by Tony Marotta, Director of Global Engagement a Elmhurst University
International Education is a field that is filled with professionals dedicated to their students, their teams, their colleagues, and connecting folks around the world. Whether in International Admissions and Enrollment, ISSS, Student Abroad/Away, Advising, or other offices and roles within the field, we pour our heart into our work, our students, and the world. That’s why this Valentine’s Day, as most of us have rounded the corner of the halfway mark and are eying the relief of a summer break, I figured is as good of an opportunity as ever for us to take a step back, reflect, and recharge by sharing what we love about what we do. To do so, I reached out to International Education professionals near and far to ask them to share the love, their love, so we can all be reminded what got us into this line of work and keeps us coming back year after year. Much love to all who contributed! For me it’s an ongoing exchange – whether it’s seeing the new student that was having trouble fitting in and thinking about transferring to getting involved, staying the course, and finally getting connected after a few stops by the office, or just the look of accomplishment, satisfaction, and gratitude on my students’ faces as they walk across the graduation stage – it all fuels me and keeps me coming back. Positive parent interactions are nice too (we all know the negative ones), but one somewhat related recent experience in particular reaffirms why I do this job every day. After being off for a day, I found out that one of my international students that has also studied abroad quite a bit intended to invite me and the previous Study Abroad staff member he worked with most to fill in as his dad and mom at an athletics night. While I was sad that I was not able to be there upon finding out about the intention, the mere opportunity and gesture reminded me of the impact we can have on our students – we often are their guides and become their family. I shared my deep appreciation for the thought with the student (and the fact that I would have been there with advance knowledge, day off or not), and it is something I can now lean on whenever I have a tough day and need a little bit of self-love and reminder. With that, I share, with a full heart, the experiences and feedback of our colleagues:
“Whenever I get gloomy with the state of the world, I think about the arrivals gate at Heathrow Airport. General opinion's starting to make out that we live in a world of hatred and greed, but I don't see that. It seems to me that love is everywhere. Often it's not particularly dignified or newsworthy, but it's always there – fathers and sons, mothers and daughters, husbands and wives, boyfriends, girlfriends, old friends. When the planes hit the Twin Towers, as far as I know none of the phone calls from the people on board were messages of hate or revenge – they were all messages of love. If you look for it, I've got a sneaky feeling you'll find that love actually is all around.” – Hugh Grant, Love Actually, 2003 In our field, no matter the role, the office, or the institution, we welcome folks from and send folks to all around the world, and we do so with various forms of love; love for one another, love for other cultures, and love for connecting being first and foremost. So, on the sacred holiday love, I hope that sharing the love from our International Education colleagues has reinvigorated your own connection to the love you experience and bring to us all. by Carmen Hernández, Northwestern University
In the post-pandemic era, within the realm of international education, various trends have come to the forefront. Among colleagues in my office, as well as in the field at large, we've increasingly noticed a heightened level of parental involvement in the study abroad process. We believe that this increased parental involvement can be attributed to several factors: Financial Investment: One reason is that many parents contribute to the funding of their child's education; hence, they desire to be involved in the decision-making process. At Northwestern’s Global Learning Office (GLO), we've observed a growing number of inquiries from parents about program costs and tuition when students commit to a study abroad program. Safety Concerns: Parents naturally have concerns about their child's safety and well-being in a foreign country. They want to ensure that the program and destination are safe and secure. Notably, we've seen more instances where parents personally accompany their students to their study abroad locations, ensuring their safe settlement and comfort in the new environment. Academics: Parents frequently hold a deep interest in their child's academic and career achievements. They may worry that their student could lag behind academically and not receive proper credit for courses taken abroad. Conversations regarding credits and the program's reputation overseas are quite common among parents. In certain instances, parents actively participate in Zoom advising appointments alongside their students to seek information about academic aspects during their time abroad. Emotional Support: Study abroad can be emotionally challenging, given the distance from support networks, cultural and language differences, and other challenges. We've witnessed parents playing a significant role in providing emotional support and guidance throughout the student's experience. Logistical Details: Parents frequently provide support with practical matters, including handling visa applications and making travel arrangements for their students. Even when students have access to the required resources and on-site support abroad, they instinctively reach out to their parents when facing day-to-day challenges. We often receive feedback from parents regarding these challenges, and although these inquiries are typically well-intentioned and positive, we take the opportunity to reassure parents that their students are in capable hands and are capable themselves. While some institutions and study abroad providers are actively tracking parental engagement through phone calls and emails for more accurate data, others have yet to address this trend. However, many offices and providers have implemented various strategies to engage with and support both students and their parents or guardians. Here are some ways in which study abroad offices and providers are addressing this increased parental involvement: 1. Parent Orientation Sessions: Many study abroad offices host parent orientation sessions during the pre-departure phase to inform parents about the study abroad process, safety measures, and program details, effectively managing parental expectations and concerns. 2. Website Informational Resources: Study abroad offices and providers, often provide parents with informational materials, such as brochures and guides, to help them understand the study abroad experience and available support services. Specific to Northwestern’s Global Learning Office, some resources are provided in both English and Spanish, including videos explaining the study abroad process and conversation starters for students to use with their parents. 