Student success is a shared goal on college campuses as well as within the organizations who support them. To ensure international programs lead to greater student success, academically, interpersonally, and professionally, it’s critical that the advising and support structures in place are inclusive and address the needs of diverse students. This track will explore inclusive practices for advising and support of diverse and underrepresented students before, on-site, and after participating in international programs. Additionally it explores how various campus units, such as diversity & multicultural offices, career centers, disability or TRiO offices, have a role in supporting on-campus international students and student success through international programs.
Dr. Eneida O. Roldan is the Associate Dean for International Affairs for the Herbert Wertheim College of Medicine and Chief Executive Officer of the Health Care Network at Florida International University. Prior to joining the College of Medicine in 2009 as founding faculty, Roldan was the immediate past Chief Executive Officer and president of the Jackson Health System Public Health Trust; and prior to that she was senior vice president, associate Chief Medical Officer, and Chief Administrative Officer for Jackson Memorial Hospital.
Born in Cuba, Dr. Roldan migrated to the USA with her family at the age of two. Dr. Roldan served her residency and fellowship in Pathology and Pediatric Pathology at the University of Miami School of Medicine, Jackson Memorial Hospital and affiliated hospitals between 1981-1985 and 1985-1987, respectively. She holds a Master of Public Health with honors from the University of South Florida and a Master of Business Administration with highest honors from the University of Tennessee. Until 1989, she served as faculty at the University of Miami, at which time she decided to pursue the field of weight management, nutrition, and eating disorders. Dr. Roldan was the Founder and Medical Director for the Center for Bariatric Management in Miami, Florida, where she practiced in the field of weight management for 12 years and participated in national clinical studies in adults, adolescents, and children in the field of obesity.
Juliana is a trilingual Human Capital professional with over 10 years of HR experience combined with a Finance educational background. A multicultural and multidimensional dynamic leader and facilitator with exceptional strategic, operational, analytical and organizational abilities. Expertise in multiple human capital disciplines such as coaching, diversity and inclusion, talent and leadership development, learning strategy and facilitation, employee engagement, recruitment, retention, and performance management. Results-oriented and effective in guiding self and teams to produce high performance metrics. Promoted to positions of increased responsibility and engaged in strategic projects.
Juliana was born and raised in São Paulo, Brazil. Her family then moved to Caracas, Venezuela where they remained for 4 years during one of Venezuela’s most challenging political times. Juliana then moved to the United States where she finished her high school education and attended Florida Atlantic University in Boca Raton, Florida. She achieved two Bachelor’s Degrees, in International Business and Finance which propelled her to work with the financial services industry at Franklin Templeton Investments for 4 years. Upon promotion, she uprooted to Barcelona, Spain for 2.5 years to obtain two degrees – a Master’s in International Business & Commerce and a Post Graduate degree in Valuation. She returned to the United States and resides in Miami, Florida with her 5 year old son working in Human Capital for PwC.
After serving as Provost and Chief Academic Officer for more than a year, Dr. Wayne A. I. Frederick was selected as Howard University’s interim president in October 2013. On July 21, 2014, the Board of Trustees voted to appoint Dr. Frederick as Howard’s 17th president, after a unanimous recommendation by the University’s Presidential Search Committee.
Frederick was a participant in Howard’s rigorous B.S./M.D. dual degree program, allowing him to earn both degrees by the age of 22. He also received a Master of Business Administration degree from Howard University’s School of Business in 2011.
Dr. Frederick continues to operate and lecture actively; the focal point of his medical research is to narrow the disparity in all cancer-care outcomes, with a focus on gastrointestinal cancers. A distinguished researcher and surgeon, Dr. Frederick has also received various awards honoring his scholarship and service.
In January 2017, The Federal Reserve System Board of Governors elected Dr. Frederick to the Federal Reserve Bank of Richmond’s Baltimore Branch, and in May 2016, President Barack H. Obama elected Dr. Frederick to the Board of Advisors for the White House Initiative on HBCUs. In April 2016, Dr. Frederick became a member of the American Surgical Association, known as the nation’s oldest and most prestigious surgical organization.
Dr. Wayne A. I. Frederick is a true son of Howard University—a proud and loyal exemplar of Howard University’s motto: Truth and Service.
Saif Y. Ishoof, Esq. serves as Vice President for Engagement at Florida International University. Appointed in May 2015 by FIU President Mark B. Rosenberg, Saif leads a dynamic team in the Office of Engagement.
Saif guides the university’s participation with K-12 partners, economic development agencies, industry partners and social enterprises. He is also a Senior Fellow in the Steven J. Green School of International and Public Affairs where he is working to accelerate a key group of priorities for founding Dean, John Stack.
