CCIE DUES FOR 2014-2015

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 2014-2015 dues. 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 ANNUAL MEETING: NOV. 20, 9:30 - 12:00 AT THE CCLC CONFERENCE AT THE Westin Mission Hills in Rancho Mirage

All members of the California community college community are invited to this free meeting held at the CCLC conference. The meeting is open to all Board members, administrators, faculty, international education practitioners and student government representatives. We hope everyone can join us on Nov. 20. Please RSVP to Rosalind Raby at

Time Agenda
9:30 - 10:15 Updates on International Education around the state
10:15 - 12:00 Special Speakers:

CCIE PANEL AT CCLC CONFERENCE: NOV. 21, 9:45 - 10:45 Westin Mission Hills in Rancho Mirage

CCIE Officers, Dr. Andreea Serban, Dr. Jing Luan, Dr. Bill Scoggins, and Dr. Dianne Van Hook will be featured in a panel "Opportunities for California Community Colleges to Lead the Role of International Education" . The panel will be held on Friday, November 21 from 9:45 - 10:45.

This session provides a framework for institutional leaders, trustees, and faculty to strategically develop, assess, and advance international education. Three Senior Executives who are on the Board of the consortium, California Colleges for International Education (CCIE) will share best practices. The purpose of this session is to show how international education can strengthen all California community colleges and thereby increase opportunity fo all California community college students. Opportunity is not just to provide students with the skills to be globally competitive, but to also provide engagement activities that build global competence in understanding the students' role as citizens and workers in an international context. The session will combine oral presentation of key issues, encourage active discussion with participants, and present handouts and links to relevant multimedia resources.


Dr. William Scroggins, President, Mt. San Antonio College has finished two terms as CCIE Vice-President, South. Dr. Scroggins served CCIE since 2009 and was an advocate for all programs related to international education. On behalf of CCIE, I would like to thank Dr. Scroggins for his service to furthering international education at California community colleges.


Dr. Robert Frost, Acting President, Siskiyous Community College district has taken a new position as President at Centralia College in Washington State. Dr. Frost was a Vice-President, North of CCIE Treasurer since 2009 and was an advocate for all programs related to international education. On behalf of CCIE, I would like to thank Dr. Frost for his service to furthering international education at California community colleges.


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 advocacy of international education programs. We welcome comments on this Fact Sheet. The link for this Sheet is available on our homepage.


MYTH: International education is not pertinent to community college student needs.
FACT: International literacy provides the necessary building blocks for comprehending issues of local, national and international importance. It provides the skills necessary to ascertain theories and patterns of interrelationships that provide the foundation for effective citizenship training. Finally, resulting skills allow students to become employable for a job market whose context has changed dramatically.

MYTH: Local communities would be angry if our community colleges offer international education during our current economic crisis.
FACT: All of the four-year universities in California are expanding their international education opportunities. To provide a situation in which only university students gain skills that benefit students WILL anger our local communities. Moreover, many of our local communities participate in our international education programs through studying abroad or through hosting international students. Again, the community WILL be angry if we DO NOT SUSTAIN programs that are a benefit to the students and to the community. Indeed, for every $ 1 spent by an International student, $ .03 goes to the local community. Most importantly, since the majority of students do not transfer, the only opportunity for international education is what they receive is at the community college. That is something to be celebrated.

All of the four-year universities in California are expanding their international education opportunities. To provide a situation in which only university students gain skills that benefit students WILL anger our local communities. Moreover, many of our local communities participate in our international education programs through studying abroad or through hosting international students. Again, the community WILL be angry if we DO NOT SUSTAIN programs that are a benefit to the students and to the community. Indeed, for every $ 1 spent by an International student, $ .03 goes to the local community. Most importantly, since the majority of students do not transfer, the only opportunity for international education is what they receive is at the community college. That is something to be celebrated.

MYTH: International Education has no context to future skills.
FACT: Findings from the American Association of Colleges and Universities (AAC&U) released Raising the Bar: Employers' Views in the Wake of the Economic Downturn (2010) show that employers want colleges to place more emphasis on global issues (67 percent), intercultural competence (71 percent), and intercultural knowledge on global issues (67 percent). Related to the survey, AAC&U also released a policy paper, The Quality Imperative, which calls on academe and policy makers to commit to civic, ethical and cross- cultural learning for every degree program and every student.

