Alfred Sunaryo, an incoming UW–Madison freshman, began learning English at age 6 in his native Indonesia.
Alfred Sunaryo, an incoming UW–Madison freshman, began learning English at age 6 in his native Indonesia.
This article originally appeared on Channel 3000
COTTAGE GROVE, Wis. — More than 100 international students from the University of Wisconsin-Madison and their family members are learning about agriculture firsthand Sunday.
They are visiting a third-generation farm in Cottage Grove, where they’ll get an up close look at the animals, ride some tractors, and tour the surrounding prairie and wetlands.
Steve Querin-Schultz and his wife, Martha, who works in the International Student Services office, set up the visit at their farm to provide a hands-on agricultural experience for the students.
It’s the third annual event. Last year, organizers said one Nepalese student was surprised at the size of the farm tractor and even more astounded that she could drive it.
There will be horse-drawn wagon rides, music, a petting zoo, games, and a meal catered by the Cottage Grove Historical Society.
Newsletter highlights include: a summary of the chancellor’s delegation to China last spring; information on the visiting Chinese athletes who will arrive July 23; and an article introducing UW-Madison’s new Ming historian Joseph Dennis.
The Indonesian government has recently begun to offer small stipends for overseas study to midcareer faculty members … as well as short-term “sandwich” grants to doctoral students to do research abroad.
The American government is likewise ramping up its exchange programs focusing on Indonesia. For one, it is greatly increasing the number of Indonesian students served through a scholarship program that provides foreign students practical training at American community colleges, from about 10 students a year to 50.
The State Department is also expanding the Fulbright Program in Indonesia, including financing a new program focused specifically on encouraging scholarship in critical areas in science and technology. The Indonesian Fulbright program will become one of the largest in the world, Ms. Romanowski says.
Officials from both countries say enhancing student and faculty exchanges will be a critical piece of the bilateral higher-education strategy. Such partnerships “build bridges,” Ms. Romanowski says, imagining the linkages that could grow out of a graduate-student exchange. “Who knows what will happen 25 years from now when they are publishing articles together or doing research together?”
Isthmus (July 10, 2010) — “UW Dance Department’s Summer Concert is a Global Effort”
The UW Dance department’s fourth annual Summer Dance Institute is truly an international affair, with instructors and choreographers from the U.S., Canada, Brazil, Germany, and Australia, and dance students from Australia, Taiwan, and the US. This three-week institute culminated Friday night in a free performance at Lathrop Hall’s cool and comfortable Margaret H’Doubler performance space. For the most part, this cultural cross-pollination yielded great results.
A new State Department program seeks to build on the lessons learned from past missteps and involve Iraqi universities as equal partners in their revitalization. The U.S. ambassador to Iraq, Christopher R. Hill, described the project, known as the university-linkages program, to American and Iraqi educators at a conference in Baghdad last week to mark the program’s inauguration.
The program consists of partnerships between five American institutions and five universities in Iraq that will focus on curriculum review, the development of online courses, real-time instruction via videoconferencing, career development, and faculty, staff, and student exchanges.
The recent challenge by a Cameroonian writer and literary critic, Peter Wuteh Vakunta of the University of Wisconsin-Madison, United States of America (USA) against the most published postulation of foremost Kenyan writer and apostle of indigenous language, Ngugi Wa Thiong’o, on strong recommendation of writing literature in indigenous language, is a clear indication that there is need for global writers to readdress the claim. The attention of the world toward embracing indigenous language should not be treated with levity, experts have suggested.
According to Vakunta’s review, “the question of language choice in African literature has caused significant ripples in the pool of literary criticism. The genesis of this discourse dates back to Obiajunwa Wali, who in 1963 wrote an article titled “The Dead End of African Literature.” In the referred works of arts, Wali argued that “the whole uncritical acceptance of English and French as the inevitable medium for educated African writing, is misdirected, and has no chance of advancing African literature and culture.” He further pointed out that until African writers accept the fact that any true African literature must be written in African languages, they would be merely pursuing a dead end. Wali even sounded a fatalistic note when he opined that “African languages would face inevitable extinction, if they do not embody some kind of intelligent literature, and the only way to hasten this, is by continuing in our present illusion that we can produce African literature in English and French.” These postulations have given rise to a groundswell of contentious, even tendentious discourses among writers and critics of African literature.
After spending six months in Brisbane, Australia, Lauren Rice would like to clear up some myths about studying abroad. Read Lauren’s full article, as it appeared in the June 29, 2010 Minneapolis/St. Paul Star Tribune.
