CCIE DUES FOR 2013-2014

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 extremely proud to announce the 2014 CCIE Student Scholarship competition. The CCIE Student Scholarship is awarded to any student who attends a CCIE member college and participates in a study abroad program for Summer Session 2014. In case a student is unable to claim their award, the money will be returned to CCIE and given to competition alternates. There will be a total of four awards, each for $ 500. This competition is open only to those colleges who are current with their dues. For additional information and applications, please e-mail Rosalind Raby at rabyrl@aol.com.


CCIE has been awarded Full scholarships for Fall Semester 2014 to study in Soonchunhyang University in Korea. These scholarships for only for students from CCIE member colleges who are current with their dues. 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 rabyrl@aol.com


The Impact Scholarships provide complimentary registration to the NAFSA Annual Conference and Expo in San Diego, CA (May 25–30, 2014) for first-time attendees from community colleges and associate colleges, Historically Black Colleges and Universities (HBCUs), Hispanic-serving Institutions (HSIs), and tribal colleges and universities. Up to 30 scholarships will be awarded. The aim of this scholarship is to assist underrepresented institutions in building their capacities to internationalize the curriculum and further global competence on campus. This scholarship includes complimentary conference registration, access to four open plenaries, general sessions, poster fairs, and one of our four networking luncheons: Pathways to Peace, Historically Black Colleges and Universities, Community Colleges, or Liberal Arts institutions and Women’s Colleges. Other conference features include the NAFSA Career Center, Expo Hall, Conference Connection, and a first-timer orientation to the annual conference. The application deadline is April 7, 2014.

Learn More »


AACC launched the publication, Profiles: of U.S. Community Colleges, a Guide for International Students, and the accompanying Study in America website to help our member institutions enter the international student market at a time when very few resources existed for community colleges. Today, hundreds of community colleges are well established in international student marketplaces and we’ve seen a growth in sector specific resources to help our member institutions remain competitive. As a result, and guided by the results of a 2012 AACC-commissioned survey where colleges were asked to rate member benefits, AACC will no longer produce the publication Profiles of U.S. Community Colleges. Also, starting in November 2014, AACC will no longer maintain the Study in America website.

Moving forward, AACC will be pursuing new ways that provide for more comprehensive participation and greater recognition of all U.S. community colleges. We will be working to capture certain types of information provided in Profiles and the website for all our member colleges and to incorporate that information into our mainstream resources and databases as a free AACC member benefit. We have determined that highlighting all of our SEVP-certified institutions will both allow all our members to receive the global visibility they deserve and also paint a truer, national picture of U.S. community colleges for international and domestic audiences.

For more information, please contact Wayne Wheeler, Manager of Global Initiatives and Outreach at wwheeler@aacc.nche.edu

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The objectives of the conference are to offer opportunities to reflect on experiences gained for study abroad returnees and international students who will soon be study abroad returnees to their home countries. The conference allows students from regional colleges 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!

Lessons from Abroad Returnee Conference - San Francisco
March 1, 2014 at City College of San Francisco. Check out photos from the 2012 SF Bay Area conference! This is a great opportunity to network with other students and professionals.

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Lesson from Abroad Conference - Los Angeles: November, 2014.


The "KAKEHASHI Project-The Bridge for Tomorrow" is a youth exchange project, promoted by the Ministry Foreign Affairs in Japan, to heighten potential interest in Japan and increase the number of overseas visitors to the country, as well as enhance international understanding of the "Japan brand," and the nation's strengths and attractiveness. The KAKEHASHI Project- provides a fully funded short-term study tour to Japan for undergraduate and graduate students (ages 18-25 years old at the time of application) in the United States.

The goals of Japanese American Young Adults Invitation Program are (1) to continue building cooperation between Japanese Americans and Japan, (2) to promote Japanese Americans a better understanding of Japan in a variety of fields including politics, economy and culture, and (3) to encourage Kakehashi alumni to be effective advocates in enhancing U.S.-Japan relations.

Learn More »


The Global Learning Rubric was developed by a committee of faculty participants in AAC&U's Shared Futures: General Education for a Global Century project (funded by the Henry Luce Foundation). It is modeled on the rubrics written for AAC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) project. The rubric offers a common vocabulary for defining global learning and for identifying the kinds of skills and knowledge associated with its multiple dimensions. Like all rubrics, the global learning rubric reflects the best efforts of a diverse group of faculty members to come to agreement on what learning matters most their students. The resulting document is meant to be provocative, not definitive; the process of defining global learning, we have found, is perhaps more important than the product."

