The increasing recognition of a global interdependence among our economies and societies places a significant amount of pressure on educational institutions to prepare future citizens for successful participation in this “new world order.” While there might be general agreement that globalization or internationalization is a “major trend in education” or a “worldwide phenomenon,” there are barriers to internationalization, some of which can be individual—resulting from faculty and student attitudes; some institutional—caused by long-standing policies, practices, and traditions; and some reflecting the attitudes and culture of the wider American society (Green 2003, 11). There are different ways that institutions of higher learning can respond to this phenomenon most effectively, including, for example, changes at the curricular level, broad institutional policies that involve recruitment of foreign students, experiential partnerships with foreign institutions of higher learning, and the creation of campuses in other countries (see Altbach 2002).