This week we kick off Global Impact 2025 in Minneapolis. It’s been almost exactly one year since the DA Global community met in person in the U.S. In October 2024 nearly 600 professionals gathered in Washington D.C., for our 12th annual conference, which had been known as the Global Inclusion Conference. A year later, it’s not hyperbole to say there are tectonic shifts that have taken place in the U.S. and globally that are leading to monumental impacts in education and beyond. As I gear up for the 13th edition of Global Impact, which will take place this week in Minneapolis, there are three words I would use to describe the state of DA Global and our field as a whole: change, challenge, and opportunity.
What’s Changed?
After operating as Diversity Abroad for almost nineteen years, in February 2025 we rebranded to DA Global Access Network or simply DA Global. We didn’t make this decision lightly; after all, changing a brand after nearly two decades has its risks. Still, the time was right. We had grown from our roots as an organization solely focused on increasing access to the benefits of education abroad for historically underserved students, to a strategic partner for higher education institutions and organizations around the globe focused on aligning access to global education to the priorities and outcomes that matter: student success, career readiness, and institutional impact. Diversity Abroad is our foundation; DA Global is our evolution and our future. We codified our work into four areas of practice: Strategy & Alignment, Access & Opportunity, Technology & Digital Innovation, and People Development & Success. Our former name simply no longer fit who we had become. Our rebrand is a recognition of who we are today and the impact we aim to have on the higher education sector in collaboration with our partners around the world.
We’re not alone in that evolution. Across the sector, change is constant. There’s been a growing wave of mergers and acquisitions—particularly among education abroad providers and EdTech companies. Offices are rebranding to reflect broader, more strategic scopes. Geopolitical realities are shifting old alliances and opening doors to new ones. And, as in every era, the students have changed.
Today’s students grew up with technology and social media first. They’re socially conscious and questioning the value of traditional higher education. At the same time, they’re part of the COVID generation, and both they and we are still navigating how years of isolation have shaped how they show up in higher education and beyond.
“The only thing that is constant is change.” We’re experiencing this firsthand. And of course, with change comes new challenges.
The Challenges
While we’re excited about the brand and direction, this past year hasn’t been without its challenges for DA Global and the field as a whole. First, and not surprisingly, we’ve experienced disruption as institutions navigate numerous changes to U.S. state and federal policies. While DA Global is a different organization, our legacy as Diversity Abroad has made some partners cautious about working with us. Call it an abundance of caution—or over-compliance driven by uncertainty in the law. In conversations with colleagues what has become abundantly clear is that fear is a dominant factor in these decisions. We get it. And it’s messy trying to operate in a new and ambiguous policy landscape with seemingly endless changes. We’re trying to adapt in real time and navigate this new terrain with thoughtfulness and flexibility, because that’s what this moment requires of us.
It’s not just us. And as we don’t receive direct government funding, we have more agency on how we articulate our work and our programming. The same can’t be said for partners at institutions or organizations that manage government grants. We’ve seen the erasure of units and divisions that focused on inclusive practices and strategies. Once-reliable grant funding has been cut off and, in many markets across the globe, higher education is experiencing significant budget cuts. Technology is rapidly advancing with the potential to disrupt how students learn, are supported, and the staffing calculus to support it. All of this against the backdrop of unprecedented scrutiny and changes to visa regulations that have thrown international students’ dreams—along with the recruitment process and reliable funding they bring—into flux.
I could easily write more about the challenges we all face in this landscape, but what keeps me hopeful are the opportunities before us.
We all have the opportunity to shape the future of global education into something more inclusive, strategic, and impactful.”
What Opportunities Lie Ahead
I describe myself as a pragmatic optimist. And yes, there have been days this year where it feels like a struggle to have glass-half-full optimism, but here are three opportunities that I see this current landscape presenting for DA Global and our field that give me hope.
First, there’s an increased focus on connecting global education to student success and career readiness. We’re not advocating that the value of global education be articulated solely in career development terms. We do, however, subscribe to the thought that, if global education is to be a meaningful part of the higher education ecosystem, then it must closely align with higher education priorities. The goals of global education cannot be disconnected from retention, persistence to graduation, and career readiness—for all students. As our field continues to collect actionable data, conduct meaningful research, share new frameworks, and build strategic relationships with career services, first-generation, and student success offices, we position ourselves as a vital link to higher education’s future success. I’m excited for how DA Global is and will continue to collaborate with its partners to see this vision become reality.
