Category: News

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Paula Hentz to Depart Stetson

It is with mixed emotions and great admiration for her leadership that I announce that Paula Hentz, Stetson’s Senior International Officer (SIO) and Director of Global Initiatives, will be departing her role on July 9, having accepted a leadership opportunity at another university.

Paula started her higher education career at Stetson 14 years ago and has been responsible for operationalizing the University’s efforts to make intercultural learning vital to the Stetson experience. A consummate professional, Paula has competently and innovatively led Stetson to the world and brought the world to Stetson.

What Paula has collaboratively established to transform our engagement with the broader global community is truly extraordinary! Equally impressive is her work in expanding Stetson’s global learning footprint on almost every continent through the cultivation of international partnerships and diplomacy. Her portfolio runs the gamut from risk assessment and mitigation to federal compliance to policy development.

Under Paula’s leadership of WORLD: the David and Leighan Rinker Center for International Learning, collaborative fundraising to support student and faculty professional development has occurred to the tune of over $8 million. More recently, a collaboration between Stetson and Bethune -Cookman University successfully resulted in a $250,000 CIEE 2024 Global Sustainability Challenge Grant Award to provide scholarships for students from both institutions to study abroad in order to more effectively communicate about global climate change to diverse communities around the world.

During her tenure, support for international students flourished. In fact, international student retention increased from 75% in 2013 to 88% in 2023, approximately 10 percentage points above domestic student retention. WORLD’s support of visiting international scholars also included inviting Fulbright Foreign Language Teaching Assistants each year to assist with the teaching of foreign languages such as Portuguese and Arabic.

Since her onboarding in 2012, study abroad participation has increased by 51%, and applications for study abroad scholarships have more than tripled. Then, in 2024, WORLD launched the Florida Lessons from Abroad Conference, a student-led event for both domestic and international students from across the state to present reflections on the impact of studying in a different country. Plus, during the COVID-19 pandemic, Paula’s troubleshooting skillset was particularly instrumental in ensuring study abroad student and faculty safety and in ensuring that international students continued to thrive (92% of international students returned in fall 2020).

In addition, WORLD has held responsibility for the Stetson’s Peace Corps Prep program, a nationally recognized certificate program that prepares students for careers in public service and federal employment through an intentional combination of academic coursework, leadership, volunteerism, intercultural competence and career readiness. 

During Paula’s tenure, WORLD has brought national attention to Stetson through invited academic presentations and peer-reviewed publications, as well as innovative programs such as the Scotland Study Abroad Collaborative with Utah Valley University, Jacksonville University, and the University of the Highlands & Islands in Inverness, Scotland; Global Gateways, where first-year students spend a semester abroad in Dublin, Ireland; the Rinker Global Scholars Program, a sophomore level course where a student cohort is selected in their first semester to receive a competitive scholarship to participate the spring semester of their sophomore year in a four-credit interdisciplinary course that relates to the country where they will travel during Spring Break; and the International Faculty Development Seminar, a faculty study abroad program designed to help instructors learn best practices in developing and leading their own study abroad programs.

Each of these innovations reflects Paula’s deep commitment to inclusion with a strategic focus on ensuring global participation by students, faculty, and in disciplines and at locations where Stetson did not ordinarily engage. 

I will miss her constant creativity, insatiable collaboration, optimism, intelligence, initiative, grace and inclusivity. As such, my respect and esteem for Paula has grown deeper and more substantive throughout the years. 

Paula recently noted the following, “After 14 years at Stetson, this is a bittersweet transition. While I am excited for a new opportunity and the chance to continue growing professionally, I will miss the Stetson community so much. I have loved my time here, primarily because of how many wonderful people I’ve been able to work alongside. This has been an important chapter in both my professional and personal life, and one that I will always remember positively because of the people who made it so special. Moving forward, I know that WORLD will be in great hands … ”

We will soon communicate a transition plan.

In the meantime, please join the Office of Faculty Engagement in extending our best wishes to Paula at [email protected] as she embarks on this exciting next chapter of her career and spreads Stetson excellence elsewhere.

