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Clemson University: Good Practices

Apr 12, 2017 | Career Advancement, Professional Development

Clemson University: Clemson Abroad Champions Program

Clemson Abroad provides operational support to student engagement programs outside of the U.S.A. that contribute to Clemson University’s missions, goals, and emphasis areas. The office works to enhance the University’s international focus through the development of activities, programs, exchanges and events that foster global and intercultural awareness, knowledge and understanding among faculty, staff, and students. Study Abroad and other global engagement opportunities expand the learning environment beyond the classroom into unique and often challenging cultural contexts. Through such engagement students enhance their disciplinary training, professional development, cultural understanding and personal growth.

Focus Areas: Advising / Student Decision-Making Resource

Organizational Profile
  • How many students (undergraduate) are enrolled in your institution? 19,000
  • How many undergraduate students from your institution study abroad each year? 1,600
  • To what extent does your institution focus on diversity or provide resources for diverse student populations? If there is an initiative, what does it look like? Within Clemson Abroad, the focus is currently working on increasing the number of support resources available to diverse student populations. On campus overall, there is an Office of Inclusion and Equity and the Gantt Multicultural Center, both of which focus on supporting and advocating for the needs of all students.
  • Are students from diverse genders, religion, ability, races, ethnicity, SES, majors proportionately represented in study abroad at your institution? Please explain.

    Yes and no. Clemson Abroad sends a disproportionate number of female students abroad, as well as students that identify as white. Clemson does have a wide variety of majors that go abroad, especially when compared to the national averages. For example, Clemson sends more students from engineering, physical or life sciences, and business than the national average. However, there are still majors on campus that are underrepresented. Study abroad enrollment by race and ethnicity is also disproportionate to the number of students enrolled at Clemson.

  • Institution Type: Public; 4-year

Describe your initiative/project

The mission of the Clemson Abroad Champions program is to broaden the coalition of individuals on campus invested in promoting global engagement opportunities to Clemson students. As a unit, they initiated a two-part training program in the fall of 2018, open to interested faculty and staff who want to better understand what study abroad looks like at Clemson and serve as a study abroad resource for students.

To become a Clemson Abroad Champion, interested individuals were required to attend two workshops during the 2018-2019 academic year: Clemson Abroad 101 and Supporting Students. After completion, they earned a Clemson Abroad Champions sticker and desktop globe, both of which can be displayed in their office or workspace as a tool for letting students know that they are a study abroad resource and open to discussing global engagement opportunities. Champions will also be listed on the Clemson Abroad website, with a short biography and a description of their work/involvement with an underrepresented community (or communities). 

During the 2019-2020 academic year, the program plans to recruit a new group of Champions. For 2018-2019 Champions, there will be an opportunity to participate in a newly created Clemson Abroad Champions Taskforce, which aims to identify ways in which current practices of the program can be more inclusive and better support students from diverse backgrounds.

What need does this initiative/project intend to meet? What conversations/other projects led to its creation?

This idea was initiated through a conversation with the Director of Diversity Education at Clemson and was modeled after the LGBTQ+ Ally training model. At Clemson, there is a small percentage of students who actually visit the Clemson Abroad office and/or hear about specific programs offered. Many students have stated that they’ve heard about study abroad options through their faculty, advisors, or other staff on campus. With Clemson Abroad Champions marketing in various office spaces, students may see these items while meetings with faculty/staff on campus and identify them as resources for talking about studying abroad. 

The Champions program also aims to recruit a diverse group of faculty and staff in order to help diversify the pool of study abroad participants, and to help the study abroad office identify and reduce blind spots in recruitment efforts. The creation of the Clemson Abroad Champions Taskforce is to further the impact and make program processes and practices more inclusive.

Which student group(s) did your institution target as part of your initiative/project?
Since the goal of the program is to broaden the coalition of individuals on campus invested in promoting global engagement activities, there is no specific population targeted. However, in the application process for Champions, applicants were asked to voluntarily self-identify whether they belonged to an underrepresented population or had an interest in serving a specific underrepresented group in their role.

Tell us step by step the process taken to implement this initiative/project?
The Clemson Office of Inclusion and Equity has an annual grant application for their Diversity and Inclusive Excellence Grant Fund. In July 2018, Clemson Abroad submitted an application for the grant fund and was notified of approval in August 2018. The funding received was used to bring Diversity Abroad on campus for the Supporting Students workshop in February as part of the two-part workshop series. 

