Travel changes how you see the world and, perhaps even greater, travel changes how you see yourself in the world. Personal growth and self-discovery happen when you step outside of your comfort zone, and traveling can get you into that zone fast.

I was 23 when I boarded my first international flight. The destination: Malaysia. But this flight – which would seed my passion for travel – was not intended for vacation. I was moving to Kuala Lumpur, the capital of Malaysia. It was a real change from my East Coast roots and it was my first time leaving North America.

Although I lived in Kuala Lumpur, I traveled along the eastern coast of Malaysia and visited rural areas as well. Living abroad opened my eyes to so much of the world, and those experiences imprinted a deep desire to see and experience more of it.

Two years later, I stepped further out of my comfort zone when I accepted a job managing research and training contracts for the U.S. Department of Health and Human Services in Cairo, Egypt. Being a young, working mother in the Arab world in the late 1970s had its challenges.I had to navigate through gender roles and discrimination as well as harassment in public areas. I had to hone my skills as a leader within a culture that was new to me. Active listening takes on a whole new meaning when your team's first language is different from your own. Motivating staff also proved to be an interesting challenge, as salary incentives did not exist in Egypt at the time. Instead, I had to develop a leadership style grounded in intrinsic motivation, and the power of persuasion.

Rarely do I visit the same place twice but I keep a record of every trip and every city. I also maintain a list of all the countries I have traveled to (44 nations so far), as well as a list of all the places I still want to see. I have had the privilege of visiting and living on six of the seven continents, excluding only Antarctica.

When I travel, I like to wander and discover hidden shops tucked away. I like to sample authentic flavors at quaint restaurants and cafes untouched by commercial tourism (although always with caution in regards to food preparation). I like to explore a city, town, or village as much like a local as possible, and meet new people along the way.

As I wander, I always find something wonderful: a clearer perspective. Traveling always gives me an opportunity to look both outward and inward. When I go abroad, it is easy to see firsthand our many interesting differences, whether political, religious, or ethnic, that are equally compelling and powerful. It is through travel that I know that we don’t always have all the answers in this country – from how we engage in diplomacy to how we do business. Travel also gives me an appreciation for what I consider the comforts of home.

For all the amazing growth that comes from traveling, living in another country is transformative. Don’t just take my word for it, ask any one of our 390 international and exchange students at CSUSM. They will tell you – just as I have experienced firsthand – nothing can compare to the eye-opening experiences of living, studying, working, and managing the ordinary tasks of everyday life in a foreign country.

As summer approaches and you begin to make plans, I hope that you will consider traveling somewhere new. It doesn't have to be far, or expensive, or even international. Diverse experiences may be just up the street or a road trip away. I encourage you to use this time to explore, to study abroad, to travel, and to live outside your comfort zone. It will change you – I know it changed me. And, like me, it could begin to prepare you for a career you never saw coming.

In May 2013 while rappelling on the west face of Taquitz Rock in Idylwild, Calif., Lucas fell 150 feet to the ground. The fatal accident was likely caused by loose rock and he died almost instantly.

"I was so perplexed and so devastated by Lucas’ death that I had to make sense of that loss—somehow I had to," said Anover. "I also had to make sense of Lucas not getting to go to France after all his hard work and his excitement. The only way I could make a little sense of his loss was to honor his memory with a scholarship."

To Anover, endowing the Lucas Dunn Memorial Scholarship gave her the ability to ensure that his memory would be permanently honored and remembered, allowing his peers to accomplish the dream of travelling abroad that Lucas could not.

"I decided with this scholarship that Lucas was going to help his peers go to Aix-en-Provence," said Anover, referring to the city-commune in the south of France. "He could not go to Aix, but he was going to help others go and live out his dream."

Anover worked endlessly to find donors in order to reach the $25,000 needed to endow the scholarship. She met that goal last May, describing it as being one of the best days of her life.

