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: TBA

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.


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 faculty in ALL disciplines internationalize their curriculum (

Students negotiate on a range of international issues selected by the faculty members so that they can support the substance of their classes. 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. Faculty then work with INMP mentors during the Winter Term to prepare for their Spring Semester 2015 course. For additional information, contact Rosalind


CCIE has been awarded Full scholarships for Spring Semester 2015 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


The objectives of the conferences 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 conferences allow 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!

This is a great opportunity for students to network, so we ask that they dress business casual and bring several copies of their resume.


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.

TRANSITIONSABROAD.COM STUDENT TRAVEL WRITING CONTEST announces the 15th annual Student Travel Writing contest. All currently enrolled undergraduate and graduate students, students who have graduated within the past year or two, and students currently on leave from school are eligible.

The contest is the first student travel writing contest to cover studying, working, interning, volunteering, living, and most forms of experiential learning abroad.

For this year's contest, the winning student submission will be awarded $500 in cash, the second place winner will be awarded $150, third place winner $100, and runner-up winners $50. All winning pieces, judged by a panel of three members involved in international education, including two PhDs, will be published on the website. The contest deadline is September 30, 2014.



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.


Colin Speakman, CAPA's Director of China Programs, prolific China Daily contributor and CAPA World columnist, was recently recognized for his writing accomplishments. The editor of the China Daily offices in Beijing presented him with a Star Blogger certificate and trophy. Colin was also acknowledged as leading writer for his contributions to the China Daily Forum during the World Cup 2014. Since late 2008, Colin has been writing for the China Daily print edition, during which time he has contributed 42 articles, the latest at the beginning of this month. Highlighting a few of these, "China's Changes through Western Eyes" was published in March this year to coincide with the government's annual meetings and "Xi Offers Hope of Clarity" from 2012 will appear in a book by another author about President Xi to be published by the China International Press. Many of Colin's approximately 320 blog posts on the China Daily Forum have been featured as leading articles and have been widely read. His advice to fellow bloggers has been read over 79,000 times and a post on looking ahead to the Shanghai Pan Asian summit has been read over 112,000 times. Colin has lived in China for many years and is very well-connected with both locals and expats. His knowledge of China and Chinese culture is passed along to CAPA students who study abroad in Beijing and Shanghai. One of his personal favorite blog posts on the China Daily Forum is about his experience of being a laowai (foreigner) in China.

CAPA also acknowledges Colin and his enthusiastic contributions to the CAPA World blog in our own way, with a Top Blog Award. Colin's column, Connecting Global Cities, has been published each month since February 2013, covering topics (from art districts to gardens to war and many others) that crisscross the CAPA global cities around the world.



Jamestown Community College (SUNY) Starting Global Studies Program has been approved for a new degree program that will prepare students for the reality of globalization and global issues. The new Associate in Arts degree in global studies will be offered on two JCC campuses and is geared toward students seeking a two-year degree as a ladder to a baccalaureate degree in global studies or a related area of social sciences or humanities.



Guizhou Forerunner College is the first and only non-profit charity-based College in China. Guizhou Forerunner is founded under faith-love-hope foundation under VIA technologies, the school aims to provide quality higher education to underprivileged Chinese rural students in Guizhou, the province with the lowest per capita GDP.

For contact: Chris at

Many GFC Chinese students come from poor, rural families. It is GFC's goal to provide scholarship to outstanding but underprivileged students so they can finish higher education, to acquire a practical skill, and to find a job. We believe that education can lift their families out of poverty. With the motto: "Integrity, Love, Nobility," GFC teaches students to be honest, loving and noble while helping them to pursue personal and economic growth. GFC is located in the Hundred Birds Creek Scenic Area, Huishui County, Qiannan Buyi and Miao Autonomous Prefecture, Guizhou, China. While much of China is suffering from harmful fog and haze due to pollution, GFC has an air quality on par with some of the best in the world.

Since the beginning of the school in 2011, we have emphasized on broadening the students' worldviews. Every year we have around 30 volunteers from all over the world on campus to help these students. Other than providing quality English teaching, they have contributed much to our campus including building up a fitness gym, organizing Frisbee club, making a photowall and so on. Many of the volunteers treasured their time here at GFC, forming bonds with the students and the staff members. In 2013, the school has expanded to include a student/intern program as well to provide study/intern abroad opportunities to all foreigners for them to immerse in an authentic rural Chinese setting and learn Chinese Language, its rich culture and fascinating Guizhou ethnic minority practices. Our Volunteer Program is a one-year commitment; airfare, lodging and monthly stipend will be provided. We offer spring and fall semester study programs for 14 weeks and summer programs for 4 weeks. Internship positions are also available for someone who does not fit the criteria for the full-time volunteer program but still wants to serve at GFC. We are also organizing a combined program in the summer to provide the best experience of both volunteering and studying abroad at GFC.

Fore more information, please refer to our website at and our flyers and brochures at


Richard Barnes, who is Head of International Academic Development at Aberdeen Business School, part of the Robert Gordon University, Aberdeen, Scotland, has been working with a growing number of Community Colleges to develop a Bachelors Link programme whereby Community College scholars with a two year Diploma or Associate Degree are able to enter the 3rd year of our comparable programmes in order to gain a UK Bachelors within one academic year (or a Bachelors with Honours after two years). The Business School has been able to guarantee scholarships to students from partner institutions and there are also 'Saltire Scholarships' from the Scottish Government available to encourage US and Canadian students to come and study in Scotland (However, the Saltire Scholarship cannot be guaranteed, but students on this programme stand a good chance of getting one if they apply early). Richard will be attending NAFSA San Diego in May and would be keen to speak to any Californian Community colleges who may be interested in providing a degree-link opportunity to Europe for their students. He can be contacted via Conference Connection or email him at


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 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. The application deadlines and more information about each program can be found at

Applications are due November 1 and February 1.