Previously, Saif served as founding Executive Director at City Year Miami, which provides 17-24 year olds an opportunity to serve one year in high-need schools as tutors, mentors and role models to address the opportunity gap. Under Saif’s leadership, the organization more than doubled in size and scope with an expansion from 8 to 18 schools and from 82 to 200 AmeriCorps members.
Saif’s professional career includes being a startup technology entrepreneur and an executive in agricultural and engineering companies. Saif earned his bachelor’s degree in Foreign Service from Georgetown University and his Juris Doctorate from the University of Miami School of Law.
Saif’s personal and professional life has been defined by a commitment to developing young people, building civic institutions, international dialogue, and entrepreneurship.
Charles Sasaki is Dean of Academic Affairs at the University of Hawaii – Windward Community College where he serves as Chief International Officer and collaborates with faculty and students in STEM, Social Sciences, and Career & Technical Education. He previously serves as Fulbright Alumni Ambassador for the Institute of International Education providing volunteer outreach on behalf of the Council for International Exchange of Scholars. Sasaki began his career as faculty in American Ethnic Studies and has a particular professional interest in the success of students of color, first-generation, and economically disadvantaged students. He is actively engaged in the community of Asian American Native American/Pacific Islander (AANAPISI/MSI) institutions. A two-time Fulbright scholar (Germany, 2008; Russia, 2012) Sasaki has also traveled with Fulbright-Hays to Japan and on a NASPA professional exchange to the United Kingdom. He is currently PI for a Capacity Building for Study Abroad grant from Partners for the Americas to create new study abroad programs to Whakatane, New Zealand & London, England.
Dr. ‘Dimeji Togunde serves as the Associate Provost for Global Education and Professor of International Studies at Spelman College. In his capacity as Spelman’s Chief International Officer, Dr. Togunde provides guidance and direction for all of the college’s global initiatives with responsibilities for building/strengthening strategic international partnership engagements aimed at enhancing student exchanges, faculty and students’ research, and students’ global learning experiences. Reporting directly to the Provost, he oversees the Office of Study Abroad, Office of Cultural Orientation, G-STEM Program, International Affairs Center, International Student Services and Advising, and all study abroad programs directed by faculty and staff. Dr. Togunde also leads the assessment of the college’s internationalization initiatives and collaborates with academic departments to encourage greater awareness of and involvement with the realities of globalization. Under his leadership, Spelman won the 2017 Senator Paul Simon spotlight award for campus internationalization. Prior to joining Spelman College in August 2011, Dr. Togunde spent 15 years at Albion College in Michigan, where he held the John S. Ludington Endowed Chair in the Social Sciences as Professor of Sociology, and served as Chair of the Department of Anthropology/Sociology, chair of global studies curriculum and Director of the Ethnic Studies Program. He received both his Bachelor and Master’s degrees in demography and social statistics from the Obafemi Awolowo University in Nigeria, and a Ph.D. in Development Sociology from Cornell University.
Dr. Hilary Landorf is the founding Director of the Office of Global Learning Initiatives at Florida International University. She oversees FIU’s university-wide initiative, Global Learning for Global Citizenship, winner of the Institute of International Education’s 2016 Heiskell Award for Internationalizing the Campus. She is an Associate Professor in the School of Education and Human Development, and leader of FIU’s Master of Science degree program in International and Intercultural Education. In 2016, she was appointed as the Executive Director of the Comparative and International Education Society, bringing the Office of the Executive Director to FIU. Landorf’s expertise centers on visioning, developing, designing, and implementing the policies and practices of global learning efforts in higher education. She has written, consulted, and presented internationally on integrating global learning in K-20 educational settings. She received her PhD from New York University in Humanities and Social Sciences in the Professions.
Since President Abdullah’s inception in 2016, Virginia State University has benefited from his leadership with, among other achievements, 30 percent and 50 percent increases in freshman enrollment in 2016 and 2017 respectively. Also under his leadership, the university was recognized as one of the nation’s top 20 “Best Colleges for African Americans” by ESSENCE magazine, it has established partnerships with local public school systems wherein VSU students tutor students in mathematics and reading, and opened the Academic Center of Excellence as a one-stop hub for first-year students to receive career, academic advising and tutorial services.
In 2017, President Abdullah was named the HBCU Male President of the Year by HBCU Digest. President Abdullah is an academic administrator committed to excellence. He is also an internationally-renowned educator recognized for outstanding research. Prior to his appointment as president of Virginia State University, Dr. Abdullah served as provost and senior vice president at Bethune-Cookman University (2013-2016), provost and vice president for academic affairs at Florida Memorial University (2011-2013), and dean and director of Florida Agricultural and Mechanical University (2008-2011). President Abdullah is a Chicago native who is the youngest African American to receive a Ph.D. in Engineering. He earned his undergraduate degree from Howard University in Civil Engineering and a Master of Science in Civil Engineering from Northwestern University.
