U-M Logs Record Study Abroad as Leaders Demand Humility Over Heroism

密歇根大学出国留学人数创纪录，校领导倡导以谦逊取代英雄主义 高校领导认为，培养真正的全球领导力需要不借助中介的语言脆弱性与去殖民化谦逊，而非依靠数字翻译捷径或救世主情结。 副教务长 Valeria Bertacco 和分校校长 Domenico Grasso 在仪式开幕致辞中庆祝了密歇根大学破纪录的全球流动性指标，并向 Matthew L. Boulton、Angelo Pitillo 和 Susan Atkins 颁发奖项，表彰他们在公共卫生、语言教育及教师培训领域的领导力。随后，获奖者参加了专题研讨，探讨如何帮助学生适应互联的世界，强调了有针对性的指导、行前支持，以及即便存在自动翻译工具也依然必不可少的外语学习。在讨论过程中，获奖者们强调了展现脆弱的变革力量，提倡文化谦逊与去殖民化思维，主张优先建立以社区为主导的合作关系，而非追求外部的英雄主义。 密歇根大学在2024–2025学年的全球流动人数创历史新高，安娜堡校区共有5,903名学生完成了前往126个国家的6,266次国际行程，较上年激增88%。 (2:48) 出国交流的学生中代表性不足群体的比例创下纪录，其中包括26%的佩尔助学金获得者、23%的少数族裔学生以及近16%的第一代大学生。 (2:48) 2026年国际教育领导力校长奖表彰了 Matthew L. Boulton（教师杰出服务奖）、Angelo Pitillo（教工杰出服务奖）以及 Susan Atkins（新锐专业人员奖）。 (9:16) 与会嘉宾告诫称，AI自动翻译无法取代个人的语言学习，并强调跨文化领导力需要敢于面对不足、真实的个人付出以及文化谦逊，而非英雄主义。 (40:13)

At the 2026 President's Awards for Leadership in International Education, University of Michigan leaders and honorees argued that global education must shift from transactional mobility toward structured mentorship grounded in linguistic empathy, holistic safety, and community-led cultural humility. Scaling Institutional Reach and Inclusive Global Mobility (2:48) Vice Provost Valeria Bertacco reported that the University of Michigan ranked as the top U.S. public institution for study abroad in the Open Doors report. Entering the fourth year of its Global Engagement Strategic Plan during the 2024–2025 academic year, the Ann Arbor campus recorded 5,903 outbound students completing 6,266 trips across 126 countries—an 88% year-over-year surge. Bertacco emphasized expanding demographic access, noting that outbound travelers included 26% Pell Grant recipients, 23% underrepresented minority students, and nearly 16% first-generation college students. Concurrently, the Ann Arbor campus hosted 8,800 international students and scholars representing 130 countries, comprising 16% of the student body. The university maintained roughly 300 international institutional partnerships across six continents, participated in more than 1,500 research projects with international collaborators, and logged global co-authorship on 40% of its academic publications. Linguistic Vulnerability Versus Automated Translation (43:07) Addressing the proliferation of smartphone translation technology, English Language Institute Director Angelo Pitillo and Marsal Family School of Education faculty Susan Atkins argued that automated tools cannot replace intentional language acquisition. Pitillo asserted that empathy is an indispensable prerequisite for leadership; while automated devices handle functional, transactional tasks, relying on digital intermediaries circumvents the cognitive and human benefits of understanding alternative cultural frameworks. Both speakers observed that the visible vulnerability of attempting an unfamiliar language elicits trust and goodwill that screens cannot match. Atkins illustrated this dynamic through her teacher preparation program in Mexico, where prospective U.S. educators experience the cognitive exhaustion, headaches, and disorientation of navigating foreign linguistic environments. Atkins explained that placing teacher candidates in the vulnerable position of language learners builds direct, lasting empathy for domestic classrooms, where 75% of immigrant students share Spanish-speaking backgrounds. Modernizing the Institutional Duty of Care (34:40) Reflecting on generational institutional changes, Professor Matthew L. Boulton contrasted current global health programming with practices from two decades ago, when students were often sent abroad for eight weeks with minimal faculty contact. Today, institutional responsibility requires structured pre-deployment mentoring covering host-country sociopolitical conditions, paired with holistic in-field monitoring of physical, emotional, and mental wellbeing, including clear reporting mechanisms for challenges such as sexual harassment. To combat self-reported isolation and loneliness—which Boulton identified as the primary hazard in international placements—programs deploy students in pairs or coordinate regular virtual cohort debriefs. Atkins similarly noted that shared international travel dissolves rigid teacher-student hierarchies through informal experiences like shared meals and outdoor excursions, establishing an authentic foundation of mutual trust that persists when students return to campus. Prioritizing Cultural Humility Over Heroism (40:13) The panel emphasized that global leadership requires dismantling assumptions of American institutional superiority. Boulton framed this through an explicit "decolonial mindset," instructing students that they are not deployed to rescue foreign communities. Instead, ethical practice requires prioritizing "cultural humility over heroism," using technical training to support self-identified community priorities across the 68 countries his office has served. Responding to audience inquiries on cross-cultural friction, Pitillo and Atkins noted that cultural humility is a gradual developmental process rather than a static credential achieved through a single pre-departure workshop. Atkins highlighted that structured journaling and small-group processing allow students to navigate cognitive dissonance safely—such as recognizing that resource-constrained schools in Mexico and the Andes possess distinct strengths through a relational "pedagogy of love" that challenges assumptions of U.S. educational preeminence. While panelists observed that incoming student cohorts possess higher baseline English proficiency and digital fluency, managing cross-cultural friction remains an ongoing developmental challenge. The program concluded with an unresolved reminder that cultural humility cannot be fully front-loaded before departure; it requires sustained institutional support, reflective debriefing, and long-term unlearning during field immersion.

[2:48] Valeria Bertacco: and that university is my target for the next year [6:16] Domenico Grasso: There is no better way to learn about the world and about oneself than to travel. [9:16] Matthew L. Boulton: I have to admit when an administrative assistant reached out to me to let me know that Amy Carey from the Vice Provost Office was trying to get a hold of me, my first thought was, what have I done wrong? So you can imagine my happy surprise when Amy and I spoke that rather than being in trouble again, I actually had won an award. [20:41] Marsal Family School of Education student (quoted by Domenico Grasso): My experience in a foreign country, surrounded by a language I did not know, put me in the position of multilingual learner. I don't think I would have developed the same passion and empathy had I been in Ann Arbor during this class. [40:13] Matthew L. Boulton: I think I would like an easier question. [40:13] Matthew L. Boulton: In an oft used phrase, we want them to adopt cultural humility over heroism and to recognize their own self-limitations in terms of the support they're providing in those communities. [43:07] Angelo Pitillo: empathy is a necessary condition for leadership [43:07] Angelo Pitillo: No, you aren't doing it. Your phone's doing it for you. [52:10] Matthew L. Boulton: bye, and we'll see you in eight weeks, and you can let us know how it goes. [54:44] Susan Atkins: say yes when they invite you out, it's a compliment. [56:10] Angelo Pitillo: there's going to be no perfectly culturally humble person who is ready to go to Cuba.

