COIL 101: A Starter Guide to Virtual Exchange and Collaborative Online International Learning by DA Global | 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 DA Global | 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.
Global Learning Is Workforce Readiness: Building the Links by DA Global | Nov 20, 2025 | Career Advancement Resources, Professional Development Global Learning Is Workforce Readiness: Building the Links Live Session from November 19, 2025 Session Description: Higher education is being asked tough questions, by students, families, and policymakers alike. What’s the true value of a degree in a world defined by rapid change, digital transformation, and global interdependence? In this community discussion, Andrew Gordon and Dr. Kati Bell, co-authors of Global Education as a Career Success Imperative, unpack how global learning can—and must—serve as a driver of career success. Grounded in the white paper’s policy framework, this session will trace the throughline from pathways to practice: How global education builds workforce competencies aligned with NACE and WEF frameworks How the 4A Framework (Awareness, Assessment, Action, Accountability) guides institutions in embedding global learning across academic and career ecosystems How cross-campus collaboration, employer partnerships, and inclusive access expand impact How policy recommendations can sustain and scale equity-minded global learning Together, we’ll explore how institutions can move from talking about global learning’s value to measuring its impact, and why global education is not a luxury, but a career success imperative. Moderator: Lily López-McGee, Ph.D., Senior Advisor, DA Global Access Network Panelists: Kathrina Bell, Ed.D., Adjunct Professor, Leadership & Management, Dominican University of California Andrew Gordon, CEO & Founder, DA Global Access Network
Celebrating the 2025 DA Global IMPACT Award Recipients by DA Global | Nov 5, 2025 | Articles, News & Updates, Public DA Global Access Network is pleased to announce the recipients of the 2025 Global IMPACT Awards, honoring outstanding contributions to the expansion of access to global learning, aligning it with student outcomes, and shaping the future of international education as an engine of success and opportunity. These annual awards celebrate the innovative strategies, programs, and leadership that connect global education directly to student and institutional success. The 2025 awardees were honored at the Global Impact Conference Awards Gala & Dinner in Minneapolis, Minnesota on October 30, 2025. Learn more about the award categories here. 2025 DA Global IMPACT Award Recipients Institutional & Organizational Awardees Outbound Mobility – Global Exchange Fellowship, King Fahd University of Petroleum and Minerals Global Engagement at Home – Global Up Américas, AFS Intercultural Programs, Inc. International Education Employer of the Year – CET Academic Programs Individual Professional Awardees Rising Star: Ethan Trinh, Ph.D., Georgia State University Trailblazer: Noelle Baldwin, IES Abroad Executive Leader: Rochelle Gilbert, EdD, EMBA, Walden University Inclusive Excellence in Teaching: Maureen P.M. Hall, MD, MEd, BSc, Ross University School of Medicine Student Leader Awardees Undergraduate Global Student Leader: Dora Granera, Boston University & IES Abroad Alumni Graduate Global Student Leader: Pashouably Vang, University of Minnesota Global Up Américas – AFS Intercultural Programs Global Engagement at Home – Organizational Award Global Up Américas is a virtual exchange program developed by AFS Intercultural Programs, Inc. that delivers meaningful global learning experiences without requiring international travel. Rooted in AFS’s mission to develop active global citizens and expand access to global competence education, the initiative provided local global immersion through expert-designed curricula and facilitated cross-cultural classroom exchanges through the Americas. This award is such an honor and recognition of Global Up Américas’ transformative impact… It shows how virtual exchange expands worldviews and builds meaningful learning opportunities right at home. Global Up Américas proves that active global citizenship can be fostered anywhere… empowering students to connect and thrive across cultures.” — Linda Stuart, Director of Global Education Innovation, AFS Intercultural Programs Global Fellowship Exchange – King Fahd University of Petroleum & Minerals Outbound Mobility – Organizational Award As part of KFUPM’s commitment to offering students a distinctive and world-class learning experience, the Global Exchange Fellowship provides a unique opportunity for students to spend an academic semester at top universities around the world. Through this international exposure, KFUPM students not only gain access to diverse academic environments and world-class learning, but also build meaningful connections that link KFUPM’s faculty and students with their peers in leading global institutions. These experiences enable students to learn, collaborate across cultures, and bring back new ideas that enrich our academic community and strengthen KFUPM’s global partnerships. We are honored to be recognized as a finalist. This recognition affirms our commitment to empowering students through transformative international experiences that build technical excellence and global perspective. Through the Global Exchange Fellowship, KFUPM enables students to strengthen their capabilities and approach problems with a global mindset, preparing them to lead, innovate, and make an impact worldwide. We thank our partners for continuously enabling opportunities and enriching our students’ learning experiences across the globe. — Dr. Turki Baroud, Former Dean of Global Engagement CET Academic Programs International Education Employer of the Year – Organizational Award Over the past