Thinking Outside the U.S. Box*

* With Apologies to The Oregonian....

Welcome to the fall faculty symposium. This is a unique day in the PSU academic calendar because it is the one time each year we come together to focus on a single topic - one that is connected to the University's mission, institutional priorities, and emerging issues of the day. I want to thank the Symposium Committee for selecting international education as this year's topic, because, as you know, it has been one of my top priorities. I also want to thank Gil Latz and the Internationalization initiative committee for their work and for their ideas for this speech.

Recent coverage in The Oregonian about the University's internationalization initiative provides a launching pad for my comments today. The Oregonian got it right with the headline - "PSU thinks outside U.S. box." The article provided an overview of some of the work we are doing to internationalize the University. However, the article missed the real point of why we need to expand our internationalization agenda. It failed to focus on the actual strategies we are employing and the outcomes we expect for our students, our faculty, and our community. That is what I will talk about today.

The University's mission compels us to be expansive in the work we do internationally. At PSU, a strategic focus on international education is consistent with our overall mission and our commitment to provide students with an excellent education based in the real world. In 1946, PSU was an extension center, and the real world was most likely the Vanport neighborhood and Portland. More recently, the real world was redefined to focus more on connecting academic learning with community-based experiences. Today, the real world means that - the world. If we are to continue to be true to our mission, then we must focus on the global community. As the world has become more interconnected, as our nation's economic stability increasingly depends on global partners, and as peace has always been an elusive goal, our nation's future depends on each of us being culturally competent from a global perspective. Students enrolled in programs throughout the campus - whether it is American politics, chemistry, geology, community development, education, or others - can benefit from an international experience. They need to know how other nations and cultures approach some of the issues, problems, or programs that are present here at home. Our students learn from others and bring that perspective to their studies, their work, and their lives.

This morning I will begin my remarks by explaining why internationalization is important to me, as an individual and in my role as the president of PSU. Then, I will talk about why a stepped-up effort on implementing the internationalization initiative is needed on our campus. There is a sense of urgency about our work in this area and I want to challenge all of us to be actively engaged in this effort. The work you do today will help frame and focus our collective work in the future, so remember, my comments are just my perspective on international education. I am most interested in hearing your views, opinions, and ideas, and seeing how they can guide our work in the future.

As you know, this summer I was honored to accept, on behalf of the University, the NASULGC Commission on International Program's Michael P. Malone Award for international leadership. The award was a tremendous recognition, but in my acceptance speech I made it clear that the work I am able to do at PSU involves the entire campus community and faculty, staff, and students who have embraced the concept of global education - and embraced it differently - in response to the unique challenges at an urban university.

When I accepted the award, I talked about my personal experience and the fact that I took my first international trip when I was 35 - after I had graduated from college, after I had obtained my law degree, and after my children were born. While my story is not unique, the reality is that international experiences were a part of my college program - I just did not think they applied to me or that I could afford to study abroad. I am motivated by this experience because I know that far too many of PSU's students feel the same way today that I did as an undergraduate student almost 40 years ago.

As you know, I grew up in the San Francisco Bay area in the 1950s and the 1960s. As is so often the case with African Americans of my generation, my parents worked hard to provide for their family, but they did it without the benefit of a college education - because in those years it was not possible for them. However, my parents made higher education a priority and made certain I learned about culturally diverse communities. It was their way of preparing me for a lifetime of success.

Like the majority of PSU's students, I attended my local university. UC Berkeley, as you know, in the sixties was a focal point for the national and international changing times. My education gave me the opportunity to begin a lifetime of learning and international understanding.

During my years at Berkeley, my eyes were opened to the world - through the teachers and students who came from diverse countries and through an educational curriculum that was comparative and provided a window on the world. Yet, my education did not include opportunities for international educational exchanges or travel, or so I thought. I worked my way through college and did not think I had the luxury of taking time off work for a year abroad program, and therefore I assumed that a year abroad exchange program could not work for me. I know that is how a majority of the students at PSU feel - juggling work, family, and community responsibilities. My goal for international education at PSU is to change not only that perception, but also the reality by providing flexible and affordable opportunities for international experiences for our students.

When I was in college, graduates were expected to only have introductory second language skills and some understanding and appreciation for world cultures, traditions, and economies, but it was not necessary for employment. International travel was, of course, possible, but it was very expensive and not accessible for most. I do not need to tell you that today the ability to speak, write, and understand a second, third, or fourth language and a worldwide understanding of cultures, customs, economies, and political processes are necessary for success - and I mean that in the broadest terms - success in work, relationships, and life. PSU graduates should not wait until they are 35 to have their first exposure to international travel and cultural experiences.

