International Vision and Plan St. Cloud State University

International Vision and Plan
St. Cloud State University
February 2011
International Vision Task Force members:
Shahzad Ahmad
Ben Baliga
Roland Fischer
Lisa Foss
Robert Johnson
Robert Lavenda
Diana Lawson
Ann Radwan
James Robinson
Mark Springer
Warren Yu
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Executive Summary
Expanding and institutionalizing the international programs and activities at St. Cloud State
University has become a pillar of the SCSU educational experience and an important aspect of
SCSU’s Strategic Action Plan.
During the past decade, international activity and expertise has steadily increased at St. Cloud
State University – a trend that is consistent with universities across the country, as international
education has become more important. As with many new initiatives, the development of
international activities at SCSU has occurred in an entrepreneurial manner and was driven by
the personal interests and relationships of SCSU faculty and staff. While the method has been
successful in creating activities and relationships with institutions and organizations in other
countries, it has hindered our ability to build a clear international vision and framework that
will lead to a strong international identity.
[In addition to hosting students from other countries, SCSU has developed a strong position for
the development of global and cultural competencies in its entire student population.
Developing programs and activities that help our students and other constituents develop
global and cultural competence is an important component in preparing students for work and
life in the 21st century. ]
According to the American Council on Education, there are three drivers for comprehensive
internationalization on college campuses:
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An intensified interest in international and global matters since Sept. 11, 2001;
An increasing emphasis on student learning and the ability to measure actual student
learning outcomes; and
The rise of the new majority student and their pattern of enrolling at multiple
institutions during their academic career.
In order to achieve the necessary institutionalization of our international programs and
activities, we must develop:
 Formal integrating structures that manage the internationalization process;
 Informal and formal communication networks that overlap formal structures that
support knowledge transfer and individual engagement
 Clear leadership support and advocacy for the internationalization effort, including
organizational funding to support ongoing implementation
 Reward and positive recognition for individual and group engagement that provides
motivation for further adoption throughout the university
 Internal and external communication and feedback structures that includes timely and
accurate information about impact
 Professional development directed toward developing international programs and
activities
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The International Vision and Action Plan is organized around five elements that are essential to
developing our strategic niche in international education and to institutionalize a more
comprehensive, university-wide effort:
 student experience
 campus environment
 international strategic partnerships
 regional community outreach, and
 international brand development
The following International Vision and Action Plan provides the strategic vision and institutional
activities that will be required to institutionalize our commitment to international education, to
achieve the type of comprehensive internationalization advocated by the American Council on
Education, and position SCSU to become the recognized leader in international education
within the Minnesota State Colleges & Universities system and throughout the Midwest.
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Current State
SCSU programs and activities: SCSU has developed academic disciplines and institutional
capabilities and practices through the development of partnerships with institutions in other
countries. Over the past decade, international activity and expertise has steadily increased at
SCSU – a trend that is consistent with universities across the country. Through our relationships
and partnerships, SCSU engages in a variety of activities, including:
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Short term study tours for students (both directions). The duration of these activities is
typically two-to-three weeks in length;
Semester or year-long student exchanges (both directions);
Student internships (both directions) in the partner country;
Student practical (e.g. student teaching) and other experiential learning activities;
Degree partnerships where there is alignment of curriculum between the partner
universities, such as a 3+2 partnership (students come to SCSU in the 4 th year of their
baccalaureate degree, complete that as a home degree, then remain at SCSU to
complete a master’s degree) and also a 2+2 partnership where the undergraduate
degree is awarded by SCSU;
English training for partner universities; partner universities provide language training
for our students;
Language instruction opportunities in Spanish, French, German, Russian, Japanese and
Chinese, which supply programmatic or gateway experiences to many global and
cultural regions;
Short term opportunities for faculty (both directions) to teach or collaborate on
scholarship as a visiting faculty/scholar at the partner university;
Collaboration opportunities for staff at both institutions in order to learn about best
practices in educational institutions;
Participation by community members in various international opportunities that will
enhance the community as well as the University.
Additionally, St. Cloud State University operates a stand-alone program at Alnwick Castle in
England that is staffed by St. Cloud State University instructors with assistance from local
teachers. The program, which historically offered courses in the Liberal Education Program, is
transitioning to a British Studies program. Connections with a regional university are under
development.
International students: Historically, international programming at SCSU has evolved as
opportunities presented themselves, without centralized planning. Nevertheless, St. Cloud
State University has been one of the most active educational institutions in Minnesota in terms
of international activities. For the last three years, international students studying in SCSU
degree programs have made up approximately 6% of SCSU’s student population each year,
representing approximately 85 countries. SCSU holds a remarkably strong position relative to
similar institutions across the country. For 2009, SCSU was ranked 10th out of 490 US Master 1
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institutions for the total number of international students. Even within the context of recent
global financial challenges and changes in the political landscape of the countries from which
some of the international students originate, the number of international students for the last
three years has been maintained. SCSU is the strongest institution in the Minnesota State
Colleges & Universities system (MnSCU) in hosting international students, with nearly two times
the number of international students as the next closest MnSCU institution. Statewide, SCSU is
second in the number of international students, after the University of Minnesota.
Economic impact: The economic impact of hosting of international students is substantial. The
2009 NAFSA Economic Impact Statement indicates that international students at St. Cloud State
University bring more than $26 million into the regional economy. Their figure does not include
an estimate of the “multiplier effect” that, if factored in, would indicate an even greater impact
than represented below.
Number of
Foreign
Students
Tuition and
Fees
(thousands)
1350
$14,999.9
Living Expenses
and
Dependents
(thousands)
$14,957.1
Less US
Support
(thousands)
Total
Contribution
(thousands)
$3787.0
$26,170.0*
*the total for Congressional District 06 is (in thousands) $32,912.7
Source: “The Economic Benefits of International Education to the United States for the
2008-2009 Academic Year: A Statistical Analysis”, NAFSA, http://www.nafsa.org
Education abroad: The number of domestic students participating in direct international
experiences has fluctuated over the last three years. For the last three years, the number of
SCSU students participating in an education abroad program varied slightly.
2007/2008 – 399 students
2008/2009 – 454 students
2009/2010 – 408 students
Though education abroad participation declined slightly in 2010, possibly due to the economic
downtown, SCSU’s overall position remains strong. In 2009, SCSU was ranked 28th out of 490
Master I institutions for the total number of education abroad students per total student body.
The countries in which the education abroad programs are located include the G-7 and many of
the G-20 countries. According to the 2009 National Survey of Student Engagement (NSSE)
survey, 24% of seniors claimed to have participated in an international experience while at
SCSU, compared to 17% at our peer institutions.
A unique aspect of SCSU’s education abroad programs is a specific focus on encouraging
students of color to participate in the education abroad programs. The numbers of students of
color who have participated in long-term education abroad programs increased after short5|Page
term education abroad programs were developed through a collaboration between
Multicultural Student Services, the African Studies Program and Ethnic Studies Department in
1999. These programs greatly changed the face of international study for SCSU students as the
university intentionally started making connections between multiculturalism and globalization.
It is estimated that prior to 1999, less than 10 students of color participated in long term
education abroad programs. Since 2001, 19 students of color have participated in the semester
program at Nelson Mandela Metropolitan University alone.
Institutional support: Renovation of Lawrence Hall;
Moving Forward
As indicated earlier, SCSU’s approach to internationalization of programs and activities has
been somewhat unsystematic, resulting in the lack of a clear international vision and
framework that will lead to a strong international identity. In order to reach this level of
sophistication in our international strategy, a more systematic approach to internationalization
is necessary.
Through its strategic planning process, SCSU has identified four pillars that will become the
central tenets of the SCSU integrated student experience and academic promise. Among those
four pillars is a commitment to develop global and cultural competence in our students and to
become an international campus community. It is our expectation that through their
educational experiences at SCSU, our students will be exposed to numerous and diverse
learning opportunities. To fully realize an international vision for SCSU, our students must
develop both communication skills paired with cultural understanding and competence, which
we take generally as the ability to engage successfully with people from different traditions.
Developing this competence will be critical for preparing our graduates for life and work in the
21st century. Our status as a public regional comprehensive university will require creative
approaches to developing global and cultural competence in our students. Our study body
arrives at SCSU with diverse backgrounds, at various points in their academic career, and
different educational goals. While education abroad is an important mechanism to developing
global and cultural competence, it is not reasonable to expect all our students will be able to
participate. As we implement the international plan, we must develop a comprehensive
approach that includes programs, curriculum and activities that encourage student growth and
development in global and cultural competence without our students leaving the SCSU campus.
We expect that the University’s working definition of global competence will emerge from the
governance group, to be modified as needed by each College and School.
As we are able to demonstrate our impact on student learning and development, SCSU will
increasingly be recognized in our system, state, region, nation, and world as a leader in
international education.
If we are successful in implementing our international strategic vision and plan:
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SCSU will be recognized as the most innovative comprehensive university for international
education. Our faculty will be sought as experts in international education and regularly
receive federal and foundation international research grants. The international opportunities
provided by SCSU will be a major factor in recruiting students, faculty and staff. Our new
students will understand that an international experience is a critical part of the SCSU
experience. International businesses and organizations will actively recruit our graduates.
In order to more fully develop and institutionalize SCSU’s commitment to international
programs, the International Vision and Action Plan is organized around five elements that are
essential to developing our strategic niche in international education and to institutionalize a
more comprehensive, university-wide effort:
 student experience
 campus environment
 international strategic partnerships
 regional community outreach, and
 international brand development
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ELEMENT 1:
STUDENT EXPERIENCE
The Vision: St. Cloud State University will provide a transformative educational experience for
all our students. Our students both international and domestic will leave SCSU prepared to be
global citizens – at home, at work and in their community. They will have an understanding of
the interdependence of their world and have the skills to recognize and be comfortable in
various environments. Students will develop both an understanding of the interdependence of
their well-being and the well-being of people around the world and understand the international
dimension of their disciplinary field.
The implementation of this vision for student international experience can be divided into four
categories:
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3.
4.
programmatic and curricular internationalization,
education abroad programs,
international student recruitment and education
extracurricular activities and student integration
For each category, the international vision and plan will provide an assessment of the current
state and then make concrete recommendations for moving SCSU forward.
Student Experience Category 1: Programmatic and curricular internationalization
Programmatic and curricular internationalization refers to how academic programs, course
work and related educational experiences at SCSU or through SCSU international programming
will extend curricular internationalization from the traditional disciplinary areas and programs
to all educational programming at SCSU. If accomplished, every student will have the
opportunity to take courses with international components regardless of their major.
Current State
Historically, academic programs with an international focus have been developed without a
coherent and intentional programming on a university-wide basis. Individual faculty interest
and experience have driven curricular internationalization as international perspectives are
incorporated into existing academic programs and into the university’s general education
program. As a result, less than 10% of undergraduate programs at SCSU have an international
focus (see list below):
 African Studies
 Anthropology
 East Asian Studies
 Ethnic Studies
 English (TESL program)
 Foreign Languages & Literature
 Geography
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Global Studies
History
International Business
International Relations
Latin American Studies
Political Science
The creation of SCSU’s new Liberal Education Program provides an important opportunity for
exposing all SCSU students to global perspectives through Goal 8: Global Perspective. The intent
of this goal area is “to increase students' understanding of the growing interdependence of
nations and peoples and develop their ability to apply a comparative perspective to crosscultural social, economic and political experiences.” Currently, 68 different courses in 21
programs are listed as fulfilling Goal Area 8. It is not clear that the various courses are organized
around a set of clear and assessable student learning outcomes that are aligned with our
strategic vision for global competence. In addition, developing global and cultural competence
will require more than a single course. SCSU should investigate using the multicultural
education model for general education to develop internationally focused courses within each
goal of the Liberal Education Program.
Our current strength is the international experience of our faculty. According to our most
recent HLC self-study, 40% of SCSU professors reported having international experience. In
most instances, this was the result of individual efforts and was not the result of intentional
faculty development. As individual faculty engagement is crucial to curricular
internationalization, the university needs to increase faculty involvement by providing support
for faculty development in the area of international curriculum development and experiences.
Finally, meaningful assessment of student learning in the area of global and cultural
competence is absent at this time. As we expand our focus and expectation about student
learning, it will be necessary to develop an assessment plan for this critical institutional
outcome. We anticipate that experienced members of the university community will assist in
the development of appropriate assessment plans.
Moving forward
Increasing interest in international and global programs and curriculum along with the move to
the new Liberal Education Program provides a significant opportunity to promote curricular
internationalization throughout the university. As SCSU’s new Liberal Education Program is
implemented, the university has an opportunity to intentionally internationalize its curriculum,
develop meaningful learning outcomes related to international content, and positively impact
the global and intercultural competence of its students.
Specific Recommendations
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Develop a process to create and identify internationally focused courses within each
Goal Area of the Liberal Education Program.
 Develop a process to review and recommend integration of intercultural content in
courses, programs, and activities:
o Develop and adopt global and intercultural competence institutional learning
outcomes and assessment plans (with assessment tool on intercultural competence
for entering US freshmen and graduating seniors.);
o Build library resources needed to conduct workshops, activities, and educational
opportunities;
o Add an international experience component to the student research colloquium;
and
o Develop programs for sharing international experiences with the campus community
(i.e. refereed publications) and recognizing leaders in international activity.
o Require all majors to include one course with an international focus and all courses
to have at least one international learning outcome.
o Develop curriculum that incorporates international standards, codes and regulations
that will enable SCSU students graduating from professional programs to be able to
practice internationally.
 Develop an intercultural competence minor with courses from multiple departments
that can become a minor for BA program students.
 Create credentials and/or recognition programs that allow students to document their
international experience and competency
Student Experience Category 2: Education abroad programs
Education (or study) abroad programs include long and short term programs that engage
students in learning experiences outside the U.S. Education abroad opportunities come from a
variety of sources, including international agreements, international education centers and
through individual faculty. As part of our international planning efforts, we should expand
education abroad programming to include opportunities in all regions of the world and that are
appropriate for all majors, resulting in increased education abroad participation by SCSU
students.
Current State:
According to the most recent NSSE survey, 24% of SCSU students report that they complete
some form of international experience before they graduate. This proportion, while a
respectable number for a regional comprehensive university and comparable to our
institutional peers, as measured through the National Survey of Student Engagement, does not
reach a level needed to provide visible evidence of meeting our strategic goal in this area. We
currently offer 36 institutionally-sponsored education abroad programs (approved semester
programs through partner institutions and faculty led short- and long-term programs), involving
450 students each year. SCSU faculty are often directly involved in developing and directing
education abroad programs, providing opportunities for direct linkages with academic
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programs. Under the current governance structure, the Center for International Studies (CIS)
provides operational support and the International Studies Committee (ISC) reviews proposals
and, with the Faculty Senate, recommends action to the Provost, who provides final approval.
In our region, SCSU has the highest percentage of student of color participation in education
abroad programs. Several short-term education abroad programs have evolved through the
commitment of faculty, staff and departments at SCSU. In any discussion about study-abroad
programs, it is imperative that SCSU pay particular attention to the interests of its student of
color population. With a growing number of immigrants from Southeast Asia and Africa, the
African Studies and Ethnic Studies programs have provided academic expertise through faculty
engagement and interest. Enrollment increases have provided unique opportunities to develop
education abroad programs in areas of the world to which students of color may have cultural
connections and/or an interest to study. Increasing involvement of students of color in
education abroad programs has been a challenge for all US universities. In the last decade,
SCSU developed programs in South Africa, Tanzania, Ghana, Thailand, Laos and Mexico, which
have attracted high numbers of students of color.
A number of organizational challenges related to developing, administering, and maintaining
these programs exist. SCSU currently has a handful of robust, financially viable programs that
consistently attract student participation. Some of these programs have evolved into
institutionalized programs, while others remain under the leadership of individual faculty with
minimal institutionalization. For example, a partnership between Multicultural Student Services
and academic departments such as African Studies and Ethnic Studies developed short-term
