International Educator - July/August 2014 - 51

"The key factors for the success or failure of a program in a 'nontraditional' location are essentially the same as those for programs
everywhere, with the possible exception of security, says Brockington. "Nontraditional locations are generally far away and unknown,
so parents and university staff tend to feel they are riskier. The
'failure' of a program located in a nontraditional location may be
due entirely to reported social, economic or political issues entirely
beyond the program's control-and perhaps entirely divorced from
reality." On the other hand, he adds, "Programs perceived as disorganized will not get a good word of mouth recommendation from
one group of students to the next. Activities, readings, courses, and
staff that demand student engagement in the curriculum and activities are important."
"It's not easy to start your own programs in nontraditional locations unless you have the right people with the right expertise in the
right places, and the required level of resources to develop and maintain programs," Black says. She adds, "Not every interesting program
idea will be successful. But it's important that some areas of the
world that are much less familiar to U.S. students continue to host
study abroad programs, so that we can expand our understanding
in the increasingly globalized times in which we live. Strong interest in a particular country or program may not always be enough to
sustain two programs of a similar nature. Instead of starting from
scratch, it may be best to consider partnering with other institutions
that already have programs."

The ways host communities can be positively affected through
these programs are myriad. For example, alumni from SIT study
abroad created bilingual children's books for children in Bolivia, and
are contributing to the preservation of traditional Mongolian music;
and University of Minnesota program alumni connected the Kibera
Girls Soccer Academy with thousands of people in the United States,
helping to raise the organization's profile and financial resources, and
launched a U.S. chapter of Hamomi upon their return.
"Most students applying to these programs are interested in
global issues and want to learn a different value system," says Wiedenhoeft. Two ISDSI alumni, Amy Kasper and Lily Montesano,
prove her point and even carry it further. "ISDSI made me culturally and linguistically competent for making connections with local
people. My most memorable experiences have been with those
people who have become family and lifelong friends," says Kasper.
And Montesano adds, "I think about my time in Thailand frequently,
and I know that I have become a better student, scientist, and global
citizen because of it."
IE
JANET HULSTRAND is a writer, editor, and teacher based in Silver Spring,
Maryland. She has created and taught literature courses for Queens College,
CUNY in Paris, Florence, Honolulu and Havana, as well as faculty development
workshops for education abroad. Her most recent International Educator
article was "Blended Learning: New Tools Mean New Opportunities," in the
March/April 2014 issue.

Aiming for the Best Case Scenario
When programs are well planned and administered, they not only
provide invaluable learning experiences for the students, but also
real and significant benefits for the local communities they take
place in. Ritchie details some of those realized by ISDSI's involvement in Thailand.
"Villagers used the fact that we study their river and local watershed to testify before the Thai parliament that a controversial
dam should not be built. We've built trails for ecotourism with
local communities, helped with orchid conservation in mountain
forests, replanted mangroves, and helped map remote islands for
community groups. Our students have volunteered to try out new
activities, help test-run hikes and cultural activities for the development of sustainable community-based tourism." He adds, "In
village after village the response we get from community members
about the benefits they've received is 'empowerment' or 'pride in
who we are.' For the marginalized communities we work with, this
is no small thing. Listening to their stories, giving them a voice, is
hugely important. Because of this, community members are more
confident and better able to articulate their needs and desire to
outsiders, governments, and development projects. Also, seeing
that international students are interested in the local traditions and
in small-scale sustainable livelihoods in the villages has motivated
young people to return to their communities, rather than leaving
for factories and the big city."

With increased competition to successfully recruit
and enroll international students, colleges and
universities need a data-driven strategy to inform
their international student recruitment plan.

SIGN UP FOR NAFSA'S ONLINE CONFERENCE TO:
p Discover Emerging Markets and Mobility Trends
p Learn How to Synthesize Data into an Effective
Recruitment Strategy
p Explore How to Apply Data to Secure Resources
for International Enrollment Management

Learn More and Register by July 11, 2014
www.nafsa.org/IntlStudentRecruit

J U LY + AU G . 1 4 INTERNATIONAL EDUCATOR

51


http://www.nafsa.org/IntlStudentRecruit http://www.nafsa.org/IntlStudentRecruit http://www.nafsa.org/IntlStudentRecruit

International Educator - July/August 2014

Table of Contents for the Digital Edition of International Educator - July/August 2014

Revitalizing Education in Afghanistan: Overcoming Decades of Devastation
All Smiles
In Brief
Voices: Kakenya Ntaiya: Founder of the Kakenya Center for Excellence
Education Abroad
Forum
In Focus
International Educator - July/August 2014 - Cover1
International Educator - July/August 2014 - Cover2
International Educator - July/August 2014 - 1
International Educator - July/August 2014 - 2
International Educator - July/August 2014 - 3
International Educator - July/August 2014 - In Brief
International Educator - July/August 2014 - 5
International Educator - July/August 2014 - 6
International Educator - July/August 2014 - 7
International Educator - July/August 2014 - 8
International Educator - July/August 2014 - 9
International Educator - July/August 2014 - 10
International Educator - July/August 2014 - 11
International Educator - July/August 2014 - 12
International Educator - July/August 2014 - 13
International Educator - July/August 2014 - 14
International Educator - July/August 2014 - 15
International Educator - July/August 2014 - 16
International Educator - July/August 2014 - 17
International Educator - July/August 2014 - Voices: Kakenya Ntaiya: Founder of the Kakenya Center for Excellence
International Educator - July/August 2014 - 19
International Educator - July/August 2014 - 20
International Educator - July/August 2014 - 21
International Educator - July/August 2014 - Revitalizing Education in Afghanistan: Overcoming Decades of Devastation
International Educator - July/August 2014 - 23
International Educator - July/August 2014 - 24
International Educator - July/August 2014 - 25
International Educator - July/August 2014 - 26
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International Educator - July/August 2014 - 30
International Educator - July/August 2014 - 31
International Educator - July/August 2014 - 32
International Educator - July/August 2014 - 33
International Educator - July/August 2014 - All Smiles
International Educator - July/August 2014 - 35
International Educator - July/August 2014 - 36
International Educator - July/August 2014 - 37
International Educator - July/August 2014 - 38
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International Educator - July/August 2014 - Education Abroad
International Educator - July/August 2014 - 47
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International Educator - July/August 2014 - 50
International Educator - July/August 2014 - 51
International Educator - July/August 2014 - Forum
International Educator - July/August 2014 - 53
International Educator - July/August 2014 - 54
International Educator - July/August 2014 - 55
International Educator - July/August 2014 - In Focus
International Educator - July/August 2014 - Cover3
International Educator - July/August 2014 - Cover4
International Educator - July/August 2014 - SCover1
International Educator - July/August 2014 - SCover2
International Educator - July/August 2014 - S1
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International Educator - July/August 2014 - S9
International Educator - July/August 2014 - S10
International Educator - July/August 2014 - S11
International Educator - July/August 2014 - S12
International Educator - July/August 2014 - SCover3
International Educator - July/August 2014 - SCover4
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