Archive for MAIEM

Monday, October 2nd, 2017

IEM Practicum Spotlight: Dave Malacki

We spoke with the always delightful Dave Malacki about his current IEM practicum experience in Portland, Oregon. Read on to see what he has to say about the pros and cons of staying local vs. working abroad, post-practicum plans, and tips on finding the best practicum fit for you!

How did you find your practicum? What is your job title? How big is your office?

My practicum search first began by identifying liberal arts institutions in California, and after discussing some options with IEM faculty I expanded my geographic search northward into the Pacific Northwest (PNW). I conducted informational interviews with IEM students on practicum and IEM alum in the PNW as well as having a cold email template ready to send to any institution that met my search criteria.

I held multiple conversations with the assistant director in Lewis & Clark College’s Overseas & Off-Campus Programs office and opted to join their team based on the projects I desired working on that aligned with their needs. The Overseas office has three full-time staff members and three student workers. I’m serving as their graduate assistant for the term.

What has been the most surprising/unexpected thing to happen to you at work?

Well, before even having the first conversation with LC I knew their study abroad participation rate was rather high (60-65%), yet did not expect such high interest from newly matriculated students. This was a pleasant surprise and required me adapting my advising strategy away from major-specific advising more towards general education advising as most freshmen have yet to declare majors.

On another note, the first project I worked on was a rather robust redesign of their application portal. Due to it being a large project, it was somewhat daunting and required working with campus stakeholders to identify resources available on campus to reduce the final price point. It was surprisingly challenging, yet very rewarding to see it implemented for all fall applicants.

What are the pros and cons of doing your practicum in the U.S. vs abroad?

Well, doing practicum in the US was a very personal decision between my partner and I. We both would have loved to live overseas, but didn’t really want to go through immigration procedures again if we decided to come back to the US.

A pro of doing practicum anywhere in the US is the ability to network in that location. It’s great to do phone informational interviews, yet doing them face-to-face really helps both parties establish a bit more rapport which could lead to potential job notifications earlier.

Do you have a favorite local Portland spot?

Ohh, I have this awesome tea spot, Tea Chai Té (where I’m ironically writing this), that serves the best milk tea I’ve had outside of China! To jive with the hipster vibe, one of their locations is inside of an old train caboose.

Aside from businesses, the entire Columbia River Gorge and areas around Mt. Hood for hiking and exploring are easily my favorite places to enjoy some time in nature and escape from city life. Unfortunately, the fires in the Gorge have closed a couple of the epic trails I did there. However, for anyone looking to get some awesome exposure, the Cooper Spur trail on the NW flanks of Hood offers views of Rainier, St. Helens, Adams, Jefferson, and on clear days a couple of the Sisters. It tops off around 8,500 feet with nearly 5,000 feet of elevation gain in about five miles. Well worth the constant trudge up!

Which IEM course has helped prepare you the most in your daily work?

It’s difficult to pinpoint one specific course, yet based on the book that I find myself reaching for in the office most days I suppose Education Abroad Management. Advanced Topics in Education Abroad, as well as Design & Assessment, were both highly useful in the work that I’ve done thus far, too. I’m continually referring to the NAFSA Guide to Education Abroad to ensure that my project work is getting rooted in established practice. Both skills developed through D&A, along with topics discussed during Advanced Topics have helped me greatly in drafting reports and informing the designs of projects.

Do you have any plans post-practicum? If so, what are they?

Find a job! Extending beyond that I’m planning on returning to Pittsburgh a bit later in 2018 to see my two best friends get married. As always, I have plenty of concerts I want to attend and the northwest is a great place to ensure that happens! Professionally speaking, I do want to stay connected in the field through conference attendance and establishing connections with organizations like Lessons From Abroad and PDX Abroad.

What has been your favorite cultural experience?

I think most of my classmates know I have a keen interest in live music. Recently, I caught a performance by a solo pianist in an old church that had the most amazing acoustics. It certainly helped that the performer was covering mostly Phish and The Grateful Dead, two of my favorite bands. Initially, I wanted to write going to Powell’s Bookstore for the first time, but that just seemed too generic. However, Powell’s is a great place to get lost on any rainy day!

Final thoughts?

The process of finding a practicum site accompanying with having a full course load was a stressful experience for myself. I had classmates that didn’t find practicum until well after the end of the spring term, and having that patience could prove useful when determining the best fit.

Best of luck in the future Dave!