For questions about study abroad, please contact Melanie Smith at [email protected]. For questions related to international students and scholars or immigration policies, please contact Tristan Laner at [email protected]. If you are unsure of whom to contact, start with Liz Lew at [email protected], who will be happy to help direct your message to the appropriate individual at WORLD. General inquiries can also be sent to [email protected].

 Rosalie Richards, Ph.D.

Associate Provost for Faculty Development, Professor of Chemistry and Education, Office of Faculty Engagement

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Florida Lessons from Abroad Conference

By Sara Hassler

April 5th, 2024 marked a new day for study abroad at Stetson University. WORLD: The David and Leighan Center for International Learning, hosted their inaugural state conference here in Deland. Attendees and presenters from all over Florida came together to enjoy the fruits of their labor from their time studying abroad. Neighboring schools like University of North Florida, University of South Florida, University of Central Florida and Embry Riddle Aeronautical University, came together to host the Lessons from Abroad Conference.

Shaun O. Smith and pal present at the Florida Lessons from Abroad Conference

The morning began in Lee Chapel with a warm and proud welcome from President Christopher Roellke, led by Provost Skomp sharing her support for the conference and her own mention of leading a study abroad program in her past. The opening ceremony was concluded by Assistant Director of International Learning Programs, Melanie Smith, who joyfully directed the group towards the first presentations in Brown Hall and Sage Hall. Presentations now having begun, the two halls were brimming with stories about traveling abroad, becoming international students, and all the wonders of stepping out of one’s comfort zone to pursue higher education. Presenters stretched from Stetson students to students from the visiting universities giving their take on their lessons from abroad. 

The day was nicely interrupted by a break for lunch in the Stetson Room, where attendees and presenters had a chance to learn how to utilize their study abroad experience in their resumes and ventures into the workforce. Presentations led by University of North Florida and Stetson University aimed at teaching students how to include their experiences abroad in their resumes and how to account for the lessons they encountered while abroad. From missing a bus in Europe to remastering the experience to demonstrate a  student’s critical thinking skills, attendees were provided with worksheets that allowed them to identify learning objectives that matched with their time abroad. 

After lunch, presentations continued and the conference was later concluded with closing remarks in Lee Chapel. That marked the end to the first ever statewide Lessons from Abroad Conference at Stetson University, the beginning of a great tradition that will hopefully be continued for years to come. 

Note: Stetson University pioneered the first university-wide Lessons from Abroad Conference on March 31, 2023. The concept was expanded to a statewide initiative thereafter.

Monique Silva Dias and Elisa Mullisi present “Two Sides of a Study Abroad Story”

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Stetson Students Participate in Internship with AIR Guatemala

 By Camila Morales Hernandez, ’20

(l-r) Students Sydney Arrington, Peter Greubel, and Matinicus C’Senger pose with AIR Guatemala founder and President (and Stetson Professor Emeritus, ), Dr. Anne Hallum in front of AIR’s Training Center

Over the summer, the Stetson students, Sydney Arrington, a Public Health major/Spanish minor, Peter Gruebel, also a Public Health major; and Matinicus C’Senger, double major in Economics and Philosophy and an Environmental Sustainability Fellow at Stetson, did a summer internship with AIR (Alliance for International Reforestation, Inc) Guatemala. During the experience, the students were able to work closely with local farmers to learn the practice of Regenerative Farming. The students also spoke Spanish during the entire time of the experience.

WHAT IS AIR GUATEMALA?

AIR is a non-profit organization improving human and environmental health in Guatemala.  With operations in Atlanta, Georgia and central Guatemala, AIR has trained over 4,000 farm families and planted almost 6 million native trees in Guatemala.  For over 25 years, AIR has implemented a community-based, five-year approach with great results and success.  AIR is a winner of the 2017 Equator Prize from the UN Environment Programme because of this successful model.  All salaried employees are local professionals, so ninety-two percent of funds and donations go straight to the field to implement projects and programs:  Rural school programs; tree nurseries; farmer training; and efficient, custom stoves.  AIR was founded in 1992 at Stetson University after Dr. Anne Hallum, Stetson University political professor, visited Guatemala for the first time and observed first hand the rural hunger and malnutrition, the barren mountainsides and mudslides, and the strength of the Maya people.

