PROMOTING DIVERSITY IN EDUCATION ABROAD PROGRAMS

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PROMOTING DIVERSITYIN EDUCATION ABROADPROGRAMS

• APRIL PHELPS BURRISS
• VIRGINIA TIDEWATER CONSORTIUM OF HIGHER EDUCATION
  (VTC)
• September 26, 2002
• Association of Consortium Leadership (ACL)

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Internationalization

• Internationalization of higher education is the
  process of integrating an international/intercultu
  ral dimension into the teaching, research and
  service functions of the institution.
• Jane Knight, Director of International Education,
  Ryerson Polytechnic University

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KEY ELEMENTS OFINTERNATIONALIZATION

• CURRICULUM
• STUDY ABROAD
• FACULTY EXPERTISE
• INTERNATIONAL STUDENTS
• INTERNATIONAL FACULTY
• GLOBAL AND GLOCAL PARTNERSHIPS
• INSTITUTIONAL COMMITMENT
• INTERNATIONAL GRANTS

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CURRICULUM

• FOREIGN LANGUAGES
• NUMBER OF LANGUAGES
• ENROLLMENTS
• DEGREE PROGRAMS
• MISSION OF LANGUAGE PROGRAMS
• INTERNATIONAL STUDIES
• AREA STUDIES
• INTERDISCIPLINARY PROGRAMS
• NON TRADITIONAL DISCIPLINES

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FACULTY EXPERTISE

• FACULTY EXPERTISE
• INTERNATIONAL EXCHANGE
• FULBRIGHT FACULTY
• AREA STUDIES
• INTERNATIONAL EXPERIENCE
• FOREIGN LANGUAGE PROFICIENCY

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INTERNATIONAL STUDENTS AND INTERNATIONAL FACULTY

• INTERNATIONAL STUDENTS
• NUMBER OF FOREIGN STUDENTS
• LENGTH OF MATRICULATION
• STUDENT EXCHANGE PROGRAMS
• DIVERSITY OF FOREIGN STUDENTS
• INTEGRATION OF FOREIGN STUDENTS
• INTERNATIONAL FACULTY
• NUMBER OF FOREIGN FACULTY
• FACULTY EXCHANGE PROGRAMS
• DIVERSITY OF FOREIGN FACULTY
• UTILIZATION/INTEGRATION OF FOREIGN FACULTY

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GLOBAL AND GLOCAL PARTNERSHIPS

• PARTNERSHIPS WITH INTERNATIONAL INSTITUTIONS OF
  HIGHER EDUCATION
• PARTNERSHIPS WITH INTERNATIONAL
  BUSINESSES/ORGANIZATIONS
• PARTNERSHIPS WITH GLOCAL BUSINESS AND
  ORGANIZATIONS/

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EDUCATION ABROAD

• TRADITIONAL AND SHORT TERM
• SUMMER
• SEMESTER
• YEAR
• SHORT TERM (3-4 WEEKS) INTENSIVE
• FIELD STUDY
• DISCIPLINE RELATED
• FOREIGN LANGUAGE PROFICIENCY
• INTERNATIONAL INTERNSHIPS
• DISCIPLINE RELATED PAID/UNPAID
• CROSS CULTURAL EXPERIENCE PAID/UNPAID
• GLOBAL SERVICE LEARNING
• CONTRIBUTING TO WORLD COMMUNITY
• CROSS CULTURAL UNDERSTANDING AND FOREIGN LANGUAGE
  COMPETENCY

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EDUCATION ABROADCompetencies

• Analytical competence
• -ability to link counterpart-country conditions
  to ones own circumstances and vice versa
• Emotional competence
• -Motivation and ability to open oneself up
  continuously to divergent cultural influences and
  experiences
• Creative/imaginative competence
• -Ability to envision viable mutually acceptable
  alternatives
• Behavioral competence
• Communicative facility proficiency in and use
  of counterparts language
• Functional (project/task) adroitness ability to
  relate to counterpart(s) and to develop and
  maintain positive interpersonal relationships
• Koehn, Peter H. and Rosneau, James N.(2002)
  "Transnational     Competence in an Emergent
  Epoch".

