CCIE Newsletter

Vol 10, no. 1 September 2011 Click Here to View Past Newsletters

In This Issue:



DUES FOR 2010-2011

CCIE wants to remind all our members that, now, more than ever, it is important to pay your dues. CCIE dues are collected on the academic year - July 1 - June 30. It is critical that every member be current with their dues in order for CCIE to continue to support activities such as the Newsletter, Web-Page, Workshops, and Student Scholarships. Please consider processing your 2011-2012 dues now. During our economic crisis, CCIE does appreciate the effort that all of you are doing to help support international education at our colleges. However, advocacy needs to continue on many levels, and support of CCIE is central in this process.



The 2010 CCIE Annual Report reflects the changing state of the field and in particular, the viewpoint of various stakeholders into the need for California community college students to obtain an understanding of the increasingly global and international world. The last complete California Colleges for International Education (CCIE) Annual Survey was conducted in 2004. Reports on prior surveys from 1985 - 2004 can be found on the CCIE web-site: The 2010 Annual Report epitomizes the fundamental goal of CCIE, i.e. cooperation and the sharing of information by documenting that the variety of activities in which CCIE members, now numbering eighty-four colleges, are involved.

The CCIE State of the Field Survey - 2010 was sent electronically to all community colleges in the state. Unlike the survey conducted in 2004, the 2010 survey was not well populated. While those who answered were enthusiastically supportive of international education, the low response rate in itself is noteworthy. This is consistent with the findings that International Education at California community colleges has verbal support, but no revenue stream nor security.

The 2010 Report has unique conclusions that cross innovation and adaptability:

  • Challenge the traditional to prepare creative leaders who are ready and willing to face current challenges and transform communities;
  • Define leadership skills that recognize the importance of international literacy skills that help to transform communities;
  • Make direct connection between personal globally engagement of our leaders and application for educational change;
  • Understand that few non-traditional educational pathways offer as intensive learning experiences that provide the type of transformative learning that international education can achieve;
  • Understand that as students and the disciplines they study become more internationalized, and the workforce to which the students will eventually enter becomes more globalized, the community college is increasingly going in the opposite direction.

The results of this survey confirm that as community college leaders, we need to fundamentally redesign our colleges to see internationalization as a societal investment. The results for making no choice are dire as the philosophy of open access is placed at risk if four-year college students have access to international literacy but community college students do not.

Much of the analysis was supported by LisaMaria P. Miramontes, Ph.D. from Peralta Community College District.

The full report can be accessed at:



The objectives of the conference are to offer study abroad returnees the opportunity to reflect on their recent international experiences, connect with other study abroad alumni, network with professionals from international organizations, and gain important skills for continual learning and application in their future career and academic paths. The keynote presentation will offer insight into how study abroad translates socially, academically, and professionally.

Other conference highlights include an “Opportunities Fair” of internationally-focused organizations, various panel discussions and workshops on resume-building, graduate schools, career and volunteer opportunities, job interviewing and more! This is a great opportunity for students to network, so we ask that they dress business casual and bring several copies of their resume.

  • Date: Saturday, October 1, 2011 (9:00 am - 5:30 pm)
  • Location: Chapman University
  • Registration Fee: Only $15 for students and $ 20 for College Faculty/Staff who register by September 23rd!
  • Register at:
  • Registration includes breakfast, lunch, snacks, and parking



The Fulbright Specialist Program provides higher education institutions outside the United States with the opportunity to draw on the expertise of U.S. scholars and professionals to accomplish short-term projects (activities include lecturing, teacher training, curriculum development, needs assessments). The program is designed to award grants to qualified U.S. faculty and professionals, in select disciplines, to engage in short-term collaborative 2 to 6 week projects at host institutions in over 100 countries worldwide. International travel costs and a stipend are funded by the U.S. Department of State's Bureau of Educational and Cultural Affairs. Participating host institutions cover grantee in-country expenses or provide in-kind services. Project activities focus on strengthening and supporting the development needs of host institutions abroad and do not fund personal or clinical medical research and related projects involving patient contact. Eligible activities include short-term lecturing, conducting seminars, teacher training, special conferences or workshops, as well as collaborating on curriculum planning, institutional and/or faculty development. U.S. faculty and professionals apply to join a Roster of Specialists for a five-year term. Roster candidates are reviewed by peers in the same discipline, and by the J. William Fulbright Foreign Scholarship Board (FSB).

