facing the education abroad challenges of community colleges

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  • 1. 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
  • 2. Agenda Panel Introductions Models of Institutional Investment Access issues Meeting the needs of students and institutions Funding Resources Activity
  • 3. 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
  • 4. At community colleges, its all about access Non-stereotypic demographic Older Married/committed (possibly children) Lower socio-economic status First generation college student Fully or partially Employed
  • 5. Its 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!
  • 6. 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
  • 7. 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
  • 8. 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
  • 9. 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
  • 10. 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
  • 11. How can we try to meet these needs? Duration of programs / Models that meet particular needs of CCs 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
  • 12. 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)
  • 13. Diversifying Study Abroad Sponsor: Administrator: U.S. Department of State Bureau of Educational & Cultural Affairs
  • 14. Gilman Community College Statistics
  • 15. 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
  • 16. 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
  • 17. 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
  • 18. 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
  • 19. 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.
  • 20. 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.
  • 21. Resources for community

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