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(Re)Imagining Internationalization Through a Social Justice Lens

Mar 1, 2021 | Education Abroad Resources, Faculty

The Stories We Don’t Tell: (Re)Imagining Internationalization Through a Social Justice Lens

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 short video presentation will (re)imagine internationalization in ways that reframe the perspective of what stories and lessons are told and how they are told. The video presentation will explore which voices have mattered and which have been missing. Through case studies, presenters will discuss the dismantling of deficit narratives, including challenging the perpetuation of stereotypes and the problematic narratives that have been constructed about marginalized cultures. Examples of internationalization efforts and programming that center marginalized people and their stories will be shared to help disrupt the ground upon which internationalization has traditionally been built.

This course will provide:

  • (re)Imagine internationalization
  • Reframe what stories and lessons are told and how they are told
  • Case Studies
  • Dismantling deficit narratives
  • Centering marginalized people and their stories

Presenters:

  • Naomi Olson – Regis University
  • DuBois Jennings – Education New Zealand
  • Stacye Thompson – Jefferson State Community College
  • Jeff Cohen – University of Washington Tacoma

Special Guests

  • Dr. Leeanne Dunnesmore – The University of Maryland
  • Dr. Niamh Hamill – Drew University NJ
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Preparing Japanese International Students for US Diversity

May 20, 2020 | International Students, Support Advising

Preparing Japanese International Students for US Diversity

Are you invested in supporting Japanese international students holistically on your college campuses?

This e-learning course explores the importance of preparing Japanese international students for U.S. diversity, why it matters and core aspects of diversity and culture in both Japan and the United States.
 
Through this course, you will:
  • Learn how to better support Japanese international students in their interactions with domestic college students
  • Gain knowledge about key steps that will enable Japanese international students to flourish within the diverse cultures
  • Familiarize yourself with how to prepare Japanese international students about diverse cultures and identities that they will encounter during their time in the U.S.

Facilitators:

  • Nic Sakurai – University of Maryland, College Park

    Preparing Indian International Students for US Diversity

    May 20, 2020 | International Students, Support Advising

    Preparing Indian International Students for US Diversity

    Students from India often seek opportunities to study abroad at US higher education institutions. But what do we know about Indian international students and how do we best support their success in U.S. academia, as well as their holistic growth and development as college students.

    This e-learning short course is intended to serve as a best practices guide for US higher education institutions advising and engaging with Indian international students so that these students may seamlessly integrate into the multiple communities to which they belong on campus.

    Through this course, you will:

    • Learn about India as a nation and demographic trends of Indian undergraduate and graduate students studying abroad in the US
    • Learn tips and suggestions for how to empathize with and support Indian students’ transition to U.S. higher education
    • Identify potential pitfalls in preparing Indian student for experiencing U.S. diversity
    • Gain tips to pass along to Indian students prior to their arrival at your institution, and once they are on-site

     Facilitators:

    • Geeta Thirumala – Global Transformative Education Counseling (GTEC)

    Empowering Program Directors to Engage in Courageous Conversations

    May 12, 2018 | Education Abroad Resources, Faculty

    Being Brave: Empowering Program Directors to Engage in Courageous Conversations

    Session Description:

    This e-learning short course equips program directors with the frameworks, strategies, and tools for engaging in critical self-reflection and for leading programs abroad that are carefully structured to explore social group identities, changing identities while abroad, engaged learning abroad, social justice and global equity. Program directors will learn how to lead safe, authentic and effective dialogues or ‘courageous conversations’ abroad while uncovering personal and institutional biases preventing them and their students from reaching the fullest potential.

    The goal is for Program Directors to feel empowered to explore new and sometimes uncomfortable truths about the experiences of underrepresented students abroad. The end goal of preparing program directors is to engage them in courageous conversations to strengthen their capacity to support students inclusively and holistically throughout the education abroad experience, before, during, and after the on-site experience.

    Through this course, you will:

    • Revisit the “4 F’s” – Faculty, Finances, Family and Fear
    • Understand the value of how to create brave spaces for education abroad
    • Explore how social identities influence and shape education abroad experiences
    • Demonstrate how program directors can create brave space and engage in courageous conversations throughout the education abroad program lifecycle

    Facilitators:

    • Malaika Marable Serrano – International Studies Abroad (ISA)

    Personal Health, Wellness, and Self-Care for Leading Programs Abroad

    May 12, 2018 | Education Abroad Resources, Faculty

    Personal Health, Wellness, and Self-Care for Leading Programs Abroad

    Session Description:

    This e-learning short course will empower program leaders with the tools for reducing stress, prioritizing self-care and finding a balance between personal and professional life while leading programs abroad. The course includes strategies for self-care in the areas of physical, emotional, social, and relational health and well-being, as well as self-care during three ‘critical moments’ in the education abroad program cycle: 1) prior to conducting the education abroad program, 2) self-care on-site during the program, and 3) self-care upon return to the institution. 

    The intended learning outcomes for the course include:

    • Identify possible sources of stress for education abroad program directors
    • Apply multiple evidence-based and tangible praxes for practicing better self-care throughout the education abroad program cycle
    • Provide a set of self-reflection questions for program director self-care
    • Explore case scenarios for deeper self-reflection on self-care abroad
    • Develop a personally meaningful action plan for improved self-care

    Facilitators:

    • Allison Boye, Texas Tech University
    • Pamela Roy, Consultancy for Global Higher Education
    • Adam Smith, Texas Tech University