CCIE DUES FOR 2017-2018

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 2016-2017 dues into your budget. 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 2017 INSTITUTIONAL GRANT COMPETITION RECIPIENTS: College of the Canyons; Lake Tahoe Community College; and Los Angeles City College

CCIE holds an annual 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 stronger cohort of CCIE international education mentors. CCIE Institutional Grants are competitively awarded to assist colleges overcome institutional barriers by better planning and implementing international education programs. Institutional Grants are only for CCIE member colleges who are current with their dues.

The 2018 CCIE Instituional Grant Application will be due in December, 2017.
Congratulations to CCIE Institutional Grant Recipients:

College of the Canyons
In Nov. 2016, COC formed a Taskforce on Comprehensive Internationalization which is faculty-led with participation from student leadership, classified staff, and administration. Grant funding will support a) production of a video to introduce COC Global and Comprehensive Interantionalization, including education abroad; and b) engage stuent staff and faculty in global awareness-raising events throughout the year. The well-made video will include shots from current events, interviews with education abroad faculty and students to bring to spotlight the internationalization programs. The following on-campus activities are also planned: Star Party: “Science is international”; FLEX workshop: What is Comprehensive Internationalization; and International Education Week activities.

Lake Tahoe Community College
LTCC is a small college that has made significant progress putting new international program components in place. We have revised the international application procedure, designated and hired personnel to support the program and oversee daily operations. An International Resource Center was designated on campus with the program coordinator overseeing the center. An International Counselor was also brought on to assist students with advising needs and a specific contact individual within the Enrollment Center has been identified to work with intentional students on their documents and other admission criteria. Grant funds will help with staff development to attend conferences to improve knowledge of international education, learn about changing laws and regulations and network with other community colleges. With such tight funding attending these conferences is almost impossible and the grant would greatly help educate and expand our program. In addition, the funds will support a mentor pilot program in which trained mentors will help guide new international students. The program is a way for our international students to explore new cultures, make connections with fellow students and help navigate our college system through the community and the United States.

Los Angeles City College
LACC has for the past four years grown their study abroad program and has served over seventy students. Students have now continued the dialogue of the importance to study abroad, and we pride ourselves for starting this conversation. However, our focus as a program has now shifted to increase the value and substance of international education. This idea falls in suit with the LACC ideology to offer life-long learning opportunities and provide programs, coursework, support, and guidance to develop and sustain a community of learners with the knowledge, skills, and attitudes necessary for optimal growth and achievement in their personal and professional lives. The grant will augment work being done to a) Revamp of curriculum - In keeping up with the current trends, we want to begin initiatives to digitize our curriculum by incorporating digital platforms, such as Facebook, to engage student activity; b) Build International Education Network to learn what others are doing an to appy it; c) Enhance student expereience.


CCIE wants to congratulate all the recipients of the Fall Semester 2017 Gilman awards. Nationally 20 awards were given to community colleges and of those 11 went to California community colleges. This is almost doubling the number of awards given to California community colleges in Fall 2016. Congratulations to:
Janel Luke: Butte College: studying in Ghana
Alondra Esparza: Cañada College: studying in Spain
Austin Valencia: Cañada College: studying in Spain
Morgan Lewis: Citrus College: studying in United Kingdom
Jesus Velasco: Diablo Valley College: studying in Spain
Kyle Rouly: Fullerton College: studying in France
Jasmine Wynn: Modesto Junior College: studying in France
Metztli Rodriguez: Rio Hondo College: studying in United Kingdom
Edith Arriaga: Santa Barbara City College: studying in Spain
Carolina Soria: Santa Barbara City College: studying in Spain
Richard Or: Yuba College: studying in Spain


The Los Angeles Lessons from Abroad Conference will be on Saturday, November 18 at California State University, Los Angeles. This is an excellent opportunity for students who have recently returned from studying abroad and international students to process the benefits of student mobility.

  • Graduate School Options at Home & Abroad
  • Globalize Your Career (internationally-focused careers in the for-profit, non-profit, or government; domestic or international)
  • Careers in International Education (careers in study abroad, international student services, or international recruitment)
  • ABC's of Teaching Abroad
  • Go Abroad Again: Intern, Work, & Volunteer Overseas (short-term opportunities)
  • Choose Your Adventure: International Research, Fellowships, & Scholarships

Sessions all have a diverse and balanced representation of content, organizations, and companies
For information and registration:


Headquartered in San Francisco, ACCENT is a leading provider of customized study abroad programs to Europe. Since 1991, ACCENT has supported over 50,000 U.S. college and university students on over 2,500 customized study abroad programs based in Paris, Florence, London, Madrid and Rome. Beginning with its first community college partnerships in California in 1991, ACCENT has continued to offer affordable short-term and semester-length custom study abroad programs designed to meet the unique academic needs of the community college population. Through these efforts, ACCENT has enabled over 8,000 students from over 25 U.S. community colleges to study abroad over the past 25 years. In a given academic year, ACCENT currently partners with community colleges to design and support 10-12 custom study abroad programs, which send approximately 200 students abroad annually.

Building off of this long partnership with California community colleges, we are pleased to announce the launch of the ACCENT Community College Scholarship program as our pledge to increase access to study abroad among underrepresented students. In partnership with our travel agent, FROSCH Student Travel, ACCENT pledges to offer multiple merit and need-based scholarships of up to $3000 in value for each semester study abroad program, and up to $2000 in value for each short-term program with ACCENT. With the first student cohort set to launch in Spring 2018, selected students will serve as student ambassadors, contributing blog and newsletter posts that reach both student and professional audiences.

The goal of this initiative is twofold: to increase access to study abroad for community college students, while also continuing to place organizational resources and outreach into areas that support community colleges in order to address this critical gap in study abroad programming.

For information: Ashley Spinelli at or 414-835-3744.
To learn more about ACCENT, please visit


The Cultural and Scientific Services of the French Embassy launched a two-part program entitled “Community College Abroad in France”, in partnership with Community Colleges for International Development and the n+i network (50 top engineering schools network in France). The Community College Abroad in France program includes two components: a 10-day, non-degree-granting summer bootcamp in June 2017, and a four-year degree-granting program starting Summer 2017. This program is parrt of the “Transatlantic Friendship and Mobility Initiative”, a dual initiative of the US Department of State and the French Ministry of Foreign Affairs launched in 2014 to increase and diversify student mobility cross-Atlantic, the Community College program echoes the French Embassy’s mission to reach to new audiences, in this case, American students traditionally underrepresented in study abroad programs.
For more information : Higer Education French Culture: Community College Abroad France New and Affordable Opportunities Study France

