IAC Mtg Summaries Jan-Aug 2002
IAC Mtg Summaries 2002-2003
IAC Mtg Summaries 2003-2004

Internationalization Action Council (IAC)
2004-2005 Meeting Summaries

IAC Mtg - October 12, 2004

1. Welcome to 04-05 IAC

• New IAC members include: Christina Luther, IES and Judy Reed, Linguistic
• Fall Quarter meeting schedule: Tuesdays, 1:30-3 pm in 109 EH on 10/19, 11/2, 11/16, 11/30, 12/1
• Brief summary of IAC 03-04 activities
  • Prioritized action items on the four Internationalization Goals and produced progress reports.
  • Initiated an Internationalization Asset Map
  • Continued participation in the ACE Global Learning for All project
  • Awarded internationalization minigrants

2. Special guest: Interim Provost Michael Reardon

• Internationalization/Undergraduate Education Retreat for Deans and VPs on October 15th
  • Michael has visited different international institutions over the years researching how they have forwarded their international initiatives and particularly how the process involved the VPs and Deans. He's found that you need to build a common understanding of what to do and then it must translate down from the administration.
  • This is what he would like to address at the administrative retreat this Friday. After the retreat, Michael will return to the IAC to report on the outcomes.
  • At the retreat, he wants to find out what units know, what steps need to be taken, what they intend to do and to gain an overall common understanding of internationalization at PSU. The outcomes he would like from the retreat include:
    • How we can build an international component into our curriculum in a meaningful way. (i.e. through UNST)
    • Compile data that shows what a budget would look like for internationalization including both expenditures and incomes. (could include international tuition, faculty salaries toward international commitments, library acquisitions)
    • To be able to see if we're doing everything in an effective way.
• Michael's goals and vision for internationalization at PSU
  
  • He would like to see some good protocols developed to provide the new majority student (minority, older, transfer) with short-term international experiences. We need to look at such issues as liability.
  • Create a network of international institutions that could be a platform for processes on the programmatic level. We would need to decide where and what type of institutions, and what would be a useful network to work for ourselves. We would work on an initial radial network where we could send PSU teams and then bring them to PSU.

3. Update on the "ACE Global Learning for All" project: Gil Latz

• The Internationalization Review Report Draft was delivered to all IAC members on Monday. Gil and Barbara Tint would like members to review it and send any feedback them. It will be presented at the Deans and VPs retreats on October 15th where they will also ask for feedback. The final report is not due to ACE until November.
• The Peer Review Visit will take place the week of December 13th. Information from ACE on the visits was distributed at the meeting.

4. Setting IAC Priorities and Goals for the upcoming academic year

A. Internationalizing the undergraduate curriculum

• Reaching out to University Studies: Barbara Tint attended the SINQ Retreat where she shared the IAC goals, actions and asset map.
  • The big issue appears to be that there is a lot of diversity work in the rubrics but the actual international work needs to be brought to the surface. So there needs to be more clarification about the difference between diversity and internationalization.
  • There needs to be a way to link OIA and UNST to each other. There needs to be more communication so they don't reinvent the wheel. The next steps is to have a continued conversation on how to infuse internationalization in the curriculum but first wait for the outcomes of the Deans and VPs retreat.
  • OIA & UNST have been trying to find a way to have study abroad be part of a junior cluster.
  • Another program that they're trying to create a role with UNST is the International Cultural Services Program. It involves a scholarship program for 28 international students who perform 27hours of community service by doing presentations about their cultural at schools and other organizations such as the World Affairs Council.
    • They would like to have them speak at PSU in Cultural Forum Brownbags. They've tried to have them speak in UNST but have not been able to arrange it.
    • Ideas about where else they could speak include FLL courses, a campus reception and maybe an IAC meeting.

B. Making connections with more faculty on the IAC with an eye toward revitalization, succession, cross campus participation, and balance.

• We would like to find more faculty to participate on the IAC especially since many of the members will not be on the council next year. This could be done through a memo to dept chairs, current IAC members making personal contacts or using the Cultural Studies group through Maude Hines.
• The following subcommittee will look into it: Jennifer, Joan, Jon M. and Judy V.

5. Announcements from IAC members

• International Education Week is coming up in November. There will be more study abroad students and ISCP participation this year. We should invite Abeer to a November IAC meeting to talk about it.
• International Student Welcome Reception is October 13th

6. Update of OIA Website/ Presidential Initiative Website - The International Initiative website will be moving to the OIA website this quarter.

7. Items for the next IAC meeting

• Demonstration of electronic International Asset Map prototype by OIA staff
• Reactions to/ discussion of Internationalization Review Report draft
• Invite Kathy Ketcheson to talk about Assessing Study Abroad and Student Learning

IAC Mtg - October 19, 2004

1. Demonstration of the electronic International Asset Map: Jason of the OIA

• The Asset Map stores agreements PSU has with institutions around the world. Each department is responsible for adding information to the Asset Map.
• The Asset Map is currently not accessible via the PSU site; the link is www.intl.pdx.edu/assetMap. This is a case-sensitive link. The Asset Map may eventually be linked from the OIA home page but this remains to be seen.
• There is a possible opportunity to connect the International Asset Map with the Community-University Partnership Map being developed by Kevin Kecskes in the Center for Academic Excellence.
• One can currently browse the Asset map by country or department; an Advanced Search will be added in a subsequent version.
• The Asset Map does not currently provide international student enrollment statistics; this information is currently tracked by Kathy Ketcheson in OIRP.
• The IAC will consider adding faculty research interests and areas of expertise in January after the Global Learning for All site visit.

2. Report on Internationalization/Undergraduate Education Retreat: Gil Latz

• This retreat for Deans and VPs took place on October 15 and was led by Provost Reardon.
• The first half of the day was dedicated to discussion of undergraduate education (including integrating an internationalization component into University Studies). The second half of the day was devoted to the discussion of internationalization.
  
• All Deans agreed that an internationalization thread in University Studies is a priority. While the IAC will contribute to efforts around this goal, a committee was formed to focus on it. The committee members include Terry Rhodes, Shawn Smallman, Judy Patton and Phil Jenks. A key goal of the committee will be to define the differences and overlap between internationalization and diversity.
• An ad-hoc International Studies committee including Shawn Smallman forwarded two recommendations to the Provost which included moving International Studies under Academic Affairs or having it remain in CLAS.
  • The decision was that a School of International Studies would be developed within CLAS (similar to the University of Washington Jackson School of International Studies). No additional budget will be provided for the development of this school; Marvin Kaiser will determine how this will work. If you have feedback on this decision, please contact Shawn Smallman (smallmans@pdx.edu).
• The data compiled thus far regarding expenditures and revenue for "all things international" at PSU shows $10.5 million in revenue and $10 million in expenditures.
  • This demonstrates a need for a more efficient way to expend resources. One possibility is to centralize international activities to make them more cost-effective.
• OUS is part of a $1 million endowment from the Tokyo Fund. There are about 88 of these endowments around the world. Provost Reardon would like the OIA to write a grant (due 11/15) that would enable networking between institutions with these endowments in order to develop new, strategic relationships.
• Provost Reardon will attend the IAC meeting on 11/2 to discuss ideas on how the IAC can contribute to the internationalization goals, to learn what the IAC views as its priorities, and to continue the discussion on the topic, "When is an initiative institutionalized?"

3. Report from Education Abroad-OIA regarding International Education Week plans: Alyse Collins

• The Education Abroad office will sponsor an Education Abroad Fair on November 17, from noon - 4 p.m. in the Smith Center Ballroom. More than 20 departments will be available to answer questions about study abroad programs, international internships and work overseas. The U.S. Postal Office will provide passports on site. Prizes and food will be provided. Photo Contest winners will be announced during the fair.
• A PSU International Education Week Photo Contest will be held. Submit to: PSU Education Abroad Office, Attn: Alyse Collins, by October 29, 2004 at 5 p.m. Photos will be on display in the Food For Thought Cafe (SMSU 026) from Monday, November 1 - Friday, November 12, 2004. Photos will be judged by PSU students, faculty, and staff while on display.
• A reception for faculty interested in developing short-term faculty-led study abroad programs will be held on November 16 from 4:30 p.m. - 6:30 p.m. in 338 SMU. Information will be provided on procedure, internships for credit and how students can participate in overseas studies and graduate on time. Invitations will be sent to all faculty and staff.

