Thursday, March 22:
Friday, March 23:
THURSDAY, MARCH 22 | 8:45-10 A.M.
Becoming (Better) Allies and Advocates for Students of Marginalized Identities: In Policy, Programming and Personal Practice»
Christine Kelly-Vereda (Consortium for Advanced Studies Abroad (CASA) – Granada); Davina Potts (University of Melbourne, Global Leadership and Employability); Christine Lee (Student, Brown University); Shay Collins (Brown University)
We will discuss 1) international programs/mobility offices’ efforts to address diversity and inclusion in concrete ways that broaden opportunities for students of marginalized communities, 2) engaging students of color abroad in open conversations, actively listening to them, and turning that exercise into best practices for increasing underrepresented enrollments and improving support services. Handout»
Best Practice Laboratory
In education abroad, our laboratories are our offices, classrooms, and experiential settings around the world. As in any lab, we experiment, assess, tweak, and develop our practices to respond to the changing environment, shifting expectations, and evolving student populations. We look for ways to improve our practices to deliver quality education abroad programming.
This is a new type of conference session: a direct exchange of exemplary practices. In the Best Practice Laboratory, we are diving in at the operations level, and presenting individual best practice examples to build education abroad’s community of shared knowledge. Join us to learn about model practices for:
- Advising by Major (Barbara Hoffman, Whitman College)
- Advising Students with Disabilities (Elizabeth Davis, McDaniel College)
- Eligibility for Study Abroad: Academic Standing Matrix (Nicole Uhlinger, University of California, Davis)
- Faculty-Led Programs: Practical Tools for Juggling a Multitude of Details (Charles Tappa and Stephanie Folster, Whitworth University)
- Faculty-Led Study Abroad Development (Cory Smith, University of Cincinnati)
- Implementing Ideas through Data-Driven Decisions (Nicole Hughes, Valparaiso University)
- Improving Student (and Staff) Satisfaction (Katherine Martin, University of Limerick)
- Integrating Study Abroad with AAC&U Learning Outcomes (Cheryl Lochner-Wright, University of Wisconsin-Eau Claire)
- Integrative Faculty-Led Program Proposals (Ryan Dye, St. Ambrose University)
- Training Student Employees (Jessa Boche, University of Wisconsin-Madison)
- Program Summaries of Faculty-Led Programs (Maryann Rapposelli, University of Delaware)
- U.S. Diversity Training for International Partners (Natalie Spencer, American Councils for International Education)
Business Deal or Educational Partnership? Towards Guiding Principles for Providers and Education Abroad Offices Collaborating on Short-Term Faculty-Led Programs»
Catherine Spaeth (Seminars International); Lisa Chieffo (University of Delaware)
Much has been discussed about the role of the faculty director in short-term programs. But what of the business and contractual relationship between the education abroad office and provider? What is the difference between a buyer/seller relationship and an educational partnership.? How can we achieve the latter? In this session we develop guiding principles for provider/education abroad office relationships.
Exporting Gen Z: A New Wave of Challenges and Opportunities for Studies Abroad»
Sara Dart (International Studies Abroad); Priya Sivaraj (The University of Sydney)
Our presentation explores trends we are encountering as Higher Education Providers and Institutions, as Millennials are slowly replaced with Gen Z, with a specific focus on innovating academic and social support programs for our incoming U.S. study abroad and exchange students.
Practice Makes Programs: Increasing International Education Opportunities for Student-Athletes»
Krista Lane (Beyond Sports/Student-Athletes Abroad); Grant Leslie (Beyond Sports/Student-Athletes Abroad)
Increasing international education opportunities for student-athletes represents an important and timely challenge. We will highlight current successful programs as they relate to key steps and partnerships for development that span programs. We will also facilitate meaningful discussion of challenges unique to respective institutions.
Results from the 2017 State of the Field Survey»
Julia Wheeler Ludden (DIS – Study Abroad in Scandinavia); Devin Foxall (The School for Field Studies); Melissa Whatley (University of Georgia); Roy Chan (Indiana University Bloomington)
Join The Forum’s Data Committee to discuss the results of The Forum’s 2017 State of the Field Survey. Using insights from Forum member institutions and organizations as the jumping-off point, the Committee will present the newest and most interesting results of this year’s survey.
