Deepening Impact through Inclusivity in Education Abroad
edited by: Nick Gozik & Heather Barclay Hamir
About this Volume:
Creating a more inclusive environment need not be overly complicated or entail immense resources. However, it necessitates a significant and substantive adjustment in thinking, in which all aspects of education abroad are scrutinized, modified as needed, and monitored for success. It likewise requires us to situate student learning abroad within the broader context of higher education and to establish better partnerships. At all points, we are prompted in turn to ask a fundamental question:
How can we integrate inclusive practices to expand the outcomes and benefits of education abroad for all students, with the goal of achieving inclusive excellence?
This book brings together a diverse group of scholars and practitioners to build bridges between the existing literatures on advising approaches, inclusive pedagogies, and inclusive excellence to situate education abroad within the broader context of inclusive excellence within higher education. By connecting this scholarship with promising practices in the field and the guidance found in the Standards of Good Practice, practitioners in education abroad and beyond will find this collection of readings both actionable and inspiring for their work to deepen the impact of education abroad by means of the principles of inclusive excellence.
Please notify me when this title is available for sale:
Release date: Summer 2021
Chapters to include:
- The Promise of Equity-minded Practice: EDI Lessons Learned from Higher Education for Education Abroad
- Inclusion Begins with Us: Developing Inclusive Organizational Cultures and Hiring Practice
- Advancing Inclusive Practices through Appreciative Advising in Education Abroad
- Dismantling Exclusive Practices: Applications as Tools for Inclusion
- Flickers of Difference: Living and Learning with Others through Inclusive Classroom Projects
- Deepening Reentry Impact through Inclusive Practice in Education Abroad
- Alignment, Belongingness, and Social Justice: Using Assessment to Advance Inclusive Excellence in Education Abroad
- …and more
About the Editors:
Dr. Nick Gozik is Dean of Global Education and Assistant Professor at Elon University. Previously he held positions in education abroad at Boston College, the University of Richmond, New York University, and Duke University. He has also served as a Visiting Assistant Professor at New York University, where he taught courses in research methodology and international education, and as a Research Consultant for the Social Science Research Council. Gozik has been active in a number of professional organizations including the Association of International Education Administrators (AIEA), NAFSA: Association of International Educators, Boston Area Study Abroad Advisors (BASAA) group, and The Forum on Education Abroad. In the latter, he has chaired the Forum Council. Gozik has conducted research on identity, race, and education in France, using history-geography education on the French island of Martinique as a case study. He has contributed to research at the Social Science Research Council (SSRC) on internationalization, interdisciplinarity, and boundary-crossing in US higher education, looking specifically at areas studies centers, as part of a US Department of Education grant. More recently his research and publications have focused on education abroad, looking at both outcomes assessment and diversity and inclusion. Gozik holds an MA in French Language and Civilization and PhD in International Education from New York University.
Dr. Heather Barclay Hamir is President and CEO of the Institute for Study Abroad (IFSA), one of the largest study abroad providers in the U.S., and has spent her career in education abroad leading programs at three universities. Barclay Hamir holds a PhD in Educational Leadership in Higher Education from the University of Nebraska-Lincoln and master’s degrees in College Administration and Interdisciplinary Studies from Oregon State University. While at The University of Texas-Austin, she implemented broad based strategies that resulted in substantial increases in study abroad participation among racial and ethnic minority students, STEM students, first-generation college students, and males. In 2014, UT Austin was recognized by NAFSA: Association of International Educators with a Simon Spotlight Award for initiatives which increased study abroad participation for first-generation students. The institution received the Excellence in Diversifying International Education (EDIE) Institutional Award in the same year for overall efforts to promote inclusive excellence in education abroad. Barclay Hamir’s dissertation research focused specifically on the relationship between study abroad participation, degree completion, and time-to-degree. Findings of her research influenced policies at UT Austin intended to increase student retention and success across a diverse student population and these results have joined a body of work illustrating the positive association between education abroad and academic success, including student retention, in higher education. She has presented on access and inclusion at multiple conferences, has been invited to present at universities on best practices to diversify study abroad participation, and initiated a biennial conference at UT Austin, Creating Access to Global Education, which attracts attendees from across the country. In addition, she is an elected member of NAFSA’s Board of Directors, serves on Diversity Abroad’s Advisory Council, and is a past member of the Forum Council of The Forum on Education Abroad and an emeritus board member of the Fund for Education Abroad.
This book is a part of: