Page 1

The Center for International Education

Global Beat Spring 2008 Table of Contents Study Abroad in Israel page 2

English Classes Abroad page 3

CIE Honorees

y A Message from the Executive Director y This issue of Global Beat finds another academic year drawing to a close. It has been an active year for us in the Center for International Education, marked by many scholarly interchanges and enjoyable events that allowed our Nazareth community and the greater global community to engage each other in dialogue. You will find examples of this dialogue throughout this issue, as our Nazareth students report back candidly on their experiences in Chile, India, and other locations.

page 4

Studying in Chile pages 5-6

India & Culture Shock pages 7-9

Wine and Cheese Gala page 10

Graduating Seniors page 11

Latin American Business

Even as we celebrate a successful semester, however, we look ahead to the future. The summer promises to be busy, productive, and fun as we welcome groups of students from across the globe for the American Language Institute and our other highly-regarded summer educational opportunities. We will again welcome students from Turkey for the second year as part of the U.S. State Department’s U.S. Studies Institute for Student Leadership. The American Language Institute will again offer instruction in English to students, faculty, and business professionals from many countries. Our University Outreach Program for international high school students will enter its second year with a six-week program of college credits for international high school juniors and seniors. As our dedicated staff and volunteers will tell you, summers are the busiest time of the year in the CIE, but it is not all work—we make time to enjoy the many benefits of summer in Rochester and its environs, with trips to shopping malls, wineries, and Niagara Falls.

page 12

Behind the scenes, a group of faculty and staff are working on a new strategic plan with our CIE team. Our original plan, Blueprint for a Center of Excellence in International Education, was presented to the faculty and administration in 2002, and we have met or exceeded the goals set for the CIE at that point. It is time for a new period of thoughtful planning for our international engagement efforts. I will have more to report on these plans in our next issue of Global Beat. (cont. on page 8 )

Center for International Education

1

www.naz.edu/dept/cie


Study Abroad in Israel!

This trip captures the essence of the Nazareth interdisciplinary experience. You’ll combine history, sociology, archeology, religious studies, geography, and other disciplines. You’ll travel to Jerusalem and see some of the world’s great sites. It’s the quintessential liberal arts and science experience. --Professor Kisiara

The biblical landscape surrounding the Sea of Galilee, near the location of this summer’s study abroad opportunity in Bethsaida, Israel.

Archeologists have been working at the biblical site of Bethsaida since 1989; it has yielded artifacts spanning the Early Bronze Age, Iron Age, and Middle Ages. But much work remains, and an opportunity for you to learn and practice excavation methods in an interdisciplinary setting. Engage in scholarly readings and discussions of literature about the archaeology, history, and religions of Bethsaida and the surrounding regions.

I

nterested in archaeology, history, or religion? Have you always wanted to study abroad? Here is your opportunity: ANT 341: Archaeology of Bethsaida is a three-credit global perspective course held this summer in Israel. As part of the class, you will assist excavators at the ancient city of Bethsaida, within walking distance of the Sea of Galilee. You’ll visit pilgrimage and archaeological sites, including Jerusalem, Mount of Beatitudes, Masada, Megiddo, Tabgha, Qumran, and Tel Dor.

You’ll stay at the Ginosar Inn in the Kibbutz Ginosar. Transportation by bus to and from the excavation site is provided. Lunch and dinner will be buffet-style and there will be once-a-week laundry services. Estimated costs, not including tuition, are $3,127. A $500 scholarship will be available for full-time Nazareth students. Prerequisites for the course are a PI in Anthropology, History, or Religious Studies.

A Typical Day: 5:30 a.m. 9-9:45 11:30-11:45 12:30 p.m. 4:30-6:30 7-8 8-9

Bus departs hostel for excavation site On-site breakfast Break Return for lunch Lab work & Pottery Reading Dinner Lecture

Associate Professor of Anthropology Otieno Kisiara will lead the Nazareth group to the site, where you will join students from other institutions who are working on this prestigious historical site.

Saturday and Sunday are reserved for sightseeing.

Center for International Education

For more information, call Dr. Otieno Kisiara at (585) 389-2768 or e-mail to okisiar0@naz.edu.

