ACE | California State University

As an officially designated Hispanic-Serving Institution, California State University–San Bernardino (CSUSB) recognizes its global responsibilities to a diverse population of 16,341 students, many of whom are first-generation college attendees. The student body is now one of the most diverse in the state: In fall 2002, 28.6 percent of CSUSB students were Hispanic, 10.9 percent African American, 6.3 percent Asian/Pacific Islander, 1 percent Native American, 12.5 percent unknown, and 40.7 percent white. The total minority population is 46.8 percent.

Founded in 1965, CSUSB is primarily a commuter campus, but its percentage of resident students is on the rise. The university’s students have been aptly described as distracted since most of them are slightly older than traditional students and have heavy work and family responsibilities. Approximately half of the student body takes late afternoon and evening classes. Since CSUSB is located in the fastest-growing area of the United States, it is important that the university’s internationalization process keeps pace with its physical expansion and booming student enrollment.

Overview of Internationalization Efforts

I. Vision and Goals for Internationalization

CSUSB has operationalized its university strategic plan’s international learning mandate by designing an International Institute with the International Center whose unique interdivisional model builds on the strengths and expertise of academic programs and student services. The CSUSB International Institute, co-directed by a College of Education faculty member (Rosalie Giacchino-Baker) and the director of the International Center (Elsa Ochoa-Fernández), leads the campus globalization process by collaborating with university and community partners to develop, identify funding for, and promote academic programs, activities, and services that meet the international needs of the university, region, and global communities.

The International Institute’s strategic plan (posted in its entirety at http://ii.csusb.edu under About Us) defines specific goals, objectives, and strategies in four areas related to international learning at CSUSB:

The International Institute sends a yearly report to the president, provost, college deans, and members of its executive committee. This report includes data on progress made toward meeting goals and objectives, as well as projected strategies for the following year.

For international learning, strategies for Objective 2.1 of Goal #2 of the International Institute’s strategic plan most closely define university responsibilities:

In collaboration with faculty and appropriate colleges and departments, formulate curricular, programmatic, and resource initiatives that respond to learners’ diverse and evolving needs using the following strategies:

The International Institute’s goals (in effect, CSUSB’s goals) are working to shape international learning throughout the campus. In its role as a clearinghouse for international programs and activities, the International Institute collaborates with campus, community, and international partners.

II. Progress

The process of acquiring international knowledge, attitudes, and skills is a complicated one, especially if students enter a university with limited background in international studies or travel. CSUSB’s approach to this challenge has been twofold: Bring the world to the campus and the campus to the world. All campus efforts recognize that both components are critically important in international education. If provided with access to information and experiences, students gain global information (knowledge), learn respect and tolerance (attitudes), and learn to function in a global society (skills).

Three international achievements of which CSUSB is especially proud are (1) receiving an honorable mention for an Andrew Heiskell award (2003) in the faculty development category for its program Professors Across Borders; (2) receiving a Title VI grant (2001–03) to establish a Latin American Studies minor, the first area studies minor or major at CSUSB; and (3) receiving a NAFSA Cooperative Grant (2000–01) for a community-university partnership titled Cultural Ambassadors for the New Millennium. Each of these achievements is briefly explained below.

III. Successful Strategies

Professors Across Borders

Professors in all five colleges of the campus have participated in workshops and programs for Professors Across Borders as part of a four-year, university-wide emphasis on internationalization. During the past four years, more than 75 of CSUSB’s more than 400 full-time faculty members (as listed at http://ii.csusb.edu) have identified themselves as having professional international experiences they have begun to infuse into their classes. In compliance with the international and multicultural mandate of the university’s strategic plan, CSUSB’s International Institute, International Student Services, and Teaching Resource Center have collaborated to provide support for faculty development and travel that has led to internationalized curriculum and study abroad opportunities for students.

Professors are key in developing student understanding of the cultures and complexities of the world’s social, artistic, and economic accomplishments and problems. Faculty can broaden the scope of their curriculum, conduct international research, and provide the life-changing motivation to study and work abroad. Professors, however, must be able to draw on personal international experiences and knowledge bases. Some faculty members enter academe with these experiences; many others are drawn to international work later in their careers. Faculty time is fragmented by teaching, research, and service responsibilities. Professors need to be shown how the hours they spend in international pursuits will benefit their classes (and their teaching evaluations), stimulate their research agendas, and expand possibilities for service.

These issues are raised and discussed in collaborative workshops cosponsored by CSUSB’s Teaching Resource Center and International Institute during fall and spring quarters. Guest presenters and university professors provide examples of syllabi with international objectives, contents, and resources. International research agenda and data are presented, and details of faculty travel grant opportunities are provided. Faculty set up support networks inside and outside of their departments. The accomplishments of CSUSB’s professors across borders are highlighted.

Until recently, no specific CSUSB institutionalized funding source to which faculty could apply for their professional international pursuits was available. International projects were funded as departmental, college, or institutional budgets permitted. During 2003-2004 and 2004-2005, 15 Title VI grants have been made available for faculty travel to partner institutions in Mexico, Argentina, Venezuela, and Cuba. Additional grants for travel outside of Latin America were awarded to professors for summer 2003. Funding ranges from $1,000 to $3,000 based on distance and length of stay. Plans are underway to provide institutionalized funding for international projects.

