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 hosted the Annual Meeting at the CCLC pre-conference in Rancho Mirage. This was an informal opportunity to share information on CCIE activities as well as to engage with those attending as to their internationalization efforts. We were honored to have Pam Walker, Vice-Chancellor of Academic Affairs, California Community Colleges Chancellors Office as the special speaker. Dr. Walker share the interest of the Chancellor's Office and her own special experiences traveling abroad and hosting international students. Sue Gochis, Dean of Student and Academic Support Services, Lake Tahoe Community College gave a presentation on the results of their CCIE Institutional Grant in which support services for their international student program was enhanced resulting in a new position to support international students in the future. A report form Ann Nyguen, College of the Canyons on their CCIE Institutional grant was also shared which detailed the new iCOC Passport program which brings internationalization to all COC students, faculty and staff in an innovative program.


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. 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 announces the 2015 Institutional Grant competition. The key elements to increasing international education at our colleges are the availability of programs and the building of a cohort of leadership. Hence, the purpose of these grants is to provide start-up funding for institutions wanting to either create a new international program or augment an existing international program and to create a new cohort of CCIE international education mentors. A total of three CCIE Institutional Grants will be competitively awarded to assist colleges overcome institutional barriers by better planning and implementing international education programs. Past grant recipients will help to mentor new awardees.

Amount of Grants: An institutional grant, up to $ 3,000, will be awarded to a CCIE member college that is current with their dues. The Due date for the 2015 Institutional Grant applications is February 20, 2015.


Reprinted with permission from CEA Insights May 2014

The CCIE 2014 State of the Field Report reflects the changing state of the field and epitomizes the fundamental goal of CCIE, i.e. cooperation and the sharing of information by documenting the variety of activities of 86 CCIE member colleges.

The survey has conclusions that cross innovation and adaptability:

1) Challenge the traditional to prepare creative leaders who are ready and willing to face current challenges and transform communities;

2) Define leadership skills that recognize the importance of international literacy skills that help to transform communities;

3) Make direct connection between personal globally engagement of our leaders and application for educational change;

4) Understand that few non-traditional educational pathways offer as intensive learning experiences that provide the type of transformative learning that international education can achieve.

5) Understand that as students and the disciplines they study become more internationalized, and the workforce to which the students will eventually enter becomes more globalized, the community college is increasingly going in the opposite direction

The 2014 State of the Field report is organized in three sections, each of which begins with Key Findings.

Section 1: Campus Structure

Section 2: Types of International Education Programs

Section 3: Perceptions of support and barriers to international education

Much of the analysis was supported by LisaMaria P. Miramontes, Ph.D. from Prevention Research Center

The entire report can be found on the CCIE Web-page.

THE INTERNATIONAL STUDENT ECONOMIC VALUE TOOL 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.



The report details the economic contributions of each community college.

Below is a summary of the Economic Benefit for California

  • 2012-2013 Number of International Students: 26,357
  • Contribution from Living Expenses: $ 173,003.10 (thousands)
  • Contribution from Tuition and Fees to State Economy: $ 568,103.00 (thousands)
  • Jobs supported by International Students: 4,674

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


This report contains information on 67 California Community Colleges

  • international student numbers from 2005, 2010; 2011; 2012 and 2013
  • percentage of international students when compared to the college total student population.

All of the data was gathered from the following sources

  1. NAFSA/IIE Open Doors: International Student Data: 2005; 2010; 2012; 2013; 2014
  2. NAFSA/IIE International Student Economic Benefit: 2011-2012; 2012-2013; 2013-2014

Percentage of International Students Compared to Total Student Population (2014)
51.5% of colleges have less than 1% of their students being international
11.5% of colleges have 1% - 1.9% of their students being international
8% of colleges have more than 7% of their students being international

Many smaller colleges have larger percentages of international students than larger colleges. This shows that a large presence of international students is not dependent on college location nor size.

Summary: Comparing International Student Numbers

Colleges with gains or losses of 1-50 students can be accounted for normal flow of student enrolment.

Colleges with gains of 100 or more students have a concentrated effort to increase student enrolment.

Colleges with decreases of 50 - 230 students illustrate a lack of policy to support international student populations

It is important to remember that for every 15 international students, the college gains about in extra tuition $ 75,000. In addition, revenue to local community taxes increases to $ 444,000. Thus, those colleges that have significant decreases are losing a large amount of funds at a time when resources are scarce, and economic needs are the greatest.


