Perspectives from Senior Level Advisors on Advancing Equity & Justice in International Education

by HOLA@HAJINKIM.COM | May 4, 2021 | Articles

Posted: Tuesday, May 4, 2021
By: Subgroup of 2020-2021 Education Abroad: Student Support & Advising Task Force

For this article, we asked senior-level practitioners, those with 10 or more years of experience within education abroad, to share insights for newer professionals on how they can build a career that advances equity and justice for all students interested in global learning. Their responses are categorized into three areas: professional development tips and opportunities, lessons in leadership from their time in the field, and their hopes for the future of global education.

Professional Development Tips & Opportunities

When asked about specific experiences or student interactions that have furthered senior administrators’ understanding of equity and justice, respondents shared many student scenarios that have stayed with them throughout their professional careers. For example, when advising students from different identities, learning their personal stories, and hearing the challenges and fears they have about living and learning abroad, Gregory Spear, Assistant Director of Global Living and Learning Programs at Georgetown University, shared, “[I] have realized that there are many points in the study abroad pipeline at which students with minoritized or marginalized identities might feel compelled to opt out without the proper support structures.” One of the strategies advisors have found to be helpful in building a robust support structure is to collaborate early and often with partner offices on campus to better understand the needs of different student groups. It is also important to approach these conversations as a dialogue, not simply as a forum for marketing and/or outreach.

We also asked respondents if there were specific professional development opportunities they would recommend for new practitioners. Lauren Ruszczyk, who works at the University of Maryland College Park as the Senior Associate Director for Education Abroad, provided this insight:

“It’s important to shift the framing of professional development so that it refers to a continuous cycle of learning, application, and reflection. When it comes to equity and justice, we must adopt an anti-racist perspective and level of accountability that ensures we are working towards changing structures and systems and not just performative measures that don’t advance real change. In particular, leaders [must] work with staff to help them contextualize their learning and professional development as it relates to advancing the stated mission of the organization, as well as the growth of the individual as a professional in our field.”

Many respondents also suggested that new professionals join diversity committees on campus to represent the international education perspective. New professionals can also pursue opportunities to serve as reviewers for study abroad scholarships like Gilman, Fund for Education Abroad, Boren, etc. to learn more about the formal structures for expanding access to opportunities abroad. Learning about and implementing inclusive program design,  as well as participating in professional exchanges with colleagues from institutions that serve different student populations were also recommended. Respondents also shared the following resources that helped shape and expand their view of international education within the larger landscape of equity, diversity, and inclusion:

• American Students Abroad Can’t be Global Citizens by Talya Zemach-Bersin
• International Service-Learning for Sustainable Development by Caroline Payne
• Undoing Racism training by the People’s Institute for Survival and Beyond

Lessons in Leadership

In terms of leadership, advocacy and managing up, senior education abroad practitioners stressed the importance of utilizing data, focusing on access, and defining learning outcomes. A number of respondents cited that demonstrating the impact of education abroad on graduation and retention rates, especially for students of color, has helped to move the needle and advance the conversation. And moreover, in order to equitably offer students these global experiences, there is a real need for cross-campus collaboration to identify and increase funding sources for those students who may otherwise not be able to participate. Daniel F. Diaz, Director of Global and Off-Campus Initiatives & International Student Advisor at Guilford College, suggested looking at the link between learning outcomes and student success:

“[We need to] push for building a stronger understanding of learning outcomes and goals, and show how that translates to retention, graduation rates, and alumni advancement. Overall, [it’s important that we] keep the conversation active that global education is an essential mechanism for building equity and justice both locally, regionally, and internationally.”