International education has been a foundation of the educational experience at Portland State University for years. PSU has had strong international student enrollment, partnerships with international universities, and a focus on area studies, particularly the Middle East. However, it is my sense that, for many PSU students, their exposure to international cultures and customs has come largely from studying with international students, through coursework that emphasizes an international perspective, and working with faculty who have a passion for connecting theory to the world.

In recent years, we have developed an ambitious internationalization agenda. Our agenda is somewhat different than what you might find at other universities because of its emphasis on meeting the needs of place-bound and nontraditional students. It is that emphasis that also challenges each of us to think creatively and innovatively about ways to reach our students and connect them with the world - at a time when they are struggling to pay their bills, finish their programs, maintain jobs, and be good and contributing members of their community.

While focused on students, the PSU internationalization initiative goes beyond what we usually think of as the base for international education, the traditional study abroad program. It encompasses the entire University and there is an opportunity for everybody to be involved - whether it is through services to students, integrating an international component into courses and areas of study, engaging in or evaluating current research in a comparative context, developing community partnerships that expand international connections, or enhancing the PSU presence in other countries linked to alumni and friends of the University who live there. Our goal is to build on what we are already doing in a way that is especially appropriate and effective in the urban university setting.

Let's look at where we are at today. A current snapshot will provide a basis for evaluation of the success of our efforts and establish a foundation for the discussions you will have this morning.

Growth in enrollment of international students has been steady and consistent with the overall growth of the entire student population at PSU. In 1999, we enrolled 813 international students or .04 percent of our overall enrollment, which was 19,322 students. Last year, 1,169 international students enrolled at PSU, representing approximately .05 percent of our overall enrollment of 24, 222 students.

PSU offers over 135 study abroad opportunities, in 38 different countries, representing all world regions. In 1999, 243 PSU students participated in an international study abroad experience, representing .01 percent of the total enrolled students. Last year, 331 students were enrolled in a program, representing the same percentage of the overall student enrollment.

One of my primary areas of interest is in developing new short-term international programs that would serve place-bound students who are unable to take a year abroad, but who would be able to, with advanced warning, plan to be away from work or family for a limited period of time. In 1999, the University had one short-term program based in Trinidad/Tobago. Last year we had 9 programs in 8 countries - Nicaragua, Italy, Kenya, Ghana, Guatemala, Mexico, France, and Cyprus. This year, we will be adding Spain to this list and other programs are being developed.

Faculty involvement in international education programs has been growing in the past few years. Growth has been made in the area of developing short-term study abroad programs. PSU does not keep information on faculty research and comparative relationships, but this may be an area we would want to look at further. PSU faculty receiving Fulbright awards has grown over the past few years. Additionally, every year there has been at least one visiting Fulbright professor at PSU.

The University has signed Memoranda of Understanding with over 100 universities worldwide. These agreements include international student exchanges, scientific research, faculty exchanges, and joint international projects. The extensive program links with Waseda University are well known on campus. Other agreements are in place with universities in China, Taiwan, Costa Rica, Korea, England, and Hungary.

Similar agreements and arrangements have been developed with community-based and nonprofit organizations. A recent assessment indicates there are over 500 such collaborations. Organizations such as the World Affairs Council of Oregon, the United Nations Association of Oregon, the Community Language and Culture Bank, Oregon Peace Institute, and Mercy Corps International are locally based organizations with missions and programs relevant to PSU's mission and internationalization initiative.

These examples, while impressive, suggest we have our work cut out for us if we hope to develop a comprehensive internationalization initiative that touches the lives of all our students, involves our faculty, and demonstrates our commitment to global understanding. The progress we have made in recent years is significant, but our overall effort needs to be ramped up substantially to have a greater impact across the campus. For example, enrollment of international students must grow. As noted earlier, the number of international students has grown in recent years. The reality is that the percentage of international students has remained constant. Moreover, we are not involving enough of our students in international educational opportunities. Just over 300 students participating in an international experience is simply not good enough if we expect all of our graduates to be successful in the global economy. Also, there are tremendous gains to be made in furthering our connections with organizations and community initiatives focused on international work. Furthermore, linking faculty research work internationally provides exciting opportunities for expanding our national and international education programs.

