Home Institution: University of Kentucky
Expected Graduation Year: 2024
Academic Major / Minor: International Studies / Political Science & Peace Studies
Destination: Tokyo, Japan
“Hello” in your host country’s language: こんにちは
Demographics: Asian/Asian American, First-Generation American, First-Generation College Student
Future Career Goals: To work in a government level role that specializes in global diplomacy/politics.
Top Three Study Abroad Goals: To experience as many parts/prefectures of Japan as possible; To learn how to be independent mentally and financially; To improve my Japanese skills up to a comfortable conversational level.

Pronouns: she/her
Expected Graduation: May 2024
Major / Minor: Healthcare Administration
Identity: Asian/Asian American, First-Generation College Student, Transfer Student

Future Career Goals:
My goal is to close the accessibility gap in healthcare access and ensure that everyone, from all backgrounds, can access the care they need. I am committed to speaking up for refugees and advocating for high-quality healthcare. My journey is not just a personal one but a shared commitment to improving the lives of those who continue to suffer in silence.

Study Abroad Goals:

Gain knowledge of healthcare systems from a global perspective.
Gain knowledge and experience on how communities come together to help in healthcare.
Gain more understanding of different approaches to healthcare to effect significant changes in my own community.
Use the knowledge to give back to my community and people in need.

Pronouns: He/him
Expected Graduation: 2024
Major / Minor: Religious Studies / Chinese and TESOL (Certificate)
Identity: Hispanic/Latinx, LGBTQ+

Future Career Goals

English teacher in South Korea

Expected Graduation: 2026
Major / Minor: English Professional Writing & Business Strategic Marketing / Teaching English to Speakers of Other Languages (TESOL) & Global Business
Program Provider: Hanyang International Summer School (HISS)

Future Career Goals:

I plan to live and work in South Korea long-term, initially as an English instructor before utilizing my marketing background as a bilingual public relations specialist or marketing professional for a South Korean company.

Top 3 Goals for your time abroad:

1. I wish to learn about the Korean business landscape—perspectives on the global marketplace, international partnerships, and locally owned and small business culture—by interacting with students, professors, and native South Koreans interested in the business industry.

2. I wish to improve my Korean language skills through meaningful interactions with South Koreans, ultimately participating in personal exchanges and creating long-lasting friendships.

3. I wish to enhance my cross-cultural understanding by pursuing opportunities to immerse myself in various aspects of South Korean culture—visiting numerous restaurants to try Korean food, taking public transportation like the Seoul Metropolitan Subway, etc.

Expected Graduation: 2026
Major / Minor: Business Managment
Program Provider: WKU Faculty-Led

Future Career Goals:

My goal for the future is to find opportunities in Human Resource Management. Specifically becoming a recruiter for a company or organization.

Top 3 Goals for your time abroad:

Gain more cultural awareness, Discover more about the African diaspora, Make international connections and friendships

Expected Graduation:2025
Major / Minor: Psychology, Music
Program Provider: Bilateral Exchange – Bellarmine University and Ewha Womans University

Future Career Goals:

I hope to get a master’s degree and become an Industrial-Organizational Psychologist, and to explore the consulting component of the field. I will also continue to use my music degree to perform and create whenever possible!

Top 3 Goals for your time abroad:

My primary goals while abroad are to come to a deeper understanding of both myself and the world around me through the lens of my majors, to improve my Korean language skills (becoming as close to fluent as possible), and to grow into a more competitive graduate school and job applicant.

Expected Graduation: 2025
Major / Minor: Psychology
Program Provider: Aix Marseille University

Grant: The grant provides scholarship funding for international education professionals at Minority Serving Institutions to participate in NAFSA’s year-long Academy for International Education leadership development program.

Dr. Stacy Estrada-Smith is a global educator, peace scholar, and equity-driven leader in international education. With a Ph.D. in Peace and Conflict Studies and Leadership Perspective and an MBA in International Business, she brings over a decade of experience advancing cross-cultural learning, global leadership, and inclusive program design – especially within community colleges and underserved communities.

She is the founder of Sabia and Co, and created VOICE: Global Edition, an initiative dedicated to amplifying the voices of young women of color through storytelling, intercultural exchange, and global leadership development. Aligned with the United Nations Sustainable Development Goals 4 and 5 (Quality Education and Gender Equality), VOICE bridges personal growth with global citizenship to empower the next generation of changemakers.