The 5th Annual National Community College Peacebuilding Seminar

The 5th Annual National Community College Peacebuilding Seminar "Teaching About Global Conflict and Peacebuilding" will be held October 20-23, 2017 at Northern Virginia Community College in Alexandria, VA. It is hosted by the NOVA Institute for Public Service. The seminar is designed as an opportunity for educators interested in and working in community colleges to build capacity for teaching about conflict and peace-related issues. Faculty (full and part-time), administrators, and staff from community colleges are invited to attend. The two days of the seminar will include visiting DC-based organizers and groups focusing on issues of peace, conflict, and international affairs. In the past the seminar has visited the U.S. Institute of Peace, U.S. Agency for International Development, U.S. Holocaust Memorial Museum, U.S. Department of State, and Organization of American States. Speakers have come from a range of groups including Sustained Dialogue, the Global Peace Index, George Mason University, the Pulitzer Center on Crisis Reporting, Georgetown University, and the Alliance for Peacebuilding.
For registration contact


IIE, in partnership with The New York Times in Education, announces the 2017 Generation Study Abroad Voices Video Challenge. By hearing and seeing study abroad alumni articulate the value of their study abroad experience, we hope to inspire Generation Z and others to seek out an international experience as part of their college education and see the value of such an experience to their academic and professional interests. U.S. students who are abroad and those who have returned are encouraged to submit digital story submissions between 0:30 seconds and 2 minutes long that demonstrate how study abroad gave them an edge, the impact it had on their personal or professional life and the world, and how The New York Times ( content helped them navigate, enhance or make sense of their experience. If you already hold study abroad returnee digital storytelling workshops, this is a great way to have those participants submit their videos that they've put together!

Winners will receive an iPad, a trip to the IIE Summit on Generation Study Abroad ( in Washington D.C., and a video spotlight on the New York Times in Education website. Winners will also be recognized as a Generation Study Abroad Voice.
Watch prior winners: IIE's Generation Study Abroad YouTube channel (click to watch).
The submission deadline is September 10, 2017.
For additional information, eligibility requirements and submission guidelines please visit the Voices Video Challenge webpage (Voices Video Challenge).
We encourage you to share this announcement with your study abroad students and alumni and on social media using the hashtags #generationstudyabroad and #studyabroadbecause. Please send any questions to


A new website at the Federal University of São Paulo - Unifesp – is designed to make it easier for international students and scholars to connect with the university. Academics from all over the world interested in carrying out exchange activities with Unifesp can find information on international programs, as well as opportunities with the university´s research faculty. Information about Unifesp’s connections with other universities and institutions around the world, Brazilian funding agencies, opportunities for visiting professors and mobility programs are also provided on the site, which also offers a glimpse at its six campuses in São Paulo.


The CLS Program is a fully-funded, highly-structured overseas immersive language program for American students who are internationally minded or interested in learning a foreign language overseas. There is a special emphasis to recruit students from community colleges. Applications from community college students tripled last year. 1st year, 2nd year and part-time community college students enrolled in the Fall semester are eligible. The application opens in early September and closes in Mid-November. Staff from CLS are able to come to selected cities in California. In the past, student recipients were stronger as a result of these personal visits. In 2016, there were 5,760 applications and 568 awardees. Summer programs are offered in 14 languages. No prior study is required for Azerbaijani, Bangla, Hindi, Indonesian, Korean, Punjabi, Swahili, Turkish and Urdu. 1 year of study is required for Arabic and Persian.

Scholarships include fully-funded tuition, roundtrip airfare, housing and a living stipend. Academic credit is provided at Bryn Mawr College. One-page CLS Program flyer to distribute to faculty, staff and students: CLS One Page Flyer CLS Program PPT, in pdf format, to share: CLS Recruiting Final

Fulbright Opportunity for Community College Administrators

Fulbright’s International Education Administrators (IEA) seminars help U.S. international education professionals and senior higher education officials create empowering connections with the societal, cultural and higher education systems of other countries. Community College Administrators Seminar in Russia focuses on the role of community colleges in higher education and the local community. In the two-week long award, participants exchange knowledge and best practices with administrators and lay the groundwork for institutional relationships and collaborations.The Fulbright Program, sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs, is the U.S. government’s flagship international exchange program and is supported by the people of the United States and partner countries around the world. Grants generally include round-trip airfare, travel within the host country, lodging, and a lump sum supplement for incidentals. For more information, visit
IEA awards currently accepting applications and upcoming deadlines:
India - August 1, 2017
Taiwan - August 1, 2017
Community College Administrators Seminar in Russia - October 16, 2017
Japan - November 1, 2017
Korea - November 1, 2017
France - February 1, 2018
Germany - February 1, 2018
Fulbright International Education Administrators Seminar

MIUSA's National Clearinghouse on Disability and Exchange offers U.S. community colleges to host a Year of Exchange in America for Russians (YEAR)

MIUSA’s National Clearinghouse on Disability and Exchange has an opportunity for U.S. community colleges to host a Year of Exchange in America for Russians (YEAR) program student during the 2017-18 academic year. Mobility International USA (MIUSA) partners with American Councils for International Education to bolster outreach to and support for YEAR students with disabilities. For information:

Journal of Comparative and International Higher Education (JCIHE): Call for Contributors and Reviewers

The Journal of Comparative and International Higher Education (JCIHE) is the official journal of the Comparative and International Education Society’s (CIES) Higher Education Special Interest Group (HESIG). JCIHE publishes three on-line volumes a year: Fall, Spring, and a Special Edition in Winter. JCIHE promotes scholarship opportunities, critical dialogue, and links professionals and academics to the international aspects of higher education. JCIHE has an arrangement with University World News in which articles are cross-listed in each publication. We invite those involved in higher education to contribute articles to advance discussions of current issues on comparative and international higher education. Articles should be 1500 - 2000 words in length and follow the Chicago Style. All articles will undergo a peer-editing process. Acceptance of articles is on-going. We are also asking for volunteers to help with peer reviewing of submissions. Please contact Rosalind Latiner Raby at

ON-GOING PROGRAMS AND ACTIVITIES Travel Video Contest is now open!

