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Engberg, David, Ed.; Green, Madeleine F., Ed.

Promising Practices: Spotlighting Excellence in ComprehensiveInternationalization.

American Council on Education, Washington, DC.Carnegie Corp. of New York, NY.2002-00-0099p.

ACE Fulfillment Service, Department 191, Washington, DC20055-0191 (Item no. 309470, $20). Tel: 202-939-9300. Forfull text: http://www.acenet.edu/ bookstore/.

Reports Evaluative (142)EDRS Price MF01/PC04 Plus Postage.Case Studies; *Educational Practices; Educational Research;*Higher Education; *International EducationAmerican Council on Education; Global Issues

The future of the United States hinges on its ability toeducate a globally competent citizenry. This report showcasesinternationalization at eight colleges and universities selected toparticipate in "Promising Practices," a project organized and administered bythe American Council on Education (Washington, DC), with funding from theCarnegie Corporation of New York. The Promising Practices project was createdto contribute to and advance the national dialogue on internationalization onU.S. campuses, specifically as it relates to undergraduate learning.Ultimately, 57 institutions submitted applications for the project (16research institutions, 15 comprehensive institutions, 18 liberal artsinstitutions, and 8 community colleges). Eight colleges and universities wereselected 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 SouthernState College (Joplin, Missouri), and Tidewater Community College (Virginia).Project work began immediately following the selection and continued for thenext 18 months. Activity highlights included: inaugural, mid-project, andwrap-up workshops; campus visits; and international self-assessment sitevisits. Viewed together, the case studies represent a composite ofinternationalization writ large. These institutions are at the forefront ofthe international education movement. Each has made internationalization acenterpiece of its educational mission and committed significant time,energy, and resources to its advancement. An appendix lists the PromisingPractices Project teams. (BT)

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PromismgPractices:

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Edited by David Engberg and Madeleine F Green

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American Council on EducationCenter for Institutional and International Initiatives

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The American Council on Education (ACE) extends special thanks to the Carnegie Corporation ofNew York for funding the Promising Practices project.

ACE also thanks the Promising Practices teams at each participating institution, as well as theable 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 ofACE'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.

Copyright CO 2002

American Council on EducationOne Dupont Circle NWWashington, DC 20036

All rights reserved. No part of this book may be reproduced or transmitted in any form or by anymeans electronic or mechanical, including photocopying, recording, or by any information storageand 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 percopy, plus $6.95 shipping and handling (for orders of more than one copy, call the number below),

to the following address:

ACE Fulfillment ServiceDepartment 191Washington, DC 20055-0191Phone: (301) 632-6757Fax: (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 41H 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 79Chad Stebbins and J. Larry Martin

Tidewater Community College 85Jeanne 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 universitiesprepare graduates who are proficient in foreign languages, aware of differ-ent 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 nationalsecurity concern following World War II. The federal government responded with fundingthat created a series of area studies centers and subsidized scholarly exchange, Title VI ofthe National Defense Education Act and Fulbright-Hays, respectively. Later, in the 1960sand '70s, exchange opportunities organized and operated on campuses expanded, as didconversations about equity and power. Since the 1990s, exchange opportunities haveincreased further still, with U.S. students traveling abroad in ever greater numbers andsimilar growth occurring in the number of international students arriving on U.S. campusesfor graduate and undergraduate training. At the same time, a small but growing number ofinstitutions began to value international learning as a central feature of their educationalresponsibilities, incorporating it into their mission statements, dedicating resources, andreconfiguring their curricula to make it available to all students. These institutions aretomorrow'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 producewell-informed and thoughtful citizens has creatively merged with contemporary realities.

The American Council on Education, with support from the Carnegie Corporation ofNew York, is pleased to present this report detailing the experiences of eight colleges anduniversities that are leading the internationalization movement. Their internationalizationexperience and challenges foreshadow the important changes underway or planned at higher

education institutions elsewhere.

David WardPresident, American Council on EducationJuly 2002

American Council on Education 1

IntroductionDavid Engberg

T his report showcases interna-tionalization at the eight U.S.colleges and universitiesselected to participate in

Promising Practices: Spotlighting Excellence

in Comprehensive Internationalization, aproject organized and administered by theAmerican Council on Education (ACE),with funding from The CarnegieCorporation of New York. The PromisingPractices project was created to contributeto and advance the national dialogue oninternationalization on U.S. campuses,specifically as it relates to undergraduatelearning. Its twin objectives were to spot-light institutions that have adopted a com-prehensive approach to internationalizingundergraduate education, and develop aninternational self-assessment instrumentfor use by other colleges and universitieslooking to catalog and advance their inter-national offerings. (See "Internationalizingthe Campus: A User's Guide" [fall 20021, acompanion ACE document, for informationabout international self-assessment proce-dures and processes.)

Project Overview

Oversight for the two-year PromisingPractices project (May 2000 to September2002) was provided by the Center forInstitutional and International Initiatives,a program, policy, and research arm of ACEdedicated to institutional change and lead-ership activities. In the summer of 2000,ACE announced a call for applications

asking interested institutions to describeinternationalization on their campus, rela-tive to the following criteria:

A history of significant achievements ininternationalizing the undergraduateexperience.A clear public commitment to interna-tionalization as a major theme of theinstitutional agenda.A range of international programsdesigned to provide coherent academicoptions for students throughout theinstitution.Strong support, including commitmentof significant institutional funds andhuman resources to the internationaliza-tion process, from the president, chiefacademic officer, and other essentialpolicy makers on campus.Recognition of the importance offaculty's international contributionsreflected in institutional policies andpractices.Significant student participation in inter-national programs and activities.A commitment to designate a projectteam, led by a senior administrator, towork on the overall project and carry outthe internationalization self-audit.

6

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.


4 PROMISING PRACTICES

To encourage a broad response, varioushigher education associations, internationaleducation scholars, and ACE memberpresidents were asked to nominate institu-tions they knew to be internationalizationleaders. Officials at nominated institutionswere then asked to submit an application.The request for proposals also was broadcast

to member institutions through e-mail lists,newsletters, announcements at meetings,and on the ACE web site.

Ultimately, 57 institutions submittedapplications for the project (16 researchinstitutions, 15 comprehensive institutions,18 liberal arts institutions, and eight com-munity colleges). Their submissions were

then evaluated by teams of internationaleducation experts, and by ACE staff. Eightcolleges and universities were selected forparticipation, two each from the four insti-

tutional types:Appalachian State University (NC)

Arcadia University (PA)

Binghamton University (NY)

Dickinson College (PA)

Indiana University, BloomingtonKapi'olani Community College (HI)Missouri Southern State CollegeTidewater Community College (VA)

7

Project work began immediately followingthe institutions' selection and continued forthe next 18 months. Activity highlightsincluded:

Inaugural mid-project, and wrap-upworkshops. Held in Washington, DC,the workshops brought together self-selected, two- to five-member projectteams from each institution to discussinternationalization; profile each cam-pus's international education activities;discuss challenges, rewards, and strate-gies for conducting a self-assessment;and share insights on refining and devel-oping the self-assessment instrument.

Campus visits. Prior to the self-assess-ments, ACE staff visited each campus toclarify project goals and answer questionsabout the organization and process ofself-assessment.

International self-assessment site visits.Once each institution had completed aninternational self-assessment and pro-duced a self-assessment report, three-person review teams (two ACE staff and

one international education expert)again visited each campus to discussinternationalization with students,faculty, administrators, and staff; corrob-orate report findings; and offer advice tothe institutions on furthering theirinternationalization agendas.

About This Report

This report was prepared with a broad audi-ence in mind. To that end, the eight campuscase studies that follow provide both a wide

overview of each institution and specificsabout key elements of internationalization.Each follows a common structural format:an institutional overview; sections on inter-nationalization goals, organization, andfunding support; an overview of all interna-tional programs and activities; sectionsdescribing internationalization efforts ofwhich the institutions are especially proud;challenges to internationalization; and con-cluding comments on future plans.

To ensure an insider's view of each cam-

pus's activities and maximize accuracyin reporting, each of the case studies isauthored by one or more representativesfrom the institutions profiled. When neces-sary, edits to the profiles have been made inthe interest of consistent form and flow, butwith an eye toward protecting each author'svoice.

Viewed together, the case studies repre-sent a composite of internationalization writlarge. These institutions are at the forefrontof the international education movement;each has made internationalization a center-piece of its educational mission and com-mitted significant time, energy, and resourcesto its advancement. With this in mind, itis notable that none of the institutions iscontent to rest on past accomplishments.Instead, each is actively working tostrengthen international education further,creating new programs and better inte-grating and coordinating existing activities.As each of the profiles reports, muchremains to be done.

This is also the case at ACE. With the

close of the Promising Practices project,other projects and initiatives in support ofinternational education continue, while stillothers are planned. Specifically, ACE'sinternational advocacy efforts continue onthree fronts: survey research to map inter-nationalization and test public opinionregarding its importance; meetings andworkshops that bring together campusleaders in support of international educa-tion; and additional "good practice"projects aimed at identifying innovativeinternational work for a national audience.For more information about the PromisingPractices project or ACE's other interna-tionalization research, advocacy or projectwork, see www.acenetedu/programs/inter-nationalicurrent.cfm.

Author Information

David Engberg is program associate at theAmerican Council on Education and projectmanager for the Promising Practicesproject.

8


InternationalizinUndergraduate E ucation:Challenges and Lessons of SuccessMadeleine F. Green

t is now a truism that American col-lege graduates will live and work in aworld in which national borders arepermeable; information and ideas

flow at lightening speed; and communitiesand workplaces reflect a growing diversity

of culture, languages, attitudes, and values.An undergraduate education-and espe-cially a liberal education-must producegraduates who will be productive contribu-tors to civic life both locally and globallyand who understand that the fates of nations,

individuals, and the planet are inextricablylinked.

A committed minority of educators haslong insisted that learning about the worldand about the interrelationship amongnational, international, and global issues isindispensable to a high-quality education.But these ideas have hardly been central tothe national educational debate and discus-sion of the past 25 years. Indeed, U.S. scien-tific, economic, and military might, alongwith the rise of English as a global languageand the success of our higher educationsystem-as well as its attractiveness tointernational students-have fueled theAmerican tendency to believe that our ownhistory, language, and culture are all thatmatter.

It's no wonder, then, that in the age ofglobalization after September 11, U.S. col-leges and universities face an urgent andperplexing set of questions about how to

educate students for this new world. Wecannot claim to have the best system ofhigher education in the world unless ourgraduates can free themselves of ethnocen-trism bred of ignorance and can navigatethe difficult terrain of cultural complexity.As this chapter demonstrates, there is rea-son to hope that internationalization willbecome a central part of the U.S. reformagenda. But we have a long way to go-thereare no quick fixes in the business of institu-tional change.

America's Historic Neglect

To the extent that national priorities arereflected in federal programs and spending,international education has been low on thelist. Federal initiatives have been few, farbetween, and modestly funded. Combinedfederal spending under the largest suchprograms in the U.S. Departments ofEducation, State, and Defense is roughly$280 million, which amounts to less than1 percent of federal discretionary expendi-tures for higher education. The FulbrightProgram, initiated more than 50 years agoand the jewel in the crown of internationaleducation programs, operates with amodest $123 million budget, having expe-rienced significant cuts in the last decade.

Much of the current federal support forinternational education grew out of theCold War. The 1958 National DefenseEducation 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.

9

An undergraduate

educationand

especially a liberal

educationmust produce

graduates who will be

productive contributors to

civic life both locally and

globally and who under-

stand that the fates of

nations, individuals, and

the planet are inextricably

linked.



Soviet launching of Sputnik, created a sub-stantial investment in developing areastudies and language experts. The Depart-ment of Education's 1965 HEA-Title VIprogram, which provides the most signifi-cant support for higher education's produc-tion of language and area-studies experts,continues to be an important but modestinitiative of $86.7 million; it is comple-mented by the Fulbright-Hays overseasprogram, a mere $11.8 million investment.Modest new Title VI initiatives were addedover the ensuing decades and, in 1991, thecreation of the National Security EducationProgram represented new federal energydirected toward international education.One of the few concrete investments fromthe elusive "peace dividend" that resultedfrom the end of the Cold War, the programsupports study abroad for undergraduates,international and language study for grad-uate students, and institutional projects thatemphasize languages and areas of the worldcritical to U.S. security. But its scale too issmall: Since 1994, its first year of operation,

its awards have never exceeded $7.4 million(in 2000 and 2001 they dropped to about$5.0 million), and the original trust fundof $150 million, reduced by Congress toapproximately $38 million, continues to bespent down.

Although the higher education associa-tions have used their bully pulpit over thelast two decades, especially in the pastfive to seven years, to produce a spate ofnational reports, high-profile studies andpronouncements from policy makers havebeen sporadic, at best. Twenty years elapsed

between two major eventsthe 1979President's Commission on ForeignLanguage and International Studies andPresident Clinton's 1999 memorandum oninternational education. The 1979 Com-mission rang the alarm on a multitude ofissues, including the dismal rate of language

learning in high schools and colleges, as well

10

as unmet government needs for a cadre of

international experts.Two decades later, in 1999, a memo-

randum from President Clinton on interna-tional education policy committed thefederal government to supporting interna-tional education. It recommended that edu-cators encourage international students tostudy in the United States; promote studyabroad by U.S. students; support exchangesfor faculty, students, and citizens; enhanceprograms at U.S. institutions that buildinternational partnerships and expertise;expand foreign-language learning andknowledge of other cultures; support thepreparation of teachers who can interpretother countries and cultures; and use tech-nology to aid the spread of knowledge. Thelist is complete and admirable, but withoutany accompanying funding, its impact waslimited. The Bush administration came intooffice with a strong commitment to K-12education, but neither international educa-tion nor higher education figured promi-nently on its agenda. September 11 has notaltered the administration's priorities inthis area.

Public Support and Student Interest in


Nevertheless, there is surprising publicsupport for international education.Americans consider international learningand the acquisition of foreign-languageskills important components of a collegeeducation. The findings of a recent nationalpublic opinion poll, as well as a poll of 500college-bound high-school seniors (seeHayward and Siaya, 2001), indicate thatAmericans have more international experi-ence and interest than one might guess:

Fifty-five percent of the U.S. adultrespondents and 62 percent of the highschool seniors had traveled outside theUnited States.

Level of education was the most impor-tant predictor of travel. More than75 percent of the college graduatesovertwice the proportion of people without ahigh-school diplomahad traveled out-side the United States.

More than half the adults surveyedthought that a knowledge of interna-tional issues would be important to theircareers in 10 years; 90 percent thoughtit would be important to the careers offuture generations.

Eighty-five percent of the public thoughtthat knowing a second language wasimportant (compared to 65 percent in1965). Three-quarters of the respondentsfavored making it a requirement in highschool, and 70 percent thought it shouldbe required in college.

College education has a significantimpact on international knowledge. Outof 15 questions, respondents with lessthan a high-school degree averagedfewer than five correct answers, high-school graduates averaged just underseven, and college graduates averagednearly 10.

High-school students headed to four-year colleges had similarly positive attitudestoward international learning and interestin pursuing it while in college.

Forty-eight percent wanted to studyabroad.

Eighty-five percent planned to participatein international courses or programs.

Fifty-seven percent planned to study aforeign language in college.

Eighty-three percent considered interna-tional education opportunities an impor-tant consideration in selecting a college.

Certainly, expressions of interest andintent do not necessarily translate intostudent choices or public demands. But thisinterest is noteworthy and should spur cam-puses to examine the barriers students facein acting on their interests in internationallearning.

The Campus Picture

Colleges and universities have an enor-mous task ahead of them if they are tointernationalize their curricula and studentexperiences. Financial constraints, com-peting reform agendas, the absence ofpublic and student insistence, and thepaucity of government funding make thework all the more difficult. It is no wonderthat progress has been slow. The data oncampus internationalization are notencouraging.

Foreign-language enrollments as a per-centage of higher education enrollmentshave declined from 16 percent in the1960s to a current average of less than

8 percent.

Only 6 percent of all language enroll-ments are in Asian languages, with lessthan 2 percent in Arabic and Hebrew

combined.

Only 3 percent of U.S. students studyabroad before they graduate. The143,590 who did so in 1999-2000constituted less than 1 percent of post-secondary education enrollments.

In the 1980s, only 14 percent of studentstook at least four credits of internation-ally focused coursework.

The percentage of four-year institutionswith language degree requirements forsome students declined from 89 percentin 1965 to 68 percent in 1995.

Colleges and universities

have an enormous task

ahead of them if they are

to internationalize their

curricula and student

experiences.


A recent survey (results to be publishedin 2002) of more than 750 colleges anduniversities nationwide by the AmericanCouncil on Education (ACE) suggests thatthe gap between national rhetoric and insti-tutional policies and practices also isconsiderable. While around 75 percent offour-year institutions highlight their inter-national education programs, activities,and opportunities in student recruitmentliterature, only four in 10 identify interna-tional education as one of the top five prior-ities in their strategic plans and only aboutone-third have formed a campuswide com-mittee or task force to work solely onadvancing campus internationalizationefforts. Additionally, the survey revealedthat only two out of five institutionsrequired undergraduates to take coursesfocused on perspectives, issues, or eventsoutside the United States as part of theirgeneral-education requirement. Queriesabout language requirements in four-yearinstitutionswhere they are more likely tobe present than in community collegesrevealed that only 23 percent had aforeign-language entrance requirement,and 37 percent had a language require-ment for all students in order to graduate.Especially disheartening was the findingthat only 4 percent of the institutionssurveyed maintain guidelines that specifyinternational work or experience as aconsideration in faculty promotion andtenure decisions.

Institutional Success Stories

Good intentions and piecemeal actions,while important, are not enough. Campusesinterested in internationalization need tohear success stories that can serve both asmodels and as causes for optimism. Theeight institutions involved in ACE'sPromising Practices project offer suchstories and provide a rich source of diverseexperiences in comprehensively interna-


tionalizing the undergraduate experience.With different missions, student popula-tions, funding levels, and institutionalcultures, they have gone about the work ofinternationalization in different ways, butthey have much in common that explainstheir successes, including these ingredients:

An intentional, integrative, and compre-hensive approach.

Strong leadership at the top.

Committed leadership throughout theinstitution.

Widespread faculty engagement.

A commitment to meeting student needs.

An ethos of internationalization.

Supportive structures and resources.

An Intentional, Integrative, and

Comprehensive Approach

Colleges and universities are experiencedat making changes at the margins, a phe-nomenon that describes the international-ization efforts to date at most institutions.But a more comprehensive approach tointernationalization is needed. Such anapproach is not simply a matter of adding alanguage requirement, introducing a globalrequirement into the general-educationcurriculum, or increasing the number ofstudents going abroad (now a mere 3 per-

cent of students nationally). Instead, eachof these should be considered a piece of alarger whole. Comprehensive international-ization is a change that is both broadaffecting departments, schools, andactivities across the institutionand deep,expressed in institutional culture, values,and policies and practices. It requiresarticulating explicit goals and developingcoherent and mutually reinforcing strategiesto reach them. A comprehensively interna-tionalized campus has more than a series ofcourses or programs that promote interna-tional learning; it intentionally links those

components together to foster a learningenvironment and provide a set of experiences

to as many students as possible.Institutional and external factors shape

any major change. Among the PromisingPractices campuses, size and mission wereimportant determinants of institutionalapproach. Smaller institutions are easierships to turn, and interdisciplinarity oftenfords a more hospitable home there. It is notsurprising, then, that liberal arts collegeshave historically led the way in internation-alization. Dickinson College illustrates thispoint. A traditional, residential, liberal artsinstitution of some 2,000 full -time students,Dickinson has been intensively expandingits internationalization efforts since themid-1980s, and international awarenessnow permeates the student experience.Some 21 percent of the students majoredin languages in academic year 2000, while81 percent studied abroad. Global themesinfuse the curriculum, and all majors inthe humanities and social sciences requireinternationally focused courses, whicheach department inventories.

On the other hand, there is a certainamount of inertia associated with size,prestige, decentralization, and a highdegree of faculty autonomy. As a medium-sized research institution, BinghamtonUniversity faced challenges in integratinginternationalization across schools, depart-ments, and research centers. Vigorousefforts to engage faculty in course redesignthrough a curriculum-development fund,placing international education's academicprogramming under the vice provost forundergraduate education, and a broad-based International Education AdvisoryCommittee have helped focus the univer-sity's efforts and draw the threads together.

Indiana University (IU), with 37,000students at the Bloomington campus (nearlythree times the size of Binghamton), created

a centralized administrative structure tocoordinate internationalization thatincludes international services, overseasstudy, and international research and devel-opment. The chief international officerreports to the IU president and works withacademic units across the campus. Addi-tionally, a Title VI-funded Center for GlobalEducation works with schools and facultymembers across the campus to create aca-demic programs such as the internationalstudies minor.

Strong Leadership at the Top

Not coincidentally, the presidents and chiefacademic officers who lead these institu-tions are all ardent supporters and publicchampions of internationalization.Presidents and senior leaders have sent con-sistent and repeated messages to faculty,staff, students, and external stakeholdersthat internationalization is vital to the insti-tution's academic vibrancy and that it iseveryone's business. Sustained attentionis essential; by the time they joined theproject, most of the eight institutions hadbeen working on internationalization fornearly a decade. And, while governingboards play different roles according toinstitutional type and tradition, their sup-port over time also is essential.

At Missouri Southern State College, thepresident was the initial architect and cham-pion of the effort to internationalize thecampus, making the case to external groups(with their fair share of skeptics), mobilizinginternal enthusiasm, widening the base ofleadership, and launching activities andprograms before the state appropriatedmonies to fuel campus internationalization.Arcadia University (formerly Beaver College)provides another case study in leadership.In 1985, Beaver College was experiencingfmancial and enrollment difficulties. Withsome 80 private colleges in the greaterPhiladelphia area, the institution was losing

Comprehensive

internationalization is a

change that is both broad

affecting departments,

schools, and activities

across the institution

and deep, expressed in

institutional culture,

values, and policies

and practices.



the competition for students, resources, andreputation. While its Center for EducationAbroad (CEA), founded in 1965, was suc-cessful and well known nationally for thebreadth and quality of foreign study pro-grams it made available to students fromany institution, it functioned separatelyfrom the campus, and few Beaver studentswent abroad on its programs. Then a newpresident arrived, to whom international-ization presented an opportunity to buildon the successes of CEA, bring a newdimension to the curriculum, energize thefaculty, and establish a clear market niche.The appointment of a committed interna-tionalist to direct CEA in 1993, the sameyear that a new mission statement wasinaugurated to reflect Beaver College'scommitment to internationalization, begana new relationship between the college andCEA. Since then, new programs, vastlyincreased study abroad opportunities, and adeliberate effort to infuse all aspects of theinstitution with an international dimensionprovide clear evidence that international-ization is now integral to Arcadia's identity.

The leadership challenge at researchuniversities is somewhat different. Focusingthe attention of decision makers is especially

difficult given the scale, complexity, andculture of research universities. The princi-pal strategies for leading change that areavailable to presidents and senior adminis-trators at any institution are persuasion,exhortation, and rewards. All of thosestrategies may be required at a researchuniversity simply to focus campus attentionon internationalization.

i4

Indiana and Binghamton have met thatleadership challenge. One of the outcomesof the strategic planning process initiatedby lU's new system president in 1994 was arecommendation to strengthen internationalprograms. A number of initiatives resulted,including new university funding for inter-national curriculum development; central-izing access to the university's internationalresources and connecting them to commu-nity, government, and business; establishinginternational-studies summer institutes forhigh-school teachers and students; andimproving contact with and programmingfor international alumni. Similarly, in1992, the first strategic plan set forth byBinghamton University's president estab-lished internationalization as an educationalpriority. A revision in 1995 elevated inter-nationalization to one of three institutionalpriorities, setting out broad goals and clearlymeasurable objectives. The development ofthe university-wide International EducationAdvisory Committee in 1994 and thedevelopment of an international missionstatement for Binghamton also set thecourse for future gains.

While the symbolism of presidentialspeeches and the inspiration of missionstatements and strategic plans do notguarantee results, they are an importantexpression of institutional values and prior-ities and a crucial foundation for engagingthe campus in building something new.Their seriousness of purpose must thenbe made real in the actions of leadership,whether through allocating or raising fundsto support internationalization, removingbarriers, or stepping aside to let faculty andstaff take charge.

Committed Leadership Throughout

the Institution

The commitment of presidents and seniorleaders is necessary but insufficient toachieve major change. While enthusiasmfor a given direction or initiative is rarelyuniversal on any campus, widespreadfaculty and administrative leadership isessential to create institutional energy,provide legitimacy, and achieve broad

participation.At community colleges, the local focus

often works against a larger internationalscope, and the high proportion of adjunctfaculty pose challenges for leadership, aswell as for curricular coherence and facultydevelopment. The two community collegesin the projectKapi'olani and Tidewaterwere notable for their grassroots leadershipof internationalization. At Kapi'olaniCommunity College, the ongoing infusionof an Asia-Pacific dimension throughoutthe institution is coordinated by two facultymembers who are granted release time forthese responsibilities. Over the years,Kapi'olani has developed a group of advo-cates for the Asia-Pacific emphasis byrotating faculty members through theseleadership positions, who then bring theircommitment back to the teaching oradministrative positions they return toin the college.

At Tidewater Community College,internationalization also has historicallybeen the province of the faculty. There isno chief international officer. Instead, anInternational Education Committee, one ofsix standing governance committees, over-sees international initiatives. This structureensures faculty leadership for Tidewater'sinternational agenda, but it also has its costs.Faculty serve on the committee for two-yearterms and committee assignments add tothe significant regular teaching duties.

Regardless of institutional type, chiefinternational administrators often are vitalleaders in the internationalization process.The international administrators at the par-ticipating institutions are highly respectedand energetic, working across departmentsand schools. With the support of senioradministrators, they have catalyzed thedeans, department heads, and faculty toperform the important work of internation-alization.

Widespread Faculty Engagement

Presidents can sign an infinite number ofinternational agreements, but academicchange is the domain of the faculty. Andneither making international perspectivesreal nor infusing the curriculum with thoseperspectives is a given for U.S. faculty. The

Carnegie Foundation's 14-nation studyof the academic profession found thatAmerican faculty are far less committed tointernationalism than their counterparts inother countries. Each of the eight partici-pating campuses instilled that commitmentby providing opportunities for faculty totravel in order to conduct research, meetwith colleagues, or accompany students.Their successes make it clear that oncefaculty develop firsthand internationalexperience, their interest and enthusiasmgrow quickly. That investment pays off in

faculty support for internationalization,in the enthusiasm they communicate tostudents, and in their own teaching andresearch.

The resources that institutions devote tosupporting faculty's international engage-ment vary tremendously. Even by allocatingvery limited resources, several institutionshave been able to increase the number ofinternationalists on their faculty until theyhave reached a critical mass. Unfortunately,budget tightening and the ever-present sus-picion that international travel is a boon-doggle makes this important investment

The commitment of

presidents and senior

leaders is necessary but

insufficient to achieve

major change.



vulnerable to cutbacks. But in every case,those who have been abroad to study, teach,or lead students have been transformedby the experience, especially if they hadlimited international experience before-hand. Appalachian State University boastsa strong tradition of faculty leading short-term study abroad programs during holidayperiods and the summer. In addition to thestudent rapport, professional growth, andstrengthening of scholarship that theseexperiences confer, faculty chaperonesreturn to campus with a heightened appre-ciation for the value of internationallearning, often becoming vocal proponentsfor greater campus internationalization.Faculty who have led study abroad programsalso are consistently among the elite groupof educators selected each year for university

awards recognizing teaching excellence.Travel is not the only strategy to engage

faculty in internationalization. Facultygrants to infuse international content intoexisting courses or to develop new oneswith international focus are modest invest-ments in curricular improvement. Most ofthe eight institutions offer such grants.Workshops for faculty, another commonactivity among the Promising Practicesinstitutions, help with both pedagogy andinternational content. Dickinson provideslanguage-immersion opportunities at oneof its centers abroad for non-language fac-ulty, who qualify by taking an intermediatelanguage course before the session andupon returning to Dickinson.

Funding faculty development is always a

challenge. Most institutions used a combi-nation of external and institutional funding.Tidewater Community College has madesecuring external funds for internationalfaculty development a high priority. Withfunding from federal and state sources,Tidewater has run study tours for faculty

and held curriculum-development seminarsfocusing on different regions of the world.

16

Since 1992, 44 faculty and staff membersfrom 15 disciplines have worked or studiedabroad with the help of international profes-sional development funds. Additionally, 45faculty have taken part in seminars focusedon different world regions and have createdteaching modules with the assistance ofspecialists on the region.