November 17, 2014—The 2014 Open Doors Report on International Educational Exchange, released today, finds the number of international students at colleges and universities in the United States increased by eight percent to a record high of 886,052 students in the 2013/14 academic year, confirming once again that the United States remains the destination of choice for higher education. The United States hosts more of the world's 4.5 million globally mobile college and university students than any other country in the world, with almost double the number hosted by the United Kingdom, the second leading host country. The report also found that more American students—a total of 289,408—studied abroad for academic credit from their U.S. colleges and universities, although the two percent increase represents a slightly slower rate of growth than the previous year. The Open Doors® report is published annually by the Institute of International Education in partnership with the U.S. Department of State's Bureau of Educational and Cultural Affairs.

The new Open Doors data was released on the occasion of the 15th annual celebration of International Education Week, a joint initiative of the U.S. Department of State and the U.S. Department of Education to prepare Americans for a global environment and attract future leaders from abroad to study, learn, and exchange experiences in the United States. This year's statistics document how much more global U.S. higher education has become since the launch of the initiative. The overall number of international students in the United States has grown by 72 percent since the first International Education Week briefing was held in 2000. There are five times as many Chinese students on U.S. campuses as were reported in Open Doors 2000; almost two and a half times as many Indian students; seven and a half times as many Vietnamese students; and more than ten times as many Saudi students. The number of U.S. students studying abroad has more than doubled in the last 15 years.

"International education is crucial to building relationships between people and communities in the United States and around the world. It is through these relationships that together we can solve global challenges like climate change, the spread of pandemic disease, and combating violent extremism," said Evan M. Ryan, Assistant Secretary of State for Educational and Cultural Affairs. "We also need to expand access to international education for students from more diverse backgrounds, in more diverse locations of study, getting more diverse types of degrees. Only by engaging multiple perspectives within our societies can we all reap the numerous benefits of international education—increased global competence, self-awareness and resiliency, and the ability to compete in the 21st century economy," Assistant Secretary Ryan remarked.

"International experience is one of the most important components of a 21st century education, and study abroad should be viewed as an essential element of a college degree," said IIE's President Dr. Allan E. Goodman. "Learning how to study and work with people from other countries and cultures also prepares future leaders to contribute to making the world a less dangerous place."

In 2013/14, there were 66,408 more international students enrolled in U.S. higher education compared to the previous year. While students from China and Saudi Arabia together account for 73 percent of the growth, a wider range of countries contributed to the increase, with India, Brazil, Iran and Kuwait together accounting for an additional 18 percent of growth. The number of Indian students increased by 6 percent to 102,673, reversing a three-year trend of declining numbers of Indian students at U.S. campuses. The fastest growing student populations in the United States in 2013/14 were from Kuwait, Brazil, and Saudi Arabia, all countries whose governments are investing heavily in scholarships for international studies, to develop a globally competent workforce. The fastest growing region this year was the Middle East and North Africa, with an increase of 20 percent in students enrolled in U.S. higher education. There were eight percent more students from Latin America and the Caribbean, which has benefited from support from 100,000 Strong in the Americas, a public-private partnership led by the U.S. State Department. Students from Asia increased by 8 percent as well, driven by a 17 percent increase from China.

International students make up just over four percent of the total U.S. graduate and undergraduate enrollments combined. International students' spending in all 50 states contributed more than $27 billion to the U.S. economy in 2013, according to the U.S. Department of Commerce. Additional breakdowns of the economic impact of international students by host state, using Open Doors data and calculations of the local tuition and cost of living rates, are available from NAFSA.

Forty-one states experienced growth in the number of international students, with 18 states growing at a faster rate than the national increase of 8 percent. New York University became the leading host university for international students this year, after twelve years during which University of Southern California was the leader. For the first time ever, four institutions broke the 10,000 mark: New York University, University of Southern California, University of Illinois – Urbana-Champaign, and Columbia University, which each hosted more than 10,000 international students.

The Open Doors report also surveys U.S. colleges and universities regarding the number of their students who study abroad. The number of U.S. students who studied abroad for credit received back home increased by two percent to 289,408 students in 2012/13. The UK had the largest increase in the number of U.S. study abroad students. In addition, there was double digit growth in the number of American students studying in South Africa, Denmark, South Korea, Peru, and Thailand, as well as strong growth to Costa Rica and Ireland and a continued rebound in those going to Japan as programs recovered after the earthquake and tsunami of March 2011. Despite these increases, fewer than 10 percent of all U.S. college students study abroad at some point during their undergraduate years. American students majoring in STEM (Science, Technology, Engineering, and Math) fields showed the largest increase in study abroad, up 9 percent from the prior year, outnumbering study abroad students in the Social Sciences, the second largest field.

