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In today’s world, things are rapidly changing. Technology is advancing faster than ever, presidential changes, environmental changes, wars and more. We are worried about our identities, our families, our neighbors in personal lives and our students in our professional lives.
In our roles, students have increased anxiety over safety to travel, remaining inside the U.S., how their identities may affect them abroad and our role is support them, answer their questions, and provide resources. If you’re like me, then you want to put all your energy in supporting each individual student and providing them a wealth of information. This is in addition to our many other roles of supervising, compliance management, program management, risk assessment and more. Our jobs are both physically and mentally draining and can easily lead to burnout with the additional stressors in our personal lives. How can we continue to support others when we feel the stress and anxiety ourselves? What is burnout? According to the National Institute of Health, the term “burnout” is the “feeling of exhausted, empty and burned out due to stressful life circumstances” (InformedHealth.org). Signs of burnout in the workplace can include exhaustion, alienation from work-related activities, and reduced performance (InformedHealth.org). It is important to understand that burnout can also have real physical and psychological symptoms. “Physical symptoms include fatigue, insomnia or difficulty sleeping, gastrointestinal issues, and recurrent headaches. Psychologic symptoms of burnout include feelings of frustration and hopelessness, constant anxiety or disillusionment, continuously feeling overwhelmed and unable to overcome the situation, a lack of empathy, and an appearance of detachment” (Roux, 2020, p.32). While all of these symptoms may not affect us, it is important to take time and intentionally reflect and examine how we are feeling physically and emotionally. Take a moment to ask yourself the following questions: 1.“How full is your cup? 2.Do you need to stop and fill up? 3.What do you need in this moment? What activity or self-care behavior would help fill up your cup? 4.How can you regularly schedule checking in with yourself – and self-care practices– into your week?” (Modern Minds) After reflecting on these questions, what can you do to take time away from your stressors and put that energy towards caring for you, even if it is only for a short period of time? It is important to do self-care for each of the dimensions of wellness. Here are some recommended ideas for self-care.
Being part of IEI is also a great way to engage and reflect with others in our field that are experiencing similar situations and lean on them for support. A great IEI resource is the DEIJ group. This group is committed and passionate about supporting voices for all and advocating for the field. You can learn more about the DEIJ group on the IEI website. It doesn’t matter what the activity is, try to do something small every day for 5 minutes. Then from their increase your self-care time to what your body needs. Taking time for you is not a waste of time or selfish. It helps keep us healthy, positive and motivated. While taking time to care for yourself cannot solve the turbulent times we are in, it can rejuvenate you enough to keep going. Resources InformedHealth.org [Internet]. Cologne, Germany: Institute for Quality and Efficiency in Health Care (IQWiG); 2006-. Depression: Learn More – What is burnout? [Updated 2024 Apr 15]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK279286/ Roux, Nikki JD, MBA, BSN, RN, CEN, NEA-BC, FACHE; Benita, Tiffany MSN, RN. Best practices for burnout self-care. Nursing Management (Springhouse) 51(10):p 30-35, October 2020. | DOI: 10.1097/01.NUMA.0000698116.82355.0d https://modern-minds.com/you-cant-pour-from-an-empty-cup-why-self-care-isnt-selfish/#:~:text=Have%20you%20ever%20heard%20the,difficult%20to%20put%20into%20practice. https://www.ncbi.nlm.nih.gov/books/NBK279286/ https://www.nimh.nih.gov/health/topics/caring-for-your-mental-health Students win when you prioritize yourself: Reflection after the mini Global Respectful Disruption Summit
Erin Butler | [email protected] Sr. Admin Assistant in Dept of Global Engagement College of Lake County | LinkedIn Preschool beginning at age two, a K-12 education, and four years earning an undergraduate degree at university equaled 20 years of my life with the role of: student. My career as a student–one where my responsibilities were told to me, where I was assigned deadlines and homework, where I was to complete tasks on an individual basis, was greatly fulfilling for me. I thrived–I loved knowing exactly where I stood, with constant feedback from authorities and peers (grades, awards, praise); I loved knowing exactly how to complete an assignment, with a rubric to guide me; I loved knowing the exact schedule of each day, exactly how the semester would progress, with a syllabus to guide me; I loved the control I had over my own work and the non-control I had when it came to how the work was completed, and when it was completed. I knew how to be a good student–scratch that–an excellent student. I’m not saying this to brag or make myself feel good, it’s just the truth. I never got a B grade in college. In