Archive for Stories From the Field
Friday, May 6th, 2016
Gaelen Hayes, IPS, 2015 IPSS Fellow
Andean Alliance for Sustainable Development, Calca, Peru
1. Please describe your experience at MIIS (your program, courses, what motivated you to apply for IPSS, and any other details that you think are relevant).
I was in the IPS (now IPD) program at MIIS. When I first came to MIIS I was having a hard time deciding between IPS and MPA, and I ultimately decided on IPS because it allowed greater freedom to customize my degree. I ended up taking a lot of MPA classes as my electives, so I think I got the best of both worlds.
I applied for IPSS because I had a personal research project that I wanted to pursue, and IPSS allowed me to get credit (and financial aid!) to do it. IPSS seemed like the best fit for my project because of the flexibility it allows in how you complete your service project. I worked with several mentor professors prior to and throughout my IPSS semester, and their help and support was crucial. One of the most valuable things I took away from IPSS was these professional relationships. I still regularly turn to these professors for advice, despite the fact that IPSS is over.
In terms of describing my experience at MIIS, I would say that I learned that these opportunities can be as much or as little as you make them. To get the most out of my time at MIIS, or my IPSS semester, I had to decide to put myself out there and to put in effort to make connections, take on projects, and to participate whenever an opportunity presented itself. Historically I am a fairly passive person, so this was a big lesson for me to learn!
2. What were your career aspirations when you applied for IPSS? Did these change during or after your immersive learning experience. If so, how?
When I applied to IPSS my career aspirations were still somewhat vague- I knew I wanted to work in community development. The people I worked with during IPSS helped me to realize what I am good at. Identifying these strengths clarified the type of position I should pursue within the development field.
3. Describe your career now. How did your time at MIIS/during your immersive learning program prepare you for this career or lead you to this career (if applicable)?
Following IPSS I was hired by the organization I did my placement with. My role involves steering our organizational development (putting those DPMI skills to use!), helping to design and implement community research, and growing the experiential learning side of our organization. Because my job description is so broad, it allows to me to use the spectrum of skills I learned at MIIS, from strategic planning to survey creation.
4. What was most valuable about your MIIS experience? What was most valuable about your IPSS experience? Is there anything you would have done differently?
I learned many valuable and applicable skills at MIIS, which have led me to the position I am in currently. I guess this would be the most valuable thing I took away, the tangible skills. A close second is the relationships I built in the short time I was there. This network of professionals in my field will be a resource that I take with me wherever I go. From the first day of orientation MIIS stresses the importance of networking, but I never saw myself as someone capable of doing this, so I kind of blew it off. Turns out it is pretty important, and not as hard as it sounds.
The most valuable thing I took away from my IPSS experience, besides the professional contacts, was a clearer understanding of my own capabilities. By having the opportunity to take the skills I had learned and run on a project of my own design, I realized how much I had actually internalized from my classes at MIIS. I also learned what I am not so good at, and this helped me to understand the best way for me to add value to the organizations where I applied to work.
5. What advice or thoughts do you have for MIIS students exploring similar opportunities?
Take advantage of opportunities like IPSS, DPMI+, and other internship type situations. It is a great way to take the training wheels off in a situation that is still safe and supportive. Through MIIS and the community there are many chances to practice what you learn in class; take advantage of as many as you can!
Friday, April 22nd, 2016
2016 IPSS Fellow Shen Li is currently interning in the Market Access Division of the World Trade Organization. The WTO recently interviewed Shen for its newsletter – you can read the interview below.
Where are you from, and what did you study before joining the WTO?
I am from Beijing. I did my Bachelor’s degree in China where I studied French. Then I went to the US to do a Master’s degree in International Policy Studies – Trade, Investment and Development – at the Middlebury Institute of International Studies at Monterey.
One of the reasons I am here as an intern is to earn academic credits for my school project. I applied for an internship at the WTO because I am studying trade. Also as I have studied French, Geneva is the perfect place to practise it.
When did you apply for the internship?
I have been planning the internship for a long time. I would say that the WTO has fascinated me ever since I started to study trade two years ago. I have always wondered what it would be like to work here. At university, we had an international trade negotiation class where we simulated negotiations in the Doha Round, imitating the way WTO negotiations take place. Whenever we wanted to raise some points or ask questions, we would raise a nameplate to speak. It is amazing to find it is exactly the same here.