Sexual Assault Prevention and Response Best Practices for the University Travel Community
Brooke Galloway (International Sexual Assault Prevention and Response Consultant); Bill Frederick (Lodestone Safety International)
This session will address best practices for sexual assault prevention and response for the university travel community. It will touch on important topics including sexual assault on the global scale, pre-departure information, country specific stigmas and laws, available resources, and will discuss the Gift of Fear Curriculum. This session will incorporate activities and dialogue.
Telling Your Global Story: Leveraging Study Abroad Experience in Global Career Development»
Allison Pirpich (New York University); Samantha LaCroix (EUSA); Ren Herring (PWC); Eric Sneddon (NYU London)
With the increasing focus on the return on investment (ROI) of higher education, administrators, students, and parents continue to emphasize post-college outcomes. The panel explores how study abroad internships give students a competitive edge in a future job or internship search. Topics will include skill building, career development resources, alumni data, and an employer’s hiring perspective.
Urban Blues: The Metropolitan University, Non-Traditional Students, and Critical Literacies
Chris Deegan (University of Illinois at Chicago); John Coumbe-Lilley (University of Illinois at Chicago); Andrea Custodi (CET Academic Programs)
Urban research universities are accessible choices for under-served students with a range of identities and personal biographies. Through examples of short-term faculty led and semester-long programming, this session will discuss how the institutional research agenda and the student diversity narrative can collaborate in the development and delivery of intentional study abroad programming.
THURSDAY, MARCH 22 | 10:45 A.M.-12 P.M.
Alumni Research: A Longitudinal Study and Its Impact for Current Practices
Paul Watson (AIFS Study Abroad); Richard Rexeisen (University of St. Thomas); Gary Rhodes (California State University, Dominguez Hills); Lisa Loberg (California Lutheran University)
Based on a longitudinal study of AIFS alumni, this session will examine the impact of various program factors on students’ personal, intercultural and career development. Directors from two U.S. institutions will serve as panelists to promote discussion on how the reported outcomes can be utilized to guide institutional policy, drive programming design and increase advocacy for education abroad.
Attracting Native and African-American Students to Education Abroad – Successes and Failures»
Zach Tobin (Northern Arizona University); Chad Hamill (Northern Arizona University); Frederick Gooding, Jr. (Northern Arizona University)
Many strategies have been used to recruit ethnically diverse students with varying degrees of success. A decade of effort to increase underrepresented participation at Northern Arizona University has shown what works and what does not. NAU’s study abroad director and two faculty that led programs for underrepresented students will share their successes and failures in attracting students.
The Big Think – Gen Z Effect: The Six Forces Shaping the Future of Business, by Tom Koulopoulos and Dan Keldsen
Damien Marshall (AIFS Study Abroad) and Jason Kinnear (UNC at Chapel Hill)
Generation Z has entered young adulthood and is taking over college campuses. They’re transforming business, markets and educational institutions. Authors Tom Koulopoulos and Dan Keldsen analyze the “disruptive” and innovative force of Gen Z to think about ways to bridge generational divides instead of reinforcing them. This year’s Big Think will take the next step, and consider what Koulopoulos and Keldsen’s ideas hold for education abroad.
Digital Badges as Innovation In Education Abroad Learning and Engagement
Chelsea Kindred (Academic Programs International [API]); Bradley Miner (University of Pittsburgh, College of Business Administration); Kenneth Yanes (John Jay College of Criminal Justice, CUNY))
This session explores digital badging as an innovative tool for engaging this generation of digital natives in learning outcomes for education abroad. Attendees examine diverse case studies and review goals, resources, implementation, and outcomes of gamification of learning and the value of competency-based learning in international experience.
