Students who go abroad with API experience an unmatched education in and out of the classroom. Before departure, API provides students with study abroad resources to help prepare them for academics in another country and ease the initial transition. Safe and comfortable housing allows them to focus on academics, while weekend excursions offer a break from textbooks and the opportunity to experience life in a new country firsthand.

On-site English-speaking coordinators and directors offer support to students the entire time they are studying abroad. They can offer advice and solutions to students as they adjust to a new country’s educational models and norms, get to know their new teachers, and understand academic expectations. API also provides students with extra language tutoring throughout their stay.

   

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API excels at designing and operating QUIP certified customized programs abroad. Whether you are a faculty leader looking to take your students abroad for experiential learning, a study abroad office staff member working to develop a custom program, or you have questions about designing a program abroad for a group of students, faculty, or staff, we’re ready to collaborate with you!

API believes in the importance of providing extensive pre-departure services and support for students on-site to ensure academic success. API recognizes that studying at host universities abroad, with a wide variety of credit systems and structures, can be challenging. To alleviate these challenges for students and their home universities, from the time the program is developed until the student returns from abroad, API is available to assist the student and home university every step along the way. API provides both its students and its partners with extensive guidance throughout the pre-departure period and during the experience abroad.

Program Structure

Great care is taken when choosing locations and host universities abroad. API strives to ensure that academic quality meets U.S. university standards without compromising the integrity of the host university’s academic system and teaching methods. All host universities selected by API are either formally recognized by the local ministry of education, which is considered to be the equivalent of the regional accreditation process in the United States, or a U.S. school of record certifies the academic rigor of the coursework and issues a transcript. Several API partner universities abroad are accredited by U.S. accrediting agencies (e.g., John Cabot University in Rome, American University of Sharjah) or have been accredited by other prestigious groups such as ABET, EQUIS or AACSB.

PRE-DEPARTURE PREPARATIONS

At API, our approach personifies two well-known adages, “the best defense is a good offense” and “an ounce of prevention is worth a pound of the cure.” API provides students with extensive information prior to their departure abroad, so they are well aware of the academic structure they will experience abroad. We believe that in doing so, we can help students to avoid some of the pitfalls of studying within a new educational system and minimize the adjustment period.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

The API medical form asks students to indicate any learning disabilities or needs that would require special accommodations. The API Director/Coordinator uses this information to verify with our partner institutions what type of accommodations can be provided to the student onsite. If specific accommodations are not available onsite, students will be provided with advance warning so as to make alternate arrangements or discuss alternate program sites that can better meet their needs.

COURSE FORM & PRE-REGISTRATION

Starting with their acceptance into an API program, students are provided with electronic post-acceptance forms including the course form. This course form explains the general academic structure of the program. Students are reminded of any language requirements if they will be taking courses with other international students or local students, the number of credit hours per course, and the minimum number of courses required to maintain full-time status. If pre-registration is possible at the host university, students will be asked to provide their preliminary course choices.

API TOOLBOX (ELECTRONIC ORIENTATION SYSTEM)

Approximately one month prior to the program start date, students gain access to the API Toolbox online orientation, which includes information pulled from former student evaluations. The information provided helps future students to understand the university organization, including: class size, the nature of student/professor interaction, how many hours per week a student could expect to devote to their studies, what outside resources were required to complete coursework, the primary method of evaluation and assessment for grading purposes, and challenges previous students faced in their academic program abroad.

ACADEMIC ORIENTATION

Upon arrival abroad, all API students participate in an extensive orientation program. Academic components that are covered in API orientation sessions include an overview of the local education system, local classroom norms, assessment methods, and grading scales. Students are encouraged to seek the assistance of the API Resident Director/Coordinator in the event of any academic concern or problem. Students are alerted to the availability of an hour of language tutoring per week through API at no additional cost. Students are informed that API RD/RCs can help to arrange professional tutoring for specific subject areas other than language. In addition to the API-only meetings, all students will participate in an academic orientation at the local host university.

REGISTRATION & ADJUSTMENT PERIOD

The most challenging period of the experience abroad can be the registration period. For example, a student who failed to review grammatical principles prior the on-site placement exam, but has completed all prerequisite courses to complete a language class at the advanced level, may perform poorly on a placement test. API recommends that students contact their home institution to determine whether credit can be awarded at a lower level, perhaps with documentation of course content. If the student confirms with the home university that credit cannot be issued at a lower level, an RD/RC would meet with the local academic director to determine if a student’s level could be reassessed to confirm proper course placement.