A number of survey respondents shared that their institutions have been hiring new, senior DEI administrators in recent months, such as assistant vice presidents and associate provosts for DEI. However, the reality is that education abroad offices can easily be left out of the conversation, and are not always directly integrated into these initiatives. Some respondents cited this as a lost opportunity, since there is fertile ground for leveraging the intersection of DEI and intercultural frameworks. Others opted for charting their own path as an office. “[Advocating for racial justice and equity] is a pretty recent phenomena at my current institution,” one administrator shared. “Our office has been pushing out in front, because we couldn’t wait for our [senior leadership] to figure it out for us.”

Diversifying professional and student staff

Another area where respondents shared insights was around diversifying their student support staff. A common theme that emerged was the need for examining job descriptions and recruitment methods, especially since most education abroad offices remain largely made up of white staff. “Many jobs in our field require international experience, when we already know that the majority of folks participating in study abroad do not hold marginalized identities,” shared Ruszczyk at the University of Maryland. Others spoke to the reality that support staff who identify as BIPOC can often end up doing invisible work and carrying an additional burden due to the relationships they support and needs they serve.

In most cases, the staff doesn’t reflect the student population. At Elon University, under the leadership of Allegra Laing, Associate Director for Global Diversity and Inclusion, they have constructed a pipeline for students from marginalized identities to attend the Global Student Leadership Summit, the student component of the Global Inclusion conference, and then become members of the office’s student peer advising staff. However, this isn’t possible without accountability and consistent action. “It takes resources and a certain amount of commitment to make sure we are getting our job postings to all students,” shared Rhonda Waller, Executive Director of Global Education at Elon.

The intersection of global education and social responsibility

Respondents also weighed in on how practitioners can push students to consider gaining new perspectives on social responsibility as a key component of their study abroad experience. Many cited the importance of faculty and senior leadership in driving this conversation, especially in terms of curriculum, program development, and learning outcomes. Although, others shared that education abroad advisors can still embrace this philosophy despite not having full institutional support. Some examples shared were encouraging students to get involved in their host community, as well as thoughtfully developing pre-departure, on-site, and re-entry content that helps students explore these concepts. “We’ve evolved from promoting study abroad [not only] as a way to go to a specific country, but rather as a way to achieve academic and career goals. I think we have work to do to expand that narrative to promote study abroad as a way to focus on social responsibility,” suggested Dan Hart, Associate Director for Health, Safety, and Security at Arizona State University.

Hopes for the Future of Global Education

Among senior level advisors working in the field of international education, there is hope that more BIPOC and queer students will participate on global education programs and that more staff and faculty will actively participate in the work of global education offices at colleges and universities. However, simple representation is not enough, and there was an imperative expressed in the responses to work diligently and expeditiously on addressing inequities and exclusionary practices. “I hope that tourism becomes more about learning and connection than sightseeing and watching,” shared Diaz at Guilford College. “I hope that we become more curious and open about each other’s differences, rather than fearful and wary.” Many respondents cited the need for institutional resources and support to achieve more equity, access, and justice for students who hold marginalized identities, as well as internationalization efforts to happen across a broad range of campus offices and become institutional priorities. “Intercultural and multicultural educational efforts should be interspersed and integrated throughout our organizations. Institutional support should be in place to promote access for all students in global learning (at home and abroad),” suggested Marisa Atencio, Assistant Dean and Director of Global Education at Oglethorpe University.

The pros and cons of virtual programming

During the past year, virtual programming has burgeoned and made space for innovation and creativity in the delivery of global education. As for these global education opportunities, many of the responses were overwhelmingly positive. Atencio said, “I believe meeting people from around the world and having open conversations virtually will heighten confidence and increase interest in intercultural exchange. Pre-departure preparations can be improved immensely by infusing virtual collaborations and interactions that will help both the voyager and the host.” Many respondents acknowledged that the ability to offer experiences that introduce students to a global network of people and participate in intercultural dialogue and exchange presents an important opportunity for increased equity and inclusion.  “I think this [virtual engagement] is a critical way to provide learning and content with a global focus to those who aren’t interested or are unable to travel,” suggested Hart at Arizona State University.