Expanding Access and Support for Students with Disabilities»
Sarah Langston (SAI Programs); Jenny Sullivan (Rochester Institute of Technology); Thandi Dinani (Belmont University); Edna Wilson (SAI Programs)
This session explores innovative approaches to supporting education abroad participants with disabilities. Through case studies, presenters lead discussion on managing expectations, accommodations abroad, and institutional commitment to diversity. This session highlights replicable methods of student support and shares helpful resources. Handout»
Non-Curricular Programming for Underrepresented Populations: Two Frameworks for Community Engagement»
Jane Kucko (University of Tulsa); John Singleton (Texas Christian University)
Two models for non-curricular programming are the focus of this presentation. JumpstartTU (Tulsa) is a program abroad for entering first year students prior to beginning their academics. The second program, designed by International Services at TCU, is for athletes who participate in experiential learning while abroad. Both models are non-curricular and embed ethical community engagement.
Undergraduate Research in Study Abroad: Ethics, Curriculum, and Trends
Ellen Reid (Learning Abroad Center, University of Minnesota – Twin Cities); Helle Rytkønen (DIS – Study Abroad in Scandinavia); Christine Anderson (Learning Abroad Center, University of Minnesota – Twin Cities)
Research opportunities for undergraduate students during study abroad programs can be attractive for students, faculty, and U.S.-based and international staff. This session discusses the benefits and challenges of providing research opportunities for students during study abroad, from a variety of perspectives, and drawing from knowledge and experience of session attendees.
We’re So Vain, We Probably Think This Program’s About Us: Decolonizing Study Abroad»
Betsy Brewer (Beloit College); Julie Ficarra (SUNY Cortland); Roger Adkins (Gustavus Adolphus College)
Images, texts, programs, policies, and partnerships all convey the extent to which an institution adopts a neocolonial approach to study abroad. This session will explore neocolonial tendencies in the areas of study abroad messaging, program design, and host community impact and guide participants in reflecting on strategies for decolonizing study abroad at their institutions. Selected texts» Schematic»
THURSDAY, MARCH 22 | LUNCHTIME CONVERSATIONS | 12-1:30 P.M.
Adapting Travel Policies to the new US Department of State Travel Advisory and Alert System
Patrick Morgan (University of Michigan); Deborah Kim (Wheaton College [IL]); Todd Holmes (Massachusetts Institute of Technology); Kathleen Opel (University of Notre Dame)
Since the U.S. Department of State updated their travel advisory designations, what travel policy changes has your institution made—if any? Join panelists from large and small institutions who have revised their Travel Warning-based travel policies. The panelists will share their new policies and lead a facilitated discussion with participants. For this lunchtime conversation, be sure to bring your lunch for yourself and questions for the panelists.
Coming Out and Coming Back, 15 Years Later
Andy Dunlap (Elizabethtown College)
This lunchtime conversation focuses on the coming out experiences of lesbian, gay, bisexual, transgender, and other queer (LGBTQ+) people and provides guidance about how their study away experiences are now different than they were in the past. Original research coupled with a case study will describe important changes in the coming out process and instructive themes for advising LGBTQ+ students who study abroad.
Ethical Engagement With Host Communities: Partners, Participants, Privilege
Caroline Donovan White (NAFSA); Rob Hallworth (IES Abroad); Jason Kinnear (UNC Chapel Hill)
How do education abroad programs affect host communities? Sending institutions focus primarily on how our programs impact participating students. This approach often overshadows awareness of how programs affect host communities. Standard 9 and the Code of Ethics will frame this lunchtime conversation on the ethics of engagement and its implications for host cultures and communities.
“Relaxed Readiness”: Vigilance and Preparation When Studying Abroad with Food Allergies»
Michele Tomseth (Linfield College); Liz Mach (Institute for Study Abroad, Butler University); Jennifer Jobrack (Food Allergy Research & Education [FARE])
Studying abroad comes with many rewards and challenges, but how do students (and their families), international offices, program providers and hosts prepare when a participant has a life threatening food allergy? The panel will explore the idea of “relaxed readiness” when dealing with food allergies and study abroad.
THURSDAY, MARCH 22 | 1:45-3 P.M.
Best Practices in Short-Term Program Development and Management»
Whitney Strickler (University of North Carolina at Charlotte); Whitney Longnecker (Texas Tech University); Jenna Garchar (CIEE); Sharon Gosz (University of Wisconsin – Milwaukee)
Trends have demonstrated that short-term programs under 8-weeks in length continue to rise and represent the majority of students studying abroad. A critical step in developing a short-term program is designing a budget that will financially support a high quality program. This session will explore best practices in short-term program budget management from development to reconciliation.