fact, as the courses at Butler got more advanced, the more I succeeded: in my senior seminar courses, I got 100% grades on final exams, I got As on term papers worth 40% of my grade. I knew how to succeed; I knew what I was doing. In May 2024, I graduated: my role as student became irrelevant. Now, days after my commencement, I was unemployed: my role was job-seeker. Then, after several months of searching, networking, volunteering, etc., it all came together for me, at once: I began my internship with IEI in October, I started volunteering with Lessons from Abroad Chicago in early November, and I was hired as a full-time Senior Administrative Assistant at the College of Lake County in mid-November. Transitioning from student–a role I so deeply loved, understood, and lived in for 20 years–to employee, is a large one. I was never given a syllabus; I wasn’t given a set schedule of my day-to-day. I was given my responsibilities, hired, and after two days of orientation, expected to get things done, as an employee. I was overwhelmed, to put it lightly: I was completely lost on when and how to “get things done.” It was the first time in my 23 years of living existing in a role other than student. I didn’t even know how to start. My way of managing my overwhelm and my new responsibilities was to prioritize everything other than myself. I told myself I needed to work at 110% every day, the entire day, with my utmost focus on the students’ needs, my teams’ needs, and the college’s needs. I realized fairly quickly I was getting in my own way. The way I used to be as a student–a perfectionist, an individualist, and a hustler–only weighed me down in my job. As an employee, I would forget to take lunch breaks. Major projects would slip my mind. I would get so wrapped up in others’ questions/concerns/bids for help that I wouldn’t even remember that it was hour nine of my work day. I was frantic and frenzied constantly–I was completely drained. Yet, I didn’t take a day off. I kept coming to work everyday because what is and will always be at the forefront of my mind is not myself, but the student. I know I’m not alone in this philosophy. My team at CLC runs with the student as the priority; many of my K-12 teacher friends have the same perspective, etc. And, with that belief, so much gets accomplished: increased student retention, student success, student well-being and belongingness, and more. But, with this article, I hope to challenge this philosophy as a driving priority, at least a little bit. I’m not saying there’s no value in this perspective, that the student comes first, but, I’d argue that if we are putting someone before ourselves, the employees (the instructors, the assistants, the directors, etc) who is taking care of/paying attention to us? My attendance at the mini Global Respectful Disruption Summit asked me this question. Speakers at the summit, with their various themes of topics, were all centering on the same points: how do we feel appreciated in our (traditionally) thankless work? What are the ways we can feel cared for in our (traditionally) caregiving jobs? The answer: caring for yourself, first–the forefront of your mind being yourself, not the student. My way of thinking was disrupted: I’d truly never thought to consider myself, as an employee, first. My way of interacting within the field; my way of prioritizing others over myself in my service role, was actually harming me in some ways. I mean, as one of the speakers at the summit asked, how could I offer anything if I did not have it within myself to begin with? If you’re like me, your brain immediately goes to “Well I don’t know how to do that,” and the thought of prioritizing yourself ends there. In some ways, it’s easy to always center someone else in your life, especially in service work; it is easy to ignore and run away from the discomfort that bubbles to the surface every time the only focus is yourself. Yet, the consequences of not focusing on yourself and your own wellbeing are serious: health issues, burnout, stress, resentment, and more all come when you aren’t feeling taken care of. So, below is an actionable list of things you can do to take care of yourself, in big and small ways. Steps to combat burnout Small steps:
GRD website FAQ’s - GRD summit More about the 2024 summit More about the April 2025 summit COMPEAR website  Let’s face it – international student recruitment can be a scary prospect. Institutions can make strategic
partnerships and create a well-developed recruitment plan, but literally anything unexpected in the world can negatively (or positively!) affect your recruitment efforts. As higher ed institutions continue to look towards international student recruitment to help stave off or balance a potential enrollment cliff in the near future, forging a meaningful path forward to maximize international student recruitment numbers is becoming more and more important. Couple that with the “FAFSA Fiasco” that occurred for 24FA domestic recruitment (and general uncertainty of the lasting damage it might have done to the perceived value and need for a college degree as students postponed or made alternate decisions) and international student recruitment becomes even more essential. While international numbers have been on the rise again since COVID, this has not been without a share of “tricks.” Many institutions have relied on Indian student recruitment due to global trends, but F-1 student visa denials from India (and other countries) unexpectedly increased for 24FA, causing many institutions to miss their international student recruitment numbers. Combined with other country trends for initial transfer out students from key countries, uncertainty around the upcoming election and how that can affect international student recruitment (internally for visa issuance and externally for student/family desire to obtain an F-1 visa for the US), and existing financial difficulties for many international students, and it would appear that international student recruitment could be a risky proposition. However, careful data review, reflection, and strategic planning can help you have the best path forward for your own institution’s international student recruitment. The “treat” from the data? Despite the high amount of visa denials data shows international student recruitment numbers are up! The following data is from Study in the States, SEVIS by the Numbers Report (Read the 2023 SEVIS by the Numbers Report. Study in the States. (2024, May 22). https://studyinthestates.dhs.gov/2024/05/read-the-2023-sevis-by-the-numbers-report): Europe has long been the most prevalent study abroad destination for U.S. students, and the COVID-19 pandemic has only increased that trend. The most recent Open Doors report states that in the 2021-22 academic year, over 73% of U.S. students participated in a program in Europe. This marks an increase of 6.8% from the previous academic year (2020-21) and a 17.4% increase from pre-pandemic levels (2018-19).(1) There is also a desire to diversify the locations students can study abroad in, as well as news of the more traditional European locations seeing anti-tourist sentiments rise, even to implementing ways to deter tourism. Larger number of students in a particular location also can lead to the establishment of an “American bubble” raising the question of how much are students really experiencing the local culture, or are they just living in an American culture satellite? This trend has sparked ever growing conversations around study abroad in non-traditional, non-European, locations and how best to manage the influx of students looking to study abroad in Europe. In response, education abroad (EA) offices and program providers are facing critical questions about how best to proceed. For education abroad offices at colleges and university, these questions may be: 1) What is our marketing plan around destinations – do we stop actively promoting experiences in more traditional locations and focus only on non-traditional? Do we focus on programs in smaller cities near to these larger, more frequented, European destinations? 2) Do we examine our current portfolios and disaffiliate with some of the options in traditional locations while increase our non-traditional locations? 3) Do we cap the number of students who can study abroad at a particular location? For program providers, the questions often revolve around administration and capacity of being able to support students while on-site and through the programs they offer. What additional staff is needed, housing, courses, financial support. In addition, also looking at the cultural activities that are offered and whether to try to combat the bubble effect, or not. While no one right answer exists for any of these questions, the fact that our field is having this discussion is positive and helps us as EA professionals to provide the support and care that our students need, and in many cases, expect. There has been an understandable movement to simply move away from talking about study abroad in Europe. As a field, we might want to encourage rather a shift in thinking away from viewing study abroad in European destinations as annoying and cumbersome given the number of students or seeing these destinations as not as meaningful experiences given the higher tendency toward an American bubble. There may be a desire to push against the Eurocentric view of study abroad and/or also increase the number of students who consider, and ultimately participate on, programs in other regions. Perhaps we as field want to address ways that we can take both paths, supporting students’ choice to have meaningful experiences while studying in Europe, and increasing awareness of all the great opportunities around the globe. To not only enhance, encourage, and promote students to “take the road less travelled”, but help all students, regardless of their host destination, to: - approach education abroad with cultural humility and awareness - push themselves out of their comfort zone - break away from the American bubble and engage with the local community - approach their host culture with curiosity and respect and learn more about their own culture in process - take ownership of their own learning and experiences Our office, Northwestern’s Global Learning Office, recently incorporated a mandatory session centering around the conversation of cultural humility in our pre-departure orientation. The moderator, Associate Director for Global Engagement Programs, Sara McGuinn, addressed topics such as ethical photography, setting boundaries, local engagement, and more. This session had attendees studying in a wide variety of