Dr. Estrada-Smith’s commitment to international education is rooted in hands-on global service. She has partnered with organizations such as Rotary International, the United Nations Refugee Agency (UNHCR), Red Cross International, and the Peace Corps, bringing peace education, leadership mentoring, and humanitarian support to communities across Costa Rica, Morocco, Panama, Peru, and Mexico.

Currently serving as a CTE Transitions Specialist at College of the Desert, she works to expand equitable access to international education and global career pathways for first-generation and community college students. A proud NAFSA Academy member and Rotary Global Peace Scholar, Dr. Estrada-Smith continues to champion the power of education, equity, and storytelling to create a more inclusive world.

She extends her heartfelt thanks to Gateway Impact for their support and recognition through the Gateway Impact Grant, which helps bring this vision to life.

Kristina Talbi is an educator and higher education administrator with over 14 years of experience supporting international and multilingual students across higher education and adult education settings. Her work spans teaching, admissions, and student services leadership, with a focus on student success, intercultural engagement, and institutional effectiveness. She studied abroad in Italy at both the high school and university levels, experiences that inform her globally minded approach. Fluent in French and Italian and conversational in Spanish, Kristina brings strong cross-cultural communication skills to international education roles. She is an active member of NAFSA and TESOL International Association.

Julia Perez is the Academic Affairs Specialist for the International Students Program at Napa Valley College, where she serves as the institution’s first full‑time staff member dedicated to international student support.

Her journey in international higher education began during her undergraduate years at Purdue University Northwest, when she first discovered her passion for supporting globally mobile students and fostering cross‑cultural connections.

That early experience laid the foundation for a career centered on access, belonging, and student success.

In her comprehensive position, she manages federal compliance as a Designated School Official, advises students, manages recruitment‑partner relationships, and develops cultural programming.

She is actively building sustainable structures that strengthen the college’s international program and enhance the student experience.

She holds a graduate degree in International Higher Education from Loyola University Chicago and is participating in the NAFSA Academy to deepen her regulatory knowledge, expand her advising and intercultural communication skills, and develop strategic planning tools that support long‑term program growth.

Through the Academy, she hopes to build the expertise and confidence needed to position international education as an integral part of Napa Valley College’s mission and to continue creating a program that connects people, cultures, and ideas through meaningful educational experiences.

Stacey Hansen has over 20 years of experience in international education, student mobility, and intercultural learning. Her professional practice is inspired and informed by experiences studying and living in culturally and linguistically diverse communities across the U.S. as well as in Spain, Australia, and Japan. She has worked extensively with staff trainings, process improvement, increasing financial access to education abroad, peer advisor and graduate intern programs, and (inter)cultural preparation initiatives. As a dedicated international educator, Stacey approaches her work and leadership with curiosity, respect, collaboration, and open dialog.

Stacey is a Ph.D. candidate in Educational Policy and Leadership at the University at Albany, SUNY. Her professional and research interests include professional learning and development; the intersection of organizational goals and capacities; the impact of intercultural experience on human development; intercultural learning; improvement science; and communicating with data.

Ulrike M. Decker has been working at the intersection of international cooperation, stakeholder management, and innovation in education for more than 20 years, spanning the academic and the non-profit sectors in Europe, Asia, and the US. She specializes in designing and leading experience-based programmes, with a commitment to creating impactful learning environments that empower individuals, communities, and organisations alike. Since 2018, Ulrike has been developing academic short programmes for the International Relations Center at the University of Cologne’s Faculty of Management, Economics and Social Sciences, and has assumed additional responsibilities as the Deputy Director of the department for the past 6 years. She holds a joint Bachelor of Arts in Modern Languages and Intercultural Communication from the University of Flensburg and the University of Southern Denmark, and an Erasmus Mundus Joint Master’s degree in Euroculture from the University of Göttingen and Uppsala University.

Kristin Tokic is an international education strategist and nonprofit leader whose career spans global corporate innovation and higher education leadership. After a decade with The Walt Disney Company contributing to worldwide initiatives that strengthened her expertise in operations, storytelling, and cross-cultural engagement, she has spent the past 15 years advancing internationalization, student success, and institutional strategy in both K-12 and higher education.

