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.
— BrownCenter@StetsonU (@browncenter_su) May 17, 2019
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.
Get ready to dance! @StetsonU Professors Teresa Camody and Meg Young receive a warm welcome at the Congos de Villa Mella, a #UNESCO World Heritage Site dedicated to the retention & preservation of African roots & culture in the #DominicanRepublic#theRealDRpic.twitter.com/nnDtZMF1By
— BrownCenter@StetsonU (@browncenter_su) May 19, 2019
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.”
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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.
As Robert Burns, regarded as the national poet of Scotland, so eloquently wrote: “Wherever I wander, wherever I rove, the hills of the Highlands forever I love.”
Ample camaraderie is evident among students and faculty during Stetson’s Summer Scotland, with the Urquhart Castle in the background. Students who participate in the summer program earn four credits upon completion.
The endearing qualities of Scotland have inspired many a writer and poet over the years. Travelers from every corner of the globe also have been enchanted by Scotland’s beauty, typically describing it as “mystical” and “awe-inspiring.”
For Stetson students, a study-abroad program, now going into its fourth year, is providing them with the opportunity to experience that splendor firsthand in Inverness, a city in the Scottish Highlands and the northernmost city of the United Kingdom.
“I had never traveled outside the country before, so it was suggested that Scotland would be a good first study-abroad experience. It was a life-changing experience, and I caught the travel bug after that,” said Caylyn Gunby ’19, a double-major in international studies and world languages and cultures whoparticipated in the program in the summer of 2016. Gunby added she since has participated in two additional study-abroad programs in Austria and Thailand, plus an internship in France.
Such a trip has that kind of impact.
Summer Scotland is centered at The University of the Highlands and Islands – Inverness College.
The Inverness program, called Summer Scotland, is a multi-university, faculty-led consortium including professors from Stetson, Jacksonville University and Utah Valley University, all congregating at The University of the Highlands and Islands – Inverness College to teach students management and marketing as they relate to the international community. With approximately 8,500 students, Inverness College is the main campus for The University of the Highlands and Islands.
The program occurs three or four weeks over summers. Summer Scotland 2019 is set for May 28-June 27.
“Five years ago, we got together with Jacksonville University and suggested Scotland as a great place for a study-abroad program,” cited Paula Hentz, director of international learning at WORLD: The David and Leighan Rinker Center for International Learning at Stetson. “We wanted to build something that included best practices and incorporated case-study projects with local Scottish businesses. Utah Valley University and Inverness College joined the consortium, and it has turned out to be really beneficial for students.”
As part of case-study projects, students work with local companies on real-world business issues.
As part of these case-study projects, students are paired with local businesses (five students per company) and work on real-world business issues. They apply their coursework and offer solutions to actual problems to help the businesses, presenting a final report at the end of the project.
Group projects vary based on the current business needs. In the past, companies have included WOW! Scotland (a travel company); a fashion designer who has designed items for the Queen; Robertson Construction; Walker (an international shortbread company); local craft breweries; a Highland bakery that provided baked goods for the 2012 London Olympics; local social enterprises that support youth; and Cobb (a hotel company).
“This represents an incredible opportunity for students to not only get real-world experience but also real-world international business experience — learning how to do business in another country with another culture. It’s a great challenge for them,” Hentz added.
In 2016, Gunby and her team worked with Café Artysans, a social-enterprise café in Inverness that uses some of its profits to help homeless Scottish youth.
“We helped with advertising, met with the director and talked about growth and international outreach,” Gundy said. “We focused on social-media coverage and how to better reach out to Americans.”
Carol Azab, Ph.D., assistant professor of marketing in the School of Business Administration, teaches, lectures and represents Stetson on the program.
Students who participate in the program are offered a choice between two courses — Global Marketing: Business Without Borders and Principles of Management — and earn four credits upon completion. The course counts as an elective for nonbusiness students.
“These study-abroad programs teach students about international business and how countries operate and do business differently because of cultural nuances,” said Carol Azab, Ph.D., assistant professor of marketing in the School of Business Administration, who teaches, lectures and represents Stetson on the trips. “In Scotland, people are more laid-back than we are when it comes to their business culture. And it’s important for students to be able to adapt to whatever company they’re working for, wherever that may be.