GOALS, PROCESS AND ACADEMIC PURSUITS:

Each year, one to three Stetson students are selected to participate in the AIR Guatemala internship program. All of their program expenses are covered by a generous endowment by Drs. David and Leighan Rinker. The main goal of the internship is for the student to provide tangible benefits to the local residents.  Likewise, the experience is designed to align with the academic pursuits of the students.  

Learning goals for the student interns include:

  • Discover the value and method for farming with trees (“Regenerative farming” aka “agroforestry”) for better anthropological and environmental well-being: The students planted trees where they brought the most benefit for the communities: Acatenango, Xibalbay, Paquixic, and Montellano. 
  • Learn  the effect of working with residents instead of for them. Residents requested help constructing efficient stoves from AIR Guatemala. Students constructed 3 stoves for two days, resulting in transformational lessons since they saw the living styles of the Mayan families, the hazards of breathing smoke all day, how close the families are and how fully their connection was to surrounding nature. 
  • Shadow the president of AIR Guatemala, Dr. Hallum. During the second week, a large group of volunteers arrived from Florida and Georgia, and all three Stetson students were enormously effective in welcoming these volunteers and showing them what they had learned the first week. Dr. Hallum also had all three students accompany her on important meetings with the AIR staff.  The interns were especially helpful in an unforeseen way: Dr. Hallum was prefacing a network technology of registering via GPS the exact location where each tree was planted, and then “selling” the planted trees to a company in Hong Kong for purpose of combating climate change. The staff—and Dr. Hallum—had to learn how to use this technology and naturally, the Stetson students were very comfortable with this fascinating technology and taught the staff the functions of it. 
  • Learning about the Mayan and Ladino cultures in Guatemala. An overarching goal is that students learned about the regional cultures while planting trees and building stoves in rural communities. For instance, one day, the women of the communities brought lunch in the field where the students were planting trees —they carried tortillas and hot soup in containers on their heads. The team also participated in two school programs with Mayan dances which the class students had prepared especially for AIR visitors.

FOOTPRINT LEFT IN GUATEMALA

The three students supported the construction of three fuel-efficient stoves which involved mixing cement, soaking and laying bricks—each stove required six-hours of work. The stoves have a chimney to ventilate smoke and prevent lung diseases; they also help to conserve trees.

Sydney Arrington helps build a stove for local residents.

The volunteers this summer—including the three students—planted approximately 2,000 trees. The trees were strategically located to prevent soil erosion and improve crops with nitrogen-fixing roots; prevent mudslides, and to protect water sources. As previously mentioned, the students taught AIR staff members and Dr. Hallum how to use the technology for photographing and syncing each tree. By the end of the two weeks, the team had registered and sold 886 trees to a company in Hong Kong.

Peter Gruebel plants trees in Guatemala

 The three students also participated in two rural school programs—helping to judge environmental contests and playing with children.

THE ADVENTURE DOES NOT STOP THERE!!

Apply to join this journey and work with Guatemalan communities in Summer 2020!!!  Applications are due by February 1, 2020.

This article was written based on Dr. Anne Hallum’s annual Air Guatemala report.

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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.

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Stetson’s Inaugural International Faculty Development Seminar Draws Diverse Disciplines to the Dominican Republic

A total of 10 Stetson University faculty and the WORLD Team descended on Santo Domingo during May 13-18, 2019 to learn how to better prepare students to learn abroad. Faculty hailed from business, education, humanities, social and natural sciences.

The seminar comprised classroom sessions on topics ranging from risk management and internationalization to curriculum integration and course assessment. Field trips to heritage locations and natural landscapes, such as the old colonial sugar mills and Three Eyes National Park, helped faculty consider the role of “place” in course design as well as how to balance high and low intensity learning experiences for students.

Los Tres Ojos (Three Eyes National Park) is a 50-yard open-air limestone cave located in eastern Santo Domingo.

Response to the seminar has been quite positive.