At Queens University of Charlotte, Kristin leads initiatives that support international students while building collaborative partnerships across academic and community ecosystems. Her leadership reflects a forward-thinking commitment to access, equity, and sustainable global engagement. As has been said, “We are not monoliths; economics, race, age, and support systems shape our lives.” She remains grateful to Gateway International Group for investing in professional communities and expanding access to global education leadership.

Kristin serves on the Board of Directors for International House Charlotte, co-chairing the Development Committee for the nonprofit dedicated to fostering a more globally connected city. She is a member of the Council of Advisors for International Student Exchange Programs (ISEP), serving on the Governance Committee and championing increased access and representation for HBCU institutions and leaders. She also serves as the International Student and Scholar Services Representative for NCAIE and as the NAFSA Region VII ISSS Liaison, supporting institutions across seven southern states, Puerto Rico, and the U.S. Virgin Islands.

To maintain her connection to the arts, she serves on the Board of Directors for the world-renowned Children’s Theatre of Charlotte, where she chairs the Community Engagement Committee.

A 2025 recipient of NAFSA Region VII’s “Big IDEA” award for International Allies Week, Kristin continues to lead with purpose and vision. As a recipient of the Gateway to Leadership Fund supporting participation in the AIEA Annual Conference, she expresses deep gratitude to Gateway International Group for investing in leaders shaping the future of global education. She remains committed to advancing toward senior executive leadership, helping institutions reimagine internationalization, expand equitable pathways, and guide global strategy at the highest levels, nationally and globally, inspired by Gateway’s commitment to strengthening the international education community.

Mandy Brookins, MPA, MA, is the Executive Director of the Rinker Center for Global Affairs at Ball State University in Muncie, Indiana. Since 2000, she has served in numerous capacities as an international educator at Michigan State University, Earlham College, DePauw University, and The Forum on Education Abroad.

Mandy is a passionate global education advocate and is committed to ensuring equitable access to cross-cultural learning for personal and professional growth. She combines with her enthusiasm for cross-cultural exchange and higher education with her love of languages and travel.

A lifelong learner, Mandy holds a Bachelor of Arts degree in East Asian and International Studies from Kalamazoo College, a Master of Arts in Higher Education Administration and Student Affairs from Michigan State University, and a Master of Public Affairs and International Development from the Paul O’Neill School of Public and Environmental Affairs at Indiana University-Bloomington.

Torian Lee brings more than 14 years of leadership and management experience in higher education administration, with expertise in directing international programs and services, teaching and training, managing human and financial resources, grant writing, and overseeing special projects. He earned a Juris Doctor from Capital University in 1997 and is a recipient of the Fulbright Education Administrator Scholarship to Germany in 2005, the United Kingdom in 2013, and India in 2015. He is a member of NAFSA: Association of International Educators and previously served on its Membership Committee leadership team. He has also been active in the Association of International Education Administrators, serving on the Board of Directors from 2015 to 2020.

Most recently, Lee served as Director of the Center for Intercultural and International Programs at Xavier University of Louisiana from 2011 to 2019 and as Director of International Programs at Elizabeth City State University from 2008 to 2011. At both institutions, he oversaw study abroad, exchange programs, and international student and scholar services while working closely with faculty and academic departments to expand international education initiatives and improve access to study abroad opportunities. He played a leadership role in integrating international opportunities into academic curricula, expanding international partnerships through new program development, leading program assessment and review, and serving as the primary coordinator for study abroad risk management. He also managed campus programming for International Education Week, Study Abroad Week, and study abroad fairs, and served as campus liaison for the Fulbright, Boren, and Gilman scholarship programs. Earlier in his career, he served as Director of Student and Multicultural Affairs at Capital University Law School from 2002 to 2006.

Dr. Samantha López brings more than 22 years of experience in international education to her role as Director of International Student Services at The University of Texas Rio Grande Valley (UTRGV). In this role, she oversees all international students pursuing academic programs at UTRGV, as well as students participating in the National Student Exchange (NSE) program. She also manages the incoming international exchange students from UTRGV’s global partner institutions. A proud UTRGV alumna, Dr. López earned her Bachelor’s, Master’s, and Doctorate degrees from the university. In 2021, she completed her doctorate in Curriculum and Instruction with a specialization in Higher Education Teaching, with her dissertation titled: “Academic and Cultural Perspectives of International Students at a Hispanic-Serving Institution.”

