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1、 Models of Change:Equity and Inclusion in Action in International Education 1About IIE&Center for Access and Equity The Institute of International Education(IIE)is a world leader in helping people and organizations leverage the power of international education to thrive in todays interconnected worl

2、d.As a not-for-profit with 15 offices and affiliates worldwide,IIE manages 200+programs with participants from 180+countries.Each year,tens of thousands of people participate in IIE-managed programs.IIE collaborates with a range of corporate,government and foundation partners across the globe to des

3、ign and manage scholarship,study abroad,workforce training,and leadership development programs.The IIE Center for Access and Equity aims to advance accessible programming and equitable practices in community building that enrich and expand international education,exchange,and opportunity for all.Thr

4、ough dialogue and action,the Center leverages programs and partnerships that examine the intersection of international education with diversity,equity,inclusion,and access;cultivates global learning to support engagement and understanding of individuals and communities;and supports access for underr

5、epresented communities by examining and addressing structural inequities.Learn more at www.iie.org/cae.About Dickinson College Dickinson College is a long-recognized and award-winning leader in global education and study abroad withunique strengths at the intersection of global and intercultural lea

6、rning and diversity,equity and inclusion.Dickinson is a nationally recognized liberal-arts college chartered in 1783 in Carlisle,Pennsylvania.The highly selective college is home to more than 2,100 students from across the nation and around the world.Dickinson has developed an international reputati

7、on for our commitment to imbuing our students with an immersive global perspective,a holistic sustainability education,a community orientation and civic skillset,and the ability to think across disciplines and dialogue across differences.Through these interdependent dimensions of a Dickinson educati

8、on,students are better able to connect their values to their career and civic goals.Our alumni are out in the world building more just,equitable,sustainable and prosperous communities.Learn more at www.Dickinson.edu.2023 Institute of International Education,Inc.All rights reserved.This report is a p

9、artnership of IIE and Dickinson College.The opinions,findings,and conclusions stated herein are those of the authors and do not necessarily reflect those of IIE or Dickinson College.No part of this publication may be reproduced,distributed,or transmitted in any form or by any means,including photoco

10、pying,recording,or other electronic or mechanical methods,without prior written permission of the publisher,except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law.For permission requests,write to:IIE,Attn:Legal Department,O

11、ne World Trade Center,36th Floor,New York City,NY 10007 or email:CAEiie.org.Suggested Citation Bellis,J.,Brandauer,S.,Calvert,L.,Carnine,J.&Overmann,C.(Eds.).(2023).Models of Change:Inclusion and Equity in Action in International Education.An Institute of International Education and Dickinson Colleg

12、e joint publication.Models of Change:Equity and Inclusion in Action in International Education 2Contents Introduction.3 Prologue.5 Synopsis of Case Studies.13 Case Studies.15-68 Reframing Cultural Expectations:The Role of On-Site Academic Staff and Faculty.15 The Ongoing Process of Translating Equit

13、y to Action:A Dickinson College Case Study for Education Abroad.23 Cyclical and Reciprocal:Diversity,Equity,and Inclusion at the Brandeis International Business School.36 Collaboration between the Tuck DEI Initiative and TuckGO to Build M.B.A.Students Intercultural Competence at the Tuck School of B

14、usiness at Dartmouth.52 Models of Change Conclusion.68 Author Biographies.70 Models of Change:Equity and Inclusion in Action in International Education 3Introduction By Jamie Bellis,Samantha Brandauer,Lindsay Gee Calvert,and Julia Carnine In 2020,the Institute of International Education(IIE)and Dick

15、inson College embarked on a partnership to leverage the strengths of two institutions with a common commitment to international education and a shared mission of building inclusive,equitable,and sustainable communities.In doing so,our focus turned to reimagining an international education framework

16、that incorporates global,intercultural,and equity and inclusion lenses through a virtual workshop series.With this goal in mind,we developed an educational program predominantly centered on exploring the intersection of cultural differences and hierarchies of power through Dr.Kathryn Sorrells interc

17、ultural praxis model(IPM).In addition,we were keen to incorporate practicality and develop a community of learners.Thus,participants could use the time during and outside of the workshop to channel their learning and efforts to a current project.These cohorts connection and collaboration through the

18、ir applied learning enabled opportunities for community building.Our collaboration resulted in three sets of virtual workshops(listed below)being attended by nearly 300 leaders representing 100+institutions and organizations in 10 countries,to date.Moving from Inclusivity Talk to Equity in Action in

19、 International Education Leadership(202021):IIE and Dickinson conducted FIGURE 1:Dr.Kathryn Sorrells intercultural praxis model explores the intersection of cultural differences and hierarches of power.Source:Sorrells,K.(2022).Intercultural communication:Globalization and social justice(3rd ed.).SAG

20、E Publications.Models of Change:Equity and Inclusion in Action in International Education 4workshops examining the under-explored intersection between intercultural and global learning and diversity,equity,and inclusion(DEI)work that has been traditionally siloed and focused on practical application

21、 for professionals,to initiate action on their campuses and in their organizations.Building Bridges:Committing to Global Equity and Justice in International Education(2022):This expanded,more robust workshop series took a deeper dive into building equitable and inclusive communities.It aimed to brid

22、ge the gap by bringing practitioners,scholars,and learners from across disciplines,backgrounds,and cultures together to address the aforementioned silo-ing.The workshops sought to accelerate learning and cocreate collaborative approaches to build trust,equity,and justice across cultures for meaningf

23、ul change locally and globally.Three one-day workshops took place in the spring.Participants committed their time in and out of the workshops to learning,sharing,and applying their knowledge and the experience to their work and communities to move the needle toward change.“How Do You Know You Are Me

24、eting Your Global DEI Outcomes?Assessing and Communicating Impact”(December 2022):IIE and Dickinson designed this virtual workshop to help demystify the process of assessment and evaluation.It provided creative ideas,a road map,and case studies,so participants could develop or enhance their own stra

25、tegies.One of the more daunting elements of global DEI work at our institutions and organizations lies in assessing and communicating our progress.It takes a great deal of time and energy to do the work of making our institutions,offices,programs,policies,and practices more inclusive and equitable,s

26、o we often neglect the important work of assessing and communicating our progress.Assessment”here means a better understanding of existing data and stories and of remaining needs to set goals and outcomes and measure progress.300 leaders from 100+institutions and organizations from 10 countries part

27、icipated.Models of Change:Equity and Inclusion in Action in International Education 5Prologue By Jamie Bellis,Samantha Brandauer,Lindsay Gee Calvert,and Julia Carnine A cornerstone of the workshops and application of the IPM is our own understanding of our identities and positionality and how they m

28、ay shift across contexts and cultures.With our participants,we have curated the following case studies to share their personal narratives and experiences carrying out their projects.In addition,we IIE and Dickinson are applying the IPM by sharing the intentions and outcomes of our collaboration.The

29、workshop team determined it would be helpful for us to demonstrate how we use Sorrells IPM within our own institutional contexts as we also strive to make positive changes toward inclusion and equity particularly showing that we are all learners.What follows are our answers to three questions that s

30、peak to our institutional and professional journeys over the last several years.The IIEDickinson workshop development team includes the following members:Jamie Bellis,Senior Director,Operations and Special Initiatives,IIE(Washington,D.C.)Samantha Brandauer,Associate Provost and Executive Director,Ce

31、nter for Global Study and Engagement,Dickinson College(Carlisle,Pennsylvania)Lindsay Gee Calvert,Director,IIE Center for Access and Equity;Lead,IIENetwork,IIE(Houston,Texas)Julia Carnine,Academic Director,Center for Global Study and Engagement;Resident Director,Dickinson in France;Contributing Facul

32、ty,Dickinson College(Toulouse,France)Inquiry,Framing,and Positionality How are you defining“diversity,”“equity,”“inclusion,”“access,”and“positionality”?SB:I was recently struck by this to-the-point quote by Arthur Chan,a U.S.-based DEI professional,“Diversity is a fact,Equity is a choice,Inclusion i

33、s an action&Belonging is an outcome.”Although all these words hold a lot of complexity and certainly change meaning in subtle and big ways across cultures,contexts,histories,languages etc.,Chan reminds us there can be simplicity here too that helps remind us we do not need to feel overwhelmed and bo

34、gged down my complicated definitions.The words A cornerstone of the workshops and application of the IPM is our own understanding of our identities and positionality and how they may shift across contexts and cultures.Models of Change:Equity and Inclusion in Action in International Education 6divers

35、ity,equity,inclusion,access,positionality are a call to action to rethink and shift our goals and outcomes in international and higher education towards building more just,sustainable equitable communities,to recognize our own power and to act where we have agency to critique and fix practice and po

36、licies and structures that exclude and harm.These words are an opportunity to take stock in our own values and to remind us that our work is ongoing and complex and to call us to keep asking who is not in the room,who is not benefiting from our work,whose stories are not being told and why not?They

37、are also words that bring hope and meaning to my work as an international educator and a roadmap forward.This collaboration holds me accountable to continuously think about how I as a leader“walk the walk”which requires deep reflection from me on my own positionality and how it informs my thoughts a

38、nd actions and that for me also this is an ongoing journey.At Dickinson,we have come to the foundational understanding that there are marginalized people and oppression everywhere,all over the globe,and higher education has a responsibility to think through how our choices and actions can bring abou

39、t more just outcomes.Thus,we decided to more effectively address these inequities by approaching our work more collaboratively across our Office of Diversity,Equity and Inclusivity and our Center for Global Study and Engagement.While not without challenges,we recognized that the structures of intern

40、ational education have not always recognized nor addressed inequities,and in fact,we often exacerbate them by ignoring questions of power and privilege.And at the same time,the work of DEI can have a lens that is too U.S.-centric and ignores the complexity of other cultural and historical contexts a

