CCIE DUES FOR 2012-2013

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 process your 2012–2013 dues. 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.


Application Deadline: March 15, 2013

Teacher Treks, sponsored by Hilton HHonors, the loyalty program for Hilton Worldwide's 10 distinct hotel brands, and administered by IIE, will provide 15 teachers with a grant to travel overseas during their summer vacation. With this once-in-a-lifetime opportunity, teachers will have the chance to see the world and bring their experiences back to the classroom. For more information, email


Last fall USIP and IIE held its first Public Education for Peacebuilding Support competition. In the first group a number of community colleges were awarded up to $2,000 for small scale global peacebuilding programs. These schools included Anne Arundel Community College, Montgomery College, Gateway Community College, Shoreline Community College and Guilford Technical Community College.

In March a new competition will open. This process is ideal for community colleges advancing small scale peacebuilding and international education efforts.

For information, visit; email


CCIE has developed a Fact Sheet that highlights a) basic applications of community college international education; b) commonly perceived myths related to California community college international education. The goal is for this Fact Sheet to be used for adovcacy of international education programs. We welcome comments on this Fact Sheet. For more information, please read the CCIE Fact Sheet.


International Education Research Foundation (IERF) is pleased to announce the Sepmeyer Research Grant program, which sponsors research that supports the work of the international admissions and credentials evaluation community. Grants up to $1000 are awarded and is open to all persons, regardless of citizenship and country of residence. Research topics should focus on international education systems and the evaluation of foreign academic credentials. Applications are considered twice a year (February 15 and August 15). For more information, please go to:


The article, entitled "What India can learn from China's Higher Education?", was published in The Economic Times blog on November 2nd, 2012 and compares the trends of the Chinese and Indian higher education systems. One interesting aspect highlighted in the article is that the Indian higher education system is highly concentrated at the undergraduate (bachelor's) degree level. As a proportion of the total student enrollment in higher education, India has nearly 75% of all its students pursuing a bachelor's degree as compared to 43% for China and half for the U.S. This clearly has implications on growth directions, expectations and outcomes for higher education.

The full article is available via The Economic Times.



The past years have seen phenomenal growth in the numbers of Chinese studying in the United States. Traditionally, postgraduate study has been the primary reason for Chinese coming to US universities, reflecting Chinese government scholarships and a desire to learn cutting-edge ideas in carefully targeted areas such as science, engineering, technology and business management. Such well-educated postgraduates may well make an important contribution to China as "sea turtles", the colloquial term given to students returning from overseas.

However, undergraduate study in the US is currently the fastest-growing area for Chinese students and will soon exceed post-graduate numbers. On top of that, many parents are choosing to start their child's US experience at the school level. This is seen by parents as the best way to fully integrate their offspring into US society and to give them a head start in the process of getting into a "good" US university—especially if they are attending schools that have excellent records of students being admitted to top universities.

This growing area also reflects some dissatisfaction by parents with the traditional national curriculum in Chinese schools, with its well-known emphasis on rote learning, limited encouragement for "thinking outside the box" and in some cases narrow interpretations of historical events.

What cannot be denied is that the total process of attending middle or high school through university and possibly postgraduate study in the US while paying overseas-student fees is a high financial burden, and also represents many years of parent-child separation. It also reflects the ever-rising affluence in sections of China's economy and the determination of other families to make sacrifices to give their child what they see as the best opportunity in life.

Of course parents do not necessarily need to send their loved ones abroad before university in order to prepare for entry into a US university. More and more schools in China are establishing international-program areas that supplement the national curriculum with extra hours of study intended to broaden learning and increase the chance of a successful application for study abroad.

The two main drivers encouraging Chinese parents to send their children to study in English-speaking nations are the desire for a different kind of higher education and the reality that the huge demand for places at highly ranked Chinese universities will result in some good students missing out. The gaokao, or the national college-entrance examination, typically sees nearly 9 million students chasing some 6 million places. In times past this has spawned a second sector of private Chinese universities to cater for those who missed out. Unfortunately private higher education in China lacks the resources of the big public universities and is seen as less prestigious, so Chinese parents are increasingly turning away from that option and considering study overseas at well-recognized universities.