In October, the application for 2018-2019 Champions was opened through an online system and 56 applications were received! Around 45-50 of those individuals attended the first training session, Clemson Abroad 101, in November. Clemson Abroad 101 was organized and run through the Clemson Abroad office and provided an overview of the study abroad structure at Clemson University. From late November/early December, the office worked with Diversity Abroad to develop a custom workshop for the second training session. Supporting Students, facilitated with Joelle Tolifero of Diversity Abroad in February, focused on how to effectively advise all students that may be considering studying abroad, particularly those from underrepresented groups. 

The next meeting with this year’s Champions is set for late April and will be a reception to honor their work and present their sticker and desktop globe. CISabroad is hosting the reception and developing a workshop series for this year’s Champions who elect to serve on the Task Force in the next academic year.

Which obstacles were encountered throughout the planning and implementation phases?

Clemson Abroad is a fairly small office and there is no sole staff member dedicated to diversity and inclusion, so the Champions program was implemented on top of everyone’s regular workloads. There were also a few staffing changes during the 2018-19 academic year, which made program implementation a little tougher to manage. However, since there was such a great response to the program from on-campus colleagues it was anticipated that this program would have a large impact in the future. Since we are a small office, we need advocates across campus to help increase access to international education for all students! 

Which faculties, departments, centers and/or students groups on campus were involved in the process?

Most of the implementation of the Champions program was run through the Clemson Abroad office. To recruit participants, information was sent to various campus offices including: representatives from 7 academic colleges, the Office of Inclusion and Equity, and the Gantt Multicultural Center. Individuals who participated in the program largely came from departments housed within Clemson’s 7 academic colleges, but there was also representation from the Center for Career and Professional Development, the Academic Success Center, Clemson Libraries, Clemson Online, Calhoun Honors College, Office of Scholarships, and the Office of Inclusion and Equity. The main off-campus partner was Diversity Abroad.

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.

As of right now, no new assessments or procedures have been put into place as a result of the Champions program. During the 2019-2020 academic year, the Clemson Abroad Champions Task Force will work to identify some of these tools.

How would your institution approach this initiative/project differently if you were to start over?

During program implementation, our team members kept saying that we were “building the car as we were driving it”. We knew that our overall goal was to increase the number of international education champions around campus, but what we didn’t know was that our Champions wanted an even higher level of involvement. After each workshop, they kept asking us, “What’s next?”. We didn’t anticipate creating a Clemson Abroad Champions Taskforce or developing a more advanced workshop series for these individuals, but we’re so glad that we have the opportunity to do so! That being said, one change could have been to ask program participants what level of involvement they desired as a question in the application process. 

At the beginning of the program implementation, we also thought our main focus would be to increase marketing and recruitment efforts during the 2019-2020 academic year. We do plan to do so, but have realized the need to ensure that our practices and processes are more inclusive so that we are better prepared to support students from underrepresented populations. That was a large takeaway from the workshop with Diversity Abroad, and so even though we may not have necessarily been able to change that initially, it helped us rethink our future plans for the program.

What were the results of your initiative?

The Champions program expanded the network of people on campus who are invested in promoting global engagement activities to students. Clemson Abroad provided our Champions with the tools/resources that will help them to better support students from diverse backgrounds. Since the program is now coming to an end in its first year, it is unlikely that we will see a significant shift in the number of underrepresented students that go abroad this academic year. Currently, of the participants in the program, 38% identified as belonging to an underrepresented population. However, if the program is effective and the Clemson Abroad Champions Task Force updates current processes and procedures to make them more inclusive, we should see a shift in demographics in subsequent years.

What would you recommend to other institutions interested in implementing a similar initiative?

At Clemson there was an overwhelming response to the program which speaks to the need for such an initiative. Many study abroad offices on various campuses do not have enough resources or personnel to focus specifically on diversity and inclusion, so this is an example of a small step that can be taken to increase the number of individuals on campus who can help. If interested in implementing a similar program, we recommend meeting with your respective on-campus diversity and inclusion experts so they can help to guide program development and goals.

University of Washington: Good Practices

Feb 23, 2017 | EA Fundamentals, Education Abroad

University of Washington: Unique Admin. Structure Supports Increased Access to International Opportunities

Founded in 1861 in one building downtown, our campus today is like a small city. Old brick and new “green” buildings are set among graceful paths and carefully landscaped grounds on one of the most beautiful campuses in the U.S. Water and mountains views greet you at every turn. With campuses in Bothell, Seattle and Tacoma, the UW prepares a new generation of leaders, thinkers and doers to make a positive difference in the world. The pioneering spirit that embraces us from every mountaintop, treetop and desktop inspires us to achieve great things, to discover what’s next.