How to Request a U.S. Fulbright Specialist:
Foreign institutions interested in requesting a Fulbright Specialist must make their request through their local Fulbright Commission or the Public Affairs Office at the U.S. Embassy in their home countries. The form for requesting a Specialist is now available online to Fulbright commissions and embassies. Projects must be reviewed and approved by the home-country Fulbright office and the U.S. Department of State Bureau of Educational and Cultural Affairs.

For more information about the Fulbright Specialist Program, including how to join the roster of Specialists, how to request a Fulbright Specialist, how to develop a project and more, please visit:



The Trade Commission of the Embassy of Spain, an official institution and part of the worldwide network of Commercial Offices of Spain is soliciting CCIE member college students to participate in the Study in Spain Student Ambassadors Program. This program is directed to enhance the image of our country as a destination for American students, as well as to promote partnerships between Spanish and American educational institutions. The“SiS Student Ambassadors“ program is looking for students who can offer the following profile: a) Knowledge of Spanish language; b) Proactive personality; c) Social skills; d) Interested in the people and culture of Spain; and e) Motivated and committed for a minimum of 2 semesters. Each Ambassador will be assigned a geographical area in which he or she will represent Study in Spain. They will receive a Welcome Package with promotional material to be distributed during the events, as well as additional material upon request. Every Ambassador will conduct three main activities during his or her appointment: 1) updating a database; 2) promoting our Facebook community; 3) participating in fairs and promotional events. e or she could also organize complementary rated activities each semester in order to get extra points. Once a month, the Ambassador would submit a brief summary of activities (one page form), including graphic materials of the events organized, if this is the case. At the end of the academic year, the best Ambassadors will be awarded several prizes, with the number one Ambassador receiving a trip to Spain for one week to enjoy the country he or she is representing. The Embassy of Spain-Trade Commission will issue an official diploma to every SiS Student Ambassador which will grant added value to their résumés.

Complete information about this campaign can be found at our website

For additional information please contact Ana Mackliff at ( or call us at (305) 446 4387.

Please let CCIE know if any of your students have been chosen to be SiS Student Ambassadors.



This was another of those meetings I left with brain overload. The primary subjects included an update on the current situation with the UC, CSU and community colleges regarding study abroad. As expected the main problem is budget. All sectors are affected. UC continues to decentralize and cut staff in Santa Barbara. But, they have a funding formula that means they are somewhat self supporting, so cuts are less than with the overall system. CSU reports much the same. Although the CCs report cancellations, some programs being put on hold for the next year or two, there are several colleges starting new programs.

The second issue that was mostly about UC and CSU was regarding safety issues. The UC has 4000 plus students overseas with the EAP program. Students in Egypt were sent elsewhere this semester, some to Syria. All 80 some students in Japan were removed, about 30 of them were on break out of the country at the time of the earthquake and tsunami and were not allowed to return. Their program staff is still working out issues of transfer to other programs, refunds, paying extra expenses, etc. They have a full time administrator in charge of risk management. This emphasizes the need to plan carefully, work with competent contracts and providers, signing of waivers, proper orientation, insurance, etc.

Of most interest to me was a presentation and discussion led by Dan Nannini of SMC on articulation issues relating to study abroad. It is far more complicated than I realized. Among the points noted:

  • UC requires the last 30 units to be taken at a CC before transfer.
  • IGETC only allows credit transfer from a U.S. accredited school.
  • Students going on study abroad often lose priority for registration when going abroad on another school's program.
  • Science and engineering programs are a headache due to increasing and varying lower division requirements.
  • Going on study abroad may complicate the completion of lower division general education requirements.

This part of the meeting answered part of my questions about articulating with foreign schools. The IGETC requirement on U.S. accreditation is a substantial negative in this regard.

In the afternoon session for CCs led by Rosalind Raby of CCIE we mostly discussed the need for cooperation. As a result I will be working with Cabrillo College and LACC on possible collaboration with our Spain program at West L.A.. One participant, David Moore of Golden West College, was a Fulbright Teacher Exchange from England that we brought to LACC in the late 80s, now leads a summer program to London each year on a contract basis, such as we will be doing with our Spain program this year.