However, several respondents also highlighted that virtual programming can be a double-edged sword. It can increase inequities and become isolating and exclusionary for students from low-income or other marginalized backgrounds. Senior level advisors spoke of the importance of designing virtual global education programs intentionally and strategically, in order to avoid the pitfalls of increased iniquities and inequalities. “To make the most of the virtual context and how vast and accessible virtual can be for students, we need to create spaces that really allow for immersion and connection through the virtual platform,” commented Holly Wheeler, Assistant Director and Advisor, Asia at NAU Education Abroad.

An increased focus on health & safety

Many practitioners agreed that colleges and universities will need to offer more robust health and safety resources to students planning to go abroad.

“The pandemic has forced everyone to review and rethink safety practices and has revealed gaps. Before the pandemic, many of us were trained and had experienced emergency scenarios involving one or two students at a time. The pandemic created a situation where we had to think about larger numbers of students at risk at the same time. It encouraged closer collaboration with the physicians and staff at our student health clinic, as well as all of those who serve on our emergency advisory committee, and it has necessitated better guidance to both students and faculty pre-departure,”said Farrah Bernardino, Director for International Initiatives at Georgia State University.

This increased attention to health and safety on global education programs also comes with an increased institutional aversion to risk at many institutions of higher education. This amplified risk aversion may include more robust and integrated systems for mitigating risk, putting more insurance measures into place, and offering innovative ways for students to access healthcare options.

“I do feel that there will be more telehealth opportunities for our students in the future, as that has shown to work well, at least in the U.S. I think that by having information with the DOS Travel Advisories, CDC and our partners, we will know what types of precautions to help our students with. It’s also shown the importance of having regular contact with students if they are abroad with a faculty leader, whether that contact is by the overseas partner/provider or from our office,” remarked Ginny Casper, Assistant Director of International Programs at Union College.

Many advisors also cited the necessity to prioritize mental and emotional health resources for students, in addition to the physical health and safety standards that already exist. According to Ben Levy, Director of International Education/SIO at Ramapo College of New Jersey, the pandemic has further highlighted the importance in “supporting the holistic well-being of students, especially those already marginalized, and best approached through relational and contextually relevant approaches.”

More inclusive curriculum design for education abroad

Respondents had much to say about curriculum for education abroad programming as it relates to racial justice. Gareth McFeely, Executive Director of Study Abroad at Boston University, implored a student-centered lens when stressing that “many of the students most deeply and sincerely committed to questions of social and racial justice are actively concerned to see the development of (ethical) programming in locations that are often ignored or marginalized, and those concerns deserve to be taken very seriously.” Several respondents spoke of the necessity to infuse a racial justice lens into all programs abroad, regardless of their locations or their focus, since ongoing histories of racism and colonialism can be discussed anywhere on the planet. Karen Williams, Education Abroad Advisor at Drake University summed this sentiment up by saying:

“I think who the faculty/staff leader(s) are, how they approach the topic, the content they choose to share, and who they meet within the local communities all have an important influence on how students learn about racial justice. I think the ‘where’ piece is less important and is dependent on the expertise of the program leader(s), but students should understand the history of relationships between places (colonialism/imperialism, globalization, etc.).  I also think students should have some understanding of the imagined importance of place(s) (i.e., that no place is better than another, even though historical stories and the media may portray that).”

There was also a call for more reciprocity in global education, for example, looking into the directionality of travel, which traditionally happens from the Global North to the Global South. “If we insist on writing the curriculum without collaborating with others truly (academic imperialism) then nothing is going to change,” commented Waller at Elon University. Others agreed. Spear at Georgetown University had this to say: “I think curriculum development that roots global learning and education abroad programming in pressing, human-centered, 21st century challenges — wherever and whatever those might be — have value, and that the ethics have more to do with how we as educators disrupt and challenge notions of positionality and power and set the stage for learning that seeks just and sustainable communities.”