MYTH: Education Abroad is only for the elite.
FACT: For the past few decades, California community colleges have adhered to the Open Access mission by allowing all students the opportunity to study abroad. The reality is that more under-represented and low-income students from California community colleges study abroad than any other group.

RACE Community College % University %
White/Caucasian 65.0% 83%
Hispanic/Latino 13.1% 5.4%
Multiracial 9.1% 1.2%
African-American 5.0% 3.5%
Asian-American / Pacific Islander 7.4% 6.3%
Native American/ Alaskan Native .4% .6%

MYTH: Education Abroad discriminates against poor students
FACT: All financial aid can be used to support the costs of education abroad. In addition, there are specific grants, such as the Benjamin A. Gilman Scholarships sponsored by the U.S. Department of State, Bureau of Educational and Cultural Affairs that are only open to Pell Grant recipients. California community college education abroad programs tend to be 50% less expensive than the same programs offered by universities.

Average community college students who use Financial Aid to study abroad: 25% - 75%

Average community college students who use Scholarships/Grants to study abroad: 10% - 35%

MYTH: International Students take away seats from domestic students, and more particularly from under-represented domestic students.
FACT: Revenue generated by international students actually pays for faculty salary, college materials, college equipment, and college services so that more domestic students can enroll in college. Tuition from every 30 International Students pays for one full-time faculty position. The extra faculty positions thus allow faculty to teach classes in which a small portion of students are international students and the remainder, are domestic students. In addition, certain departments and programs depend on international student enrollment which ensures that those classes are kept open and hence benefit domestic students. It is important to note that it takes roughly 3 International Education students to open a section, thereby making it possible for another 30 more domestic students to receive college instruction. Moreover, the extra income allows the college to accommodate more domestic students, including under- represented domestic students. In this context, additional course sections can be created based on the anticipated enrollment of international students, which is on top of local enrollment caps. That means there will be a maximum number of domestic students regardless of the number of international students brought in. In sum - for every 200 international students enrolled, the college can expect $ 1.2 million in tuition. This can help pay for 18.3 full-time faculty positions or their equivalent.

MYTH: Only colleges that have residential housing can host International students
FACT: Neither having residential housing (only 11 colleges have housing) nor distance to a CSU or UC campus are determining factors in hosting international students.

MYTH: International Education programs are cost prohibitive
FACT: Some international education programs are money-producing, others are self- sustaining, and still others require no capital except for faculty time and interest.

Internationalizing Curriculum

COST: No cost.
BENEFIT: Enhanced curriculum to support international learning Education Abroad.

COST: $ 3,500 (minimum) (Cost for release time or assigned time of coordinator, cost for replacement faculty). Note: full-time faculty who are scheduled to teach a course can teach that course abroad for no extra cost. However, if a full-time professor teaches abroad, the classes on-campus may be eliminated for that semester or taught by a part- time faculty. That can add increased costs for the budget.
BENEFIT: when students study abroad, they leave extra seats for domestic students, but tuition is collected from both groups.

International Students

COST: $ 50,000 (minimum): for those working for international admissions, academic counseling, immigration advising, recruitment and SEVIS federal regulations. This includes salary, benefits, recruitment/marketing fund
BENEFIT: For 15 international students, the college gains in extra tuition $ 75,000. Revenue to local community taxes increases to $ 444,000. For 50 international students, the college gains $ 214,970 in net revenue. This does not include revenue to the bookstore, parking and food services.


For two decades, CCIE member colleges have participated in INMP, which is an on-line simulation of international negotiation that allows community college faculty from across the curriculum to infuse an international perspective into their classes. This is a specific program to help ALL community college faculty in ALL disciplines internationalize their curriculum. (

Faculty select their country of focus along with thematic issues that will be integrated into their curriculum for a selected Spring semester 2015 course. The range of selected issues are then used to support the academic substance of the class. Students then negotiate on these international issues. Each participating classroom adopts the role of a different country and negotiates from the point of view of that country. At the conclusion of the project, students are familiar with the culture, economy, history and politics of other countries, the interrelationship of nations, the art of negotiation, and with the Internet. Community college faculty from all disciplines are invited to participate and former students acknowledge that this was an exceptional learning experience as they not only learn more about current issues and negotiations in general, but that they become more aware of the ways in which such issues affect them personally.

