. Americasthe ancestral homelands of Become a major site for the develop- Hawai'i's contemporary multiethnic popu- ment of instructional resources and lation. Three years later, informed by a languages of Hawai'i, the Pacific landmark American Association of Islands, and Asia. Community Colleges publication, Building Shape a campus environment that Community, that directed community reflects the Hawaiian, Pacific Island, colleges to play a vastly expanded role in and Asian diversity of the local international education, KCC unveiled a community. new initiative, the Kapi'olani Asia-Pacific Recruit and retain students, faculty, Emphasis (KAPE), through which it began staff, and administrators, especially to develop curricula and programs rooted Hawaiians, from under-represented in the experiences of local students and that groups. address issues of the wider Asia-Pacific Promote a respect for differences. region. Throughout the 1990s, Kapi'olani continued to internationalize, working to expand its curricular and professional development bridge between Asia, the

72PROMISING PRACTICES

7 2 Organization and Coordination of Economic Development. These include: Internationalization new media arts; biotechnology; exercise KCC's senior academic dean oversees the and sports science; eBusiness; information development of the college's international technology; nursing and health sciences; education programs and activities, and hospitality and tourism education. The including KAPE and more than two dozen center also coordinates and manages inter- international institutional partnerships. national student enrollments, workforce Under the dean's guidance, KAPE, for development programs, education and con- most of its history, has been managed by a tract training, and academic exchange and revolving pair of faculty members as a study abroad. three-credit, per semester assignment for With the establishment of the Honda each. Typically, these faculty coordinators Center, KCC's senior academic dean (now have come from the social sciences and acting provost) became international edu- humanities, although language arts profes- cation director for the University of Hawai'i sors also have served in this role. In matters Community College (UHCC) system and of international planning and decision represents the system as a member of the In 1999, the Honda Community Colleges for International making, the faculty coordinators receive International Center for support from the entire administrative staff Development (CCID) consortium. CCID and work closely with a KAPE committee, brings together American and international International Students, comprising faculty from the liberal arts and colleges to pursue formal higher education Programs, and Affairs and economic activities worldwide, and career programs. Three current campus opened on the KCC administrators were formerly KAPE coordi- offers more than 300 programs in technical/ nators, so there exists a strong commitment vocational education, plus quality college campus to provide to internationalization across faculty and transfer and community service and service- multicultural and interna- administrative cultures. A single faculty learning programs. tional opportunities for member works closely with the KAPE committee to coordinate the college's Asia- Financial Support and Resource Allocation students, faculty, and staff. Pacific festival, held annually during the KCC's provost office provides substantial week preceding spring break. In general, leadership and advocacy for international the college benefits significantly from the education in the UH system, and in policy expertise and sense of community shown discussions with the UH Board of Regents by faculty with demonstrated international and the state legislature. The provost also expertise and commitment. provides UH Foundation funds for special In 1999, the Honda International events, such as hosting the college's Asia- Center for International Students, Pacific international institutional partners. Programs, and Affairs opened on the KCC Support for faculty development comes campus to provide multicultural and inter- from the general curriculum fund managed national opportunities for students, faculty, by the senior academic dean. The Honda and staff. The Honda Center, a system-wide Center, funded through a private endow- resource available to members of the seven ment, also supports faculty and staff University of Hawai'i community colleges, development focused on the needs of supports local and international workforce international students, as well as local development and training partnerships in students interested in expanding their new fields identified as promising by the international knowledge and experience. state's Department of Business and

American Council on Education77 Over the last two decades, KCC has developing Asian- and Pacific Island- received significant national and interna- American curriculum and pedagogy tional recognition and funding as a leading (National Endowment for the institution in international and multicul- Humanities, 1994-96). tural education. In recent years, external A project designed to integrate service monies have funded the following: learning into a multicultural writing cur- Summer Seminar Abroad travel to riculum (Corporation for National Malaysia and Singapore for 14 faculty Service, 1994-96). from across the United States-a KCC Recognition as a Beacon College in political science professor will lead the International Education (Kellogg seminar and a KCC geography professor Foundation, 1990-95). and library technology specialist will participate (Fulbright-Hays, U.S.E.D., Kapi'olani Asia-Pacific Emphasis (Tide VI, 1989). 2002). A project linking KCC's culinary and tour and travel programs with institu- Additional funds for international tions of higher education in Sri Lanka programming have come from Title III, the Hawai'i Council for the Humanities, (U.S. Agency for International Development, 1998-2000). Community Colleges in International Development Inc., the University of Hawai'i A project focusing on HIV/AIDS aware- President's Diversity Initiative, and the ness in Asia-Pacific region and Hawai'i. Asian Studies Development Program at the Through the project, KCC became the East-West Center. state's center for World AIDS Day ceremonies; developed student peer International Dimensions of the Curriculum educator teams and HIV companions; and Co-curriculum and engaged with the Population Since 1987, KCC has offered a thorough, Institute of the East-West Center, a U.S. competency-based curriculum in its liberal State Department-funded international arts and career programs that emphasizes research center, on contemporary learning outcomes-that is, the actual abili- HIV/AIDS issues in the Asia-Pacific ties that students should acquire in classes region. KCC faculty also presented and programs of study. (Competence is project information at the World AIDS defined as the ability to make conscious and Conference in Geneva, Switzerland informed use of knowledge, skills, and atti- (Centers for Disease Control, tudes relevant to a particular situation.) 1996-2000). The practice of identifying explicit compe- Summer Seminar Abroad travel to Japan tencies for each course, degree, program, for 14 faculty. As a result of the visit, new and department ensures a solid curricular curriculum was integrated into the col- foundation, and provides a basis for devel- lege's Asian studies web site (Fulbright- oping new courses. The college has used Hays, U.S.E.D., 1997). this framework to internationalize its cur- Recognition as a mentor institution in riculum through the Asia-Pacific emphasis. the Exploring America's Communities The success in implementing KAPE in a Project. A KCC anthropology professor short period of time is remarkable. To date, mentored other community colleges in nearly 50 percent of faculty have participated in planning and developments related

74PROMISING PRACTICES

74 to KAPE, and approximately 50 percent of metaphorical link to the KAPE program. all courses include Hawaiian, Pacific, Service-learning students in ethnobotany and/or Asian content. courses cultivate and maintain such plant- Faculty curriculum development efforts ings, thus underscoring the link between are enhanced through overseas travel people and places. opportunities supported primarily by Outside the classroom, KCC offers external funds. For example, the college a wealth of programs and activities in sup- has received two Fulbright-Hays Summer port of its international orientation. An Seminar abroad grants for study in Asia, as especially popular event is the college's well as support from The Ford Foundation Asia-Pacific Festival. Held each March, the for travel in the Pacific Islands. The col- festival runs for an entire week and explores lege's numerous institutional partnerships and celebrates Hawai'i's Pacific and Asian have supported both administrative and past, present, and future. The festival faculty travel to Asia, and the college's role brings together performing artists, in providing service learning and technical craftspersons, scholars, community-based training has drawn funding for faculty supporters, and hundreds of students and Ongoing curriculum travel to the Pacific Islands. local residents, forming an experience rich development efforts focus Ongoing curriculum development with the sounds, sights, smells, tastes, and efforts focus on integrating indigenous, feelings of various Asian and Pacific cul- on integrating indigenous, multicultural, and international content tures. Always favored by attendees are the multicultural, and interna- across the liberal arts and career programs. numerous traditional demonstrations spon- tional content across the To provide a more visible curricular struc- sored by KCC's international student clubs. ture, the college has created two Academic Another popular annual event, India Night, liberal arts and career Subject Certificates in Hawaiian-Pacific is sponsored by a local Indian family and programs. To provide a studies and Asian studies. The certificates brings together the costumes and customs more visible curricular require students to complete approximately of India, along with culinary delights pre- 24 credits in general education courses pared by Asia-Pacific master chefs affiliated structure, the college has with substantial indigenous, multicultural, with KCC's culinary program. created two Academic or international content, and 14 credits of Located in the Honda International Subject Certificates in Hawaiian or a foreign language (Japanese, Center, KCC's International Café is an Mandarin, Korean, Tagalog, Samoan, informal gathering place where local and Hawaiian-Pacific studies Spanish, or French), all of which meet international students meet for cultural and and Asian studies. Associate of Arts and baccalaureate language exchanges. Language tutoring is requirements. one of the most popular features of the KCC's campus environment reflects International Café. Students enrolled in the college's commitment to international Japanese 101, for example, can find ample diversity, with architecture, sculpture, and native Japanese speakers with whom to landscape all managed in ways that symbol- converse in exchange for help on home- ically value multicultural and international work or the like. Many students from KCC's understanding and respect. For example, overflowing ESL classes spend time in the the campus's main library is named after International Café practicing their English, the Lama plant, which Hawaiians used to learning the local dialect (called "pidgin"), provide light in the darkness, and other and learning about American pop culture campus buildings bear the names of plants from local students. International Café par- indigenous to the tropical Polynesia and ticipants also are encouraged to prepare Southeast Asia region, providing a cultural presentations for their fellow stu-