This is the 11th year we have hosted the contest and this year's winner will receive $4,000 and their very own blog on Students studying abroad, and those who want to study abroad are welcome to enter (this includes both international students and study abroad students). To enter, students would need to submit a 5 minute video telling us why they want to study abroad, or if they are already studying abroad, a trip they want to take. You can find further details on our official contest page:


Congratulations to Gilman Awardees for Spring 2017 & Summer 2017 from American River; Canada; Cerritos; Chaffey; Citrus; Cyprus; Diablo Valley; Fullerton; MiraCosta; Mt. San Antonio; Orange Coast; Reedley; Rio Hondo; Saddleback; San Diego Mesa; Santa Barbara; Santa Monica; Santa Rosa; Skyline

IS YOUR COLLEGE SUPPORTING STUDENTS IN APPLYING FOR A BENJAMIN A. GILMAN SCHOLARSHIP? The Benjamin A. Gilman International Scholarship Program is a congressionally funded program sponsored by the Bureau of Educational and Cultural Affairs at the U.S. Department of State and offers grants for U.S. citizen undergraduate students of limited financial means to pursue academic studies or credit-bearing, career-oriented internships abroad. The Gilman Scholarship Program aims to support students who have been traditionally under-represented in education abroad, including but not limited to, students with high financial need, community college students, students in underrepresented fields such as the sciences and engineering, students with diverse ethnic backgrounds, and students with disabilities. For more information, please contact

# of Community College Awards # Given to California Community Colleges
SP 2014 NA 11
SU 2014 NA 14
FA 2014 NA 8
SP 2015 27 9
SU 2015-pre 7 3
SU 2015 52 26
FA 2015 36 9
SP 2016 34 9
SU 2016 59 13
FA 2016 15 7
SP 2017 34 16
SU 2017 53 11
FA 2017 20 11

While CCIE is thrilled that so many of our students are earning these scholarships, when compared to universities, the community college award numbers are dismal. For 2015-2016 - about 2,700 California community college students studied abroad. Of these students only 105 students applied for the Gilman award. The rate of acceptance ranged from 25% to 33% for that year. In Fall, 2016, there was a total of 2,900 applications received; 850 awarded of which 15 went to community colleges (1.8%). In Fall 2017, those numbers were roughly the same. However, California community colleges nearly doubled their acceptance rate.

CCIE is happy to share that San Mateo District had a 100% acceptance rate of all four applicants for the Gilman Scholarship.

How many students studying on your programs are applying for the Gilman award? Most likely, these numbers need to increase.

Action needs to be taken. We have over 115 education abroad programs planned for 2016-2017. CCIE is advocating that each of these programs should have at least a few students acknowledged in each program for these awards. There are action items for each college to do to make this happen:

  • Make yourself familiar with the Gilman Scholarships, the application requirements, and their deadlines.
  • Educate your students about these scholarships and encourage them to apply
  • Work with your students to present a strong application
  • When your students are successful, share best practices in the CCIE Newsletter.

Together we can build recognition of California community college study abroad and the needs of our students.


The Institute of Study Abroad Ireland is inviting community colleges to consider sending interested faculty to us on our bi-annual site visits. The site visits take place every April and September. The Institute of Study Abroad Ireland was founded in 1996, to provide authentic cultural and educational experiences in Ireland for visitors from North America. Since then, we have hosted hundreds of students, adults, families and groups, and provided a unique and unforgettable visit to Ireland.Twice each year, we run a partly-funded site visit to Ireland, and faculty are very welcome to apply for a place. For further information, please contact Dr. Niamh Hamill, program coordinator, at or visit the website at


Do you know how many students at your college or university will study abroad before graduation? In the U.S. fewer than 10% of students will study abroad, and only 26% of those students are from underrepresented groups. The Institute of International Education's Generation Study Abroad campaign seeks to address this through mobilizing and supporting higher education institutions to greatly increase the number of students who go abroad. Over 400 colleges and universities across the U.S. have made a commitment. There is no fee for joining, and by making an institutional commitment you will gain access to a network of partners, resources for growing study abroad and access to scholarships for students. The deadline to join is March 1. 2017. @genstudyabroad


Go to to learn more about the Diversity Abroad scholarships, as well as our newest scholarship opportunity with China Institute for $20,000! For information:
Web: and


Aperian Global’s flagship online learning resource, GlobeSmart®, assists students and faculty/staff to develop global awareness & skill-building for more effective interactions across boundaries. The GlobeSmart Profile, validated cultural inventory within GlobeSmart, is often integrated into higher education curriculum on developing a global mindset and assists individuals in bridging style gaps to work more effectively with individuals from other countries. The application ranges from the following:

  • International business/ intercultural communication classes
  • Intercultural training for staff & faculty
  • Support for diversity & inclusion initiatives
  • Student travel programs
GlobeSmart Profile + Country Content Database on 95 countries is available to students and faculty for $50 per person (6-month access). The GlobeSmart Profile by itself is available for $20 per person (6-month access.) More information is available here.

Fund for Education Abroad Scholarships

The Fund for Education Abroad (FEA) 2017-2018 application cycle is open. Please direct your students to our website: for information. Applicants from groups underrepresented in study abroad and those destined for non-traditional locations are given preference, in an effort to make the demographics of U.S. undergraduates studying abroad reflect the rich diversity of the U.S. population.If you have any questions, please do not hesitate to reach out to Michelle Foley at, or at 202-349- 7356.


IES Abroad shares the results from the 2016 Career Outcomes survey that assesses the impact of study abroad on alumni’s employment outcomes and personal development. These results are compared to the 2012 survey.

The 2012 survey showed that 97% percent of alumni who graduated from college between 2009 and 2011 had secured full-time employment within a year of graduating. In comparison, a Rutgers University 2012 study of the general U.S. population showed that in the same time, only 49% of graduates had secured employment within a year of graduation. Study abroad students who graduated between 2006 and 2011 earned, on average, $7,000 more in starting salaries than U.S. college graduates during this same period from the general population. The 2016 survey shows that of alumni who graduated from 2012-2015, 73% secured their first job within two months or less of graduation, up from 67% of our alumni who graduated during 2006-2011. The median full-time starting salary increased nearly 7%. Nearly 90% of alumni who applied to graduate school earned admission into their first or second graduate program. More than 75% of reported that study abroad had a direct impact on their development of key employability traits, such as communication skills, adaptability, self-confidence, and cultural understanding. For full report, please visit:


Heith Hennel from Valencia College in Florida has created an innovative way to market his faculty-led study abroad programs using Blackboard. He creates a YouTube announcement and then asks faculty throughout his college to “drop” it in their Blackboard so that all students will see it when they access their class. Information is simple in terms of the opportunity and for students to contact him via text-messaging if they want additional information. Since the announcement is in the Blackboard class - most students will open it and at least view it.
Here is a video that Dr. Hennel made on how to add the link to Blackbroad from YouTube for Video Advertisements:
Here are a few sample videos as well.
Chile -
London -

If anyone wants to try this, please let me know how well it works (!) Rosalind.


The Forum’s Curriculum page now includes two new resources aimed at providing inspiration and sharing ideas for education abroad curriculum design from pre-departure through re-entry. The Curriculum Toolbox features syllabi, assignments, and course and program profiles submitted by faculty and practitioners in the field of education abroad, including past winners of the Award for Excellence in Education Abroad Curriculum Design. All contributions have been vetted against a rubric based on the Standards of Good Practice for Education Abroad.


The U.S. Department of State has launched a new State Department resource for U.S. students studying abroad. Our Students Abroad website ( is a newly launched, mobile-friendly site designed to provide students, parents, and study abroad coordinators vital information related to studying abroad. This includes everything from how to get a passport to safety information while abroad.