“When I see students presenting at the end of the program, I feel so proud. Their marketing proposals and plans get praise from these companies, and they’ve resulted in direct changes and improvements made in many of the businesses. It’s a life-changing experience for these students, who come back more enlightened and also improve academically.”
Students start some coursework online prior to their arrival in Inverness. Once there, they have regular class time, Monday through Friday, and also interact with advisers to work on their case studies. Additionally, they hear local guest lecturers talk about topics such as the effects of Brexit (the U.K. leaving the European Union), the general business environment and business practices in Scotland. Students have the option to stay in the dormitories at Inverness College or with a Scottish host family.
Further, there is cultural immersion. Among the highlights is a guided tour of the Isle of Skye, the largest and most northerly large island in the Inner Hebrides of Scotland.
“It was stunning,” Gunby recalled. “We actually went to Fairy Pools [on the River Brittle in the Isle of Skye].”
As part of their study (and adventure), students investigate the legend of Loch Ness, the deepest lake in the United Kingdom.
Other excursions include visits to Loch Ness, the deepest lake in the United Kingdom and where students can take a boat tour and hear stories about the Loch Ness Monster; Urquhart Castle, one of Scotland’s most iconic castles on the banks of Loch Ness; the Quiraing, a landslip on the eastern face of Meall na Suiramach, the northernmost summit of the Trotternish on the Isle of Skye; and Edinburgh, the ancient capital city of Scotland.
Also, this past summer students participated in mini-Highland Games, so they could try some of the activities. Previously, they had watched the actual Highland Games. “We learned about Scottish food, music, sports, folklore and even got to hear Gaelic from the local Highlanders,” noted Gunby.
“We want students to step out of their comfort zones,” Azab said, simply.
“It’s a chance to build intentional opportunities for students to meet local people,” Hentz affirmed. “Everything we do there is geared toward giving our students the most immersive cultural experience possible.”
For Gunby, who missed not having black pudding and sausage when she got back to the States, her Scotland experience opened many doors and widened her eyes. And she will never forget the Scottish people, while she also became close with other Stetson students who participated in the program.
“They’re so friendly and much more laid-back then we are,” she said about the Scottish. “People understand how to enjoy life there, and that taught me something about how to live my life.”
When Gunby graduates this spring, she plans on teaching English abroad, as a gap year, then attending grad school to get a master’s degree in international affairs or global development.
The study-abroad effect is transformative.
“I believe in student learning and stepping out into the world as a life-changing experience,” Azab concluded. “Helping students realize this is very rewarding to me. In the end, we’re celebrating differences, and this is a beautiful thing and a great lesson for these students to learn.”
Through the Alliance for International Reforestation Inc. and Stetson, students are planting seeds for learning in Central America.
Since the year 2000, the Alliance for International Reforestation Inc. (AIR) has enjoyed a strong partnership with David and Leighan Rinker, longtime ardent Stetson benefactors, in offering transformational service experiences for Stetson students in Central America.
The partnership actually began when in 1999 David Rinker offered to support student trips with Anne Hallum, Ph.D., a Stetson political science professor and founder of AIR, through the Marshall E. Rinker Sr. Foundation. David Rinker had learned of Hallum’s early experiences working in Guatemala — training farmers in sustainable agriculture and other services — and he wanted students to benefit as well.
Through the years, both literally and figuratively, it’s been quite a journey.
Today, selected students — based on grades, a reflective essay and an interview — participate in three primary programs, along with academic assignments, over a period of four to six weeks. The word participate is used loosely.
Students build stoves with Mayan families and the AIR staff; they are actively engage at rural schools; they plant fast-growing trees on deforested slopes; and they maintain a journal of reflections on friendships made and lessons learned.
Camaraderie with locals is part of the AIR experience for students.
Over the years, for example, more than 100 stoves have been constructed — involving cement mixing and brick laying — to help prevent lung disease and conserve precious trees. Meanwhile, more than 45,000 fast-growing trees have been planted —up to 4,000 trees each month by hand on mountains — to improve crops and prevent mudslides.
