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Fulbright Foreign Language Teaching Assistant

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Creating Diverse & Dynamic Networks: Building a Bridge at MSU

June 30, 2020

By Jou-Chun Lai, Chinese FLTA at Michigan State University (MSU)

“我覺得我好像跟沒有出國一樣。”

I feel that I didn’t even go abroad.

A Chinese girl I met on campus uttered this phrase after I’d been at Michigan State University (MSU) as a Fulbright Foreign Language Teaching Assistant (FLTA) for a month. It’s not hard to imagine why this student made this statement: my host institute, MSU, has a large number of students from China.

The Chinese community at MSU is very close. You can join or get information from Chinese student organizations, easily find Chinese roommates, and even work in research laboratories where everyone else is Chinese. Because of this far-reaching comfort zone, even if someone in the Chinese student community wanted to practice English, it’s hard to find a way to do so.

However, I noticed that MSU also has between 130-150 students learning Chinese as a foreign language. These students might be American, Chinese-American, or from other countries. Surprisingly, only a few of them have friends who are Chinese students.

Then, an idea came to my mind: Why not build a bridge between these two groups?

This is how everything started.

First, I worked with a student club with only one member, “ForeignersLearnChinese.” We redefined the club’s goal and started to recruit a new executive board mid-semester. During recruitment, the idea of a “Chinese Language Mingle” event came together, and we began planning. The main idea of the event came from the concept of having a language exchange partner, so we invited native Chinese students to be our table leader volunteers. Each table had a conversation topic based on different Chinese speaking levels (Beginner, Intermediate, Advanced). Participants practiced their Chinese through conversations about their family, hobbies, and other common themes. We also had some interesting conversations about the difference in dating culture between China and the United States. However, the most popular table was “Chinese Internet Slang and Abbreviations.” This is something you never learn in the classroom, but can be very practical in your daily life. If you learn some slang to use with native speakers, you’ll seem very knowledgeable and even cool.

At the end of the event was our first language partner meeting. Using a pre-survey from students learning Chinese and native Chinese speakers, we matched language pairs based on mutual majors or hobbies. After the first meeting at our event, they could hang out by themselves, choosing to practice more Chinese or English.

It was amazing to see them find their partners, start to talk in Chinese, and maybe begin new friendships. I started to imagine that as my students began to communicate with each other more, they would come to not only know more authentic Chinese, but also understand the diversity of the Chinese language. I also imagined that the native Chinese students would gain deeper insights into American culture and student life.

As a FLTA, I know that I’m just a passerby, and leaving soon. These students might forget everything I practiced with them in the textbook, but I believe having a local friend who is a native speaker is the best way to keep your motivation up and practice a foreign language. Language is not just a subject, but a medium to connect with others. Having a chance to build a bridge for my students is the most meaningful thing I’ve done during this journey.

In the beginning, I always felt disheartened reading about other Fulbrighters who always seemed brilliant and successful. It seemed like I was the only one who was lost and couldn’t find meaning and value. If you also feel the same way sometimes, just remind yourself that it’s normal. Be patient with yourself, take a breath, observe your surroundings, and open your mind and imagination to new solutions. Everything happens for a reason and I hope hearing my story will help you find your own way.

FLTA Foreign Fulbright

Reflections From a Fulbright Foreign Language Teaching Assistant: Mid-Year Conference

February 14, 2020

By Léandre Larouche, French Foreign Language Teaching Assistant, Canada 
I did not expect the end of the Fulbright FLTA mid-year conference to feel so weird. The conference, organized by Fulbright, gathered all 400+ Foreign Language Teaching Assistants dispatched across the United States in the Marriott Marquis in Washington, DC. The goal of the mid-year conference was to get all FLTAs together to reflect upon their experience, learn together, and share what they have learned. While the conference’s primary goal may have been intellectual, it was also emotional and personal on many levels. Our learning experience goes beyond our roles as FLTAs; it also teaches about ourselves, about other people, and about all the different countries, languages, and cultures represented in the Program. I am experiencing this personal aspect first-hand as I find myself seized by a sense of emptiness at the dusk of the conference. Still in Washington, DC for one more night, I’ve said goodbye to most of my fellow Fulbrighters and wish this conference lasted just a little longer — or at least that I could spend more time getting to know its participants.

