gic26 mena event details
EventsBecome a Member
da global logo

University of Alabama: Good Practices

Oct 10, 2016 | Education Abroad Resources, 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

University of Minnesota: Good Practices (Innovative Loan & Scholarship Options)

Oct 10, 2016 | Education Abroad Resources, Support & Advising

University of Minnesota: Innovative Loan & Scholarship Options for Students with High Financial Need

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

Describe your initiative/project.

Make learning abroad accessible to the entire student body of the University of Minnesota. Dispel the myth that study abroad is only for wealthy students. Offer a wide range of programs with varying program fees, destinations, and curricula. Promote financial aid, grants, loans linked to learning abroad. Secure financial support from Admissions for study abroad scholarships.

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

First generation students and students of high financial need.

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

We wanted to increase the numbers and types of students who were receiving scholarships and going abroad. We wanted study abroad to be accessible to more students.

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

Students:

Look at Financing Learning Abroad brochure at on-campus fairs.
Browse Learning Abroad Center website Finance section of website
Enroll online or attend in-person First Step Meeting to learn the basics on academics, finance and how to select a program
Schedule a Financial Aid Preview Meeting with the Office of Student Finance. The Preview Meeting gives the student a sense of how much financial aid he/she is eligible for prior to committing to the study abroad program
Review SACEs. Each study abroad program webpage includes a Study Abroad Cost Estimate (SACE).
Meet with Program Selection Adviser at the Learning Abroad Center to review program options and find the best fit for student’s priorities

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

We regularly work with colleagues from across campus. Targeting first generation students and students of high need we regularly consult with UofM faculty and staff from advising, student services, office of student finance, the TRiO, Martin Luther King office, Multicultural Center for Academic Excellence, Access To Success and others.

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

The First Generation and Students of High Financial Need Scholarship is awarded before program deadlines. Students will know if they have received the money before selecting a program with a transparent program fee. http://www.umabroad.umn.edu/students/finances/scholarships/firstgen.php 

Pilot project of Bridging Loan Program http://www.umabroad.umn.edu/students/finances/bridgingloan.php 

The Bridging Loan is a no interest/no fees program that assists students if they do not immediately have the funds available to cover their program deposit and flight booking costs. It enables students to pay for these costs with their financial aid package. The Bridging Loan will cover these costs until the program fee is billed to the student’s account. Other possible initial costs associated with attendance on a program abroad such as passports, visas, and medical visits will need to be paid for directly by the student often before the student’s financial aid disbursement occurs.

 

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

We had faculty and staff in several offices proactively collaborating with our office on the initiative. It really was the brainchild of several offices, not just the Learning Abroad Center. It is truly a collaborative project to support this group of students.

 

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

In the case of the Bridging Loan program we’ve been lucky to have so many talented people caring about the students that the program is intended to serve. It came about organically with several of us coming together to brainstorm ideas that would most help these students. From that perspective it started just as we’d hope it would. I guess if we were to start over it would be nice to have done it sooner!

 

UW-Madison: Good Practices

Jul 13, 2016 | Education Abroad Resources, Fundamentals

UW-Madison: Change to GPA Requirement on Faculty-led Programs to Address Access Barriers

The Global Opportunities (GO) Program is the most ambitious academic initiative in the university’s history. Susquehanna is among the first in the nation to require every student to have a meaningful cross-cultural experience, linked to a rigorous scholarly reflection that will add value to and complement the total educational experience.

