VoxPop: Mason Around the Globe

SPRING 2011

MASON around the GLOBE

2 | VOXPOP MasonAroundtheGLOBE MAGAZINE

EditorLetter from the...

In addition to acquiring knowledge, college is also about finding yourself. In the four years of college, you will learn a wealth of information about your major, your possible minor and your future career, but arguably one of the most important lessons you will learn is about yourself. You will mature, grow and become the person—the adult—you want to be. And while you learn

a tremendous amount in the classroom, you learn even more outside of it, from personal encounters, experiences and from life.

Many students think that studying abroad is just a fun way to fill credits while getting the opportunity to travel the world. It is this, but it’s also so much more. Studying abroad is one of the most enriching experiences an individual will have in his or her life. The values and benefits of embarking upon this journey extend much further than merely obtaining stamps on your passport; the benefits are academic and professional, but also personal. Forcing yourself out of your comfort zone and exploring a new place, a new culture and a new way of life teaches you more about yourself than you could ever imagine.

I had the wonderful opportunity of studying abroad at the University of Oxford in England this past fall, and it changed my life. I decided to focus this semester’s VoxPop on the many opportunities George Mason University offers its students to study abroad because I want to inform the student body of the incredible experiences that are available to them through these programs. I knew there was no better way to share this than through the voices of students who have had experiences studying abroad like my own, experiences that shook them to their core and opened their eyes not only to the huge world out there, but also to the strong indi-viduals within themselves.

The world is full of many cultures, cultures and ways of life vastly different than our own. Learning about, and understand-ing, how another person views the world allows you to understand our world more completely. As Americans, many of us live in a bubble, focusing on how we do things, and how things affect us, without bothering to venture outside of this perspective. Viewing the world from another’s point of view will broaden your own, and it will make you a more compassionate and informed individual.

It was my absolute pleasure to create this issue of VoxPop, entitled Mason Around the Globe, and I hope students who read this magazine will really listen to what the students, staff and faculty members who have participated in Mason’s study abroad pro-grams have to say about their experiences in the following pages. I thank Student Media, and Kathryn Mangus specifically for her incredible support and for the wonderful opportunity to create this magazine and to share my message with the Mason community.

I end this letter with a challenge to all George Mason University students: Take the leap. Go out of your comfort zone and study abroad. Learn about another way of life, another terrain and another culture—and in the process, learn about yourself.

Sincerely,

Nicole Wiesenhahn

SPRING 2011 | 3

An Adviser’s PerspectiveAn Adviser’s PerspectiveAn Adviser’s PerspectiveLearn about an adviser’s inspiration for Learn about an adviser’s inspiration for creating two study abroad programscreating two study abroad programs

Center for Global EducationCenter for Global EducationWant to study abroad? Learn about Want to study abroad? Learn about the programs CGE offersthe programs CGE offers

Student TestimonialsHear from Mason students who haveHear from Mason students who havestudied abroadstudied abroad

KenyaA personal narrative

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Oxford Honors Program.........10 China: 1+2+1 Program..........28

table ofcontents

Global ProficiencyGlobal ProficiencyCertificate ProgramCertificate Program


Visit us online:http://voxpopglobe.onmason.com

Staff & special thanks

Kathryn Mangus, Director

Student Media

Center for Global Education

Kevin Stoy

Marie Alice Arnold

Madelyn Ross

Al FuertesNaliyah Kaya

Fidelity Printing

George Yanez

Scott Miller

Jacques Mouyal

Staff:

special thanks to...

Nicole Wiesenhahn

Editor-in-Chief

Mahogany M. Murray

Design Director

SPRING 2011 | 5

Dear Students:

I was thrilled to be asked to contribute to this edition of VoxPop. The topic, education abroad, is dear

to my heart. I first became interested in working in study abroad because of my own personal experi-

ences from when I spent a year taking classes alongside local Spanish students at the Autonomous

University of Madrid. It changed me. Over the many years I’ve been involved in study abroad, I have

witnessed the same personal and academic growth in my returning students that I experienced. The

excitement that students come back with toward their discipline and their future is not easily repli-

cated in other academic areas.

What has made me so passionate about working in study abroad is the value and wonder of what

happens to students while abroad. No doubt many of the stories in this issue of VoxPop will highlight

how fun the experience is. There will also be stories about how tough the experience can be. Many

students decide to go abroad for the adventure, or they think it will be a fun, easy semester. It is an

adventure. It is fun. But it isn’t easy. These are academic programs. In addition to your readings, pa-

pers and exams, you also will be tired, feel alone in a crowd and not know how to navigate things that

are easy at home. You will have trouble figuring out how to buy shampoo or a newspaper. In the field,

we talk of the transformative effect of the experience. It is a culmination of all these experiences that

bring this about. You don’t come back the same person as you left.

Why are these experiences worthwhile? There are studies that have shown that they make you more

creative in solving problems. Students come back more independent, flexible and patient of others.

How is this? While abroad you are introduced to new ways of thinking, and different approaches to

problems. Your usual approaches don’t always work. Things don’t happen the way you think they

should. It is you who has to reorder your expectations as you see that everyone else is moving along

just fine. You also don’t have your usual social network to fall back on to help you solve problems. You

have to figure it out for yourself. These skills are all in high demand in the work place. Learning how to

articulate what you learned abroad and provide examples to potential employers will put you a step

above your colleagues.

There is nothing more exciting than when a lesson comes alive. When one can see history, imagine

how events transpired and see the lasting effects in the people of today. There is no discipline in which

students cannot benefit from some time abroad—whether it be two weeks or a year. Even in Ameri-

can studies, students can gain interesting insight into how others view U.S. culture and history. It is

one thing to read about how something works and to understand concepts, but it is another thing to

experience it. Theories come alive in the real world. Do you really understand what a rainforest is from

a book?

If you have yet to take this great leap, read the stories in this issue of VoxPop. Can you really live

without this experience? Now is the time. You may be able to travel as a tourist or for work, but those

experiences are different. Never again will you have this opportunity to be lead by an expert guided in

the subtleties of a question.

lETTER FROM CGE:

Marie Alice ArnoldGeneral Manager, Center for Global Education

6 | VOXPOP MasonAroundtheGLOBE MAGAZINE6 | VOXPOP MasonAroundtheGLOBE MAGAZINE

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Photo courtesy of sxc.hu

SPRING 2011 | 7

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The Center for Global Education (CGE) is George Mason University’s hub for study abroad programs. CGE provides a wide range of international study, research, service and leadership opportunities to Mason students, faculty, staff and members of the community. Each year, CGE sends several hundred

students abroad on dozens of academic programs around the world, making CGE a leading contributor to Mason’s global vision. The center offers a wide variety of programs that fit the needs of all students. If a student does not have time or money to spend an entire semester abroad, CGE offers shorter programs over winter, spring and summer breaks. Each type of program offers students a different kind of experi-ence.

Long-Term ProgramsThese types of programs allow students to spend a semester or an academic year abroad while they experience cultural immersion, acquire a foreign language and develop a deeper appreciation of the host country. Many of CGE’s partners offer courses in English.

Semester ProgramsAustralia: Griffith University in BrisbaneEgypt: American University in Cairo England: Oxford Honors Fall ProgramEngland: Internship in London, EnglandGermany: Freie Universität in BerlinIreland: National University of Ireland, GalwayItaly: Centro Fiorenza, Florence Russia: Higher School of Economics

Direct ExchangesMason has Direct Exchange agreements with over 30 institutions worldwide. Students pay their tu-ition to Mason, and room and board to the host in-stitution. Administrative fees, airfare and housing costs are additional. Many students find the Direct Exchange program to be an affordable long-term study abroad option. Financial aid applies, and scholarships are available.