Mark B. Rosenberg is the fifth president of Florida International University, a public institution of higher education and leader in the production of minority degrees in the sciences and engineering among majority-minority institutions. A political scientist specializing in Latin America, Dr. Rosenberg is the first FIU faculty member to ascend to the university’s presidency bringing over forty years of experience in higher education leadership to this post. The author of seven books and numerous scholarly articles on Latin America, Dr. Rosenberg was one of the principal architects of FIU’s growth and expansion during the past decade and played a lead role in development of FIU’s Herbert Wertheim College of Medicine. Under his leadership as president, FIU has increased enrollment to almost 56,000 students, improved graduation rates by nearly 13% and hired over 500 new faculty. Dr. Rosenberg has provided leadership to grow the institution’s budget, improve student graduation and retention rates, expand internships for enrolled students, and coordinate FIU’s emergence as a leading producer of graduates in priority national and state areas focused on science, technology, engineering and math (STEM). From 2005 to 2009, Dr. Rosenberg served as the second Chancellor (first formally selected by the Board of Governors) for the State University System of Florida. Prior to becoming chancellor, Dr. Rosenberg was integrally involved in the expansion and development of FIU into a major public research university. Dr. Rosenberg holds a Ph.D. from the University of Pittsburgh and a B.A. from Miami University of Ohio, where he was Phi Beta Kappa. He is a Fulbright Research Scholar; a member of the Council on Foreign Relations in New York; the immediate past-Chair of the Greater Miami Chamber of Commerce (GMCC); the Chair of the National Academies of Sciences, Engineering and Medicine’s Committee on Developing Indicators for Undergraduate STEM Education; and the Chair of the Coalition of Urban Serving Universities (USU).
Dr. Eduardo Padrón is the President of Miami Dade College, a national model of student achievement and the largest institution of higher education in America. In 2016, President Barack Obama awarded him the Presidential Medal of Freedom, the highest civilian honor in the U.S., for being a prominent national voice for access and inclusion in higher education. In 2009, Time magazine included him among the “10 Best College Presidents” in the United States; in 2010, Florida Trend magazine named him “Floridian of the Year”; and in 2011, The Washington Post recognized him as one of the eight most influential college presidents nationwide.
He is the recipient of the Carnegie Corporation’s Centennial Academic Leadership Award, the National Citizen Service Award from Voices for National Service, and the Hesburgh Award, the highest honor in U.S. higher education. He is also an Ascend Fellow at the Aspen Institute.
Six American Presidents have selected him to serve on posts of national prominence. He serves on the boards of the Council on Foreign Relations, the White House Fellows Selection Panel, and the International Association of University Presidents. He is the past chairman of the Business-Higher Education Forum, the American Council on Education and the Association of American Colleges and Universities.
Introductory comments will include a brief overview of the panelists and speakers who have been invited to share their expertise, as well as tips for how to maximize attendees’ participation.
Check in for participants.
Network with conference attendees over breakfast.
Members of the Diversity Abroad Network Task Forces are invited to meet as a group to discuss initiatives.
The Professional Pathways in Global Education Forum provides an opportunity for conference attendees to hear from seasoned professionals representing four sectors of global education: Education Abroad Office, Third Party Provider, Incoming International Student Support Services, and Social Entrepreneurship. An expert panel of diverse backgrounds will provide insight into the job market outlook for each of the aforementioned sectors, with focus on the specific skills and experiences employers are seeking in applicants. Following the moderated panel, attendees will join table conversations with key representatives from each industry to foster meaningful connections and answer industry-specific questions. As part of this session, attendees will receive a resource sheet outlining the top tips for career advancement in each sector. Whether or not a job search is in your future, this session will include key perspectives on how to continue growing as a Global Education professional.
During these town hall sessions, members of the Diversity in Global Education Task Forces will share remarks about the state of the field as it relates to the task force theme and facilitate a discussion with attendees to identify areas of focus moving forward. Participating task forces include:
How can Education Abroad Offices move beyond the tacit commitment to diversity & inclusion efforts, and develop an inclusive climate that both welcomes students from diverse and underrepresented backgrounds and also effectively supports their successful participation and transformational learning throughout? Learn about Diversity Abroad’s innovative approach to assessing the overall climate of inclusion throughout the education abroad process through the Access, Inclusion, and Diversity (AID) Roadmap.
