A PUBLICATION OF THE REVES CENTER FOR INTERNATIONAL STUDIES AT WILLIAM & MARY

VOL. 7, NO. 2, SPRING 2015

W&M’s International Tennis Team

ALSO: A Thousand Years of Environmental Change in Polynesia Senator Tim Kaine visits AidData A PUBLICATION OF THE REVES CENTER FOR INTERNATIONAL STUDIES AT WILLIAM & MARY

VOL. 7, NO. 2, SPRING 2015

3 5 21

AROUND THE WORLD FEATURES NEWSMAKERS 2 Alumna Profile: Millen Zerabruk 8 Cross-cultural and Cross- 17 Distinguished Visitors and ’05 Generational Connections with Milestones Japan 3 Jennifer Kahn: A Thousand Years 18 New in Print; Excerpt from The of Environmental Change 10 Senator Kaine visits AidData Cosmopolitan First Amendment by Timothy Zick 5 Studying in Singapore: A Semester 11 Virtual Conversation Partner on the Other Side of the Planet Program 19 Ellen Hazelkorn on Higher Education 7 A Swede in Williamsburg: Jimmy 14 W&M’s International Tennis Team Eriksson 20 Reves 2015 Faculty Fellows

21 2014 Study Abroad Photo Contest Winners

Editor: Kate Hoving, Public Relations Manager, Reves Center for International Studies Graphic Designer: Rachel Follis, Creative Services Contributors: Shelby Roller ’15; Akshay Deverakonda ’15; Frank Shatz; Christopher Katella, AidData; Tehmina Khwaja and Pamela Eddy, W&M School of Education

On the cover: Olivia Thaler (left) and Jeltje Loomans celebrate a point won. Photo by Jim Agnew.

WORLD MINDED FROM THE DIRECTOR

he name of our biannual In this regard, it’s hard to think of a magazine about the Reves place with greater world-mindedness TCenter for International Studies than William & Mary. Founded over pays subtle homage to the deep and three centuries ago by visionary abiding tradition of global engagement Virginians with the support of at William & Mary. But perhaps we enlightened monarchs across the have been a bit too subtle? I still often Stephen E. Hanson Atlantic Ocean, W&M is a university encounter readers who’ve never noticed Vice Provost for International Affairs with globalization encoded in its DNA. the “W” and “M” of World Minded Director, Reves Center for This issue of World Minded shows refer to “W&M.” As you can see, we’ve International Studies once again how global connections and modified our masthead in this issue to perspectives affect just about everything make the connection clearer to everyone. we do here, including supporting our outstanding international athletes, In this context, I’ve been reflecting a helping students study abroad, providing a welcoming bit about what it means to embrace “world-mindedness.” A environment for students from other countries, forging closer global mindset is often first sparked by simple intellectual ties with key shapers of U.S. foreign policy in Washington curiosity—about other lands, other cultures, and other ways D.C., and nurturing cutting-edge research on subjects ranging of understanding the world. A desire to learn more about the from the social effects of long-term environmental change in world’s diverse peoples can inspire a decision to study abroad, Polynesia to the changing impacts of the First Amendment of to learn a foreign language, to attend a talk by an international the U.S. Constitution in an increasingly global legal context. scholar, or to befriend an international student. In turn, one’s Indeed, part of what it means to be “world minded,” it seems first exposure to the thrill and challenge of confronting the to me, is to grasp just how much everything connected with essential differences—and the essential similarity—of human higher education in the 21st century truly does have a global beings around the world can be intoxicating in the best sense, dimension—as these articles amply illustrate. inspiring a lifelong desire to deepen and broaden one’s global knowledge. In the end, individuals who become truly “world Here at the Reves Center, we are proud to promote world- minded” understand the profound truth of Emery Reves’s mindedness in all its forms—in this way building on Emery observation that “nothing can distort the true picture of Reves’s intellectual legacy. As always, please don’t hesitate to conditions and events in this world more than to regard one’s contact us if you’d like to share your own global experiences own country as the center of the universe, and to view all with others in the William & Mary community. We look things solely in their relationship to this fixed point.” forward to hearing from you!

WORLD MINDED SPRING 2015 1 AROUND THE WORLD

ALUMNA PROFILE NAME: Milen Zerabruk ’05

W&M MAJOR: International Relations and African Studies

CURRENT EMPLOYMENT: Watch Officer—Security Operations Center, iJET International

HOMETOWN: Born in Addis Ababa and grew up in Northern Virginia

The William & Mary Difference After William & Mary Zerabruks’s high school sent a lot of After graduation Zerabruk didn’t know what path to take, and didn’t find students to W&M, but it was her expe- development work or academia especially compelling. rience on Admitted Students Day that It was a friend who introduced her to iJET, a provider of operational really won her over. risk management solutions, working with more than 500 multinational Zerabruk was always interested in inter- corporations and government organizations. Capitalizing on iJET’s pro- national affairs, and one of her favorite prietary technology and network of security, intelligence, and geopo- memories as an undergraduate was of litical experts, they deliver customized intelligence, preparedness, and Morton’s classrooms. “They’re small response solutions to prevent and mitigate threats and risk. iJET is based and intimate, and you’re in such close in Annapolis, and Zerabruk works out of Woodbridge, VA. She’s been contact with professors. You really can’t there almost 6 years now, and still finds it interesting, working as part of beat that.” a corporate security team on a World Bank contract. One of her goals as a student was to go “I never could find a lane for myself in International Affairs, but I really to South Africa. like this. It’s very practical and very rewarding to help.” The Reves Center made it “very easy” With the World Bank project, the work is constantly changing. “We’re to research and decide on a program. assigned wherever there’s an issue, and then we have to get cognizant of There were several to Cape Town and what’s going on and write it up very quickly.” And she’s learning about Stellenbosch—all different programs. parts of the world she’s never focused on, such as Bangladesh. “We pro- vide context and background. It’s empowering. It’s helped me grow and Zerabruk traveled to South Africa the learn a lot.” summer between her sophomore and junior years. “It was amazing! The pro- “I like the field I’m in right now. Its practicality is what I like about it. I gram was great.” learn about new things every day.” Students stayed one month in a dorm Zerabruk hasn’t lost her love of travel, though, and uses her vacation and the best part was, “We weren’t stuck breaks to explore new places—Brazil, Turkey, or South Africa. She on campus.” They were able to see what doesn’t like too much time to go by without venturing somewhere: “I get it was like in the Townships as well as itchy if I don’t get on a plane.” see the countryside.

2 WORLD MINDED A thousand years of environmental change in Polynesia by Shelby Roller ’15

nvironmental change is nothing new in Polynesia. For centuries, Ethe inhabitants of the volcanic, sea-battered islands have been employ- ing a variety of strategies to adapt to their changing landscapes. A William & Mary archaeologist has been studying 1,000 years of the island- ers’ methods of coping with life amid some rapidly changing ecosystems atop geologically unstable islands. Jennifer Kahn says Polynesians of hundreds of years ago had to deal with issues includ- ing deforestation, invasive species and loss of arable land. Kahn, an assistant professor in W&M’s Department of Anthropology, explained that some of the islanders’ challenges, such as sea level rise and fall, were be- yond their control. William & Mary undergraduates Kelsey Frenkiel and Kelly O’Toole cleaning fish for the Oceanic Archaeology Laboratory fish reference collection. “They had to adapt to isolation and hard conditions often,” she said. has funded a new portion of the M3 island, offering a greater abundance of Project through 2017. resources such as rivers and forests. Other issues were self-inflicted, brought Mo’orea is a valuable benchmark for Work on the M3 Project alternates on by a number of practices such as Kahn, who notes that older, more arid between archaeological field sessions on destructive agricultural techniques and islands such as Maupiti and Mangareva the islands and processing and inter- overharvesting of natural foods. The an- may have had a harder time bouncing preting artifacts, largely done in Kahn’s cient Polynesians’ environmental prob- back after environmental degradation. lems were remarkably similar to some lab on the third floor of Millington Hall of the effects of today’s global warming on the W&M campus. W&M students Rai’atea is a blend of dry and wet island trends. Kahn says the coping strategies are involved in both the island excava- characteristics. It is mid-aged geologi- of ancient Polynesians have implications tion and the lab work. cally, larger than Maupiti—but Rai’atea has a better reef than Mo’orea. However, in today’s warming world. Kahn notes that every hour in the field drastic landscape change can be found requires another eight hours spent in the “These islands are like the canary in the on all of the islands. coal mine for climatic change,” Kahn lab; this ratio is why student involvement said. ”These people already are having to is so important in her project. Kahn and her crew use a variety of methods to assess how the islands have deal with increased cyclones, and tsuna- The interpretation of the carefully changed after being peopled. “We know mis and their crops getting wiped out.” cleaned and catalogued artifacts will that things like taro were introduced, so allow Kahn and her team to examine Kahn is leading a group that is studying we can look for taro pollen in our coring questions such as how the environments the islands of Mo’orea, Maupiti, Rai’atea and we know that is when humans start- on each island affected the development and Mangareva. All were inhabited ed to arrive,” Kahn explained. roughly 1,000 years ago, but the islands of social systems and the communities’ vary greatly in age, geological makeup resiliency to environmental change. An- Insect species are also valuable for trac- and isolation. other aspect of the research focuses on ing the chronology of the islands’ hab- how human interaction altered the food itation. The islands are so isolated that She calls her investigation of the Poly- webs and landscapes on the islands. most species of insects could only arrive nesian ecosystems the “M3 Project.” as stowaways, often in the soil adhering The four islands presented their inhab- Kahn’s work has received substantial to the plants that were transported in itants with a range of environmental support from the National Science the canoes. Therefore, identifying and pluses and minuses. Kahn explains that Foundation, beginning in 2010. The NSF dating various insects provides the re- Mo’orea is a comparatively young, wet

WORLD MINDED SPRING 2015 3 AROUND THE WORLD

searchers another set of markers midst of these pollen cores, she to determine when Polynesians can conclude that the burning arrived. techniques were what caused the landslides to occur. Kahn collaborates with paleo-en- tomologist Nick Porch, assistant Several hundred years of sus- professor at Deakin University tained agriculture had been in Australia, on the identifica- hard on the land, and eventually tion and interpretation of insect Polynesians had to adjust their species. Another member of the methods. team is wood charcoal specialist She has found archaeological Emilie Dotte, a researcher at the evidence of the introduction of University of Western Australia, terrace gardening and arbori- who helps Kahn examine char- culture. These environmentally coal from the island middens to friendly techniques are found determine the species of the trees Excavations at MAU-1, Maupiti Island. Summer is taking notes, later in the island’s history, after from which the wood was cut. Mario and Emile are excavating, and Kelsey and Kelly are in environmental problems related the background screening dirt for artifacts and animal bone. Kahn explained that when the to slash-and-burn methods start- first settlers appeared, they ed to show up. brought a wide array of foodstuffs such use methods such as slash-and-burn ag- “Our project is showing that human as pig, dog and chicken, in addition to riculture, which caused a huge amount populations are not inherently con- breadfruit, taro and bananas. On the of change to the islands’ landscape. servationist,” Kahn said. “They have wetter islands, such as Mo’orea, taro She found large deposits of charcoal at to learn to be conservationist and it is grew very well. However, the drier, archaeological sites at the base of moun- usually during a period of real stress.” more arid climates such as Maupiti tains, shifted downhill by landslides. presented more of a challenge to the “Sometimes people have to make really Kahn and her team use radiocarbon Polynesians trying to grow taro. hard decisions,” said Kahn. “That’s what dating of pollen and charcoal to deter- allowed their community to be able to In an attempt to grow enough crops to mine the time the landslides occurred. be resilient through time.” sustain the island, Polynesians had to Since the charcoal was found in the

PROFESSOR KAHN RECEIVED FUNDING FOR THIS PROJECT AS A 2014 REVES FACULTY FELLOW. THESE ENTRIES FROM HER PROJECT REPORT EXEMPLIFY THE TIME AND ATTENTION W&M FACULTY LEADERS PUT INTO MAKING SUCH EXPERIENCES VALUABLE TO THEM, TO THEIR STUDENTS AND TO THE LOCAL POPULATION.

ff Project Goals, Project Location, and Teaching Objectives students not only to use and apply their French skills, but to have cross-cultural interactions. In addition, the students’ indi- One W&M Ph.D. student (Summer Moore) and two W&M vidual projects were carried out with the aid of local residents. undergraduate students (Kelsey Frenkiel, Kelly O’Toole) participated in my eight week archaeological project on the ff Developing skills within the local Tahitian community and islands of Maupiti and Mo‘orea (Society Islands, French Poly- giving back to that community via various outreach events nesia). These three students were trained in all aspects of field archaeology, including site survey, site description, site map- Over the course of the eight weeks, seven Tahitians participated ping, lay out transects, soil augering, excavation, screening, as part of my excavation crew. Each learned the specifics of ar- and laboratory analyses. The three students worked alongside chaeological excavation and screening. In addition, on Mo‘orea two teams of Tahitian fieldworkers. In addition, each student we held a two-day outreach event for 20 Boy Scouts and Girl worked on an independent project: Summer Moore made Scouts from Tahiti. This group visited our archaeological site a wood references collection; Kelsey Frenkiel made a fish on Mo‘orea for an onsite tour, heard a lecture and viewed the references collection; and Kelly O’Toole participated in the artifacts, and participated in excavation and screening activi- development of community outreach activities. ties. The second day involved a tour of archaeological sites in the ‘Opunohu Valley, with a discussion of what time periods ff Providing a cross-cultural international setting for the sites dated to, what they were used for, and how the plants student learning and hands-on participation and animals in the surrounding vegetation were used in ancient Tahitian society. On Maupiti we also held an open site visit for Each student worked side by side with local Tahitian workers community members; over 40 individuals attended to view during the site excavations. This afforded ample time for the open excavations and the artifacts recovered.

4 WORLD MINDED I was still unsure, but I knew a former biology teaching as- sistant of mine who had studied at NUS. When I reached out to him, he shared tales of mouthwatering cuisine, beautiful architecture, and awe-inspiring festivals. I began to consider Studying in experiencing this magic for myself. After many applications, forms, and hours packing, I grew Singapore: steadily more excited and nervous as I flew around the world to Singapore. During the final flight, as my nose was pressed A SEMESTER ON THE against the window, I gradually saw a gigantic metropolis emerge from the clouds. As we descended, I could make out OTHER SIDE OF THE tiny trains weaving between glittering skyscrapers. When I PLANET exited the airport, I was overwhelmed by the lush greenery by Akshay dripping out of buildings and decorating every street. It was Deverakonda ’15 an interesting contrast from Williamsburg’s colonial garden atmosphere, where the distinction between buildings and bushes is less blurred. The temperature was a steamy 85 de- grees Fahrenheit–in January! I soon found that Singapore, just above the equator, was like this year-round. Locals joked that there were only two seasons: sunny and rainy. NUS’s sheer size was initially hard to grasp as well. A uni- versity with 26,000+ undergraduates and countless graduate programs, it’s organized into 13 schools called “faculties,” each with its own panoply of departments. Picking just four courses was so hard! In the end, as I wanted to learn more about tropical plants and animals, taking a plant course and an animal course seemed right. My interests in organic farming wo majestic birds burst out of a thicket in the middle led me to enroll in Tropical Horticulture, and my previous of a tropical forest, alighting on a branch. They bird research in Professor Matthias Leu’s lab inspired me to T turned sideways, their sleek black plumage and enor- take Avian Biology & Evolution. I also took an advanced class mous yellow beaks in full view, and I involuntarily gasped. I in Geographic Information Systems (GIS), a type of spatial had no idea what they were, but a sense of wonder filled me. I analysis software that I use in research. truly realized that I was abroad. Finally, I decided to really step outside my comfort zone by I saw these birds (Oriental Pied Hornbills) on the island of trying out a beginning Mandarin Chinese class. I thought it Pulau Ubin, a short boat ride from the city-state of Singapore. would be useful as Singapore’s population is three-quarters I came to Pulau Ubin to explore new flora and fauna. I came ethnically Chinese, along with sizable Malay and Indian mi- to Singapore, however, to explore a new world. norities. I had always wanted to try Mandarin–and here was an immersive environment in which to do so. During my freshman year, I hadn’t even thought about study- ing abroad. In the fall semester of sophomore year, I interned I also wanted to enrich this semester even more as a science in D.C. through the William & Mary in Washington Program student. When I asked Ms. Theresa Johansson of the Reves out of a growing interest in environmental science. When I Center for advice, she encouraged me to join a research lab returned, fresh from an internship in environmental urban at NUS. Looking through NUS’s Department of Geography, I planning, the first question that people asked me was: “But found a professor who worked with mangroves. I knew noth- when will you actually go abroad?” ing about them, but his lab combined fieldwork with spatial analysis as Dr. Leu’s lab did. I could still explore conservation I had thought that my D.C. semester would be my only one biology while pushing myself by learning remote sensing, a away from campus. I didn’t think science majors like me type of geospatial data collection that I was less familiar with could go abroad–class requirements for my majors, Biology but went hand-in-hand with GIS. and Environmental Science, were seemingly inflexible, and a semester away from a research lab could potentially set any With bated breath, I sent an email to Professor Dan Friess student back. mentioning a couple publications of his I’d read and my in- terest in his work. Would he accept? He soon wrote back wel- But I perused the Reves Center’s website for information about coming me to his research team. Over the semester, I learned study abroad programs in Asia. I looked there because I had how to sort through massive amounts of satellite data to figure visited family in India, but had not been to any other Asian out the rate of mangrove deforestation in a Malaysian estuary country. The National University of Singapore (NUS) stood out since 2000. I learned not only about tropical ecosystems, but for its lack of a language requirement (English is one of the four also about the threats facing them. I remember one particular official languages of Singapore, along with Mandarin, Tamil, conversation with Dr. Friess where he matter-of-factly ac- and Malay). Additionally, their biology and environmental sci- knowledged that shrimp and oil palm farms in Southeast Asia ence curriculums dovetailed nicely with those of W&M. were beneficial economically for those who managed them

WORLD MINDED SPRING 2015 5 AROUND THE WORLD

in the short term. It was a surprisingly thought-provoking moment that led me to understand why people cleared forests when they had no other option up the socio-economic ladder. I began to empathize with them. During one lab meeting, students gave brief presentations about their research. At the end, Dr. Friess challenged us to find links between different projects, ranging from evaluating mangroves’ cultural values, to analyzing nutrient cycles in their soil, or how tides affected their seedling distribution. As we discussed how our seemingly disparate projects related to each other, I wondered for a second if I were back in Wil- liamsburg, with the type of interdisciplinary approach that I would get from W&M. My Tropical Horticulture professor also helped me connect the dots, but between economics and ecology. One of our ma- jor class projects involved groups visiting different horticul- The author (#226 in the center), Dr. Friess (fifth from left holding the flag), and the rest of the Mangrove Lab celebrating a successful completion of tural attractions and reporting on what made them work. My an NUS charity relay race. group covered Singapore’s organic farms (a growing industry, as Singapore imports 95% of its food), but our professor didn’t Singaporeans in turn listened closely, too. In the U.S., my want to hear about their environmental innovations. Rather, soft-spoken manner leads many people to mishear me or ask he pushed us to discover what made them sustainable busi- for clarification. In Singapore, for the first time, I could speak nesses. It was challenging, but while reinvestigating I realized only once and be understood–every single conversation was that our professor wanted us to figure out for ourselves how refreshing because of this change. One of my favorite experi- someone could both save the environment and save money. ences with local friends was when they took me to fly a kite, I still ask myself this question, and I want to keep asking it something I had never done before, in a park in downtown throughout my career. Singapore. Seeing the winds raise my kite in the bright sunset Through Avian Biology and Evolution, I got to see Southeast against the vista of Singapore’s famous Marina Bay Sands Asia’s overwhelming biodiversity for myself through field resort, I could feel my own heart soaring too. trips to parks and nature reserves. With our professor–an in- Another of the more touching moments of the semester was credible man who has been birding on every single continent– when a friend invited me to his home for his family’s Chinese pointing, we’d focus our binoculars and see the iridescence of New Year celebration. Giving and receiving good fortune in the Purple-Throated Sunbird, or the endangered yet graceful the form of mandarin oranges and red hongbao packets with Milky Stork. I made trips to different parts of Singapore to a family who welcomed me into their home without knowing bird-watch on my own, including to Pulau Ubin where I saw me at all meant a lot to me. Even now, this intimate feeling the stunning Oriental Pied Hornbills. stands out more than the beautiful paper lanterns and explo- But if the exotic flora and fauna helped me see that I was in sive fireworks that rang in the New Year. a new world, the people I met showed me that I had actually Experiencing this Singaporean Chinese culture was fasci- found a home in Singapore. The first couple of weeks were nating, but learning Mandarin itself was another story. I the most stressful, as I didn’t know anybody at NUS. The only struggled at first to memorize its written characters and to people who I talked to were the dining hall staff who raised an carefully pronounce each word, as their tones were para- eyebrow when I mispronounced an order. I ended up having mount to their meanings. I persisted because I wanted to meet to bring up pictures of room supplies on my phone to show in Singaporeans halfway just as they went out of their way to stores as my American English only went so far with Singa- show hospitality to me. It soon paid off. My NUS friends and porean English (“Singlish”). Each day ended with my worry- Singaporeans in the city were pleasantly surprised that I was ing about spending the semester alone. I quickly learned that using Mandarin phrases with them; I was able to connect on a most other exchange students felt similarly, and I was able to deeper level than if I had stayed with my own language. form a close group of friends from all over the world. I’m very grateful for the Reves Center for making NUS I was able to connect with the locals, too. Singaporeans them- available as a study abroad option. In retrospect, these steps selves were outgoing and were eager to show me different I took in Singapore took a unique kind of courage, one that I parts of their island. My classes emphasized group work, didn’t have before I went abroad. I still aim to keep pushing which helped me make good friends–people with whom I still myself and to live each day with such courage. I realized keep in touch. I was even able to connect with two NUS stu- that it’s the key to connecting with others around the world dents, Vera Yuen and Lee Ningyi, who themselves had studied and the key to experiencing wonder, whether it’s through abroad at W&M! Additionally, once I started listening closely, walking through a new garden, speaking a new language or I found that Singlish wasn’t too hard to understand. I even discovering a new bird. started to add a “lah” to some of my sentences and responded in the affirmative with an enthusiastic “can!”

6 WORLD MINDED A Swede in Williamsburg By Frank Shatz

immy Eriksson, a visiting Swedish high school years. I was active with attention to helping students to “think,” student at William & Mary, youth organizations at my church instead of “telling” them just what they Jassumed that skydiving for the first and gave children Karate lessons. I need to learn. When you are having a time would be his most memorable have also held down some jobs where problem here, the professors are very experience during his stay in I learned skills not always taught in helpful. For example, recently, late Williamsburg. Swedish schools.” Saturday night, I have received an email from one of my professors, responding “But the most exciting thing turned According to Len Borgstrom, the to my questions.” out to be meeting all those people Foundation’s independent selection from around the world here and have committee selects candidates for the No doubt, studying at W&M, even for lively discussions with them. Learning scholarship with good grades in math one semester, opened a window for about their culture during personal and science in combination with the Jimmy Eriksson to a wider world. “I encounters was an opportunity I will command of foreign languages. am not sure yet what I want to do,” he never forget,” Eriksson said. said. “But during my time at W&M I Jimmy has visited America before became really interested in the field of Eriksson, 19 years old, was nominated by during family visits in the Midwest. But, international relations. Maybe I will the Borgstrom Foundation for Swedish he had never set foot in the South. I pursue this path, or something else. Students to study for one semester asked him, what were his expectations? But I know I want to continue with my each year, at the College of W&M. “I tried not to have any expectations,” he Chinese studies.” All expenses paid. The foundation said. “I feared, being disappointed if I put was established 17 years ago by Len Recently, Borgstrom showed me a copy my hopes too high. I wanted to go into all Borgstrom, the former CEO of Abu- of a $100,000 check. It was sent to him this with an open and fresh mind.” Garcia, one of the world’s largest, by one of his former customers, Johnny high-quality sport fishing equipment I asked him also how he compares an Morris, founder and owner of Bass Pro manufacturers. He lives in Williamsburg, education in Sweden with one in the Shops. As Morris’ letter explained, it was and served for years as member of the United States. to support the expansion of the foreign Advisory Board of W&M’s Reves Center student visiting program at W&M. “I have no experience with studying for International Studies. in Sweden, at college/university level, Reprinted with permission from The Virginia “I have no idea why the Borgstrom yet. But my experience at W&M tells Gazette Foundation chose me for this me that students in America are more scholarship,” Jimmy said. “Probably, focused on their studies, and work very because I have been engaged in many hard to get as good grades as possible. extracurricular activities during my The professors are also paying more

WORLD MINDED SPRING 2015 7 Tree to Mountain: THE WOODBLOCK PRINTS OF TOSHI YOSHIDA

by Kate Hoving

rom October through February, the Muscarelle Museum of Art hosted an exhibition celebrating both the work of renowned Japanese printmaker L to R: Len Borgstrom, Stephen E. F Toshi Yoshida and the way the William & Mary connec- Hanson, and Jimmy Eriksson tion can span intellectual disciplines, continents and gen- erations. The exhibit was guest curated by W&M profes- sors of history and art and art history, Hiroshi Kitamura A Q&A WITH and Xin Wu, respectively, along with students enrolled in LEN BORGSTROM a woodblock exhibition curation course. How did you learn about It was the cornerstone of a series entitled ‘’Visual Cul- William & Mary and the Reves tures of East Asia,” featuring a trio of public lectures on Center? Our youngest son Henr- East Asian art, theater and cinema and a family-oriented ik graduated from W&M. I want- woodblock print workshop. ed to do something for my home town in Sweden and wanted to An Artistic Dynasty encourage youngsters to see other Toshi Yoshida (1911-1995) was born in Tokyo. His wood- TOSHI YOSHIDA parts of the world. Traveling and block prints are associated with the sosaku-hanga move- Japanese, 1911 – 1995 seeing other cultures, meeting ment in the early 20th century, which reimagined the Baobabu and Rhino, 1979 people of different religions and collaborative enterprise of printmaking by focusing on Woodblock print other ways of living makes you 29 1/2 x 24 ins. (74.7 x 60.8 cm) the artist as the sole creator versus traditional methods more tolerant and a better person. Gift of Mr. and Mrs. Herbert Libertson which compartmentalized skills into different roles, such My idea was to just set up a as draftsman, carver, printer and publisher. foundation to finance a student’s A survivor of polio with limited mobility in one of his studies outside Sweden. When legs, Yoshida was motivated to travel extensively, visiting India, China, Singapore, Thailand, I talked to our son about this Argentina, Canada, Spain, Italy, Kenya, Tanzania, and the U.S. Exhibitions of his work have been idea, he suggested that I should held worldwide, including at the Museum of Modern Art (MoMA); Museum of Fine Arts, Boston; consider W&M. The school is and the British Museum. one of the best in the world, and as I live in Williamsburg, I would The William & Mary Connection be an anchor to the student, who maybe is away from home for the The idea for the series was born when Professor Kitamura was visiting his mother in Kamakura first time. and learned from her neighbor, Takashi Yoshida (the son of Toshi and a photographer in his own right), that the Muscarelle had contacted him for the rights to exhibit one of his father’s prints. It Our first student came in 1997, I had recently been donated by Mr. and Mrs. Herbert Libertson. have sponsored a student from Sweden every year since then. Knowing that Kitamura worked at W&M, Yoshida offered to help launch an entire show featur- ing twenty-seven works of his father and grandfather, several of which had never been exhibited. Has anything about your Takashi Yoshida was present at the opening, proudly noting that the striking photograph at the experiences with the students entrance to the exhibit was one he had taken of his father. surprised you? Their enthusi- asm for W&M.

What about your donation/en- dowment gives you the most meaning or satisfaction? How all my students have come back as ambassadors for the U.S. They have also continued their studies in Sweden and have all been very successful.

Takashi Yoshida takes a photo of Japanese Studies Senior Lecturer Aiko Kitamura, History Professor Hiroshi Kitamura and the the proud team of student curators in front of the print that started it all: “Baobabu and Rhino.”

8 WORLD MINDED A Fulbright Scholarship

Impacts Two Generations by Kate Hoving

hen we speak about School of Citizenship and globalization we often speak Public Affairs. of its importance in terms W Now in his eighties, Wata- of public policy or strategy. We speak nabe has very clear and figuratively or generally of populations, fond memories of his time economies, NGOs and treaties. in Williamsburg, including But the value and transformative a newspaper article about power of international education— his class that he’s saved. locally, nationally and globally—really “During the seminar, I comes down to individual, personal came across the so-called experiences. Last fall, the Reves Center culture shock, because U.S. learned of how relationships and and Japan were entirely connections not only span borders, but different in every sense, as also generations. it was immediately after Ms. Noriko the Second World War. Watanabe, His stay in Williamsburg the Education was his first experience Counselor at the abroad, and “it seemed to Embassy of Japan me that everything was so in Washington, bright and peaceful.” D.C., paid a visit to Reves in Watanabe credits his study September to in the U.S.—just a little discuss issues more than one year—as and research one of the “most useful Noriko Watanabe involving experiences for my 50- Japanese students year business career . . . and the most studying abroad, including the Reves valuable experience in my life.” That quite Center’s exchange program with Keio distinguished “50-year business career” University, her alma mater. included being representative of the Bank of Japan, stationed in Hong Kong, and In the course of her meeting with staff, then General Manager of Mitsubishi Trust she shared that her father, Hiroshi & Banking stationed in London. Watanabe, had been an international student at William & Mary some 60 Clearly still seeking challenges, years ago and had returned to the Watanabe currently is president of campus a couple of years earlier when eREX Co., Ltd., a company involved he attended her wedding in Washington. in retail and wholesale electric power marketing that generates power by In 1955, Mr. Watanabe was 24 years renewable and biochemical energy Top: Hiroshi Watanabe saved the clipping from old and had graduated from the Law the Daily Press that appeared in August 1955 plants. “My present dream is to Department of Tokyo University. But his describing the exchange students at William & contribute to solve the energy problem Mary. He is in the front row, second from the left. ambition was to work in international in Japan by supplying clean energy.” business, so he applied for and received Bottom: Noriko Watanabe and her father at her a Fulbright Scholarship. He and more As for Ms. Watanabe, whose career wedding in Washington, DC. than 30 other Fulbright scholars from is devoted to facilitating educational 19 countries were assigned to W&M for exchanges, her father’s experience had an orientation course. He spent 40 days an impact on her, as well: “His global at W&M before continuing his graduate mind and spirit of challenge, which he studies at Syracuse University, where acquired through his studying abroad he received his M.A. from the Maxwell experience, inspire me every day.”

WORLD MINDED SPRING 2015 9 Senator Visits ITPIR

and AidData by Christopher Katella, AidData

U.S. SEN. TIM KAINE KNEW ENOUGH ABOUT THE WORK BEING DONE AT AIDDATA, THE INFLUENTIAL STUDENT-FACULTY GLOBAL RESEARCH INITIATIVE AT WILLIAM & MARY, THAT WHEN HE HAD THE CHANCE, HE JUST HAD TO SEE IT FOR HIMSELF.

hat opportunity came on Dec. proud to be part of this college commu- helps to catalyze the Ivory Tower to 5 when Kaine visited AidData, nity,” said AidData Director of Opera- have an impact on the world beyond.” housed at the Institute for the tions David Trichler. “Our students and T “AidData students have presented to Theory and Practice of International faculty on campus are truly engaged in leaders at USAID, Capitol Hill, the Relations (ITPIR), for a conversation with work that is impacting the world.” State Department, the World Bank and students, faculty and staff about research The program began with three student others,” Trichler said. “We think they initiatives. Helping to organize the visit presentations from AidData research are the best spokesmen and women for were W&M Director of Federal Relations associates, followed by individual ques- the College—they are smart, savvy and Michael Connolly and Associate Vice tion-and-answer sessions with each stu- passionate about critical issues.” President for Government Relations Fran dent. Rob Marty MPP ’16 spoke to Kaine Bradford. Other university attendees In addition to the student presenta- on how AidData’s geocoded data can be included Provost Michael Halleran, Vice tions, ITPIR Director Mike Tierney and used to examine allocation and effec- President for Strategic Initiatives Henry AidData Co-Executive Director Brad tiveness in new and innovative ways. Lu Broaddus and Vice Provost for Interna- Parks spoke to Kaine on how ITPIR Sevier ’16 discussed how thinking spa- tional Affairs and Director of the Reves and AidData help to bridge the research tially delineates the boundaries of new Center for International Studies Stephen and policy gap at W&M. The institute territories and further transparency Hanson. is comprised of five projects: reform and open government aid efforts. Justin incentives, project on international Kaine told those gathered that he became DeShazor ’15 described his experience peace and security, violent international aware of AidData’s work from Raj Shah, working on the Senate Foreign Relations political conflict and terrorism, teach- administrator of the U.S. Agency for Inter- Committee and with Transparency ing, research, and international policy national Aid (USAID), and felt compelled International in Uganda. and AidData. to visit. He was equally impressed by “Sen. Kaine talked about how poli- Hanson’s remark that W&M ranked first Following the presentations, Kaine cy-makers look to empirical evidence of among public universities in undergradu- toured the three-story building, stop- aid effectiveness to inform development ate study abroad participation. ping to meet and speak with students policy and to justify aid budgets—so and staff on each floor. While on the “The fact that the USAID Administra- this made it clear that using AidData’s third floor student workspace, Kaine tor, Raj Shah, leader of our country’s geocoded data to examine subnational took time to speak with a number of premier international development aid dynamics goes far beyond an inter- AidData research associates. agency, specifically told Sen. Kaine that esting academic question,” said Marty. he needed to visit W&M and AidData to “Talking with Sen. Kaine was refresh- see the research lab in action, makes me ing in that it showed how ITPIR really