Don Culton, Independent Consultant, West Los Angeles College: 4/4/11


International Student Town Hall Meetings - March 17 (City College of San Francisco) and March 18 (Long Beach City College)

Town Hall meeting with SEVP Director Louis M. Farrell and Chief of SEVP Policy Sharon Snyder. The meeting will include a discussion on whether SEVP should issue a reduced course load for international students in light of the ongoing budget crisis facing California. Two Town Hall meetings will be held at March 17 (City College of San Francisco) Room 318 and March 18 (Long Beach City College) Room T1200. RSVP:

The International Student Town Hall was headed by Lou Farrell and Sharon Snyder from SEVP in Washington. Most local community colleges and a few CSU campuses were present.


The following are updates provided by CCIE members: Donald Culton, Independent Consultant, West Los Angeles College The Town Hall Discussions had the Following Results:

All of the colleges reported the same budget problems, although not many have so far lost staff. At the same time, nobody is growing their offices. However, most of the programs have lost numbers over the past several years. It was positive to bring so many people together to share concerns about the field.

Major Concerns:

  1. Almost all of the colleges say their biggest problem is getting classes for students. very few colleges offer students the chance to pre-enroll before they arrive so that when they do arrive, they can get classes.
  2. With worldwide problems, also, there is an increasing number of problems facing schools and their students, such as getting money out of some countries, while students from other countries needing to go home, etc. Colleges continue to report difficulty of getting visas for certain countries, especially from Africa and several agreed that Vietnam was increasingly hard. China remains the one area where there is optimism about growth and relatively easy visas. One college had all their student visa applications from Nigeria rejected.
  3. ESL schools must be accredited by December, which may eliminate some.
  4. Some of the community college language academy programs are closing because they are losing money.
  5. Several people said that California may still be very popular for international students but colleges outside the state were doing a better job than California, especially the Washington State schools. Some of these have continued to recruit aggressively, have slowly grown.


  1. Farrell warned that his ruling this year that students could take less than 12 units if no classes were available was a one time thing, it does not mean for the future. He said he was overruled, and students must be enrolled in 12 units. Lots of discussion took place on nursing programs where students are enrolled in less than this and consequences from the inability to provide classes across the curriculum.
  2. Farrell warned not to try to expand the use of technology to get around the one class limit with on-line classes. Teachers need to be present.

Support from Washington:

  1. Farrell emphasized more than once that the mood in Washington is on providing increased care in allowing students to come. His office has spent much time explaining why so many language schools and private colleges have been allowed to operate fraudulently. This apparently includes agreements with overseas institutions where standards are low.
  2. Snyder emphasized in getting visas for students that students need to be prepared and come to the interview with a plan of action that they understand and can explain. She advised that students be sure to visit the EucationUSA offices before applying.
  3. On a discussion about using agents, Snyder held rather firmly to the old standard approach, too many bad agents and they do not recommend using them.
  4. On a discussion about paying commissions, both Snyer and Farrell said they did not know of any Department of Education ruling against the paying of commissions on a per head basis.

Farrell and Snyder said that they would provide answers to questions raised by the meeting in a report later.

Rosemary Santillan, Senior International Student Advisor, City College of Santa Barbara, Principal Designated School Official

Lou Farrell and Sharon Snyder gave the opportunity to all who were present to express their concerns and needs.

Some Key Concerns of DSO’s:

  • Course availability due to budget crisis.
  • 30 day prior to school arrival regulation and no courses available by then.
  • Canceled courses which result in students being enrolled less than full time.
  • Students having to get F grades because they don't want to lose their status.
  • The SEVP directive that was only good for one semester and schools are still using it.
  • On campus employment availability reduced ( due to budget) for international students.
  • The financial crisis in Japan and how it will affect our Japanese students and their funding
  • The nursing program and unit requirement for status.
  • CPT and off campus employment

SEVP will send a new directive regarding the reduced course load authorization directive sent in Fall 09. It was valid for only for one semester, but due to the confusion students who used it through Spring 11 will not be considered out of status.

Sharon mentioned that an EAD economic hardship permit for students from Japan is in the works.


The NAFSA and IIE Open Doors Report of “International Student Financial Contributions from 2009-2010" show that international students not only bring significant increases in tuition to California Community Colleges, but that they and their dependents significantly add to the local tax base.

  • Contribution from Living Expenses (i.e. additions to local tax base) : 567,003,900 (Thousands)
  • Contribution from Tuition and Fees: $ 136,086,100 (Thousands)
  • Total Contribution to State Economy: $ 670,789,400 (Thousands)

These are considerable dollars being brought into the state for a program that not only serves economic, but more importantly, political diplomacy through internationalization of the classroom and campus experience. Yet, across the state, there is a lack of full-time professionals working in this field, limited access to income generation to reinvest in marketing, and limited access to income generation for student support services.

