www.insightintodiversity.com June 2015 $3.99
A Global Education Institutions across the U.S. work together to increase the number and diversify the types of students who study abroad
New in This Issue: Community College Spotlight How one community college is leading the conversation on diversity in its own backyard Discover a great place to work!
DIVERSITY AND GLOBAL CITIZENSHIP
WSU embraces a worldview that recognizes
and values the importance of domestic and
global diversity, global interdependence,
and sustainability.
A PLACE TO CALL HOME
Washington State University has locations in
Pullman, Spokane, the Tri-Cities, Vancouver, and Everett, an online Global Campus accessible worldwide and a presence in all 39 counties in
Washington. WSU is a statewide system with a world-wide reach.
LAND-GRANT HERITAGE
WSU fulfills its mission as the state’s land-grant
research university by delivering knowledge
and the benefits of research activities to citizens
statewide and beyond.
Explore career opportunities: wsujobs.com
wsu.edu | IN THIS ISSUE | June 2015 Discover a great place to work! Special Report: International and Study Abroad Programs DIVERSITY AND GLOBAL CITIZENSHIP
WSU embraces a worldview that recognizes and values the importance of domestic and global diversity, global interdependence, and sustainability.
A PLACE TO CALL HOME
Washington State University has locations in
Pullman, Spokane, the Tri-Cities, Vancouver, Changing Perceptions: Making Study Abroad and Everett, an online Global Campus accessible 42 an Accessible Dream for All Students worldwide and a presence in all 39 counties in By Rebecca Prinster Washington. WSU is a statewide system with a world-wide reach. A Global Perspective on Higher Education: Breakfast Around the World 25 36 2014-2015 QS World University Rankings Top 50
Jackson State University Offers Virtual Study Abroad LAND-GRANT HERITAGE 26 Students a Passport to the World 38 By Alexandra Vollman WSU fulfills its mission as the state’s land-grant By Alexandra Vollman research university by delivering knowledge Navigating an Institutions Go Beyond Recruitment to and the benefits of research activities to citizens 30 International Education 46 Support and Retain International Students By Nina Rao By Tannette Johnson-Elie statewide and beyond. 11 Steps to Diversifying 34 Explore career opportunities: Study Abroad wsujobs.com By Andrew Gordon
On the Cover: Jennifer Thomas travels to Jordan through the U.S./Jordan Young Women with Disabilities Leadership Exchange Program administered by Mobility International USA. Above: LaGuardia Community College student Teresa Pichardo, who is deaf, during a volunteer trip to Ghana wsu.edu insightintodiversity.com 3 | ALSO IN THIS ISSUE |
What’s in a Name: Moraine Valley Community College Emphasizes Community 18 Our new Community College Spotlight highlights the diversity and inclusion efforts of U.S. community colleges By Alexandra Vollman
6 Key Actions to Improve Infographic: Community Colleges Institutions’ LGBTQ Commitment Educating Communities 14 and Academic Success 19 By Shane Windmeyer
Above: Moraine Valley Community College’s Southwest Education Center
4 June 2015 | In Every Issue | Connecting Diverse Professionals To Diverse Careers TM June 2015 Volume 85 No. 3
In Brief 11132 South Towne Square, Suite 203 St. Louis, Missouri 63123 Diversity and Inclusion News Roundup 314.200.9955 • 800.537.0655 • 314.200.9956 FAX 6 [email protected] [email protected] www.insightintodiversity.com Diversity Visionary Awards ISSN: 2154-0349 © 2015 Potomac Publishing, Inc. 10 This Issue’s Honorees Contacts: Lenore Pearlstein | Publisher Holly Mendelson | Publisher New Directions Alexandra Vollman | Editor Daniel Hecke | Art Director 13 Diversity Leaders on the Move Rebecca Prinster | Senior Staff Writer Editorial Board: Pamela W. Arnold Vicky Ayers CDO Corner Brooke Barnett Kenneth J. Barrett 16 Advancing Diversity Through CDO and SIO Collaboration Edna B. Chun, DM Deborah Dagit By Marilyn S. Mobley, PhD, and David Fleshler, JD Tia T. Gordon Jeffrey W. Larroca, JD 20 Preparing for and Supporting Muslim Students on Campus William Lewis Sr., PhD Frank McCloskey By Brooke Barnett and Jan Fuller Kevin McDonald, JD Julia Méndez Tanya M. Odom Joseph Santana HEED Award Spotlight Shirley J. Wilcher, JD, CAAP Anise D. Wiley-Little Damon A. Williams, PhD 22 Cal State East Bay Focuses on Inclusivity Here and Abroad Shane L. Windmeyer By Rebecca Prinster Contributing writers: Brooke Barnett David Fleshler, JD Careers Jan Fuller Andrew Gordon Tannette Johnson-Elie 49 Job Opportunities Marilyn S. Mobley, PhD Rebecca Prinster Nina Rao Alexandra Vollman Shane Windmeyer
The views expressed in the content of the articles and advertisements published in INSIGHT Into Diversity are those of the authors and are not to be considered the views expressed by Potomac Publishing, Inc.
Formerly the Affirmative Action Register 22
insightintodiversity.com 5 [ In ] Brief
San Marcos Students Look Beyond the Stereotype
A poster campaign at California State and Joely Proudfit, associate professor Tammy Duckworth, an Iraq War University San Marcos (CSUSM) of sociology and Native studies at veteran, double-amputee, and the first using images to speak out against CSUSM, developed the poster design. Thai member of Congress. Other racial and cultural appropriation sent a In eight scenarios, current CSUSM featured historical figures include Maya powerful message to the public and the minority students are seen tearing up Angelou, Sitting Bull, Dolores Huerta, campus community this spring on the images commonly used to exploit their and Dr. Martin Luther King Jr. harmful effects of stereotypes. respective racial or ethnic group. For The posters were on display in The campaign, titled Beyond the example, in one poster, a Vietnamese CSUSM’s Kellogg Library from Stereotype, resulted from conversations American woman tears up a photo February through May and included about the university’s campus climate. of a blonde woman dressed in the interactive displays for students to share
Three posters in the CSUSM Beyond the Stereotype poster campaign
In 2013, members of a CSUSM Halloween costume of a geisha. instances of microaggressions and to sorority posted pictures of themselves, In addition to illustrating why sign a diversity and civility pledge. dressed as Latina gang members, to stereotypes are harmful, the images CSUSM’s Office of Diversity has social media. A number of Hispanic aim to change perceptions and also begun offering presentations students protested on campus, and assumptions about minority groups and workshops related to Beyond the incident sparked conversations by offering context in the form of the Stereotype, as well as a number on microaggressions, a form of historical minority figures appearing in of curricular modules to facilitate unintended discrimination, and the background of each image, along classroom discussions on cultural cultural appropriation, the exploitative with biographical information. appropriation and microaggressions. adoption of cultural elements of a Across the top of each poster reads, Plans for future poster campaigns will minority group. “There is more to me than what you feature other marginalized groups, The poster campaign was organized, see. Beyond the stereotype there is such as the LGBTQ community, led, and fully funded by the Office of history.” The inclusion of profiles people with disabilities, and people of Diversity at CSUSM, with support of historical figures celebrates the different classes and religions. from the American Indian Student accomplishments of people of different Beyond the Stereotype resources Alliance and other campus entities. racial and ethnic groups. can be found at: csusm.edu/equity/ The California Indian Culture and Behind the Asian American woman, stereotypes/index.html Sovereignty Center at the university for example, is the image of Ladda — Rebecca Prinster
6 June 2015 Buy Your Copy Now!
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You know who you are, but do you know why you are?
Medgar Evers (Wikipedia) University of the Rockies is proud to announce The Ecology of Diversity Examining Individuals, Societies, and Cultures and Societies, Individuals, Examining The Ecology of Diversity A Look Back: by Vice Provost Amy Kahn. Medgar Evers, 1963 This diversity textbook provides students a The assassination of civil rights activist Medgar Evers framework for self-discovery. ISBN 978-1-62178-179-0 on June 12, 1963, sparked widespread public outrage 90000 Kahn 9781621781790 Congratulations, Dr. Kahn! and increased support for President John F. Kennedy’s proposed civil rights legislation, the Civil Rights Act of 1964. As the NAACP’s first field secretary, Evers worked to overturn segregation, organizing protests and boycotts of businesses that supported the practice, as well as voter registration efforts. — Alexandra Vollman rockies.edu/diversity
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insightintodiversity.com 7 [ In ] Brief
INSIGHT Diversity Abroad Network [ Partner Profile] Diversity Abroad Network Creates a Roadmap for Schools and Students
The central mission of Diversity they relate to diversity and inclusion. conducts outreach, collaborates with Abroad Network is in its name — Institutions fill out and submit the other campus units, works with third- ensuring opportunities for diverse online questionnaire, after which they party organizations, and provides students to get an education abroad. immediately receive an individualized financial assistance to students from The “network” is made up of higher report showing where they stand diverse and underrepresented groups. education institutions, government compared to other schools, as well as The ultimate purpose, Lopez-McGee agencies, and for-profit and nonprofit suggestions for improvement. says, is to determine and better address organizations — all brought together the needs of both study abroad offices by one common purpose: to advance and these students. diversity and equity in international “Really, the goal of the AID education. As such, Diversity Abroad Roadmap is to learn where the field Network works with and for its partners is, because right now, we don’t really to share best practices, resources, have a benchmark or a clear idea of training, and other information in order what institutions are doing related to to increase access to education abroad diversity and inclusion,” she says. “So for students from diverse backgrounds one, it will help us get a better picture and underrepresented groups. of what’s going on in the national One way Diversity Abroad Network context, and then two, it will help us is achieving this goal is through its provide more targeted resources and Access, Inclusion, and Diversity (AID) “What we’re hoping this will do professional development opportunities International Education Roadmap. is really put some emphasis not only based on where we see the largest need.” This roadmap is essentially a set of on how we recruit diverse students, While this version of the Roadmap guidelines for implementing policies but then also on how we serve them,” is specific to study abroad offices, and practices to ensure diversity and says Lily Lopez-McGee, manager for Diversity Abroad Network hopes to inclusion in education abroad. Diversity Abroad Network. “So, are eventually launch another version These guidelines are being developed we being inclusive in the application focused on the larger campus. using an evaluation, which consists process? Are we being inclusive in Diversity Abroad Network is a new of a series of questions aimed at our overall strategy for how we target partner of INSIGHT Into Diversity. To assessing college and university study students on campus?” learn more, visit diversitynetwork.org. abroad offices’ current capabilities as Questions focus on how the office — Alexandra Vollman
A complete list of our partners can be found at insightintodiversity.com.
Google Works with HBCUs to Boost Diversity in Tech Field
In an effort to increase diversity — 1 percent of its workforce. could definitely learn a lot from,” specifically the number of African These Google engineers teach, Legrand Burge, chair of Howard Americans — in the U.S. tech sector, mentor, and advise students at these University’s computer science Google Inc. has embedded software institutions, which currently include department, said in a statement. “The engineers at a handful of historically Howard University in Washington, word got out, and it actually got a lot of black colleges and universities (HBCUs). D.C.; Hampton University in Hampton, students interested in computer science While these schools produce 35 Va.; Fisk University in Nashville, Tenn.; who didn’t initially plan to study it.” percent of all African Americans with and Spelman College and Morehouse Since the introduction of these computer science degrees, the numbers College in Atlanta, Ga. Beyond the software engineers, class sizes for intro of those who make their way to Silicon classroom, they also coach students on courses at Howard have doubled. And Valley’s top tech firms is miniscule; how to apply and interview for jobs. this summer, 30 of those students will Google itself is lacking in diversity, with “They’re not academics, but they get the chance to intern at Google. African Americans making up only have domain expertise that students — Alexandra Vollman
8 June 2015
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insightintodiversity.com 9 Diversity [ Visionary Awards ]
June 2015
INSIGHT Into Diversity honors individuals who have made significant past and present contributions to diversity in higher education with our Diversity Visionary Award. These honorees were nominated by colleagues and selected by INSIGHT staff. We profile award recipients with excerpts from their nomination letters in each issue of INSIGHT Into Diversity magazine.
Nominate a Visionary
If you would like to nominate someone for the INSIGHT Into Diversity Visionary Award, submit a nomination letter no more than two pages long detailing your visionary’s contributions.
Please include specifics on any accomplishments that went above and beyond the routine to make a real difference. Include your contact information, along with contact information and a mailing address for your nominee.
Email your letter of nomination to [email protected]. VISIONARYDiversity AWARDS 10 June 2015 Kenneth Coopwood, PhD
Vice President for Diversity and Inclusion at Missouri State University
During his tenure as vice president for diversity and inclusion at Missouri State University (MSU), Dr. Kenneth Coopwood’s efforts have been nothing short of remarkable. He has faced tremendous internal pressures from those resistant to the message of change in the academic and administrative culture, and his award-winning programs and belief in the core values of diversity and inclusion have had a defining impact on the greater Springfield, Mo., community. Coopwood’s personal commitment and humility are hard to overlook, and he stands out in a crowd of academic leaders. He is clearly loved by MSU students, which is a terrific accomplishment considering the minimal interaction diversity leaders often have with students. It is obvious that students know he advocates for them. As the first African American vice president for diversity and inclusion at MSU, Coopwood has faced challenges, but his work is evident everywhere on campus. His initiatives, programs, and active efforts to bring in thought leaders from outside the community impact the quality of education received by students — and have been successful. What Coopwood has done at MSU will have a long- lasting impact. Coopwood is wholeheartedly committed to helping graduate the best quality students. While his expertise may be in diversity, he also is a diverse man with a serious commitment to life beyond himself. His integrity and professionalism are beyond reproach. Rarely does one have the opportunity to honor someone who defines, transforms, and heightens the criteria for diversity visionaries the way Coopwood does.