Direct Exchange ProgramsAustralia: University of Canberra in CanberraChile: Universidad Del Desarrollo in Santiago and Conception (for Spanish language speakers) China: Tsinghua University in Beijing England: University of Leicester in LeicesterFrance: EuroMed Management in MarseilleGermany: Aachen University in Aachen (dual de-gree program for SOM students)Israel: The Interdisciplinary Center, Herzliya Japan: Sophia University in Tokyo; Akita University in Akita (new program);Momoyama University in Osaka (details coming soon); Soka University in Tokyo (details coming soon) Malta: University Of MaltaMexico: Universidad de las Americas in Puebla (for Spanish language speakers) Netherlands: Erasmus University in Rotterdam Nigeria: American University of Nigeria in Yola Russia: St. Petersburg State University in St. Pe-tersburg South Korea: Yonsei University in Seoul; Kyonggi University in Seoul (new program)

Spain: Universidad de Zaragoza in Zaragoza (for Spanish language speakers) Sweden: Linnaeus University in Vaxjo (formerly Vaxjo and Kalmar Universities); Jonkoping Univer-sity, International Business School in Jonkoping Taiwan: National Chengchi University, College of Commerce in Taipei

Short-Term Programs CGE’s short-term programs are offered during spring, winter and summer breaks. Many of these popular programs are led by Mason faculty and cover a variety of topics, including conservation, communication, history, literature, politics, the-ater, trade and culture in more than 30 countries.Short-term programs such as French in Paris or Montreal, Spanish in Granada or Buenos Aires, Mandarin in Beijing or Japanese in Akita are often used by many students to satisfy language require-ments. These short-term programs are considered an effective way to obtain an international expe-rience by students who work or have additional responsibilities that limit the amount of time they can spend abroad.

2011 Winter Break ProgramsBelize: Ridges to ReefCambodia: Community Development & Environ-mental SustainabilityCosta Rica: Conservation PhotographyEcuador: Ecology and the Environment: The Ama-zon & GalapagosEcuador: Spanish Language Study at the University of San FranciscoEngland: London Theatre Tour: British Theatre To-dayEngland: Public Relations in LondonGreat Cities of East Central Europe: Berlin, Gdan-sk, Warsaw, Krakow, BudapestGreece and Turkey: Philosophical ThoughtGuadeloupe: French Language in the Caribbean Ireland: History & CultureIsrael and Palestine: Environmental and Geopoliti-cal ConflictItaly: Underneath Rome: Intro to Geo-ArchaeologyKenya: Conservation Biology of Terrestrial Mega-faunaPeru & Ecuador: Empires of the SunSwitzerland: Survey of International Organizations

Visit the CGE website for more courses and information:http://globaled.gmu.edu/


STUDEN estimonialsvoice!

Students often hear about studying abroad from professors and advisers, but they don’t hear enough from the students who have participat-

ed in these programs themselves. These students are the ones who lived the experience, and they are the best voices to share the values of going abroad. The majority of Mason Around the Globe is made up of student testimonials, or personal narratives written by students who have particpated in all different kinds of study abroad programs through George Mason University, in places all around the

world. In the pages that follow, readers hear direct-ly from students who participated in semester pro-grams, direct exchanges, programs over break, and even programs here at Mason developed to foster a sense of global understanding.

“Students...are the best voices to share the values of going abroad”

These testimonials offer readers first-hand, hon-est information of what it is like to study abroad. Students share their lessons, fears and memo-

rable moments, and what they’ve gained from study-ing abroad. Hear why students recommend studying abroad, their advice to students who are interested in going abroad and how they’ve grown as a result of their experience. Read on, and see what Mason’s study abroad programs can offer you. Take it all in, and take the leap—you won’t regret it!

“Take the leap—you won’t regret it!”

go the distance

“[Studying abroad] was

definitely my favorite experience

since I’ve been at Mason.”

Nicole Wiesenhahn VoxPop Editor-in-Chief

SPRING 2011 | 9SPRING 2011 | 9SPRING 2011 | 9

“I learned so much about my-

self in the process [of studying

abroad].”

“[By studying abroad], you

see how to apply what you learn

in class in the field.”

“[Studying abroad] was

definitely my favorite experience

since I’ve been at Mason.”

“[I] learned about local

cultures and customs [during my

study abroad program].”

Adam Carpenter, PhD student

Studied in Ecuador

Elizabeth Sawyer, Junior Studied in Granada, Spain

Sam Hauser, Senior

Studied in Belize

Dina Coutu, Junior

Studied in Kenya


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OxfordA Tradition unlike any other...A Tradition unlike any other...

OxfordA Tradition unlike any other...

OxfordHonors Semester Program:Honors Semester Program:

OxfordHonors Semester Program:

Oxford

SPRING 2011 | 11SPRING 2011 | 11

I’ve wanted to study abroad at the University of Oxford ever since I first heard about the program my freshman year at George Mason University. My desire to travel led me to want to study abroad, but my love of literature—of Shakespeare, Wilde and Car-roll—and research drew me to this specific program. I spoke with friends who studied there in previous years, and they all warned me that the program was more intense than any class I would take at Mason, but assured me that the experience was well worth it. They claimed that my writing would improve immensely, a skill that is not only my desired career, but also a huge passion of mine. I knew studying at Oxford would not only allow me to become a better academic, but that I would love every minute of it, that the experience would be a dream come true for me. Reflecting back on my semester at Oxford, it was even better than I expected, and I learned and grew more than I could have imagined.

Students who participate in the Oxford Honors Program have the chance to immerse themselves in a different kind of learn-ing experience, one that is incredibly intense, but immensely rewarding. At Oxford, classes are structured differently than most at Mason; instead of a class with 30 or 40 students, Oxford follows a tutorial system, where students attend one-on-one sessions with tutors each week. These sessions are more focused and personal than a course with 30 other students. The structure allowed me to engage in fascinating, in-depth conversations with my tutors, delve deeply into important topics pertaining to my research and to really dissect and strengthen my writing.

I couldn’t have asked for better tutors or tutorials; the program actually allows students to create their own courses. Dur-ing the application process, students write the course descriptions for what they want to study. Topics can range from science to economics, from health science to English literature. An individual receives his or her desired tutorials based on whether or not the university has a tutor knowledgeable enough to teach on the proposed subject. I was lucky enough to get my top two tutorials: The modern novel, and Shakespeare. Not only were my tutors kind and welcoming, they were experts in these fields. My modern novel tutor was writing her second book on the subject, and my Shakespeare tutor was working on her first. Each day as I walked through city centre to my tutorials, I was still blown away that I would get to discuss modernism, or gender issues in Shakespeare, with some of the leading scholars on the subjects. Each week, I was required to write a paper on the primary and supplementary readings as-signed for the week, and I then had to discuss and defend the reading and my paper in my tutorial sessions. This process taught me to be completely accountable for every sentence I wrote. I couldn’t blend in with 20 other students and not raise my hand in class; I had to be prepared to discuss and defend my work for an hour each week. My tutors would question, correct or discard sections, sentences, clauses, mere choices of a single word in my paper—and their changes always made my paper better. Both tutors not only taught me to greatly improve my writing on the surface, but they supplied me with sharper reading, research and analysis tools that have allowed me to make my writing strong from its foundations, strengthening my writing process as a whole. I also learned invalu-able communication skills during my tutorials. I learned to eloquently defend my writing and ideas, to think quickly on my feet and to overcome any nervous feelings I previously had in similar situations.

In addition to my academic growth at Oxford, I grew tremendously as an individual. I currently still live at home and had never left the country before going to Oxford, so this experience was something that I needed to do; it was a maturation that was necessary for me, and for everyone. Going to an unfamiliar place with complete strangers forced me out of my comfort zone and allowed me to discover the strong, independent and adaptable person that I am. Learning about another culture and another way of life also broadened my perspective of the world, and of my own way of life. In order to truly understand yourself, I strongly believe that you need to understand others. Observing another point of view, another way of looking at life and priorities, allows you to as-sess and develop your own. I had the opportunity to travel to seven other countries and to observe seven different cultures during my semester abroad, and each one taught me something new about life, and about myself. Whether it was while taking a nap on the grass under the Leaning Tower of Pisa, making friends with a warm Australian at Oktoberfest in Germany, listening to live Irish music in a pub in Dublin or looking down at the breathtaking city of Paris from the top of the Eiffel Tower, I grew and learned just as much about myself in my three and a half months abroad than I had in my past twenty-one years of life. I also made some of the best friends I’ve ever had. The bonds I made with my classmates during those three and a half months are stronger than some of the relationships I have with people I’ve known for ten years.