I submitted my application last October and I was really surprised when I received the internship offer in December. This is my very first experience of professional life so it is a great starting point. I am really excited and grateful to have this opportunity to learn about trade issues, the needs of developing countries and the challenges facing international trade.
You have been working in the Market Access Division since 1 February. What kind of work have you been doing?
I am mostly working on the Trade Facilitation Agreement with Sheri Rosenow. Last week we organized a donor event, where donor countries and international organizations introduced their programmes for helping developing countries implement the Agreement. Once the Agreement is implemented, the international trade is going to flow much more smoothly. So I feel like I am making a real contribution to world trade. It’s so exciting.
In March, we had a workshop to help participants gain a better understanding of the Agreement so that their governments can ratify it sooner rather than later. I helped to prepare the presentation and facilitated the workshop with other members of the Trade Facilitation Agreement Facility team.
How have you found life at the WTO so far?
I really like the atmosphere here because people are very open to other cultures. Everyone in the Market Access Division is really nice. I am also so pleased that we have a Volleyball Club at the WTO because I really love playing volleyball. It is quite relaxing to play a game after work. I haven’t met all the interns yet but we do have lunch together and sometimes we meet in the atrium for a coffee break and to have a chat. It is a really nice opportunity to get to know people.
Is it your first time in Switzerland?
No, this is my second time. As I studied French for my Bachelor’s degree, I undertook an exchange programme in Paris. As an exchange student, I had quite a lot of holiday so I took the opportunity to travel, including to Switzerland. I used to think that everywhere in Switzerland would be very peaceful, like it is by the lake, but after moving here I realize it is much busier than I thought.
What have you done for fun in Geneva?
I have tried a relaxing picnic by the lake with some friends. I’ve also been to the chocolate festival, which was very interesting. We tasted all kinds of chocolates and bought many different varieties. It was a good way to spend the weekend. I like Geneva because it feels very familiar here, having already lived in France for a year. So there are not too many culture shocks and that has helped me adjust more quickly than I did in the US.
Last question: what are your plans for the future?
I think after this I will go to the US to finish my school project and graduate. After that, I haven’t given it a lot of thought but I would welcome any opportunities involving international trade. An international organization would be perfect but the private sector could also be interesting.
Wednesday, April 20th, 2016
Jeanine Willig (far left), DPMI+ Fellow & IPS 2016 student
Organization: Social Impact
Title: Performance Evaluation Intern
Location: Washington, D.C.
Social Impact contracts with lots of different organizations, mainly for performance and impact evaluation and capacity building. As a Performance Evaluation Intern, Jeanine’s been working to support the impact evaluation team on Social Impact contracts with USAID. Last month, Jeanine helped conduct a literature review for FHI360’s Rural Teacher Retention Program in Ghana. She also worked on an impact evaluation of a WASHPlus project in three districts of Bangladesh that are highly impacted by climate change and experience constant flooding. Jeanine loves the variety of projects she gets to work on at Social Impact and says she never gets bored. “I have days where I look up and I haven’t noticed the time go by,” Jeanine says. “It’s been a HUGE learning curve. I can’t believe it’s been a month already.”
Jeanine has recently signed up to assist with the evaluation of a Millennium Challenge Corporation anti-corruption project in Honduras. The goal of the project was to help the Honduran government meet anti-corruption standards in order to be eligible for funding for development. The evaluation with which Jeanine will assist involves quantitative and qualitative methods to measure impact and entails a comprehensive 23 evaluation questions (typically impact evaluation involves three to six evaluation questions).
How did MIIS prepare you to succeed as a Performance Evaluation Intern at Social Impact?
Jeanine credits Beryl Levinger’s Program Evaluation class with preparing her most directly for her work with Social Impact, which so far involves heavy use of data-evaluation methods, understanding and analyzing qualitative data, and “really getting into the nitty-gritty.” Another class that was particularly useful was Ed Laurance’s Intro to Human Security & Development. The “on-time assignments” in this class gave her the skills to be able to research and sort through information rapidly and effectively. When asked what advice she had for MIIS students interested in similar work, Jeanine recommended that all students take Data Analysis (she wishes that she had). She also said, “Finance and budgeting is such a NEED in this industry. People who currently do it are doing it because no one else can and they have just taught themselves. Skills in finance or budgeting will make your job application stand out.”
Any other advice for current students?