"I was so determined and focused that I did not encounter any struggles to start the scholarship," said Anover. "I wrote massive amounts of emails and sent numerous letters soliciting donations. I told Lucas’ story and what he would accomplish with his scholarship, that I received many gifts right away."

She raised money from friends, family and companies, such as Hewlett-Packard, which matched her donations.

"It gives me some solace to know that Lucas’ energy is still with us through his scholarship," Said Anover.

The scholarship, which will be awarded as early as next year, will offer financial aid to one CSUSM French student per year who wishes to study abroad in Aix-en-Provence. All French students are eligible if minimum academic standards are met.

"I hope that students that study abroad thanks to this scholarship will embrace the French culture and language as much as Lucas did in his ‘virtual French life’ while he was in my class," said Anover. "I hope that they will be thankful to Lucas for giving them the opportunity to open up their horizons, to live the present fully, and to come back fluent in French and wanting to go back."

Lucas is described as a kind and warm person with a magnetic personality and sense of humor.

His peers have also found other ways to live out his legacy and cope with the emptiness he left behind. Samuel Taylor, another CSUSM French student inspired by his story, made a coin out of glass with the inscription: Lucas Dunn: I made it. Taylor took the coin to the top of Mont Sainte Victoire - the mountain that Lucas planned to climb while in Aix - and left it at the top of the peak.

"Lucas continues to inspire and to touch his peers even in his death," said Anover. "That is how wonderful Lucas was and continues to be."

“I just thought it was cool from the first day when it was super awkward – we all sat in the corner next to each other and Bigham was like, ‘Mingle, go in and mingle with the kids’ – compared to the very last day we were crying when we left because it was so sad to leave them,” said student Isabella Passentino, who worked in a group that included classmates Adelle Brophy and Barbara Knapp.

They were among 12 CSUSM students who made the three-week trip with Bigham. Not only does the course give students a chance to gain 90 hours of field experience, studying abroad allows them to gain a greater sense of direction in their personal and professional development, broaden cultural perspective and improve critical thinking skills.

Students had two pre-trip meetings: one to discuss Zika virus and the other to review some of the curriculum. But there was no crash course on Portuguese or how to communicate with non-English-speaking children as young as 7.

“They really rose to the occasion,” Bigham said. “They adapted to where the kids were, they listened to them, they let the curriculum and the show kind of emerge from the kids.”

The students were based at a YMCA in Sao Paulo. They worked in groups of three to teach the children English. There were about 120 children ranging in age from 7 to 14 split into morning and afternoon sessions with about 15 children per class.

Using the theme “All About Me,” the students worked with the children for two weeks, culminating in a performance on the final night to show off what they learned.

The students started each day with breakfast with the first group of 60 children. A three-hour class was followed by a break that included a chance to touch base with Bigham on any issues. A second session with the other 60 children followed in the afternoon. The students met with Bigham for up to two hours each night to discuss three questions: What’s working? What’s not working? What would you want others to know?

Most of the children and YMCA teachers spoke little English. And, because the CSUSM students didn’t speak Portuguese, it made for some challenges.

The CSUSM group that included Jordan Freiler, Jocelyn Herrera and Kennedy Ravelo had an additional challenge – the YMCA teacher assigned to their classroom had been let go just before they arrived in Sao Paulo, leaving them on their own with the children.

“It was intimidating for them and it was intimidating for us,” Jordan said. “But I think the most important thing we learned along the way is we were right there with them in this whole learning process. As much as they were trying to understand us, we were trying to do the same.”

Every child received a blank notebook to use as their “All About Me” book. Even one of the YMCA teachers created her own “All About Me” book.

Much of the first week was spent getting to know each other and work on English basics like greetings, colors and foods. The second week was more focused on preparing the children for the show.

“Every day we’d try to go over what we did the day before so it could stick a little longer,” said student Francisca Velazquez, whose group included Norma Campos and Catalina Petersen.

The children proved enthusiastic learners.

“Every time they came to class, they would grab their book right away and start practicing without us even telling them to grab their books,” student Cristian Mcgough said. “It was exciting to see.”