Source: NAFSA: Global Learning Rubric


Many of the Northern California community colleges are engaged in advancing civic engagement and democracy education at their institutions. A recent meeting included representatives from Laney, Alameda, Merrit College, San Jose City, Contra Costa, Solano, Diablo Valley and Chabot. Please read a new Blog post by David Smith on how these diverse culturally and ethnically colleges are providing students with the tools of empowerment.

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GoinGlobal.com offers an online resource that supports international programs, international students, study abroad, career offices and alumni. Since 99% of students involved in student mobility want to work abroad, GoinGlobal.com resources allow students and faculty to network, make connections, and informally job search while in- country. The site provides guides for 80 locations across the United States and around the world that highlight:

  • location-specific and sector-specific database that provides information on: work permit/visa regulations, cultural and interviewing advice that is location specific, professional and social networks, resume writing/CV guidelines that is location specific, employment trends and cost of living information, leading employers that is location specific and contacts, salary ranges, and industry and trade associations that is location specific and contacts.
  • search engine for all US Department of Labor visa applications and can be queried by occupation, location and employer.
  • 16 million-plus worldwide internship and job listings that are updated daily and searchable in both the local language and English.

For additional information, please contact Deborah Warner dwarner@goinGlobal.com

Visit GoinGlobal.com website »

UCLA International Centers Updates

Heritage Language and Communities Workshop: March 6-8
The UCLA National Heritage Language Resource Center will host the second international conference on Heritage Languages and Communities at UCLA on March 6-8 with a special workshop on teaching to mixed classes on March 6th.

Learn More »


Fulbright International Education Administrators Program (IEA)
The Fulbright International Education Administrator Seminars are designed for U.S. higher education administrators who are interested in spending an intensive two-week seminar in one of five countries: India, Japan, South Korea, Germany, or France. Each seminar offers participants an in-depth look at the higher education system, culture, and society of the host country, and provides an invigorating opportunity for networking with international and U.S. colleagues. Participants return to their home institutions empowered with firsthand knowledge, new professional connections, and an enhanced ability to build partnerships, encourage study abroad participation, and support international students. Please consider applying for one of these unique Fulbright seminars for U.S. higher education administrators.


  • India: August 1, 2014
  • Japan and Korea: November 3, 2014
  • France and Germany: February 2, 2015
  • United Kingdom: November 3, 2014

IEA Checklist and Special Instructions

Contact: Please contact Tanya Janes, Senior Program Officer, at tjanes@iie.org or Anna Valiante, Program Associate, at avaliante@iie.org with any questions about the Fulbright IEA programs.


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.

Learn 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!

Learn More »


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: drculton@hotmail.com.


We are very lucky to have two important conferences in San Diego this year and another close by in Las Vegas. For those of you who have never attended these conferences, they are well worth the time and I encourage your attendance.

MARCH 4: Benjamin A. Gilman International Scholarship for Summer 2014 & Fall 2014
The Gilman Scholarship Program provides study abroad funding for U.S. undergraduate Federal Pell Grant recipients. The application deadline for summer 2014 and fall/AY 2014-2015 study abroad programs and internships is March 4, 2014.

Register Now!

MARCH 5: Forum on Education Abroad Standards of Good Practice Workshop at Claremont McKenna College
"Focus on Standard 8: Crafting Emergency Action Plans and Protocols" which examines Crafting Emergency Action Plans and Protocols on Wednesday, March 5, 2014, 9:00 am - 4:00 pm, at Claremont McKenna College in Claremont, CA. The workshop focuses on developing, managing, and assessing health and safety policies and procedures for education abroad programs.

Register Now!

MARCH 30 - APRIL 1: Diversity Abroad Conference
"Building Partnerships to Increase Access and Student Success in International Education"

Diversity Abroad is hosting its 2nd Annual Conference: "Building Partnerships to Increase Access and Student Success in International Education" on March 30- April 1, 2014, at the University of San Diego, CA. Join international education professionals from across the country to discuss issues related to increasing diversity in international education programming. More details and registration information: http:// diversitynetwork.org/conference

Register Now!