Focus Areas: Fundamentals of DEI

 Describe your initiative/project

The Office of Minority Affairs and Diversity (OMA&D) has been an active participant in international education since 1995 through a vision that nurtures the ideal of global citizenship and its interconnections with US diversity. OMA&D sponsors five study abroad programs and two scholarships that support international education. With the goal of preparing students who will be active participants in their communities, both local and global, the Office of Minority Affairs and Diversity seeks to develop and promote meaningful global learning opportunities for students from low-income, first-generation, and underrepresented backgrounds. These efforts not only enhance our understanding of diversity at the local and global level but also help us to appreciate the global dimensions of our individual and collective actions.

The following goals guide our international initiatives:

  1. Actively develop opportunities for low-income, first-generation, and underrepresented students to gain global experiences.
  2. Promote local and international academic and social experiences that foster and instill civic engagement and global citizenship among students from diverse backgrounds.
  3. Collaborate with key campus units involved in international education (e.g., Office of Global Affairs, Jackson School of International Studies, etc.) to increase and expand international learning opportunities for students from diverse backgrounds.
  4. Promote the development of curricula and research that actively addresses issues of diversity and pressing international concerns (e.g., health, poverty, equity, etc.).
  5. Encourage staff to develop international education initiatives in partnership with faculty and staff from other campus units to increase the number of diverse staff that participates in international activities.
  6. Develop partnerships with industry, philanthropic organizations, corporations, chambers of commerce, rotary organizations, foundations, and private donors to support international initiatives and global education for diverse students. 

Global Opportunities is a partnership between International Programs & Exchanges, the Center for Experiential Learning & Diversity, and the Office of Minority Affairs and Diversity. Funded by the Washington State Legislature, the program strives to make study abroad accessible for all UW undergraduates by supporting students in as they plan for study abroad, providing financial support to scholarship recipients, and promoting diversity within the study abroad community. Our major activities include:

  • Administering all aspects of the GO! Scholarship: To be eligible for the scholarship, students must be UW undergraduates, residents of Washington state, and eligible for Pell Grants or the Husky Promise program. The GO! Scholarship selection process is competitive, and the awards range between $2000 and $5000. We also administer the Fritz Scholarship, which is open to UW undergraduates who are declared social sciences or humanities majors with at least a 3.0 cumulative GPA.
  • Engaging returning GO! and Fritz Scholarship recipients through the GO and Give Back program: Returning scholars each give back to Global Opportunities by serving as a Peer Mentor to students considering study abroad or participating in our outreach efforts by posting on our blog or giving campus presentations.
  • Conducting outreach to raise awareness about study abroad and study abroad scholarships among a more diverse community of undergraduates: Outreach includes our Facebook page (Facebook.com/UWGlobalOpportunities) with posts about scholarship resources and pictures from GO! and Fritz Scholars currently studying abroad, our Student Scrapbook blog (UWGlobalOpportunities.blogspot.com), which features posts and photos about study abroad authored by our Peer Mentors, and quarterly Study Abroad Meet & Greet events where students considering study abroad can meet and chat with Global Opportunities Peer Mentors over international-themed snacks.

Which student group(s) did your institution target as part of your initiative/project?

The Office of Minority Affairs and Diversity seeks to develop and promote meaningful global learning opportunities for students from low-income, first-generation, and underrepresented backgrounds. A total of 4,509 students were part of the target population during the 2011-2012 academic year. Global Opportunities programming targets Pell Grant-eligible students in particular, but is open to the entire undergraduate population.

Why did your institution feel that it was necessary to target this group?

A study commissioned by the Office of Minority Affairs and Diversity in 2007 revealed that there was a significant gap in the participation of diverse students in international education opportunities compared to their white counterparts. There was also a concerted effort by the Office of Global Affairs to increase the number of low-income and first generation students that participated in study abroad programs. Funding from the Washington State legislature to increase the number of low-income and first-generation students represented an important dimension of this effort. This included funds for program development and scholarship support.

Tell us step by step the process taken to implement this initiative/project? 

One key feature has been collaboration between the OMA&D and Office of International Programs and Exchanges to promote student awareness of study abroad program options. Another important feature has been making endowment funds available as scholarships specifically for EOP and low-income students (GO! Scholarships). Yearly over $230,000 are given in GO! Scholarships. We hope in the near future—as the new Vice Provost of Global Affairs comes on board in September 2013–to find other ways of funding underrepresented students so that more can participate in international opportunities.

Which faculties, departments, centers and/or student groups on campus were involved in the process?

