IIE Networker - Fall 2005 - 43

challenges—underdevelopment, poverty, diseases, food insecurity—as challenges which their university can help overcome. Mekelle (and Ethiopia) are exactly the types of nontraditional sites where U.S. universities should be pursuing exchange programs. First, and most importantly in the post-September 11 global paradigm, these are safe environments (or as safe as environments can be) for American students. Despite occasional bilateral policy differences between the two governments, there is a tremendous reservoir of goodwill toward America and Americans in Ethiopia accumulated through a long history of cooperation. In addition, Ethiopia is the only country in SubSaharan Africa that was a product of historical nation building and not a creation of colonial whims. This has resulted in a multiethnic, multireligious nation state with a 2,000-year continuing history of governance. Ethiopia is also unique in having had close ties to Christianity and Islam during the two religions’ formative periods, while also having a large indigenous Jewish population throughout much of its history. And all three religions have traditionally practiced mutual tolerance and peaceful coexistence. Also on the positive side, corruption and crime levels are among the lowest in Africa; systems work (Ethiopian Airlines with its modern Boeing fleet is one of the best anywhere); the infrastructure is improving dramatically (Mekelle boasts several internet cafes); and the national government is genuinely striving for political liberalization and economic development. Our group found tremendous opportunities for potential cooperation in all types of exchanges, and for partnering with Mekelle University on a range of national and regional development projects funded by international agencies. Following is a partial list of possibilities: • Faculty-led programs of varying duration focusing on topics related to history, religious studies, archeology, architecture, agriculture, anthropology, international development, political science, cultural studies, women’s studies, art, music, sociology, dance, linguistics, etc. • Joint-degree programs in a variety of disciplines, such as international development, which divide the course of study between components taken in Ethiopia and the partner institution in the United States. • “Service learning” projects in any number of disciplines including working with the Tigrayan Development Association, international and local NGOs, or (for medical or public health students) with Mekelle University’s teaching hospital or the Tigray public health service to conduct surveys or undertake community health projects in rural and urban settings. • Partnering with Mekelle University to implement and promote distance learning in Tigray—one of the most mountainous regions in this most mountainous country— where many communities remain isolated by the incredibly rugged terrain. • Partnering with Mekelle University or other national institutions in responding to “requests for proposal” from international financial and development agencies related to Ethiopia’s multi-year development strategy, or multinational development projects such as the East African “Nile Basin initiative.” • Partnering with Mekelle University or other national institutions in preserving Ethiopia’s rich and unique cultural heritage by undertaking joint projects to identify and explore archeological sites (such as the hundreds of rock hewn churches), or develop and implement strategies to preserve existing sites (such as the incredible stone church at Yehaw which is Sub-Saharan Africa’s oldest standing pre-Christian temple). Even from the incomplete list above, it should be apparent that U.S. students and scholars are missing tremendous research, study, and professional development opportunities by having only limited access to Africa. As educators who vociferously proclaim that we recognize and seek to promote the importance of globalization and campus internationalization, we need to do more to proactively identify and offer more nontraditional exchange programs for our own institutions. Each of the participants on our trip to Ethiopia was tremendously impressed with the magnanimous welcome of our hosts and the innumerable possibilities for mutually beneficial exchanges. We all returned with ambitious plans to turn the possibilities into realities, and six months after our trip, a team from Mekelle reciprocated our visit by traveling to each of our U.S. campuses. Several of our institutions have firm plans to start faculty-led programs to Mekelle during summer 2006. Participants will be tremendously enriched by this opportunity at genuine interethnic and intercultural cooperation wherein both sides stand to benefit enormously. Nagy Tibor is Associate Provost for International Affairs at Texas Tech University. He previously served as a U.S. diplomat and spent 25 years at eight African postings including two ambassadorships (Ethiopia and Guinea) and three tours as Deputy Chief of Mission (Nigeria, Cameroon and Togo). U.S. delegation at Addis Ababa airport upon arrival in Ethiopia.

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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