MEET IIE’S NEW CONSULTING CHIEF, PAGE 9
HOW TO ‘GLOBALIZE’ YOUR RESEARCH PROGRAMS, PAGE 16
FORGING FEARLESS GLOBAL CITIZENS, PAGE 20
Networker A publication of the Institute of International Education • Autumn 2017 • $7.00
COMING TO AMERICA Navigating International Education in These Uncertain Times
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Contents
ARTICLES 16 Creating Globally Engaged Research is Becoming a Strategic Imperative
6 A Message from Allan E. Goodman 9 Q&A: Meet IIE’s New Head of Consulting
By Richard H. Nader, Ph.D.
12 In India, EducationUSA Employs Social Media, Public Relations and Personal Visits to Keep America on Message
18 Lehigh’s ‘Global Union’ Makes International Students Feel Part of the Family By Clara Buie, Bill Hunter, Ed.D., and Cheryl Matherly, Ed.D.
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By Anubhooti Arora and Dr. Diya Dutt
14 Peer-to-Peer Marketing Helps Keep U.S. as a Top Destination for German Students
20 Now is the Time for Fearless Global Citizens By William L. Gertz
25 At Portland State, Outreach
By Uschi Niethammer
to International Students Starts Before They Arrive
DEPARTMENTS 30 The Browser Advertisers and Websites
By Dr. Rahmat Shoureshi and Dr. Margaret Everett
29 Emergency Education for Refugee Students: On-Campus Resources Offer a Strong Start
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Read IIENetworker online anytime at www.iie.org/iienetworker
IIENetworker is published for the Institute of International Education, 809 United Nations Plaza, New York, NY 10017. Tel: 212-984-5367, Fax: 212-984-5496, Email:
[email protected], Web: www.iie.org/iienetwork. Editorial Consultant: Michael Corrado Published by Naylor Association Solutions, 5950 NW First Place, Gainesville, FL 32607, Tel: 800-369-6220, Fax: 352-332-3331, Web: www.naylor.com. Publisher: Jack Eller. Editor: Carter Davis. Project Manager: David Freeman. Advertising Sales Director: Nicholas Manis. Advertising Sales Representative: Russell Cunningham, Krys D’Antonio, Debbi McClanahan. Project Support Specialist: Amanda Glass. Marketing Account Specialist: Kent Agramonte. Design: Emma Law. ©2017 Institute of International Education. All rights reserved. The contents of this publication may not be reproduced by any means, in whole or in part, without the consent of IIE. PUBLISHED SEPTEMBER 2017/IIE-B0217/6506
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A MESSAGE FROM ALLAN E. GOODMAN President and Chief Executive Officer, IIE
Coming to the USA ccording to IIE’s most recent data, there are more than one million international students pursuing higher education in the United States. They contribute more than $36 billion to the United States economy. The intellectual contributions and diverse cultural perspectives they bring to U.S. campuses and communities are extremely valuable. Each year for the past several years, more than 300,000 new students have arrived to start their programs. This year, international student topics have been in the news headlines, with many in and outside of the academic world wondering, “Will they come?” Despite widespread concerns that international student interest in the United States might be flagging, the evidence from surveys on application and yield rates that IIE has conducted with other higher education associations suggest that this may not be the case. While some institutions are feeling variations more than others, admissions officers who responded to our surveys generally expressed cautious optimism that enrollments by new students will not decline as much as they had feared. In fact, some campuses told us they expect to see increases due to steps they have taken this spring to encourage international students to accept their offers of admission. This proactive outreach is key. I would like to commend all of you who have found innovative ways to let students know they are welcome here. The proliferation of the #YouAreWelcomeHere campaign has been truly impressive. But even more impactful are the individual ways that advisers, campus leaders, student ambassadors, and many others are reaching out directly to students to offer advice and encouragement. As we begin the new academic year, it is a good time for us as a community to take stock of what is working, and what more can be done. We need to address current and prospective students’ concerns in the coming year, not only to encourage them to apply, but also to prepare them for a successful academic experience in the United States. In this issue, we highlight several successful initiatives. We hope these will inspire you and give you some useful ideas and concrete actions you can take. We invite you to read about Lehigh’s innovative efforts to make international students feel like part of the family, and the way Portland State reaches out to international students before they arrive. To offer a view from students’ home countries, we have also included articles on how EducationUSA uses social media, public relations and personal visits to reach students in India, and how the German Academic Exchange Service (DAAD) uses peer-to-peer marketing to promote the United States as a destination for German students. On behalf of IIE, I am pleased to introduce Kristin Greene, our new Head of Consulting. You can read about her global experience and how she might help you address your important issues and advance your strategic plans. In these uncertain times, we are committed more than ever to offering solutions to our IIENetwork members who wish to leverage the power of international education to give students a global perspective and help them thrive in a world that is increasingly interconnected. ●
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Advancing Scholarship, Building Economies and Promoting Access to Opportunity for All People Learn more at iie.org
Follow @IIEglobal
Q&A: Meet IIE’s New Head of Consulting Launching IIE’s New Consulting Practice was a Lifetime in the Making for Kristin Greene From PriceWaterhouseCoopers in New York to Yale-NUS College in Singapore, Greene brings a unique background to a job that straddles academia and business.
How did your business career lead you to IIE? After university, I worked for several years in business and learned valuable skills such as how to use data to truly understand an organization. However, at the end of the day, saving a global business ten million dollars did not feel fulfilling, although my clients were happy. I decided to find an industry that I was passionate about and that would value my skillset. It was education. I took the consulting route into education working with many different university and college clients. From there, I’ve had a dream career in education working on everything from international strategic planning to launching joint ventures internationally. How did your early experiences prepare you for a career in global education? Early in my career I was sent to Tokyo by PwC. I was one of the first foreign female employees sent over for my group, and my job required me to work with Americans and Japanese. I came to understand that expanding globally required much more thought and effort than just the nuts and bolts. Understanding, respecting, and working with other cultures is so critical to the success of an organization looking to expand.
a consulting practice now because of the demand for it and our desire to help our members and clients define and achieve their goals. We have requests from a wide range of sectors— everything from universities to foreign governments and corporations seeking advice and guidance on some of the big opportunities of international education. These include international recruitment, partnerships, international marketing strategy, developing scholarships and training programs, and advancing international internships and careers.
advice on how to implement them. Our work will be grounded in market research and data.
