Programme

Stacey Bryant, Study Abroad Officer, Simon Fraser University

Colleen Packer, Director, International Learning Programs University of Calgary

Emma Wright, Manager, Global Learning and Engagement Ryerson University

Whether called field schools, faculty-led programs, or a host of similar names, these programs have become an increasingly popular option for students. They offer quality international learning experiences for those who might not be able to participate in traditional semester or yearlong exchanges. However, the development and operation of these programs involve many stakeholders, including faculty members, departments, faculties, study abroad offices, international partnership offices, risk management departments, registrar’s offices, approval committees, and more. With so many actors involved in different pieces of the programs, it is easy for roles and responsibilities to become blurred. Who is responsible for program evaluation, for example, the international office, the department, the faculty or the faculty member? Who is responsible for reporting on the field school, to whom, and what is done with this information? Without a clear definition, it is easy for important steps to be missed or duplicated, and for important information to get lost. This session will cover the complexities of determining clear roles and responsibilities of field school development and operation. It will highlight that the collaboration of so many stakeholders, which is necessary for the success of these programs, can result in a lack of clarity surrounding responsibilities. Presenters from institutions using centralized administrative models, whereby field schools are run primarily through an international office, and decentralized administrative models, in which field schools are housed mainly in faculties and departments, will present the challenges of defining responsibilities within each model. They will discuss approaches they have used to help set clear expectations and guidelines around roles, and the outcomes of these strategies.

Natasha Mrkic- Subotic, Intercultural Engagement Consultant & Instructor Langara College

Daryl Smith, Director, Internationalization Langara College

Yue-Ching Cheng, Coordinator & Instructor Langara College

As an institution with a culturally diverse demographic, Langara College used a collaborative approach to intentionally internationalize through the engagement of multiple stakeholders leading to the development of our first Internationalization Strategy and the Centre for Intercultural Engagement. Four Pillars of this strategy include Student Success & Development, An intercultural Dimension, Support for Employees, and Global Citizenship. The pillar of Global Citizenship refers to a sense of belonging to a broader community and common humanity. One of our objectives under this pillar is internationalizing the curriculum by supporting the development of teaching and learning initiatives that foster intercultural learning and global understanding such as Collaborative Online Intercultural/International Learning – Virtual Exchange (COIL-VE). To meet this objective Langara has developed the COIL-VE Fellows Program. COIL-VE involves a collaboration between two or more classrooms or groups that bring a culturally different perspective to a problem-solving environment. Faculty, staff, and students collaborate virtually, giving an opportunity to inclusive internationalization by allowing for intercultural collaboration without the expense of travel. Through the COIL-VE Fellowship initiative, faculty and staff submit a proposal to join a learning and teaching community that provides supports for the development of a course, course project, or service-learning opportunity. A description of the Fellows program will be presented in addition to an example of COIL-VE course from a COIL-VE Fellows faculty member. Other examples will also be highlighted, along with innovations and demonstrated relevance to the field of international education as it meets the priorities of preparing our student and employee communities to learn, live, and work in globally connected environments.
Topics of Discussion: Internationalization, Intercultural Engagement, and Learning, Project-based Learning, Strategy, Community of Practice, Programming innovation through COIL- VE, building international partnerships, and an interest in short term exchanges.

Karima Ramji, Associate Director, Co-op & Career Services, University of Victoria

Renée Livernoche, LE,NONET Experiential Learning Coordinator

In partnership with universities in Australia, the University of Victoria offers a unique Indigenous exchange program that enables Indigenous students from these institutions to participate in work-integrated learning (WIL) experiences in their host countries. This Indigenous WIL exchange program provides a unique perspective on the cultural dimensions of learning that takes place for students, organizations, and practitioners involved in the program. Since 2017, University of Victoria has been conducting a research project to better understand critical success factors for this program.

A research paper is being submitted for publication to the International Journal of Work Integrated Learning (IJWIL). This paper will highlight critical success factors in developing Indigenous International WIL exchange programs, provide literature on international and Indigenous WIL programming, cultural competency, as well as literature on Indigenous decolonizing practices. Using the key principles of supporting the success of Aboriginal students identified in the Supporting Aboriginal Student Success – Report on LE, NONET research project (Hunt, Lalonde & Rondeau, 2010), this paper will provide methods to decolonizing WIL. It will also focus on Indigenous cultural competency development, and intercultural dimensions of learning for students, organizations, and practitioners involved in the program. The research sheds light on how we can view WIL from an Indigenous perspective, and in the process, think about how we can decolonize WIL and honor, as well as incorporate Indigenous ways of being and doing in our WIL programs.

This session will be of interest to international practitioners at all levels who are interested in developing Indigenous international programming. The learning outcomes, hence benefits of attending, include understanding how we can support indigenous student success, how we can view WIL from an indigenous perspective and incorporate indigenous ways of being and doing in our WIL programs, and what constitutes a successful indigenous international program.