Said Catalina: “Sometimes I felt like they were teaching me more than I was teaching them.”

The work paid off. Kennedy designed cover art for a show program and the children had a chance to demonstrate what they learned for their families. Topics included their favorite video games, favorite superheroes and what they wanted to do for a living. Some dressed up as their favorite superhero, others wore face paint and many had props.

The older kids performed last. Their routine evolved quite a bit in the planning stages. It ended up being a little shorter than desired and Jocelyn came up with an idea to incorporate the Village People’s iconic “Y.M.C.A.” That idea grew to include the entire group, and all 120 children performed together after the older kids did one verse of the song.

The CSUSM students each took time to address the audience with a brief prepared message in Portuguese at the end of the show. One of the YMCA teachers, with help from the children, created little dolls that were replicas of each CSUSM student to present as going away gifts. The dolls, which double as pens, are so detailed that even the clothes were patterned after what the students had worn.

“The parents were so, so proud,” said student Lillian Murphy, whose group included Mcgough and Cristal Trasvina. “At the end of the show we had parents running up to us wanting us to take pictures with their kids. It was very tearful.”

The course, titled The British Invasion in U.S. Pop Culture, explores popular literary, cinematic, musical and theatrical traditions in the British Isles. From the 5^th century legend of King Arthur and the Knights of the Round Table to the modern day television series Game of Thrones, the course analyzes how British popular culture both entertains and satisfies audiences while probing deeper into what that means for American society.

“British popular culture is consumed voraciously in the United States,” said Associate Professor Heidi Breuer, a medieval and renaissance British literature scholar. “We want to tap into that interest and use it to catalyze a scholarly inquiry about exactly why we are so fascinated—what are the things that are positive about it as well as what’s problematic, especially in regard to race, class, gender and sexuality.”

Students will travel first to London, England, where planned excursions include a Tower of London tour, Sherlock walking tour, a visit to the Harry Potter Warner Brothers studio and a James Bond walking tour. From there the course will go to Cardiff, the capital and largest city in Wales, to explore the folklore and mythology of King Arthur as well as for a Dr. Who interactive experience. The trip will conclude in Dublin, Ireland, with a visit to Trinity College, home to The Book of Kells, a literary pub crawl and tours of film sites from the HBO series Game of Thrones.

“We’ve selected a lot of locations that will do double duty for us,” said Associate Professor Rebecca Lush, an expert on colonial and transatlantic literature. “These places offer some of the strongest, most lasting influential aspects of British culture that we’ve assimilated into our American culture juxtaposed next to 21^st century cultural sites that are important and popular now.”

Both Breuer and Lush have a love for British culture, but aren’t afraid to turn a critical eye to it.

“For me, popular culture is a lens through which to see how the character types and narrative patterns that were invented in the 16th through 18th centuries continue to get recycled to celebrate a new sense of Americanness,” said Lush. “Taking students to these locations in London, Wales and Ireland is a way for them to understand the multifaceted transatlantic undertones that they have always assumed to be American.”

Added Breuer: “We are celebrating the aspects that are fun, enjoyable and satisfying while also looking at how British pop culture perpetuates ideological structures that have gone on for a long time.”

The course, which includes the two-week abroad trip from May 21 to June 2 and an additional two-week online component, satisfies three units of upper-division credit. Open to CSUSM students and the community through Open University, application materials are due Tuesday, Feb. 16.

For more information, visit the CSUSM Study Abroad website.

Honoring a Lifetime of Dedication to Palliative Care

The California Hospice and Palliative Care Association (CHAPCA) named Helen B. McNeal as its 2015 Pierre Salmon Award of Excellence recipient. McNeal, executive director of the California State University Institute for Palliative Care, located at Cal State San Marcos, accepted the award at the CHAPCA Annual Awards Luncheon in Long Beach on November 10.