programs with an academic focus to promote interest among students of color. Scholarships
and minimal financial support provided continuity of such programs and thus created a culture
where prospective students of color were introduced to these programs prior to their arrival at
SCSU. Multicultural Student Services advertised, supported and has maintained these programs
as a retention tool targeting first-year students.
Weaknesses
Current education abroad experiences for SCSU students have several limitations or
weaknesses. Too many of our students participate in island programs where our students and
our faculty go to an international site for class. Almost all of our education abroad students are
limited to international programs where English only is the medium of instruction. Almost all of
our students lack second language competencies that would allow them to attend courses in a
language other than English. Finally, many of our students face increased financial cost and
delayed graduation by participating in long-term education abroad experiences. However, we
recognize that there are students whose interests lie in English-speaking countries, who have
not studied another language to a sufficient degree, or who would benefit from a program that
provided a degree of academic security.
Island and English-only programs: Approximately 85% of education abroad programming at
SCSU can be categorized as “island programs” where SCSU professors teach SCSU students at
an international location, including almost all short-term and about half of long-term education
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abroad experiences. For example, at Alnwick, England, both SCSU professors and locally hired
SCSU employees who are British professors teach courses for SCSU students only. In the
program at the Universidad de Concepcion in Chile, until 2011 both SCSU and Concepcion
professors have taught classes to SCSU students only, although students must use Spanish with
their homestay families. Approximately, 60 students or 13% of education abroad students
complete non-island education abroad experiences mostly in South Africa but also in Japan,
Germany, and Korea. For those students who do complete a non-island program, the vast
majority of SCSU student attend programs in English speaking countries.
Foreign language competencies: As part of our international vision, we must encourage
language acquisition within our student and faculty communities that best aligns with our
internationalization goals, planning, and objectives, as well as for cultural and communication
enrichment. To fully realize an international vision for SCSU, the recognition and role of
language acquisition, preparation and competency will need to be examined. Currently, about
33% of seniors at SCSU completed foreign language coursework prior to graduation, compared
to 46% of students at our peer institutions. Language acquisition, teamed with cultural
understandings and contexts, will be a critical dimension of the long-term success of our
students and their international experience. In order to successfully build necessary language
and cultural competencies for SCSU students, a determination of how SCSU best aligns its
current practices for university admission, program participation, and emerging
internationalization, is needed. SCSU’s interpretation and application of MnSCU’s language
requirement for admission, as well as its categorization of language study as meeting only Goal
8 of the Minnesota Transfer Curriculum, will have impact on the language instruction SCSU
students receive.
SCSU’s language preparation experiences are positioned to both send and receive students
from many geographic and cultural regions. These major programs comprehensively prepare
students for the language and cultural dimensions needed to fully integrate written and verbal
communication. Our foreign language major programs in French, Spanish and German support
currently and potential experiences in Europe, South America, Latin America, and large portions
of Africa, East Asia and the Middle East. Language coursework offered as part of the foreign
languages rubrics in Chinese, Japanese and Russian also speak to student interests in broader
portions of Eastern Europe and Northern and East Asia, and serve as entry-level or gateway
experiences that may lead to further language development. These language acquisition
programs differ from major programs in that they do not, nor were designed to, provide the
same level of fluency or cultural context, but only a beginning understanding and knowledge of
grammar, syntax, phrases and vocabulary. As global and political dynamics change, we need to
have a language program structure that is flexible and adaptable to meet these changes. In
addition to its existing foreign language offerings, the University will need to develop
alternative methods for students to develop language proficiency in their area of interest and
develop language coursework in emerging world languages.
Increasing our education abroad participation will require SCSU to make difficult decisions
related to language requirements, particularly for those students who intend to complete an
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internationally focused academic program, such as global or area studies or international
business or international relations. The University needs to assess the quality and marketability
of an internationally focused degree program that does not require international study
experience or language competency.
Economics of education abroad: Most education abroad experiences at SCSU are more
expensive than on-campus programming and have impacted time to graduation and curricular
choice. We need to increase education abroad experiences that can be implemented at or near
the cost of on-campus instruction and without delaying time to graduation. Cost saving efforts,
such as free room/board, transportation, reduced airfare, and stipends and scholarships, are
currently being implemented in some of SCSU’s education abroad programs and could be
expanded. Even with these cost reduction efforts, most students will need some financial
support in order to study internationally, so discussions related to increasing education abroad
scholarships should continue.
Recommendations
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Complete a comprehensive overview of SCSU’s strategic international partners, including
current language offerings at both the sending and receiving institutions, and:
o Develop an inventory of geographic, cultural and language regions that are currently
underserved by our programs.
o Identify the needs and levels of language acquisition desired from sending
institutions/programs.
o Determine strategic priorities, relevance and timeline for the development of
language acquisition that best aligns with partnership planning.
Develop partnerships with sending and receiving institutions for further intensive language
preparation that encompasses both preparation at SCSU as well as at the receiving
institution or program.
Best align University and MnSCU admissions policies, assessment of language/cultural skills
acquisition that reflect our international vision, and clearly articulated student, faculty and
program expectations to support curricular internationalization.
Develop sustainable funding sources to support student education abroad experiences.
Build on short-term education abroad programs that have focused on students of color and
expand scholarship support to encourage participation of all underrepresented students.
Develop a collaborative framework to create, maintain and successfully manage education
abroad opportunities that have historically recruited students of color and to encourage
new students of color, faculty and staff to participate.
Align language and education abroad requirements in internationally focused programs
with the strategic goals of the University.
Encourage majors to include education abroad options within their degree program and
clearly communicate these options to students.
Develop roster of education abroad opportunities including homegrown and accredited
third party programs and publicize these opportunities.
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Increase fundraising for student scholarships and the availability of institutional grants to
support education abroad programs, internships and service learning.
Develop mechanism to collect data on student interest in education abroad
Develop education abroad programs for specific student interests (i.e. Honors)
Develop affinity and alumni groups for students who have or are interested in participating
in specific education abroad opportunities
Increase access to international job opportunities
Develop process for approving and documenting international internships
Identify the intercultural learning and technical components needed prior to education
abroad and develop a framework for ensuring their delivery
Require participants in non-English speaking education abroad programs to complete
immersion/survival language courses
Develop a position on language requirements and develop strategies for sustainability
Require departments to map the best time for their majors to participate in education
abroad programs
Develop summer pre-college language and culture programs that focus on the languages
used in countries of our international partners.
Create a communication and marketing plan targeted at parents to educate them about the
value of education abroad.
Develop a program for parents that provides an opportunity to visit long-term education
abroad locations during the time their students are attending
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Student Experience Component 3: International Education Opportunities and International
Student Recruitment
Through our international planning efforts, SCSU should achieve a qualitative improvement in
the experience of our international students. As part of attending SCSU, our international
students will have improved their English language skills and intercultural communicative
competence, as well as developed knowledge and skills in their disciplinary field. Through a
diversified recruitment strategy, our international students should represent all of the
geographic areas of the world and enroll in all colleges, departments, and degree programs at
the University.
Current State:
Through the creation of the Academic and Cultural Sharing Scholarships, SCSU has positioned
itself as one of the most cost-effective US universities for international students. Historically,
recruitment efforts were limited to responding to student requests and to attending
international recruiting fairs. In the last decade, SCSU has developed more intentional
international recruiting strategies. With the development of TESL academic programs at SCSU,
first the College ESL program and then the Intensive English Center, SCSU has recruited new
pools of students who did not have TOEFL scores high enough for regular admissions to SCSU
degree programs. International agreements have become a new source of both exchange and
degree seeking international students. In the last few years, SCSU has begun attracting
international students through US government agencies.
In the past, SCSU international recruitment efforts focused primarily on undergraduate
students. With the changing academic environment within the University, the recruiting of
graduate students is growing to reflect the new graduate offerings now available. The total
numbers of international students at SCSU by level is reflected in the chart below.
Fall 2007
Fall 2008
Undergrad
693
798
Grad
242
229
Exchange
49
60
IEC
51
76
Total
1035
1163
Add grantee numbers to this chart.
Fall 2009
774
259
55
69
1157
Spring 2010
782
264
51
88
1185
In the Fall 2008-2009 academic year, St. Cloud State University was ranked 10th in the nation for
total international enrollment for Masters I institutions, according to the 2009 IIE Open Doors
report.
Recruitment Mechanisms: SCSU has begun a more diversified approach to international
recruitment. In Fall 2010, 220 new international students began their academic studies at
SCSU; 45% were F-1 students who were mostly recruited through word of mouth, 23% were F15 | P a g e
1 and J-1 students who came to SCSU as part of international agreements, 23% were students
who graduated from the Intensive English Center, and 9% were grantee students funded
through US government agencies.
Word of Mouth: While word of mouth recruiting has historically been a good and powerful
recruiter at SCSU, but as a sole strategy for recruiting, it has its weaknesses. The strategy has
resulted in a disproportionate number of students from a particular location(s) and not based
on SCSU’s academic offerings or institutional interest in the country of origin. While word of
mouth recruiting should not be abandoned, other strategies need to be implemented to
guarantee that international student recruitment supports SCSU’s international strategic plan.
One strategy that incorporates word of mouth recruiting with strategic advertising would be to
advertise in one geographic area of the world until a pipeline of students has been developed
and then to let word of mouth recruiting take over as we move our advertising resources to
another area of the world.
International Agreements: Through an international agreement, the MSU-Akita campus
brought as many as 200 Japanese students to campus. After the MSU-Akita campus closed,
these numbers declined sharply. Currently, enrollment through international agreements is on
the increase, and new international agreements in Chile, China, Germany, India, Korea and
Turkey should bring both more non-degree seeking exchange students and degree seeking
students under dual degree programs at the undergraduate and graduate level.
Intensive English Center: The Intensive English Center has become an important recruiter of
international students. The IEC increased its enrollments by 400% between the fall of 2005 and
fall 2010, with 90 students currently enrolled on a full-time basis. Saudi student enrollments
have dramatically increased after the Saudi government started implementing their scholarship
program at universities in many countries around the world. Chinese student enrollments have
grown as a result of the US government policy of increasing the presence of Chinese students in
the US as well as through established relations with institutions such as the Nankai University
Binhai College. Many of the Korean students come from universities with which we have
international agreements. For example, Woosong University students who major in English
often receive a scholarship to study at IEC for two to three semesters for which they gain credit
at their universities. Others come as exchange students and spend one semester in IEC and one
semester taking classes related to their field of study. In addition, IEC hosts exchange scholars
from China and some Muskie scholars are assigned to do internships. For the IEC to remain
successful, it will be important to maintain a diversity of first languages among its students.
Intensive English programs with high numbers of students from the same countries/languages
tend to be avoided by students from these countries. Chinese and Korean advisors/recruiters as
well as Saudi Cultural Mission advisors tend to request information on linguistic diversity of
such programs. IEC’s popularity has grown because of its highly diversified student population.
For recruitment, IEC’s main recruiting methods include the Study in the USA advertising
magazine sent to hundreds of educational centers overseas (since 1998), IEC website,
international education advisors both in the US and overseas, US Embassies, especially in Sub16 | P a g e
Saharan Africa, SCSU faculty, SCSU international student organization members as well as
current and former IEC students.
US Government Agency Supported Grantees: Another new source of international students on
campus has been students funded by US government international programs. For example, the
US Department of State and the international division of the US Department of Education
administer segments of the Fulbright Program. This program is the flagship US Government
international student and scholar program with the mission of enhancing mutual understanding
between the people of the United States and the people of other countries. Since its inception
in 1946, the Fulbright program has engaged a wide variety of programs and agencies. During
the last three years, SCSU has substantially increased the number of Fulbright scholarships and
has hosted US Government sponsored students from this increasing number of implementing
agencies and programs. This expansion has resulted in graduate and undergraduate students
representing a wide variety of countries and academic interests.
o 2008/2009 (3 awards) – Fulbright Graduate, IREX Muskie Graduate: Armenia,
Philippines, and Russia.
o 2009/2010 (16 awards) – Fulbright Graduate, IREX Muskie Graduate, AmidEast/Fulbright
Graduate, IREX UGRAD, World Learning UGRAD: Armenia, Burma, Cambodia, Costa Rica,
El Salvador, Guinea, Honduras, Kyrgyzstan, Malaysia, Nicaragua, Philippines, Syria, and
Vietnam.
o 2010/2011 (29 awards) – Fulbright Graduate, AmidEast/Fulbright Graduate, IREX
UGRAD, IREX UGRAD Pakistan, World Learning UGRAD, World Learning FORECAST:
Albania, Azerbaijan, Burma, Cambodia, China, Costa Rica, El Salvador, Guinea, Iraq, Mali,
Moldova, Montenegro, Pakistan, Panama, Philippines, Serbia, Syria, Vietnam.
An untapped source of grantee funding is the US Department of State Visiting Scholar Grant,
Direct Access to the Muslim World, which funds a renowned scholar from the Muslim world to
be at the University for 10 weeks; providing students, faculty, and the community an
opportunity for essential dialogue.
Recruiting Fairs/Agents: Historically, participation in recruiting fairs was another method used
for recruitment of students. Although useful in terms of CIS staff development, the student
applicants generated through this mechanism were few. Further development of relationships
with international educational missions located in the US would be useful in increasing the
number of fully funded international graduate and undergraduate students enrolled at the
University.
Moving forward
More generally, a closer relationship needs to be developed between the recruitment of
international undergraduate and graduate students and the overall enrollment strategy and
plan for the university. International students in general and graduate students in particular are
disproportionately enrolling in programs in business, engineering, and the sciences. A more
intentional recruitment and enrollment strategy should be developed to ensure the quality of
17 | P a g e
the educational experience for both our international and domestic students is enhanced. Our
international recruitment plan should also provide for a balanced international student
population on our campus that is responsive to changing international student enrollment
patterns.
Geographic and disciplinary diversity: A diverse international recruitment plan must also focus
on geographic and disciplinary diversity. For example, the following table provides a snapshot
of overall international enrollment activity in the U.S. with comparison numbers at SCSU:
International Student Activity at SCSU and in the US:
At SCSU
% change
Country of
At U.S.
Region
(Spring
from prior
Origin
Universities
2010)
year (US)
Western Hemisphere
Mexico
3
14,850
0.1%
(Latin America &
Brazil
5
8,767
15.7%
Canada)
Colombia
1
7,013
5.3%
Canada
25
29,697
2.2%
Africa (sub-Sahara)
Nigeria
17
6,256
0.5%
Near East (Northern
Saudi Arabia
77
12,661
28.2%
Africa & Middle East)
Europe & Eurasia
United
2
8,701
4.0%
Kingdom
Germany
6
9,679
8.7%
France
2
7,421
5.3%
Turkey
4
13,263
10.2%
East Asia & the Pacific China
149
98,235
21.1%
Taiwan
2
28,065
-3.2%
Hong Kong
5
8,329
0.5%
South Korea
37
75,065
8.6%
Indonesia
3
7,509
-2.4%
Japan
32
29,264
-13.9%
Vietnam
17
12,823
46.2%
Thailand
3
8,736
-3.0%
South & Central Asia
India
107
103,260
9.2%
Nepal
278
11,581
29.6%
Source: Chronicle of Higher Education, Nov. 16, 2009 & IIE Data
Addtionally, degree seeking SCSU international students are admitted to a relatively small
number of undergraduate majors and graduate degrees with some programs 100% dependent
on international student enrollment form one or two countries.
In addition to diversification of our international recruiting efforts we also need to have a more
intentional institutional plan for providing a high quality education experience for all
18 | P a g e
international students on campus and to connect our graduates to SCSU frequently and
systematically after they leave SCSU.
International executive training: Several emerging economies have had a sustained average
GDP growth rate of 8-10% that is expected to continue due to rapid industrialization and
characteristics of its population. This rapid growth has resulted in training needs that are not
currently being met by the educational institutions in these countries. Some countries, such as
Singapore, have started providing short term executive training programs, but there is still
significant unmet demand. By leveraging our current resources, including our Center for
Continuing Studies, SCSU is in a unique position to offer executive training programs during the
summer months when there is spare capacity to provide on-campus accommodation and
faculty are available. CIS has the expertise and knowledge to assist these companies in
obtaining visas for short term training programs. Programs could be linked with internship
opportunities at St. Cloud regional companies, enhancing the appeal of the programs and
providing quality internationalizing experiences for regional businesses.
Alumni networks: The student experience includes the on- campus and the postcommencement years. While on campus the international students are connected to SCSU
through their academic, co-curricular and cultural activities. The American students who have
participated in education abroad and those who have chosen to develop their global
perspectives are connected to the university and to the their international interests through
their program of study and networks provided by participation in such activities such as peer
advising activities associated with the Center for International Studies.
Alumni networks are the frameworks for connecting the students to the university postcommencement. The value of the developing strong alumni relationships around the
international theme/interests or origin will be of value to the individual and to the university.
Value to the institution:
 Assistance in the recruitment of domestic and international students
 Support of the institutional brand
 Support for international guest hosting
 Participation in education abroad programs
 Funding/donors to assist current students’ participation in international programs
 Adds an essential element in the creation of university diversity
Value to the individual:
 Creates a pathway for actualizing the concept of life- long learning.
 Continues to connect the individual to the university
 Supports a continued access to activities in support of their global interests.
Recommendations
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






