SAGE

In Crossing Borders: International Studies for the 21st Century, author Harry I. Chernotsky, professor of international studies and political science at The University of North Carolina at Charlotte, gives specifi c direction on how to get otherwise static students—often held in place by fear of the unknown or more prosaically, lack of money—into the fi eld to actually see what the world they're learning about is really like. The book was co-authored with Heidi Hobbs, director of the Master of International Studies Program at North Carolina State University. "As we go through the course," Chernotsky stresses, "probably the most important thing you're going to learn is that not everyone views the world through the same lens…[I]f you really want to infl uence ideas and infl uence outcomes, you have to take people where they are." Chernotsky and Hobbs note that "as globalization transforms how we live, it forces each of us to consider our relationship to the world and our responsibility for sustaining it. International studies courses and programs can help you think more clearly as borders shift. The pursuit of international studies helps students develop intercultural competence—that is, an ability to understand other customs and practices and to communicate effectively and appropriately with people whose backgrounds and interests are different from their own. Intercultural competence is critical to developing the How do you get students of international studies to think beyond their campus experience? While that might seem a silly question—surely international studies students are more likely than students of other disciplines to have the urge to get out there and experience the world—it still can be a challenge. We asked two CQ Press authors and seasoned international studies educators how they address this challenge, and they offered very different but complementary strategies: getting out into the world and porting in. perspectives that are necessary to tackle the problems affecting our planet." Chernotsky believes strongly that any curriculum should have two core elements: an enhanced foreign language study and an international experience requirement. "You need to study abroad, or achieve some other international experience as an undergraduate before we allow [you] to graduate." That, he says, "is absolutely vital to international studies." But that's easy to say, and harder to accomplish. "Figuring out the best options for going abroad can sometimes be diffi cult to navigate." And so in Crossing Borders, the fi nal chapter, "Connecting to the World," describes study abroad options and how to do it at the undergrad and graduate levels. It also identifi es the sorts of careers available internationally in government, industry and the quasi and non-governmental organizations. ...[N]ot everyone views the world through the same lens…[I]f you really want to infl uence ideas and infl uence outcomes, you have to take people where they are. International Studies beyond the Classroom CQ Press Authors Harry I. Chernotsky and Scott Straus Share Insights on the Challenge of Getting Students to Go beyond Their Comfort Zones International Studies 6

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