Thursday, March 28:

Friday, March 29:

THURSDAY, MARCH 28 | 8:45-10 A.M.

Being the One: The Practice of Creating Diversity & Inclusion
Maraina Montgomery (Howard University); Gretchen Cook-Anderson (IES Abroad); Stacy Wood (CIEE); Darin Smith-Gaddis (CAPA The Global Education Network)
This session will showcase the work being done by five diversity and inclusion-focused professionals responsible for delivering results at their organizations. An HBCU representative will ask revealing questions on how their organizations are best serving an ever-increasing demographic of underrepresented participants and professionals.

Broadening the Circle: Access and the Aftermath»
Jeannie Simmons (The Ohio State University); Denise Cope (University of Denver); Alfredo Gallegos (University of Denver); Joshua Kaufman (University of Denver)
Is the education abroad field prepared to provide the level of support needed to manage the host of unanticipated issues that come along with providing higher levels of access? This session will identify successful strategies to achieve the goal of greater access to education abroad while providing the necessary levels of support so that underrepresented students are successful when they study abroad.

Broadening the Circle for Collaborative International Risk Management
Alana Jones (University of Colorado Denver | Anschutz Medical Campus); Cory Garcia (University of Colorado Denver | Anschutz Medical Campus); Faith Perry (University of Colorado Denver | Anschutz Medical Campus)
The University of Colorado Denver | Anschutz Medical Campus utilizes a committee approach to address its international risk management through a diverse membership of International Affairs, Legal, Emergency Management, Risk Management & Insurance, and faculty. This diversity of membership provides a strong framework for success. Learn how this collaborative approach could benefit your university.

Education Abroad and the Vivre-Ensemble Ideal: Creating Shared Designs in an Environment of Populism and Contentious Politics
Said Graiouid (School for International Training; Mohammed V University); Giselda Beaudin (Rollins College); Bayan Abdulhaq (School for International Training); Tara Dhakal (School for International Training)
This panel calls for a rethinking of the vivre-ensemble (living together) ideal in international education and education abroad through the lens of revisited experiential methods, the right to hospitality, and constructed shared designs around key critical global issues. Panelists will share best practices on the design of inclusive shared spaces and common projects on study abroad programs.

Engineers, Architects, Neuroscientists, and Educators: Balancing Curriculum Integration with Intercultural Learning Abroad
Petra Hejnova (Syracuse University Abroad); Lou Berends (Syracuse University Abroad); Tina Mangieri (DIS – Study Abroad in Scandinavia); Kristine Lalley (University of Pittsburgh)
This panel explores the challenges of balancing curricular integration in STEM and other disciplines with less flexible curricula with intercultural learning abroad.

Meet Forum Leadership
Melissa Torres (The Forum on Education Abroad); Enda Carroll (University College Dublin; Forum Board of Directors); Nick Gozik (Boston College; Forum Council)
Join Forum leadership for an informal conversation for members to raise questions or concerns, to advocate for action on particular issues, or to share feedback on initiatives and plans. The Forum Board Chair, President and members of the Board and Council look forward to a lively discussion about innovative ways to ensure The Forum continues to be a vibrant, member-driven organization and a leading advocate for education abroad.

Modeling the Values of Responsible Travel: Organization Modeling of Behavior Expected from Study Abroad Students»
Cara Lane-Toomey (Where There Be Dragons); Shino Yoshen (University of Bath; Where There Be Dragons); Aaron Slosberg (Where There Be Dragons); Darren Grosch (Mt. San Antonio College)
This session focuses on how education abroad organizations and institutions can implement activities and initiatives to better model the values of responsible travel. We examine ways to take the lessons instilled in students abroad, such as cultural consciousness, environmental responsibility, and mutual respect for communities, and model those learnings in our organizational and campus cultures.

The Voices at the Table: Language and Culture in Study Abroad Homestay Mealtime Interactions
Celeste Kinginger (The Pennsylvania State University); Julia Carnine (Dickinson in France)
This presentation explores everyday intercultural dialogue as a context for language learning in concert with the learning of cultural practices and values. Based on excerpts from case studies involving mealtime conversations involving American students in China and France and their homestay hosts, we illustrate productive and less successful interactions and propose best practices for homestays.

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THURSDAY, MARCH 28 | 10:45 A.M.-12 P.M.

