College and Research Libraries Trends in International Education: New Imperatives in Academic Librarianship Martha L. Brogan The author describes new directions in international education during the past decade and links them to new imperatives in academic librarianship. Five major areas of development are considered: foreign language instruction, study abroad, internationalizing the curriculum, foreign students and scholars, and technical assistance and international development. The author recommends six ways in which ACRL might strengthen its role as an advocate of inter- national education. This article was written in connection with the work of ACRL's task force on international relations. en years ago the President's Commission on Foreign Lan- guage and International Study issued a report entitled Strength through Wisdom: A Critique of U.S. Capabil- ity that stressed the need to integrate an international dimension into the college curriculum. Among other widely publi- cized findings, it revealed that less than 10 percent of Americans could read and speak a foreign language effectively, that few were highly skilled and fe:w were competent in a language other than Span- ish, French, or German. 1 The dearth of in- ternational knowledge among college stu- dents, including basic information about geography, politics, and economics, was further documented in the 1981 report, College Student's Knowledge and Beliefs: A Survey of Global Understanding. 2 Numerous other studies during the 1980s continued to examine the role of foreign language in- struction, study abroad, international cur- riculum, foreign students, and overseas technical assistance in higher education. 3 In academic institutions the argument for increasing the international compe- tence of students is twofold, stemming from educational and economic impera- tives. Developing the skills necessary to succeed in a multicultural, interdepen- dent world is both educationally responsi- ble and the only means of survival- economic and otherwise-in the twenty-first century. Increasingly, the United States' economic pre-eminence is being replaced by international economic competition in a global marketplace. Edu- cators now realize that national policies alone cannot resolve the global challenges of environment, sustainable agricultural systems, improved health systems and population planning, and urban develop- ment. The United States is only one part- ner in a global network. During the 1980s institutions of higher education recog- nized their role in educating internation- ally competent citizens as well as develop- ing a cadre of highly skilled future leaders who might succeed in the global arena. We are now beginning to witness con- crete outcomes, and a coalescing of opin- ion about the importance of international- izing higher education. At the national level, the Coalition for Advancement of Foreign Language and International Stud- Martha L. Brogan is Social Sciences Bibliographer, Sterling Memorial Library, Yale University, New Haven, CT06520. 196 ies (CAFLIS), founded in 1987, serves as a focal point for these discussions. CAFLIS has promoted the proposal to create aNa- tional Endowment for Foreign Language and International Studies, which would work with public and private colleges and universities, associations, and school sys- tems to strengthen international compe- tence.4 At the state level, the National Gover- nors' Association released its study of in- ternational education, America in Transi- tion: The International Frontier, in March 1989.5 The report discusses the effects of globalization on state economies and work forces and outlines a ''state action agenda" for elementary and secondary schools, higher education, and business. The governors' recommendations for higher education include strengthening the study of foreign languages, increasing participation in study abroad, and inte- grating an international dimension in all majors at the college level. Many states al- ready have introduced programs to im- prove the international competence of their citizens, and this new report un- doubtedly will result in even broader par- ticipation. 6 A special Higher Education Panel (HEP) survey of colleges and universities cover- ing the period from 1982 it 1987, sup- ported by the American Council on Edu- cation (ACE) was issued in September 1988.7 It reported increases in hiring new faculty with international expertise, inter- national course offerings, libraries' inter- national collections, opportunities for study abroad, and opportunities for fac- ulty travel overseas. To summarize, the current period in in- ternational education is characterized by consolidation and reconfiguration. 