Earlier this year, IIE launched Generation Study Abroad, a national campaign to double the number of students who study abroad by the end of the decade. Today, IIE announced that a total of 450 partners have joined the campaign to date. They include: 298 U.S. colleges and universities from 48 states; 67 higher education institutions and organizations in other countries; 16 education associations; 56 organizations including study abroad, K-12, and social network agencies; and 13 U.S. and foreign government entities, including the U.S. Department of State, Bureau of Educational and Cultural Affairs. In addition to significantly expanding study abroad numbers, the campaign will also encourage and track campus activities that expand diversity in race and ethnicity, academic disciplines, destinations, and gender of those who study abroad.

Open Doors is published by the Institute of International Education, an independent not-for-profit organization with a network of 19 offices and affiliates worldwide and over 1,200 member institutions. IIE has conducted an annual statistical survey of the international students in the United States since its founding in 1919 and in partnership with the U.S. Department of State's Bureau of Educational and Cultural Affairs since 1972. Open Doors also reports on the number of international scholars at U.S. universities; international students enrolled in pre-academic Intensive English Programs; and on U.S. students studying abroad. Further details on the Open Doors 2014 surveys and their findings is on the Open Doors website, and the full 100+ page report can be ordered for $69.95 from IIE Books.

The Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State leads a wide range of academic, professional, and cultural exchanges that include approximately 40,000 participants annually, including the flagship Fulbright Program and the International Visitor Leadership Program, with the goal of increasing mutual understanding and respect between the people of the United States and the people of other countries. ECA also sponsors the Benjamin A. Gilman Scholarships for U.S. undergraduates with financial need, administered by IIE, and the Critical Language Scholarship Program in support of U.S. study abroad and the EducationUSA network of over 400 advising centers worldwide, which provides information to students around the globe who wish to study in the United States. For more information on the Department of State's educational and cultural exchange activities, visit

OPEN DOORS 2014: DATA HIGHLIGHTS—Executive Summary

International Students in the US
Overview: The number of international students enrolled in U.S. higher education increased by eight percent to 886,052 students in 2013/14, with 66,408 more students than last year enrolled in colleges and universities across the United States. This marks the eighth consecutive year that Open Doors reported expansion in the total number of international students in U.S. higher education. There are now 72 percent more international students studying at U.S. colleges and universities than were reported in Open Doors 2000, and the rate of increase has risen steadily for the past four years. Despite the increases in recent years, international students still constitute approximately four percent of the more than 21 million students enrolled in U.S. higher education.

Places of Origin: The growth is once again largely driven by students from China, particularly at the undergraduate level. Chinese student enrollments increased by 17 percent in total to more than 274,000 students, and increased by 18 percent at the undergraduate level. This is a slightly lower rate of growth than the previous year. Students from China now make up 31 percent of all international students in the United States. Students from India increased by 6 percent to 102,673, following three years of decline. The increase was driven by enrollment at the graduate level.

There were also large increases in students from several countries where the national governments have been investing in scholarship programs to send their students to the United States to study. This year, there was a 22 percent increase in students from Brazil, to a total of more than 13,000. Brazil moved up to number 10, reflecting the effects of the second full year of undergraduate students coming to the United States with scholarships from the Brazilian Government's Brazil Scientific Mobility Program. There was a 21 percent increase in the number of students from Saudi Arabia. There were nearly 54,000 Saudi students in the United States, largely funded by the Saudi government scholarship program, now approaching its 11th year. On a smaller scale, the continued expansion of the Kuwaiti government scholarship programs led to 43 percent more students coming from Kuwait. With its more than 7,300 students, Kuwait is now the 21st leading place of origin, after joining the top 25 list the previous year.

Students from the top three places of origin—China, India, and South Korea—now represent approximately 50 percent of the total enrollment of international students in the United States, with the number from China and India increasing, and the numbers from South Korea declining. This year, Saudi students represent six percent of the total. After these top four countries, no country represents more than 5 percent of the total international students in the United States.

