Global exchanges have become more critical since the 9/11 terrorist attacks in the United States. One year after the attacks, an on-line survey conducted by the Institute of International Education (IIE) found that “98% of the approximately 500 international education professionals responding agree that international education exchange, including study abroad, is regarded as more important or equally as important on their campuses” (One Year Later, 2002, http://www.iie.org). Not only are exchanges important, “applications and enrollments from international students are steady or rising, despite a few declines from Islamic countries” (One Year Later, 2002, http://www.iie.org). For the second consecutive year in 2002, the number of international students attending colleges and universities in the United States increased by 6.4%, bringing the total this year to a new record high of 582,996, according to Open Doors 2002, the annual report on international education published by the Institute of International Education (IIE) with support from the State Department’s Bureau of Educational and Cultural Affairs. Of particular note, India surpassed China as the leading country of origin for international students in the United States for the first time ever. (Open Doors 2002, http://www.iie.org/Content/ContentGroups/Announcements/International_Student_Enrollment_in_U_S__Rose_6_4%_In_2001_2002.htm) The Institute of International Education has also reported a substantial increase in the number of American students applying for study abroad programs. For the term/year 2002-2003, “approximately two-thirds of the educators reported that applications for study abroad have either continued to increase or remained the same on the campus” (International Educational Exchange, 2002, http://www.iie.org). Overall, interest in study abroad is on the rise among students nationwide…I think most of the credit for the increase goes to students who have gone abroad and come back to share their experiences with their friends and classmates, says Oyelaran. (Brown, 2002, p. 29). Not only are student global exchanges increasing, students are hungry for information involving global topics. Students pack teach-ins and classes on international relations, the Middle East, Islamic studies, and even Arabic. Enrollment in these classes has more than doubled. Furthermore, students are asking many questions, some of which we do not have clear answers, such as: “Who are we in the world and how does the world perceives us?” (Cox, 2001) “What is Islam and why did this happen?” (Cox, 2001) “Where was God on September 11?” (Brownstein & Hoover, 2001) “Why do tragic events happen?” (Brownstein & Hoover, 2001) “How do people maintain inner peace in a time of upheaval?” (Brownstein & Hoover, 2001) And where students once were prone to view the great philosopher Socrates as a nuisance, they now are likely to consider his central questions, “What do you live for and what are you willing to die for?” – as ones of “crucial importance” (Brownstein & Hoover, 2001). “What would happen if I die tomorrow?” And a lot of questions, professors and administrators cannot answer until they educate themselves. Many higher education institutions have developed courses for students as they continue to grapple with these questions. For example, the University of California at Los Angeles created 50 seminars – to be taken on a pass/no pass basis – on subjects related to the terrorist attacks of September 11 (Cox, 2001). Below are examples of the courses which cut across all disciplines: “Information Technology and Infrastructure in Times of Crisis” “What Do We Tell the Children?: Parenting Issues” “Implications of World Crisis for Student Stress and Academic Achievement: Coping Strategies” “Historical Perspectives on September 11” “An East and a West? Thinking about the “Clash of Civilizations” “The Map of Love, an Exploration of Islam and the Colonial Experience Through a Novel by Egyptian Writer Adhaf Soueif” “Terrorism and Politics of Knowledge” “Women’s Participation in Political Violence” “Understanding, Respecting and Honoring the First Amendment in a Terrorist Environment” “Terror and Its Psychological Impact” “The World Conference Against Racism” “Law and the Use of Force” “International English-Language Newspaper Coverage” “The Role of Art and Technology in Times of War” “Poetry and Loss” “Psychology of Group Identity” Clearly, global exchanges and international education are critical as we continue to focus on developing fundamental respect and appreciation of people of other cultures and their differences. Undoubtedly, each of us holds different worldviews because of our upbringings and experiences. We must learn through our interactions with others by living, studying and working amongst those different from us. There is no better way to learn about and appreciate other cultures than from interacting with people from diverse cultures through exchanges. These exchanges are important because, as stated by Battle-Walters (2003, March), “Because it is through the exchange of knowledge, research and ideas that we begin to exchange hostility and ignorance for understanding and insight” (Last Word Page). These exchanges lead to other long-term effects via on-going faculty and staff exchanges; integration of global knowledge into courses; collaborative endeavors with host institutions; global networking; and establishment of long-term friendships. One program providing invaluable experiences includes the Fulbright Program, an international educational exchange opportunity.