International Educator - March/April 2013 - 35

“If you’re a developing
country, you cannot
focus just on training
an elite. You need
to focus on training
and providing job
opportunities for
the bulk of your
population.”

Campus Leaders Often Lead
the Charge for International
Development Work

INTERNATIONAL EDUCATOR

At community colleges no less than four-year institutions, international activities, whether research,
projects or education abroad, often start with the
vision of a single faculty member or administrator.
Almost without exception, the community colleges
with the largest profiles in international development
have presidents with a passion for the work, sometimes
stemming from their academic training or, like so many
U.S. international educators, a stint in the Peace Corps.
Highline Community College President Jack Bermingham did his dissertation in African history on
resistance to colonialism in Botswana. He taught
global studies at Pacific Lutheran University (PLU)
before coming to Highline as academic vice president
in 1994 at a time when the Des Moines, Washington,

M A R + A P R . 13

a few dozen schools that undertake
large scale, U.S. government-funded
development projects in challenging locales from the Middle East to
Southeast Asia to Latin America and
Africa. Most community colleges
have never ventured into this arena,
and they’d be hard pressed to figure
out how they could detach faculty,
administrators, and staff from their
busy “day” jobs to undertake work
far from home. Another impediment
is the expectation that in USAID
contracts with higher education institutions, the participants are expected to share 15 percent of the costs.
That used to be 25 percent, and the contribution can
come in the form or faculty time.
Still, there are community colleges such as Nassau,
Gateway Technical College in Kenosha, Wisconsin;
Red Rocks Community College in Lakewood, Colorado; Highline Community College in Des Moines,
Washington; and the Eastern Iowa Community Colleges that are showing how it’s done. The American
Association of Community Colleges (AACC) and
CCID are mounting efforts to widen the circle of twoyear institutions engaged in global work, and both
USAID and the State Department have programs
that target community colleges for international
partnerships.
“They are the citizens’ colleges,” said Alice BlayneAllard, associate vice president of international
programs and services for AACC and a former coordinator for the State Department’s Broader Middle
East and North Africa Initiative (BMENA). Operating
in one of the world’s trouble spots adds to the challenges, but even in places “where security is a real
concern, they are finding ways to get it done,” said
USAID’s Bittner.
Funding may also be found in a community college’s backyard from foundations as well as from
businesses and industries that have markets and
a footprint in the developing world. Foreign governments, too, may put up the money to bring in
expertise from the two-year U.S. institutions. Carol
Stax Brown, executive director of CCID, sees that as

a growth market especially with democracy on the
march. If governments recognize the need for a more
educated populace, two-year colleges are a natural
step, she said. “That’s a big shift. They’ve got elite
institutions in those countries, but they don’t have
community colleges that can serve those needs.”
That’s the view, too, of Tully Cornick, executive
director of HED, a branch of ACE that is the conduit
for $18 million a year in USAID and other grants to
colleges and universities for development projects.
Ten of the 54 higher education partnerships currently
funded by HED involve community colleges partnering with other two- or four-year institutions. .
Cornick, a Cornell-trained sociologist who left
academe and spent a quarter-century with USAID before taking the helm at HED, said, “In the Third World
American higher education was embodied for a long
time in the elite universities.” But more recently leaders have recognized that what their countries really
lack is a system open to far more people and capable
of filling the many mid-level jobs that are essential
to any country’s prosperity, he said. “In sub-Saharan
Africa, it’s great to train PhD-level, world-class researchers, but what are we doing to train the eight
associate degree-level people who need support to
make that researcher’s job possible? If you’re a developing country, you cannot focus just on training an
elite. You need to focus on training and providing job
opportunities for the bulk of your population.”