Oxford is one of the most beautiful places a person can visit, inside and out, and arguably the most enriching and valuable place a student can go to learn. The culture and everyday life of Oxford is infused with intellect and academia. The city is one of the most magical places I have ever been, and I am proud to have been able to call it my home for almost four months. The city is full of majestic buildings, musicians singing on the street corner and cozy little pubs where you can sit in the corner and get lost in a book. I constantly think about Oxford. I still vividly remember a moment that occurred during the second week of my tutorials. I was walking to the Radcliffe Camera, the awe-inspiring building on the opposite page of this narrative, and the library where I spent the majority of my days, and I stopped suddenly before going in. I looked up at the spires of the University Church of St. Mary across the cobble-stone road, and turned to observe the aged, but beautiful exterior of the main Bodleian Library, and my breath was taken away. I couldn’t believe I was finally here, actually in Oxford after three years of wanting this experience. Not a day goes by that I don’t think about that moment, and that I don’t desperately want to go back, to live every minute of my trip all over again.

Nicole Wiesenhahn Editor-in-Chief

Mason University. My desire to travel led me to want to study abroad, but my love of literature—of Shakespeare, Wilde and Carroll—and research drew me to this specific program. I spoke with friends who studied there in previous years, and they all warned me that the program was more intense than any class I would take at Mason, but assured me that the experience was well worth it. They claimed that my writing would improve immensely, a skill that is not only my desired career, but also a huge passion of mine. I knew studying at Oxford would not only allow me to become a better academic, but that I would love every minute of it, that the experience would be a dream come true for me. Reflecting back on my semester at Oxford, it was even better than I expected, and I learned and grew more than I could have imagined.

ing experience, one that is incredibly intense, but immensely rewarding. At Oxford, classes are structured differently than most at Mason; instead of a class with 30 or 40 students, Oxford follows a tutorial system, where students attend one-on-one sessions with tutors each week. These sessions are more focused and personal than a course with 30 other students. The structure allowed me to engage in fascinating, in-depth conversations with my tutors, delve deeply into important topics pertaining to my research and to really dissect and strengthen my writing.

ing the application process, students write the course descriptions for what they want to study. Topics can range from science to economics, from health science to English literature. An individual receives his or her desired tutorials based on whether or not the university has a tutor knowledgeable enough to teach on the proposed subject. I was lucky enough to get my top two tutorials: The modern novel, and Shakespeare. Not only were my tutors kind and welcoming, they were experts in these fields. My modern novel tutor was writing her second book on the subject, and my Shakespeare tutor was working on her first. Each day as I walked through city centre to my tutorials, I was still blown away that I would get to discuss modernism, or gender issues in Shakespeare, with some of the leading scholars on the subjects. Each week, I was required to write a paper on the primary and supplementary readings assigned for the week, and I then had to discuss and defend the reading and my paper in my tutorial sessions. This process taught me to be completely accountable for every sentence I wrote. I couldn’t blend in with 20 other students and not raise my hand in class; I had to be prepared to discuss and defend my work for an hour each week. My tutors would question, correct or discard sections, sentences, clauses, mere choices of a single word in my paper—and their changes always made my paper better. Both tutors not only taught me to greatly improve my writing on the surface, but they supplied me with sharper reading, research and analysis tools that have allowed me to make my writing strong from its foundations, strengthening my writing process as a whole. I also learned invaluable communication skills during my tutorials. I learned to eloquently defend my writing and ideas, to think quickly on my feet and to overcome any nervous feelings I previously had in similar situations.

never left the country before going to Oxford, so this experience was something that I needed to do; it was a maturation that was necessary for me, and for everyone. Going to an unfamiliar place with complete strangers forced me out of my comfort zone and allowed me to discover the strong, independent and adaptable person that I am. Learning about another culture and another way of life also broadened my perspective of the world, and of my own way of life. In order to truly understand yourself, I strongly believe that you need to understand others. Observing another point of view, another way of looking at life and priorities, allows you to assess and develop your own. I had the opportunity to travel to seven other countries and to observe seven different cultures during my semester abroad, and each one taught me something new about life, and about myself. Whether it was while taking a nap on the grass under the Leaning Tower of Pisa, making friends with a warm Australian at Oktoberfest in Germany, listening to live Irish music in a pub in Dublin or looking down at the breathtaking city of Paris from the top of the Eiffel Tower, I grew and learned just as much about myself in my three and a half months abroad than I had in my past twenty-one years of life. I also made some of the best friends I’ve ever had. The bonds I made with my classmates during those three and a half months are stronger than some of the relationships I have with people I’ve known for ten years.

place a student can go to learn. The culture and everyday life of Oxford is infused with intellect and academia. The city is one of the most magical places I have ever been, and I am proud to have been able to call it my home for almost four months. The city is full of majestic buildings, musicians singing on the street corner and cozy little pubs where you can sit in the corner and get lost in a book. I constantly think about Oxford. I still vividly remember a moment that occurred during the second week of my tutorials. I was walking to the Radcliffe Camera, the awe-inspiring building on the opposite page of this narrative, and the library where I spent the majority of my days, and I stopped suddenly before going in. I looked up at the spires of the University Church of St. Mary across the cobblestone road, and turned to observe the aged, but beautiful exterior of the main Bodleian Library, and my breath was taken away. I couldn’t believe I was finally here, actually in Oxford after three years of wanting this experience. Not a day goes by that I don’t think about that moment, and that I don’t desperately want to go back, to live every minute of my trip all over again.


londonChoosing to study abroad in London wasn’t a difficult decision

for me. I’ve always been enamored with London. Maybe it’s the accents. Maybe it’s my fascination and love for football,

or soccer, as we call it here in the States, but London has always been a special place to me. Professor Michael Dickerson mentioned the PR study abroad program in my COMM 399 class last semester, so I signed up right away.

I wasn’t sure exactly what I should expect out of the trip, but it truly did exceed whatever expectations I could have ever imagined. We visited so many places and learned so much about the PR world that I feel like it better prepared me for what to expect out of a job in public relations. When we weren’t visiting upper echelon PR firms like Hill & Knowlton or Ketchum, we were in the classroom at local universities learning from Professor Dickerson. Most students spend countless undergraduate hours in the classroom learning from books. We hear words from profes-sors and read words from PR professionals, but we rarely get to experi-ence these concepts in the conference room of some of the world’s best firms. More than anything else that I took away from London and all the

SPRING 2011 | 13

people we met was the idea that a job in PR isn’t impossible. Deciding to declare communication/public relations as a major

can be a scary thing for students because they don’t how they’ll stack up next to other graduates, or professionals, when they get into the working world. My situation is a little different from most students. I’ll be almost 30 when I graduate from George Mason University in May. I’ve been in the working world. I’ve traveled the globe—back and forth to India for three months in 2007, train-ing associates. I’ve made the next step in life before most of the 21-year-olds coming out of school. I’ve purchased a house. I’ve gotten married. I’ve been in the working world and know that, at times, it can seem like another planet. But one of the best things that I learned in London—as a student, graduate and renewed professional—is that my decision to go back to school and declare communication as my major was the right one. Being in the heart of England’s business and financial sector reinforced my decision to not only go back to school, but to go and to study abroad in London.

In the States we have Los Angeles, Washington, D.C., New York and San Francisco as the hubs for many different industries. In England, London is the home for all of them. This was definitely apparent as we walked the streets and visited all the wonderful businesses that taught us so much. London is not only the center of England’s working world, but it’s also a go-between for busi-ness across the world. By studying in London, I felt like my class-mates and I were more in touch with how the PR world worked. In the U.S., we hear of a few things that come out of England or the U.K., but it seems like London is in touch with everything that is spawned or talked about in our world. As a student who came back to Mason after a hiatus, I felt privileged to be a part of the 20 students who went on this trip. We learned so many things, but we also became friends with each other. We had good times that we’ll take with us forever—in the PR world, and in life.