destinations and on either an Exchange or a Northwestern-run program (akin to a Faculty-Led). While only one-hour in length and just the tip of the iceberg, this session was an important first step for all students to start their own reflection on what affect their study abroad will have on themselves and their host communities. As experienced travelers and EA professionals, one primary goal for our field should be, not to discourage students from study abroad in particular location, but to help provide them with resources about all opportunities and prepare them to be ethical, mindful, and respectful travelers. We want to encourage them to engage, experience the wonder, and learn about their local culture while understanding the effects of their program has on the community. To put themselves in another’s shoes and walk a mile. Lastly, to encourage them to approach discomfort as a growth opportunity while facing them head on, instead of simply retreating to what is comfortable and familiar right away. Life changing growth happens each day for our students, no matter where they have chosen to study abroad. The work of our field has been and will continue to be vital to helping our student communities grow in an ever more connected world. The presentation Northwestern did at our pre-departure is only the start of this conversation with students. There are many ways that we, as EA professionals, can approach this discussion. Idea sharing and supporting each other is a great place to start. This can allow us to help all students, regardless of their study abroad destination, to engage with our world in meaningful ways. Please share any ideas you have, initiatives your office is doing, or ways you think of to help students follow their path while remaining culturally engaged and humble. 1 M. Martel et al., “Open Doors 2023 Report on International Education Exchange” (Institute of International Education), accessed March 8/26/ 2024, https://report.opendoorsdata.org/opendoors/library/document/open_doors_2023/.
by Tony Marotta, Director of Global Engagement a Elmhurst University
International Education is a field that is filled with professionals dedicated to their students, their teams, their colleagues, and connecting folks around the world. Whether in International Admissions and Enrollment, ISSS, Student Abroad/Away, Advising, or other offices and roles within the field, we pour our heart into our work, our students, and the world. That’s why this Valentine’s Day, as most of us have rounded the corner of the halfway mark and are eying the relief of a summer break, I figured is as good of an opportunity as ever for us to take a step back, reflect, and recharge by sharing what we love about what we do. To do so, I reached out to International Education professionals near and far to ask them to share the love, their love, so we can all be reminded what got us into this line of work and keeps us coming back year after year. Much love to all who contributed! For me it’s an ongoing exchange – whether it’s seeing the new student that was having trouble fitting in and thinking about transferring to getting involved, staying the course, and finally getting connected after a few stops by the office, or just the look of accomplishment, satisfaction, and gratitude on my students’ faces as they walk across the graduation stage – it all fuels me and keeps me coming back. Positive parent interactions are nice too (we all know the negative ones), but one somewhat related recent experience in particular reaffirms why I do this job every day. After being off for a day, I found out that one of my international students that has also studied abroad quite a bit intended to invite me and the previous Study Abroad staff member he worked with most to fill in as his dad and mom at an athletics night. While I was sad that I was not able to be there upon finding out about the intention, the mere opportunity and gesture reminded me of the impact we can have on our students – we often are their guides and become their family. I shared my deep appreciation for the thought with the student (and the fact that I would have been there with advance knowledge, day off or not), and it is something I can now lean on whenever I have a tough day and need a little bit of self-love and reminder. With that, I share, with a full heart, the experiences and feedback of our colleagues:
“Whenever I get gloomy with the state of the world, I think about the arrivals gate at Heathrow Airport. General opinion's starting to make out that we live in a world of hatred and greed, but I don't see that. It seems to me that love is everywhere. Often it's not particularly dignified or newsworthy, but it's always there – fathers and sons, mothers and daughters, husbands and wives, boyfriends, girlfriends, old friends. When the planes hit the Twin Towers, as far as I know none of the phone calls from the people on board were messages of hate or revenge – they were all messages of love. If you look for it, I've got a sneaky feeling you'll find that love actually is all around.” – Hugh Grant, Love Actually, 2003 In our field, no matter the role, the office, or the institution, we welcome folks from and send folks to all around the world, and we do so with various forms of love; love for one another, love for other cultures, and love for connecting being first and foremost. So, on the sacred holiday love, I hope that sharing the love from our International Education colleagues has reinvigorated your own connection to the love you experience and bring to us all. by Carmen Hernández, Northwestern University
In the post-pandemic era, within the realm of international education, various trends have come to the forefront. Among colleagues in my office, as well as in the field at large, we've increasingly noticed a heightened level of parental involvement in the study abroad process. We believe that this increased parental involvement can be attributed to several factors: Financial Investment: One reason is that many parents contribute to the funding of their child's education; hence, they desire to be involved in the decision-making process. At Northwestern’s Global Learning Office (GLO), we've observed a growing number of inquiries from parents about program costs and tuition when students commit to a study abroad program. Safety Concerns: Parents naturally have concerns about their child's safety and well-being in a foreign country. They want to ensure that the program and destination are safe and secure. Notably, we've seen more instances where parents personally accompany their students to their study abroad locations, ensuring their safe settlement and comfort in the new environment. Academics: Parents frequently hold a deep interest in their child's academic and career achievements. They may worry that their student could lag behind academically and not receive proper credit for courses taken abroad. Conversations regarding credits and the program's reputation overseas are quite common among parents. In certain instances, parents actively participate in Zoom advising appointments alongside their students to seek information about academic aspects during their time abroad. Emotional Support: Study abroad can be emotionally challenging, given the distance from support networks, cultural and language differences, and other challenges. We've witnessed parents playing a significant role in providing emotional support and guidance throughout the student's experience. Logistical Details: Parents frequently provide support with practical matters, including handling visa applications and making travel arrangements for their students. Even when students have access to the required resources and on-site support abroad, they instinctively reach out to their parents when facing day-to-day challenges. We often receive feedback from parents regarding these challenges, and although these inquiries are typically well-intentioned and positive, we take the opportunity to reassure parents that their students are in capable hands and are capable themselves. While some institutions and study abroad providers are actively tracking parental engagement through phone calls and emails for more accurate data, others have yet to address this trend. However, many offices and providers have implemented various strategies to engage with and support both students and their parents or guardians. Here are some ways in which study abroad offices and providers are addressing this increased parental involvement: 1. Parent Orientation Sessions: Many study abroad offices host parent orientation sessions during the pre-departure phase to inform parents about the study abroad process, safety measures, and program details, effectively managing parental expectations and concerns. 2. Website Informational Resources: Study abroad offices and providers, often provide parents with informational materials, such as brochures and guides, to help them understand the study abroad experience and available support services. Specific to Northwestern’s Global Learning Office, some resources are provided in both English and Spanish, including videos explaining the study abroad process and conversation starters for students to use with their parents. 3. Safety and Security Information: Study abroad offices, and providers, often emphasize safety and security measures by sharing relevant information with parents to reassure them about their child's well-being during the study abroad experience. 4. Collaboration: Study abroad offices collaborate with academic departments and university administrators to ensure a consistent approach to managing parental involvement and setting clear expectations for both students and parents. For example, at Northwestern, families and parents are invited to the First-Year Orientation, an in-person interaction opportunity where our office provides information about study abroad opportunities. In light of this growing trend of parental engagement, it is crucial for study abroad offices to strike a balance between supporting parents and respecting students' independence and autonomy during their study abroad experiences. Open and transparent communication remains key to effectively managing parental involvement and ensuring that students have a positive and transformative experience abroad. by Tony Marotta, Elmhurst University
