The conversation highlighted participants’ common concerns about ensuring high-quality experiences for students and advocating for experiential education across campus. Building Bridges Many education abroad professionals struggle to advise and prepare students for international internship and service programs
This blog post was written by Eric Hartman, PhD, the Executive Director of the Center for Peace and Global Citizenship at Haverford College and the cofounder of globalsl.org Global Learning and Community-Campus Partnerships: Questions Outstanding or Questions Answered?
Or, consider building a modular program that involves work on campus, abroad, and virtually
and read on for a scan of past, present and future iterations of this community. NAFSA: Association of International Educators was founded in 1948 and is based in the United States with a worldwide membership
From the student perspective, technology can be used: to find out about postsecondary opportunities while still in high school; to apply to specific colleges or universities; to submit financial aid applications and documents (or apply for visas); to communicate with faculty, staff, and fellow students at the university and in the home community (whether in the United States or abroad); and to submit important assignments and exams required to matriculate. As such, it is reasonably important for international educators to consider how technology can be used to facilitate campus-wide internationalization, to improve the international education experiences of students and scholars, to enable greater communication between administrators and partners abroad, and to advance both teaching and learning for domestic and international students. While reviewing these studies, it may help to consider several questions: How do students, staff, and faculty use technology on campus? Do orientation and pre-departure programs incorporate discussions of the appropriate uses of technology?
Guest Blogger Hannah Morris International Enrollment Management does not happen in a silo; it is our responsibility to our institutions to collaborate and learn from our colleagues across campuses, fields, and regions
The University of the West Indies, Mona Campus (UWI Mona) in Jamaica prides itself on being a community of learners from diverse backgrounds
1 Comment - This is a great post and discussion about creating an inclusive campus environment. I work in Morocco at a campus with about 5% international students and am directly involved in the efforts to achieve similar DEI goals. One of the things that has really come out from some recent work we've done is that international students here do have a strong desire to be integrated in the campus community but many and various elements sometimes push them to the side and make them feel consistently "other"
Most campuses make a big deal out of the orientation especially built for international students, with good reason...The data allowed us to make significant changes and start new conversations among faculty and staff on campus over the summer
Individuals were drawn to content specific to and relevant across the five Knowledge Communities (i.e., Education Abroad; International Education Leadership; International Enrollment Management; International Student and Scholar Services; Teaching, Learning, and Scholarship), highlighting programs and initiatives from across the 11 regions of NAFSA alongside perspectives from outside the United States. Sessions drew on a wide range of topics covering everything from incorporating global learning into the curriculum and cocurricular programming to immigration/visa regulations and strategic plans for campus internationalization, bringing together both theoretical and practical implications for international education in the United States and abroad
An online survey was designed to allow individuals to answer the questions and focus on topics relative to their own Knowledge Community (KC) affiliation/s within NAFSA – Education Abroad (EA), IEL, IEM, ISSS, and/or TLS