International Educator - March/April 2016 - 21

Georgia Tech students at Oxford University.

Quinn Campbell managed to graduate on time in 2015 with twin
bachelor's degrees in business administration and applied linguistics
even after spending a full year learning Mandarin in Beijing. Now
he's studying international economics at the Johns Hopkins-Nanjing
Center for Chinese and American Studies, where all his courses are
taught in Mandarin.
Campbell, 23, of Milton, Georgia, may spend a second year
completing a master's at the Hopkins School for Advanced and International Studies in Washington, D.C., or stay in China. "I'm really
loving China right now," said Campbell, the son of an entrepreneur.
"There's so many options for an American coming in with different
style thinking to start some companies and make money in China."
In addition to Georgia Tech-Lorraine, the institute has strategic
partnerships in China and several technology centers in Central
America. It recently pulled back from a Georgia Tech-Ireland
research presence in Athlone, Ireland, with ties to both the Irish
government and industry. "We live in a sea of opportunities ... (and)
we don't have the bandwidth to do it all," said Berthelot. "The challenge is to be able to pick the right ones and be able to say no to
others. We have some guiding principles: We want to be able to
articulate clearly why we want to do it and what's in it for us, and to
make sure it's an initiative that can be stellar. We don't compromise
on excellence when we go abroad."

GEORGIA TECH

Juniata College Expands an Already
Ambitious Study Abroad Program
The globalization efforts at Juniata College in rustic Huntingdon,
Pennsylvania, date back more than two decades and reflect peace
and social justice traditions of its Church of the Brethren heritage,
said Provost Lauren Bowen. The liberal arts college, which won a
Senator Paul Simon Award in 2012, also places a strong emphasis
on STEM fields, including in study abroad courses. With its rural
location, "there's a recognition we need to bring the world to us," said

Bowen. It is currently rethinking its general education curriculum.
The provost foresees moving more from an international frame to
a global frame. While half of Juniata's 1,600 students study abroad,
"global engagement can happen in Pittsburgh or Philadelphia or
Baltimore," she said. "It's not just crossing borders."
"We're looking to expand the menu of study abroad sites and to
make it more action- and justice-oriented," she said. "We want to
infuse more (with) the experiential piece, whether service learning
or internships, as opposed to understanding study abroad in the
traditional, academic course-based way."
Kati Csoman , dean of international education, offered examples
of two new interdisciplinary courses aimed at sharpening students'
intercultural competencies. A pair of politics and sociology professors teamed on a class with fall and spring components on campus
packaged around a three-week trip to The Gambia in January to
explore topics such as women's rights, press freedom, economic
development, health care, and agricultural policy. "The focus was
to help the students gain a better understanding of development
and humanitarianism and to reflect on how their views may have
changed as a result of the experiential opportunities while in The
Gambia," said Csoman.
Another interdisciplinary course taught by environmental sciences and economics faculty began with a three-week trip in January
to Taiwan and continued through the spring semester back on
campus. "A fundamental goal was to get students to understand
differences in environmental regulations and technologies in Taiwan
with those in the U.S.," she said.
With support from Juniata's Center for the Scholarship of
Teaching and Learning, the professors in that course are currently
assessing what was gained from structuring their course that way as
opposed to a stand-alone study abroad offering. The purpose is to
help Juniata assess whether and how field-based experiential learning in an international context enhances intercultural competencies,
M A R + A P R .16 INTERNATIONAL EDUCATOR

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Table of Contents for the Digital Edition of International Educator - March/April 2016

Contents
International Educator - March/April 2016 - Cover1
International Educator - March/April 2016 - Cover2
International Educator - March/April 2016 - Contents
International Educator - March/April 2016 - 2
International Educator - March/April 2016 - 3
International Educator - March/April 2016 - 4
International Educator - March/April 2016 - 5
International Educator - March/April 2016 - 6
International Educator - March/April 2016 - 7
International Educator - March/April 2016 - 8
International Educator - March/April 2016 - 9
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International Educator - March/April 2016 - 11
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International Educator - March/April 2016 - 18
International Educator - March/April 2016 - 19
International Educator - March/April 2016 - 20
International Educator - March/April 2016 - 21
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International Educator - March/April 2016 - 55
International Educator - March/April 2016 - 56
International Educator - March/April 2016 - Cover3
International Educator - March/April 2016 - Cover4
International Educator - March/April 2016 - FCover1
International Educator - March/April 2016 - FCover2
International Educator - March/April 2016 - F1
International Educator - March/April 2016 - F2
International Educator - March/April 2016 - F3
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International Educator - March/April 2016 - F19
International Educator - March/April 2016 - F20
International Educator - March/April 2016 - FCover3
International Educator - March/April 2016 - FCover4
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