Archive for MAIEM
Friday, February 24th, 2017
For spring 2017, a total of 51 Middlebury Institute of International Studies at Monterey students will participate in our distinguished semester long immersive learning programs, to be placed around the country and the globe. Domestically, students are as close as the San Francisco Bay area and as far away as Washington, D.C. Internationally, they are spread across five continents.
Programs include the International Professional Service Semester (IPSS), the International Organizations and Nonproliferation Program (IONP), DPMI Plus, the International Education Management (IEM) Practicum, the Student Exchange Program, and the Frontier Market Scouts (FMS) Program.
Below is a list of current participants, their organizations, and their locations.
|Thomas Chamberlin||SeeSaw||Cape Town, Africa|
|Matthew Coomer||NOAA||Seattle, WA|
|Megan Godfrey||NOAA||Fairbanks, Alaska|
|Joshua Morris||TNC||Santa Cruz, CA|
|Sorina Seeley||NOAA||Fairbanks, Alaska|
|Akimi Yano-Manzano||UNITAR||Hirsohima, Japan|
|Daniele Elizaire||UN Women||New York, New York|
|Andrew Larson||State Department||Lima, Peru|
|Steven Perle||IRC||Sacramento, CA|
|Ariel Watkins||EDC||Washington, D.C.|
|Patrick Niceforo||Korean Economic Institute||Washington, D.C.|
|Meredith Rupp||Greenbelt Alliance/Transform||San Francisco, CA|
|Monique Rao||UNICEF||Phnom Penh, Cambodia|
|Shirin Khan||Atlantic Council||Washington, D.C.|
|Lieselotte Siegenthaler||Center for Climate and Security||Washington, D.C.|
|Laura Williams||State Department||Washington, D.C.|
|Maxwell Petersen||Atlantic Council||Washington, D.C.|
|Margaret Arno||LLNL||Livermore, CA|
|Julia Diamond||United Nations Office of Disarment Affairs (UNODA||New York|
|Lesley Kucharski||United Nations Office of Disarmament Affairs (UNODA)||New York|
|Kyle Pilutti||IAEA||Vienna, Austria|
|Nate Taylor||Czech Technical University/CTBTO||Prague, Czech Republic|
|Genevieve Dabrowski||Bay Area Council Economic Institute||San Francisco, CA|
|Genevieve Yehounme||WRI||Washington, D.C.|
|Addy Jimenez Haga||UNLiREC||Peru|
|William Holeness||UNEP RONA||Washington, D.C.|
|Nicholas Stulck||Catholic Relief Services||Ecuador|
|Elizabeth Falconer||Catholic Relief Services||Bolivia|
|Rachel Dickinson||Global Fund for Women||San Francisco, CA|
|Michelle Zaragoza||Peace Corps||Nicaragua|
|Adam Grant||Peace Corps||Armenia|
|Veronica Diaz||US State Department and UNICEF||DC/Honduras|
|Annelise Andrade||EUSA Centro Universidad International Office||Sevilla, Spain|
|Abbiola Ballah||MIIS, Center for Social Impact Learning||Monterey, CA|
|Jenna Cotey||South Puget Sound Community College||Washington|
|Megan Dieck||University of Wisconsin-Plattville||Platteville, WI|
|Damien Lazzari||UC Santa Cruz, Global Engagement ISSS||Santa Cruz, CA|
|Heather Rahimi||University of Utah Asia Campus||Incheon, South Korea|
|Jake Reckford||American International Recruitment Council (AIRC)||Washington, D.C.|
|Will Stewart||Kuwait Cultural Office||Los Angeles, CA|
|Clarissa Stewart||Middlebury- CMRS Oxford Humanities Program||Oxford, England|
|Yuki Ueda||MIIS Strategic Programs||Monterey, CA|
|Daniel Watson||Portland Community College||Portland, OR|
|Sean Bonowitz||Middlebury Schools Abroad||France|
|Bryce Bay||Middlebury Schools Abroad||Russia|
|Ben Grimming||Incubator Assistant @ Kalu Yala||Panama|
|Frances Hess||Impact Fellow @ Jeeon||Bangladesh|
|Courtney Kemp||Investment Relations Consultant @ Mangrove Credit Group||Liberia|
|Christina Lukeman||Impact Assessment Fellow @ Uberis Capital||Cambodia|
|Jessica Anderson||Business Development Manager @ Toucan Education Programs||Belize|
Thursday, October 6th, 2016
Assistant Professor, International Education Management
Here at MIIS, students can participate in a wide range of international and domestic immersive learning opportunities. Whether students travel during January-term, spring break, summer or do an independent practicum, students have a number of options at their fingertips. The faculty who lead these trips recognize the value of these immersive professional experiences. We at GSIPM wanted to sit down with some and let them share for themselves.
