Facing the education abroad challenges of community colleges
Facing the Education Abroad Challenges of Community CollegesSusan M. Atkins, Institutional Relations Manager, CAPA International EducationSteve Jacques, Coordinator, Office of International Programs, Leeward CommunityCollegeJane Thiele, Outreach Manager, Benjamin A. Gilman International Scholarship
Agenda Panel Introductions ‘Models’ of Institutional Investment Access issues Meeting the needs of students and institutions Funding Resources Activity
Institutional Investment in International Education Grass Roots Approach Working with the students in an atmosphere of vague/non-existent administrative commitment Institutional Leadership Approach Working in a fully-committed ‘Internationalized’ Environment ‘Gang’ Approach Working with your like-minded colleagues on campus
At community colleges, it’s all about access Non-stereotypic demographic Older Married/committed (possibly children) Lower socio-economic status First generation college student Fully or partially Employed
It’s all about access Lack of awareness/understanding of EA opportunities OR belief that ‘study abroad is NOT for people like me.’ Small/understaffed Study Abroad offices Duration of program concerns FUNDING!
How can we try to meet these needs? Understanding your student In depth initial interview (possibly involving family members) Provide info about many different programs especially those that have experience with non- trad students Help students think ‘outside-of-the-box’, i.e. how spouses/children can participate (either by accompanying or not); how employers can be approached – perhaps even by you
How can we try to meet these needs? Understanding your student Have ‘basic’ study abroad info available in other languages for parents who may not be English speakers (or utilize international students on your campus to assist in other languages) Connecting this experience with career and academic goals – transfer to a 4-year college, etc…. How to get from point A to B
How can we try to meet these needs? Promote awareness of EA opportunities as often as possible On campus presence (tabling, flyers, class visits) Social media presence Use pics of your non-trad students in promotion materials so they see other people like them Try to be part of campus new student orientations/HS visits to campus Committees – get on strategic planning committees, diversity committees, etc…
How can we try to meet these needs? Find ‘like-minded’ colleagues on campus to do the promoting for you to ‘increase your manpower’ Faculty (language profs, global studies profs, comp religion profs, etc) Financial aid officers Academic & Career counselors Student life/government staff
Partnering with International Education Organizations Partner to diversify program offerings (customized/specialized, hybrid programs, semester/quarter programs, etc.) Provide streams of financial support (scholarships, etc.) Assist with supporting curriculum integration and discussing international education on campus with various constituents Provide avenues of professional development (conferences, site visits, speaker series, etc.) Support grass root activities
How can we try to meet these needs? Duration of programs / Models that meet particular needs of CC’s Quarter Programs Programs that focus on certain majors /disciplines – specialized/custom programs Programs with Internships – practical skills Hybrid programs with a faculty – match dates of program & sustainable financially Community College Consortia Models
Funding Issues Funding for Institutions (such as Fund for Improvement of Public School Education – FIPSE) Scholarships for Students Affiliation Agreements Program provider scholarships Local Scholarships (Honda in HI) Grants (Japan Foundation, etc.) Diversity Abroad scholarships - diversitynetwork.org Federally-funded scholarships (i.e., Gilman – iie.org/gilman)
Diversifying Study Abroad Sponsor: Administrator: U.S. Department of State Bureau of Educational & Cultural Affairs
Gilman Program Overview Study of critical need languages make students eligible to receive anadditional $3,000 supplement for a total possible award of up to $8,000.Critical Need Languages include: • Arabic All dialects • Chinese All dialects • Bahasa Indonesia • Japanese • Korean • Russian • Swahili • Persian Farsi, Dari, Kurdish, Pashto, Tajiki • Turkic Azerbaijani, Kazakh, Kyrgz, Turkish, Turkmen, Uzbek • Indic Hindi, Urdu, Nepali, Sinhala, Bengali, Punjabi, Marathi, Gujarati, Sindhi
Gilman Award Statistics: Regions of Destination Region Applicants Recipients Africa 413 198 Asia 1,587 722 Eastern Europe 253 91 Latin America 1,124 382 Middle East/N. Africa 247 133 North America 28 3 Oceania 361 65 Western Europe 4,420 736 Total 8,433 2,330*For the 2011-2012 Academic Year
Selection ProcessSelection panelists are advisors andrepresentatives in academia nationwide.The following factors are considered when reviewingapplications: Non-traditional country of study Diversity of student Study of “Critical Need Language” Longer length of study Type & diversity of institution Potential for impact on the student Academic progress & performance
Underrepresented Students Encourage students to apply who are currently underrepresented in U.S. education abroad. Ethnic minorities Students who attend minority-serving institutions Students who attend community colleges First-generation college students Students with disabilities Underrepresented academic majors Students who chose to study abroad for an academic year Gilman Recipients National Study Abroad^ 79%80%70%60%50% 39%40%30% 17%20% 14% 14% 8% 4% 6% 7%10% 1% 1% 2%0% Black/Non-Hispanic Native American Asian or Pacific Hispanic White/Non-Hispanic Multi Racial/Other Islander
What makes an application competitive? • Meet many of the selection criteria factors. • Address why the study abroad location is critical to goals. • Well-written, thoughtful and proofread essays that address all questions, as well as impact. • Well-developed, creative, and achievable follow-on project.
Pitfalls to Avoid • Not selecting a program that meets Gilman eligibility criteria. • Not addressing why the study abroad location is critical to goals. • Not addressing all the questions asked in the essay sections, especially the impact on the student. • Producing a generic Follow-on Service Project that does not demonstrate careful planning and a reasonable timeline. • Not having essays proof-read by an advisor for spelling and grammatical errors.
Resources for community colleges Ways to internationalize faculty & staff Site Visits to programs Attending conferences Rotary GSE Fulbright opportunities Get involved in leadership – NAFSA & FORUM IIE White Paper Series: Expanding Education Abroad at U.S. Community Colleges (Rosalind Raby, 2008)
Wrap up Activity for the group Come up with two action steps on your campus Discuss with the members of your table about these action steps Come back together and gather 1-2 from each table (time permitting)