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University of North Arizona: Good Practices

Feb 23, 2017 | EA Faculty, Education Abroad

Northern Arizona University: Faculty-Led Program Attracts African-American Male Cohort

Northern Arizona University is a public university offering undergraduate, graduate, and professional degrees of high quality and societal value.  As a student, you are at the center of the NAU experience, which is guided by a dedicated and distinguished faculty committed to teaching, individual engagement, and research excellence.

Focus Areas: Programming; Outreach; Faculty-Led

Organizational Profile
  • How many students (undergraduate) are enrolled in your institution? 25,000+
  • Institution Type: Public; 4-Year

Describe your initiative/project

In winter of 2015, Northern Arizona University faculty led a program to South Africa with 10 African American male participants. Heart of Lightness was the focus of the program which is a play on words to challenge the premise of the well-known novel, Heart of Darkness. South Africa is similar to the United States in that many social systems were created based on race. In the US, we still struggle as a society even after desegregation and in South Africa, some of the the residue from Apartheid remains. Furthermore, one goal for this program was for students to learn about the roots of the African American story.

During the program, students engaged in cross-cultural comparative study, spending a week in Johannesburg & Cape Town respectively. Being present in South Africa following the World Cup provided some interesting context as the World Cup, in many ways, had signified to the broader community that South Africa had “arrived”. The 2015 program represented the first time that the course had been offered. Plans are underway for a similar course to take place in Ghana during summer 2016.

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

All participants were part of a Black Male Retention Program that was initiated by Dr. G called the Gold’n Brown Jacks. Many institutions around the country have had difficulty retaining students of color, especially at Predominantly White Institutions (PWI’s). The group was created — in part — to acknowledge that the stories of these students matter. Other goals include: focus on maintaining high level academic performance, student engagement (as opposed to isolation), and to share stories. Even the South Africa course was open to all interested students, Even though the course was open to all students, the Gold’n Brown Jacks group represented a point of connectivity for many of the participants (there was a limit of 10 slots).

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

Having a group of African American males in-country attracted attention that was unanticipated. Additionally, one program leader was an African American male and the other co-leader was an Afro-Latino male. For example, the group was approached on several occasions and asked if they were part of a team. This brought out some stereotypes that some hold about men of color. Some students were insulted because of their race, an example of stereotypes that extended beyond national origin. The group also experienced some implicit bias related to a perception that black males are aggressive. At one point, the group was approached and questioned by law enforcement. Given these in-country experiences, the program leaders were then able to make parallels to situations in the United States.

What obstacles were encountered throughout the planning and implementation phases?

Financial concerns are always at the forefront. During the outreach and recruitment phase, program leaders made the case that this one-time investment will continue to pay off over years to come. When looking at the average profile of African American males, some may experience more financial friction than their white counterparts. Another obstacle presented itself in navigating hurdles administratively to educate about the value of these education abroad experiences. 

 

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

Center for Global Education provided logistical support to the group and processing of credits.

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

If it had been a group of predominantly white students, there likely would have been a different reaction. On the train from Johannesburg to Pretoria, the capital, one of the participants was detained and the faculty leader was asked to provide receipts for the train ticket. One experience is that they had a travel guide who took them on a tour near Krueger National Park. An older white guide had recounted his longing for Apartheid to return. He saw the US participants as different, not the same kind of “black” as the local African populations. This would have been a very difficult scenario to prepare for; however, it was addressed in debriefing after the trip.

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

Faculty leaders need to spend more time on this and consider how these different dynamics might factor into the experience.

Do you have any additional comments? 

There has to be some personal connection between the students and the faculty leader to create a level of trust, and to acknowledge that each student’s unique background and experiences will be recognized. For students of color, many feel invisible, uncomfortable and possibly isolated during cross-cultural experiences of this nature. To address this reality, it’s essential that student believe that they will be recognized. Also, Knowing that other students of color will be participating is key, to counter the notion that this experience would be one of isolation.

Developing a shared experience ahead of time is also a factor. As educators, we need to ask ourselves some tough questions. Do we have time to do this right? Do we have the resources to make this a reality? How are we emphasizing the global learning model, that the world is a classroom, to craft our message so that it becomes relevant to more than just white females?

