University of Minnesota: Good Practices (The Multicultural Study Abroad Group) by DA Global | Feb 23, 2017 | Education Abroad Resources, Fundamentals University of Minnesota: The Multicultural Study Abroad Group (MSAG) Founded in 1851, the University of Minnesota has a presence throughout the state with its five campuses and numerous research and outreach centers. The Office of International Programs (OIP) is the central coordinating international office for the University of Minnesota system. With a goal of preparing global citizens, OIP promotes the internationalization of the teaching, research, and outreach missions of the University. Focus Areas: Fundamentals of DEI Which student group(s) did your institution target as part of your initiative/project? Students of color population. Why did your institution feel that it was necessary to target this group? Statistically it was clear that this group of students were not going abroad in the same numbers as the rest of the student population. Academic advisers noted that students of color face particular barriers to study abroad and the University should seek to explore and address those barriers. Because study abroad is important to our student development goals, further inquiry was needed to identify the discrepancies and determine how to equalize the opportunity to study abroad. It was also important to recognize that there are distinct populations within the students of color and that each ethnic group consisted of both recent immigrant families and families with a long history in the U.S. Tell us step by step the process taken to implement this initiative/project? A Multicultural Study Abroad Group (MSAG) committee was formed in 2001 with representatives from all four campuses (Twin Cities, Duluth, Morris, and Crookston) to explore this aspect of study abroad. The group has defined itself as follows (mission statement): The Multicultural Study Abroad Group (MSAG) is made up of University of Minnesota professionals who actively support the University’s goal of increasing the numbers of students ofcolor who study abroad by working to overcome barriers, promoting the benefits of study abroad, and providing resources that address the needs of students of color.Several concrete methodologies were undertaken during 2001-2002, some as part of the evaluation process of the internationalizing initiative: sophomores and seniors were surveyed regarding study abroad curriculum integration, focus groups were held, and a literature review was conducted. The MSAG established four working groups that to focus on the following areas: web and written materials, data collection, programs and outreach, and scholarships and financing of study abroad. Within this process a list of questions was compiled to determine the perceived barriers and issues preventing students of color from going abroad. Student focus group were organized that included students of color who had studied abroad and those who were interested but had not yet studied abroad. Of the many findings from the focus groups, the main issues were: There are many misconceptions of studying abroad within the students of color populations. Family has a large role in students’ decision making. Cost is often a hindrance to study abroad. Influence of peers and advisers is very important. The student’s country of heritage plays a great role in where a student will study abroad, whether it will be in that country or not. Students have a lack of knowledge of study abroad and its outcomes. This lack of knowledge leads to the general perception that study abroad is more fun than academic. The idea of prestigious or official study abroad programs can play a big factor in the decision to study abroad. Example of the Focus Group Questions: (from Spring 2002 Focus Groups of Students of Color http://www.umabroad.umn.edu/ci/evaluation/focusGroups.html) What are the first three things that come to mind when you think of “Study Abroad”? Why do you think those items came to your mind? What kind of exposure have you had to the concept of study abroad? Whose opinions about study abroad issues do you most value? Whose opinions about study abroad at the University do you most value? If you were to study abroad, what concerns do you think you would have? Are there things that have prevented you from studying abroad? If so, what are those things? Do you think that those concerns are relatively common? Do you think those hold true for most students? What would you need to hear or learn before you would participate in study abroad? Which faculties, departments, centers and/or student groups on campus were involved in the process? The Multicultural Study Abroad Group (MSAG) included representatives from all campuses and several University units with a focus on those persons who had student contact. This included the student advising units with high percentage of students of color, Multicultural centers, study abroad offices, international programs, and most recently, resident life directors. Were there any new assessments and/or procedures produced due to the initiative/project? Along with the preliminary assessments, which were quite substantive and valuable, annual surveys on all University students were conducted. This included students of color, and looked at attitudes, values, and behavior. This allowed us to follow up on which programs appealed to specific populations and/or create new programs for specific groups. Through the surveys we were able to produce annual reports, which included responses from students of color. There were high response rates and the University of Minnesota was the first institution in U.S. to have this kind of data. We have published articles on our evaluation outcomes and have presented at conferences about our methods of surveying students of color about their attitudes, knowledge and behavior regarding study abroad. We have been the subject of one master’s thesis research also, and an article written by an external