Dr. López is a long-standing member of NAFSA: Association of International Educators and was honored with the Outstanding Service Award to International Education for her national-level impact—most notably for her successful advocacy with the U.S. Department of Labor. Her winning case led to a policy change that has since benefited many international professionals in higher education across the country. Her professional interests include international student & scholar services, immigration policy, and research focused on student experiences in higher education. Outside of work, she enjoys spending time with her family and two playful dogs.

Dr. Elenora Haag is an international education professional with over 15 years of experience managing international programs and partnerships at universities in the U.S. and Europe. In her current role at Wake Forest University she is responsible for international admissions and partnerships in the School of Law, where she is also developing an institutionally-aligned and data-informed international programs strategic plan. She completed her Ed.D. in Educational Leadership/Higher Education from the University of North Carolina at Charlotte in 2024, with dissertation research focusing on the intersection of leadership and institutional context as mediators of the internationalization process. As an active volunteer leader with NAFSA’s Teaching, Learning, and Scholarship Knowledge Community and IIE’s Community of Practice for Partnership Professionals, she strives to bridge the gap between research and practice and promote resources and opportunities for emerging scholar-practitioners of international education.

Shawn Wall is a self-made international educator, nonprofit leader, and passionate advocate for equitable access to global learning. Born and raised in Denver, he is the Founder and Executive Director of World at Hand, a grassroots nonprofit that introduces underrepresented students to global education opportunities. Since launching the organization in 2020, Shawn has helped hundreds of students—primarily in the Denver area—gain exposure to study abroad, receive passports, and access scholarships.

His mission is expanding across Colorado and the U.S., with programs designed to holistically support students through every stage of international education—from initial exposure to post-abroad professional development—while also bridging urban and rural communities through cross-cultural exchange. A former study abroad student turned local and global changemaker, Shawn draws on over a decade of international experience to design programs that make the world more accessible, one student at a time.

Project: Empowering the Future of Global Education
This multi-part initiative integrates disability inclusion, rural access, and post-study abroad career development into a nationally scalable model. The project includes piloting the Beyond Borders: Next Steps career readiness program, expanding the Global Scholars Pathway (GSP) to rural Colorado, and contributing to a panel session at NAFSA 2025 focused on the future of disability inclusion in global education. Grant funds will support Shawn’s participation in the NAFSA panel, implementation of the Beyond Borders pilot, and rural outreach efforts. This project enhances his leadership in inclusive global education while expanding access for underserved student communities across the country.

Pingchien Neo, Ph.D. is the Director of International Engineering Programs at the University of Florida’s Herbert Wertheim College of Engineering. She earned her Ph.D. from UF in 2024 and holds a B.S. in Nuclear Engineering from UC Berkeley, as well as an M.S. from ETH Zürich in Switzerland. Before entering academia, she worked in the engineering industry across the U.S., Malaysia, Taiwan, and Switzerland. Pingchien began her academic career as a lecturer in UF’s Nuclear Engineering Program before transitioning into her current role. She brings a global perspective to engineering education and is passionate about helping students pursue international experiences. Under her leadership, UF’s International Engineering Programs have grown significantly, with more students participating in global study, research, internships, and service learning.

Project: Evaluating the Impact of Inclusive International Education
This professional development project uses a mixed-methods approach to assess how inclusive program design—particularly for students with disabilities and those from underrepresented backgrounds—impacts learning outcomes in UF’s London program. The grant will support a research study that evaluates the effectiveness of inclusive international education programs. Funding will cover licensing for the Intercultural Development Inventory (IDI), travel to conduct on-site research in London, and materials for data collection and dissemination. The project will strengthen Pingchien’s expertise in inclusive program evaluation and generate actionable insights for the broader field of international education.

Purpose of Funds: The funds helped to fund our first faculty led trip to Kenya. Specifically, the funds were used to support global collaboration and experiential learning during our trip through site visits with local organizations, cross-cultural professional exchanges and engagement with entrepreneurs, artists and community organizations.

Purpose of Funds: The grant funds were used to build on the themes from my presentation at the Global Respectful Disruption Summit in April 2025, integrating astrology as an identity, and a reflective and creative tool for transformation. 
Title of presentation: Stars, Stories, and Social Change: Making Time for Playtime in Global Education
Developed through this grant, I hypothesized that people experience internal conflict between their desire and patterns of resistance, and therefore are more willing to stick to what they know than to overcome that resistance and make meaningful, lasting identity and transformational shifts.