We have also launched a #StudentsAbroad social media campaign to promote our new website. We encourage you to share our #StudentsAbroad social media content on your organization's accounts to help make sure this important information gets to your students. We have content on both Facebook and Twitter @TravelGov. This is especially important since so many students use social media as a source of information.

There will also be webinar opportunities for those who manage study abroad programs. Topics will include what to tell your students about obtaining passports and visas, how to stay up to date on safety information, and resources offered to students abroad by the State Department. For additional information contact Lori Lawson:


Dr. Mark Ashwill is managing director and co-founder of Capstone Vietnam, a full-service educational consulting company in Viet Nam with offices in Hanoi and Ho Chi Minh City (HCMC). Ashwill blogs at An International Educator in Viet Nam. Mr. Deepak Neopane is the founder of City College Yangon and.managing director of Academics International, an educational consulting company based in Yangon.

There are two new updates: Update from Myanmar and update from Vietnam
Update from Myanmar
Update from Vietnam


Cross-Cultural Solutions: Senator Harris Wofford Global Service Fellowship

Cross-Cultural Solutions (CCS) is proud to partner with California Community Colleges for International Education (CCIE) to offer the Senator Harris Wofford Global Service Fellowships. Senator Harris Wofford is a human rights advocate, co-founder of the Peace Corps, and global citizen. CCS offers volunteer abroad programs throughout the world to attend a Cross-Cultural Solutions 1 week, 2 week, or 3 week programs. Airfare is not included. The Fellowship covers 50% of the published program fee cost at the time of the enrollment.

For an application please contact Rosalind Raby at

Cultural Solutions is also interested in working with colleges to develop faculty-led programs to these locations. For additional information 800-380-4777 or visit or contact


In an effort to support the global competencies and knowledge of students interested in Asia, the Academy of International Business Southeast (AIB-SE) and the Asia Institute are collaborating to offer $1000 in scholarships supporting global learning experiences for students traveling to Asia in 2016.

These scholarships are open to all faculty engaged in International Business, so please feel free to share these details with your faculty and students if applicable. For more details on how to apply, please visit: Asia Institute Scholarship


The Global Campaign for Peace Education is compiling a director of programs including at community colleges that focus on peace education. It is important that the education community know of the good work being done in U.S. and Canadian community colleges. If you haven't done so already, please provide information about your program.


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.

For 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, please visit:

Congress-Bundestag Youth Exchange for Young Professionals (CBYX)

Congress-Bundestag Youth Exchange for Young Professionals (CBYX) is currently looking for host colleges for German participants for the 2017-2018 program year. CBYX is a reciprocal scholarship program funded by the U.S. Congress and German Parliament (Bundestag). Now entering its 34th year, the program annually brings 75 German young professionals between the ages of 18- 24 to the United States, and sends 75 college-aged Americans to Germany. Each participant lives with a host, studies at a local college, and completes a six-month paid internship in his or her career field.

Hosting a CBYX German exchange student is a great opportunity to diversify your campus and increase awareness of international issues. Our participants bring knowledge of their professional fields, and all students complete community service projects during the fall semester. Through their involvement with groups and activities on campus, the participants heighten awareness of the benefits of working and studying abroad, specifically for local students who may be interested in our reciprocal exchange to Germany. CBYX will provide funding for a semester of study as well as health insurance and TOEFL-scores. And due to our direct working relationship with the Department of State, host colleges are never asked to handle any visa or SEVIS paperwork for the student, and we are even able to partner with colleges that do not normally admit international students

For information:


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 Dates - Applications are due November 1 and February 1.

For information: Please contact Tanya Janes, Senior Program Officer, at or Anna Valiante, Program Associate, at with any questions about the Fulbright IEA programs.


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.

MEETING THE CHALLENGE From 2012-2016, CCIE member colleges increased both their study abroad program offering and the overall number of attending students. During the 2013-2014 academic year, 27 more study abroad programs were added state-wide and 481 more students. Growth is continuing for 2014-2015 with a total of 124 programs.

COMPARISON BETWEEN 2012-2013 and 2013-2014 PROGRAMS

Fall Semester Winter Break Spring Semester Summer Term TOTAL
2012-2013 16 13 18 46 93
2013-2014 14 7 18 69 108
2014-2015 18 11 21 74 124
2015-2016 18 11 14
5 "break"
70 118
2016-2017 15 8 18
6 "break
70 117


This section provides updates on the various CCIE Sponsors.

American Institute For Foreign Study (AIFS)
AIFS is one of the oldest, largest and most respected cultural exchange organizations in the world. Since 1964, AIFS has organized cultural exchange programs for more than 50,000 participants each year. Our programs include college study abroad, au pair placement, camp counselors and staff, gifted education, high school study/travel and insurance services.

The Andean Center for Latin American Studies (ACLAS)
facilitates customized, faculty-led study programs for a wide range of academic disciplines. Support and facilitation services include instruction, service learning, homestays, etc. For information, please contact Stacy West:

We are committed to helping more students study abroad in 2018. Students who apply for selected semester study abroad programs with CEA will receive a $1,000 Student Universe travel voucher to offset the cost of their airline ticket. Students who apply for a Summer program will receive a $500 travel voucher. We also offer a number of other ways for your students to fund their education abroad, including CEA Scholarships and a dedicated Student Accounts Team that will help them navigate funding sources like financial aid and payment plans. Contact us at 1.877.449.2775 to learn more or visit our website for full details on how your students can take advantage of our Summer and Fall travel vouchers.

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

Global Student Mobility (GSM)
was founded in 2013 and initially arranged events to connect UK educators and mainland Chinese agencies. Through 2015 GSM has been expanding its business to cover South and SE Asia as well as moving it's focus to the US. In September 2015 it partnered with American International Recruitment Council (AIRC) for a successful roadshow which visited California, Colorado and Texas and was attended by 19 agencies and over 50 educators. In the regions GSM operates many countries have historically had a stronger focus on the UK and/or Australia but are looking to build their partnerships in the USA, generally students form these regions are not very rankings driven and are cost conscious looking for cost effective ways to get a high quality US education. CCIE members who are current with their dues are offered discounts to attend in-person fairs. There is also free membership to the GSM portal.
For more information please visit:

IELTS USA is thrilled to be partnering with CCIE, and we are pleased to announce 25 community colleges enrolling international students in California accept IELTS for admissions and are CCIE members. We are also happy to share the following CCIE member schools accept IELTS for admissions and enroll large numbers of international students: Santa Monica College, De Anza College, Diablo Valley College, City College of San Francisco, and Foothill College. We are also excited to share our new efforts to collaborate with community colleges because English language proficiency testing is becoming increasingly important as more community colleges work towards increasing their international student enrollment. We are happy to offer campus visits to any college that would like more information about IELTS (please email for more information). In addition, we hope you had the opportunity to speak with Donna Cameron (IELTS Stakeholder Relations Officer) at the recent CCIE Annual Meeting, November 21 in San Francisco.