Miguel Martinez-Saenz, PhD
Provost and Vice President for Academic Affairs at Otterbein University
Although Dr. Miguel Martinez-Saenz has never served in a position with direct responsibility for fostering diversity on college campuses, in his various roles at multiple institutions, he has consistently sought out opportunities to advocate for diversity and create a culture of inclusiveness. Martinez-Saenz understands that student learning happens inside and outside the classroom, and he has worked to integrate diversity and advocacy efforts into many academic programs and services in regards to student affairs and faculty development. These efforts include establishing an artist-in-residence program — which illustrates how bridging the divide between the arts, activism, and the academy can shift consciousness and catalyze social change — and leading a three-day teaching institute at Winston-Salem State University on high-impact activities in diversity. Beyond the campus, Martinez-Saenz is very interested in hiring practices and the impact they have on creating a diverse workplace environment. Outside of his role and regular responsibilities, he has worked to support faculty recruitment and retention initiatives and has developed a staff recruitment training resource, titled Creating the Capacity to Aspire: Ethics, Leadership, and Community Action, for the Ohio Association of Community Action Agencies. Martinez-Saenz not only talks the talk, but he walks the walk by giving back to the community in ways that foster inclusivity. His community activities are many: He is a founding board member of Think Tank, Inc. — an Ohio nonprofit that works with social service organizations to assess, develop, and implement creative strategies to strengthen their capacity to more effectively serve the community — as well as a board member for Del Pueblo, a nonprofit organization committed to empowering and informing the Latino community. Martinez-Saenz is a wonderfully humble individual who has a personal and professional mission to make this world a more inclusive place.
insightintodiversity.com 11 Diversity [ Visionary Awards ]
Jessica Planas, PhD, RN
Assistant Professor of Nursing at Fairfield University
At Fairfield University School of Nursing, Dr. Jessica Planas helped institute a diversity initiative called Zero Attrition Mission (ZAM). It is aimed at developing a culture of inclusivity in a traditionally homogeneous environment to improve attrition rates of underrepresented nursing student populations at the school. ZAM serves as a resource to these students via professional nursing mentorships, the improvement of academic supports, and the exploration of environmental factors that contribute to success. Minority nurses are essential to help bridge the healthcare disparity gap and facilitate the dissemination of culturally competent care. Planas, along with Dr. Sandy Cayo, launched ZAM in response to the significant barriers preventing individuals from minority racial and ethnic backgrounds from pursuing a professional nursing education. Future plans for ZAM include initiating interventions to further the culture of inclusivity, fostering professional conduct and behaviors, and reviewing assessment and other skills. Additional planned initiatives include how-to study sessions for freshmen, introductory nursing courses, and an intensive summer program for incoming freshmen, which would be open to nursing students who need additional experience to ensure their success in science, writing, and math courses. ZAM is truly a grassroots effort that began, in part, as a result of Planas’ passion and scholarly efforts. The initiative not only launched a statewide dialogue in Connecticut about improving diversity, but has also become a statewide model for implementation at other nursing schools.
Keivan Stassun, PhD
Professor of Physics and Astronomy at Vanderbilt University
Dr. Keivan Stassun is a talented scientist, mentor, and teacher with an impeccable track record and an excellent work ethic and reputation. His leadership as an outstanding mentor is evidenced by the fact that, together with his students, he has made foundational discoveries in astronomy and astrophysics while ensuring broad participation of underrepresented minority students in those and other STEM disciplines. His efforts demonstrate that excellence and diversity go hand in hand. The Fisk-Vanderbilt Masters-to-PhD Bridge Program that Stassun co-directs has achieved distinction as the nation’s top awarder of PhDs in astronomy, materials science, and physics to underrepresented minority students. This mentorship and research program serves as a vehicle for Fisk undergraduate and graduate students to transition into the doctoral program at Vanderbilt and other PhD-granting institutions. Stassun considers the bridge program one of the most fulfilling aspects of his work, but he is not satisfied with making only local improvements. In the hope that the Fisk-Vanderbilt bridge program will serve as a national model for other schools, Stassun is working to disseminate Fisk’s and Vanderbilt’s experiences and practices to both predominantly white and minority- serving institutions. Under his leadership, the program is becoming the national model for schools like Massachusetts Institute of Technology, Columbia University, and the University of Michigan. Stassun’s primary focus is mentoring individual students toward successful careers in STEM fields. He personally mentors every student in the Fisk-Vanderbilt program, which has been essential to its success and to the precepts that guide its development as a national model.
12 June 2015 New [ Directions ]
CALIFORNIA University in River Forest. She was Christine Riordan, PhD, has been Terri Givens, PhD, is now provost previously executive director of the named the first female president of of Menlo College in Atherton. She Diversity Center at Luther College Adelphi University in Garden City. was a professor in the department in Decorah, Iowa. She previously served as provost of government in the College of of the University of Kentucky in Liberal Arts at the University of MARYLAND Lexington. Texas at Austin. D. Jason DeSousa, EdD, has been OKLAHOMA Jerry Kang, JD, has appointed vice Jabar Shumate is now vice been named the president for president for the university first vice chancellor student affairs community at the University of for equity, diversity, and enrollment Oklahoma in Norman. He was a and inclusion at management at former Democratic state legislator the University of the University of Maryland Eastern in Oklahoma. California, Los Shore in Princess Anne. He had Angeles. He had been a professor been serving as assistant vice PENNSYLVANIA of Asian American studies and chair chancellor for student retention John Williams Jr., JD, has been of Korean American studies and law at Fayetteville State University in appointed the first African at the university. North Carolina. American president of Muhlenberg College in Allentown. He was Gerald Porter, PhD, MISSOURI formerly a strategy consultant to has been appointed Mikah Thompson, nonprofit and higher education provost and senior JD, has been organizations and an expert- vice president of named director in-residence at the Harvard Fielding Graduate of affirmative Innovation Lab. University in Santa action and equal Barbara. He had employment TEXAS been vice president of academic opportunity DeBrenna LaFa Agbényiga, PhD, affairs and a professor of clinical and Title IX coordinator at the is now vice provost and dean psychology at Forest Institute in University of Missouri–Kansas City. of the Graduate School of the Springfield, Mo. She was formerly an attorney with University of Texas at San Antonio. Osman & Smay LLP and served She had been serving as associate GEORGIA as an adjunct professor at the dean for graduate studies and Cheryl Evans-Jones, PhD, has been university’s law school. inclusion in the College of named provost and vice president Social Science at Michigan State of academic affairs of Paine College NEW JERSEY University in East Lansing. in Augusta. She had been serving in Paul Drayton Jr., JD, is now this position on an interim basis. president of Burlington County James Ward, PhD, has been College in Pemberton. He was elevated to provost and vice IDAHO formerly Burlington County president for academic affairs Charlotte Borst, administrator and director and research at Texas Southern PhD, has been of special projects at Temple University in Houston. He had appointed the first University in Philadelphia. been serving in the position on an female president of interim basis. the College of Idaho NEW YORK in Caldwell. She Shana Lassiter, EdD, has been VIRGINIA was formerly vice appointed the first assistant Ronald Crutcher, president for academic affairs and provost for faculty diversity and DM, has been dean of faculty at Whittier College inclusion at Columbia University. named president in California. She was formerly the associate of the University director of the Office of Diversity of Richmond. He ILLINOIS for the university’s College of was previously Sheila Radford-Hill, PhD, is now Dental Medicine. president of chief diversity officer at Dominican Wheaton College in Norton, Mass.
Has your campus recently hired a new diversity administrator? INSIGHT Into Diversity would like to publish your news. Please email: [email protected].
insightintodiversity.com 13 6 Key Actions to Improve Institutions’ LGBTQ Commitment and Academic Success
By Shane Windmeyer
ost colleges today want to Overall, higher education individuals to conferences or trainings be recognized as LGBTQ- institutions continue to fall behind in — like Campus Pride’s Camp Pride friendly. The question then proving that they are indeed LGBTQ- and the LGBTQ Professional Mbecomes, what are they doing that friendly. According to Campus Pride Academy for Advisors. Be sure makes them worthy of this recognition. data, only 20 percent of campuses they are well-equipped to lead your These days, on college campuses, have sexual orientation in their campus community, and in return, the responsibility for creating a safe, nondiscrimination statements, and welcoming learning environment for just 13 percent include gender identity LGBTQ students often falls on the and expression. Today, a mere dozen out LGBTQ students or faculty and colleges have an ongoing mechanism [ moreINSIGHT ] staff. Many of them volunteer their for tracking retention of LGBTQ time to improve the campus climate, students and their graduation rates. offer ongoing programs, and promote The picture of LGBTQ progress Summer Learning inclusive campus efforts, such as is even more challenging on the awareness days, trainings, and policy campuses of rural southern colleges, and Enrichment recommendations. two-year community colleges, and Opportunities When it comes to sports, colleges minority-serving institutions. and universities would never think of Campus Pride recommends the Camp Pride having a football team and then not following six key actions for campuses Tuesday, July 14 providing the players with a field, to improve their institutional through Sunday, July 19 coach, helmets, and safety gear in commitment and be responsible for Charlotte, N.C. order to win games. But on most LGBTQ academic success: campuses, LGBTQ students don’t LGBTQ Professional even get a ball. Every day, college 1. Invest in LGBTQ student Academy for Advisors administrators ask LGBTQ students leadership – Granted, not all LGBTQ Tuesday, July 14 to come out and be visible on campus students are going to be involved through Sunday, July 19 doing LGBTQ work without the on campus, nor are they necessarily Charlotte, N.C. necessary support services, programs, going to be out and visible in campus or policies to guarantee their safety, life. However, if you expect your out For more information, visit especially for transgender students. LGBTQ students, faculty, and staff campuspride.org/camppride. Campus Pride research shows that to implement programs, recommend If you have questions, please roughly a quarter of LGB students, policy changes, and be involved in faculty, and staff face harassment on making the campus a safer, more email [email protected] campus. For transgender populations welcoming place, you should invest or call (704) 277-6710. and LGBTQ youth of color, that in their leadership and growth number is even higher. as LGBTQ pioneers. Send these
14 June 2015 your actions will show support for their if everyone is part of the team. academic pursuits on campus. 5. Recruit for the future – In your 2. Institutionalize the Ps – The Ps recruitment efforts, you should seek refer to campus policies, programs, and to create the type of inclusive campus practices. It is important to think about you wish to have for the future. how certain programs or practices LGBTQ students represent a growing would exist if LGBTQ students, recruitment population that is now faculty, and staff — or even allies — out and visible in high school, or even were not able to participate in them earlier. These LGBTQ students expect as volunteers. Campusprideindex.org accountability and high standards can help if you want to improve your for on-campus support. You have the LGBTQ campus climate. It is free to opportunity to recruit LGBTQ youth join, and you can assess your Ps with a and attract them to your campus roadmap toward the future. Remember with LGBTQ-positive efforts. Part that students learn and achieve best of recruitment efforts should also when they feel safe and welcome inside include diversifying hiring practices of and outside the classroom. LGBTQ faculty and staff. Missouri State 3. Don’t forget the B and focus on 6. Track retention – Colleges and the T – What visibility does the universities need to track retention of University B — which stands for bisexuality or their out LGBTQ students to provide congratulates other sexually fluid identities — have necessary services and/or maintain on your campus? Does your campus proper safety. Demographic questions really know much about the T, the that ask students about their sexual transgender community? As a campus, orientation and gender identity give are you open to or aware of other administrators the data they need to DR. KENNETH queer, questioning, gender queer, properly implement LGBTQ-inclusive asexual, and/or intersex identities? policies and practices. In order to best Campuses often conflate the LGBT serve the needs of LGBTQ college COOPWOOD or LGBTQ acronym, and even these students, it’s imperative that colleges do not cover the myriad of sexual and and universities give these students gender identities. Engage in active the option to self-identify at the time vice president for awareness, and do not use the LGBTQ of enrollment. That way, the campus acronym unless you mean each letter can take responsibility for the LGBTQ diversity and inclusion, and are working to educate and student experience, as well as their create a safe and welcoming learning academic retention, safety, and success. for being named a environment for all. Remember, it costs more money to recruit a new student than it does to Diversity Visionary 4. Take a team approach – Every part retain a current one. of the campus community plays a role Award in creating a welcoming, safe learning Shane Windmeyer is the founder and recipient environment. Professors, coaches, executive director of Campus Pride, financial aid office staff, Greek the leading national educational life advisers, and every office and organization for LGBTQ and ally department should understand and be college students and campus groups. willing to support LGBTQ students He is also a member of the INSIGHT by using inclusive language and Into Diversity Editorial Board. practices. While advocacy may begin To learn more, visit campuspride.org. with student life or in multicultural Campus Pride is a partner of and diversity services, LGBTQ INSIGHT Into Diversity. support is not limited to those areas. LGBTQ students will perceive the learning environment as truly inclusive www.missouristate.edu
insightintodiversity.com 15 CDO [ Corner ]
Advancing Diversity Through CDO and SIO Collaboration
By Marilyn S. Mobley, PhD, and David Fleshler, JD
ne of the ways that colleges the CDO was hired before the SIO, them to ensure their applications were and universities demonstrate acknowledging that diversity must be completed and submitted on time. their commitment viewed from both a local and global Both students ended up receiving the Oto diversity and inclusion is by perspective has been essential to scholarship, and they described their incorporating that commitment into how the CDO thinks and publicly time in China as “transformational.” their institutional strategic plans articulates the work of the Office Based on research on students who and by providing leadership at the for Inclusion, Diversity, and Equal study abroad, these students’ time in senior level of administration. On Opportunity. Both domestic students China is likely to have a significant many campuses, a chief diversity of color and international students can impact on their future, including their officer (CDO) is appointed to provide feel underrepresented or marginalized career opportunities. strategic leadership for diversity and on campus, and each group can feel We see the university’s global and inclusion efforts. Likewise, when many resentful of the other. It is therefore cultural diversity requirement as just campuses seek to demonstrate their vital to have a CDO and an SIO who one of the ways to enhance students’ commitment to internationalization, are vocal about the wishes, desires, knowledge and understanding about they appoint a senior international and goals of both groups and who the United States and other nations. officer (SIO). At Case Western help create opportunities for students Though faculty and students often Reserve University (CWRU), both of of color and international students challenge some of the course offerings these positions were called for in the to express their ideas and interests in included in this requirement, it university’s 2008 five-year strategic their own words. represents one way the university has plan, titled “Forward Thinking,” and At CWRU, we encourage all attempted to align the curriculum both inaugural appointments were students, including students of color with its vision and values, especially at made in 2009. and international students, to seek the undergraduate level. For example, Now, several years later, under opportunities to study abroad, as while some students may fulfill the auspices of the new strategic well as participate in curricular and the requirement by taking a course plan, “Think Beyond the Possible” co-curricular programs that enhance about a nation other than the U.S., (2013-2018), both diversity and their knowledge and understanding others will fulfill it with a course that internationalization are identified from of the United States and other nations focuses on U.S. diversity. the previous plan as signature priorities around the world. An opportunity Some members of the campus that remain critical components of the presented by the Congressional community believe the alignment of university’s vision and mission for the Black Caucus Foundation (CBCF) courses to be uneven because of the next five years. Moreover, the CDO illustrates how we encourage study variations in how students fulfill the and the SIO have developed strategic abroad for students of color. requirement. In addition, because the plans for their respective offices that Two weeks before the application category represents a contested space iterate their interconnectedness in deadline, the CWRU Office of in the undergraduate curriculum, the university’s priorities and include Education Abroad received notice that the body of courses that make up partnering on various intellectual and the CBCF was providing two fully such institutional requirements will programmatic initiatives, as well as paid internships to qualified students undoubtedly benefit from review and developing new ways to collaborate. to study in China for two weeks. assessment. Both the CDO and the Both the CDO and the SIO have Our study abroad advisers quickly SIO can contribute to such reviews sought intentional ways to be inclusive got the word out, identified several by consulting with the faculty and in shaping their agendas. Although qualified students, and worked with institutional research professionals.