Develop an international recruitment and enrollment management plan for
undergraduate and graduate students that clearly reflect and support the overall
enrollment strategy for the university.
Develop relationships with international educational missions located in the US in order
to increase the number of fully funded international graduate and undergraduate
students enrolled at SCSU.
Develop with our international partners, major-specific 2 + 2 programs distributed
among colleges, as well as 3 + 2 and dual degree programs at the graduate level where
appropriate.
Develop with our international partners 2 + 2 foreign language programs where SCSU
students take their first two years of a foreign language at SCSU and complete two years
of foreign language courses at our international partner institutions.
Maintain the size of IEC at the currently projected 260 students per year.
Develop mechanisms for data collection and outreach to international alumni.
Develop a pilot international executive training program for India and China in the areas
of public health, communication studies, engineering, information systems, and/or
nursing.
20 | P a g e
Student Experience Component 4: Extracurricular activities and student integration
Extracurricular activities for SCSU international students generally include participating in
international student groups, presenting culture nights, hosting culture cafes, and outreach
activities that are part of the Cultural Sharing Scholarship. Through the implementation of the
international vision and plan, SCSU will expand current programming with an emphasis on
activities which increase SCSU international student interaction and engagement with domestic
students or members of the community.
Current State
The interaction between international and domestic students inside and outside of the
classroom is a critical component to expanding the intercultural competency for all our
students and to internationalize the SCSU campus. Cultural cafes and cultural nights, sponsored
by the International Student Association and other groups, offer an important venue for the
campus and the civic community to experience aspects of diverse cultures that are represented
by our international student population. At the same time, these activities are introductory in
nature and do not provide in-depth interactions that would lead to intercultural competence.
NSSE data shows us that while domestic students recognize the importance that is placed on
intercultural communication by the university and that opportunities exist for them to acquire
these experiences, a surprising number do not take advantage of these opportunities. [insert
NSSE data] It is clear from the NSSE findings that presenting educational and extracurricular
opportunities is not enough to garner active participation. The majority of our traditional
domestic student population comes from central Minnesota and the Twin Cities metropolitan
area. Many of them arrive with their primary social networks already set or are quick to create
mono-cultural friendship groups based on co-residence when they first arrive on campus. The
social network patterns for our international students are not much different in that they often
form and stay within friendship groups that are limited to their home country. SCSU faces an
important challenge in structuring our educational and extracurricular opportunities in ways
that break down student resistance to working in multicultural and diverse teams and actively
engage them in the various extra-curricular activities that are available. Also needed is a way
for the interested members of the campus and the community to “know more” about the
cultures to which they have been introduced.
Moving forward
Recommendations


