For years the education community has discussed the changing student demographics and how a more diverse student population, racially, economically and otherwise, would impact how we do our work. This is no longer a theory, it has become a reality. What does this mean for the field of global education? How do we as educators, faculty and professionals adjust our policies and practices to reach and provide inclusive support to a more diverse and growing student population? How are we partnering with local communities and K-12 colleagues to create a continuum of support for global education? Beyond our work with students, how are we implementing diversity and inclusive practices in our offices and organizations? In answering these questions, we will discover the untapped potential that exists as we strive for diversity and inclusive excellence in global education.
The 6th annual Diversity Abroad Conference: New Realities & Untapped Potential will be held in Miami, Florida beginning Saturday, April 7, 2018 and concluding on Tuesday, April 10, 2018. The program will consist primarily of presentations selected through this open call for submissions which include concurrent sessions, workshops, big idea talks, a research poster community, as well as invited speakers and panel discussions.
Presenters are expected to self-identify which track (or tracks) apply to your proposed session (up to three maximum).
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.
Both funding and program development are important to consider as we identify best practices for increasing access and inclusion in global education. Funding is often cited as one of the key challenges students of all backgrounds face to participating in study abroad programming. Furthermore, programs with inclusive curricular and co-curricular activities may be more attractive to students from diverse and underrepresented backgrounds. In this track, participants will consider what innovative approaches to funding can be employed to provide greater access to encourage students from a broad range of backgrounds to participate in global education opportunities.
International education offices and organizations benefit from formalizing current diversity and inclusion efforts into a cohesive plan to broaden access and engender inclusion in global education. This track will examine the process and components of engaging multiple institutional stakeholders to develop a diversity and inclusion strategy, as well as how to develop inclusive and comprehensive strategies in global education.
When recruiting, marketing, and conducting outreach to students for international programs opportunities, it is important to consider how the methods and messages we use reach and resonate with students of diverse and underrepresented backgrounds. This track engages in these important considerations by examining how diverse students may have interests or concerns that are not clearly satisfied through existing marketing and recruitment efforts for international programs.
Evidence-based research plays a vital role in the development of knowledge and advocacy for inclusive global education. One on hand, research adds to a growing base of knowledge that illuminates how people of all backgrounds can live and learn together. On the other hand, original research from a wide array of disciplines can also be used as a powerful advocacy tool to demonstrate to upper administrators, faculty members, and outside funding agencies, that diverse and inclusive global learning experiences can lead to high impact practices often correlated with positive outcomes in postsecondary education. This track acknowledges that there are some professionals in the field who engage in research and practice, and offers these scholar-practitioners an avenue for contributing to the knowledge base of the field by sharing findings.
As international education becomes more ingrained into the fabric of higher education many Minority Serving Institutions (MSIs) are engaged in innovative activities to ensure their students have the skills and knowledge to be successful in the global market. This track explores innovative practices, research, program models and current trends from colleagues at MSIs or those who partner with MSIs on inbound and outbound international education.
Aside from the direct work international educators do to reach and support diverse and underrepresented students, the goal of inclusive excellence also impacts the climate within organizations and offices. The field of international education is not nearly as diverse as the students it serves. This track will explore inclusive excellence with respect to hiring practices, training and development, career advancement, mentorship, and allyship within international education.
The number of international students continues to rise on many college campuses around the country. Some college campuses have been criticized for their lack of support in creating a welcoming climate for these students. Furthermore, many international students may spend years in this country without interacting with or developing an understanding of the many diverse communities that exist in the United States. This track explores ways to support this cohort in a more impactful manner and how to engage them in education abroad opportunities.
As we consider systemic approaches to ensure access and support for diverse and underrepresented student populations in education abroad, it is necessary to include conversations in global education as early as possible in a student’s academic career. This track addresses this need for early action by considering how educators can ensure that students are exposed to global education opportunities throughout the K12 “pipeline.”
Each submission will be expected to note the anticipated level of understanding and knowledge necessary to meaningfully engage in the session content:
- Entry Level (1-3 years)
- Intermediate (4-10 years)
- Advanced (10+ years)
GUIDELINES & TIMELINE
- Proposal submissions will be accepted beginning on May 25, 2017 through August 25, 2017 at 11:59 PM Pacific Standard Time.
- Word limits. The Planning Committee may reject a submission without review if the abstract or description exceeds the word limits specified in application.
- Participation limits. To promote broad participation in the Annual Conference, an individual may not appear as primary presenter or chair on more than two submissions. An individual may not appear as a participating presenter on more than three submissions.
- Please review the guidelines available in the Access, Inclusion, and Diversity (AID) Roadmap when developing proposals.
- All participants whose proposals are accepted for a session (chairs and panelists where applicable) are required to register for the Annual Conference by the early bird deadline and attend the Conference to present their scheduled session.