International Educator - November/December 2017 - 15

about areas where your leadership team and campus
culture can move in a different direction to be more
welcoming to students from around the world.
As international educators, we must push our
campus leaders, at all levels-from student to faculty
to administration-to think about what cross-cutting
campus initiatives can bring that global flavor in and
integrate it to all academic subjects and aspects of
campus life. It's also important to invest in professional
development for faculty members and staff beyond
the discipline-specific training they often receive.
Oftentimes, they're the ones who are going to interact
with international students the most, so it's important to
prepare faculty and staff for interactions they may have
beyond teaching and research. For instance, are your
faculty members equipped to have nuanced conversations when they may not be from a given culture? They
may not have had that experience in that part of the
world, but they may have a student from that part of the
world who ends up in their class and may be troubled by
something challenging. Campus cultural activities that
we take for granted may be an unfamiliar experience for
an international student, and they may have questions
about the significance of a football Saturday for instance.
Also, in the current climate, many students may feel
unsafe or unwelcome because of what they've seen in
the news, or perhaps they've experienced aggressions
or microaggressions and not know how to react or proceed. It's also valuable to have campus law enforcement
officers trained to understand the diversity on campus,
to be able to work in such an environment, and to be
able to empathize with students of color and students of
different backgrounds, as well as students who may feel
scared if they have experienced bigotry or hatred.
What do you think is the biggest hurdle to successful
internationalization?
Sometimes we tend to view internationalization as a
zero-sum game. "If we invest in international, then
we're not investing in STEM... and if we don't invest in
STEM, these kids won't get jobs." I think nothing could

be further from the truth. All college and university
administrators face a reality of limited resources.
However, we have an obligation to think creatively
about integration of internationalization and disciplinespecific studies. They're not mutually exclusive.
Second of all, I think we as international educators
need to do a better job of articulating the value of our
work, not only to our students, but also to parents, to
administrators, and to other stakeholders, especially
for state institutions that get their funding from state
and federal bodies.

Campus cultural activities that we take for granted
may be an unfamiliar experience for an international
student, and they may have questions about the
significance of a football Saturday for instance.

Lastly, a big-picture hurdle to internationalization
is that it seems that in the last few years, a broader
anti-intellectualism has taken hold in the United States,
and part of that is a resistance toward anything related
to globalism. We have to retool our programs and our
outreach methods to make sure we are reaching those
who are underserved or those who have fallen through
the cracks, helping them acquire skills that will help
them succeed in the workforce. When we communicate,
we have to push back on the notion that thoughtful
global engagement is just for those at select schools, and
to push back forcefully.
If America retreats with its intellectual capital, then
I expect that void will be filled by other countries.
Students will go to other countries where they feel
they're going to get a more competitive education. We're
already seeing some of those trends.
Economic progress will not take place if we do not
stay on the cutting edge of innovation. When young
people are exposed to new ideas in different ways of
thinking, that's the bedrock of creativity. n
This interview has been condensed for brevity.
N O V.+ D E C .17 INTERNATIONAL EDUCATOR

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Table of Contents for the Digital Edition of International Educator - November/December 2017

From the Desk of
Frontlines
In Brief
Global Spotlight: Iran
Quick Questions
Feature: The New Why of Partnering: International Partnerships Are Expanding Their Reach and Goals
Feature: Partnering Case Studies: Leveraging Unconventionality
Feature: Doing Well by Doing Good: Social Entrepreneurship is Evolving to Meet New Realities
Education Abroad
International Student Affairs
International Enrollment
International Education Leadership
Forum
In Focus
Feature: A Healthy Balance
Feature: Mental Health: Leveraging Resources
International Educator - November/December 2017 - Cover1
International Educator - November/December 2017 - Cover2
International Educator - November/December 2017 - 1
International Educator - November/December 2017 - 2
International Educator - November/December 2017 - 3
International Educator - November/December 2017 - From the Desk of
International Educator - November/December 2017 - 5
International Educator - November/December 2017 - Frontlines
International Educator - November/December 2017 - 7
International Educator - November/December 2017 - In Brief
International Educator - November/December 2017 - 9
International Educator - November/December 2017 - 10
International Educator - November/December 2017 - 11
International Educator - November/December 2017 - Global Spotlight: Iran
International Educator - November/December 2017 - 13
International Educator - November/December 2017 - Quick Questions
International Educator - November/December 2017 - 15
International Educator - November/December 2017 - Feature: The New Why of Partnering: International Partnerships Are Expanding Their Reach and Goals
International Educator - November/December 2017 - 17
International Educator - November/December 2017 - 18
International Educator - November/December 2017 - 19
International Educator - November/December 2017 - 20
International Educator - November/December 2017 - 21
International Educator - November/December 2017 - Feature: Partnering Case Studies: Leveraging Unconventionality
International Educator - November/December 2017 - 23
International Educator - November/December 2017 - 24
International Educator - November/December 2017 - 25
International Educator - November/December 2017 - 26
International Educator - November/December 2017 - 27
International Educator - November/December 2017 - Feature: Doing Well by Doing Good: Social Entrepreneurship is Evolving to Meet New Realities
International Educator - November/December 2017 - 29
International Educator - November/December 2017 - 30
International Educator - November/December 2017 - 31
International Educator - November/December 2017 - 32
International Educator - November/December 2017 - 33
International Educator - November/December 2017 - Education Abroad
International Educator - November/December 2017 - 35
International Educator - November/December 2017 - 36
International Educator - November/December 2017 - 37
International Educator - November/December 2017 - International Student Affairs
International Educator - November/December 2017 - 39
International Educator - November/December 2017 - International Enrollment
International Educator - November/December 2017 - 41
International Educator - November/December 2017 - 42
International Educator - November/December 2017 - 43
International Educator - November/December 2017 - International Education Leadership
International Educator - November/December 2017 - 45
International Educator - November/December 2017 - Forum
International Educator - November/December 2017 - 47
International Educator - November/December 2017 - In Focus
International Educator - November/December 2017 - Cover3
International Educator - November/December 2017 - Cover4
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