100 Years of IIE: A Century of Hope, A Future of Promise

100 YEARS of IIE

Š 2019 Institute of International Education, Inc. All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to: Institute of International Education, Inc. 809 United Nations Plaza New York, NY 10017 Attn: Office of the Executive Vice President The Institute of International Education, Inc. made every reasonable effort to identify copyright holders and to obtain their permission to use the materials in this edition. If there are errors or omissions, please contact IIE so that corrections can be addressed in any subsequent editions. iie.org

Printed in the United States of America by Sheridan Books in Chelsea, Michigan

Managing Editor Ashley Stipek

100 Years of IIE: A Century of Hope, A Future of Promise

Editor Susan Lauzau

ISBN 978-0-87206-404-1

Designer Christina Ullman

First Edition, Printed 2019

Writer-Researcher Eduardo Contreras Art Director Atif Toor Photo Researchers Jacob Sellman, Robb Hill Contributors Maxmillian Angerholzer III, Peggy Blumenthal, Katherine S. Campbell, Kristen Geatz, Allan E. Goodman, Sharon Witherell

100 YEARS of IIE

1919

2019

cOnTeNts 100 YEARS of IIE

INTRODUCTION

a letter from thomas s. johnson and allan e. goodman CHAPTER

1910 through 1939

CHAPTER

1940 through 1969

CHAPTER

1970 through 1999

CHAPTER

2000 through FEB. 2019

2

pragmatic idealism and the foundation of iie

4 pioneering leadership: expansion, collaboration, and modernization

28 a beacon for others: resp onding to the emerging world order

50

an international vision for the twenty-first century

70

A PP E N DI X 100 YEARS AND COUNTING

110

NOBEL LAUREATES

112

IIE HISTORY TIMELINE

116

IIE BOARD MEMBERS, 1919–2019

136

NOTES 146 PHOTO CREDITS

156

1919 2019 through

100 YEARS of IIE

INTRODUCTION

PROMOTING EXCHANGE Below: International students at Barnard College in the 1930s.

Below right: Project GO student Maren Cooper participating in an International Education Week cultural event at University of North Georgia.

2 / INTRODUCTION

ounded in the aftermath of World War I, the Institute of International Education (IIE) was conceived to promote the exchange of people and ideas, and thus foster greater understanding and peace among nations. As former U.S. Secretary of State, IIE founder, and Nobel Laureate Elihu Root observed, “Gradually, everything that happens in the world is coming to be of interest everywhere in the world, and, gradually, thoughtful men and women everywhere are sitting in judgment upon the conduct of all nations.�

Then, as now, international education was central to making informed judgments and policies.

Root and his cofounders—Nicholas Murray Butler, President of Columbia University and later also a Nobel Peace Prize recipient, and Stephen Duggan Sr., a Professor of Political Science at the College of the City of New York—created IIE as an advocate for international exchange and a pioneer of new models of collaboration across global institutions of higher education. This mission also involved responding to the need to rescue academics caught in the crossfire of conflict. Hence, IIE’s legacy of rescue work began almost immediately with a fund to bring students and scholars fleeing the Bolshevik Revolution to the United States. Since 1919, IIE has helped thousands of threatened scholars, students, and artists from every corner of the world, wherever the need is greatest.

New possibilities opened up at the end of World War II, when IIE was integral in mending deep wounds. When Senator J. William Fulbright sought to turn swords into plowshares by legislating that funds from the sale of surplus World War II items be used to support student exchanges, IIE was at the ready to help the U.S. Department of State carry out his vision. As the Senator so wisely said, “Educational exchange can turn nations into people, contributing as no other form of communication can to the humanizing of international relations.”

Our founders could not have imagined the world we inhabit now, one in which international connections are paramount in all aspects of life and the whole world is at one’s fingertips.

Yet, these connections remain vital to building consensus and understanding across the world.

They continue to create ties among nations and make economic, academic, and cultural development possible. IIE’s commitment to exchange now encompasses more than two hundred global programs connecting individuals, institutions, and governments. As our world struggles to address the challenges of globalization and faces a new wave of displaced scholars and students, IIE is needed more than ever.

With the publication of this book, we commemorate one hundred years of service with tremendous gratitude for the trustees and the many partners and supporters who make our mission a reality. As you read, we invite you to share the joy and pride we feel at the many milestones chronicled in this publication and hope that you are as inspired as we are. IIE steps into the next one hundred years dedicated to bringing the world together and addressing global challenges through international education.

T HOMAS S. JOHNSON Chairman, Board of Trustees

With the publication of this book, we commemorate one hundred years of service with tremendous gratitude for the trustees and the many partners and supporters who make our mission a reality.

DIVERSE OPPORTUNITIES Left: Ford International Fellows Program participant in India.

Center: Participant conducts scientific research, 1970s.

Right: Fulbright student participates in a workshop.

ALLAN E. GOODMAN President and CEO

100 YEARS OF IIE / 3

CHAPTER

“The humanitarian purpose of Alfred Nobel in establishing the peace prize which bears his name was doubtless not merely to reward those who should promote peace among nations, but to stimulate thought upon the means and methods best adapted, under the changing conditions of future years, to approach and ultimately attain the end he so much desired… There are many reasons to believe that progress toward the permanent prevalence of peace may be more rapid in the future than in the past.”1 E L IH U RO OT, 1 914

4 / CHAPTER 1: 1910–1939

100 YEARS of IIE

1910 1939 through

pragmatic idealism and the foundation of iie PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 5

ne of the great ironies of the origins of the Institute of International Education is that the founders of the organization persistently held to the radiant hope of peace even in the face of the darkness of war. Such was the case for Elihu Root in his 1914 speech accepting the Nobel Peace Prize.

As a longtime American statesman, having served as Secretary of State under two different U.S. Presidents and as a U.S. Senator, Root worked tirelessly for peace and had been especially vocal as an advocate of international arbitration.2 The Nobel Prize Committee announced Root’s 1912 Peace Prize on the anniversary of Alfred Nobel’s death, on December 10 in 1913, for Root’s work promoting conflict resolution between nations by means of international arbitration.

The speech Root wrote to accept the prize demonstrated his optimism that the world was moving toward greater peace rather than more war; however, the outbreak of the First World War in the summer of 1914 prevented him from delivering his acceptance speech.3 Just as Root’s belief in the ultimate triumph of mutual goodwill remained steadfast in the face of war, so, too, did IIE’s mission to promote peace while navigating the political, economic, and social reality of burgeoning brutality in the world. In the years between 1910 and 1939, the people who worked to establish and support IIE set the framework for its long-term contributions to the world. Looking back at their work today, we can see that they established an organization built on the themes of public diplomacy, coordination and capacity building, international education thought leadership, rescue, and stewardship and inspiration.

ELIHU ROOT A Nobel Laureate, former U.S. Senator, and Secretary of State, Elihu Root was a vocal advocate of international cooperation.

STEPHEN DUGGAN Stephen Duggan served as Director of IIE from its inception through World World II. A self-proclaimed internationalist, he believed strongly that education and international connection can foster understanding.

Far right: At Fidac, an international veterans’ associations conference, Duggan (center) assisted in awarding medals to universities for their work in promoting peace.

6 / CHAPTER 1: 1910–1939

1910 - 1939

EARLY IN S PI R ATI ON f or th e F OUN DI NG of I I E

A

seemingly contradictory mix of idealism and pragmatism combined in unique ways to set wheels in motion and establish the Institute of International Education. Three individuals who exhibited this pragmatic idealism were directly responsible for creating the Institute: Nicholas Murray Butler, Stephen Duggan, and Elihu Root. These men established the initial vision for the organization that emerged in 1919 as IIE, believing— together with the many other men and women who joined them along the way—that mutual understanding between nations and a rejection of nationalistic tendencies could facilitate greater cooperation in the world. Greater understanding could, in turn, lead to political, economic, and cultural collaboration among people in different nations. Many of the defining characteristics of internationalism, such as fostering mutual understanding among people of different nations and seeking peaceful means of conflict resolution, would be woven so tightly into the fabric of IIE that they would remain hallmarks of its work for a century.

A central figure in the story of IIE, Stephen Duggan served as its Director from the organization’s inception until 1946. Duggan was a self-proclaimed internationalist who also demonstrated a strong sense of practical idealism in his writing and showed a tenacious persistence in his drive to promote mutual understanding and goodwill among people of different nations. Looking back at Duggan’s early life, it is possible to see glimpses of the commitment to public diplomacy, coordination and capacity building, international education thought leadership, rescue, and stewardship and inspiration that would later

CITY COLLEGE OF NEW YORK, 1876 The City College of New York, where Duggan studied as an undergraduate and later taught, was founded on a philosophy of tolerance for diversity.

emerge as fundamental themes of IIE. Duggan’s early academic career and life experiences propelled him to consider the importance of education in the pursuit of international peace. While living through World War I, Duggan held to his internationalist ideals. He maintained his belief in peaceful interactions with others, facilitated and enhanced by education, despite the reality of world war. Through his work with IIE, he was able to overcome this contradiction.

Duggan was born in New York City in 1870; his father had emigrated to the United States from Northern Ireland. The Duggan family lived in New York City’s historically working-class, immigrant neighborhoods, which fueled Duggan’s tireless work ethic and interest in people of different cultures.4 Like the offspring of so many other immigrants, he pursued an undergraduate education at the City College of New York,

Many of the defining characteristics of internationalism would be woven so tightly into the fabric of IIE that they would remain hallmarks of its work for a century.

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 7

These internationalists sought to bolster the general public’s knowledge of world affairs and enrich the educational capacity of ordinary citizens in a way that would later be adopted

by IIE as an example of thought leadership in international education.

THE INTERNATIONALISTS Elihu Root, Nicholas Murray Butler, and Stephen Duggan

and it was there that his internationalist worldview began to take shape.

Late in his life, Duggan would fondly recall the “cosmopolitan” aspect to living and interacting with students and families of different heritages and national backgrounds.5 After graduating from City College, Duggan took jobs teaching until he enrolled in a PhD program at Columbia University under the tutelage of a renowned scholar in international law, John Bassett Moore.6 After earning his PhD, Duggan accepted an invitation from his alma mater, City College, to chair the newly established Department of Education. As Chair, Duggan began to see how education could offer a pragmatic approach to addressing extraordinary challenges in the world.

Duggan’s appointment as Chair of CCNY’s Department of Education was also important because it allowed him to stay in New York City and to mingle with leaders of the day. New York was home to an especially important group of local businessmen, professors, and journalists with whom Duggan met regularly to discuss international affairs. In the years leading up to the Great War, this group of individuals included Paul Kellogg (Editor of The Survey), Norman Hapgood (Editor of Harper’s Weekly), Charles A. Beard (Professor of History at Columbia), Joseph Chamberlain (Professor of Public Law at Columbia), and Charles Howland (a New York lawyer).7 These individuals understood keenly the tense mood in the city regarding the impending European conflict, yet they held to their internationalist convictions and believed that important avenues for peace still existed. For Duggan, the key path was education, as he worried that MEETING OF MINDS The editor of Harper’s Weekly, Norman Hapgood, was part of the circle of business, education, and cultural leaders with whom Duggan met regularly. In the latter years of World War I and in its aftermath, Hapgood was President of the League of Free Nations Association, which later became the Foreign Policy Association.

8 / CHAPTER 1: 1910–1939

most Americans were ignorant of international issues. Collectively, the group spread factual information about the war to people in the city, both American citizens and European visitors. Eventually, this assemblage of budding internationalists came to be known as the Foreign Policy Association.8 The group sought to bolster the general public’s knowledge of world affairs and enrich the educational capacity of ordinary citizens in a way that would later be adopted by IIE as an example of thought leadership in international education.

Through this group of American internationalists, Duggan became acquainted with a number of other pragmatic idealists, including Columbia University President Nicholas Murray Butler. The partnership between Butler and Duggan was instrumental in the founding of IIE. Duggan had known of Butler’s work at Columbia University before 1917, and he was especially drawn to Butler’s idea of “The International Mind,” a notion first articulated in his 1912 address to the Lake Mohonk Conference on International Arbitration. In his address, Butler advocated for an independent court of international law to regulate international conflicts. He expressed hope that this type of court could prevent major conflicts, or at least resolve minor conflicts that might otherwise lead to war. According to Butler, in order for collaboration among people of different nations to exist, there had to be a vanguard group of statesmen, journalists, and educators in different countries who would operate on equal terms under mutual cooperation to aid the “progress of civilization” and develop commerce and industry while also “… spreading enlightenment and culture throughout the world.”9 Butler's international framework was essentially a way of thinking about a new globally-minded elite who could foster public diplomacy by educating people about the world and serve as luminaries and leaders in promoting goodwill between nations.

As the swell of internationalist idealism percolated in Duggan and Butler’s circles, the two men came together to partner in different capacities. For example, in 1917 they planned a conference to consider the role education could play in promoting peace in international relations.10 Duggan also shared with Butler a plan he devised for an agency that he called the Institute of International Relations. The goal of this organization would be to help U.S. citizens develop a deeper understanding of other nations and to enable other nations to gain “accurate knowledge of the United States, its people, institutions, and culture.”11 Duggan imagined an institution with a permanent physical base to serve as an organizational hub, with a reading library and factual publications on international affairs by leading scholars, travelers,

1910 - 1939 NICHOLAS M U R R AY B U T L E R Recipient of the 1931 Nobel Peace Prize

B

orn in Elizabeth, New Jersey, on April 2, 1862, Nicholas Murray Butler held many leadership roles and maintained a lifelong commitment to promoting peace. Notably, Butler was President of Columbia University in New York from 1902 to 1945, and President of the Carnegie Endowment for International Peace from 1925 to 1945.

In 1931, the Nobel Committee awarded the Peace Prize to two citizens of the United States, Jane Addams and Nicholas Murray Butler. Addams received the honor for her work founding and leading the Women’s International League for Peace, while Butler earned the Peace Prize for his work to strengthen international law by means of an international court that would regulate conflicts between countries and mitigate the impact of war.

Butler was unable to attend the presentation ceremony for the Peace Prize in Oslo on December 12, 1931, but he delivered a radio address responding to the honorary distinction. Although no known recording of the radio address exists, Butler’s comments were reported in the New York Times. Butler thanked the committee by noting his “profound appreciation of this most distinguished honor.…” He went on to advocate for a world without war, where the military service was abolished and instruments of destruction were destroyed. Additionally, he promoted his notion of a Permanent Court of International Justice at The Hague and a Permanent Court of Arbitration that would regulate international conflicts. Butler also argued that peace could be fostered by supporting and increasing, “… those contacts, intellectual, moral, and spiritual which so greatly promote international sympathy and understanding.… Science, literature, the fine arts, together with visits by representative and guiding personalities, are the most potent instruments with which to develop and safeguard the international mind.” This last quote echoed the principles on which IIE was founded, and reverberates today.

1931 NOBEL LAUREATE Nicholas Murray Butler was recognized by the Nobel Committee for his work to strengthen international law and expand the role of the International Court at the Hague.

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 9

businesspeople, and other individuals informed about the world.

The organization would coordinate study groups, publish a monthly journal, and provide syllabi with international content to colleges and universities. Additionally, the institute would advise teachers, students, and scholars on exchange opportunities.12 Even in its earliest form, Duggan’s idea contained traces of several themes that would underpin IIE: public diplomacy, coordination and capacity building, and international education thought leadership.

Duggan shared his vision for this organization with Butler in the hope that the Carnegie Endowment for International Peace (CEIP) would fund the new endeavor; however, Butler informed Duggan that, given the war in Europe, the timing was not right for the CEIP to accept such proposals.13 At the same time, other organizations with internationalist leanings were taking shape, including the American University Union in Europe and the American Council on Education (ACE).14 Although the American Council on Education focused mainly on domestic issues at the intersection of U.S. higher education and service to the nation, some of the early activities of the ACE were international.

In particular, the ACE subcommittee known as the Committee on International Relations engaged in work directly related to the emergent issue of international student mobility. Here again, a spirit of pragmatic idealism emerged. The Chairman of the Committee on International Relations, Harvard Professor of Comparative Literature William H. Schofield, sought the support of the U.S. War Department in providing scholarships that would allow wounded French soldiers from the Great War with sufficient knowledge of English to come and study at American colleges and universities. Although the U.S. government did not fund this specific proposal, the subcommittee found funding from the Association of American Colleges to place twenty-five French soldiers on U.S. college campuses.15 The Committee on International Relations also arranged for four Russian “young men of high promise” to study in the United States (two at Harvard, one at the Massachusetts Institute of Technology, and one at the Banking School of the National City Bank).16

GRANTEES AT BARNARD International students socializing at Barnard capture the spirit of international education that lies at the foundation of IIE.

10 / CHAPTER 1: 1910–1939

“… the internationally minded students of one generation are the internationally minded teachers of the next.”

WIL L IA M H . S CH OFIELD Schofield also submitted a proposal to the Carnegie Endowment for International Peace to secure financial support for establishing an “International Institute for Education” in New York City to serve as a central organization in the United States to handle the international exchange of students and scholars.17 Schofield’s internationalist vision for this organization emphasized the importance of public diplomacy, emergency assistance, educational enrichment, and coordination. In a November 1918 article for The Educational Review, he maintained that education was the “watchword of the hour,” and that the people of the era were learning a new notion of patriotism that included a broader “obligation to humanity.”18 Schofield argued that education would enhance amity among individuals in different nations in the present and future. Moreover, he explained, “the internationally minded students of one generation are the internationally minded teachers of the next; international intercourse is forwarded most enthusiastically by those who have enjoyed the benefits of it.”19 Schofield emphasized student exchange as a means for advancing harmony between nations “[o]nly if we give men and women of every state opportunities for enlightened travel, bring educated foreigners to discuss with educated Americans matters of common interest, and get honest information concerning each other.”20 The CEIP considered Schofield’s proposal but did not support it financially.21 By the winter of 1918, Butler had seen both Duggan’s and Schofield’s proposals and had introduced the professors to each other.22 Butler, in turn, drafted his own proposal for the CEIP that built on his assessment of the best aspects of Duggan’s and Schofield’s plans. On February 1, 1919, the executive committee of Carnegie Corporation of New York, including Henry S. Pritchett (President of Carnegie Corporation of New York for the Advancement of Teaching) and Elihu Root (President of the Carnegie Endowment for International Peace), selected and approved Butler’s modified proposal, and the Institute of International Relations came into being, with Stephen Duggan named the organization’s first director. IIE has long celebrated the formal commencement of its operations on February 19, 1919. Root was not satisfied with the name, however. He argued that the proposed moniker was not “educational enough,” and convinced Duggan to change the name to the Institute of International Education.23 The individuals who were instrumental in the founding of the Institute of International Education were inspired by internationalist optimism in the face of war. They were hopeful but never naïve. As we consider Elihu Root, with his conviction that the world would become more peaceful rather than more barbaric; Nicholas Murray Butler, who asserted that leaders with an “international mind” could guide nations to amicable relations; and Stephen Duggan, who believed in the power of education to transform international affairs,

1910 - 1939

THE INSTITUTE IS OFFICIALLY FOUNDED Formally established on February 1, 1919, according to the First Annual Report of the Director, the Institute of International Education was authorized on February 10 by a resolution of the executive committee of Carnegie Corporation of New York, which included Henry S. Pritchett (inset) and Elihu Root.

we see that each exhibited sophistication of thought and a bold utilitarian approach to large-scale problems. These pragmatic idealists, in collaboration with others, provided the original inspiration and stewardship for IIE. As historian Frank Ninkovich noted, American idealism under Woodrow Wilson has been criticized for failing to live up to the realities of twentieth-century geopolitics; however, the situation is more complex. As Ninkovich explains: There was nothing utopian about all this [Wilson’s outlook on the world]. On the contrary, the key to understanding the Wilsonian century is that it was continually haunted by the fear of the terrible future. The interdependence of world society, the globalization of warfare, and the end of power politics and warfare as practical instruments of foreign policy were phenomena that, harnessed to a runaway modernity, could spell disaster for civilization of a kind never before witnessed.24

Root, Butler, Duggan, and other internationalists were acutely aware of the realities of the world. These individuals envisioned an organization that could foster mutual understanding between nations in order to overcome the negative impact of “runaway modernity” and steer humanity away from a “terrible future.”

Root, Butler, Duggan, and other internationalists were acutely aware of the realities of the world. These individuals envisioned an organization that could foster mutual understanding between nations in order to overcome the negative impact of “runaway modernity” and steer humanity away from a “terrible future.” From our perspective today, it is clear that IIE, in those early years, was infused with idealism and undergirded with pragmatism, and sought to coordinate all manner of activities to promote public diplomacy, offer emergency rescue, provide education thought leadership, and serve as an inspiration for others.

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 11

STUDYING ABROAD A typical classroom in 1920s Paris, filled with international students. The aftermath of World War I saw several universities begin to offer academic credit for study abroad, with most U.S. institutions focusing on partnerships with European countries.

Th e EARLY Y E AR S of I I E : 1 9 2 0 s

I

n his first annual Director’s report, Stephen Duggan explained that the mission of IIE was, “to develop international good will by means of educational agencies, and for its specific purpose to act as a clearinghouse for information and advice for Americans concerning things educational in foreign countries and for foreigners concerning things educational in the United States.”25 In these early years, the thematic aims of IIE truly came into focus. Although these five elements were not articulated in IIE’s printed materials or in Duggan’s writings, they became central to the collective activities of the organization: public diplomacy; coordination and capacity building; international education thought leadership; rescue; and stewardship and inspiration.

In the first years of IIE, Duggan employed two strategies to establish the organization’s themes and set IIE on solid ground. First, he saw to it that IIE established itself as a coordinating hub with a limited slate of activities; this allowed the organization to focus on its central mission and serve as a partner to colleges and universities around the world in a way that bolstered rather than competed with the core educational purpose of other institutions. Second, as Director of IIE he cultivated and maintained close relationships with many of the luminaries and leaders in education within the United States at the time.

These pragmatic strategies, implemented with great success in the 1920s, helped IIE distinguish itself from other, similar organizations and set the foundation for development in future decades.

12 / CHAPTER 1: 1910–1939

C R EATING A C OOR DINATING HUB In its role as a central resource, IIE developed a portfolio of activities that complemented the functions and missions of American higher education institutions; moreover, IIE was able to spread information about itself and about world affairs in a way that put a spotlight on the intersection of education and international matters. The underlying aims to promote international goodwill by means of “educational agencies” and to serve as a central entity for information about education for both Americans and internationals were ambitious, but the activities IIE performed were specific. Again, in all of the organization’s earliest coordination efforts, the pattern of idealism and pragmatism emerged. This seemingly contradictory approach allowed IIE to promote the high ideals of international goodwill via the practical acts of disseminating educational information and fostering exchange programs.

As part of his role promoting IIE as a coordinating hub, Stephen Duggan travelled throughout the world to establish relationships with national governments and universities and to gather information about different educational contexts. IIE then shared that information with U.S. colleges and universities. One of Duggan’s first acts as Director, in 1919, was a lengthy tour of Europe, where he visited multiple countries to report on the overall state of education in Europe. His reflections on his experience paint a portrait of a European educational landscape still healing from the impact of the war. In addition to broad observations,

1910 - 1939

he described specific national priorities for different countries. French universities, for example, were especially suffering from the loss of at least 25 percent of their teaching staff to war casualties.26 Duggan’s tour of Europe afforded him the opportunity to meet with national education ministers and leaders and to introduce IIE to these top officials. In post-WWI Europe, Duggan saw a moment for change in the direction of international student flows, “… so great has been the admiration in foreign countries for the achievement of the United States in the war that in all probability the stream of student travel will be directed to our country rather than from it.”27 Duggan took this information and shared it with leaders in the United States.

Although he visited other countries in the 1920s, including China and the Philippines in 1925, Duggan’s travels in Europe set IIE’s course of activities for the decade. More than any other part of the world, Western Europe was the focus of IIE’s coordinating efforts in establishing cross-national exchanges of students and scholars. Through his travels in this period, Duggan established relationships with top national education officials throughout Europe in the hope of increasing the outgoing and incoming flows of students and scholars. These experiences and strategies set the foundation for later interactions with other national governments in the 1930s and beyond.

IIE also served as a coordinating hub for the exchange of both professors and students. With regard to professors, IIE made a concentrated effort to bring international faculty to the United States and to send American faculty to various parts of the world. At the outset of the 1920s, Duggan secured $12,500 per year from the Carnegie Endowment for International Peace to send American faculty to lecture abroad.28 In the first year alone, IIE sent fifteen professors on sabbatical leaves to universities in Athens, Constantinople, London, Madrid, Paris, Prague, Shanghai, and Strasbourg.29 IIE paid for their travel expenses and, in return, the visiting professors wrote reports on their overseas experiences and observations.

Often, the visiting professors’ reports stimulated new initiatives for IIE. For example, after returning from China, Paul Monroe, a professor from Columbia University Teachers College, reported that Chinese students who had studied in the United States returned to China with poor impressions of their treatment at American universities.

Subsequently, IIE held a conference on ways to address “the general problems of the Chinese student in the American college.”30 In addition to sending faculty abroad, IIE also brought visiting international scholars to the United States to lecture at various American institutions of higher learning. In these early years of the Institute, visiting professors served the mission by stimulating thought and encouraging mutual understanding between nations. The number of visiting scholars aided by IIE grew substantially over the decade, from fewer than 10 in 1921 to 370 in 1930.31 IIE was also centrally involved in facilitating the exchange of students.

Duggan believed that students benefited not just from their formal educational experiences, but also from contact with people from other cultures. Duggan wrote that “[c]ontact with people from different lands, with their different customs and viewpoints, almost inevitably mitigated the prejudices with which they started with [sic] from home.”32

WORDS OF ENCOURAGEMENT Duggan’s travels to China, the Philippines, and Europe, together with his ongoing correspondence, allowed him to establish strong relationships with top education officials.

Paul Monroe in China Paul Monroe, Professor of the History of Education at Columbia University Teachers College, served as the “Director of the Far Eastern Bureau” for IIE in the 1920s. As part of his role, Monroe spent six months in China in 1921 reviewing the country’s higher education practices and facilities. With permission from the Chinese government, Monroe was granted access to many provincial institutions.

When IIE published Monroe’s A Report on Education in China in 1922, it was one of the only comprehensive studies of Chinese higher education in English and served as a catalyst for action.

IIE held a conference at Columbia University on January 8, 1924, to address “the general problems of the Chinese student in the American college.” The conference resulted in a committee to establish a list of Chinese institutions whose graduates could reasonably attend U.S. graduate schools. The committee also created a list of suggestions for the orientation of Chinese students in the United States. These actions paved the way for work that continues today by IIE in the form of publications and conferences helping U.S. campuses to integrate Chinese students into academic life and American culture.

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 13

If IIE was aimed at lessening world conflict by means of mutual knowledge and educational exchange, the swirling sentiment of nationalism cast an ominous cloud over the light Duggan hoped the organization would shine into the world.

TRAVEL BECOMES MORE AFFORDABLE The advent of third-class passenger travel made transatlantic trips more affordable for students. The White Star Line, one of the most prominent steamship companies of the early twentieth century, sailed regularly between Britain and the United States, with service to Canada, South Africa, New Zealand, and Australia as well.

Throughout the 1920s, Duggan worked hard to help students from around the world find academic homes at American universities.

In the first half of the decade, most of the efforts in student exchange focused on incoming students, but in 1926, IIE began to offer scholarships for American undergraduate students to study abroad. After witnessing the success of two faculty-led undergraduate study abroad programs at the University of Delaware and Smith College, Duggan became convinced of the potential for American study abroad as a viable endeavor. He noted that these study abroad programs were one of the two most striking developments in international education that year.

The other major development in 1926, according to Duggan, was the emergence of the third-class steamship category for travel, which greatly reduced the costs for students to travel abroad.33 This innovation in transportation made it cheaper for more students to travel across the Atlantic for education (and leisure) purposes. Advertisements for these steamships appeared regularly in student newspapers.34 For the remainder of the decade, IIE promoted both study abroad for American students and incoming study for international students in American colleges and universities. By assisting with the exchange of both students and faculty, IIE could reach a broad swath of American higher education institutions and establish educational public diplomacy and coordination as two important themes of the services it provided to colleges and universities around the world.

In addition to facilitating the exchange of people, IIE functioned as a coordinating hub of information about international educational matters. This aspect of IIE’s activities included printing information about student exchange fellowships (both for incoming and outgoing students), reporting the comings and goings of exchange scholars, providing materials on educational systems of other countries for Americans, and providing information about American institutions for international audiences. Throughout the 1920s, IIE published pamphlets such as Fellowships and Scholarships Open to Foreign Students for Study in the United States (1923), Opportunities for Higher Education in France (1920), and The Guidebook for Foreign Students in the United States (1922). The Guidebook for Foreign Students in the United States was the first manual of its kind, and it became so popular that it was 14 / CHAPTER 1: 1910–1939

reprinted often throughout the decade. Both international students and American administrators found it very useful.35 In addition to these publications, IIE occasionally published the reports by American professors who had lectured abroad on IIE fellowships. Paul Monroe’s A Report on Education in China (1923) and Duggan’s Observations on Higher Education in Europe (1920) are two examples of the more widely distributed reports. IIE also published yearly reports, often in collaboration with the Committee on Friendly Relations Among Foreign Students (CFRFS), documenting where and how many international students were studying in the United States.36 Beyond specific writings on education relating to student/ scholar exchanges and faculty reports, IIE also reported on world events. The IIE News Bulletin served as a chronicle for major world news as well as the more routine comings and goings of students and scholars. Duggan often opened the bulletin with his own

IIE NEWS BULLETIN Duggan took the opportunity to discuss matters of global consequence in IIE’s News Bulletin, though the publication also reported on specific topics of interest to students and scholars.

1910 - 1939 introductory editorials on the intersection of global politics and education. For example, in the spring of 1929, Duggan began the News Bulletin with an essay titled, “The Fascist Conception of Education,” which mused on the transformation of Italian education from the close of the Versailles Peace Conference in 1919 to the end of the roaring twenties. Duggan was struck by the new spirit of intense nationalism that was fueling Italian education policy in those days. He worried that the needs and rights of the individual in fascist Italy were being eroded, sacrificed to the needs of the state.

As he explained, “the spirit that animate[d]” Italian education in 1929 was that of “… intense nationalism. From the primary school through the university, the lesson impressed upon pupils and students is the necessity of unquestioning loyalty and devotion to the country.”37 Duggan’s fears about the rise of fascism and its impact on education predated the Second World War and anticipated the larger challenges to come. His observations of the children of Italian fascist youth organizations focused on what became a hallmark of Mussolini’s and also Hitler’s regimes. Duggan wrote:

THE RISE OF FASCISM Commenting on Italian education policy in the late 1920s, Duggan noted that “the lessons impressed upon pupils and students is the necessity of unquestioning loyalty and devotion to the country and of support for those policies that will enhance the prestige of the State.”

These children, black shirts and black skirts, are frequently marched, etc., to monuments of Italian accomplishment and glory to listen to addresses on what the Italy of the future ought to be.

There can be no question that there is a far greater energy and vitality pervading Italian education today than for decades before.

There can also be no question that the super patriotism which the youth of Italy is being imbued with today is a dangerous asset.38 Duggan was preoccupied with the rise of fascism in these early editions of the News Bulletin. His prose portended darker machinations to come in world politics, which flew in the face of the mission of the Institute. If IIE was aimed at lessening world conflict by means of mutual knowledge and educational exchange, the swirling sentiment of nationalism cast an ominous cloud over the light Duggan hoped the organization would shine into the world. His words highlight that IIE did not shy away from world politics in its early days; instead, Duggan sought to position the organization as a force that would provide the educational underpinnings to counteract these nationalistic movements.

Duggan sought to position the organization as a force that would provide the educational underpinnings to counteract these nationalistic movements.

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 15

CU LTI VATI NG RE L AT IO N S H I P S The second element of IIE’s strategy for success in the early years was its push to establish, cultivate, and maintain relationships with leaders and luminaries in the United States. In particular, the relationships with American college and university leaders were enormously valuable. In order to make IIE an organization that extended throughout the United States, Duggan corresponded with college and university leaders around the country. During the 1920s, Duggan not only forged relationships with academic leaders, he also travelled the country to give lectures, promote local International Relations Clubs, and spread the news of IIE in professional educational publications. The nature of the correspondence with university administrators ranged from inquiring about the number of foreign scholars and students on specific university campuses to informing American institutions of upcoming visits from scholars.

Often, IIE organized extended tours for visiting scholars. Experts spent a few days on several university campuses on a lecture circuit throughout the United States, and the host American institutions provided an honorarium for the invited guest.39 IIE also assisted with the evaluation of different degrees from various countries. Many American institutions were overwhelmed with the variety of qualifications and previous training of their incoming international students, so they approached IIE with requests for establishing uniform assessment measures.40 Finally, the Institute’s theme of emergency rescue began to emerge in these early years. On a few occasions, Duggan made inquiries for space on campus for specific student groups when their home countries were in turmoil. For example, in 1922, IIE secured $15,000 to create a Russian Student Fund that helped find academic homes for more than three hundred displaced Russian students in the wake of the Russian Civil War.41 16 / CHAPTER 1: 1910–1939

Duggan’s correspondence throughout the 1920s was widespread and persistent as he built relationships with leading figures in higher education. He not only communicated with Harvard President Abbott Lawrence Lowell, he wrote to numerous faculty and administrative staff at the college and at the law school. In the early letters sent to Harvard, Duggan enthusiastically promoted IIE and its many services to Harvard’s President. Although Lowell, who was initially suspicious of the growth of international education, served on IIE’s advisory council, he was always judicious about the types of international scholars or students he welcomed to Harvard.42 For example, on February 25, 1920, he rejected the opportunity to host a French mathematician at Harvard with a note that read, “It does not seem true that these visiting lecturers are any real value to us, or that itinerant foreign lecturers are good for higher education in this country. They are at each place too short a time to be really valuable.”43 In 1923, Lowell declined to offer scholarships for visiting Czechoslovakian students, noting, “Now that the cost of education is so high and tuition fees are being raised everywhere, one feels some doubt about making high charges to our own people in order to give free scholarships to foreigners.”44 By the end of the decade, the number of direct exchanges between Lowell and Duggan diminished; however, the flow of information from IIE to the office of Harvard’s President continued, and by the 1930s Harvard was sending regular reports of international students and scholars enrolled at Harvard to IIE. Duggan’s work to establish open lines of communications and build rapport with key leaders at Harvard was duplicated at other institutions of higher learning in the United States.45 This persistence solidified IIE’s position as a wellknown entity and reliable resource for information about international education. This work helped to legitimize the Institute in the

1910 - 1939

The Institute’s work had a profound impact on changing visa regulations for visiting exchange students in the United States, and set an early precedent for IIE intervening on behalf of students and scholars in trouble.

TOURING IN BARCELONA, SPAIN, 1929 Students in the Delaware Foreign Study Plan participate in the university’s sixth Junior Year Abroad. The program was designed to cultivate American students’ appreciation of the world through travel and education and to promote cross-cultural understanding.

eyes of campus leaders, and it also established an important network of leaders for IIE to work with for years to come.

In building its reputation as a coordinating hub, IIE also began to work in limited ways with the United States federal government.

U.S. federal officials were not always motivated to support the Institute’s plans, however. For example, in light of the success of the Russian Student Fund of 1922, Manley Ottmer Hudson, Professor of International Law at Harvard, wrote to Duggan asking if the U.S. federal government would offer money to bring between 1,500 and 2,000 students from Austria, Germany, Poland, and Russia to help those students escape wretched conditions. In Hudson’s estimation, such scholarships would have “tremendous influence” on shaping positive attitudes toward the United States, but the type of money needed for such a large-scale endeavor would need to come from Congress. Duggan, who had been in discussions with U.S. Secretary of Commerce Herbert Hoover about securing money for student aid, was not optimistic.

Hoover had explained to Duggan that the cost of bringing students from abroad was prohibitive. As a result of these conversations, Duggan

explained to Hudson that there was not “… the slightest prospect of Congress appropriating money for this purpose.”46 Duggan’s inclination was correct, and no additional funds were granted.

IIE did have success in influencing the U.S. federal government in other areas in the 1920s. First, as a result of restrictive immigration laws and quotas on people coming from other nations, exchange students were delayed and mistreated at entry ports around the United States. IIE noted that U.S. immigration laws were causing hardships to incoming students, so the organization lobbied U.S. immigration officials to create a visa that would allow students to enter the country without impacting quotas, and to extend periods of entry to match the individual’s student status.47 The mistreatment of incoming students had a negative impact on public diplomacy; therefore, IIE was eager to respond. For example, in response to increasingly nativist immigration laws, which put quotas on the number of immigrants from certain countries, IIE began collecting official records from U.S. colleges and universities of all foreign students who had officially matriculated. IIE began sharing this list with officials at Ellis Island so that students would not count against the quotas of sending countries. According to Stephen Duggan, this was a way for Ellis Island officials to work with IIE “… to facilitate the entrance of bona fide students from abroad.”48 The Institute’s work in this regard had a profound impact on changing visa regulations for visiting exchange students in the United States, and set an early precedent for IIE intervening on behalf of students and scholars in trouble.

The Institute’s advocacy also launched IIE’s enduring role as the key information source on international student flows to the United States, a role that continues today in the annual Open Doors® surveys and publications now supported by the U.S. Department of State. At the time of its founding in 1919, IIE began to conduct an annual “census” of international students in the United States. For the first thirty years, IIE and the Committee on Friendly Relations Among Foreign Students carried out this effort jointly. IIE’s first independent publication of the results of the annual census was titled Education for One World,49 and it reported on data for the 1948–49 academic year. It was renamed the Open Doors Report on International Educational Exchange® in 1954–55, and in 1972 began receiving support from the Bureau of Educational and Cultural Affairs of the United States Information Agency (USIA), now part of the U.S. Department of State. Reflecting data

Top Countries Sending Students to the United States in the 1920s 1921–1922 1922–1923 1923–1924 1924–1925 1925–1926 1926–1927 1927–1928* 1928–1929

1929–1930

516

827

684

737

733

984

–

1,122

1,294

1,255

1,507

1,467

1,561

1,317

1,298

–

1,109

1,263

49

63

79

121

124

183

–

360

397

Japan

532

658

708

793

685

619

–

814

987

Philippines

594

649

591

600

571

745

–

804

887

Russia

369

344

391

433

515

340

–

504

538

Canada China Germany

*No data collected in this academic year.

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 17

from more than three thousand U.S. colleges and universities, Open Doors has long been regarded as the comprehensive source of data on trends in the enrollment of international students in U.S. higher education and in intensive English programs (IEPs) in the United States, as well as U.S. students studying abroad and international scholars teaching and conducting research at U.S. colleges and universities.50 IIE’s work went beyond advocacy and data collection. On October 1, 1929, just twenty-eight days before the stock market crashed, IIE announced the establishment of a new Work Student Program. For this initiative, recent graduates of European higher education institutions entered the United States on special visas in order to continue their education. Instead of pursuing studies at American higher education institutions, these students were placed in American industrial plants in order to study U.S. systems of management and production. IIE worked with the American Federation of Labor to find the employers and with the U.S. Bureau of Immigration to secure the special non-quota visas (which would not count against country-specific immigration quotas for entry into the U.S.) for more than 150 “Work Students” from Austria, Czechoslovakia, Germany, Poland, and “Scandinavian countries.”51 In addition to industrial settings, some students were placed in banking and commercial sectors to study management.52 In the same year, the Carnegie Endowment for International Peace granted the Pan American Union money to sponsor a visit of a delegation of twenty-two Argentine scholars to the United States in the spirit of public diplomacy. IIE planned the travel itinerary for the scholars and led the group to points as far northeast as Boston, as far west as Chicago, and as far south as Washington, D.C.53 Duggan wrote that the Argentine press coverage of the visit to the United States was very positive, and that another such visit

had been planned for a Brazilian delegation for 1930. The problem, in Duggan’s estimation, was that most people in Latin America did not receive positive news about the United States, and that the only exposure Latin Americans had to American culture was in the form of music, film, and salespeople who left bad impressions. Moreover, he wrote: The Latin Americans resent the fact that apparently we are interested solely in commercial intercourse with them and not interested in cultural contacts as is the case with some of the most advanced European countries which send some of the finest scholars, publicists, and educators to lecture in Latin American universities.54 This lack of exchange of students and scholars between Latin American nations and the United States prompted Duggan to propose a similar delegation visit of U.S. scholars to Latin America. IIE’s proposal of an American visit, which missed the deadline for budgetary approval by the Carnegie Endowment for International Peace in 1929, was well received by both the Pan American Union and the U.S. State Department. In spite of missing the window of opportunity for receiving funding for his proposal, Duggan ended this section of the 1929 report on a positive note: “Ten years of experience with similar movements in European countries justify the director in believing that happy results both in the field of international cooperation and of international goodwill would result.”55 Thus, through its work with university leaders and government officials, IIE established itself on strong footing as a leader and central organizing hub in international education. In fact, IIE played a role in establishing in 1925 the Academic Exchange Service, which organized scholarships for German students. Today, that organization is the German Academic Exchange Service (DAAD).

INTERNATIONAL STUDY EXPANDS After its first year, when only University of Delaware students participated, the Delaware Plan recruited students from colleges and universities across the United States for international study in their junior year.

18 / CHAPTER 1: 1910–1939

1910 - 1939

IIE’S RE S PON S E to th e C HANG I NG TI ME S : 1 9 3 0 s

I

n the 1930s, IIE continued to uphold its mission and build on its core areas of excellence. In its first decade of existence, in the aftermath WWI, the organization was able to coordinate exchanges with Europe, but as forces in Europe moved toward another inevitable war, IIE again had to be pragmatic if it was to uphold its idealistic mission. Part of the pragmatism in the 1930s involved expanding the focus of exchange and educational partnerships to Latin America. IIE made a concentrated effort in this decade to shift its attention from across the Atlantic toward Central and South America.

To this end, the Institute established a special Latin American Division in 1929. The other major aspect of addressing the needs of the day was a response to support refugee scholars fleeing Nazi Germany. These areas of development allowed IIE to further demonstrate the tremendous service it could provide to multiple groups, including scholars in need, the U.S. government, and American colleges and universities.

IIE’s commitment to public diplomacy is evident in the 1930s in its early forays into Latin America. Stephen Duggan sent his son Laurence on a four-month exploratory tour of several Latin American countries—including Argentina, Bolivia, Brazil, Chile, Panama, and Peru—to establish relations with educators and senior state officials in the region. The trip was similar to the journey Stephen had taken to Europe in 1919. Laurence Duggan recommended future delegation visits of American scholars to Latin America, and for Latin American graduates to enter professional schools in the United States.56 In October of 1930, IIE received an $8,000 grant from the Council on Inter-American Relations to increase cultural relations with Latin America. IIE used the money from the Council to increase the number of fellowships for Latin American students, in order to “bring mature students from Latin America to the United States to pursue studies here in which American institutions are particularly well qualified to give instruction and to send American students to Latin American for a similar reason.”57 This would enhance IIE’s commitment to exchange and would also help promote educational public diplomacy and reduce “misunderstanding[s]” between Latin Americans and North Americans.58 IIE’s work in Latin America was, then, directly tied to its mission, and the organization again displayed a pragmatic understanding of the complex political and economic forces of the day. The U.S. President-Elect, Herbert Hoover, embarked on a ten-week goodwill tour of Latin America in 1928 that took him to ten countries. At a speech given on December 22, 1928, at the Presidential Palace of

GOOD NEIGHBOR TOURS IN LATIN AMERICA President-Elect Herbert Hoover (center) stands aboard the USS Utah with Ambassador Henry Prather Fletcher and a Mr. Mott, on his tour of South America. He delivered twenty-five “good neighbor” speeches during the trip.

Brazil in Rio de Janeiro, Hoover extolled the virtues of the mutual exchange of ideas between nations: The results of scientific research, the development of literature, art, music and the drama, the inspiration of lofty thoughts, of morals and ideals, are the forces which make for increasing satisfaction, and nobility among men. I should like to see a more definitely organized effort not only between the cultural institutions—especially of students, teachers, and professional men of my country and your country—but also between all our Western nations.… I only hope that we may definitely organize and greatly enlarge those exchanges that make for a more lofty appreciation of and more vital force in human progress.59 Following Hoover’s tour, Inter-American educators met in Havana in 1930 at the Inter-American Congress of Rectors, Deans, and Educators and agreed to foster more collaborative endeavors in exchanging scholars and in research across disciplines.60 Additionally, in the same way that the innovation of the student third-class steamship tickets helped promote more travel from the United States to Europe during the 1920s, new direct flights from the United States to Latin America helped facilitate travel between North and South America in the 1930s. As just one example, in 1929 Pan American-Grace

Part of the pragmatism in the 1930s involved expanding the focus of exchange and educational partnerships to Central and South America.

PANAGRA Pan American-Grace Airways, better known as Panagra, began direct flight service from New York to Buenos Aires in 1929, significantly cutting the time and cost of travel between North and South America.

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 19

Airways began direct flight service from New York to Buenos Aires, making travel between the hemispheres easier for those who could afford it.61 Hoover’s successor, Franklin D. Roosevelt, further expanded relations between Latin America and the U.S., and IIE expanded its exchange activity with the region. The Carnegie Endowment and the Council on Inter-American Relations continued to provide fellowships to Latin American students, and IIE coordinated these endeavors. Additionally, private transportation companies like the Munson Steamship Company and Pan American Airways provided support for student and scholar exchanges by offering travel fellowships for select recipients.

By 1938, IIE reported that since 1930 the Institute had brought 153 Latin American students to the United States on fellowships totaling $102,230.62 Even though more Latin American students entered the United States throughout the 1930s, few American students studied in Latin American countries. IIE continued to organize delegations of visiting Latin American professors to the United States and to sponsor American scholars to teach at universities in various Latin American countries. IIE also collected books on American civilization, culture, literature, and history to create library sections at university libraries in Lima (Peru), Córdoba and Buenos Aires (Argentina), and Rio de Janeiro (Brazil). From 1933 to 1937, IIE continued to supply American books to these libraries using funds granted by the Carnegie Endowment.63 As the Second World War approached, exchange activity across the Atlantic dwindled and the Latin American initiatives became a major focus of IIE. Rescue emerged as a significant IIE role in the 1930s, as the Institute began to help hundreds of Jewish refugee scholars dismissed from their university postings in Germany and Austria. Indeed, the rise of Adolf Hitler in Germany had an immediate chilling impact on academic freedom in Europe. This humanitarian and educational crisis was a direct result of Hitler’s Civil Service Law of April 1933, which effectively purged scholars of the Jewish “race” from German universities.

By 1936, reports estimated that more than a thousand professors had been expelled from universities as a result of their political or religious convictions, and by the end of the decade nearly two thousand university professors, young academics, and nonuniversity research scientists were forced to emigrate from their homelands.64 In the United States, colleges and universities were opposed to the lack of academic freedom abroad; however, the Great Depression had depleted the finances of many colleges and universities, forcing

Rescue emerged as a significant IIE role in the 1930s, as the Institute began to help hundreds of Jewish refugee scholars dismissed from their university postings in Germany and Austria.

20 / CHAPTER 1: 1910–1939

RUTH GRUBER Mission to save 1,000 war refugees inspires IIE’s Scholar Rescue Fund

REPORTING THE WAR Gruber worked as a photographer and reporter for the New York Post, travelling to refugee camps in Europe and the Middle East during World War II.

1910 - 1939

RESCUE MISSION In this photo by Gruber, Holocaust survivors—some of them still wearing their tattered concentration camp clothing—gather on the deck of the Henry Gibbins.

REFUGEES ARRIVE Gruber (center, with cap) poses with a group of Jewish refugees who have just arrived from Europe at the Fort Ontario Refugee Shelter in Oswego, New York.

R

uth Gruber was not only a witness to history as a photojournalist and author, but an active agent of change who made history as an intrepid humanitarian. Born in Brooklyn, on September 30, 1911, Gruber was one of five children of Russian Jewish immigrant parents.

At the age of twenty, Gruber earned a PhD from the University of Cologne in Germany—becoming the youngest person in the world at that time to earn this advanced degree. Dr. Gruber earned her degree as an IIE grantee, and quickly went on to become a foreign correspondent and photojournalist.

With her multilingual skills and keen photographic eye, she covered stories of human endurance and survival.

In 1944, during the atrocities of the Holocaust, U.S. President Franklin D. Roosevelt sent Gruber to Europe to bring 1,000 refugees from Italy to safety in Oswego, New York, as part of a top-secret U.S. mission. Gruber continued to help the refugees after they arrived in the United States. She successfully lobbied Congress and President Truman to allow the refugees to stay in the United States. In 1947, Gruber documented the journey of the Exodus 1947, as the ship attempted to transport 4,500 Jewish refugees from France to Palestine through a British blockade. Gruber’s photos of the journey were used by publications around the world and played a part in generating global sympathy for these Jewish refugees.

In addition to receiving the first Fritz Redlich Alumni Award in 2003 from IIE, Gruber has been honored in numerous ways. Her photos were part of the Academy Award–winning 1997 documentary The Long Way Home. Her rescue mission was immortalized in her own words in the book Haven: The Dramatic Story of 1,000 World War II Refugees and How They Came to America (1983), and by CBS in a mini-series called Haven (2001). In 2009, Gruber’s life was the subject of a documentary called Ahead of Time: The Extraordinary Journey of Ruth Gruber. She died in Manhattan on November 17, 2016, at the age of 105.

HUMANITARIAN ADVENTURER During Gruber’s secret mission to bring Jewish refugees and wounded American soldiers from Italy to the United States, the transport ship she used was hunted by Nazi U-boats and seaplanes.

She chronicled the voyage and the stories of the refugees she interviewed in her book Haven: The Dramatic Story of 1,000 World War II Refugees and How They Came to America.

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 21

E DWA R D R . M U R R OW Assistant Director of IIE and Chair of the Emergency Committee in Aid of Displaced Scholars

A

towering figure in American broadcast journalism, Edward R. Murrow played a vital role in the history of IIE. Born in North Carolina in 1908 to Quaker parents, Murrow developed an interest in international affairs as an undergrad at Washington State College, where he served as President of the National Student Federation of America.

In 1932, Stephen Duggan hired Murrow to serve as the Assistant Director of IIE, and from 1933 to 1935 Murrow managed the Emergency Committee in Aid of Displaced German Scholars, where he was responsible for the major administrative elements of finding positions and securing funding for refugee scholars from Europe. Murrow’s rescue work on the Emergency Committee had a major impact on his life, as he explained in 1953: “It was the most personally satisfying undertaking in which I have ever engaged, and contributed more to my knowledge of politics and international relations than any similar period in my life.”

As a journalist, Murrow spent his entire career at CBS, from 1935 to 1961. In 1937, CBS sent Murrow to London, where the budding broadcaster assembled a group of correspondents to report on World War II via the radio. Following the war, Murrow returned to the United States and transitioned to television. His weekly news digest, See It Now, and his interview program, Person to Person, both gained great acclaim.

Throughout his career, Murrow earned numerous accolades in broadcasting excellence, including multiple Peabody Awards.

In 1961, President Kennedy appointed Murrow as head of the United States Information Agency. Murrow died of lung cancer just four years later, on April 27, 1965, in his home in Pawling, New York. Murrow remained connected to IIE for most of his life, serving on the Board until his death and acting as Chairman from 1946 to 1948.

A STORIED CAREER These letters were sent by Murrow as he travelled around Europe helping academics threatened by the Nazis find teaching and lecture appointments as well as safety in the United States. After leaving IIE, Murrow gained prominence during World War II with a series of live radio broadcasts from Europe for the news division of CBS.

22 / CHAPTER 1: 1910–1939

1910 - 1939

LETTERS OF ASSISTANCE Far left: Oswald Veblen's letter to Stephen Duggan suggests that Duggan seek Princeton University’s participation in the effort to find academic jobs for refugees.

Left: Edward R. Murrow’s letter to Physiology Professor Rudolf Höber acknowledges his placement at the University of Pennsylvania in 1934.

institutions to reduce the size of their faculties.65 Beyond this, anti-Semitism pervaded many higher education institutions in the United States. This anti-Semitism had been directly responsible for the selective admissions policies that emerged in the first decades of the twentieth century to keep Jewish immigrants and Jewish Americans out of many of the top universities in the country.66 Faced with these formidable financial and social barriers, IIE worked with several philanthropic organizations in the United States, including the Rockefeller Foundation, to award fellowships to talented refugee scholars for placement in American universities for a period of three years. The expectation was that the universities would take responsibility over time and hire the refugee scholars. It was important for the institutions to understand that the fellowships were not charity, but an opportunity to hire scholars of noted ability.67 In order to coordinate the challenging task of supporting and placing Jewish refugee scholars in U.S. colleges and universities, Duggan appointed a new Assistant Director of IIE, Edward R. Murrow.

Murrow would go on to have an esteemed career in broadcasting

Notable scholars benefited from the efforts of the Emergency Committee in Aid of Displaced Foreign Scholars to bring intellectuals to U.S. colleges and universities.

at CBS, but before then his sharpness of mind and administrative acumen served IIE well. Murrow had joined the Institute in 1932 at the age of twenty-four, after serving two years as the President of the National Student Foundation.68 The next year, IIE initiated the Committee in Aid of Displaced German Scholars and began corresponding with U.S. colleges and universities to find placements for refugee scholars. Ultimately, IIE convinced many institutions of the value of hosting and appointing these refugees.

In 1933, Duggan noted in his annual report that, despite great financial difficulties, “twenty of our greatest universities [were] to extend invitations to as many eminent scholars dismissed from their chairs in Germany to become honorary professors during the next two years.”69 The contributions of the Rockefeller Foundation and private philanthropists would extend beyond $1.5 million and between 1933 and 1946 approximately four hundred European scholars received such aid.70 The name of the committee would later change to the Emergency Committee in Aid of Displaced Foreign Scholars to represent the wider swath of countries from which refugees emigrated.

