MANAGER | DA Global

Charting New Paths: Internationalization for the World Ahead

by MANAGER | Feb 18, 2026 | Articles, Collaboration & Initiatives at Home, Education Abroad Resources, Fundamentals, Global Engagement Resources, Public

Charting New Paths: Internationalization for the World Ahead

Live Session from February 5, 2026

Overview:

This webinar explores how international education is responding to sustained global disruption. Through a candid, practice informed conversation, the panel examines how institutions can move beyond reactive decision making toward more intentional, values aligned approaches to global learning.

Additional Resources

Moderator:

Claudio Castaneda, Director of Programs & Content, DA Global Access Network

Guest Speaker:

CJ Tremblay, Founder and Managing Director, Alethea Global Cooperative
Antonio Gutiérrez, Chief Visionary Officer, Celei Regenerative Education

Executive Summary

What You’ll Find in This Summary:

How institutions are reassessing global education priorities in response to geopolitical instability, policy changes, and enrollment volatility
Why intentional design, mission alignment, and institutional values are becoming central to sustainable global learning strategies
How practitioners can translate broad strategic conversations into concrete insights and organized proposals that inform leadership level decision making

Context Framing

This discussion brought together international education practitioners from diverse contexts to examine how global education is evolving amid sustained disruption. Drawing on perspectives grounded in climate justice, regenerative education, and values driven institutional strategy, the conversation explored how geopolitical instability, policy shifts, financial strain, enrollment uncertainty, and shifting student expectations are reshaping internationalization.

Participants approached disruption as an ongoing structural condition shaping the field. The conversation focused on how institutions can develop more intentional, values aligned approaches to global learning in response to these realities. In doing so, the discussion reflected a regenerative mindset, asking how systems can be redesigned to strengthen long term social, ecological, and institutional resilience.

Instead of offering a single prescriptive solution, the conversation surfaced insights drawn from lived experience across institutional and geographic contexts. Speakers examined the tension between maintaining operations and reimagining systems, and emphasized the need for deeper reflection on what internationalization is for, who it serves, and how it can contribute to more just and sustainable global engagement.

What Brought Us Together?

The conversation was situated within a higher education environment shaped by several interrelated dynamics:

Geopolitical instability and shifting policy landscapes, influencing student mobility patterns, partnership development, and long term strategic planning
Financial strain and enrollment uncertainty, prompting institutions to reassess recruitment models, partnership investments, and resource allocation
Evolving student expectations, particularly regarding clearer alignment between institutional practice and stated commitments to social responsibility, climate action, equity, and global engagement.

These pressures do not operate independently. Rather, they intersect and reinforce one another, increasing institutional complexity and challenging long standing assumptions about internationalization.

In this context, the discussion examined two central questions:

What is operationally feasible under current conditions?
What is strategically purposeful and ethically grounded over the long term?

Across institutional roles and organizational contexts, panelists emphasized the importance of reflection and recalibration. Instead of interpreting present conditions as temporary disruptions, many framed them as indicators of deeper structural change. This perspective invites reconsideration of how global learning is positioned within the broader institutional ecosystem and how it can more effectively contribute to student development, institutional mission, and long term resilience.

What We Heard

Several themes emerged consistently throughout the conversation:

Institutions are placing greater emphasis on intentionality, moving away from expansion-focused models toward approaches that prioritize clarity of purpose, impact, and alignment.
Innovation is often taking shape through incremental changes grounded in local context, rather than through large-scale or uniform reforms.
Global education is increasingly understood as interconnected with other areas of institutional work, including career development, student wellbeing, access, and retention.
Ongoing dialogue and shared reflection are seen as essential tools for navigating uncertainty, particularly in environments where conditions continue to shift.
Students experience global learning pathways as part of a broader academic and personal journey, underscoring the need for clearer, more cohesive systems of support.

Together, these themes suggest that the future of internationalization will be shaped less by scale alone and more by intentional design, alignment, and adaptability.

