Please send updates on your college for future CCIE Newsletters.


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 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 Duedate for the 2015 Institutional Grant applications is February 20, 2015.


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.

INMP is offered each Spring semester. Interested faculty for Spring 2015 should contact Rosalind by January 30 to be involved.


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.


Participate in the first ever Virtual Study Abroad Fair on February 25, 2015. The fair, hosted by CollegeWeekLive, the Institute of International Education, and the U.S. Department of State, is a unique opportunity to reach a large number of U.S. students who are considering pursuing a study, intern, or service learning opportunity abroad.

We invite study abroad organizations and higher education institutions to sign up as exhibitors and promote their programs or services. We also invite Government organizations or national exchange agencies to promote their countries as study destination to U.S. students. There are a range of opportunities to exhibit, deliver a presentation, or sponsor the fair.



The FEA Scholarship deadline for the 2015-2016 application cycle is January 16, 2015. Encourage your students to submit an application. FEA Scholarships are awarded for eligible students at up to $10,000 for an academic year, $5,000 for a full semester, and pro-rated for summer study of 4-weeks or more. The current application cycle will fund students with financial need who will be studying abroad in Summer 2015, Fall 2015, or Spring 2016.

Applicants may select any university or provider program, while meeting the following requirements:

  • U.S. citizen or permanent resident of the U.S.
  • currently enrolled as an undergraduate at a college or university in the U.S.
  • applying for a study abroad program eligible for credit at the student's educational institution
  • studying abroad for a minimum of 4 weeks (minimum of 30 days) in country

In addition, preference is given to applicants:

  • traditionally underrepresented in education abroad, including first-generation, minority, STEM-major, and community college students
  • demonstrating financial need
  • participating on a study abroad program known for its academic rigor and immersion elements
  • studying in a non-traditional destination, and/or language of the host country (if not English)

For information about FEA Scholarships, please visit our website at . If you have any questions, feel free to email us at

Jennifer J. Calvert


Through its Tropical Research Initiative, Victor Valley College (VVC) has been running trips to Southeast Asia since 2009. Under the leadership of VVC biology professor Hinrich Kaiser, students have traveled throughout the region, with stops that have included watching Komodo dragons in their native habitat and the discovery of several new species to science. VVC offers this experience as a 4-unit class (BIOL 98 or 250A), which may transfer as an elective to 4-year colleges.

In the summer of 2015, VVC will be offering a slightly modified version of this superlative biology experience, to facilitate participation of students with limited mobility. Kaiser, himself a veteran of two decades of fieldwork chasing amphibians and reptiles in tropical jungles and a sufferer of arthritis, intends this experience to be an equalizer for students who want to experience tropical diversity but may have felt held back by reduced mobility.

Dates: June 30 - July 17. Cost (including air): $ 5000.

For more information and for application materials, email Dr. Kaiser at before 15 February 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:


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.


NAFSA’s analysis of the 2013-2014 academic year shows that international students and their dependents contributed $26.8 billion to the U.S. economy.

NAFSA also estimates that 340,000 jobs were created or supported during this same timeframe, meaning three U.S. jobs were created or supported for every seven enrolled international students (analysis excludes students on post-completion optional practical training). This is an 8.5% increase in jobs supported and a nearly 12% increase in dollars contributed to the economy from the prior academic year.

The economic contributions of international students are in addition to the immeasurable academic and cultural value these students bring to our campuses and local communities. They support innovation and research, build bridges between Americans and other nationalities, and bring global perspectives into U.S. classrooms.

The economic benefit of international student report is compiled from the California state report:


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; 2012; 2013; 2014
  • 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.


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).


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.


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.

  • Lessons from Abroad Returnee Conference - SF Bay Area
    Check out photos from the 2013 SF Bay Area conference! Registration information to be announced. For more information go to
  • Lessons from Abroad Returnee Conference - Los Angeles
    Check out photos from the 2014 LA conference!
    For more information go to
  • Lessons from Abroad Returnee Conference - San Diego – To be announced


NAFSA Region XII Northern District Spring Conference - Save the Date! Information about the NAFSA Region XII Northern District Spring Conference

Theme: International Education: The Sky is the Limit

Date: Monday, March 23, 2015

Location: Skyline Community College
3300 College Dr.
San Bruno, CA 94066

Conference Registration opens on Monday, February 2, 2015! The registration link will be available on the Region XII Northern District Spring Conference webpage in February.

If you have any questions please send them to We look forward to seeing you at the conference in March!


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.


WES ORGANIZATION new Briefs on International Students

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.


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 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.

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.

When I applied for the scholarship, I proposed that I would promote the study abroad program in our college by participating in our information session at our college. In addition, I would make a slideshow made of videos I filmed when I was abroad. I gave a copy to Ms. Sandra Parada, who is the assistant coordinator of study abroad at LACC (Los Angeles City College) and the main person in charge of promoting the program. I uploaded a copy on YouTube for other masses to see: On top of that efforts, Prof. Yelgy Parada, head of the study abroad at LACC, gave me the privilege to design the bulletin board to show the class of 2014 in this year’s study abroad. Thus far there are twenty-four students who signed up for next year’s study abroad program at LACC.

Once again, thank you so much for the scholarship that you have given me and the opportunity to promote the wonderful program of studying abroad in our community. I’ll try not to stop promoting this opportunity to other students. I’m currently working on the second video I’ll put on YouTube to emphasize how amazing it is to study abroad.

. 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


  • February 15-18. AIEA: Leading Global Learning: Envisioning New Paradigms. Washington D.C.
  • February 21-23. Community Colleges for International Development (CCID). Newport Beach, California
  • March 9 - 13. CIES. Washington, D.C.
  • March 23: NAFSA Region XII: Northern California Region Conference
  • 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 February 1, CCIE Supporting Members for 2014 - 2015 are: Barstow; Butte; Cabrillo; Cerritos; Citrus; Coast CCD; Contra Costa CCD; El Camino; Gavilan; Kern CCD; Lake Tahoe; Marin, Peralta CCD; San Jose-Evergreen CCD; San Francisco; Santa Barbara; Santa Monica; Santa Rosa; Shatsa-Tehama-Trinity; Solano; State Center CCD;

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!