The trips, clearly, aren’t vacations, except for the Saturday “tourist days.”
Last summer, in addition to building and planting, a student with a special interest in marketing shadowed Hallum to learn the nuances of fundraising and donor relations.
The travel expenses for each of those students, as well as for Hallum, are covered by the Marshall E. Rinker Sr. grant (with some funds from Latin American Studies when more students traveled). Those annual grants total approximately $9,000 each June, which cover hotels, food, ground transportation, small stipends and continual supervision by the AIR staff members.
For the students, the payoffs have been significant.
A first-year student was taught the “sheer joy” of an exhausting day of service (especially outdoors). An impressionable 19-year-old who spent six weeks with AIR in Guatemala now is an accomplished alumnus. More generally, AIR has impacted how student view the world.
Thanks to charitable funding and Anne Hallum, Ph.D., a former political science professor at Stetson, students continue to participate in uncommon immersion abroad.
Until June 2012, Hallum taught full-time at Stetson and managed AIR’s early growth in Nicaragua and Guatemala. She was able to combine the service work in rural Guatemala and Nicaragua with her own academic research, and to find ways for students to earn academic credits in independent studies such as immersion Spanish, environmental activism, Latin American studies: Mayan Culture, and religion and the environment.
Hallum left Stetson in 2012, moving to Atlanta to work full-time (non-salaried) as president of AIR-Guatemala. Yet, even today, by virtue of her personal ties to the university and the Rinker support, she continues to exclusively host Stetson students for lengthy immersion experiences.
Not coincidentally, in 2017 AIR Guatemala received its second recognition from the United Nations, as a winner of the 2017 Equator Prize, presented by the United Nations Development Programme.
As a result, a reforestation organization founded on the third floor of Elizabeth Hall at Stetson more than 25 years ago now is globally acclaimed. Even greater, it continues to provide uncommon experiences of growth for Stetson students.
-Michael Candelaria
Originally posted at Stetson Today on February 25, 2019
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
International experience used to be a “nice-to-have” criterion in a graduate’s resume. Today, it has become one of the most important components of a 21st century education. Many new studies show a direct impact of study abroad on creativity, cognitive ability, and student success. In addition, studies show that study abroad plays an important role in developing a global mindset and skills necessary to succeed in the workforce. Below are studies showing the value employers place on international experience and whether a graduate’s career prospects actually improve as a result of this experience.
Career Success
The Erasmus Impact Study: Effects of Mobility on the Skills and Employability of Students and the Internationalisation of Higher Education Institutions
This independent study prepared for the European Commission finds that internationally mobile students have better chances of finding a job after graduation. Their unemployment rate five years after graduation is lower than non-mobile students. Results show that around 65 percent of employers consider international experience important for recruitment, and over 90 percent are looking for transversal skills enhanced by study abroad, such as openness and curiosity about new challenges, problem-solving, and decision-making skills.
Gone International: Mobile Students and Their Outcomes; Report on the 2012/13 Graduating Cohort
This UK Higher Education International Unit report finds that graduates who had studied, worked, or volunteered abroad were more likely to be employed within six months of graduation. The data also shows a significantly lower proportion of graduates from disadvantaged backgrounds who were mobile were unemployed compared with those from the same backgrounds who were not mobile. Graduates with international study experience earned more, on average, than other graduates.
Recent Graduates Survey: The Impact of Studying Abroad on Recent College Graduates’ Careers
The IES Abroad Recent Graduate Study shows that study abroad alumni find jobs sooner after graduation, related to their majors, and at a higher starting salary. Study abroad students also have better graduate and professional school acceptance rates. Ninety-seven percent of alumni secured a job within one year after graduation, compared to 49 percent in the general college graduate population.
GLOSSARI – Georgia Learning Outcomes of Students Studying Abroad Research
An assessment by the University System of Georgia found that students who studied abroad had a 17.8-percent higher 4-year graduation rate than those who did not study abroad, particularly among underrepresented minority and low income students.