University of Minnesota: Good Practices (The Multicultural Study Abroad Group)

Feb 23, 2017 | EA Fundamentals, Education Abroad

University of Minnesota: The Multicultural Study Abroad Group (MSAG)

Founded in 1851, the University of Minnesota has a presence throughout the state with its five campuses and numerous research and outreach centers.

The Office of International Programs (OIP) is the central coordinating international office for the University of Minnesota system. With a goal of preparing global citizens, OIP promotes the internationalization of the teaching, research, and outreach missions of the University.

Focus Areas: Fundamentals of DEI

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

Students of color population.

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

Statistically it was clear that this group of students were not going abroad in the same numbers as the rest of the student population. Academic advisers noted that students of color face particular barriers to study abroad and the University should seek to explore and address those barriers. Because study abroad is important to our student development goals, further inquiry was needed to identify the discrepancies and determine how to equalize the opportunity to study abroad. 

It was also important to recognize that there are distinct populations within the students of color and that each ethnic group consisted of both recent immigrant families and families with a long history in the U.S.

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

A Multicultural Study Abroad Group (MSAG) committee was formed in 2001 with representatives from all four campuses (Twin Cities, Duluth, Morris, and Crookston) to explore this aspect of study abroad. The group has defined itself as follows (mission statement):

The Multicultural Study Abroad Group (MSAG) is made up of University of Minnesota professionals who actively support the University’s goal of increasing the numbers of students of
color who study abroad by working to overcome barriers, promoting the benefits of study abroad, and providing resources that address the needs of students of color.
Several concrete methodologies were undertaken during 2001-2002, some as part of the evaluation process of the internationalizing initiative: sophomores and seniors were surveyed regarding study abroad curriculum integration, focus groups were held, and a literature review was conducted.

The MSAG established four working groups that to focus on the following areas: web and written materials, data collection, programs and outreach, and scholarships and financing of study abroad.

Within this process a list of questions was compiled to determine the perceived barriers and issues preventing students of color from going abroad. Student focus group were organized that included students of color who had studied abroad and those who were interested but had not yet studied abroad. Of the many findings from the focus groups, the main issues were:

  • There are many misconceptions of studying abroad within the students of color populations.
  • Family has a large role in students’ decision making.
  • Cost is often a hindrance to study abroad.
  • Influence of peers and advisers is very important.
  • The student’s country of heritage plays a great role in where a student will study abroad, whether it will be in that country or not.
  • Students have a lack of knowledge of study abroad and its outcomes. This lack of knowledge leads to the general perception that study abroad is more fun than academic.
  • The idea of prestigious or official study abroad programs can play a big factor in the decision to study abroad.

Example of the Focus Group Questions: (from Spring 2002 Focus Groups of Students of Color http://www.umabroad.umn.edu/ci/evaluation/focusGroups.html)

  • What are the first three things that come to mind when you think of “Study Abroad”?
  • Why do you think those items came to your mind?
  • What kind of exposure have you had to the concept of study abroad?
  • Whose opinions about study abroad issues do you most value?
  • Whose opinions about study abroad at the University do you most value?
  • If you were to study abroad, what concerns do you think you would have?
  • Are there things that have prevented you from studying abroad? If so, what are those things?
  • Do you think that those concerns are relatively common? Do you think those hold true for most students?
  • What would you need to hear or learn before you would participate in study abroad?

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

The Multicultural Study Abroad Group (MSAG) included representatives from all campuses and several University units with a focus on those persons who had student contact. This included the student advising units with high percentage of students of color, Multicultural centers, study abroad offices, international programs, and most recently, resident life directors.

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

Along with the preliminary assessments, which were quite substantive and valuable, annual surveys on all University students were conducted. This included students of color, and looked at attitudes, values, and behavior. This allowed us to follow up on which programs appealed to specific populations and/or create new programs for specific groups.

Through the surveys we were able to produce annual reports, which included responses from students of color. There were high response rates and the University of Minnesota was the first institution in U.S. to have this kind of data.

We have published articles on our evaluation outcomes and have presented at conferences about our methods of surveying students of color about their attitudes, knowledge and behavior regarding study abroad.

We have been the subject of one master’s thesis research also, and an article written by an external colleague to the U of Minnesota.