This trend has seen the appearance of an army of education agents offering to help improve the chances Chinese schoolchildren applying for admission to foreign universities, with a particular focus on the US. Agents advise on SAT preparation, essay writing and interview techniques, and generally help students understand what the admissions officers are looking for. Parents are often willing to pay high fees for this service in expectation of good results. US universities themselves conduct study fairs in China, where admissions officers can be met, and participate in national recruitment fairs in major cities which attract tens of thousands of students.

However, as part of this process, many Chinese parents are focused on admission to well-known US universities, including universities with significant annual tuition rates of between $30,000 and $50,000. The cost of this practice, which is often encouraged by agents, certainly adds up over the course of a four-year degree. Demand is often directed to universities in major US cities that have good international-airport access.

The word "university" itself is often a key element, as parents in China see a "college" as somehow being of a lower status than a university, based on their domestic experience. Of course, in the US, colleges are among some of the most prestigious higher-learning institutions. Many liberal-arts colleges have a tradition of excellence, reflected in high fees, and are well resourced with quality facilities and personal attention to students. State universities might have lower tuition costs, but these operate with large class sizes and huge enrolments.

As more and more Chinese parents seek a US higher education for their children and questions of affordability increasingly enter the picture, the "2+2"process is sometimes overlooked and should be considered by more applicants. This option involves students undertaking the first two years of a degree in the academic transfer track at one of the many US community colleges before progressing to a highly recognized university to complete the remaining two years, and eventually graduating from that institution.

The community-college route not only offers significant savings in tuition rates, it offers a student-centered learning experience with much more exposure to interactions with qualified college professors who focus on teaching and learning at the undergraduate level and less on academic research. The reality at many large, prestigious universities is that their famous faculty are rightly involved in research and postgraduate teaching, while undergraduates often spend more time in large lecture rooms and in closer contact with graduate students who work as teaching assistants under the professor's supervision.

In many ways, the community colleges offer a route to initial integration into the US way of life that is similar to the motives of Chinese parents enrolling their children in US schools. The community colleges also have strong links with local universities and verifiable records of successful transfers to these good universities. It will take a greater understanding of the US higher-education system and less focus by Chinese parents on the "ranking" of US institutions for more Chinese students to take advantage of this more affordable and often more suitable way to come to study in the US.

The author is an economist and director of China programs at CAPA International Education, a UK-US based organization that cooperates with Capital Normal University and Shanghai International Studies University.


ACE's Center for Internationalization and Global Engagement (CIGE) in partnership with the Boston College Center for International Higher Education has designed an International Briefs for Higher Education Leaders series. This series is designed to help inform strategic decisions about international programming and initiatives. Aimed at senior university executives who need a quick but incisive perspective on international issues and trends, the Briefs offer analysis and commentary on key countries and topics of importance to higher education worldwide. The Brief on Global Engagement: New Modalities brief can now be downloaded from the ACE website.


British Council Going Global 2013 Conference in Dubai will host the conference: "Knowledge-based Economies for 21st Century Nations" March 4-6, 2013 at the Dubai World Trade Center, Dubai, United Arab Emirates.

In the twenty-first century, knowledge-based economies will create the wealth, prosperity, and well-being of nations. Research and tertiary education systems are primary drivers of these, playing three key roles. They produce cutting-edge knowledge; they transfer, exchange, and apply that to drive innovation; and they educate knowledge workers. The British Council’s Going Global 2013 conference examines the extent to which these roles and systems are already internationalized and what impact they have on the wealth, prosperity, and well-being of nations, communities, and cultures. The conference examines current practices, systems, and delivery mechanisms and what can be learned from these. It will identify future trends, and explore the challenges and opportunities these present for research and tertiary systems in creating knowledge-based economies and 21st century nations.

For more information, including how to register and submit proposals, please visit:


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:


Rangsit University in Thailand, a major private institution of over 25,000 students with an active international effort, is looking for a college or university to work with an Introduction to Asian Studies class next summer. Offered by the University's Rangsit International College, with classes in English, the program will be a three-week class designed as a familiarization with the field of Asian studies, with emphasis on Thailand, its politics, social life, religions and culture. Students will be able to attend directly, or go with any participating American schools. For further information contact Don Culton:


This section provides updates on the various CCIE Sponsors.


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

For more information, please click and download AACC ACCT Joint Statement.


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


The U.S. Department of Education has released its online version of the International Strategy document: Succeeding Globally through International Education and Engagement. The publication affirms the Department's commitment to preparing today's youth, and our country more broadly, for a globalized world, and to engaging with the international community to improve education. It is fully integrated with the Department's domestic agenda and designed to simultaneously attain two strategic goals: strengthen U.S. education and advance our nation's international priorities.