Where to Go From Here

This recording and its accompanying resources are designed for both institutional leaders and on the ground practitioners. While leaders shape final decisions, practitioners are often the ones identifying emerging patterns, testing new approaches, and building the case for change. The Reflection Worksheet and Accountability Form are structured to help practitioners capture insights in a clear, organized way that can inform institutional dialogue and strategic planning.

To support continued engagement beyond the live discussion, participants are invited to use two optional resources:

The Reflection Worksheet helps individuals and teams capture key insights from the conversation, clarify how emerging trends relate to their own context, and organize ideas that can be shared with colleagues and institutional leadership.
The Accountability Form provides space for participants to identify one or two actions, questions, or areas of exploration they intend to pursue following the session. The form will remain open until mid March 2026, allowing time for reflection, internal discussion, and follow up.

Both resources are designed to encourage thoughtful, context specific application rather than prescriptive outcomes. They provide structure for practitioners who are translating big picture conversations into actionable insights within their own institutions.

This conversation underscored that there is no single pathway forward for international education. Instead, progress is emerging through careful reflection, collaborative learning, and a willingness to question inherited assumptions. The insights shared during this session offer a grounded starting point for institutions and practitioners alike as they consider how global learning can remain relevant, responsive, and values aligned in a changing world.

How Dartmouth Streamlined Pre-Departure with BeGlobali

by MANAGER | Jan 30, 2026 | Articles, Education Abroad Resources, Global Engagement Resources, International Students, Public, Support & Advising, Support Advising, Virtual Exchange & Advising

How Dartmouth Streamlined Pre-Departure with BeGlobali

Live Session from January 30, 2026

Overview:

This interview highlights how Dartmouth College redesigned its pre-departure preparation process to better support students while improving operational efficiency for staff. By embedding BeGlobali Pathways into everyday advising workflows, Dartmouth developed a more holistic, inclusive, and scalable approach to pre-departure that reduced repetition, strengthened health and safety preparation, and returned valuable time to advisors.

Moderator:

Andrew Gordon, CEO & Founder DA Global Access Network

Guest Speaker:

Noelle Warinsky, Assistant Director of Study Away, Dartmouth College

What You’ll Learn:

A practical example of how to streamline pre-departure preparation without sacrificing individualized advising.
Insight into delivering identity-aware health and safety training in a consistent and trackable way.
Lessons on how global education teams can reclaim time and refocus advising on higher-impact student engagement.

What was happening in the office that made it clear the pre-departure process needed to change?

Dartmouth sends approximately 600 students abroad each academic year across a continuous, quarter-based academic calendar. The Study Away team, while relatively small, supports a wide range of programs including exchanges and fully customized faculty-led experiences. Over time, it became clear that a significant amount of staff capacity was being consumed by repeatedly delivering the same foundational pre-departure information in individual advising meetings. Students were arriving at different levels of readiness, and advisors were spending less time on nuanced, student-specific conversations. The disruption created by COVID provided an opportunity to step back, evaluate existing workflows, and intentionally redesign pre-departure preparation in a way that was more sustainable and adaptable.

How did the pre-departure process function before, and what does it look like now?

Previously, pre-departure relied heavily on in-person sessions and one-on-one advising to convey core information related to logistics, health, and safety. This approach required advisors to cover similar material repeatedly and made it difficult to ensure consistency across programs. After integrating BeGlobali Pathways, Dartmouth shifted to a model that standardized baseline preparation and embedded it directly into existing workflows. Students now engage with essential content before meeting with advisors and peer mentors, creating a shared foundation of knowledge. As a result, advising conversations are more focused, efficient, and centered on individual circumstances rather than information delivery.

How did Dartmouth approach identity-aware health and safety training, and why was scale important?

The advising team recognized early that student identity plays a meaningful role in how students experience health, safety, and belonging while abroad. Before shifting their approach, it was difficult to ensure that all students received consistent, identity-aware guidance, particularly at scale.