All CCIE college members are invited to participate in the 2014-2015 INMP program. This includes attending a free workshop on Internationalizing the Curriculum at Whittier College in November and then incorporating the INMP in one of their Spring 2015 semester classes. At the Fall Workshop there is a chance to talk about important international issues, have a presentation by experts in the field, and meet with others who will be involved in the Spring simulation. During Winter, 2014-2015, faculty work with INMP mentors on internationalizing their Spring semester class. The simulation runs for a traditional Spring semester. For additional information, contact Rosalind:


Reprinted with permission from CEA Insights May 2014

Career and re-entry workshops at the end of the study abroad experience help prepare students for what lies ahead.
Coming back to the U.S. after studying abroad for a year, or even a semester, can be challenging for students. Not only do they have to deal with issues of reverse culture shock, but they also may not understand how to utilize their international experience as a springboard for the future. "Students often return from studying abroad having gained critical competencies and skills that employers value, but lack the ability to communicate those experiences to others in a meaningful way," says Dr. Paige E. Sindt, who oversees career and re-entry workshops at CEA. Students who spend time abroad experience academic and personal growth, and this can leave them feeling lost and unsure of what to do next.

An essential element of the experience
Increasingly, re-entry programming is seen as an essential element of the overall study abroad experience, and can do more than just help students re-acclimate to life back home. According to Sindt, re-entry workshops "help students develop an oral and written narrative about their international experience that can be conveyed in a professional framework. Our main emphasis is connecting study abroad and career development." A survey by the Collegiate Employment Research Institute at Michigan State University revealed that recent hires with international experience were rated better than their peers in a variety of skillsets – from adapting to change to interacting with people who hold different interests, values or perspectives – by more than 45 percent of employers. This connection, however, wasn't automatic. These same employers admitted that they rely on their employees to articulate the value of their international experiences, and demonstrate how the skills they gained overseas translate into workplace benefits.

CEA's Career and Re-entry Workshops are free of charge and are held on-site about three to four weeks before students return home. The workshops are available at a variety of international locations, with plans to expand the program to all CEA locations in the next year.

Stateside re-entry workshops complement international ones
Other re-entry workshops are available in the United States, through third-party organizations such as Lessons From Abroad. These programs are generally inexpensive – Lessons From Abroad charges students and professional staff just $20, which includes lunch and handouts – and can complement the workshops given by CEA while students are still abroad. These third-party, stateside workshops help bring together students from multiple programs, who may need extra support from an understanding peer group after returning home. Kelly Wilkinson, CEA's Southwest Regional Consultant who volunteered at a Lessons From Abroad workshop, noted that students benefit from getting "concrete strategies on how to incorporate their study abroad experience into their resumes and job interviews." He adds that "students gain more understanding of how to approach their lives after college and how to best harness their experiences abroad to help them."

Lessons From Abroad offers Regional Conferences in the San Francisco Bay Area, Los Angeles, San Diego, the Rocky Mountain Region, Nebraska, Washington, Central Texas, the Missouri Valley, Chicago, Oklahoma, Georgia, Virginia, and Iowa. The organization also provides returnee conferences in other parts of the country.

Benefits of self-reflection
No matter where a re-entry workshop is held, it's important that it gives students a chance to reflect on their study abroad experiences in new ways. "Students say that the group activities and discussions about how studying abroad has impacted them are the most valuable parts of the workshops," Sindt says. "I really liked how the session was more of a discussion and a collaboration of sharing experiences, difficulties, etc.," says one student who attended the Spring 2014 CEA Career and Re-entry Workshop in the French Riviera. Another student in the same workshop added, "The content was very enlightening and refreshing. It's wonderful to know what's waiting for me and what to expect."

At CEA's workshops, students are directed to reflect upon specific incidents abroad that were challenging, frustrating, surprising, and funny, as a way of starting the conversation about the knowledge and skills they've developed while studying abroad.