Breaking Stereotypes and Developing Intercultural Competence Through Study Abroad: Evidence from Short-Term Interdisciplinary Programs in Senegal
Molly Enz (South Dakota State University); Hilary Hungerford (Utah Valley University)
Presenters will share perspectives on interdisciplinary, short-term study abroad programs to Senegal that they designed and a faculty/student collaborative research trip. They will discuss the benefits of short-term, interdisciplinary study abroad programs in West Africa with a focus on developing students’ intercultural competence and making study abroad accessible to a wide range of students.

Bridging Differences: Developing International Capacity
Heidi Manley (U.S. Department of State); Philip Rogers (Critical Language Scholarship Program); Samira Selle (Noor Majan Training Institute); Nellie Manis (Critical Language Scholarship Program)
Study abroad programs often take place in countries where expectations for accommodation and public awareness of issues affecting diverse populations differ from the United States. This session brings together program provider, local partner, and program staff to discuss how appropriate training and resources to support students draw on local experience for sustainable change.

A Case Study Approach to Working with Parent Stakeholders»
Melissa Buerkett (Global Experiences); Bethany Judge (Michigan State University); Charlie Polinko (University of Michigan); Megan Swanick (CRCC Asia)
This session explores the importance, issues, triumphs, and best practices for collaborating with parents as stakeholders in international programming. Presenters will showcase key considerations in working with parents, discuss policies that influence parent-advisor communication, and demonstrate working examples of best practice through guided case studies and lively discussion.

Collaborating for Change: Leveraging Technology to Prepare Students for Ethical and Sustainable Community Engagement
Katie Lopez (University of Michigan); Jennifer Chizek (University of Michigan)
Recognizing that students engaging with communities both domestically and abroad are often well-intentioned but poorly-prepared, a diverse team of campus experts developed an online course to prepare students for engagement experiences. Learn more about the resource, partnership, and development process and then join a discussion about best practices to prepare students for ethical engagement.

High-Risk Environments: How Institutions Can Make Difficult Decisions About Travel
Ryan DeStefano (On Call International); Bill Clabby (University of California, Irvine); Kelly Gregg (Saint Joseph’s University)
High-risk areas can provide distinctive research, study, and partnership opportunities, but can also challenge institutions to balance academic freedom with responsible caution. In this session, perspectives from industry practitioners will engage participants in discussions about effectively meeting duty of care while supporting students, faculty, and staff who venture to high-risk destinations.

Not Significant: The Misguided Quest for Data to Show What We Know Isn’t True»
Lisa Chieffo (University of Delaware); David Wong (Michigan State University)
This session challenges some of the widely-held views and practices regarding the desired outcomes of education abroad programs, namely that students who participate in them should demonstrate an increase in intercultural competency upon return, that measuring this increase is a feasible task, and that programs should be designed with this as a primary goal.

Strategies for Building Student Resilience Through Integrative Global Learning»
Alexander Heinz (King’s College London); Katie Costanza (UNC Chapel-Hill)
Learn how to build challenging academic, international short-term programs that have increasing student resilience and confident personal agency at their heart. Presenters will model successful programs for non-traditional students, be it programs overseas or internationalization at home. Participants will produce an action plan during the session.

Welcome to Campus… Now Leave! First-Year Study Abroad Models and Their Student Impact
Scott Ozaroski (DePaul University); Michael Bittinger (Purdue University); Beth Haymaker (New York University)
As more students look for ways to go abroad earlier in their college career, still very few schools offer dedicated study abroad programs for first-year students. This session will outline three distinct models used by different schools and share the impact these programs have had, in terms of academic outcomes and continued international engagement.

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Checking the White Box: A Conversation on Inspiring White Students to Connect with Issues of Self-Identity, Global Diversity & Peer Experiences Abroad
Gretchen Cook-Anderson (IES Abroad); Daniel Riley (The George Washington University)
Many U.S. white students report feeling disconnected from the personal relevance of student diversity before and during experiences abroad. This Lunchtime Conversation will include questions that prompt us to consider creative ways to broaden the circle of students vested in diversity and inclusion abroad so that it resonates more meaningfully, especially among students who check the “white” box.

