DOCUMENT RESUME ED 362 100 HE 026 708 TITLEDOCUMENT RESUME ED 362 100 HE 026 708 TITLE North American Higher Education Cooperation: An Inventory of U.S.-Canada and U.S.-Mexico Academic

DOCUMENT RESUME

ED 362 100 HE 026 708

TITLE North American Higher Education Cooperation: AnInventory of U.S.-Canada and U.S.-Mexico AcademicLinkages.

INSTITUTION Institute of International Education, New York,N.Y.

SPONS AGENCY United States Information Agency, Washington, D.C.

PUB DATE Sep 93NOTE 184p.; Based on discussions at a Wingspread

Conference on North American Higher Education(September 1992).

PUB TYPE Reports General (140) Tests/EvaluationInstruments (160)

EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS Comparative Analysis; Data Collection; *Educational

Coc?eration; *Exchange Programs; Financial Problems;Foreign Countries; Higher Education; IntellectualDisciplines; *International Educational Exchange;*International Programs; Language Handicaps; StudyAbroad; Surveys

IDENTIFIERS *Canada; *Mexico

ABSTRACT

This report describes the variety of bilaterallinkages which have been developed by U.S. institutions with specificCanadian and Mexican colleges in a wide range of fields. Out of 1,219U.S. colleges and universities responding (35 percent response rate)to a survey concerning educational linkages, 109 reported linkageswith Canadian institutions, 182 listed Mexican linkages, and 56 hadlinkages with both countries. (Similar surveys were also Sent toCanadian and Mexican institutions.) A great many linkages were foundat the faculty level, mostly short-term in nature. The primarymotivating forces behind linkage development were found to be facultycontacts and the international education program focus of the U.S.institution. Lack of student interest and financial constraints werereported PS the main obstacles to linkages with Canadian and Mexicaninstitutions, with the additional problem of language competence inthe case of Mexico. All three countries reported undergraduatestudents as being largely self-funded while involved in linkageprograms. Overall, responses described positive impacts from linkagesat all levels. Survey comments reflected enthusiasm and support formaintaining and increasing North American linkages while seekingsolutions to the barriers that exist. Appendices, comprising 80percent of the report, includes survey forms and list theinstitutional partners and fields involved in the linkages. (GLR)

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North American

Higher Education Cooperation

An Inventory of U.S.-Canada and U.S.-Mexico Academic Linkages

Prepared for the U.S. Information Agency by the Institute of International Education

SEPTEMBER 1993

Copyright 1993, The Institute of International Education809 United Nations PlazaNew York, New York 10017All rights reserved.Printed in the U.S.A.

NORTH AMERICAN HIGHER EDUCATION COOPERATION: AN INVENTORY 6F U.S.-CANADA AND U.S.-MEXICO ACADEMIC LINKAGES

Executive Summary

n September 1992, a conference on North AmericanHigher Education Cooperation was organized by govern-mental and educational authorities from Mexico, Canada,and the United States at Wingspread. Attendees agreedthat basic information was needed on existing academiclinkages to provide accurate, current and comprehensivebaseline data to assist a newly formed trilateral Task Forcein development of a strategic action plan. USIA's Office ofAcademic Programs asked the Institute of InternationalEducation (11E) to conduct an inventory of U.S. collegesand universities, with parallel surveys to be conducted inCanada by the Association of Universities and Colleges ofCanada (AUCC) and in Mexico byAsociacion Nacional deUniversidades e Instituciones de Educacion Superior(ANU1ES). Copies ofa detailed questionnaire were sent byIIE in early 1993 to the heads of 3,444 accredited collegesand universities in the United States for distribution to theappropriate departments in their institutions for reply. Atotal of 1,219 responses were received. Of these, 109reported linkages with Canadian institutions and 182listed Mexican linkages; 56 of these institutions reportedlinkages with both Canada and Mexico. An additional 43U.S. colleges and universities that do not have linkages now

expressed strong interest in developing contacts with Cana-

dian and Mexican institutions.

The report of that inventory, summarized here, describesthe variety of bilateral linkages which have been developedby U.S. institutions with Canadian and Mexican col-leagues in a wide range of fields. Appendices to the reportlist the institutional partners and fields involved. A numberof intriguing "model" programs are reported, along with asummary of major sources of funding for linkage programsin Nord, America. The report describes the considerableenthusiasm expressed by respondents eager to expand suchlinkages, and the benefits accruing to individual partici-pants and institutions involved. The report also notes theobstacles respondents identified in trying to establish orexpand exchange links and their proposed solutions to suchobstacles.

In reviewing the level of activity reflected in the invento-ries, it is important to take into account the unevennumbers of higher education institutions in Canada,Mexico, and the United States. Canada has 89 universitiesand about 200 other institutions of higher education;Mexico has 148 universities and 644 other institutions ofhigher education; the U.S. has 3,600 accredited collegesand universities ofwhich about 40% are two-year colleges.It is also impol tant to view the institution-to-institutionlinkages reported here in the context of the much higherlevel of exchange that occurs through informal linkages andon an individual basis, with students and faculty membersapplying on their own to study, teach or conduct researchin a neighboring country. annual survey of interna-tional student flows, funded by USIA and published inOpen Doors, reported close to three times as many Canadi-ans (19,190) enrolled 'in U.S. institutions in 1991-1992compared to the number of Mexican students (6,650) inthe U.S. during that period. The reverse appears to be thecase in institutional linkage programs, with the currentinventory respondents reporting only 204 Canadian stu-dents in the U.S. on linkage programs e iring 1992-1993compared to 1,551 Mexican students reported by inven-tory respondents. According to Open Doors, the totalnumber of U.S. students studying in Carmel, mostlyenrolled as individuals in degree programs, is about 3,700and the number studying in Mexico, mostly short-term, isapproximately 3,500. The current inventory shows 199U.S. students going to Canada on institutional linkageprograms, with 1,194 going to Mexico on such programs.

The inventory reported a substantial number oflinkages atthe faculty level, mostly short-term in nature. Over 80%of U.S. faculty teaching in either Canada (29) or Mexico(162) through bilateral linkages are on assignments of lessthan three months. There are notable differences in thenumbers of U.S. faculty reported conducting researchthrough linkage programs: 22 in Canada compared to10Ein Mexico. While 18 institutions are conducting jointresearch with Canadian partners, more than twice as many

NORTH AMERICAN HIGHER EDUCATION COOPERATION

(43) are doing so with Mexican universities. Although thenumber of consortia setting up faculty linkages are similar(10 with Canada, 13 with Mexico), 21 U.S. colleges anduniversities belong to consortia with Mexican linkages,compared to 10 with membership in consortia with Cana-dian affiliations.

Detailed information on graduate student mobility is lessreadily available because of low response rates to questionsasking for data in this category. However, the reportsindicated that five times as many graduate students wereinvolved in exchanges between Mexico and the U.S. com-pared to those between Canada and the U.S.

Eighty-two institutions reported statistics on U.S. under-graduates studying in Mexico. Less than half that number(34) reported having undergraduates studying in Canadaduring the 1992-93 academic year. Similarly, eightU.S.institutions reported having students on internshipprograms in Canada compared to 20 on such programs inMexico. While 67% of U.S. undergraduates reportedstudying in Canada participated in programs sponsored bytheir own institutions, 90% of those in Mexico wereattending programs sponsored by their home campuses.

The primary motivating forces behind the development oflinkages with both Canada and Mexico were faculty con-tacts and the international education program focus of theU.S. institution. Over 50% of the institutions foreseemajor changes in their linkage programs in the next threeyears, involving expansion of existing programs, develop-ment of new linkages and an increase in facuhy participa-tion in linkages with both Canada and Mexico."Model"programs that were reported in the inventory involved

distance learning, joint research and teaching programs,and cosponsorship of conferences and publications.

Lack of student interest and financial constraints werereported as the main obstacles to linkages with Canada.The need to find financial assistance for U.S. and Mexicanstudent and faculty exchanges was listed as the mainproblem for institutions with Mexican linkages, with sec-ondary problems of inadequate student interest or lan-guage competence. Problems with linkage implementa-tion focussed on funding and communications issues.However, suggested solutions indicated that U.S. institutions are finding ways to deal with these issues and are notwithdrawing from linkages or decreasinP their participa-tion because of them.

While university supportis the leading funding source forU.S. faculty teaching and conducting research in bothCanada and Mexico, undergraduate students from all threecountries are largely self-funded while studying on linkage

exchanges.

Overall, the responses described the positive impact cflinkages on students, faculties, and institutions. Several

made reference to NAFTA as a stimulus to development ofnew programs. The survey comments reflected enthusiasmand support for maintaining and increasing linkages withinNorth America while recognizing problems and seekingworkable solutions. Many respondents requested copies ofthe final report to help them identify colleagues at otherinstitutions and share information about resources andprograms to enhance their linkage activities.

Prepared by the Institute of International Education for the U.S. Information AgencySeptember 1993

iv

AN INVENTORY OF U.S.-CANADA AND U.S.-MEXICO ACADEMIC LINKAGES

Contents

EXECUTIVE SUMMARY iii

INTRODUCTION vi

METHODOLOGY vii

CHAPTER 1. Findings of Inventory of U.S.-Canada Academic Linkages 1

CHAPTER 2. Findings of Inventory of U.S.-Mexico Academic Linkages 9

APPENDIX 1. Inventory Forms 22

APPENDIX 2. Summary Table of U.S. Colleges and Universities with Linkages to Canadian Institutions 36

APPENDIX 3. Summary Table of Canadian Institutions with Linkages to U.S. Colleges and Universities 54

APPENDIX 4. Summary Table of U.S. Colleges and Universities with Linkages to Mexican Institutions 58

APPENDIX 5. Summary Table of Mexican Institutions with Linkages to U.S. Colleges and Universities 98

APPENDIX 6. Summary Table of Trilateral Linkage Programs 108

APPENDIX 7. List of U.S. Consortia Programs Involving Mexico and Canada 110

v


Introduction

n September 1992, the Wingspread Conference on NorthAmerican Higher Education was convened under the auspicesof The Johnson Foundation and the Office of Academic Pro-grams of the United States Information Agency. Nearly fiftyhigh-level government and academic officials from public andprivate institutions in Canada, Mexico and the United Statesattended the meeting, which was organized by governmentaland educational authorities from the three countries. Among thebasic elements agreed upon to encourage cooperation amongNorth American higher education institutions was the need forinformation exchange to identify linkage opportunities amongthe communities. The group called for an inventory of existingresources to provide accurate, current and comprehensive baseline

data to assist a newly-formed Trilateral Task Force in itsdevelopment of a strategic action plan. The Office of AcademicPrograms asked the Institute of International Education (IIE) toconduct the inventory of U.S. colleges and universities. A similar

inventory was to be conducted by the Association of Universities

and Colleges ofCanada (AUCC) in Canada and by the Asociacion

Nacional de Universidades e Instituciones de Educacion Supe-rior (ANUIES) in Mexico.

The differences between numbers and types of higher educationinstitutions in Canada, Mexico, and the U.S. must be taken intoaccount when reviewing the statistics compiled from theseinventories. While Canada has 89 universities and about 200other institutions of higher education, there are 148 universitiesand 644 other institutions of higher education in Mexico, and3,600 U.S. accredited colleges and universities, of which about40% are two-year colleges.

Inventory findings on academic exchanges through linkagesmust also be viewed in the broader context of thc substantialacademic mobility that occurs when individuals enroll directlyin degree programs (or summerstudy abroad) in another countryof North America, or when faculty arrange to teach or conduct

vi

research in another institution. With annual funding fromUSIA, IIE conducts an annual survey of international studentmobility worldwide, publiNhed in Open Doors. Open Doors data

show close to three times as many Canadians (19,190) enrolledin U.S. institutions in 1991-1992 compared to the number ofMexican studenrs (6,650) in the U.S. during that period. Thereverse appears to be the case in institutional linkage programs,with the current inventory respondents reporting only 204Canadian students in the U.S. on linkage programs during 1992-1993 compared to 1,551 Mexican students reported by inven-tory respondents.

Open Doors data indicate that approximately equal numbers ofU.S. students study in Canada and in Mexico, although ondifferent kinds of programs. About 3,700 U.S. students studyin Canada, mostly in degree programs according to Canadiandata presented in Open Doors. About 3,500 U.S. students studyin Mexico each year, mostly in short-term/summer programs,according to IIE's most recent survey of U.S. students receivingcredit for study abroad. The current inventory of studentmobility through institutional linkages shows 199 U.S. studentsgoing to Canada on institutional exchanges, with 1,194 going to

Mexico through such linkage programs. Data on faculty ex-change through linkages is presented in the chapters that followbut no comparable data exists for non-linkage faculty mobilitybetween U.S.-Canada and U.S.-Mexico.

While representing only a small portion of the overall academicmobility in North America, the movement of students andfaculty through institutional linkages described in this report hasa greater impact than suggested by numbers alone. Theseongoing collaborative relationships between higher educationinstitutions affect not only the individuals who travel but also the

departments to which they return, creating opportunities forjoint curriculum development, joint research, and expandedexchanges.


Methodology

Afive-page questionnaire (see Appendix 1) was developed by

the Institute of International Education (IIE), in consultationwith higher education associations in the U.S., Canada, andMexico. Inventory forms were sent to the presidents of 3,444accredited colleges and universities in the U.S. using a mailinglist provided by the American Council on Education. Presidents

were asked to report whether their institutions had academiclinkages with institutions in Canada or Mexico, and if they did,to forward the five-page questionnaire to the appropriate depart-ments for more detailed reply. Seven forms were returned asundeliverable, and an additional seven were received without any

indication of the name of the responding institution. There were1,219 valid responses-an overall reply rate of 35%. Of these, 109

reported linkages with Canada, 182 with Mexico, and 56 of these

had links with both Canada and Mexico.

In order to assure the widest dissemination of the inventoryforms, the following organizations were provided with copies ofthe cover letter and surveys to encourage their members andreaders CO participate in the project:

Association for Canadian Studies in the United StatesAlliance for International Educational and Cultural ExchangeAmerican Association of Community CollegesAmerican Association of Collegiate Registrars and Admissions

OfficersAmerican Association of State Colleges and UniversitiesAmerican Council on EducationCenter for Quality Assurance in International EducationChronicle of Higher EducationCouncil on International Educational ExchangeCouncil for International Exchange of ScholarsThe College BoardInternational Student Exchange ProgramLatin American Studies AssociationLatin American Scholarship Progam of American Universi-

ties, Inc.

NAFSA: Association of International EducatorsNational Association for Equal Opportunity in Higher

EducationNational Association of Universities and Land Grant

CollegesNational Institute of Independent Colleges and Uni,,ersitiesPROFMEXTexas Higher Education Coordinating BoardU.S. Agency for International Development Center for

University Cooperation in DevelopmentWestern Interstate Commission for Higher Education 5`

In addition, lists of colleges and universities participating in thefollowing programs funded by the the Center for InternationalEducation, U.S. Department of Education were used as refer-ence resources:

National Resource Centers Program Foreign Language andArea Studies Fellowship Program

Centers for International Business Education and ResearchLanguage Resource Centers Program

Reports from the Association of Universities and Colleges ofCanada (AUCC) and the Asociacion Nacional de Universidadese Instituciones de Educacion Superior (AN UIES) in Mexico also

provided lists of linkage affiliations which were consulted in the

compilation of this inventory.

The IIE annual directories ACADEMIC YEAR ABROAD1993-94 and VACATION STUDY ABROAD 1993-94 weresources of information on U.S. university and consortia sponsors

of study abroad programs in Canada and Mexico.

Responses were compiled separately for Canadian and Mexicanlinkages, with the findings described in the two chapters whichfollow, summarized in the Executive Summary, and listed intabular form in Appendices 2,3,4,5 and 6.

vi i


Findings of Inventoryof U.S.-Canada Linkages

One hundred and nine survey respondents (listed in Appendix

2) reported that their institutions have linkages with Canadianinstitutions. An additional 24 institutions are interested indeveloping linkages but do not have any currently. Fifty-six ofthe 109 (51%) also have linkages with Mexican institutions.