[0:05] VALERIA BERTACCO: So good morning, dear colleagues [0:08] and distinguished guests. [0:09] Thank you for joining us today to celebrate [0:11] the 2026 President's Award for Leadership in International [0:16] Education. [0:30] My name is Valeria Bertacco, and I [0:32] serve as the Vice Provost for Engaged Learning. [0:36] The PALIE Award was established in 2017 [0:39] to honor extraordinary dedication of our faculty [0:43] and staff in expanding global opportunities for Michigan [0:47] students. [0:50] Building on the momentum from our recent year [0:52] of global engagement and our ongoing five-year Global [0:55] Engagement Strategic Plan, we are [0:58] proud to continue to recognize our outstanding candidates, [1:02] and we were able to add, in the past couple [1:04] of years, the Distinguished Service and rising [1:07] professional awards. [1:14] Now, I'm sure as you all know, international education [1:19] is central to delivering a transformative college [1:22] experience, one that keeps our students to navigate [1:25] a complex, interconnected world with curiosity, humility, [1:29] and purpose. [1:30] And my colleagues and I get to talk [1:32] to students who have been abroad all the time [1:34] and we hear that over and over again in many different facets. [1:40] Each year, the University of Michigan [1:42] offers hundreds of unique opportunities [1:45] to travel across the globe and pursue academic opportunities. [1:49] At the same time, we also welcome [1:51] thousands of international students [1:53] to our campus, none of which would [1:55] be possible without the visionary faculty and staff that [1:58] are joining us today, and many more beyond the one [2:02] we are celebrating. [2:03] Indeed, selecting the winners for 2026 was not an easy task. [2:09] We received 39 nominations from every corner [2:12] of our three campuses, Ann Arbor, Dearborn and Flint. [2:17] And I would like to start by taking the opportunity [2:19] to thank every single person who took the time and the effort [2:23] to nominate, to submit a nomination, [2:25] and also to a member of our selection [2:27] committee for their thoughtful time and dedication [2:30] in identifying today's honorees. [2:33] And as a memory, nomination are valid for two years. [2:42] So if your nominees was not selected, [2:44] be aware that we may consider the same individuals next year. [2:48] So today, I'm especially proud to share [2:51] that the U of M global momentum has reached a historic high. [2:55] In the last open door report, the University of Michigan [2:59] once again was selected as number one public institution [3:03] by number of students that have an experience abroad-- [3:06] a number of US students who had an experience abroad, [3:09] and we are number two overall among all US universities. [3:13] So there is one private university above us, [3:16] and that university is my target for the next year. [3:19] [LAUGHTER] [3:20] As we prepare to enter the fourth year of the Global [3:24] Engagement strategic plan, I want [3:26] to give you a few of the highlights [3:28] of the accomplishments we have. [3:32] First of all, in the past academic year, [3:34] so '24-'25, the last one we track, [3:36] then we collect data again during the fall semester, [3:40] we had 5903 students from the Ann Arbor campus, [3:45] completely 6266 international trips in 126 countries. [3:53] This represents an 88% increase from the prior year [3:57] and is an historic high, meaning never [4:01] before we start tracking at the University of Michigan, [4:03] we had more students going abroad in one academic year. [4:07] In addition, we achieved our highest representation [4:10] of underrepresented students today [4:12] in participating in education abroad programs. [4:15] Pell Grant recipients were 26% of the people who went abroad. [4:19] Underrepresented minority students were 23%, [4:22] and first generation college students made up nearly 16% [4:26] of our students going abroad. [4:31] Of course, we also tracked 8,800 international students [4:35] and scholars coming from 130 different countries coming [4:39] to Ann Arbor, and they comprise 16% of our student body. [4:44] And then finally, our global footprint [4:48] goes far beyond student mobility in both directions. [4:52] We currently have about 300 partnerships [4:56] with international institutions, government companies. [5:01] We have partners across all six continents, [5:03] and over 1,500 of research projects carried out last year [5:09] had a partner who was affiliated with an international [5:13] institution. [5:14] 40% of U of M publications have an international partner [5:18] collaborator. [5:20] So with this matrix-- [5:22] I hope I impressed you a little bit. [5:26] Not many University can flaunt all these numbers. [5:29] But with this matrix demonstrating [5:31] our national leadership in international education [5:34] and international collaboration, I [5:36] want to highlight that behind each one of these numbers, [5:39] there is a human connection. [5:40] There is a faculty member who communicates [5:43] with another faculty member in another country [5:45] and puts all the effort that it takes to understand [5:48] each other, given the different cultural context, [5:51] and to develop a positive, constructive collaboration, [5:54] whether that is research or it's about a student exchange. [5:57] And so students step in the foreign field deployment [6:00] for the first time, an international colleague arriving [6:02] to our classroom, a long-term research partnership, [6:06] they are all built on the human to human connection. [6:09] They are all built on the mutual respect and trust [6:11] that you can only attain when you work with somebody [6:14] for a long period of time. [6:16] So later today, we're going to have a panel with actually [6:18] with the awardees titled Cultivating Global Leaders, [6:22] Preparing the Next Generation for an Interconnected World. [6:26] And we will explore precisely how [6:28] we translate with massive institutional framework [6:32] in real-world impact for our community, for our students, [6:35] and for our partners through intentional guidance, [6:40] second language learning and cross-cultural support. [6:44] But for now, we will start by recognizing the awardee. [6:47] And to present this award, it is my distinct privilege [6:50] to welcome President Domenico Grasso. [6:52] President Grasso is a steadfast champion [6:55] of international education who understands [6:57] the transformative power of global scholarship firsthand. [7:01] Indeed, early in his career, he served [7:03] on an international engineering team in Argentina [7:07] through a World Bank-funded program, [7:10] and we are very happy to welcome him [7:13] to his second palace ceremony. [7:15] Please join us in giving a warm applause to President Domenico [7:19] Grasso. [7:20] [AUDIENCE APPLAUDING] [7:30] I would also like to thank him personally for the service [7:33] that he has given to this university over several years. [7:37] [AUDIENCE APPLAUDING] [7:46] DOMENICO GRASSO: Good morning, and thank you very much, [7:48] Valeria, for everything that you do [7:51] to make international education an integral part of the Michigan [7:54] experience for our students, staff, and faculty members. [8:00] Engaging globally is a cornerstone [8:03] of the life-changing education we offer. [8:05] Interacting with other cultures and nations [8:09] builds intellectual capacity and empathy. [8:12] I did a lot of travel both as a faculty member [8:15] and as an army officer. [8:17] I was always surprised and enriched by other cultures. [8:21] There is no better way to learn about the world [8:24] and about oneself than to travel. [8:27] I'm certain many of you have had similarly enlightening [8:30] experiences. [8:32] I want the world to look to Michigan for diverse ways [8:36] to build meaningful partnerships and relationships that [8:39] better connect our communities. [8:42] The world can be a very small place [8:46] if we commit