41、round the globe.At Dickinson,Kathryn Sorrellss intercultural praxis model gave us framework to start to de-silo our work together.This gave me an opportunity as the senior international officer to be a part of institutional level inclusion and equity efforts bringing a global lens to the work and to

42、 collaborate with our DEI professionals and experts to make sure we were always aware of power dynamics.There have been many lessons learned and new and better outcomes because we have been willing to step into the work together.JC:From my perch working over the last 8 years for Dickinson College in

43、 Toulouse,France an American Liberal Arts institution with an ample study abroad presence,as well as in a French university,these terms take on semantic and substantial cultural dissonance.Possibly the biggest set of differences stems from the ways a national concept of higher education and the role

44、 of the state vis a vis its citizens play out.How thankful I am to benefit from this transatlantic view;one that obligates us to clearly define the terms of our conversations from a specific context and one that the Models of Change:Equity and Inclusion in Action in International Education 7leadersh

45、ip at Dickinsons Center for Global Study and Engagement(CSGE)has put at the center of our work abroad.At Dickinson in France,my core seminar begins by questioning the mission of higher education in the U.S.and in France.As in most of western European Union(EU)countries,post-secondary access to educa

46、tion is a right a public good not a privilege.Students therefore must compare their role,(positionality)and their access on day one.They quickly learn that in France inclusionary efforts to diversify public education is a constant and fuels policy and debate.The project of fostering learned citizens

47、 to participate in democracy and training a future work force is in many cases a state-funded enterprise that disposes of a consequential budget.It is complicated to attempt to create learning around international comparison of the above terms,of their related systems of power and their manner of di

48、stribution.In my role as academic director at CGSE this project remains an essential part of building bridges between international education and DEI that require places to train and grow within our existing curriculum.JB:At IIE,we set an organization-wide belonging statement to operationalize DEIA

49、diversity,equity,inclusion,and access values in our practices;it reads,in part,“we will lead with curiosity;be intentional,transparent,and respectful in communication;value each other and our differences;and have consistent and equitable processes.”As such,were ensuring that DEIA principles permeate

50、 not only IIEs values but also our organizational priorities and operations,in everything from vendor and subrecipient selection to our communications,external partnerships,and the 200+programs we are privileged to develop and administer on behalf of our sponsors.LGC:To put simply:Diversity is diffe

51、rence;equity is giving everyone what is needed to be successful;inclusion is intentional integration;and access is creating opportunity and space.Positionality is how our privilege and power manifest through identities(which could be both self-derived and perceived of us).DEIA,specifically,is define

52、d this way at IIE.The clear understanding of these distinct words is important as we do not want to lump it all as the same word.We aim to avoid confusion and conflating their true meanings;thus,diluting the values and strategic efforts to which we hold ourselves accountable as an organization.Model

53、s of Change:Equity and Inclusion in Action in International Education 8Reflection and Dialogue What are the crux issues or fundamental questions that led to the partnership and developing workshops?SB:I was lucky enough to be part of the conversation with my longtime friend,fellow international educ

54、ator and coconspirator,Jamie Bellis,in fall 2019 that sparked all of this.We were both in agreement that the field of international education had not done enough to address issues of DEI.That,in fact,international education was getting a pass as a neutral common good,when,in fact,so many outcomes po

55、inted toward vast inequities and lack of participation by those who could benefit from it most and whose voices were not being heard.We recognized we were at a point in our careers and lives and at institutions where we felt like we might be able to make real change happen.Thus,this collaboration an

56、d partnership were born!From there,we brought in key colleagues like Amer Ahmed,Julia Carnine,and Lindsay Gee Calvert,who would help our ideas take shape and turn into what became our workshop series.JC:We all know that we are in a moment of complex societal change involving important value shifts.I

57、t is our work as educators to help students identify the mechanisms fueling change and how people grapple with and express their versions of change.For several years now,I have been saying that the“intercultural competence”discourse as founded in U.S.circles shows signs of fatigue.Notably,the ways i

58、n which a deeper fragmentation of U.S.society reveals itself whether it be economic,political,or geographic undermining civic discourse and resulting in alienation and indifference,where we barely discuss and engage with each other.This is the crux where we see the need for DEI and international edu

59、cation programming to interact.As our center title states,Dickinson Global programs“engage”as well as educate students to inquire locally to better face global issues.Our students,our peers,and our curriculum could only be improved by developing a deeper understanding of how increasing inequality an

60、d reductionist binary politics,and shifting neoliberal values produce societal rifts.DEI approaches provide just that set of tools.Analysis on such a meta-level,examining historical systems of power and privilege,yet centering on local context,invites deep reflection and can result in pragmatic prob

61、lem-solving.None of this is easily done in a vacuum;furthermore,who has the time in a busy day to attend to it?Through IIEs dedicated role in advancing international education,and their broad global network,Dickinsons Center for Global Study and Engagement found a rich partnership.We have common foo

62、ting as thinkers and practitioners,and collectively identified gaps in learning in our field.Models of Change:Equity and Inclusion in Action in International Education 9JB:Our community is comprised of well-meaning,experienced professionals who are experts in international education,but not necessar

63、ily DEIA.This collaboration emerged from our collective realization that they needed the language and practical skills to implement DEIA values and practices in meaningful ways.In todays world,an international educator simply cannot perform their job effectively unless they own the competencies of D

64、EIA.Moreover,an international educator cannot expect that a U.S.frame of reference for DEIA will resonate with international students.Trainings and certifications are insufficient if they do not include practical,personal,and institutional action plans.I am proud of IIEs collaboration with Dickinson

65、 to truly move the needle with a nonjudgmental and community-oriented approach.LGC:Many of us were wondering,What does the future of international education look like,and how can we support a positive outcome?And of course,this was being asked at a time of upheaval and change the COVID-19 pandemic l

66、ockdowns,major disruption to the field,and ongoing and poignant examples of lack of access and equity and discrimination and violence against those with racial,religious,gender,and sexual identities affecting so many.Even though these were/are turbulent times,we were privileged that our organization

67、s,and us as individuals,were able to take time to reflect on how we wanted to and could respond to that question.For us,it was doubling down on our organizational commitment to our DEIA values and strategies.Knowing that we cannot work effectively in silos or in isolated capacities within and outsid

68、e of our organization,we looked to a mutual partnership to expand our learning and sharing potential.And examining and leaning into the opportunity to reshape learning frameworks and evolve practices among a community of learners became the shared vision of our organizations.With virtual programming

69、 more relevant and accessible to wider,global participation,designing a workshop with both synchronous and asynchronous learning through an online platform was the appropriate model for our delivery and reach.Creating the Center for Access and Equity is the culmination of IIEs comprehensive DEIA str

70、ategy and commitment.The center aims to advance accessible programming and equitable practices in community building that enrich and expand international education,which overall fosters inclusivity and the prosperity of the next generation.Models of Change:Equity and Inclusion in Action in Internati

71、onal Education 10Action What are your takeaways from this collaboration and the outcomes of the workshops?SB:Mostly,this collaboration has filled me with hope.It is one of my favorite ongoing projects,and I am inspired by our workshop facilitators and participants alike.The work of putting these wor

72、kshops together across very different institutions and across cultures building curriculum,designing activities,talking about outcomes has been a joyful space.We have all learned so much from each other,and in the process,our workshops are better for these multicountry,cross-institutional collaborat

73、ions.We are truly a diverse team,representing a broad scope of roles within higher and international education as well as different identities,nationalities,languages,and experience levels.This project also breathed new life and direction into my own global team at Dickinson during a time of upheava

74、l and uncertainty.What was clear from the beginning was that international educators care deeply about this work and want to get it right.They are often daunted by the path forward and scared about making mistakes,yet so committed to their students and communities.I also love that we have built a co

75、mmunity of practice where people can share their ideas,challenges,and successes with each other,and both hold each other up and hold each other accountable this work is iterative and must be done in collaboration,with lots of feedback and support.JC:Spending time unpacking ones assumptions about one

76、s role,ones institution,while recognizing ongoing power dynamics and modalities of potential change,reflect analytical skills that matter deeply to Dickinsons educational mission as well as broadly to the field of international education.Takeaways include critical skill building sorting out theoreti

77、cal tools to enhance practice and inform policy as well as action and implementation through trial and error.In these workshops,efforts were given for intentional space,enriched by invaluable collegial input.Lastly,not only am I grateful for the ability to be creative and transparent with these new

78、colleagues,the ways I have grown in my own practice and learning are palpable.Quick self-audits around inclusivity,attention to deep listening to multiple inputs,higher standards for understanding and involving diversity in many forms are just a few examples of how I have improved my work and make m

79、e yearn for more!The work of putting these workshops together across very different institutions and across cultures building curriculum,designing activities,talking about outcomes has been a joyful space.Models of Change:Equity and Inclusion in Action in International Education 11JB:At a global,mis

80、sion-driven not-for-profit organization like IIE,incorporating the voices and perspectives of our colleagues around the world must be central to our operations and learnings.These workshops were enriched by the case studies presented by IIE team members in New Delhi and Mexico City.From my individua

81、l perspective,this collaboration continues to challenge me to think about my own power and positionality as a manager,a colleague,and an international educator.As my vocabulary and understanding of DEIA issues grow,so does my recognition of the need for and effort of continued vulnerability,humility

82、,and learning.LGC:Firstly,working with the Dickinson team and our contributing IIE team members was a wonderful experience!The breadth of experiences and shared enthusiasm to cocreate an inclusive and open learning environment were just a couple of highlights.Pairing our two long-standing institutio

83、ns valuing DEIA and international education allows us to learn from each other and continue to develop our learning lenses.Secondly,we are all evolving and learning in this space,especially at this intersection of DEIA and international education.As practitioners,while we may have diverse identities

84、,perspectives,experiences,positionality,and privileges as well as serve students with this range the identification of and use of a shared framework can assist us with collaborative approaches,especially among partners and stakeholders within and outside of ones institution.Our workshop participants

