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 2013–2014 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.


CCIE is please to announce the 2013 Institutional Grant competition awards were given to Fresno Community College and Peralta District. The key elements to increasing international education at our colleges are the availability of programs and the building of a cohort of leadership. Hence, the purpose of these grants is to provide start-up funding for institutions wanting to either create a new international program or augment an existing international program and to create a new cohort of CCIE international education mentors. CCIE Institutional Grants will be competitively awarded to assist colleges overcome institutional barriers by better planning and implementing international education programs.

Fresno City College: To create an exchange program with Mercantec Institute, a trade school in Viborg, Denmark. This is a new kind of international study abroad that focuses on Applied Technology. Many AT programs are certificate programs where students take only the classes required for their fields and general education study abroad trips do not work with class schedules or educational plans. This program will provide new opportunities for these students.

Peralta District: To enhance the existing International Center by focusing on (1) Internationalize the curriculum through workshops at our District Flex Development days at the beginning of the Summer 2013, Fall 2013 and Spring 2014 semesters. (2) Implement an international student club on each campus by Spring 2014; and (3) Design program for the International Student Transfer Days (March 7, 2013)

Peralta Community College District's Global Leadership Program: The Global Leadership Program (GLP) will be for current F-1 international students enrolled at any of the Peralta Colleges (Berkeley City College, College of Alameda, Laney College and Merritt College) and who submit the GLP student application form to the Office of International Education. The purpose of the GLP will be to help the student’s familiarize and access their on campus resources, contribute to the local community, bring a greater global and cultural awareness on and off campus and to develop campus leaders. The GLP will consist of 3 steps: Campus Awareness Award; Global Community Award; and Leadership Award. An award or recognition will be presented upon completion of each step and each year, the Office of International Education will recognize each GLP student during its ceremony.


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 been awarded Full scholarships for Fall Semester 2013 to study in Soonchunhyang University in Korea. These scholarships for only for students from CCIE member colleges who are current with their dues.

It is important to note that the U.S. State Department has not issued a Travel Warning or Travel Alert for South Korea. As such, the selection process will continue as usual. However, the situation will be monitored and students will be informed if this situation changes and if it is deemed unsafe to go. For current U.S. State Department discussions on study in South Korea please go to:

The scholarship includes the following:

  • Tuition
  • airfare (up to $ 700). Students must buy their own tickets. When they arrive in Korea, there will be a bank account already in their name with half of the airfare amount reimbursed for their initial living expenses. When they complete the program, they will receive the second half of this money.
  • room/board (not meals, books or daily expenses)
  • weekly living expense support of 150,000 W (approximately $ 100). It is suggested that students bring with them $ 100 - $ 200 for the first few weeks, especially if they want to travel prior to the beginning of school.

Students take courses in Korean Language; Korean Cultural Experience and Heritage; Social & Cultural History of Korea; Korean/American Relations; Korean Political Economy; Korean Business and Economics; Understanding Korean Education; Comparative Family Systems. 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, which is a fully accredited university. Students DO NOT NEED TO KNOW ANY KOREAN TO APPLY.

This is not a group study abroad program, but rather an individually designed program and as such, medical insurance must be obtained privately by an international insurance provider before arrival on campus. Your study abroad advisor on campus will be able to assist you with this criteria.

Soonchunhyang University was founded in 1978 and offers undergraduate programs in 5 colleges: Humanities; Social Sciences; Natural Sciences; Engineering and Medicine; and Graduate programs in 3 schools: Graduate School; School of Education and School of Industrial information. The university is located on Central West Coast of South Korea, and is located nearby famous resort destinations and cultural attractions. There is a custom of consuming alcohol, sometimes in excess, including in the dormitories on Korean campuses.