Establishing a Successful First-Year Semester Abroad: From Initial Idea to Three Years of Happy Students
Tracy Weber (University of California – Berkeley); Elizabeth Terry (CIEE Global Institute – London)
Programs abroad specifically for newly admitted freshmen were once very rare but are increasingly being offered as a pathway into university. Why consider creating such a program? Where does one start? How does design include academic and programmatic integrity? What are challenges and opportunities? We’ll examine this from the perspective of the university, the program provider, and the student.
Global Learning: Are We Achieving Our Goals? Outcomes in Healthcare Education
Paula DiBiasio (Elon University); Heidi Eigsti (Regis University); Jennifer Audette (University of Rhode Island)
Global learning experiences (GLEs) in healthcare education are increasing. Are programs meeting administrative goals and achieving predetermined learning outcomes? This session will introduce findings from three multi-site studies examining faculty practices and student outcomes in healthcare education. Participants will engage in critical dialogue about measuring goals and key practices in global education.
Great Expectations: Theirs and Ours – How to Meet Students Somewhere Between Where They Are and Where We Want Them to Be»
Melissa Hardin (Ursinus College); Rebecca Bergren (Gettysburg College); Janice Finn (Arcadia University); Margaret Wiedenhoeft (Kalamazoo College)
Educators ascribe certain values to study abroad that today’s students may not share. Why do students study abroad? Which outcomes matter most to them? How can we facilitate their reflections? This session presents findings from assessment efforts at four liberal arts colleges and provides opportunities for participants to engage with these questions in the context of their organizations.
Helping Students Navigate Difficult Conversations While Abroad: Discussing the Current U.S. Political Landscape»
Helen Newman (New York University); Kristina Gallagher (Pace University); Rebecca James (CEA Study Abroad)
Currently, political climates around the world are actively changing and becoming more polarized. As education abroad professionals our responsibilities include preparing students for the unexpected and providing tools and resources for better decision making. Learning how to navigate the altering international landscapes with confidence and informed knowledge is critical for student success.
The Impact of Semester-Long Study Abroad on College Students with Learning Disabilities»
Kevin Murphy (University of New Haven, Tuscany Campus); Shelly Chandler (Beacon College); Linda Copney-Okeke (University of New Haven); José Alvarez (CEA Study Abroad)
The number of students with learning disabilities and/or attention deficit hyperactivity disorder participating in study abroad has grown dramatically in recent years. This session brings together a diverse range of contributors to explore the impact of study abroad on these students at three very different program models, including one aimed exclusively at students with learning disabilities.
International Privacy Laws: Those New EU Data Protection Regulations Do Apply to You!»
William Hoye (IES Abroad); Gian Franco Borio (Association of American College and University Programs in Italy)
This session will examine the expanding European Union General Data Protection Regulations (GDPR), which become effective in May 2018 and their impact on U.S. institutions operating in EU countries. This session will further discuss the greatly expanded scope of the GDPR and suggest effective practices and procedures to achieve compliance and avoid extremely costly penalties and sanctions.
Managing Changes and Trends in High Risk Behaviors and Issues: An Innovative Collaboration»
Mikaela Terry (Northern Arizona University); Michelle Cobb (Universities Studies Abroad Consortium [USAC])
High-risk issues occurring in the U.S. and abroad are becoming more prevalent. Focusing on alcohol consumption, Title IX, and mental health behaviors, the presentation will highlight best practices on appropriately responding to high leverage situations abroad. The session will also discuss how to educate students before they go abroad to lower risks.
Updates from the Forum Council Review Taskforce»
Nick Gozik (Boston College; Chair, Forum Council); Forum Council Review Taskforce Members
This session presents proposed changes to the efficiency and structure of The Forum’s Council, committees, and working groups as recommended by the Council Review Taskforce, comprised of representatives from The Forum’s Council, Board, and staff. The taskforce’s work aligns with the implementation of The Forum’s recently released strategic plan. Join presenters in this session to learn more about their work and share your feedback.
THURSDAY, MARCH 22 | 3:45-5 P.M.