MARTIN BUBER

Austria / Philosophy

PAUL TILLICH

Germany / Philosophy and Theology

JACQUES MARITAIN

France / Philosophy

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 23

“The tranquil integration of a large number of foreign and Jewish scholars into American colleges and universities in 1933 –45 was a significant social change in higher education.”

N O TA B L E S C H O L A R S Rescued by the Emergency Committee in Aid of Displaced Scholars

MA RJ O RI E L A MBERTI

Notable scholars like Martin Buber, Paul Tillich, Jacques Maritain, and others benefited from the committee’s efforts. U.S. colleges and universities also benefited immensely from this endeavor because it brought brilliant intellectuals from Europe into the academy. Also, as Marjorie Lamberti notes, “The tranquil integration of a large number of foreign and Jewish scholars into American colleges and universities in 1933–45 was a significant social change in higher education.”71 Clearly, the tremendous contributions to humanity and higher education that this work achieved set the foundation for IIE’s theme of rescue.

The Emergency Committee in Aid of Displaced Foreign Scholars had a significant impact on supporting refugee scholars.

For example, in 1933, Dr. Alvin Johnson created a graduate school for the New School in New York, which assembled a number of prominent professors in the political and social sciences who were suffering under Nazi persecution. Johnson gave the new collection of scholars a uniquely appropriate name. As he explained, “It was clear that the Nazi policy, in destroying academic freedom in Germany, had in effect exiled the German university as the world knew it. Hence the name adopted by the New School for the proposed faculty: the University in Exile.”72 The mission to support refugee scholars was at the core of the University in Exile, and Johnson worked with Duggan and IIE to create a graduate program that introduced American students to several of Europe’s most prominent scholars. At the same time, the University in Exile provided these scholars with a safe place to live and pursue their work in the United States. The Committee in Aid of Displaced German Scholars awarded the University in Exile more than twenty-one grants to bring scholars to New York.73 By 1940, there were more than five hundred graduate students at the University in Exile, and the institution had begun granting master’s and doctoral degrees.74 The same year that Johnson started the University in Exile, another significant endeavor was created to support refugee scholars.

In 1933, Philipp Schwartz, Professor of Pathology at the Goethe Institute, was told by a colleague that he would need to leave Germany immediately due to his status as a Jewish intellectual. With great haste, Dr. Schwartz fled to Zurich, where he met other exiled scholars like himself.

While in exile himself, Schwartz started the Notgemeinschaft Deutscher Wissenschaftler im Ausland (Emergency Committee of

24 / CHAPTER 1: 1910–1939

O

ne of IIE’s most notable efforts to rescue threatened scholars was the Emergency Committee in Aid of Displaced German (later Foreign) Scholars, which offered temporary academic homes in colleges and universities in the United States to European scholars persecuted by the Nazis.

This initiative provided space for the brightest minds in Europe to cultivate their ideas and continue their research in American colleges and universities. It also saved the lives of prominent scholars who may otherwise have been taken to concentration camps because of their background or beliefs.

These four biographical portraits represent just a few of the intellectuals aided by the work of the Emergency Committee.

Emergency Committee Scholars COUNTRY

SCHOLARS

Austria

49

Belgium

1

China

1*

Czechoslovakia

9

France

8

Germany Italy

SCHOLARS’ EXPERTISE

335

S C HOLA R S

239 10

Norway

1

Poland

5

Humanities

137

Spain

4

Social Sciences

110

Switzerland

1

Natural Sciences

81

Yugoslavia

1

Medical Sciences

7

Other

6

*A German national who lived in China

1910 - 1939

James Franck August 26, 1882–May 21, 1964 OF NOTE: NOBEL PRIZE IN PHYSICS (1925)

James Franck was a German physicist who resigned his position at the University of Göttingen in 1933 following Hitler’s rise to power. Franck demonstrated solidarity with his Jewish colleagues who were dismissed from German universities under Nazi rule. In 1935, Franck moved to the United States, where he was appointed Professor at Johns Hopkins University. He ultimately went on to work on the atomic bomb, along with other scientists on the Manhattan Project. In addition to receiving the Nobel Prize for Physics in 1925, Franck was granted the Max Planck Medal in 1953.

Thomas Mann June 6, 1875–August 12, 1955 OF NOTE: NOBEL PRIZE IN LITERATURE (1929)

Felix Bloch October 23, 1905–September 10, 1983 OF NOTE: NOBEL PRIZE IN PHYSICS (1952)

Felix Bloch began studying physics in his hometown of Zurich, before moving on to complete his PhD at Leipzig University in 1928. In 1933, while Bloch was serving as a lecturer in Germany, Adolf Hitler came to power, which prompted the young physicist, who was Jewish, to flee Germany. In 1934, the Chairperson of the Stanford University Department of Physics invited Bloch to join the faculty. Bloch went on to become one the world’s preeminent physicists, known for his work on nuclear magnetic induction. In 1952, he received the Nobel Prize in Physics.

Paul Thomas Mann is renowned throughout the world for his body of powerful and often deeply symbolic literature. His 1901 novel, Buddenbrooks, was such a tour de force that the Nobel Prize in Literature was awarded to the German writer in 1929 primarily for that literary masterpiece. Years after receiving the award, Mann began a life of self-imposed exile in response to the rise of the Nazis.

Initially, Mann lived in Switzerland, but in 1938 the President of Princeton University invited him to serve as a lecturer in the United States. Mann eventually moved to California, becoming a naturalized U.S. citizen before returning to Europe, where he died in 1955.

Johanna Gabrielle Ottilie “Tilly” Edinger November 13, 1897– May 27, 1967 OF NOTE: FOUNDER OF PALEONEUROLOGY

Tilly Edinger, a German-born Jewish scientist, published her first book, Fossil Brains, in 1929, establishing the discipline of paleoneurology.

Putting her at even greater risk from the Nazi regime, Edinger had been going deaf from otosclerosis since she was a teenager. In the United States, she continued her work at the Harvard Museum of Comparative Zoology and became the first female President of the Society of Vertebrate Paleontology. Edinger published nearly one hundred books and articles, singlehandedly establishing that fossilized brains could inform our understanding of brain evolution.

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 25

RIVERDALE CONFERENCE, 1933 Beginning in 1932, IIE began holding a conference in September welcoming newly arrived international students at the Riverdale Country School on the outskirts of New York City. This event helped to acquaint international students with life and education in the United States. By the mid-1930s, “Riverdale” came to represent a warm welcome for international students.

UNIVERSITY IN EXILE At the New School in New York, a graduate school of political and social science dubbed the University in Exile welcomed German professors who had fled Nazi persecution.

26 / CHAPTER 1: 1910–1939

German Scientists Abroad) as a clearinghouse of information, providing advice and assistance for displaced German scholars looking to find safe havens and new places of research around the world. Schwartz was particularly successful in finding placement in Turkey for German professors in fields such as law, chemistry, physics, and math. At the time, Turkish President Mustafa Kemal Atatürk was rebuilding Turkish universities, so the nation benefited from nearly three hundred German professors who came to work there.75 Schwartz eventually moved to Turkey in 1933 and began communicating with Duggan and Murrow at IIE. Through the 1930s, IIE’s Emergency Committee provided grants and collaboration with Schwartz’s Notgemeinschaft. With their shared vision of offering refugee scholars a home so they could continue advancing knowledge for the benefit of humanity, the Notgemeinschaft and the University in Exile are two preeminent examples of organizations that paralleled the work of and collaborated with IIE’s Emergency Committee.

As the Second World War loomed in Europe, the U.S. government took note of IIE’s work, and in 1938 the U.S. Department of State invited Stephen Duggan and several other leaders from foundations, universities, and cultural affairs agencies to discuss the creation of a new government program to facilitate cultural exchanges with Latin America. On July 27, 1938, the State Department officially established the Division of Cultural Relations with input from Duggan and others.76 This did not, however, mean that IIE would reduce its work in any way. By September of 1939, the Second World War had started

1910 - 1939 in Europe, and the Institute had almost fully turned its attention to Latin America. Duggan wrote, “… the Institute will devote its work during the war primarily to expanding and intensifying its cultural activities with the Latin American countries and the outlook promises good results.”77 Duggan then reiterated the increase in activities in Latin America throughout the 1930s and assessed the benefits of such exchanges. He concluded his report with an ever optimistic eye toward the future: “It is to be hoped that our country will not be dragged into the war and will remain a reservoir of modern liberal thought and activity, the hope of modern civilization.”78 These closing words embody the Institute’s pragmatic idealism.

IIE was practical, and embraced on-the-ground activity in its determination to increase work in Latin America, ever hopeful that the U.S. would avoid war.

In the same way that the Institute of International Education was established by Stephen Duggan, Nicholas Murray Butler, and Elihu Root at a pivotal moment in world history, IIE had again in the 1930s responded to the tenor of the times, combining pragmatic insights with idealism. The themes of public diplomacy; coordination and capacity building; international education thought leadership; rescue; and stewardship and inspiration introduced in the 1920s continued to serve the organization well in the 1930s. The strategic shift in focus to Latin America and the assistance of refugees from Europe allowed the Institute to gain the attention of the U.S. federal government. Just as the United States began to incorporate cultural exchange into its international relations strategies, IIE was poised to serve as a valuable resource for the U.S. government.

By the end of the 1930s, IIE had established itself as an essential coordinating hub and a leader in international education. Though it adapted to meet the challenges of the time, IIE never lost sight of its core mission to foster goodwill between nations by means of educational exchanges, despite the complex state of world affairs.

This mixture of hope and practical strategy allowed IIE to become a vital piece of post-WWII American cultural diplomacy efforts. ●

“… the Institute will devote its work during the war primarily to expanding and intensifying its cultural activities with the Latin American countries and the outlook promises good results.”

STEPH EN D UGGAN DUGGAN’S VISION FOR EDUCATIONAL EXCHANGE Under Stephen Duggan (seated, center), IIE responded to trying times in the 1930s, combining pragmatic insight with idealism to assist refugees while promoting international education.

PRAGMATIC IDEALISM AND THE FOUNDATION OF IIE / 27

CHAPTER

“It is altogether unrealistic—and probably undesirable as well—to aspire toward a single, universal community of humankind with common values and common institutions. …The rapprochement of peoples is only possible when differences of culture and outlook are respected and appreciated rather than feared and condemned, when the common bond of human dignity is recognized as the essential bond for a peaceful world.”

J. W IL L IA M FU L B R IGHT

100 YEARS of IIE

1940 1969 through

pioneering leadership in international education expansion, collaboration, and modernization

he second chapter in the history of IIE began with a grand challenge. The pragmatic idealism that had undergirded the work of IIE in the 1920s and ’30s was put to its greatest test when war broke out in Europe after Germany invaded Poland on September 1, 1939. In the face of more carnage, how would the Institute respond? In short, IIE lived up to its idealist aims and was well prepared to respond to the new educational needs of the world because of the solid foundation it had established in previous decades.

ENTRY INTO WORLD WAR II On December 7, 1941, Japanese forces attacked the U.S. naval base at Pearl Harbor in Hawaii, destroying the USS Arizona and killing 1,177 service members on board. The attack on Pearl Harbor was the deadliest on U.S. soil for nearly sixty years.

In all, 2,335 American military died and 1,143 were wounded, as eighteen ships sank or ran aground. The day following the attack, the United States entered World War II.

30 / CHAPTER 2: 1940–1969

In the opening lines of his October 1, 1940, annual report, Stephen Duggan addressed IIE’s Board of Trustees with an honest assessment of the geopolitical situation. He explained the ways in which European nations (both “belligerent and neutral”) had expressed a desire to continue cultural and educational relations with the United States; however, the war “vitally affected the cultural relations between the United States and all European countries.”1 Duggan described the numerous ways the war obstructed cultural exchange. Many of the European men from warring countries who were of student age were called to fight. At the same time, European families were nervous about sending their daughters abroad to the United States. There were also challenges for some European students studying in the United States who had left before the war started; many found it impossible to return to their homelands, so they became stranded in American cities after the fighting began. Together with IIE, U.S. colleges and universities had to find scholarship money to support these refugees. Moreover, on the outbound side, the U.S. State Department denied American students and professors passports to travel to Europe during the first year of war.2 With all of these challenges, the Institute of International Education had its work cut out for it. If it expected to foster mutual understanding and goodwill in the world, it would have to do so in the face of another terrible war. As Duggan put it in the closing lines of his report, “One might suppose that the advent of the war would have resulted in a lessened burden of work upon the staff of the Institute, but as a matter of fact it has increased it and there would have been no possibility of carrying on successfully except for the unremitting devotion of the staff to its duties.”3 Indeed, as a result of the Second World War, the individuals working at IIE did find new ways to support the mission. In the end, the Second World War did have a significant impact on the long-term operations of IIE, but it was not to the Institute’s detriment. Instead, this period turned out to be the beginning of one of the most expansive periods in the history of the Institute of International Education. Following the war, IIE initiated major expansions, increased collaboration with the U.S. government, successfully transitioned leadership, pursued additional partnerships with foundations, and modernized the Institute to meet the needs of people around the world in the mid-twentieth century.

1940 - 1969

AC TIVITY DU RI NG WORLD WAR I I

A

lthough all eyes were on Europe and Asia, IIE’s activity in the 1940s did not focus entirely on these parts of the world. As Duggan explained in October 1941 in the Annual Report of the Director:

Armies march; countries are devastated; hatreds increase, but the Institute of International Education which has but one objective and that a peaceable one, namely, to develop understanding and good will among nations by means of educational agencies has never had a more active year. Amidst the clash of arms even combatant nations of both sides request its assistance to realize some purely cultural aims.…The great increase in the activities of the Institute is primarily due to the remarkable growth of interest upon the part of our people in the civilization of the Latin American countries and of their peoples in our civilization.4

While Duggan and IIE were clearly committed to supporting the ongoing work of international education with the people of Europe and Asia, much of the activity he described in the report focused on a burgeoning partnership between the United States and Latin America. The U.S. State Department showed its appreciation of IIE’s work when the government established the Division of Cultural Relations in 1938, and the U.S. Secretary of State, Cordell

The Second World War turned out to be the beginning of one of the most expansive periods in the history of the Institute of International Education.

UNITING NATIONS The Declaration by United Nations, which formalized the Allies of World War II, was signed by forty-seven countries between 1942 and 1945. Here, representatives from twenty-six nations reaffirm their pact at a ceremony at the White House in July 1942. Seated, left to right: Dr. Francisco Castillo Nájera, Ambassador to the U.S. from Mexico; President Franklin D. Roosevelt; Manuel Quezon, President of the Commonwealth of the Philippines; and U.S. Secretary of State Cordell Hull.

Hull, invited Stephen Duggan to serve on the advisory committee, where he would inform policy of this newly established division.5 Although Duggan contributed his ideas for new U.S. policies regarding Latin America, the war could not be ignored. After Pearl Harbor was attacked on December 7, 1941, Ben Cherrington, the first Chief of the Division of Cultural Relations, summed up the U.S. federal stance on cultural relations when he explained, “After Pearl Harbor PIONEERING LEADERSHIP IN INTERNATIONAL EDUCATION / 31

CORDELL HULL The longest-tenured Secretary of State in U.S. history, Cordell Hull served in the administration of President Franklin Delano Roosevelt from 1933 to 1944.

Hull played a pivotal role in establishing the United Nations and received the Nobel Peace Prize in 1945 for his contributions.

the story of cultural relations was a different one. From then on, the long-range cultural activities assumed a minor role; they were eclipsed by necessary war emergency activities.”6 Despite the shift in priorities at the federal level to war-related endeavors, IIE continued to pursue its work fostering international education.

In particular, there were myriad activities pertaining to exchange programs between the Americas; here again, IIE proved an essential coordinating hub and a thought leader in international education, publishing meaningful information and bringing together people from different parts of the world toward the common aim of public diplomacy and mutual understanding.

In his 1941–1969 reports of the Director, Duggan explained many ongoing activities between the United States and Latin America. His comments were significant, as 1941 marked the first U.S. governmentsponsored exchange programs administered by IIE and also ushered in a new era of productivity for the Institute. On a pragmatic level, Duggan noted the ways in which IIE had coordinated numerous scholarships for exchange from different corporations, such as eight scholarships from the Moore-McCormack Lines (which operated shipping lines from the United States to countries in Latin America) and twenty-six scholarships from Pan American Airways. Both of these scholarships supported travel between the United States and Latin American countries. IIE also received funds for scholarships from other corporations doing business in Latin America, such as the National City Bank, the Anaconda Copper Mining Company, and the Mene Grande Oil Company.7 Duggan also described a general rise in the number of students in Latin American countries studying English, and he mentioned a similar increase in U.S. students studying Spanish. Even the study of the Portuguese language had increased, according to Duggan’s report, which noted that before 1939 fewer than a dozen U.S. higher education institutions offered Portuguese, but by 1941 sixty-two did.8 Beyond tracking language instruction, the Institute also began to administer new programs that increased the exchange of scholars and students in the Americas. For example, in 1941 IIE coordinated “Summer School” visits for more than one hundred South American students and teachers to the University of North Carolina for six weeks during South American summer (between January and March), followed by a tour of Washington, D.C. 32 / CHAPTER 2: 1940–1969

On the other side of this two-way program, the University of San Marcos in Lima, Peru, hosted ninety-three American students and the University of Chile in Santiago hosted twenty-two students from the United States during the North American summer (between June and August).9 In the hope of promoting public diplomacy between North and South America, these summer school programs sought to provide students with the type of cultural awareness that only comes from visiting another country.

Additionally, the U.S. coordinator of Inter-American Affairs sponsored a Roosevelt Fellowship program, which covered all expenses (travel, tuition, etc.) for scholars from Latin America to visit American colleges and universities. Because the Institute had proven itself an apt coordinator for these types of activities, the U.S. government sought its services to administer this important fellowship. IIE selected one scholar from each Latin American republic to come to the United States to become better acquainted with American culture. On the outbound end, the Institute selected twenty U.S. students to study in Latin America under the Roosevelt Fellowship. Here, IIE was careful to select students from a diverse array of geographical regions within the United States based on their academic merits, linguistic abilities, and personal character.

In addition to these carefully selected Roosevelt Fellows, 179 of the 319 other international students studying in the United States under the auspices of the Institute in 1941 came from Latin America.10 That same year, 137 students were studying in the United States from European countries, but this number is slightly misleading because it included all students from Europe who had been forced to remain in the United States since the start of the war for a variety of reasons. The report noted that many higher education institutions in the United States at the time had come forward to provide fellowships and assistance to support these refugees, and to these colleges and universities Duggan expressed his gratitude: “Again we must pay tribute to the idealism and generosity of our higher education institutions which have provided fellowships for these stranded students.”11 The fact that American colleges and universities were so willing to support refugee scholars is a testament to the leadership of the Institute in the area of rescue. As noted in chapter 1, IIE created the Emergency Committee in Aid of Displaced German Scholars in

In the hope of promoting public diplomacy between North and South America, summer school programs sought to provide students with the type of cultural awareness that only comes from visiting another country.

1940 1940--1969 1969

EUROPEAN EXCHANGE In 1941, 137 students from European countries were studying in the United States. However, this number is somewhat distorted, as it included students from Europe who had been forced to remain in the United States since the start of the war.

SUMMER SCHOOL Students from seven South American countries—Chile, Peru, Brazil, Argentina, Ecuador, Colombia, and Uruguay— spent their summer holiday in a special six-week “Summer School” at the University of North Carolina.

PIONEERING LEADERSHIP IN INTERNATIONAL EDUCATION / 33

Top Countries Sending International Students 1946–1947

Number of International Students

n 1–50

n 501–1,000

n 51–100

n 1,001–2,000

n 101–250

n 2,000+

n 251–500

Overall Growth of International Students in the 1940s 1940–1941

Number of Countries Total Number of International Students

1941–1942*

1942–1943

1943–1944

1944–1945

1945–1946

1946–1947

86

–

87

89

98

100

96

6,670

–

7,152

7,244

7,542

10,341

16,176

*No data collected in this academic year.

INTERNATIONAL REPRESENTATION The Storm King Conference, organized by IIE and held at the Storm King School in Cornwall, New York, was one of the first international conferences for exchange students. It brought together students from nine countries on two continents, including Argentina, Italy, France, Brazil, and many other nations.

34 / CHAPTER 2: 1940–1969

1940 - 1969 1933 to support the hundreds of Jewish refugee scholars persecuted by Adolf Hitler and dismissed from their university postings in Germany and Austria. IIE provided leadership and coordination, communicating with U.S. colleges and universities to find placements for refugee scholars, though institutions of American higher education were initially reluctant to support these scholars. It was through the work of IIE, generous philanthropy, and the merits of the refugee scholars themselves that U.S. higher education institutions began to see the value of hosting displaced students and scholars and appointing them to faculty positions.

Reports indicated that the Nazis had ousted more than a thousand professors from German and Austrian colleges because of their Jewish heritage, and by 1940 between 1,100 and 1,500 university professors had emigrated from Germany and Austria.12 By 1940–41, as scholar Marjorie Lamberti explains, “Americans were able to draw a collective profile of the refugees that allayed the fear of many people. The newcomers from Germany and Austria mastered the English language, learned the idioms of American manners, and enrolled in citizenship education courses to prepare for nationalization.”13 Through IIE’s efforts, more than three hundred scholars from Europe were brought to the United States, where they demonstrated their talents. The writer and longtime peace advocate Laura Fermi (wife of Nobel Prize–winning physicist Enrico Fermi) explained that IIE’s committee was vital to the rescue of scholars from Europe because of the Institute’s well-connected network to philanthropists, foundations, and American higher education institutions.14 As a result of the persistence of IIE and the high quality of the refugee scholars themselves, the inhospitable attitudes held by many American college and university administrators began to diminish by the 1940s.

Throughout the 1940s, IIE continued other forms of rescue, including the Committee on Awards for Chinese Students, which ran from 1942 to 1945. This committee provided assistance for more than four hundred Chinese students who, like some European students, were stranded in the United States as a result of the Second World War.15 Throughout the war, IIE upheld its mission of rescue by helping international students and scholars find academic homes on American campuses.

As IIE’s capacity for rescue work increased, it also grew in other areas. Faced with a burgeoning need to support students and scholars from around the world, as well the Institute’s growing collaboration with the United States government and myriad other activities, IIE expanded its physical footprint for the first time in its history.

Throughout the war, IIE upheld its mission of rescue by helping international students and scholars find academic homes on American campuses.

L AU R A F E R M I June 16, 1907–December 26, 1977

B

orn in Italy with the surname Capon, Laura Fermi went on to become a notable writer and peace advocate.

Laura, who was Jewish, met her future husband, Enrico, in Rome, and the two married in 1928. Ten years later, the Fermis were forced to emigrate from Italy to escape the anti-Jewish laws of Benito Mussolini’s Fascist government. The same year the Fermis fled Italy, Enrico was awarded the Nobel Prize in Physics. With the support of the Institute of International Education, the Fermis found their way to the United States, where Enrico was appointed to the faculty of Columbia University in 1939.

Eventually, the Fermis became naturalized citizens of the United States. While living in the U.S., Laura Fermi pursued a career as a writer. Her 1968 book, Illustrious Immigrants: The Intellectual Migration from Europe, 1930–1941, chronicled the tales of numerous intellectuals who were forced to leave Europe as a result of Nazi persecution. In addition to describing the individuals forced to become refugees and the conditions under which they lived, Laura Fermi also wrote about the rescue committees, including IIE, that worked with these individuals so that their intellectual contributions could go on to benefit humankind.

THE FERMIS Laura and Enrico Fermi met at a soccer game in 1924 and were married in 1928. After resettling in the United States, the two played a significant role in the war and postwar period, with Laura telling the stories of persecuted scholars and Enrico making numerous contributions to science.

PIONEERING LEADERSHIP IN INTERNATIONAL EDUCATION / 35

On September 15, 1943, the Institute opened its first bureau office in Washington, D.C. As Stephen Duggan put it, IIE established this new D.C. office, “In order to facilitate contacts with United States government agencies working on international educational matters, and to handle more rapidly many problems associated with the greatly expanded program for Latin American students in this country.”16 Thus, the Institute bolstered its capacity for coordination by anchoring itself to U.S. government activity in Washington, D.C. Moreover, this new office provided IIE with the necessary local base to continue to support public diplomacy in the Americas during a time when the war in Europe curtailed transatlantic exchange opportunities.

With increasing numbers of students coming to study in the United States, both refugees and exchange scholars (mostly from

The Institute leveraged its strengths as a coordinating hub to bring different colleges and universities together to find common solutions to supporting foreign students.

Latin America), it became apparent to many that universities needed support to work with these individuals, referred to as “foreign students.” According to IIE’s annual survey, the number of Latin American students in the United States rose from 1,766 in 1941–42 to 3,316 in 1945–46.17 The total number of foreign students in the United States also grew, from 5,641 in 1935–36 to 10,341 in 1945–46.18 American colleges and universities struggled to meet the needs of the foreign students they hosted on their campuses, however, and the advice and support that these institutions provided to their foreign students was inconsistent. Many universities sought the advice of IIE when it came to assisting incoming students, and the Institute offered many different services in this regard. In particular, IIE provided numerous conferences and publications aimed at advising and supporting the new groups of foreign students.

While these publications and conferences provided much-needed international education thought leadership, the Institute also leveraged its strengths as a coordinating hub to bring different colleges and universities together to find common solutions to supporting foreign students. These coordinating efforts had many longstanding ramifications for international student exchange.

BUILDING RELATIONS International students from various countries take part in a foreign relations class with Carleton College professor David Bryn-Jones.

1940 - 1969

J. WILLIAM FULBRIGHT J. William Fulbright represented the state of Arkansas in the U.S. Senate for thirty years. During this time, he made lasting contributions to international education, sponsoring and promoting passage of the 1946 legislation that created the Fulbright Program.

SIGNING THE FULBRIGHT ACT President Harry S. Truman signing the Fulbright Act, August 1, 1946.

Left to right: President Truman; Senator J. William Fulbright; Assistant Secretary of State for Public Affairs, William Benton.

The FUL BRI G H T PR O GR A M

P

erhaps nowhere was IIE’s prominence during the 1940s more evident than in the vital role it played as the coordinating hub for the Fulbright exchange program. By the end of the war, in 1945, the Institute had established a thriving partnership with the U.S. government and received nearly half of its annual income from the U.S. government for coordinating exchange programs with Latin America and for other endeavors.

Additionally, IIE received nearly $100,000 a year from corporations and other organizations outside higher education to manage approximately one thousand exchange fellowships.19 The days of Duggan tirelessly writing letters to introduce the Institute to colleges, universities, and others were over. IIE had gone from pioneer to premier international education organization, and it was poised to serve in greater capacities.

The opportunity to expand its management of exchange programs revealed itself following the passage of a then little-known act introduced by a freshman Senator and former Rhodes Scholar from Arkansas, J. William Fulbright. Introduced to the Senate in late September 1945, Fulbright’s bill allowed for the United States government to distribute profits from the sale of surplus U.S. war items left abroad to fund exchange programs between the United States and

other nations that would lead to the “promotion of international good will through the exchange of students in the fields of education, culture, and science.”20 The ingenuity of Fulbright’s initial act lay in its simplicity: the sale of surplus military goods would remain in the currency of the country in which the objects were sold. Those funds would, in turn, be used to allow Americans to do research or teach in that country, or would provide funds for citizens of those nations to travel to the U.S. to do research or teach. The program would therefore foster educational exchanges without draining the already depleted financial resources of war-torn nations.

Congress passed the Fulbright Act on August 1, 1946, under Harry S. Truman’s administration, and established a Board of Foreign Scholarships to oversee the selection of fellowship recipients. President Truman nominated to the Board ten people who would represent a broad array of interests. The Board of Foreign Scholarships consisted of two college presidents (one from a women’s college and one from a historically black university), a college dean from a Catholic university, four college professors from a variety of disciplines in the humanities and sciences, the head of the Veterans Administration, the U.S. Commissioner of Education, the Commissioner of Education of the State of New York, and the Director of IIE.21 PIONEERING LEADERSHIP IN INTERNATIONAL EDUCATION / 37

J. W I L L I A M FULBRIGHT April 9, 1905–February 9, 1995

T

he service of J. William Fulbright to the United States left an indelible mark, and his contribution to mutual understanding through educational exchange was profound. Born in Missouri in 1905, Fulbright moved with his family to Fayetteville, Arkansas, in 1906. There he would earn a bachelor’s degree in history from the University of Arkansas, and he later served his home state as a U.S. Senator from 1945 to 1974.

As a 1927 Rhodes Scholar and a man with deep interest in the world, Fulbright lived a life dedicated to international affairs and to finding avenues for peace in the face of war. He holds the record as longest-serving Chairman of the Senate Foreign Relations Committee (1959–1974), and the act he sponsored in 1945, which took his name, provided the foundation for the U.S. government’s most significant exchange program. When introduced, Fulbright’s program received unanimous, bipartisan support. Today, as described by the U.S. Department of State, Bureau of Educational and Cultural Affairs, “the Fulbright Scholarship Program sponsors U.S. and foreign participants for exchanges in all areas of endeavor, including the sciences, business, academe, public service, government, and the arts and continues to increase mutual understanding between the people of the United States and the people of other countries.”22 In 1976, on the thirty-year anniversary of the Fulbright Program, the Institute’s annual report reflected on the program in words that hold true to this day: “The Fulbright Program has been a form of quiet diplomacy, demonstrating to a worldwide audience the commitment of the United States to an idea of peaceful cooperation. It has immeasurably enriched the lives of thousands of young people, has brought some of the world’s finest minds to U.S. campuses, and has offered the future leaders of dozens of foreign nations an insight into what is best about our society.”23

DEDICATION TO INTERNATIONAL AFFAIRS In his thirty years as an Arkansas Senator, Fulbright promoted a vision of international relations conducted through cooperation and discourse. He continued this dedication to international affairs, playing a significant role in Cold War policy by opposing McCarthyism and America’s numerous proxy wars.

Historian Arnold Toynbee spoke for many when he praised the Fulbright Program as “one of the really generous and imaginative things that have been done in the world since World War II.” 38 / CHAPTER 2: 1940–1969

ENRICHING LIVES Senator Fulbright with students, including a young Bill Clinton (third from right).

1940 - 1969

The Board of Foreign Scholars included members of diverse sectors so that it could operate as a broadly representative group.

The Board met for the first time on October 8 and 9, 1947, and at these meetings the members chose the Institute of International Education to serve as the selection committee for student-related grants. In naming IIE, the Board noted that the Institute had shown itself to be the pioneering organization in promoting international educational exchanges, and since 1919 had been a “catalyst in the interchange of more than eight thousand students and numerous visiting professors and lecturers.”24 With reference to the Fulbright Act, Stephen Duggan expressed what he believed the impact would be on incoming students to the United States: If we want foreign students to understand American civilization and especially democracy then they must see democracy in action and participate in it…. [F]or foreign students to live with American students in dormitories, to dine with them in commons, to discuss problems with them in their rooms or upon platforms, to cooperate with them in sports on playing fields, to visit their homes and learn something about our family life and to attend political rallies, these are the ways foreign students and particularly students from former enemy countries will learn to understand American civilization and the differences between democratic and totalitarian processes of government and administration.25

FIRST U.S. FULBRIGHT STUDENTS TO AUSTRIA Top: In 1951, U.S. Fulbright Students set sail for Austria on the USS Independence. Above: The Fulbright Students arrive in Vienna. This class of Fulbright Students would be the first of many to participate in the Fulbright Program, which has sent students to more than 160 countries.

Duggan’s clear vision for postwar exchanges under the Fulbright Act fully embodied IIE’s theme of public diplomacy, as it sought ways to immerse international students in U.S. culture with the hope of promoting mutual understanding. As much as Duggan’s words were an expression of hope, they also provided a testament to the previous twenty-seven years of the Institute’s work, and they came at a time when Duggan’s leadership at IIE was coming to an end. Thus, the PIONEERING LEADERSHIP IN INTERNATIONAL EDUCATION / 39

Fulbright Act was passed and IIE’s Board of Trustees accepted Duggan’s request for retirement. In the same report in which Duggan expounded on the potential of the Fulbright Act, he explained that it would be his final official report as Director. Before he stepped down in November of 1946, Duggan thanked the Board, the staff, and the many colleges and universities he had worked with during his tenure and he reiterated the mission of IIE: “To remove misunderstanding between ourselves and foreign peoples by the use of educational agencies and to build good will in their place.”26 The Fulbright Program was indeed a natural extension of IIE’s work in building goodwill and promoting educational public diplomacy, and it signaled the Institute’s preeminent status as an educational exchange organization after the Second World War. To lead the Institute into this postwar era, Stephen Duggan’s son Laurence took over as Director after serving in the State Department from 1930 to 1944. In addition, President Truman appointed the younger Duggan to the Fulbright Board of Foreign Scholarships.

In the years following the passage of the Fulbright Act, binational agreements were signed between the U.S. and foreign governments. The first program administrators agreed that the mutual interests of the U.S. and other countries would be best served through joint cooperation in

AUSTRIAN STUDENTS EN ROUTE TO THE U.S. Students from Austria set out on the Constitution for study in the United States. As the U.S. was sending American students abroad under the auspices of the Fulbright Program, countries around the world continued sending students to the United States.

40 / CHAPTER 2: 1940–1969

program planning, decision making, and management. These agreements led to the establishment of Fulbright Commissions. Currently, there are forty-nine commissions worldwide, most of which are funded jointly by the U.S. and partner governments.

As part of IIE’s portfolio, the Fulbright Program started slowly, without great fanfare. In his first annual report as Director, Laurence Duggan listed the Fulbright Program under the subheading, “Appointment of the Director to the Board of Foreign Scholarships” as the last of nine significant achievements for the Institute in 1946–47.

In his two paragraphs dedicated to the Fulbright Act, Duggan noted that the unofficial estimate for the amount of currency available for the exchanges was $140 million, which equaled the “largest single scholarship operation ever conducted.”27 It is notable that Duggan listed a “Special Ship Project” as the eighth achievement for the Institute that year, just above the notes on the Fulbright Act. The special ship project Duggan described was a project coordinated by IIE at the request of the State Department to arrange for decommissioned C-4 ships to be used to send more than four thousand American students, teachers, and others to Europe. As part of the journey, students attended onboard orientations, seminars, and discussions designed to help them understand the conditions in Europe, so they could be more informed sojourners.28 From this work, the Council on Student Travel emerged and would go on to become a significant nonprofit organization supporting U.S. study abroad programs—today, this body is known as the Council on International Educational Exchange (CIEE).29 Thus, in its earliest stages, the Fulbright Act was an exchange

1940 - 1969

By the late 1960s, the Fulbright Program was the paradigm for mutual exchange and international goodwill under the auspices of the U.S. Department of State.

program with extraordinary potential, but it had less immediate impact than the active ship project.

Even with its low-profile start, the Fulbright Program grew in size and significance. The first two countries to participate were China and Burma, which signed agreements in 1947, on December 22 and November 10, respectively.30 By 1950, the Fulbright Program had agreements with Belgium, Burma, China, France, Greece, Italy, the Netherlands, New Zealand, Norway, the Philippines, and the United Kingdom, with agreements pending for Austria, Australia, Egypt, India, Iran, Pakistan, and Turkey.31 The Fulbright Program included other related activities for the Institute, such as a nationwide tour of Fulbright painters sponsored by the Smithsonian Institution in 1958.32 After ten years, the number of countries included in the Fulbright programs totaled thirty-eight, and by 1964 there were more than one hundred nations linked to the United States in exchange activity under the auspices of this U.S. Department of State exchange program.33 By the late 1960s, the Fulbright Program was the paradigm for mutual exchange and international goodwill under the auspices of the U.S. Department of State. The Institute had established a regular administrative pattern for Fulbright recruitment, soliciting applications from American students as well as engaging U.S. faculty to serve as part of the screening committee.34 IIE therefore served as a critical coordinating hub for the Fulbright Program and was recognized as essential for its success. On February 22, 1967, J. William Fulbright gave a speech entitled, “International Education and the Hope for a Better World” in Reykjavik to commemorate ten years of the Fulbright agreement between the United States and Iceland. In the speech, Fulbright described how many former Fulbright Scholars occupied positions of great importance in their countries, in education, government, science, the arts, and diplomacy. With regard to diplomacy, Fulbright elaborated on the impact of international exchange programs for international relations: Perhaps the greatest power of educational exchange is the power to convert nations into people and to translate ideologies into human aspirations. I do not think that educational exchange is certain to produce affection between peoples, nor indeed do I think that is one of its necessary purposes; it is quite enough if it contributes to the feeling of a common humanity, to an emotional awareness that other countries are populated not by doctrines that we fear but by individual people—people with the same capacity for pleasure and pain, for cruelty and kindness, as the people we were brought up with in our own countries.35

FULBRIGHT IN BURMA AND THE PHILIPPINES Following World War II and the passage of the Fulbright Act, the United States looked to extend its educational exchange to countries outside Europe. Among the ten Asian nations to sign agreements with the Fulbright Program, Burma and the Philippines served as important links between the U.S. and Southeast Asia. Top: A meeting of Fulbright participants in Burma.

Above: A group shot of Fulbright participants and hosts in the Philippines.

As Fulbright’s words summarized so well, over its first two decades the Fulbright Program helped to instill a sense of common humanity in its participants and in the people who were connected to the exchange participants. With the administrative efforts of IIE, the Fulbright Program also raised awareness on U.S. university campuses about the benefits of student and faculty exchanges in ways that had not been as prominent during and before the Second World War. In short, the Fulbright Program emphasized the humanizing force of educational exchange and the power of public diplomacy in a way that resonated with the mission of the Institute of International Education.

PIONEERING LEADERSHIP IN INTERNATIONAL EDUCATION / 41

ENH ANCI NG SU PPO R T a nd A DV I SI NG f or INT E RNATI ONAL ST U DE NT S

I

IE served as a catalyst for changes in advising, which led to significant improvements in the way international students were served on campuses throughout the United States.

Although the Fulbright Program was America’s flagship exchange program, it was not the only type of exchange endeavor IIE helped to implement in those years. The Institute’s strength in coordination and inspiration had facilitated exchange programs since its inception, and this tradition continued into the 1930s with IIE’s founding of the Advisory Committee on the Adjustment of Foreign Students in 1936. This committee spearheaded numerous convening events in the 1940s and ultimately led to the creation of a new professional organization to support advising of international students at colleges and universities.

The first of the events organized by the Advisory Committee on the Adjustment of Foreign Students took place April 28–30, 1942, in Cleveland, Ohio. On that date, IIE joined forces with the U.S. State Department, the Office of the Coordinator for Inter-American Affairs, and the U.S. Office of Education to host the first national conference on foreign student affairs.36 At the top of the agenda was addressing the growing concern of college administrators about increasing numbers of students from Latin America. U.S. colleges were concerned about finding financial sponsorship to support these Latin American students, but they also wondered how they would provide funding and services for refugee students from China, the Middle East, and Europe.37 Additionally, participants at the Cleveland conference understood that their foreign students were an important cultural element of soft power diplomacy and therefore should be welcomed with respect and hospitality. As Edgar Fisher, Assistant Director of IIE, put it, “[T]hese young men and women, as they return to their respective countries, come to occupy rather important positions, positions of influence … they become the interpreters of ourselves to their own people. That is an indication of the importance of our task.”38 Fisher advocated for a relatively new and rare position to be added to all higher education institutions, the foreign student advisor. Before 1940 there were only thirteen universities in the

IIE had, with these conferences, helped to open the eyes of many to the critical opportunity to “forward understanding, friendship, and peace among the nations of the peoples of the world.”

42 / CHAPTER 2: 1940–1969

United States that had appointed a foreign student advisor, but by the time of the conference, just two years later, there were forty of these positions.39 Fisher believed that the foreign student advisor would help students adjust both academically and socially, and could also support students in navigating U.S. immigration policy. As a longtime staff member at IIE, Fisher knew well the role of foreign student advisor, and he had worked with the few individuals who held this position in the late 1930s and early ’40s.

On the Advisory Committee on the Adjustment of Foreign Students in the United States, Fisher had worked with his colleagues at IIE, along with a representative from International House New York and seven foreign student advisors from throughout the United States.40 Fisher believed that foreign student advisors would also benefit their institutions by centralizing support for incoming international students and saving faculty and staff time. Finally, at a national level, government and private organizations would benefit from working with a single individual on matters pertaining to international students in the United States.41 The idea of centralizing support for international students around the foreign student advisor was received well by conference participants. By 1943, just a year after the Cleveland conference, the number of foreign student advisors increased from 40 to 285. As a means of supporting these new positions, IIE created the Counsel and Guidance Center (which later became the Counseling Office) to oversee the needs of incoming students and to provide information and training to foreign student advisors in the areas of immigration, income tax law, and visas.42 In addition to providing these legal and immigration sessions for foreign student advisors, the Counsel and Guidance Center worked directly with students to address myriad needs, such as providing transportation, administering emergency funds, finding part-time employment opportunities, offering hospitality on vacations, and connecting visiting students with local “friendly persons in different cities and towns.”43 The Cleveland conference was considered a success, and IIE helped to convene three similar conferences between 1946 and 1948.

Of course, with the end of WWII, the world had changed, and the urgency and rhetoric of these conferences reflected new realities.

The first of these three conferences, held in 1946, was called the Conference of College and University Administrators and Foreign Student Advisors. The name change recognized this new position in U.S. higher education, the foreign student advisor.

After the war, colleges and universities in the United States saw greater numbers of international students on their campuses. The 1946 conference welcomed far more attendees than the original 1942 conference, and many of the participants held the new administrative title: thirty-one officially recognized foreign student advisors were in attendance.44 Among the concerns of the conference were that the increasing number of American veterans attending American colleges and universities would force out international students.

This concern arose as a result of the Servicemen’s Readjustment Act of 1944, which set aside funds to cover the cost of attending

1940 - 1969

college for U.S. veterans returning from the war. Popularly known as the G.I. Bill, this act had a major impact on U.S. higher education by bringing thousands of student veterans to campuses around the country.45 Beyond discussing worries about the needs of international students, conference attendees advocated for the work of IIE. Participants in 1946 expressed hope that the Institute would continue to expand its activities and assist the efforts of U.S. universities to support incoming students from around the world. Beyond this, the conference attendees took a stronger stance on the urgency of supporting foreign students on American soil with this statement:

THE G.I. BILL As World War II was coming to a close, the United States Congress passed the Servicemen’s Readjustment Act, better known as the G.I. Bill. This legislation provided returning veterans with many benefits, including tuition payments for college or vocational school. Following the war, more than two million veterans flooded universities around the United States, as the photograph of former service members lining up on campus attests.

Be It Resolved that the Conference, taking into account the crisis of mankind, urges the colleges and universities of the United States to accept in larger numbers than heretofore students from the war-torn and occupied countries of the world and from other lands that have compelling need of the educational aid of this country; that the Conference believes that American education, confronting this international need, faces a rare opportunity to forward understanding, friendship, and peace among the nations of the peoples of the world; and that the Conference further believes that a grave responsibility rests upon the colleges and universities in terms of contributions both to other peoples and to the human and understanding spirit of the American people to draw generously upon its resources in promoting the international flow of students for a united world.46

This rallying cry served as a stirring anthem for international education, and it was a testament to the work of the Institute throughout the Second World War and beyond. After the carnage in Europe and Asia, the efforts of IIE did not go unnoticed or unappreciated. IIE had, with these conferences, helped to open the eyes of many to the critical opportunity to “forward understanding, friendship, and peace among the nations of the peoples of the world.�47 Indeed, despite a potential for diminished activity during World War II, IIE continued its exchange endeavors and kept the embers of international education burning. From this kindling emerged the idea for a new national organization called the National Association of Foreign Student Advisers (NAFSA) that could continue to support these new professionals on PIONEERING LEADERSHIP IN INTERNATIONAL EDUCATION / 43

U.S. campuses. NAFSA was born with the following preamble: With full realization of the grave responsibility of the education system of this country in contributing toward an international flow of knowledge in the fields of science and the arts, and with a firm determination to contribute to the understanding of peoples in the area of human relationships, the National Association of Foreign Student Advisers is now constituted.48 With this start, the National Association of Foreign Student Advisers complemented the work of IIE in this area, and to support the growing numbers of international students in the United States. As an IIE news release from March 1948 noted, NAFSA was created “to develop a dynamic international cultural relations program, particularly through students.”49 While NAFSA began to support international student advisors on U.S. campuses, IIE continued facilitating exchanges and providing resources for colleges and universities in supporting exchange programs throughout the 1950s and ’60s.

In fact, IIE expanded its work as a thought leader in international education and as a vital coordinating hub. As colleges and universities took on more responsibilities to sponsor and support international students, IIE increased the size of its own staff and continued to offer numerous publications on advising foreign students.50 On the Institute’s thirtieth anniversary, in 1949, its prominence was well known, as evidenced by the letters of congratulations it received from the likes of Dwight Eisenhower, Eleanor Roosevelt, and Harry S. Truman.51 There was no doubt that IIE was playing a vital role in public diplomacy and exchange. As Mark Halpern explains in his dissertation

BOLSTERING STUDENTS IN THE ARTS A Fulbright Student presents a sculpture in Italy in 1949. In addition to sponsoring students in academic subjects, the Fulbright Program supported promising students in the arts, allowing them to study in prominent centers of art around the world.

As a central clearinghouse of information and a thought leader in international education, the Institute published information that supported the work of the large community of advisors and administrators who served incoming students.

on the history of IIE, “Between 1946 and 1966 … the number of scholarships received and administered by the Institute for foreign students increased by well over 500 percent, making the Institute responsible for the sponsorship and placement of 5,570 foreign students studying in the United States in 1966–67.”52 To guide these international exchanges, IIE created the Committee on Educational Interchange Policy in 1954.53 IIE also introduced for the first time a research component when it hired Dr. Cora Du Bois, with funding from the Ford Foundation, in 1951 to direct the Institute’s research unit.54 In 1956, Du Bois published a book called Foreign Students and Higher Education in the United States, which surveyed the landscape of international students in the United States and became yet another resource for advisors and administrators.55

1940 - 1969 Numerous other notable publications issued from IIE between 1950 and 1970, including Building Roads to Peace: Exchange of People between the United States and Other Countries (1950), The Goals of Student Exchange: An Analysis of Goals of Programs for Foreign Students (1955), Meet the U.S.A.: Handbook for Foreign Students and Specialists (1959), Educational Exchange in the Atlantic Area (1965), and Educational Exchange: A Bibliography (1970).56 The latter publication, Educational Exchange: A Bibliography, encompassed a majority of the published works of IIE and many others over the previous decades, while the Institute printed nearly 100,000 copies of the Meet the U.S.A. handbook.57 Beyond the publications it put out, IIE continued to coordinate conferences on student exchange programs throughout the 1950s and ’60s.58 Additionally, the Institute formally took the lead in conducting a national census for incoming foreign students in 1948–49. Prior to IIE taking on these duties, both IIE and the Committee on Friendly Relations among Foreign Students (CFRFS) had collected data on international students studying in the United States since 1915.59 In response to increasingly nativist immigration laws, which put quotas on the number of immigrants from certain countries, IIE began collecting official records from U.S. colleges and universities of all foreign students who had officially matriculated. IIE began sharing this list with officials at Ellis Island so that students would not count against the quotas of sending countries. Stephen Duggan indicated this was a way for Ellis Island Officials to work with IIE to facilitate the entrance of bona fide students from abroad.

Beginning in the 1940s, IIE and CFRFS began working together on the census, and in 1948 IIE took over census responsibilities and became the sole administrator and distributor of incoming international student data in a new publication entitled Education for One World, renamed Open Doors in 1954. As the development of NAFSA, the release of numerous publications, and the introduction of Open Doors demonstrates, the coordination and inspiration provided by IIE helped leaders in higher education focus on the support of students coming to the United States. As a central clearinghouse of information and a thought leader in international education, the Institute published information that supported the work of the large community of advisors and administrators who served incoming students. Perhaps most importantly, the Institute shone a spotlight on the critical need to assist the current foreign students on U.S. soil, and to establish infrastructure to support the increasing numbers of international students welcomed at U.S. colleges and universities.

OPEN DOORS Based on a study conducted annually, Open Doors offers comprehensive information on students and scholars studying or teaching at higher education institutions in the United States as well as U.S. students receiving academic credit through study abroad.

CORA DU BOIS October 26, 1903–April 7, 1991

C

ora Du Bois was a trailblazer who lived a life of firsts.

For IIE, Du Bois was the first person to serve as Director of the Institute’s research unit, beginning in the position in 1951. She was also the first woman to have an office at the famed Peabody Museum in Cambridge, Massachusetts, as well as the first woman to serve as tenured professor on the Faculty of Arts and Sciences at Harvard.

The daughter of a first-generation German-American mother and a Swiss immigrant father, Du Bois was born in New York City in 1903. She attended Barnard College as an undergraduate, Columbia University for her master’s in history, and the University of California, Berkeley, where she earned her PhD in anthropology in 1932. As a student at Barnard, Du Bois was drawn to anthropology by the lectures of Franz Boas and Ruth Benedict.

As a result of her considerable intellect and work ethic, Du Bois had a rich career. During World War II, Du Bois worked for the U.S. Office of Strategic Services (OSS) in Ceylon, now Sri Lanka, where she provided her knowledge to intelligence and military officers as an expert in Southeast Asian culture. While working for the OSS, she met Julia McWilliams and Paul Child, who would become lifelong friends with Du Bois after the couple married.

A leading figure in psychological anthropology, Du Bois chronicled living with the people of Alor in Indonesia; these studies appeared in 1944 in The People of Alor, which became a classic in her field. Her 1956 book, Foreign Students and Higher Education in the United States, published by IIE, served as an essential manual for faculty members and administrators working with international students at American colleges and universities.

CORA DU BOIS Cora Du Bois, photographed at OSS headquarters in Ceylon, now Sri Lanka, with Lord Mountbatten (left), circa 1944. During her tenure there she served as a key cultural expert and as advisor to the military.

PIONEERING LEADERSHIP IN INTERNATIONAL EDUCATION / 45

GROWTH , CAPACI TY BU I L DI NG, and ST U DY ABR OAD i n th e 1 9 5 0 s a nd ’ 6 0 s

T

he middle of the century was a turning point for the Institute of International Education. It marked an end and a beginning, in many respects. On one hand, it marked the passing of IIE’s founding Director, Stephen Duggan, on August 18, 1950. Duggan’s wife, Sarah Elsesser Duggan, their two daughters Mary and Sarah, and a son, Stephen Duggan Jr., survived the family patriarch and first Director of the Institute.60 Duggan’s son Laurence, IIE’s second Director, preceded his father in death when he passed away unexpectedly on December 20, 1948.61 Stephen Duggan’s obituary in the New York Times covered the internationalist’s life as an educator and wrote that his primary effort to foster mutual understanding and peace in the world was his role as architect, organizer, and Director of the Institute of International Education: “So manifold were his activities in this cause that he was once characterized as the one-man ‘antidote to war.’”62 The IIE Board of Trustees left this touching personal encomium: 46 / CHAPTER 2: 1940–1969

The passing of Stephen Duggan is a deep and personal loss to each of those privileged to known [sic] and work with him in the years following his founding of the Institute of International Education in February, 1919.… Here was a complete man—educator, author, internationalist, community leader, man of ideas and ideals, statesman and friend.… We have faith that the mark of Stephen Duggan is indelibly made.63 Although Duggan’s passing was a great loss to his colleagues, friends, and the wider international education community, the work of the Institute that he had helped to create continued. While Duggan’s passing marked the end of one era, the appointment of Kenneth Holland as president of IIE in 1950 signaled a new and vigorous era in the history of the organization. The California-born new leader of the Institute had already enjoyed a long career in international education and U.S. higher education, having served as Director of the Education Division of the Office of Inter-American Affairs, and

1940 - 1969

Beyond the physical expansion into new central headquarters and branch offices, the Institute took on numerous other coordinating efforts that fell under the broad umbrella of international education and development.

AFRICAN STUDENTS AND SCHOLARS One of the first classes of students and scholars from Africa arrives in New York in the 1960s.

as Assistant Director of the Office of International Information and Cultural Affairs at the U.S. Department of State. In addition to this work, he had also served as the first U.S. representative to UNESCO in Paris before IIE’s Board of Trustees tapped him to become President of the Institute.64 In 1947 Holland had also been appointed by the State Department to serve as Executive Secretary for the Fulbright Program’s Board of Foreign Scholarships, however, he was unable to accept the position because of his appointment to serve in the American Embassy in Paris as a liaison to UNESCO.65 Under Holland’s leadership, the Institute would continue its modernizing path into the second half of the twentieth century.

Along with the growing importance of the U.S. Department of State's Fulbright Program to the Institute’s regular operations in the 1950s, IIE continued to expand other activities it had started under Laurence Duggan.66 As a physical manifestation of the Institute’s growth, IIE moved to a new private headquarters on East 67th Street at Fifth Avenue in New York City, and, with grant support from the Ford Foundation, opened four U.S. regional offices in Chicago, Houston, Denver, and San Francisco in 1951.67 While IIE had been able to advise more than 50,000 people and select and place 4,250 people in exchange programs in its former New York headquarters and branch offices in Washington and Paris during the 1950–51 academic year, the new facilities allowed the Institute to expand its services.68 Beyond the physical expansion into new central headquarters and branch offices, the Institute took on numerous other coordinating efforts that fell under the broad umbrella of international education and development. For example, in 1948, UNESCO enlisted the services of IIE to arrange programs of international guests visiting the United States as part of UNESCO’s “reconstruction and special fellowships.”69 This work expanded and continued through the 1980s. In 1951, the Institute became the primary administrator for the Ford Foundation in the field of international education.70 Throughout the 1950s and ’60s, IIE administered a number of projects funded by the Ford Foundation, including the IIE Arts Division (1959), the Rural Teacher Training Program in

Lebanon and Syria (1960), and numerous other programs related to development and empowerment of different nations.