to understanding one another. [8:49] This includes learning about other cultures, [8:52] speaking new languages, connecting [8:54] with scholars on other continents, [8:56] and developing an appreciation for our similarities [9:00] and differences. [9:02] I applaud the work of this year's award recipients [9:06] and their outstanding representation of our commitment [9:09] to international education. [9:11] It is my honor to share a little about each of them. [9:16] We'll begin with Professor Matthew Boulton, whom [9:20] we are honoring with the Distinguished Service [9:22] Award for Faculty. [9:24] Matt has defined education within the School [9:29] of Public Health. [9:30] He is the school's first-ever Senior Associate [9:32] Dean for Global Public Health, and founded [9:35] its Office of Global Public Health 12 years ago. [9:39] Let me share just one set of numbers [9:42] from Matt's impressive supervising summer [9:45] internship work. [9:47] Over the course of a decade, his office [9:50] has placed 356 master's and graduate students [9:55] in 68 countries from Latin America to sub-Saharan Africa [10:00] to South Asia. [10:02] Imagine the lives changed and transformed because of this. [10:07] Not just those of our students who will surely always remember [10:11] their internships, but also the people and the communities that [10:15] engaged with our students. [10:17] His colleagues call him a visionary, [10:21] and we are pleased to affirm this today with this award. [10:26] Matt, would you please join me. [10:28] [AUDIENCE APPLAUDING] [10:49] MATTHEW L. BOULTON: Thank you, President Grasso, [10:51] for that very gracious introduction. [10:57] This is a singular award for me, given the many faculty [11:01] colleagues at the School of Public Health [11:03] and across campus who are equally [11:06] deserving of being recognized for their important global [11:10] health work. [11:25] I have to admit when an administrative assistant reached [11:28] out to me to let me know that Amy Carey from the Vice Provost [11:31] Office was trying to get a hold of me. [11:33] My first thought was, what have I done wrong? [11:36] [LAUGHTER] [11:37] So you can imagine my happy surprise [11:39] when Amy and I spoke that rather than being in trouble again, [11:42] I actually had won an award. [11:46] It would be difficult to put into words [11:48] how transformative it has been for me [11:51] to have the privilege of mentoring [11:54] our students during their global field placements, [11:58] while also building long-lasting and deep friendships [12:03] with international collaborators. [12:06] I consider it a profound responsibility [12:09] to adequately prepare our students for placement [12:13] in those fields as they begin their journey to becoming [12:18] a global citizen. [12:20] Equally important is a abiding commitment [12:25] to make every attempt to ensure those are positive [12:29] experiences for both our students [12:31] and our international hosts, to whom [12:34] we owe an inestimable debt for their willingness to mentor [12:41] and work with our students. [12:45] I wanted to recognize a couple people, [12:49] as I finish up my remarks, in the audience today. [12:53] You may have heard that we have a new dean [12:55] at the School of Public Health, Dr. Charles Holmes, who [13:00] is an internationally recognized global health [13:03] scholar and researcher. [13:06] Consequently, our faculty, our students, and our school [13:10] have very high expectations for his leadership and guidance [13:15] in continuing to build our global health enterprise. [13:19] So no pressure there, Dean Holmes. [13:21] [APPLAUSE] [13:26] I also want to acknowledge my lovely wife, Chitra, who [13:32] was born and raised in India. [13:35] And, in fact, she first introduced me to that country [13:38] when she took me there to meet her parents just [13:42] before we married. [13:44] And I can tell you, having taken innumerable trips on behalf [13:48] of the university and school since then, [13:51] there was no trip that was more anxiety-ridden [13:54] about than that one. [13:57] Chitra is also an alum of the School of Public Health. [14:01] And we actually met in New York City at an alumni gathering [14:10] in the early 2000s. [14:12] So more than 20 years later and two sons, [14:16] I continue to be a tremendous fan of U of M alumni [14:22] events, which provide wonderful opportunities [14:26] for professional networking and for finding a spouse. [14:30] [LAUGHTER] [14:31] So thank you again for this wonderful recognition. [14:34] [APPLAUSE] [14:47] DOMENICO GRASSO: Our next recipient [14:49] is Angelo Pitillo, whom we are honoring with the Distinguished [14:53] Service Award for Staff. [14:55] For the past dozen years, Angelo has directed Michigan's English [14:59] Language Institute, doing so with creativity, collaboration, [15:04] and a deep commitment to our international students. [15:08] ELI supports international students and scholars [15:11] in conversational and academic English. [15:15] This support leads to better GSIs [15:17] who teach in what may be their second, third, [15:21] or fourth language. [15:24] A stronger command of English helps international students [15:27] and scholars engage more deeply in both the classroom [15:31] and social settings, allowing for the best [15:34] possible Michigan experience. [15:36] While ELI is based in the College of LSNA-- [15:41] too many letters there-- [15:43] it always enrolls at least one student [15:46] from each of our colleges and schools. [15:50] Angelo, thank you for your dedicated service. [15:59] Will you please join me on stage? [16:01] [APPLAUSE] [16:35] ANGELO PITILLO: Thank you, President Grasso, [16:37] for those very, very kind remarks. [16:39] And thank you to UoM Vice Provost [16:42] Bertacco and the Selection Committee [16:44] for this incredible honor. [16:47] I also need to thank someone who could not be here, [16:50] my amazing supervisor, LSA associate-- excuse [16:53] me, Assistant Dean for undergraduate? [16:55] Education Alex Puerto. [16:57] Thank you, Alex, for putting my name forward. [16:59] And thanks also to everyone who wrote a support letter. [17:04] I am deeply grateful to all of you [17:06] for what I know is a lot of time and energy [17:08] that goes into a process like this. [17:16] I am here on this stage today because of the efforts [17:18] of my talented, hard-working, and innovative colleagues [17:21] in the English Language Institute, or ELI. [17:25] It's really their work that this award celebrates. [17:29] ELI's outstanding lecturer faculty [17:34] are transforming the lives of their students every day [17:37] with their classroom teaching, mentoring, and advising. [17:41] These superb professionals make real personal connections [17:45] with their students. [17:47] And they provide safe, supportive environments [17:50] in which those students can ask questions, take risks, and learn [17:53] to navigate an educational landscape that [17:56] may be very different from the one they're used to. [18:01] ELI staff is equally committed to this mission. [18:04] They show up every day to support our faculty [18:06] and students. [18:07] And they lead ELI's efforts to build community and foster [18:11] a sense of belonging among U of M's international students [18:14] and scholars. [18:16] These wonderful colleagues make my job as ELI's director, [18:20] not just doable, possible, but deeply gratifying [18:25] and really a joy to perform. [18:29] It's truly a pleasure for me to show up to work every day. [18:34] This recognition is especially meaningful for me [18:37] personally because it affirms the values that [18:40] underlie ELI's work and that have guided me [18:43] throughout my entire professional career, [18:46] open curiosity about the world and real interest in all [18:49] its peoples, cultural humility, and the celebration [18:53] of cultural and linguistic difference. [18:58] I feel extraordinarily fortunate to be [19:01] part of an institution that bestows such an award, much [19:05] less to be a recipient. [19:09] At a time when the very idea of international education [19:12] and intellectual exchange, global intellectual exchange, [19:16] can feel under attack, this award sends a powerful message. [19:21] It demonstrates that here at Michigan, [19:23] bringing the best and brightest students and scholars [19:25] from around the world together on our campuses [19:29] is supported at the highest level of leadership. [19:32] And it affirms that the work of units like the ELI, [19:35] work that helps international students and scholars feel [19:38] they belong and can make their fullest contribution, [19:41] is recognized and valued. [19:45] And it's incredibly moving for me [19:47] to be able to accept this honor here in this room, [19:49] among so many longtime friends and colleagues, [19:52] especially those from the Council [19:55] for Global Engagement, International Education Network, [19:59] including several former recipients, from whom I have [20:04] learned so much and who have been [20:06] such stalwart companions along my own intercultural learning [20:10] journey. [20:11] I look forward to continuing our work together, promoting [20:15] an open campus that's welcoming and celebrates [20:18] linguistic and cultural diversity [20:21] and is a place where international students [20:23] and scholars can flourish and feel they truly belong. [20:28] Thank you. [20:29] [APPLAUSE] [20:41] DOMENICO GRASSO: Our next honoree [20:42] is Susan Atkins, this year's recipient of the Rising [20:46] Professionals Award. [20:48] Susan serves as lead faculty for English language [20:52] development in the Marsal Family School of Education. [20:56] In this role, she creates global learning opportunities [21:00] for tomorrow's teachers. [21:02] Education students travel abroad to learn from and with children [21:07] and educators, gaining immersive practical experiences [21:11] that make them better teachers. [21:14] This experience provides a powerful perspective [21:18] for students. [21:19] As one Marsal student put it, quote, [21:22] "My experience in a foreign country, [21:25] surrounded by a language I did not know, [21:28] put me in the position of multilingual learner. [21:32] I don't think I would have developed the same passion [21:35] and empathy had I been in Ann Arbor during this class." [21:41] Susan, thank you for your commitment. [21:43] Would you please join me on stage? [21:45] [APPLAUSE] [22:04] SUSAN ATKINS: Whoo. [22:04] OK, thank you so much. [22:14] Thank you, President Grasso. [22:17] I want to thank so many people up here that I also [22:21] see in the room. [22:22] I'd like to thank the Award Committee, my nominators. [22:27] I would also like to thank people who have really [22:30] supported me in this work from Michigan Giving from Michigan [22:34] News. [22:35] I really feel so grateful. [22:38] I also want to thank people from the School of Education. [22:43] Marsal Family School of Education [22:45] have really supported me. [22:46] And actually, that's been one of the beautiful parts [22:49] of this work, is that I've gotten [22:50] to interact with so many new people [22:52] and have new colleagues through this work. [22:54] And I really have really been supported and found [22:59] so many new friendships in this work as well here on campus. [23:03] In particular, I really want to thank people [23:07] like Amy Frontier, who is my co-teacher in all of the work [23:12] that I do in Ecuador. [23:14] I also want to thank Gabriel Lopez, who's [23:16] here representing ATEC, and my partners in Cuernavaca, Mexico. [23:20] And honestly, I accept this award on our behalf [23:24] because I couldn't do this work without you. [23:28] I also want to, just as Angela mentioned, [23:31] recognize that this word exists. [23:34] And that's a beautiful thing to say [23:35] about our institution and the priorities [23:38] that we hold here at Michigan. [23:41] I also want to thank my family and my friends that are here. [23:47] I think you all know me the best. [23:49] And if you know me, you are probably not [23:52] very surprised that I work in international education [23:55] or in a global context. [23:57] I was raised, thank you, Mom and Dad, with this sense [24:03] to really nurture curiosity and explore the world, [24:07] to think deeply about other cultures and languages. [24:11] And for that, I'm very grateful. [24:13] Thank you so much. [24:15] I guess the last thing I would like to say is thank you [24:18] or, really, I guess, to dedicate this award to my kids, [24:22] Owen, Lucas, and Tessa-- [24:24] I love you very much. [24:25] Thank you for being here-- [24:26] and really dedicate this award to all of my students [24:29] from the past and all of my students [24:31] in the future that get to be part of these programs. [24:37] This new generation, you're going [24:40] to inherit a globe that is more interconnected than ever. [24:45] And through this beautiful work that I get to do, [24:48] I have seen your willingness to work across boundaries, [24:53] to pursue your curiosity, to take risks, [24:58] and to really see the differences [25:01] in these cross-cultural contexts as points of learning, [25:06] not as points of division. [25:08] And so for that, I feel so much hope, [25:12] and I feel so much inspiration. [25:14] And again, I just want to thank everyone [25:16] who's in this room for creating this opportunity, also [25:20] all of the staff who's put together this beautiful room [25:23] and supported me, from my microphone to checking my teeth. [25:27] So thank you so much. [25:30] It's beautiful to be in this room. [25:32] I was saying that the last time I was here [25:34] might have been my prom. [25:36] And so it feels like a big-life-moment type of room. [25:40] Anyway, thank you so much to everyone. [25:43] Thank you. [25:43] [APPLAUSE] [26:04] VALERIA BERTACCO: Thank you so much, Susan, Matt, Angelo, [26:06] and President Grasso. [26:23] I think we can all agree that the future [26:24] of international education at our institution [26:27] is bright, with the inspiring leadership [26:29] and passion each of you bring. [26:31] So at this time, it is my distinct privilege [26:34] to moderate today's panel with our three 2026 PALIE awardees. [26:42] You can start moving toward the chair [26:45] while I discuss with our group what is the topic. [26:50] So our theme today is Cultivating Global Leaders: [26:55] Preparing the Next Generation for an Interconnected World. [26:59] Across the University of Michigan, [27:01] our commitment to international education [27:03] takes many forms, whether we are guiding [27:05] undergraduate future educators into classrooms in Ecuador, [27:08] like Susan does, welcoming incoming international graduate [27:11] scholars as they adapt to Ann Arbor, [27:14] like Angelo, or deploying public health [27:17] teams to respond to real-world global challenges, like Matt. [27:21] So while their disciplines differ widely, [27:24] what unites our three honorees is a deep commitment [27:27] to intentional mentorship during critical moments of transition. [27:31] So our next few minutes, I will explore [27:34] how field experiences, language acquisition, [27:37] and cross-cultural guidance prepare our student [27:40] not just to navigate a complex world, but to lead within it. [27:43] Let's go. [27:46] Actually, I really would like to tell you a story [27:48] that I've been wanting to say for several years. [27:51] And I'm specifically inspired by Angelo. [27:55] One of my very first time in the United States, [27:57] I was an undergraduate student. [27:59] And I came to a conference to present a research paper. [28:02] And I found myself at McDonald, and I could not [28:06] order an hamburger because the person working there could not [28:11] understand my heavy accent. [28:14] So when I finally came for graduate school, [28:16] I took many, many ELI classes, and I think [28:20] I'm mostly understood now. [28:21] I'm sure you notice there is still a challenge here. [28:32] With