Published Winter 2023
Research points to global education and other thoughtfully designed global experiences as high impact practices correlated with positive outcomes for diverse student populations in higher education. How can educators and administrators more intentionally connect these high impact practices with career planning and trajectory? How can we highlight the assets global education alumni bring to shaping a globally diverse and inclusive workforce, in all sectors and fields? What additional research/scholarship can be developed to inform university practices, as well as professional recruitment, hiring, and development opportunities that support diverse work environments?
Published Fall 2022
Too often, the responsibility of providing inclusive support for students falls on a single office, person, and/or faculty member. While many practitioners in international education and exchange recognize and vocalize the importance of developing collaborative partnerships across campus and/or an organization, in actuality collaboration across institutional/organizational units is either cursory or not common practice. How can we harness the power of collaboration across units to advance equity and inclusion within global education? How can developing partnerships with CDOs and SIOs help increase buy-in for the importance of global education experiences? How can support for international students be enhanced with thoughtful partnerships developed within our institutions and local communities? How might global education organizations coordinate across departments to ensure inclusive practices from advising to curriculum of course offerings?
Published Winter/Spring 2022
As we begin to plan for global education opportunities, how are we framing health, safety, and well-being in the changing world? The Center of Disease Control (CDC) has recently announced “racism as a serious threat to the public’s health.” Considering the negative impact that racism and discrimination has on the mental health of students, staff, and faculty, what support mechanisms are being built or enhanced to ensure all constituents are supported when impacted by instances of discrimination and/or racism? How are we centering equity and inclusion in health, safety, and wellbeing discussions, strategies, and programming? How are campus leadership, faculty, staff, students/families, and providers integrating new health, safety, and wellbeing protocols into global education programming? After over a year of working from home, how will wellbeing be factored into staff and faculty success as global education programs begin to pick back up? What strategies would be helpful for offices who continue operating under a hybrid model to ensure effective student support? What support is in place for international students who are arriving on campus? For international students who will be participating remotely, how will their wellbeing be centered in their global education experience? How are we tailoring the message specifically for international students around health, wellness, and wellbeing to ensure they are supported and can be successful?
Published July 2021
As technology and globalization continue to connect people all around the world, opportunities to connect with people of different backgrounds and cultures have become much more accessible. It is no longer necessary to go abroad to have a global experience. Global engagement can occur at “home” by connecting students, faculty, and staff with the diverse people, groups, businesses, and events within their local communities. What partnerships can be developed by faculty and staff with local businesses and leaders to advance global diversity, equity, and inclusion? How can technology be leveraged to connect students from around the world to learn from one another and foster deeper connections? Are there ways to connect the benefits of global education to opportunities to serve one’s local community? How can understanding diversity, equity, and inclusion within one’s local community assist in understanding those topics within the wider global community? In what ways can engaging with the global community at home be a stepping stone to pursuing a global engagement opportunity abroad in the future?
Published April 2021
With the diverse millennial generation now making up most of the global education workforce and Generation Z challenging traditional approaches to global education, how might the field evolve to more effectively represent the diverse lived experiences and preferences of a new generation of young people? How can the field of global education learn from its past to avoid replicating inequitable structures and practices to reimagine the next 100 years? How will diverse professionals thrive and grow within the field? Does global education’s close relationship with higher education require a new vision? How will the increasing number of international students enrolled on globally diverse campuses be supported and valued as key members of the community? In what ways will the field adopt diversity, equity, and inclusion competencies for professionals and students alike as central to a more equitable future? as international students on our campuses during times of crisis?
Published November 2020
What is the role of global education in promoting inclusion and belonging during times of global crisis, including health pandemics, political/economic instability and natural disasters? When a crisis unfolds that is uniquely global in scope, the impact is often disproportionate for already marginalized communities. While globalization is at times perceived as the source of the problem, global understanding and collaboration are at the heart of the solutions needed to effectively address far-reaching global crises irrespective of national borders. At the same time, global crises often foment xenophobia, racism, and other forms of discrimination. In reflecting on the COVID-19 pandemic of 2019-2020, what lessons can be learned in how we support education abroad participants as well as international students on our campuses during times of crisis?