Rather than treating this kind of preparation as optional or supplemental, Dartmouth embedded inclusive health and safety training directly into the core pre-departure process. Students are now required to complete two micro-trainings as part of pre-departure, one on health & safety and a second selected based on the student’s interests or needs.

Using BeGlobali Pathways made it possible to standardize this preparation at scale, track completion and identify gaps. This ensured that every student engaged with essential preparation regardless of program type, while allowing flexibility for students to access identity-specific training relevant to their individual experiences. Over time, the data generated through the process has helped staff identity trends and expand broader support initiatives. This approach has increased institutional confidence that students are more consistently and thoughtfully prepared before departure, while giving advisors better tools to focus their time on high-impact conversations.

Where was time saved, and how did that change advising?

The most significant time savings came from reducing repetition in advising appointments. With foundational information delivered asynchronously, advisors spent less time explaining core concepts and more time engaging in higher-value conversations. That reclaimed time shifted toward discussing student goals, identity considerations, career alignment, and program-specific challenges. While formal time tracking was not the primary measure of success, the impact was evident in smoother workflows, more prepared students, and increased advisor capacity to focus on meaningful, individualized support.

Key Takeaways for Institutions

Dartmouth’s experience shows that rethinking pre-departure is less about adding resources and more about designing intentional, scalable systems that support both students and staff.

Effective pre-departure preparation does not require additional staff or more meetings, but rather clearer structure and better-aligned workflows.
Standardized, asynchronous preparation can establish a shared foundation of knowledge while still allowing advising to remain personalized and student-centered.
Embedding identity-aware health and safety training into the core process ensures consistency, inclusivity, and accountability at scale.
Scalable tools can significantly reduce repetitive advising tasks, returning time to advisors for higher-impact, individualized student support.

5 Ways to Leverage BeGlobali Essential, a New DA Global Member Benefit

by MANAGER | Jan 8, 2026 | Articles, Collaboration & Initiatives at Home, Education Abroad Resources, Global Engagement Resources, International Students, Public, Support & Advising, Support Advising, Virtual Exchange & Advising

5 Ways to Leverage BeGlobali Essential, a New DA Global Member Benefit

What You’ll Learn in This Article:

Practical ways to integrate BeGlobali Essential into existing student touchpoints so global learning shows up earlier—and feels supported throughout the journey.
Simple tactics for engaging campus partners (TRIO, first-year programs, honors, student affairs, multicultural centers, and career services) so global learning isn’t owned by one office.
Clear methods for linking global experiences to career readiness so students can articulate skills in resumes, interviews, and career conversations.
A milestone-based approach to using Quests and micro-trainings (exploration, pre-departure, and re-entry) to scale structured support without adding chaos.

With BeGlobali Essential now available to all DA Global member institutions, new possibilities have opened for supporting students throughout their global learning journey. The real impact comes from intentionally integrating these tools into the work already happening across our campuses.

BeGlobali addresses a core challenge: coordinating support so students discover opportunities early, prepare meaningfully, and connect their experiences to future goals. Here are five strategies that can help your institution make the most of this new member benefit.

Create a Shared Campus Entry Point for Global Learning

A primary hurdle with new campus platforms is simply ensuring people know they exist and how to access them. Each member institution gets access to the BeGlobali Member Marketing Toolkit, which provides ready-to-use landing page language, email templates for students and staff, social graphics, brochures, and additional materials explicitly designed for a campus-wide introduction.

A dedicated landing page becomes more than just a link; it serves as your office or institution’s home base for global learning resources. Students learn how to access and navigate the platform. Staff and faculty see what’s available and how it complements their existing advising. Campus partners gain a single, reliable resource they can confidently share in their regular interactions.

This visibility creates consistency. When students hear about BeGlobali from first-year advisors, professors, and career counselors, they understand that global learning is a priority embedded in the institution’s culture, not just an isolated opportunity offered by a single office.

Engage Campus Partners to Normalize Global Learning Early

BeGlobali Essential becomes more impactful when it connects with departments already invested in student success. Consider your colleagues in TRIO and access programs, first-year experience teams, honors programs, student affairs, multicultural centers, or even in undergraduate research. These staff members have the earliest and most sustained contact with students who would benefit from global learning but might not yet see that as an opportunity.