Employer Perspective
The Outcomes of Outbound Student Mobility
This summary of academic literature over a 50-year period by AIM Overseas shows that over 60 percent of employers agree that an overseas study experience is a positive on a résumé. Additionally, 72 percent of employers agree that knowing a second language adds to the appeal of a prospective employee.
How Employers Value an International Study Experience
Based on responses from 10,000 recruiters worldwide, this QS Global Employer Report found that employers are looking for the skills and experience gained through the overseas study experience when hiring graduates.
Faktaa – Facts and Figures: Hidden Competencies
Prior studies mention that employers value international experience. This study by CIMO and Demos Helsinki concludes that employers recognize only those skills that are traditionally linked to international experience like tolerance, language skills and cultural knowledge. A substantial number of skills that are also linked to mobility were not visible to employers. The study concludes that young people need more guidance in making competencies such as productivity, resilience and curiosity gained from their international experiences more visible.
This post was originally published in the fall 2015 edition of IIENetworker magazine, “The Impact of International Education.” This issue analyzes distinct aims of international education and discusses ways to improve how we measure its success.
My junior year abroad, as part of Stetson University’s program in Freiburg, Germany, will always mark one of the best years of my life.
I was in Berlin in November 1989 with my fellow Stetson classmates, just days before the Berlin Wall fell and German reunification took place. Also, the German national soccer team won the World Cup in 1990, where I attended two of the team’s games in Milan, Italy. However, the highlight of my stay in Germany was taking a glider plane ride over the majestic Black Forest.
Located in the southwestern corner of Germany bordering Switzerland and France in the Black Forest, Freiburg boasts something that no other German city has – the most sun days per year in Germany. The city’s history, which dates back to the 11th century, is evident in its historic buildings, narrow cobblestone streets and of course, Muenster (Cathedral).
It was not until I arrived in Freiburg that I found that of the roughly 300,000 inhabitants, more than 100,000 were students at “The Uni”, the name its students affectionately refer to Albert-Ludwigs-Universitaet Freiburg. Yet, I feel the advantage Freiburg has over any large university in the US is its global reach and cultural diversity in attracting international students from 120 nations due to its geographical location and top-notch academics. In 2012, Freiburg Universitaet was ranked the best German university.
The best thing that the Freiburg program taught me was to have a real dialogue on different cultural and political ideas with Germans, Iranians, Turks, etc., while at the same time being the best ambassador I could for my country in educating students from other nations about the equality, individualism and private free enterprise that makes the US truly great.
Surprising to me was that my German major played more of a role than my political science major in landing my first job with a German commodities company in Manhattan in 1991. With this global corporation, Ruhrkohle Trading, I travelled the world continuing to build on the lessons I learned at Freiburg Universitaet in respecting other viewpoints and cultures. This greatly assisted in my successfully negotiating with foreign cultures across the globe, Brazil, China, Japan, South Africa, etc. in the trade of seaborne cargoes of natural resources.
I have worked for three companies, Ruhrkohle Trading, Evolution Markets and Wood Mackenzie, for 12 years in Manhattan as well as three years for a subsidiary of ArcelorMittal in Baltimore. The remainder of my career has been spent in home-based trading or advisory commodities businesses for global financial firms.
It is my belief that every student should take advantage of a semester or year abroad as part of their tertiary education in order to gain better linguistic skills and more importantly, a better understanding of foreign cultures and how other countries operate. Stetson University offers the best foreign exchange program available in unlocking this invaluable educational experience – Freiburg.
ABOUT THE AUTHOR
Markus Bates grew up in Darien, Conn. and earned a bachelor of arts degree in political science and German from Stetson University in 1991.
After earning his degree at Stetson University, Markus distinguished himself by leading operations for trading companies that resulted in becoming the largest exporter of steel raw materials from China for close to a decade. Overall, he has held senior executive positions in the trade of global commodities for 13 years. In 2011, he attained an ongoing education graduate degree in accounting from Sacred Heart University.
Today, Markus lives in Ridgefield, Conn. with his 13-year-old son and runs his own management consulting firm. He enjoys coaching youth sports, skiing and swimming.
Visit our Facebook page for details on upcoming study abroad opportunities below and many more. Then attend the info sessions or schedule an appointment with WORLD at [email protected].