that, we will get started. [28:35] Have you turned on your microphone? [28:37] SUSAN ATKINS: Yeah, we did already. [28:38] VALERIA BERTACCO: Awesome. [28:41] So one thing I would like to tell [28:42] you is I'm going to ask a couple of questions to the audience, [28:46] but then I really would like to hear from you. [28:48] So please raise your hand. [28:50] We have microphones going around. [28:51] Feel free to interrupt. [28:53] We don't have to follow a script here. [28:55] So to start us off, across all three of your disciplines, [29:00] whether we are sending students into foreign field environments [29:04] or welcoming international scholars arriving [29:06] in Ann Arbor, what is our core responsibility as faculty, [29:11] mentors, and academic leaders to the students [29:15] during these sometimes challenging [29:18] major transitional moments in their life? [29:22] ANGELO PITILLO: Should I-- [29:23] VALERIA BERTACCO: Sure, go ahead. [29:24] Any order. [29:25] SUSAN ATKINS: He didn't know. [29:25] VALERIA BERTACCO: Just don't talk on top of each other. [29:27] ANGELO PITILLO: Sure. [29:27] Yeah, I'll go ahead. [29:28] [LAUGHS] Well, I would say, first of all, [29:30] to just make sure we center the humanity of these people [29:33] and keep in mind that humans are territorial animals. [29:36] And this is an incredibly stressful moment [29:39] to be moving just into a new place, [29:41] especially if it's a new culture, a new language. [29:47] And are you not hearing? [29:52] Do I need to speak up? [29:52] Now can you hear me? [29:54] Sorry. [29:55] And then I think specifically with welcoming [29:59] international students and scholars [30:02] to a place like Michigan, I think [30:04] keeping in mind the diversity of those students and not [30:07] to put them all in one basket. [30:09] And remember that there can be great differences [30:13] among these students in terms of their resources, their training, [30:16] their familiarity with the academic culture here. [30:20] And then finally, I think most important is just [30:22] to also beware of a tendency to focus on the challenges, focus [30:27] on the stresses and the negative side of things, [30:31] and really center the amazing skills, knowledges, [30:36] and experience that these students bring. [30:42] I mean, it's an incredible achievement [30:44] to be coming to a foreign country [30:48] and pursuing a degree in another language. [30:50] And just to recognize that and also center that for them [30:53] and reminding them of the strengths [30:55] they bring, not just the challenges and the things [30:58] that need to be worked on. [30:59] VALERIA BERTACCO: It is critical that you discuss this with them [31:00] because they are coming to ELI classes thinking to improve [31:04] their English, and that's it, but you're also [31:07] keeping an eye that they are settling down [31:09] and they understand how to navigate that. [31:11] ANGELO PITILLO: Absolutely. [31:12] We're helping them bring what they have to the experience [31:16] here for the rest of us, really. [31:22] VALERIA BERTACCO: Yeah. [31:24] SUSAN ATKINS: OK, so I think about when we are preparing [31:27] students to go abroad. [31:29] I come out of education, and so we talk and think [31:32] a lot about modeling. [31:36] And so there's definitely behaviors [31:39] that we try to model for our students [31:41] to help them make these transitions [31:45] into these cross-cultural experiences, [31:47] things like curiosity, respect, really [31:53] being open to the experience that they're [31:56] getting ready to have, not entering [31:59] a new space or a new culture with a real strong sense [32:04] of what's it going to be like and what's [32:07] going to happen to have that position of taking everything [32:13] in for what it is. [32:16] We also talk a lot about experiencing [32:20] the contrast of a cross-cultural experience [32:23] and really thinking carefully about your thinking [32:28] as you're experiencing contrast. [32:30] And as you're seeing things go differently, [32:32] it really brings up in all of our students [32:36] a recognition of the assumptions that they hold. [32:40] The ways that they think things are get challenged. [32:44] And we really need to provide that mentorship [32:46] to help them unpack that and see through that. [32:50] And I guess the one last thing I would say [32:53] is that when we are with students abroad, [32:56] we also talk a lot about giving back or not being observers. [33:03] We're not in these new spaces, we're not [33:05] in these new countries, we're not [33:07] in these new schools just to watch [33:10] and to see what's happening. [33:12] We want to participate and put ourselves, [33:15] which often is a vulnerable moment, to put ourselves [33:19] together with the other students, [33:22] to take the risk of communicating with them, [33:24] even if that's not our native language, and to be part of it. [33:30] The cutest example of this happening [33:32] was a time that we were in the highlands of the Andes [33:37] in a Indigenous high school. [33:40] And the students there, the high school students there, [33:44] taught our students traditional Ecuadorian dance. [33:47] And it was so beautiful. [33:50] And at the end, we had a little whisper conversation. [33:53] And those students wanted to learn American-style dancing. [33:59] And so within, I don't know, five minutes, [34:02] all of those Ecuadorian students were dancing the Nae Nae. [34:06] [LAUGHTER] [34:07] And it was the most exciting part of that day [34:13] because it was an example of that true cross-cultural [34:18] exchange. [34:18] Even in the form of dance, it was beautiful [34:21] because it was not linguistically based, [34:24] and it was lots of smiles and giggles [34:28] and everybody enjoying that moment [34:30] of being part of something together [34:34] instead of being observers of each other. [34:38] VALERIA BERTACCO: Thank you. [34:39] Go ahead. [34:40] MATTHEW L. BOULTON: Yeah, at a real fundamental level, Valeria, [34:43] we have a responsibility to ensure [34:45] that these international placements are safe, meaningful, [34:49] well structured, and well mentored. [34:51] And I think that really points to the importance [34:54] of pre-deployment mentoring and ensuring that our students are [34:59] equipped with a knowledge base around the cultural, ethical, [35:04] sociopolitical, demographic, and public health context [35:08] of their destination countries. [35:15] I think it's also especially important to try and ensure [35:20] there's some degree of academic alignment between the student's [35:24] interests and what the international host is expecting [35:27] out of that student. [35:29] Once you're in the field, there's [35:32] ongoing responsibilities and important check-ins [35:35] that you want to hold with students [35:39] both to check on their progress with their projects, [35:43] but also to ask them about their housing, [35:46] their interactions with their international hosts, [35:50] their work environment, and importantly, [35:52] their emotional, mental health, and physical well-being. [35:57] I think that the number one challenge that we encounter [36:00] with students in the international setting [36:03] is self-reported isolation and loneliness, which [36:08] is why we always try to send them out [36:09] in pairs, if we possibly can. [36:12] And if not, then facilitating online conversations [36:17] amongst groups of students who are out [36:19] in the field, who can discuss their challenges [36:23] and achievements during their international internship. [36:28] VALERIA BERTACCO: Thank you Susan, [36:30] I'm going to go back to your work. [36:32] And it's a little bit complicated [36:33] to discuss it because they are your students [36:35] that you bring to another country to have their students. [36:40] But the question is about your students, the U of M students [36:43] who go abroad. [36:44] How does that hands-on multicultural experience [36:49] of having working in an international