There were also a number of “reorientation” exchange programs, supported by the U.S. Army, between the United States and former Axis powers Germany, Austria, and Japan. These programs brought students from those former enemy nations to the United States in the hope of sharing U.S. values with these future leaders so they could take what they learned back to their home countries.71 In a similar way, the Institute supported other U.S. Army reorientation programs to bring students and, at times, national representatives, from occupied areas of Germany, Austria, Japan, and the Ryukyu Islands to the United States.

For example, from 1949 to 1952, IIE helped to support placement of 914 Japanese and 87 Ryukyuan students in American colleges and universities.72 By 1952, IIE’s involvement with supporting U.S. Army reorientation programs began to diminish; yet, the activity of the Institute continued. The Ryukyu Islands programs, later supported by the Okinawan government, continued well into the 1980s.

IIE’s commitment to rescue did not lessen in the 1950s, as it demonstrated again in 1956. That year, on October 23, a group of Hungarian students initiated peaceful protests calling for political and educational reforms of the authoritarian communist government, but these protests were put down by Soviet troops that overpowered the demonstrators and established a pro-Soviet government. As a result, nearly 2 percent of the country’s population fled, many of them seeking asylum in the United States.73 IIE took the lead in establishing a scholarship program for hundreds of Hungarian refugees who found their way to the United States.

Together with the World University Service, Catholic Relief Services, various placement agencies, and a number of colleges and universities, IIE implemented a screening process and placement plan for the Hungarian students. As part of this program, IIE worked with Bard College in Annandale-on-Hudson, New York, to set up an intensive English language and orientation center for three hundred Hungarian refugee students.74 Of the nearly thirty thousand Hungarian refugees who made it to the United States, almost a thousand were college-aged students, many of whom had been part of the initial protests.75

HOLLAND’S LEADERSHIP During his tenure as IIE’s President, Kenneth Holland (left), photographed here with Secretary of State Christian Herter and President Dwight Eisenhower, expanded the Institute’s role in global education and oversaw the first Fulbright exchanges between the Soviet Union and the U.S. PIONEERING LEADERSHIP IN INTERNATIONAL EDUCATION / 47

HUNGARIAN REFUGEES During and after World War II, the United States welcomed many students from Europe, including some who arrived as refugees. IIE served as a pivotal coordinator in the education of these new students, providing guidance and support to universities across the U.S. Here, Hungarian university students aided by IIE visit an American elementary school class in the 1950s.

This rescue work again demonstrated the Institute’s long-term commitment to supporting students and scholars in need and showcased the coordinating power of the Institute to mobilize needed support quickly and effectively.

This rescue work again demonstrated the Institute’s long-term commitment to supporting students and scholars in need and showcased the coordinating power of the Institute to mobilize needed support quickly and effectively.

Although the bulk of the Institute’s attention in this period was on incoming international students, the importance of Americans studying abroad was not forgotten. While the Second World War diminished opportunities for Americans to study in Europe during the 1940s, in the years following the war U.S. universities began sending students abroad again. The first institution to have a formal, faculty-led study abroad program back in the 1920s, the University of Delaware, resumed its Foreign Study Plan for the 1946–47 and 1947–48 academic years in Geneva, Switzerland. Another pioneer in study abroad, Smith College, staggered the reopenings for its programs. Smith moved its “Junior Year in France” program to Geneva in 1946–47 and reopened the Italy program in 1947. It also opened a Junior Year in Spain program in 1947–48 and moved the France program back to Paris in 1949. Additionally, in 1947, Rosary College, a Catholic institution in Illinois, renewed a junior year abroad program it had begun in 1931 in Fribourg, Switzerland.

By the middle of the 1950s there were at least twenty-two different junior year abroad programs with more than five hundred students, and by the 1959–60 academic year, there were more than fifty programs, with approximately fifteen hundred U.S. students studying abroad for official university credit on year-long, semester, or summer programs of different types.76 IIE established a new 48 / CHAPTER 2: 1940–1969

Special Committee on the Junior Year Abroad in 1945, formed with representatives from many colleges and universities, to promote the junior year abroad and respond to increasing demand.77 Twelve years later, in 1958, the Institute began a new publication series titled Foreign Study for U.S. Undergraduates based on a survey it conducted in 1957 of 1,298 colleges and universities on their study abroad programs.78 In 1963, in part as a response to concerns about the uncontrolled growth of study abroad through many substandard nonuniversity programs, the Institute of International Education partnered with the Association of American Colleges, the Experiment in International Living, and the Council on Student Travel to create a new service for colleges and universities. With funding from Carnegie Corporation of New York, this new service was called the Consultative Service on U.S. Undergraduate Study Abroad.79 The threefold purpose of the Consultative Service was explained clearly in its first publication, Undergraduate Study Abroad, U.S. College-Sponsored Programs: Report of the Consultative Service on U.S. Undergraduate Study Abroad (1964). First, the Consultative Service aimed to serve as a national clearinghouse for information about study abroad, including articles, announcements, descriptions, and evaluations of study abroad programs available to undergraduates, from the junior year abroad to summer study. Next, the service offered to publish information about the academic environment of other countries, to inform U.S. students of “favorable or unfavorable” situations for undergraduate student learning.

1940 - 1969 I N T E R N AT I O N A L I Z I N G THE ARTS

I

IE’s 1960 Annual Report noted, “the arts, which express human experience at its profoundest level, have always been one of the most powerful media of international communication.”80 The year before, recognizing the increasing importance of artistic exchanges, IIE established an Arts Division to expand exchange and increase the opportunities for foreign artists to visit the United States. This built on IIE’s previous support of young artists, such as its sponsorship of Van Cliburn to travel to Moscow in 1958 for the Tchaikovsky Music Competition despite the Cold War. The Arts Division supervised many programs and initiatives: • The Young Artists Project, through a grant by the Ford Foundation, brought outstanding young artists to the U.S. In 1959, the first cohort of seven writers travelled from coast to coast, meeting American colleagues, observing university classes, and attending theater rehearsals.

• The Kaufmann International Design Award focused international attention on the importance of design through an annual award to an individual or a group that demonstrated a consistent record of achievement in design.

The first award recognized the significant work of Charles and Ray Eames.

• The IIE–Music Committee worked with consultants to identify promising young musicians in need of funds to take part in international competitions ranging from the Chopin Competition in Warsaw to the Geneva International Music Competition.

• In 1962, IIE administered a program that allowed thirty-five American and European student-apprentices in theater, music, and dance to work under Gian Carlo Menotti at the Festival of Two Worlds in Spoleto, Italy.

IIE continues to recognize the value of the arts in bringing people together through its Artist Protection Fund (APF). Established in 2015 with funding from the Mellon Foundation, APF complements IIE’s scholar rescue efforts and fills a critical need in providing relief and safe haven to artists on a large scale, for extended periods. By February 2019, APF had supported thirty-three fellows from four continents, with recent fellowships awarded in categories including visual arts, filmmaking, and traditional music.

Finally, the Consultative Service provided advice for U.S. colleges and universities that were interested in establishing or reviewing their own study abroad programs. On the final point, the Consultative Service made it clear that it did not see itself as an “accrediting agency” but rather, “through the publication of objective information, and the impartial search for definitions of what constitutes high quality in foreign study, the aim of the service is to assist and encourage the institutions themselves to work toward higher standards and greater effectiveness, through self-evaluation and co-operation.”81 With the convening power of IIE, the Consultative Service encouraged colleges and universities to define their own objectives in study abroad, and provided the professional expertise to support American colleges and universities.

In 1964, the same year Undergraduate Study Abroad, U.S. CollegeSponsored Programs appeared, IIE moved to another office to meet the needs of the growing organization.82 The Institute’s new headquarters on United Nations Plaza featured a twelfth-floor conference

OPPORTUNITIES IN THE ARTS Top: Susan Starr is introduced by Conductor Gennady Rozhdestvensky at the International Tchaikovsky Competition in Moscow, where she won a prize for a piano performance.

Above: U.S. artist Richard Wengenroth (right) studied painting in Germany on a Fulbright grant.

room commissioned by, and named after, longtime IIE contributor Edgar J. Kaufmann Jr., designed by the renowned Finnish architect Alvar Aalto. In its new headquarters, the Institute continued to support U.S. colleges and universities in sending students abroad and providing more opportunities for diverse populations.

Up to the end of the 1960s, the Institute was spearheading initiatives to boost opportunities for underrepresented student populations. In 1969, IIE used funds from the Fiftieth Anniversary Campaign, as well as contributions from individuals and the Field Foundation, to offer study abroad scholarships to thirteen underrepresented minority students (eight African American, three Puerto Rican, and two Mexican American), to study in Colombia, Denmark, England, France, the Netherlands, Sierra Leone, and Spain.83 In the decades that followed, IIE would substantially expand these efforts with support from the U.S. Department of State, the Ford Foundation, and other donors. ●

PIONEERING LEADERSHIP IN INTERNATIONAL EDUCATION / 49

CHAPTER

“We can transplant hearts, split the atom, and dial Mongolia direct. We have reinvented the world, but we have not mastered the art of human relations. That has always been our greatest challenge—not unlocking the secrets of science, but learning the fundamental lesson of our own kinship with each other.”

U.S. AMBASSADOR TO THE UNITED NATIONS MADELEINE K. ALBRIGHT AT IIE’S NEW YORK HEADQUARTERS

100 YEARS of IIE

a beacon for others

responding to the emerging world order

1970 1999 through

s the Institute of International Education entered the final decades of the twentieth century, it was a multifaceted organization fully equipped to meet the demands of an ever-changing world. In 1970, the Institute celebrated its fifty-first anniversary.

IIE OFFICE LOCATIONS Beginning in 1919 with one small office in New York, IIE gradually grew into a leading international organization with eighteen offices worldwide. The Institute’s presence in cities across Asia, Europe, Africa, and Latin America underlines the organization’s global reach and a commitment to fostering education that transcends borders.

IIE Offices n Current IIE Offices n Current IIE Affiliates n Historical IIE Offices

52 / CHAPTER 3: 1970–1999

As IIE cleared the half-century mark, the United States faced many challenges. The country was embroiled in a war in Vietnam and an economic crisis at home. Investments in U.S. higher education dwindled.

Despite the challenges domestically and abroad, IIE was poised not only to respond but to lead the way in international education. The mature Institute continued to foster mutual goodwill and understanding through educational exchange and to continue the themes of public diplomacy, coordination and capacity building, international education thought leadership, rescue, and stewardship and inspiration. As the Institute’s President Kenneth Holland put it, “Support for international education and the agencies committed to it has been sharply reduced. However, funding cuts do not stem the flow of international exchange—far from it.”1 In the face of these challenges, IIE was ready. Headquartered in New York, the Institute had seven regional offices in the United States (Houston, Atlanta, Chicago, San Francisco, Denver, Washington, D.C., and Los Angeles) as well as five international offices around the world. Tokyo was introduced as the newest office in 1970, joining Hong Kong, Paris, Bangkok, Lima, and Nairobi. Thus, despite uncertainty about the future of international affairs in the 1970s, IIE stayed true to its mission and remained a steady ship in a sea of uncertainty.

1970 - 1999

Despite uncertainty about the future of international affairs in the 1970s, IIE stayed true to its mission and remained a steady ship in a sea of uncertainty.

Th e 1970 s : PR OG RE S S i n INTERNATIONAL EDUCATION

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art of IIE’s work in the early 1970s in the realm of coordination and capacity building focused on developing young people’s global perspectives. Project City Streets began in 1970 as a result of fundraising efforts following the Institute’s fiftieth anniversary. This endeavor brought international students to cities in the United States for internships, and it provided overseas study and observation opportunities for U.S. students from underrepresented minority groups, such as members of the Puerto Rican community in New York City.

Project City Streets also provided funding for black filmmakers in the United States to gain experience on a film called Kongi’s Harvest, filmed in Nigeria with the renowned African American actor Ossie Davis.2 In another effort of Project City Streets, Native American students travelled from the United States to Israel to study its kibbutzim system, higher education, and agricultural methods. Beyond offering opportunities for students to study overseas, the Institute raised money for Project City Streets to study drug abuse prevention programs in England and Western Europe as a way of addressing the wave of narcotics addiction that swept cities across the United States in the 1970s.3 During this challenging time in the United States, the leadership at IIE changed. After serving for twenty-three years, Kenneth Holland stepped down as President at the end of 1972. In office since 1950, Holland had spearheaded tremendous growth at IIE during his time at the helm. Serving 29,000 international students in Holland’s first year and nearly 150,000 in his final year, the Institute’s footprint

IIE HEADQUARTERS In 1964, IIE moved to new offices at 809 United Nations Plaza in New York City. On the twelfth floor of the building is the Edgar J. Kaufmann Conference Center, one of only four U.S. projects designed by celebrated Finnish architect Alvar Aalto. The new building would serve as the epicenter of IIE’s activities in the coming decades.

expanded to seven regional offices in the United States and six international offices around the world during his tenure.

Holland was President in 1964, when IIE’s headquarters moved to a modern thirteen-story building on United Nations Plaza.4 On the eve of his departure, in his final report, Holland reflected honestly on the “disillusionment” many Americans felt regarding international affairs, as a result of the Vietnam War, and nagging domestic problems, highlighted by poverty and despair in many of the nation’s major urban cores. Despite the challenges of the early 1970s, Holland expressed hope in young people and in international education: It is any wonder that this generation of youth questions “the establishment” and seeks a simpler life in which race, color, differences in religion, politics, and nationality are not barriers to friendly relations. If we could continue to expand these international educational activities, we could help this generation, disillusioned with the present world, build a new one in which our human and natural resources could be utilized more fully for the welfare of the people everywhere.5 A BEACON FOR OTHERS / 53

PROJECT CITY STREETS

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y the end of the 1960s, IIE began to think of new ways to address the challenges of poverty and limited access to high-quality education for those living in U.S. cities. To overcome these challenges, IIE introduced Project City Streets. The program brought visiting international students out of the classroom and into urban neighborhoods to assist with urban community programs focused on education and alleviating poverty.

These experiences enabled international students to see firsthand the challenges facing inner-city America.

Under the program, the Filmmakers Internship Project supported African American filmmakers in travelling abroad to study for their artistic projects. The program ran to the early 1970s as the Institute engaged in other ways to provide meaningful educational experiences for visiting students in the United States and for U.S. students abroad.

The first Director of the Peace Corps, R. Sargent Shriver, said the project was an innovative way of providing visiting students with “a three-dimensional educational experience during their stay in the United States. I can think of no better way to do this than by their being involved in our programs to combat poverty.”6

Holland’s dynamic leadership positioned IIE well to address the challenges of the latter half of the twentieth century. Following his departure, the Institute undertook an evaluation of its own work before naming Wallace B. Edgerton as President in 1973. As the New York Times reported, Edgerton had served as the Deputy Chairman of the National Endowment of the Humanities before being tapped to lead IIE.7 Holland agreed to continue his affiliation with the Institute by serving on the Board of Trustees, and continued to do so until his death in 1977.8 In the 1970s, the Institute continued to provide thought leadership and public diplomacy through its work on student exchange, including the U.S. Department of State’s Fulbright Program. In addition, IIE engaged extensively in coordination and capacity building in key parts of the Global South. By this time, major foundations looked to IIE for assistance in facilitating this

PRESIDENT WALLACE EDGERTON In 1973, Wallace B. Edgerton became IIE’s fourth President.

Edgerton would lead the Institute for a decade, until his retirement in 1983.

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BOUND BY THE STREETS An IIE publication, The World Is Bound by City Streets, describes programs designed to strengthen urban communities and introduce Americans to African cultural heritage, as well as to highlight opportunities for informational exchange among countries that could help solve urban problems.

important work. In 1970, the Ford Foundation and the Rockefeller Foundation enlisted IIE as the sole agency in the United States to support and employ all professional staff for the International Rice Research Institute in the Philippines, the International Maize and Wheat Improvement Center in Mexico, the International Center for Tropical Agriculture in Colombia, and the International Institute of Tropical Agriculture in Nigeria.9 IIE also administered study fellowships for mid-career professionals from the Global South to study agriculture, education, social sciences, science and technology, and business in universities in Latin America, Europe, Canada, and Australia. As part of its capacity-building efforts, IIE employed 115 experts in agriculture from American higher education institutions, including Ohio State University, North Carolina State University, and others to work in the Philippines, Mexico, Colombia, Nigeria, and other countries.10 In 1971, the U.S. Agency for International Development (USAID) and IIE partnered to support the East African Agriculture and Forestry Research Organization by enlisting agricultural scientists to provide research and support for up to four years. The same year, the Ford Foundation also provided a grant administered by IIE to support educational research, teacher training, and educational reform in Spain.11 In 1972, the Institute began administering the U.S. Department of State’s International Visitors Program.

This program brought foreign leaders and specialists to the United States for a month or more in 1974–75 to interact with professional peers. This program helped bring foreign leaders and specialists to the United States to strengthen their knowledge of U.S. society, professional practices, and culture. Many of these distinguished visitors came from developing nations and learned

1970 - 1999 about the U.S. approaches to urban transportation, energy, community college education, management of state and local government, and food and nutrition. By 1975, according to the U.S. Assistant Secretary of State for Educational and Cultural Affairs, John Richardson, alumni of the program included twenty international chiefs of state and 250 cabinet ministers.12 IIE continues to assist the U.S. Department of State with this program, now called the International Visitor Leadership Program (IVLP).

The Institute also collaborated with corporations and national governments on many projects that fostered capacity building and public diplomacy. For example, in 1973, IIE partnered with International Telephone and Telegraph (ITT) for a bilateral exchange program that offered more than sixty awards for graduate study every year for both U.S. and international students. At the time, this ITT International Fellowships program was the largest bilateral exchange program sponsored by a corporation.13 Abdul Aziz Adam, a South African recipient of the ITT International Fellowship who was enrolled in graduate studies at Western Michigan University in

In the 1970s, the Institute continued to provide thought leadership and public diplomacy through its work on student exchange, including the U.S. Department of State’s Fulbright Program.

ITT FELLOW Harold S. Geneen, Chair of ITT (far right), makes a presentation to ITT Fellow Tajudeen Agbetan of Nigeria as Terry Sanford, President of Duke University, and Wallace B. Edgerton, President of IIE, look on.

A BEACON FOR OTHERS / 55

S OU T H A F R I CA E D U C AT I O N P R O G R A M 1979–1992

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he South Africa Education Program (SAEP) served black South Africans who failed to receive adequate education under apartheid, operating from 1979–1992. IIE first put together a consortium of U.S. universities, led by Harvard University President Derek Bok, to host talented black South African undergraduates. Grants from Carnegie Corporation and the Ford Foundation in 1980 provided support to ensure these disenfranchised students could have professional experiences and widen their horizons. The program partnered with the Educational Opportunities Council (EOC) in Johannesburg with Archbishop Desmond Tutu as its founding leader. Ultimately, SAEP worked with 172 colleges and universities, and 1,659 students completed their degree programs. Of all participants, 95 percent returned to South Africa.

The success of the SAEP is evident in the voices and achievements of its participants:

Jonathan Jansen Jonathan Jansen earned an MS from Cornell and a PhD from Stanford University before becoming Vice Chancellor and Rector of the University of the Free State. He also served as Fellow for the American Educational Research Association and as Fellow of the Academy of Science of the Developing Worlds. When asked about the impact of SAEP, Jansen replied, “It’s about the magnitude of that contribution that we have yet to appreciate. And I think it’s huge. I can give you the names of twenty people without thinking who are in leadership positions now because of this program.”

John Volmink

Caroline Ntoane

John Volmink, who was born and raised in Cape Town, South Africa, earned his PhD in mathematics education at Cornell University in 1988. After returning to South Africa, Volmink directed the Centre for Advancement of Science and Mathematics Education in Durban and served as Vice Principal at the University of Natal, as well as the Pro-Vice Chancellor for Partnerships at the University of KwaZulu-Natal.

Dr. Caroline Ntoane earned her master’s in public health from Columbia University, returning to South Africa to become the first Director of Health for the North West Province. Her work focused on the status of women in rural communities and the consequences of low status for women’s health.

Discussing why this degree was so important, she noted, “The need for black scientists, especially women, capable of gathering and applying data in health services is particularly acute in rural areas, which are badly served.”

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1970 - 1999 Kalamazoo, said this of his experience in the United States while on the fellowship: With every new experience, every new encounter in the United States, I find myself wishing that all the peoples of South Africa could feel and see that living together is more enriching than being intolerant of difference … Living in a truly international atmosphere has given a new dimension to my self-concept: I no longer feel different, but a significant member of a world community.14 IIE also enlisted the services of former Senator J. William Fulbright, who began in 1976 as its special representative and developed new exchange programs by visiting government officials from many countries in Latin America and the Middle East, including Brazil, Colombia, Mexico, Venezuela, Algeria, Iran, Iraq, Kuwait, and Saudi Arabia.15 IIE’s work to promote capacity building in other nations included providing the administrative coordination of the Venezuelan government’s “Gran Mariscal de Ayacucho” scholarship in 1974, which trained Venezuelan students of lower socioeconomic status (from rural areas) in fields critical to the country’s needs. In 1975, Wallace Edgerton explained that the program had a “special significance” to IIE because it was the first to be administered for a government outside the United States and it was an “opportunity for the Institute to involve itself from the beginning— and at many levels—in the training of manpower resources for a nation rapidly expanding its industrial and technical base.”16 Throughout the latter half of the 1970s, IIE assisted more than ten thousand grantees each year in these programs focused on capacity building.17 IIE also continued coordination of several major U.S. government programs in the 1970s. In 1978, the U.S. government’s International Communication Agency enlisted IIE to administer a new program designed to support the development of young professionals from the Global South. Named after the former Vice President and IIE Trustee Hubert H. Humphrey, this program was aimed at developing talent by educating mid-career professionals and future leaders of other nations. At the announcement of the Hubert H. Humphrey NorthSouth Fellowship Program at the White House on December 5, 1978,

THE SPIRIT OF MUTUAL RESPECT Vice President-Elect Hubert H. Humphrey (left), Coretta Scott King (center), and Civil Rights leader and Nobel Peace Prize Laureate Dr. Martin Luther King Jr. (right) attend a rally at Harlem’s 369th Regiment Armory.

Senator Hubert Humphrey, namesake of the fellowship program, believed in the profound impact of international education and the spirit of mutual respect.

President Jimmy Carter expressed hope that the program would benefit both the people of other nations and the United States because it would foster greater political, social, and cultural relations between the U.S. and participating nations. He also noted that the namesake of the program, Senator and Vice President Humphrey, was an individual who believed in the profound impact of international education and the spirit of mutual respect. As Carter described Humphrey: He always exemplified what this program is supposed to accomplish, that is, a deep belief in the human spirit, the value of human progress, hope in the face of at least partial discouragement and sometimes even despair, the breaking down of barriers that exist between people because of difference in heritage or race or country of origin or formal opportunity of their families … Senator Humphrey also believed that the crucial element in the growth of a person was in education, formal education, of course, but the stretching of one’s mind and heart in every conceivable way.18 In addition to the Hubert H. Humphrey North-South Fellowships, IIE started the South Africa Education Program in the late 1970s, during apartheid, in the same spirit of capacity building. IIE established a program “intended to increase the number of black professionals trained in engineering, management, and technical fields, and to strengthen the preparation of black faculty in universities, teachers’ colleges, and technical schools.”19 In 1979, the Institute received commitments from nearly fifty American universities to set aside awards for these South African black students, whose academic opportunity at home was severely limited by the policy of apartheid. With support from the Ford Foundation and Carnegie Corporation, as well as corporate donors, the program was launched by the end of the 1970s with five graduate students enrolled in master’s degree programs and an additional ten students planned for 1980.20 The South Africa Education Program (SAEP) utilized knowledge and expertise from South Africa in a collaborative way. A committee chaired by Bishop Desmond Tutu and South Africa’s black community selected students for the program. Over the next decade, SAEP provided scholarships to hundreds of young South Africans who later helped lead their country in the postapartheid era. In the 1990s, USAID would join with the SAEP to fund scholarships for many more black South Africans. In these many ways, the Institute’s efforts to develop leadership and capacity building in other nations had a profound impact. These efforts offered vital education that informed current and future world leaders about the United States, and also provided these individuals with essential knowledge and networks they could use to strengthen and lead their countries.

A BEACON FOR OTHERS / 57

A B EAC ON for I N TE R NAT I O NA L EDUCAT I ON i n the 1 9 80 s

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espite the efforts of IIE throughout the 1970s, many leaders in international education were concerned about the state of international education at the end of the decade. Many believed the United States needed to enhance its efforts in the field. Within U.S. higher education, Clark Kerr, the former Chancellor of the University of California, Berkeley and former President of the University of California system, questioned why so few Americans were concerned with international affairs. He worried that the average college-educated American’s understanding of the world had diminished and that international programs in higher education had languished in the 1970s. Kerr hoped to reinvigorate international education by encouraging American colleges and universities to commit to becoming part of the world by providing “more attention to global perspectives and languages in the development of the curriculum.”21 Another prominent voice in this discussion was that of President Jimmy Carter, who issued an executive order in April of 1978 creating a commission to consider the status of foreign language and international studies education in the United States. The President urged the commission to assess the need for further training in these areas across all levels of education, from primary to postgraduate studies.

When the commission’s report came out in 1980, the findings were blunt, stating, “Americans’ scandalous incompetence in foreign languages also explains our dangerously inadequate understanding of world affairs. Our schools graduate a large majority of students whose knowledge and vision stops at the American shoreline …”22 IIE vowed to support efforts to rectify this shortcoming, and convened sixty-five different agencies to participate in the Conference on International Education: The Global Context, the U.S. Role. In the end, the conference mobilized more than eight hundred men and women to unify in support of common concerns in the realm of international education.23 Among the dignitaries in attendance was President Carter’s Commissioner of Education, Ernest Boyer, who remarked that the event was a “historic conference” because the multiple educational organizations, corporations, and government leaders were all “committed

in spirit, if not in intellectual nuance, to the relationships we have to other fellow humans all around the world.”24 So, because of the concerns raised by the Presidential Commission, IIE used its convening power as a coordinating hub to chart a positive direction for the future of international education.

Within the Institute, President Wallace Edgerton noted that: … IIE’s strategy in planning for the Eighties is to: build from strength in a period of fiscal exigency; become as much as possible the captain of its own fate by designing innovative programs of demonstrable value; educate the community and the citizen; both advocate and prove our conviction of international education’s usefulness to decision makers in Washington and the donor community.25 Sixty years of collective wisdom generated by the Institute of International Education informed Edgerton’s words. By 1980, IIE had weathered many storms—world wars, financial crises, and many other challenges—so the doldrums of the 1970s were far from insurmountable.

The President of the University of Pennsylvania and Chairman of IIE’s Board in 1980, Martin Meyerson, noted the challenges and acknowledged IIE’s role in addressing these needs. Meyerson explained the U.S. university budgets were tight, “… fewer appointments of faculty [were] made from abroad, fewer fellowships and scholarships [were] available” and there was less money available to support education abroad and international travel.26 In this context, the IIE board chairman explained that the Institute needed to be a “beacon to further the whole international atmosphere of learning.”27 In 1980, IIE demonstrated its extraordinary capacity to be that beacon to higher education and advance the core principles that had been the foundation of the Institute since 1919. In terms of public diplomacy, by 1980 IIE was assisting ninety-four different countries to participate in the U.S. Department of State’s Fulbright Program.

Beyond this, there were 286,000 international students studying in the United States, with IIE providing some type of sponsorship for 3,688 of these students.28

Clark Kerr hoped to reinvigorate international education by encouraging American colleges and universities to commit to becoming part of the world by providing “more attention to global perspectives and languages in the development of the curriculum.”

CELEBRATING EDUCATION President John F. Kennedy visits Lawrence Radiation Laboratory and Charter Day Celebration with University of California President Clark Kerr on March 23, 1962.

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1970 - 1999

Martin Meyerson, IIE Board Chairman, explained that the Institute needed to be a “beacon to further the whole international atmosphere of learning.”

1979 IIE CONFERENCE In 1979, IIE hosted a national conference centered on the role of the United States in furthering international education. Here, sixty-five affiliated agencies and organizations gathered, along with notable scholars and experts including historian Asa Briggs (top left), Alexander Kwapong, of the University of Ghana (top right), to plan for the future of international education. Right: IIE President Wallace B. Edgerton speaks with Mrs. John L. Loeb, IIE Trustee.

Bottom: Evelyn Lear greets Senator J. William Fulbright after the concert in his honor.

One example of coordination within higher education was the introduction of the Register for International Service in Education (RISE) and the International Faculty Lecture Bureau. RISE was a job registry for U.S. faculty members interested in overseas service in less-developed nations. The program helped U.S. faculty members identify new overseas teaching opportunities and allowed them to provide their expertise to universities abroad. With the International Faculty Lecture Bureau, IIE used its computing resources to match international faculty members with U.S. institutions that were interested in supplementing their institutions with expertise from abroad. The new technology at IIE provided a digital resource that paired international scholars from far-flung places with American institutions that had previously not been aware of the international human resources available to them.29 The Institute also demonstrated its strengths in capacity building by supporting students from less-developed nations to help them become leaders. For example, the U.S. Department of State’s Hubert H. Humphrey North-South Fellowships brought mid-career professionals from the Global South to the United States for a year of practical study in fields such as agriculture, public health, planning, and resource management. This program, administered by IIE, was designed as a catalyst for both individual growth and national development of leaders to meet the needs of their home nations. The South Africa Education Program introduced a National Council to provide policy guidance, chaired by Harvard University President Derek Bok. As an indicator of the program’s success, one South African participant said: For one who has spent all his university life at a black university in South Africa, my intellectual experiences here have been stimulating and enlightening.… I feel more enriched and human than I was before. All my experiences taken together have been eye and mind-openers. I sincerely hope that as many black South Africans as possible can have similar opportunities to breathe unstifling air.30 Approximately 60 percent of the students in programs IIE administered were from Asia, Africa, the Middle East, or Latin America, A BEACON FOR OTHERS / 59

P R E S I DE N T I A L S U P P O R T O F I N T E R N AT I O N A L E D U C AT I O N

EXECUTIVE ORDER 12054 President Jimmy Carter expressed his support for international education with Executive Order 12054 by establishing the President’s Commission on Foreign Language and International Studies on April 21, 1978.

“International exchanges are not a great tide to sweep away all differences.

But they will slowly wear away at the obstacles to peace as surely as water wears away a hard stone.”

PRE S I DE N T GE O RGE H . W. BUSH A COMMITMENT TO EDUCATIONAL EXCHANGE In celebration of IIE’s seventieth anniversary, Henry Kaufman, Chairman of IIE’s Board of Trustees, presents a Steuben glass sculpture of an eagle and a globe to President George H. W. Bush in recognition of his contributions to international education. The ceremony took place October 25, 1989, at the White House. The eagle, Dr. Kaufman said, represents “the leadership and strength of the United States; the globe the worldwide nature of our challenges.” IIE President Richard M. Krasno (center), urged concerted commitment to educational exchange to meet the educational challenges of the new decade.31 60 / CHAPTER 3: 1970–1999

1970 - 1999

and many of these students were in programs sponsored by the Ford Foundation, UNESCO, USAID, the U.S. Department of State, and governments of other nations, in order to build leadership for their home nations.32 In 1980, IIE also supported American students seeking overseas educational opportunities by providing grants to fund graduate study abroad. That same year, the Institute also upheld its commitment to international education thought leadership by publishing a wide array of materials. In 1980, IIE distributed more than sixty thousand pieces of resource material, including its annual international census Open Doors, produced with support from the U.S. Department of State, basic fact sheets, comprehensive reference books such as the Learning Traveler series (a guide to study abroad for U.S. students and their campus advisers), U.S. College-Sponsored Programs Abroad: Academic Year (a description of full-year programs), Study of Agriculture in the U.S.: A Guide for Foreign Students, and IIE’s Practical Guide for Foreign Visitors and Fields of Study in U.S. Colleges and Universities. To continue its dedication to good stewardship and its commitment to inspiring students, IIE cultivated relationships with national governments, foundations, corporations, and other philanthropic organizations and encouraged students and scholars to engage in the many programs spearheaded by the Institute.

As it had done in the 1970s, IIE continued to focus on the Global South throughout the 1980s. In 1982, IIE Board Chairman Martin Meyerson emphasized the Institute’s commitment to coordination and capacity building by describing a diverse assortment of projects coordinated by IIE that shared the common thread of applying “… the resources of education and research to meeting the specific needs of developing nations.”33 That year, of the 325,000 students studying in the United States, a large percentage were from the Global South and were focusing on technical skills that would provide them with the knowledge they needed to support their home nations in the areas of economic development, public health, and other technical fields.

IIE’s U.S. regional offices supported local higher education institutions in welcoming incoming exchange programs. IIE also took on specific projects sponsored by the U.S. government to support countries in the Global South. For example, in 1983, the U.S. Agency for International Development chose IIE to administer a large manpowerdevelopment project in Zimbabwe, which provided education for more than two hundred awardees in health, agriculture, management, education, and technical manpower development and aimed to enhance newly independent Zimbabwe following more than a decade of civil war.34 Michigan State University had established itself as an institution of higher learning in the United States with extensive expertise in the African continent, and IIE enlisted MSU’s services in this USAID project.

By the end of the Zimbabwe Manpower Development program, many positive outcomes had accrued. For example, despite the word “manpower” in the program’s name, many women received this award and trained to receive certifications in traditionally male-dominated fields. In total, approximately one-third of the recipients of long-term and short-term awards were women who went on to earn graduate and undergraduate degrees in the fields of biochemistry, agricultural economics, and electrical engineering.35

ZIMBABWE MANPOWER DEVELOPMENT PROGRAM Lovemore Mandinyena of Harare studied pharmacy at Long Island University through the Zimbabwe Manpower Development project, which IIE administered for USAID. He said that his education would help him support the integration of traditional African and Western pharmaceutical practices in Zimbabwe.

In addition to the work IIE carried out in capacity development, the Institute expanded its services by bolstering its international offices throughout the 1980s. In 1983, IIE opened a new office in Indonesia, a nation that was playing a larger role in the region with substantial interest in educational development and partnership with the United States. From the mid-1970s to 1982, the number of Indonesian students in the United States had quadrupled, so IIE believed that it “… could make significant contribution to educational development by offering fellowship services and other forms of higher educational cooperation to Indonesian agencies and institutions through a new office.”36 In the same year, the Institute also introduced an office in Harare, Zimbabwe, to support the USAID Zimbabwe Manpower Development program, as well as a new U.S. Education Center supported by the U.S. Department of State’s Bureau of Education and Cultural Affairs in its existing branch office in Mexico City, Mexico. In addition to providing resources A BEACON FOR OTHERS / 61

on exchange services and higher education programs in the United States for Mexican citizens, IIE’s Mexico branch office offered an outreach program to Mexican high school students.37 In 1985, IIE opened an advising office in Guangzhou, China, called the Guangdong American Study Information Center, with funding from the Luce and Lingnan Foundations. This international office provided academic guidance and information materials to Chinese students and scholars who were seeking education and training in the United States. The center served more than fifteen thousand students in its very first year and offered the only open stacks library that Chinese students could access for such research efforts. The number of students from China enrolled at U.S. higher education institutions had increased over the course of one year by 38 percent, from 10,100 in 1984–85 to 13,980 in 1985–86.38 Following a devastating earthquake in Mexico City in 1985, IIE staff in the Mexico regional office had to relocate to temporary facilities, yet they continued to serve the public by providing educational advising and participating in earthquake relief efforts. The U.S. Embassy recognized the IIE Mexico office for its relief efforts at an award ceremony in 1986.39 By the final year of the decade, IIE Thailand provided educational advising to thousands of students and, on behalf of the Educational Testing Service, administered the Test of English as a Foreign Language (TOEFL) to more than 10,500 Thai students. IIE’s staff in the Indonesia office facilitated nearly 1,000 TOEFL exams in Java, Sumatra, and Kalimantan.40 While its Guangzhou office closed in early 1989, IIE continued to operate internationally through offices in Hong Kong, Indonesia, Mexico, Thailand, Egypt, Ethiopia, Sri Lanka, and Zimbabwe.

With the fall of the Berlin Wall, IIE made plans to open an office in Budapest, Hungary, to serve Central Europe.41 Together with the six offices in the United States (New York, Washington, D.C., Chicago, Denver, Houston, and San Francisco), the Institute’s overseas offices advanced the organization’s mission into its seventieth year of existence.

The work of IIE staff in the United States and around the world furthered the Institute’s capacity to promote public diplomacy, inspiration, and thought leadership in international education. According to Open Doors, the number of international students in the United States grew from 286,343 in 1979–80 to 386,851 in 1989–90, and the total number of Americans studying abroad grew from 29,819 in 1979–80 to 70,727 in 1989–90.42

During this decade, IIE also sought to understand more comprehensively, by engaging in research, how U.S. higher education institutions were working with their incoming and outgoing students.

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IIE’s mission was reflected in more than growth in the number of students served, however; several special exchange projects in the 1980s stood out for their timeliness and relevance. In 1986, during the year that Mikhail Gorbachev used the term “glasnost” as a political slogan for openness and transparency, the U.S. and the U.S.S.R. entered an agreement to facilitate the exchange of Soviet and American undergraduate students, which was initiated in 1987 with the exchange of sixteen undergraduates from the Soviet Union and graduating seniors from the United States.43 Supported by the U.S. Department of State and administered by IIE, the program expanded in 1988 with incoming undergraduate students in a range of fields, such as philosophy, American history, public finance, TV journalism, advertising, economics, technical innovation, and water management. American students studied the impact of reforms on the Soviet economy, journalism, and biology.44 Beyond academic exchanges like these, the Institute made connections with new constituencies, including those working in the arts. In 1987, with support from the Rockefeller and Ford Foundations, Arts International Incorporated merged into IIE to generate new exchange opportunities in the arts and to provide more information to interested artists in the United States and abroad. In just its first year, the Arts International (AI) program assisted a young American composer in getting funding to attend international premieres of his work in Italy and Germany, and helped the Oberlin Dance Company of San Francisco find new performance sites on its tour of Australia and Southeast Asia.45 The Institute also partnered with the National Endowment for the Arts to publish the following booklets: Arts on the Move: A Guidebook to Travel Funds, Presenting the Traditional Performing Arts in Non-Western Cultures, A Guidebook to Travel Funds in the Public Sector, and Touring South America.

Whether advancing the arts or exchanging students at the opening of the Soviet Union, the Institute continued to expand international exchanges in the 1980s.

During this decade, IIE also sought to understand more comprehensively, by engaging in research, how U.S. higher education institutions were working with their incoming and outgoing students. With the support of the Ford Foundation, the Institute established a new unit devoted to policy and research in international education, led by Dr. Elinor G. Barber. The first major publication of this unit came in 1983, with Absence of Decision: Foreign Students in American Colleges and Universities by Craufurd Goodwin of Duke University and Michael Nacht of Harvard University. To gather data for Absence of Decision, Goodwin and Nacht visited twenty higher education institutions in Florida, Ohio, and California, as well as universities in Michigan and New York. This seminal publication was notable for its critical take on America’s overall international education efforts. The report noted that there had been dramatic growth in the number of international students in the United States without any clear national policies in place to support these students.46 The Institute affirmed that it would use the publication to promote further dialogue and conferences to address the needs of international students on U.S. campuses.47 Two other key publications were issued that same year, Black Education in South Africa by IIE Vice President David R. Smock and A Survey of Policy Changes by Elinor Barber.

In 1988, Goodwin and Nacht reviewed the other side of international student mobility by conducting interviews at forty study abroad program offices at U.S. colleges and universities of different missions and sizes in the states of California, Illinois, Massachusetts, and Texas.49 The publication that resulted from these interviews was called

1970 - 1999

Whether advancing the arts or providing support to students at the opening of the Soviet Union, the Institute continued to expand international exchanges to great effect in the 1980s.

U.S.S.R. EXCHANGE PROGRAM U.S. participants in IIE’s U.S.–U.S.S.R. Student Exchange Program wait for a bus to the airport on the morning of their departure for the Soviet Union. The national competition through which students were selected aimed to reach participants young enough to be in the process of shaping career plans yet mature enough to be able to interpret and integrate their experiences into their education. Their Soviet counterparts were in the last year of five-year degree programs.

Abroad and Beyond: Patterns in American Overseas Education. Like Absence of Decision, Abroad and Beyond noted growth in the numbers of students going abroad, but found no policy consensus on how to manage study abroad programs or to address the variety of motivations and methods for overseas study. On the highly selective and elitist nature of study abroad, Goodwin and Nacht reported that study abroad programs could be accused of discriminatory impact along several levels, “intellectual, economic, racial and/or ethnic, and by age, marital status, and physical handicap.”49 These publications demonstrated IIE’s continued thought leadership in international education and generated future discussions and actions in the field.

The decade opened with IIE Board Chairman Martin Meyerson stating that IIE was and could continue to be a beacon to further international education into the future. By the end of the 1980s, the Institute’s myriad activities throughout the decade carried out this promise even as IIE itself grew and changed. There had been two Chairmen of the Board since Meyerson’s call for the Institute to be a beacon—former U.S. Senator Charles H. Percy and economist Henry Kaufman. The leadership within the Institute had also changed, from Wallace Edgerton, who served as President from 1973 to 1983, to Richard Krasno, former Assistant Secretary for Education, who continued to steer the ship through the 1980s and 1990s.

Beyond the changes in the Institute, the world, too, had changed dramatically. Indeed, 1989 proved an historic year, signaling the end

of the Cold War in Europe with the fall of the Berlin Wall and an easing of tensions between the Soviet Union and the United States.

In his final annual report of the decade, Richard Krasno noted the changes in the world and expressed the urgency of fostering mutual understanding between “East and West,” both for the immediate and long-term benefits of the greater world: The case for international exchange has sometimes been a difficult one to make, because its benefits are for the most part long term and cumulative in nature. But in the events in Eastern Europe and the Soviet Union in 1989—in the clear cries for democratic reform and greater freedom of expression—there is perhaps some vindication of the value and impact of such programs.…Those of us committed to international educational exchange believe that such activities not only are responsive to needs but also contribute directly to building a better, more peaceful and just future.50 In this new milieu of a changing world order, IIE entered its seventieth year poised to serve as the beacon of inspiration and leadership that its former Board Chairman had promised at the onset of the decade. The Institute, an organization that began just after WWI in a one-room office in New York, had grown to a worldwide entity with more than 350 staff members spread throughout a dozen offices around the world. Its range of programs and sponsors were providing services to tens of thousands of participants globally.

A BEACON FOR OTHERS / 63

LEADING I N TE RNAT I O NA L E D UCAT I O N i n a C HANG I NG WOR L D : The 1 9 9 0 s

T

he 1990s opened on an optimistic note, grounded in the reality of the post–Cold War era but laced with a tinge of pessimism about the unsettled nature of the Middle East.

As IIE President Richard Krasno and Board Chairman Henry Kaufman explained: The 1990s began with tremendous promise, with the world witnessing the end of the Cold War and the emergence of fledgling democracies across the face of Eastern Europe. While certainly that promise still exists, we have all been sobered by developments over the past year. The threat of chaos in the Soviet Union, the resurgence of old animosities in East Central Europe, and the outbreak of war in the Middle East remind us all too well that we live in a dangerous and unpredictable world—a world with which the United States is inextricably bound.51 Krasno and Kaufman’s opening salvo to meet the promise of the changing world, while mindful of geopolitical challenges, was firmly woven into the fabric of IIE. Just as the founders of the Institute were pragmatic idealists, Krasno and Kaufman continued to lead IIE as an organization inspired by optimism yet mindful of present-day realities. The pragmatic idealism that had so informed the work of 64 / CHAPTER 3: 1970–1999

the Institute’s founders in the early decades remained an important guiding force in the last decade of the twentieth century. During this era, especially in the 2000s, IIE made a strategic decision to extend its work to include greater collaboration with the private sector, especially private foundations and multinational corporations that saw the need to develop global talent and support their local communities.

With the fall of Communism in East Central Europe (ECE) and the thawing relationship between the United States and the former U.S.S.R., IIE put its early efforts of the 1990s into exploring how best to infuse the newly freed markets with educational opportunities.

Coordination and thought leadership were both vital elements of this work. Together with the U.S. and ECE governments, IIE worked with academics, business leaders, and politicians to meet the demands for information and education in East Central Europe. IIE had already

GLOBAL OPTIMISM Following the end of the Cold War, a spirit of hopefulness toward the future of international relations emerged. With the world turning toward liberal democracy, the value of international exchange gained greater recognition and more nations began to appreciate education not just as a national responsibility but as a global mission.

1970 - 1999

Just as the founders of the Institute were pragmatic idealists, Krasno and Kaufman continued to cultivate IIE as an organization inspired by optimism yet mindful of present-day challenges.

IIE’S PRESIDENT AND CHAIR OF THE BOARD Richard Krasno, President of IIE, and Henry Kaufman, Chairman of the Board, worked throughout the 1990s to expand the Institute’s vision of educational exchange as a vehicle for goodwill among nations, but they also understood the challenges posed by instability in Eastern Europe and the Middle East.

opened its office in Budapest to serve countries throughout the region, in cooperation with the Educational Testing Service (ETS), the U.S. Information Agency, and local higher education institutions.

In the early part of the decade, English language learning was in high demand, so IIE used its convening power and coordination capacity to provide information to hundreds of Americans seeking new teaching opportunities in the region. Additionally, the Andrew W. Mellon Foundation funded an IIE summer workshop for Czech and Slovak economics professors.52 In 1991, the Ford Foundation helped fund IIE’s East Central Europe Higher Education Information Exchange to assist institutions of higher learning in the United States and East Central Europe. Its first publication, Raising the Curtain: A Report with Recommendations on Academic Exchanges with East Central Europe and the USSR (1991) by Dr. Barbara Burn, was followed by Where Walls Once Stood by Mary Kirk, the second Director of IIE Budapest, and Fortifying the Foundations by Mark Lazar, the next Director of IIE Budapest in the 1990s.

In addition to publishing such works, IIE implemented programs for professional development in the emerging world order. In 1994, IIE designed a professional development program, sponsored by the U.S. Department of State, for young American professionals in the fields of business, economics, law, journalism, public administration, and international relations to study and better understand new market economies, democratic processes, the press, civil liberties, and political rights in East Central Europe.53 Throughout the 1990s, IIE’s ECE office, based in Budapest, provided information to students and scholars from the United States and across East Central Europe, coordinating conferences and discussions that advanced higher education in East Central Europe.

As a testament to IIE’s role as a key coordinating hub and thought leader for international education in the world, the U.S. government continued to enlist the Institute in several important endeavors that had a significant impact on international education at the end of the millennium. In 1992, the United States Agency for International Development (USAID) worked with IIE to establish a new initiative

for U.S. MBA students, between their first and second years, to learn and serve in developing nations in the new Free Market Development Advisers Program. The program was designed to provide advice to small and medium-sized private-sector companies in “USAID-eligible countries,” such as Chile, Guatemala, Nepal, Dominicana, Mali, Botswana, the Gambia, and the Philippines, and aimed “to strengthen host countries’ private sectors while giving the students international experience.”54 In 1994, IIE published Portraits of Small Business from the Global South, which featured the reflections of sixteen American MBA students and created case studies of the companies with which they consulted. The publication went on to have multiple editions, and was used in American MBA courses for many years.

The program grew to include more than 250 advisers and expanded to fifty countries. Known today as the Emerging Markets Development Advisers Program (EMDAP), it continues to play a role in providing consultants to assist in USAID projects that address specific needs in economic growth, education, public health, youth development, humanitarian aid, and other areas.

Another important partnership between IIE and the U.S. government, designed to address the critical needs of the post–Cold War era, was the bipartisan National Security Education Program (NSEP).

In 1991, President George H. W. Bush signed into law the National Security Education Act, which had been spearheaded in Congress by Oklahoma Senator David L. Boren. In a 1992 Foreign Affairs article, Boren argued that the decline of the Soviet Union meant the United States had to align its foreign policy strategy with national economic interests. In this new mode of foreign engagement, Boren suggested that the economic and moral force of the United States would be more persuasive than the military might it had displayed in the previous decades. A vital component of this new strategy would be a smarter, more multilingual group of foreign specialists and trained college students.55 An important element of the NSEP was a mandate to send a more diverse set of Americans into the world to address the national security interests of the United States. IIE implemented this new A BEACON FOR OTHERS / 65

IDA SOBOTIK Fulbright Student Ida Sobotik, who studied community development, gives a talk on American culture to grade school students in Taiwan.

scholarship program to find the widest array of students to, as the Institute put it in 1994, “Build U.S. Competence for a Multicultural World.” In 1994, more than 1,800 undergraduates attending over 400 colleges and universities applied, and in May of 1994 the first 312 NSEP scholarships were awarded for study in forty-eight countries.56 Because the NSEP had a mandate to send a more representative base of Americans to areas of the world deemed to be in the national security interest of the United States, those principles aligned with the goals of many in the study abroad community who were encouraging more diverse participation. As the coordinator of study abroad programs at Spelman College, Margery A. Ganz, put it, “I think this [NSEP] represents a real funding source for underrepresented groups.”57 In these ways, IIE, through its collaboration with NSEP, expanded the profile of U.S. study abroad, while also meeting the national security needs of the United States. Since 1994, NSEP has supported more than 6,000 students who went on to work in national security positions.

The Fulbright Program celebrated its fiftieth anniversary in 1996.

Although IIE had been a pioneering organization for international exchange and public diplomacy since 1919, its implementation of the U.S. government’s Fulbright Student Program became a flagship initiative for the Institute in the years following the Second World War. In 1996, IIE participated in the Fulbright’s fiftieth anniversary celebration at the White House. President Clinton marked the occasion by acknowledging the past and looking toward the future, saying, “For hundreds of thousands of scholars here and abroad, [the Fulbright Program] has cemented America’s mission as a nation that is … engaged in 66 / CHAPTER 3: 1970–1999

“For hundreds of thousands of scholars here and abroad, [the Fulbright Program] has cemented America’s mission as a nation that is … engaged in the world community.”

PR ESIDENT BILL CLINTON

the world community.… Let us pledge to do all we can to give the Fulbright Program to future generations of aspiring young people across the globe.”58 Since 1946, Fulbright had sponsored exchange opportunities for nearly 380,000 students and scholars from the United States and 160 countries. The public-private partnerships supporting the Fulbright Program included higher education institutions, private citizens, corporations, foundations, and the U.S. and foreign governments. In 1996, the United States Information Agency selected IIE to house the Council for International Exchange of Scholars, which administered the Fulbright Senior Scholars Program. IIE also continued to administer the Fulbright Student Program, as it has since its inception.

By the end of the 1990s, Fulbright continued to thrive, with 2,800

1970 - 1999 students and 1,400 faculty members participating in the program to broaden their own cultural horizons and foster mutual understanding between nations.59 At the end of the century, Fulbright was a model of public diplomacy and goodwill in a world far more interconnected than it had been in the middle of the century.

Inspiration was another vital aspect of IIE’s work in the 1990s.

Although promoting access to international educational opportunities had always been a part of IIE’s mission, in the 1990s, the Institute undertook more deliberate efforts to expand access to a wide array of individuals from a variety of backgrounds. Programs such as the South Africa Education Program (SAEP), which had launched in 1979, continued to develop capacity in South Africa. In particular, the program helped prepare black South Africans to play key leadership roles in postapartheid South Africa. In 1992, the SAEP awarded 1,350 black South Africans scholarships with funding from USAID, corporate donations, and the support of more than 149 participating colleges and universities.60 IIE also worked to support women across the globe in their international pursuits. To highlight this work at IIE’s Seventy-Fifth Anniversary Gala Benefit dinner, Mary Robinson, President of Ireland, was awarded the Stephen P. Duggan Sr. Award for outstanding contributions to international cooperation and understanding.

At her acceptance speech, Robinson spoke eloquently on the international bonds between women: Many of our new leaders will … be women … [with] more than a little to teach us about values and standards and priorities .…

Women leaders will reach out to each other in instinctive solidarity as the similarities of approaches worldwide become evident … promoting self-help groups and networks, harnessing their energies to promote “bottom up” rural and urban regeneration.61 In the spirit of solidarity and bonding between women leaders, IIE launched in 1995 the Elisabeth Luce Moore Leadership Program for Chinese Women to support month-long study tours in the United States for female NGO leaders from China’s mainland, Hong Kong, and Taiwan to share ideas with each other and with their NGO counterparts in the United States.62 Supported by the Henry Luce Foundation, this program continued for eight years, honoring IIE’s first woman Board Chair and building cross-strait ties between sixty-four Chinese women leaders.

To better assess the way in which the field of education abroad understood the domestic diversity of its participants, IIE added a question about race/ethnicity in its U.S. Study Abroad survey for the 1994–95 Open Doors Report.63 In that year’s report, IIE found that 76,302 U.S. students received credit for study abroad in the previous year, of which 84 percent were white, 5 percent were Hispanic American, 5 percent were Asian American, 3 percent were multiracial, 3 percent were African American, and fewer than 1 percent were Native American.64 By comparison, overall enrollment at U.S. colleges and universities in 1994 was 14,304,800, and 75 percent of these students were white, 11 percent were black, 8 percent were Hispanic, 6 percent were Asian or Pacific Islander, and fewer than 1 percent were Native American.65 This data collection effort reflects IIE’s ongoing commitment to diversify the profile of U.S. study abroad. While U.S. students abroad were mostly female, the ratio was reversed for international students in the United States. So, supported by the Ford Foundation, IIE published

MARY ROBINSON Mary Robinson, President of Ireland, was awarded the Stephen P. Duggan Sr. Award for outstanding contributions to international cooperation and understanding at IIE’s Seventy-Fifth Anniversary Gala Benefit dinner.