April 2 - 4: Forum on Education Abroad. San Diego. Forum's Tenth Annual Conference in San Diego, CA, April 2-4, 2014. This year's sessions address a range of topics that balance theory and practice, and promise to encourage rigorous reflection, stimulate lively dialogue and explore the forum theme, "New and Emerging Paradigms for Education Abroad." As the premier gathering for education abroad professionals and faculty, the annual conference brings together colleagues who value critical thinking, enriching conversation, and a strong commitment to the Standards of Good Practice for Education Abroad.

Register Now!

April 29 - May 1: GOING GLOBAL 2014 CONFERENCE. Early Bird Registration is due Feb. 7

Register Now!

May 25 - 31: NAFSA: Association of International Educators. San Diego.

Register Now!


Global Education and Career Development Abroad (GlobalEd) works with US community colleges and universities to provide study abroad, internship, and work/study experiences during summers and semesters in Seville, Spain. GlobalEd's programs focus on specific academic disciplines allowing students to develop marketable skills both within their majors and through cultural awareness and Myers-Briggs training sessions.

Scholarships: For 2014 GlobalEd would like to extend a special $2,000 scholarship to students from community colleges for our Fall 2014 semester programs in Seville, Spain and a $500 scholarship for our Summer 2014 internship programs in Seville, Spain.

Please feel free to contact Steven Davis at Steven.Davis@GlobalEdPrograms.com for more information and references

Visit GlobalEdPrograms.com »


This section provides updates on the various CCIE Sponsors.

Since 1989, the International English Language Testing System (IELTS) has been used to help higher education institutions, governments, organizations, and professional bodies determine the English language proficiency of applicants. Millions of IELTS tests are taken each year, providing secure, valid and reliable results. IELTS is trusted by more than 8,000 organizations worldwide including over 3,000 U.S. institutions and programs, and includes all standard varieties of English – American, Australian and British. Tests are available up to four times per month in more than 130 countries, with over 900 testing locations worldwide. IELTS is jointly owned by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment. The U.S. division of IELTS based in Los Angeles, CA, IELTS USA, is responsible for U.S. recognition, stakeholder relations and test center operations. The increasing number of U.S. community colleges focusing their efforts on globalization, and the recruitment of more international students to their campuses are key reasons why IELTS USA is proud to partner with organizations such as California Colleges for International Education.

For more information about IELTS USA, visit www.ielts.org/usa.

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) Internationalfaculty 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 your campus, contact universityrelations@GoWithCEA.com or visit www.GoWithCEA.com/GlobalCampus

ISIC Card / STA Travel
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: Programforms@statravel.com

EF College Study Tours
EF College Study Tours partners with colleges and universities nationwide to create enriching and affordable short term faculty-led study abroad programs. With a presence in more than 100 countries, EF offers a wide range of custom-built and ready-made experiential learning options, and as experts in faculty-led travel, our team works to understand your specific needs and help craft the right program for you and your students. Every partnership with EF includes the confidence that comes with end-to-end support at home and while traveling, and the peace of mind that comes with an unparalleled safety and security network. Together, we can build a better faculty-led experience abroad. For more information, please visit efcollegestudytours.com

CORT, A Berkshire Hathaway Company
CORT specializes rending office, apartment, and dorm furniture. For our business clients, CORT delivers economic value through a wide range of products and services that find solutions as diverse and varied as touring, home finding and furnishing new or reconfigured offices that get businesses up and running. Providing businesses with financial and operational flexibility is just one way CORT helps business get down to work. We are the nation's largest provider of trade show and event furnishings, helping to create the perfect environment to showcase your company's image, product or get together. For more information, please visit www.cort.com




Policy debate about international student recruitment merits discussion. As more institutions worldwide pursue international enrollment to meet different objectives, the process of recruiting students is undertaken in new ways that bring into question ethical standards of practice and raise concerns about how to protect the interests of various actors, particularly students. The following sources were all published in 2013.

  • International Higher Education Articles
  • “Giving Agents the OK” Elizabeth Redden, Inside Higher Education
  • Listing of Recruiting Agents who have signed a code of ethics (Times Higher Education
  • International Students: Separate but Profitable (Washington Monthly)
  • International Student Mobility Charter (European Association of International Education)
  • Affirming Academic Values in Internationalization of Higher Education: A Call for Action (International Association of Universities)
  • “Bill of Rights” (International Students in Australia)

International Higher Education Nu. 73, Fall 2013 presents a few articles exploring some of these discussions.
Please read the following articles: International Student Recruiting by Philip Altbach The Pursuit of International Students in a Commercialized World by Philip G. Altbach and Liz Reisberg In Search of Solutions for the Agent Debate by Rahul Choudaha International Recruitment: Oversight and Standards by David Engberg International Admissions: Ethical Challenges by Daniel Zaretsky Barefaced Cheating in China’s Bull Market for Fraud by Jon Marcus

