Skip to main content

. Indicates real-time captioning and sign language interpretation (ASL/LSQ) in the language of the session, and simultaneous audio interpretation to English or French.

9:45 AM-10:45 AM ET

 Immigration Session (French)

Louise Landry, Policy Analyst, Immigration, Refugees and Citizenship Canada / Government of Canada
Mélanie Bergeron – Senior Policy/Program Advisor, Immigration, Refugees and Citizenship Canada / Government of Canada

Des représentants d’Immigration, Réfugiés et Citoyenneté Canada (IRCC) profiteront de cette occasion pour présenter des informations et des mises à jour concernant le Programme des étudiants internationaux et le Programme de mobilité internationale d’IRCC, tel qu’il a été touché par la crise COVID-19. Les représentants d’IRCC répondront aux questions posées par la communauté du BCEI et en direct des participants. La session sera animée par le Comité consultatif sur l’immigration (CCI) du BCEI.

10:00 AM-10:45 AM ET

Braindate sponsored by:

Braindate is a platform that will help you find and start discussions with others. Participate in one-on-one or small group conversations to personalize your conference experience.

Yoga sponsored by:

Ease into your conference program. Join us each morning for yoga.

11:00 AM-12:00 PM ET

 Immigration Session (English) sponsored by:

Louise Landry, Policy Analyst, Immigration, Refugees and Citizenship Canada / Government of Canada
Mélanie Bergeron – Senior Policy/Program Advisor, Immigration, Refugees and Citizenship Canada / Government of Canada

Representatives from Immigration, Refugees and Citizenship Canada (IRCC) will take this opportunity to present information and updates pertinent to IRCC’s International Student Program and International Mobility Program as it has been impacted by the COVID-19 crisis. IRCC representatives will answer questions curated by CBIE’s community and live from participants. The session will be moderated by CBIE’s Immigration Advisory Committee (IAC).

11:00 AM-12:30 PM ET

. Panel 4

Harnessing the Potential of Inter-institutional Collaboration in the Post-COVID-19 Francophone Education Sector: Where do we go from here?

Simultaneous interpretation from French to English will be available.

12:00 PM-1:00 PM ET


Network with conference delegates and showcase your company by participating in this year’s virtual exhibition.

1:00 PM-1:45 PM ET

Blurry Lines: Defining Roles and Responsibilities in Field School Administration


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


Developing and delivering faculty led field schools is a collaborative interdepartmental effort, yet stakeholder roles and responsibilities are often not clearly defined or understood. This session will discuss both the challenges and opportunities involved, and will explore innovative ways in which institutions operating within both centralized and decentralized administrative models are successfully navigating these blurry lines.


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.

Creating Intercultural Learning through a COIL Virtual Exchange Fellows Program


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

Daryl Smith, Director, Internationalization Langara College

Yue-Ching Cheng, Coordinator & Instructor Langara College


This session describes a COIL Virtual Exchange Community of Practice as it relates to innovative IE through development of intentional intercultural learning for students, faculty, and staff. This increases exposure to ways of learning and working with each other and enables more faculty to implement international COIL-VE components into their courses. Once students have experienced learning through COIL-VE they are more likely to consider opportunities such as short- term learning exchanges.


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.

Decolonizing WIL: Critical Success Factors for UVic’s Indigenous International WIL Program


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

Renée Livernoche, LE,NONET Experiential Learning Coordinator


University of Victoria’s Indigenous International WIL Exchange Program was the recipient of the 2019 CBIE Panorama Award. This exchange enables Indigenous students from UVic to complete co-op or work integrated learning (WIL) terms in Australia, and Australian Indigenous students to participate in UVic’s LE,NONET program. Learn about the cultural dimensions of learning that take place for students and practitioners, and what our research tells us about critical success factors for this program.


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.

Generation Z – Research, Reinforce and Results


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

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


No matter what your role is at your university – 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.


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!

Strategic Foresight: Emphasizing Representation in Internationalization Plans


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

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


As more institutions intentionally draft internationalization strategies, the experiences and needs of international students are seldom reflected. Join us as we provide practical tools and approaches to developing internationalization strategies that make campuses more inclusive, strategically and equitably diversify source countries, and connect international students to community in an engaging and interactive session from professional and lived experiences!


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.

Update on the Outbound Student Mobility Pilot Program (bilingual)


Lindsay Carlton, Universities Canada

Andrew Champagne, Colleges and Institutes Canada

Jonathan Hull, Employment and Social Development Canada


Universities Canada and Colleges and Institutes Canada have been working closely with Employment and Social Development Canada and member institutions to understand the impact of the pandemic on current and future outbound mobility programs and to consider pathways forward to implement the outbound student mobility pilot program, as part of Canada’s International Education Strategy. Presenters from Employment and Social Development Canada, Colleges and Institutes Canada, and Universities Canada will provide a brief overview of pilot program dimensions and design principles and discuss how it’s implementation has been shifted to a phased approach with an initial emphasis on innovation. Other key considerations as we collectively move forward with the pilot program will also be shared.


As part of Canada’s International Education Strategy, Universities Canada and Colleges and Institutes Canada have been selected to design and administer a new outbound student mobility pilot program. Funded by Employment and Social Development Canada, the objectives of the program are to increase the participation of underrepresented students in international study/work opportunities,  diversify destination countries, and test innovative approaches to reduce barriers to study/work abroad. This investment by the federal government will provide thousands of post-secondary students with the opportunity to study and work overseas, strengthening their global competency and enriching Canada’s economic prosperity.