What’s Your Spirit Animal? Can’t think of one? Name an animal, now another, and finally another.
Jaguar ← What you think your spirit animal is.
Monkey ← What others think you are.
Llama ← What your spirit animal really is. (Paige’s note: I just returned from Peru where I saw many llamas!)
Why did you decide to enter your field?…Tell me about your journey.
I had my first international experience when I was in high school at age 16. I went to Eastern Europe and traveled through Slovakia, Poland and Czech Republic. I grew up in a small farming community in Iowa, so visiting these cities and seeing so many new things was one of those experiences that changed my life, and propelled me into my international career – even if I didn’t even know how transformational it really was until many years later.
As a college student, I studied abroad in Mexico and Guatemala and worked in the Spanish department helping organize study abroad programs. I also worked for a program that provided after-school and summer care for children of US military families abroad which allowed me opportunities to live and work in Japan, Italy and Germany. While my world experiences were adding up, I still hadn’t considered an international career.
I decided to pursue my Masters in Higher Education at Arizona State University (ASU) so I flew from Guatemala back to Iowa and without much hesitation, I packed up my car and drove to Arizona. While in graduate school, I started working in Student Affairs and Higher Education Administration. I enjoyed it, but I missed the international component. After my first year at ASU, I had an opportunity to lead engineering undergraduate students abroad on a summer program that ASU was offering in partnership with two other universities. This was a program that visited universities in England, France and Spain and I coordinated and led the trip, which was my first official study abroad experience as an administrator. I soon realized working in international education administration combined what I enjoyed about working with students in higher education and my passion for international experiences and cultural learning.
I completed my Doctorate (Ed.D.) in Educational Leadership and Policy Studies in Higher Education at Arizona State University. I worked in the study abroad office and later in academic affairs while completing my degree, and for my dissertation I researched outcomes of short-term study abroad participation. That research solidified how valuable education abroad is in shaping personal and academic development for college students. I had personally experienced many changes as a result of studying abroad, and I knew I wanted to be able to create those types of learning experiences for other students in my future career.
After completing my doctorate, I took a position in the private sector and managed academic affairs and faculty-led programs for a large study abroad provider, CEA. There I worked with nine academic centers and international staff around the world as well as 100+ colleges and universities across the US, developing study abroad programs for hundreds of US college students. It was a tremendous experience and rounded out my professional experiences. Eventually, my desire to be in the classroom full-time grew and the IEM program at MIIS was a perfect fit where I could combine my expertise in international education and higher education administration to train rising professionals who will work in international education.
How would you explain your practicum course and fieldwork?
While developing the program, I met Middlebury Schools Abroad Director in Madrid, Dr. Patricia Rodriguez, who provided valuable input as I created the course and immersive learning experience. It was important to connect the work we do in IEM with the work Patricia and her team do in Madrid managing study abroad programs. IEM students who participate in the program learn about education abroad management from the host community perspective. This program gives students the opportunity to better understand education abroad from an international context. This course is a complement to the IEM courses taught on campus in Monterey.
