In this session a faculty member from African-American Studies and the Director of International Programs will share the struggles of creating a first ever short-term faculty-led study abroad to West Africa. Particularly, they will discuss how transparency and collaboration were pivotal in being student-focused. The main goal was to ensure that ANY student interested in the trip, would be able to attend. Staying student-focused created several obstacles. Come hear what it took to overcome them.
LaToya Brackett: University of Puget Sound
Makenna Hess-Fletcher: University of Puget Sound
Sammie Walimaki: University of Puget Sound
Daniel Espinoza: University of Puget Sound
Now more than ever, it is critical that we expose our students to other cultures and help them gain a global perspective in their professions. Xavier University of Louisiana is an institution which is helping close the disparity gap for minority students abroad, and we will share our tactics for success.
Giti Farudi: Xavier University of Louisiana
Karen Lee: Xavier University of Louisiana
Short-term faculty-led courses are a rapidly growing form of study abroad. While students usually go through some form of intercultural pre-departure orientation, the academic part of these experiences remains beholden to more traditional, normative combinations of traveling and learning. This session describes how Agnes Scott's faculty development workshops center inclusion and diversity from course design to student placement and to risk management. Attendees will leave with a toolkit for implementing practices at their home institution.
Gundolf Graml: Agnes Scott College
Clementine Hakizimana: Agnes Scott College
This doctoral research study collected quantitative data at a Hispanic-Serving Institution in Northern California in order to determine if study abroad programming, as a high-impact educational practice (HIP), had any correlation with the campus's efforts to improve graduation completion and retention rates, and to eliminate equity gaps amongst its historically underserved student populations.
Jennifer Gruber: California State University, Chico
Every day students with intellectual disabilities participate in classes, extracurricular activities and social life alongside non-disabled students in university settings. Why not international exchange? Explore the current landscape of Comprehensive Transition Programs (CTPs) that support students with intellectual disabilities in higher education across the U.S. Then find examples of students who have studied or volunteered abroad and the strategies that made their experiences inclusive. Finally, learn how YOU can get involved in these pioneering programs!
Ashley Holben: Mobility International USA
Looking through a lens of equity and inclusion focusing on racial identity and whiteness, "Beyond the Buzzwords" examines The Experiment in International Living's practices in hiring and training program leaders on short-term exchanges abroad for secondary school students. Drawing upon principles of experiential learning, identity development abroad, and social justice education theories, the framework comprises three core areas: access (diversity of the educator cohort), awareness (critical identity self-reflection), and action (equitable and inclusive practices).
Chelsea Johnson: The Experiment in International Living
Are you an educator at an MSI that has interest in learning how to engage student learning and motivation to study abroad?Join this session to learn culturally responsive teaching and learning strategies that are effective with engagement of minority students.
April Jones: Tuskegee University
Rhonda Collier: Tuskegee University
It is important to consider the host country's cultural attitude towards gender identity. With at home university policies that support gender inclusive housing, this session will provide an insight into university specific policies, challenges and possibility of gender inclusive housing on campus and specifically abroad. Specific experiential case studies will be discussed and guided with session facilitators.
Daniella Lubey: University of San Francisco
Erasmo Mendez: Fordham University
Short-term student research projects are an easy opportunity to make progress on long-term goals and open up communication channels across campus. Hear from project stakeholders (study away professional, chief diversity officer, and graduate students) about their experience collaborating over 14 weeks, what they learned from each other, and how you can use their experience to tackle your own projects, bridge silos, and build more productive relationships on your campus.
Jon Mayfield: ArtCenter College of Design
Aaron Bruce: ArtCenter College of Design
How can you create opportunities for brave conversations between domestic and international students? This poster presentation will examine ways to create a culture for students to reflect on diversity and inclusion. In creating a space for students to understand the context of how we at NC State define diversity and inclusion, students examine their personal definitions with those of the university. Thus, we encourage our students to build community, acknowledge and respect everyone's lived experiences.
Maura McCarthy: North Carolina State University
Kory Saunders: North Carolina State University
Many say, "no way! I don't know what to do." Many just give up. But, the time and effort needed to secure the resources and support to include students with disabilities into study abroad programs makes it worth the effort. Read the story and engage in discussions about the challenges and success experienced at one university over a 4-year period that resulted in having not just one, but five students with disabilities study abroad.
Alexis McKenney: Temple University
In 2017, following an honorable mention from the 1st Diversity Abroad Innovation Competition, DePauw University launched the Global Access Initiative Challenge scholarship, providing dedicated funds to students of color who participate in two international study experiences. Three years later, the GAIC scholarship has successfully supported two cohorts, but faces uncertainty about its future. This session will share insights/lessons learned about building a scholarship from the ground up, and discuss developing systemic sustainability for future cohorts.
