This article reports on a case study of data-driven decision-making around scholarship allocation. It outlines one institution’s method and suggests it can be applied across institutions to maximize available scholarship resources, specifically for students with high financial need.

This article explores the use of virtual exchange (VE) in science, technology, engineering, and mathematics (STEM) courses to develop more humanity-driven pre-professional undergraduate students. It emphasizes the importance of incorporating arts and humanities-based aspects into STEM education to enhance students’ interpersonal skills and global perspectives.

Community colleges serve nearly 40% of undergraduates in the U.S., yet few students study abroad, making Internationalization at Home strategies—like globalized coursework—critical for equitable access. At Davidson-Davie Community College, data revealed racial and age disparities in enrollment in globalized courses, prompting targeted efforts to internationalize classes popular among underrepresented groups.

As the education abroad field continues to rebuild post-pandemic, it is an interesting time to analyze our latest efforts in diversity and inclusion with regard to participation rates by race and ethnicity. This comparative data table is an update to the one that was last published for the Diversity in International Education Hands-On Workshop held in Washington, DC in September 2010 that was a collaboration between Diversity Abroad and AIFS (American Institute for Foreign Study) (Comp, 2010). Both data tables utilize the most recent available data from the sources listed in the references at the time of publication.

Regular audits of scholarship programs are essential for ensuring they effectively support historically marginalized students. By analyzing data on financial need and student identities, administrators can refine practices to maximize equity and access in education abroad.