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 Embassy and Diplomatic Scholars Internship Program A Unique Approach to Education in International Relations by Eugene D. Schmiel |
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The author, a retired U.S. Foreign Service officer and frequent contributor of articles and opinion pieces to this journal, describes below a training program that should be of interest to our younger readers. The institute which he represents arranges for “hands-on” work opportunities for students in a field — international relations — where such experience is not usually thought to be readily available. ~ Ed. |
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Nature of the Program Qualified applicants for the Embassy and Diplomatic Scholars internship program must have a 3.0 GPA and some international experience; fluency in at least one language and/or foreign travel is recommended but not required. They are chosen by a special selection committee of Ambassadors, diplomatic practitioners, and international business people. Once they have been selected, the students themselves choose where they will intern from among several possibilities in their area of interest. They can choose from among dozens of organizations with which IEL has made arrangements to accept Embassy scholars, including the Department of State; over forty embassies, including Canada, Ecuador, Estonia, Korea, Papua New Guinea, and Mexico; and many other agencies, including the American Foreign Service Association, the Brookings Institution, and the Center for Strategic and International Studies (CSIS). IEL ensures that the interns will have the opportunity to practice the full gamut of international-oriented professional experiences, including the skills of diplomacy, international relations and/or trade, foreign languages, and cross-cultural communication. IEL requires a commitment from the embassies and other agencies that the students act as entry-level professionals and be given substantive responsibilities. IEL staff keep in touch with the agencies throughout the semester to ensure that this commitment is fulfilled. For example, in embassies the Embassy Scholars do research, write press releases, and compose reports on congressional hearings and legislation; promote trade and foreign investment; and/or prepare for cultural events and high-level visits. In the Department of State they research emergent international issues; write reports for senior officials; or follow the development of international affairs-related legislation in the Congress and help prepare official testimony. Further, all interns have an unequaled opportunity to improve their language skills, as well as their cross-cultural communications ability while also earning academic credit from their universities. Specific examples of student responsibilities Embassy of Mexico: Doug Murphy from the University of New Mexico, Yiselle Bear from Loyola of Chicago, and Ruthanna Ruffer from the University of Arizona worked in the Embassy’s NAFTA office preparing trade reports for and visits by the Ambassador of Mexico to U.S. states. United Nations: Dragica Fridl from Drake and Stephanie Seales from Barry University (FL) worked respectively for the Washington offices of UN headquarters and the UN Development program analyzing congressional and World Bank/lMF policies toward the UN. Embassy of New Zealand: Keren Yairi of the University of Illinois arranged investment opportunities in World Bank-funded projects for the embassy and had free access to the World Bank. Embassies of Estonia and Latvia: Evan Naylor and Ben Young of Centre College and Sam Wood of Longwood College analyzed and made recommendations about NATO expansion strategy for the ambassadors of Estonia and Latvia while preparing daily press summaries sent directly to their respective presidents. Department of State: Mison Riggins of the University of Hawaii prepared briefing papers for the Japan Desk’s meetings with senior Japanese Foreign Ministry officials; Lisa Mordin of Long Island University wrote briefing papers about Russian issues for Secretary of State Albright; and Sara Skahill of the University of lowa became the de facto acting Lebanon desk officer for several weeks. NATO Summit: Molly Smith of the University of Pittsburgh was the special assistant to the director of communications of the secretariat preparing for the visits of the presidents of several European nations during the fiftieth anniversary summit of NATO in April 1999. American Foreign Service Association: Jennifer Roberts of Union College, Paetra Hauck of the University of Southern Mississippi, Ed Mooney of Rutgers, and Sarah Wilson of Roger Williams University lobbied Congress on foreign relations and foreign aid budget issues. Embassy of France: Samantha Price of Oregon State and Chad Hossler of Penn State wrote press releases, edited newsletters, and prepared for visits of French leaders. Foundation for International Communal Assistance (FINCA): Amanda Brinkman of Carthage College (Wl) worked on micro-credit programs for small businesses in several third world nations. Academic Elements of the Program The IEL internship model stresses that all programs are academic based and that students should be able to earn a full semester’s credit for the experience. Thus, while students work four days per week at their internship site, one day per week they take classes specially created for this program.
Students also take an experiential learning course which ties these elements together while bringing a focus to the experience and its role in each student’s professional, personal, and career development. Current students can earn up to fifteen hours of credit for the program through arrangements between IEL and the students’ institutions. Some students participate in the program after graduating as a means of engaging in the transition from campus to career and gaining the experience necessary for entry into the foreign policy field. Theoretical and Pedagogical Background The Embassy Scholars program was designed to help meet a growing need in higher education. Educational theorists today believe that university students who desire to succeed as leaders in the new millennium’s global societies will need to be prepared for significant international challenges. This is especially true for those majoring in fields with an international focus, where linking the theory and practice of politics, international relations, and/or international business requires both knowledge about and experience in — and with — other cultures, peoples, languages, and societies. Political science majors seeking careers in diplomacy, international relations, international business or banking, etc., must have, in addition to a solid academic curriculum, exposure to international issues and a globalized background and perspective to succeed. Recognizing this need, many institutions of higher learning instituted and implemented programs such as internships, service learning, and the other forms of experiential/active learning as a significant component of their curricula. Most educators now believe that the transition from campus to career, with all that implies, can be eased and enhanced through a successful experience of this nature, especially internships. A growing percentage of schools now require some practical training, internship or active learning experience for graduation. Traditionally, in schools and departments of international affairs, foreign service, and diplomacy, “active learning” has meant using the case method, simulations, debates, and small group discussions. These methods, and especially simulations, have proven eminently successful in bringing home to students the complexities of international politics and diplomacy, as well as the importance of language usage, cross-cultural communication, and understanding of the motivations of differing leaders and nations. The author, who has taught history and international relations at four colleges and was a Foreign Service officer in the Department of State for twenty-four years, took all of this into account when creating the Embassy Scholars program. As a result, the program is a new type of active learning which benefits from the lessons of the traditional methods and adds the realism of actual experience in making or implementing foreign policy. It is believed to be a combination of the best elements of all of the traditional methods, while also providing an opportunity for students to “test the waters” as they make the move from campus to career. The academic courses and the individual experiences are linked so that, while each student is having a unique experience, he is also benefiting from hearing about the others’ work and, frequently, taking back to his office the lessons learned from others’ experience. The program and the courses thus create a cohesive group of co-learners who provide insights from their experiences to the benefit of all. Administrative Information The program is for U.S. students and legal residents, but international students can be placed (and have been placed) in embassies through IEL’s other internship program, “The Capital Experience.” The application deadlines are late November for the Spring semester and early June for the Fall semester, but early applications are encouraged. Applications and additional information regarding credits, housing, etc., are available on the IEL web-site, www.ielnet.org. In 1999, several foundations interested in supporting education in international relations, including the Una Chapman Cox Foundation and the Goals for Americans foundation, provided funding for several full tuition, merit-based scholarships.
Gene Schmiel is a retired U.S Foreign Service officer who received his Ph.D. in 19th century A |
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