Global Engagement

by Sam Pearson on June 15, 2020

Culturally Intelligent Online Teaching: Individualism and Collectivism

My first foray into a universal classroom was a dramatic illustration of the idiom, “silent as the grave.”

I had volunteered in a university in a central Asian country for two weeks to improve my teaching skills and to seek vocational direction with some teaching practice. Tasked with guest-lecturing on American history to English language learners in the school’s equivalent of an honors program, I began planning rigorous, intellectually stimulating content for the class. I perceived that advanced students would need advanced content to be satisfied with their guest lecture.

The day of the first lecture arrived. I arranged stacks of handouts and books on a table in front of a class of 30 students. But immediately upon beginning my lecture, the students seemed to disengage, and no one was taking notes. The charts, maps and slides of data I had compiled on pre-Revolutionary America somehow failed to kindle the interest I felt, but failed to impart, to the students. We encountered stormy weather somewhere over the Atlantic, stumbled off the Mayflower, and fell asleep somewhere between Bacon’s Rebellion and the Great Awakening.

My lesson plans disrupted, I showed a video in the next class. I had learned an important truth: that students who are bored with a class won’t say so. This is especially true when students are presented with a supposed “guest lecturer” who has the authority (real or imagined) to present knowledge, which students are expected to absorb. Students from Individualist cultures may be more willing to address the instructor about perceived or real flaws in a class. But in Collectivist cultures, this may not be acceptable. This also accords with Hofstede’s study of Power Distance.

Several other interventions could have salvaged the class. To understand these, I’m going to look at Hofstede’s cultural dimension of Individualism versus Collectivism.

Individualism and Collectivism impact the classroom in many subtle but significant ways.

This construct measures the extent to which a society expects its members to be independent rather than interdependent.

For example, Individualists think of themselves as a discrete “I” whereas Collectivists may envision themselves as a “we.”

How does Individualism/Collectivism impact the classroom?

Students from Collectivist cultures who study in online programs may self-organize into online support groups for support and collaboration according to Correia (2014).[1]
They also seek opportunities within the online community to access other students for cooperation on projects and to debrief or process content.[2]
Students in such a setting may benefit from specific interventions from the instructor or course designer, such as group projects in which there are clear group roles to alleviate confusion about each student’s responsibility.[3]
In my narrative, then, the best format may have been to call upon a spokesperson at the beginning of the class to share what the class knew about American history up to that point. Another option could be to break the students into small groups, each assigned with creating a question about American history to ask the instructor. These questions could then drive the discussion and debate for the class. This method requires one to improvise more, but can deliver more intellectually satisfying results for students.

[1] Correia, A.-P. (2014). Students’ online learning experiences in collectivist cultures. 37^th Annual Proceedings of the American Educational Research Association, 2014, vol 1. https://members.aect.org/pdf/Proceedings/proceedings14/2014/14_08.pdf

[2] Correia, A.-P. (2014).

[3] Mukherjee, K and Hanh, K. Culturally sensitive learning design: Professional development for diversity and inclusion. 42^nd Annual Proceedings of the American Educational Research Association, 2019, vol 2. https://members.aect.org/pdf/Proceedings/proceedings19/2019i/19_15.pdf

by Sam Pearson on June 8, 2020

Culturally Intelligent Online Teaching: Power Distance

Comparing cultural values using research-driven academic constructs can help illuminate opportunities for learning and potential challenges in the classroom. But in the process of making comparisons between cultures, it’s important to stay rooted in research to reduce the influence of bias on our assumptions and decisions. In the academic study of cultural values, perhaps the most practical research has emerged from Geert Hofstede and his organization, Hofstede Insights.

Hofstede’s paradigm uses an influential six-dimensional (6-D) model to explain “the collective programming of the mind” – the underlying cultural dimensions that can explain behavior, preferences and customs in specific national or regional cultures. The six cultural dimensions in the Hofstede model are unspoken but general values that may help explain behavior, including behavior in the online classroom. The 6-D model produces a number on a scale from 1 to 100 to describe a national culture’s values. (More about reading the Hofstede statistical modelling.)

In a series of articles, we’ll define each of the six Hofstede cultural dimensions by comparing Indonesia and the United States. Then, we will explore the meaning of the dimension as it relates to online learning. Each article will marry a given Hofstede dimension to selected professional development materials for instructors on the same topic. The emphasis will be on supporting faculty trained in the United States and working in a university campus in the United States to support non-Western students.

Hofstede Insights provides its 6-D model for public use here. We’ve plugged in “Indonesia” and “United States” to compare the two.

Power Distance is the first of the six dimensions on the 6-D model to present a major difference in score between the US and Indonesia.

Power Distance is “the extent to which the less powerful members of institutions and organisations within a country expect and accept that power is distributed unequally.”[1]

With a higher Power Distance than the United States, Indonesians might expect more hierarchy, authority, management and direction from their superiors.

In a high Power Distance classroom setting, a teacher is perceived as a lecturer whose role is to impart knowledge to students. By contrast, an instructor in a low Power Distance environment may serve as a facilitator of debate, calling on students for input and expecting students to give presentations to the class.

How does Power Distance impact the online classroom? According to Zhang (2013), instructors who are low in Power Distance and are working with students who have higher Power Distance should anticipate several dynamics:

Students may avoid conflict or debate with one another in the instructor’s presence. They may be especially cautious about questioning the instructor due to the appearance of challenging or confronting a hierarchy.
Students may spend effort to be polite and have perfect grammar in written communication, especially communication with the teacher. Emails you receive from the student may appear formal.
To avoid disrupting the student-teacher hierarchy, students may have recourse to their peers for help rather than contacting the instructor. Giving students opportunities to provide anonymous feedback/questions to the instructor may reduce their anxiety about asking for help.
Online environments that allow privacy (such as a text-based forum rather than a video chat) and allow thoughtful preparation before a conversation (such as asynchronous rather than synchronous formats) may benefit students who are accustomed to a high Power Distance format.[2]

This has been an introduction to Power Distance and its relationship to the classroom. For more research, see:

Ferreira, Dan. (2016). Bridging the cultural gap of online learning: Implications and strategies. Language Research Bulletin. 31.
Kasuya, M. (2008). Classroom Interaction Affected by Power Distance.

[1] Hostede Insights. Country Comparison. Retrieved 8 June 2020 from https://www.hofstede-insights.com/country-comparison/indonesia,the-usa/.

[2] Zhang, Y. Power distance in online learning: Experience of Chinese learners in U.S. higher education. The International Review of Research in Open and Distance Learning, 14:4, 2013 October. Pp. 248-250.

by Sam Pearson on February 23, 2020

Cultural Intelligence Workshops in 2020

The CGE is offering workshops in Cultural Intelligence for the fifth consecutive year at Corban University.

Cultural Intelligence, or CQ, measures your capability to relate and work effectively in culturally diverse situations. It’s a form of intelligence that has been tested by academic researchers in over 98 countries for nearly two decades.

WHO IS IT FOR?

All students on Corban–sponsored international trips in the 2019-20 academic year will take the CQ workshop.

WHEN IS CQ?

Corban provides two date options for the CQ workshop this year. You may choose either but you don’t have to attend both. Both dates offer a complete workshop.

Saturday, March 14, 2020 from 9 am to 1 pm EMITTE CENTER
Saturday, April 4, 2020 from 9 am to 1 pm EMITTE CENTER

WHAT DO I NEED TO DO BEFORE THE WORKSHOP?

A fee is assessed to cover the cost of access to internationally normed assessment results of the Cultural Intelligence Center and create a personalized feedback report for each student.

Community members, staff, faculty and students who are not in an international trip may register by paying a $43 registration fee here.

If you are participating in BestSemester in Fall 2020 or Spring 2021 or another Corban-sponsored team, pay the $177 Global Trips Fee here: https://store.corban.edu/products/global-trips-fee. This covers the cost of workshop materials and a license fee charged by the Cultural Intelligence Center for each participant. It also includes your international travel insurance, a requirement of Corban’s international study fees.

After paying your registration fee, you will receive an email from cqaccount@culturalq.com with instructions in how to complete a 15-minute self-assessment prior to the workshop. This will generate a personalized feedback report, which the CGE will print give to you at the workshop.

WHAT SHOULD I EXPECT ON THE DAY OF THE WORKSHOP?

Anticipate lots of interactive activities in a group setting! The workshop is not just listening and writing, but rather explores cultural values and strategies for crossing cultures in an interactive setting.

by Sam Pearson on November 7, 2019

Global Perspectives: November 2019

News from the Center for Global Engagement

The Corban University Center for Global Engagement is a place for scholars to work together to discuss and address global issues affecting Christian education, the church, and other Christian organizations.

The Corban Language Institute provides international Christian students with the instruction, environment and experiences necessary to promote meaningful language acquisition to further their personal, professional and vocational goals.

Corban University Engages in Discussions on Diversity
Corban University had over five departments represented at the CCCU 2019 Diversity Conference, Oct 4-5th , including a few members of Corban’s Diversity Committee. We joined Christian colleges and universities from across the nation to engage in dialogue around this important topic of how to advance racial and ethnic diversity within Christian higher education. Workshop sessions included topics such as a Biblical and theological approach to reconciliation, using student data to inform decision-making, holistic approaches to pedagogy, understanding our history and other topics around equity, diversity & inclusion.

An audio file of the opening plenary session with Bryan Loritts, senior pastor at Abundant Life Christian Fellowship.
Media coverage of the conference from Newsweek and Religion News Service.
Here is a book you can check out from the Corban Library if you want to dive deeper into the topic: Diversity Matters race, ethnicity & the future of Christianity in higher education

Share the Love of Christ as a Christmas Homestay Host!
Host two or more students over the holiday break December 20th-January 1st. Many international students or missionary kids are unable to travel home during winter break. In order to make sure students are in community over the holiday we coordinate homestay families for those who do not have plans. This is a great chance to minister to students and learn about culture. For more information, e-mail Dawnita Libby at international@corban.edu.

Welcoming New Students to Corban University
Fall 2019 we welcomed international students from five different countries to Corban University! Many of these students will also be representing Corban as athletes on our soccer, wrestling, and basketball teams.

Indonesian Students from Papua
Corban University has over 50 international students on our Salem campus, including around 30 Indonesian students from Papua. This semester has been especially hard for some of these students as they process what a Biblical response looks like to conflict and how to balance school with personal stress.

A series of protests in Indonesia begun in August 2019, in response to the arrests of 43 Papuan students for allegedly disrespecting the Indonesian flag. For historical context, Papua was annexed by the Republic of Indonesia in 1969 despite a desire for independence. 1.xx&oh=0daa354f5c77c18019db051ac4ac38c0&oe=5E5CEF20Governmental officials and others have referred to Papuans with derogatory racial slurs and demeaning statements. In the last three weeks, Indonesian police have acted aggressively towards Papuans. Many of the protests have developed in response to the aggression shown towards Papuan university students and other protests demanding Papuan independence from the Jakarta government. Government buildings in Papua have been burned down, roads closed, police have been aggressive with gun fire, airports have been closed, and an internet shutdown has been enacted.

Many Papuans have been killed and others with injuries beyond number. Including the alleged killing of Papuan university students in their dorm rooms by pro-militia government groups earlier this month. The United Nations Human Rights Office issued a statement condemning the violence in Papua.
Most recently on September 23rd, a riot occurred in Wamena, Papua which is home to many of our Corban University students from Papua. A few are unclear where their families are, one student’s house was burned down because it was close to the government building and others fled and are hiding inside but safe. Many of our students have missing family members. The internet shutdown has been reenacted by the government in Wamena, so our students have had difficulty contacting family members to determine their whereabouts and safety.
The current rioting throughout Indonesia and in Papua has been the worst seen in years.

Prayer Requests from Indonesian Students from Papua:

Safety for those in Indonesia
Medical attention for those in need
Students from Corban (impacted families, emotional turmoil, focus on studies, etc.)
Pray for those grieving (loss of home, missing family members, etc.)

International Student Spotlight: Friska Enembe

Friska is a Political Science major. With her major she wants to work with the Papua governments and be the voice of the minority groups, especially for those who are in isolated places. She says, “they need to be heard and seen”. Friska’s favorite memory at Corban so far has been the Indonesian night, where she got to perform a dance with friends. For Friska, the best thing about Corban is the professors because they are really nice and very helpful. In her free time, she likes painting, drawing, and sketching cartoons or sometimes hanging out with her friends and boyfriend.

