WORLD Students Participate in Global Leadership Summit

by Gabby Cassidy

Over Spring Break 2019, WORLD ambassadors Zoe Weaver and Caylyn Gunby attended the Global Student Leadership Summit in Boston, MA.

This conference, for students who had participated in study abroad and other international programs, had a goal to help them develop skills as successful global leaders. It also focused on students from diverse and underrepresented populations, such as first-generation, racial/ethnic minority, students with disabilities, high financial need, LGBTQ+, etc. Many face obstacles acquiring educational and leadership opportunities.

Throughout the conference, Weaver found herself learning more than she expected from the sessions. She was pushed to see the bigger picture of education abroad.

“I was pushed to see my study abroad as a time that I developed personally and was finally able to articulate the challenges of my trip to those who would understand. Then, after listening to others tell their own stories, I realized that we each had a unique experience that created the larger picture of diversity abroad.”

The connections she made with other students helped her to understand her own experiences and the education she received while studying in South Korea and Taiwan. Weaver also learned about the importance of diversity in study abroad and was inspired to do more here at Stetson. She expressed her desire to connect with the Black Student Association, the Asia Pacific American Coalition, the Caribbean Student Association, and other multicultural organizations to develop more initiatives to get their members involved in study abroad programs.

“Although being a woman brings its own challenges to international travel, I further developed an understanding of my privilege during this conference as an able-bodied, white, American student. Through this understanding, I began to build a standard for myself when it comes to becoming an ally both abroad and domestically to students who lack the opportunity to do the same as I.”

Gunby felt that the conference was a great professional opportunity for her. The panels and speakers had a profound impact and helped her feel confident in her plans post-graduation. The chance to connect with graduate schools and professionals, as well as other students in her same positions, helped her to reflect on her identity and improve her confidence in speaking about her experiences.

“Being able to speak with professionals who are now in International Education, who taught English abroad through JET, Fulbright, and TAPIF made me feel like I was taking the right steps towards a career in International Education or International Affairs.”

Gunby would like to bring more networking opportunities to Stetson’s campus for international careers. Events such as the Global Citizenship Fair and Acerima could benefit from having a keynote speaker or speakers from minority groups.

“The keynote speakers at the conference were inspiring and helped all of the students get involved and excited about the activities.”

Overall, her experiences at the Global Leadership Summit helped her to grow professionally as well as to have more confidence in her abilities and plans for the future.

Enrollment in Scottish Experience up 37%

Student enrollment peaked during the fourth annual study abroad Scottish Experience, a collaborative of the University of the Highlands Islands Inverness College, Stetson University, Utah Valley University, and Jacksonville University. A total of 33 students participated in courses taughted by faculty from UVU, Jacksonville, and Stetson.

A centerpiece of the study abroad program is an embedded case study component where groups of students act as consultants to Scottish businesses and organizations to address an issue of pressing need.

Students and faculty take a quick break after presenting the outcomes of their case studies to business and organizational leaders.

Board of Trustees Presentation: International Learning

by Camilla Morales, ‘20

Part of Stetson’s University mission is to promote Global Citizenship by students in order to prepare informed, active, and engaged citizens. On February 14, 2019, I was given the opportunity along with my colleagues, Zoe Weaver, ‘19 and Genicelle Barrington, ‘21, to present our efforts as WORLD Ambassadors to the Academic Affairs Committee of Stetson’s Board of Trustees and along with other faculty and staff members.

The session was opened by Dr. Rosalie A. Richards, associate provost for Faculty Development and professor of chemistry and education, who provided an overview of international learning at Stetson. Board members were then invited to participate in an interactive session, where they visited stations to learn about different aspects of international learning.

There were five different stations: WORLD: The David and Leighan Rinker Center of International Learning at the Deland campus, the Office of International and Graduate Programs at the College of Law in Gulfport, the International Learning Committee, the Latin American & Latino Studies Program, and Student Engagement.

Dejan Magoc, Ph.D. , associate professor of health sciences and chair of the International Learning Committee, describes how Stetson University uses the ACE Comprehensive  Internationalization model to advance global competencies.

Paula Hentz, M.Ed, director of international learning (right), showcases several new WORLD initiatives.

JR Swanegan, J.D., assistant dean of international and graduate studies (left), highlights different consortia developed by the College of Law to advance international learning to Board members including David Rinker, Ph.D., longstanding Trustee and benefactor of WORLD (back).