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

The outcomes within the first two years of the group’s inception were significant and included:

  • Information gathering from surveys and focus groups
  • Web site devoted to the group’s activities and outcomes
  • Brochure: Multicultural Students and Study Abroad
  • Advising material: Learning Abroad for students parents
  • Advising material: Study Abroad Programs with Multicultural Focus
  • Outreach to freshmen of color
  • Development of Diversity Scholarships for study abroad
  • Sharing of resources and expertise between study abroad advisers and staff in multicultural units

Following the preliminary assessments, a training module for advisers was organized to sensitize advisers on the barriers that students of color have to study abroad. The goal was to train academic advisers, who are the foundation of the University, with knowledge and skills so they can speak with students of color about study abroad. Training has been done annually on 3 of the 4 campuses.  Training consisted of putting “knowledge to action” by the development of case studies based on real life study abroad scenarios. From the evaluation comments this method has been one of the best part of the trainings.

A concerted effort was to provide study abroad opportunities to all students of color and this led to specific study abroad program development, with some emphasis on short-term programs and travel to countries with respect to the students’ heritage.  Diversity scholarship support was developed. One of the many positive results from supporting short-term programs has been that it has led to some students going on long-term study abroad experiences.

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

* See response to the question on academic advisor training based on real life scenarios of students of color and study abroad.

MSAG members have made presentations at national conferences, including conferences outside of the international education realm (such as NCORE, the National Conference on Race and Ethnicity, and ACPA, the American College Personnel Association). In addition, presentations have been made at NAFSA, CIEE, and the U of Minnesota curriculum integration conferences.

The chair of MSAG each year is a colleague from a unit outside of the study abroad office.

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

Most of the staff involved have been advisers and administrators. Directors of international programs on various campuses gave support in identifying funding resources for scholarships. In addition, University President Robert Bruininks set a goal for a certain percentage of students to study abroad before they graduate (50%).

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

The inception of The Multicultural Study Abroad Group (MSAG) and the growth process has been a very organic process. It was not from the top down but was developed through identifying the needs of students of color.  It has been a learning experience through the whole process, since 2001 to the present. The energy and collaboration of this effort has taken a life of its own that has been sustained with continued commitment and a collaborative enthusiasm of the 25+ members from all 5 U of Minnesota campuses.

What were the results of your initiative?

In the fall of 2000, before the Multicultural Study Abroad Group (MSAG) began, students of color made up 11% of study abroad students, which is almost 5% below the 14.9% in the overall student population. By 2007, students of color in study abroad (17.3%) have almost equaled their number in the overall student population (17.6%). At the same time the student of color population on campus has increased every year, which makes these numbers more impressive. Our numbers are also consistent with national figures of 17% in 2006/2007.[1]

Study abroad is introduced to students of color early on through freshman orientation or during the multicultural kick-off and then heavily integrated into freshmen seminars for students of color. This type of increased engagement between the multicultural offices and the study abroad offices has been sustained over the past 10 years without any gaps.

This initiative is an ongoing process but the enrollment numbers are evidence that our new programs and new ideas are working. We attribute this to an increased awareness by advisers to provide more accurate and focused information to students of color. In addition more financial support in the form of scholarships has helped.

We have been recognizing the faculty who have contributed in internationalizing their courses by creating programs that focus on a specific student populations, such as one profession who has developed an introduction to Southeast Asia experience that draws many Hmong students into the course.

Another positive result is that The Multicultural Study Abroad Group (MSAG) has started to evolve and look at other minority groups that are underrepresented in study abroad, including students with disabilities and the GLBT (Gay, Lesbian, Bisexual, and Transgender) population by finding programs that are sensitive and appropriate for these groups.

 

[1] Bhandari, R. and Chow, P. (2008) Open Doors 2008: Report on International Education Exchange. New York: Institute of International Education

Macalester College: Good Practices

Feb 23, 2017 | EA Fundamentals, Education Abroad

Macalester College: Comprehensive Approach to Include Identity-Related Conversations in Programming

Macalester College is guided by its mission of being a preeminent liberal arts college with an educational program known for its high standards for scholarship and its special emphasis on internationalism, multiculturalism, and service to society.

This mission is evident in the campus diversity, the commitment to internationalism and study away, as well as in the close partnerships within the urban community of St. Paul, MN. Since its founding in 1874, Macalester has provided students the inspiration, insight and experience to become successful and ethical leaders. Classes are taught by faculty whose passion is teaching and whose scholarship gains national recognition.