Expand and promote opportunities for students to participate in experiential learning
activities which have an intercultural focus
Develop a strategy and plan for increasing student interest in participating in cultural
activities on campus as well as intercultural learning opportunities for all membergroups of campus community.
21 | P a g e


Use service learning activities either related to student majors or across student majors
with both international and Minnesota students to encourage their interaction outside
of class and in outcome oriented activities.
Incorporate new forms of experiencing and learning about the places from which our
international students come, including semesters (or years) dedicated to different
countries/societies, and encouraging extra-credit for participation and attendance at
such events into Liberal Education courses.
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ELEMENT 2:
CAMPUS ENVIRONMENT
Vision: SCSU will be a model multi-cultural and international campus and workplace. All faculty,
staff, and administration will be actively engaged in our global campus community, mutual
understanding will be part of our campus culture, and our international students, faculty and
staff will be fully integrated into our community
Current State:
SCSU is not a multicultural or international campus and workplace. We have both multicultural
and international activities on-campus, but these activities are more decorative than
substantive and the more substantive ones are less visible than they could be. As we move
forward, we need to go beyond the current decorative international activities, emphasize the
substantive activities that are less visible, and promote faculty and staff development that will
impact the campus environment for domestic, as well as international students.
From decorative to substantive
Most visibly, international activities at SCSU come from international campus clubs and the
cultural nights and cafes they sponsor. Less visibly, SCSU has contributed to an international
campus and community environment through the required volunteer hours that international
students complete as part of the Academic and Culture Sharing Scholarship. These volunteer
hours are often used in outreach or service learning-like activities where international students
meet community members in a variety of venues that require interaction between
international students and campus or community members. These activities at their best have
been effective in creating a vibrant but somewhat isolated international campus environment
for minority and international students on campus, but they have had less impact on domestic
majority students.
Achieving a multicultural and international campus environment means creating multicultural
and international teaching/learning situations for all students. SCSU needs programming that
encourages SCSU students and faculty to have more interactions with students and faculty
members from universities in other countries. The more such interactions become the norm
for SCSU students and faculty, the more multicultural and international the SCSU campus
environment can become. Our most successful activity in creating a multicultural and
international campus environment has been international recruitment, as we attract more
international students to SCSU than our benchmark universities do. SCSU has been less
successful at with sending our faculty on scholarly exchanges and has had the least success with
bringing faculty from universities in other countries to SCSU to teach and do research. SCSU has
more than twenty international agreements that could provide models for encouraging these
international exchanges. Currently no system is in place for initiating and/or developing these
international agreements and no intentional and institutional funding are available for these
activities.
Currently, faculty and staff development in the area of international activities has been
supported in an ad hoc fashion and are driven by the interests of the individual faculty and
23 | P a g e
staff. Such an ad hoc system does not in itself create a change in the campus environment.
There is informal data to support the contention that some of the activities have led to the
internationalization of course modules or the development of new courses, but we have no
formal mechanism for linking these activities. SCSU needs to take full advantage of all available
means to expand faculty international experiences to encourage faculty who wish to conduct
research abroad and to attract visiting scholars hosted by SCSU. Expanding the international
experiences of faculty and staff will enrich the curricular offerings within the university and will
lead to enhanced faculty involvement in the strategic development of the institution.
Eventually, these faculty and staff activities will help promote a more multicultural and
international campus environment.
Currently, international activity is not related to promotion and tenure decisions in some
departments at SCSU. International activity is seen as something assistant professors should
not do because it may negatively impact their ability to conduct research and earn tenure. If
the international experience of our faculty is seen as critical to our campus environment and
the experience of our students, we need to rethink our tenure requirements. We also need to
rethink professional development for staff. Staff members play a critical role in the overall
development and day-to-day experiences of our students, and yet there are no formal
programs or activities directed at encouraging or enabling our staff to gain international
experiences. Most staff have limited or no professional development funds available to support
travel and activity. If we are to become an integrated, intercultural campus community, we
must develop mechanisms by which staff can begin to develop and continually build their
intercultural competence skills and abilities through international and on-campus programs and
activities, including access to intensive language opportunities.
In addition to developing our existing faculty and staff, we need to be more strategic and
intentional in our hiring practices. Currently, international experience is not systematically
included in our recruitment strategies. As part of the international vision and plan, we are
advocating for a regional strategy, but we hire regional specialists by accident and with no
intentionality. We will need to develop recruitment and hiring policies that are consistent with
and support our comprehensive internationalization vision by attracting faculty and staff with
international experiences that will enhance our intercultural campus environment.
One final area to consider is the infrastructure needs and requirements to implement this plan.
Many universities have moved to increase their internationalization via technological means,
and we likely will not be an exception. The support encompasses distance learning, web site
support, network bandwidth and other technological needs, as well as learning and library
resources for international students.
St. Cloud State University International Center Building: As St. Cloud State University moves
to consolidate and intensify its commitment to internationalization, the visibility and centrality
of that commitment will be enhanced by bringing all international services and entities together
in a new, purpose-built International Center building that will become a focal point for
international activities on campus and a “signature building” for the University going forward.
24 | P a g e
The building would house all international student services in a “one-stop shop,” reducing the
confusion for international students and insuring that they more easily are admitted, stay in
compliance, register, pay their tuition and fees, and receive accurate and timely advice. The
International Center building will house facilities for a wide range of activities for students,
faculty, and staff, ranging from short-term housing for international visitors to grant writing for
international projects, to faculty offices, classrooms, and an auditorium. Given the centrality of
modern languages to international activities, we suggest that locating the Foreign Language
Department in the International Center building be considered. In brief, we propose the
following for the new building:
 Offices for Center for International Studies
o Main and staff offices
o Private meeting rooms
o Lounge and waiting area (wi-fi equipped; 4 public access computers with CIS
homepage; should be adaptable for receptions, exhibitions, events)
 Global Studies and area studies program offices
o Modern Languages department
o Main and faculty offices
o Language lab/technology area
 Classrooms (4; 40 student capacity)
 Seminar rooms (3; 25 student capacity)
 Medium sized auditorium
 Video conference facilities (2; 40 person capacity; space for one more)
 Effective signage to insure that international students and visitors are easily able to find
the building
 Offices for visiting scholars (3-4)
 Guest accommodation
o Short term guest rooms in building (4-5)
o Long term apartments in Coborn’s Plaza or this building (3)
 Kitchen facilities
 Lawrence Hall to be retained as dormitory for US and International student pairs;
current CIS offices to be remodeled into lounge and International Student Association
offices, or other student needs.
Recommendations