4. Discussion of Fulbright Scholars in Foreign Language Department: Jennifer Perlmutter

• Three Fulbright Scholars from Turkey, Iraq and Pakistan are being underutilized. Jennifer is coordinating with Residence Life so the Fulbright Scholars can make individual presentations on their individual cultures in the new Broadway housing building.
• If they have time, the Scholars could also be guest speakers in International Studies classes, participate in Global Village activities and speak for the student ambassadors. Jennifer will coordinate with Shawn Smallman, Don Yackley and Michele Toppe regarding possible opportunities.

5. Feedback/Discussion on Institutional Internationalization Review (IRR) report

• IAC members: Please provide feedback on the analysis and synthesis aspects of the IRR during the next four to six weeks. Email comments to Gil and Barbara.
• Feedback discussed during the IAC meeting:
  • There is some inconsistency in the use of "Office of International Affairs" and "Office for International Affairs"
  • Reference to "main" culture zones could be an issue - Jennifer to email feedback to Gil/Barbara.
  • Intensive English Language Program (IELP) should have a more prevalent role in the paper - Judy Reed emailing information to Gil/Barbara.
  • Consider adding information on relevant international programs outside of the OIA but not outside of PSU - Judy Van Dyck to email thoughts to Gil/Barbara.
  • Ensure that there is a reference to the Fulbright Scholars program in the Appendix.

6. Items for the next IAC meeting

• Ongoing reactions to/discussion of IRR draft
• Reaching out to University Studies (continued)
• Invite Kathy Ketcheson to talk about Assessing Study Abroad and Student Learning
• Global Learning for All: Upcoming site visit/peer review in December
• Invite Abeer Eteefa from OIA for update on International Education Week events and activities

IAC Mtg - November 2, 2004

1. Report on internationalization/undergraduate education retreat, steps and strategies: Michael Reardon

• Four issues surfaced as a result of the retreat:
  • Presentation of international activity at PSU. Data from the International Asset Map will be integrated with the Community-University Partnership Map being developed by Kevin Kecskes in the Center for Academic Excellence. The international information will represent the global element of PSU's community-university partnerships
  • Integration of international component into University Studies/general ed curriculum. A small committee is working on this goal but it will expand over time to involve other groups. Provost Reardon does not think that the international education component can be obtained with an infusion approach. It will be important to determine how internationalization relates to efforts to integrate diversity into the curriculum. A report on integrating an international component into University Studies is due on January 1, 2005, from the small committee.
  • Creation of an international network of institutions in Latin America, Southeast Asia, South Asia and Southern Africa. PSU will build on its strengths (e.g. sustainability, engineering, transnational education) in these relationships. International institutions in which PSU is interested will be identified and representatives from PSU will visit those institutions. The visits should serve as preliminary discussions to find out what the other institutions are interested in doing with PSU; in other words, the network will be developed based on mutual issues/interests, and not on the basis of having programs in common. PSU does not need to decide what it wants to do with the institutions prior to the visits. These visits should begin before the end of the academic year.
  • Creation of a School of International Studies under CLAS to increase the prominence of International Studies within the institution. Shawn Smallman is leading the initial planning and strategy for this process. Provost Reardon hopes that it will result in identification of additional resources for International Studies and that the Jackson School of International Studies at the University of Washington will serve as a model. A goal will be to attract faculty across the university to identify with the School of International Studies. Once the School is established, it will possibly migrate into a free-standing component. The proposal for the restructuring of International Studies should be submitted to the Faculty Senate by the end of the academic year.
• Provost Reardon is particularly interested in the IAC's thoughts on the role it can play in these four areas.
• Provost Reardon is looking for additional funds to support the Internationalization Initiative.

2. Report regarding restructuring of International Studies under CLAS: Shawn Smallman.

• International Studies has been an unusual program, as it receives funds from OIA but reports to CLAS; this has created questions and reporting issues.
• A staged approach and clear plan addressing structural questions is required in order to make the change to a School of International Studies meaningful.
• Shawn has met with Marvin and will spend four weeks developing an initial report; a committee has been organized to assist with this effort.
• Several considerations for the restructuring effort have been identified:
  • The School of International Studies should have a focus beyond area studies, perhaps war and peace studies or global health and the environment.
  • A five-year plan is needed, and a single faculty member should cover each major world region.
  • The School should be structured in a way that it facilities reach across campus. What it means to be "affiliated faculty" should be reconsidered. There should be higher expectations of and more to offer to affiliated faculty.
  • The funding mechanism must be rethought. It doesn't make sense to judge an interdisciplinary program according to student credit hours. The institutional ban on cross-listing courses should also be readdressed.
  • Buy-in across the university is necessary to the success of the restructuring. It needs to be a win-win situation for department chairs; it must be clear that their resources are not being taken away.
  • It will be important to consider fundraising as this new structure is created.
• Some IAC members called attention to the fact that "turf wars" occur when faculty want to teach courses for the International Studies department because their departments must then find a way to pay adjunct professors to teach the classes they would have otherwise taught.
• Others suggested that the cross-listing problem lies in how the degrees are formulated.
• The idea of offering dual degrees (e.g. business and international business) was also discussed.
• Gil also pointed out that the planning process for the School of International Studies should move beyond a pure focus on learning to include research; research would help bring in grant funds. Gil also recommended that the role of University Studies be more explicit.

3. Update on International Education Week and Education Abroad Fair: Abeer Eteefa, OIA

• More than 130 Photos for the PSU International Education Week Photo Contest are on display in the Food For Thought Cafe (SMSU 026) until November 12. Drop in to vote on your favorites.
• On 11/15 the OIA will also issue international quizzes to 10-15 classes; three top-scoring winners will be announced at the Education Abroad Fair and will receive prizes provided by area restaurants and businesses.
• The Education Abroad office will sponsor an Education Abroad Fair on November 17, from noon - 4 p.m. in the Smith Center Ballroom. Departmental representatives will answer questions and the event will include free food, prizes and walk-up Passport services. Photo Contest winners and winners of in-class international quizzes will be announced during the fair.
• A Faculty for Education Abroad Reception will be held on November 16 from 4:30 p.m. - 6:30 p.m. in 338 SMU. Wine and cheese will be provided; the reception will provide information on faculty development opportunities and upcoming education abroad and internationalization internship opportunities.
• Hugu Bonjean, author of In the Eyes of Anahita, will give a lecture entitled, "Why do people have to pay for food?" on Thursday, November 18 from 4:30 - 6:00 p.m. (location TBD). Bonjean is a former Marriott executive in Latin America and will share information about corporate practices in developing countries.

4. Update on ACE Global Learning for All (GLA) site visit: Judy Van Dyck

• The IAC is preparing for a peer review site visit that will take place the week of December 13.
• When reviewing the Internationalization Review Report (IRR), think about the extent of internationalization at PSU; challenges PSU faces; and goals that PSU has set for internationalization of the institution and student body. All feedback on the IRR should be sent to Gil and Barbara within the next two weeks.
• IAC members need to review the GLA peer review background and contribute thoughts on what the IAC would like the site visitors to know about PSU's internationalization efforts as well as suggestions of whom the IAC should arrange to speak with the visitors.

