How Dartmouth Streamlined Pre-Departure with BeGlobali by DA Global | 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.
Best Practice Highlights: Global Engagement at Home by DA Global | Jul 15, 2022 | Collaboration & Initiatives at Home, Global Engagement Resources Best Practice Highlights: Global Engagement at Home Published June 2022 As technology and globalization continue to connect people all around the world, opportunities to connect with people of different backgrounds and cultures have become much more accessible. It is no longer necessary to go abroad to have a global experience. Global engagement can occur at “home” by connecting students, faculty, and staff with the diverse people, groups, businesses, and events within their local communities. Campuses became more creative during the pandemic in the use of e-service learning, Collaborative Online International Learning (COIL), and working with institutions and communities worldwide. The best practices featured in this publication showcase innovative programs and techniques to think beyond the traditional global engagement experience and encourage global engagement at “home”. This resource was contributed by members of the Diversity Abroad consortium. Download File
University of California-Davis: Good Practices by DA Global | Jul 15, 2020 | Collaboration & Initiatives at Home, Global Engagement Resources University of California, Davis – Global Education for All In the 2020 QS World University Rankings: USA, UC Davis tied for the top spot within the diversity and internationalization category, recognizing our strong university commitment to diversity, global engagement, and to preparing students for an interconnected world. Committed to educating the next generation of problem solvers and change makers, UC Davis is working towards Global Education for All—a goal aiming to provide 100% of our undergraduate, graduate, and professional students with global learning opportunities that change their lives and our world. Focus Areas: Global Learning at Home, International Student Services & Cultural Exchange, Education Abroad, & Advising Organizational Profile How many students (undergraduate) are enrolled in your institution? 30,982 Institution Type: Public, 4-year institution Describe your initiative/project The Brotherhood Initiative is based at the University of Washington and aims to empower undergraduate males of color to thrive on campus and graduate prepared for a lifetime of leadership, service, and success. In collaboration with the University of Washington Global Affairs (GA) Office, the BI offered a short term, early fall start exploration seminar in Rome. The Education Rome program focused on the interplay between masculinity, multiculturalism, and education in Italian society as compared/contrasted with the U.S. The program took 16 students in total – 8 men, 8 women. 7 of the 8 men were men of color enlisted in the BI program. Only 2 of the 16 students identified as White women, the most common demographic among study abroad participants. What need does this initiative/project intend to meet? What conversations/other projects led to its creation? The BI aims to promote student growth and success inside and outside of the classroom. In recognizing that benefit of study abroad and severe under-representation of males of color in study abroad participation, the BI access funds through the GA’s Global Innovation Fund to plan and pilot a program that would, ideally, enroll more men of color than usual. Using the Global Innovation Funds, the Dark Empire – Public Health England program was shadowed as it was led by a faculty member of color and, content wise, focused on systems of oppression, racism, etc. This helped baseline what a study abroad program could look like that appeals to URM students. Additionally, a scouting trip was funded in the Spring of 2018 to finalize details and prepare for the 2018 Summer program. The conversations were focused on what topics would make the program more appealing to URM, how to market and flag that it was designed to be race conscious, led by faculty and staff of color, etc. Additionally, conversations about scholarships and funding to support students financially unfolded as well. This ultimately led to most Brotherhood Initiative students receiving scholarships. Which student group(s) did your institution target as part of your initiative/project? All students generally but particularly Black, Native, Latino, Southeast Asian, and Pacific Islander men as those are the student populations served by the BI. Beyond that, we targeted specific majors and student groups that would align with the subject matter of the course – i.e. Gender, Women & Sexuality Studies, Sociology, Education, etc. Why did your institution feel that it was necessary to target this group? Beyond the traditional benefits (retention, graduation) our work in the BI has explored how the general sense of belonging and happiness among men of color at PWIs can be problematic as the campus does not feel like it is intended for them. It could be described as culturally outside their comfort zone in some