Center for Global Engagement

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 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 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 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 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 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 May 24, 2017

Unpacking your Study Abroad Experience

“Travel is the best education” is a commonly rehearsed saying that effaces the value differences between diverse types of global experiences. Regardless of the nature of global learning, our interactions with locals, and the thoughtfulness with which we plan ahead, we are led to expect results. The underlying assumption would suggest that travelling internationally accrues benefits without requiring us to practice the critical thinking with which we approach other educational experiences. We substitute travel itself for purposeful reflection.

In truth, a number of factors can lower your cultural intelligence, including stepping into a cross-cultural situation without planning ahead.

We would like to argue that global experiences do not provide educational benefits without thoughtful reflection that connects them to career competencies.

Related: The right sort of travel can boost your career 

Also read: How Corban University students are jumpstarting their college careers

Understand the career potential of study abroad

Of 1000 alumni surveyed by IES Abroad, 84% concurred “that studying abroad helped them build job skills.” Additionally, three quarters of IES alumni in a 50-year IES survey agreed that their study abroad program developed skills that later shaped the direction of their careers.

Results from Europe confirm these findings. In the 2016 Erasmus Impact Study of 71,000 European students who studied abroad, 94% reported an improved ability to adapt to and act in new situations as well as improved communication skills.

Clarify the outcomes you expect

AIFS Study Abroad suggests that 50% or more of learning may occur outside the classroom during study abroad. If you have studied abroad, think about how you changed over the course of the experience. If you are just considering a global learning experience, ask alumni about how study abroad relates to their current occupation.

If you are unsure about what to expect from study abroad, read this list of outcomes and highlight the top 10 that apply most closely to you.

Articulate the results

Articulate the results of your study abroad experience in ways that potential employers will value. Remember that list of outcomes? Of the ten you highlighted, circle the three most significant. Then, translate them onto your resumé.

Chances are there is a story behind each bullet point you have chosen. Did you develop a sense of confidence through traveling to new countries? That means you’ve developed the skill of adapting to diverse environments. Did you have a travel emergency and sleep in a train station overnight? Cite that as evidence of your resilience and calm in uncertain circumstances. Did you interview a local in a coffee shop as a source for a history paper? You’ve applied a creative solution to an ambiguous problem.

Know your audience

“Study abroad” conjures a different mental image for many people. The person interviewing you may think you have spent a semester on the beach in Spain or skiing in Switzerland rather than studying. Frame the experience in vocabulary that appeals to prospective employers. Prove your experiences bring value to the company. Be ready to respond to the question, “tell me about yourself” in a way that sets you apart.

With the outcomes you’ve just identified, prepare a 60-second elevator pitch that you can bring into an interview.

Upcoming: Marketing Your International Experience, 28 September 2017, Corban University

by admin on May 10, 2017

Fountains and Liturgies: Olivia Wall shares her study abroad experience in Oxford

“Disturbing” is the word Olivia Wall uses to describe walking the full length of the Gardens of Versailles. She recounts the opulence at the beginning: gilded walls, beautiful fountains, intricate landscaping. But the further she went, Olivia remembers, statues “start to get covered up and fountains get turned off.” By the end of the mile-and-a-half walk, the grounds were unkempt—covered in leaves, resembling the yards back home in the States more than elaborate palace grounds. The decay and deterioration of the gardens was eerily reminiscent of the decay at the heart of the gilded age, Olivia reflects, extravagance that the government couldn’t afford to maintain.

Experiences like this helped Olivia see the human element in the history she was studying. The dry fountains and covered statues brought home to her the real people who had been affected by the Palace of Versailles’ extravagance: real people had starved as their monarchs built lavish tributes to themselves that the country couldn’t afford, and real people had started a revolution in response. And though the French Revolution happened 200 years ago, “even today the effects . . . are being felt,” Olivia reflects. “Even today they can’t afford to keep up Versailles.”

While Versailles was one of the more memorable moments of Olivia’s time abroad, she spent the majority of her semester studying in Oxford. Double majoring in history and political science at Corban University, Olivia embraced the opportunity to not only leave the United States for the first time but to live on her own in a foreign culture. “I figured England is probably as close as you can get to America,” she laughs, “but it was still very different.”

The most obvious difference was the education system. While American higher education utilizes the classroom model, students at Oxford don’t attend classes like American students do. Instead, they meet with professors on an individual basis. Outside of a weekly or biweekly meeting with a faculty member, students are expected to read and research on their own, occasionally attending larger lectures.

For the first eight weeks of her semester, Olivia met once a week with her professor for British History (1500-1700), and once every other week with her professor for Witch Trials in Early Modern Europe. She explains that the professors would give her a topic, and then she would be on her own. “The only contact you’d have . . . with the professor is that one hour a week, and the rest is independent research.”