5. Internationalization Minigrants: Judy Van Dyck and Shelly Bird

• The Internationalization Mini-Grants will be announced this week; proposals are due by November 29. Information on the grants is available at http://www.president.pdx.edu/Initiatives/international/intlgrantrfp.phtml.
• Members of the IAC are permitted to submit proposals (with the exception of those participating in the proposal review committee).
• IAC members Jennifer Perlmutter, Jim Morris, Tom Gillpatrick and Judy Van Dyck volunteered to participate in the committee that will review grant proposals and award funds during the week of Dec. 6-9.

6. Announcements

• International student enrollment levels for this year were discussed; due to inconsistent data sets, there was confusion about whether the numbers have gone up or down.

7. Items for the next IAC meeting

• Discussion of GLA site visit goals and suggestions.
• Kathy Ketcheson will attend 11/16 meeting to talk about Assessing Study Abroad and Student Learning.
• Invite students from Student Advisory Group to come to IAC.
• Invite VP Terry Rhodes to report on the working group which was set up to look at developing explicit internationalizing student learning goals as part of the University Studies curriculum.
• Ask Paula Harris, IAC member, to report on international recruitment.

IAC Mtg - November 16, 2004

1. Report on "Assessing Study Abroad and Student Learning": Kathi Ketcheson, Director of Institutional Research and Planning

• Kathi requested that the IAC determine what it considers to be international learning goals for students. What does the IAC want PSU to achieve by internationalizing the curriculum? What are students doing and learning?
• Kathi said that ACE would not only like to see internationalization embedded in the curriculum, but they would also like to see it assessed and as such, they probably have money for assessment projects.
• To date, the OIRP has been utilizing PSU's Global Learning for All (GLA) international learning goals to conduct two assessment projects: assessment of Joan Strouse's capstone course (study abroad in Ecuador) and assessment of the International Education Study Abroad programs. Self-report instruments were administered to 12 students for the former project and to approximately 60-70 students for the latter (with a response rate of half).
• The best approach for developing learning goals might be to refine the existing PSU GLA goals to form baseline goals for all students and then to develop goals that are specific to majors. Kathi suggested that IAC members may want to review the student learning goals listed by other institutions on the GLA Web site and the ACE project that is focused on using student portfolios to assess learning. It will be important to consider whether the outcomes are skills, attitudes, or both.
• Particularly challenging are terms such as "understanding" and "recognizes" in the current PSU learning goals; if these terms will be used, methods of measurement will need to be established (e.g. attitudinal scales).
• The markers project (part of the "greater expectations initiative") was discussed; it does not include internationalization markers and is currently in a holding pattern.
• Some IAC members wanted to know if assessment would include measurement in areas beyond student learning goals (as the IAC is concerned with additional dimensions). Kathi confirmed that other areas could be measured; student learning goals are simply her primary interest right now.
• The possible differences between learning outcomes achieved through interaction with domestic immigrant communities versus the outcomes achieved through study abroad were discussed. IAC members agreed that it would be interesting to measure the same variables across both types of learning activities to determine if there is any difference in learning outcome, and if so, the nature of the difference(s). The first step towards such a study is the establishment of variables (learning outcomes).
• Kathi is also interested in learning what faculty hope to accomplish in short-term study abroad trips (e.g. three weeks in Marseilles). Learning outcomes for these experiences should be developed.
• The students to whom the learning goals/outcomes will apply were also discussed - e.g. do the outcomes apply to professional, graduate and liberal studies programs as well? The challenge is that the University Studies courses do not touch these three groups of students. The faculty in these departments could play a key role in infusing internationalization into their programs, provided that they have and are prepared to integrate a global view into the curriculum.
• IAC members discussed the importance if educating faculty on the international perspective.

2. Report on progress of the working group focused on developing international student learning goals for University Studies curriculum: Judy Patton, Director of University Studies Program

• University Studies is currently working on a matrix that outlines the international elements that currently exist in the curriculum. The department is confident that the global perspective has a strong presence in the University Studies curriculum even though this is not explicitly stated in the University Studies goals. Classes are reading international literature and working with immigrants; there are even some clusters with an international focus.
• The University Studies Program wants to carefully consider whether the existing internationalization components should simply be more explicitly stated in existing goals or if a new internationalization goal should be added; a committee within the department has been formed to evaluate this issue in the context of the language of the current goals. They want to ensure that they do not overwhelm the program with too many separate goals.
• IAC members discussed whether internationalization fits into the University Studies "diversity of human experience" goal or if it is an entirely separate matter; there were mixed opinions on this topic.
• Once University Studies completes their matrix identifying what they are already doing in terms of internationalization, perhaps the IAC can review it and highlight any elements that seem to be missing and should be infused into the curriculum.
• Judy suggested that the Junior Cluster was an area they were initially concerned with, but they distributed a survey last year to students and it showed that students were very satisfied with the cluster experience and appreciated being forced to take classes outside of their majors. That said, she sees this portion of University Studies as one in which the international experience could be increased - perhaps strengthening the international components within classes, adding international focuses to the Capstone, or utilizing study abroad for clusters (e.g. three courses taught in Italy).

3. Report on international recruiting trip to Asia: Paula Harris, International Admissions Coordinator

• The Linden Fairs are U.S. University Fairs that were co-founded by Bill Smart and other admissions officials in 1982 (Bill Smart used to work at OSU).
• Paula attended the Asia tour (Tokyo, Seoul, Hong Kong, Bangkok, Kuala Lumpur, Singapore) on behalf of PSU.
• There are not enough postsecondary education institutions in these regions to handle the demand, so often the students have no choice but to consider institutions in other countries. The primary countries they consider are the United States, Australia and the United Kingdom (U.K.).
• Paula attended "reverse fairs" in which high school counselors and other educational counselors set up booths and the U.S. universities on the tour visited each booth for approximately five minutes. The reverse fairs helped PSU make initial connections; one counselor followed up the following day with a student application and we had already received three from this counselor by the time Paula returned to PSU.
• When asked what set PSU apart from other schools on the trip, Paula said that it can be for any number of reasons - the majors offered, the fact that Portland is on the W. coast, the fact that many people haven't heard of Oregon so they believe it will be safer from terrorists than a state such as California.
• Paula also conducted high school and community college visits, and visits to educational advising organizations such as the Institute of International Education (IIE) and Fulbright. U.S. Embassy officials were present at the educational advisor organization meetings.
• The number of students at the high school/college fairs decreased after 9/11; however, this year, the attendance was comparable to other years. Safety concerns have diminished but there are more visa problems, so they balance each other out.
• The two most common questions asked by students included:
  • "Why should I study in the U.S. if I can go to Australia, Canada or the U.K. with fewer visa hassles?"
  • "Why should I study in the U.S. if I can go to Australia, Canada or the U.K. and benefit from much lower tuition and scholarships?"
• There has been a significant increase in international advertising by universities in Australia, Canada and the U.K., evident in many billboards and TV commercials abroad. The U.S. is unable to advertise at this level because the U.S. lacks a central body responsible for all higher education.
• A big hassle in regard to obtaining visas is that students must meet with officials for a face-to-face interview. This can be a deal-breaker for students who would need to purchase a plane ticket and spend money on a hotel just for the interview.
• Students in "special scrutiny" groups should start the visa application process as soon as they have received a letter of acceptance from an institution. It can take anywhere from two weeks to ten months. Special scrutiny groups are 16 - 45 year old males from 25 Islamic countries and students who are pursuing education in scientific and technical fields (such as aviation, nuclear physics, biochemistry and even urban planning).
• Embassy officials suggested that 80% of non-immigrants applicants are granted visas but this did not seem accurate to Paula or other university representatives on the trip. They are attempting to simplify the application process for student visas with efforts such as drop-in hours.

4. Announcements

• Barbara Tint announced that the International Peace Psychology Conference will be held in Portland this year (in the past it has been held all over the world). This is an invitation-only conference, so if you have recommendations on whom Barbara should invite, please let her know.

