Education Abroad

Integrate virtual international education into existing residential course offerings and build the next generation of global citizens.

What is Gateway Education Abroad?

Invigorate and internationalize any course by integrating experiential learning directly into existing syllabi.

Gateway partners with colleges and universities around the world to enhance residential course offerings by integrating international experiential learning directly into existing curricula. Specifically, Gateway works closely with faculty members to embed virtual experiential programming that essentially “snaps-on” as an enhancement to residentially taught courses.

International Experiential Learning

Faculty members from most any discipline can easily enhance their residential courses by embedding international experiential learning into existing course syllabi. This may include global entrepreneurship projects, international undergraduate research, service-learning, group internships, etc. Faculty members need only select among these modalities and Gateway will do the rest. We handle all arrangements with international host organizations and provide faculty with content needed for course syllabi adaptations, LMS modules, assessment and evaluation, and so on.

This is a powerful and effective way to increase student motivation and engagement in their courses and extend opportunities for them to apply course content in real-world settings. Working in teams assigned to international host organizations around the world, students will be exposed to real-world settings and immediately apply what they are learning in class.

Intercultural enrichment experiences round out this next generation approach. Gateway provides cultural enrichment activities throughout the course to support students as they learn more about the world, explore their cultural assumptions and work collaboratively across cultural international contexts.

Why Gateway Education Abroad?

The COVID-19 pandemic has had an undeniable impact on education abroad programming. Fortunately, it is still a goal of many institutions around the world to graduate learners who have nuanced understandings of the international dimensions of their chosen disciplines and the intercultural competency skills needed to live and work successfully in a globally interconnected world. And yet, the global shift to virtual and online programming suggests that the nature of education abroad programming as we have known it is shifting and unlikely ever to return to what it once was.

Before the COVID-19 pandemic, higher education was mostly concerned with mobility-based programming that allowed students to earn credit abroad to fulfill home institution degree requirements. In this new era, international mobility is complemented with newly mainstreamed modalities to engage students, including virtual programing.  This does not diminish international mobility or lessen its importance but rather adds to the repertoire of strategies and methodologies faculty can leverage to engage a new generation of students in international and intercultural exchange.

Virtual education abroad programming offers a flexible solution to invigorate and internationalize residential instruction and is welcomed by faculty and students who value how the simplicity of virtual programming ties otherwise residential courses to real world learning in new and exciting ways. Collaborative learning and engagement with host organizations around the world elevate course content and engage students in real-world application of course content. The potential result:

Gateway handles all arrangements with international host organizations and appoints a dedicated program coordinator who ensures that delivery is safe and smooth so you can focus on doing what you do best — educating and preparing students for the future.

Let Gateway be your partner for next generation education abroad programming.

How Does Gateway Education Abroad Work?

Gateway makes the planning and implementation of programming easy. Once a partnership agreement is in place at the partner institution, Gateway works with interested faculty members to develop programs that align with faculty interests and engage students in meaningful international learning. This is achieved in four basic steps:
Gateway works closely with individual faculty members to determine which experiential learning modality best aligns with course goals and objectives and would be most attractive to students.
Once determined, Gateway will locate and orient host organizations around the world (or in target countries) to host students for the duration the course. Gateway will also provide instructional content and directions for faculty members to selectively edit into course syllabi and existing learning management systems (e.g., program description, country overview, project introduction, etc.) that will explain expectations of the program to students.
Working in teams, students will be assigned to international host organizations around the world. Gateway will assign a program coordinator to each course who will liaise closely with the faculty member, student teams, and international host organizations for the duration of the course. Coordinators will encourage students to actively reflect on intercultural differences, language barriers and the dynamics of international collaboration.
Gateway will collect and provide partner institutions with student and host organization evaluation feedback. As needed, Gateway can provide recommendations for assessment of student learning.
Students need only register for courses as they would normally do, and no additional program applications or approvals are required. Additional technology is not required; students will engage with international host organizations via the host institution’s preferred communications platform (e.g., Zoom, GoToMeeting, etc). Gateway Education Abroad programs should not be viewed as an optional course add-on, but rather integrated completely into the design and delivery of each participating course, with requisite participation of all enrolled students.
Faculty member selects virtual experiential learning modality. Faculty member embeds program description and learning modules into course sylllabus/LMS. Faculty member builds on the international experiential learning to enrich course content and acccentuate student learning.
Students register for a course per usual protocols. Course description provides information on virtual program and program fee, if any. In small groups, students are assigned to international host organization(s). Students participate in optional virtual cultural enrichment activities provided by Gateway.


Gateway arranges experiential learning projects that align with the course content and goals. Gateway provides program description and learning modules to course instructor. Gateway appoints a coordinator to provide orientation, support, and facilitation of optional enrichment activities.

What Kind of Experiential Programming is Offered?