colleague to the U of Minnesota. Was there any new curriculum developed due to this initiative/project? The outcomes within the first two years of the group’s inception were significant and included: Information gathering from surveys and focus groups Web site devoted to the group’s activities and outcomes Brochure: Multicultural Students and Study Abroad Advising material: Learning Abroad for students parents Advising material: Study Abroad Programs with Multicultural Focus Outreach to freshmen of color Development of Diversity Scholarships for study abroad Sharing of resources and expertise between study abroad advisers and staff in multicultural units Following the preliminary assessments, a training module for advisers was organized to sensitize advisers on the barriers that students of color have to study abroad. The goal was to train academic advisers, who are the foundation of the University, with knowledge and skills so they can speak with students of color about study abroad. Training has been done annually on 3 of the 4 campuses. Training consisted of putting “knowledge to action” by the development of case studies based on real life study abroad scenarios. From the evaluation comments this method has been one of the best part of the trainings. A concerted effort was to provide study abroad opportunities to all students of color and this led to specific study abroad program development, with some emphasis on short-term programs and travel to countries with respect to the students’ heritage. Diversity scholarship support was developed. One of the many positive results from supporting short-term programs has been that it has led to some students going on long-term study abroad experiences. Was there any professional development available to staff in conjunction with this initiative/project? * See response to the question on academic advisor training based on real life scenarios of students of color and study abroad. MSAG members have made presentations at national conferences, including conferences outside of the international education realm (such as NCORE, the National Conference on Race and Ethnicity, and ACPA, the American College Personnel Association). In addition, presentations have been made at NAFSA, CIEE, and the U of Minnesota curriculum integration conferences. The chair of MSAG each year is a colleague from a unit outside of the study abroad office. What role did administrators from your institution take on within this initiative/project? Most of the staff involved have been advisers and administrators. Directors of international programs on various campuses gave support in identifying funding resources for scholarships. In addition, University President Robert Bruininks set a goal for a certain percentage of students to study abroad before they graduate (50%). How would your institution approach this initiative differently if you were to start over? The inception of The Multicultural Study Abroad Group (MSAG) and the growth process has been a very organic process. It was not from the top down but was developed through identifying the needs of students of color. It has been a learning experience through the whole process, since 2001 to the present. The energy and collaboration of this effort has taken a life of its own that has been sustained with continued commitment and a collaborative enthusiasm of the 25+ members from all 5 U of Minnesota campuses. What were the results of your initiative? In the fall of 2000, before the Multicultural Study Abroad Group (MSAG) began, students of color made up 11% of study abroad students, which is almost 5% below the 14.9% in the overall student population. By 2007, students of color in study abroad (17.3%) have almost equaled their number in the overall student population (17.6%). At the same time the student of color population on campus has increased every year, which makes these numbers more impressive. Our numbers are also consistent with national figures of 17% in 2006/2007.[1] Study abroad is introduced to students of color early on through freshman orientation or during the multicultural kick-off and then heavily integrated into freshmen seminars for students of color. This type of increased engagement between the multicultural offices and the study abroad offices has been sustained over the past 10 years without any gaps. This initiative is an ongoing process but the enrollment numbers are evidence that our new programs and new ideas are working. We attribute this to an increased awareness by advisers to provide more accurate and focused information to students of color. In addition more financial support in the form of scholarships has helped. We have been recognizing the faculty who have contributed in internationalizing their courses by creating programs that focus on a specific student populations, such as one profession who has developed an introduction to Southeast Asia experience that draws many Hmong students into the course. Another positive result is that The Multicultural Study Abroad Group (MSAG) has started to evolve and look at other minority groups that are underrepresented in study abroad, including students with disabilities and the GLBT (Gay, Lesbian, Bisexual, and Transgender) population by finding programs that are sensitive and appropriate for these groups. [1] Bhandari, R. and Chow, P. (2008) Open Doors 2008: Report on International Education Exchange. New York: Institute of International Education