As students adjust to a new academic environment, they may experience confusion about local professors' expectations for assignments. For example, API students directly enrolled in French institutions in Paris learn how to structure papers and essays in the API-taught course. Our RD/RCs ensures that students are aware of how French students would typically structure a paper and the type of analysis that would be expected from a local student.

Students struggling in a given course may talk to API RD/RCs about the best ways to get extra tutoring or potentially soliciting extra assignments to try to improve their grades. If a student is struggling with a particular professor, and the drop/add period still allows for it, API RD/RCs will work with local staff to determine if the API student can be moved to another division of the specific course, or alternatively, switch into another course altogether.

EARLY NOTIFICATION OF PROBLEMS

API believes early intervention when students are demonstrating poor performance can be a highly effective tool to ensure that students successfully complete a semester. In many language programs where students participate in courses specifically designed for visiting university-level students, class attendance is mandatory. Students are alerted to the importance of class attendance during the orientation period, and both host families and host institutions are asked to notify API if a student is not attending class.

In certain situations, the host university may not share grade or attendance information with API staff. As many students are less likely to proactively seek academic assistance even when they are struggling, API believes in the importance of conducting mid-term evaluations with our students. During these evaluations, students have the opportunity to share concerns over their performance in class, any negative or positive interactions with host professors, etc.

Similarly, students experiencing difficulties with specific professors are often too concerned about their grades or too shy to speak directly with the professor in question. In other cases, the problem the student is experiencing directly relates to a cultural difference. RD/RCs are careful to listen to the concerns of our students and provide advice if possible. If the situation does not stem from a cultural misunderstanding, with the student’s permission, the RD/RC will seek to intervene on the student’s behalf.

As with hiring and firing in the United States, complaints about a professor are treated very delicately. Generally, due to the complexities of labor laws at home and abroad, a complaint from API may not be sufficient to ensure that a professor will be removed from a particular course. However, host universities have been responsive when API could document misconduct by a professor. In one instance, students documented how a professor had failed to appear timely to class on countless occasions, had demonstrated anti-American sentiment in class, and generally was failing to provide a welcoming environment conducive to student learning. Upon receiving these complaints from students, the API Director/Coordinator was able to persuade the Academic Director to identify a substitute professor who conducted the course for the second half of the semester, thereby avoiding further problems. API RD/RCs retain negative feedback to analyze longer-term trends and advise future students.

MAXIMIZING LEARNING OPPORTUNITIES

To supplement learning in the classroom and further encourage language immersion and increase cultural awareness, API students are encouraged to take advantage of API-designed cultural activities and events, as well as integrated university activities. Events such as student performances, clubs, and student tutoring can be highly complementary to student learning within the classroom. API staff abroad recognize the importance of informing students of options available to them to integrate with local students and to participate in experiential learning activities. Students often benefit from unique learning opportunities outside of the classroom, such as intercambios (language exchanges) arranged by API.

PERSONAL CRISES

Each semester, an average of 5-10 API students may need to temporarily or permanently leave an API program due to personal or family emergencies. API RD/RCs help inform professors of impending absences, arrange for work to be completed from the U.S. or complete exams early. If the timing of the student’s departure will not permit course completion, API will work with the student to file formal withdrawal paperwork so that the student’s transcript will reflect an official withdrawal notation rather than failing grades.

In the majority of sites, API RD/RCs still personally collect transcripts from the local host university. They compare course confirmations provided by students or the host university at the start of the program with the courses reflected on the transcript. Any discrepancies are provided to API Texas, so students can be contacted to verify any course changes that may have taken place during the semester. If a student confirms any mistakes, RD/RCs will work to correct the transcript with the host university, before an erroneous transcript is mailed to the student’s home university.

Global Leadership Academy (GLA)

Their world was transformed. Now it's their turn to transform the world.

API offers returned participants a chance to continue engaging with their international experience by sharing it with their personal, professional, and campus communities. We encourage all API alumni to become an API Global Leader and learn how to integrate their international experience into their chosen future path. Their experiences will no-doubt inspire others to explore the world and study, intern, teach, volunteer or work abroad.

About the GLA

API alumni are encouraged to join the API Global Leadership Academy for either a semester or academic year and build core competencies of global leadership in a dynamic and creative atmosphere. Participants will develop skills to share their experience in their community, on their campus, and in job interviews. They will host fun events to tell their story and learn about the field of international education. They will be empowered to transform the world in a concrete way. And they will leave the academy with more than just a certificate of participation - they will leave with an edge in the global marketplace and a strong contribution to their résumé.