Focus Areas:  Infusion of identity-related conversations into comprehensive programming

Organizational Profile
  • How many students (undergraduate) are enrolled in your institution? 2,073
  • How many undergraduate students from your institution study abroad each year? 60%
  • Institution Type: 4-year; Private; Liberal Arts

Describe your initiative/project

Macalester College has taken a comprehensive approach to incorporating identity-related themes into the study away experience for students. In the pre-departure, in-country, and returnee phases, Macalester College students are invited to consider how aspects of their identity may impact their experience. As soon as students are introduced to the study away process in a required First Steps to Study Away session, they are encouraged to consider how their identity will impact their program selection and their time off-campus. Then, on an individual basis, students are asked on an advising questionnaire to identify any specific identity-related topics they would like to address in a one-on-one advising appointment (ex. Disability, LGBTQ, race/ethnicity, first-generation college students, etc). Advisors see the questionnaire before students schedule advising appointments, allowing for time to prepare for identity-specific conversations with students during in-person advising meetings.

While in-country, Macalester College students are invited to join an identity-focused conversation through an online Moodle platform. Staff moderators pose questions and prompts to the group to facilitate individual student reflection and group conversations. Examples of recent conversation prompts include:

  • How have your identities affected your first encounters? Are identities being ascribed to you? Are these different than those you encounter at Macalester or “at home”? If so, what are you doing to navigate this dissonance?
  • How have you been able to connect with others cross-culturally? How do identities – nationality, gender, class, race, sexual orientation, etc. – affect these interactions?
  • What has living in another place and studying in another academic environment taught you about life at Macalester or in your “home” culture(s)? What has it taught you about yourself and your values?

Upon return to campus, students have several opportunities to continue processing identity-related themes. Macalester College’s International Center invites returned students to attend weekly luncheon discussions focused on a different topic of relevance each week. Every semester, in collaboration with the Department of Multicultural Life, at least one of the luncheons focuses on identity. Historically, this session is well-attended and highly regarded by students. Additionally, students are invited to attend a half-day student-led Reflection Workshop where conversations around identity and privilege are central.

Finally, a new student-led initiative has become available specifically for women of color. For the past two semesters, the IC has worked with a returnee to organize a panel discussion focused on the experiences of women of color who have studied away. Both returnees and students thinking about studying away have attended, and have reported the meeting to be a valuable reflection exercise. Our hope is to offer this event every semester, and increase attendance of students currently in the advising phase.   We are also looking at the possibility of nurturing student-led conversations for other identity groups as natural facilitators emerge in our debriefing conversations.

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

In general, students at Macalester College have felt comfortable having these kinds of identity-focused conversations on-campus in their classes, at Department of Multicultural Life events, and elsewhere. However, students had expressed frustration in the lack of opportunity to continue these conversations throughout the study away process and abroad. With this in mind, several of the initiatives included in the Macalester programming were initiated because of expressed student interest or are entirely student-led and created. Other pieces, like specific questions on the advising questionnaire, are closely aligned with college-wide and department-specific learning goals. One college-wide learning goal, for example, is self-awareness, which is supported through identity-focused programming throughout the study away trajectory.

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

The aforementioned programs are open to all students, as this is a conversation they hope to initiate with all identities.  One initiative specifically targets women of color.  A recent returnee approached the International Center staff with the goal of creating new programming for women of color engaged in the study away process. Women of color are invited to a conversation for returnees from study away to discuss their experiences and share them with others preparing to study away.

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

The programming specific for women of color is a student-led initiative that was created because of expressed student interest. Generally speaking, most initiatives to include conversations around identity in the study away experience are intentionally open to all students.

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

Taking a comprehensive approach to including identity-specific themes throughout the study away process takes time. The first step is to review current programming, advising practices, and application processes to determine where things stand. Once this is accomplished, it is easier to see where holes exist throughout the study away experience. Student input and feedback are vital when revising practices and creating new programming.

What obstacles were encountered throughout the planning and implementation phases?

Earlier iterations of identity-focused programs often had low student attendance. While study away returnees were eager to connect with students pre-departure, often a very small number of students would attend these sessions. After trying different formats, timings, and outreach methods, we moved to other ways of connecting with students around identity.

Student-led initiatives are, in many ways, the easiest programs to implement. There is already a demonstrated interest on campus, and the student is largely responsible for organizing the program and identifying participants. The staff responsibility is minimal – the logistics of reserving a meeting space, finding funds for refreshments, and advertising. Follow-up work also falls with the staff member, as will the responsibility of sustaining the program from year to year.