Contentious Encounters and/or Teachable Moments? When Micro-Aggressions and Political Correctness Go Abroad
Tina Mangieri (DIS – Study Abroad in Scandinavia); Catalyst McIlroy (DIS – Study Abroad in Scandinavia); Dan Ardia (Franklin & Marshall College)
One of the most controversial conversations in U.S. higher education is about freedom of speech, cultural sensitivity, political correctness, and inclusive learning. How do these debates translate to a study abroad setting with different histories, academic traditions, sensitivities and cultural contexts?

Global Learning & The Curious Case of the Absent Foreign Language Component
Gundolf Graml (Agnes Scott College); Steven Wuhs (University of Redlands)
This Lunchtime Conversation focuses on the marginal role foreign languages play in most global learning curricula. Participants will hear about the successes and challenges of integrating global learning and language learning curricula at two institutions and share their own experiences. Attendees will leave with specific pedagogical models and with opportunities for further collaboration.

Should I Stay or Should I Go? Navigating Career Transitions within Education Abroad»
Rebecca Pisano (Stevenson University); Kelly Holland (Global Experiences); Chelsea Kindred (Academic Programs International [API])
Education Abroad professionals continue to evolve throughout their careers. What does this mean for our field? What should you consider before making a move? How do you determine possible options? Engage with colleagues who have successfully navigated career transitions and learn how to effectively assess your personal situation and position yourself to achieve your long-term professional goals.

VA Benefits and Study Abroad: Are Changes Underfoot?
Denise Cope (University of Denver); Krystal Booker-Reusch (University of Denver); Laura Thornes (Colorado State University); Marc Barker (Colorado State University)
Please join us for an informal conversation on some anticipated changes to how VA benefits are applied to study abroad. Facilitated by VA and IE representatives, we will discuss the current situation, what changes may lay ahead and ways to become involved. All participants are encouraged to ask questions and to constructively engage with each other.

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THURSDAY, MARCH 28 | 1:45-3 P.M.

Accompanied Site Visits: Including Academic Advisors in International Visits to Increase Awareness, Recruitment and Advocacy
Sarah Langston (SAI Programs); Molly McMahon (University of Kentucky); Kendra Allen (Colorado State University); Rodney Harris (SAI Programs)
Academic advisors play a critical role in education abroad. However, many academic advisors lack international experience and are unsure of what role they play in supporting education abroad participants. This session highlights the benefits and process of developing international education advocates among academic advising staff, specifically through structured, accompanied site visits.

Education Abroad for All: Communicating, Preparing, and Supporting Students with Disabilities
Brian Brubaker (The Pennsylvania State University); Wendy Coduti (The Pennsylvania State University); Jessica Szivos (Worcester Polytechnic Institute)
In 2011-2012 students with documented disabilities comprised less than 5% of all students studying abroad (IIE, 2012). This session will examine best practices in recruiting, preparing and supporting students with disabilities in education abroad through three unique lenses of expertise. Referencing The Forum’s Standards of Good Practice, panelists will share their approaches to supporting well-informed students with clearly communicated expectations through proper program planning, marketing, and resource utilization.

Fostering a Culture of Teaching and Learning for Faculty in Community College Study Abroad
Morgan Lindberg (Portland Community College); Charlotte Mortimer (Valencia Community College); Susan Watson (Portland Community College)
Study abroad leadership is a significant professional development opportunity for faculty. Find out how cultures of teaching and learning, faculty governance, a focus on curriculum and short-term faculty-led programs are the drivers for success for two community college education abroad programs.

Low in Sodium: The New Blandness of Study Abroad Programs»
Michelle Duran (Spanish Studies Abroad); José B. Alvarez (CEA Study Abroad); Maritheresa Frain (The George Washington University)
The mainstream political discourse in the U.S. is instilling a fear of the “unknown” and an apprehensiveness towards cultures and languages that differ from the standard. The underlying message that cultural differences should be questioned is starting to pay its toll on the kind of decision-making that takes place regarding which programs are better suited than others in many study abroad offices.

Practical Student Advising for Non-Traditional Destinations: They Don’t Know What They Don’t Know»
Heather McGann (NAFSA: Association of International Educators); Elena Corbett (AMIDEAST); Stephen Appiah-Padi (Bucknell University)
We applaud students when they choose non-traditional education abroad locations, but are they prepared with knowledge for day-to-day living, for adapting to new cultural contexts, for health and safety issues, and for a new academic life? Learn ways to support students before they depart for these education abroad programs and fill in basic cultural knowledge as well as practical information.

