How do you diversify your study abroad participants? Diversify your program model offerings! Learn about Arizona State University's Global Intensive Experiences and St. John's University's Global Passport Program, which use short-term embedded experience models to open up study abroad to diverse student groups. Presenters will describe the program models, share growth and contribution to increasing diverse student participation, and present both the steps taken to create them and the vision of where they are headed.
Kimberly Bellows: Arizona State University
Gregory Bruhn: St. John's University
This is a poster board presentation designed to provide introductory information about TRIO students and connecting them to opportunities for education abroad. This poster presentation will cover topics about TRIO programs, barriers, strengths, and ways to better collaborate between TRIO and education abroad. Finally, the presentation will provide an overview of TRIO and education abroad relationships within the PAC-12.
Eric Boscan: University of Utah
Maria Baldwin: University of Utah
This session will showcase funding models used to support international internship/research placements at the University of Pennsylvania. Sliding-scale models at both institutions are used to support first-generation, low-income, and STEM students from a variety of backgrounds. A deep dive into University of Pennsylvania's programs will show how they have been able to support diverse students in these experiences, despite the unpaid nature of these placements and high cost of living in many cities.
Jillian Cener: University of Pennsylvania
Campus collaborations and access-oriented programming are crucial to reducing financial barriers to studying abroad. In this session, participants will learn about some successful partnerships, programs, and tools that the University of Texas at Austin has utilized to increase access to study abroad for high-need students. Additionally, this session will include a group discussion exploring successful methods to develop strategic partnerships that support financial access for underrepresented student populations and encourage equitable funding allocation models.
Amy Exah: University of Texas at Austin
Kate Osmond: University of Texas at Austin
Thuy Nguyen: University of Texas at Austin
On many of our campuses, diversity and inclusion are central to the institution's mission and values. We may even have staff or whole offices dedicated to these values. But how can we support diversity and inclusion thousands of miles away from the home campus, on-site on our programs abroad? One consortium-administered European program has benefited from a collaboration among on-campus faculty and staff, on-site administration, and the Diversity Abroad organization.
Emily Gorlewski: Wesleyan University
Malaika Marable Serrano: International Studies Abroad (ISA)
Cohort-based programs provide a unique opportunity to harness the diversity of the group as a learning platform for identity and intercultural competence development. While engagement with the host community is a common design element for education abroad, this session will introduce models and activities for enriching identity exploration and cross-cultural engagement within the cohort itself.
Maren Haas: University of Michigan Ann Arbor
Lorien Romito: Babson College
Nepal: Community, Technology and Sustainability is a new program that engages culturally diverse, multidisciplinary cohorts of UC Davis and Nepalese university students in collaborative global learning. A fall seminar coupled with a winter intersession format allows for study away experiences with no additional tuition costs accessible to low-income students, transfer students, international students, and student-athletes. This session will share lessons learned for engaging highly diverse, underserved student populations in international and collaborative learning experiences.
Jonathan London: UC Davis, Department of Human Ecology
Nancy Erbstein: UC Davis
Through making documentary videos, our global education program engages U.S. and Colombian college students and community members in radical listening as part of Colombia’s National Peace Process. We discuss how and why students, professors, government leaders and lawyers crafted videos for the last 11 years with community leaders who built their neighborhoods with their own hands after being displaced by war. We discuss community leaders’ roles as teachers of resilience and social justice.
Tamera Marko: Emerson College & Universidad Nacional de Colombia, Medellín
Luis Serna: Universidad Nacional de Colombia
Ena Coro Gonzalez Ospina: Manantiales de Paz
Claudia Milena Zuluaga: Manantiales de Paz
As one of the largest scholarship programs for high school study abroad, how has NSLI-Y impacted U.S. classrooms and communities? This poster presentation will highlight key findings of a recent longitudinal study examining the academic, professional, and community impact of study abroad. In an effort to multiply the impact, the poster will share NSLI-Y's cost effective strategies to support alumni in re-entry, but also to foster global engagement with their diverse peer groups.
Emily Matts Henry: American Councils for International Education
Anna Stewart: American Councils for International Education
Family support (emotional and financial) is one of the most important considerations for students of color as they prepare to go abroad. This means we're not just recruiting the students, we're recruiting their families as well. By the end of this session, participants will be able to devise strategies for effectively connecting with and advising parents, as well as creating partnerships with various offices on campus that expand parents' likelihood to champion students' experiences abroad.