16 June 2015 fter the SIO was appointed in Cleveland Municipal School District Diversity, and Equal Opportunity 2009, he formed a planning and Global Cleveland — a local has begun incorporating a session committee, on which he nonprofit — provide opportunities for on intercultural communication and includedA the CDO. The CDO not mentoring, networking, and leveraging cross-cultural competency into its only brought additional diversity to resources so that the community gains award-winning Train the Champion the committee, but in discussions greater knowledge about the university full-day opening session. Including about the direction the new office as a resource for the economic one of the professionals from the should take, she also provided insights development of the city. Center for International Affairs (CIA) from her work in international Recently, the two leaders created an excellent opportunity for affairs. Likewise, the SIO serves on collaborated as campus hosts for a participants to better understand how the Diversity Leadership Council. webinar on partnerships between the CDO and the SIO collaborate This kind of cross-fertilization is CDOs and SIOs, sponsored by the on campus. It also allowed students critical to learning how the work of National Association for Diversity to learn from CIA staff some of the the two offices is interconnected and Officers in Higher Education overlapping concerns of U.S. students to discovering new opportunities for (NADOHE) and the Association of color and international students sharing resources and collaborating. of International Education around stereotyping, implicit and Given the tremendous amount of Administrators (AIEA). By sharing unconscious bias, and the need for responsibility placed on both leaders, the cost of hosting the seminar and greater cultural humility and empathy. the only way such collaborations providing open access to the campus In light of how volatile the nation
Given the tremendous amount of responsibility placed on both leaders, the only way such collaborations work is if both people are intentional, strategic, persistent, and innovative in their thinking.
work is if both people are intentional, community, they not only encouraged and the world have become regarding strategic, persistent, and innovative in faculty, students, and staff to “think cultural differences, we will need their thinking. beyond the possible” — the CWRU to build on these collaborations and Both leaders have taken turns tagline — and to begin considering continue to be a resource to our developing ways to partner on how their work is interconnected, faculty, students, staff, and alumni. intellectual and programmatic but they also provided evidence on From our unique perspectives as the initiatives. They frequently exchange how such collaborations benefit the chief diversity and senior international information of interest about relevant university. Building on their expertise officers, we bring diverse ways of conferences both in the U.S. and and experiences, the CDO and a former knowing, learning, and thinking that overseas, include each other in NADOHE board member presented will serve our campus, our community, lectures by guest scholars from other on the same topic at AIEA’s annual our nation, and our world. We believe institutions, and invite their staff to meeting. Nearly all of the attendees at educating engaged, global citizens is meet with consultants on issues of this session believed both organizations an honor and a privilege that must interest to both offices. The CDO need to continue to host discussions continue to be taken seriously, as there and the SIO have both expanded about structural and institutional is much at stake.● their programmatic initiatives to more barriers to greater collaborations. intentionally include community Perhaps structural and institutional Marilyn S. Mobley, PhD, is the vice members in the city of Cleveland, barriers present the greatest challenge president for inclusion, diversity, and which is critical in two ways. First, it on most campuses. CDOs and equal opportunity and professor of is important that students of color and SIOs are similar to other campus English at Case Western Reserve international students think beyond administrators, such as vice presidents, University (CWRU). David Fleshler, the borders of the campus and build deans, and even department chairs. JD, is the associate provost for connections with members of their It may be easier to remain in the international affairs at CWRU. respective groups in the city and its silos of our particular identities, but CWRU is an INSIGHT Into surrounding communities. Second, breaking out of those has its benefits. Diversity HEED Award recipient. connections such as those with the For example, the Office for Inclusion,
insightintodiversity.com 17 Community College [ Spotlight ]
What’s in a Name: Moraine Valley Community College Emphasizes Community
By Alexandra Vollman
he student body at Moraine which changes each year. what is working for others. Valley Community College in “It’s really a way for people to come “It’s been our goal to expand upon Palos Hills, Ill., is a reflection together and share best practices, learn and take people further along their ofT the surrounding community. from each other, and see what things diversity walk without losing any new Located in a southwest suburb may be working for other spaces, participants who may have shown up of Chicago, the college serves 26 as we kind of all interact and work for the first time,” Sevier says. “People municipalities that include people together,” Sevier says. “[We] invite our are [working toward] the same goal. from different races, ethnicities, entire community — political leaders, They just go about it differently.” socioeconomic classes, religions, and religious leaders, law enforcement, Beyond its community-wide efforts, sexual orientations. our students, our faculty, and our staff Moraine Valley fosters diversity in “I think just by the community that — to have real conversations around more focused ways on campus. As one we serve, [the college] is diverse in diversity and what that means to our of the college’s core values, diversity and of itself,” says Charmaine Sevier, community and the benefits and the is woven into the campus culture and manager of diversity and employment challenges that it may bring.” curriculum, as well as new faculty and at Moraine Valley Community A keynote speaker kicks off this staff training. And, Sevier says, it aids College. “So we have strategic things half-day event by introducing and the college as faculty and staff strive to that we have put in place to try to discussing its theme, after which educate “the whole person.” attract and retain that diversity.” attendees break out into round tables “Diversity and inclusion are central One of the ways the college fosters to discuss specific questions and to the way that we achieve the college’s understanding and appreciation of then report their answers back to the overall mission, and that is to educate diversity on campus and within the larger group. the whole person,” she says. “So community at large is through its Now in its sixth year, Sevier hopes we can’t leave out the diversity, the annual Diversity Dialogue event. this event — which typically attracts complexities, and all the things that Every fall, the school welcomes upwards of 140 people — provides make us great.” community members to campus community members with a variety The college also maintains several to engage in discussion around a of perspectives and ways of leveraging offices dedicated to the interests and particular diversity-related topic, diversity in various settings by learning needs of specific groups — including,
18 June 2015 Community Colleges but not limited to, Arabs, Latinos, Educating Communities African Americans, and veterans — as well as a Celebrating Diversity Since the founding of the first U.S. community college in Joliet, Ill., in Taskforce, which plans a variety of 1901, community colleges have played a pivotal role in educating our on-campus events. nation’s youth by accepting students regardless of income, heritage, or And the college prides itself on academic experience. Through our new Community College Spotlight in having a broad definition of diversity each issue of INSIGHT, we'll recognize individual schools for their efforts to attract, educate, and retain students from diverse backgrounds. that is well-represented across campus. “Our definition is all-encompassing,” Sevier says. “It’s not limited to age, Types of Colleges (1,123) race, religion, disability, and national origin. We also include learning styles, language, and cultural and political ideologies, values, and experiences. We Public (992) Independent (96) Tribal (35) are a wide mosaic of students here on this campus that blend together and Fall 2013 Enrollment work together.” In addition to the diversity that Part-time Full-time comes naturally from Palos Hills 4.5 million (61%) 2.9 million (39%) and the surrounding communities, Moraine Valley continues to attract all types of students. Student Age In the 2013-2014 academic year, 19.6 percent of students were Hispanic, 28 24 37% 49% 14% 9.9 percent were African American, and 14.3 percent were either Asian, Average Median 21 & Under 22 - 39 40-plus American Indian, foreign-born, more than one race, or unknown. Whereas Student Gender white students still represented the majority at 56.3 percent, together, Women (57%) Men (43%) these groups made up just less than half of all enrolled students. While faculty diversification is another important part of the college’s Race and Ethnicity overall diversity, Sevier notes that White: 50% there’s still room for improvement. As Hispanic/Latino: 21% of fall 2014, 82.5 percent of the faculty Black/African American: 14% were white and 17.5 percent were Asian/Pacific Islander: 6% Native American/American Indian: 1% minority or unknown; 54 percent were Two or more races: 3% female and 46 percent were male. Other/unknown/nonresident alien: 5% By taking time to reflect on areas for improvement, as well as strengths, Moraine Valley is constantly aware of Students Receiving Other Demographics where it is in its own “diversity walk.” Financial Aid (2011-2012) And while the college may be walking First generation: 36% toward an ever-moving destination, Any aid: 58% Single parent: 17% Sevier believes the pursuit is still Federal grants: 38% Non-U.S. citizens: 7% worthwhile. Federal loans: 19% Veterans: 4% “There is an anonymous person who State aid: 12% Students with disabilities: 12% said, ‘Diversity is the one thing we all Institutional aid: 13% have in common. We should embrace it every day,’” she says.● Sources: American Association of Community Colleges (2015); Alexandra Vollman is the editor of National Center for Education Statistics (2014) INSIGHT Into Diversity.
insightintodiversity.com 19 CDO [ Corner ]
Preparing for and Supporting Muslim Students on Campus
By Brooke Barnett and Jan Fuller
Brooke Barnett
lon University takes pride in In the second incident, three young them; if so, skip ahead to the next its origins in the traditions people in Chapel Hill were murdered section. If not, pay attention to of the United Church of execution style. They were students or messages you send in recruiting EChrist. That heritage equips us to alumni from the University of North students and colleagues, and ensure value civil and human rights, to take Carolina at Chapel Hill and North that you are providing information that the spiritual life seriously, and to seek Carolina State University. The police helps Muslims see themselves on your the education of the whole person determined the murders to be a result campus. Broaden recruitment areas in for our students. That tradition also of a dispute over parking, but in North order to achieve a more diverse pool of paves the way for our multi-faith Carolina and around the world, social applicants. Pay attention to parts of the efforts and our additional efforts to media posts and mainstream media United States with growing Muslim welcome Muslim students on our editorials claimed that their Muslim populations, not just other countries. campus and ensure their success. The identities made them targets. The A Convenient Place to Pray conversations surrounding Muslims man charged with the murders was in the state of North Carolina, as well an atheist who had made disparaging Observant Muslims pray five times as nationally and internationally, help comments about religion on daily. They can download a schedule provide context for why an emphasis social media. of prayers to designate the correct on the Muslim experience on your own This instance underscores a need times; however, they can pray on campus is crucial. to have systems in place to care for their own schedule if they are in class Two recent incidents in North those who identify with communities or otherwise occupied during those Carolina offer an illustration. The often targeted by violence and provide times. They can pray wherever they first occurred at Duke University, opportunities to discuss various find themselves — in their place a school formed in the Methodist perspectives on international events, as of residence, in the park, or in a tradition. The university announced well as perceived biases and inequities prayer space dedicated for their use. that it would hold the Muslim call to in the media’s coverage of crime. The direction of Mecca should be prayer from its chapel tower on Friday In thinking about building a robust, determined in that space. afternoons. The call occurred once. religiously diverse community, you If you offer a prayer space, there Further occurrences were quashed by must consider the campus and the should be no “graven” images of threats of violence and loud demands local, national, and international created beings; Islamic art is almost from some alumni and a few vocal climate, as well as elements you must completely calligraphic for this reason. Christian leaders to withhold funding. have in place to encourage an equally Avoid landscapes, animals, and A student reporter called the Elon visible and happy community of people. The space should preferably Office of Religious and Spiritual Muslim students. This is of particular be carpeted; prayer rugs are easily Life to inquire whether Elon might concern as the lack of understanding obtainable and should be provided. consider broadcasting the call to around Islam and media attention both Observant Muslim men are prayer on campus, and if so, what appear to be growing. Here are some expected to attend the Friday considerations would be necessary items to consider. congregational prayers at the mosque before making such a “bold move.” or Islamic center. If there is not one A Critical Mass This instance highlights the tensions on campus, the men can join a local around creating a place for Muslim Perhaps you already have a strong community, if there is one within students on historically, actively, and/ Muslim population on your campus a reasonable distance. Women are or predominantly Christian campuses. and are looking for ways to support neither required to nor restricted from
20 June 2015 joining the Friday prayers, but if they cooked in wine sauce or with vanilla or Christian students debating against join, they should pray behind the men extract need to be avoided or well- two Muslim students). or in an adjoining room. marked; they are forbidden even if Be prepared to offer pastoral care the alcohol has been cooked off. The and/or engage in dialogues swiftly A Place to Wash Before Prayer best solution is for the dining facility and effectively when big events occur. Many American Muslims have, out to clearly mark ingredients and have Create a clear plan for how you might of necessity, learned to wash their a conversation about what should be respond to an act of hate perpetuated faces, hands, arms, mouths, and feet in avoided. Avoiding pork, for example, on your campus or negative campus bathroom sinks before prayer. This is, covers other religious groups’ dietary energy around a local, national, or however, not dignified. One solution restrictions as well. international incident. is to provide a basin with a faucet or Initiate programming around Islam Holiday Policies That Permit showerhead low to the ground. You even before you have a critical mass. Students to Miss Class for could also make several pairs of flip- This programming could be a signal Family-Oriented Feasts flops available for travel from ablutions of basic understanding and respect on to prayer spaces. Some students will not take an excused campus, as well as helpful training for absence, but Muslim holidays, such students from other traditions. A Prayer Leader as Eid al-Adha and Eid al-Fitr, are It’s optimal for faculty and staff Any male can lead Friday prayers, occasions for families to gather. to have training on Islam and or prayers can be recited without Muslim culture. Such training can A Section of Your Website a designated leader. Some of your be infused into existing diversity Specific to Muslim Life students may not be comfortable and inclusion efforts around inclusive on Campus leading prayers. Most Friday classrooms and workplaces, as well as gatherings also include a short sermon Devoting a part of your website into university-wide programs such as from the Quran. A faculty or staff specifically to Muslim life makes new faculty and staff orientation. It can member can usually supply this potential students aware of the also be accomplished in small sessions teaching if an imam, the traditional resources on campus and in the specific to each department and Muslim leader, is not available. surrounding community; it can position, such as admissions, senior include programming that indicates leaders, and department chairs. A A Strategy to Help the presence of Muslims on campus weekly lunch-and-learn session could Students Eat and Pray and a holiday calendar that notes also feature a different prominent During the Fast of Ramadan Muslim celebrations. A social media religion per week, putting education This year, Ramadan falls during the presence, websites, and opportunities about each one in context. summer. When it occurs during the for discussion will also provide an It is also good to connect with school year, you need to allow students informal space where people can nearby Muslim communities. to carry out from the dining facilities learn about your institution and Existing relations — helpful for their food sufficient for a substantial pre- decide whether the campus climate is own sake — are especially beneficial dawn meal and an evening meal to suited to them. in times of crisis. break the fast. Many dining facilities Islam is the fastest-growing are reluctant to offer this kind of In addition to these considerations, be religion in the United States. Colleges carryout and will need to be educated; prepared to have important dialogues and universities should take advantage containers for the food will need to in respectful ways. Foster religious, of this growing population and be made available during the 30-day cultural, and political discussions that recruit Muslim students to enrich the fast. However, do not assume that acknowledge the complex and difficult diversity of their campus, and they all Muslims on campus are fasting. issues of the Israeli-Palestinian conflict. must ensure they have structures in It would be an act of hospitality if Allow for community members to place so that Muslim students and students from other faith traditions enter into this complex conversation colleagues flourish.● were willing to provide and take part in informed ways. Be aware of the in breaking the fast. potentially uneven numbers of Brooke Barnett is the interim associate religious adherents from different provost for inclusive community and Dining Services That Clearly traditions, and ensure that dialogues professor of communications at Elon Mark Ingredients in Foods do not become debates with only two University. Jan Fuller is the university Muslims, including the less observant sides — each closely associated with a chaplain at Elon University. Brooke ones, will avoid all pork products and particular group of religiously affiliated Barnett is a member of the INSIGHT products with any alcohol. Foods community members (i.e., 20 Jewish Into Diversity Editorial Board.