8 Since the end of the Second World War there has been unprecedented growth on al- most all campuses in teaching about other parts of the world and in international ex- changes of student and faculty. Therefore, the main task ahead is not to add more courses, but to sharpen the definitions of international education, and to build into a cohesive whole the existing, usually dis- parate component parts. Institutions see the need to integrate and direct growth Trends in International Education 197 from widely dispersed, largely student demand-driven initiatives into rational in- stitutional plans. To this end, many are appointing high-level administrators spe- cifically assigned to review and develop a systematic, integrated ap~roach to inter- nationalizing the campus. Trends in five areas of international education are dis- cussed below and their implications for ac- ademic librarianship are identified. FOREIGN LANGUAGE INSTRUCTION Institutions are reconsidering the pur- pose, levels and outcomes of foreign lan- guage instruction. There is a new empha- sis on requiring all students to attain a minimal-level proficiency in a second lan- guage. A second strategy concentrates on a narrower set of students who will attain a higher level of skill. This subset of stu- dents expands to nontraditional fields outside the liberal arts. The University of Rhode Island, for example, launched a pi- lot program in 1988 that combines a stan- dard engineering curriculum with inten- sive study in German language and culture. It includes a six-month internship with an engineering company in a German-speaking country, and, upon re- turn from abroad, an engineering course taught in German. 10 In order to attract students to this type of program, colleges and universities are identifying motivated, high-aptitude learners in high school and targeting groups such as returned U.S. exchange students as potential participants. The HEP survey found that in the last five years, about 100 four-year colleges have increased their language requirements for admission, and that about 200 have in- creased them for a baccalaureate. 11 Another trend in foreign language ·in- struction is increasing enrollment in non- European languages. One-third of the in- stitutions in the HEP survey showed increases in the number of students en- rolled in non-Western languages. 12 Fig- ures released by the Modern Language Association corroborate these findings. From 1983 to 1986, the number of college students enrolled in Japanese increased 45%, to 23,454. During the same period, 198 College & Research Libraries the number of college students enrolled in Chinese increased by 28.2% and in Rus- sian by 11.8%. In contrast, French enroll- ments were up by only 1. 9% and German declined by 5.6%. 13 Finally, new measures are being devel- oped to assess students' foreign language ability, with greater emphasis on actual performance and outcomes' assessment. Eventually, college curricula are likely to articulate more explicitly the levels of lan- guage offered, alongside the expected performance outcomes. Colleges and uni- versities are working more closely with el- ementary and secondary schools to offer a continuum of foreign language training that extends from K-12 to college and be- yond.14 11 As students become more conver- sant in foreign languages and the cur- riculum develops in languages other than English, new demands will be placed on libraries' human and mate- rial resources." The need for a highly trained, interna- tionally astute cadre of academic librarians is evident. As students become more con- versant in foreign languages and the cur- riculum develops in languages other than English, new demands will be placed on libraries' human and material resources. Higher-aptitude· learners in foreign- language content courses will need foreign-language materials outside tradi- tional, literary fields. Academic librarians can expect requests for business materials in Japanese, engineering in German, or journalism in Chinese. They must be pre- pared to identify and obtain these re- sources. STUDY ABROAD Traditionally, U.S. institutions of higher education have practiced a laissez-faire approach to study abroad. Although most four-year colleges and universities oper- ate study-abroad programs (63 percent, according to the HEP survey), few have May1990 been developed as an integral part of the curriculum, and despite the number of programs available, relatively few stu- dents take advantage of them. 15 There is a proliferation of programs, many overlap- ping in destination (largely European) and intent (largely general liberal arts), and of- ten without quality control. Most institu- tions have not reviewed study abroad in terms of its relationship to the curriculum or the students' academic goals. Current trends point first towards in- creasing the sheer number of college stu- dents who participate in study abroad. The European Economic Community (EEC) plans to send at least 10 percent of the students from each country to study in another member country as part of the EEC' s 1992 integrated market concept. 