Oregon State University - Beaver Yearbook (Corvallis, OR)

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 I (?• ten Ferrahi y tudied abroad in China and while there managed to make friends with many of the locals. Photo fey Shreon f rrafc ift-r of the more historical places to visit in Italy is the coliseum. The massive coliseum, as shown here, was home to the first Olympics. Photo by Genevtoe Moore rgers. France rf shows off its breathtaking beauty. Photo fey Eric oil'd education. °° IQ

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interr tfraW Stoybyfe . v:R Mocre . An international experience car never be taught in a classroom, and its impact can never be predicted - that is vvtiat makes it so exciting' pen minds, open doors was the new slogan of OSH and nothing embodied this idea more than the Office of Internationai Education. Through this office, students could learn about study abroad programs, earning an international degree and becoming a global graduate. In the spring of 19981 studied abroad in Sienna, Italy through the office of International Education. This was an experience urtke any other. While I would never dxiose to spend the rest of my life in Italy, the experience of living there for three months taught me that knowledge really ts power. Experiencing life in another culture gave me a knowledge that I could not have gained elsewhere. Kyle Shaver. Biochem Biophysics major PHsto by Geneva R These programs were available to any OSU student, whether graduate or undergraduate. The program to study abroad was available in Asia. Europe or Latin America The program provided students with the opportunity to rive in a foreign country as well as go to school while stiH receiwng OSU credits towards their degree. The international degree enabled a student at the undergraduate level to receive two degrees. While earning a bachelors degree in their field, they could also earn a bachelors degree in international studes. The global graduates programs alowed students to gain professional experience while working overseas. Many people, including those here and abroad, considered studying abroad to be the ‘easy way’ to earn a terms worth of credits. I could honestly say that Irving in haly was not easy. It was not easy to go to Italy without knowing any Italian, it was not easy not knowing how to flush a toilet and it was not easy being completely disoriented twenty-four hours a day. seven days a week It was truly a 100% educational experience. There were lessons that I learned in Italy that would have been impossible to learn in a classroom. There were some things tliat only experience could teach us and that is what the Office of International Education provided They gave the opportunity to students to learn what they may otherwise have never known. IS 00 Cturieni Lifp

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Story by Melinda Purvis •The large increase i$ based on good work done by a lot of people on campus ’ Jill Schuster. OSU Director of Marketing Photo by Cv j hen the faB of 1998 arrived, more MM 1 students chose lo head to Corva s to pursue their academic endeavors As classes got started, the enrollment of freshman increased by 48%. while the overall student popriation increased by 526 students. The increase in enrollment was the first that the university had seen in several years. The past decrease had been attributed to a somewhat complacent attitude that was adopted by the university in the 1980's. After almost a century as the ■ choce for most Oregonians, OSU had failed to make the necessary transitions reqiired to keep them as the top consideration of higher education for coiege bound students. The 1980 $ saw rival. Universiiy of Oregon, soar in enrollment while OSU steadily declined. As OSU entered a new decade, serious changes needed to occur university wide. When Dr. Robert Bonirager. Director of Admissions and Orientation, arrived at OSU only a few short years ago, his first priority was to re-engineer the admissions and orientation office. With the admissions and orientation office better prepared to service student needs, the next step was to launch a new marketing campaign The most notable campaigns were tiie billboard and television advertisements. designed to get students thinking about OSU. These campaigns were the most visible to prospective students and provided interested individuals with an easy way to obtati more information. After coiege bound students visited the OSU web site, an avenue of communication was opened between recruiters and visitors. Another aspect of the new recruiting campaign was the geo-demographic study, which was conducted by an outside firm. The study helped to profile prospective students, and gave the diversity a target group. With a profile of prospective students, they were aWe to put more money into recruiting students for whom OSU was a reaistic choice for higher education In addition to marketing and recruiting new students. OSU also revamped some of their financial ad packages. If marketing caught their eye. and recruiting got them to apply, many students stl needed financial assistance to actuafly get them to enroll. The scholarships program was restructured so that financial need was taken into account, m the past scholarships were awarded at one flat rate, giving the same amount to students no matter what their financial need was. With the new program financial aid was awarded based on the needs of the individual. To continue to increase enrollment at the current rate was probably not a reaistic expectation, therefore an annual growth rale of five percent was a goal for the university. Issues to be dealt with due to a continued increase in enroflment included dorm space, class offerings, and limited resources. According to Bontrager. growth is good, but if it took away from the overall college experience, then it could become a negative thing. After the new reacting and marketing campaigns were put in place the ioversity had to focus on the future and the maintenance of the product which drew students to attend Oregon State University. 20 °° Qbudent Ltje