Assessment, Evaluation and Case Studies: Can’t Get No Satisfaction»
Steve Bell (Old Dominion University); David Shallenberger (SIT); Melissa Torres (Global Vision International)
Do your program evaluations exclusively collect participant satisfaction or are you assessing learning? In evaluation and assessment conversations, do you feel confident and knowledgeable? All methods have value, yet moving beyond satisfaction informs decisions and promotes growth. Join The Forum’s Outcomes, Assessment and Research Committee and faculty collaborators to share experiences and learn new assessment and evaluation strategies and resources.
Comprehensive Internationalization for Liberal Arts Colleges: Re-Imagining the Model
Kate Patch (Grinnell College); Betsy Brewer (Beloit College); Margaret Wiedenhoeft (Kalamazoo College)
Many liberal arts colleges in the U.S. are strategically aligning global initiatives on campus. Current comprehensive internationalization (CI) models are structured for large research universities who often respond to top-down mandates to mobilize large numbers of students and to engage in multiple partnerships. This session re-imagines the model of CI to best fit liberal arts institutions.
The Costs of Partnership: Fostering Ethical Resource-Sharing Practices in Education Abroad
Alice Lesnick (Bryn Mawr College); Hannah Bahn (University of Arkansas Clinton School of Public Service); Cara Lane-Toomey (Where There Be Dragons); Aaron Slosberg (Where There Be Dragons)
Drawing on case studies from two education abroad contexts, this session will explore how education abroad programs can use participatory budgeting to develop ethical and effective budgets by increasing the voice of community partners, striving to ensure that compensation is fair, and reducing the risk of programs’ economic resources negatively impacting the communities with which they work.
Education Abroad in Uncertain Times: Case Study Cuba»
Erika Ryser (The Institute for Study Abroad, Butler University); Prema Samuel (Sarah Lawrence College); Anne Hulse (University of Tennessee, Knoxville); Anna Santiago (Student, Colgate University)
Political climates affect our work and student experiences. How do we advise and manage programs in uncertain times? Using Cuba as a case study, we (including a student who studied in Cuba) discuss the constantly-changing nature of programming, politics, and other issues in Cuba, then invite the audience to examine challenges in Cuba and other parts of the world and share expertise and strategies.
Education Abroad Programs May Be the Worst Place for Intercultural Learning: Considering the “Third Culture” Within Education Abroad Groups»
David Wong (Michigan State University); Naomi Kagawa (Shimane University); Heather Shea (Michigan State University)
An overlooked, but powerful influence on students’ intercultural learning is the culture within education abroad programs themselves. We assert that the common and strong emphases on enjoyment, safety, quantity, and “group-ness” create conditions that may represent the worst, rather than best, practice for intercultural learning.
Practical Risk Management: Dealing with Emotional and Mental Health Abroad»
Gary Robinson (Hartwick College); Mark Ritchie (International Sustainable Development Studies Institute [ISDSI])
This session will look at the growing issue of emotional and mental health concerns for students on study abroad programs. After an introduction to the broader issue of how to manage risk in study abroad, this session will look in depth at emotional and mental health, and provide participants with some practical steps they can take to effectively manage this risk on their programs.
Quality, Creativity and Eagerness: Successful Models to Partner with Faculty on Study Abroad Program Development»
Lucía Conte (Universitat Pompeu Fabra); Yasmin Fischdick (Freie Universität Berlin European Studies Program [FU-BEST]); Dorothee Mackowiak (Freie Universität Berlin International Summer and Winter University [FUBiS])
Faculty allignment with the mission and goals of an internationalization strategy is a key element in fostering, defining and implementing curriculum design in education abroad programs. In this session, institutions will share their QUIP-recognized practices in partnering with faculty, to frame a discussion on multifaceted ways to work with faculty in study abroad program development.
Smart Financing: Strategies to Make Study Abroad Affordable»
Bridget Burgoyne (EF College Study Tours); Michele Elmer (Murray State College); Carolyn Becker (Texas Woman’s University)
Through the perspectives of two different U.S. institutions and a program provider, you will learn how driving a smart institutional financing strategy can help make study abroad affordable and assist with internationalization goals. Specific examples of smart financing and partnership models will be shared followed by an opportunity for questions and answers for audience engagement.