American Council on Education76 dents. For example, two women from Internationalization Highlights Micronesia conducted a presentation on Three aspects of KCC's many international life in Kosrae and the Marshall Islands; initiatives are especially noteworthy: faculty another student gave a multimedia presen- and administrative leadership; high-quality tation on the family's four-generation language programs; and faculty expertise. practice of Japanese arrow making; and an Egyptian student presented information to Faculty and Administrative Leadership the entire campus on Egyptian history and The development of a faculty leadership culture, including Egyptian food and belly model for the Asia-Pacific Emphasis has dancing. reaped major dividends, in terms of sus- Student clubs focus on the languages taining innovation in international educa- and cultures, as well as current events, of tion. This leadership model, which involves specific national and ethnic groups. Clubs participation in summer curriculum devel- welcome members of these groups as opment institutes as well as broad-based well as other students interested in their faculty involvement, increases both resi- cultures and contemporary issues. dent expertise and the sense of community Throughout the year, these clubs and their and teamwork among faculty. Many faculty faculty advisors invite internationally have had the opportunity to help manage renowned guest speakers to campus. These !CAPE and some have subsequently moved noted experts are sponsored by the Pacific into supportive administrative positions. and Asian Affairs Council, the East-West Administrative leadership, guided by Center, and the School of Hawaiian, Asian, sustained campus and system policies and and Pacific Studies at University of Hawai'i, planning documents, has effectively Manoa. mobilized faculty effort and contributed Study-abroad opportunities have been to external resource and partnership devel- provided through institutional student opment. exchange agreements, the University of Hawai'i study-abroad office, and specific High-quality Language Programs partnerships, such as with Kamehameha KCC is the only campus in the UHCC Schools, which supported Native Hawaiian system with a one-year Hawaiian or foreign students who traveled to New Zealand to language requirement for the Associate in study with the Maori people. During Arts degree. Because the University of 2000-01, 125 UHCC students went to Asia Hawai'i has a two-year Hawaiian/foreign and the Pacific for study in language and language requirement for its bachelor's culture, art, engineering, hotel manage- degree, hundreds of transfer students ment, and culinary arts. complete this requirement each year by choosing from KCC's impressive range of offerings, including Hawaiian, Japanese, Chinese, Korean, Tagalog, Samoan, Russian, French, and Spanish. KCC also educates 1,500 English as a Second Language students each year, who then enter either liberal arts or career programs. For 86 percent of these students, an East or Southeast Asian language is their first language; 9 percent speak a

70 PROMISING PRACTICES Micronesian or Polynesian language as their international education initiatives. The first language. The college also is home to pace and breadth of these changes have the Gallaudet Regional Center, which been so significant, however, that little supports the educational success of hearing- effort has been dedicated to sharing impaired students from the Asia-Pacific certain accomplishments and future hopes region and provides a two-year program in for international education with the wider American Sign Language. With such robust campus and community. This needs to foreign language learning opportunities, change. Improving communication and KCC has created a comprehensive language feedback will benefit future action by better and cultural bridge for students of all ethnic informing efforts to integrate disparate backgrounds and abilities. activities, including new voices in conversations about next steps, and promoting a Faculty Expertise heightened sense of group ownership of Over the last two decades, the college has KCC's international education activities. been able to recruit and retain a large cadre Insufficient state financial resources of faculty with substantial Hawaiian, Pacific, have inspired KCC officials to develop As an institution committed and Asian expertise and commitment. Many numerous external resources and partner- to student learning, KCC of these faculty have completed advanced ships. However, resource and partnership degrees at the University of Hawai'i or have development increases the challenge of needs to improve the conducted research at the East-West communication and integration. Although articulation of international Center, and significant numbers have taken faculty and staff strive to identify resources learning outcomes and advantage of rich, ongoing opportunities and partnerships that have the closest fit for faculty development. The college has with the college's strategic plans, such develop ways of assessing successfully cultivated both intellectual activities can simultaneously invigorate, whether those outcomes breadth and depth in its faculty. sidetrack, and sap energy. KCC is currently are achieved. in the process of developing a new five-year Challenges to Internationalization strategic plan that will place integrated In advancing campus internationalization, international education and globalization members of the KCC community have over- more centrally in the college's general fund come numerous structural and procedural budget priorities. obstacles, artifacts of old ways of thinking As an institution committed to student and acting. Despite a number of notable learning, KCC needs to improve the articu- successes, significant challenges remain. lation of international learning outcomes Three of the most pressing current con- and develop ways of assessing whether cerns relate to expanding and improving those outcomes are achieved. To guide communication, generating additional these efforts, the following question is resources, and furthering the internation- helpful: For the college to be successful in alization agenda's impact on students. internationalization, what should students Reflection and communication are know and be able to do? Two other areas prerequisites for successful change. With a also require immediate improvement to well-honed vision, solid supporting docu- promote enhanced international learning: mentation from university and college the development of additional study-abroad strategic plans, and much hard work, KCC opportunities, and improved efforts to faculty and administrators have been suc- enhance learning interactions between cessful in recent years in implementing the local and international students on campus. college's Asian-Pacific Emphasis and other

American Council on Education77 Next Steps for Internationalization at strategic plan by faculty appointed as IIEG Kapi'olani leaders also will enhance communication Emboldened by positive feedback on the and have a positive influence on funding college's shift to a more international for the IIEG emphasis. And a faculty retreat focus, efforts are now underway for an even and summer workshop are planned to col- more ambitious international emphasis. lect advice about how best to incorporate Dubbed the integrated international educa- the new IIEG focus into the institution's tion and globalization (IIEG) emphasis, this strategic mission. new plan for campus change will pursue Also pending are plans to improve curricular and co-curricular developments and/or expand the college's language focusing on: programs, in-class and online curriculum The cultures, histories, and languages of development, service learning, study indigenous and multicultural Hawai'i. abroad, and global citizenship program- The cultures, histories, and languages of ming. In short, much progress has been Oceania and Asia. made, but much remains to be done before realizing KCC's goal of becoming an island Contemporary interactions among college with a global reach. nations, territories, states, and indigenous peoples.

Evolving globalization. Author Information Social and civic responsibility at the Leon Richards is senior academic dean of local, national, and global levels. instruction and acting provost at the University of Hawai'i, Kapi'olani In implementing these five compo- Community College, and executive director nents, a first step is to identify faculty and for international education for all courses in which IIEG can be emphasized. University of Hawai'i Community Colleges. This should lead to a deeper conversation During his tenure, he has established among faculty about learning outcomes for dozens of partnerships with institutions students related to these foci. Eventually, throughout Asia. faculty should be able to explicitly answer the question, "If a student successfully Robert Franco is professor of anthropology completes a course in each of these five and acting director of planning and institu- areas, what should he or she know and be tional research at the University of Hawai'i, able to do?" Kapi'olani Community College. He is rec- The college is also currently addressing ognized for his research and scholarship on communications issues. As a first step, a Pacific Islands Diaspora and cultural full report of KCC's international activities, change. programs, and vision will be shared with faculty, counselors, students, and administrators. Further work on the campus