85、 are willing and caring individuals seeking intentional support and ability to contribute.Despite oftentimes working against competing priorities and issues that could thwart them from such progress,the power of applying the framework and learnings to actual activities and practices in ones communit

86、y aids in the ongoing progress for the practitioner,community,and stakeholders and this was important for us all.Lastly,as an international education professional for the past 17 years working at IIE,my career has revolved around supporting DEIA in programs and initiatives,mostly serving U.S.undergr

87、aduate students studying abroad.I have been passionate about demonstrating the value of DEIA,as well as understanding the gaps and issues in participation and changing the landscape for a more diverse and equitable representation,which extends from students to international education professionals.I

88、n part,my own identification as an American,biracial(Asian/white)female whos had various international experiences including studying and service learning abroad,and working within a global organization and field has contributed to my orientation to these professional interests and activities.Models

89、 of Change:Equity and Inclusion in Action in International Education 12Still,though,ongoing self-examination must occur,how we,as individuals,approach and propel change and interact and engage with others.These workshops with a focus on the intercultural praxis model have supported my self-reflectin

90、g process and my contributions to this evolving nexus of international education and DEIA.Gratitude We want to thank all of our workshop facilitators who developed and delivered content for the series of workshops.None of this would have been possible without their contributions.Dickinson team:Amer

91、Ahmed,who started his work with the team as Interim Executive Director of Equity and Inclusivity at Dickinson and then continued with us in his current role as Vice Provost for Diversity,Equity,and Inclusion at the University of Vermont;Katie DeGuzman,Dean and Director of Education Abroad;Bruno Graz

92、ioli,Contributing Faculty and Resident Director,Dickinson in Italy:Italian Studies;Marissa Mitchell,Associate Director of Education Abroad;and Nedra Sandiford,Administrative Director,Dickinson in Spain.IIE team:Csar Maldonado,Senior Program Specialist,IIE Mexico City;Vivek Mansukhani,Head,IIE India;

93、Mirka Martel,Head of Research,Evaluation and Learning,IIE New York;Chelsea Sypher,Vice President,Department of Defense Programs,IIE DC;Selma Talha-Jebril,former Evaluation Specialist,IIE New York;and leadership support from Courtney Temple,Executive Vice President and Chief Administrative Officer,II

94、E DC.Models of Change:Equity and Inclusion in Action in International Education 13Synopsis of Case Studies By Jamie Bellis,Samantha Brandauer,Lindsay Gee Calvert,and Julia Carnine The four following“Models of Change”case studies reflect the work international educators and higher education professio

95、nals have done over the last few years at the intersection of DEI and global and intercultural learning.They also reflect how their work has been shaped by the IIEDickinson workshops,Sorrells IPM,and other models,theories,and tools.The case studies come from both workshop facilitators and participan

96、ts,and their authors are situated in the United States(U.S.)and Europe.The authors are professionals at Dickinson College in Pennsylvania and in the Dickinson in Spain(Mlaga)program(who support all education abroad students),as well as students on-site in Mlaga;and professionals in the CEA CAPA Flor

97、ence program in Italy(who support students on-site in Florence),the Brandeis International Business School in Massachusetts(who support a diverse and highly international student population),and the Tuck School of Business at Dartmouth College in New Hampshire(who support students in the Master of B

98、usiness Administration program).The following themes run throughout the case studies:Self-awareness and an understanding of ones own positionality and how it shifts across contexts are key components of this work.This process of self-inquiry is ongoing.The work of change toward more inclusion and eq

99、uity can happen at different levels.Our authors understand their spheres of influence and have started where they have the most ability to affect changes,even small,incremental ones.Small steps can have big ripple effects.This work is a process,and it is iterative.We need to be able to articulate wh

100、at progress and growth look like in our context,garner lots of feedback,learn from our missteps,reflect,and then begin again.We need to keep asking,Who is missing?Who is not being heard?This work is most effective when done collectively.Part of our role is to build bridges to communities;with partne

101、rs abroad,to our students;and to our colleagues across our institutions and organizations.We need to de-silo this work together and build communities of practice.Here,we summarize the case studies to follow:In“Reframing Cultural Expectations:The Role of On-Site Academic Staff and Faculty,”Monica Fra

102、ncioso explores the role of on-site staff and faculty in Italy.Francioso discusses the CEA CAPA in Florence programs continuous process of examining and updating curriculum and program practices to The four“Models of Change”case studies reflect the work IE and HE professionals have done at the inter

103、section of DEI and global and intercultural learning.Models of Change:Equity and Inclusion in Action in International Education 14support underrepresented education abroad students,share a more nuanced and complete view of Italy,and actively engage students on justice and DEI.In“The Ongoing Process

104、of Translating Equity to Action:A Dickinson College Case Study for Education Abroad,”Nedra Sandiford and Katie DeGuzman explore the unique and critical role that on-site or local faculty and staff can play in supporting underrepresented education abroad students.The authors also expose the lack of o

105、n-site faculty training and outline how Dickinson College addresses those gaps through predeparture orientations,on-site experiential engagement,and re-entry orientations.In“Cyclical and Reciprocal:Diversity,Equity,and Inclusion at the Brandeis International Business School,”Julia Zeigler and Kapik

106、Yeung share how the Building Bridges workshop series helped them create a series of events for international students to build community and demonstrate commitment to students.They incorporated DEI themes using the National Academic Advising Association advising core competencies and the IPM as fram

107、eworks.The case study reflects on outcomes,lessons learned,and ideas for future efforts.In“Collaboration between the Tuck DEI Initiative and TuckGO to Build M.B.A.Students Intercultural Competence at the Tuck School of Business at Dartmouth,”Lisa Miller,B.Dia Draper,and Vincent Mack share lessons le

108、arned and changes in outcomes and student learning and engagement.The school aims to support the development of intercultural competence to prepare Master of Business Administration students to be more inclusive and aware leaders.By introducing the IPM,which weaves concepts of power and positionalit

109、y,into their collaborative work and by better understanding the impact of their institutional culture on the student experience,they began to reimagine their own processes.Models of Change:Equity and Inclusion in Action in International Education 15Reframing Cultural Expectations:The Role of On-Site

110、 Academic Staff and Faculty By Monica Francioso Self-Inquiry and Positioning I remember clearly when I was asked to unpack my identity and reflect on my positionality for the first time,quite a few years back.I had always considered myself privileged and,somewhat,monolithic.How wrong was I?Who am I?

111、Where do I position myself in this world?I am an Italian,middle-class,well-educated white woman.So,yes,I am part of the western world dominant culture.However(there is always an“however”when it comes to identity),in my 20s my world changed as my family and I moved from the south of Italy to the nort

112、h.Italy at that time was and still partially is very divided;the Southerners were discriminated against and,somehow,racialized.Suddenly,I was not simply an Italian woman,I became a Southern Italian woman:I was less,my accent was less,my culture was less.I became“the other.”When I moved to London to

113、do my masters and my doctorate,I had once more to redefine my identity:I became Italian again,somehow exoticized,still a foreigner.I had to put aside my own preconceived ideas about the world and suspend judgment on several occasions.Even in what,for me at the time,was a very traumatic experience th

114、at put me through discrimination and“racism,”I kept a sense of my privilege and became invested in understanding differences,fighting injustices,and building alliances.Working in study abroad has made me realize that despite the fact that the concepts of justice,equity,diversity,and inclusion(JEDI)f

115、eel sometimes like simple,fashionable marketing tools many of us have intentionally entered the field because we strongly believe in every single element behind the JEDI acronym exactly because of our layered identities and positionalities.The dominant conversation around JEDI in study abroad seems

116、to focus mostly on how U.S.universities approach social justice,diversity,equity,and inclusion in the recruiting process and whether they make sure more students with different cultures,social backgrounds,and sexual identities can access study abroad.What happens once students decide to study abroad

117、 and arrive in their host countries?What is the role of on-site staff and faculty?How do we approach JEDI without necessarily mimicking the U.S.discourse around JEDI issues?Working in study abroad has made me realize thatmany of us have intentionally entered the field because we strongly believe in

118、every single element behind the JEDI acronym exactly because of our layered identities and positionalities.Models of Change:Equity and Inclusion in Action in International Education 16The Role of On-Site Staff and Faculty:Framing,Positioning,and Reflection Typically,on-site staff and faculty are not

119、 directly involved in the recruiting of students,and there is little that can be done on our part to make sure more underrepresented students choose to study abroad in our cities and our centers each semester.There are,however,two important ways we can impact enrollment and diversity in the long run

120、:our offerings and the ways we engage with JEDI issues.As the academic director of CEA CAPA in Florence,I work closely with a small local team of six staff members and about 20 faculty.Italy and Florence somehow“dictate”our choices of courses:art history,food and culture,fashion,and wine marketing a

121、re important parts of our offerings,and those topics fulfill collective expectations.A lot of effort is put into making sure we expose our students to the depths and nuances of our local culture.We create courses and shape content that step away from stereotypes,mainstream representations,and simpli

122、fied understandings of Italian culture.From the outside,Italian culture and demographics represent a monolithic reality:white,Catholic,and conservative in terms of gender roles and sexual identities.This is the reality that many social and political forces strive to maintain.This is the reality that

123、 is prevalent and mostly visible to the eye of a tourist.This is what our students are surrounded with,especially in small and incredibly touristic areas like Florence.But there is so much more to this monolith myth.Italians are historically more multicultural and represent more cultural hybridity t

124、han is assumed.The nonwhite,non-Catholic population is growing and making our society more diverse.Italian women are more emancipated than ever before and are taking on leadership roles.Italian LGBTQ+groups are making strides,and there is an extremely lively though at times frustrating debate on mor

125、e inclusive language.Though arguments of the debate are not as straightforward as they might seem,considering the morphology of the Italian language,there are several publications and discussions(which have taken over social media)on how to adapt the language to be less sexist and more inclusive.The