Jeanine wants other MIIS students to keep in mind that “people will care about you and last minute stuff is okay. When an advisor says that you’ll find a spot, have faith. Having a good attitude about the job search is important. You’ve got to keep it in perspective. Keep your ears open – there are things out there you don’t know about and opportunities you can’t even imagine, so just keep an open mind. There’s so much out there.”
Find out more…
You can read more about Jeanine’s experiences on her blog.
Friday, March 11th, 2016
IEP student Whitney Berry to present on behalf of the International Union for Conservation of Nature
This April, International Environmental Policy student and IPSS fellow Whitney Berry will be presenting at a Geneva workshop titled, “The Application of Genomic Tools for Benthic Monitoring of the Marine Environment: From Technology to Legal and Socio-Economical Aspects.” She will be giving a presentation at the Natural History Museum in Geneva on behalf of the IUCN, the organization she is working with as an IPSS fellow. The workshop is sponsored by the Swiss National Science Foundation and the University of Geneva.
More About the Workshop
Rapidly increasing impacts of industrial activities on marine biodiversity strongly affects marine ecosystem health and services. Yet, the growing demand for measuring and mitigating these impacts can hardly be satisfied by classical monitoring based on morphological species identification. New genomic tools based on analysis of environmental DNA (eDNA) could potentially overcome these limitations, but their application for biomonitoring is still very limited. The main objective of the workshop is to examine the effectiveness of eDNA method for seabed monitoring from ecological, legal and socio-economic perspectives. The workshop will discuss the need to modify regulatory requirements and legal instruments for incorporating eDNA data into biotic indices. The participants will also learn about the advantages and challenges of using the eDNA to explore biodiversity and valuing ecosystem services. The event will bring together molecular biologists, ecologists, environmental managers and policy makers interested in integrating genomic tools in environmental impact assessment of industrial activities in marine environment.
Check out Whitney’s blog for a firsthand account of her experiences as an IPSS fellow at the IUCN.
Wednesday, January 13th, 2016
For J-term 2016, we had 70 students travel to Chile, Rwanda, Peru, Nepal, and Spain.
Conner Anderson, who is on the Chile Practicum on human rights and Chile’s vulnerable populations, sent me the following photo of his cohort (to the left).
In their first three days in Chile, 23 Middlebury Institute student delegates have had the pleasure to meet with several Chilean champions of human rights, including politicians, professors, judges, community activists, everyday citizens, all working to make progress in this time of transition for Chile, but not at the expense of forgetting the injustices of the past.
Conner Anderson wrote the following about his journey so far, “We have been learning about the human rights violations under the dictatorship of Pinochet in Chile. But what has had such impact is that these aren’t just theories and stories, these are the emotions, the actions, and the lives of those that not only were impacted by the injustices, but are also those fighting to ensure that it doesn’t happen again.” Conner also wrote about one of the most impactful interactions the students have had so far was with Gabriella Zuñiga, a wife of a Disappeared, who told the student delegates, “To remember is to pass it again through your heart.”
Melissa Hewitt, who is currently attending the cultural immersion portion of Design, Partnering, Managing, and Innovation(DPMI) training at Partners in Health Rwanda, wrote, “Our trip to Rwanda has been inspirational and an incredible learning experience. We have been able to see and experience the transformation the country is currently undergoing. I feel that the lessons I am learning will stay with me and influence me for years to come.” Ayako Yamada, also participating in DPMI Rwanda, wrote, “Before coming to Rwanda, even with the pre-assigned readings, I was blown away with how little I knew about Rwanda. All I knew was about the genocide and I’ve learned that Rwanda has been a successful country in slowing down the spread of HIV and managing it. But I didn’t know as much about ICT and gender equality. It has shown me how little I was paying attention to Africa.”
Stay tuned for more comments from Nepal, Peru, and Spain!
Tuesday, October 27th, 2015
Last week a group of 7 students, led by Professor Patrick Cotter, went to London to attend the London Convention and London Protocol on ocean dumping of wastes and other matter at the UN’s International Maritime Organization(IMO) in London. Before leaving for the London Meeting students were asked prepare a position paper on the topics that were going to be discussed by the delegates. The topics for the papers were front-line environmental issues being considered at the meeting, including, marine geoengineering, carbon dioxide capture and storage, compliance with the treaties, technical cooperation and assistance, ship recycling, disposal of mine tailings, marine litter, environmental effects of chemical munitions disposal, and 25-year review of radioactive waste disposal in the ocean. The students were able to then listen to the discussions and debate on issues during the meeting.