5. Global Learning for All: Preparing for site visit/peer review in December

• Some members mentioned an issue of redundancy in the IRR document; Barbara explained that the redundancy has largely been eliminated, though the structure of the document makes some redundancy unavoidable. The document is now in Gil's hands for final revisions.
• IAC members were notified that they should be thinking about the agenda for the site visit.

6. Items for the next IAC meeting

• Invite students from the Student Advisory Group to come to IAC
• Continue working on December GLA Peer Review visit:
  • Look at IRR "Accomplishments and Recommendations": can we build the day-long visit around these?
  • Think about learning outcomes which show international learning
  • Think about action steps to further the international agenda
  • Think about programs/services/actions especially for non-traditional students

IAC Mtg - November 30, 2004
 

1. Presentation by Parfait Bassale of the Student Advisory Group (SAG)

• Parfait is from Senegal and is a member of the SAG, a group for international students focused on discussing concerns and issues, and utilizing available resources to resolve the issues (SAG is not a funded group). The top three issues raised by students in the group are:
  • Housing availability and cost: It is difficult to find and expensive. When students have no family here, they do not know where to look for low-cost housing; they end up using expensive PSU housing out of necessity. The college housing process and Web site can also be confusing. The existing process is geared towards local students and does not account for language barriers.
  • Airport pick-up: It is not always available, and when it is available, it is handled by FOCUS (a non-PSU group with a Christian affiliation). Some international students are not comfortable when they are picked up by FOCUS, as they sometimes feel pressured to receive religious information. The likelihood of this taking place increases if FOCUS is used for home stays.
  • High cost of tuition: The recent plateau change has made tuition even less affordable, as it makes the length of study longer.
    
• In regard to the SAG's concern about lack of affordable housing, Judy suggested the possibility of allowing international students to stay in the "sleeper" rooms in Montgomery while they look for and evaluate housing options.
• In response to concerns about airport pick-up, some IAC members recommended that PSU evaluate options other than FOCUS (e.g. volunteers; using university vans; developing a mentoring program that includes airport welcome and pick-up; welcoming students at the airport and assisting them in getting on the Max train). If PSU continues to use FOCUS, the idea of notifying international students about the Christian affiliation of this group in advance was discussed.
• In regard to funding some of these ideas, IAC members suggested that College Housing NW should be responsible. Others suggested that the SAG apply for budget from USG, ISO and IFC.
• Parfait agreed to write an email to Gil in OIA outlining the three key issues on which SAG is focused; IAC members could write a letter of support for SAG's request for funds from IFC.

2. Presentation by Miriam Gondo of the International Cultural Service Program (ICSP)

• Miriam is from Zimbabwe; she provided an overview of three courtship processes used there:
  • "Mutual agreement and understanding": The young man approaches his uncle and tells him how he feels about the young woman. The uncle then approaches the young woman's aunt. If they both agree that the two should be together, they organize a chaperoned meeting for the young man and woman. This process eventually leads to marriage.
  • "To kidnap": If a young man loves a young woman but she doesn't feel the same way, he can kidnap her. The young woman must fight to escape; if she does not escape, her family assumes that she must want to be with the man. The process is finalized when a messenger from the young man's family shouts out to the family of the young woman that they have their daughter. This courtship process is becoming more rare due to arrests.
  • "Woman presents herself": If a young woman loves a young man but he does not share her feelings, she can present herself to the young man's family early in the morning, wearing a veil over her face (as is the custom). The young man is then forced to accept the bride. This form of courtship contributes to polygamy, as the young man is then allowed to take on additional wives for whom he does have feelings.
• One must marry within the tribe but should not marry someone who has the same totem.
  
• Daughters in the family are seen as an asset; the daughter's father gets many cows when his daughter becomes married.

3. Announcements

• The OIA Web site and asset map have been updated, and IAC members should check them out when they have a moment.
• The IAC received 16 internationalization mini-grant proposals. The subcommittee will meet on December 8 to review the proposals and make award decisions.

4. Discussion of University Studies and Internationalization

• Barbara met with Judy Patton in University Studies as a follow-up to Judy's visit to the IAC 11/16 meeting. Judy wants to move forward with conducting an "in-house" inventory of international elements within the University Studies curriculum and to then determine what needs to be added. Gil pointed out that a committee already exists to work on the alignment of University Studies curriculum with internationalization initiative goals. This committee needs to hear from University Studies about the presence of internationalization in the curriculum prior to the GLA site visit in two weeks. The committee also has a report due to Provost Reardon by January 1.

5. ACE Global Learning for All (GLA) Site Visit - December 14-15

• Gil provided an overview of his experience participating in a GLA site review team for Kennesaw State University in Atlanta. The team met with various deans and vice-presidents from 8 a.m. in the morning through dinner. After dinner, the site review team gathered for four hours to compile notes and develop a presentation for Kennesaw's internationalization steering committee. The presentation was then delivered the next morning.
  • The site review team asked Kennesaw representatives how they were involved in internationalization efforts and GLA, and what some of the key successes and challenges have been.
  • Gil noted that Kennesaw defines "international education" differently than PSU does. For example, they view business students studying business in a foreign country as international education; they also view foreign-born U.S. citizens as part of the international population.
  • The point of GLA site reviews is to help institutions improve; to challenge them to think more deeply about internationalization; and to identify "promising practices" that can be shared with other universities.
  • Gil recommended that the site review team that is visiting PSU on Dec. 14 meet a mixture of key players involved in internationalization (as opposed to deans and provosts alone).
  • The IAC is on the schedule to meet with the GLA site review team from 1:30 - 3:00 p.m. on Dec. 14.
• IAC members discussed whom the GLA site review team should meet with during the visit. Suggestions included meetings with the following:
  • President Bernstine; Provost Reardon (via phone as he will be out of the country);Terry Rhodes
  • International students; American students who have studied abroad; and heritage language learners
  • Representatives from the professional schools (Education, Urban and Public Affairs, Business, Engineering, Social Work)
  • Representatives from the Office of International Affairs, in regard to short-term study abroad programs
  • Judy Reed and Judy Van Dyke to discuss low-language learners
  • Faculty who have gone abroad who can discuss its effect on their teaching
  • Martha Balshem, in regard to assessment
  • Kevin Kecskes, in regard to community-based learning

6. Items for the next IAC meeting

• The next IAC meeting (12/14) will be devoted to discussion with the members of the GLA Site Review team.

IAC Meeting - December 14, 2004

ACE Global Learning for All (GLA) Peer Review Site Visit

1. GLA Peer Review Team:

• Elaine El Khawas, George Washington University (team leader)
• Janet Rasmussen, Pacific University
• Barbara Hoffman, Cleveland State University
• Rhodri Evans, executive assistant, ACE

2. GLA Question: Does the IAC have the power it needs to get things done?

• The IAC has created the power that it does have through its connections and by bringing initiatives to the faculty senate (though the IAC is not a faculty senate committee and doesn't officially report at faculty senate). Aligning the IAC with the OIA and joining forces with other campus efforts has also enhanced power. For example, the IAC is working to integrate internationalization into the Baccalaureate Markers and into University Studies learning goals. Likewise, PSU is well-known for its community-based learning and the IAC would like it to be internationalized.
• However, the Internationalization Review Report (IRR) drafted by Gil Latz and Barbara Tint concludes that although the IAC has persuasive authority, it does not have the power it needs to effect curricular change. The IAC cannot tell University Studies what to do (and does not necessarily want to); change must be achieved through discussion.
• Some IAC members suggested that the IAC hasn't taken new action and that it instead has focused on information-gathering and reporting in the effort to unearth and connect internationalization efforts across the campus. However, this year, there has been more movement and there is potential for more action because the interim Provost is very interested in internationalization and has been "making noise" about it.
• The IAC is also challenged in terms of power because it receives little funding. As a result, large items that require significant funding (such as developing a language lab) have been placed on the back burner. Instead, the group has focused on accomplishing smaller goals that don't require funding (e.g. writing the IRR; developing stronger connections with University Studies; creating the Internationalization Asset Map).
• The Internationalization Advisory Board is another developing idea that would increase the IAC's power to achieve internationalization objectives. This board would be an adjunct to the PSU Foundation and would be comprised of people from Portland with international connections and people abroad who have connections with PSU. The goal is to raise money to support the internationalization effort; however, this goal needs to be reconciled with the President's interest in utilizing international connections to raise money in general for PSU (not just for internationalization).
  • The GLA Peer Review team suggested that PSU has made enough progress in internationalization to package these efforts and utilize them as a basis for fundraising.