“Since being at Corban, I have learned more about who I should trust and rely on. I have learned that God is faithful and His faithfulness will never fail me, not even once.” -Friska

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Salem, OR 97317

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by Sam Pearson on August 26, 2019

Global Perspectives: August 2019

Summer of Success

Summer of Success was in full swing on the Corban University campus from July 25 to August 14!

With the help of a dedicated team of South Korean leaders, Corban staff and faculty, and community members, Corban provided an incredible cross-cultural experience for these students, from eating s’mores around the campfire to tackling a ropes course, visiting the Oregon coast, practicing their English, and diving into God’s Word. God is good!

Photo credit: Haylee Ils

UPH Graduates Fill Teaching Positions

Corban’s partnership with Universitas Pelita Harapan equips graduates of Teachers College (TC) and International Teachers College (ITC) with Bachelor of Education degrees. These Corban University alumni fill teaching positions throughout Christian schools in Indonesia and Southeast Asia. Graduation ceremonies this summer brought the total number of Corban University graduates at UPH to over 1900.

Biblical Hebrew Graduates Honored

Corban’s global reach also touches Israel, where the 4.2.20 Foundation and Institute of Biblical Languages and Translation are committed to advancing access and engagement with the whole Word of God for every language, culture and people. On June 29, 2019, twenty-two students completed the 48-credit Corban University Graduation Certificate in Biblical Hebrew Translation. The eight-month graduate certificate equips beginner-level participants with the skills necessary to translate the Old Testament directly into their native language

S.O.S. Teams Return from Overseas

20 Corban University students participated in Summer of Service (SOS) trips organized by the Center for Global Engagement:

Peru – Dr. Annette Harrison and five students immersed in university life in Trujillo, Peru, building relationships and sharing the Gospel with Cru.
Greece – 10 students and Sam Pearson, Associate Director of the CGE, served refugees in a Greek refugee camp for one week in May.
South Korea – Five students and Dr. Sang-Eun Dyer taught English Bible School camps alongside Awana Korea, a nationally-run ministry in Seoul.

photo credit: Paige Heffer

by Sam Pearson on June 17, 2019

Global Perspectives: June 2019

News from the Corban University Center for Global Engagement

The Corban University Center for Global Engagement (CGE) is a place for scholars to work together to discuss and address global issues affecting Christian education, the church, and other Christian organizations.

The Corban Language Institute (CLI) provides international Christian students with the instruction, environment and experiences necessary to promote meaningful language acquisition to further their personal, professional and vocational goals.

We’ve Moved!

Find the CGE and CLI in the Younger Center! We’re in Room 108. Drop in, get a cup of coffee and have a conversation with us in our new office.

Now situated under the same roof as Student Support, the Writing Lab, Tutoring Center, and computer lab, the CGE and CLI will be better positioned to serve the Corban community.

International Graduates Honored

May 4, 2019
Governor Lukas Enembe, Papuan government representatives and the Indonesian Embassy attended the 2019 Corban University Graduation.

Seven Indonesian students from Papua who started out in Pathway to English graduated from Corban University with their undergraduate degree. In addition, three other students from Indonesia graduated. We are excited to see how they will continue to make a difference in the world for Jesus Christ.

Meet current Indonesian students from Papua at Corban University in this video.

Meet Del

Del Dumupa is an undergraduate student studying Business Management. As an International Resident Assistant, Del’s main responsibilities are to “take care of the international residents in Balyo and Davidson dormitory – especially by being there as a friend, having small group, and presenting the culture to the community for God’s glory.” Her favorite thing about being an IRA is “getting intentional opportunities with the international and American students and having meaningful relationships and unique experiences in the community.” Del is continuing to serve as a Summer 2019 RA (resident assistant) for international students taking summer classes at Corban University.

CLI Summer Programs

Did you know Corban University’s campus hosts an international community year-round? The Corban Language Institute continues to evaluate, create and execute ways to help international students make a difference in the world for Jesus Christ.

Twenty four Indonesian students from Papua are living on the Corban University campus and taking summer undergraduate classes. When they are not in the classroom many enjoy participating in the Corban Community Garden and are looking forward to special events with Corban Recreation.

The CLI Summer of Success program affords international students a short-term summer-camp opportunity to gain valuable skills, experience American culture, and improve their English. This July, the fourth annual Summer of Success program will bring around 25 middle school students from South Korea. During the day time students attend Bible, English and international leadership classes with American teachers. In the afternoon, they have cultural experiences and team building activities that help them grow in new ways. This holistic experience has been life changing for many of those who participate.

These programs provide students the opportunity for high-quality intensive English instruction, coupled with a strong Christian community to enable them to achieve their goals to the glory of God.Corban’s Global ReachThis summer, 42 Corban University students traveled overseas with faculty and staff to live and serve alongside other cultural groups. Stay tuned for reflections on the trips in our next newsletter!

Center for Global Engagement
Corban University
Younger Center 108
5000 Deer Park Drive SE
Salem, OR | 97317 | USA
global@corban.edu
1-503-589-8154

by Sam Pearson on June 3, 2019

“Bienvenue!”: Corban Students Rally for Refugee Relief

Eyes have a way of conveying one’s thoughts in a way that transcends language.

If eyes are the window to the soul, then this man’s eyes allowed us to guess at a story that our language abilities couldn’t grasp. Hasty departures in the middle of the night. Border crossings on foot from one country to the next in a westward march. Boat journeys with dozens of people in an inflatable raft with a 5-horse-power motor. Wait, walk, ride, walk, wait, repeat. And yet, the man’s eyes also spoke of a dignity and hope within.

The eyes belong to the husband, father and grandfather of the M__ family, and the scene belongs to a refugee camp in Greece. This family of seven lives in one of the cream-colored shipping containers that march up the hills on a Greek island amidst olive groves and granite outcroppings. The Aegean Sea and the Turkish coast are visible a few miles away.

Stepping inside their home, we find two families of seven jostling for space, a curtain dividing the 8’ by 24’ box that serves as their temporary home. Seeing volunteers clad in orange vests, the man within asks, “Athens? Athens?” He hopes we have come to bring news that his asylum application has moved on to the next step.

The Corban team served under the direction of EuroRelief, a NGO with a permanent presence in Greece.

Supported by many kind and generous donors, a team of ten Corban University students plus SIM missionaries worked in a refugee camp in Greece this month.

The Greek government and camp administration have allowed NGOs access to the camp, making this location a focal point in the European refugee crisis. The Corban team worked under the auspices of EuroRelief, an NGO that coordinates the delivery of refugee services. The team helped camp residents to move into new housing, construct tents, find medical appointments for their asylum or immigration applications, and assist with queries of all kinds at the camp’s Info office.

Two days in Athens allowed the team to process and debrief the experience before returning to the U.S.

The crossing from the Turkish coast – the way many refugees arrive – takes one hour on a fast ferry, but most refugees make the trip in three hours in crowded, inflatable dinghies. Many see immigrating to Greece as an entry point to Europe – but find their applications for asylum or immigration hamstrung by an enormous backlog. Some asylum hearings are planned as far out as 2023.

The camp presents an intoxication of stimulating sounds, sights and scents. French speakers from West Africa mingle with Farsi speakers from Afghanistan and Iran. Children cavort among crowds of men sitting in the shade and women cooking chicken and hanging laundry. The call to prayer drifts over the camp through a tiny amplifier jerry-rigged in a tree.

Serving refugees showed us how human ingenuity and dignity can endure in the harshest environments. While refugees face crowded living conditions and cope with trauma they have experienced before coming to Greece, they preserve hope, hospitality and creativity. One Corban student wrote that “Many are grateful for us and what we do even though they have practically nothing.” Indeed, the dignity of each person as an image-bearer of the Creator God emerged even amidst the harshest of circumstances. “There are so many people here that know what it means to be grateful and to sacrifice for others,” wrote the student:

A woman invited part of our team into her residence and served a fresh-cooked meal of meatballs, dates and stuffed vine leaves one evening.
One team member helped 64 new arrivals from the Democratic Republic of Congo move into the Francophone West African quarter of the camp. Upon seeing their new neighbors for the first time, the existing Congolese residents greeted them not as an intrusion on their tiny living space, but with cries of “Bienvenue! Bienvenue!”
A pair of students asked a family to make room in their tiny accommodation for additional residents, thus reducing their already crowded space. A full day of discussion and negotiation ensued as the family bargained for a better space. Despite begrudgingly admitting the new roommates, the family offered tea to the students as an expression of hospitality.
We found residents were more interested in asking questions about our own country – “Trump good? Trump bad?” – than unburdening their own predicament or complaining about their lot.

Our experience contrasted with media depictions of refugees as hapless victims who are passive recipients of Western aid. Refugees also show the imago dei – the creative faculties given us by God – in more practical ways. Residents re-purpose any available building material to make life less intolerable. A bottle cap can fasten a tent to the edge of the wooden platform it rests on. A fragment of tarp serves as a shade cover for an outdoor barber shop comprised of a stool, a mirror and a few tools. Five minutes after clearing away a makeshift structure to make room for a tent, we observed a man had set up a tiny micro-enterprise: a few juice bottles set out on a blanket, offered for a few euros to passerby.

Students reflected that working with refugees helped them know how to relate cross-culturally, communicate instructions in a kind but firm way, and manage people who are different from them.

Pictures are not permitted in this location, and names and details have been withheld for security.

by Sam Pearson on February 21, 2019

Intern in Indonesia: SPH Summer Program

Sekolah Pelita Harapan (SPH) welcomes Corban University Education majors to apply to the SPH Summer Program in 2019. Students entering their junior or senior year in Fall 2019 are eligible.

This four-week program includes two weeks of teaching and two weeks of cultural experiences and interaction with educational initiatives of the Yayasan Pelita Harapan (Foundation of Light and Hope).

SPH is a network of five Christian international schools in Jakarta, Indonesia. SPH’s mission is proclaiming the preeminence of Christ and engaging in the redemptive restoration of all things in Him through holistic education. Sekolah Pelita Harapan is a group of five Christian schools in Jakarta, Indonesia which offers Indonesian citizens and expatriates a quality, international standard of education in which English is the language of instruction.

Criteria for Admission

1. Student must have a demonstrable Christian faith and be in complete agreement with the Vision, Mission and Statement of Faith of SPH

2. Student must be a Corban University Education major entering his/her senior or junior year in Fall 2019.

3. Student must have some cross-cultural awareness and observe cultural expectations around dress and appearance: short hair for men, casual trousers/medium length of skirt, blouse/shirt with sleeves and shoes (no low cut neck blouse, tight shirts, mini skirt, shorts, sandals).

4. Student must show evidence of a primary health policy and up-to-date immunizations required for the trip. Proof of health insurance and immunizations can be submitted after the deadline for admission.

Measles-mumps-rubella (MMR) vaccine
Tdap (diphtheria-tetanus-pertussis vaccine),
Varicella (chickenpox) vaccine,
Polio vaccine,
Your yearly flu shot.
Hep A
Typhoid

5. SPH will provide financial assistance in the form of a $700 USD flight stipend upon receiving the financial needs information and recommendation from the College/University.

6. SPH will provide accommodation, transportation, and meals during Summer Program period.

7. There is no payment or honorariums.

8. Application must be made at the latest by 28 February 2019.

9. SPH will make final admissions decisions, which will be announced by 15 March 2019.

How to Apply

Assemble and submit the following materials to global@corban.edu or by hand to the CGE Office, AC 5509.

Your Curriculum Vitae (CV)
A scan of your current passport. Your passport must have at least six months of validity after your return to the U.S.
A passport-type picture in png or jpg format. The picture should look professional.
Pay the $175 Global Trips Fee. This is paid to Corban University and it covers (1) your secondary insurance required by SPH; (2) your participation in a Cultural Intelligence (CQ) workshop at Corban University and (3) administrative support from Corban. This will be refunded in the event that SPH denies your application for admission.
Attend the Cultural Intelligence (CQ) Workshop. Offered February 26 and 27 from 3 – 6 pm (both days) in the Emitte Center Alternate date: March 2, 8 am to 1 pm, in AC 3301. An additional opportunity to complete the workshop will be offered to SPH Summer Program Interns who cannot attend these dates.
Show evidence of a primary health policy and up-to-date immunizations required for the trip (can be submitted after your acceptance to the program).
The CGE will assemble your application materials, confirm you are in good standing with Student Life; the Registrar’s Office; and Financial Services; secure a letter of recommendation from Dr. Kristin Dixon, and forward your application to SPH.
Show evidence of a primary health policy and up-to-date immunizations required for the trip (can be submitted after your acceptance to the program).
The CGE will assemble your application materials, confirm you are in good standing with Student Life; the Registrar’s Office; and Financial Services; secure a letter of recommendation from Dr. Kristin Dixon, and forward your application to SPH.
SPH will announce admissions decisions by 15 March 2019.
After acceptance to the program, proceed to pay for the following expenses:
Round trip airfare to and from Soekarno-Hatta International Airport (CGK). Wait to purchase your airfare – SPH will send specific instructions.
Social Cultural Visa and any fees for processing and mailing the associated documents.
Personal money needed for in-country travel before, during, or after the program.