Second, with challenges, there are almost always opportunities. Yes, the challenges we face are concerning, fast-changing, and broad, but the proverb “necessity is the mother of innovation” is particularly applicable in moments like these. It can be hard to think about the future and innovation while it feels like we’re playing whack-a-mole, putting out one fire after the next, but we must persist. This moment calls for innovation, creativity, and tenacity, which we are already seeing. From increased interest in transnational education (TNE) and first-year abroad programs to virtual international internships and digital advising tools that expand access, our field is finding ways to innovate to ensure all students have access to the benefits of global education. And perhaps, in an ironic way, this current environment has unmasked what the good times hid: for too many students, families, and institutions, global education — particularly place based — didn’t work for them. We have an opportunity to recommit to ensuring global education is inclusive of all students and institutions. And in today’s environment, that’s not just the morally right thing to do, it’s essential to our future.
Finally, the emergence of new educational hubs, from Hong Kong to the UAE, is creating novel opportunities for engagement. Why does this matter? For too long global education has been dominated by the West, primarily English-speaking countries, sometimes dubbed the Big Four. Changing political, educational, and economic dynamics are shifting the landscape and opening opportunities for new educational hubs. This draws scholars, students, entrepreneurs, innovators and leaders to new destinations, which opens the door to nuanced educational experiences, deeper cultural understanding, and innovation.
What’s Next
I’m bringing these thoughts with me to Global Impact 2025. Changes and challenges are inevitable. Seeing the opportunities during trying times is a choice. It’s never easy, but often necessary. As I walk the conference floor, talk with attendees, and listen in on thought-provoking sessions, I’ll be holding both truths: the weight of this moment and the very real opportunities in front of us. Top of mind is that we’re in this together—whether you’re an institution in the U.S. or Saudi Arabia, an education-abroad provider or a recruitment agency, a nonprofit association or a consulting firm, a donor-backed NGO or a VC-backed edtech company. We all have the opportunity to shape the future of global education into something more inclusive, strategic, and impactful. I’m looking forward to the role DA Global will play—alongside you—in that future.
I’ll come back to this theme before Global Impact 2026 Abu Dhabi (March 25–27) and Atlanta (November 3–6). My sense is that we’ll still be navigating change and challenges, but as a sector we’ll be that much more positive about the future and the impact we’ll have on students, institutions, and communities.
Andrew Gordon is an award-winning social impact entrepreneur and leading voice in global education, edtech, inclusive student success and workforce development. As founder of DA Global Access Network, an educational consortium and strategic partner advancing access to global opportunities, he has spent nearly two decades helping higher education institutions strengthen academic achievement, career readiness and institutional impact through access to global education.
As I reflect on the 2025 Global Inclusion Regional Summit, I’m filled with gratitude, energy, and a deep sense of purpose. My hope going into this event was that attendees would leave feeling affirmed in their work, inspired by their peers, and better equipped to champion equity in all areas of global learning—and while I can only speak for my own experience, I truly believe that hope was realized.
Over two days, we engaged in powerful plenaries, hands-on breakout sessions, and meaningful informal conversations. Our plenary panels offered insightful, cross-sector perspectives and featured student voices that reminded us exactly why this work matters. I was especially moved by the students who spoke candidly about how their time in Barcelona is shaping their worldview, confidence, and future ambitions. Their presence and their honesty were a powerful reminder that while we often speak about the impact of global education, hearing it directly from students is transformative.
To kick off the list of people to whom I want to give special thanks, is to our plenary speakers and moderators, who anchored our summit with powerful dialogue, regional insights, and visionary ideas:
DEI Without the Acronym: European Approaches to Equity & Inclusion in Global Education: a conversation moderated by Andrew J. Gordon (DA Global Access Network), and invited speakers Marcelle Laliberté (HEC Paris), and Eva Pujadas Capdevila (Universitat de Pompeu Fabra) who shared expertise on ways to develop and embed inclusive practices in the structure of our programs in a way that honors the unique audiences that they serve.