Jason DunhamSenior, Communication

Photos by Jason Dunham


Leicester

VoxPop interviewed Leslie Cook, a junior government and international politics major, with a concentration in in-ternational and comparative politics, and a minor in political philosophy. Leslie par-ticipated in the Leicester Direct Exchange study abroad program in the spring of 2010 at the University of Leicester in England, and she shares her experience abroad with us.

VoxPop: Thank you, Leslie, so much for coming and sharing your stories with VoxPop. First of all, why did you choose to study abroad, and why did you choose the specific program and location that you studied in?

Leslie: I made the decision [to study abroad] as a freshman. It was a big deci-sion, [but] I wanted to do it; I love trav-eling and I thought it would be a great experience. I chose [the] Leicester [pro-gram] because it’s a Direct Exchange. It makes a lot of sense for in-state students to participate in Direct Exchanges be-cause the tuition is the same, and you just pay for your room and board over-seas.

VoxPop: Tell us a little more about the details of the Leicester Direct Exchange program.

Leslie: With a Direct Exchange, the num-ber of students [from the American uni-versity and the university abroad] has to match up. So if [the University of] Leices-ter sends two students over to George Mason University, then Mason can only send two students over to Leicester. I took three classes over there; they were [made up of] lectures twice a week, and a tutorial session once a week, which has ten students or less with another faculty member from the same department as your lecture class. The three classes I took [were] International Security, EU Politics and Art History.

VoxPop: Did you have an opportunity to travel to a lot of places while you were abroad?

Leslie: Yes, I consider my [time abroad] in three parts. Part one was being in Leicester, and travelling on the weekends to places within the United Kingdom. We went to Stratford-upon-Avon, Cam-bridge, Oxford, London, Stonehenge,

Salisbury and Edinburgh. Part two is when spring break started; it was a five-week spring break. Five friends and I de-cided to travel together, [and] we back-packed [around Europe]. I started out on a Rome study tour, [which was] a week in Rome led by a Leicester archaeology pro-fessor. [After that, my friends and I] made our way north; we spent Easter weekend in Florence, and then we did a half-day in Pisa. Then we made our way to Milan, and then over to Venice. We flew down to Athens, and spent a weekend there, where we hiked up to the Acropolis, [and ate] fresh strawberries. Then we flew down to spend a week in Crete, in Cha-nia. Part three was when I spent three weeks travelling with my parents.

An interview with Leslie Cook, a junior who participated in a Direct Exchange at the University of Leicester in England.

SPRING 2011 | 15

VoxPop: Tell us about your most memo-rable moment [while studying abroad].

Leslie: The most memorable moment [I had] was sitting at a computer in my hotel room in Crete, and learning that [an] Ice-landic volcano was erupting. [As a result], flights were grounded, and we [were sup-posed to leave the next day]. So we were trying to figure out how we were going to get out of Crete, and how we were going to continue our [travel] plans. It was cha-os, [but] it worked out in the end.

VoxPop: You got through it. [Studying abroad might seem] scary to a lot of students because unexpected things will happen when you go abroad, [such as they did to you], but it really forces you to develop skills to handle [these kinds of situations].

Leslie: [Such as] independence. At the end of the day, my friends and I had to make the decisions [regarding] where we [were] going to stay [that night], how we [were] going to get from point A to point B and [the safest] way [of doing so].

VoxPop: The aim of VoxPop is to commu-nicate the values and benefits of studying abroad. There are obviously these amaz-ing opportunities to travel, but studying abroad is also incredibly beneficial from an academic and personal point of view. Tell us how your experience abroad af-fected you or changed you, and how you grew as a student, or as an individual.

Leslie: It benefited me in three aspects: personally, professionally and academi-cally. [Personally], having to go through [everything I did], having to make travel plans for five weeks, going through my assignments and not calling my mom [for advice], made me mature faster. It really helped push me into the adult stage of my life, [which] was a push I needed. When my dad flew over at the end [of my trip] and he saw me, he [said] “Leslie, you have grown so much in these six month. You re-ally have changed for the better,” and I do believe that. Academically, having those two politics classes overseas has changed my perspective completely. You learn [specific] things in the United States, and

then you go overseas, and you think, I see things in a different light now. Profession-ally, it helped me understand [the work I do as a U.S. Department of State intern] better, and from a different perspective.

VoxPop: What is your advice to students who want to study abroad, or who are going to study abroad?

Leslie: [To students] who want to study abroad: do everything possible to make it happen. It’s the experience of a life-time, and you won’t regret one moment of it. [To students who are] going to study abroad: Don’t hold back; just do it, and keep a journal.


I had always wanted to study abroad, some place far away and exotic. Since I was four years old, one of the places I have dreamed about going is Africa. Like many, I have watched

endless National Geographic and Discovery Channel shows that depict the beauty and biodiversity of wildlife in East Africa. I as-sumed that a trip of this magnitude would have to be something I did later in life when I was financially secure. Having put the idea aside, I was surprised to see a beautiful color-printed flier on cam-pus that caught my attention with one word: KENYA.

The course instructor, Professor Ryan Valdez, is an amazing individual, dedicated to broadening students’ minds and experi-ences through impeccably organized course work, field experi-ence, group discussions, safaris and more. After speaking with Professor Valdez, who explained what we would be doing and the process of using financial aid, I made up my mind. I was going to Kenya. Using financial aid is an easy process; don’t let money hold you back from a dream.

Our first outing in Africa was to the African Wildlife Founda-tion office in Nairobi, where we were given an amazing tour and lecture on the status of conservation in East Africa. After lunch, we went to the headquarters of the Kenyan Wildlife Service, where we were educated about current issues that conservation groups are dealing with, and possible solutions. We enjoyed the rest of the day and visited different parts of Nairobi. Then it was safari time.

We packed up and headed out for Laikipia and El Karama. El Karama was an amazing safari camp consisting of multiple bungalows and a central dinning area. While in Laikipia, we vis-ited the Ol Pejeta Conservancy where we took our first official safari and had the privilege to meet “Baraka,” an endangered black rhino. During our visit there we took a trip to the Mpala Research Center, which is an impressive research facility. It was here in Mpala that I knew I was on the right track, and where I realized that conservation biology is a subject I am very passionate about.

After our stay at El Karama, we drove into the Great Rift Valley to the Soysambu Conservancy. Soysambu’s Lake El-menteita, a soda lake, is a flamingo feeding venue as well as a nesting site for endangered great white pelicans. We had the opportunity to go on a hot air balloon ride over majestic Lake Elmenteita. As we flew over the lake, great white pelicans took off from nesting islands be-low, which was a magical thing to see. We also had the pleasure of visiting the Kibo children’s school, an old barn (with no running water or electricity) used to educate the children of the area. We were going to bring toys to the school, but the children preferred paper and writing utensils instead. This visit was a life-altering experience that humbled each and every one of us.

kenyaSeamus Riley, a senior biology major, shares hisexperience with the 2011 winter Conservation Biology of Terrestrial Megafauna program.

SPRING 2011 | 17

Our next major destination was the awe-inspiring Amboseli National Park. The wildlife we saw on safari is honestly unbeliev-able. Sitting in our land cruiser, we observed a herd of over 300

elephants pass within 60 meters of our vehicles. We saw the ever-elusive Caracal cat, ostriches, lions and hyenas, giraffes and many more.