Application Instructions
Instructions for completing an IEA application can be found at

Please contact Tanya Janes, Senior Program Officer, at or Anna Valiante, Program Associate, at with any questions about the Fulbright IEA programs. A list of upcoming webinars can be found at


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




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.

Source: – International Collaboration Proves Beneficial to College Students


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.


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


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: – The International Student 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%

Source: – The International Student Economic Value Tool



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.

Proposals for the 2015 CCIE Institutional Grant Competition will be due in February, 2015. All colleges current with their dues are invited to apply for these grants.


ICOC Passport Program which allows students, faculty and staff to participate in on-campus, cultural activities for your chance to win great prizes at the end of the semester! Through this program member of College of the Canyons can travel the world without leaving COC by exploring different cultures and learning new things through various multicultural activities and events on the Valencia and Canyon Country Campuses as well as in the Santa Clarita Valley. As students, faculty and staff attend events, the ISP office will stamp the iCOC passport, indicating that you've traveled to another culture! There is something for everyone, with film showings, cultural heritage potlucks, festivals, speakers, and more. At the end of the semester, those with at least four stamps on their passport will be entered into a raffle for travel-themed prizes. Winners, which include one faculty/staff and one student, will be crowned as iCOC Ambassadors at a celebratory luncheon at the end of November. During the summer, the international student program collaborated with the Public Information Office and Audio-Visual Department to develop marketing materials. They developed postcards, flyers, passports, and a promotional video. There is also now a link on the ISP website to house iCOC information.

Participants will need to click on the iCOC Passport icon:


Lake Tahoe Community College recently saw their international population grow exponentially this spring, due primarily to the addition of a soccer program for next fall. While this unexpected growth was certainly welcomed, the college also faced many challenges in developing ways to meet the needs of this new student population. The existing international program was never designed to accommodate large numbers of students. Typically the college had only one or two international students in attendance. This spring, the college has over 23 new international students on campus. The CCIE grant project was developed to help design a welcoming , functional, and comprehensive international student program for the students. Grant components included the establishment of an International Student Mentoring Program with designated pre-trained ambassadors. There is also enhancements to the proposed area for an International Student Resource Center and some marketing initiatives to help continue the momentum of this rapid growth. The CCIE funds will allow the college to establish a solid and positive foundation in this new and exciting adventure.

San Jose City Faculty Familiarization Trip: Science

Ken McCormick organized and led a SCCCD Faculty Professional Development Trip to England focusing on Chemistry and Biology. The following includes the summary report of the program.

The following is a brief overview of highlights from the SCCCD's first-ever Faculty Professional Development Trip abroad. There were five faculty participants on the trip, including four from chemistry (Karin Gruet, Kirk Kawagoe, Kent McCorkle, Seth Yates) and one from biology (Frank Yancey). Participants spent two weeks visiting sites of importance to the historical development and applications of science, as well as meeting with colleagues at British universities for tours and discussions related to pedagogical issues. The group visited the Royal Institution that honors scientists and met with Dr. Frank James, Professor of the History of Science and Head of Collections, who gave us a private tour through the exhibition and shared on the RI's 300-plus year history. Royal Society which is the oldest learned society for science still in existence. The Society maintains an extensive collection of original manuscripts by its members which we were given access to by Rupert Baker, Library Manager. We were able to not only view, but actually hold in our hands, the writings of Newton, Dalton, Boyle, and numerous others. Museum of the History of Science, University of Oxford is home to a leading collection of scientific instruments from medieval times to the 17th century, with additional items from the 18th through 20th centuries. We met with Dr. Stephen Johnston, Assistant Keeper, who gave us a tour of the museum and highlighted several notable artifacts related to Albert Einstein, Alexander Fleming, Lewis Carroll, and dozens of others. Stonehenge. Unlike a typical tour of Stonehenge, ours was led by a practicing archaeologist, Dr. Edward Blinkhorn of the University of York. In addition to Stonehenge, we also visited related Neolithic sites such as Woodhenge, the West Kennet Long Barrow, and Avebury Circle. We learned the latest theories and information on these sites directly from a scientist who's actually worked on many of them. Cavendish Laboratory, University of Cambridge is home to the Department of Physics at the University of Cambridge and has produced 29 Nobel Laureates. It is home to such famous discoveries as the electron, neutron, nuclear fission, structure of DNA, and countless others. We were able to tour the onsite museum that houses artifacts related to the Laboratory's rich scientific history. Blythe House, Science Museum Archives where the team met with Dr. Peter Morris, Principal Curator of Science and Head of Research, who showed us through thousands of square feet of archives and highlighted items of special note. We also met with Fran Coles, Conservator, who showed us the current collection they are preparing for display and how they preserve and restore such items. Wedgwood Museum & Visitor Centre

While famous for his porcelain, china, and ceramics, Josiah Wedgwood was a lifelong researcher who conducted thousands of experiments in his quest for new ceramics, glazes, and enamels. He is famous for saying that "Everything gives way to experiment." In addition to his own scientific research, he also built custom laboratory equipment for leading scientists of the day such as Joseph Priestley. Wedgwood was also the grandfather of Charles Darwin and an important figure in England's abolitionist movement.

Mira Costa Flex-Day Internationalization Workshop

Mira Costa College offered a Fall 2014 Semester Flex Workshop entitled, "Parlez-vous Internationalization?." At the Workshop was discussed international education at MiraCosta and faculty interest in international topics.




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


  • 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.

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

Thank you all for processing 14/15 dues and for helping to support international education at our community colleges

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!