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Diversity Network Member Highlight: Dominican University of California

Posted By Administration, Friday, February 10, 2017

Institution name

Dominican University of California


Location

San Rafael, CA

 

Institutional Profile

Small (under 5,000 students); MSI


Why did your institution join the Diversity Abroad Network?

Dominican is committed to offering programs that help us educate global citizens. Diversity Abroad provides us with the resources to allow 100% accessibility to our campus population. We are working hard to educate faculty and staff about the benefits of an internationalized campus and how ALL students are served by an inclusive, sustainable internationalization strategy. Diversity Abroad gives Dominican support through professional networks, conferences, publications, and scholarships 

 

How long has your organization/institution been a member? 

3 years

 

What Diversity Network resource has been most useful for you and your colleagues in advancing diversity & inclusive excellence in global education? 

The printed brochures are excellent for disseminating to students, faculty and staff. It helps us bring awareness that study abroad is an opportunity for all students and all students should have access. 

 

How has membership with the Diversity Network helped your institution make global education more accessible to students from diverse and underrepresented backgrounds?  

Being a member allows us access to the Diversity Scholarships, which is of great help to get students and faculty to better understand that resources exist for students of all backgrounds to study abroad.

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Making the Connections: Global Education and Career Mobility

Posted By Christopher LeGrant, Monday, January 23, 2017

Making the Connections: Global Education and Career Mobility


For much of the 20th Century, it was generally accepted that one simply went to college to get a leg up, but a diploma is no longer the sole solution to securing a successful career. In an increasingly global and digital economy, it’s important to educate college students on all the advantages their education can afford them.

 

It’s common knowledge that global education opportunities represent a transformational experience for young people everywhere. However, the connections between career mobility and experiences abroad are only now beginning to be discussed and appreciated. Young professionals coming out of undergraduate programs face a tough job market, with the unemployment rate for students who graduated from a four- year institution in 2015 at 7.2%, and an underemployment rate of 14.9% (Economic Policy Institute, The Class of 2015, May 2015).

 

Therefore, understanding the trends within the current job market is the first step in successfully advising students on how to leverage their global experiences.  Millennials are creating career advancement options that don’t involve monotonous tasks, loyalty medals or vertical movement. Indeed, this horizontal movement is not just a simple transfer from one department to another. It is identifying underlying growth and matching it with the individual’s strengths. If a horizontal move is not available within their current company, some young people may simply decide to shift to a different field that’s more in line with their passions, ethics and lifestyle.   

 

Because millennials are choosing companies that value corporate social responsibility, ethical practices and environmental issues, companies have been adapting their culture in an attempt to recruit top talent. The change is notable in hiring practices with approximately 75% of employers citing study abroad as important when evaluating the resume of a job candidate for an entry-level position and 80% of human resources executives stating that study abroad is important when considering a candidate for an overseas job placement (Global HR News and The Scholar Ship. HR executives survey. April 2007).

 

It is therefore important that career service departments make the necessary links and begin advising young college students to participate in global education experiences to enhance not only their resume but to foster their leadership, communication, and problem solving skills. Likewise, it is important for study abroad advisors to be aware of the connection between global education and career mobility and advise students to be conscious of these links when deciding on what type of abroad program to participate in.     

 

It is also consequential for advisors to be aware that different types of abroad experiences are translatable in different ways. In generations past, traditional study abroad was the only option for most people but students now have many choices between study, volunteer, teach and intern abroad opportunities. What works for one student may not be as beneficial to another and a single student may benefit from different types of programs throughout the course of their education. It will be up to the advisors to be aware of the nuances of each type of program and suggest the correct course for success.

 

Shared events and pooling resources on outreach efforts are simple ways that study abroad and career advisors can begin to collaborate in more meaningful ways.  However, making sure these crucial programs are fully accessible and inclusive to all students is vital. All too often, diversity outreach efforts have been an additional campaign, added to the workload of increasingly busy study abroad and career service professionals. Only when diversity and inclusion efforts are baked into the fabric of all that we do on campus will we see start to see truly representative diversity in our global education programs and consequently, in the 21st century workforce.


Tags:  career  global  mobility 

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Diversity Network Member Highlight: Brigham Young University

Posted By Administration, Friday, January 20, 2017

Institution name

Brigham Young University


Location

Provo, Utah, USA

 

Institutional Profile

Large (over 15,000)


Why did your institution join the Diversity Abroad Network?

To find ways to get more underrepresented students involved in international education.

 

How long has your organization/institution been a member? 

4 years

 

What Diversity Network resource has been most useful for you and your colleagues in advancing diversity & inclusive excellence in global education? 

The annual conference and in particular the opportunities for our students to be involved.

 

Please describe any innovative initiatives related to diversity and inclusion in global education that your institution is currently undertaking.  

We have been targeting students in underrepresented disciplines (engineering, hard sciences) with some success.