10 WORLD MINDED Jingzhu Zhang

Hi-Tech Leads to Hi-Touch

by Kate Hoving

f one is to believe company lore, it was a combination communicative competence (ICC). Zhang surveyed incoming of necessity, creativity and substandard hiring prac- international students and domestic American students who I tices that resulted in the birth of the Berlitz method of completed the Virtual Conversation Partner Program (VCPP) language learning back in the 1870s. Because Maximilian in the summer before arriving at William & Mary (one hour Berlitz neglected to ascertain if the French teacher he’d hired per week for three months) on Skype. to teach American students could speak English (he couldn’t), Last December her work was awarded the 2014 Marjorie the students experienced total immersion, very different Peace Lenn Research Award for scholarly research by The from traditional teaching methods of the time. And so a new American International Recruitment Council (AIRC), a approach—and educational empire—was born. consortium of senior administrators at U.S. post-secondary Some 150 years later, educators continue to look for the most institutions, pathway programs, student recruitment agencies, effective way to teach languages and cultural difference. Not secondary schools, and non-U.S. educational institutions that only in business, though, but also in study abroad, a student’s work together to establish quality standards for international fluency and comfort in the language of the country in which student placement in the United States. she’s studying can be the difference between success and failure. Tools abound—whistles, bells, interactive videos—but Genesis of the Study what tools are truly effective? Zhang has considerable experience with international stu- At William & Mary some new methods are gaining traction, dents, beginning with her studies at the Language and Culture and although there’s plenty of creativity and innovation University in Beijing, which is an international campus—4,000 involved, this time the outcomes are based on solid research, some foreign students and only 2,000 Chinese students. “I good data and empathy. really appreciated those four years there with the internation- al exposure,” she recalls. She’s been in the U.S. almost a dozen Jingzhu Zhang, doctoral candidate at the College of William & years now, but she hasn’t forgotten the hurdles when coming Mary’s School of Education, is the Project Director of the Vir- to a foreign country and making your way. tual Conversation Partner Program (VCPP). A native of China and special education teacher by training, she appreciates the Zhang’s undergraduate degree is in English Literature. At challenges—both obvious and subtle—of pursuing higher ed- William & Mary she’s studied special education and worked ucation in a foreign language. Her three-year study, Effects of for several years in WJCC Schools. Based not only on data Virtual Conversations with American Students on International from the study but also on her own experiences as a student Students’ Intercultural Communicative Competence, investigat- ed the effects of virtual conversations with domestic American Above: Jingzhu Zhang is awarded the 2014 Marjorie Peace Lenn Research students on improving international students’ intercultural Award. Photo by Florian Mathias Schafer.

WORLD MINDED SPRING 2015 11 and teacher, Zhang has found that be- VCPP CONNECTION: ing physically present in the country of target language doesn’t automatically APRIL ZHENG guarantee authentic interactions with native speakers. Interactive opportu- nities need to be created to bring both Where are you from? I am from international and domestic students Fuzhou, a mid-sized coastal city in the together in an informal, social and southeast part of China. non-threatening environment where international students can feel equal, What prompted you to participate valued, and needed. in VCPP? I had never been to the U.S. before when I found out that I In approaching her project, Zhang was admitted into William & Mary talked with students and realized that through the early decision program. students who struggled with spoken I was both excited and nervous. I English felt isolated and had less suc- April Zheng and Conor O’Donnell wished I could have someone to talk to cess with jobs and social life. She was before I arrived, so I would feel more troubled: “What can I do? I wanted to oriented. When I got the information told me was probably to buy a pair of rain find a solution—not just for a superficial about VCPP from the Reves Center, I boots the first day I arrive. connection, but for something deeper.” was excited for what it could offer so Did you find it helpful? How? It I signed up for it immediately. And my She initially thought about requiring a was and it was even beyond that. I got experience actually turned out better blog as preparation for arrival on cam- to practice my English naturally and than I would ever expected. pus, but students were often already already knew a lot about what to expect more comfortable with writing and Who was your partner? I was at W&M way earlier before I arrived. I self-reported higher speaking ability partnered with Conor O’Donnell definitely felt more confident with the than they really had. ’15, an International Relations and extra knowledge Conor told me about And that’s when Zhang realized what Environmental Policy double major. and I still ask for his help or suggestion they needed was face-to-face connec- He is from Richmond, VA and was when I encounter something difficult at tion. Skype offered a widely accessible a rising sophomore when we first W&M. It was just enjoyable to chat with and affordable means. She also realized connected with each other. someone humorous like Conor. I have they needed to start earlier than when had a lot of fun. What kinds of interaction/ they arrived on campus to begin stud- conversations did you have? We Did you continue your friendship ies. The virtual conversations began started to Skype right away when with your partner after you arrived three months before a student’s arrival we were paired up and the virtual at W&M? Yes, we have become really on campus. conversation continued regularly good friends for almost three years now. until the week before I departed for Conor picked me up at the Richmond Structure of the Study the U.S. I remembered that was the Airport when I first arrived and drove Three questions guided Zhang’s study: summer when Conor just finished me to school. He helped me move in (1) To what extent and in what manner, taking a 100-level Chinese class, so he and even took me for grocery shopping. if at all, did video-based, real-time was showing me all the phrases and And he still jokes about how I looked virtual interaction with American characters he learned from his Chinese exhausted and was often zoned-out on students affect incoming international class. I told him how I learned English that day because of the jet leg. Conor students’ ICC development? (2) What and why I decided to study in the U.S. continued to help me after I arrived at factors predicted international stu- We also talked about the places we W&M. He gave me ideas on where to dents’ perceived ICC, if any? (3) Which have traveled and the places we wanted go for breaks. He introduced me to one factors were perceived by participants to go the most. Those conversations of his professors who was looking for to contribute to meaningful virtual about cultures and languages were Chinese speakers and it became my first intercultural communication between most fun and memorable. research job at W&M. I guess we are still good friends three years after the incoming international students and He also told me about life at W&M, program because both of us reach out American domestic students? which was most helpful to me as an to one another when we feel we haven’t incoming freshman. He taught me how Zhang’s research found that for in- caught up for a while. ternational participants four factors to look up for classes, how to quickly contributed most to meaningful register for them (it did help a lot!) Conor is the nicest and most helpful intercultural discussions with Amer- and where to buy cheap textbooks, etc. person I met at William & Mary and I ican students: motivation to improve; He told me about all the fun things at feel so lucky to know him through VCPP! having had previous intercultural W&M and Williamsburg. He really got I’d recommend every new international experiences; a feeling of being on me excited and ready for a totally new student to participate in VCPP because it equal footing despite inadequacies in experience. The most useful thing he is really worth it and fun! language skill, because the Americans