After returning from six months in Brisbane, Australia, I worked for the International Academic Programs office at the University of Wisconsin–Madison. I know, from personal experience and from working with prospective students, that the decision to go abroad can be overwhelming. There are multiple factors to take into consideration and preparation begins months ahead of time. Students are often concerned with financing the trip, asking themselves, “how on earth am I going to pay for this?” Well, life experience is priceless; however, it’s hard telling that to a college student facing 50K of student loans. In this post, I’d like to clear up some of the myths often associated with studying abroad in hopes of turning your hesitations and concerns into informative answers.
Myth # 1: Studying abroad is only for rich kids.
FALSE! I’m not going to sit here and pretend that studying abroad is inexpensive. It’s not, especially when you want to travel. However, it’s not as expensive as people think, and there are definitely ways to pay for it. For example, when I studied abroad in Brisbane, I went as an exchange student. That meant that I paid about the same amount in tuition costs than what I normally would pay at my home university. Because I pay close to in-state tuition, I was looking at about $5,500 in tuition costs. I encourage all students interested in studying abroad to check with their own universities for similar programs. There is actually a year-long Spain program at Madison that costs less for out-of-state students than a year at Madison. Madison also offers scholarships, loans and grants to help students cover the costs of going abroad. I was able to use the money from my FAFSA to cover my tuition costs as well.
1. Look for exchange programs, or programs with reduced tuition costs.
2. Apply for FAFSA. Even if your parents make above the amount to qualify for need-based funds, you can still qualify for other types of need.
3. Apply for as many scholarships as you can. Check out www.fastweb.com or similar sites.
4. Find a way to work abroad. Even if it’s for 10 hours a week, it’s a great way to earn extra money and meet locals.
5. Make a “study abroad” jar and put all your excess change in it. You’ll be surprised how quickly it adds up.
Mandy [Sioman] Chan grew up in Macau, China. She came to UW-Madison in 2008 to study computer engineering. Mandy has worked in UW–Madison’s Division of International Studies’ communications office for the past year. This summer, she traveled back to China to intern at Companhia de Electricidade in her hometown of Macau. She works there as a trainee in the Information Services department, handling the intranet and working on database migration.
Why did you choose to come to the US to study?
Growing up in Macau, such a multicultural place, made me always want to know more about the other cultures and meet people from difference backgrounds. Especially in this era of globalization, I believe being international and knowing more about other cultures will be very helpful in my career. Coming to the US gives me the opportunity to reach out to diverse people who are eager to accept different cultures. Even though I am a foreigner, I have never felt excluded here.
It is one of the best public universities in the US. It has a very good educational quality that prepares me well for my career. It is a beautiful school that teaches me how to appreciate nature and how to relax myself and enjoy life. I can also fully experience the American culture here.
What are some of your favorite things about Madison and the university?
The people. They are very nice and understanding.
Freedom of dressing. Dress however you like – nobody in Madison judges you on your appearance.
How do you think your educational experience would have been different in China compared to here?
The educational level in China and the US is very close – both have very high standards. However, I think studying in the US gives me the opportunity to grow up and to learn to be
independent. If I were studying in China, I would have gone home regularly and I would have never learned to cook Chinese food because eating out is so convenient!
Are you using what you’ve learned at UW–Madison in your internship?
Definitely. My internship covers many computer fields including networking, server installation, application uses, database structure, etc. The computer and engineering classes I took at UW–Madison provided me with very good and helpful background in all of these fields. Even the programming languages that I learned in class that do not apply to this job still help with logical thinking.
My supervisor has given me the opportunity to hold lectures to teach my colleagues Web design. The technical communication classes that I took at UW–Madison are very useful in both writing the reports and doing the presentations.
Do you think you will return to China to work after your studies? Why?
Very possibly since the computer industry is growing rapidly there. However, wherever there is an opportunity is where I will be.
What advice would you give a Chinese student coming to study at UW–Madison?
Value your time at UW–Madison. Appreciate your parents/family as they provide you with the opportunity to be here.
Recently, Accreditedonlinecolleges.com featured the Badgers Abroad Blog in the article, “50 Terrific Teaching Abroad Blogs”! The blog was noted as a tool to help students preparing to study abroad gain tips and advice when it comes to packing, picking a country to teach in, assimilating into the local culture, and general study abroad information.
The Badgers Abroad Blog is administered by UW–Madison’s Division of International Studies. Its editorial board includes members from International Academic Programs, the International Internships Program, the Wisconsin Alumni Association, the Language Institute, and International Student Services.
If you’d like to contribute to the blog, please see the guidelines.
Congratulations and thank you to the Badgers Abroad Blog contributors!