126、re is still no consensus around ways,for example,to refer to nonbinary people,but the discussion is there.And linguists are moving forward to find solutions.As the linguist Gaia Prunotto(2023)summarized:Italian is a gendered language in which reference to grammatical gender has been constant and ine

127、vitable.As language reflects and shapes society,grammatical gender reinforces binary views of social gender and the Italians are historically more multicultural and represent more cultural hybridity than is assumed.The nonwhite,non-Catholic population is growing and making our society more diverse.M

128、odels of Change:Equity and Inclusion in Action in International Education 17invizibilization of non-binary identities.Movements for social justice have inspired gender-fair linguistic innovations,such as the feminization of job titles and gender-neutral markers,to promote gender equity and challenge

129、 hierarchies of power and dominance in society.(p.iii)Over the last decade or so,we have updated old courses and created new ones,to present all the facets and nuances of Italian culture,with its richness,contradictions,injustices,and power dynamics.We replaced a course that analyzes the Italian Maf

130、ia with a course that discusses ways Italian society has worked and is working to fight different types of Mafias.We have created courses that address gender social constructions,sexual identities,and the rights of the LGBTQ+community in Italy,as well as issues of immigration,race,and identity.We ha

131、ve also created courses that examine the local context and bring forth cultural and social elements that are“invisible”or have been overlooked,courses that interrogate and expose Italys colonial(and rarely spoken about)past,a course on Black women in Italy from the Grand Tour to today.These courses

132、have helped us open a conversation around important themes,such as JEDI within an Italian context.Students come to Italy with their own preconceived ideas of the country,the language,the culture,and the experience that they are going to have.Perceiving Italy and Southern Europe through an American l

133、ens often translates to students positioning themselves as more culturally and socially advanced than Southern Europeans.They expect to find a beautiful country and a stunning and historic city,full of monuments and art;however,they also envisage a country that is behind,almost backward,in terms of

134、human rights,gender roles,cultural diversity,and sexual identity issues.When they arrive in Florence and look around the sites that will soon become familiar to them,chances are that those ideas are reinforced:The“Disneyland”type of environment that surrounds them is highly touristic and does not ne

135、cessarily represent the social,racial,and sexual orientation diversity of the city and country or their contradictions.It is extremely important that students are exposed to local issues and nuances around JEDI.As Fiedler(2007)said:“We need to empower young people to think critically,independently,a

136、nd systemically about the(often unequal)state of our world and the society we live in.and also prepare learners to participate effectively in society,both locally and globally,so as to bring about positive change for a more just and equal world.”(pp.5152)Models of Change:Equity and Inclusion in Acti

137、on in International Education 18It is a fact that locals have left the city center of Florence and left behind an urban space saturated with tourists and businesses that target mainly mass tourism,a space predominantly white and affluent,where diversity is rarely noticeable if only negatively.There

138、is little doubt that most students notice that,and nontraditional students could find it challenging to see themselves represented in their new local community.Some of the questions students ask often revolve around representation.Students of color have asked us why they do not see anyone“like them”

139、around the city.Our LGTBQ+students have asked similar questions and wondered to what extent they needed to worry about trans-and homophobia and whether Florence was safe for them.Representation is certainly an important aspect of our students concerns and something we take seriously.With time,our LG

140、BTQ+staff and faculty have become more visible in our center and important points of reference for our students,strongly contributing to making LGBTQ+students feel welcome and safe.Thanks to their advice and our continual open conversations,all our offices and our faculty room have clear signs on th

141、e door that indicate that the space is safe.We also are all ready to offer resources and help LGBTQ+students,to the best of our ability,to make sense of the world outside our specific microcosm.We are extremely aware that we need to do more not only to address issues of representation,but also to en

142、sure that we render visible to students what is not always visible in their surroundings.We can do this in the courses they take with us and in all the experiential learning activities we prepare for them.By being exposed to invisible historical and social layers of the host country,students will al

143、so be exposed to elements of their hosts social justice,oppression,and power discourse.To offer students this experience,we need to interrogate ourselves first:Our position and power within our own culture and our relationship with all the silenced voices need to be considered.As Serrano(2020)points

144、 out:“Faculty program leaders and in-country staff who support education abroad programs should engage in self-reflective work alongside the students.This recognition will create a feeling of openness,trust,and support for students,as well as foster an experience that is learner centered.”(p.161)It

145、is on us local educators to see what lies unnoticed and make it visible to our students.It is our responsibility to see and understand where social injustice lies,interrogate our positionalities and agencies first,and then ask our students to interrogate their own positionalities and agencies,as wel

146、l as By being exposed to invisible historical and social layers of the host country,students will also be exposed to elements of their hosts social justice,oppression,and power discourse.Models of Change:Equity and Inclusion in Action in International Education 19their preconceived ideas of their ho

147、sts culture.If our students are to see beyond stereotypes and abandon a hegemonic view of the world,we need to do the same.Using the intercultural praxis model,we have been working,and will keep working,to inquire,reflect,and act so that we can build a program that explores all facets of our history

148、,culture,and power dynamics and creates new paths for change for our students and with our students.We need to understand,examine,and present to our students our local contexts of inequality and oppression,and reflect with students on more equitable and just actions by exploring examples of change.W

149、e approach our offerings and our experiential learning activities in a reciprocal way,so faculty,staff,and students are aware of the social injustice we all face locally and globally.Then we can learn to see what is not always visible and find ways to adapt and change.Case Study:Dialogue and Action

150、Our knowledge of,and education on,all the changing forces in our culture is not enough.We acknowledge that we need help to unravel power dynamics and exclusions,and we need the help of those who had to walk the path of invisibility and navigate social injustice to help us shape an offering that bett

151、er represents our questioning and desire to inquire.To this end,we have reached out to a group of Black Italians who work in different cultural and business areas and have created an extremely important tool that helps educators decolonize their curricula and offer students an extremely diverse and

152、more complete vision of our country.The group is called Black Italy,it is run by several African descendants born or raised in Italy,and it was created after the killing of George Floyd in the U.S.to counteract the mainstream belief that the problems of systemic racism are American problems only.The

153、ir main aim is“making visible the invisible”through events,digital content(movies and documentary),and educational support(BlackItalia.info).Among the incredibly interesting initiatives they offer,there is also an intensive online course through which they train faculty to redesign their teaching.Th

154、e course is called Teaching Black Italy,and the different modules are conducted by Afro-Italian writers,filmmakers,and entrepreneurs:“This course prepares teachers to devote entire syllabi to the Afro-Italian experience,or to add a seldom-taught complement to a wide range of curricula.Courses on the

155、 Black diaspora,modern Europe,gender studies,Models of Change:Equity and Inclusion in Action in International Education 20and other interdisciplinary fields can gain an invaluable extra dimension by introducing elements of Black Italy.”(Black Italia,2022,“Teaching Black Italy”)The organizations webs

156、ite features several testimonies from professors who have completed the course,and one of them struck a chord:“An important task for academics in the humanities is asking ourselves which voices are missing from the hi/stories we teach,and why.The Teaching Black Italy course for professors provides a

157、n opportunity to begin repairing a number of important shortcomings.The histories and stories of non-white Italians have been,for too long,excluded from the mainstream Italian cultural imaginary and,in many cases,from curricula in Italian Studies.The knowledge I acquired in this course generatively

158、disrupts a number of common narratives about Italian history and its relationship with colonialism and white supremacy while celebrating the life,cultural diversity,creations,and entrepreneurship of Black Italians.With the contribution of Fred Kuwornu and Jordan Anderson,I recently included a unit o

159、n Black Italian Queer Experiences in my course Sex and Gender in Contemporary Italy(University of Toronto);this offered students a more complete picture of sexual and gender diversity in Italy and allowed them to have powerful discussions on the intersection of gender,sexuality,and race.The real wor

160、k,of course,happens when these topics are taken beyond the classroom and we all use our knowledge and voices to advocate for social and cultural change.”(Dr Paolo Frasc,Black Italia,2022)This is all extremely interesting for our culture courses as well as our political science and gender courses.How

161、ever,Teaching Black Italy also opens new perspectives for our business courses.Other modules Black Italy offers are Art History and Contemporary Visual Artists and Black Designers in Fashion Industry.Reading through the modules of this course has helped us realize that our fashion,art history,family

162、 business,and gender courses could all present our students with a more complete narration of Italy.The stories recounted by several of the presenters are very often stories of challenges,discrimination,exclusion,and resilience,but they also narrate a much more diverse and complex reality than the o

163、ne with which many of us are familiar.We have asked our U.S.leadership to fund the course for two of our staff and faculty members and received approval.This is the first step,albeit small,toward a more inclusive,just,and diverse vision of the host culture.There are several goals we hope to achieve

164、by having two people on our team attend the course and report back to the rest of our staff and faculty.Models of Change:Equity and Inclusion in Action in International Education 21Most importantly,we hope to identify,through learning and listening,ways the themes and content highlighted by the inst

165、ructors and presenters can be embedded into all our syllabi,including those for our business courses.The presenters who will cover different fields will very likely spark new ideas for different guest lecturers for our courses,and these guests can help open up the conversation and include nondominan

166、t and nontraditional voices.We hope that the course provides us with the right tools to create a space in which both students and faculty can reflect on what the inclusion of those voices means for their fields and the issues of dominance,power,and privilege in them.The conversations and understandi

167、ng need to be reciprocal.The aim is to create something similar to what the philosopher Homi K.Bhabha defines as the third space,in which cultural identities are constantly negotiated,an“in-between space”in which“new cultural identities are formed,reformed,and constantly in a state of becoming”(Amhe

168、rst University,2008,“The Third Space:Cultural Identity Today”section).These updated courses should be not only places of encounters but places of negotiation and discussion.It is important that on-site staff and faculty engage with JEDI issues in a holistic way and have it impact other areas of our

