Global Engagement Solutions for Higher Education

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Expanded AlertTraveler Alert and Intelligence Options with Riskline Duty of Care Partnership

September 8, 2021


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Continuing to expand its duty of care offerings through enhanced safety and security measures for domestic and international travelers, Terra Dotta, a leader in global education engagement solutions, today announced it has partnered with Riskline, a leading travel risk and intelligence company. The partnership will allow Terra Dotta’s award-winning AlertTraveler® app to seamlessly deliver Riskline’s travel alert and intelligence insights to administrators and travelers.

With this partnership, more than 600 higher education institution clients will now have the option to access Riskline’s practical, traveler-focused advice to mitigate threats to personal security of students, faculty and staff across more than 200 countries. Riskline’s daily gathering of open-source intelligence is human curated, ensuring all notifications are legitimate, relevant and correct.

“As domestic and global travel begins to open up again amidst varied security dynamics and levels of uncertainty depending on location, it’s more important than ever for higher education institutions to address the complex safety needs of its student and faculty travelers,” said Anthony Rotoli, CEO of Terra Dotta. “With the help of Riskline, we’re excited to offer university and college clients an even higher level of duty of care by enabling them to track potential threats as they develop – keeping travelers informed 24/7.”

Terra Dotta’s AlertTraveler app will be able to issue notifications to administrators and travelers for Riskline Alerts, Country Alert Summaries, Country Report, City Alerts, COVID-19 Updates, and Travel Advisories. This includes sharing information spanning an array of severity levels, including minimal, low, medium, high and extreme.

“Having the right level of risk intelligence at the right moment plays a critical role in keeping individual travelers informed and empowered to maintain their safety,” said Suzanne Sangiovese, Riskline’s commercial and communications director. “Partnering with Terra Dotta is a natural fit as we can collaboratively help institutions maintain the highest possible levels of duty of care by sharing personalized, up-to-date safety information when and where it is needed most.”

 

Terra Dotta Honored on Inc. 5000 List as One of America’s Fastest Growing Companies

August 17, 2021


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Celebrating its 20th anniversary as a leader in global education engagement solutions, Terra Dotta today announced it has been named to the Inc. 5000 list, the most prestigious ranking of the nation’s fastest growing private companies. Terra Dotta achieved a revenue growth rate of 61% over the past three years, earning a spot on the list for the first time in recognition of continuous innovation and high client satisfaction.

“On behalf of the entire Terra Dotta team, we’re thrilled to be named to the Inc. 5000 list and look forward to continuing the company’s high growth trajectory by supporting the international program and global engagement priorities of higher education,” said Anthony Rotoli, CEO of Terra Dotta. “Over the past two decades we have helped higher ed elevate their study abroad, international student, and travel duty of care program outcomes and we remain committed to their continued success,” said Anthony Rotoli, CEO of Terra Dotta.

Serving more than 600 colleges and universities, Terra Dotta’s cloud-based solutions facilitate cross-cultural experiences for students, faculty and staff in more than 85 countries. This includes elevating the global education experience for over 1 million travelers and virtual students annually.

Terra Dotta’s recent impact on client outcomes includes 12 of Terra Dotta’s clients being recognized by the Institute of International Education with the Generation Study Abroad 2020 Seal of Excellence (out of 19 total). These higher education institutions have used Terra Dotta as part of their initiatives to make study abroad more accessible and inclusive for all students.

 

Increasing Internationalization On-Campus

July 20, 2021


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As the return to campus for Fall ‘21 nears, many universities are still operating with precautionary measures, particularly when it comes to approving international travel. Some are allowing student travel to level three countries, whereas others are approving travel on a petition basis.

Despite the differences between international travel approval, one thing remains: international mobility is not in full swing just yet. And even as international travel picks up in volume, it’s important to remember that internationalization can occur without traditional forms of mobility.

Border Free GC
Georgia College & State University (GC) has been working on an initiative called Border Free GC, which is “an innovative framework for internationalization grounded in accessibility and inclusion” that “leverages the online environment to extend international opportunities.”