insightintodiversity.com 21 HEED Award [ Spotlight ]
A CSUEB student waits to receive his diploma during the university’s graduation ceremony.
Cal State East Bay Focuses on Inclusivity Here and Abroad
By Rebecca Prinster
top-down and bottom-up CSUEB in 2011, and from the the Bay Area it calls home, with commitment to diversity beginning, inclusive excellence has 52 percent of enrolled students and inclusion has become a been at the forefront of his presidency. identifying as either Latino or trademarkA of one of the most diverse In his diversity and inclusion Asian/Pacific Islander. The university universities in the U.S. commitment statement, Morishita is also a federally designated Asian This team approach is what makes said he is committed to “maintaining American and Native American Dianne Rush Woods so proud of her an institution known for its integrity, Pacific Islander-Serving Institution, school, California State University, East civility, equity, respect, and ethical and last year, it attained Hispanic- Bay (CSUEB). behavior” and called for the continued Serving Institution status. “We have a very diverse campus, dedication of every member of the Serving the wide-ranging needs of and the president wanted to focus on university community. the university’s diverse students requires strategies and tactics to support that “We are extremely pleased and organization and support, which Woods diversity and make sure it is inclusive,” honored to be selected as a 2014 provides. She is modest about her role says Woods, who is the first diversity recipient of the HEED Award,” in facilitating diversity efforts, though, officer at CSUEB. “I’m really very Morishita said in an email. “This award crediting instead the “foot soldiers proud of the University Diversity recognizes the ongoing commitment committed to diversity” and the affinity Council [whose members help of our students, faculty, and staff to groups for students from historically implement the university diversity plan] ensure that all of our students achieve underrepresented groups. and the president and provost for their excellence and a quality university Retention and Graduation commitment to this work.” experience. … I am proud of the work Woods says that her 2013 our educational community is doing to One exemplary initiative at CSUEB appointment, and inclusion in President eliminate barriers in making [CSUEB] is the Gaining Access ‘N Academic Leroy Morishita’s cabinet, indicate the a welcoming, inclusive, and supportive Success (GANAS) program, which university’s commitment to diversity. place to learn, live, and work.” helps retain and graduate community President Morishita came to CSUEB mirrors the diversity of college transfer students by creating
22 June 2015 of realized, hey, that wasn’t so bad,” Moran says. “So in the future, we may see more students with physical disabilities [becoming] interested in studying abroad.” Katie Brown, director of accessibility services at CSUEB and a member of the University Diversity Council, says the process was a learning experience. “We had never dealt with [sending a student with a physical disability abroad] before, and as far as I know, CSUEB diversity officer Dianne Rush Woods and President Leroy Morishita appear Brandon is the first blind [CSUEB] with exemplary students at the university’s 2015 MLK Breakfast Celebration. (From student to go abroad,” she says. left to right: Woods, Morishita, Jeremiah Dillihunt, Rocio Perez, Ryan Tayahua, DaRyn Merriwether, and Ashley Roseboro) The accessibility office is responsible for translating and converting Biggs’ Italian textbooks into braille because cohorts of these students who take which is to triple the number of the Italian university does not have the upper-level general education classes CSUEB students going abroad,” Moran necessary technology. Corazon “Coco” together. Woods says 80 percent of says. “Because our numbers are so low, Napolis, accessible media coordinator students participating in GANAS we think it’s doable.” at CSUEB, says she has a 15-person identify as Latino, and Latino faculty Despite enrolling about 1,000 team that works to produce texts and members serve as mentors and role international students last year, Moran handouts in braille. models to those in the program. says CSUEB sent only 30 students “The accessibility department Another program about to kick off at abroad. “Of those 30 students who is fantastic,” Biggs says. “And the CSUEB, called Sankofa, has the same studied abroad, only seven identified as international office at my university is structure and goal but is geared toward white,” Moran says. super accommodating. They even have African American transfer students. Moran theorizes that the a person who goes with me to get my However, both programs are open to all university’s large population of first- legal papers in order.” university students. generation students is one reason why Originally, Biggs had intended to “We looked at the graduation rates study abroad participation rates at the study in Germany. That was until he of the student populations that were school are so low. received a letter from the institution not doing so well and tried to think of “Our campus has traditionally been a there denying his admittance because of what we could do to help,” Woods says. commuter campus,” she says. “Students his physical disability. “The next big step is figuring out how have job and family commitments, they “I was not quite sure what I wanted to scale these programs and provide the still live at home with their parents, to do because this is so illegal in the same support to first-generation and and many are first-generation college U.S.,” Biggs says. “The disability lower [socioeconomic status] students, students. So finances and time are department at CSUEB said they would who make up about 61 percent of [all] definitely factors.” help me in whatever I wanted to do.” students. This is the president’s big goal.” The Educational Opportunity Biggs’ experience with the Program at the university has worked Accessibility Services office at CSUEB Global Education for with the CIE on outreach efforts is just one example of the university’s All Students to first-generation students. With commitment to serving all segments of Until the beginning of this year, Kelly additional staff members, Moran says its student body. And Brown attributes Moran, director of CSUEB’s Center for she thinks they’re “moving in a positive this deliberate commitment to support International Education (CIE), was the direction” toward expanding the number from all levels at the university. university’s sole study abroad adviser. and types of students studying abroad. “I think it’s great that we have the But in partnering with the Institute One new area Moran learned title, position, and leadership behind of International Education (IIE) to navigate this year was disability diversity on campus,” she says. “Usually, to increase the number of students accessibility abroad. Together with the accessibility is an afterthought on studying abroad — as part of IIE’s Accessibility Services office, she helped campuses, but here, we’re always at the Generation Study Abroad initiative — send CSUEB student Brandon Biggs, table. … The president and provost are the university recognized the need to who is blind, to Milan, Italy, for a year. super supportive.”● hire more advisers. “This was our first opportunity to “We helped [Morishita] draft up our work with Accessibility Services, and Rebecca Prinster is a senior staff writer commitment proposal for the initiative, after working together, we’ve sort for INSIGHT Into Diversity.
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24 June 2015 Special Report: [ International Study ]
Breakfast Around the World
Students going abroad face numerous culture shocks — unfamiliar languages, new currencies, and confounding social customs — but few are as fraught as habits around eating. Here’s a look at how people around the globe start their day. TURKEY
FRANCE In Turkey, breakfast features many fresh cheeses French breakfasts are light, usually just a croissant or baguette and vegetables, breads and spreads, dried fruit, and tea. with butter and jam, along with a milky coffee. COSTA JAPAN RICA
As is common in many Central American countries, breakfast In Japan, people prefer fish and rice for breakfast, often served with in Costa Rica consists of gallo pinto (black beans and rice), pickles, fermented soybeans, miso soup, and dried seaweed. fried plantains, scrambled eggs, and toast.
insightintodiversity.com 25 Special Report: [ International Study ]
A Jackson State University student fills out paperwork to receive a free passport at a Passport Caravan event, hosted by the university and the Council on International Educational Exchange.
Jackson State University Offers Students a Passport to the World
How one historically black college is offering its students a once-in-a-lifetime international experience
By Alexandra Vollman
26 June 2015 n 2012-2013, a mere 9 percent marketing major at JSU, studying experience that includes organized of U.S. undergraduates studied abroad always seemed out of reach. “I’m cultural, research, and experiential abroad, according to data from the a single mom, so I didn’t know how learning activities. Students spend two IInstitute of International Education it would work, how long I would be weeks abroad, followed by two weeks (IIE). About 76 percent of those away,” Wilson says. “My obstacles were on the JSU campus. Those receiving students were white, while only 5.3 paying for it and graduating on time.” summer financial aid are able to use percent were African American. With knowledge of the hurdles the funds to cover some of the costs of “When I read the data, it was a faced by students like Wilson, Slade the six-credit-hour course. revelation that very few [African began developing a program to “We developed a program that, Americans] travel abroad,” says directly address and overcome what number one, was not so long that it Priscilla Slade, special assistant to the are often referred to as the three took students away … for an extended provost for international studies and Cs: cost, curriculum, and culture. period of time,” Slade says. “We community colleges at Jackson State Working together with the Council on developed a program whereby they University ( JSU), a historically black International Educational Exchange can travel with people they know, and college in Jackson, Miss. (CIEE), JSU created its Passport to we made it cost-effective in that it For Slade, this was more than a the World program, which launches fits within the realm of their already number — it was a call to action. this summer. established financial aid.” “That’s when we began to study our “I think what we’ve done with ith the implementation of this program, JSU joined CIEE and IIE in their goalW to double the number of U.S. students studying abroad before the end of the decade, an initiative called Generation Study Abroad. To achieve this feat, CIEE has pledged $20 million in scholarships and $20,000 in grants to colleges and universities to support innovation in faculty-led programs, as well as provide 10,000 free passports to students by 2020. Priscilla Slade, special assistant to David Fougere, executive vice “It’s been identified in the field the provost for international studies president of study abroad with CIEE and community colleges at JSU of study abroad that one of the hurdles students face is that they think getting a passport is going to be so complicated, so complex, and so overwhelming that they just don’t students to try to understand why,” Jackson State is create a program study abroad,” Fougere says, “so we she says. “Once we understood why, that would sort of help overcome the launched, as part of our pledge, a then we would develop a program that three barriers that we see are primary,” passport initiative.” would systematically peel away the says David Fougere, executive vice CIEE kicked off its passport negative reasons.” president of study abroad with CIEE. initiative at JSU with its first Some reasons proved more obvious, “So cost is usually a big barrier; Passport Caravan event, during such as cost, length of time away, and curriculum, meaning that a lot of which the organization gave away concerns over graduating on time. students have trouble fitting a study 100 free passports to students, which Others, Slade says, were more deeply abroad experience into their major JSU matched by giving away 100 rooted. “The largest obstacle is the requirements; and then culture. Some additional passports. fear of the unknown, not being able to students just think it’s beyond their “We facilitated all of the paperwork, communicate with [foreigners] because reach, whether it’s because they are and we brought some passport agents they speak a different language,” she first-generation students or don’t want from the local passport office to sit says. “How am I going to tell them if to leave their friends on campus.” on the campus with us,” says Fougere. I’m hurt? How am I going to tell them This summer program allows “We took passport photos, and we if something is wrong?” students to participate in a condensed did everything necessary to get those For Jessica Wilson, a junior four-week, faculty-led international students a passport, whether or not
insightintodiversity.com 27 A JSU student with children in Dakar, Senegal, on a study abroad trip
they intended to travel through the JSU students during a study abroad trip to Dakar, Senegal JSU program.” While the event marked the first of many passport events CIEE plans to host, the organization’s partnership with JSU is not entirely unique. Last year, To help solve this quandary, Slade study at the location selected by CIEE worked with Spelman College, came up with an innovative idea: a their school. a historically black college in Atlanta, crowd-funding fundraiser. Through Through this program, Wilson will Ga., to develop a program similar to the platform CrowdRise, she created finally realize her dream of studying JSU’s Passport to the World. Fougere a site where anyone — not just JSU abroad when she travels to Shanghai says the college is already seeing an students, faculty, and staff — could this summer with other business increase in study abroad participation. donate money to fund students’ school students. There, she says, she’s “The first year of the Spelman travel abroad. excited to experience the culture and program, I believe [there were] about learn about Asian economics. 125 students participating,” he says. ccording to Slade, more For this opportunity, Wilson has “This year, that number has gone up than 800 students applied to Slade to thank. But while the program to close to 200. So we would love to participate in the Passport was made possible by Slade’s hard see similar growth at Jackson State to the World program this summer. work and dedication to increasing from one year to the next, and we A Those students were then screened, access to study abroad for all students, will continue this outreach so we can and individuals not meeting certain she’ll tell you it’s just part of the job. broaden this type of partnership to criteria, including a minimum GPA “We owe it to our students,” Slade other institutions.” and good standing requirement, were says. “When we know that providing CIEE also helped offset costs for removed from the running. Of the 500 an opportunity to them, for them, JSU students traveling this summer by remaining, each college at JSU selected will significantly enhance their future, “front-loading” a grant awarded to JSU 20 to 25 of its students to go abroad. that’s what we’re here to do.”● into the program’s pricing structure, All five colleges at JSU are “so students would see a cost that was participating in the program, and each Alexandra Vollman is the editor of more reasonable and be able to enroll,” one selected a destination from a list INSIGHT Into Diversity. For more Fougere says. But while the grant of six, including Madrid, Spain; Paris, information or to donate to the is providing much-needed financial France; Rio de Janeiro, Brazil; Salvador Passport to the World program, visit assistance, affordability was still a da Bahia, Brazil; Santo Domingo, crowdrise.com/jsupassporttotheworld. concern for students not receiving Dominican Republic; and Shanghai, summer financial aid. China. Students are encouraged to
28 June 2015 12-Month Online Graduate Diversity Certificate OFFERED BY THE UNIVERSITY OF TOLEDO
The University of Toledo (UT) is now accepting students for its 12-month online diversity certificate. Space is limited; only 15 seats available per section. Consisting of 12 credit hours taught over three semesters, the program features subject matter experts including Dr. Shanda Gore, Chief Diversity Officer at The University of Toledo and founder of the Culture Building Institute. Participants can enroll to start any semester! Courses include Dr. Shanda Gore, AVP • Diversity Beginnings Chief Diversity Officer • Diversity in Practice • Diversity Advancement To register for the program, you need to be admitted to the UT College of Graduate Studies. To learn more about the certificate program and requirements for admission, visit utole.do/diversitycertificate.
www.aaaedconference.org `
Join Us in New Orleans!
insightintodiversity.com 29 Special Report: [ International Study ]
An EducationUSA adviser works with a student in Mexico.