2

www.naz.edu/dept/cie


Study Abroad and Take English Speaking Classes! by Helen Jacob, Study Abroad Coordinator/Advisor

are available, but optional. Osaka also offers a program called OUSSEP-Maple with classes taught in languages such as Arabic, Hindi, Hungarian, Swahili, and Thai. Both programs include a variety of activities for international students, such as field trips and home stays.

Don’t limit yourself because you don’t speak a second language. At Nazareth, there are study abroad and exchange programs that fit everyone’s needs. Stop by the Center for International Education and find out what we offer.

Perhaps you’d prefer to study business or hospitality management in Peru. At Nazareth you can participate in a three-week intensive Spanish program. There are field trips to the Amazon River, Machu Picchu, and other places in Peru.

D

o you think that the only places you can study abroad and take classes in English are Australia or the UK? Think again! Nazareth offers other exchange opportunities that allow you to visit a foreign country while continuing with English language classes. At Osaka University in Japan, study for a semester or a year with all courses taught in English. Japanese language classes Center for International Education

Hungary is another option, with classes offered in both Hungarian and English. An intensive language course is offered every winter if you wish to learn the language. The University of Pécs offers courses in business, art, literature, and Central European culture. Nazareth students can also study at other Hungarian Universities that offer programs for nursing students and health care professionals.

3

www.naz.edu/dept/cie


CIE Honors Gilbertson, Murphy, and Goodwin International Week Awards Presented to Three Supporters of International Education at Nazareth College

4

by Jennifer Kumar

O

ne person can change the world. In Nazareth’s case, three people were recently honored for the positive role they have played in international education at the College: Men’s Soccer Coach Dan Gilbertson, Professor of History and Political Science and Coordinator of International Studies Sharon Murphy, and community leader Charles Goodwin.

The Sports Legacy

4

Since arriving at Nazareth in 2004, Coach Gilbertson has successfully focused his recruiting efforts for the soccer team on talent from across the globe. Currently, the team boasts four international students among its players: Rikesh Kotak ’11 (England), Christopher Löfgren ’10 (Sweden), Mark Daly ’11 (Scotland), and Philip Holmberg ’10 (Sweden).

In honor of International Education Week, the Center for International Education recognized these outstanding individuals who have clearly demonstrated their desire to support and expand international education and global outreach.

A native of London, England, Gilbertson has lead three teams to NCAA finals over the last 10 years, including Nazareth’s. He is certified by the United European Football Association and earned a national advanced coaching diploma from the National Soccer Coaches Association of America, in addition to a B.A. in physical education from Plymouth State University in New Hampshire.

The Community Legacy

The Academic Legacy

4

4 4

His active involvement in Rotary International coupled with that of the Rochester International Development Council (RIDC) gives Charles Goodwin a unique appreciation for international education. It was this appreciation which led Goodwin, who retired in 2005 as vice president for international trade and transportation at the Rochester Chamber of Commerce, to the Center for International Education, where he helped facilitate a grant from the RIDC for study abroad opportunities.

For the past 23 years, students under the guidance of Professor Murphy have left Nazareth with a comprehensive education combining academics and real-world internships with study abroad opportunities. As head of the international studies major, she has assisted students interning locally and nationally in government, public policy, and museum settings.

Murphy earned a B.A. in History and Government from Daemen College, and an M.A. and Ph.D. in government and international studies at the University of Notre Dame, where she studied international relations, comparative politics, and economic development. Her regional areas of interest are the Middle East and Africa.

Goodwin has been influential in organizing Rochester’s foreign trade zone, providing hospitality arrangements for six major golf tournaments, and preserving more than 5,000 manufacturing jobs in our local area. He was influential in the planning and construction of the Greater Rochester International Airport. Following his retirement in 2005, Goodwin established Goodwin International Consulting in Canandaigua. He is active in offering international business certification programs, giving speeches on international issues, and working with students through Rotary International.

Center for International Education

4

A member of the Nazareth community since 1985, Murphy teaches international political science courses. Her current research is on radical Islamic political theory. She chaired the search committee for the director of international education and serves on the CIE advisory board.

4

www.naz.edu/dept/cie


C hile : A U nique E xperience by Charlie Needham

Shaped like a string bean, Chile barely makes sense in geological terms, yet its shape played a critical role in the development of Chilean national identity. Wedged between the Pacific Ocean and the Andes, Chile averages 150 miles in width. The north is dominated by scorching deserts which give way to central valleys that produce some of the world’s best wines. As you travel south, you reach thick forests and deep lakes. Very few countries can boast this kind of geographic diversity. It was impossible for us to take in all of this in during the five months we spent there. Chileans say that the only people who see the Atacama Desert in the north or the glaciers in the south are the tourists.