According to Sindt, "Many students don't realize how their everyday experiences in a different culture – from navigating a foreign metro system to buying groceries in another language – have helped them acquire skills that are desired by employers."

These professional skills include problem-solving, adapting to change, self-reliance, risk-taking and understanding cultural differences in the workplace. "It's really amazing how looking at their study abroad experience in a professional framework can transform the students," Sindt says. "Students who attend a re-entry workshop gain the skills and confidence they need to better understand and articulate their international experiences and succeed in a job interview."

Interested in learning more about career and re-entry workshops? Additional helpful tools and information on orientation/re-entry programming for universities wanting to develop their own workshops can be found under the resource section on both the NAFSA website and Lessons From Abroad website. Learn more about CEA's career development initiatives by visiting our website.


Study abroad has always been central to IIE's mission and work. Building on nearly 100 years of commitment to study abroad, IIE will lead the Generation Study Abroad coalition in raising awareness of the need for students to gain language and cultural skills, identifying and breaking down barriers hindering students from studying abroad, sharing strategies and best practices to increase study abroad, and mobilizing additional financial resources. In addition to significantly expanding study abroad, the campaign will encourage and track campus activities that expand diversity in race and ethnicity, academic disciplines, and gender.

The Challenge
According to Open Doors 2013, published by IIE in partnership with the U.S. Department of State's Bureau of Educational and Cultural Affairs, 295,000 American college students studied abroad in 2011/12 for credit and in non-credit programs. This represents only about 10% of the 2.6 million students who graduated with associates or baccalaureate degrees. In today's increasingly global workplace, the number is far too low. Generation Study Abroad seeks to address this shortfall by bringing employers, governments, associations, and others together to build on current best practices and find new ways to extend study abroad opportunities to hundreds of thousands of college students who are not currently taking part in study abroad. International experience is now one of the most important components of a 21st century resume. Our goal is to change the paradigm so that study abroad is considered an essential part of a college education.

From 2012-2013 to 2013-2014, CCIE member colleges increased both their study abroad program offering and the overall number of attending students. 27 more study abroad programs were added state-wide and 481 more students.


New scholarships and financial assistance to help students pay for study abroad, and new initiatives to reach out to underserved groups and increase the diversity of the student population that goes abroad. IIE has also begun to provide additional resources and services to campuses that have joined as commitment partners, to help them reach their ambitious goals.

Training and Resources: IIE is providing a complimentary institutional eBook license for "A Student Guide to Study Abroad" to campuses who join, so they can provide their students with this comprehensive guide. IIE is also conducting a series of webinars to provide advice and best practices to help commitment partners help their students and reach their goals. In fall 2014 The Forum on Education Abroad will make available to Generation Study Abroad partners an exclusive version of its Quality Improvement Program (QUIP) to provide partners with strategies to meet their goals for increasing the number of their study abroad students. IIE will also publish a Parent's Guide to Study Abroad, in partnership with AIFS.

Conducting Research IIE's research team is developing a research agenda for topics that will be most useful to helping campuses increase study abroad participation. EF College Study Tours will make up to 10 grants of $5,000 available (for a total commitment of $50,000) in the fall of 2014 to explore the impact of short-term faculty-led study abroad programs on students, faculty, and institutions. Terra Dotta will support research on the impact of technology and finance on study abroad, and SIT Study Abroad will publish a report on the impact of study abroad on students' lives and careers.

Planning for 2015 Generation Study Abroad Summit IIE will convene its first annual Generation Study Abroad Summit, which will bring commitment partners together in fall 2015.

AIFS Generation Study Abroad scholarships AIFS will provide $250,000 in financial assistance over five years for students from commitment partner campuses to participate on their semester and summer programs. Students can apply now for scholarships of $500-$1,000 toward an AIFS program, with a deadline of September 15 for Spring 2015 programs, at

SIAS International University, an American-owned University in Central China, will provide approximately 100 scholarships covering full tuition for up to one semester or one academic year for students nominated by Generation Study Abroad partner campuses; nomination forms available in June.