Source: Boston College Center for International Higher Education, No. 73: Fall 2013

Giving Agents the OK. By Elizabeth Redden, Inside Higher Education, September 23, 2013 This article details the 2013 Assembly of the National Association for College Admission Counseling which voted 152-47 to approve a change to its ethical standards permitting the use of commissioned agents in the recruitment of students outside the United States. Federal law bars the use of commissions in recruiting American students. New discussion now focuses on the specific language of Section I.A.3 of the NACAC’s Statement of Principles of Good Practice. The emphasis is on defining accountability, transparency and integrity. The new policy will take effect in September, 2014 after the NACAC’s Admission Practices and International Advisory Committees will define interpretations and implications. In particular, the following will be examined and policy more fully defined: a) The question of whether abusive practices are more likely to happen when agents are paid on a per-student basis; b) if an agent has a financial interest in a student landing at a particular institution could this lead the agent to put his or her own interests -- rather than the student's -- first; c) how to avoid an agent misrepresenting an institution to the student and/or offer help of an overly "hands-on" nature, writing the essay for the applicant or even securing falsified transcripts; d) lack of transparency -- does a student even know that the agent has a financial stake in the universities he or she recommends -- and disagreement about the acceptability of "double-dipping," in which agents collect fees from both the student and the institution.

Source: Inside Higher Ed: Giving Agents OK

Listing of Recruiting Agents who have signed a code of ethics
The British Council has released an online listing of recruitment agents who have signed a code of ethics and agreed to future assessment. The registry offers free access to all U.K. education institutions, according to Times Higher Education.

Source: THE: Recruitment agents sign up to code of ethics

International Students: Separate but Profitable
Washington Monthly published a feature about Chinese students in the United States, examining the student experience and the effect this has on U.S. higher education, with an emphasis on the financial implications and a look at the admissions process. "Colleges mostly see this as a win-win situation, solving budget woes and adding to the value of the school’s education at the same time. But with the impact of the boom still reverberating, pockets of dissent are emerging. In states like Washington and California, there are growing complaints that the influx of foreign students is crowding local students out of their own state schools. Meanwhile, at least some Chinese students are complaining that American universities exploit them by charging extra fees."

Source: Washington Monthly: International Students: Separate but Profitable, September/ Octber 2013

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.

Source: University World news: Promoting the rights of international students, October 2012



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 www.iie.org


ACE has a new free online tool to assess the state of internationalization and global engagement at a higher educational institution. Designed to be simple and easy-to-use, the tool requires users to answer 12 questions about various dimensions of their institution's internationalization strategy. Users then receive a report on how their institution compares to the colleges and universities that participated in the survey that served as a basis for ACE's 2012 survey, Mapping Internationalization on U.S. Campuses.

Using the tool, campus leaders can:

  • Highlight the strengths of their current internationalization initiatives;
  • Identify areas for improvement to become a more comprehensively internationalized institution;
  • Utilize data to make the case for internationalization efforts on campus.

The report and the tool were developed by ACE's Center for Internationalization and Global Engagement.

Source: ACE: Mapping Internationalization Assessment Tool




An article by Samantha Gordon, "International Collaboration Proves Beneficial to College Students" (2013) shows that spending more time with international peers benefits students throughout life. A new study from Duke University found that students' ability to interact with those from other nations has a positive effect on not only their global perception but also certain applicable skills that could benefit them after graduation.

Duke University researchers examined a 2005 survey of 5,675 alumni from four elite private research universities who graduated in 1985, 1995 and 2000. Participants were asked about their experience interacting with classmates. The respondents, who were all American, were also questioned about their participation in academic and extracurricular activities while enrolled as well as the impact their experiences at college have had on their lives in a number of different categories of "skill development."

International Friendships in College Promote Personal
Growth The data showed that in the 1985 class, only 67% reported interacting with foreign classmates. The numbers increased over the years - 75% of the class of 1995 and 79% of graduates from 2000 indicated they spent time with peers from overseas. Among those who spent time with international students, the research revealed higher levels of nine different skills. This included the ability to relate to people of different backgrounds, improved independent learning surrounding new skills and education, developing creative ideas and solutions, using computers, and understanding the role of science and technology in society. Being able to acquire an in-depth knowledge of a specific subject, speak or read a foreign language, gaining quantifiable abilities, and integrating ideas and information were also more prominent in these groups than among those who did not spend much time with foreign classmates.