FRIDAY, MARCH 23 | 9:15-10:30 A.M.
Alcohol: Research Driven Responses to Moderate Behavior»
Dru Simmons (The Ohio State University); Eric Pedersen (RAND Corporation)
Research indicates increased proclivity of study abroad students to consume alcohol. Factors including demographics, academic characteristics and geographic destinations as well as students’ perception of their destination and aims of social interaction impact consumption behavior. The session will discuss how program design, intervention orientation and codes of conduct can reduce misuse.
Back to Basics: The Academic Foundation of Education Abroad – Four Innovative Examples of Academic and Research Programs»
Rosa Almoguera (CEU Universities); Christine Kelly-Vereda (Consortium of Advanced Studies (CASA) Granada); Hannah Hopkins Kilgore (Trinity College Dublin); Juanjo Romero-Marín (Consortium of Advanced Studies (CASA) Barcelona)
The academic component is an essential element of education abroad. The field has seen a shift to a more experiential and practical approach. We will be discussing the present state and trends of this foundation and reflect on how to make it a solid constituent. To this end, we will present four examples of innovative academic and research practices in four different programs in Spain and Ireland. Handout»
Faculty as Global Learners:Investigating the Impact of Leading Study Away Programs»
Joan Gillespie (Associated Colleges of the Midwest); Prudence Layne (Elon University); Dana Gross (St. Olaf College)
Numerous studies have considered the effect of study abroad on student outcomes, but relatively little attention has been paid to the effect on faculty members who lead such programs. In order to better support faculty transformation and improve student learning, colleges must better understand faculty perceptions of how leading study abroad programs impacts their teaching, research, and service. Handout»
Frontiers: The Interdisciplinary Journal of Study Abroad Presents…
Amelia Dietrich (The Forum on Education Abroad); Julie Ficarra (SUNY Cortland); Ifeyinwa Onyenekwu (Rutgers University); Julianne Marie Angeli (University of Illinois at Chicago)
Join Frontiers, the only open-access, peer-reviewed academic journal focusing exclusively on U.S. study abroad, to hear from recent authors who will present some of the latest research findings in the field. Ficarra will present on “Curating Cartographies of Knowledge:Reading Institutional Study Abroad Portfolio as Text;” Onyenekwu and Angeli will explore “(Mis)representation among U.S. study abroad programs traveling to the African continent.” The panelists will also offer advice on how to get research published quickly and successfully. Frontiers is published by The Forum on Education Abroad.
Providing Engineering Students the (Curriculum) Map to Overseas Treasure
Kristin Johnson (University of Sydney); Mark Connellan (Boston University Sydney Centre); Solomon Eisenberg (Boston University)
Boston University and University of Sydney will present a case study that explores the use of innovative programming and detailed curriculum mapping that enabled an underrepresented cohort of engineering students to study abroad. We will look at the needs of the engineering curriculum at BU together with the flexible programming at USYD to show how creative thinking can lead to a successful program model.
Shaping Expectations: Best Practices for Advising in International Internships»
Kelly Holland (Global Experiences); Kim Suellau (Miami University, Farmer School of Business); Ellen Leggett (University of Southern California)
The initial question of “Where can I go?” has grown in recent years to include “What can I do?” More students now have access to experiential education and additional options that require navigation and explanation. When preparing students for an experience abroad, how can we manage their expectations? This session will discuss ways to establish, promote, and manage international internship programs. Handout»
Stand & Deliver: Standing Against Hate and Delivering Support for Study Abroad Students»
Ike Mohar (Foundation for International Education; University of Southampton); Olivia Ghiz (College of Charleston)
In the current climate and the seeming rise in hate speech, harassment, and bullying incidents across the U.S., particularly those on or near university campuses such as Charlottesville, Virginia, what do we do as educators, providers, and students to properly address these incidents with the study abroad population in our charge? This interactive session will explore and examine these topics.
To Protect and Preserve: Applying Best Practices from Sustainable Tourism and Heritage Tourism to Study Abroad»
Vanessa Walton (Learning Abroad Center, University of Minnesota – Twin Cities); Erica Qualheim (Learning Abroad Center, University of Minnesota – Twin Cities); Mark Ritchie (International Sustainable Development Studies Institute [ISDSI])
As international education evolves we must look to adjacent fields to reinforce the foundations on which we develop programs and recognize that we are tenants in the communities where we’re based. This session looks to the sustainable and heritage tourism fields for best practices that can be applied to program development and implementation to ensure that our programs are ethical and sustainable.