The campsite and pool were top notch and the Maasai warriors performing tribal dances around the camp fire at night made the whole experience at

Amboseli truly amazing.After Amboseli, our next destination was a place I have dreamed of since I was

four years old—the legendary Maasai Mara National Reserve. Upon entry, I felt I was achieving a life goal. The Mara is a magical, mystical, myth-like place covered in biodi-

versity and rolling green hills for as far as the eye can see. Lions, cheetahs, giraffes, secretary birds, eagles, storks, hippos, leopards and many more, cover the green hills. Our trip to the Mara

River was the highlight of this epic adventure (second only to the lion hunt we witnessed). I sepa-rated from the group and stood on the banks of the mighty Mara River and thanked God for allowing me

to be part of such an experience.After the majestic Maasai Mara, we headed back to Nairobi. During these last few days we visited Giraffe

Manor and the David Sheldrick Elephant Orphanage, where we could actually pet and feed giraffes and elephants. Getting kissed by a giraffe is something I will never forget.

This trip changed me in ways I did not know were possible. I knew I would grow from this experience, but not to the degree that I did. To this day I feel humbled by the people, the beauty and the wildlife of Kenya. Group pre-sentations allowed us to familiarize ourselves with peer-reviewed research papers, and the process of accumulating and organizing important facts and data in order to present our findings. My knowledge of East African wildlife, conservation measures and issues, and the culture of the people have expanded an incredible amount. I would recommend a study abroad program to every single person on this planet. To anyone who joins a study abroad pro-gram, I recommend appreciating and enjoying every day you are away. You never know when you will be able to do something like this again.


During winter break 2010, I embarked on the journey of a lifetime. I went to study abroad in one of the most ancient lands on earth. I went to Egypt.

There were other ways to visit Egypt. I could have gone with my husband as a tourist. Personally, I believe I went the best way, as a George Mason University student. I was going to learn about the land, politics and culture. Visiting Egypt is one of those things people think about and keep in the back of their minds, on some long bucket list. I am personally still in awe that such an amazing op-portunity presented itself to me. Someone from the Center for Global Education office came to one of my English classes and gave us some information on their programs.

So what was it like being there? How many sensations are we allowed to feel at one time? I felt scared, excited and adventurous, and that was just in the airport while trying to find our tour guide. We caught a glimpse of the pyramids during our commute. We all were in awe and stretched our necks to get a better view. One of the things I noticed was the sandy brown color of everything.

We visited the pyramids the next morning and the Egyptian Museum in the afternoon. We learned that the Sphinx is so much smaller than it looks, and we went inside one of the pyramids. We visited a lot of temples and learned about the gods and goddesses early Egyptians believed in. Many of the temples re-quired us to travel on the Nile to get to them. We travelled for three days on the Nile on a ship. One morning, I remember waking up in my cabin, and hearing the call to prayer in succession. Every mosque does its own call to prayer, so if there is one on every corner, you hear all of them. It was a very beautiful sound to hear. One of my favorite moments is when we had teatime one afternoon on the Nile; it was so relaxing. We did so many things in Egypt and learned so much about how different life can be. Once we were done on the Nile, we visited a re-sort town called Sharm el-Sheikh. Many Europeans vacation at this part of Egypt. We went out for a day and snorkeled in the Red Sea. Other highlights included a climb on Mount Sinai before sunrise. It was beautiful to see the sky change colors as the sun started to rise. Some of the students on the trip rode a camel up and some rode it down.

I could go on and on about the wonderful people we met and the beautiful scenery we saw, but I’d like to end this narrative by discussing where Egypt is now and some thoughts on what has happened since. While we were there, we asked our tour guides many questions about the government. Hosni Mubarak, who was the president of Egypt for the last thirty years, seemed to be grooming his son for the presidency. We were told that something would happen in the near future because the people were not happy. There was a lot of poverty there. If you are well off, you live like royalty, but if you are not, there seems to be very little hope or help. There is a cemetery where people live and build small cities because they cannot afford housing. Many children are not in school. Instead, they are out panhandling for food. Those parts of Egypt were very sad, but you can’t help but feel grateful for all that we have in America that protects or helps us.

For the first few days of the recent revolution in Egypt, my eyes were glued to the television set wondering how the U.S. was going to react. I don’t have the answers on what’s right or wrong, but I can tell you that my two weeks there opened my eyes to so many things. There is just so much to learn there.

My study abroad experience has changed my life and has made me rethink what I’d like to do. Maybe I’ll go into international studies with a Middle Eastern background. One thing for sure is that the Egypt I visited is not there any more. I feel very fortunate I did that course to have seen it when I did.

Lisa Borges, a Mason FAVS alumna, reflects on her time in the Egypt: Tradition and Globalization program.

Egypt

SPRING 2011 | 19©2011. Paid for by the United States Army. All rights reserved.

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ONCE YOU LEADAS AN ARMY OFFICER,LEADING A FORTUNE500 IS NO SWEAT.


V alencia is known as the home of the famed Spanish dish of Paella—consisting of rice, sea-food, beans, spices and various other ingredients.

This blend not only makes for the most quintessential re-gional cuisine, but it also serves as a metaphor for what the city represents: a mix of the rich past and the modern world. This past fall I spent my semester in what I would assert, with admitted bias, is the best city in Spain.

The culture of Valencia can best be described as a fu-sion. In this one city, the complex history of the nation can be observed. Obvious to anyone who has visited, Valencia possesses the ancient grandeur that was imperial Spain with its large plazas and the historic centro (downtown). During the horrific Spanish Civil War, Valencia served as the headquarters and last stronghold of the Republic, until Franco’s forces finally overtook the city.

The present-day Valencia is one of street culture. El Río, a river that was drained after a bad flood in the 1950s, now snakes around the center of town and to the coast. The dried waterway is now a vast, lush park that is home to ornate fountains, palm trees and the impressive Ciutat de les Arts i les Ciències (The City of Arts and Sciences). This collection includes extraordinary science and art mu-seums, the largest oceanographic aquarium in Europe and an idyllic opera house that best exhibits the architectural excellence of modern Spain and rivals Madrid, Barcelona and other large European cities.

The park that now lies throughout the river bed is also hugely important to the typical life of a Valenciano. On a typical day at dusk when walking through the enchanting park, one can see what seems like the entire population of the city; families are out for a stroll, pushing children in strollers and people of all ages riding bikes or rollerblad-ing. El Río is all-encompassing and the best place to get a true feel for the city.

My experience in Valencia feels like only a small taste of a rich Mediterranean culture. As part of my program, I lived with a Spanish host family. My ‘madre,’ Charo, is a widow with two sons. No one in the house-hold spoke English, which intimidated me at first but I soon found it made for essential practice. Charo and I made a quick connection. Many nights for dinner, it would just be the two of us, as her sons worked late or played fútbol. We discussed everything from Spain under Franco to American politics. I would argue that I learned more from our conversations than I learned in my advanced language classes. It is my friendship with Charo that I consider the best experience of my time in Spain.

Studying anywhere abroad is an unbelievable experience, but I have found that the best treasures come from those places where you don’t know what to expect. While Valencia sometimes is overshadowed by the larger cities, it has the best of Spain. In Valen-cia, I found the incarnation of the colorful mosaic that is Paella. I learned more than I had imagined and was surprised and delighted every day. But that is what be-ing abroad is truly about—experiencing a culture and perspective that is not your own.

Gleason RoweSenior, Global Affairs

Valencia, Spain

SPRING 2011 | 21

White, sandy beaches, warm sun and exotic foods. Sound like a Caribbean vacation? Maybe the Jamaican coastline and rolling plains of sugarcane could appear this way. And probably, most tourists entering the Montego Bay airport would see it this way. But how about we look deeper, past the sandy white beaches, and into the small villages of Jamaica, where houses are merely shards of miscellaneous material nailed together, and where humility is actually prevalent. How about we look into the eyes of Alyiah, an eight-year-old Jamaican native.

Alyiah has had one pencil, all year. She guards that pencil like it is a piece of solid gold. She uses that pencil until there is no room for her fingers to grasp it. Alyiah finds it incredible that I would have a house larger than a small bus. She would also probably find it amazing to know that I have my own room.Alyiah values her fam-ily, she trusts people and she says thank you often.