35  



Table of Contents for the Digital Edition of International Educator - March/April 2013

International Educator - March/April 2013
Contents
From the Editors
Front Lines
In Brief
Emerging Giant
Local Goes Global
Accelerating Global Learning at Home and Abroad
Foreign Student Affairs
Partnering
In Focus
Intenational Educator Language Supplement
Contents
New Tools of the Trade
Intensive English Language
Intensive Foreign Language
International Educator - March/April 2013 - International Educator - March/April 2013
International Educator - March/April 2013 - Cover2
International Educator - March/April 2013 - Contents
International Educator - March/April 2013 - From the Editors
International Educator - March/April 2013 - 3
International Educator - March/April 2013 - Front Lines
International Educator - March/April 2013 - 5
International Educator - March/April 2013 - 6
International Educator - March/April 2013 - 7
International Educator - March/April 2013 - 8
International Educator - March/April 2013 - 9
International Educator - March/April 2013 - In Brief
International Educator - March/April 2013 - 11
International Educator - March/April 2013 - 12
International Educator - March/April 2013 - 13
International Educator - March/April 2013 - 14
International Educator - March/April 2013 - 15
International Educator - March/April 2013 - 16
International Educator - March/April 2013 - 17
International Educator - March/April 2013 - 18
International Educator - March/April 2013 - 19
International Educator - March/April 2013 - 20
International Educator - March/April 2013 - 21
International Educator - March/April 2013 - Emerging Giant
International Educator - March/April 2013 - 23
International Educator - March/April 2013 - 24
International Educator - March/April 2013 - 25
International Educator - March/April 2013 - 26
International Educator - March/April 2013 - 27
International Educator - March/April 2013 - 28
International Educator - March/April 2013 - 29
International Educator - March/April 2013 - 30
International Educator - March/April 2013 - 31
International Educator - March/April 2013 - Local Goes Global
International Educator - March/April 2013 - 33
International Educator - March/April 2013 - 34
International Educator - March/April 2013 - 35
International Educator - March/April 2013 - 36
International Educator - March/April 2013 - 37
International Educator - March/April 2013 - 38
International Educator - March/April 2013 - 39
International Educator - March/April 2013 - 40
International Educator - March/April 2013 - 41
International Educator - March/April 2013 - 42
International Educator - March/April 2013 - 43
International Educator - March/April 2013 - Accelerating Global Learning at Home and Abroad
International Educator - March/April 2013 - 45
International Educator - March/April 2013 - 46
International Educator - March/April 2013 - 47
International Educator - March/April 2013 - 48
International Educator - March/April 2013 - 49
International Educator - March/April 2013 - 50
International Educator - March/April 2013 - 51
International Educator - March/April 2013 - 52
International Educator - March/April 2013 - 53
International Educator - March/April 2013 - Foreign Student Affairs
International Educator - March/April 2013 - 55
International Educator - March/April 2013 - 56
International Educator - March/April 2013 - 57
International Educator - March/April 2013 - 58
International Educator - March/April 2013 - 59
International Educator - March/April 2013 - Partnering
International Educator - March/April 2013 - 61
International Educator - March/April 2013 - 62
International Educator - March/April 2013 - 63
International Educator - March/April 2013 - In Focus
International Educator - March/April 2013 - Cover3
International Educator - March/April 2013 - Cover4
International Educator - March/April 2013 - Intenational Educator Language Supplement
International Educator - March/April 2013 - SCover
International Educator - March/April 2013 - Contents
International Educator - March/April 2013 - New Tools of the Trade
International Educator - March/April 2013 - S3
International Educator - March/April 2013 - S4
International Educator - March/April 2013 - S5
International Educator - March/April 2013 - S6
International Educator - March/April 2013 - S7
International Educator - March/April 2013 - S8
International Educator - March/April 2013 - S9
International Educator - March/April 2013 - S10
International Educator - March/April 2013 - S11
International Educator - March/April 2013 - S12
International Educator - March/April 2013 - S13
International Educator - March/April 2013 - S14
International Educator - March/April 2013 - S15
International Educator - March/April 2013 - Intensive English Language
International Educator - March/April 2013 - S17
International Educator - March/April 2013 - Intensive Foreign Language
International Educator - March/April 2013 - S19
International Educator - March/April 2013 - S20
International Educator - March/April 2013 - SCover3
International Educator - March/April 2013 - SCover4
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