Each of the top 25 places of origin had 5,000 or more students in the United States. There were increases in the number of students from 17 of the top 25 places of origin, including Brazil, Canada, China, Colombia, Germany, Hong Kong, India, Indonesia, Iran, Kuwait, Mexico, Nigeria, Saudi Arabia, Spain, the United Kingdom, Venezuela, and Vietnam.

The number of students from France, Malaysia, and Thailand remained relatively flat. Japan, which had seen steep declines in prior years, levelled off to a decrease of only about one percent, due in part to concerted efforts of the Japanese and U.S. governments.

There were declines in the number of students from the third leading sender, South Korea (down 4 percent), as well as from Taiwan (down 3 percent), Turkey (down 4 percent), and Nepal (down 9 percent). The factors driving these declines likely include a mix of global and local economic factors, and in some cases expanded higher education opportunities at home.

Economic and Social Impact: The continued growth in international students coming to the U.S. for higher education has a significant positive economic impact on the United States. International students contribute more than $27 billion to the U.S. economy, according to the U.S. Department of Commerce. Open Doors 2014 reports that about 74 percent of all international students receive the majority of their funds from sources outside of the United States, including personal and family sources as well as assistance from their home country governments or universities. Students from around the world who study in the United States also contribute to America's scientific and technical research and bring international perspectives into U.S. classrooms, helping prepare American undergraduates for global careers, and often lead to longer-term business relationships and economic benefits. Additional breakdowns of economic impact by state and Congressional District, calculated using Open Doors enrollment figures, are available on the NAFSA International Student Economic Value Tool website.

Host States: The increased international presence has been felt across the United States, with all of the top 25 host universities and all the top ten states hosting more international students than in the prior year. California hosted more than 100,000 international students for the third year in a row, followed by New York, Texas, Massachusetts and Illinois. Six of the top ten destinations saw double digit growth: Ohio, with a 14 percent increase, New York, with a 12 percent increase, Pennsylvania and Florida with increases of about 11 percent, and Massachusetts and Michigan had about a 10 percent increase.

Host Campuses: New York University is now the host of the largest number of international students, moving up from the number four spot. The University of Southern California is now the second leading host, after twelve years as number one. These two universities were followed by University of Illinois at Urbana-Champaign, Columbia University (moving up to #4), and Purdue University. All of the top 25 host universities increased their number of international students; combined, they hosted 22 percent of all international students in the United States. In 1999/2000, there were 135 institutions that hosted 1,000 or more international students, while the new Open Doors reported 231 institutions hosting 1,000 or more international students in 2013/14.

Metropolitan Areas: New York City is once again the top metropolitan area for international students, with a 13 percent increase. All of the top 25 metropolitan areas with the exception of Houston had increases this year, with particularly strong increases in Pittsburgh (27 percent) and Phoenix (25 percent).

U.S. Students Studying Abroad
Overview: In the 2012/13 academic year, 289,408 American students studied abroad for academic credit, an increase of two percent. Study abroad by American students has more than doubled in the past 15 years, from about 130,000 students in 1998/99. Open Doors reported that 35 campuses had undergraduate study abroad participation rates of more than 70 percent of their student body.

Participation: Although the total number is at an all-time high, it is still the case that fewer than 10 percent of all U.S. undergraduate students (including community college students) will study abroad by the time they graduate. The fact that 90 percent of American undergraduate students enrolled in U.S. higher education are graduating without an international experience means that there is still a long way to go. IIE launched Generation Study Abroad this year with the goal of doubling the number of students who study abroad by the end of the decade, and diversifying the population of students who are able to have a study abroad experience. To date, nearly 300 U.S. campuses have joined the campaign, making concrete commitments to action.

Destinations: Open Doors 2014 reports that U.S. students studied in increasing numbers in 15 of the top 25 destination countries for study abroad in the most recent year. The United Kingdom remains the leading destination for American students, followed by Italy, Spain, France and China—which remained the fifth largest host destination despite a three percent decrease. The number of students going to Japan to study increased by nine percent, as programs continued to recover following the tsunami of March 2011. There were significant increases in the number of Americans studying in several destinations outside Europe, primarily Costa Rica, South Africa, South Korea, Peru, and Thailand. There were declines in the number of American students going to China, Australia, Argentina, India, Mexico, Ecuador, Israel, Chile, and New Zealand.