Macalester College: Good Practices by DA Global | Feb 23, 2017 | Education Abroad Resources, Fundamentals Macalester College: Comprehensive Approach to Include Identity-Related Conversations in Programming Macalester College is guided by its mission of being a preeminent liberal arts college with an educational program known for its high standards for scholarship and its special emphasis on internationalism, multiculturalism, and service to society. This mission is evident in the campus diversity, the commitment to internationalism and study away, as well as in the close partnerships within the urban community of St. Paul, MN. Since its founding in 1874, Macalester has provided students the inspiration, insight and experience to become successful and ethical leaders. Classes are taught by faculty whose passion is teaching and whose scholarship gains national recognition. Focus Areas: Infusion of identity-related conversations into comprehensive programming Organizational Profile How many students (undergraduate) are enrolled in your institution? 2,073 How many undergraduate students from your institution study abroad each year? 60% Institution Type: 4-year; Private; Liberal Arts Describe your initiative/project Macalester College has taken a comprehensive approach to incorporating identity-related themes into the study away experience for students. In the pre-departure, in-country, and returnee phases, Macalester College students are invited to consider how aspects of their identity may impact their experience. As soon as students are introduced to the study away process in a required First Steps to Study Away session, they are encouraged to consider how their identity will impact their program selection and their time off-campus. Then, on an individual basis, students are asked on an advising questionnaire to identify any specific identity-related topics they would like to address in a one-on-one advising appointment (ex. Disability, LGBTQ, race/ethnicity, first-generation college students, etc). Advisors see the questionnaire before students schedule advising appointments, allowing for time to prepare for identity-specific conversations with students during in-person advising meetings. While in-country, Macalester College students are invited to join an identity-focused conversation through an online Moodle platform. Staff moderators pose questions and prompts to the group to facilitate individual student reflection and group conversations. Examples of recent conversation prompts include: How have your identities affected your first encounters? Are identities being ascribed to you? Are these different than those you encounter at Macalester or “at home”? If so, what are you doing to navigate this dissonance? How have you been able to connect with others cross-culturally? How do identities – nationality, gender, class, race, sexual orientation, etc. – affect these interactions? What has living in another place and studying in another academic environment taught you about life at Macalester or in your “home” culture(s)? What has it taught you about yourself and your values? Upon return to campus, students have several opportunities to continue processing identity-related themes. Macalester College’s International Center invites returned students to attend weekly luncheon discussions focused on a different topic of relevance each week. Every semester, in collaboration with the Department of Multicultural Life, at least one of the luncheons focuses on identity. Historically, this session is well-attended and highly regarded by students. Additionally, students are invited to attend a half-day student-led Reflection Workshop where conversations around identity and privilege are central. Finally, a new student-led initiative has become available specifically for women of color. For the past two semesters, the IC has worked with a returnee to organize a panel discussion focused on the experiences of women of color who have studied away. Both returnees and students thinking about studying away have attended, and have reported the meeting to be a valuable reflection exercise. Our hope is to offer this event every semester, and increase attendance of students currently in the advising phase. We are also looking at the possibility of nurturing student-led conversations for other identity groups as natural facilitators emerge in our debriefing conversations. What need does this initiative/project intend to meet? What conversations/other projects led to its creation? In general, students at Macalester College have felt comfortable having these kinds of identity-focused conversations on-campus in their classes, at Department of Multicultural Life events, and elsewhere. However, students had expressed frustration in the lack of opportunity to continue these conversations throughout the study away process and abroad. With this in mind, several of the initiatives included in the Macalester programming were initiated because of expressed student interest or are entirely student-led and created. Other pieces, like specific questions on the advising questionnaire, are closely aligned with college-wide and department-specific learning goals. One college-wide learning goal, for example, is self-awareness, which is supported through identity-focused programming throughout the study away trajectory. Which student group(s) did your institution target as part of your initiative/project? The aforementioned programs are open to all students, as this is a conversation they hope to initiate with all identities. One initiative specifically targets women of color. A recent returnee approached the International Center staff with the goal of creating new programming for women of color engaged in the study away process. Women of color are invited to a conversation for returnees from study away to discuss their experiences and share them with others preparing to study away. Why did your institution feel that it was necessary to target this group? The programming specific for women of color is a student-led initiative that was created because of expressed student interest. Generally speaking, most initiatives to include conversations around identity in the study away experience are intentionally open to all students. Tell us step by step the process taken to implement this initiative/project? Taking a comprehensive approach to including identity-specific themes throughout the study away process takes time. The first step is to review current programming, advising practices, and application processes