Representation Matters: Marketing and Outreach to Underrepresented Identities
Jennifer Chizek (University of Michigan); Stephen Gonzalez (University of Michigan); Hernando Sevilla-Garcia (IES Abroad)
You may have resources to help students engage in opportunities abroad, but how do you reach students of underrepresented identities that might not think education abroad is for them? This session will share perspectives from the university and provider contexts about how to be more inclusive in marketing materials and help underrepresented students utilize existing resources more effectively.

Risk Assessment: Reviewing Health, Safety, and Security of Faculty-Led Programs Supported by Study Abroad Service Vendors
Samantha Potempa (Illinois State University); David Marple (Illinois State University); Seth A. Tucker (Syracuse University)
When contracting study abroad service vendors to coordinate faculty-led programs it is critical to select organizations that meet appropriate standards to support participants. This session will provide attendees with the tools to conduct a consistent risk assessment of the safety, security, and business practices of study abroad service vendors to achieve safe and successful experiences abroad.

Utilizing Restorative Justice to Address Student Behavior Concerns»
Laura Roth (Semester at Sea); Melissa Emerson (Colorado State University); Craig Chesson (Colorado State University)
This session explores the use of Restorative Justice (RJ) and restorative practices on study abroad programs to address behavior and conduct concerns. The presenters have established RJ as part of conduct processes on their home campuses and are implementing this on a study abroad program as well. They will share ways to utilize RJ with your own programs and share examples of challenges and successes.

Voice Your Perspective on the Next Standards of Good Practice for Education Abroad»
Natalie A. Mello (The Forum on Education Abroad); Members of the Standards Update Working Group
Come prepared to engage with colleagues as we share ideas that will shape the 6th edition of the Standards of Good Practice for Education Abroad, last published in 2015. As the Standards Development Organization (SDO) for the field, The Forum is committed to a process that is open and transparent, and balances the interests of the many stakeholders involved. We are just at the beginning of this process which will ultimately lead to the publication of the 6th edition, scheduled for 2020. We invite you to join the dialogue and voice your perspective.

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THURSDAY, MARCH 28 | 3:45-5 P.M.

Are Your Risk Management Practices Helping – Or Hindering – Your Institutional Diversity Goals?»
Maureen Handrahan (Michigan State University); Chris Haynes (University of South Florida); Preston Drane (University of South Florida); Erica Ledesma (Diversity Abroad)
As international educators, we value diversity and strive to make studying abroad a reality for students of many different backgrounds. Achieving success in this area is a challenging and multifaceted endeavor. This session will look at one crucial piece of the puzzle—how risk management practices can work to support institutional diversity goals.

Creative Capacity: The Key to Expanding During Unfamiliar Times
Anna Welton (Warren Wilson College); Scott Tayloe (International Education Programs [IEP]); Rich Kurtzman (Barcelona Study Abroad Experience)
International educators face a growing tide of hiring freezes, budget cuts, and campus mergers. Through practical tips and discussion, we will highlight business strategies that can be applied to the challenges of education abroad offices. We will share techniques to develop data-informed decisions, entrepreneurial practices, and financial strategies that allow for capacity building despite resource scarcity.

Drivers of Change: How an Institutional Curricular Overhaul Can Foster Engagement and Strengthen Learning at Home and Overseas
Gareth McFeely (Boston University); Janet Alperstein (New York University); Petra Hejnova (Syracuse University); Carlos Vélez (Middlebury College); Georgina Dopico (New York University)
This panel explores how study abroad operations embedded in educational institutions are impacted by curricular change processes generated by the institution. These broader processes can be used as opportunities to revisit the overseas curriculum, reshaping how study abroad experiences benefit students while connecting to central institutional initiatives in the curricular space.

Employing Diversity Strategies to Increase Inclusive Education Abroad
Nick Falzone (The Education Abroad Network [TEAN]); Sarah Sung (The University of Auckland); Joshua Hudson (Clemson University)
Through inclusion efforts enacted by all involved in the international education experience, we work towards the goal of broadening education abroad circles. We’ll share ideas for leveraging university and provider systems which aim to embrace the increase of underrepresented students who participate in education abroad annually. Participants will learn about diversity goals and in-country support structures in place.

