Fordham University: Collaboration to Support Students with High Financial Need

The Office of International and Study Abroad Programs is a centralized study abroad office with locations on two campuses that vets all study abroad applications for the university. With a participation rate slightly above the national average, we are currently sending 700-750 students abroad, primarily on affiliate study abroad programs. The office administers 3 full-term programs, 6 exchanges, and 11 short-term programs. The office also maintains affiliation agreements with over 300 different study abroad programs.

Describe your initiative/project.

Fordham University currently has in place a financial aid policy that caps the amount of institutional financial aid that is portable for affiliate study abroad programs. Recognizing that this policy disadvantages students with significant amounts of financial aid, the International and Study Abroad Programs (ISAP) has remained proactive in working with our financial aid office, students, and outside partners to help students supplement this capped aid with funding from other sources. In an effort to better assist our students who face economic challenges to and when studying abroad, the ISAP Office—together with our financial aid office—has developed a number of programs and initiatives to assist students with meeting their economic challenges.

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

High financial need students

What were the steps taken to address this issue?

Phase 1 – Identification

We first had to identify those students who may be most adversely affected by a restrictive financial aid policy. By maintaining a good relationship with our financial aid office, we are able to access study abroad applicants’ financial aid information from the moment of application, so that we may intervene as early as possible.

Phase 2 – Notification

Recognizing that students should also have financial information about studying abroad as early as possible, we worked with the financial aid office to develop a process by which the ISAP Office would distribute individualized “Financial Worksheets” to students early.  These worksheets estimate a student’s cost to study abroad and any applicable financial aid. Previously these worksheets were created by the financial aid office and then distributed at the end of the semester before studying abroad. We worked with the financial aid office to move the operation of creating these worksheets to the ISAP Office and are now able to distribute the worksheets many weeks before the end of the semester.

Phase 3 – Intervention

Armed with information about student financial aid and willing partners in the financial aid office, the ISAP Office is able to intervene directly with students or on their behalf.

1. We send students targeted information about scholarships and their respective deadlines regularly (Gilman to Pell recipients only).
2. The financial aid office has identified two staff members who are trained to work with study abroad students.  ISAP staff and these financial aid staff members meet and correspond regularly regarding students who may be seeking assistance.
3. The ISAP Office has designated one staff member to work with students on the financial aspect of studying abroad. This staff member has attended international education conferences, presentations on study abroad funding, and participated in IIE’s Gilman selection panels.
4. The ISAP Office hosts presentations by IES’ Coordinator for Diversity and our own Gilman alumni for students who may have concerns about financing study abroad.
5. The ISAP Office maintains a list of scholarships and previous awardees at our website and in print that is updated each semester with current deadlines. This list is shared with the financial aid office and sent to every student who is approved to study abroad.
6. The ISAP Office has intervened on behalf of students with partner study abroad programs in securing additional funding for them when the need arises.

What have been the results of implementing this initiative?

Since 2006-2007, Fordham University students have received over $666,000 in outside funding to supplement their institutional financial aid. Gilman Scholarship recipients have also grown from 1 in 2006-2007 to 6 in 2010-2011.

SUNY New Paltz: Innovative Approach to Advising Involves Cross-Departmental Collaboration

SUNY New Paltz offers a collaborative, interdisciplinary, proactive, and inclusive global competency building advising experience forged between the Center for International Programs (CIP) and Educational Opportunity Program (EOP). This international education inclusion strategy focuses on the strengths of the student, their passion and interest in the world around

SUNY New Paltz is the winner of the 2011 Diversity Network Innovation Award. SUNY New Paltz is a four year competitive residential university located mid-way between Albany and New York City.

Focus Areas: Cross Departmental Collaboration

What is the scope of your international education program and how does it overlap with diversity in international education?

SUNY New Paltz offers a collaborative, interdisciplinary, proactive, and inclusive global competency building advising experience forged between the Center for International Programs (CIP) and Educational Opportunity Program (EOP). This international education inclusion strategy focuses on the strengths of the student, their passion and interest in the world around them, and their current and future intellectual and academic contributions to the field. EOP provides “academic and financial support to New York State residents with a high school diploma or its equivalent, and who do not meet general admission criteria, but have the academic potential to earn a college degree…” which is complimented by CIP advisers trained to assist, support and provide information for a diverse student body.

