As nearly 1 million international students begin a new academic year at a U.S. college or university, another group of international students is likewise preparing for enrollment at a U.S. high school. As noted in IIE’s report, Charting New Pathways to Higher Education*, in fall 2013 there were over 73,000 international students enrolled in U.S. high schools, and of those, nearly 49,000 were seeking diplomas from U.S. high schools to help prepare them for admission to an American higher education institution.
In most higher education discourse today it is not unusual to hear the claim that the world’s center of gravity is shifting toward the East. Indeed, no region has undergone as profound a transformation as Asia during the past half-century, from the 1970s to the present. Unprecedented economic growth has driven major social and demographic change and institutional reform and, in most countries, has brought about greater stability. The advent of a large middle class, coupled with openness and market reforms driven by economic imperatives, has contributed to greater interconnectedness among Asian states and between them and the rest of the world.
K-12 teachers and administrators can have a huge impact on the direction of their students’ lives. I can trace my own personal interest in the global world back to my elementary school principal who championed an exchange program between our school district and a school district in France. Thanks to him, I was introduced to the French language and culture at a young age, and that introduction sparked a fascination with other countries that has lasted in me to this day.
Daniela Kaisth, Vice President for External Affairs and IIE Initiatives, and I were honored to represent the Institute at a celebration in Berlin for the 90th anniversary of the founding of the German Academic Exchange Service, or DAAD.
Co-authored by Daniel Obst, Deputy Vice President, International Partnerships in Higher Education.
When IIE was founded nearly 100 years ago, one of the first actions founding Director Stephen Duggan took in establishing the new organization was to survey 250 colleges and universities in the United States to determine their capacity and interest in exchanging students and professors with foreign countries. With results of this survey in hand, Duggan visited Great Britain, France, Belgium, Switzerland, Italy, and Yugoslavia in the summer of 1919. He personally delivered hand written letters of introduction to authorities and university officials, prominent journalists, and distinguished scholars across Europe, paving the way for educational partnerships and exchanges between universities in the United States and Europe.
Roughly 15 months after IIE launched the Generation Study Abroad® initiative, it’s time to take stock. Are we making progress? Can we achieve our goal of doubling study abroad by the end of the decade? We have built an impressive coalition of educators, parents, students, alumni, and funders who are pledging specific, actionable goals and tangible financial commitments that will contribute significantly to reach our ambitious goal.
With all the recent talk about the decrease in foreign language enrollment in the United States, I thought it would be worthwhile to look at some concrete examples of real career paths that began in a language classroom. These examples are all taken from profiles done of Boren Awards alumni who applied to and received funding based in no small part on their dedication to language study, among other things. These students show how a dedication to linguistic and cultural learning can help lead to meaningful work on some of the most important global concerns of our time.
Anyone concerned with promoting wider participation in study abroad by students with disabilities, or anyone who just needs some encouragement to keep facing hard challenges head-on, should rush to read Susan Sygall's terrific personal memoir, No Ordinary Days: A Journey of Activism, Globe-Trotting, and Unexpected Pleasures. The co-founder of Mobility International USA (MIUSA), Susan and her organization already have made available a wide range of resources online at Mobility International USA and in print and offer workshops and conference panels to help all of us do a better job of expanding access to study abroad. But having just downloaded and sped through her new book, I was inspired all over again by her words, and her life story.
A recent discussion on student mobility and the higher education landscape from a Russian higher education practitioner’s perspective had my research wheels turning. Meeting with the 2014 Fulbright Russian International Education Administrators (RIEA) Program cohort was an educational experience for me: specifically it taught me that mobility data doesn’t always tell us the full story, and that one has to always speak to colleagues in the field to fully understand the context of student mobility.
At the end of this month 100 HER girls in Ethiopia from Addis Ketema and Fittawarari will graduate from high school. We are proud of their accomplishments and excited about their futures! IIE is now raising funds to assist with their transition to university, and we invite you to lend your support by making a donation by June 15.