Dates

Key Pre-Departure Information

SPH will pass along a cultural orientation document to those who are accepted.
Applying for a Social-Cultural Visa is a requirement of this program. Visa decisions are at the discretion of the Indonesian government. Applying for a visa requires one to assemble a significant amount of documents such as your passport, additional passport-sized photos, a letter of invitation from SPH, flight and hotel information, payments, and mailing of documents to and from the Indonesian Embassy in San Francisco. SPH and Corban are not responsible for reimbursing you for costs should your visa be denied.
Indonesia is a Muslim-majority nation. As such, Summer Program Interns are expected to observe culturally appropriate dress and appearance.

Questions?

Email global@corban.edu
Call 503-589-8154
Visit the CGE in Office AC 5509

by Sam Pearson on January 8, 2019

Cultural Intelligence (CQ) Workshop

Cultural Intelligence (CQ) is the capability to relate and work effectively across cultures.

CQ can also be understood as a globally recognized way of assessing and improving effectiveness in culturally diverse situations.

This tool is designed to assess the four factors of Cultural Intelligence (CQ) as well as individual Cultural Value (CV) orientations. This year, we are excited to share that participants will be able to compare any changes in CQ scores over the course of a their cross-cultural experience. Individuals take the assessment twice and receive two personalized feedback reports which compare their pre and post CQ scores. The growth metric allows participants, students and faculty to assess the impact of global experiences on students. The Center for Global Engagement is excited for students to become more aware of their own cultural identities as they reflect on their comfort zones, preferences and their self-assessed Cultural Intelligence scores. This is a critical process as we respond to God’s call to serve the Other throughout our nation and the greater world.

Students, staff, faculty and the general public are invited.

Register and pay the $43 workshop fee by February 5.
The $43 fee covers our access to a globally normed database of the Cultural Intelligence Center and the production of a customized feedback report for each registrant.

The workshop will take place Friday, February 26 and Saturday, February 27 (both days) from 3 pm to 6 pm in the Emitte Center.

An alternate date is offered Saturday, March 2 from 8 am to 1 pm in AC 3302.

Email global@corban.edu for directions to Corban University or with questions about the workshop.

by admin on October 18, 2018

The Power of Relationship: Two Students’ Summer Experiences

Corban students Kristen Collins and Mark Morud spent their summers on separate continents, in vastly different cultures with different focuses for their time. However, each returned having learned a similar lesson: the value of building relationships.

Kristen spent the summer in the Philippines on an internship with Brand New Day for her intercultural studies major. During her internship, she was able to observe how ministry is operated in a different context.

“They are so relational,” she commented, “They are still productive, but they focus more on the people they’re working with rather than what needs to be done.”

Her ministry was focused mostly on building relationships herself. Throughout this six-week experience, Kristen participated in outreaches where she and her team would pick up children off the street and take them to a church to spend time with them. Throughout the summer, Kristen got to watch how the kids began to accept her.

“It was cool watching them start to open up to our hospitality and be more willing to let us in,” she said.

Meanwhile, 7,000 miles away in South Africa, Mark Morud was working as a resident assistant (RA) at Camp10. As an RA, Mark was tasked with investing in the students that attended the three-week camp.

“A lot of what I did was follow them around and engage in what they were doing,” he said.

Mark walked through life with students as they studied for classes, did service projects, and even as they ventured out on wildlife safaris.

Over the course of the three weeks, Mark got to watch as students transformed from strangers into friends.

“Lasting relationships can form so quickly,” he commented, “That was kind of a surprise. It doesn’t take a lot to become friends with someone for a long time. It takes both of you to be willing to invest in it.”

Mark and his students left with a changed perspective on what it means to impact the world.

“I think the students came out of it with a lot more of a heart for the world and the people in it. They were all excited to be there with the people.”

Although Mark and Kristen had different summer experiences, one theme of their trips remains clear: whether you are playing with kids in the streets of the Philippines, or watching wildebeest with students in South Africa, relationships are essential. It is through these relationships that we can make a difference in the world for Jesus Christ.

by admin on September 20, 2018

Not Without Help – Janet’s Journey to Haiti

Each year, the health science department at Corban University takes a team on a medical mission trip to Haiti to run a clinic. Janet Matani is a health science student from Papua, Indonesia who went on the trip this year. In this interview, she describes her experience and how her team was able to make a difference in the world for Jesus Christ.

How did you hear about this trip? What made you want to go?

I first knew about this trip from e-mail that Prof. Johnson sent. At first, I wasn’t sure if I wanted to go. I was afraid of the idea of traveling to other country without anybody who speaks my language (Bahasa). I waited, and then somehow I found courage to ask Dr. Comstock about it. I think I wanted to go because I wanted to see what was happening in Haiti with my own eyes. I wanted to not just talk about or hear about the situation in Haiti, but actually go there, see it, and help directly. Secondly, there are some villages in Papua that have the same problems as in Haiti. The location of the village makes it difficult for them to get proper health services. I wanted to go because I have a dream that someday I can bring health science or medical students in Papua to go on a mission trip like this.

What did a typical day in Haiti look like for you?

It was always hot. The city is always busy. Unfortunately, I only lived around the city for a day or two, so I did not really experience the city itself.

I spent most of the days in the village. The people there opened their church for us to open a clinic. Most of the days we would start with prayer and worship. After that we would go on a big bus to the village and help as much as we can. We have triage, pharmacy, and also doctors who asses the patients. We served around 100-150 people a day. After that we would go back to our camp, eat, and get ready for the next day.

How did this experience affect you as a health science student?

This experience, I would definitely say, is a life changing experience for me. Just as I write down this e-mail, there is something inside of me that is really excited about it. Through this experience, I can see and learn how to apply what I have been studying these past 3 years. This experience gives me courage to finish my studies and help people with health services.

Describe some of your favorite moments of the trip.

My favorite moment is when I was shadowing a provider (doctor). This doctor, Doctor Joe, is a surgical doctor. Just the idea of sitting down next to a real doctor already drove me crazy. I was so excited but also nervous. I was helping the doctor with assessing the patient. He taught me how to write down the diagnoses and the perception. That night after I had that experience, I cried. It is because that experience just wiped out all my doubts to become a doctor. I was and am now sure that I want to be a doctor.

As an international student, how do you think your perspective might have been different than the other students’ perspectives? What was your impression of Haiti?

I think the idea of coming there and experiencing it for myself makes me really believe that there are people out there who really need our help. Their struggle is real, and yes, we can help.

This trip also helped me see how “help” can be a disaster or actually helpful. That is why before we help, we need to think about the impact of out help. I honestly have never thought of it before, but now I know.

The moment we landed in Haiti, my brain was confused. It is like its asking itself “Is this my home?” It was all because it’s really similar to Papua. The weather, the people, their body language, cars they have, the trees, the flowers, even the way they drive their cars are really similar to the ones back home.

The last day we were at the clinic, I was assigned to educate the patients about hypertension. That day, I felt weird because talking to people is always my biggest fear. Especially because people in Haiti speak another language called Creole. But I found comfort because all the people there are really similar to people in Papua. When I talked to them, I felt like I’m talking with my brothers, sisters, uncles, and aunts back home. And the last but not the least, the beach was so warm. Again. Just like home!

How do you think you and your group made a difference in the world for Jesus Christ?

I think, our group has made a difference in the world through our actions. We showed that we love because God first loved us. We serve with our hearts. We did not spend any time to complain about food, drink, the heat because we were there to serve. I think, through this work, people were helped, and all of us can testify about how God was working in our lives for good. That God will not let His children be left without any help. That even me, someone from Indonesia, can be sent far away to Haiti to work for God’s glory.

by Sam Pearson on June 27, 2018

On the Purpose of Christian Study Abroad

Student discounts. Travel insurance. Risk assessment. Visa help. International roaming plans. Entire careers are devoted to single aspects of U.S. study abroad students’ overseas lives. With one in ten U.S. undergraduates studying abroad before graduating, the field of study abroad is more embedded than ever into the student experience (IIE 2017).

In the academic world, scholarly literature on study abroad overwhelmingly supports the value of pre-departure training. Frontiers: The Interdisciplinary Journal of Study Abroad stands as the primary platform in the U.S. for sharing best practices in education abroad. Practitioners from fields as diverse as anthropology, education, missions, sociology, and theology generally agree on the value of site-specific, introspective pre-departure training.

For Christians, the teachings of Christ bear heavily on our preparations for short-term mission trips and study abroad. Despite our agreement on the importance of pursuing God’s call in our vocations, Christians in higher education abroad do not necessarily agree on the best way to find this call during study abroad. Indeed, a healthy debate now considers important dynamics in education abroad: power relationships, patterns of colonialism and consumption, and the debate over students abroad as tourists or as missionaries. Outcomes depend on preparation. We must carefully tend to pre-departure training to ensure students engage in the critical thinking, conduct personal introspection and align of their motives with those of Christ before going abroad.

“Short-term mission trips and Christian study abroad that focus on experience rather than strategically exposing students to the difficulties inherent in cross-cultural encounter may be providing students with a wonderful experience, but to say that they are intentionally preparing them for sustained cross-cultural engagement is debatable. Christian students afforded the privilege of studying abroad should therefore be encouraged to think of themselves primarily as learners, as disciples of Christ, rather than missionaries during their initial, comparatively short sojourns abroad.” (Stevenson 2018, 103).

Academic tourism may be memorable but not produce lasting life-change without adequate preparation before study abroad, says Stevenson (2018).

The “Sapling Effect”

The “sapling effect” threatens to erase potential life-change after study abroad:

“Students are often bent and challenged while abroad, but this experience does not overwhelmingly translate into sustained contact with linguistic and cultural others upon reentry, nor does it result in significant increases in mobilization for long-term vocational missions involvement after college. . . . Models of Christian study abroad centered on an in-depth knowledge of the host-culture, enthnographic inquiry (Ogden, 2006), and a strong focus on language proficiency stand a much greater chance of allowing students to discern their gifts and possible call for long-term cross-cultural ministry.” (Stevenson 2018, 106-107).

Stevenson (2018) concurs that students on short-term mission trips often lack the linguistic and intercultural communication training needed to achieve lasting missional impacts in a host culture. This does not mean we should jettison the idea of short-term missions altogether, but rather cultivate students’ expectations carefully. Indeed, short-term missions are here to stay (Stevenson 2018). It is often not possible to extend the length of short-term missions due to time, budget and logistical constraints. Outcomes depend on preparation. We must conclude that the best place to intervene to ensure proper outcomes in study abroad and short-term missions is in pre-departure training.

Ethnographic Learning for Study Abroad Programming

Outcomes depend on preparation. If we expect students to develop cultural responsiveness, we may look to the fertile field of ethnographic enquiry for help.

Ogden (2006) suggests the following steps faculty can take to incorporate ethnographic learning into their study abroad courses, faculty can:

Require primary-source content in student assignments. This might include personal interviews, visits to local businesses or government offices, or other steps that set up the faculty member as cultural guide.
Assign analytical writing and course-related field study. Assign writing projects that challenge students to connect real-life experiences in the host culture, such as field trips, to a cultural interpretation. (The CGE aims to do this with the use of Open Letters.
Develop language proficiency in students. This includes not only technical mastery of a language but an understanding of how pace, pitch, vocabulary, silence, pauses, tone, gestures, and non-verbal communication all play a part in transmitting meaning.

Works Cited

Institute of International Education. (2017). “Undergraduate Participation in U.S. Study Abroad.” Open Doors Report on International Educational Exchange. Retrieved from https://www.iie.org/Research-and-Insights/Open-Doors/Fact-Sheets-and-Infographics/Infographics

Ogden, A. (2006). Ethnographic inquiry: Reframing the learning core of education abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 13: 87-112.

Stevenson, R. (2018). “Addressing the discourse of Christian study abroad as mission.” Journal of Christianity and World Languages, 19: 101-112.

by admin on June 13, 2018

Colonialism and Connection in Study Abroad

Sam Pearson published ‘The student as ethnographer: Colonialism and connection in study abroad’ in The Journal of Christianity and World Languages. The editors of the journal have sought to provide a forum for educators who wish to publish research undertaken from a Christian perspective.