169、program beyond the courses themselves.One aspect we have been working on for a while is using our regular lecture series,in which we invite experts in different areas,to explore JEDI issues in Italy.In spring 2023,we hosted a lecture on Black figures in Renaissance art in collaboration with Black Hi

170、story Month Florence.We also hosted a lecture on the womens revolution in Iran,which featured two Iranian women activists who have been living in Italy for several years.Before COVID-19,we hosted an Italian professor of African descent who at the time taught at New York University Florence and is no

171、w at the University of Toronto to talk about Black Italy.We are also planning lectures and workshops for faculty on inclusive Italian language and on Italian transgender communities.Another important element involves our internship placements,for which we are working to enlarge our portfolio.We are

172、seeking new companies and nongovernmental organizations that better reflect the diversity of our students and Italy,and whose missions and scopes support JEDI.To succeed in this project,we need the continuous support of several stakeholders.To create new courses,we always work with our program devel

173、opment department,which helps us create syllabi that support our local identities as well as engage the interests and growth of our students.Since we do not work in silos,we discuss all the implications of new syllabi Models of Change:Equity and Inclusion in Action in International Education 22with

174、our colleagues in academic affairs.Then we work to get our faculty on board,as well as the Finance Department.This work requires awareness and a willingness to challenge ourselves and to reflect on our role.It takes training and research to understand how we can modify even slightly what we teach,ho

175、w we teach,and how we include JEDI issues in our day-to-day delivery;and how we involve our students,our vendors,and our community in this exchange.In the long term,the changes will run deeper in our curricula,our teaching,and our experiential activities.The small steps will have created a domino ef

176、fect and formed a space that everyone will inhabit,a space where students are exposed to all facets of the local culture including those who are left outside of the Disneyland realm of the city center a space of cultural hybridization and of allyship.References Bhabba,H.K.(2008).The Third Space:Cult

177、ural Identity Today.Amherst University.Black Italy.(n.d.).https:/www.blackitalia.info Fiedler,M.(2007).Postcolonial Learning Spaces for Global Citizenship.Critical Literacy:Theories and Practices,1(2),5057.Gozik,N.J.,&Barclay Hamir,H.(2022).Unpacking education abroads invisible knapsack in the pursu

178、it of inclusive excellence.In N.J.Gozik&H.Barclay Hamir(Eds.),A house where all belong:Redesigning education abroad for inclusive excellence(p.11).The Forum on Education Abroad.Prunotto,G.(2023).Gender inclusivity in Italian:Can gender neutrality be reached in a gendered language?Difficulties,propos

179、als and public perception of the phenomenon.Thesis,West Virginia University.The Research Repository.Serrano,M.(2020).Social justice centered education abroad programming:Navigating social identities and fostering conversations.In L.M.Berger(Ed.),Social justice and international education:Research,pr

180、actice,and perspectives(pp.155172).NAFSA:Association of International Educators.This work requires awareness and a willingness to challenge ourselves and to reflect on our role.It takes training and research to understand how we can modify what we teach,how we teach,and how we include JEDI issues Mo

181、dels of Change:Equity and Inclusion in Action in International Education 23The Ongoing Process of Translating Equity to Action:A Dickinson College Case Study for Education Abroad By Nedra Sandiford and Katie DeGuzman Introduction This article documents two professionals processes for creating and ad

182、apting an innovative approach to bridging the gap between diversity,equity,and inclusion(DEI)and intercultural competence:intercultural intersectional learning and studies.The authors explore their interpretation of,as well as their experience with,the intersection between intercultural and global l

183、earning and DEI,while creating a model of change that promotes the dismantling of contemporary hegemonic cultural structures,addresses and avoids the reproduction of such structures during study abroad,and centers voices on the ground.Coauthor Katie DeGuzman has centered her intended doctoral resear

184、ch on this intersection,asking the following research question:How do permanent on-site faculty and staff in the host study abroad country make meaning of U.S.perceptions of DEI and incorporate these concepts into their own cultural perspectives?Using the Center for Global Study and Engagement at Di

185、ckinson College as a case study,this article walks readers through the various changes,at both the institutional and personal levels,that have colored the last five to six years.DEI in Education Abroad For several decades,the education abroad field has been talking about diversity,its early focus ce

186、ntering on how underrepresented students are recruited or encouraged to go abroad.In fall 2003,the Forum on Education Abroad relaunched the only journal dedicated to study abroad,Frontiers:The Interdisciplinary Journal of Study Abroad.Featured in the renewed publication was Van Der Meids 2003 study

187、on Asian American students studying abroad,with suggestions on how to increase their participation.A review of Van Der Meids reference list indicates that as early as 1991,scholars and international education organizations were discussing increasing minority participation and access(Carter,1991;CIEE

188、,1991;Ganz,1993).Models of Change:Equity and Inclusion in Action in International Education 24As the area of DEI has developed in higher education in general,so has DEI within the education abroad context.A review of the content of major international education professional conferences(including NAF

189、SA:Association of International Educators,the Forum on Education Abroad,and the Association of International Education Administrators)shows that equity,inclusion,and,more recently,justice or belonging are frequently listed among themes.Indeed,these organizations and many others have stressed the imp

190、ortance of recruiting underrepresented students and preparing on-site staff and faculty to receive students who are either underrepresented or marginalized in a visible way.Background Nedra Sandiford The opportunity to both work alongside and grow from professionals in the field of international edu

191、cation while providing content and inspiration for professionals in the field was not what I expected when,in 2020,the world shut down.As it were,I was facilitating language labs for Spanish 202 online,in lieu of the usual overseas student assistants who travel each year to the Carlisle,Pennsylvania

192、,campus of my both employer and alma mater,Dickinson College,to perform this job.I was grappling with,along with everyone else,the death of George Floyd and the ensuing“racial reckoning.”When the opportunity came to facilitate the Institute of International Education(IIE)and Dickinson workshop,it wa

193、s a welcome change.Here we were,trying to figure out how exactly to prepare both ourselves and our students for the shifts in identity and perception that occur while crossing borders,without discounting the power and privilege structures at play in the way that intercultural competence teaching so

194、often does.For me,this story begins,however,in 2018.I was asked by coauthor Katie DeGuzman,Dean and Director of Education Abroad at Dickinson College,if I was interested in working with her on an ongoing project to revamp the Center for Global Study and Engagements strategy for pre-,post-and on-site

195、 workshops,specifically for students from underrepresented backgrounds.As an expat of color myself,I thought that creating content that would target specific groups about their experience in Spain would be beneficial to students.What I found was that targeting groups for their identity was not only

196、a reproduction of what many have been subjected to by society but also Models of Change:Equity and Inclusion in Action in International Education 25a pass to let those who target off the hook.We quickly pivoted to creating programming to highlight how marginality shows up within any given society,to

197、 peel back the veil of“culture”and analyze historical context.My professional journey in the work of inclusion has been,in many ways,a continuation of the unlearning journey that I have been on since my college years.Despite being a first-generation U.S.citizen Black woman,I consider myself extremel

198、y privileged.That I even had to include“despite”before my identities at the beginning of my previous sentence is a reflection of what Ive had to unlearn in a society that places certain attributes to these identities with the explicit mission to dehumanize,other,or posit as less than.More confusing

199、still,much of what I did learn growing up from my own family reflected some of this othering actively encouraging the divide between one“kind”of Black person(immigrant)and“regular”Black people(African Americans).This work has helped me to realize that liberation will come for no one if there is not

200、liberation for all.I have become a much more well-rounded DEI practitioner,eschewing comparisons,leading with empathy,and always minding my own blind spots.Ive learned not only to focus on the issues of the identities that I hold,but to widen the focus on my work and always consider the intersection

201、s.Lastly,Ive learned and fully accept that advocating for a world that is more just,equitable,and sustainable is as much personal reflection as it is active work to dismantle the harmful,currently prevailing narratives.Katie DeGuzman As an education abroad professional,I have always been interested

202、in both DEI in international education and intercultural competence.Early in my career,I became a certified administrator of the Intercultural Development Inventory(IDI).Several years ago,I started working with a few practitioners who strongly believed that both the fields of DEI and intercultural c

203、ompetence needed to come together,as each was missing a piece of the proverbial puzzle.Intercultural communication scholars were missing the power,privilege,and positionality that were involved in intercultural interactions,while DEI and social justice scholars were missing the intercultural perspec

204、tive shifting and the varying historical contexts that went into international education work.Almost seven years ago,I started working at Dickinson College.Today,I hold the title of dean and director of education abroad.Unlike many other I have become a much more well-rounded DEI practitioner.Ive le

205、arned not only to focus on the issues of the identities that I hold,but to widen the focus on my work and always consider the intersections.Models of Change:Equity and Inclusion in Action in International Education 26institutions,Dickinson sends most of its students on semester-or yearlong study abr

206、oad.The college runs its own programs,with permanent Dickinson faculty and staff on-site.While my previous work exclusively focused on the preparation and advising phase for underrepresented students,and U.S.faculty professional development,it became apparent that a support piece had been overlooked

207、:the role of the on-site or local faculty and staff.These professionals spend the most time with students abroad,yet based on my own observations,their role in supporting marginalized students was completely missing in the discourse of the field.At the same time that this became apparent to me,I was

208、 introduced to the intercultural praxis model(IPM)of Dr.Kathryn Sorrells(2022),which advances a nonlinear approach to communication across cultures with a philosophy that melds DEI with intercultural competence.The IPM challenges us to contextualize our identities and those of others within historic

209、 systems of inequality that have shaped our positioning in the world today.Intercultural praxis comprises six dimensions:inquiry,framing,positioning,dialogue,reflection,and action(Sorrells,2022).While the IPM framework is key to theoretical analysis of the bridge between DEI and intercultural compet