PORTRAITS OF SMALL BUSINESS

T

oday, the Emerging Markets Development Advisers Program (EMDAP) is a fellowship and cooperative activity between the U.S. Agency for International Development (USAID) and the Institute of International Education. Through EMDAP, U.S. graduate students and recent graduates with nonprofit, business, private sector, public policy, and international relations–related backgrounds provide technical assistance and support to local organizations in USAID-assisted countries. EMDAP targeted assistance supports USAID’s strategy of building local capacity through innovative and sustainable assistance by transferring knowledge to local organizations and individuals.

Published in 1994, Portraits of Small Business from the Developing World is a collection of case studies based on the reflections of sixteen MBA students who worked with real companies in eight different countries in the Americas, Africa, and Asia. Countries included Chile, Dominica, Guatemala, the Gambia, Mali, Botswana, Nepal, and the Philippines as part of this program. The participants attended pre-departure sessions prior to their ten-month period abroad and they remained in communication with advisers in Washington, D.C., throughout their time away. After their return, participants engaged in debriefings in D.C., then began work on editing their case drafts.

The cases touched on many business-related themes such as accounting, entrepreneurship, finance, international development, strategy, and cross-cultural organizational behavior. Although storylines of the cases were based on real-life experiences, the authors often obscured the actual names and company details from the final drafts. All cases were written from the perspective of an individual in a decision-making position, so readers could feel a part of the scenario.

As the introduction noted, the cases were written so that readers could “imagine themselves whispering into the ear of the protagonist, voicing their recommendations for future action.” For professors who used this publication, these cases became an invaluable tool for internationalizing the curriculum, enriching classroom discussions, and fostering a global perspective in business education.

A BEACON FOR OTHERS / 67

BUILDING BRIDGES The Elisabeth Luce Moore Leadership Program for Chinese Women brought together women leaders of NGOs in China’s mainland, Hong Kong, and Taiwan for month-long shared visits to U.S. NGOs. The participants continued to network after returning to roles back home.

15,000 copies of a new publication, Study Abroad: A Guide for Women, which provided information to help women outside the U.S. overcome barriers to international education.

Beyond providing programs for women, IIE partnered with many organizations to support access for U.S. students from underrepresented groups. For example, together with the Ford Foundation and the United Negro College Fund, IIE launched a three-year effort to support study abroad at historically black colleges and universities (HBCUs).66 The Institute also sought to help students from Asia studying in the United States stay enrolled despite the currency crisis that affected their home countries in the late 1990s. To help talented students from Indonesia, Korea, Malaysia, and Thailand stay through graduation, IIE partnered with the Freeman Foundation to establish the Asian Students in America-Higher Education Loan Program (ASIA-HELP). With a $7.5 million grant from the Freeman Foundation, ASIA-HELP offered zero-interest loans to qualified Asian students enrolled in U.S. degree programs if their parents were unable to continue tuition payments. Several thousand students received the loans, with repayment not due till three years after graduation.67 IIE also promoted diversity of expertise and disciplinary focus through programs that brought together technically minded U.S. 68 / CHAPTER 3: 1970–1999

and international students. In 1999, in partnership with Lucent Technologies, IIE introduced the Lucent Global Science Scholars Program, which provided travel grants to fifty U.S. high school seniors and fifty first-year international university students who were exceptional in science, math, or technology. These students spent a week at Lucent’s U.S. headquarters in intensive workshops and were eligible for paid internships at Lucent facilities in their home countries.68 IIE continued to expand its work with corporations and corporate foundations to expand access to educational opportunities. In addition, IIE became the implementing partner for a number of programs designed for children of U.S. companies’ overseas employees, including Dow Jones, Levi Strauss, Chevron, and General Electric. At the height of these programs in the 2000s, IIE implemented more than sixteen scholarship programs for thousands of children of overseas employees.

By the end of the millennium, an education with international or intercultural components was no longer a luxury but a necessity. IIE had responded to the changing needs of the world throughout the decade and the century. In 1998, the Institute celebrated the fifty-year anniversary of another longtime IIE endeavor in coordination and thought leadership—its annual survey and publication on student mobility, Open Doors, published under that name since 1954, with

1970 - 1999

ELISABETH LU C E M O O R E April 4, 1903–February 9, 1992

MOORE’S LEGACY The first woman Chair of IIE’s Board, Elisabeth Luce Moore is remembered for her dedication to bettering the world through international education, and particularly for her devotion to fostering exchange between China and the United States.

support from the Bureau of Educational and Cultural Affairs since 1972. Also in 1998, IIE’s President, Richard Krasno, stepped down. He was succeeded by Dr. Allan Goodman, then Executive Dean of the School of Foreign Service and professor at Georgetown, who brought a wealth of knowledge to the Institute. By the time he took office, the Institute had nearly eighty years of experience, hundreds of programs, and a highly diverse staff of more than six hundred members to support the new President. IIE was truly the leading U.S. institution advancing the field of international education, and was well-positioned to provide direction and inspiration for the twenty-first century.

As Henry Kaufman and Allan Goodman noted in IIE’s final annual report of the century: Peace and prosperity now depend on increasing the capacity of people to think and work on a global and intercultural basis … IIE will thus be one of the driving forces of the 21st century.

That role is firmly anchored in our history. We are the world leader in the exchange of people and ideas and were the first to focus on the internationalization of higher education.69 These core beliefs would continue to be a beacon for international education into the twenty-first century. ●

B

y the time she passed away in 1992, at ninety-eight years of age, Elisabeth Luce Moore had been a philanthropist, an editor, and a steadfast supporter of international engagement and the education of women. Born in 1903 to Presbyterian missionaries working in China, she remained interested throughout her lifetime in matters outside the United States.

After graduating from Wellesley College in 1924, Elisabeth married Maurice T. Moore in 1926. She became a Trustee of her alma mater from 1948 to 1966, and she served as editor of Time and Fortune magazines. Her brother, Henry R. Luce, was the founder of Time.

Beyond her work at Time and Fortune, Moore led the YWCA’s foreign division in 1944 and was also the Vice President of United Services to China as well as a Trustee of the China Institute of America and the United Board for Christian Higher Education.

In 1968, Governor Nelson Rockefeller appointed her as Chair of the Board of Trustees of the State University of New York. She was the first woman to hold that position. In 1971, the Henry Luce Foundation provided support to the Chung Chi College library at the Chinese University of Hong Kong, which was named the Elisabeth Luce Moore Library. The library, which remains active today, holds collections for music, religion, education, sports science, performing arts, and theater. Moore served for sixty-three years on the Board of the Henry Luce Foundation. She was also Chair of the Institute of International Education from 1954 to 1967. She became a life Trustee in 1987. In her honor, the Luce Foundation supported IIE’s program for Chinese Women Leaders for almost a decade, and Moore met annually with each cohort until her death.

By the end of the millennium, an education with international or intercultural components was no longer a luxury but a necessity.

REALIZING THEIR FULL POTENTIAL Bronwen Forbay, a Fulbright Student from South Africa, studied classical voice at the Manhattan School of Music. In her nomination for the program, one of her instructors noted that “Bronwen had outgrown the training available in Africa.”

A BEACON FOR OTHERS / 69

CHAPTER

“How do you measure the impact of international education?

Is it the number of students who have access to scholarships, or the brilliant careers and innovations that are launched?

The number of lives saved from countries in crisis, or the impact on future generations when professors are given safe haven so their knowledge is preserved? Preparing more U.S. students for the global workforce, or making the study abroad population more diverse? Our answer is yes to all of the above.�

T H OM A S S. JO H N S O N A ND A L L A N E . G OOD M A N

100 YEARS of IIE

2000 2019 through

an international vision for the twenty-first century

he dawn of the millennium ushered in a new era in international education. With the rapid pace of globalization fueled by new technologies and the wide-scale exchange of ideas, goods, and services, the need for citizens prepared to live and work with people from different countries and cultures was becoming more urgent. Internationally minded academics and traditional exchanges had made great progress since IIE’s founding in 1919, but it was becoming clear that the landscape of the twenty-first century would require a bold new approach.

ALLAN E. GOODMAN In July 1998 Allan E. Goodman, formerly Executive Dean of the School of Foreign Service and professor at Georgetown University, became CEO and the sixth President of IIE. As President, Goodman has led the organization through twenty years of dynamic change.

72 / CHAPTER 4: 2000–2019

In the decades to come, IIE would lead the field in identifying new ways to bring people together across borders to address shared global challenges and prepare U.S. citizens to flourish in an increasingly interconnected world. At this critical juncture, the Institute once again stepped in to convene stakeholders and take a leading role in shaping the future of international education.

Building on the strength of the expertise and relationships it had developed in its first eighty years, IIE mobilized public and private-sector support and brought partners and funders together to create innovative models and add new dimensions to activities that had already proven successful. In the two decades leading up to its Centennial, IIE developed and launched exciting initiatives with foundations, universities, and foreign governments—and worked with partners and sponsors on long-established programs—to meet current and future needs. IIE’s work to rescue threatened scholars also thrived as the Institute created the Scholar Rescue Fund to fill urgent needs of scholars from conflict zones, and it launched a Platform for Education in Emergencies Response to assist refugee and displaced students.

In the decades leading up to its Centennial, IIE focused on how best to add value and impact to established programs and partners, with a special emphasis on the U.S. Department of State’s Fulbright Program and the Gilman International Scholarship Program as well as the Department of Defense’s National Security Education Program on the Boren Awards and other critical language initiatives. IIE worked together with these long-standing partners on innovations designed to make these programs more effective and extend their impact on countries and communities.

By the start of the twenty-first century, the Institute had opened new offices that would position it to work effectively in regions that were becoming a higher priority for the coming years. It now had fourteen offices outside the United States, from Budapest to Bangkok and Kyiv to Cairo, and four regional offices in the U.S. in addition to its New York headquarters and a long-standing presence in Washington, D.C. Led by President Allan Goodman, IIE

2000- 2019

galvanized its talented and diverse staff to join with new and existing institutional and government partners and leverage support from corporations and philanthropists to serve the changing world of the twenty-first century.

During these two decades, IIE would initiate several new series of annual events and awards: International Education Week briefings, Summits on Generation Study Abroad, Best Practices conferences, and—in February 2019—a Summit on the Future of International Education to convene and inspire the best collaborative thinking from a growing community of stakeholders around the world.

In the year 2000, the U.S. government established International Education Week (IEW), a celebration led by the Department of State and the Department of Education that would go on to become a much-anticipated annual event around the globe each November. “The worldwide celebration of IEW offers a unique opportunity to reach out to people in every nation, to develop a broader understanding of world cultures and languages, and to reiterate the conviction that enduring friendships and partnerships created through international education and exchange are important for a secure future for all countries.”1 To mark this significant inaugural celebration, IIE created an event in Washington, D.C., to bring the international education community together for the release and discussion of the new data from its Open Doors Report on International Educational Exchange. While IIE had surveyed U.S. higher education and conducted analysis on international students at U.S. higher education institutions since its founding, the Open Doors project had grown over the years to include separate surveys and analysis on U.S. students studying abroad, international scholars on U.S. campuses, and international students enrolled in intensive English language programs.

As Open Doors became more detailed and comprehensive, it gained recognition as an invaluable road map for those interested in any aspect of the internationalization of higher education, from U.S. and foreign governments and policy makers to universities and education associations as well as the U.S. and international media. The U.S. Department of State’s Bureau of Educational and Cultural Affairs had provided support for the project since 1972, and the new briefing event provided an opportunity to enhance this partnership and better serve the community. It provided a platform for insightful discussions of both policy and practical considerations, as stakeholders joined together to discuss their shared interests in serving the rapidly expanding population of international students and facilitating academic mobility around the world.

With the release of the new data now scheduled for the first day of IEW, the Institute invited high-level ECA leaders to address the assembled guests. This annual briefing became a welcome opportunity for the higher education and foreign diplomatic community to

IIE SUMMIT Top: Sue Suh, Chief Talent Officer at the Rockefeller Foundation, speaks at the IIE Summit 2017 on building a diverse global talent pipeline by increasing study abroad.

Bottom: Students who participated in study abroad programs joined the IIE Summit 2016 to share their stories and inspire attendees.

As Open Doors became more detailed and comprehensive, it gained recognition as an invaluable road map for those interested in any aspect of the internationalization of higher education.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 73

Rather than diminishing or undercutting IIE’s work, the attacks on 9/11 amplified the need for the Institute’s services.

9/11 MEMORIAL This plaque honoring the memory of family and friends connected with IIE who were lost on 9/11 hangs in the boardroom of IIE’s New York headquarters.

come together with ECA each year for a discussion of current priorities and new developments, as the event continued to grow over the next two decades.

The Open Doors data released in November 2000 made news as the first time in history that U.S. higher education hosted more than 500,000 international students. These figures, and many of the detailed breakdowns as to what and where these students studied, would take on increasing significance in the coming years, as universities, home and host governments, employers, and the media paid closer attention to the academic and economic impact of student and scholar mobility. Press and policy makers around the world would study these numbers closely to track where students came from and where they studied in times of rapid growth, and in an attempt to determine the effects of local and regional violence, economic downturn, and conflict on international student flows in both directions in the years punctuated by these conditions.

IIE and its partners took steps to meet the growing demand for education and training, with a stronger emphasis on increasing the impact of exchanges on home and host communities, and on making sure these international experiences prepared students and professionals with the skills they needed to succeed.

All agreed that the future of work and the needs of societies were evolving rapidly, but no one gathered at the National Press Club in November 2000 would anticipate how dramatically the tragic events of September 11, 2001, would change the world in which they operated. They could not know how or whether these terrorist attacks would have a long-term impact on students’ interest in and ability to study in the United States.

Over time, the Open Doors analysis would reveal that, following a few years of small declines, international student enrollment would rebound and far exceed pre-2001 totals, and within fifteen years, the number of international students in the United States would exceed one million, remaining above this threshold in the three years leading up to IIE’s Centennial in 2019. China would overtake India as the leading place of origin in 2008, and the number of Chinese students at U.S. universities would surge, with eight consecutive years of double-digit increases from 2007–08 to 2014–15, reaching more than 360,000 by 2018. All of this would unfold in the future, as students and educators adjusted to life in a post-9/11, technology-fueled world and IIE and its partners developed new models of international academic cooperation to meet the growing demand.

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Immediately following 9/11, IIE’s leadership vowed to redouble its efforts to bring people and nations together and foster mutual understanding through international education. IIE Board Chairman Henry Kaufman and President and CEO Allan Goodman issued a statement proclaiming this renewed commitment.

Replacing ignorance of other cultures and peoples with knowledge and understanding is why IIE was founded. Our work is now more important than ever before. When more international students, scholars and future leaders are given the chance for meaningful study and gain an appreciation of our society, there will be less misunderstanding of our values and way of life. When more Americans have the chance to study in other countries, they will have an opportunity to gain an appreciation of different cultures and learn about the many different ways people see us and the world, while sharing American values and aspirations. The aim of the terrorists who attacked on September 11th was to instill fear, to make us close our minds, markets and doors. The Institute of International Education will do its part to make sure they do not succeed.2 They made it clear that the work of the Institute was essential to combat the forces of ignorance and hatred. Indeed, the need for building trust and developing mutual understanding between people of different nations was nothing new to the Institute. IIE developed out of the ashes of the First World War and had served the world capably since then, in times of conflict as well as peace. When the tragic events of September 11, 2001, took place, they only amplified the need for the mission and work of the Institute.

Recognized as a world leader in promoting and facilitating exchange programs and providing rescue for students and scholars in need, the Institute had also earned a reputation for building capacity and developing leaders. As IIE’s Chairman and President concluded their message, “‘International education’ thus involves not only substantially increasing opportunities to study across cultures but also helping to improve the material quality of life and leadership around the globe.

Nothing will contribute more over the long term to making the world we share safer and more secure.”3 As they did after the end of the Cold War, world events now inspired IIE and its partners and sponsors to place a renewed emphasis on creating opportunities for American students to become proficient in strategic languages and gain more extensive knowledge of parts of the world that would become increasingly important to the United States in the decades ahead.

2000- 2019

Th e POW E R of EXC HANGE S

I

n the early twenty-first century, IIE worked with longtime partners to add new dimensions to their well-established programs so they would continue to thrive in the changing world. Chief among them was the U.S. Department of State’s Fulbright Program, which continues to be the flagship international exchange program of the U.S. government. When the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) and the higher education community looked closely at how to respond to new issues and changing geopolitical events, it became increasingly evident that the Fulbright Program offered the most flexible and efficient way to address new priorities.

With strong relationships in every region of the world—leveraging support from foreign governments and the private sector—Fulbright is a vital resource that offers a responsive way to meet challenges and increase understanding where it is needed most. New initiatives during these decades have expanded the student program’s ability to send more young Americans abroad to teach American English and share values, and developed scholar exchanges that help address the world’s most complex problems, from the Arctic to the Korean Peninsula. The Fulbright Program has enjoyed strong bipartisan support throughout its history, in recognition of the important role exchange programs play in supporting U.S. foreign policy goals.

In the years leading up to its Centennial, IIE focused energy and resources on supporting the Fulbright Program, helping ECA to develop timely and topical program components, rallying bipartisan support, harnessing new technologies and social media channels,

building novel public-private partnerships, creating innovative professional and leadership development programs for Fulbright Scholars and Hubert H. Humphrey Fellows from around the world, and providing financial support for new alumni initiatives that would increase Fulbright’s reach and impact around the world.

IIE’s Trustees created a new Fulbright Legacy Fund, committing a private endowment to enhance the mission and vision of the Fulbright Program for lifelong impact. In 2000, IIE and ECA drew on this fund to launch a new Fulbright Alumni Initiatives Awards program, offering Fulbright Scholar alumni grants to develop and sustain ongoing partnerships with home and host institutions through projects they initiated as a result of their experience abroad. Among the twenty-four projects supported in the first year were a course in

“It is a simple concept rooted in deep truth: when people get to know each other, we make the world a safer place.”

MARIE ROY CE Assistant Secretary of State for Educational and Cultural Affairs

FULBRIGHT PROGRAM SUPPORT In the years leading up to its Centennial, IIE focused energy and resources on supporting the Fulbright Program, helping the Bureau of Educational and Cultural Affairs to develop timely and topical program components, rallying bipartisan support, and harnessing new technologies and social media channels as well as building novel public-private partnerships.

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fter two tours and eight years of service in the U.S. Army, Michael Verlezza earned an undergraduate degree in economics and in 2014 was selected for a Fulbright U.S. Student Program award to Canada.

There, he studied federal spending on Canadian and American veterans and honed his analytical skills while pursuing a master’s degree in mathematics and statistics from Queen’s University in Ontario.

Verlezza went on to serve as a Fulbright U.S. Student Alumni Ambassador, “an ideal role for him given the unique insights and advice that he can offer potential applicants,” according to the 2016 Annual Report of the J. William Fulbright Foreign Scholarship Board.

Reflecting on his decision to take on this role, Verlezza noted that, “Through it all, I learned that I want to continue to serve the United States, in whatever role it demands. Because I have the capacity to serve, it is my responsibility to do so. This is why I chose to become a Fulbright U.S. Student Alumni Ambassador, as the emotional debt I owe Fulbright stands first in my mind.”4

A CAPACITY TO SERVE Michael Verlezza served in the U.S. Army before being selected for a Fulbright U.S. Student Program award to Canada.

Fulbright Alumni Ambassadors demonstrate the program’s rich diversity—alumni varied by race, ethnicity, and socioeconomic status, U.S. state and territory of origin, field of study, institution, and country where they studied or taught.

international contracting law to be jointly offered by the University of Washington and the University of Tokyo Law Schools, and a global medicine initiative linking the Robert Wood Johnson Medical School with the National Institute of Mental Health and Neurosciences and various government-run primary care sites in India. Other initiatives involved distance learning, conservation policy, business and e-commerce course development, and public health training.

Over the next two decades, the alumni initiatives would grow to enhance all aspects of the program. Fulbright announced new Alumni Ambassador Programs to identify, train, and engage a select group of alumni each year to serve as representatives, recruiters, and spokespersons for the Fulbright U.S. Student Program in 2008 and for the Fulbright U.S. Scholar Program in 2010. Fulbright Alumni Ambassadors demonstrate the program’s rich diversity—alumni varied by race, ethnicity, and socioeconomic status, U.S. state and territory of origin, field of study, institution, and country where they studied or taught. They 76 / CHAPTER 4: 2000–2019

inspire potential applicants and other stakeholders, providing firsthand knowledge of what it means to be Fulbrighters and how best to advance the program’s goal—to increase mutual understanding between the people of the United States and the people of other countries.5 In the early decades of the twenty-first century, the Institute responded quickly to new opportunities for U.S. students and young professionals under Fulbright sponsorship as the Department of State created programs in Ukraine and China for U.S. students. In 2000, the first group of Fulbright Students to Ukraine joined their faculty colleagues and a contingent of Fulbrighters to Russia and Eastern Europe in Washington for orientation prior to their departure to Kyiv. IIE provided on-the-ground support to the Fulbright Programs in Ukraine and Russia through new cooperative agreements. Like the assistance IIE had provided to new Fulbright activities in Vietnam and China, IIE’s work in Russia and Ukraine was designed to assist these developing Fulbright Programs with basic administrative,

2000- 2019 management, and financial services as they worked to become self-sufficient in challenging transitional environments.

In recent years, the Fulbright Student Program has also expanded opportunities for students to connect with their host communities by teaching in one another’s classrooms. The Fulbright English Teaching Assistant (ETA) Program places Fulbright U.S. Students in classrooms abroad to assist local English teachers. Since the fall of the Berlin Wall, IIE has worked with ECA, along with Fulbright Commissions and Posts (often in conjunction with foreign ministries of education), to expand this program. As a result, the number of ETA awards has continued to grow—from fifty-two students to four countries in 1992 (the first year that U.S. Fulbright Students were in the former East Germany as ETAs), to more than 1,200 awards offered to students to go to more than eighty countries in 2018—with the program most recently expanding to include Algeria, Honduras, and Timor-Leste.

At the same time, the Fulbright Foreign Language Teaching Assistant (FLTA) program is designed to develop Americans’ knowledge of foreign cultures and languages by supporting teaching assistantships in more than thirty languages at hundreds of U.S. institutions of higher education. After 9/11, with the goal of increasing American access to and knowledge of critical languages, ECA began to support Arabic language FLTAs and then added funding for other less commonly taught languages such as Turkish and Farsi. Over the past two decades, IIE has helped ECA expand the program from fewer than twenty teaching assistants from three countries to more than four hundred from fifty countries, providing U.S. classrooms with access to foreign language instruction and providing educators from around the world with the opportunity to develop their professional skills and gain firsthand knowledge of the United States, its culture, and its people.

In 2016, IIE joined with the U.S. Department of State in celebrating the seventieth anniversary of the Fulbright Program. Since the Fulbright Program’s inception in 1946, more than 390,000 Fulbrighters from over 180 countries and territories have participated in the Program, among them eighty-six Pulitzer Prize recipients, thirty-seven heads of state or government, sixty Nobel Prize Laureates, seventy-two MacArthur Foundation Fellows, and sixteen U.S. Presidential Medal of Freedom recipients. At its gala dinner in 2016, IIE recognized ECA’s achievements and presented seven notable Fulbright Alumni with the IIE Global Changemaker Award to highlight the impact of the individuals and the program throughout its history. The awards recognized alumni who came from or went to Germany, Greece, India, Jordan, Madagascar, Mexico, and New Zealand as students or professors over the seven decades of the program. “We applaud these Fulbright alumni not only for what they have achieved, but for their continued commitment to transform society and humanity through their work,” said Allan E. Goodman. “Their vision and their accomplishments are a fitting tribute to the impact and innovation of the Fulbright Program’s first 70 years.”6 Throughout the decade, IIE continued to work with ECA and with students and scholars to leverage new technology and incorporate virtual components into traditional exchange models to maximize their effectiveness and magnify their reach through webinars, video projects, and social media, increasing virtual connections between home and host communities. For example, a collaboration with Reach the World uses the internet, messaging, and video conferencing to connect U.S. Fulbright Students abroad with K-12 students in underserved

classrooms in U.S. cities for one-on-one global digital exchanges, sharing the eye-opening benefits of international experience with the youth of today, who will be the decision makers of tomorrow.

Under the Fulbright Scholars Program, IIE has helped ECA to connect scholars from across world regions by forming multinational groups of experts to engage in collaborative thinking, analysis, problem solving, and interdisciplinary research. The Fulbright New Century Scholars global program brought together groups of approximately thirty outstanding research scholars and professionals from the United States and other participating countries to conduct interdisciplinary, collaborative research on global themes. The initiative began in 2001–02 with a focus on “Challenges of Health in a Borderless World,” and ran until 2009–10 with topics that included “Addressing Sectarian, Ethnic and Cultural Conflict within and across National Borders: The Global Empowerment of Women”; “Higher Education in the 21st Century: Global Challenge and National Response”; “Higher Education in the 21st Century: Access and Equity”; and “The University as Innovation Driver and Knowledge Center.”

Under the Fulbright Scholars Program, IIE has helped the Bureau of Educational and Cultural Affairs to connect scholars from across world regions by forming multinational groups of experts to engage in collaborative thinking, analysis, problem solving, and interdisciplinary research.

FULBRIGHT SCHOLARS Fulbright Scholar-in-Residence Mona Hashish came from Egypt to teach Arabic and world literature at Whitman College in Washington State.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 77

The Humphrey Fellowship Program provides a year of professional enrichment and leadership development in the United States for mid-career professionals from countries across the developing world.

PROFESSIONAL ENRICHMENT The Humphrey Program brings young and mid-career professionals from designated countries to the United States for a year of nondegree graduate study, leadership development, and professional collaboration with U.S. counterparts.

Continuing this targeted cross-border collaboration on a regional level, the Fulbright Regional Network for Applied Research (NEXUS) Program brought together a network of junior scholars, professionals, and mid-career applied researchers from the United States, Brazil, and other Western Hemisphere nations for a year-long program of multidisciplinary, team-based research, a series of three seminar meetings, and a Fulbright exchange experience, starting in 2014. Building on this model, IIE went on to help ECA develop and implement the Fulbright Arctic Initiative, to bring together a network of scholars, professionals, and applied researchers from the United States, Canada, Denmark, Finland, Iceland, Norway, Russia, and Sweden. The second Fulbright Arctic Initiative began its two-year program in 2018. At its core, the Fulbright Arctic Initiative creates a network to stimulate international scientific collaboration on Arctic issues while increasing mutual understanding between the people of the United States and the people of other countries. Using a collaborative model to translate theory into practice, program participants address public-policy research questions relevant to Arctic nations’ shared challenges and opportunities, with a focus on resilient communities and sustainable economies.7 78 / CHAPTER 4: 2000–2019

Most recently, IIE helped ECA to launch the Fulbright Global Scholar award, designed to expand and strengthen relationships between the people of the United States and citizens of the rest of the world. It is an open and flexible award that allows U.S. scholars—including faculty members and researchers—to design their own projects, many of which involve comparative research, in two or three countries spanning multiple world regions. In the first three years of the program, a total of sixty-six scholars have taken part, with twenty-five scholars conducting research in 2017 in seventy-two countries in disciplines ranging from nutrition to materials science to physics. With interest building in these timely projects, the award saw a 50 percent increase in applications for 2018.

IIE has also worked with ECA to adapt and expand alumni and enrichment activities for the Humphrey Fellowship, a program of the Bureau of Educational and Cultural Affairs of the U.S. Department of State with funding provided by the U.S. Congress. Since its inception in 1978, the Hubert H. Humphrey Fellowship Program has offered mid-career professionals in countries that are undergoing development or political transition the opportunity to spend ten months in nondegree graduate study in the United States to study and collaborate with U.S. counterparts. In 2010, IIE helped the Humphrey Fellowship establish new activities to support Fellows from underrepresented backgrounds and to expand the program to include urban, innercity, minority-serving, and rural institutions in the U.S. In the same year, the number of Humphrey Fellowships increased by 20 percent.8 Between 150 and 200 Humphrey Fellowships are awarded annually, and fourteen major universities in the United States host Humphrey Fellows for their academic programs.9 In 2018, the Hubert H. Humphrey Fellowship Program celebrated forty years of bringing international professionals to the United States to study and collaborate with U.S. counterparts, creating lasting ties. The program now has a network of nearly six thousand Fellows and alumni working to improve their communities in 162 countries.

The U.S. Department of State, working closely with IIE, made plans to host a series of events around the world to acknowledge the extraordinary professional achievements of Humphrey alumni over the past forty years and to celebrate their impact on their home communities and in their fields.

2000- 2019

PROMOTI NG ACCE S S to OPP OR TUN I TY

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hroughout its long history, IIE has promoted access to opportunity for people around the world. United Nations Secretary-General Kofi Annan, who had first come to the United States as an exchange student, spoke at an IIE awards dinner in 2004 about the importance of access to educational opportunities: Clearly, we need to use education to advance tolerance and understanding. Perhaps more than ever, international understanding is essential to world peace—understanding between faiths, between nations, between cultures. Today, we know that just as no nation is immune to conflict or suffering, no nation can defend itself alone. We need each other—as friends, as allies, as partners—in a struggle for common values and common needs.10 In the two decades leading up to its Centennial, IIE worked with sponsors, partners, and donors to create new programs and expand existing ones to better serve students and professionals from all socioeconomic, demographic, and geographic backgrounds and to extend the benefits of international education so that they might be better prepared to take part in a society and workplace that was becoming increasingly interconnected. Working with SUNY New Paltz President Roger Bowen and higher education associations, the Institute focused on the need to provide opportunities for study abroad to students who would have been precluded because of the additional cost, exploring legislative solutions with New York’s congressional delegation.11 At the ceremony rededicating the newly updated IIE headquarters in 2000, Benjamin Gilman, U.S. Congressman from New York and Chair of the House International Relations Committee, spoke of IIE’s critical role in facilitating undergraduate exchange programs. Congressman Gilman suggested that these programs would provide enduring influence because person-to-person contact “is how we learn to appreciate similarities, differences, or other ways of doing things. Exchanges provide forums for new ideas, training opportunities, and the chance to build support networks.”12 Study abroad by U.S. students had been growing, but it became increasingly evident that cost was a barrier, and targeted funding would be needed to increase access. Early in the decade, IIE created the Freeman Awards for Study in Asia (Freeman-ASIA) with support from

The Gilman Program successfully widened access to international educational opportunities for a diverse range of American students.

the Freeman Foundation, in order to increase American familiarity and future engagement with Asia. By the end of 2018, Freeman-ASIA would enable more than five thousand U.S. undergraduates with demonstrable financial need to study for a summer, semester, or academic year anywhere in East or Southeast Asia.13 The effort to promote study abroad for American students who had been previously underrepresented took a major step forward when the U.S. Congress passed the International Academic Opportunity Act of 2000 (HR4528), creating a new international scholarship for U.S. undergraduates demonstrating financial need, such as those receiving the Pell Grant.14 This new legislation created the Benjamin A. Gilman International Scholarship, named for the New York Congressman who had worked to marshal the act through Congress. It would become a program of the U.S. Department of State’s Bureau of Educational and Cultural Affairs and the nation’s largest undergraduate exchange

A WORLD OF OPPORTUNITY Gilman Scholar Liana Lo Chau, from the University of Texas at Austin, poses in front of a crafts vendor in South Africa. Lo Chau, a nursing student, studied in South Africa in the summer of 2014.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 79

PROJECT GO IN SOUTH KOREA Project Global Officer (Project GO) offers critical language education, study abroad, and intercultural dialogue opportunities for Reserve Officer Training Corps (ROTC) students. The program focuses on the languages and countries of the Middle East, Asia, Central Asia, Africa, and South America.

program. IIE was selected as the implementing partner to administer the new merit-based program, which enables U.S. students of limited financial means to study or intern abroad, thereby gaining skills critical to U.S. national security and economic competitiveness.

Working with ECA to launch this new program with active outreach to students and campuses across the United States, IIE’s team received 3,000 undergraduate applications in the first year, and convened selection committees to review the wide-ranging applications.

In 2001, the first year of the program, 302 students were selected as Gilman Scholars, collectively studying in forty-six different countries during the 2001–02 academic year.15 In the most recent year, the program received more than 10,000 applications and funded more than 3,200 U.S. undergraduates for study in 113 countries.16 By 2019, about half of Gilman alumni from the most recent academic year were the first in their families to go to college and 62 percent represented racial or ethnic minority groups, which far exceeds the national average for study abroad students. Twenty-one percent of these Gilman scholars attended minority-serving institutions or community colleges. And 55 percent of these Gilman alumni studied or interned in countries where fewer Americans go abroad, including the developing world and countries critical to U.S. national security. Today, the 30,000 Gilman alumni have become active young and mid-career professionals, leading the way in encouraging new 80 / CHAPTER 4: 2000–2019

generations of students to seek study abroad opportunities, demonstrating the power of international experience to make an impact in their lives and careers.

To further develop international education and language training opportunities for U.S. students, IIE continued to partner with the National Security Education Program (NSEP) to expand the Boren Awards created through the National Security Education Act after the end of the Cold War. The early 2000s ushered in an expansion of this partnership, and IIE helped to launch or enhance The Language Flagship, Project Global Officer (Project GO), Language Training Centers, and English for Heritage Language Speakers (EHLS), all of which it administers on behalf of the Department of Defense.

The Boren Awards provide opportunities for U.S. undergraduate and graduate students to study less commonly taught languages in world regions critical to U.S. interests and underrepresented in study abroad. They promote long-term linguistic and cultural immersion, funding overseas study for at least six months in more than seventy critical languages, including Arabic, Chinese, Portuguese, and Swahili.

The students have demonstrated a strong interest in public service, and they commit to serving for at least one year in the U.S. government following the completion of their overseas programs. During the awards’ first twenty-five years, more than 6,000 students received Boren Scholarships and Fellowships.

2000 - 2019 IIE helped NSEP to create The Language Flagship, a network of transformational undergraduate language programs, in 2004, and grow it over the next fifteen years to encompass thirty-one programs based at twenty-one U.S. universities that offer rigorous language and culture training in Arabic, Chinese, Korean, Persian, Portuguese, Russian, and Turkish. Focusing on the combined issues of language proficiency, national security, and the needs of the federal workforce, Flagship seeks to develop a pool of language-capable professionals by making awards to U.S. universities to enhance their capacity to teach key languages and cultures to students from all majors. IIE has also worked with NSEP to expand the Language Flagship program to create a capstone year abroad program with professional internships, support technology-focused projects that address language education challenges, and create university partnerships with K-12 and community college language programs to improve language education opportunities for U.S. students at all levels.

In 2007, recognizing the need for future military officers in all branches of the armed forces to possess the necessary linguistic and cross-cultural communication skills required for effective leadership in the twenty-first century operational environment, IIE helped to launch a new collaborative initiative to promote critical language education, overseas study, and intercultural dialogue opportunities for ROTC students. Project GO, sponsored by the Defense Language and National Security Education Office and administered by IIE, currently provides institutional grants to twenty U.S. higher education institutions, including the nation’s six senior military colleges. As of 2019, students can choose from twelve critical languages and cultural learning opportunities in the United States and fourteen countries around the world. A total of 643 ROTC students from 191 U.S. institutions of higher education were awarded Project GO scholarships for the 2018 program year, and Project GO institutions have provided more than 5,200 domestic and overseas summer scholarships to ROTC students for critical language study since the program’s inception.

Since IIE began tracking study abroad for academic credit by U.S. students, the growth had been strong. During the early 2000s, total numbers had increased rapidly, with the rise of more flexible study abroad programs, new campus resources, and better funding opportunities. In 1996–97, fewer than 100,000 students were awarded academic credit from their U.S. colleges and universities for study abroad; a decade later, in 2006–07, the number had reached more than 240,000. However, in the later part of the decade it became apparent that the story was more complex. Analysis in Open Doors showed the growth rate slowing, particularly during the economic downturn that came toward the end of the decade:

I N T E R N AT I O N A L I Z I N G E D U C AT I O N

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n 2007, IIE embarked on a research agenda aimed at impacting policy to expand study abroad. Over the next five years, with the theme of “Meeting America’s Global Educational Challenge,” it issued a series of white papers that assessed study abroad trends, fields of study, destination choices, and the demographics of the student body in order to provide benchmarks to expand and diversify study abroad. The series also sought to expand the places that U.S. students studied beyond Western Europe, providing information and tools to encourage study abroad in parts of the world such as China, South Asia, and the Middle East.18 IIE sought to help educators and governments learn from the experiences of recent initiatives to expand study abroad opportunities. Reports in the series included:

4Issue Number 1: Current Trends in U.S. Study Abroad & the Impact of Strategic Diversity Initiatives (2007)

4Issue Number 2: Exploring Host Country Capacity for Increasing U.S. Study Abroad (2008)

4Issue Number 3: Expanding Education Abroad at U.S. Community Colleges (2008)

4Issue Number 4: Expanding U.S. Study Abroad in the Arab World: Challenges and Opportunities (2008)

4Issue Number 5: Promoting Study Abroad in Science and Technology Fields (2009)

4Issue Number 6: Expanding Study Abroad Capacity at U.S. Colleges and Universities (2011)

4Expanding U.S. Study Abroad to India: A Guide for Institutions (2011)

4Expanding U.S. Study Abroad to Turkey: A Guide for Institutions (2011)

4Expanding U.S. Study Abroad to Brazil: A Guide for Institutions (2012)

… 325,339 American students received academic credit last year for study abroad in 2015/16, an increase of 3.8% [over the previous year]. Study abroad by American students has more than tripled in the past two decades; however, the rate of growth had slowed in recent years. The increase was about 46 percent in the past 10 years, from about 223,534 students in 2005/06, and only 19 percent over the past five years, from 273,996 in 2010/11.17 With the slowing of growth in study abroad, IIE announced a bold new initiative in 2014 that underlined its commitment to expanding opportunities for overseas study. Just as the Institute had supported the Junior Year Abroad concept in 1923 after it was developed at the

EXPANDING STUDY AREAS Resources for institutions and programs like the Expanding U.S. Study Abroad series helped increase the diversity of study abroad destinations in the late 2000s.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 81

Collectively, research assembled by IIE advanced the world’s understanding of education abroad. Perhaps more importantly, it gave international educators the intellectual resources and data they needed to remove barriers and enhance practices in overseas study.

University of Delaware, IIE drew upon its prominence in international education to work with funders, higher education institutions, and government agencies to galvanize efforts to expand and diversify U.S. study abroad in a wider range of fields and overseas destinations.

IIE’s Generation Study Abroad initiative mobilized resources and institutions to commit to increasing and diversifying the number of U.S. students studying abroad. According to Open Doors analysis, despite new scholarships and opportunities, by 2010 it was still the case that fewer than 10 percent of the 2.6 million students graduating with associate or baccalaureate degrees each year studied abroad during their undergraduate years. In the belief that studying abroad is one of the best ways American college students can acquire the international experience necessary to succeed in today’s global marketplace of commerce and ideas, IIE sought to address that shortfall by bringing employers, governments, associations, and others together to build on current best practices and find new ways to extend study abroad opportunities to the millions of college students who were not taking part in traditional study abroad programs.

In its first year, more than 450 institutions, including fourteen national governments, joined as commitment partners, all pledging to take actions to increase funding, integrate study abroad into the curriculum, provide campus training, and enhance support to expand participation in U.S. study abroad to a diverse student body. By 2019, Generation Study Abroad has grown into a global movement, with more than 800 partners worldwide committed to specific, measurable actions to help reach the ambitious goal, and thousands of K-12 educators committed to internationalizing their classrooms.

With support from the AIFS Foundation, IIE published a new book aimed directly at students and their families, A Student Guide to Study Abroad, which the Institute explained was “the first step to launching Generation Study Abroad.”19 During the ensuing years of Generation Study Abroad, IIE distributed the book widely through campus study abroad offices and directly to students, and published a follow-up book called A Parent Guide to Study Abroad. This second publication appeared in both English and Spanish, recognizing the powerful role that parents—particularly those in Spanish-speaking populations in the United States—have when it comes to making the decision to study abroad.

IIE’s Generation Study Abroad initiative built on these guides, as well as the Open Doors findings and additional research and surveys on the topic of study abroad and employability, to produce a robust body of information resources that IIE made available to students, study abroad offices, and partners worldwide. Collectively, research 82 / CHAPTER 4: 2000–2019

GENERATION STUDY ABROAD Recognizing the importance of financial support, IIE Trustees funded more than 150 Generation Study Abroad scholarships at fifty different U.S. colleges and universities between 2015 and 2017.

assembled by IIE advanced the world’s understanding of education abroad. Perhaps more importantly, it gave international educators the intellectual resources and data they needed to remove barriers and enhance practices in overseas study.

To build a pipeline of students with global perspectives, IIE launched the Generation Study Abroad Teacher Campaign in 2015, asking K-12 teachers to pledge to take action that would prepare their students to enter higher education as strong candidates for study abroad. The AIFS Foundation provided professional development grants to K-12 teachers shown to be outstanding advocates of study abroad, to build their own international skills.

A broad-based student engagement campaign mobilized 10,000 recent study abroad alumni as champions on social media in 2016.

With the active participation from AIFS, CIEE, Go Overseas, IES

2000- 2019 Abroad, and STA Travel, partners and friends around the world nominated current students to #GoStudyAbroad by visiting a web page with information on study abroad and registering to win a scholarship and travel prize. For seven weeks in 2016, more than 15,000 students signed on, and #GoStudyAbroad achieved 17.5 million impressions.

Organizations began sponsoring passport drives to provide those students without passports with these vital documents free of charge, to reduce this barrier to study abroad. CIEE, which grew out of an IIE initiative in the 1950s, pledged to fund ten thousand passports for students around the country, and led “Passport Caravans” to colleges and universities around the United States to encourage students who did not typically participate in study abroad to sign up to receive passports, with several higher education institutions matching CIEE funding to provide students with this essential travel document.20 Actions from organizations like Diversity Abroad and Mobility International USA have played a key role in increasing access to education abroad, and IIE has engaged with minority-serving institutions such as historically black colleges and universities (HBCUs) and Hispanic-serving institutions (HSIs) to reach a broader student population. Colleges and universities conducted their own campaigns to reach more diverse students, such as SUNY Oswego’s awardwinning “I, Too, Am Study Abroad” campaign, which IIE shared widely to inspire other campuses.21 Recognizing the importance of financial support, IIE Trustees funded more than 150 Generation Study Abroad scholarships at fifty different U.S. colleges and universities between 2015 and 2017, and, with donor support and seed funding from Santander US, established Generation Study Abroad Travel Grants to provide direct support to several hundred more students through 2019. The French Embassy created the Benjamin Franklin–Generation Study Abroad Scholarships to study in France, and hundreds of colleges and universities and other organizations have pledged to provide targeted financial support to their own students and faculty. In the 2018 edition of the annual Commitment Partner Progress Report, IIE analysis shows that partners have set funding goals that total more than $342 million, of which about two-thirds are directed toward exchange/study abroad student scholarships and the other third toward faculty grants. The study shows that 62 percent of commitment partners have created new study abroad scholarships for U.S. students since joining Generation Study Abroad.

As a powerful way to inspire the community and share progress and success stories, IIE convened three summits in Washington, D.C., focused on Generation Study Abroad from 2015 to 2017, and awarded a Seal of Excellence to those who met their pledged commitments.

After the first three years, IIE organized a regional symposium series hosted by commitment partners in three U.S. cities, along with one in Helsinki, Finland, in 2018. In addition to these face-to-face events, IIE organized dozens of webinars and virtual events so all partners could join the conversation, wherever they are.

Over the five years of the initiative leading up to IIE’s Centennial, the Institute has made great strides in focusing attention—and more importantly, action—on the need to help more U.S. students from every background take part in study abroad opportunities, and to increase the number of Americans who graduate with international experience. Generation Study Abroad has left a legacy of actively engaged partners who are committed to continuing this important work in future years.

GENERATION STUDY ABROAD Commitment Partners 22

400+

U.S. C O L L EGES & UN I V E R S I T I E S

189

I NT ERNAT I O NAL UN I V E R S I T I E S & O RG ANI ZAT I ON S

23 100+ 18

from 48 states

from 50 countries

ED UCAT I O N AS S O C I AT I O NS

O RG ANI ZAT I O NS

including study abroad, K-12, and social network agencies

C OU NT RY PART N E R S

and the U.S. Department of State, Bureau of Educational and Cultural Affairs

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 83

EMPOWE R I NG WOM E N

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IE programs around the world empower women and girls to access and thrive in higher education and careers. Since the early years of the new millennium, IIE has built and expanded public-private partnerships to spearhead new programs for women in high-priority fields and geographic areas.

In 2002, the Investing in Women in Development (IWID) Program, a joint effort of the U.S. Agency for International Development (USAID) and IIE, sought ways to increase the number of U.S. professionals with hands-on experiences in international and gender-related development activities in countries such as Mali, Russia, Bosnia, Cambodia, Eritrea, the Democratic Republic of the Congo, and Indonesia, in fields such as business, economic development, democracy and governance, girls’ education, population, health and nutrition, and the environment.23 With support from the David and Lucile Packard Foundation, the Census of Human Capacity in Population Program, and the William and Flora Hewlett Foundation, IIE coordinated the Leadership Development Mechanism (LDM) for reproductive health leaders in a wide array of geographic regions in developing nations.24 This program supported leadership development opportunities for reproductive health leaders who lived and worked in the poorest regions of the Packard Foundation’s five focus countries of Ethiopia, India, Nigeria, Pakistan, and the Philippines.

Designed to increase women’s competitiveness in the global marketplace, the Women in Technology (WIT) program trained more than ten thousand women and built the capacity of more than sixty

IIE continued to lead in efforts to empower women worldwide with numerous public-private partnerships in multiple sectors.

TECHWOMEN TechWomen mentor Ivonne Mejia consults with teachers from Eiti Primary School in Kajiado, Kenya.

The school served as a pilot school for TechWomen alumnae’s One Desk One Child project, an initiative created during TechWomen 2016 that then received seed-grant funding.

84 / CHAPTER 4: 2000–2019

local women’s organizations in the Middle East and North Africa (MENA),25 attracted over $1 million in donations from multinational corporations, foundations, local companies, small businesses, and individuals; and created jobs in training centers in the MENA region.26 In 2005, IIE launched the WIT Yemen program, which was sponsored by the U.S. Department of State (Middle East Partnership Initiative—MEPI), and partnered with Cisco Systems, Microsoft, the Yemeni government, and NGOs to help local women build their skills in technology.27 IIE coordinated programs with partners from nine countries: Bahrain, Iraq, Jordan, Lebanon, Morocco, Oman, Saudi Arabia, United Arab Emirates, and Yemen. WIT was a forerunner to other vital programs coordinated by IIE for women and girls.

In 2010, IIE partnered with Goldman Sachs to launch the 10,000 Women Leadership Academy, which convened academics, heads of nonprofits, business leaders, and dignitaries for a best practice conference in Washington, D.C.28 In 2011, building on these successes, IIE’s Center for Women’s Leadership Initiatives developed partnerships with public and private funders to provide access and opportunities for women and girls throughout the decade. With financial support from Google, Women Enhancing Technology (WeTech) invests in supporting girls studying computer science in Sub-Saharan Africa. With partners like Qualcomm, Juniper Networks, and Goldman Sachs, IIE supported a variety of after-school programs, mentorships, and scholarship opportunities to improve the education of women in India and throughout Africa.

2000- 2019

LEADERSHIP INITIATIVES for WOMEN and GIRLS

T

he IIE Center for Women’s Leadership Initiatives has provided opportunities for women and girls worldwide to participate in cutting-edge training, professional development, and exchange programs and higher education. These programs create links among individuals, groups, and networks, resulting in a tangible multiplier effect, measurable impact, and long-term sustainability. Program participants are mentors, role models, and agents for change. Wide-ranging initiatives over the last decade have empowered women to advance their education, start and grow businesses, and run sustainable organizations.29 Two of the key programs are: 4The Higher Education Readiness (HER) Initiative In 2013, IIE launched the HER initiative in Ethiopia to provide young women from underserved communities with a pathway from secondary school to university. The program started with one hundred young women, and has since identified, trained, and supported four cohorts of HER Students throughout Ethiopia.

HER provides young women entering the eleventh grade with scholarship support combined with innovative leadership and life-skills training to help them complete their secondary education, prepare for the challenging nationwide Ethiopian University Entrance Examination, and gain the tools they need to continue on to higher education.

HER aims to increase the academic performance, leadership capabilities, and secondary school graduation rates of Ethiopian female students, focusing not only on academic excellence but also on the sociocultural barriers they face. Therefore, the program engages with community leaders, families of the students, and the participating schools to address gender biases and promote girls’ education, in addition to helping the students themselves.

Extensive evaluations of the first two cohorts have shown that 96 percent of HER girls successfully graduated from secondary school, compared with the national average of only 4 percent.

Participants in the HER Program were more than 25 percent more likely to attend university than their counterparts in a control group.

Among the 144 young women from the first two groups of HER

Students who continued their studies at university or vocational schools, fewer than 2 percent have dropped out, compared to the 50 percent national average.

4TechWomen TechWomen empowers, connects, and supports the next generation of women leaders in science, technology, engineering, and mathematics (STEM) from Africa, Central and South Asia, and the Middle East by providing them with the access and opportunity needed to advance their careers, pursue their dreams, and inspire women and girls in their communities.

The TechWomen program, sponsored by the U.S. Department of State with funding provided by the U.S. government, aims to bridge the global gender gap in STEM fields by pairing emerging women leaders from twenty-two countries with counterparts at leading San Francisco Bay Area and Silicon Valley companies, which provide an immersive project-based mentorship and support them in fulfilling their professional development goals.

Since its inception in 2011, TechWomen has partnered with a community of more than 800 mentors and 120 host companies to support more than 600 outstanding women leaders in the fields of science, information technology, green technology, biotechnology, and more.

TechWomen Fellows have gone on to create global impact, establishing leading tech companies, founding social enterprises, and bringing STEM-based education initiatives to their home communities and beyond. Since 2015, twenty-one country teams have received seed grants to address critical needs in their home countries, ranging from providing health education for rural expectant mothers to combatting domestic violence. In Lebanon, a TechWomen Fellow launched Kids Genius, a maker space for kids featuring hands-on STEM activities. In Kenya, TechWomen Fellows launched Project Digniti, a sanitation initiative that builds new toilets, implements a sanitation curriculum, and designs accountability models in rural schools throughout Kenya to improve girls’ health and school retention.

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A DVA NC I NG SC HO L A R SHI P

S

OPEN DOORS First published in 1954, Open Doors offers comprehensive information on international students and scholars studying or teaching at higher education institutions in the United States, as well as information pertaining to Americans studying and teaching abroad.

FULBRIGHT IN BANGLADESH Top: Fulbright Public Policy Fellows Alison Horton and Roushani Mansoor speak with girls at the Sundarban Girls Secondary School during their time working in Bangladesh in 2013. Horton, then a PhD candidate in geography, was placed at the Ministry of Education, while Mansoor, who holds a JD, worked in the Ministry of Law, Justice, and Parliamentary Affairs.

86 / CHAPTER 4: 2000–2019

ince its founding, IIE has generated knowledge about the impact and power of international education. From conducting its longtime analysis of incoming and outgoing students in Open Doors to convening special conferences to publishing cutting-edge research reports and policy guides, the Institute has continued to be a global thought leader in the field of international education and to create valuable resources for education professionals around the world.

In the twenty-first century, IIE has developed powerful online networks and built a strong digital presence. Its worldwide @iieglobal handle has engaged close to 215,000 followers on Facebook, LinkedIn, Twitter, and Instagram in conversations around international education, and it manages separate targeted platforms for individual offices and programs. IIE regularly livestreams events and holds online discussions, such as @IIEofficehours, with senior leaders in the field.

As the times changed, IIE utilized new technologies to share historical data on student mobility and widened its data-collection efforts to include more than twenty global partners through Project Atlas, a global research initiative that disseminates comparable student mobility data, conducts studies on academic migration and the internationalization of higher education, and provides customized

2000- 2019

BY T H E N UM B E R S Hispanic or Latino(a)

EXPANDING STUDENT DIVERSITY U.S. STUDY ABROAD STUDENTS GROWTH

Asian or Pacific Islander

350,000

18 %

300,000 250,000 200,000

29 %

2006–2007

150,000

Black or African American

2016–2017

Multiracial

100,000

American Indian or Alaska Native

50,000

1991–92

1996–97

2001–02

2006–07

2011–12

2016–17

TOP 10 PLACES OF ORIGIN OF INTERNATIONAL STUDENTS

51 %

OF INTERNATIONA L STUDENT S come from China and India

Canada 2%

China 33%

Mexico 1%

Saudi Arabia 4%

India 18%

Japan 2% South Korea 5% Taiwan 2%

Vietnam 2% Brazil 1%

Open Doors data infographics are widely used to demonstrate trends in student mobility into and out of the U.S.30

workshops and research to strengthen the collection of mobility data around the world. With IIE as the secretariat, Project Atlas serves as a clearinghouse of curated research, events, and resources related to student mobility, with support over the years from the Ford Foundation, the Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State, IIE, and country partners.

IIE began embracing new digital formats early on by sharing the fifty years of Open Doors data on CD-ROM, which allowed five decades of international student mobility data to be shared on one compact disc. Keeping pace with the growth of the internet as a worldwide resource, IIE began publishing Open Doors data online in 2000. Today, both the online and printed reports contain innovative data-visualization tools and graphics.