The initiative has two principal objectives:

  1. Enable every GC student to have an international experience prior to graduation.
  2. Enable GC faculty and staff to have access to international opportunities to enhance teaching methods, research opportunities, and their professional development.

The initiative works to unite GC students, faculty, and staff to the larger global community through programming in six key areas:

  • Border-free Study Abroad
  • Border-free Classroom
  • Border-free Academic Programming
  • Border-free Student Development
  • Border-free Faculty and Staff Professional Development
  • Border-free Community Enrichment

These six buckets can involve virtual study abroad programming, global partnerships, international festivals, events with international alumni, conferences and more ーall facilitated with the help of the GC International Education Center.

Creating Border Free GC
While the idea had been percolating for quite some time, it really started to come together when Liz Havey, Assistant Director of Education Abroad, and Dr. Emmanuel Little, Director of the GC AAMI & Call Me MiSTER Programs began to collaborate with De Montfort University’s Decolonising DMU program to facilitate conversations among students of color at the two institutions.

At the conclusion of the first conversation, in early March 2020, one student came up to Liz at the end to thank her for coordinating the event. The student mentioned that she remembered Liz from her freshman seminar presentation about study abroad, but had never felt like study abroad was for her. However, had she had an experience like that DMU conversation as a first year student, she would have made study abroad a reality.

Then, when the pandemic hit, the GC Education Abroad team worked closely with study abroad program directors to quickly pivot many of study abroad programs to a virtual format and the idea really began to cement. Over the summer, Liz began reaching out to faculty who teach on international subjects to begin connecting them with counterparts at partner institutions to facilitate student - to - student conversations, guest lectures, a creative writing workshop series, and even a trivia night.

Tips for Facilitating more Internationalization on your Campus
With almost 18 months under their belt, the Border Free GC initiative is starting to gain international recognition and was one of only fifteen universities worldwide highlighted in the June 2021 University UK report on “examples of impactful Internationalisation at Home programmes.”

Liz offered advice for other universities hoping to facilitate more on campus internationalization:

Start small. Think about who your department allies are. Think about who your close partners abroad are and who might have the interest and resources to engage on this level with your institution. Think about where the holes are in your operations - is there a target audience you are not reaching that you want to?

Rather than taking a syllabus or program and just moving it online, use your human and technological resources to rethink the course or event. Start with your goals or learning outcomes and work backwards from there to design an impactful and sustainable project.

The pandemic has given way to a number of innovations in the past year, and as international education continues to face limited mobility, what internationalization strategies can you implement on your campus?

 

Customer Spotlight: UMBC

June 29, 2021


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Until a few years ago, University of Maryland, Baltimore County’s global education team relied on entirely paper processes to log, manage and update student information. This approach meant staff couldn’t focus on the most important work for global education teams: cultivating relationships with students and developing new programs and opportunities that met the needs of the university community.

It was time for UMBC to join the digital age, and that’s exactly what happened when the university deployed Terra Dotta’s solutions for incoming, outgoing, and travel risk.

Now with Terra Dotta’s Study Abroad, ISSS, Travel Registry, and AlertTraveler, UMBC has more time to advance its programs and respond to students’ needs. Learn more about UMBC’s transformation with Terra Dotta in this case study: From Paper to 21st Century: How UMBC Grew its Programs with Terra Dotta.

 

AlertTraveler City and Neighborhood Scorecords

June 25, 2021


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Expanding its duty of care offerings through enhanced safety and security measures for domestic and international travelers, Terra Dotta announced its new AlertTraveler® City and Neighborhood Scorecards -- powered by GeoSure® hyper-local, personalized and inclusive safety scores and notifications.

"As institutions begin to reopen travel for students and faculty both in the US and abroad, it is imperative to proactively restore trust in travel experiences by addressing safety and security needs on a more personalized and localized level,” said Anthony Rotoli, CEO of Terra Dotta. “As safety is determined in part based on who you are and where you are, we’ve introduced AlertTraveler City and Neighborhood Scorecards in partnership with GeoSure to help our customers elevate their duty of care -- empowering travelers to assess their individual travel risk and take appropriate safety measures based on city-wide situational and safety data.”