12 WORLD MINDED “I WANTED TO FIND A SOLUTION—NOT JUST FOR A SUPERFICIAL CONNECTION, BUT FOR SOMETHING DEEPER.”

showed genuine interest; and the ability cultures—in a non-graded, one-on-one, Although Zhang refers to this study as to see body language and facial expres- informal setting. The VCPP places the “my baby,” she approaches the results sions through video-conferencing. focus on human interaction and moves as an impartial, seasoned researcher. beyond opinions shaped by what’s on She says she’s especially appreciated For those students who didn’t have CNN and Youtube. the feedback. “They write paragraphs, much interaction with native speakers not just words. They want to tell a story or American culture, they reported being “This is exactly why intercultural pro- about what they’ve learned, and each nervous and unsure about themselves grams like the VCPP are critical,” notes story is different.” at the beginning of the virtual sessions. Zhang, “because international students Some students would prepare a Pow- can experience what it is like talking Programs such as the VCPP have the erpoint or be very structured ahead of to an American peer in a relatively potential to enhance the higher educa- time. Others were more open to letting less-overwhelming environment. As tion campus internationalization efforts the conversation progress naturally. demonstrated by the interview findings, as a cost-effective solution. After just a Either way, students were learning to this kind of one-on-one pre-arrival few hours of conversations over three strategize how to communicate. interaction leads to confidence and posi- months, international participants ex- tive attitudes toward campus life.” pressed that they became more involved “The point was that they can learn how in campus life after arrival than they to initiate small talk, read facial expres- As one participant put it, “The best imagined that they would have been had sions and use gestures,” Zhang notes. thing is to give yourself just a little bit of they not participated in the program. “And these are the kinds of things that security, at least get to know one person, They were more familiar with campus can’t be taught in rote memorization or and start from there . . . this one person life and therefore more comfortable in repeating phrases.” you have built a relationship with, you taking initiative. know, and move forward, to get to know Gradually, students felt more able to more people. That was a good start.” Finally, Zhang shared that she’s seen the describe and explain their home culture, international students being exposed to having learned more about American Zhang loved the students and working an aspect of American culture that had culture, too, and were thus in a better po- with their parents. And her background been unfamiliar to her, too, when she sition to draw meaningful comparisons. in special education taught her “to indi- first came to the U.S. “There’s a tradition vidualize—because everyone is different. Initially Zhang had more international of volunteerism and community service And that approach really helped with students than Americans, but as word here that is not as much a part of other this project.” spread about the program, more and cultures.” She’s pleased to see students more American students wanted to It’s that attention to the individual that participating in service projects with volunteer. Zhang didn’t expect the enhanced the project. Zhang spent a lot their fellow students while at William overwhelming interest from domestic of time pairing up students. “I looked & Mary. And that, in some ways, is an American students initially, but after closely at their essays and applications, outcome that pleases her most of all. reading their applications that were asking what are their majors? Their As she recognizes, most international filled with such passion for the project, motivations?” As she saw it, this should students won’t be staying in the U.S. she realized that the thirst for inter- be an opportunity for both partners to after their studies. “The majority are cultural interaction from American learn. “I wanted to benefit both sides.” going back to their home country, and I students was as strong as that from One of Zhang’s favorite aspects of teach- want to help them go back to contribute, international students. ing is getting to know the students and to change their countries for the better. With an increasing emphasis on inter- following their progress: “As a teacher These hands-on experiences here will nationalization of American college I followed the group from elementary change their views. This younger gen- campuses, Zhang feels that programs school through graduation from high eration is a change agent, and the world like the VCPP may be just one of many school. It was similar with the VCPP will benefit from that.” ways to provide opportunities for all program. I’ve watched them in some students to develop greater self-aware- cases since they were freshmen, and ness and an understanding of other now they’re graduating this year.”

WORLD MINDED SPRING 2015 13 Game… Set … Well-Matched

by Kate Hoving

f sports are a microcosm of life, then an argument just The team boasts its best record in years, with no sign of might be made that tennis today is a microcosm of slowing down. Remarkable not only for its top-notch play I globalization in the modern world. is that of the eight players on the team, all but two are international students. Julia Casselbury ’16 hails from Lititz, The International Lawn Tennis Federation (ILTF) was founded Pennsylvania, and Olivia Thaler ’18, from Miami, Florida, but in Paris in March 1913, with 15 inaugural members—Australasia their teammates come from across the globe: Maria Groener (Australia and New Zealand), Austria, Belgium, Denmark, ’18, Oslo, Norway ; Jackie Lee ’16, Brisbane, Australia; Jeltje France, Germany, Great Britain, Hungary, Italy, Netherlands, Loomans ’15, Houten, The Netherlands; Leeza Nemchinov Russia, South Africa, Spain, Sweden and Switzerland. French ’16, Moscow, Russia; Mélanie Roy ’17, Villers Marmery, (with English translation) was the official language. France; and Cecily Wuenscher ’18, London, England. In 2013, the ITF (“lawn” was, alas, dropped in 1977) celebrated Andre Agassi described tennis as the loneliest sport: “In its centennial with 210 member nations—from Afghanistan to tennis you’re on an island. Of all the games men and women Zimbabwe—and its 2014 and 2015 general meetings scheduled play, tennis is the closest to solitary confinement . . . ” That in Dubai and Santiago, Chile, respectively. was no doubt true for him, but William & Mary’s Women’s If you want some local proof of the international nature Tennis Team is, if not the exception to that rule, a shining of tennis, you needn’t look much further than the 2014-15 example of teamwork and cooperation—both in spite of and Women’s Tennis Team. because of its diversity.

14 WORLD MINDED Previous Page: The 2014-15 Women’s Tennis Team at William & Mary. L-R: Loomans, Nemchinov, Thaler, Roy, Wuenscher, Casselbury, Lee and Groener.

Even watching a recent practice at the the competition is fierce. Between among the very best in their countries McCormack-Nagelsen Tennis Center, Thomson’s reputation for success and and are here on full scholarships.” it’s clear these are young woman who the college’s reputation for excellence, By reaching beyond U.S. borders, are hardworking and serious, yes, but he gets “at least 20 emails a day” Thomson builds the strongest team who enjoy their teammates and see from abroad trying to interest him in possible, and both U.S. and international their individual performance as part of a recruiting a player. “Many of these young students reap the benefits. greater whole. players have agents promoting them.” For Maria Groener, the appeal for her Cecily Wuenscher doesn’t mince words: But that doesn’t seem to faze Coach was that the pool of opponents for her “There’s just a good vibe here. You have Thomson, who in his calm, measured at home was so small. “Our team in 100 percent confidence that we’re all way, simply states: “My goal in recruit- Norway would play a Swedish Club and going to fight ‘til the end. We don’t all ment is to find the best players that fit the ITF in Europe, but especially when need to win, but we will all do as well as the W&M profile.” you’re top ranked, you’re playing against we can.” For him, that means, “strongly the same people again and again.” Senior Jeltje Loomans is quick to credit competitive, intellectual, and most While American players can find more everyone on the team, especially the important—they must be eager to than enough competition from other freshmen. “They bring a lot of hard explore their potential. And of course, Americans across the country, if you’re a work to the team.” in the case of international students, top-notch European player, by the time they must have high-level English Head Coach Tyler Thomson and you’ve reached the equivalent of college conversational skills.” Associate Head Coach Jesse Medvene- level, you’ll have had by necessity Collins also can take some credit for the Thomson uses the recruitment process to considerable experience playing against team’s success as well as its diversity. learn as much as he can about the players, opponents from other countries. traveling abroad if necessary to meet the That’s probably the reason the idea of So how did the team end up being so young women and their families. multicultural team doesn’t seem at all international in character? exceptional. If you have any doubts he’s putting It turns out, there’s no shortage of sentiment and personality above talent, Another reason international students interest in coming to W&M, and he’s quick to add: “These players are come to the U.S. is that in some

Counter-clockwise from top left: Coach Thomson; Wuenscher; Groener and Thaler get counsel from Coach Thomson.

WORLD MINDED SPRING 2015 15 countries, it’s not always possible to combine a focus on serious athletics with going to college. The concept of scholar-athlete at schools such as W&M is not an option. As Cecily points out, “You have to decide which direction you want to take.” Loomans acknowledges that there are different names and definitions for things in the U.S. In Europe the teams are managed by trainers, whereas in the U.S. they’re called coaches. The distinction is more than one of word choice, and the young women show their enthusiasm not only for the expertise they gain from Thomson and Medvene-Collins, but also for the mentoring and support that is part of the coaching process. In their conversation as in their playing, these young women are focused, intelligent, and yet quick to share the floor and hear what others have to say. There’s a lot of laughter and good-natured teasing. But perhaps not surprising, it’s Coach Thomson who quietly interjects that it would be more interesting to ask Olivia Thaler, one of the two American players, what it’s like to play on such a cosmopolitan team. The freshman from Miami admits that she’d not only never been abroad, but she’d never left Florida before coming to W&M. For her, it’s a great opportunity above and beyond the tennis playing. “I have lots of new friends in wonderful places I can visit.” For this native of sunny Florida, her biggest challenge on the team hasn’t had to do with language or culture, but climate; “Before W&M, I’d never played indoors . . . or without my hat.”