3. GLA Question: How often do you meet?

• The IAC meets once very two weeks. Subcommittees are created for work that needs to occur outside of these biweekly meetings.

4. GLA Question: Where did you get the $10,000 for the internationalization mini-grants?

• The IAC receives approximately $30,000 a year; $10,000 is dedicated to the internationalization mini-grants and the remaining $20,000 this year will be dedicated to the Provost's international network project.
• The Provost is also looking into the possibility of utilizing money that has been dedicated to the other presidential initiatives in order to boost IAC efforts.

5. GLA Question: Can you outline the different parts of your three-pronged action plan?

• The IAC this year is tasked with 1) bridging with University Studies, 2) recruiting international students, and 3) developing a global network. Reports on the first two items are due to the Provost in January and a report on the last item is due to the Provost in June.

6. GLA Question: Can you provide some historical background on the development of the IAC?

• Internationalization efforts at PSU began before PSU became a GLA member. Approximately 10-12 years ago the administration met periodically regarding internationalization but this was discontinued. Then in 1999, multiple people at PSU who were working individually on internationalization efforts began to meet; this was a self-selected "Internationalization Working Group" with five to seven members. The president then decided to make internationalization an initiative. The result was thus a combination of grassroots movement and top-down support.
• Technically PSU was overqualified for the GLA program. However, PSU was selected anyway - probably because of its innovative University Studies program and its capacity for assessment. The work in these two areas could lead to promising practices that ACE can share with other universities.

7. GLA Questions: Are any of you on the Faculty Senate? Does the IAC have official standing with the Faculty Senate? Do you want to be part of the Faculty Senate?

• Yes, several IAC members are on the Faculty Senate. The IAC does not have official standing with the Faculty Senate. In the past, the Vice-Provost in charge of the presidential initiatives (Devorah Lieberman) provided reports on one of the four initiatives at each Faculty Senate meeting.
• The IAC does have efforts that it is bringing to the Faculty Senate for approval. Specifically, the IAC wants to alter tenure and promotion guidelines and allow faculty to bank courses. The idea behind both of these efforts is to enable more faculty to conduct research abroad and/or offer study abroad courses.
• IAC members haven't discussed whether they want to officially be part of the Faculty Senate structure. It would be helpful if Rhodri (ACE executive assistant) could share best practices from other universities with PSU; if other universities are benefiting from being a formal part of Faculty Senate, perhaps this is something the IAC should pursue.

8. GLA Question: Are the IAC meetings open to the entire faculty?

• When the IAC initially developed its goals, they had two meetings for each goal and invited all faculty to attend. The lowest turnout was 10 and the highest was 20-25.

9. GLA Questions: What proportion of faculty have to be involved to broaden internationalization efforts? Is the purpose of the IAC to get more faculty involved?

• Most departments are already involved in internationalization. To date the IAC has focused primarily on supporting, enhancing and creating connections across existing internationalization efforts. Internationalization at PSU typically receives a neutral to positive response; the IAC has not experienced a backlash against their efforts. If resistance does occur, it is typically in relation to competing priorities or funds (if another area of the university feels that its funding is threatened by the IAC, it may resist IAC efforts).
• However, this year the IAC is stepping up its efforts to get more faculty involved in internationalization. This is evident in the IAC's work with University Studies - for example, the IAC has requested that University Studies identify and clarify what they are teaching in terms of internationalization. In addition, the IAC plans to partner with the Center for Academic Excellence (CAE), based on its strength in faculty development, to enhance the internationalization effort in University Studies.

10. GLA Questions: What is the IAC's vision? What would you want PSU to look like in terms of internationalization in three years?

• Every course would have international goals and all professors would be informed about internationalization. Additionally, service learning would be internationalized. Professors would have great international capstone ideas. International experience would be recognized and rewarded in the tenure and promotion process.
• There would also be greater connectivity across efforts. This would be evident in simple things such as faculty and students coming together after they return from study abroad.
• The IAC would also like to see the realization of efforts that have been made secondary due to budget limitations.
• There would be systematic support for international research conducted by both faculty and students; students would be encouraged to conduct research and to attend conferences abroad.

11. GLA Questions: Are there currently funds for international research? Is there enough money to support it?

• There are funds for which faculty can apply to plan and conduct research but they are not specific to international research. The criteria for this funding is that the project must lead to a major grant opportunity.
• There is not enough money to support international research, especially for graduate students.
• There is also very little money available for international student scholarships and tuition remission. Other large state schools in Oregon (OSU, U of O) are doing a better job in this area (primarily because their foundations raise more money); U of O is even waiving application fees. This issue collides with PSU's enrollment management strategy. PSU plans to have 35,000 students soon and there should be more out of state and international students in this population. PSU is attempting to entice international students with residence halls rather than with money.
• There is a need for a set of criteria for university funding that values internationalization.

12. GLA Questions: Does anyone on the IAC also sit on the Diversity Action Council (DAC)? Have the two councils ever met together? What would be on the agenda if they did meet? Have you shared the IRR with them?

• Yes, IAC member Jon Joiner is the co-chair of the DAC. The two councils have not ever met and the DAC has not seen the IRR but this may happen in the future. The agenda would include the following topics: the differences and similarities between diversity and internationalization; how both diversity and internationalization relate to University Studies efforts; and what each council is doing in terms of action.

13. GLA Questions: Are there any other barriers preventing the IAC from accomplishing its goals? If the President and the Provost left, would internationalization remain core to PSU goals?

• There is little resistance to the concept of internationalization, but there are competing agendas.
• Internationalization is still not positioned as central to PSU - it is not part of PSU's mission statement. It was decided last year not to alter the mission statement but this is open for discussion this year.
• Time and speed are issues - if movement on integrating internationalization into University Studies does not occur soon, time and progress could be lost with the transition from the interim Provost to the new Provost.
• Connecting with alumni is an issue. Because PSU is a young university, it does not have a well-developed alumni base. It is expensive to connect with alumni (e.g. knowing where they are); the challenge is how to do this without the infrastructure, cultural ethos and budget. The GLA Site Review Team suggested that PSU have traveling administrators add a day to their trips and visit alumni in the area they are visiting.

14. GLA Question: What will Vera Katz do at PSU? Perhaps she could support internationalization efforts.

• It's not clear exactly what Katz will be focusing on; she was an active supporter of "Sister Cities" but did not support it with dollars.

15. GLA Peer Review Team Closing Comments:

• Thank you for being so candid. We sense that you are very committed and we are impressed by the concrete strategies in your action plan.
  

IAC Mtg - January 18, 2005

1. Reflections Upon Passing the Baton (Judy Van Dyck)

• We had several guest speakers last term and learned a lot.
  • For example, we learned from the Student Advisory Council that some international students would prefer not to use FOCUS for airport pick-up and home stays due to the group's Christian affiliation. One alternative is International Summer Stays, but services cost each student $200. The IAC should explore the nature of the connection between FOCUS and OIA and continue to consider whether PSU itself (rather than a volunteer-based organization) should be doing more in this area.
• Thanks to everyone for their cooperation on Global Learning for All (GLA).
• It will be important to maintain momentum while Michael Reardon is Provost, given his strong interest in internationalization.
• We should also maintain close contact with OIA regarding efforts the IAC should be undertaking.
• Multiple IAC members will be leaving the IAC at the end of spring term (as they're two-year terms will be up); we will need to nominate and invite approximately six new members to join the IAC.
• The IAC should also consider making an effort to get a part-time development assistant on board to locate and apply for grants.