You have experience with international education from both the US and abroad. What are some of the lessons you’ve learned? Internationalization does not equal global. Internationalization has more to do with the local than the global. It requires you to not only truly understand your own local context, strengths, and assets but also understand the local context of the place you are planning to work. I’ve seen organizations struggle because they didn’t do this. Using outside resources can help shape your understanding of local contexts and direct where and how best to focus your energy. ●
There are many types of consulting; what type will IIE offer? Consulting “the IIE way” means supporting our members and clients on strategic and operational initiatives that will further enhance their goals. We seek to serve as a strategic advisor providing not only new innovative ideas and access to networks, but also practical sound
Learn more about IIE’s new consulting practice. Visit www.iie.org/consulting to sign up for an upcoming webinar. Kristin can be reached at
[email protected]
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In India, EducationUSA Employs Social Media, Public Relations and Personal Visits to Keep America on Message By Anubhooti Arora, Education Adviser, EducationUSA, New Delhi, and Dr. Diya Dutt, Deputy Director, U.S.-India Educational Foundation
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he U.S. government has over the years supported the study of international students to America through the EducationUSA worldwide network, which is a U.S. Department of State initiative. In India, the United States-India Educational Foundation, also known as the Fulbright Commission in India, hosts five EducationUSA centers in Delhi, Chennai, Hyderabad, Kolkata, and Mumbai. Two additional centers are hosted by non-profit organizations in Ahmadabad (IAES) and Bengaluru (Yashna Trust). It is a priority for the U.S. diplomatic mission to foster and promote student mobility as it dovetails into improving bilateral relations between India and the U.S. Over the past several decades, the United States was the most popular higher education destination for Indian students and their families. India is the second highest sender of students to the United States after China. One in every six international students in the U.S. is an Indian. According to the IIE Open Doors 2016 report, the number of Indian students increased by 25 percent to a record of nearly 166,000. The intellectual contributions and the economic impact of Indian students have been enormous; Indian students contribute billions of dollars to the U.S. economy each year and support hundreds of jobs. However, in recent times, students and parents have been exploring other factors involved in studying abroad, such as tuition cost, safety, employment opportunities, and the possibility for permanent residency. Countries such as Hong Kong, Singapore, and China, which were not on the radars of Indian families a decade ago, are now competing with traditional favorites, such as the United States, Australia, and Canada. In India, the search for international
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destinations other than the United States has heightened in recent times due to concerns about whether the U.S. still offers a welcoming environment to international students. The U.S. Mission in India and constituent units, such as EducationUSA, are working in top gear to allay the concerns of students and families about America as a hospitable destination for students. Some key methods used to promote U.S. higher education are described below.
Media for Messaging EducationUSA has collaborated with the U.S. Mission in India to use several tracks to convince students that the U.S. remains a safe destination. The visits of U.S. university presidents, professors, and academic administrators to India were highlighted by the media team at the U.S. Embassy on different media outlets to convey to Indian public that U.S. universities continue to remain safe and secure spaces for international students. The U.S. Mission in India invited Indian media professionals to visit different U.S. universities in the U.S. to gauge the mood on the ground. The Indian print and electronic media team travelled to several cities and spoke to current Indian students on campuses and professionals working in the U.S. to elicit their views on safety and concerns about administration in the country. American universities are making extensive efforts to reach out to Indian and other international students in India. For example, senior officials from the University of South Florida (USF) travelled to 13 Indian cities to interact with students, parents, institutions, and the media to allay students’ fears and demonstrate the U.S. as a welcoming place for Indian students.
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Roger Brindley, vice president of the USF system, summarized his India tour in these words, “At each session, once I had outlined the safety features in place at our campus (and most American campuses), given statistics to project the true picture (on safety and visas) and answered all their slowly emerging questions with detail, transparency, and clarity, I could sense a change in the mood of the room. As the doubts cleared, the tone of the questions changed—with a focus on life on the campus, course details, and procedural issues. My colleagues who were talking to students in other cities confirmed the same experience after their interactions, with many students communicating their decision to join USF.” Confidence-building measures undertaken by universities such as USF can go a long way to demonstrate that America remains a welcoming country for international students. The effective usage of these multipliers, i.e., the U.S. university presidents, U.S. Fulbright scholars and visiting U.S. faculty, helped to some extent in allaying the fears and concerns of prospective students.
Employing Social Media, Magazines & PR Social media such as Facebook, Twitter and YouTube are effective platforms to convey and disseminate message to the target audience. The U.S. Embassy in India through the Public Affairs Section (PAS) in New Delhi has invited EducationUSA to share the “#YouAreWelcomeHere” campaign to welcome international students and convey the safety and security features of U.S. campuses. The annual education issue of SPAN, the bi-monthly flagship publication of PAS, will feature the life and experience of current Indian students on U.S. campuses.
The EducationUSA team in India has been using social media extensively to share positive student and alumni stories. The public relations campaign highlights the experience of current Indian students with regards to campus and community life in the U.S. through images, videos and social media posts. We have encouraged students to choose from a string of hash tags including #YouAreWelcomeHere, #StudyintheUS, #EducationUSA and #Safetyoncampus. The strategy behind the campaign is to share the post and amplify it to the larger audience.
students, parents, and educators from underserved areas. Another new initiative in the pipeline is called the “Town Hall: Get to Know U.S. Higher Education.” EducationUSA in Delhi will invite a panel of alumni, some of them well-known celebrities who have studied in the U.S., to talk to prospective students and parents about the transformative impact of their U.S. higher education. These alumni have typically had successful stints in diverse fields in the U.S. and India.