Students complete small projects or fieldwork dedicated to managing education abroad in Spain. In 2016, students worked on projects about various components of the education abroad experience that Middlebury staff manage, including: homestays, marketing & social media, experiential learning and co-curricular activities, and orientation. Students explored how to create experiences that foster intercultural development and student growth, with an emphasis on language development in alignment with Middlebury’s mission. Students are also meeting with local experts who work in education abroad, visiting Spanish universities and other education abroad programs across Madrid and practicing their own intercultural and linguistic skills during our time in Spain.
Why Spain and not Peru or Ecuador?
I was primarily looking for a place that had a large variety of education abroad programs, because I wanted to do a comparative analysis of education abroad programs and be able to offer opportunities for project work onsite. Spain is among the top 5 countries hosting U.S. students studying abroad. It was also a goal to partner with Middlebury Schools Abroad and deepen the connectivity with the IEM program. After considering the infrastructure and resources available across Middlebury’s Schools Abroad network, Madrid was among our top choices. Since I have previously spent time in Spain, I felt comfortable coordinating the program and had a strong network to draw upon for organizing the onsite experiences. It is my hope that this program could be replicated in other locations in the future, perhaps in France or China. IEM is also looking at other options to meet our diverse student interests so I look forward to seeing what emerges!
What would a student get out of this experience?/How could students market the skills they will acquire?
In addition to specific knowledge and skills gained through the coursework and projects completed on site, students were able to expand their network in international education through a variety of site visits and expert meetings. Students were able to see a variety of education abroad programs first-hand, and gained a deeper understanding the differences between programs. Students were able to analyze the mission of Middlebury Schools Abroad and comparatively evaluate education abroad programs offered by Spanish universities like Universidad Autónoma de Madrid, U.S. based program providers/international education organizations like CIEE and CEA and U.S. universities with programs like the University of San Diego Madrid Center. Students can practice Spanish language skills relevant to international education throughout the program as well since most site visits and guest speaker meetings are held in Spanish. We honor the Middlebury Language Pledge while interacting with study abroad students at Sede Prim.
Throughout the program Team Spain participants also reflect on their own understanding and experiences with education abroad and this program helps them break down their own stereotypes and biases of education abroad. They also reflect on their intercultural development throughout the program, learning more about cultural differences between the US and Spain and how those might impact students who are studying abroad or how it might impact staff working with peers across the ocean. Students take the Intercultural Development Inventory prior to participating in the program, which is an an assessment that measures intercultural competence—the capability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities. Intercultural competence has been identified as a critical capability for international educators and is a central goal of the majority of education abroad programs. This program offers students the chance to reflect on their own intercultural development and think about its application to future careers in education abroad.
Shortly after the immersive learning program abroad, we received opportunities for seven practicum placements from the organizations that we partnered with and others who heard about the type of work our students were doing in Madrid. I’m happy to report that we have five IEM students in Spain this fall in positions that were created following our J-Term program – a third of the students returned to Spain for their practicum! There is real value for students to gain experience in the field through on site practicum work and it has been a goal of the IEM program to increase international practica opportunities for our students.
Is there a story that captures one of your most rewarding or significant moments or could you share what drives you to do these types of programs?
[Pulls down signed Team Spain group photo hanging in office] Students framed and signed this awesome memento as a thank you and to remember our inaugural IEM immersive learning program. This is our group pictured in Toledo during a daytrip we took as part of the program. A team of students planned this as part of their project work in which they were creating co-curricular and experiential learning activities for Middlebury students. The students had to apply Experiential Learning Theory into practice to develop the excursion for our group. It was their job to prepare their peers for the experience (abstract conceptualization), lead the excursion (concrete experience) and debrief the experience (reflective observation). This experience gave the team leaders practice in understanding onsite administration of study abroad programs from a learning perspective as well as administrative skill development. The team had to create a budget, coordinate train tickets for the group, create the itinerary and plan of where we were going and what we would be learning, while applying theory to practice and considering the host city context of a city they had not previously visited. The team coordinated and led the excursion for our group as a pilot program. While leading the trip, I watched them change roles from being a student to taking on the role of a program leader. They did a tremendous job, but some things didn’t go as planned and I watched them encounter these difficulties – from schedules being off-track, site visits being different than expected, getting lost, and managing a small group of students not arriving on time at the meeting point before departing for the train station. They had to determine how to navigate these obstacles and make decisions in the moment using information they have learned through their courses and practice in IEM. After the program, the students also developed and conducted an evaluation of the excursion and made adjustments to the excursion based on the pilot program, and now Middlebury’s Sede Prim team offers this as an optional excursion for their study abroad students.
