International Educator - November/December 2016 - 14

VOICES

this action was unique in U.S. higher education and made a profound statement.
Other innovative initiatives included
creating a Center for Research and Assessment, a unit that would go on to develop
the award-winning international education program assessment model ATLAS;
development of a Co-Curricular Learning
Certificate; structuring a full-fledged academic division within The College of Global
Studies; and appointing one of the nation's
first full-time health and safety directors.
IE: You expanded Arcadia's global
presence by creating centers in 10 cities
worldwide. What was the strategy
behind that expansion?
DeVILLE CHRISTENSEN:: We encourage
students to step out from their familiar environments and home institutions and move
toward alternative environments where they
encounter new assumptions, beliefs, and behaviors. This is ideally achieved by helping
students to study in more diverse locations,
but for those students who can't study abroad,
we also create an ethos of internationalization
at home. What we learn abroad informs and
permeates our curriculum at home.
The centers have increased our ability
to respond innovatively to the realities of
offering study abroad in a world of diminished resources. They allow us to build hubs
of activity that can be directed to multiple
ends, including providing traditional group
and hybrid semester and summer programs,
supporting semester direct-enrollment at
host country institutions, and offering a
flexible platform for faculty-led cohort programs. We can also support programming
models directed at underrepresented academic constituencies such as STEM.
The centers allow us to engage with issues of inclusion. If the engaged learning
that study abroad provides is truly a central
component of the higher education mission,
then we must recognize that the economic,
social, and educational ground is shifting
beneath our feet, and acknowledge the level
of social and economic inequality that often
shapes the lives of our students. We need

14  

INTERNATIONAL EDUCATOR N O V + D E C .16

to approach developing programs in a truly
multifaceted manner that engages the multifaceted challenges of these realities. And our
centers allow us to do so by providing a flexible platform for pursuing such innovation.
Issues of community service and social
justice are inherent in the Arcadia mission,
and also in the missions of many of the universities and local jurisdictions with whom
we collaborate, so we are committed to this
continued ethos through engagement with local communities both here and abroad. That
same dedication applies to our study abroad
centers around the world that foster reciprocal contexts for community engagement.
IE: You established a full-time health
and safety director for all of your
centers worldwide. How has it worked?
DeVILLE CHRISTENSEN: Our primary
objective is to ensure the health and safety of
our students, which is critical to their learning experience. We know from the work of
the Forum on Education Abroad and other
sources that studying abroad is no more
dangerous than studying on our home campuses. Nobody can guarantee the safety of
anybody anywhere, but we can make standards of health and safety as high as possible.
We established the position of health and
safety director, based in the United States,
to coordinate the needs of our students and
prepare our staff to deal with any emergency
that may arise in transit or in-country. The
job of the director is to ensure the uniformity of those standards across all of Arcadia's
locations abroad. Our record suggests that
this has been an effective strategy.
Arcadia's model on health and safety has
grown to include dedicated staff in every
center around the world, who monitor and
assess international health and safety data;
create and review appropriate emergency
plans for all overseas sites; and keep students, families, and home school advisers
informed of situations, should they arise.
IE: Early in your career, you served as
director of study abroad at Guilford
College in North Carolina, and later,

you served at New York University. How
important are study abroad programs
for developing the next generation of
global leaders?
DeVILLE CHRISTENSEN: Study abroad
programs help create the kinds of empathy
in our students that can only benefit our geopolitical future. The experience of the world
for many of the previous generations was
based upon military service: a conflict model.
Without denigrating the contribution of those
generations, experiences based on engagement rather than suspicion and tension are
more likely to create an ethos of respect and
understanding. One doesn't have to subscribe
to the utopian notion that education abroad
will bring world peace (which it hasn't) to
understand that there is greater potential for
positive relationships between nations if we
are better educated to understand rather than
fear: if the transactions between nations are
conducted through words rather than bullets
we will have achieved something of profound
importance.
IE: What trends do you see developing
for study abroad programs?
DeVILLE CHRISTENSEN: In some ways
creating The College of Global Studies anticipated the growing awareness that study
abroad has to be seen as a serious academic
endeavor positioned in the heart of the
institution.
I also see a trend in which U.S. study
abroad recognizes that it functions in a
global environment and that we have much
to learn from what's happening in Europe,
Asia, Australasia, and elsewhere. I believe a
new era of global cooperation may emerge
for undergraduate and graduate students,
faculty, and staff.
Study abroad cannot be immune from
the perfectly credible aspiration to make
our students potentially more employable.
The demand for mechanisms that respond
to this imperative will increase and we have
to create structures that aid students in their
career preparation.
Studying abroad can give students experiences relevant to the world of work, such



Table of Contents for the Digital Edition of International Educator - November/December 2016

From the Editor
In Brief
Voices
Act Globally
Tradition and History
Health and Insurance
Education Abroad
International Enrollment
View From Out Here
In Focus
International Educator - November/December 2016 - Cover1
International Educator - November/December 2016 - Cover2
International Educator - November/December 2016 - 1
International Educator - November/December 2016 - From the Editor
International Educator - November/December 2016 - 3
International Educator - November/December 2016 - In Brief
International Educator - November/December 2016 - 5
International Educator - November/December 2016 - 6
International Educator - November/December 2016 - 7
International Educator - November/December 2016 - 8
International Educator - November/December 2016 - 9
International Educator - November/December 2016 - 10
International Educator - November/December 2016 - 11
International Educator - November/December 2016 - Voices
International Educator - November/December 2016 - 13
International Educator - November/December 2016 - 14
International Educator - November/December 2016 - 15
International Educator - November/December 2016 - Act Globally
International Educator - November/December 2016 - 17
International Educator - November/December 2016 - 18
International Educator - November/December 2016 - 19
International Educator - November/December 2016 - 20
International Educator - November/December 2016 - 21
International Educator - November/December 2016 - 22
International Educator - November/December 2016 - 23
International Educator - November/December 2016 - 24
International Educator - November/December 2016 - 25
International Educator - November/December 2016 - Tradition and History
International Educator - November/December 2016 - 27
International Educator - November/December 2016 - 28
International Educator - November/December 2016 - 29
International Educator - November/December 2016 - 30
International Educator - November/December 2016 - 31
International Educator - November/December 2016 - 32
International Educator - November/December 2016 - 33
International Educator - November/December 2016 - 34
International Educator - November/December 2016 - 35
International Educator - November/December 2016 - Health and Insurance
International Educator - November/December 2016 - 37
International Educator - November/December 2016 - 38
International Educator - November/December 2016 - 39
International Educator - November/December 2016 - 40
International Educator - November/December 2016 - 41
International Educator - November/December 2016 - Education Abroad
International Educator - November/December 2016 - 43
International Educator - November/December 2016 - 44
International Educator - November/December 2016 - 45
International Educator - November/December 2016 - 46
International Educator - November/December 2016 - 47
International Educator - November/December 2016 - International Enrollment
International Educator - November/December 2016 - 49
International Educator - November/December 2016 - 50
International Educator - November/December 2016 - 51
International Educator - November/December 2016 - 52
International Educator - November/December 2016 - 53
International Educator - November/December 2016 - View From Out Here
International Educator - November/December 2016 - 55
International Educator - November/December 2016 - In Focus
International Educator - November/December 2016 - Cover3
International Educator - November/December 2016 - Cover4
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