EducationUSA’s pre-departure orientations for undergraduate and graduate students who have admission to a diverse range of U.S. universities and colleges emphasize the safety and security of U.S. campuses. During the orientations, there is extensive discussion on how American universities are making concerted efforts to welcome international students alongside the local community. n Continued on page 15
Reaching Out to Parents, Face-to-Face EducationUSA is using novel events to communicate the value of a U.S. degree. One such event is the “Parents-meet-Parents” session, wherein the EducationUSA team selects a panel of parents of U.S. university students to talk to “prospective” parents whose children would be applying for admissions. Moderated by EducationUSA’s team of advisers, this session helps address concerns of prospective parents, who are the key decision makers with regards to undergraduates studying abroad. Initiated by the New Delhi Center of EducationUSA seven years ago, this popular program is now replicated across other EducationUSA centers in India. EducationUSA advisers are renewing efforts to reach out to high school counsellors and provide them with the resources and information they require to guide their students. Advisers are writing and presenting papers on a variety of topics that cover the vast offerings of U.S. higher education at networking events and conferences like the International Career and College Counseling Conference. EducationUSA also conducted a series of fairs in second-tier cities in northern India called the “Chalo America” tour. During the tour, a small group of universities visited cities including Chandigarh, Sonepat, and Patiala and spoke to students at high schools and colleges about the welcoming environments at U.S. universities. These fairs are helping U.S. universities strike a close rapport with potential 854468_StudentUniverse.indd 1
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Peer-to-Peer Marketing Helps Keep U.S. as a Top Destination for German Students Programs that let students share experiences and meet alumni prove their worth By Uschi Niethammer, Program Officer, German Academic Exchange Service (DAAD)
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he U.S. has been one of the most popular destinations for German students to study abroad. In 2016, 4,225 Germans received funding from DAAD (German Academic Exchange Service) for study, research or teaching in the U.S. Of these, about 280 undergraduate and graduate students were awarded long-term scholarships to complete a full master’s degree program in the U.S., or for study at an American institute of higher education as part of an undergraduate or graduate program to be completed in Germany. Most DAAD-funded students still perceive the U.S. as a safe study abroad destination. This mirrors the results of a survey by the American Association of Collegiate Registrars and Admissions Officers; according to the survey only 18 percent of institutions in Europe reported concerns. This reflects the number of DAAD applications from master’s and undergraduate students to study abroad in the U.S. in the 2018-2019 academic year, which decreased by 20 percent compared to 2017-2018.
Shifting Winds At DAAD, we responded to these concerns with a message to all our scholarship holders by reassuring those who had already obtained a visa that their stay in the U.S. would not be affected by the travel ban. In addition, we recommended that all students regularly check the American Embassy’s and German Federal Foreign Office’s websites on potential updates to the visa application process. DAAD also offered its grantees for the 2017-2018 academic year to transfer their funding to study abroad in countries other than the U.S. However, none of the students changed their mind for political reasons. 14
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Q&A Sessions with the Consul are More Popular To address the concerns of our students, the political climate in the U.S. was an important topic of this year’s pre-departure orientation in April, a one-day preparatory meeting for undergraduate and graduate students studying in the U.S. and Canada on a DAAD grant in the 2017-2018 academic year. Special attention was given to the visa application process, as well as cultural differences that students might experience during their stay in the U.S. As he did every year, a representative from the U.S. consulate in Frankfurt provided a general presentation about the visa application process. After the plenary sessions, students had the opportunity to talk to the U.S. consul individually. This service turned out to be much more popular than in previous years. A DAAD alumnus from the U.S., who studied in Germany and now lives in Munich, gave a presentation about institutional and cultural differences to prepare our students for their stay abroad. He made students aware of possible conversations about politics on campus and beyond, informed them about major controversies that deeply divide supporters of the Republican and Democratic parties, and made suggestions on how to react to opposing political views in different social
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settings. In addition, he made students aware of the very welcoming student services available at U.S. colleges and universities, and encouraged the prospective international students to benefit from the support and advice offered by the international offices.
Connecting Future Grantees with Current Students and Alumni is Key We’ve found that some of the best sources to prepare students for their stay in the U.S. are the authentic experiences of former and current students studying abroad. DAAD connects its new cohort of grantees with those who are currently in the country by providing the opportunity to network in a closed Facebook group and find German alums of their prospective host university on a Google map. To prepare for their stay abroad, students can also receive reports from former grantees. These reports are mandatory to submit at the end of the scholarship period. They allow students not only to write about their academic experiences, but also comment on pre-departure to-dos, describe possible challenges upon arrival, and share general impressions and views of everyday life on campus and beyond. Leveraging study abroad blogs when advising students turned out to be another powerful tool to let future international students profit from the
experiences of previous generations of international students. DAAD and the Federal Ministry of Education and Research in Germany initiated a campaign of worldwide student correspondents called “Study Worldwide – Experience It” to motivate more students at German universities to study abroad. Personal experiences and authentic communication are at the center of the campaign and have proved to be not only an effective way to inspire students to study abroad but also a useful way to help students prepare for their own time abroad. These correspondents share their respective realities and emotions through their personal blogs and social media channels, which are clustered in a rich bouquet of know-how and impressions on the campaign’s webpage, www. studieren-weltweit.de. Insights into the correspondents’ daily routines, videos, and photos of their lives on campus make studying abroad more tangible and let the audience witness firsthand what is often described as the “life-changing impact of study abroad.”
The website also encourages its audience to interact with correspondents and provides well-structured and useful predeparture and while-abroad information, thus serving as another great resource for students going abroad. Interestingly, none of our correspondents in the U.S. have experienced a major increase in questions about the political climate in the U.S. or were contacted by prospective international students with concerns about studying abroad in the U.S.
Connecting Incoming with Domestic Students Funding students to study and research abroad in both directions—Germans in the U.S. and students from the U.S. in Germany—DAAD has the unique opportunity to connect German incoming students with domestic students who have studied abroad in Germany on a DAAD grant. For our incoming students, the chance to meet and connect with DAAD alumni from the U.S. will provide even more perspectives, experiences and support to settle in
comfortably in the host country. For the 2018-2019 academic year, DAAD is currently establishing such a network to strengthen pre-departure support as well as facilitate smooth transition and successful integration of German students coming to the U.S. In the meantime, the power of peerto-peer marketing and our own advising experience with student mobility will help the new cohort of students arriving in the U.S. to have a valuable and enriching stay. ●
n Continued from pages 13 In these changing global times, U.S. universities, EducationUSA worldwide networks, and non-profit agencies like the Institute of International Education will work together to communicate a balanced view of the United States. The EducationUSA network in India is passionate about helping Indian students gain the most out of their experience studying in the United States. ●
GERMANY ERMA Study. Research. Intern.
