International Educator - January/February 2012 - 24

I would say the most successful part of the international initiative is the discernible internationalization of our campus ethos, and tangible progress in satisfying our mission of educating students for global citizenship.

themselves both directly and indirectly in our on-campus teaching by a process some faculty have referred to as “osmosis,” and the international ethos of our campus has become manifest and palpable. Furthermore, an unexpected but significant benefit of the program has been the development of much stronger inter-campus interdisciplinary relationships. Every institution is seeking ways to encourage faculty and staff to work together collaboratively outside of their traditional disciplines and departmental structures. These teams of faculty, traveling and learning together, have bonded through shared friendships and common experience, leading to a proliferation of interdisciplinary interests and cooperative opportunities.
IE: How do these international experiences for faculty influence their teaching after they return? ROllInS: There is no requirement that

national awareness and action. Campus discussions, both formal and informal, include more global perspectives. Additionally, our Presidential Award-winning community engagement program has expanded to include international servicelearning trips to destinations in Latin America, Africa, and even Nepal. There is an expectation now on campus for growing international enrollment, enhanced study-abroad options for both students and faculty alike, and expanding collaborations with academic institutional partners in South America, China, and India. So I would say the most successful part of the international initiative is the discernible internationalization of our campus ethos, and tangible progress in satisfying our mission of educating students for global citizenship.
IE: Approximately how many students at

[a full-time day program for recent college graduates and career changers] also has at least one international study experience before graduation, incorporating an international business consultancy into their trips.
IE: Rollins College’s mission mentions

that it “educates students for global citizenship and responsible leadership, empowering graduates to pursue meaningful lives and productive careers.” What does it mean for students to become global citizens, and why is developing them a mission of the college?

InternatIonal educator J A N + F E B . 12

faculty teach a special course or make specific teaching adjustments based upon their international trips. However, there have been numerous reports by faculty of how they have used many of their personal experiences applied within their classroom discussions, and also within their advising of students. Furthermore, the sharp increase in interdisciplinary and team-taught multidisciplinary courses, as well as the design of a new coherent interdisciplinary general education curriculum, have reflected the broadened collegial academic relationships fostered through these shared trips.

Rollins study abroad prior to graduation and how has that number changed in recent years? lins full-time undergraduate students have at least one study abroad experience before graduation, annually ranking in the top ten nationally within our Carnegie class. Participation has increased by more than 50 percent since the international initiative began. Two years ago we also had the most student Fulbright awardees in our Carnegie class. Additionally, 8 percent of our entering first-year class is composed of international students, nearly triple our class demographic of only a few years ago. Concurrently, international business has become our largest undergraduate major, and requires an international internship. Within the Crummer Graduate School of Business, every early advantage MBA student

ROllInS: More than 75 percent of Rol-

IE: What do you think has been the most successful aspect of The President’s Internationalization Initiative? ROllInS: The campus culture has shifted

strongly toward an atmosphere of inter-

ROllInS: Rollins historically has promoted the educational goals of an applied liberal education. While directly related to the progressive educational philosophy of John Dewey and his association of democratic values with pragmatic liberal learning, this tradition in American higher education has its origins in the practical arts and sciences advocated by Benjamin Franklin and the Jeffersonian democratic ideals of an informed and engaged citizenry. Even in the most traditional sense, Americans cannot fully know what it means to be an American until they also understand what it means not to be an American, and this perception can only be fully appreciated through international experience. In our twenty-first-century “flat world” context, the educational goal of active engagement extends beyond national boundaries to encompass a growing sense of truly global citizenship and responsibility, particularly given that many of the world’s greatest challenges, such as sustainable economic development, climate change, and public health, can only be addressed as global issues. Successful graduates must be prepared both to celebrate the enriching diversity of our many peoples and

24  



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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