What were the ways through which the institution targeted underrepresented students for study abroad?

Our offices have explored and contextualized the historical, cultural, and social-economic barriers that have discouraged some underrepresented students from studying abroad. To address these barriers, we have created various interdisciplinary learning opportunities for our students that are built on structured reflection, peer mentoring, social and academic reinforcement, and the positioning of global issues. Our staff invests significant time and effort training themselves about issues of diversity and inclusion, and consistently makes it a priority to create solutions based on real-life situations. We see difference and its value and we leverage this recognition to challenge our assumptions and systems. The close collaboration between our offices enables students to receive multiple opportunities for advisement over time and cohesive, consistent support services.

What were the ways in which the institution improved access to study abroad counsel?

Even though the CIP and EOP departments collaborate to provide services and information for students considering study abroad, we concluded that we needed a liaison person in each department to be the “go to” person for both students and staff. Although our students were applying for study abroad programs, we wanted to increase student participation, and ensure that all students were aware of all financial and academic opportunities. More importantly our offices wanted to identify institutional and personal barriers that would prevent students from studying abroad. We knew once we identified those barriers, we could then develop outreach and intervention services for our students.

What steps were taken to raise awareness among underrepresented students and prepare them for study abroad? (What were the first steps taken to address this issue?)

Admission Presentations – In addition to the on-campus work, CIP and EOP participate in educational outreach to community-based-organizations as well as middle and high school groups from underrepresented backgrounds. The EOP office provides admissions presentations to high school and community groups that further enhance understanding of various scholarship and study abroad opportunities for diverse groups and emphasized study abroad as part of a student’s educational program. In fact in March 2011, an EOP work-study student created a pamphlet for a college access program that highlighted study abroad as a major component of a student’s academic career.

First-Year – During their first-year, EOP students complete a major plan that includes a study abroad semester as part of their academic plan. The major plan ensures that students can take additional foreign language classes if needed for a study abroad program. In individual sessions and group workshops and perceptions, questions and concerns are addressed with students through discussions and debates. Advisers use film, maps and multi-media as vehicles to educate and probe the interest of students about various countries and cultures. The first-year study abroad initiative provides students with information and asks students to complete questionnaires about their concerns and what program opportunities they desire. So again, we work with the students’ needs and address many of the pre-departure concerns.

Financial Aid and Scholarship Information – At study abroad and EOP events students are provided with scholarship material and workshops on how best to apply for grant or scholarship aid. Our offices also collaborate with the financial aid and student accounts offices to ensure that students have the maximum state and federal aid so they can study abroad. Also the Global Scholars Grant and EOP Travel Grant provide students with additional financial opportunities to offset study abroad costs such as airfare or program fees.

Ongoing Student Support – At the pre-departure orientation programs advisers provide individual support for each student and their families. (Family members are always invited to events and meetings and are respected when working with under-represented student.) While students are abroad, students Skype and email their advisers, so there is ongoing communication that helps reduce attrition, mitigates culture shock, and increases student success. This also allows for a more effective team approach if we have to manage a crisis or emergency that could impact the outcome of a study abroad experience. In addition the EOP Liaison is notified as soon as an EOP student applies for a program, thus allowing early intervention by EOP and CIP advisors in assisting students with their international education.

Post-Study Abroad Experience – When students return, some become peer mentors, and work in the study abroad office. Many assist with EOP presentations and workshops about where they studied or share information on how they attained a Gilman or other scholarship. The emphasis on study abroad is also highlighted to EOP alums, some of whom might be working with diverse high school and college populations. They may make it known that EOP and CIP at New Paltz are serious about study abroad and getting results.

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

EOP, financial aid, academic advising. Major advisors, records and registration and student accounts work closely with the CIP to assist EOP students. Students use a study abroad budget sheet, which they submit to their EOP advisor and the EOP financial aid officer. Also, the student accounts office works with the EOP and CIP advisor to ensure that the student’s stipend is deposited into an account while the student is abroad. While the student is abroad, EOP and the CIP regularly communicate about student‘s progress, and work together if any issues or concerns arise.