www.daad.org and www.daad.de 856378_German.indd 1
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Creating Globally Engaged Research is Becoming a Strategic Imperative For SIOs, an opportunity for truly comprehensive internationalization By Richard H. Nader, Ph.D., Associate Vice President for International Programs, Executive Director of the International Institute, Mississippi State University
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he way university research is carried out at U.S. universities has entered its fourth stage of development—an era marked by increasing internationalization—having cycled through research produced within one’s institution to regional and national collaborative stages. Why is this occurring and why should a university’s Senior International Officer (SIO) seize this as an opportunity to advance comprehensive internationalization? Internationalization of research is rapidly progressing in part because collaboration and information sharing are easier. Partly it is because the questions of interest in science and engineering are global, interdisciplinary by nature, and require international partnerships. However, international collaboration in research is not limited to science and engineering. Most fields of research are enriched by globally engaged scholarship Global R&D spending around the world doubled from 1990 to 2000, and this trend continues apace. This creates more players, more talent, and more overall international collaborative research potential. Most of that growth is coming from outside the United States and Western Europe. This means that access to research generated from these new performers, predominantly in Asia, is more heavily dependent on overcoming language and culture barriers. A trend identified in a report of the National Intelligence Council should further compel rethinking the way U.S. universities respond to a rapidly globalizing research environment. Namely, the empowerment of individuals as researchers to collaborate at will, at scale, and anytime with globally distributed talent and research resources. Faculty and students in both the United States and abroad may become frustrated by an institution’s inability to accommodate
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the increased complexity that accompanies international collaboration. Finally, research-active faculty are four times more likely to be internationally engaged, and most likely to have made long-lasting international relationships if experienced during graduate school. Therefore, research-active faculty and graduate students represent a population on campus that may benefit from an SIO who understands their needs and applies internationalization strategies to maximize their institution’s potential to conduct global research and provide international experiences in graduate education. The facts and trends point to two important messages for SIOs at universities that wish to compete in research on a global scale. First, SIOs must better understand how to help their universities integrate global competencies into not only academic offerings, but also into research. Second, SIOs must increase the “global IQ” of the university’s academic and research support infrastructures (i.e., staff, policies, and procedures). The SIO uniquely has a mandate to prevent or combat the ever-present misunderstandings that stem from cultural & language differences, which, if left unaddressed, ultimately lead to suboptimal international research and education outcomes. So, how does an SIO introduce programming or strategies to create a “globally agile” university? Moreover, how can an SIO build competencies into an otherwise domestically-focused research support infrastructure? First, SIOs must become familiar with the challenges of the university research environment. Walk a mile in the shoes of the vice president for research, the associate dean for research at the college level, or perhaps have a few conversations with research active faculty. SIOs can look to several National Academy of Science reports in recent years that address some of these concerns. For
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international research administration, the Society for Research Administrators and National Council of University Research Administrators have international sections that provide training and professional development. In addition, this trend is not lost on professional organizations such as the National Association of College and University Business Officers, which represents university finance and business professionals. Some universities are implementing strategies to increase their “global research IQ”; for example, forming a faculty-led task force to examine international travel policies, contracting, risk management, and compliance, etc., to make sure these policies and procedures operate optimally in an international context. Or, starting a community of practice on campus that can provide case examples for how best to deal with out-of-the-ordinary circumstances in research administration, risk management, or financial services. Several universities are reorganizing academic affairs, finance, and business services to more effectively and efficiently process “international” transactions and to serve as a hub for all international administrative issues, which takes the guess-work out of the hands of faculty and students desiring to conduct global work. Universities are intentionally developing cross-over reporting (international and research) or creating new positions tasked with intentionally spanning international and research functions. The Institute for International Education, in its 2017 e-book, “Globalizing International Research,” recommends a strategic approach: “International research and engagement deserves a defined role in an institution’s mission and vision statements and in its strategic plan, and this is becoming increasingly common. A university or college’s strategic plan should clearly identify how the institution plans to achieve the goals associated with its international
profile. More specific goals should be articulated at the unit or division levels. The goals of internationalization should spread across units and not be pigeon-holed in the international office. Global research universities must integrate international experiences and perspectives within teaching, discovery, and engagement missions of each academic unit within the university; successful internationalization requires [that] faculty, administrators and staff perceive internationalization as adding value to what they do and helping them reach their goals.” With a goal of creating internationally competent staff, the skills familiar to an SIO, such as knowledge of international partnerships, diplomacy, international relations/affairs, and study abroad, can and should be incorporated as considerations in research settings. Research offices often offer intramural “seed grant” funding, where the research office tries to leverage external funding for U.S. research. The growth of international external funding sources, including knowledge of other than U.S. research environments, becomes even more important when assessing International seed grants given by U.S. universities. Some
U.S. institutions have adapted international dimensions into their internal review process for intramural funding that actively considers international dimensions. As always, these expanded roles for SIOs present a challenge, both for SIOs and upper administration. Campus cultures that are less diverse, with fewer resources for research investment, or that have less global research engagement overall, will find it more difficult to make progress on these fronts. However, the SIO’s role can be instrumental. Researchactive faculty are likely to benefit greatly from this administrative attention to their needs, no matter what type or at what scale university research is occurring. New ideas are needed, both from within and outside of the academy, to step-up efforts to prepare our universities to serve the next generation of globally competent students. The United States has a growing cadre of enlightened university leadership who are making room at the table for SIOs to have a voice in creating a more globally agile research, as well as the traditional academic environment. Our institutions and their graduates need the SIO to succeed in this challenge. ●
Build a ‘Community of Practice’ for International Research • Identify strategies for balancing the challenges and opportunities of international engagement. • Compile a list of known issues and concerns related to international research collaborations and assess the institution’s ability to manage these issues. • Identify gaps within the associated business processes and recommend solutions to address hurdles and streamline processes. • Advance these streamlined processes as “best practices” supported by the community. • Evaluate progress on a continuous basis via feedback, testimonials, or surveys from researchers and research administrators as well as through an evaluation of metrics established by the institution (e.g., percent increase in proposals submitted, percent increase in awards, and other key indicators with international components).