A Commitment to Meeting Student Needs

International education can be unfriendlyto students. For example, language classesusing the "drill and kill" method of instruc-tion or that envision all students as pro-spective language and literature majors,rather than as travelers or professionals,are notorious deterrents to language study.Similarly, policies that make it impossiblefor students to graduate in four years if theystudy abroad or that restrict the portabilityof financial aid to these programs can dis-courage all but the most persistent stu-dents. The Promising Practices institutionshave worked to meet student needs.Arcadia University, where many studentsare first-generation college students andhave not traveled far from their local com-munities, whets students' appetites to studyabroad with its highly popular LondonPreview program. For eight years, the pro-gram has provided an introduction to travelabroad to fffst-year students, whofor$245can experience international travel.Arcadia considers its subsidy to be aninvestment. By introducing students to aninternational experience, it lets them dis-cover that procuring a passport is easy;crossing the Atlantic is not something tofear; and maneuvering in a new city, culture,

and country is possible. By sending facultyand staff (at no charge) to accompany thestudents, Arcadia is building interest andsupport for international activities acrossthe campus. It continues its student-friendlyapproach by listing in the catalog how study-

abroad programs can assist students in

each department in fulfilling requirementsfor any major.

Across the country, the growth in studyabroad over the years has primarily been inshorter programs, namely, those lasting asemester, a summer, or even a few weeks.

While there is wide agreement that thelonger the experience, the greater the cul-tural immersion and therefore the learning,today's students are voting with their feetfor shorter programs. At Indiana University,summer-program enrollments haveincreased by 124 percent since 1997 andthe semester-long programs by 123 percentsince 1989, while the yearlong programnumbers have stagnated. A number of theinstitutions are building study-abroad com-ponents into regular courses, so that travelcomponents of a few weeks are integral parts

of the course. While such experiences are afar cry from spending a year in a foreigncountry speaking another language, theydo provide some international exposure tostudents who might otherwise have none.

Kapi'olani Community College anchorsits international focus, its so-called Asia-Pacific Emphasis, in the multiculturalnature of its student body and by bringingthe world to the campus. Of its 7,200students, only 13 percent are Caucasian;the rest are primarily of Asian/Pacificorigin. Nearly half the faculty participate inplanning and programs related to the Asia-Pacific Emphasis, and 70 percent of coursesoffered include substantial Asia-Pacificcontent. The college's International Caféprovides a comfortable venue for studentsto congregate and learn from one another.Language exchange is one of its mostpopular features. Students can fmd nativeJapanese speakers to practice conversation,who in turn can find help with their ESLhomework. Students give presentations ontheir culture and history at the café andmake connectionsand friendsthere.

On many campuses, students who areinterested in developing foreign-languageproficiency but not in taking literaturecourses have few choices. BinghamtonUniversity's Languages Across theCurriculum program (LxC) has helpedmake language study meaningful. In LxCcourses, student Language ResourceSpecialists lead study groups, assigningmaterial in the target language and con-ducting discussions about the readings.Since 1991, between one and 10 courseseach semester offer an LxC option, andsome 2,800 students have participated.

An Ethos of Internationalization

The gap between institutional rhetoric oninternationalization, as evidenced by mis-sion statements and other institutionalproclamations, and its realization in institu-tional practices, policies, and culture isstriking on many campuses. It is no smalltask to weave into the institution's outlooka shared conviction that the campus andthe world are inextricably linked. Theproject institutions have been deliberate increating a culture that embodies their aspi-rations, one in which internationalizationis lived rather than merely spoken about,and they wisely recognize the difficulty ofthis task. The change process is inevitablymessy, not at all linear or predictable. Theeight campuses have moved on multiplefronts, aligning deeds and words to builda culture of internationalization, forinstance by promoting faculty engagement;providing faculty development resources;developing rich cultural opportunities oncampus through lectures, film series, andfestivals; promoting study abroad and inter-national learning in freshman orientationand in the catalogue; and allocatingresources where needed.

The project institutions

have been deliberate

in creating a culture

that embodies their

aspirations, one in which

internationalization is

lived rather than merely

spoken about, and they

wisely recognize the

difficulty of this task.


to PROMISING PRACTICES

Supportive Structures and Resources

The most frequently cited reason forinaction in higher education is lack offunding. Indeed, there is never enoughmoney available for all the worthy innova-tions and enhancements institutions wouldlike, and internationalization does make aclaim on resources. Few of the institutionsin the project had generous funding fortheir initiatives; most relied on reallocationof existing resources, frequently applyingthose funds incrementally and over time,and modest external funding. These fundswent a long way in supporting good ideasand sound curriculum development.

External funding played an importantrole on the eight campuses. Kapi'olani andTidewater have impressive lists of federal

and state grants to support international-ization. Indiana and Binghamton attractsignificant external funding through grantsand contracts. All the Promising Practicesinstitutions engaged in private fund raisingto support internationalization. Binghamtonhas an endowment fund to support studyabroad and another to support studentsstudying in Spanish-speaking countries.Dickinson began an endowment funddevoted to internationalization with a chal-lenge grant from the National Endowmentfor the Humanities in 1985.

Some institutions increased their reachand capacity through partnerships withbusinesses. Public institutions also part-nered with their states on trade, economic,and cultural development. Kapi'olani hasrecently established the Paul HondaInternational Center as a focal point forinternational and local students. Kapi'olanialso supports local and international work-force development and training partner-ships identified by the Hawaii Departmentof Business and Economic Development.

18

How Are We Doing?

Traditionally, colleges and universities havejudged their accomplishments by measur-ing their inputs and resourcesendowmentper student, SAT scores of entering stu-dents, number of books in the library. Adecade or more of attempting to move fromassessing inputs to measuring outcomeshas proven a very difficult undertaking.Similarly, the little assessment of interna-tionalization that does occur is accom-plished through a series of approximateand easily counted measures, such as thenumber of international students on cam-pus, students studying abroad, or foreign-language enrollments. Such measures aresilent on student learning and attitudes.While this "supply-side" approach to inter-nationalization provides a starting point,institutions that are serious about its effecton students should be taking a close look atlearning goals, course content, pedagogy,campus life, enrollment patterns, and insti-tutional policies and practices to get a morecomplete picture of their successes.

The following questions, while by nomeans an exhaustive list, can direct adeeper assessment of institutional strate-gies and student learning outcomes. Theyare adapted from the self-assessmentinstrument developed in the PromisingPractices project.

Is global/international learning articu-lated as a goal of undergraduateeducation at your institution?

To what extent has your institutiondeveloped learning goals associated withthe global and international dimensionsof undergraduate education? How doyou assess student achievement of thosegoals?

To what extent does your institutionhave a clear strategy to accomplish thesegoals? How does this strategy take into

account your institution's mission,history, and student body?

To what extent does your institution'sgeneral-education curriculum includeglobal content, perspectives, and differ-ent ways of knowing? What is your

evidence?

To what extent do the academic depart-ments attempt to internationalize themajor? To what extent do they promoteor impede study abroad for students?What is your evidence?

How rich are the opportunities forstudents to take courses with an interna-tional/global focus? What do enrollmentpatterns in these courses tell you aboutstudent interest?

Does your institution have a languagerequirement for admission? Why or whynot? What do enrollment patterns in lan-guage courses reveal? What qualitativedata do you have about languagelearning at your institution?

How is internationalization manifestedin the co-curriculum (e.g., internationalevents, festivals, lectures, and films)?How many students typically attendthese events?

How does your institution review andevaluate the global dimensions of under-graduate education?

How does your institution promotefaculty engagement in internationaliza-tion? What barriers to their engagementexist? To what extent are you succeedingin removing them? What is your evidence?

What opportunities exist in the localenvironment to enhance your interna-tionalization efforts? To what extent hasyour institution taken advantage of them?

What governance and administrativestructures support internationalization?How well are they working?

What financial resources does your insti-tution provide for internationalization?What are the most important targets forfurther investment?

What trends have emerged in recentyears with respect to enrolling interna-tional students on your campus? Do youengage specific strategies to make theirpresence contribute to the international-ization of your institution? How well arethey working?

What linkages does your campus havewith institutions in other countries?How well are they working?

How would an undergraduate student onyour campus know that your institutionconsiders internationalization a priorityand an institutional value?

Conclusion

While recent world events may focus atten-tion and galvanize colleges and universitiesto become serious about international andglobal learning, even a crisis may not pro-duce deep and enduring change. It is tooearly to say if U.S. higher education is onthe cusp of a transformation, or if interna-tionalization will continue to be a priorityfor only a few institutions. Many profoundchanges will have to occur if we are to make

a major shift to greater interdisciplinarity,a focus on learning outcomes, and a higherlevel of engagement with the world. Thepiecemeal approacha language require-ment here, some study abroad there, and aninternationally focused course or two in thegeneral-education requirementhas notsucceeded in deeply internationalizing U.S.higher education institutions or studentlearning. Colleges and universities owe it totheir students and to the public to deliver inconcrete and meaningful ways on theirpromise to prepare students for the globalworld.

19

It is too early to say if U.S.

higher education is on the

cusp of a transformation,

or if internationalization

will continue to be a

priority for only a few

institutions. Many profound

changes will have to occur

if we are to make a major

shift to greater interdiscipli-

narity, a focus on learning

outcomes, and a higher

level of engagement with

the world.



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 bythe Year 2000. Washington, DC: ACE.

. 1995. Educating Americans fora World in Flux: Ten Ground Rules forInternationalizing 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 GlobalCompetence: The Report of the Advisory Council for International Educational Exchange.Advisory Council on International Educational Exchange.

Association of International Education Administrators (AIEA). 1988. GuidelinesforInternational 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 Education in the

United States. AIEA. http://wings.buffalo.edu/intled/aiea/AIEA-RAgenda.pdf.

American Association of State Colleges and Universities (AASCU). 1998. GlobalResponsibility: 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 andOpinions. 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 StanleyFoundation.

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

Association of International Educators.

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

20

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

Hayward, Fred and Laura Siaya. 2001. Public Experience, Attitude, and Knowledge: AReport 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. Expandingthe 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.



Further Reading

Barrows, Leland C., ed. 2000. Internationalisation of Higher Education: An InstitutionalPerspective. Bucharest: UNESCO-CEPES.

Centre for Educational Research and Innovation. 1996. Internationalisation of HigherEducation. Paris: Organisation for Economic Cooperation and Development.

Eckel, Peter, Madeleine Green, and Barbara Hill. On Change VRiding the Waves ofChange: 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 InternationalEducation. 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 ProgramDevelopment. New York: Peter Lang.

Klasek, Charles B., ed. 1992. Bridges to the Future: Strategies forinternationalizingHigherEducation. Carbondale, IL: Association of International Education Administrators.

Knight, Jane and Hans de Wit, eds. 1999. Quality and Internationalisation in HigherEducation. Paris: Organisation for Economic Co-operation and Development.

Leinwand, Gerald. 1983. Without a Nickel: The Challenge of Interrrationalizing theCurriculum and the Campus. American Association of State Colleges and Universities

Studies.

Mestenhauser, Josef M. and Brenda Ellingboe. 1998. Reforming the Higher EducationCurriculum: Internationalizing the Campus. Phoenix, AZ: American Council on

Education and Oryx Press.

Pickert, Sally and Barbara Thrlington. 1992. Internationalizing the UndergraduateCurriculum: A Handbook for Campus Leaders. Washington, DC: American Council on

Education.

Tonkin, Humphrey and Jane Edwards. 1981. The World in the Curriculum: CurricularStrategies 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 InternationalInitiatives at the American Council on Education and is director of the Promising Practices

project.

22

CAMPUS CASE STUDIES

Appalachian State UniversityMarvin Williarnsen

Appalachian State University is

located in Boone, NorthCarolina, in what's known as"high country" in the south-

ern Appalachian mountains. The region isacclaimed as a popular travel and touristlocation, especially for the spectaculargolden vistas of the Blue Ridge Parkway in

autumn.Appalachian is a public, comprehen-

sive, state-controlled, coeducational, andresidential institution offering a widechoice of degree programs at the baccalau-reate and master's levels, as well as theEd.S. and Ed.D. degrees in educationalleadership. Founded in 1899 as WataugaAcademy, Appalachian has been a part ofThe University of North Carolina since

1971. Currently, Appalachian employsapproximately 902 faculty and 1,023 staff.

Fall 2001 enrollment totaled approximately12,499 students, including a small butgrowing representation of internationalstudents participating in exchange pro-grams or on campus in pursuit of graduateor undergraduate degrees.

Internationalization Goals

At the beginning of the 20th century,Appalachian defined its service communityas the residents of the lost provinces in theremote and isolated southern highlands.At the beginning of the 21st century,Appalachian's service community stretchesfrom Boone through Mexico and CostaRica to Brazil, and on to Kyoto; from

Shenyang to Vladikavkaz and on to

multiple Central and Western Europeancities and towns. Appalachian takes as its

mission the practice and propagation ofscholarship.

The primary goal of internationaleducation at the university is to provideall students with a global perspective andin-depth intercultural understanding.International education is a foundation forstudent career development in the globalenvironment in which they will practicetheir professions and live out their lives.Appalachian's objectives for internationalpreparation are accomplished by steadilyincreasing the amount of course workthat incorporates global perspectives,expanding the amount of co-curricularprogramming devoted to internationaltopics, intensifying the global ethos of thecampus, and increasing the availabilityof opportunities for education outsidethe United States. Education overseas isprovided through international exchangeprograms lasting from one semester to anentire academic year, and study-abroadprograms developed, organized, and led byAppalachian faculty during summer semes-ters or university holiday periods. Someclasses feature short research and studytrips to foreign locations during thesemester, arranged to fit into crowdedstudent schedules. Since 1991, 108 faculty

from 29 academic departments have organ-ized and led 211 study-abroad programsduring summer semesters.

23



In Appalachian's second century, itintends to further develop an internationalethos. In spite of impressive growth in thelast four decades (student enrollment hasquadrupled), the university continuesto cherish its focus on student-centeredlearning. A strong sense of communitydistinguishes Appalachian from otherschools of similar size and academicdiversity. The quality of this learning com-munity is apparent to external appraisersU.S. News & World Report has selected theuniversity as one of the South's outstandingand noteworthy institutions several timesin recent years and, in September 2001,Time magazine chose Appalachian as oneof the "Colleges of the Year," singlingout for special note its innovative under-graduate programs for first-year students.Visiting international scholars and new inter-

national faculty provide an increasinglyinternational intellectual presence. At thesame time, the university is integratinginternational performance criteria into itsstandard cycles of strategic planning andannual performance reporting. Forinstance, individual faculty reports andeach college report will include evaluationsof specific international activity.

Organization and Coordination of


The central international office atAppalachian has been in place since 1976.

Its mission and responsibilities haveincreased commensurately with the growthof the university and the heightened aware-ness within the academic community (andthe nation) of international education'simportance. Centralization, however, is notintended to thwart or obstruct entrepre-neurial developments within any universitydepartment, college, or unit.

The associate vice chancellor for inter-national programs, Appalachian's centraladvocate for internationalization, super-

24

vises a full-time staff of six in the Office ofInternational Programs (OIP) and reportsdirectly to the provost/executive vice chan-cellor for academic affairs. The associatevice chancellor's primary duties includestimulating and orchestrating international-ization development across campus,acquiring funding for international programsand services, and regularly interacting andcoordinating with deans and other associatevice chancellors on joint councils andcommittees to ensure that internationaleducation remains a high priority for theuniversity. OIP's foreign student advisor isthe university's sole visa officer. A coordi-nator for international student and scholarservices assists the foreign student advisorin providing support services for interna-tional students, including airport trans-portation, housing arrangments, andacademic and personal counseling. Adirector of student international exchangeand study abroad administers all programsthat move Appalachian students overseasfor study at institutions in other countries,and a director of Appalachian overseasprograms manages the credit-bearing pro-grams abroad that are led by Appalachianfaculty. OIP also provides essential staffsupport to the provost and chancellor.

With the campus's recognition over timeof the importance of international educa-tion, OIP's mission has shifted towardenhancing the internationalization of theentire institution. Adapting to new profes-sional demands and stringent budget reali-ties has and continues to require carefulplanning and a judicious allocation of scarceresources. Enhancing internationalizationpriorities, therefore, has been an evolu-tionary accretion of missions and resourcessecured through the consensus of essentialdecision makers across the university.

Financial Support and Resource Allocation

Comprehensive internationalization atAppalachian requires the participation ofall unitsacademic departments, colleges,the Office of Summer Sessions, and OIP.

Many more departments also are involved,including all of the university's studentsupport services that work with housing,financial aid, the health clinic, and theorganizations that provide support forinternational students. Students' participa-tion fee for study abroad helps pay for amanagerial position in the internationaloffice, advertising and promotional costs,and an emergency reaction reserve fund.

To date, the university has been able toprovide only modest scholarship aid forAppalachian students studying abroad:Each year, $10,000 in scholarships is avail-

able from the Appalachian State UniversityFoundation. Faculty salaries for the short-term study-abroad programs during summersemesters are paid from student tuitionrevenue, assistance from the deans' officesof various colleges, and, occasionally, a

portion of the program costs assessed to

student participants.Funding to support faculty international

exchange programs is allocated from thestate budget. These off -campus scholarly

assignments support internationalprofessional development and research.Replacement salary is provided to academicdepartments, and OIP pays the travel costs.

International Dimensions of the Curriculum

and Co-curriculum

Major degree programs at Appalachian infields with an international focus includeFrench, Spanish, and international eco-nomics. Major concentrations in interdisci-plinary studies include Asian studies, EastEuropean and Russian studies, Germanstudies, Latin American studies, ModernEuropean studies, Third World studies, and

sustainable development. A major in inter-national business will be added to thecurriculum by fall 2002. Minors with aninternational focus include French,German, Spanish, TESL/applied linguis-tics, international business, art history,Latin American studies, Asian studies,and Russian/East European studies.Concentrations in various departmentsinclude an international focus such as theEuropean and non-Western concentrationsin the history department and the interna-tional relations concentration in thepolitical science department.

Another aspect of Appalachian's cur-

riculum that encourages an internationalapproach is the various foreign languagerequirements in certain degree programs.The Bachelor of Arts degree requires twoyears of foreign language study. Some, butnot all, Bachelor of Science degree pro-grams require foreign language compe-tence at various specified levels. In 2004,entering students must have completed atleast two years of a foreign language in

secondary school. Every undergraduatemust complete four courses designated asmulticultural before graduation, and manyof the more than 160 courses designated asmulticultural have international content.

Appalachian has initiated a review of thecore curriculum to further internationaliza-tion and guarantee the validity of its educa-tional programs in an era of vast andsweeping change. To this end, a task forcehas been charged with sorting out institu-tional priorities and mandating change inaccord with current local, national, andglobal education priorities. Reviewing thecore curriculum is an important step.Through this process, departments andcolleges are encouraged to add andstrengthen international components ofthe curriculum by increasing internationalrequirements, albeit often at the expense ofexisting requirements.

Comprehensive

internationalization at

Appalachian requires the

participation of all units

academic departments,

colleges, the Office of

Summer Sessions, and OIR

Many more departments

also are involved, including

all of the university's

student support services

that work with housing,

financial aid, the health

clinic, and the organiza-

tions that provide support

for international students.


Co-curricular ProgramsInternationalization extends beyond aca-demic courses in Appalachian classrooms.The transformation of the university mustinclude other dimensions of student life. AtAppalachian, the vice chancellor for stu-dent development funds a week of orienta-tion for incoming international students,covering all food and housing costs, andassisted by volunteer American studentswho give up vacation and work time to sup-

port their international classmates. Otherco-curriculum efforts include dedicatingspace within the residence halls for interna-tional students, in spite of heavy pressure onthe Office of Residence Life from domesticstudents who request scarce residence hallaccommodations. The most focused pro-

gram provides an "international hall,"where housing spaces are set aside for inter-

national students to room with selecteddomestic students who are interested inforeign cultures, have returned from study-abroad experiences, or want to developtheir language skills.

Appalachian's Center for StudentInvolvement and Leadership supports thedevelopment of clubs and other studentorganizations with an international focus,including an Asian Students Association,and German, Chinese, and Spanish clubs.Other organizations share similar missionsand support from campus offices, such asthe International Friendship Association,organized by OIP, and the InternationalRelations Association of the political sci-ence department. There are also a plethoraof activity clubs that enroll internationalstudents, including the Aikido Club and theTai Chi Chuan Club. The Student ProgramOffice supports cultural activities such asthe International Dinner, Chinese NewYear celebration, and the Hispanic Day ofthe Dead, and the dean of the College ofBusiness holds a formal annual luncheon inhonor of all international business students.


The Student Health Service supports atravel clinic to help students and facultywith medical advice and immunizations as apart of their international travel prepara-tions. The Career Development Center hassent staff to Europe to establish internshipsites. Conversely, staff from institutions inthe United Kingdom and Costa Rica havetraveled to Appalachian to do the same for

their campuses.

Short-term Study AbroadAppalachian's short-term study-abroad pro-grams enjoyed healthy enrollment in thelast five years (see Table 1, Short-termStudy-abroad Program Enrollments,1997-2000). Short-term programs, that is,those lasting three months or less, are led byAppalachian faculty from every academiccollege and school. Since 1991, 108 facultyhave developed, organized, and led 211short-term study-abroad programs forAppalachian students, principally duringsummer semesters. Typically, more than 25groups leave Appalachian each summer foreducation overseas. Short-term study-abroadprograms provide an international thresh-old experience to the neophyte student.Upon return from foreign destinations, somestudents are motivated and feel adequatelyprepared to immediately start the planningprocess for a semester or year abroad.

TABLE 1:

Short-term Study-abroad Program Enrollments,

1997-2000

Year Enrollments

1997 308

1998 320

1999 378

2000 326

2001 345

szeir COPY AVAHA

Appalachian has ranked among the topten institutions in its Carnegie category ineach of the last seven years in the number ofstudents it sends abroad. The number ofstudents going abroad and the number ofprograms offered have steadily increased inrecent years; all degree-granting collegesparticipate in a variety of programs, withnew opportunities developing each year.These programs also accommodate anincreasing number of students from otherinstitutions.

The number of student participantsenrolled in overseas programs can bedirectly linked to the size of a particularcollege. The College of Arts and Sciencesprovides the largest number of studentparticipants, followed by the College ofBusiness, the College of Fine and Applied

Arts, the College of Education, and theSchool of Music. Appalachian's statisticsover the past five years show thatAppalachian students generally chose toparticipate in short-term overseas programsduring their senior year (nearly 50 percentof participants). Women generally out-number men by a considerable margin.About 25 percent of the programs focuson foreign language acquisition or offer aforeign language component. Studentsstill favor programs offered in Europe(60 percent), even though this trend isdeclining, followed by Central America and

the Caribbean (15 percent), Australia/New Zealand (12 percent), South America(7 percent), and Asia (6 percent).Appalachian hopes to add programs toAfrica in the near future, although severalprevious attempts were cancelled as a resultof political turmoil. The university has notbeen able to offer programs in the MiddleEast on a continuous level due to the politi-

cal instability in that region.Each year, Appalachian recognizes fac-

ulty achievements with teaching awards.Statistics show that Appalachian's short-

term study-abroad program leaders areconsistently among this elite group offaculty. They are the major proponentsfor study abroad on campus, as well asAppalachian's ambassadors abroad. Theirinternational expertise and commitmentto support international education on alllevels within the university communityis the key to Appalachian's successfulshort-term study-abroad programs and tosubstantive internationalization. Programleadership for these international educa-tion adventures requires a special commit-ment to student learning, internationalexperience, and country-specific knowl-edge. For their part, the faculty gainprofessional experience, intense teachingencounters, and the certain knowledgethat they have facilitated indelible, life-changing experiences for their students.They come to know and understand theirstudents more deeply as a result of theseusually five- to eight-week interactions.

Semester and Academic Year AbroadThe number of students who study abroadfor a semester or a year has increasedapproximately fivefold since 1996, with a

total of 85 students in academic year2001-02. Students who seek a semester oryear abroad come from a wide variety ofacademic majors. Students may participatein a rich set of opportunities for interna-tional exchange, a cost-effective methodof gaining invaluable international experi-ence. In addition, Appalachian participatesin a variety of consortia that offer enroll-ment in universities in other countries.Appalachian students participate in theInternational Student Exchange Programand exchange programs offered by theUniversity of North Carolina, which requirea contribution of only the relatively lowcost of Appalachian tuition and fees.Appalachian has joined with several otherNorth Carolina universities to provide

Appalachian has ranked

among the top ten institu-

tions in its Carnegie

category in each of the

last seven years in the

number of students it

sends abroad.



program opportunities in Spain. Other pro-grams are available to Appalachian studentsin the United Kingdom, and in Australiathrough the Australearn consortium. As atother American universities, internationalinternships also are on the rise and 15 to 20Appalachian students embark on overseasinternships each year. Pioneering effortsenable Appalachian students to work inPoland, Russia, France, Germany, and NewZealand, with additional foreign locationsanticipated in the near future.

International Students and ScholarsFor the past five years, Appalachian hasenrolled 100 to 125 international studentseach academic year. A higher number typi-cally enroll in the fall, when students from

Appalachian's international exchangepartner institutions arrive, many of whom

remain at Appalachian for a single semester.About 80 percent of Appalachian's interna-tional students seek either undergraduateor graduate degrees. In recent years, theappearance of international scholars inAppalachian's classrooms and laboratorieshas steadily increased, primarily due tointernational faculty exchange. Foreigndelegations come to develop or manageinternational partnerships. Internationalscholars are on campus to lecture andperform collaborative research. Typically,four to eight scholars teach on campus eachyear. One recent exchange scholar, thehonorable Wlodzimierz Cimoszewicz, is thepast prime minister of Poland and currentlyserves as Poland's foreign minister.

Technology and Telecommunications

Modern communications technologies offerAmerican universities unlimited potentialfor international collaboration unavailablea decade ago. Appalachian delivers Germanlanguage courses by interactive video link-ages to three other campuses within NorthCarolina. The College of Education's Public

28

School Partnership is a network connectingAppalachian educators with superintend-ents and principals in eight counties withinthe university's service region. Programsinclude teacher development, grant writingcooperation, and shared information abouta wide range of professional issues. Thepartnership has benefited internationaleducators visiting North Carolina as a vitalnetwork for sharing international resourcesfrom the university to the public schools,and has served as a model for possiblereplication. Currently, two internationalcourses are delivered online to graduatestudents by education professors in Boone,the Netherlands, and Poland. Internationalstudents in the Netherlands and Poland areregular participants.

Internationalization Highlights

International Outreach to Area SchoolsMost noteworthy among attempts to exportinternational education to the surroundingregion are two programs, the longstandingModel United Nations Assembly and aninstructional program for K-12 studentspresented by international students andscholars. The Model United NationsAssembly has been convened for more than20 consecutive years through the prodi-gious efforts of faculty within the depart-ments of political science and criminaljustice. More than 400 high school studentscome to Appalachian every year as partici-pants, representing nations and culturesfrom across the globe. Student members ofthe International Relations Associationrepresent Appalachian at the Model UnitedNations Assembly in New York each year.

The K-12 International OutreachProgram is a project of the OIP that hasreceived commendations from schoolteachers in three local counties. Theproject director presents briefings, free ofcharge, at local teacher workshops andprofessional development seminars.

Teachers may request programs about spe-cific areas of the world focusing on music,

current events, religion, performing arts,language, and other aspects of culture.

Teachers also may request internationalvisitors and recommendations on classroom

content. If a visitor is requested, internationalstudents, and occasionally internationalscholars, are recruited, given advice about

creating a multimedia presentation relatedto the requested project, and then directedto the teacher's classroom to make thepresentation. A program that made sixpresentations its first year has grown to100 presentations during the currentsemester alone.

New International Business MajorThe College of Business has completedits design of a new major in internationalbusiness. The new major will require 27

hours of foreign language study and asemester abroad in an internationalexchange program. The next stage ofdevelopment will move Appalachian admin-istrators and faculty to all foreign exchangesites to negotiate dual acceptance of curric-ular offerings for the major. This jointapproval process by faculties at all cooper-ating institutions is critical, as it will allowstudents to move through the internationalbusiness major in four years.

An Extensive International NetworkAppalachian has an extensive internationalnetwork of functional linkages overseasthat now produces trusting, cooperativerelationships with colleagues who guarantee

the safe and effective operation ofAppalachian's faculty and student exchangeand collaboration programs. Appalachiancan now count on support for all of its per-sonnel while at foreign locations, as canAppalachian's counterparts for their peoplewhile in North Carolina. The succinctdescriptions and glimpses of these relation-

ships that appear in the narrative aboveonly hint at the richness, variety, sustain-ability, and fecundity of Appalachian'snetwork of foreign partners and its progressin internationalization.

Challenges to Internationalization

The three most pressing challenges facinginternationalization at Appalachian StateUniversity are institutional orientation,financial support, and administrativeleadership and coordination for expandedinternationalization.