Top: Together as a team

Bottom: Associate Head Coach Jesse Medvene-Collins

Photos courtesy Jim Agnew

16 WORLD MINDED News Makers

SOME DISTINGUISHED VISITORS TO CAMPUS MILESTONES

Gregory Tepper Lecture Series Open Doors

Professor Alexander Motyl of Rutgers For the second year in a row, W&M has University came to the William & Mary the highest percentage of undergraduates campus in February to deliver the first participating in study abroad programs of lecture in the series Ukraine & Russia: any public university in the United States, Past, Present & Future of the Region, according to a report released by the presented by the Russian and Post-So- Institute of International Education (IIE). viet Studies Program and sponsored W&M had 45.8 percent of students study by the Gregory Tepper Lecture Fund. abroad in the 2012-2013 academic year. His topic was “After Imperial Collapse: The university is a leader among global Regime Change, Rebellion, and War education even when compared with in Russia and Ukraine.” The timely Motyl addresses a standing-room only crowd in private universities, ranking 20th in the lectures brought several distinguished Tucker Hall. report’s list of top 40 doctorate-granting scholars to W&M for the series: institutions, both public and private. • “Putin’s Game in Ukraine,” Professor Valerie Bunce (Cornell University) Peace Corps • “The Origins of the War in Ukraine” Professor Lucan Way (University of Toronto) W&M is one of the top producers of Peace Corps volunteers in the coun- Professor Nancy Condee (University of Pittsburgh) will round out the series next try for 2015. With 21 alumni currently fall with her lecture: “Balaclavas & Incense: On Russian Spectacle, the Oscar, and volunteering in countries across the Yalta-Film.” globe, W&M is ranked 12th among medi- um-size colleges and universities, which EU Ambassador includes schools with 5,000 to 15,000 undergraduates. Last year, the universi- In early February, , appointed European Union Ambassador to the David O’Sullivan ty was ranked 22nd. United States in November 2014, visited W&M to meet informally with President Taylor Reveley and deliver a lecture on “Expanding the E.U.-U.S. Relationship to Alumni from more than 3,000 colleges Face Common Challenges.” He held an and universities nationwide have served overflow audience of students, faculty, in the Peace Corps since the agency’s media and local residents in rapt atten- founding in 1961, including 608 W&M tion as he touched on a wide range of alumni. The university is the fifth-high- issues from economics and technology est producer of Peace Corps volunteers to foreign policy and trade. in Virginia this year and ranks third on the all-time list of top volunteer-produc- Admitting with a good-natured sigh ing institutions in the Commonwealth. that he spends most of his time ex- plaining just what the EU is, O’Sullivan Foreign Policy Ivory Tower Index began by pointing out that the Euro- pean Union as a whole – and not the For the first time since 2006 when U.S. or China – is the world’s largest Foreign Policy magazine began ranking economy. He went on to correct some the top international relations schools of the misperceptions many people, for undergraduates, master’s degrees David O’Sullivan with President Reveley including members of the EU have, and Ph.D. programs, W&M has made noting that, “The EU is neither a United States of Europe nor a United Nations, but the list of Top 25 U.S. Undergraduate a truly supranational body.” As a result, “Like the U.S., which was built by different Institutions to Study International states bending together, the EU’s goal is not to build a single European culture or Relations, coming in at 18th. language. But its members are fundamentally linked by common values and a com- This ranking makes W&M the top mon sense of destiny—a voluntary pooling of sovereignty.” choice in Virginia for the study of O’Sullivan ended his remarks optimistically. “The European Union has weathered international relations and the number multiple crises and yet has emerged stronger and more united.” two institution without an internation- al relations Ph.D. program.

WORLD MINDED SPRING 2015 17 Zick Explores Protecting First Amendment Liberties At and Beyond Our Borders

In his latest book, The Cosmopolitan First Amendment: Protecting Transborder Expres- sive and Religious Liberties, Godwin Professor of Law Timothy Zick invites readers to examine the First Amendment not in domestic places like public parks and streets, but at and beyond America’s territorial borders. The book begins with a discussion of transborder First Amendment concerns and concepts, examines several examples of “conversation and commingling” that take place across and beyond U.S. borders, and concludes with a discussion of the First Amendment as it relates to the community of nations. Zick observes that most First Amendment scholars focus exclusively on the intra-territorial or domestic exercise of expressive and religious liberties. “I think that people generally think about the First Amendment in terms of ‘here’ versus ‘there’ and ‘us’ versus ‘them,’” [referring to citizens and aliens] he says. “A core part of my argument in this book--the ‘cosmopolitan’ part of the argument--is that it is no longer appropriate, if it ever was, to think of freedom of expression and freedom of religion as confined by territory.” He notes that globalization, digitization, and other phenomena have fundamentally altered the manner in which people exercise, and government regulates, First Amendment rights. Zick also observes that most Americans would be surprised to learn that the rights to speak, associate, travel, and exercise religion across international borders are not clearly established under the First Amendment.

he American First Amendment remains a beacon of preservation of First Amendment liberties in their most for- freedom around the world. As President Franklin mal sense. The First Amendment is not going to be repealed. T Roosevelt, participants in the U.S. press-government Nor is it likely to be interpreted by courts and elected officials crusade, and countless others since have argued, its principles as coextensive with international human rights laws or trans- offer the best hope for world peace and the spread of democ- national instruments. Rather, the real battle in the twenty-first racy. However, the First Amendment’s substantive standards century will be between democratic regimes, in which there and doctrines are increasingly out of step with the liberty is now broad convergence on principles such as access to models adopted across the community of nations. This poses information, freedom of press, and freedom of belief, and a rather serious question regarding the extent to which the authoritarian regimes in which these principles are rejected First Amendment can continue to support and influence the and violated. causes of global expressive and religious freedom in the twen- What the people of the world will need—indeed, what they ty-first century and beyond. have always needed—in order to prevail in that battle is a To a large degree, the answer depends on the actions of Ameri- repository of wisdom and experience that demonstrates these can officials and the American people. Will we be able to defend things: Why freedom must prevail over repression; why access First Amendment exceptionalism to foreign audiences who are to information is a universal good; why respect for expressive increasingly skeptical of its benefits? Will we refuse to engage and religious pluralism is critical to global peace; and why with transnational approaches, even if only to confirm our com- self-governance and self-determination are the destiny of all mitment to First Amendment standards and doctrines? Will we mankind. These are the familiar lessons of the First Amend- exhibit a commitment to those standards and doctrines with re- ment. We ought to continue to share them with the world spect to Americans and aliens who engage in cross-border and community—not in the hope that they will adopt American beyond-border conversations and collaborations? Will Amer- standards, but to the end that they might be inspired by the icans insist that executive surveillance programs that sweep First Amendment’s exceptional principles. in masses of data relating to transnational conversations be limited or discontinued? These questions will have significant bearing on the relevance and influence of the First Amendment in the world community. pp. 373-374 from The Cosmopolitan First Amendment: Protecting For a mature, but still evolving, First Amendment, these are Transborder Expressive and Religious Liberties by Timothy Zick. critical questions. But we ought not to focus too narrowly on Cambridge University Press. 2014. Reprinted with permission.

18 WORLD MINDED news makers RECENTLY PUBLISHED

Border Politics: Social Opportunities & Challenges at Movements, Collective Identities, Historically Black Colleges and and Globalization Universities

NYU Press Palgrave MacMillan Publishers Border Politics offers a lens through Opportunities and Challenges at which to understand borders as sites Historically Black Colleges and Uni- of diverse struggles, as well as the versities grapples with the strengths strategies and practices used by diverse and challenges that historically black social movements in today’s globally interconnected world. colleges and universities (HBCUs) face as the nation’s demographics change. EDITED BY: Jennifer Bickham Mendez, Professor of So- ciology at W&M; and Nancy A. Naples, Board of Trustees EDITED BY: Marybeth Gasman and Felecia Commodore. Distinguished Professor of Women’s, Gender, and Sexuality Sarah Mullen, Global Education Short-Term Programs Studies and Sociology at the University of Connecticut. Coordinator at the Reves Center, is the author of one of the chapters, “Study Abroad at HBCUs: Challenges, Trends, and Best Practices.”

