Track the milestones and key events from our January 2026 – May 2026 study, as well as the historical language diversity initiatives at Drew University.
The addition of the College of Liberal Arts marked a turning point for language diversity at Drew. This expansion broadened the curriculum significantly, introducing comprehensive language studies as a core component of liberal arts education. This period laid the foundation for the multilingual academic environment Drew is known for today.
Drew launched the Language Mission Project to coordinate language instruction across French, German, Greek, Latin, Russian, Spanish, and Islamic history and religion. Faculty expertise, multimedia materials, and cultural programming were combined to make language study more than grammar — it was also a way to build awareness of world cultures.
Russian courses were once an active part of Drew's academic offerings and cultural programming. After the collapse of the Soviet Union, student interest declined and the program waned; the retirement of Professor Euland ultimately led Drew to drop Russian from its regular curriculum.
During college president Thomas Kean's tenure, Drew experienced a major expansion in international education initiatives. The university continued to develop a focus on international studies that included African, Asian, Russian, and Middle Eastern studies programs. This era solidified Drew's commitment to global perspectives and minority language education.
Drew has consistently supported international students and the development of diverse language programs throughout its history. International diversity has been a key component of Drew's identity since its early years as a seminary school, when international students came to study divinity. The university even provided financial support to graduating international students during the Great Depression, demonstrating an enduring commitment to global inclusivity. During the Great World Wars, Drew's international community grew substantially despite global tensions. In the 1970s, the establishment of the International Student Association provided formal structure to support these students—an organization that thrives to this day.
Drew required ancient language study while noting that foreign students should be enabled to become better acquainted with campus life. The policy recognized language study as a matter of individual student concern as well as institutional support.
Drew reported that students came from across the globe and included partnerships with institutions such as Oxford, Aoyama Gakuin, and Hwa Nan College. This statement positioned Drew as an international campus long before its modern global branding.
A movement to organize new language clubs was underway, but organizers warned that lasting interest depended on committed leadership. That reflection highlights how language support on campus has always required sustained community investment.
Students proposed residential floors focused on a single foreign language. Drew declined the idea, saying it would not reflect an authentic real-world environment. The decision shows the institution wrestling with how to support language communities while maintaining cross-cultural engagement.
An in-depth exploration of minority languages across the world, focusing on both the causes and solutions for the loss of linguistic variation. The course examines the role that colonization, globalization, and national identity have played in the historical marginalization of linguistic groups, and analyzes both past and current revitalization initiatives from multiple perspectives.