While these monies alone will not solve our budget crisis, the elimination or shrinking of these dollars will have a significant negative impact. It needs to be repeated that revenue generated by international students actually pays for faculty salary, college materials, college equipment, and college services - all of which provide support so that more domestic students can enroll and complete the community college. Calculations show that international students DO NOT TAKE SEATS AWAY FROM DOMESTIC STUDENTS. Instead, tuition from every 30 International Students pays for 1 full-time faculty position. These extra faculty teach classes in which a small portion of students are international students. The remainder are domestic students. Therefore, the extra income allows the College to accommodate more domestic students, including under-represented domestic students in their classes.

In conclusion, the economic, social, cultural, and educational impact made by international students is unique and all attempts should be made to preserve these educational experiences.



The NAFSA and IIE Open Doors Report of “International Student Financial Contributions from 2009-2010" show that international students not only bring significant increases in tuition to California Community Colleges, but that they and their dependents significantly add to the local tax base.

  • Contribution from Living Expenses (i.e. additions to local tax base) : 567,003,900 (Thousands)
  • Contribution from Tuition and Fees: $ 136,086,100 (Thousands)
  • Total Contribution to State Economy: $ 670,789,400 (Thousands)

These are considerable dollars being brought into the state for a program that not only serves economic, but more importantly, political diplomacy through internationalization of the classroom and campus experience. Yet, across the state, there is a lack of full-time professionals working in this field, limited access to income generation to reinvest in marketing, and limited access to income generation for student support services.

While these monies alone will not solve our budget crisis, the elimination or shrinking of these dollars will have a significant negative impact. It needs to be repeated that revenue generated by international students actually pays for faculty salary, college materials, college equipment, and college services - all of which provide support so that more domestic students can enroll and complete the community college. Calculations show that international students DO NOT TAKE SEATS AWAY FROM DOMESTIC STUDENTS. Instead, tuition from every 30 International Students pays for 1 full-time faculty position. These extra faculty teach classes in which a small portion of students are international students. The remainder are domestic students. Therefore, the extra income allows the College to accommodate more domestic students, including under-represented domestic students in their classes.

In conclusion, the economic, social, cultural, and educational impact made by international students is unique and all attempts should be made to preserve these educational experiences.


GOING GLOBAL 5 CONFERENCE IN HONG KONG by Mandelkern, Michael, Orange Coast College

Recently, I attended a conference on international education called Going Global 5 in Hong Kong. The conference was sponsored by the British Council. The conference was very large with approximately 1,100 delegates. While these delegates were from all over the world, I was struck by the fact that there seemed to be relatively few from the United States. The four previous Going Global conferences were held in London; this is the first one that the British Council has ever sponsored outside the U.K. It was no coincidence that the Council chose to hold the conference in Hong Kong, as enhancing east-west relations through student exchange and international cooperation was a major theme of the conference.

Another major theme was transnational education. I met a professor in International Business at Leeds Metropolitan University in the U.K. who helped establish a campus of his university in Namibia. It seems that this idea of creating higher educational institutions in different parts of the world, including developing countries, is gaining ground. The institutions are created through international partnerships that can involve colleges and universities as well as governments and private funding. I find it very interesting that the conference focused on international education not only as something that broadens students but also prepares them for the job market since employers want students who are globally aware citizens.

Overall, I thought that the conference was excellent. I would encourage any of you who are interested to attend the next Going Global conference, which is in London in March 2012. The video link has another video embedded about two-and-a-half minutes into it about the conference that I went to as well as how Hong Kong aspires to become an international education hub.



Reno, the Biggest Little City in the World is proud to be hosting the Biggest Little Conference in the World, November 7-11, 2011. Join your colleagues from all over the Western U.S. as Region I (Alaska, Idaho, Oregon, Washington, and British Columbia) meets up with Region XII (California, Hawaii, and Nevada)! Bi-Regionals provide a great opportunity not only to get to know NAFSANS from another region, but also to share new ideas and practices. Information at:

Conference Co-Chairs, Steve Jacques (Region XII) and Doni Wiliams (Region I)

CCIE Annual Meeting: Nov. 17, 10:00 - 12:00 at the CCLC Conference at the San Jose Fairmont Hotel

All members of the California community college community are invited to this free meeting held at the CCLC conference. The meeting is open to all Board members, administrators, faculty, international education practitioners and student government representatives. Details on speakers and schedule will be forthcoming.