The editors of the journal note the importance of the analysis of student learning outcomes in a study abroad experience in Germany and dissonance communicated through student perceptions. The author draws upon mixed-methods research in student learning outcomes from study abroad to define a dissonance: student report high levels of satisfaction with their host cultures but do not report commensurate levels of host-culture immersion and engagement. The author suggests Christian perspectives to support learning and spiritual growth during culturally immersive experiences.

Pearson, S. (2018). The student as ethnographer: Colonialism and connection in study abroad. Journal of Christianity and World Languages, 19 (Spring 2018), 113-120. [Print only].

by Sam Pearson on May 26, 2018

“A Joyful Return”: Pastor Training and Student Ministry in Cameroon

“It was the epitome of awkward fun!” reflected Corban University Dean of Ministry Greg Trull. “White Americans tried to keep up with gifted African dancers. People gathered all around the stage to video our ‘performance’ on their phones.” The humorous scene unfolded at a 7:00 am Hope Baptist Church service in Bamenda, Cameroon. The joyful return of Corban’s School of Ministry faculty and students relieved a tense political atmosphere in Cameroon.

The nation is deeply divided between Anglophone secessionists in the northwest and southwest and government forces. The US ambassador to Cameroon has accused the government of violating due process in killings and arrests. Suspicions spread about government plots.

In protesting areas, government soldiers have entered towns, shot people and burned their houses. At least once a week, government opposition groups call on citizens to strike. No one works. All public transportation shuts down and services stop.

A service at Hope Baptist Church in Bamenda.

The government has responded by imposing a nighttime curfew. No one can be out.

This Sunday was National Unity Day, a holiday established to celebrate the unification of Cameroon in 1961. This year, though, the government prohibited public gatherings and restricted travel. A sad irony.

Student Observations

Amidst this context of suspicion and protest, Corban’s team of students and faculty serves alongside Cameroonian leaders to share the hope and trust of Christ. Our evenings fill with reports of people coming to Christ and believers receiving strength.

Corban University Ministry students engage in door-to-door evangelism with Cameroonian church planters. One team saw nine people come to faith Monday morning.

Each new believer receives visits from the planters. The planters immediately begin to disciple each one. We experienced this fruit Monday afternoon as the team joined a testimony service at Corban Baptist Church. The believers chose the name to honor our first student team who led many of them to Christ. In 2013, the team walked through an open field to share Christ with the locals. Monday, they worshipped in the church now flourishing there.

In 2013, the team walked through an open field to share Christ with the locals. Monday, they worshipped in the church now flourishing there.

Tuesday found the student team venturing to Living Sacrifice Church, a brand new church start. They worked with Pastor Austin, a graduate from our first cohort.

On Wednesday, each team member led Bible studies at churches around Bamenda.

Thursday focused on hospital ministry. The team worked with chaplains visiting five wards. These included HIV, radiology, postnatal care, surgery and hospice.

Pastor Training

The College Board reports that the average tuition cost for a private university this past year was $34,740. Less than that pays for half of our three-year leadership certificate for all 39 of our students. On top of that, their leadership reports show that those 39 are currently equipping an additional 541 leaders. That’s a return on investment! Your financial and prayer partnership prepares more than 500 to minister the Gospel in this strategic part of the world. All of us here thank you for uniting with us to serve.

The current cohort of pastors has engaged in regular training sessions in the African Training Partnership for three years. This session is the last for this group, who will graduate Wednesday, May 30.

Seminars in Effective Contextualization

This session we have focused on maximizing training effectiveness. Greg worked through strategies for training in Bible interpretation as well as introducing the pastors to “story” approaches to evangelism and discipleship.

We worked through how to train believers to study controversial topics. As we began studying modern day prophecy, a focus of wide disagreement between our charismatic and Baptist pastors, our leading Pentecostal Pastor John stood to address the class. “I want to interrupt our process here to thank my Baptist brothers. I have studied this subject often, but today as I listened to you, I have learned a great deal. Thank you.”

He went on to detail his new insights. I choke up as I write this. Thirty-nine Christian leaders from seven denominations spent nearly two hours together studying one of the most divisive issues in Cameroon. Not one argument. The pastors filled the session with insightful questions and lively discussions punctuated with laughter. Our training program has become a place where Christian leaders cross divides to learn from each other and to serve with other to reach this region for Christ. All to God’s glory!

Thirty-nine Christian leaders from seven denominations spent nearly two hours together studying one of the most divisive issues in Cameroon.

Dr. Sam Baker taught spiritual formation for ministry leaders.

Sam taught spiritual formation for ministry leaders. He drove home the point that our relationship with
God is not a “static possession,” but a “dynamic growth” in being shaped into the image of Christ. He also showed that each believer has a unique spiritual personality. No two believers grow in Christ exactly the same way. Leaders who understand the variety of means for spiritual growth adapt much better to aid all their believers in maturing their faith.

Tim spent a day training our pastors how to teach their people to think theologically. Two of his favorite moments came from the study of God’s glory. Bridget, one of our female leaders, shared that she had just taught lessons on the glory of God. After this session, she was inspired to redo the series by using theological thinking process with her ladies. Another, Pastor Dieudonne, a visiting Full Gospel pastor, thanked Tim for such a great session because they had just named their church Glory of Christ Church. Excellent timing!

This article was adapted from a report by Dr. Greg Trull.

by Sam Pearson on May 21, 2018

“We don’t want to forget”: Bakar Batu in the Pacific Northwest

“We don’t want to forget our culture,” commented Corban University student Korwa Wanimbo, “even though we live abroad.” Wanimbo, who is an Indonesian student from Papua, joined 80 others in a Salem, Oregon backyard to celebrate an Indonesian tradition called Bakar Batu.

Students dig an oven at the *Bakar Batu* celebration. The oven would contain enough food to serve more than 80 people

To recognize the achievements of three Indonesian students who graduated from Corban University, the Indonesian student community at Corban devised an ambitious plan – an outdoor Bakar Batu (barbecue) with a menu of traditional Papuan fare – pit oven and all.

Bakar Batu is an expression of collectivist cultural values. “Feeding many people is one of the important things in our culture,” confirmed student leader Arso Gombo.

Preparing for Bakar Batu requires teamwork and a broad range of specialized tasks – emphasizing the value of community participation and collective organization in highland Papuan society. In the days before the event, Indonesian students from Papua scoured local grocery stores for corn, potatoes and pork. Others harvested ferns, firewood, grass reeds, rocks and sticks on Corban University’s forested acreage. “We did [it] by working together as a family,” reflected Corban University student Korwa Wanimbo.

Feeding many people is one of the important things in our culture

Still others networked with Indonesian diaspora in the U.S. to publicize the event. To visit friends and observe this important tradition, visitors came from Texas, California, Corvallis and Portland, Oregon. “We do Bakar Batu everywhere,” said Wanimbo, “because we don’t want to forget our culture.”

Students erected a pyre, stacked rocks on it and lit the pyre on fire.

The morning of the event began early. Students meticulously sliced vegetables and meat, strained to dig a three-foot pit and stacked logs to build a huge pyre. Stacking rocks on the pyre, they kindled a fire to heat the rocks and transferred all the hot rocks to the deep pit on top of the grass.

Giant wooden tongs are used to transfer hot rocks from the pyre to the cooking pit.

Into the pit went corn, kale, cabbage, lettuce, a whole pig chopped into slabs, 15 chickens, three turkeys and several pork roasts, all seasoned. Students carefully wrapped the meat in the grass and ferns, then scattered it among the hot rocks in the pit.

Sitting around grass mats in a circle suggests a preference for group rather, than individual, identity. All share a common meal, no one has an individual plate, and no one sits at the head of the table.

At last, It was time to eat! Carefully they laid grass and ferns on the lawn to make circle-shaped serving mats. The grass circles “represent the family table even though people come from . . . different villages, backgrounds, and religions” said student planner Arso Gombo. Students rushed the still warm food onto the grass mats. Participants crouched on their heels and ate with both hands.

We do Bakar Batu everywhere because we don’t want to forget our culture.

Indonesian student Wis Wakerkwa encouraged students and Corban University staff at the *Bakar Batu*.

“As soon as I walked into the backyard my first thought was ‘I’m not in the US anymore,'” remarked Corban University student Jamie Barta. Carol Kruse, who hosted the event, said, “I have a strong feeling this will become an annual event at my home, but I don’t mind one bit!”

Corban University Mailroom Supervisor Carol Kruse contributed to this article

by Sam Pearson on May 19, 2018

“An Answer to Prayer”: Corban Team Lands in Cameroon

By Dr. Greg Trull

Writers have long called Cameroon “Africa in miniature” because of its central location, cultural diversity, and varied geography. To serve in Cameroon with its 256 tribal groups is to experience the full breadth of African culture.

After a spring term of preparation, a Corban team left PDX in the early morning of Thursday, May 17. After a night in Douala, we’ll spend Saturday driving through the mountain villages to our temporary home in Bamenda. Right around dinner time (for the Pacific Northwest) Saturday night, we’ll be starting our ministry at Hope Baptist Church. Just think, you can ask God to bless us right with your potatoes.

Currently, the School of Ministry is training a cohort of 50 pastors, who provide instruction and leadership for nearly 22,000 people in this strategic region of Africa. They will complete the program in May 2018. Pictured: Yaoundé, Cameroon.

After our introductions to the ministries and people of Hope, we’ll be set for a busy two weeks. Hope Baptist, under the pastorate of Corban Doctor of Ministry student Ngoh Joel Nyah, has been our gracious host church since we began training pastors here in 2013. It is a dynamic church that ministers to more than 1500 each week at its main location and hundreds more through its five ongoing church plants. Hope plants a new church in the region about every two years. It’ll be a great day of faculty reconnecting with dear friends and our students being received with loving arms.

Corban University students observe and participate with the Cameroonian church planters as they do evangelism, prison and homeless ministry.

Monday we will begin our two ministry emphases. Our student team will be serving alongside church planters throughout the region. Students will learn ministry here through observing and participating with the planters as they do evangelism, prison and homeless ministry. They will also help run events for children and youth outreaches. Our students will enjoy a schedule filled with a wide variety of opportunities. As a bonus, they will also be featured on Hope’s weekly radio broadcast, hosted by Kingdom Princess Confidence. Pray for physical and spiritual protection, two-way blessings (being and receiving a blessing), and for hearts to embrace the adventure.

Corban’s Cameroon teams engage in Cultural Intelligence (CQ) pre-departure trainings to prepare for effective cross-cultural ministry.

Our other emphasis in Cameroon is our Africa Training Partnership. Corban’s School of Ministry partners with seven denominations to train pastors and leaders. We’ve been blessed with amazing students. As student Rebecca Ade Akenji reflected, their “attending this course is an answer to prayer.” Every student entering our program must already be mentoring leaders. The idea is to immediately multiply our training. It has brought us many young leaders with great potential. This session, classes focus on leadership development and teaching. Our first cohort graduated May 2015. Many of them are now head pastors or denominational leaders. This year, we will celebrate 38 graduates joining us to pursue Corban’s mission of making a difference in the world for Jesus Christ. It will be a grand commencement party, Cameroon-style, filled with music, food, dancing and joy.

My attending this course is an answer to prayer – Rebecca Ade Akenji

Our Corban faculty will split time between teaching our pastor classes and working with the student teams. You can pray for Drs. Sam Baker, Tim Anderson and Greg Trull. Greg will also be meeting with denominational leaders to plan the next cohort. We already have had 200+ requests to join our third cohort. Pray for safe travels for our students, uniting fellowship, effective teaching, and wisdom as we look to the future together. You can also pray that our praising Jesus blows the roof off at graduation!

Thanks so much for your support of this important ministry. Your prayers impact the kingdom half a world away. Special thanks to Kathy Clarke and Kellie Wood who prayed over every copy of student notes as they printed. Thanks too for Sandy Clouser, Kelli Bennett and Karen Goertzen. Your extra efforts will make commencement special!

Written by Dr. Greg Trull | Edited by Sam Pearson

by admin on May 4, 2018

Global Engagement Opportunities for Students

“Travel is fatal to prejudice, bigotry, and narrow-mindedness, and many of our people need it sorely on these accounts. Broad, wholesome, charitable views of men and things cannot be acquired by vegetating in one little corner of the earth all one’s lifetime.” – Mark Twain

Throughout the interviews conducted for this blog over the semester, there has been a consistent theme present. Students, staff, and faculty agree that it is crucial for Christians to go to engage with the world. But how?