Fo- most questions requesting statistics, detailed responses werereceived from only about 10% of the institutions reportinglinkage activity with Canadian colleges and universities. Manylarge U.S. institutions do not have a centralized data collectionfacility to provide numerical information for surveys of linkageand exchange activity.

TRILATERAL LINKAGES

Sixteen responses, representing 15% of institutions reportinglinkages with Canada, listed trilateral academic or researchlinkage programs with participants from U.S./Canada/Mexico:

Ball State University

Baylor UniversityCalifornia State University, SacramentoCoast Community CAlege DistrictColorado CollegeDuke UniversityGeorge Washington UniversityNational Technological UniversitySan Diego State UniversityTexas A&M UniversityTrinity College of VermontTulane UniversityUniversity of MichigarUniversity of Minnesota, Twin Cities CampusUniversity of West FloridaWestern Kentucky University

Appendix 6 lists trilateral linkage program contacts at these U.S.

colleges and universities and others reported in Chapter 2.

In addition to the trilateral linkages reported by respondents.USIA recently announced the awarding of the first Agency gran ts

under the University Affiliations Program to support partner-ships between U.S. institutions of higher education and Cana-dian and Mexican counterpart institutions. The purpose of these

trilateral awards is to promote institutional relationships throughthe exchange of faculty and staff for teaching, lecturing, research

and curriculum development activities to be conducted over athree-year period.

The following three-way, three-year affiliation projects wereapproved by USIA in the 1993 competition:

San Diego State University, El Colegio de la Frontera Norte(Mexico), and the University of Calgary (Canada). FocusEconomics, History, Business, Environment.

University of California/Santa Barbara; Universidad NacionalAutonoma de Mexico (Mexico); McGill University, Universityof Toronto, University of British Columbia (Canada). FocusEconomic Development, Environmental Protection.

University of Connecticut, Insitituto Tecnologico Autonomode Mexico (Mexico), University of Calgaty (Canada). FocusInternational Business and Trade.

Duke University, El Colegio de Mexico ',Mexico), McGillUniversity (Canada). FocusInternational Business and Trade.

Each award of approximately $100,000 will support exchangesof faculty and administrators among the institutions involved.

The 1994 University Affiliations Competititon, announcedMay 7, 1993 in the Federal Register, has a November 8, 1993deadline for proposals.

FACULTY LINKAGES

Thirteen institutions reported a total of 29 faculty membersteaching at Canadian linkage partners while ten listed 22 facultymembers conducting research at Canadian institutions. TwoU.S. institutions reported participation in both categories-teach ing and research faculty-during the current academic year.

Average length of teaching assignment

Eighty-four percent (16 institutions) of the 19 respondingreported U.S. faculty teaching in Canada for less than threemonths in the 1992-1993 academic year.

Length of teaching assignment

Less than three months 16

One quarter/se L-stcr 1

Up to an acadcmic year (7-12 months) 2

1


Fields of study being taught byU.S. faculty at Canadian institutions

The following fields were listed more than once:

Political science

HistoryEnvironmental studiesLiteratureMusic

Religion/theology

Others listed once were:

Accounting

AnthropologyBusiness analysis

Computer scienceEconomicsEnglishFrenchGeology

Linguistics/lexicography

4

3

2

2

2

2

ManagementMarketingOccupational/vocational

educationPhilosophyPopular culturePsychology

Sociology

Fields of study being researched byU.S. faculty at Canadian institutions

Six U.S. institutions listed the following fields being researchedat Canadian colleges and universities:

Accounting

AgricultureBusiness analysis

EconomicsEnvironmental studiesManagement

MarketingPaper science and printingPolitical science

Urban economicdevelopment

Canadian faculty teaching at U.S. institutions

Eight institutions reported a total of40 visiting Canadian Facultyteaching on their campus. Six listed 50 faculty conductingresearch. Two universities have Canadian faculty in both theteaching and research categories. Forty-one of the 50 conduct-ing research are at the University of California, San Diego.


Of 11 replies, two indicated that the assignments were for anacademic year, with five for a quarter or semester and four forless than three months.

Fields of study being taught byCanadian faculty at U.S. institutions

Seven institutions provided this information, with five havingfaculty teaching in more than one field. The following fieldswere listed:

2

Applied computer scienceCanadian economyEnglishForestry

French Canadian historyHistoryHumanitiesIndustrial technology

MathematicsOccupational/vocational

education

Physics

Political sciencePractical theology

Veterinary medicine

Fields of study being researched byCanadian faculty at U.S. institutions

Of seven institutions reporting in this category, two also haveCanadian faculty teaching on their campuses. Research areaslisted in the responses were:

Architecture MathematicsComparative literature Paper science and printingComputer simulation Physics

Economics Political science

Environmental studies TV broadcastingGeography Veterinary medicineHistory

Faculty linkages through consortia

Ten institutions reported membership in the following consor-tia as the sources of faculty linkages:

Atlantic Institute

Bi-National Regional Initiative Developing Greater Educa-tion (BRIDGE)

Community Colleges for International Development (CCID)Council for the Development of French in Louisiana

(CODOFIL)Conference des recteurs et des principaux des universites du

Quebec (CREPUQ)East Coaq Art CollegesIIE/FIPSE/Regional Academic Mobility ConsortiumInternational Consortium for Educational and Economic

Development (ICEED)New England/Quebec Student Exchange Program

Northwest Regional Consortium for Southeast Asian Studies

Appendix 7 lists consortia addresses.

Length of time faculty linkages have been in operation

Thirry-three (30% of those reporting linkages) were able toprovide information in response to this question. Almost half(15) have been in existence for over eight years, with one thirdhaving begun from two to four years ago. Five are new this yearand three began five to seven years ago.

AN INVENTORY OF U.S.-CANADA AND U.S.-MEMCO ACADEMIC LINKAGES

Joint research where personnel remainon home campuses

Eighteen U.S. colleges and universities (17% of U.S. institutionswith linkages to Canada) reported that they are involved in jointresearch. The fields cover a broad range of subjects.

AccountingBusinessBusiness analysis

Community collegedevelopment programs

Computer scienceEconomicsEnvironmental criminologyEnvironmental economicsEnvironmental studiesFine artsForestryGender issuesGeology

GeometricsHistory

Joint journal publications inhistory, literature

Linguistics, lexicography

LiteratureLottery studiesMarketingMusicNative educationOceanographyPolitical sciencePsychology

SociologySurveying engineeringUrban economic

developmentWomen's studies

GRADUATE STUDENT LINKAGES

U.S. graduate students in Canada

Six respondents reported data for questions in this category.They listed 29 graduate students studying in Canada on linkageprograms, with 26 there for summer study of French. Genderdistribution was evenly divided between male and female.

Credit transfer practices for graduate students

Respondents described their procedures as follows:

Automatic translation of semester credits into quarter units

Case by case basisCourse equivalencies establisLd by academic departmentsCredits are determined in advanceCredits are based on grades and interviewsDepartmental decisionJoint decision between the academic department and the

international admissions officeLinkage agreements state that credits are transferable as

earned with grades noted separatelyNormal equivalencyResident credits are earnedSyllabus review by faculty and pre-registration agreement

between the department and the student

Canadian graduate students in the U.S.

Six responses to questions in this category reported a total of 55graduate students, (45 of them males): 26 studying for the

summer term, 28 for a quarter or semester, none for an academic

year on linkage programs. Of the 55, 25 are at the University ofCalifornia, San Diego and 24 are at the University of San Diego.

Given the limited replies on U.S. and Canadian graduatestudents, further research ,eems needed on the feasibility ofcollecting data relating to graduate student mobility.

Consortia affiliations

Six respondents reported graduate exchanges through the fol-lowing consortia:

Conference des recteurs et des principaux des universites deQuebec (CREPUQ)

International Student Exchange Program (ISEP)Leadership Doctoral Program for International EducatorsNew England/Quebec Student Exchange ProgramNorthwest Regional Consortium for Southeast Asian Studies

SUNY College at Plattsburgh

Append;7. 7 lists consortia addresses.

Length of time graduate student linkageshave been in operation

Over half (eight) of the fifteen linkages have been in operationfor over eight years. Three began from five to seven years ago.Two started from two to four years ago and two have begun inthe past year.

UNDERGRADUATE STUDENT LINKAGES

U.S. undergraduates studying in Canadaon linkage programs

The responses from 34 institutions, 31% of the total listinglinkages with Canada, reported a total of 1; 0 undergraduatestudents from the U.S. studying in Canada. Most (71) attendedfor a quarter or semester, 52 for an academic year and 26 forsummer study. Sixty-seven percent (115) participated in studyabroad programs sponsored by their home institutions.

Twenty-seven institutions provided gender distribution statis-tics. Of these 11 had an even split between male and femaleenrollment for undergraduate study in Canada, eight had onlyfemale participation, four had only males attending, three had afemale/male ratio of two to one and one rcported a three to tworatio of male to female student enrollment.

Subject areas studied by U.S. undergraduatesin Canada

With 30 replies received, French language, culture and literaturewere by far the most frequently reported subjects (13). Art waslisted six times, followed by f ve each for Canadian studies and


politics/political science. Those with fewer than five listingswere:

Sociology 3

Film/video 2

Philosophy 2

Psychology 2

Seventeen subjects reported once were:

Ceramics

Chemistry/BiologyCommunicationsEducatiotiElectrical engineeringEnglishEnvironmentJournalismLandscape horticulture

ManagementMusicPhotographyPhysical educ?tionPhysicsSocial sr;e.,,c.::

Textile designVideo

Credit transfer practices for undergraduate students

Responses were received from 47 colleges and universities (43%of the total number listing linkages with Canadian institutions).The variety of practices described were led by five for "treated as

transfer credit," followed by four basing credit on transcriptevaluation and another four requiring approval prior to studyabroad. Three listed -regular credit offered" and rwo each saidcourses were accepted . par" and credit was based on studentcontact hours.

Other methods listed indicated a range of procedures in opera-tion at the U.S. colleges and universities offering credit toundergraduates for study in Canada.

Admissions office consultation with academic department

Comparison of course outlinesCourse approved on signing of exchange agreement, based on

analysis of curricu . in by faculty and registrarCredit given by Canadian institutionDetermination by consortiumEach college in the university determines creditEvaluated by International Studies Committee and RegistrarEvaluated on a case by case basisFaculty review and preregistration agreements with studentsMajor credit determined by major adviserMutual acceptance of credit for grade of C or higherResident credit given on homc campusReview of grade and interview

Reviewed by Associatc Dean of Undergraduate Study

Internships

Eight institutions reported that their students held internshipswhile taking courses in Canada.

4

Canadian undergraduate students in U.S.on linkage programs

Close to 25% (26) reported a total of 149 Canadian undergradu-ate students on campus through linkage programs during thecurrent academic year.

Almost 75% (111 students) were in attendance for a full year.More than twice as many were in the U.S. for a semester (24) as

for a summer session (10).

Gender distribution

In contrast with gender distribution of U.S. students in Canada,70% (18 institutions) reported that halfor more of the Canadianundergraduate students on campus through linkage programswere male. Twelve replies said half or more of the visitingCanadian undergraduates were female.

Length of time undergraduate student linkageshave.been in operation

Replies were received from 51 institutions. Twenty-five reported

that their linkages had been in existence for less than 4 years.Eleven (22%) have been in operation for over 10 years and 15(29%) between 5 and 10 years.

In contrast with faculty and graduate linkages, where half havebeen in operation for over 8 years, almost half of undergraduatelinkages have been established within the past four years.

MODEL PROGRAMS

Respondents were asked to provide a description of linkageactivities on their campuses which they considered "mcdel"programs. Programs were reported in several categories.

Curriculum

Trinity College, Vermont reports a trilateral Comparative Cul-tural Studies major based in the humanities. The programinvolves students and faculty in field experiences such as intern-

ships and study abroad in Canada and Mexico. The programleads to a B.A. degree with the goal of preparing students for theglobal community of the 21st century.

Individual faculty members at the University of Michigan havecollaborative research ties with Canadian colleagues and institu-tions (outside the rubric of formal linkages) in the fields ofarchitecture, biological and geological sciences, environmentalhealth, natural resources, international trade policy, electricalengineering, dentistry, internal medicine, psychiatry and nurs-ing. In addition, the university has 64 instructional staff fromCanada teaching without formal agreements between institu-tions.


The University of San Diego and San Piego State Universityjointly offer the Leadei ship Doctoral Prog: am for InternationalEducators which was set up at the request of Canadian institu-

tions. Students enroll as individuals, not on a linkage basis,combining three summers of study with a full semester ofresidency to earn an Ed.D.S. degree. Students take courses at

both universities.

Distance learning

George Washington University is one "partner" in the MindExtension University which provides education via satellite and

cable networks for undergraduate and graduate level courses inmany subject areas. The courses are open to anyone in Canadaand Mexico. Those wanting to receive academic credit from apartnership college must formally enroll in the Mind Extension

University.

The National Technological University offers instructional TVcourses taught by the faculty of 45 participating engineeringprograms in the U.S. Broadcasts to Canada are directed tocorporate sites. An M.S. degree program is available to sites in

the U.S., Canada and Mexico.

Internships

The American University offers a Washington Semester Pro-gram which enrolls Canadian students for a semester or year.

The University ofMichigan-Dearbornoffers an Ottawa PoliticalInternship/Seminar for participating students to act as staff aides

in the parliamentary offices of all three Canadian politicalparties. U.S. students attend committee, caucus and staff meet-ings, conduct research, write speeches and conduct politicalinterviews.

Joint programs

California State University, Chico has a joint "transborder"undergraduate class project with the University of Calgaty. Atopic focusing on U.S./Canadian relations is selected and teamsfrom each institution prepare position papers, video briefingsand participate in telephone conferences. Funds for faculty andprogram development have been provided by the Canadiangovernment.

Clarkson University reports a linkage between its StudentConsulting Group and a counterpart group at Queen's Univer-sity.

Embry-Riddle University offers Canadian students in aviationprograms the opportunity to transfer most.credits to their U.S.campus, spend three semesters at Embry-Riddle and receive aB.S. degree in Aviation Business Administration. Additional

programs for student transfer are being developed for the fields

of avionics/electronics and airway science.

The New School for Social Research, Parsons School of Design is

initiating a six week program for a consortium of Canadian artschools to allow their students to visit New York Ciry forexperiences in the New York City art community.

North American Baptist Seminar), has a combined seminaryprogram with the North American Baptist College in Canada to

allow students to take most of the M. Div. courses at theCanadian college.

Saint Lawrence University has an ongoing linkage with TrentUniversity pairing undergraduate Canadian Studies classes.One class travels with the professor to the other country to study

politics, economics aria history.

State University of New Yotk Empire State College, Buffalooffers the Forum Program, a management program leading to aB.S. degree in business management and economics. Participat-ing General Motors employees come from Canada for oneweekend each month to complete requirements for the degree.The participants already have A.A. degrees and are able tocomplete degree requirements in one year for the most part.

Cosponsorship

Bentley College and the Faculty of Administrative Studies atYork University co-publish the journal "Business and the Con-

temporary World."

The University ofCentral Florida and the University ofWindsor

co-.;ponsor conferences.

Institutional agreements

The Academic Resource Network National Faculty Exchange,which brokers exchanges offaculty and staff, reports that it is able

to operate on a multilateral basis among colleges and universitiesby using a pool approach, rather than a one to one matchingarrangement, making it suitable as a resource for trilateralexchanges.

Coast Communny College Districtis working on trilateral efforts

relating to NAFTA with the Canadian International Develop-ment Agency, the National Development Bank of Mexico and

U.S. Agency for International Development.

Lake Superior State University participates in the Bi-NationalRegional Initiative Developing Greater Education (BRIDGE)con,orti um with Algoma University College and Sault College of

Applied Arts and Technology. They have created a cross-bordereducational initiative to use regional facilities more effectively for

enhancing the three institutions, broadening opportunities forstudents and strengthening the economic base of their cities.

5


Association Linkages

Texas A&M University convened a trilateral International Pro-gram Administrators Network conference to bring togetherinstitutions in Texas, Canada and Mexico that have the potentialfor collaborative programs and for sharing ways to optimizeopportunities to expand mutual collaborations.