The French from the Old World

I’ve been fortunate enough to be a Fulbright Program participant twice — as well as an exchange student. These experiences allowed me to attend several events where I’ve met people from across the world and got to know them for very short periods of time. Yet this time — and perhaps more than any other time before — I feel sad, almost heartbroken, that this conference came to an end. The past week spent in Washington, DC, was possibly the most enriching and fun time in my life. The people I’ve met there where some of the funniest, smartest, and most accomplished people I’ve met. Perhaps most importantly, too, I got to know more of my fellow French FLTAs — who are all from France, as I’m the only French-Canadian in the Foreign Language Teaching Assistant Program. They managed to make me love their country more and spurred my desire to further discover it. They also strengthened my love for the language we share and increased my awareness of its diversity.

French, indeed, is a colourful language, a language full of metaphors, images, and wonderful, sometimes ridiculous expressions. The best part of it is that it changes from one corner of the world, even one part of a country, to the other. I taught my expressions to the French FLTAs; they taught me theirs — and we’ve laughed to tears in the process. The relationship between Québec and France can be a tricky one; I haven’t always felt like people from France treat people from Québec and their language as equals. But these French people, as good representatives of their country as they are, made me forget these sometimes bitter feelings. Few are the times in my life where I’ve had as much fun and learned so much about a nation. If I were to take just one thing away from this conference, it would be that individuals have the power to influence countries’ relations. Who knows where we all will be ten, twenty, and thirty years down the road? Who knows what kind of impact we will be able to make?

The Fulbright Program’s goal is to help the U.S. State Department achieve diplomatic objectives by facilitating exchange programs between the United States and the rest of the world. Not only is it succeeding at this objective, but it is also succeeding at doing so for other countries. When I go back home to Canada, I’ll remember not only the interactions with Americans, but also those with the French people and the 40 other nations represented at the conference. My mind was opened wider more times than I can count. For example, I met the first Fulbrighter from the United Arab Emirates, who opened my mind to a country I knew next to nothing about. The fact that a Fulbright Commission was launched in that country a few years back has already had a tremendous impact — on my life, just as on that of many other people. The results may be invisible for now, but their effects will be made visible sooner or later.

Of Emptiness and Confusion

The time spent with the French people and other Fulbrighters from across the world, as we exchanged ideas in conference rooms, ate in restaurants, drank in bars and hotel rooms, I regard as rare and precious. I think I’m going to miss it seriously. I’m lucky to be living an extraordinary life as a Fulbright FLTA in Williamsport, PA — a life I would never take for granted. Nonetheless, it’s hard to think of going back to the routine next semester after living such an intense weekend. I’m going to be travelling around the United States throughout the Christmas break, and I’m going to see some of the people I’ve met here as I do so. Still, the feeling of being surrounded with more than 400 other people like you who love languages, love people, love the world, and wish for a better, more tolerant future is priceless and, frankly, difficult to get over. As I write these lines, I feel as though there is a hole in my heart. I feel as though I’ve lost something I’ll never get back, no matter how bright the future might be.

I know, however, that Fulbright is forever and that the friendships it creates are made to last. In many cases, we said goodbye but not farewell—and I know full well that this is only the beginning of a life filled with such experiences. While in Washington, DC, before the conference began, I hung out with a friend I’d met during the 2017 Youth Institute for Canada in the World, another Fulbright event. It felt like nothing had changed. And some of the people I’ve met this weekend, I was already acquainted with from our summer orientation in Fayetteville, AK. Nothing had changed with them, either. We picked up our conversations as if we’d never been apart. When people are bound together by an organization like Fulbright — meaning they share a similar vision of the world and certain fundamental values — they can feel as though they’ve known each other forever, and the connections they share are as strong as they can be. As a result, it feels bittersweet when the time comes to say goodbye — sometimes even lonely. But such a sense of emptiness is simply the price to pay for these extraordinary experiences. Nothing meaningful comes without a sense of loss when it ends; people keep moving forward and use what they have learned as they do so. They try as they might not to compare the present to the past and compartmentalize these events. Such is the beauty of programs like those of Fulbright: they teach how to handle the extraordinary, all these exceptional encounters with people all special in their own ways — and to move on with our lives once it’s over.