OMA&D has worked collaboratively with a plethora of academic and administrative units to foster a climate that encourages the participation of diverse students in international education. Key academic departments include: Anthropology, Classics, Comparative History of Ideas, Communications, Engineering, and Social Work. Key administrative units include: International Programs and Exchanges and the Office of Global Affairs. Global Opportunities is a partnership between International Programs & Exchanges, the Center for Experiential Learning & Diversity, and the Office of Minority Affairs and Diversity. The program’s two Global Opportunities Advisers are located in the Center for Experiential Learning & Diversity and in International Programs & Exchanges. The program seeks to partner with academic departments across campus as frequently as possible, and often holds events and informational sessions for students in particular majors and academic departments across campus. The program also seeks the assistance of academic advisers and faculty in units across campus to reach out to students and spread the word about its programs.

Were there any new assessments and/or procedures produced due to the initiative/project?

Yes. OMA&D and IPE worked on clarifying application and financial aid deadlines to our URM, first generation and low-income students. Sometimes these students needed additional counseling about study abroad expenses, scholarships and financial aid–so that the financial commitments of study abroad could be well understood BEFORE students signed contracts.

What role did administrators from your institution take on within this initiative/project?

There has been support from within the Provosts Office and from our VP of OMA&D. An explicit commitment to broadening study abroad participation has been articulated and resources have been allocated to support the effort. At the same time, the last four years have been ones of significant change and turnover among our senior administrator corps, including the VP of the Office of Global Affairs; our Provost; and our President.

How would your institution approach this initiative/project differently if you were to start over?

By working with even more units on campus—including Development/Alumni Affairs—to fund more scholarships for our low-income students to take part in education abroad. To have increased funding for more advertising and outreach to under-represented students in classes, clubs and student groups. Additional funding would also help us “buy out” select faculty from their teaching duties on campus, so that they can plan and lead programs that are aimed specifically at under-represented students.

What were the results of your initiative?

The efforts have yielded an increase in the number of students from underrepresented backgrounds and low income, first generation students that actively pursue and participate in study abroad opportunities.

What would you recommend to other institutions interested in implementing a similar initiative?

Engagement of a cross-section of your campus community will be an important component in bringing attention to the issue of increasing diversity in study abroad efforts. Linking with faculty who have a sensitivity to issues of diversity and are passionate about working closely with students from underrepresented, low income, and first generation backgrounds is a necessary ingredient. Partnerships with offices or programs (e.g., TRIO Programs, diversity or multicultural affairs) that work with the target population is also important, as they can help study abroad officers think strategically about the messaging that would appeal to students from diverse backgrounds.

University of Iowa: Good Practices

Feb 23, 2017 | EA Fundamentals, Education Abroad

University of Iowa: Bridging Domestic and Global Diversity: A Training Program for Student Leaders

The goal for the Bridging Domestic and Global Diversity: A Training Program for Student Leaders (more commonly referred to as, the Bridge program) is for all participants to further develop cultural competency and leadership skills so they have a stronger voice on campus with respect to diversity efforts. All participants are challenged to overcome as many stereotypes as possible, help build bridges across historical and political divides, share resources and acknowledge between group differences while working together toward common goals.  The theoretical foundation for growth

Focus Areas: Fundamentals of DEI

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

The goal for the Bridging Domestic and Global Diversity: A Training Program for Student Leaders (more commonly referred to as, the Bridge program) is for all participants to further develop cultural competency and leadership skills so they have a stronger voice on campus with respect to diversity efforts. All participants are challenged to overcome as many stereotypes as possible, help build bridges across historical and political divides, share resources and acknowledge between group differences while working together toward common goals.  The theoretical foundation for growth in cultural competence is based on the work of Dr. Milton Bennett’s Developmental Model of Intercultural Sensitivity (DMIS).  All participants complete the Intercultural Development Inventory (IDI) and receive both group and individual feedback regarding where they fall along the DMIS continuum and strategies for moving forward.  The program utilizes continuous intentional and directed cross-cultural training experiences with opportunities for reflection.  Students are thus guided, challenged and supported to stretch themselves beyond their comfort zones.  The development of intercultural leadership skills is a primary goal of the program because we want all Bridge alumni to make an impact beyond the program itself.

 

Which student group(s) did your institution target as part of your initiative/project?

The vision for the Bridge program is to bridge the gaps and create pathways for University of Iowa international students, domestic students of color and their allies. It is especially important to understand the role of the majority culture in creating these divides.  The program is open to both graduate and undergraduate students, providing a unique experience for most participants.
Acceptance into the program is competitive.  Students must fill out a written application as well as participate in an interview with a Bridge staff member.  The selection committee – made up of Bridge staff – bases acceptance on how much they believe the applicants are prepared to contribute to and benefit from the Bridge program.  Leadership, teamwork and diversity experiences are all key components in their decision making process.  Typically, between 20 and 30 students participate each year.  Roughly 2/3 of the students who apply are admitted.