classroom [36:51] or out-of-this-country classroom influence how they teach and how [36:57] they educate once they come back, [36:59] especially when they are educating international students [37:03] in the US? [37:04] SUSAN ATKINS: Yeah. [37:05] I mean, your question describes the rationale for really why I [37:11] wanted to create this program and welcome you [37:15] to teacher education, where the word students means nothing. [37:19] So we talk about our interns who teach students. [37:22] And so anyway, I created this opportunity [37:26] to take our teacher education students to Mexico specifically [37:31] because 75% of the immigrant students that they will teach [37:37] in the United States, assuming that they stay [37:40] in US public schools, will have some sort of Spanish language [37:43] background, and the wide majority of that 75% [37:46] have some sort of connection back to Mexico. [37:48] So taking our teacher education students to Mexico [37:52] made a lot of sense in terms of just getting [37:55] them exposed to the culture, to the language, [37:59] to the people that will likely represent their future students [38:03] and families. [38:05] And just inside your question, what our other goal is [38:11] is to really position them in ways that their students will [38:17] feel, again, in the future when they are teaching them in class. [38:21] So putting them in a context where they are the multilingual [38:24] learner. [38:25] Most of our students have some degrees-- [38:29] many of them have some levels of Spanish, [38:31] but they would never say, oh, I'm fully proficient, most [38:34] of them. [38:35] We do have some students that come to us with Spanish language [38:38] skills. [38:39] But immediately, they start noticing things [38:42] like, wow, it's really hard to order my food, or I have a need, [38:47] and I'm not sure how to express it, [38:49] or I'm translating while you're telling me something, [38:52] and that is really tiring. [38:54] And so these are all of the things that we [38:57] want them to have empathy for and understandings [38:59] about when they go on to teach those students. [39:02] And so it really is beautiful. [39:05] And President Grasso introduced me with a quote [39:08] from one of our students, and we hear [39:09] comments like that all the time, like, I didn't really [39:12] get it until I experienced it. [39:14] VALERIA BERTACCO: Like going to bed with a headache every night. [39:16] SUSAN ATKINS: Exactly. [39:17] Or just being so tired or not understanding [39:21] some part of the culture. [39:28] Students in that program are living with families. [39:30] And so their cultural awareness, their cultural experience, [39:33] it really lasts all day. [39:35] And they really get a strong sense [39:37] of what it's like to move to a country themselves. [39:41] And so now that this program has gone on a few years, [39:45] I hear back now from students that [39:47] are in the beginnings of their careers, [39:49] and they make this comment all the time. [39:51] They're like, oh, my gosh, Susan, [39:53] I have a student from Mexico. [39:55] And I know exactly how they're feeling. [39:58] And so that, to me, is such a beautiful noticing. [40:02] And it's one that is almost impossible [40:04] to teach in a class on campus. [40:07] And so I'm so grateful for our ability [40:09] to facilitate these experiences for our students. [40:13] VALERIA BERTACCO: Thank you. [40:15] So, Matt, as President Grasso mentioned, [40:17] you brought hundreds of students to international locations [40:21] doing public health work. [40:23] But my question is, how do you connect [40:26] those experiential technical skills, like public health [40:30] metrics, to the broader human responsibility [40:33] of global leadership? [40:34] And I would like also to know, how do they [40:36] connect to the population they are in [40:38] rather than just to public health? [40:40] MATTHEW L. BOULTON: I think I would like an easier question. [40:43] [LAUGHTER] [40:44] VALERIA BERTACCO: OK. [40:46] MATTHEW L. BOULTON: Well, when you think about it, [40:49] we're asking a lot of our students-- [40:52] they're traveling to a new country, [40:54] working with a new mentor, new individuals, [40:58] while at the same time, they're attempting [41:00] to fulfill the responsibilities and requirements [41:03] of a research-based, practice-based, or [41:07] community-based internship. [41:11] What we try to do is we try to get [41:14] them to draw an intellectual and conceptual bridge [41:18] between those technical scientific skills [41:22] that they're acquiring and their growing [41:25] understanding of public health metrics [41:29] and translate that to the lived experiences of the people who [41:34] actually are residing in that country, while also respecting [41:39] the input of local leaders and cultural traditions. [41:45] In an oft used phrase, we want them [41:48] to adopt cultural humility over heroism [41:53] and to recognize their own self-limitations [41:57] in terms of the support they're providing in those communities. [42:02] Ultimately, what we want them to do [42:04] is to use that expanding knowledge of public health [42:08] metrics and scientific technical skills [42:12] to provide support to local leaders and communities [42:17] in their self-identified public health priorities [42:21] in terms of achieving or addressing those. [42:25] And if students can do that, I think [42:27] that's a critical element of global public health leadership. [42:32] Finally, we also want them to think [42:35] about the complexities of successfully addressing [42:39] those public health metrics, given the sociocultural, [42:46] economic, and social barriers to achieving those goals. [42:52] VALERIA BERTACCO: Thank you. [42:55] Do we have questions from our attendees today? [43:03] OK, I'll ask one more question while you think. [43:07] And this question, actually, I'm really [43:09] curious to hear your answers. [43:13] It's really for Susan. [43:15] I guess Angelo would be the primary, but let me get to that. [43:17] But I heard things from Matt that [43:19] make me think he has thoughts about it. [43:21] In an era where language study is sometimes [43:24] devalued under the assumption that English [43:27] is the most common language, that technology can translate [43:32] in real time in both directions-- so technically, [43:34] I could speak to somebody in a different language. [43:36] We just have our smartphone next to us-- [43:39] what's the point to acquire a second language? [43:43] What's the value in second language acquisition, [43:46] cross-cultural communication skills [43:49] as a pillar for true global leadership and personal empathy? [43:57] And I'm very opinionated about this topic, [43:59] so I'm not going to talk. [44:01] ANGELO PITILLO: Well, yeah, I mean, I love how you framed it. [44:04] And I think Susan really addressed this directly [44:06] in her earlier answer. [44:07] You can't have true leadership without empathy, [44:11] I think, as a starting place. [44:12] VALERIA BERTACCO: You cannot have what? [44:13] ANGELO PITILLO: True leadership without empathy. [44:15] So empathy is a necessary condition for leadership. [44:18] And I think what better way to develop-- [44:22] empathy means being able to see things from other people's [44:25] perspectives. [44:26] And so what better way to do that than to learn [44:28] another language, where you actually [44:29] are learning to think differently, [44:31] see the world in a different way? [44:33] VALERIA BERTACCO: But I can do it with my smartphone. [44:35] ANGELO PITILLO: No, you aren't doing it. [44:36] Your phone's doing it for you. [44:38] I think technologies are wonderful in a quick moment [44:44] for a functional reason if you need to-- [44:46] I think of that example I always hear [44:48] of the taxi in a country you don't know the language. [44:51] But in terms of connecting with humans and leading them, [44:54] the idea that technology could short [44:58] circuit that either