Fields of Study: American students majoring in STEM (Science Technology Engineering and Math) fields showed the largest increase in study abroad, up 9 percent from the prior year, outnumbering study abroad students in the Social Sciences, the second largest field. Study abroad increased among students majoring in all STEM fields, with the largest growth occurring in the Health Sciences, which increased by fifteen percent.

New this year: Taking a closer look at where the U.S. students who study abroad are coming from, Open Doors 2014 includes new breakdowns looking at the number of study abroad students by sector (public, private not-for-profit or for-profit), and ranks the top colleges for study abroad among community colleges and special focus institutions for the first time. Recognizing the growing importance of education abroad experiences that involve work, internships, and volunteering abroad (WIVA), Open Doors also looks more closely at this topic, and includes data on this experiential learning both for credit and not for credit, from over 300 colleges able to track and report this kind of information.

See fact sheets for all 50 States and the District of Columbia as well as country sheets for the leading 25 places of origin on the Open Doors data portal.


The following presents information from the IIE Open Doors 2014 Report for California Community Colleges

US Community College Study Abroad Students, 2012/13

  • 107 Community Colleges listed - 45 of which are from California
  • Total Students: 4,843. 2,060 of which are from California

Of the Top 40 colleges listed - 19 colleges are from California:
# 1 (Orange Coast - 249 students); # 5 (Cabrillo - 139 students); # 8 (CCSF- 116 students); # 11 (Citrus - 103 students); # 12 (Santa Barbara - 88 students); # 13 (Riverside - 81 students); # 14 (Consumnes River - 78 students); # 16 (Pasadena - 69 students); # 18 (Diablo Valley - 66 students); # 19 (Santa Rosa - 66 students); # 21 (L.A. Pierce - 57 students; # 25 (Fresno City - 49 students); # 26 (Glendale - 49 students); # 27 (American River - 49 students); # 30 (Ohlone - 48 students); # 31 (Saddleback - 47 students); # 35 (West Los Angeles - 43 students); # 36 (Fullerton - 42 students); # 38 (Sierra - 40 students).

INTERNATIONAL STUDENTS (based on colleges enrolling 10 or more international students for 2013-2014)

Nationally: 297 Community Colleges listed : Total: 76,586 students Open Doors Report: 55 California Community Colleges with 24,499 students NAFSA/IIE Economic Report: 67 California Community Colleges with 26,375 students

Of the Top 40 colleges listed - 16 colleges are from California. # 2 Santa Monica (3,482 students); # 3 De Anza (2,860 students); # 6 Diablo Valley (1,918 students); # 11 Santa Barbara (1,492 students); # 12 Foothill (1,451 students); # 14 San Francisco (1,268 students); # 16 Pasadena (1,109 students); # 23 Orange Coast (849 students); # 25 El Camino (820 students); # 26 LA City (815 students); # 28 Peralta District (784 students); # 31 East LA (737 students); # 34 Grossmont (634 students); # 35 Glendale (598 students); # 37 Mt. San Antonio College (529 students).


Gilman International Scholarship Program's Community College Survey – We Need Your Response! The U.S. Department of State's Benjamin A. Gilman International Scholarship Program, administered by the Institute of International Education (IIE), would appreciate your input through a brief survey if you are involved with study abroad on your campus. We are assessing the availability and quantity of short-term study abroad programs for community college students. This information is very helpful to the Gilman Program's ability to further reach community college students in support of studying abroad.

Survey link:

Questions - please email

Lindsay G. Calvert, Director, Benjamin A. Gilman International Scholarship Program

Institute of International Education (IIE) - Houston |


CCID, with Santa Fe College (Gainesville, Florida), requests that you complete a survey to see community colleges that have an international studies /global scholar certificate to create a collaborative learning community. By answering several questions about your college's certificate, you will begin the conversation and have the option to join the collaborative learning community. All institutions that respond will receive compiled results. If your college offers students an international studies /global scholar certificate, please use this link

1. Does your institution have, or is developing, an International Studies/Global Scholar Certificate as part of your internationalization efforts?