All faculty members must submit proposals that, if funded, will produce at least two major outcomes. Upon returning from their travel, they must design a syllabus for a new or enhanced class with internationalized emphases, and have their students provide written feedback (using a common instrument) after completing the class. In addition, "professors across borders" must develop a plan for getting CSUSB students to their target country for a class or internship. Examples of successful proposals (and implementation) include a communication studies professor who brought students to East Kalimantan, Indonesia, to study environmental communication; a health science professor who designed a program to bring students to work in a health-care setting in urban Mexico (Toluca); an English professor who will bring students to Cuba to study Caribbean literatures and cultures; and a communication studies professor who has set up internships in Argentina with grassroots activist organizations and mass media groups. All of these projects also serve to nurture relationships with international partners.

Latin-American Studies (LAS) Program

The second international accomplishment is CSUSB’s selection as a recipient of a Title VI grant in 2001 for its project titled Study of the Americas: An Interdisciplinary Spanish-Driven Minor. Building on existing classes and resources, this new interdisciplinary minor improves undergraduate instruction in Spanish and Latin America and is designed to link to all majors in CSUSB’s five academic units. Unique features include international experiences and language study as integral parts of gaining international perspectives. Program graduates have knowledge in their academic disciplines that is infused with a broad-based background in Latin America’s languages, history, politics, economics, and social issues. These graduates are particularly attractive to employers, many of whom need employees who speak Spanish and understand Latino cultures.

Although CSUSB offers numerous courses with international perspectives and strongly supports internationalism through the collaborative efforts of the International Institute and International Student Services, there is a need to expand and strengthen cooperation among the disciplines in support of the university’s efforts to internationalize the curriculum. The LAS minor is the first area studies program at CSUSB and will serve as a model and foundation for creating a major in LAS and in the development of future area study programs.

The LAS project is a result of a yearlong, inclusive, interdisciplinary planning process involving students, faculty, and administrators. Title VI funds are being used to establish, evaluate, and institutionalize the new minor. Through this Title VI program, linkages have been strengthened with partner institutions in Mexico, Argentina, Cuba, and Venezuela. Professors from these countries have taught classes at the university and CSUSB students and professors have traveled to these countries.

The Cuba program is a good example of the depth and breadth of internationalization involved. CSUSB’s International Institute collaborated with two other CSU universities to organize three yearlong Cuba programs (1999 through 2002) that brought 10 visiting Cuban professors to campus to teach in classes with nine CSUSB professors in five different departments (Spanish, communications, liberal studies, education, and economics). More than 400 CSUSB students had opportunities to interact with the Cuban professors at CSUSB. As an integral part of this Cuban-U.S. collaboration, eight CSUSB professors and 15 students participated in a two-week study tour to Cuba (2001) that included presentations by Cuban scholars, academic field trips, and opportunities to conduct research. Similar programs are being planned with other Latin-American partners.

Cultural Ambassadors for the New Millennium

CSUSB’s third noteworthy achievement was receiving a NAFSA Cooperative Grant (2000–01) for a community-university partnership titled Cultural Ambassadors for the New Millennium. This funded project acted as a yearlong pilot for an ongoing program in which CSUSB’s International Institute and International Student Services collaborate with the San Bernardino County Superintendent of Schools and chapters of the California Subject Matter Projects to organize and facilitate structured visits of CSUSB’s international students to local classrooms to help U.S. teachers and students understand their countries’ histories, customs, and cultural values. In return, these cultural ambassadors have opportunities to improve their communication skills and understanding of U.S. cultures by interacting with community members. A unique Cultural Ambassador Workshop prepares students to make a series of classroom presentations. To date, more than 30 ambassadors from 14 countries have visited kindergarten special education classes through 12th grade international baccalaureate classes in three local schools.

This project provides a very structured opportunity for international students to forge community and personal bonds in the public schools of San Bernardino County and to develop their self-confidence and public speaking skills by working with students and teachers on an ongoing basis. Whenever possible, international students’ backgrounds were matched with units in the standard curriculum. In all cases, international students’ expertise was used to promote respect for diversity and issues of social justice. The international students’ experiences become richer, and help internationalize the campus and community.

IV. Future Plans

The following strategies will be used and expanded to assist diverse students in learning about the world:

Internationalized curriculum is the most critical method to help students learn content area information in global contexts. Faculty development efforts in this area (Professors Across Borders program) were described above.
International programming on campus includes international lectures and cultural events. Although these events occur throughout the year, International Education Week provides good context for international programming. Because International Education Week 2001 drew more than 1,000 participants from on and off campus, the event was expanded to International Education Month in 2002. Integrated international experiences like this will continue.
Strong linkages with community groups and organizations enable students to benefit from internships, contacts, and sponsorships that would be difficult for students to access on their own. The International Institute’s Council, composed of business leaders, consuls, and representatives of area international groups, work to support all forms of international learning at CSUSB and in the community.

The following strategies will continue to be used to help students gain self-confidence in their abilities to participate in international programs:

The following assistance will continue to be given to students who lack financial resources to participate in international programs:

Comprehensive Universities

California State University–San Bernardino

www.csusb.edu

Contents

General Institutional Overview

Overview of Internationalization Efforts