TURNING IN, LOOKING OUT

In its effort to "internationalize," Harvard is looking in, rather than out.

Seven years ago, former University President Derek C. Bok's proposed measures, including boosting the number of international students and encouraging study abroad, to "internationalize" the campus.

While internationalizing Harvard has remained an important priority and while Harvard is making slow but steady progress in its effort to broaden the curriculum, many students say important facets of the original Bok proposal haven't been implemented.

The narrow range of study abroad programs and gaps in the curriculum are still obstacles to an internationalized Harvard.

And it seems Harvard is indeed focusing its efforts on improving internationalization on campus.

In fact, Dean for Undergraduate Educational Lawrence Buell says there are no plans to explore a 1990 "internationalization" proposed by Rabb Professor of Government Josen S. Nye.

The proposal, which was widely-debated four years ago, would have offered a Rhodesstyle scholarship for international students, established an international relations concentration and offered a "certificate" in foreign studies.

"I think our priority should be to make Harvard students aware of international and foreign cultures, and in that sense we are continuing to make an effort," says Professor of European Studies Charles S. Maier 60.

"The administration is trying to incorporate international objectives into our fund drives to provide more international centers and faculty...[but] it's mission of training largely American students about the world, and not necessarily training foreign students about the world," he says.

While Rudenstine acknowledges the importance of admitting international students, he also stresses the need for American students to gain international experience.

"[W]e want to contribute to the education and training of leaders throughout the world," Rudenstine writes in the President's Report 1991-93, which was released recently. "At the same time, we want students from the United States to understand the perspective of people from other cultures--through courses of study that capture the international dimensions of contemporary life."

International Community

Harvard has the sixth highest enrollment of international students of all private U.S. colleges. In the 1992-93 academic year, Harvard opened its doors to 448 representatives of 114 countries.

"Our community of international students...is large and strong," Rudenstine writes, citing the fact that seven percent of all undergraduates are foreign.

President of Euroforum and the Center for International Affairs Student Council Henrietta O. Shields '95 says the increasing numbers of Eastern European students enrolled is one sign of greater internationalization.

"[Harvard' is trying very hard to recruit Eastern European students too, I've noticed a lot more Eastern European people here," Shields says. "It's a good thing."

Former president of the now-defunct International Assembly Costas Panagopoulos '94 however sayshe saw the shortage of organizations concerned with international issues as a negative sign.

"I'm appalled at the lack of international organizations. It's not for lack of interest. Basically, it boils down to the lack of 'internationlization here," Panagopoulos says. "Harvard does not even have a concentration in international affairs, or any kind of solid international program."

Diversified Curriculum

But according to many students and administrators, the faculty is making slow, steady progress in internationalizing the curriculum.

P resident Neil L. Rudenstine writes in the President's Report that a healthy proportion of courses offered are international in scope.

"A recent survey showed that nearly 40 percent of all courses in the Faculty of Arts and Sciences--and about 45 percent of all Core Curriculum courses--have a significant international dimension," Rudenstine wrote.

And Dean of Undergraduate Education Lawrence Buell says he sees a "real burgeoning of emphasis on international studies" at Harvard.

"There isn't any new department or concentration that we can point to there certainly has been...a thrust in dealing with issues in a more global and cosmopolitan way," Buell says.

"For example, the way the African-American Studies Department and its affiliated faculty has been developing and taking shape shows a much less U.S.-centred and much more globalist perspective," Buell says. "Harvard is in the process of becoming a central space to study African culture from a variety of disciplinary standpoints."

Citing the recent developments in Latin American studies, two students said they had noticed a greater emphasis on international affairs in the college curriculum.

"When I first arrived, here, I thought there was a lack of courses offered in Latin-American studies, and I did feel frustrated," says Alejandro Ramirez '94, president of the Harvard University Mexican Association.

"I'm an economist, and there were no courses on economics in Latin American countries. As I've been here, [though], I've seen a real effort on Harvard's part," Ramirez says. "For instance, Professor [John H.] Coatsworth is here now, offering a new course, I've just found out the university is planning to open a center for Latin-American studies.

Coatsworth is a renowned historian of Latin America and the chair of the Committee on Latin American and Iberian Studies.

"The professors that teach Latin-American courses are some of the best in the world," said Edmundo Gonzales '95, former president of the Forum on Hispanic Affairs. "I'm quite satisfied."

Vice-president of the Hellenic Society George J. Giovani '95 says there was clear evidence that Harvard was placing strong emphasis on internationalization.

"I'm a Government major, and there are a large number of great foreign guest lecturers and scholars who come here," said Giovani. "Like George Papandeou, a visiting scholar at the John F. Kennedy school, who even started a discussion group of Greek graduates and undergraduates, to talk about problems in Greece today."

In other fields, however, some students say international course offerings are lacking.

Shields says a lack of courses in British history is a "big problem" for students interested in European studies.

"I definitely think it's a pity that there aren't more courses taught on British history," Shields says. "There aren't more courses taught on British history," Shields says. "There are a couple of outstanding professors, but not enough courses. The department really depends on [Associate Professor of History Susan g.] Pedersen."

Study abroad

And for student who find their specific interests lacking in the curriculum and are willing to go elsewhere to fill in the gaps, getting permission to study abroad is not easy, say students.

"People should really have the option of studying abroad, because being abroad is the only way to truly learn a new culture," says Amie D. Von Briesen '95, president of the Harvard Program for International Education, a group which teaches international relations to junior high school students.

'[But] Harvard makes it very difficult to qualify to study abroad, and to get credit for it. They don't make it accessible or easy. If Harvard's really interested in making students more internationally aware, they should increase their affiliations with universities to offer qualify [study abroad] programs."

In the President's Report 1991-93, Rudenstine wrote that a present goal was to "provide increased opportunities for American students to pursue research projects in other countries, as well as to take advantage of summer internship, special language training, and formal academic programs overseas."

Whether Rudenstine's goal of enhancing the international experience for undergraduates will be achieved remains to be seen In broad terms however, there are indications that Harvard is making an effort to provide undergraduates with a wider, more international perspective.