three years, CET Academic Programs has transformed its workplace culture through intentional, people-centered initiatives focused on inclusion, flexibility, and staff well-being. One of its most celebrated changes—the 30-hour workweek introduced in 2023—reduced hours without reducing pay or benefits, giving staff greater autonomy and balance. Teams used this shift to streamline meetings and processes, resulting in higher productivity and stronger engagement. Through ongoing efforts in recruitment, professional development, and retention, CET has diversified its workforce and strengthened its sense of belonging across global offices. CET’s leadership believes that when staff are supported and empowered to thrive, the organization delivers its best—creating more impactful global learning experiences for students worldwide. It’s such an honor to receive this recognition from DA Global. We’re very proud of our recent initiatives to make all staff feel valued, included, and supported in their efforts to sustain a healthy work-life balance. Thank you, DA Global, for validating our efforts and inspiring us to keep innovating! — Mark Lenhart, Executive Director, CET Academic Programs Ethan Trinh, Ph.D. Rising Star – Individual Award Dr. Ethan Trinh is an educator, researcher, and community leader redefining humanizing approaches to global education. As Associate Director of the Atlanta Global Studies Center at Georgia State University, they lead programs that expand access to language learning, cross-sector collaboration, and global competence. Dr. Trinh also serves as Managing Director of the Arabic Teachers Council of the South and Founder of Dr. Trinh’s Foundation, which supports rural students in Vietnam through scholarships and educational initiatives. Their scholarship and creative work center love, memory, and belonging in global learning, earning national and international recognition, including the LGBTQ Leaders in Higher Education Award and U.S. State Department’s Mandela Washington Fellowship Reciprocal Exchange honor, and global fundings, such as from Association of International Education Administrators (AIEA)’s Virtual Exchange Symposium. Through relational teaching and community care, Dr. Trinh builds pathways that connect learners across borders and identities—turning education into shared transformation. I am extremely honored… This shows that my passion for global education is not performative; rather, it is lived. I make a lifetime commitment to continuing to serve, lead, and imagine new futures for international education, with heart, care, and love so that every student, teacher, and faculty, regardless of background, has the opportunity to thrive, learn, and build a space of belonging and understanding together. Thank you, DA Global, again for this prestigious award. — Ethan Trinh, Ph.D., Associate Director, Atlanta Global Studies Center, Georgia State University Noelle Baldwin Trailblazer – Individual Award Noelle Baldwin serves as Director of Access & Strategic Partnerships at IES Abroad, where she leads the Initiative to Diversify Education Abroad (IDEA). Under her leadership, the Access team has expanded collaborations across higher education, community, and industry sectors—rebuilding participation in global education beyond pre-pandemic levels. A proud University of Miami alumna and study abroad participant in South Africa, Noelle brings deep personal and professional commitment to expanding access. Her leadership and advocacy have earned national recognition, including honors from the PIEoneer Awards and Legacy Magazine’s “40 Under 40 Black Leaders of Miami.” Drawing on her Jamaican heritage and first-generation American experience, she designs programs that empower students to see themselves in global spaces. Through her work, Noelle ensures global education remains a bridge to opportunity, belonging, and lifelong impact. I am deeply honored… This recognition reflects not only my own work, but also the dedication of peers and partners committed to equity in global education. My efforts to expand inclusive pathways for students align closely with DA Global’s mission and vision of ensuring that global learning opportunities are accessible to all. Representation matters, and I believe every student deserves to see themselves reflected in international experiences. I share this honor with the communities and students who inspire me to keep breaking barriers! — Noelle Baldwin, Director of Access & Strategic Partnerships, IES Abroad Rochelle Gilbert, Ed.D, EMBA Executive Leader – Individual Award Dr. Rochelle Gilbert is a dynamic leader, educator, and coach committed to empowering others through education and innovation. As Associate Vice Provost in the Center for Impact Development at Walden University, she leads initiatives that measure student and graduate success, leadership development, and community engagement. Known for her transparent and collaborative leadership style, Dr. Gilbert inspires growth and excellence across higher education. Her career spans teaching, academic administration, and consultancy, always grounded in a mission to educate, equip, and empower. Often described as a “woman on the move,” she leverages creativity, collaboration, and compassion to elevate others and drive meaningful change. Dr. Gilbert’s dedication to fostering belonging and personal growth continues to shape students and professionals alike—demonstrating what it means to lead with both purpose and heart. I am humbled to be selected… This honor reflects a shared vision of expanding access to global education and empowering students to create their next chapter. My work is grounded in inclusion, mentorship, and collaboration–values that align with DA Global’s mission to unlock potential and foster belonging across borders. Together, we can elevate personal and professional growth, strengthen global