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

iNext Insurance Provides Simple, Straightforward Travel Insurance that assists both Individuals and Groups Traveling Abroad. iNext offers a complete portfolio of travel/medical insurance coverage underwritten by Nationwide. Choose from 11 insurance plans, 24 Hour worldwide assistance services, Easy online enrollment for groups and individuals, International ID card, Access to travel discounts, and Free international cell phone and SIM card.

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:

Travel & Education
Travel & Education (T&E) is an organization dedicated to the promotion of language and culture through meaningful and authentic study abroad opportunities in a growing number of destinations. T&E official destinations for both individual and group participation are Spain and Cuba. Group travel can be contracted to additional destinations in various countries throughout Europe and Latin America. Whether you are interested in individual or group programs, T&E provides essential support to faculty through personalized, timely and expert attention, flexibility and competitive pricing to create a seamless experience from inception to delivery and beyond. Visit or contact T&E at to find out more.



AACC and ACCT Joint Statement on the Role of Community Colleges in International Education

The Joint Statment can be found at AACC ACCT Joint Statement.


The white paper is intended help U.S. college and university presidents secure buy-in from Trustees and other community leaders. 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. 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.

Source: ACE: Mapping Internationalization Assessment Tool


AIEA new paper, Toward a Research Agenda for U.S. Education Abroad, builds on the 1996 AIEA publication, A Research Agenda for the Internationalization of Higher Education in the United States. This paper provides SIOs with a concise overview of research in the area of U.S. education abroad. Beginning with a brief discussion of the changing role of U.S. higher education, the emphasis on assessing and documenting outcomes, and major trends in the field.

Source: AIEA World


International Higher Education Partnerships, an ACE publication, provides a global review of standards and practices for developing and implementing sound international partnerships. It is based on an analysis of standards of good practice set forth by organizations in the U.S. and around the world, and includes examples and advice from a variety of programs and institutions.

Topics include: Program administration and management; Transparency and accountability; Faculty and staff engagement; Quality assurance; Strategic planning and the role of institutional leadership; Cultural and contextual issues; Cultural awareness; Access and equity; Institutional and human capacity building; and Ethical dilemmas and "negotiated space"

Source: International Higher Education




International Student Insurance, an Envisage International Company is now offering a video for use on Mental Health Awareness for International Students.

To watch the video, visit



GSM announces a that is in English and Vietnamese and will soon be in Thai, Khmer (Cambodia) and Burmese (Myanmar) languages. CCIE member colleges that join the website will have their educator profiles translated into these languages. Registration for the portal is at Cost and benefits are explained in the website. Students first register to the web-site and then complete their profile in English. There is a section where students can submit questions to educators. Profiles and questions will come to GSM and once approved will be sent on to educators along with contact details, academics, English level and areas of interest. For more information contact:

Our Spring roadshow to New England went well and we are now focused on a West coast event this Fall. This will visit OR, WA and ID from October 2nd and details are here. Educators from CA are welcomed to attend this year in the state most convenient for them. This roadshow will bring 22 study abroad agencies with a focus on SE Asia and a main focus of Vietnam. There is a 20% early bird discount if registering before August 18 and a 10% discount after. Please choose Other and type "CCIE20%" when registering to obtain this discount.


CCIE is working with IELTS USA to support international student programs. IELTS USA’s mission is to support individuals and organizations within the United States in evaluating English language proficiency through high-stakes testing for the purpose of education, employment, professional accreditation and global mobility. In 2016, 2.7 million students took the IELTS tests.

IELTS hosted their first Stakeholder Workshop in San Diego. At this workshop, stakeholders have the opportunity to learn more about the test, including recommendations on how to conduct IELTS standards setting sessions, and details about IELTS test security. There will be three additional workshops in 2016. In addition, there will also be numerous IELTS webinars, including the Online Results Verification Service.

World Education Services New Research Report, Improving the International Student Experience: Implications for Recruitment and Support.

International students often face unique challenges to success while studying in the United States. Understanding those challenges and helping international students overcome them is key for higher education institutions that want to recruit and retain top international students. This report examines international students’ experiences, satisfaction, and expectations in U.S. colleges and universities. The research shows:

  1. The greatest area of dissatisfaction is career services (66% overall satisfaction rate), especially when it comes to assistance in finding employment and internships after graduation (64% overall satisfaction).
  2. Students from the Middle East & North Africa struggle the most with English skills (38%) and are more dissatisfied compared to other international students with the English language courses at their institutions.
  3. International students who are satisfied with their U.S. experience are more likely to recommend their institutions to others.

Read our latest research report to learn more about the international student experience in the U.S.:

NAFSA's Education Regulatory Practice (EA RP) Committee updates

NAFSA launched the Report An Issue Issue tool for education abroad professionals.

Report an Issue can be used by anyone to report any trends or issues at your institution in a variety of regulatory areas. You can report issues ranging from federal financial aid, passport/entry issues, Cuba regulations, and DACA students to name a few. This is a reporting tool only that allows NAFSA and the EARP to track trends and issues facing the education abroad field and to liaise with appropriate government entities where clarity and guidance is needed. EA Visa questions and issues should still be reported in the usual way through EA Visa Help. Another important regulatory issue is visa reciprocity for U.S. citizens traveling abroad. The European Parliament has passed a non-binding resolution suggesting that U.S. citizens should not be allowed visa-free travel within the European Union. It is important to note that action on this vote would require each member state to individually pass the resolution, a process which could take years. NAFSA does not anticipate an immediate need for U.S. citizens to obtain visas when studying in Europe for less than 90 days. The EARP will continue to monitor this situation and will make updates as necessary to the field. The EARP's Consular Affairs Liaison (CAL) subcommittee is currently scheduling Collegial Conversations on visa processes and concerns for those who send students to Spain, France, Italy, and the United Kingdom. These live, online chats, allow NAFSA members to ask specific questions to CAL representatives. It is a great opportunity to learn what tips or processes will make your student's visa experience as flawless as possible. Please visit the Collegial Conversations page of the NAFSA website to view these events as they are scheduled. We anticipate the Spain and Italy events will take place in late April and early May respectively.

Finally, in the past several months, members of the EARP have met with officials from the U.S. Department of State, Department of Education, Veteran's Affairs, as well as foreign consulate officials and we will continue to seek clarity on issues of importance to the education abroad field. Please visit to learn more about our work and email us at or use Report an Issue to let us know what regulatory issues you are facing.