Christina Johnson, Manager, International Recruitment & Partnerships, Wilfrid Laurier University

Melissa Stephens, Manager, Marketing and Communications, Wilfrid Laurier University

No matter what your role is at Laurier – students are at the heart of everything. But the student of today is a lot different from the student of a few years ago. At this session, you’ll be immersed in the habits, values, and perceptions of our new target audience- Gen Z. You’ll be inspired to think outside the box and to have the courage to change and adapt what you are doing and how you are doing it for Gen Z.

Leave equipped with a deeper understanding of our new student and with actionable takeaways on how to communicate with and engage them, and with tips on creating experiences for them and providing services tailored to their needs. The session will include a presentation, facilitated discussion, and an engagement activity to ensure everyone gets involved!

Mofi Badmos, Diversity and Inclusivity Coordinator, Smith School of Business, Queen’s University

Chiedza Pasipanodya, Program Manager, Knowledge Management, World Education Services (WES)

Global engagement is increasingly becoming a priority for Canadian institutions; this is reected in prioritizing internationalization strategies that focus on international recruitment, research partnerships, mobility programming, and international student support. However, the integration needs and experiences of degree-seeking international students are seldom reected in internationalization strategies. In order to establish truly inclusive practices, the experiences and the needs of international students have to be factored into these strategies.

Using current internationalization strategies as case studies, this presentation will guide participants on how to center the experiences of degree-seeking international students in the forming and implementation of internationalization strategies. This will be addressed utilizing the pillars of inclusive internationalization, Internationalization at home, marketing and recruitment, and student advising and services. Through the lenses of equity, inclusion, and anti- racism, the presenters will discuss the vision of inclusion on campuses, the experiences of international students, and how it is connected to fostering internationalization at home strategies that move beyond opportunities for domestic students. It will also highlight the importance of representation and diversity in international recruitment strategies, and the importance of providing intersectional support in international student advising and services.

Lindsay Carlton, Universities Canada

Andrew Champagne, Colleges and Institutes Canada

Jonathan Hull, Employment and Social Development Canada

Dans le cadre de la Stratégie canadienne en matière d’éducation internationale, Universités Canada et Collèges et instituts Canada ont été choisis pour concevoir et administrer un nouveau programme pilote de mobilité étudiante vers l’étranger. Financé par Emploi et Développement social Canada, le programme a pour objectifs d’accroître la participation des étudiants sous-représentés aux stages d’études ou de travail à l’étranger, de diversifier les pays de destination et de tester des idées novatrices pour réduire les obstacles aux études ou au travail à l’étranger. Cet investissement du gouvernement fédéral donnera à des milliers d’étudiants de niveau postsecondaire la possibilité d’étudier et de travailler à l’étranger, ce qui renforcera leurs compétences globales et stimulera la prospérité économique du Canada.

En raison de la pandémie de COVID-19, la stratégie de mise en œuvre du programme se fera plutôt progressivement, la première étape étant axée sur l’innovation pour aider les établissements à tester de nouvelles idées, à adapter le programme dans le contexte de la pandémie, à obtenir des résultats initiaux correspondant aux objectifs du programme et à se préparer au lancement du programme complet. Au début d’octobre 2020, Collèges et instituts Canada et Universités Canada ont lancé un appel de projets innovants de mobilité étudiante vers l’étranger à l’intention des établissements postsecondaires canadiens. Les associations examinent actuellement les propositions reçues et travaillent en étroite collaboration avec Emploi et Développement social Canada à la préparation des prochaines étapes pour assurer la mise en œuvre efficace et sécuritaire du programme intégral.

Catherine Vellinga, Internationalization Lead, Georgian College

Leslie Palson, Dean, International Education and Development
Georgian College

This session will illustrate how college academic programs can be developed to meet the needs of international students to fulfill high demand in a community, successfully integrate International and domestic students, provide global learning opportunities, solve shortages in housing and classroom capacities and blend academic and workplace learning. Industry leaders and community partners in the tourism & resort area of Collingwood and Blue Mountain, as well as Bracebridge in the resort area of Muskoka, where two of Georgian College’s campuses are located, have expressed a need and desire to work with the college in order to bring more hotel resort, tourism and culinary post-secondary programs to the area as the local economy relies heavily on the service industries, specifically in accommodations, tourism, food, and recreation. Georgian’s Hospitality Hotel and Resort Operations program, with an innovative approach to teaching called ‘Integrated Workplace Learning’, was specifically designed to not only meet the local economic industry need but also set new standards on how the college integrates new International students to the college in their chosen area of study. The development of this program was a ground-up design of the existing program that took into consideration the needs of all stakeholder groups; the collaboration of these disparate groups provides a synergetic model for how community colleges can meet the needs of students, industry partners, communities, and local government.