Increase international education opportunities for faculty and staff and develop
program for sharing their experiences upon their return
o Expand use of professional development funds for participation in international
experiences, with opportunity for matching grants
o Expand faculty and staff exchange programs and actively promote opportunities
o Develop faculty/staff enrichment workshops to encourage integration of
international experiences into the curriculum
25 | P a g e












o Expand programs and activities that support faculty and staff international
experiences, such as US Government funded programs, research abroad, faculty
exchanges, topical seminars for groups of faculty at strategic partner institutions,
and hosting visiting scholars from foreign universities.
Address the role of international experiences and activities in the promotion and tenure
process for faculty.
Develop mechanisms by which staff can begin to develop and continually build their
intercultural competence skills and abilities through international and on-campus
programs and activities, including access to intensive language opportunities.
Develop recruitment and hiring policies and practices that are consistent with and
support our comprehensive internationalization vision by attracting faculty and staff
with international experiences that will enhance our intercultural campus environment.
Develop standard mechanisms for collecting data on faculty international experiences
Include involvement and support of international activities in PDP/PDR process and staff
evaluation process
Create professional development for supervisors and department chairs on supporting
international experiences for faculty and staff
Embed international experience/focus in faculty and staff orientation program
Enhance the use of international professors funded by grant programs
Create a strategic international investment fund to support new and ongoing
international activities
o Expand supplemental funding (grants, projects, programs) to enhance core CIS
funding and seek external resources (public and private) to support strategic
international activities
Develop an institutional governance structure to oversee and coordinate international
activities (International Advisory Council)
o Create a process to monitor and selectively implement best practices in
international education
o Develop a framework and process for approving international education
programs and internships
o Establish bridges or synergies among colleges and internationalize those less
engaged departments and programs
o Require all colleges to have strategic plans for internationalization that support
SCSU’s priorities
Develop a process to manage risk related to international activities and ensure
compliance with campus and governmental policies
Develop training on compliance requirements and individual responsibilities for
employees involved in international activities
o Create international crisis team and response plan
o Create crisis management handbook for education abroad directors
o Create and maintain an easily accessible and up-to-date directory of critical
contacts at all host institutions
26 | P a g e

Redesign the CIS web portal to serve as a hub for international information and
opportunities
27 | P a g e
ELEMENT 3: INTERNATIONAL STRATEGIC PARTNERSHIPS
The Vision: SCSU will have strong partnerships with select universities in all regional areas of the
globe which promote the strategic interests of SCSU, the research interests of our faculty, and
provide SCSU students with comprehensive education abroad opportunities. Our international
partners will see SCSU as an important educational resource for their students, faculty, and
staff.
Current State
The development of institutional partnerships has generally been idiosyncratic and not closely
related to an overarching strategy for institutional development. Some signed exchange
agreements have not been active for a period of years and those that are active often show an
imbalance in the exchange patterns. There are exceptions to the pattern, with active and
mutually productive exchanges in all areas across colleges. These partnerships have added
great value to the university and are strategic relationships. Where true strategic institutional
partnerships have been formed, the benefits are many, enhancing student and faculty
participation in international learning, especially among students and faculty of color.
Additionally, these strategic partnerships have created opportunities for the University to
develop vibrant relationships with community-based organizations.
Moving forward
To achieve our vision of becoming a recognized leader in international education, we must
create a comprehensive regional strategy, including a governance structure and mechanisms
for identifying, developing and sustaining strategic partnerships with international universities.
A look at our current level of activity and type of relationships vary across the different regions
of the world (see Appendix C). A regional strategy management approach would allow the
University to create specific development plans for each region based on historical
relationships, student interest, and current economic, political and social circumstances.
Components of a regional strategy plan could include but are not limited to: student exchange
and education abroad, faculty and staff exchange, dual degree programs and economic
exchange. Regional strategy management would include the identification of a coordinator for
each region, along with an advisory committee for the region. The regional advisory committee
would be responsible for identifying and recommending program opportunities for SCSU in the
region, building and maintaining relationships with strategic partners, monitoring and assessing
existing programs and making recommendations for program improvement or discontinuation.
The regional advisory committees would be an important point of institutionalization that
would move our international programs away from individual relationships to a more
sustainable model of university oversight and responsibility. Nevertheless, great care must be
taken to insure that SCSU does not exceed its capacity to support these relationships.
International Institutional Relationships
SCSU has established international institutional relationships that provide a wide range of
international educational opportunities. In order to develop a strategic approach to global
regional activities and to track the development of international institutional relationships, it is
28 | P a g e
useful to classify the various levels of these relations. Related to this exercise would be the
management/oversight of these relationships and the mapping of existing and future activities.
Relationship for Specific Purposes (RSP)
A relationship with an international university that is principally developed by and is confined to
the activities of one College or one department within a College. This relationship would be
codified by an MOU which identifies the activities and purposes of the relationship. This
particularistic relationship would not be considered a “partnership” per se but would, in fact,
allow for activities to be pursued within a known framework. Should the number and breath of
the activities warrant, such as activities with a number of other Colleges, the status of the
relationship may then become that of a Partner. (Please note that the use of “RSP” is, at this
time just a designation of depth/degree of broad institutional commitment and involvement and
does not indicate the importance of the activities). CIS would be kept informed about any
changes in the relationship, including but not limited to a suspension of activity or an
expansion/redirection of the activity.
Partnerships
Partnership would be the nomenclature suggested for international institutional relationships
which are broad based, involving a number of departments and or Colleges and which would be
codified by an MOU. Additionally, dual degree and 2+2 and 3+2 agreements would constitute a
depth of engagement which would qualify a relationship to be a Partnership. A partnerships
agreement would be monitored by the involved Colleges. CIS would be kept informed of any
changes/modifications to the original agreement.
Strategic Partnerships
Strategic Partnerships are those which are multi-faceted and involve a wide range of academic
and service learning activities. They have initially been created as partnerships which have
matured and grown in size and complexity during their existence. The strategic partnership
institutions have developed deep and mutually beneficial relationships. (See Governance
Section re Administration).
Recommendations

Expand the number and quality of international strategic partnerships to include all
regions of the world
o Develop an institutional governance structure (International Advisory Council)
for identifying, creating, and sustaining international strategic partners
o Dedicate funding and process for allocation to build and sustain partnerships
o Identify a college level liaison for international activity with Deans Advisory
Council attendance
o Expand international agreements, with a focus on 2+2 and 3+1, as well as
o Explore consortia relationships (like MUCIA)

Deepen connections with existing partners
29 | P a g e
o Develop communication process that disseminates, allows for review, captures
feedback and portrays complexity of strategic partnership to the International
Advisory Council
o Create and maintain affinity groups related to international strategic partners
focused on region and/or discipline
o Establish a bi-national steering committee for established strategic partnerships
o Create process and criteria for establishing and evaluating international
partnerships, including return on investment, compatibility of interests, and
capabilities
o Identify and populate a project management application that allows file sharing,
communication, message boards, and multi-campus users to improve
communication between SCSU and strategic partners
o Create annual report on progress and achievements for community, partners,
and other stakeholders
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ELEMENT 4: REGIONAL COMMUNITY OUTREACH
The Vision: SCSU will be a resource for regional businesses that operate internationally or intend
future international engagement or operations. We will have the ability to leverage our
international partnerships to the benefit of our regional economy. SCSU’s international expertise
will make the St. Cloud region a more attractive choice for non-entry level businesses and high
technology and management firms with global concerns.
Current State
While some Central Minnesota businesses are very involved in doing business internationally,
the large majority of businesses have been able to remain vibrant without an international
focus. Many times, the lack of international focus is a result of the many barriers to
understanding and entering the international environment. From a demographic perspective,
Central Minnesota has become home to many ethnically diverse populations as the U.S.
experiences more immigration. While this diversity has the potential to add to the
internationalization of the area, there is a lack of a unifying force to help bring disparate groups
together in order to advance mutual benefits both locally and globally.
SCSU is positioned to serve as a leader in helping the regional community become more
globally focused, both at home and abroad. Using the many areas of international and
multicultural expertise on campus, as well as our international partnerships, SCSU has the
ability to facilitate activities and events that will advance learning and understanding to help
the regional community develop a global mindset economically, socially, and culturally.
SCSU has a broad set of capabilities and expertise that can be applied to the international area
and contribute to the globalization of Central Minnesota. These include:





Providing space for and assistance to Minnesota International Trade Office at the SCSU
Welcome Center;
Providing knowledge-based expertise to organizations in the region to help them
expand their knowledge and understanding of the world;
Providing student-based experiential learning for internationally-focused projects for
organizations;
Providing country-specific knowledge through our Cultural-Sharing program;
Through our international partners, serving as a channel for helping organizations &
individuals connect internationally to other organizations and individuals to gain
international experience.
With the broad array of international activities, international partnerships, and its appliedlearning focus, SCSU should be seen as a key catalyst to expanding the region’s international
capabilities, both locally and globally.
Recommendations
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
Extend the service mission of the university into the global arena
o Develop a program to place international students in local service learning
projects and/or internships
o Expand international student outreach to other types of educational institutions
to expand culture sharing
o Develop a program that links international students to businesses in need of
translation services or cultural knowledge as part of the cultural sharing
scholarship

Become a respected resource for local businesses and organizations regarding
international activities
o Develop communication and marketing program to promote SCSU international
expertise
 Create a catalog of areas of expertise or specializations related to
international that can be accessed by the community
 Document existing community partnerships and activities involving
international activities
 Identify a framework for organizing the university’s expertise and
experience (geographic, activity, etc.)
 Assess potential regional needs and match to our capacity
o Develop an executive leadership program in developing international
competence
o In partnership with local business organizations, create a speaker series on
expanding international business activities
o Leverage the placement of the Minnesota International Trade Office within the
SCSU Welcome Center
o Develop relationships with referral organizations (art, education, business, etc.)