IIE works with ECA to engage the global research community, using the hashtag #OpenDoorsReport to share data on social media sites, so anyone in the world can engage in interactive discussions of the latest trends and analysis. And in 2017, IIE livestreamed the Open Doors Briefing at the National Press Club for the first time. The Institute uses new technologies to advance its tradition of promoting data and policy analysis on international student exchange, deploying the latest tools to share information worldwide.

The Institute uses new technologies to advance its tradition of promoting data and policy analysis on international student exchange, deploying the latest tools to share information worldwide.

In the early years of the millennium, the Institute transformed its Educational Associates membership program into a powerful online global community. The association, newly renamed the IIENetwork, leveraged new online tools to provide services for a wide swath of international educators in ways that multiplied their impact for policy and scholarship.

At the start of the century, the IIENetwork’s active membership included more than 700 higher education institutions committed to developing robust international educational policy, but member benefits sometimes reached only a limited number of international AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 87

IIE’S BIANNUAL MAGAZINE IIENetworker publishes articles that offer insight into the world of international education, including new research, helpful resources, and fresh approaches to everyday practice.

program representatives. With support from the Stavros Niarchos Foundation, IIE was able to reach more than 3,000 higher education faculty members, administrators, and researchers with a new website that provided information by regional experts on academic institutions around the world, international job opportunities, a grant database, an event calendar, and online discussion groups.

By 2019, the IIENetwork grew to include more than 1,300 institutions worldwide, offering the benefits of the online resources and newsletters to more than 9,000 individuals at these institutions and other affiliated members.

In 2001, IIE created the annual Andrew Heiskell Awards for Innovation in International Education to honor and showcase IIENetwork higher education institutions engaging in outstanding work in international education. This award recognizes the most innovative and successful models for internationalization of campuses, study abroad, and international partnerships, with a particular focus on initiatives that remove institutional barriers and broaden the base of participation in international teaching and learning on campus. The goals of IIE’s Heiskell Awards are: • To foster innovative ideas that will help international education professionals create and sustain new opportunities for students and faculty • To bring international education to the forefront of education policy • To stimulate public awareness of the benefits of study abroad and international educational exchange31 The awards’ high standards were a tribute to longtime IIE Trustee Andrew Heiskell, who had been Chairman and CEO of Time, Inc., and a prominent philanthropist. The first recipients of the award, in 2002, were from San Diego State University, the University of 88 / CHAPTER 4: 2000–2019

Missouri-Columbia, Juniata College in Pennsylvania, and Montana State University.32 Heiskell took part in the awards ceremony in the early years, inspiring the winners with his international vision.

His wife, the civic leader and philanthropist Marian Sulzberger Heiskell, joined IIE in presenting the awards on many occasions prior to her passing at the age of one hundred in 2019.

IIE created a new Best Practices Conference in 2006, convening leaders from the award-winning campuses to present lessons learned from their programs in order to help higher education policy makers and professionals advance their internationalization efforts and to promote excellence and innovation. The perennially sold-out annual conference brought educators from every type and size of college and university to IIE’s New York headquarters throughout the next decade to network and hear firsthand what makes the winning programs so effective. The IIE Best Practices Conference was hosted by the University of California, Davis in 2016 and by Florida International University in 2017, to better reach educators in different parts of the United States. In his welcome message for the 2018 conference, IIE President Allan Goodman told the assembled guests, “We applaud the work that this year’s winners—and many of you—have been doing to help welcome and support international students during these turbulent times. International exchange is a core value and strength of American higher education, and international collaboration is vital to the success of our nation’s research and innovation.”

In 2019, the Heiskell Awards were presented at the IIE Summit on the Future of International Education in New York City, marking its Centennial, with new categories including Scholars as Drivers of Innovation (winner: Agnes Scott College), Student Mobility (winner: Lehigh University), International Partnerships (Winner: Broward College), Access and Equity (Winner: University of South Florida– Tampa), and Higher Education in Emergencies (Winner: University of Evansville). These winners, and those who received honorable mention, brought the total number of campuses who had been recognized since 2002 to 150. IIE features highlights of each program on its online Best Practices Resource,33 to advance the knowledge base of professionals in both study abroad and international student offices, as well as deans and international policy leaders.

In 2016, recognizing the need for international students to better understand U.S. higher education in order to succeed, IIE published a student-focused guide in English and Mandarin: Preparing to Study in the USA: 15 Things Every International Student Should Know, written

by Allan Goodman and international careers expert Stacie Berdan.

According to the authors, “International students in the United States are seeking a combination of intellectual and cross-cultural experiences that will prepare them to succeed in the global marketplace. With billions of dollars of funding, cutting-edge research and innovation, and unmatched flexibility on more than 4,700 campuses, the United States offers unparalleled educational opportunities. But with this depth and breadth also comes complexity and confusion. Succeeding at a U.S. college or university can be difficult if you don’t understand the system.”34 IIE launched a new magazine in 2001 called IIENetworker, which features articles on key topics in international education.35 The biannual issues published each spring and fall are themed with timely topics, such as the role of technology in international education and faculty drivers of campus internationalization.

2000- 2019

BUILDI NG E CONOM I E S

F

or much of its history, IIE has been an essential coordinating hub for a variety of endeavors that provided access, training, and capacity building in many corners of the world. By 2000, it described this role as follows: “Through its staff of educators, advisors and development experts located in offices throughout the world, IIE provides professional development, training and strategic advisory services to U.S. government agencies, foreign ministries, corporations, international development banks, NGOs and private foundations.”36 New IIE-led programs and activities from 2000 to 2019, including Generation Study Abroad, would reflect a growing emphasis on training for careers in the interconnected economy, and on increasing the impact that individual students and scholars would have on their home and host countries and communities.

In the major exchange programs that IIE administered for its partners—Fulbright, Gilman, and Humphrey for the State Department and the Boren Awards, ProjectGO, Language Flagships, and others for the National Security Program of the Defense Department—IIE has

The underlying assumption of the International Fellowships Program was that, given the right tools, socially committed individuals from disadvantaged communities could succeed in postgraduate studies and would advance social change upon returning home.

FORD IFP FELLOW Asiya Zahoor, a Ford IFP Fellow, teaches an English class to young women at a college in Srinagar, Kashmir. Access to higher education gave Zahoor the opportunity to realize her potential, and now she is working to better the lives of young women in her own community.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 89

IFP TRACKING STUDIES Supported by a grant from the Ford Foundation, a ten-year tracking study beginning in 2013 and concluding in 2023 utilizes local teams of evaluators in IFP countries, breaking new ground in the methodologies to measure the long-term impact of international scholarship programs.

Over 95 percent of IFP alumni returned to their home countries where they hold public office, head international and government agencies, build civil society organizations, and mobilize grassroots campaigns to defend the rights of all people.

worked with the sponsors to develop program components such as internships, workshops, and alumni networks, and has designed programs that offer participants STEM, language, and business skills to enhance career readiness and help them and their communities to succeed.

Two notable new programs that bookend this era of IIE’s history— the Ford Foundation International Fellowships Program and the Brazil Scientific Mobility Program—underscore the potential of capacity development to enhance economies.

From 2001 to 2013, IIE partnered with the Ford Foundation, creating a joint entity to develop and manage the International Fellowships Program, which supported advanced education for social justice leaders from marginalized groups in twenty-two countries in the Global South.37 By its conclusion in 2013, it had enabled more than 4,300 Fellows from twenty-two countries— spanning Asia, Africa, Latin America, Russia, and the Middle East—to complete graduate or postgraduate degree programs.

The International Fellowship Program represented the Ford Foundation’s single largest program commitment in its history, providing funding of $420 million over its ten-plus years.

The program was innovative in many ways, including in its selection methods, which prioritized social commitment, and 90 / CHAPTER 4: 2000–2019

its decentralization of selection decisions to country partners.

The underlying assumption of the International Fellowship Program (IFP) was that, given the right tools, socially committed individuals from disadvantaged communities could succeed in postgraduate studies and would advance social change upon returning home.

With the goal of promoting access and equity, the impact of the program was considerable. A report documenting the program’s legacy found that “[IFP] alumni represent a wide range of groups that have faced discrimination because of gender, race, ethnicity, religion, economic and educational background, physical disability, and a variety of other exclusionary factors.”38 Despite these challenges, the IFP alumni were experiencing personal and professional gains as well as fostering visible and long-term change in their home nations. Over 95 percent returned to their home countries, where they have gone on to make their mark on the world—holding public office, heading international and government agencies, building civil society organizations, and mobilizing grassroots campaigns to defend the rights of all people. Another unique element in the program is the Ford Foundation’s commitment to tracking the long-term impact of its alumni. Supported by a grant from the Ford Foundation, IIE’s research and evaluation unit has implemented a ten-year tracking study, which began in

2000- 2019 2013 and is slated to conclude in 2023. The study, which utilizes local teams of evaluators in IFP countries, has already yielded several publications and global recognition, breaking new ground in the methodologies to measure the long-term impact of international scholarship programs.39 From 2011 to 2016, IIE worked intensively with the Brazilian government on its ambitious five-year effort to enhance the education of the country’s students and future leaders. Under the Brazil Scientific Mobility Program (BSMP), known in Brazil as Ciência sem Fronteiras, IIE managed the U.S. component of a massive program of scholarships in the STEM fields for undergraduate and graduate students from Brazil, supported by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). The Brazil Scientific Mobility Program recruited talented undergraduate Brazilian students to spend their junior year at universities and internships, and deliberately identified the types of training that would most impact Brazil’s economy and society. The program aimed to be inclusive, selecting a wide array of students from diverse regions, socioeconomic backgrounds, and English language abilities, providing English language support where needed.

Also, and uniquely, the BSMP offered internship and research components or academic training (AT) to provide students with “practical experience they’ll be able to apply in the workforce.”40 Over the course of five years, IIE arranged for U.S. colleges and universities to host a total of 27,821 Brazilian students and facilitated 15,910 internship and research placements. Over time, IIE matched more than four hundred companies in the United States with interns from Brazil.41 After completing an academic year at a U.S. university followed by a summer internship, students returned to Brazil to complete their degrees.42 The grand aim of the BSMP was to “equip a generation of Brazilians with the skills to tackle the country’s biggest challenges.”43 Luiz Loureiro, Executive Director of the Fulbright Commission in Brazil, explained that one of the many successes of the program was that, “It encouraged students of great potential to pursue careers in science and technology, and hopefully become national and international leaders in areas of global concern.”44 IIE also promoted study abroad opportunities for U.S. and international engineering students through its Global Engineering Education Exchange (Global E3), a consortium of seventy-five engineering schools in twenty-five countries that exchange students on a tuition-swap basis. Starting in 2019, IIE also offered U.S. engineering graduate students international research opportunities with support from the National Science Foundation.

Throughout the past decade, IIE continued to expand its work with businesses, governments, and foundations to build capacity and train future leaders. Programs that had begun in the previous decades flourished at the start of the new century. Among them were several large-scale signature scholarship programs that IIE had created with leading global companies.

IIE helped design the Starr Foundation Scholarship Program for children of overseas American International Group (AIG) employees and agents based on academic potential, personal promise, and financial need. IIE managed this program for more than thirty years, until 2006, when the AIG Foundation took over sponsorship of the scholarship program and created the AIG

The Brazil Scientific Mobility Program recruited talented undergraduate Brazilian students to spend their junior year at universities and internships, and deliberately identified the types of training that would most impact Brazil’s economy and society.

BENEFITING BRAZIL Mayara De Souza Silva, an agricultural engineering student from Brazil, studied proteomics, plant genetics, and plant pathology in the United States in 2014. Through BSMP and other initiatives, the Brazilian government sought to give students the opportunity to study abroad at the world’s top universities.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 91

International Scholarship Program. This program provided more than $50 million in grants to deserving children of AIG international employees in fifty countries worldwide.

The GE Foundation Scholar-Leaders Program began in 1987 as a small scholarship to fund talented and financially needy undergraduates in Mexico. Over its twenty-nine years, it expanded globally, and by the time it ended in 2016, IIE had managed GE Foundation scholarships in engineering and business/management fields for students in fourteen countries: Brazil, Canada, Mexico, Czech Republic, Hungary, Poland, Romania, United Kingdom, India, Indonesia, Korea, Malaysia, Thailand, and Vietnam. The program evolved from traditional scholarships to add three-day leadership development seminars held at local GE offices in the students’ home countries. The scholar-leaders took part in community development projects and were offered mentoring

by GE employees to gain insight into prospective careers and learn about the skills needed for their career development.

From 1999 to 2009, with the goal of developing the leaders of tomorrow, IIE helped the Goldman Sachs Foundation bring together groups of outstanding undergraduates from one hundred colleges and universities in twenty countries each summer for intensive leadership workshops at Goldman Sachs headquarters and follow-up internship possibilities. Many of these students went on to win Fulbright Fellowships as well as Rhodes, Truman, Marshall, and Gates scholarships.45 By the time the ten-year Goldman Sachs Global Leaders Program concluded, many of the 1,050 participants had embarked on successful careers in fields ranging from teaching to government to business, and a number of them had the opportunity to make a positive impact on their local communities through the program’s Social Entrepreneurship Fund.

Recognizing a growing need for students and professionals in the STEM fields to gain international perspectives and experience, IIE teamed up with global corporations to prepare young

BRAZIL SCIENTIFIC MOBILITY PROGRAM PROFILE

Total Scholarships Awarded SCHOLARSHIPS

United States

27,821*

United Kingdom

Students by Brazilian State and Region

10,740

Canada

7,311

France

7,279

Australia

7,074

Germany

6,595

Spain

5,025

Italy

3,930

Portugal

3,843

Ireland

3,387

The Netherlands

2,289

Hungary

2,134

Other Countries

1,029

GRAND TOTAL

92,880

*Includes community college and doctoral students not administered by IIE.

New Student Enrollment in Academic Programs

Fields of Study for BSMP Students Agriculture

Design

Architecture

Engineering

Biology

Information Sciences/Systems

Chemistry Computer Science

1.8%

7.8% 3.2%

TOTA L S T U DE N T S

Medical Sciences Pharmacology 63.7%

92 / CHAPTER 4: 2000–2019

2.6% 4.4%

ENGINEERING STUDENTS

BY SUBFIELD 5.6% 1.9% 6.9% 2.1%

Civil

9,339 7,601

18.6%

Mechanical 13.3% Electrical

10.9%

Industrial

10.1%

Biomedical

9.5%

Chemical

9.3%

Other

9.1%

Computer

5.2%

2,063

2,745

822 2011–12 2012–13 2013–14 2014–15 2015–16

2000- 2019

By the time the ten-year Goldman Sachs Global Leaders Program concluded, many of the 1,050 participants had embarked on successful careers in fields ranging from teaching to government to business.

GLOBAL LEADERS Top: Lai Dafu, who earned his master’s degree in music education from New York University with the support of the Ford IFP Fellowship, conducts a workshop for school children outside Beijing.

Bottom: Anurag Gupta established Opening Possibilities Asia with a grant from the Goldman Sachs Global Leaders Program to train teachers, promote literacy, and increase vocational skills in Myanmar.

people to contribute to the workforce of the future. IIE worked with ExxonMobil to implement graduate scholarships for students through nine distinct programs in Libya, Russia, Iraq, Angola, Indonesia, Romania, and the Middle East and North Africa (MENA) region, with goals that included identifying future leaders in the geosciences who could develop and cultivate global competency, innovative capacities, and critical thinking skills to address the needs of their home countries and communities. IIE conducted outreach throughout the MENA region to provide ExxonMobil scholarships to participants from Lebanon, Morocco, Oman, Egypt, Tunisia, Jordan, Iraq, and Bahrain.

In 2013, IIE and Cargill launched the Cargill Global Scholars Program, a distinctive two-year scholarship that provides financial support to undergraduate students in Brazil, China, India, Indonesia, Russia, and the United States. IIE helps Cargill to offer leadership-development opportunities through seminars, networking events, case study presentations, a one-on-one mentoring

program facilitated by Cargill volunteers globally, and an alumni network that connects past, current, and future scholars. Students selected demonstrate exemplary academic achievement and leadership potential, and they study in a field relevant to Cargill’s world of food, agriculture, and risk management. Joe Stone, Executive Vice President, Chief Risk Officer of Cargill noted, “Cargill benefits greatly from the Global Scholars Program because we have a huge talent pool of scholars that are motivated to work for the company. And not only do they want to make Cargill better, they want to make the world a better place. I think with the Cargill Global Scholars Program, we are in good hands.”46 In 2014, IIE began working with the newly created Schwarzman Scholars to help identify and select the first three classes of exceptional young leaders from around the world to take part in this innovative scholarship program. Founded by the Chairman and CEO of Blackstone, Stephen A. Schwarzman, the program was designed to ensure that the next generation of business, political, and civil society leaders can effectively serve as bridges between China and the rest of the world. Anchored in an eleven-month professional master’s degree in global affairs at Beijing’s prestigious Tsinghua University, the program provides scholars with the opportunity to develop their leadership skills, engage in high-level interactions with Chinese leaders and visiting speakers, and learn from worldclass faculty through a dynamic core curriculum and concentrations in economics and business, international studies, and public policy.

Demonstrating the broad global reach of the program, the final class of scholars selected by IIE and Schwarzman Scholars included 147 students from 119 universities in thirty-eight countries.

At the beginning of its Centennial year, IIE managed a strong portfolio of programs for corporate partners including Adobe, Cargill, Chevron, Arconic, Avery Dennison, Boeing, and Western Union.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 93

DEVEL OPI NG CAPAC I T Y AROUN D th e WOR LD

I

IE has been managing participant training and capacity development programs for USAID since the 1960s. In the early 2000s, there was a growing emphasis on economic growth, energy, and the environment. IIE’s Energy Group worked with USAID to develop leaders and increase efficiencies throughout the energy sector.

It managed programs like the Energy and Environment Technical Leadership Training Program (TLT), which had trained more than a thousand participants in programs such as an in-country workshop held in Dakar, Senegal, in 2000, focusing on energy efficiency, renewable energy, and urban environmental management.47 As part of the USAID-sponsored United States-Asia Environmental Partnership (US-AEP), IIE provided training and technical tours to professionals in countries such as India, Malaysia, the Philippines, Thailand, and Korea with the goal of educating professionals to promote cleaner and more efficient cities and industries in Asia by supporting the exchange of best practices and technology. In 2000, IIE facilitated more than a hundred exchanges under US-AEP, including one that brought high-level Indian officials to meet with experts in U.S. government, industry, higher education, and NGOs, to help the Indian officials better solve the problem of arsenic-contaminated groundwater in West Bengal.48 For more than five years, IIE pioneered leadership development within the Ministry of Energy and Electricity and Telecom Egypt, under the USAID Leadership Development Program (LDP). In addition, more than 65,000 Egyptians participated in IIE-administered programs under the USAID Development Training II (DT2) Project, a comprehensive training program designed to strengthen the management and technical capabilities of Egyptian organizations.

Since 2012, IIE has supported USAID Bureaus and Missions around the world by offering a comprehensive range of services including human institutional capacity development, training needs assessments,

94 / CHAPTER 4: 2000–2019

performance monitoring plan design, and short- and long-term training and exchange visitor programs through the Focus on Results: Enhancing Capacity across Sectors in Transition (FORECAST II) Indefinite Quantity Contract. FORECAST II programs have strengthened the knowledge and skills of thousands of leaders across the public and private sectors, academia, and civil society and supported USAID and host country development priorities in countries including Egypt, Indonesia, Pakistan, Tanzania, Timor-Leste, and Vietnam.

Today, IIE is working with USAID to strengthen Indonesia’s higher education sector. The government of Indonesia has committed to strengthening the country’s higher education sector to solve the nation’s development challenges. To support this, IIE implemented the USAIDfunded Sustainable Higher Education Research Alliances (SHERA) program, which supports Indonesian research collaboration with the United States through five consortia, called Centers of Collaborative Research. With consortia leaders located in Indonesian institutions, SHERA’s model focuses on local self-sufficiency and working with the private sector, nonprofits, and local governments to ensure sustainability.

Over the past two years, the Indonesian institutions have worked closely with U.S. members to strengthen research design methodology and analysis, increase research-writing abilities for more than a thousand scientists, and provide access to cutting-edge laboratories. In addition, the program has supported twenty professional exchanges, thirty-eight short-term trainings, and seven virtual knowledge exchanges, resulting in seventy-seven international publications.49 The training that IIE has conducted through many decades of USAID-sponsored capacity-building programs has directly touched more than 88,000 individuals; with each of these individuals and their institutions going on to benefit thousands in their communities, the legacy of this training will have ripple effects for generations to come.

As it had for much of its history, IIE continued to partner with the Ford Foundation on capacity building and leadership development.

In 2009, this partnership created the Global Travel and Learning Fund to promote learning and exchange among participants, partners, and other individuals working in diverse sectors and world regions.

2000- 2019 DIASPORA FELLOWSHIP PROGRAMS Far left: Professor Richard Damoah, a Carnegie African Diaspora Fellow, trains students at All Nations University in Ghana on the use of an Aerosol Robotic Network (AERONET) instrument.

Left: Dr. Alexandra Touroutoglou from Harvard Medical School was among the first Greek Diaspora Fellows selected to collaborate with peers at Greek higher education institutions to conduct research, training, and curriculum co-development projects.

IIE administers small travel awards and supports other learning activities for individual participants of the Ford Foundation to attend conferences, share expertise, and conduct research that seeks to develop innovative solutions to complex social problems.

To date, IIE has provided logistical support to more than 23,500 Ford Foundation participants from all world regions. IIE’s work for the Ford Foundation has led other foundations, including the MacArthur Foundation, the Carnegie Foundation for the Advancement of Teaching, the Kresge Foundation, the William and Flora Hewlett Foundation, and the Rockefeller Foundation, to partner with IIE for similar travel and learning grant programs.

To scale up the impact of exchanges, IIE began to look at new models of connecting diaspora professionals across borders to address urgent needs in their countries of origin. In 2013, IIE worked with Carnegie Corporation of New York to create a new scholar fellowship model that enables African institutions in Ghana, Kenya, Nigeria, South Africa, Tanzania, and Uganda to host an African-born scholar to work on projects in research collaboration, graduate student teaching/mentoring, and curriculum co-development in priority areas identified by the host universities.

Designed to increase intellectual circulation throughout Africa, strengthen capacity at host institutions, and develop long-term, mutually beneficial collaborations between universities in Africa and the United States and Canada, the Carnegie African Diaspora Fellowship Program (CADFP) has awarded a total of 385 fellowships since its 2013 inception.

In 2018, more than a hundred Africa-born scholars were selected to return to their home countries to build educational partnerships with more than sixty African universities. The visiting Fellows worked with their hosts on a wide range of projects which included controlling malaria, strengthening peace and conflict studies, developing a new master’s degree in emergency medicine, and training and mentoring graduate students in criminal justice. To deepen the ties among the faculty members and between their home and host institutions, the program is providing support to several alumni to enable them to build on successful collaborative projects they conducted in previous

To date, IIE has provided logistical support to more than 23,500 Ford Foundation participants from all world regions.

years. With funding from Carnegie Corporation of New York, the program is managed by IIE in collaboration with the United States International University-Africa in Nairobi, Kenya, which coordinates the activities of its Advisory Council.

The CADFP enabled Dr. Henry Bulley from the Borough of Manhattan Community College, The City University of New York, to travel between Makerere University, in Uganda, and the University of Ghana to conduct integrated, landscape-based assessments using geospatial science and technology to address issues around perennial flooding. In another innovative project, Lombuso Khoza from University of Maryland, Eastern Shore, developed a curriculum focused on creating a cleaner and more sustainable textile industry at the University of Pretoria. Through these and similar initiatives, CADFP aims to find solutions to some of the most pressing challenges facing Africa, and the world today.

Building on the success of this program, IIE collaborated with the Fulbright Foundation in Greece and the Stavros Niarchos Foundation (SNF) to design a similar mechanism to connect Greece-born scholars living in the diaspora with universities and needs in Greece. The country had experienced a wave of emigration in the wake of the global economic crisis of 2008, primarily among highly educated young people seeking to escape high youth unemployment levels.

Launched in 2016, the Greek Diaspora Fellowship Program (GDFP) has provided forty-nine fellowships to U.S.- and Canada-based academics born in Greece to conduct research and teach in Greek universities, creating collaborative, mutually beneficial engagements between Greek and North American scholars and universities. The success of this program has been enhanced by the strong relationships that the Fulbright Foundation in Greece has with the Greek universities. In an announcement that the third round of fellowships would be available to diaspora scholars in a broader range of countries, SNF Co-President Andreas Dracopoulos explained the program’s goals: One of Greece’s greatest assets is the extraordinary pool of talent, knowledge, and experience held by Greeks of the diaspora. Academic institutions in North America, Australia, New Zealand, and South Africa host a considerable number of Greek scholars, excelling in all fields, who want to contribute to education and research in their country of origin. At a time when resources at Greek institutions are scarce, the GDFP formally and more fully activates unofficial lines of collaboration with Greece that have always existed. It encourages a flow of top scholars into Greece to teach and work with students, conduct research, and develop programming, resulting, rather than in brain drain, in global intellectual circulation.50 Scholars selected for the program represent a variety of disciplines and have worked on projects ranging from medical physics and clinical neurophysiology to educational psychology and cybersecurity. These fellowships demonstrate SNF’s commitment to expanding Greece’s human capital and investing in the country’s economic recovery. In October 2018, IIE honored the Stavros Niarchos Foundation with the Humanitarian Award for International Cooperation at its annual gala dinner, in recognition of the foundation’s efforts to tackle unprecedented challenges through its grant-making, such as the global refugee and the Greek socioeconomic crises.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 95

R ES C UE

T

he Institute’s role in the rescue of scholars has been one of its most profound and enduring contributions to advancing scholarship, building economies, and promoting access to opportunity. In 2002, IIE committed to making scholar rescue a permanent part of its work, creating an endowed scholar rescue program with leadership and initial financial support from IIE Trustees Henry Jarecki, Henry Kaufman, and Thomas Russo, as well as George Soros.

Protecting threatened professors and students had long been at the core of IIE’s mission. Indeed, during nearly every decade of its existence, the Institute took action to lead extraordinary efforts to support individuals in need of help. Inspired by this history and modeled after IIE’s Emergency Committee in Aid of Displaced German Scholars in the 1930s, the new IIE Scholar Rescue Fund (IIE-SRF) would allow the Institute to be proactive in saving lives whenever scholars faced imminent threat.

Fittingly, IIE made this momentous announcement at a gala dinner in October 2002 honoring Ruth Gruber, whose 1944 mission to bring one thousand refugees to the United States from war-torn Europe helped to inspire IIE’s rescue work, with the inaugural Fritz Redlich

RUTH GRUBER Ruth Gruber receiving the inaugural IIE Fritz Redlich Alumni Award in 2002. Her 1944 mission to bring one thousand refugees to the United States from war-torn Europe helped to inspire IIE’s rescue work.

Alumni Award, named for a former Dean of the Yale School of Medicine who had fled from Europe under the Nazis. The proceedings appeared in the U.S. Senate Congressional Record on November 18, 2002. Henry Jarecki, who chaired the fund and its scholar selection committee during its first decade, addressed attendees at the 2002 IIE gala, saying, “If we have done our job right, the courageous scholars of this world will always have a Scholar Rescue Fund to turn to as a haven.”

In 2012, Jarecki was succeeded by the Vice Chairman of IIE’s board, Mark A. Angelson, as IIE-SRF grew from a start-up

2000- 2019 initiative into a thriving international rescue effort that has saved the lives and work of hundreds of threatened academics and their families. Today, IIE-SRF is the only global program that arranges and funds fellowship appointments for threatened and displaced scholars at higher education institutions worldwide.

IIE has drawn on its long experience of rescue, its close relationships with academic institutions, and its vast experience in implementing fellowships to create an expertly managed program that enables selected scholars from any country and in any academic discipline to escape danger from conflict zones and repressive regimes, relocate to safe countries, and reestablish themselves as teachers, researchers, writers, and intellectuals. IIE has nurtured strong partnerships with dedicated host institutions that welcome IIE-SRF Fellows to their campuses and provide critical academic, social, and matching financial assistance before, during, and after the academic appointment. From 2002 to 2019, IIE-SRF awarded fellowships to close to eight hundred scholars from fifty-nine countries, partnering with more than four hundred host institutions in forty-four countries.

Scholars are often the first to be silenced by regimes or repressive factions looking to control populations and their narratives.

Applications from scholars have increased by nearly 60 percent since 2015, with more applications received in 2018 than any year in the program’s history—a signal that the need for scholar rescue is greater than ever before. Through these applications, which originate in every region of the world, IIE had witnessed the entrenched authoritarianism, corruption, and political violence that manifest in anti-intellectual policies and practices.

In countries where entire national academies have been decimated by conflict, IIE-SRF responds by assisting scholars whose knowledge and expertise will be integral to rebuilding higher education in their home countries. The Iraq War—with its targeted attacks on academics— was the first large-scale crisis to which IIE-SRF was compelled to

THE RESCUE OF SCIENCE AND LEARNING Fellowships to Scholars 2002–2019 3% 10.9%

10.7%

1.3%

4.6%

Europe & Eurasia SCHOLAR REGIONS OF ORIGIN

Latin America and the Caribbean Middle East & North Africa South and Central Asia Sub-Saharan Africa

69.5%

28.5%

26.1%

Applied Sciences Arts

SCHOLAR FIELDS O F S T U DY

Humanities 2.9%

21.4%

RUTH G RUBER 2002 Redlich Award Conferral

RESCUE IN THE FACE OF WAR Eqbal Dauqan was a leading biochemist and a professor in Yemen. When war broke out, Dr. Dauqan found a way out of the country with support from the IIE Scholar Rescue Fund and relocated to a university in Malaysia.

She now continues her research in safety, sharing invaluable knowledge with the next generation of biochemists.

Natural Sciences Social Sciences

21.1%

1,249 “Now you here are rescuing more people in danger and you have helped thousands to begin their lives as you helped me. I can only tell you that all of us owe you such gratitude, and I cannot thank you enough.”

East Asia & Pacific

793

AWAR D S

S C HOLA R S

including renewals

78% men / 22% women

$ 30.7

$ 17.9

MILLION

M I LLI ON

in grants approved

in matching support from host institutions

TOP FIVE HOSTS

BY COUNTRY

1. United States 2. Jordan 3. United Kingdom

4. Canada 5. Germany

Data ending Feb 19, 2019

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 97

“Rescuing these scholars ensures that their accumulated knowledge will be passed on to countless students and future generations. This multiplier effect is essential to a brighter future.”

MA RK A NGEL SON IIE Vice Chairman and IIE-SRF Chair

respond. IIE created the Iraq Scholar Rescue Project in 2007, with support from the U.S. Congress and Department of State, the Bill and Melinda Gates Foundation, and the Richard Lounsbery Foundation. From 2007 to 2014, the project supported more than 275 Iraqi professors and scientists in resuming their teaching and research in safety, scores within the Middle East-North Africa region. Many of these scholars have since returned to Iraq, while others have rebuilt their careers elsewhere, often maintaining scientific ties to their home country.

With increasing stability in Iraq, IIE continues to support the rebuilding of higher education in the country. The IIE-SRF Iraq Distance Learning Initiative, established in 2018 with support from the U.S. Department of State, building upon the successful distance learning activities of the Iraq Scholar Rescue Project, connects Iraqi scholars living in the diaspora with universities and colleagues in Iraq.

Through this program, displaced Iraqis are filling critical expertise and curricular gaps by delivering livestreamed courses and individual academic lectures to students and faculty at Iraqi universities.

In recent years, IIE-SRF has responded to several crises that have threatened entire national academies—including in Syria, Turkey, Venezuela, and Yemen—while also continuing to support individual scholars facing targeted persecution. Angelson has called on universities and world leaders to do their part in providing safe havens for rescued scholars, recognizing the crucial contributions these scholars stand to make: The world needs these scholars to be able to continue their critical teaching and research—for their own benefit, but also for our benefit, and for the benefit of their children and ours. When the conflicts that rage today inevitably come to an end, university professors—with expertise in essential fields from engineering to history to health care—will be critical to the re-building of their societies. They will drive the development that will be our best hope for long term stability. And they will have a crucial role to play as a moderating force against ethnic hatred and religious intolerance.

Education is the catalyst that will propel us to a better future.51 Starting in 2011, the conflict in Syria focused IIE’s attention on the thousands of scholars who were compelled to flee targeted violence and the wholesale destruction of entire cities and towns.

98 / CHAPTER 4: 2000–2019

Spared no harm from one of the most damaging conflicts of the twenty-first century, universities have been bombed and converted into military compounds; labs and other research sites have been destroyed; scholars have been conscripted by the Syrian military or rebel forces; and professors have been compelled to serve as shields to protect their students from threats. IIE-SRF has helped more than a hundred Syrian professors and researchers, scholars who fear not only for themselves and their families but also for their colleagues and students still in Syria who have little to no prospect of furthering their education at any level. In short, yet another national academy has suffered the consequences of a war that risks leaving a devastating mark on generations to come.

Working to ameliorate this risk, IIE moved quickly to create a consortium of universities to host Syrian students displaced since the outset of the conflict in 2011, followed by the Platform for Education in Emergencies Response (IIE-PEER) in 2017.

The impact of IIE-SRF has been profound—for IIE-SRF fellows, their academic hosts and host communities, and the many students and other individuals who have been inspired by the bravery, drive, and intellect of the scholars who have found refuge through the program.

Susan Carvalho, then Associate Provost for International Programs at the University of Kentucky, described the unique opportunity of hosting an IIE-SRF Fellow from the Democratic Republic of the Congo: “Our participation in the IIE-SRF program has brought our students into contact with a scholar and a perspective that no other format could provide. In addition to the benefits that the program brings to scholars whose safety or freedom is at risk in their home countries, the benefits to U.S. students are inestimable.”52 Speaking at the 2018 Scholar Rescue Fund Forum, Arash Alaei, an IIE-SRF alumnus and scholar of public health from Iran, explained the impact of his Fellowship: “With one suitcase and hundreds of questions and concerns, we were supported by the Scholar Rescue Fund to find answers, be settled, develop ideas, start to work, and reach our goals.”53 Dr. Alaei and his brother, Dr. Kamiar Alaei, undertook IIE-SRF Fellowships at the University at Albany, where they went on to establish the Global Institute for Health and Human Rights. Through their continued work with the university, they propel conversations and action on issues of public health in countries where it is needed most, including Syria. In 2018, IIE-SRF honored the brothers with its Outstanding Scholar Award for their exceptional achievements both during and after the Fellowship.

A number of other rescued scholars have also received prestigious awards or honors recognizing significant contributions to their fields. In 2016, the Institute established the IIE-SRF Beau Biden Chair, which is awarded annually to an IIE-SRF Fellow who embodies the legacy of Beau Biden, the former Attorney General of Delaware, in pursuing justice and safeguarding vulnerable populations. Legal scholar and environmental activist Alfred Brownell of Liberia was named the inaugural IIE-SRF Beau Biden Scholar. After completing his Fellowship at the Northeastern University School of Law in 2019, Brownell went on to receive the prestigious Goldman Environmental Prize for his work protecting the Liberian rainforest from destruction by the palm oil industry.

Since IIE-SRF issued its first Fellowships in 2002, IIE-SRF Fellows have instructed tens of thousands of students and contributed innumerable scholarly works to the global academic record.

2000- 2019

From enlivening the intellectual atmosphere of their host universities, to creating robust scholarship that advances research, to returning to their home nations to rebuild institutions of higher learning, rescued students and scholars have changed the world for the better.

In 2018 alone, scholars on IIE-SRF Fellowships taught more than 2,300 students, completed or published 200 books and academic articles, presented 200 talks and lectures, and participated in more than 350 media events. Dr. Vartan Gregorian, President of Carnegie Corporation of New York and a valued IIE-SRF partner, described the program’s far-reaching impact: Through the Scholar Rescue Fund, the Institute of International Education has dedicated itself to nothing less than advancing and preserving the knowledge and history of the world’s cultures and civilizations. How much would have been lost—and would continue to be lost—without their efforts is almost unthinkable.54 With its unique model and unparalleled global reach, IIE-SRF has inspired domestic and international organizations and governments to promote the endeavor of scholar rescue within their own jurisdictions. Through formal partnerships with the government of Finland’s Finnish National Agency for Education as well as the German state of Baden-Württemberg, for instance, IIE-SRF and institutional colleagues facilitate assistance for threatened and displaced scholars who benefit from generous governmental and academic support in their host communities. The royal family of the Hashemite Kingdom of Jordan has displayed an unwavering commitment to championing scholar rescue and the shared benefits through which universities gain top global talent while providing safe haven to neighbors in need of protection. Jordanian higher education institutions have hosted more than 115 IIE-SRF Fellows, including 105 Iraqi scholars at the height of the Iraq crisis. More recently, these institutions have opened their doors to scholars fleeing conflicts in Libya, Syria, and Yemen.

The need for IIE’s rescue work is far from over. “Unfortunately, scholar rescue is a growth industry,” says Angelson, pointing to a resurgence of authoritarianism and ongoing conflicts that continue

CONTINUING RESEARCH Alfred Brownell, a Liberian scholar of environmental law, was facing threats from the Liberian government for his work defending human rights.

Thanks to a partnership between Northeastern University School of Law and IIE-SRF, Brownell was able to continue sharing his expertise in environmental law and natural resource rights at Northeastern.

to disenfranchise and displace scholars by the thousands.55 Repressive regimes consolidating power in countries across the globe are threatened by the power of intellectuals to influence populations and to effect change, resulting in the sometimes highly publicized, but more often hushed targeting of academics for their ideas. In recent years, IIE has seen a sharp increase in applications from Yemeni scholars, in particular, who describe a crippled higher education sector characterized by a dangerously sectarian and repressive university environment and decimated research facilities. They chronicle the effects of five years of unending violence—creating what the United Nations has called the world’s worst and most complex humanitarian crisis—that has destroyed their homes and their careers and taken the lives of many of their loved ones. IIE-SRF has supported dozens of these scholars to continue their research in countries across the globe, so that, one day, they will be able to return to Yemen and contribute to what they hope will be a peaceful future. Angelson spoke at IIE’s 2018 gala dinner about the impact of saving the threatened scholars: “Rescuing these scholars ensures that their accumulated knowledge will be passed on to countless students and future generations. This multiplier effect is essential to a brighter future.”56 Embarking on its next century, IIE will continue to serve as a beacon of hope for the teachers, writers, scientists, and intellectuals on whom the future relies.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 99

CONTINUED EDUCATION Displaced students from Myanmar at a refugee camp in Thailand continue their education as part of the IIE-PEER program.

PROTECTING CREATIVITY Playwright, director, actor, and activist Silvanos Mudzvova faced persecution in his native Zimbabwe. In 2016, the IIE Artist Protection Fund awarded him a Fellowship and residency at the University of Manchester in the United Kingdom.

CON N E CTI NG DI S PL AC E D ST U DE N T S W I TH E D UCAT IO NA L O P P O RT U N I T I E S In response to the world’s global education emergencies, IIE has provided emergency assistance to displaced students since 1919. To address the global higher education crises in recent decades, IIE has developed Student Emergency Initiatives such as the Emergency Student Fund, the IIE Scholarship Fund for Syrian Students, and the IIE Syria Consortium for Higher Education in Crisis. In 2017, IIE and the Catalyst Foundation for Universal Education developed the Platform for Education in Emergencies Response (IIE-PEER), an online clearinghouse enabling displaced and refugee students to connect with educational opportunities so they may continue formal and informal higher education. Because of the devastating impact of the Syria crisis on the country’s students, IIE-PEER initially focused on the educational needs of Syrian students at the university level. In 2018, IIE-PEER launched its global expansion to include opportunities for refugee and displaced students from all backgrounds and added university advising and admissions programs to support displaced and refugee students in securing admission at higher education institutions.

PROTE CTI NG T H RE AT E N E D A RT I ST S Since its inception, the IIE Scholar Rescue Fund has provided lifesaving fellowships to enable persecuted scholars of the arts, including scholars of Ethiopian film, Iraqi painting, Latin American literature, Russian 100 / CHAPTER 4: 2000–2019

poetry, Syrian theater, and Uzbek music, among others, to escape from harm and continue practicing their art and scholarship in freedom and safety. In 2014, recognizing a specific need to support scholars of the arts, IIE-SRF created the Janet Hennessey Dilenschneider Scholar Rescue Award in the Arts to support threatened scholars in fields such as painting, dance, music, architecture, and the performing arts. The first honoree was a Syrian professor and artist with a portfolio that spans architecture and interior design, including establishing one of Syria’s first interdisciplinary undergraduate degree programs in fine arts.

The following year, IIE and the Andrew W. Mellon Foundation developed the Artist Protection Fund (IIE-APF) to fill a critical unmet need to provide relief and safe haven to artists on a large scale, and for extended periods. With the participation of arts organizations from around the world, this fund has assisted thirty-three artists from sixteen countries since its inception in 2015, designing innovative residency programs with hosting institutions that welcome IIE-APF Fellows into their community, and facilitate contact with other artists and thought leaders.

2000- 2019 S T U DE N T & S C H O L A R R E S C U E A Long-Standing Commitment to Protecting Academic Freedom Rescue Work Begins 1920

Committee on Awards for Chinese Students

ASIA-HELP 1998–2005

1942–1945

IIE rescues scholars displaced by the Bolshevik Revolution.

Russian Student Fund 1921–1949

IIE helped more than 600 students and scholars caught in the crossfire of the Bolshevik Revolution and Stalinism to reach safety in Europe and the United States.

The committee assisted more than 400 Chinese students stranded in the U.S. during the war who were unable to receive funds to continue their studies. Similar programs followed to help students and scholars from Turkey.

Balkan-Help Emergency Program to Aid Hungarian University Students

Rescue Scholars from Fascist Italy

1956–1958

1922–1924

A joint committee of IIE and the World University Service arranged for approximately 1,000 students displaced by the violent suppression of a popular uprising.

As Mussolini’s Fascist rule displaced scholars, IIE found positions for them at U.S. universities.

Emergency Committee in Aid of Displaced German (later Foreign) Scholars 1933–1941

More than 330 scholars throughout Europe who were barred from teaching, persecuted, and threatened with imprisonment by the Nazis were brought to U.S. universities under the leadership of IIE’s Edward R. Murrow.

Rescue of Scholars from the Spanish Civil War

South Africa Education Program 1979–1992

Black South Africans denied access to education under apartheid were placed at nearly 200 universities and offered either full or partial scholarships. Ninety-five percent of the participating students returned to South Africa.

Rescue of Burmese Students and Scholars

1999–2000

IIE helped thousands of students from Albania, Macedonia, and the former Yugoslavia whose families and livelihoods were devastated during the Third Balkan War.

IIE Emergency Student Fund (ESF) 2010–Present

IIE’s ESF has provided over $3 million in emergency grants to more than 800 students studying in the U.S. impacted by crises or natural disaster in Haiti, Japan, Libya, Nepal, the Philippines, Syria, Thailand, Yemen, the Caribbean nations, and Venezuela.

IIE Scholar Rescue Fund 2002–Present

Through the Scholar Rescue Fund, IIE ensures that there will always be a source of support to bring persecuted scholars to safety whenever and wherever they may be threatened.

1990–1992

1936–1939

IIE led a binational effort to find host campuses in the U.S. and Europe for scholars on both sides of the conflict who were forced into exile.

A grant from the Freeman Foundation provided almost 1,400 students impacted by the Asian economic crisis with interest-free loans to continue their education in the U.S. Repayments of the loans enabled IIE to help students and scholars affected by the tsunami of 2004 and other crises.

Exiled from Burma in 1988, hundreds of scholars and students were living as refugees in Thailand. IIE helped place them at U.S. universities for education and training programs.

IIE Platform for Education in Emergencies Response (IIE-PEER) 2017–Present

IIE-PEER is an online clearinghouse enabling more than 35,000 displaced and refugee students to connect with educational opportunities, so they may continue formal and informal higher education.

With new markets opening up around the world, IIE is driving innovation in international exchange and promoting access to global opportunities for top talent from around the world.

DRIVING INN0VATION Emmanuel Johnson, a U.S. Fulbrighter pursuing his master’s degree in robotics at the University of Birmingham in the United Kingdom, observes the workings of a robot.

SCHOLARS IN VIETNAM Fulbright Scholar Michael Goldberg teaches an entrepreneurship class at the National Economics University in Hanoi, Vietnam.

102 / CHAPTER 4: 2000–2019

2000- 2019

PR ELUDE to the F UTU RE

I

n the decade leading up to IIE’s Centennial, IIE’s impact could be felt in a multitude of ways. The sheer numbers spoke volumes: in 2018, for instance, 29,913 people participated in IIE-managed programs. IIE placed 1,281 international students at U.S. colleges and universities. IIE’s Emergency Student Fund and Syria Consortium provided more than 400 students with financial support. As it has done throughout its entire history, the Institute continued to serve the educational needs of the world in ways most appropriate for the time, by shaping new ways for students, educators, and professionals to connect across countries and cultures, such as building innovative models of global universities and academic partnerships.

With new markets opening around the world, IIE is driving innovation in in international exchange and promoting access to global opportunities for top talent from around the world. In 2007, IIE— through its network of international offices—worked with leaders at King Abdullah University of Science and Technology (KAUST) to identify outstanding students globally to receive scholarships to pursue advanced degrees in science, technology, and engineering.57 As a new graduate-level research university, KAUST is dedicated to inspiring an age of scientific achievement that will benefit the region and the world.

IIE continued to work closely with KAUST in the following years on the KAUST Gifted Student Program, supporting talented Saudi students in their pursuit of bachelor’s degrees in science and engineering at top U.S. universities, most recently providing university placement and professional enrichment for nearly five hundred talented Saudi undergraduates pursuing STEM majors in the United States in 2018.

IIE developed a partnership with New York University Abu Dhabi to identify students from different backgrounds to become part of a unique intellectual community designed to build leadership capacity and develop truly global citizens. The inaugural class of 2010 represented one hundred students from around the world. Since the program’s inception, IIE has undertaken outreach in more than 120 countries to identify talented undergraduate candidates for this unique academic opportunity, many receiving scholarships to fund their studies. The Class of 2022, which entered the university in October 2018, is composed of 389 students from eighty-four countries, selected from more than 12,000 applicants. As of 2019, NYU Abu Dhabi’s total student population had grown to more than 1,300 students from more than 120 countries who speak over 115 languages.

IIE’s Center for International Partnerships, started in 2010, has become a leader in building strategic academic partnerships, leveraging IIE’s vast network of international institutions and government partners to provide unparalleled access to higher education counterparts and key decision makers in the focus country. Since its founding, the center has worked with more than one hundred colleges and universities in the United States to increase academic partnerships with institutions from eleven countries around the world, among them Brazil, Cuba, Finland, Myanmar, New Zealand, Norway, and Vietnam.

IIE has also championed capacity building and leadership development to meet the higher education needs of a changing geopolitical landscape. Through its work in Myanmar, for example, it created a virtual training program for emerging university leaders, called Connecting with the World, just as the country opened up to the

With the goal of improving lives and finding solutions to common problems, these fruitful research partnerships focused on pressing global challenges such as the environment, food security, health, and urban development.

GLOBAL INNOVATION INITIATIVE GII, a four-year grant program, funded thirty-seven multilateral research collaborations that enabled U.S. and UK researchers to work closely with their peers in Brazil, China, India, and Indonesia beginning in 2014.

West.58 With support from the Luce Foundation, the training program and IIE’s International Academic Partnerships Program met a critical need for Myanmar’s universities as they sought to form partnerships and engage in projects with higher education institutions around the world.59 Since its pilot in 2013, 150 faculty members, administrators, and ministry officials have participated in the course. Course alumni founded the first association for international educators in Myanmar, with Department of Higher Education of Myanmar’s Ministry of Education officially recognizing their work and encouraging every university to establish international relations offices.

Working with the British Council and inspired by transatlantic policy dialogues in 2010 and 2011, IIE administered the Global Innovation Initiative (GII), a collaboration between the British government and the U.S. Department of State Bureau of Educational and Cultural Affairs.

This four-year grant program funded thirty-seven multilateral research collaborations that enabled U.S. and UK researchers to work closely with their peers in Brazil, China, India, and Indonesia beginning in 2014.

With the goal of improving lives and finding solutions to common problems, these fruitful research partnerships focused on pressing global challenges such as the environment, food security, health, and AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 103

urban development. GII research projects had a tangible impact on local communities. From using mobile phone technology to screen for cervical cancer in rural India to assessing flood impact as a consequence of urban development and climate change in megacities— such as Beijing, London, and New York—research teams tackled issues critical to the daily lives of many.60 Recognizing the critical role of Senior International Officers in developing these enriching partnerships and their contributions to international education as a field, the Institute created the IIE Senior International Officer Award in 2019. The inaugural winner, Dr. Joanna Regulska, Vice Provost and Associate Chancellor of Global Affairs at UC Davis, spoke about the wide-ranging impacts of international partnerships: Enhanced cultural awareness, increased understanding of individuals and communities, mutually beneficial research, and student learning opportunities are only a few of the outcomes that come from multifaceted partnerships. In today’s interconnected world, this cultural learning and bridge building is more important than ever.61 Other endeavors, such as the State Department’s EducationUSA Leadership Institutes, bring individuals from around the world together to gain a deeper understanding of U.S. higher education, allowing participants to develop knowledge and skills that could improve their own institutions.

In 2006, IIE began to administer the Global EducationUSA Services program through a cooperative agreement with the U.S. Department of State Bureau of Educational and Cultural Affairs, in support of the EducationUSA global network of more than 425 international student advising centers in 180 countries. In collaboration with U.S. embassies and consulates, NGOs, and Fulbright Commissions, the Regional Educational Advising Coordinators (REACs) lead the EducationUSA network of advising centers to foster international student mobility, guide and train EducationUSA advisers, and support ECA’s public diplomacy efforts. REACs are a resource for the international education community on the U.S. higher education system and can provide guidance on partnering U.S. higher education and connecting with U.S. colleges and universities, consortia, accreditation associations, testing and related service companies, professional associations, and nonprofit organizations involved with international higher education in the United States.

IIE has assisted EducationUSA in hosting annual forums worldwide where the group’s network of U.S. higher education institutions, associations, organizations, and government officials meet students, exchange regional updates, and share best practices. In 2018, forums for the South and Central Asia and Sub-Saharan Africa regions held in Kathmandu, Nepal, and Kampala, Uganda, engaged 138 representatives from more than 100 U.S. institutions who travelled to the events to forge relationships with local students, connect with more than 125 EducationUSA advisers on critical issues impacting campus

THE GOLDBERG PRIZE FOR PEACE Trustee Victor Goldberg travelled to Israel in 2019 to present the fifteenth annual IIE Victor J. Goldberg Prize for Peace in the Middle East to honor two courageous individuals working together to advance peace in the region. Victor Goldberg (far left) and Allan Goodman (far right) with the 2019 Goldberg Prize recipients Naeem Al-Baeda and Yuval Roth who cofounded the Road to Recovery, an organization of volunteers who drive Palestinians from their homes in the West Bank or Gaza to hospital appointments in Israel.

104 / CHAPTER 4: 2000–2019

2000- 2019 recruitment and internationalization goals, and examine student mobility trends and recruitment opportunities within the regions. By promoting U.S. higher education and building links between accredited U.S. institutions and international students interested in studying in the United States, EducationUSA advnaces mutual understanding between the people of the United States and other countries.

The Institute also highlighted and honored those helping to make the world a more peaceful place through international cooperation.

One prominent example is the IIE Victor J. Goldberg Prize for Peace in the Middle East. The award annually recognizes “outstanding work being conducted jointly by two individuals, one Muslim Arab and one Jewish Israeli, working together to advance the cause of peace in the Middle East. The two individuals whose work is judged to be most successful in bringing people together and meeting the goals of the prize share a U.S. $10,000 prize.”62 As the International Visitor Leadership Program of the Bureau of Educational and Cultural Affairs, Office of International Visitors approaches its eightieth year, IIE continues to develop innovative programming to connect current and emerging foreign leaders with their counterparts in the United States, fostering collaboration and offering direct exposure to American culture and values.

As of 2019, more than 200,000 international visitors have engaged with Americans through the program, which now brings 4,500 to 5,500 visitors to the United States each year. In 2017, seven IVLP alumni were included in Time magazine’s list of the world’s most influential people. In 2019, IIE was privileged to administer a DOS special initiative, Entrepreneurship As the Engine of Prosperity and Stability—Small Business Development. Seventynine participants from five world regions observed the effectiveness of the U.S. business sector in creating jobs, studied U.S. legal and regulatory systems that allowed entrepreneurs to flourish, and looked at federal, state, and local laws and programs that support entrepreneurship and business development.

In 2017, IIE received a grant from the Aspen Institute’s Stevens Initiative for a new program that would use online collaborative learning to link students with their peers through partnerships between universities in the United States and the MENA region. IIE’s Harnessing Innovation through Virtual Exchange (HIVE) program uses virtual exchange technology to form peer-to-peer relationships between university students in Egypt, Lebanon, Morocco, the West Bank, and the United States who are enrolled in a diverse range of courses focused on science, technology, engineering, the arts, and math (STEAM).

IVLP ALUMNI Participants of the IVLP #HiddenNoMore: Empowering Women Leaders in STEM multiregional project at National Geographic.