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Lehigh’s ‘Global Union’ Makes International Students Feel Part of the Family An organization to welcome students becomes a key tool for inclusion, social cohesion, and leadership development By Clara Buie, Bill Hunter, Ed.D., and Cheryl Matherly, Ed.D., Emily Groff hile the number of international students studying in the U.S. continues to grow, college campuses nationwide struggle to integrate international and domestic students in meaningful ways. The cultural and social divide between the two populations can weaken international students’ connection to their university community and affect retention, academic performance and even career success after graduation. At Lehigh University, a private research institution in Bethlehem, Pennsylvania, the population of international students has more than doubled in the last 10 years, while the total student body has remained stable. Today, nearly nine percent of Lehigh undergraduates and 36 percent of graduate students are international. Lehigh students and alumni have a strong affinity for the school— many say they “bleed brown and white.” As the population of international students has increased, the university has worked hard to integrate international students into this tradition and support their inclusion in the academic and social community. In this essay, we provide a case study of the Global Union (GU), a student-led umbrella organization of more than 40 student clubs with an international or cultural focus. The GU, which celebrates its 20th anniversary this year, provides internationally focused campus programming, leadership development, and social opportunities. It started as a welcoming space for international students. Over the years, it has become a lively and creative body that fosters substantive interactions among international students and domestic students, as well as among undergraduate and graduate students, faculty, and staff. The GU is particularly relevant as a model for how institutions can improve
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social integration of international students on their campuses, a population that reports feeling less of a sense of community on campus than do their domestic counterparts. At the same time, domestic students are less likely to form social relationships with their international peers, whom they perceive as very unlike themselves. How international students experience social integration with their home institution can affect their academic performance, sense of connection with their host country, and post-graduate career plans.
The Beginning of the Global Union In 1996, a small group of international and American students at Lehigh, with the help of staff from English as a Second Language and the Office of International Students and Scholars, proposed uniting student clubs to support and strengthen the international voices on campus. In 1997, with the approval of the Global Council—a group of prominent alumni who advised the president on international issues—and the Student Senate, the university recognized a new club: the Global Union. The GU did not replace individual clubs. Instead, it created a forum for them to work together, with a mission to provide a campus-based international experience for every student, faculty, and staff member at Lehigh through interactive educational, cultural, and social programming. Large cultural clubs like the Indian and Chinese student associations joined, as well as unexpected organizations, like a fraternity and the LGBT student society. Along with university recognition came a small budget for programming, with an emphasis on events that involve multiple clubs to encourage collaboration and diversity. Today, the GU comprises 46 student organizations and involves more than
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FUSION— Students from the Chinese student association and Black student union during International Education week.
3,000 students in 60 events every year. Its programs contribute to a campus culture of inclusion: Culture nights are popular events, hosted by students from countries underrepresented on campus, such as Myanmar, Kyrgyzstan, and Tanzania, while celebrations like Diwali and Holi have become Lehigh traditions for students of all backgrounds. Many GU programs address timely and sometimes controversial topics. For example, during the civil war in Libya, the GU hosted a Skype session live from Tripoli with a Lehigh student who joined the rebel group that overthrew Muammar Gaddafi. While controversial, the event gave students a personal perspective on a major conflict. In 2015, led by a Fulbright student from Afghanistan, the GU held a memorial for Farkhunda Malikzada, a 27-year-old Afghan woman who was beaten to death by a male mob in Kabul. Events like these allow students to engage with international issues like political uprisings and women’s rights on a personal level, leading them to advocate for social justice. GU programs create opportunities for interactions between diverse communities, from smaller events like when the Indian Students Association taught Lehigh’s baseball team to play cricket, to major productions like FUSION, a dance show organized by the Asian Cultural Society and the Black Student Union as the culminating event
The GU requires that member organizations co-sponsor events, which brings together students with different interests and backgrounds. Members include clubs on culture, religion, and community, as well as Greek letter organizations and professional and academic groups. The most recent additions include Spectrum, an LGBTQIA student organization, and International Voices, an intercultural literary journal. The executive board, elected by the representatives, includes a president,
for International Week. FUSION— Fostering Unity on Stage In One Night—is one of the most popular annual campus events, regularly filling the largest auditorium in the university’s performing arts center. The production creates a natural space for U.S. and international students from different organizations to work together and build relationships that would not otherwise occur. Even after 20 years, the GU continues to find ways to create significant crosscultural learning experiences, such as the “Discover China” series. Developed by the Chinese Students and Scholars Association and faculty who teach Chinese culture, history, economics and politics, the five-part series introduced participants to China without leaving campus. One of the most impactful events included a 10-minute simulation of living in China, with the organizers speaking only in Mandarin. Students then discussed the experience with their Chinese peers, who shared their own experiences with the language barrier in the U.S. The series was so successful in creating a cross-cultural experience on campus that the GU developed similar series exploring India and Islam.
vice president, secretary, and vice presidents for member programming, internal programming, club relations, graduate student outreach, graduate assistant, and intern(s). The GU is advised by a program director from the Office of International Affairs and a graduate assistant. Because of their highly involved role on campus, members of the executive board regularly win universitywide Student Life Leadership Awards and the GU-sponsored programs win “Best Cultural Program” awards each year. ●
An Intentional Organization The structure of the organization is intentionally designed to create opportunities for domestic and international students to work together and develop their leadership abilities. It is headed by an executive board— which is responsible for funding events, planning programming, and voting on new member applications—and a representative board with students from the 46 member clubs. The two boards attend bi-weekly meetings, creating unexpected interactions, such as the conversation between the Asian Student Association and the Black Student Union that led to FUSION. Originally, a large majority of international students served on the executive board, but it now includes equal representation by U.S. students. The size of the organization, now with more than 70 students in official capacities, makes it a significant player in the university’s ecosystem for an inclusive and diverse campus. 877918_London.indd 1
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NETWORKER 7/21/1719 2:59 PM
Now is the Time for Fearless Global Citizens Reassuring Youthful Travelers to Advance Peace and Understanding By William L. Gertz, President & CEO, American Institute for Foreign Study (AIFS)
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aris, Brussels, Nice, Manchester, London—all admired international cities that are now known for terrorist incidents, each with heartbreaking casualties, examples of heroism, and a hashtag. Concern for victims and loved ones is, of course, a natural and appropriate response. But terrorism also generates existential fear, including worry about global travel at a time when the U.S. government is trying to institute a “travel ban” on certain countries. Despite these fears, those of us involved with sending American students abroad and/or bringing international students to the U.S. continue to plan exciting programs and engage in meaningful dialogue about the value of international education, even as we spend more of our time addressing safety and security concerns. In short, there is simply no turning back for those of us who are dedicated to this work. We still strongly believe in the long-term value of international education and the importance of dialogue and global understanding. Face to face. We are realists about the grave challenges in our world, but we remain idealists in search of our common goal, which is, ultimately, a more peaceful world. In response to these challenges, we have decided to create a non-partisan, non-commercial initiative to change the negative conversation and provocative partisan bickering into a positive movement. To this end, my organization, AIFS, has developed a campaign that we call Fearless Global Citizen. Fearless Global Citizen is an international campaign designed to motivate youth to travel without fear, created in direct response to recent world events. The intent is to combat
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negativity and highlight the importance of cultural understanding. The mission is to bring the world together through international exchange and global travel. Despite the worries and challenges today, young people must continue to pursue meaningful life experiences, understand people of all stripes, and learn to navigate in a complex world. And the journey to world peace can only be forged through true international awareness—attained by expanding our knowledge and understanding of other countries and cultures.