“Step one is to get out there and travel yourself,” Bradley Trull answers.

“…you will never understand a culture like you do when you are in that culture. Being there is the most critical thing,” Dr. Eric Straw says. “Number one: be there. Number two: be around those who have been there.”

“Pick someone, or a group of someones, and care about them: that’s the most important part, in your hometown or halfway across the world,” says student Bethany Olmstead.

At Corban, there are countless opportunities to both go out into the world and interact with people from different cultures. Here are some of the ways you can engage with the world as a student:

Study Abroad

Best Semester

Best Semester offers a wide variety of study abroad opportunities for students and Christian Universities. Students can experience a semester studying history in the Middle East, learning about Latin American culture in Costa Rica, or even studying film in Los Angeles. There are opportunities in locations in Europe, Africa, Latin America, Australia, the Middle East, and the United States. This is a chance for students to live in a different culture and earn credit toward their degree.

Camp10

Camp10 is where “adventure meets purpose”. This is a summer opportunity for students to spend three weeks living on the Waterburg biosphere in South Africa, engaging in culture and earning college credit. Students engage in a variety of activities, from going on safaris to ministering to locals.

Study Tours

Hoff School of Business Study Tour

Each year, the Hoff School of Business takes a group of business students on an international trip to learn more about business in a different context. The study tour is taken for credit and offers real-life international business experience.

Upcoming study tours:

2019 – Japan (Lean Manufacturing at Toyota)

2020 – Nepal (Social Entrepreneurship)

2021 – Italy (Business History in Venice)

Other study tours:

Study tours are offered from different departments on campus. This may look like travelling to England with the English department, Israel or Cameroon with the Ministry department, or Indonesia with the Education department. Talk to your professors for more global opportunities in your department.

Missions

SOS Trips

Each year, student teams go out on Summer of Service mission trips. Trips have gone to Haiti (pictured below), Colombia, Greece, Czech Republic, and Turkey, just to name a few. SOS trips go out every May and last approximately 2 weeks.

Spring Break Missions

Although spring break mission trips are not global, they have the potential to reach out to diverse people around the US and make a difference. Spring break mission trip sign-ups occur in the fall, and trips fundraise and prepare to go out in the spring. Trips have served in places like Houston, Salt Mountain in Idaho, the Los Angeles Dream Center, His Mansion ministries in New Hampshire, and more.

Missions organizations

Corban has connections with many different missions organizations. Each year during World Outreach Week (typically in October), these organizations come and spend time with students. They offer a variety of opportunities for students, from short-term trips to internships to long-term missions opportunities. Here are just a few of these organizations:

Reach

There are opportunities to minister to people of different cultures through the Reach program. This could look like tutoring in English, working with resettling refugees, and more. Contact reach@corban.edu for more information on opportunities.

Other Opportunities

Finally, there are chances to be involved globally without leaving Corban’s campus.

Students can choose to minor in TESOL (Teaching Speakers of Other Languages). This can be paired with any major. TESOL education prepares students to teach English, which provides a great opportunity to go abroad.

Each year the Center for Global Engagement offers and Cultural Intelligence (CQ) Workshop for students, staff and faculty. This workshop teaches how to interact across cultures and is helpful whether you plan to stay in the United States or to travel abroad.

Students who want to learn more about culture and about the world can do so simply by interacting with international students on Corban’s campus.

by admin on April 24, 2018

A Linguistic Perspective: Language and Culture at Corban

If you ever fumbled your way through French classes or struggled with the subjunctive in high school Spanish, you may understand the difficulty of learning a second language. Many students in the United States spend at least a year or two in foreign language classes, but few continue their linguistic education. For international and cross-cultural students, these classes are only the beginning of language learning.

“People don’t understand how hard it is to learn another language or what it’s like to be immersed in a different culture because they’ve never had to experience it,” Zalena Su’e says.

Zalena first learned to speak English in school in Samoa.

“I never saw it any different from learning science or math,” she said. “I would learn and speak English in school and go right back to Sāmoan at home… It wasn’t too difficult for me to learn English because I started learning it at such a young age.”

Marlina Sorabut also learned English as a student in Indonesia. Her first introduction to the language was not a particularly positive one, though.

“It was difficult because the teacher was mean and horrible to convince me to love the subject,” she said. “I hated English when I was in Middle school and high school… It’s like you learn Spanish here for four years and don’t really practice it, but you know it is there somewhere where you must deal with it.”

Marlina, fourth from left, and her family in Papua.

Kazuki Tateishi first learned how to write and read English in his native Japan, but didn’t learn speaking or listening until he came to the United States at the age of 19.

“Right now it’s pretty comfortable,” he says of speaking English. “When I speak in front of people, that’s different. I get really nervous.”

Each of these students is learning and living in an environment where few, if any, people can understand or speak their native language.

“No one speaks Japanese here,” Kazuki states.

“Running into anyone that speaks even a little Sāmoan is like running into a family member or long-lost friend,” Zalena states. “It’s immediately evident that there’s an unbreakable bond between us because of our ancestors and the pride we have in our people.”

Although Zalena is confident and experienced in communicating in English, there are still moments of struggle or ideas that she cannot fully express in her second language.

“You don’t understand what true isolation is until you’re surrounded by a group of people that will never truly understand you or be able to communicate with you.”

Each of these students noted that learning culture goes along with learning a language. It is important to not only be able to communicate, but to understand the people you are communicating with.

“I wish people realized that learning a language is learning a culture in same time,” Marlina says, “For me language is about living in the culture, speaking it and listening to it every day.”

“If you study abroad you will learn a lot of stuff culture-wise,” Kazuki notes. “It is important to balance your country and wherever you go.”

Not everyone will have the opportunity to experience what these students live each day. However, there may be chances for American students to travel and be immersed in a new language and culture themselves. What would these students say to anyone who is planning to live and study abroad?

“Don’t be afraid and nervous; don’t even think about failing,” Marlina comments.

“Make a lot of friends who speak the native language. Try everything,” Kazuki says.

“Be open-minded. Embrace the new culture you’re surrounded in. Don’t try to ‘Americanize’ those around you because you’ll definitely want to. Live in your new culture and enjoy it,” Zalena concludes.

Written by Brianna Ashmore

Brianna Ashmore is a junior at Corban University. She is passionate about encouraging Christians to be more engaged internationally.

by admin on April 5, 2018

Why Don’t More Men Study Abroad?

You have seen the pictures: the gorgeous views of the Alps, the canals of Venice, or the gazebo from the Sound of Music. You have heard the stories of travel plans gone wrong, of living off of baguettes during a week in France, or of studying in the mysterious Bodleian Library at Oxford.

*Daniel King stands in front of the alps during his study abroad experience.*

Each year, students return from studying abroad experiences with countless stories. However, there is a missing part of the narrative, a perspective that is partially absent.

In the 2016-2017 school year, 38 Corban Students studied abroad. 79% of these students were women, while men made up only 21%. This number has decreased from 31% in 2015-2016.

The lack of men in study abroad programs is not just a Corban issue, but a national issue. According to data from the Institute of International Education, 66.5% of students studying abroad in 2015-2016 were women. This number has remained almost static for the past 10 years. What is preventing men around the United States from studying abroad?

An article in the Chronicle of Higher Education claims that men are less likely to study abroad because of the influence of their peer group. “A University of Iowa study of some 2,800 students at two and four-year colleges found that the more men interacted with their peers… the less likely they were to go abroad. Peer interaction did not have a similar effect on women.”

This emphasis on friendship was reiterated by a Corban student, Daniel Ziesmer. “To men who are considering studying abroad, I would say that if they are serious about it, then they should do some research to see where they would like to go and figure out if they have any friends that they would want to go with,” he states.

Ziesmer spent a semester studying abroad with AMBEX in Germany, primarily with female friends. “Eventually, everyone on the trip will become friends and get along,” he says, “but traveling with friends makes adjusting to the new culture way easier.”

Studying abroad comes with countless personal and career benefits (see How Can Studying Abroad Help Your Career?). Students have the opportunity to experience a new culture, learn in a different environment, and make incredible memories. How, then, can more men be convinced that this is worth leaving their established social circles for?

Ziesmer encourages men not to be concerned about the gender gap in study abroad. “I know one turn off for some guys is the idea of being the only guy on the trip,” he says. “While that is a high possibility, that shouldn’t be a reason that keeps someone at home.”

Daniel King, a ministry major at Corban, also spent a semester studying in Germany. What would he say to men who are not considering studying abroad? “I would say to re-think that choice. Given that traveling is not for everyone, it is incredible to experience such a different lifestyle.

Written by Brianna Ashmore

Brianna Ashmore is a junior at Corban University. She is passionate about encouraging Christians to be more engaged internationally.

by admin on March 15, 2018

Transformation in the Hoff School of Business Study Tour

His global passion is evident from the moment you step foot in his office. Apart from the large, eye-catching world map on the wall, there are numerous photos labelled with years and countries – Uganda, Singapore, Germany. His end table is plastered with currencies from the countries he has traveled to. It does not look like the office of a business professor – perhaps it could be the office of a missionary or world traveler. In reality, it is both of those things. At the desk, settled behind two computer monitors, sits Dr. Eric Straw.

Dr. Straw teaches business classes at Corban University. Starting next year, he will begin leading the International Study Tour for the Hoff School of Business, a class in which students travel to a foreign country and experience business in a new context. Previously, this class has been offered every other year, and has primarily focused on Asian countries. However, starting next year, the trip will occur annually and will stretch into new areas of the globe.

“I get to pick anywhere in the world,” Dr. Straw says. “…we can respond more to contacts that we have and business interests that we have around the world to give a variety of experiences.”

The study tour offers students a look at how business operates in different cultures, and gives glimpses into the history of business. Students who have participated in previous study tours will see a change in the way the class operates, however; “We’re multiplying it by a hundred-fold from the standpoint of variety and depth of what we’re going to be providing,” Dr. Straw comments on the course content. Additionally, he hopes to give the class a new focal point. “…I want them to be able to grapple with their theology of business,” Dr. Straw says. “What is the purpose of business in the kingdom of God?”

Dr. Straw is someone who has a good grasp on what business for the kingdom looks like. Apart from teaching at Corban, he serves as the director of Mark 5 Ministries, an organization that works to help missionaries solve computing technology problems. With his work at Corban and Mark 5 Ministries, Dr. Straw has been able to explore what it looks like to do business as mission. “Probably the better term to use is Business for Transformation,” he comments. “We’re in business to transform communities and the lives of people.”

Transformation happens not only in the lives of the people impacted by business, but in the lives of the students. “We are changed when we encounter other cultures, and we’re forced to recognize we’re not the center of the planet,” Dr. Straw states. This experience is crucial for building a Christian worldview that transcends our own cultural bubble and combats apathy.

“We are not the only place God is working around the globe. To know what it feels like to be a foreigner makes us sensitive to foreigners. To know what it feels like to be weak makes us sensitive to the weak… It changes you entirely.”

To know what it feels like to be a foreigner makes us sensitive to foreigners. To know what it feels like to be weak makes us sensitive to the weak.

Dr. Straw makes a point to cross out his title on his business cards and email signature and write the word “learner”. This attitude will carry over into the study tour. “I’m going to be a learner with the students in this,” he says of the class. Through the class, Dr. Straw’s hope is that his students will become life-long learners themselves.

“That is one of the key things we want to teach here: you can’t learn everything while you’re here, but you have to learn how to learn.”

For more information about the Hoff School of Business, follow along here.

Written by Brianna Ashmore

Brianna Ashmore is a junior at Corban University. She is passionate about encouraging Christians to be more engaged internationally.

by admin on February 22, 2018

Geer-ing Up to Teach Abroad

For two years, Nathan Geer and his wife Val were two people in a sea of 25 million. Surrounded by a foreign culture vastly different from their own, they made connections through something extremely familiar to them: the English language.

Nathan Geer is the Dean of Students at Corban University. Before he began working in Student Life, he and his wife had the opportunity to travel to China to teach English.

Nathan Geer participates in the 2017 CQ Workshop.

Both Nathan and Val were presented with the opportunity to earn a master’s degree in TESOL (Teaching English to Speakers of Other Languages) and intercultural studies while living and teaching abroad. Although they had no previous experience teaching English, they said yes to the opportunity and spent the next two academic years in Beijing.

“I remember feeling very inadequate when I started,” Geer mused. As time went on, he and his team grew in their skills and in their confidence. “It got easier to more I did it,” he said.