Robert Sitler, Ph.D., professor of world languages and cultures (Spanish) and program coordinator for the Latin American & Latino Studies Program, provides an overview of the program and highlights from the Mentored Field Experience. 

My colleagues and I presented at the Student Engagement station and spoke about our roles as WORLD Ambassadors and about our engagement in building global citizenship via international learning. We spoke about several events that we host to promote community engagement, diversity, inclusion and cultural awareness.

Morales (left) and Barrington (left, white shirt) listen as Weaver (center) discusses study abroad with Board members and senior academic leaders.

The interactive session was followed by a panel discussion where members of the Board were able to ask questions to the presenters.

I must say I was very honored to have been asked by my boss, Paula Hentz, director of international learning, to be part of this event along with my colleagues. To be able to talk about a subject I am so passionate about was a great and unique experience. I am eager to see what efforts will be done to keep promoting internationalization at Stetson University.

Adapted from the original story posted on LinkedIn on February 19, 2019

2 Stetson Faculty Receive International Recognition

Two Stetson University School of Business Administration professors have been recognized by two separate international organizations for outstanding achievements.

Isabel Botero

Isabel Botero, Ph.D., assistant professor of family enterprise and entrepreneurship, was awarded the Advanced Certificate in Family Wealth Advising (ACFWA) and honored as a Fellow of the Family Firm Institute (FFI) at the 2018 FFI Global Conference held in London, England.

To be named a fellow honoree, Botero had to achieve comprehensive professional knowledge and significant expertise over the past 10 years that may now be shared and used by family business owners and family wealth management clients. The Family Firm Institute, an international professional membership organization of more than 1,800 individuals and organizations across 88 countries, provides interdisciplinary education and networking opportunities for family business and family wealth advisors, consultants, educators and researchers.

“Becoming a Fellow for the Family Firm Institute is an honor for me because it highlights my collaborative work to help family enterprises around the world become better,” explained Botero. “It also acknowledges the importance of education and research in the field.”

Jennifer Foo

Jennifer Foo, Ph.D., professor of finance, also has been honored as a member of the Jewish National Fund’s Winter 2018-2019 Faculty Fellowship Program in Israel. This competitive academic fellowship gives full-time higher education faculty members the opportunity to participate in a 12-day all-expenses-paid academic trip to Israel. The program strives to link scholars from diverse disciplines with their Israeli counterparts at major universities to initiate collaboration and exchanges, and to give participants an opportunity to explore Israel’s history, politics, culture and economy. Foo is the first Stetson University faculty member to receive this fellowship.

“This fellowship is an invaluable and exciting opportunity for me to learn about Israel,” said Foo. “I look forward to learning how an entrepreneurial and innovative business spirit can be born out of a necessity to grow and survive, as it did in Israel.”

Neal Mero

“This recognition of Dr. Botero and Dr. Foo highlights the quality of faculty who serve in the Stetson School of Business Administration,” said Neal P. Mero, Ph.D., dean and professor of management. “In addition to bringing global recognition to Stetson for their work, my colleagues leverage that expertise through their service as incredible teachers and scholars delivering a world-class education to our students.”

Originally posted at Stetson Today on December 9, 2018 by Marie Dinklage

WORLD Growth Highlights: 2018 Impact Report

During academic year 2014-15, WORLD re-envisioned its priorities and restructured its resources to align with Stetson’s institutional goal to “make intercultural learning vital to the Stetson Experience”. To that end, the Center launched WORLD Class, a comprehensive campus internationalization initiative aimed at elevating Stetson’s core value of Global Citizenship as paramount to student success. This 2018 Impact Report highlights progress of the WORLD Class initiative since academic year 2014-15.

Stetson University aspires to establish itself as a global citizen, known for innovative and inclusive approaches to address and tackle complex global challenges and expand its identity beyond place. As one of three core institutional values,  the University prepares students to be informed, active, and engaged citizens of both local communities and the world. Stetson’s foundational goal is to become a diverse community of inclusive excellence, a commitment to global community engagement, diversity and inclusion, environmental responsibility, and social justice.

To contribute to raising the institution’s global citizenship profile, WORLD launched the inaugural Global Citizenship Symposium in April 2018 aimed at bringing the Stetson community and broader communities together to grapple with and implement viable collaborative actions to global issues of local and regional significance. Events included interdisciplinary panels, workshops, exhibits, film screenings, and other interactive activities.