2. Please describe the requirements of the International Studies/Global Scholar Certificate.
a. Students in which type of program may earn the International Studies/Global Scholar Certificate? (Select all that apply)
 · Associate of Art/Associate of Science (transfer-oriented) degrees
 · Associate of Applied Science (non-transfer workforce oriented) degrees
 · Less than two year degree credential
b. Please describe the curricular requirements.
c. Please describe the co-curricular requirements.
d. Is there a capstone project? If yes, what type:
 · Final reflective essay
 · Electronic portfolio
 · Presentation
 · Other (please describe)
e. When a student completes the certificate, is the achievement reflected in his/her transcript?
f. Are there additional features/requirements to earn the certificate (i.e. internship, service learning, volunteer hours, etc.) Yes/No. If yes, please describe.
g. Please provide a link to the college's primary webpage for the certificate.

3. Additional comments:

4. Do you wish to participate in CCID's international studies /global scholar certificate collaborative learning community?


In April 2014 the IAU published the report of the IAU 4th Global Survey on Internaitonalization of Higher Education. Each report, provides a unique analysis of global and regional level data on trends and developments in the field of international higher education and related policy making. The IAU Global Survey reports have become an invaluable resource for anyone working on or interested in internationalization of higher education.

Internationalization of Higher Education – Growing expectations, fundamental values

Published on April 1 2014, the IAU 4th Global Survey reports analyses responses from 1,336 higher education institutions in 131 different countries. The report presents the largest and most geographically comprehensive collection of primary data on internationalization of higher education available today.

In preparing the IAU 4th Global Survey, the Association benefited from the support of the European Commission, British Council, NAFSA: Association of International Educators, and the European Association for International Education (EAIE). As well, and Advisory Committee of experts aided in the formulation of the questionnaire used in the survey.

Some highlights of the report include:

  • Institutions world-wide are focusing on internationalization. Over half of the respondents report that their institution has an internationalization policy/strategy, and 22% report that one is in preparation. Just over 15% indicate that internationalization forms part of the overall institutional strategy.
  • Student mobility and international research collaboration are the highest-priority internationalization activities within institutions
  • Student knowledge of international issues is the most significant expected benefit of internationalization. This is the same finding as in the IAU 3rd Global Survey (2009) and the 2nd Global Survey (2005).
  • International opportunities being available only to students with financial resources, was ranked by respondents as the most significant potential risk of internationalization for institutions while the most significant societal risk is noted as commodification/commercialization of education
  • In the majority of regions, respondents indicated that their geographic focus for internationalization was on their own region. Europe is also a strong focus for most regions.
  • Limited funding is the major internal and external obstacle to advancing internationalization. This finding was also true in the two previous IAU Global Surveys.
  • Respondent institutions report that they seek to promote values of equity and sharing of benefits through their internationalization strategy and activities.

The book includes approximately 100 figures and tables presenting, comparing and analysing aggregate and regional results. It is an invaluable resource for anyone working on or interested in internationalization of higher education.

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.


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



USCIS Updates

Written by Amy Yan, NAFSA Region XII Community College Rep
- USCIS takes longer the 90 days to process OPT requests. Please remind students when they apply for OPT.
- USCIS will deny students’ requests (I-539 reinstatement or I-765 employment) if they use different names from the one in their passports. Please remind students who have changed their names.
- All documents submitted to USCIS must be translated into English and the translation must be certified.
- All documents submitted must be clear and legible. Otherwise, requests/petitions can be denied.

Types for a Paperless Office
- Scan documents to PC instead of mass storage.
- Scan passport information page and visa page or other required documents with an iPod or iPhone during check in.
- Use a clear clipboard to press documents to be scanned for a high quality document.
- Do not save documents in shared drive for data security. Use USB.
- Save documents with student college ID.
- Use software to guarantee multi-page documents quality, for example, use Ex Turbo Scanner
- Consider jpeg to conserve storage space.
- Document image and management software: NOLIJ, ISSM, Terra Dotta, Supasis.
- Provide on-line workshops. (I’ll find out what A &R uses to store e-files and create a section for the ISC files.)
- Presenter suggested to buy an ID scanner from Amazon at $30. It can be used for check-in, walk-in, and appointments.