Shifting Models of Student Mobility: Spain’s Role in Shaping Inclusive Global Education: a panel moderated by Lily López-McGee, PhD (Howard University), and featuring insightful commentary from Cèsar Alegre Alsina, PhD (IES Abroad), and Rachel Mantiñán (Academic Solutions), two professionals with experience spanning throughout the USA and Spain.
Students at the Center: Rethinking Global Education Through Their Eyes: a discussion expertly moderated by Clara Barbera (Berklee Valencia) and highlighting the experiences of Lizzie Kowal (CEA CAPA Intern), Winter Harris (CEA CAPA Intern), Gayle Were (IE University Alumni) and Fatma Ahmed (American University of Cairo).
I also want to give a heartfelt thank you to all of our concurrent session presenters. Your sessions were thoughtful, well-organized, and deeply engaging. Attendees recanted the impactfulness and practicality of the sessions, from frameworks shared to resources offered to the honest and collaborative discussions you facilitated. The strength of the breakout sessions is what makes this summit a truly participatory learning space, and your contributions brought that vision to life.
Outside of sessions, I was thrilled to see attendees building connections over coffee, during receptions, and in the quieter moments between panels. These relationships, new and renewed, create meaningful communities.
As I continue my post of reflection and gratitude, I would like to be sure to recognize a few organizations and individuals.
Barcelona SAE, for their continued partnership and support—not just for this summit, but for our global community at large.
Our planning committee members, who contributed not only to outreach and vision, but also served as speakers, moderators, and facilitators of important dialogue.
The incredible team at DA Global Access Network, who helped curate the program and supported the event from afar.
And the wonderful student volunteers, who offered their time and energy to ensure things ran smoothly—and whose reflections reminded me why I’m committed to this work.
Speaking with these students between sessions was grounding. In a time when international education faces political and structural threats, particularly in the U.S., hearing about their growth, resilience, and curiosity reignited my sense of mission. Yes, some may spend weekends hopping from city to city, and yes, their studies may occasionally compete with the thrill of cultural discovery—but they are learning in ways that stretch far beyond the classroom. They are building adaptability, cultural awareness, and global citizenship with every train ride, every group project, and every language barrier overcome.
As we move forward in the year and further these conversations in the international education community throughout various avenues and spaces, I hope we continue to ask ourselves:
How can we harness innovation to expand access to global learning?
What does meaningful collaboration across institutions, sectors, and regions truly look like?
And how do we sustain inclusive practices amid changing political and institutional landscapes?
We look forward to continuing these conversations with you in the months ahead and hope to connect again through future gatherings—such as the upcoming Global Impact Conference and the inaugural Global Education Technology Summit (GETS)—as we collectively explore what’s next for our field.
To all of you who joined us, from a short metro ride away to a 10-hour flight—thank you. Your commitment to global inclusion and student success continues to inspire. I look forward to the collaborations, innovations, and collective impact that will grow from this experience.
It’s that time again—looking back at the academic year behind us and ahead to what the coming one has in store.
There’s no shortage of troubling headlines, from international students facing increased visa scrutiny to attacks on lawful equity practices that help ensure global education supports academic success and career readiness for all students.
But with all the negativity dominating the news cycle, I thought I’d share a few reflections, ones that left me hopeful about where we are and where we’re going.
Last week I joined my DA Global colleagues in San Diego for the annual NAFSA Conference. Something felt different this year. Maybe it was me. After nearly twenty NAFSAs, the conference doesn’t hit quite the same, and I don’t mean that in a bad way.
Over the years, I’ve evolved. NAFSA used to be mainly about business for me: more contacts, more partners, more members. Now, it’s become a space to reconnect with my chosen tribe. We build each other up, swap ideas, share laughs, and at times, commiserate. With everything going on in the world and its impact on our field, I needed the connection more this year than most. I get the sense I wasn’t alone in that feeling.
My schedule was a mix of long-time friends and partners and a few new faces. I resisted the urge to stack six, seven, or eight receptions into one night and instead spent more quality time at fewer events. There’s no right or wrong way to do NAFSA, but this approach worked for me. I left recharged and ready for what’s ahead. And I walked away with a few observations and reminders. I’ll share three of them here.