For more details, read the full interview.
For more information on Paige Butler, visit her MIIS faculty profile.
Wednesday, February 3rd, 2016
For spring 2016, a total of 61 Middlebury Institute of International Studies at Monterey students will participate in our distinguished semester long immersive learning programs, to be placed around the country and the globe. Domestically, students are as close as the San Francisco Bay area and as far away as Washington, D.C. Internationally, they are spread across five continents.
Programs include the International Professional Service Semester (IPSS), the International Organizations and Nonproliferation Program (IONP), DPMI Plus, the International Education Management (IEM) Practicum , the Student Exchange Program, and the Frontier Market Scouts (FMS) Program.
Below is a list of current participants, their organizations, and their locations.
|Shen Li||WTO||Geneva, Switzerland|
|Melis Okter||CA Sea Grant: Coastal Commission||San Francisco, CA|
|Jennifer Adams||State Dept. ASST SEC, OCEANS & INT L ENVIR & SCI AFFS and Montery Bay Aquarium Policy Division||Washington, D.C.|
|Emma Tonge||NOAA||Oakland, CA|
|Mairi MacEachern||UNGC Network office||Toronto, Canada|
|Whitney Berry||IUCN||Geneva, Switzerland|
|Zachary Foco||FAO||Rome, Italy|
|Marina Binsack||San Francisco Bay Joint Venture||Sacramento, CA|
|Sophia Kirschenman||Conservation International Social Policy and Practice Division||Washington, D.C.|
|Thomas Stagg||NOLS Patagonia||Chile|
|Jamie Stanton||UNIDIR||Geneva, Switzerland|
|Elin Orre||UNODA CAB||New York, NY|
|Hussain Alhowaidi||UN Office at Geneva: Biological Weapons Convention Implementation Support Unit||Geneva, Switzerland|
|Margaret Coleman||US State Bureau of Human Rights, Democracy, and
|Daniel Pavitt||Conservation International Peace and Development Partnerships||Washington, D.C.|
|Miranda Salinas||Alliance for Peacebuilding||Washington, D.C.|
|Li Ma||Stimson Center||Washington, D.C.|
|Kathleen Lucitt||IRS Criminal Investigations Branch (International Operations division)||Washington, D.C.|
|Stephanie Gentle||IUCN SEE||Belgrade, Serbia|
|Jenny Cho||Council on Foreign Relations||Washington, D.C.|
|Phil Goldstein||Department of Defense/Pentagon||Washington, D.C.|
|Emily Summerlin||San Francisco Business Council on Climate Change||San Francisco, CA|
|Hussein Alhowaidi||United Nations
Implementation Support Unit of the Convention on the Prohibition of the Development, Production and Stockpiling of Bacteriological and Toxin Weapons and on Their Destruction (BWC)
|Geraldine Mande||United Nations Office of Disarmament Affairs (UNODA)||New York, NY|
|Satomi Tamura||United Nations Conference on Disarmament (CD)||Geneva, Switzerland|
|Irene Yu||Preparatory Commission for the Comprehensive Nuclear Test Ban Treaty Organization (CTBTO)||Vienna, Austria|
|Judie Henderson||Rwandan Ministry of Agriculture and Animal Resources (MINAGRI)||Rwanda|
|Laura Preston||Peace Corps||Cameroon|
|Madison Shepard||SHE-CAN||Mill Valley, CA|
|Sophie Dresser||OneVillage Partners||Sierra Leone|
|Jeanine Willig||Social Impact||Washington, D.C.|
|Alina Aslanian||International Organization for Migration||Bangkok, Thailand|
|Sonia Esquibel||Catholic Relief Services||Zambia|
|Karla Gregorio||Program Fellow||Oakland, CA|
|Susan Asselin||Peace Corps||Senegal|