3. Safety and Security Information: Study abroad offices, and providers, often emphasize safety and security measures by sharing relevant information with parents to reassure them about their child's well-being during the study abroad experience. 4. Collaboration: Study abroad offices collaborate with academic departments and university administrators to ensure a consistent approach to managing parental involvement and setting clear expectations for both students and parents. For example, at Northwestern, families and parents are invited to the First-Year Orientation, an in-person interaction opportunity where our office provides information about study abroad opportunities. In light of this growing trend of parental engagement, it is crucial for study abroad offices to strike a balance between supporting parents and respecting students' independence and autonomy during their study abroad experiences. Open and transparent communication remains key to effectively managing parental involvement and ensuring that students have a positive and transformative experience abroad. by Tony Marotta, Elmhurst University
Are you or your institution considering employing international agents to boost your international student numbers, but you’re not sure where to start or what to consider? This article is intended to provide a brief introduction to working with agents, as well as some key resources, to help start your journey. Many colleges and universities employ international recruitment agents. These agents (and subagents, when applicable) can help an institution with targeted recruitment in desired locations, which, if done well, can significantly increase the number of international students for an institution. Make sure you know your institution’s policy on the use of international agents; seek to create one if one does not exist or create an argument for agents if not presently allowed. A good partnership can help an international admission office recruit from targeted countries, while lightening the load of the international staff. Some of the things international recruitment agents can do for you:
Things to consider when developing your institution’s approach to international recruitment agents:
Not ready or approved for international recruitment agents? Here are some other recruitment options to utilize:
I don’t know how many of you went to the NAFSA National Conference that took place in Washington DC in the last week of May and early June but there was a vibe of excitement in the air! I heard that 8,500 people came to DC and walked the streets, attending sessions, setting up meetings, catching up with old friends, making new friends and enjoyed the many receptions and celebrations that took place.
I know many of our readers and colleagues that engage in outreach with the International Educators of Illinois may not have been able to attend the NAFSA National Conference, but I wanted to take a moment to highlight some of the information that was covered at the conference as well as some recent updates that have been announced in the last few weeks that will be relevant to individuals that advise international students on an F-1 visa:
As always- you are appreciated for the work that you do at your institution, and we recognize the hard work that you’ve had to put in during the last few years as we encountered and overcame personal and professional challenges as a result of the COVID-19 pandemic. You Matter! Creating an inclusive workplace and diversifying the field of international education has been an ongoing challenge and conversation. The topics of strengthening diversity efforts are also present throughout the international education annual conferences. Dialogues across networks are constantly taking place, and spaces to discuss potential strategies, tools, and best practices in the field are proactive.
As a Latina professional in the field of International Education, it’s important and meaningful for me to network with other professionals locally, regionally, nationally, and internationally. Not only am I interested in sharing knowledge and best practices, but it’s also imperative for me to build a sense of community with other colleagues of Latin American ancestry. That connection or experience that I seek in the professional platform is no different from when I was a student navigating college. As a young adult, I sought opportunities for community engagement and identity expression. Effectively, many of us received that guidance from a student affairs multicultural or student college success office. This notion is relatable and translates to the professional setting. As professionals, we want to feel supported and encouraged, but primarily, we want to enhance our experience as Latinos in the workplace. Missing piece After some reflection, I have identified a missing piece; a Latinx professional support network for international education professionals. Indeed, this field offers knowledge-based community groups but doesn’t offer ethnic-based communities. Furthermore, If we analyze the main objective of other Latinx professional organizations (in other sectors), there’s a common goal; to raise awareness, create engagement, and empower. To support Latinx professionals in the field, we need more groups that focus on Latinx identity and professional development. The lack of supportive networks can create internalized narratives that make Latinx professionals believe that we are incapable of being part of those spaces. Additionally, we talk about the importance of retaining diverse talent and the importance of staff representation, and how students need to see people who look like them in the offices that serve them. But what are we doing to address and support this? Some Institutions/organizations already have professional coalitions or affinity groups that provide spaces for staff to develop opportunities for engagement as it relates to their experiences in their respective organizations or institutions. Within higher education, there are various local, statewide and national organizations dedicated to Latino progress and advancement:
In the Future Next month, students, professionals, and international educators across the nation will observe National Hispanic Heritage Month. This is celebrated from September 15- October 15. Given the timing and the start of a new academic year, I want to use this opportunity to reach out to Latinx leaders in the field, creative minds, advocates, mentors, and educators that hold the same sentiment. Who is willing to create that space for us? Study abroad advisers like myself and new professionals in the field of international education would find this extremely beneficial. More importantly, this field needs Latinx momentum and a model to serve our current and future international education practitioners. As we move forward into a post-pandemic era, this might be the right time for Latinx professionals in the field to gather and create a space of belonging and unity. Together we’ll revisit and discuss the lack of underrepresented students studying abroad and how we need to improve and make positive changes. More importantly, we’ll discuss how we can better our hiring practices and how we should retain talent… The Latinx talent in the field of International Education. Carmen Hernández Education Abroad Representative International Admission (IA) and International Student Services (ISS), or whatever your institution’s