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

  • Department of Multicultural Life
  • International Center (Study Away Office)
  • Institute for Global Citizenship
  • For the returnee lunches, there is wide and varied involvement from faculty/staff facilitators and occasional student organizations, such as the Gender and Sexuality Resource Center. 


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

The advising process has shifted, but not as a result of incorporating the identity component.  There will be adjustments in the near future to examine the effectiveness of our efforts through assessment as part of the post-program evaluations. We are still examining the best way to approach this.

What were the results of your initiative?

Results from this comprehensive approach are still inconclusive since the 2014 cohort will be the first to go through the new process and programming.

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

  • Student-led initiatives should be supported
  • Think comprehensively; consider how office practices and programming link into the larger mission and values of the institution
  • Including staff from the Department of Multicultural Life and other specific identity-serving groups in the conversation at the very early stages is recommended

University of California – Los Angeles: Good Practices

Dec 27, 2016 | Education Abroad, Support & Advising

UCLA: Los Angeles-Amsterdam Exchange Program Targets First Generation College Students

The Division of Undergraduate Education serves as the campus-wide advocate for undergraduate education, providing leadership to achieve the highest quality of teaching and learning; it also promotes academic success for UCLA’s diverse undergraduate population, ensuring options for all students to engage in a challenging array of educational opportunities, from foundational general education courses to advanced research and honors projects.

Focus Areas: Summer; Service-Learning

Organizational Profile
  • How many students (undergraduate) are enrolled in your institution?Approximately 25,000
  • Institution Type: 4-year; Public

Describe your initiative/project

The Los Angeles – Amsterdam Connection is an initiative between UCLA & a European University in Amsterdam, Vrije University or more commonly referred to as the VU Amsterdam. This collaborative partnership involves three aspects of educational initiatives: 1) Diversity Research, 2) Diversity Policy & Practices, and 3) Faculty/Student Exchange. The partnership was developed as a result of meetings between Dutch educators & UCLA staff/faculty. UCLA had been hosting Dutch educators visiting US universities to discuss different methods to implement diversity practices.

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

The focus of the exchange, in particular, is to mobilize students from low-income first generation college backgrounds on both sides. Similar in terms of size, comprehensiveness of professional programs (law, business, medicine, etc.), & diversity (ethnically and economically), the partnership between the two universities was intended to capitalize on the diversity. For example, UCLA began to target First Generation College Students, a population that has not traditionally participated in high numbers to provide them with an opportunity to participate in study abroad/exchange opportunities.

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

First generation college students

The Academic Advancement program is a student diversity enrichment program at UCLA that focuses on academic support & development for low-income, First Generation College Students through academic counseling, peer learning, & mentorship (conducted by graduate & professional school students). This program has been around since 1971 and has grown from an outreach/retention program to a student retention program. Students are recruited through the admissions process to participate or may learn about the initiative by choosing to attend an orientation session describing the Academic Advancement program.  Currently, the program consists of roughly 5500 members. Many of the key principles of the Academic Advancement program are based in social justice theory. The Los Angeles-Amsterdam exchange program builds upon these principles from a cross-cultural perspective. As such, the curricular focus of the exchange is social justice issues as they relate to Los Angeles & Amsterdam such as incarceration, urban issues, etc.

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

The goal in targeting First Generation College Students is to assist the US and Dutch students from these backgrounds to become familiar with global issues. UCLA and the VU-Amsterdam provide unique global learning environments given their location in world-class cities.

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

The exchange works through both institutions’ summer study programs which are primarily bridge programs. They help students (first year, transfer students) with the transition to a Research 1 institution by attending classes to help them navigate the curriculum, participating in small group discussions, exploring resources that each campus has to offer for academic student support, and engaging in community development projects (food gardens, homeless shelter, etc.). 

Key Steps in the process:

  1. Identify students who are interested in this topic/issue
  2. Students go through an application & interview process (faculty, staff, former participants)
  3. Students are selected
  4. Orientation 
  5. Host institution covers room & board, local transportation costs, one-time travel allowance to/from the destination. Funding sources: Academic Advancement Program, summer session funding, student fees, state allocation 

Which obstacles were encountered throughout the planning and implementation phases?