78PROMISING PRACTICES

78 CAMPUS CASE STUDIES Missouri Southern State College

Chad Stebbins and J. Larry Martin

ocated in Joplin, a city of ture, philosophy, economics, and politics. 45,000 in the southwest Knowledge and understanding of other corner of the state, Missouri cultures of the world also promote better Southern State College is a understanding of our own valuable cultural state-supported, comprehensive, liberal diversity." arts college with a fall 2001 enrollment of Missouri Southern's primary goal is to 5,899 (3,863 full time, 2,036 part time). enhance all academic programs through an The college offers programs leading to the emphasis on international education. To baccalaureate degree, continuing educa- that end, the college has identified five tion courses, and a number of two-year pro- learner-centered objectives: grams in technical and vocational areas. Graduates will have an understanding of Central to Missouri Southern's mission how cultures and societies around the is an emphasis on teaching and a strong world are formed, sustained, and evolve. commitment to the liberal arts and interna- Graduates will have empathy for the tional education. values and perspectives of cultures other A faculty-led review and revision of the than their own and an awareness of college's general education requirement international and multicultural influ- identified the need for students to become ences in their own lives. more globally aware in order to compete Graduates will be able to identify and for jobs in the changing economy. In 1990, discuss international issues and cultures the Missouri Southern Board of Regents other than their own. approved an international education focus Graduates will have communicative for the college and, in 1995, Missouri's competence in a second or third governor signed a law that enhanced language. Missouri Southern's mission by adding an international dimension to existing Graduates will have experienced or programs. desire to experience a culture other than their own. Internationalization Goals According to Missouri Southern's mission statement, "Inherent to our international approach to undergraduate education is the college's desire to prepare its students to understand world affairs, international issues, and other cultures, as seen through their history, geography, language, litera-

American Council on Education79

79 Missouri Southern also has established To provide weekly newspaper editors two additional goals relating to its interna- from around the world with a forum to tional mission. The first, to heighten com- improve standards of editorial writing munity awareness of international issues, and news reporting and to encourage cultures, and languages other than their strong, independent editorial voices, own by using institutional expertise, through the International Society of includes the following objectives: Weekly Newspaper Editors The community will have the opportu- (www.iswne.org). nity to attend a variety of international To provide journalism students from lectures and cultural events on the throughout the world with a forum in campus, at no charge. which to exchange ideas, collaborate on Students in grades K-12 will see an special projects, and share articles and increased emphasis on foreign language photographs through International instruction through the International Crossroads. Language Resource Center. To encourage educators, researchers, Area organizations and individuals and postsecondary students to improve presently or wishing to become involved their teaching and study of South Asian in international trade will be able to history and culture through Project access consulting and research assis- South Asia, a web-based digital library tance through the International Trade (www.mssc.edu/projectsouthasia). and Quality Center. The community will have the opportu- Organization and Coordination of nity to enjoy the best work of creative Internationalization directors and performers from around Missouri Southern's internationalization the world. efforts are managed through the Institute of International Studies. Established in The other goal, to develop international 1996, the Institute was charged with pro- resource centers by using institutional moting 15 specific action activities and expertise to serve targeted communities, goals: maintains these objectives: Encourage a pervasive, global dimen- To help Missouri's immigrants, sion in all of the college's curricula. refugees, and other limited English- Develop specific international courses. speaking persons smoothly transition Create an interdisciplinary major in into American society, through the international studies. Missouri Multicultural Network web Create a certificate or minor in interna- site, an all-encompassing information tional studies. clearinghouse (www.mssc.edu/mis- Expand the international enhancement souri). of courses. To assist U.S. higher education institu- Expand and enrich foreign-language tions that wish to devise, implement, and maintain effective programs in offerings. international education through the Expand study-abroad opportunities for National Center for International students and faculty. Education site (www.mssc.edu/ncie). Develop internships abroad for students.

BO PROMISING PRACTICES

80 Develop a major in International a faculty member from each of the four Business. schools, and the director of international Develop a Center for International studies, determines which faculty and stu- Trade. dent applications for study abroad will be funded each year. Work with K-12 schools to promote the study of foreign languages and Financial Support and Resource Allocation geography. Missouri Southern receives $2.4 million Develop the International Language annually from the state of Missouri for Resource Center to support of schools, international mission enhancement. The businesses, and organizations. college has leveraged these state dollars by Assist international students and visiting writing grants for additional funding. scholars. Under a $55,000 Title VI grant from the Develop an Intensive English Dual U.S. Department of Education, Missouri Program for international students. Southern's Department of Biology began Enhance internationalization across the internationalizing its program in environ- Missouri Southern campus through the development of mental health, one of only 25 accredited receives $2.4 million workshops, foreign language competi- undergraduate programs in the nation. The annually from the state of tions, seminars, teleconferences, among program began establishing bilateral agree- other activities. ments with universities in Latin America Missouri for international that involved the exchange of students and mission enhancement. internship placements. The same Title VI The Institute of International Studies grant also allowed the college to begin an The college has leveraged has a staff of foura director, an assistant, a annual publication by journalism students secretary, and a person responsible for these state dollars by from around the world, produced on the maintaining the Missouri Multicultural writing grants for Missouri Southern campus, called Network and National Center for International Crossroads. Faculty from additional funding. International Education web sites. The the Department of Communications assistant is responsible for aiding incoming visited universities in Austria, Cote d'Ivoire, international students, coordinating stu- France, Germany, and Senegal in esta- dent and bilateral exchange programs, blishing this publication. Additionally, a planning orientation sessions, and helping $70,000 grant from the National Security international faculty with theirH-1Bvisa Education Program enabled the college employment status. to create Project South Asia, a web-based Although the director of the Institute digital library for improving the study and of International Studies has the primary teaching of South Asia, focusing especially responsibility for internationalization, con- on India and Pakistan. Project South Asia siderable direction comes from Missouri also received a $15,000 grant from the Southern's president and from the vice Gladys Krieble Delmas Foundation, a president for academic affairs. The college's private foundation in New York. four school deans also are advocates of The college spends more than $1 mil- the international mission and encourage lion of its $2.4 million allotment from the department heads and faculty to seek inno- state for salaries and benefits of faculty vative ways to infuse internationalization members, mainly those hired for foreign throughout the curriculum. A grants com- languages and international business. mittee, consisting of the four school deans,

American Council on Education 81

81 Nearly $275,000 is devoted to support for The Japan Semester featured renowned students studying abroad and $100,000 to experts speaking on such topics as "Modern faculty travel and study abroad. Other pro- Japanese Literature's Ten Greatest Hits," grams that also receive an annual budget "Degrees of Cultural Accuracy in Memoirs include the International Language of a Geisha," "The Making of the Samurai: Resource Center, Spanish Village, From Wild Warriors to the Way of the International Trade and Quality Center, Warrior," and "Living Tradition of Japan Intensive English Program, International Today Through Theatre Forms and Martial Student Exchange Program, Model UN Arts," a lecture/demonstration on the Club and Arab League, and TESOL pro- Japanese tradition of tea ceremonies by a gram. Missouri Southern's international certified Japanese tea master, and perform- "themed" semester, including the Gockel ances by a Japanese dance company and a International Symposium, receives up to taiko drum ensemble. The title of the Gockel $40,000 annually. Remaining funds go International Symposium was "Rising Sun, toward student wages, supplies, postage Looming Crisis: Japan Facing Reform and and telephone expenses, printing, dues and Transition in a New Millennium," with three memberships, international internships, scholars addressing the Japanese economy internationalizing the curriculum grants, and Prime Minister Koizumi's attempt to special projects, and equipment. bring economic reform to the Japanese. In addition, five editors from The Chart spent International Dimensions of the Curriculum two weeks in Japan producing stories and and Co-curriculum photographs on Japanese culture, media, The most distinctive aspect of Missouri the role of women, religion, cuisine, fashion, Southern's effort to internationalize the transportation, baseball, and sumo wrestling curriculum, and the one with the most for a special 24-page section of the news- tangible effect throughout the campus paper, while students from Ryukoku community, has been the designation of University in Kyoto, Japan, wrote stories on "themed semesters." Each fall, a particular Kyoto, Japanese traditions, religion, art, region of the world is selected to become and business for a 60-page edition of the focus of intensive study: Individual International Crossroads. departments on campus incorporate rele- The international mission also is evi- vant aspects of the chosen region in their dent from changes made in the curriculum. courses, student journalists travel to that The recently developed International part of the world and write articles for a Studies major allows both flexibility and special edition of the college newspaper, structure for the student who desires an The Chart, and special events are open to international career. Required courses the college community and the public. include Introduction to International The Harry and Berniece Cockel Symposium Studies, Contemporary World Civilizations, inaugurates the themed semester; top Comparative Political Economy, scholars in the respective field give insight International Techno- Trends, World into the problems and potentials of the Humanities, and World Environmental region. Previous themed semesters have Issues. Intellectual rigor is built into the focused on China (1997), Africa (1998), program through the requirement of a Latin America (1999), America (2000), senior thesis and an 18-hour foreign lan- Japan (2001), and India (2002). guage requirement.