What does this mean for our work today and in the future? When you break into small groups you will address ways in which internationalization can be more integrated into the curriculum, how faculty can be supported to include an international dimension to our research growth, how community-based initiatives can be expanded to encompass an international focus, how University development and alumni activities can support and benefit from a more comprehensive international agenda, and how the University's commitment to sustainability can reinforce the internationalization initiative. As you address these issues, I want to challenge you to think about how Portland State University can build on our strengths, and expand our work in this area.

Your work today will guide our future efforts and I hope we are able to establish a foundation that will, five years from now, be known for its impact on student enrollment, for a changed curriculum, for expanded faculty research, and for enhanced alumni and community connections. I do not have specific goals for how each of these areas will be addressed, but I do have some key questions or issues that might be useful to consider in our work. There is not any right or wrong answer to these questions. In order for us to develop an effective work plan, we should agree on some specific steps that we must take in the immediate future and establish some parameters for our work.

First, growth in international student enrollment must be a priority, but in order to be effective, we must first answer questions about whether we should target our enrollment efforts to countries that relate to the specific academic interests of our own faculty; whether international students should come from countries where Oregon has an economic advantage; and should there be a target or established ratio of international students to American students at PSU?

Regarding our partnerships with international universities, I believe programmatic and faculty exchanges are positive and should be supported. However, should we be more discerning or particular about the opportunities we develop with other universities? Should we have an established preferential priority for partnerships with universities crucial to Oregon's trade? With universities that have similar missions? With those that serve an urban population? Also, should our partnerships with international universities be evaluated based on the reputation of the university? In a political context?

As you evaluate the curriculum, I suggest we go beyond University Studies. While that is a natural beginning point for a campus discussion about how the curriculum should address the University's commitment to internationalization, in order to ensure that all graduates have a global understanding, we need to evaluate the entire curriculum. How do we assess or evaluate our students' global understanding, international awareness, and education? What opportunities exist for interdisciplinary work to expand students' understanding? Should all courses and programs have an international component to them? How can distance learning support the internationalization initiative?

In my convocation speech earlier this week, I spoke about the need to support faculty research generally. Encouraging faculty to include a comparative perspective in their research, to partner with international colleagues, and to participate in international conferences and symposia are all ways in which PSU can build on its international reputation. Questions I have for ways in which we move forward on this key component of the international plan, include should expanding this international perspective to our research agenda and growth be a priority? Should this perspective be included in the promotion and tenure process?

Increasing our work with international alumni and community organizations will help the overall initiative be successful as well. Alumni are crucial to recruiting new students to Portland State, they can also assist with friend-raising and fund-raising. How can faculty be involved in efforts to maintain and sustain positive relationships with international alumni?

Again, there is no right or wrong answer to these questions - and there are undoubtedly others that may be more pressing as we forge ahead in expanding our work. Let me close by highlighting two people - a faculty member and a student - who have contributed to the University's internationalization agenda in a creative and meaningful way.

Manya Wubbold is an instructor in foreign languages. She received her Bachelor's degree in Spanish in 1998. As part of her course of study, Ms. Wubbold spent three months in Guatemala City working with street children and a relief organization. She entered the Master's program in Spanish at PSU, and as part of that study spent three months teaching in Mexico. As a teacher in the foreign language department, Ms. Wubbold has developed a program where PSU students travel to Guatemala for about 3 weeks in the summer. They spend their mornings assisting in a variety of projects and activities in rural Mayan schools. Their afternoons are spent studying Spanish and attending classes in Guatemalan history and culture taught by PSU faculty, local teachers, and experts. As a result, these PSU students learn and live in a different culture and a Mayan community in Guatemala benefits from their visit.

Jessica Denning is a community development student at PSU. As part of a sustainability course, her class traveled to Mexico during spring break to see, first-hand, life in another country. Ms. Denning learned about immigration and why Mexicans risk their lives to emigrate to the United States. This experience led Ms. Denning to work with a community-based organization, teaching English to day laborers who have moved to Portland. Through her work and education, Ms. Denning has seen the real challenges faced by day laborers and immigrants with little or no English language skills.

Ms. Wubbold and Ms. Denning are two examples of how an international educational experience can be integrated into their programs and build on the PSU mission of community service. Many of know of a Manya or a Jessica. Each of us has creative solutions to the challenge of internationalizing the University. Now it is time for us to take these examples and build on them so that others can benefit from an international experience. It is time for all of us to think outside the U.S. box!

Thank you again for the opportunity; I look forward to the discussions today.