During breaks for tea or lunch, they had the opportunity to interact with delegates who expressed their positions during the plenary session, including delegates from the Canada, Panama, Turkey, the US, GreenPeace and the London Convention/London Protocol Secretariat. In total there were 49 Contracting Parties (nations) at the meeting, 2 associate members, 11 observer nations, 5 NGO observers, 3 UN agencies, and MIIS student observers at the meeting. The meeting was chaired by Nigeria with support from the London Convention/London Protocol Secretariat.
The MIIS Digital Learning Center setup a chat for the group using “SlackBot”. During the meeting, Professor Cotter was able to comment instantly on points that were being made to allow the students to understand the importance or implications of an intervention by a national representative.
Thursday, October 1st, 2015
Theiline McMahon Cramer (Talie), duel degree candidate in TESOL and IEM, participated in last January’s Center for Conflict Studies field course entitled, Challenges to Peacebuliding in Mindanao led by Dr. Puspha Iyer.
Talie’s blogs speak to the immersive learning experience at MIIS, “I’m basking in the opportunity to reflect on my own experience as I learn a mile-a-minute. It’s day one and my mind is full of preconceptions and is ready to be filled and sculpted and filled with the knowledge of the people that live in this very foreign world. ” Her stories from Mindanao are very introspective and humble, “the longer we are here, the more I learn – and more and more I realize I know nothing at all.”
Tylie’s blog posts also highlight profound learning moments, “Going from meeting to meeting, community to community, I’ve begun to zoom in on the details of an individual’s experience, what the meaning behind a certain man or woman’s answer to a question about their experience with peace education may mean on a broader scale. This trip is so rich with knowledge and experience that, honestly, I had started to focus in on the details – the details that lead you to the broader picture that these international organizations maintain.”
Read more about Tylie’s and her cohorts experiences in Mindanao on the field course blog Challenges to Peacebuilding in Mindanao>>>.
Thursday, September 24th, 2015
The Dean of the Graduate School of International Policy and Management, Dr. Kent Glenzer, describes immersive learning as, “flying in a plane while you build it.” Merideth Bush, duel degree candidate in IPD and MBA, participated in last Spring Break’s East Asia Practicum course, on foreign policy, trade, and security led by Dr. Tsuneo Akaha and Dr. Wei Liang. During the seminar, Merideth “flew her plane” with a great deal of openness, awareness, and humor.
Thinking back on her experience, Merideth wrote, “I think of a region where I was impacted by the blend of the ancient with the modern, something that for me, as an American and and therefore a citizen of a very young country, was new and fascinating. –I remember standing in the middle of Tiananmen square trying to imagine the immense plaza 26 years earlier, packed with passionate university students like myself, many of whom would meet tragic deaths in the very place where I stood.”
She also remembers, “a hilarious tutorial on how to eat noodles with chopsticks and a memorable first-experience with a high tech toilet fully equipped with a heat seat, sound effects, and frankly a rather over zealous bidet.”
Merideth concluded, “the political education I received in Tokyo and Beijing was invaluable, but it is the cultural experiences that will stay with me for years to come.” Read more about Immersive Learning experiences available this January-term 2016 and Spring Break 2016>>>.
Wednesday, August 12th, 2015
Luz Vazquez-Ramos, candidate for a dual graduate degree in Public Administration and International Education Management, is currently working as a Special Projects Manager for the CETLALIC Institute in Cuernavaca, Mexico for her IEM Practicum and DPMI Plus fellowship. CETLALIC, self-described as the most politically and socially progressive Spanish language school in Mexico, was founded in 1987 by Salvadorian and Nicaraguan refugees. Every language course is taught following Paulo Friere methodology, an approach designed to teach Spanish, Mexican culture, and generate a sense of solidarity with Latin America. The program also offers students an opportunity to participate in a variety of social justice programs. In a recent exchange with the GSIPM office, Luz wrote, “As a former student of CETLALIC, I have learned about current and past social justice movements through CETLALIC, however I never understood the intentional and direct connection to El Salvador and to Nicaragua. I am beyond touched and humbled by the work CETLALIC has done.” This summer and into the fall semester, Luz will be developing a new study abroad program specifically created for Deferred Action for Childhood Arrivals (DACA) students.
Through her background and work at CETLALIC, Luz has become inspired to develop greater solidarity among undocumented immigrant youth in the United States and the academic community in Mexico.