|Alcide Guillory III||GSIPM Immersive Learning Team||Monterey, CA|
|Julia Meli||International Organization for Migration or Search for Common Ground||Middle East and North Africa|
|Tom Ford||Peace Corps||Nicaragua|
|Kaela Conroy||Brown University – Office of International Programs||Providence, RI|
|Tessa Fancher||Middlebury College||Middlebury, VT|
|Maria Gleason-Maddox||University of Wisconsin-Whitewater Center for Global Education||Madison, WI|
|Michelle Gloster||PLUS Education U.S. Corp||USA|
|Talia Gottlieb||Pearson College UWC||Canada|
|Emily Greenblatt||Intercultural Communication Institute||Portland|
|Alcide Guillory III||GSIPM Immersive Learning Team||Monterey, CA|
|Courtney Jackson||American International Recruitment Council (AIRC)||Bethesda, MD|
|Sydney McLoughlin||To be determined|
|Peter Seilheimer||California State University at Monterey Bay||Monterey, CA|
|Abbey Wallace||CIEE||Portland, ME|
|Jordan Fernandez||Middlebury Schools Abroad||Amman, Jordan|
|Janet Addoh||Middlebury Schools Abroad||Madrid, Spain|
|Eli Hatch||Waseda University||Tokyo, Japan|
|Julianne Scott||Pulsera Project||Granada, Nicaragua|
|Tony Chow||To be determined|
|Angelina Skowronski||To be determined|
|Ben Grimmig||To be determined|
|Clover van Steenberghe||To be determined|
|Kenji Tabery||To be determined|
|Nenneya Shields||To be determined|
|Sherry Sybertz||To be determined|
Best of luck to all of you!!!
Friday, May 8th, 2015
Refugee Education Challenge is now accepting ideas to improve education opportunities for children in refugee camps.
“Now is the chance to share an idea you have for how to improve education for refugees. We’ve partnered with UNCHR and UNICEF – so even if you aren’t able implement your idea yourself, there’s an opportunity you to submit a winning idea that could be implemented through partnerships with organizations already working with UNICEF and UNHCR.
Winning ideas on our shortlist will attend a design support bootcamp hosted by IDEO.org designers, where participants will learn how to apply human-centered design to their challenge idea. A handful of these ideas will be selected to receive a share of $500,000 in funding and design support.”
Design Principles for Refugee Education:
- Focus on what we can do now
- Design for gender equality
- Keep resource limitations in mind
- Design for uncertainty
- Take an inclusive approach
- Be culturally sensitive
Monday, April 27th, 2015
I sat down with Maritza Munzón (MPA/IEM ’15), and Rafael Hernandez (MPA ’15) at a local coffee shop last week to interview them about MIIS’s Immersive Learning Programs. Maritza has traveled on five trips to six countries through MIIS (Peru, Cuba, Kenya, Mindanao, and East Asia), and Rafael has gone to four (Peru, Cuba, Rwanda, and East Asia). Both had a lot to say, much more than I can fit into this interview; I can’t encourage you enough to talk with your peers about their experiences abroad.
Q: What made you choose the immersive learning programs you chose?
Maritza: For me it’s always about “why not?” It is always a question of “if I don’t go, will I regret it?” And the answer is almost always “Yes”. So I do everything I can to take advantage of the opportunity to travel. Furthermore, because I am in the IEM degree program and want to conduct these trips myself one day, the best way to learn how to do this is to go on as many as I can!