“I feel so fortunate to be part of the journey we were on together. I feel that our relationship went to the next level…The moment we started together and ended pleasantly, it was a lesson in every moment and I am confident that this training will be helpful for all in launching our faculty led programs in future.”

“Yes, echoing my colleagues for a wonderful opportunity and collegiality. Thank you WORLD and thank you everyone who participated 😍”

“Thank you all for such a unique and valuable experience in DR. I would be happy to meet for regular lunches sharing ideas about the next steps in organizing faculty-led study abroad trips. Special thanks to the WORLD. You are a great team of professionals!🤗”

“I’m continually amazed at and proud to be a part of Stetson’s wonderful community.”

More images

About the Stetson International Faculty Development Seminar

The IFDS program at Stetson University honors the longstanding commitment and dedication of Drs. David and Leighan Rinker to international learning. The centerpiece of the faculty development program is an immersive five-day experience where Stetson faculty participate in study abroad. The overarching goals are to equip Stetson teacher-scholars with best practice strategies for how to use location to deepen content, elevate student engagement and intercultural learning, develop safe, compliant and academically-rich study abroad programs, and promote Stetson’s value of global citizenship.

WORLD partnered with CIEE to co-offer the seminar. CIEE is a premier provider with significant expertise developing and implementing international faculty development seminars and study abroad experiences for students,. Contact [email protected] for more information.

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Stetson welcomes staff, faculty from the Pädagogische Hochschule Freiburg

Stetson University has enjoyed a longstanding relationship with Pädagogische Hochschule Freiburg, or University of Education, Freiburg. For over 40 years, faculty have participated in teaching and research residencies and in some cases, international exchange programs have brought faculty and students from Freiburg to Stetson.

Stetson students study at the Paedagogische Hochschule, or the PH for short, where they may choose from a full curriculum of courses taught in German. Participants may also take courses at the Albert Ludwigs University, one of the oldest and most famous in Germany. Students can earn a minor in German in one semester. In addition, Dr. Elisabeth Poeter, professor of German at Stetson, leads the Summer Freiburg Program where students examine post-war social and cultural developments of  Germany.

Dr. J. Anthony (Tony) Abbott, professor of environmental science and studies at Stetson University (left), is participating in faculty exchange at the PH during spring semester 2018, where he teaches  courses in environmental science and conducts research. In exchange, Prof. Dr. Gregor Falk, professor at the PH Institut für Geographie und ihre Didaktik, is teaching courses at Stetson

The PH was founded in 1962 is the largest of six Universities of Education in the federal state of Baden-Württemberg. The PH enrolls some 5,100 students in a broad range of bachelor and master degrees along with teacher training programs. The University offers excellent research-based first-degree level qualifications and further education complemented by a large share of professionally accompanied practical and application-based modules.

Picturesque Freiburg is located in the heart of the Black Forest. Known as German Tuscany, it is said that the sun shines more often here than in any other city in Germany. Freiburg’s Münster, whose construction began in 1200, is one of Europe’s great cathedrals, and the medieval gates to the city can still be viewed today. Freiburg is filled with music, street theatre, and festivals. Located just 30 kilometers from France and 70 kilometers from Switzerland, there is ample opportunity to travel outside of the country as well as to points of interest within Germany.

Learn more about students experiences in Frieburg or for information about study abroad and faculty exchange, contact [email protected].

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Study finds lots of room to improve in international alumni relations


Survey respondents’ self-assessment of their institutions current global alumni engagement efforts. Source: Academic Assembly/Intead

A majority of US college administrators say that their institutions are not doing enough to connect with international alumni, and nearly two-thirds report having no dedicated staff time for global alumni relations.

These are some of the top-line findings from a new study released today by Academic Assembly and Intead. Global Alumni Management for U.S. Institutions: The State of the Field in 2017 gathers responses from 103 administrators at American colleges and universities for a first-ever national benchmarking survey of best practices in international alumni relations.

The overarching observation in the study is that there is considerable room for institutions to improve their engagement with international graduates. As the following chart reflects, most respondents do not rate their institution’s current efforts very highly.