Why did your institution feel that it was necessary to target this group?

This was very much a grass roots initiative; however, University administration was quick to add their support once the plan had been developed.  University of Iowa faculty, staff and students are primarily white and Christian. The divide between domestic students of color and international students on our campus (and on many other campuses in the USA) is quite complex, but their roots lie in historical, political and racial turmoil.  On many campuses there are also structural divides. 
In the aftermath of 9/11 many of the divisions described above appear to have grown deeper and at the same time the need for all college graduates to develop global competencies has intensified.  The program opens doors for participants and it serves multiple purposes.

Tell us step by step the process taken to implement this initiative/project? 

This type of ambitious program required involvement from a number of staff from different offices across campus.  The Manager of Intercultural Training (Helen Jameson) in the Office of International Students and Scholars (OISS) invited staff from the following offices to the initial round table discussion to further define the vision and the components of the program: Equal Opportunity and Diversity (Dorothy Simpson-Taylor), Student Life (Carlos Serrato) and University Counseling Service (Eva Schoen).  Under the leadership of OISS and with the support of the other offices, we received a UI Catalyst Seed Grant to get the program off the ground.

The content for this program includes an interactive introductory session, two intercultural training sessions, one leadership session, individual feedback on the results of the Intercultural Development Inventory (IDI), a participant-produced, public Open Forum, as well as a certificate ceremony for those students who successfully complete the program.
The Bridge program also offers a mentorship program. The mentors include a graduate assistant from the OISS and alumni of the program from previous years that help the participants connect and respond to some of the difficult questions they face during this semester-long program.

Which faculties, departments, centers and/or student groups on campus were involved in the process?

One of the unique aspects of this program – I am convinced it is the key to our success – is the diverse staff and offices actively involved in the project.  In addition to the offices listed above, other offices were included in subsequent years.  Some of the offices were invited intentionally due to the nature of their services, and others because a staff member had a personal interest in the program.  Offices added after the first year were the Office of Study Abroad, Center for Diversity and Enrichment, Iowa Biosciences Advantage, College of Liberal Arts and Sciences, Pomerantz Career Center, Office of Residence Life and the University of Iowa Hospitals and Clinics.  All staff have worked collaboratively and provided important perspectives on complex issues.

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.

Participants in The Bridge Program are expected to organize an Open Forum for their peers, which is also open to the public.  The forum enables them to share their experiences from the training they received, their interactions with others and their own reflections.

The program also has an anonymous online pre- and post-evaluation survey.  Students reported that the Bridge program had a great impact on their understanding of diversity, leadership and intercultural communication. Below are some direct quotes from the participants in their evaluation reports:

  • “I understand more than ever that my attempt to understand others to a fuller degree begins with understanding how my life experiences impact how I see the world.”
  • “Finding I am not alone in a changing world, and learning to comfortably communicate with others who have many differences.”
  • “The IDI [Intercultural Development Inventory] was really influential in helping me understand ways to talk to people about diversity/difference and meet them at an appropriate starting point.”
  • “Now I feel like a member of the ‘global world’ rather than a stranger in the United States”
  • “It gave me a lot of information to reflect on and forced me to push my comfort zone. I’d have to say it taught me about the beauty of our different cultures – not just to accept them.”
  • “I feel more comfortable in my own skin.”

Was there any new curriculum developed due to this initiative/project?

No, although the program content was developed by staff with student feedback.  Students do not receive course credit (though that is a consideration for the future and has already been a topic of discussion).

Was there any professional development available to staff in conjunction with this initiative/project?

All of the staff complete the Intercultural Development Inventory (IDI) and receive feedback from a trained IDI administrator.  In addition, the current OISS graduate assistant for the program received the IDI training to become a certified administrator.  My experience is that Bridge staff learn as much as, or more than, the students do each year.

What role did administrators from your institution take on within this initiative/project?

We have received widespread support from our campus community.  As stated above OISS was awarded a Catalyst Seed Grant from the University of Iowa and funding support during the subsequent years has been provided by the Associate Provost and Dean of International Programs, Dr. Downing Thomas and the Assistant Dean of International Programs, Scott King.  Department and unit heads from across campus have given staff release time to work on this program.  Many faculty actively encouraged students to apply for the program.

How would your institution approach this initiative differently if you were to start over?

For the first several years of the program, it was spread out over 9 months.  Although the content hasn’t changed much over the years, we have turned it into a more intense, semester-long program.  This has helped the students connect the dots between the various training session goals and helped prevent staff burnout.  The whole experience has been a learning process and the freedom to tweak things from year to year has been very useful.