Since 2015, WORLD Fair has engaged over 150 elementary school students per year to learn about other countries and motivate them to study abroad or travel overseas as young adults.

WORLD Organizational Chart

Paula Hentz has provided administrative leadership of WORLD: The David and Leighan Rinker Center for International Learning  and campus internationalization initiatives since 2015. As senior international officer for Stetson’s DeLand campus, Hentz is principal advisor to Stetson’s executive leaders on comprehensive campus internationalization. Roxanne Lewis’ role as International Student and Scholar Services Coordinator ensures students’ federal regulations compliance as well as cultural services and programs to enrich international student and scholars’ cultural and social adjustment. In January 2018, WORLD hired Wendy Viggiano to serve as Program Coordinator of International Learning. Viggiano supports the development, planning, and implementation of faculty led and study abroad programs, supervises the WORLD Student Ambassadors and works closely with various departments on campus to increase awareness and participation in global learning initiatives including Peace Corps Prep program. 

After a two-year hiatus, the International Learning Council has been re-envisioned to focus on the direction of international learning at Stetson. The director of international learning, who provides oversight of WORLD, serves as an ad hoc council member. 

Thanks to the generosity of several donors, including the Rinker Foundation, Stetson University received new funds to endow student and faculty engagement in international  learning, including study abroad. Some resources were earmarked for student scholarship.s for international learning.

The new Global Community Engagement Dashboard was designed to enhance Stetson University’s comprehensive internationalization efforts and position the University for pportunity planning around international and intercultural learning.

Internationalizing curriculum and co-curriculum at Stetson is ensure that all students are exposed to international perspectives and build global competence.  

General education requirementsWORLD supports foreign language courses through its international language scholars’ program and exchange students from countries such as Kyrgyzstan. Since 2014, nine (9) Fulbright and ALLEX fellows have facilitated Arabic, Portuguese, and Mandarin Chinese courses. At least four (4) international exchange students have supported language acquisition skills in Stetson’s foreign language lab.  

Student learning outcomes: After a two-year hiatus, the International Learning Council has been re-envisioned to focus on the direction of international learning at Stetson. The director of international learning, who provides oversight of WORLD, serves as an ad hoc committee member. The Committee will develop  clear learning outcomes to help students develop and articulate skills and dispositions addressed in courses, programs, activities, and co-curricula experiences. The committee investigate programs and activities address global issues.

Internationalized courses in the disciplines: WORLD has worked to develop new study abroad courses which complement and enhance the curriculum.  In 2017-2018, WORLD helped to facilitate 12 faculty-led academic programs abroad.  For example, students were also able to study Spanish language and Latin American Studies on a month-long program in Ecuador.  On the faculty-led program in Scotland, students were able to receive credit towards the general education requirements in the School of Business, while also receiving practical hands-on experience by working on a consulting project with local Scottish businesses. WORLD has also contributed to faculty development around the internationalization of courses and programs.  Since AY 2014-15, WORLD has given 34 awards to faculty to support their development around international topics and to encourage them to internationalize their classes and offer new programs abroad. WORLD also offers monthly Lunch and Learn discussions during the spring semester, which brings faculty together to talk about ways to internationalize campus.

Co-curriculum: The Peace Corps Prep program prepares cohorts of students for international development fieldwork and potential Peace Corps service. Each student enrolls in three courses that correlate with their chosen sector (education, health, environment, youth in development, and community economic development), three introspective courses to learn about others while reflecting on self in relation to others, and actions to better the welfare of others. The fall 2017 cohort enrolled six (6) students. Two graduates enrolled in the Peace Corps service in summer 2018.  During spring 2018, Stetson enrolled a new cohort of 12 students to the program.  At least two students intend to apply enter Peace Corps service upon graduation in 2019. 

Technology: WORLD collaborated with Information Technology to transition and upgrade the Terra Dotta database software. The updated system allows the WORLD staff to better monitor program applications, student inquiries, and has an easier interface for our students, faculty, and staff usage.  The upgrade has provided the opportunity to make more dynamic program pages that are appealing and easier to navigate. WORLD plans to continue updating existing pages and applications to the newer format for a streamlined look.  In addition to ease of navigation and appearance, the log in process is simplified and users can log in using their Stetson ID and password versus a self-created password and login.  By combining the Stetson data with Terra Dotta data, we are able to pull more accurate demographics and additional data about our applicants for a better understanding of the types of students applying to our programs.