Focus Areas: Pre-departure

Organizational Profile
  • How many students (undergraduate) are enrolled in your institution? 29,580
  • How many undergraduate students from your institution study abroad each year? In 2014-2015; 1333 on IAP programs
  • Institution Type: Public; 4-year; Research; Land Grant

Describe your initiative/project

In response to rejection data and in an effort to increase access to international opportunities, the University of Wisconsin – Madison will implement a change in GPA requirement for faculty-led programs starting in January 2017. Previously, all programs required a minimum 2.5 GPA, per the policy established by the International Academic Programs (IAP) Advisory Committee on May 3, 2000. In doing some research, UW Madison staff learned that the 2.5 GPA requirement was unintentionally creating access barriers for students of color and males. The “achievement” or “opportunity” gap at UW-Madison between students of color and majority students has been well-documented in gateway classes (300+ student classes) on campus, even when considering like ACT/SAT scores upon admission. Given this reality, the IAP office ran data for students who had been rejected from study abroad programs since 2012 and discovered that males and students of color were being disproportionally rejected because their GPAs were below the 2.5 requirement. IAP, in consultation with faculty and/or program partners, had accepted 49 students who were below the 2.5 cumulative GPA to programs since 2012. Of those students, 49% were males, 37% were students of color, and 6% were international students. The more striking data was that of those students, 88% continued to increase their GPA after their return from study abroad.

Most schools and colleges at UW-Madison have a GPA requirement of 2.0 to remain in good standing, although it can be higher in schools and colleges. For example, the School of Education and the School of Nursing have a 2.5 GPA requirement for good standing. Given that the majority of schools and colleges require a 2.0 GPA to remain in academic good standing and the IAP’s research on rejection data, IAP proposed that a minimum 2.0 GPA be implemented for programs where IAP determines the eligibility requirements and for programs where the program partner has a lower GPA requirement. This proposal had to be taken to the IAP Faculty Advisory Committee and to the International Division Academic Policies Committee for approval. IAP hopes that this change will increase access to more students and will allow for greater transparency in acceptance policies since some students with less than a 2.5 GPA had been accepted in the past.

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

As a Predominantly White Institution (PWI), The University of Wisconsin – Madison is working intentionally to provide an equitable academic experience for all student populations. Data from the institution indicates that minority students — even when compared to students with similar ACT scores – aren’t performing as well as their majority counterparts.  With this information in mind, staff at the IAP began to analyze data for the students who had been rejected during the application process to study abroad. Of those rejected, 57% were students of color and 40% were male. This data brought up questions about how to ensure that equitable programming is accessible to all student populations across campus. Why did the study abroad office have a different standard for academic standing than the larger campus community? This information was presented to the Faculty Advisory Committee, and they voted unanimously to adjust the minimum GPA requirement for participation in international programs to ensure equity. The standard GPA across campus for good academic standing is 2.0 (with the exception of two colleges that continue to use 2.5; these colleges are able to maintain their GPA requirement for abroad programs). The new policy goes into effect in January 2017.

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

Especially students of colors and males; based on the data pulled on campus and GPAs in general.

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

The data showed that UW – Madison students generally participate in international education programs at representational rates. However, male students are not participating at representational rates.

Current study abroad trends are:

  • 71% female 
  • 26% male 

And the student body is essentially 50% male 50% female

Furthermore, 88% of students who participated in study abroad programming came back with a higher GPA.

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

Step 1 – Pulled relevant data (limited to UW faculty-led programs in the past 3 years) 

Step 2 – Internal administrative team reviewed the data & approved the notion of moving forward to adjust the GPA

Step 3 – IAP Faculty Advisory Committee reviewed the proposal & unanimously approved it

Step 4 – The International Division’s Academic Policies Committee reviewed the proposal. They have asked for an update in 3 years. 

Step 5 – Before the change is implemented, the website will be updated and the new policy will be communicated to the broader campus community (faculty leaders, academic advisors, etc.)

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

International Academic Programs staff, IAP Faculty Advisory Committee, The International Division (Dean’s Office),  Academic Policies Committee for the International Division. Moving forward, program leaders & academic advisors will be involved.

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.

IAP will begin running data on students with a 2.5 GPA at the time of acceptance to study abroad (2.0 – 2.49), with the goal of monitoring their GPA’s during the programs and upon return.  IAP will assess if students end up on academic probation before they go abroad (if they fall below a 2.0 between acceptance and going abroad) and how they perform abroad.  Internally, IAP staff will evaluate how this change may impact the advising process and if there will be a need to develop any new materials.