API seeks highly motivated leaders who are eager to share the transformative power of their international experience with others. API seeks leaders who are comfortable collaborating with others to execute common goals, have demonstrated leadership roles on campus or in the community and can work independently and creatively. API seeks participants who have completed an API study, intern, or gap abroad program.

As a member of the GLA, participants will:

  • Develop leadership competencies in a global context by participating monthly in both group and independent activities.
  • Engage with their community by sharing their story through collaborative event planning, whether on their college campus or in the local area.
  • Create opportunities for others to be transformed by international education through content-development and targeted outreach.
  • Learn from experts who have successfully integrated their international experience into leadership opportunities in international organizations, including career webinars highlighting API alumni in a variety of career fields.
  • Take their passion for being abroad to the next level by working closely with leaders in the international education field to develop professional skills.
  • Learn more about how to apply their international experience to their career. Gain in-depth knowledge about how to appropriately reflect their international experience on a résumé, cover letter, and in job interviews.
  • Earn monthly rewards that reflect the skills they've earned and the work they're doing in the program - from reflection journals to in-depth résumé and LinkedIn profile reviews, API will reward the skills that participants are building as an API Global Leader. Academic yearlong participants earn a travel grant upon successful program completion and semester participants have the opportunity to win a travel grant.
  • Commit approximately 3-4 hours per month in the semester-long program and 10 hours per month in the academic year-long program to program participation, including interactive webinars and team-building activities.

Learning and Engagement Digital Badge Program

The needs of program participants continue to evolve and educational trends shift to meet the demands of the modern student. At API, we are committed to incorporating high-impact educational practices into our program models. We believe that persistent dedication to educational innovation allows us to better engage this generation of students. We know our students seek competency and skill-based learning opportunities.

There has been published research and anecdotal evidence of the effectiveness of the gamification of student learning. To build upon this trend, and expand upon the learning management systems (LMS) already in place to support student learning, the API Learning and Engagement Badge Program was born in August 2016. Through this innovative new program, API seeks to promote goals central to our work as a field with our program participants: intercultural learning, purposeful community engagement, professional skill and career development, global leadership, and mindful travel.

About Badge Program

The API Learning and Engagement Badge Program allows API to engage participants in the important work of aligning WHAT they do with WHY they do it -- promoting skill development and reflection with each learning opportunity (e.g., conducting cultural research during the pre-departure phase, participating in a cultural event on-site, committing to a volunteer activity.) Participants in the API Learning and Engagement Badge Program will earn portable, digital badges for use on résumés, e-portfolios, LinkedIn profiles, personal branding, and websites. By clicking on the electronic badge icons, viewers will be linked to a detailed explanation of the learning goals behind each badge and the intentional activities the participant completed to earn it.

The API Learning and Engagement Badge Program is wide-ranging, allowing participants the opportunity to participate and earn learning badges before, during, and after their education abroad experience. We value the significant learning that happens during each phase of the participant’s experience and have worked to select badge activities that support this specialized learning.

The API Learning and Engagement Badge Program will be managed by a cross-divisional team at API and will utilize existing digital platforms and the API learning management system (LMS.)

The API Learning and Engagement Badge Program debuted in Fall 2017 with an initial cohort of participants in three study abroad locations with an additional site in Spring 2018. Following assessment and evaluation, the API Learning and Engagement Badge Program is now available to participants in all API study locations.

As an organization, API has continually evaluated student learning needs and provided support to help students achieve their education abroad goals. API’s transition to online support materials in 2003 marked an opportunity to embrace new technology and offer students access to critical information on their own timeline. In 2005, the API Toolbox debuted as a centralized support system for student preparation pre-departure, success on-site, and support during re-entry. Since 2005, API has embraced new technologies and management systems to keep pace with changing student needs and digital learning fluency. Online orientation materials, peer-to-peer advising management, video and media campaigns to highlight student voices, and myriad other learning-focused online and in-person trainings and campaigns demonstrate API’s commitment to meeting students where they are, keeping them fulfilled and thriving.