Thursday, July 2nd, 2015
During a 3-day trip to Addis Ababa after the DPMI Kenya training, I was able to meet-up with January 2015 DPMI Monterey alumnus, Girma Hailu in his hometown of Addis, Ababa, Ethiopia.
Girma has been serving as Deputy Chief of Party, Food Security for Farmers (FSF) for CARE in Ethiopia since last fall.
The CARE Food Sufficiency for Farmers project (FSFP) is a 5 year project funded by the Canadian International Development Agency (CIDA) and executed by CARE Canada through CARE Ethiopia. The project aims at ensuring sustainable food security of chronically food insecure women, men, girls and boys in selected districts of the Oromiya and Amhara regions. The project works in collaboration and builds on the Ethiopian government National Food Security Programs and targets over 34,000 households; among which 13 percent are female-headed. The project will be implemented through 3 main components: i) improving the enabling environment for food security; ii) diversifying economic activities for food insecure households and iii) improving resilience to climate risks.
Click here to read more
Thursday, June 18th, 2015
MIIS Center for the Blue Economy fellow gets surprise visit from MIIS staff at Nairobi UNEP Headquarters
On the day of my departure from Nairobi, I ventured to the Gigiri neighborhood of Nairobi to visit the 140 acre United Nations Office in Nairobi (UNON). The complex houses over 20 UN offices including the headquarters for the UN Environment Programme (UNEP) and UN Human Settlements Programme (UN-Habitat). Both UNEP and UN-Habitat headquarters were established in Nairobi in the late 1970s.
After you pass through UNON security you are greeted by a beautiful winding walking path lined with international flags ending at life-size bronze elephants and 10 meter high “KaribuUN” letters. The compound offers the chance of observing local wildlife such as red duikers, squirrels, marsh mongoose, vervet monkeys and olive baboons.
As I toured the conference center, I made my way to the new UNEP offices to visit our unsuspecting Center for the Blue Economy Fellow, Emma Tonge, currently serving as an intern on the Marine Litter Project. Emma follows in the footsteps of 2015 CBE fellow, Kelsey Richardson (IEP ’05) whose summer 2014 UNEP Marine Litter Project research is now being used in two published UNEP reports including: “Valuing Plastics: The Business Case for Measuring, Managing and Disclosing Plastic Use in the Consumer Goods Industry” and a second report on the use of microplastics in personal care and cosmetics products. Kelsey is now serving as a MIIS International Professional Service Semester (IPSS) fellow at the Secretariat of Pacific Regional Environment Programme (SPREP) in Apia, Samoa.
Click here to read more
Thursday, June 18th, 2015
It was my first year working at the Middlebury Institute of International Studies (MIIS) at Monterey when I met MIIS IPS ’06 alumnus Jonah Leff. He was studying the effects of conventional and small arms violence under the tutelage of MIIS professor Edward Laurance, a pioneer in the field of small arms and light weapons trade treaties and research. Jonah was also a fellow serving an internship at the United Nations Office for Disarmament Research (UNODA) through the MIIS International Professional Service Semester (IPSS) program. The IPSS program is designed to help students jump-start their careers through junior-level internships in their field during their final semester of graduate schoo.
Jonah currently serves as Director of Operations at Conflict Armament Research and is based out of Nairobi, Kenya (where we recently met). It’s been wonderful reconnecting with Jonah over the years and to see the MIIS and Middlebury College students he has supported in entering the important field of preventing armed violence.
Click here to read more
Monday, June 8th, 2015
Group includes 13 wonderfully diverse participants from seven countries
Update from Nairobi, Kenya: We are halfway through our 8-day certificate training jointly offered by the Locus Network and the Program on Design, Partnering, Management and Innovation (DPMI) at the Middlebury Institute of International Studies at Monterey (MIIS).
The group includes 13 participants from seven countries (Kenya, Nigeria, Niger, South Africa, the Philippines, Venezuela, and the United States). Participants include Locus Network members from Pact, MIIS graduate students, and other international development practitioners. One Locus participant commented, “I’ve enjoyed meeting others in the group, and it has been a tremendous opportunity to learn from Dr. Beryl Levinger given her decades of experience in international development and teaching.”