What would you recommend to other institutions interested in implementing a similar initiative? What specific strategies did you employ or would you recommend employing in support of successful implementation of this kind of initiative?

Find out what your structure is on-campus; what data can be pulled; ask “why?” for every policy and procedure. Is it because it’s always been this way? What are other barriers that might be there? What if students didn’t need reference letters? Are these necessary? What about deadlines? Are these things that need to persist to maintain integrity? Or could these be revisited and revised? Question the status quo.

Northwestern University: Good Practices

May 26, 2016 | Education Abroad Resources, Fundamentals

Northwestern University (GESI): Increasing Access Through Engaged Learning

The Global Engagement Studies Institute (GESI) at Northwestern University’s Buffett Institute for Global Studies develops young leaders to work and collaborate effectively across racial, socio-economic, disciplinary, geographical, cultural and/or generational differences. It is now the university’s largest and most diverse international studies program with approximately half of participants representing underrepresented student populations.

Focus Areas: Pre-departure, In-Country, Returnee Support; Other: service learning

Organizational Profile
  • How many students (undergraduate) are enrolled in your institution? 8,000
  • Institution Type: Public; Research University

Describe your initiative/project

Over the last five years, the Buffett Institute for Global Studies has worked to establish the Global Engagement Studies Institute (GESI) as the single largest and most diverse study abroad program at Northwestern University. Diversity is not simply a goal in and of itself, but rather goes to the heart of the pedagogical approach and educational goals of this flagship, global service learning program. Through group-based learning, the program develops young leaders who can work and collaborate effectively across racial, socio-economic, disciplinary, geographical, cultural or generational differences. Using participatory strategies and principles, students learn to identify and mobilize the unique strengths, skills, experiences, capabilities and viewpoints of people different from them to achieve a shared goal. 

GESI provides undergraduates with the knowledge, tools, and experiences to confront shared global challenges. Through critical service-learning in Bolivia, the Dominican Republic, India, Kenya, Nicaragua, South Africa, or Uganda, teams of students join the efforts of local organizations to advance community-driven change. The program combines rigorous academic training through intensive pre-departure coursework and a final reflection summit, with 8-10 weeks of hands-on international fieldwork. During their time abroad, GESI students live in home-stays and gain professional experience while interning with grassroots organizations and contributing to community development efforts in their host community.     

GESI began as a summer program in 2007 with only 16 students. Today we enroll between 60-70 students each summer and will begin offering a fall iteration of the program in 2015. Due to the unique nature and quality of our program, we attract students from around the country who hope to be a part of our global engagement efforts, including students from over 70 colleges and universities who have participated in opportunities for collaborative experiential learning. Today, 30-40% of students who participate in GESI come from other schools. GESI has sent nearly 400 students to 8 countries, contributing to more than 120 development projects through their work with our partner organizations, including efforts in small business development, microfinance, income generation projects and campaigns advocating for women’s empowerment, early childhood education, and environmental sustainability. Our community partners provide consistent feedback on the positive impacts of students’ work abroad. Many of these projects are the catalyst for community-driven initiatives that are maintained and provide improved services over several years. These reciprocal engagements have resulted in capacity building, cultural competence, and influenced students’ self-awareness and readiness to shape change efforts at home and abroad. As they return home, students learn to communicate their story and turn their passions into sustained engagement with global issues through a final reflection summit that fosters structured personal, professional and academic reflection – a component often missing from many peer programs.

