Dr. Jack Godwin has made international education his life mission. He is changing the assumption that it’s just about one study abroad experience as an undergraduate. Throughout his professional career as a university administrator, he has participated in the U.S. Department of State-sponsored J. William Fulbright Program to different countries every few years.
While an international experience is voluntary, he finds those who choose it to be most interesting.
One reason Dwight Richardson Kelly chose his study abroad program was to work on his writing. The writing intensive aspects of the Oxford University system were appealing, even though he knew with his learning disability he would need the right accommodations.
“I absolutely wanted a rigorous experience, but I knew that without appropriate accommodations I would spend all my time writing the required essays and wouldn’t be able to experience the other parts of the program, which is really important, like the cultural pieces and to integrate into the university.”
While Shmuel Kanner attended a presentation during his professional exchange to the United States, Naama Lerner sat with a computer next to him. She listened to the translation of the presentation from English to Hebrew, and then she simplified what was spoken and typed it on her laptop screen for Shmuel to read. The night before, he also received supplemental materials related to the presentation, so Naama could prepare him for the content being delivered. This was an accommodation for his intellectual disability.
When Courtney Thompson misplaced her train pass for the fourth time in one month, she realized her challenges with visual configuration and short-term memory were not something she could leave behind in the United States. She had planned to study Russian for four weeks that upcoming summer in St. Petersburg, Russia.
“Initially I was so flustered by scholarship applications, the development of my Russian skills, and visa processing that I neglected to sincerely consider the impact of my disability and measures that could mitigate it abroad.”
Robert Thompson returned home to the United States from his volunteer experiences in India very humbled. He noticed the contrast between poverty and luxury, between being appreciative and taking something for granted.
“I loved seeing the smiles on people’s faces after they received something that was of great value to them, whether it was our time with them or new knowledge and skills they obtained.... I have come back with a new perspective on who I am and the things that matter most in life.”
Travis Gunn has been told that he is missing out on life, that his fear is allowing it to pass him by. He spent years trying to change himself. Others have spent years trying to “fix” him. And after four years, four continents, eight countries, and a countless number of cultures, he found what he needed most. And, it was his Global Studies degree from the Global College of Long Island University in New York that helped him achieve it.
Halyna Kurylo applied to the U.S. Department of State-sponsored Global Undergraduate Exchange Program (Global UGRAD) program twice. After not getting selected the first time, Halyna, who was severely underweight at 80 pounds, went into treatment realizing that her eating disorder was limiting what she wanted to do.
When it came to the day she was dropped off at the airport, Yanin’s concerns that had kept her up at night, turned into tears and nerves. She was leaving familiarity behind in order to study abroad. Actually, Yanin, who has anxiety and depression, found the courage to study abroad, twice.
The first time a scholarship attracted her to spend a summer in Slovakia at the University of Economics in Bratislava. It was a group program with other Americans.
A Hendrix College graduate in English Literature, Laura Podd traveled for a year to Guatemala, Ireland, Thailand, and Ukraine. And she had $25,000 on a Thomas J. Watson Fellowship to do it. Laura didn’t speak the local languages, but she took some Spanish courses and found local volunteers who translated into English. Those she met who spoke with heavy English accents took repetition to understand. Laura, who describes herself as having a mild hearing impairment, uses hearing aids and lip-reading well enough that most people do not immediately know that she has a disability unless she tells them.
When Michelle She started her first year of college in Tennessee far from her home in Maryland, her parents weren’t concerned about the distance or her year delay in starting. At least not in comparison to where she went the year before, and what she gained in return.
Azat Toroev, a U.S. Department of State-funded Future Leaders Exchange (FLEX) participant from Kyrgyzstan who has a physical disability, came to the United States driven by his interests in film, volunteering, and journalism. Azat quickly became an active presence in his host community of Fort Collins, Colorado.
Growing up, Haben Girma knew that international exchange was bound to be in her future. She had visited Eritrea and Ethiopia, places her parents called home before immigrating to the United States. So when Haben learned about BuildOn (www.buildon.org) as a teenager, she was determined to go. She was excited about BuildOn’s mission of empowering and educating youth by building schools in some of the world’s poorest remote communities and knew first-hand the importance of access to education.
At first glance, Senka Mekic is polite and soft-spoken. But, spend just a few minutes talking with this U.S. Department of State-funded American Serbia and Montenegro Youth Leadership Exchange (A-SMYLE) student and you’ll realize first impressions aren’t meant to last. Senka admits, “I’m not just a bit stubborn, I’m very stubborn!”
When Muhammad, a U.S. Department of State-funded Kennedy-Lugar Youth Exchange and Study (YES) student from Pakistan, first arrived in the United States, he had no idea what to expect. But, he brimmed with excitement at the opportunity to experience life in America. His exchange experience was unique because he would be experiencing true immersion in not just one, but two non-native languages: English and American Sign Language (ASL).
When I was in middle school, my best friend's family hosted an international student on a summer exchange program. I was absolutely and totally engrossed by watching this student's experience in the United States, learning English and constantly being exposed to newness. I wanted very much to be in his shoes: in a new land breathing in new air and a new way of looking at the world. Since that summer, I knew that I needed to make it a priority during college to travel overseas and learn a new language.