82PROMISING PRACTICES

S2 An important feature of Missouri 14 percent of those added in 2000-01 were Southern's general education program is international courses. Records of the the block of courses known as Area 5, that proceedings of the academic policies is, courses with an international focus. All committee indicate that 52 percent of the Missouri Southern graduates are required accepted course petitions in 1999-2000 and to have taken at least one of these courses, 22 percent of those from the 2000-01 aca- which include foreign languages, interna- demic year were international courses. tional geography, comparative cultures, These figures demonstrate the willingness of intercultural communication, comparative faculty to respond creatively by developing religion, and international cultural studies. new courses that meet current interests of Missouri Southern students can select students or that support the institutional from a wide variety of foreign languages, efforts to internationalize the curriculum. more than those offered by most public Individual departments have initiated institutions of comparable size. Students specific responses to international educa- may major in French, German, or Spanish; tion. The education department provides minors are available in those languages students with extensive resources related to An important feature of plus Chinese, Japanese, and Russian. The the themed semesters and offers the option Missouri Southern's number of foreign language majors and to complete part of the student teaching minors has increased substantially during requirement at a school in England. The general education the past five years. The college offers begin- nursing department urges students to take program is the block of ning-, intermediate-, and advanced-level a foreign language and designs modules courses known as Area 5, courses in each of the six languages in both that focus on health care abroad, usually spring and fall semesters. The 2001 fall related to the themed semester. that is, courses with an course schedule also included such topics Since the inception of its international international focus. as Hispanic Drama, Latin American mission, Missouri Southern has realized an All Missouri Southern Literature, Advanced German Syntax, increase of more than 400 percent in the Francophone Literature, and Advanced number of international students seeking graduates are required Japanese. Except for the Spanish major and admission. In numeric terms, this equates to have taken at least one French and German minors, the other pro- to a current total of 104 students, or of these courses. grams were all put into place after Missouri roughly 2 percent of the college's fall 2001 Southern set its international mission. enrollment. This increase is mainly attrib- One indication of the manner in which utable to the publicity on its international the international mission permeates the mission that Missouri Southern has curriculum is the number of courses with received in print media around the world, an international focus. The 2001-02 col- the promotion of the international mission lege catalog lists a total of 1,035 courses on the campus web site, and the low cost of from the schools of Arts and Sciences, its tuition compared with that of other mid- Business, Education, Technology, and size U.S. colleges and universities. Many the Institute of International Studies and students join the International Club, which honors program. Of that number, 125 also has attracted American students on (12 percent) are either international campus. At the annual Food Feast, students courses or courses with a predominantly from many countries prepare typical dishes international focus. The permanent from their region for about 700 guests. The courses that faculty have added in recent Food Feast is a very popular event in the years reflect a similar trend: 9 percent local community and enables the interna- of new courses added in 1999-2000 and tional students to raise money for travel.

American Council on Education83

83 Since 1995, the number of international teachers in the area; these are available at faculty members on campus has increased no cost to college faculty and high school from four to 12. International faculty are teachers who wish to participate. currently responsible for teaching and The Missouri Southern annual Modern research in German, Japanese, Russian, and Foreign Language Field Day has been Spanish language and literature, interna- attracting an increasing number of area tional business, economics, mathematics, junior high and high school students: from sociology, computer-aided drafting and 500 in 1996 to 1,200 in 2001. The day's design, and manufacturing information events give local students the opportunity to management systems. Many of the pro- participate in 36 competitions conducted in grams central to the international mission French, German, and Spanish, such as are headed by international faculty. "culture bowl," a geography quiz, poetry The International Language Resource reading, poster contest, reading compre- Center (ILRC) provides numerous services hension, vocabulary recognition, and vari- to the college and the surrounding commu- ous skits. The results of all written competi- nities. The center maintains a large collections are available for area teachers, who tion of educational materials, including use the results to compare their students' 140 audio items, 535 books, eight laser performance to that of their peers. disks, 52 software items, and 836 videocas- Teachers and students repeatedly express settes in 27 languages. Each year, the ILRC their enthusiasm for the event. To reach receives about 200 requests for materials younger students and promote the early from members of the college community study of foreign language, Missouri and another 100 requests from local high Southern also offers a special summer school and middle school teachers. The immersion Spanish camp, Villa Espanola ILRC also provides free tutoring services (Spanish Village), for children ages 8-13. for students in each of the six languages The Village's mission is to develop Spanish- taught at the college. language skills, encourage understanding Another area of outreach activities is of other cultures, and educate responsible after-school foreign language classes citizens with a global perspective. Villagers designed by the ILRC director and taught have a great time learning the Spanish by Missouri Southern students. A dozen language, the geography of the Spanish- classes are offered each semester in area speaking world, and its cultures, crafts, public schools, at the Joplin Public Library, songs, and dances. They also work on com- and on the Missouri Southern campus. The puters and communicate via the Internet languages taught include Chinese, French, with children in Mexico. In six years, the German, Japanese, Russian, and Spanish. Village has grown from 26 to 86 partici- Total enrollment in these classes is now pants, more than three times its original more than 250 students per semester. size. These efforts have increased interest in The student publication, International language learning and provided a vital Crossroads, also has become a means of service for school districts that could not acquainting Missouri Southern students afford to introduce languages at the with international perspectives. Students elementary school level. The ILRC also from universities around the world, often sponsors workshops for foreign language partner universities, are invited to submit articles. The purposes of the annual magazine are threefold: to dispel cross-cultural

84PROMISING PRACTICES

34 stereotypes; to glimpse the social nuances grants enable faculty to accompany groups of varying world cultures; and to offer of students abroad, attend international student journalists a broader audience conferences, or visit sites related to their with which to communicate. A group of research projects. For the 2000-01 academic journalism students from the University of year, faculty travel grants totaling $90,795 Vienna produced the 2000 issue, tided were awarded to 38 faculty. By internation- "Very Vienna." The students and their alizing the curriculum grants, faculty can professor then visited Joplin to participate enrich courses with international perspec- in a weeklong International Conference tives or materials. Some of the projects on Multicultural Journalism, and most funded during the past academic year remained for an additional period to serve include developing international internships internships at local media outlets. for students, purchasing Asian religion and philosophy materials for the library, acquir- Internationalization Highlights ing items for the college's collection of A key strategy implemented as a result of African art, bringing an elementary teacher the 1995 mission enhancement has been from Brazil and an education professor from Since 1995, when development of and support for a number Costa Rica to the campus for a week, devel- money became available of study-abroad programs, giving students oping a "Survival Japanese" multimedia a variety of options while generating CD, and generating a series of seminars on to support faculty study awareness of and enthusiasm for the inter- international marketing. abroad, 53 percent of national mission. As a result, the college Missouri Southern faculty has realized a steady increase in the number Challenges to Internationalization of students going abroad. In 2000-01, 237 The long-term goal of internationalization have traveled outside students, or roughly 12 percent of eligible at Missouri Southern continues to be an the United States. students (those with a minimum 2.5 grade international education culture that per- point average and full-time status), engaged meates the institution and curriculum. In in short-term study abroad, onsite classes in order for the international mission to Costa Rica, student teaching in England, or have its desired effect, the entire college long-term study abroad. Of those students, curriculum must be infused with a global 158 received study-abroad grants averaging perspective. Given the socio-demographics $1,729. Most of the grants were for short- of the college's student body and the region's term travel sponsored by individual population, a special approach to interna- academic departments. tionalizing the curriculum is warranted. For Since 1995, when money became example, Missouri Southern enrolls many available to support faculty study abroad, part-time students who are older than tradi- 53 percent of Missouri Southern faculty tional college students, employed, and have have traveled outside the United States. families. This inhibits use of the typical Overall, faculty have a very positive attitude strategies for promoting international edu- toward the international mission and study- cation among traditional-age students, abroad programs, as well as toward interna- such as extended trips and study abroad. tional education in general. Faculty who A number of Missouri Southern students have traveled are significantly more posi- are unwilling to risk job loss or lost pay to tive about the mission and programs than engage in international experiences, even those who have not. Faculty study-abroad when they have an interest in doing so. Additionally, most students are unwilling to support the additional expenses associated

