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Asian Americans in Global Education - Literature Review

Posted By Administration, Monday, April 29, 2019

 

Contributed by 2018-2019 Diversity Abroad Race & Ethnicity Task Force members:
Gregory Rafal – University of Maryland; Kathleen Cancio - Independent; Charles Lu- University of California, San Diego; Kandice Rose - IES Abroad; Candice Snowden - University of Massachusetts Amherst 



Asian Americans in Global Education

 

Educators and researchers have focused on understanding the influences and barriers for underrepresented students in study abroad, however, the research has predominantly focused on students of color as whole or solely on African American students. There is little research that focuses on Asian American students and the varied ethnic groups there within. This literature review is comprised of the existing research on the factors influencing Asian American students to study abroad and the barriers that may prevent Asian American students from studying abroad.


Click here to read the full report.

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Equity & Opportunity Through Inclusive Global Education: 2019 Conference Re-Cap

Posted By Administration, Thursday, March 14, 2019


7th Annual Diversity Abroad Conference: Equity & Opportunity Through Inclusive Global Education

 

Last week, more than 700 US & global professionals & student leaders gathered together in Boston to explore Equity & Opportunity Through Inclusive Global Education at the 7th Annual Diversity Abroad Conference. More than 90 sessions, workshops, and poster presentations were facilitated by 155+ presenters representing over 100 different institutions/organizations. Through our collaborative efforts, the Diversity Abroad community left equipped with new ideas and networks to encourage progress at their respective organizations/institutions. Diversity Abroad’s CEO and Founder, Andrew Gordon, highlighted a pivotal opportunity in ensuring global programs are high impact during his welcome address:


“We can't have it both ways. We can't say Education Abroad is high impact but then be okay with it being exclusive to privileged students. If we truly believe in the power of global education then we must do everything in our power to break down the barriers that would deny all of our students equitable access to its benefits.”


Immediately following these welcome remarks, Emerson College President, Lee Pelton, welcomed attendees to Boston on behalf of the conference institutional host. Diversity Abroad’s 3rd annual Innovation Competition sponsored by CAPA The Global Education Network, provided an exciting close to the evening’s program with seven presentations detailing creative ideas that advance diversity and inclusive excellence in global education. Teens of Color Abroad enjoyed a standing ovation in receiving $5000 for the 1st place award. Pachasanya was awarded $3000 for 2nd place and the Rhode Island Global Education Project received $3000 for 3rd place. New this year, attendees voted in real time to recognize Teens of Color Abroad with a $500 check for the People’s Choice Award.Read more about the winners here.



On the heels of an inspiring opening night, Monday’s conference schedule featured concurrent sessions & Big Idea Talks -- including Global Education Task Forces  town hall meetings inviting  attendees to gain insight on Diversity Abroad’s engagement with High School, Race/Ethnicity, Minority-Serving Institutions, and Faculty Development initiatives. More than 125 colleagues attended one of the three moderated Lunch & Learn panels: Women of Color Leadership & Empowerment, New Professionals in International Education, and Allies & Advocates of First Generation College Students. Shortly thereafter, conference-goers were invited to join 20 presentations during the annual Poster Community. A new event at the 2019 conference, the evening closed with the Awards Gala & Dinner featuring recipients of the Excellence in Diversity in International Education (EDIIE) and Global Student Leadership (GSL) Awards.  


On Tuesday, conference attendees started the day with a thematic networking breakfast, featuring an announcement of the 2017-2018 Benjamin A Gilman International Scholarship Top Producing Institutions from Ambassador Jennifer Zimdahl Galt, Principal Deputy Assistant Secretary (PDAS) for Educational and Cultural Affairs. Immediately following this announcement, Johnny C. Taylor, Jr., President & CEO of the  Society for Human Resource Management (SHRM),-SCP, delivered a keynote address entitled “War for Talent” - Bridging the Skills Gap. Tuesday’s lunch included a dynamic panel -- moderated by Diversity Abroad’s Associate Director of Student Services, Joelle Tolifero -- featuring 4 student perspectives on how identity impacted their experiences abroad. Diversity Abroad’s CEO & Founder, Andrew Gordon, closed out the 2019 conference with an announcement of the organization’s new 5-year Strategic Plan, Diversity Abroad Forward.


