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Comprehensive Institutions
Drake University
http://www.drake.edu/
Contents
General Institutional Overview
Overview of Internationalization
Efforts
- Vision and Goals for Internationalization
- Progress
- Successful Strategies
- Future Plans
General Institutional Overview
In 1881, General Francis Marion Drake of Centerville, Iowa, a Civil
War general, former Iowa governor, banker, railroad builder, and
attorney, donated the funds to move Oskaloosa College, the first
Christian college founded in Iowa, to Des Moines. In gratitude, the
university's trustees named their institution after General Drake. This
was Drake University's modest beginning. Its founders dreamed of an
institution that was broad-based and liberally nonsectarian. To
establish the educational climate in which the university would operate,
the trustees issued the following statement: "This university has been
designed upon a broad, liberal and modern basis. The articles of
incorporation provide that all its departments shall be open to all
without distinction of sex, religion, or race." The university continues
to be guided by this statement of nondiscrimination and the progressive
vision of its founders.
Dr. David Maxwell, director of the National Foreign Language Center
from 1993 to 1999, became Drake University's 12th president on May 15,
1999. Upon his installation, he began work with faculty, staff, and
students to clearly define the mission, values, vision, and goals of
Drake and embarked on a two-year process of developing a long-term
strategic plan for the university. The revised mission is as
follows:
Drake University is a community of learners. Thus, the mission
of the university is to encourage and support the acquisition,
application, and transmission of knowledge, the appreciation of the joys
of discovery and the liberating power of knowing, and the development of
abilities and perspectives that enable members of the community to
pursue their goals and to make meaningful contributions in their
personal and professional lives.
Thus all activities, resources, and structures are focused to the
greatest extent possible on: the support of inquiry and the discovery of
knowledge; the creation, implementation, and management of learning
opportunities; the provision of guidance and support from recognized
experts; the maintenance of an environment that is conducive to
learning, personal growth, and community engagement; and the assessment
and certification of learning outcomes.
Drake University's vision is to maintain and enhance its position as the
premier comprehensive university in the Midwest. At the same time, the
university shall play a national leadership role as one of a select
group of institutions (Associated New American Colleges) committed to
the development and implementation of more effective paradigms for
learning, faculty roles, and public service in higher education. Thus
the activities of the university shall be concentrated on carefully
selected liberal arts and sciences and professional programs. While
global in its vision, outreach, and impact, Drake also shall serve its
immediate community as an educational resource in the economic,
cultural, and social development of Des Moines and Central Iowa.
Accredited by the North Central Association of Schools and Colleges,
Drake is a Carnegie classification Master's I private university. The
university consists of six colleges and schools: the College of Arts and
Sciences, the College of Business and Public Administration, the College
of Pharmacy and Health Sciences, the School of Law, the School of
Education, and the School of Journalism and Mass Communication. Total
graduate and undergraduate enrollment is 5,150 students representing 48
states and 60 countries.
Overview of Internationalization Efforts
I. Vision and Goals for
Internationalization
In January 2000, Drake University launched an extensive program
prioritization and strategic planning process. One recommendation was to
enhance the international component of university programs. In the words
of the Program Review: Report of the President,
Drake's programmatic offerings must emphasize the global nature of
knowledge, of the workplace, and of human society. The university must
prepare students to understand the importance of other cultural
perspectives; to understand and appreciate their own place on the globe;
and to function effectively—both personally and
professionally—in a variety of cultural contexts. Faculty members
should be knowledgeable about the international dimension of their
respective disciplines and should ensure that that perspective informs
the substance of learning experiences at the university.
Another section of the document included the following
recommendation:
Encourage a meaningful experience of significant duration in another
culture for all students. A sound liberal arts–based education
must prepare students to function effectively in a diverse,
multicultural, and multinational environment. A significant immersion
experience in another cultural context—preferably study and/or
work abroad (though experience in a domestic culture different from
one's own can be equally valuable)—should provide students with an
appreciation and understanding of "otherness," a sense of the ways in
which different cultures apprehend the world in different ways that are
based on different assumptions, and with the ability to communicate
effectively across cultural and linguistic difference.
As one step toward realization of these suggestions, President
Maxwell directed the provost to establish a task force to create "a
Center for International Studies, incorporating—as
appropriate—courses of study such as international business,
international relations, social psychology, peace studies, cultural
studies, development studies, etc."