Types for E-files
- Create web forms which are fillable on-line, example, application, request forms
- E-newsletters (software to generate newsletter at price of $100 with a 30-day free trial Email notifications

When Mistakes Are Made: Dealing with Advising Error
- Mistakes are part of business and they happen. When error occurs, remain calm. Don’t rush to apologize to students.
- Never play blame game. There is no judgment.
- Tell student that you need time to resolve it and you will do some research to find the best way to solve the problem.
- Consult with you colleague, PDSO, attorneys you trust; call your region peer for different perspective to help you find another solution.
- Discuss the scenario in the office and avoid the same mistake from happening in future.
- Create standardized quality control checklist.
- Stamp all appointments and documents received.
- Develop a buddy system in your office. Have a second advisor review or proof read any requests that go to USCIS.
- Create a small contingency fund for the cost of mistakes. For example, refiling reinstatement, OPT etc.
- Don’t let paper mountain grow. Ask for help when you feel overwhelmed.
- Schedule time at the end of each day to review your advising notes and paperwork. Give opportunities to catch errors or follow up on complex advising situations. At University of Oregon, ISSS has the policy to save 1 hour before office close each day for all advisors to focus on reviewing potential possible errors made during the day.

Create system in place to stream line priorities.
- Be open and flexible.
- It is also important to know when DSOs can band the law and policy.


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.


Congratulations to the following students who won scholarships for Spring Semester 2015 to study in Soonchunhyang University in Korea.
Lindsay Michel Rubio - Los Angeles City College
LHung Pham - Santa Rosa Jr. College
LErika Eperson - Shasta College
LColette Lam - City College of San Francisco


Congratulations to the following students who won scholarships to study a Second semester at Soonchunhyang University in Korea.
Reiko Sato - Santa Monica College
Daniel Barton - Santa Monica College
Bendan Kallaby - Shasta College
Alex Jauch - Shasta College


The Spring semester 2015 Gilman Scholarship recipients have been announced and in total, 27 community college students nationally were awarded. Of these, 9 came from California community colleges. Congratulations to all the recipients.
Allen Anthony (Antelope Valley College) - attending the Citrus College Spain program
Espinosa Cristian (Mira Costa College) - attending the Citrus College Spain program
Flores Stephanie (Mt. San Antonio College) - attending the Citrus College Spain program
Morales Lucky (Mt. San Antonio College) - attending the Citrus College Spain
Riveros Karen (Mt. San Antonio College) - attending the Citrus College Spain program
Terriquez Yadira (Mt. San Antonio College) - attending the Citrus College Spain program
Lewis Savannah (Fullerton College) - attending the Fullerton College Italy program
Saucedo Barbara (San Diego City College) - attending the Riverside College Ireland program
Wood Melissa (San Diego City College) - attending the International University College in Dobrich, Bulgaria

UPDATES ON CCIE 2014 INSTITUTIONAL GRANT RECIPIENTS. Proposals for the 2015 CCIE Institutional Grant Competition will be due in February 20, 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.


CCIE was proud to award three student scholarships to study abroad during Summer 2014.

Froilan Enriquez (Los Angeles City College). Participated on the LACC Spain program. Program Report: The entirety of the money that was given to me was utilized by purchasing tour, ticket, and entrance fees. Rather than planning out where to go in Spain, I figured I would spend my time studying. For the city tour package hosted by the Foreign Study Abroad Program (FORSPRO), we toured three different cities in Spain and in Paris by bus. Also, when we signed for the city tour, it included the entrance fee to museums, castle, cathedral, and monastery, which gave us a vast amount of historic and cultural information about the places. Touring the different cities of Spain, it showed me realities that I would never learn in a conventional classroom. In addition to the city tour package, my colleagues and I planned to go to Barcelona during our four day weekend. In Barcelona, I saw the many works of well-known architecture Antoni Gaudí that gave me a different perspective about Spain. Because of odd works of Gaudí, it shows that Spain cannot only offer us ancient architectural buildings such as Baroque and Gothic, it can also offer us fresh ideas from Modern style. Thank you CCIE.

. Participated on the Peralta Cuba program. Outreach Plan: I plan on informing others about the opportunity of studying abroad within the Oakland community upon my return by promoting this program at various community events such as the annual Life is Living festival and the West Oakland Read- Ins, which is a community social justice movement to advance and promote language proficiency and literacy for children and adults. My presentation will include a table at each event, with pamphlets, a poster board and business cards to pass out to interested youth and families.

Jordan Coffey (Solano College). Participated in a direct-enrollment program to University of Sussex (England). The final report is forthcoming.




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


  • 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 9 - 13. CIES. Washington, D.C.
  • May 25 - May 29. NAFSA. Boston

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 December 1, CCIE Supporting Members for 2014 - 2015 are: Barstow; Butte; Cabrillo; Coast CCD; Contra Costa CCD; El Camino; Gavilan; Kern CCD; Lake Tahoe; Peralta CCD; 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!