Open to both Northwestern and non-Northwestern students, participants in GESI live in home-stays and work in teams to pursue the social missions of grassroots organizations, often designing and implementing small-scale development projects through collaboration with local practitioners and the communities they serve. At the conclusion of the program, students return from all locations to Chicago for a final reflection summit where they process, share and compare their experiences across different contexts and begin to explore ways to reintegrate these experiences into their everyday lives, considering next steps in their academic and professional careers. Our nationally recognized model represents one of the most comprehensive pedagogies for multidisciplinary, integrative, engaged learning – shaped by the co-educational efforts of impact-driven partnerships. GESI’s in-country partners facilitate relationships with various grassroots efforts and organizations, pursuing different models of asset-based, participatory development. Beyond GESI, the Buffett Institute has developed an innovative set of complementary programs dedicated to building a community of global leaders.

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

Students underrepresented in study abroad: (First Generation College Students; Students from minority racial and ethnic backgrounds; Students from low SES backgrounds)

The Buffett Institute has made significant efforts to increase access to opportunities for students to participate in GESI’s unique model for engaged learning abroad. In recent years, close to 50% of students involved in GESI have been from underrepresented groups, compared to about 25% who participate in study abroad nationally (according to Open Doors). As a program dedicated to preparing students to collaborate across difference, we recognize the ways that diversity contributes to making a stronger community of participants, to building more successful and culturally competent teams, and to shaping better learning and project outcomes. Over the years, we have seen remarkable results as a divergence of perspectives, experiences, understandings, and skills combine to inform students’ work, intentions, and community engagement across the program. 

Since 2009, staff, faculty, donors and alumni of the program have actively worked to increase the enrollment of underrepresented groups in the program. This work has been pursued across several key areas, including program pedagogy, scholarship funding, recruitment practices and student support.

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

As a program, a central focus of GESI is the benefits of diversity. Students comment that they are attracted to GESI because of its strong curricular and practical focus on working in teams of students with different experiences and backgrounds. Diversity is seen as an asset, not as something to be tolerated. Students are taught to identify and mobilize the unique capabilities, talents, and perspectives of people within the group. The existence of difference is harnessed to make the group more effective, mobilizing a broader array of skills, perspectives and experiences. This extends to student collaborations with their host communities and partner organizations.  

The program also models inclusion through its partnership model. Inclusion is at the heart of our program’s philosophy and approach to working with community partners. The program design for GESI was originally established through an inclusive process, including thoughtful discussion and joint planning with our initial partner organization, the Foundation for Sustainable Development. As the program has expanded to include more locations and additional partners (i.e., Social Entrepreneur Corps, ThinkImpact), we have maintained the same approach to carefully integrate our work to support community-driven initiatives. 

Students from underrepresented groups report feeling valued and affirmed in the program as all students work to collaborate across difference. As a practical, skills-based study abroad program, we have found that GESI is very attractive to students from underrepresented groups. Consistent with the academic research on first-generation students and study abroad, one of the primary reasons students apply to GESI is because it involves hands-on learning, working with a grassroots organization through an internship-based experience. A program with hands-on, field-based, professional experience has practical appeal for these students, anticipating a return on their investment in light of career goals and expectations. Whereas many first-generation students might view more traditional study abroad programs as high-priced vacations – frivolous and hard to justify to family at home. 

Furthermore, NU students from underrepresented groups have often shown themselves to be more skilled at navigating new cultural settings. Many have been diagnosing and navigating different cultural contexts for their entire lives, whether by themselves or on behalf of their families. Their skills in navigating cultural difference are sometimes demonstrated by their admission to NU, mastering the culturally specific skills needed to succeed academically and in representing themselves in the admissions process. In GESI, we find students from these backgrounds make unique contributions to their small group – the ability to better integrate with the host community, figuring out how the system works, who has power and how to get things done.