Nothing serious; Helping students get visas for travel

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

  • Academic Advancement Program
  • Chicano/a Studies Department
  • Student Advisory group within Academic Advancement Program
 

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

There is a Memorandum of Understanding (MOU)  between the 2 institutions (5-year agreement) that was renewed in 2016. The research component has been quite robust.

What were the results of your initiative?

Since its inception, eighteen total students have participated. Survey results have indicated that most students report that study abroad has provided them with new opportunities and that they returned back with a sense of empowerment to take control of their education.

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

Work with a department that has similar objectives; for example, those that work specifically with First Generation College Students and/or low-income students. Collaborate with the international education office to explore programming that focuses on diversity exchange instead of simply international exchange. Most institutions are working on and supporting diversity policy; however, this is an opportunity to expand the reach to explore what institutions are doing internationally. For UCLA, it has been beneficial to have had the opportunity to learn from their Dutch partners.

Do you have any additional comments? 

This has been a very rewarding experience for all involved. Students in this program have an opportunity to look at the world through diverse lenses.

University of Alabama: Good Practices

Oct 10, 2016 | Education Abroad, Support & Advising

University of Alabama: Supporting Veterans Through Cross-campus Collaboration

Founded in 1831 as the state’s first public college, The University of Alabama is dedicated to excellence in teaching, research and service. We provide a creative, nurturing campus environment where our students can become the best individuals possible, learn from the best and brightest faculty, and make a positive difference in the community, the state and the world.

Focus Areas: Outreach to Veterans

Organizational Profile
  • How many students (undergraduate) are enrolled in your institution? 37,000
  • How many undergraduate students from your institution study abroad each year?

    Approximately 1,100 (data accessed 10/2016)

  • Institution Type: 4-year

Describe your initiative/project

University of Alabama is working to allow veterans and their dependents to appropriately utilize veteran’s benefits for study abroad. This has been an organic process. Students were visiting the Education Abroad office and Veterans Affairs Office on campus asking if they could use their benefits toward an education abroad experience (Post-9/11 Chapter 33 & Chapter 35 Federal GI funding). Staff began to research how these funds could be utilized and what guidelines currently exist and found that while some information is available, there are a lot of grey areas. University of Alabama has a collaborative space where professionals from across campus can meet to strengthen relationships amongst the offices. It was in this space that the Education Abroad Office connected with the Veterans Affairs Office and began to collaborate. It’s important to appropriately use VA funds because the university can be audited and needs to protect both the institution and students from negative consequences. The Federal VA factsheet on the study abroad process has been updated due to work done by the University of Alabama. The result of these efforts is regular cross-communication between the campus Veterans Affairs Office and the Education Abroad Office to ensure that students know how funds can be utilized. It’s essential to have someone in each office that understands this process and the guidelines.

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

This initiative intended to address questions from students regarding the circumstances under which VA funding can be utilized for education abroad experiences. These guidelines can be difficult to interpret and understand. For example, VA funds cannot be used for travel fees. Likewise, Post-9/11 benefits can be transferred – in certain situations – to dependents.  
The federal VA office has an advisory committee that reviews yearly how funds are being utilized and what issues need to be addressed. Recently, University of Alabama sent in information addressing issues in the study abroad world that limit the opportunity to study abroad for veterans.

An additional project spurred with the University of Alabama Office of Information Technology (OIT) and Education Abroad to use the Terra Dotta software to pull the veteran classification in students’ study abroad applications.  Now with approval from the Registrar’s Office and OIT’s programming, Education Abroad can capture veteran student interest as soon as an application is started.

 

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

Veterans; broad array of different sub-classifications

Each category can have different benefits available

Veterans (separated from military); active duty service members; dependents (children or spouses)

On the University of Alabama campus, they have worked with a large number of dependents who have taken advantage of the GI funding which tends to be an ideal group to consider going abroad. For example, some of these students are able to study abroad and connect with family that is stationed overseas.

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

Active duty members, because of their security clearance, often need special clearance when traveling to specific countries. It has been challenging to identify a program that also allows them to use their benefit, especially when they enter the Education Abroad Office  in the middle of the program search process. Thus, identifying students early on is very important. If they visit either office, this is communicated to their counterpart in the other office. In using the Terra Dotta application software, University of Alabama staff is able to identify on a student’s application if they are a dependent or a veteran. The Veterans Affairs campus office often flags the application once they are authorized to use VA funds.