Through our collective commitments, the 7th Annual Conference -- together with the Global Student Leadership Summit, MSI Summit on Global Education, and the CDO/SIO Strategic Leadership Forum -- empowered professionals & students alike to continue focusing on inclusive global education towards equity & opportunity. We hope you join us in New Orleans on March 14-17, 2020 for the 8th Annual Diversity Abroad Conference as we focus on Amplifying Voices: Moving from Rhetoric to Systemic Change.

 


The 5th Annual Global Student Leadership Summit



The 5th Annual Global Student Leadership Summit was held during the 7th Diversity Abroad Conference on March 2-5 in Boston, MA. This year, we welcomed another phenomenal cohort of close to 70 students leaders representing 43 different colleges and universities across the U.S. and abroad. We had students join us from as close as Boston and as far as Singapore!  Students who attended GSLS this year have studied abroad on every continent excluding Antarctica (maybe one day!), they have already started their own businesses, they have been granted distinguished fellowships, and they have made a mark on their campuses and beyond.  We were excited to host a these growing leaders, entrepreneurs, and global citizens for another year of reflection and community building.


As in previous years, GSLS provided a much-needed space for diverse study abroad alumni to find community in one another while unpacking their experiences abroad. This year we worked to assure that identity was kept at the forefront of every conversation from discussions surrounding who we are as leaders, to how code switching shows up in the workplace. We kicked off GSLS with a an inspiring Keynote, delivered by the ArtCenter College of Design’s Chief Diversity Office, Dr. Aaron Bruce. Dr. Bruce shared how ‘Keeping it Global’ has guided his personal and professional life and expanded his view of the world and the importance of supporting a diverse student body. Students were able to enjoy his opening spoken word and share space with Dr. Bruce who encouraged them to maintain their global mindset.


It was an honor to once again host a unique re-entry opportunity for diverse students at universities and colleges across the country. We look forward to hosting another cohort of incredible, diverse student leaders for GSLS 2020 in New Orleans, LA from March 14-17!



The 4th Annual MSI Global Education Summit

 


The 4th Annual Minority Serving Institution (MSI) Global Education Summit featured a half day of interactive presentations and workshops where participants learned how to identify and apply for various funding opportunities and programs and how to develop campus collaborations in order to advance internationalization efforts at their institutions. During the Summit, participants had the opportunity to create tailored action plans for identifying and applying for funding and establishing campus collaborations at their respective Minority-Serving Institutions. Participants also had an opportunity to share their institutional challenges and targeted areas for growth during several panel presentations and workshops.


The first presentation featured executive leaders from the White House Initiative on HBCUs and the U.S. Department of State who shared key insights and practices for campus internationalization in relation to identifying and applying for federal funding in order to grow global education programs at MSIs. Participants heard from David Levin, U.S. Department of State, Bureau of Educational and Cultural Affairs and Dr. Arthur McMahan, White House Initiative on Historically Black Colleges and Universities about grant and fundraising opportunities that support internationalization efforts. Participants had the opportunity to network with the speakers and ask targeted questions regarding funding opportunities for MSIs.


The second presentation kicked off with a powerhouse team of panelists and featured institutional perspectives from Evie Myers, JD, Special Advisor to the President, Office of International Programs at Prairie View A&M University, Dr. Sukant Misra, Vice Provost of International Affairs at Texas Tech University - an emerging Hispanic Serving Institution, and   Dr. Daisy Rodriguez Pitel, Associate Director of International Student and Global Engagement at Pima Community College. These inspiring leaders spoke about their articulated institutional commitments and administrative leadership, structure, and practices to support internationalization efforts. They shared key insights and practices for campus internationalization in relation to the process of identifying and applying for federal funding and grants, as well as establishing collaborative partnerships in order to grow global programs at their respective institutions.


The Summit concluded with a skill building workshop designed to provide attendees with opportunities to actively engage in dialogue and activities with session speakers and  representatives from other MSIs. Participants created action plans that will serve to assist them in identifying and applying for funding opportunities as well as building their campus and community networks. Marcus King, International Student Advisor II at Prairie View A&M University and Reagan Ribordy, Director of International Programs at Texas Tech University, served as additional resources and helped guide participants through group discussions, fostering the cross pollination of ideas towards the development of an individualized action plan for each attendee.