Everyone at your institution can access BeGlobali; this means students, faculty, and staff. Your campus partners can log in, explore the Quests and micro-trainings, review the country & career hubs, and identify which resources align naturally with the goals they’re already pursuing with students.

When an honors program director sees content that complements their leadership development curriculum, or when a career development professional finds materials to help prepare for internships or marketing global experiences on resumes, they can become advocates who integrate global learning into their ongoing work.

This approach builds early awareness organically. Students hear consistent information from multiple trusted sources, which reinforces your institution’s shared commitment to making global learning accessible and relevant to everyone.

Connect Global Learning to Career Readiness

Global learning builds career-ready skills, but that connection doesn’t always translate clearly for students or the career development folks who support them. BeGlobali helps bridge this gap by offering resources that frame global experiences within professional development contexts.

When career services staff explore these tools, they can integrate content into workshops, highlight global competencies during advising sessions, and use country and career hubs to support conversations about international work culture.

This collaborative approach helps students understand that global learning is not separate from their career trajectory but a strategic component of it. When students anticipate the competencies they will gain and learn how to articulate them in coverletters, at career fairs, or during formal and informal interviews, they’re better positioned to align their global competencies with employer expectations and demonstrate the practical professional benefits of global learning.

Embed Structured Support into Key Student Milestones

BeGlobali Essential includes Quests and micro-trainings that guide students through different stages of the global learning journey. These tools work best when embedded in moments that already matter on your campus, such as first-year seminars, advising courses, or orientation activities.

Early in a student’s time on campus, Quests like Are Global Programs for Me? help students think critically about the range of global experiences available and what they personally hope to gain. How to Study Abroad demystifies the application process by outlining concrete steps. Your U.S. Passport: Your Ticket to What’s Next removes a practical barrier by walking students through the passport application process step-by-step. Requiring one or more Quests during the first year helps students understand their options before they become overwhelmed by competing priorities.

For students who have already committed to a program, micro-trainings such as Funding Your Experience: Budgets & Money Management, or It’s Okay to be Afraid: Overcoming Your Fears About Going Abroad serve as meaningful pre-departure requirements. Rather than simply checking a box, these trainings take advising components from paper to action and help them develop the practical and emotional readiness that contributes to successful on-site learning.

All resources can be directly linked within existing Canvas shells, advising websites, or program materials, giving students seamless access. This integration makes global learning feel like a natural part of their academic pathway rather than an optional add-on.

Extend Support Through Re-Entry

Learning doesn’t stop when students return to campus; in many ways, re-entry is when the most critical work of meaning-making begins. BeGlobali resources extend to re-entry programming, such as Paying It Forward Upon Your Return, which helps students reflect on what they learned and consider how to apply their experience in their academic and career pursuits at home.

You can pair this micro-training with live or virtual re-entry sessions, use the country and career hubs for comparative reflection activities, and integrate BeGlobali into your ambassador and peer mentor programs. These activities help students translate their global experiences into academic and professional growth while reconnecting meaningfully with their home institution.

This sustained engagement matters because it signals to students that their global learning was significant enough to warrant ongoing attention and development, not just a semester abroad that ends the moment they return home.

Scale Global Learning with Intention

BeGlobali Essential gives institutions a streamlined way to scale advising, expand access, and guide students through a consistent global learning journey. With three Quests, five micro-trainings, country hubs (limited view), and a curated community library, you gain flexible tools that easily fit into existing programs on campus. Be sure to complete the BeGlobali Member Access Domain Form so you and your students have immediate access!

This is just the starting point. The complete BeGlobali ecosystem includes additional micro-trainings, Quests, and expanded country and career hubs designed to support a coordinated, institution-wide approach. If you’re interested in exploring expanded access for your office or campus, book a consultation and we’ll be happy to discuss available options.