Conclusion

The Cascading Impact of COVID-19 on Women in International Education

by HOLA@HAJINKIM.COM | May 4, 2021 | Articles

Posted: Tuesday, May 5, 2021
By: Subgroup of 2020-2021 Career Advancement & Belonging Task Force

McKenna Hughes (she/her/hers) – Global Education Advisor, Chapman University
Randeep Kullar (she/her/hers) – Career Services Manager, UC Berkeley
Anna Hayes (she/her/hers) – Associate Director of Global Programs, Kenan-Flagler Business School, University of North Carolina at Chapel Hill
Daniella Lubey (she/her/hers) – Study Abroad Advisor, University of San Francisco

Before the COVID-19 pandemic, women working in international education, especially those pursuing leadership roles, faced challenges in the workforce different from their male colleagues. Biases, glass ceilings, and lack of mentorship or support networks were, and still are, barriers for women working in not just international education but in higher education and beyond. According to a 2017 report by the American Council on Education, only 30% of college presidents were women, and only 55% of Senior International Officers (SIOs) at colleges are women (AIEA, 2020), compared to 78% of women in international education overall.

In an Occasional Paper written for AIEA, Gaudette et al. (2018) conducted a survey of 449 women in leadership positions in international education from across the world. Participants felt there were advantages to being a woman in international education, such as being considered more approachable, which allowed them to “more easily break cultural barriers or establish contacts with students, staff, other colleagues” (Gaudette et al., 2018, 12). However, Gaudette et al. also noted that women in international education often feel dominated by men in their roles (2018). Participants expressed they were often the only woman in the room and easily dismissed or perceived as incapable (Gaudette et al., 2018). Friedman’s (2020) study echoed these findings. Through qualitative interviews, women indicated they all experienced challenges in the workforce – from systemic barriers with mostly men holding and most likely to be promoted into top positions to microaggressions (Friedman, 2020). To combat these challenges, women use strategies such as utilizing a friendly but bold approach, aligning themselves with other women, as well as mentoring other women, displaying empathy, and developing negotiating skills to be influential leaders in international education (Friedman, 2020; Gaudette et al., 2018).

The COVID-19 pandemic illuminated/shed light on the challenges that women face in becoming successful in the workforce. This article will discuss the repercussions of the COVID-19 pandemic on women in international education and how the field can move forward in supporting women to gain leadership roles and continue promoting inclusion and belonging in the workplace.

Impact of COVID-19 on Women

The COVID-19 pandemic has ravaged the entire world, but its impact has not necessarily been experienced equally – this is especially true for women. According to the National Women’s Law Center, the “total number of women who have left the labor force since February 2020 [in the U.S. is currently]…more than 2.3 million [which]…puts women’s labor force [participation] rate at 57%, the lowest it’s been since 1988…By comparison, 1.8 million men have left the labor force during this same time period” (Connley, 2021). This is predominantly because the most heavily impacted areas are those in which women are more concentrated, such as hospitality and healthcare. Women are also taking on the brunt of childcare and education needs brought on due to schools and daycares’ mandatory closures (Karageorge, 2020). This increase in responsibilities creates higher levels of burnout so that across all industries, senior-level women “are 1.5 times more likely than senior-level men to think about downshifting their role or leaving the workforce because of COVID-19” (Coury et al, 2020). In addition to having to deal with existing systemic oppressions, “Black women, Latinas, Asian women, LGBTQ+ women, and women with disabilities are facing distinct challenges” as they tend to be overrepresented in the areas that were hit particularly hard (McKinsey & Company, 2020). This, of course, is on top of a general increase in mental health-related concerns, difficulty with physical health, and an increase in domestic violence that has occurred across the U.S. (Taub, 2020).