The MSI Global Education Summit has become the premier forum for networking, sharing of best practices, and collaboration among colleagues from like institutions to reach a common goal - ensuring that students from MSIs have the skills, knowledge and experience to be successful in the 21st Century.



The 2019 CDO/SIO Strategic Leadership Forum



 

The 2019 Chief Diversity Officer (CDO) and Senior International Officer (SIO) Strategic Leadership Forum provided the unique opportunity to bring together institutional leaders from across the nation to explore how CDOs and SIOs can work together to increase access to education abroad. Too often, the SIO and CDO work in silos without realizing that shared goals and pathways forward exist through collaboration. Through educational opportunities and interactive exercises, the group of 36 attendees identified challenges around these topics, and left inspired to play a key role in affecting change at their home institutions. Thought provoking guest speakers and panelists helped frame the conversation, while social opportunities and teamwork exercises inspired relationship building and trust. The session culminated with group presentations that ensured engagement from the entire group, and tangible outcomes around shared goals. The following themes emerged as the basis for increasing equitable access to education abroad for diverse and underrepresented populations through collaborative work of the SIO and CDO:

 

  • Collaborative Strategic Planning

  • Curriculum Integration & Assessment

  • Faculty/Staff Professional Development & Training

  • Program Design: The intersection of access, inclusion, diversity and equity



A publication exploring these themes in detail will be available fall 2019.


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Making the Most of Your Diversity Abroad Conference Experience

Posted By Administration, Monday, February 25, 2019
Updated: Friday, February 22, 2019

Making the Most of Your Diversity Abroad Conference Experience

The Diversity Abroad Conference is a venue that not only allows professionals to connect with colleagues in different offices and campuses, it’s a space for people to discuss ideas that often have a way of making it to the sidelines during regular operating hours. Let’s face it, diversity and inclusion in international education or international education in diversity and inclusion efforts aren’t often at the center of the agenda for most offices. In many cases, the convergence of these topics happens only a handful of times throughout the academic year. For this reason (among others) we are excited that for 4 days we’ll get to bring these topics to the center of our focus and create actionable plans for how we can all advance diversity and inclusion efforts in global education.


We have highlighted a few sessions that are new to the conference this year that you won’t want to miss!

If you are currently a member and would like to know how to get the most of your Diversity Abroad membership be sure to attend Maximizing Your Diversity Abroad Membership - Sunday, March 3 from 3:30-4:30pm as we provide an overview of Diversity Abroad benefits and resources available to you.

If you are new to Diversity Abroad and interested in engagement opportunities, please check out State of Diversity Abroad: Updates & Engagement Opportunities - Sunday, March 3 from 3:30-4:30pm as we provide an overview of organizational resources, membership, and opportunities to connect with Diversity Abroad throughout the year.

 


Awards Gala & Dinner - Monday, March 4 from 5:30-7:30pm

Join Diversity Abroad in celebrating our collective achievements as a field during the inaugural 2019 Awards Gala & Dinner. This formal event will provide an ideal backdrop for honoring the recipients of the Excellence in Diversity & Inclusion in International Education & the Global Student Leadership Awards. Attire is Business/Cocktail so be sure to dress to impress as we celebrate these shining stars!


Action Planning Breakout Sessions - Tuesday, March 5, 2019 from 2:30-3:45pm

The goals of the Action Planning Sessions are to support attendees with unpacking the conference content and provide structured time to map out action items for implementation at their home institutions/organizations. Discussions will be facilitated by conference planning committee members within different institutional types.


 

 This is only a preview of all the great things we have lined up for you at this year’s conference. Be sure to download the conference app or the conference website for more information about individual sessions, speakers and much more!

If you are looking for a quick tips sheet to ensure you gain the most from these 4 days of intense dialogue, interactive sessions, and thought-provoking discussion, checkout our resource link here and provided below.



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Advancing Post-Graduate Success for All Students through Global Learning

Posted By Administration, Thursday, November 15, 2018

Jill Blondin, Ph.D.,

Interim Executive Director of Global Education Office

Virginia Commonwealth University


Christina Marino, M.A.