210、ence,there is little research on the use or practical application of this model,nor is there any instrument associated with the model.I have been on my own journey of reflection and growth and what it means to identify as a white,cisgender,heterosexual woman while facilitating workshops and designin

211、g programs around DEI.To be frank,I am sometimes met by students who make assumptions that I cannot possibly understand.Some,and understandably so,see intercultural difference and marginalization within the framework of racial differences.In a workshop several years ago,we were discussing centering

212、intercultural relationships,and my vulnerable sharing of my own intercultural marriage and biracial and bicultural children led to a complaint from two students that I was“chasing clout.”My intention for sharing something personal and referring to myself as a co-learner in the space was to reduce th

213、e power distance and decolonize the typical classroom structure.However,doing so as a woman without a doctorate or professor title can also undermine the understanding that I truly do have expertise to share,and to my surprise,the sharing can be seen as a contrived effort to mitigate my white identi

214、ty.In many faculty and staff professional development spaces,it is common to hear those who identify as white express trepidation about facilitating discussion on DEI topics.There is the fear of saying the wrong thing,which then leads to not saying anything at all.While I understand this fear,throug

215、h Models of Change:Equity and Inclusion in Action in International Education 27this journey,I have had to make my peace with the possibility of saying the wrong thing and understand that the journey is not about being perfect and that my commitment to justice and equity need to be stronger than my f

216、ear of making mistakes.During the IIEDickinson workshops,I discussed this fear with Dr.Amer F.Ahmed,one of the foremost practitioners and thought-leaders of the intersecton between DEI and intercultural competence,and the colleague who introduced me to the Sorrels intercultural praxis model.Dr.Ahmed

217、 gave me great encouragement,pointing out that if no one was ever unhappy about something you said,you were probably saying nothing.He reaffirmed that I was working hard in the global DEI space and that it is difficult,emotional work,but he said I needed to keep pushing forward and learning and not

218、let my insecurities get in the way.That is what I strive to do through my institution,through my doctoral research,and in the larger field,because this work needs everyone to move us forward.“Am I Here What Was I There?”Two research studies found that marginalized students will make meaning of incid

219、ents abroad by relying on their past experiences in the U.S.Quan(2018)and Deters et al.(2022)shared journal reflections indicating that when some marginalized students are faced with a negative interaction abroad,they may contextualize the experience through the lens of their identity and a previous

220、 bias incident.In Quans discussion of an Iranian American female student with low language proficiency studying in Spain,the researcher shared an excerpt of the students interaction with an older Spanish man who makes a gesture toward her that the student is unable to interpret.The student gets angr

221、y and attributes his actions to racism.Quan used this example to highlight a previous work that asserted“according to critical race theory(CRT),the prior experiences of people of color with macroaggressions and racism often lead them to mediate life experiences and outcomes through a racialized lens

222、 and even in instances when the motivations may be ambiguous or unknown(Perez et al.,2015,p.301)”(p.38).This finding has enormous implications for interpreting intercultural experiences abroad,which,by their very nature,are often confusing and ambiguous.The IPM dimensions of inquiry,positioning,and

223、reflection are key for individuals to be able to not only create an understanding and awareness of the cultural lens and perspective that inform their experiences Models of Change:Equity and Inclusion in Action in International Education 28but also tweak their interpretive framework to acknowledge t

224、hat the framework that serves them in,in this case,the U.S.may not always apply to a new context.Conversely,it is entirely possible that the gesture of the old Spanish man in Quans study did relate to the students race.Yet for a student to be able to shift through the possibilities which include the

225、 historical contexts of power and privilege,the persistent cultural norms,and the language barrier they need someone to act as a cultural bridge.This brings us to the important and unique role that an on-site faculty or staff member has in providing student support and assisting in contextualizing c

226、ritical incidents while empathizing with the possible trauma they bring.As Sweeny states,“This examination of race and racism would likely be more productive if structured and facilitated as part of the program,and in turn has the potential to effect student learning and development”(2013,p.11).Facu

227、lty Role in Intercultural Learning While extensive and varied research has been conducted about students on both semester and short-term programs abroad,the role of faculty in education abroad is often examined in the context of U.S.-based faculty leading short-term programs with U.S.students.Severa

228、l other learning objectives can be studied,but perhaps most relevant to intercultural intersectional learning is the faculty influence on intercultural gains.Anderson et al.(2016)detailed their previous work assessing student intercultural growth using the IDI and later shifting their focus to findi

229、ng evidence of instructor influence on these intercultural gains.Using a mixed methods approach,the IDI,and student and instructor interviews,they found that intentional instructor engagement with intercultural content on-site is critical to fostering intercultural growth.The highest student gains w

230、ere associated with facilitation in the moment of a critical incident;the researchers found that it was crucial for the instructor to address group tension associated with an incident before moving ahead with course content.However,their study did not identify what exactly faculty need to do to beco

231、me good facilitators,nor did it address which faculty are successful at intercultural facilitation.Niehaus et al.(2018)furthered the work of Anderson et al.by exploring the context of faculty background to determine whether these background variables can predict the extent to which faculty would eng

232、age in cultural mentoring.The study looked at four cultural mentoring behaviors:Models of Change:Equity and Inclusion in Action in International Education 29expectation setting,explanation of host culture,exploration of self in culture,and facilitation connections.Through a quantitative study survey

233、ing 473 faculty from 72 U.S.colleges who led short-term programs,the study found that faculty of color are more engaged in faculty mentoring compared to their white peers,assistant professors are more engaged than associate professors,and STEM faculty are less engaged.The research team,however,left

234、several unanswered questions regarding the reasons for their findings,encouraging future researchers to determine what type of cultural mentoring behaviors best facilitate student learning and under which conditions.Johnstone et al.(2020)intentionally built on both Anderson et al.and Niehaus et al.b

235、y combining the role of faculty facilitation in promoting equity and cultural responsibility with a focus on underrepresented students in study abroad.That research team conducted focus group interviews with underrepresented students who completed short-term,faculty-led programs abroad.The interview

236、s centered program elements that students experienced through their self-described identities.The researchers determined that faculty leaders who could cultivate inclusivity within the group,facilitate identity and cultural sensitivity,and debrief social justice issues were the most successful,accor

237、ding to students.As in previous studies,the researchers did not articulate how faculty can be trained to gain these skills but indicated that students expect faculty to have the skill set to manage these complex dynamics.Given the extended period that on-site host country faculty and staff spend wit

238、h semester study abroad students,it is surprising to find only one instance in the literature of their ability to facilitate intercultural learning.The lack of training for on-site faculty and staff to become effective intercultural facilitators was impetus for research done by Grillo and Hernndez d

239、e la Torre(2020).The research also highlights that there is no current widely accepted procedure to bridge the gap between DEI and intercultural competence.Using a mixed methods approach of a questionnaire and interviews,the authors surveyed 103 Spanish study abroad professionals who work with U.S.s

240、tudents in Spain and conducted 15 interviews with those in that group.The majority of participants indicated that they relied heavily on experience to perform their jobs and felt that a major obstacle existed in the lack of knowledge about U.S.students.None of the participants were given academic tr

241、aining in intercultural learning or facilitation,and they brought up the frequent misunderstandings that they had with students.Participants Models of Change:Equity and Inclusion in Action in International Education 30saw a need to create a formal training strategy on how they could act as cultural

242、bridges for students.In alignment with participant needs,the researchers expressed that on-site professionals should have experience with diversity,be familiar with the culture of the students,be open,and have the ability to facilitate reflection.Katie:A New Strategy for Orientations at Dickinson In

243、 the past three years,I have been working on intervention strategies with both students and on-site faculty and staff.The strategies combine intercultural competence and DEI concepts to prepare students for their study abroad experience and equip faculty and staff to be intercultural bridges for the

244、ir students.On-site faculty and staff,particularly those who are not originally from the U.S.,are invited to explore their own cultural identity and lens,learn about their positionality within their countrys context,and become familiar with their countrys historical context,especially the ways that

245、it has produced marginalization.It is also important that on-site faculty and staff understand the lens of the students with whom they are working and try to anticipate what support students will need based on how they will perceive various incidents or common cultural practices.From this educationa

246、l framework,I stress to on-site faculty and staff the importance of listening and empathizing with their student first if an incident involving bias or perceived biased occurs and only later having a more academic discussion about historical context and possible language barriers,and a nuanced excha

247、nge of what might be similar to the context and frames that students bring and what might be different.On-site staff and faculty should also talk about discrimination or bias during orientation and include programming and academic discussions that focus on marginalized or minority communities within

248、 their country.This is all quite complex,and I have the additional challenge,given my own positionality,of not overly imposing my U.S.perspective or cultural hegemony while conveying to staff that if they have opted into the role of support for U.S.-based students,then they must both understand and

249、navigate this U.S.lens.The strategies combine intercultural competence and DEI concepts to prepare students for their study abroad experience and equip faculty and staff to be intercultural bridges for their students.Models of Change:Equity and Inclusion in Action in International Education 31Nedra:

250、“Navigating Identity as Students of Color Abroad”Orientation I held the first on-site post-departure orientation in Mlaga in 2020.To my surprise,the two students of color who were on the program during that semester were not interested in attending.One of the students who came to the session identif

251、ied as a white,Jewish woman.When asked why she decided to attend,she mentioned that she wanted to learn how to be a better ally.The other student,who identified as a white,Jewish male,attended because his girlfriend at the time an international Vietnamese student at Dickinson who was studying in Fra

252、nce had experienced some incidents of racial insensitivity on her abroad program and he wanted to be able to support her.This expeirence with the orientation session was the first of many realizations that contributed to the model of change that this paper centers.On the one hand,I naively thought t

253、hat this content would be of interest only to those“impacted.”Not only was this incorrect,but it also discounts how group dynamics during study abroad terms often create an environment that mirrors the very DEI issues that students face in the U.S.Put short all students needed to understand that DEI