Embedded in Terra Dotta’s award-winning AlertTraveler app and accessible by both administrators and travelers, the new City and optional Neighborhood Scorecards help maintain travelers’ safety by providing an interactive Local Safety Map of current travelers. As city and neighborhood safety can vary greatly based on factors like time of day and personal characteristics, the map is populated with city-wide and neighborhood-wide situational scores across the following seven categories as well as an aggregate city or neighborhood score to keep travelers informed and aware of their surroundings:

  • Nighttime Safety
  • Physical Safety
  • Women’s Safety
  • Theft
  • Basic Freedoms
  • Health & Medical
  • LGBTQ+ Safety

Travelers with GPS enabled on their device will begin to receive push-notifications when they arrive in a new city, including the city’s safety score. They also have the option to contribute to ongoing Scorecard data by reporting on how safe they feel in a given city or neighborhood.

“We are excited to collaborate with Terra Dotta as their global education engagement solutions are an ideal complement to our robust hyper-local safety insights for personalized risk mitigation,” said Michael Becker, CEO, GeoSure. “Particularly given today’s evolving environment both in the U.S. and overseas, institutions must be prepared to deliver a new duty of care experience including access to comprehensive solutions that proactively cover all aspects of the traveler safety experience.”

GeoSure’s safety scores are derived from country, city and neighborhood crime statistics, health, economic, and political data feeds and other data sources. These scores help organizations meet diversity, equity and inclusion needs by enhancing duty of care capabilities to support underrepresented and underserved travelers in real time. This comprehensive approach helps ensure a proactive approach for addressing each traveler’s possible personal vulnerabilities depending on their location at any point.

 

Customer Spotlight: SUNY New Paltz

June 21, 2021


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SUNY New Paltz draws more than 400 international students to its campus each year, and until recently, the team could not rely on their international student management system to streamline their work.

They struggled with bad data, integration headaches, scattered information, and a lot of wasted time. New Paltz needed a change—and that came in the form of Terra Dotta’s ISSS solution.

The choice to move to Terra Dotta’s ISSS solution was fairly simple. The Center for International Programs at New Paltz had been using Terra Dotta’s Study Abroad for more than a decade. 

Launching just months before the pandemic, the benefits came quickly. Now, with Terra Dotta, the team can trust their data, students can submit documents anytime, staff can work remotely, and more. 

Read more about how Terra Dotta allows SUNY New Paltz to focus less on data management and more on supporting international students in this case study: Unreliable to Reliable: SUNY New Paltz takes control of their data with Terra Dotta.

 

Expanding DEI Resources in your Study Abroad Office

June 15, 2021


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The following guest post offers the perspective of Elisabet Raquel García, a recent college graduate from a historically underserved background on a mission to serve those from a similar background.

While international travel may not be back in full swing just yet, many Study Abroad offices are preparing for the return to travel and opening up applications for future study abroad terms. As students enter the application process, international educators must make sure they have the appropriate resources to support all students looking for experiential learning opportunities.

Recently, Terra Dotta spoke with Elisabet Raquel García, a 2019 graduate of University of California, Santa Cruz (UCSC) and four-time scholar abroad. While the most common demographic for study abroad is a white female, García is a first-gen, low-income, and multicultural Latina.

During her time at UCSC, she was able to study abroad in Brazil, Mexico, and Chile to reconnect with her Latin American roots spread across the American continents, reunite with family members, and become fluent in Spanish through programs run by the University of California Education Abroad Program (UCEAP). Upon graduating from UCSC, she also had the privilege of participating in a program to reconnect with her roots offered by the Institute of Mexicans in the Exterior of the Mexican Federal government.

Unique to the University of California system, UCEAP is a very academically integrated program, allowing for easy credit transfer and for financial aid to apply towards abroad opportunities. The flexibility and accessibility of the program allowed García to embark on her first program in Brazil.