in the learning process, I mean, [45:01] I think you're losing all the benefits of actually going [45:03] through the process of learning the language, which [45:05] is where a lot of the benefits come from, I think, [45:09] that purposeful effort that goes into language learning. [45:14] But then again, the idea that you could really [45:17] communicate with people, I mean, at least yet, [45:20] the technology is not there that you [45:22] could make a human connection with other human beings, [45:26] I think, via purely technical means. [45:32] I mean, we've always had technology going back [45:35] to cave paintings and markings on bones. [45:38] Technology has always been a part of language, [45:41] a part of language learning. [45:43] And to the extent it assists that, it helps us. [45:46] I think even these wonderful new AI tools can be great, [45:51] but they are never going to replace, again, [45:57] that experience of learning a language [45:58] and then being able to connect with people especially [46:01] in their language if you are operating in a second language. [46:05] SUSAN ATKINS: Yeah, I mean, what Angelo said. [46:07] [LAUGHTER] [46:08] I mean, yeah, a translation tool could [46:11] help you know a word in another language, but-- [46:17] VALERIA BERTACCO: It can also say my sentences. [46:20] SUSAN ATKINS: OK, so it can say sentences. [46:22] It can help you understand or be understood. [46:26] But to Angelo's point, it can't help build that relationship. [46:30] You can't really get to know deeply the culture [46:34] or have that human connection if there's constantly [46:37] that intermediary between you and the person. [46:42] And so I would argue that that's one of the reasons. [46:46] And then other is it feels good. [46:50] It feels good for people to connect [46:52] with others in a shared language and with good eye contact [46:58] and a smile and a shared joke. [47:01] And there's a beauty in that experience [47:05] that you can't recreate if there's [47:09] this constant translation going back and forth. [47:15] Our students, they come to learn content with me abroad, [47:20] but they leave feeling most proud about the language [47:24] that they picked up and the moment that they [47:26] had sharing that with somebody. [47:28] And to me, we can't lose that. [47:33] VALERIA BERTACCO: And I think also, [47:35] when you have this tool doing the translation-- it's [47:37] functional translation, right-- all the finesse and words [47:42] that are created in a language but they're not [47:44] created in another that are expressive of the culture [47:47] of the language, they're completely gone. [47:49] SUSAN ATKINS: Yeah. [47:50] ANGELO PITILLO: And I think I can totally relate. [47:52] I think most people can relate to this. [47:58] I mean, think about pre-these translation tools [48:02] being available when you just had phrasebooks. [48:04] The smile on people's face in a country where you just [48:07] were making an effort to use their language in a very [48:10] basic way just to say, please may I, or where is, [48:14] I feel like I've experienced that firsthand over and over, [48:18] where people just clearly have appreciated my effort, even [48:23] if it wasn't much more. [48:25] It's just the genuineness and the humanness of that effort [48:29] to establishing a relationship. [48:33] VALERIA BERTACCO: So you mentioned [48:34] the students feel isolated when they are in another country. [48:38] And, I mean, maybe I'm speculating, [48:40] but the language barrier may be part of that. [48:43] Many people don't feel comfortable approaching somebody [48:46] in another language if they're not [48:48] confident in their skill in that language. [48:52] Anything that is done in that space? [48:56] Any thoughts about that? [48:57] MATTHEW L. BOULTON: Well, Valeria, I mean, [48:59] I think you have to be potentially [49:02] prepared for that eventuality. [49:03] And it's really-- [49:04] VALERIA BERTACCO: Like trying to speak incorrectly? [49:06] That's what you're saying? [49:07] MATTHEW L. BOULTON: Yeah, yeah. [49:09] I mean, there's some countries where it's just not [49:11] appropriate to send somebody who is not [49:14] familiar with the local language. [49:16] And in other countries, it's very appropriate. [49:19] But again, that all speaks to pre-departure [49:22] mentoring and ensuring the student [49:25] is prepared in how to navigate that when you don't [49:29] speak the native language. [49:32] And we manage to work around that, I think, fairly [49:35] successfully in many of the 68 countries [49:39] where we've sent our students over the course of the years. [49:43] VALERIA BERTACCO: Thank you. [49:44] OK, now it's your turn. [49:48] Questions? [49:50] Yes. [49:52] Can somebody bring her a mic? [49:55] WENDY WU: Hi, everyone. [49:56] I have a question. [49:57] VALERIA BERTACCO: Wait, wait, wait. [49:59] Hold on a second. [49:59] A mic is coming. [50:02] STUDENT: Hi, everyone. [50:05] Hi, everyone, my name is Wendy Wu. [50:07] I am really new member to the University of Michigan [50:11] entire community. [50:12] I just joined the institution on August 24. [50:21] And so as a new member exploring the institution, [50:24] as a staff members, I'm learning the new culture. [50:27] And to the panelists, during all those years [50:31] of serving a multiple cohort of the students [50:34] and then through the title, how do you actually preparing [50:38] yourself engaging with the newer generation of students? [50:42] Did you notice anything about the student [50:45] changing over the years? [50:47] And then how do you prepare yourself for that? [50:49] And then what kind of patterns of the student changing [50:52] over the years? [50:54] And any good tips for all of us while we're [50:57] dealing with the newer students coming in? [50:59] I think age really matters for me at this point [51:02] while I am working with a lot of different students [51:05] over the time. [51:06] Thank you. [51:07] VALERIA BERTACCO: Thank you. [51:07] That's a beautiful question. [51:09] So you have been bringing students abroad [51:12] for many, many years. [51:13] Have you noticed changes through generation? [51:16] And how do you prepare yourself for those changing students? [51:23] [LAUGHTER] [51:25] ANGELO PITILLO: Oh, you're looking at me? [51:26] Well, I don't bring students abroad, [51:29] but I do work with incoming cohorts [51:31] of international students. [51:33] Well, I think when you're my generation, [51:36] I mean, first of all, you're just [51:38] going to expect all younger people are more comfortable, [51:42] more natural with technology. [51:44] We've talked about technology a lot. [51:45] So I don't presume that they're where [51:49] I'm at in terms of what their expectations are around [51:52] using technology. [51:54] I mean, I think longer-term trends in our field [51:57] have been a lot-- an increase in the level of English language [52:02] education outside of English-speaking countries. [52:04] So we have seen over time students [52:07] coming to us with much higher English language proficiency [52:09] skills. [52:10] So that's a long-ish-term trend, I think, the internet. [52:13] And also, just there have been some absolutely intentional [52:17] policy changes in some of the countries that send us [52:21] large numbers of students. [52:22] So I think both of those can be good things. [52:27] And, I mean, certainly, having people [52:30] coming with higher language proficiency is a good thing. [52:35] I go back to my first answer, just making [52:38] sure we're meeting students where they're at, [52:40] so trying to get to know them, not [52:42] making assumptions about them, and just trying to keep up. [52:51] And again, keep learning-- [52:54] I mean, a key to intercultural competence [52:56] is a commitment to-- it's a lifelong developmental process. [52:59] I never think I've got it down. [53:01] So I'm always learning from them. [53:03] And so I think if that's how I approach any group of students, [53:08] I think I'm going