16 Similarly, an advisory panel to the Coun- cil on International Educational Exchange (CIEE) released a report in December 1988, Educating for Global Competence, that called for an increase in the number of Americans studying abroad to 10 percent of enrollment by 1995 and 20 to 25 percent by 2008. 17 The University of Minnesota has set a goal of reaching parity in the number of foreign students it receives and the number of U.S. students it sends abroad within the next ten years. This would mean a fourfold increase from the current 800 students, to 1,600 in 1993, and 3,200 in 1998; still less than 10 percent of the stu- dent population at the University of Min- nesota. In study abroad, there is also a move- ment to expand non-European opportuni- ties and to relate study abroad to the aca- demic curriculum, both before and after the term overseas. Most research on the impact of study abroad has concentrated on its character-building and cultural value, nearly excluding the evaluation of academic benefits and any gain in sub- stantive knowledge. This is likely to change as institutions review systemati- cally the purpose of study abroad and make it an integral part of the curriculum across all disciplines. 18 As more students seek opportunities to study abroad, academic librarians can an- ticipate a demand for information about exchange programs. Moreover, students may want practical information about cur- rent social and economic conditions in the countries where they plan to study. If the library chooses not to acquire such practi- cal guides itself, librarians should at least know which offices on their campus do of- fer services and advice on study abroad. INTERNATIONALIZING THE CURRICULUM To prepare students to live in a multi- cultural, interdependent world, institu- tions must pursue a strategy of infusing the general education curriculum with in- ternational content, while at the same time maintaining and improving concen- trations and majors in international stud- ies for a smaller subset of students. Ac- cording to the HEP survey, just less than half (49 percent) of four-year colleges and universities reported an increase in the in- tegration of international materials into regular courses. This seems to confirm the earlier findings reported in ACE's Campus Trends, 1986, which concluded that about two-fifths of the four-year institutions are increasing or have recently increased at- tention to international matters in their curriculum. 19 "As faculty develop the international content of their courses, they will rely more on international library re- sources and networks." As faculty develop the international content of their courses, they will rely more on international library resources and nehvorks. National resource collec- tions, along with the specialists capable of developing them, will become insuffi- cient. Knowledge of-if not access to- international sources will be required. In an international affairs course at the Urii- versity of Maryland, students are linked via a computer network, created by the State Department, to European universi- ties and strive to resolve geopolitical prob- lems. Acting as diplomats for their respec- Trends in International Education 199 tive countries, students carry out all correspondence in target languages. 20 This type of course is likely to place new demands on academic libraries. FOREIGN STUDENTS AND SCHOLARS Foreign student emollments in U.S. in- stitutions have increased tenfold in the last thirty-five years to a current figure of about 350,000. While foreign students constitute less than 3 percent of all higher education enrollments in the United States, they now sustain academic pro- grams on some campuses, particularly at graduate and professional levels. Since the mid-1980s, public attention has been drawn to enrollment and graduation fig- ures in the technical fields where foreign students predominate. 