Appalachian's goals of becoming a pre-miere comprehensive university and amodel learning community demand a newinstitutional orientation, and a broadervision and mission statement that placesinternationalization front and center inAppalachian's development. Appalachianmust prepare its students to take on newresponsibilities in a changing global society.

International awareness, global experi-ences, and an appreciation of culturaldiversity must be knitted into the fabricof Appalachian's educational mission.Expanded publicity, institutional self-studyand planning, and administrative realign-ment mark important steps in this newdirection. Reorienting university personnel,modifying and reforming curricular offer-ings, and providing sufficient institutionalsupport to this new mission constitute asubstantial challenge.

Developing adequate financial supportfor internationalization will be equallychallenging. Financial support for studyabroad, foreign student scholarships,faculty development, as well as for meritrecognition and reward and to international

programs on campus, will require additionalresources. Preliminary steps have beentaken in the past few years with the expan-sion of OIP and small funding increases forinternational study. The university is con-sidering enhancing funding even further in

S

Appalachian has an

extensive international

network of functional

linkages overseas that

now produces trusting,

cooperative relationships

with colleagues who

guarantee the safe and

effective operation of

Appalachian's faculty and

student exchange and

collaboration programs



the following ways: First, Appalachiancould charge a $5 per semester fee for inter-nationalization, similar to the existing ath-letics fee. This would produce $125,000in additional revenue each year. Anotheroption is establishing a special endowmentfund for international programs within theAppalachian State University Foundation.Currently, economic recession and a seriesof fiscal disasters have struck the state ofNorth Carolina, devastating many familiesand reducing state support and investmentin higher education. If current economicconditions continue without abatement,returning to the modest achievements ofthe recent past may be all that is possible.

Finally, numerous administrative prob-lems stem from the absence of universalcommitment to internationalization atAppalachian. Many decisions requirecolleges, departments, and other adminis-trative units to fit international programsinto existing administrative structuresdesigned for other purposes. A process ofteam building must be orchestrated toassure equal commitment to international-ization across departments and colleges.Curriculum reform efforts also are handi-capped at every level by conflicting state,discipline, and accrediting agency standards,none of which place a high priority on inter-national education. A degree of centralizedauthority and financial resources in OIPhelps overcome many of the problems thatarise from different administrative priorities,management procedures, and compensationsystems. Greater centralization would bringadditional benefits, making it easier todefine internationalization at Appalachian,speak with one voice on development poli-cies, appeal more forcefully for support,and more effectively recognize facultycontributions. More centralized administra-tive responsibility is essential for a clearer

30

focus, stronger advocacy, better assessment,and more effective curricular and facultydevelopment.

Next Steps for Internationalization at

Appalachian State University

The international self-assessment conductedat Appalachian elicited widespread partici-pation from faculty and administrativeleaders, students, and select administrativestaff, and created broad understanding ofthe pronounced strengths and successes ofthe institution's international developmentin recent years. The self-assessment alsohighlighted the need for future planningand institutional change. Action itemsflowing out of the self-assessment includethe following:

Internationalization must be moreclearly and forcefully articulated inAppalachian's mission statement and inspecific statements about immediategoals and objectives. These progressivemovements will be achieved in concertwith the university's Strategic PlanningCommission, the representative com-mittee overseeing the university'scyclical strategic planning process.

International criteria must be added toconsiderations for new hires and formerit, promotion, and tenure decisions.This is the only path to adequatelyencourage those faculty who will leadthe university into Appalachian's globalfuture. Thus, the format for annualreports, completed by all faculty andvarious university offices, should bechanged to reflect faculty, department,and college productivity in internationaldomains.

Appalachian will establish an interna-tional recruiting element within itsenrollment services division, an essen-tial infrastructure component to bringmore international students to Boone.The institution will also establish a newinternational recruiting program thatcreates cooperative, joint venturesamong enrollment services personnel,OIP, and faculty with international back-ground, training, and skills.

Endowed foundation accounts have tobe established to support multifacetedinternational programs, including stu-dent scholarships, faculty rewards, andsupport for faculty professional trainingand development of an internationalnature. A portion of these new fundsshould support international researchventures.

The Appalachian Learning Alliance, anovel organizational construct linkingAppalachian to 10 regional communitycolleges, provides a new, unique oppor-tunity for collaboration on internationaleducation. Internationalization shouldbecome a primary topic of institutionalcooperation, especially to provide newopportunities for students at communitycolleges. These opportunities shouldinclude study-abroad programs as wellas enhanced classroom instruction.

The university should accentuate thesuccess of internationalization commit-tees in each college and school, led bythe deans and comprising faculty advo-cates for internationalization. Theseorganizations have proven their effec-tiveness and should become universalacross campus. The committees developschema for international developmentgrandly conceived to provide facultydevelopment, international mobility,curricular adaptation, and internationalprograms for students.

Author Information

Marvin Williamsen is associate vicechancellor for international programs atAppalachian State University.

31

A process of team building

must be orchestrated to

assure equal commitment

to internationalization

across departments and

colleges.


CAMPUS CASE STUDIES

Arcadia UniversityDavid C. Larsen

Located in Glenside,Pennsylvania, a suburb ofPhiladelphia, Arcadia Universityis an independent, comprehen-

sive (Carnegie master's I) institution. Fall2000 enrollments numbered 1,971 FTEstudents, including 1,396 undergraduatesand 575 graduate students (see Table 1,Arcadia University Enrollments). Theseenrollments compare to approximately1,325 FTE students-890 undergraduatesand 435 graduate students-in the fall of1990. As enrollments have increased by50 percent during the past decade, entrancerequirements have been strengthened;successful capital campaigns and buildingprojects have resulted in the construction ofseven new structures on the campus; and the

number of faculty, programs, and degreesoffered-and the size of the endowment-have all increased sharply.

In academic year 2000-01, the ArcadiaUniversity faculty was composed of 159FTE members (85 full time and 186 parttime). Three were non-U.S. citizens. Of full-time faculty members, 49 were tenured, 23were tenure-track, and 13 were contractual

TABLE 1:

Arcadia University Enrollments, Fall 2000

Undergraduate Graduate Total

Full-time 1,266 195 1,461

Part-time 362 933 1,295

Total 1,628 1,128 2,756

FTE 1,396 575 1,971

employees. Fifty-seven percent of the full-

time undergraduate students were residen-tial. There were no residential graduatestudents. One hundred and one undergrad-uate students studied abroad.

Both the Arcadia undergraduatestudent population and the faculty mem-bers who teach them reflect the diversityof American society, especially as repre-

sented in contemporary metropolitanareas. In fall 2000, 15.3 percent of the totalstudents enrolled were classified as personsof color. An additional 45 students (1.8 per-cent of total enrollment) were nonresidentaliens (see Table 2, Percentage of MinorityRepresentation Among Arcadia University

Students and Faculty).

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

32


BEST COPY AVAILABLE


At the same time, the undergraduatestudent population was overwhelminglyfemale (75 percent). This is a reflection ofthe history of the university, which began asa female seminary in 1853 and essentially

remained a single-sex college until 1973.

The faculty is 57 percent female.Arcadia University comprises three

major divisions: the Beaver College ofundergraduate studies; the College ofGraduate and Professional Studies; and theCenter for Education Abroad. The Collegeof Undergraduate Studies offers thedegrees of Bachelor of Arts, Bachelor ofScience, and Bachelor of Fine Arts.Students can choose from among 30 majorsand a corresponding number of concentra-tions within them. The College of Graduateand Professional Studies offers 12 discretemaster's degrees and a doctorate inphysical therapy. The Center for Education

Abroad is not a degree-granting entity;it facilitates study at foreign universities,internships, clinical placements, and stu-dent teaching experiences overseas. It alsoorganizes the annual London PreviewExperience for Arcadia University first -year

students.Undergraduate tuition for the 2000-01

academic year was $17,830. As a privateinstitution, Arcadia does not differentiatebetween resident and nonresident studentsin terms of tuition. The cost of room andboard for the year was $7,740.

Arcadia University offers a full-range of

financial aid, including merit awards,need-based aid, and loans. During the2000-01 academic year, student aid con-sumed 36.4 percent of full-time undergrad-uate revenue. Ninety-six percent of thefull-time undergraduate students receivedfinancial aid of some kind. Of those stu-dents, 81 percent received student loans(federal and private) and 94 percentreceived some type of institutional grant orscholarship aid, totaling $8,696,822. The

33

average aid package (including work studyand loans) for full-time, domestic under-graduates was $17,427, of which $7,253was institutional grant or scholarshipmoney.

Arcadia University's most obviouschange during the past decade is the veryrecent (July 16, 2001) renaming of the insti-tution which, throughout the 20th century,had been known as Beaver College. Themost important change during the 1990s,however, has been the institution's develop-ment of, and emphasis upon, its interna-tional character. Arcadia University beginsthe 21st century committed to makinginternationalization its chief distinguishingcharacteristic.


Adopted in 1993, a central goal of ArcadiaUniversity's mission statement is to "pre-pare students for life in a rapidly changingglobal society." Aligned with this goal, themission statement further identifies an"understanding of integral relationshipsamong people of the world" as a funda-mental characteristic of its educational

program.In preparing for reaccreditation in

1999, Arcadia University identified interna-tionalization as a key focus. A campus-widetask force assembled to address this focusidentified the five following international-ization goals:1. Increase the numbers of students of

all categories who study abroad, by pro-

viding clearer curricular guidelines,pre- and post-trip counseling, expandedfmancial aid, and a greater number ofoptions for such study.

2. Inculcate internationalism throughoutthe curriculum by providing facultydevelopment, building internationalcompetence into hiring, promotion, andprogram approval decisions.

3. Create an international outlook amongfaculty and staff by enhancing exchangeprograms, establishing special forums,and appointing an administrator to over-see such efforts.

4. Create an international milieu on cam-pus by increasing the recruitment ofinternational students, providing thesestudents with desirable housing andenhanced advising, strengthening theschool's liaison with the AmericanLanguage Academy, and continuingprojects already begun to deploy inter-national symbols around the campus.

5. Clarify and solidify the role of the Centerfor Education Abroad in the university'sefforts at internationalization.

Arcadia University is currently workingto achieve all of these objectives.



At Arcadia University, internationalizationis coordinated in a relatively centralizedmanner. The director of the Center forEducation Abroad is also a university vicepresident with responsibility for interna-tional affairs (VPIA). In addition to allCenter operations, the American LanguageAcademy program reports to the VPIAwho, in turn, reports to the university'spresident and the board of trustees.

The VPIA works closely with the

provost, who oversees all academic activi-ties on campus. Reporting to the provostare the dean of graduate and professionalstudies, the dean of undergraduate studiesand faculty development, the associatedean for internationalization, and the direc-tor of international services. The VPIA andthe provost sit with the other vice presi-dents on the executive council (the presi-dent's cabinet which meets regularlythroughout the year). There they confer

with the vice presidents for student affairs,enrollment management, finance, anddevelopment to discuss policy and coordi-nate international education and other uni-versity activities.

With the exception of the Center forEducation Abroad, there is no supportstaffing for internationalization; the uni-versity's other administrators involved ininternational education activities rely solelyon their own funding lines, and on studentworkers and volunteers from throughoutthe university community to assist with ini-tiatives they can't accomplish themselves.


International activities at Arcadia Universityare funded from a variety of independentlycontrolled budgets, making the precisedetermination of an inclusive figure diffi-cult. Recent increases in the university'ssupport of international activities, however,demonstrate the degree to which interna-tionalization has become a major institu-tional commitment (see Table 3, FinancialSupport and Resource Allocation forInternationalization at Arcadia University,next page).

Arcadia University's operating budget isalmost entirely dependent upon annualtuition income. Neither the university'smodest endowment nor external sourcescontribute substantially to funding interna-tional activities. Over the years, the Centerfor Education Abroad has sometimes beenable to commit small amounts of its discre-tionary income to support local campusinternationalization initiatives.

As internationalization efforts advance,more funding will be needed. Althoughthere has been a significant increase in theamount spent on financial aid for interna-tional students, for instance, there remainsa considerable distance to go before theArcadia funding available to themapproaches the amount provided for

domestic students.

34

A central goal of Arcadia

University's mission

statement is to "prepare

students for life in a

rapidly changing global

society." Aligned with

this goal, the mission

statement further identifies

an "understanding of

integral relationships

among people of the

world" as a fundamental

characteristic of its

educational program.

American Council on Education as

TABLE 3:

Financial Support and Resource Allocation for Internationalization at Arcadia University

Support Faculty

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

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

34 PROMISING PRACTICES 3307 COPY MANIA

35


and Co-curriculum

The most celebrated of Arcadia University'sinternational markers is the LondonPreview Program. This program attractsattention to the institution as an interna-tionalized site and sends a convincing mes-sage to all members of the communityabout Arcadia's international sincerity.

London Preview, held during springbreak, is a one-week opportunity forArcadia University first-year students.Students in good academic and disciplinarystanding have the opportunity to visit thismajor world capital for only $245. Theprice includes air and ground transporta-tion, hostel accommodation, and manyscheduled activities. Participation hasgrown from 140 students in 1994 to 231in 2001 (from about 50 percent to about75 percent of the eligible students in theseyears). Thirty faculty and staff leadersaccompany the group each year.

Students who take part in LondonPreview are exposed to an international expe-

rience; it lets them discover that procuring apassport is easy, crossing the Atlantic is not

to be feared, and maneuveringquiteindependentlyin a new city, culture, andcountry is feasible. Students return fromLondon understanding that study abroad(in any country) can be an incredibleopportunity in which they can partake.Participation in this program also createsbonds between faculty and students. Thelarge group of students is divided intosmaller cohorts of about 18, each led by twogroup leaders. These groups meet two orthree times before departure and oftendevelop a camaraderie that lasts not onlyduring the overseas program, but alsothroughout their four-year stay at Arcadia.Faculty and staff have commented on thecollegiality that builds during Preview andcontinues long after it ends.

How does a small university make thishappen for 300 members of its communityeach year? The program enjoys the presi-dent's support and is broadly and enthusias-tically endorsed by the faculty. London

Preview is a marketing tool for the universityand motivates students to study abroad. TheCenter for Education Abroad's Londonstaff arranges the logistics for the trip,including orientation, accommodations,local transportation, ticket purchases,out-of-London excursions, and guestspeakers. The director of internationalservices in Glenside coordinates the regis-tration of student participants, faculty andstaff selection, domestic ground and inter-national air transportation, written orienta-tion materials, leader training, preprogramorientation meetings, and a post-programdebriefing.

In addition to London Preview, ArcadiaUniversity's first-year students are intro-duced to internationalism through partici-pation in a required course: Justiceand Multicultural Interpretations. Thisinterdisciplinary course gives studentsstrategies for identifying and exploringcomplex issues surrounding justicea con-cept crucial to one's relationship to otherindividuals and the customs and values ofother cultures. Students discover that ideasabout justice are situated in historicaland cultural contexts. They see, too, thatarriving at reasoned belief about an issue,especially justice, must include considera-tion of moral and ethical questions.Texts include readings from literature,philosophy, psychology, and politicalscience. The course also places an emphasison developing students' ability to readinsightfully, discuss logically, and write

critically.Beyond the freshman year, Arcadia

University students are encouraged tobecome involved in international programsin many ways. There is a foreign-language

3 6

Students who take part

in London Preview are

exposed to an international

experience; it lets them

discover that procuring a

passport is easy, crossing

the Atlantic is not to be

feared, and maneuvering

quite independently

in a new city, culture,

and country is feasible.


requirement. The undergraduate cataloglists courses with an international focus andstudy-abroad opportunities as a componentof each academic departmental description.Faculty in all departments are encouragedto view themselves and their disciplines asinternational in nature. Advisors remindstudents, each semester, that they can studyabroad at a cost no greater than that ofbeing a full-time student on the Glensidecampus.

In addition, Arcadia University facultymembers have developed a series of special

courses that include short-term overseascomponents. These courses usually involvefive or six weeks of seminars on campus, a

two- or three-week overseas experience ledby an instructor, and another four or fiveweeks of seminar meetings after the inter-national experience. In recent years, thecourses have taken groups ranging in sizefrom six to 22 students to Austria, England,France, Greece, Mexico, and Russia.

One measure of progress toward inter-nationalization is undergraduate participa-tion in for-credit study-abroad experiences,which has increased from six students in1991-92 to 152 students in 2000-01. Atcommencement in 2001, more than 21 per-cent of the university's graduating seniorscounted credit earned abroad toward thecompletion of their degree requirements.It is unlikely that this number was as highas 3 percent a decade earlier.

The number of international studentsenrolled at Arcadia has increased dramati-cally during the past decadetheir presenceas a percentage of the undergraduatestudent body has increased by about 50 per-cent. In addition, the American LanguageAcademy program on campus brings anadditional 75-100 students from around theworld to campus throughout the year forintensive English study. Although not thefocus of this report, it should be noted that,in keeping with the activities already men-


timed, graduate programs with significantoverseas components also have been devel-oped and implemented during this sametime frame.

Many of the university's faculty mem-bers participate in scholarship with aninternational focus. Forty-one percent ofthose who replied to a survey in spring2001 reported having significant interna-tional contacts or experiences. Fifty-sixpercent of those same respondents indicatedthat they are comfortable using anotherlanguage in addition to English.


Internationalization efforts at ArcadiaUniversity are built on solid foundations.They take advantage of existing strengthsand resources (such as the Center forEducation Abroad) and use them as a basisfor doing more (such as London Preview).Among Arcadia's interdisciplinary courses,the Bioko Biodiversity Preservation Project(a faculty exchange project) and collabora-tive teaching in China are examples ofhome-grown initiatives that have developedfrom the university's linking of externalinternational expertise and faculty insightsand ingenuity. There is an understandingthroughout the university that identifyingand building on existing links and contactsto further internationalization will be sup-ported.

Many of the integrated aspects ofArcadia University's internationalizationefforts deserve individual recognition.Among them are:

Opportunities fir Enhancing International

UnderstandingThese begin with the reading assignmentsgiven to incoming students before theirfirst semester on campus, proceed throughthe first two years (including such featuresas London Preview and participation in thecore curriculum), and continuefor juniors

and seniors-with encouragement to studyoverseas and become involved in interna-tionally focused research and collaborativelearning projects. The college curriculumencourages thinking about and discoveringthe core elements that make people fromdiffering countries and other cultures dis-tinct from one another and, at the sametime, alike as fellow human beings.

During the past five years, Arcadia'sefforts to implement this approach haveresulted in the reinstatement of an under-graduate major in foreign languages andthe development of an undergraduate pro-gram in international business. Consistentwith its expectation that all Arcadians willcontribute to internationalization, theuniversity now asks applicants for faculty and

administrative staff vacancies to identify

their international experience and expertise.Student and faculty exchange agreements

also have been negotiated with two Koreanuniversities. As a result, students travel eachway for a semester or a year and facultymembers conduct collaborative research(health administration) and seminars (finearts) on each other's campuses. Additionalcollaborative teaching involves ArcadiaUniversity professors of mathematics andeducation and their counterparts at a part-ner institution in China. Classes coveringsimilar syllabi will be offered to small groups

of students on both campuses during the2001-02 academic year. These classes willemploy use of common, web-accessiblematerials. In May 2002, two Arcadia faculty

and about a dozen student participantstraveled to Shanghai to spend two weekscompleting projects with class membersthere. Plans are in place to bring the Chinesestudents to Arcadia when this exercise is

repeated in 2003. The Bioko BiodiversityProtection Program (http://www.bioko.org)is a final example of faculty exchange. Itinvolves Arcadia faculty and the UniversidadNacional de Guinea Ecuatorial in a long-range program to protect wildlife, promoteBioko as a site for biodiversity research andeducation, and promote ecologically soundenterprises for the local people.

Growing Recognition as an Institution thatEncourages Students to Learn About the

World

The university's tagline, "Wisdom to growon; worlds to explore," is a reminder ofArcadia's international connections to allwho read about the institution anywhere.For the past three years, Arcadia has takenabout a dozen high school counselors(selected via a drawing held during acampus visitation day) to London for oneweek the following summer. These individ-uals return with increased understanding ofthe importance of international educationin the undergraduate curriculum and ofArcadia's special abilities to impart thoselessons to its students.

The local community also is remindedof the uniquely international profile ofArcadia University through the WorldScholarship Program. Each year, the pro-gram awards high-achieving graduatingseniors from local area high schools with$1,000 certificates toward the expensesof any program offered by the Center forEducation Abroad. In May 2001, 144 ofthese awards were made to young men andwomen from the top 5 percent of the gradu-ating class in each of 72 area high schools.The recipients may use these awards at anytime during the subsequent five years forany CEA academic year or summer program

offering.

38

The local community

also is reminded of the

uniquely international

profile of Arcadia

University through the

World Scholarship

Program. Each year, the

program awards high-

achieving graduating

seniors from local area

high schools with $1,000

certificates toward the

expenses of any program

offered by the Center for

Education Abroad.



Faculty Participation in International

Education

Academic departments throughoutthe institution (psychology, business,physician's assistant, physical therapy,international peace and conflict resolution,fine arts, and education) have joined theeffort to become internationally involved.Department representatives come to theplanning process with good ideas, estab-lished international connections, andexciting research proposals. When individ-uals or small groups of faculty come for-ward with good ideas, Arcadia Universityhas always tried to accommodate them. Inthe past five years, the university has madedozens of small grants at a modest totalcost. Examples include provision for aprofessor of mathematics and computerscience to receive modest research supportwhile accompanying his wife on a Fulbrightsemester to Ghana; support for a ceramicistto participate in an international confer-ence and exhibit in Hungary; travel costsfor a professor of modern languages to lookat potential linkage sites in Spain; and sup-port for a professor in the health adminis-tration program during a three-month stayin Seoul, Korea, where she conductedresearch and developed research contactsin support of a ground-breaking study onlactation and breastfeeding practices.Frequently, these awards yield largerewards not only in terms of publishableresearch, but also in the currency of posi-tive employee attitudes toward the univer-sity and an appreciation for its support oftheir creative efforts to contribute to inter-nationalization. The institution is furtherenriched by the participants' enthusiasmabout their teaching and research upontheir return to campus.

39

Challenges to internationalization

Arcadia University's size is a challenge tointernationalization. Faculty are presentedwith many choices about activities in whichto become involved. Naturally, they want to

pursue those with the greatest assuranceof payoff. At the present time, there is noformal recognition of or reward for facultyparticipation in international initiatives.Arcadia has recently begun a discussionabout reviewing its promotion and tenurecriteria with an eye toward recognizingsignificant international involvement.

There is sometimes a tendency (often atemptation) for Arcadia, an institution ofmodest size and limited resources, to try todo too many things at once. Central deci-sion makers are aware of this danger andwork together to ensure that availableresources will be used in support of onlythose efforts that hold the most promisefor success. It is important that support forArcadia's internationalization efforts retainits place at the top of the institution'spriority list.

At any tuition-dependent institution,the chief challenge is financial. As long asenrollments remain high, Arcadia University

can progress. If a weakening economy, achange in the school's popularity, ordeclining enthusiasm for what the university

offers were to cause enrollments to fall below

projected targets, belt-tightening wouldbe required throughout the institution.Arcadia University is determined to takeadvantage of its present position of relativesuccess and stability to build for its futureby aggressively seeking external fundingto supplement its financing of numerousimportant priorities, including interna-tionalization. In doing so, Arcadia intendsto fix internationalization solidly at thecore of its agenda so that it will survive any

future financial challenges.

Next Steps for Internationalization at Arcadia

University

The Arcadia University faculty is an increas-

ingly internationalized community ofscholars. It seeks international credentialsin the form of both training and experienceamong new hires. As a result, the faculty isbecoming a group naturally predisposed tointernational involvement. For example,when, in the early spring of 2001, theprovost called for four volunteers to workon developing overseas international part-nerships, 18 of the 85 full-time facultymembers came forward.

Arcadia University started the 2001-02academic year with a new dean of graduateand professional studies and a newlycreated position of associate dean for inter-nationalization. Experienced administratorswho are held in high regard by the university

community and who are dedicated to thecontinuation of Arcadia University's inter-nationalization efforts have been appointedto each of these positions. The universitynow has the rare opportunity to broadensupport for international activities at allacademic levels behind two experiencedand respected scholars in new leadershippositions.

Arcadia University began the academicyear with full-time student enrollment at(or a bit above) capacity. The number ofapplications for undergraduate admissionwas higher than ever in the institution's his-tory. The university believes this popularityto be a direct result of the recent name

change. High enrollment presents Arcadiawith the opportunity to grow in size andincrease quality at the same time. Theinstitution intends to seize this opportunity.Institutional growth should produceadditional discretionary income that cancontribute directly to additional interna-tionalization opportunities.

The self-assessment of campus interna-tionalization conducted under the auspicesof the Promising Practices project wasextraordinarily valuable for ArcadiaUniversity. It has given the university astructured opportunity to take a carefullook at its progress over the past decade andhas required that the campus communitythink about future directions. It alsoassured that conversations about interna-tionalization can be held publicly andbroadly throughout the university, and hasinstilled in everyone at Arcadia a sense of

pride in the distinction of being recognizedfor the breadth of its international activi-ties. Today, Arcadia goes forward preparedto confront a series of new challenges, anddetermined to build upon the university'sdiverse strengths and transform existinginternational opportunities into new

realities.

Author Information

David C. Larsen is vice president of ArcadiaUniversity and director of its Center for

Education Abroad.

40American Council on Education 39

CAMPUS CASE STUDIES

Binghamton UniversiState University of New YorkH Stephen Straight and Katharine C. Krebs

0 ne of four doctoral institu-tions within the 64-campusState University of New York

(SUNY) higher educationsystem, Binghamton University (BU) enrollsapproximately 13,000 students in programsleading to bachelor's, master's, and doctoraldegrees. BU consists of five schools: theHarpur College of Arts and Sciences, theDecker School of Nursing, the School ofEducation and Human Development, theSchool of Management, and the WatsonSchool of Engineering and Applied Sciences.Classified as a "highly selective public uni-versity" by the Higher Education ResearchInstitute, BU enrolled 2,227 first-year under-graduates in fall 2001 with a combinedaverage SAT score of 1215, 200 points above

the national average; nearly all (90 percent)graduated in the upper fifth of their highschool class. Of the university's approxi-mately 500 full-time teaching faculty,96 percent hold a Ph.D. or the appropriateterminal degree in their fields. Committedto the undergraduate liberal arts traditionas well as to graduate and professionaleducation through the doctoral degree,this DoctoraVResearch University-Extensiveinstitution promotes creative and intel-lectual discovery and invention, and thedevelopment and adoption of educationalpractices that foster active student-centeredlearning.

Nearly 36 percent of BU's fall 2001entrants identified themselves as non-Caucasian. Recent statistics show that

English is not the first language of20 percent of students; 44 percent reportspeaking another language in their home.BU's student diversity is a rich resource andprovides learning opportunities that crossethnic and cultural lines.


Under the stewardship of BU's senior lead-ership, the 1990s witnessed dramaticgrowth in the number and range of interna-tional learning opportunities available toundergraduates. Before 1990, the universitytook pride in a strong curriculum in foreignlanguages and area studies, individualcourses containing international topics,and high-quality, faculty-led study-abroadprograms. No thought had been given,however, to how these efforts could be inte-grated for better results. In an effort toimprove coherence in international pro-gramming, a planning council, appointedby the president and headed by the provost,modified the university's strategic plan in1995 to include internationalization as oneof three overarching institutional priori-ties. The result was a new campus-wide

vision for internationalization and theestablishment of a set of specific actionobjectives, the most important of whichare to:

Develop course offerings, researchopportunities, and extracurricular pro-grams that "prepare our students to beleaders with a global vision."

41

In an effort to improve

coherence in international

programming, a planning

council, appointed by the

president and headed by

the provost, modified the

university's strategic plan

in 1995 to include interna-

tionalization as one of

three overarching institu-

tional priorities.



Provide international experiences(including study and research abroad,field work, and internships) to studentsin every academic program, with the aimthat 25 percent of graduates will have asignificant international experience aspart of their education.

Provide opportunities for students todevelop and increase their foreign lan-guage proficiency.

Increase the number of internationalstudents on campus.



Two offices, the Office of InternationalPrograms (OIP) and the Office ofInternational Student and Scholar Services(ISSS), share responsibility for day-to-dayinternational service activities. OIP, locatedin the Division of Academic Affairs, isresponsible for study abroad, exchangepartnerships, relations and agreementbuilding with foreign institutions, and anacademic certificate program in interna-tional studies. ISSS, a unit of the Division

of Student Affairs, manages the programsand services that support international stu-dents and visiting international scholarsand their dependents. The offices areco-located to promote coordination andresource sharing.