The University of Oregon participates in the Northwest Re-gional Consortium for Southeast Asian Studies which it formedin 1987 with the Universities ofOregon, Washington and British

Columbia. Support is provided by the Canadian InternationalDevelopment Agency along with the Ford and Luce foundations

and the U.S. Department of Education. The funding has beenused to hire new faculty and library staff, expand researchcollections and provide grants and awards to graduate students.The Consortium has become a major center for Southeast Asianstudies in North America.

During the 1993-1994 academic year, twenty-one studentsfrom Canada, Mexico and the U.S. will participate in a trilaterallinkage program for engineering students, funded by the U.S.Department of Education Fund for the Improvement ofPostsecondary Education, and administered by the Institute ofInternational Education. The IIE/FIPSE/Regional AcademicMobility Consortium engineering program members are: Cali-fornia State University, Sacramento; Tulane University; Uni-versity of Marylanih College Park; University of Pittsburgh;Ecok Polytechnique; McGill University; Universio, of Calgag;University of Western Ontario; Instituto Tecnologico y deEstudios Superiores de Monterrey (ITESM); UniversidadAutonoma Metropolitana--Unidad Azcapotzalch; Universidadde Guadalajara; Universidad de las Americas Puebla;Universidad Iberoamericana.

These are the first in a three-year series of trilateral exchangesfunded by FIPSE and organized by IIE which will be expandedto include other institutions and the fields of business andenvironmental studies during the 1993-1995 academic years.By 1995, it will involve over 40 institutions in the threecountries.

MAJOR CHANGES IN LINKAGES

Forty-seven of 71 responding institutions answercd "yes" whenasked if they foresaw major changes in their linkage activities in

the next three years. The following 24 reported that they do nothave linkages with Canada now but are interested in establishingthem:

Aims Community College

Austin Peay State University

6

Chattanooga State Technical Community CollegeColby-Sawyer College

College of InsuranceFlorida Institute of TechnologyFresno City CollegeItasca Community CollegeLa Roche CollegeMethodist Theological School-OhioMiddlesex Community CollegeNorthern Kentucky UniversityNorthwestern CollegeOglethorpe UniversityPrince William Sound Community CollegeSaint Augustine's CollegeSouthwestern Oregon Community CollegeSt. Olaf CollegeTexas College of Osteopathic MedicineUniversity of MississippiUniversity of Missouri-St. LouisUniversity of North AlabamaUniversity of Southern California

University of Texas Pan-American

Thirteen plan to increase and/or expand their programs. Eightreported that they are in the process of developing agreements.Six plan to develop faculty exchanges. Four stated that they

to do more". Three are just beginning linkages, five reportbeginning trilateral exchanges, two plan to increase undergradu-

ate exchanges, onc will start group study tours led by faculty.

MOTIVATING FORCES BEHIND

DEVELOPMENT OF LINKAGES

Somc institutions checked more than one category in theirreplies to this question.

International education program focus 29

Faculty contact 21

Area studies focus 17

Request from Canadian institution 11

President contact 3

OtherConsortia affiliationNAFTAApproach by Quebec political leadersConference sponsorshipDenominational linkageState funded linkage program

Student requests

7

2


PROBLEMS IN LINKAGE

IMPLEMENTATION

Only one out of 53 responses reported academic prol)lemsarising from their linkage programs. However,21% (11) listedfinancial problems and six institutions reported administrative/logistical problems. When asked how problems were beingaddressed, eight of the 22 responses referred to the financialissues. The problems reported were related to tuition differen-tials, financial aid limitations, and the Canadian federal taximposed on U.S. faculty members being paid by Canadian

,stitutions. In replies relating to logistical problems, theslowness of mail has led to the use of other communicationsystems such as courier services, FAX transmissions and elec-

tronic mail, such as BITNET. One response listed the differencein academic structure between U.S. private institutions andCanadian public universities as a source of logistical problems.The one academic problem identified was lack of space forstudents in classes already fully enrolled. Three of the 21responses stated that lack of interest in study in Canada was an

issue in student recruitment.

OBSTACLES TO LINKAGES

Forty-two responses to this questions included nine (21%) citinglack of student interest in study in Canada because it is notconsidered an exotic locale or not viewed as having a differentculture from the U.S. An equal number of replies listed financial

obstacles.

Other issues described were:

Differential in tuition costsLack of adminstrative time to work out details of linkages

Lack of art and design offeringsLack of contacts, and limited knowledge of Canadian colleagues,

programs, and institutionsLimited reciprocityLow faculty interestNegotiating trilaterally with all the cultural and international

nuances

When asked to suggest solutions, 11 institutions rep!ied. Ofthese, four proposed increased funding for grants and scholar-ships, two for using awarcness of NAFTA to spur interest andinteraction. Others suggested short courses to be team-taughtby US and Canadian faculty, easing work limitation regulationsfor U.S. students in Canada, having perseverance and beingwilling to start a program with just a few students as participants.

POSITIVE RESULTS

Thirty-eight replies reported positive results from linkage activi-

ties. The results listed most frequently relating to individuals arestudent growth and enrichment, enhanced language skills,experiencing In international culture and faculty develooment.On an institutional basis the internationalization of curriculum,an expanded recruitment market, enrichment of campus life by

foreign students and the benefits of diversity were described in

about 25% of the replies.

Other factors listed include opportunities to work with artists,development of interchanges with Canada, student/faculty in-teraction, the benefits of sharing information as a means ofdeveloping long term collaborations and returning studentsfostering enthusiasm for Canadian studies on the U.S. campus.

Additional positive results cited were:

Advantage to students of getting academic credit, letters ofrecommendation for graduate school, unique work experi-ence, networking and leadership training opportunities

Cost effectiveness as a study abroad programGreater exchanges of knowledge in specific fieldsIncreased faculty support for internationalization of coursesLearning about the Franco-American heritageOpportunities to compare systems and methods of education in

the two countries

ADDITIONAL COMMENTS

Twenty respondents used the space provided for additionalcomments to discuss the following issues related to linkages:

Three wrote of the need for Canadian studies programs and three

other replies stated that funding of scholarships was needed.

Other suggestions and comments listed were:

Create an equivalent to the ERASMUS program

Decrease visa requirementsFind compatible goals and structures for academic modules and

curriculaGrants should be made available for study tours, guest lecturesLinkages are seen as a good investment for the future, a desirable

activityMore interest in modern languages will benefit both cultures

Need for internationalizing the curriculum

7


FUNDING

A compilation of survey responses on the chart below shows thatuniversity funding is the primary source of support for both U.S.and Canadian faculty teaching in the linkage partner institution.However, undergraduate students from both co,mtries providetheir own support for study abroad for the most part. The second

most frequent source of support for undergraduates is reciprocal(one to one) swaps.

Government funding was received from both the U.S. andCanadian sides, along with some corporate support. Overall theleast support comes from foundations. While U.S. foundationswere listed I 0 times, Canadian foundations were checked in fourresponses.

Ten specific funding agencies identified by respondents were:

Alberta province

Canadian-U.S. Educational Exchange Foundation (FulbrightCommission)

Canadian International Development AgencyCertified Sciences Accountants of Canada Research Founda-

tionCouncil for the Development of French in Louisiana

(CODOFIL)Embassy of CanadaNational Sciences & Engineering Research Council of

CanadaOntario province

U.S. Agency for International Development

U.S. Information Agency

SOURCES OF SUPPORT

U.S.universityfunding

Canadianuniversityfunding

U.S.govt.funding

Canadiangovt.funding

U.S.fdtn.support

Canadianfdtn.support

Corporatesupport

Reciprocal(one-to-one )swaps

Self-paidbyparticipants

A. U.S. faculty teachingat Canadianinstitutions

12 9 4 2 4 1 2 5 5

B. U.S. faculty/scholarsconducting research atCanadian institutions

8 3 3 5 2 2 2 3 5

C. Canadian facultyteaching at yourinstitution

9 3 2 2 3 3 3

D. Canadian faculty/scholars conductingresearch at yourinstitution

3 6 1 1 1 2 2

E. U.S. graduate studentsstudying inCanada

4 1 1 1 2 6

F. Canadian graduatestudents studying atyour institution

2 3 1 3 6

G. U.S. undergraduatestudents studying inCanada

12 2 2 2 1 18 27

H. Canadianundergraduate studentsstudying at yourinstitution

4 5 3 1 15 20

1. Join! research projectsnot involving exhangeof personnel

10 8 7 5 1 2 1 3

8


Findings of Inventoryof U.S.-Mexico Linkagcs

One hundred and eighty-two survey respondents (listed in

Appendix 4) reported that their institutions have linkages withMexican institutions. An additional 35 are interested in devel-oping them but do not have any currently. Fifty-six of the 182(31%) also have linkages with Canadian institutions.

TRILATERAL LINKAGES

Twenty-two responses, representing 12% of institutions report-ing linkages with Mexko, listed trilateral academic or researchlinkage programs with participants from U.S./Canada/Mexico.

Ball State UniversityBaylor UniversityCalifornia State University, SacramentoChristopher Newport UniversityCoast Community College DistrictColorado CollegeFlorida Institute of TechnologyGeorge Washington UniversityIllinois State UniversityNational Technological UniversitySan Diego State UniversityTexas A&M UniversityTulane UniversityUniversity of ArizonaUniversity of FloridaUniv.:rsity of MichiganUniversity of Minnesota, Twin Cities CampusUniversity of Nebraska-LincolnUniversity of Texas at AustinUniversity of Texas at El PasoUniversity of West FloridaWest Virginia University

Appendix 6 lists trilateral linkage program contacts at these U.S.

campuses and others reported in Chapter 1.

In addition to the trilateral linkages reported by respondents,USIA recently announced the awardingof the first Agencygrantsunder the University Affiliations Program to support partner-ships between U.S. institutions of higher educa tion and Cana-dian and Mexican counterpart institutions. The purpose of these

trilateral awards is to promote institutional relationships through

the exchange of acuity and staff for teaching, lecturing, researchand curriculum t!evelopment activities to be conducted over a

three-year period.

The following three-way, three-year affiliation projects wereapproved by USIA in the 1993 competition:

San Diego State University, El Colegio de la Frontera Norte(Mexico), and the University of Calgary (Canada). FocusEconomics, History, Business, Environment.

University of California/Santa Barbara; Universidad NacionalAutonoma de Mexico (Mexico); McGill University, Universityof Toronto, University of British Columbia (Canada). FocusEconomic Dev 'Ipment, Environmental Protection.

University of Connecticut, Insitituto Tecnologico Autonoinode Mexico (Mexico), University of Calgary (Canada),. FocusInternational Business and Trade.

Duke University, El Colegio de Mexico (Mexico), McGillUniversity (Canada). FocusInternational Business and Trade.

Each award of approximately $100,00 ./ will support exchanges

of faculty and administrators among the institutions involved.

The 1994 University Affiliations Competititon, announcedMay 7, 1993 in the Federal Register, has a November 8, 1993deadline for proposals.

FACULTY LINKAGES

Fifty-seven U.S. institutions indicated that they had facultylinkages, but not all were able to provide statistical data for allquestions. Forty-seven respondents reported a total of 162 U.S.

faculty members teaching at Mexican partner institutions while38 colleges and universities listed 108 U.S. faculty membersconducting research on Mexican campuses. Seventeen institu-tions reported their U.S. faculty participating in both teachingand research at Mexican institutions through linkage progran,s.


Eighty-two percent of responses indicated the average length ofteaching assignments for their faculty in Mexico has been less

than three months during the 1992-93 academic ycar.

9

NORTH AMERICAN HIGHER EDUCATION COOPERkTION

Length of assignment

Less than 3 monthsOne quarter/semester

Up to an academic year

477

3

Fields of study being taught by U.S. facultyat Mexican institutions

Fifty-two responses provided information on fields being taughtby U.S. faculty at their linkage partner institutions.

The following fields were listed more than once:

Business

ArchitectureLiteratureLinguisticsSpanishComputer scienceEducationEngineeringEnglish

8 Mexican civilization 3

5 Animal health 25 Anthropology 2

4 Economics 2

4 Electrical engineering 23 Foreign languages 23 International Business 2

3 Mathematics 2

3 Travel/tourism 2

Others listed once were:

Animal science

Applied anthropologyAquacultureArtArt historyBehavioral neuroscienceBioclimatic architectureBiot tchnologyBusiness graphicsBusiness law

Community health nursingComparative lawComputer systemsConstruction technologyCorporate lawCounselingDiesel technologyElectronicsEmergency medicineEnvironmental physiologyFamily thcrapyFinancial analysis

FisheriesFrenchGeographyGeologyHealth care administrationHistory

10

Instructional techniquesInstmctional technologyLaw

Library scienceLibrary technologyManagementMedicineMusicOptometryOral surgeryPediatric nursingPeriodonticsPersonnel managementPolitical sciencePsychobiologyPsychology

Public healthSecurities tradingSmall business managementSocial workSociology

Special educationTropical biologyUrban horticultureUrban planningVeterinary medicine

Vocational education

Fields of study being researched by U.S. faculty atMexican institutions

Thirty-nine reported that their faculty were researching thefollowing fields at the Mexican linkage partner campuses:

Fields listed more than once:

Business 5 Engineering 2

History 5 Linguistics 2

Geology 4 Political science 2

Literature 4 Public health 2

Anthropology 3 Sociology 2Education 3 Urban planning 2Economics 3

Agriculture 2

Business andeconomicdev.::lopment(NAFTA) 2

Other fields listed once were:

Agricultural ecology

Agricultural economicsAlimal healthArchitectureArt historyBehavioral endocrinologyBehavioral neuroscienceBiology

BiotechnologyBotany

ChemistryCivil engineeringDemographyDiesel technologyElectrical engineeringEnvironmental physiologyEnvircnrnental protectionEnvironmental science/planningEnvironmental trainingFisheries

Floriculture

Health educationHistory of town planningHuman ecologyInstrucional technologyMetallurgyMigrationNatural resourcesNutritionOral health and agingOral pathologyPediatricsPeriodonticsPhysics

Psychology

Sorghum researchTheologyVeterinary medicineVocational education

Water rights

Mex:,an faculty teaching and conducting researchat U.S. institutions

Twenty-three institutions reported a total of 45 Mexican facultyteaching on their campuses. Twenty-three responses also listed133 faculty conducting research. Eleven universities haveMexican faculty in both the teaching and research categories. Of

the 133 Mexicans conducting research, 20% are at the Univer-sity of California, San Diego and 18% arc at Laredo JuniorCollege.



More than half (54%) of the assignments reported by 26institutions were for less than three months.

Length of assignment

Less than 3 months 14

One quarter/semester 9

Up to an academic year 3

Fields of study being taught by Mexican facultyat U.S. institutions

The following fields were listed more than once in theresponses received:

Business 3

Mathematics 3

NAFTA (Workforce development,international relations) 3

Spanish language 2

Spanish literature 2

Urban planning 2

Fields listed once were:

Architectural design

ArchitectureChemical engineeringChemistryElectrical engineeringFilmHistoryInternational trade

Executive developmentForestryGraphic designHealth careHistoryHistory of town planningHuman ecologyInfrastructure planning and

developmentLatin American studiesMechanical engineering

21Metallurgical and materials engi-

ncering

International trade lawMetallurgyMexican cultureMexican migrationModern and traditional dance

OptometryPolitical science

Fields of study being researched by Meiicanfaculty at U.S. institutions

Fields listed more than once by the 24 institutions respondingwere:

Physics

English as a second language

Sociology

Fields listed once wcre:

Agricultui-c

Animal healthAnthropologyArchitectureAudiovisual technologyBankingBehavioral neuroscienceBehavioral pharmacologyBiochemistryBiotechnologyBusiness

3

2

2

Chemical engineeringCivil engineeringColonial historyComputer systems (CAD/

CAM)

Diesel technology

EconomicsEducational administrationElectronicsEngineering

Mexican literatureNAFTA and Mexican econo-

miesNeurophysiologyNew market opportunitiesNutritionOral and maxillofacial

implantologyPolitical sciencePublic administrationSoil and crop sciencesTumor registry

Women's studies

Faculty linkages through consortia

Twenty-one institutions reported membership in the followingconsortia as sources of faculty linkages:

Bilingual English/Spanish Telecommunications Network(BESTNET)

College Consortium for International Studies (CCIS)Committee on Institutional Cooperation (CIC)Interamerican University Council for Economic and Social

Development/Consejo Universitario Interamericano para elDesarollo Economico y Social (CUIDES)

International Consortium for Educational and EconomicDevelopment (ICEED)

ITESM/Baylor/Ecole des Hautes Etudes CommercialesPROFMEX Consortium for Research on MexicoRutgers-Newark/CINVESTAV/UA de Tlaxcala/UNAMSouthwest Center for Environmental Research and Policy

(SCERP)Texas International Education ConsortiumUniversity of California Institute for Mexico and the U.S.