“They say necessity is the mother of invention. Well, we’re in a moment of necessity. And if what I saw last week is any indication, our field is ready to rise to the occasion.”
Technology is essential, but this work is about people
Walking through the exhibit hall it was clear that tech is booming. Apps, platforms, CRMs, AI tools. Many of them are impressive, and there’s no doubt technology will continue to shape our work.
But no one I know got into international education because of the tech. We’re here for the people. For the smiles when students learn they’re going abroad. The pride on the faces of international students’ parents at graduation. The warm embrace from a colleague you haven’t seen since the last conference. The work of international education is about the lives our work touches.
As tech’s footprint grows, we need to keep it in perspective. Let’s use it not just to streamline operations, but to deepen human connection—the real reason most of us chose this field.
Challenging times often birth innovation
It’s no secret that the current environment for international education isn’t easy. As a self-professed pragmatic optimist,I try my best to find the hidden opportunity in challenges. To be fair, this is often easier said than done, especially when staring down political, regulatory, and financial headwinds.
Still, in my conversations in San Diego with colleagues from different roles, institutions, and countries, what stood out was the creativity. There was an acceptance of the heaviness of the moment, but people weren’t retreating; they were reimagining.
The ideas were flowing—from education abroad program models and inclusive support for international students to nuanced approaches to technology and deeper collaboration with industry. That’s what our field needs. If we want to grow our impact on students, institutions, and communities, we have to keep innovating.
They say necessity is the mother of invention. Well, we’re in a moment of necessity. And if what I saw last week is any indication, our field is ready to rise to the occasion.
Future thinking is key
In one conversation, a colleague pushed me to think bigger. She simply asked, “how are you preparing for the 2030s?” It took me a moment but then it hit me. The incoming class this fall will graduate in 2029. The 2030s are almost here.
It’s easy, and at times necessary, to stay focused on the current moment. But we also have to think long-term. What does international education look like for the class of 2035?
How are we positioning global learning to drive student success, career readiness, and institutional impact ten years from now? Big-picture thinking might feel like a luxury these days, but we can’t afford not to do it.
Our ability to question old paradigms, invest in our own growth, and build new models—some for needs that haven’t even emerged yet—will determine how international education contributes to the broader higher ed and workforce ecosystems in the decade ahead.
Conferences can be exhausting and energizing at the same time. NAFSA this year was a marathon, but I left hopeful.
Hopeful for our field, for our students, and for the role DA Global can play as we prepare for the future. As we move into summer planning and gear up for the Global Impact Conference, these reflections—and the many more that came from hallway chats at receptions—will shape how I show up for the work ahead.
We’ve got a lot to look forward to.
Andrew Gordon is an award-winning social impact entrepreneur and leading voice in global education, edtech, inclusive student success and workforce development. As founder of DA Global Access Network, an educational consortium and strategic partner advancing access to global opportunities, he has spent nearly two decades helping higher education institutions strengthen academic achievement, career readiness and institutional impact through access to global education.
Supporting Diverse Student Populations Across Cultures
Session Description:
Insights into the Field are facilitated by members of the Diversity Abroad community who are passionate about the field of diversity, inclusion, and global education. Each video includes a resource sheet of links and further information.
This valuable resource from our 2021/2022 Faculty Development Task Force provides faculty members with the skills and tools to understand the importance of intentional efforts to support diverse student populations. This 30 minute video goes through reflective activities for faculty when preparing their curriculum and how to build a community for their participants and their various identities.