Arcadia Abroad is offering a discount to students from CCIE member colleges that are current with their dues. The discount is $500 off two of our key programs. This discount will be open throughout the 2011-2012 academic year. All the units for the Arcadia Abroad programs will transfer along with the CCC units to the student’s institution of destination. For information and application, visit:


Earth Education International, Costa Rica is interested in forming partnerships with schools and institutions that would want to send students on our programs, and we are happy to send our Partnership Categories information out to anyone who would be interested in pursuing that route. (A brief description and list of current partners can be found on our website here:

For additional information, please visit: or contact Katy Rugg, Program Advisor, Earth Education International, Costa Rica, North American Office (


A former Director of Grants at El Camino College, Bo has always had a passion for international education. During her tenure between 2000-2010, ECC received 13 grants for international projects. Bo will be providing CCIE members with information about grants that can be used to fund the colleges’ international activities. Please contact Bo directly at if you have any questions about any of these grants, funding sources for international projects or finding an international partner.

International Research and Exchanges Board (IREX) Grants (

Grant:National Council for Eurasian and East European Research - Grants and Fellowships for Eurasian and East European Research
Description: The National Council for Eurasian and East European Research seeks humanities and social science policy research on Russian, Eurasian and East European social, political, economic, and historical development. National Research Competitions support collaborative and individual research. Hewett Fellowships support research under a United States government agency. Short-term Travel Grants and other awards are also available.
Deadline: varies depending on program (check the website)
Link to announcement or program page:

Grant:USAID/Peru Development Assistance Fund Program
Description:The objective is to create the competitive environment for small development activities that benefit the communities within the USAID/Peru operating environment. USAID-Peru seeks responses/grant ideas from local communities that: •Advance local economic growth. •Promote human health and education. •Foster stronger democratic practices and community level organizations. •Pursue licit livelihoods in former coca-growing regions. •Conserve the environment. Only NGOs/NPOs in Peru are eligible to apply so if you have partners in Peru, [please inform them of this opportunity.
Deadline:September 30, 2011
Link to announcement or program page:contact Bo



This section provides updates on the various CCIE Sponsors.

Never has international higher learning been more important than it is today for college students who are interested in joining an increasingly globalized workforce. The ability to work across multicultural environments, communicate across language barriers and lead increasingly diverse project teams has gone from what makes a job candidate leap to the top of the resume stack to what hiring managers use to weed out the unqualified.

CEA Global Education shares in your commitment to connect more students with the education they need to succeed in today's world through study abroad. We've designed our Global Campus programs to foster hands-on intercultural learning through: a) Behind-the-scenes tours of museums and significant sites of interest, such as art restoration labs and government legislatures; b) Guest lecturers who contribute first hand experience and/or expertise regarding class discussions on topics ranging form the Holocaust to sustainability; c) Excursions to surrounding cities and countries to deepen students' cultural understanding of the surrounding region.

The result is our students' ability to return to their home campus better equipped to articulate their experiences, newly acquired intercultural skills and, in many cases, improved language proficiency. We realize universities and colleges face a tough budget outlook this year. In recognition of those declining resources, we've redoubled our efforts to provide the kids of services universities and colleges need to connect more students to the advantages of international education. Those services include:

a) Flexible programming; b) Integrated curriculum, approved and transcripted by the University of New Haven; c) International faculty and staff who reside in the cities they work and teach; d) Financial resources for student and faculty, including additional grants and scholarships for affiliate schools; e) One-on-one guidance to help students select the program that best fists their academic needs and goals.

To find out more about how CEA Global Education can assist yoru campus, contact or visit

EF College Study Tours provides short-term study abroad opportunities for college students and professors. With a focus on international experiences on college campuses, EF College Study Tours provide easy and affordable opportunities for community college students to acquire the international experience they need to compete and succeed in today’s global economy. Short-term programs have proven to be effective in helping college students become globally engaged, and EF’s one- to four-week tours allow professors to incorporate their curriculum and academic goals into any of more than 50 itineraries to 33 countries around the world.

EF College Study Tours is a division of EF Education First, the world leader in international education. With 400 offices and schools in more than 50 countries, EF offers a range of 16 educational programs focused on language learning, educational travel, cultural exchange and academic degrees. Since its founding in 1965, EF has helped more than 15 million students learn a language, discover the world or earn an academic degree.