EF College Study Tours will create a series of professional development programs and provide faculty scholarships starting in fall 2014, in order to encourage faculty from partner campuses to lead short-term study abroad programs.

The French government, within the context of its "Friendship initiative" for transatlantic student mobility, will be providing incentive grants to strengthen U.S.-French academic partnerships and to support campuses in developing their study abroad programs.

Education New Zealand, in partnership with New Zealand's eight universities and five participating Institutes of Technology and Polytechnics, will provide merit based and travel awards of $500 to $2,000 for U.S. students studying abroad in New Zealand starting in fall 2014.

The Norwegian Center for International Cooperation in Education will sponsor an International Academic Partnership Program to help build linkages between institutions in U.S. and Norway focused on energy and the environment. Beginning in fall 2014, Generation Study Abroad partner campuses can apply through IIE to participate.

Hanban, a public institution affiliated with the Chinese Ministry of Education will provide 60 Fellowships for U.S. students to conduct doctoral research at one of 15 prestigious universities in China. Students enrolled in Ph.D. programs at all accredited U.S. campuses can apply at

SIT Study Abroad: Commit to building need-based scholarship funding to over $1 million each year through our innovative Pell Grant Match Program and other scholarships. Establish an SIT Graduate Institute scholarship of $5,000 for a first generation college student studying to become a study abroad advisor through our masters' degree in international education.


Sarah McNitt has shared her webpage that highlights famous people who studied abroad. This page not only profiles individuals, but their professions as well.



Saudi Arabia RFI for award of capability-building contracts to implement technical and vocational education reform. Deadline for responses: September 4, 2014.

DOS Saudi American Educational and Cultural Initiative Grant to develop or expand exchange activities and promote dialogue and partnerships. Deadline: June 30, 2015.

OECD reports provide comparative data on educational attainment and progress around the world.


For the second year, the National Community College Peacebuilding Seminar will be held. This year it will be held on the Alexandria campus of Northern Virginia Community College. It will take place Friday, October 17 and end on Monday, October 20. Using the unique assets of Washington, DC, the program aims to provide educators with the opportunity to engage with international and U.S. based organizations, experts and practitioners in fields that focus on peacebuilding and resolving global conflict. There is no other program in the U.S. designed to provide community college educators with an opportunity to engage directly with national and international policymakers and practitioners. During the seminar, participants will focus on developing a project, course, or activity that can be used with students upon their return to their schools.

Of the four days, two are devoted to visiting important agencies and organizations that support peacebuilding learning. On Friday, 10/17 the program will be held at the U.S. Institute of Peace: a federally funded entity that focuses on resolving international conflict. The program on Saturday and Sunday will be held at the Northern Virginia Community College campus. A range of educators and experts will present to faculty on global issues of conflict and war and methods of engaging students in these important issues. In addition, two films will be screened: Seeds of Hope - which focuses on conflict in Africa - and Beyond the Divide - which looks at conflict between the peace and veterans communities. On Monday, 10/20 the program will be hosted by three important entities related to conflict and peace: the U.S. Department of State, the Organization of American States, and the U.S. Holocaust Memorial Museum. All participants, as part of their registration, will receive a copy of Peacebuilding in Community Colleges: A Teaching Resource. Because of the intensive and intimate approach the seminar takes, it is limited to 40 participants.

David J. Smith, JD, MS
Educational Consultant and Peacebuilding Trainer


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. For application:


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 about
Fulbright Specialist Program


This section provides updates on the various CCIE Sponsors.

AIFS is recognized as a leading provider of study abroad programs. Since 1964, over 1.5 million students have traveled abroad with AIFS. With more than 50 years of experience, we have the resources and experience to provide what our students want and need in a study abroad program, and to safeguard their welfare around the globe.

Unlike many other study abroad programs or independent study options, AIFS program fees are guaranteed in dollars. Our program fee is also all-inclusive, making it simple for you to live and study abroad and experience all that the world has to offer.

AIFS offers a wide range of unique programs in Asia, Australia, Europe, South Africa and the Americas. Most AIFS campuses offer courses in English or in foreign languages from beginner to advanced levels, so you don’t even have to know a foreign language to study abroad.