What does this mean in the context of higher education which, as of February 2021, has lost at least 65,000, or 1 in 8, workers (Bauman, 2021)? Like most other professions, as The Chronicle of Higher Education reports, “The Staff Are Not Ok” (Bessette, 2021). These are the professionals who have had to do more with less while taking on the implementation of transition plans to remote learning and providing support for faculty and students. This is, of course, not taking into consideration personal commitments and trials that they have and are continuing to endure. Now, add the context of being a woman on top of this and consider the statistics discussed earlier. Like in other fields, women in higher education are also disproportionately pulling the double shift of their 9-5 along with supporting their families.

Taking a deeper look into the international education sector of higher education, which took a severe hit by the pandemic and is predominantly composed of women, all of this paints a picture of what our field, in particular, is facing. Take the team writing this article as an example.Take the team writing this article as an example. All are women who have had to pivot in some way due to Covid, with some even moving out of international education completely. One colleague made the tough decision to give up the opportunity to participate in this Task Force so she could focus on balancing her familial and professional commitments. These are real stories, not just statistics. How are international education, higher education, and fields across the globe going to combat this decline of women in the workforce that has the potential to reverse progress made for equality not just for women but for individuals that come from a variety of intersecting backgrounds and abilities?

Women in Leadership

Women in leadership positions have a lasting impact on intersectional diversity, inclusion, and belonging in their organizations, which is desperately needed as we see women and people of color hit disproportionately hard by the effects of the pandemic. They are also at greater risk of disappearing from leadership roles in the field. For now, international education continues to face limitations and losses in the workforce that impact women harder than their male counterparts. Institutions and organizations in the field need to plan forward to ensure that they focus on the ground already lost by women in the field and make changes to recover those losses.

If international education doesn’t prioritize diversity, inclusion, and belonging in the workplace during this crisis, “the impact will be felt not just on the bottom line but in people’s lives” (Dixon-Fyle, Dolan, Hunt, & Prince, 2021). Losing women in leadership roles may also impact the advocacy efforts for inclusive and employee-friendly policies and practices in their organizations. When looking at who promotes broad diversity efforts in the workforce, “more than 50 percent of senior-level women say they consistently take a public stand for gender and racial equity at work, compared with about 40 percent of senior-level men” (Coury et al., 2020). The Diversity Abroad 2020 Survey of Diversity and Inclusion Among International Educators found that respondents across race/ethnic identity generally felt a sense of belonging and ability to bring their whole selves to work (Diversity Abroad, 2020). However, if more women, and especially women with other underrepresented, intersecting identities, are pushed out of the field and out of leadership roles, this sense of belonging for those that remain may be at risk.

The crisis at hand makes it more critical than ever for women to continue pushing for leadership positions in the field to make up for the losses suffered in the last year. Women in leadership who remain in international education need to continue to mentor and push for inclusive policies and practices in their organizations. Women leaders are more likely to lift other women and other underrepresented groups into leadership roles through mentorship and sponsorship than men, as we see with the statistic that “38 percent of senior-level women currently mentor or sponsor one or more women of color, compared with only 23 percent of senior-level men” (Coury et al., 2020). Those in power must continue to fight for inclusive policies and programs to support those most impacted by the pandemic which in turn will open organizations and offices up to greater innovation and adaptability to overcome the current challenges and position them better for the future.

Moving Forward

The pandemic has brought greater access to work by increasing work flexibility, remote capabilities and technology, and mental health services that can provide much-needed support for women in the field. Companies should expect to maintain these new work norms beyond the pandemic to continue supporting women and others who may often find themselves unable to access their necessary resources to work. By making “significant investments in building a more flexible and empathetic workplace…[companies] can retain the employees most affected by today’s crises and nurture a culture in which women have equal opportunity to achieve their potential over the long term.” (Coury et al., 2020). Despite some positives, remote work may also erode inclusion in a workplace when disparities in internet access, privacy, and child- and family-care duties increase confusion and frustration (Dolan, Hunt, Prince, & Sancier-Sultan, 2020).