Number of International Students Continues to Grow
Connecting with peers from other countries will likely only become easier and more accessible, as the number of foreign students coming to the U.S. to pursue bachelor's degrees and master's degrees has been increasing in recent years. The most recent data from the Institute for International Education shows that the number of foreign enrollees in domestic colleges and universities jumped 5% from the 2009-2010 school year to the 2010-2011 academic period. The majority of international students are coming from China, as the 23% growth of Chinese students seeking degrees in this time frame outpaced that of any other nation, and most of these students (45%) were enrolling in undergraduate programs. This detail may be especially beneficial to those hoping to enter international affairs careers, as China is one of the major economic players in the world, giving students a leg up on relations between these countries.

Full article at US News: International Collaboration Proves Beneficial to College Students


Envisage International Corporation has released a video designed to educate international students on the healthcare system in the USA:

Watch Video on USA Health Care

For information on the video, please contact Bryanna Lindblom blindblom@envisageinternational.com | http://www.EnvisageInternational.com


Each year, NAFSA and the Institute for International Education produces a detailed regional, state-by-state, and congressional district analysis on the economic benefits of spending by international students and their dependents to the U.S. economy. International students not only contribute economic value, they build bridges between the United States and other countries; bring global perspectives into U.S. classrooms and research labs; support U.S. innovation through science and engineering coursework, making it possible for U.S. colleges and universities to offer these courses to U.S. students; and support programming and services on campus for all students by paying out-of-state tuition, funded largely by non-U.S. sources. Use the tool to explore detailed breakdowns of the data and analysis, including new data on the number of jobs created/supported in your state.

Source: NAFSA: Explore International Education - The International Economic Value Tool


Below is a summary of the Economic Benefit for California

  • Fall 2002 Number of International Students: 81,395
  • Fall 2011 Number of International Students: 102,789
  • Fall 2002 Economic Benefit: $ 1,770 Million
  • Fall 2011 Economic Benefit: $ 3,215 Million
  • Fall 2002 Jobs supported by International Students: 32,762
  • Fall 2011 Jobs supported by International Students: 39,265

Nationally in 2011 - 2012, 2,089 direct jobs and 3,472 indirect jobs resulted from having international students on campus.

In California in 2011 - 2012, 16,318 direct jobs and 22,947 indirect jobs resulted from having international students on campus.

The following results in the creation of jobs from SPENDING within each category for California:

  • Higher Education 68%
  • Accommodation 14%
  • Dining 7%
  • Retail 6%
  • Telecommunications 3%
  • Transportation 1%
  • Health Insurance 1%

CALIFORNIA FACT SHEET:NAFSA: The Economic Benefits of International Students to the U.S. Economy Academic Year 2011-2012

Source: NAFSA: Explore International Education - The International Economic Value Tool

Minglebox.com will conduct an Indian undergraduate and graduate virtual fair on March 12 and March 13, 2014.

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EduUSA Announces the Southern European Tour. For information: edusaeurtour@gmail.com



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.


Riverside Community College has completed the Kakehashi Project - Bridge for Tomorrow in which students, faculty and staff participate in an exchange program with Japan. This program was at no cost to the district as it was funded, in part, by the Laurasian Institute. The concept of the Kakehashi Project or Bridge for Tomorrow is to promote deeper mutual understanding among the people of Japan and the United States, enable future leaders of Japan-US exchanges to form networks, and help young people develop wider perspectives to encourage active roles at the global level in the future. Riverside community college was the only community college chosen as a participation for a fully funded ten-day study tour for twenty-two students and three faculty. The Japanese Consulate and Ministry of Foreign Affairs paid the expenses for the students from Japan who came to Riverside College for 3 days. Students were chosen in accordance to a combination of requirements from the Consulate and our District through written essays and personal interviews with Committees that included College Presidents, Vice-Presidents, Deans and Faculty. RCCD faculty who accompanied the students: Dr. Sharon Crasnow, Norco College, Dr. Adyeve Toulunay, Moreno Valley College and Dwight Lomayesva, Riverside City College. Upon the return home, a delegration was invited by the Japan Consul General, Jun Niimi to visit his home for dinner. This Fall Semester, students from Miyagi Gakuin Women’s University in Sendai visited Riverside Community College.