International Agent Debate Awakes

The following article is taken from Draft policy proposed by Middle States would prohibit accredited institutions from using commissioned agents in international recruitment -- as many now do. By Elizabeth Redden, April 5, 2017 Accreditors Draft Policy Would Prohibit Use Incentive Based Compensation

Another front has opened in the contentious debate over the use of commissioned agents in international student recruitment. The Middle States Commission on Higher Education has proposed new language for its policies that would prohibit institutions it accredits from using incentive-based compensation in international student recruitment. The draft policy, if it were to become enacted, could have major business implications for colleges accredited in the mid-Atlantic region and reopens a debate over agent usage that some thought had largely been settled, at least as a matter of practice. As the regional accreditor, Middle States has oversight over virtually every university in its region, which encompasses Delaware, the District of Columbia, Maryland, New Jersey, New York and Pennsylvania, plus Puerto Rico and the Virgin Islands. Many colleges in this region (and elsewhere in the United States) use agents who are paid in part based on commission. Federal law prohibits universities from paying incentive-based compensation for the recruitment of students who are eligible for federal financial aid programs funded through Title IV. Although the legal prohibition does not apply to international students who are not eligible for federal financial aid, Middle States' president, Elizabeth H. Sibolski, said the accrediting agency "believes that the principles underlying that regulation should apply to all students equally. Thus, our policy would apply in all cases."

"The intent of the draft policy is not to end or limit international recruitment nor is it intended to prohibit the use of international recruitment agencies," Sibolski said in a written statement. "We have a number of institutions that engage in facilitated international recruitment activities under a variety of structures." But proponents of agency-based recruitment are already pushing back, saying the proposed policy change would force colleges in the Middle States region to change their recruiting practices and lead to drops in international student enrollments. More established in Australia and the United Kingdom, the use of commission-based agents in international recruitment is still a relatively new practice in the U.S. Fans of the model say that contracting with agents abroad provides a cost-effective way for even small, cash-strapped colleges to recruit worldwide and that it can be done ethically, with the right controls and oversight in place. Opponents say that agents who earn per-capita commissions for referring students to a certain set of institutions cannot be trusted to have students’ best interests at heart and suggest that working with recruitment agents can increase the risk of application fraud.

That said, the agent debate, as it’s known, has been quiet for several years now, and people with various views on the practice expressed surprise that the issue had re-emerged four years after the National Association for College Admission Counseling voted to lift its prohibition on the practice. The vote came after a task force created by NACAC spent two years deliberating on the issue. “I just was very surprised, because why would Middle States want to fight a fight that was more or less put to rest several years ago?” asked Mitch Leventhal, a professor of professional practice and entrepreneurship in the School of Education at the State University of New York at Albany and a leading proponent of agency-based recruitment. Leventhal is founding president of the American International Recruitment Council, a professional organization focused on recruitment, which screens and certifies international recruitment agencies. "It makes me wonder whether they are completely unaware of everything that transpired with NACAC and all the deliberations. Maybe they simply didn’t know about that, and somebody has decided to get aggressive for some peculiar reason, but since 2013, since NACAC’s reversal, many additional institutions have started working with agents and committed resources to it. So there are a lot of institutions that have a lot of stake here. I wonder if Middle States even has an awareness of how many of their own institutions are deeply involved in this now. If they think it’s one or two, they’re mistaken," Leventhal said. Two surveys released last year both found that 37 percent of U.S. universities reported using agents, an increase from previous surveys, including one conducted by Inside Higher Ed in 2014, which found the proportion of U.S. universities that reported using agents to be in the 20-30 percent range. Mike Finnell, the executive director of AIRC, said that the association has 57 member colleges that are accredited by Middle States.

Among those institutions is the State University of New York at Old Westbury. Mary Marquez Bell, the university’s vice president for enrollment services, said that if Middle States’ draft policy were enacted, she would lose enrollments and would have to "rethink my entire strategy on international recruitment. I am a small campus with a small international student enrollment -- we average anywhere between 40 and 70 international students any given year -- and I would have to reconsider how I would recruit these students, because I don’t have counselors or the agent equivalent of staff in these different countries," she said. Bell questioned why Middle States would restrict the practice of paying agents commissions. “It’s not illegal, it’s not unprofessional, it’s a practice that’s commonly used, it’s a practice that even more U.S. institutions are asking about,” she said. “We don’t see the reason as to why this is being questioned. It hasn’t been clarified. There’s nothing to make us want to change the way we are conducting this business right now.”

Opponents of the use of commissioned agents were also surprised by the development, but happily so. “It’s excellently shocking,” said Philip G. Altbach, a research professor at Boston College and founding director of the Center for International Higher Education there (and a blogger for Inside Higher Ed). “Anything that weakens the agent infrastructure and the legitimacy of the concept of agents is to me a good thing, because I don’t think that’s how the business of mobility should be done. Also, anything that has the effect of putting a brake on the dishonest practices of a lot -- not all, but a certain number -- of agents is a good thing.”

“Agents represent institutions and not students, and agents represent those institutions which are paying them and are not in a position, if they’re kind of traditional agents, to recommend the best possible university or college for the student; they recommend the university or college which is providing them the money,” Altbach said of his longstanding opposition to the commissioned-agent model.

“That’s the underlying problem to me. Plus, students and potential students overseas are not only getting kind of a skewed picture of American higher education, but they’re paying, often, a lot of money for services, which I think the universities should be providing through good internet arrangements, through stronger advisement procedures and so on. And there’s lots of evidence to show that, again, not all but some agents collude or help in falsifying essays and exams.”

Liz Reisberg, an independent international higher education consultant and another critic of agent usage (and another blogger for Inside Higher Ed) said she was pleased by Middle States’ proposal but expects there to be significant pushback. She's not optimistic it will become policy.

“I think this is in defense of the integrity of higher education,” Reisberg said. “It’s one thing to subcontract out your bookstore; it’s another thing to subcontract out your admissions operation overseas. There’s just too much at stake, and it’s just not in the interest of the university long term to be doing this, and it’s unfortunate that there are strong financial incentives to continue to do it -- which is why I’m not so confident that this will be successful, although I hope it is.”

The draft policy is currently open for public comment. Richard Pokrass, a spokesman for Middle States, said the agency will review all comments received and make any revisions deemed necessary. "The revised policies, once approved by the commission, will then be placed on an electronic ballot for voting by the chief executive officers of MSCHE's member institutions," Pokrass said -- an action that would likely occur after the commission’s June 22 meeting.

“My recommendation to Middle States would be if this is a concern of theirs, they should encourage their members to adhere to professional standards that have been developed by organizations like NACAC and AIRC,” said Leventhal, AIRC’s founding president. “They should encourage them to join organizations like AIRC. They should be encouraging them to contract only with entities that are AIRC certified, where there are consequences for misbehavior and so forth. They should also encourage them to be transparent concerning agents with whom they have contracts.”

If the proposed policy does go into effect as written, Leventhal said, institutions will have to cancel contracts they’ve signed with agencies. “A lot of the money that’s been invested in these recruitment strategies will be essentially lost. Institutions who already are fearful of having diminished applications as a result of recent Trump administration policies are going to be even more hampered in their efforts.”