Do you have any additional comments?

Working with the Bridge program and its participants has been a meaningful, exciting, often challenging, and most of all enjoyable experience.

George Washington University: Good Practices

Feb 23, 2017 | Education Abroad, Support & Advising

George Washington University: Living and Learning Communities for Returnees from Study Abroad

Founded in 1821 in the District of Columbia, The George Washington University (GW) enrolls more than 20,000 students—from all 50 states, the District and more than 130 countries—studying a rich range of disciplines. GW comprises three campuses—Foggy Bottom and Mount Vernon in Washington, D.C., and the GW Virginia Science and Technology Campus in Ashburn, Va. The University is comprised of ten schools and colleges and nearly 100 research centers and institutes.

Focus Areas: Re-entry

Describe your initiative/project

For some time, DePauw Study Abroad, in collaboration with the Multicultural Student Center, had facilitated a lecture-style pre-departure discussion on identity to help students understand their role in being global citizens abroad. While the content was meaningful, they found that the lecture-style approach did not allow sufficient opportunities for students to reflect on their specific experiences. In an effort to more fully engage students in pre-departure discussions to deconstruct identity, power, and privilege abroad, the interactive Identity & Ethics Abroad Session was developed.  

The social justice approach utilized to develop the Identity & Ethics session involves, to a large extent, understanding “self.” in terms of social identity markers (race, ethnicity, gender, class, sexual orientation, nationality, etc.). Given that DePauw students who go abroad present varying levels of understanding around identity, the staff focuses first on helping students to understand the identities they carry before going into conversations about how they can understand others. Key components of the session include understanding individual identity, how identity influences their privilege as Americans, and the singular stories that shape their understanding of how they see the world. Altogether, this self-reflective exercise contributes to a student’s ability to understand and navigate cultural difference.

What need does this initiative/project intend to meet? What conversations/other projects led to its creation?

The Assistant Director of Study Abroad was invited by students to participate in a Posse Plus Retreat. During that experience, the study abroad office began to consider how to incorporate more intentional conversations around identity, power, and privilege as a required component of pre-departure orientation. It meets a need to prepare students to recognize the importance of performing privilege while off-campus as well as understanding how stereotypes impact their understanding of culture, and that “passing” is not the purpose of off-campus study.

Which student group(s) did your institution target as part of your initiative/project?

All students who have been accepted to an off-campus study program participate in the Identity & Ethics Abroad Session. DePauw has two application periods. One in November for fall study abroad (the next year) and one in February for spring study abroad (the next year).

Why did your institution feel that it was necessary to target this group?

In our efforts to create equitable access and effective support in global education opportunities, professionals must also engage our students who hold multiple privileges (white, middle/upper class, heterosexual, cisgender, etc) to better understand their role in reproducing/reinforcing marginalization of those that are different from them. Effective engagement, however, requires students to understand the ways in which they have been socialized to understand the world and how this might that impact their understanding of difference.

Tell us step by step the process taken to implement this initiative/project? 

The Identity & Ethics Abroad session is a one hour-long component of a required 4-part pre-departure orientation series for semester programming. The Identity & Ethics Abroad section of pre-departure programming was developed and fully implemented in 2016.

Pre-departure Orientation

  • Section 1: General guidelines/safety & policy-driven info; visa/passport/program application; health & safety (2 hours) Section 2: Financial Aid & Affordability; paying for the program & creating a budget (1 hour) 
  • Section 3: Career Integration (1 hour)
  • Section 4: Identity & Ethics Abroad (1 hour)
  • Identity & Ethics Abroad: Key Components

Part 1

Social identity wheel exercise:

Students look over the social identity wheel, then write down their identities on post-it notes, then move around the room to put them up on larger sheets of post-it easel pads, and then engage in a silent moving exercise around the room to see what’s represented. Facilitators ask students to “Move to the identity that you think about most often while you are here at DePauw.” Students then pair up with someone who has also clustered around the same identity. Facilitators then ask students to “Move to the identity that you think about least often here at DePauw University.” For the last section, students are asked to “Consider your host location, move the identity that you think will be most salient.” Finally, students are asked to “Consider your host location, move the identity that you are least familiar with.” 

Part 2

Show clip of “The Danger of a Single Story”

The goal of this section is to help students understand that single stories are socially constructed, are singular, and don’t reveal the whole story. It’s not that stereotypes are incorrect, it’s that they are incomplete, they tell one story, not the full story. Students journal about a time when they were reduced to a single story. After journaling, facilitators issues two follow-up questions: “How do we learn the single stories of other countries?” and “When do these stories become problematic or are they problematics?”