Along with the many positive and exciting experiences, Geer recalls the trials that arose with living in a foreign context. The language barriers were difficult to overcome, and the educational system of China was challenging to adapt to coming from the United States. However, one thing he remembers vividly is the impact the experience had on how he saw his faith.

“What I assumed was Christian was really American and Christian. As I lived in China and saw how different the Christians there functioned and lived, I realized biblical Christianity looks different than cultural Christianity,” he stated, “I need to let the Bible determine my culture and not let my culture determine my faith.

“I need to let the Bible determine my culture and not let my culture determine my faith.”

When considering future career opportunities or even ministry opportunities, teaching English in a foreign country may not be among top choices of recent college graduates. For Geer, it was not his original plan. Nevertheless, it did turn out to be the direction God led him in. Teaching English was an opportunity for Nathan and Val to grow in their skills and experience, but also to open doors for sharing with their students about Jesus. When reflecting on the use of teaching English as ministry, Geer stated, “It’s not a tool to share the gospel, it is simply an access point to live the gospel.” During his time abroad, he was able to minister by living out his faith in front of his students, causing them to ask, “What makes you different?”

Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. – 1 Peter 3:15

For students who may be interested in teaching English in the future, Corban University provides the opportunity to prepare by offering a minor in TESOL as part of the school of ministry. This minor can be paired with any traditional degree. “If you can speak English, you can teach English,” Geer proposed.

Because of his experiences, Geer is better equipped to engage cultural differences and to be an advocate and adviser for international students in his current role as Dean of Students. “My whole world changed as a result of teaching English,” he said.

From the streets of Beijing to the suburbs of Salem, God is using the English language to further his kingdom.

If you are interested in learning more about the TESOL program at Corban University, more information is available at https://undergrad.corban.edu/ministry

Written by Brianna Ashmore

Brianna Ashmore is a junior at Corban University. She is passionate about encouraging Christians to be more engaged internationally.

by admin on February 6, 2018

Camp10: Adventure, Education, and an Eye-opening Experience

Traditionally, the mention of a summer program for high school students conjures up images of cabins, recreational activities, and educational seminars. Rarely, if ever, does one think of college credit or wildebeests when reflecting on summer experiences. These things were mentioned repeatedly, however, in my conversations with students about their time at Camp10.

Camp10 is a unique opportunity that allows high school students, and now college students, to experience adventure, have cross-cultural encounters, and engage with the global church – all while earning college credit. Students who attended Camp10 over the summer of 2017 had the opportunity to spend five weeks in South Africa, living among hippos and wildebeest in the scenic Waterburg biosphere.

The tagline of Camp10, which can be found spread across its website and promotional material, is “adventure meets purpose”. While attention was given by the students interviewed to the adventure aspects of the experience, what served to be even more impactful than the sights or the safaris was the opportunity to meet and interact with people of a different culture.

“The biggest value I see in it is cross-cultural experience,” stated Bradley Trull when asked about his experiences. Bradley is a senior at Corban who served as an RA for Camp10. The American students themselves were from various areas of the United States. Helena Miller, who served alongside Bradley as an RA, was surprised by the diversity of the students. “We learned a lot about leading different types of cultures… One of the biggest things was the difference in American cultures,” she said of her experiences. These differences, however, did not stop the students from connecting with one another and with South African students.

Camp10 attendees spent their first three weeks interacting with local students. This time was particularly impactful for Bradley. “I saw them connect with South African students,” he said of the students he mentored, “It was cool to see them make those friendships and not allow those barriers to connections.”

“I would say I got closer to them than some of the American students,” Anna Benjamin, now a freshman at Corban, said of the South Africans, “I enjoyed every minute I spent with them.”

In addition to building new relationships and gaining new knowledge, students at Camp10 also had opportunities to develop personally. For many of these high school students, it was their first lengthy separation from home. Brogan Boen, now a freshman at Corban, said he realized he had more responsibilities on this trip. Bethany Olmsted witnessed a similar trend: “I saw students grow to be more responsible and take more initiative for themselves,” she said of her peers.

Spending time in another cultural context comes with its challenges, but for the students at Camp10, these challenges were often some of the most significant parts of the trip. “It pushes you out of your comfort zone,” Brogan remarked. Anna expressed a similar sentiment. “Looking back that was my favorite thing. It was beautiful that I didn’t know what to expect,” she said.

Corban University fulfills the educational aspect of Camp10, but the partnership extends father than simply accreditation. Corban seeks to educate Christians to make a difference in the world for Jesus Christ. The education received at Camp10 goes deeper than academic education; it is impacting the worldview of its students and changing their perspectives on what it means to make a difference. “I might’ve had my own ideas about how I thought I would help out the people,” Anna contemplated, “I was helping just by my presence and showing Christ’s love to them.”

Although the backgrounds, cultures, and experiences of the students differed, one obvious commonality was that they were each greatly affected by this incredible opportunity.

The benefits of this experience can be well summarized in this statement by Bradley: “I do not think the value of travel can be overstated.”

Written by Brianna Ashmore

Brianna Ashmore is a junior at Corban University. She is passionate about encouraging Christians to be more engaged internationally.

by Sam Pearson on January 22, 2018

Cultural Intelligence Workshop: March 16-17

Join us for the next Cultural Intelligence (CQ) training at Corban University led by the Center for Global Engagement.

This is a two-day workshop.

Friday, March 16, 4:00 pm to 7:00 pm
Saturday, March 17, 9:00 am to 1:00 pm
Emitte Center at Corban University.

Cultural Intelligence is a multi-dimensional construct, valid across social, demographic and personal variables, that measures one’s capacity to lead and serve effectively in diverse cultural settings.

Examples of CQ in action include saying “no” in appropriate ways across cultures, knowing how to negotiate a business deal effectively and moving a diverse team toward innovative thinking and action.

Photo by Neville Wootton Photography on Foter.com / CC BY

Strategies covered included adapting one’s personal communication style to fit the preference of diverse colleagues, allowing time for all to participate in accordance to their comfort level, engaging a cultural mentor to help you lead effectively in multi-cultural tasks, and forming a strategic action plan for the next culturally unique scenario you enter.

Research indicates that homogeneous teams low in CQ are more effective than diverse teams; however, diverse teams high in Cultural Intelligence are much more innovative, effective and have a higher return on investment than homogeneous teams with low levels of CQ.

Past Corban University CQ workshops led participants to reflect that “I’m definitely going to use my knowledge . . . to be aware of how others see the world” and “I will have more purposeful conversations with the international students in my dorm.”

Steps to registration:

Pay the $25 fee using these Payment Instructions
After processing all registrations, we will send you a link to the Cultural Intelligence test.
Take the 15-minute online test. The test generates a personalized CQ report specific to you.
You must complete the 15-minute Cultural Intelligence test by March 2, 2018.
The CGE will supply the personalized CQ report on March 16 to all participants who have paid the $25 fee and taken the Cultural Intelligence test in advance.

Attendance is capped at 40 participants.

by Sam Pearson on January 5, 2018

Summer Internships in Indonesia Available

The Center for Global Engagement invites applications to the Summer 2018 Sekolah Pelita Harapan (SPH) Internships. Corban University Education majors are encouraged to apply.

The internship includes two weeks of being the summer program instructor at SPH and the remaining two weeks a mixed schedule of teaching in Sekolah Lentera Harapan (SLH) schools as well as a cultural trip. SPH will prepare accommodation, transportation and meals during the stay in Indonesia. SPH may also provide subsidies to their flights for those who need it.

Tentative Itinerary

June 27	Wednesday	Arrive in Jakarta
June 28-29	Thursday, Friday	Preparation
June 30	Saturday	Tour of Jakarta
July 1	Sunday	Church and tour Jakarta
July 2-6	Monday-Friday	Summer program 1
July 7-8	Weekend	Tour of Jakarta, church and shopping
July 9-13	Monday-Friday	Summer program 2
July 14	Saturday	Free time
July 16-20	Monday-Friday	Teaching at SLH
July 21-25	Saturday-Wednesday	Tour outside Jakarta (place to be decided)
July 26	Thursday	Fly home

Eligibility

2.50 cumulative GPA or higher
Current Corban University Education majors
Students in their 4th year are preferred
Applications, essays and references must demonstrate the following:
- Teaching experience demonstrating potential for a career teaching position
- Demonstrated ability to develop effective working relationships and collaborate with a wide variety of faculty, staff and students both domestic and abroad
- Evangelical Christian commitment and lifestyle consistent with Corban University’s mission as described in our Statement of Faith
- Be an active Christian with a call to pursue God’s Kingdom and an interest in potential international teaching positions in the future
- In new cultural situations, the successful applicant will be able to make appropriate adjustments to understand and behave effectively in diverse settings

Application Instructions

Download and complete the Summer Program Form.

Please attach your picture and email the complete form to: global@corban.edu.

Phase 1: The CGE will evaluate all applications for minimum requirements and good academic standing at Corban University. The CGE will recommend applicants to SPH.
Phase 2: SPH will evaluate applicants and notify successful applicants by the end of February, 2018.

Deadline

Students are encouraged to finish their applications by February 1, 2018. However, applications may still be evaluated after that date.

Other Information

Successful applicants are responsible to secure:

Round-trip airfare to and from Jakarta, Indonesia;
A valid U.S. passport with expiration later than six months after July 26, 2018;
An entry visa to Indonesia. Visas can be purchased on arrival. Visa regulations for U.S. visitors to Indonesia change frequently and a visa may not be required. Visas typically cost less than $50.
Prepare a small amount of money to pay for personal expenses e.g. souvenirs, buying snacks at minimarket, etc

by Sam Pearson on January 2, 2018

Corban University Joins Generation Study Abroad

Currently, fewer than 10 percent of all U.S. college students study abroad at some point in their academic career, according to the Open Doors Report.

That is changing.

Corban University has joined the Institute of International Education’s Generation Study Abroad initiative to help more Americans to gain international experience through study abroad programs. This is one of more than 700 commitments announced by the Institute for International Education (IIE).

Generation Study Abroad seeks to mobilize resources and commitments to grow participation in study abroad to 600,000 by the end of the decade – doubling the current rate. Commitments include actions to diversity the population of students who participate in study abroad and provide additional financial resources to make this possible.

Generation Study Abroad partners to date include over 400 colleges and universities of all sizes and types across the country and around the world, as well as 19 governments, 50 education associations, more than 100 international partners, and 100 study abroad, K-12, and social network organizations who have committed to specific goals to increase the number of U.S. students studying abroad.

A Global Commitment

The commitment to a global network to increase study abroad serves Corban University’s mission to educate Christians who will make a difference in the world for Jesus Christ. Sharing resources and best practices with the IIE and peer institutions will position Corban University to make a difference in an increasing globalizing society.

Corban’s Generation Study Abroad pledge reflects the ongoing efforts of staff, faculty and students to strive for a global outlook. Thirteen study abroad programs, two summer study tours, several annual Summer of Service trips and faculty-led tours give the community access to a range of global experiences.

As a result of these efforts, 20 percent of Corban University students currently study abroad each year. Under the new partnership, Corban will take concrete, action-oriented steps to expand opportunities for study abroad and increase the study abroad participation rate to 30 percent by the end of the 2020/2021 academic year.

But the value of study abroad is about more than numbers. Concrete steps to enhance the value and variety of study abroad experiences will improve not only the participation but also the value of study abroad for Corban students:

The Corban University Center for Global Engagement (CGE) provides advising services for study abroad students, regular Cultural Intelligence (CQ) training and study abroad pre-departure orientations.
The CGE publishes research on outcomes from study abroad to help study abroad students observe outcomes from others’ experiences and set goals for their own.
Corban University students can now apply for IIE Generation Study Abroad Travel Grants of $2000, generously provided by private donors to the IIE and awarded to 100 students nationwide.
Corban University launched partnerships with Camp10, a summer abroad for high school students in South Africa, and Awana Korea for summer service learning in South Korea. Service learning abroad is eligible for academic credit.
Studunt Ambassadors stimulate thoughtful peer-to-peer dialogue about issues of global importance on Corban University’s campus.
Student leaders working in the CGE also generate discussion on study abroad outcomes in blog posts and speaking engagements.

