There is a reason that the story of globalization pre-sented in this atlas starts in Middlebury. It is in this small Vermont town, home of Middlebury College, where the concept for this atlas was conceived and developed, where most of the maps were designed and drafted, and where the analytical texts were dis cussed and crafted. As critical scholars and profes sors at this liberal arts college, we are keenly aware of the need for fact-based analysis and of the dearth of reliable maps about global processes and flows. We joined together to create an illustrated text that could cast light on the complex nature of globalization. We developed a comprehensive outline of topics and a list of about 100 maps. We were fortunate to have drafts of about half of the maps from the Perthes World Atlas that Guntram had edited previously, but it was clear that we needed to make substantial revisions, develop at least 50 maps on our own, and design a companion website for data updates and additional imagery. We decided to draw on the skills and insight of our students to master this challenge, not just to help us conduct research and design maps, but also to bounce off ideas for the text and maps, and to develop an atlas that was most effective for classroom use. We recruited 15 Middlebury College student research assistants with profound inter-national experience and training in data manage ment and visualizations, such as Q-GIS, Adobe Illustrator, and coding. As a team, we researched options for data collection, discussed strategies for the best representation of data classes, and con ferred about design choices. We faced many difficult choices, such as how to represent data for regions in the world that are occupied by foreign countries, how to draw international boundaries that are con-tested, what to use as the most reliable indicator for social phenomena, or where to source photos for the website. In the end, the strength of the education of IMPRINT our Middlebury students, our own scholarly work, the experience in the classroom, and Middleburys international links helped us address these challenges. Middlebury was instrumental in making this atlas a reality. It offered generous support for our research students and the production of the atlas and website. Its deep commitment to global education served as an inspiration. Middlebury College attracts students from all over the world who come here to pursue an undergraduate degree in liberal arts. Every summer, the campus houses its renowned language school, where students learn 13 world languages, including Abenaki, which is spoken by the Indigenous inhabi-tants who call this place home. Just up the road in the Green Mountains, the annual Bread Loaf School of English and Writers Conference draws teachers and writers from all over the globe. Middleburys presence extends far beyond the east coast. On the other side of the American continent is the Middle-bury Institute of International Studies, its Graduate School in Monterey, California, and Middlebury is in places as far-flung as China, Russia, India, France, Morocco, Cameroon, Brazil there are a total of 32 Middlebury C.V. Starr Schools Abroad in 16 dif-ferent countries. It is from these diver...
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