FRIDAY, MARCH 23 | 11:15 A.M.-12:30 P.M.
The Aftermath: How to Provide Effective Support to Students Following a Crisis Abroad»
Ryan DeStefano (On Call International); Michelle Colosimo (Black Swan); Marcia Henisz (Drexel University)
Is your institution effectively addressing students’ physical and emotional needs in the aftermath of a crisis abroad? Utilizing real-world, travel security scenarios, participants will learn an emergency response process that illustrates core concepts and best practices in travel risk management, behavioral health support and duty of care compliance to help address this critical issue.
Creating Accessibility to See More Students Engage Globally: Diversifying Study Abroad Program Models to Include Embedded Courses»
Adam Henry (Arizona State University); Brian Brubaker (The Pennsylvania State University); Joe Stanley (Simmons College)
Three institutions discuss how they have developed and refined a new faculty-directed program model, which allows students to study abroad on short-term (7-12 days) programs that are embedded in semester courses. Join us as we share more about why we needed to diversify our program offerings, the process we underwent to develop these programs, challenges we have overcome, and the benefits.
Exploring Uncomfortable Pedagogy: When the Experiential Learning Meets Discomfort of Students»
Neringa Bigailaite Vendelbo (DIS – Study Abroad in Scandinavia); Michelle McCauley (Middlebury College); Stacey Woody Thebodo (Middlebury College)
The ability to engage in, and learn from, even difficult, uncomfortable encounters in a new cultural context builds resilience and cultural competencies. Are Generation Z students less willing to experience discomfort compared with earlier cohorts? We will share student case studies and consider both psychological research on resilience and opportunities to prepare students before leaving the U.S.
Inclusive Excellence: Including the On-Site Staff»
Jessica Francis (Wake Forest University); Shayla Herndon-Edmonds (Wake Forest University)
As we strive to address inclusive excellence in international education through recruitment, program development and access, it is limiting if we are not also addressing inclusive excellence with our onsite faculty and staff. This session will discuss training of on-site staff, taking a critical eye to handbooks and orientations, and a review of procedures though the lens of emphatic listening and identity exploration.
Strength-Testing Our Foundations: Which Will Hold?
Michael Woolf (CAPA The Global Education Network); Annmarie Whalen
Architects, bridge builders & engineers know that a foundation must be tested for its strength to be known. As architects of programs, cultural bridge-builders and engineers of education abroad experiences, we too must test our foundations. This session strength-tests our foundational principles in the format of the British House of Commons: encouraging spontaneous response, noisy opinion, and collegial banter.
Student Mortality Abroad: Insights from Insurance Claims Data»
Steve Erfle (Dickinson College); Amelia Dietrich (The Forum on Education Abroad)
An expanded dataset from 2010-2016 offers additional insights into the relative risk of U.S. student mortality abroad. The research presented is a follow-on to the landmark study released by The Forum in 2016, “Insurance Claims Data and Mortality Rate for College Students Studying Abroad.”
Taking It to the Next Level: Making the Most Out of Your Student Ambassador Team»
Camila Nardozzi (Harvard University); Nicole Garcia (Harvard University); Susan Evans (Yale Univesity); Chris Hirschler (Monmouth University)
Having a team of returned student advisors can be extremely helpful in promoting study abroad on campus: from being on the front lines of your study abroad office and participating on panel presentations, to facilitating pre-departure orientations and meeting one-on-one with returned students. Each of the represented institutions have developed highly effective student ambassador programs. The presenters will share the evolution of their programs and the trials and tribulations endured to become the successful programs that they are today.
Using the Standards as a Roadmap for Improving Education Abroad Practices»
Erika Ryser (The Institute for Study Abroad, Butler University); Diana Arizaga (The Institute for Study Abroad, Butler University); Kelsey Schultz (Macalester College); Jen Hamlow (Portland State University)
The Standards of Good Practice provide educators guidance to perform work ethically, productively, and thoroughly. While broad enough that the Standards are helpful to multiple stakeholders, they are specific enough to provide a roadmap for excellence. In this presentation, we discuss how the Standards improve our work in program design and evaluation, program selection, risk management, and more.