The ninth week provided a spring break travel week, during which Olivia went to Paris, and the remaining four weeks of the semester were devoted to two different courses: British History (survey) and an undergraduate research seminar.

All of her professors were faculty at Oxford, and often they were the leading researchers in their fields. She remembers learning that Dr. Diane Purkiss, her professor for Witch Trials in Early Modern Europe, had authored sections of the textbook and many of the articles Olivia came across in her research. In fact, Dr. Purkiss had connections with several of the other scholars Olivia read, and would refer to them as friends or colleagues. Suddenly, research wasn’t a dry, methodical process that one went through like a chemical formula; it was alive. Real people with real personalities were authoring articles, and it was Olivia’s job to figure out what they were talking about, enter the conversation, and hope to say something—however small—in response.

While she missed the opportunity to interact with classmates and see her professors more than once a week, Olivia appreciated the way the British education model developed her researching and writing skills. She describes spending hours researching at the Radcliffe Camera Library, at first hardly able to concentrate due to the intricate domed ceilings, balustraded parapets along the upper gallery, soaring windows, and stacks and stacks of books, many of them 200 years old.

As if the architecture wasn’t enough to distract Olivia from her studies, a fascinating depth of history seemed to crop up around every corner. She describes studying the English Reformation and being able to walk along Broad Street, in the heart of Oxford, where one of the key leaders of the Reformation had been burned at the stake. “There’s a memorial for him,” she recalls. “I’d be writing a paper on him, and he was burned at the stake right there.” She laughs wryly, admitting that much of British history ends with, “and they were burned at the stake” or, “and they were executed.”

But despite the abundance of beautiful architecture and deep history that surrounded them, the British didn’t seem to be nearly as excitable as Americans. “I’m used to rowdy Americans,” she laughs. “People get excited.” By contrast, she remembers reaching the end of a lecture she’d attended and thinking, “We should clap or something,” because a distinguished speaker had just presented in front of one hundred people. But the British students “would just sit silently and pack up and leave.”

When she wasn’t attending lectures, meeting with professors, or studying in ornate libraries, Olivia would take time to attend services at different churches, often making it to evensong, a service unique to the Anglican Church. At first, the high Anglican style of the services felt foreign to her, and when the priest would begin to pray for the Queen of England, she’d be sharply reminded that she wasn’t in America anymore. But the liturgies and hymns, rather than estranging her, began to make Olivia feel more deeply connected to church history and tradition. The idea that people had been hearing the same words and singing the same songs for hundreds of years left her in awe.

Similarly, she noticed that priests would take time to pray not only for their own church bodies, but also for churches across Great Britain and the world. While she felt churches in America tended to pray more locally, for the needs of their own congregations, she appreciated the connection she felt to the universal Church through the prayers of the Anglican priests.

Perhaps, for Olivia, stepping into Oxford was like stepping into a web. Everything was interconnected. The transcripts of witch trials she pored through at Radcliffe Camera had sentenced real people to death, the hymns she sang in church had been sung by thousands before her, and the musical she attended in the ritzy West End of London depicted the very same French Revolution that would be made real to her during her trip to Paris.

While Oxford was more academically challenging than anything she’d ever experienced, the interconnectedness of the books she read, places she visited, and people she met made the hard work worth it. She reflects back on her study abroad experience and says, “It prepared me for the future in a lot of ways.” Olivia explains that she feels empowered, “knowing that I can do something that’s really difficult.” Whether she decides to pursue law school, or say yes to a unique career opportunity, she feels better equipped than she was a year ago, as a girl who’d lived in Salem her whole life.

When asked whether she’d recommend the Oxford program, Olivia doesn’t hesitate to say yes. But she emphasizes that students would have to be academically committed. Count the cost; be willing to put in the work. Otherwise, you’ll start out with intentions of beautiful fountains and end up with unkempt yards and dry leaves.

Author Amelia Kaspari is a Staff Writer for Corban University

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 September 7, 2015

China Symposium

The theme of Corban’s 2nd Annual Leadership and Political Engagement Symposium is “Religious Freedom and the Rule of Law.” Our two distinguished speakers are Liu (Paul) Peng, founder of the Pu Shi Institute of Social Sciences (Beijing) and Rob Gifford, veteran China editor for The Economist (London) and author of the Random House book China Road (New York).

Don’t miss these three VIP events. Guests are encouraged to RSVP for Thursday evening’s event, which will feature both speakers, a lively Q&A, and light refreshments.

Wednesday, Sept. 30, 10:00 a.m., Psalm Performing Arts Center (Liu Peng)
Thursday, Oct. 1, 7:00 p.m., Psalm Performing Arts Center (please RSVP)
Friday, Oct. 2, 10:00 a.m., Psalm Performing Arts Center (Rob Gifford)

You’ll find more details, including photos and bios of our distinguished guests, here.