After she returned, García began working in the Study Abroad office as a peer advisor, dedicated to helping other historically underserved students access global learning opportunities. As García advised others about programs academically and financially available to them, she began to learn of other programs and scholarship opportunities herself. García applied to and was awarded several scholarships including the Gilman and Duttenhaver scholarship and continued on to study in Mexico and then on to complete a year-long program in Chile.

After spending two of her five years at UCSC abroad and advising a wide range of her peers about study abroad opportunities, García has since launched on an entrepreneurial path, dedicated to supporting historically underserved students by creating digital content that can be used by higher education institutions and international education organizations through her company: Access Equitable Education.

Taking Action: For Study Abroad Offices
When asked what advice García had for institutions as they seek to expand DEI resources, she commented that access to resources is paramount to student success. “Make sure you offer informational resources that take into consideration students’ diverse needs and identities, and make sure these resources are readily available to all students.”

During her final term with UCSC Global learning, García gave their website section on Student Identities, titled “Identities Abroad and Away” a complete overhaul and make-over full of accessible information for students of diverse identities. As a volunteer alumni, she is currently working with UCSC Global Learning to develop short videos to upload on their site to explain various resources and make the information even more accessible and digestible for all.

Secondly, García added that re-assessing an office’s statement of inclusion is important as well. “Make sure the statement admits your commitment to inclusion and also that your processes actively work towards that commitment. There is no point in making statements without taking the action that truly backs them up.”

Lastly, García called on her own experience as a peer advisor. “If your office has peer mentors, make sure that they are of truly diverse backgrounds. Listen to their ideas and trust that they know their peers best. In short, find diverse talent and trust in them to implement that talent. Your department will be blown away at just how much they are capable of.”

Advice: For Students
García had separate advice for students, “It’s never too early to plan. I had no intention of studying abroad multiple times, but I started doing research early and learned of all the opportunities that existed for me. The earlier you plan, the better the outcome.”

García added that it’s important to strategize, not only for the program application but also for scholarship applications. She even shared her own scholarship formula, which includes three key aspects:

  • Explain why you want to win the scholarship
  • Explain how winning the scholarship will benefit you
  • Explain how you will pay what you've benefited from the scholarship opportunity forward to others

Returning to Travel
As we near the full return to travel and re-enter standard application cycles, it’s important to affirm your commitment to inclusion and ensure students have access to resources, no matter their identity.

If you would like to learn more about Elisabet Raquel García or Access Equitable Education, García welcomes students and institutions to reach out to her with comments, questions, or to follow along with her content. Soon, Access Equitable Education will have a website up and running, until then please engage with her on the following platforms:

LinkedIn

Instagram: @AccessEquitableEducation

TikTok: @AccessEquitableEducation

For more tips on expanding diversity in your study abroad programs, check out Terra Dotta’s E-Book: Diversity in Study Abroad; Why you need it and how to achieve it.

 

3 Reasons to Launch Virtual Programs

June 2, 2021


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As we move into a post-pandemic world, some may be ready to log off Zoom forever. But digital exchanges aren’t simply a replacement when international travel isn’t possible, said virtual exchange experts during a recent Terra Dotta webinar. They are an opportunity to provide international experiences to a broader range of students and help them develop necessary skills for the 21st century.

“If your institution is thinking of entering the virtual global learning space just simply because we’re still in the midst of the pandemic and as a substitute for traditional mobility, you’re not going very far,” said GianMario Besana, Associate Provost for Global Engagement and Online Learning at DePaul University in Chicago.

Virtual exchange programs only expand opportunities for students at a time when they need new skills and perspectives for the global workforce.

Reason #1: Equity
While study abroad teams have been successful in persuading more diverse students to study abroad, white female students still make up the vast majority of study abroad students. Cost, family responsibilities or expectations and cultural concerns are among the hurdles holding many students back from studying abroad. Virtual programs help pave over some of those objections because they don’t include the cost of a plane ticket or require students to be away from family or work responsibilities for an extended period.

With virtual programs, institutions can engage students who never would have pictured themselves participating in a study abroad experience, said John Sunnygard, Associate Provost for Global Learning and International Affairs at Western Kentucky University. It’s “creating new opportunities for students to be thinking about international activity.”