Interested in learning about how to maximize Diversity Abroad resources to meet your diversity & inclusion goals? This session will provide a short overview of organizational resources & updates, membership, and opportunities to stay engaged with Diversity Abroad.
As participation in education abroad has expanded, the need to understand the nuances of the many types of students who participate has increased. Although education abroad has evolved over time, and the definition of diversity has widened, the research on certain student populations has not kept pace. This session provides an overview of this research, shows the gaps, and suggests pathways to strengthen our understanding of underrepresentation in education abroad in order to enhance access and foster inclusive excellence.
Although we know meaningful engagement with diversity benefits all students, little has been done to create a framework that utilizes universal global learning to achieve inclusive excellence. In this session, Landorf and Doscher explore the collaborative leadership model they use at Florida International University that they detail in their forthcoming book, Making Global Learning Universal: Promoting Inclusion and Success for All Students (Stylus, January 2018). The model’s six components can be customized to meet the unique needs of any institution. Session participants reflect on how the components are or can be realized in multiple demographic and institutional contexts.
Challenging the rhetoric behind traditional versus non-traditional study abroad sites. This session will highlight the impact that advisors have on reinforcing outdated practices or revolutionizing study abroad by incorporating the voices of the changing student demographic. Everyone is invited to join this conversation, especially, university practitioners and program providers!
In this session, participants will gain insight on how to prepare U.S. student activists and advocates to navigate racial/identity-based social justice issues across different cultural contexts in their host country and in the U.S. The session will also address strategies and best practices for managing student expectations and safety around civic participation and protest abroad, and guiding students through re-entry into an ever-evolving U.S. social justice climate.
Innovation grant competitions support institutional capacity to advance the mission of internationalizing U.S. campuses. As seen through Partners of the Americas Grants, cooperative partnerships between the public and private sector allow for new opportunities to support piloting or expanding study abroad programs. This session is designed to provide professionals with best practices and resources to boost education abroad. The Partners of the Americas grantees will share their insights and tips for leveraging funds using seed funding from the 100,000 Strong in the Americas Innovation Fund or the Capacity Building Grant for U.S. Undergraduate Study Abroad grants.
Sharing the responsibility for inclusive excellence requires all international educators to critically examine our identities, privileges, and experiences of oppression. This session guides participants to unpack their diverse identities through participatory exercises that challenge us to see how all our identities impact all aspects of our lives. From these shared experiences we will present examples of how we engage students and educators from all backgrounds (including White, cis-gender, heterosexual, able-bodied, able-minded, and others) in these conversations. Participants will leave with concrete ideas to broaden identity discussions and motivate all students and professionals to foster greater inclusive excellence in education abroad.
Program directors must be equipped with the strategies and tools for engaging students to explore diverse social group identities in-country and help students reflect and adapt to their own changing identities while abroad. In this session, participants will learn how to lead or how to work with program directors so that they can lead safe, authentic and effective dialogues or ‘courageous conversations’ abroad so that all program directors and students can reach their fullest potential.
The renowned Wolfsonian Museum in Miami, Florida will be the backdrop for an intimate conversation with university presidents from minority serving institutions on how their institutional visions are shaped by personal global experiences. Our distinguished guests will also discuss the critical role they play in campus internationalization and the significance of global learning in a local context. The chat will be followed by a reception with opportunities to meet and/or reconnect with colleagues.
The 2018 MSI Global Education Summit is guided by The American Council on Education’s Model for Comprehensive Internationalization. Participants will have an opportunity to learn about how this model can be leveraged to create strategic plans for comprehensive internationalization at their respective Minority-Serving Institutions.Participants will also have an opportunity to share their institutional challenges and targeted areas for growth during a dynamic roundtable discussion on two of the key components of this model 1)Articulated Institutional Commitment and 2) Administrative Leadership, Structure, and Staffing. The discussion will conclude with a presentation of grant and fundraising opportunities to support internationalization efforts
Intended for professionals and graduate students who self-identify as women of color and/or allies for women of color, this lunch includes an intimate opportunity to connect with colleagues, and listen to and be inspired by dynamic speakers as they share their leadership journey, experiences and strategies for success in global education.
This lunch and learn opportunity will feature a panel of social justice community organizers, and activists who will share the ways in which they have infused social justice principles and practices into their programming, campus or organizational culture(s), and/or work environments(s).
Lunch and learn participants will:
This opportunity is a must for those committed to social justice and equality for all. We all have a role to play in creating a socially-just world – be a part of the change!
Join us to connect and celebrate with colleagues.
