An article in the spring 2012 issue of IIENetworker Magazine
discusses the challenges that the College of Agricultural and Life Sciences at the University of Wisconsin-Madison faced while internationalizing its science curriculum. The three core challenges were: "1) the rigid curricular structure of science education; 2) the conviction that science and, by extension, a science education exist outside of cultural influence; and 3) a general lack of incentive for faculty to engage in international education." The ways that the college was able to overcome these challenges include: "1) advancing the partnerships that science faculty already enjoy with their colleagues in other countries; 2) tailoring study abroad programs to the unique needs of science students; 3) focusing internationalization efforts on the applied (as opposed to the basic sciences); and 4) supporting, rewarding, and recognizing instructors who engage in curriculum internationalization."
To read the full article, please visit: www.nxtbook.com/nxtbooks/naylor/IIEB0112/index.php#/30
An article in Inside Higher Ed
reports on a new study that analyzes the role that the Bill & Melinda Gates Foundation and the Lumina Foundation have played in higher education reform over the past five years. As the article notes, the Foundations’ advocacy has drawn the "attention of a disparate group of actors and focused them in collaborative work toward some important goals; their overarching objective of increasing postsecondary attainment (especially for low-income Americans) is arguably the closest thing to a national higher education strategy the country has had since the G.I. Bill and the post-Sputnik era."
To read the full article, please visit: www.insidehighered.com/news/2012/04/13/study-assesses-how-megafoundations-have-changed-role-higher-ed-philanthropy
An article in Inside Higher Ed
reports that over the past year the number of international graduate applications for education programs in the U.S. increased at nearly double the rate as that of applications to other master’s and doctoral programs. As the article notes: "International students, especially those from China, have long favored the United States for graduate studies. But they’ve typically flocked to programs such as engineering or medicine, where the skills they gain might be more globally applicable. While scientific disciplines continue to enroll more international students, increased interest in studying education policy and in teaching English as a second language are driving international students...to pursue education degrees."
To read the full article, please visit: www.insidehighered.com/news/2012/04/10/chinese-students-drive-global-boom-elite-us-education-colleges
The Complete Open Doors package offers every issue of the Open Doors Report on International Educational Exchange since its inception in 1948. The package consists of the most recent Open Doors CD-ROM, which includes all issues of the Open Doors Report from 1948-2008 in fully searchable PDF format, along with printed copies of the Open Doors Report from 2009, 2010, and 2011.
The Open Doors Report on International Educational Exchange, which is supported by a grant from the Bureau of Educational and Cultural Affairs at the U.S. Department of State, provides a longstanding, comprehensive statistical analysis of academic mobility between the United States and the nations of the world. Open Doors features graphic displays, especially data maps, tables, figures, and to-the-point policy-oriented analysis. The Complete Open Doors package is the essential resource for researchers, international educators, and those concerned with tracing the explosive growth in the worldwide movement of students around the globe over the past sixty years.
As an added bonus, the package includes a free copy of Student Mobility and the Internationalization of Higher Education. A major publication of Project Atlas, a collaborative research and data sharing initiative supported by the U.S. Department of State, this book is a compilation of reports on student mobility trends and internationalization policies in six key world regions.
To purchase the Complete Open Doors package, please visit: www.iiebooks.org/coopdo.html. For more information about the Open Doors Report or other research projects at the Institute of International Education (IIE), please visit the website for the IIE Center for Academic Mobility Research at www.iie.org/mobility.
Nancy Keteku, the EducationUSA Regional Educational Advising Coordinator (REAC) for West and Central Africa, received the Award for Excellence in International Education from the American Association of Collegiate Registrars and Admissions Officers (AACRAO). Keteku has worked in international education for more than 30 years, both as an adviser and as a REAC for EducationUSA in Africa.
The bulk of Keteku’s professional experience has been with EducationUSA in Ghana and other parts of Africa since 1990. She has simultaneously encouraged students from Africa, a traditionally underrepresented population, to apply to U.S. institutions, and has seen numbers rise dramatically during her career.
The Award for Excellence in International Education is bestowed in recognition for the outstanding contributions an individual has given to the profession of international education. For more information about AACRAO’s annual meeting, please visit: www.aacrao.org/meetings/2012AnnualMeeting.aspx
Many international universities are now offering courses in a variety of different subjects where English is used as the medium of instruction. University educators who are non-native speakers of the English language often adapt their materials and teaching styles to this new teaching format. Montclair State University's Teaching in English program is designed specifically for the needs of such international university educators.
Upon completion of the Teaching in English program, educators will strengthen their ability to teach, publish, and make professional presentations in the English language. The program features two separate options for interested participants: Teaching in English on the Montclair State Campus and Teaching in English on Your Campus.