For more information, visit

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 or visit

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

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

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

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:



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


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




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 |


The Department of Homeland Security (DHS) this week launched an enhanced Study in the States website, which serves as "an information hub for international students in the U.S." New features include an "Ask a Question" section and an extensive school search page. The updated site also features a blog geared to international students and school officials, which can be translated into multiple languages. For more information,


WES ORGANIZATION new Briefs on International Students/p>

International Student Mobility Trends 2014: The Upward Momentum of STEM Fields.
This brief examines :

  • Comparative international enrollment trends in STEM fields in the four major English-language destination countries: U.S., UK, Australia and Canada.
  • Primary STEM markets pursuant to international recruitment in the U.S.
  • Insights on international STEM students' information needs and behavior.

Trends and Strategies for Attracting International Students to U.S. Public Health Programs.
This brief examines:

  • Current mobility patterns and near-term forecast of international students pursuing public health degrees in the U.S.
  • The profile, motivations, information needs and behavior of U.S.-bound international students seeking master's degrees in public health.
  • Actionable strategies to attract best-fit international students to schools or programs of public health.


The China Daily reports that the growth in the number of Chinese students seeking to study overseas is slowing. In 2013, about 413,900 students went overseas to study, an increase of only 3.58% from 2012. In recent years, a number of the world's best-known higher education institutions established schools in China by partnering with Chinese education bodies, providing more options for Chinese parents and students seeking quality education. This partly slowed the pace of Chinese students heading overseas, education experts said. This change may be a result of other factors, alongside the growing number of higher quality joint campuses in China. For example, domestic Chinese universities are improving in quality and in ranking worldwide. Also, a growing number of Chinese are choosing to return to China after working and studying abroad, only to discover that a foreign degree no longer commands a significant premium in the Chinese labor market. International universities and colleges will increasingly be challenged to re-define and broaden the service they are providing their consumer with employment skills development, job experience and job placement post graduation. Recognizing that many international markets are very "outcome" focused in selecting a study destination, the institutions that best compete in global markets may well be those that go beyond thinking of their service as "academic training leading to a degree or diploma" to more broadly package employment and actualization outcomes in their offerings

Source: China Daily: Growth in numbers studying abroad slows


My name is Jasmine Trang Ha. I am a PhD student at the Sociology department, University of Minnesota. I’m conducting research on the flow of Vietnamese international students to the US.

Community Colleges in California is a particular site of interest for my research. I would like to learn more about the institution’s perspective of international students, which includes but not limited to: What do international students mean to the Community College? How does the Community College attract and support international students? How diverse is the international student’s body? What are the opportunities and challenges that come with it?

I would like to talk to you if you are a practitioner in a California Community College that has programs that aim at attracting and supporting Vietnamese international students. Your invaluable insights will help to provide a better understanding of the Vietnamese international students in the US and the structures that support their decision to study abroad.

Please contact me if you are interested in participating in the study, my email address is I would like to schedule an interview, which would take approximately 1 hour, either in person or through Skype/phone. I will also send you the consent form which contains more detailed information about this project and the interview process.

If you feel that there is a better person at your college to provide this type of information, could you please send me his or her contact information? I really appreciate your help! Thank you very much!

Kind Regards, Jasmine Trang Ha



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.


The following students were awarded Full scholarships for Spring Semester 2014 and 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.


6 AWARDS GIVEN FOR FALL SEMESTER 2014 AND 5 AWARDS GIVEN FOR CONTINUING STUDENTS. Congratulations to all Students attended from Santa Barbara; Santa Monica; Shasta; and West Los Angeles

CCIE wants to congratulate the following students who won the Soonchunhyang University in Korea Full scholarships for Fall Semester 2014. Daniel Barton, Santa Monica College
Alex Jauch, Shasta College
Bendan Kallaby, Shasta College
Guadalupe Moctezuma, Santa Barbara City College
Reiko Sato, Santa Monica College
Malauka Watson, Santa Monica College

In addition, five students have been granted a second scholarship to study in Korea for a second semester: Austin Gabel, Shasta College
Dalya Hansen, Shasta College
Ashley Thomas, Shasta College
San Saelee, Shasta College
Marceel Marchena, West Los Angeles College

AWARD RECIPIENTS FOR SPRING 2014 6 AWARDS GIVEN FOR SPRING SEMESTER 2014 AND 5 AWARDS GIVEN FOR CONTINUING STUDENTS. Congratulations to all Students attended from Sacramento City; Santa Rosa; Shasta; and Solano

Congratulations to all students.