While I came to Jamaica with the intent to try and teach her something, I found that I was probably the one that learned more. George Mason University’s Alternative Break Program allowed me and 14 other volunteers to travel abroad one week over winter break to try and make a difference in someone’s life. We all re-turned home from the trip with a broader view of the world, and we learned more than anyone could ever learn in a classroom.

The mission of Alternative Break Program is to provide stu-dents with an “alternative” to a typical college student’s spring break activities. The trips consist of a week-long journey of vol-unteering in particular locations with regard to relevant social is-sues. I have personally gone on two trips—both to Jamaica—and this year, I co-led the trip to help improve literacy in elementary schools. I can’t think of a more rewarding experience. To be so immersed in a culture and to have that kind of opportunity is im-measurable. We lived with locals, ate local foods and volunteered in local communities.

Jamaica, in particular, holds some of the most grateful people I have ever met. The Jamaican people do not overlook even the slightest of kind gestures. The kids roared with happiness when we entered the school premises and eagerly wanted to show us what they knew. They wanted to play with us all day long. We were able to learn so much from them about the little things in life.

For more information regarding the Alternative Break Pro-gram at Mason, visit the Center for Leadership and Community Engagement website: http://clce.gmu.edu. Trips take place every winter and spring breaks to places all over the world and within the U.S. Trip proposals are available to allow students to propose ideas for new trips and social issues for volunteers, as well.

Kelsey RileyJunior, Tourism and Events Management

Alternative Break Program:

Jamaica


I always knew I wanted to study abroad, it was just all about timing for me. My freshman year, Professor Al Fuertes, the lead faculty facilitator for the Philip-pines study abroad program, came to speak about the experience. From then on, I knew I wanted to study there. Going to Asia has always been important to me, and I couldn’t think of a better way to see the country than through this program.

My experience was amazing. The whole trip was very difficult, both emotion-ally and physically, but very rewarding. I learned so much because of all the dif-ferent approaches to learning, something New Century College is very in favor of. We had different ways to facilitate the educational experience. We had courses in a classroom for one week, lectures, group discussion, home stay and actual field experience during the other weeks.

I became a worldlier, more understanding person. I became a better citizen of the world. Not only did I have a better understanding of the Philippines, but the struggles of the people made me realize that I want to work to make my country a better place. I learned that human rights violations were all over the world, and without the rights that we have in our country, we would be in a similar position as those currently in the Philippines. Studying abroad allows students to interact and immerse themselves in a different culture. You can learn all you want in classroom through readings and group interaction, but you will never fully understand what another culture is like until you interact with that culture.

The program connected the classroom with the world, which creates an amazing learning experience. I would suggest that everyone at least take a look at studying abroad. Look online at the options, contact faculty facilitators and talk to them about their programs. There is nothing binding about talking about a poten-tial trip, and even if this is not the right time for you, you will know what you want to look for, or what you can do in the future. The faculty advisers are passionate about their trips; you will probably end up being just as mesmerized as I was.

Studying abroad can cost less than an actual semester at George Mason Uni-versity, and you can get the same credit. The best advice I can give for those who are considering or are going on a study abroad is this: be prepared to go with the flow. It can be hard to just let go, but it is the best way to approach a study abroad program. Enrich your college experience, and look into studying abroad; it could be the best class you ever sign up for in your college career.

Kat DaytonSenior, Integrative StudiesSenior, Integrative Studies

The PhilippinesSummer Program:Grassroots Peacebuilding, Environmental Issues and Culture

SPRING 2011 | 23Photos by Kat Dayton

SPRING 2011 | 25

An Adviser’s PerspectiveThe creator and adviser of the Philippines study abroad program reflects on his inspiration.

VoxPop sat down with Professor Al Fuertes, the creator and director of two study abroad programs at George Mason University. Professor Fuertes is an assistant pro-

fessor at New Century College, where he teaches courses in refugee internal displacement, forgiveness and reconciliation; conflict trauma healing; spirituality; and conflict transfor-mation, among others. Professor Fuertes is the faculty director for a study abroad pro-gram in the Philippines, and a program in Cambodia. Professor Fuertes received his PhD in conflict analysis and resolution from the Institute for Conflict Analysis and Resolution at Mason, and has been teaching at New Century College since 2003. In the following pages, Professor Fuertes shares his stories with us.


VoxPop: Thank you so much [for sharing your study abroad ex-perience with VoxPop]. Many students don’t know that a lot of the study abroad programs that the Center for Global Education at George Mason University offer are created and developed by professors, such as yourself. You teach a program in the Philip-pines and a program in Cambodia, and you actually developed both of those programs. Can you tell us about your inspiration for developing them and the process you went through to cre-ate them?

Professor Fuertes: Thank you. Well, I still remember vividly when I was in high school and college in the Philippines. I had been sent by the country to other places through different cross-cultural exchange programs; I lived in several host families [during these trips]. It was then that I felt and realized how valuable, how cru-cial, it is for any young person to have this global education and cross-cultural exchange experience. So, right then and there, I said to myself, when I am in the position to develop, design and bring other students to the Philippines, I w[ill] do that. It is my way of giving back to the community, and to the younger genera-tion, [and of showing them] the beauty and the value of what it means to cross international borders and discover the world out there. We are not alone in this world. There’s so much to discover out there if we give ourselves the opportunity to be part of that exploration and that journey. It enhances our competencies in global understanding and group interaction. Sometimes we don’t realize that when we interact with people from other cultures, we actually begin to appreciate more of what we have, and what we can share and contribute to other people; in the process, we also begin to value what we learn from these [people] when we give ourselves the chance to immerse [ourselves] and to actually ex-perience the kind of life that other people from different cultures live on a day-to-day basis. It also enhances our sense of communi-cation . . . we realize that there’s more to communication than the spoken language. These programs in the Philippines and Cambo-dia really continue to inspire me. It’s not just the things that our students learn from the people over there, but it’s also what they learn from us. It’s very affirming and it’s very validating.

VoxPop: Can you describe both the program in the Philippines and the one in Cambodia?

Professor Fuertes: First, let me talk about the program in the Philippines. It’s a nine-credit course in grassroots peacebuilding, environmental issues and cultures of the country, and the pro-gram runs for six weeks. There are three major components to the reporting. One is grassroots peacebuilding, where students have the chance to immerse and integrate [themselves] with local communities from all over the country, and then learn from many peace activists and community development workers about what it means to reconstruct and rebuild a community out of noth-ing, especially against the backdrop of conflict, tension and en-vironmental degradation. In the Philippines, students also have a chance to attend the Mindanao Peacebuilding Institute; in fact, they are the only group of students who are allowed to partici-

pate in this institute because it is intended for field practitioners from all over the world. The other component is the [study on] environmental issues. What many people don’t realize about Smokey Mountain, one of the largest landfills in the world, is that it has a couple thousand families living in it, but the government does not recognize them, because landfills are areas that are not supposed to be inhabited. And then, of course, the cultur[al as-pect of the program]. Students who go to the Philippines have a chance to live with host families and to experience what it means to live a Filipino way, even just for seven full days. They create their own activities, go to the market together, decide how to cook and what food to eat and they also engage themselves in different local communities based on [their] talents and interests. And of course, the rest of that is just creating connections and relationships, and establishing friendships.

The [program] in Cambodia is a two-week program on com-munity development and environmental sustainability, and spiri-tuality, especially against the backdrop of [Cambodia’s history]; [it explores] how Cambodians are rebuilding and reconstructing from [their] historical background. It’s a very humbling [and] fas-cinating experience. One could really feel the resilience of every Cambodian, in terms of how they make sense of the past and how they attempt to move forward. These programs have common-alities, the Cambodia and Philippines [programs]; [they] are not your typical, touristy study abroad [programs]. But that [aspect] is a part of it, too—the Philippines is made up of 7,107 islands, and many of the places where we stay are right along the coast of the ocean. But the focus is that there is a lot of community im-mersion, integration and interaction as well. So when they return, students begin to get confronted with the realities back home in the United States, in light of what they have experienced in the

SPRING 2011 | 27

Philippines or Cambodia. Many of them return, asking questions [such as], what do we really want to do in life?