As an organization, API believes that the following goals are central to our work and seeks to maximize the impact the experience of studying, interning, teaching, or volunteering abroad has on each participant. The learning goals of the API Learning and Engagement Badge Program are reflected in the five API Badges, which include:

Career Development: The learner who earns this badge will display dedicated action toward integrating their international experience into their future career and professional trajectory. The learner will be familiar with their individual outcomes of international experience and how those outcomes strengthen their career preparedness and complement their skill se

Community Engagement: The learner who earns this badge will display commitment toward proactive and meaningful engagement with their immediate community, whether at home or abroad.

Intercultural LearningThe learner who earns this badge will display an active interest in learning about the host culture and international environment in diverse ways. The learner will apply cultural knowledge to more successfully navigate international environments.

Leadership: The learner who earns this badge will display the core tenets of successful leadership, including the ability to successfully connect, collaborate, advocate, and integrate their international experience and newfound intercultural knowledge into their personal leadership philosophy.

Mindful Travel: The learner who earns this badge will display an intentional approach to international travel, including an awareness of safe travel practices, budgeting and financial implications of travel, and the responsibility of sustainable travel.

“I loved API! Everyone was so helpful. It wasn't easy the first week or two adjusting to a totally new place, but API was welcoming and provided tons of information to make the transition comfortable. I loved studying in Florence and hopefully will be back again to visit one day. It was amazing being able to travel and experience new cultures in order to gain new perspectives."

Rebecca R. University of Rhode Island

Become an Affiliate

Thank you for your interest in affiliation with API. An affiliation with API provides a unique and formal relationship between your institution and API that will benefit your students and facilitate the study abroad experience.

- It does not in any way limit the many options that students will have for study abroad.

- An affiliation with API does not require a minimum level of student participation in API programs.

- Your institution will expand its study abroad program offerings at no cost: API administers over 100 programs in more than 20 countries and 50 cities, which vary by subject matter, location, duration, and cost.

- You and your staff can have more input and influence over the quality and consistency of API's overseas programs. We work closely with our affiliate colleges and universities, and we value your recommendations and insight.

- An affiliation agreement provides for a closer working relationship between your office and API. This relationship affords API a better understanding of policies on your campus, and thus API is better able to serve the needs of your particular students.

- We also offer the opportunity for you and/or a staff member to make periodic site visits in order to evaluate and keep current on API programs. Participation in site visits is not contingent on a minimum level of student participation in API programs; likewise, API does not expect that student participation must increase as a result of participation in API site visits. Site visit participants are expected to complete a program evaluation upon completion of the site visit.

- API provides extensive services to all affiliated institutions to assist the study abroad office in advising students who select API as their program of choice. API will provide regular programming updates and supplemental advising tools to equip your office with a better understanding of API's programs and services. API will also maintain an open line of communication with your office to ensure that you have the most updated information about your students enrolled in API programs.

- As an API affiliate, you can log-in any time to API's Advisor Access system which will allow you to monitor the status of your students' applications.

- As an API affiliate, students from your institution will be eligible for additional scholarships. API awards scholarship credits annually to each affiliated partner institution, to facilitate student participation in study abroad.

For U.S. institutions interested in learning more about affiliation with API, please contact Christie Johnson, Vice President of University Relations, Outreach, and Inclusion: christie.johnson@apiabroad.com.

API conducts 1-2 familiarization site visits each year. Participation allows our institutional partners to personally experience API and the way we administer our programs abroad. Participants will visit the program sites and tour the host institutions and on-site facilities; meet API on-site directors, domestic staff, and current API students; and visit API housing options and observe classes at the host institutions. These opportunities equip participants with first-hand knowledge of API and the kind of programs we offer. This is beneficial to advisors and faculty as they advise students of high-quality study abroad opportunities. Site visits also include opportunities to see some of the very places that API students will visit on excursions included in API programs. API has never required a minimum level of student enrollments in order to qualify to participate in an API site visit. We truly believe that in order to have full confidence in a program, it must be evaluated, and we welcome input regarding our programs.

The API Advisory Board seeks to provide API with tangible recommendations regarding academics, program policies, student issues and general programming, and to assess API sites and individual programs.