Empowering Women in the Education Abroad Field: What Men Can Do
Kelly Holland (Global Experiences); Mark Lenhart (CET Academic Programs); Zachary Mohs (University of Minnesota Learning Abroad Center); Jason Kinnear (University of North Carolina at Chapel Hill)
Organizations like the Global Leadership League are advancing the discussion of women and leadership in education abroad. But the discussion is mostly among women. In the conference’s spirit of “every voice is welcome,” what do men think, and what can they do in their roles as managers and mentors? How can men empower women as they pursue leadership roles?

Frontiers: The Interdisciplinary Journal of Study Abroad Presents…
Amelia Dietrich (The Forum on Education Abroad; Frontiers); Susan Goldstein (University of Redlands); Melissa Whatley (University of Georgia)
Join the only open-access, peer-reviewed academic journal focusing exclusively on U.S. study abroad to hear from recent and future authors presenting the latest research in our field. Whatley will lead us towards an understanding of peer influence of students’ decision to study abroad. Goldstein will present a multidimensional model for understanding students’ preferred level of immersion and resulting program choices. The panelists will also offer advice to those interested in having their own research published in Frontiers. Frontiers: The Interdisciplinary Journal of Study Abroad is published by The Forum on Education Abroad.

Is Study Abroad a “Rich White Thing?”
Carl Jubran (IAU College; The American College of the Mediterranean); Harvey Charles (SUNY Albany); Nahal C. Kaivan (Duke University)
Beginning with the controversial question: Is Study Abroad a “Rich White Thing”? we will attempt to problematize the many existing discourses surrounding the diversity of study abroad programs and the continued difficulties associated with access by disenfranchised groups in the U.S. such as Pell Grant Eligible Students, First Generation College Students and Students of Color.

Making The Forum Work for Mid-Career Professionals
Melissa Torres (The Forum on Education Abroad); Martha Johnson (University of Minnesota)
Join The Forum’s new President and CEO, Melissa Torres, for an informal conversation for mid-career professionals and others to discuss their involvement in The Forum, to raise questions or concerns, to advocate for specific resources, or to share feedback on initiatives and plans. Bring your ideas and look forward to a lively discussion about innovative ways to ensure The Forum continues to be a vibrant, member-driven organization and a leading advocate for education abroad.

No One Belongs Here More Than All of You»
Devin Foxall (The School for Field Studies); Michael Girsch (The School for Field Studies); Lisa Loberg (Loyola Marymount University); Lorenzo Ramirez (California Lutheran University)
To increase student diversity, this session explores the theory and practice of focusing outreach on groups of students rather than on individual appeals such as scholarships or promises of career development. Drawing from behavioral economics, game theory, and choice architecture, we will illuminate the philosophy of this approach while also sharing best practices and tips to avoid pitfalls.

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FRIDAY, MARCH 29 | 9:15-10:30 A.M.

Best Practice Laboratory
Paige Butler (Middlebury Institute of International Studies); Raine de Campeau and Christine Diaz (St. Catherine University); Annia Dowell-Wiltshire (Virgina Commonwealth University); Boyko Gyurov and Elizabeth Harrison (Georgia Gwinnett College); Danielle Hawk and Jeremy Bonta (Palm Beach Atlantic University); Glynis Kincaid and Cathy Wu (University of California, Davis); Elaine Meyer-Lee (Agness Scott College); Janelle Peifer (Agnes Scott College); Maryann Rapposelli (University of Delaware); Diane Robinson and Mory Pagel (SIT Study Abroad); Stacy Benjamin Wood (CIEE)
This dynamic session is back with new best practices and practical takeaways. After brief introductions, move around the room and visit different presenters at their stations to learn about specific practices and how they are successfully being implemented. Ask questions, engage in conversation and consider the possibilities.