VoxPop: Thank you so much for those descriptions. From a pro-fessor’s point of view, why do you think it’s beneficial for stu-dents to remove themselves from the classroom and put them-selves into these kinds of experiences?

Professor Fuertes: One is that learning does not only take place within the four walls of the classroom. New Century College’s motto is “Connecting the World to the Classroom,” which really integrates theories and practice, and students realize that there is so much to learn outside of the academic entity. We also have to take into consideration that the world is becoming a global vil-lage, so we really need to take advantage of this while we are able. The beauty here is that we discover new things, meet new people; we establish new relationships, in addition to expanding our horizons, our sense of global understanding and our sense of valuing cultural fluency—all while earning academic credit. Where [else] can you find this kind of arrangement? People travel anyway, so why don’t you make it an educational trip that you enjoy? You have fun, [but] at the same time, you learn and you also earn academic credit toward your degree.

VoxPop: Did you notice any specific changes throughout your students from the beginning of the program to the time they finished the program?

Professor Fuertes: Well, one example is that several of the stu-dents, when they returned, decide to really expand their re-search projects [with] issues, topics or places that they became familiar with because of the program, either in Cambodia or the Philippines. They can’t stop . . . telling their friends [and] their colleagues about their experience. Another is that many of [the students] decide to return to Cambodia or the Philippines in the following year, and that is one indication of how they were im-pacted positively and constructively by their experience. If they are not going back to the Philippines or Cambodia, [the program still] creates in them a new passion to be out there, wherever that place may be, where they feel the people need them. It’s very powerful. Also, on a couple of occasions, I’ve received a few e-mails from [students’] parents, telling me that for the first time, their son or daughter is asking them questions about priorities, especially against the backdrop of abundance, for example, [af-ter] their experience of extreme poverty. They realize that there

is more to life than just material possessions; [they realize that] relationships matter a lot.

VoxPop: If you had to pick one, I’m sure every minute of both trips was memorable, but if you had to pick one of your most memorable experiences from one of the programs, what would it be?

Professor Fuertes: In the Philippines, one of the things that con-tinues to really inspire me—and this has become one of my favor-ite moments—is when students do rice planting, manually. Be-fore they do that, they have to plow the fields with water buffalo. [You] see the farmers beaming; never in their lifetime had they thought that they could be teaching these American students how to plant rice. It’s really something. You could just feel how proud they are, thinking, we have never been to high school, but here we are, teaching these American college students how to plant rice. It is amazing.

VoxPop: Thank you so much for your [time and for sharing your stories with VoxPop]; your passion is truly admirable and humbling. To summarize, why would you recommend studying abroad to students, and why would you recommend leading a study abroad program to faculty members?

Professor Fuertes: For students, I strongly recommend study abroad programs because it really adds meaning and depth to their academic learning. Also, there’s more out there to learn from. It really prepares [students for] once they are out in the “real” world. Another thing is that it enhances our sense of com-munity. We are becoming a global village, and so it’s [necessary] for us to begin to be more intentional in establishing our social network, especially for students who see themselves working in the international field some day. This is [the time]. I tell all my stu-dents, take advantage of this while you are able. For faculty, a few reasons why I strongly encourage faculty members to also create and design study abroad programs is because it also enhances their academic scholarship, particularly the research aspect of the program. And, of course, for adventure. We need that as well. Study abroad entails a lot of responsibility, but it’s fun as well. It brings so much joy. While you are able, do it now.


“Study Abroad” in Reverse: The US-China 1+2+1 Dual Degree Program at George Mason University

ChinaThe US-China 1+2+1 Dual Degree Pro-

gram, which began in 2001, involves Ameri-can and Chinese universities participating under the auspices of the American Asso-ciation of State Colleges and Universities (AASCU) and the China Center for Interna-tional Educational Exchange (CCIEE). As of 2010, some 80 Chinese universities and 18 American universities were participating in the program.

This international education initiative brings American and Chinese universities together to offer dual degrees to Chinese undergraduate students, and is one of the

largest Sino-American joint endeavors in the education field. 1+2+1 students spend their freshman year in a Chinese university, their sophomore and junior years at an American university, and their senior year at their orig-inal university in China. Upon completing all requirements, students receive baccalaure-ate degrees from each school. Graduates of the program complete a rigorous and de-manding course of study at two universities, and gain a truly international education.

In 2004, George Mason University be-came one of the first American institutions to participate in the US-China 1+2+1 Dual

Degree Program. Mason has formed 1+2+1 partnerships with some 15 Chinese univer-sities and enrolled more than 180 students from these schools in the past five years. Each August since 2005, a new cohort of 1+2+1 students arrives at Mason to begin the U.S. portion of their studies. The aca-demic coursework usually takes two years to complete, but some students remain on campus three years or even longer because they spend more time in the English Lan-guage Institute or have to complete addi-tional requirements for their major.

Mason’s 1+2+1 students may choose

SPRING 2011 | 29

A Letter from the DirectorEach year, George Mason University receives a special

group of international students—undergraduates who have fin-ished one year of college study in China. They come to Mason to spend the middle two to three years of their college expe-rience, and return to their Chinese university for a final year before graduating with degrees from both universities. From 2005-2010, 186 undergraduate students from 17 universities in China have studied in the 1+2+1 Dual Degree Program at Mason, making “1+2+1” the largest international dual degree program at the university.

Perhaps the intensity of the program (which requires stu-dents to be fluent in both Chinese and English, and to complete all the requirements for two degrees in two countries in just four to five years) leads a self-selecting group of high achievers to apply to the program. And perhaps these students also seek to squeeze as much experience as they can into their relatively short period of two to three years on Mason’s campus. What-ever the reason, many 1+2+1 students excel in academics and jump enthusiastically into campus life, giving them a visibility at Mason that goes beyond their numbers.

Many 1+2+1 students begin with instruction in the English Language Institute; most move on to academic classes in one or two semesters. The majority of students choose to major in Eco-nomics or finance at Mason, but some choose other majors in-cluding music and global affairs. It is rare to find a 1+2+1 student who has not been on the Dean’s List for most of his or her semes-ters at Mason, and each spring these students feature promi-nently in awards ceremonies around the university. Starting with the first group to graduate in 2008 and in each subsequent year, the Economics Department Award Ceremony has featured sev-eral 1+2+1 students, including winners of the Howard R. Bloch Memorial Award (twice) and several Academic Achievement and essay awards. The School of Management Awards also regularly recognizes 1+2+1 students. A 1+2+1 student majoring in geog-raphy won the 2010 Alice C. Andrews Award recognizing the de-partmental senior with the highest GPA, and two 1+2+1 students have been honored with the ODPS Vision Award for Academic Excellence.

Don’t think of these students as all work and no play, though. They consistently hold leadership positions in Mason’ Chinese Students and Scholars Association, join other campus groups and have organized many lively events designed to share Chinese culture with the campus community. Every spring some 1+2+1 students take part in International Week and are known for their Chinese costumes as well as for fielding basketball and soccer teams in the sports tournament. This year, one of the students even earned a spot on the women’s Track and Field team. It’s also gratifying to see these students involved in volun-tary community service projects, from building houses in New Orleans over spring break to volunteering in the presidential in-auguration ceremony in January 2009 in Washington, D.C.

Another satisfaction has been to watch 1+2+1-related ac-tivities take root. A student in the program played a key role in establishing a music exchange between Mason and her Chinese school, Nanjing Normal University, which brought Mason per-formers to Nanjing and a Chinese Traditional Music Ensemble to Mason last fall. A new Visiting Scholar Program brings sev-eral faculty members from Chinese partner schools to Mason each semester and will open opportunities for Mason faculty on Chinese campuses. Other two-way exchanges under discussion include summer study abroad programs for Mason students in China and for Chinese students at Mason.