21 At the University of Minnesota, foreign students comprise about 20 percent of the total graduate stu- dent population; however, they represent over 50 percent in fields such as agricul- tural economics, agricultural engineering, animal science, civil engineering, eco- nomics, fluid mechanics, mathematics, mineral engineering, and veterinary med- icine. On many campuses, foreign stu- dents are critical not only to the survival of graduate education in these fields, but also to the future labor force of U.S. corpo- rations.22 Academic librarians need to evaluate the relevance of their collections and ser- vices to foreign students. They should know the demographic profile of foreign students on their campuses, the countries (and languages) they represent and their fields of study. Are foreign students pro- vided with a frame of reference for using academic libraries effectively? Foreign stu- dents are also primary resources, on the campus and in the classroom, to interna- tionalize the curriculum. But relevant li- brary materials are needed to validate . their interpretations. Do academic li- braries have resources available in the ver- nacular to meet this need? Should librari- ans attempt to acquire materials relevant to foreign students' native countries so they might apply their knowledge effec- tively upon their return home? 200 College & Research Libraries TECHNICAL ASSISTANCE AND INTERNATIONAL DEVELOPMENT For several decades, public research universities, in particular, have been in- volved in projects with developing coun- tries that concentrate on institution- building, education and training, and technical assistance. Typically these proj- ects have been funded by domestic and in- ternational agencies like the U.S. Agency for International Development, the World Bank, the World Health Organization, the Ford Foundation, and the Asian Develop- ment Bank. Such projects send U.S. fac- ulty as visiting scholars overseas as well as bring foreign students and scholars to the United States. The Midwest Universities Consortium for International Activities (MUCIA), composed of eight major :public universi- ties in the Midwest, manages large-scale international development projects that require combined scholarly resources. Since 1977, it has operated long-term pro- grams in such countries as Indonesia, Thailand, Nepal, Burma, Korea, Bangla- desh, Brazil, Peru, and the West Indies. In January 1987, MUCIA signed a five- year, $61 million subcontract with the World Bank to the Government of Indone- sia (WBXVII). Based on the premise that Indonesia's social and economic growth are impeded by the lack of trained person- nel, the project seeks to strengthen Indo- nesia's capacity to train its own university instructors and researchers. Specifically, MUCIA will provide: (a) graduate degree training for Indonesian students at over- seas institutions (2,300 person-years); (b) internships and other nondegree training for Indonesian faculty and staff (2,240 person-months); and (c) technical re- search assistance by U.S. faculty sent to Indonesia as visiting scholars (1, 900 person-months). The project is targeted to the fields of economics, life sciences, food science and nutrition, engineering, social studies, computer science, and biotech- nology.23 · Technical assistance projects vary from institution to institution, but academic li- brarians should be familiar with local pri- orities and commitments. Ideally, aca- demic librarians would be involved May 1990 during contract negotiations, since ex- change of research materials is often an in- tegral part of the proposal. Moreover, aca- demic libraries might participate more fully in other aspects of these projects by sending their library staff overseas and agreeing to train librarians from abroad at their home institutions. SUMMARY Library professionals can no longer seek resolution to problems in parochial ways. The publishing industry itself has global- ized: books written by authors in the United States are published by multina- tional corporations in the Netherlands, printed in Korea, priced differentially ac- cording to geographic markets, and dis- tributed worldwide. To be effective, aca- demic librarians must understand the new international marketplace. Even "local" problems such as preservation, database development, and cataloging standards must be considered in their international context. The American Library Association (ALA) appears to have adopted an ap- proach to international education similar to that of most institutions of higher edu- cation: random, decentralized, and ad hoc. The average ALA member needs a veritable road map through the thicket of ALA international library committees, and is hard put to understand whether and how these disparate committees co- operate to accomplish associational goals. 