National Award for Outstanding Older Adult Model Program

CSUSM’s Osher Lifelong Learning Institute (OLLI) was presented with the Older Adult Model Program Award from the Association for Continuing Higher Education, Inc. (ACHE) on November 11 for providing outstanding learning opportunities and service to an older population. ACHE was established in 1973 to stimulate, encourage and reward outstanding contributions in the advancement of higher education. The award was presented during the 77th annual conference and meeting in Denver.

A Woman Who Means Business

College of Science and Mathematics Dean Katherine Kantardjieff was a finalist in the San Diego Business Journal’s Woman Who Mean Business Awards, which recognizes the top women business leaders who have made significant contributions to San Diego’s economy, culture and social network. Kantardjieff, who has served as the founding dean of the College since 2011, accepted the award at a ceremony in San Diego on November 18.

Professor Selected for Prestigious Simms/Mann Institute Faculty Fellowship

Kimberly D’Anna-Hernandez, assistant professor of psychology, was one of 13 faculty from the California State University (CSU) chosen for the coveted 2015-2016 Simms/Mann Institute Faculty Fellowship in early childhood care and education. The fellows will participate in a unique professional development opportunity in collaboration with faculty from the California Community Colleges while helping to build the CSU’s early childhood curriculum. They will each spend one year completing a project that translates neuroscience research into practical applications. Additionally, each Faculty Fellow will collaborate with an interdisciplinary cohort of professionals to focus on integrating the latest research into their classrooms.

CSUSM a Top University for Norwegian Students

The Royal Norwegian Embassy in Washington, D.C. reports that the number of Norwegian students pursuing a full degree at U.S. universities in the 2014-2015 academic year was up over previous years. Cal State San Marcos was the fourth most popular university among Norwegian students. Nearly 11 percent of international students studying at CSUSM in fall 2014 came from Norway.

This summer under the direction of CSUSM faculty researchers Jule Gómez de García and Michael Hughes, a group of students spent two weeks immersed in the indigenous community, performing linguistic fieldwork and learning about traditional weaving, handicrafts, farming techniques and the principles of medicinal healing. Gómez de García and Hughes have been traveling semi-annually with their research team to Nebaj for nearly 15 years to conduct various language documentation projects and their Ixhil collaborators, the Grupo de Mujeres y Hombres por la Paz, were eager to welcome their students to Nebaj.

“We wanted the students to get to know, understand and care about this very special group of people who have become an important part of our lives,” said Gómez de García. “It was an emotional time for us—we wanted them to love each other…and they did! The students realized that they weren’t there to help the Ixhil people, but to know them and to experience important aspects of their lives.”

During their time in Nebaj, the students visited Ixhil homes where they studied and practiced the Spanish and Ixhil languages and learned to cook traditional foods. Students Dorothy Allen-Tarver and Donna Yee recalled making a cornmeal drink under the guidance of a local woman named Xhiv and her mother, also named Xhiv.

“Their daily lives do not include the amenities that we take for granted, but they strive and innovate to make things work,” Donna said. “I loved learning to cook even though the smoke from the fire pit stove filled the tiny, dirt floor kitchen.”

Each student was mentored by a master weaver who led them in the ancient practice of backstrap weaving, so-called because one end of the loom is attached to a post or tree via a rope, and the other is attached to the weaver’s body through a strap that wraps around the back. Over the centuries, the backstrap weaving technique has remained unchanged and is one of the ways in which Mayan women have preserved their identity and culture.

The weaving classes began as a group project and then each student spent several hours weaving in their teachers’ homes, while sharing traditional foods and getting to know their families. Not only did the many hours of kneeling attached to the loom yield for each student his or her own creation representing a very special cross-cultural collaboration, but it allowed them to practice and learn Ixhil and to observe and interact with an indigenous community that, for centuries, was largely isolated from the rest of Guatemala and the world.

The study abroad experience satisfied course requirements for Modern Language Studies 350: World Languages and Their Speakers, an upper-division social science requirement that focuses on language policy, prestige languages versus minority languages and the comparative grammatical structures of languages found around the world.