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DIVERSITY ISSUES IN EDUCATION ABROAD

• UNDERREPRESENTED STUDENTS
• MINORITY STUDENTS
• Faculty (Curriculum) Staff, Finances, Family,
  Community and Fears Johnetta Cole (Former
  President, Spelman College)
• NON-TRADITIONAL STUDENTS
• MALES
• SOCIO-ECONOMIC CHALLENGES
• UNDERREPRESENTED DISCIPLINES
• NON-TRADITIONAL LOCALES
• DISABILITIES
• UNDERREPRESENTED FACULTY

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Current Trends in International Education
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For Data on Trends in International Education

• Go to Open Doors Report http//www.opendoorswe
  b.org
• Published by the Institute of International
  Education
• Annual statistical survey on international
  student exchange
• Supported from the U.S. Department of State's
  Bureau of Educational and Cultural Affairs
• Data based on survey of over 2700 accredited US
  institutions, 97 response rate
• Illustrates trends in international flow of
  students seeking education

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Summary of Trends

• US students studying abroad for academic credit
• 61 increase over past 5 years
• Europe remains most popular
• Typical US student studying abroad is white,
  female, middle class
• Less than 3 of students abroad are African
  American
• International student enrollment in US Colleges
  and Universities
• Largest increase in last 20 years (6.4)
• Asia is top sending region (55)
• More than 11 billion spent on tuition and living
  expenses

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EDUCATION ABROAD Student SURVEYHBCU - 2001
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Responses to a questionnaire that was designed to
identify students who were interested in study
abroad, global internships, foreign languages,
and other international activity.
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• Statistics
• 520 undergraduate students
• 48 Freshmen,
• 35 Sophomore,
• 14 Junior,
• 3 Senior

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International Experience

• Have you had any international experience?
• Yes 43
• No 56

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56
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International Experience(continued)

• Studying abroad
• Living in another country
• Vacationing in another country
• Any other international activity.

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Types of International ExperienceWhat type of
International Experience would you consider?
49.6
38.5
31.0
11.3
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Foreign Language

• Would you consider a major in foreign language?
• Yes 4.4
• No 95.4
• Would you consider a minor in foreign language?
• Yes 64.8
• No 35.0

64.8
4.4
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Obstacles to International Experience

• Briefly describe obstacles you consider important
  in your efforts to go abroad

76.7
58.8
16.3
13.7
5.0
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What next?Challenges and Opportunities
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INSTITUTIONAL COMMITMENT

• POLICY STRATEGIC GOALS MISSION STATEMENTS
• HUMAN RESOURCES DEDICATED PERSONNEL, ORGANIZED
  STRUCTURE
• CAPITAL RESOURCES INTERNATIONAL CENTER, TRAVEL,
  TECHNOLOGY, COMMUNICATION, FINANCIAL SUPPORT FOR
  FACULTY/STUDENT INTERNATIONAL ACTIVITY

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INTERNATIONAL GRANTS

• GOVERNMENT
• FEDERAL (TITLE VI, FIPSE, NSEP, USAID, ETC.)
• PRIVATE SECTOR
• FOUNDATIONS, INTERNATIONAL CORPORATIONS,
  INDIVIDUALS, ETC.

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What next?
Common External stressors
Changed Status
Collaborative Action
Consortium Members
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VTRIP VIRGINIA TIDEWATER REGIONAL INTERNATIONAL
PROJECT A FIPSE FUNDED INITIATIVE

• APRIL P. BURRISS, PROJECT DIRECTOR
• Member institutions from THE VIRGINIA TIDEWATER
  CONSORTIUM

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VTRIPMAJOR GOAL

• To form a network through VTC that can help
  strengthen and enhance study abroad at the member
  institutions

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VTRIP

• To develop strategies that increase the number
  and diversity of students participating in study
  abroad

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VTRIP

• IS A THREE-YEAR FIPSE FUNDED PROJECT
• SEEKS TO STRENGTHEN THE INTERNATIONAL CAPACITY OF
  EACH VTC INSTITUTION THROUGH REGIONAL COOPERATION
  AND COLLABORATION
• PROMOTES SHARING OF EXISTING STUDY ABROAD
  RESOURCES AND PROGRAMS
• FACILITATES THE DEVELOPMENT OF NEW STUDY ABROAD
  INTIATIVES

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VTRIP

• Teams regional faculty study abroad advisors in
  the development of curriculum-based study abroad
  programs
• Faculty participants collaborate in
  discipline-based and interdisciplinary teams that
  consist of experienced and novice study abroad
  faculty advisors.

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VTRIP Workshop Series

• Faculty Advisors (2) - enhance faculty expertise
• Administrative workshop (1) - promote seamless
  operation of study abroad and support faculty
  initiatives

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WHY VTC?

• A regional initiative has a much greater chance
  of success because the institutions are known to
  one another, are accessible, and communication
  lines and commonalities are already established.
• VTC already well-established and highly respected.

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FACULTY OPPORTUNITIES

• REGIONAL TEAMS
• CAMPUS TEAMS
• MINORITY ISSUES TEAM
• TRAVEL STIPENDS
• SUMMER SEMINARS

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REGIONAL TEAMS

• Regional teams engage in discussions about the
  meaning and content of the baccalaureate degree
  and ways that academic programs and
  interdisciplinary programs can make study abroad
  a regional curricular priority. Each Regional
  Team member also serves as leader of his or her
  home institution Campus Team.