(UC MEXUS)Uni-....-rsity of Maryland System International Faculty and

Administrators Association (UMSIFAA)

U.S./Mexico Border Health Association

Appendix 7 lists consortia addresses.

Length of time faculty linkages have been in operation

Eighty-six (47% of those with linkages) responded. Forty-nine(57%) have bcgun linkages in the past four years. Twenty-seven(33%) have been in existence for over eight years, nine startedfive to seven years ago. Eighteen (21%) are in their first year of

operation.

Joint research where personnel rerLain onhome campuses

Forry-three institutions (24%) reported that they were involvedin joint research. The fields cover a broad range of subjects:

11


AcculturationAgricultureAmerican studiesAnimal healthAnimal science

AnthropologyApplied anthropologyArchitectureBehavioral ns:uroscience

Behavioral pharmacology(psychopharmacology)

Biology

BiotechnologyBorder studies

BotanyBusiness

Capacity buildingCervical cancerChemistryCivil engineeringComputer scienceComputer systemsDemographyDistance learningEcology

Economic changes on theborder

Economic historyEconomics and tradeEducationElectoral politicsElectronic library systemsElectronicsEngineeringEnvironmental sciencesESL/Basic skillsFamily studies

Fine artsGeologyHeterogeneous catalysisHistoryHistcry of town planningImmigrationInternational educationInternational tradeLiteratureManufacturing model for a

flexible, intelligent factoryMarine anthropologyMexican folkloreMonterrey economyNAFTANatural resourcesNeurophysiologyNutritionOccupational, technical,

vocational educationOral and maxillofacial

implantologyOral health and agingOral pathologyPeriodonticsPhysics

Plant pathologyPolitical science/politicsPublic healthPublic policySocio-economic

developmentSociology

Soil and crop sciencesSorghum rescarchUrban pollutionU.S.-Mexican relations

GRADUATE STUDENT LINKAGES

U.S.Graduate Students in Mexko

Twenty-six replies reported data for questions in this category.They listed 169 graduate students studying in Mexico on linkage

programs with 72% there for summer programs, 17% for aquarter/scmcster and 11% for an academic year.

Eight replies reported that all participating students were female.

Four had an even gender distribution. Eight had a male/femaleratio of rwo to one.

12

Fields of Study of U.S. Graduate Students in Mexico

Twenty-five institutions responded to this question. Nine listedSpanish language, six listed anthropology, four listed history,three listed culture, followed by two each for business adminis-tration, literature, primary health care and social sciences.

Fields listed once were:

Agriculture

Chemical engineeringCounselingCorporate lawFamily therapyHistoric preservationInternational business/

Mexican tradeInternational lawInternational tradeLinguisticsLiteracy

Marine anthropology

Mexican legal system

MigrationPolitics

Public administrationPublic policy internshipsReligionSociology

Special educationTropical ecologyVeterinary medicine

\Vildlife and fisheries

Women's studies

Credit transfer practices for graduate students

Thirty-five institutions described the following procedures:

Academic department and Graduate Dean determine creditAdvancc determination by each department concernedArticulation agreementsBased on recommendations from PIER (Project for Interna-

tional Educational Research) handbook on Mexican educa-tion system

Case by case basisCollege committee on course standardsCollege/school determincs credit, matching course topics, con-

text, hours and faculty qualificationsCompare course outlinesContract agreementCredits are transferableDepartmental review/decision makingDetermined by each college in the universityDiscussion with Mexican counterpartsExamine course description on course by course basisFa,:ulty review

Full transfer of credit for approved programsJoint decision between acad,mic departments and international

admissions officeMexican institutior linkage partner is accredited in U.S.Nine hours maximum allowed for MBA studentsOne hour per week lecture equals onc credit unit, three hours

per week of independent study equals one credit unit

Pre-approval

Resident credit given

Resident director's assistance

2


Mexican gracit ate students in U.S.

Thirty-two responses reported 286 Mexican graduate studentsstudying at U.S. colleges and universities on linkage programs.The gender distribution showed 12 with all male participation,six with all female students. Ten had over two-thirds malestudents, three listed an even male-female ratio. One responsedid not provide this information. Eighty percent of the studentsattended the U.S. institutions for an academic year.

Consortia affiliations

Five institutions reported affiliations with the following consortia:

Committee on Institutional Cooperation (CIC)International Student Exchange Program (1SEP)Rutgers-Newark, CINVESTAV/UA de Tlaxcala/UNAM

Texas International Education Consortium

Appendix 7 lists addresses for consortia.

Length of time graduate student linkageshave been in operation

Twenty of the 42 replies (48%) stated that their linkages havebeen in operation for over eight years and 16 (38%) have begun

in the past four years. Six linkages (14%) are 5-7 years old.

UNDERGRADUATE STUDENT LINKAGES

Eighty-two institutions (45% of the total listing linkages withMexican partners) reported that 1,025 U.S. undergraduatestudents were studying in Mexico during the 1992-93 academic

year.

Gender distribution

Ten responses reported that all participants were female and sixhad all male participants. Ten institutions had an even divisionberween male and female students and twenty-one had a female-

male ratio of more than two to one. Three hundred and sixteenwere enrolled in summer programs and 262 in quarter/semester

periods.

Subject areas studied by U.S. undergraduates inMexico

Seventy-nine institutions, (43% of the total reporting linkages),

provided the following information:

Study of the Spanish language was by far the leading subject area

listed, reported in 70 responses.

Others with multiple replies were:

Spanish literature and culture 19

Mexican history, literature, culture 11

Political science

BusinessHistoryLatin American studiesEconomicsFine artsAnthropologyCommunicationsEngineeringHumanitiesInternational businessInternational relationsSociology

Visual arts

Subjects listed once were:

Accounting

AgricultureArcheologyArchitectural artArchitectural designArchitectural historyCommunity healthComputer scienceEcology

EducationGeography

10

8

7

5

4

3

2

2

2

2

2

2

2

2

GeologyJournalismMarine biologyMarketingNatural resourcesNursingSocial sciences

cociologySpanish-American literature

Credit transfer practices for undergraduate students

Almost half the institutions with linkages to Mexican partnersreported their procedures for transferring credit. Ninety re-sponses provided information indicating a variety of methods

used. The practices were described as follows:

Accept whatever credits are granted

Advisement with major adviser for major credit, with transferadviser for general education credit

All courses are transferableApproval by academic departments and proficiency examsApproval by academic departments in conjunction with

registrar and transfer adviserApproval by adviser for equivalent gradeApproval by department and deanApproval by Office of Admissions in consultation with

academic departmentsApproval by registrarApproval by registrar with input by departmental chairsApproval of course offerings by academic departmentsArticulation agreementsAs recommended by Office of International ProgramsBased on recommendations from PIER (Project on Interna-

tional Education Research) handbook on Mexican educa-tion system

13


Case by case basis

Comparison of course outlinesCorrelation based on catalogue description and site visitCourses are equal in duration and content to home campusCourses fulfill general education requirementsCredit hours given for each course takenDepartments determine course equivalenceDetermined in Registration Office by specialist in foreign

transcriptsEach college in the university determines creditEarn resident creditEvaluation by Office of International Programs in coopera-

tion with academic departmentsEvaluation of course material after student completes studyEvaluation of linkage partner's course offerings, reciprocal

acceptance of their transcriptsFaculty adviser on site

Faculty evaluation of syllabi, credit awarded in equivalentcourses, but not as credit transferred

Faculty examine syllabi and give equivalencies

Fifteen-sixteen hours applicable toward degree requirement,but grades are excluded from students' GPI

Full course load = 16 creditsGuarantee elective credits in liberal arts coursesHours of instruction and document provided by host

institutionJoint decision berween academic departments and interna-

tional admissions officeLinkage partner is accredited in U.S.Long term confidence, periodic evaluationMutual acceptance of creditNurober of contact hours, review of course syllabi by

academic departmentsOne hour per week lecture=one credit, three hours of lab

work=one creditOnly courses taken at a degree granting institution are

transferable. Supporting documentation includes coursedescriptions and syllabi. Language schools courses are nottransferable

Personal and individual assessmentsPre-approval after review by department chairPre-approval with U.S. and Mexican facultyPre-arranged formal agreement,credits transfffred through

Study Abroad officePrior course approvalPrior course approval,transcript evaluation

Program director/committee transfers credit through Dean ofStudy Abroad Programs

Registered in on-campus courseRegular transfer of credits from Mexican schoolReview by registrar and language committee

Review by International Programs Committee and RegistrarReview of transcripts

14

Transcripted creditVerify contact hours,course content, transfer on straight one-to-

one basis

internships

Ten percent of U.S. institutions (20) reported that their studentsheld internships while taking courses in Mexico.

Mexican undergraduate students in U.S.on linkage programs

Forty-nine institutions reportcd 1,265 undergraduate studentsfrom Mexico on U.S. campuses in the 1992-93 academic yearthrough linkage programs. Eleven had all male participants, and24 reported that male students comprised more than 50% of thetotal for Mexican undergraduates on campus through linkageprograms. Thirty-nine percent were studying in the U.S. for anacademic year and thirty-five percent enrolled for quarter orsemester programs.

Length of time undergraduate student linkageshave been in operation

Of 90 responses, 40 (44%) have had linkages in operation forfour years or less. Twenty-one were begun from 5-7 years agoand 29 have been in operation for eight years or more.

MODEL PROGRAMS

Respondents were asked to provide a description of linkages ontheir campuses which they considered "model" programs. Pro-grams were reported in several categories.

Curriculum

Carnegie Mellon University students participate in a marage-ment game, remaining at their own campuses but linked viaelectronic networks. Teams participate in real-time in a corn-puter simulation of accounting, finance, marketing, productionand research and development activities of competing firms.

At Southeast Missouri State University, a two week seminar,"Transcultural Experiences: Health and Human Services" isofft red to junior and seniors. On-campus preparation includesoverviews of nursing and criminal justice practices in Mexico.Experiences are observational. Mexican faculty from Universidad

Autonoma de Yucatan participate but do not teach. A similarexperience is offered to Mexican faculty and students who spendtwo weeks on the U.S. campus.

State University of New York at Buffalo will usc $58,000 insupport from a Fulbright-Hays Group Projects Abroad grant tosponsor a six-credit summcr study seminar in Mexican cultureand language instruction for 25 teachers of Spanish, with the


goal of improving foreign language and area studies at elemen-

tary and secondary schools in New York State and nationally.

Plans have been formulated for state and national dissemination

of the materials produced.

State University of New York College at Potsdam allows anthro-

pology majors to study in English in Mexico while workingintensively on their language skills if they are not fluent enough

to enroll in anthropology courses taught in Spanish.

Texas State Technical College-Harlingen Campus, because ofproximity to the border, has one day student visits and one tofour day mini-courses or workshops on campus for Mexicanfaculty.

The University ofCalifirnia, San Diego Center for Iberian andLatin American Studies coordinates and promotes teaching,research and service activities for faculty and students in alldisciplines. The Center is funded by the U.S. Department ofEducation Title VI National Resource Consortium on LatinAmerican Studies.

The University of San Diego, University of New Mexico andTexas Tech Univer.,ity have operated a six week summer LawInstitute at the Universidad de Guanajuato Law Center since1992. Courses taught by U.S. and Mexican law professors are"Introduction to Mexican law" and "International Law Relatedto Latin America". Fifty students are expected to enroll for two

courses each for six credits.

Utah State University students doing coursework and a fieldproject in natural resources at Instituto Tecnologico y de EstudiosSuperiores de Monterrey (ITESM) write project reports inSpanish. The program was developed with a U.S. Departmentof Education grant from the Fund for Improvement ofPostsecondary Education (FIPSE).

West Virginia University conducts a multidisciplinary collabo-rative program with the Universidad de Guanajuato School ofNursing providing outreach in maternal and child nutrition.

Distance learning

George Washington University is one "partner" in the MindExtension University which provides distance learning via cable

TV or satellite. An M.A. degree program in education andhuman development is offered from Gcorge Washington Uni-versity through Mind Extension University. Mind ExtensionUniversity has nine U.S. college and university "partners" thatoffer their undergraduate courses in many subjects over theMind Extension University cable TV and satellite networks.Students wanting to receive credit from a partnership institutionmust enroll through Mind Extension University. The tele-courses can be watched at home or in offices in Mexico.

National Technological Universig, has 45 participating U.S.engineering programs and offers 892 instructional TV coursesvia satellite to meet the educational needs ofengineers, scientists,

and technical managers. Instituto Tecnologico y de EstudiosSuperiores de Monterrey (ITESM) is a participant in the satellite

network. There is an M.S. degree program available in Mexicoas well as in the U.S. and Canada.

Institutional agreements

Indiana University at Bloomington has an agreement withUniversidad Anahuac for faculty and graduate student ex-changes in the field of semiotics.

Los Angeks Community College District reports an agreementwith Universidad del Occidente that is not supported ky outsidefunds and demonstrates a low cost, valuable exchanges model.

The University ofRochester received a Latin American Partner-

ship Program grant in 1992 from the American Medical StudentAssociation which was used to establish a linkage with a newmedical school in Tuxtla Gutierrez The funding provides forexchanges of one faculty member and two students annually for

three years. Participants focus on approaches to primary and

rural health care.

The University of Tennessee, Knoxville has an informal collabo-

rativz... arrangement with the Universidad de las Americas Distrito

Federal The dean of the graduate school chaired the accredi-tation team for the Southern Association ofColleges and Schoolsevaluation of UDLA. The president of UDLA has participated

in the College of Business Administration Executive Develop-ment Program and UDLA faculty have participated in academic

program reviews, continuing and special education programs on

the Knoxville campus.

Joint programs

Christopher Newport University, with a $52,000 grant, will send

14 public school teachers and college faculty for a five-weekstudy/travel seminar on Mexican cultural ecologies. The educa-tors will incorporate their learning experiences into the Virginia

public school curriculum and the university's new course onLatin American studies. The Mexican host institutions will bethe School of Public Health of Mexico, Cuernavaca and theUniversidad Autonoma de Guadalajara.

Coast Community College District participates in "transfer oftechnology" projects to improve two year technical collegeinstruction, capacity and institution building through the Inter-national Consortium for Educational and Economic Develop-ment (ICEED).

15


Delaware Technical and Community College, Teny Campus ishosting faculty for two week observation periods from theUniversidad Autonoma de Guadalajara to assist them in estab-lishing a community college.

The State University of New York at Buffalo's School of DentalMedicine has proposed a Center for Training of InternationalDental Educators/Scientists in cooperation with Asahi Univer-sity in japan and the UniversidadNacionalAutonoma de Mexico(UNAM).

Thc University of Arizona Udall Center for Public PolicyStudies has worked with El Colegio de la Frontera Norte since1989 to implement a binational research project to study howwater is managed in a transborder setting. The project, fundedby the Ford Foundation for about $500,000, has led to otherjoint undertakings, including two binational conferences focus-sing on research in the U.S. and Mexico on the border environ-ment. Three additional conferences are scheduled for 1993-94.

The University of Massachusetts at Amherst is negotiating withthe Instituto Nacional de Astrofisica, Optica y Electronica tocollaborate in building and operating a Large Millimeter Tele-scope, reported as the largest science project in Mexican history.

Other Mexican institutions to be involved are UniversidadNacional Autonoma de Mexico (UNAM) and Centro deInvestigacion Cientifica y de Educacion de Ensenada. Theproject will include graduate training for Mexican scientists atthe University of Massachusetts.

The University of Michigan's Latin American Studies Programcosponsors, without formal linkage agreements, an intensivesummer training program on quantitative social research meth-ods and their applicability to Latin America.