Assistant Director of Residence Education, VCU Globe

Virginia Commonwealth University


VCU Globe is an innovative, award-winning, and interdisciplinary global education living-learning program at Virginia Commonwealth University (VCU) that focuses on building students' cultural agility through coursework, volunteer work, and co-curricular activities.  A key outcome of the program is helping students to prepare for careers in an increasingly globalized world. With more than 300 students in 65 majors participating in the program, VCU Globe is devoted to preparing a diverse group of participants to succeed in their chosen field.  In fact, the student population of VCU Globe has more ethnic diversity than the larger VCU campus at 66% and 43% respectively. Furthermore, 46% of VCU Globe students are Pell Grant eligible, while overall the campus has a 33% Pell Grant eligibility. VCU Globe has graduated 180 students who are pursuing advanced degrees in their fields of study or working in their desired industry.  In this article, we will share strategies for creating professional development opportunities and career readiness in the context of global learning for a diverse population of students.


In 2015, the Association of American Colleges & Universities (AAC&U) contracted Hart Research Associates to survey employers in order to understand which learning outcomes employers believe are most important to succeed in today’s economy (Hart Research Associates, 2015).  This research revealed that 80% of employers felt that it was very important for recent college graduates to demonstrate the ability to apply learning in real-world settings (Hart Research Associates, 2015, p.6). Experiential learning and career preparedness are at the heart of what VCU Globe provides its students.


Since VCU Globe is an interdisciplinary program, this means that the staff and faculty must be prepared to assist and guide students of all majors.   This assistance takes place early in a participant’s involvement in the program. In the first semester, students take an introductory course in which they are required to complete an “Industry Assignment”: they must interview someone in their prospective field and ask them specific questions about the way in which they developed and benefited from intercultural competence.  This assignment is designed to help students develop professional networks, learn about their desired career from a professional in the field, and begin to connect curricular learning with careers. This interview experience often translates into a longer relationship, and sometimes mentorship or employment, for the student.


Students are also required to attend a number of career-focused workshops.  From resume writing to networking to applying for national scholarships, such as the Fulbright, opportunities are provided to each VCU Globe student.  These workshops bring experts to the students where they live and this helps to eliminate barriers and promote learning. These workshops are as diverse as our students and we try to bring in as many relevant opportunities during their VCU Globe experience. VCU Globe partners with VCU’s National Scholarship Office, VCU Career Services, VCU Libraries, and many other units to lead the workshops and share the services of their offices with our students. These workshops are required: in fact, they are tied into the curriculum as a graded assignment in specific courses.  This highlights a comprehensive investment in our student’s professional lives: our goal is to ensure that each VCU Globe graduate is ready and able to compete for their dream job.


The capstone course of the program requires reflection, resume writing, and the completion of an electronic portfolio (e-portfolio) that documents a students learning while also being something tangible a student can share that demonstrates their career readiness.  The e-portfolio in particular allows students to tell their stories of volunteer, curricular work, study abroad experiences, and co-curricular experiences that they have had. Hart Research Associates found that 80% of employers would find an e-portfolio useful in determining success (2015, pg. 13). The capstone course also works with students to encourage their own individual reflection on the program and begin translating their growth and experiences to potential employers or graduate programs.  In the capstone course, we do a comprehensive review of all of each student’s resume and cover letter or professional statement. Through this process we work to ensure that the student has materials that are concise, tailored to their potential career path, and descriptive of their experiences. The capstone course also brings in campus experts from VCU University Relations and Career Services to discuss how social media impacts careers and how self assessments can assist in the job search and graduate school search process. Overall the capstone course really attempts to help students explain in professional documents the work they have done while at VCU and relate it to their desired careers.


VCU Globe is a Peace Corps Prep program and 78% of VCU Globe students are also working on certificates of completion from the Peace Corps.  This Peace Corps Prep certificate is another way for students to highlight to potential employers that they have had a hands-on learning experience, served a diverse population, and focused on professional preparedness.  There are opportunities to engage with Returned Peace Corps Volunteers (RPCVs) and speak with them about the challenges and successes of living and working abroad. As a Peace Corps Prep program, we work closely with the Peace Corps Recruiter in the area and provide a variety of opportunities for students to learn more about serving in the Peace Corps.  Many of the VCU Globe students also work on campus as Campus Ambassadors for the Peace Corps. Furthermore, there is a competitive advantage for students if they decide to apply to the Peace Corps. Even if the student is not planning to work for the Peace Corps, this certificate highlights the cultural agility skills that the student has spent a significant amount of time working intentionally to improve.