Are you or your institution considering employing international agents to boost your international student numbers, but you’re not sure where to start or what to consider? This article is intended to provide a brief introduction to working with agents, as well as some key resources, to help start your journey. Many colleges and universities employ international recruitment agents. These agents (and subagents, when applicable) can help an institution with targeted recruitment in desired locations, which, if done well, can significantly increase the number of international students for an institution. Make sure you know your institution’s policy on the use of international agents; seek to create one if one does not exist or create an argument for agents if not presently allowed. A good partnership can help an international admission office recruit from targeted countries, while lightening the load of the international staff. Some of the things international recruitment agents can do for you:
Things to consider when developing your institution’s approach to international recruitment agents:
Not ready or approved for international recruitment agents? Here are some other recruitment options to utilize:
I don’t know how many of you went to the NAFSA National Conference that took place in Washington DC in the last week of May and early June but there was a vibe of excitement in the air! I heard that 8,500 people came to DC and walked the streets, attending sessions, setting up meetings, catching up with old friends, making new friends and enjoyed the many receptions and celebrations that took place.
I know many of our readers and colleagues that engage in outreach with the International Educators of Illinois may not have been able to attend the NAFSA National Conference, but I wanted to take a moment to highlight some of the information that was covered at the conference as well as some recent updates that have been announced in the last few weeks that will be relevant to individuals that advise international students on an F-1 visa:
As always- you are appreciated for the work that you do at your institution, and we recognize the hard work that you’ve had to put in during the last few years as we encountered and overcame personal and professional challenges as a result of the COVID-19 pandemic. You Matter! Creating an inclusive workplace and diversifying the field of international education has been an ongoing challenge and conversation. The topics of strengthening diversity efforts are also present throughout the international education annual conferences. Dialogues across networks are constantly taking place, and spaces to discuss potential strategies, tools, and best practices in the field are proactive.
As a Latina professional in the field of International Education, it’s important and meaningful for me to network with other professionals locally, regionally, nationally, and internationally. Not only am I interested in sharing knowledge and best practices, but it’s also imperative for me to build a sense of community with other colleagues of Latin American ancestry. That connection or experience that I seek in the professional platform is no different from when I was a student navigating college. As a young adult, I sought opportunities for community engagement and identity expression. Effectively, many of us received that guidance from a student affairs multicultural or student college success office. This notion is relatable and translates to the professional setting. As professionals, we want to feel supported and encouraged, but primarily, we want to enhance our experience as Latinos in the workplace. Missing piece After some reflection, I have identified a missing piece; a Latinx professional support network for international education professionals. Indeed, this field offers knowledge-based community groups but doesn’t offer ethnic-based communities. Furthermore, If we analyze the main objective of other Latinx professional organizations (in other sectors), there’s a common goal; to raise awareness, create engagement, and empower. To support Latinx professionals in the field, we need more groups that focus on Latinx identity and professional development. The lack of supportive networks can create internalized narratives that make Latinx professionals believe that we are incapable of being part of those spaces. Additionally, we talk about the importance of retaining diverse talent and the importance of staff representation, and how students need to see people who look like them in the offices that serve them. But what are we doing to address and support this? Some Institutions/organizations already have professional coalitions or affinity groups that provide spaces for staff to develop opportunities for engagement as it relates to their experiences in their respective organizations or institutions. Within higher education, there are various local, statewide and national organizations dedicated to Latino progress and advancement:
In the Future Next month, students, professionals, and international educators across the nation will observe National Hispanic Heritage Month. This is celebrated from September 15- October 15. Given the timing and the start of a new academic year, I want to use this opportunity to reach out to Latinx leaders in the field, creative minds, advocates, mentors, and educators that hold the same sentiment. Who is willing to create that space for us? Study abroad advisers like myself and new professionals in the field of international education would find this extremely beneficial. More importantly, this field needs Latinx momentum and a model to serve our current and future international education practitioners. As we move forward into a post-pandemic era, this might be the right time for Latinx professionals in the field to gather and create a space of belonging and unity. Together we’ll revisit and discuss the lack of underrepresented students studying abroad and how we need to improve and make positive changes. More importantly, we’ll discuss how we can better our hiring practices and how we should retain talent… The Latinx talent in the field of International Education. Carmen Hernández Education Abroad Representative International Admission (IA) and International Student Services (ISS), or whatever your institution’s