The University of Texas at Austin's LBJ School of Public Affairs

conducts policy research projects on issues related to Mexico and

U.S.-Mcxican relations. Several have been joint collaborativeefforts with the Economics Department and the Centro deEstudios Estrategicos of the Instituto Tecnologico y de EstudiosSuperiores de Monterrey (ITESM)and El Colegio de la FronteraNorte (Tijuana). They have entailed short tcrm student andfaculty exchanges, guest lectures in Austin and Mexico, andpublication of bilingual monographs.

The University of Texas Medical Branch at Galveston School ofNursing has participated in multiple collaborative projects withthe School of Nursing at Universidad Autonoma de Nuevo Leonincludii g two-way consultations, curriculum consultations,joint courses and research.

The university also provides faculty for the ITESM Systemdoctoral program in business and computer science with jointplanning and students spending time on campuses in bothcountries.

16

Cosponsorship

Concordia College and Instituto Tecnologico y de EstudiosSuperiores de Monterrey (ITESM) jointly publish an academicjournal with students and faculty from both countries contrib-uting articles.

The University of Texas at Austin, Rice University andUniversidad Nacional Autonoma de Mexico (UN 4M) rotatehosting the Texas-Mexico Conference on Astrophy:ics.

Funding

Rutgers, The State Universily of New Jersey-Newark Campusprovides travel and lodging costs to undergraduate studentsstudying in Mexico, through the Minority Biomedical ResearchSupport Program of the National Institutes of Health.

Association :inkages

San Antonio College has a cooperative agreement with CokgioNacional de Educacion Professional Tecnica (CONALEP) forexchange of expertise and participation in joint projects ofmutual benefit. They currently have a Faculty DevelopmentInstitute provided by the college to the CONALEP instructionalstaff.

The University ofArkansas at Little Rock is a member and servesas the headquarters for the Interamerican University Council forEconomic and Social Development-- Consejo UniversitarioInteramericano para el Desarollo Economico y Social (CUIDES).

A committee has been established within CUIDES to identifyobstacles to implementing linkage arrangements and developstrategies to overcome them.

During the 1993-1994 academic year twenty-one student:: fromCanada, Mexico and the U.S. will participate in a trilaterallinkage program for engineering students, funded by the U.S.Department of Education Fund for the Improvement ofPostsecondary Education, and administered by the Institute ofInternational Education. The IIE/FIPSE/Regional AcademicMobility Consortium engineering program members are: Cali-fornia State University, Sacramento; Tulane University; Uni-versity of Maryland, College Park; University of Pittsburgh;Instituto Tecnologico y de Estudios Superiores de Monterrey(ITESM); Universidad Autonoma Metropolitana--UnidadAzcapotzalco; Universidad de Guadalajara; Universidad de lasAmericas Puebla; Universidad lberoamericana; EcolpPolytechnique; McGill University; University of Calgary; andUniversity of Western Ontario.

These arc the first in a three-year series of trilateral exchangesfunded by FIPSE and organized by IIE which will be expandedto include other institutions and the fields bf business andenvironmental studies during the 1993-1995 acadcmic years.


By 1995, it will involve over 40 institutions in the threecountries.

MAJOR CHANGES IN LINKAGES

DURING NEXT THREE YEARS

A total of 87 institutions, 48% of the total reporting currentlinkages with Mexican institutions, expect major changes in the

next three years. In addition, the following 38 stated that theydo not have linkages now but are interested in establishing them.

Aims Community College

Blackburn CollegeCalifornia College for Health SciencesChattanooga State Technical Community CollegeCitrus CollegeColby-Sawyer CollegeCollege of InsuranceCollege of William and MaryCorpus Christi State UniversityFresno City CollegeHope CollegeItasca Community CollegeLa Roche CollegeMiddlesex Community CollegeNorthern Kentucky UniversityNorthwestern CollegeOglethorpe UniversityPace UniversityPrince William Sound Community CollegeSaint Augustine's CollegeSanta Fe Community CollegeSlippery Rock University of PennsylvaniaSouthwestern Oregon Community CollegeSt. Olaf CollegeTarleton State UniversityTexas College of Osteopathic MedicineTidewater Community College, Portsmouth CampusUniversity of California, IrvineUn iversity of Maryland Baltimore CountyUniversity of Massachusetts at BostonUniversity of MississippiUniversity of Missouri-St. LouisUniversity of North AlabamaUniversity of North Carolina at CharlotteUniversity of South DakotaUniversity of Southern CaliforniaWake Forest University

Williamsburg Technical College

Thirty-two institutions expect to expand their linkage activities

generally. In addition, II listed expansion of faculty links as agoal and another 10 expect to increase the number of studentsparticipating in study abroad programs. Eight plan to begin newprograms, three more will add study abroad progams and threeothers want to make programs reciprocal.

Three replies indicated that participation in the CONALEP(Colegio Nacional de Educacion Profesional Tecnica) programwill be developed and three more will seek new funding forprogram activities. The following plans were listed once each:

Bringing Mexican faculty to the U.S. campus for languagetraining

Changing the linkage affiliationChanging to summer study abroad programCooperative research on NAFTAInvestigating a true exchange programJoining a consortiumPossible U.S. student internship in Mexico

Providing more technical training

MOTIVATING FORCES BEHIND

DEVELOPMENT OF LINKAGES

Some institutions checked more than one category in theirreplies to this question.

Faculty contact 68

Internation. education program focus 65

Request from Mexican institution 38

Area studies focus 30

President contact 21

Other

Proximity to border

NAFTAConsortium participation

Student and community interest

6

4

3

2

Factors listed once each were:

Alumni living in Mexico

Business leaders

Common research interestsConsul-General of Mexico in AtlantaLatin American Symposium on Optometric Education spon-

sored by Inter AmericanLegislative pilot program

Mutual interest in improving technical trainingNew director of International Education and Programs began

initiative

17

NORTH AMERICAN HIGHER EDU, fION COOPERATION

Number of Mexican students on campus

Sister City projectStrong shared topical interest in water policy in Nogales regionStudent exchange adviser recognized need because of student

requests for study abroad sites in Mexico

PROBLEMS IN LINKAGE

IMPLEMENTATION

Only 11 out of 102 responses reported academic problemsarising from their linkage programs. However, financial prob-lems were listed by 47 institutions, 43% of the 109 replies for this

category. Twenty-eight replies of 106 (26%) indicated that theyhave had administrative/logistical problems with their linkagepartners. Responses reported handling academic problems inthe following ways:

Faculty coordinators seek solutions

In-person visits between institutionsRedesign of the progiam, moving it from a language school

to a universitySending faculty in relevant disciplines to monitor and assess

course content and quality. This was followed by pressureon the institution to make changes.

Sending students with faculty leaders who can work withMexican academics and Mexican community leaders torefine the program

Working to make transfer of credit more efficient by assign-ing a staff person to work more closely on the programs

Financial problems are being addressed by applications forgrants and external funding as well as offering scholarshipsto students.

Resolution of administrative/logistical problems involved thefollowing procedures:

Communication with counterpartsDirect contact with Immigration and Naturalization Service

high-level personnel to resolve problemsReliance on FAX transmission where telephone and mail

service is poorReviewing agreement between schools to adapt to particular

needs

I'roblems relating to student interest ! cultural preparationwere alleviated by the positive impact of Mexican exchangestudents on the U.S. campus and better student orientationbefore study in Mexico. One response reported parental reluc-tance to send students to Latin America and is seeking ways toovercome stereotypes about those countries.

OBSTACLES TO LINKAGES

Of the eighty-one responses (45% of thc total number of U.S.college., and universities reporting linkages with Mexican insti-

18

tutions), 29 listed funding problems as an obstacle. The answersdescribed the need to find funding sources for scholarshipassistance co U.S. and Mexican students, for program develop-ment, and for Mexican faculty to come to U.S. campuses.

The second leading problem, with 11 listings, was lack of interest

by U.S. students in studying in Mexico. This was followed byseven comments about the difficulty of finding enough U.S.students with adequate Spanish language capability. Six repliesdiscussed the difficulty of fi nding appropriate contacts in Mexico

or through Mexican consulate offices in the United States toestablish linkage arrangements. Five cited limited staff andfaculty time to investigate possible options for linkages and three

noted lack of faculty interest in linkages.

Each of the following issues was listed one time:

Absence of U.S. national policy focussing on the importance ofU.S.-Mexican relations

Accreditation status of linkage partnersChanges in Mexican academic administration staff impede

setting up ongoing linkagesConcern regarding pollution in area of Mexican universityConcern regarding the rigor of the program at the linkage

partner institutionCredit transfer issuesEffects on mobility balance due to U.S. students studying on

short term programs in Mexico while Mexican students cometo T LS. for degree programs

High cost of working with private institutionsLimited reciprocityNeed to convince colleges within a university to report faculty

linkages

Problems with communications systemsRestrictions on offering joint degrees

TOEFL score requirements

SUGGESTED SOLUTIONS

Thirty-five responses included suggestions. Six listed findingfunding sourccs as a general solution. Four morc noted the needs

of community colleges for financial assistance. Thtee want toincrease scholarship aid to students. One suggested moreefficient monitoring of funding sources, such as governmentagency and foundation announcements of RFPs. Anotherproposed that funding be allocated to short term faculty visits ofthree to seven days, to establish contacts and give lectures, as away of increasing faculty interest in linkages. One suggestedU.S. government funding for vocational/occupational trainingto be used for Mcxicans preparing to work in the NAFTAcommunity. Another solicits funds from multinational corpo-rations in exchange for training Mexican professional employees

from the corporations. Publication of a list of grant opportuni-


ties for U.S. medical schools that want to implement trainingexchanges and curriculum development programs was alsoproposed.

Other suggestions were:

Arrange for housing with local families, although this is notfrequently available

Employment of Mexican students on campusEncourage more language studyGovernmental organization of more meetings with Mexican

educatorsIncentives for faculty to study SpanishIncreased advertising of programsMultinational companies must require studcnt applicants to

have more cross-cultural skillsNAFTA will serve as a stimulusOrganize a representative group of U.S. educators to meet

with the Secretary of Education and the staff contact forinternational relations to learn about Mexican education

Participation in consortiaReqdire two years of foreign language training for high school

graduationRequire two years of foreign language study for college

studentsUse of E MAILUse of FAXU.S. institutions and states must establish a higher priority

for "internationalizing" students

POSITIVE RESULTS

Eighty-eight responses focussed on the benefits of linkages tostudents, faculty, and the university on several levels. In additionto the cultural enrichment, increased language proficiency andpreparation for career opportunities on the part of U.S. students,the answers reported the benefits of having Mexican students oncampus to increase internationalization and the multiculturaldimension of their programs.The development of cooperativeresearch projects, including joint publications and conferencepresentations, was listed along with other benefits to facultyflowing from exchange opportunities, such as language training,

professional development and increased support for interna-tional activities.

Some specific results cited were:

Establishment of network of institutions from both countrieswith environmental research interests, direct policy conse-quences and continued involvement in trans-border environ-mental decision-making

Expanded study abroad opportunities at low costFaculty contacts have led to recruitment of qualified Mexican

graduate students

Future joint doctorate in architecture

Good public relations for the universityGreater exchange of library materials and museum specimensHeightened interest in international studiesHelp for Mexican university to achieve accreditation in certain

areas

Hispanic students are able to study in Mexico, experience theculture of their families with some financial aid from theOffice of International Programs

Increased knowledge of other health care systemsIncreased prestige for universityInterest on the part of medical students in studying SpanishMore direct contact and working relationships with Mexican

consulates in the U.S. and Mexican Foreign MinistryPublication of a directory 4 Baja California industries and

maquiladoras jointly with CONALEPReturning U.S. students look for opportunities to apply for other

international programs such as Fulbright exchanges, Rotaryscholarships

Success with a community service work projectStudy in Mexico counts toward a North American studies minor

which has foundation support

ADDITIONAL COMMENTS

Sixty-six institutions with Mexican linkages provided additionalcomments relating to issues they considered to be important.Twenty described the need for funding to assist U.S. studentswith financial aid for study in Mexico, Mexican studentsrequiring scholarships for study in the U.S. and faculty fromboth countries to become involved in short term visits andcollaborative efforts. One comment suggested including lan-guage training as a component of all funding proposals. Fifteenagreed that the development of linkages was a desirable goal.

Other suggestions included the development of an ERASMUStype system for credit transferability, increasing the study ofSpanish in U.S. colleges, and encouragement of the use ofdistance education programs.

Comments relating to curriculum suggested development of acommon core of courses between U.S. and Mexican institutionsand combining language training with courses in other fields ofstudy.

Other ideas listed were:

Encouraging support from the business community

Encouraging universities to develop coordinated strategies forimplementing exchanges

Expediting visa proceduresInviting Mexican faculty to serve as members of graduate

committees of Mexican graduate students in U.S. colleges anduniversities

Making academic credit available to Mexicans for study in theU.S.

19

NORTH AMERICAN HIGHER EDUCATION COOPEMTION

Offering reciprocal room and board arrangementsOrganizing conferences to discuss the ways to increase the flow

of faculty and students between the U.S. and MexicoProviding support for exchanges in areas of Mexico not currently

represented in exchange programsStressing the cultural and economic aspects of Mexican relations

with the U.S. to overcome the stereotype of the country as onlya tourist destination

FUNDING

The following chart shows that U.S. undergraduate studentsprovide their own funding for study on linkage programs for themost part. Mexican undergraduates are mainly funded by bothself-payment and reciprocal swaps for study in the U.S. Facultyfrom the U.S. teaching in Mexico have almost equal supportfrom their own and the Mexican universities. However, U.S.faculty conducting research at Mexican institutions are sup-ported twice as much by their home college or university as by

the host intitution. U.S. and Mexican government fundinghelped support exchanges in many instances, especially amongfaculty and graduate students. Mexican foundation support waslisted in eight replies, while assistance from U.S. foundations was

reported in 35 listings. Corporate support was checked in sevenreplies.

Specific sources of support listed were:

American Medical Student Association

Appalachian State UniversityBausch & LombComision Nacional del AguaConsejo Nacional de Ciencia y Tecnologia (CONACYT)Digital Equipment Corporation (DEC)Ford FoundationForestry for Sustainable DevelopmentHewlett FoundationHewlett-Packard FoundationITESM System

SOURCES OF SUPPORT

U.S.universityfunding

Mexicanuniversityfunding

U.S.govt.funding

Mexicangovt.funding

U.S.fdtn.support

Mexicanfdtn.support

Corporatesupport

Reciprocal(one-to-one)swaps

Self-paidbyparticipants

A. U.S. faculty teachingat Mexicaninstitutions 37 34 8 7 4 3 14 13

B. U.S. faculty/scholarsconducting research atMexican institutions

16 14 3 10 1 2 7 9

C. Mexican facultyteaching at yourinstitution

19 16 4 3 1 12 2

D. Mexican faculty/scholars conductingresearch at yourinstitution

15 14 4 4 4 1 6 3

E. U.S. graduate studentsstudying inMexico 10 5 4 4 1 12 23

F. Mexican graduatestudents studying atyour institution

13 15 5 9 4 3 1 14 12

G. U.S. undergraduatestudents studying inMexico

23 1 8 1 29 59

H. Mexicanundergraduate studentsstudying at yourinstitution

6 6 1 1 28 33

I. Joint research projectsnot involving exhangeof personnel

15 15 6 4 7 1 1 3 2

20


Kellogg FoundationLatin American Scholarship Program of American Universities,

Inc. (LASPAU)Ministry of Education-MexicoNASA

National 4-H CouncilNational Institutes of Health ROI GrantNational Insitutes of Health Minority Biomedical Research

Support ProgramNational Science FoundationPan American Health OrganizationPew Charitable TrustsPROFMEXQuinney FoundationRicd UniversityRockefeller FoundaiionRotary FoundationSouthwest Center for Enviromental Research and PolicyTinker FoundationUSAID Sorghum/Millet Collaborative Research Grant

USAID Promete ScholarshipsU.S. Department of AgricultureU.S. Department of Education Title V1BU.S. Department of Education Office of Special Education and

Rehabilitation ServicesU.S. Department of Education, Fund for Improvement of

Postsecondary Education (FIPSE)U.S. Environmental Protection AgencyU.S. Geological ServicesU.S. Mexico Commission for Educational and Cultural Ex-

change (Fulbright-Garcia Robles Grants)U.S. Pell GrantsUSIAUSIA Institutional Linkage GrantUniversity of Texas at AustinUniversity of Washington private foundation supportUniversity of Wisconsin-Milwaukee FoundationWorld Bank loan in support of El Colegio Nacional de Educacion

Professional Tecnica (CONALEP)

21

APPENDIX 1

Inventory Forms

INSTITUTE OF INTERNATIONAL EDUCATION809 UNITED NATIONS PLAZA, NEW YORK, NY 10017-3580

OFFICE OF THE PRESIDENT (212) 984-5425

February 26, 1993

To: Presidents of U.S. Colleges and Universities

From: Richard M. Krasno

As Canada, Mexico, and the United States move to chart a course of higher education cooperation inNorth America for the coming decade, we are aware that many academic institutions in the region areinteracting in a variety of ways.