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

Student Support: Pre-departure Through Re-entry

Our diversity and inclusion efforts have also involved attention to administering the appropriate student support, including medical services, travel planning and documentation, as well as culture shock and reintegration. Some students from underrepresented groups need additional support and guidance as first-time travelers to obtain necessary immunizations, anti-malarial and other medication. Some students grew up in families without health insurance and do not have a family doctor to consult with. Others need assistance interpreting WHO and CDC guidelines and recommendations about immunizations and medications. Some are even inclined to opt of out of anything they view as an optional expense (i.e., required vs. recommended immunizations). 
Many students need more support and guidance in acquiring a passport and any required visas. The process, timelines, and potential difficulties are often unknown to these students. Additionally, they often need assistance interpreting and navigating government entities (US and foreign) if problems arise along the way. 

Considering the ethnic and socioeconomic diversity across student teams in our program, we have observed that culture shock, community integration, reverse culture shock and re-entry are often experienced differently. Managing these differential experiences is very important. Students of color and from economically poorer families report that the assumption implicit in much of these discussions is normalized from the perspective of a white, middle class student. As a result, they may feel that their perspective is either not represented or misrepresented. For example, students of color sometimes express the narrative of living in a setting in which the majority of the people shared their skin color – they were better able to blend in and feel a part of the community rather than stick out. Similarly, there is a range of experiences across the program with returning to the U.S. with varying journeys for reintegration. Socio-economic diversity can also influence the ways that students experience and negotiate culture shock and reverse culture shock. We have partnered with Multicultural Student Affairs (MSA) to facilitate discussions with our students that are inclusive and can validate and respond to this range of experiences. Moving beyond just an appreciation of diversity, we are giving increased attention to creating safe, inclusive spaces to examine how personal privilege, bias, stereotypes, and assumptions shape our relations with new communities and with one another. These conversations, combined with their experiences abroad, prompt students to acknowledge or become aware of their own oppressive attitudes and behaviors, as well as the structures we participate in that perpetuate these and other injustices.

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

We collaborate with various student affairs offices at Northwestern, including MSA, Campus Inclusion and Community (CIC), Student Enrichment Services (SES) and Financial Aid, to coordinate an integrated approach to support students in and beyond the program, from orientation to re-entry – from efforts aimed at fostering effective group dynamics, cross-cultural dialogue and communication, discussions exploring social identity and examining power and privilege to continued academic and career advising and increased access to other opportunities that build on student’s study abroad experiences. In 2013, we collaborated with Accessible NU (our office for students with disabilities) and Mobility International, to support and provide accommodations for the participation of a blind student in our Uganda program. The following summer, he worked as a student intern in our office.

What were the results of your initiative?

Outcomes in recent years, over 90% of students involved in GESI cite it as the pinnacle of their learning as well as one of their most defining or formative experiences in college. Likewise, students often cite the value of the set or sequence of activities available through the Buffett Institute as having direct implications on their plans throughout and after college, including internship, fellowship, grant, job opportunities and other international experiences. Among three offices that offer study abroad programming at Northwestern, the Buffett Institute’s GESI program is the university’s most popular study abroad program. GESI is our primary undergraduate initiative and the centerpiece of many other efforts at the Buffett Institute that contribute to diversifying international education and strengthening internationalization on campus, through various international partnerships and involving opportunities for exchange with our community partners and development practitioners. In addition to GESI, we organize a popular speaker series on global development and human rights which promotes intellectual inquiry in response to global challenges, helping students to contextualize their own international experiences and supplement their classroom learning with insights from experts, activists, scholars and thought leaders in these fields. Our program also connects students with opportunities to explore careers with international organizations, NGOs/non-profits, global social enterprise, public service and other jobs in the social change workplace. More broadly, the mission of the Buffett Institute is to drive collaborative scholarship and dialogue on critical world problems through research, public outreach and global engagement programs.

University of South Carolina: Good Practices

May 24, 2016 | Education Abroad Resources, Marketing & Recruitment

University of South Carolina: Targeted Marketing, Programming & Scholarships for Under-represented Students

The University of South Carolina serves the state from its flagship Columbia campus, three senior campuses and four regional campuses. The university is committed to serving the residents of South Carolina through its academic excellence and outreach. The university’s mission is to educate the state’s diverse population through teaching, research, creative activity and service.