ways and we sort of hypothesize that the ability to navigate the adversities and ‘fish out of water’ feelings that come with study abroad would translate well to success back home. Tell us step by step the process taken to implement this initiative/project? Again, this gets confusing as the BI has been a long developing project across nearly 6 years now that involves a steering committee, executive committee, research team, program unit that offers transitional success classes, etc. One aspect of the BI effort has been to better engage with co-curricular learning on campus (service learning, research, study abroad, etc.) and the study abroad effort unfolded over the last 3 years now: first with Dr. Joe Lott (PI for the BI) shadowing Dr. Clarence Spigner’s program, Dr. Joe Lott shadowing a study abroad experience in Beijing China, and Dr. Lott and I doing a site visit to the UW Rome Center to finalize things. Throughout all of this, Gayle Christensen (Associate Vice Provost in GA) was a collaborative partner helping us apply for and secure funding (to make the aforementioned planning trips) through the Global Innovation Fund as well as help us with the program proposal and application process. What obstacles were encountered throughout the planning and implementation phases? The greatest obstacle was funding and the Global Innovation Fund – it was absolutely crucial in the planning, development, and implementation of our program. It helped develop a comfort level and familiarity with the idea of study abroad for program leadership. It also helped lessen the financial barriers that so often keep URM students from studying abroad. Additionally, the logistics of creating a program to explore Italy while having limited prior knowledge were made immeasurably more easy by the support staff the university has on the ground at the Rome Center. Which faculties, departments, centers and/or student groups on campus were involved in the process? Brotherhood Initiative. College of Education. Study Abroad Office. Global Affairs. University of Washington Rome Center. Were there any new assessments and/or procedures produced due to the initiative/project? Describe any new processes, policies, assessments, or other tools that may have been created or updated to reflect the office’s commitment to diversity and inclusion. The course focused on experiences of marginalized populations using photo elicitation as a pedagogical tool. It appears that the collaboration with the BI and this approach interested and attracted a more diverse applicant pool. Additionally, the BI research team is currently conducting research where they follow up with the individual students to see how they may have changed, how their understanding or race, gender, etc. may have changed, and so forth – partly program assessment but also exploratory/academic research around global awareness, race consciousness, etc. How would your institution approach this initiative/project differently if you were to start over? Even though we marketed the program to a diverse audience and interviewed a diverse audience, the focus on race and masculinity was difficult to pitch to women, particularly white women, as they often were under the impression that the program was not for them since it was so targeted towards men of color. As such, some of our marketing language, titles, etc. have been tweaked. Additionally, we’re looking at way to cut costs and make the program more affordable and accessible.
University of Washington-Seattle: Good Practices by DA Global | Jan 22, 2019 | Education Abroad Resources, Fundamentals University of Washington at Seattle: The Brotherhood Initiative The Brotherhood Initiative is based at the University of Washington and aims to empower undergraduate males of color to thrive on campus and graduate prepared for a lifetime of leadership, service, and success. Focus Areas: Marketing, Outreach & Recruitment Describe your initiative/project The Brotherhood Initiative is based at the University of Washington and aims to empower undergraduate males of color to thrive on campus and graduate prepared for a lifetime of leadership, service, and success. In collaboration with the University of Washington Global Affairs (GA) Office, the BI offered a short term, early fall start exploration seminar in Rome. The Education Rome program focused on the interplay between masculinity, multiculturalism, and education in Italian society as compared/contrasted with the U.S. The program took 16 students in total – 8 men, 8 women. 