Steph and Charles on boat

This past semester, Stephanie Sacco and I were the first students from Nazareth to study at the Universidad de Concepción (U de C) in Chile. At the end of July, we set off with only a vague idea of what Chile would be like.

Concepción is the southernmost city in Chile, and it boasts plenty of cultural offerings and outlets to travel further. Since it is relatively isolated, Concepción is a great city to be a foreign student. The city isn’t a tourist attraction, so you have no choice but to be exposed to local culture. (cont. page 6)

F orming N ew C onceptions in C oncepción, C hile by Stephanie Sacco In Chile, though I was an international student, My peers in Chile came to know me for who I really was. Class time gave us a chance to break through stereotypes. We participated in class discussions and offered our points of view on politics. The agreement between our opinions and those of our fellow students surprised the Chileans. By participating in this way, we enabled our Chilean peers to differentiate the U.S. people from the U.S. government. Outside of class were other opportunities for us to break stereotypes and integrate into Chilean culture. Chilean mountains (cont. page 6)

Center for International Education

5

www.naz.edu/dept/cie


Chile: A Unique Experience cont. from page 5

Being enrolled with Chileans in class gave us the chance to witness and take part in political and philosophical discussions, where we gained insights into Chilean perspectives. There are no politically apathetic Chileans. Everyone has opinions, and they will engage you and ask about yours. Likewise, the people in Concepción are not used to foreigners. We knew only two other Americans, so there was an exchange of culture that benefited us and our Chilean friends. Occasionally it seemed like each of our actions was an opportunity to either play to the perceived American stereotype or to transcend it. Chile is a wonderful country. Its people are genuinely interesting and welcoming. Everyone was cordial and friendly. This study abroad experience fulfilled the sense of adventure and mystique that we were seeking. At times it was difficult (and not only because of the unique Chilean dialect),

Lenga Beach, Chile

but it was worth it. Hopefully the U de C program will flourish for those students who wish to see such a beautiful country in a frequently overlooked region.

Forming New Conceptions in Concepción, Chile cont. from page 5

[

]

The experience I had in Chile will stay in my heart forever. Cross cultural encounters through studying abroad enrich our educational experiences and help break down walls and stereotypes. My Chilean peers were surprised to see how friendly, goofy, and personable Americans can be, and we also were able to realize this of our Chilean peers. I believe we exceeded their expectations of Americans, especially in relation to friendships between males and females, which our Chilean friends based on what they had seen in movies and because they are seldom exposed to Americans. We feel fortunate to have been trailblazers in this regard.

Incan ruins

I was ecstatic to join the girl’s soccer team and fully integrate with the girls on and off the soccer field. Attending practices and playing games was a great way for me to spend time with the Chilean girls and be myself, especially since language has little to do with sports! My teammates became my friends and it was heartbreaking to leave them behind after the semester. Center for International Education

Cross cultural encounters through studying abroad enrich our educational experiences and help break down walls and stereotypes.

6

www.naz.edu/dept/cie


y

Integrating Two Worlds: L i f e i n A m e r i c a w i t h a n I n d i a n Tw i s t

by Jennifer Kumar

y

I

t was cold in summer, the food was bland, there were too many choices at the grocery store, the dress code was different, and on top of all that I almost got myself killed when driving on the left side of the road! These are just a few challenges I had readjusting to life in the U.S. after living in Chennai, India as a graduate student for two years. This period of adjustment is called reverse culture shock or re-entry shock. It’s similar to culture shock, but is experienced upon returning to the home country. I was an obvious foreigner in India. Though I dressed in ethnic clothes, my white skin gave it away. I was an ambassador for America, expelling myths (no, not all Americans have guns) and creating new images of Americans. When I began to adopt Indian mannerisms and thought patterns — speaking English in a new way, using

Photo by Jennifer Kumar

local slang and laughing at local jokes —I knew that I was truly adopting the culture. When I returned to America, I was a hidden immigrant because I had to readjust, relearn, and integrate the old with the new and the new with the old. (cont. page 8)