Join us to learn about model practices for:

    • Alumni Fellowships: Institutionally Funded Micro Awards
    • Celebrating Gender Identity Through Inclusive Self-Reporting
    • Distress Tolerance Skills and Plan
    • Global Learning vs. Risk Assessment: Designing a Travel Advisory Policy that Fits
    • Journeys: Inclusive Excellence in a Week-Long Faculty-Led Global Immersion Experience Embedded Within a Semester-Long Course
    • Program Summary of Faculty-Led Programs
    • Resources to Connect with Ethnically Diverse Communities in Europe
    • STEM Study Abroad Programs at an Open Enrollment Commuter University
    • The Global Pathways Study: Best Practice in Longitudinal, Comprehensive Assessment
    • The Last Frontier of Inclusive Advising: Family Pre-Departure Advising
    • Utilizing Logic Models to Enhance Student Learning in Program Design and Assessment

Black America and the Jews: Inventing Identities»
Michael Woolf (CAPA The Global Education Network); Jonathan Kaplan (The Hebrew University of Jerusalem); Keshia Abraham (CIEE)
Jews and Blacks are locked into what Cornel West calls “an inescapable embrace.” The panel, from the USA, Israel and England, will explore the paradoxical narratives that shape this profound intimacy. Relationships in history and in the world in which we live raise complex ambiguities. What does this mean for us personally and as colleagues committed to a shared vision? What histories matter?

Broadening the Circle: A New Ethical Approach to Education Abroad»
Giselda Beaudin (Rollins College); Scott Blair (The Education Abroad Network [TEAN]); Eric Hartman (Haverford College)
This session argues that education abroad could become a space in which to develop a new, global ethics. Presenters will explore ways to make ethics a central learning outcome for education abroad through targeted program design and curricular content focused on sustainability, impact on and relationships with host societies, and the concept of an ethics beyond cultural relativity.

The Case for Prioritizing Education Abroad with Hard-to-Reach Majors»
Kaela Conroy (Boston University); Maren Haas (University of Michigan); Toni-Lee Viney (Colorado State University)
Explore ways to bolster the education abroad presence of underrepresented majors at your institution. This session highlights strategies for faculty and staff collaboration in overcoming barriers to study abroad using Mechanical Engineering as a case study. Gain actionable takeaways to make an impact and help turn under-performing education abroad partners into dynamic and thriving collaborators.

Challenges and Lessons Learned in Integrating On and Off-Campus Mental Health Support for Students Studying Abroad
Gary Robinson (Hartwick College/P3 Mental Health Advisors); Mandy Baraka (Wheaton College); Mark Ritchie (International Sustainable Development Studies Institute); Tik Pimpaeng (International Sustainable Development Studies Institute)
While most colleges and universities have responded to increased student mental health needs with more support services on campus, the same structures of support are not always possible abroad. This session will address three possible models for integrating on- and off-campus health supports, share lessons learned, and provide practical guidelines for responding to students in crisis.

Increasing Access to Global Service-Learning for Underrepresented Youth»
Gwen Bergner (West Virginia University); Brandon Blache-Cohen (Amizade); Stephen Hughes (St. Peter’s Immaculate)
A researcher, a community leader from Northern Ireland, and the director of a global service learning nonprofit discuss reciprocal service and cultural exchange programs for at-risk youth from an economically depressed and historically black neighborhood in the U.S. and from Northern Ireland. Program development topics include access, funding, community buy-in, and outcomes.

Mind the Gap: Building Social Capital Through Academic Travel for First Generation/Low Income Students
Rosie McDowell (University of Notre Dame); Paulette Curtis (University of Notre Dame)
Presenters will discuss multi-year results of a required first-year writing course with an embedded week-long global city immersion, open exclusively to members of a first generation scholars program. Combining four High Impact Practices, this course provides deep learning, cohort building and significant broadening students’ access and horizons for future academic work.

A Punny Thing Happened on the Way to the… Using Improv to Broaden the Circle
Saira Hamidi (University of Colorado – Denver); Rich Kurtzman (Barcelona Study Abroad Experience [SAE]); Trent Norman (Affinity Arts Consulting)
Principles of improv are excellent foundations on which to build a culture of inclusion, curiosity, and resilience among students and staff. Participants will be led through improv exercises that can be used to enhance trainings, build camaraderie, and navigate intercultural challenges. We’ll examine techniques to engage in difficult conversations at home and abroad, with students and colleagues.