About the Institute of International Education

The Institute of International Education is a world leader in the international exchange of people and ideas. An independent, not-for-profit organization founded in 1919, IIE has a network of 19 offices and affiliates worldwide and over 1,200 member institutions. IIE designs and implements programs of study and training for students, educators, young professionals and trainees from all sectors with funding from government agencies, foundations, and corporations. IIE also conducts policy research and program evaluations, and provides advising and counseling on international education and opportunities abroad.
Contact the Corban University Center for Global Engagement for study abroad information: global@corban.edu

by Sam Pearson on December 8, 2017

An Invitation to Partnership

Corban University strives to build an extensive network of partnerships across the world to expand the university gospel mission, strengthen opportunities for students at all levels, provide and facilitate research connections for university faculty, expand the university’s academic reach through holistic education, and attract international students to Corban University. As part of its international engagement plan, CGE has identified countries of strategic priority in the Global South.

The CGE works with international partners to develop strategic initiatives that support Christian education and social change that furthers the gospel in local contexts.

Download the Global Partnership Booklet, meet our team, browse our interactive map and collaborate with us in pursuit of the great commission!

“The Center for Global Engagement enacts the Corban University mission abroad by equipping Christians with cultural awareness and leadership skills to make a difference in the world for Jesus Christ. We are committed to helping equip and send out students and faculty as they respond to cross-cultural learning opportunities worldwide in accordance with the great commission.”– Janine Allen, EdD., Associate Provost of Global Engagement

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by Sam Pearson on December 1, 2017

Translating Texts for Tomorrow

Eighty percent of the world’s population are oral learners – people who learn by listening rather than reading. To make the Bible accessible to everyone, Bible translation must occur in every language in written and oral forms. Most Bible-less people groups are oral learners, yet audio Bibles are only available in fewer than 130 languages. T o reach the needs of the Global Church, translators need to convert 6,400 languages into written and oral forms.

These tasks of translating, adapting and sharing the Bible now converge in Israel. The 4.2.20 Foundation is committed to advancing access and engagement with the whole Word of God for every language, culture and people. 4.2.20 is the numeric representation of the letters of the Hebrew word Davar, which means the ‘Word’. 4.220 also symbolizes the remaining task, with over 4,000 languages still requiring a translation of the Old Testament.

The goal of the 4.2.20 Foundation’s Institute for Biblical Languages and Translation (IBLT) is to have ongoing translation of the Hebrew Old Testament in every language by 2033. Their unique strategy is to train mother-tongue consultants, teachers and translators. Traditional translation work has required translators to learn both a biblical language and a target language. IBLT provides biblical Hebrew training to nationals who already know the language and culture of the target translation.

Capitalizing on the surroundings in modern Israel, IBLT offers a unique approach to biblical language learning by combining three strands: biblical Hebrew immersion, biblical land and culture, and a live-learn environment. This one-of-a-kind program immerses translators in biblical Hebrew. They will be better prepared to make independent and informed decisions in their Old Testament translation projects.

This kind of innovative Kingdom-building thinking is exactly the kind of thinking Corban is doing as we seek to make a difference in the world for Christ. We are excited to partner with IBLT. The Corban University-IBLT partnership will offer a 48-credit graduate certificate in biblical Hebrew translation. The eight-month graduate certificate will equip beginner-level participants with the skills necessary to translate the Old Testament directly into their native languages. Students may also choose to earn a Master of Arts in Classical Hebrew from Corban.

Will you work with us to make a difference in the world for Jesus Christ through Old Testament Bible translation at IBLT? Let’s start a conversation . . .

See “Corban University partners with institute in Israel to offer MA in Hebrew”, 22 September 2017.

by Sam Pearson on November 13, 2017

English Bible School Application Now Open

Applications for the CGE’s South Korea trip are now available in the Center for Global Engagement Office (5509)

Watch our video from a 2017 camp

Awana Korea reaches over 16,000 students weekly in 300 churches across South Korea. The goal of English Bible School camps is to expose students to the Gospel through the platform of after-school English classes at churches. The CGE seeks to fill key internships positions with Awana Korea’s English Bible School and related summer ministries.

English Bible School in South Korea from May 7 to 24
Optional Extension trips to Vietnam and China in late May
Optional 1- to 3-month extended internships in South Korea throughout the summer.

Application Steps

Use a Summer of Service (SOS) application to the South Korea trip (English Bible School). Applications are now available in the Center for Global Engagement Office (5509)

The 2017 English Bible School team served 100 students in two churches in the greater Seoul area.

Internship Description

US interns teach 4-8 short classes in English daily; lead songs, skits and games; offer testimonies and build relationships with students as positive role models.
Each team of four interns typically serves 40 to 60 students for 4 to 7 hours a day over the course of each four-day camp. Camps during the school year typically take place on two weekend days and two weekdays.
Skits focus on Bible stories that kids can relate to. An interpretation of the skit with Korean interpretation follows each skit.
Interns have a 3- to 4-day rest period between camps for lesson planning, training and sightseeing.
Curriculum and training are provided. Interns do not need experience in teaching English as a second language.
Church volunteers and parents see to the organization of camps, allowing interns to focus on teaching and building relationships with students.
Interns, students and chaperones unite for musical worship time once or twice per day.
Awana Korea has a strong reputation for serving visiting missionaries professionally and oversees all in-country trip logistics from housing to meals to transportation. Awana Korea and the churches that host the camps provide interns’ accommodation in apartments or guesthouses.
Each team of four interns typically serves 40 to 60 students for 4 to 7 hours a day over the course of each four-day camp. Camps during the school year typically take place on two weekend days and two weekdays.
Students divide into four equal groups and rotate between classes for 20 to 25 minutes each.

Academic credit

This trip is eligible for CM123 Cross-Cultural Internship or CM201/301/401 Practicum(s). Corban University students should register for the classes in Spring if seeking academic credit and refer to the School of Ministry’s appropriate syllabi.
If pursuing a REACH credit, fill out the appropriate forms with Liane Smith.

Dates

May 7 – May 24 (approximate). Two weeks is the minimum.

Sample Trip Itinerary

Day 1	Departure from US airports
Day 2	Arrival at Seoul-Incheon International Airport (ICN)
Days 3-4	Training
Days 5-8	Camp #1
Days 9-12	Sightseeing, training, and lesson planning
Days 13-16	Camp #2
Day 17	Closing events
Day 18	Return to Seoul-Incheon International Airport OR Continue with optional Awana Korea internships with extension trips to Vietnam and China

Costs

$1500 Airfare (round-trip to and from South Korea)
$55 International Travel Insurance through Faith Ventures
$300 Room, Board and Transportation (+$150 for each additional week after 2 weeks)
$50 Miscellaneous
$110 First-time passport fee, if needed
$100 – $300 Vaccinations, if needed (all travelers must receive the vaccinations prescribed by the Centers for Disease Control for South Korea under “Some Travelers” and “Most Travelers” or sign a Corban University liability waiver.

$1905 to $2315 Total costs

How Can Studying Abroad Help Your Career?

“The world is suddenly a vast and exciting place brimming with different cultures and bits of knowledge and ways of life,” Hannah Georgen, senior communications major, said after returning from her semester studying at Oxford University in England.

Communications major Hannah Georgen spent a semester in Oxford, England.

Many students of Corban University get the once-in-a-lifetime opportunity to study abroad in another part of the country or across the world through the AMBEX and BestSemester programs, as well as tours through Great Britain and Israel. Students not only get to see new places and sate their wanderlust, they also gain an advantage in life after graduation.

These many programs endow students with a vast variety of new skills that will be instrumental in furthering their careers. For Charis Dressel, junior music major who participated in the Great Britain Academic Tour, these skills directly apply to her desire to teach. “I am able to tell my students about the history behind music and make it more personal to them because I have been to the places,” she said.

Returning study abroad students found that the experience boosted their problem-solving ability.

Some student gain more universal skills in the way of being able to problem solve. “Learning how to navigate and problem solve in a foreign country, taught me a lot about working together and using my brain to figure things out,” Morgan Schmidt, senior, said after her study through AMBEX.

A distinct advantage of studying abroad is being able to stand out among other applicants for jobs. Employers often see studying abroad as a unique strength in college grads. “I think being an alum of Oxford University would definitely look impressive on a resume. When employers look at it, they will perceive it as an indication of a diligent hard worker who can thrive under challenging pressures and deadlines,” Georgen said.

Studying abroad can also bolster a student’s future work environment since they have new communication and work skills that play into inter-office relationships. “You have a better understanding of people and cultures. You are able to work with more kids of people and know how to adjust your style of communication and work to best work with theirs,” Schmidt said.

Many students came back with a new desire to work internationally, having gotten outside of their comfort zone in America. “My career goal is to work in international human rights law. My study abroad experience definitely affirmed that desire that God has given me,” Olivia Wall said after her semester at Oxford.

Corban University study abroad returnees related global experiences to their careers.

“My career goal is to work in international human rights law. My study abroad experience definitely affirmed that desire that God has given me” – Olivia Wall

Georgen heartily agreed, “In England I found a home of wonderful people who seek to better understand the workings of the world. After I graduate this year I’m seriously considering moving to Wales or England and just working there for a year to experience the world.”

“It gives [students] dreams that show your life isn’t limited to your major,” Dressel said after explaining her dream to work in C.S. Lewis’ house after graduating.

“Not everyone can study abroad, so if you have, it can set you apart,” Wall said.

If you are interested in studying abroad go http://www.ambex.org/ or http://www.bestsemester.com/ for more information about each of the programs. Then schedule a Study Abroad Advising Session to get started!

Author Natasha Wilson is an English major at Corban University.

by Sam Pearson on September 25, 2017

Make a Difference Across Cultures

Making a difference for Jesus Christ in a globalizing world begins with careful consideration of cultural differences. Cross-Cultural Connections conferences and workshops share the knowledge and skills to make a difference across cultural, linguistic and religious boundaries.

Chapel: Why Muslim Women Come to Christ

Wednesday, November 1, 2017
10:00 am
Psalm Performing Arts Center

Lunchtime Conversations

Wednesday, November 1
11:30 am
Drop by the Dining Hall after chapel to chat with Dr. Adeney

Communicating Christ to Muslims, Buddhists, and Hindus

Wednesday, November 1
7:00 pm
Emitte Center

What a Difference a Woman Makes: Women in the World Christian Movement

Thursday, November 2
7:00 pm
Emitte Center

Dr. Miriam Adeney is an anthropologist and missiologist who teaches on five continents, and is based at Seattle Pacific University. She is the author of award-winning books such as Kingdom Without Borders: The Untold Story of Global Christianity; Daughters of Islam: Building Bridges With Muslim Women; and God’s Foreign Policy: Practical Ways to Help the World’s Poor. Miriam has served in key positions with the American Society of Missiology, Christianity Today, the Diaspora Network of the Lausanne Movement, World Evangelical Alliance, and Christians for Biblical Equality, and has taught regularly at Regent College.

Dr. Adeney was raised in Silverton Oregon, graduated from Silverton High School, and still regularly visits her family there.

All conference events take place at:

Corban University
5000 Deer Park Drive SE
Salem, OR | 97317 | USA

global@corban.edu
1-503-589-8154

by Sam Pearson on February 4, 2016

Teaching Indonesia: Corban’s Global Engagement in Action

Greeted by the joyful shout of children at play, we emerged from a van to an onrush of curious grade-schoolers at Sekolah Lentera Harapan, Kupang, Indonesia. As we passed through the schoolyard, children scampered out of the way in shy but awestruck amazement at the visitors only to tumble over each other to keep up.

Entering a classroom, a respectful silence fell upon the students assembled, only to be interrupted when an observant student recognized one of us as a subject of utmost hilarity and burst out laughing. This act called forth a similar chuckle from his peers, which soon set the whole room in transports of delight.

OLYMPUS DIGITAL CAMERA — Students at work at SLH Kupang.

The longer we lingered at SLH Kupang, the more the students’ initial reticence gave way to a sense of wonder and joy. They clamored to include us in ball games and jump-rope or posed for pictures.

Sponsored by the Pelita Harapan Foundation, these students receive education from a biblical worldview in one of Indonesia’s more remote and unprivileged islands: Timor. The schools require families to pay a small fee towards tuition to show a commitment to high quality Christian education.

Sam and Liane 3 — Students paused P.E. class to honor the guests with a picture

Through education, the Pelita Harapan Foundation is meeting the region’s economic development needs. East Nusa Tenggara, in which the island of Timor lies, relies on subsistence agriculture.

More importantly, the Foundation trains teachers from a biblical worldview. Graduates of the Corban University accredited Teachers College at the Universitas Pelita Harapan teach at schools across Indonesia after attaining a four-year Bachelor’s of Education. They are following Christ’s call to “be my witnesses in Jerusalem, and in all Judea and Samaria, and to the ends of the earth” (Acts 1:8).