The strategy, which the Department has already begun to implement, will be used to guide the Department's activities and allocation of resources to reflect the highest priority and most strategic topics, parts of the world, and activities.

For more information, please download the complete article: International Strategy document: Succeeding Globally through International Education and Engagement



Several charters from governments and associations around the world have been created to provide rights to international students. Three are profiled below:

International Student Mobility Charter from the European Association of International Education. The European Association of International Education calls for a framework of support in order to secure international students' rights and welfare. EAIE recommends the following points:

  • Governments and higher education institutions must take measures to ensure equity of treatment of international students
  • Inter-cultural competencies of faculty and staff must be well-developed in order to improve quality of education
  • Integration of international students at an academic and community level is needed
  • International students should have the opportunity to complete their studies under the same rules and regulations that apply to local and national students
  • National student loans and grants should always be portable
  • Students' status in both host and home countries should be protected
  • Transparent and accelerated visa application process is needed in all countries
  • Information that facilitates informed decision making should be available to students and educational institutions
  • An independent authority in both host and home countries should be available in order to ensure students' rights
  • A quality assurance system should be in place at a national and institutional level

International Association of Universities: "Affirming Academic Values in Internationalization of Higher Education: A Call for Action". International Association of Universities (IAU) proposes higher education institutions to pay attention to the potentially unintended consequences of the internationalization of higher education. Highlighting the importance of the ever-changing face of international education, globalization and international mobility, IAU expresses the need to reexamine internationalization's values, purpose, goals and means, among other things. IAU recommends the following principles:

  • Commitment to promote academic freedom, institutional autonomy and social responsibility
  • Engage in socially responsible practices
  • Follow accepted standards of scientific integrity and research ethics
  • Placement of academic goals and global problem solving at the center of their internationalization efforts
  • Internationalization of the curriculum and extra curricula activities that can benefit non-mobile students as well
  • Opportunity to create international communities of learning, research and practice
  • Promote partnership based on reciprocal benefits, respect and fairness
  • Respectful and ethical treatment of international students and scholars
  • Engage in innovative forms of collaboration that addresses resource differences and enhance human and institutional capacity internationally
  • Promotion and safeguarding of cultural and linguistic diversity, as well as respecting local concerns and practices
  • Regular assessment of the impact of internationalization activities on other institutions
  • Use international dialogue that combines consideration of fundamental values with the search for practical solutions to respond to new internationalization challenges

International Students in Australia "Bill of Rights". These principles follow the release by the Australian Human Rights Commission of a set of principles to promote and protect the rights of international students (

The principles are set out under four main headings, with summary translations in 10 other languages:

  • Enhancing the human rights of international students.
  • Ensuring all international students have access to human rights and freedom from discrimination protections.
  • Understanding the diverse needs of international students.
  • Empowering international students during their stay in Australia.


For more information, please visit:


EducationUSA announces the release of "Your Five Steps to U.S. Study" on the international student section of the EducationUSA website. To help students navigate their way through the sometimes overwhelming college search, application, financial aid, visa, and pre-departure process, EducationUSA recommends that students take the following steps: (1) Research Your Options; (2) Complete Your Application; (3) Finance Your Studies; (4) Apply for Your Student Visa; (5) Prepare for Your Departure

Whether seeking an undergraduate, graduate, English language, or short-term/exchange program, international students will traverse their way through these different steps. EducationUSA's goal is to broaden the reach of what their advisers on the ground can do by providing these useful, interactive guides online to better prepare students for the road ahead and to propel them closer to achieving their dream of U.S. study. U.S. colleges and universities are encouraged to direct international student applicants to this site for assistance throughout the admission process.

For more information, please visit:


World Education Services (WES) has published a report, "Not All International Students Are the Same: Understanding Segments, Mapping Behavior" by Dr. Rahul Choudaha, Director of WES Research & Advisory Services. Drawing on a survey of nearly 1,600 prospective international students from 115 countries, the study highlights differences in students' academic preparedness and financial resources, and how they impact both what information they look for and where they look for while applying to U.S. higher education institutions. Some other key findings explored in the report include: (A) The segmentation of international students into four profiles based on academic preparedness and financial resources: strivers, strugglers, explorers, and highfliers ; (B) The use of information channels and importance students place on different sources; (C) Profile of students using recruitment agents as compared to students who do not use agents; (D) Comparison of student segments for the top two source countries: China and India; and (E) Role of social media in recruitment and its relevance in meeting student information needs.