7 of the 8 men were men of color enlisted in the BI program. Only 2 of the 16 students identified as White women, the most common demographic among study abroad participants. What need does this initiative/project intend to meet? What conversations/other projects led to its creation? The BI aims to promote student growth and success inside and outside of the classroom. In recognizing that benefit of study abroad and severe under-representation of males of color in study abroad participation, the BI access funds through the GA’s Global Innovation Fund to plan and pilot a program that would, ideally, enroll more men of color than usual. Using the Global Innovation Funds, the Dark Empire – Public Health England program was shadowed as it was led by a faculty member of color and, content wise, focused on systems of oppression, racism, etc. This helped baseline what a study abroad program could look like that appeals to URM students. Additionally, a scouting trip was funded in the Spring of 2018 to finalize details and prepare for the 2018 Summer program. The conversations were focused on what topics would make the program more appealing to URM, how to market and flag that it was designed to be race conscious, led by faculty and staff of color, etc. Additionally, conversations about scholarships and funding to support students financially unfolded as well. This ultimately led to most Brotherhood Initiative students receiving scholarships. Which student group(s) did your institution target as part of your initiative/project? All students generally but particularly Black, Native, Latino, Southeast Asian, and Pacific Islander men as those are the student populations served by the BI. Beyond that, we targeted specific majors and student groups that would align with the subject matter of the course – i.e. Gender, Women & Sexuality Studies, Sociology, Education, etc. Why did your institution feel that it was necessary to target this group? Beyond the traditional benefits (retention, graduation) our work in the BI has explored how the general sense of belonging and happiness among men of color at PWIs can be problematic as the campus does not feel like it is intended for them. It could be described as culturally outside their comfort zone in some ways and we sort of hypothesize that the ability to navigate the adversities and ‘fish out of water’ feelings that come with study abroad would translate well to success back home. Tell us step by step the process taken to implement this initiative/project? Again, this gets confusing as the BI has been a long developing project across nearly 6 years now that involves a steering committee, executive committee, research team, program unit that offers transitional success classes, etc. One aspect of the BI effort has been to better engage with co-curricular learning on campus (service learning, research, study abroad, etc.) and the study abroad effort unfolded over the last 3 years now: first with Dr. Joe Lott (PI for the BI) shadowing Dr. Clarence Spigner’s program, Dr. Joe Lott shadowing a study abroad experience in Beijing China, and Dr. Lott and I doing a site visit to the UW Rome Center to finalize things. Throughout all of this, Gayle Christensen (Associate Vice Provost in GA) was a collaborative partner helping us apply for and secure funding (to make the aforementioned planning trips) through the Global Innovation Fund as well as help us with the program proposal and application process. What obstacles were encountered throughout the planning and implementation phases? The greatest obstacle was funding and the Global Innovation Fund – it was absolutely crucial in the planning, development, and implementation of our program. It helped develop a comfort level and familiarity with the idea of study abroad for program leadership. It also helped lessen the financial barriers that so often keep URM students from studying abroad. Additionally, the logistics of creating a program to explore Italy while having limited prior knowledge were made immeasurably more easy by the support staff the university has on the ground at the Rome Center. Which faculties, departments, centers and/or student groups on campus were involved in the process? Brotherhood Initiative. College of Education. Study Abroad Office. Global Affairs. University of Washington Rome Center. Were there any new assessments and/or procedures produced due to the initiative/project? Describe any new processes, policies, assessments, or other tools that may have been created or updated to reflect the office’s commitment to diversity and inclusion. The course focused on experiences of marginalized populations using photo elicitation as a pedagogical tool. It appears that the collaboration with the BI and this approach interested and attracted a more diverse applicant pool. Additionally, the BI research team is currently conducting research where they follow up with the individual students to see how they may have changed, how their understanding or race, gender, etc. may have changed, and so forth – partly program assessment but also exploratory/academic research around global awareness, race consciousness, etc. How would your institution approach this initiative/project differently if you were to start over? Even though we marketed the program to a diverse audience and interviewed a diverse audience, the focus on race and masculinity was difficult to pitch to women, particularly white women, as they often were under the impression that the program was not for them since it was so targeted towards men of color. As such, some of our marketing language, titles, etc. have been tweaked. Additionally, we’re looking at way to cut costs and make the program more affordable and accessible.