name for each is, are two sides of the same coin – the international experience and support at an institution. IA recruits international students and brings them in, then ISS supports the students throughout their academic journey. Each traditionally operates separately in their assigned roles, but are there ways they can better collaborate to support their students? Not only is there a key transition period between when a student is admitted until they become a fully enrolled and attending student, but there are ways throughout the entire process of admission and enrollment that the two offices can support each other and collaborate. As an international professional that has worked in both areas (separately and at the same time), I have been afforded a unique vantage point that has helped me identify key areas in which they can. The following is anecdotal based on over a decade of experience to provide my reflections and tips that I hope can help you and your offices at your institution. First and foremost, have office structures and staffing that meet the needs of your institution and its goals, and understand the structures you have, the overlap, and the transition period. This is essential to ensure a comprehensive and actionable workflow for staff and experience for students, and structures and staffing naturally vary from institution to institution. In some institutions an admission DSO issues all incoming F-1 and J-1 documents, but in others it’s an ISS DSO. In others it might be a staff member that reports to both offices – someone that essentially is the transition point for students. Other factors when setting up your structure and flow are to consider are: which team follows-up regarding next steps (both academic and status related), which handles arrival and orientation, and who are a student’s contact points and for what. Knowing, understanding, and enacting the answers to these questions is essential for smooth operations and transition for the student. Hosted By: Andie Ingram Eccles
Whether your enrollment is down or at a surplus, non-degree programs can be a strategic tool to spread your institutional mission, generate revenue, build a pipeline, and more. This presentation shares a case study from the University of Chicago’s four-year development on non-degree programs. While this case was developed within enrollment management, non-degree programming can relate to communities of education abroad, teaching and scholarship, and populations of undergraduate and graduate students. Participants will learn key principles of non-degree programs and considerations for implementing them at their own institutions. Recording Slides Host Akiko Ota: Teaching, Learning, and Scholarship Rep International and second language students often face academic culture shock when transitioning into U.S. higher education. This presentation focuses on specific academic struggles facing international and second language students in the context of academic expectations, using popular infographics, East Meets West: An Infographic Portrait by Yang Liu. The participants will receive perspectives of how collectivist cultural norms and academic expectation possibly hinders students’ successful performance and work collaboratively with colleagues on how to use the infographics in their work contexts. The presenter also provides suggestions for culturally inclusive practices when teaching and assessing students’ writing assignments and faculty training. Zoom Recording
Handout As the Education Abroad sphere shifts to overcome and adapt to the current travel restrictions due to COVID-19, there has been a greater emergence of virtual international programming. We have seen this in a variety of ways, including programs for any given term at an international institution virtually for credit, international internship placements for full or part time, and/or internships or classes concurrent with home university course work in order to gain additional credits or experience.
No international educators would deny the importance of Intensive English Program/English support courses to their international students on campus. However, it does not always compute well with higher education upper administration – especially when institutions pursue a business like management model.
IEPs in this still decreasing trend (IIE, 2020) have raised concerns that they may be the next candidates for the chopping block. In addition, the Covid-19 pandemic and school closures that started in March have increased concerns. Under such pressures and unpredictable circumstances, how are IEPs planning for fall and the future?
The idea of a pathway program for international students is not a new concept in the state of Illinois, but agreements are evolving and new stakeholders are emerging. Since time immemorial, community colleges and four-year institutions have participated in Memorandums of Understanding (MOU’s), which result in students matriculating into degree programs at four-year institutions after completing language-training and/or academic coursework. Similar models have been employed by four-year institutions and often involve language training before, or in combination with, academic coursework. More recently, some institutions have engaged in agreements with corporate partners to provide off-site language training before students begin academic coursework.
The newest form of pathway program is a bit of a hybrid of these models. Recently, several institutions in Illinois have partnered with corporate pathway providers to share in the recruitment of students, delivery of education, and division of tuition revenue. This model differs greatly from those of the past because corporate partners participate much more in the administrative and academic aspects of the educational experience. In some cases, pathway providers employ their own administrators and faculty members — located on campus — and assist in the development of curriculum. Generation Z has a vast understanding of the necessary skills to acquire a job. With the increased focus on hands on learning via internships and co-op focused degree programs students are ensuring their academic degrees are not the only point of pride on their resumes. Many students are looking for not just study abroad opportunities but also hands on experience to add to their college careers
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February 2024
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