254、 issues not only exist across the world,but also are ensconced in cultural nuance that is different from what they are used to in the U.S.The Bridge:Educating Staff at Sending and Receiving Institutions Students of color or students with nonprivileged identities arent the only ones who need to take

255、advantage of international education as a pathway to a global view of DEI.Staff,faculty,and students direct community abroad need to be able to both understand where students are coming from and share how marginalization happens in their own locales.This is not to say and this is the authors ongoing

256、 critique of current models of international global education that those abroad only need to learn what a microaggression is and try to avoid it themselves or explain it away when students experience microaggressions.Rather,there is a need to understand on a fundamental level how identities transact

257、 within any given cultural context:Who has power and who doesnt?Whose voieces are positioned to yield that power over others?How does one recognize that because identity,any identity,is fluid,at one point certain identities yield power,while at other points those same voices are powerless and that A

258、ll students needed to understand that DEI issues not only exist across the world,but also are ensconced in cultural nuance that is different from what they are used to in the U.S.Models of Change:Equity and Inclusion in Action in International Education 32this shift occurs constantly(both within and

259、 outside of the borders that we know)?How can one grapple with the intersections of certain identities and how they inform transactions of identity?Where Are We Now?Global Inclusion Strategy at Dickinson We have settled(for now)on an approach that integrates student,staff,and faculty learning at var

260、ious stages.Given the importance of being prepared to facilitate intercultural learning within the DEI context,on-site faculty and staff attend continual sessions.They not only engage in self-reflective intercultural processes,but also are encouraged to give feedback and in some cases,push back to e

261、nsure that the discourse is inclusive of perspectives from outside the U.S.After several periods of trial and error,weve determined that the student sessions are most effective when they start with a focus on the general concepts of identity,power,and privilege and the understanding that students ha

262、ve a perspective or a lens through which they interpret the world.At predeparture,we found that students,from an attention standpoint,did not seem ready to engage with overly specific forms of bias on-site.Some students found the real-life examples unnecessarily provocative as opposed to helpful at

263、that stage.Therefore,specific examples from various countries are now brought by the students themselves when they are on-site.During a Zoom workshop,students are invited to join facilitators to discuss what they have learned so far in their host country about power and privilege,as well as what the

264、y have learned about their identity in their new context.They are also asked to bring in what they know about the historical context of their host country and how that fits in with how identity and DEI are viewed there compared to in the U.S.This tie-in of perspectives pulls on the predeparture lear

265、ning thread and has them apply it themselves.Two more phases are in the development stages:on-site experiential engagement and re-entry.Following the students Zoom session to unpack what they are experiencing abroad,on-site faculty and staff will facilitate an experiential session(themed talks,works

266、hops,volunteer opportunities,events)and debrief about a marginalized community in the host country or a concept within the intercultural inclusion framework relevant to the host country.The session will be tailored to the specific country and chosen by local faculty and staff.Models of Change:Equity

267、 and Inclusion in Action in International Education 33Facilitation workshops for the faculty and staff will be given prior to implementation by Katie and collaborators from Dickinson College,including professors well versed in facilitation and the Office for Diversity Initiatives.Reimagined re-entry

268、 workshops will draw upon Dickinsons new initiative,Dialogue Across Difference,to engage the students in critical dialogue and reflection about their experiences abroad.We hope to run both of these new sessions in fall 2023.Conclusion In 2022 in Spain,when Nedra facilitated a DEI workshop to members

269、 of the American University Programs in Spain(APUNE),she showed them two images and asked if they recognized the individuals depicted.One image was of Eric Garner being held in a choke hold by Officer Daniel Pantaleo.The other was of an unidentified Black woman in a small orange lifeboat at sea.The

270、choice to use Eric Garners image in was intentional;his was an older(2014)yet still relevant case of death at the hands of police violence.The participants,a great majority of whom were Spanish nationals,knew who Eric Garner was,but most were unaware of the protagonist of the second photo.A screensh

271、ot of a video,the image captured the agony of a woman who was unable to locate her 6-month-old baby as she and other migrants from Guinea were being rescued in the Mediterranean Sea in 2021.The child was later found in the water and resuscitated,but ultimately did not survive.The following was the m

272、essage to participants:A young Black man in the U.S.killed by the violence of racism may seem far away,not related to or a part of Spanish culture.However,a young Black baby killed by the violence of a colonial past is.When working with on-site colleagues,the focus needs to shift entirely toward the

273、 complete infusion of studies around power,position,and privilege to what faculty and staff may or may not already know about their own countries and contexts.The absence of research,literature,and training focused on on-site staff is itself indicative of the culturally hegemonic structures that cur

274、rently dominate DEI discourse.Models of Change:Equity and Inclusion in Action in International Education 34References Anderson,C.L.,Lorenz,K.,&White,M.(2016).Instructor influence on student intercultural gains and learning during instructor-led,short-term study abroad.Frontiers:The Interdisciplinary

275、 Journal of Study Abroad,28(1),123.Carter,H.(1991).Minority access to international education.In Black students and overseas programs:Broadening the base of participation(pp.1830).Council on International Educational Exchange.CIEE(Council on International Education Exchange).(1991).Increasing partic

276、ipation of ethnic minorities in study abroad(ED346784).ERIC.Deters,J.,Holloman,T.K.,Grote,D.,Taylor,A.R.,&Knight,D.(2022).Critically examining the role of habitus for minoritized students in a global engineering program.Frontiers:The Interdisciplinary Journal of Study Abroad,34(4),172205.Ganz,M.A.,O

277、sborn,J.,&Primak,P.(1993).Promoting student diversity.In W.Hoffa,J.Pearson,&M.Slind(Eds.),NAFSAs guide to education abroad for advisers and administrators(pp.111123).NAFSA.Herencia Grillo,A.,&Hernndez de la Torre,E.(2020).Education professionals as facilitators of study abroad programs in Spain:Form

278、al training needs.Profile:Issues in Teachers Professional Development,22(1),5773.Johnstone,C.,Smith,T.L.,&Malmgren,J.(2020).Academics as arbiters:Promoting equity and cultural responsibility in group-based study abroad.Frontiers:The Interdisciplinary Journal of Study Abroad,32(2),120144.Niehaus,E.,R

279、eading,J.,Nelson,M.J.,Wegener,A.,&Arthur,A.(2018).Faculty engagement in cultural mentoring as instructors of short-term and semester study abroad programs.Frontiers:The Interdisciplinary Journal of Study Abroad,30(2),7791.Quan,T.(2018).Language learning while negotiating race and ethnicity abroad.Fr

280、ontiers:The Interdisciplinary Journal of Study Abroad,30(2),3246.Sandiford,N.,DeGuzman,K.,&Brandauer,S.(2021).Using the Intercultural Praxis Model to build bridges:Identity,diversity,equity,and inclusion in a global context.In S.Brandauer&E.Hartman(Eds.),Interdependence:Global solidarity and local a

281、ctions.The Community-Based Global Learning Collaborative.https:/www.cbglcollab.org/identity-diversity-equity-and-inclusion-in-a-global-context Models of Change:Equity and Inclusion in Action in International Education 35Sorrells,K.(2022).Intercultural communication:Globalization and social justice(3

282、rd ed.).SAGE Publications.Sweeney,K.(2013).Inclusive excellence and underrepresentation of students of color in study abroad.Frontiers:The Interdisciplinary Journal of Study Abroad,23(1),121.Van Der Meid,J.S.(2003).Asian Americans:Factors influencing the decision to study abroad.Frontiers:The Interd

283、isciplinary Journal of Study Abroad,9(1),71110.Models of Change:Equity and Inclusion in Action in International Education 36Cyclical and Reciprocal:Diversity,Equity,and Inclusion at the Brandeis International Business School By Julia Zeigler and Kapik Yeung Julia Zeigler:Self-Reflection In this sect

284、ion,I will reflect on what I have done to expand self-awareness and better understand my identity and how it has been shaped by cultural and historical contexts.In 2007,after graduating college,I moved from the U.S.to Changzhou,China.After 20 years in Boston,Massachusetts,it was the first time I liv

285、ed somewhere as a racial minority.I moved there to teach English,and in doing so,I became aware,almost accidentally,of the elements that made up my identity.It was in China that I was first knowingly subjected to stereotyping,misogyny,and“othering.”However,it took me many years to start actively und

286、erstanding the cultural and historical contexts behind my identity.I consider myself a late bloomer in this area:It was only 10 years ago that I truly began dedicating time and attention to reading and listening to a wider variety of voices and considering new social and cultural perspectives on iss

287、ues of race and identity.Taking the Building Bridges:Committing to Global Equity and Justice in International Education workshop series,co-delivered by the Institute of International Education(IIE)and Dickinson College(IIE&Dickinson,2022),was a giant step in the right direction in considering multip

288、le perspectives.If there has been anything the last 10 years,and this workshop,have taught me,it is that growth in understanding these contexts is constant and unfinishable.The goal to increase participation through diversity and inclusion remains at the forefront of my daily work in higher educatio

289、n.As years progress,I commit to undertaking continual personal growth and using it to drive my career.Introduction The Brandeis International Business School sits on the main campus of Brandeis University in Waltham,Massachusetts.It was established in 1994 and offers four masters programs,a doctoral

290、 program,dual-degrees,and undergraduate majors and minors in business and economics.The school Models of Change:Equity and Inclusion in Action in International Education 37boasts an enrollment of 400 graduate students across 49 countries and over 6,000 alumni.The Brandeis International Business Scho

291、ol lists the following mission statement regarding diversity,equity,and inclusion(DEI),which drives the communitys everyday work:“We advocate for diversity,equity and inclusion through programming and community support and engagement.Our goal is to engage with the Universitys strategic direction in

292、providing accessible,inclusive,and equitable advising to students.We,as staff,commit to continuously educating ourselves on the history,concepts,and implications of discrimination in the U.S.and its effects for the graduate student population at the business school.Moreover,we aim to foster a safe c