Thursday, September 28th, 2017

IEM/DPMI Plus Practicum Spotlight: Charlotte Grant

Charlotte Grant is an IEM/MPA student who is currently completing her IEM/DPMI Plus practicum working as an Adolescent Initiative Intern for Save the Children in Laos. We spoke with Charlotte about which classes from MIIS have helped her the most, the pros of taking an unpaid internship, and what life “on the ground” is like in Laos!

How did you come across your internship?

Actually, I was in the process of sending emails to UN offices and IOM offices in Southeast Asia when a friend mentioned that there was one at Save the Children in Laos that she wasn’t going to take. I had a quick Skype session with her contact and it sounded like what I wanted to be doing and was a position where I could learn a lot in a very short amount of time.

Why did you choose Laos?

It sort of chose me I guess. I knew I needed my practicum/DPMI+ to be either paid or cost neutral. I looked for opportunities in Southeast Asia so I could take advantage of the Freeman Foundation monies. Since cost of living in Laos is so low the $5000 grant is going really far. If visas allowed for it I could probably afford to stay longer than 6 months. Unfortunately business visas are pretty highly regulated.

What has been the most unexpected thing to happen to you at work? Outside of work?

I expected to be working on design and evaluation planning components of a new project. But I’ve actually been able to work a lot on the new global Every Last Girl campaign and International Day of the Girl events. I’ve created two videos, one of which will be shown at the event as well as at a regional conference in Bangkok. I was also sent into the field to photograph young mothers in everyday life. Many of my photos will be printed and displayed at a gallery for International Day of the Girl and others will be used for the global campaign. I’ve always loved photography so getting to combine my passion for development AND photography has literally been a dream come true. I spend my days at work creating frameworks for situational analyses and editing photos and videos. If I was getting paid I would probably never leave.

Outside of work I’ve been surprised with how friendly and happy everyone is here. Having previously visited communist countries I half expected the same demeanor. However, Laotians are nothing but friendly, helpful and caring. The people I rent my apartment from lived in France for many years so we actually communicate in French instead of English or Lao. On Wednesday nights I play board games with their son and his friends from France. Learning to play new games in a language I’m still learning has been a challenge but really fun!

What has been your favorite cultural activity in Laos?

Hopefully that will come next week! All of this month has been the boat racing festival. Each village has their own boat races and then there is a national holiday for the Vientiane boat race. I went to one village’s race on the Mekong but supposedly the one next week is huge since everyone has work off and people come from all over.

Much like the American south with churches on every corner, here there are temples on every corner. Many times they are used as landmarks. For example, “the mini mart with good bread is by this temple” kind of thing.

What is one thing you hope to gain from your experience abroad?

I hope I don’t just gain one thing! Overall, I would like to feel confident about going to work in an international development office in the field. I think there a lot of things I need in order for that to happen but so far, I’m gaining all of that and more here in Laos.

Which class or classes have helped you the most so far in your new position?

Language! I know it’s a prerequisite for MIIS, but honestly doing SILP and learning French has been incredible. Not only has it given me a circle of friends here I never would have known previously, it’s also opened work opportunities and allowed me to communicate with locals who speak French.

Data and Policy Analysis- Laos is communist. That’s no secret. But because of that there is very limited data and research done on touchy subjects. Having learned R has actually allowed me to be able to pull UN data and run my own analysis which I’ve then been able to use in reports and even in the video I created.

Not a class, but Human Centered Design has been HUGE for me here. I pitched the idea of running a short workshop with my team to help us design the new program for very young adolescents and my supervisor liked the idea so much she thought of three more ways we could use it. One of which is coming up very soon. I’ll be introducing the idea of HCD through a workshop aimed to build community. Though not confirmed the topic will be “How can we build community on a multi-cultural team.” Save the Children Laos recently hired two Hmong staff members to work on this project because we are targeting Hmong communities. They speak a different language and have many unique cultural traditions. Since they came on board there has been a clear divide in the staff. This workshop will attempt to begin to bridge that gap and then will be followed up by a staff retreat where we can delve deeper into some of the things that came up and where we try to prototype some of the ideas that came out of the workshop.

Favorite new food from Laos?

SO MANY! I’m super into the BBQ right now. It’s unlike anything I’ve ever seen. Not US BBQ, Korean, nothing. Super tasty and fun. You BBQ everything at your table and there is sort of like a moat of broth and veggies surrounding the meat that’s over the fire so the veggies cook as the broth heats. I’ll send a photo or video of it.