Even though I’m well aware that the sadness won’t last — I know that in a day or two, it will turn into something more pleasant — I still embrace this uncomfortable feeling. Because I know it is the right thing to feel after a life-changing experience. There is nothing abnormal with feeling this way; this is how things should be. And I can only hope that all the other FLTAs feel more or less the way I do, that they too had an extraordinary few days in the United States capital city. And I can only hope, too, that more people feel this at one point in their lives, that they experience extraordinary events and programs, like those of Fulbright. International education and professional opportunities are blessings one should strive to get at least once in their lifetime. There’ll be moments of emptiness and confusion, but this is how we know that we’re doing something right.

FLTA Foreign Fulbright Reach the World

U.S. Classrooms Celebrate International Education Week with Fulbrighters

November 18, 2019

In celebration of International Education Week 2019, 10 Fulbright Foreign Language Teaching Assistants will visit elementary, middle, and high schools in Kentucky, Nebraska, North Carolina, and Michigan. The visits will take place from November 18 to 21, and are sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA), in partnership with Reach the World.

The Fulbrighters will share their home countries’ culture with students and describe their Fulbright experiences. The visits, with a diverse group of participants and classrooms, allow American students to build first-hand global knowledge, and help increase mutual understanding between the people of the United States and other countries. The visits build on ECA and Reach the World’s virtual exchanges partnership, in which U.S. exchange students studying overseas through Fulbright and other ECA exchange programs “meet” students in American classrooms.

Follow our visits to U.S. classrooms this week by using and following #Fulbright on social media.

Meet the Fulbright participants:

 

El Housseine Abouazza
Fulbright Foreign Language Teaching Assistant from Morocco
Fayetteville State University

“My name’s Houcien Abouazza. I’m from Morocco, which means I’m African, and I’m 33 years old (my body insists that I look much younger, though!). I’ve been working as a high school English teacher for the past eight years. I enjoy my job immensely because I get the chance to work with thirsty young minds. I have a master’s in Translation Studies from Cadi Ayyad University in Morocco, and work as a translator between English and Arabic. I came to the United States in August 2019 on the Fulbright Foreign Student FLTA Program, and teach at Fayetteville State University in North Carolina. My focus is building a bridge between Americans and Moroccans through teaching Arabic and showcasing Moroccan culture with all its varied facets. Not only that, but the Americans I have met have been nothing but helpful in introducing me into their own culture, which has made me more conscious of my own. Programs like Fulbright help prevent the rise of global illiteracy.”

 

Raju Ahmmed
Fulbright Foreign Language Teaching Assistant from Bangladesh
University of Michigan

“Hello, I am Raju. I am a lecturer in English at Bangabandhu Sheikh Mujibur Rahman Maritime University in Bangladesh, where I teach communicative English courses to undergraduate students. My research interest is in developing second language skills, English for Specific Purpose (ESP) and Teaching English as a Foreign Language (TESOL). I graduated from the University of Dhaka in Bangladesh. Presently I work as a Fulbright Foreign Language Teaching Assistant at the University of Michigan, where I teach Bengali in the Department of Asian Languages and Cultures. I also assist in a seventh grade English class once a week at Scarlett Middle School. In my free time, I love cooking, meeting new people, and sharing my culture.”

 

Sarwa Azeez
Fulbright Foreign Student Program – MA Creative Writing, from Iraq
University of Nebraska-Lincoln

“Hi, I am Sarwa Azeez. I have completed a master’s in English Literature at Leicester University in the UK. My hometown is called Soran, which is a stunning mountainous town located in Iraqi Kurdistan. I have contributed to humanitarian work with refugee girls and children in my region. My main interests are reading and writing, especially writing poetry. I have published a poetry pamphlet called Remote. As a Fulbrighter, I am studying for my second master’s degree in Creative Writing at the University of Nebraska-Lincoln.”

 

Huda Hosson
Fulbright Foreign Student Program – MS in Electrical Engineering, from Libya
University of Nebraska-Lincoln

“My name is Huda, and my mission in life is to bring positive change to the world and to help humanity evolve and grow. I chose science and engineering to be my keys to doing so. I am currently researching different implementations of solar power systems to help lead the world to sustainability. I have experience as a primary school teacher and as a lab supervisor in college. I’ve been involved with different civil society organizations to help promote peace, empower women, and encourage scientific work. I enjoyed spending the last year studying in Italy and I feel very fortunate to be studying here in the United States now. Oh, I am very passionate about yoga, too!”