Reason #2: Employment
Global and intercultural fluencies are among the top competencies associated with career readiness, according to the National Association of Colleges and Employers. And, after a year of video conferencing, global virtual collaboration skills, specifically, may be more important than ever, Besana said. Even before the pandemic, he said, it wasn’t unusual for newly hired DePaul graduates to be plunged into a virtual business meeting with participants from around the world.

As students participate in these digital exchanges, they not only gain experience collaborating with people from other cultures, but they also learn how to do it virtually. It’s a skill they likely wouldn’t gain during a traditional study abroad trip.

“When you’re thinking about traditional mobility on one hand and virtual global learning experiences on the other hand, the narrative isn’t either or, which one is better, can I do this instead of,” Besana said. “It’s simply an ‘and.’ Think about both. Think about the difference in learning outcomes and then engage strategically in both because they serve different purposes.”

Reason #3: New Perspectives
When properly structured, students can become “truly immersed” with peers in other countries as they partner on virtual projects, Besana said. These peer connections often don’t happen in traditional programs, particularly during short-term, faculty-led trips. “Students really work for weeks and weeks and weeks with students of the peer institution,” he said of the digital exchanges. “They get to really experience a difference of perspective.”

Want to learn more about virtual programming? Check out Terra Dotta's new E-Book: In Theory and In Practice: How to Build Virtual Global  Learning Programs that Make a Difference.

 

The Pandemic Rattled Study Abroad, Then Transformed it for the Better

May 19, 2021


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At times during this pandemic, it felt like we were witnessing the end of international education opportunities for students and scholars on a global scale. But every cloud has a silver lining. Adapting to a new reality of travel bans and lockdowns, institutions have transformed programs and adopted technology in ways that have made international education more diverse, accessible, and inclusive than ever before.

In March 2020, global travel came to a standstill. Institutions had to scramble to quickly bring students and faculty back home from trips abroad. They had to confirm and monitor the location of every traveler, and then help them coordinate a quick and safe return home with next-to-no notice.

Simultaneously, institutions were helping international students return to their home countries amid ever-changing regulations and logistics. Even if they were safe on campus, many international students could no longer reside there—whether due to their campuses shutting down or immigration regulations—and they needed to return to their home countries unexpectedly.

Read more from Terra Dotta's CEO, Anthony Rotoli, on Harvard Business Publishing Education

 

Expanding Global Opportunities in Education for Greater Diversity, Equity, and Inclusion

May 14, 2021


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Global engagement is experiencing a renaissance on college campuses. While only 2% of undergraduate students (registration required) and 16% of those who earn a bachelor's degree have taken part in study abroad programs, according to the Institute of International Education or IIE, this is changing dramatically for the better. Why? When the pandemic forced study abroad programs to shut down, many institutions responded by envisioning new or expanded ways to offer internationalization opportunities without the physical travel component. 

While global engagement is critical for developing the leadership and collaboration skills and perspectives needed to thrive post-graduation, not all demographic populations have historically had access to internationalization opportunities. Some colleges and universities already had limited virtual programming in place before the pandemic, and for others, offering other programs was a whole new approach. And while it may have been a short-term solution, this innovation mindset has helped institutions collectively expand and invest in greater study abroad access for the long term, including helping to realistically improve equity, diversity and inclusion in study abroad.

Read more from Terra Dotta's CEO, Anthony Rotoli, on Forbes.

 

Customer Spotlight: University of Florida

May 6, 2021


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The University of Florida consistently ranks among the top public universities in the country and has over 6,000 international students and scholars!

With such a large international population, they had a software provider to support their operations, but this platform was growing in price and shrinking in functionality.

University of Florida wanted to offer a better experience for both incoming students and their administrators, so they made the move to Terra Dotta, allowing them to better serve international students, scholars, and exchange visitors.

Read more about how University of Florida uses Terra Dotta to optimize workflows, reduce data entry, and offer a better experience for both students and administrators in this case study: Transformation at University of Florida: Better Serving International Students, Scholars, and Exchange Visitors.