Do you have any tips for people who are apprehensive about taking an unpaid internship?

JUST DO IT. I cannot say this enough. If you are apprehensive about it, do it in SE Asia so you can apply for the Freeman. The flexibility my office has given me with deliverables is incredible. They’ve been so open and accommodating and are grateful for everything that I produce. They’ve been impressed with what I’ve been able to do after my 3 semesters at MIIS. (hopefully this means they’d be open to someone else taking on my role!)

Yesterday I had dinner with Save the Children Norway and they mentioned jobs they had available. My resume has been pushed into the hands of CRS, Unicef, and USAID chiefs of party and country directors. The connections you make while in the field are incredible. I understand MIIS has deep connections but it pales in comparison to the personal relationships you build while simply being in country (sorry MIIS Mafia) and actually being able to sit by a pool and talk about your career goals over a cold Beerlao (This literally happened. I was sitting by a pool with a USAID Nurture Chief of Party, mentioned CRS, and she mentioned the country director lived right behind her. He now has my CV and is circulating it to see if there are any positions that fit my skill set). This experience has become the cornerstone of my resume and the $3000 it would have cost me on my own was probably worth it. Fortunately, with the Freeman I didn’t have to worry about that.

 

To follow Charlotte on her journey abroad check out her blog: lifeofasaveintern and instagram: chgrantz.

If you would like to learn more about DPMIPlus email Miranda Meyer at dpmiplus@miis.edu

 

Wednesday, September 27th, 2017

IEM Practicum, DPMI Plus, IONP, and Boren Fellow Participants for Fall 2017 Announced

For fall 2017, a total of 58 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 Monterey, CA and as far away as Washington, D.C. Internationally, they are spread across five continents.

Programs include the International Education Management (IEM) Practicum, DPMI Plus, International Organizations and Nonproliferation Program (IONP), and the Boren Fellows Program.

Below is a list of current participants, their organizations, and their locations.

International Education Management (IEM) Practicum

Name Placement Location
Christopher Adams Middlebury School Abroad Spain Spain
Lauren Bell Peace Corps Liberia Liberia
Noelle Boucher Education USA Malaysia
Khatab Cissokho Middlebury School Abroad Cameroon Cameroon
Caitlin Cook Portland Community College USA
Janira Cordova California State University at Dominguez Hills USA
Jessica DiFoggio Middlebury C.V. Starr School in Italy Italy
Grace Earley DC Language Immersion Project USA
Catherine Golub Middlebury Schools Abroad at ICU in Tokyo Japan
Charlotte Grant Save the Children- International Laos(SCIL) Laos
Eli Hatch NYU School of Professional Studies, Tokyo Japan
Schuyler Horn Monterey County Weekly USA
Victoria Hudak UC San Francisco USA
McKenna Hughes Middlebury C.V. Starr School in France France
Elizabeth Imasa Knowledge Exchange Institute (KEI) USA
Alyssa Jackson EUSA Madrid Spain
Martha Jensen DIS Study Abroad in Scandanavia Denmark
Seth Joyner Univeristy of Utah Asia Campus South Korea
David Malacki Lewis and Clark College USA
Anna McCreedy UC Berkeley International Office USA
Jessica Meado CEA Study Abroad Prague Czech Rep.
Melissa Nix EUSA Spain
Karla Piacentini Foundation for Sustainable Development USA
Erika Quinonez Florida International University USA
JoLyn Rekasis The Andean Alliance for Sustainable Development Peru
Rebecca Richey Performing Arts Abroad (PAA) and Syracuse University Madrid Center USA
Hope Sanders Kent State University USA/Italy
Alexander Smith Northeastern University, Global Experience Office USA
David Smith EUSA Sevilla Spain
Daniel Solomon CIEE USA/Chile
Brett Srader International School of Myanmar Myanmar
Eric Staab WorldChicago USA
Laura Stipic Syracuse University France
Shayna Trujillo Diversity Abroad USA
Yijun Wang California State University San Marcos USA
Stephanie Weisfeld Case Western Reserve University USA
Sarah Whitley University of Utah Asia Campus South Korea
Katy Wilson Middlebury Institute of International Studies USA
Ayako Yamada Asian Institute of Management (AIM) Philippines
Zilin Zheng ISS and FIUTS offices, University of Washington USA