24 The Association of College and Re- search Libraries (ACRL) should work with ALA to focus and target its international efforts in order to avoid needless redun- dancies in some areas and glaring gaps in others. ACRL should reexamine the way in which it contributes to international ed- ucation and strengthen its commitment for advocacy. It could provide leadership in the following areas: 1. Liaison with key national and inter- national associations and programs that fund, promote, and evaluate international exchange in higher education such as the Association of International Education Administrators (AIEA) and the Coalition for the Advancement of Foreign Language and International Studies (CAFLIS). ACRL should appoint representatives to a broader network of these associations. It should take the lead in articulating the ac- ademic library dimensions of the numer- ous reports about international education cited in this paper and bringing them to the attention of the sponsoring agencies. With these agencies, ACRL should iden- tify new sources of funding and lobby for resources to support the international di- mensions of academic librarianship. (See appendix for list of relevant agencies.) 2. Rather than serving as a clearing- house for individual exchange placement requests from librarians abroad, ACRL might focus its attention first on encourag- ing such programs as IREX (International Research and Exchanges Board) and Ful- bright to promote the exchange of librari- ans, following the successful prototype of the Library/Book Fellows program with USIA. ACRL could become the chief con- sultant in identifying appropriate institu- tions to meet the needs of exchange scholars and encouraging colleges and universities to host exchangees under the auspices of established international sponsors. 3. Within its field of responsibility, ACRL should promote quality control Trends in International Education 201 over international exchanges, tours, courses and other initiatives by offering critical reviews, writing guidelines, and identifying trained consultants during project development. C&RL News might begin a regular international news column. 4. Through internationalization of its strategic plan, ACRL should ensure that its committees and sections integrate an international perspective into their work. It should support the work of its area stud- ies sections, in particular, by ensuring their representation on appropriate ALA committees and using them as a network of consultants on various projects. All ge- ographic areas, including Western and Eastern Europe, should be represented. 5. ACRL should recommend policies and mechanisms for academic libraries to compete for grants and gifts to support the international exchange of academic librar- ians and materials. 6. ACRL should develop guidelines and mechanisms for academic librarians to receive training and professional devel- opment opportunities in international ar- eas. This effort should begin with library school training and extend throughout the career phases of academic librarianship. REFERENCES AND NOTES 1. President's Commission on Foreign Language and International Studies, Strength through Wis- dom: A Critique of U.S. Capability (Washington, D.C.: [Dept. of Health, Education, and Welfare, Office of Education], 1979). 2. Thomas S. Barrows and others, College Student's Knowledge and Beliefs: A Survey of Global Under- standing (New Rochelle, N.Y.: Change Magazine Press, 1981). 3. See bibliography for list of recent studies in international education. 4. From CAFLIS "Working Group I" draft of January 31, 1989: "A Proposed Position for the Coali- tion for Advancement of Foreign Languages and Area Studies." This proposal builds on the ear- lier work of: Richard D. Lambert, Points of Leverage: An Agenda for a National Foundation for Interna- tional Studies (New York: Social Science Research Council, 1986). 5. National Governors' Association, America in Transition: The International Frontier, Report of the Task Force on International Education (Washington, D.C.: NGA, 1989). 6. See: "The Global Imperative," The New York Times, 9 April1989. 7. Charles J. Andersen, International Studies for Undergraduates, 1987: Operations and Opinions. Higher Education Panel Report Number 76, (Washington D.C.: American Council on Education, 1988). 8. Richard D. Lambert, International Studies and the Undergraduate (Washington, D.C.: American Council on Education, 1989), p. 9-10. This is a summary of the full report that was to be released in spring of 1989. 9. See: Association of International Education Administrators, 11 Guidelines for International Educa- tion at U.S. Colleges and Universities," April1989. Final draft distributed for approval by mem- bers on April14, 1989. 202 College & Research Libraries May1990 10. "Ideas: Teaching German to Engineers; ... ," Chronicle of Higher Education, 1 September 1988. 11. Andersen, p.8. 12. Ibid. 13. "Fascination with Business and the Orient Fuels Enrollment in Asian Languages," Chronicle of Higher Education, 17 February 1988. 14. Lambert, International Studies and the Undergraduate, p.5. 