Access is not the only issue, however. Women are more likely to feel burnout and exhaustion, partly due to the additional hours spent doing housework and childcare and partly because “women are often held to higher performance standards than men, and they may be more likely to take the blame for failure” (Coury et al., 2020). To go beyond simple access, organizations need to also look at their performance evaluation structures, strengthen communication, continue bias training, and unequivocally support inclusive practices and policies.

Despite the heavy toll the pandemic has brought, there is still an opportunity for the international education field to support and grow women leaders. Building inclusive and empathetic policies will help bolster a diverse workforce and will both retain women leaders now and foster an adaptable, innovative company in the long-term. It is critical that the field does not lose ground on the percentage of leadership roles filled with women because “if women leaders leave the workforce, women at all levels could lose their most powerful allies and champions” (Coury et al., 2020).

Resources

Bauman, D. (2021, February 5). A Brutal Tally: Higher Ed Lost 650,000 Jobs Last Year. The Chronicle of Higher Education. Retrieved February 09, 2021, from https://www.chronicle.com/article/a-brutal-tally-higher-ed-lost-650-000-jobs-last-year

Bessette, L. S. (2020, November 2). The Staff Are Not Ok. The Chronicle of Higher Education. Retrieved February 9, 2021, from https://community.chronicle.com/news/2435-the-staff-are-not-ok?cid=VTEVPMSED1

Caprino, K. (2020, July 13). How the pandemic is negatively impacting women more than men, and what has to change. Forbes. Retrieved February 09, 2021, from https://www.forbes.com/sites/kathycaprino/2020/07/13/how-the-pandemic-is-negatively-impacting-women-more-than-men-and-what-has-to-change/?sh=4c305c8f554b

Connley, C. (2021, February 8). Women’s labor force participation rate hit a 33-year low in January, according to new analysis. CNBC. Retrieved February 10, 2021, from https://www.cnbc.com/2021/02/08/womens-labor-force-participation-rate-hit-33-year-low-in-january-2021.html

Coury, S., Huang, J., Kumar, A., Prince, S., Krivkovich, A., & Yee, L. (2020, October 08). Women in the workplace 2020. Retrieved February 17, 2021, from https://www.mckinsey.com/featured-insights/diversity-and-inclusion/women-in-the-workplace#

Diversity Abroad (2020). Diversity Abroad 2020 Survey of Diversity and Inclusion Among International Educators, from https://www.diversitynetwork.org/common/Uploaded%20files/Research_Reports/2020_survey_of_diversity_report.pdf

Dixon-Fyle, S., Dolan, K., Hunt, V., & Prince, S. (2021, February 11). Diversity wins: How inclusion matters. Retrieved February 19, 2021, from https://www.mckinsey.com/featured-insights/diversity-and-inclusion/diversity-wins-how-inclusion-matters

Dolan, K., Hunt, V., Prince, S., & Sancier-Sultan, S. (2020, December 14). Diversity still matters. Retrieved February 20, 2021, from https://www.mckinsey.com/featured-insights/diversity-and-inclusion/diversity-still-matters

Flaherty, C. (2020, October 20). Women Are Falling Behind. Inside Higher Ed. Retrieved February 9, 2021, from https://www.insidehighered.com/news/2020/10/20/large-scale-study-backs-other-research-showing-relative-declines-womens-research

Friedman, S.H. (2020). How High the Ceiling. In The Wiley Handbook of Gender Equity in Higher Education (eds N.S. Niemi and M.B. Weaver‐Hightower). https://doi-org/10.1002/9781119257639.ch22

Gaudette, H., Overmann, C., Regulska, J., & Bhattacharya, M. (2018). Today’s Women Leaders in International Education (Occasional Paper). Retrieved June 20, 2018, from Association of International Education Administrators website: aieaworld.org