For an application, please contact Rosalind Raby at


Over eighty study abroad professionals took part in the California Study Abroad Town Hall Meeting, April 12 at Loyola Marymount University in Los Angeles. Organized by CalAbroad, the meeting was a continuation of the series that began several years ago and is the best attempt to spread the expansion and improvement of study abroad programs in higher education in California in memory. The big players in California are the statewide CSU and UC programs, but the private universities have a significant niche in the field. Unfortunately, the community college contingent represented no more than four schools. The meetings have been successful in sharing information, providing guidance, and, in particular, teaching attendees about risk and safety management, does and don'ts in planning and operation of overseas activities for students and faculty. Leo Van Cleave, head of the CSU programs, noted that student enrollment was down slightly the past two years. Jean-Xavier Guinard of the UC Education Abroad Program reported a similar decline. Both systems, however, recognize that campus based, and shorter term programs now serve far greater numbers than happened in past years. The policy in place for several years of offering no CSU programs in Mexico has been revised, allowing for a renewal of many dropped programs. UC had not stopped its programs in Mexico but students going there are about 10% of what they were a few years ago. Both offices are closely monitoring the situation in Korea, have not withdrawn students at this point. Participants were given a chance to share best practices and ideas in smaller discussion groups. Don Culton, acting in place of CCIE Director Rosalind Raby, reported that things are looking up for community colleges, with nineteen programs planned for this summer, five for the fall, two winter and five spring programs in the offing. But, numbers are half what they were a few years ago. Many of the programs will be going to non-traditional locations. Unfortunately, with the ruinous CC budgets of recent years, study abroad has not been a priority and has declined significantly. The sad truth is that a number of universities in the state each send more students abroad than all California CCs combined. As things improve let's hope that the next CalAbroad meeting will have far more representatives of the two-year segment.


David Smith announces his blog, Peacebuilding and Community Colleges - which focuses exclusively on the work of community colleges and their efforts at promoting peacebuilding, conflict resolution, and global education. It is found at I welcome subscribers and contributors. If you have any idea for an article or topic, please let me know. I am trying to post several times per week. My last post focused on efforts by USAID to start a community college system in Afghanistan. URL:


The German Bundestag invites you, in cooperation with the Freie Universitaet Berlin, Humboldt Universitaet Berlin, and Technische Universitaet Berlin to apply for an International Parliamentary Scholarship (IPS) to spend five months in Berlin. The IPS program is aimed at highly qualified young men and women who will return home after the program with the determination to play an active and responsible role in shaping their countries' democratic future. The German Bundestag, the German Parliament, offers young people the opportunity to get to know the German parliamentary system and political decision-making processes and to gain practical experience of parliamentary work during a 15-week work placement with a Member of the Bundestag. Deadline for Applications is: June 30, 2013. For further information regarding this program, please visit:


Xing Wei College, located in Shanghai, offers China's first, US-Style Liberal Arts College. The following highlights this college:

  • Located in Shanghai, the economic heart of China
  • Courses are led by American-educated Ph.D. professors and are in English.
  • International Students take courses alongside their Chinese peers.
  • No more than 15 students per course. Subjects are allowed to flow freely based upon dialogue between students and professors in class.
  • Curriculum allows students to fuel their own creativity and natural talents to allow them to become more economically viable in the global economy upon graduation.
  • Academics focus on cutting-edge international issues that concern China, the United States, and the world (economics & business, energy use & climate, history of conflict and diplomacy, etc.)
  • Courses include guided cultural excursions to some of China's most exciting and important locations such as Beijing, Hong Kong, and more.
  • Courses provide unique access to top business and political leaders - the Xing Wei college 'Masters in Residence' - and to the Chinese Executive Leadership Academy, Pudong (CELAP).
  • Brand-new, modern dormitories located on a beautiful, wooded, American-style campus featuring state-of-the-art fitness and dining facilities.
  • Programs are available for the Summer [5 weeks, 3-6 credit hours] and Fall/Spring semesters. [15 weeks, 12-15 credit hours]
  • Internships are also available.
  • Scholarships are available for applicants with excellent GPA and financial aid will apply to the overall cost.

Read and view related articles:

For more information, 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 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.


By Ian Wilhelm

This article can be found at

As economic troubles continue to plague Europe, universities here are ramping up their efforts to recruit tuition-paying students overseas. At the same time, more European academics are asking whether these students are being treated well, challenging institutions to think less about the bottom line and more about how to create a truly international campuses.

That was the central message at this year's meeting of the European Association for International Education, where widespread interest in all things international was evident among the 4,000 or so participants.

Indeed, timed to the start of the conference, Ireland's most prestigious university, Trinity College Dublin, announced plans to spend three million euros to expand its global programs, including an effort to double its number of students from outside the European Union to 2,000.

"We are in the eye of a perfect storm that is being shaped by two global trends," said Jane Ohlmeyer, Trinity's vice provost for global relations, a newly created position, in a written statement. "The first is the demise of universities in the West; there is hardly an educational institution in the Western world that is not facing some sort of crisis. The second global trend is the rise of Asia and the demand there is, especially in India, China, Korea, Vietnam, and Malaysia, for world-class education." She said the situation creates "unprecedented opportunities for countries like Ireland to become an educational hub."