Published Summer 2020
Students from diverse and traditionally marginalized communities in typical higher education spaces may be uniquely poised for success in global education experiences. At the same time, these students may face unique challenges throughout the decision-making to returnee phases. As global educators create, identify, and distribute resources geared to support and address issues impacting diverse populations of students, how do we do so in a manner that identifies systemic and institutional barriers, rather than adopting a deficit model that may focus on perceived barriers of the diverse student population themselves? What are strengths based approaches to enhancing diverse students’ success and participation in global education opportunities? How can International Educators draw upon relevant frameworks in program design, research-based advising techniques, and other promising practice
Published Winter 2020
International and exchange students contribute to the diversity of perspectives on our campuses and are integral to campus internationalization efforts, all while serving as ambassadors of their countries. Furthermore, the opportunity to study in a foreign country as an international or exchange student has the potential to significantly impact students personally and professionally, providing access to lifelong global networks and language acquisition, amongst countless other benefits. How can international education professionals work with inbound international students to facilitate meaningful global exchanges across the full range of diverse perspectives represented on our campuses and within our communities in the US and abroad?
Published Fall 2019
How do we find ways to help diverse talent feel welcome and retain them in our offices? How can we better articulate international education as an attractive and meaningful career path for young graduates from diverse backgrounds? Besides entry-level positions, what other entry points to the profession can be leveraged for those with transferable skills? How do we encourage agency among our staff and colleagues to avoid the unfair burden upon colleagues from diverse backgrounds to serve as a representative for their entire community?
Published July 2019
With new initiatives to enhance global education accessibility for diverse students developing each year, global educators must increasingly consider the wellbeing of these students during and after travel abroad. What are innovative ways educators can move beyond colorcoded maps and tips for travel to support marginalized identities as they move across the world—particularly LGBTQ+ students, students practicing minoritized religions, women, and students of color? What roles do we play in creating conditions and practices for student success while being ______ abroad?
Published February 2019
From Baby Boomers to Generation Z— what perspectives do diverse generations bring to the academy? Research shows that demographic groups belonging to specific generations define, approach, and apply diversity and inclusion uniquely. As educators and administrators committed to supporting students, we must utilize various . modes of knowledge and practice to enhance student experiences. How are methods, customary strategies, and research across generations being utilized to enhance student success? What are the global implications of cross-generational scholarly work and university initiatives? How can research on this topic inform future programs, policies, and the creation of resources?
Published November 2018
What role can Diversity/Global Learning play in advancing academic, personal, and postgraduate success for our students? Research around the potential benefits of high impact practices—such as Diversity/Global Learning—especially for underrepresented minorities, low-income students, and first-generation college students, is both promising and inconclusive. As educators and administrators committed to equity in global education, how do we create educational conditions and practices that deepen learning and engagement to promote tangible success for our students? What additional factors might global educators incorporate into existing approaches to enhance Diversity/ Global Learning? How can research on this topic inform program design and other key components of Diversity/Global Learning experiences? What innovative models might we consider to facilitate student success?
Published Spring 2018
How might one’s social identities influence their global education experience and cross-cultural journey abroad? In what ways does the intersections of one’s social, personal, and professional identities interact with the local contexts and communities in which they engage? For professionals, how do their identities impact the ways they interact with students, across the spectrum of support provided? How do organizational structure, hiring & retention practices, and work culture reflect a commitment to diverse expressions of identity in our work? What are models and best practices for promoting social justice, human rights, peace, civic engagement, and cultural diversity abroad?
Published Winter 2018
What might it mean to embed global citizenship into all curricular aspects? What’s happening politically in the United States and abroad and how might it impact diverse students differently? How do we develop creative solutions towards shared diversity and inclusion goals on our campuses in a political climate that may be hostile to some?