STA Travel is offering student exclusive pricing on their Airfare Deposit Program that is available to students on financial aid who are going to study abroad. Eligible students can lock into a specific airfare and then pay the full payment seven days prior to departure. The airfare price is guaranteed upon receipt of the deposit. There is a $ 300 nonrefundable deposit. This is a special program designed for CCIE member college students. For more information, call 800-535-7172 or e-mail



AACC and ACCT Joint Statement on the Role of Community Colleges in International Education

The Joint Statement can be found at AACCACCT_Joint_Statement.pdf


The Institute of International Education has released an updated version of its most recent white paper, "International Education as an Institutional Priority: What Every College and University Trustee Should Know." The white paper is intended help U.S. college and university presidents secure buy-in from Trustees and other leaders who may not be thinking globally, yet, and to help those who are doing so to articulate their vision.

To remain competitive, our nation's higher education must keep pace with the rapid globalization of our society over the last few decades, made possible by ever more rapid flows of ideas, technology, people, and information.

Leading higher education institutions have recognized this by "going global" and internationalizing their campuses. Yet surprisingly few colleges and universities make "international" a central part of what it means to become educated.

This paper distills some of the most essential information about international education that Trustees need to know as they address their institutions' strategic growth and planning, and help them formulate their institutional foreign policies.

For more information and to download the white paper free of charge, visit



AACC released in August, the latest quarterly policy brief titled “Promoting Educational Opportunity: The Pell Grant at Community Colleges.” The brief outlines, in terms of student and community benefits, why community colleges are a sound investment.examines historical and programmatic nature of the Pell Grant program and investigate how it has come to form trends up through the 2010-2011 program year. Underlying the examination is the use and importance of the program to college students, with a focus on those attending community colleges. The policy brief is available on the AACC website:

A few facts of note:

  • In 2010-2011, 9.5 million students recieved a Pell Grant with 3.5 million attending community colleges at a cost of $34.762 billion and $11.3 billion respectivley.
  • The $5,550 Pell Grant in 2010–2011 accounted for just 28.9% of a student’s estimated total budget for nine months of education.
  • Whereas only 40% of all community college students enroll full time, nearly double that percentage of community college students receiving a Pell Grant were enrolled full time in 2009–2010.




The LA PIER meeting was held on April 8 at California State University, CSUN. Special Topic - Applying for a Student Visa – Representatives from Wolfsdorf Immigration Law Group will update us as to new developments in the visa application process (DS-160, biometrics, etc.) as well as share troubleshooting tips for issues that may arise. They are a nationally known and prestigious immigration law firm that has presented at NAFSA nationally and regionally. Emphasis will be on working with F-1 and/or J-1 students. For information on upcoming events, please contact Becky Peterson,



SEVP announced it hopes to have SEVIS II ready for implementation in Spring 2012 for Batch users and Spring 2013 for RTI with full implementation in late Fall 2012 for Batch users and late Fall 2013 for RTI users. To get all the details about SEVIS II, SEVP highly recommends joining the Yahoo SEVIS II user groups at the links below. In August 2011, a transition workshop will be held by SEVP with selected school DSO’s and workshop materials from this meeting will be posted in the Yahoo Groups.

To join:

Also, SEVP has provided screen shots from SEVIS II as an opportunity to give feedback and comment on the transition:




Spotlights on CCIE member colleges are provided in each Updates. Please send any information that you would like to share about your college, including information on faculty, students, international guests who have recently visited your college, and related international educational activities. In addition, if any of your students or faculty have received international related scholarships or grants, please share that with CCIE so that we can publicly congratulate your students.



CCIE collaborates with Soonchunhyang University in Korea to offer scholarships for students from CCIE member colleges who are current with their dues. The scholarship includes the following: Tuition; airfare (up to $ 800); room/board; weekly living expense support of 120,000 W (approximately $ 100). Students take courses in Korean Language, Culture, Business and Korean/American Relations. In addition, students will spend 15 hours per week in the “cultural and language ambassador” program in which they converse with Korean students studying at Soonchunhyang University and share cultural information. Academic credits offered by Soonchunhyang University. Congratulations to all recipients !