Karageorge, E. X. (2020, September 01). COVID-19 recession is tougher on women : Monthly Labor Review. Retrieved February 09, 2021, from https://www.bls.gov/opub/mlr/2020/beyond-bls/covid-19-recession-is-tougher-on-women.htm

McKinsey & Company. (2020). Women in the Workplace. Retrieved February 9, 2021, from https://wiw-report.s3.amazonaws.com/Women_in_the_Workplace_2020.pdf

Shalaby, M., Allam, N., & Buttorff, G. (2020, December 18). Gender, COVID and Faculty Service. Inside Higher Ed. Retrieved February 9, 2021, from https://www.insidehighered.com/advice/2020/12/18/increasingly-disproportionate-service-burden-female-faculty-bear-will-have

Taub, A. (2020, April 6). A New Covid-19 Crisis: Domestic Abuse Rises Worldwide. The New York Times. Retrieved February 9, 2021, from https://www.nytimes.com/2020/04/06/world/coronavirus-domestic-violence.html

Inclusive Support in a Virtual Environment and the Hybrid Future

by HOLA@HAJINKIM.COM | Apr 17, 2021 | Articles

Posted: Tuesday August 17, 2021
By: Johileny Meran – Mobility International USA (MIUSA), Clau Castaneda – SAI Study Abroad, Meghan Godding – London Metropolitan University

Throughout the pandemic, we have learned valuable lessons via trial and error on how to adapt and create successful virtual work and learning environments. We’ve experienced students, faculty, and staff around the globe adapting and connecting in ways they never considered before; we’ve seen technology and online platforms rapidly evolve, and we’ve witnessed etiquette and language for the online space expanded across time zones and oceans…

But has everyone been factored into the equation in this rapid period of change? 

How inclusive and accessible has our virtual world been over the past year, in global education and the workplace? What lessons have we learned and what can we do to improve as we look toward a hybrid future?

Being thrust into the virtual landscape has exposed holes in places that many professionals hadn’t considered before, particularly when it comes to inclusivity and accessibility in online environments.

This article focuses on recommendations for good practices in hosting or participating in virtual events, from meetings to webinars to modules. It is based on over a year of observations of the “wins” and the shortcomings of online adaptation by three colleagues in international education, representing a study abroad organization, an overseas university partner, and an organization advancing disability rights globally.

We hope that faculty, staff, and students can use this as a guide for implementing new ways of incorporating small, but meaningful adjustments that make a significant impact when it comes to inclusivity online. We’ve broken it down into planning in three stages: pre-event, event execution, and event follow-up.

Pre-Event – Setting the Stage:

Johileny Meran learned through first-hand experience through coordinating the Joining Hands Virtual Symposium with Mobility International USA (MIUSA) in 2020 and 2021. Here’s her two cents:

Moving to a virtual space definitely presented some challenges, as well as advantages. Centering inclusive design for people with disabilities from the beginning stages allows for opportunities to engage with everyone. So how do you start? What steps can be taken to make your virtual events accessible and engaging to everyone? 

The first step is to consider budgeting for disability-related accommodations and seeking input from the disability community about the best way to provide equal access to your event.

The second step is to find an accessible virtual platform. There are so many options available. One way to start learning is to research a platform’s accessibility features. Accessible virtual spaces that allow:

• Participants to have multiple ways to engage
• There is both computer and phone based audio
• Compatibility with assistive technologies such as screen reader software
• Method for participants to directly chat/contact staff for access needs
• Ways to provide live captioning or AI captioning

The third step is to work on your registration form and promote your event. Are you using welcoming and inclusive language that encourages people with disabilities to attend? Are you making sure your promotional materials are accessible? A couple of examples are:

• Is your Registration Form accessible using a screen reader?
• Do your social media posts include alternative text and/or image descriptions?
• Are your promotional videos captioned?

Final step: be sure to collect information in your registration form that will guide your planning and set up every attendee for success. For instance: What disability-related accommodations will you require and/or how can we make the event accessible to you?