International Student Mobility – Enrollment & Retention

In 2010, international students accounted for roughly 6% of the total undergraduate population. By 2017, the international population had increased by 54% , rising slightly to 6.5% of students and in step with increased undergraduate student enrollment overall.

Between 2014 and 2016, retention of first-year international students rose dramatically from 76% to 86% in response to intentional WORLD services and student programs. From a fiscal perspective, increased retention translated to an economic impact on Stetson University and Volusia County of $6.5 million in FY 2016-2017 alone (Institute of International Education, 2017). As of fall 2017, Stetson enrolled 206 international students from six continents and 64 countries.

Student Mobility – Study Abroad 
Over the past five years, domestic and international student participation in study abroad increased nearly 50% (below), due to strategic marketing of study away experiences, increased number of exchange partnerships, and a rise in faculty-led programs.

Scholarships for International Learning
The doubling of study abroad scholarship applications over the past two academic years (below) reflects increased student awareness and interest in study abroad.

Stetson University strives to implement policies and support mechanisms to ensure that faculty have opportunities to develop international and intercultural competence to optimize impact on student learning.

Institutional Procedures – Review & Approval of Faculty-Led Courses Abroad
Stetson University offers Faculty-Led Study Abroad programs over the course of the academic year, ranging from winter and Spring Break offerings to courses over multiple weeks during May-July. In 2015, WORLD implemented a formal review and approval process to execute internal and external logistics for programming and budgeting, , identify and forecast risk and risk management protocols, apply protocols and policies to ensure student safety and security; integrate standards for high-impact engagement abroad; align student learning outcomes and teaching learning outcomes with geographically/culturally-appropriate locations; evaluate elements of global learning using best practice frameworks.

Faculty Mobility – Grants for Professional Development Abroad
The WORLD Class Travel Awards Program provides grants for faculty travel to countries abroad to impact student intercultural learning. Introduced in Fall 2014, awards support travel for international faculty development seminars, exploratory travel to design courses/programs, and conferences or performances. The first awards supported travel to Tanzania in January 2014. The program has become a significant and expanding outcome of the initiative and key to the substantial increase in faculty-led study abroad programs.

On-campus Professional Development – Lunch & Learn Series
The WORLD Class Lunch & Learn series features faculty, staff and other experts in the fields of international outreach, research, learning, and development.  Each luncheon highlights a topic of interest in global learning for faculty and staff to share, learn, and help shape the direction of international learning and intercultural competence at Stetson University. Since spring 2015, WORLD has hosted 10 luncheons on topjcs 

Stetson University has a long and rich tradition of partnerships with institutions and organizations across the globe. Establsihing and maintating these relationships contributes to the Stetson’s academic repetore (teaching and reach) and outreach missions, supported by WORLD in the service of student, faculty, staff and organizational learning. Recent expansions in agreements include Latin America & the Caribbean and Eastern Europe.

The University also maintains relationships with study abroad providers, who have hundreds of connections and centers around the world.  Through these relationships, WORLD offers faculty-led study abroad programs.  In 2017-18, for example, WORLD offered 12 faculty-led study abroad programs to locations such as Ecuador, Scotland, Austria, Serbia, and Thailand.

Ceramic Brahman bull wins Best of Show at Student Art Exhibit

“Rage” by Alaska Gilmour

Artist Alaska Gilmour let friend Natalie Greenshields name her entry in Stetson’s 29th Annual Undergraduate Juried Exhibition “because I honestly didn’t think it would win anything,” Gilmour said of her quasi-anthropomorphic ceramic bust of a Brahman bull. Gilmour’s ceramic, named “Rage,” won the Ann West Hall Best of Show Award.

The exhibition runs through Dec. 7 at the Hand Art Center on Stetson’s DeLand campus. Sixty-two student artists submitted 129 works to be considered for the show.

Stetson art faculty chose 77 pieces from 36 artists to be exhibited. Gisela Carbonell, Ph.D., curator of the Cornell Fine Arts Museum at Rollins College and exhibition judge, chose the winners of six awards. Stetson students voted on the Student Choice Award.

All Stetson students regardless of major were eligible to participate in the exhibition. This year’s show includes works by 16 non-art majors.