Recipients for the Fall Semester 2011 are:

  • Sean Heart, City College of San Francisco
  • Ryan Lough, City College of San Francisco
  • Samuel McCormick, City College of San Francisco
  • Rebecca Martin, Shasta College
  • Benjamin Miles, Santa Monica College
  • Tim Mulvey, Shasta College
  • Anh Ngo, City College of San Francisco
  • Micha Sauer, Sacrmaneto City Colelge
  • Melanie Tran, City College of San Francisco
  • Pacia Vang, Sacramento City College
  • Xee Yan, Sacramento City College



The Gilman Scholarship Program offers awards for undergraduate study abroad and was established by the International Academic Opportunity Act of 2000. This scholarship provides awards for U.S. undergraduate students who are receiving Federal Pell Grant funding at a two-year or four-year college or university to participate in study abroad programs worldwide. In total, of the 23 awards given to Community Colleges, California community colleges received 11 of these awards.

Congratulations to all recipients !

  • Keven Barajas - Citrus College
  • Susan Christian - Mira Cosa
  • Alejandra Cuevas - Mira Costa
  • Isaac Pringle - Mira Costa
  • Amanda Broderick San Diego City College
  • Dalton Holcombe San Diego City College
  • Ronald Matei San Diego Mesa College
  • Paulina Riedler San Diego Mesa College
  • Joshua Winter San Diego Mesa College
  • Nicole Collier Santa Barbara City College
  • Daniel Ansaldo Santa Rosa Junior College




Please review the CCIE web-site to make sure that you college is accurately listed. The CCIE web-site includes information on all programs related to international education and highlights awards, grants, and other information to showcase your college. Please send any updates to Rosalind at

The National Clearinghouse on Disability and Exchange (NCDE)'s Web site

This web-site provides links to information about several initiatives including Foreign Language Programs, Community College Exchanges, and Diversity & Disability. The NCDE, administered by Mobility International USA and sponsored by the Bureau of Educational and Cultural Affairs of the U.S. Department of State, assists international exchange programs in the process of including people with disabilities in all types of international exchange programs. Visit:



Visit the CCIE web-site section to view various scholarship opportunities for students studying abroad and for international students studying at California community colleges. Please send information on any scholarship that your students have been rewarded that assist them gain international literacy skills.

Check the web-site for deadlines for:

Note Special Scholarship Opportunities just for CCIE member colleges



  • September 30: Lessons from Abroad: Chapman College
  • October 21-22: Comparative & International Education Conference: Stanford University
  • November 7-11: NAFSA Region I & XII Conference: Reno
  • November 17: CCIE Annual Meeting at the Community College League of California (CCLC) Conference: San Jose
  • November 17-20: Community College League of California (CCLC) Conference: San Jose


CCIE Corporate Sponsorship provided by:

Thank you!



Members of full status are entitled to:

a) ability to vote in all elections and to enjoy other rights and privileges accord to all members; b) access of CCIE Website and inclusion of college / institution in Website; c) access to a collaborative network of community colleges who are devoted to international / intercultural education; d) access to CCIE thematic workshops at reduced rates (TBA); e) access to the CCIE International Negations Modules Project (INMP); f) access to technical assistance team on global competence and its development on community college campuses; g) eligibility for CCIE faculty and staff grants; h) eligibility for CCIE student scholarships; I) eligibility for officer positions; j) inclusion in CCIE annual reports that documents the individual activities of member colleges and which is shared with colleges and organizations throughout the state and nationally; k) inclusion of College in CCIE list-serve; l) participate in the annual business meeting; m) receipt of CCIE on-line monthly newsletter; n) receipt of the CCIE quarterly Directory of Study Abroad Programs; o) receipt to reports and publications prepared by CCIE experts; p) reduced CCIE conference fees.

CCIE Supporting Member for 2010 - 2011

As of May 1, CCIE Supporting Members for 2010 - 2011 are: Barstow; Cabrillo; Citrus; Coast District; Contra Costa District; El Camino; Glendale; Kern Community College District; LACCD; Long Beach City College; Los Rios District; Ohlone; Peralta District; San Francisco; Santa Barbara; Sequoias; State Center CCD; West Valley-Mission CCD.

Thank you all for processing your 11/12 dues, especially during these economically challenging times.

CCIE dues help support our activities such as the Newsletter, Web-Page, Workshops, and Student Scholarships and Faculty Grants. CCIE gives each of you our sincere thanks for your continued support for CCIE.

Please Support CCIE With Your Active Participation!