293、ommunity that values diverse people and perspectives while encouraging a culture of respect.”(Brandeis,2021)For the Office of Academic Affairs and Student Experience(OAASE),this primarily means(1)connecting our graduate student population,which is largely composed of people born outside of the U.S.,

294、to U.S.-based concepts and histories of racism and discrimination;and(2)making an effort,as an office,to embody the facets of equity and inclusion that we envision for the larger community.To this end,members of the OAASE participated in the Building Bridges workshop(IIE&Dickinson,2022),and we were

295、asked to formulate a case study.For this case study,OAASE participants decided to create a student event series around DEI themes.Cyclical and Reciprocal At one point during one of the live sessions for the IIEDickinson training,Dr.Amer Ahmed,one of the facilitators,stated that“access without suppor

296、t is not equity”(Ahmed,2022).Ahmed said this phrase is central to his daily work.As we reflect on the event series we created,this phrase is immensely helpful to understanding the role of global justice and equity.Since hearing this phrase,we have begun to apply it to our own work.As members of the

297、school administration,at times,we staff members have assumed authority over the students we serve.This assumed authority may lead administrators to make assumptions about our students for example,about their knowledge of U.S.-based concepts and personal histories of discrimination.The Building Bridg

298、es training taught me the importance of challenging those assumptions and the inherent authority of “Access without support is not equity.”-Dr.Amer Ahmed Models of Change:Equity and Inclusion in Action in International Education 38the school over the student.If a student is not U.S.-born,do they not

299、 have their own context for racism and discrimination?How may an international student use their experiences to relate to U.S.-based concepts of discrimination and racism?These questions will inform the planning of our future DEI efforts.By breaking down the power dynamic between student and adminis

300、tration,we can afford students more access to equity and change.By giving students a platform to share their own stories,identities,and experiences,we support them in accessing their own power and authority.We intend to move forward with an approach to our DEI initiatives that is animated by this co

301、ncept of“cyclical and reciprocal”sharing of ideas and perspectives.While in the developmental phase of this event series,our office team frequently referred to the main university statement on DEI(listed below)and to the Business School DEI statement(cited earlier)to ground our discussions.Diversity

302、 Statement Established in 1948 as a model of ethnic and religious pluralism,Brandeis University:Considers social justice central to its mission as a nonsectarian university founded by members of the American Jewish community.Aims to engage members of our community as active citizens in a multicultur

303、al world.Seeks to build an academic community whose members have diverse cultures,backgrounds and life experiences.Believes that diverse backgrounds and ideas are crucial to academic excellence.Recognizes the need to analyze and address the ways in which social,cultural and economic inequalities aff

304、ect power and privilege in the larger society and at Brandeis itself.Honors freedom of expression and civility of discourse as fundamental educational cornerstones.Seeks to safeguard the safety,dignity and well-being of all its members.We intend to move forward with an approach to our DEI initiative

305、s that is animated by this concept of“cyclical and reciprocal”sharing of ideas and perspectives.Models of Change:Equity and Inclusion in Action in International Education 39 Endeavors to foster a just and inclusive campus culture that embraces the diversity of the larger society.(Brandeis,provisiona

306、l 2024)As a team,OAASE realized that while many aspects of these statements related to our office,a statement specific to our office would be necessary to specifically guide our work.We agreed that the exercise of constructing our own DEI statement would help center our daily actions and decisions a

307、nd highlight our team priorities.In spring 2023,our team reviewed the universitys current statements,discussed our office goals,and crafted our own parallel statement that was added to the student-facing website(Brandeis,OAASE,2023).Framework and Theory Two frameworks informed our conception and des

308、ign of the event series:(1)the National Academic Advising Association(NACADA)academic advising core competencies model and(2)Dr.Kathryn Sorrells intercultural praxis model(IPM).The NACADA academic advising core competencies model teaches that advisors can provide three key components of guidance to

309、students everyday advising interactions:(a)conceptual,(b)informational,and(c)relational(Figure 1).These components aim to support the students continual growth and learning and guide the advisors own training,career development,and advancement.OAASE has integrated the advising core competencies mode

310、l into many of our student-facing initiatives,so it was a natural fit for our DEI event series.The Building Bridges workshop introduced us to the IPM,which helps individuals navigate cultural differences ethically and equitably.The model teaches that in our intercultural world,it is more important t

311、han ever to act FIGURE 1 NACADA academic advising core competencies model.Source:NACADA:The Global Community for Academic Advising.(2017).Models of Change:Equity and Inclusion in Action in International Education 40with understanding and compassion.The model is cyclical in nature and asks the user t

312、o consider six dimensions:(1)action,(2)inquiry,(3)framing,(4)positioning,(5)dialogue,and(6)reflection.Because the IPM mirrored our own offices DEI priorities,and was unique and helpful,we used it as a second framework for our case study.Our case study aimed to bring the IPM model to life with three

313、goals:(1)to create community among our student body,which is composed of individuals from many different ethnicities,cultures,and geographies;(2)to demonstrate our schools awareness of DEI issues;and(3)to share U.S.-based perspectives on these issues with students.The academic advising core competen

314、cies model kept us accountable to ourselves,and the IPM allowed us to consider all the dimensions and implications of our event series before the implementation stage.For example,at each event,we were fully intentional about citing our U.S.-based biases and perspectives.We also sent a post-event sur

315、vey to participants,from which we hope to gather feedback about whether we met that goal.However,because respondents self-selected,the survey data may be unreliable.In the future,we plan to randomly select students for a working group,to evaluate our schools DEI programming and propose improvements.

316、Email interviews with randomly selected students may also be helpful.Many international students come from cultures where sharing vocal feedback is not normalized,so email interviews would capture feedback from students who are less likely to share feedback vocally.These two methodologies would be m

317、ore objective and would promote equity in our programming.We found the IPM and the advising core competencies model compatible in three senses:(1)Both recognize that student-facing initiatives in higher education are both cyclical and reciprocal and neither has a definitive“start”or“end”;(2)both fra

318、meworks intend to support cross-cultural interactions;and(3)each recognizes the necessity for a balance of power between student and administrator.Positionality within Brandeis University In the article,“Serving International Students beyond Teaching Them Cultural Differences?”author Suhao Peng says

319、 the following:“In most cases,universities offer orientation programs for international students,especially those who are newcomers,to“help”international The academic advising core competencies model kept us accountable to ourselves,and the intercultural praxis model allowed us to consider all the d

320、imensions and implications of our event series before the implementation stage.Models of Change:Equity and Inclusion in Action in International Education 41students adapt to the“new”learning environment by teaching and informing them of cultural differences.For most of us,this practice seems natural

321、 because individual experiences abroad are usually articulated or described as challenging and intercultural/international adjustment and/or adaptation can be problematic.However,this practice has extended to the point that international students are viewed as culturally deficient in the host enviro

322、nment and are often treated as a homogenous and exotic population.This bias manifests in many orientation programs and guidelines that teach international students how to behave in the host environment.”When we developed the goals that directed our planning,we were aware of the possibility of delive

323、ring well-meaning DEI programs and initiatives that do the exact opposite of their intention.The last thing we wanted was for our students,international or domestic,to feel othered by our programs and services.As a result,our program seeks to be as reciprocal,or shared,as possible.Students should le

324、arn about the schools dedication to DEI programming but also feel the power and permission to challenge and interrogate that programming.While our intention is not to transfer emotional labor to students,it would be ideal for students to play an equal role in their own programming and for content to

325、 be reciprocally shared.For example,an event could center on the many examples of discrimination around the globe.In the U.S.,we could use the example of George Floyds murder in 2020.Then we could invite students from other countries or cultures to discuss examples of the manifestations of discrimin

326、ation,historical or present,from their experience.Going into the case study assignment for the Building Bridges workshop series,which later became our DEI event series,we knew we would encounter other challenges as well:What topics should we prioritize?How would we get students attention?We were abl

327、e to address many of our challenges by referring to the IPM and the advising core competencies,which asked us to think about our privilege,our capacity,and our institutional guidance.Case Study:DEI Event Series for Students Members of OAASE proposed an event series because it fits within our financi

328、al structure,staff capacity,and student preferences.We intended for the event series to be the first of many DEI initiatives for students.Models of Change:Equity and Inclusion in Action in International Education 42We had the following goals:Invite a representative to speak from an office on campus

329、with work intimately tied to DEI themes.Generate student involvement in leading future DEI sessions.Create an assessment and measurement tool to collect student feedback for each event.Encourage critical reflection exercises.Craft an OAASE-specific DEI statement and list of tangible goals.Our event

330、series consisted of six one-to two-hour events during one semester.Each event was intentionally scheduled for a different day and time,allowing students with different schedules to attend.See the full schedule of events in Table 1.The schedule was largely determined through collaboration with other

331、units.The Business School set event target dates,times,and locations,and other units identified speakers and topics.In the future,a wider range of units may be contacted,to broaden the range of dialogue and discussion.Table 1:Brandeis University OAASE DEI Event Series Schedule Date/Time Event Leader

332、s Monday,Aug.22,2022,2:003:00 pm Graduate School Adjustment and Wellness(orientation)International Business School Student Association Friday,Sept.30,2022,2:002:30 pm Guided Tour of“Resistance”Brandeis Rose Art Museum Friday,Oct.14,2022,2:003 pm Hispanic Heritage Month Event Brandeis Office of Diver

333、sity,Equity,and Inclusion Thursday,Oct.20,2022,5:156:30 pm LGBTQ+Inclusion at Brandeis Brandeis Gender and Sexuality Center Wednesday,Nov.2,2022,2:303:30 pm Linguistic Diversity Brandeis English Language Programs Friday,Nov.11,2022,12:302:00 pm Cross-Cultural Competence in the Workforce Brandeis Business School Career Strategies and Engagement Models of Change:Equity and Inclusion in Action in Int