to be able to better serve them, better [53:11] support them if I'm getting to know them. [53:13] And that's, I think, how I keep up. [53:16] VALERIA BERTACCO: Can we do Matt and then Susan? [53:19] MATTHEW L. BOULTON: Yeah, well, I've [53:20] been through lots of cohorts of students. [53:23] And they have changed over time, but what's [53:27] been consistent is their interest and commitment [53:30] to global health. [53:32] And I think we've changed quite a bit in our responsibility [53:39] to students when they go out for an international internship. [53:43] 20 years ago, we'd send them out and say, bye, [53:46] and we'll see you in eight weeks, [53:48] and you can let us know how it goes. [53:50] But-- [53:50] VALERIA BERTACCO: Wait, because they knew better what to do [53:52] or because we wouldn't worry? [53:54] MATTHEW L. BOULTON: Because that was the nature of the internship [53:57] program at that time. [54:01] And I think now we're much more sensitive [54:03] and attuned to the importance of engaging and monitoring [54:09] emotional, physical, and mental health [54:12] and preparing students for that. [54:15] And also, issues around sexual harassment, [54:18] which sometimes happens in the international setting, [54:21] and helping students to navigate through that [54:24] and where to turn when that becomes an issue. [54:28] So I think that we've changed and tried to adapt to-- [54:32] and, I think, provide a greater level of support to students [54:37] now than we did in the past. [54:44] SUSAN ATKINS: I can say that one change that I've noticed [54:47] is-- obviously, I come out of education. [54:49] And we talk a lot about how building relationships helps [54:52] with teaching. [54:53] And we try to instill that behavior and that habit [54:58] in our teacher education students. [55:01] And these opportunities to travel with students [55:04] let me actually live that principle [55:06] because when you are with students all day long [55:13] in the classroom, yes, but also climbing mountains [55:16] and say yes when they-- in terms of advice, [55:19] say yes when they invite you out, it's a compliment. [55:24] And those are the spaces that you get to know them as people, [55:29] not just as your students. [55:31] And I have seen how that closer connection that I [55:35] have with my students now really has transformed [55:37] my teaching of them. [55:39] And so, again, it's this ability for me [55:41] to say, this is important as a teacher, [55:43] and then also say-- and see we're doing that [55:46] and see how this feels and how this is different [55:48] and how now you feel comfortable coming to me with an issue [55:52] or with a question because we have that relationship. [55:55] And so again, it's just a really nice way to do that. [55:59] VALERIA BERTACCO: Thank you. [56:00] SUSAN ATKINS: Yeah. [56:01] VALERIA BERTACCO: Do we have one last question? [56:05] Yes. [56:10] DONNA RICH KAPLOWITZ: Hi. [56:11] Thank you. [56:11] I'm Donna Rich Kaplowitz and direct the campus dialogue [56:15] education. [56:16] In a former life, I did a lot of study abroad. [56:19] I took undergraduates, graduates, and faculty to Cuba. [56:25] And one of the things that I did not do well [56:28] was teach them prior to leaving about cultural humility. [56:33] So they showed up with US standard expectations [56:38] for things around values, around social identities. [56:42] And they came into conflict with Cuban scholars-- [56:47] it was through the School of Education-- [56:50] who were defensive about the way that they saw the world. [56:55] And so I'm curious about how you prepare students both when [56:59] you go abroad but also, Angelo, in your case, coming here [57:02] to different value expectations and how [57:05] to practice cultural humility. [57:11] VALERIA BERTACCO: That's not easy. [57:12] Let's go. [57:13] SUSAN ATKINS: I mean, I think the first thing that [57:15] comes to mind is to know, as you mentioned, [57:19] that that is something that will likely [57:21] come out for some of our students [57:23] and to make space for it. [57:24] And so we have journal groups. [57:29] All of our students have times to reflect-- [57:32] that reflection piece is so critical-- [57:35] so that they can notice some of the feelings or the thoughts [57:38] or the questions that are coming out [57:40] and then make space for them to explore that in a safe way. [57:47] And a lot to my prior answer, that relationship really [57:52] helps and so that they feel comfortable to talk [57:55] about things, hopefully, with you before the Cuban scholar. [57:59] But giving students that space to unpack and to ask questions [58:06] and to really have those questions across each other [58:09] as well, to have those peer exchanges, [58:12] can be really a critical part of that. [58:15] But I do feel like every year, I'm [58:18] getting better at noticing the experiences so that you [58:22] can better prepare for them. [58:25] VALERIA BERTACCO: Like the experiences-- [58:28] SUSAN ATKINS: Yes, how they're reacting to things. [58:30] And so-- [58:31] VALERIA BERTACCO: You see them coming and can prepare before. [58:33] SUSAN ATKINS: Yeah. [58:34] VALERIA BERTACCO: Yeah, got it. [58:35] ANGELO PITILLO: Yeah, I think that it's key [58:37] also to just keep in mind that, again, intercultural humility [58:40] or intercultural competence is a developmental process. [58:43] So you have to meet them where they are at. [58:45] They're not going to suddenly become interculturally humble [58:48] through some quick intervention. [58:51] So, I mean, that's the goal of the experience. [58:54] And I think Susan's spot-on that you can get them going, [59:00] get them thinking about it, but it's something [59:02] that they have to do over time. [59:06] And so there's going to be no perfectly culturally [59:11] humble person who is ready to go to Cuba. [59:14] It's unlikely. [59:16] SUSAN ATKINS: I will say just one thing is that we're [59:18] focusing on schooling. [59:20] And so all of our students have very fresh experiences [59:24] in what schooling is like. [59:27] And I think a lot of them think that they [59:30] had a very-- they had a great high school experience, [59:33] or they had-- that they feel really [59:35] good about their education that they had. [59:37] The majority of them have had schooling here in the US. [59:40] And they go to the rural highlands of Andes, [59:44] or they go to Cuernavaca, Mexico, into a public school, [59:48] and they see things there that they wish [59:52] they had in their schooling. [59:54] So they wish they had the warmth, the kindness, the-- [60:03] I was quoted earlier saying the pedagogy of love. [60:05] You feel that in classrooms. [60:08] Teachers, the way that they exchange, there's less rules. [60:12] There's more warmth. [60:13] There's freedom. [60:15] There's a farm if you are in the Andes. [60:18] There's just things that make them reflect on, you know what? [60:24] To your point, I thought, oh, I'm coming out [60:27] of a US schooling system. [60:28] There's no better. [60:29] But honestly, in the forest, remotest places on Earth, [60:33] there's things to learn and wish for in a vision of how education [60:38] can look in the future. [60:40] VALERIA BERTACCO: Thank you. [60:41] MATTHEW L. BOULTON: Yeah, I mean, [60:42] one of the things that we really focus on [60:44] is getting our students to adopt a decolonial mindset. [60:54] They're not going to these countries [60:56] to save or rescue anyone. [60:59] What they're going for is to live, learn, [61:02] and work under the guidance of local leaders and communities [61:09] and support their efforts to help everyone everywhere [61:14] live as healthy a life as possible. [61:18] VALERIA BERTACCO: On that note, I [61:19] would like to thank everyone for coming today. [61:22] I hope I will see you next year. [61:24] And congratulations to our awardees. [61:27] MATTHEW L. BOULTON: Thank you. [61:30] ANGELO PITILLO: Thank you. [61:32] SUSAN ATKINS: Thank you. [61:33] [APPLAUSE] [61:37] We did it.