Faculty members from most any discipline can easily enhance their residential courses by embedding international experiential learning into existing course syllabi.  Currently, Gateway offers the following experiential program modalities:

For example, a business faculty member may opt for global entrepreneurship through which students engage in industry-specific consulting projects. In this case, international host organizations will be asked to present problems for students to solve or new opportunities to explore. Working in teams, students must combine content from the course and their own research to provide recommendations on how the host organization might work to solve the problem at hand or how to approach a new opportunity. All teams can be assigned to a single host organization for consistency or teams could be assigned to different organizations across varying countries or linguistic groups. For example, one team might be assigned to a small non-profit organization in Argentina, another to a public corporation in Germany, and another in a private, mid-size company in Japan. At the end of the course, potentially as a final course project, students share a written report with their respective host organizations through a virtual professional presentation.

A Global Sprint

Gateway also offers a non-credit, short-term program model focused on Global Entrepreneurship. This program engages students in an intensive, five-day exploration of entrepreneurship facilitated by a well-known educator and a range of entrepreneurs from around the world. Building on a combination of lectures, panel discussions, and daily enrichment exercises, students will be challenged to put theory into practice in collaborative real-world settings.

Using the Google-developed SPRINT method, students will be briefed on a current business challenge presented by a widely recognized global corporation or organization — on par with Starbucks, Uber, KLM, Adidas, HP, or Sony. Over the course of the five days, student teams will employ the SPRINT methodology to breakdown the challenge, ideate, make strategic decisions, prototype, test and ultimately pitch a potential solution to the company. The winning team will be awarded a cash prize to be awarded to a global charity of their choice.

For more information, click here.

What Kind of Intercultural Enrichment Programming is Offered?

At no additional cost, Gateway provides students with cultural enrichment opportunities for a more complete international experience. In addition to standard orientation and ongoing support modules, students will be invited to participate in optional real-time opportunities such as virtual city tours, introductory language lessons (as appropriate), guest lectures, etc. Gateway will also provide country-specific materials to engage students in learning more about their host counties, such as book and movie recommendations, recipes, and links to free podcasts and related media.

How Much Does It Cost?

Course fees may vary based on required inclusions, but the standard fee is calculated on a per student enrollment basis. Several financial models are available to participating colleges and universities. Common options include:
Course Fee
Students pay a modest course fee to the university upon registration for the Gateway embedded portion of their course, which, in turn, is paid to Gateway. Gateway prefers not bill students directly.
Institution Fee
Costs are covered from tuition or internal funds by the hosting academic unit, payable to Gateway.
Mixed Model

Costs are covered from both student fees and home school sources, payable to Gateway.

Program fees vary based on requirements, duration, and intensity.

The Gateway Pledge

Gateway International Group has made the commitment to allocate 5% of all revenue to support traditionally underrepresented student participation in international learning and engagement. We have designated the Fund for Education Abroad (FEA) as a recipient of funds gathered through Gateway Education Abroad. FEA is a 501(c)3 non-profit organization that provides scholarships and ongoing support to students who are underrepresented in U.S. education abroad.

Program Leaders​

Gateway International Group offers highly professional and seasoned international educators who bring years of experience in higher education and have extensive knowledge of education abroad programming and practice. Gateway operates in accordance with the Standards of Good Practice on Education Abroad.

Ms. Amy Blume

Amy Bartnick Blume is an experienced education abroad leader who is solution-focused and analytical with an eye toward connecting people, managing projects, and bringing ideas to fruition.

Kyle Rausch

Dr. Kyle Rausch is an experienced education abroad professional whose work has focused on the oversight of faculty-directed education abroad programs, including the development of program leader training and institutional risk management policies and protocols.

Catharine Scruggs

Catharine Scruggs is an international educator with expertise in developing and implementing educational programs and processes, managing operational capacities and program delivery through local partners for both international and U.S. students.

Let's Get Started

Gateway stands ready to work with you on providing affordable, cost-effective solutions to meet your education abroad office needs. Contact us today to start the conversation and learn more about our innovative approaches for maintaining and expanding your education abroad capacity.

So that we can connect you with the appropriate Gateway professional, please complete this brief intake form.

Amy Blume


Amy Bartnick Blume was a Butler University Chemistry major when she studied abroad at Flinders University in Adelaide, Australia. She pivoted from this initial degree to her international higher education career by making the most of happenstance from study abroad. Over her years in education abroad, Amy worked in student advising, academic affairs, institutional engagement, and recruitment at the Institute for Study Abroad, Butler University (IFSA).

Amy received her Master’s in Public Affairs in Nonprofit Management at Indiana University and during that time worked at the Center for Urban Policy and the Environment. In her positions at IFSA, Amy engaged and connected with hundreds of students and institutions around the world to build partnerships, promote new education abroad models, and match curricular needs.

Traveling in the U.S. and to over 50 countries around the world, allows Amy the chance to constantly use and expand her intercultural learning. Amy has presented on appreciative advising, alumni engagement, and various topics in education abroad at NAFSA and Forum conferences. As an advocate for diversity and inclusion, Amy has supported efforts in the field by volunteering on committees and as a mentor for underrepresented students.