“Nationally,” he said, “if Middle States does this, there’s the possibility that other accreditors might follow suit, or they might not. If they do, of course more institutions are hampered. If they don’t, then institutions accredited by Middle States aren’t able to operate with the same advantages as those whose accreditors have more foresight.”



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.

Finally, we request student profiles and stories about their international literacy growth. This includes international students, education abroad students, and domestic students who participate in internationalizing curriculum programs.

Congratulations to Gilman Awardees from American River; Canada; Cerritos; Chaffey; Citrus; Cyprus; Diablo Valley; Fullerton; MiraCosta; Mt. San Antonio; Orange Coast; Reedley; Rio Hondo; Saddleback; San Diego Mesa; Santa Barbara; Santa Monica; Santa Rosa; Skyline Spring 2017

Harper Hannah Cañada College CA Italy
Mishler Melony Cañada College CA Italy
Vazquez Lesly Cañada College CA Italy
Sandoval Christina Chaffey College CA Spain
Smith Brian Citrus College CA Italy
Hay Rony Cypress College CA Italy
Armienta Michelle Diablo Valley College CA Italy
Contreras Arturo Fullerton College CA Italy
Gurule Zana Fullerton College CA Italy
Sanchez Jasmine MiraCosta College CA Spain
Torres Jacqueline Mount San Antonio College, Walnut CA Spain
Bolden Khylan Rio Hondo College CA Spain
Romero Rodriguez Annette Saddleback College CA Spain
Glassman Molly Santa Barbara City College CA Spain
Perez Ginger Santa Monica College CA Cuba
Haggard Sophie Santa Rosa Junior College CA Italy

Summer 2017
53 CC awarded of which 11 are from California
Shahbaz Muhammad American River College CA Italy
Ramos Maricela Cerritos College CA United Kingdom
Ladd Dakota Fullerton College CA United Kingdom
Adkins Emily Orange Coast College CA United Kingdom
Haber Travis Orange Coast College CA Italy
Quinn Ashley Orange Coast College CA Italy
Wood Sara Reedley College CA France
Aldana Lorena San Diego Mesa College CA Spain
Marques Dos Santos Mariana San Diego Mesa College CA Spain
Chavez Kalia Skyline College CA South Africa
Kizler Sawadogo Angele Skyline College CA South Africa

Santa Monica College Wins 2017 IIE Andrew Heiskell Award for Internationalizing Minority Serving Institutions category and wins the Senator Paul Simon award

SMC ALSO won the Senator Paul Simon award

SMC is one of a handful of institutions that have received the IIE Heiskell award and the Senator Paul Simon award in the same year.

Santa Monica Colleges was awarded one of the Andrew Heiskell Awards for Innovation in International Education and their Global Citizenship program was selected to receive the 2017 IIE Andrew Heiskell Award for Internationalizing Minority Serving Institutions category. This program will be featured by the IIENetwork as a "best practice" in international education.' CATEGORY: Internationalizing Minority Serving Institutions

Santa Monica College is a highly diverse minority-serving institution that also serves the second largest international student population among community colleges nationwide. Its Global Citizenship Initiative has internationalized the college’s mission, culture, and values and yielded a community that works together to create global citizens – students who are knowledgeable of peoples, customs, and cultures beyond their own world, understanding the interdependence that holds both promise and peril for us all and committing to fostering a livable, sustainable world.

Through a college-wide effort that grew out of a faculty task force convened in 2008, Global Citizenship is now a part of the college fabric and is reflected in the mission "Changing Lives in the Global Community through Excellence in Education." Year-round programming, including an annual Global Citizenship theme woven into the curriculum, International Education Week, and an end-of-year Research Symposium with a focus on global issues, furthers dialogue, engages international students, and ensures that the community remains active and engaged in global issues.

Faculty mini-grants bring to campus innovative internationally-oriented programs ranging from events like the fourth annual "Ecofeminism Conference" to a faculty-led cultural tour of Los Angeles’s ethnic communities. The college introduced short-term programs that are more affordable for low-income students, who traditionally do not participate in study abroad, and has set aside $75,000 in Global Citizenship scholarships to enable these students to take part. Professional development programs abroad for faculty to destinations such as Salzburg, China and Turkey require participants to develop course modules and lesson plans that integrate the history, politics, culture, economy and social issues of the visited countries. These activities have worked individually and collectively to internationalize the college community. Since the establishment of an Institutional Learning Outcome focused on global citizenship, an average of 86% of students each year have achieved mastery in this area as measured by course-related learning outcomes. This is a remarkable achievement and demonstrates the commitment of the college community to preparing its students for careers in a globally connected world.

Georgia Lorenz, Vice President, Academic Affairs: “This initiative was developed and implemented by our faculty, with support and funding from the college administration, and is a testament to how college communities can and do work together to pursue a collective vision. Every single one of us had a role to play in carrying out a plan that began as a strategic initiative and has become a part of the culture of our college.”

Stanford University EPIC Fellows: 2017-2018

Stanford University offers an Internationalizing the Curriculum Program called EPIC Fellows. Community college faculty participate in a year-long seminar with a culminating modular change to the curriculum in one of their classes. The following shares some of the work being done by the 2017-2018 EPIC Fellows.

Kat King: Las Positas College Puritan John Winthrop, and countless political leaders echoing him since, claim America is “a city upon a hill—the eyes of all people are upon us." The Critical Thinking course I will develop through Stanford’s EPIC fellowship will ask students to explore the cultural constructs of race and gender in America in juxtaposition to their constructions around the globe. How is gender constructed and understood in America, and how is it that America is both at the forefront of a worldwide women’s rights movement and well behind other countries when it comes to equitable pay and government representation? (According to the Global Gender Gap Report in 2016, America ranks 66th when it comes to equitable pay along gender lines, behind both superpowers such as Japan and also “third-world” countries like Honduras and Ethiopia. Meanwhile, a mere 20% of our government representatives are women, while other countries, like Rwanda, India, and China, have far more inclusive government representation. Women from America led the charge with a global Women’s March on Washington in 2017, yet American women also helped elect a president who’s bragged about sexually assaulting women - on tape.) How is the experiment of the American “melting pot” one that fosters both success and distress for the individuals in our nation of immigrants? What is it about America’s global image that draws so many documented and undocumented immigrants here, while the country simultaneously struggles with deep-seated, insidious racial tension? These contradictions will be the focus of our class reading, thinking, and learning. As a Digital Learning Resources Fellow, I hope to have students work individually and as a class to gain a broad understanding of these issues in the first part of the semester while annotating and collaboratively processing relevant essays outside of class using Lacuna. My hope is that in-class discussion will consequently be more complex and can draw on insight mined from students’ own hyphenated identities, from our college’s diverse populations including Muslim-immigrant-Americans, LGBTQI-identifying-Americans, Mexican-first-generation-college-Americans, and many, many more. Further into the semester, my hope is for students to work in small teams to analyze a full-length nonfiction text to co-teach to their peers, creating Vismes, voice-over Prezis, or other widely sharable technologies. Text choices will be related to deeper exploration of class themes, and include options like Muslim Girl: A Coming of Age by Amani Al-Khatahtbeh, Manhood in America: A Cultural History by Michael Kimmel, Between the World and Me by Ta-Nehisi Coates, and Enrique’s Journey by Sonia Nazario. My hope is that the formative work students crowdshare early in the semester using Lacuna will foster the technological wherewithal necessary to produce engaging presentations sharable within our class and in the wider community. By investigating American issues through global viewpoints and collaborative work, my hope is we can better understand how America serves as a case study that is both role model and cautionary tale to a global audience.

