International Educator - January/February 2012 - 23

this bequest was restricted for specific programs established previously, we also have committed an annual discretionary allowance that has been used to fully fund our international travel initiative.
IE: How many faculty members at Rol-

lins have participated in the opportunity to have an international experience since the initiative, and what kinds of experiences have they had?

lewis M. duncan, president of rollins college

was equally important to support our faculty in pursuing their own international experiential learning. Several faculty leaders were already pursuing innovative approaches to more widely engaging the academic community collectively, resulting in pilot programs for both faculty language instruction and at least one shared international trip. Many colleges have competitive programs providing for faculty international travel and study, but typically such programs can only support about 10–15 percent of the faculty for such travel, and typically each year it is generally the same cohort of faculty who successfully apply and receive these funds. While there also may be a small percentage of faculty who

have little interest in such programs, it was my sense that many more faculty would be interested in participating in structured international scholarly experiences if barriers to participation could be greatly reduced. A program was envisioned to support every faculty member and every staff member who interacted with students in a teaching capacity, including athletic coaches, for example, to have regular opportunities for such international scholarly experience. Of course, cost is always a constraint on such ambitions. At about this same time, Rollins was fortunate to receive a magnificent bequest from the estate of George Cornell amounting in total to more than $100 million. While a significant portion of

ROllInS: Over the past six years more than three-quarters of our faculty and a significant number of teaching staff have participated in at least one of these trips, and more than half in two or more, conducted either individually or more often in groups of ten to fifteen participants. Organized and led by the faculty and administered by a faculty advisory committee, we intentionally have given strong preference to trips emphasizing parts of the world with which we are culturally less familiar, or which have increasing importance in the education of graduates for the challenges of the twenty-first century. As a result, we have sponsored multiple trips to South America, Asia and Indonesia, Eastern Europe, and Africa, and even last year a group trip to Antarctica. Faculty teams propose, solicit participant interest, and then implement these trips as shared scholarly experiences, combining academic, cultural, and experiential programs into an intensive several-week visit. Before each trip, the faculty and staff hold study sessions, either weekly during the semester before the trip or intensively over the few weeks just before a trip, in order to adequately prepare for the upcoming programs. Participants share tutorial lessons across the breadth of their disciplinary expertise as applied to the areas to be visited, enriching the overall experience for everyone involved. Response to such trips has uniformly described them as “transformative.” Partnerships have been established with academic peers and institutions across the world, international experiences have expressed

J A N + F E B . 12 InternatIonal educator

rOllINS COllEgE

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International Educator - January/February 2012

Table of Contents for the Digital Edition of International Educator - January/February 2012

International Educator - January/February 2012
Contents
From the Editors
Front Lines
In Brief
Voices: Rollins College President Lewis Duncan
Finding a Home in Higher Education
Promoting Peace Th Rough Partnerships
New York University Becomes a Global Network University
International Education Fairs
Education Abroad
A View From Out Here
In Focus
International Educator - January/February 2012 - International Educator - January/February 2012
International Educator - January/February 2012 - Cover2
International Educator - January/February 2012 - Contents
International Educator - January/February 2012 - From the Editors
International Educator - January/February 2012 - 3
International Educator - January/February 2012 - Front Lines
International Educator - January/February 2012 - 5
International Educator - January/February 2012 - 6
International Educator - January/February 2012 - 7
International Educator - January/February 2012 - 8
International Educator - January/February 2012 - 9
International Educator - January/February 2012 - In Brief
International Educator - January/February 2012 - 11
International Educator - January/February 2012 - 12
International Educator - January/February 2012 - 13
International Educator - January/February 2012 - 14
International Educator - January/February 2012 - 15
International Educator - January/February 2012 - 16
International Educator - January/February 2012 - 17
International Educator - January/February 2012 - 18
International Educator - January/February 2012 - 19
International Educator - January/February 2012 - 20
International Educator - January/February 2012 - 21
International Educator - January/February 2012 - Voices: Rollins College President Lewis Duncan
International Educator - January/February 2012 - 23
International Educator - January/February 2012 - 24
International Educator - January/February 2012 - 25
International Educator - January/February 2012 - 26
International Educator - January/February 2012 - 27
International Educator - January/February 2012 - Finding a Home in Higher Education
International Educator - January/February 2012 - 29
International Educator - January/February 2012 - 30
International Educator - January/February 2012 - 31
International Educator - January/February 2012 - 32
International Educator - January/February 2012 - 33
International Educator - January/February 2012 - 34
International Educator - January/February 2012 - 35
International Educator - January/February 2012 - 36
International Educator - January/February 2012 - 37
International Educator - January/February 2012 - 38
International Educator - January/February 2012 - 39
International Educator - January/February 2012 - Promoting Peace Th Rough Partnerships
International Educator - January/February 2012 - 41
International Educator - January/February 2012 - 42
International Educator - January/February 2012 - 43
International Educator - January/February 2012 - 44
International Educator - January/February 2012 - 45
International Educator - January/February 2012 - New York University Becomes a Global Network University
International Educator - January/February 2012 - 47
International Educator - January/February 2012 - 48
International Educator - January/February 2012 - 49
International Educator - January/February 2012 - 50
International Educator - January/February 2012 - 51
International Educator - January/February 2012 - 52
International Educator - January/February 2012 - 53
International Educator - January/February 2012 - International Education Fairs
International Educator - January/February 2012 - 55
International Educator - January/February 2012 - Education Abroad
International Educator - January/February 2012 - 57
International Educator - January/February 2012 - 58
International Educator - January/February 2012 - 59
International Educator - January/February 2012 - A View From Out Here
International Educator - January/February 2012 - 61
International Educator - January/February 2012 - 62
International Educator - January/February 2012 - 63
International Educator - January/February 2012 - In Focus
International Educator - January/February 2012 - Cover3
International Educator - January/February 2012 - Cover4
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