Neal McKinney: DePauw University
"Never Have I Ever..." thought studying abroad was a possibility for my college major or been part of the majority. This session reviews the steps for creating a study abroad program that reached students traditionally underrepresented in STEM fields for a fully-funded study abroad experience. Traveling through the program creation timeline, we unpack various layers of diversity, identify meaningful campus collaborations and explain funding opportunities for diversity and inclusion study abroad programs.
Kimberly Mulligan: Auburn University, College of Sciences and Mathematics
Lauren Roalkvan: Auburn University
Participatory Research Intervention/Integration Service to Mankind (PRISM)
The conceived model includes incorporating student research experiences, advising, mentoring and professional development through community-based research, service-learning, and formal coursework.
Components include: 1) advising student-led pre-professional organizations; 2) teaching experiential courses on community-based participatory research methods and ethics class; and 3) supervising selected students on a service-learning study abroad capstone.
Veronica Oates: Tennessee State Univesity
Rhonda Mitchell: Tennessee State University
Increasing study abroad participation among underrepresented students is a conversation common to EA offices today. However, with over 70% of IE professionals having a homogeneous racial background, how can IE staff recruit minority students if they aren't leading by example? Drawing from the pool of diverse faculty on campus can aid IE offices in recruiting. Faculty members are in a unique position to create intentional programming and play an integral role in reaching underrepresented populations.
Anuja Parikh: University of South Carolina
As International Educators, we aspire to build programs that meet the needs of our students and their identities. However, there is a population most of us miss. Nearly one quarter of college students have dependents, or children, that they are caring for as they pursue a degree. This session will discuss students who have children, the barriers that prevent their participation in our programs, and highlight campus structures that have enabled them to study abroad.
Noah Goldblatt: Champlain College
Cultivating new relationships and epic explorations throughout the world has broadened the horizons of many, and possibly even your own. Freedoms are constantly redefined for people of color, and travel has become a conduit for exercising those freedoms. Instagram, specifically, has created a highlight of international exploration through "The Black Travel Movement." Join us on a journey of researching international travel necessities for students of color using social media engagement tactics and data.
Quiana Rivers: London Metropolitan University
Marissa Pierre: ISEP Study Abroad
In my work as an ESL teacher and department chair over the past two years, I designed an exemplar ESL curriculum for high school students. This curriculum is rooted in social justice theory and is also tied to the Common Core standards as well as to the WIDA Can Do descriptors. This curriculum develops students in all four language domains while exploring topics of identity, immigration, gentrification, workplace bias, etc.
Kristina Skotte: Hult International Business School
Alumni experience is often acknowledged as an important tool for both recruiting and supporting diverse participants in study abroad. But how can this experience be shared in an authentic and effective way? Since 2015, the Critical Language Scholarship (CLS) Program's Alumni Support Network has facilitated unmediated conversations between participants and alumni of shared backgrounds and identities for additional support before, during, and after their experiences abroad. Join this conversation to learn about these experiences.
Liz Sinclair: Critical Language Scholarship Program
Natalie Spencer: Critical Language Scholarship Program
How do institutions decide what our own study abroad programs look like and which partner/provider programs we will permit students to pursue? What are the criteria for approving a program? Who is (not) involved in this process?
The program approval process determines the opportunities available to students and in turn impacts both access to study abroad and the student experience. This poster presents findings from a national baseline research study on these processes.
Kerry Stamp: Vassar College, Office of International Programs
When properly trained, international education advisors can provide important guidance for LGBTQIA students traveling abroad. Additionally, these advisors are well-positioned to support transgender and non-binary students in obtaining updated identification documents such as passports. Learn how colleagues from an LGBTQIA center and a study abroad office collaborated to train international advisors to work with LGBTQIA students. The panel will also discuss the creation of the Trans Visibility Passport Day to support transgender and non-binary individuals.
Katie Lopez: University of Michigan School of Social Work
The central African Biodiversity Alliance is an international consortium spanning three continents. Through NSF funding, the alliance has built an integrated research and educational program focused on conserving biodiversity in the face of climate change. In addition to professional development and bioinformatics workshops, this program has offered immersive field schools to US and African students that have provided a bridge between continents, languages and cultures. These field schools have engaged a highly diverse US student body from a wide range of institutions and promoted international collaboration and reciprocity between students and faculty.
Nicola Anthony: University of New Orleans
Based on Diversity Abroad's AIDE Roadmap Guidelines, the AIDE Roadmap Assessment evaluates diversity, equity, and inclusion practices and policies within education abroad offices and provider organizations and is an essential tool in facilitating positive growth towards diversity and inclusion goals. Institutions and organizations may access the full Assessment through enrollment in Diversity Abroad’s Inclusive Excellence Program, a comprehensive and collaborative program which guides education abroad offices and organizations through the AIDE Roadmap, recognizes their success, and promotes continued growth, operational effectiveness, and progress toward inclusive excellence.
Arielle Gousse: Diversity Abroad
Erica Ledesma: Diversity Abroad