Become the recognized leader in international education
o Create an international education summer institute as a professional
development opportunity for other institutions
o Develop and expand faculty and staff international enrichment and compliance
requirements and responsibilities workshops to all interested MnSCU
employees.
o Expand capacity to serve as an international education “hub” for students at
other MnSCU institutions.
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Appendix A: Governance Structures for Institutional Internationalization at SCSU
The American Council on Education’s A Guide to Internationalization for Chief Academic Officers
(2008: 26), notes that “A permanent advisory ground for internationalization provides valuable
input from different members of the campus community and created useful cross-campus
conversations.” To reach this goal, we are proposing an administrative structure that connects
the Provost, a new University International Advisory Council, new College/School International
Councils, and an institutionalized plan for guiding strategic partnerships.
Provost to convene first meeting of year of University International Advisory Council in order to
present the President’s and Provost’s international priorities for the year, as well as the
University’s annual international program budget. The Provost will receive regular reports from
the Council. All international activities will be recommended to the Provost by the University
International Advisory Council. The Provost will be the decision maker on all international
programming and initiatives.
University International Advisory Council (UIAC)
Reports to the VP Academic Affairs/Provost
The Provost to convene the first meeting of each academic year of the University International
Advisory Council in order to present the President’s and Provost’s international priorities for
the year as well as the University’s annual international program budget. The Provost will
receive regular reports from the Council. The UIAC, in its advisory capacity will make
recommendations to the Provost/President for decision/action.
Purpose:









33 | P a g e
Coordinate international activities of the university to ensure adherence to the
adopted strategic plan.
Allocate University’s international programming budget into categories (ie,
Education Abroad, Faculty Exchange, Student Exchange, Strategic Partnerships,
International Recruitment, International Travel on university business,
International Travel for Curricular Purposes) according to the priorities set by
Provost and Council.
Support positive initiatives occurring in the Colleges/Schools
Develop synergistic relationships among Colleges/Schools
Assist in internationalization of less engaged Colleges/Schools
Develop systems/procedures/processes which expedite inclusive review of new
initiatives and ongoing projects.
Ensure compliance with MN and USG governmental policies
Develop data bases for appropriate information flow and
Identify sources of intellectual and or financial support.


Composition:







Develop and maintain human and material resource data bases.
Recommend to the Provost proposals for funding under the University
International Programming budget.
College/School representatives (admin)
Administrative affairs
Student Life and Development/Multicultural Student Services
International Admissions (graduate and undergraduate)
Faculty representative(s) of Area Councils\
Representative of Graduate Studies/Sponsored Research
Other engaged groups including but not limited to Faculty Association,
International Studies Committee, and the Int’l Students Association.
Establish within each College/School a:
College/School International Council
Reports to the Dean of each College/School.
Purpose:
 To establish College/School internationalization (INTZ)priorities
 To create College/School INTZ three/five year strategic plans
 To initially review new projects in context of University and college strategic
plan
 To evaluate current projects within the context of the College/School strategic
priorities.
 To assist in identification of new opportunities for faculty and student
international activities.
Composition:
 Faculty, departmental chairs, and administrative officers which could include
designated advancement personnel.
Strategic Partnerships
A strategic partnership will be officially designated by the University Council. The factors to be
considered would include but not be limited to the following:
34 | P a g e





Duration of the active relationship
The quality and number of programs/activities developed and implemented with
the partner institution,
The centrality of the region to the strategic INTZ of SCSU
The centrality of the activates to curricular priorities of SCSU
The existence of a feasible critical mass of diverse programs in more than one
College
Governance Structure:
Bi national Steering Committee (BSC)
Authentication:
The guidelines governing the composition/functions/responsibilities of the BSC will be sent to
the IAC and subsequently to the Provost/President for final approval.
Composition:
 Will be formed as a standing committee of each university. The executive membership
of the Committee will be comprised by 2 representatives from each university chosen
by each of the partners.
 General membership in the BSC will be determined by each university comprising the
partnership.
 The SCSU Committee will be comprised of a representative of the appropriate
geographic/area studies committee/ a representative of the academic units which have
programs with the partner institutions
Functions:
 The BSC executive committee (and the members of the committee deemed
appropriate) will meet semi-annually in alternate venues.
 The agendas of the meetings will be jointly determined and agreed upon prior to the
meeting.
 Each Strategic Partnership will have a designated budget and the Executive Committee
members will have the responsibility for administering the approved budget.
o The bi-national budget contributions will be determined by each institution and
will include both cash and in-kind contributions.
o Line item modification requests will be sent to the appropriate entity at each
institution for approval.
 Requests for new program development will be sent by the departments/colleges from
which the program initiative originates for review by the BSC with their
recommendations being forwarded to the appropriate university officer’s at each
university for review and approval.
35 | P a g e
o


(A specific form will be developed for such requests so that there is uniformity
in the data received regarding the proposed program/activity).
Final approval for new programs by each of the strategic partners will be in compliance
with the internal processes of each institution.
Identify and seek external funds from approved sources.
36 | P a g e
Appendix B: Current International Models
Foreign Languages and Literature Study Abroad Models
The Foreign Languages and Literature Department has identified three distinct models of
delivery for its study abroad programs. The growing area of interest among students seems to
point toward more customized and short-duration programs.
1. Traditional model (with and without faculty)–SCSU students go abroad for a semester
accompanied by a faculty member. The SCSU director for the program teaches most
classes, with some taught by local faculty. Students stay within the SCSU pod of
students. Intended for majors, and usually leads to degree completion.
a. Program in Concepcion:
i. Began in 2001; is a Spanish/Latin American Studies program; only
program that is shared between two programs.
ii. It runs from mid August to early December and coincides with the second
semester of the Chilean academic year.
iii. The number of students has varied from 12 to 20.
iv. There has been a weeklong trip to northern Chile and the Atacama desert
region, and another to the south of Chile.
v. Beginning in 2011, the local coordinator took on the role of director; an
St. Cloud State University faculty member no longer accompanies the
group.
b. Semester/two semesters long, not accompanied by faculty
i. Eichstaett: Exchange program, shared with English; university in
Eichstaett sends the students who study English; semester- or year-long;
students take between 12 and 15 credits while there; students at any
level can go because Eichstaett has a large offering of language, culture
and literature courses; low maintenance; high quality instruction;
normally we send about 2 students per year.
 Advantages: Students are comfortable being with other SCSU students and with
the professor they know. Arrangements are made through SCSU.
 Shortcomings: Students mostly stay within their own group; out-of-class
communication is in English; there is less cultural and language exposure; faculty
goes away for the whole semester; students need to arrange absence for a
whole semester; program cost. While this model has provided some uniformity
to our programs, eventually the shortcomings of this model led to a shift in the
models we offer. As noted above, the Chile program, which is a hybrid SpanishLatin American Studies program, has recently changed in organization.
37 | P a g e
c. Semester accompanied by faculty member: The Alnwick program
i. St. Cloud State University’s oldest program, the Alnwick program began
as a general education program with an St. Cloud State University
director, on-site faculty members, and assistance from teachers in the
town. The British Studies Sub-committee has designed a new British
Studies program to take account of the opportunities presented in
Alnwick.
 Advantages: Students are comfortable and fulfill liberal arts program
requirements. They get to know other St. Cloud State University students well.
For students who don’t have much international experience, and for students
without a specialization that has a regular education abroad track, Alwick can
provide a protected environment for a first international experience.
 Shortcomings: Students stay with other St. Cloud State University students.
Opportunities to meet with British students are very limited. Course offerings are
limited. No experience of British educational system. Limited homestay options.
Limited entertainment options. Relatively remote site. Cost effectiveness must
be assessed.
2. Short Study Abroad model–One to four week study abroad accompanied by SCSU
faculty. This model either offers SCSU courses or a combination of SCSU courses and
courses students take with the partner institution.
a. Ten day trip to Berlin: German 110, Intro to German Culture. Was offered in the
winter of 2007 (7 students) and is now offered again in May of 2011.
b. French 110 (Intro to French Culture) is offered as part of a short term Summer
study abroad for this Summer.
c. Community-based learning in Ingolstadt: 5 week program where students earn 6
credits by taking a culture course and work 45 hours in the community. Students
stay with host families while they are there.
d. The first program to Ukraine went in May 2010 (10 students).
 Advantages: Allows more students to participate because of short duration,
reduced cost and lesser commitment for students; attracts majors/minors/nonmajors. Depending on course offerings, it is a good general education course
option, service-learning option or any level language skills option. Very often this
is the first international exposure the students have that might push them
towards seeking out a longer study abroad. This model serves as an exploratory
model.
38 | P a g e