West Valley College transfer program to Anglo American University in Prague, Czech Republic

West Valley College has a new transfer program for students who want to complete their bachelor's degree with a U.S. accredited Anglo American University in Prague, Czech Republic. WVC has articulated the majors of Political Science, Visual Arts, and Business where a student can transfer from WVC and complete their degree in approximately 1.5 years for less that it would cost to transfer to San Jose State University. Business majors can also stay in Prague and complete an MBA with Chapman College for less that it would cost them stateside. All instruction is in English.

For additional information contact Wanda Wong, West Valley College


Recipients from the 2016 CLS Program are announced. CLS is a fully-funded, highly-structured overseas immersive language program for American students who are internationally minded or interested in learning a foreign language overseas. In 2016, there were 5,760 applications and 568 awardees.Recipients include students from the following colleges:

American River College
Cuyamaca College
Merced College
Pasadena City College
Santa Monica College
West Los Angeles College


On October 4, 2017 from 10:00am - 2:00pm the Peralta Community College District will hold its fourth annual Study Abroad Fair. This year's fair will be hosted at Berkeley City College in downtown Berkeley, California. We welcome any study abroad vendors to promote their programs to our students at the fair. To reserve your space to promote your programs to our students, staff and faculty, please complete the registration process here: For additional information, contact: Drew Gephart:




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)'s Web site

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.


The Jane Gluckmann and Carol Rausch “Go Global” Scholarship.
This scholarship was created in loving memory of two wonderful mothers, departed from this world much too early, who inspired their children to travel the globe and engage with other cultures, ultimately leading to our commitment to the field of international education. To read more about these inspirational women, please visit our memorial page here:

The scholarship will be awarded to a student accepted to study abroad in Mexico, Central America, South America, France, or Germany through the Fund for Education Abroad’s 2017-2018 application cycle which will open on November 16th, 2016:


Scholarship Updates
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



National MatopmScience Foundation Grant Opportunity for Community Colleges
Deadline for submissions is November 16, 2016.

Partnerships for Innovation: Building Innovation Capacity
The Partnerships for Innovation: Building Innovation Capacity (PFI:BIC) program supports academe-industry. In this program, there is a heavy emphasis on the quality, composition, and participation of the partners, including their appropriate contributions. Deadline: September 30, 2016 100,000 Strong in the Americas Competition #12: Promoting Study Abroad in Engineering, Physics, Geology, and Geophysics. Deadline: October 16, 2016.


  • July 31 - August 2: Education USA Forum in Washington DC
  • Sept. 21-22: UIA Assocations Round Table: 5th Round Table Asia-Pacific at Le Méridien Hotel, Chiang Mai, Thailand
  • Oct. 1-3: IIE Summit on Generation Study Abroad in Washington DC
  • Oct. 3-6: EdUSA Community College Fairs in Vietnam. In HCMC, Can Tho and Hue.
  • Oct. 11-13: Conference of the Americas on International Education. Montreal Quebec
  • Oct. 17-19: Higher Education Partnership: Internationalization in the Americas. In San Miguel Allende, Mexico
  • Oct. 20-23: 5th Annual National Community College Peacebuilding Seminar: “Teaching About Global Conflict and Peacebuilding”. Northern Virginia Community College, Alexandria, VA.
  • Nov. 10: UIA Associations Round Table. Marriott Grand Place, Brussels, Belgium
  • April 6-8. CSCC Conference. Fort Worth
  • April 22 - 25: AACC Convention. New Orleans
  • April 21-23. Global Climate Change and Environment Challenges: Approaches to Teaching in Community Colleges. Norther Virginia Community College / Alexandria
  • May 5: CalAbroad TownHall Meeting: CSU Dominguez Hills
  • May 3 - 5: Going Global Conference. Cape Town, South Africa
  • May 22 - 24: British Council Going Global 2017 "Global Cities: Connecting Talent, Driving Change"
  • May 28 - June 2. NAFSA. Los Angeles
    NISOD Conference. Workshop on Internationalization in Community Colleges: Integrating Foreign Language and Cultural Training.
  • June 1 - 2 : Going Global Conference. British Council. London
  • TAFE Directors Australia Convention 2017. Hilton Adelaide, South Australia. “Networked TAFE” Federal Polytechnic Ado-Ekiti: 1st International Conference: “Strategic Approach to Sustainable Development and Security Challenges.


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.


Dr. Donald R. Culton was the first-full-time administrator for international education at a California community college and was one of the pioneers in the field. Don helped to form the non-profit consortia California Colleges for International Education (CCIE) which continues to serve community college internationalization advocacy needs today.

The family has requested that donations be sent to the Dr. Donald R. Culton Fund for Advancing International Education at Community Colleges. Should you wish to make a contribution, you may send a gift to California Colleges for International Education (CCIE) with a notation indicated that it is for the Dr. Donald R. Culton Fund:

Att: Ava Lee-Pang,
CCIE Treasurer Assistant, Sr. Supervisor,
Business & Administrative Services,
College of Alameda,
555 Ralph Appezzato Memorial Parkway,
Alameda, CA. 94501

As of April 1, CCIE Supporting Members for 2016-2017 are:

  • Barstow CCD;
  • Cerritos;
  • Chaffey;
  • Coast CCD;
  • Contra Costa CCD;
  • El Camino;
  • Gavilan;
  • Kern CCD;
  • Lake Tahoe;
  • Los Angeles CCD;
  • Mendocino-Lake CCD;
  • MiraCosta;
  • North Orange CCD;
  • Palomar;
  • Peralta CCD;
  • Riverside;
  • San Jose/Evergreen CCD;
  • San Francisco;
  • Santa Barbara;
  • Shasta;
  • State Center CCD;

As of Sep. 1, CCIE Supporting Members for 2017 - 2018 are: Cerritos; Miracosta; North Orange Co. CCD; Riverside CCD; Santa Clarita CCD

Thank you all for processing your 17/18 dues

CCIE dues help support our activities such as the Newsletter, Web-Page, Workshops, and Student Scholarships and Faculty Grants. CCIE gives each of you our sincere thanks for your continued support for CCIE.

Faculty Grants. CCIE gives each of you our sincere thanks for your continued support for CCIE.

Please Support CCIE With Your Active Participation!