Beyond these offices, the coordinationand leadership of international educationalso is a shared responsibility. The viceprovost for undergraduate education super-vises OIP and university-wide internationalacademic programming. The vice provostfor planning and budget oversees arts andfestival events of an international nature.The vice provost and dean of the graduateschool oversees the Fulbright scholarscommittee and advises graduate studentsregarding other funding sources forresearch abroad. And the associate vice

42

president for student affairs supervisesISSS, BU's Multicultural Resource Center,and, through the Office of CampusActivities, all ethnic and cultural clubs.

An International Education AdvisoryCommittee (IEAC), established by theprovost with membership appointed by thefaculty senate, coordinates other decisionmaking and communication related tointernationalization. An international mis-sion statement written by the IEAC statesthat the university "aspires to provide itsmembers with direct experiences of culturaldifferences and opportunities for intellectualdevelopment that will be valuable for profes-sional and civic leadership in a world com-munity." Since its inception in 1994, theIEAC has organized four faculty workshopson internationalization. The workshops,advertised across campus and designed toapply to all disciplines, brought facilitatorsto BU to lead conversations about interna-tional education. Discussion at the well-attended workshops focused on internation-alization in the context of the university'seducation and research mission and strate-gies for its expansion.


Most internationalization at BU, includingthe activities of OIP, ISSS, and staffing forthe international curricular programs, isfunded from state budget allocations. Thedevelopment in recent years of new "globalinterdependencies" courses within theuniversity's required general educationcurriculum was supported by a special cur-riculum development fund, established bythe provost and administered by the viceprovost for undergraduate education. Aseries of external grants supported theoriginal development of BU's innovativeLanguages Across the Curriculum (LxC)program. LxC's success brought full insti-tutional funding commitment after thegrants expired. External monies, generated

through fund raising, support the univer-sity's international arts festivals and aseries of scholarships for study abroad: theIsrael J. Rosefsky Scholarship Fund, anendowment supporting language and cul-ture study abroad, yielded 168 scholar-ships between 1988 and 2002, valued at$223,000; the Marjorie B. TurnbullSpanish Language and Culture Programsupports students studying in Spanish-speaking countries; and the EvelioFigueroa Memorial Scholarship providesspecial assistance to needy students whowish to study abroad.

BU's language departments offer severaltravel grants each year to cover internationalair fares for study abroad, and severalexchange partner institutions providescholarships for BU students in the form ofreduced tuition or cost-of-living stipends.Students also have access to campus schol-arships and all forms of New York stateand federal financial aid for study abroad.While overseas, students are exemptedfrom regular campus fees, paying standardSUNY tuition instead, as well as a study-

abroad fee that supports program manage-ment expenses and subsidizes the dailyoperations of OIP.


and Co-curriculum

BU's curriculum is rich with internationallearning opportunities, both required andelective. Inaugurated in 1996, the univer-sity's general education program requiresthat all undergraduates complete a globalinterdependencies course (G course)before graduating. Offered by virtually alldepartments and interdisciplinary units,G courses consider how various regionsof the world influence and interact witheach other. Six years after introducingG courses, data showed that enrollmentswere twice as high as could be explained bythe requirementthe average BU student

graduated with two G courses instead ofone, an indication of significant studentdemand for and interest in internationallearning.

Two new curricular programs provideexpanded opportunities for internationallearning. The International StudiesCertificate Program (ISCP), begun in 1995,allows students to pursue internationalinterests through a program of languagestudy, cross-cultural subjects, an experien-tial learning requirement (met throughstudy abroad or an internationally focusedinternship in the United States), and anindependent-study capstone project. ISCPwas designed to complement students'degree program requirements. It can becompleted, in concert with a major, in fouryears of study. Students enrolled in the cer-tificate program enjoy great flexibility inthe range of international subject matterthey can pursue. In consultation with anISCP adviser, they select from a large pool

of courses and experiential learning oppor-tunities. LxC courses and courses takenduring study abroad count toward therequirement, thus building mutuallyreinforcing connections. Because of itsflexibility in programming, ISCP hasenjoyed significant enrollment growthsince its inception. On average, 100 stu-dents are enrolled in the program eachsemester.

Introduced in 2001, the Global StudiesIntegrated Curriculum (GSIC) focuses onglobal subject matter in historical andcontemporary contexts and also has, as aprimary goal, an emphasis on collaborativelearning. A 40 credit "concentration,"GSIC enrollees complete special introduc-tory and capstone courses, study or use alanguage at the intermediate level orhigher (accounting for 8 credits), and take24 credits of approved elective coursesfrom different disciplines. A study- orinternship-abroad experience also counts

43

An International Education

Advisory Committee

(IEAC), established by the

provost with membership

appointed by the faculty

senate, coordinates other

decision making and

communication related to

internationalization.



toward the elective credits. The introductoryand capstone courses each year focus on a

different global studies theme, such ascities, the environment, trade and culturalexchange, people and technology, orhuman rights. GSIC courses are designedso that students work together in multi-disciplinary teams to develop better under-standing and cross-referenced learning ofthe theme.

The focus on international educationhas resulted in significant innovation andadvancement in the professional schools.Recent developments include:

The Decker School of Nursing hasfunded faculty attendance at interna-tional health care conferences andinvited guest lecturers from abroad tocontribute to a new curriculum designthat values knowledge of culture, race,religion, and geography in order tofoster understanding of the diverse pop-ulations for which nurses care. Deckeralso sponsors health care study tours inEngland, Scotland, Greece, and theCzech Republic.

The School of Management created aglobal management concentration,established five new study-abroad pro-grams that mesh with major require-ments, and now gives study-abroadadvising a high profile. The School ofManagement majors now rank fourth instudy-abroad participation at BU.

The School of Education and HumanDevelopment established a new course,Cross-cultural Perspectives, focusing onPuerto Rico and Senegal, that includes atwo-week study/field work tour.

44

The Watson School of Engineering andApplied Science has targeted severaluniversity exchange partners as particu-larly useful for study abroad, and hasestablished paid, credit-bearing summerand semester internships in Germanyand Hong Kong. A dual German-Engineering degree is now available,with an optional internship component,through the Technical University ofChemnitz and the Technical Universityof Dresden in Germany.

Within Harpur College of Arts andSciences, area studies programs have along history and currently include Africanastudies, Asian and Asian American studies,Judaic studies, Latin American andCaribbean area studies, Medieval studies,Middle East and North African studies, andRussian and Eastern European studies.Students often combine these internationalprograms with other liberal arts or pre-professional majors.

The university's significant languageofferings further demonstrate a commit-ment to internationalization in the curricu-lum. Majors are offered in Arabic, ClassicalGreek and Latin, French, German,Hebrew, Italian, Latin, and Spanish, andminors are offered in all of these as well asRussian. Language courses from beginningthrough advanced levels are available everysemester in Japanese, Korean, Mandarin,and Yiddish, and introductory instructionis offered in other languages as the demandor opportunity arises (recent examplesinclude Portuguese, Swahili, Turkish,Vietnamese, and Yucatec Maya). Theexisting three-semester language require-ment, which can be met by means of high-school language study, has recently beenstrengthened to require college-level lan-guage study at the third-semester level orhigher.

BU excels in innovative languagelearning pedagogy. Established in 1991,LxC (Languages Across the Curriculum),a prize-winning and innovative foreignlanguage program, provides students theopportunity to complete a portion of acourse in a language other than English. Todo this, special learning groups are organ-ized, with content and discussion led by"language resource specialists," i.e., nativespeakers, usually BU international gradu-ate students. Additionally, language facultyhave developed special non-English mod-ules in civilization courses taught inEnglish to provide language students and"heritage learners" (students who grew upspeaking both English and another lan-guage) with opportunities to develop theirlanguage skills while acquiring substantialcontent knowledge. Faculty also have cre-ated English modules within introductorylanguage courses that allow beginning stu-dents to examine interactions between theUnited States and a foreign culture at a level

beyond what their elementary skills in thelanguage would allow.

BU's co-curriculum is also saturatedwith international activities. Internationalarts festivals, offered every three years andfocusing on different world regions or cul-

tures, are popular with members of both thecampus and the surrounding community.Each arts festival includes an array ofmusic, dance, drama, visual arts exhibits,public readings of literary works, and lec-tures, and brings to campus visiting artistsand scholars, who also spend significanttime working with students in classes. In1996, Scottish composer James MacMillanassisted student musicians in preparingperformances of his compositions. Greekactress Lydia Koniordou directed a student/faculty production of Electra in 1999. Thefestivals also stimulate connections beyondthe arts. For instance, parallel with theGreek festival, departments offered 14

courses with Greek subject matter; visitingnursing professors from the University ofAthens lectured on ancient and contempo-rary Greek health care; and conversationswere initiated that resulted in establishing astudent exchange with the University ofAthens. Separately, but in a similar spirit,the general education program sponsoredits own arts event, a South African theatricalproduction of Umabatlur The Zulu Macbeth,accompanied by lectures and films exploringinterchange between Africa and the West.

Around 30 culturally focused studentorganizations and clubs also provide oppor-tunities for members of the BU communityto engage in cultural exchange. The clubssponsor a series of popular festivals, toinclude China Night, Japan Night, KoreaNight, Caribbean Carnival, and anInternational Student Festival weekend.Each festival has a different character butincludes such features as guest performersfrom the designated region of the world,plays written and performed by students,music, dance, foods, games, and sportscompetitions. Since 1998, the university'sStudent Association has chartered twoclubsInternational Friends and theOrganization for InternationalConnectionswhose express purpose is tobring international and U.S. studentstogether. Led by students who had studiedabroad, the clubs introduce internationalstudents to American holidays, organizesocial gatherings, and plan excursions tolocations of cross-cultural interest, such asthe Amish region of Pennsylvania.

A new program called Discovery, an aca-

demic affairs/student affairs partnershiporganized through BU's residential col-leges, also encourages curricular andextracurricular international learning.Intended as a mechanism for integratingacademic involvement with student life,Discovery brings students and campusleaders together at "Discovery Centers" in

3

BU excels in innovative

language learning

pedagogy. Established

in 1991, Languages

Across the Curriculum,

a prize-winning and

innovative foreign

language program,

provides students the

opportunity to complete

a portion of a course in

a language other than

English.


the residential communities for eveninglearning programs. International issuesare common Discovery discussion topics,and the meetings serve as a helpful forumfor spreading information about interna-tional education activities on campus. Forexample, Discovery has announced twopairs of linked courses with a global studiestheme for fall 2002. One pair links a historycourse on U.S. immigration and ethnicityto a composition course on ethnic femaleidentity in American short stories; theother pair links an introductory GSICcourse on environmental issues to a compo-sition course on nature and magic in worldliterature. Both pairs use a "learning com-munity" formata semester-long series oftheme-related extracurricular activities andevents, including field trips, films, andmeals. Also located in the residential com-munities, language tables, led by languagedepartment faculty and international stu-dents, provide students with opportunitiesto develop speaking and listening skills inthe languages they are studying.

Symbols are an important expression ofhuman values and intention, and their visi-bility can create a sense of community andpride. Under the leadership of the vicepresident of student affairs, two projectshave boldly symbolized BU's growing

commitment to creating an internationalcampus ethos. The first, a banner saying"welcome" in 64 languages, flies across theentrance of the campus at the start of theacademic year and during other importantoccasions. Poster versions of the bannerhave been widely distributed and now aredisplayed in many campus offices. Second,flags representing the 134 nations that arehome to BU students are displayed at anopening banquet to welcome new interna-tional students and at commencement. Theflags promote the view that the universityconstitutes an international community ofscholars and students.


Over the past decade, the number ofinternational students enrolled at BU hasclimbed dramaticallyfrom 550 in 1990 to923 in 2001, a 68 percent increase. Toensure the success of this growing cohort, awell-organized three-day orientation ses-sion and regular seminars on a wide rangeof issues (cultural differences, employmentregulations, health insurance, tax laws,travel, and so forth) as well as twice-weeklylistsery dispatches are coordinated by ISSS.

The English as a Second Language(ESL) Program provides additional sup-port. As with ESL programs at other insti-tutions, BU offers a series of coursesdesigned to equip enrollees with the skillsand know-how to succeed at the university.In recent years, one curricular enhance-ment has been to use native speakers ofEnglish (often BU undergraduate students)as teaching assistants in the ESL classes.Doing so builds cross-cultural friendshipsand knowledge for all involved. An off-shoot of the ESL program, the EnglishConversation Pairs Program providessimilar benefits. Enrolling approximately150 students each semester, the programprovides ESL students with informal, non-threatening opportunities to speak Englishoutside class and have a peer answer ques-tions about American life and language; atthe same time, of course, native speakers ofEnglish learn about different cultures. Non-credit English instruction is also availablefor the spouses of foreign national faculty,providing them necessary guidance andinsight on living in the United States.

Study abroad has flourished in thelast eight years at BUthe number ofparticipating students has nearly doubled,growing from 207 in 1994-95 to 406 in1999-2000, ranking BU 14th nationallyamong doctoral institutions sending stu-dents abroad. In that time, a number of newprograms have been developed. In 1994,BU administered six study-abroad programs;

today there are 29, with 16 new partner-ships for student exchange with universitiesin nine countries. This expansion occurredthrough careful collaboration between OIPand BU's departments and professionalschools, and has focused on expandingopportunities for underrepresented majorsand student groups, providing greaterdiversity in study-abroad destinations andlanguage immersion opportunities, andcomplementing degree programs so thatstudents can move seamlessly betweentheir majors and the programs they chooseabroad. The results are impressive:

New programs have been developed incollaboration with universities inSenegal, Morocco, Turkey, Argentina,Costa Rica, Korea, and Australia. In1999-2000, 37 percent of BU studentsstudied abroad in non-WesternEuropean destinations, compared with25 percent in 1994-95.

Students from 42 of BU's 45 under-graduate major programs now studyabroad, and participation rates forstudents in under-represented disci-plines have improved-20 percent ofmanagement students, 16 percent ofengineering students, and 8 percent ofbiological sciences majors now studyabroad.

Forty percent of students take a foreignlanguage while in their study-abroadprogram.

Faculty are increasingly involved in thedevelopment of study abroad. Facultyhave selected partners abroad becauseof strong departments in specific fields:business studies at Bath University;biology at the University of East Anglia;East Asian studies at MurdochUniversity; and political science andinternational relations at BosphorusUniversity, for example.

Through consortia arrangements, BUalso cooperates with other SUNYschools to provide access to anadditional 260 international programs.BU students make fuller use of theSUNY consortium than do the studentsat any other SUNY campus.

Most growth in study abroad hasoccurred in semester and academic yearprograms, which account for 75 percent ofparticipants; another 10 percent partici-pate in summer programs. Short-termstudy-abroad tours currently accountfor 15 percent of participants. The latterare strategically used to introducelower-division students to study abroad,provide opportunities for nontraditionalstudents who cannot leave home for longperiods, and, in some cases, connect tocampus courses to prepare for further expe-rience abroad. Changes also have beenimplemented so that students can nowfulfill general education requirements attheir host institution, a policy designed toencourage more sophomores to studyabroad.


Three of BU's international education inno-vations are especially noteworthy: facultybuy-in and participation in international-ization; the university's comprehensiveinternational advising system; andLanguages Across the Curriculum.

Faculty enthusiasm for internationaleducation at BU expanded dramatically inthe 1990s, supported by hiring and promo-tion policies and driven by the university'snewly established commitment to andcoordination of international activities. Forexample, the number of faculty teachingG courses has risen by one-third and nowincludes nearly one-quarter of all faculty;some two dozen faculty now supervise ISCPcapstone projects; approximately 40 have

47

Over the past decade,

the number of international

students enrolled at BU has

climbed dramaticallyfrom

550 in 1990 to 923 in 2001,

a 68 percent increase.



served as directors or advisors of study-abroad programs; another 40 offer LxC intheir courses. New curricular and study-abroad options also reflect greater facultyengagement. Changes include:

A new requirement for majors in LatinAmerican and Caribbean Area studies toconduct field research in Buenos Aires,New York, or Los Angeles.

Research opportunities in Costa Rica forenvironmental studies majors to conductexperiments on environmental changein the rain forest.

The use of new technologies to helptheater students interact with performersand directors from Moscow.

An online learning partnership betweenSchool of Management faculty and stu-dents and academics at institutions inBulgaria.

A study-abroad program at theUniversity of East Anglia designed by

faculty in the philosophy, politics, andlaw program to provide students withdirect exposure to European philosophyand the political and philosophicalcurrents that influenced the authors ofthe U.S. Constitution.

Contributions to international educa-tion have increasingly been recognized infaculty promotion reviews, while hiring cri-teria for Harpur College explicitly statethat new faculty must include evidenceof a "global perspective" in their area ofexpertise. To recognize exceptional inter-national activity in scholarship, research,and teaching, BU's president created anAward for Excellence in InternationalEducation. The award is formally presentedeach year, along with a $1,000 honorarium,to a faculty or staff member whose workbest reflects the university's commitmentto international education.

4.

A well-articulated strategy for advising

students about international educationopportunities constitutes a criticalingredient in BU's internationalizationsuccess. Students first learn about interna-tional activities at freshman orientation; inaddition to the basic degree program andhousing advice they receive, 01P staff con-duct multiple sessions highlighting theinternational education opportunities onand off campus. The university's residentialcolleges, each led by a faculty master andoriginally modeled on those of the Britishhigher education system, are also struc-tured to provide students with regularexposure to international educationopportunities through advising fairs,evening programs in the residence hall, thefaculty/staff mentoring program (first-yearstudents request to be paired with a facultyor staff member for support in their adjust-ment to college and for information aboutcampus resources and opportunities), andthe Discovery program. The university'sfaculty, however, are the campus actorsmost responsible for providing inter-national education advice to students.Their knowledge of these opportunities hasgradually increased as they meet visitorsfrom BU's partner institutions, make sitevisits to study-abroad programs whentraveling, and participate in international-ization workshops.

Over the past 40 years, enrollments inforeign language classes at colleges anduniversities have substantially decreased, afunction, in many cases, of changing insti-tutional focus andby extensioncurricularrequirements. BU's LxC program serves asa counterbalance to this trend. Since itsinception just over 10 years ago, more than3,000 students have participated in theprogram. It has supported study in nearly allof the languages offered at the university,plus others (such as Cantonese and Hindi)known to students but not taught at BU.

The program has been adopted for use in abroad range of courses, including linguis-tics, philosophy, comparative literature,international business, theater, marketing,accounting, psychology, political science,history, environmental studies, sociology,women's studies, and biology.

Program quality is monitored throughregular, end-of-term evaluations by stu-dents and staff. Evaluation results consis-tently reveal high levels of satisfaction(for instance, more than 90 percent of par-ticipants say they would recommend LxCto others) and provide direction for contin-uous improvement. In 1998, LxC mailed asurvey to all alumni who had participatedin LxC between the years 1991 and 1996,plus a matched sample of enrollees in LxC-supported courses who chose not to partici-pate in the program. The survey's two moststriking findings are that LxC dispropor-tionately serves "heritage language"studentsthose who grew up speaking bothEnglish and another languageand partici-pants report significantly better languageskills and more frequent use of those skills

than nonparticipants.


Despite the positive advances of the pastdecade, a number of future challengesremain. Three immediate challengesinclude fostering greater student interest ininternational learning, altering the cur-riculum so that international learning isbetter integrated into the structure of alldegree programs, and expanding ways totap into existing campus diversity.

Paralleling national trends, languageenrollments at BU have been uneven overthe past decade and even decreased for somemajors. Competency, for many students, also

lags behind university expectations. A seriesof activities are planned to promote greaterlanguage enrollments and incorporate lan-guage learning into degree programs more

broadly: The newly approved third-semesterlanguage requirement provides the opportu-nity to expand the range of content includedin the foreignlanguage curriculum; theLxC program is piloting freestandingcourses that will require students to havehigher levels of language proficiency so that

they can work with more sophisticatedcontent materials; and OIP plans to workwith faculty to create study-abroad programsin which students can study a language while

also meeting general education and majorand minor requirements.

BU has set a goal of having 25 percent

of its undergraduates study abroad. Whilethe institution is making progress towardthis goal, especially through outreach andfaculty advising, additional funding isneeded to support some of the more expen-sive study-abroad programs, additional OIPstaff, and aid for qualified but needy stu-dents. To maximize the intellectual anddevelopmental aspects of foreign studyexperiences, improvements in the cross-cultural preparation students receivebefore departure are needed, as are pro-grams or seminars that help studentsprocess what they have learned upon theirreturn. Again, the chief challenge to estab-lishing such programs is modest fundingsupport.

Another challenge relates to interna-tional students and their contribution tocampus diversity. While internationalstudent enrollments at BU have dramatically

increased in recent years, structured oppor-tunities for them to share their diverseperspectives have not. In an effort to betterunderstand their experience on campus,BU has developed a survey that asksinternational students how they interactwith domestic students and how they learnabout U.S. society. Once tabulated, the sur-vey's results will assist in planning to

enhance international students' integrationinto the campus community.

49

To maximize the

intellectual and develop-

mental aspects of foreign

study experiences,

improvements in the

cross-cultural preparation

students receive before

departure are needed.




Binghamton University

Through vision, leadership, and hard work,the seeds of internationalization, plantedjust over a decade ago, have taken root andflourished at BU. Despite a number ofnotable successes, however, much remainsto be done. Immediate challenges includeimproving communication about existinginternational opportunities on and offcampus, further enhancing the relationshipbetween the diversity of BU's student body

and internationalization, and improvingthe curricular integration of international-ization. The following activities are plannedto address these concerns:

Efforts are underway to redesign andimprove dissemination of brochures andother documents related to internationalactivities, and to integrate all electronicinformation into a central "Internation-alizing Binghamton" web site.

A greater number of international edu-cation allies, like those faculty whoalready advise students about interna-tional education, must be identified andinspired, to ensure that informationabout international education is broadly

available.

To further campus diversity, the admis-sions office, in consultation with OIPadvisors, plans to identify study-abroadstudents to act as recruitment ambassa-dors, visiting high schools in the coun-tries where they study abroad.

Directors of LxC, Global Studies, andstudy abroad are planning to work withthe directors of undergraduate study ineach department to assess how theymight better involve students in interna-

tional education.

50

Internationalization is as much a processas a product, as much a frame of mind as an

idea, as much a pursuit as a goal. BU hasdeveloped this process and acquired thisframe of mind, and continues to commititself to advancing international educationas a centerpiece of its educational mission.It will take persistence, heightened commit-ment, and an even broader reach to consoli-date the successes of the past and build uponthem to reach new levels in the achievement

of the university's international goals.

Author Information

H. Stephen Straight is vice provost forundergraduate education at BinghamtonUniversity and professor of anthropologyand linguistics. He is co-originator of BU'sLanguages Across the Curriculum programand has held a senior Fulbright lectureshipin Romania.

Katharine C. Krebs is director of interna-tional education at Binghamton University:She has participated in the FulbrightInternational Education Administratorsprogram in South Korea and serves on theeditorial board of Frontiers: The Interdisci-plinaty Journal of Study Abroad

CAMPUS CASE STUDIES

Dickinson CollegeBrian Whalen and Neil B. Weissman

ickinson College, founded in1783, the first college char-tered in the newly recognizedUnited States, was named in

honor of John Dickinson, one of the leadersof the American Revolution and a signer ofthe Constitution. Dickinson is located inCarlisle, Pennsylvania, a pre-Revolutionarytown of 20,000 people in the state'sCumberland Valley.

Dickinson is a Baccalaureate I liberalarts college with a four-year program ofstudy in the liberal arts. The college grantsBachelor of Arts and Bachelor of Sciencedegrees. Dickinson employs 183 faculty,plus 27 academic professionals; of the per-manent faculty, 96 percent have earned thePh.D. or other highest degree. The studentto faculty ratio is 11:1 and the average classsize is 15 students per class.

Dickinson enrolls 2,067 full-timestudents from 41 states, the District ofColumbia, Puerto Rico, various militaryaddresses abroad, and 18 foreign countries.Campus housing is available for studentswith special interests such as foreign lan-guages, multicultural affairs, and the arts,and for social interest groups.


Dickinson's strategic plan articulates itsvision for internationalization, declaringthat the college aspires to create "an educa-tional program of the highest quality andchallenge that turns the campus from asingle site into the hub of a truly global

network. The Dickinson global educationmodel should be characterized by sus-tained, in-depth study; an imaginativevariety of opportunities that reach acrossdisciplines; and close integration of studyelsewhere with the program on the homecampus."

The following objectives, and relatedgoals, are mentioned in the college'sstrategic plan:

I. Enhance exchange abroad and elsewhere in the

United States based on Dickinson's distinctive

principle of close integration of the on- and off-

campus experiences.

1. Move to an expanded "partnership"model for study abroad that links aca-demic departments at Dickinson withcorresponding departments at foreigninstitutions.

2. Develop overseas experiences beyondthe traditional junior year or semester.

3. Build a comprehensive network of inter-national internship opportunities,focusing onbut extending beyondtheDickinson and partner sites. Explore thepossibility of course offerings at homeand abroad that look at "work" and"vocation" (including the arts, scien-tific endeavors, and public service, inaddition to business) in cross-culturalperspective.

51.



4. Integrate orientation and reentry morefully into the curricular and residentialexperience.

5. Become a center for research and policyrelated to study abroad. Include researchactivity (e.g., pre- and post-languagetesting) as part of international programoversight and quality control.

II. Internationalize the campus beyond study

abroad.

1. Adopt technology that will allow virtualhome and abroad programming.

2. Develop summer certification programsfor high school language teachers andother professional groups usingDickinson's Carlisle campus and thecollege's centers abroad.

3. Increase international student enroll-ment to 10 percent of total enrollment.

III. Create international degree opportunities

focusing on Dickinson's overseas partner

institutions and affiliates.

1. Create joint international baccalaureatedegrees with partner institutions.

2. Develop international master's degreelinkages.

IV. Enhance the college's innovative connection of

global education with U.S. diversity programming.

1. Develop a "Global Mosaic" and connectit with the college's American Mosaicprogram. Enhance the work of theCommunity Studies Center in supportof both.

2. Provide ongoing support for the Diaspora

& Community Studies initiative.

3. Explore linkages with historically blackcolleges and universities, perhapsoffering participation in abroad pro-grams (including faculty immersions) asa dimension of such collaboration.

52

V. Evaluate all proposals for new international

partnerships in terms of cost and Immediate

programmatic benefits, acknowledging that no

actions should be taken which add to the

college's expenses.

1. Give the highest priority to new pro-grams that are self-funded, that willreplace programs of a similar cost, orthat have immediate revenue potential.

2. Perform financial assessments on all newprogram proposals prior to approval andevaluate budget and program effective-ness on an annual basis.



The Office of Global Education (OGE)coordinates and supervises all of the col-lege's international programming. Theoffice's director of global education super-vises a staff of three additional professionalsand three support staff. All global initiativesare housed under OGE, creating a vibrantcenter that unifies academic and adminis-trative efforts. Faculty from across the col-lege support the development and coordi-nation of international programming,creating a dynamic combination of central-ized and decentralized management. Thisensures a high standard of quality controland cross-fertilization among study-abroadprograms. Since OGE supervises bothstudy abroad and international student andscholar services, it integrates these areasthat are too often bifurcated on collegecampuses. The OGE is in the center of cam-pus in the Marc and Eva Stern FoundationCenter for Global Education.


More than half of the college's budget forfaculty salaries supports faculty who teachinternationally-oriented courses. Theabroad programs have their own largebudgets, all of which demand considerable

expertise from Dickinson's staff in financialaffairs. The operating budget for globaleducationstudy abroad, internationalscholars, and sponsoring campus eventsis$5 million. In addition to regular budgetaryoperations, Dickinson has created two spe-cial mechanisms to support international-ization. Dickinson's 1985 NEH ChallengeGrant established an endowed Interna-tional Education Fund (IEF) that now standsat $7.5 million. This fund, administered bythe dean of the college (chief academicofficer) and OGE director, in consultationwith Dickinson's treasurer, underwrites keyglobal endeavors.

Whereas IEF underwrites infrastructurein global education generally, the Interna-tional Program Fund (IPF) supports theabroad programs alone. IPF, which isadministered by the college's dean, directorof global education, treasurer, and two fac-ulty, is a pool of monies renewed annuallythrough per capita contributions from eachabroad program (this "tithe" is included inthe comprehensive fee paid by students, notan additional cost). The fund's first purposeis to buffer the abroad programs against theinevitable vicissitudes of global operation,such as downturns in exchange rates, unex-pected fluctuations in enrollments, orexternal crises. In 1985, for example, IPFhelped the college's programs weather theRome airport massacre (in which aDickinson student was killed), the U.S.bombing of Libya, and the Chernobylnuclear accident. More positively, IPFallows Dickinson to take advantage ofopportunities for growth. For example, thefund supported visits by faculty teams toNorwich and Queensland to develop thecollege's science programs at those sites. Italso has funded the acquisition of computerequipment at all Dickinson centers.


and Co-curriculum

Internationalization at Dickinson begins inthe classroom. Dickinson's global educa-tion curriculum is best envisioned as aseries of concentric circles. At the core isforeign language training. The collegeoffers instruction in 12 foreign languages:Chinese, French, German, modern andancient Greek, Hebrew, Italian, Japanese,Latin, Portuguese, Russian, and Spanish.All students must reach at least the inter-mediate level of accomplishment in oneforeign language; all are encouraged tocontinue well beyond. Enrollments demon-strate Dickinson's success in building acampus in which language mastery is com-monplace, rather than an exception. In1999-2000, 28 percent of all enrollmentswere in foreign language courses. Fully21 percent of all graduating seniors wereforeign language majors, the highestpercentage among American colleges anduniversities. Factoring in area studies grad-uates brings the total of those who didadvanced language work higher still, to31 percent.