India: An Assault on Your Senses by Clare Henrie

y

India is a shock to the senses. There is always noise: the blaring of horns, old motors, music blasting from temples and storefronts, and the constant chatter of children, workers, and merchants. When I walked out of the Chennai airport, I felt the humidity in the air. It was thick with moisture and settled on my skin like a blanket. Coming from the snowy confines of Rochester, I was shocked. I came to India to study at Pondich-

Center for International Education

erry University with the International Institute for Scientific and Academic Collaboration’s Semester in India program. I have been fascinated with Indian culture since childhood. It has been more than a month now since I arrived and my senses are still reeling, but India is getting under my skin and I am beginning to love the chaos. The Pondicherry campus stretches over several hundred acres along the East Coast Road (ECR), the main thoroughfare to Chennai. To get to class, I walk along the ECR

7

to the academic buildings. There are no shoulders, so I have to watch for the speeding buses, rickshaws, bossy SUV taxis, and motorbikes or mopeds often carrying up to four people. Most of my classes are with the other nine American students and/or the three French students who also live at the foreign student’s hostel. Teachers and students are often late or do not show up to class. (cont. page 9)

www.naz.edu/dept/cie


Integrating Two Worlds:

L i f e i n A m e r i c a w i t h a n I n d i a n Tw i s t

cont. from page 7

I was so excited to come back to the U.S. after being in India for two years. I was looking forward to seeing family and friends and getting a job. I faced challenges in adapting to my reverse culture shock. Dr. Bruce La Brack, from the School of International Studies at the University of the Pacific, has categorized these experiences as:

• Try to tie in international experiences with something the person already knows. • Offer trivia or facts about everyday life in the foreign country. One of the greatest lessons I’ve learned is perspective. I continue to appreciate aspects of both cultures as I learn, adapt, and adjust. I wanted to go to India because it would be different -- and it was. I knew there were things about America I did not like and wanted to change. Now, I appreciate America all the more because we have the choice to embrace other cultures, other ways of living, and other spiritual traditions. That is why we like to travel around the world to learn about how others live, the values they hold, and how we can better our lives by learning about them.

The Top 10 Re-Entry Challenges: Boredom You can’t explain Reverse homesickness People misunderstand you You feel alienated

No one wants to hear about your life Relationships have changed People see ‘wrong’ changes Inability to apply new knowledge/skills Loss/compartmentalization of experience

Bruce La Brack’s “What’s Up With Culture?” Web site http://www.uop.edu/sis/ culture/welcome.htm (used with author’s permission.)

For the most part, I was surrounded by people who wanted to learn from and discuss my experiences. But people don’t want to hear me talking about India for hours. For everyday situations, I developed some communication skills to avoid coming off too strong: • Remember it is not all about me. • Keep answers to India-related questions to no more than 4-5 lines. • Whenever possible, end the last line with a question directed at the other person.

Image used with permission from Lynne A. Mitchell, Director, Centr for International Programs, University of Guelph, Ontario, Canada. URL: http://web.mala.bc.ca/studyabroad/departsmart/modules/whileaway.htm

A Message from the Executive Director

cont. from page 1 Lastly, I am pleased to announce that the CIE has joined the information age. If you are a devotee of Facebook, I urge you to check out our own group by searching for “Center for International Education at Nazareth College.” We have photos of CIE events and lots of information on upcoming CIE happenings. Also stay tuned for our first CIE blog, which will be available later this semester at the CIE Nazareth webpage.

Center for International Education

I wish you all a restful summer, and hope you will have the chance to visit the campus and talk to the guests whom we will be hosting throughout summer ’08. Sincerely, Dr. George Eisen Executive Director for International Education Associate Vice President for Academic Affairs