 

During COVID, Syracuse Finds Innovative Way to Use AlertTraveler

May 4, 2021


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Syracuse University had just deployed AlertTraveler, Terra Dotta’s traveler safety and security solution, when the pandemic hit. Students went home, and the usefulness of AlertTraveler seemed, at first, to be muted at best.

Syracuse was still using the tool for its intended purpose. AlertTraveler sends students abroad real-time alerts about emergencies on the ground and lets staff quickly verify their safety and communicate with them. But it wasn’t at the scale initially expected. Only a handful of students have remained abroad—not the hundreds of students Syracuse expected to be serving through the app.

But, in the past year, COVID has triggered plenty of creativity and workarounds. And Syracuse’s staff found an innovative way to use AlertTraveler to meet its needs — tracking students who travel domestically.

At the start of the spring semester, as COVID rates were in flux in different parts of the country, Syracuse administrators barred students from leaving central New York state except for essential family reasons. Among a student population of about 22,850, many might be traveling at any given time. It also launched required weekly COVID testing of students to help fend off transmission of the virus on campus.

If students failed to comply with the weekly COVID tests, Syracuse limited their access to campus resources, including WIFI. “That was absolutely huge, and the best motivator we could come up with,” said Seth Tucker, Director of Global Safety and Student Services at Syracuse. The compliance rate shot up to nearly 100%.

But students who were traveling would sometimes find themselves facing loss of access to WIFI and other services because they were out of town and missed their scheduled COVID test appointment. That’s where AlertTraveler came in.

Syracuse worked with Terra Dotta to set up a system for students to use the app to select their reason for travel, where they’re going and their departure and return dates.

“The tool was fantastic because you can create reasons for travel on the fly,” he said. “We created a reason for travel — Essential Family Travel — and we asked them to select a reason for travel and to fill in their travel data.”

To about eight people across campus, including the Dean of Students, Tucker granted access only to the data from AlertTraveler so they could track who has registered their travel. Syracuse staff can then grant the traveling student an exemption from the weekly COVID test and ensure that their services, including the all-important WIFI, are not cut off.

“That particular use has been essential to allow us to address student travel this spring,” Tucker said.

Tucker is hopeful that Syracuse can start using AlertTraveler for its intended purpose more often. In spring 2021, Syracuse students were back in Florence to put their robust Covid plans to the test. “Happily, we have not had a single case thus far,” he said enthusiastically. In the summer, the university intends to operate in London, Madrid and Florence. And, by fall, Tucker hopes the study abroad program will have returned to more normal operations.

In addition to helping Syracuse staff sort out domestic travelers during COVID, Tucker sees another upside to his innovative use of AlertTraveler: It’s provided a chance to raise awareness of the app across campus. Now students who need to use it in the future are familiar with it and may be more inclined to use it when they study abroad.

“We’ve had this golden opportunity of having this mass exposure to the system,” Tucker said. “The question that I’m spending a lot of time thinking about now is how do I capitalize on the awareness and get people using it in the right way and the way we want.”

 

How to Engage with International Students and Scholars in a Virtual World

May 3, 2021


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It is no secret that international students and scholars have had a difficult year. They have experienced isolation and separation from their support networks on campus and at home, all while reading scary headlines from their home countries and confusing policy changes that seemingly threatened their continued education in the United States. 

While replacing in-person gatherings may be difficult to do, virtual engagement opportunities can build connections, providing a sense of welcoming to international students and scholars. 

In the past year, administrators at Old Dominion University and Central Michigan University have found ways to not just connect with their international population, but also build community and relationships. 

Find their advice to engaging virtually with international students and scholars in Terra Dotta's new E-Book: How To: Engage with International Students and Scholars in a Virtual World

 

A Blueprint for Belonging at Albion College

April 27, 2021


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The past year has been a transitional time for many in the field of higher education, in which each department has had to rethink its methods of delivery to best support students. In addition to a global pandemic, travel limitations, and a shift to online learning, 2020 was also a politically tense election year filled with much discourse surrounding race relations.