Session Objectives:
Understand the importance of intentional efforts to better support diverse student populations
Gain skills and tools for achieving that goal to incorporate while preparing the curriculum, building community with the participants, and
Reflect on your own practices
Contributors:
Kelly Brannan Trail (she, her) | Director, Global and Intercultural Affairs (GIA) Center | University of Dayton
Megan Woolf (she, her) | Assistant Director of Multicultural/Multi-Ethnic Education | University of Dayton
Carlos Herrero-Rivera (he, him) | Student | University of Dayton
Samantha Shaw (she, her) | Alumni | Texas A&M University
Dr. Miguel Gómez (he, him) | Faculty | University of Dayton
Dr. Julia Carnine (she, her) | Directrice | Dickinson en France
Amaris Vázquez-Vargas (she, her, ella) | Program Coordinator, Faculty-led Education Abroad | Texas A&M University
Dr. Patrick Thomas (he, him) | Faculty | University of Dayton
A New Age of Hybrid Education: Increasing Accessibility in International Education
2021 – 2022 Task Force on Education Abroad: Fundamentals of Diversity, Equity & Inclusion
We can’t go back to pre-pandemic practices. So, what practices and innovations have developed that have been beneficial and have, against all odds, expanded opportunities for certain student groups? What virtual programming has been a “placeholder” for student travel, and what practices present real promise for more inclusive and accessible international education experiences? In this session we will reflect on pre-pandemic and current practices, gain insight into how we have all adapted and innovated, and look at best practices going forward.
Title: Sustainability in Action: Integrating SDGs into International Education
Presenters:
Sean Reilly, AFS
Saskia Kaya, AFS
Description:
Integrating Sustainable Development Goals (SDGs) into international education programs enhances their global impact. This session explores how SDG-focused curricula prepare students and educators for responsible and informed global citizenship..
Discuss how SDGs can be seamlessly integrated into curriculum and program design.
Highlight the value of aligning international education goals with global sustainability objectives.
Share examples of collaborative projects or community engagement initiatives tied to SDGs.
Explore the benefits of preparing students with sustainability-focused learning outcomes.
Title: Identity & Inclusion at the Crossroads: Involving Students in the Development of Practical Support Strategies in the European Context
Leadra Reeves, CASA Granada Spring ’24 Alum & Travel Grant Awardee
Dani Kaufman-Sedano, CASA Granada Spring ’23 Alum & Travel Grant Awardee
Description:
Join a seasoned study abroad director and two program alums as they share their stories, effective strategies, easy-to-implement practices, and the measurable outcomes that result from incorporating student voices in the development of inclusive support services onsite. In this deep-dive session, we invite you to engage in the exercise of validating the lived experiences of recent graduates whose identities span a range of both visible and invisible identities that we often encounter among our student cohorts, and of translating those experiences into concrete strategies. More specifically, based on both research findings and direct personal experiences, we will:
Come to a comprehensive understanding of inclusion, drawing from the different approaches utilized in Europe and the U.S., and the lived experiences of our students at this crossroads, and use it as the foundation for building inclusive programs and practices.
Explore the importance and the impact of inclusive approaches in academic and cultural adjustment support on students’ overall wellbeing and personal growth.
Identify specific challenges that students of varying identities face while studying abroad in Europe, with a particular focus on students of low-income backgrounds, Black students, LGBTQ+ students, and students of different religious backgrounds.
Discuss intentional support services/resources that study abroad programs can provide for diverse student populations in close collaboration with their host partners – institutions, host families, faculty, community organizations – and how to approach potential obstacles that may surface.
Engage with the process of developing, implementing and evaluating the success of inclusive initiatives, and measuring the direct impact on your students and the future of your program!
Title: From Abroad to Beyond: Turning European Experiences into Career Success
Presenters:
Nicola Sullivan, AIFS
Maya Edwards, AIFS
Description:
Global education experiences in Europe equip students with unique skills for careers in public and private sectors. This session highlights how these experiences translate into employability and career preparedness.
Explore how global education in Europe impacts students’ employability and career preparedness.
Identify transferable skills developed through international education and their alignment with workforce demands.
Discuss reverse culture shock and strategies to leverage the abroad experience professionally.
Showcase alumni success stories to inspire future students.
Title: Ready, Set, Go: Enhancing Student Preparedness for Study Abroad
Presenters:
Courtney Kroll, McGill University
Alba Orgilés Fernández, Barcelona SAE
Description:
Preparing students for study abroad requires collaborative and tailored approaches. This session discusses comprehensive strategies that improve readiness and promote successful experiences in Europe.
Identify key components of a comprehensive pre-departure orientation program.
Discuss best practices for collaboration between home and host institutions to enhance student readiness.
Highlight strategies for addressing cultural expectations, logistical concerns, and academic preparation.