DPMI Plus

Name Placement Location
Eli Hatch NYU School of Professional Studies Tokyo Tokyo, Japan
Sarah Whitley University of Utah Incheon, South Korea
Amy Nguyen Relief International Myanmar (remote)
Karla Piacentini Foundation for Sustainable Development Sacramento, CA
Charlotte Grant Save the Children Luang Prabang, Laos
Malvya Chintakindi Outline India Gurgaon, India
Lauren Bell Peace Corps Response Liberia
Katie Morton TechnoServe Johannesburg, South Africa
Katie Boynton Oasis Legal Service Oakland, CA
Cody Minnich   Unicef Phnom Penh, Cambodia
Ayako Yamada Asian Institute of Management Makati, Philippines

Boren Fellows

Name Placement Location
Chelsea Lavallee African Flagship Language Initiative (French) Senegal
Andrew Meador Hopkins-Nanjing Center Certificate of Graduate Studies (Mandarin) China
Jimmy Smith Middlebury Schools Abroad Jordan

International Organizations and Nonproliferation Program (IONP)

Name Placement Location
Joseph Rodgers UN Instistitute for Disarmement Research (UNIDIR) Geneva, Switzerland
Stephanie Halasz International Atomic Energy Agency (IAEA) Vienna, Austria
Maria Rivas Cueva Comprehensive Nuclear-Test-Ban Treaty Organization (CTBTO) Vienna, Austria
Paul Warnke UN Office for Disarmament Affairs (UNODA) New York, New York
Margaret Rowland UN Office for Disarmament Affairs (UNODA) New York, New York


Leave of Absence

Name Placement Location
Ariana Alva Ferrari Think Beyond Plastic Honduras

Friday, September 15th, 2017

January and Spring Break Off-Site Courses and Special Trainings

GSIPM students now view initial information on international programs and special trainings offered in January and over Spring Break at http://go.miis.edu/practica.

January Off-Site Program Locations:

-Cuba

-Peru

-Colombia

-Egypt

-Rwanda

-France

-Czech Republic

January On-Campus Trainings and Courses:

-DPMI–International Development and Social Change

-FMS—Social Enterprise Management and Impact Investing

-Note: Additional courses including many 1-unit workshops taking place in January 2018 will be announced in early November when the spring course schedule is posted.

Spring Break Opportunities:

-The Balkans

-Washington, DC Career Exploration

Please check-back regularly as student budgets are posted on each program website.

Students with interests outside the programs offered, are encouraged to design their own experience. MIIS immersive learning funding can be used to offset the cost of a self-led applied learning project in the US or abroad over Jterm. Schedule a meeting with your career advisor or IPLSP Director Carolyn Meyer through Zócalo to brainstorm options.

Contact: 

Carolyn Taylor Meyer

Director of Immersive Professional Learning and Special Programs, GSIPM

831-647-6417

cmeyer@miis.edu

Tuesday, June 20th, 2017

Immersive Learning Student Portal is Live!

Read about students’ immersive learning projects all around the world including in the United States from 2014-2017.  Click here to visit the student portal. The student portal is a compilation of immersive learning experiences of MIIS students along with their project deliverables.

Immersive learning is the learning that occurs when students are outside of the traditional role of teacher and student. Immersive learning is collaborating with other people, organizations, and governments. It is the critical process of applying critical thinking and is a cornerstone of the Middlebury Institute of International Studies (MIIS) pedagogical philosophy on helping students develop skills and knowledge for preparing students to build a better world. 

Immersive Learning Programs include internships, DPMI +, IPSS, J-term & Spring Practica, summer opportunities, and directed studies. Through immersive learning programs, students take part in projects where they are outside of the traditional role of teacher and student.

To learn more about Immersive Professional Learning Programs and funding click here

 

Monday, May 15th, 2017

IEMer Heather Rahimi Excels on South Korean Practicum

Heather Rahimi MAIEM ‘17 has spent the last four months on practicum at the University of Utah Asia campus in Incheon, South Korea.  Having never set foot on the Asian continent prior to her practicum, Heather utilized takeaways from her MIIS coursework, non-verbal communication and flexibility to excel throughout her experience.

What has been the most surprising thing you have encountered on your practicum in Korea?