name for each is, are two sides of the same coin – the international experience and support at an institution. IA recruits international students and brings them in, then ISS supports the students throughout their academic journey. Each traditionally operates separately in their assigned roles, but are there ways they can better collaborate to support their students? Not only is there a key transition period between when a student is admitted until they become a fully enrolled and attending student, but there are ways throughout the entire process of admission and enrollment that the two offices can support each other and collaborate. As an international professional that has worked in both areas (separately and at the same time), I have been afforded a unique vantage point that has helped me identify key areas in which they can. The following is anecdotal based on over a decade of experience to provide my reflections and tips that I hope can help you and your offices at your institution. First and foremost, have office structures and staffing that meet the needs of your institution and its goals, and understand the structures you have, the overlap, and the transition period. This is essential to ensure a comprehensive and actionable workflow for staff and experience for students, and structures and staffing naturally vary from institution to institution. In some institutions an admission DSO issues all incoming F-1 and J-1 documents, but in others it’s an ISS DSO. In others it might be a staff member that reports to both offices – someone that essentially is the transition point for students. Other factors when setting up your structure and flow are to consider are: which team follows-up regarding next steps (both academic and status related), which handles arrival and orientation, and who are a student’s contact points and for what. Knowing, understanding, and enacting the answers to these questions is essential for smooth operations and transition for the student.  Hosted By: Andie Ingram Eccles
Whether your enrollment is down or at a surplus, non-degree programs can be a strategic tool to spread your institutional mission, generate revenue, build a pipeline, and more. This presentation shares a case study from the University of Chicago’s four-year development on non-degree programs. While this case was developed within enrollment management, non-degree programming can relate to communities of education abroad, teaching and scholarship, and populations of undergraduate and graduate students. Participants will learn key principles of non-degree programs and considerations for implementing them at their own institutions. Recording Slides Host
Akiko Ota: Teaching, Learning, and Scholarship Rep International and second language students often face academic culture shock when transitioning into U.S. higher education. This presentation focuses on specific academic struggles facing international and second language students in the context of academic expectations, using popular infographics, East Meets West: An Infographic Portrait by Yang Liu. The participants will receive perspectives of how collectivist cultural norms and academic expectation possibly hinders students’ successful performance and work collaboratively with colleagues on how to use the infographics in their work contexts. The presenter also provides suggestions for culturally inclusive practices when teaching and assessing students’ writing assignments and faculty training. Zoom Recording
Handout
As the Education Abroad sphere shifts to overcome and adapt to the current travel restrictions due to COVID-19, there has been a greater emergence of virtual international programming. We have seen this in a variety of ways, including programs for any given term at an international institution virtually for credit, international internship placements for full or part time, and/or internships or classes concurrent with home university course work in order to gain additional credits or experience.
No international educators would deny the importance of Intensive English Program/English support courses to their international students on campus. However, it does not always compute well with higher education upper administration – especially when institutions pursue a business like management model.
IEPs in this still decreasing trend (IIE, 2020) have raised concerns that they may be the next candidates for the chopping block. In addition, the Covid-19 pandemic and school closures that started in March have increased concerns. Under such pressures and unpredictable circumstances, how are IEPs planning for fall and the future?
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