Rafael: I was eager to begin traveling right away when I got here. That was the reason I picked this school over many other options – the traveling component. Right off the bat I could go on this Peru trip, that had a practical application of policy analysis, – and so I went.
M: I don’t think many people have traveled the way we travel here at MIIS.
There is only so much reading you can do about culture, practice, and so on, but you need to embed it in your muscle memory to learn and understand.
Q: Have you gone on any trips together?
Both went to Peru (but in different communities), as well as Cuba, and East Asia.
M: Peru started my obsession with these trips; the experience got my feet wet and then I wasn’t scared, anymore, to do the others.
Q: Are there any programs you especially wish you could have gone on?
R: I would have liked to go to the Philippines.
M: I would have done the El Salvador trip if I had the time. But I am always torn between what is familiar and what is less accessible. El Salvador is within my reach because of language, so I decided to take the leap and go on trips that I was less likely to do on my own: Kenya, East Asia, and the Philippines.
Q: How did the programs and learning styles compare?
Both: Cuba was more like learning tourism, while Peru and East Asia where more research based: we did academic research in Asia, and field research in Peru.
M: I was a guinea pig for many of the trips – for example: Kenya, Peru, and East Asia. Cuba was established. Being on a program in its first incarnation is a valuable experience for someone learning about how these programs are conducted.
R: I learned a lot about different types of intelligence and understanding. You know there is the computer competency type, where you either know it or you don’t. And if you don’t, you can ask help from someone who does – and there are no ego problems associated with that. Cultural competency, on the other hand, and especially at this school, is more complicated in that way. Then there is emotional intelligence (EQ) versus the IQ. When you go to speak to someone in a village, everyone on these trips is so concerned about being politically correct, which makes them all self-conscious. I found that the best way to take to people is honestly and openly.
Q: Since you have gone on so many of these programs, do you have any constructive feedback?
R: Like I said, these trips are one of the reasons why I chose this school. And we are so grateful for these experiences.
M: Growing up the way I did, I would have never been able to do this on my own. And I am grateful, and the best way I can give back is by applying my IEM knowledge and skills and giving constructive feedback. I was able to design a pre-departure training for the Peru trip, which was very well received, but not yet implemented. Based on our experience in Peru, Cortney Copeland and I designed a pre-departure workshop and assessment for that trip through our IEM Design and Assessment Class. In the workshop we wanted students to bond with the people in their groups, learn each other’s working styles and strength, while also getting to practice giving the surveys and entering the data. There are always hiccups with international travel and our goal was to develop cohesive groups before departure to help student better work through some of those unpredictable moments. The assessment consisted of a simple survey that students took before and after the trip to better inform staff and faculty of what is working and what needs improvement.
One of my frustrations with the organization of these trips is that the system that puts these trips together does not value the experience that the students going already have. Because the information isn’t coming from a respected magazine or periodical, but from the mouth of a student, who has had the personal experience or cultural experience growing up – but they didn’t write a paper on it, so…. We don’t get a diploma for growing up bilingual or for living similar lives to that of the people we are studying.
R: So if professors and institutions have a way, for better or worse, of validating those experiences, for example, “here is Maritza, she grew up in a culture that…..” and by doing that, it validates the person, and symbolically validates the peers that have experienced this. People come back like “I was shocked to see this and that”, and that is the only thing that gets the spotlight. But there are people who have lived this their whole lives.
M: Out of the bad comes the good. MIIS is proud of its international diversity on campus, but now there are also conversation on national diversity and socioeconomic diversity as well, which is something that came out of a critique on one of these trips. We go on these trips, and learn, and some things are difficult, but the important thing is to take the bad with the good and make something out of it. For some of us, that meant creating the Diversity and Inclusion Committee, which highlights domestic diversity on campus and is working on assessing the needs of all students, whether international students, first generation college students, student of color, LGBTQ, or second career seekers. We not only wanted to address diversity by identifying the needs of all students on campus but to make sure it is something that continues to be addressed in the institution after we are gone.