Navigating an International Education How one organization is making a U.S. education a reality for more foreign students
By Nina Rao
30 June 2015 f Gustavo Torres da Silva were institutions — public and private, for student visa, and 5) prepare for to apply to college in his native secular and religious, regional and departure. Along with these, students Brazil, he would have to take national. By making the process will also find resources online for each Ia national exam and, based on his manageable, the program aims to step of the process. And advisers are results, he would be placed at a encourage more international students available to reach out to students either university, where he would receive a to study in the U.S. in person or by virtual means. complimentary education. “International students enrich Because of his location, Torres was But Torres doesn’t want to study in classrooms and communities,” says able to use in-person advisers, who Brazil. He wants to study in the United Meghann Curtis, deputy assistant were an hour-and-a-half bus ride from States, making the process far more secretary of state for academic programs his home in the Capão Redondo slum complicated. As he began to consider at the U.S. Department of State’s Bureau of São Paulo. They offered him help this option, he found himself faced of Educational and Cultural Affairs, with studying for the SAT and the with so many unknowns: How does a who oversees all academic exchange TOEFL, an English language test, foreign student apply to a university in programs for the State Department. and taught him how to write a college the U.S.? How do universities choose “Being able to work across cultures, application essay. Torres even received candidates? What tests are required, languages, and borders is essential to a scholarship from the EducationUSA and where do you take them? How do leadership in the 21st century, where the Opportunity Funds program, which you write a college application essay? greatest challenges we face are global in helps those students who are likely
Meghann Curtis, U.S. deputy assistant Gustavo Torres da Silva, an EducationUSA student secretary of state for academic programs
How much does an education in the nature and thus need global solutions. to be offered full scholarships at U.S. U.S. cost, and how do you pay for it? … International students make up less institutions defray the cost of applying To answer these questions, Torres than 4 percent of all students studying for college by covering exam and turned to EducationUSA, a network in the United States, and thus there is application fees. of more than 400 international student still much room for expansion.” Torres was fortunate in that an advising centers located in more than There’s also an economic benefit to advising center was relatively close 170 countries. having international students on U.S. to his home, but for many students, “It’s completely different in Brazil, campuses. In the 2013-2014 academic virtual contact is their only way of so [their assistance] was really helpful,” year, the 886,000 international communicating. Torres says. students who studied in the U.S. EducationUSA advising centers are Part of the U.S. Department of contributed more than $27 billion generally located at U.S. embassies State’s Bureau of Educational and to the U.S. economy, according to and consulates, universities, Fulbright Cultural Affairs, EducationUSA NAFSA: Association of International commissions, or non-governmental helps foreign students navigate what Educators. organizations, but the number of centers can seem, at first, like an odd and EducationUSA helps simplify the and advisers varies widely by country. disjointed system of higher education, task of applying to study in the U.S. by Brazil has 30 advisers. China, with a decentralized system of outlining five basic steps on its website: however, has only nine, all of accreditation, massive disparities 1) research options, 2) finance studies, whom are concentrated in Beijing. in costs, and a dizzying array of 3) complete application, 4) apply Meanwhile, China sends more
insightintodiversity.com 31 students to the U.S. than any other Weibo, our new EducationUSA where he has been accepted: MIT, country, according to the Institute of website, and many others, we Harvard, Columbia, Stanford, and International Education’s 2014 Open constantly strive to provide services to Duke. For him, EducationUSA was Doors Report, a study of international more prospective students online.” essential in providing help with the students and scholars that is funded by In addition to launching a new logistics of studying in the U.S., but the U.S. Department of State. In 2013- website — which is embedded with the emotional aspect of studying far 2014, China sent 274,000 students Google Translate — EducationUSA from home is something he’ll have to to the U.S. — almost one-third of recently launched its “Five Steps to navigate on his own. all international students that year, a U.S. Study” in Chinese on its mobile As a 17-year-old only child, his number that’s difficult to manage with app, an effort the agency may replicate decision to attend school in the U.S. has only nine advisers. in other countries and other languages been bittersweet for his parents, even While EducationUSA plans to if proven successful. Also in China, though they have always encouraged increase the number of advisers in EducationUSA recently presented a him to study hard and do well. China to 13 by the end of 2015, and new kiosk that offers the “Five Steps” “My parents have never been abroad. spread out those additional four among in a virtual and moveable platform. They don’t speak English,” Torres says. the four U.S. consulates and embassies These efforts appear to be having an “This is a lot of news for them, and in the country, Curtis realizes there is effect. In 2014, EducationUSA reached they are kind of afraid, kind of sad, but still room for improvement. more than 3.5 million people in-person I think their happiness outweighs it.”● “We recognize that it is impossible and 9.4 million virtually, for a total of to meet the demand of international almost 13 million people worldwide. Nina Rao is a contributing writer for students with in-person services alone,” One of those reached was Torres, INSIGHT Into Diversity. To learn Curtis says. “By utilizing virtual who plans to study engineering more about EducationUSA, visit platforms such as NewRow, Wechat, beginning this fall at one of the schools educationusa.state.gov.
www.union.edu
UNION COLLEGE IS AN INNOVATOR IN SUPPORTING AND CELEBRATING A RICH SPECTRUM OF IDENTITIES, PERSPECTIVES AND VALUES. IT’S BEEN PART OF OUR CULTURE SINCE 1795 WHEN OUR FOUNDERS NAMED US— UNION. AND IT’S A TRADITION THAT WILL CONTINUE.
We are committed to inclusive excellence. We are committed to enhancing cultural opportunities. And we are committed to ensuring that Union students are ready to take on the world.
32 June 2015 VIRGINIA ACADEMIC MEDICINE DIVERSITY CONSORTIUM
presents a conference: CHOOSE VIRGINIA: PROMOTING DIVERSITY in ACADEMIC MEDICINE Saturday, October 24, 2015, 8:30-4:30 The Grounds at UVA School of Medicine
All four allopathic medical schools in Virginia have collaborated to form the Virginia Academic Medicine Diversity Consortium. The working mission of the Consortium is to advance health care and biomedicine across the Commonwealth by providing leadership and support in the areas of recruitment, retention and advancement of underrepresented minorities faculty, fellows, residents and students. The collaborative will advance health equity, promote quality health care and the development of a diverse academic medicine workforce in the Commonwealth.
Workshop topics include: Southern Illinois University Edwardsville is a ✦ Diversity and Inclusion in the Academic Medicine Workforce proud recipient of the 2014 INSIGHT Into ✦ Investigating the Residency Application Process Diversity HEED Award. SIUE is more than ✦ Career and Leadership Development a university. It’s a welcoming community of ✦ students, faculty and staff from different places, Creating Career Portfolios cultures and backgrounds. Together we’re ✦ Promotion and Tenure advancing our education and our society. ✦ Funding Strategies Three Tracks will be represented: Track I: Aspiring Residents Track II: Junior Faculty /Residency Track III: Basic Sciences and Clinical PhDs Researchers
For more information, please visit: med.virginia.edu/diversity siue.edu
insightintodiversity.com 33 Special Report: [ International Study ]
11 Steps to Diversifying Study Abroad
By Andrew Gordon
2. A Diversity and eaningful study abroad is a the students going abroad and in Inclusion Strategy high impact co-curricular developing inclusive programming. activity that develops While many institutions have a broad 5. Outreach and Recruitment Mstudents academically, personally, and diversity and inclusion strategy, few professionally and prepares them for have a specific strategy for study How the message of study abroad leadership in an increasingly global abroad. It is critical for individual is received is just as important as 21st century economy. study abroad offices, in collaboration the message itself. As is done in Globally and culturally competent with diversity offices, to have a plan in broader higher education outreach graduates are essential to U.S. place that describes specific goals and and recruitment, tailored messaging economic and other national interests. approaches to recruiting, supporting, must be developed to reach diverse With the impact study abroad can and retaining students throughout populations for this purpose. have on students, it is alarming that their experience with the study abroad Outreach, marketing, and recruitment those from diverse backgrounds do office and in their programs. are three areas through which a not participate in more representative study abroad office is able to tailor its 3. Campus Collaboration numbers. While there has been wide message to make study abroad more support for diversifying study abroad, Poet and peace advocate Mattie attractive to diverse students. there has not been a standard set of Stepanek, who died at the age of 13, 6. Targeted Student Advising good practices for how to do this. once said, “Unity is strength … when The Diversity Abroad Network — an there is teamwork and collaboration, Student advising is essential to a organization dedicated to advancing wonderful things can be achieved.” student’s study abroad experience. diversity and equity in international It is important to have broad Students from diverse backgrounds education — has created a set of institutional support to implement face a different set of challenges guidelines that directs international successful diversity and inclusion in accessing study abroad and may education offices toward the diversity initiatives in study abroad. Intercampus require different advising and support and inclusive good practices needed collaboration provides important systems to make it feasible. to increase participation and support support to study abroad offices not 7. Funding for Study Abroad for diverse students in study abroad. only to increase outreach to diverse These guidelines include the student populations, but also to better Funding is one of the key barriers following 11 steps. understand the unique challenges to accessing study abroad. While diverse students encounter in accessing additional scholarships that are 1. The Current State of and participating in study abroad. targeted and effectively promoted Diversity and Inclusion can help overcome this obstacle, 4. Professional Development If you don’t know where you are, funding for students is not limited and Staffing then you don’t know where you’re to scholarships. It can also include going. Tracking the progress of Staff members who are committed to reviewing institutional systems that student participation in study abroad diversifying study abroad but lack the can be put into place to make study activities is an essential component in training to do so will be limited in their abroad more affordable. identifying areas of success, as well as effectiveness toward serving diverse 8. Types of Programs areas that need development in order student populations. The training and to increase accessibility for and more support that staff receive to advise Students are interested in making effectively support diverse students. these students is key to diversifying study abroad applicable to their
34 June 2015 current academic, professional, and for students is a critical component of students also gives professionals in study personal aspirations. To make it more a quality program. Diverse students abroad and other campus units a better accessible to diverse students, the can face unique concerns when they understanding of these students. duration, location, curriculum, and are in-country that other students may cost of study abroad programs should not. While professionals cannot prevent These recommendations are based on take into account the diversity of the events from happening, it is important Diversity Abroad Network’s Access, student population. to have an on-site professional who Inclusion, and Diversity (AID) understands the unique concerns of Roadmap assessment, the first tool 9. Health and Safety Concerns diverse students and supports them. of its kind developed to help guide Diverse students face unique health and colleges and universities in evaluating 11. Reverse Culture Shock safety risks while studying abroad. While their diversity and inclusion efforts in these risks should not prevent them When students participate in study education abroad.● from pursuing and benefiting from abroad programs, they often have the experience, aspects such as mental life-changing experiences and stories. Andrew Gordon is the president of health, racism and discrimination, At times, these students are faced with Diversity Abroad Network, the leading and the role of culture in their overall reverse culture shock as they attempt professional consortium of higher experience must be considered in to re-orient themselves into networks education institutions, government overall health and safety procedures. and activities upon their return home. agencies, and for-profit and nonprofit It is helpful for diverse students who organizations dedicated to advancing 10. In-Country Advising have studied abroad to meet with diversity and inclusive excellence in and Support professionals and students who have international education and exchange. Support in study abroad does not end had similar experiences to debrief, Read the Partner Profile on page 8 or when the student leaves his or her share, and exchange ideas on next steps. visit diversitynetwork.org/aid-roadmap home campus. Effective on-site support Hearing about the experiences of diverse to learn more.
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At the UT Dallas Naveen Jindal School of Management, our students cite the diversity of our 7,500-member student body as a key reason why they choose us for their business education. They like that their experience comes with a global perspective. This confluence of backgrounds is further enhanced by our 200+ faculty members who come from around the world to teach our scholars and lead problem-solving, practical research. Learn more at jindal.utdallas.edu.
insightintodiversity.com 35 Special Report: [ International Study ] A Global Perspective on Higher Education
QS World University Rankings provides insight into where colleges and universities stand globally in higher education. With the goal of helping prospective students make more informed decisions, the rankings take into account both hard data and factors drawn from two large global surveys to rank schools around the world.