Claudio Castaneda is an educator and strategist in global learning, program design and student success, bringing nearly 15 years of higher education experience. At DA Global Access Network, he develops student and professional content and guides program and partnership alignment to enhance the reach and impact of global opportunities. His work supports pathways that help students build the skills and confidence needed to thrive in a globally connected world.

COIL 101: A Starter Guide to Virtual Exchange and Collaborative Online International Learning

by MANAGER | Dec 9, 2025 | Articles, Collaboration & Initiatives at Home, Featured Article, Global Engagement Resources, Public, Virtual Exchange & Advising

COIL 101: A Starter Guide to Virtual Exchange and Collaborative Online International Learning

What are virtual exchanges? What is COIL? How do we implement it effectively? What risks should we consider?

If you’ve asked yourself any of these questions, you’re in the right place. This guide brings together a “COIL 101” resource list and starter guide to answer these and other questions. We’ve separated them by what the different resources hope to address, etc. As you go through this list, it’s our hope that your knowledge of Collaborative Online International Learning (COIL) will grow and you’ll be better equipped to incorporate them into your own internationalization efforts.

What is COIL?

There are a number of resources that provide the COIL curious with some basic descriptions and easy-to-grasp examples of effective COIL programming. The article and video below are good starting points that introduce important definitions and provide insightful context for deeper dives into COIL and virtual exchanges.

Virtual Exchange vs. COIL

While the terms ‘virtual exchange (VE)” and “Collaborative Online International Learning (COIL)” are often used in connection with each other, it would be wrong to say they were perfectly interchangeable. In their article “Defining Collaborative Online International Learning (COIL) and Distinguishing it from Virtual Exchange”, pedagogy scholars Simone Hackett, Mark Dawson, Jeroen Janssen & Jan van Tartwijk pull from a wide array of empirical work in virtual exchanges and the efforts of eminent COIL scholars to provide concrete understandings of VE, COIL, their differing characteristics, and reasons for why educators should not mix the terms.

COIL in Practice CUNY’s Experience

Three faculty and administrators from different City University of New York (CUNY) campuses meet in January of 2025 on this episode of CUNY’s EdCast program titled Global Minds: Learning without Borders through COIL. In this short episode, they dive into the history of virtual exchanges and COIL as a type of VE, how COIL developed at CUNY, and where they see it going in the future. The most informative part of the episode are the included testimonials from students and faculty about their experiences, both the positives and areas for improvement in future exchanges.

Benefits of COIL

Once you understand what COIL is, the next logical question is: Why does it matter? These resources offer practical examples and research-grounded insights.

In 2022, administrators and faculty from Langara College in Canada and Lovely Professional University in India, arranged a presentation called “Why COIL Virtual Exchange Matters”. In this talk, they provide a practical example of how a program gets off the ground (1. Administrators connect 2. Faculty begin planning together), as well as student success stories, and learned insights from the program. Additionally, presenters specifically connect the benefits and outcomes of COIL to some of the UN SDGs, emphasizing the greater impact of COIL in those areas. (45:45)

COIL and Intercultural Competence

In that same year, Jessica Geraldine Borger from Monash University in Melbourne, Australia published a supplemental article discussing the enhancement of intercultural competency (ICC) through COIL. In Getting to the CoRe of Collaborative Online International Learning (COIL), Borger details the ways that faculty, particularly faculty in the sciences, often struggle with incorporating cultural competencies into their pedagogy and gives data-based evidence on how virtual exchanges can help fill in that teaching gap.

Challenges to COIL

It is rare for any endeavor, no matter how well thought out or well intentioned, to be ever truly perfectly executed. A few of the resources we listed address ways to improve COIL experiences and lessons learned from past COIL exchanges. However, we’d be remiss if we did not highlight additional resources that identify specific pitfalls of COIL programming and ways to improve COIL programs.