As they graduate (the third cohort of Mason 1+2+1 stu-dents will receive diplomas this summer), some students choose to return to the United States for graduate study, and several are now happily back at Mason. Others are currently enrolled at the University of Chicago, Columbia, University of Maryland, the University of Virginia and other schools. Many stay in touch long after they leave Mason and, each summer, some former Mason 1+2+1 students attend the graduation lunch for current 1+2+1 graduates in China. As one student who is about to finish her two-year Mason experience just wrote, “Life at Mason is short, but the impacts are everlasting. I will never forget Mason, not because this is where I finish my education, but because this is where I begin my life.”

Madelyn RossDirector, China Initiatives

from among twelve majors, although most to date have chosen Economics, finance or computer science. Three cohorts of Ma-son 1+2+1 students have graduated since 2008, having earned a degree from both Mason and their Chinese university. Most of these students earned a place on the Dean’s List in one or more of their semesters at Ma-son, and each year several receive spe-cial academic awards and honors from the university.

The program has brought a select group of tal-ented international students to campus, adding

a global perspective to academic instruction and serving as a catalyst for other exchanges between U.S. and Chinese partner universi-ties. Mason has also hosted visiting schol-ars from Chinese 1+2+1 universities and Mason faculty members have spent time at partner schools in China.

For additional information, please visit our website: http://china121.gmu.edu


What is the GPC program?By: Jasmine Gould (GPC Stu-

dent/Global Affairs Major)The Global Proficiency Cer-

tificate (GPC) Program, which began in 2007, provides an op-portunity for students to connect with George Mason University’s diverse student body by par-ticipating in international events and engaging with other cultures, while building an international portfolio.

As members of one of the most diverse universities in the

nation, Mason students have the opportunity to engage with other

students from all over the world. GPC coordinator Naliyah Kaya explains,

“Many students say they attend Mason because of its diversity, however it is up to

each student to take the time to step outside of their comfort zone and engage with the rich vari-

ety of cultures surrounding them.”The Global Proficiency Certificate is not a minor or a course; it

is a special program that incorporates academic course work with international study and cross-cultural activities and experiences. Students can participate in events like Cultural Fusion Fairfax or cooking an international dinner with a group of students.

The GPC Program requires you to attend an initial orientation to learn about the program, find out your goals and interests, and to ask any questions you may have. The actual components of the program include:

-Completion of COMM 305: Foundations of Intercultural Commu-nication (or an equivalent course) -Confirmation of proficiency in English, as well as an additional language or practical application of a language project

The rest of the program is made up of global activities and ex-

perience. You must earn 50 points (the points system is available at gpc.gmu.edu) from at least two of the outlined areas (Internation-al, Community and Campus). Activities and experience can include things such as internships, volunteer work, attending or participat-ing in lectures, festivals, workshops, dance classes and more. The best part is that up to 25 of the 50 points may come from activities completed prior to joining the GPC Program.

For each of the activities you complete, you submit a reflec-tion paper that becomes part of your final portfolio. The goal of the portfolio is to help prepare you for job and graduate school interviews by reflecting on the knowledge, skills and abilities you have gained through your experiences, and to learn how they will be beneficial in the particular job or graduate program you are ap-plying to.

Upon successfully completing the GPC requirements, stu-dents will have the certificate on their resume to show prospec-tive employers and graduate program committees and will be able to effectively communicate the knowledge, skills and abilities they have gained.

There are many intriguing students featured on the GPC web-site. Mahsa Javid, a master of arts management student, states, “The GPC program has helped me put together a portfolio of all activities that I have accomplished as well as further insight about my long-term career goals. The Global Proficiency Certificate will give me a leading edge to work effectively in diverse teams and situations.”

For more information on the program, and to apply online, visit the GPC program’s website: http://gpc.gmu.edu

GLOBAL CROSSINGS Living Learning Community By: Jasmine Gould (GPC Student/Global Affairs Major)Next semester there will be a new living-learning community,

Global Crossings, for upper-class domestic and international stu-dents. The community will promote intercultural interaction, un-derstanding and global consciousness.

The living-learning community pairs domestic students with international students as roommates on a floor in Hampton Roads, Mason’s newest residence hall. Global Crossings will allow stu-dents to share their different cultural backgrounds and build long lasting friendships.

What is the GPC program?

dent/Global Affairs Major)

tificate (GPC) Program, which began in 2007, provides an opportunity for students to connect with George Mason University’s diverse student body by participating in international events and engaging with other cultures, while building an international portfolio.

most diverse universities in the nation, Mason students have the

opportunity to engage with other students from all over the world.

GPC coordinator Naliyah Kaya explains, “Many students say they attend Mason

because of its diversity, however it is up to each student to take the time to step outside

of their comfort zone and engage with the rich variety of cultures surrounding them.”

SPRING 2011 | 31

Certificate ProgramPPPPPProficiencyroficiencyroficiencyMembers of Global Crossings will receive the Global Profi-

ciency Certificate. Naliyah Kaya shares, “Having the same goals, the Global Proficiency Certificate program and Global Crossings are working together to create opportunities for international

and domestic students to both teach and learn from one another.” All Mason students are encouraged to join the GPC program

and the Living Learning community regardless of their degree’s fo-cus. As the world becomes more globally connected, the need for students to be proficient in global affairs has grown. The Global Proficiency Program and Global Crossings LLC both give George Mason students developing their global perspective the competi-tive advantage they need to succeed in this global society and economy.

Letter from the CoordinatorWhen I began college, I remember receiving a paper with a

quote by Dr. Martin Luther King Jr. It read, “Men often hate each other because they fear each other; they fear each other because they don’t know each other; they don’t know each other because they can not communicate; they can not communicate because they are separated.” That quote stuck with me and, to this day, I have that paper in a binder. Though Dr. King was specifically refer-encing American segregation, his words speak to the importance of making sure that in our everyday lives at work, school or home, we do not remain separate from cultures that differ from our own. Many stereotypes and negative beliefs about cultures stem from a lack of cross-cultural interaction. By interaction I do not mean simply saying “hello” or eating lunch with a fellow co-worker or classmate who is from another culture, but rather having meaning-ful engagements, such as participating in each other’s traditions, going to one another’s communities and homes, being willing and open to “step outside” of our comfort zones to view the world from another perspective and realizing that there are many ways to live life.

It is always amazing to me the misconceptions communicated between individuals based on their lack of interaction. For exam-ple, many American students expressed interest in participating in International Dinner nights, however some of the International students were quite surprised to hear this because they thought that the American students had no interest in their cultures, and they had almost given up on making American friends because they found it difficult to meet them or they were concerned about language complications. To remedy such situa-tions, the Global Proficiency Certificate Program’s first International Dinner night was held on April 1, 2011, and it focused on Korean food and culture.

Led by Korean International student Jung-hun “Jason” Heo, the dinner began with Ma-son students taking a trip to Super H Mart where they were provided with a shopping

list written in Korean, and had to attempt to find the ingredients. Students then prepared and enjoyed the meal together. The eve-ning was filled with laughter and curiosity from both American and international students. GPC member Mariam cut squid for the first time (though she found it difficult to touch); for Jason, it was his first time meeting an American student, Rachel, who was fluent in Korean, a fact that shocked him. I, along with some of the other students, tasted Aloe juice for the first time. We also shared and

discussed dating and social rituals and customs. International Dinner nights are a free ongoing activity that will

be held one to two times a semester. If you are interested in lead-ing one or attending, please contact the GPC Program Coordinator at [email protected]. ALL cultures and students (American, interna-tional and everyone in between!) are welcome to host.

Experiential learning activities, such as these, are part of Uni-versity Life’s focus on providing international experiences to stu-dents who are unable to or cannot go abroad, as well as on creating spaces for international and American students to come together to both teach and learn from one other. We hope that students will realize and seize the many rich opportunities to engage with the numerous cultures present at Mason and in the surrounding areas.

Naliyah Kaya GPC Program Coordinator

list written in Korean, and had to attempt to find the ingredients.


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VoxPop: Mason Around the Globe is a Student Media Publication. Visit us on the web at voxpopglobe.onmason.comUniversity Life

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