A recent trilateral meeting at Wingspread, sponsored by the United States Information Agency,marked the first time that, according to the conference proceedings, "...private and public sectorrepresentatives met to elaborate jointly a concrete plan of trilateral action to capitalize on the vastgamut of opportunities available in the region." The group called for an inventory of existingresources and the commissioning of a trilateral Task Force to, among other things, develop a strategicaction plan.

1,ital to the work of the Task Force is accurate, current and comprehensive baseline data. Therefore,the Office of Academic Programs of USIA has asked BE to conduct the inventory survey.

Copies of the enclosed survey are being sent to the heads of all accredited colleges and universities inthe United States for distribution to the appropriate departments in their institutions for reply. (Pleasecomplete and return the top summary shi.tt. indicating if you have any exchanges with Mexico orCanada, and send the rest of the material to the department or individual on your campus who canbest respond to the detailed questionnaire).

The compiled data and analyses, combined with survey findings from Canada and Mexico, willprovide policy makers and funders in the three countries with crucial information as they considerhow to help and support new North American academic mobility activities and develop new trilaterallinkages. Your institution's response will contribute substantially to the preparation of acomprehensive assessment of the current status of U.S.-Canada and U.S.-Mexico academic linkages.

We would appreciate your cooperation in having the replies returned in the enclosed envelopes byMarch 26, 1993 so that information about your institution's programs can be included in the finalreport to the Task Force. If you have any questions or comments, please don't hesitate to call me orMrs. Dulcie Schackman, Project Director, (212 984 5411).

Thank you for your participation in this project.

Enclosures


INSTITUTIONAL SUMMARY REPORT

Please complete and return this summary sheet as soon aS possible, prior to sending in the completedinventory forms.

Inventory of U.S.-Canada and U.S.-Mexico Academic LinkagesFor purposes of this inventory, linkage programs are defmed as any ongoing exchange of students or faculty,organized through departments or school-to-school agreements.

Institution Name

1. Does your school currently participate in linkage programs with any college or university inCanada?

Yes No

If yes, please provide the following information:

How Many Years Reciprocal?Name of Canadian Institution Linkage Has Operated Yes No

2. Does you: school currently participate in linkage programs with any college or university in Mexico?

Yes No

If yes, please provide the following information:

How Many Years Reciprocal?Name of Mexican Institution Linkage Has Operated Yes No

If you have chocked YES to either or both of the above, please forward the enclosed detailed inventory forms withtheir return envelopes to the appropriate staff on your campus for response by March 26, 1993.Please list below the names and telephone numbers of those to whom you have forwarded the inventory forms forresponse.

Canadian linkages contact on your campus:

Name Telephone:(please print)

Mexican linkages contact on your campus:

Name Telephone:(please prtnt)

Whether you checked YES or NO, please return this summary form to:Dulcie Schackman

Communications DivisionInventory of U.S.-Canada, U.S.-Mexico Academic Linkages

Institute of International Education809 United Nations Plaza

New York, New York 10017-3580

,


Appendix 1: Inventory Forms (continued)

INVENTORY OF U.S.-CANADA ACADEMIC LINKAGES

Institution Name Date

Response Completed by:

Name and Title

Campus Address

Telephone Fax E Mail

For purposes of this inventory, linkage programs are defmed as any ongoing exchange of studentsor faculty, organized through departments or school-to-school agreements.

1. FACULTY LINKAGES

A. U.S. faculty from your institution in Canada during the D.current academic year (fficluding summer 1993) as part ofyour linkage agreement(s):

Number primarily teaching

Number primarily conducting research

Average length of teaching assignment (check one):

Less than 3 months

One quarter/semester (3-6 month's)

Up to an academic year (7-12 months)

B. Fields of study being taught by U.S. faculty from yourinstitution at Canadian in.stitutions

Fields: Canadian Inctitutions:

C. Fields of study being researched by U.S. faculty fromyour institution at Canadian institutions

Fields: Canadian Institutions.

For open-ended questions, use extrasheets if necessary.

E.

Canadian faculty on H,J, or TC visas at your institution thatare patt of linkage agreement programs during the currentacademic year (including summer 1993):

Number of Canait facultyteaching at your institution

Number of Canadianfaculty/scholars conducting researchat your institution


Less than 3 months

One quarter/semester (3-6 months)

Up to an academic year(7-12 months)

Fields of study being taught by Canadian faculty at yourinstitution:

F. Fields of study being researched by Canadian faculty/scholars at your institution:

page 1


G. Does your institution participate in faculty linkages with C. How does your institution determine the creditCanada as a member of a consortium? transferability of courses taken by your graduate students

at the Canadian institution?Yes No

If yes, please identify the consortium:

H. How longhas yourinstitution participated infaculty linkageswith Canada?

One yearor less 8-10 years D.

2-4 years Over10 years

5-7 years

I. Does your institution participate in joint research withCanadian schools where the personnel remain on theirhome campuses?

Yes No

If yes, please list fields of research.

2. GRADUATE STUDENT LINKAGES

A. U.S. graduate students from your institution studying inCanada during thecurrent academic year(includingsummer1993) through linkage programs:

Number of graduate students

% Male

% Female

Average length of assignment

Number studying for summer

Number studying for onequarter/semester

Number studying for an academic year

B. Subject areas being studied by U.S. graduate students fromyour institution in Canada

Sub'ect: Canadian Institutions:

E.

F.

Canadian graduate students on F or J visas studying at yourinstitution through linkage programs:

Number of Canadian graduate students

% Male

% Female

Duration of assignment:




Does your institution participate in graduate studentlinkages with Canada as a member of a consortium?

Yes No


How long has your institution participated in graduatestudent linkages with Canada?

One yearor less

2-4 years

5-7 years

8-10 years

Over10 years

3. UNDERGRADUATE STUDENT LINKAGES

A. U.S. undergraduate students from your institution studyingin Canada during the current academic year (includingsummer 1993) through linkage programs:

Number of undergraduatestudents

page 2

% Male

% Female

Number enrolled in study abroadprograms sponsored by your institution:

Number enrolled in study abroad programssponsored by a consortium with which yourinstitution is affiliated :

BEST COPY AVAILABLE



Number enrolled inother sponsors' programs:

Average length of assigmnent:



Number studying for anacademic year

B. Subject areasbeingstudied by U.S. undergraduate studentsfrom your institution in Canada

Sub ect: Canadian Institutions:

C. How does your institution determine the credittransferability of coun .s taken by your undergraduatestudents at the Canadian institution?

D. Do U.S. students from your institution work or participatein internships while inCanada in addition to taking courses?

Yes No

E. Canadian undergraduate students on F or J visas studyingat your institution during the current academic year(including summer 1993) through linkage programs:

Number of Canadian undergraduatestudents

% Male

% Female




Number studying for anacademic year

F. How long has your institution participated in undergraduatestudent linkages with Canada?

One year or less

2-4 years

S-7 years

4. ALL CATEGORIES

8-10 years

Over10 years

A. If your institution has a linkage program with a Canadianinstitution (including collaborative projects whereparticipants remain at their home institution) which youconsider a model, please describe it briefly:

B.

C.

page 3

Do you forese; any major changes in your linkages withCanadian insmutions in the next three years?

Yes No

If yes, please describe:

Which of the following was the initial motivating forcebehind the initiation of your linkage activity with Canadianinstitutions?

Area studies focus of your institution

Faculty contact from your institution

International education programfocus of your institution

President/Chancellor contactfrom your institution

Request from Canadian institution

Other (please list)


D. Haveyouexperiencedproblems implementing your currentlinkages with Canadian institutions in any of the followingareas?

Yes No

Academic problems

Fmancial problems

Administration/logistic problems

Other

If yes, how have you addressed these problems?

E. What obstacles, if any, have inhibited expanding linkageswith additional Canadian institutions?

F. If you have solutions to these obstacles, please describebelow:

G. Pleasedescribe positive results for your institution that havebeen achieved as a direct result of your linkage activity.

H. Please add any comments/suggestions about how theUnited States academic ccmmunity might increase theflow of faculty and students between the U.S. and Canada,whether that is a desirable goal, obstacles and benefits youforesee.

I. Please list the primary contacts ir your institution for:inkagc programs with Canada:

(1) Name

Title

Dept.

Tel. Fax

(2) Name

Title

Dept.

Tel.

3) Name

Title

Fax

Dept.

Tel. Fax

J. Does your institution participate in any trilateral U.S./Canada/Mexico academic or research linkage programs?

Yes No

If yes, please list program name(s) and contact(s).

(1) Program

Contact

Tel. Fa x

(2) Program

Contact

Tel. Fax

(3) Program

Contact

Tel. Fax

page 4

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Response Completed by:(sielutur)

Thank you for your cooperation.

Please return this Inventory Report in the enclosed envelope by March 26, 1993 to:

Dukie SchackmanInventory of US-Canada Academic LinkagesInstitute of International Education809 United Nations PlazaNew York, NY 10017-3580

page 6

, 1



INVENTORY OF U.S.-MEXICO ACADEMIC LINICAGES

Institution Name Date

Response Completed by:

Name and Title(please print)

Campus Address

Telephone Fax E Mail

For purposes of this inventory, linkage programs are dermed as any ongoing exchange of studentsor faculty, organized through departments or school-to-school agreements.

I. FACULTY LINKAGES

A. U.S. faculty from your institution in Mexico during the D.current academic year (including summer 1993) as part ofyour linkage agreement(s)-

Number primarily teaching

Number primarily conducting research

Average length of teaching assignment (check one):.

Less than 3 months

One quarter/semcster (3-6 months)

Up to an academic year (7-12 months)

B. Fields of study being taught by U.S. faculty from yourinstitution at Mexican institutions

Fields: Mexican Institutions:

C. Fields of study being researched by U.S. faculty fromyour institution at Mexican institutions

Mexican Institutions:

For open-ended questions, use extrasheets if necessary.

E.

Mexican faculty on H or .1 visas at your institution that arepart of linkage agreement programs during the currentacademic year (including summer 1993):

Number of Mexican facultyteaching at your institution

Number of Mexicanfaculty/scholars conducting researchat your institution


Less than 3 months

One quarter/semester (3-6 months)

Up to an academic year(7-12 months)

Fields of study being taught by Mexican faculty at yourinstitution:

F. Fields of study being researched by Mexican faculty/ scholarsat your institution:

page 1


G. Does your institution participate in faculty linkages withMexico as a member of a consortium?

Yes No


I.

How longhasyourinstitution participated in faculty linkageswith Mexico?

One yearor less 8-10 years

2-4 years Over10 years

5-7 years

Does your institution participate in joint research withMexican schools where the personnel remain on their homecampuses?

Yes No

If yes, please list fields of research.

2. GRADUATE STUDENT LINKAGES

A. U.S. graduate students from your institution studying inMexico during the current academic year (including summer1993) through linkage programs:

Number of graduate students

% Male

% Female





B. Subject areas being studied by U.S. graduate students fromyour institution in Mexico

Suliect: Mexican Institutions:

C. How does your institution determine the credittransferability of courses taken by your graduate studentsat the Mexican institution?

D.

E.

Mexican graduate students on r, or J visas studying at yourinstitution through linkage programs:

Number of Mexican graduate students

% Male

% Female

Duration of assignment:




Does your institution participate in graduate studentlinkages with Mexico as a member of a consortium?

Yes No


F. How long has your institution participated in graduatestudent linkages with Mexico?

One yearor less

2-4 years

5-7 years

8-10 years

Over10 years

3. UNDERGRADUATE STUDENT LINKAGES

A.

page 2

U.S. undergraduate students from your institution studyingin Mexico during the current academic year (includingsummer 1993) through linkage programs:

Number of undergraduatestudents

% Male

% Female

Number enrolled in study abroadprograms sponsored by your institution:

Number enrolled in study abroad programssponsored by a consortium with which yourinstitution is affiliated :

4



Number enrolled inother sponsors programs:

Average length of assignment:

Number srudying for summer

Number studying for onecp.uter/semester

Number stuoying for anacademic year

B. Subject areas being studied by U.S. undergraduate studentsfrom your institution in Mexico

Sub'ect: Mexican Institutions:

C. How does your institution determine the credittransferability of courses taken by your undergraduatestudents at the Mexican institution?

D. Do U.S. students from your institution work or participatein internships while in Mexico in addition to taking courses?

Yes No

E. Mexican undergraduate students on F or./ visas studying atyour institution during the current academic year (includingsummer 1993) through linkage programs:

Number of Mexican undergraduatestudents

% Male

% Female


Numbcr studying for summer


Number studying fur anacademic year

F. How long has your institution participated in undergraduatestudent linkages with Mexico?

One year or less

2-4 years

5-7 years

4. ALL CATEGORIES

8-10 years

Over10 years

A. If your institution has a linkage program with a Mexicaninstitution (including collaborative projects whereparticipants remain at their home institution) which youconsider a model, please describe it briefly:

B.

C.

page 3

Do you foresee any major changes in your linkages withMexican institutions in the next three years?

Yes No

If yes, please describe:

Which of the following was the initial motivating forcebehind the initiation of your linkage activity with Mexicaninstitutions?

Area studies focus of your institution

Faculty contact from your institution

International education programfocus of your institution

President/Chancellor contactfront your institution

Request from Mexican institution

Other (please list)


D. Haveyou experienced problems implementing yourcurrent H. Please add any comments/suggestions about how thelinkages with Mexican institutions in any of the following United States academic community might increase the

areas? flow of faculty and students between the U.S. and Mexico,whether that is a desirable goal, obstacles and benefits you

Yes No forece,..

Academic problems

Fmancial problems

Administration/logistie problems

Other

If yes, how have you addressed these problems?

I. Please list the primary contacts in your institution forlinkage programs with Mexico:

(1) Name

Title

Dept

Tel. FaxE. What obstacles, if any, have inhibited expanding linkages

with additional Mexican institutions? (2) Name

F. If you have solutions to these obstacles, please describebelow:

Title

Dept

Tel. Fax

(3) Name

Title

Dept.

Tel. Fax

J. Does your institution participate in any trilateral U.S./Mexico/Canada academic or research linkage programs?

Yes No

If yes, please list program name(s) and contact(s).

(1) Program

Contact

Tel. Fax

G. Please describe positive results for your institution that have(2) Program

been achieved as a direct result of your linkage activity. Contact

Tel. Fax

(3) Program

Contact

Tel. Fax

page 4

4:-

5. F

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Response Completed by:(signature)

Thank you for your cooperation.

Please return this Inventory Report in the enclosed envelope by March 26, 1993 to:

Dukie &hackmanInventory of US-Mexico Academic LinkagesInstitute of International Education809 United Nations PlazaNew York, NY 10017-3580

page 6

.Z1.7 %.

