University of Central Florida
New York University Abu Dhabi

Vice Provost for Undergraduate Education – Erich Dietrich
University of Florida
Lehigh University
Golden Gate University
University of Tennessee, Knoxville
State University of New York College at Plattsburgh
School for International Training
Arcadia University
Klamath Community College
AIFS

Vice President of U.S. Intern & Trainee Programs – Shaina Katz
Santa Ana College

Director, International Student Programs – Tina J. Newton
The College of Global Studies at Arcadia University

Dean of Academic Enterprise – Sandra Crenshaw
Safe Space Phuket, Co. Ltd

Founder and CEO – Milla Budiarto
The Institute for Study Abroad

Director for Spain Programs – Antoinette Hertel
Drexel University
Old Dominion University
Lehigh University
CEA CAPA Education Abroad
Valencia College
University of Florida
Drexel University
University of Central Florida
University of Texas at El Paso
University of St. Thomas
Georgetown University
University of Louisville
Johns Hopkins University
Indiana University Bloomington
University of Utah
Southeast Missouri State University
Southeast Missouri State University
Creighton University
University of Louisiana at Lafayette
Angelo State University
University of California Santa Cruz
American University
Texas A&M University
Texas A&M University
University of California, Berkeley
International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students

International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students examines how international undergraduate and graduate level students use their agency to make sense of what they are learning and how to apply that to employability in career pathways.
This book shows that understanding employability from a range of perspectives is important because governments need graduates with skills ready for the labor market, higher educational institutions are measured by the number of graduates to have gainful employment upon graduation, and international students use study abroad to gain the skills and competencies needed for employability. The chapters critically examine several themes including how students use their capabilities to navigate host country national political policies that define and re-define work permits, visas, and immigration. This includes awareness of national and international employment patterns, wicked problems from globalization, demands of changing labor markets, and adaptability for transversal job sectors. Finally, and of most importance is that the chapters use the lens of diverse student groups, including undergraduates, graduate, and doctoral students, international and domestic students, students who study in different HEI sectors (aka, TVET Colleges and universities), and in different academic programs, (aka STEAM, nursing, and humanities), and different geographies of where students come from and where they study. Such diversification showcases those experiences and relevance to employability are fundamentally different.
University of California, Berkeley
College of the Holy Cross
Arizona State University
St. Cloud State University
Cornell University
York University
University of Pennsylvania
Dominican University
The Half Yet to Be Told: Study Abroad and HBCUs

Many Historically Black Colleges and Universities (HBCUs) are engaged in education abroad and have been for decades. Like other institutions, study abroad at HBCUs offers a variety of options for traveling to different areas of the world for students, while seeking to advance toward obtaining a degree. However, much of the literature regarding study abroad at HBCUs focuses on barriers that prevent students from participating at comparable levels as other institutions.
How can we celebrate the work of education abroad practitioners at HBCUs?
What can other institutions learn from the experience of HBCUs engaged in study abroad?
This edited book will highlight the extraordinary and innovative contributions of HBCUs to education abroad as a whole, with special emphasis on historical perspectives of global education, opportunities for global engagement, stories from faculty, staff, and alumni and how study abroad fosters a sense of belonging in the world.
International Student Support and Engagement in Higher Education

International Student Support and Engagement in Higher Education examines innovative practices in campus, academic, and professional support services which serve the various and unique needs of international students seeking undergraduate and graduate degrees.
Divided into three sections pertaining to campus, academic, and professional support services, the authors present case studies and original research that examine strategies for how institutions of higher education can operate to promote international student success beyond the classroom. The international range of contributors showcase research from across Canada, China, Indonesia, Malaysia, Russia, Senegal, Thailand, and the United States. Foregrounding support services with innovative and successful methods for collaborating with one another, the book crucially addresses how the myriad support services available on campuses can work together to support international students and foster a sense of belonging and connection, rather than maintaining a focus on acculturation. It examines the origins of these partnerships, asking whether the services are designed to support the international student community specifically, or to serve the student population more generally.
Identifying new emerging trends and with a view to establishing a broad and global context for best practices in international student support, this book will appeal to faculty, researchers, scholars, and scholar-practitioners with interests in higher education, student support services, and international and comparative education.
Florida International University
Bucknell University
AIFS Abroad

Vice President of Partnership Development – Ryan Dye
Cranwell Foundation

Executive Director – David Clubb
Edmonds College
CIEE: Council On International Educational Exchange
Baylor University
Frankfurt University of Applied Sciences

Director International Office – Adam L.
IUPUI

Director of International Admission – Kelly Sumner
Penn State University

Director of Research and Fellowship Mentoring – Tineka Lebrun
An Obvious Equity Blind Spot in International Education Practice

Equity has been central in international education discourse over the years, yet our impact on global justice is limited, at best. The approach to international education that is oblivious of the inequitable global power relations constitutes an obvious blind spot international education professionals need to address.
Seagull Institute
Compostela Business School

Director of Language and Workplace Culture – Jaume Gelabert
Morehouse College

Director of International Education – Maraina Montgomery
The Citadel, The Military College of South Carolina
Belmont University
University of Northern Colorado

Assistant Director of International Partnerships and Business Development – Erika Saunders