For more information and to download the report, please visit:

International Student & Scholar Regulatory Practice Committee Resources

David Elwell, Chair, NAFSA International Student & Scholar Regulatory Practice Committee shares the following resources:

    Whether it is SEVP, ICE/CTCEU, FBI, or others, it is very important to look to develop a protocol for your institution on dealing with these visits, and involving the necessary offices across your institution who need to be informed and on the same page regarding such events. A DSO/ARO should not operate in a bubble when making such policies/standard practices, as this is an institutional issue: - NAFSA Practice Resource - "How to Prepare for Contact from U.S. Immigration & Customs Enforcement" (
    - 8 CFR 214.3(g)
    NAFSA Online Advisers Manual link:
    What documentation do you need to keep on file (as well as accessible for government agency requests for information/audits/review).
    - 8 CFR 214.3(k)
    NAFSA Online Advisers Manual link:\
    Please note this reflects issuance of an I-20 for "a prospective or continuing student or a dependent.."; so this would apply not only to initial attendance I-20 issuance.
    - 8 CFR 214.3(h)
    NAFSA Online Advisers Manual link:
    - important to review 8 CFR 214.3(h)(3)(iii) - "(iii) SEVP may review a school's certification at any time to verify the school's compliance with the recordkeeping, retention, reporting and other requirements of paragraphs (f), (g), (j), (k), and (l) of this section to verify the school's continued eligibility for SEVP certification pursuant to paragraph (a)(3) of this section. SEVP may initiate remedial action with the school, as appropriate, and may initiate withdrawal proceedings against the school pursuant to 8 CFR 214.4(b) if noncompliance or ineligibility of a school is identified."
    While I will recommend reading the entire Chapter 3.6 in the NAFSA Online Advisers Manual ("Eligibility for I-20 issuance"), I particular recommend reviewing the NAFSA Online Advisers Manual, Chapter " Conditional or provisional admission" ( which provides an excellent discussion of the issues given current (to date) regulation and guidance.

Based on statements made at a recent AAIEP conference, institutions need to review the regulations governing I-20 issuance as well as the current policy/practice of your institution to see that your practice is in line with the current regulations and guidance.

Given recent questions received by institutions during Recertification and Out-of-Cycle Reviews, DHS is looking closely at a number of different issues to see how institutions are addressing these practices (CPT is another one that has garnered additional attention). It should not come as a shock that DHS is looking at institutional practices given recent investigations of institutions, as well as the conversations that are occurring even at the Congressional level regarding oversight of SEVIS and the student visa programs.

Again, such inquiries may not imply that an institution is not following the regulations, but it would be important for institutions to be sure that it's policies and practices are in line with the regulations and guidance should you face any questions as part of an out-of-cycle review or other audit.


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.


Please share this information with your students:

June 11–25, 2013 Madagascar (Offering a two unit Biology or two unit Geology course)

Experience the unique natural wonders of Madagascar! Explore this world acclaimed 'biodiversity hotspot', where over 80% of plant and animal species are found in no other place on earth! National parks, a World Heritage Site, volcanic landforms, and nature reserves are among the places that will be your classroom for ten exciting days. Land: $3195 (plus tuition) Air: $3450 from San Francisco.

May 22–June 05, 2013 Vietnam, Laos, and Cambodia

Explore the three countries formerly known as French Indo-China. Travel to mythical Halong Bay in Vietnam, visit the Plain of Jars and a present day Hmong village in Laos, and visit the World Heritage site of Angkor Wat in Cambodia. Land/air (est.) $4,100.00 plus tuition.

For more information, please visit SCCD Study Abroad Programs


Golden West College hosted a one-day peacebuilding conference. This model is ideal for community colleges looking to interact with their local community. This video is a short documentary on Golden West's 2011 program.



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)
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


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.

As of February 1, CCIE Supporting Members for 2012 - 2013 are:Barstow; Butte; Cabrillo; Coast CCD; El Camino; Gavilan; Mt. San Antonio; Napa Valley; Ohlone; Peralta District; Santa Barbara; San Bernardino; San Mateo CCD; Santa Rosa; Shasta; Siskiyous; Solano;

Thank you all for processing 12/13 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!