Students searching for the gold standard in education can look to this list, which compares the world’s top 800 institutions across four areas: research, teaching, employability, and international outlook. The rankings are based on academic reputation (40 percent), faculty-student ratio (20 percent), citations per faculty (20 percent), employer reputation (10 percent), and the proportion of international students and international faculty (each 5 percent). Nineteen U.S. schools ranked in the top 50 in 2014-2015.
2014-2015 QS World University Rankings Top 50
2014- 2013- Academic Employer Faculty- Citations International International 2015 2014 Reputation Reputation Student Ratio per Faculty Faculty Students Overall Rank Rank Institution Name Size (Score/Rank) (Score/Rank) (Score/Rank) (Score/Rank) (Score/Rank) (Score/Rank) Score Massachusetts Institute of 1 1 M 100/6 100/4 100/14 100/10 99.8/42 95.6/57 100 Technology (MIT) 2= 3 University of Cambridge L 100/1 100/2 99.9/18 97.9/40 95.6/73 96.5/48 99.4 2= 5 Imperial College London L 99.9/14 100/7 99.8/26 96.2/49 100/41 99.7/20 99.4 4 2 Harvard University L 100/2 100/3 99.7/29 100/3 98.1/53 83.8/117 99.3
5= 6 University of Oxford L 100/3 100/1 100/10 96.6/46 98.4/51 95/59 99.2
5= 4 University College London L 99.9/15 99.4/22 99/35 97.4/41 96.8/59 100/15 99.2 7 7 Stanford University L 100/5 100/5 98.5/39 100/8 92.6/92 74.1/157 98.3 California Institute of 8 10= S 99.6/26 82.3/107 100/6 100/1 90.9/109 86/106 97.1 Technology (CALTECH) 9 10= Princeton University M 100/11 97.7/ 3 2 98.4/43 99.5/27 74.2/187 66.6/194 96.6 10 8 Yale University L 100/10 100/12 100/5 92.2/66 93.2/89 62.7/211 96.5 11 9 University of Chicago L 99.9/18 96.7/41 95.3/57 99.2/30 67.8/207 66.9/193 95.5 ETH Zurich (Swiss Federal 12 12 L 99.9/17 98.6/28 79.7/134 97.1/44 100/10 98.1/37 95.3 Institute of Technology) 13 13 University of Pennsylvania L 98.5/33 96.8/38 99.9/17 95.9/52 54.4/260 67.3/189 94.5 14= 14 Columbia University L 100/12 99.9/16 95.4/55 98.6/35 15.6/401+ 86/105 94.1 14= 16 Johns Hopkins University L 96.1/45 74.9/130 100/13 99.9/13 92.3/97 67.6/187 94.1 16 19= King's College London (KCL) L 95.5/47 93.5/58 90.3/81 87.3/83 94/85 98.1/36 92.9 17= 17= University of Edinburgh L 99.8/21 98.2/30 79.4/136 87.9/79 90.3/113 97.5/41 92.8 Ecole Polytechnique 17= 19= Federale de Lausanne M 89.8/70 90.3/65 94.4/61 94/60 100/11 100/12 92.8 (EPFL) 19 15 Cornell University L 99.7/23 96.4/43 75.2/157 99.7/23 92.6/93 65.6/197 92.6 20 17= University of Toronto XL 100/13 96.8/37 78.8/137 87.4/82 96.9/58 88.6/97 92.4 21 21 McGill University L 99.3/31 96.4/44 90.2/82 76.6/117 80.1/165 90.7/90 91.5 National University of 22 24 XL 100/9 100/10 92.1/71 63.8/185 100/23 94.9/62 91.1 Singapore (NUS) 23 22 University of Michigan XL 99.8/22 90.2/66 85/110 97.2/42 61.9/224 33.3/401+ 90.3 Ecole Normale Superieure, 24 28 S 90.3/68 74.6/133 98.1/45 98.4/37 79/172 63.7/207 90.2 Paris (ENS Paris)
36 June 2015 2014-2015 QS World University Rankings Top 50 2014- 2013- Academic Employer Faculty- Citations International International 2015 2014 Reputation Reputation Student Ratio per Faculty Faculty Students Overall Rank Rank Institution Name Size (Score/Rank) (Score/Rank) (Score/Rank) (Score/Rank) (Score/Rank) (Score/Rank) Score Australian National 25= 27 L 99.6/25 95.8/47 76.9/147 74.2/129 100/33 96.4/50 89.7 University (ANU) 25= 23 Duke University L 95.5/48 85/96 99.8/23 99.5/28 15.9/401+ 418/331 89.7 University of California, 27 25 XL 100/4 100/11 52.4/293 99.6/25 96.8/60 81.9/127 89.5 Berkeley (UCB) University of Hong Kong 28 26 L 99.3/30 96.7/40 89.1/85 57.2/230 100/22 98.4/30 88.8 (HKU) 29 30 University of Bristol L 93.7/57 99.1/26 82.5/121 80.1/105 84.7/143 82.2/125 88.5 The University of 30 33 XL 99.4/29 100/14 74.4/161 65.3/174 84.1/144 96.3/53 86.9 Manchester 31= 32 The University of Tokyo L 100/7 99.8/17 91.3/74 81.6/100 119/401+ 26.4/401+ 86.7 Seoul National University 31= 35= L 99/32 96.8/39 85.6/106 74.4/128 44.9/297 59.9/219 86.7 (SNU) The University of 33 31 XL 99.8/20 100/13 48.7/341 89.1/74 79.6/167 97/4 4 86.5 Melbourne 34 29 Northwestern University L 93.1/59 80/113 86.9/99 99.9/14 11.6/401+ 53.1/259 86 Ecole Polytechnique 35 41= S 74.5/128 98.7/27 99.5/32 80.3/104 90.8/110 91.9/82 85 Paristech 36 35= Kyoto University L 99.9/16 96.1/45 94.8/60 69.9/146 17.4/401+ 22/401+ 84.7 University of California, 37= 40 XL 100/8 99.2/23 54.1/282 100/9 26.7/399 40.6/343 84.3 Los Angeles (UCLA) 37= 38 The University of Sydney XL 99.6/28 99.2/24 49.9/323 75.1/125 99.5/45 87.1/103 84.3 Nanyang Technological 39 41= L 93/62 97.2/35 92.8/69 42.6/317 100/12 95.3/58 84 University (NTU) The Hong Kong University 40 34 of Science and Technology M 94.3/51 94.3/54 78/139 52.9/255 100/13 96.4/49 83.3 (HKUST) 41= 44 New York University XL 98.3/35 96.1/46 95.6/54 48.5/277 22/401+ 68.7/182 82.5 University of Wisconsin- 41= 37 XL 97.1/41 66.6/178 88/90 74.8/127 48.8/284 35.7/383 82.5 Madison University of British 43= 49 XL 99.7/24 93.3/59 44.1/392 85.1/90 91/108 51.5/270 82.4 Columbia The University of 43= 43 XL 96.3/44 92.4/61 48.6/343 78/113 99.8/43 83.2/119 82.4 Queensland (UQ) 45 45 University of Copenhagen L 89.2/72 78.3/116 99.9/19 60.4/201 78.4/174 46/303 82 The Chinese University of 46 39 L 95.2/49 89.8/69 78.4/138 55.1/240 94.9/78 63.6/208 81.9 Hong Kong (CUHK) 47 48 Tsinghua University XL 99.6/27 99.6/18 88.5/87 46.1/287 50/282 37.9/361 81.3 The University of New 48 52 XL 97.5/40 99.4/21 38.1/401+ 73.8/133 100/27 93.6/71 81.2 South Wales (UNSW) Ruprecht-Karls-Universitat 49 50 XL 96.5/43 76.2/125 86.8/100 59.2/218 51.6/276 59/225 81.1 Heidelberg 50 58 University of Amsterdam L 95.5/46 85.1/95 48.7/340 93.8/61 69.2/202 33.3/401+ 80.5
Source: QS World University Rankings
insightintodiversity.com 37 Special Report: [ International Study ]
UW Bothell students and Natalia Dyba, director of global initiatives at the university, meet Peruvian students via Skype in the COIL course “From the Andes to the Cascades: Environmental Issues in Peru and the Pacific Northwest.” Virtual Study Abroad
Through a new online approach to learning, students at the University of Washington Bothell travel to classrooms across the world via the Internet
By Alexandra Vollman
s the first member of her students in the U.S. connect with Ukrainian immigrant family students in classrooms around the to attend college, Victoria world via the Internet for a unique AVedmed understands the importance of international learning experience. getting a global education. Yet, as a pre- Last quarter, Vedmed got her first med biology major, the most obvious taste of what is probably the closest path to getting this type of international thing to study abroad without traveling. learning experience — through study Through a course called “Creating abroad — could actually lead her Social Change Using an International off course. Lens,” she got to know and work with “I think that I’m going to put that students in Tibet. on hold, and I’m going to try to finish In this class, Vedmed and her [college] a little bit sooner to get into classmates were grouped with Tibetan medical school,” says Vedmed, who students abroad with whom they is a freshman at the University of worked throughout a portion of the Washington (UW) Bothell. course. Using Skype video chat, the
Victoria Vedmed, One of three UW campuses in two classes introduced themselves, a UW Bothell student the Greater Seattle area, Bothell is and then individual groups got using other means to help students acquainted via Facebook. get a global education. Through At UW Bothell, most COIL courses Collaborative Online International are set up like this. Learning (COIL), UW Bothell “During the course of the quarter,
38 June 2015 they have two large class Skype teach COIL courses. In order to be sessions, and then the rest of the considered, professors must submit collaboration [is] done in small a proposal for the course they want groups,” says Natalia Dyba, director to develop. of global initiatives at UW Bothell. “If selected, they commit to “Students are either paired up with working with the Global Initiatives students on the other side, or they have Office over the course of the academic teams of maybe four people, and then year to move that idea forward, they create their own Facebook group to develop their syllabus and the and work on their project.” partnership with their international During the online, collaborative counterpart,” Dyba says. portion of COIL courses, which Once they complete this process typically lasts between four and and meet all requirements, these Natalia Dyba, director of global initiatives at six weeks, partners or groups work fellows put their training into practice UW Bothell together on a variety of assignments — in the classroom and online. The sometimes synchronously, other times university’s first cohort of fellows asynchronously. In addition to using consisted of eight professors across worked on video-production projects. Facebook and Skype, students also the three campuses, and Dyba expects Since then, Rubin’s idea has gained communicate and collaborate via email even more in the next cohort. momentum, its own department, and and other online programs. a name. He now serves as director A Lightbulb Moment “Every single week we would post of The COIL Center at the SUNY articles [to Facebook], and we would In 1999, upon returning from Belarus Global Center, developing and comment back and forth to see each on a Fulbright fellowship, Jon implementing COIL courses and other’s perspectives, and then, once Rubin landed on an idea that would initiatives for all SUNY campuses. or twice a week, we would Skype,” change the way students learn about But another aspect of his job involves Vedmed says. other cultures — and transform his spreading the word and providing Fortunately for UW Bothell, these teaching career. assistance to other schools wanting to international partnerships have come Back in his classroom at the State establish similar programs, which is about naturally, often from professors University of New York (SUNY) how Dyba was first introduced to the who already have connections at Purchase, Rubin found himself concept. abroad they want to strengthen. The surprised, yet inspired, by students’ “I found the idea to be really university currently has partnerships reactions to short videos made by the compelling and a good match for our in five countries, but Dyba says they Belarusian students in the “Alternative campus,” says Dyba, who heard Rubin aim to increase that number and Western Media” class he taught abroad. speak at a conference, “because these connect more faculty in the U.S. with “The questions and comments they types of courses could provide easily professors abroad. made, even though these students engaging international opportunities In 2014, the university came closer probably knew nothing about this for our students who are place-bound, to realizing its goal when it received little country named Belarus, clearly who aren’t likely to be able to travel a grant from the Andrew W. Mellon showed that they were completely abroad because they have family, Foundation, a portion of which went filled with stereotypes, and [they] or they work or have financial to supporting and further developing were shocked that these students were restrictions.” UW Bothell’s COIL program. intelligent and doing really interesting The concept of COIL goes beyond “The grant allowed us to hire a things and creating really interesting just providing an alternative, or part-time international collaboration images,” Rubin says. “For me, that was supplement, to study abroad, and the facilitator who developed a lot of the a lightbulb moment.” obvious professional development resources we use and the trainings Rubin began exploring the idea opportunities it affords students. we’ve done for faculty, [and it] has been of his students connecting with It also offers students a new, cross- really instrumental in building some students in other countries using cultural perspective, helping break of the infrastructure for supporting online tools, and ended up teaching down baseless stereotypes. COIL,” says Dyba. his first collaborative course with a “In this wild world we’re in, where The grant also led to the creation colleague at the European Humanities there’s so much bad stuff going on, of the COIL International Fellows University, then in Belarus. Through people form prejudices, and one way to Program at the university, which this course, students were paired with start to dig out from those prejudices uses stipends to incentivize faculty to an international peer with whom they is to have experiences with people
insightintodiversity.com 39 [ moreINSIGHT ]
different than yourself and realize that what you were thinking was maybe way off base,” Rubin says. “So I think that has its own benefits beyond a CV or a job EDU outcome.” As a relatively new concept, COIL also presents some challenges. While time differences, language barriers, and technological capabilities all come with their own set of problems, they are all manageable. The difficult part, Rubin says, is being sensitive to cultural tendencies For Faculty: Six Steps and the misunderstandings that may arise when students of different cultures are forced to work together. for Developing a “Sometimes it requires thinking about the cultural COIL Course of Your Own sensitivities of the people you’re working with. You don’t want to make overly simple cultural generalizations, • Step 1: Select a course. Determine the course you [but] some students are more likely, let’s say, to jump want to teach and whether it will be enhanced into a group project, and others are more likely to pull by a COIL component. Make sure you have the back,” Rubin says. “It’s the same issue that comes up in a technology necessary for conducting the course diverse classroom, particularly an interculturally diverse and that you feel comfortable operating it. classroom where you have students really bringing different attitudes to how they present themselves and • Step 2: Obtain an international partner. Using what perform. They don’t always mesh easily.” resources you have, search for and select a partner with whom you think you will work well. Check Giving Diversity its Dues with your institution to see if someone can connect Internationalization — a buzzword for the process of you with a professor at an international partner advancing cultural competence and global learning — institution or provide resources for your search. may require a certain skill set, as well as cultural awareness, but the benefits it provides are immense. • Step 3: Discuss your collaboration. Work with your At UW Bothell, where the student body is made up partner to discuss the details of your course and of more nontraditional students, Dyba says COIL is partnership, including class size and times (based leading the way for “deeper integration of diversity” on time zones), time line, technology resources, in the classroom. content, learning objectives, and assessment criteria. “We have a lot of students who come from multicultural backgrounds. ... These students are often • Step 4: Get a commitment, and develop lesson somewhat marginalized because they may not feel plans. Obtain a commitment from both your confident that they belong in college or can even make it institution and your partner, and work with through,” she says. “In our COIL classes, these students your partner to develop lesson plans to inspire have a voice. That’s something that I think doesn’t student discussion. Plan at least one cross-border happen as much as we would like, and certainly on our collaborative assignment. campus, it has been a challenge to integrate the diverse student population that we have and take advantage of the • Step 5: Prepare for intercultural communication. diversity.” Be prepared to react sensitively to cultural And these COIL courses seem to already be having misunderstandings between students. Use these an impact on UW Bothell’s campus, where Dyba says opportunities to explore cultural differences and more and more students — particularly those who challenge assumptions. are underrepresented — are getting critical firsthand experience with other cultures and are expressing an • Step 6: Test the technology. Make sure the interest in study abroad. technology is working properly before the class “I think that COIL is kind of like a study abroad begins, and have a plan B should something go class. I went to Tibet without going to Tibet,” Vedmed wrong. Also, encourage students to point out any says. “It kind of shows you what study abroad is without problems they encounter throughout the course. actually having to go there, having to move away, and so the classroom is like Tibet, and then you can walk out *Information provided by the SUNY COIL Center and go to your calculus class.”●
Alexandra Vollman is the editor of INSIGHT Into Diversity.