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CAMPUS TEAMS

• These teams identify existing regional study
  abroad programs and develop/promote new programs
  that reinforce students knowledge, skill, and
  world-view. VTRIP promotes study abroad programs
  that cultivate global expertise in a field of
  study and are integrated into the major.

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MINORITY ANDUNDERREPRESENTED ISSUES TEAM

• ENHANCE STUDENT FINANCIAL AID FOR EDUCATION
  ABROAD
• HBCU INITIATIVES
• CC INITIATIVES
• MAJORITY INSTITUTION INITIATIVES
• GRANTSMANSHIP FUNDING
• Developing regional study abroad clusters
• Example AFRICA AND AFRICAN DIASPORA CLUSTER
• IMPROVE FACULTY DIVERSITY EDUCATION ABROAD

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TRAVEL STIPENDS

• These international stipends (up to 1000) are
  intended to support faculty travel related to the
  development or implementation of study abroad
  programs designed to enhance the participation of
  minority and/or non-traditional students. VTRIP
  encourages matching funds from the home
  institution when possible. Priority IS given to
  VTRIP Campus and Regional Team members.

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SUMMER SEMINARS

• An intensive week of collaboration that will
  result in the final plans for the Regional
  International Semester. These plans will be
  presented to the participating institutions for
  approval through the VTC International Program
  Committee. A stipend will be awarded to each
  selected participant.

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REGIONAL INTERNATIONALSEMESTER (RIS)

• EDUCATION ABROAD PROGRAMS

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REGIONAL INTERNATIONALSEMESTER (RIS)

• MODEL Aallows a core of students at regional
  institutions to enroll in their traditional
  courses and add a week to the spring break
  (before or after). Regional institutions with the
  same calendars are able to make this a joint
  experience. Each student presents an
  international project at a campus or regional
  Global Awareness Seminar and the best examples
  will be broadcast via a VTC TV program.

Traditional semester up to spring break
Extra week abroad
End traditional semester. Projects Seminar
and TV program.
Spring Break
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REGIONAL INTERNATIONALSEMESTER (RIS)

• MODEL Ballows a core of students at regional
  institutions to enroll in intensive courses and
  participate in four week study abroad experience.
  Regional institutions with the same calendars are
  able to make this a joint experience. Students
  reenter campus life and complete projects based
  upon field experiences. Each student presents an
  international project at a campus or regional
  Global Awareness Seminar and the best examples
  will be broadcast via a VTC TV program.

7- 8 weeks intensive Course work (3 TO 4 Courses)
3-4 Weeks Capstone Projects Seminar and TV
program.
4 weeks Study abroad
1-2 courses
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Types Of International Experience -HBCU SURVEY
2001

• Would you consider participating in a study
  abroad program that was designed as part of your
  regular semester?
• (7 weeks of class, 3 weeks abroad, 4 weeks of
  class)
• Yes 71.7
• No 24.8

24.8
71.7
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Regional Articulation Projects

• Course/Credit articulation SA programs
• Twenty collaborative SA regional programs
• Calendar articulation
• Financial Aid
• Study abroad advisement
• Institutional Liability
• Safety Issues
• Contingency Planning

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Recommendations to Presidents International
EducationVTC BOARD MEETINGWednesday, September
18, 2002

• Resolution on the VTC Statement of Rededication
  to International Education
• These are most difficult times for our nation.
  We are operating under challenging conditions
  that only strengthen our commitment to
  international education. As leaders in higher
  education we renew with vigor our pledge to
  learning and scholarship that support our
  responsibility to make an intellectual
  contribution to effective global leadership and
  mutual respect. This is exhibited by our
  rededication to the goals of developing global
  and cross-cultural knowledge and respect
  necessary for the constructive leadership,
  competitiveness, and security of the United
  States.
•  
•  

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Recommendations to Presidents(continued)

• Recommend VTC institutions adoption of ODU
  Passport Reward Program
• Recommend the institutional coordination of break
  schedules (spring break, winter break, summer
  break) to improve program articulation
• Propose consideration of eight-week intensive
  semester programs and scheduling
• Seek grant and institutional funding for one
  joint support staff member for international
  programs/study abroad through VTC
•  
•  

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Recommendations to Presidents(continued)

• Identify grants/money available for education
  abroad particularly for underrepresented students
  (minority/non-traditional students)
• Continue support of regional international
  programs Web site
• Create campus climate that promotes accessibility
  to international study and education abroad
  opportunities
• Each institution have at least one study abroad
  officer
•  
•  

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