The Main Event – Show Time!

Clau Castaneda of SAI Study Abroad and Meghan Godding of London Metropolitan University weigh in further on what they’ve learned on inclusivity in event execution, particularly when it comes to working with students across different time zones and cultures:

Coordinating complex virtual events like webinars, orientations, and symposiums can be daunting when taking into account the interlocking logistics behind-the-scenes. Combine that with the need to make them accessible to broader swaths of students, and hosting these activities becomes even more multifaceted.

Integrating inclusive elements into the foundation of any event is key. Whether virtual or not, events should include materials that are accessible, and language that is not only inclusive but also fosters a brave space where students are encouraged and supported to be their authentic selves.

We are all still learning how to host virtual and hybrid events that add value and validation to the student experience. Here are some critical good practices we have identified over the course of this last year:

Flexibility 
Offering both synchronous and asynchronous options allows participants the flexibility to access information regardless of time zone or other responsibilities.

Inclusive Language
Consider making introductions with your pronouns standard practice; doing this and being mindful of gendering language in your presentation to ensure your presentation is inclusive of everyone. Learn more about inclusive language and Person-First language here.

Built-In Breaks 
Provide mind breaks during events and presentations. Brain breaks are a short pause during longer events that allow attendees to refocus, reenergize, and calm their minds. Similarly, bio breaks built into event schedules give people the chance to momentarily step away to do things like use the restroom, move their bodies, and get a snack to avoid screen fatigue.

Accessibility
Ensuring materials and events are accessible to all participants, especially those with disabilities by providing alt text, closed captioning, and even describing important graphs and images verbally are steps we should all take when working towards inclusive global experiences. Diversity Abroad members can check out our Insights into the Field resource on supporting students with disabilities.

Curtain Close – Event Follow-up:

When following up with event participants ask, in what ways were you able to engage and access our virtual event? You may be pleasantly surprised to learn that the steps you took to make your event inclusive to those with disabilities improved the event experience for everyone, not just those with disabilities. This also opens up the conversation about what can be improved. Feedback loops are important to ensure that relevant folks have a safe space to advocate for their needs. Implementing suggestions to future events is just as crucial for continued improvement and accessibility.

All of these steps and processes still apply as we move back to in-person and hybrid events, and they are useful guidelines for engaging with both inbound and outbound students — and all of our colleagues in the field of international education. If we continue to be mindful that students have different learning styles, backgrounds, and personal realities, we can better tailor what and how we work with them.

Inculcating inclusive elements into virtual events creates spaces that weren’t there before, where students feel seen, supported, and validated. Share what you have learned about creating a supportive virtual environment on one of Diversity Abroad’s Community Resource Groups. Let’s continue this conversation and commit to growing and learning together as a collective community dedicated to advancing inclusivity and access.

Resources

• Accessibility Tips for Zoom and Other Virtual Programs: https://www.miusa.org/resource/tipsheet/virtualaccessibility
• Joining Hands Virtual Symposium 2020 Recordings: https://sites.google.com/view/joininghands/past-highlights/2020-recordings
• Accessible Virtual Exchanges: https://www.miusa.org/resource/tipsheet/virtualexchanges
• Alt Text and Image Description: https://www.seewritehear.com/learn/alt-text-and-image-description/
• Give Your Brain a Break Using Brain Breaks in Learning: http://www.collegeschool.udel.edu/2020/09/19/give-your-brain-a-break-using-brain-breaks-during-learning/
• The Benefits of Using Person-First Language in the Classroom: https://online.usm.maine.edu/articles/education/person-first-language.aspx
• Insights into the Field Resource: Supporting Advisors, Inclusive Practices for Students  with Disabilities https://www.diversitynetwork.org/DIVaPublic/Education-Abroad/FundamentalsDEI/Resources/Supporting-Advisors-Inclusive-Practices-Students-Disabilities.aspx