As we prepare for COVID-19 restrictions to loosen and a return to a new “normal,” it is imperative that we not only reflect on what the past year has taught us but also take action towards a more inclusive future.

Taking Action at Albion College
Albion College, a private liberal arts institution in Michigan, has initiated a campus-wide Diversity, Inclusion, and Belonging campaign in response to the events of the past year. The College’s new Office of Belonging, led by Keena Williams, ‘09, launched the Blueprint for Belonging in August 2020. This initiative is a year-long evaluation process that will result in recommendations for each department on campus as the campus strives for a “richer, fuller, equal future.”

Albion College’s Center for International Education (CIE) is included in this evaluation and recommendation process. Director Cristen Casey is well-positioned to be spearheading these efforts in the CIE after working for more than 20 years at the University of Texas at Dallas. During her time at UT Dallas, she helped grow the international student population from 650 to 9000+, revealing her commitment to student and community engagement, all while reducing barriers to global opportunities.

Casey and Administrative Secretary Mary Jones were instrumental during the self-assessment period, as they worked to identify key areas for improvement. During the 2020-21 academic year, they led focus groups with student leaders, conducted anonymous student surveys, and requested feedback from faculty in key departments through the College’s self-assessment tool.

After their reflection and evaluation period, Albion’s Center for International Education identified ten goals in their Blueprint for Belonging. These goals have been divided into “Who We Are,” “What We Do,” and “How We Do It” and apply to both education abroad opportunities and the international population at Albion.

Who We Are

1. Develop CIE Staff Capacities for the Work.

2. Engage with Professional Networks (International Education) Engaged in the Work. 

3. Collect data. Define the gaps. Prepare for solutions.

What We Do

4. Prioritize Global Program Access, Inclusion, Participation.

5. Prioritize International Student Belonging. 

6. Prioritize Cultural Competence Education for All Students. 

How We Do It

7. Diversify Albion's Portfolio of Global Program Opportunities. 

8. Make Global Programs Affordable for All Students.

9. Expand Global Program Access to Underrepresented Students. 

10. Expand International Student Access to Social Capital.

Under each goal in the Blueprint, they have outlined:

  • The narrative
  • An action plan with a timeline
  • Who is affected
  • Responsible parties and collaborators
  • Assessment and reporting
  • Resources necessary
  • Potential barriers

It is their hope that through the implementation of these goals, they will “reduce barriers and become a gateway for those seeking global opportunities in our local community and abroad.”

When asked what advice she would share with others reflecting on their own office processes or policies in relation to DEI initiatives, Casey responded, “Listen hard to students and give them a seat at powerful tables. Be uncomfortable. Take responsibility. Then do the work.”

The Albion student body has responded positively to the college’s Blueprint for Belonging initiative, demanding transparency, accountability, and systemic change. Each department will make its blueprint available online in 2021, so the Albion community can collectively understand and measure progress.

As an institution, Albion College has made it clear where they stand: “We are committed to being a place that is boldly anti-racist and anti-ism, and to the ongoing work that demands of us. Moving forward, the Blueprint for Belonging will be an annual process, allowing us to continually reflect and build on our progress, recognizing that this work will always be evolving.”

 

Customer Spotlight: Clark University

April 26, 2021


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At Clark University, international students make up approximately one-third of the entire student population. Previously performing international student program functions manually, Clark University needed an automated system to enhance international student service levels, and they got it with Terra Dotta.

The goal is that with Terra Dotta’s ISSS solution, student “melt” will be minimized. International students can be welcomed and onboarded through a comprehensive portal that immediately makes them feel connected to Clark and less likely to change their minds about attending.

Read more about how Clark University uses Terra Dotta to streamline compliance, enhance cross-campus reporting, prioritize student and faculty service, and strengthen international program infrastructure in this case study: Transforming ISSS Application and Enrollment with Terra Dotta.

"Our foundation with Terra Dotta has allowed us to be more agile and creative with our international programs. The system lets us provide expanded opportunities and possibilities for both students and faculty."

- Amy Daly, Associate Dean for International Programs

 

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