Seeing as it’s my first time in South Korea, let alone Asia, I have encountered many surprises. I think the biggest surprise, or at least the one that has had the biggest positive impact on me, is understanding that one doesn’t need verbal language to communicate with others. My Korean is limited to “hello”, “thank you”, and “goodbye”, so coming here inspired a certain amount of fear in me. However, I discovered so much can be said without words, especially in Korea. A simple grunt can say a million words! These days I grunt at everything, it can mean “yes”, “oh!”, “I understand”, “I’m so sorry”, you name it! So here is a word of caution to all those who see me after I return state-side, be prepared for countless grunts, warm smiles, and a little bit of pushing.

Credit: Snow College News

What has been one of the most valuable skills or takeaways from your coursework at MIIS that has helped you succeed in your practicum work?

I was pretty nervous for my first day on the job, I was certain I wouldn’t know anything and would have to constantly ask my supervisor for help. But, I quickly found out, my coursework at MIIS had taught me so much more than I thought and left me utterly, if not overly, prepared for this position. I was most grateful for the skills I learned in my Staff Management course. Even as an intern, I definitely needed to manage up, be aware of cross-cultural differences, such as communication styles, and be prepared to lead a meeting when no one else was up for the task.

How has your experience in Korea informed what you hope to do next (whether or not you know what that is at the moment)?

My practicum position at UAC has taught me many invaluable lessons and enabled me to grow as a person and a professional. As an intern, I have been able to work on a variety of projects that wouldn’t typically fall under one person’s job responsibilities. Each project has given me insight into what type of work I want to do in my future and made me realize that although I would prefer to work in education abroad, I am now also open to and enjoy working in international student and scholar services. Whereas before I only wanted to work in education abroad, I can now broaden the scope of my job search and better identify positions that I will thrive in based on my first-hand experience with job responsibilities and work environments.

 

Tuesday, March 21st, 2017

DPMI Plus Spotlight: Addy Jimenez Haga

DPMI Plus Spring 2017 is underway and we have the inside scoop from current DPMI Plus participant, Addy Jimenez Haga, IPD. She is currently working in Peru for the United Nations Regional Centre for Peace, Disarmament and Development in Latin America and the Caribbean (UNLIREC).
How did you find your practicum position?
During my first semester at MIIS, Scott Webb sent out an internship opportunity with UNLIREC – which happened to be in Peru. I pinned this message and kept it into consideration when choosing an organization for my DPMI Plus practicum. The fact that UNLIREC is in Peru is a added bonus since I spent two years in northern Peru as a Peace Corps Volunteer.
What has been the most challenging work task you have been given in your current position so far and why? 
I have been working on an Operational Forensics and Ballistics Manual; I assisted on mapping the 26 Zonas Veredales in Colombia for logistical strategy in the disarmament process; I have been disaggregating dozens of news articles connecting  private security guards with homicides, suicides, femicides and accidents while using a firearm; and I am in the process of building an M&E tool for the centre… but the most challenging aspect of it all, is the culture shock of being in a rich-feedback and team-oriented environments like what we have at MIIS, to autonomy and independence. I miss having 3-4 rough drafts that have been edited by a faculty member, and all of the brilliant minds working together to produce the best deliverable possible. Nonetheless, this has been an enriching experience and my expectations have been exceeded.
 What skill did MIIS teach you that you have found to be useful in your current work?
Courses that I have applied in the disarmament Centre are  Program Evaluation, Proposal Writing, Finance Functions, Citizen Security in Latin America, Network Analysis, and Organizational Sustainability. The skills include designing effective indicators, observing dynamics within the office and imagining its weighted network (i.e. who is the cutpoint? who is the person connecting everyone?, who has the highest eigenvector? whose brain should I pick to brainstorm career opportunities?), feeling confident when reading a logical framework, finding quantitative data, and how to make M&E sexy/appealing.
How do you see this position helping you in your future career?
I was not sure if working for the UN was something I would enjoy. I love fieldwork and will continue searching for career paths that include it. But I have also been incredibly impressed to witness, live, the relentless hard work and dedication from those at UNLIREC. I am gaining a diplomatic discourse, understanding the uphill battles of working with beneficiaries while gaining patience, and a better understanding of the phases, challenges, and the importance of communication of project cycles.
What advice do you have for someone currently looking for a DPMI Practicum?
Start thinking of regions, organizations, and/or sectors of interest early on. And in my case, I chose an internship that I once found to be somewhat deviating from my passions with the hopes of narrowing my career objective. *Side note: it actually added disarmament to my passions.
What is something you learned you enjoy to do, that you did not previously realize?
I am learning about guns! which I never thought I would be drawn to. Arms trafficking and violence caused by a weapon has broadened my lens to see development from a different angle. Security and violence in Latin America and the Caribbean are increasing, and being part of an organization that believes security to be a human right, is an honor.
What are your plans after practicum is over?
I will start searching for job opportunities next month that hopefully include a niche of international development and monitor and evaluation.
Thank you Addy and we wish you continued success!
To learn more about UNLIREC, check out their website.

