International Educator - January/February 2014 - 31

SHUTTERSTOCK

"In this position, you can play a role in creating programs that
enable students and faculty across the entire university to
have these (international) experiences," says William Brustein,
currently vice provost for global strategies and international
affairs at The Ohio State University (OSU). He previously held
similar positions at University of Pittsburgh and University of
Illinois at Urbana-Champaign.
An example of a university-wide initiative that Brustein
has implemented as SIO at OSU is the Global Option program, which identifies five global competencies that every
student should master to be able to work and operate in a
global environment. It entails a study abroad component, internationally focused coursework, an e-portfolio, a language
requirement, and a capstone project. Brustein and his team
piloted the program with three colleges: engineering, public
health, and social work. After a successful pilot program, all
departments can now elect to offer the global option within
their majors. Brustein's office works with the department to
tailor the program to suit their needs. "We do not pursue a
one-size-fits-all strategy with the global option. We work
with each department to help them design their own global
option as long as they are designed to fulfill the five global
competencies identified as essential for all graduates of our
university," he explains.

INTERNATIONAL EDUCATOR

CHARLOTTE WEST is a freelance writer in Seattle,
Washington. Her last article for IE was "Don't be Socially
Awkward!" in the September/October 2013 issue, which
covered managing institutional social media risks.

SIO Success Story

J A N + F E B . 14

To help facilitate conversations with deans and
faculty, Edmonds also suggests asking questions rather than issuing directives. "You can see how people
will respond, and start building a group of people with
similar ideas. I'm very thoughtful about broaching the
things I'm interested in to see if there is any pick up.
If there isn't, I need to understand why not," she says.
Riedinger takes a similar approach. He suggests
framing conversations in way that doesn't turn into
a "zero-sum war over resources." Outline the criteria
by which decisions are made about strategic priorities
and build consensus around those. If the decisionmaking process is transparent and objective, there
will be less push back or turf wars, he says.
At the same time the SIO position requires a bigpicture perspective, veteran SIOs caution that it's
equally important to be realistic. "I think you need to
be thoughtful and analytical in terms of what it is that
you want to accomplish," Edmonds says.
Pilsbury agrees that vision is important, but it needs
to be achievable. "You clearly need to have an ambitious agenda. Otherwise, why bother? But it needs to
be achievable. If internationalization is to be embedded
and sustained it has to be based on real value added,
not grand statements and pipe dreams," he elaborates.
Riedinger notes that new SIOs should identify both
long-term and short-term goals: "Everything takes
time. Be realistic about when things will be accomplished. It's important to have a 10-20 year plan but
also six-month milestones."
He adds that new SIOs should "take advantage
of what low-hanging fruit there is, find armies of the
willing, and build success stories." He suggests seeking
out departments or majors that have already demonstrated a commitment to internationalizing their
curriculum by requiring study abroad or language
study. "The conversation regarding identifying specific
global competencies associated with a broader array of
liberal learning outcomes for the university's students
is easier to launch with these campus units," he says.
He also advises looking for allies outside of the
arts, humanities, and social sciences to help get science, technology, engineering and mathematics
(STEM) disciplines on board. "It was far easier to
work with the department and create success stories
we could share with other units in the natural sciences, than to launch a full frontal assault on all natural
science departments at once," Riedinger says.
IE

31  



Table of Contents for the Digital Edition of International Educator - January/February 2014

International Educator - January/February 2014
Contents
From the Editors
In Brief
Storytelling— International Style
Puzzle Masters
Lone Star Looks Abroad
Education Abroad
Foreign Student Affairs
View From Out Here
Forum
In Focus
International Educator - January/February 2014 - International Educator - January/February 2014
International Educator - January/February 2014 - Cover2
International Educator - January/February 2014 - Contents
International Educator - January/February 2014 - From the Editors
International Educator - January/February 2014 - 3
International Educator - January/February 2014 - In Brief
International Educator - January/February 2014 - 5
International Educator - January/February 2014 - 6
International Educator - January/February 2014 - 7
International Educator - January/February 2014 - 8
International Educator - January/February 2014 - 9
International Educator - January/February 2014 - 10
International Educator - January/February 2014 - 11
International Educator - January/February 2014 - 12
International Educator - January/February 2014 - 13
International Educator - January/February 2014 - Storytelling— International Style
International Educator - January/February 2014 - 15
International Educator - January/February 2014 - 16
International Educator - January/February 2014 - 17
International Educator - January/February 2014 - 18
International Educator - January/February 2014 - 19
International Educator - January/February 2014 - 20
International Educator - January/February 2014 - 21
International Educator - January/February 2014 - 22
International Educator - January/February 2014 - 23
International Educator - January/February 2014 - 24
International Educator - January/February 2014 - 25
International Educator - January/February 2014 - Puzzle Masters
International Educator - January/February 2014 - 27
International Educator - January/February 2014 - 28
International Educator - January/February 2014 - 29
International Educator - January/February 2014 - 30
International Educator - January/February 2014 - 31
International Educator - January/February 2014 - Lone Star Looks Abroad
International Educator - January/February 2014 - 33
International Educator - January/February 2014 - 34
International Educator - January/February 2014 - 35
International Educator - January/February 2014 - 36
International Educator - January/February 2014 - 37
International Educator - January/February 2014 - 38
International Educator - January/February 2014 - 39
International Educator - January/February 2014 - Education Abroad
International Educator - January/February 2014 - 41
International Educator - January/February 2014 - 42
International Educator - January/February 2014 - 43
International Educator - January/February 2014 - Foreign Student Affairs
International Educator - January/February 2014 - 45
International Educator - January/February 2014 - 46
International Educator - January/February 2014 - 47
International Educator - January/February 2014 - View From Out Here
International Educator - January/February 2014 - 49
International Educator - January/February 2014 - 50
International Educator - January/February 2014 - 51
International Educator - January/February 2014 - Forum
International Educator - January/February 2014 - 53
International Educator - January/February 2014 - 54
International Educator - January/February 2014 - 55
International Educator - January/February 2014 - In Focus
International Educator - January/February 2014 - Cover3
International Educator - January/February 2014 - Cover4
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