The program also provides special career development opportunities that are designed to enhance a students’ resume, build leadership skills as well as communication skills.  VCU Globe staff members work to utilize the resources in the Richmond metropolitan area to foster new relationships with employers, faculty, and non-profit organizations. Each year, for example, VCU Globe offers engaging visits to local Fortune 500 companies with global interests, such as Canon in Newport News, Ocean Network Express (ONE) in Richmond, and even U.S. Embassy visits for students participating in study abroad programs.  The program also works with nearly a dozen non-profit organizations that serve the immigrant and refugee populations to place students as volunteers. Many of our students work with English as a Second Language (ESL) students in local Richmond Schools or Adult Education programs. There are unique opportunities for VCU Globe students to utilize their Spanish or Arabic language abilities in local clinics and community centers.


All of these strategies create professional development opportunities and career readiness in the context of global learning, and can be applied or adapted at different institutions depending on curriculum, faculty expertise, and students’ needs.  Such student-focused career development opportunities embedded into global learning, prepares students for careers in an increasingly globalized world. VCU Globe students have a mean GPA 3.09 compared to 2.94 for the larger university. Since the first participants graduated from VCU in May of 2016, the success of VCU Globe’s professional development strategies has yielded 3 Fulbright Scholarship recipients; 1 Goldwater Honorable Mention; 7 Peace Corps Volunteers; 7 jobs with service organizations, such as AmeriCorps and Teach for America; 57 working in their desired field; and 33 pursuing advanced education in graduate or professional school.  


Works Cited (APA Style)

Hart Research Associates (2015).  Falling Short? College Learning and Career Success Selected Findings from Online Surveys of Employers and College Students Conducted on Behalf of the Association of American Colleges & Universities.  Washington, D.C.: Hart Research Associates.

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Supporting Global Learning for Students with Disabilities: A Framework for Reviewing Your Practices

Posted By Administration, Thursday, November 1, 2018

Authors:

  • Dr. Thandi Dinani, Director- Office of Study Abroad, Belmont University

  • Sarah Langston, Senior University Relations Manager, SAI Programs

  • Michelle Morris, Program Assistant, Howard University

  • Jenny Sullivan, Director of Education Abroad and International Fellowships, Rochester Institute of Technology


Over the last decade, the field of education abroad has recognized and acknowledged the significant discrepancy in the diversity of study abroad participants studying abroad each year.  The Institute of International Education’s (IIE) Open Doors Report revealed that 8.8% of the 325,339 students who studied abroad in the 2015/16 reported studying abroad with a disability. This percentage was an increase of 3.5% from 2014/15. Even more interesting, the percentage of students studying abroad with reported disabilities has increased from 2.6% (1006 students) in 2006/2007 to 8.8% (5,641) in 2015/2016. Similarly, institutions reporting students with disabilities who are studying abroad has increased from 1006 institutions in 2006/7 to 5,641 institutions in 2015/16.


Consequently, institutions have increased commitment to not only review their respective enrollment, but to implement policies and practices that reflect an institutional commitment to increase the diversity of students who have access to international opportunities. The increase of diversity amongst students with disabilities requires institutions to implement policies and practices that increase recruitment, provide support, and ensure resources are available to students, education abroad offices, and international partner institutions.


In this article, we encourage institutions and education abroad offices to think beyond simply ensuring access and resources to students with disabilities. We introduce the concept of developing “inclusive design.” Consider ways that your services and programs can be inclusive of as many needs and abilities as possible. This concept and practice goes beyond accessibility or making special considerations for people with disabilities. It challenges institutions to fundamentally redesigning policies, processes, communications, programs and resources so that fewer barriers exist from the outset. Where accessibility aims to fill in the gaps left by exclusionary design practices, inclusive design aims to surpass conventional definitions and change standards of practice. For example, making it standard practice to upload transcripts and audio descriptions of lectures is one inclusive strategy that benefits deaf participants, blind participants and everyone else. Considering all students when initially designing materials and processes ensures all students are able to access materials as opposed to providing transcripts for specific students after-the-fact. When advising students with disabilities, try to think beyond how special considerations can be made for them, and how programs can be redesigned to provide a different-but full- experience for all participants of all abilities.