15. Anderson, p.4. and Lambert, p .1-5. 16. Lambert, p.1 . 17. Council on International Educational Exchange, Educating for Global Competence: The Report of the Advisory Council for International Educational Exchange (New York: Council on International Educa- tional Exchange, 1988), p.11. 18. Lambert, p.S. 19. Anderson, p.7-8 and Elaine El-Khawas, Campus Trends, 1986 (Washington, D.C.: American Coun- cil on Education, August 1986), p.3. 20. Torrey Byles, "Academic Computing Comes of Age," Wilson Library Bulletin, (Feb. 1989), p.23. 21. See, for example: The Wall Street Journal, 17 October 1985, p.29 and Change, July/August 1987. 22. "Strengthening U.S. Engineering through International Cooperation," a Report of the Commit- tee on International Cooperation in Engineering, National Academy of Engineering and Office of International Affairs, (Washington, D.C.: National Research Council, 1987). 23. Julie Nester-Niederman, "MUCIA: Midwest Universities Consortium for International Activi- ties,'' Quarterly University International News, (Winter 1988), p.11-12 (publication of the University of Minnesota's Office of International Education). 24. See White Paper drafted by Robert P. Doyle, Director, Library/Book Fellows Program, "The American Library Association and International Relations: Accomplishments, Current Activities, Observations, Strategies, and Plan of Action" (Chicago: American Library Assn., November 1988). APPENDIX A: INTERNATIONAL EDUCATION: SELECTIVE BIBLIOGRAPHY OF NEWS, TRENDS, AND GUIDELINES Recent News Articles on International Education "Colleges Must Improve Study-Abroad Programs or Risk Diminished American Stature, Panel Says," Chronicle of Higher Education, December 7, 1988, A32. ''Dearth of American Engineering Graduate Students Concerns Academicians,'' Black Issues in Higher Education, March 16, 1989, 1, 6-7. ''Fascination with Business and the Orient Fuels Enrollment in Asian Languages,'' Chronicle of Higher Education, February 17, 1988. "The Global Imperative," The New York Times, April9, 1989. "Ideas: Teaching German to Engineers; . .. ," Chronicle of Higher Education, September 1, 1988. ''Portrait: A New President Gets Her Chance to Indulge Long-Time Passion for International Stud- ies," Chronicle of Higher Education, March 22, 1989, A3 . Rentz, Mark D. "My Tum: Diplomats in our Backyard," Newsweek, February 16, 1987, 10. Simon, Paul. "Point of View: We Must Increase, Not Cut, Scholarly Exchanges," Chronicle of Higher Education, July 30, 1986, A60. Trends in International Education American Association of State Colleges and Universities. Trends and Issues in Globalizing Higher Educa- tion. Washington, D.C.: AASCU, 1977. Anderson, Charles J. International Studies for Undergraduates, 1987: Operations and Opinions. Washing- ton, D.C.: American Council on Education, September 1988. (Higher Education Panel Reports, Number 76). Backman, Earl, ed. Approaches to International Education. New York: Macmillan, 1984,356p. Barber, Elinor G., ed., et al. Bridges to Knowledge: Foreign Students in Comparative Perspective. Chicago: University of Chicago Press, 1984. Barrows, Thomas, John Clark, and Stephen Klein. ''What College Seniors Know About Their World,'' Education and the World View, New Rochelle, N.Y.: Change Magazine Press, 1980, p.19-37. Barrows, Thomas and othe~s. College Student's Knowledge and Beliefs: A Survey of Global Understanding, Trends in International Education 203 The Final Report of the Global Understanding Project, New Rochelle, N.Y.: Change Magazine Press, 1981. Berryman, Sue E., Paul F. Langer, John Pincus, and Richard H. Solomon. Foreign Language and Interna- tional Studies Specialists: The Marketplace and National Policy. Santa Monica, Calif.: Rand Corporation, 1979. Boyles, Torrey. "Academic Computing Comes of Age," Wilson Library Bulletin, February 1989, p.21-28. Bum, Barbara B. Expanding the International Dimension of Higher Education. San Francisco, Calif.: Jessey- Bass, 1980, 175 p. Council on Learning. The Role of the Scholarly Disciplines. New Rochelle, N.Y.: Change Magazine Press, 1980,43 p. Council on Learning. Education for a Global Century: Handbook of Exemplary International Programs. New Rochelle, N.Y.: Change Magazine Press, 1981, 1S7p. Council on International Educational Exchange. Educating for Global Competence: The Report of the Advi- sory Council for International Educational Exchange. New York: Council on International Educational Exchange, August 1988. Doyle, Robert P. "The American Library Association and International Relations: Accomplishments, Current Activities, Observations, Strategies, and Plan of Action," Chicago: ALA, November 1988. (Unpublished ''White Paper.'') El-Khawas, Elaine. Campus Trends, 1986. Washington, D.C.: American Council on Education, 1986. Groenings, Sven. Economic Competitiveness and International Knowledge, Staff Paper II. Boston: New England Board of Higher Education, October 1987. Groenings, Sven. The Impact of Economic Globalization on Higher Education, Staff Paper ill. Boston: New England Board of Higher Education, December 1987. "Issues in International Education," NCA Quarterly, vol. 63, no. 2 (Fall1988). Lambert, Richard D. Beyond Growth: The Next Stage in Language and Area Studies. Washington, D.C.: Association of American Universities, 1984. Lambert, Richard D. "Durable Academic Linkages Overseas: A National Agenda," in Annals of the American Academy of Political and Social Science, vol. 491, (May 1987), p.140-SS. Lambert, Richard D. International Studies and the Undergraduate. Washington, D. C.: American Council on Education, 1989, 10 p. Lambert, Richard, D. ed. ''New Directions in International Education,'' Annals of the American Academy of Political and Social Science, vol. 449, (May 1980), 224p. Lambert, Richard D. Points of Leverage: An Agenda for a National Foundation for International Studies. New York: Social Science Research Council, 1986. Leinwand, Gerald. Without a Nickel: The Challenge of Internationalizing the Curriculum and the Campus. Washington, D.C.: American Association of State Colleges and Universities, 1983, SSp. McDonnell, Lorraine M., Sue E. Berryman, and Douglas Scott. Federal Support for International Studies: The Role of NDEA Title VI. Santa Monica, Calif.: Rand Corporation, 1981. National Governors' Association. America in Transition: The International Frontier. Report of the Task Force on International Education. Washington, D.C.: NGA, 1989. President's Commission on Foreign Language and International Studies. Strength through Wisdom: A Critique of U.S. Capability. Washington, D.C.: U.S. Dept. of Health, Education, and Welfare, Office of Education, 1979. Rosengran R., M. Wiley, and D. Wiley. Internationalizing Your School: A Handbook and Resource Guide for Teachers, Administrators, Parents, and School Board Members. New York: National Council on Foreign Language and International Studies, 1983, 63p. Simon, Paul. The Tongue-Tied American: Confronting the Foreign Language Crisis. New York: Continuum, 1980, 214p. Smuckler, Ralph H., Robert J. Berg, with David F. Gordon. New Challenges, New Opportunities: U.S. Cooperation for International Growth and Development in the 1990s. East Lansing: Michigan State Uni- versity, Center for Advanced Study of International Development, 1988, 40p. "Strengthening U.S. Engineering Through International Cooperation," A Report of the Committee on International Cooperation in Engineering, National Academy of Engineering and Office of Inter- national Affairs, Washington, D.C.: National Research Council, 1987. Tonkin, H. and Jane Edwards. The World in the Curriculum: Curricular Strategies for the 21st Century. New Rochelle, N.Y.: Change Magazine Press, 1981. Guidelines for International Education American Association of State Colleges and Universities. Guidelines: Incorporating an International Di- 204 College & Research Libraries May 1990 mension in Colleges and Universities. Washington, D.C.: AASCU. American Council on Education, Division of International Education. Guidelines for College and Univer- sity Linkages Abroad. Washington, D.C.: American Council on Education, 1984. Association of International Education Administrators. Guidelines for International Education at U.S. Col- leges and Universities. Final Draft, April1989. College Entrance Examination Board. Guidelines for the Recruitment of Foreign Students. New York: Col- lege Entrance Examination Board, 1987. Harari, Maurice. Internationalizing the Curriculum and the Campus: Guidelines for AASCU Institutions. Washington, D.C.: American Association of State Colleges and Universities, 1983. King, Maxwell, and Seymour Fersh. International Education and the U.S. Community College: From Op- tional to Integral. Junior College Resource Review, Spring 1983. Washington, D.C.: National Institute of Education, 1983. Middle States Association of Colleges and Schools. Commission on Higher Education. Manual for Study Abroad Evaluations., August 1987. Miller, Harry G. and E. Hollis Merritt. "Technical Assistance Projects in Developing Countries: The Role of Public Universities," Journal of Studies in Technical Careers, vol. 7, no. 2 (Spring 1985): 73-80. National Association for Foreign Student Affairs. NAFSA Principles for International Educational Ex- change. Washington, D.C.: NAFSA, 1983, 16p. National Association for Foreign Student Affairs. NAFSA Self-Study Guide: A Guide for the Self- Assessment of Programs and Services with International Educational Exchange at