Friday, February 24th, 2017

IPSS, IONP, DPMI Plus, IEM Practicum, FMS, and Student Exchange Placements for 2017 Announced

IPSS, IONP, DPMI Plus, IEM Practicum, FMS, and Student Exchange Placements for 2017 Announced

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.

International Professional Service Semester (IPSS)

NAME PLACEMENT LOCATION
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

International Organizations and   Nonproliferation Program (IONP)

NAME PLACEMENT LOCATION
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

DPMI Plus

NAME PLACEMENT LOCATION
Genevieve Dabrowski Bay Area Council Economic Institute San Francisco, CA
Sarah Terherst CNFA DC/Niger
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

International Education Management (IEM) Practicum

NAME PLACEMENT LOCATION
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

Student Exchange Programs

NAME PLACEMENT LOCATION
Sean Bonowitz Middlebury Schools Abroad France
Bryce Bay Middlebury Schools Abroad Russia

Frontier Market Scouts (FMS)

NAME PLACEMENT LOCATION
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

Spotlight on Paige Butler

paige-butler-profile

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?

Onsite Perspectives of Education Abroad Management in Spain is an elective course focused on Education Abroad Management. We partner with Middlebury Schools Abroad in Madrid, Sede Prim.

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.

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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.

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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.

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For more details, read the full interview.

For more information on Paige Butler, visit her MIIS faculty profile.  

Wednesday, February 3rd, 2016

IPSS, IONP, DPMI Plus, IEM Practicum, FMS, and Student Exchange Placements for 2016 Announced

Screen Shot 2016-01-11 at 3.27.24 PMFor 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.

 

International Professional Service Semester (IPSS)

Name

Placement

Location

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
Labor
Washington, D.C.
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

International Organizations and   Nonproliferation Program (IONP)

Name

Placement

Location

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)
Geneva, Switzerland
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

DPMI Plus

Name

Placement

Location

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
Amanda Kruse

Peace Corps

Burkina Faso

International Education Management (IEM) Practicum

Name

Placement

Location

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

Student Exchange Programs

Name

Placement

Location

Jordan Fernandez Middlebury Schools Abroad Amman, Jordan
Janet Addoh Middlebury Schools Abroad Madrid, Spain
Eli Hatch Waseda University Tokyo, Japan

Frontier Market Scouts (FMS)

Name

Placement

Location

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

OpenIDEO – Accepting Ideas for Refugee Education Challenge

Refugee Education Challenge is now accepting ideas to improve education opportunities for children in refugee camps.

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“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

Click to find out more about OpenIDEO and to submit an idea!

Monday, April 27th, 2015

Immersive Learners Champion Seven Countries through Nine Programs

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. MarRafFurthermore, 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!

____________________________________________________________

smaller headshotKatya 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 immersive@miis.edu.

Friday, April 24th, 2015

IEM Practicum Symposium – Spring 2015

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MIIS International Education Management

Cordially Invites You to Our

IEM Practicum
Symposium

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

go.miis.edu/iemsymsp15

Thursday, April 2nd, 2015

Team El Salvador Looking for a Team Leader!

Students from all MIIS Programs are encouraged to Apply!

TES Leader

TES Leader 2

 Description of Responsibilities 

TES Leader 5

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 teamelsalvadormiis@gmail.com by Sunday, April 14th!

 

Tuesday, March 24th, 2015

Don’t Miss the Sustainable Brands Conference

 

 

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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

Update on the Sarah Meek Travel Grant for Research in Africa

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:

  1. Dates of research
  2. Location of research, to include a letter of support from an organization which is hosting or assisting you with your project.
  3. 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.
  4. 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 elaurance@miis.edu. 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

Analyst Program with the World Bank Group

 

Check out this great opportunity with the World Bank Group!

 

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Monday, December 15th, 2014

Boren Awards: Scholarships and Fellowships

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

2014 Fall Graduation Group Photo Session

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

GSIPM Dean’s Seminar: Design Thinking to Design Doing

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