 

Alexandre Lopes Silva
Fulbright Foreign Language Teaching Assistant from Brazil
University of Nebraska-Lincoln

“Hi, I’m Alexandre. I worked as an English as a Foreign Language teacher in Brazil, and am currently a Portuguese teacher and the mediator of the Portuguese Club at UNL. I am also taking graduate-level courses on methodology and applied linguistics. I am very interested in second language acquisition, and gender and sexuality studies. My hobbies include ballet, studying foreign languages, and cinema.”

 

Meltem Ozgul
Fulbright Foreign Language Teaching Assistant from Turkey
Michigan State University

“Hi, I am Meltem. I am an English teacher at a secondary school in İstanbul. I studied English Language Teaching at Yeditepe University in İstanbul, and have worked with different levels of language learners while teaching English for four years. Last year, I got my certificate in Teaching Turkish as a Foreign Language. Currently, I am a Fulbright Foreign Language Teaching Assistant at Michigan State University. Here, I teach Turkish to college students and attend cultural events to promote Turkish culture in America.”

 

Gulchekhra Rakhimova
Fulbright Foreign Language Teaching Assistant from Uzbekistan
Michigan State University

“Hello! I am Gulchekhra Rakhimova from Uzbekistan. I am a Fulbright Foreign Language Teaching Assistant in Uzbek language at Michigan State University. I have earned my bachelor’s and master’s degrees in English Linguistics and Philology at Uzbekistan State World Language University. I received my Professional Development in Teaching English as a Second Language Certificate from Glasgow Caledonian University in Scotland. As a cultural ambassador, I’ve joined the Community Volunteering International Program (CVIP), and have been doing cultural presentations and events to present my culture and my country.”

 

Olajide Salawu
Fulbright Foreign Language Teaching Assistant from Nigeria
Fayetteville State University

“Enle o, I am Olajide Salawu. I work as a research assistant at Obafemi Awolowo University in Nigeria, from where I also earned my bachelor’s and master’s degrees in Literary Studies. As a cultural ambassador, I am currently a Fulbright Foreign Language Teaching Assistant at Fayetteville State University, where I have held different workshops on Yoruba language and culture. Next spring, I will teach first-year students in an “Introduction to Yoruba Language” course. In my spare time, I like to watch movies and write poetry. My work can be found in Transition, Rattle, Salt Hill Journal, New Orleans Review, African Poetry Book Fund and elsewhere.”

 

Mariia Velichko
Fulbright Foreign Language Teaching Assistant from Russia
Michigan State University

“Hello, I am Maria! I graduated from Magnitogorsk State University, where I majored in Linguistics, Translation and Interpretation, and worked as an Assistant Professor in the Department of Translation and Interpretation. My main professional interests are methods of teaching English and Russian, all kinds of translation and interpretation, and cross-cultural communication. I currently assist students in the “Russian 420” course at Michigan State University, host a Russian Club, and organize and take part in cultural outreach events to promote Russian culture in America. I am interested in fashion history, art, photography, and am always looking for things that can inspire me.”

 

Chiu-Li Wu
Fulbright Foreign Language Teaching Assistant – Taiwan people
University of Kentucky

“Hello, I’m Chiu-Li Wu, but most of my friends just call me Sherry! I love sharing Chinese culture, and my main professional interests are psychology, school counseling, special education, and teaching English and Chinese as a foreign language. I also like traveling and working as a volunteer in the community. I’m currently a teaching assistant of “Chinese 101” at the University of Kentucky and organize some cultural events. I enjoy helping my students experience the art of Chinese characters, Chinese woodblock painting, calligraphy, brush painting, paper cutting, pop songs, and Chinese cuisine.”

FLTA Foreign Fulbright

Infectious Enthusiasm: How My Fulbright Year Renewed My Love For Teaching

October 22, 2019
By Ángela Otero del Castillo, Fulbright Foreign Language Teaching Assistant from Spain

I’m on a plane. Destination: Bangkok. I’m moving to Thailand to teach Spanish at Chulalongkorn University, the most prestigious university in the country, as part of an international teaching program funded by the Spanish Ministry of Education. As I float above the clouds, I can’t help but think back to my time with the Fulbright Program and feel a sense of profound gratitude. The Fulbright Program, after all, is the reason why I’m on this plane. That’s because the year I spent as a Foreign Language Teaching Assistant (FLTA) at the University of Arkansas managed to do what I thought impossible: re-kindle my passion for teaching.