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Meet the Team: Marketing & Events Assistant

Posted By Administration, Tuesday, January 10, 2017
Updated: Monday, January 9, 2017

Eri O'Diah - Marketing & Events Assistant

 

Tell us about yourself:

 

I have over five years of digital marketing experience, with an emphasis on creative strategy, content development, social media and email marketing. My agency background includes notable brands like Sony Pictures Interactive, NBC Universal and 64th Primetime Emmy Awards. I have a Bachelors in Electronic Media Management from the University of California, Northridge and currently serve on the board of Just for Kids Foundation and the Black Data Processing Associates (BDPA Twin Cities), where I volunteer my digital marketing skills.

 

Why did you join Diversity Abroad?

 

As a minority student, and one that was economically challenged, I was not able to take advantage of study abroad opportunities like my counterparts. Working full-time to support myself and attending classes made it impossible for me to participate in international education. I accepted this position because I believe global education should be a standard and not a luxury — it is truly the catalyst for success. In my role at Diversity Abroad, I am able to leverage my skills to build awareness and increase accessibility to global education for ethnically and economically underrepresented students.



 

What do you do at Diversity Abroad?

 

I develop marketing and communication strategies that leverages digital platforms such as social media to reach our target student audience and industry professionals. I also assist in developing content that resonates with our audience, identifying industry influencers and coordinate events.


 
 

Where do you see global education going in five years?

 

While global education is progressively expanding, I hope to see more sustainable  opportunities for underrepresented students. Funding, specifically is very much a challenge for many students, especially students of color. With diversity and inclusion reigning as one of the most discussed issues in 2016, I am optimistic that the global education industry will be leading innovation and change in terms of accessibility.


Tags:  Diversity Abroad Staff 

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Diversity Network Member Highlight: University of North Carolina at Chapel Hill

Posted By Administration, Friday, January 6, 2017

Institution name

University of North Carolina at Chapel Hill


Location

Chapel Hill, NC

 

Institutional Profile

Large (over 15,000)


Why did your institution join the Diversity Abroad Network?

Aligned with UNC’s Academic Plan, which prioritizes “equity and inclusion” and “global engagement,” the Center for Global Initiatives is spearheading a major pan-university effort to significantly increase the number of traditionally underserved students who have access to global opportunities.

This effort opens access to students regardless of their academic discipline, age, disabilities, educational or family background, gender identity, racial or ethnic identity, sexual orientation or socio-economic status.

The effort defines “global opportunities” broadly to encompass:
1) Educational opportunities abroad (including credit-bearing study abroad, experiential learning, internships, research and service-learning).
2) Global opportunities on campus (such as course work in foreign languages and globally-oriented classes in diverse disciplines such as business, education and nursing, as well as events and co-curricular student activities).
3) Globally-oriented service in the local community (for example, engagement with K-12 classrooms or immigrant communities).

Membership with the Diversity Abroad Network has given us access to important resources and people in this work.

 

How long has your organization/institution been a member? 

2013

 

What Diversity Network resource has been most useful for you and your colleagues in advancing diversity & inclusive excellence in global education? 

 The annual conferences. We look forward to coming to the one this spring.

 

How has membership with the Diversity Network helped your institution make global education more accessible to students from diverse and underrepresented backgrounds? 

The knowledge we come back with from conferences have helped shape our programming, especially thinking about early interventions. Diversity Abroad is good at stressing the need to be deliberate and invested in this effort. It can't be done well without a deep commitment. 

 

Please describe any innovative initiatives related to diversity and inclusion in global education that your institution is currently undertaking.  

1. Global Take Off: Puerto Rico, a fully-funded, faculty-led five day experience in Puerto Rico for incoming students with financial need and limited or no travel experience. This program received over 250 applicants in its first year and funded 12 students, 8 of whom were African-American, 8 were first generation college students, and 2 were transfer students
2. Passport to GO! provides free passports for incoming students with financial need. Since 2012, 189 applicants have received a passport, of whom more than a third are African-American, one quarter are first generation, and one quarter are transfer students.
3.Embark Carolina is a website with a student-focused how-to manual on finding global educational opportunities, as well as a searchable database of funding sources to support students’ pursuit of such opportunities.

Through all these deliberate efforts, UNC appears to be heading in the right direction. Here are trends for important sub-groups of applicants and awardees to various programs of the Center for Global Initiatives between FY2013-FY16:
Applicants
• The number of applicants increased by 128% from 316 to 720
• The number of African-American applicants increased by 348% from 25 to 112
• The number of non-white female applicants increased by 235% from 94 to 315
• The number of non-white male applicants increased by 170% from 30 to 81
• The number of transfer students increased by 273% from 41 to 153
• The number of first generation students increased by 444% from 52 to 283
• The number of applicants who’ve never been abroad increased by 871% from 24 to 233
Awardees
• The number of awardees increased by 109% from 91 to 190
• The number of African-American awardees increased by 255% from 11 to 39
• The number of non-white female awardees increased by 259% from 17 to 61
• The number of non-white male awardees increased by 120% from 10 to 22
• The number of transfer student awardees increased by 14% from 22 to 25
• The number of first generation student awardees increased by 283% from 23 to 88
• The number of awardees who’ve never been abroad increased by 533% from 15 to 95

Tags:  members 

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