to determine where things stand. Once this is accomplished, it is easier to see where holes exist throughout the study away experience. Student input and feedback are vital when revising practices and creating new programming. What obstacles were encountered throughout the planning and implementation phases? Earlier iterations of identity-focused programs often had low student attendance. While study away returnees were eager to connect with students pre-departure, often a very small number of students would attend these sessions. After trying different formats, timings, and outreach methods, we moved to other ways of connecting with students around identity. Student-led initiatives are, in many ways, the easiest programs to implement. There is already a demonstrated interest on campus, and the student is largely responsible for organizing the program and identifying participants. The staff responsibility is minimal – the logistics of reserving a meeting space, finding funds for refreshments, and advertising. Follow-up work also falls with the staff member, as will the responsibility of sustaining the program from year to year. Which faculties, departments, centers and/or student groups on campus were involved in the process? Department of Multicultural Life International Center (Study Away Office) Institute for Global Citizenship For the returnee lunches, there is wide and varied involvement from faculty/staff facilitators and occasional student organizations, such as the Gender and Sexuality Resource Center. Were there any new assessments and/or procedures produced due to the initiative/project? The advising process has shifted, but not as a result of incorporating the identity component. There will be adjustments in the near future to examine the effectiveness of our efforts through assessment as part of the post-program evaluations. We are still examining the best way to approach this. What were the results of your initiative? Results from this comprehensive approach are still inconclusive since the 2014 cohort will be the first to go through the new process and programming. What would you recommend to other institutions interested in implementing a similar initiative? Student-led initiatives should be supported Think comprehensively; consider how office practices and programming link into the larger mission and values of the institution Including staff from the Department of Multicultural Life and other specific identity-serving groups in the conversation at the very early stages is recommended
Supporting Veterans in Education Abroad through Cross-Campus Collaboration by DA Global | Feb 9, 2017 | Education Abroad Resources, Support & Advising Supporting Veterans in Education Abroad through Cross-Campus Collaboration From Live Session on February 9, 2017 Session Description: A community discussion led by the University of Alabama on how to advise veteran students on options for applying VA funding towards an education abroad experience. University of Alabama developed a collaborative cross-departmental approach to address questions from students regarding the circumstances under which VA funding can be utilized for education abroad experiences. The result of these efforts is regular cross-communication between the campus Veterans Affairs Office and the Education Abroad Office to ensure that students know how funds can be utilized. Facilitators: Holly Henning – University of Alabama Jason Sellars – University of Alabama Download Presentation
University of California – Los Angeles: Good Practices by DA Global | Dec 27, 2016 | Education Abroad Resources, Support & Advising UCLA: Los Angeles-Amsterdam Exchange Program Targets First Generation College Students The Division of Undergraduate Education serves as the campus-wide advocate for undergraduate education, providing leadership to achieve the highest quality of teaching and learning; it also promotes academic success for UCLA’s diverse undergraduate population, ensuring options for all students to engage in a challenging array of educational opportunities, from foundational general education courses to advanced research and honors projects. Focus Areas: Summer; Service-Learning Organizational Profile How many students (undergraduate) are enrolled in your institution?Approximately 25,000 Institution Type: 4-year; Public Describe your initiative/project The Los Angeles – Amsterdam Connection is an initiative between UCLA & a European University in Amsterdam, Vrije University or more commonly referred to as the VU Amsterdam. This collaborative partnership involves three aspects of educational initiatives: 1) Diversity Research, 2) Diversity Policy & Practices, and 3) Faculty/Student Exchange. The partnership was developed as a result of meetings between Dutch educators & UCLA staff/faculty. UCLA had been hosting Dutch educators visiting US universities to discuss different methods to implement diversity practices. What need does this initiative/project intend to meet? What conversations/other projects led to its creation? The focus of the exchange, in particular, is to mobilize students from low-income first generation college backgrounds on both sides. Similar in terms of size, comprehensiveness of professional programs (law, business, medicine, etc.), & diversity (ethnically and economically), the partnership between the two universities was intended to capitalize on the diversity. For example, UCLA began to target First Generation College Students, a population that has not traditionally participated in high numbers to provide them with an opportunity to participate in study abroad/exchange opportunities. Which student group(s) did your institution target as part of your initiative/project? First generation college students The Academic Advancement program is a student diversity enrichment program at UCLA that focuses on academic support & development for low-income, First Generation College Students through academic counseling, peer learning, & mentorship (conducted