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

Janine Allen, Ed.D., Dean, Global Initiatives, Corban University

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 February 6, 2015

Developing Your Cultural Intelligence Workshop, March 7, 2015

What do you do when you encounter someone who is different than you? How do you feel? What goes on inside of you?

As Christians we need be able to understand other cultures to communicate and work effectively within various cultural groups. We have so much in common! Living, dying, eating, sleeping, caring for our family … looking for meaning and purpose. Yet, there is so much that is different!

How can we better express Christ’s love across cultures?

We need the cultural awareness and the ability to adapt to different cultures for meaningful relationship. Now research indicates that this kind of awareness and capability can be measured and evaluated as your cultural intelligence (CQ). Individuals, universities and other faith-based organizations that assess and develop CQ are experiencing many important outcomes:

More effective cross-cultural adjustment and engaged service
Improved personal well-being and meaningful relationships
Effectiveness and strategic impact
Transformation and Innovation

The Developing Cultural Intelligence workshop equips participants to improve their cultural intelligence, or CQ in light of their CQ Assessment results. Participants receive examples and best practices for using cultural intelligence as they interact in multicultural situations and serve across borders. Participants will leave the workshop with an action plan for improving their cultural intelligence. CQ is a vital ingredient when approaching intercultural challenges and service.

Join us in the Emitte Center, Schimmel Hall, Saturday, March 7, 2015, 9:00 a.m. to 3:00 p.m.

If you plan to attend the CQ Workshop, please send an RSVP to Kelli Bennet, kbennet@corban.edu.

You will take a CQ evaluation online prior to the CQ Workshop. Then, after an extended intercultural experience or trip abroad, you’ll take the CQ evaluation again. This score comparison will be yours to consider how God is using you to grow and develop for kingdom service.

Questions? Contact Janine Allen, Corban University Dean of Global Initiatives, jallen@corban.edu.

Your CQ Matters!

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.

by Janine Allen on October 8, 2014

The Emerging Ebola Crisis

Join us for a public lecture and Q & A on the events leading up to, and involving, the desperate work to save lives.

Debbie Eisenhut, M.D., is coming to Corban University’s Salem campus this coming Monday, October 13, to discuss fighting Ebola with the first 2 U.S. doctors to survive the deadly disease. The public is invited to join us 7:00 – 8:30 p.m. for Dr. Eisenhut’s speech and Q&A session. http://www.corban.edu/event/2014/10/13/dr-debbie-eisenhut-discuss-ebola-epidemic

by Janine Allen on September 25, 2014

Corban Unleashed — Globally

The Summer 2014 and Fall 2014 issues of CORBAN Magazine both focus on our University's Global Initiatives — The Summer 2014 and Fall 2014 issues of CORBAN Magazine both focus on our University’s Global Initiatives

Welcome to Corban’s new Global Perspectives blog!

My name is Janine Allen, and I serve as the Dean of Corban University’s Global Initiatives.

Why “global”? It’s Corban University’s mission “to educate Christians who will make a difference in the world for Jesus Christ.”

By strategically using our resources and personnel, Corban’s partnerships extend our reach around the globe.

Under the title “Corban Unleashed,” our University’s leadership has outlined four strategic goals. Each goal has objectives and outcomes that define our plans for the near future.

In my leadership role, I’m particularly focused on the fourth and final strategic goal: “Expand Corban’s global interaction.”

The first global objective is “to provide learning opportunities and educational programs that expand the University’s international presence.”

How? By pursuing these five outcomes:

Develop a global Ed.D. program that focuses on
international Christian education.
Develop an intentional partnership with the Papua
government to academically prepare high school students
for an international university.
Investigate and design relevant professional development
programs for international partners.
Publish journal articles describing Corban University’s global impact.
Develop a Center of Global Engagement to train Christian
professionals to serve in international contexts.

The second global objective is “to diversify the Corban community to reflect the Kingdom of God and prepare students to impact a global and pluralistic society.”

How? By pursuing these three outcomes:

Increase the percentage of international students to 10% of
traditional undergraduate program.
Increase ethnic diversity in the student population to match
Pacific Northwest demographics.
Develop employee recruitment and retention strategy to attract
and retain qualified, ethnically diverse faculty and staff.

The third and final global objective is “to network with other globally-minded organizations to further the Gospel.”

How? By pursuing these two outcomes:

Achieve the lead host position for the annual international conference
at UPH, which can benefit like-minded partners in education.
Establish two other programs at our AMBEX partnership in Regensburg.

Do any of these outcomes excite you? I hope so! I’d love to hear from you. You can write to me at jallen@corban.edu.

Just be sure to watch for my reply!

PS You’ll find the brand-new Fall 2014 issue of Corban Magazine, “Touchpoints of Influence on a Global Campus,” online at http://issuu.com/corban/docs/corban_magazine_fall14_web/0