¡Vamos! Designing and Assessing an Inclusive Education Abroad Experience for Diverse Learners
Corinna Rohse (University of Colorado Boulder); Paula Abita (University of Colorado Boulder); Mary Dando (University of Colorado Boulder); Nancy Mora (Student, University of Colorado Boulder)
To serve our “new majority” of diverse learners, we must create new models of education abroad. Join us to discuss challenges and solutions to broadening participation with inclusivity. You will hear from our students, faculty, and staff on how we redesigned a global learning experience to reduce barriers while improving outcomes, yielding strong data for student advocacy and institutional change.

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FRIDAY, MARCH 29 | 11:15 A.M.-12:30 P.M.

DACAmented and Undocumented Students and Education Abroad
Paige Butler (Middlebury Institute for International Studies at Monterey); Mandy Brookins (DePauw University)
This panel will highlight the specific needs of DACAmented and undocumented students in the United States, and how institutions might implement strategies that expand access to off-campus study to these underserved, and often invisible, populations.

Demystifying the Role of the Facilitator in a Tense Learning Environment»
Whitney Sherman (CIEE); Katy Kelly (University of Southern California Annenberg School for Communication and Journalism); Brianna Dostie (CIEE)
Today’s classrooms among both U.S. home campuses and abroad have become politically and emotionally volatile. In order to maintain a safe space conducive to maximizing student learning, the role of the facilitator has become more demanding and increasingly complex. This session explores best practices for facilitators to steer intercultural learning with intentionality and ease.

Doing the Work: Creating Systemic Change to Support Underrepresented Students
Maraina Montgomery (Howard University); Angela Manginelli (AIFS Study Abroad)
Underrepresented student participation in study abroad is a priority for many, but what systemic improvements are needed to create lasting and meaningful results? Tested tools, workshops and programs used in various roles within higher education will be highlighted. Attendees will leave with a plan for continuing to enact positive changes.

Global Health Immersion Programs: Creating Pipelines for a Diverse Healthcare Workforce
Moira Rogers (CFHI); Yvette Flores (University of California, Davis); Carmen Simmons (Medical Student, Meharry Medical College (HBCU) LMSA- Medical Spanish Liaison)
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.

Leveraging Micro-Credentialing and Student Records to Support Comprehensive International Education Program Outcomes»
Chelsea Kindred (Academic Programs International [API]); Craig Harmelin (University of California, Merced); Rodney Parks (Elon University)
This session outlines opportunities for current trends in micro-credentialing/digital badges and student records to support international program learning outcomes, campus internationalization and general education programs. Attendees explore methods, examine diverse case studies, and plan for implementing innovative approaches, like digital badges, for a more comprehensive student record.

Making Room in the Circle for Underrepresented Student Groups: Developing a Semester-Long, Practicum-Based Program Abroad for U.S. Nursing Students»
Eric Leinen (Learning Abroad Center, University of Minnesota); Katherine Martin (University of Limerick); Carol Flaten (University of Minnesota); Claire O’Donnell (University of Limerick)
Semester-long practicum-based programs abroad for U.S. nursing students can be challenging to create for a myriad of reasons. Hear how two universities, one in the U.S. and one in Europe, collaborated to make it a reality, and learn lessons you can take back to your campus to broaden the circle of education abroad to include populations that have always been outside the circle looking in.

New Developments with The Forum’s Critical Incident Database»
Natalie A. Mello (The Forum on Education Abroad)
Learn about the new and improved Critical Incident Database (CID) as developed by The Forum. The CID has been updated to include notations for Clery, Title IX and VAWA incidents and has incorporated the suggestions made by former users. A demonstration will be provided before the floor opens to a discussion about how to best use the CID and how the field can benefit from the data collected.

Re-Entry Programs – Linking the U.S. Student and the Global South
Astrid Diego (Autonomous University of Social Movements [AUSM])
The Autonomous University of Social Movements (AUSM) offers semester study abroad programs in Mexico and Cuba. Our unique re-entry program, held at our community center in a largely immigrant barrio in Chicago, occupies the final week of the programs. Our students live with immigrant families and learn about the dynamics of immigration and community organizing.

Working with the Athletic Department to Send Student-Athletes Abroad
Emily Durham (Duke University); Brittany Savko (The Ohio State University); Melissa Torres (The Forum on Education Abroad); Cierra Gillison (Stanford University & Believe in the Journey)
Learn to successfully engage Athletic Departments to implement international programs for student-athletes. Topics include funding, effective communication, finding support on and off campus, identifying partners and preparing student-athletes for cultural differences and issues of diversity. Speakers will share resources, examples of student development and stories to share on your own campus.