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Throughout the extraordinary hundred-year history of IIE, the Institute has pursued its mission of fostering a peaceful and interconnected world by means of education and exchange, often in direct opposition to moments of conflict in human history. Indeed, the roots of IIE were sown within the soil of worldwide discord during the First World War. The founding individuals—Elihu Root, Nicholas Murray Butler, and Stephen Duggan—saw to it that IIE promoted peaceful internationalism at a time of war and when isolationism was the norm in many countries. From the very beginning, IIE has been a beacon of light for mutual understanding and a more peaceful world. As we have seen, the power of international education has guided the Institute’s mission over the years and will continue to advance science and learning to make the world we share a less dangerous place. ●

Throughout the extraordinary hundred-year history of IIE, the Institute has pursued its mission of fostering a peaceful and interconnected world by means of education and exchange, often in direct opposition to moments of conflict in human history.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 105

C E L E B R AT I N G the CENTENNIAL

T

hroughout 2019, IIE celebrated its Centennial, honoring one hundred years of leveraging the power of international education and looking forward to the next century in continuing its mission of advancing scholarship, building economies, and promoting access to opportunity. From convening the IIE Summit 2019 in New York City to holding celebrations at all eighteen of IIE’s offices around the world, the Centennial events brought IIE’s global community together to reflect on its past and envision the future.

Speaking at the IIE Summit 2019, Gordon Brown, United Nations Special Envoy for Global Education and former Prime Minister of the United Kingdom, said: Over the decades, IIE has made a unique contribution to enhancing the potential of tens of thousands of young people from every continent who have benefited from access to education beyond their borders. With ten million young refugees and thirty million young people displaced from their homes as a result of more than forty conflicts across the globe, IIE’s tireless and innovative approaches to helping students and the academic staff who serve them is needed now more than ever. 63

CENTENNIAL MEDALS IIE conferred Centennial medals upon those organizations and individuals who have made significant contributions to the field of international education. The first Centennial medal was conferred upon Marie Royce.

KAUFMAN PRIZE Left to right: John Sexton, Henry Kaufman, and Allan Goodman, together with Thomas Johnson (far right), present the Kaufman Prize to Gordon Brown.

106 / CHAPTER 4: 2000–2019

A VISION FOR INTERNATIONAL EDUCATION Marie Royce, Assistant Secretary of State for the Bureau for Education and Cultural Affairs, speaks to more than 600 leaders from education, government, business, philanthropy, and media at the IIE Summit 2019.

2000- 2019

COMMEMORATING THE CENTENNIAL Left: Governor Andrew Cuomo issued a special citation to IIE for its Centennial as an institution that has enriched the lives of citizens and strengthened the fabric of New York.

Below: The U.S. Senate passes Resolution 146 recognizing IIE’s Centennial and its contribution to educational exchange, scholar rescue, and programs to promote mutual understanding.

IIE Centennial Fellowships To commemorate IIE’s 100th anniversary, members of IIE’s Board of Trustees and other private donors made leadership gifts to create and endow IIE Centennial Fellowships. These fellowships continue IIE’s history of helping to enhance Fulbright as a lifelong experience. In honor of IIE’s long association with the program, awards recognize Fulbright alumni whose work exemplifies the defining Fulbright values of mutual understanding, leadership, problem solving, and global impact.

AN INTERNATIONAL VISION FOR THE TWENTY-FIRST CENTURY / 107

“Educational exchange can turn nations into people, contributing as no other form of communication can to the humanizing of international relations.�

J. W IL L IA M FU L B R IG H T

100 YEARS of IIE

appendix

1919 2019 through

1919 2019 through

100 YEARS of IIE

100 YEARS and COUNTING The Institute of International Education thrives because of the generosity of donors who share the conviction that international education can lead to greater peace and understanding in an interconnected world.

It was with a grant from Carnegie Corporation of New York that IIE was founded in 1919. The support ever since of our trustees, donors, and contributing organizations has enabled IIE to reach its historic centennial year, poised to realize the promise of a new century.

IIE offers transformative opportunities to individuals across the United States and in more than 180 countries. Our mission-driven, impactful work educates future leaders, rescues threatened scholars and artists, aids international students during emergencies, and sends underprivileged U.S. college students abroad. Current world events render these programs all the more necessary.

“To rescue scholars is to rescue the future.”

DR . HENRY KAUFMAN IIE Chairman Emeritus and IIE Scholar Rescue Fund Cofounder

A FOUNDING GRANT A 1919 grant from Carnegie Corporation of New York helped launch IIE. EMPIRE STATE BUILDING LIGHTING On February 19, 2019, the Empire State Building in New York was illuminated in IIE colors. The lighting was graciously donated to honor IIE’s 100th anniversary as a beacon of hope in the world.

110 / APPENDIX

In honor of our Centennial anniversary, generous contributors will have made philanthropic investments in IIE’s core programs exceeding $50 million. These gifts provide vital support for students, scholars, and artists who will help shape the world we all share—and they build a strong foundation for the work yet to come.

Much has changed since 1919, but IIE’s vision and guiding principles remain the same. Our founders believed that international education could foster mutual understanding and build a more peaceful and equitable world. That belief guides us to this day. It will continue to guide IIE long into the future.

As we look ahead, the steadfast, ongoing generosity of our contributors will make it possible for IIE to continue and expand its work. We are grateful for this far-sighted dedication to our mission.

Together, we can make a difference—one life, one voice, one idea at a time.

IIE CENTENNIAL GALA

E

ach year, IIE hosts a gala to showcase its impact, honor distinguished individuals and organizations for their contributions to the world in fields related to IIE’s mission, and secure philanthropic support for IIE. In 2019, the audience for IIE’s Centennial Gala included some of IIE’s most renowned supporters, partners, advisors, and grantees—among them U.S. and foreign dignitaries, business leaders, distinguished academic leaders, and foundation presidents. At this memorable event celebrating IIE’s past and future, the Stephen P. Duggan Award was presented to Martin Lipton (right), Chairman Emeritus of the Board of Trustees of New York University and founding partner of the law firm of Wachtell, Lipton, Rosen & Katz, for leading (with John Sexton) the transformation of New York University into a prominent global university.

PAST HONOREES INCLUDE:

PBS DOCUMENTARY ON IIE A new documentary, Treasures of New York: Institute of International Education, aired on PBS stations in the spring of 2019. Telling the story of IIE—how it has has kept the doors open for educational exchange since the aftermath of WWI, continuing uninterrupted through the rise of fascism, WWII, the Cold War, 9/11, and beyond—the documentary shows the breadth and depth of IIE’s contribution to the world.

U.S. President George H. W. Bush President of Ireland Mary Robinson President of France Valéry Giscard d’Estaing United Nations Secretary-General Kofi Annan Her Majesty Queen Noor Al-Hussein of Jordan U.S. Secretary of State Madeleine Albright U.S. Secretary of State James A. Baker III U.S. Senator Patrick Leahy George Soros Vartan Gregorian, President, Carnegie Corporation Stavros Niarchos Foundation Microsoft ExxonMobil Goldman Sachs 100 YEARS OF IIE / 111

N O B E L L AU R E AT E S A S S O C I AT E D w i t h I I E a n d U. S. D E PA RT M E N T o f S TAT E IIE–ADMINISTERED PROGRAMS

SIR WILLIAM RAMSAY Nobel Prize in Chemistry, 1904 IIE Visiting Lecturer, UK to U.S., 1920s

SIR NORMAN ANGELL Nobel Peace Prize, 1933 IIE Visiting Lecturer, UK to U.S., 1920s–40s

EDWARD M. PURCELL Nobel Prize in Physics, 1952 IIE Graduate Student, U.S. to Germany, 1933–34

ELIHU ROOT Nobel Peace Prize, 1912 IIE Founder

LORD EDGAR A.R.G. CECIL Nobel Peace Prize, 1937 IIE Visiting Lecturer, UK to U.S., 1920s

LINUS C. PAULING Nobel Prize in Chemistry, 1954 Fulbright Scholar, U.S. to Yugoslavia, 1988

SIR WILLIAM L. BRAGG Nobel Prize in Physics, 1915 IIE Visiting Lecturer, UK to U.S., 1920s CHRISTIAN L. LANGE Nobel Peace Prize, 1921 IIE Visiting Lecturer, Norway to U.S., 1933 JAMES FRANCK Nobel Prize in Physics, 1925 IIE’s Emergency Committee Scholar, Germany to U.S., 1930s ARTHUR H. COMPTON Nobel Prize in Physics, 1927 IIE Trustee, 1948–52 THOMAS MANN Nobel Prize in Literature, 1929 IIE’s Emergency Committee Scholar, Germany to U.S., 1930s NICHOLAS MURRAY BUTLER Nobel Peace Prize, 1931 IIE Founder and Trustee, 1919–23 112 / APPENDIX

ISIDOR ISAAC RABI Nobel Prize in Physics, 1944 Short-Term American Grant Speakers, U.S. to Germany, 1965 BERNARDO A. HOUSSAY Nobel Prize in Medicine, 1947 IIE Fellow, Argentina to U.S., 1947–48 LORD PATRICK BLACKETT Nobel Prize in Physics, 1948 IIE Grantee, UK to U.S., 1960s WILLIAM FAULKNER Nobel Prize in Literature, 1949 Short-Term American Grant Speakers, U.S. to Brazil, 1954 RALPH BUNCHE Nobel Peace Prize, 1950 IIE Trustee, 1950–70 FELIX BLOCH Nobel Prize in Physics, 1952 IIE’s Emergency Committee Scholar, 1930s Fulbright Scholar, U.S. to Israel, 1959

WILLIS E. LAMB Nobel Prize in Physics, 1955 Fulbright Scholar, U.S. to France, 1964 CHEN NING YANG Nobel Prize in Physics, 1957 Fulbright Scholar, U.S. to Brazil, Venezuela, Poland, Egypt, and Malaysia, 1974 JOSHUA LEDERBERG Nobel Prize in Medicine, 1958 Fulbright Scholar, U.S. to Australia, 1957 GEORGE W. BEADLE Nobel Prize in Medicine, 1958 Short-Term American Grant Speakers, U.S. to UK, 1964 EMILIO SEGRÈ Nobel Prize in Physics, 1959 Fulbright Scholar, U.S. to Italy, 1950 SEVERO OCHOA Nobel Prize in Medicine, 1959 Fulbright Specialist, U.S. to India, 1963

1919 2019

100 YEARS of IIE

DONALD A. GLASER Nobel Prize in Physics, 1960 Fulbright Specialist, U.S. to Netherlands, 1961 LINUS C. PAULING Nobel Peace Prize, 1962 Fulbright Scholar, U.S. to Yugoslavia, 1988 JAMES D. WATSON Nobel Prize in Medicine, 1962 Fulbright Scholar, U.S. to Argentina, 1986 JOHN STEINBECK Nobel Prize in Literature, 1962 Fulbright Specialist, U.S. to Europe, 1963 GIORGOS SEFERIS Nobel Prize in Literature, 1963 Fulbright Scholar, Greece to U.S., Princeton University, 1968–69 EUGENE WIGNER Nobel Prize in Physics, 1963 Fulbright Scholar, U.S. to Mexico, 1959 CHARLES H. TOWNES Nobel Prize in Physics, 1964 Fulbright Scholar, U.S. to France and Japan, 1955–56 Fulbright Scholar, U.S. to Europe, 1972

LARS ONSAGER Nobel Prize in Chemistry, 1968 Fulbright Scholar, U.S. to UK, 1951 YASUNARI KAWABATA Nobel Prize in Literature, 1968 International Visitor Leadership Program, Japan to U.S., 1960 MAX DELBRÜCK Nobel Prize in Medicine, 1969 IIE’s Emergency Committee Scholar, Germany to U.S., 1930s JAN TINBERGEN Nobel Prize in Economics, 1969 IIE Adviser, Norway to Pakistan, 1965 Fulbright Travel Grant, Netherlands to U.S., Harvard University, 1956–57 PAUL SAMUELSON Nobel Prize in Economics, 1970 Fulbright Scholar, U.S. to Asia, 1972 HANNES ALFVÉN Nobel Prize in Physics, 1970 Fulbright Scholar, Sweden to U.S., University of Maryland, 1954–55 WILLY BRANDT Nobel Peace Prize, 1971 International Visitor Leadership Program, Germany to U.S., 1954

KONRAD E. BLOCH Nobel Prize in Medicine, 1964 Fulbright Scholar, U.S. to Mexico, 1959

SIMON KUZNETS Nobel Prize in Economics, 1971 IIE Adviser, U.S. to Ethiopia, 1971 IIE Consultant, U.S. to Korea, 1972

ROBERT S. MULLIKEN Nobel Prize in Chemistry, 1966 Fulbright Scholar, U.S. to UK, 1952

KENNETH J. ARROW Nobel Prize in Economics, 1972 Fulbright Scholar, U.S. to Italy, 1995

HANS BETHE Nobel Prize in Physics, 1967 Short-Term American Grant Speakers, U.S. to South Korea, 1967

WASSILY LEONTIEF Nobel Prize in Economics, 1973 Fulbright Scholar, U.S. to France, 1961

through

HENRY A. KISSINGER Nobel Peace Prize, 1973 Institute Trustee, 1999–2014 Fulbright Specialist, U.S. to India, 1962–63 RENATO DULBECCO Nobel Prize in Medicine, 1975 Fulbright Scholar, U.S. to UK, 1957 MILTON FRIEDMAN Nobel Prize in Economics, 1976 Fulbright Scholar, U.S. to UK, 1953 PHILIP W. ANDERSON Nobel Prize in Physics, 1977 Fulbright Scholar, U.S. to Japan, 1953–54 ROSALYN S. YALOW Nobel Prize in Medicine, 1977 Fulbright Scholar, U.S. to Portugal, 1979 HERBERT A. SIMON Nobel Prize in Economics, 1978 IIE Travel and Study Grantee, U.S. to India and Australia, 1960 ANWAR AL-SADAT Nobel Peace Prize, 1978 International Visitor Leadership Program, Egypt to U.S, 1966 ODYSSEUS ELYTIS Nobel Prize in Literature, 1979 International Visitor Leadership Program, Greece to U.S., 1961 HERBERT C. BROWN Nobel Prize in Chemistry, 1979 Fulbright Scholar, U.S. to Mexico, 1954 ROALD HOFFMANN Nobel Prize in Chemistry, 1981 Fulbright Scholar, U.S. to Greece, 1991 100 YEARS OF IIE / 113

N O B E L L AU R E AT E S A S S O C I AT E D w i t h I I E a n d U. S . DE PA RT M E N T o f S TAT E I I E – A D M I N I S T E R E D P R O G R A M S (continued)

BENGT SAMUELSSON Nobel Prize in Medicine, 1982 Fulbright Scholar, Sweden to U.S., Harvard University, 1961 JOHN VANE Nobel Prize in Medicine, 1982 Fulbright Scholar, UK to U.S, Yale University, 1953 WILLIAM A. FOWLER Nobel Prizes in Physics, 1983 Fulbright Scholar, U.S. to UK, 1954–55

SUSUMU TONEGAWA Nobel Prize in Medicine, 1987 Fulbright Student, Japan to U.S., University of California, San Diego, 1963 DONALD J. CRAM Nobel Prize in Chemistry, 1987 Fulbright Scholar, U.S. to Mexico, 1956 JEAN-MARIE LEHN Nobel Prize in Chemistry, 1987 Fulbright Scholar, France to U.S., 1989

SUBRAHMANYAN CHANDRASEKHAR Nobel Prize in Physics, 1983 Fulbright Scholar, U.S. to France, 1966 Fulbright Scholar, U.S. to Greece, 1988

OSCAR ARIAS SÁNCHEZ Nobel Peace Prize, 1987 International Visitor Leadership Program, Costa Rica to U.S., 1972

CARLO RUBBIA Nobel Prize in Physics, 1984 Fulbright Student, Italy to U.S., Columbia University, 1958

TRYGVE HAAVELMO Nobel Prize in Economics, 1989 Fulbright Scholar, Norway to U.S., University of Chicago, 1957

NIELS K. JERNE Nobel Prize in Medicine, 1984 Fulbright Scholar, Denmark to U.S., California Institute of Technology, 1954

ERWIN NEHER Nobel Prize in Medicine, 1991 Fulbright Student, Germany to U.S., University of Wisconsin–Madison, 1966

FRANCO MODIGLIANI Nobel Prize in Economics, 1985 Fulbright Scholar, U.S. to Italy, 1961–62

AUNG SAN SUU KYI Nobel Peace Prize, 1991 International Visitor Leadership Program—Voluntary Visitors, Myanmar to U.S., 2012

WOLE SOYINKA Nobel Prize in Literature, 1986 IIE Travel and Study Grantee, Nigeria to U.S., 1968

DEREK A. WALCOTT Nobel Prize in Literature, 1992 International Visitor Leadership Program, Trinidad and Tobago to U.S., 1964

JAMES M. BUCHANAN JR. Nobel Prize in Economics, 1986 Fulbright Scholar, U.S. to Italy, 1955–56 Fulbright Scholar, U.S. to UK, 1961–62

FREDERIK WILLEM DE KLERK Nobel Peace Prize, 1993 International Visitor Leadership Program, South Africa to U.S., 1976

114 / APPENDIX

DOUGLASS C. NORTH Nobel Prize in Economics, 1993 Fulbright Scholar, U.S. to Uruguay, 1990 ROBERT W. FOGEL Nobel Prize in Economics, 1993 Fulbright Scholar, U.S. to Japan, 1968 KENZABURO OE Nobel Prize in Literature, 1994 International Visitor Leadership Program, Japan to U.S., 1965 JAMES A. MIRRLEES Nobel Prize in Economics, 1996 IIE Consultant, UK to Pakistan, 1966–1968 AMARTYA SEN Nobel Prize in Economics, 1998 IIE Visiting Professor and Consultant, Bangladesh, 1974–75 WALTER KOHN Nobel Prize in Chemistry, 1998 Short-Term American Grant Speakers, U.S. to Venezuela, 1969 ALAN G. MACDIARMID Nobel Prize in Chemistry, 2000 Fulbright Student, New Zealand to U.S., University of Wisconsin, 1950 KIM DAE-JUNG Nobel Peace Prize, 2000 International Visitor Leadership Program, South Korea to U.S., 1966 GEORGE A. AKERLOF Nobel Prize in Economics, 2001 Fulbright Scholar, U.S. to India, 1967–68

1919 2019

100 YEARS of IIE

JOSEPH STIGLITZ Nobel Prize in Economics, 2001 Fulbright Student, U.S. to UK, 1965 RICCARDO GIACCONI Nobel Prize in Physics, 2002 Fulbright Student, Italy to U.S., Indiana University, 1956

JEAN-MARIE LE CLÉZIO Nobel Prize in Literature, 2008 Fulbright Scholar, France to U.S., University of California, Santa Cruz, 1979

PETER HIGGS Nobel Prize in Physics, 2013 Fulbright Scholar, UK to U.S., University of North at Carolina Chapel Hill, 1965

OSAMU SHIMOMURA Nobel Prize in Chemistry, 2008 Fulbright Scholar, Japan to U.S., Princeton University, 1960

WILLIAM C. CAMPBELL Nobel Prize in Medicine, 2015 Fulbright Student, UK to U.S., University of Wisconsin, 1953

MASATOSHI KOSHIBA Nobel Prize in Physics, 2002 Fulbright Student, Japan to U.S., University of Rochester, 1953

CHARLES K. KAO Nobel Prize in Physics, 2009 IIE Distinguished Visiting Lecturer, Hong Kong to U.S.

JOHN B. FENN Nobel Prize in Chemistry, 2002 Fulbright Scholar, U.S. to India, 1978

OLIVER WILLIAMSON Nobel Prize in Economics, 2009 Fulbright Scholar, U.S. to Italy, 1999

AARON CIECHANOVER Nobel Prize in Chemistry, 2004 Fulbright Scholar, Israel to U.S., Massachusetts Institute of Technology, 1981–84

PETER A. DIAMOND Nobel Prize in Economics, 2010 Fulbright Scholar, U.S. to Italy, 2000

ROY J. GLAUBER Nobel Prize in Physics, 2005 Fulbright Scholar, U.S. to France, 1954–55 ORHAN PAMUK Nobel Prize in Literature, 2006 International Writing Program, Turkey to U.S., 1985 MUHAMMAD YUNUS Nobel Peace Prize, 2006 Fulbright Student, Bangladesh to U.S., University of Colorado, Boulder, and Vanderbilt University, 1965–66 LEONID HURWICZ Nobel Prize in Economics, 2007 Fulbright Scholar, U.S. to India, 1965–66

through

EI-ICHI NEGISHI Nobel Prize in Chemistry, 2010 Fulbright Student, Japan to U.S., University of Pennsylvania, 1960–63 TAWAKKOL KARMAN Nobel Peace Prize, 2011 Islamic Dialogue, Yemen to U.S., 2009 SIR JOHN B. GURDON Nobel Prize in Medicine, 2012 Fulbright Scholar, UK to U.S., California Institute of Technology, 1961 MO YAN Nobel Prize in Literature, 2012 International Writing Program, People’s Republic of China to U.S., 2004

BENGT HOLMSTRÖM Nobel Prize in Economics, 2016 Fulbright Student, Finland to U.S., Stanford University, 1974–1976 JOHN MICHAEL KOSTERLITZ Nobel Prize in Physics, 2016 Fulbright Scholar, UK to U.S., Cornell University, 1973–1974 DAVID THOULESS Nobel Prize in Physics, 2016 Fulbright Student, UK to U.S., Cornell University, 1956 JUAN MANUEL SANTOS Nobel Peace Prize, 2016 Fulbright Student, Colombia to U.S., Tufts University, 1980–1981 MICHAEL ROSBASH Nobel Prize in Medicine, 2017 Fulbright Student, U.S. to France, 1965–1966 KIP S. THORNE Nobel Prize in Physics, 2017 Fulbright Scholar, U.S. to France, 1966

100 YEARS OF IIE / 115

IIE HISTORY he Institute was founded with a grant from Carnegie Corporation of New York in February 1919. The Corporation has been a consistent source of inspiration and programmatic support throughout IIE’s existence. And by the end of our first decade, dozens of foundations and corporations were turning to IIE to design and implement additional programs.

Many people and organizations have continued supporting the Institute and its programs for decades, and some, like the Ford and Rockefeller Foundations, have been doing so since they were established. And over the years, the Institute has also had the privilege of working closely with governmental agencies in every region of world, most closely with the U.S. Department of State starting in the 1920s. Some of these relationships are as long-standing as the Institute itself. A complete list of programs and sponsors appears in each Annual Report, accessible on the IIE website.

This Timeline highlights key events such as the start of major programs and activities undertaken on behalf of grantees—U.S. and foreign students and scholars, leaders and specialists on travel-and-study programs, and researchers and advisors on technical assistance projects—significant expansions in scope, milestones reached, the opening of offices and growth of IIE staff, and the consistency with which the Institute pursued its mission to create and expand international educational exchanges.

TIMELINE

1919

----------------------------IIE is founded, through a grant by Carnegie Corporation of New York, by Nicholas Murray Butler, Elihu Root, and Stephen Duggan, who becomes its first Director. From its first annual report, IIE had for its “general aim to develop international good will by means of educational agencies, and for its specific purpose to act as a clearing house of information and advice for Americans concerning things educational in foreign countries and for foreigners concerning things educational in the United States.” • IIE immediately develops a system to exchange professors internationally and a program to facil-

116 / APPENDIX

itate visiting foreign professors to serve as guest lecturers on U.S. campuses. • Raises stipends and fellowship funds for foreign students. • Creates a Reception Center in New York City to assist visiting scholars and educational delegations.

• Establishes a network of IIE representatives in Europe. • Creates a network of international relations clubs on U.S. campuses. • Distributes a questionnaire to academic institutions in the U.S. in its first attempt to standardize the evaluation of foreign students’ credentials. • Organizes summer tours abroad for American students. • Issues the first publication for American students on study abroad opportunities and begins developing into the main information center on international education and exchange in the U.S.

IIE Founders: Elihu Root, Nicholas Murray Butler, and Stephen Duggan

100 YEARS of IIE

1920

----------------------------IIE rescues scholars displaced by the Bolshevik Revolution. • Establishes Italian and Spanish Bureaus. • Expands its representative network in South Africa and Australia. • Starts formal collaborations with the Pan-American Union, AmericanScandinavian Foundations’ Council on Foreign Relations. • The Carnegie Endowment for International Peace funds travel grants through IIE for U.S. professors on sabbatical to teach or research abroad. • Twenty foreign professors funded to lecture at less-visited U.S. college campuses. • IIE assists and develops programs for visiting delegations from China, Japan, France, and England.

• Develops syllabi for its network of international relations clubs’ cocurricular study groups. • Co-convenes club advisors from the American Historical Association and American Political Science Association to expand its network and share best practices. • Begins a publication series on international education and study abroad. • Arranges programs for visiting librarians and other professionals. • Establishes a Far Eastern Bureau in New York to lead its efforts in that region. • Welcomes the formation of the American Council of Learned Societies, which uses IIE headquarters as its initial home.

1921

----------------------------IIE designs and lobbies for the creation of a student visa, as U.S. legislation begins to foreclose other channels of access for foreign students.

• Launches an IIE study series; the first focus is the higher education system in China. • Selects students in France for American Council on Education Scholarships to the U.S. • Expands scholarship program to Spain. • Establishes program for 1:1 faculty exchange with England and France from Harvard, MIT, Cornell, Johns Hopkins, Yale, Columbia, and University of Pennsylvania. • Develops an orientation program for new international students and faculty advisors to share best practices. • Develops a program and system to assist U.S. colleges in evaluating foreign transcripts and credentials. • Expands significantly relocation and assistance program for rescued scholars and students.

• Creates a visa system for Commissioner of Immigration to admit foreign students, by which these students are exempt from immigration quotas set by the U.S. government. • Undertakes census of international students and scholars in the U.S. • Organizes longer study tours for U.S. students to visit Italy and

1919 2019 through

1923

Post-WWI students

France. • Cooperates with American Relief Organization to raise $300,000 for scholarships for Central and Eastern European students.

1922

----------------------------IIE begins its first student rescue program, which secures grants at U.S. universities for Russian students who could not return home because of the Bolshevik Revolution. • Expands scholarship and exchange assistance for French students and opens exchange with Spain and Czechoslovakia.

• Expands system for foreign student credential evaluation and immigration assistance with Ellis Island officials and universities abroad. • Carnegie Fellowships created for librarians and French public health nurses. • Oxford asks IIE to determine admission for American applicants. • IIE launches summer study programs with universities in Rome, Mexico, Madrid, Geneva, and Paris. • IIE leads American students for summer study visits to France, England, and Scandinavia.

• Hosts Oxford Union Debating Society and programs debates at Bates, Swarthmore, Columbia, Yale, Princeton, University of Pennsylvania, and Harvard. • Raises another $100,000 for Eastern and Central Europe student fellowships. • Helps the Smithsonian Institution send donated books to European universities. • Opens International Exchange of professors with India.

• The International English language teaching assistants program launches at ten French lycées.

• IIE publishes bibliography on the best books about America for foreign students. • Carnegie Corporation of New York joins IIE’s board.

----------------------------IIE organizes the American-German Student Exchange and a summer study program for Americans at French institutions. • Chinese students are now largest group of international students. • Committee forms to create list of foreign academic institutions from which visiting students should be selected. • IIE calls for U.S. universities to appoint officials to supervise foreign students’ courses of study. • Director Duggan becomes the U.S. representative for the Committee on Intellectual Cooperation at the League of Nations. • IIE becomes the U.S. representative for International Institutions at Heidelberg University. • Conducts entrance exams for students applying to Cambridge University. • Administers Czech Government scholarships for international students attending Charles University in Prague. • Becomes the clearinghouse for foreign study tours. • Conducts a fine arts tour of Europe. • Creates common application for foreign students’ immigration formalities. • Convenes a national conference on improving status and orientation of Chinese students at American universities.

1924

----------------------------IIE’s research and German statistical report confirms that the U.S. replaces Germany as the leading destination for international students.

• IIE develops a grants program to enable librarians from Europe to study the establishment and operation of children’s libraries in the U.S. • Begins research on the difficulties foreign students have on their return home.

• This year sees a major increase in the number of foreign professors seeking teaching appointments in U.S. colleges. • IIE develops a common application for international students applying to U.S. colleges and universities, which is distributed by U.S. consulates abroad.

1925

----------------------------Stephen Duggan begins a study series on foreign centers of international education; the first report focuses on the Philippines, China, and Russia, with additional observations about Switzerland, Czechoslovakia, Austria, Hungary, Germany, Italy, France, and England. • IIE also studies the introduction of Western academic institutions into China. • IIE is selected to administer all graduate

100 YEARS OF IIE / 117

IIE HISTORY

scholarships for the Boxer Indemnity Fellowships and opens them to students from all Chinese colleges. • Assists in forming the Committee on Foreign Study for Chinese Women. • China now sends more students to the U.S. than all of Europe. • Russia asks IIE for help in arranging a Ministry of Education visit to the U.S. • IIE proposes a summer course on international relations for visitors to Geneva. • Administers a new fellowship program for Hungarian students.

• Duggan assists in the founding of an international education bureau in the Ministry of Public Instruction, Akademischer Austauschdienst, which also represents IIE in Germany. • IIE significantly expands its administrative services for the American Capitol Field Service Fellowships.

1926

----------------------------IIE creates experimental Junior Year Abroad programs with Smith College and the University of Delaware that are deemed successful, and IIE helps to raise stipends for U.S. students going abroad. • Helps steamship companies develop a new fare for “Student Third Class” to increase transportation options for study abroad. • As demand increases for study tours, IIE helps institutions vet additional providers. • IIE raises funds for an annual total of 145 student fellowships, equally divided between U.S. and foreign students. • Expands its network of summer schools abroad and serves as an enquiry desk for questions and applications. • Helps European professors lecture throughout the U.S. amid the depression in Europe. • IIE staff meet incoming steamships to assist the entry of foreign students and fellowship holders. • IIE convenes a conference on how to evaluate foreign and U.S. degrees for U.S. and European universities.

1927

----------------------------IIE continues to monitor the rise of nationalism in the Middle East, China, Turkey, and the Philippines as well as the introduction of American higher education institutions in these regions. • Expands its efforts in scholar rescue to help more professors displaced by the Bolshevik Revolution in Russia by receiving a delegation of expatriated Russian professors and connecting them to professors with American colleges. • Extends help to Russian students and assists in the establishment of a university in exile in Prague. • Organizes a committee to supervise Junior Year Abroad scholarships and encourages the expansion of the Junior Year

118 / APPENDIX

Abroad. • The American Council on Education and the American University Union agree that the international education activities of their organizations will be concentrated at IIE. • IIE becomes the official representative of the French University Union and the Franco-American Exchange Scholarships.

• Assists in the placement of French and German language teachers in U.S. colleges and universities.

• Arranges for two British debating teams to visit colleges west of the Mississippi River for the first time. • Receives a high-level French government delegation studying methods for student housing.

• Continues to expand host campuses for exchange scholarship students. • The exchange program with Germany grows to 59 fellowships and IIE launches a Swiss-American student exchange program. • Study abroad scholarships continue to expand and IIE forms an advisory committee of participating institutions to codify the principles and expectations for study abroad participants and fellowship holders. • IIE helps the National Student Federation of America issue international student identity cards that enable members to more easily afford travel within the U.S. to visit college campuses. • Issues the first Spanish translation of its guidebook for the foreign student in the U.S.

1928

----------------------------Stephen Duggan conducts a study of the higher education landscape in Western Europe. • The Junior Year Abroad program extends to Germany.

• Foreign students in the U.S. exceed 10,000 as fellowship and scholarship program resources expand. • Sixty U.S. colleges and universities are part of the IIE-sponsored student exchange movement, creating over 200 international fellowships for incoming students. • IIE conducts pre-academic orientation at Sandy Hook, Connecticut, retreat. • Visitors to IIE headquarters now exceed 1,000. • IIE supports the organization of the Work Student Movement, which enabled German, and later Austrian, Czechoslovakian, Polish, and Scandinavian youths, to work in U.S. banks and industrial firms.

1928

----------------------------Pan-American Union appoints IIE as the American agency for cultural relations to organize study visits and tours for Argentine delegations. The new Latin American Division of IIE administers more than 250 fellowships worth almost a quarter of a million dollars. • IIE organizes return visits for U.S. scholars throughout South America. •

Edward R. Murrow with students

IIE significantly expands its letter of introduction process for visiting professors to lecture throughout the U.S. • Creates a new student fellowship program with Italy and conducts the first study of student alumni on value of the fellowship • Stephen Duggan opens a model assembly of the League of Nations at the University of Michigan and delivers a commencement address at Clark University.

1930

----------------------------IIE assists in founding American schools abroad for elementary and high school students. • More than 80 U.S. institutions support IIE programs. • IIE expands humanities studies opportunities throughout Europe beyond general education courses; the summer schools expand to Tokyo, Hawaii, and Brazil; and IIE considerably expands its convening of all foreign fellowship holders in the U.S. • Develops its first protocols for handling students in emergencies and creates a student emergency fund. • The Committee on Inter-American Relations chooses IIE as its administrative agency. • IIE creates essay contest for Latin American higher education professors on U.S. values. • Begins a program with the Near East Foundation for student fellowships. • Convenes conference on foreign students and immigration law, continuing its focus on easing entry issues for international students coming to the U.S. • Duggan is appointed by the U.S. Department of State to the Commission on Pan-American Intellectual Cooperation and joins similar commission at the League of Nations. • The Rockefeller Foundation increases support for IIE to assist the American University Union in Europe. • Twenty American students receive grants to study at the Institute of Art and Archaeology in Paris in the first arts exchange program developed by IIE.

100 YEARS of IIE

1931

----------------------------IIE develops a program to promote American education institutions in South America.

• Student exchanges now exceed 400 annually and IIE’s annual guide to summer study in Europe now lists more than 100 courses in 15 countries. • IIE sees record attendance at summer sessions in England and Germany. • Expands foreign language teaching program for U.S. colleges. • Creates an insurance plan for incoming foreign students. • The Carl Schurz Memorial Foundation now makes an annual appropriation for student exchange with Germany. • IIE creates a Junior Year Program for Germany. • Expands its system of alumni surveys.

1933

----------------------------Written requests to IIE for assistance and information now exceed 2,000 per month and visits to headquarters reach 20 per day. • IIE convenes a conference to resolve problems of credential evaluation and growth in American applicants to foreign medical schools. • The Emergency Committee in Aid of Displaced German Scholars is formed to rescue scholars impacted by the rise of the Nazi regime. • Lectures by Institute-sponsored visiting scholars now exceed 3,500. • Murrow publishes the first guides to “Fellowship Administration” and “Cultural Cooperation with Latin America.”

1934

1932

----------------------------Considering the Great Depression and unemployment deeply affecting the U.S., Europe, and Asia, the U.S. Department of Labor restricts foreign students’ work options, which affects their ability to fund living expenses. IIE fellowships continue to support student living expenses, setting it apart in this environment. • U.S. medical boards reduce intake of foreign students and IIE argues against these restrictions. • Edward R. Murrow joins IIE as Assistant Director. • The Information Services Bureau at IIE doubles its output of information and guides. • IIE organizes a new summer school in Peru.

----------------------------Stephen Duggan tours Europe for six months to assess the challenges facing the Emergency Committee; 50 displaced German professors now teaching in U.S. He also reviews IIE operations in England and Moscow. • IIE advocates establishing educational attachés to parallel the system of military attachés in U.S. embassies. • Sponsors a summer institute in Soviet Civilization at Moscow University for American students. • A new Carnegie grant creates adult education program for the Des Moines Board of Education, administered by IIE. • IIE sees substantial increases in student exchanges with Italy, France, Germany, and UK. • Helps The New School create a graduate faculty with displaced European scholars assisted by the Emergency Committee.

1935

Czechoslovakian students

----------------------------Director Duggan’s annual report notes with concern the continuing rise of nationalism and preparations throughout Europe for war. • Edward R. Murrow leaves his position at IIE to join CBS. • A new grant enables more lecturers to be sent to small and geographically remote colleges in the U.S. • The Moscow summer program ends due to the reassignment of Russian professors to government service. • IIE creates a formal exchange program for China. • Creates summer camp counselor program for foreign women to enhance their teaching skills before they return to their home countries. • Establishes foreign visitor programs with secondary schools in New York and Connecticut. • Emergency Committee makes 65 new grants to displaced

1919 2019 through

scholars. • Annual written requests for information exceed 4,000. • IIE creates the framework for Latin America-U.S. student and faculty exchanges through the Conventions for the Promotion of Inter-American Cultural Relations.

1936

----------------------------The IIE Lecturers’ Bureau supports the Harvard Tercentenary Conference and Des Moines Public Forums and now offers services to 700 U.S. colleges. • The Carl Schurz Foundation organizes a study tour to mark the 10th year of exchanges with Germany. • The Emergency Committee supports 32 additional displaced scholars, and donations to the Committee exceed $325,000. • IIE establishes the American-Chinese Student Exchange, the first IIE study abroad opportunity for Americans in Asia.

1937

----------------------------Russian Student Fund loans total $590,000 to 520 Russian students on U.S. campuses. • Scholars from Germany supported by Emergency Committee now total 83. • IIE starts fund to aid Chinese professors and students stranded in U.S. due to Sino-Japanese war. • Pan American Airways asks IIE to administer its grants program. • IIE’s assistance to the Brazilian Education Association leads to gift of hundreds of books for libraries in Brazil. • More than 200 U.S. professors now on sabbatical in Europe and Asia through Institute programs.

• IIE assists the new Venezuelan Minister of Education with curriculum reform. • France provides IIE 25 new scholarships for American students. • IIE starts formal exchange program with Japan.

1938

----------------------------IIE’s library now contains information on 600 U.S. colleges and 58 foreign universities, with more than 400 inquiries for assistance submitted per month. • ACE and IIE conduct a study of French Baccalaureate so that French students can enter U.S. colleges as sophomores. • IIE conducts a study on the problems returning Chinese students with American degrees are experiencing. • IIE hosts delegations and commissions from China and Japan to study educational reform. • Assists the government of Siam to identify U.S. engineering professors to teach in Bangkok. • IIE is now the representative in the U.S. for all

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official education agencies of foreign governments. • Completes a decade-long library project to restock Central and Eastern European libraries with duplicates from U.S. collections.

• The common application for foreign students developed by IIE is now used worldwide. • IIE-administered fellowships now available in 28 countries. • Arranges an exchange between the public libraries of Montclair, New Jersey, and Birmingham, England. • Expands significantly summer schools at Oxford and Cambridge. • Foreign lecturers in U.S. now exceed 300. • Oversees a major expansion of Latin American student exchanges and support to Brazilian libraries. • State Department establishes new division of Cultural Relations and enlists IIE to help conduct performing arts competitions.

1939

----------------------------The outbreak of war in Europe affects all exchanges there—the enrollment at summer study programs at Oxford and Cambridge is halved and the U.S. Department of State ceases giving passports to Americans to study in Europe in September. • IIE intensifies cultural activities with Latin America and the Scandinavian countries and explores a new program for Ireland. • The Emergency Committee assists more scholars from Germany and begins a Committee in Aid of Spanish Scholars.

French students. • A substantial growth in private donations and tenfold increase of grants from Rockefeller Foundation supports the ever more necessary Emergency Committee. • IIE opens new summer school programs in Peru and Chile. • The American University Union offices in Paris and London administered by IIE close.

1942

----------------------------IIE establishes a new program to supervise Turkish students in the U.S. • IIE holds its first summer school in Cuba. • Support from the State Department enables grants for more than 200 Chinese students to continue their studies despite the war. • IIE co-convenes, with the State Department, a conference of 100 college admissions officers to discuss adjustment issues for foreign students. • IIE establishes a Counsellor and Guidance Office to assist international students in the U.S. • Convenes “Winter Schools” for Latin American students at Columbia, Pennsylvania, and North Carolina universities • The Emergency Committee receives numerous requests to place mathematics, physics, engineering, and chemistry professors at U.S. colleges dealing with faculty shortages due to the war. • IIE supports a residency program at Memorial Hospital in New York by reviewing applications from Latin American physicians. •

1940

----------------------------IIE undertakes its first U.S. government–sponsored exchange programs, focusing on Latin America. • Helps raise funds for scholarships and stipends for students from the countries at war, standardized across the U.S. • A total 337 scholars now being helped by the Emergency Committee. • IIE creates a new program for summer study and reciprocal visits between the University of San Marcos and the University of North Carolina. • The student guide to study in the U.S. is translated into Spanish.

1941

----------------------------IIE-administered exchanges with Latin America grow through State Department travel grants and the creation of the Roosevelt Fellowships, whose aim is the same as the Rhodes Scholarship. • The AFS French Universities scholarships are repurposed to enable IIE to help stranded

120 / APPENDIX

President Truman signs the Fulbright Act.

The guide Application for Admission to College or University in the USA is revised and translated into Portuguese and Spanish.

1943

----------------------------Stephen Duggan advocates for creation of International Educational Organization in planning for a postwar United Nations Organization. • IIE is now the chief administrative agency for all refugee student fellowships. • Assists University of Michigan in establishing new institutes in International-American Law and Forestry and Wood Technology. • Receives grants from Readers’ Digest enabling Latin American medical professionals to study the care of infantile paralysis patients and administers Kellogg Foundation Fellowships in Ophthalmology. • Grants from the Germanistic Society and AFS to IIE enable Americans to study German and French culture and history at U.S. universities. • Duggan serves on the General Advisory Committee of the State Department’s Division of Cultural Relations. • IIE surveys alumni for the U.S. Office of Foreign Relief and Rehabilitation Operations to see who would serve in reconstruction projects after the war. • Issues a new publication, Counseling the Foreign Student. • IIE’s first regional bureau opens in Washington, D.C., as liaison office with U.S. government agencies.

100 YEARS of IIE

1944

----------------------------U.S. Department of State adopts a policy of using 4 private administrative agencies for programs in cultural relations: IIE, American Council of Learned Societies, American Library Association, and American Council on Education. • Teachers Service alumni called to serve Army Specialized Training Program administered by IIE.

1945

----------------------------IIE is overwhelmed with requests from Europe to resume educational and cultural relations after the war. • IIE takes on the issue of placements for foreign students as GIs return, taxing U.S. universities’ capacity for substantial increases in intake. • Receives a representative from India, indicating that 300 government scholarships will be created, making this the largest single country exchange program to date for IIE. • Co-publishes with the Department of State a guide for Chinese students’ orientation to American academic life. • Six hundred guests attend IIE’s 25th anniversary dinner at Hotel Roosevelt in New York. • IIE launches trainee program for the Brazilian National Service for Industrial Apprenticeships and a program for the training of Brazilian Federal employees. • Establishes a new exchange program for Greece.

• With support from the Division of Cultural Relations at the Department of State, exchanges resume with the Near East. • IIE’s Counseling Center begins to identify short-term study abroad and visitor programs for international students. • Creates a comprehensive foreign student group insurance program, expanding its individual insurance program. • Leads effort to create greater links between campuses and local communities for foreign lecturers and students.

1946

----------------------------Senator J. William Fulbright’s proposal to use proceeds from the sale of war surplus to finance educational exchange becomes law. • IIE responds to more than 30,000 inquiries. • Funds 992 fellowships with help from 300 academic institutions. • Administers logistics and applications for first postwar summer schools in Great Britain and Norway. • Selected to administer a Department of State special project for 4,400 U.S. students to study in Europe and help with reconstruction projects. • The National Catholic

Welfare and Education Associations ask IIE to help colleges with scholarship programs for Latin American students. • IIE works with UNESCO and American Chemical Society to create a new science fellows program. • Enters into a new agreement with Belgian, Turkish, Brazilian, Iraqi, and Burmese governments and civil society organizations to assist with educational placements. • Creates special ship project to use troop carriers to transport U.S. students and volunteers to Europe. • President Truman appoints Stephen Duggan to the Board on Foreign Scholarships. • IIE convenes first postwar conference of foreign student advisors. • Edward R. Murrow becomes the Chair of IIE’s Board of Trustees. • Pan American World Airways increases travel grants for IIE scholarship recipients. • The Kellogg Foundation provides new grants for medical and public interest scholarships. • IIE helps the National Preparatory School committee and American Field Service to bring international secondary school students to America. • Expands its counseling and guidelines office for foreign students. • Administers Speech Association of America program for foreign debates. • IIE’s Meet the USA, Handbook for Foreign Students sells out. • IIE assists in forming and administering reeducation of teachers under Government Aid and Relief in Occupied Areas (GARIOA).

1947

----------------------------- The U.S. government asks IIE and CIES to administer the Fulbright Educational Exchange Program, which arranges for more than 4,000 Americans to go to Europe to aid in reconstruction. • Five thousand people visit IIE offices for advice on study abroad. • New student scholarship funds increase to $2 million. • IIE develops professional exchanges for trade union workers and industrial trainees. • IIE now has 85 staff members. • The U.S. Office of Education provides emergency grant funding for students from the Far East. • IIE establishes a new scholarship program for Dutch, German, Italian, and Indo-Chinese students and teachers from Siam. • Supports growth of the “Bowdoin Plan” program to house international students in fraternity and sorority houses on U.S. campuses. • Partners with Yale on first summer program in American Studies for international students. • The Fulbright Board appoints IIE to make preliminary selection of students for Fulbright grants via national selection committees. • Foreign faculty placement terms extended to full academic year. • IIE creates short-term study visit programs for technical personnel. • Opens a new summer study program in Peru.

1919 2019 through

1948

----------------------------IIE publishes the first survey of international students as Education for One World—renamed Open Doors in 1954—an annual publication that continues to be the premiere source of data on international student mobility. • Signs agreement with the Department of the Army to bring students and teachers from occupied areas of Germany, Japan, and Austria to the U.S. on exchange programs to further reconstruction. • Conferences on international student exchanges lead to formation of NAFSA. • Stephen Duggan joins the NAFSA Board. • NEA and Association for Childhood Education ask IIE to administer grants for guest teachers and reconstruction in Europe. • IIE publishes The Rescue of Science and Learning: The Story of the Emergency Committee in Aid of Displaced Foreign Scholars.

1949

----------------------------IIE is appointed by the U.S. State Department to screen, place, and supervise student exchanges under the Fulbright and Smith-Mundt Acts.

1950

----------------------------IIE is now administering more than 3,000 individual scholarships, with 577 American graduate students abroad in 18 countries, and responding to more than 10,000 requests for information. • Five hundred students and teachers from Germany brought to the U.S. for year-long introduction to American institutions and values. • Kenneth Holland becomes President of IIE. • IIE welcomes Japanese Supreme Court Justices for a special training program. • Creates an Africa Division to support new U.S. scholarship opportunities for students from African nations emerging from colonial rule. • Assists UNESCO with research on the U.S. education system. • In the first year after the Fulbright Act, IIE screens 8,983 preliminary applications for Fulbright Student Program.

• Releases a new publication, Orientation for Japanese and Ryukuan Students. • Creates new exchange programs for Indonesia, Malaysia, and Singapore, and places first cohort of Israeli students. • The Japanese Leaders Program increases substantially with a grant from the Department of the Army, and a new program sends American professors to Japan. • UNESCO fellowships expand to developing countries. • The Medical Librarian training program becomes global.

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1951

----------------------------A Ford Foundation grant allows IIE to create a new research department and Dr. Cora Du Bois is appointed its first Director. • Indian Prime Minister Nehru and German Chancellor Adenauer commend Institute exchange programs. • Another Ford Foundation grant helps establish five regional offices in Chicago, Denver, Houston, Los Angeles, and San Francisco. • IIE-administered students from Africa increase dramatically thanks to a special Carnegie grant.

• More than 100 foreign doctors are placed in specialized training in U.S. hospitals. • IIE helps Rotary clubs organize exchange scholarships.

• Fulbright Student Program applications exceed 5,000. • IIE publishes a new series on summer study abroad. • A Rockefeller grant enables start of the International Arts Program.

• IIE creates Roster of Internationally Trained Persons to help postwar reconstruction efforts.

Dr. Cora Du Bois

1952

----------------------------IIE’s new regional offices in the U.S. significantly expand community engagement programs and projects. • IIE undertakes new research studies on higher education in India and Syria, and continues research underway on impact of exchange on students from India, Mexico, Sweden, and Japan. • Establishes first Alumni Office. • More than 1,000 visiting leaders assisted by IIE offices across the U.S. • IIE publishes a revised edition of Meet the USA. • Begins to administer Ford Foundation grants to train specialists and leaders in emerging nations and establishes Educational Associates Program, which over time provides services to almost 1,000 colleges and universities around the world.

122 / APPENDIX

1953

----------------------------Based on its reputation for program management, IIE now administers grants and donations for exchanges from 175 sponsors.

• IIE receives a new privately sponsored grant for exchanges with Spain, and the Cordell Hull Foundation asks IIE to administer grants for Latin America. • The English Teaching Assistant program expands in Indonesia. • The U.S. government asks IIE to select U.S. graduate students for study in Latin America • IIE establishes a Speakers Bureau to respond to requests to have foreign students speak at high schools and community groups.

1954

----------------------------IIE convenes a National Conference on Exchange of Persons. • Launches private programs that help young diplomats and foreign officials participate in American life. • Alumni of IIE-administered programs now exceed 24,000. • Japan-America Law Project commences, to foster mutual understanding of the law now common in both nations’ judicial systems. • The first group of IIEselected American students goes to Germany as teaching assistants in secondary schools.

• IIE begins an English-language teaching program for Indonesia and starts administering the Eisenhower Exchange Fellowships.

1955

----------------------------IIE develops new exchanges for the Association of American Colleges and the Association of Graduate Schools. • Conducts nationwide review of the processes for admitting foreign students to U.S. institutions. • Assists business and industry groups to design training programs for international staff and launches new programs for Indonesian, Japanese, and South African executives. • IIE is actively working with more than 500 U.S. colleges, assists 10 governments, and has scholarship selection committees operating in 77 countries • Selects American students for new award program with NATO. • Continues its medical programming, helping medical and other specialists from 58 countries to train in the U.S. • Develops shipboard orientation programs for U.S. and international students travelling to study abroad destinations.

1956

----------------------------IIE starts new research and publications series with the Association of Collegiate Registrars and Admissions Officers. • Announces it is establishing a Central Index of Educational Exchanges. • Convenes its second National Conference on the Exchange of Persons. • Begins administering new State Department grants for students from the Central Africa Federation, Sudan, and Yemen, as well as a new grant program for the West German government. • Arranges gallery shows for Fulbright artists in New York. • Convenes a conference on feasibility of exchanges with the USSR. • Publishes a new study, The Liberal Arts College In the USA. • With the Soviet invasion of Hungary, IIE comes to the aid of Hungarian refugee students; more than 700 receive scholarships to U.S. colleges and universities.

1957

----------------------------IIE reopens exchanges with Poland, starts a new exchange with Israel, and begins new fellowship programs for Burma and Syria. • Fulbright expands to Argentina, Ecuador, Peru, Iceland, and Turkey. • IIE issues a new report from the IIE Conference on Arts and Exchange of Persons.

• The Association of American Universities and Association of Graduate Students turn to IIE for evaluating foreign student credentials.

• IIE’s work in developing countries for the International Association for the Exchange of Students for Technical Experience expands.

• IIE issues new publications on Guide to the Admission and Placement of Foreign Students and Arts and the Exchange of Persons.

1958

----------------------------President Eisenhower addresses IIE’s Third National Conference on Exchange of Persons.

• IIE’s President Holland visits Moscow and creates a Department for East-West Exchanges.

• IIE sponsors pianist Van Cliburn and violinist Joyce Flisser for the International Tchaikovsky Competition in Moscow • Begins new programs with Yugoslavia and Venezuela, as well as a new summer orientation program with the American Economic Association for students from developing countries. • Notes an imbalance between U.S. and foreign students in study

100 YEARS of IIE

1919 2019 through

1962

President John F. Kennedy speaks to Fulbright Exchange Teachers in the Rose Garden of the White House.

abroad and begins studies to address the challenges. • Fulbright expands to Brazil, Thailand, Turkey, and Taiwan. • Produces new publications on Directory of International Scholarships in the Arts, The Two-Year College in the United States, Academic Exchanges with the Soviet Union, and The Foreign Student: Exchange or Immigrant? • Hosts the first conference on international exchanges held outside the continental U.S., in Puerto Rico. • Carnegie grant leads to establishment of the Council on Higher Education in the American Republics, chaired by IIE. • A U.S.-USSR exchange agreement is signed.

1959

----------------------------A Ford grant enables IIE to create rural teachertraining programs in Lebanon and Syria. • IIE and NYU assist the U.S. State Department and the Governor’s Conference in leading delegation of governors on a study visit to the Soviet Union.

1960

----------------------------IIE develops new outreach and selection procedures for Africa and Latin America to accommodate surge in undergraduate applications. • A Ford grant to establish a translation society for Burma leads to the opening of a Burmese

printing plant for schools and scientific texts. • IIE convenes the Council on Higher Education for Latin American region in Chile. • President Holland appointed to the Presidential Advisory Commission on Inter-American Affairs. • IIE organizes and receives a Soviet delegation to visit U.S. states and schools. • The orientation program for foreign students expands to 700 students with U.S. State Department support. • IIE convenes seminars for returned U.S. academics on educational developments they observed during visits to the Soviet Union. • Northeast Hospitality Desk expands to help foreign students receive free tickets to cultural events in New York City. • More than 2,000 students have participated in shipboard orientation seminars while en route to study abroad destinations in Asia since that program started in 1955.

1961

----------------------------IIE publishes a new Guide to the Admission of Foreign Students. • Organizes Council for Educational Cooperation with Africa. • Performs studies on international youth service demand and opportunities, to help make the case for the Peace Corps. • The Ford Motor Company Fund’s Ford International Fellowship Program is established, the largest corporatesponsored foreign student program to date. • IIE convenes a young diplomats’ seminar at Colonial Williamsburg.