Cultures are complex entities; theirstudy requires application of insights from a

variety of fields and theoretical approaches.Consequently, strong interdisciplinary pro-grams constitute the second circle of thecollege's global curriculum. Dickinsonoffers interdisciplinary majors in EastAsian, Italian, and Russian Area Studies(as well as a certificate in Latin AmericanStudies), International Studies, andInternational Business & Management.Each of these programs is staffed by 10 to13 contributing faculty; each has its own

dedicated budget. By their nature, theinterdisciplinary programs parallel thebreadth of vision and synthesis of insightsin global education. International Studiesand International Business & Managementparticularly focus on placing individual

53

Cultures are complex

entities; their study

requires application of

insights from a variety

of fields and theoretical

approaches.

American Council on Education 5 3


cultures within a context of theory byrequiring students to combine a sharedmethodological core with specialization ona single nation or region. These concernstypify the college's language departmentsas well. While aiming at the acquisition ofproficiency, all ground instruction in inter-disciplinary and theoretically informedstudy of the culture(s) for which language isa vehicle of expression.

Foreign language and area studies formthe critical mass from which global educa-tion radiates across the entire curriculum.Many other majors, such as environmentalstudies and policy studies, offer global"tracks"; Dickinson's education certi-fication program includes foreign languagemethods coursework. All majors in humani-

ties and social sciences require interna-tionally focused courses. Additionally, allstudents encounter cross-cultural analysisthrough a comparative civilizations ("non-Western") requirement. In sum, more than40 percent of all the college's enrollmentseach year are in international dimensions ofthe curriculum.

A global curriculum on campus, nomatter how strong, will be ineffective if it is

not joined with direct encounter with for-eign cultures. More than any other activity,Dickinson's particular approach to studyabroad has created an ethos of global aware-ness and a sense of participation in interna-tional endeavor across the entire campus.

Until 1985, Dickinson operated onlyone yearlong overseas program (Bologna,

Italy), but students typically went abroadthrough programs or consortia run byothers. As part of its NEH-supported inter-nationalization project, the college built anetwork of abroad programs, operated byDickinson in direct partnership with for-eign universities. The goals of this policy

change were, and remain, to insure highquality in the abroad experience, to build aclose and smooth articulation between

e-54J

study at home and abroad, and to developcollaborative relationships at overseas siteswith partner universities and others thatmultiply Dickinson's global resources.

Dickinson now sponsors 32 programson six continents in 20 countries. At theheart of this network are semester- andyearlong programs in Cameroon (Yaounde),China (Beijing), England (Norwich, sepa-rate programs in science and humanities),France (Toulouse), Germany (Bremen),India (Madurai), Italy (Bologna), Japan(Nagoya), Mexico (Queretaro), Russia(Moscow), and Spain (MAlaga). The college

operates all of these programs in partner-ship with a foreign university. Dickinsonalso has affiliation agreements with institu-tions in Australia (Queensland), Costa Rica(field studies), England (Durham), Israel(Jerusalem), and Korea (Seoul). In India,Dickinson participates in the South IndianTerm Abroad (SITA) consortium. Whenenrollments allow, a Dickinson facultydirector is in residence; elsewhere thecollege relies on colleagues from partneruniversities who have taught courses inresidence on the Dickinson home campus.Most programs offer a combined, speciallydesigned curriculum of courses and exten-sive coursework at Dickinson's partnerinstitutions. Almost all have homestays.

Dickinson also operates a series of sum-mer sessions, often using its foreign centersas a base. Most tightly integrated with thecenters are month-long summer "immer-sions" offered regularly in French (Toulouse

and Francophone Cameroon), German,Italian, Russian, and Spanish. The immer-sions target students who have just com-pleted their foreign language requirement,giving them an opportunity to employ whatthey have learned and progress further.

Many immersion students opt tocontinue on to advanced language studyand return to the relevant center for asemester or year, making the immersions

key "feeders" in generating the college'sexceptionally high number of languagemajors. Departments outside the languagesalso are encouraged to take advantage ofthe center resources for summer study. Forexample, the Fine Arts Department holdsa painting workshop at Toulouse, theAnthropology Department operates afield school in Cameroon, and the PhysicsDepartment offers a summer program inBremen.

The flow of students abroad is encour-aged in a variety of ways, ranging frommajor policies to "small touches." Chiefamong the former are pricing and portablefinancial aid. Dickinson budgets all abroadprograms (travel included) at no more thanthe cost of study at home, with financial aidfully applied. The "small touches" includeflying the flags of all nations with Dickinsoncenters, mounting clocks in the campuslibrary and student union that give the timeof day at Dickinson's foreign centers, andeven (to the consternation of some Carlisleresidents) installing street signs in foreignlanguages.

These efforts have garnered broad anddeep participation. Dickinson's study-abroad rate for 1999-2000 was 81 percent,with 80 percent of this at its centers. Insome majors, the entire junior class goesabroad. The college is particularly proud ofits record for duration of study. In contrastto the national trend of ever-shortersojourns, one-third of Dickinson studentsspend an academic year (or longer) abroad.Equally rewarding has been the college'ssuccess at extending study abroad to allmajors. Even in the sciences, as a result ofspecial efforts to build a science program atNorwich and to provide further optionsthrough Dickinson's Australian partneruniversity, participation rates are unusuallyhigh.

Study abroad at high rates and, in mostcases, through the college's own programs,has many benefits. Take, for example, therelated tasks of preparation and reentry.Dickinson operates a series of familiaractivities to meet these ends, such as pre-sojourn orientations, an internationalhouse for returning students, and opportu-nities to tutor and make presentations inlocal schools. Yet beyond this, close knowl-edge of the work students will do at centers

and partner universities abroad allowsdepartments to mold sophomore courses tointensify preparation and senior program-ming to provide maximum chance forremembrance, reflection, and mentoring.

Additionally, the following activitiesand programs are integral to the college'sinternational programming:

An active program of residencies byinternational scholars on the home cam-pus. Since 1984 Dickinson has hosted80 such scholars through IEF and out-side grants (e.g., Fulbright). Residencieslast from a week to an academic year.Some are one-off events, others are reg-ular occurrences, such as yearlong staysby faculty from Chinese and Russian uni-versities in support of instruction inthose languages.

Enhanced library resources, especiallyin foreign languages, in which the dualgoal of proficiency and broad culturalsweep mandates active acquisition.Foreign language holdings range from1,000 volumes in Japanese to 9,000 inSpanish, bolstered by 775 subscriptionsto internationally related periodicals,including newspapers and journals. Thecollege's library holdings in Chinese andJapanese were recently enhanced throughthe cataloguing of a 20,000-volumecollection of works on Asia (20 percentof them not available elsewhere in the

Dickinson's study-abroad

rate for 1999-2000 was

81 percent, with 80 percent

of this at its centers. In

some majors, the entire

junior class goes abroad.

The college is particularly

proud of its record for

duration of study. In

contrast to the national

trend of ever-shorter

sojourns, one-third of

Dickinson students

spend an academic year

(or longer) abroad.



United States), given to Dickinson by aretired professor of anthropology at theUniversity of Illinois.

Faculty summer immersions in foreignlanguages. Each summer, up to 10 faculty

from outside the language departmentsspend a month at one of the campuscenters improving their skills. Each"qualifies" by taking an intermediate-level language course before the session.The immersions include intensive lan-guage study, homestays, and "pairing"with a specialist in their field from a for-eign partner university. Upon return toDickinson, participants offer ForeignLanguage Intensive courses (FLIC),regular offerings in which students mayopt to work in the foreign language. IEFfunds French-, German-, Italian-,Russian-, and Spanish-language immer-sions and also cultural immersions inChina, Greece, and Italy.

These practices, matched by the col-lege's other offices, have resulted in aglobal program of exceptional stayingpower, operated with great expertise. So, ina striking recent illustration, when YongyiSong, Dickinson's librarian-bibliographerof the Cultural Revolution, was arrested inBeijing last year on charges of spying, thecollege organized a successful internationalcampaign for his release, while continuingto operate Dickinson's abroad program andscholarly exchange with Peking University.


There are many more facets to global edu-cation at Dickinson that deserve attention,from the Career Center's active interna-tional placement program to the KadeCenter for German Writers. To betterunderstand what Dickinson has achieved,the following characteristics emphasizethree aspects of internationalization ofwhich the college is particularly proud.

56

First, Dickinson's internationalprogram is exceptionally comprehensive,as evidenced by course enrollments, study-abroad rates, and funding. Yet the best tes-timony is the extent of faculty involvement.An educational program is only as good asthose who teach it, and Dickinson has madea sustained effort to internationalize its fac-ulty. International experience is a criterionin all hiring. Personnel practices of evalua-tion and promotion are crafted to encour-age its enhancement. For example, thecollege's academic handbook includes pro-visions for "stopping the tenure clock" forjunior faculty who direct abroad programs(on their request). Such activity weighs sig-nificantly in considerations of merit pay,promotion, and tenure.

The college's research and developmentcommittee actively funds faculty researchabroad. During the last two years, morethan 70 professors received grants forscholarly activity overseas. Special effort ismade to provide international experienceto faculty who want to add this dimensionto their careers, or expand on existinginternational competencies. For example,faculty from all departments have partici-pated in the summer language immersions.They return not only ready to offer FLICcourses, but also are motivated to increasethe international content of all theirofferings and, in some cases, to initiatenew research with their counterparts atforeign universities.

Overall faculty participation in globaleducation is, predictably, very high. Some57 percent of Dickinson faculty are special-ists in international fields. More than one-third (54) have directed abroad programs.International expertise clusters in humani-ties and social sciences, but is not limitedthere. Dickinson's four geologists, forexample, have worked respectively inAntarctica (where a mountain was namedfor a faculty member), the Bahamas,

Ireland, and Kamchatka. Anecdotal buttelling evidence of the degree to which aglobal ethos permeates the faculty and theentire campus is the present compositionof the college's personnel committee: aFrench professor who has directedDickinson's Toulouse program, a Chinaspecialist and an anthropologist who haveboth led programs in Beijing, a studio artistwho recently returned from a sabbatical inceramics in Amsterdam, and an environ-mental scientist recently back fromwork sponsored by a Fulbright grant inGermany. The committee reports toDickinson's dean, a Russian historian whoserved as project director for the college'sNEH grants in international education, andto the president, a specialist in Germanculture who, while a Dickinson student,studied on a Fulbright grant at theUniversity of Basel.

Equally distinctive are Dickinson's part-nerships with universities at sites abroad.Centers abroad can become "islands" sepa-rating students from full encounter withthe surrounding culture. Given the closerelationships with partner universities (andother practices including homestays and apreference for sites less popular amongtourists), Dickinson's centers serve insteadas portals for the movement of people andideas. Rather than separate, they connectDickinson internationally by making thehome campus the hub of a truly global net-work of exchange.

In one direction, international visitorsflow from the college's sites abroad toCarlisle. In the case of faculty, the largemajority of scholars in residence funded byIEF come from partner institutions. In1999-2000 alone, faculty from sevenpartner universities-Bremen, East Anglia,Malaga, Nanzan, Peking, RussianHumanities, and Yaounde-did teachingresidencies at Dickinson, with the visitorsfrom Beijing, Cameroon, Moscow, and

Norwich here the entire year. Partnerrelationships allow the college to bringinternational students to campus in a par-ticularly effective way as well. Each year, as

many as three students from most partnerinstitutions enroll at Dickinson as overseasstudent assistants. These students receivefull scholarships and in return work toassist language departments with tutoringand language tables and houses.

Moving in the opposite direction,Dickinson students and faculty flow outthrough campus centers into partneruniversities. In those universities, theever-increasing cohort of faculty, adminis-trators, and students who have been atDickinson to teach or serve as overseasstudent assistants help make the linksbetween study at home and abroad excep-tionally strong. In some cases, integration(and shared faculty experience) betweenDickinson and the partner university is sothorough that grades as well as academiccredits transfer back to student records.Dickinson and Bremen are pushing integra-tion to its limit through plans for a jointbachelor's degree. The college has estab-lished linkages with graduate programs atseveral partner institutions, as well.

Close bonds with the partner universi-ties facilitate all manner of special projects.For example, Dickinson faculty haveorganized scholarly conferences with theircounterparts at Toulouse and Peking. Forthe college's two U.S.-France sessions,Dickinson French majors, themselves vet-erans of study in Toulouse, translated theconference sessions and papers subse-quently published. Partner relationshipsalso engender faculty exchange, includingopportunities for Dickinson professorswithout significant previous internationalexperience. In 1999-2000, for instance, aspecialist on Native Americans from EastAnglia and the director of Dickinson's

57

Overall faculty

participation in global

education is, predictably,

very high. Some 57 percent

of Dickinson faculty are

specialists in international

fields. More than one-third

have directed abroad

programs.



women's studies program exchanged posi-tions to teach and conduct research.

Another distinctive dimension ofDickinson's international program is theimaginative linkage of internationalizationand study of U.S. diversity. This strategicplan reaffirms the college's charter missionof educating citizens for the new nation. Yetthe college does so fully aware that the con-cept of "citizen" is much more fluid thanit would have appeared to the country'sfounders in 1783. Looking outward,Dickinson students must reflect on the rela-tionship between their responsibilities ascitizens of a single nation and of an increas-ingly global world. Looking inward, theymust ask, within the context of an evermore diverse society, "What is anAmerican?" These questions, two sides ofthe single coin of identity, are best exam-ined together. Nothing provides a morepowerful vehicle for reflection on one's selfthan the creative encounter and engage-ment with others, provided by internation-alization (or vice versa).

The spark for the linkage on campuscame from the "domestic" side. In 1996,Dickinson faculty created the AmericanMosaic, an interdisciplinary program inwhich students spent a semester doingfieldwork on issues of ethnicity, race, class,and gender in nearby Steelton, Pennsylvania.

The program, which received the OralHistory Association's 1996-98 award fordistinguished achievement in higher educa-tion, was repeated in 1998 in a communityof Mexican migrant workers in AdamsCounty and served as a catalyst for twomajor curricular developments. Dickinsonestablished a Community Studies Center toenhance student-faculty research and field-work in the social sciences. And, supportedthrough a series of grants, the collegebegan to interweave study of the global andthe domestic much more explicitly underthe rubric "crossing borders."

58

The projects at the heart of the"Crossing Borders" initiative include:

A Hewlett Foundation grant to createfreshman seminars that examine issuesof diversity and unity domestically andglobally. These seminars include a resi-dential dimension as well; sophomorecourses on cross-cultural analysis thatform a curricular foundation for subse-quent study abroad; and a senior culmi-nating experience built around study ofcitizenship and identity.

A Luce Foundation grant in Diaspora& Community Studies that will bringvisiting experts to campus, fund facultyworkshops and a scholarly conference,and support the addition to the AmericanMosaic of a Global Mosaic.

A FIPSE grant in which students fromDickinson, Spelman, and Xavier univer-sities joined together to do community-oriented research on issues of ethnicity,race, and gender, first at Dickinson'scenter in Cameroon and then, in alter-nating semesters, at each of the homecampuses.


The pursuit of the interlocking issues ofglobal and domestic identity is one majorchallenge of Dickinson's vision for the future.The program model demands a new languageof internationalization and creative meansto develop and manage programming. Thecollege's early success with its CrossingBorders program suggests that this model isvery labor-intensive, and will require creativeenergy and effort to sustain it.

The movement of ever-greater numbersof students from encountering foreigncultures, through study abroad, to fullengagement with the surrounding societyis another challenging area of innovation.Engagement may take many forms, such ashomestays or service. The college's focus forthe future is on internships and community-oriented research, activities in which theacademic and experiential are fruitfullycombined. Dickinson already has agood start on the former. Virtually allDickinsonians studying in Beijing, Bologna,

Malaga, and Toulouse perform internships,often facilitated by partner universities.The college is developing comparableinternship experiences at its other sites andexperimenting with entirely new internship-based programs elsewhere. During summer2000, for example, a group of InternationalBusiness & Marketing majors conductedinternships in Dublin.

Potentially more interesting from thestandpoint of new models of learning isresearch-based study abroad. Under-graduate research (both independent andwith faculty) is already a proven success oncampus, especially in the natural sciencesand, with the support of the CommunityStudies Center, the social sciences. Last year,

99 students co-authored publications ormade presentations at professional confer-ences, and many more did research withinthe college.

Finally, assessment indicates anothercritically important field for innovation.Few educational ventures promise morethan internationalization, with its potentialto enhance skills, expand perspectives, anddeepen self-understanding. That promisewill not be fully realized until the collegecan measure and assess the effectiveness ofparticular practices and programs. Someevaluative tools, such as language proficiency

testing or reentry interviewing, are alreadyin use here and elsewhere. Dickinson's

exceptional resources in international edu-cation will allow the college to expand thesearch for assessment tools further.

The college's Hewlett Diversity Project,for example, provides for the evaluation ofnot only freshman seminars on global issuesbut also efforts to connect classroom studyto residential life. Dickinson's unfoldingprogram of research activity will provide anarchive of materials demonstrating testingfor promising avenues and dead ends instudent work abroad. Equally ambitiously,the college is in the process of launching alongitudinal examination of the effects ofstudy abroad, using the college's pool of4,000 alumni with overseas experience assubjects. This multigenerational study,designed by Dickinson faculty and outsideconsultants, will be among the mostsystematic of its type, producing not onlyvaluable findings but new assessment toolsas well.


Dickinson College

Dickinson has chosen a distinctive path inglobal education. At times, as in the col-lege's FIPSE project with two historicallyblack universities or in the SITA program,Dickinson has entered into alliances withother institutions. Yet overall, Dickinsonhas opted not to play the admittedlyimportant role of "provider" of overseasopportunities for others, nor to spreadresources to mount extensive summer out-reach or graduate programs. Instead,Dickinson's focus has been on its ownundergraduates during their four years oncampus.

This singularity of purpose is not rootedin insularity. Dickinson's service to othershas been to turn its college into a laboratoryor, given the multiplicity of curricula,locales, support mechanisms, and perspec-tives, a complex of laboratoriesfor experi-mentation with models that may be widely

5 9

Few educational ventures

promise more than inter-

nationalization, with its

potential to enhance skills,

expand perspectives, and

deepen self-understanding.

That promise will not be

fully realized until the

college can measure and

assess the effectiveness

of particular practices and

programs.



adopted elsewhere. Consequently, thecollege has amassed a rich inventory ofpractice and policy. That inventory includescomplex international curricula in nearlyall departments, dozens of models forabroad programs and international part-nerships, many proven programs forfaculty development, rich experiences inexchanging scholars and students, and acatalogue of administrative and personnelpractices to support internationalization.

The process of building an inventoryof internationalization has always beenopen-ended. In the future, the college willcontinue to grapple with certain criticallyimportant questions. In a world of global-ization and diaspora, what does it mean tobe a citizen? How can the college contributeto deepening students' skills of cross-cultural analysis and the quality of their

60

experiences abroad? What policies bestallow the college to employ its resources,human, financial, and technological, insupport of internationalization? How canDickinson better make a global perspectivepermeate its campuses? And what arethe most effective means of assessing the

college's efforts?

Author Information

Brian Whalen is associate dean of the col-lege and director of the Office of GlobalEducation at Dickinson College. He is thefounding and current editor of Frontiers:The Interdisciplinary Journal of Study

Abroad

Neil B. Weissman is professor of historyand provost at Dickinson College.

CAMPUS CASE STUDIES

Indiana UniversityRoxana Ma Newman

ndiana University (IU), founded in1824, is a system of eight campusesspread throughout the state ofIndiana, with a total current enroll-

ment of more than 96,200 students. Thelargest of these campuses is IndianaUniversity Bloomington (IUB), a Research I

university, with a 2001-02 enrollment of37,963 students (32,764 full time). Ofthese, 79 percent are undergraduates.More than 3,200 undergraduates, just over8 percent of the total, are international stu-dents. (This profile primarily focuses onthe Bloomington campus of IndianaUniversity.)

Indiana University has been building areputation as an international universityfor more than 50 years. Herman B. Wells,IU president from 1938 to 1962, and uni-versity chancellor until 2000, foresaw thepost-war leadership role that the UnitedStates would assume and its implicationsfor U.S. higher education. In addition toserving the state, Wells believed the univer-sity should connect students, most of themfrom Indiana's small towns, to the worldbeyond its borders. In the 1940s and 1950s,Wells began to build the infrastructure tosupport an impressive array of interdiscipli-nary language and area studies programsand international centers that today formthe core of the university's expertise ininternational knowledge. Over the years,the university has enabled thousands ofundergraduates to have educational experi-ences abroad while attracting a steady flow

of international students and visiting schol-ars to its campuses. With its wealth of inter-national resources, IU also is able to offeroutreach programs to local schools, com-munities, businesses, and governments tofoster internationalization within the state.


Internationalization at the university isthus well-supported at the highest levelsof university administration. Although IIJdoes not have a specific "mission state-ment" on internationalization, the pursuitof knowledge about other cultures hasalways been essential to its educational mis-sion. The university's current president, forinstance, committed early in his tenure toreshaping the institution's profile as"America's new public university," servingthe citizens of Indiana and strengtheningits role and reputation as a national andinternational university. To this end, RJinstituted a new strategic directions char-ter, one plank of which was to "strengtheninternational programs in teaching andresearch." Since then, new universityfunding has supported the implementationof internationalized curricula in new fields;the application of teaching technology tointernational areas; the creation of a cen-tralized access unit to conduct and coordi-nate international outreach activities; theestablishment of international studiessummer institutes for high school students;and improved contact and programming forN's more than 8,000 international alumni.

61

Over the years, the

university has enabled

thousands of undergradu-

ates to have educational

experiences abroad while

attracting a steady flow

of international students

and visiting scholars to

its campuses.

American Council on Education SI

e2 PROMISING PRACTICES

At IUB, the College of Arts and

Sciences' (COAS) recent five-yearAcademic Enhancement Plan similarly tar-gets international studies as one of threeareas for future growth and innovation. Itidentifies as a key goal the developmentand implementation of "an internationalstudies major that brings together the col-lege's expertise in area studies and in lan-

guages."



The Office of International Programs (01P)provides central oversight and guidancefor international programs, activities,and resources for the IU system's eightcampuses. Based on the Bloomingtoncampus, the OIP is headed by a dean forinternational programs who reports directlyto the president. The dean directs an admin-istrative staff of 45, including four associatedeans and two assistant deans, and holds afaculty appointment at the university. Threeof the associate deans serve as directors ofthe OIP's three major sub-units: the Officeof International Services, the Office ofOverseas Study, and International Researchand Development. The fourth associatedean represents the international interestsof Indiana University-Purdue UniversityIndianapolis, lU's second largest campus.OIP deans meet regularly to plan anddiscuss important issues and activitiesaffecting international efforts on all IUcampuses. They also make regular visits

to lU's smaller regional campuses to meetwith chancellors and faculty to discussinternational opportunities. The OIP worksclosely with the Office of InternationalAdmissions, a subunit of the university'sOffice of Admissions. The OIP alsocommunicates regularly to its variousconstituents, both on and off campuses,through mailers, listservs, brochures,

62

newsletters, annual reports, and its website, www.indiana.edu/-intlprog.

The dean of OIP consults on tenureand promotion cases involving facultywith international interests and sits onnumerous university committees. Onesuch committee he presides over is thePresident's Council for InternationalPrograms, which meets once a year todiscuss larger policy issues affecting theuniversity and report on the progress ofspecific international areas and projects.The Council, whose membership isappointed by the president, includes alldirectors of IUB's area and internationalstudies centers, as well as faculty represen-tatives from the seven other IU campusesand from the professional schools.

As the central oversight unit for interna-tional efforts at the university, the OIPworks closely with schools, departments,and faculty on both academic and nonacade-mic issues. Some of the professional schoolshave designated specific individuals to coor-dinate international activities. For exam-ple, the School of Public and Environ-mental Affairs has a faculty director for itsacademic international programs; theSchool of Law-Bloomington recently createda position for an assistant dean to assistwith its international programs and activi-ties; and the School of Education has acoordinator in charge of diversity and inter-national programs.


IUB commits significant intellectual,human, and financial resources to interna-tional programs and activities. Nearly30 percent of the university's 1,615 FTEfaculty specialize in international studiesresearch and teaching. The directors ofIUB's area and international studies centersare drawn from the faculty and receivecourse releases to carry out their adminis-trative responsibilities. IUB's general funds

also support most of those centers' profes-sional and clerical positions. Within theOIP, all administrative positions are fundedby general university funds, as are most ofthe professional and clerical staff positions.At OIP's Office of Overseas Study, two staffpositions are currently funded by internalfunds.

Many of IUB's area and internationalcenters receive federal funding throughTitle VI of the Higher Education Act. Thisfunding enables the centers to sponsor andhost national and international conferences,special course seminars, workshops,exhibits, and outreach programs. Thecenters also receive federal support foracademic year or summer foreign languageand area studies fellowships that allowgraduate students who intend to conductresearch abroad to study the less-commonlytaught languages offered by the university.Foundation and private corporation fundingalso supports some of the activities andprograms at IUB's area studies centers.

Librarians and tenure-seeking facultyalso may apply for a variety of internationally

focused competitive grants offered throughan endowment fund administered bythe OW Grants are available to supportresearch abroad, international curriculumdevelopment, professional development toacquire new international expertise, travelfunds to attend overseas conferences, short-term faculty exchanges with overseas part-ners, library acquisition of internationalmaterials, international outreach activities,and international visitors. Each year, twoawards are given to recognize IU faculty(from any campus) who have made out-standing contributions to internationalactivities.

The Office of Overseas Study offersfinancial support for study abroad; somefunds are targeted to minority students,some to students from regional campuses.Several area studies centers also offer finan-

cial awards and prizes to faculty and out-standing undergraduates. For example, theRussian and East European Institute offersoverseas study awards to undergraduatesstudying Slavic languages for at least onesemester. In addition, IU's Title VI Centerfor International Business Education andResearch (CIBER) provides incentiveawards for business undergraduates tostudy foreign languages.

The OIP's International Research andDevelopment (IRD) unit competes for andregularly receives international traininggrants and development assistance con-tracts. These grant and contract opportuni-ties expand the reach of the university'spartnerships and affiliations overseas. Theyalso are especiallyvaluable for internation-alizing participating faculty, universityadministrators, and graduate students whowork abroad for short periods on real-worldproblems in intercultural settings. Theyinevitably develop new skills and ideas forcourses and research. For many facultyfrom the smaller IU campuses, work on IRDprojects provides their first exposure toother people and places. Their experiencesenable them to introduce new internationalperspectives to their classrooms, therebycontributing to greater internationalexpertise on their campuses.


and Co-curriculum

IUB's international reputation rests on thestrength of its 12 internationally focusedmultidisciplinary centers. Each of thecenters is staffed with productive scholarswho teach and conduct research around theworld. Many receive federal Title VI support

and are designated as "National ResourceCenters" (see Table 1, Indiana UniversityInternational Centers, next page).

63

IUB commits significant

intellectual, human, and

financial resources to

international programs

and activities. Nearly

30 percent of the

university's 1,615 FTE

faculty specialize in

international studies

research and teaching.


TABLE 1:

Indiana University International Centers (Year Founded)

Russian and East European Institute

Center for Latin American and Caribbean Studies

Inner Asian and Uralic National Resource Center

African Studies Program

Jewish Studies Program

Polish Studies Center

West European Studies

East Asian Studies Center

Middle Eastern Studies Program

Center for the Study of Global Change

Center for International Business Education and Research

India Studies Program

" current National Resource Center


(1958)*

(1963)*

(1963)*

(1965)*

(1972)

(1976)

(1978)

(1979)

(1980)

(1989)*

(1992)*

(1996)

This wealth of interdisciplinary centersallows the university to offer hundreds ofarea and international studies coursesacross nearly every humanities and socialscience discipline and in the professionalschools. The courses, available to gradu-ates and undergraduates, focus on content,comparative perspectives, and globalissues. The large number of area andinternational centers has also made itpossible for the university to offer training,channeled through its eight foreignlanguage departments, in an impressivearray of world languages. Each year, 40 to

50 languages are offered. Additionally,instruction is offered in some of the world'sless-commonly taught languages, includingAzeri, Catalan, Estonian, Haitian Creole,Hausa, Mongolian, Romanian, Sanskrit,Tibetan, Uzbek, Yiddish, and Zulu.