Fearlessly Embracing our World Who are fearless global citizens? We are individuals who are enthusiastic about: • Stepping outside our comfort zones. Curiously leaving behind the familiar, unafraid to travel to learn more about ourselves and the world. • Experiencing various cultures firsthand. Knowing there’s no substitute for learning about people and cultures through travel.
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• Exploring the world to enhance our careers. Gaining international perspectives, insights, and ideas to forge mutually beneficial business relationships and transactions. • Gaining appreciation of the world around us. Building respect for our fellow global citizens by understanding their lives, cultures, and values, resulting in genuine appreciation and lasting friendships. • Embracing diversity. Accepting that diversity comes in many forms— religion, race, culture, national origin, and gender—and that acceptance and understanding are essential to learning and the prospects for peace. The Fearless Global Citizen campaign will spotlight individuals from around the world who’ve embraced the spirit of international exploration. These profiles will be posted on the website www. fearlessglobalcitizen.org. Through the site, people can share their thoughts and experiences, as well as highlight how being a global citizen is vital to a peaceful and diverse world.
If I could say anything to a young person struggling with the decision to travel, it would be this: You’re living at an exciting time—it’s your time to travel, learn about other cultures, and have experiences and relationships that will shape the rest of your life. Don’t let the moment pass you by.
Barrier-breaking Conversations at the Dinner Table If we think about it, what’s really at the heart of these opportunities for peace and understanding is something quite simple—the chance to have a meaningful conversation. We know that student exchanges and travel opportunities are incredible gifts that change perceptions and build cross-cultural relationships and lifelong friendships. Simply connecting with young, energetic, and intelligent people at the dinner table goes a long way to break down media-generated stereotypes, whether it’s the “ugly American” or biases about people from places like Mexico, Iraq, or China. Students from Europe or Asia who are exposed to Americans, for example, get to see a side of the U.S. that’s not always understood from the nightly news and the global media. Their image of the U.S. is often about bombs and guns, or they think Americans are just focused on money and work. So, it makes a difference when they get to see a different side, people who are kind, caring, and generous. When then Chinese Vice President Xi Jinping came the U.S. in 2012 on an agricultural mission, he insisted on visiting his host family from 27 years earlier. He wanted to reconnect with the Iowa farmers and other residents he came to know then. Today, he’s the
president of China, one of the most powerful people in the world. With that exchange program, Xi Jinping gained an understanding of America and Americans that he wouldn’t otherwise have. And, he is one of some 300 current or former heads of state who have participated in exchange programs to America. With today’s tense international climate, this kind of experience is incredibly important for future cooperation and peace. Ultimately, said one American host recently, “Perceptions change because we start to care about each other. Our guests go back home with a little piece of my heart, and I have a piece of theirs.” “We need these programs now more than ever as a counterbalance to the negativity we see, and to build social activism,” said Janine Magidman, a veteran teacher at Seattle’s Roosevelt High School, who coordinates homestays for exchange programs. “The key to peace is citizen diplomacy. Nothing works better than sitting around the kitchen table telling stories.”
Addressing a practical need for cultural competence These days, whether students need to develop technical skills, as opposed to broader intercultural competencies and cross-cultural skills, is not an either-or proposition. Business leaders are concerned about whether academic institutions acting alone can adequately prepare students for dynamic changes taking place in the global workforce. According to Laurette BennholdSamaan, managing director at Aperian Global, an intercultural consulting, training, and web tools company, “In today’s global economy, where complexity and change are the norm, attracting and retaining culturally competent talent will continue to be a challenge for companies. International experience has become a critical asset for all global organizations and will continue to create a competitive advantage—both for the individuals and for the companies that hire them.” In fact, according to the biggest survey on the subject, the QS Global Employer Survey Report, six out of 10 employers around the world say they
“value an international study experience and the attributes that the experience may confer to mobile students.” More than 80 percent said they actively sought graduates who had studied abroad. These are the views of more than 10,000 employers in 116 countries on five continents. It comes down to this: Going without your support network, building trust and problem-solving skills in new environments, adapting to different practices that increase your resourcefulness, and experiencing a different culture make you more interesting and skillful. “The work of NGOs, such as the AIFS Foundation, to provide high-quality international education programs for both American students and international students is key to exposing as many youth as possible to universal values and new perspectives, as well as encouraging long-term international interests and engagement,” says Adam Ereli, former Principal Deputy Assistant Secretary of State for Educational and Cultural Affairs. “As a result of participating in exchange programs,” Mr. Ereli adds, “students commonly express a desire to continue learning about the world at large with a new appreciation for the complexity of society, including their own.”
“Life Begins at the End of Your Comfort Zone.” This quote by American author Neale Donald Walsch kind of says it all. When you travel fearlessly, you open up the world. You have a chance to connect with yourself and others. You may not conquer every fear, but you will gain confidence and perspective to fear less and live more. And don’t forget, the odds of being a victim are infinitesimal. “I would encourage traveling at any age, but the earlier you can learn the
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STUDY ABROAD MARKETPLACE
lessons travel teaches the better,” said Hannah Peterson, a young woman whose blog post appeared on greenhearttravel. com. “In high school and college you have the luxury of having flexibility since you can study anywhere in the world and have relatively long study breaks. It is a prime time to take advantage of your freedom and youth. “It can be scary,” she continued, “but once you figure out that you can connect with people despite differences, and you can navigate foreign environments, you become a smarter, more competent individual. Embrace the discomfort. Search for it, because it is helping you grow. You realize that you CAN do things despite the obstacles, and suddenly the obstacles seem less obstructive and more like welcomed challenges.”