Professors should also make a point to make focus groups mandatory. A format of how to measure the trips as a whole, but also each trip individually, so it can be improved upon, but that responsibility also shouldn’t sit solely on the professor’s shoulders.
Q: Any advice for students who will travel on these programs in the future?
M: Some things you can’t prepare for. Keep an open mind, don’t sweat the small stuff. Like dirt, bugs-
R: – and cold showers –
M: – and so on because it distracts from the experience. Don’t fight the discomfort.
R: You don’t need language to communicate with people. You shouldn’t necessarily know a language perfectly – keep the willingness to go at the forefront. Don’t be catered to: we chose to go, to help. Be the one helping, not the helped. Own your decision to go.
Language should not be a barrier to communicating with people. In fact, I learned from my inability to speak the local language, which became a resource of information, connection, and interaction. When I ask you, “how do you say this?”, I become your student and switch the power dynamic. People love to teach you, to speak from authority. There is laughter, and it breaks the ice and opens new things. They think, “Here is a person who wants to know my language.” It helps equalizing the playing field.
Q: Is there something you never travel without?
M: I carry medicine for altitude sickness, headache, nausea, diarrhea, congestion, and allergies; but I also carry hydration salts and EmergenC to try and prevent getting sick as well. You never know how sick you are going to get and might not be able to get to a pharmacy right away or be able to communicate what you need so its good to carry some meds you trust. Oh! and Baby wipes.
R: Baby wipes! Pen and notepad.
*shows us his pen and notepad, which, sure enough, are in his back pocket*
M: That’s what I picked up, now I’ll do that.
R: I like to record sounds from the trips, it brings you back. *plays recording*
M: Learn how to say a greeting, and please and thank you in the local language.
R: So important!
Katya Gamolsky (joint BA/MA ‘17) is a first year student who works for the Immersive Learning Programs Office. She recently went on the Los Angeles trip that focused on Homelessness, with Dr Iyer, and will be attending DPMI DC this summer. If you have any questions, comments, or would like to know more about our Immersive Learning Programs, please email her at email@example.com.
Friday, April 24th, 2015
MIIS International Education Management
Cordially Invites You to Our
Thursday, April 30, 2015
Please join us for a series of presentations
by our graduating IEM students on their practicum experiences.
There are two (2) sessions – please attend as you like!
See attached document for list of topics and presenters.
Session 1: 10am-12pm, McGowan 102
Session 2: 4pm-6pm, McGowan 100
or join us online at
Thursday, April 2nd, 2015
Students from all MIIS Programs are encouraged to Apply!
Description of Responsibilities
Leadership term lasts early May 2015 to early May 2016
For more information check out the Team El Salvador Blog or email any questions to teamelsalvadormiis@gmail !
Send Resume & Cover Letter to firstname.lastname@example.org by Sunday, April 14th!
Tuesday, March 24th, 2015
At the Sustainable Brands Conference 2015 San Diego, nearly 2,000 thought leaders, brand innovators, designers, and global business leaders will gather to explore various topics and issues pertinent to sustainability. Whether through plenaries, workshops, the Activation Hub, the Innovation Open, or networking events, this conference has been designed to benefit everyone from NGOs and small business owners, to CEOs and global brand leaders. Don’t miss out on the opportunity to join them in discovering how to tap emerging innovations to successfully scale sustainability Now.
Check out the website here, http://events.sustainablebrands.com/sb15sd/about
All MIIS students can receive conference funding as well!
Wednesday, March 4th, 2015
Summer and Fall Applications Invited
In January several students applied for this grant but none were awarded. In every case the requests were for the summer because there was little time for anyone to prepare a travel grant proposal for the spring immersive learning programs.
The result is that all the money available for travel grants is now available for summer and fall travel for research on social change in Africa. The research must be conducted in Africa for a duration of at least 2 and a half months.
To receive this grant students must submit a research design that focuses on a social condition in Africa of the applicant’s choosing; e.g., poverty, environment, crime, armed violence, gender inequality, conflict, disease, education, refugees, etc., with the goal of making policy/program recommendations that can change that condition.