American Council on Education85 with travel or study abroad, especially tral clearinghouse on campus for those because most come from working-class who seek international faculty or student households that aren't able to provide full collaborations. financial support. Finally, because 89 percent of Missouri Southern students are first- Next Steps for Internationalization at generation college students, they sometimes Missouri Southern report a lack of support and understanding Missouri Southern has constantly refined of their college pursuits from family mem- its approach to internationalization. While bers. This is especially the case when the original goal was to send as many the area of study is "foreign"literally and faculty and students abroad as quickly as figurativelyto family members. possible to generate enthusiasm for the Another challenge has been the bold international mission, the college has begun step of establishing a foreign language to emphasize semester-long study-abroad requirement for all students. Currently, opportunities. The grants committee that Missouri Southern does not require a for- determines which faculty and student study- eign language for college admission. An abroad applications will be funded each exit requirement in language study does year closely examines the applications to exist for the Bachelor of Arts degree eliminate those with insufficient academic (12 credit hours) and some selected substance. The committee is also asking programs (such as the international busi- how the study-abroad experience will ness program, requiring three credits, and help the college meet its goals and bring the international studies major, requiring long-term benefits to students. Although 18 credits). The college has set a goal that students who have studied abroad are in five years, at least 75 percent of its bac- expected to share their experiences in the calaureate graduates must have taken two classroom upon their return, little else has years of a foreign language at the high been required of them. They must submit a school level or two semesters of a foreign "full and comprehensive report" to the language at the college level. At the same Institute of International Studies within time, the goal is that 30 percent of all stu- 30 days of their return. Oftentimes, dents will be enrolled in a foreign language. however, these reports are brief and con- A final challenge is to make better use tain only the sightseeing details of the trip of existing technology for international rather than how the student's life was education. The possibilities include changed and enriched. The college would student-to-student exchanges between like to develop a more formalized accounta- Missouri Southern and foreign universities bility measure and require the students who using e-mail, Internet chat, or videoconfer- received grants to make on-campus or civic encing, teaching courses by a team com- presentations. Additionally, if students who prising a Missouri Southern professor studied abroad could be designated with an and one from a foreign institution; video "SA" on class rosters, instructors could delivery over the Internet, with web-cams make better use of their experiences in the mounted on the PCs of the instructor and classroom. students; and streaming video. There are In its five-year mission enhancement barriers to overcome, such as the lack of plan to the Missouri Coordinating Board for technological resources in some depart- Higher Education, Missouri Southern has ments; a shortage of wired, interactive indicated that 7 percent of its full-time classrooms; and the current lack of a cen- students will study abroad each year. Even

88PROMISING PRACTICES

36 when that measure of progress is met, other activities. Moreover, they rated the roughly 70 percent of all full-time students international mission and study-abroad would not go abroad during their college programs significantly more positively than careers. In order for the international mis- students who had not traveled outside the sion to have its desired effect, the entire United States. college curriculum must be infused with a In just a decade, Missouri Southern has global perspective. Progress is sometimes taken a fledgling international program to difficult to measure in this area, and col- well-developed and successful status. The lege officials recognize that there remains fabric and culture of the campus has much to accomplish. Some faculty have changed to one dominated by discussions indicated that they need assistance in seeing of foreign languages, world affairs, and the connections between their discipline global markets. Students are majoring and and the college's international mission. And minoring in Chinese, French, German, while Missouri Southern has established Japanese, Russian, and Spanish in record 16 bilateral agreements with universities in numbers; Missouri Southern's new Chile, China, Costa Rica, Finland, France, International Business major is its fastest- Germany, India, Japan, Mexico, Sweden, growing one; schools and departments are and Taiwan, these have been used exclu- planning activities for themed semesters sively for student exchanges. The college and negotiating bilateral exchange agree- believes it is imperative that it begin initi- ments with universities around the globe; ating faculty exchanges, collaborative faculty are writing federal and private research, and an organization of mutual grants and competing for opportunities to courses and common conferences. Certainly internationalize the campus curriculum; the college must make better use of its and the number of students and faculty who videoconferencing classrooms, for example, study abroad every year continues to climb. to share information with universities While these advances are satisfying, they around the world. remain as yet incomplete. It is with enthu- Missouri Southern remains committed siasm and vigor therefore that Missouri to the continual assessment and reassess- Southern now moves forward with its ment of its international programs. By sur- vision of even greater international veying incoming freshmen and graduating accomplishment. seniors on an annual basis, the college can determine whether graduates are meeting the five objectives associated with enhancing Author Information all academic programs through an emphasis Chad Stebbins is director of the Institute of on international education. One analysis of International Studies at Missouri Southern the 2001 results focused on the degree to State College. which study-abroad experiences led students to engage in on-campus activities to broaden J. Larry Martin is vice president for aca- their international understanding. The demic affairs at Missouri Southern State results were encouraging. Students who had College. traveled outside the United States engaged in significantly more non-travel activities on campus than students who had notin fact, all students who had traveled outside the United States engaged in at least some

American Council on Education87

87 CAMPUS CASE STUDIES Tidewater Community College

Jeanne Natali, Barbara Johnson, John T Dever, and Terry L. Jones

Tidewater Community College community college in the nation's 1,600 - (TCC) is a comprehensive institution two-year college network. TCC public community college is accredited to offer Associate in Arts (A.A.), located in the South Hampton Associate in Science (A.S.), and Associate Roads region of Virginia. Founded in 1968 in Applied Science (A.A.S.) degrees by the as part of the Virginia Community College Commission on Colleges of the Southern System (VCCS), the college has campuses Association of Colleges and Schools. in Chesapeake, Norfolk, Portsmouth, and Fifty-two percent of TCC's students are Virginia Beach, as well as a regional Visual enrolled in college transfer (A.A. and A.S.) Arts Center in Olde Towne, Portsmouth, programs. Of the remaining students, and the TCC Jeanne and George Roper 29 percent are enrolled in college-credit Performing Arts Center in the theater dis- programs leading to occupational or tech- trict of downtown Norfolk. In its mission, nical A.A.S. degrees or certificates, and the college states its dedication to "pro- 19 percent are noncurricular. The typical viding accessible, affordable educational TCC student is older than the traditional opportunities that prepare students for college age and frequently is the first mem- employment, for transfer to other institu- ber of his or her family to attend college. tions, and for achievement of their profes- Thirty-seven percent of TCC's students are sional and personal educational goals." The 30 years of age or older; however, a large college also affirms its commitment "to and growing number of TCC's students are sustaining partnerships with business, recent high school graduates. The majority government, and the community of South of TCC's students (67 percent) are enrolled Hampton Roads." part time, and approximately 74 percent are TCC is the largest postsecondary insti- employed while enrolled. Last year, TCC's tution in the Hampton Roads metropolitan student population included 92 individuals statistical area, which has a population of classified as international students (F-1 1.5 million. In the 2001-02 academic year, visa holders); 283 students were enrolled the college anticipates serving over 32,000 in English-as-a-Second Language (ESL) students (14,245 FTE students), 59 per- courses. TCC currently employs 269 full- cent of them women, in college transfer time teaching faculty, 85 full-time adminis- and workforce development programs. trative and professional faculty, and 720 TCC enrolls 42 percent of all regional adjunct faculty. students attending colleges in Virginia. The college is the second largest member of the 23-college VCCS and is the 37th largest

American Council on Education99 88 Internationalization Goals Organization and Coordination of TCC recently completed several years of Internationalization intensive discussion among various con- The hallmark of the TCC international stituent groups to develop a strategic plan program is its decentralized and faculty- and set priorities and goals as it works driven nature. The international education toward the institutional vision of becoming program was conceived in the mid-1980s by a national exemplar of a comprehensive several faculty members who have remained community college in the 21st century. directly involved in the growth of the pro- Bearings on the Future: The Tidewater gram. These committed faculty members Community College Strategic Plan calls for founded TCC's first International Education the college "to expand students' personal Task Force, which reached full committee horizons through encounters with a broad status in the late 1990s. Today, the Inter- range of human knowledge and exposure to national Education Committee is one of six different culturesin South Hampton Roads, standing governance committees at the in the nation, and in the international com- college. This committee sets spending munity." In conjunction with its strategic priorities for international education, goal to foster the successful development develops the college's annual action plan of the whole student, the college specifically for international education efforts, oversees commits to investing "in programs that offer the international professional development students the ability to expand their frame of program for faculty, and awards scholarships reference, to travel, and ultimately to deepen for students to study abroad. their experience and understanding as mem- In 1999, in acknowledgment of the fac- bers of a regional, national, and global com- ulty's efforts, TCC's president upgraded munity." the position of coordinator of international As part of its planning process, the programs from half time to full time, and college sets annual working priorities to established the International Programs advance the institution toward its strategic Office. This change has given international- goals. One current priority identifies inter- ization higher visibility across the college, national education as an example of a allowed TCC's international education college program that has gained national program to mature, and provided the recognition and therefore one in which the support to sustain comprehensive interna- college should continue to invest. One of tionalization efforts. The International the objectives that follows, to "develop Programs Office is college-funded and strategies for further integrating interna- provides the overall guidance to faculty-led tional education into the curriculum and projects and co-curricular activities for the the overall TCC collegiate experience," TCC community. The office is staffed by a is now the focus of effort. Although TCC's coordinator, paid from college funds, who international education program has reports to the associate dean of college been successful thus far with a number of transfer education, and a program assistant individual projects, a key challenge remains who reports to the coordinator and is paid taking the program to a higher level through from a combination of college and grant comprehensive internationalization. funds. The coordinator is responsible for the overall supervision of TCC's international education program, and the program assistant supports faculty, staff, and students involved in TCC's international activities.