Click here to read more
Wednesday, May 13th, 2015
Headed by Professor Beryl Levinger and MIIS alumna Nikki Gillete, along with Professor Fernando De Paolis and Sophie Dresser, MPA ’16, the 2015 Save the Children State of the World’s Mothers Report was recently released, concentrating on urban poverty and those affected by it in their everyday lives. Some of the statistics found in the research are unnerving. At the same time, the report also provides possible solutions for creating a better future for some of the world’s most impoverished, disadvantaged peoples.
The 2015 Save the Children State of the World’s Mothers Report focuses on the “hidden and often neglected plight of the urban poor.” Its many findings have been featured by media around the world, reminding all of us of the true importance of Mother’s Day.
The report shows progress in reducing child death rates in many countries, but also growing disparities. Topping the list of best countries for mothers are Norway, Finland, Iceland, Denmark, and Sweden, with the United States in 33rd place. The ranking of countries, along with alarming statistics about cities in the United States that have some of the highest urban infant mortality rates among high-income countries, made for numerous media headlines in recent days. Washington D.C has by far the highest infant mortality rate among the 25 capital cities of wealthy OECD countries.
“The report, with its wide international audience, pinpoints where mothers and their children are especially at risk and what can be done to create a better future for the world’s most vulnerable populations,” says Professor Beryl Levinger, chair of the Institute’s Development, Practice and Policy program, who co-directed the research for the Report along with alumna Nikki Gillette BAIS ’06 MPA ’07 MBA ’08.
“I have worked closely with Beryl on the State of the World’s Mothers report for nine years now, first as a research assistant and then as research co-director,” shares Gillette. “I have Beryl to thank for the opportunity to do this good and meaningful work. She is brilliant and I have learned so much from her over the years, both personally and professionally.”
“There is nothing more exciting for me than bridging the worlds of academia, policy research and advocacy,” shares Professor Levinger, adding that for each of the last 15 State of the World’s Mothers reports, MIIS students, alumni, and occasionally faculty have contributed to this research. Working with Gillette and Levinger for the 2015 Report were Professor Fernando De Paolis and student Sophie Dresser MPA ’16.
Dresser says she had a great experience working with Gillette, that she found to be the perfect complement to the immersive learning opportunity she took advantage of with MIIS this January. “During DPMI Rwanda I was able to work with a public health-focused NGO and gain knowledge and insight into maternal child health issues globally, and in Rwanda specifically—skills that I built upon working on the State of the World’s Mothers report.”
Monday, May 4th, 2015
Presentations at Irvine Auditorium this Thursday, May 7th, 6:30-8:30pm, Reception 8:30-9:30pm!
The students that went on the first ever two-country program through MIIS Immersive Learning Programs, the East Asia: China and Japan trip, will be presenting this Thursday at Irvine, with a wine and hors d’oeuvres reception to follow. The presentations will be very interesting as this program included a semester long seminar which concluded in robust papers, and the feedback from the journey has been very interesting!
The East Asia Practicum was an investigative tour of Tokyo, Japan and Beijing, China, where participants met with and interviewed policymakers, former politicians, and renowned scholars. With unique research topics looking into the the international relations of the region, students were able to seek first-hand information on the dynamics of the two major players: Japan and China. The rise in status of either nation will set the political and economic tone for the region. By experiencing and researching within each nation, students will be able to provide original ideas on the current state of Sino-Japanese relations and the future of region.
Facebook event: https://www.facebook.com/events/466841256799447/
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 firstname.lastname@example.org.
Wednesday, April 8th, 2015
Please join the members of Team El Salvador 9
in a presentation of their project work during J-Term 2015 in El Salvador
Thursday, April 16, 6:30 – 8:30 p.m.
Digital Learning Commons (DLC), MIIS
420 Calle Principal, Monterey
Come hear about innovative collaborations in coastal resource management, sustainable fishing, public space design for community empowerment… and plans for future initiatives!
~Light refreshments will be served~
To RSVP and for more information, please contact: email@example.com
Friday, April 3rd, 2015
News from the participants and professors was posted on the miis.edu front page.
Wednesday, March 25th, 2015
Check out current IPSS fellow and International Policy Studies student at MIIS, Aileen Yang’s blog article featured on LinkedIn. Aileen is spending her last semester at MIIS as an intern at the World Trade Organization (WTO) as a distinguished IPSS fellow. She is blogging about her experience in Geneva, relevance of MIIS classroom simulations, and life at the WTO.
You can check out the story here, https://www.linkedin.com/pulse/from-simulations-reality-interns-reflection-aileen-yang?trk=hb_ntf_MEGAPHONE_ARTICLE_POST