by graduate & professional school students). This program has been around since 1971 and has grown from an outreach/retention program to a student retention program. Students are recruited through the admissions process to participate or may learn about the initiative by choosing to attend an orientation session describing the Academic Advancement program. Currently, the program consists of roughly 5500 members. Many of the key principles of the Academic Advancement program are based in social justice theory. The Los Angeles-Amsterdam exchange program builds upon these principles from a cross-cultural perspective. As such, the curricular focus of the exchange is social justice issues as they relate to Los Angeles & Amsterdam such as incarceration, urban issues, etc. Why did your institution feel that it was necessary to target this group? The goal in targeting First Generation College Students is to assist the US and Dutch students from these backgrounds to become familiar with global issues. UCLA and the VU-Amsterdam provide unique global learning environments given their location in world-class cities. Tell us step by step the process taken to implement this initiative/project? The exchange works through both institutions’ summer study programs which are primarily bridge programs. They help students (first year, transfer students) with the transition to a Research 1 institution by attending classes to help them navigate the curriculum, participating in small group discussions, exploring resources that each campus has to offer for academic student support, and engaging in community development projects (food gardens, homeless shelter, etc.). Key Steps in the process: Identify students who are interested in this topic/issue Students go through an application & interview process (faculty, staff, former participants) Students are selected Orientation Host institution covers room & board, local transportation costs, one-time travel allowance to/from the destination. Funding sources: Academic Advancement Program, summer session funding, student fees, state allocation Which obstacles were encountered throughout the planning and implementation phases? Nothing serious; Helping students get visas for travel Which faculties, departments, centers and/or student groups on campus were involved in the process? Academic Advancement Program Chicano/a Studies Department Student Advisory group within Academic Advancement Program Were there any new assessments and/or procedures produced due to the initiative/project? There is a Memorandum of Understanding (MOU) between the 2 institutions (5-year agreement) that was renewed in 2016. The research component has been quite robust. What were the results of your initiative? Since its inception, eighteen total students have participated. Survey results have indicated that most students report that study abroad has provided them with new opportunities and that they returned back with a sense of empowerment to take control of their education. What would you recommend to other institutions interested in implementing a similar initiative? Work with a department that has similar objectives; for example, those that work specifically with First Generation College Students and/or low-income students. Collaborate with the international education office to explore programming that focuses on diversity exchange instead of simply international exchange. Most institutions are working on and supporting diversity policy; however, this is an opportunity to expand the reach to explore what institutions are doing internationally. For UCLA, it has been beneficial to have had the opportunity to learn from their Dutch partners. Do you have any additional comments? This has been a very rewarding experience for all involved. Students in this program have an opportunity to look at the world through diverse lenses.
From Underrepresentation to Parity Part I: STEM in Education Abroad by DA Global | Dec 13, 2016 | Articles Posted: Tuesday, December 13, 2016By: Lily Lopez-McGee, Doctoral Candidate at George Mason University The last two years of data from the IIE Open Doors Report have provided a glimpse into how education abroad has become more accessible for students majoring in science, technology, engineering, and math (STEM). In fact, the percentage of students majoring in STEM who go abroad is now on par with the percentage of students in higher education majoring in STEM (23%) (IIE, 2015; NCES, 2014). The combination of factors needed to make this happen has not been happenstance, and there are several lessons education abroad professionals and policy makers can take from this experience to support diversity efforts in education abroad more broadly. National Policy and Innovation The changing dynamic of national security has largely driven conversations to increase the U.S. capacity in cyber security and modernization of government systems to adapt more quickly to changes in technology and communication. The Obama administration in particular has pushed national efforts to fill these needs and has looked to higher education in particular to train more young professionals to enter into these in-demand careers. On numerous occasions the administration has sought to bolster programming, policy, and funding towards efforts that aim to increase the number of students studying STEM and innovative research and business endeavors that build U.S. competitiveness in the area. In his 2010 address to a group in North Carolina President Obama called on higher education to cultivate the next generation of scientists and engineers that will contribute to the national economy. This is important for two reasons. Having the discourse around STEM in higher education happen at the national level followed by policy and funding ensures that institutions’ efforts are recognized as contributing to national interests. Similarly, the national discourse almost ensures that institutions, whether they have established reputations in STEM or are