Part 3

The Director of our Ethics Institute has been invited over the past few semesters to discuss cultural relativism in a lecture-style. In the context of this topic, students discuss who has the right to define who is right and who is wrong. Who has ownership of a story? For example, locals may tell visitors that it’s permissible to take a picture even if it’s not because they wouldn’t want it to negatively impact tourism.

Which obstacles were encountered throughout the planning and implementation phases?

The Study Abroad Office had already been doing an identity-workshop in collaboration with the Multicultural Office. While the information presented was important, there was room for improvement, especially in how students were engaging and reflecting on aspects of identity personally. Timing has also been a challenge because since it comes as the final workshop, we tend to see higher attrition. However, we have a required make-up assignment that involves writing a reflective paper.

Which faculties, departments, centers and/or student groups on campus were involved in the process?

This initiative is developed within the study abroad office. One staff member in the study abroad office has a very strong background in social justice principles & trainings.

Were there any new assessments and/or procedures produced due to the initiative/project?

The DePauw team is hoping to incorporate assessment into the coming cycles with the goal of better understanding how students are experiencing this session. 

How would your institution approach this initiative/project differently if you were to start over?

Looking forward, the idea is to incorporate more content on how identities are socially constructed. There may also be opportunities to utilize learning from the Danger of a Single Story for students to check their assumptions given that judging difference inhibits the ability to be an effective global citizen. In the future, there may also be opportunities to incorporate concepts of power & privilege.

What were the results of your initiative?

The Identity & Ethics Abroad section is now a standard component of the mandatory pre-departure orientation.

What would you recommend to other institutions interested in implementing a similar initiative?

If someone within the study abroad office doesn’t have the necessary background to design these components, they can partner with a diversity & multicultural office or faculty-member who is familiar with student development/identity development.

Augsburg College: Good Practices

Feb 23, 2017 | Education Abroad, Support & Advising

Augsburg College: Multi-office Collaboration Targeting Students with Various Immigration Statuses

Augsburg College is located in the heart of the Twin Cities, Minnesota. The trademark of an Augsburg education is its emphasis on direct, personal experience. Guided by the faith and values of the Lutheran church, Augsburg educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.

Focus Areas: Pre-departure; Advising; Multi-office Collaboration 

Organizational Profile
  • How many students (undergraduate) are enrolled in your institution?

    Part-time Adult Undergraduate Students: 674
    Full-time Traditional Undergraduate Students: 1945

  • How many undergraduate students from your institution study abroad each year Approximately 200

  • Are students from diverse backgrounds, races, ethnicity, SES, majors proportionately represented in study abroad at your institution? Yes. race and ethnicity are proportionately represented in study abroad at Augsburg College.

  • Institution Type: 4-year; Private

Describe your initiative/project

At Augsburg College, the Augsburg Abroad (Study Abroad) Office and the Latin@ Student Services Office are collaborating to provide targeted advising for students from various immigrant statuses/processes (DACA, asylee, etc). This collaborative effort has also included information sessions to educate students with varying immigration statuses/processes about opportunities for study abroad and off-campus study, most notably students referred to as DREAMers that have been impacted by the DACA (Deferred Action of Childhood Arrivals) legislation.

What need does this initiative/project intend to meet? What conversations/other projects led to its creation?

Augsburg College’s strategic plan includes the goal of diversifying the profile of students represented in the study abroad cohort. This goal reflects the changes within the student body at Augsburg College, as it becomes increasingly diverse. Additionally, Augsburg College has the largest DREAMer population out of all the 4-year institutions within MN.

The physical location of the campus offices involved has also impacted the nexus of this collaboration. Augsburg Abroad (Study Abroad and Domestic Off-campus Study), ISSS, and the Multicultural Student Services are housed together in one office space. Multicultural Student Services includes four units: Latin@ Student Services, Pan-Afrikan Student Services, American Indian Student Services, and Pan-Asian Student Services. This unique office configuration has allowed for on-going and often informal cross-departmental collaboration. During a recent campus re-structuring, staff successfully advocated to keep these offices together, highlighting the shared commitment to inter-cultural development, access, and leadership development.