“In Guatemala, Spanish is the majority language but only about 50 percent of the people speak Spanish as a mother tongue,” said Hughes. “The rest speak one of 21 different Mayan languages, so it’s an interesting place to look at language policy as well as to observe how the culture has responded to the massive social disruption of the civil war.”

The trip also included for the students daily hikes and excursions to Colonial Antigua, Chichicastenango, local villages and Finca La Perla, a coffee plantation that played an important role in reintegrating civil war refugees into the area by providing work for them and by helping to reconstruct entire villages. The students visited La Perla with Miguel Guzaro Raymundo, a former leader of the Communities of Population in Resistance during the war, the current director of the Nebaj Association of Victims. Raymundo described what life in the mountains was like for the refuges forced to flee their homes and the measures taken to protect the Ixhil people during the war.

“For me, it was one of the most eye opening experiences I have ever had,” said student Alicia Eckert. “The thing I am most grateful for is all of the wonderful people we met, and for them to be so excited to share their beautiful culture with us! It was definitely a once in a lifetime experience!”

The motto of the CSUSM study abroad program deeply resonates with global studies student Elise McDow. She recently returned from a three-week trip to Rwanda with Global Youth Connect (GYC), a nonprofit that believes the key to preventing massive violations of human rights and protecting basic freedoms lies in organizing the world’s youth to take action.

A novice to international travel, Elise was both excited and nervous for her first journey to Africa. As part of GYC’s “We are Together—Human Rights Learning and Action Program,” she joined twelve delegates from around the world and twelve delegates from Rwanda in a workshop to discuss human rights issues.

“Representatives came from a variety of places, including the United States, Britain, Brazil, Ghana and Korea,” said Elise. “Hearing about their experiences and perspectives had a big impact on me.”

The group of delegates also traveled together to local sites that memorialized the 1994 mass genocide in Rwanda, during which Hutu extremists killed an estimated 500,000 to one million Tutsi and moderate Hutu. It was during these visits in particular that Elise felt the strongest sense of solidarity with her fellow delegates.

“Seeing the genocide memorials was difficult for all of us,” said Elise. “Some of the delegates had a hard time even participating because they were so overcome by emotion. Yet we also were able to come together during the experience because we knew we were all there for the same reason—to help ensure that such atrocities won’t happen again.”

The delegation also had the unique opportunity to work alongside a nonprofit in the area to develop a strategic plan for a local community hospital. Elise counts the experience as her greatest accomplishment in Rwanda.

“We had three days to develop a mission statement, a pros and cons list, and a plan for serving our target groups,” she recalled. “We were overwhelmed at first but then we came together and said, ‘okay, we can do this.’”

To help her process what she experienced in Rwanda, Elise kept a personal journal that topped off at 100 pages by the end of her trip. She was anxious to share it with her CSUSM mentor, Professor Elizabeth Matthews, when she returned home. After all, it was Matthews who helped Elise organize her study abroad plans and who sparked her interest in global studies in the first place.

Elise first met Matthews when she took her genocide and crimes against humanity class. “Professor Matthews’ course was an inspiring and eye-opening experience for me,” said Elise. “I decided to focus my education on global studies and human rights, with a particular focus on women in a global perspective.”

Matthews feels mutual regard for Elise, whom she considers a very brave and committed student. “To dedicate oneself to finding out more about the kinds of atrocities that we studied in class, including actually visiting the site, takes great courage,” said Matthews. “In terms of teaching, we cannot ask for anything better than a student’s desire to immerse oneself in the material.”

With the convergence of cultures throughout the world at an all-time high, it is critical to cultivate a global perspective. Matthews strongly advocates that her students seize opportunities to travel and study abroad.

“In the globalized world, understanding others—politically, culturally, economically—is essential for students on the job market,” says Matthews. “Students will be more competitive in the global economy and will become more well-rounded if they immerse themselves in other cultures and societies.”

For Elise, Rwanda truly was a life-defining experience. “I didn’t want to leave—I was actually in tears at the thought of returning home because the work I was doing was so worthwhile and rewarding.”