The international teaching and researchinterests of IUB's faculty and studentsare supported by excellent holdings inlibraries, archives, and museums. Themain library on the Bloomington campus isthe 13th largest university library in thecountry, with in-depth international collec-tions that include materials written inseveral hundred different languages. IUB'srenowned Lilly Library of rare books and

manuscripts houses significant internationalcollections in the areas of medieval and ren-aissance manuscripts, British and Europeanhistory and literature, colonial LatinAmerica, and the age of voyages and explo-ration. The Indiana University Art Museummaintains major Asian, African, Oceanic,and western hemisphere collections andexhibitions and is highly regarded for itsquality and size among university museums.IUB's Archives of Traditional Music is thenation's largest university-based ethno-graphic sound archive, housing specialcollections of African and Latin Americanmusic. And the Mathers Museum of WorldCultures contains material artifacts fromnumerous western and nonwesterncultures. Indiana University Press, one ofthe largest publishers in the nation, releasesmajor works in African studies, Arab andIslamic studies, East Asian literatures,Jewish studies, and Russian and EastEuropean studies.

IUB's international curricula provideCOAS undergraduates with broad exposureto the major world areas of human knowl-edge and activity. Among the 11 philosoph-ical and practical goals it outlines for its

students, COAS:Emphasizes "the study of the interna-tional community and encouragesstudents to become involved in thecontemporary world. By understandingthe range of physical, geographic,economic, political, religious, and

cultural realities influencing worldevents, students cultivate an informedsensitivity to global and environmentalissues."

Requires "basic communication skills inat least one foreign language, providingthe fundamental skills for communi-cating with people from other culturesand offering insights into other patternsof thought and modes of expression."

To meet these goals, undergraduatesare required to take courses in three distri-bution divisions-arts and humanities,social and historical studies, and naturaland mathematical sciences-and fulfill acultural studies and a foreign languagerequirement. Undergraduate coursesmeeting these requirements are sprinkledliberally throughout COAS's humanitiesand social science departments and theuniversity's professional schools, as well asthe area studies centers. Altogether, morethan 500 courses with international, for-eign language, and cultural content areavailable to undergraduates. Areas of inter-national concentration include 11 languageand literature majors, four distinct areastudies majors, six area studies certificateprograms, seven area studies minors, andan international studies minor focusing onglobal and transnational perspectives. Aninternational studies major is planned andwill be available by 2003.

Undergraduate overseas study pro-grams at IUB, first offered some 40 yearsago, are administered by the Office ofOverseas Study (OVST), a subunit of 01P.

Approximately half of the office's 60 pro-grams are sponsored by IU; the other halfare co-administered through the Councilon International Educational Exchangesand the Institute for InternationalEducation of Students. Additionally, asmaller number of students go abroad

each year on autonomous or independentstudy programs. Every overseas program,regardless of duration or credit intensity, isformally sanctioned by OVST. Per presiden-tial mandate, the quality of all overseasprograms is periodically reviewed.

Over the past decade, there has beentremendous growth in the number of IUundergraduates studying abroad, growingfrom 618 in 1990 to 1,504 in 2000-01, anincrease of 140 percent. Currently, IUB is11th among U.S. research universities thatsend students abroad. OVST estimates thatabout 17 percent of students have had anoverseas experience by the time they grad-uate. Participation patterns indicate thatshorter (semester, summer) and English-language programs are the most popular,and that programs in the social andlife/physical sciences have steadily grownin the past decade. The area of strongestgrowth recently is among business schoolmajors.

Home to more than 3,000 students from130 different countries (8.1 percent of totalstudent population), IUB's campus is itselfrich with international learning opportuni-ties. The presence of international studentson campus, a growing number (currently35 percent) of whom are undergraduates,promotes cross-cultural awareness andpersonal contact on a daily level. IUB's

nearly 50 international student organiza-tions regularly sponsor events that show-case linguistic and ethnic diversity, a varietyof national holidays, and culturally uniquearts and crafts, and food. They also hostoccasional forums on current world events.IUB's Office of International Servicesassists international students and exchangescholars by offering orientations, visa assis-tance, health insurance advice, travelupdates, employment workshops and semi-nars, international career and employmentnetworking, alumni mentoring, and socialactivities.

65

The presence of

international students on

campus, a growing number

(currently 35 percent) of

whom are undergraduates,

promotes cross-cultural

awareness and personal

contact on a daily level.


PROMISING PRACTICES

The Leo R. Dowling InternationalCenter is an important campus hub ofsocial and international activities. Runlargely by U.S. and international studentvolunteers, the Dowling Center hostsnumerous events and activities available tothe entire university and local community,which include coffee hours, cultural work-shops, host-family programs, concerts,language circles, and "buddy" tutoringprograms. The Dowling Center also is apopular venue for smaller internationalworkshops and symposia hosted by dif-ferent campus departments. Some of thelarger international outreach events, suchas "A Taste of Asia" with attendance in thehundreds, create an enthusiastic atmos-phere for cultural exchange, develop anappreciation of differences, and buildmutual respect, goodwill, and friendship.


Numerous academic and co-curricular pro-grams, activities, and facilities contributeto IUB's reputation as an internationalizedinstitution. Among its various activities,the university is especially proud of its

advances to promote the internationaliza-tion of business majors, its internationalstudies minor, and the internationallearning opportunities available to resi-dents of the undergraduate FosterInternational dormitory.

Internationalizing the School of Business

Within the broad expanse of internationalstudy noted earlier, the largest increase instudy abroad has come from undergradu-ates at the Kelley School of Business. In2000-01, approximately 30 percent of the

total of all IU students studying abroad werebusiness majors. Two decades earlier, onlyone program abroad was offered to businessmajors, enrolling 20 students. This dramaticgrowth in overseas participation by non-humanities, nonlanguage majors has been

66

the result of careful planning between thechair of the undergraduate program andadministrators in OVST, both keen to inter-nationalize undergraduate business educa-tion. While opportunities have long existedfor business majors to take their generaleducation courses abroad, the schoolbegan, in the 1980s, to develop specialbusiness programs in English to cater tothe interests of its students, who often didnot have strong language backgrounds.The first was a semester-long program inThe Netherlands. Semester and summerprograms, offered at western Europeanuniversities or schools of management,were later added in Denmark, England,and Finland.

Parallel to the development of theseprograms, the school also sought to infuseinternational content into its curriculumby creating courses such as "InternationalBusiness" and "Global FinancialStrategies." Despite these additions, manystudents were still able to easily bypass suchcourses and graduate without any exposureto global topics and cross-cultural issues.The next logical step was to make someform of international exposure and globalstudy a general undergraduate require-ment. An "International DimensionRequirement" was thus created in 1988. Itcan be satisfied in one of four ways: areastudies courses; foreign language study;international business and economicscourses; and, the most popular choiceamong students, study abroad. Furtherinternational options were added in 1996 -the "International Field Specialization," anadditional component of the general educa-tion requirement, and the "InternationalStudies Concentration," which is an option

only as a second major.Programs for business students with suf-

ficient foreign language ability to studyabroad have also been recently developed.Currently, foreign-language business

programs exist in France, Germany,Mexico, and Spain. The school's two mostrecent innovations stress immersion abroadexperience for students. In the extendedprogram, taught in English, students spendthree years at IU plus two years at theUniversity of Maastricht, simultaneouslyearning an IU Bachelor of Science degreeand a special Master in InternationalBusiness degree from the Dutch institution.The challenging German-language programis an exchange with the Fachhochschule inReutlingen, Germany, where students fromeither institution can earn a Bachelor ofScience degree from the Kelley Schooland a German Diplom-Betriebswirt afterspending one year on an internship abroad.

International Studies MinorIntroduced in 1999, IUB's internationalstudies minor focuses on global andtransnational issues that cut across nationalboundaries and geographic regions.Designed and administered by the Centerfor the Study of Global Change, one ofIUB's National Resource Centers, theminor is available in conjunction with abachelor's degree in a traditional academicdiscipline. Participating students choose afocus area from one of six different tracks:diplomacy and interstate relations; globalhumanities; global resources and the envi-ronment; international communicationand information; international develop-ment; and international political economy.They then take at least 15 credit hours fromapproximately 150 approved courses in22 COAS disciplines and approximately25 courses offered by Ills six professionalschools. The curriculum is based on existinginternational, world, or comparativecourses, as well as on newly developedcourses that stress globalizing and global-ized perspectives. The center's academicstaff teach two special courses on globallearning, one introductory and one

capstone. Students must also fulfill alanguage requirement and are encouragedto study abroad or undertake an interna-tional internship.

Student interest in the minor has beenextremely high, with most students optingfor the diplomacy and interstate relationsand global humanities tracks. Interest inthe environment track is also gaining popu-larity. Much of the minor's success is due tothe rich availability of international, com-parative, and transnational courses thatexist on campus. Clearly, however, it has

also been successful because it responds to

student demand for such an academic con-centration. Graduates in this minor expectto continue with postgraduate work in inter-national relations or in the professionalschools, or to pursue careers in the publicsector or at international organizations.When the program first started in January1999, the initial cohort was 17; thereare currently 85 students in the minorprogram.

As a curricular development model,serious interest in the minor has beenexpressed in the education and journalismschools, with each hoping to introduceinternational studies certificate programs.For the School of Education, such a certifi-cate program would be groundbreaking. Nointernational curriculum track currentlyexists at the school, despite a language edu-cation department for teachers of French,German, and Spanish, and a number offaculty who teach "global studies" for gradelevel K-12 schools. The certificate will beoffered for the first time in fall 2002.

67

Introduced in 1999,

IUB's international studies

minor focuses on global

and transnational issues

that cut across national

boundaries and geographic

regions. Designed and

administered by the Center

for the Study of Global

Change, one of IUB's

National Resource Centers,

the minor is available in

conjunction with a

bachelor's degree in a

traditional academic

discipline.



Foster InternationalFoster International (FI) is a living andlearning residence housing American andinternational undergraduates choosing tolive in a diverse but close-knit communitywhere they can share cross-cultural experi-ences, build international friendships, andtake a one-credit course on interculturalliving and other credit-bearing courses oninternational topics offered through theresidence education program. Almost20 years old, FI currently houses approx-mately 200 freshman and sophomores,two-thirds of whom are American andone-third of whom are international. Manyof the international students are under-graduate business majors and the majorityof them are from Asia; others are enrolledin lUB's intensive pre-academic Englishprogram. FI is governed by a student-runexecutive board, which plans programs andactivities in consultation with the FI aca-demic coordinator, a resident graduatesupervisor, and one faculty advisor.Regular activities include internationalcoffee hours, an international food fest,intramural sports, a guest speakers pro-gram, cultural celebrations and holidays,and spring and fall field trips. A weeklyconversation club also exists for students inthe intensive English program who want topractice their language skills with U.S.students living at FI.

In a joint effort of the language depart-ments and residence hall administrators,FI also houses IUB's fledgling French-,German-, Japanese-, Russian-, andSpanish-language houses. Participantsform closely-knit language groups,pledge to speak their languages as muchas possible during their daily activities,and work with the academic coordinator toorganize language-related events such asforeign films, lectures, and exhibits, whichare open to other FI residents and thegeneral public. The language houses also

68

sponsor weekly language tables, wherestudents and faculty meet for lunch or dinnerfor informal conversation. FI flourishesbecause of a dynamic collaboration amongstudents, residence hall administrators, andlanguage faculty all working together topromote a sense of international solidarityamong undergraduates in a residentialsetting.


In an era of dramatic world events andshrinking resources, universities are facingchallenges of all kinds. At IUB, maintainingstrength in area and international studiesand in international faculty, and utilizingnew technologies for international studiesare among the most pressing international-ization issues.

Sweeping changes in the world over thepast decade have combined to bring about areexamination in universities of the rele-vance of the traditional interdisciplinaryarea studies approach to world knowledgeand a shift to include more globalapproaches to such inquiry. At the sametime, the arts and humanities disciplines,where international studies have tradition-ally thrived, have experienced diminishingstudent interest, in favor of the practicaland applied knowledge offered by profes-sional schools. While HUB is committed to

maintaining its strengths in area studiesconcentrations, it also has had to be flexiblein seeking new ways to build on thosestrengths while responding to demands fornewer approaches and structures.

Two new programs have been estab-lished to respond to these changinginterests. The first is the undergraduateinternational studies minor, describedearlier, the interdisciplinary curriculumand global perspectives of which combinetraining in the arts and sciences withexposure to the professions.

The second is the newly proposed inter-national studies major, which focuses onarts, humanities, and foreign languagestudy in terms of broad interdisciplinary,thematically based perspectives that cutacross regions and periods. Like the minor,the major is offered in conjunction with abachelor's degree in a traditional academicdiscipline. Unlike the minor, however,the proposed major will require a strongforeign language component, a study-abroad component, and an area or geo-graphic specialization in its examination ofkey issues of global concern. It is hopedthat the proposed international major, likethe minor, will attract students who wish tounderstand their changing world in broaderhumanistic and cross-cultural perspectives.Both the international studies major andthe minor are intended to stimulate facultyto collaborate in developing curricula thatreflect broader approaches to inquiry andinstruction while encouraging students todeepen their curiosity of other cultures andacquire practical exposure to the samethrough study abroad. Both programsare attempts to better integrate the interna-tional strengths that already exist indifferent domains of the university andbring about greater thematic coherenceto IUB's interdisciplinary internationalcurricula.

Many faculty in the interdisciplinaryarea studies programs are approaching theage of retirement. A great challenge forIUB in the near future will be replacingthese international specialists. Sincedepartments have the authority to decidethe areas of research of any new facultyhires, there is no assurance that thesearea and interdisciplinary specialists willnecessarily be replaced by scholars insimilar disciplines. A second factor is theoverall retrenchment of faculty positionsthat has taken place within the last decade,partly due to budgetary constraints. If IUB

is to maintain its lead in internationalexpertise, replacing some regionally spe-cialized faculty in the core humanities andsocial science disciplines will be crucial.

The tremendous growth of informationtechnology presents numerous possibilitiesfor advancing international education. IUBis already recognized as one of the nation's"most wired" campuses and a nationalleader in information technology facilitiesand capabilities. However, the universityhas only just begun to explore the use ofthese new technologies to deliver interna-tional courses and content. The School ofContinuing Education and the Center forthe Study of Global Change are developinginternational studies courses that can bedelivered via the Internet and thus be acces-sible to a larger student audience, not con-strained by time or location. A pilot projectto teach one of IUB's less-commonly taughtlanguages (LCTLs) to students at anotherIU campus via interactive video is currentlyin progress.

Given the restricted teaching resourcesand typically low enrollments in such lan-guage courses, interactive video coursedelivery could be further exploited so thatother Ill campuses, and eventually otheruniversities, could benefit from IUB's richlanguage offerings, thereby contributing tothe continued viability of such LCTLs.Language technology is also just now begin-ning to receive attention from the languagefaculty, some of whom are currently devel-oping interactive modules and materialsthat students can access via the Internetor on CD-ROM. Because information tech-nology can so easily provide immediateaccess to high quality, authentic languagematerials and is so highly interactive, aninvestment in hiring staff specialiststrained in language technology could dra-matically enhance the university's capacityto be more effective and far-reaching in itsforeign language instructional programs.

69

Both the international

studies major and the

minor are intended to

stimulate faculty to

collaborate in developing

curricula that reflect

broader approaches to

inquiry and instruction

while encouraging

students to deepen their

curiosity of other cultures

and acquire practical

exposure to the same

through study abroad.

American Council on Education BB


Next Steps for Internationalization at Indiana

University

Indiana University's abundant internationalresources, which have continuously evolvedover a 50-year period, have won the univer-

sity its reputation as a leader in area andinternational studies. These resources existat all levels of the university: academic andprofessional curricula; undergraduate andgraduate degrees, minors, and certificates;faculty recruited from around the world;library, archival, and museum collections;rich offerings in foreign languages; areaand international research centers andinstitutes; a far-flung network of institu-tional linkages and exchanges; a large,diverse international population of stu-dents, faculty, staff, and visiting scholars;and nonacademic support programs thatpromote international outreach to thecommunity and general public.

IUB now needs to reflect on how best toharness its diverse international resourcesto bring about a deeper, more cohesivedegree of internationalization, especiallyat the level of general undergraduate edu-cation. More than ever before, it is criticalthat today's young people acquire thenecessary knowledge and tools to help themunderstand and function in a world of newglobal realities. An important and logicalnext step for IUB would be to develop a

university-wide internationalization strategythat would involve all the colleges, schools,

70

and campuses with specific objectives fordefining and measuring the internationalknowledge, skills, and perspectives thatundergraduates are expected to have, what-ever their major or specialization, and thatwould demonstrate their internationalcompetence. In the highly decentralizedstructure of an institution as large andcomplex as IU Bloomington, this will notbe easy. However, such an effort wouldenable the university to reach a new level ofexcellence in international education.

Author Information

Roxana Ma Newman is assistant dean forinternational programs at IndianaUniversity. She is co-editor, along withPatrick O'Meara and Howard Mehlinger,of Changing Perspectives on InternationalEducation (Indiana University Press, 2001).

CAMPUS CASE STUDIES

Kapi'olani CommunityCollege

Leon Richards and Robert Franco

Kapi'olani Community College(KCC), one of 10 campuses inthe University of Hawai'i (UH)system, offers comprehensive

programs leading to the Associate of Artsdegree in liberal arts and Associate ofScience degrees in various 21st centurycareer fields, as well as university transferand certificates. Kapi'olani is located inHonolulu on the island of O'ahu, more than2,300 miles from the west coast of theUnited States. Abridge community betweenAsia and the Americas, Honolulu boasts anincredibly diverse citizenry, including amixture of Native Hawaiians, Euro-Americans, Chinese, Japanese, Koreans,Filipinos, Samoans, Micronesians, andSoutheast Asians.

The demography of the Kapi'olanistudent body mirrors this diversity (seeTable 1: Kapi'olani Enrollments byEthnicity). In fall 2001, the college enrolled7,203 students (4,405 FTE) more lower-division students than any other campus inthe University of Hawai'i system.

In line with its location and demographicprofile, Kapi'olani's educational focus isdecidedly international. Key componentsof this focus include:

A curricular emphasis on the Asia-Pacific region that is thoroughly inte-grated into classroom pedagogies anddesigned to develop socially responsibleand economically productive local,national, and global citizens.

TABLE 1:

Kapi'olani Enrollments by Ethnicity, Fall 2001

ASIAN/PACIFIC ISLANDER

Hawaiian/Part Hawaiian

Japanese

Chinese

Korean

Filipino

Other Asian

Pacific Islander

Mixed Asian/Pacific Islander

CAUCASIAN

MIXED

OTHER

A series of innovative co-curricularprograms.

Community- and Internet-based learningopportunities, as well as study abroad.

KCC's commitment to multicultural andinternational education is popular amongstudents, many of whom indicate it was adeciding factor in their choice of college.

71.

- I .

68

10

22

9

5

13

2

2

5

13

11

8

Total 100


BEST COPY AVAILABLE


Notable Kapi'olani offerings include thelargest number of liberal arts and transferprograms in the University of Hawai'isystem; the state's only nursing and healthsciences training center; and high-qualitytraining programs in hotel operations, tourand travel, business education, and legalassisting. Further, the college's culinaryarts program, modeled on the CulinaryInstitute of America, attracts and trainschefs from throughout the Asia-Pacificregion, and will soon be expanded with$2.5 million from a University of Hawai'i

Foundation fund-raising drive.


Hawai'i is at once both a place of assimila-tion and enduring commitment to tradi-tional beliefs and values. These opposingbut compatible sentiments have resulted inthe creation of an island community thatJohn F. Kennedy once described as "whatthe rest of the world is trying to become."

To learn from and integrate the forcesof culture past and present, Kapi'olani, in1986, launched a comprehensive cross-curricular initiative focusing on Hawai'i'sconnections to Asia, the Pacific, and theAmericasthe ancestral homelands ofHawai'i's contemporary multiethnic popu-lation. Three years later, informed by alandmark American Association ofCommunity Colleges publication, BuildingCommunity, that directed communitycolleges to play a vastly expanded role ininternational education, KCC unveiled anew initiative, the Kapi'olani Asia-PacificEmphasis (KAPE), through which it beganto develop curricula and programs rootedin the experiences of local students and thataddress issues of the wider Asia-Pacificregion.

Throughout the 1990s, Kapi'olanicontinued to internationalize, working toexpand its curricular and professionaldevelopment bridge between Asia, the

7 2

Pacific, and the Americas. In doing so, itsgoal has been to provide national leader-ship in promoting educational outcomesthat prepare students for lives as sociallyresponsible and economically productivelocal, national, and global citizens. At theheart of this charge is KCC's vision thatinternationalization must:

Build on and support the languages,cultures, and histories of Hawai'i'speople.

Develop students' capacity to under-stand and respect diverse cultures.

Build strong educational and economicpartnerships in Asia, the Pacific, andthe Americas.

These beliefs complement specificobjectives in the Kapi'olani Strategic Plan,1997-2007, designed to championdiversity:

Strengthen KCC as a premier resourcein Hawaiian, Pacific Island, and Asianprograms.

Enrich the curriculum with an intercul-tural emphasis on Hawai'i, the PacificIslands, and Asia.

Become a major site for the develop-

ment of instructional resources andlanguages of Hawai'i, the PacificIslands, and Asia.

Shape a campus environment thatreflects the Hawaiian, Pacific Island,and Asian diversity of the local

community.

Recruit and retain students, faculty,staff, and administrators, especiallyHawaiians, from under-representedgroups.

Promote a respect for differences.



KCC's senior academic dean oversees thedevelopment of the college's internationaleducation programs and activities,including KAPE and more than two dozeninternational institutional partnerships.Under the dean's guidance, KAPE, formost of its history, has been managed by arevolving pair of faculty members as athree-credit, per semester assignment foreach. Typically, these faculty coordinatorshave come from the social sciences andhumanities, although language arts profes-sors also have served in this role. In mattersof international planning and decisionmaking, the faculty coordinators receivesupport from the entire administrative staffand work closely with a KAPE committee,comprising faculty from the liberal arts andcareer programs. Three current campusadministrators were formerly KAPE coordi-nators, so there exists a strong commitmentto internationalization across faculty andadministrative cultures. A single facultymember works closely with the KAPEcommittee to coordinate the college's Asia-Pacific festival, held annually during theweek preceding spring break. In general,the college benefits significantly from theexpertise and sense of community shownby faculty with demonstrated internationalexpertise and commitment.

In 1999, the Honda InternationalCenter for International Students,Programs, and Affairs opened on the KCCcampus to provide multicultural and inter-national opportunities for students, faculty,and staff. The Honda Center, a system-wideresource available to members of the sevenUniversity of Hawai'i community colleges,supports local and international workforcedevelopment and training partnerships innew fields identified as promising by thestate's Department of Business and

Economic Development. These include:new media arts; biotechnology; exerciseand sports science; eBusiness; informationtechnology; nursing and health sciences;and hospitality and tourism education. Thecenter also coordinates and manages inter-national student enrollments, workforcedevelopment programs, education and con-tract training, and academic exchange andstudy abroad.

With the establishment of the HondaCenter, KCC's senior academic dean (nowacting provost) became international edu-cation director for the University of Hawai'iCommunity College (UHCC) system andrepresents the system as a member of theCommunity Colleges for InternationalDevelopment (CCID) consortium. CCIDbrings together American and internationalcolleges to pursue formal higher educationand economic activities worldwide, and

offers more than 300 programs in technical/vocational education, plus quality collegetransfer and community service and service-learning programs.


KCC's provost office provides substantialleadership and advocacy for internationaleducation in the UH system, and in policydiscussions with the UH Board of Regentsand the state legislature. The provost alsoprovides UH Foundation funds for specialevents, such as hosting the college's Asia-Pacific international institutional partners.Support for faculty development comesfrom the general curriculum fund managedby the senior academic dean. The HondaCenter, funded through a private endow-ment, also supports faculty and staffdevelopment focused on the needs ofinternational students, as well as localstudents interested in expanding theirinternational knowledge and experience.

In 1999, the Honda

International Center for

International Students,

Programs, and Affairs

opened on the KCC

campus to provide

multicultural and interna-

tional opportunities for

students, faculty, and staff.



Over the last two decades, KCC hasreceived significant national and interna-tional recognition and funding as a leadinginstitution in international and multicul-tural education. In recent years, externalmonies have funded the following:

Summer Seminar Abroad travel toMalaysia and Singapore for 14 faculty

from across the United States-a KCCpolitical science professor will lead theseminar and a KCC geography professorand library technology specialist willparticipate (Fulbright-Hays, U.S.E.D.,2002).

A project linking KCC's culinary andtour and travel programs with institu-tions of higher education in Sri Lanka(U.S. Agency for InternationalDevelopment, 1998-2000).

A project focusing on HIV/AIDS aware-ness in Asia-Pacific region and Hawai'i.Through the project, KCC became thestate's center for World AIDS Dayceremonies; developed student peereducator teams and HIV companions;and engaged with the PopulationInstitute of the East-West Center, a U.S.State Department-funded internationalresearch center, on contemporaryHIV/AIDS issues in the Asia-Pacific

region. KCC faculty also presentedproject information at the World AIDSConference in Geneva, Switzerland(Centers for Disease Control,1996-2000).

Summer Seminar Abroad travel to Japanfor 14 faculty. As a result of the visit, newcurriculum was integrated into the col-lege's Asian studies web site (Fulbright-Hays, U.S.E.D., 1997).

Recognition as a mentor institution inthe Exploring America's CommunitiesProject. A KCC anthropology professormentored other community colleges in

74

developing Asian- and Pacific Island-American curriculum and pedagogy(National Endowment for theHumanities, 1994-96).

A project designed to integrate servicelearning into a multicultural writing cur-riculum (Corporation for NationalService, 1994-96).

Recognition as a Beacon College inInternational Education (KelloggFoundation, 1990-95).

Kapi'olani Asia-Pacific Emphasis (TideVI, 1989).

Additional funds for internationalprogramming have come from Title III,the Hawai'i Council for the Humanities,Community Colleges in InternationalDevelopment Inc., the University of Hawai'iPresident's Diversity Initiative, and theAsian Studies Development Program at theEast-West Center.


and Co-curriculum

Since 1987, KCC has offered a thorough,competency-based curriculum in its liberalarts and career programs that emphasizeslearning outcomes-that is, the actual abili-ties that students should acquire in classesand programs of study. (Competence isdefined as the ability to make conscious andinformed use of knowledge, skills, and atti-tudes relevant to a particular situation.)The practice of identifying explicit compe-tencies for each course, degree, program,and department ensures a solid curricularfoundation, and provides a basis for devel-oping new courses. The college has usedthis framework to internationalize its cur-riculum through the Asia-Pacific emphasis.The success in implementing KAPE in ashort period of time is remarkable. To date,nearly 50 percent of faculty have partici-pated in planning and developments related

to KAPE, and approximately 50 percent ofall courses include Hawaiian, Pacific,and/or Asian content.

Faculty curriculum development effortsare enhanced through overseas travelopportunities supported primarily byexternal funds. For example, the collegehas received two Fulbright-Hays SummerSeminar abroad grants for study in Asia, aswell as support from The Ford Foundationfor travel in the Pacific Islands. The col-lege's numerous institutional partnershipshave supported both administrative andfaculty travel to Asia, and the college's rolein providing service learning and technicaltraining has drawn funding for facultytravel to the Pacific Islands.

Ongoing curriculum developmentefforts focus on integrating indigenous,multicultural, and international contentacross the liberal arts and career programs.To provide a more visible curricular struc-ture, the college has created two AcademicSubject Certificates in Hawaiian-Pacificstudies and Asian studies. The certificatesrequire students to complete approximately24 credits in general education courseswith substantial indigenous, multicultural,or international content, and 14 credits ofHawaiian or a foreign language (Japanese,Mandarin, Korean, Tagalog, Samoan,Spanish, or French), all of which meetAssociate of Arts and baccalaureate

requirements.KCC's campus environment reflects

the college's commitment to internationaldiversity, with architecture, sculpture, andlandscape all managed in ways that symbol-

ically value multicultural and internationalunderstanding and respect. For example,the campus's main library is named afterthe Lama plant, which Hawaiians used toprovide light in the darkness, and othercampus buildings bear the names of plantsindigenous to the tropical Polynesia andSoutheast Asia region, providing a

metaphorical link to the KAPE program.Service-learning students in ethnobotanycourses cultivate and maintain such plant-ings, thus underscoring the link betweenpeople and places.