LANGUAGE | CULTURE | SERVICE
She says, “Use the confidence and cultural sensitivity that traveling helps you develop and help it make you successful.” And she notes, “Making friendships abroad can make this big world seem a little smaller and help you feel more connected wherever you go. The best advice I can give is to meet as many people on your travels as you can.” Pilar Guzmán, writing for Condé Nast Traveler, explained, “The rationale for continuing to visit places like Istanbul, Paris, Bali, or Cairo extends far beyond numbers, and even beyond the popular idea that not going means ‘they’ (the terrorists) will have won. Rather, the real reason to go is that if we don’t, we give in to our own primal fears, the very ones that, when fed by anger, poverty, disenfranchisement, and isolation, literally and figuratively explode. It’s fear that drives us to retreat to an us-versus-them stance that arrogantly ignores our common connection.”
June 4th to honor the victims of the Manchester terrorist attack, they sent an important message: In the face of aggression, even in pain and insufferable grief, people are not divided by their differences but united by their humanity. It is a strong stance in defiance of hate. We hope the Fearless Global Citizen campaign will also play a small role in changing the dynamics of what is the norm in today’s society. And we hope fearless global citizens will wear the label proudly—bold and unafraid to explore this beautiful world and the exceptional individuals who inhabit it. Today, more than ever, we need them. ●
Changing the Dynamics When Ariana Grande and other global music stars performed a benefit concert
F O R I N T E R N AT I O N A L S T U D Y
Funding for critical language study. Boren Awards allow U.S. students to study world regions critical to U.S. interests, including Africa, Asia, Central & Eastern Europe, Eurasia, Latin America, and the Middle East. Maximum Award Amounts Boren Fellowships: $30,000 Boren Scholarships: $20,000 National Deadlines: Scholarships - February 8, 2018; Fellowships - January 30, 2018
www.borenawards.org A National Security Education Program Initiative • Administered by the Institute of International Education 1-800-618-NSEP •
[email protected]
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7/14/17 1:27 PM
We Bring the World Together® Since 1964, AIFS has been at the forefront of international education and study abroad, currently offering over 130 programs in 23 countries including: •
Service learning and community engagement programs
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More than $800,000 in scholarships and grants including 100 AIFS Generation Study Abroad Scholarships annually
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Customized, faculty-led programs
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Professional development including research reports co-authored with IIE on the changing landscape of study abroad
www.AIFSabroad.com
At Portland State, Outreach to International Students Starts Before They Arrive With students from more than 90 countries, the school employs a range of programs to help them feel welcome, especially during holidays and breaks By Dr. Rahmat Shoureshi, incoming president of Portland State University, and Dr. Margaret Everett, Vice Provost for International Affairs at PSU
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scalating hostilities at home and abroad and a rapidly shifting political and policy landscape have brought unprecedented challenges for campus leaders and staff charged with recruiting international students and ensuring that their experience in the United States is positive and productive. Even with these challenges, however, universities that have invested time and resources in building support and community networks for international students are in a strong position to welcome and guide them through a positive educational and social experience. Much of the focus of the last several months has been to respond to specific events and circumstances—from travel bans to violence abroad that may impact faculty and students engaged in foreign research and study. Portland State University in Oregon serves more than 2,100 international students from more than 90 nations. The top three home countries are China, India, and Saudi Arabia. Our ability to connect with students during these uncertain times has been facilitated by longstanding initiatives to build a strong and diverse community, and to engage our international students in the life of the campus. Community-building starts with pre-arrival and onsite orientations, designed to orient international students to campus resources and services, but
also to help students connect with their peers through the International Student Mentoring Program.
Step by Step Each term, peer mentors assist new international students in the transition from their respective countries to our university by connecting with students before they arrive, leading small groups at International Student Orientation, and serving as a cultural bridge and a resource to new students during their first term in the United States. Transitioning from one country to another is often a complicated and frustrating process. This program is designed to smooth that process and to support new international students during their first term at Portland State University. The Committee on International Retention and Recruiting, representing the Intensive English Language Program, admissions, international student services, graduate studies, housing, academic advising, and other offices meets regularly to ensure a holistic advising approach for international student. Having such regular cross-functional teams in place and working collaboratively has proven to be invaluable in responding quickly and effectively to new situations and concerns. Winter holidays and breaks can be challenging for international students, who may feel isolated and removed from the activities and cultural traditions of their domestic peers. PSU’s International Student Life team has responded to these concerns in a number of ways. For example, special events are designed to include international students in activities and events that allow them to engage in American traditions such as Thanksgiving. The team also provides international students with information
about winter break events on campus and in Portland through a weekly newsletter and website. The goal is to provide information about activities happening on and off campus, resources that students can access themselves during that time, and plan other events to help fill this gap for students. It is also important to continually find ways to integrate international students into campus life through academic and extra-curricular efforts. One example of this is an innovative initiative through our Campus Recreation Center to use intramural soccer, a popular activity for domestic and international students alike, to connect with each other, with intentionally designed pre- and postgame activities to deepen the connection. With changing visa policies and the recent travel bans, it has been especially important to provide current and future students with timely information and advice regarding their immigration status and visa application processes. Using the Sunapsis database, we are able to quickly respond to student’s electronic requests for travel endorsements, provide timely reminders of document requirements, and other notifications prior to entering and departing the United States. Weekly newsletters, resource pages on our website, and e-mails to current and prospective students provided accurate information to students, faculty and staff immediately following the Executive Orders. Listening sessions and other outreach helped reassure current students during heightened periods of uncertainty.
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TEACH IN CENTRAL EUROPEAN PROGRAM CULTURAL IMMERSION THROUGH TEACHING
When you’re finished with your overseas study, come back to teach in Central Europe. • Locations throughout Hungary • Full support and orientation for our teaching staff • Easy application process
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Teaching in Hungary is the best decision I’ve made. The country has provided me with a new home and new experiences, a group of friends and colleagues who encourage and support me, and a set of students who inspire me and help me to find the joy and humor in the struggles of daily life.