Pursuing Quality in

by Tehmina Khwaja and Higher Education Pamela Eddy

The William & Mary School of Education’s higher education the job), institutions of higher program hosted visiting scholar Professor Ellen Hazelkorn education must adjust programs for a week in November 2014. She presented a teaching and to include more student experi- Professor Ellen Hazelkorn higher education salon. She also attended the W&M Women’s ence with practical knowledge Network Forum, and joined the higher education faculty and and authentic learning opportunities, such as group assign- students at the annual Association for the Study of Higher Edu- ments, participation in research projects, internships, work cation (ASHE) conference in Washington, D.C. placements, problem-based learning, and oral presentation. Institutions must develop and implement a strategy for support Dr. Hazelkorn holds a joint appointment as Director, Higher and on-going improvement of quality in teaching and learning, Education Policy Research Unit (HEPRU), DIT (Ireland), in such a way that it is on parity with research. and Policy Advisor to the Higher Education Authority (HEA). She is also President of EAIR (European Higher Education Professor Hazelkorn’s higher education salon explored “The Society) and Chairperson of the EU Expert Group on Science Role of Policy” in Internationalization. She examined the Education (2014). She has over 20 years of senior experience underlying policy assumptions regarding processes of interna- in higher education. tionalization, higher education reform, and institutional mis- sion diversity; the implementation effects of policy on teaching Professor Hazelkorn conducted a teaching workshop during and learning—lessons from Bologna; and, the evaluation of her visit entitled “Pursuing Quality in Higher Education” and reform. She enumerated and described several drivers behind reviewed the influence of globalization of knowledge on the European policy on higher education including harmonization notion of quality, as stakeholders want to be assured they are vs. homogenization, globalization, competitiveness, and quali- receiving value, and societies want learners to be prepared for ty and excellence. the world of work. Yet, there is no agreement on the definition of quality in higher education, as context dictates priorities Professor Hazelkorn’s visit was co-sponsored by the School of and definitions. Education Office of the Dean, the Higher Education Program in the department of Educational Policy, Planning and Leadership, She emphasized the role of the “total” student experience, the Charles Center, the Reves Center for International Studies which occurs both inside and outside the classroom as stu- and the Thomas Jefferson Program in Public Policy. dent engagement aligns with educational practices. Because employers now require more of their new hires than in the past (because of more complex work situations, higher levels of learning and knowledge and broader skill sets are required on

WORLD MINDED SPRING 2015 19 2015 Faculty Fellows

THE REVES CENTER FOR INTERNATIONAL STUDIES’ FACULTY FELLOWS PROGRAM PHILIP ROESSLER FUNDS A NUMBER OF FACULTY PROPOSALS GOVERNMENT EACH YEAR THAT INVOLVE STUDENTS “Mobile Phone Ownership and Women’s EITHER THROUGH STUDENT-FACULTY Empowerment: A Field Experiment in COLLABORATIONS ON INTERNATIONAL Tanzania.” RESEARCH, OR INVOLVE RESEARCH, Few randomized control trials have tested the impact TEACHING, AND LEARNING THROUGH of mobile phone ownership on an individual’s life and livelihood. This study has the potential to advance our COMMUNITY ENGAGEMENT. THE REVES understanding of the impact of the mobile phone tech- CENTER HAS SELECTED THE 2015 REVES nology on women’s empowerment and our understand- ing of the behavioral effects of mobile phone ownership. FACULTY FELLOWS:

JENNIFER KAHN M. ANN SHILLINGFORD-BUTLER ANTHROPOLOGY SCHOOL OF EDUCATION—COUNSELOR

“Investigating Human-Environment Interactions “Enhancing Multicultural Competencies for and Food Webs in French Polynesia.” Today’s Diverse Educational System.” Kahn will continue an international research project Cross-cultural research between William & Mary and focused on a comparative approach to investigate the University of the West Indies: Cavehill, Barbados different cultural responses to ecosystem changes within (UWI), to expose students to the challenges and two Polynesian societies. Her project will involve natural successes of counseling and teaching a diverse group science and archaeological field work with William & of K-12 students. They will engage with students from Mary students in French Polynesia. minority populations, their families and counselors, some of whom may be multilingual.

FOR MORE INFORMATION AND CHRISTOPHER HEIN A LIST OF PREVIOUS RECIPIENTS, VIMS-PHYSICAL SCIENCES VISIT WWW.WM.EDU/OFFICES/ REVESCENTER/GLOBALENGAGEMENT/ “Brazilian Beach Ridges as Recorders of Coastal Response to Holocene Climate Change.” REVESFACULTYFELLOWS. This study will investigate the nature and rates of land- scape response to short-term (millennial or shorter) climate change, and the imprints of these responses on the coastal environment through study of the Tijucas Strand- plain in southern Brazil. It will support the travel of Chris Hein and Claudia Shuman to southern Brazil to collect field data and run a multi-day lab and field course of coast- al geology, in partnership with local collaborators.

20 WORLD MINDED 2014 STUDY ABROAD PHOTO CONTEST WINNERS

MORE THAN 70 STUDENTS SUBMITTED 180 PHOTOS OF THEIR EXPERIENCES ABROAD FOR CONSIDERATION IN THIS YEAR’S CONTEST. STUDENTS WERE INVITED TO SUBMIT PHOTOS OF ONE IN FOUR CATEGORIES.

1 2

3 4

1. Location, Location, 2. Celebration Of Culture: 3. Tribe In Action: W&M 4. Kitchen Sink: Random but Location: Photos of cityscapes, Photos that capture the spirit of the student(s) out and about in the interesting shots. shops, landscape, nature, host country. world. Laura Penalver ’16 architecture or anything that gives a Ub Qiu ’16 Elizabeth Dabbs ’15 “sense of place.” “The Great Escape” “Yarn Dyeing” “Kallimarmaro Olympians” Aaron Buncher ’15 One lone snail heads for Icelanders dye their own wool yarn Lucy Sotelo ’16, Tyler Reid ’15, freedom in the local market in “Schism” with homemade dyes from the and Caroline Lower ’14 pose in Cádiz, Spain. A bridge over rolling turf in rural sheep they raise. the Panathenaic Stadium in Athens Western Iceland. Greece. [STUDENT FAVORITE]

The Global Education Office staff selected the four finalists, and students at the Study Abroad Fair in November voted on their overall favorite, which was Ub Qiu’s photo of yarn dyeing.

WORLD MINDED FACEBOOK.COM/INTERNATIONALWM

@INTERNATIONALWM

200 South Boundary Street REVES CENTER FOR INTERNATIONAL STUDIES Williamsburg, VA, 23187 Telephone: 757-221-3590 @INTERNATIONALWM Fax: 757-221-3597

THE GLOBAL EDUCATION OFFICE (GEO) STUDY ABROAD PROGRAMS

Summer Faculty-Led Programs: Undergraduate Exchange Programs:

Adelaide, Australia Australia: University of Adelaide Saint John, Antigua Austria: Vienna University of Economics & Business Holetown, Barbados Canada: McGill University Beijing, China China: Tsinghua University Prague, Czech Republic England: University of Exeter Cambridge, England England: Manchester Business School Montpellier, France England: University of Nottingham Potsdam, Germany France: L’institut d’Études Politiques de Lille Athens/Nafplio, Greece France: Université Paul-Valéry Montpellier III Goa, India Japan: Akita International University Galway, Ireland Japan: Kanazawa University Florence, Italy Japan: Keio University Rome/Pompeii, Italy Netherlands: Leiden University St. Petersburg, Russia Scotland: University of St Andrews Cape Town, South Africa Singapore: National University of Singapore Cádiz, Spain South Korea: Yonsei University Santiago de Compostela, Spain Wales: Cardiff University

W&M-Sponsored Semester Programs:

La Plata, Argentina Oxford, England Montpellier, France Seville, Spain

www.wm.edu/studyabroad

www.wm.edu/revescenter