----------------------------IIE assists U.S. State Department in organizing Fulbright Teacher visit to a White House Rose Garden meeting with President Kennedy.

• More than 72,000 international students from 149 countries are now in the U.S. and 22,000 U.S. students are studying abroad.

• IIE establishes the Advisory Committee of Admissions Officers to examine best practices in placement. • Administers foreign student stipend grants supported by 25 corporations. • Assists the U.S. State Department with the NEA Fulbright-Hayes grant programs for India and Mexico. • Publishes new research by grantees on the African and Japanese legal systems and a white paper on A Foreign Student Program for the Developing Countries During the Coming Decade. • Assists the Ford Foundation with a new Travel and Study Program and new grant programs for Polish and Yugoslav scholars.

• Assists the American Council of Learned Societies with a Soviet social science delegation visit. • Sixteen of the 32 grantees IIE sponsors for music completions abroad win honors. • The Roster of Internationally Trained Persons now has 300,000 entries and is widely used by corporations and U.S. government agencies for technical assistance mission and projects. • IIE assists U.S. Department of State in organizing a conference on summer employment problems of foreign students and creates new Cooperative Service for Summer Employment of Foreign Students. • IIE’s Bangkok office opens to serve Southeast Asia region.

1963

----------------------------IIE initiates the establishment of an Inter-agency Cooperation Group for organizations administering exchange programs. • Working with the College Entrance Examination Board, IIE conducts workshops on the admission of foreign students. • With Modern Language Association and NAFSA, sponsors a new program format testing the English competence of foreign students. • IIE now administering 53 privately funded programs. • A new Ford Foundation student grant helps universities in Syria, Egypt, and Iraq reform programs. • IIE develops new graduate fellowship program for Nepalese students. • IIE’s study-visit programs in the arts double, an all-time high. • IIE’s Overseas newsletter wins an Educational Press Association award for excellence. • The first IIE staff arrive to teach at the Indian Institute of Management. •

100 YEARS OF IIE / 123

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IIE headquarters

IIE launches the Applicant Information Service to provide information for unsponsored students and conduct interviews of international applicants for U.S. colleges and universities.

1964

----------------------------IIE headquarters erected on United Nations Plaza with special contributions from private donors.

Alvar Aalto, the prominent Finnish architect, designs the Kaufmann Conference Center on the building’s 12th floor. • U.S. State Department increases grant to enable more than 800 foreign students to participate in summer orientation programs. • New scholarship programs established for Japan, Mexico, and Poland, and for Cuban citizens not residing in Cuba. • UNESCO fellowships rise to 60 per year. • Ten thousand students use IIE’s overseas information service • IIE, with the College Entrance Examination Board, leads five workshops throughout the U.S. on best practices in the admission of foreign students.

1965

----------------------------IIE is now administering foreign government grants programs for 11 countries. • The number of foreign student grantees expands significantly under IIE auspices, to 6,000. • A U.S. government grant enables the creation of

124 / APPENDIX

Training Opportunities for Youth Program at 11 U.S. campuses for foreign student leadership development. • IIE, with the Economic Institute, offers special summer orientation for economics majors from abroad. • IIE develops the Cooperative Fellowships Program with the Council of Graduate Schools. • Establishes 26 new corporate fellowship programs. • Begins new exchange programs for Hungary and for law professors from Africa. • Begins new programs in the arts for Asia and Europe. • IIE’s International Hospitality Committees in Denver and Houston expand activities. • IIE develops a Foreign Applicant Credential Transmittal Service at its overseas offices to facilitate the application process for international students. • Reopens an office in Paris. • Issues new reports on exchanges in the Atlantic region and U.S. College and University Policies, Practices, and Problems in Admitting Foreign Students • Conducts a study for the U.S. State Department on foreign students who do not return to their home countries.

• Develops regular workshops for Fulbright Program Advisors.

1966

----------------------------IIE implements a new system of personal interviews for all applicants for grants to the American Republics area. • Develops a comprehensive digest of scholarships to assist foreign students in their placement. • Forms new unit to identify and categorize academic fields and specialization by institution. • U.S. colleges and universities use IIE’s Applicant Information Service to conduct more than 3,500 interviews of foreign applicants. • IIE convenes a briefing on the International Education Act pending in Congress. • Launches a pilot Pre-Departure Colloquia program to assist American grantees going abroad. • Issues revised edition of Meet the USA guidebook for foreign students. • Conducts an exploratory study of the causes and effects of “brain drain.”

1967

----------------------------Leadership development grantees supported

by USAID increase to 300. • IIE administers 88 new fellowships for African students; funding shifted from the Bureau of Educational and Cultural Affairs to the USAID Africa Bureau.

• Nearly 300 scholars, technicians, and other experts now deployed to assist developing countries through foundation grants adminis-

tered by IIE. • IIE’s Arts Program undertakes new project on International Contemporary Music. • IIE initiates the California Junior College Latin America program for technical training. • Fourteen thousand students visit IIE’s overseas offices for advice and guidance.

• IIE begins a study of the Foreign Physicians Training Program. • Educational Associates members of IIE grow to 400 U.S. colleges and universities. • IIE opens offices in Atlanta and Hong Kong to meet the growing needs of international education in those areas.

1968

----------------------------IIE begins a new summer internship program for foreign students in urban planning, thanks to the Luce Foundation. • A new exchange program with Bulgaria is established and USAID selects IIE to provide science education grants to East Pakistan. • IIE’s Denver office helps form the Colorado Association on International Education. • The Los Angeles office develops technical training programs for Latin American students at Junior Colleges. • The Hong Kong office expands in response to heavy demand for student advising. • IIE offices open in Santiago and Bogota. • Overseas Applicant Information Service conducts more than 1,300 admissions interviews for U.S. colleges and universities. • IIE releases a new study of foreign engineers with U.S. graduate degrees. • Convenes French-U.S. Educators Conference. • IIE’s Cultural Contacts Committee forms in New York and distributes more than 4,000 free tickets for international students to attend local cultural events and shows.

1969

----------------------------IIE marks its 50th anniversary with yearlong study of how international education can meet the needs of society in the decade ahead. • Convenes Sixth Conference on International Education, attended by 1,000 educators and government and corporate representatives. • Launches new program in urban studies; the Leadership Intern Program expands to include more urban practical experiences. • Creates new program to assist U.S. minorities to study abroad. • Starts new food output research programs in East Pakistan, India, and Mexico.

• Holds American auditions for London’s Royal Academy of Dramatic Arts. • Releases new publications on English Language and Orientation Programs in the United States

100 YEARS of IIE

and International Awards in the Arts. • Ford Foundation–supported programs with IIE grow to 90. • IIE offices in Atlanta and Los Angeles adopt the Denver Community Crossroads program model. • The library center at IIE’s headquarters now contains more than 6,000 volumes and 200 periodicals. • The Cultural Contacts Committee distributes more than 7,000 free tickets. • IIE forms a new Council on Higher Education for the U.S. and Canada.

1970

----------------------------IIE launches new programs in African Studies and Urban Planning; conducts summer seminars in Nairobi and Manchester. • Ford and Rockefeller foundations select IIE to employ all professional staff for agricultural research centers in the Philippines, Mexico, Colombia, and Nigeria. • IIE specialists work on educational modernization plans for Spain, Hungary, and Poland. • IIE sets up a new regional council to coordinate academic relationships in Central America. • Sets up a summer program that allows Mexican-American students to conduct study visits to Mexico. • Opens a Tokyo office.

• Launches the Direct Placement Scholarship Program in Hong Kong. • Publishes a new edition of Meet the USA by leading historian Henry Steele Commager. • Convenes a major conference on International Exchanges and the Arts. • Wins endorsement of the Advertising Council to promote International Education Year across 1,300 U.S. radio and TV stations.

internships program in Israel for the Mayor of Jerusalem. • Publishes a new edition of Careers Guide for Kenya and a new study on Foreign Students at Two-Year Institutions. • IIE is selected to place Khmer fellows in research for the Lower Mekong Basin Committee. • IIE’s library now holds 7,000 volumes • Under Project City Streets, IIE provides study abroad opportunities for members of U.S. minority groups, including programs for New York’s Puerto Rican community and national Native American leaders.

1972

----------------------------IIE expands programs in agricultural research, population policy, and internships and training in industrial skills. • Wallace Edgerton becomes President of IIE. • IIE begins arranging U.S. visits for distinguished foreigners participating in USIA’s (later the U.S. State Department’s) International Visitor Program.

1973

----------------------------IIE designs and hosts a U.S.-Soviet seminar on management education. • Designs a course on West African development and administers

1919 2019 through

scholarships for HBCU students to participate in it. • Starts administering the ITT International Fellowship program for ITT corporation, the largest bilateral exchange program sponsored by a corporation to date. • Expands support to Latin American and Caribbean organizations’ guaranteed loan programs. • IIE is selected to administer a new grant program for Japanese science students and researchers.

1974

----------------------------IIE opens an office in Mexico City to promote inter-American understanding. • The campusbased Fulbright Program Advisors now cover all four-year U.S. campuses. • IIE conducts a faculty development program in Israel for HBCUs. • Fifty foreign universities now receiving Ford grants through IIE. • IIE administers new grants for students whose parents served in U.S. Armed forces in Germany during the Berlin Airlift. • Receives a Saudi government grant for training for public administrators.

• Educational Associates membership now includes more than 500 colleges and universities.

• IIE reorganizes its study abroad handbooks for publication as separate regional guides. • More than 200 community leaders are involved in U.S. regional advisory boards; Houston hosts IIE’s first board meeting outside New York.

1971

----------------------------IIE launches a new spring Semester at the College of Europe in Bruges for U.S. students and a summer school in environmental planning at the University of Manchester. • Starts a new program to send elementary and secondary school teachers to East Africa. • Begins a new Junior Year Abroad program at University of Bonn. • Now hosts Fulbright National Screening Committees in its U.S. regional offices. • The Churchill Foundation of the U.S. selects IIE to administer its fellowships. • IIE continues outreach and selection for all U.S. applicants to UK summer schools. • Places Henry Luce Foundation foreign grantees in summer internships in U.S. cities. • Adds 10 new corporate fellowship programs • Initiates a new fellowship to place Native American leaders in a summer study

IIE Chile staff

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1975

----------------------------IIE launches the Programa de Becas Gran Mariscal de Ayacucho (GMA), for the government of Venezuela; more than 2,000 students arrive, making it the largest program to date that IIE undertakes for a developing country.

• More than 250,000 students worldwide now served by IIE’s information and counseling services and offices. • IIE hosts a new convening of university leaders from Asia, Latin America, and Middle East regions. • Senator Fulbright is appointed as IIE Special Representative for global affairs. • Scholarship funds administered

by IIE now assist more than 11,000 students.

• IIE develops new programs for American Express and AIG companies to offer scholarships to children of employees overseas. • IIE selected to provide administrative support to ten “Green Revolution” international institutes for agricultural research. • Launches a new series of papers on Issues in International Education. • Volunteers for Community Hospitality Program in the U.S. exceed 3,000.

1976

----------------------------The Crossroads Program on the West Coast expands to provide international student grantees returning home a mini-conference to share their experiences before leaving the U.S. • Senator Fulbright visits Latin America and the Middle East as IIE Special Representative. • IIE establishes a planning group with DAAD for international Conference of Educational Exchange Organizations.

• The Venezuelan government program IIE administers now has 3,000 participants. • IIE Washington assists Board of Foreign Scholarships’ Bicentennial Project to organize meetings and special events for the 30th anniversary of the Fulbright Program.

• IIE completes installation of computerized University Master File database with profiles of all U.S. colleges and universities. • Distributes 55,000 copies of its publications on international education. • Assists Harvard Institute for International Development in finding global staff and technical specialists.

• Provides administrative services to the new Rockefeller Foundation International Agricultural Development Service. • More than 500 International Visitor Program participants are served by IIE’s Washington office.

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1977

----------------------------IIE’s Board creates new national structure and council to include all Regional Advisory Board members and holds joint meeting and conference in Washington to recognize the 25th anniversary of the regional offices. • IIE advocates for support and stipends to students and officials from developing countries that are no longer eligible for U.S. foreign assistance programs. • IIE officers elected to presidencies of NAFSA and National Council for International Visitors. • IIE works with U.S. Chambers of Commerce abroad to establish new student scholarship programs. • More than 500 U.S. institutions now hosting students in the Venezuela GMA Program. • IIE receives new service agreements to assist the International Center for Agricultural Research in Dry Areas in Syria, the UN University in Tokyo, and the University College of Botswana. • IIE cohosts the first U.S.-Arab Educator’s Conference with a Saudi Arabian university to explore ways of increasing connections between educational leaders.

1978

----------------------------IIE begins developing the South Africa Education Program (SAEP) to help prepare black South Africans for leadership in a postapartheid future. • Convenes national Conference on International Education with 66 cosponsoring agencies. • The Latin America Airgrants program expands significantly. • A U.S. government grant supports new publication on English Language and Orientation Programs in the United States. • IIE creates new employee development programs with oil companies operating in Libya • ITT grants reach more than 300 students from 45 countries. • Develops new scholarship program with American Chambers of Commerce for Brazil. • The Japan Foundation selects IIE to manage doctoral scholarships for Southeast Asian students. • IIE assists in programming for nearly 600 International visitors selected by U.S. Embassies • Twentyfour new projects added to IIE services and specialists for Harvard. • IIE office opens in Lagos, Nigeria. • IIE Hong Kong is serving more than 24,000 students and many U.S. universities annually through applicant screening.

Hubert H. Humphrey

1979

----------------------------IIE is invited to design and implement the U.S. government’s Hubert H. Humphrey Fellowship program for mid-career professionals. • Convenes a national conference on “The U.S.’s Role in International Education.”

• The Bank of Bilbao makes largest grant in program history to supplement Fulbright Program in Spain. • Five students begin grants under the South Africa Education Program. • Venezuela program ends, with thousands of student grantees served. • IIE supports a new program sponsored by USICA in International Writing Program at the University of Iowa.

• Resumes administration of the UNESCO Fellowship Program. • Debuts World Higher Education Communique quarterly journal. • Creates a Statistical Research unit. • Organizes an International Education Liaison Group to advocate in Washington for 16 higher education associations and organizations.

1980

----------------------------IIE develops a new program for the Agriculture Ministry of Brazil. • IIE’s overseas advising services assist 145,000 international students.

• Humphrey Fellows received by the First Lady Rosalynn Carter at the White House.

100 YEARS of IIE

1981

----------------------------More than 30 corporations now providing scholarships and stipends to IIE-administered grantees. • Ninety-six countries now participating in Fulbright Program. • IIE convenes a National Task Force on the U.S. Student Fulbright Program and presents findings to Board of Foreign Scholarships. • Bank of Bilbao grants total more than $2 million. • IIE assistance to the International Visitors Program now helping more than 200 U.S. cities and towns receive visitors. • IIE Houston serves as Protocol Office for City of Houston. • More than 500 people have participated in the ITT fellowship programs to date. • IIE begins administering the USAID Conventional Energy Training Project to meet the need for energy experts in developing nations. • Convenes first summer institute for Humphrey Fellows. • IIE is now assisting 20 Green Revolution research centers. • Multiple foundation grants and university scholarships allow for a major expansion of the South Africa Education Program.

• The Register for International Service in Education roster becomes fully operational and makes 670 referrals in the first year. • Ford and Mellon Foundation grants support major new research projects on the benefits of international students.

1982

----------------------------USAID selects IIE to administer the Manpower Development Project for Zimbabwe. • IIE begins new study on policy implications of foreign students in U.S. universities. • Seventy-five percent of all IIE programs are now focused on developing countries. • The Energy Training Project places 275 professionals at U.S. campuses and develops curriculum with TVA and Oak Ridge laboratory. • IIE’s Hong Kong and Bangkok advising services now reach 60,000 students annually.

• The Okinawa Human Resources Development Foundation selects IIE to administer a new scholarship program. • IIE team assists Somali resettlement agency. • IIE volunteers to host Princess Anne in Denver and Houston as she visits U.S.-based British festivals. • Celebrates 20 years of service to the GE Foundation, which sponsored international student scholarships. • A Mellon Foundation grant enables the creation of the Faculty Lecture Bureau to facilitate foreign scholars visiting a wider range of colleges and universities. • IIE writes a new publication on The Community, Technical, and Junior Colleges of the U.S. • With growing ties to Indonesia, IIE announces it will open a new office in Jakarta. • Richard Krasno is appointed as IIE’s fifth President.

1983

----------------------------IIE opens new offices in Harare and Bridgetown.

• IIE’s Hong Kong office leads discussions on promoting exchanges with the People’s Republic of China. • IIE advises White House on President Reagan’s Youth Initiative and Caribbean Basin Initiative. • Celebrates the ITT Fellowship Program’s 10th anniversary—with 600 alumni, it is the largest program sponsored by a multinational corporation. • IIE publishes Absence of Decision, a major study of U.S. campuses’ policies regarding foreign students, and the study Black Education in South Africa. • The Humphrey Fellowships Program doubles. • The Visitor Program managed by IIE DC increases 30 percent. • The South Africa Education Program expands with a major grant from USAID. • IIE is selected to administer the International Human Rights Internship Program, which arranges international training for young human rights activists, and the Alfred Friendly Fellowships for international journalists. • IIE’s Mexico office develops 20 Spanish language counseling guides.

1984

----------------------------IIE serves more than 600 Brazilian agriculture ministry staff through degree and short-term training programs. • Launches the Panama Private Sector Scholarships Training project.

• IIE completes a new study on International Expertise in American Business and publishes 10 new books on international education and

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exchange. • Begins administering the Zimbabwe Manpower Development Program, a major training initiative of USAID.

1985

----------------------------IIE’s budget exceeds $100 million. • The International Education Information Center opens at IIE New York for visiting students and the public. • Training programs funded by USAID now exceed 900 participants and IIE facilitated more than 700 international visitors for USIA. • More than 400 black South Africans have been helped by the South Africa Education Program.

• A new program helps Sri Lanka to develop rice self-sufficiency. • IIE assists the Fulbright Program to expand significantly in Central America. •The Mexico City advising office now serves 30,000 students and scholars. • A new IIE study focuses on International Expertise in American Business. • IIE opens an educational advising office in Guangzhou, China, supported by the Henry Luce Foundation.

1986

----------------------------IIE’s budget reaches $110 million, with more than 200 programs administered for 145 sponsors. • Fifty-five hundred IIE volunteers assist with counseling and selection activities. • IIE opens an office in Peradeniya, Sri Lanka. • Fulbright marks 40th anniversary; Congress restores budget affected by cuts. • IIE and the Soviet Ministry of Education negotiate an agreement for an undergraduate exchange. • New grants significantly expand the scope of the Committee on International Relations Studies with the People’s Republic of China. • More than 600 black South Africans studying in the U.S. helped through the South Africa Education Program. • A new project provides funding to train Brazilian agriculturalists. • IIE releases studies on policy changes toward foreign students in U.S. higher education, best practices for foreign students in selecting U.S. institutions for higher education, and causes and cures for brain drain. • Establishes new scholarship program for Namibia.

1987 Participant in the Manpower Development Project for Zimbabwe

----------------------------New Arts International Program begins as global and all-discipline grants source. • IIE begins student exchanges with the Soviet Union. • IIE’s overseas offices are now providing U.S.

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educational information to more than 100,000 prospective students. • IIE’s work for ETS TOEFL examination registrations expands to reach more than 22,000 students. • A new GE Foundation grant to IIE Mexico launches new in-country undergraduate scholarships for Mexican students.

• The Private Sector Training program for Panama begins. • USAID awards a new Energy Training Program for developing country professionals. • A new Human Rights Fellowship, administered

by IIE, is created to honor Raoul Wallenberg. • IIE publishes a new resource guide to assist foreign students returning to their home countries with employment searches. • With foundation support, IIE initiates 10-year South African Information Exchange to link South African universities and NGOs with potential U.S. partners and donors.

1988

----------------------------More than 600 colleges and universities are now members of IIE’s Educational Associates Program. • IIE develops a new Professional Exchanges Program for Fulbright. • There are now more than 1,000 alumni of the Humphrey Fellowship. • Two hundred new Andean Peace Scholarships assist short-term training for rural and disadvantaged students. • A new research grants program in International Health Policy is launched. • The Pan American Airways Latin America Airgrants Program celebrates its 50th anniversary. • IIE develops a program for Chinese officials for the New York Stock Exchange. • Issues new study series on role of international students in U.S. science and technology and in the economies of U.S. regions.

1989

----------------------------IIE marks its 70th anniversary, working with 226 sponsors and participants from 158 countries. • Begins new programs for exchanges with Poland and Hungary, as well as a new private-sector program for exchanges with Soviet Union and Eastern Europe and between U.S., Mexican, and Canadian journalists. • Convenes a national conference for black South African student leaders. • Launches a new development project in Malawi.

• A new Council for International Environment and Development is formed. • IIE convenes an international conference on issues in student mobility. • Hosts a delegation of health professionals from Vietnam. • Tripartite agreements with U.S. and Mexican governments and IIE form a scholarship program for Mexican scientists

128 / APPENDIX

schools in offering training on free markets. • Launches Japan-U.S. Women NGO Leaders Dialogue. • Organizes study tours for Indonesian educators. • President George H. W. Bush signs the act establishing the National Security Education Program (NSEP), investing in Americans’ expertise in languages and cultures critical to national security.​• Expands ECE information exchange. • Serves as U.S. representative for European arts, literature, and drama schools. • Develops a new internship program for Portuguese journalists. • Develops new arts residency programs. • Convenes forum for President George H. W. Bush’s Committee on the Arts and the Humanities.

South Africa Education Program (SAEP) students Isobel Makosana (right) and Lynette Hlongwane at Columbia University

and engineers. • IIE begins new publications Financial Resources for International Study and Funding for U.S. Study. • Supported by the Ford Foundation, IIE provides emergency financial assistance to Chinese students and faculty in the U.S. who were unable to return home.

1990

----------------------------IIE opens new offices in Budapest, Cairo, and Addis Ababa. • Convenes workshops on how to best assist universities in Eastern Europe. • Arts International convenes meeting at Venice Biennale on how festivals can better reflect multicultural diversity. • IIE creates Higher Education Information Exchange for East Central Europe. • Begins process for rebuilding people-to-people exchanges with Vietnam. • Helps launch National Task Force on Undergraduate Education Abroad.

• Develops training program for Czech university faculty. • Helps Spain develop a public administration fellowship program. • Develops training and scholarship programs for Burmese refugees.

• Creates a new social science program for Mexican and Central America Scholars, supported by the Ford Foundation and John D. and Catherine T. MacArthur Foundation.

1991

----------------------------IIE forms the North American Consortium for Free Market Study for U.S. and Canadian business schools to assist East and Central European (ECE)

1992

----------------------------In advance of NAFTA, IIE initiates a pilot trilateral undergraduate exchange project between Canada, Mexico, and the U.S. with support from the U.S. Department of Education’s Fund for Improvement of Postsecondary Education. • One hundred thirty countries nominate candidates for the Fulbright Program in 1992–93, with Central and Eastern Europe accounting for much of the expansion. • For the first time since 1976, 17 Vietnamese candidates are selected for Fulbright grants. • The Emperor and Empress of Japan join 600 Fulbright alumni and other guests during a reception to honor the 40th anniversary of the Fulbright Program in Japan. • The USIA-funded Edmund S. Muskie Fellowship Program for mid-career professionals from Central Europe begins, with IIE administering fellowships at U.S. and Canadian universities. • Amoco Caspian Sea Petroleum Ltd. initiates a scholarship to enable four Azerbaijani professionals to study international business for one year at the University of Texas at Austin. • IIE’s Arts International Division launches the Cultural Leadership Project, providing arts management information and training to performing arts organizations in Eastern and Central Europe. • IIE is administering 285 programs on behalf of 224 government, corporate, and foundation sponsors.

1993

----------------------------IIE is chosen to administer the undergraduate portion of the National Security Education Program, aimed at strengthening the international competence of young leaders in national security agencies. • IIE is selected to administer the Newly Independent States Energy Training

100 YEARS of IIE

Development Project and East Asia Regional Training Project. • IIE opens a project office in the Philippines. • Starts a pilot project for Free Market Development Advisors. • Convenes a colloquium of world educators to examine the growing trend toward regionalization in educational exchange. • Creates consortium on North American Regional Academic Mobility and new Trilateral Journalist Exchange.

• More than 1,200 black South Africans earn degrees under South Africa Education Program.

• IIE starts a new journalism training program in Vietnam. • Creates a new study-visit program for Japan Intercultural Academy of Municipalities.

1994

----------------------------The President of Ireland, Mary Robinson, launches IIE’s 75th anniversary and forum. • IIE inaugurates a new alumni award; the first recipients are Hanna Holborn Gray, Thomas Pickering, Philip Glass, and Senator Daniel Patrick Moynihan. • Hosts a global convocation recognizing the contributions of multicultural and multilingual staff members. • Begins the American-European Engineering Exchange.

• Opens offices in Moscow, Kyiv, and Almaty to expand training and technical assistance. • Initiates new programs in East and Southeast Asia. • Delegations to and from Vietnam explore normalization and educational exchanges; 50

Vietnamese Fulbrighters begin U.S. study. • A study visit to Germany explores how IIE can help assisting reunification. • Publishes a new book on exchanges and educational linkages in East and Central Europe and South Africa.

1995

----------------------------A Ford challenge grant launches an endowment campaign for IIE. • IIE begins the Global Engineering Education Exchange, a consortium of U.S. and global universities. • Publishes a new case study, Portraits of Small Business from the Developing World. • Assists more than 1,100 international visitors. • The 2,000th Humphrey Fellow completes the program. • IIE assists American Bar Association with a new training program for Russian legal professionals. • A Luce Foundation grant supports training program in the U.S. for women leaders from Hong Kong, Taiwan, and China’s mainland. • IIE’s San Francisco office arranges 200 internships for Russian and Newly Independent States students. • IIE opens an Education Information Center in Hanoi.

1996

----------------------------Fulbright celebrates its 50th anniversary. • IIE is chosen as one of five organizations to assist USAID in their Global Training for Development Initiative. • IIE launches its first website: IIE Online. • Pilots a new program financed by the Chilean Ministry of Education for Chilean teachers to study U.S. models of teacher training and community involvement. • Designs and manages the COLFUTURO program, which places 100 young Colombian professionals in Englishlanguage learning programs at U.S. institutions.

1997

Humphrey Fellow Young-Geun Lee studied airport construction and management at Rutgers.

----------------------------IIE opens a New Delhi office. • USIA selects IIE to administer Fulbright Scholar Program and house Council for the International Exchange of Scholars. • A new Development Training Program for Egypt provides educational opportunity for 15,000 professionals and specialists. • More than 6,000 volunteers are now engaged in supporting programs, students, and selection committees with IIE. • Both the Foreign Language Teaching Assistant Program and the Levi Strauss Children of Employees Scholarship celebrate their 20th anniversary. • By this date, IIE has

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assisted more than 700 artists in travelling to international festivals and competitions. • IIE and United Negro College Fund develop study-visits to England and South Africa for HBCU faculty. • IIE is selected by Japan to administer the Fulbright Memorial Fund Teacher Program; more than 500 U.S. teachers participate. • IIE launches the Mandela Economics Scholars Program. • Organizes a study program for Egyptian curators on 100th anniversary of the Egyptian Museum.

1998

----------------------------Allan E. Goodman becomes President of IIE, which now has 460 staff members, with 100 working in its overseas offices. • A new fellowship programs sends specialists to assist reform programs in Eastern Europe. • IIE’s Energy Group designs new MBA Program for Ukraine.

• IIE designs and implements ASIA-HELP, an emergency loan program supported by the Freeman Foundation to assists Asian students in the U.S. affected by Asian currency crises. • A new Ford-funded fellowship program helps Asian scholars study and conduct research in other Asian countries. • IIE launches an exchange program between universities in the U.S. and East Timor universities. • The Brazil-IIE exchange program marks 60 years, serving more than 20,000 students annually. • New Toyota International Teachers Scholarships for U.S. high school teachers enables study-visits to Japan. • IIE publishes five books on assisting international students to find employment back in their home regions, in cooperation with local American Chambers of Commerce.

1999

----------------------------The new Eco Links grant program builds capacity of business and governments in 21 Central and Eastern European countries to develop cleaner production and introduce environment management systems. • Crain’s New York Business ranks IIE as the secondlargest internationally focused nonprofit. • IIE’s endowment reaches $50 million. • The Global Travel and Learning fund marks its second year and disburses more than 1,500 grants. • IIE marks the International Visitor Program’s 60th anniversary and assists more than 600 international visitors. • ASIA-HELP inspires Balkan-Help for emergency grants to students affected by regional war. • IIE marks its 80th anniversary by creating the Stephen Duggan

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solutions to the arsenic contamination of drinking water in West Bengal, India. • IIE designs the Goldman Sachs Global Leaders Program for emerging international business leaders, implemented the following year. • IIE’s headquarters in New York is remodeled. • The IIE Board of Trustees confers the Stephen P. Duggan Award for International Understanding on Congressman Ralph Regula and Congressman Tom Lantos. • In collaboration with the Fulbright Commissions in Japan and India, IIE Hong Kong, Bangkok, Jakarta, and Hanoi lead a U.S. university fair in 10 Asian cities, attracting more than 25,000 students and parents, and 100 U.S. college and university representatives. • With support from USAID Egypt, IIE’s Energy Group develops training qualification programs for all Egyptian operating personnel and a comprehensive plant operation manual for El-Kureimat, one of the largest power plants in Egypt. • IIE launches the Global Leadership Career Program to connect grantees with leadership-track positions once they’ve completed their fellowships. • Launches the IIE Passport website to provide a comprehensive digital directory of overseas study opportunities.

Gilman Program participant, from Texas to Morocco

awards and with foreign policy address by UN Ambassador Madeleine K. Albright. • Launches an international annual competition for Lucent Technologies Foundation to select 100 Lucent Global Science Scholars who gather each summer with Bell Labs scientists.

2000

----------------------------In response to the new millennium’s rapid shift toward globalization and the rise of the Internet, IIE affirms its commitment to fostering the free flow of intellectual capital across national boundaries through its exchange programs, adding to its agenda a special focus on increasing U.S. study abroad • Creates Freeman-ASIA Scholarships to support U.S. students to study in Asia. • Debuts opendoorsweb.org as the digital complement to the Open Doors report.

• The number of international students in the United States surpasses 500,000. • With USAID support, IIE manages 100+ exchange participants under the U.S.-Asia Environmental Partnership Environmental Exchange Program, including connecting Indian officials with U.S. government and industry leaders to explore

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2001

----------------------------IIE is selected by the U.S. Department of State to administer the new Gilman Scholarship Program. • The Ford Foundation and IIE launch the International Fellowships Program, the largest single initiative in Ford Foundation history. This 10-year program will provide more than 3,000 graduate Fellowships for community leaders in marginalized communities. • Two alumni of the Fulbright Program, Joseph E. Stiglitz of Columbia University and George A. Akerlof of the University of California, Berkeley, are honored at a White House reception celebrating their 2001 Nobel Prize in Economics. • IIE presents its Stephen P. Duggan Award for International Understanding to 2001’s Nobel Peace Laureate, United Nations SecretaryGeneral Kofi Annan. • In partnership with IIE, the Goldman Sachs Foundation launches the Goldman Sachs Global Leaders Program. • The U.S. Department of State, supported by IIE, launches International Education Week with the release of the 2001 Open Doors data on student mobility at the National Press Club in Washington, D.C. • IIE opens an office in Beijing.

• Creates the Andrew Heiskell Awards for Innovation in International Education to honor Mr. Heiskell’s more than 20 years of service as a Trustee and recognize outstanding initiatives among the 800 IIENetwork member institutions.

2002

-------------------------------The Scholar Rescue Fund is established under the leadership of Henry Kaufman, Dr. Henry Jarecki, Thomas Russo, and George Soros. • United Nations Secretary-General Kofi Annan announces the launch of the U.N. Fulbright Fellowship Program. • IIE selected to administer the 9/11-Armed Forces Scholarship Fund for children of service members killed in the 9/11 terrorist attacks. • A new grant from the William and Flora Hewlett Foundation allows IIE to conduct a global survey and training program to build capacity in the fields of reproductive health and population in selected developing countries. • IIE’s Global Development Center launches the Ambassadors’ Girls’ Scholarship Program in Benin, Djibouti, Eritrea, Ethiopia, Madagascar, Mauritania, and Niger under the Education for Democracy and Development Initiative (EDDI). • Ruth Gruber is awarded the inaugural Fritz Redlich Alumni Medal for her role rescuing refugees during World War II. • The Language Flagship program begins with a goal of increasing students’ proficiency in key languages.

2003

-------------------------------IIE’s Development Training II (DT2) project team in Cairo conducts the first Egyptian Leadership Forum in partnership with USAID and the Future Generation Foundation, a local NGO. • IIE publishes a groundbreaking new Atlas of Student Mobility, with the support of the Ford Foundation.

• The United Nations Fulbright Fellowships Program is launched, with 19 fellows working with UN supervisors at the Secretariat in New York or duty stations worldwide. With the U.S. reentry into UNESCO, the program is expanded to permit U.S. Fulbrighters to spend an internship with a regional UNESCO office abroad. • IIE launches the first IIENetwork University Workshop in Southeast Europe to encourage the process of internationalization and networking in the region.

2004

-------------------------------IIE celebrates its 85th anniversary with Opening Minds to the World, a retrospective. • After a 14-year suspension, academic ties between the U.S. and Iraq are renewed with the arrival of 25 Iraqi Fulbright grantees, assisted by IIE. • The U.S. Department of State and IIE collaborate

100 YEARS of IIE

to expand the Fulbright Foreign Language Teaching Assistant program to bring TAs from the Islamic World to U.S. campuses, deepening U.S. students’ awareness and understanding of Islamic customs, history, and civilization. • IIE’s Energy Group is awarded USAID’s “People, Energy, and Development” (PED) to support energy training and capacity building activities globally. • Longtime IIE Trustee Victor J. Goldberg endows the Goldberg Prize for Peace in the Middle East to reward the courage and commitment of teams of Jewish Israelis and Muslim Arabs working across regional and religious divisions. • Recognizing the Humphrey Program’s significant contribution in its 25th year, the U.S. Department of State and IIE launch a new Humphrey HIV/ AIDs Fellowship in partnership with the U.S.

Centers for Disease Control and Prevention and Emory University’s School of Public Health.

• IIE implements the first official senior Libyan delegation’s visit to the U.S. since diplomatic ties were reestablished. Libyan university and medical school presidents met with the U.S. academic community to reconnect educational links.

2005

-------------------------------IIE is selected by the Alcoa Foundation to administer its Conservation and Sustainability Fellowship program to address global conservation and sustainability issues in partnership with leading universities and NGOs. • IIE is invited by

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the Higher Education Institute in Doha, Qatar, to open the Scholarship Office Project to train Qatari national staff to increase access to higher education. • The Whitaker International Program enables American biomedical engineers to lead and serve with an international outlook after a funded international experience. • An international team of 31 leading feminist scholars takes part in the 2005 Fulbright New Century Scholars Program to address issues affecting women globally. • IIE presents Goldman Sachs with its Opening Minds Corporate Leadership Award in recognition of its outstanding commitment to corporate social responsibility and five years of the Goldman Sachs Global Leaders Program.

• IIE’s West Coast Center launches Women in Technology Yemen with Microsoft, Cisco Systems, the Yemeni government, and NGOs to help women attain marketable tech skills. The program expands to several countries the following year.

2006

-------------------------------With a grant from the Ford Foundation, IIE launches the Africa Higher Education Collaborative (AHEC) to bring together education leaders form Egypt, Kenya, Nigeria, and South Africa to share best practices and research to strengthen Africa’s higher education infrastructure. • IIE assumes responsibility for the National Security Education Program’s (NSEP) Boren Fellowships for graduate students and The Language Flagship, expanding upon its work with Boren for undergraduates. • The Japan Fulbright Memorial Fund celebrates 10 years of bringing American teachers to study Japan’s culture and educational system. • IIE’s Scholar Rescue Fund makes $50,000 grant to the faculty of the European Humanities University so it can accept new students at its home-in-exile in Lithuania.

• The Language Flagship expands to undergraduate grants, allowing more students to seek professional proficiency in languages.

2007

Boren Fellow David Griffith in Thailand

-------------------------------IIE Cairo begins the Student Leadership Discovery program for public university students in Egypt and the YELLA program for Egyptian preparatory, secondary, and national university students to develop leadership skills. • IIE partners with the Inter-American Foundation (IAF) to administer its Grassroots Development Fellowship, which supports U.S. PhD students doing fieldwork in Latin America and the Caribbean. • IIE Hong

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Kong celebrates four decades of service. • The King Abdullah University of Science and Technology (KAUST) enlists IIE to administer two scholarship programs supporting a new age of visionary researchers in science, engineering, and IT. • IIE’s West Coast Center launches the Susan. G. Komen for the Cure Global Initiative for Breast Cancer Awareness to build a global network of skilled activists. • IIE launches the White Paper Research Series Meeting America’s Global Education Challenge to help policymakers and educators make decisions with groundbreaking research on study abroad programs. • IIE assists a new U.S.-Chile Equal Opportunities Scholarship Program that funds doctoral study in key science and technology, environment, and public health fields for a diverse group of Chilean students. • The new International Fulbright Science and Technology Award attracts the best and brightest STEM students for doctoral studies at top U.S. universities. • IIE collaborates with mtvU to create the Fulbright-mtvU awards, allowing four U.S. Fulbright Students to explore the power of music as a global force for mutual understanding. • IIE Latin America formally inaugurates an EducationUSA office at the State University of Oaxaca in 2007 as part of its outreach efforts to indigenous populations. • Project GO, an initiative of the U.S. Department of Defense, provides grants to higher education institutions to provide language and culture training to ROTC students from across the nation, funding domestic and overseas ROTC language programs and scholarships.

TechWomen program participants attend leadership workshop in Kenya.

2008

-------------------------------To commemorate IIE’s 90th anniversary, a new Henry Kaufman Prize honors Chairman Emeritus Henry Kaufman’s many years of service and recognizes a national leader or public official for their work in promoting and developing international education at the tertiary level. • HRH Princess Ghida Talal of Jordan is awarded the Humanitarian Award for her dedication to international philanthropy, including IIE SRF and launching the Iraq Scholar Rescue Project. • IIE publishes Expanding Education Abroad at U.S. Community Colleges as part of its study abroad policy research series.

Boren Fellow Mie-Na Srein (left), from New Jersey to Kenya

132 / APPENDIX

• Launches a new Study Abroad Resources portal so students and educators have a single point of entry to IIE’s vast resources. • Launches a new series of Global Education Research Reports with support from the American Institute for Foreign Study (AIFS) Foundation. The first report, U.S.-China Educational Exchange: Perspectives on a Growing Partnership, expands the range of information on U.S.-China academic exchanges available to policymakers and practitioners. • IIE partners with the United Arab Emirates’ Higher Colleges of Technology to host the Education Without Borders North American Regional Forum. • The Avery Dennison Foundation Spirit of Invention (InvEnt) Scholarship Program rewards innovation in high-achieving science and technology students in China. • IIE is selected to collaborate with the Goldman Sachs 10,000 Women initiative in Brazil to provide underserved women in emerging markets the opportunity to develop business and management skills through certificate programs at local institutions. • IIE Europe launches the Russell Berrie Fellowship in Interreligious Studies, which gives promising young priests and lay leaders the opportunity to pursue theology and interreligious studies at the graduate level at the Angelicum University in Rome.

2009

-------------------------------IIE plays a leading role with the Qatar Foundation to design the World Innovation Summit for Education (WISE) initiative, bringing together 1,000 influential leaders to discuss innovation in education. • Assists New York University in identifying scholarships recipients from around the world who will form the first entering class of NYU Abu Dhabi. • A Fulbright Fellowship in Mexico allows filmmaker Rebecca Cammisa to make the feature documentary Which Way Home, nominated for a 2010 Academy Award. • Marking its 30th anniversary, the Hubert H. Humphrey Program creates an interactive world map project showing both the host campuses and home countries of Humphrey Fellows and alumni since the program’s inception. • IIE implements Course for the Cure in Egypt with support from Susan G. Komen for the Cure to give community grants to 37 projects. • Begins working with the Christensen Fund to provide travel grants to help participants go to Anchorage, Alaska, for the Indigenous Peoples’ Global Summit on Climate Change. • By its 10th anniversary, the Ford Foundation International Fellowships Program (IFP) has awarded 3,836 fellowships at 545 universities in 45 countries.

100 YEARS of IIE

2010

-------------------------------IIE leads a delegation of U.S. government officials and higher education leaders to India in the International Academic Partnership Program (IAPP). • More than 100 community activists, NGO leaders, educators, and others travel to U.S. to experience volunteerism in different communities as part of the U.S. Department of State’s International Visitor Leadership Program.

• TechWomen, a professional mentorship and exchange program for women in STEM, launches to increase collaboration between the U.S. and MENA region. • Microsoft is recognized with Opening Minds Corporate Leadership Award for its commitment to international education and using technology to empower women. • IIE launches the Center for Higher Education Capacity Development (HECD) to share its global scholarship management expertise with others in the public and private sector. • The next phase of Freeman-ASIA begins, having assisted 4,000 U.S. undergraduates to study in East and Southeast Asia in the first 10 years. • The Peace Scholarships for Middle East and North Africa provides 46 scholarships for students from the MENA regions to study and perform community service in the U.S. • Ninety young women complete IIE’s first Ethiopian Women’s Leadership Program, designed to improve education and health outcomes for

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participants. • Following the devastating earthquake, IIE launches the Haiti-Emergency Assistance for Students (EAS) Program to provide emergency grants to Haitian students in the U.S. to allow them to finish their studies.

DoD personnel. • With support from the Freeman Foundation’s prior grant, IIE provides emergency support to Japanese students in the U.S. whose families were devasted by the Tohoku earthquake and tsunami.

2011

2012

---------------------------The Fulbright Program expands further with the launch of the Fulbright Public Policy Fellowship and the Fulbright Classroom Teacher Exchange Program. • Two significant initiatives celebrate milestones as the National Security Education Program, which supports the Boren Awards, marks 20 years and the Gilman International Scholarship Program marks 10. • IIE expands its Centers of Excellence to formalize its approaches in Women’s Leadership Initiatives, Entrepreneurship and Innovation, International Academic Partnerships, and Higher Education Capacity Development. • In partnership with the government of Brazil, IIE kicks off the Brazil Science Without Borders Undergraduate Program, part of a larger initiative to educate 100,00 Brazilian students abroad. • IIE administers the Language Training Center (LTC) Program for the U.S. Department of Defense, providing language, cultural, and regional training for

-----------------------------IIE and Cargill work together to provide support and training to high-performing undergrads from Brazil, China, Russia, India, and the U.S. as part of the new Cargill Global Scholars Program. • The renamed Brazil Scientific Mobility Program places 2,000 students at 250 U.S. universities in its second year. • IIE’s work with higher education in emergencies continues with the Scholar Rescue Fund’s 10th anniversary and expansion of activities in Iraq, Libya, and Myanmar. • USAID selects IIE to administer training programs in Indonesia and Pakistan in the fields of democracy, human rights, and governance. • The final cohort of the Ford Foundation International Fellowship Program caps off the program’s support of 4,300 Fellows since 2001. • IIE hosts delegates from 15 countries and the E.U. in Washington, D.C., for the 2012 International Education Summit on the Occasion of the G8.

2013

A Cargill Global Scholars Program participant from Indonesia presents at a Global Leadership Seminar in Minneapolis.

------------------------------The Fulbright-National Geographic Storytelling Fellowship launches to train Fellows to share their Fulbright experience in dynamic and engaging mediums. • IIE publishes A Student Guide to Study Abroad, the first step to launching Generation Study Abroad, its five-year initiative to increase the diversity and number of American students studying abroad. • The U.S. and UK governments select IIE to launch the Global Innovation Initiative, a grant competition to strengthen partnerships between the U.S., UK, Brazil, China, India, and Indonesia. • In the aftermath of Typhoon Haiyan, IIE awards Emergency Student Fund grants to Filipino students to continue their studies in the U.S. • IIE launches the Higher Education Readiness (HER) Initiative in Ethiopia and the Women Enhancing Technology (WeTech) program to enhance its commitment to women’s education and empowerment. • With Luce Foundation support, IIE begins a historic program in Myanmar to train staff at universities

100 YEARS OF IIE / 133

IIE HISTORY

to establish and manage international partnerships. • IIE welcomes the first cohort of Cargill Global Scholars, who participate in leadership development while pursing studies in food, agriculture, and risk management fields.

2014

-------------------------------The new Schwarzman Scholars program partners with IIE to manage global recruitment and selection. • Fulbright expands its focus with the groundbreaking Fulbright Arctic Initiative bringing scholars, professionals, and researchers from around the world to address climate change and Arctic impact. • The Global Innovation Initiative leads to the creation of 23 new multilateral university partnerships. • The new Carnegie African Diaspora Fellowship Program brings more than 100 African Diaspora scholars to sub-Saharan Africa to collaborate with education institutions on curriculum co-development, research, graduate teaching, training, and mentoring activities. • In the first year, more than 450

campuses and organizations become Generation Study Abroad Commitment partners and 400 high school teachers pledge to be advocates for study abroad. • The WeTech program passes the 10,000 mark in connecting women and girls to its scholarship and mentor network.

2015

-------------------------------The Verizon Foundation Innovative Learning Program (VILP) launches in India and the Philippines, connecting 800 girls with mentors in the tech industry. • Following a series of violent attacks on academic institutions worldwide, IIE collaborates with the University of York and the Brookings Doha Center to create the York Accord, a call to protect education under attack. • IIE awards 165 grants to Nepalese students at U.S. institutions and 380 grants and fellowships to Syrian students and scholars. • The new Artist Protection Fund (APF), supported by the Andrew W. Mellon Foundation, commits to making life-saving

Student Voices shared their study abroad experiences at the 2017 IIE Summit on Generation Study Abroad.

134 / APPENDIX

grants to threatened artists. • IIE publishes A Parent Guide to Study Abroad in both English and Spanish to help U.S. parents become supporters of study abroad. • The inaugural IIE Summit on Generation Study Abroad brings together commitment partners, government officials, business leaders, and journalists in Washington, D.C., for action-oriented discussion on how to ensure international experience is a key part of 21st-century education.

• The Women’s Enterprise for Sustainability (WES) Program, which IIE manages for the U.S. Department of State, expands from 5 to 13 centers across Tunisia, supporting women entrepreneurs at a pivotal point in the country’s history. • IIE leads a historic delegation of U.S. college and university representative to Cuba to expand academic connections between the two countries.

2016

-------------------------------IIE assists 27,000 participants. • IIE helps the new Distinguished Humphrey Leadership Program to select fellows to participate in an executive leadership course at the JFK School of Government at Harvard and job-shadowing opportunities. • Government officials and higher education administrators from 18 countries participate in the U.S. Department of State’s EducationUSA Leadership Institutes to increase understanding of U.S. higher education and cultivate a globally competent workforce. • Following the success of the Carnegie African Diaspora Program model, the Stavros Niarchos Foundation supports the launch of the Greek Diaspora Fellowship Program to allow Greece-born academics to work with Greek universities to turn “brain drain” into “brain circulation.” • With support from the Catalyst Foundation for Universal Education, IIE develops the Platform for Education in Emergencies Response (IIE-PEER), an online clearinghouse to connect displaced and refugee students with educational opportunities.

• More than 15,000 people participate in the #GoStudyAbroad social media campaign to encourage peers to study overseas by sharing their own experiences. • IIE and the nonprofit Jusoor launch the “100 Syrian Women, 10,000 Syrian Lives” Scholarship Program to allow Syrian university women to study in safety in the U.S. and Canada. • The Global Internship Program for Unemployed Youth supports paid workforce development in select countries to tackle the problem of youth unemployment.

• Facing challenges in Central America, 181

100 YEARS of IIE

social leaders are selected for the first two cohorts of the Centroamerica Adelante program to increase their impact in their home communities. • IIE leads an International Academic Partnership Program (IAPP) delegation of U.S. academic representatives to Colombia.

• As part of Generation Study Abroad, IIE and the American Institute for Foreign Study (AIFS) Foundation award professional development grants to 50 schools from 27 states and the District of Columbia that have successfully integrated global perspectives and exchanges into their classrooms. • IIE continues to support King Abdullah University of Science and Technology (KAUST) through the KAUST Gifted Student Program, which offers scholarships for U.S. study to talented Saudi undergraduate students in STEM. • IIE’s groundbreaking 10-year tracking study on the impact of the Ford Foundation International Fellowships Program (IFP) begins. • The HER program supports its third cohort.

through

university degree programs. • In addition, 25,000 refugee and displaced students access the IIE-PEER database to find opportunities.

• In the aftermath of the devastation caused

by Hurricanes Irma and Maria in the Caribbean, the IIE Emergency Student Fund awards 58 grants to students on U.S. campuses from Anguilla, Antigua, and Barbuda, the Bahamas, British Virgin Islands, Dominica, Dominican Republic, Grenada, St. John, St. Kitts and Nevis, St. Maarten, and Trinidad and Tobago.

• Open Doors records the largest number of international students in the U.S. since the census began and a record number of U.S. students studying abroad. • Awarded the title of Honorary Member of the Order of Liberty by the President H.E. Marcelo Rebelo de Sousa and the government of Portugal. • IIE convenes a Washington Forum on Capitol Hill to review study abroad trends, and the Finnish Embassy hosts another on scholar rescue. • IAPP delegations go to Cuba and Finland.

• IIE is awarded the Mohammed Bin Rashid Al Maktoum Knowledge Award in Dubai.

2017

-------------------------------Santander provides support to launch the Generation Study Abroad Travel Grant program, focusing on the GSA goal of extending study abroad to traditionally underrepresented students. • IIE implements the USAID-funded Sustainable Higher Education Research Alliances (SHERA) program, which supports Indonesian research collaboration with America through Centers of Collaborative Research (CCR).

SHERA’s unique model focuses on local self-sufficiency and long-term sustainability by locating consortia leads at Indonesian institutions. • More than 1,600 higher education institutions are now members of IIE’s network and involved in its programs. • The Occasional Lecture Fund for the Fulbright Visiting Scholar Program doubles placements in three years. • The Gilman Scholarship Program receives more than 11,000 applications, setting a record. • TechWomen supports more than 600 leaders to bring stembased education and new tech companies to their home communities. • Project GO awards more than 4,500 scholarships to ROTC students for critical languages study. • IIE’s Emergency Student Fund provides $330,000 to support international students in the U.S. affected by the crises in Yemen and Syria. • IAPP leads a delegation to New Zealand to expand academic partnerships. • IIE launches the Washington Forum to convene thought leaders in the public and private sector in D.C. to discuss trends and issues facing international education.

1919 2019

2019

The Empire State Building recognizes 100 years of IIE, February 19, 2019.

2018

-----------------------------The Humphrey Fellowship celebrates its 40th anniversary, recognizing its network of nearly 6,000 Fellows and alumni in 162 countries. • The Stavros Niarchos Foundation is presented the IIE Humanitarian Award for International Cooperation at IIE’s Annual Gala. • The Finnish National Agency for Education (EDUFI) and IIE celebrate and renew their partnership to support displaced scholars, students, and artists from Iraq, Syria, and Yemen at Finnish higher education institutions. • IIE-PEER aids displaced student populations along the Thai-Myanmar border through its Program for Refugee Educational Placement (PREP), facilitating the enrollment of displaced students into accredited

-------------------------------IIE celebrates its Centennial, starting with the IIE Summit 2019, which brings together in New York City more than 600 leaders from education, government, business, philanthropy, and media for action-oriented discussion to envision the next 50 years of international education. On February 19, the iconic Empire State Building is lit with IIE’s colors to recognize 100 years of achievement advancing scholarship, building economies, and promoting access to opportunity. • The U.S. Senate passes Resolution 146 recognizing IIE’s Centennial and its contribution to educational exchange, scholar rescue, and programs to promote mutual understanding. • Governor Andrew Cuomo issues a special citation to IIE for its Centennial as an institution that has enriched the lives of citizens and strengthened the fabric of New York. • PBS broadcasts documentary Treasures of New York: Institute of International Education, which takes viewers through IIE's history. • IIE helps launch the first International Education Day at the UN. • Awards the Kaufman Prize to the Right Honourable Gordon Brown. • Confers Centennial Medals upon organizations and individuals who have contributed to the field of international education through government service; academic exchange leadership; global mobility leadership; philanthropic excellence; and corporate support for the advancement of international education and relations.

100 YEARS OF IIE / 135

IIE BOARD MEMBERS IE Trustees have included Nobel Prize winners, diplomats, business leaders and CEOs, university presidents, foundation presidents, civic leaders, policymakers, academics, and journalists, among others. Their commitment to international education and exchange and scholar rescue is deeply appreciated.