Shortcomings: Because of its short duration, it might be overwhelming and veer
towards being touristic; however, that way it is not much different from any
intensive course.
3. Individual Study Abroad model–A student seeks out a program abroad that they like in
any place at an accredited institution that they like with faculty facilitating their
enrollment and transfer of credits back to SCSU. May be done by student in any major.
a. International locales
i. Students focus on Germany, Spain, Latin America and France, with 3-4
students per year, majors and minors.
ii. We have official contacts with language centers in Angers and Dijon,
approximately 10 students went in the past 3 years, for introductory,
intermediate and advanced courses.
iii. Two students went to St. Petersburg in 2009 for a semester; another
student went to St. Petersburg in the Spring of 2011.
iv. We also advertise study abroad programs in Quebec (Laval) and
Switzerland (Geneva), our students usually prefer to go to France, but
they are presented with a variety of choices and it all depends on the cost
(private centers versus public institutions in France).
 Advantages: Allows flexibility for the student, both in terms of places to go and
in terms of specific programs; can be used to study foreign languages, but also
take courses for other majors, if those are offered in English (which is very often
the case). This model covers almost any SCSU student willing to study abroad.
 Shortcomings: This model only works with students who can demonstrate
initiative and true motivation, since the student him/herself has to do most
research on the various programs available and take care of most arrangements.
4. Other observations:
 There seems to be a predictable number of students each year who go on study
abroad programs with programs competing for those students. To avoid
competition, programs may consider a coordinated rotation. A detailed analysis by
International Studies would help determine the demand.
 Since one single most important factor influencing student decision is the cost, SCSU
may consider offering subsidies/scholarships/grants to offset some of the cost of
these programs. Recently added fees are often seen viewed by students as
excessive.
 Advertising and recruiting efforts may need comprehensive review, including our
campus and efforts directed to other MnSCU institutions. SCSU could and should
lead in study abroad offerings; however, up till now SCSU programs have been
primarily aimed at SCSU students. Marketing outside of SCSU seems to be a faculty
responsibility.
39 | P a g e
The Chilean Model:
The Chile program began in 2001 as the successor to a study abroad program in Costa Rica that
had begun in 1984. The Latin American Studies Committee undertook an intensive study of
where the program might relocate. In 1999, it was decided that, the only suitable place in Latin
America ,with an excellent university system,was Chile. Robert Lavenda, then Director of Latin
American Studies, was charged with investigating Chilean universities outside of Santiago.
Lavenda turned to the Internet, and found several promising universities in southern Chile.
Three Chilean universities were contacted, and while all three responded, only two met our
needs for a director-led program. Following a visit by a four-person delegation in May, 2000,
the Universidad de Concepción was selected, an agreement was reached, and the first set of
students traveled to Concepción in August, 2001 with Dr. Elaine Carter (SPAN) as the first
director. The program was a hybrid, originally 18 credits, nine in Spanish and nine in Latin
American Studies, then 15, nine in Spanish (offered in Spanish) and six in Latin American Studies
(offered in English). The resident director taught one course, supervised the courses taught by
Chilean faculty, and directed the program. This model lasted from 2001 to 2009. The February
27, 2010 earthquake in southern Chile caused problems in recruitment of students and the
2010 program was canceled, giving us the opportunity of rethinking how the program operates.
In 2002, SCSU agreed to receive two students from the Universidad de Concepción with tuition
and housing paid. This became an exchange that would allow up to four Universidad de
Concepción students to be awarded the scholarship, based on the number of SCSU students
who went to Chile. The next year, the Universidad de Concepción academic coordinator, Omar
Salazar, Professor of Spanish Linguistics, was invited to speak at the Minnesota Spanishlanguage teachers conference and visited SCSU and subsequently he proposed that the
Audiology program at Universidad de Concepción should send students to SCSU to study
English and take a class in Communication Sciences and Disorders.
Following the success of that program, a number of other departments at both institutions
began to develop exchange and research collaborations: notably TESL, sociology and
anthropology, and Spanish. In January, 2007 and again in January 2008, large delegations from
SCSU, consisting of faculty members and administrators, traveled to Chile to explore possible
connections between interested departments. The results have been positive, with initiatives
proposed or developing in TESL, biology, nursing, psychology, sociology, anthropology,
engineering, political science, Spanish, library, biotechnology, teacher development, social
work, and ethnic studies.
Along with a reconfiguration of the main semester-long student exchange, a collaboration that
is both broad and deep requires an institutional structure, and so the Chile strategic partnership
is proposed as the pilot program for the new governance structure. This model is based on a binational steering committee, consisting of representatives of programs that have active
initiatives that will oversee the programs and create policy. Equipped with a budget, it will
40 | P a g e
evaluate and recommend proposals to the respective university authorities. An executive
committee will be formed, and members of the executive committee will travel annually to the
other university. The steering committee will meet locally, but also by Internet video on a
regular basis.
The education abroad program with the Universidad de Concepción is being revised at this
writing to rely on a Chilean director and a broader set of courses for students to take. At the
same time, short term and small group programs are being developed. Overall, the model we
are moving to will be an exchange model, with a review of the exchange ratio every three
years.
Education abroad and Multicultural programming
The short-term South Africa program has become increasing more multifaceted in serving
students in the collaboration with several departments including the Center for International
Studies, Political Science, Special Education, Nursing and Teacher Development. In addition to
developing intercultural awareness for our students, education abroad experiences increase
student retention. Students who participate in the Laos/Thailand, Mexico or South Africa shortterm program have an increased retention rate.
Short-term education abroad programs as well as several semester-long programs originating in
partnership with Multicultural Student Services are hosted in countries where English is not the
only primary language (e.g., Laos/Thailand, Mexico, South Africa). These programs have been
organized in relation to the needs of our SCSU students who are recent immigrants or refugees
in the US and are often overlooked when we examine the composition of the National and
International University Students. Creating these programs also allowed for a dramatic increase
of students of color to travel internationally. Prior to the creation of these short-term
programs, very few students of color participated in education abroad programs.
Participation in Short-Term Programs, 1999-2010
Year
1999
2000
2001
2002
2003
2004
2005
2006
2007
41 | P a g e
South Africa Program
SOC
Total
11
12
8
8
9
9
9
9
11
13
12
16
6
12
11
13
8
14
Laos/Thailand Program
SOC
Total
22
13
18
13
11
30
18
21
15
12
2008
2009
2010
TOTAL
7
3
10
105
8
6
10
130
18
22
N/A
117
19
22
137
TESL Model
The TESL strategy for education abroad has been to develop programs through international
agreements for student and faculty exchange and for dual degree programming. Student and
faculty exchanges with Akita University provided the initial model that has been extended to
universities in Chile, China, Germany and Korea. For student exchanges, all TESL students
studying at international partner institutions do so for less cost than for on-campus attendance
as the international partners hire these students to teach English through internship programs.
Almost all courses that SCSU students take at international partner universities contribute
undergraduate or graduate degrees or for teaching licensure.
Faculty exchange for TESL also began with the Akita University agreement, but currently only
include one annual exchange with a Korean university. For faculty exchange, the model has
focused on summer exchanges with our international partner institutions.
Dual degree agreements began with Woosong University in Korea and have been extended to
Chile and Germany for MA programming and to another Korean university and to China for
undergraduate programming. The goal is to extend the undergraduate dual degree programs
to as many as six universities in as many as six different countries to provide systemic
recruitment annually of 12 students, and capacity for these students will be created on-campus
by sending an equal number of undergraduates on long term education abroad programming.
42 | P a g e
Appendix C: INTERNATIONAL INSTITUTIONAL RELATIONSHIPS
Region/Countries
Near East (Northern
Africa & Middle East)
Egypt
Israel
South & Central Asia
India
Pakistan
Sri Lanka
Bangladesh
Afghanistan
Nepal
Western Hemisphere
(Latin America and
Caribbean)
Chile
Mexico
East Asia & Pacific
Australia
China
Japan
Korea
Europe & Eurasia
Czech Republic
UK
Sweden
Germany
France
43 | P a g e
Strategic
Partnerships
Partnerships
Relationships for
Specific Purposes
India: Manipal
University
Chile: Universidad de
Concepción
China: Nankai
University/Binhai
College
Korea: Woosong
University
Woosuk University
China: Shanghai
University for
Engineering Sciences
Australia: Southern
Cross University
Korea: Yonsei
University, Gyoungin
University, Korea
University, Catholic
University.
Japan: Akita
University, Akita
International
University, Seinan
Gaukuin University,
Daito Bunka
University
China: North East
Normal University,
Nankai University
Germany: Catholic
University at
Eichstatt;
Fachhoschule
University of Applied
Science
Poland
Turkey
Italy
Africa (sub-Saharan)
44 | P a g e
Poland: University of
Lodz
UK: Centre for
Medieval and
Renaissance Studies,
Oxford, England
Italy: Univ. of
Macerata
Turkey: Maltepe
University, Hacettepe
University, Ankara
University,
Istanbul University
South Africa: Nelson
Mandela
Metropolitan
University
Appendix D: International Memorandum of Understanding
INTERNATIONAL MEMORANDUM OF UNDERSTANDING
BETWEEN
SAINT CLOUD STATE UNIVERSITY
AND
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
In order to promote educational excellence, academic ties and international cooperation, St.
Cloud State University and xxxxx University agree to explore the feasibility of establishing an
educational and scientific exchange agreement. Both parties agree that to establish formal
exchange agreements for future activities, both parties will:
 Encourage units to explore the feasibility of initiatives such as student, faculty and
research scholar exchanges to promote cross-cultural learning and research;
 Encourage and support as appropriate short term education abroad activities;
 Initiate discussions on the cooperative development of courses and academic programs.
This Memo of Understanding shall be effective upon approval by both parties and shall
remain in effect for three years. It may be terminated by either party with 6 months written
notification and it may be extended by mutual understanding and an extended written
Memo of Understanding. It MAY be automatically extended based on the expiration date(s)
or any agreements implemented under it.
While no specific commitment is made by either party, we support and sign this Memo of
Understanding in recognition of our mutual interests.
The parties agree to consult periodically concerning the status of these explorations and
other relevant matters. A joint evaluation of effectiveness should be submitted annually.
St. Cloud State University
xxxxxxxxxUniversity
Earl H. Potter, III
President
Date:_________
45 | P a g e
Rector/President
Date:_______
Appendix E: International Agreement Routing Form
St. Cloud State University
International Agreement Routing Form
This form must be completed prior to the execution of any international, inter-institutional
agreement defined as 1) between St. Cloud State University and one or more foreign
government(s) and/or universities or other organizations domiciled outside the United States,
regarding the use of this University’s faculty, student, library or other research or instructional
resources within the United States or 2) that commits the St. Cloud State University to the
deployment of faculty, student, library or other research or instructional resources outside the
United States.
After approval by the appropriate Colleges, please submit this completed form, except for the
authorization section below, to the Center for International Studies, Lawrence Hall at the
earliest date possible. This will allow CIS to facilitate a preliminary review of this proposed
agreement in relation to other international obligations of the University.
Name and Country of Foreign
Institution:____________________________________________________
Status: New □
Renewal □
Revised Renewal □ Date: ________________________
Initiator: _____________________________________________________________________
Responsible College: _______________________________
Approval/Signature of College Dean____________________________________ *indicates
that the proposal should move forward through the review process.
Department: _________________________________________________________________
CIS USE ONLY
CIS confirms that this agreement has passed the preliminary review, is consistent with
University policy, and does not conflict with other known agreements. Based on this review,
CIS recommends approval of the agreement.
___________________
Date: __________________
Signature- AVPIS
AUTHORIZATION - (REQUIRED)
Participating Department Chair(s):
_________________________________________
_________________________________________
Deans/Directors
__________________________________________
__________________________________________
46 | P a g e
Date: ______________________
Date: ______________________
Date: ______________________
Date: ______________________
AVP/Center for International Studies
__________________________________________
Vice President for Academic Affairs
__________________________________________
President of the University
__________________________________________
Date: ______________________
Date: ______________________
Date: ______________________
FINAL REPOSITORY: The fully approved and executed routing form and finalizing international
agreement must be submitted to CIS. CIS holds the documents on file and maintains a central
repository of information regarding the University’s international commitments and
opportunities. Copies will be retained by the Offices of the President and Provost plus the
relevant Colleges.
47 | P a g e
International Agreement Routing Form
I.
PARTIES TO THE AGREEMENT:
Include unit name, project coordinator, project contacts addresses, phone, fax and
e-mail. Please list as many as applicable.
A. St. Cloud State University
B. Participating Domestic Institutions (other than St. Cloud State University)
C. Participating Foreign Institutions
SYNOPSIS OF PROJECT (LIMIT 50 WORDS)
48 | P a g e
International Agreement Routing Form
II.
TYPE OF AGREEMENT:
Mark all that apply. If more than one category applies, indicate the approximate
weight in %).
A.
B.
C.
D.
III.
□ Student Study/Research Abroad
□ Undergraduate
□ Graduate
□ Faculty Study/Research Abroad
□ Faculty Enrichment Project
Other______________________________________________
Duration of the Agreement, Termination, and Conditions for Renewal
A. Duration _________________________________________________________
If possible: Starting Date: ___________
Ending Date: ____________
B. Under what conditions (if any) can the agreement be terminated by one party
prior to its ending date?
C. Does this agreement expressly provide for a possibility of renewal?
□ Yes
□ No
If yes, how will the renewal be decided?
IV.
ARE ST. CLOUD STATE UNIVERSITY FUNDS INVOLVED?
□ Yes
□ No
If yes, please complete Section V below)
49 | P a g e
International Agreement Routing Form
V.
DETAILS OF UNIVERSITY/GRANT FUNDS INVOLVED.
(If both university and external funds are involved in any one line item, please
indicate an estimated percentage for each source). In kind contributions and fee
waivers should also be indicated.
Type
Amount in $
Source
A. Tuition and Fees
B. Stipends
C. Salaries
D. Clerical Support
E. Benefits
Enumerate kinds
F. Travel
G. Advising
H. Facilities
I. Library
J. Equipment
K. Other
TOTAL
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Appendix F: Faculty International Experience Survey
Faculty Survey Form 2011
This form has been developed for SCSU to fully understand the international capacity of its
faculty and staff. Additionally, the XXXXXX would better be able to serve those we identify
themselves as having significant international experience including but not limited to targeted
grant announcements and information specifically relevant to the interests of the individual
submitting the forms. THIS IS PURELY A VOLUNTARY ACTIVITY AND IS ONLY DESIGNED TO
FURTHER THE INTERNATIONAL INTERESTS OF THE FACULTY AND STAFF AND TO FUTHER
INTERNATIONALIZATION ON THE SCSU CAMPUS.
Please fill out on-screen, save to your computer, and send via e-mail to [email protected].
Please include a current C.V., preferably as an e-mail attachment. If you have problems sending
the form or filling it out on-screen, print out and send a hard copy to xxxxxxxxxxx. For
questions, call 320.308.xxxx Please return the form and C.V. by date.
General Information
Name:
Academic Rank:
Department:
School:
Highest Academic Degree:
University from which degree was obtained:
Year when appointed to present position:
Tenured Probationary Adjunct Other: __________
Year:
Language Competency
Please specify the language(s) and the number according to the scale shown below which best
describes your competence or fluency for each language:
1. Studied language, but no practical usable proficiency at this point.
2. Ability to read simple prose with difficulty, follow simple conversation, use the language
to get around, but not as a means of exchanging ideas.
3. Ability to read non-technical materials and technical writing in one’s field, to understand
ordinary native speech, to carry on an exchange of ideas, though haltingly.
4. Fluency, accuracy, and range adequate for all normal professional and social situations.
5. Fluency, accuracy, and range of an educated native user of the language.
6. Native speaker
Language
51 | P a g e
Rating
Regional Focus
Please indicate the percentage of your professional time devoted to the world regions below.
Include teaching, student supervision, research and administration in your calculation. To help
maintain consistency with Federal reporting requirements, please use increments of 25% (25,
50, 75, and 100). If you are a member of one of our area studies committees, would be
interested in serving on one of them, or would be interested in helping establish a new
committee, please also check the box if you are currently or would like to be listed for purposes
of receiving grant announcements and other information related to your academic interests .
Region
Current %
Future
Receive
Time
Interests/activities
information
Africa
East Asia and the Pacific
The Americas/Caribbean
Europe and Eurasia
South and Central Asia
Near East and Northern Africa
Other/international /trans regional
Total
100
Field/Research/Living Experience
Please list any country that you have lived in and/ or visited for purposes of research , teaching,
working, or about which you have undertaken library or other off-site research (please do not
include tourism). Please indicate the purpose
Specializations
Please list your current areas of research and teaching.
52 | P a g e
Theses Supervised: If you have supervised any internationally-oriented theses, please list them
(with details) below:
Accomplishments
Please list any internationally-oriented accomplishments, including grants (with dollar
amounts), international conferences, publications or other scholarly or creative activities, and
recognitions you have received over the past four years. Check all world areas that apply.
Accomplishment
Dollar
Amount
(if
applicable)
Year
Africa
East
Asia &
Pacific
The
Americas/
Caribbean
Europe
and
Eurasia
South
and
Central
Asia
Middle
East and
Northern
Africa
Courses Taught
Use the following guidelines and examples for four levels of internationalization to help
determine what you customarily do in your teaching.
Level 1 Course contains an international element.
Examples:
•
Using photos of various places around the world.
•
Analyzing an international web site for information.
•
Converting values from U.S. measurement to metric systems.
•
Referring to developments in your field that come from outside the USA.
Level 2 One unit in the course is internationally oriented.
53 | P a g e
Trans
regional
Examples:
•
Teaching a unit on international marketing in a marketing class.
•
Teaching a unit contrasting human development between or among different
cultures.
•
Teaching a unit in a nursing class on medical practices in other parts of the world.
Level 3 International elements are integrated throughout the course.
Examples:
•
Contrasting the international orientation in aspects of 'business management
(finance, marketing, law, etc.) with those in the USA.
•
Requiring students to consider an international viewpoint with writing assignments
from different units of a course in English, history, sociology, or whatever courses
you teach.
•
Using in a science class research done in another country and/or by scientists from
other countries.
Level 4 the entire course has an international orientation.
Examples:
•
World language courses.
•
Courses on specific cultures and countries.
•
World history, anthropology, geography, philosophy, sociology, i.e., courses whose
main focus is to compare and contrast regions and cultures of the world.
•
English courses taught with all assignments geared to a specific culture outside the
USA.
1. Are you currently teaching courses with international content? Yes No (If "No," skip to
Question 2)
Course
number
Course name
Level 1,
2, 3, or 4
Brief description
Means used to
assess mastery of
content
2. Are you currently teaching or developing a course into which you would like to infuse
international elements?
Course Number
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Course Name
3. If you want to globalize your courses, what do you think you need (e.g., guidance toward
resource information and topics to include, more relevance within your discipline to
international issues, etc.)?
4. Which of the following programs or activities interest you the most?, Number them by
preference, #1 being your first preference (specify course[s] if possible).
_
_
_
_
_
Curriculum development projects (specify area of interest).
Opportunities to attend seminars or conferences on international topics related to your
discipline (specify topics and courses).
Faculty exchange programs in another country (specify country or countries).
Short-term research or curriculum development projects in other countries (specify
country or countries).
Short-term contract training (paid) in other countries (specify the type of training you
believe you could do).
5. What type of assistance would help you globalize your courses? Number your preferences #1
to #8 (#1 being the most helpful).
_
_
_
_
_
_
_
Resource information (books, journals, articles) on international education topics.
Identification or suggestions of global topics relevant to my courses or discipline.
Help with incorporating global learning outcomes in your teaching. Examples of course
materials incorporating global content developed by faculty and other institutions.
Opportunities to consult on an "as needed" basis with international specialists relating
to your course and discipline.
Ongoing faculty development seminars on internationalizing your curriculum.
Grant funds to travel abroad to research ways to globalize your courses.
Guest speakers for your courses (specify country and topic area[s]):
Do you have a valid passport? _____yes ____no
Are you interested in teaching or doing research outside the US? If so, where and in what
areas? Please be as specific as possible.
Would you like more information on our initiatives in
 Chile (Universidad de Concepción)
 Africa (Nelson Mandela Metropolitan University)
 China (multiple universities/fields)
 India
 Korea
 Japan
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