Specialization Areas:

– Education Abroad Recruitment Strategy
– Appreciative Advising
– Partnership and Project Development
– Custom and Virtual Embedded Programs

Kyle Rausch


Dr. Kyle Rausch is an experienced education abroad professional whose work has focused on the oversight of faculty-directed education abroad programs, including the development of program leader training and institutional risk management policies and protocols. Currently serving as the Executive Director of the Study Abroad Office at the University of Illinois at Chicago, Kyle’s experience includes helping institutions build capacity for education abroad, specifically for institutions that serve high numbers of underrepresented students. During his tenure with Arizona State University, Kyle led the faculty-directed programs team to scale programming responsibly, helping move the institution into the top 10 sending institutions as reported by the Institute of International Education. Kyle has also developed institutional risk management policies for international travel, managed the response to emergencies affecting institutional travelers abroad, and taught and led student groups on-site in Europe. Kyle earned a Doctor of Education from ASU with his research focusing on supporting first-generation college students in education abroad. He earned a Master of Science in Higher Education Administration and a Bachelor’s degree in French and International Affairs from Florida State University. Kyle currently serves on the Council for the Forum on Education Abroad and further volunteers by serving on advisory boards for various education abroad organizations.

Specialization Areas:

– EA Risk Management
– Faculty-Directed Programming
– EA Program Development
– Diversity

Catharine Scruggs


Catharine Scruggs is an international educator with expertise in developing and implementing educational
programs and processes, managing operational capacities and program delivery through local partners for
both international and U.S. students. She has performed these roles at educational foundations, Kaplan
International, and CIEE where she managed 60 study centers and 300 staff serving 7000 students annually.
She earned a Masters in International Affairs from Columbia University and a Bachelor’s in International
Studies from American University.

Specialization Areas:

– Program development, management & evaluation
– Partnership Management
– Safety & Security

Mark Beirn


An experienced global researcher and administrator, Mark Beirn brings a critical approach to risk management, factoring structural racism and identity-based violence into his rubric for supporting equitable global mobility.

Specialization Areas:

– Global Risk Management
– Education Abroad
– Diversity, Equity, Inclusion in International Education
– Health and Safety
– Curriculum Development


Stephen Appiah-Padi​


Stephen Appiah-Padi is an international educator with several years of teaching and administrative experience in both 4 and 2-year HEIs. An experienced global education practitioner-scholar, with a demonstrated history of success in the field.

Dr. Appiah-Padi has a Ph.D. from the University of Alberta, Edmonton, Canada in Educational Policy & Administration with a specialization in International/Intercultural Education.

At Northwestern College, he provided oversight in the administration of education abroad and international student services. In Lansing, Michigan, he first oversaw diversity and intercultural education at Lansing Community College, and later created the Center for International and Intercultural Education (CIIE) which merged intercultural engagement and international education programs of the institution, and he became its first director. Additionally, Dr. Appiah-Padi taught a course, “Diversity in the American Workplace”, to undergraduate management students of the College. In his current position, he provides leadership and vision in advancing strategic internationalization initiatives, including international partnerships and study abroad programs at Bucknell University.

Dr Appiah-Padi has created and facilitated several workshops for faculty and staff development in higher education and in business organizations. He has presented at several national and international conferences. In NAFSA, among several volunteer leadership positions, he has served as Dean of the Fundamentals of Intercultural Communication Workshop, the Leadership Development Committee member, Chair of the Africa Special Interest Group, and a Fellow of the Global Fellowship Program for mentoring emerging leaders of internationalization in African HEIs. He currently serves as a member of the NAFSA Board of Directors.

Specialization Areas:

– Education Abroad
– International education leadership development
– Intercultural education and engagement
– International partnerships and linkages

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Rosa Almoguera


Dr. Rosa Almoguera has worked as an international educator for over twenty years. She was trained as a Hispanic Philologist at the Universidad Complutense, in Madrid, and did her M.A. at the University of Pennsylvania. Her Ph.D., from Universidad Complutense included a field study and edition of written balladry “Romancero”. During many years Rosa combined teaching and her role as a senior administrator at the Fundación Ortega-Marañón in Toledo, Spain. At the Foundation, Rosa directed and, in many cases created, programs for the University of Minnesota, Notre Dame, Princeton, Ohio State, Arcadia, and the University of Chicago. She has also been a visiting professor at the University of Minnesota, University of Portland, and Interamericana de Puerto Rico.

Beginning in 2016, Rosa works as an international education consultant for both public and private European and US higher education institutions. Rosa has been successful in developing new partnerships and programs, as well as helping improve already existing ones.

Rosa is a member of Forum and NAFSA and has presented with higher education professionals on innovative academic and research programming, STEM in study abroad and Nationalism in Europe. Rosa is currently completing the final Professional Certification from the Forum on Education Abroad.

Specialization Areas:

– Student services
– Education abroad programming
– Institutional partnerships
– Education and training