BO PROMISING PRACTICES 8 9 Another unit of the International the cost of traveling in conjunction with Programs Office is the International TCC's study-abroad programs. Student Services Office, which provides In addition to state resources, funds comprehensive support services to the from local sources support study-abroad college's F-1 visa students, and English scholarships for TCC's best French- and language assessment and enrollment assis- Spanish-language students. Without these tance for the college's ESL students. The local and state study-abroad scholarships, office is staffed by an international student many of TCC's student travelers could not advisor, who reports to the coordinator of have participated in programs abroad. international programs, along with several Finally, grant funding makes the col- student workers. lege's shorter-term international projects Vital to TCC's international education possible. These programs add variety to efforts is a college grants officer, paid from TCC's international initiatives, and offer college funds, who is responsible for writing faculty the opportunity to participate in grants to expand TCC's international initia- specific projects that interest them. In the tives. Although the grants officer reports to last four years alone, financial support from TCC supports its the grants director, she works closely with Title VIa, the Fund for the Improvement of international initiatives the International Programs Office and the Postsecondary Education (FIPSE), the International Education Committee to iden- National Security Education Program with a variety of state, tify potential grant-funded international (NSEP), and Fulbright-Hays Group Projects local, and grant sources. projects at the college. Abroad has totaled more than $500,000. This diversity of funding The college used a Title VIa grant to begin Financial Support and Resource Allocation establishing itself as a model for community allows TCC to offer TCC supports its international initiatives college international education efforts in students and faculty a with a variety of state, local, and grant the region. Funds for this grant were used flexible and multifaceted sources. This diversity of funding allows to pay for a two-day conference, Inter- TCC to offer students and faculty a flexible national Education on a Shoestring, to program of international and multifaceted program of international which international education representa- education. education. State funds support several fixed tives from community colleges across the components of the college's international mid-Atlantic were invited. On the basis of education program, including the salaries that successful conference, TCC applied for the international programs coordinator, for and received a FIPSE grant in 1998 to the college grant writer for international mentor five other community colleges as initiatives, and part-time clerical support they built or improved their international for the International Student Services education programs. The results of this Office. State funds also pay most of the project were so promising that, at the end salary of the assistant to the international of that year, FIPSE invited TCC to expand programs coordinator, and further support its program. The college then added a the international professional development second tier of protégé colleges to the first. program, which funds faculty-designed TCC has also used grant funds to develop projects to research, teach, and travel a Third World focus. A1999 Fulbright- abroad. Additionally, a study-abroad schol- Hays Group Projects Abroad grant allowed arship program is also funded with state faculty to engage in a month-long study of monies. This program allows TCC students Nicaragua. This focus was expanded to Asia to request travel scholarships to help defray with the NSEP Vietnam grant, which provides an opportunity for students and faculty

American Council on Education91

90 to study Vietnamese language, customs, communications, literature, fine arts, and culture, and participate in a service philosophy, anthropology, geology, and learning project in Vietnam. culinary arts courses. The allocation of resources toward Over the years, TCC has offered a variety TCC's international initiatives is deter- of foreign languages, including the tradi- mined in several ways. Each June the tional French, German, and Spanish, and International Education Committee the less-traditional Chinese, Japanese, and reviews the prior year's spending and sets Tagalog. In the 2001-02 academic year, the yearly funding priorities at its annual largest foreign language enrollments were retreat. These spending priorities fund the in Spanish, followed by French. Funds initiatives set forth in the International provided by NSEP also have enabled the col- Education Action Plan. Further, the inter- lege to offer Vietnamese, which currently national grant writer and the coordinator of has an enrollment of 25 students at TCC international programs make funding deci- and consortium partner colleges who sions based on the availability of grant receive the class through compressed funds or new grant possibilities. video technology. Faculty in a variety of disciplines teach International Dimensions of the Curriculum internationalized courses. Currently, fac- and Co-curriculum ulty determine the international scope and As a community college, TCC does not depth of course content, but this practice offer majors in area studies or exclusively is evolving. A program-by-program cur- international topics as many four-year riculum review will be necessary to deter- universities do-a significant challenge to mine how much international material international educators who search for students are being taught. Continuing ways to integrate international education efforts must be made to encourage faculty into the curriculum and overall collegiate to internationalize their courses in a experience. To do this, the college strives systematic manner to ensure that all to infuse international material into as many students are exposed to international aspects of students' educational experience perspectives whenever possible. as possible. Transfer students are encour- The international co-curriculum is aged to study a foreign language, but foreign supported by a variety of offices and by language courses through the intermediate faculty and staff who are dedicated to the level are required only of students enrolled goal of internationalizing the college. in the liberal arts and fine arts programs. The International Programs Office collabo- All graduates in the A.A. or A.S. transfer rates with Student Activities, the Visual Art programs are required to have had at least Center, the Women's Center, and the Office one course with an international emphasis. of International Student Services to present Faculty members are encouraged to infuse an assortment of international activities their courses with international material that both complement the curriculum and and submit their tactics to the International appeal to a broad range of students. The Education Committee. The committee International Programs Office has estab- reviews submissions and updates the inter- lished a Fall Film Maker Series that brings national course list accordingly. This list a nationally acclaimed director of foreign currently includes courses from a variety of films to TCC to lead student workshops, disciplines, including foreign languages and public film screenings, and lectures. In selected history, geography, humanities, recent years, Sundance Film Festival director

92PROMISING PRACTICES

91 Tony Bui (Three Seasons, Vietnam) and gration attorney gives an overview of award-winning director Jule Gilfi llan, immigration law governing F-1 students; (Restless, China) have made the Fall Film and college administrators briefly speak Maker Series a popular event. In conjunc- with students. tion with the Student Activities Office, the In conjunction with the Student Activities International Programs Office also spon- Office, the International Student Services sors the college's annual International Film Office sponsors the annual international Festival. This festival features films from dinner, arguably the college's best-attended Asia as well as other countries that comple- on-campus event. Each year, about 350 stu- ment material taught in foreign-language dents and their families attend this cultural courses. The International Programs Office event, which gives students the opportunity also supports and promotes the interna- to showcase food, fashion, music, and dance tional activities initiated by the International representative of their global origins. The Education Committee. dinner allows international students to share Another strong supporter of interna- their cultures with one another and with the tional education at the college is the larger student body. Community involvement Mother international effort in this event has increased in recent years, Women's Center, which promotes an under development is international perspective in its sponsored giving TCC an opportunity to work collabora- service learning abroad. activities. The Women's Center, with tively with established local immigrant com- offices on all four campuses, frequently munities, such as the Filipino-American A horticulture service- Youth Group that performed modern and brings international speakers to the college learning abroad program who discuss the economic impact of traditional Filipino dances at the 2002 women's work, as well as ideologies such as International Dinner. in Costa Rica was highly apartheid and machismo and how these Another international effort under successful. Plans are in affect women's lives. The speakers have development is service learning abroad. A place to conduct a major discussed the importance of educating horticulture service-learning abroad pro- women and the consequences of providing gram in Costa Rica was highly successful. service-learning abroad or denying educational experiences to Plans are in place to conduct a major service- experience in Vietnam women in other countries. Last year, in a learning abroad experience in Vietnam during summer 2002 successful series of events, the Women's during summer 2002 as part of the college's Center presented a program featuring NSEP grant. During this experience, stu- as part of the college's women in world religions. Another event dents will work with students at Hong Duc NSEP grant. brought together several TCC faculty who University, tutoring them in English. had traveled extensively in the developing A subsequent NSEP grant for students to world to discuss women in Africa, Asia, and participate in a service-learning program in Latin America. the Philippines is currently in the planning Further, the International Student stages. The International Programs Office Services Office provides support services plans to work collaboratively with the for the college's international students. college coordinator for service learning Every fall, the International Student to identify other such international Services Office, in conjunction with the opportunities. Student Activities Office and the TCC In addition, TCC currently offers one President's Office, provides a comprehen- formal study-abroad program for Spanish- sive orientation program for international language students in Costa Rica, and offers students. The college's international a formal French-language program in student advisor talks to students; an immi- France when enrollments permit. The