Europe
South Asia
Would you be interested in any of the following?
 Participate in orientation for international students
 Participate in internationalizing the curriculum
 Making presentations on international affairs, cultures, issues for faculty/staff
 Attending presentations on international affairs, cultures, issues for faculty/staff
 Making presentations on international affairs, cultures, issues for students
 Participating in faculty/staff exchanges
 Assisting in fundraising for international programs
 Developing student activities with international or intercultural themes
 Developing more opportunities for faculty/staff education abroad experiences
 Participating in staff development activities focusing on global issues.
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International Institutional Relationships
The Memorandum of Understanding (MOU) is the foundation document by which SCSU
officially and formally establishes institutional relationships with other instuitions. The MOU
serves as an umbrella document, usually general in nature, outlining areas of mutual interest
with the formalization of the signatories’ interest in establishing specific programs/activities in
support of their interests.
The signatories are the CEO’s of the each instuitions or those designated as able to commit the
institution to such an agreement.
Addenda to the MOU, provided they relate to the original stated intention of the MOU, should
be signed by the appropriate deans/their designees/ and or the AVP AA/IS and or the Provost.
An Addendum will outline the specific programmatic details; identify the person/s responsible
for implementation at all participating institutions and the costs/source/ of funds.
Institutionalizing the implementation of MOU/associated programs.
The objective is to broaden the participation of SCSU colleges/schools/departments in
international institutional relationships. Awareness of the existing relationships and
programmatic activities will lead to enhanced awareness and the development of additional
programs within under the umbrella of the MOU’s,
The mechanisms:
 SCSU will have a section of its website dedicated to information regarding the in- effect
MOU’s and Addenda. This section of the Website will be maintained /updated as
required by Academic Affairs/Center for International Studies.
All programs which would be developed as addenda to the existing MOU’s would use the
processes and provide the information as indicated in the Routing Form (see appendix…).
o Once approval has been obtained the program document, with the appropriate
signatures, the Addendum will be filed with the MOU and will be included in the
website.

AA/CIS will conduct MOU/addenda related information sessions on a regular basis
throughout the academic year. The anticipated schedule would be at least one per
month and with the development of new initiatives, there would be additional
information sessions developed.
Review: renewal/cancellation:
Periodically, usually on an annual basis, and within the context of the priorities of SCSU, all
MOU’s will be reviewed. The criteria will include but will not be limited to the current level of
activity, planned for activity and potential for future activity.
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