To approve use of education benefits, the VA has specific criteria for use of funds; funds must go to an institution of higher learning. Each institution reports to multiple agencies or offices (state approving/regional offices, etc). Ideally, we are all operating under the same federal guidelines; however, each approving agency may interpret the federal guidelines differently. The hope is that there will be greater clarity moving forward.

Each state has an education liaison representative and the state-approving agency must approve each institution. Public schools are essentially automatically approved for use of VA funds at the institution; private schools need to be reviewed individually for degree-seeking institutions. For study abroad, different factors are considered such as where the learning is taking place, who’s teaching, the  relationship between these factors and the study abroad location. There are many layers that need to be fully explored.

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

With post-9/11, there is a tier level (40-100%) of what the VA will pay and the student would pay the remainder. Thus, communication with Financial Aid offices becomes important. Each school should have a designated school-certifying official to address VA concerns. If an institution doesn’t have a VA office, this individual could be housed in a different office. In this case, the level of knowledge about the process may vary widely.

The timeline for students using VA funds is about the same as for other students entering the study abroad process, although it can help if students get started earlier so that they don’t feel flustered. A protocol helps with this as well. This is an evolving process as the number of students using benefits is growing.

Key best practices (not sequential)

#1 – Identifying the target student population; data coding

#2 – Subject-matter experts on the VA & Study Abroad side who understand the process (have a liaison knowledgeable in each office)

#3 – Identify who the school-certifying official is this is especially important when there isn’t a VA office on campus; this person certifies use of the benefits

#4 – Identify key documents and what processes take place in each office (ex. courses a student will take abroad, requirement from VA is that courses must contribute to degree attainment)

#5 – Implementing a system of checks and balances so that each office is not operating independently. For example, when the VA certifying official approves use of funds, this data should also reflected in the study abroad data management system.

#6 – Clearly articulate the costs involved to the students and who’s responsible for all costs involved

#7 – Forming community where veterans/dependents can share stories with each other to help navigate the process

#8 – Include other campus offices in this process so that they know what’s going on. For example, if an academic advisor is talking to a student about courses and study abroad, they should be directed to connect with both the VA and the Study Abroad Office

#9 – Share documents and communications between VA and Study Abroad office to ensure that there is no contradictory information being disseminated

#10 – Process on VA side must be completed 2 weeks prior to departure. For example, if a study abroad experience crosses over a given month while overseas, a housing allowance can be impacted

#11 – Sometimes certification process can happen after a student goes abroad, and reimbursement may be an option. This is not the preferable approach but is something to consider; this process can occur retroactively

#12 – Keeping everybody informed, letting student accounts services and other relevant offices know about the status of this process

What other resources are out there?

Fact Sheets from the VA website

  • http://benefits.va.gov/benefits/factsheets/education/post-911_study_abroad.pdf
  • http://www.benefits.va.gov/GIBILL/docs/factsheets/Post_911_study_abroad_fact_sheet.pdf

 

Which obstacles were encountered throughout the planning and implementation phases?

Terminology being utilized in each sector was a large obstacle. Some of the same terms had different meaning for each party involved. For example, what is meant by the term “program” in each sector may vary. This can be a time-intensive process for the staff which can be prohibitive. In the beginning, it was challenging to connect with other institutions and professional organizations to request information about the process.  Additionally, a lack of coding (not being able to identify these students early) can be a challenge.

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

  • VA office
  • Education Abroad  Office
  • Financial Aid
  • Registrar
  • Office of Information Technology
  • Academic Departments

Do you have any additional comments? 

University of Alabama is in the process of thinking through the marketing/promo piece of this. They want to start communication with the larger campus community about the  process of applying funding for a study abroad opportunity. In fact, the federal VA mandates an institutional review of all marketing materials targeting veterans to ensure they are in compliance and that there is no deceptive marketing for this protected class of students. An executive order from the president is in play as well, along with other principles of excellence to ensure that veterans aren’t being deceptively processed. Another concern to keep in mind for marketing is that Military and DOA logos can’t be used without approval.

Some considerations when working with Veterans and dependents:

  • Tends to be a very involved population
  • PTSD is a concern
  • Tends to represent backgrounds and experiences
  • Dependents are like Modern-day nomads
  • You don’t know everything that veterans have been through; and this is often not talked about;
  • Non-traditional experiences
  • This is an opportunity to learn from their experiences
  • May speak multiple languages
  • Prefer structure and order, as well as clear regulations