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—Clarie Strasbaugh, (2012-2015)
[email protected]
http://cetp.info
GENERATION STUDY ABROAD COMMITMENT PARTNERS
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Portland State University has dozens of students—mostly graduate students—from five of the seven predominantly Muslim countries affected by the travel ban proposed by the current administration. While the recent U.S. Supreme Court ruling allows current students with valid visas from these countries to travel freely, the international attention on the proposed ban has had a chilling effect on many international students at Portland State. Faculty and staff have reached out both individually and collectively to students from these nations to address their concerns and help them with travel, family, social and academic issues. In addition to timely and accurate advising, our campus has joined others across the United States in participating in the “You Are Welcome Here” campaign to prospective international students. The campaign includes a popular video featuring many international and domestic students and affirming our commitment to a safe and welcoming campus. That reassuring message is important for all our students, domestic and international. Last November, Portland State became one of the first universities in the nation to declare sanctuary status in response to concerns about potential changes in immigration law. PSU educates scores of undocumented students and those covered by the Deferred Action for Childhood Arrives (DACA) program, most of whom are first in their family to attend college. As an urban campus with more than 28,000 students, a fundamental part of the mission at Portland State is to engage students in the campus and the community, celebrate their diverse backgrounds and cultures and support them in their academic pursuits. ●
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Study Abroad at Dublin City University Further Information
Caroline Magee Study Abroad Manager DCU All Hallows Campus Drumcondra Dublin 9 Ireland T: +353 1 700 7411 E:
[email protected] W: www.dcu.ie/international
DCU.International.Office @DCUIntl
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7/20/17 4:26 PM
As a commitment partner of IIE’s Generation Study Abroad initiative and a platinum sponsor of this year’s summit, IES Abroad has continued our efforts to provide greater access to study abroad and international internship opportunities for undergraduate students, including first generation and other underrepresented students. Here are just a few of the ways IES Abroad provides access for students to study abroad across our 140 programs in 34 locations:
• FINANCIAL AID & SCHOLARSHIP: We are committed to providing study abroad experiences for as many students as possible, through financial aid and scholarships. This past year, IES Abroad awarded more than $4 million in aid! • INITIATIVE TO DIVERSIFY EDUCATION ABROAD (IDEA): We developed IDEA in 2008, and have been committed to engaging underrepresented students with opportunities like scholarships and financial aid, support resources, and outreach to raise awareness of study abroad. • ACCeSS PROGRAM: We want to make it easy to study abroad, so your students can focus on the exciting stuff, rather than daunting visa paperwork. Contact us to learn more about our ACCeSS Program for helping students process their visa. • 12 FOR 12 PROGRAMS: Our 12 for 12 study abroad programs are part of our ongoing commitment and effort to making study abroad affordable and accessible to all students. These programs provide the same level of academic excellence and superior student support you expect from IES Abroad in a 12-week, 12-credit program. See us at our booth, and be sure to attend a presentation by our Director of Diversity Recruiting & Advising Gretchen Cook-Anderson focused on student diversity.
For more information, visit us at www.IESabroad.org.
WHO WE ARE 65+ YEARS OF EXPERIENCE
$4 MILLION IN FINANCIAL AID & SCHOLARSHIPS
140 STUDY ABROAD & INTERNSHIP PROGRAMS
34 LOCATIONS ACROSS THE GLOBE
6,500 STUDENTS PER YEAR
79% INCREASE OF ETHNICALLY-DIVERSE STUDENT ENROLLMENT OVER THE LAST 5 YEARS
GENERATION STUDY ABROAD COMMITMENT PARTNERS
Mary Immaculate College (MIC), founded in 1898, is Ireland’s leading university-level College of Education and Liberal Arts. The College has a growing and diverse community of over 3,600 students enrolled in undergraduate programs in Education, Liberal Arts, Theatre Studies and Early Childhood Care and Education, as well as a range of postgraduate programs at Diploma, MA and PhD levels. MIC is conveniently located in a leafy suburb just ten minutes’ walk from Limerick city center, in Ireland's Midwest region. With access to all major routes, the campus is just 20 minutes from Shannon International Airport and near to all the most beautiful scenery and tourist destinations in the Shannon Region e.g. the Cliffs of Moher and Bunratty Castle. MIC has a vibrant international community, collaborating with more than 50 partner universities & colleges in Europe, North America and Australia, and hosts over 70 international students annually. MIC has achieved the StudyPortals Award for Outstanding International Student Satisfaction, based on a survey that gathered thousands of responses from international students studying all around Europe. "Deciding to come to MIC was the best thing I could have done for myself. MIC is a great college, filled with kind and welcoming people." Michelle McCabe, USA
· Ireland's most prestigious College of Education and Liberal Arts · Special fees model/study abroad scholarships available to partner universities in the USA · Educating 40% of Ireland's primary school teachers, with only 2% attrition in Education programs · Highly research-active faculty, over 82% of whom have PhDs (one of the highest ratios in the State) · An accessible, friendly campus · Staff focus is on students' wellbeing and academic involvement · International students are fully integrated with Irish students · Autumn or Spring semester study, or full-year programs · Easy credit transfer system · Summer programs tailored to students’ interests e.g. Servant Leadership/History/Irish Studies/Media Studies/Education · Comprehensive orientation and continued staff support throughout · Active International Students' Society · Superb, modern facilities, with on-campus accommodation · MIC graduates are making a difference at the top level of many sectors, both nationally and internationally
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As well as specialist courses in Education (Early Childhood and/or Elementary), and Business and Accounting with Education, the core subjects available for study abroad at MIC include: · English Language & Literature; · French Studies/German Studies/ Irish Language (all available at beginner’s level); · Geography; · History; · Irish Heritage Studies; · Mathematics; · Media & Communication Studies; · Music; · Philosophy; · Psychology; · Theatre Studies; · Theology & Religious Studies. PLEASE CONTACT:
[email protected]/ +353 61 774790 www.mic.ul.ie Ben will attend the GSA IIE Summit in Oct 2016!
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cya
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