Postsecondary Institutions. Washington, D.C.: National Association for Foreign Student Affairs, 1984. National Association for Foreign Student Affairs. Self-regulation Bibliography. Washington, D.C.: Na- tional Association for Foreign Student Affairs, 1986. National Association for Foreign Student Affairs. Study Abroad Programs: An Evaluation Guide. Wash- ington, D.C.: National Association for Foreign Student Affairs, 1979. National Association of State Universities and Land-Grant Colleges. International Affairs Committee. Basic Principles for College and University Involvement in International Development Activities. Washing- ton, D.C.: National Association of State Universities and Land-Grant Colleges, 1983. Rhinesmith, Stephen H. "Negotiating International Youth Exchange Agreements," International Youth Exchange Conference, Williamsburg, Virginia, January 25, 1983. See also "Workshop Re- ports," same conference. APPENDIX B: U.S. AGENCIES AND ASSOCIATIONS IN INTERNATIONAL EDUCATIONAL EXCHANGE Higher Education Agencies with International Dimension Academy for Educational Development American Assembly of Collegiate Schools of Business American Association for the Advancement of Science-Consortium of Affiliates for International Pro- grams American Association of Collegiate Registrars and Admissions Officers American Association of Community and Junior Colleges American Association of State Colleges and Universities American Association of University Women American Council of Learned Societies American Council on Education Andrew Mellon Foundation Association of Catholic Colleges and Universities Association of Jesuit Colleges and Universities Carnegie Corporation College Board, Office of International Education College Entrance Examination Board Committee on Institutional Cooperation Council of Graduate Schools Council on Learning Dumbarton Oaks Educational Testing Service, International Office Ford Foundation Higher Education Consortium for Urban Affairs Luce Foundation MacArthur Foundation National Academy of Sciences Trends jn International Education 205 National Association of State Universities and Land-Grant Colleges National Science Foundation Olin Foundation Pew Charitable Trust Rockefeller Foundation Sloan Foundation Smithsonian Institution Social Science Research Council Spenser Foundation U.S. Department of Education (Fulbright-Hays programs and Title VI centers) William & Flora Hewlett Foundation International Agencies Academic Alliances in Foreign Languages and Literatures American Field Service Association for International Practical Training Association for Women in Development Association of International Education Administrators Association of U.S. University Directors of International Agricultural Programs Board for International Food and Agricultural Development Coalition for Advancement of Foreign Languages and International Studies Community Colleges for International Development, Inc. Consortium for International Cooperation in Higher Education Consortium for International Development Consortium for International Studies Education Council of International Exchange of Scholars Council of International Programs Council of International Programs for Youth Leaders and Social Workers, Inc. Council on Foreign Relations Council on International Educational Exchange East-West Center Fogarty International Center Fulbright Alumni Association HEA Title VI National Resource Centers for International Studies, Advanced Training and Research Branch Institute of International Education International Association of Educators for World Peace International Association of Universities International Student Exchange Program International Studies Association Latin American Scholarship Program of American Universities Liaison Group for International Educational Exchange Mid-America International Agricultural Consortium (MIAC), Inc. Midwest Universities Consortium for International Activities National Association for Foreign Student Affairs National Council for International Visitors National Council of State Supervisors of Foreign Languages National Council on Foreign Languages and International Studies Post Secondary International Network Rotary International Society for Intercultural Education, Training and Research South-East Consortium for International Development University Affiliation Programs (USIA) 206 College & Research Libraries Area Studies or Country-Specific Agencies African American Institute African Studies Association Alexander von Humboldt-Stiftung AMID EAST American Association for Netherlandic Studies May1990 American Association of Teachers of German American-Mideast Educational and Training Services, Inc. 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