Dr. Allan E. Goodman is the Chief Executive Officer of the Institute of International Education, which marked its Centennial in 2019. IIE promotes the exchange of scholars and students, rescues scholars, students, and artists from persecution, displacement, and crises, conducts research on international academic mobility, and administers the Fulbright program sponsored by the United States Department of States. The Institute collaborates with a wide range of corporate, government and foundation partners across the globe. 108 of its directors, grantees, and alumni of programs administered by IIE are recipients of Nobel Prizes.
Dr. Goodman served as Presidential Briefing Coordinator for the Director of Central Intelligence and as Special Assistant to the Director of the National Foreign Assessment Center in the Carter Administration. He was the first American professor to lecture at the Foreign Affairs College of Beijing. Dr. Goodman also helped create the first U.S. academic exchange program with the Moscow Diplomatic Academy for the Association of Professional Schools of International Affairs and developed the diplomatic training program of the Foreign Ministry of Vietnam.
Dr. Goodman is a member of the Council on Foreign Relations, and serves on the selection committees for the Rhodes and Schwarzman Scholars and the Yidan Prize. He also serves on the Council for Higher Education Accreditation International Quality Group Advisory Council and the Board of Trustees of the Education Above All Foundation. Dr. Goodman has a Ph.D. in Government from Harvard, an M.P.A. from the John F. Kennedy School of Government and a B.S. from Northwestern University, and is the recipient of honorary degrees from Canadian, European, Japanese, UK, and US universities. He received decorations for his work in promoting educational exchange and scholar rescue from the governments of France, Germany, and Norway; he received the first Gilbert Medal from the Universitas 21 Organisation.
Before joining IIE, Dr Goodman was Executive Dean of the School of Foreign Service and Professor at Georgetown University. His books on international relations are published by Princeton, Harvard, and Yale University presses. He has served at the Department of State and the Central Intelligence Agency.
I was greatly informed and influenced by Allan's academic work for my efforts on secrecy, covert action and democracy at Emerson College where I conducted a graduate seminar symposium in 1982 on FOIA concerns and US foreign policy, Secrecy or Disclosure; at the Institute in 1988 on our Covert Action and Democracy and colloquium /symposium year, and my work with former CIA director, Admiral Stansfield Turner on democracy and terrorism.
Allan was the coauthor of Best Truth: Intelligence in the Information Age, Strategic Intelligence for American National Security, and The Need to Know: The Report of the Twentieth Century Fund Task Force on Covert Action and American Democracy, among other publications.
I was specifically privileged to have wonderful conversations with Allan about global education and the powerful juxtaposition of higher education and human rights, and honored to award Allan one of the Institute's Dr. Jean Mayer Awards for Global Citizenship.
One of my regrets during my time as director of the Institute was my failure to enact David Cuttino's and my vision of the initiative, Passport to Leadership with the IEE. (See below* )
David and I traveled to NYC to discuss these plans on the morning of September 11th, 2001 - thereafter understood as 9/11 - and witnessed the crash of the terrorist's second plane hitting the second World Trade Center's tower in the foyer of the headquarters of IIE opposite the United Nations buildings. We had a very hurried hello before the security police hustled us out of the building fearing the UN might be a significant target. I had left Boston very early that morning and parked my car next to one of the hijacker's cars where police had discovered an Arabic translation of aircraft flying instructions, a fact I discovered when surrounded by secret service and police vehicles upon my return that day to Logan airport to retrieve my car
I am introducing Allan to Convisero's Sasha Abaskin https://www.the-trebuchet.org/blog/2022/4/8/alexander-sasha-abashkin in hopes that IEE might be helpful with Scholars at Risk efforts on behalf of Russian and Ukrainian academic and other professionals who have fled their countries in the face of the Putin invasion of Ukraine. Likewise I am introducing Allan to SaiU and Krea Universities in India to see what collaborations might occur with IEE programs.
Passport to Leadership: A Demonstration Project of the Institute for Global Leadership at Tufts University and The Institute for International Education
Vision Statement
• Provide a transforming international experience for first year students with a clear focus on developing leaders with the ability to act effectively on complex world issues across cultures.
Goal
• Develop a pilot program involving an estimated 20% of the enrolling class at Tufts (200 -250 students) in an intensive program preparing them for project based international learning to be held at the end of the first year in five to six international locations (including Hong Kong, Mexico and Hungary). Participating Tufts students from the United States and other nations will be paired with an equal number of students from the leading universities in those countries. The goal will be to engage a total of 400 - 500 new university students at leading institutions in this new initiative
Objective
• The objective will be the eventual participation of a larger percentage of enrolling Tufts students and a larger involvement of international students around the world in this program based upon the success of the pilot project. This initiative will:
– Increase the preparation for rigorous scholarship and a passion for inquiry and active learning
– Increase the quality and amount of student research and engagement in special projects
– Increase the understanding of real issues of national and international importance
– Create a clear international orientation and the ability to operate effectively across cultures.
– Increase faculty and staff collaboration among leading international universities
– Foster an understanding of global citizenship
The Program
• Students will be selected during their first semester of university study
• Orientation to the project will begin during the second semester after their arrival on campus.
• Material will be prepared at Tufts to orient and prepare students for their international experience.
• Leaders from the public and private sectors in a wide variety of fields will be invited to meet with students throughout the program, e.g., Fulbright Scholars and Humphrey fellows
• Using the internet, Tufts students and participating international students will begin sharing their findings with one another and with their mentors during the spring semester prior to beginning the program.
• Students arrive on location following the completion of their first year of university study in 2003.
• Participants in the passport to leadership program will engage in the study of issues relating to several themes e.g., issues related to the environment
Outcomes
• Increase the percentage of students with an international perspective—both Tufts students and students from collaborating international universities
• Develop cross-cultural understanding among students, university faculty, administrators and leaders
• Enhance research and leadership skills for all participating students
• Increase communication skills
• Establish a replicable national orientation model
• Establish a network for international cooperation and collaboration among leading international universities
• Draw additional attention and effort to working with significant national and international issues
Advantages
• Students will meet leaders and experts in a wide variety of fields throughout the program and will be engaged in a rigorous program related to important national or international issues.
• Continuing educational projects, research and partnerships will result from this program at home and away.
• In an environment where less than 5% of US students study abroad, this project will establish a model that can be measured for its success in increasing foreign study, international understanding and the development of important leadership skills which can be repeated by other institutions in the United States and abroad.
• This model will accelerate the focus on international understanding and the development of leadership skills at a modest cost and will increase the value of the university experience for students.