40 June 2015 Argentina • Australia • Austria • Belgium • Belize • Botswana • Brazil • Bulgaria • Canada • Chile • China • Colombia Costa Rica • Czech Republic • Dominican Republic • Ecuador • Estonia • Fiji • Finland • France • Germany • Ghana Guadeloupe • Iceland • India • Indonesia • Italy • Japan • Kenya • Latvia • Lithuania • Malaysia • Malta • Martinique • Mexico Morocco • Netherlands • New Zealand • Nicaragua • Norway • Panama • Peru • Poland • Portugal • South Korea • Spain Sweden • Switzerland • Taiwan • Thailand • Turkey • United Arab Emirates • United Kingdom • Uruguay The world is our classroom. At East Carolina, we are committed to student success. Through our study abroad programs and global classroom technology, our students graduate with the skills they need to thrive in both an international economy and a multicultural society. We prepare them to lead and succeed so they can achieve their potential on our campus and around the world.
Tomorrow starts here.® www.ecu.edu
C.S. 15-679 An equal opportunity/affirmative action university, insightintodiversity.com 41 which accommodates the needs of individuals with disabilities. Special Report: [ International Study ]
Paralympic medalist and assistant professor Anjali Forber-Pratt during a trip to India when she was a graduate student at the University of Illinois at Urbana-Champaign (Photo courtesy of Ian Forber-Pratt)
here is often a misconception Changing Perceptions: — compounded by pamphlets and travel brochures bearing imagesT of young, white female Making Study Abroad college students — that students with disabilities and those from underrepresented groups are excluded an Accessible Dream from studying abroad. Organizations like Mobility International USA for All Students (MIUSA) and the Institute of International Education (IIE) are working to change this assumption and Nonprofit organizations are working together to make increase the number of these students study abroad more accessible for underrepresented in international exchange programs. students and students with disabilities Access for Students with Disabilities By Rebecca Prinster “By and large, people with disabilities who have gone abroad have been Photos courtesy of Mobility International USA successful, but there’s still a stigma that it’s too difficult,” says Cerise
42 June 2015 Roth-Vinson, chief operating officer at MIUSA. “Until you go, you don’t know what’s possible or what your limits are.” Students with disabilities comprised only 5.1 percent of all students who went abroad during the 2012-2013 academic year, according to IIE’s 2014 Open Doors Report. Roth-Vinson says this low percentage can partly be attributed to students’ worry over how they will be received in foreign countries. “There is no [Americans with Disabilities Act (ADA)] abroad, but many countries and the European Union have ratified the United Nation’s Convention on the Rights of People with Disabilities, which is leapfrog legislation guaranteeing rights for people with disabilities,” she says. Emily Block, a student with a disability at California Polytechnic State University, “I think globalization has helped put goes on a South African safari during a Semester at Sea study abroad trip. the focus on human rights issues and diversity as a shared goal, [in addition to] the tireless efforts of people abroad organizations that has [advocating for their own rights].” partnered with IIE on its Generation In her role at MIUSA, Roth-Vinson Study Abroad initiative. Through helps students thinking about going this program, IIE and its partners abroad realize that there are people are working to increase the number with disabilities all over the world of U.S. students going abroad from living perfectly normal lives. Therefore, 295,000 to 600,000 by 2019, as well she says, wondering what kind of as to increase the diversity of accommodations will be available in those students. a foreign country should not prevent “If we’re doubling the number of someone from going abroad. people going abroad, that number has “You have to suspend “You have to suspend your idea of to include people with disabilities,” your idea of perfect perfect access,” she says. “In Mexico, says Roth-Vinson. access. Accessibility is accessibility might mean a group of This year, to mark the 25th going to look different in strong men hoisting your wheelchair anniversary of the signing of the different places.” onto the top of a bus [while you sit ADA, MIUSA and the Council on inside]. Accessibility is going to look International Educational Exchange - Cerise Roth-Vinson, chief different in different places.” (CIEE) announced they will award operating officer at MIUSA As an international and nonprofit 25 CIEE/MIUSA Access to the disabled-persons organization, World Scholarships to college MIUSA focuses on advancing the students with disabilities to help rights of people with disabilities them finance study abroad. globally. Founded in 1981 — Generation Study Abroad: nearly a decade before the passage Year Two of the ADA — the organization also provides free guidance to IIE’s goal to double and diversify international offices on U.S. college students in international programs campuses to prepare students with is an ambitious one, so — now in disabilities to study abroad. the initiative’s second year — the MIUSA is one of many study organization is trying different
insightintodiversity.com 43 school teachers and secure 1,000 optimistic that IIE’s work is already commitments from K-12 teachers moving the needle. to promote overseas study,” says “The message is really starting to Wagaye Johannes, project director of resonate,” he says. “All these colleges, Generation Study Abroad. study abroad organizations, the State The key goal of this initiative is to Department, and the media are really reach students earlier and “build an helping get the message out about the expectation in kids and parents that importance of study abroad.” studying abroad is an integral part of The U.S. Department of State the college experience,” Johannes says. recently made its own commitment to Teachers can fulfill their commitments promoting study abroad by launching by hosting guest speakers in class or a study abroad branch within the even leading student trips abroad. department’s Bureau of Educational When IIE launched Generation and Cultural Affairs, which oversees Study Abroad a year ago, it started the Open Doors Report. The new with 150 partners. That number branch will administer government- has since grown to more than 500 sponsored scholarships, such as the and includes colleges, universities, Benjamin A. Gilman International and domestic and international Scholarship Program — reserved governments. for low-income and first-generation Each partner pledges to increase students — and advocate for greater the number of students participating racial and ethnic diversity of in international programs. According outbound students, as well as diversity to IIE, more than half of all in location. partners have committed to specific “This new office aims to provide actions to increase participation resources that can help interested of underrepresented students in U.S. students navigate what can be study abroad, whether that be by a complex process to study or intern providing special advising resources abroad by offering scholarships, or scholarships for students with recommendations, and guidelines,” disabilities, minority students, or first- says Anthony Koliha, director of generation students. the Office of Global Educational IIE also contributes to the Programs at the State Department. initiative’s goal through its Study As more organizations begin to offer Upper: Teresa Pichardo, who is deaf, Abroad Fund, which is supported by financial support, making it possible demonstrates American Sign Language to donations from private donors and for more underrepresented students a Ghanian student, who is deaf and blind, while on a volunteer trip as a student at sponsors. This year, $400,000 in IIE and students with disabilities to go LaGuardia Community College. Generation Study Abroad Scholarships abroad, Roth-Vinson emphasizes how Lower: Shannon Kelly, a University of Illinois student, on top of Table Mountain in is being awarded to students from 26 important it is to encourage the idea in South Africa during a study abroad trip partner schools. The Government the first place. of Ireland is funding awards for 10 “Whether disabled or not, any schools for U.S. students intending to one person can be a champion for tactics and reaching out to new and study in Ireland, while STA Travel and diversity,” she says. “All it takes younger audiences. IIE are providing funding for the other is saying to someone, ‘I think you “Part of the problem is the way 16 schools. One hundred and sixty would be great [at studying abroad].’ [study abroad] is marketed to students from a variety of backgrounds It only takes one person believing it’s students,” says Daniel Obst, deputy are each being awarded $2,500. possible.”● vice president of international IIE’s Open Doors Report, which partnerships at IIE. “We have to start tracks data on the number and types Rebecca Prinster is a senior staff writer adapting visuals to reflect the diversity of students studying abroad, is released for INSIGHT Into Diversity. To learn of the audiences we want to reach.” a year after students have returned to more about these organizations’ efforts, “We also launched our Generation their home institutions, so the results visit miusa.org and iie.org/programs/ Study Abroad Teachers Campaign to from Generation Study Abroad’s first generation-study-abroad. partner with high school and middle year are not yet known. But Obst is
44 June 2015 [ moreINSIGHT ]
10 Tips for Recruiting People with Disabilities to International Programs
1. Use promotional messages and welcoming commitment to including people with disabilities language. Catch their attention and shift their way at all levels of the institution, as well as work with of thinking away from “It’s not for me.” Include overseas partners and affiliated organizations to people with disabilities in recruitment materials, provide accessible program design and develop and promote institutional resources that are policies that support inclusion. available to them. 7. Budget for reasonable accommodations. Many 2. Broaden media resources. Solicit stories from institutions are concerned about the cost of making students and staff with disabilities involved in programs accessible to people with disabilities, so international programs, and include their stories on incorporating a “disability accommodation” line your website and in brochures, newsletters, social item into every project and administrative budget media, and other media. Include disability print and is the best way to ensure that resources are there social media sites on distribution lists for program when needed (1 to 3 percent of program costs is outreach and application deadlines. usually adequate).
3. Network with local, regional, and national 8. Train staff and volunteers. Ensure that disability- organizations. Identifying contacts at organizations inclusive policies are communicated to all staff that work with and are led by people with members and volunteers at your institution. disabilities is essential. Do personal outreach and Interaction with an unsupportive or uninformed in-person presentations and advising with potential staff member can negate otherwise positive applicants at these organizations. recruitment efforts.
4. Provide scholarships. Financial assistance 9. Provide equal access to the screening and is one of the best tools for encouraging the selection process. International programs need participation of underrepresented populations. to use sophisticated techniques for screening Offer scholarships specifically for people with applicants for eligibility based on qualifications. disabilities, and educate the scholarship review Be careful — for legal and ethical reasons — not committee on expectations. to screen out qualified applicants because of their disabilities and perceived limitations. The selection 5. Utilize peer and family connections. Offer process must be accessible, and reasonable and to put individuals with disabilities who are appropriate accommodations must be provided considering an international program in contact to ensure that people with disabilities have fair with program alumni with disabilities. Use these and equal opportunities to demonstrate their connections to educate parents of students with qualifications. disabilities on the benefits this experience will provide for their son or daughter. 10. Diversify staff and volunteers. Create a position within the institution that focuses on 6. Promote disability inclusion as an increasing the diversity of staff, administrators, organizational value. Convey the message that volunteers, and program participants. Fill staff and your institution values diversity and inclusion. volunteer positions with qualified individuals who Program administrators should foster a add diversity.
*Information provided by Mobility International USA
insightintodiversity.com 45 Special Report: [ International Study ]
Institutions Go Beyond Recruitment to Support and Retain International Students
By Tannette Johnson-Elie
An international student at Northeastern Illinois University, where efforts are being made to retain international students
46 June 2015 nternational students are streaming onto American college campuses in unprecedented Inumbers. However, many of them face significant financial and academic hurdles as they advance in their studies, placing greater demands on schools to better serve these students’ needs and expectations. Compared to a decade ago, 40 percent more foreign-born students now attend American colleges, according to the Institute of International Education (IIE). And each year, nearly 900,000 international college students matriculate into the United States, with the majority of them coming from China. “A lot of young people from around the world are looking for quality education. It’s not available in their country, so they’re now looking at International and local students from The College of Wooster pose at a Columbus Crew soccer match. [From left to right: Huyen Thai Ngoc Nguyen (Vietnam), Yaoyin the U.S.,” says Peggy Blumenthal, Harune Xu (Japan), Kirstin Marie Holm (U.S.), Tsun Ki Jerrick To (Hong Kong), Limbani senior counselor at IIE. “A lot of Kamanga (Malawi), Ruben Aguero (Paraguay), Diego Mirumontes (Mexico), Nathan Napin (U.S.)] American colleges are happy to have them; however, they [make up] a small percentage of the student population, healthcare to politics, and how private organization that studies trends so there is a lot of room for growth.” they affect them,” says Jill Munro, in international education — includes Behind the growing number of director of International Student and data from IIE’s Open Doors Report on overseas students are successes like Scholar Services at Wooster. “The student mobility. Priyanka Datta, a 22-year-old senior more we get to know international The survey shows that educators business and math major at The students as individuals, the better we cite finances, academics, English College of Wooster, a private liberal can be at retaining them because we language problems, and the desire to arts college in Wooster, Ohio. Datta know their needs.” find a better fit as top reasons foreign- has found a friendly environment on Nevertheless, as the number of born students leave before graduating. Wooster’s quaint, suburban campus, international students studying in the Students, on the other hand, cite and she says she especially likes the U.S. continues to rise, retention has mainly financial factors, such as a opportunities for self-discovery that become a growing concern. While lack of access to jobs or internships, aren’t readily available at schools in her research shows that more international affordability, and the availability of native country of India. students graduate from college than scholarships. “I’ve had the opportunity to take their domestic peers, the number of “Our goal is to debunk some of the classes outside of my major, like these students who leave American myths people have in understanding religion and theater, that give you a colleges before earning their degree is international students,” says Rahul broader knowledge of the world,” says on the rise. Choudaha, chief knowledge officer for Datta. “The ability to explore and Thoughts on why these students WES and the survey’s lead researcher. pursue your interests is not something withdraw without completing “Our hope is that universities will you would as easily get back home as their education vary greatly. A embrace working on retention from a you do here.” recently released national survey on proactive standpoint.” Last fall, Wooster began offering international student retention by Many universities are beginning an eight-week, global engagement NAFSA: Association of International to make a special effort to better seminar to help international students Educators shows a gap between why meet the unique needs of their adjust to living and studying in the international students say they leave international student communities. United States. college early and why educators think Some campuses are expanding services “It gives students a chance to they do. The survey — conducted by such as international advising, English learn about American topics, from World Education Services (WES), a instruction, and health and wellness.
insightintodiversity.com 47 [ By the NUMBERS ]
In 2013-2014, 886,052 international students studied at U.S. colleges and universities.