2. End of the Global Learning for All project

• This project was designed to facilitate internationalization at schools with non-traditional student populations (e.g. adults with families, jobs) for whom traditional international study (e.g. six months overseas) is challenging. Eight institutions were selected and were dealing with similar issues. Portland State University was actually "ahead" of the other universities in its internationalization efforts but was selected to participate because ACE was interested in what PSU was doing.
• The GLA peer review team who visited on December 14 and 15 was impressed with PSU's internationalization efforts and the IAC's collegiality. In the debriefing meeting at the end of their visit, they:
  • Asked whether PSU wants to consolidate where the University is now with internationalization efforts or move to the next level.
  • Discussed the power of data and suggested ways to gather information to utilize in PSU's efforts to further objectives (for example, number of international students; number of international students who persist to a degree; number of PSU students who study abroad; number of PSU courses with an international dimension).
  • Liked PSU's idea of an Internationalization Advisory Board.
  • Suggested that the IAC explore possible connections with the Diversity Action Council (DAC).
  • Suggested that PSU make the IAC a standing committee; get international
    elements embedded in junior/senior clusters this year; get wider faculty involvement; use assessment data for tracking progress and securing support; and get a grant.
• We will receive the written report from the GLA site review team in approximately a month.
• The final GLA meeting will take place February 24-25 in DC; Gil will attend.

3. The ACE Internationalization Collaborative Meeting - February 4-5

• Duncan will attend this meeting; the trip will be funded by grant money and remaining IAC budget. The meeting will be combined with a visit to Notre Dame in Baltimore.

4. Duncan Hurd Visit

• Duncan Hurd will visit PSU in early March; he is studying strategies for internationalization on three campuses. Duncan Carter will provide more background on Duncan Hurd in the next IAC meeting.

5. Peace Corps Idea

• The School of Urban Studies and Planning at PSU is interested in becoming a partner in the Master's International Peace Corp program, which combines graduate study with Peace Corp work overseas. The program is not currently accepting new partners, but The School of Urban Studies and Planning would like assistance from the OIA and IAC in pursuing membership. Gil will keep the IAC up to date on how this progresses.

6. Other Announcements

• Joan Strouse is conducting a Capstone in Costa Rica. Contact her if you would like more information.

7. Internationalization and University Studies

• The subcommittee evaluating global learning in University Studies and how it should be represented in University Studies goals has released a survey to the faculty to learn more about the types of international learning and related activities that are occurring (a copy of the survey was distributed at the IAC meeting).
• Gil Latz has written a draft progress report on the subcommittee's work thus far re: internationalization and the University Studies curriculum (a copy was distributed at the IAC meeting).

8. PSU visit to Botswana

• Michael Burton and President Bernstine are traveling to Botswana for a visit.
• This visit was scheduled because Charles Saunders (whose wife works in the Chancellor's office) has a lot of experience working in Botswana and felt PSU should get involved in Southern Africa. Saunders traveled to Botswana and met with numerous representatives there. As a result, he wrote a very thorough report for PSU; there is an interest in training programs in particular. Extended studies and urban planning/sustainability are possible topics as well.
• IAC members expressed an interest in learning more about the objectives for the Botswana visit and in receiving a post-visit report. As the Provost has recommended that PSU develop relationships in key regions (Latin America, Southeast Asia, South Asia and Southern Africa), it would be useful to track such visits and map them as appropriate to the Provost's "international networking" goal.

9. Looking Ahead - Goals for the Next Calendar Year

• The IAC should be deliberate about choosing new committee members. Does the committee want faculty? Staff? Specific departmental representation? A brainstorming and nomination process for committee member selection should take place.
  • The IAC should have both international members and members whose work is international in focus.
  • Students should continue to be involved in the group; at least one student will need to be replaced (a current student member has moved out of the state).
  • Ideas for the nomination process include 1) pursuing professors who are in the sciences, as these departments seem to have many international connections/activities and 2) considering faculty who applied for international mini-grants.
• The IAC should also continue its work to support changes in the international studies program and to support Provost Reardon's goals.
• The IAC should make a concerted effort to secure grant funds, possibly by hiring a part-time development officer.
  • The university should follow up with Dr. Fariborz Maseeh (primary donor for the Engineering and Computer Science building), who expressed his appreciation for the ESL program during the event for the engineering building.

10. Synergy with the Diversity Action Council (DAC)

• There are overlapping interests between the DAC and the IAC.
• The definitions of diversity and internationalization and where the two topics overlap has been an ongoing topic of discussion at PSU.
  • Some feel that the topic of internationalization is perceived as "sexier" than diversity.
  • Some see a distinction in terms of the DAC focusing on domestic issues and issues "closer to home" (PSU), while internationalization is more "removed."
  • Some members feel that both groups have somewhat contentious issues to deal with.
• Perhaps the two groups or representatives from each group should meet to discuss links across the groups. Another option is for a single representative from each group to attend the other's meeting to provide an overview on activities and concerns.
• Perhaps the two groups could work together in efforts to secure outside funding.

11. Relevant Literature on Internationalization/Globalization

• An article on internationalization has been circulating on campus: "Globalizing Knowledge: Connecting International & Intercultural Studies" (AACU). Melissa will make copies and bring them to the next IAC meeting. In addition, excerpts from Internationalizing the Campus: A User's Guide (ACE) have been circulating. Most IAC members already have this book, but Melissa will bring a few copies of excerpts to the next meeting in the event that not all members have the book.

12. Items for the next IAC meeting

• Continued discussion re: DAC and IAC integration
• Update on Duncan Hurd (additional background on him and his research)

IAC Mtg - February 15, 2005

1. Announcements

• We have received the Global Learning for All site review report. Members should review the report and bring any questions/comments on it to the next IAC meeting. If you would like a copy to be sent to you via email, please contact mleonard@pdx.edu.
• Duncan Hurd, a Ph.D. student from the University of Florida, is writing his dissertation on internationalization in higher education and will be conducting three campus visits for his research - one of them is PSU. Hurd will be on campus in early March for a day of meetings. He will likely attend the March 1st IAC meeting.
• Leerom Medovoi of the English department is staging a conference at PSU on Global, Transnational and Cultural Studies on May 7 and 8. This is one of the initial events of the Center for Cultural Studies, for which Medovoi received funding from the Office of Research and Sponsored Projects. Many speakers from the Northwest (and a few other areas) will be attending this event.
• Barbara Tint is organizing the International Peace Psychology Conference this year (in the past it has been held all over the world). The focus for the event will be "Power, Domination, Peace and Conflict." This is an invitation-only event with invitees from all over the world. Barbara is urgently looking for funds to support people from developing countries who would like to attend the event but need assistance with travel funding.