The main goals of the Advisory Board are:

- To serve as a sounding board for current issues in study abroad, and how those issues should affect API programs and services

- To provide feedback for future direction of API programs

- To assess current API policies

- To formally evaluate API sites and programs, and provide recommendations for improvement

Achieving the mission and goals of the API Advisory Board should result in the following outcomes:

- Continued excellence in API program offerings abroad

- Further strengthening of API’s policies and student services

- Strategic improvements for stateside operations and program function abroad

- Targeted changes to programs based on research initiatives

- Extensive, independent evaluation of API study abroad programs

API Advisory Board
Carolyn becker

Carolyn Becker

Carolyn Becker

Carolyn Becker is the Director of Study Abroad at Texas Woman’s University. In addition, she serves as the President of her institution’s Staff Council. Becker is actively involved with NAFSA and The Forum on Education Abroad through conference committee work and presentations. She is also a reviewer for multiple national scholarships including the Fund for Education Abroad and the Benjamin A. Gilman International Scholarship. Additionally, she is a member of the Academic Programs International Advisory Board and previously served on the Diversity Abroad MSI Task Force. Her educational background includes a Bachelor of Arts in History from Winona State University and a Master of Science in Education in College Development and Administration from the University of Wisconsin-La Crosse. She is currently pursuing The Forum’s Professional Certification in Education Abroad.

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Dr. Yana Cornish

Dr. Yana Cornish

As a former exchange student herself, Dr. Yana A. Cornish knows firsthand the transformative impact of a global academic experience. Over the last two decades Dr. Cornish has been serving as an international education administrator in a public education setting. With her Doctorate in the area of Education (Curriculum and Instruction), Dr. Cornish carried out administrative duties, taught, advised students, conducted research, published, worked on grants, and served on committees among many other activities.

Dr. Cornish has a successful track record in expanding education abroad program offerings and increasing student participation in education abroad activities. In addition, Dr. Cornish focuses her efforts on working with the campus community on risk management in study abroad, curricular integration of study abroad, assessment of student learning, securing financial support for international opportunities, maintaining financially sound operations, utilizing information technologies, and attracting diverse students to take part in global experiences.

Dr. Cornish is serving as a Director of Global Education at the University of Georgia Office of Global Engagement.

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Magdalena Grudzinski-Hall

Magdalena Grudzinski-Hall

Magdalena Grudzinski-Hall is the Director of the Study Abroad Office at the University of South Carolina where in AY 2017-2018 almost 2,000 UG students studied abroad - capturing a 13% increase in long term study abroad. She has 20 years of experience working in higher education.

At UofSC, Magdalena fosters a vibrant community of international learning, working directly with faculty and staff in support of study abroad experiences guided by best practices in the field. Since her arrival at UofSC, study abroad participation has increased by 26%. She is fortunate to work with an amazing team of 10 full time study abroad staff members.

Prior to her 2014 arrival at UofSC, Magdalena was Vice President of Development at International Education Management Group (IEM). Prior to IEM she was the Director of the university-wide Global Citizenship Program at Lehigh University in Pennsylvania. And previous to that, she was the Associate Director of MBA Online Programs at Drexel University. Magdalena has taught education courses in Drexel University’s Master’s Program in Global and International Education.

She is a graduate of York University in Toronto, Ontario, Canada with an Honors Bachelor of Arts in Cultural Studies. Her Master of Arts is in Arts Administration from Drexel University in Philadelphia, PA. Magdalena’s Ph.D. is in Higher Education and Learning Technologies from Drexel University with research focusing on global citizenship programs and whether they advance the development and experiences of global competencies. Magdalena is a member of various professional organizations and has presented at FORUM, NAFSA and other conferences.

Jack Hobson photo

Jack Hobson

Jack Hobson

A native of Oklahoma, Jack Hobson has served as an international education professional for almost 20 years at the University of Oklahoma (OK), Loyola Marymount University (CA), and California State University Fullerton (CA) respectively. He completed both his BA in French language and literature as well as a MA in Global Affairs at the University of Oklahoma. Hobson studied abroad in France, China and Mexico and completed his graduate field research in Sub-Saharan Africa where his interests included democratization, state stability and human security. Currently, he serves as the Sr. Director of the Global Titans Center on the California State University Fullerton campus supervising the Offices of Study Abroad, International Student & Scholar Services and incoming short-term study abroad programming. The Global Titans Center serves almost 5000 students annually. During his tenure at CSUF, Hobson collaborated with key campus constituencies to double the study abroad numbers in three years resulting in receiving IIE’s “Seal of Excellence” in the Generation Study Abroad initiative.