1919

DWIGHT W. MORROW 1919-1930

AURELIA HENRY REINHARDT 1922-1924

HERMAN V. AMES 1919-1934

EUGENE H. OUTERBRIDGE 1919-1923

ANSON PHELPS STOKES 1922-1932

LEO HENDRIK BAEKELAND 1919-1943

HENRY S. PRITCHETT 1919-1938

NICHOLAS MURRAY BUTLER 1919-1923

WILLIAM H. SCHOFIELD 1919-1920

CHARLES HOPKINS CLARK 1919-1920

MARY E. WOOLLEY 1919-1946

STEPHEN PIERCE DUGGAN*** 1919-1946

1920

--------------------------

WALTER B. JAMES 1919-1926 ALICE DUER MILLER 1919-1927

--------------------------

WILLIAM LOWE BRYAN 1920-1921

PAUL MONROE 1919-1946

1922

JOHN BASSETT MOORE 1919-1947

MARION LE ROY BURTON 1922-1924

HENRY MORGENTHAU 1919-1946

HENRY PRATT JUDSON 1922-1926

136 / APPENDIX

--------------------------

1925 --------------------------

FRANK AYDELOTTE 1925-1941 SAMUEL P. CAPEN 1925-1946 CHARLES R. MANN 1925-1927

1927 --------------------------

VIRGINIA GILDERSLEEVE 1927-1948

1928 --------------------------

CYRUS ADLER 1928-1929

* Honorary Trustee, subsequent to Board service ** Life Trustee *** President

1919 2019

100 YEARS of IIE

through

1932

1947

THOMAS W. LAMONT 1932-1946

SARAH G. BLANDING 1947-1951

1929

WILLIAM F. RUSSELL 1932-1939

LINDSAY BRADFORD 1947-1955

WILLIAM W. BISHOP 1929-1946

1935

CHARLES P. HOWLAND 1928-1932 C. LATHROP PACK 1928-1936

--------------------------

LIVINGSTON FARRAND 1929-1939 ALVIN JOHNSON 1929-1946 WALTER R. SIDERS 1929-1937

1930 --------------------------

J. McKEEN CATTELL 1930-1939 JOSEPH P. CHAMBERLAIN 1930-1948 JOHN FOSTER DULLES 1930-1946 AUGUSTUS TROWBRIDGE 1930-1932

--------------------------

--------------------------

WALTER A. JESSUP 1935-1943

--------------------------

JOHN S. DICKEY 1947-1949 LAURENCE DUGGAN*** 1947-1948 BRYN J. HOVDE 1947-1949

1936

WALTER KOTSCHNIG 1947-1951

EDWARD R. MURROW 1936-1965

MRS. SAM A. LEWISOHN 1947-1953

--------------------------

1941 --------------------------

WALDO G. LELAND 1941-1948 WILLIAM ALLAN NEILSON 1941-1945

1943 --------------------------

JAMES M. NICELY 1947-1960 PHILIP D. REED 1947-1949 JUAN TRIPPE 1947-1968 GEORGE F. ZOOK 1947-1949

1948

1931

HARRY J. CARMAN 1943-1952

ARTHUR W. PACKARD 1931-1949

1945

ERWIN C. CANHAM 1948-1951

G. HOWLAND SHAW 1945-1948

ARTHUR H. COMPTON 1948-1952

--------------------------

LELAND REX ROBINSON 1931-1952 ELIOT WADSWORTH 1931-1935

--------------------------

--------------------------

EDWARD W. BARRETT 1948-1949, 1954-1960

BENJAMIN E. MAYS 1948-1953 J. HILLIS MILLER 1948-1952

100 YEARS OF IIE / 137

I I E B OA R D M E M B E R S

DORSEY RICHARDSON 1948-1952

EVERETT N. CASE 1950-1951

MRS. HENRY L. CORBETT 1954-1955

MICHAEL ROSS 1948-1951

STEPHEN P. DUGGAN JR.** 1950-1997

JOHN A. HANNAH 1954-1956

GEORGE N. SHUSTER 1948-1963

FREDERICK S. DUNN 1950-1955

REV. THEODORE M. HESBURGH* 1954-1974

ROBERT G. SPROUL 1948-1949

KENNETH HOLLAND*** 1950-1976

ARTHUR A. HOUGHTON JR. 1954-1964

GEORGE D. STODDARD 1948-1967

MRS. HENRY P. RUSSELL 1950-1965

CHARLES S. JOHNSON 1954-1955

ORDWAY TEAD 1948-1955

MARK STARR 1950-1955

ERIC JOHNSTON 1954-1955

1949 --------------------------

FRANK ALTSCHUL 1949-1956 DUDLEY B. BONSAL 1949-1963 LEONARD F. McCOLLUM 1949-1970 DONALD J. SHANK 1949 JACK STRAUS 1949

1950 --------------------------

ARTHUR S. ADAMS 1950-1960 RAYMOND B. ALLEN 1950-1953 RALPH J. BUNCHE 1950-1970 WILLIAM G. CARR 1950-1952

1951

--------------------------

THOMAS E. BRANIFF 1951-1953 MILTON S. EISENHOWER 1951

1952 --------------------------

EUSTACE SELIGMAN 1952-1957

1954 --------------------------

STANLEY C. ALLYN 1954-1958 MRS. RICHARD BERNHARD 1954-1968 CHESTER BOWLES 1954-1958 MRS. JOHN G. CATLETT 1954-1958 MRS. THEODORE S. CHAPMAN 1954-1955

138 / APPENDIX

THOMAS E. JONES 1954-1955 GRAYSON KIRK 1954-1974 JAMES MARSHALL 1954-1965 ROBERT S. McCOLLUM 1954-1956 GEORGE C. McGHEE 1954-1956 MILLICENT C. McINTOSH 1954-1957 MRS. MAURICE T. MOORE 1954-1980, 1987-2002 STANLEY H. RUTTENBERG 1954-1955 WILLIAM E. STEVENSON 1954-1961 MRS. GEORGE D. WOODS 1954-1971 JAMES D. ZELLERBACH 1954-1960

* Honorary Trustee, subsequent to Board service ** Life Trustee *** President

1919 2019

100 YEARS of IIE

through

1955

1956

OTTO L. NELSON JR. 1958-1965

MILTON E. BERNET 1955-1960

MRS. REX BAKER 1956-1960

JEAN NEUSTADT 1958-1960

MELVIN BRORBY 1955-1968

J. LAWTON COLLINS 1956-1964

BENJAMIN R. SHUTE 1958-1960

ELLSWORTH BUNKER 1955-1963

WILLIAM C. FOSTER 1956-1958

BLANCHE THEBOM 1958-1960

GILBERT W. CHAPMAN 1955-1961

ROBERT F. GOHEEN* 1956-1960, 1981-1984

MRS. EDWARD M.M. WARBURG 1958-1969

RUFUS E. CLEMENT 1955-1960

J.L. MORRILL 1956-1960

CARTER DAVIDSON 1955-1960

DR. HOWARD A. RUSK 1956-1960

1961

--------------------------

MRS. MORRIS HADLEY 1955-1971 RALPH McGILL 1955-1958 ROSEMARY PARK 1955-1958

--------------------------

--------------------------

WILLIAM BENTON 1961-1971

1957

JOHN CARTER 1961-1963

EUGENE R. BLACK 1957-1961

MASON W. GROSS 1961-1975

--------------------------

KENNETH PARKER 1955-1957

1958

IRVING SALOMON 1955-1964

HENRY WARREN BALGOOYEN 1958-1961

MRS. GEORGE HAMLIN SHAW 1955-1963

ROWLAND BURNSTAN 1958-1963

JOHN SLEZAK 1955-1960

ROBERT W. DOWLING 1958-1961

ROBERT E. SMITH 1955-1957

JOHN FISCHER 1958-1963

MONROE E. SPAGHT** 1955-1992

DAVID M. KEISER 1958-1960

EDWARD M.M. WARBURG 1955-1957

HAROLD F. LINDER 1958-1961

ARTHUR K. WATSON 1955-1957

JOSEPH F. LORD 1958-1979

--------------------------

HENRY CABOT LODGE 1961-1970 REMICK McDOWELL 1961-1963 ROBERT D. MURPHY 1961-1965 FRANKLIN D. MURPHY 1961-1974 ADLAI E. STEVENSON 1961-1965 LEONARD V.B. SUTTON 1961-1963 HAROLD J. SZOLD 1961-1967 LOGAN WILSON 1961-1969 O. MEREDITH WILSON 1961-1968

100 YEARS OF IIE / 139

I I E B OA R D M E M B E R S

WATSON W. WISE 1961-1965 STEPHEN J. WRIGHT 1961-1979

1962 --------------------------

DISNMORE ADAMS 1962-1980 FRANK. BOWLES 1962-1963 RALPH H. DEMMLER 1962-1964 JAMES M. HESTER 1962-1977 KATHARINE McBRIDE 1962-1965 MRS. SAMUEL L. ROSENBERRY 1962-1965

1964 --------------------------

MRS. GEORGE A. BRAGA 1964-1968 JEREMY GURY 1964-1971 ANDREW HEISKELL 1964-1971, 1990-2003 MRS. ALWYN INNESS-BROWN 1964-1967 WILLIAM H. LOWE 1964-1968 BEN F. STAPLETON JR. 1964-1977 LAWRENCE A. WIEN** 1964-1975, 1987 JOHN D. WILSON* 1964-1984

140 / APPENDIX

1965

SAMUEL R. PIERCE JR. 1966-1990

JOHN DE MENIL 1965-1972

1968

--------------------------

C. DOUGLAS DILLON 1965-1969 MRS. CHARLES W. ENGELHARD 1965-1972 HARRY D. GIDEONSE 1965-1967 ARTHUR J. GOLDBERG 1965-1967, 1970 DAVID D. HENRY 1965-1967 WILLIAM ROGERS HEROD 1965-1967 MRS. ARTHUR A. HOUGHTON JR. 1965-1972 MRS. RONALD A. TREE 1965-1967

--------------------------

RUTH M. ADAMS 1968 ALBERT H. BOWKER* 1968-1971 ALEXANDER HEARD 1968-1970 ARTHUR HOWELL 1968-1974 MRS. EDWARD F. HUTTON 1968-1971 JOHN E. LESLIE** 1968-1980, 1987-1990 EDWARD H. LEVI 1968-1970 AUGUSTINE R. MARUSI 1968-1975

1966

CHARLES W. ROBINSON 1968

WILLIAM ATTWOOD 1966-1967

KENNETH RUSH 1968-1971

MORTIMER FLEISHHACKER JR. 1966-1967

1969

--------------------------

FRANKLIN L. FORD 1966-1967 MRS. HOWARD C. JOHNSON 1966-1968 GILBERT E. JONES 1966-1968 SOL M. LINOWITZ 1966-1969 WALTER MENDELSOHN 1966-1968

--------------------------

MORRIS ABRAM 1969-1973 NORMAN COUSINS 1969-1971 HUBERT H. HUMPHREY 1969-1970 JOHN H. JOHNSON 1969-1970 JACQUES MAISONROUGE 1969-1975

* Honorary Trustee, subsequent to Board service ** Life Trustee *** President

1919 2019

100 YEARS of IIE

through

1973

RICHARD R. PETTIT 1969-1970

WILLIAM D. EBERLE 1971-1972

NORTON SIMON 1969-1971

ANASTASSIOS FONDARAS 1971-1984

RICHARD L. THOMAS 1969-1970

ALBERT P. GAGNEBIN* 1971-1979

STEPHEN K. BAILEY 1973-1977

WILLIAM C. WARREN 1969-1984

MARTIN MEYERSON** 1971-1999

ZBIGNIEW BRZEZINSKI* 1973-1976

W CLARKE WESCOE 1969

FREDERICK SEITZ 1971-1978

MRS. WALKER O. CAIN 1973-1984

STEPHEN H. SPURR 1971-1974

DR. MATHILDE KRIM 1973-1978

HENRY H. FOWLER** 1970-1999

1972

JOHN MAYNARD 1973-1978

NAJEEB E. HALABY 1970-1971

JAMES E. CHEEK 1972-1974

ROBERT O. HEDLEY 1970-1980

WALLACE B. EDGERTON*** 1972-1982

FRODE JENSEN 1970-1972

HAROLD V. GLEASON 1972-1975

MRS. ALFRED WINSLOW JONES 1970-1971

PAUL C. HARPER JR. 1972-1982

ANDRE A. CRISPIN 1974-1984

JAMES PARTON 1970-1974

RITA E. HAUSER 1972- 1984

ROBIN CHANDLER DUKE** 1974-1999

MRS. EDWARD C. RUSSELL JR. 1970-1984

ALEXANDER HEHMEYER 1972-1990

ROBERT J. KIBBEE 1974-1981

EDWIN C. WHITEHEAD 1970-1976

JEROME H. HOLLAND 1972-1980

RALPH H. SMUCKLER* 1974-1990

MRS. FRANK Y. LARKIN 1972-1974

GLEN L. TAGGART 1974-1976

1970 --------------------------

1971

--------------------------

JOE L. ALLBRITTON* 1971-1987 VERNE S. ATWATER 1971-1984 JOHN C. CUSHMAN III* 1971-1980

--------------------------

E. WILSON LYON 1972 ROBERT MILBRATH 1972 THE VISCOUNTESS WEIR 1972-1979

--------------------------

WARREN M. ANDERSON 1973-1980

ROBERT E. WARD 1973-1978

1974 --------------------------

DONALD O. CLARK 1974-1976

1975 --------------------------

KENNETH FRANZHEIM II 1975-1984 MICHAEL D. GOYAN 1975-1977

100 YEARS OF IIE / 141

I I E B OA R D M E M B E R S

1979

1983

MICHEL C. BERGERAC 1979

JACK H. BARNARD* 1983-1993

1976

VICTOR J. GOLDBERG 1979-

JONATHAN B. BINGHAM 1983-1985

ERNEST L. BOYER 1976

1980

JOHN STEPHEN HORN JR.* 1975-1987 STEPHEN STAMAS 1975-1979

--------------------------

MADELINE McWHINNEY DALE** 1976-1999

1977 --------------------------

SAM AYOUB 1977-1982 LETITIA BALDRIGE* 1977-1993 ROBERT R. HERRING 1977 MRS. JOHN L. LOEB** 1977-1995 MAURICE B. MITCHELL 1977-1984

--------------------------

--------------------------

JAMES C. FINLAY, S.J. 1980-1984 J. WAYNE FREDERICKS* 1980-1995 JOHN DAVID MAGUIRE 1980-1984 ROBERT L. PAYTON* 1980-1986 JAMES A. PERKINS 1980-1984

EONARD H. MARKS 1978-1980 KENT RHODES 1978-1990 142 / APPENDIX

RICHARD M. KRASNO*** 1983-1998 PHILIP OXLEY 1983-1985 DIANE JOHNSTON PATON** 1983-2009 FREDERICK P. ROSE* 1983-1988

DONALD M. STEWART* 1983-1986

1978

BRUCE W. HULBERT 1978-1992

KATHARINE JOHNSON 1983-1984

MICHEL L. BESSON* 1981-1995

--------------------------

PETER L. MALKIN* 1981-1988

CATHARINE C. HAMILTON 1978-1985

MRS. JOHN R. HEARST JR. 1983-1984

BARON GUY DE ROTHSCHILD 1983-1984

WILLIAM LAPORTE 1981-1984

DEWEY DONNELL 1978-1982

RALPH E. BOYNTON 1983-1985

1981

ALEXANDER B. TROWBRIDGE* 1977-1979

--------------------------

--------------------------

S. KENT ROCKWELL 1981-1984

1984 --------------------------

THORNTON F. BRADSHAW 1984-1987 ROGER LEWIS 1984-1986

1982

JEAN BRONSON MAHONEY 1984-2004

HENRY KAUFMAN 1982-

CHARLES H. PERCY 1984-1988

--------------------------

YOSHIO TERESAWA 1982-1985

* Honorary Trustee, subsequent to Board service ** Life Trustee *** President

1919 2019

100 YEARS of IIE

through

1985

1989

HOWARD DODSON 1992-2006

MRS. HOWARD AHMANSON 1985-1990

DONALD M. BLINKEN* 1989-1998

SYLVIA B. ORTEGA 1992-1994

ARTHUR G. ALTSCHUL 1985-1988

ROBERT L. DILENSCHNEIDER 1989-

WALTER W. SAPP 1992-1993

ROY P.M. CARLSON* 1985-1988

PHILIPPE DUNOYER 1989-1993

CLIFFORD V. SMITH JR.* 1992-1997

PEYTON F. CARTER* 1985-1987

JAMES H. EVANS* 1989-1995

JAMES W. VANDERBEEK 1985

MRS. GEORGE D. GOULD 1989-1991

1993

--------------------------

1986 --------------------------

MARYAM PANAHY ANSARY 1986JOHNSTON R. LIVINGSTON* 1986-1988

1987 --------------------------

RAND V. ARASKOG 1987-1988 FENTRESS BRACEWELL** 1987-1992

--------------------------

THOMAS S. JOHNSON 1989SHIGEKUNI KAWAMURA 1989-1998 ISAMU KOIKE* 1989-1993

1991

--------------------------

LLOYD N. CUTLER 1991 CONRAD K. HARPER 1991-1992 LEROY KEITH 1991-1993

--------------------------

E. MICHEL KRUSE** 1993-2011 RODERICK A. McMANIGAL* 1993-1995 GEORGE RUPP 1993FAYE WATTLETON 1993-2004

1994 --------------------------

LOUIS B. CUSHMAN* 1994-1996 CAROLYN H. DENHAM* 1994-1999

1988

PIERRE MASSON 1991

1995

WILLIAM H. DRAPER III* 1988-1998

THOMAS M. MESSER* 1991-1997

GORDON R. PARKER* 1995-1997

VARTAN GREGORIAN* 1988-1996

ROBERT D. STUART JR.* 1991-1995

--------------------------

L. JAY OLIVA 1988-2002 KATHLEEN SULLIVAN 1988-1991 HENRIK N. VANDERLIP 1988-2011

1992 --------------------------

RICHARD I. BEATTIE* 1992-1996

--------------------------

1996 --------------------------

THEODORE AMMON 1996-1997 RICHARD A. GIESEN 1996-2002

100 YEARS OF IIE / 143

I I E B OA R D M E M B E R S

TILDEN J. LEMELLE 1996-2002 RODMAN C. ROCKEFELLER 1996-1999

1997 --------------------------

KARLHEINZ MUHR 1998-2018

1999 --------------------------

HENRY A. KISSINGER** 1999-2014

PETER M. GOTTSEGEN 2002JOHN SEXTON 2002LINDA VESTER 2002-

JUDY HARRISON 1997-1999

MINORU MORI 1999-2007

2003

RUTH HINERFELD 1997-

DAN SEARBY 1999-2000

LEE C. BOLLINGER 2003-

ROBERT E. McKEE III 1997-1999 MONTE PASCOE 1997-1999 EDWARD J. PERKINS* 1997-1999 THOMAS A. RUSSO 1997-

2000 --------------------------

HENRY G. JARECKI 2000-2019 PETER R. THOMPSON 2000-2010

PAUL SIMON 1997-2003

2001

YUJI SUZUKI* 1997

RICHARD A. DEBS 2001-

1998 --------------------------

MARIA LIVANOS CATTAUI 1998ELLA CISNEROS 1998-2005 DOLORES CROSS 1998-2004 ALLAN E. GOODMAN*** 1998-

--------------------------

GEORGE J. DONNELLY 2001-2019 JEFFREY E. EPSTEIN 2001-2006

STEPHEN C. FRANCIS 2003JACK M. GREENBERG 2003JULIAN JOHNSON 2003-2019 BENJAMIN F. LENHARDT JR. 2002-2006 BELINDA STRONACH 2003-2004

2004 --------------------------

JOHN W. LOW 2004-2018

DON MARSHALL 2001-2004

2005

LINDA MEIER 2001-2012

MARK A. ANGELSON 2005-

FRANK SAVAGE 2001-2005

KAREN A. HOLBROOK 2005-

DONALD F. McHENRY 1998-

2002

DANIEL PATRICK MOYNIHAN 1998-2001

JOHN DiBIAGGIO 2002-2007

144 / APPENDIX

--------------------------

--------------------------

--------------------------

PAMELA HOWARD 2005-2012 JOEL KLEIN 2005-2006

* Honorary Trustee, subsequent to Board service ** Life Trustee *** President

1919 2019

100 YEARS of IIE

through

LAURENCE C. MORSE 2008-

VERNON E. JORDAN, JR. 2014-2016

BEVERLY DANIEL TATUM 2008-2016

MITZI PERDUE 2014-2017

S.A. IBRAHIM 2006-2015

2010

2016

VICTOR J. REVENKO 2006-

LAYA KHADJAVI 2010-

MAXMILLIAN ANGERHOLZER III 2016-2017

CHIP MASON 2005-2009

2006 --------------------------

--------------------------

2007

2011

SHARON BREHM 2007

EDWARD “TED” KAUFMAN 2011-

--------------------------

CEMA DUNA 2007 WILLIAM G. DURDEN 2007-2014 G. STEPHEN FISHER 2007-2013 SCOTT FREIDHEIM 2007-

--------------------------

2012 --------------------------

DENISE V. BENMOSCHE 2012-2016 RAJU NARISETTI 2012-2018

BART FRIEDMAN 2007-2011

2013

BRAD GREY 2007-2009

SETH R. BERGSTEIN 2013-

MARK N. KAPLAN 2007-

HRH PRINCESS GHIDA TALAL 2013-

MICHAEL MORRIS 2007-2012

MARTIN Y. TANG 2013-

2008 --------------------------

--------------------------

BARBARA WINSTON 2013-2018

GEORGE CAMPBELL JR. 2008-

2014

AMBASSADOR HARRIET ELAM-THOMAS 2008-

DAVID B. FISCHER 2014

--------------------------

--------------------------

CALVIN G. BUTLER JR. 2016COLLEEN GOGGINS 2016MAHBOOB MAHMOOD 2016CATHY MARTINE 2016-2018

2017 --------------------------

HARTLEY R. ROGERS 2017MARK S. WRIGHTON 2017-

2018 --------------------------

MARIËT WESTERMANN 2018-2019 HARRIS PASTIDES 2018-

2019 --------------------------

BARBARA M. BYRNE 2019JOLYNE CARUSO-FITZGERALD 2019-

100 YEARS OF IIE / 145

NOTES

10. Stephen Duggan, The Conference on the Foreign Relations of the United States, an Experiment in Education, vol. no.121, International Conciliation, No.121 (New York: American Association for International Conciliation, 1917).

11. IIE, First Annual Report of the Director, 1.

12. Halpern, “The Institute of International Education: A History,” 43.

13. IIE, First Annual Report of the Director, 1.

Chapter 1

--------------------------------------------------------------1. Elihu Root, Addresses on International Subjects by Elihu Root, eds. Robert Bacon and James Brown Scott (Cambridge, MA: Harvard University Press, 1916), 153–174.

2. “The Nobel Prize: Elihu Root, Biographical,” Nobel Prize, Nobel Prize Organisation, http://www.nobelprize.org/nobel_prizes/peace/ laureates/1912/root-bio.html.

3. Root, Addresses on International Subjects. Root’s editors, Robert Bacon and James Brown Scott, explained that Root had prepared a speech for the event in Christiania (the name of Oslo from 1624 to 1924), “…but delivery was prevented by the outbreak of the European war,” 154.

4. For a brief description of Duggan’s childhood, see: Stephen Mark Halpern, “The Institute of International Education: A History” (Dissertation, Columbia, 1969), chapter 3.

14. A group of U.S. universities founded the American University Union in 1917 to serve U.S. college men enlisted in war service in Europe. Paul van Dyke, “The American University Union in Europe,” Princeton Alumni Weekly, March 16, 1921. In 1918, another group of leaders representing U.S. institutions of higher education and national educational associations held a series of meetings to determine how American educational institutions could support national wartime efforts in the United States. Initially known as the “Emergency Council on Education,” this organization would soon change its name to the American Council on Education. “The American Council on Education: Purposes and Organization,” ed. The American Council on Education (Washington, D.C.,1924), 1.

15. Minutes of the Meeting on the American Council on Education (Massachusetts Institute of Technology, December 3 and 6, 1918).

16. The Stand-by Russia Committee selected these students from a group of two hundred Russian students who applied to come to the United States. No details are given in the report on the application or if these students were working with their home government to apply.

Minutes of the Meeting on the American Council on Education, 5.

17. Minutes of the Meeting on the American Council on Education, 6.

18. William H. Schofield, “An American International Institute for Education,” Educational Review 56, no. 4 (1918), 340.

5. Stephen Duggan, A Professor at Large (New York: Macmillan Company, 1943), 2.

19. Schofield, “An American International Institute for Education,” 345.

6. Halpern, “The Institute of International Education: A History,” 70.

20. Schofield, “An American International Institute for Education,” 345.

7. Duggan, A Professor at Large, 14. See also, Liping Bu, Making the World Like Us: Education, Cultural Expansion, and the American Century, Perspectives on the Twentieth Century, 1538–9626, (Westport, CT: Praeger, 2003), 54.

21. It should be noted that the CIEP were only willing to establish such an organization if it existed separately from ACE. Minutes of the Meeting on the American Council on Education, 7.

8. Duggan, A Professor at Large, 14.

9. Nicholas Murray Butler, The Internatioanl Mind: An Argument for the Judicial Settlement of International Disputes (New York: Charles Scribner’s Sons, 1926), 121, 103. Also: Nicholas Murray Butler Nobel Peace Prize radio address, 1931.

146 / APPENDIX

22. Halpern, “The Institute of International Education: A History,” 40–44.

23. Halpern, “The Institute of International Education: A History,” 46–47.

1919 2019

100 YEARS of IIE

24. Frank Ninkovich, The Wilsonian Century: U.S. Foreign Policy since 1900, (Chicago: University of Chicago Press 1990), 13–14, 320.

25. IIE, First Annual Report of the Director, 1.

26. Stephen P. Duggan, “Observations on Higher Education in Europe,” The Journal of International Relations 10, no. 4 (Apr., 1920), 378–391.

27. Duggan, “Observations on Higher Education in Europe,” 390.

28. Duggan, A Professor at Large, 66. See also IIE Annual Report of the Director (1920–23).

29. Duggan, The Institute of International Education, 641–642.

30. IIE, Fifth Annual Report of the Director (New York: Institute of International Education, 1924), 16. The conference included faculty and administrators from both American and Chinese institutions of higher learning. One result of the conference included a list of institutions in China whose undergraduate preparation would be suitable to prepare Chinese students for acceptance at American universities. Another result was a list of suggestions to provide orientations at Chinese institutions to better prepare Chinese students for study in America.

31. IIE, Second Annual Report of the Director (New York: Institute of International Education, 1921), 3–4. Also IIE, Eleventh Annual Report of the Director (New York: Institute of International Education, 1930), 14.

32. Duggan, A Professor at Large, 48.

33. IIE, Seventh Annual Report of the Director (New York: Institute of International Education, 1926), 3.

34. For example, United States Lines, based in New York, ran an advertisement in the Smith College Weekly on February 26, 1925, that read: “SEE EUROPE 32 Days – $283.25 all expenses. Round out your education by seeing Europe this summer. Go via the United States Lines and you are sure to have the vacation of a lifetime … on a comprehensive 32-day trip you can visit four countries of Europe and travel both ways in especially prepared and exclusive tourist third class cabins for only $283.25.”

35. Liping Bu, Making the World Like Us, 59, 279.

36. The CFRFS was a collection of American Christian organizations orchestrated by John R. Mott (General Secretary of the World Student Christian Federation and the YMCA International Committee) to welcome foreign students in the hope of converting them to Christianity. The CFRFS was active in welcoming Chinese students to ports of entry in the United States (where the Chinese students often were abused) in the first decade of the 1900s, and then continued this work after the war when the United States emerged as more of an anchor for incoming students. For more

through

on the CFRFS see Liping Bu, Making the World Like Us, especially chapter 1, “Cultural Expansion: Missionary Thrust of an Ecumenical World,” and for more on America as a destination for international students see Paul A. Kramer, “Is the World our Campus?

International Students and U.S. Global Power in the Long Twentieth Century” Diplomatic History 33, no. 5 (2009), 775–806.

37. Stephen Duggan, “The Fascist Conception of Education,” IIE News Bulletin IV, no. 6 (1929).

38. Duggan, “The Fascist Conception of Education.”

39. For a brief summary of IIE’s “Visiting Professor” program see Bu, Making the World Like Us, 60–65. An annual listing of the names of each visiting professor and his or her American host institution was also printed in every annual report of the director.

40. This issue appears as early as 1922 in the Third Annual Report of the Director (New York: Institute of International Education, 1922), 5, and continues throughout the decade. As Bu shows, by 1933, IIE, the American Council on Education, and the Union in Europe agreed upon a set of standards for degree evaluation from European nations.

Bu, Making the World Like Us, 60.

41. IIE, Third Annual Report of the Director, 6.

42. Just a few days after Lowell received a letter from Duggan with an official announcement of IIE in 1919, Lowell sent a letter to Donald Cowling (President of Carleton College and the Association of American Colleges) with a note of hesitation regarding international education. Lowell wrote, “I doubt very much whether the field for international education will prove anything like as large and fruitful as some people suppose.” A. L. Lowell, Papers of Abbott Lawrence Lowell, 1889–1958 (Inclusive), 1889–1943 (Bulk), ca. 166 containers of mss. [Series 19171919] Folder number: 831.

43. A. L. Lowell, Papers of Abbott Lawrence Lowell [Series 19191922] Folder number: 501.

44. A. L. Lowell, Papers of Abbott Lawrence Lowell [Series 19221925] Folder number: 70.

45. Although the content of correspondence between IIE and each American institution of higher learning varied in each of the archives studied (Harvard, Radcliffe, the University of Delaware, and Smith College), the patterns appear similar to the communication with Lowell at Harvard—frequent, more personalized letters in the early parts of the decade and then more streamlined, routinized (but open) correspondence by the end of the 1920s.

46. Letter from Stephen Duggan to Manley O. Hudson, October 22, 1922. There is a series of letters between Hudson and Duggan on this topic from October 2 to November 29, 1922, in: Manley O. Hudson, Papers of Manley Ottmer Hudson, Harvard Law School Library, 183 boxes, Correspondence B. Period 2: 1919–1944. Aisle 2, Section 19, MS Box 7.

100 YEARS OF IIE / 147

NOTES

47. IIE, Third Annual Report of the Director. See also, Bu, Making the World Like Us, 61-63.

65. Lamberti, “The Reception of Refugee Scholars from Nazi Germany,” 159.

48. IIE, Fourth Annual Report of the Director (New York: Institute for International Education, 1923), 1.

66. Jerome Karabel, The Chosen: The Hidden History of Admission and Exclusion at Harvard, Yale, and Princeton (Boston: Mariner Books, Houghton Mifflin Company, 2005). See especially part I, chapters 1–4.

49. IIE, Education for One World (New York: Institute of International Education, 1949).

67. Lamberti, “The Reception of Refugee Scholars,” 163.

50. IIE, Open Doors 2018 (New York: Institute of International Education, 2018).

68. Halpern, “The Institute of International Education: A History,” 122.

51. IIE, Tenth Annual Report of the Director (New York: Institute of International Education, 1929), 3–5.

69. IIE, Fourteenth Annual Report of the Director (New York: Institute of International Education, 1933), 12.

52. The program was cancelled in 1931 at the request of the U.S. government because of the Depression. IIE, Nineteenth Annual Report of the Director (New York: Institute of International Education, 1938), 4.

70. Halpern, “The Institute of International Education: A History,” 159.

71. Lamberti, “The Reception of Refugee Scholars,” 182.

54. IIE, Nineteenth Annual Report of the Director, 7.

72. Stephen Duggan and Betty Drury, The Rescue of Science and Learning: The Story of the Emergency Committee in Aid of Displaced Foreign Scholars (New York: Macmillan Co., 1948), 80.

55. IIE, Nineteenth Annual Report of the Director, 8

73. Duggan and Drury, The Rescue of Science and Learning, 80.

53. IIE, Nineteenth Annual Report of the Director, 6.

56. J. M. Espinosa, Inter-American Beginnings of U.S. Cultural Diplomacy, 1936–1948, vol. 110 (Washington, D.C.: Bureau of Educational and Cultural Affairs, U.S. Dept. of State, U.S. Govt. Print.

Off, 1977), 56, 365.

57. IIE, Eleventh Annual Report of the Director (New York: Institute of International Education, 1930), 18.

58. IIE, Eleventh Annual Report of the Director, 19.

59. Pan American Union, Addresses Delivered during the Visit of Herbert Hoover, President-Elect of the United States, to Central and South America, November–December 1928 (Washington, D.C.: 1929), 59, 60.

60. Espinosa, Inter-American Beginnings of U.S. Cultural Diplomacy, 55.

61. Espinosa, Inter-American Beginnings of U.S. Cultural Diplomacy, 59.

62. IIE, Nineteenth Annual Report of the Director, 41.

63. The decision to build these libraries of American papers came from one of Duggan’s visits to Latin America, during which he noted that “chief cities were empty of American books,” IIE, Nineteenth Annual Report of the Director, 46.

64. Marjorie Lamberti, “The Reception of Refugee Scholars from Nazi Germany in America: Philanthropy and Social Change in Higher Education,” Jewish Social Studies 12, no. 3 (2006), 159.

148 / APPENDIX

74. “The University in Exile at the New School for Social Research,” Transatlantic Perspectives, retrieved April 21, 2018, http://www.transatlanticperspectives.org/entry.php?rec=105 (2018).

75. Gerald Kreft, “Philipp Schwartz: The Forgotten Saviour,” November 24, 2014, Goethe University Frankfurt, http://www.goethe-university-frankfurt.de/53628611/016.

76. Halpern, “The Institute of International Education: A History,” 161.

77. IIE, Twentieth Annual Report of the Director (New York: Institute of International Education, 1939), 8.

78. IIE, Twentieth Annual Report of the Director, 8.

100 YEARS of IIE

1919 2019 through

13. Lamberti, The Reception of Refugee Scholars, 180.

14. Laura Fermi, Illustrious Immigrants: The Intellectual Migration from Europe, 1930–41, Mazal Holocaust Collection (Chicago: University of Chicago Press, 1968).

15. IIE, Scholar Rescue Fund: The Rescue of Science and Learning (Institute of International Education, 2012).

16. IIE, Twenty-Fourth Annual Report of the Director (New York: The Institute of International Education, 1943), 12.

17. IIE, Twenty-Third Annual Report of the Director (New York: The Institute of International Education, 1942), 47; IIE, TwentySeventh Annual Report of the Director (New York: The Institute of International Education, 1946), 86–88.

18. Bu, Making the World Like Us, 165.

Chapter 2

---------------------------------------------------------------1. Twenty-First Annual Report of the Director (New York: The Institute of International Education, 1940); Liping Bu, Making the World Like Us: Education, Cultural Expansion, and the American Century, 3.

2. Bu, 3.

3. Bu, 10.

4. IIE, Twenty-Second Annual Report of the Director (New York: The Institute of International Education, 1941), 3.

5. Mark Halpern, The Institute of International Education: A History, 163.

6. Original in: Ben Mark Cherrington, “Ten Years After,” Association of American College Bulletin 34, 1948, 500–522.

Quoted in: Halpern, The Institute of International Education, 169.

7. Halpern, The Institute of International Education, 6.

8. Halpern, The Institute of International Education, 4.

9. Halpern, The Institute of International Education, 8.

10. Halpern, The Institute of International Education, 5.

11. Halpern, The Institute of International Education, 5.

12. Marjorie Lamberti, The Reception of Refugee Scholars from Nazi Germany in America: Philanthropy and Social Change in Higher Education, 159.

19. Halpern, The Institute of International Education, 179.

20. Walter Johnson and Francis James Colligan, The Fulbright Program: A History (Chicago: University of Chicago Press, 1965), 12.

21. The Board of Foreign Scholarships included Omar Bradley (Head of Veterans Affairs), Sarah Gibson Blanding (President of Vassar College), Charles S. Johnson (President of Fisk University), Martin R.P. McGuire (Dean of the Graduate School of Arts and Sciences, Catholic University of America), Francis Spaulding (Commissioner of Education for the State of New York), John Studebaker (United States Commissioner of Education), Ernest O. Lawrence (Professor of Physics, University of California), Walter Johnson (Professor of History, University of Chicago), Helen C. White (Professor of English, University of Wisconsin), and Laurence Duggan (Director of IIE). Johnson and Colligan, The Fulbright Program, 22.

22. “About Senator William J. Fulbright,” Fulbright Scholar Program, Council for International Exchange of Scholars, Bureau of Educational and Cultural Affairs, accessed September 6, 2018, https://www.cies.org/about-us/about-senator-j-william-fulbright.

23. IIE, Annual Report 1976 (New York: The Institute of International Education, 1976), 19.

24. Johnson and Colligan, The Fulbright Program, 33.

25. IIE, Twenty-Seventh Annual Report of the Director (New York: The Institute of International Education, 1946), 8–9.

26. IIE, Twenty-Seventh Annual Report of the Director, 11.

27. IIE, Twenty-Eighth Annual Report of the Director (New York: The Institute of International Education, 1947), 12.

28. IIE, Twenty-Eighth Annual Report of the Director, 12.

100 YEARS OF IIE / 149

NOTES

29. IIE, Thirty-Fifth Annual Report (New York: The Institute of International Education, 1954), 10.

48. Report of the Conference of College and University Administrators and Foreign Student Advisors, 4.

30. IIE, Twenty-Ninth Annual Report of the Director (New York: The Institute of International Education, 1948), 25.

49. Original in IIE News Release, March 1948, cited in: Bu, Making the World Like Us, 162.

31. Building Roads to Peace: Exchange of People between the United States and Other Countries, ed. Institute of International Education (Washington, D.C.: United States Department of State, Office of Information and Educational Exchange, 1950), 9.

32. IIE, Thirty-Ninth Annual Report (New York: The Institute of International Education, 1958).

33. Halpern, The Institute of International Education, 196.

34. Here Halpern mentions that the semi-annual reports to the Board of Foreign Scholarships changed to annual reports after 1967. Halpern, The Institute of International Education, 200.

35. J. Willam Fulbright, International Education and the Hope for a Better World (Reykjavik, Iceland: Fulbright Program Offices, 1967), 38.

36. Bu, Making the World Like Us, 151.

37. Bu, Making the World Like Us, 152.

38. Edgar Fisher, “Counseling the Foreign Student,” in Pamphlet Series, no. 5 (New York: Institute of International Education, 1943), 7.

39. Bu, Making the World Like Us, 152.

40. Lee Zeigler, NAFSA: Forty Years (Washington, D.C.: National Association for Foreign Student Affairs, 1988), 2.

41. Fisher, “Counseling the Foreign Student.”

42. Bu, Making the World Like Us, 154.

43. IIE, Twenty-Fourth Annual Report of the Director, 12.

44. Zeigler, NAFSA, 2.

45. Christopher J. Lucas, American Higher Education: A History, 2nd ed., [Palgrave Macmillan] 1st ed. (New York: Palgrave Macmillan, 2006), 252.

46. Report of the Conference of College and University Administrators and Foreign Student Advisors, Called by the Institute of International Education in Cooperation with the Department of State: April 29th, 30th and May 1st, 1946, Stevens Hotel, Chicago, Illinois (New York: Institute of International, Education, 1946), 138.

47. Report of the Conference of College and University Administrators and Foreign Student Advisors, 138.

150 / APPENDIX

50. Halpern, The Institute of International Education, 217.

51. IIE, Thirtieth Annual Report of the Director (New York: The Institute of International Education, 1949), 11.

52. Halpern, The Institute of International Education, 217–218.

53. IIE, Thirty-Fifth Annual Report, 4.

54. IIE, Thirty-Second Annual Report (New York: The Institute of International Education, 1951), 7.

55. Cora Alice Du Bois, Foreign Students and Higher Education in the United States, Studies in Universities and World Affairs.

(Washington, D.C.: American Council on Education, 1956).

56. Building Roads to Peace: Exchange of People between the United States and Other Countries; The Goals of Student Exchange: An Analysis of Goals of Programs for Foreign Students (New York: Institute of International Education, 1955); Meet the U.S.A: Handbook for Foreign Students and Specialists, ed. Institute of International Education, Rev. ed. (New York, 1959); Educational Exchange in the Atlantic Area (New York: Institute of International Education, 1965); Richard E. Spencer and Ruth Awe, International Educational Exchange: A Bibliography, ed. Ruth Awe (New York: Institute of International Education, 1970).

57. Halpern, The Institute of International Education, 222.

58. Halpern, The Institute of International Education, 223.

59. Bu, Making the World Like Us, 22.

60. “Stephen P. Duggan, Educator, 79, Dies,” New York Times, August 19, 1950.

61. Laurence Duggan was found dead, apparently from a fall from the window of IIE headquarters, on 2 West Forty-fifth Street in New York on December 20, 1948. He had been linked, twelve days earlier, to an investigation by the House Committee on Un-American Activities. “Fall Kills Duggan, Named with Hiss in Spy Ring Inquiry,” New York Times, December 21, 1948; After the fall of the Soviet Union, Western researchers gained access to NKVD, GRU, and KGB archives. In them were messages related to the recruitment of Laurence Duggan in the 1930s and his role in providing information during his tenure at the State Department.

John Earl Haynes and Harvey Klehr, Venona: Decoding Soviet Espionage in America (New Haven, CT: Yale University Press, 1999), 201–204.

100 YEARS of IIE

62. “Stephen P. Duggan Dies.”

63. IIE, Thirty-First Annual Report (New York: The Institute of International Education, 1950), 9.

64. IIE, Thirty-First Annual Report, 5.

65. Johnson and Colligan, The Fulbright Program, 23.

66. In 1947, Laurence Duggan modified the infrastructure of the Institute to meet the needs of international education. He worked to increase the size of the staff to eighty-five full-time members and he changed the organizational structure to include offices for the General Program, the Fulbright Program, and Development. Halpern, The Institute of International Education, 214.

1919 2019 through

80. IIE, Annual Report 1960 (New York: Institute of International Education), 16.

81. Stephen Albert Freeman, Undergraduate Study Abroad, U.S. College-Sponsored Programs: Report of the Consultative Service on U.S. Undergraduate Study Abroad (New York: Institute of International Education, 1964).

82. IIE, Forty-Fifth Annual Report, 7.

83. IIE, Fiftieth Annual Report (New York: The Institute of International Education, 1969), 5.

67. IIE, Thirty-Second Annual Report, 9.

68. IIE, Thirty-Second Annual Report, 5.

69. IIE, Thirty-Fifth Annual Report, 10.

70. IIE, Thirty-Second Annual Report, 7.

71. Halpern notes that a description of these programs can be found in: Emily C. Keeffe and Elizabeth Converse, The Japanese Leader Program of the Department of the Army (Occasional Paper No. 1; IIE, New York, October 1952). See: Halpern, The Institute of International Education, 202.

72. Halpern, The Institute of International Education, 203.

73. Eduardo Contreras Jr., “IIE’s Long-Term Commitment to Serving Refugees,” in Opening Minds Blog, Institute of International Education, 2016, https://www.iie.org/Learn/Blog/2016-July-IIEsLong-Term-Commitment-To-Serving-Refugees.

74. IIE, Thirty-Seventh Annual Report (New York: The Institute of International Education, 1956), 8.

75. Contreras, “IIE’s Long-Term Commitment to Serving Refugees.”

76. Eduardo Contreras Jr., Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century (Dissertation, Harvard Graduate School of Education, 2015).

77. IIE, Twenty-Sixth Annual Report of the Director (New York: The Institute of International Education, 1945), 31.

78. IIE, Thirty-Ninth Annual Report; Foreign Study for U.S. Undergraduates: A Survey of College Programs and Policies (New York: The Institute of International Education, 1958).

79. IIE, Forty-Fifth Annual Report (New York: The Institute of International Education, 1964), 6–7.

100 YEARS OF IIE / 151

NOTES

14. IIE, Annual Report 1977 (New York: Institute of International Education, 1977), 18.

15. IIE, Annual Report 1976 (New York: Institute of International Education, 1976), 3.

16. IIE, Annual Report 1974, 10.

17. IIE, Annual Report 1978 (New York: Institute of International Education, 1978), 5.

18. Jimmy Carter, “Hubert H. Humphrey North-South Scholarship Program Remarks at a White House Meeting on the Program,” December 5, 1978, The American Presidency Project, http://www.presidency.ucsb.edu/ws/index.php?pid=30262.

19. IIE, Annual Report 1978, 8.

Chapter 3

---------------------------------------------------------------1. IIE, Annual Report 1970 (New York: Institute of International Education, 1970), 1.

2. IIE, Annual Report 1971 (New York: Institute of International Education, 1971), 10.

3. IIE, Annual Report 1971, 11.

4. IIE, Annual Report 1971, 4 5. IIE, Annual Report 1971, 4.

6. IIE, “Project City Streets” brochure, Institute for International Education, not paginated, circa 1969.

7. “Education Group Names Leader,”New York Times, January 28, 1973.

8. IIE, Annual Report 1973 (New York: Institute of International Education, 1973), 2.

9. IIE, Annual Report 1970.

10. IIE, Annual Report 1971, 10.

11. IIE, Annual Report 1971, 10.

12. IIE, Annual Report 1975 (New York: Institute of International Education, 1975), 10.

13. IIE, Annual Report 1974 (New York: Institute of International Education, 1974), 27.

152 / APPENDIX

20. IIE, Annual Report 1979 (New York: Institute of International Education, 1979), 14.

21. Barbara B. Burn, Expanding the International Dimension of Higher Education, ed. Education Carnegie Council on Policy Studies in Higher, 1st ed. (San Francisco: Jossey-Bass, 1980), xxi.

22. “Strength through Wisdom: A Critique of U.S. Capability: A Report to the President from the President’s Commission on Foreign Language and International Studies, November 1979,” Modern Language Journal 64, no. 1 (1980), 13.

23. IIE, Annual Report 1979, 10.

24. IIE, Annual Report 1979, 10.

25. IIE, Annual Report 1980 (New York: Institute of International Education, 1980), 7.

26. IIE, Annual Report 1980, 4.

27. IIE, Annual Report 1980, 4.

28. IIE, Annual Report 1980, 8.

29. IIE, Annual Report 1980, 6.

30. IIE, Annual Report 1980, 13.

31. IIE, Annual Report 1989.

32. IIE, Annual Report 1980, 8.

33. IIE, Annual Report 1982 (New York: Institute of International Education, 1982), 3.

34. IIE, Annual Report 1983, 2.

100 YEARS of IIE

35. IIE, Annual Report 1986 (New York: Institute of International Education, 1986), 13; 36. IIE, Annual Report 1982,12.

37. IIE, Annual Report 1983, 38.

38. IIE, Open Doors (New York: Institute of International Education, 1986.

39. IIE, Annual Report 1986, 26.

40. IIE, Annual Report 1989 (New York: Institute of International Education, 1989), 18.

41. IIE, Annual Report 1989, 2.

42. IIE, Open Doors (New York: Institute of International Education, 1990).

43. IIE, Annual Report 1987 (New York: Institute of International Education, 1987), 1.

44. IIE, Annual Report 1988 (New York: Institute of International Education, 1988), 6.

45. IIE, Annual Report 1987, 20.

46. Craufurd D. W. Goodwin and Michael Nacht, Absence of Decision: Foreign Students in American Colleges and Universities: A Report on Policy Formation and the Lack Thereof (New York: Institute of International Education, 1983).

47. IIE, Annual Report 1983, 34.

48. Abroad and Beyond: Patterns in American Overseas Education (Cambridge; New York: Cambridge University Press, 1988).

49. Abroad and Beyond, 73.

50. IIE, Annual Report 1989, 3.

51. IIE, Annual Report 1990 (New York: Institute of International Education, 1990), 1.

1919 2019 through

55. David L. Boren, “The Intelligence Community: How Crucial?,” Foreign Affairs 71 (1992).

56. IIE, Annual Report 1994, 12.

57. Paul Desruisseaux, “National Security Education Program Ready,” The Chronicle of Higher Education, November 24, 1993.

58. IIE, Annual Report 1996 (New York: Institute of International Education, 1996), 6.

59. IIE, Annual Report 1999 (New York: Institute of International Education, 1999), 7.

60. IIE, Annual Report 1992, 20.

61. IIE, Annual Report 1996, 20.

62. IIE, Annual Report 1996, 21.

63. Gender was first accounted for in IIE Open Doors records in the late 1970s. “Open Doors, 1948–2004 Report on International Educational Exchange,” in Report on International Educational Exchange, ed. IIE (New York: Institute of International Education, 2005), 1994–95 Open Doors Survey, 158.

64. IIE, 1994–95 Open Doors Survey, 177.

65. “Total Fall Enrollment in Institutions of Higher Education,

by Type and Control of Institution and Race/Ethnicity of Student: 1976 to 1994,” National Center for Education Statistics: Institute of Education Sciences: https://nces.ed.gov/programs/digest/d96/ d96t202.asp n.d.).

66. IIE, Annual Report 1997 (New York: Institute of International Education, 1997), 17.

67. IIE, Annual Report 1998 (New York: Institute of International Education, 1998), 26.

68. IIE, Annual Report 1999, 15.

69. IIE, Annual Report 1999, 1.

52. IIE, Annual Report 1991 (New York: Institute of International Education, 1991), 2.

53. IIE, Annual Report 1994 (New York: Institute of International Education, 1994), 12.

54. IIE, Annual Report 1992 (New York: Institute of International Education, 1992), 4.

100 YEARS OF IIE / 153

NOTES

10. IIE, Annual Report 2004 (New York: Institute of International Education, 2005).

11. “State Ready to Lead Nation in International Education Support,” news release, April 23, 2001, State University of New York, New Paltz, https://sites.newpaltz.edu/news/2001/04/ state-ready-to-lead-nation-in-international-education-support/.

12. IIE, Annual Report 2000 (New York: Institute of International Education, 2000), 21.

13. IIE, Annual Report 2000, 7.

14. International Academic Opportunity Act of 2000, H.R.4528 (2000), https://www.congress.gov/bill/106th-congress/house-bill/4528.

15. IIE, Annual Report 2001, 5.

Chapter 4 ----------------------------------------------------------------

16. IIE, At a Glance: Looking Ahead to the Next 100 Years (New York: Institute of International Education, n.d.), https://p.widencdn.net/wor1sh/2017-2018-At-A-Glance, 14.

1. “History of International Education Week,” Georgia Institute of Technology, accessed June 2019, https://iew.gatech.edu/whatiew/history-international-education-week.

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P H OTO C R E DI T S The Institute of International Education, Inc. made every reasonable effort to identify copyright holders and to obtain their permission to use the materials in this edition. If there are errors or omissions, please contact IIE so that corrections can be addressed in any subsequent editions.

Cover: istock/Getty Images

Commonweal magazine: p. 23 right

IIE Archive: pp. 1 top, 2 right, 3 center & right, 6 left, 8, left, 22 bottom left & right, 44, 45 bottom left, 49 both, 50, 53, 54 bottom, 55, 56 bottom right, 59 all, 61, 63, 64, 65, 68, 72, 73 both, 74, 75, 78, 79, 80, 81, 82, 83, 84, 85 both, 86 bottom, 88, 91, 93 bottom, 94 both, 96 both, 99, 100 both, 103, 104, 105, 106 all, 111 top & right, 134, 137, 138, 139, 140, 141, 142 both, 143, 144

Special Collections Research Center, University of Chicago Library: pp. 25 top left, 35

Courtesy of Rockefeller Archive Center: pp. 2 left, 4, 6 bottom center, 8 all, 10, 12 both, 13 top, 14 top, 16, 18 both, 26 top, 27, 33 top, 34, 37 top left, 46, 47, 48, 54 both, 55, 60 bottom, 110 top, 126 all, 127, 128, 129, 135, 146, 149 Ford IFP India/IIE Archive: pp. 3, 89, 90, 93 top Acme Newspictures: p. 6 bottom right

Mondadori Publishers: p. 25 top right ETH Zurich/Thomas Mann Archives: p. 25 bottom left alcherton.com: p. 25 bottom right The New School Archives & Special Collections: p. 26 bottom Fulbright Program: pp. 1 bottom, 28, 37 right, 38 right, 39 both, 40, 66, 69 bottom, 70, 76, 77, 86 top, 102 both, 108, 130 John Frost Newspapers/Alamy Stock Photo: p. 30 top

Seymour Durst/Columbia University Libraries: p. 7

Institute of Latin American Studies of the University of North Carolina at Chapel Hill Records, 1937-1983: p 33

dreamstime: pp. 9 bottom right, 60 top & middle right, 67

Carleton College Archives: p. 36

Library of Congress: pp. 9 top & bottom, 11 right, 31, 32, 36 top right, 38 left, 57, 60 top left, 107, 136

Members of the United States Education Foundation in Burma, 2nd Accession Fulbright Papers, Series 86, Box 3a folder 2-3, Special Collections, University of Arkansas Libraries, Fayetteville: p. 41 top

Carnegie Corporation of New York: p. 11 Teachers College Columbia University: p. 13 bottom

The Philippine Fulbright Scholars Association, Series 86, Box 3a folder 2-3, Special Collections, University of Arkansas Libraries, Fayetteville: p. 41 bottom

Duke University Library: p. 14 bottom Alamy: p. 15

UH Photographs Collection, Special Collections, University of Houston Libraries: p. 43 left

Smithsonian Institution: p. 19 bottom

The U.S. National Archives and Records Administration: pp. 43 right, 58

Naval History and Heritage Command: pp. 19, 30

Courtesy of Tozzer Library, Harvard University, p. 45 both

Ruth Gruber archives: pp. 20 top, 21 top

University of the Free State, p. 56 top left

Jewish Currents: p. 20 bottom

Instituto Padre Antonio Viera: p. 56 bottom left

ICP: p. 21 bottom

Library of Chinese University of Hong Kong: p. 69 top

CBS: p. 22 top right

Geneva Historical Society: p. 69 middle

New York Public Library: p. 23 upper left

ESRT Empire State Building LLC: p. 110

University of Pennsylvania: p. 23 to center

WNET: p. 111 bottom left

The David B. Keidan Collection of Digital Images from the Central Zionist Archives, Judaica Division, Widener Library, Harvard University: p. 23 bottom left

Harvard University Archives: p. 132 Robert Knudsen. White House Photographs.

John F. Kennedy Presidential Library and Museum, Boston: p. 133

paul-tillich.com: p. 23 center Getty Images: p. 145 156 / APPENDIX