networks, and inspire transformational leadership that ensures all students are prepared to thrive in an interconnected world. — Rochelle Gilbert, Ph.D., Associate Vice Provost for the Center for Impact Development, Walden University Maureen P.M. Hall, MD, MEd, BSc Inclusive Excellence in Teaching – Individual Award Dr. Maureen P. M. Hall, MD, MEd, BSc, is a transformative leader in medical education and student success. At Ross University School of Medicine, she advances academic excellence through evidence-based teaching, metacognitive training, and curriculum reform designed to enhance performance and professional readiness. With nearly two decades of experience, Dr. Hall is recognized for integrating resilience, wellness, and innovation into medical education. Her research and publications focus on medical simulation, lifelong learning, and student well-being. Beyond her scholarship, she champions leadership development and diversity in higher education, previously serving as chair of the Empower Diversity Growth and Excellence (EDGE) network at Adtalem Global Education. Through mentorship and strategic vision, Dr. Hall continues to inspire future physicians to lead with competence, compassion, and purpose in an evolving healthcare landscape. Dr. Hall, is a transformative leader in medical education and student success. At Ross University School of Medicine, she advances academic excellence through evidence-based teaching, metacognitive training, and curriculum reform designed to enhance performance and professional readiness… She champions leadership development and diversity in higher education, previously serving as chair of the Empower Diversity Growth and Excellence (EDGE) network at Adtalem Global Education… Dr. Hall continues to inspire future physicians to lead with competence, compassion, and purpose in an evolving healthcare landscape. — Lisa Kangas, Ph.D., Senior Core Faculty, Walden University Dora Granera Undergraduate Global Student Leader – Student Award Dora Granera is the Assistant to the Director at the Posse Foundation’s Bay Area site in San Francisco. A recent graduate of Boston University with a degree in International Relations, she has gained global experience through her work with organizations such as the Spanish Commission for Refugee Aid and IES Abroad. Passionate about equity and access, Dora is dedicated to redefining global education for the next generation by expanding opportunities and fostering inclusion across borders. I am deeply honored… Through my work with the Posse Foundation, CEAR, and IES Abroad, I have witnessed the transformative power of access to international education. This recognition affirms my commitment to advancing equity, cross-cultural understanding, and global opportunities for the next generation of leaders. As Maya Angelou once said, ‘People will forget what you said, people will forget what you did, but people will never forget how you made them feel.’ For me, global leadership means not only bridging differences, but also empowering open hearts and open minds. — Dora Granera, Assistant to the Director, Posse Foundation Bay Area Pashouably Vang Graduate Global Student Leader – Student Award Pashouably Vang (Paj Ntshua Nplaim Vaj) is a PhD student in the Comparative and International Development Education program at the University of Minnesota – Twin Cities, and is also pursuing a certificate in Program Evaluation. In centering the study abroad narratives of Hmong American college students, Pashoua’s dissertation seeks to bring new knowledge to the field of international education. Her research is timely as this year marks 50 years since the resettlement of Hmong refugees to the U.S. following the Secret War in Laos. When she’s not in the classroom, Pashoua is a road warrior representing the University of Minnesota’s Learning Abroad Center in the Northeast region of the U.S. As a higher education professional, Pashoua is committed to improving access to study abroad and advocating for more programs that intentionally foster a sense of belonging for all students. I believe that study abroad provides a unique opportunity for individuals to create and expand their own understanding of who they are. It is through this deep knowing of who we are that enables each of us to live our best lives guided by purpose so that we can be of service to others. I’m grateful to be celebrated for doing something I love: learning from others and gaining wisdom from their stories… This award is not only a celebration of how far I’ve come, but also a celebration of who I am becoming and my potential as a Hmong scholar. – Pashouably Vang, Associate Institutional Relations Director and PhD student in the Comparative and International Development Education program at the University of Minnesota A Special Message from our 2025 DA Global IMPACT Awards Sponsor!
Gen Alpha Meets AI: Preparing the Next Wave of Global Talent by DA Global | Oct 20, 2025 | Career Advancement Resources, Professional Development Gen Alpha Meets AI: Preparing the Next Wave of Global Talent Live Session from September 19, 2025 Session Description: As Gen Z graduates confront a shifting, AI-disrupted job market, Gen Alpha undergraduates are next in line; and international educators have a powerful role to play. Study abroad, virtual exchange, and globally inclusive campuses offer more than cross-cultural learning; they build the human skills that are difficult for AI to replicate. This session explores how global learning experiences, whether virtual or physical, can help students build the adaptability, empathy, digital fluency, and resilience employers now demand. Moderator: Claudio Castaneda, Director of Content & Programs, DA Global Access Network Panelists: Katie Lander, Director of Global Career & Internship Programs, CEA CAPA Esther-Gail Fraser, IE University Alumni and Business Analyst, OneTrust