FRIDAY, MARCH 23 | 2:15-3:30 P.M.
Assessing the Long-Term Impact of Study Abroad on Business Students’ Cultural Intelligence»
Kirsten Canterbury (University of Minnesota, Carlson School of Management); Kate Diamond (University of Minnesota); Anne D’Angelo (University of Minnesota, Carlson School of Management)
In this session, we will present results from an assessment aiming to measure the long-term impact of study abroad on undergraduate and graduate business students. We will share our findings, which reveal the nature of the relationship between study abroad and cultural intelligence among our 485 respondents, as well as their work context as it relates to intercultural experiences and opportunities.
Empowering Students to Manage Their Health Abroad: Three Institutional Approaches»
Patrick Morgan (University of Michigan); Jason Hope (University of Kentucky); Andrea Drake (University of Massachusetts, Amherst)
Have you ever felt uncomfortable about handling health information or having health-related conversations with students? Learn how three institutions are empowering students to manage their health abroad using disclosure processes, self-guided tools, and on-campus collaborations. The session will also present results of a Health Disclosure Process Survey that sampled the processes of 85 institutions.
Key Moments in the History of Best Practices in Education Abroad: Insights From Past Sessions to Past Polemics, 1960-Present
Michael Nelson (Barcelona SAE); Jason Kinnear (University of North Carolina – Chapel Hill); Tom Howard (Howard Educational Services)
Education abroad sessions and news of the last five decades show signposts and key moments in the move towards Best Practice. There have been controversies and dead ends that have helped us rise up to the challenge of ethically improving. From AG subpoenas to revenue-generating motives that interfere with core missions, higher education and education abroad must seek resolution to the tension of accountability to stakeholders.
Moving Training beyond Logistics, Health & Safety: Student Development and Inclusion for Faculty Leaders
Malaika Serrano (International Studies Abroad); April Stroud (Mount Holyoke College); Emily Gorlewski (Wesleyan University)
In a new approach to preparing faculty as program leaders, the presenters will examine the application of student development theory and best practices to develop inclusive education abroad programs. We will explore intra-group dynamics, reflection, unpacking privilege, and understand how social identities influence students’ experiences abroad, through discussion and a tabletop exercise. Handout 1» Handout 2»
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 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 an open discussion about how to best use the CID and how the field can benefit from the data collected.
Selecting the “Right” Faculty for Faculty-Led Study Abroad Programs»
Maxwell Semler (EF College Study Tours); Carolyn Becker (Texas Woman’s University); Michele Elmer (Murray State College)
With the increased focus on growing study abroad in higher education, it’s difficult to identify the “right” people, both faculty and administrators, who help foster this belief in a way that permeates directly across any campus. In this session, you’ll hear from a panel of administrators and a faculty-led provider as we define what it means to be the “right” faculty for faculty-led study abroad. Toolkit handout»
Supporting More than the Student: Engagement Opportunities With the Family»
Zachary Frieders (University of California, Davis); Lauren Easterling (University of Washington); Yosefa Gilon (Stanford University); Staci Hagen (University of California, Davis)
In the context of supporting the whole student abroad, the roles that families play in program selection, joint decision-making, and, ultimately, student success may be overlooked. This session will explore projects at three institutions to consider ways in which direct engagement with families—while preserving student agency—may increase program access and improve holistic student support. Handout»
You Will Return Home a Different Person: Short-term Immersion in Ugandan Journalism Covering HIV/AIDS
Jim Kelly (Indiana University)
Join the recipient of the 2017 Award for Excellence in Curriculum Design for a presentation about his innovative education abroad course. An eight-week summer course immerses a dozen Indiana University journalism students in the reporting of the HIV/AIDS epidemic. Academic instruction provides background and topic expertise in Bloomington, and experiential learning methods provide guidance, critique and time for reflection during a month in Africa. Intense interactions with a wide variety of Ugandans ensure that students make deep cultural realizations as they report on the world’s most pressing health issue.