 

Let’s back up a little. In 2015, I moved to Scotland, where I taught Spanish at the University of Glasgow for two years. I loved teaching, but I wasn’t in the right mindset, and each day seemed harder to finish. I wasn’t sure what I wanted to do with my life. So I made a decision: I returned to Spain to find something else to do. Moving back home after two years of independence proved to be hard, but I applied for a Fulbright Foreign Language Teaching Assistantship. I had no expectations of getting it, but—thank the universe—I did!

 

In August 2018, I moved to Fayetteville, Arkansas, to begin my time as an FLTA. At first, I found the educational system a bit challenging to adapt to for several reasons. To start with, teaching assistants in my home country of Spain typically take on more of an observing and learning role, teaching with the support of the lead teacher for practice. I was surprised to find that here, teaching assistants direct language instruction. Soon, though, I allowed myself to take control of my classes and had lots of fun with my students. I taught two Intermediate Spanish II groups per semester, with around 10-15 students per group.

 

My first shock was finding out I would teach at 7:30 in the morning! Classes in Spain and in other countries, such as Scotland, where I had worked before, start at 9:00 A.M. at the earliest! I soon discovered, however, that most of the students really wanted to be there – even at that early hour. My students were receptive, active, funny—everything a teacher could ask for. I’m not one to stick to dry lessons that could lead to a group full of sleeping students, so I started creating my own materials while still following the official syllabus. I loved spending hours designing posters and making up games. I loved practicing with my students, and the best part was that they seemed to love it, too.

Colorful, eye-catching graphics encourage foreign language students to engage with the material

My enthusiasm rubbed off on my supervisors, who were supportive of me: they bought me materials — printed in full color, and introduced me to new teaching resources. I wanted to do more, so I took online courses in design and Spanish teaching methodologies as a way of exploring my newfound creativity. Yes, it was a lot of work, but if you put your effort and passion into something, your students will notice and be inspired to work harder, too. In an evaluation, one of my students wrote, “The devil works hard, but Ángela works harder.” I need that saying printed on a t-shirt!

 

My Fulbright experience wasn’t perfect. Moving to the other side of the world, to a different culture with a different educational system and values, not knowing what to expect, and all on my own, wasn’t easy. My advice to future applicants is to make an effort to integrate yourself within the community. There will always be hard times when you feel insecure and homesick, but if you give this opportunity a chance, it will be worth it. And, you never know: you may also discover your passion and future vocation while on Fulbright.

Ángela visits Washington, DC with her trusty Fulbright España tote bag!

If you want to know what Fulbright can do for you, picture me in 2017: no job, no passion, and no idea of what to do with my life. Now, picture me in 2019: I love teaching and have found a new passion and a sense of self-confidence. Now, having landed in Thailand, I’m ready to continue on this newfound path where I love what I’m doing – all thanks to my time as an FLTA.

FLTA Foreign Fulbright

How to Foster a Global Mindset at Your Community College through the Fulbright Program

August 8, 2019

International students pose outside DCCC.

We spoke with Suzanne LaVenture, Director of International Education and Faculty at Davidson County Community College (DCCC) about how the Fulbright Program helped transform the semi-rural North Carolina community college, cultivating a global outlook on campus. 

Davidson County Community College (DCCC), situated among green rolling hills and forests an hour away from Charlotte, NC, is a standout among community colleges across the United States for its level of international engagement. Beginning with the college’s first engagement with the Fulbright Program, DCCC has benefited from a range of grants, institutional partnerships and global connections.

“Fulbright brings the world to DCCC,” says Suzanne LaVenture, Director of International Education & Faculty. “By having international students and Fulbright scholars on our campus, it gives all our students a chance to meet people from all over the world and learn about different cultures.”

To this day, the Fulbright Program remains a central pillar of DCCC’s international engagement activity. In August, two new Fulbright Foreign Language Teaching Assistants (FLTAs) will arrive on campus, bringing the FLTA total to 14 over the past eight years. Lately, the institution sent three campus leaders abroad with the Fulbright International Administrators Seminar program, and between 2008-2010 DCCC welcomed three Fulbright Scholars in Residence, two from China and one from Macedonia.

