IIE Networker - Fall 2005 - 35

cessfully compete for admission to high-quality graduate programs at the world’s leading public and private universities. IFP Fellows have enrolled in hundreds of outstanding universities worldwide. Pre-academic training in their home countries has been especially useful in enabling IFP Fellows to gain admission to high quality programs and prepare for academic study. Students with an IFP “profile” can and do perform well academically. There need not be a conflict between diversity in higher education and high performance standards—a common argument against affirmative action programs in the United States. On the contrary, IFP Fellows, especially when they enroll in universities and graduate programs that place a high value on broadening access to higher education, not only perform well academically, but often set positive examples and influence other, more traditional students. To help form an international community that will promote social justice around the world, education should not be a solitary enterprise, but a collective one. IFP is dedicated to forming networks of Fellows that can work together at the national, regional, and global levels, and join with other likeminded individuals to promote positive social change in their countries and communities. The long-term impact of these efforts is not yet known, but early results indicate that programs to reinforce the fundamental unity of knowledge and social action can be centrally important to international development. IFP recognizes that postgraduate education–even when extended to talented individuals from marginalized and excluded communities in developing countries–will not necessarily lead to the application of knowledge or the formation of social justice leaders, even though the subject matter studied is central to the great problems of our time: for example, education, environment, governance, health, and poverty and development— among other fields represented by IFP Fellows. Indeed, academic expertise is only part of the equation. Gaining access to international learning and community building across national and disciplinary lines, learning about social injustices around the world, not only in one’s home country but in other developing regions, and strengthening one’s knowledge of the global dimensions of the world’s most pressing problems and the organizations that try to address them—these dimensions are also indispensable for scholars and activists who aspire to become leaders for social justice. By stressing these aspects of the educational enterprise as well as advanced degree programs per se, IFP seeks not only to broaden access to higher education but also to broaden the purpose of advanced training to assist in the formation of social justice leaders. Reference World Bank, 2000. Task Force on Higher Education and Society. Higher Education in Developing Countries: Peril and Promise. Washington, D.C.: World Bank. Joan Dassin is Executive Director of the International Fellowships Program at the Ford Foundation. International Internship Opportunities for U.S. students, recent graduates and young professionals in: GERMANY ARGENTINA SPAIN SWITZERLAND RUSSIA www.cdsintl.org/fromusa/iie .htm See the website for detailed information, including program dates, eligibility requirements, fees and applications. CDS International, a non-profit organization serving the international exchange community for 37 years, is commited to the advancement of international career training opportunities that provide individuals with in-depth knowledge of other nations’ business practices, cultures and traditions. Email: usabroad@cdsintl.org Tel: (212) 497-3500 Fax: (212) 497-3535
http://www.cdsintl.org/fromusa/iie.htm

IIE Networker - Fall 2005

Table of Contents for the Digital Edition of IIE Networker - Fall 2005

IIE Networker - Fall 2005
Contents
Message from Allan E. Goodman
Up Front: The International Education Diary
Study Abroad for Students of Color
Programmatic Diversity Versus Unplanned Information Flows
Nurturing Leadership and Social Change: The Mission of the Ford Foundation International Fellowships Program
Study Abroad
Study Abroad
Africa
Australia
Science and Engineering
Students with Disability
The Browser: Index of Advertisers
IIE Networker - Fall 2005 - IIE Networker - Fall 2005
IIE Networker - Fall 2005 - Cover2
IIE Networker - Fall 2005 - 3
IIE Networker - Fall 2005 - Contents
IIE Networker - Fall 2005 - 5
IIE Networker - Fall 2005 - 6
IIE Networker - Fall 2005 - Message from Allan E. Goodman
IIE Networker - Fall 2005 - Up Front: The International Education Diary
IIE Networker - Fall 2005 - 9
IIE Networker - Fall 2005 - 10
IIE Networker - Fall 2005 - 11
IIE Networker - Fall 2005 - 12
IIE Networker - Fall 2005 - 13
IIE Networker - Fall 2005 - 14
IIE Networker - Fall 2005 - 15
IIE Networker - Fall 2005 - Study Abroad for Students of Color
IIE Networker - Fall 2005 - 17
IIE Networker - Fall 2005 - 18
IIE Networker - Fall 2005 - 19
IIE Networker - Fall 2005 - 20
IIE Networker - Fall 2005 - 21
IIE Networker - Fall 2005 - 22
IIE Networker - Fall 2005 - 23
IIE Networker - Fall 2005 - 24
IIE Networker - Fall 2005 - 25
IIE Networker - Fall 2005 - 26
IIE Networker - Fall 2005 - 27
IIE Networker - Fall 2005 - Programmatic Diversity Versus Unplanned Information Flows
IIE Networker - Fall 2005 - 29
IIE Networker - Fall 2005 - 30
IIE Networker - Fall 2005 - 31
IIE Networker - Fall 2005 - Nurturing Leadership and Social Change: The Mission of the Ford Foundation International Fellowships Program
IIE Networker - Fall 2005 - 33
IIE Networker - Fall 2005 - 34
IIE Networker - Fall 2005 - 35
IIE Networker - Fall 2005 - Study Abroad
IIE Networker - Fall 2005 - 37
IIE Networker - Fall 2005 - 38
IIE Networker - Fall 2005 - Study Abroad
IIE Networker - Fall 2005 - 40
IIE Networker - Fall 2005 - 41
IIE Networker - Fall 2005 - Africa
IIE Networker - Fall 2005 - 43
IIE Networker - Fall 2005 - Australia
IIE Networker - Fall 2005 - 45
IIE Networker - Fall 2005 - 46
IIE Networker - Fall 2005 - 47
IIE Networker - Fall 2005 - Science and Engineering
IIE Networker - Fall 2005 - 49
IIE Networker - Fall 2005 - 50
IIE Networker - Fall 2005 - 51
IIE Networker - Fall 2005 - Students with Disability
IIE Networker - Fall 2005 - 53
IIE Networker - Fall 2005 - 54
IIE Networker - Fall 2005 - 55
IIE Networker - Fall 2005 - 56
IIE Networker - Fall 2005 - The Browser: Index of Advertisers
IIE Networker - Fall 2005 - 58
IIE Networker - Fall 2005 - Cover3
IIE Networker - Fall 2005 - Cover4
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