Hobson also remains active in several professional organizations and has presented at over two dozen conferences (AAC&U, AAHHE, CONAHEC, Diversity Abroad, HACU and IIE). He is engaged at both regional and national levels within NAFSA, having most recently served as Region XII chair. Hobson’s research interests have focused on study abroad as a High Impact Practice (HIP) and the intersection of best practices for diversity enrichment and student retention. Jack has had the great fortune to visit over 50 countries and is currently completing his doctorate at Creighton University.

Lynn Neddo photo

Lynn Neddo

Lynn Neddo

Lynn Neddo has worked in International Education since 2002. Before coming to UNC in 2009, she served as the Director of the Center for International Education at Albion College in Michigan. There she enjoyed working with both students going abroad for a semester/year and international students coming to Albion to get a degree. Prior to her change of direction in 2002, Lynn taught French, Spanish, and English at the University level and in her own company for over 20 years. Although she loved teaching grammar and culture to her students, she was lured into international education because she wanted students to go practice their language skills and see the world with their own eyes. She loves hearing their stories after they return. Lynn enjoys working with her European partners and preparing students to study in Europe.

Lynn grew up in France, came to the US for college but returned to Europe to work in Germany and Finland; she also speaks both of these languages. Life brought her back to the States where she continued her studies. She has an M.A. in Romance Languages (University of Georgia) and is ABD in French and Spanish poetry (Michigan State University). Lynn served as a NAFSA Trainer Corps (TLS) for 5 years and has presented at a number of conferences.

Troy Nunamaker

Troy Nunamaker

Troy Nunamaker

Troy Nunamaker serves as the Chief Solutions Officer for Clemson’s nationally ranked Center for Career and Professional Development. Troy’s path to Clemson University (Clemson, SC) from his undergraduate studies at Wittenberg University (Springfield, OH) began with a Master’s Degree in Guidance and Counseling - Student Affairs. Since joining the Clemson Family, Troy has earned another Master’s Degree in Human Resource Development and is currently pursuing his Ph.D. in Educational Leadership – Higher Ed. with a focus on experiential education.

He has served at Clemson since 2000 and has had programs featured in such national publications as NACE Journal, The Chronical of Higher Education, Leadership Exchange - NASPA, Inside Higher Ed, and Money Magazine. His responsibilities as a professional have seen a full range of activities including; cultivating corporate partnerships for career services and the Division of Student Affairs; managing the Center’s various on-campus, off-campus, and international internship offerings; providing external review consulting services; and developing new strategies and blueprints for keeping career services effective and relevant for all current and future constituents.

Brooke Shurer

Brooke Shurer

Brooke Shurer

Brooke Shurer is the Director of International Programs at Meredith College. Meredith is a private women’s liberal arts and coeducational graduate school in Raleigh, North Carolina, where over 30% of graduates study abroad. As Director of International Programs, Brooke oversees study abroad, the Meredith in Italy site in Tuscany, Meredith's international student and scholar program, and campus internationalization initiatives.

Brooke has been an international educator for 15 years and has previously worked in study abroad offices at UNC-Chapel Hill, NC State University, Emory University, and Swansea University in Wales. She has presented and contributed to publications on the topics of study abroad curriculum integration, risk management, student conduct, fundraising partnerships, global e-learning, K-12 outreach, student funding strategies, and developing international education internships. She earned undergraduate degrees in English and Psychology from UNC-Chapel Hill, a Masters in Higher Education Administration from NC State University, and a PhD in Educational Research and Policy Analysis from NC State University. Her current research explores the unexpected challenges of academic, social, and cultural adjustment for U.S. study abroad students in English-speaking host countries.

Joe Stanley

Joe Stanley

Joe Stanley

Joe Stanley is the inaugural Dean of Global Education in the Center for Global Education at Providence College. As Dean, Joe provides leadership in articulating and implementing the the College’s vision for global education and in maintaining and strengthening PC’s wide array of international initiatives. Joe has served in a variety of senior administrative and teaching capacities at institutions both here and abroad including Simmons University and CAPA The Global Education Network. He holds a Ph.D. in History from Binghamton University (SUNY) and has published in the NAFSA Review of Global Studies Literary, Frontiers: The Interdisciplinary Journal of Study Abroad, and Verge Magazine. Dean Stanley also functions as the Teaching, Learning, and Scholarship (TLS) Representative for NAFSA: Association of International Educators and serves on the Academic Advisory Boards for several International Education Organizations.