8

www.naz.edu/dept/cie


India: An Assault on Your Senses cont. from page 7 However, others tell me this is not something that happens everywhere. Foreigners are given a great deal of leeway. Men and women don’t mix easily and most girls cover themselves thoroughly. In our hostel (dorm) we are expected to abide by rules including no alcohol and no visitors after a certain hour. The foreign student’s hostel also has air-conditioning which is a luxury that other hostels do not have. The color of my skin sets me apart more than it does in the United States. It means that I can buy beer at a liquor store without being stopped or that the bus drivers hold others back to let me off, or that people assume I’m a tourist visiting the ashrams. India challenges one’s sense of personal space. There is no better example of this than the public bus. You fight the crowd to get one foot in the door. The seats are all taken and the aisle is already packed so you squish yourself in. At each stop more people get on and at this point your face is squished against the shoulder of the person in front of you. But I love riding the bus because it feels like a challenging game, one with loud Indian pop and flashing lights that circle the gods or goddesses that preside over the bus. I’ve also learned to love Pondi itself. The city was a tiny French coloCenter for International Education

ny until independence, but the French influence is still visible. You can find anything you need if you look hard enough in the center of town along MG (Mahatma Gandhi) Road and Nehru Street. MG is lined with vendors, temples, and clothing shops. It is easy to find Western food, however, I love the South Indian cuisine; you can

Photo by Jennifer Kumar

get a great meal for less than a dollar. Despite its frustrations, India has already changed me forever. There is no good way to sum up India. The only thing that comes to mind is “organized chaos.” The chaos was the only thing I could see at first, and now I can see the chaotic pattern keeps everything going in this country.

9

www.naz.edu/dept/cie


A Gala Evening The Fourth Annual Center for International Education Wine and Cheese Gala was a unqualified success, with more than 200 people enjoying fine wines and exquisite cheeses from across the globe. The event was held thanks to the support of all the participants, as well as an illustrious group of sponsors including Senator Jim Alesi, and with donations from Southern Wine & Spirits, Wegmans, and Heluva Good Cheese. A silent auction, live jazz and classical music, and elegant door prizes rounded out an evening that raised more than $21,000 for international scholarships at Nazareth College.

Center for International Education

10

www.naz.edu/dept/cie


We would like to congratulate all of the graduating International students: Nadia J. Al-Natsheh, Jordan Mahmoud Altalouli, Gaza Abderrahim Amghar, Morocco Karim Belhaj, Morocco Diego Grisales, Columbia

Rafia Afshan Hakeem, India Amal Mobarak Hassan, Egypt Sohana Nasrin, Bangladesh Diva Shrestha, Nepal

We would also like to wish the best of luck to the International students who will be returning home this year: Antonella Annucci, Italy Fabrizio Amoroso, Italy Daniele Bevilacqua, Italy Nazgul Borkosheva, Kyrgyzstan Alejandra Calderon, Peru Fabio Camarda, Italy Michael Danese, Italy Francesco De Fluri, Italy Carmine De Luca, Italy

Aurelie Faivret, France Maria Lapescara, Italy Ruben Levy, France William Maina, France Andrea Oporto, Peru Eleonora Sangro, Italy Lucia Talotti, Italy Simon Vincourt, France Anna Stenroos, Finland

WWWWWW Center for International Education

11

www.naz.edu/dept/cie


Latin American Business Seminar

I

n February, the Center of International Education, the School of Management, the International Business Council of Greater Rochester (IBC), the Universidad de Concepcion, and the Universidad Peruana de Ciencias Aplicadas held a seminar titled Business Opportunities in Latin America. This was a certificate-bearing enrichment program for business executives, professionals, and students. The seminar began with a welcome from Nazareth President Daan Braveman. Next, Dr. Eisen led the program orientation. Dr. Anne Macpherson from the History Department at SUNY Brockport spoke about the political situation in Latin America and its economic implications. Erin Cole from the U.S. Department of Commerce spoke about trade opportunities in Latin America. After a short break, Professor Fernando Fuentes from the Universidad Concepcion in Chile and Jorge Gil Infantes from the Universidad Peruana de Ciencias Aplicadas discussed trade relations between the U.S. and Latin America. A brief question and answer session followed, and lunch was provided.

Center for International Education

The afternoon’s highlight was a panel discussion with several of the morning’s speakers that explored the knowledge base required for a person or organization that wishes to engage in business in Latin America. After the discussion, closing remarks were made by Gerard Zappia, Dean of the School of Management and Laurie DeRoller, Executive Director of IBC. This seminar was the perfect opportunity to hear both local and international speakers and become more educated about Latin America and its business opportunities. 12

www.naz.edu/dept/cie

Global Beat Newsletter  

The Spring '08 issue of the newsletter of the Nazareth College Center for International Education

Read more
Read more
Similar to
Popular now
Just for you