While many institutions have a foundation for supporting students with disabilities who study abroad, it is important to continually refine practices and processes. The essential questions institutions are asking are: How can we provide equal access to all students and encourage all students to participate in high impact opportunities like study abroad? How can we enhance their experience abroad and measure success?  In this article, we hope to present a framework for thinking about how you can intentionally make strides and adopt strategies that will increase the participation and quality of experience for students with disabilities and all students who study abroad.


Supporting students with disabilities to study abroad is a complex topic because every student’s situation is unique. There is no one prescriptive solution for all students. To assist in identifying and developing inclusive practices, we propose the following framework to make progress toward identifying more useful and universal best practices. The framework may also help institutions and offices organize and prioritize initiatives. Making continual efforts, however big or small, in each of these areas will have a cumulative effect on the overall assistance and support provided to students with disabilities who study abroad.


The framework suggests five areas to research and review at your institution: policies, processes, communications, programs, and resources. For each of these areas, we encourage institutions to be intentional and thorough to complete five steps: 1) identify the situation, 2) evaluate possible solutions, 3) strategize ways to proceed, 4) implement your actions, and 5) assess your efforts.


Framework Section One: Policies

Consider whether your current policies are helping or hindering the student experience? What new policies might you need to better support students? We encourage you to evaluate your policies related to:

  • If/how/when a student should self-disclose

  • Role and expectations of interpreters/aides during “off-hours”

  • Office definition of “reasonable accommodations”

Framework Section Two: Processes
Review how processes in your education abroad office and other offices at your institution support students with disabilities? How can you improve or create new supportive processes? Consider examining your processes related to:

  • Accessibility of current advising and presentation materials

  • Evaluation of a location, partner or program for accessibility

  • Accessibility of how and where you meet with students

  • Training for staff and faculty for working with students with disabilities

Framework Section Three: Communications
Next, we encourage you to review your print and online materials. Are students with disabilities represented in your marketing materials? What kind of language are you using in your communications? How do you communicate with students about their experiences abroad? For example, do you:

  • Intentionally market to and recruit students with disabilities

  • Offer advising and pre-departure training that prepares students for experiencing stereotypes or discrimination in another culture

  • Have a plan for communicating with family members who may have different opinions about a student’s needs

Framework Section Four: Programs
Think about the various programs your office manages. Are the programs manageable for a person with disabilities? If not, are there appropriate alternatives you can manage? Consider the following:

  • Utilize partners who are based in-country and have experience with local laws and practices

  • Conduct program run-throughs with attention to accommodations that students may require

  • Survey your partners regarding their accessibility and services

  • Ask your campus disability services office to review the program schedule

Framework Section Five: Resources
Lastly, we encourage offices and institutions to investigate opportunities that may be available through your campus, state, or federal government. Is there a campus funding pool available to support student accommodations abroad?

  • Consider federal sources such as Vocational Rehabilitation funds, and encourage students to apply for scholarships such as the Benjamin A. Gilman Award and Diversity Abroad

  • Explore professional support staff on your campus such as captionists, note takers, interpreters, mobility trainers, personal care assistants, and others who may be able to travel

  • Include a margin in program fees that can be used for accommodations, if needed


As you are reviewing your policies and practices, we encourage you to connect with external resources as well. In addition to the Diversity Abroad network, the following organizations provide helpful information related to working with students with disabilities: Mobility International: National Clearinghouse on Disability and Exchange, Forum on Education Abroad Standards of Good Practice Toolbox, NAFSA’s “Promoting Inclusion in Education Abroad: A Handbook of Research and Practice.”


Increasing the diversity of participants requires continual review of existing practices to ensure that we are providing quality programming for all students. By considering the framework’s practices and ideas, your office can work toward offering more inclusive programming for all students on your campus. By offering services and programs that are inclusive of students with disabilities, we are, in turn, enhancing the experience for all students. Having diverse participants on programs not only provides an opportunity for the individual student, but also brings a new lens to the program, expands perspectives of all participants, and results in a more robust global learning experience.


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