Finally, Program Review: Report of the President proposed an
approach to acquiring competence in a language by establishing
partnerships with international institutions.
We need to implement a program that incorporates the powerful
learning effect of immersion experiences...in another country where the
target language is the primary means of communication. The plan
envisages a constellation of international university partners who will
design intensive language programs for Drake students.
II. Progress
Drake's internationalization efforts have involved three kinds of
activities. First, it is encouraging American students to study abroad.
The proportion of graduating students who spend at least one semester
abroad is approximately 18 percent. There is also an effort to recruit
students from abroad. By fall 2001, approximately 265 international
students representing 60 countries had enrolled at Drake, constituting
just over 5 percent of the total student body.
Second, there has been a modest effort to internationalize the
faculty. Faculty members from India, Venezuela, Columbia, Germany, Great
Britain, Greece, Thailand, Zimbabwe, Nigeria, and Ghana were hired.
Attendance at study seminars in Mexico, Costa Rica, Nicaragua, and Great
Britain was funded. Faculty members have earned Fulbrights for study in
Germany, Norway, Singapore, and Madagascar. Others served as visiting
faculty members at Nanjing University, Hong Kong University, and Nankai
University.
Third, efforts to strengthen international aspects of the curriculum
were made during the 1990s. International Relations, International
Business, and Latin American Studies are academic programs available to
students. New courses with content that involves Africa, Latin America,
and Asia are prominent. Of course, traditional courses dealing with
European topics remain in the curriculum. Study seminars in Germany,
France, Mexico, Spain, and Great Britain have been organized.
At this moment, the task force charged with designing the Center for
International Studies has finished its report. The report was presented
to the president and the provost in December 2001. The implementation
effort began in the spring 2002 semester.
Agreements with international universities are in process. One
agreement, with the University of Tuebingen, in Germany, has been
concluded. Discussions with representatives of universities in France
and Mexico have been held. During the spring semester, a staff member
will assume responsibility for developing additional agreements.
Discussions about development of a program for faculty to spend a
semester teaching at a site in Cuernavaca, Mexico, are underway with the
Center for Global Education at Augsburg College. Faculty and
administrators have drawn up and reviewed a draft program. Final details
were being worked out during the spring 2002 semester.
III. Successful Strategies
The most successful strategy has been sending faculty abroad to
participate in study seminars. This has resulted in curriculum changes
and in faculty members becoming strong advocates for students studying
abroad as well as supporters of other internationalization efforts on
campus.
International students have been successfully integrated into campus
activities. The message during international students' orientation is
that we want them involved in campus activities. They are introduced to
organizations and campus leaders. They hear from other international
students who are involved in campus activities. Rather than limiting
their associations to fellow country persons, international students at
Drake are integrated into the campus community.
The emphasis on study abroad during new student recruitment has been
successful. When students visit campus, we mention study abroad. During
open houses, we provide opportunities for students to visit with staff
in the Study Abroad Office. This has encouraged students to think about
the possibility early in their careers and to begin the planning that
facilitates study abroad. Despite these successes, we are not satisfied;
we continue to look for additional steps that might be taken to
internationalize our campus.
IV. Future Plans
The Drake University Strategic Plan contains the following goals,
objectives, and strategies:
Goal IV: Ensure that Drake students, faculty, and staff are able
to function effectively as members of diverse local, national, and
global communities.
- Objective 1: Increase diversity of students, faculty, and
staff.
Strategies:
- [recommendations of Diversity Task Force]
- Objective 2: Improve campus climate for diversity.
Strategies:
- [recommendations of Diversity Task Force]
- Objective 3: Increase global dimensions of Drake
education
Strategies:
- Establish Center for International Studies.
- Implement Drake University Language Acquisition Program
(DULAP).
- Implement on-campus faculty development seminars on global
education.
- Support faculty/staff participation in global education conferences
and workshops.
- Encourage and support faculty/staff participation in overseas
learning opportunities.
- Encourage and support faculty/staff participation in international
associations and networks.
- Objective 4: Increase Drake's activities in international
education.
Strategies:
- Expand international institutional partnerships as appropriate to
institutional strengths and goals.
- Increase study-abroad opportunities for Drake students.
- Increase international student and faculty presence at Drake
University.
- Encourage faculty/staff participation in overseas study/research
opportunities (Fulbright, etc.).
Drake University is in the process of implementing these plans.
Last updated: April 27, 2005
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