In 2009, the Director of the Pan-AfriKan Student Services Office led a study course to Egypt which included several students with varied immigration statuses (some refugees, etc). In an effort to support the Study Abroad Course Leader and to address the complicated questions that arose regarding travel visas for this group, Augsburg Abroad hosted a pre-departure information session on this topic. An Augsburg Alum and Immigration Attorney, Leo Eppe, was in attendance to provide a legal perspective. Previous to this experience, students with different immigration statuses/processes were unlikely to visit the Augsburg Abroad Office with questions about study abroad and off-campus study opportunities. After working with the out-going Egypt group, Augsburg Abroad began to reach out to these students more intentionally and invite them to the office for advising. Students had positive experiences with the Augsburg Abroad Office and, through word of mouth, student traffic from this group began to increase. The passing of DACA legislation came about shortly after this, and the majority of the DACA students represented at Augsburg are Latin@ students. DREAMers were interested in learning about study abroad opportunities from the Augsburg Abroad Office. Since many of these students were already in contact with the Latin@ Student Services Office, a collaborative approach to answer the status-related questions was employed. These experiences, in many ways, define the beginning of the collaborative initiative to more effectively serve this under-represented student group.

Which student group(s) did your institution target as part of your initiative/project?

Generally speaking, Augsburg College’s goal is to increase the overall diversity of students that participate in study abroad and off-campus study. In this specific case, the Augsburg Abroad Office and the Latin@ Student Services Office work together to target and advise undocumented and DACA students.

In addition to the outreach efforts for students with varied immigration statuses/processes, Augsburg Abroad reaches out to several other under-represented groups. For example, they host information sessions in collaboration with the Disabilities Office. Augsburg College’s Center for Global Education programs also have specific Queer-friendly homestays in their Mexico campus as well as targeted training for advising staff. There is a scholarship available for LGBTQA students who participate in an Augsburg program. Augsburg Abroad staff also partners with the College’s StepUp Program, a program for students in recovery from drug/alcohol addiction. Students receive targeted advising and can be assigned to sober homestays and/or connect with an AA group on-site. These are just a few examples of other initiatives being undertaken to advance the college’s work to increase access and inclusion within study abroad.

Why did your institution feel that it was necessary to target this group?

As previously mentioned, after the passing of DACA legislation, DACAmented students began to look to the Augsburg Abroad Office for information about going abroad. Since DACA is very new, there are still many unknowns. In reviewing DACA renewal applications, students noticed the provision for academic travel. Augsburg Abroad staff turned to the Latin@ Student Services staff for guidance on this topic. DACA-related tasks are actually written into the position description for this individual.

The Augsburg Abroad Office feels strongly that it is their obligation to provide ALL students with information and equitable funding sources. For students with varied immigration statuses/processes, accurate information becomes even more important. For example, DACAmented students are not allowed to be outside of the country during DACA renewal. This type of information is crucial for students who are considering leaving the country.

Tell us step by step the process taken to implement this initiative/project? 

Augsburg Abroad, in collaboration with Latin@ Student Services, offers periodic information sessions focused on immigration status for students interested in study abroad and off-campus study. When Augsburg Abroad staff are advising undocumented and DACA students about opportunities, they often consult the Latin@ Student Services staff with questions or refer students directly there to talk through their particular status-related concerns.

Which faculties, departments, centers and/or student groups on campus were involved in the process?

Augsburg Abroad (Study Abroad)

Latin@ Student Services and other Multicultural Student Services Offices

Were there any new assessments and/or procedures produced due to the initiative/project?

Augsburg College now offers a “Dare to Dream” scholarship in partnership with HECUA. This is an automatic $2100 scholarship for students who identify as DREAMers (undocumented or DACA) that provides funds to help students access HECUA’s domestic off-campus study experiences. HECUA, an organization with a strong social justice vision, offers international and domestic study opportunities. For some “dreamers” who are unable or unwilling to the leave the country, high-quality domestic off-campus study experiences may be a good option.

What were the results of your initiative?
The next step is to decide how to move forward. Augsburg College plans to come up with clear institutional guidelines, made accessible to students, which address the opportunities and risks of study abroad for students with varied immigration statuses.

Augsburg Abroad staff have also changed the messaging about study abroad when conducting class visits to highlight that most people can study abroad but there are some that choose not to. For those that choose not to go abroad, there are many domestic program options. 

What would you recommend to other institutions interested in implementing a similar initiative?

It can be helpful to focus on cross-training staff in different campus departments about the Benjamin Gilman and other scholarships that target under-represented student groups. Working closely with the Financial Aid Office, Multicultural Office(s), Student Support Services such as TRIO, etc, to share information and resources will improve student support. For example, the Augsburg Abroad Office & the Latin@ Student Services Office host workshops to help students as they prepare their Gilman scholarship applications. 

Co-locating offices like study abroad and multicultural student services together can result in collaborations that benefit underrepresented student populations. With this proximity, it is easy to do a quick consult with staff from the other offices. Additionally, these collaborations can foster significant “buy-in” amongst the different offices regarding the benefits of study abroad.