University of Washington-Tacoma: Good Practices by DA Global | Feb 9, 2018 | Education Abroad Resources, Fundamentals University of Washington, Tacoma: Meeting the Needs of a Diverse Student Body – Programming & On-Campus Global Learning UW Tacoma is an urban-serving university providing access to students in a way that transforms families and communities. We impact and inform economic development through community-engaged students and faculty. We conduct research that is of direct use to our community and region. And, most importantly, we seek to be connected to our community’s needs and aspirations. Focus Areas: Pre-departure, Returnee, Advising, Targeted Student Outreach, Developing international opportunities for underrepresented students 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 We, the Office of Global Affairs at the University of Washington Tacoma, are developing innovative study abroad programming to meet the needs of our diverse student body. These include: Walk-in study abroad advising in our Center for Equity and Inclusion, Outreach to students organizations such as our First Gen Fellows, and Pre-departure workshops for both faculty and students that focus on social identity abroad. Because many of our non-traditional students experience real barriers to conventional education abroad programs, we are also creating on-campus global learning opportunities, such as: The Global Ambassadors Program, which brings together domestic and international students to discuss social justice issues through an international lens. Our Collaborative Online International Learning (COIL Fellows Program), which supports faculty in the development of global classrooms with a focus on first and second year courses. What need does this initiative/project intend to meet? What conversations/other projects led to its creation? The University of Washington Tacoma is an urban-serving university in the Seattle area that educates a truly diverse student body, many of whom are from traditionally underrepresented groups. We are an access-driven university that serves approximately 5,000 students, and offers more than 40 undergraduate majors and 12 graduate programs. We understand that many of our students are place-bound and are unable to participate in traditional study abroad opportunities and we are working to diversify opportunities for high-impact global education. The University of Washington’s tri-campus Diversity Blueprint Initiative has the goal to create a truly inclusive and equitable environment for learning, research, service, and outreach. The UW Tacoma Office of Global Affairs initiatives aim to cultivate an inclusive campus climate and help to attract, retain, and graduate a diverse and excellent student body. Our initiatives also align with UW Tacoma’s strategic plan: Through our work, we reduce disparities in achievement, experience and opportunity across diverse groups of students and increase opportunities for students to understand and embrace the assets of our diverse communities through local and global learning and engagement experiences. Finally, the Office of Global Affairs is a newly created unit on this campus. It combined Student Fellowships & Awards, International Student and Scholar Services, and Study Abroad. Our goal is to promote global learning opportunities for our diverse student body, which our office values reflect: Students First: We celebrate the tremendous assets of our student body, including their already existing intercultural competencies and language skills, and support the development of their global citizenship. Access: We extend access to global education for all our students, especially for students who have been traditionally underrepresented in international exchanges and study abroad. Equity & Inclusion: We commit to programming that recognizes and explores the assets and histories of our diverse global communities. Which student group(s) did your institution target as part of your initiative/project? Our target group is really any undergraduate student, especially those that have traditionally been underrepresented in education abroad. We want to promote on- and off-campus global learning opportunities to all of our students, whether they are domestic or international. Why did your institution feel that it was necessary to target this group? The University of Washington Tacoma is an urban-serving university that educates a truly diverse student body. Last academic year, more than 60% of our first-year students were the first in their families to attend college, and Best College Reviews named UW Tacoma on their list of the 50 top ethnically diverse colleges in the U.S. Because many of our non-traditional students experience real barriers to conventional education abroad programs, we are creating additional on-campus global learning opportunities. Tell us step by step the process taken to implement this initiative/project? The Office of Global Affairs has taken several steps to provide more global learning opportunities to our students: We were granted funding through UW Tacoma’s Strategic Initiative Fund (SIF) which will help develop: Our Collaborative Online International Learning (COIL) program, which fosters global exchange and understanding through online learning environments, specifically focusing on first and second year courses. UW Tacoma faculty receive a $1000 stipend to develop and implement this international pedagogy. Language exchanges between native speakers and language learners. In the pilot year, an international student from Saudi Arabia has been offering Arabic lessons. Global Ambassadors Program: an international and domestic student buddy program in which students work to understand each other’s privileges and oppressions, learn skills like tolerance and allyship and take part in campus