Raged Anwar, Intercultural Engagement Consultant and Instructor
Langara College

Teresa Brooks, Associate Director, International Student Services
Langara College

Natalie Knight, Curriculum Consultant, Teaching and Curriculum Development Centre, Langara College

snəw̓eyəɬ leləm̓ Langara College, located in Vancouver, Canada, has experienced an increase in its international student population from 4,100 to 7,300 over the last five years. Furthermore, the College community (employees and students) is more culturally diverse than ever before. Along with the benefits of this increased diversity, the institution has been forced to consider its priorities in the educational landscape, and reflect on what our role is within it. We are trying to embrace the new challenges associated with the evolving landscape by bringing our community together and reflecting on the assumptions and biases we bring into this process. Over a two-year period, we have developed a ground-up internationalization strategy, and as a part of this strategy’s implementation, we are now piloting an Intercultural Engagement Certificate designed for employees.

In this session, we will provide our rationales, objectives and structure of this four-phase pilot program with an emphasis on the first phase. Phase One of the certificate, 10 to 15 hours, implores our program participants to consider Langara’s role, distinct from its counterparts in the post-secondary environment, and each of our roles within the institution. We encourage participants to reflect on our physical space—situated on the traditional, ancestral and unceded territory of the Musqueam people—as well as well as who is working and studying at the institution. Phase Two will include deeper exploration of intercultural and Indigenous content, followed by experiential components in Phase Three, and reflection work in Phase Four. This session will include a presentation portion (rationales, objectives, structure, and lessons learned), an interactive portion (experiential component from Phase One along with a Q&A session), and short testimonial videos. We will provide participants with some of the material and resources we use in implementing this program as well. In an ideal scenario, this session will serve to share what we have tried, what worked and what did not work, and share ideas that may be mutually beneficial for all who attend the session.

Luna Das, Client Director IDP Connect

Alain Malette, Senior Director – Enrolment Management, University of Ottawa

Saurabh Malhotra, Manager of International Recruitment and Market Development, Fanshawe College

The session will describe the innovative ways in which Data Analytics and Artificial Intelligence can drive decisions and improve outcomes in the following International Education areas:
1. Marketing and Recruitment of International Students 2. Student Advising and Services.
3. Inclusive Internationalization:
4. Sustainability and IE
5. Mental Health and Risk Management 6. Learning Abroad

Jennifer Wesman, Retention Manager, Atlantic Canada Study and Stay, EduNova Co-operative Ltd.

Chantal Brine, CEO, En Point

Nova Scotia is small in size but robust in partnerships supporting international students. EduNova’s award-winning pilot program serves as the model for a recent roll-out of programming across Atlantic Canada. Atlantic Canada Study and StayTM, is now offered in all four Atlantic Canada provinces with a goal to provide comprehensive career support for international students transitioning from ‘student’ to ‘professional’ in their final year of study.

This session focuses on inclusive internationalization and collaboration across sectors. Using Nova Scotia as a case study, we present a partnership model and suggested practices to demonstrate how universities, the private sector, and government are taking steps in sector-wide initiatives to support and retain international students in the province of Nova Scotia—and now in the Atlantic region.

Patrick Cross, Professor and Program Coordinator Mohawk College – Community Partnerships and Learning

Kelley Hoyt, Teaching & Learning Consultant – International Education Mohawk College – Centre for Teaching and Learning

Michelle Turan, Research Fellow (Faculty), Mohawk College – College Student Success Innovation Centre (CSSIC)

This session will provide an overview of the Deaf perspective on international service learning (ISL) and inclusive internationalization. Drawing from a recent training experience in Ecuador, a Deaf faculty will present his unique perspective on ISL. In addition, the perspectives of the other members of the Ecuador team will be included in order to provide the audience with:
• An understanding of how inclusion and access strengthens global experiences for the entire team • A conception of Deaf accommodations and the parallels to diverse language interactions
• An overview of training for faculty and administration for global experiences
• A consideration of risks and rewards in this type of diverse team construction

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Le mouvement Black Lives Matter (la vie des personnes noires compte) a donné une plus grande visibilité à la discussion sur le traitement préjudiciable systémique des personnes noires dans notre société. Ce mouvement a eu de grandes répercussions dans le domaine de l’éducation internationale, laquelle vise à créer un monde plus ouvert et plus solidaire. Les étudiant.e.s internationaux.ales, les éducateurs.rices et les fournisseurs.euses de services ont tou.te.s un rôle à jouer et une responsabilité pour faire en sorte que les personnes noires parmi eux/elles sont traitées de manière juste et équitable. Cette séance a pour objectif d’offrir un espace sécuritaire afin que les participant.e.s noir.e.s puissent continuer la discussion sur le racisme anti-Noirs. Les autres participant.e.s du congrès virtuel du BCEI pourront avoir une meilleure compréhension et parler des façons d’adopter des pratiques antiracistes.

La lutte contre le racisme implique un travail émotionnel important. Les participant.e.s devraient assister à cette séance en gardant à l’esprit que notre intention est de créer un environnement courageux et respectueux.

Prenez part à cette conversation dirigée par un.e animateur.rice pour apprendre des autres et vous entraider dans la lutte pour une justice raciale. Cette séance est notre modeste contribution au mouvement plus vaste.