Arcadia University in Chile



The Arcadia University Preview of Study Abroad Program subsidizes the cost for all first year students to have an international education experience.  Arcadia is one of the few universities in the United States that promotes study abroad as an integral part of the academic curriculum.  Students take a course that focuses on an academic topic related to a country or geographic area, and the course includes a week long field study experience in the country that is studied in the course.  In this photo from 2014, students studied about the 2006 and 2011 student movements in Chile, and the resulting political and educational changes, and visited the country to dialogue with students and teachers, view important landmarks, and engage with the culture that they had learned about.  Taught by Stephen Tippett and Carly Gellman, this course is the only Arcadia University Preview that travels to South America.  Stephen is conducting his doctoral dissertation  on the Preview Program at Arcadia University, which focuses on the instructional design of short-term study abroad.


Attend State of the Map in Santiago

The State of the Map Latin America Conference will be held in Santiago de Chile in September 2016.  The State of the Map conference is about Open Street Map.  Scholarships are available for travel to Santiago and scholarships must be applied for by July 3rd.

State of the Map Latin America

More information can be found on the conference home page

Volunteer with English Opens Doors


The National Volunteer Center of the English Opens Doors Program has added a new volunteer service opportunity for August.

The English Opens Doors Program is part of the Ministry of Education of Chile and is affiliated with the United National Development Programme.  Native and near-native English speakers come to Chile to work as teaching assistants in Chilean classrooms, specifically to improve students’ listening and speaking skills.  Volunteers also assist with other initiatives of the English Opens Doors Program, such as debates, Public Speaking, Spelling Bee, and English Camps.

More information can be found at and

Apply by May 11th, 2015 to start your volunteer service in mid-August.

Qualities for Good Leadership

  • Listening. A good leader doesn’t think he or she knows everything, or always knows better than other people.
  • Inclusiveness. A good leader not only listens, but listens to lots of different people—and takes their advice and their views into account when making decisions.
  • Delegation. A good leader recognizes the importance of giving up control in certain areas because other people know more about that area and/or bear primary responsibility for it. Inclusiveness and delegation, together, are the essence of shared governance.
  • Sincerity. A good leader doesn’t just pretend to listen or pretend to delegate. He or she doesn’t merely pay lip service to the concept of shared governance or attempt to manipulate the process for personal gain.
  • Decisiveness. Once all sides have had their say, and the decision-making ball is in the leader’s court, he or she will make that decision and accept responsibility for it.
  • Accountability. A good leader is not constantly pointing fingers or blaming others for problems—even if they actually did create them.
  • Optimism. Whatever challenges a unit or institution might face, a good leader is always positive (at least publicly), consistently projecting an attitude of realistic optimism about the future. A good leader can address issues openly and frankly without spreading doom and gloom.
  • Realism. At the same time, a good leader is objective about challenges.
  • Frankness. A good leader tells it like it is. He or she does not pat faculty and staff members on the head and assure them that everything’s going to be OK when it might not be. (Note: Most leaders I’ve known who liked to think of themselves as “straight shooters” earned that reputation by saying unkind things to people, often unnecessarily. To me, that’s not what being a “straight shooter” means.)
  • Self-Effacement. A good leader not only accepts blame; he or she also deflects praise and credit to others. A good leader understands that, when others in the unit earn recognition, that reflects positively on him or her. A good leader does not always have to be the one in the spotlight—and, indeed, may actually shun the spotlight. A good leader is also not primarily concerned with moving up the ladder or making himself or herself look good. The best leaders want others, and the institution, to look good.
  • Collegiality. A good leader does not place himself or herself above rank-and-file faculty and staff members but rather considers them colleagues in the truest sense of that term.
  • Honesty. A good leader is scrupulously honest in all of his or her dealings. No lies, no dissembling, no double-talk or administrative-speak. If the situation warrants, a good leader simply says, “I can’t comment on that right now.”
  • Trustworthiness. If a good leader commits to do something, then he or she does it, if humanly possible—and if not, explains why and accepts responsibility for failure. If one tells a good leader something in confidence, that information remains confidential.
  • Morality. When all is said and done, a good leader can be counted on to do what he or she believes is right and best for all concerned, even if it is unpopular in some quarters.

Scholarships for Summer English Institute

The Middlebury-Monterey Summer Intensive College English program is designed to support international students who are currently enrolled or would like to attend undergraduate programs in the United States. The foundation of the program is coursework in the English language skills necessary for academic success. All students participate in an immersion environment where English is spoken 24 hours a day/7 days a week, with over 20 hours of instruction per week in English for academic purposes. Students stay in dormitories, paired with roommates from other countries, and extra-curricular activities are offered regularly. The cost of the program includes everything–housing, meals, tuition, fees, and campus services.

Scholarships are available! Learn more and apply online:

To apply for the program, applicants must be at least 15 years old and provide evidence of minimum English language proficiency.

For up-to-date information, you may also visit our website at

Congreso de las Americas sobre Educacion Internacional

The Conference of the Americas on International Education was being held in Rio de Janeiro, Brazil this week April 25th – 28th.  The Chronicle of Higher Education releases an initial report about the dialogue at the conference.

Canada sent a large delegation as well as the host Brazil.  Canada, along with Australia, has a very organized policy strategy to forge connections in higher education and their representation at this conference evidences that commitment.

Read about the Science without Borders Program.  This initiative of the Government of Brazil intends to send 100,000 undergraduate Brazilian students to study at top-flight universities outside the country.  It is on the leading edge of policy in international education, and sets a high bar for emulation by other countries wishing to develop human capital.

Chile had a disappointing delegation of just three representatives, the same as Bolivia.  For a country with some great universities and with a government policy, CONICYT, dedicated to human capital development, it would have been a great opportunity to learn from leaders in the field and make connections with colleagues from across the Americas.