Focus Areas: Marketing, Outreach & Recruitment

Describe your initiative/project

The primary objective of the University of South Carolina (USC) MOSAIC Initiative is to increase participation in study abroad among traditionally underrepresented students, specifically targeting African-American, Hispanic, first generation college students, and students who may also have high levels of financial need. The MOSAIC Initiative consists of targeted scholarship funding and advising, dedicated marketing and outreach efforts, and intentional programming opportunities for students.

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

The target group is traditionally underrepresented students, specifically targeting African-American, Hispanic, first generation college students, and students who may also have high levels of financial need. Student organizations targeted as a part of the MOSAIC initiative were those with a diverse student makeup, such as NAACP, Association of African American Students (AAAS), Students Associated for Latin America (SALA), etc.

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

The University of South Carolina-Columbia (USC) is the flagship institution for the USC system, and has an undergraduate student population of over 21,000. In the fall of 2010, 10.8% of students studying at USC were African-American and 3.3% percent were Hispanic. While statistics are not available on numbers of first generation students, 36% of students who attend USC have some form of need based financial aid, such as a Pell Grant or the State Need-Based Grant. However, these students are disproportionately underrepresented in study abroad, not only at USC but across the nation. The MOSAIC Initiative, developed and coordinated by the USC Study Abroad Office, was implemented in order to increase access to international opportunities for the large numbers of diverse students at our institution. The University of South Carolina recognizes the importance of exhibiting diversity abroad and students acquiring international experiences.

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

The MOSAIC Initiative consists of three distinct components: targeted marketing outreach based on market research, intentional programming, and scholarship support and development.

Targeted marking outreach:

The MOSAIC Initiative first began as a result of student demographic research. A detailed analysis of our study abroad statistics and University enrollment data demonstrated that the diversity of USC’s student body was not proportionally represented in education abroad. A marketing plan was then devised to reach out to students by determining what kinds of international opportunities these students may be looking for, how to dispel the barriers that obstruct these students from studying abroad, and bringing these opportunities to the students.
In order to reach out to our targeted audience, efforts are consciously made to hire student staff and utilize returnees who themselves are members of the target populations, creating an inclusive environment. Three of our six student staff members are African-American, first generation College students with Pell Grants, and two of these students are dedicated to outreach to our target populations. Among other projects, these students share their study abroad stories via presentations to groups such as the National Pan-Hellenic Council, TRIO programs, the National Society for Black Engineers, and the Students Associated for Latin America (SALA).

Intentional Programming:

Deliberate programming events designed to promote international competencies both on and off campus are another aspect of the MOSAIC Initiative. One such event is the annual MOSIAC Symposium, held each spring semester in collaboration with the Office of Multicultural Student Affairs and the Opportunity Scholars Program. The goal of this one-day conference is to promote international learning among diverse populations and expose students the importance of developing international competencies. All USC students are invited to the Symposium, and those from the target populations are actively recruited through targeted outreach. The MOSAIC Symposium offers students from underrepresented groups the chance to interact and network with study abroad returnees and international students. The event also creates an opportunity for on-campus international learning for those students who may be hesitant to go overseas.

In addition to the MOSAIC Symposium, globally-themed programming directed toward our target populations has been continuously offered on-campus throughout the year. This includes a recent panel during Hispanic Heritage Month focusing on the experiences of both Hispanic students studying at USC, as well as the experiences of USC students studying in Latin America. During International Education Week 2010, an African American study abroad returnee coordinated an information session titled “Diversity and the World”, which discussed issues related to multicultural students abroad.

Study Abroad Office staff also include resources for underrepresented students during pre-departure orientation preparation, such as connecting them with returnees of a similar background, to ensure that they are as successful as possible while abroad.