programs that celebrate difference and diversity. Changing the focus of programming to address our urban-serving mission: Creating opportunities for discussion about social identity when preparing for study abroad, specifically focusing on how a student’s social identity will interact with the host country’s culture and how perceptions may vary. These discussions take place at Study Abroad 101 sessions, pre-departure orientations, and faculty orientations. Changing the Global Ambassadors program from a purely social program to one that revolves around social justice. Creating social justice themes for each month’s cohort meeting and inviting experts to share their knowledge and facilitate conversations with the cohort. Developing relationships with student organizations, like First Gen Fellows, in order to provide tailored study abroad advising. Working more closely with the Center for Equity and Inclusion, including hosting weekly walk-in advising sessions in the Center. What obstacles were encountered throughout the planning and implementation phases? Funding for the Global Ambassadors program is limited. We have used some of our own budget, but some activities, like hiring an outside consultant to lead a diversity-training workshop or hosting an overnight, reflective end-of-the-year retreat for our Global Ambassador participants, had to be cut. Because UW Tacoma is a commuter campus, students are often less likely to participate in organizations and extracurricular events. For the Global Ambassador Program, we have tried to address this participation challenge with a personalized letter of recommendation. Global Ambassadors who complete the cohort requirements will receive a personalized letter of recommendation written, which will explain all the skills and experiences the student gained through their participation in the program. We remind students that they can use this letter when applying for internships, scholarships, employment, graduate school, etc. We intend to survey students at the end of the academic year to see if the letter of recommendation motivated them to join the program. Other issues are related to workload. Many of these new projects include quite a bit of extra time to plan and implement our programs. Although there is additional workload we have not been granted additional staff to help with our new initiatives. Which faculties, departments, centers and/or student groups on campus were involved in the process? Center for Equity and Inclusion, Office of Undergraduate Education, Academic Affairs, School of Interdisciplinary Arts and Sciences, International Students, Study Abroad Alumni. Were there any new assessments and/or procedures produced due to the initiative/project? While developing these new initiatives, we also reflected on how we can modify current processes and assessments to reflect our commitment to diversity and inclusion. In doing so, we have added diversity and inclusion related questions to follow-up interviews we conduct with students who have received one of our Study Abroad Scholarships. At the quarterly debrief sessions for our scholarship recipients, we ask returnees about how their social identity impacted their experiences abroad. We’ve also started offering more re-entry programming for recently returned study abroad alumni. Much of this programming revolves around reflection, and includes reflection based on one’s social identity and how it interacted with the host culture. How would your institution approach this initiative/project differently if you were to start over? As mentioned above, it would be helpful to have another set of hands to help with all our new initiatives. As such, if we were able to start over, we would change the scope of one of our Global Affairs Fellows (student worker) positions to include implementing new diversity-related initiatives. What were the results of your initiative? This initiative is less than a year old and as such there has yet to be a formal assessment of many of the new programs. However, we have many success stories: Initially, 35 students signed up for the Global Ambassadors Program. After the initial drop off period, we have 21 students who consistently participate. The students meet for 3 hours a month with their buddy groups, each of which consists of 1-2 international students and 2-3 domestic students. Assessments of the program show that students are pleased with the program content and have learned more about new cultures and social justice topics. In the inaugural year, nine faculty members are participating in our COIL Fellows Program. Seven of them teach first and second year students and plan to design COIL classes in introductory writing classes, sociology, social work, and communications classes. 3 of the 5 students who work in the Center for Equity and Inclusion have applied to study abroad, and all of them received either UW or national study abroad scholarships. The Center for Equity and Inclusion has begun including Study Abroad related news/events in their weekly newsletter, which has helped us reach more traditionally underrepresented students. Data from spring 2017 to winter 2018 quarters shows that 56.5% of the UW Tacoma study abroad participants identify as students of color, compared to the 27.1% national average, reported in the 2016 Open Doors report. This is quite representative of our student body, as about 56% of our student body identify as students of color. What would you recommend to other institutions interested in implementing a similar initiative? Collaboration is key! Connect with other departments and offices on campus to see how you can join forces. Don’t reinvent the wheel, but just make adjustments. Most of our new initiatives have just been tweaked or amped up to better serve our students. Keep applying for grants/funding!
