International Educator - November/December 2012 - 41

“They can go to a local school and have really good transferability. They also have a clear picture of how to be efficient with their time and stay on track. It’s also probably a little easier for them to get a visa after having two years of U.S. community college credit.”
As such, we developed the transfer program, which allows students to study in Malaysia for one to two years before transferring to the U.S., thus the American community college model,” says Terrie Teoh, program manager for the American Degree Transfer Program at INTI’s Center for American Education. She says the advantages of the transfer program, which has been running for 26 years, include cost savings, familiarity with the U.S. system prior to transfer, and scholarship opportunities. One of INTI’s partner institutions is Montana State University (MSU) in Bozeman. Elizabeth Blanchford, international programs specialist, says they work with several other Malaysian institutions also based on the U.S. community college model. Each year between 8 and 15 new students from Malaysia transfer to MSU. She says one of their biggest focuses has been on ensuring transparency in the transfer process so students know exactly what classes they need to take. “We made templates for each of the different streams and came up with the pathway that made the most sense with their system and with ours. We’ll also advertise, ‘If you want to study engineering at MSU, you should take these classes,’” Blanchford says. She says the partnership has allowed MSU to recruit students who are studying in English in an American system so their credits transfer easily. “It’s a natural market for us to tap into. It’s a partnership that once you build, the students organically help spread the word about your institution,” she says. The students also benefit. “They can go to a local school and have really good transferability. They also have a clear picture of how to be efficient with their time and stay on track. It’s also probably a little easier for them to get a visa after having two years of U.S. community college credit,” Blanchford adds. For institutions interested in developing similar international articulation agreements, Blanchford says the biggest challenge is assessing all of the coursework: “It’s worth doing the work up front to pave the way and develop a really clear pathway. If you just assess courses as students take them, it puts a lot of pressure on the assessment officers and you just don’t get the students.” They also visit partner institutions at least once a year to meet with students and advisers to help maintain the relationships.

In addition to the partnerships set up with USF and UH, students in the program have transferred to several other U.S. universities. “The fact our students have an American transcript, have taken American courses, and have satisfied all general education requirements simplifies the process. We have already had students transfer to universities in the U.S., and they have had absolutely no problem in the process,” Roekaert explains. In addition to allowing local students to pursue an American education, they have also allowed partner institutions to send their own students to Peru. “These universities accept Broward credit as they would in the United States and, therefore, we have created a model that allows American universities to set up their programs abroad with zero investment, full oversight, and no financial risk,” Roekaert adds. American Degree Transfer Program in Malaysia: INTI International College Another foreign institution that has developed a similar model is INTI International College in Malaysia. They offer the American Degree Transfer Program, which is based on a 1+3 or 2+2 model. INTI’s structure is based on the U.S. community college system, which made it a natural step to develop transfer pathways with four-year universities in the United States and Canada. They also offer a 4+0 degree in business in collaboration with Northwood University in Cedar Hill, Texas. “There has always been a big number of Malaysians who want to study in America.

Entering a Growing Market: The University of Victoria
The University of Victoria in British Columbia, Canada (UVic), is another institution that has signed an international articulation agreement with a U.S. community college, Green River Community College in Auburn, Washington, about 30 miles south of Seattle. They have also initiated partnerships with other community colleges in Washington and California, where they have made campus visits and attended transfer fairs, but most often they are put in touch with the colleges’ various international programs. Although they are interested in recruiting international students who are studying at community colleges in the United States, they also see U.S. students who are interested in going out of state as another potential market. Susan Butler, manager of international recruitment at UVic, says many community college students don’t even know that studying in Canada is a possibility. “The biggest challenge is just getting the awareness out about options in Canada and educating students and transfer college advisers,” she says.

N O V + D E C . 12 INTERNATIONAL EDUCATOR

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Table of Contents for the Digital Edition of International Educator - November/December 2012

International Educator - November/December 2012
Table of Contents
From the Editors
In Brief
Voices
Transforming Lives
Local Connections
Juniata College Faculty Discovered the World and Students Followed
Partnering
Forum
In Focus
Health and Insurance Supplement
International Educator - November/December 2012 - International Educator - November/December 2012
International Educator - November/December 2012 - Cover2
International Educator - November/December 2012 - Table of Contents
International Educator - November/December 2012 - From the Editors
International Educator - November/December 2012 - 3
International Educator - November/December 2012 - In Brief
International Educator - November/December 2012 - 5
International Educator - November/December 2012 - 6
International Educator - November/December 2012 - 7
International Educator - November/December 2012 - 8
International Educator - November/December 2012 - 9
International Educator - November/December 2012 - Voices
International Educator - November/December 2012 - 11
International Educator - November/December 2012 - 12
International Educator - November/December 2012 - 13
International Educator - November/December 2012 - Transforming Lives
International Educator - November/December 2012 - 15
International Educator - November/December 2012 - 16
International Educator - November/December 2012 - 17
International Educator - November/December 2012 - 18
International Educator - November/December 2012 - 19
International Educator - November/December 2012 - 20
International Educator - November/December 2012 - 21
International Educator - November/December 2012 - 22
International Educator - November/December 2012 - 23
International Educator - November/December 2012 - 24
International Educator - November/December 2012 - 25
International Educator - November/December 2012 - Local Connections
International Educator - November/December 2012 - 27
International Educator - November/December 2012 - 28
International Educator - November/December 2012 - 29
International Educator - November/December 2012 - 30
International Educator - November/December 2012 - 31
International Educator - November/December 2012 - 32
International Educator - November/December 2012 - 33
International Educator - November/December 2012 - Juniata College Faculty Discovered the World and Students Followed
International Educator - November/December 2012 - 35
International Educator - November/December 2012 - 36
International Educator - November/December 2012 - 37
International Educator - November/December 2012 - 38
International Educator - November/December 2012 - 39
International Educator - November/December 2012 - Partnering
International Educator - November/December 2012 - 41
International Educator - November/December 2012 - 42
International Educator - November/December 2012 - 43
International Educator - November/December 2012 - Forum
International Educator - November/December 2012 - 45
International Educator - November/December 2012 - 46
International Educator - November/December 2012 - 47
International Educator - November/December 2012 - In Focus
International Educator - November/December 2012 - Cover3
International Educator - November/December 2012 - Cover4
International Educator - November/December 2012 - Health and Insurance Supplement
International Educator - November/December 2012 - S-Cover2
International Educator - November/December 2012 - S-1
International Educator - November/December 2012 - S-2
International Educator - November/December 2012 - S-3
International Educator - November/December 2012 - S-4
International Educator - November/December 2012 - S-5
International Educator - November/December 2012 - S-6
International Educator - November/December 2012 - S-7
International Educator - November/December 2012 - S-8
International Educator - November/December 2012 - S-9
International Educator - November/December 2012 - S-10
International Educator - November/December 2012 - S-11
International Educator - November/December 2012 - S-12
International Educator - November/December 2012 - S-13
International Educator - November/December 2012 - S-14
International Educator - November/December 2012 - S-15
International Educator - November/December 2012 - S-16
International Educator - November/December 2012 - S-17
International Educator - November/December 2012 - S-18
International Educator - November/December 2012 - S-19
International Educator - November/December 2012 - S-20
International Educator - November/December 2012 - S-Cover3
International Educator - November/December 2012 - S-Cover4
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