Outside the classroom, KCC offersa wealth of programs and activities in sup-port of its international orientation. Anespecially popular event is the college'sAsia-Pacific Festival. Held each March, thefestival runs for an entire week and exploresand celebrates Hawai'i's Pacific and Asianpast, present, and future. The festivalbrings together performing artists,craftspersons, scholars, community-basedsupporters, and hundreds of students andlocal residents, forming an experience richwith the sounds, sights, smells, tastes, andfeelings of various Asian and Pacific cul-tures. Always favored by attendees are thenumerous traditional demonstrations spon-sored by KCC's international student clubs.Another popular annual event, India Night,is sponsored by a local Indian family andbrings together the costumes and customsof India, along with culinary delights pre-pared by Asia-Pacific master chefs affiliatedwith KCC's culinary program.

Located in the Honda InternationalCenter, KCC's International Café is aninformal gathering place where local andinternational students meet for cultural andlanguage exchanges. Language tutoring isone of the most popular features of theInternational Café. Students enrolled inJapanese 101, for example, can find amplenative Japanese speakers with whom toconverse in exchange for help on home-work or the like. Many students from KCC'soverflowing ESL classes spend time in theInternational Café practicing their English,learning the local dialect (called "pidgin"),and learning about American pop culturefrom local students. International Café par-ticipants also are encouraged to preparecultural presentations for their fellow stu-

Ongoing curriculum

development efforts focus

on integrating indigenous,

multicultural, and interna-

tional content across the

liberal arts and career

programs. To provide a

more visible curricular

structure, the college has

created two Academic

Subject Certificates in

Hawaiian-Pacific studies

and Asian studies.


dents. For example, two women fromMicronesia conducted a presentation onlife in Kosrae and the Marshall Islands;another student gave a multimedia presen-tation on the family's four-generationpractice of Japanese arrow making; and anEgyptian student presented information tothe entire campus on Egyptian history andculture, including Egyptian food and bellydancing.

Student clubs focus on the languagesand cultures, as well as current events, ofspecific national and ethnic groups. Clubswelcome members of these groups aswell as other students interested in theircultures and contemporary issues.Throughout the year, these clubs and theirfaculty advisors invite internationallyrenowned guest speakers to campus. Thesenoted experts are sponsored by the Pacificand Asian Affairs Council, the East-WestCenter, and the School of Hawaiian, Asian,and Pacific Studies at University of Hawai'i,Manoa.

Study-abroad opportunities have beenprovided through institutional studentexchange agreements, the University ofHawai'i study-abroad office, and specificpartnerships, such as with KamehamehaSchools, which supported Native Hawaiianstudents who traveled to New Zealand tostudy with the Maori people. During2000-01, 125 UHCC students went to Asiaand the Pacific for study in language andculture, art, engineering, hotel manage-ment, and culinary arts.



Three aspects of KCC's many internationalinitiatives are especially noteworthy: facultyand administrative leadership; high-qualitylanguage programs; and faculty expertise.

Faculty and Administrative LeadershipThe development of a faculty leadershipmodel for the Asia-Pacific Emphasis hasreaped major dividends, in terms of sus-taining innovation in international educa-tion. This leadership model, which involvesparticipation in summer curriculum devel-opment institutes as well as broad-basedfaculty involvement, increases both resi-dent expertise and the sense of communityand teamwork among faculty. Many facultyhave had the opportunity to help manage!CAPE and some have subsequently movedinto supportive administrative positions.Administrative leadership, guided bysustained campus and system policies andplanning documents, has effectivelymobilized faculty effort and contributedto external resource and partnership devel-opment.

High-quality Language ProgramsKCC is the only campus in the UHCCsystem with a one-year Hawaiian or foreignlanguage requirement for the Associate inArts degree. Because the University ofHawai'i has a two-year Hawaiian/foreignlanguage requirement for its bachelor'sdegree, hundreds of transfer studentscomplete this requirement each year bychoosing from KCC's impressive range ofofferings, including Hawaiian, Japanese,Chinese, Korean, Tagalog, Samoan,Russian, French, and Spanish.

KCC also educates 1,500 English as aSecond Language students each year, whothen enter either liberal arts or careerprograms. For 86 percent of these students,an East or Southeast Asian language istheir first language; 9 percent speak a

Micronesian or Polynesian language as theirfirst language. The college also is home tothe Gallaudet Regional Center, whichsupports the educational success of hearing-impaired students from the Asia-Pacificregion and provides a two-year program inAmerican Sign Language. With such robustforeign language learning opportunities,KCC has created a comprehensive languageand cultural bridge for students of all ethnicbackgrounds and abilities.

Faculty ExpertiseOver the last two decades, the college hasbeen able to recruit and retain a large cadreof faculty with substantial Hawaiian, Pacific,

and Asian expertise and commitment. Manyof these faculty have completed advanced

degrees at the University of Hawai'i or haveconducted research at the East-WestCenter, and significant numbers have takenadvantage of rich, ongoing opportunitiesfor faculty development. The college hassuccessfully cultivated both intellectualbreadth and depth in its faculty.


In advancing campus internationalization,members of the KCC community have over-

come numerous structural and proceduralobstacles, artifacts of old ways of thinkingand acting. Despite a number of notablesuccesses, significant challenges remain.Three of the most pressing current con-cerns relate to expanding and improvingcommunication, generating additionalresources, and furthering the internation-alization agenda's impact on students.

Reflection and communication areprerequisites for successful change. With awell-honed vision, solid supporting docu-mentation from university and collegestrategic plans, and much hard work, KCCfaculty and administrators have been suc-cessful in recent years in implementing thecollege's Asian-Pacific Emphasis and other

international education initiatives. Thepace and breadth of these changes havebeen so significant, however, that littleeffort has been dedicated to sharingcertain accomplishments and future hopesfor international education with the widercampus and community. This needs tochange. Improving communication andfeedback will benefit future action by betterinforming efforts to integrate disparateactivities, including new voices in conversa-tions about next steps, and promoting aheightened sense of group ownership ofKCC's international education activities.

Insufficient state financial resourceshave inspired KCC officials to developnumerous external resources and partner-ships. However, resource and partnershipdevelopment increases the challenge ofcommunication and integration. Althoughfaculty and staff strive to identify resourcesand partnerships that have the closest fitwith the college's strategic plans, suchactivities can simultaneously invigorate,sidetrack, and sap energy. KCC is currentlyin the process of developing a new five-yearstrategic plan that will place integratedinternational education and globalizationmore centrally in the college's general fundbudget priorities.

As an institution committed to studentlearning, KCC needs to improve the articu-lation of international learning outcomesand develop ways of assessing whetherthose outcomes are achieved. To guidethese efforts, the following question ishelpful: For the college to be successful ininternationalization, what should studentsknow and be able to do? Two other areasalso require immediate improvement topromote enhanced international learning:the development of additional study-abroadopportunities, and improved efforts toenhance learning interactions betweenlocal and international students on campus.

As an institution committed

to student learning, KCC

needs to improve the

articulation of international

learning outcomes and

develop ways of assessing

whether those outcomes

are achieved.




Kapi'olani

Emboldened by positive feedback on thecollege's shift to a more internationalfocus, efforts are now underway for an evenmore ambitious international emphasis.Dubbed the integrated international educa-tion and globalization (IIEG) emphasis, thisnew plan for campus change will pursuecurricular and co-curricular developmentsfocusing on:

The cultures, histories, and languages ofindigenous and multicultural Hawai'i.

The cultures, histories, and languages ofOceania and Asia.

Contemporary interactions amongnations, territories, states, and indige-nous peoples.

Evolving globalization.

Social and civic responsibility at thelocal, national, and global levels.

In implementing these five compo-nents, a first step is to identify faculty andcourses in which IIEG can be emphasized.This should lead to a deeper conversationamong faculty about learning outcomes forstudents related to these foci. Eventually,faculty should be able to explicitly answerthe question, "If a student successfullycompletes a course in each of these fiveareas, what should he or she know and be

able to do?"The college is also currently addressing

communications issues. As a first step, afull report of KCC's international activities,programs, and vision will be shared withfaculty, counselors, students, and adminis-trators. Further work on the campus

78

strategic plan by faculty appointed as IIEGleaders also will enhance communicationand have a positive influence on fundingfor the IIEG emphasis. And a faculty retreatand summer workshop are planned to col-lect advice about how best to incorporatethe new IIEG focus into the institution'sstrategic mission.

Also pending are plans to improveand/or expand the college's languageprograms, in-class and online curriculumdevelopment, service learning, studyabroad, and global citizenship program-ming. In short, much progress has beenmade, but much remains to be done beforerealizing KCC's goal of becoming an islandcollege with a global reach.

Author Information

Leon Richards is senior academic dean ofinstruction and acting provost at theUniversity of Hawai'i, Kapi'olaniCommunity College, and executive directorfor international education for allUniversity of Hawai'i Community Colleges.During his tenure, he has establisheddozens of partnerships with institutionsthroughout Asia.

Robert Franco is professor of anthropologyand acting director of planning and institu-tional research at the University of Hawai'i,Kapi'olani Community College. He is rec-ognized for his research and scholarship onPacific Islands Diaspora and culturalchange.

CAMPUS CASE STUDIES

Missouri Southern State CollegeChad Stebbins and J. Larry Martin

ocated in Joplin, a city of45,000 in the southwestcorner of the state, MissouriSouthern State College is a

state-supported, comprehensive, liberalarts college with a fall 2001 enrollment of5,899 (3,863 full time, 2,036 part time).The college offers programs leading to thebaccalaureate degree, continuing educa-tion courses, and a number of two-year pro-grams in technical and vocational areas.Central to Missouri Southern's missionis an emphasis on teaching and a strongcommitment to the liberal arts and interna-tional education.

A faculty-led review and revision of thecollege's general education requirementidentified the need for students to becomemore globally aware in order to competefor jobs in the changing economy. In 1990,the Missouri Southern Board of Regentsapproved an international education focusfor the college and, in 1995, Missouri'sgovernor signed a law that enhancedMissouri Southern's mission by addingan international dimension to existingprograms.


According to Missouri Southern's missionstatement, "Inherent to our internationalapproach to undergraduate education isthe college's desire to prepare its studentsto understand world affairs, internationalissues, and other cultures, as seen throughtheir history, geography, language, litera-

ture, philosophy, economics, and politics.Knowledge and understanding of othercultures of the world also promote betterunderstanding of our own valuable culturaldiversity."

Missouri Southern's primary goal is toenhance all academic programs through anemphasis on international education. Tothat end, the college has identified fivelearner-centered objectives:

Graduates will have an understanding ofhow cultures and societies around theworld are formed, sustained, and evolve.

Graduates will have empathy for thevalues and perspectives of cultures otherthan their own and an awareness ofinternational and multicultural influ-ences in their own lives.

Graduates will be able to identify anddiscuss international issues and culturesother than their own.

Graduates will have communicativecompetence in a second or thirdlanguage.

Graduates will have experienced ordesire to experience a culture other thantheir own.

79


BO PROMISING PRACTICES

Missouri Southern also has establishedtwo additional goals relating to its interna-tional mission. The first, to heighten com-munity awareness of international issues,cultures, and languages other than theirown by using institutional expertise,includes the following objectives:

The community will have the opportu-nity to attend a variety of internationallectures and cultural events on thecampus, at no charge.

Students in grades K-12 will see anincreased emphasis on foreign languageinstruction through the InternationalLanguage Resource Center.

Area organizations and individualspresently or wishing to become involvedin international trade will be able toaccess consulting and research assis-tance through the International Tradeand Quality Center.

The community will have the opportu-nity to enjoy the best work of creativedirectors and performers from aroundthe world.

The other goal, to develop internationalresource centers by using institutionalexpertise to serve targeted communities,maintains these objectives:

To help Missouri's immigrants,refugees, and other limited English-speaking persons smoothly transitioninto American society, through theMissouri Multicultural Network website, an all-encompassing informationclearinghouse (www.mssc.edu/mis-souri).

To assist U.S. higher education institu-tions that wish to devise, implement,and maintain effective programs ininternational education through theNational Center for InternationalEducation site (www.mssc.edu/ncie).

80

To provide weekly newspaper editorsfrom around the world with a forum toimprove standards of editorial writingand news reporting and to encouragestrong, independent editorial voices,through the International Society ofWeekly Newspaper Editors(www.iswne.org).

To provide journalism students fromthroughout the world with a forum inwhich to exchange ideas, collaborate onspecial projects, and share articles andphotographs through InternationalCrossroads.

To encourage educators, researchers,and postsecondary students to improvetheir teaching and study of South Asianhistory and culture through ProjectSouth Asia, a web-based digital library(www.mssc.edu/projectsouthasia).



Missouri Southern's internationalizationefforts are managed through the Instituteof International Studies. Established in1996, the Institute was charged with pro-moting 15 specific action activities andgoals:

Encourage a pervasive, global dimen-sion in all of the college's curricula.

Develop specific international courses.

Create an interdisciplinary major ininternational studies.

Create a certificate or minor in interna-tional studies.

Expand the international enhancementof courses.

Expand and enrich foreign-languageofferings.

Expand study-abroad opportunities forstudents and faculty.

Develop internships abroad for students.

Develop a major in InternationalBusiness.

Develop a Center for InternationalTrade.

Work with K-12 schools to promotethe study of foreign languages andgeography.

Develop the International LanguageResource Center to support of schools,businesses, and organizations.

Assist international students and visitingscholars.

Develop an Intensive English DualProgram for international students.

Enhance internationalization across thecampus through the development ofworkshops, foreign language competi-tions, seminars, teleconferences, amongother activities.

The Institute of International Studieshas a staff of foura director, an assistant, asecretary, and a person responsible formaintaining the Missouri MulticulturalNetwork and National Center forInternational Education web sites. Theassistant is responsible for aiding incominginternational students, coordinating stu-dent and bilateral exchange programs,planning orientation sessions, and helpinginternational faculty with their H-1B visaemployment status.

Although the director of the Instituteof International Studies has the primaryresponsibility for internationalization, con-siderable direction comes from MissouriSouthern's president and from the vicepresident for academic affairs. The college'sfour school deans also are advocates ofthe international mission and encouragedepartment heads and faculty to seek inno-vative ways to infuse internationalizationthroughout the curriculum. A grants com-mittee, consisting of the four school deans,

a faculty member from each of the fourschools, and the director of internationalstudies, determines which faculty and stu-dent applications for study abroad will befunded each year.


Missouri Southern receives $2.4 millionannually from the state of Missouri forinternational mission enhancement. Thecollege has leveraged these state dollars bywriting grants for additional funding.Under a $55,000 Title VI grant from theU.S. Department of Education, MissouriSouthern's Department of Biology beganinternationalizing its program in environ-mental health, one of only 25 accreditedundergraduate programs in the nation. Theprogram began establishing bilateral agree-ments with universities in Latin Americathat involved the exchange of students andinternship placements. The same Title VIgrant also allowed the college to begin anannual publication by journalism studentsfrom around the world, produced on theMissouri Southern campus, calledInternational Crossroads. Faculty fromthe Department of Communicationsvisited universities in Austria, Cote d'Ivoire,France, Germany, and Senegal in esta-

blishing this publication. Additionally, a$70,000 grant from the National SecurityEducation Program enabled the college

to create Project South Asia, a web-based

digital library for improving the study andteaching of South Asia, focusing especiallyon India and Pakistan. Project South Asiaalso received a $15,000 grant from theGladys Krieble Delmas Foundation, aprivate foundation in New York.

The college spends more than $1 mil-lion of its $2.4 million allotment from thestate for salaries and benefits of facultymembers, mainly those hired for foreignlanguages and international business.

81

Missouri Southern

receives $2.4 million

annually from the state of

Missouri for international

mission enhancement.

The college has leveraged

these state dollars by

writing grants for

additional funding.



Nearly $275,000 is devoted to support forstudents studying abroad and $100,000 tofaculty travel and study abroad. Other pro-grams that also receive an annual budgetinclude the International LanguageResource Center, Spanish Village,International Trade and Quality Center,Intensive English Program, InternationalStudent Exchange Program, Model UNClub and Arab League, and TESOL pro-gram. Missouri Southern's international"themed" semester, including the GockelInternational Symposium, receives up to$40,000 annually. Remaining funds gotoward student wages, supplies, postageand telephone expenses, printing, dues andmemberships, international internships,internationalizing the curriculum grants,special projects, and equipment.


and Co-curriculum

The most distinctive aspect of MissouriSouthern's effort to internationalize thecurriculum, and the one with the mosttangible effect throughout the campuscommunity, has been the designation of"themed semesters." Each fall, a particularregion of the world is selected to becomethe focus of intensive study: Individualdepartments on campus incorporate rele-vant aspects of the chosen region in theircourses, student journalists travel to thatpart of the world and write articles for aspecial edition of the college newspaper,The Chart, and special events are open tothe college community and the public.The Harry and Berniece Cockel Symposiuminaugurates the themed semester; topscholars in the respective field give insightinto the problems and potentials of theregion. Previous themed semesters havefocused on China (1997), Africa (1998),Latin America (1999), America (2000),Japan (2001), and India (2002).

S2

The Japan Semester featured renownedexperts speaking on such topics as "ModernJapanese Literature's Ten Greatest Hits,""Degrees of Cultural Accuracy in Memoirsof a Geisha," "The Making of the Samurai:From Wild Warriors to the Way of theWarrior," and "Living Tradition of JapanToday Through Theatre Forms and MartialArts," a lecture/demonstration on theJapanese tradition of tea ceremonies by acertified Japanese tea master, and perform-ances by a Japanese dance company and ataiko drum ensemble. The title of the GockelInternational Symposium was "Rising Sun,Looming Crisis: Japan Facing Reform andTransition in a New Millennium," with threescholars addressing the Japanese economyand Prime Minister Koizumi's attempt tobring economic reform to the Japanese. Inaddition, five editors from The Chart spenttwo weeks in Japan producing stories andphotographs on Japanese culture, media,the role of women, religion, cuisine, fashion,transportation, baseball, and sumo wrestlingfor a special 24-page section of the news-paper, while students from RyukokuUniversity in Kyoto, Japan, wrote stories onKyoto, Japanese traditions, religion, art,and business for a 60-page edition ofInternational Crossroads.

The international mission also is evi-dent from changes made in the curriculum.The recently developed InternationalStudies major allows both flexibility andstructure for the student who desires aninternational career. Required coursesinclude Introduction to InternationalStudies, Contemporary World Civilizations,Comparative Political Economy,International Techno- Trends, WorldHumanities, and World EnvironmentalIssues. Intellectual rigor is built into theprogram through the requirement of asenior thesis and an 18-hour foreign lan-guage requirement.

An important feature of MissouriSouthern's general education program isthe block of courses known as Area 5, thatis, courses with an international focus. AllMissouri Southern graduates are requiredto have taken at least one of these courses,which include foreign languages, interna-tional geography, comparative cultures,intercultural communication, comparativereligion, and international cultural studies.

Missouri Southern students can selectfrom a wide variety of foreign languages,more than those offered by most publicinstitutions of comparable size. Studentsmay major in French, German, or Spanish;minors are available in those languagesplus Chinese, Japanese, and Russian. Thenumber of foreign language majors andminors has increased substantially duringthe past five years. The college offers begin-ning-, intermediate-, and advanced-levelcourses in each of the six languages in bothspring and fall semesters. The 2001 fallcourse schedule also included such topicsas Hispanic Drama, Latin AmericanLiterature, Advanced German Syntax,Francophone Literature, and AdvancedJapanese. Except for the Spanish major andFrench and German minors, the other pro-grams were all put into place after MissouriSouthern set its international mission.

One indication of the manner in whichthe international mission permeates thecurriculum is the number of courses withan international focus. The 2001-02 col-lege catalog lists a total of 1,035 coursesfrom the schools of Arts and Sciences,Business, Education, Technology, andthe Institute of International Studies andhonors program. Of that number, 125(12 percent) are either internationalcourses or courses with a predominantlyinternational focus. The permanentcourses that faculty have added in recentyears reflect a similar trend: 9 percentof new courses added in 1999-2000 and

14 percent of those added in 2000-01 wereinternational courses. Records of theproceedings of the academic policiescommittee indicate that 52 percent of theaccepted course petitions in 1999-2000 and22 percent of those from the 2000-01 aca-demic year were international courses.These figures demonstrate the willingness offaculty to respond creatively by developing

new courses that meet current interests ofstudents or that support the institutionalefforts to internationalize the curriculum.

Individual departments have initiatedspecific responses to international educa-tion. The education department providesstudents with extensive resources related tothe themed semesters and offers the optionto complete part of the student teachingrequirement at a school in England. Thenursing department urges students to takea foreign language and designs modulesthat focus on health care abroad, usuallyrelated to the themed semester.

Since the inception of its internationalmission, Missouri Southern has realized anincrease of more than 400 percent in thenumber of international students seekingadmission. In numeric terms, this equatesto a current total of 104 students, orroughly 2 percent of the college's fall 2001enrollment. This increase is mainly attrib-utable to the publicity on its internationalmission that Missouri Southern hasreceived in print media around the world,the promotion of the international missionon the campus web site, and the low cost ofits tuition compared with that of other mid-size U.S. colleges and universities. Manystudents join the International Club, whichalso has attracted American students oncampus. At the annual Food Feast, studentsfrom many countries prepare typical dishesfrom their region for about 700 guests. TheFood Feast is a very popular event in thelocal community and enables the interna-tional students to raise money for travel.

83

An important feature of

Missouri Southern's

general education

program is the block of

courses known as Area 5,

that is, courses with an

international focus.

All Missouri Southern

graduates are required

to have taken at least one

of these courses.



Since 1995, the number of internationalfaculty members on campus has increasedfrom four to 12. International faculty arecurrently responsible for teaching andresearch in German, Japanese, Russian, andSpanish language and literature, interna-tional business, economics, mathematics,sociology, computer-aided drafting anddesign, and manufacturing informationmanagement systems. Many of the pro-grams central to the international missionare headed by international faculty.

The International Language ResourceCenter (ILRC) provides numerous servicesto the college and the surrounding commu-nities. The center maintains a large collec-tion of educational materials, including140 audio items, 535 books, eight laserdisks, 52 software items, and 836 videocas-settes in 27 languages. Each year, the ILRCreceives about 200 requests for materialsfrom members of the college communityand another 100 requests from local highschool and middle school teachers. TheILRC also provides free tutoring servicesfor students in each of the six languages

taught at the college.Another area of outreach activities is

after-school foreign language classesdesigned by the ILRC director and taughtby Missouri Southern students. A dozenclasses are offered each semester in areapublic schools, at the Joplin Public Library,and on the Missouri Southern campus. Thelanguages taught include Chinese, French,German, Japanese, Russian, and Spanish.Total enrollment in these classes is nowmore than 250 students per semester.These efforts have increased interest inlanguage learning and provided a vitalservice for school districts that could notafford to introduce languages at theelementary school level. The ILRC alsosponsors workshops for foreign language

34

teachers in the area; these are available atno cost to college faculty and high schoolteachers who wish to participate.

The Missouri Southern annual ModernForeign Language Field Day has beenattracting an increasing number of areajunior high and high school students: from500 in 1996 to 1,200 in 2001. The day'sevents give local students the opportunity toparticipate in 36 competitions conducted inFrench, German, and Spanish, such as"culture bowl," a geography quiz, poetryreading, poster contest, reading compre-hension, vocabulary recognition, and vari-ous skits. The results of all written competi-tions are available for area teachers, whouse the results to compare their students'performance to that of their peers.Teachers and students repeatedly expresstheir enthusiasm for the event. To reachyounger students and promote the earlystudy of foreign language, MissouriSouthern also offers a special summerimmersion Spanish camp, Villa Espanola(Spanish Village), for children ages 8-13.The Village's mission is to develop Spanish-language skills, encourage understandingof other cultures, and educate responsiblecitizens with a global perspective. Villagershave a great time learning the Spanishlanguage, the geography of the Spanish-speaking world, and its cultures, crafts,songs, and dances. They also work on com-puters and communicate via the Internetwith children in Mexico. In six years, theVillage has grown from 26 to 86 partici-pants, more than three times its originalsize.

The student publication, InternationalCrossroads, also has become a means ofacquainting Missouri Southern studentswith international perspectives. Studentsfrom universities around the world, oftenpartner universities, are invited to submitarticles. The purposes of the annual maga-zine are threefold: to dispel cross-cultural

stereotypes; to glimpse the social nuancesof varying world cultures; and to offerstudent journalists a broader audiencewith which to communicate. A group ofjournalism students from the University ofVienna produced the 2000 issue, tided"Very Vienna." The students and theirprofessor then visited Joplin to participatein a weeklong International Conferenceon Multicultural Journalism, and mostremained for an additional period to serveinternships at local media outlets.


A key strategy implemented as a result ofthe 1995 mission enhancement has beendevelopment of and support for a numberof study-abroad programs, giving studentsa variety of options while generatingawareness of and enthusiasm for the inter-national mission. As a result, the collegehas realized a steady increase in the numberof students going abroad. In 2000-01, 237students, or roughly 12 percent of eligiblestudents (those with a minimum 2.5 gradepoint average and full-time status), engagedin short-term study abroad, onsite classes inCosta Rica, student teaching in England, orlong-term study abroad. Of those students,158 received study-abroad grants averaging$1,729. Most of the grants were for short-term travel sponsored by individualacademic departments.

Since 1995, when money becameavailable to support faculty study abroad,53 percent of Missouri Southern facultyhave traveled outside the United States.Overall, faculty have a very positive attitudetoward the international mission and study-abroad programs, as well as toward interna-tional education in general. Faculty whohave traveled are significantly more posi-tive about the mission and programs thanthose who have not. Faculty study-abroad

grants enable faculty to accompany groupsof students abroad, attend internationalconferences, or visit sites related to theirresearch projects. For the 2000-01 academicyear, faculty travel grants totaling $90,795were awarded to 38 faculty. By internation-alizing the curriculum grants, faculty canenrich courses with international perspec-tives or materials. Some of the projectsfunded during the past academic yearinclude developing international internshipsfor students, purchasing Asian religion andphilosophy materials for the library, acquir-ing items for the college's collection ofAfrican art, bringing an elementary teacherfrom Brazil and an education professor fromCosta Rica to the campus for a week, devel-oping a "Survival Japanese" multimediaCD, and generating a series of seminars oninternational marketing.


The long-term goal of internationalizationat Missouri Southern continues to be aninternational education culture that per-meates the institution and curriculum. Inorder for the international mission tohave its desired effect, the entire collegecurriculum must be infused with a globalperspective. Given the socio-demographicsof the college's student body and the region'spopulation, a special approach to interna-tionalizing the curriculum is warranted. Forexample, Missouri Southern enrolls manypart-time students who are older than tradi-tional college students, employed, and havefamilies. This inhibits use of the typical

strategies for promoting international edu-cation among traditional-age students,such as extended trips and study abroad.A number of Missouri Southern studentsare unwilling to risk job loss or lost pay to

engage in international experiences, evenwhen they have an interest in doing so.Additionally, most students are unwilling tosupport the additional expenses associated

Since 1995, when

money became available

to support faculty study

abroad, 53 percent of

Missouri Southern faculty

have traveled outside

the United States.



with travel or study abroad, especiallybecause most come from working-classhouseholds that aren't able to provide fullfinancial support. Finally, because 89 per-cent of Missouri Southern students are first-generation college students, they sometimesreport a lack of support and understandingof their college pursuits from family mem-bers. This is especially the case whenthe area of study is "foreign"literally andfigurativelyto family members.

Another challenge has been the boldstep of establishing a foreign languagerequirement for all students. Currently,Missouri Southern does not require a for-eign language for college admission. Anexit requirement in language study doesexist for the Bachelor of Arts degree(12 credit hours) and some selectedprograms (such as the international busi-ness program, requiring three credits, andthe international studies major, requiring18 credits). The college has set a goal thatin five years, at least 75 percent of its bac-calaureate graduates must have taken twoyears of a foreign language at the highschool level or two semesters of a foreignlanguage at the college level. At the sametime, the goal is that 30 percent of all stu-dents will be enrolled in a foreign language.

A final challenge is to make better useof existing technology for internationaleducation. The possibilities includestudent-to-student exchanges betweenMissouri Southern and foreign universitiesusing e-mail, Internet chat, or videoconfer-encing, teaching courses by a team com-prising a Missouri Southern professorand one from a foreign institution; videodelivery over the Internet, with web-camsmounted on the PCs of the instructor andstudents; and streaming video. There arebarriers to overcome, such as the lack oftechnological resources in some depart-ments; a shortage of wired, interactiveclassrooms; and the current lack of a cen-

36

tral clearinghouse on campus for thosewho seek international faculty or studentcollaborations.