American Council on Education93 92 college has recently been included in a faculty have an opportunity to contribute to FIPSE-funded regional consortium initia- the college's international education efforts. tive designed to offer local higher education Outreach to other community colleges students a regional approach to study-abroad represents another highlight of TCC's programs that will emanate from specific internationalization success. Once the on-campus courses. The college's participa- college had cultivated its own program, tion in this program should multiply the well beyond what was current in most study-abroad opportunities available to community colleges, TCC took the lead in TCC students. mentoring other community colleges in international education through a FIPSE Internationalization Highlights grant. This consortium of community Although the college is proud of each facet of colleges from Colorado, North Carolina, its internationalization initiatives, specific and Virginia encouraged collaborative aspects warrant special attention. One high- partnerships between new international light is the faculty-driven nature of TCC's education programs and older, more international education initiatives and the established programs. Once the younger resulting college support for these efforts. programs established international educa- Central to the college's vision regarding tion programs of their own, they mentored internationalization is the commitment of a new tier of colleges with fledgling inter- the faculty to build, sustain, and promote national programs. From this consortium global awareness. This faculty-driven grew a smaller, focused consortium of approach has kept the college's mission a East Coast colleges in Virginia and North learning-based priority. In contrast to many Carolina that is carrying out the NSEP colleges' more centralized international Vietnam project. In November 2000, TCC, education efforts, TCC's program was con- with the support of the Stanley Foundation ceived by an enthusiastic core of faculty and the VCCS, organized the first-ever members who have succeeded in building meeting of VCCS faculty and administrators and maintaining the program despite the involved in international education. After changing administrations of four presidents determining that the group was interested and countless deans and administrators. in forming a VCCS international consor- The result of this effort is an international tium, organizers successfully lobbied for education program that is faculty-owned. Peer Group status with the system. The International Education Committee, Another highlight is TCC's involvement comprised primarily of teaching faculty, is in the local international environment as a responsible for establishing annual interna- partner in global education. The college's tional education priorities. Furthermore, international education program provides the International Education Committee co-curricular international activities that sets spending priorities for the college's reflect the international environment in international education budget. In addi- which the college is located. Hampton Roads tion to faculty who are members of the is home to NATO, a chapter of the World committee, all college faculty are encour- Affairs Council, the Norfolk International aged to develop international initiatives, Terminals, Naval Station Norfolk, and other including study-abroad opportunities for military facilities that attract thousands of students. International professional devel- international visitors each year. TCC's opment grants are available to ensure that co-curricular support for international education allows the college to infuse inter-

90PROMISING PRACTICES 93 national initiatives into the everyday lives Challenges to Internationalization of students and the community at large. The anticipated change in faculty composi- College offices such as the Women's Center, tion poses the first challenge to the Student Activities, the International Student college's international efforts. Fifteen years Services Office, and the International ago, TCC's international education initia- Programs Office collaborate on co-curricular tives were established by a core group of programs that enhance students' world view. faculty. They built a solid foundation upon Likewise, the academic departments work which TCC's faculty-driven program con- with the International Programs Office to tinues to rest today. Of that original core provide activities, such as films and lectures, group, nearly all have retired or will face that enhance instructional content. Finally, retirement in the near future. TCC's chal- student clubs, such as the International lenge is to attract and retain internationally Club, provide students with opportunities competent faculty who are willing to for cross-cultural experiences. assume leadership in this program. Recent partnerships with various groups A second challenge facing TCC is in the and institutions in the local community have effort to involve nontraditional students in A second challenge facing helped TCC diversify the international international education initiatives. A large TCC is in the effort to activities and services it provides to students. percentage of TCC's students are 30 years A partnership with the Virginia Tidewater old or older, have family responsibilities, involve nontraditional Consortium for Higher Education has and are likely to be the first among their students in international allowed TCC's international programs family to attend college. One-third of these education initiatives. A coordinator to become involved in a regional students are minorities. Furthermore, international program coordinators group, nearly all of TCC students work. Most large percentage of TCC's which meets monthly to discuss regional students are not enrolled in curricula that students are 30 years old international education issues. An out- require the study of foreign languages and or older, have family growth of this committee has been a Title did not study a language in high school. VIa grant project designed to encourage a Yearlong study-abroad programs are out of responsibilities, and are regional approach to offering study-abroad the question, and month-long programs likely to be the first among programs. A collaborative relationship with often pose insurmountable problems for their family to attend the Chrysler Museum of Art in Norfolk has students who must arrange for child care produced ESL teaching modules, which and time off, often without pay, from wage college. focus on the museum, and training materials jobs. Although the college has developed for Chrysler Museum docents to use with short-term study-abroad experiences in museum visitors whose primary language is seven countries, only limited numbers of not English. Another cooperative project students have participated. As a result, exists between the Contemporary Art the college is exploring ways to expose Center of Virginia and several local univer- greater number of students to global issues sities and results in a yearly student gallery on campus. reception designed to give local interna- A third challenge to the college's inter- tional students an opportunity to meet each national efforts is budgetary. While the col- other and learn about educational programs lege has been most generous in its financial at various local higher education institutions. commitment to international programs, moving the program to the next level will require a diversified funding base. The challenge is to identify grant-funding sources that best meet the stated goals of the college's

American Council on Education96

94 international efforts. The college needs to tion at the college and highlights opportu- identify other nongrant sources in the region nities for faculty to be involved in these that share a commitment to international efforts. Systematic review of courses education and have the funds to supplement and programs for significant international the college's efforts. elements will be undertaken. The role of Finally, the college faces the challenge international education is expected to be of finding ways to infuse international intensively examined as the college content into all programs. Last summer, embarks on a major reconsideration of its the NSEP program held a successful cur- general education program and definition riculum development seminar during of the TCC collegiate experience. which faculty attended content-specific Finally, TCC will continue to enhance workshops and then rewrote their course its internationalization for students by curricula to infuse them with Vietnam- coordinating efforts between organiza- specific content. Three previous curriculum tions on campus and off and by finding development workshops have brought strategies to provide more study-abroad focused international content about the activities for students. A more coordinated Pacific Rim, Central Europe, and Latin and intentional approach to providing America to thousands of students. The col- internationally focused student activities lege has applied for further grant funding will allow for the development of a richer to promote this model of curriculum devel- international cocurriculum. Toward this opment and to give faculty the opportunity end, the student activities offices can be to focus on further world regions, as deter- better utilized to provide activities on all mined by a survey conducted each year. four campuses. Additional study-abroad opportunities will become available almost Next Steps for Internationalization at immediately through the college's partici- Tidewater Community College pation in the FIPSE program, but TCC must In the future, TCC will continue to build on also train replacements for skilled study- its broad range of existing relationships to abroad trip leaders who will be retiring. promote international education. Foremost among these, TCC's relationship with Author Information Kapi'olani Community College, the other Jeanne Natali is the coordinator of interna- community college in the Promising tional programs at Tidewater Community Practices project, will be strengthened in College. the coming year as TCC expands its focus on the Pacific Rim, an area of the world in Barbara Johnson is the college grants which Kapi'olani has considerable experi- officer at Tidewater Community College. ence. TCC also will continue its collaboration with the Stanley Foundation and will John T. Dever is the dean of academic and continue providing leadership to the student affairs at Tidewater Community Virginia Community College System College. International Education Peer Group. The college also will take a number of Terry L. Jones is associate dean for college internal steps to promote the awareness of transfer education at Tidewater international education. The orientation Community College. assembly for new TCC faculty now includes a session on the role of international educa-

Y8 PROMISING PRACTICES Appendix Promising Practices Project Teams

Appalachian State University (www.appstate.edu) Richard Henson, Assistant Dean, College of Arts & Sciences; Professor of Biology Robert White, Assistant Director Marvin Williamsen, Associate Vice Chancellor, International Programs