The survey respondents most commonly cited “insufficient time” (51%) and “inadequate budget” (28%) as the main impediments to expanding their institution’s global alumni engagement. Nearly one in three respondents (30%) also noted “insufficient internal leadership support” as a significant issue.

If these results represent a baseline for international alumni relations in the US, they come as no surprise to Mitch Leventhal, former vice chancellor for global affairs at the State University of New York, and now chairman at Academic Assembly: “In my decade serving as a senior international officer I never once heard a colleague indicate anything close to satisfaction with their alumni outreach efforts, while I heard many bemoan the seemingly disinterest of their president and/or alumni association in investing any resources into leveraging this valuable asset.”

At the same time, the survey respondents identified strong awareness of a number of key benefits to greater engagement with international alumni. Chief among those, as reflected in the following table, was the role that alumni can play in international recruitment. Indeed, more than 50% of responding administrators said that they felt that global alumni management was “very important” to their international recruitment and branding efforts.

“It’s not just what happens to [the student] as a 22-year-old graduate,” says Gretchen Dobson, one of the primary authors of the report and the vice president of alumni and graduate services with Academic Assembly. “It’s about their lifelong relationship with the institution.”


Respondent perceptions of the value that global alumni offer to the institution. Source: Academic Assembly/Intead

Other important benefits noted by respondents include: increased fundraising opportunities and expanded connections to employment opportunities and professional networks for alumni and students.

“The purpose of international alumni relations is to leverage the support of this potential group of brand ambassadors,” says the study report. “The cumulative effect of this will increase your global brand projection, boost enrolment and fundraising, and create new employment opportunities for current students and recent graduates. It’s about making good use of the powerful resources you already have.”

The way forward

Ms Dobson, who led international alumni efforts at Tufts University for a decade and now consults and writes widely on the subject today, offers a straightforward path to better global alumni relations.

First, put some good, basic data systems in place to capture information about international graduates. Next, start small and build from there – in other words, do what you can but make international alumni part of what your institution does. Finally, recognise the importance of buy-in from senior leadership.

The study picks up the question of data management in calling for an entirely new classification for foreign graduates: transnational alumni, a term that recognises that international graduates may go on to further work or study in the US, in a third country, and/or return to their home country over time. “Capturing this kind of nuance requires a commitment to internationalising your [data] systems and annually inviting alumni to update their contact information,” says the report.

This is a distinction that makes a lot of sense to Anne Hayner, the associate director for alumni relations with the University of Notre Dame’s Kroc Institute for International Peace Studies. International networking and engagement with foreign graduates are both central to the institute’s programmes, and Kroc has a long-established and active network of global alumni as a result.

Even so, Ms Hayner points out that any institution can begin to strengthen their efforts in this area, even with modest budget or staff resources. “Start with the students you have [on campus] now,” she says. “Connect with them and make sure they feel connected to you. Then have a way to capture and update contact information over time whether that’s a simple Google Form or whatever else.”

On the question of engaging with an alumni network, Ms Hayner again offers a straightforward approach: “Ask people what they need or want,” she suggests. “For example, part of my job is to help the students professionally network. So we keep them advised of what people are doing in the field through professional or alumni profiles, and we help them to stay connected to faculty or research resources so that they can stay on top of contemporary scholarship in the field.”

The benchmarking study echoes the value of starting small and demonstrating success as a means of building linkages within the institution as well as the buy-in of institutional leaders. In practice, global alumni initiatives may originate from different points within the organisational chart, most often from the international office or the alumni or advancement office. The report cautions, however, that, “International alumni relations can’t be managed in a vacuum…Reasonable expectations must be set for interdepartmental cooperation, and a reasonable budget must be allocated. Ideally, a cross-functional team from admissions, advancement, international programmes, and career for grassroots alumni engagement.”

Needless to say, the study is focused on the current context for global alumni relations in the US. However, readers in many other host countries will no doubt recognise many of these same characteristics and perspectives within their own institutions. With that in mind, it is fair to say that the findings and recommendations in the benchmarking report offer important insights for international educators around the world.

For additional background, please see:

Article from ICEF Monitor, posted December 6, 2017