IIE Networker - Fall 2005 - 37

With the purpose of building a modified program to include much larger numbers of students, UIW, in response, designed several courses with handpicked faculty members. Those faculty members taught in an international area or in a field in which an international travel component to the course was an obvious value-added. They did not see themselves as socially empowered or financially prepared for any kind of international travel. In the first year of implementation of study-abroad travel, the experimental classes were taught during Spring semester, and the study abroad period was designated as about two weeks after close of the semester. Students were assigned an “incomplete” grade to allow an extra time period for completion of assigned work to be turned in upon conclusion of the international travel. At that completion point, the faculty member recorded the permanent grade for each student. Because of that “incomplete” grade, the students were technically still enrolled at UIW during the travel component of the class. Since this course-based, faculty-led study abroad program required international travel, the travel cost became eligible for institutional financial assistance, much as a required textbook would. This held true because the students were enrolled in an academic for-credit university course that had a travel component. Students estimated the travel budget in their financial assistance applications, and the International Office administrators met with the Financial Assistance administrators on a regular basis to clarify issues of cost for the students and to document their financial assistance institutional records. Shortly after May graduation, the group travel began. Initial estimates suggested that about 20 to 25 students would participate. In fact, about 85 participated, and all chose the first year to study in England, France and Scotland. The program success resulted from at least a year-long planning effort, and key administrators on campus used the time to develop forms and processes associated with the program. Newly secured health and accident insurance, international student ID cards, hold harmless agreements, student assurance forms to be signed indicating promises of good conduct, and various other documents became a part of the program. (The UIW process and forms are identified at http://www.uiw.edu/studyabroad.) In spring 2005, the third year of the program, the author participated in a four-nation European Union Program with one other faculty member and 24 students over a 15-day period. The group included students who had never been on an airplane, who had never held a passport, and even students who had never stayed in a hotel. Graduate and undergraduate students participated after having spent the spring semester studying EU issues in respective international business classes, and after participating in an extensive orientation. Study Abroad at Essex A wide choice of courses in the humanities, sciences and social sciences. • Major departments of international standing • Academic and social integration • International community with students from over 120 countries • Full academic and personal support services • Single-occupancy rooms in on-campus residences • Credit and grade transfer arrangements The University is set in 200 acres of parkland, two miles outside historic Colchester, Britain’s oldest recorded town. It is 45 minutes by train from London, with excellent communications to the rest of the UK and continental Europe. For further information, please contact: International Programmes Office University of Essex, Wivenhoe Park, Colchester CO4 3SQ, UK Telephone: +44 (0) 1206 872988 Facsimile: +44 (0) 1206 872808 E-mail: intprogs@essex.ac.uk www.essex.ac.uk/international/ 54-year-old U.S. Summer Program in Guadalajara, Mexico The University of Arizona P.O. Box 40966 • Tucson, AZ 85717 (520) 621-5137 E-mail: gss@u.arizona.edu Home Page: www.coh.arizona.edu/gss
http://www.uiw.edu/studyabroad http://www.essex.ac.uk/international/ http://www.coh.arizona.edu/gss

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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