engaging in these efforts for the first time, will find a way to be connected to issues that are not only high priority but potential drivers for new programming and funding for their campuses. Tech Industry and the Demand for STEM Professionals The last decade has seen a boom in technology and innovation that has created a high demand for professionals with technical expertise. And while technical expertise is critical, it is increasingly important for tech professionals to be globally competent in order to work across borders and with colleagues around the world. Tech giants like Google, Amazon, Facebook, Apple, and Microsoft are constantly trying to break into new global markets, initiate new projects abroad, and find ways to compete with other global and regional companies. U.S. students and recent graduates looking to break into the industry compete with international students studying in the U.S. who likely already have global competencies (e.g., language, cross-cultural experiences) and students graduating from top universities around the world who are similarly prepared with language and tech skills these companies are looking for. And whether perceived or not, many companies point to the limited supply of U.S. students with both the technical expertise and global competencies to fill their voracious demand for these kind of professionals.Like with national policy efforts, the demand from the tech industry boom has made it more compelling for institutional leaders at universities and colleges to focus on building out STEM programming. Institutions and education abroad providers alike have expanded efforts to provide internationally focused programming that caters to STEM students (in and out of the U.S. and built out programming). Student Identity and Discipline In recent years, conversations around diversity and underrepresentation in education abroad have broadened beyond individual student identity to include discipline. Early on in discussions of diversity in higher education, diversity was often a proxy for gender (read: women), race and ethnicity, and disability. The last 20 years has seen a widening of the definition to include other aspects of student identity (e.g., socioeconomic status, sexual orientation, religion), academic discipline, political orientation, among others to capture characteristics that might otherwise influence one’s worldview. Where diversity and inclusion efforts long stood to address issues of access based on social and institutional marginalization and underrepresentation based on identity, the contemporary trend has been to broaden representation beyond individual identity groups. At the same time, increasing attention has been paid to the representation of men in higher education and education abroad. As educational opportunities have become accessible to women, women’s participation in higher education and other educational programming has rapidly outpaced that of their male peers. As a result, scholars and higher education professionals have included male participation in the dialogue around underrepresentation in education abroad. It should not come as a surprise, then, that STEM departments, domains still dominated by men, would be viewed as clear spaces to reach male students. Understandably, many education abroad offices have initiated strategies to partner with STEM departments and faculty to craft curriculum integration plans, develop transfer agreements with third-party providers and foreign institutions, and create faculty led programs geared towards STEM students. The political will of institutions has supported the expanded focus on STEM students. STEM programs, not so different than the companies mentioned earlier, have their own difficulties attracting diverse student populations. As a result, such initiatives may boost male participation in some areas of education abroad, but not necessarily for male students from underrepresented groups (e.g., ethnic, first-gen, with disabilities). Structural Responses in Education Abroad to Increasing Access to STEM Students The confluence of these three trends seems to have pushed higher education institutions to a point where the structural and systemic change needed to see meaningful progress towards making education abroad for STEM students accessible is possible. This isn’t to say STEM majors are flocking to study abroad, but that the number of STEM majors going abroad is on par with the number of STEM majors in higher education speaks volumes to how increasing representation of one population of students is possible. This article serves as a starting point for talking about STEM, underrepresentation, and study abroad. Part II of this series intends to address more directly the intersection of race and gender in education abroad and how these intersections play out in the conversation of underrepresentation. As a precursor, it’s important to consider how race and gender have interacted with the larger political will to push for accessibility to education abroad for STEM students. Questions such as the following are helpful in framing Part II in this series. How might the expanding definition of diversity impact previous efforts to make study abroad accessible to traditionally underserved student populations (racial and ethnic minority students, students with disabilities)? How might longstanding issues of racism and sexism in higher education influence, if at all, the likely success of boosting STEM participation in education abroad? Will the national dialogue around access to higher education for racial minorities and the strong interest from private industry to diversify their workforce translate to significant movement towards parity in education abroad for racial and ethnic minority students? Lily Lopez-McGee is a doctoral candidate at George Mason University and co-chairs the Global Access Pipeline, a consortium of organizations dedicated to strengthening the pipeline of underrepresented minorities in international affairs.