Gilmour, a junior with a double major in psychology and studio, currently is in Thailand as part of an exchange program.

Alaska Gilmour
Photo/Stuart Gilmour

By email, she said she “just thought it would be cool” if Greenshields titled the ceramic “because she went to the effort of entering it for me on my behalf. When Nat told me what she had called it, I burst out laughing. I told her it definitely wouldn’t win anything now with a name like that, but I guess I was wrong.”

A fifth-generation native of Zimbabwe, Gilmour noted her family, who still lives there, breeds Brahman bulls. “I’ve grown up around these floppy-eared cows my whole life, so I guess that was my inspiration for the piece,” she said.

Gilmour said there “are not a lot of higher education options in Zimbabwe” and she chose Stetson because of Florida’s warm climate “and I liked how small Stetson is and how much history it has.”

Her main mediums are oils and ceramics, but she had never worked in the latter until she took a class under Professor Dan Gunderson in her first year.

“I had to beg them to let me into the class because it was already full, and I took the class without much intention of pursuing ceramics,” Gilmour said. “But I fell in love with the medium and loved working with Dan.”

Gilmour is uncertain which of her degrees she will pursue as a career path.

“I get bored easily so I’m sure I’ll chop and change careers,” she said. “It’s good I have two very different degrees to follow. I’ll definitely carry on making art throughout my life – I’m just not sure if it will be professionally or just as a hobby. Life is too fleeting to have a set plan, things change all the time and therefore so will I.”

If you Go:
The 29th Annual Undergraduate Juried Exhibition runs through Dec. 7 at the Hand Art Center on Stetson’s Palm Court/Quad, 139 E. Michigan Ave., DeLand. Admission is free and open to the public. Designated parking is available in the lots at East Arizona Avenue.

Center hours are 11 a.m.-4 p.m. Monday through Wednesday and Friday; 11 a.m.-6 p.m. Thursday and noon-4 p.m. Saturday. Closed on national holidays, holiday weekends and fall, Thanksgiving and winter breaks. Information: 386-822-7270.

Story is an adapted excerpt from an article originally posted on November 28, 2018  at Stetson Today

Pumpkin Carving Fever

The Pumpkin Carving event on Friday, October 26 was a total success! Despite anticipating only a few people, more than 15 people stopped by throughout the two hours we had programmed for the event.

We started out by carving pumpkins outside of WORLD, but had to adapt to the situation due to rain. So, we moved the table to the roofed area outside of the main entrance. Students got to interact with one another while performing this American tradition while enjoying a slice of pizza, a caramelized apple, candy and apple spiced cider.

I believe the only issue was that the weather was not so much on our side, but we managed to adapt to the situation and make the best out of it!

WORLD’s Social Committee

 International Student Receives Global Citizenship Scholarship, Stetson Access Grant

Congratulations to Henry Semaganda, international student from Kampala, Uganda, who received one of Stetson’s prestigious Global Citizenship Scholarships. Semaganda has long demonstrated interest in Stetson University, applying twice before receiving the scholarship.

“As a recipient of the prestigious Global Citizen Full Tuition Scholarship, I have an immense opportunity to live my dream at Stetson University, Florida. A dream that has come to pass despite the fact that the competition was indeed stiff, with only one slot available for a student from sub-Saharan Africa.“

Henry Semaganda, ‘20 (biology), proudly displays his Global Citizenship Scholarship certificate of award. Semaganda is the second recipient of the Global Citizenship Scholarship, a new scholarship program at Stetson University aimed at attracting outstanding international students.

The full tuition scholarship is awarded to incoming international students with top academic potential who exhibit Stetson’s value of global citizenship. Three students are chosen annually, each from different regions of the world. The scholarship enables recipients opportunity to deepen their practice of global citizenship as Semeganda describes in his application essay.

“For a substantial part of my life, I have always held a firm belief in the promise of humanity. This belief has persisted despite the wrongs and misfortunes that have befallen our societies. I have never given up hope in believing that there is potential to do good in all of us and that deep within us lies the solution to the problems that torment the world today ranging from war, terrorism, disease among others. I believe everyone has a place on the team in this journey to make the world a better place for posterity”.