Missouri Southern

Missouri Southern has constantly refinedits approach to internationalization. Whilethe original goal was to send as manyfaculty and students abroad as quickly as

possible to generate enthusiasm for theinternational mission, the college has begunto emphasize semester-long study-abroadopportunities. The grants committee thatdetermines which faculty and student study-abroad applications will be funded eachyear closely examines the applications toeliminate those with insufficient academicsubstance. The committee is also askinghow the study-abroad experience willhelp the college meet its goals and bringlong-term benefits to students. Althoughstudents who have studied abroad areexpected to share their experiences in theclassroom upon their return, little else hasbeen required of them. They must submit a"full and comprehensive report" to theInstitute of International Studies within30 days of their return. Oftentimes,however, these reports are brief and con-tain only the sightseeing details of the triprather than how the student's life waschanged and enriched. The college wouldlike to develop a more formalized accounta-bility measure and require the students whoreceived grants to make on-campus or civicpresentations. Additionally, if students whostudied abroad could be designated with an"SA" on class rosters, instructors couldmake better use of their experiences in theclassroom.

In its five-year mission enhancementplan to the Missouri Coordinating Board forHigher Education, Missouri Southern hasindicated that 7 percent of its full-timestudents will study abroad each year. Even

when that measure of progress is met,roughly 70 percent of all full-time studentswould not go abroad during their collegecareers. In order for the international mis-sion to have its desired effect, the entirecollege curriculum must be infused with aglobal perspective. Progress is sometimesdifficult to measure in this area, and col-lege officials recognize that there remainsmuch to accomplish. Some faculty haveindicated that they need assistance in seeingthe connections between their disciplineand the college's international mission. Andwhile Missouri Southern has established16 bilateral agreements with universities inChile, China, Costa Rica, Finland, France,Germany, India, Japan, Mexico, Sweden,and Taiwan, these have been used exclu-sively for student exchanges. The collegebelieves it is imperative that it begin initi-ating faculty exchanges, collaborativeresearch, and an organization of mutualcourses and common conferences. Certainlythe college must make better use of itsvideoconferencing classrooms, for example,to share information with universitiesaround the world.

Missouri Southern remains committedto the continual assessment and reassess-ment of its international programs. By sur-veying incoming freshmen and graduatingseniors on an annual basis, the college candetermine whether graduates are meetingthe five objectives associated with enhancingall academic programs through an emphasison international education. One analysis ofthe 2001 results focused on the degree towhich study-abroad experiences led students

to engage in on-campus activities to broadentheir international understanding. Theresults were encouraging. Students who hadtraveled outside the United States engagedin significantly more non-travel activitieson campus than students who had notinfact, all students who had traveled outsidethe United States engaged in at least some

other activities. Moreover, they rated theinternational mission and study-abroadprograms significantly more positively thanstudents who had not traveled outside theUnited States.

In just a decade, Missouri Southern hastaken a fledgling international program towell-developed and successful status. Thefabric and culture of the campus haschanged to one dominated by discussionsof foreign languages, world affairs, andglobal markets. Students are majoring andminoring in Chinese, French, German,Japanese, Russian, and Spanish in recordnumbers; Missouri Southern's newInternational Business major is its fastest-growing one; schools and departments areplanning activities for themed semestersand negotiating bilateral exchange agree-ments with universities around the globe;faculty are writing federal and privategrants and competing for opportunities tointernationalize the campus curriculum;and the number of students and faculty whostudy abroad every year continues to climb.While these advances are satisfying, theyremain as yet incomplete. It is with enthu-siasm and vigor therefore that MissouriSouthern now moves forward with itsvision of even greater internationalaccomplishment.

Author Information

Chad Stebbins is director of the Institute ofInternational Studies at Missouri SouthernState College.

J. Larry Martin is vice president for aca-demic affairs at Missouri Southern StateCollege.

87


CAMPUS CASE STUDIES

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

Tidewater Community College

(TCC) is a comprehensivepublic community collegelocated in the South Hampton

Roads region of Virginia. Founded in 1968as part of the Virginia Community CollegeSystem (VCCS), the college has campusesin Chesapeake, Norfolk, Portsmouth, andVirginia Beach, as well as a regional VisualArts Center in Olde Towne, Portsmouth,and the TCC Jeanne and George RoperPerforming Arts Center in the theater dis-trict of downtown Norfolk. In its mission,the college states its dedication to "pro-viding accessible, affordable educationalopportunities that prepare students foremployment, for transfer to other institu-tions, and for achievement of their profes-sional and personal educational goals." Thecollege also affirms its commitment "tosustaining partnerships with business,government, and the community of SouthHampton Roads."

TCC is the largest postsecondary insti-tution in the Hampton Roads metropolitanstatistical area, which has a population of1.5 million. In the 2001-02 academic year,the college anticipates serving over 32,000students (14,245 FTE students), 59 per-cent of them women, in college transferand workforce development programs.TCC enrolls 42 percent of all regionalstudents attending colleges in Virginia. Thecollege is the second largest member of the23-college VCCS and is the 37th largest

community college in the nation's 1,600 -institution two-year college network. TCCis accredited to offer Associate in Arts (A.A.),

Associate in Science (A.S.), and Associatein Applied Science (A.A.S.) degrees by theCommission on Colleges of the SouthernAssociation of Colleges and Schools.

Fifty-two percent of TCC's students areenrolled in college transfer (A.A. and A.S.)programs. Of the remaining students,29 percent are enrolled in college-creditprograms leading to occupational or tech-nical A.A.S. degrees or certificates, and19 percent are noncurricular. The typicalTCC student is older than the traditionalcollege age and frequently is the first mem-ber of his or her family to attend college.Thirty-seven percent of TCC's students are30 years of age or older; however, a largeand growing number of TCC's students arerecent high school graduates. The majorityof TCC's students (67 percent) are enrolledpart time, and approximately 74 percent areemployed while enrolled. Last year, TCC'sstudent population included 92 individualsclassified as international students (F-1visa holders); 283 students were enrolledin English-as-a-Second Language (ESL)courses. TCC currently employs 269 full-time teaching faculty, 85 full-time adminis-trative and professional faculty, and 720adjunct faculty.

88


BO PROMISING PRACTICES


TCC recently completed several years ofintensive discussion among various con-stituent groups to develop a strategic planand set priorities and goals as it workstoward the institutional vision of becominga national exemplar of a comprehensivecommunity college in the 21st century.Bearings on the Future: The TidewaterCommunity College Strategic Plan calls forthe college "to expand students' personalhorizons through encounters with a broadrange of human knowledge and exposure todifferent culturesin South Hampton Roads,in the nation, and in the international com-munity." In conjunction with its strategicgoal to foster the successful developmentof the whole student, the college specificallycommits to investing "in programs that offer

students the ability to expand their frame ofreference, to travel, and ultimately to deepentheir experience and understanding as mem-bers of a regional, national, and global com-munity."

As part of its planning process, thecollege sets annual working priorities toadvance the institution toward its strategicgoals. One current priority identifies inter-national education as an example of acollege program that has gained nationalrecognition and therefore one in which thecollege should continue to invest. One ofthe objectives that follows, to "developstrategies for further integrating interna-tional education into the curriculum andthe overall TCC collegiate experience,"is now the focus of effort. Although TCC's

international education program hasbeen successful thus far with a number ofindividual projects, a key challenge remainstaking the program to a higher level throughcomprehensive internationalization.

8 9



The hallmark of the TCC internationalprogram is its decentralized and faculty-driven nature. The international educationprogram was conceived in the mid-1980s byseveral faculty members who have remaineddirectly involved in the growth of the pro-gram. These committed faculty membersfounded TCC's first International EducationTask Force, which reached full committeestatus in the late 1990s. Today, the Inter-national Education Committee is one of sixstanding governance committees at thecollege. This committee sets spendingpriorities for international education,develops the college's annual action planfor international education efforts, overseesthe international professional developmentprogram for faculty, and awards scholarshipsfor students to study abroad.

In 1999, in acknowledgment of the fac-ulty's efforts, TCC's president upgradedthe position of coordinator of internationalprograms from half time to full time, andestablished the International ProgramsOffice. This change has given international-ization higher visibility across the college,allowed TCC's international educationprogram to mature, and provided thesupport to sustain comprehensive interna-tionalization efforts. The InternationalPrograms Office is college-funded and

provides the overall guidance to faculty-ledprojects and co-curricular activities for theTCC community. The office is staffed by a

coordinator, paid from college funds, whoreports to the associate dean of collegetransfer education, and a program assistantwho reports to the coordinator and is paidfrom a combination of college and grantfunds. The coordinator is responsible for the

overall supervision of TCC's internationaleducation program, and the program assis-tant supports faculty, staff, and studentsinvolved in TCC's international activities.

Another unit of the InternationalPrograms Office is the InternationalStudent Services Office, which providescomprehensive support services to thecollege's F-1 visa students, and Englishlanguage assessment and enrollment assis-tance for the college's ESL students. Theoffice is staffed by an international studentadvisor, who reports to the coordinator ofinternational programs, along with severalstudent workers.

Vital to TCC's international educationefforts is a college grants officer, paid fromcollege funds, who is responsible for writinggrants to expand TCC's international initia-tives. Although the grants officer reports tothe grants director, she works closely withthe International Programs Office and theInternational Education Committee to iden-tify potential grant-funded internationalprojects at the college.


TCC supports its international initiativeswith a variety of state, local, and grantsources. This diversity of funding allowsTCC to offer students and faculty a flexible

and multifaceted program of internationaleducation. State funds support several fixedcomponents of the college's internationaleducation program, including the salariesfor the international programs coordinator,the college grant writer for internationalinitiatives, and part-time clerical supportfor the International Student ServicesOffice. State funds also pay most of thesalary of the assistant to the internationalprograms coordinator, and further supportthe international professional developmentprogram, which funds faculty-designedprojects to research, teach, and travelabroad. Additionally, a study-abroad schol-arship program is also funded with statemonies. This program allows TCC studentsto request travel scholarships to help defray

the cost of traveling in conjunction withTCC's study-abroad programs.

In addition to state resources, fundsfrom local sources support study-abroadscholarships for TCC's best French- andSpanish-language students. Without theselocal and state study-abroad scholarships,many of TCC's student travelers could nothave participated in programs abroad.

Finally, grant funding makes the col-lege's shorter-term international projectspossible. These programs add variety toTCC's international initiatives, and offerfaculty the opportunity to participate inspecific projects that interest them. In thelast four years alone, financial support fromTitle VIa, the Fund for the Improvement ofPostsecondary Education (FIPSE), theNational Security Education Program(NSEP), and Fulbright-Hays Group ProjectsAbroad has totaled more than $500,000.The college used a Title VIa grant to beginestablishing itself as a model for communitycollege international education efforts inthe region. Funds for this grant were usedto pay for a two-day conference, Inter-national Education on a Shoestring, towhich international education representa-tives from community colleges across themid-Atlantic were invited. On the basis ofthat successful conference, TCC appliedfor and received a FIPSE grant in 1998 tomentor five other community colleges asthey built or improved their internationaleducation programs. The results of thisproject were so promising that, at the endof that year, FIPSE invited TCC to expandits program. The college then added asecond tier of protégé colleges to the first.

TCC has also used grant funds to develop

a Third World focus. A1999 Fulbright-Hays Group Projects Abroad grant allowedfaculty to engage in a month-long study ofNicaragua. This focus was expanded to Asia

with the NSEP Vietnam grant, which pro-vides an opportunity for students and faculty

90

TCC supports its

international initiatives

with a variety of state,

local, and grant sources.

This diversity of funding

allows TCC to offer

students and faculty a

flexible and multifaceted

program of international

education.



to study Vietnamese language, customs,and culture, and participate in a servicelearning project in Vietnam.

The allocation of resources towardTCC's international initiatives is deter-mined in several ways. Each June theInternational Education Committeereviews the prior year's spending and setsyearly funding priorities at its annualretreat. These spending priorities fund theinitiatives set forth in the InternationalEducation Action Plan. Further, the inter-national grant writer and the coordinator ofinternational programs make funding deci-sions based on the availability of grantfunds or new grant possibilities.


and Co-curriculum

As a community college, TCC does notoffer majors in area studies or exclusivelyinternational topics as many four-yearuniversities do-a significant challenge tointernational educators who search forways to integrate international educationinto the curriculum and overall collegiateexperience. To do this, the college strivesto infuse international material into as manyaspects of students' educational experienceas possible. Transfer students are encour-aged to study a foreign language, but foreignlanguage courses through the intermediatelevel are required only of students enrolledin the liberal arts and fine arts programs.All graduates in the A.A. or A.S. transferprograms are required to have had at leastone course with an international emphasis.Faculty members are encouraged to infusetheir courses with international materialand submit their tactics to the InternationalEducation Committee. The committeereviews submissions and updates the inter-national course list accordingly. This listcurrently includes courses from a variety ofdisciplines, including foreign languages andselected history, geography, humanities,

91

communications, literature, fine arts,philosophy, anthropology, geology, andculinary arts courses.

Over the years, TCC has offered a varietyof foreign languages, including the tradi-tional French, German, and Spanish, andthe less-traditional Chinese, Japanese, andTagalog. In the 2001-02 academic year, thelargest foreign language enrollments werein Spanish, followed by French. Fundsprovided by NSEP also have enabled the col-

lege to offer Vietnamese, which currentlyhas an enrollment of 25 students at TCCand consortium partner colleges whoreceive the class through compressedvideo technology.

Faculty in a variety of disciplines teachinternationalized courses. Currently, fac-ulty determine the international scope anddepth of course content, but this practiceis evolving. A program-by-program cur-riculum review will be necessary to deter-mine how much international materialstudents are being taught. Continuingefforts must be made to encourage facultyto internationalize their courses in asystematic manner to ensure that allstudents are exposed to internationalperspectives whenever possible.

The international co-curriculum issupported by a variety of offices and byfaculty and staff who are dedicated to thegoal of internationalizing the college.The International Programs Office collabo-rates with Student Activities, the Visual ArtCenter, the Women's Center, and the Officeof International Student Services to presentan assortment of international activitiesthat both complement the curriculum andappeal to a broad range of students. TheInternational Programs Office has estab-lished a Fall Film Maker Series that bringsa nationally acclaimed director of foreignfilms to TCC to lead student workshops,public film screenings, and lectures. Inrecent years, Sundance Film Festival director

Tony Bui (Three Seasons, Vietnam) andaward-winning director Jule Gilfi llan,(Restless, China) have made the Fall Film

Maker Series a popular event. In conjunc-tion with the Student Activities Office, theInternational Programs Office also spon-sors the college's annual International FilmFestival. This festival features films fromAsia as well as other countries that comple-ment material taught in foreign-languagecourses. The International Programs Officealso supports and promotes the interna-tional activities initiated by the InternationalEducation Committee.

Another strong supporter of interna-tional education at the college is theWomen's Center, which promotes aninternational perspective in its sponsoredactivities. The Women's Center, withoffices on all four campuses, frequentlybrings international speakers to the collegewho discuss the economic impact ofwomen's work, as well as ideologies such asapartheid and machismo and how theseaffect women's lives. The speakers havediscussed the importance of educatingwomen and the consequences of providingor denying educational experiences towomen in other countries. Last year, in asuccessful series of events, the Women'sCenter presented a program featuringwomen in world religions. Another eventbrought together several TCC faculty whohad traveled extensively in the developingworld to discuss women in Africa, Asia, andLatin America.

Further, the International StudentServices Office provides support servicesfor the college's international students.Every fall, the International StudentServices Office, in conjunction with theStudent Activities Office and the TCCPresident's Office, provides a comprehen-sive orientation program for internationalstudents. The college's internationalstudent advisor talks to students; an immi-

gration attorney gives an overview ofimmigration law governing F-1 students;and college administrators briefly speakwith students.

In conjunction with the Student Activities

Office, the International Student ServicesOffice sponsors the annual internationaldinner, arguably the college's best-attendedon-campus event. Each year, about 350 stu-

dents and their families attend this culturalevent, which gives students the opportunityto showcase food, fashion, music, and dance

representative of their global origins. Thedinner allows international students to sharetheir cultures with one another and with thelarger student body. Community involvement

in this event has increased in recent years,

giving TCC an opportunity to work collabora-

tively with established local immigrant com-

munities, such as the Filipino-AmericanYouth Group that performed modern andtraditional Filipino dances at the 2002

International Dinner.Another international effort under

development is service learning abroad. Ahorticulture service-learning abroad pro-gram in Costa Rica was highly successful.Plans are in place to conduct a major service-

learning abroad experience in Vietnamduring summer 2002 as part of the college'sNSEP grant. During this experience, stu-dents will work with students at Hong DucUniversity, tutoring them in English.A subsequent NSEP grant for students toparticipate in a service-learning program inthe Philippines is currently in the planningstages. The International Programs Officeplans to work collaboratively with thecollege coordinator for service learningto identify other such internationalopportunities.

In addition, TCC currently offers oneformal study-abroad program for Spanish-language students in Costa Rica, and offersa formal French-language program inFrance when enrollments permit. The

92

Mother international effort

under development is

service learning abroad.

A horticulture service-

learning abroad program

in Costa Rica was highly

successful. Plans are in

place to conduct a major

service-learning abroad

experience in Vietnam

during summer 2002

as part of the college's

NSEP grant.



college has recently been included in aFIPSE-funded regional consortium initia-tive designed to offer local higher educationstudents a regional approach to study-abroadprograms that will emanate from specificon-campus courses. The college's participa-tion in this program should multiply thestudy-abroad opportunities available toTCC students.


Although the college is proud of each facet of

its internationalization initiatives, specificaspects warrant special attention. One high-light is the faculty-driven nature of TCC'sinternational education initiatives and theresulting college support for these efforts.Central to the college's vision regardinginternationalization is the commitment ofthe faculty to build, sustain, and promoteglobal awareness. This faculty-drivenapproach has kept the college's mission alearning-based priority. In contrast to manycolleges' more centralized internationaleducation efforts, TCC's program was con-ceived by an enthusiastic core of facultymembers who have succeeded in buildingand maintaining the program despite thechanging administrations of four presidentsand countless deans and administrators.The result of this effort is an internationaleducation program that is faculty-owned.The International Education Committee,comprised primarily of teaching faculty, isresponsible for establishing annual interna-tional education priorities. Furthermore,the International Education Committeesets spending priorities for the college'sinternational education budget. In addi-tion to faculty who are members of thecommittee, all college faculty are encour-aged to develop international initiatives,including study-abroad opportunities forstudents. International professional devel-opment grants are available to ensure that

93

faculty have an opportunity to contribute tothe college's international education efforts.

Outreach to other community collegesrepresents another highlight of TCC'sinternationalization success. Once thecollege had cultivated its own program,well beyond what was current in mostcommunity colleges, TCC took the lead inmentoring other community colleges ininternational education through a FIPSEgrant. This consortium of communitycolleges from Colorado, North Carolina,and Virginia encouraged collaborativepartnerships between new internationaleducation programs and older, moreestablished programs. Once the youngerprograms established international educa-tion programs of their own, they mentoreda new tier of colleges with fledgling inter-national programs. From this consortiumgrew a smaller, focused consortium ofEast Coast colleges in Virginia and NorthCarolina that is carrying out the NSEPVietnam project. In November 2000, TCC,with the support of the Stanley Foundationand the VCCS, organized the first-evermeeting of VCCS faculty and administratorsinvolved in international education. Afterdetermining that the group was interestedin forming a VCCS international consor-tium, organizers successfully lobbied forPeer Group status with the system.

Another highlight is TCC's involvementin the local international environment as apartner in global education. The college'sinternational education program providesco-curricular international activities thatreflect the international environment inwhich the college is located. Hampton Roadsis home to NATO, a chapter of the WorldAffairs Council, the Norfolk InternationalTerminals, Naval Station Norfolk, and othermilitary facilities that attract thousands ofinternational visitors each year. TCC'sco-curricular support for internationaleducation allows the college to infuse inter-

national initiatives into the everyday livesof students and the community at large.College offices such as the Women's Center,Student Activities, the International StudentServices Office, and the InternationalPrograms Office collaborate on co-curricular

programs that enhance students' world view.Likewise, the academic departments workwith the International Programs Office toprovide activities, such as films and lectures,

that enhance instructional content. Finally,student clubs, such as the InternationalClub, provide students with opportunitiesfor cross-cultural experiences.

Recent partnerships with various groupsand institutions in the local community havehelped TCC diversify the internationalactivities and services it provides to students.A partnership with the Virginia TidewaterConsortium for Higher Education hasallowed TCC's international programscoordinator to become involved in a regionalinternational program coordinators group,which meets monthly to discuss regionalinternational education issues. An out-growth of this committee has been a TitleVIa grant project designed to encourage aregional approach to offering study-abroadprograms. A collaborative relationship withthe Chrysler Museum of Art in Norfolk hasproduced ESL teaching modules, whichfocus on the museum, and training materialsfor Chrysler Museum docents to use withmuseum visitors whose primary language isnot English. Another cooperative projectexists between the Contemporary ArtCenter of Virginia and several local univer-sities and results in a yearly student galleryreception designed to give local interna-tional students an opportunity to meet eachother and learn about educational programsat various local higher education institutions.


The anticipated change in faculty composi-tion poses the first challenge to thecollege's international efforts. Fifteen yearsago, TCC's international education initia-tives were established by a core group offaculty. They built a solid foundation uponwhich TCC's faculty-driven program con-tinues to rest today. Of that original coregroup, nearly all have retired or will faceretirement in the near future. TCC's chal-lenge is to attract and retain internationallycompetent faculty who are willing toassume leadership in this program.

A second challenge facing TCC is in theeffort to involve nontraditional students ininternational education initiatives. A largepercentage of TCC's students are 30 yearsold or older, have family responsibilities,and are likely to be the first among theirfamily to attend college. One-third of thesestudents are minorities. Furthermore,nearly all of TCC students work. Moststudents are not enrolled in curricula thatrequire the study of foreign languages anddid not study a language in high school.Yearlong study-abroad programs are out ofthe question, and month-long programsoften pose insurmountable problems forstudents who must arrange for child careand time off, often without pay, from wagejobs. Although the college has developedshort-term study-abroad experiences inseven countries, only limited numbers ofstudents have participated. As a result,the college is exploring ways to exposegreater number of students to global issueson campus.

A third challenge to the college's inter-national efforts is budgetary. While the col-lege has been most generous in its financialcommitment to international programs,moving the program to the next level will

require a diversified funding base. The chal-lenge is to identify grant-funding sources that

best meet the stated goals of the college's

94

A second challenge facing

TCC is in the effort to

involve nontraditional

students in international

education initiatives. A

large percentage of TCC's

students are 30 years old

or older, have family

responsibilities, and are

likely to be the first among

their family to attend

college.


Y8 PROMISING PRACTICES

international efforts. The college needs toidentify other nongrant sources in the regionthat share a commitment to internationaleducation and have the funds to supplementthe college's efforts.

Finally, the college faces the challengeof finding ways to infuse internationalcontent into all programs. Last summer,the NSEP program held a successful cur-riculum development seminar duringwhich faculty attended content-specificworkshops and then rewrote their coursecurricula to infuse them with Vietnam-specific content. Three previous curriculumdevelopment workshops have broughtfocused international content about thePacific Rim, Central Europe, and LatinAmerica to thousands of students. The col-lege has applied for further grant fundingto promote this model of curriculum devel-opment and to give faculty the opportunityto focus on further world regions, as deter-mined by a survey conducted each year.


Tidewater Community College

In the future, TCC will continue to build onits broad range of existing relationships topromote international education. Foremostamong these, TCC's relationship withKapi'olani Community College, the othercommunity college in the PromisingPractices project, will be strengthened inthe coming year as TCC expands its focuson the Pacific Rim, an area of the world inwhich Kapi'olani has considerable experi-ence. TCC also will continue its collabora-tion with the Stanley Foundation and willcontinue providing leadership to theVirginia Community College SystemInternational Education Peer Group.

The college also will take a number ofinternal steps to promote the awareness ofinternational education. The orientationassembly for new TCC faculty now includesa session on the role of international educa-

tion at the college and highlights opportu-nities for faculty to be involved in theseefforts. Systematic review of coursesand programs for significant internationalelements will be undertaken. The role ofinternational education is expected to beintensively examined as the collegeembarks on a major reconsideration of itsgeneral education program and definitionof the TCC collegiate experience.

Finally, TCC will continue to enhanceits internationalization for students bycoordinating efforts between organiza-tions on campus and off and by findingstrategies to provide more study-abroadactivities for students. A more coordinatedand intentional approach to providinginternationally focused student activitieswill allow for the development of a richerinternational cocurriculum. Toward thisend, the student activities offices can bebetter utilized to provide activities on allfour campuses. Additional study-abroadopportunities will become available almostimmediately through the college's partici-pation in the FIPSE program, but TCC mustalso train replacements for skilled study-abroad trip leaders who will be retiring.

Author Information

Jeanne Natali is the coordinator of interna-tional programs at Tidewater CommunityCollege.

Barbara Johnson is the college grantsofficer at Tidewater Community College.

John T. Dever is the dean of academic andstudent affairs at Tidewater CommunityCollege.

Terry L. Jones is associate dean for collegetransfer education at TidewaterCommunity College.

AppendixPromising Practices Project Teams

Appalachian State University (www.appstate.edu)

Richard Henson, Assistant Dean, College of Arts & Sciences; Professor of BiologyRobert White, Assistant DirectorMarvin Williamsen, Associate Vice Chancellor, International Programs

Arcadia University (www.arcadia.edu)

Michael L. Berger, Vice President of Academic Affairs and DeanLouis Friedler, Professor of MathematicsDavid C. Larsen, Vice PresidentNorah Peters-Davis, Acting Associate Dean

Binghamton University (www.binghamton.edu)

Charles Burroughs, Associate Professor of Art History; Director, Center for Medieval andRenaissance Studies; Director, Global Studies Integrated CurriculumKatharine C. Krebs, Director, International EducationH. Stephen Straight, Vice Provost for Undergraduate EducationPaul Steidlmeier, Professor, School of Management; Undergraduate Program Director

Dickinson College (www.dickinson.edu)

Wolfgang Muller, Professor and Chair of GermanNeil B. Weissman, Provost; Professor of HistoryBrian Whalen, Director of Global EducationRae Yang, Associate Professor and Chair, East Asian Studies Department

Indiana University (www.indiana.edu)

Roxana Ma Newman, Assistant Dean, International ProgramsPatrick O'Meara, Dean of International ProgramsKenneth Steuer, Assistant Director, Center for the Study of Global Change


96

9 8 PROMISING PRACTICES

Kapi'olani Community College (www.kcc.hawaii.edu)

Robert Franco, Professor of Anthropology; Acting Director of Planning and InstitutionalResearch ProfessorLinda Fujikawa, Professor of Language ArtsCarl Hefner, Instructor of AnthropologyLoretta Pang, Professor of HistoryLeon Richards, Senior Academic Dean of Instruction and Acting Provost; ExecutiveDirector for International Education

Missouri Southern State College (www.mssc.edu)

James Gray, Dean, School of BusinessJ. Larry Martin, Vice President for Academic AffairsKarl Schmidt, Associate Professor of HistoryChad Stebbins, Director, Institute of International Studies

Tidewater Community College (www.tc.cc.va.us)

John T. Dever, Dean of Academic and Student AffairsJudy Gray, Academic Division Chair, Chesapeake CampusBarbara Johnson, College Grants OfficerJeanne Natali, Coordinator, International Programs

97

ACE Board of Directors

Executive CommitteeAugustine P. Gallego

San Diego Community College DistrictChair

William E. TrouttRhodes CollegeVice Chair/Chair-elect

Janet L. HohngrenMills CollegeImmediate Past Chair

James A. HefnerTennessee State UniversitySecretary

David G. CarterEastern Connecticut State University

Scott S. CowenTulane University

William E. KirwanThe Ohio State University

J. William WenrichDallas County Community CollegeDistrict

Peggy R. WilliamsIthaca College

David Ward, PresidentAmerican Council on Education

Class of 2002Nancy S. Dye, President

Oberlin College

Wayne E. Giles, ChancellorMetropolitan Community CollegeDistrict

James A. Hefner, PresidentTennessee State University

Janet L. Hohngren, PresidentMills College

Anne H. Hopkins, PresidentUniversity of North Florida

William E. Kirwan, PresidentThe Ohio State University

Michael S. McPherson, PresidentMacalester College

Peggy R. Williams, PresidentIthaca College

Class of 2003Scott S. Cowen, President

Tulane University

Norman C. Francis, PresidentXavier University

Augustine P. Gallego, ChancellorSan Diego Community College District

Zelema M. Harris, PresidentParkland College

Robert E. Hemenway, ChancellorUniversity of Kansas

M. Lee Pelton, PresidentWillamette University

Steven B. Sample, PresidentUniversity of Southern California

Marlene Springer, PresidentCollege of Staten Island

93



Class of 2004Max Castillo, President

University of Houston-Downtown

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