During the conference, how to improve overseas recruitment was a hot topic. Sessions on using Twitter, Facebook, and other social media to attract foreign students, for example, were some of the most popular.

Yet as Trinity and other institutions seek to recruit more foreign students, in part to generate more income during uncertain financial times, some educators said more needs to be done to improve the conditions faced by academic visitors to Europe, the United States, and elsewhere.

Students' Rights

On Friday the European Association for International Education will issue a "student mobility charter." While the movement of students across borders serves the social and economic interest of many countries, it says that "at the same time, there is a need to secure the international students' rights and welfare," according to a draft version of the charter.

It lays out 11 principles that governments and colleges should follow. They include:

  • Considering the effect—both positive and negative—that the global movement of students has on the countries they come from and the countries where the study;
  • Making sure students are integrated into the academic institution and the wider community; and
  • Establishing an independent authority, like the student ombudsmen in Australia and parts of Europe, "to ensure quality in the provision of services for international students and to protest their rights."

Gudrun Paulsdottir, president of the association, said that no single incident spurred the creation of the charter, but that it was a culmination of several years in which problems, including abrupt changes by some governments to visa and international-scholarship programs, have hurt students.

When you recruit students or send students abroad "you have to do it responsibly," said Ms. Paulsdottir. "There are basic rules that need to be respected."

She said the charter dovetails with a statement made last year by the International Association of Universities, which called on universities to weigh the unintended consequences, especially the effects on developing countries, of overseas recruitment as well as other international efforts.

Francisco Marmolejo, executive director of the Consortium for North American Higher Education Collaboration, said the two statements should be "wake-up calls" for universities in the United States and elsewhere. Mr. Marmolejo, who is also a Chronicle blogger, said he hoped they would not simply "sit on the wall" at universities but lead to changes in practices.

To that end, the European association said it would ask other education organizations, including its American counterparts, to review the principles and accreditors to consider them when they examine overseas programs.

Ms. Paulsdottir admitted that changes may not come quickly, but said the issues

should be raised within higher education. "We need to start a discussion," she said.

The Static Majority

As the association raised concerns about how internationalization is affecting foreign students, others at the conference called for a greater focus on domestic students.

During a session on the research of university internationalization, Elspeth Jones, professor emerita at Leeds Metropolitan University, said there had been a lack of study on whether students who don't go abroad benefit—or not—from campus internationalization, including the enrolling of foreign students and changes in the curriculum.

With 98 percent of European students not traveling outside their home country for study, a figure similar in the United States, new ideas are needed on how best to expose these students to international and cross-cultural perspectives.

"How can we have internationalization if we don't involve the static majority?" she asked.

Hans de Wit, director of the Centre for Higher Education Internationalisation at Italy's Catholic University of the Sacred Heart, echoed her comments. He said too often universities measure whether they are succeeding at internationalization by "outputs"—what percentage of the student body are from outside the country, how many students study abroad, and for those in continental Europe, how many classes are taught in English. Yet those measures don't answer whether the graduates universities are producing are really prepared to live and work in international settings.

Ultimately, he called for more critical thinking about universities' international work.

"Do we really know what we're talking about when we're talking about internationalization?" he asked.


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.


West Valley College held their second annual Mini-Salzburg Global Citizenship Conference. The conference is a collaborative conference with West Valley College, the Salzburg Global Seminar and San Jose State University. Three speakers discussed aspects of Global Education: two Salzburg Global Seminar faculty and one Harvard faculty. The theme of the conference is the 1st Century Educational Institution: Global Citizenship, Civic Engagement, and Student SuccessSpeakers:

  • Dr. Peter Rose , Sophia Smith Professor of Sociology and Anthropology Emeritus and Senior Fellow, Kahn Liberal Arts Institute, Salzburg Global Seminar Faculty
  • Dr. Fernando Reimers, Ford Foundation Professor of International Education and Director of Global Education and of International Education Policy at Harvard University
  • Dr. Champa Patel, Head, Amnesty International UK, Salzburg Global Seminar Faculty

For additional information, please contact Cynthia Napoli-Abella Reiss, Chair, Global Citizenship Committee. 408.741.2533



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

Thank you all for processing 12/13 academic year dues, and for putting CCIE in your college's 13/14 academic year budget, 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!