APP

EN

DIX

2

Inve

ntor

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ts o

f U

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nive

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U.S

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Dav

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202)

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6)-3

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dley

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6)-3

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(61

6)-3

87-3

962

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: (61

6)-3

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6)-3

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mon

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vers

ity

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ald

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el: (

206)

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206)

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ford

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cout

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Den

nis

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eman

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803)

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x: (

803)

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cest

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olyt

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nstit

ute

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k Po

lyte

chni

que

de M

ontr

eal

Bla

nd A

ddis

on11

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08)-

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5190

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r sc

ienc

e an

d pr

intin

g

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adia

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guag

eL

itera

ture

Ele

ctri

cal e

ngin

eeri

ngPh

ysic

s

Canadian Institutions

Acadia University

Alberta College of Art

Inventory Reports of Canadian Institutional Linkages

to U.S. Colleges and Universities

APPENDIX 3

U.S. Linkage Partner Institutions

Algoma University College

Canadian House of Commons

Carleton University

Concordia University

Conference de recteurs et principaux desuniversitaires de Quebec (CREPUQ)

Dalhousie University

Ecole des Hautes Etudes Commerciales

Ecole Polytechnique de Montreal

Emily Carr College of Art and Design

General Motors Corporation in Canada

Georgian College of Applied Arts and Technology

Grant MacEwen Community College

Hospital for Sick Children-Toronto

Humber College of AppliedArts & Technology

Institut National De La Recherche Scientifique

Lakehead University

Lambton College of Applied Arts and Technology

Lethbridge Community College

54

Franldin College f IndianaTrinity College of Vermont

Minneapolis College of Art & Design

Lake Superior State University

State University of New York College at PlattsburghUniversity of MichiganUniversity of Michigan-Dearborn

Colorado CollegeState University of New York at BinghamtonState University of New York College at PlattsburghState University of New York College at PotsdamTrinity College of VermontUniversity of MaineUniversity of Massachusetts at Amherst

State University of New York at BinghamtonState University of New York College at PlattsburghState University of New York College at PotsdamUniversity of North Carolina at Wilmington

Ball State UniversityClaremont McKenna CollegeUniversity of Massachusetts at Amherst

State University of New York at BinghamtonUniversity of Massachusetts at Boston

Baylor UniversityUniversity of Illinois at Urbana-Champaign (pending)

Worcester Polytechnic Institute

Memphis College of ArtMinneapolis College of Art and Design

State University of New York Empire State College, Buffalo

Embry-Riddle Aeronautical University

College of Great Falls

University of Pittsburgh

Coast Community College DistrictKirkwood Cc mmunity College

University of New Orleans

University of Minnesota, Twin Cities Campus

State University of New York Empire State College, Saratoga


AN INVENTORY OF U.S.-CANADA AND U.S. MEXICO ACADEMIC LINKAGES


McGill University

McGill University Faculty of Law

McMaster University

Medicine Hat College

Memorial University ofNewfoundland

Mohawk College of Applied Arts and Technology

Montreal Heart Institute

New England/Nova Scotia Student Exchange Program

New England/Quebec Student Exchange Program(1,

Niagara College of Applied Arts

North American Baptist College

Nova Scotia College of Art and Design

Okanagan College

Quebec Universities

Quebec universities selectedb y Ministere de l'de l' Enscignemcnt Superieur

Queen's University at Kingston


American UniversityClaremont McKenna College (CREPUQ)College of William and Mary (pending)Duke UniversitySaint Lawrence UniversityState University of New York at BinghamtonState University of New York College at PlattsburghState University of New York College at PotsdamTexas A&M University (pending)Thomas CollegeUniversity of Maine

Vermont Law School (pending)

University of Texas Medical Branch at Galveston


Boston College



Anna Maria CollegeBryant CollegeNortheastern UniversityQuinnipiac CollegeUniversity of New HampshireUniversity of Rhode Island

Anna Maria CollegeBryant CollegeEastern Connecticut State UniversityQuinnipiac CollegeSaint Anselm CollegeTrinity College of VermontUniversity of MaineUniversity of Massachusetts at AmherstUniversity of Massachusetts at BostonUniversity of New HampshireUniversity of Rhode Island


North American Baptist Seminary

Cooper UnionFashion Institute of TechnologyKent State UniversityMinneapolis College of Art & DesignNew School for Social 7. earch, Parsons School of DesignSchool of the Museum of Fine Arts

University of West Florida

California State University, Sacramento

Dillard University

Clarkson University

55


Appendix 3: Inventory Reports of Canadian Institutional Linkages

to U.S. Colleges and Universities (continued)


Royal Military College of Canada

Ryerson Polytechnical Institute

Saint Margaret's School

Saint Mary's University

Sault College of Applied Arts and Technology

Seneca College of Applied Arts and Technology

' imon Fraser University

Toronto General Hospital

Trent University

Trinity Western University

Universite de Moncton, Saint-Louis-Maillet Campus

Universite de Montreal

Universite du Quebec

Universite du Quebec a Chicoutirni

Universite du Quebec a Montreal

Universite du Quebec a Trois-Rivieres

Univcrsite Laval

56


Virginia Military Institute

University of New Orleans (pending)University of West Florida

Illinois State University

Trinity College of Vermont

Bay Mills Community College (pending)Lake Superior State University

Coast Community College District

Southern Illinois University at CarbondaleUniversity of MaineWestern Washington University


Saint Lawrence UniversityWestern Kentucky University

Georgia State University

Dillard UniversityUniversity of Maine at Fort Kent

California State University, ChicoGeorgia State UniversityState University of New York College at PotsdamUniversity of New OrleansUniversity of Pittsburgh

Boston CollegeGeorgia State UniversityMuskingum CollegeUniversity of Colorado at Denver

Austin CollegeState University of New York at BinghamtonState University of Nev York College at PotsdamUniversity of West FloridaWest Virginia University (pending)Wofford College

State University of New York College at Plattsburgh

Duke UniversityWestern Michigan University

California State University, ChicoGeorgia State UniversityInter-American University of Puerto Rico,

San German CampusState University of New York at BinghamtonState University of N. v York College at PotsdamUniversity of MaineUniversity of Minnesota, Twin Cities CampusUniversity of New Orleans



University of Alberta

University of British Columbia

University of Calgary

University of Guelph

University of Lethbridge

University of Manitoba

University of New Brunswick

University of Prince Edward Island

University of Regina Canadian Plains Research Center

University of Saskatchewan

University of Toronto

University of Victoria

University of Western Ontario

University of Windsor

Universite Sainte Anne

Wilfrid Laurier University

York University

fla


Georgia State UniversityNew Mexico State UniversityUniversity of Pittsburgh

University of California, Santa BarbaraUniversity of MaineUniversity of New OrleansUniversity of OregonUniversity of San Diego (pending)

California State University, ChicoSan Diego State University (pending)Texas A&M University

Mansfield University of PennsylvaniaTexas A&M UniversityUniversity of Minnesota, Twin Cities Campus

Muskingum College

North Dakota State UniversityUniversity of Minnesota, Twin Cities Campus

Duke UniversityTexas A&M UniversityUniversity of Maine

Muskingum College

University of Nebraska-Lincoln

Trenton State College

Georgia State UniversitySouthern Illinois University at CarbondaleState University of New York College at PlattsburghState University of New York College atPotsdamUniversity of PittsburghUniversity of San Diego (pending)

University of Southern MississippiUniversity of Texas at Tyler (pending)

Pennsylvania State University, University Park CampusUniversity of MichiganUniversity of Pittsburgh

University of Central Florida

Dillard University

Texas A&M University

Bentley CollegeChristopher Newport University (pending)

57

00

APP

EN

DIX

4

Inve

ntor

y R

epor

ts o

f U

.S. C

olle

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nd U

nive

rsity

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kage

sto

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irez

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166

APPENDDC 5

Inventory Reports of Mexican Institutional Linkages

to U.S. Colleges and Universities

Mexican Institutions

Animal Research Center of the State of Sonora(CIPES)

Archivo General de la Nacion

Centro Bachillerato Tecnologico Industrial y Services-Lerdo

Centro Bachillerato Tecnologico Industrialiy Services-Tamaulipas

Centro de Ensenanza Tecnica y Superior (CETYS)

Centro de Estudios Frontizeros del Norte de Mexico

Centro de Estudios Superiores del Estado de Sonora (CESUES)

Centro de Investigacion y Docencia Economica

Centro de Investigacion y Estudios Superiores en AntropologiaSocial

Centro de Investigaciones Biologicas de Baja California Sur

Centro de Investigaciones de Quintana Roo

Centro de Investigariones en Optica

Centro Regional Chihuahua

Colegio Nacional de Educacion ProfesionalTecnica (CONALEP)

Colegio Superior de Agricultura Tropical

Comision Nacional de Agua

Consejo Nacional de Ciencia y Tecnologia (CONACYT)

Consejo Nacional para la Culture y las Artes

Departmento de Educacion del Estado de Chihuahua

Direccion General de lnstitutos Tecnologicos

El Colegio de la Frontera Norte (COLEF)

98

U.S. Linkage Partner institutions

University of Arizona

Midwestern State University

Dona Ana Branch Community College

Texas State Technical Coilege-Harlingen Campus

San Diego State University

University of California, Los Angeles

Arizona Western College

University of Texas at El Paso

University of Chicago

University of ArizonaUniversity of California, Los AngelesTexas A&M University



Coast Community College DistrictLaredo Junior CollegeLos Angeles Community College DistrictOklahoma State University (pending)Pima Community CollegeSan Antonio CollegeSouthwestern College, CaliforniaTexas State Technical College-Harlingen Campus

University of Missouri-Columbia

University of Arizona-Department of Mining and GeologicalEngineering

University of Arizona-Department of Mining and GeologicalEngineering





San Diego State UniversityThe University of Texas at AustinUniversity of Arizona Udall Center for Public Policy Studies

167


Mexican Institutions U.S. Linkage Partner Institutions

University of California, Los AngelesUniversity of California, San DiegoUniversity of Texas at El Paso

El Colegio de Mexico Brown UniversityUniversity of MichiganUniversity of Washington

El Colegio de Sonora University of Arizona Udall Center for Public Policy Studies

Escuela Nacional de Agricultura en Chapingo University of Minnesota, Twin Cities Campus

Escuela Nacional de Antropologia e Historia Unidad Chihuahua University of Texas at El Paso

Escuela Normalo del Estado de Chihuahua University of Texas at El Paso

Escuela Superior de Agricultura "Hermanos Escobar" University of Texas at El Paso

Escuela Superior de Agricultura-Ciudad Juarez University of Texas at El Paso

Federacion Interamericana de Empresas de Seguros Georgia State University

Fundacion de Apoyo Infantil University of Arizona Bureau of Applied Research inAnthropology

General Felipe Angeles Collective Interest Rural Association University of Arizona

Institute of National Nutrition Eastern Virginia Medical School

Instituto Allende (San Miguel Allende) Kennesaw State CollegeUniversity of California, Los Angeles

Instituto de Ecologia Asociacion Civil University of Texas at El Paso

Instituto de Estudios Superiores de Tamaulipas University of Texas-Pan American

Instituto de Investigaciones Electricas University of Texas at El Paso

Instituto de Investigaciones Electricas-Morelos Texas A&M University

Instituto Mexicano Norte Americano de Relaciones Culturales University of Texas at El Paso

Instituto Nacional de Antropologia c Historia University of New Mexico (pending)

Institute, Nacional de Investigaciones Forestales y Agropecuarias Cornell University

Instituto Nacional de Pediatria University of Pittsburgh

Instituto Politecnico Nacional Oklahoma State University

Instituto Politecnico Nacional-Centro del Investigacion y Florida Institute of Technology (pending)Estudios Avanzados Rutgers, The State University of New Jersey- Newark Campus

Texas A&M UniversityUniversity of California, Los Angeles

Instituto Politecnico Nacional-Centro Interdisiplinario de InterAmerican University of Puerto RicoCiencias de la Salud School of Optometry

lnstituto Tecnologico Autonomo de Mexico Memphis State University(ITAM) University of Texas at El Paso

99

1 68


Appendix 5: Inventory Reports of Mexican Institutional Linkages to U.S. Colleges and Universities (continued)


I nstituto Tecnologico de Sonora

Instituto Tecnologico Regional de Chihuahua

Instituto Tecnologico Regional de Ciudad Juarez

Instituto Tecnologico Regional de Culiacan

Instituto Tecnologico Regional de Durango

Instituto Tecnologico Regional de Merida

Instituto Tecnologico Regional de Mexicali

Instituto Tecnologico Regional de Oaxaca

Instituto Tecnologico Regional de Saltillo

Instituto Tecnologico Regional de Tijuana

Instituto Tecnologico y de Estudios Superioresde Monterrey (ITESM)

100


University of Arizona Udall Center for Public Policy Studies

University of New Mexico

El Paso Community CollegeUniversity of Texas at El Paso

University of California, Davis

The University of Texas at Austin

University of West Florida



Texas A&M UniversityUniversity of North TexasUniversity of Texas at El Paso


Ball State UniversityBaylor UniversityBoston CollegeCarnegie Mellon UniversityColorado School of Mines (pending)Concordia CollegeCornell UniversityFlorida Institute of Technology (pending)Muskingum CollegeNational Technological UniversityNew Mexico State UniversityNorth Dakota State UniversityOhio UniversityOklahoma State UniversityState University of New York at Buffalo-School of Engineering

and Applied SciencesState University of New York at Buffalo-School of ManagementThe Texas A&M UniversityUniversity of Texas at AustinUniversity of Arizona-Bureau of Applied Research in

AnthropologyUniversity of California, Los AngelesUniversity of Detroit MercyUniversity of Nebraska-LincolnUniversity of North TexasUniversity of PittsburghUniversity of Puerto Rico-Rio Piedras CampusUniversity of Texas at ArlingtonUniversity of Texas at El PasoUniversity of Texas at Tyler (pending)University of Texas-Pan AmericanUniversity of Washington



Instituto Tecnologico y de Estudios Superiores deMonterrey-Hermosillo (ITESM)

Instituto Tecnologico y de Estudios Superiores deMonterrey-Mazatlan (ITESM)

Instituto Tecnologico y de Estudios Superiores deMonterrey-Morelos (1TESM)

Instituto Tecnologico y de Estudios Superiores deMonterrey-Unidad Chihuahua (ITESM)

Instituto Tecnologico y de Estudios Superiores deMonterrey-Unidad Cuidad de Mexico (ITESM)

Instituto Tecnologico y de Estudios Superiores deMonterrey-Unidad Queretaro (ITESM)

University of Wisconsin-Eau ClaireUniversity of Wisconsin-MadisonUniversity of Wisconsin-MilwaukeeUniversity of Wisconsin-StoutUtah State University

Irvine Valley College

University of Wisconsin-Stout

State University of New York at Buffalo- School of Management

Midwestern State University

New Mexico State UniversityUniversity of Arizona College of Architecture (pending)

Illinois State UniversityState University of New York at BuffaloSchool of ManagementUniversity of Missouri-Columbia

Instituto Tecnologico y de Estudios Superiores de University of Texas at El PasoOccidente (1TESO) University of Wyoming

Mexico Institute of Water Technology Texas A&M University

Ministry of Health-Center for Public Health Research University of Michigan

Ministry of Health-Sanitary Regulation and Development University of California, Los Angeles

Museo Regional de Chihuahua University of Texas at El Paso

Nacional Financiera, SNC Texas A&M University

National Institute of Public Health Christopher Newport University

Republica de los Muchachos, Juarez, Chihuahua University of Texas at El Paso

Secretaria de Agricultura y Recursos Hidraulicos University of ArizonaTexas A&M University

Secretaria de Educacion Publics de Jalisco University of Texas at El Paso

Secretaria de Educacion Publica de Mexico Texas A&M University

Secretaria de Educacion Publics de Mexico escuelas sccundarias University of Texas at El Pasode Ciudad Juarez

Secretaria Desarollo Social del Estado de Chihuahua University of Texas at El Paso

Secretariat of State for Foreign Affairs Midwestern State Univt:rsityUniversity of Texas at El Paso

Secretariat of State for National Defense Midwzstern State University

Sociedad Chihuahuense dc Escritores University of Texas at El Paso

101

170




Union Ganadera Regional de Jalisco

Universidad Anahuac

Universidad Anahuac del Sur

Universidad Autonoma Agraria Antonio Narro

Universidad Autonorna "Benito Juarez" de Oaxaca

Universidad Autonoma de Baja California

Universidad Autonoma de Baja California School of Dentistry

Universidad Autonorna de Baja California Sur

Universidad Autonoma de Carnpeche

Universidad Autonoma de Chapingo

Universidad Autonoma de Chiapas

Universidad Autonoma de Chiapas-Escuela de Medicina

Universidad Autonoma de Chihuahua

Universidad Autonoma de Ciudad Juarez

Universidad Autonoma de Coahuila

Universidad Autonoma de Guadalajara

102



Indiana University at BloomingtonNew Mexico State University

Western State University Colleges of Law

Texas A&M UniversityUniversity of Texas at El Paso

Colorado CollegeGeorgia State UniversityKalamazoo CollegeMethodist Theological School in OhioUniversity of Texas at El Paso