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

Throughout the years, study abroad applications by EOP students have increased because students realize that they do have significant cultural currency, and so are therefore very likely to succeed in programs because of this reality. This increase is due to a number of innovative and intensive approaches, but is based on the assumption that EOP students are valued not only by the study abroad office, but by the larger global community and by SUNY New Paltz. The EOP study abroad initiatives and seminars have a high attendance of students (86 out of 125 EOP first-year students attended last Fall’s program). Every semester CIP and EOP provide study abroad initiatives, whereby students are tasked with questionnaires focused on their needs, concerns and questions. Their responses shape the direction and depth of our shared advising goals. The data collected by EOP challenges many of the traditional stereotypes about study abroad. As advisers, we make time to explore how our unique identities can be a support or a barrier to the process of advising. We have successfully created a culture in our offices to safely speak openly about the hard work of social inclusion. The EOP liaison also gathers data and student questionnaires at study abroad events and fairs that provide us with information to best meet our student’s needs. We continue to collect data and information that can improve student services and track where the students study and their academic performance.

Was there any new curriculum developed for the program?

To address these challenges, study abroad programming is included in the EOP freshman seminar curriculum and integrated into their academic and community service. The notion of service learning, not just study abroad is promoted to the students and advisers. In addition, CIP and EOP celebrate and share the successes of our students. EOP highlights student stories in the EOP newsletter. The EOP and CIP websites also provide information on where students have studied abroad, provides scholarship and budget information, and is linked with the international program office.

http://www.newpaltz.edu/eop/spring_10_eopnewsletter2.pdf 

http://www.newpaltz.edu/eop/studyabroad.html

Was there any professional development available to staff in conjunction with the program?

The CIP liaisons and EOP advisers are knowledgeable with regards to the Gilman Scholarship, and other scholarships that provide support to economically marginalized students. They together with the EOP study abroad liaison identify eligible students, and assist them with their applications. EOP and CIP advisers are trained about study abroad programs and how best to ask students questions regarding their program selection. Advisors also have a comprehensive counseling approach when they address student’s particular study aboard interest. Our participation as panelists at the SUNY Global Center’s Conference with Diversity Abroad allowed peers at other SUNY institutions to hear our message and reflect on their own global goals. Our willingness to share best practices creates awareness in those who may not eventually enroll at New Paltz or SUNY, and reinforces that international education should be central to any student’s educational plan.

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

The directors and leaders of these programs have a commitment and history of trying to address economic issues and inclusion in education. We wanted to further create a dialogue and communication that promotes diversity in education. SUNY New Paltz is a diverse campus, committed to ensuring that EOP students and other underrepresented students have the opportunity to incorporate an international experience education into their curriculum.

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

Since implementing this program the number of underrepresented students studying abroad has increased. In fact, the number of students receiving scholarships and grants like the Gilman and other grants has vastly improved. Also, the success of EOP students in receiving Gillman Scholarships has heighted awareness of this opportunity amongst wider student population. These best practices for student development, curricular integration and international service is evident in this unique partnership between EOP and CIP, but is consistently replicated in the study abroad office with general admittance students. By addressing concerns and addressing misinformation about international education we created a different narrative about non-participation and student deficit. We hope that our data will help us further improve services for all our students. Many students use their study abroad experience to gather information for their senior thesis and Gillman students bring back information and present their experiences on campus. Also other on-campus programs are networking with us to further develop resources for students.

University of California at Berkeley – Undocumented Student Program

UC Berkeley’s Undocumented Student Program (USP) (a component of the Center for Educational Equity and Excellence) provides guidance and support to undocumented undergraduates at Cal.

Focus Areas: Other: Campus-wide Undocumented Student Program

Describe your initiative/project

UC Berkeley’s Undocumented Student Program (USP) (a component of the Center for Educational Equity and Excellence) provides guidance and support to undocumented undergraduates at Cal. USP practices a holistic, multicultural, and solution-focused approach that delivers individualized service for each student. The academic counseling, legal support, financial aid resources, and extensive campus referral network provided by USP helps students develop the unique gifts and talents they each bring to the university while empowering a sense of belonging. The program’s mission is to support the advancement of undocumented students within higher education and promote pathways for engaged scholarship.