Arcadia University (www.arcadia.edu) Michael L. Berger, Vice President of Academic Affairs and Dean Louis Friedler, Professor of Mathematics David C. Larsen, Vice President Norah Peters-Davis, Acting Associate Dean

Binghamton University (www.binghamton.edu) Charles Burroughs, Associate Professor of Art History; Director, Center for Medieval and Renaissance Studies; Director, Global Studies Integrated Curriculum Katharine C. Krebs, Director, International Education H. Stephen Straight, Vice Provost for Undergraduate Education Paul Steidlmeier, Professor, School of Management; Undergraduate Program Director

Dickinson College (www.dickinson.edu) Wolfgang Muller, Professor and Chair of German Neil B. Weissman, Provost; Professor of History Brian Whalen, Director of Global Education Rae Yang, Associate Professor and Chair, East Asian Studies Department

Indiana University (www.indiana.edu) Roxana Ma Newman, Assistant Dean, International Programs Patrick O'Meara, Dean of International Programs Kenneth Steuer, Assistant Director, Center for the Study of Global Change

American Council on Education97 96 Kapi'olani Community College (www.kcc.hawaii.edu) Robert Franco, Professor of Anthropology; Acting Director of Planning and Institutional Research Professor Linda Fujikawa, Professor of Language Arts Carl Hefner, Instructor of Anthropology Loretta Pang, Professor of History Leon Richards, Senior Academic Dean of Instruction and Acting Provost; Executive Director for International Education

Missouri Southern State College (www.mssc.edu) James Gray, Dean, School of Business J. Larry Martin, Vice President for Academic Affairs Karl Schmidt, Associate Professor of History Chad Stebbins, Director, Institute of International Studies

Tidewater Community College (www.tc.cc.va.us) John T. Dever, Dean of Academic and Student Affairs Judy Gray, Academic Division Chair, Chesapeake Campus Barbara Johnson, College Grants Officer Jeanne Natali, Coordinator, International Programs

9 8 PROMISING PRACTICES 97 ACE Board of Directors

Executive Committee James A. Hefner, President Augustine P. Gallego Tennessee State University San Diego Community College District Chair Janet L. Hohngren, President Mills College William E. Troutt Rhodes College Anne H. Hopkins, President Vice Chair/Chair-elect University of North Florida

Janet L. Hohngren William E. Kirwan, President Mills College The Ohio State University Immediate Past Chair Michael S. McPherson, President James A. Hefner Macalester College Tennessee State University Secretary Peggy R. Williams, President Ithaca College David G. Carter Eastern Connecticut State University Class of 2003 Scott S. Cowen Scott S. Cowen, President Tulane University Tulane University

William E. Kirwan Norman C. Francis, President The Ohio State University Xavier University

J. William Wenrich Augustine P. Gallego, Chancellor Dallas County Community College San Diego Community College District District Zelema M. Harris, President Peggy R. Williams Parkland College Ithaca College Robert E. Hemenway, Chancellor David Ward, President University of Kansas American Council on Education M. Lee Pelton, President Willamette University Class of 2002 Nancy S. Dye, President StevenB.Sample, President Oberlin College University of Southern California

Wayne E. Giles, Chancellor Marlene Springer, President Metropolitan Community College College of Staten Island District

American Council on Education99 93 Class of 2004 Council of Independent Colleges Max Castillo, President Richard A. Detweiler, President University of Houston-Downtown Hartwick College

Mary Sue Coleman, President National Association for Equal Opportunity University of Iowa in Higher Education John T. Gibson, President Judith L. Kuipers, President Alabama A&M University Fielding Graduate Institute National Association of Independent Ronald Mason, Jr., President Colleges & Universities Jackson State University Lawrence J. DeNardis, President University of New Haven Joseph J. McGowan, President Bellarmine University National Association of State Universities & Land-Grant Colleges Piedad F. Robertson, Kermit L. Hall, President President/Superintendent Utah State University Santa Monica College American Association of Colleges for William E. Troutt, President Teacher Education Rhodes College Louis A. Castenell, Jr., Dean University of Georgia, College of J.William Wenrich, Chancellor Education Dallas County Community College District League for Innovation in the Community College Mark David MRliron, President & CEO Association Representatives League for Innovation in the Community American Association of Community College Colleges Carolyn Williams, President Washington Higher Education Secretariat Bronx Community College Debra W. Stewart, President Council of Graduate Schools American Association of State Colleges & Universities David G. Carter, President ACE Center for Institutional and Eastern Connecticut State University International Initiatives Peter Eckel, Associate Director for Association of American Colleges & Institutional Initiatives and Special Universities Assistant to the Senior Vice President Thomas F. Flynn, President David Engberg, Program Associate Millildn University Madeleine F. Green, Vice President Debbie Knox, Executive Assistant Association of American Universities Francis L. Lawrence, President Barbara Mossberg, Senior Fellow Rutgers, The State University of Christa Olson, International Associate New Jersey Maura Porcelli, Program Associate Laura Siaya, Research Associate Association of Catholic Colleges & Elizabeth Siegmund, Executive Assistant Universities Barbara Thrlington, Director of Thomas Scanlan, FSC, President International Education Manhattan College

Association of Jesuit Colleges & Universities Edward Glynn, S.J., President John Carroll University

100 PROMISING PRACTICES 99

BEST CopyAVAILABELIT U.S. Department of Education Office of Educational Research and Improvement (OERI) National Library of Education (NLE) ERIC Educational Resources Information Center (ERIC) REPRODUCTION RELEASE (Specific Document) so 03 1-5-70,5" I. DOCUMENT IDENTIFICATION: Title: Promising Practices: Spotlighting Excellence in Comprehensive Internationalization

Author(s): ngberg and Madeleine Green Corporate Source: Publication Date: 2002

II. REPRODUCTION RELEASE:

In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in the monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy, and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if reproduction release is granted, one of the following notices is affixed to the document.

If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottom of the page. The sample sticker shown below will be The sample sticker shown below will be The sample sticker shown below will be affixed to all Level 1 documents affixed to all Level 2A documents affixed to all Level 2B documents PERMISSION TO REPRODUCE AND PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL IN PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS MICROFICHE, AND IN ELECTRONIC MEDIA DISSEMINATE THIS MATERIAL IN BEEN GRANTED BY FOR ERIC COLLECTION SUBSCRIBERS ONLY, MICROFICHE ONLY HAS BEEN GRANTED BY HAS BEEN GRANTED BY

Sa Sad

TO THE EDUCATIONAL RESOURCES TO THE EDUCATIONAL RESOURCES TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) INFORMATION CENTER (ERIC) INFORMATION CENTER (ERIC) 2A 1 2B

Level 1 Level 2A Level 2B

[7-

Check here for Level 1 release, pemattIng Check here for Level 2A release, permitting Check here for Level 28 release, permitting reproduction and dissemination In microfiche or other reproduction and dissemination In microfiche and In reproduction and dissemination in microfiche only ERIC archival media (e.g., electronic) and paper electronic media for ERIC archival collection coPY. subscribers only

Documents will be processed as indicated provided reproduction quality permits. If permission to reproduce Is granted, but no box is checked, doasnents will be processed at Level 1.

I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this document as indicated above. Reproduction from the ERIC microfiche or electronic media by persons other than ERIC employees and its system contractors requires permission from the copyright holder. Exception is made for non-profit reproduction by libraries and other service agencies to satisfy information needs of educators in response to discrete inquiries.

Sign Printed Name/Position/Title: here,4 11)&leleifie6-leii, Vice Oegi4,1/ please 9 -e) CautalonidGC-MI*1i E-Nlail Address: .13 6tAe-Le /V") UAL 44-0,1 SOO I C. aclaelne _cfreep .4/Ciffv00 III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):

If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, please provide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publicly available, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly more stringent for documents that cannot be made available through EDRS.)

Publisher/Distributor:

Address:

Price:

IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:

If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriatename and address:

Name:

Address:

V. WHERE TO SEND THIS FORM:

Send this form to the following ERIC Clearinghouse: ERIC/ChESS 2805 East Tenth Street, Suite 120 Bloomington, IN 47408-2698

However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, returnthis form (and the document being contributed) to:

ERIC Processing and Reference Facility 4483-A Forbes Boulevard Lanham, Maryland 20706

Telephone: 301-552-4200 Toll Free: 800-799-3742 FAX: 301-552-4700 e-mail: [email protected] WWW: http://ericfac.piccard.csc.com EFF-088 (Rev. 2/2000)