Celebrate our collective achievements as a field as we honor recipients of the Excellence in Diversity & Inclusion in International Education Awards and hear from the first-ever student recipients of the Academic Achievement for Research in Diversity & Inclusion in Global Education Award.
Join a small group of conference attendees for an intimate opportunity to meet or reconnect with colleagues and to engage in dialogue about what’s going on in the field while enjoying dinner at a local venue.
Building on the annual tradition, a panel of diverse students will share their powerful stories and experiences abroad during lunch. Come listen to their narratives and connect with other students.
Join us as we kick off the annual Diversity Abroad Conference with opportunities to meet and/or reconnect with colleagues!
The Diversity Abroad Innovation Competition, sponsored by CAPA, brings together professionals and students with creative and outstanding ideas and programs that advance diversity and inclusive excellence in global education. Both students and professionals are eligible to participate in the Innovation Competition
First time attending the Diversity Abroad Conference? Find out how to make the most of your conference experience.
Access, Inclusion, Diversity & Equity Roadmap – Health & Safety
Health and safety are critical components of education abroad (pre-departure planning and preparation, during the education abroad experience, and upon re-entry). Considerations for diverse students are essential when developing inclusive health and safety policies and procedures. This pre-conference workshop will provide participants with the tools, knowledge, and insight to create or enhance their education abroad health and safety protocols and practices, with foci on mental health, racism and other forms of discrimination, and sexuality. It will also equip participants with advising strategies and opportunities to engage with colleagues around applying standards of good practices.
If You Build It They Will Come: Strategic Study Abroad Marketing to Diverse Student Populations
The lure of strategic and targeted marketing tactics to recruit students of diverse identities and backgrounds may make sense on the surface level as institutions and/or organizations attempt to create much needed exposure and access to education abroad. However, does targeted outreach pose ethical dilemmas or press proverbial hot buttons? What standards of practice can be employed to navigate the marketing landscape for increased access to diverse student demographics? This pre-conference workshop will engage participants in thought-provoking dialogue, providing them with strategies and practices to inventively harness communication and marketing tools to create high-impact opportunities for diverse students and innovative, principled marketing solutions that appeal to targeted student populations.
Engaging Local Students & Communities in Global Education
The metropolitan hub and surrounding suburbs of Miami, Florida are home to many vibrant immigrant and diasporic communities. Spanish is spoken by more than 20 percent of Florida’s population, with high usage in the Miami-Dade County area. Florida has one of the largest African-American populations in the country, and the second-highest Latino population on the east coast outside of New York state. This pre-conference workshop will engage participants in activities and discussion about best practices for working with immigrant student populations, and students from a wide variety of Diasporic backgrounds. It will also present a case study on the local Cuban and Haitian population and an opportunity to visit cultural and historical landmarks in Miami to engage with local communities, particularly in Little Havana, home to a majority of Cubans and Cuban Americans.
Developing and Aligning Education Abroad Diversity & Inclusion Strategies with Institutional Strategic Plans
Education abroad offices and provider organizations can benefit from formalizing their diversity and inclusion efforts into a cohesive plan to broaden access and engender inclusion in international education. This pre-conference workshop will examine the process for and components of engaging multiple stakeholders in the development of a diversity and inclusion strategy for education abroad, as well as strategies for implementing the plan with key partners at each phase of the process. Participants will be guided through a series of activities that will help them create an institution-specific diversity in international education strategic plan, including identifying key objectives, activities, and stakeholders (on campus and beyond), and developing a tentative timeline for the plan.
Inclusive Leadership: Micro-Practices for Every Professional
As professionals working in the throngs of global and multicultural education, we have an integral role to play in modeling inclusive leadership from the inside out. How do we build a supportive and inclusive culture, not only for the diverse student body that we serve, but among colleagues? What are the hidden biases, assumptions, and stereotypes that unconsciously and consciously drive our behavior at work? This pre-conference workshop is designed for any professional interested in developing an inclusive leadership practice. Examples of tools and skill-building include: the Receive-Ask-Summarize-Appreciate (RASA) model for deep listening, the Redline/Greenline model for managing challenging emotions, and activities around unconscious bias. Participants will gain micro-practices to apply daily that will more likely lead to understanding, respect, and trust in the workplace.
Supporting Program Directors in Courageous Conversations with Students
Embracing Discomfort with Diversity: Unpacking our Identities to Do the Work
Leveraging Funds to Boost Education Abroad – Case Studies from Public-Private Partnership Grantees
This Is What Democracy Looks Like: Activism & Study Abroad
Expanding Advising Vocabulary & Site Selection of Underrepresented Students
A Model for Making Global Learning Universal at Your Institution
Researching Underrepresentation in Education Abroad: Past, Present and Future Possibilities