Explore how orientations tailored to diverse student needs improve overall program experiences.
Title: Leveling Up: Advancing Career Readiness with Global Experiential Learning
Presenters:
Fiona Kirk, SIT
Description:
This session explores how global experiential learning can be harnessed to support career readiness, especially for students from marginalized backgrounds. Using a case study from SIT’s Internship Module in Amsterdam, “International Perspectives on Sexuality and Gender”, attendees will examine how equity-centered internships and field-based experiences promote not only workplace skills but also personal empowerment and belonging. The discussion will highlight strategies to help students, particularly LGBTQIA+ individuals and others facing systemic barriers, transition confidently from college to career. Participants will also learn how to develop global and local networks to support both student and professional growth. At the end of this session , attendees will be able to:
Identify key elements that support students in launching meaningful careers.
Understand core career readiness competencies through a diversity, equity, and inclusion lens.
Recognize challenges faced by underrepresented students, especially LGBTQIA+ individuals.
Leverage global experiential learning to foster belonging and growth.
Build sustainable networks with NGOs and community-led initiatives.
Title: Mind Matters: Supporting the Mental Health of Diverse U.S. Students Abroad
Presenters:
Matilde Santini, CET
Chan Williams, Emory University
Description:
Addressing the mental health needs of diverse U.S. students is essential for their success abroad. This session focuses on proactive strategies to support student wellness in European educational environments.
Address the unique mental health challenges of diverse U.S. students in European educational settings.
Discuss stigma, cultural differences, and barriers to accessing mental health support abroad.
Identify proactive strategies to create a supportive environment that prioritizes well-being.
Highlight case studies of successful wellness initiatives tailored to diverse populations.
Title: Impactful Strategies to Recruit Diverse Students to Global Experiences
Presenters:
Quinn McMurtrey, IES Abroad
Description:
Recruiting underserved students requires unique strategies to address their needs and barriers. This session explores how institutions can better connect with these students for both study abroad and full-degree programs.
Examine barriers that underserved students face in accessing study abroad and full-degree opportunities.
Identify successful recruitment strategies used by universities to attract diverse students.
Discuss the importance of messaging that resonates with underserved communities and highlights program benefits.
Highlight examples of partnerships or funding initiatives that reduce barriers for underrepresented students.
Title: Diversity Explained: What European Students Should Know About U.S. Colleges
Presenters:
Monique Hodges, Tulane University
Alejandra Rincon, UCSF
Description:
The United States has been historically a popular destination for students seeking to study abroad. Current controversies around “Diversity, Equity and Inclusion” (DEI) have created confusion about what this work entails, who these efforts are targeted to and general concerns about safety for students of particular marginalized identities.
This session seeks to demystify equity, inclusion, belonging and accessibility as work that serves everyone without preference or prejudice. Participants will explore the concept of intersecting identities and learn strategies to help European students understand how various aspects of culture and identity will enhance their experiences at U.S. colleges or universities.
Attendees will also examine the historical context of college and university access in the United States, exploring how diversity has evolved over time with intentionality and impact to serve everyone. While this work continues to face increased scrutiny, the need for engagement, equity, and access for all students remains critical in a global society.
Title: Holistic Support Strategies for U.S. Students in Europe (pre-arrival)
Presenters:
Ethan Trinh, Georgia State University
Kyle Keith, Barcelona SAE
Description:
Providing effective and inclusive support is key to fostering academic success for U.S. students in Europe. This session discusses strategies European institutions are using to ensure all students thrive academically and personally.
Identify specific academic and non-academic challenges U.S. students face in European educational contexts.
Discuss tailored support systems implemented by European institutions for diverse student populations.
Highlight initiatives for inclusive student success, such as peer mentoring, accessible resources, and identity-specific programs.
Explore the impact of cultural adjustment support on students’ overall academic and personal growth.