Breaking New Ground

DCCC’s international engagement accelerated in 2010, when Suzanne’s role was created. The college now offers four to five study abroad trips each year, helping U.S. students experience new cultures and countries.

“I think many community colleges don’t know about the opportunities that the Fulbright Program offers, or think that the return on investment of putting all the time and effort of filling out the applications will not pay off for them,” Suzanne says. “However, I would encourage interested community colleges to be persistent and apply for available Fulbright opportunities.”

Furthering the reach and impact of the international exchange network, DCCC does not work in isolation, but rather engages with a range of partners to support study abroad.

“One of the primary challenges for community colleges in promoting study abroad opportunities has been getting enough students interested to make [a given program] financially viable,” Suzanne says. “That is one reason why we often work in consortia.”

As Suzanne explains, the college recognizes that DCCC students face barriers to participating in study abroad. Many students have families, jobs and other responsibilities that prevent them from going abroad, so the college does what it can to lessen the burden of costs and scheduling conflicts. Hosting visiting Fulbrighters at DCCC has brought the world to the campus, and also serves as a living advertisement for study abroad.

Fulbright: a Springboard for Other Opportunities

For the past six years, the college has worked with the Institute of Study Abroad Ireland to run a popular spring break trip to Ireland. More recently, DCCC received capacity-building grants from the State Department to develop study abroad programs in Guatemala and South Africa, first implementing a service-learning program in Guatemala targeted to nursing students in coordination with Central Piedmont Community College (CPCC).  While developing these programs, DCCC tailored these initiatives to be compatible with the Department of State’s  Benjamin A. Gilman Scholarship program, to provide extra incentive for students to consider studying abroad. The Gilman Program provides scholarships to U.S. undergraduates with financial need for study abroad, including students from diverse backgrounds and students going to non-traditional study abroad destinations.

Recently, DCCC applied for the same capacity building grant to develop a study abroad program with Central Piedmont in South Africa. The program will offer service learning opportunities for nursing and allied health, and zoo and aquarium science students, and aim to recruit minority male students.

Along with Guilford Technical Community College and Forsyth Technical Community College, DCCC has also twice received a State-Department-managed 100,000 Strong in the Americas grant to develop a study abroad program in Argentina along with Universidad Nacional de Villa María. U.S. students have gone to Argentina for the past two years, and Argentinian students visited the DCCC campus in March.

To encourage more students to think internationally, DCCC launched the Scholars of Global Distinction program in fall 2013. To earn this distinction on their transcript, students must complete 15 credit hours of globalized courses, attend eight Passport events, and must have a global experience – either study abroad or a local-global experience. As of the past semester, 100 DCCC students completed all the requirements, becoming Scholars of Global Distinction.

While DCCC was the first community college in North Carolina to start Scholars of Global Distinction, now more than 20 colleges offer this program. To implement programming, the college works with World View at the University of North Carolina, Chapel Hill, which serves as a convening organization for colleges in the state interested in global learning.

Leveraging On-Campus Ingenuity

Much of DCCC’s international activity outreach and coordination has occurred through innovative, in-house support – ensuring broader awareness on the campus of DCCC’s international programming, while also reducing program costs. DCCC’s digital media instructor and his students created a video to promote the college’s study abroad programs, and a computer instructor and his students created a database for Suzanne and her team to track students in the Scholars of Global Distinction program.

DCCC’s efforts to promote study abroad by its students comes full circle in the personalized support it continues to provide its visting Fulbrighters.  FLTAs not only benefit from a warm welcome by DCCC administration – which includes a campus buddy system to ensure Fellows are able to more easily integrate into campus life, but also  benefit from DCCC’s ingenuity.  The campus provides the FLTAs accommodation at the energy efficient “Green House,” a historical house across the street from the campus renovated by DCCC very own heating and air-conditioning students. In addition, DCCC allows eligible FLTAs to use of one of the college’s fleet of vehicles to get around during their award period. Finally, Suzanne has invited each cohort of FLTAs to her house for Thanksgiving and acted as their cultural liaison throughout the duration of their time at DCCC.

Given the barriers that DCCC overcame to cultivate a global outlook on campus, Suzanne believes that if DCCC can internationalize, other institutions can too. “I always say that the moral of the DCCC story is that if we can do it, anybody can,” she says.