Teaching in English on the Montclair State Campus
This four-week intensive summer program held on the campus of Montclair State University from early July to early August is designed for international university instructors from various disciplines who wish to strengthen their English writing and oral proficiency and gain skills for teaching in English to domestic and international students. This immersion program provides an intensive course of study that can be adapted to meet the participants’ specific interests and needs. In addition, the program offers participants an opportunity to enhance their knowledge of American culture, society, and higher education through the Forum on American Issues series as well as guided field trips.
Teaching in English on Your Campus
This program, offered by the Global Education Center at Montclair State University, presents a model to guide university professors who wish to gain skills in teaching in English. This program can be customized to meet the special interests and needs of instructors from various universities, disciplines, and academic departments. It provides intensive courses in English language skills and in current teaching methodology. The program duration is between three and four weeks depending on the number of courses to be offered and can begin between mid-May and mid-July.
For more information, including program costs and logistics, please visit: www.montclair.edu/teaching-english/
. For questions, please contact: email@example.com
Rethinking Education—Reshaping Economies
September 11-14, 2012
Pavilion Registration Deadline: May 31st, 2012
Accredited U.S. colleges and universities are invited to participate in the EducationUSA Gateway and Pavilion at the European Association for International Education (EAIE) Conference in Dublin. For the fifth year in a row, EducationUSA will be hosting a U.S. Pavilion at Europe's largest international higher education conference. The goal of the exhibition is to promote study in the U.S. and provide accredited U.S. colleges and universities a cost-effective way to showcase their institutions and programs. EducationUSA reserved 30 square meters to raise the profile of participating schools and all accredited U.S. institutions.
The registration deadline to join the pavilion is May 31st, 2012. Spaces are filling up quickly. Register now to secure your spot in the exhibition.
For more information, please visit: www.educationusa.info/conferences/
, or contact Nora Nemeth at EducationUSA@iie.eu
SUNY Global Center
New York City, NY
May 11, 2012
The British Council will hold a one-day event in New York City on May 11, 2012, to discuss how the changing international higher education environment is opening up new horizons for both the UK and the U.S.
The event, which is entitled "Programs and Partnerships: A Roadmap to the Future," will cover best practices on partnering from leading UK and U.S. universities in different areas of internationalization including: research, student mobility, corporate partnerships, and transnational education. There will be updates on UK bilateral and trilateral funding programs, such as the UK-US-India trilateral strand of the UK-India Education Research Initiative, the forthcoming British Council Cultural Relations and Humanities Initiative, and a preview of new market intelligence services from the British Council.
For the agenda and to register, please visit: http://ihe.britishcouncil.org/events/programs-and-partnerships-roadmap-future
Deadline: April 23, 2012
The deadline to complete the Intensive English Programs survey for the upcoming Open Doors Report
is Monday, April 23, 2012. The survey is conducted in conjunction with University and College Intensive English Programs (UCIEP) and American Association of Intensive English Programs (AAIEP). The survey collects data on international students studying in the United States on a temporary visa and enrolled in intensive English programs for the 2011 calendar year. The survey can be found at www.iie.org/surveyforms
The Open Doors Report,
supported by the Bureau of Educational and Cultural Affairs of the U.S. Department of State, has long been regarded as the authoritative source for statistical data on trends in international education. If you have any questions about the survey, need to update your institution’s contact, or require an extension, please send an email to firstname.lastname@example.org
or call (212) 984-5348.
Application Deadline: May 31, 2012
Under the theme "Transforming Education," the 2012 WISE Awards will recognize six projects for their concrete, positive impact upon society. These winning projects gain global visibility and receive a prize of $20,000.
One of the 2012 WISE Awards will be for a project that has best delivered innovative financing of primary education. This reflects the support of Qatar Foundation Chairperson, Her Highness Sheikha Moza bint Nasser, for the United Nations Millennium Development Goal 2 on achieving universal primary education and it is designed to stimulate innovative projects targeted at achieving MDG 2.
WISE invites project holders in any sector and at any level of education to submit applications that demonstrate the quality and impact of their activities in accordance with the criteria stated in the regulations.
The submission period for the preliminary stage of the Awards is open until May 31, 2012, 23.59 GMT.
For more information, please visit: www.wise-qatar.org/content/apply-2012-awards
Scholar Rescue Fund
The Scholar Rescue Fund’s featured scholar for spring is Eunice Karanja Kamaara, a professor of religious studies at Moi University in Kenya. She received the SRF fellowship in 2008, when she joined the faculty of Indiana University Purdue University Indianapolis (IUPUI).
To read about Dr. Kamaara’s impressive career and accomplishments, please visit: www.scholarrescuefund.org/pages/about-us/featured-scholar.php