Navigating Cultural and Institutional Differences

An insightful article in the 2016 Journal of Technology Management & Innovation, titled “Collaborative Online International Learning Experience in Practice Opportunities and Challenges” goes into detail on what is required to run effective COILs. Authors take the time to explain the various ways that differences in culture need to be navigated when inviting students from different countries to collaborate, specifically in the areas of individualism versus collectivism and time orientation. They also highlight struggles with institutional support and challenges in the equitable use of technological platforms.

Addressing Critiques and Barriers

Robert O’Dowd is a scholar with years of experience studying and facilitating virtual exchanges. In Oct, 2024, O’Dowd gave a presentation titled “Overcoming Challenges and Barriers in Virtual Exchange”. In his talk, O’Dowd gives space for critique of virtual exchanges as a poor alternative to real-world study abroad and follows up with practical tips for how faculty and program leaders can help students make the most of their virtual exchange experiences.

Conclusion & Additional Resources

This is far from the end of the resources and materials available on COIL and virtual exchanges! There are plenty of practitioners and experts who are willing to share their COIL experiences and advice. Continue deepening your understanding of COIL by visiting the additional resources below.

The SUNY COIL Center is frequently named in presentations, scholarly articles, and other sources of information on the subjects of COIL and virtual exchanges. This body of experienced COIL facilitators and organizers have well established themselves as a respected hub for information and insight in this area of campus internationalization. Their youtube video library is a rich resource and a good introduction to the rest of their content.

The Barzinji Institute for Global Virtual Learning, housed at Shenandoah University, is also a phenomenal resource for anyone eager to know more about COIL. With its years of award winning experience in COIL programming, this institute also serves as a tremendous resource for anyone hoping to bring COIL to their own campus. Their youtube library, while not entirely dedicated to COIL or virtual exchanges, has many informative videos on the subjects.

The Stevens Initiative, a program of the Aspen Institute, is a strong advocate of virtual exchanges, particularly focusing on programs to less commonly visited destinations like the MENA region. The Initiative provides virtual programming of their own, grants to support students on programs, training for facilitators, and reporting on trends within virtual exchange – including an annual report on exchanges across their international partnerships

Kyle Cox is a University Relations Director for CEA CAPA. He discovered his passion for international education through a college history tour of Europe. With experience at IIE and CIS Abroad, he champions access for underserved students. Kyle is a 2025–2026 DA Global Impact Fellow. This resource was published on December 9, 2025. Learn more about Mr. Cox.

Comprehensive Internationalization: Connecting Global Learning to Career Success

by MANAGER | Dec 9, 2025 | Articles, Collaboration & Initiatives at Home, Education Abroad Resources, Fundamentals, Global Engagement Resources, Public

Comprehensive Internationalization & Career Readiness at the College of Saint Benedict and Saint John’s University

Executive Summary

Conference Presentation

Notes from the Author

The College of Saint Benedict and Saint John’s University (CSB/SJU)—two Benedictine liberal arts institutions in rural Minnesota—offer a powerful case study in how global learning can be intentionally integrated into career development. Despite their small size and remote location, CSB/SJU have a long-standing global identity, with study abroad participation historically exceeding 50%. Through the American Council on Education (ACE) Internationalization Laboratory, the institutions undertook an 18–24 month process to reimagine internationalization as a coordinated, campus-wide strategy that directly supports student success.

What is Comprehensive Internationalization?

ACE defines comprehensive internationalization as a strategic, institution-wide framework that embeds global learning into curriculum, co-curriculum, policies, partnerships, and campus culture. It requires collaboration across departments, intentional leadership structures, and a commitment to equity and inclusion.

The CSB/SJU Approach

During the ACE Lab process, a cross-functional steering committee conducted a deep analysis of institutional strengths, gaps, and opportunities. Their work included campus consultations, data review, systems mapping, and assessment of global learning resources. This led to four key recommendation areas:

1. Curriculum & Co-Curriculum

Expand global learning–designated courses, support international clubs, increase embedded and short-term programs, and grow COIL initiatives.

2. International Student Support

Improve holiday housing, transportation access, and wraparound services to ensure international students thrive and contribute fully to campus life.

3. Study Abroad Access

Reduce financial barriers, diversify program lengths and locations, and create domestic “study away” options to support students with varied needs.