Laura Thornes2018

Laura Thornes

Laura Thornes

Laura Thornes has been the Director of Education Abroad at Colorado State University since 2011. Prior to CSU, Laura worked at the University of Arizona for 6 years in Study Abroad and Student Exchange. She holds a B.A. Secondary Education with a Major in German and Minor in Spanish from the University of Arizona and an M.Ed. Psychology and Student Affairs from Northern Arizona University. Her first high school exchange to Germany was life changing and laid the foundation for her language learning and student development interests. She studied German in Austria in 1993-94 and worked in Germany and Switzerland from 1997-98. She also completed short-term study in Mexico and Guatemala. While she travels regularly for work, she believes that her earliest experiences are what have shaped her career today. Her passion for international education was solidified after leading many student groups abroad to Germany and Mexico when she was a teacher.

CSU currently sends over 1,600 students abroad per year for study, research, internships, service learning, and other academically relevant travel. Laura works closely with financial aid, donors, and other stakeholders to remove financial barriers for students going abroad. She has led CSU’s curriculum integration strategy, which has contributed to significant enrollment growth. She also founded CSU’s International Travel Oversight Committee, which helps to mitigate risks and improve oversight so that CSU students are more safely traveling to higher risk destinations. Laura’s other interests include researching study abroad’s impacts on student retention and persistence to graduation.

Kalpen Trivedi Photo

Kalpen Trivedi

Kalpen Trivedi

Kalpen Trivedi is Associate Provost for International Programs at the University of Massachusetts Amherst. He is responsible for strategic and operational oversight of the International Programs Office and provides leadership for campus internationalization. Trivedi has more than sixteen years of experience in international education with special interests in program design, travel health and safety, and developing global partnerships. A regular contributor and presenter in various international education forums, Trivedi is recent Vice-Chair and current Steering Committee member of OSAC’s Academia Working Group, a member of NAFSA’s International Education Leadership Knowledge Community and the NAFSA National Trainer Corps, and member of the Guild of the College of Global Studies (Arcadia University). He was educated in India and the United Kingdom and holds degrees from Gujarat University, Oxford University, Cambridge University, and the University of Manchester.

Ine Williams photo

Ine Williams

Ine Williams

Ms. Inemesit "Ine" Williams is the Associate Director of the Study Abroad office at the San Diego State University International Student Center. She has 15 years of international education experience working with both U.S. students going abroad and advising visiting international students & scholars coming to the U.S. for their studies or research. Her current position involves managing a team that supports global study, internship, research, volunteer, and work experiences abroad. Ine’s first international experience was learning Spanish in Guadalajara, Mexico, followed later by a semester abroad in Vancouver, Canada for her undergraduate studies in Molecular, Cellular, Developmental Biology. Upon graduation she entered a PhD program, but left to pursue a career at a well-known biopharmaceutical company. After 6 years in the corporate arena, struck by the global nature of the industry, she decided to transition her skills into the field of international education to assist STEM students to thrive in our increasingly global workforce.

She has been recognized for her work by the San Jose Silicon Valley Chamber of Commerce Women in Leadership Grant, was selected for a Baden-Württemberg Seminar Grant to study higher education systems in Germany, and received the SDSU Global Diversity Award. She has also lived and worked abroad as a science teacher in Shanghai, China, and most recently she participated in the Erasmus Grant travel program to Estonia. She earned her MA in Counselor Education at San Jose State and is an avid language learner, traveler and experimental cook. For more details read her SDSU Be International Profile.

Ramona Washington CIE photo

Ramona Washington

Ramona Washington

Ramona Washington is a study abroad coordinator in the Center for International Education at the University of Wisconsin-Milwaukee. Ramona advises students on semester and academic year independent programs who are interested in studying abroad in France, Israel, Italy, Japan, Jordan, Morocco, Russia, Singapore, South Korea, Vietnam and Thailand. She also works with students who participate in non-affiliated programs and independent short-term programs. She is the UWM campus representative for Gilman and Freeman-Asia, and also manages an in-house scholarship, the Study Abroad Diversity Scholarship. Prior to working in education abroad, Ramona worked as a marketing specialist in higher education and the private sector. Ramona earned her BA in international studies and French and an MBA from the University of Wisconsin-Milwaukee. As an undergrad, she studied abroad in France and Morocco, and did an internship in London while in graduate school. Ramona possesses a keen interest in increasing access to study abroad and has served on the Race & Ethnicity Task Force for Diversity Abroad. She has presented at a NAFSA Region V conference and at a Diversity Abroad conference. Born and raised in Milwaukee, her unfulfilled dream travel destination is the Maldives.