Liane DeHart (Office of the President) and Sam Pearson (Center for Global Engagement) visited Sekolah Lentera Harapan, Kupang, as part of a mission to help Corban alumni make a difference for Jesus Christ in Indonesia. Thanks to the hospitality of Foundation contacts in Indonesia, our visit included Foundation schools and hospitals in Karawaci and Kupang.

The mission and vision of the Foundation, which is transforming Indonesia through gospel-centered Christian holistic education, impressed us with the need for Christian teachers to transform the next generation of Indonesian leaders for Jesus Christ.

Corban supports these efforts through recruiting alumni to teach at the Foundation’s elite Sekolah Pelita Harapan schools while partnering with Teachers College to train biblically-grounded teachers for schools at all levels.

The Lord is at work in Indonesia!

For more information, please contact global@corban.edu.

by David Sanford on December 3, 2015

Center for Global Engagement Updates

So much is happening. To God be the glory! Be sure to see all six updates below …

Evan Brammer was in Indonesia with stops in Balikpapan, Semarang, and Surabaya for international recruiting for the Corban Language Institute. Evan returned from a successful testing and recruiting visit to Indonesia with stops also in Jakarta and Salatiga. He spoke with over 1,000 students in seven schools. As well, he met, tested and interviewed the next group of Papuan students who will be arriving to Corban in January.

Meanwhile, Janine Allen headed for Jakarta to work with International Teachers College and Teachers College at Universitas Pelita Harapan. Janine also presented the seminar Globalization: Living at the Crossroads of Faith and the Biblical Story through translation in Toraja, Indonesia. Community members, teachers, parents and members of parliament attended the seminar. Her trip to Toraja, Sulawesi was a day of cultural learning with a great amount of reflection on living in the crossroads of culture and the biblical story.

The Center for Global Engagement eagerly awaited the arrival ofAndrew Pace and Jon Stone on November 12th and 13th from the Baptist Seminary of Peru. In conversation with Corban faculty and staff, the delegation discussed partnership possibilities with Corban Bible faculty and connected with Corban Education majors interested in teaching abroad. In addition, Pace hosted an informational meeting to present a teaching opportunity for Corban education majors at La Molina Christian Schools in Peru. We are thankful to the Corban community for welcoming these men to campus.

Likewise, plans continue to unfold for a study abroad program for Corban pre-counseling psychology majors at Laidlaw College in Auckland, New Zealand.

Sarah Ernst recently returned from an adventure-filled trip to Indonesia. She had the opportunity to connect with over 1,000 students through school presentations, college fairs, and coffee meetings with students and parents. She even served as a judge for high school business presentations. We thank the Lord for her willingness to serve God globally.

In addition, Bryce Bernard taught a Professional Development Workshop on Biblical Worldview in Business and a Student Workshop on worldview with highlights on Volkswagen at Medan and Surabaya.

by Janine Allen on August 20, 2015

Corban’s campus is more global than ever

I’m delighted that Corban’s work around the globe continues to grow.

This past week Corban’s Provost, Dr. Matt Lucas, announced that my title has changed to Associate Provost of Global Engagement. We also have two new positions coinciding with the launch of our Center for Global Engagement (CGE). First, we have created a faculty position that will be half-time Hoff School of Business and half-time CGE. This will start July 1, 2016. Bryce Bernard will be taking this position and we will be hiring a replacement for Bryce. Second, Evan Brammer, CUEST coordinator, will be assigned to the CGE and his responsibilities moved to a director level.

We have received initial word from Papua that they will be sending between 25 and 30 new CUEST students. I went to Papua recently to work out the details. Evan is working on a business model so students can come in the summer. We are exploring sending him to India, China and Brazil (BRIC countries minus Russia) to attract new students. The goal would be to bring students in and then roll them into the fall cohort in 2016, 2017 and beyond.

Our International Teachers College at UPH continues to grow (with nearly 100 students) and our Teachers College enrollment is at an all-time high (with nearly 1,000 students). Sarah Ernst is our new International Recruitment Counselor. She will be traveling to Indonesia, China, Korea and other places this coming year to recruit students. We have a goal of 10 international students who are not Papuan and are a direct result of Sarah’s recruitment. That goal will grow, but we need to have measured expectations. What this also does is allow us to have a counselor who focuses only on transfer students.

So much has happened so quickly. A year ago this time, most of the items reported above were either not on our radar or were only dreams. Pray that all will continue toward a successful expansion of our mission “To educate Christians who will make a difference in the world for Jesus Christ” (Matthew 28:19-20).

by Janine Allen on April 27, 2015

Please pray for 16 of our students from Nepal

Nepal was hit with a 7.8 magnitude earthquake Saturday April 25 (MNN). — Nepal was hit with a 7.8 magnitude earthquake
Saturday April 25 (MNN).

Our newest global initiative involves NWCCU accreditation approval of International Teachers College (ITC), a program at our Indonesia partner university Universitas Pelita Harapan (UPH).

The purpose of ITC is to educate Christian teachers recruited from all over Asia to proclaim Jesus Christ through high quality Christian education throughout Asia. Currently, 5 countries are represented in ITC—and 16 of our students are from Nepal.

As you can imagine, this weekend’s massive 7.8 magnitude earthquake has been a shock for our ITC Nepalese students. Please pray as they wait to hear from their families and friends back home. The students are devastated at the possible loss.

Here is an update from the UPH Student Life team who met with the ITC students on Sunday afternoon:

We have just met with the ITC students, and they are feeling very sad and desperate. Three of them have lost their homes, and all of them say their families are OK but afraid to go into buildings. They have no electricity or food. The students were very emotional as expected. Rebecca and I read scripture and talked about hope and trust in our Lord, the Lord of all creation and life. We prayed and Rebecca hugged all the girls. It’s a challenging time for many of them who did not sleep much last night trying to gather as much information as they could.

This also just came one of the ITC faculty members:

Kamal’s uncle’s wife was the only casualty among immediate family members of our students. She was not a believer. Many other students lost everything but family members are all safe.

Please continue pray for God’s mercy and care. The Nepalese families lived very humble lives and several have lost everything. Some are still waiting to hear from family about the impact of their homes.

Thank you for your prayerful support of our Corban University ITC Nepalese students.

Appreciatively,

Janine

by Janine Allen on March 20, 2015

Corban Expands Global Campus to Indonesia and Beyond

Oregonian Media Group - Dr. Nord banner ad #1 — The Oregonian Media Group is running 1.23 million news links and banner ads to promote this article.

This article was published today by the Pacific Northwest’s largest and most successful newspaper.

During the past decade, competition has ignited the trend of American colleges and universities building partnerships with international schools. These partnerships can greatly elevate a school’s profile, reinforcing global recruitment efforts and providing enhanced opportunities for both students and faculty.

Corban University, a private, independent college in Salem, Ore., is leading the way, dedicating extensive time and resources to spreading education, mentorship and faith across the globe.

With initiatives in Australia, New Zealand, Germany, Cameroon, Papua New Guinea and Indonesia, the university is Oregon’s first accredited regional college to build a global campus on five continents.

One of the most recent projects, an International Teachers’ College, arose from the university’s partnership with Universitas Pelita Harapan (UPH) in Jakarta, Indonesia.

Sheldon C. Nord, Ph.D., president of Corban University, explained, “We started with only two programs, and we plan to add other degree pathways in the future.” Those two programs include a primary/elementary pathway and a secondary English pathway.

Read the rest of this article here.

by Janine Allen on March 4, 2015

God is using Corban University worldwide

I continue to be encouraged by the way God is using Corban University to establish and build up the multi-ethnic church worldwide.

It is my prayer that we will continue to live into Romans 15:20-21, which says, “and thus I make it my ambition to preach the gospel, not where Christ has already been named, lest I build on someone else’s foundation, ²¹but as it is written, ‘Those who have never been told of him will see, and those who have never heard will understand.’”

A few days ago I flew to Auckland, New Zealand to visit Laidlaw College. This is a small evangelical Christian college in Auckland interested in partnership with Corban University. Our discussions will include everything from student exchange during general education core or an exchange semester for a specific major area.

Our CUEST coordinator Evan Brammer continues to lead our English transition program with excellence. Our Papuan students are settling in and Evan provides strong mentoring to these students. I recently had the opportunity to meet up with our 15 new students from Papua and to watch Evan lead. What a treat! God has surely called them ALL to Corban at this time. I am currently in conversations with the Papuan province government regarding new students and additional memorandum of agreements. Ben Moll and I are working on descriptive research to help determine both short-term and long-term CUEST program effectiveness.

Teachers College and International Teachers College at Universitas Pelita Harapan are growing in student enrollment and faculty. As an ITC Advisory Board member and the NWCCU accreditation liaison, I am involved in hiring new faculty for ITC. Several strong candidates are being considered for ITC from the US, Kenya and Ireland. We are eager to receive our final statement from NWCCU on ITC. I thrive on the different cultures within our Indonesian programs. I am always reminded of Paul’s statements in 1 Corinthians 9:19-23.

Aaron Imig is leading an online professional development program with Teachers College through Converge. I have the privilege of observing, commenting on posts and learning alongside. This is truly innovative and the TC lecturers are very appreciative of Dr. Imig’s authenticity and efforts to make it contextually relevant. Ask Aaron about it!

I am currently in conversations with UPH regarding graduate programming for TC and ITC. This would be a Masters of Education and may provide visiting scholar opportunities for our Education faculty.

In the recent visit to Indonesia, Dr. Sheldon Nord and I visited many secondary schools to present Corban. Through new agreements I am writing, we hope to have additional students from Indonesia joining us in Salem the near future.

Partnership ideas in Lima, Peru continue. We are still in the formation stage but getting close! I’ll keep you updated

Please continue to pray for my safe travels and discerning God’s wisdom and leading. What a magnificent opportunity we have to be innovators all on behalf of the gospel kingdom!

by Janine Allen on December 1, 2014

Corban expands its commitments within Indonesia

Signing a MOU with Universitas Pelita Harapan for an International Teachers College.

Shortly before Thanksgiving break I arrived back home after a fast-paced yet wonderful trip to Indonesia. God gets all the glory for what was accomplished. Three highlights stand out.

1. On Tuesday, Nov. 18, I signed a Memorandum of Understanding (MOU) with the William Soeryadjaya Foundation (WSF) targeting students of low-income families that attend one of the foundation’s two schools, Ora et Labora (OeL). The students who attend OeL learn in Bahasa, the official language of Indonesia. WSF is known for its work on equity and social empowerment in Indonesia. The target of this first MOU are students who would not be able to attend university without financial support.

The other WSF school, Raffles International School, is an international school that works with high-income families and expatriate students. All instruction occurs in English. WSF wants to create a second MOU to encourage students to attend Corban University. They are eager to promote Corban due to our development of leadership characteristics in our students, and the strong discipleship and biblical training our students receive.

Both schools are focused on developing strong leaders from a Christian worldview.

2. On Thursday, Nov. 20, I signed a MOU with Universitas Pelita Harapan (UPH) for an International Teachers College (ITC). The new ITC department within UPH’s Teachers College (TC) will target expatriate students from all over Asia, while TC itself will continue to focus on preparing Indonesian students to become high quality teachers specifically for the Indonesian context.

Corban’s ongoing UPH partnership provides rigorous teacher preparation to national teacher candidates in Indonesia. These teachers teach both in the national schools of Indonesia and private independent schools associated with the foundation that provides organizational and financial support to UPH.

Now more than ever, Corban University is committed to preparing effective educators to raise the educational attainment of the continent of Asia and reduce poverty through high quality holistic education.

Massive and high-paced change fueled by technological innovation is sweeping across the globe, and Asia is a central part of the technological advances. Asian governments grapple with these changes as they face age-old challenges of poverty and corruption. Education is a critical element in the development of each nation’s infrastructure.

The continuance of the partnership with UPH and development of the ITC department is consistent with Corban’s strategic goals (1) to enhance and expand the teaching/learning environment where students are offered a Christ-centered education and (2) expand Corban’s global engagement.

3. On Saturday, Nov. 22, I had the opportunity to attend the latest UPH graduation ceremonies. Although we did not have any students graduating mid-year, I was able to meet Pak Din Syamsuddin, the second highest leader of the Muslim clerical party in Indonesia. His children were graduating from UPH. I was given the chance to share the story of Corban’s UPH partnership. You can read more at http://www.uph.edu/component/wmnews/new/1971-wisuda-xxvi-uph-artikel-2.html.

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