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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 and intern abroad programs worldwide. For Spring Semester, 2014, 21 awards were given nationally to community colleges - of which 12 went to CCIE member colleges

Congratulations California ! This is the largest group of Gilman Recipients ever !

Congratulations to the following students:

  • Maria Cabrera Citrus College CA Spain
  • Jorge Rodriguez Grossmont College CA Spain
  • Vinson Chao Mt San Antonio College, Walnut CA Taiwan
  • Gloria Gutierrez Mt San Antonio College, Walnut CA Spain
  • Endy Hernandez Mt San Antonio College, Walnut CA Taiwan
  • Emily Le Mt San Antonio College, Walnut CA Taiwan
  • Anthony Mestas Mt San Antonio College, Walnut CA Taiwan
  • Isabel Sandez Mt San Antonio College, Walnut CA Spain
  • San Luz San Diego City College CA Spain
  • Alfonso Solano San Diego City College CA Spain
  • Rachel Gonzales San Diego Mesa College CA Spain
  • Noel Albertsen Sierra College CA Italy

SADDLEBACK COLLEGE: A Talk in Honor of Micael Merrifield

A Talk “The Problem with Guns: Transforming Conflict in Ireland and Beyond” in Honor of Micael Merrifield by Dr. Dominic Bryan, Director of the Institute of Irish Studies, Queen's University, Belfast, Northern Ireland. This talk examinedthe short-term and long-term repercussions of violence. With a focus on Northern Ireland, the residual effects of conflict as well as the problems encountered in conflict transformation are explored. Its lessons provide tools for thinking about and understanding conflict itself. ponsored by the Anthropology and Ethnic Studies Speakers Series and the Associated Student Government. For more information, contact Claire Cesareo at ccesareo@saddleback.edu or 949-582-4739.




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 rabyrl@aol.com

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: www.miusa.org/ncde.


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


  • February 16-19: Association of International Education Administrators (AIEA). Washington DC.
  • February 21-24: CCID National Conference, Las Vegas.
  • March 4: Benjamin A. Gilman International Scholarship for Summer 2014 & Fall 2014 Due
  • March 5: Forum on Education Abroad Standards of Good Practice Workshop at Claremont McKenna College
  • March 10-12. International Technology, Education and Development Conference (INTED). 10-12 March 2014, Valencia, Spain
  • March 30 - April 1: Diversity Abroad Conference
  • April 2-4: Forum on Education Abroad Conference, San Diego
  • April 29-May1: Going Global 2014 Conference
  • May 26-31: NAFSA: Association of International Educators, San Diego.
  • May 25-27. Canadian Society for the Study of Higher Education (CSSHE). Brock University, St. Catharines, Ontario
  • June 13-14. Organizing Education – Sociological Approaches, Analyses and Findings 13–14 June 2014, Basel, Switzerland
  • June 16-18. International Consortium for Educational Development (ICED) 16-18 June 2014, Stockholm, Sweden
  • July 2-3: Higher Education Academy (HEA). 2-3 July 2014, Aston University, UK
  • August 25-27. Higher Education and its Principal Mission: Preparing Students for Life, Work, and Civic Engagement. 11th International Workshop on Higher Education Reforms. Memorial University, St. John’s, Newfoundland
  • August 27-30. European Association for Institutional Research (EAIR) 27-30 August 2014, Duisburg-Essen, Germany
  • September 1-5. European Conference on Educational Research (ECER) 1-5 September 2014, Porto, Portugal
  • September 8-10. Consortium for Higher Education Researchers (CHER) 8-10 September 2014, Rome, Italy
  • September 16-19. European Association for International Education (EAIE) 16-19 Sept 2014, Prague, Czech Republic
  • November 20-22. International Forum pre-conference organized by the Council on International Higher Education (CIHE) of the Association for the Study of Higher Education (ASHE). Washington D.C.
  • December 10-12. Society for Research into Higher Education (SRHE). TBA

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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 2013 - 2014 are: Butte; Citrus; Coast District; Contra Costa District; Gavilan; Hartnell; Lake Tahoe; Long Beach; Ohlone; San Bernardino District; San Jose/Evergreen District; Peralta District; San Diego District; San Francisco; San Mateo District; Santa Barbara; Santa Clarita; Santa Rosa; Shasta; Siskiyous; Solano; State Center District; West Valley- Mission District;

Thank you all for processing 13/14 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.

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