Top 10 states for hosting international students:
1. California 2. New York 3. Texas 4. Massachusetts 5. Illinois 6. Pennsylvania 7. Florida 8. Ohio 9. Michigan 10. Indiana
A Northeastern Illinois University international student International students’ home countries:
China – 31% Northeastern Illinois University of our students — that means personal India – 12% (NEIU) in Chicago started offering an as well as academic success.” South Korea – 8% intensive English program several years Special services and programs like Saudi Arabia – 6% ago as part of its retention efforts. So the ones at NEIU and The University Canada – 3% far, it’s paying off. The university saw a of Tulsa help make a U.S. education Taiwan – 3% 107 percent increase in the number of possible for many international students, Brazil – 2% incoming international students from but they also benefit U.S. students. Japan – 2% spring 2013 to last fall. “Barely 10 percent of American Mexico – 2% “A lot of international students students ever study abroad. The way to Vietnam – 2% want to come to the U.S. for expose them to international students Other – 32% degrees in higher education, but is to get [international students] in they need English,” says Lawrence your classrooms,” says Blumenthal. Top 10 schools for hosting Berlin, director of NEIU’s Office of “For every international student who international students: International Programs. “Our intensive comes to the U.S., there’s going to be a English program opens up a nice roommate or lab partner who benefits.” 1. New York University avenue for international students to The universities themselves also 2. University of Southern come to the university.” benefit in a much different way. California At The University of Tulsa in International students who succeed 3. University of Illinois at Oklahoma, international students in higher education become excellent Urbana-Champaign represent 25 percent of the overall ambassadors, says Sheila Schulte, 4. Columbia University student population. The university’s senior director of professional learning 5. Purdue University Office of International Student services for NAFSA. 6. University of California, Services works with overseas students “They go back to their home Los Angeles from recruitment through graduation countries, or they go to their 7. Northeastern University and beyond, says Pamela Smith, dean [American] workplaces, and talk about 8. Arizona State University of international services and programs our universities,” Schulte says. “They 9. Michigan State University at the university. become the recruitment arm for the 10. University of Washington “The rigor of university life, coupled university. That word-of-mouth is with the stress of being so very far really powerful.”● away from home, requires awareness *Source: IIE’s 2014 Open Doors Report of the particular challenges faced by Tannette Johnson-Elie is a contributing international students,” says Smith. writer for INSIGHT Into Diversity. “We are very committed to the success
48 June 2015 2.75 x 1.76 5/22 5/8 1(2.25) $41 Diversity into Due: Size: Cost Issue: Insight
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Steven A. A. Carvell, Steven Ph.D.
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Associate Dean for Academic Affairs Academic Associate Dean for Cornell University, Ithaca, Cornell York New University, Lecturer Position in Position Lecturer
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We're an employer and educator recognized for valuing AA/EEO, an employer and educator recognized We're Consideration Consideration of candidates will begin immediately and continue until the
Diversity and Inclusion are a part of Cornell University's heritage. Diversity and Inclusion are The The School of Hotel Administration, one of seven undergraduate colleges at
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CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City. York New of heart the in Island Roosevelt on built be to campus Tech CornellNYC
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engagement. Located in Ithaca, NY, Cornell's far-flung global presence includes the includes Located in global presence medical far-flung engagement. Cornell's Ithaca, NY,
and and contribute creative ideas to further the mission university's of teaching, discovery and
inclusive community of scholars, students and staff impart an uncommon sense of larger purpose larger of sense uncommon an impart staff and students scholars, of community inclusive
Cornell Cornell University is an innovative Ivy League university and a great place to work. Our
position position is filled. Please send letter of application and current CV to:
Application: Application:
advantage. advantage.
willingness willingness to teach both. Hospitality industry knowledge and experience is a major
experience experience and skill in the area of information technology and information systems, and
environment environment where student-faculty relations are highly valued. A minimum of 5 years
Demonstrated teaching ability within an institution of higher education and a service-oriented a and education higher of institution an within ability teaching Demonstrated
Major Qualifications:
the the Cornell University community.
the Center for Real Estate and Finance (CREF), and the cultural and intellectual resources of resources intellectual and cultural the and (CREF), Finance and Estate Real for Center the
include include extraordinary access to industry leaders, the Center for Hospitality Research (CHR),
a a resident faculty of 65 and over 8,000 alumni worldwide. Important resources to faculty
Founded in 1922, the School is the oldest hospitality management program in the world, with world, the in program management hospitality oldest the is School the 1922, in Founded
Cornell Cornell University, has approximately 800 undergraduates and 120 graduate students.
Institution:
experience. Appointments Appointments experience. are nine-month terms with attractive fringe benefits.
the Fall of 2015. Rank and salary will be determined based upon academic achievement and achievement academic upon based determined be will salary and Rank 2015. of Fall the
Rank and Salary: Salary: and Rank
computers, computers, and other resources. Faculty have access to state-of-the-art teaching technology.
Excellent Excellent teaching support is provided, including administrative assistance, office space,
fund. fund. Faculty will engage in the advising and mentoring of students.
of Hotel Administration supports such activities with an individual professional-development individual an with activities such supports Administration Hotel of
hospitality hospitality industry and the IT/IS challenges that hospitality professionals face. The School
professional professional development opportunities, including developing a sound understanding of the
faculty committees, area tasks, and other projects as required. You will be expected to pursue to expected be will You required. as projects other and tasks, area committees, faculty
development development activities with IT/IS colleagues, as well as service to the school in the form of
In In addition to teaching, faculty members are expected to engage in curriculum- and course-
familiarity familiarity with hospitality information systems.
Preferred Preferred candidates will have knowledge and of a and experience programming VBA using
material. material. A knowledge of relational database management systems and SQL is required.
Productivity Productivity Suite. It is expected that you will be able to develop and revise original course
both both lab and lecture settings. Candidates should be fluent in all of the 2013 Microsoft Office
Additional Requirements: Additional Requirements:
elective elective demonstrating the in application of a VBA business context.
implementation, implementation, and Visual Basic for
Database Management,
limited limited to:
problem-solving problem-solving course emphasizing advanced Microsoft Excel fluency;
Responsibilities:
concepts concepts and software fluency;
create and create disseminate knowledge with a public purpose.
broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and thought leaders to think otherwise, care teaching tomorrow’s research, broad Cornell Cornell is a community of scholars, known for intellectual rigor and engaged in deep and Connecting Diverse Professionals to Diverse Careers Diverse to Professionals Diverse Connecting CAREER OPPORTUNITIES Connecting Diverse Professionals to Diverse Careers 50 June 2015
onl i a omnt o shlr, nw fr nelcul io and rigor intellectual for known scholars, of community a is Cornell nae i de ad ra rsac, ecig oorws thought tomorrow’s teaching research, broad and deep in engaged leaders to think otherwise, care for others, and create and disseminate and create and others, for care otherwise, think to leaders knowledge with a public purpose. public a with knowledge Responsibilities: omncto I” frtya, oe ore ht mhszs written emphasizes that course core first-year, a I,” Communication communication in professional contexts and includes an introduction to introduction an includes and contexts professional in communication presentational speaking in business. Opportunities may be available to available be may Opportunities business. in speaking presentational teach “Management Communication II,” which focuses on persuasion, on focuses which II,” Communication “Management teach r te cuss Lcues ec sx lse ec aaei ya and year academic each classes six teach Lecturers courses. other or od eua, niiul ofrne t dsus tdns ppr and papers students' discuss to conferences individual regular, hold rsnain. en acsil t suet i ciia. etrr teach Lecturers critical. is students to accessible Being presentations. ut-eto cuss n claoae xesvl o curriculum on extensively collaborate and courses multi-section eeomn, tdn asgmns Sho poet, n, t times, at and, projects, School assignments, student development, research projects. projects. research n diin o ecig epniiiis lcues ae col service school have lecturers responsibilities, teaching to addition In epniiiis n ae xetd o use rfsinl development professional pursue to expected are and responsibilities ciiis sc a peetn a bsns-omncto discipline business-communication at presenting as such activities, ofrne ad neatn wt hsiaiyidsr mngr. The managers. hospitality-industry with interacting and conferences col f oe Amnsrto spot sc atvte with activities such supports Administration Hotel of School professional development funds. development professional Major Qualifications: Qualifications: Major icpierltd atrs ere r hD, rfrby rm a from preferably Ph.D., or degree Master’s Discipline-related •
• Experience teaching in a four-year, accredited college or university, or college accredited four-year, a in teaching Experience •
• Experience and skill in teaching writing in professional contexts and contexts professional in writing teaching in skill and Experience •
eosrtd xeine n itrs i claoaig with collaborating in interest and experience Demonstrated • colleagues. iet naeet ih h bsns cmuiain discipline— communication business the with engagement Direct •
Conditions of Appointment: Appointment: of Conditions ei i te al 05 eetr ad ponmn i fr he years, three for is appointment and semester, 2015 Fall the in begin renewable. A new hire will be considered for promotion from lecturer to lecturer from promotion for considered be will A hire renewable. new senior lecturer after appropriate quality and length of service. Salary is Salary service. of length and quality appropriate after lecturer senior omnuae ih ulfctos Spot s rvdd including provided, is Support qualifications. with commensurate administrative assistance, office space, computers, and other resources. resources. other and computers, space, office assistance, administrative Institution: Institution: hotelschool.cornell.edu/ prxmtl 90 negauts n 6 gaut suet. The students. graduate 60 and undergraduates 900 approximately col a oe 5 rsdn fcly ebr (nldn fv in five (including members faculty resident 55 over has School communication). The School is located at the center of campus in Statler of campus at center the is located School The communication). al n hs n daet 5-om oe ad ofrne etr that center conference and hotel 150-room adjacent an has and Hall serves as a learning laboratory for students. students. for laboratory learning a as serves Application: otne ni te oiin s ild Pes icue dtie cover detailed a include Please filled. is position the until continue letter, your curriculum vitae, an original course assignment, one writing one assignment, course original an vitae, curriculum your letter, sample, and the names and contact information for two references and references two for information contact and names the and sample, hud e umte uig neflo ad h floig link: following the and Interfolio, using submitted be should http://apply.interfolio.com/29364. Cornell University is an innovative Ivy League university and a great a and university League Ivy innovative an is University Cornell place to work. Our inclusive community of scholars, students and staff and students scholars, of community inclusive Our work. to place impart an uncommon sense of larger purpose and contribute creative contribute and purpose larger of sense uncommon an impart da t frhr h uiest' msin f ecig dsoey and discovery teaching, of mission university's the further to ideas engagement. Located in Ithaca, NY, Cornell's far-flung global presence global far-flung NY,Cornell's Ithaca, in Located engagement. nlds h mdcl olg' cmue o te pe Es Sd of Side East Upper the on campuses college's medical the includes Manhattan and in Doha, Qatar, as well as the new CornellNYC Tech CornellNYC new the as well as Qatar, Doha, in and Manhattan campus to be built on Roosevelt Island in the heart of New YorkCity. New of heart the in Island Roosevelt on built be to campus
professional communication or rhetoric program. program. rhetoric or communication professional
preferably teaching multi-section courses. courses. multi-section teaching preferably
willingness to teach both written and oral communication. communication. oral and written both teach to willingness
hog, o eape peetn a bsns, ehia, or technical, business, at presenting example, for through, rfsinl omncto cneecsi a avnae a is as advantage, an conferences—is communication professional business knowledge and experience. experience. and knowledge business Diversity andInclusionare apartofCornell University'sheritage. We're anemployerandeducatorrecognized forvaluingAA/EEO, Lecturer PositioninManagement Protected Veterans, andIndividualswithDisabilities. Cornell University • Ithaca, NY 14853 NY Ithaca, • University Cornell
The School of Hotel Administration Administration Hotel of School The
eiw f plctos il ei imdaey and immediately begin will applications of Review School ofHotelAdministration
The primary responsibility is teaching “Management teaching is responsibility primary The Communication
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persons withdisabilitiesareencouragedtoapply. employer, affirmativeactionemployer. Women, minorities,and Virginia CommonwealthUniversityisanequalopportunity P.O. Box980153;Richmond,Virginia 23298. O’Keefe, Administrator, DepartmentofOrthopaedicSurgery, Qualified applicantsshouldforwardcurriculumvitaetoKevin as afacultymemberatVCU. faculty, staff, andstudentenvironmentorcommitmenttodoso Demonstrated experienceworkinginandfosteringadiverse healing andadvancetheartofnervesurgery. applicant isneededtoincreaseourunderstandingofnerve of basicandtranslationsresearchintheHandDivision. The The applicantwillworktosupportandmaintainahighlevel member inOrthopaedics. The departmentisrecruitingafulltimeResearchFaculty or [email protected]. To reserve space, call(800)537-0655 The advertising deadlineis INSIGHT Into Diversity programs to more than250,000 readers of opportunity to showcase your university’s law the U.S. This specialissue presents aunique initiatives andprograms at law schoolsacross Our July/August issue willfeature diversity Law Schools Our July/August 2015 Issue: DEPARTMENT OFORTHOPAEDIC SURGERY VIRGINIA COMMONWEALTH UNIVERSITY MEDICAL CENTER magazine. June 17. CAREER OPPORTUNITIES 51
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