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

At UC – Berkeley, staff noticed that undocumented students were getting bounced around from one office to another. While campus offices were eager to support these students, no clear processes existed to guide students in accessing the resources available to them. The Undocumented Students Program was created with this need in mind. USP staff work to address areas of inequity occurring because of immigration status and devise strategies for overcoming these inequities. USP supports undocumented students to: 1) Access the university, 2) Successfully navigate opportunities within the university, and 3) Successfully transition post-graduation.

The Deferred Action for Childhood Arrivals (DACA) program has completely altered the landscape of higher education for undocumented students. Because DACA opens up the opportunity for post-college employment, undocumented students have found new incentive to pursue higher education. Also, DACA removes the fear of deportation, providing a new level of safety and security for undocumented students. As a derivative of DACA, students can now apply for Advanced Parole which allows undocumented communities to legally leave the country to pursue educational (including international study), humanitarian, or familial undertakings, and then return to the U.S. Advanced Parole, in particular, has created new and unchartered territory for study abroad advisors. For students to be approved for advanced parole, they need to provide proof that they will be able to study in the university outside of US (requires formal letter) and that this travel is approved by the university. This is an opportunity for campus offices to work collaboratively to provide effective support and services to undocumented students considering international study.

USP, anchored in the area of Academic Counseling, has built a holistic system of resources to support undocumented students:

Mental health (many undocumented students and/or their families have encountered discrimination and bigotry which can cause emotional stress)
Full-time Attorney on staff at no cost to students (Accessing an attorney is often cost-prohibitive; undocumented students, due to historical mistreatment at the hands of attorneys, are often wary to seek out legal assistance on their own).
Financial support
Support communication with families
MYTH: “Undocumented” is a fixed status. This is not true; it is a shifting status.

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

Undocumented students often identify as first generation and low-income. Furthermore, undocumented students generally have undocumented parents, meaning that finances and insecurity are often major factors for the entire family. These students may choose to stay “quiet” while on-campus as a way of avoiding negative perceptions and stereotypes commonly held about undocumented students.

In California, undocumented students are able to access in-state tuition and may be eligible for institutional financial aid. No federal aid, however, is currently available to any undocumented students residing in the United States. With this in mind, finances are often a major concern for undocumented students in general, and especially when considering additional expenses related to international study. Pursuing DACA and advanced parole also involve additional expenses that can be prohibitive for students. If a student doesn’t have DACA, that application costs just under $500. The cost of advanced parole is more than $350. It is recommended to do this via an immigration attorney. Students can visit iAmerica.org and enter in their zip code to access a list of credible immigration attorneys (some pro bono or low bono). USP works closely with units across campus to identify funding opportunities for undocumented students.

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

To support undocumented students pursuing international education opportunities, USP, in collaboration with other UC – Berkeley offices, has undertaken the following:

• Offer 2 workshops every semester for students to get information, specific to study abroad.
• Provide free on-site legal support: Immigration attorneys can help students understand what they shouldn’t do abroad and what they can do abroad. This is particularly important when evaluating options through advanced parole. All UC-Berkeley students have been able to return to the US after study abroad; however, some students have been questioned upon return at the airport, generally because airport staff isn’t fully educated about the nature of advanced parole.
• Provide students with a legal FAQ sheet outlining questions that may be asked at customs and how to answer those questions. USP seeks to provide students with sufficient information to make educated decisions about the options available to them and the associated risks. USP refers to study abroad for undocumented students as a “calculated opportunity.”
• MYTH: undocumented students aren’t eligible for a passport. This is not true. They are not eligible for a US passport but they are eligible to receive a passport from their home country.

Key areas of consideration for study abroad offices, especially at institutions without an undocumented student program:

1. If we are admitting undocumented students to our universities, what is our responsibility of support we should be providing?
2. Understand the issue. Do research. Listen to students and experts in the field. Understand the landscape for undocumented students on that particular campus.
   Pull together a task force with key stakeholders for undocumented students: financial aid, student services, legal counsel, etc.
3. Focus on what’s possible. If resources for undocumented students is not available on-campus, investigate what resources can be made available to students through outside community organizations.
4. Operationalize whatever findings are uncovered.
5. Continue to provide a space within the institution where issues pertaining to undocumented students can be discussed.