Scholarship Support:

The Study Abroad Office has dedicated institutional scholarship funds specifically for these diverse students: the Beyond Boundaries Award and the Carolina Global Study Scholarship. The latter, modeled after the national Gilman Scholarship and established in 2009, is an award providing financial support for students with high financial need studying abroad for a semester or academic year. Prior to the fall 2009 semester, no USC institutional funds were available for need-based study abroad scholarships. Through the MOSAIC Initiative’s efforts to remove barriers to education abroad, funds for two need-based scholarships were allocated to directly benefit students with high financial need and coming from diverse backgrounds. Since the inception of these awards, USC students have received $53,500 in funding for semester-long programs, and $54,000 in financial support for summer programs, for a combined total of $107,500 awarded.

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

The Study Abroad Office collaborates with departments across campus to further our outreach efforts. Staff has developed targeted print materials to be distributed to offices working with these groups, such as the Opportunity Scholars Program and Office of Multi-Cultural Student Affairs (OMSA).

The Study Abroad office has also recently been working with the coordinator of Multi-Cultural outreach with USC Undergraduate Admission in order to get students thinking about the importance of international relations and studying abroad before entering college.

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.

USC’s Study Abroad office annual MOSAIC Symposium was created as a direct result of the MOSAIC Initiative.

“The 2012 MOSAIC Symposium began with two student speakers: a first generation, African American study abroad returnee who discussed her own experience in South Africa, and a PhD student from Pakistan who spoke about his experience as an international student at USC. The Symposium also included keynote speaker Dr. Randall Pinkett, a Rhodes Scholar, entrepreneur, author, and winner of the reality TV show The Apprentice, who spoke about the steps he took to achieve his goals domestically and abroad. Breakout sessions, led by university faculty and staff with expertise in international areas, focused on topics related to enhancing global awareness. Topics of breakout sessions included: “Cross-Cultural Communication: How Not to Offend Your Future Friends” and “Majority to Minority: What it’s like to Stand-out Abroad”.

The Study Abroad Office has developed a comprehensive scholarship advising process to help make students from the target population more successful in obtaining national awards which support underrepresented students. Such awards include the Gilman, Freeman-Asia, and DiversityAbroad.com scholarships.

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

  • The Study Abroad Office has collaborated with other offices across campus, such as the Opportunity Scholars Program, Financial Aid, the Office of Multi-Cultural Student Affairs and recently Undergraduate Admissions.
  • Faculty and staff members from different departments presented at sessions during the MOSAIC Symposium on the various aspects of international relationships in their respective field.
  • In addition to working with other offices, advisors of the Study Abroad Office work first hand with students of multi-cultural backgrounds to help alleviate any reservations about studying abroad

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

The Study Abroad office has already begun to work towards increasing marketing outreach, creating greater awareness of the importance of diversity abroad, and collaborating more with student organizations on campus.

What were the results of your initiative?

Marketing and outreach efforts targeting African-American, Hispanic, and first generation students increased by 658% over the past year. During the 2009-2010 academic year, only 29 students from the target population attended events, information sessions, and presentations specifically dedicated to minority participation in education abroad. In contrast, the 2010-2011 academic year saw 220 students reached during such events.

Through dedicated scholarship advising, the number of USC students receiving Gilman Scholarships also increased by 88%, from 9 recipients in 2008-2009 to 17 in 2009-2010.

Do you have any additional comments?

Through the MOSAIC Initiative, the USC Study Abroad Office has made increasing diversity participation in international education a visible priority. In addition to the aforementioned programs and services, we are participating in ongoing efforts to strengthen the initiative. For example, USC recently joined the Diversity in Global Education Network, which will provide additional advising tools and resources for staff and faculty, and scholarship funds for students in our target population. Connected to the MOSAIC Initiative, the Study Abroad Office is initiating longitudinal assessment projects evaluating the achievement of global learning outcomes by students in the target population who study abroad, as well those who participate in on-campus international education events such as the MOSAIC Symposium.