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FRIDAY, MARCH 29 | 2:15-3:30 P.M.

The 100,000 Strong in the Americas Innovation Fund: Facilitating Strategic Higher Education Partnerships and Student Exchange
Penelope Kim (Partners of the Americas); Margaret Hug (U.S. Department of State); Daniel Bowan (Colorado State University); Aaron Brown (Metropolitan State University of Denver); Aaron Gross (Student, Metropolitan State University of Denver)
The 100,000 Strong in the Americas Innovation Fund provides grant opportunities to universities and colleges in the U.S. and the rest of the Western Hemisphere for new student exchange and training programs. Grant-winners will describe their programs and share lessons learned for institutions interested in applying for grants. Information on upcoming opportunities will be shared.

“I don’t know who invented water, but I’m sure it wasn’t a fish.” Leading Study Abroad in a Development Context: From Reality to Theory, and Back!
Markus M.L. Crepaz (University of Georgia)
Impactful study abroad programs connect personal, visceral experiences with ordered, intellectual guidance by the faculty member in order to make sense of the students’ observations. The model I propose may be called “guided immersion.” This means providing students with opportunities to interact deeply and meaningfully with local communities, organizations, institutions and community engagement experts.

Keeping up with the Reciprocity – Creative Ways to Manage Competing Priorities with Exchange Partners
Jessica Davis (University of Sydney); Erica Sebastian (University of Pennsylvania); Cindy Tarter (Cornell University College of Agriculture and Life Sciences)
Several institutions in Australia continue to see increased demand for semester exchange programs, while many in the U.S. see growing demand for short-term programs and decreases in semester programs. Exchange partners from the U.S. and Australia will introduce innovative exchange program models that continue to foster reciprocity, despite competing priorities and trends across their campuses.

One Stone, Many Birds: Leveraging Education Abroad as a Means to Multiple Ends in Engineering Education
Andrew Wingfield (University of Colorado Boulder, College of Engineering & Applied Science); Miranda Roberts (University of Michigan); Ping Neo (University of Florida)
A review of case studies from three public colleges of engineering in the U.S. will demonstrate how intentional education abroad programming can empower engineering students to achieve multiple academic and professional objectives at once, yielding well-rounded, globally-minded graduates in a rapidly changing technological and sociopolitical landscape.

Opportunities for All: Innovative and Inclusive Recruitment Strategies
Rebecca Schwartz (Weber State University); Eduardo Diaz-Vela (Weber State University)
This interactive session is designed to facilitate a dialogue between the presenters and among audience members that will explore innovative approaches to the recruitment of underrepresented participants. Session presenters will outline innovative recruitment strategies that empower students from diverse communities to study abroad and produce innovative recruitment strategies.

The Proof is in the Data: Harnessing the Power of ‘Big Data’ to Examine the Effects of Education Abroad
Coryn Shiflet (University System of Georgia); Rachana Bhatt (University System of Georgia)
Education abroad professionals know that experiences abroad matter for students, but does anyone have the data to prove it?! We will discuss CASSIE (Consortium for Analysis of Student Success through International Education) and how this multi-institution database harnesses the power of “big data.” We will share preliminary results which colleagues can use to better advocate for education abroad.

Whiteness Reconsidered: Navigating Diverging Identities between Students and Staff»
Maren Haas (University of Michigan); Jenna Tantillo (International Studies Abroad)
Examine how differing identities of international educators and students intersect through the lenses of three organizations. Using student feedback, literature and participant reflections, the group will consider the impact their identities have on students’ study abroad experiences. Participants will create an action plan for supporting students that may have identities different from their own.

Yay, It’s Legal to Drink Here! Alcohol and Studying Abroad
Jane Gunn-Lewis (Australia NZ Arcadia University); Dru Simmons (The Ohio State University); Lauren Hall (University of Otago)
Drinking alcohol abroad—this legal activity often impacts positively on the socialization of students into their new environment but can factor into serious risk behaviors. For better conversations with our students, we need to understand their drinking behaviors, their non-drinking behaviors, and to look to campuses brave enough to confront these issues and put their head above the parapet.

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