2. Report on ACE Internationalization Collaborative Annual Meeting (2/4-2/5) - Duncan Carter

• This was the fifth Internationalization Collaborative Meeting; Duncan has attended four. This annual meeting had been like a long and continuing conversation; each meeting builds on the last.
• The conference is thematically focused - this year the theme was "Comprehensive Internationalization: Putting It All Together."
• The conference focused on ways that institutions can create more synergy among the different "pockets" of internationalization that may exist across the campus.
• Focus areas included the following:
  • Aligning internationalization with institutional processes/goals
  • Connecting international teaching, research, service
  • Interdisciplinarity in internationalization
• Some interesting ideas from the conference include the following:
  • Internationalization is not "one-size-fits-all." You can make internationalization appeal to students by meshing it with goals they already have - e.g. the international experience will make you better at something you already care about.
  • One university offers a prize each year for the best internationalization idea. Last year's winning idea was that the institution should bring in intercultural trainers to train the clerical staff.
  • Representatives from a Hawaii community college commented on the fact they used to view themselves as isolated from everything by the Pacific Ocean, but now they see themselves as connected to everything by the Pacific Ocean. They have noticed a trend towards intergenerational internationalization - students talking with their parents about their parents' backgrounds.
  • SUNY Binghamton just implemented a two course core requirement - 1) American Pluralism and 2) Global Interdependence to ensure that they cover both diversity/multiculturalism and internationalization.
  • At least two schools offer a major award to faculty/staff for "most significant contribution to international education."
  • At Missouri, any undergrad who can get an international research project lined up will be funded by the provost.
  • Kent State uses a web-based database to track and connect its international activities; information can be sorted by geographic or linguistic interest.
  • Many colleges also include information on internationalization activities in the faculty activity report.
  • Pacific Lutheran started its internationalization in a unique way by working backward - they identified "successful global grads" and attempted to determine how they became successful. They concluded that the pathways to "international success" for these students were haphazard; there were no patterns. Their point - imagine how much students would grow in this area if there were systematic internationalization efforts in place.
• Duncan's full report on this annual meeting was handed out at the meeting. If you would like a copy to be sent to you via email, please contact mleonard@pdx.edu.
• Duncan will arrange a meeting with Provost Reardon to outline the ideas from this conference that might be promising for PSU.

3. ARN survey of faculty regarding internationalization - Martha Balshem

• The President has asked the Assessment Resource Network (ARN) to develop a statement regarding assessment at PSU. The statement is due in May. The ARN used the OIRP assessment database to review program learning objectives for commonalities. The categories that emerged from this inductive review turned out to be reflected in the vision & values statements, the markers, and the University Studies goals. The University Studies goals reflected the learning goals of the departments best, with two questions raised by the comparison.
  • Should international and global perspectives be separated out from diversity?
  • Should there be a goal on the development of disciplinary expertise?
• The ARN will be holding a Town Hall event on 2/24 (3-5 p.m., SMU 333). The goals of the Town Hall meeting are to report to the campus on the ARN's discussions regarding assessment at PSU and to ask questions of and obtain feedback from the audience. After the event, the assessment GAs will meet with their assessment contacts who were unable to attend the event. They will provide the ARN update and ask the same questions that were asked at the Town Hall meeting. The ARN will report on these outreach efforts in their report to the president.
  
• Though the GAs will ask a variety of assessment-related questions (outside of the topic of internationalization), the assessment GA group is very interested in internationalization (half were born outside of the U.S.) and we expect them to be dedicated to pursuing this line of discussion.
• Martha asked the IAC for feedback on how the line of questions around internationalization might look - are there questions that the IAC would like the GAs to ask? Members suggested the following:
  • What would it mean for faculty/staff to have internationalization goals built into their work/research?
  • If PSU had internationalization goals, what would those look like?
  • Do you feel this "internationalization groundswell" in your program?
• IAC members suggested that the line of questioning should be open and non-threatening - versed in terms of "what do you think" vs. "what are you doing?"
• IAC members also suggested that the assessment GAs review Judy Patton's research before conducting the interviews - it might provide some valuable context.
• The NASULGC Web site was also suggested as a resource for faculty and the assessment GAs. There are simple downloadable forms at the site that demonstrate how internationalization might be integrated into teaching and study.
• The IAC is also curious to learn about ways that PSU can take more advantage of the international activities taking place in the sciences (almost all faculty in the Chem and Bio departments seem to be involved in some sort of international collaboration).
• Some IAC members suggested that faculty can leverage internationalization opportunities that already exist by helping students to develop an awareness of where the publications they are reading were authored. Much of the literature that students read may be written by authors from other countries; students can analyze such literature for multiple perspectives.

4. CAE-sponsored discussions on Globalizing Knowledge - Martha Balshem

• Provost Reardon is working with CAE to convene discussions of the 1999 AAC&U publication, Globalizing Knowledge. The discussions will explore the connections between PSU's curricular commitment to diversity and its emerging concern for internationalizing the curriculum.
• There will be two sessions of this discussion. Both meetings will be held over dinner (provided by the Office of Academic Affairs). You may sign up for either session:
  • Session One: Tuesday, March 29th
  • Session Two: Monday, April 4th
  • All meetings will be held from 5:30-8:30 p.m. in the Coos Bay Room at University Place.
• Faculty participants will be provided with copies of the Globalizing Knowledge publication, and will be expected to have read it before the meeting. No other preparation will be necessary, and Provost Reardon will facilitate the discussions. (Note: copies of Globalizing Knowledge were distributed at the IAC meeting.)
• To join this discussion, R.S.V.P. to the CAE at 5-5642 or caestaff@pdx.edu. Each session is limited to 15 participants, so please sign up early.

5. Report on trip to Manila & upcoming SYLFF conference - Gil Latz & Debra Clemans

• Gil traveled to Manila during the second half of January for a meeting with administrators of the Tokyo Foundation that occurs every other year. The Tokyo Foundation sponsors the Ryoichi Sasakawa Young Leaders Fellowship Fund Program (SYLFF), which is designed to "nurture future leaders who will transcend the geopolitical, religious, ethnic, and cultural boundaries and actively participate in the world community for peace and the well-being of humankind." The Foundation awarded $1 million dollars to 88 postsecondary institutions or state higher ed systems across the world, and the Oregon higher ed system received one of these endowments.
• PSU will be hosting a regional event that brings together young leaders from North and South American who have been involved in this program. The Foundation wants to create networks of collaboration among these students. The theme of the event will be "sustainability," so CUPA will be involved. There will be a keynote speaker and site visits that demonstrate Portland's commitment to sustainability (e.g. a visit to a "green" building downtown).
• Gil Latz and Debra Clemans are spearheading the planning for this event, which will occur in late May/early June. The conference will include two main sets of meetings: 1) two days of meetings for the nine administrators responsible for making decisions for the Young Leaders program and 2) a regional forum of about 30 Young Leaders from N. and S. America. (The latter set of meetings will occur from 5/31-6/2). Conference participants will stay at University Place; some meetings will be held there and some on campus.
• The conference is still in the planning stages; many of the meetings will be closed to the public but there will be a couple of dinners and other events that are open to members of the PSU community.
• Notetakers are needed to help provide an overview of themes from the conference for a publication that will be prepared and distributed by PSU after the conference. A small amount of money is available for notetakers. Please send thoughts on graduate students that you believe would be interested in this opportunity to Debra Clemans (clemansd@pdx.edu).
• Some IAC members suggested that meetings be arranged between PSU's student leaders and the Young Leaders visiting the PSU campus. This is being discussed by the SYLFF Planning committee - e.g. perhaps PSU ambassadors could escort conference participants on site visits.

IAC Mtg - March 1, 2005

1. Announcements

• The NAFSA 2005 Annual Conference & International Education Expo (5/29-6/3) is taking place in Seattle, Washington this year.

2. Center for Cultural Studies & the Global, Transnational and Cultural Studies conference (May 7-8) - Leerom Medovoi

• Origins of the Center for Cultural Studies:
  • ORSP was looking for proposals in the areas of humanities and social science; the idea for the Center of Cultural Studies was submitted due to increasing interest in this emerging, interdisciplinary field that examines culture through the lenses of anthropology, literature, art, and communication.
  • There are people who have been hired into departments at PSU with the expectation that they will bring cultural studies to their classes. The Center for Cultural Studies is a way to institutionalize that expectation with a scholarly and intellectual element. The Center would eventually lead to new courses and sponsored cultural studies events at PSU.
  • ORSP is funding the project on an exploratory basis, but the intent is that long term revenue will be generated to support the Center.
  • The Center is cross-institutional - founders of the Center at PSU began a dialogue on the idea with other local institutions such as Pacific University, Lewis & Clark and Reed. Faculty at these institutions with interests in cultural studies felt balkanized and welcomed the idea. Meetings are held periodically at a different Portland-area institution to discuss the Center; representatives from different campuses present their research and interests at these meetings.
• The first major undertaking of the Center is to put on a mini-conference that will inaugurate the Center's activities.
  • The theme of the Conference, "Global Transnational and Cultural Studies," came about because those involved in the creation of the Center have both multicultural and international perspectives; they are examining culture through a global framework.
  • There will be a mixture of presentations, roundtables and keynotes.
  • The keynote speakers are Lisa Lowe of the University of California at San Diego and Jean Comaroff of the University of Chicago.
  • The rest of the conference is built around the work of scholars from institutions in the Portland area, but there are also some presenters from Eugene and Seattle.
• The conference is designed as a springboard for planning the Center's activities for the next year. The institutions involved would eventually like to develop a cultural studies course that students from any local institution can take. The group plans to apply for an NEH grant for faculty-run workshops to provide some funding for next year.
• The IAC noted that the goals of the Cultural Studies Center fall into those of the American Council on Education, which is now moving its internationalization focus to professional organizations (as opposed to the administration, where ACE initially focused its efforts).
• The IAC recommended that the Center engage Provost Reardon in the conference; find out if Jill Townley can participate in the roundtable on academic freedom; and involve University Studies (Phil Jenks, Evguenia Davidova, Judy Patton) in the conference in some way. The IAC also suggested that if the keynote speakers will be available the Monday after this weekend conference, it would be great to hold an informal coffee meeting between interested faculty and the keynote speakers. Finally, the IAC suggested that it may be able to support the Center's grant-writing efforts, either by editing the grant or contributing to the writing process.

3. Global Learning for All Site Visit - College of Notre Dame - Duncan Carter

• Duncan combined his trip to the Internationalization Collaborative Annual Meeting (2/4-2/5) with a GLA-funded site visit to the College of Notre Dame in Baltimore, Maryland.
• The College of Notre Dame has 3,154 students. The college includes:
  • A women's college - primarily serves students ages 18-24 years old (about 700 students)
  • A weekend college - primarily serves students who are 25 and over (about 1000 students)
  • A Center for Graduate Studies (about 1400 students)
• The college is similar to PSU in terms of the composition of its student body:
  • 29% students of color
  • 60% over 25 years old
  • 50% first-generation students
• The college has made multiple internationalization efforts:
  • They began offering international programs in 1989
  • In 1992, they received a Title 6 grant so that 10% of faculty could study foreign language, travel abroad, and then develop international courses based on their experiences. International courses have been offered in five different disciplines.
  • Faculty approved a general education requirement in which all undergraduates must demonstrate evidence of gender awareness, global attitudes, etc.
  • They offer 34 study abroad programs in 21 countries.
    • Over the past five years, they have radically increased their short-term study abroad opportunities to meet the needs of adult students.
    • They have made efforts to remove the financial and academic barriers to such trips by developing "study abroad-friendly policies" such as scholarships for short term programs (the scholarship pays the student's standard tuition and then the student pays travel and in-country costs).
    • The college has also tried to remove administrative barriers: they developed a handbook that provides detailed information on how to set up a short-term study abroad trip. The study abroad trips are planned two years in advance.
    • A video entitled, "Reward Yourself," is also shown to incoming students to expose them to the reality that people "just like them" have found ways to study abroad.
    • Six to eight study abroad trips take place each year; 20% of the students who travel abroad are part-time adults.
  • The English Language, Study Abroad, International Affairs, Service Initiatives, and Foreign Languages departments all recently moved into a newly refurbished international center (20,000 square feet). The facility also includes a state-of-the-art language learning facility.

4. Report on Global Learning for All final meeting in DC (2/24-2/25) - Gil Latz

• This meeting focused primarily on the institutional accomplishments and action plans developed by GLA member schools; what was learned about serving "new majority" students through this project; and the potential of collaboration to continue funding to meet future needs.
• The strengths of PSU that were highlighted include:
  • Strong commitment to internationalization
  • Strong support structure for internationalization
  • The BA dimension of the foreign language requirement
  • Support for short-term study abroad
  • The Internationalization Asset Map
• The challenges PSU faces that were highlighted include:
  • Provision of adequate human resources and funding to move forward
  • Development of clear international goals and strategies - e.g. how are these linked with governance structures
  • Alignment of internationalization with broader institutional initiatives - e.g. University Studies (UNST)
  • The future role of the IAC - what happens to an initiative after it is no longer an initiative
• Some IAC members were curious about how much progress the IAC has made on its goal of expanding the UNST rubric to include internationalization. There is a need to invite Judy Patton to a meeting to discuss the findings of the survey that was conducted re: the presence of internationalization in UNST curriculum. The subcommittee assigned to investigate this is currently analyzing the rich data that was obtained from this survey.
• Other IAC members suggested that internationalization in UNST is a "done deal" - the question is more about how and what than it is about whether it should be there. For example, should courses with very strong international components be identified and required in a cluster? Or should internationalization be woven through every course? Or should there be a study abroad cluster? The latter option is complicated due to the need for preparation and post-trip reflection, but the idea of designing study abroad experiences that would meet the junior cluster requirement is being considered.
• Another challenge is determining what the learning outcomes are for internationalization and study abroad experiences, and determining how to measure these outcomes. How can the IAC work with UNST to support them in this challenge?

5. ACE inter-institutional internationalization mini-grants - Gil Latz

• The Internationalization Collaborative of which PSU is a member is an invitational forum of 59 members. Member institutions come together to share their practices and advance the national dialogue about internationalization.
• ACE sponsors $5,000 mini-grant opportunities for members of this group. Proposals must involve collaborative work amongst institutions.
• PSU was considering submitting a proposal to support Kathi Ketcheson's work on short term study abroad learning goals or a proposal focused on international service learning.
• However, it will likely be too difficult to identify a partner institution before the March 15 deadline for this opportunity.

6. Research on internationalization - Duncan Hurd, Florida-Atlantic University

• Hurd is researching what regional, public universities do when they decide that they would like to "internationalize." The research excludes flagship and private institutions.
• Hurd is conducting interviews with senior administrators at three institutions: Missouri Southern State, Kennesaw State, and Portland State. Each university is different, but is dealing with the same issues.
• Institutional culture plays a significant role in the way that each institution is approaching internationalization.
• According to Hurd, of the three schools, Missouri Southern State has been making formalized internationalization efforts for the longest period of time.
  • Missouri Southern was formerly a community college and is a smaller institution with about 6,000 students. It focuses primarily on undergraduate education but offers some master's degrees
  • The move to internationalize was top-down and hierarchical; in 1988, the president of 22 years called a faculty breakfast and announced that the institution would internationalize.
  • However, significant progress did not begin to occur until 1995, when the president of the institution convinced the legislature to give them $2.4 million each year for internationalization (other universities received the same funding but elected to use it for other initiatives such as service learning).
  • Missouri Southern began by developing a taskforce to internationalize the curriculum. Every course is "internationalized" - even math. They fund most study abroad activities through scholarships. They also select a country every fall semester and bring in speakers and hold events to educate students on that country.
• The internationalization process was approached differently at Kennesaw State University. Here, a "bottom-up" approach was used. Internationalization efforts began in the history department when it made efforts in the 90's to become more interdisciplinary. An Internationalization Center was developed and directed by a faculty member of the history department.
• In 2004, they transformed this Center into an Institute for Global Initiatives that serves to integrate internationalization efforts across the campus.
• Kennesaw also has a culture of hiring foreign nationals; 15% of faculty are foreign-born. This is not part of P & T guidelines - it is simply what they do.
• Internationalization at Kennesaw is considered "normal" - it is part of the institutional ethos.
• Hurd sees PSU as the "youngest" of the three institutions in terms of its formalized internationalization efforts. <