9 awards were given to community college students in California.

Congratulations to the following students:

  • Julia Gordon Butte College Costa Rica
  • Vanessa Oropeza Alma Cerritos College China
  • Quinn Lima College of Marin Peru
  • Dorsa Jahanbakhsh Saddleback College Spain
  • Jesika Gonzales San Diego City College France
  • Kyle Tortajada San Diego Mesa College Spain
  • Eric Cho Santa Monica College South Korea
  • Jordan Coffey Solano College United Kingdom
  • David Hodges Southwestern College Spain


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 Fall Semester 2014, 11 awards were given nationally to community colleges - of which 5 went to CCIE member colleges

Congratulations to the following students:

  • Becerra Alma Mount San Antonio College United Kingdom
  • Brunston Brianna Mount San Antonio College Costa Rica
  • Campos Nancy Mount San Antonio College Costa Rica
  • Vossburg Mercedes Mount San Antonio College Costa Rica
  • Ochoa Mariluz San Diego City College United Kingdom


The goal of the NAFSA Impact Scholarship Program is to increase diversity in international education and to support institutions serving under-represented populations of students in study abroad to build their capacity to internationalize the curriculum and increase global competencies in their graduates. NAFSA received a total of 95 Impact Scholarship 2014 applications (55 community colleges, 20 Hispanic-serving institutions, 16 HBCSs and 4 tribal colleges).The review team selected 10 community colleges, 8 Hispanic-serving institutions, 10 HBCUs and 2 tribal colleges for a total of 30 scholarship recipients. All recipients were introduced in the NAFSA Annual Business Meeting and were recognized in the National Awards Ceremony & Reception. Of the 10 community college recipients, 5 were members of CCIE. Congratulations to all recipients.

Congratulations to the following students:

  • Jia-Yi Cheng-Levine - College of the Canyons
  • Drew Gephart - Peralta CCD
  • Jeremiah Gilbert, San Bernadino Valley College
  • Reyna Reger - Lake Tahoe College
  • Rachel Sicke - Butte College



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

The National Clearinghouse on Disability and Exchange (NCDE)
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 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


  • 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
  • September 23-26. Partners of the Americas’ 50th Anniversary Conference: Florianopolis, Santa Catarina, Brazil.
  • October 8-10. CONAHEC 16th North American Higher Education Conference in Tucson.
  • October 24-26 WFCP World Congress. Beijing, China.
    World Congress of World Federation of Colleges and Polytechnics (WFCP) is the leading international event for the vocational education, technical and skills training community. The first World Congress was held in 1999. The 2014 WFCP World Congress, the eighth congress, is hosted by the China Education Association for International Exchange and will take place at the China Conference
  • November 5-8: NAFSA REGIONS XII and I Conferences. Held in Portland.
  • 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
  • February 15-18. AIEA: Leading Global Learning: Envisioning New Paradigms. Washington D.C.
  • March 22 - 24. Diversity Abroad: Moving Beyond Barriers. New Orleans.

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 June 1, CCIE Supporting Members for 2013 - 2014 are: Butte; Citrus; Coast District; Contra Costa District; El Camino; Gavilan; Hartnell; Lake Tahoe; Long Beach; Ohlone; Peralta District; San Bernardino District; San Diego District; San Jose/Evergreen District; San Francisco; San Mateo District; Santa Barbara; Santa Clarita; Santa Rosa; Shasta; Siskiyous; Solano; State Center District; West Valley-Mission District;

As of August 1, CCIE Supporting Members for 2014 - 2015 are: Cabrillo; El Camino; Gavilan; Kern CCD; Lake Tahoe; Peralta District; San Jose-Evergreen CCD; Santa Barbara; Santa Monica; Solano;

Thank you all for processing 13/14 dues, especially during these economically challenging times. PLEASE now process your 14/15 dues.

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!