Elise has plans to return to grass-roots human rights work in Africa soon after graduation. Her studies at CSUSM have strengthened her belief that cross-cultural education and collaboration are imperative to peaceful conflict resolution.

On the wall of Elise’s bedroom hangs a picture of Nelson Mandela with a quote that reads: “Education is the most powerful weapon which you can use to change the world.” Elise is determined to do just that.

Healthcare and Pain Management in Guatemala

While in the country, the students conducted field research related to pain management. Each evening they studied academic articles about Guatemala’s culture and healthcare customs, and were required to reflect online about their thoughts and findings.

“We met with a huesero (a traditional bone mender and healer), attended a blessing ceremony with a shaman, and visited a natural health store and medicinal herb garden,” said senior Laura Pacheco. “We also interviewed people that we met on the streets and in shops and asked them how they treat pain.”

Laura said she and her fellow students soon realized that there was a real difference in traditional versus western philosophies of pain management among the indigenous Guatemalans.  

“There seemed to be a common understanding that western medicine cures the symptoms but Mayan medicine treats the origin of the pain,” she reflected.

Service Projects Provide Opportunities to Interact and Observe

Despite being one of the most populous countries in Latin America, the country also has the unfortunate distinction of being one of the poorest. Poverty is widespread with a gross domestic product (GDP) of less than $2,000 per year, per person. The majority of the indigenous peoples—which make up approximately half of the population—are of Mayan descent.

“It was mind blowing,” said senior Alicia Moya, “Very few people have access to clean running water. We in America really take our privileges for granted — the most essential thing to have in your life is clean water and I’ve never seen people live like that.”

Despite the culture shock, the students quickly adapted and got to work on various service projects that provided them with the opportunity to interact with and observe the local population.

Working with the non-governmental organization Mayan Families, the students helped pay for and build a kitchen extension for a family of eight living in a one-room house. 

“For many families housing is a challenge,” said Dr. Elizabeth Bigham, instructor for the course. “A construction worker built the foundation of the 3-by-3-meter room, but we helped construct the walls, roof and floor. Now they have a water filter and a wood burning stove with a ventilation pipe which will drastically improve their quality of life.”

The students’ trip and work with Mayan Families coincided with a visit from a group of volunteer dentists who set up a temporary clinic to treat children and adults. Due to the region’s severe poverty, dental hygiene education has been minimal and people suffer from rampant tooth decay, infections and pain. 

“It was shocking to realize that dental care is completely nonexistent there,” said Alicia. “They don’t even have toothbrushes and toothpaste.”

Several of the Spanish speaking CSUSM students were able to work alongside the dentists and hygienists, acting as interpreters and communicating to the clients who lined up out the door for treatment.

“We saw at least 70 people a day,” said senior Erikah Smalls, “There was a real need for access to this type of healthcare service.”

A Country Rich in Culture

During the trip students discovered modern Mayan culture and explored Guatemala’s rich heritage. Among the sites they toured were Pacaya, an active volcano which last erupted in 2010, and the ruins of Iximche, a major archaeological site of the Classic Period (250 to 900 AD).

“The variety of the handmade, traditional clothing definitely caught our eyes,” said Erikah. “I loved seeing how the Mayans are keeping their culture alive with their colorfully woven skirts and blouses, which identify the wearer’s village and have other symbolic meanings.”

This January Bigham will travel with another group of students to Peru. “These experiences abroad are important for them and their success in their future careers,” she said. 

Many human development majors eventually enter into the social work, education, counseling and healthcare professions.

“We study and do research abroad to show students that there is more to the world than what they know here in Southern California,” said Bigham. “When they come home they have the context and cultural competency to assist their future clients who may come to them for help from a wide array of cultures and backgrounds.”

Erikah, who was also on the CSUSM research trip to Vietnam, is already eager to go back.

“There is so much need there, it’s truly eye-opening,” she remembered. “You can really make a big impact in so many small ways.”