Title:Bringing the Joy Back: Sustaining Ourselves In Our Work
Presenters:
Keshia Abraham,PhD, President & Founder, The Abraham Consulting Agency
Description:
In the ever evolving landscape of global learning and study abroad—especially for those advancing justice and equity with dignity and intention—the emotional, physical, and spiritual toll of this work can quietly accumulate. This session invites participants to pause and reflect on self-care and their own sustainability. Drawing on wisdom from holistic cultural frameworks shared throughout our diasporas, Ayurvedic traditions, and collective care frameworks like Ubuntu, we will explore how to restore joy, energy, and meaning within our professional practice. Through embodied exercises, storytelling, and intentional dialogue, we will name what sustains us, identify what drains us, and begin to braid personal and communal practices of nourishment back into our lives.
Participants will leave with at least one personalized strategy or daily ritual to support their own well-being while continuing to lead transformative global learning experiences for others.
Title: Learning Where You Live: Engaging with Local Communities while Abroad
Presenters:
Marta Minguella, Barcelona SAE
Maria Mateu, ISEP
Description:
On-site engagement with local communities offers invaluable opportunities for cultural and experiential learning. This session will explore how European institutions can deepen students’ understanding through meaningful collaborations with diverse populations. Participants will gain practical tips and strategies for engaging local communities when developing and implementing experiential learning programs. Using the city of Barcelona as a case study, we will examine the benefits and impact of such engagement on students, institutions, and the local community.
Examine the benefits of fostering cultural engagement with local, diverse communities.
Explore case studies from Barcelona that showcase collaborations with marginalized groups, such as refugees, to enrich student learning.
Discuss how experiential learning activities deepen cultural understanding and global competence.
Highlight methods for evaluating the impact of such programs on students and host communities
Title: Navigating Identity and Privilege Across Borders: Equipping US Students for Critical Global Engagement in Europe
Presenters:
Shanah Khan, Intersect Madrid
Rachel Mantiñán, Academic Solutions
Description:
Drawing from expertise in the Spanish context, this session explores how identity, privilege, and cultural awareness shape international education experiences. Through a social justice approach, we will present practical strategies to help students recognize and analyze social dynamics across different cultural contexts.
Examine how international education intersects with gentrification and global mobility trends.
Explore frameworks for teaching identity and privilege concepts within international education settings
Develop tools that help students recognize and contextualize social inequities across cultural contexts
Examine how study abroad experiences differently impact students with marginalised identities and strategies for inclusive support
Discuss successful approaches for building cross-cultural understanding while acknowledging implementation challenges
Title:Belonging Abroad: The Challenges and Opportunities of Diversity and Inclusion in Global Learning Programs
Presenters:
Stefania Bernini, CET
José Espinosa, CIEE
Description:
This session focuses on how diverse student identities intersect with classroom experiences during study abroad, particularly in European academic contexts. As U.S. students engage in international coursework, they may encounter unfamiliar academic norms, limited representation, or differing cultural understandings of identity, race, and inclusion. This session will explore how faculty, staff, and institutions can proactively foster inclusive, respectful, and academically enriching classroom environments. Participants will examine the structural and interpersonal dynamics that impact students’ ability to fully participate, learn, and thrive in international classrooms—and gain tools to create learning spaces where all students feel seen, supported, and empowered. By the end of this session, participants will be able to:
Recognize common academic challenges faced by diverse U.S. students in European classrooms
Understand the impact of intersectional identities on students’ classroom engagement, participation, and sense of academic belonging abroad.
Develop strategies for inclusive pedagogy in international classrooms, such as incorporating diverse perspectives, establishing classroom norms that prioritize respect, and addressing cultural misunderstandings thoughtfully.
Discuss practical tips to implement institutional and instructional practices that support inclusive academic experiences throughout the study abroad program.
Title: Financing Dreams: Breaking Barriers for Underserved U.S. Study Abroad Students
Presenters:
Lily López-McGee, PhD, Senior Advisor/Senior Director of Diplomatic Fellowships, DA Global Access Network/Howard University
Description:
Financial challenges often deter underserved U.S. students from participating in study abroad. This session will highlight creative funding strategies and best practices to increase access for these populations.
Discuss the financial barriers facing underserved U.S. students interested in studying abroad in Europe.
Explore creative funding options such as scholarships, grants, and partnership programs.
Analyze the role of financial literacy education in preparing students for cost management abroad.
Share best practices for equitably distributing resources to increase participation rates among diverse students.