San Diego State UniversitySouthwestern College, CaliforniaUniversity of Arizona College of Architecture (pending)University of California, DavisUniversity of California, Los AngelesUniversity of Texas at El Paso

University of California, Los Angeles


Austin College

New Mexico State UniversityUniversity of Florida

Christopher Newport University (pending)Texas A&M University

University of Rochester

New Mexico State Universityuniversity of New MexicoUniversity of Texas at El Paso

Ball State UniversityCoast Community College DistrictEl Paso Community CollegeNew Mexico State UniversityThe University of Texas at AustinUniversity' of Texas at El Paso


Arizona State UniversityBaylor UniversityCalifornia State University, FullertonCalifornia State University, Sacramento

171



Universidad Autonoma de Jalisco

Universidad Autonoma de la Laguna

Universidad Autonoma de Nuevo Laredo

Universidad Autonoma de Nuevo Leon

Universidad Autonoma de Nuevo Leon

Universidad Autonoma de Puebla

Universidad Autonoma de Queretaro

Universidad Autonoma de Sinaloa

Universidad Autonoma de Tamaulipas

Universidad Autonoma de Tlaxcala-Centro deInvestigacion en Reproduccion Animate

Universidad Autonoma de Yucatan

172


Christopher Newport UniversityCity College of San FranciscoDelaware Technical & Community College

Terry CampusFlorida Atlantic UniversityFlorida Institute of Technology (pending)InterAmerican University of Puerto Rico, San German CampusTeXaS A&M UniversityUniversity of Arkansas at Little RockUniversity of Houston-Clear LakeUniversity of Missouri-Kansas CityUniversity of Texas Medical Branch at GalvestonUniversity of Wisconsin-River Falls


InterAmerican University of Puerto Rico School of Optometry


Arizona State UniversityTexas A&M UniversityThe University of Texas at AustinUniversity of Missouri-ColumbiaUniversity of Nebraska-LincolnUniversity of North TexasUniversity of Texas at ArlingtonUniversity of Texas Health Science Center at Houston

University of Texas Medical Branch at GalvestonUniversity of Texas-Pan American

Georgia State UniversityUniversity of Arkansas at Little RockUniversity of Texas at El Paso

Texas Lutheran College (pending)University of California, DavisUniversity of Massachusetts at Amherst

Nord. Dakota State UniversityUniversity of ArizonaUniversity of California, Davis

Miami UniversityTexas A&M UniversityUniversity of Texas Health Science Center at San AntonioUniversity of Texas-Pan American

Rutgers The State University of New Jersey- Newark Campus

California State University, ChicoDePaul UniversityNortheast Louisiana UniversityRutgers The State University of New Jersey

College Avenue CampusSoutheast Missouri State UniversityUniversity of Florida

103




Universidad Autonorna de Zacatecas University of Texas at El PasoUniversity of Wyoming (pending)

Universidad Autonoma del Estado de Mexico University of Illinois at Urbana-Champaign

Universidad Autonoma del Estado de Moralos Claremont Graduate SchoolState University of New York College at Cortland

Universidad Autonoma del Noreste University of Texas-Pan American

Universidad Autonoma Metropolitana

Universidad Autonoma Metropolitana-Unidad Iztapalapa

Universidad de Guadalajara

Universidad de Guanajuato

University of Texas at El PasoUniversity of Washington (pending)

Texas A&M UniversityTulane University

Albertson College of IdahoCollege of St. CatherineGeorgia State UniversityGuilford CollegeMankato State UniversitySouthwestern College, CaliforniaTrenton State CollegeUniversity of California, Los AngelesUniversity of ChicagoUniversity of Hawaii at ManoaUniversity of New MexicoUniversity of Nebraska at KearneyUniversity of WashingtonVictor Valley College

Belmont UniversityColorado CollegeTexas A&M UniversityUniversity of New MexicoUniversity of Texas at El PasoWest Virginia University

Universidad de Guanajuato Facultad de Derecho University of San Diego

Universidad de las Americas (UDLA) Central Washington UniversityJuniata CollegeRichland CollegeState University of New York at BinghamtonTexas Christian UniversityUniversity of ArizonaUniversity of OregonUniversity of PittsburghUniversity of Texas at El PasoUniversity of West FloridaUniversity of Wisconsin-La CrosseUniversity of Wyoming

Universidad de las Americas en Distrito Federal University of Arizona Department of Special EducationUniversity of Tennessee, Knoxville

104

173



Universidad de las Americas en Puebla Appalachian State UniversityBentley CollegeBrown UniversityClemson UniversityCornell UniversityIndiana University of PennsylvaniaLock Haven University of PennsylvaniaMiami UniversitySaginaw Valley State UniversityState University of New York Broome Community CollegeState University of New York College at PotsdamState University of New York Empire State College, SaratogaTexas A&M UniversityUniversity of Central ArkansasUniversity of New MexicoUniversity of New OrleansUniversity of Texas-Pan AmericanValparaisoUniversity

Universidad de Madero Methodist CollegeVirginia Wesleyan College

Universidad de Monterrey Georgia State UniversityNorth Carolina State UniversityPennsylvania State University, University Park CampusSouthwest Texas State UniversityUniversity of North TexasWentworth Military Academy and Junior College

Universidad dc Nuevo Leon New Mexico State University

Universidad de Sonora Arizona State UniversityPrescott CollegeUniversity of Texas at El Paso

Universidad de Sonora (Herinosillo) (UNISON) University of Arizona

Universidad de Yucatan Norther,' rIlinois UniversityUniversi., of North Carolina at Chapel Hill

Universidad del Occidente Los Angeles Community College District

Universidad del Valle de Mexico

Universidad lberoamericana

174

Florida Atlantic UniversityGeorgia CollegeRichland CollegeStatc University of New York Empire State

College, SaratogaUniversity of Arkansas at Little Rock

Alma CollegeAnna Maria CollegeCalifornia State University, SacramentoCity University of New York Baruch CollegeCornell UniversityLoyola University, ChicagoLoyola University, Ncw OrleansMuskingum CollegeSaint Joseph's University

105




Universidad lberoamericana (continued) San Diego State UniversityState University of New York at BinghamtonState University of New York at Buffalo Graduate School of

EducationState University of New York College at OswegoThe University of Texas at AustinUniversity of LaVerneUniversity of Rhode IslandWhitworth College

Universidad Intercontinental University of Texas Health Science Center at Houston

Universi 4ad LaSalle

Universidad Juarez del Estado de Durango

Universidad Michoacana de San Nicolas de Hidalgo

Universidad Nacional Autonoma de Mexico(UNAM)

106

University of Arizona College of Architecture


Belmont University (pending)University of California, Los Angeles

Blackburn ColleeeBowie State UniversityBrown UniversityClaremont Graduate SchoolCornell UniversityFlorida Institute of Technology (pending)Illinois State UniversityInterAmerican University of Puerto Rico

School of OptometryNew Mexico State UniversityNorthern Illinois UniversityPrescott CollegeRutgers, The State University of New Jersey-

Newark CampusState University of New York at Buffalo-

School of Dental MedicineTexas A&M UniversityThe University of Texas at AustinTowson State UniversityUniversity of Arizona Co!kge of ArchitectureUniversity of California, Los AngelesUniversity of ChicagoUniversity of Colorado at DenverUniversity of Maryland at College ParkUniversity of Massachusetts at AmherstUniversity of New MexicoUniversity of North Carolina at Chapel HilUniversity of North TexasUniversity of Texas at ArlingtonUniversity of Texas at El PasoUniversity of Texas at San AntonioUniversity of Texas Health Science Center at San AntonioUniversity of WashingtonUniversity of Wyoming (pending)

175



Universidad Nacional Autonoma de Mexico-Institute de Geologia (UNAM)

Universidad Pedagogica Nacional de Mexico

Universidad Pedagogica Nacional de CiudadJuarez

Universidad Popular Autonoma del Estado dePuebla

Universidad Regiomontana

Universidad Regiomontana en Monterrey

Universidad Regional del Norte

Universidad Tecnologica de la Mixteca

Universidad Tecnologica de Nezahualcoyotl

Universidad Tecnologico y de EstudiosSuperiores-Chihuahua (UTES)

Universidad Veracruzana



Florida Institute of TechnologyUniversity of Texas at El Paso


Mississippi University for Women (pending)University of Central Oklahoma


Southwest Texas State UniversityUniversity of North I exas


El Paso Community College


Belmont University

Rockhurst CollegeRutgers, The State University of New Jersey-Newark Campus

(pending)University of FloridaUniversity of Missouri-Kansas City

176107

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180

APPENDIX 7

Consortia Directory

Academic Resource Network National Faculty Exchange(ARN-NFE)Bette Worley, President4656 West Jefferson Blvd., Suite 140Ft. Wayne, IN 46804Tel: (219)436-2634Fax: (219)436-5676

Association of Independent Colleges of Art and Design (AICAD)Susan Wing, Executive Director1 DuPont Circle NW, Suite 415Washington, DC 20036Tel: (202)775-1320Fax: (202)775-1315

Atlantic Institute/Institut AtlantiqueDr. David TylerUniversity of MaineDept. of Surveying EngineeringOrono, ME 04469Tel: (207)581-2188Fax: (207)581-2206

Binational English/Spanish Telecommunications Network(BESTNET)Dr. Frank Medeiros, Chairman of the BoardSan Diego State UniversityAdministration Building 206San Diego, CA 92182Tel: (619)594-6883Fax: (619)594-2254

Bi-National Regional Initiative Developing Greater Education(the BRIDGE Project)Donald Gerrie, SecretaryLake Superior State UniversitySault Ste. Marie, MI 49783Tel: (906)635-2688Fax: (906)635-2111

College Consortium for International Studies (CCIS)Dr. Jane Evans2000 P St. NW, Suite 503Washington, DC 20036Tel: (202)223-0330

Committee on Institutional Cooperation ((AC)Roger Clark, Director302 East John St., Suite 1705Champaign, IL 61820Tel: (217)333-8475Fax: (217)244-7127

110

Community Colleges for International Development (COD)Maxwell King, Chairman of the BoardBrevard Community College1519 Clearlake Rd.Cocoa, FL 32922Tel: (407)631-3784Fax: (407)639-0078Thomas Millard, Executive DirectorWaukesha County Technical College800 Main St.Pewaukee, WI 53072Tel: (414)691-5106Fax: (414)691-5593

Conference des Recteurs et Principaux des Universitaires deQuebedConference of Rectors and Principals of QuebecUniversities (CREPUQ)The Secretariat300 Leo-Pariseau St.PO Box 952, Place-du-ParcMontreal, Quebec H2W2N1, CanadaTel: (514)288-8524Fax: (514)288-0554

Council for the Development of French in Louisiana (CODOFIL)Dr. John Bertrand, President217 West MainLafayette, LA 70501Tel: (318)262-5810Fax: (318)262-5812

IIEIFIPSE/Regional Academic Mobility ConsortiumDulcie L. Schackman, Project DirectorInstitute of International Education809 United Nations PlazaNew York, NY 10017Tel: (212)984-5411Fax: (212)984-5358

Interamerican University Council for Economic and SocialDevdopment/Consejo Universitario Interamericano para elDesarrollo Economico y Social (CUIDES)Dr. Harold VaughnUniversity of Arkansas at Little RockInternational and Interdisciplinary ProgramsLibrary 505Little Rock, AR 72204-1099Tel: (501)569-3374Fax: (501)569-8538

International Consortium for Educational and EconomicDevelopment (ICEED)Dr. Eduardo Conrado, Executive DirectorEl Paso Community College DistrictPO Box 20500919 HunterEl Paso, TX 79998Tek (915)594-2419FrIX: (915)594-2322

181


International Student Exchange Program (ISEP)Mary Anne Grant, Executive Director3222 N St. NW, Suite 400Washington, DC 20007-2849Tel: (202)965-0550Fax: (202)965-0405

ITESM/Baylor/Ecole des Hautes Etudes CommercialesDr. Kent GilbreathBaylor UniversityEconomics Dept.Waco, TX 76798Tel: (817)755-3535Fax: (817)755-2421

Leadership Doctoral Program for International EducatorsDr. Ray LattaSan Diego State UniversityDept. of Administration, Rehabilitation andPost-Secondary Education (ARPE)

San Diego, CA 92182-0163Tel: (619)594-3767

Mind Extension University (ME/U): The Education Network9697 East Mineral Ave.Englewood, CO 80155Tel: (303)792-3111

National Technological UniversityMarilyn Roberts, Director of Finance700 Centre Ave.Ft. Collins, CO 80526Tel: (303)495-6415Fax: (303)484-0668

New England/Nova Scotia Student Exchange ProgramMadeleine McGarrity, Director of Regional Student ServicesNew England Board of Higher Education45 Temple PlaceBoston, MA 02111Tel: (617)357-9620

New England/Quebec Student Exchange ProgramMadeleine McGarrity, Director of Regional Student ServicesNew England Board of Higher Education45 Temple PlaceBoston, MA 02111Tel: (617)357-9620

Northwest Regional Consortium for Southeast Asian StudiesCharles Keyes, DirectorUniversity of WashingtonSoutheast Asian Studies, DR-05303 Thomson Hall Seat& WA 98195Tel: (206)543-9606Fax: (206)543-4365Dr. Gerald Fry, Co-DirectorUniversity of OregonSoutheast Asian Studies Dept.Eugene, OR 97403Tel: (503)346-5087Etx.. (503)346-0802

Post-Secondary International Network (PIN)Dr. William WarnerNortheast Metro Technical College3300 Century Ave. NorthWhite Bear Lake, MN 55110Tel: (619)779-5740

ProfMex Consortium for Research on MexicoDr. George Baker, Executive Secretariat1440 Euclid Ave.Berkeley, CA 94708Tel: (510)486-1247Fax: (510)208-3139

Rutgers-Newark/CINVESTAV/UA de Tlaxcala/UNAMDr. Barry Komisaruk, DirectorExchange Program Between Rutgers-Newark and

Mexican InstitutionsRutgers, The State University of New Jersey-Newark CampusInstitute of Animal Behavior101 Warren St.Newark, NJ 07102Tel: (201)648-5862Fax: (201)648-1102

Southwest Center for Environmental Research and Policy(SCERP)Dr. Peter Gcrity, Principal Investigato.University of UtahCollege of Engineering2201 Merrill Engineering BuildingSalt Lake City, UT 841127'el: (801)581-8346Fax: (801)585-5607

State Universiry of New York College at PlattsburghMrs. Dodie Gilrz, International Programs CoordinatorCenter for the Study of CanadaPlattsburgh, NY 12901Tel: (518)564-2086Fax: (518)564-2112

Texas International Education ConsortiumJoe Neal1111 West 24th St.Austin, TX 78705Tel: (512)477-9283Fax: (512)322-9079

University of California Institute for Mexico and the US(UC MexUS)Katherine Roberts, Assistant DirectorUniversity of California-Riverside252 Highlander Hall-ARiverside, CA 92521Tel: (909)787-3519Fax: (909)787-3856

1 2


Appendix 7: Consortia Directory (continued)

University of Maryland System International Faculty andAdministrators Association (UMSIFAA)Dr. Dean Esslinger, PresidentTowson State UniversityInternational Education313 Administration BuildingTowson, MD 21204Tel: (410)830-3828Fax: (410)339-7151

US/Mexico Border Health AssociationDr. Ignacio Gosset, Executive DirectorPan American Health Organization6006 North Mesa, Suite 600El Paso, TX 79912Tel:(915)581-6645Fax: (915)833-4768

112

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Documents

DOCUMENT RESUME ED 362 100 HE 026 708 TITLEDOCUMENT RESUME ED 362 100 HE 026 708 TITLE North American Higher Education Cooperation: An Inventory of U.S.-Canada and U.S.-Mexico Academic