Melissa Newton: Emerson College
Kandice Rose: IES Abroad
Marcus King: Prairie View A&M University
By examining Massachusetts' institutions' current practices on supporting LGBTQ students in study abroad, this study aims to contribute practice-based knowledge into the scholarship of inclusion of LGBTQ students in international education. Based on examination of current progress, practitioner's experience and their perspectives, the study raises the further improvements for both home (sending) institutions and host (receiving) institutions to create a more inclusive environment for LGBTQ students to participate in programs abroad.
Nahoko Nishiwaki: Kansai University
Promoting non-traditional destinations in Latin America, Middle East, Asia and Eastern Europe, will allow us to send more financial need students abroad, fostering inclusive global education opportunities across student demographics. These destinations are more economical due to low cost of living and typically have more scholarship opportunities available. This session will discuss how promoting non-traditional destinations is key to sending more students abroad while creating a learning experience for the students and local community alike.
Danielle Ortiz-Geis: The Intern Group
Scholarship on international student mobilities often draws on economic rationalism to interpret institutional and individual motivations. Often, these perspectives reinforce the dominance of marketization and privatization, with unexplored implications for the marginalization of students from minoritized backgrounds. Drawing on critical perspectives, this session will explore alternative approaches to international students' support, transnational pedagogies, and global engagement that seek to democratize choices and outcomes for students.
Asabe Poloma: Brown University - Providence, RI
For first-generation Latino high school students, there exist many "firsts" such as traveling on a plane or even just leaving Los Angeles. Started in 2007, Intercambio has supported diverse student populations with opportunities to learn, live and serve in South American countries through strategic educational partnerships with other Jesuit Secondary Schools. Using a participatory documentarian approach and a methodology of testimonios, this session will share stories of three first-generation Latino students on their Intercambio experience.
Daniel Annarelli: Loyola High School of Los Angeles
Needed: A Diverse healthcare workforce, domestically and around the globe! Explore Global Health Immersion program models and community engagement strategies that appeal to "underrepresented" students and join fellow participants in charting a path forward to identify barriers and expand access.
Moira Rogers: Child Family Health International
Yvette Flores: University of California, Davis
Creating global opportunities for student athletes, whether Division I, II or III,requires partnership, patience and creativity. Whether leaping over eligibility hurdles, training expectations, academic requirements, or understanding opportunities, developing a solid partnership is important. One might even say that both team work and good game plans are essential! This session will help attendees understand the barriers for athletes to participating in abroad experiences and give examples of ways to work creatively to overcome those barriers.
Ellen Sayles: University of Richmond
Courtney Hughes: University of Richmond
Nationally, less than 30% of study abroad students are minorities with only 10% of Hispanic students having this experience. How can we change this? Our minority-serving state university developed a 2-week study abroad course addressing barriers limiting disadvantaged students while providing them with relevant healthcare experience. Partnering with a university in Thailand, our primarily first-generation, Hispanic students experience urban Bangkok life and then head to rural villages to experience homestays. Feedback is overwhelming positive!
Archana More Sharma: California State University Dominguez Hills
This poster session will educate about The Amandla Project, an innovative internship/experiential learning and leadership development fellowship program that aims to increase participation of disabled students in the pursuit of educational opportunities abroad. This session will not only address the unique aspects and experiences offered by the Amandla Project, but will also shed light on barriers faced by disabled students in education abroad.
Alexander Stone: The Amandla Project
Diversity Abroad’s recent Survey of Diversity & Inclusion Among International Educators demographic survey showed that while demographics of international education professional differ significantly across institutions, overall 79% of professionals identified as women and 71% as white. As the student demographic continues to becomes more ethnically, racially, economically, and otherwise diverse, having international education professionals who can relate to diverse student identities is critical. This poster shares findings from the survey, recommendation for organizations and offices to recruit from a more diverse pool of applicants through critical consideration of job requirements and how position descriptions are written, strategies for getting the word out and recruiting a more diverse pool of candidates, and how to retain diverse employees over time.
Lauren Collins: University of Denver
Alisha Stanton: University of Denver
Health and safety are critical components of education abroad (pre-departure planning and preparation, in-country, and upon re-entry). Considerations for diverse students are essential when developing inclusive health and safety policies and procedures. This poster will provide participants with the tools, knowledge, and insight to create or enhance their education abroad health and safety protocols and practices to enhance student support for diverse students.
Erica Ledesma: Diversity Abroad