The application must include the following elements:
- Dates of research
- Location of research, to include a letter of support from an organization which is hosting or assisting you with your project.
- A two page statement that includes a complete research design, to include a research question, a literature review that shows a need for this research, evidence generation methods, and its potential impact on the social condition.
- A description of the deliverable and date of completion.
Applications must be received between now and 1 April. A committee of faculty judges will evaluate all applications and determine the recipients of the award by 15 April. Awards will be given as reimbursement for travel to Africa. Only enrolled students may receive a travel grant. If two students will be conducting the research together, the award will be split between the two students with a cap of $1500 per award. Travel will not be awarded for an internship, unless appropriate research will be conducted as part of the internship.
If you have any questions or wish to discuss the eligibility of your planned research for this award, please make an appointment with Professor Ed Laurance at email@example.com. He can also be reached at 831-402-2631.
These awards are made possible by a continuing donation from the family of Sarah Meek, a MIIS alum of 1996 whose life was cut short while working to improve social conditions in Africa.
Thursday, February 5th, 2015
Monday, December 15th, 2014
Upcoming Application Deadline for Fellowship – January 27th, 2015
Great opportunity for those who are studying or who want to study less commonly taught languages such as Arabic, Chinese, Korean, Portuguese, Russian, and Swahili – among MANY others. Boren Awards also has an African Flagship Languages Initiative, for those interested in studying Akan/Twi, French, Portuguese, Swahili, Wolof, or Zulu. Check out Boren Awards website for a complete list of languages as well as Country Preferences, fields of study, and length of study.
Boren Fellowships, an initiative of the National Security Education Program, provide unique funding opportunities for U.S. graduate students to study less commonly taught languages in world regions critical to U.S. interests, and underrepresented in study abroad, including Africa, Asia, Central and Eastern Europe, Eurasia, Latin America, and the Middle East. The countries of Western Europe, Canada, Australia, and New Zealand are excluded.”
“Boren Fellows represent a vital pool of highly motivated individuals who wish to work in the federal national security arena. In exchange for funding, Boren Fellows commit to working in the federal government for at least one year after graduation.” – Retrieved from Boren Awards Website
Not just national security:
Boren Awards views National Security broadly, to include “the challenges of global society, including sustainable development, environmental degradation, global disease and hunger, population growth and migration, and economic competitiveness.” – Retrieved from Boren Awards Website
This is a great opportunity to study a unique or uncommonly taught language – perfect for MIIS Students!
For more information check out their Website: https://www.borenawards.org/boren_fellowship
Application Deadline: January 27th, 2015
Friday, November 14th, 2014
On Tuesday, November 18 GSIPM will be holding our 2014 Fall Graduation Photo Session beginning at 11:45 a.m. The pictures will take place on the steps of City Hall, adjacent to Friendly Park. The photos that will be taken are group photos, so we are asking that you arrive as close to 11:45 a.m. as possible. Our photographer will not be taking any individual photos.
Due to professional courtesy, family and friends will not be permitted to take photographs while our photographer is working. Shortly after the photo session, GSIPM will follow up with an e-mail explaining ordering and payment options.
The dress code for this event will be business attire. So please be prepared to dress appropriately for the occasion.
Friday, November 14th, 2014
Wednesday, November 12th, 2014
Monday, October 20th, 2014
Curious about Cuba? Spend J-Term with us!
Dr. Jan Black will host an info session about the practicum on Wednesday, October 22, 6:00 -7:30 pm in McGowan 100.
If you’re thinking about joining the J-Term trip to Cuba, please come to the info session to find out more. This opportunity is open to all current MIIS students.
If you’re not able to make it to the info session, but are interested in the trip, please email us for more details.
Dr. Jan Black, firstname.lastname@example.org
Carolyn Taylor Meyer, email@example.com
Please include all three of us in your email so we can get back to you as quickly as possible.
Hope to see you there!