Semaganda has also received the Stetson Access Grant Scholarship (now discontinued) to cover the remaining costs of attending university. He believes that the small class sizes and student-to-teacher ratio at Stetson  will afford him the “rare opportunity of an up-close learning experience and mentorship between the professors and me…”

Today, I rejoice in an improbable success. That as a student who began his academic journey at Masajja Bridge nursery and primary school, a school that is on the verge of demolition currently, I will be obtaining my undergraduate education at Stetson University, one of the top institutions in U.S. Both my parents dropped out of school during the 1979 Iddi-Amin civil war but held a firm belief that education would be the ultimate gift they would ever give me. It is their unwavering hope that even pushed me to limits they had never envisioned.

The biology major has participated in the EducationUSA program at the U.S. Embassy in Kampala and has volunteered to work with them to spread the benefits of an American education.

I want to share in the diversity, to bask in the depth, richness and flexibility of an American education. My story is one of hard work, tenacity and unflagging faith that I can be among the best. If one wants to achieve greatness, the door to opportunity is always open. My story has just begun. I urge students from Uganda, and from around the world to never give up on their dreams because they seem too big. Let us strive to push ourselves to limits we have never imagined before.

Semaganda’s future plans include a career as a medical doctor to help improve Uganda’s health system.

“I envision that after my time at Stetson, I will be an ambassador of hope, well equipped with knowledge, exposure and skills to contribute to sensitization and improvement of basic health care in Uganda but more especially in eradicating preventable diseases like HIV/AIDS, cholera and ebola that plague millions of Africans.

”Today, as a global citizen, I long to see African societies that are not held hostage to negative traditional beliefs and senseless stereotypes. This will boost our education, health, infrastructure, relationships, politics and leadership.”

4th Annual Open House Welcomes Faculty and Staff

WORLD welcomed faculty and staff to its 4th annual Open House on October 18, 2018.

Help Us Welcome the 2018-2019 Fulbright Scholars, Returning ALLEX Fellow

by Gabriella Cassidy, ’19

For yet another year, Stetson University’s language and intercultural programs received a boost from international language scholars.

Fernanda Ribeiro joins us from Brazil to teach Portuguese as a Fulbright Language Teaching Assistant. She is a first-generation college student who graduated from Federal Rural University of Rio de Janeiro in 2015, earning a licentiate degree in Portuguese, English and their respective literatures. Ms. Ribeiro earned a Master’s degree in linguistics from Federal University of Rio de Janeiro this past February. She has been teaching Portuguese, English and Brazilian literature at language schools and preparatory courses since 2010. Immersed in and in love with the diversity and richness of her home country, Ribeiro brings to the United States a multifaceted approach to the Brazilian language and culture. She hopes to contribute to the expansion of teaching Portugese at Stetson.

Naila Shaqqur joins Stetson from Israel to teach Arabic as a Fulbright Language Teaching Assistant. She earned a bachelor of education degree in English literature and education at Gordon College of Education in Haifa, Israel in May, 2018. During her undergraduate studies, Ms. Shaqqur tutored and taught English as a foreign language in both elementary and high schools. She plans to earn a Master’s degree in English linguistics, something she became interested in during her studies. Ms. Shaqqur believes that teaching Arabic as a foreign language will help to bridge the social and cultural gaps between Americans and Arabs, and help each student expand their world and cultural views.

Renjing Lin returns to Stetson for a second year as Alliance for Language Learning and Educational Exchange (ALLEX) Fellow. He teaches Mandarin Chinese courses after having spent time teaching in Macau and Taiwan. Mr. Lin earned a bachelor of science degree in finance with specialization in financial engineering from the Unividade De Macua.

Stetson University brings Fulbright Language Teaching Assistants to campus each year. Scholars come to U.S. colleges and universities from around the globe to teach foreign languages and share cultural knowledge. They further their own research and education during their fellowship residency. The Fulbright program is an information and cultural exchange program which is very highly competitive. Likewise, the ALLEX Foundation enables universities to initiate or maintain high quality Chinese or Japanese language programs by providing professionally trained, native Chinese or Japanese instructors. 

Read about 2017-18 international language scholars
Read about 2016-17 international language scholars
Read about 2015-16 international language scholars

Stetson’s international language instructors are housed in the Department of WORLD Languages and Cultures. ALLEX Fellows are in residence for two academic years and Fulbright scholars serve one year. Language instructors are required to engage in professional development by taking courses at Stetson. Fellows also participate in New Faculty Orientation and other new faculty onboarding activities. The language instructor residency program is coordinated by WORLD: The David and Leighan Rinker Center for International Learning.