4. Leadership & Vision

Establish clear governance, accountability, and sustained funding to move from planning to implementation.

The True North Journey: Linking Global Experience to Career Success

One of CSB/SJU’s most compelling innovations is the True North Journey, a four-year developmental framework that explicitly connects international learning to career readiness:

1. CHART (Year 1): Building foundations—introducing global learning and early career exploration.

2. TEST (Year 2): Experimentation—using study abroad and intercultural experiences to explore academic and career interests.

3. BUILD (Year 3): Professional development—internships, research, networking, and articulating global skills.

4. LAUNCH (Year 4): Integration—translating global experiences into résumés, interviews, and graduate school applications.

This model reframes global learning as a catalyst for developing competencies employers consistently value: adaptability, resilience, problem-solving, cross-cultural communication, collaboration, curiosity, and self-awareness.

Why This Matters for Liberal Arts Institutions

CSB/SJU’s journey demonstrates that comprehensive internationalization can be both attainable and transformative—even for institutions without large budgets or metropolitan locations. Key lessons include:

Build from existing strengths and historic partnerships
Treat internationalization as more than study abroad
Remove barriers so all students can access global learning
Create intentional structures that help students articulate global competencies
Ensure leadership, funding, and collaboration are in place for long-term success

Bottom Line

The ACE Internationalization Laboratory gave CSB/SJU the clarity, structure, and momentum to embed global learning into the student experience in ways that directly support career readiness. Their message, “The Future is NOW”, underscores the urgency for institutions to make global engagement accessible, equitable, and connected to the outcomes students and employers care about most.

This executive summary provides context for the accompanying presentation and notes, which outline CSB/SJU’s process, recommendations, and implementation strategies in depth.

Additional Resources

ACE Internationalization Laboratory: American Council on Education
True North Journey: CSB/SJU Website
COIL Resources: SUNY COIL Center
Global Education as a Career Success Imperative – DA Global Access Network

Deborah J. Pembleton, Ph.D. is a Professor in the Global Business Leadership Department at the College of Saint Benedict and Saint John’s University. She co-chaired the ACE Internationalization Steering Committee and leads embedded study abroad programs, including trips to the Bahamas. This resource was published on December 9, 2025. Learn more about Dr. Pembleton.

« Older Entries

Charting New Paths: Internationalization for the World Ahead

Charting New Paths: Internationalization for the World Ahead

Executive Summary

Context Framing

What Brought Us Together?

What We Heard

Where to Go From Here

How Dartmouth Streamlined Pre-Departure with BeGlobali

How Dartmouth Streamlined Pre-Departure with BeGlobali

What was happening in the office that made it clear the pre-departure process needed to change?

How did the pre-departure process function before, and what does it look like now?

How did Dartmouth approach identity-aware health and safety training, and why was scale important?

Where was time saved, and how did that change advising?

Key Takeaways for Institutions

5 Ways to Leverage BeGlobali Essential, a New DA Global Member Benefit

5 Ways to Leverage BeGlobali Essential, a New DA Global Member Benefit

Create a Shared Campus Entry Point for Global Learning

Engage Campus Partners to Normalize Global Learning Early

Connect Global Learning to Career Readiness

Embed Structured Support into Key Student Milestones

Extend Support Through Re-Entry

Scale Global Learning with Intention

COIL 101: A Starter Guide to Virtual Exchange and Collaborative Online International Learning

COIL 101: A Starter Guide to Virtual Exchange and Collaborative Online International Learning

What is COIL?

Benefits of COIL

Challenges to COIL

Conclusion & Additional Resources

Comprehensive Internationalization: Connecting Global Learning to Career Success

Comprehensive Internationalization & Career Readiness at the College of Saint Benedict and Saint John’s University

What is Comprehensive Internationalization?

The CSB/SJU Approach

The True North Journey: Linking Global Experience to Career Success

Why This Matters for Liberal Arts Institutions

Bottom Line

Additional Resources

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