Due to COVID-19, the program implementation strategy has shifted to a phased approach, starting with a focus on innovation to help institutions test new approaches, adapt programming to a COVID-19 environment, start achieving results towards program objectives, and build the foundation for the full program launch. In early October 2020, Colleges and Institutes Canada and Universities Canada launched a call for proposals to Canadian post-secondary institutions for innovation outbound student mobility projects. The associations are currently reviewing applications and working closely with ESDC to consider next steps to ensure the safe and successful implementation of the full program.

2:00 PM-2:45 PM ET

LOJIQ : un partenaire des établissements postsecondaires au service des jeunes adultes!


Geneviève Fradette, Coordonnatrice des programmes Mobilité étudiante et Insertion socioprofessionnelle, Les Offices jeunesse internationaux du Québec


LOJIQ-Les Offices jeunesse internationaux du Québec est une organisation gouvernementale qui a pour mission de permettre aux jeunes adultes de 18 à 35 ans de réaliser des projets au Québec, au Canada et à l’international en offrant un accompagnement et un soutien financier pour vivre une expérience enrichissante! Cette organisation est présente à toutes les étapes de la trajectoire d’un jeune adulte, des études à la vie professionnelle, en passant par l’entrepreneuriat, l’engagement citoyen et la réalisation d’une carrière artistique. Plus de 50 ans à soutenir les rêves de milliers de jeunes à chaque année!

Lors de cette présentation, il sera question des principaux défis et enjeux de LOJIQ quant à l’éducation internationale, des perspectives d’avenir, des partenariats avec le milieu scolaire, collégial et universitaire, et des leviers dont dispose l’organisation pour permettre de répondre aux besoins des jeunes.

Think Globally, Act Locally: Supporting Communities with Economic, Cultural and Educational Benefits


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.


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.

Who’s at snəw̓eyəɬ leləm̓? Innovating employee intercultural engagement


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, BC, has experienced a significant increase in the diversity of its student population and employees. This has brought about many benefits and changes to the institution and has forced people to reflect on their roles within it. This session will present an Intercultural Engagement Certificate program, designed for employees, to increase their intercultural understanding. Participant will also receive resources for program implementation.


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.

Winning strategies to increase student diversity on your campus


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


A diversified student mix on campus & in classrooms not only stimulates broad thinking & encourages tolerance & open-mindedness, but also strengthens the institution’s financial structure by reducing dependence on limited international markets. The session aims to discuss innovative marketing & recruitment strategies & student support initiatives to attract qualified int. students from diversified source markets, mitigating risk against unforeseeable socioeconomic situations around the world.


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

Making Waves, Study and StayTM: International Student Support and Retention in Atlantic Canada


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

Chantal Brine, CEO, En Point


This session provides an overview, longitudinal results and findings from the award-winning Atlantic Canada Study and StayTM program. It offers suggested tools and practices for international students’ transition into the workplace of today while preparing for the workplace of tomorrow. Participants will engage in discussion, shared practices & approaches that highlight demonstrated successes while considering challenges inherent in student centered services & programs for diverse populations.


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.

Strengthening Global Experiences with a Deaf Perspective: Wisdom from Ecuador


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)


What kind of communication strategies are needed when a person with different abilities joins a group travelling for an international service learning (ISL) experience and how does it correlate to communicating with local people in their language? How can the person’s needs be met while also meeting the needs of the whole group? This session explores perspectives of a Deaf person and a faculty team who participated in a 2020 ISL to Ecuador. Rewarding results and surprising lessons will be shared.


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

Programme de bourses d’études en formation professionnelle Canada-CARICOM pour l’économie verte


Flavielle Morais, Program Manager CBIE

Tiann Nantais, Program Coordinator CBIE


Présentation du programme de bourses d’études en formation professionnelle Canada-CARICOM pour l’économie verte, une nouvelle possibilité de bourse à court terme financée par Affaires mondiales Canada. Ce programme permet aux étudiants de la Communauté des Caraïbes (CARICOM) d’étudier dans le cadre d’échanges à court terme dans des collèges et établissements d’enseignement professionnel publics canadiens. Ce nouveau programme soutiendra les études dans des programmes et disciplines liés à l’économie verte, qui comprennent, entre autres, l’agriculture adaptée au climat, la gestion des zones côtières et des pêcheries, l’énergie renouvelable, les techniques de construction durable et l’agroforesterie.

Participez à cette session passionnante pour rencontrer des partenaires potentiels de la région et en savoir plus sur l’éligibilité, le processus de candidature et d’autres informations dont vous aurez besoin pour participer à cette nouvelle opportunité de mobilité passionnante.

3:00 PM-3:45 PM ET

ATELIER PRATIQUE – Un avenir « durable » pour la mobilité étudiante?


Marie-Andrée Roy, Conseillère stratégique et fondatrice de Marie-Andrée Roy services-conseils


La mobilité étudiante, telle que nous la connaissons, fait face à plusieurs risques et défis politiques, économiques, sanitaires, qui ont été accentués avec la crise mondiale de la COVID-19. Déjà, au cours des dernières années, des voix s’élevaient pour questionner ses impacts et le rôle que devaient jouer les établissements d’enseignement supérieur pour réduire l’empreinte carbone des projets de mobilité. La période exceptionnelle que traverse l’ensemble de la planète actuellement n’est-elle pas une opportunité d’agir en ce sens?

C’est dans ce contexte que nous proposons un atelier pratique lors duquel vous découvrirez ce qu’est le Planet-Centric Design, une méthodologie qui s’inspire fortement du design thinking (ou « pensée créative », en français), qui favorise la conception de produits et de services qui ne sont pas nuisibles pour la planète. Vous apprendrez les grands principes de cette méthodologie et vous participerez à la cocréation de solutions afin de proposer des projets de mobilité étudiante plus durables.

4:00 PM-5:00 PM ET

Engaging International Education Practitioners on Adopting Anti-racism Practices


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


The Black Lives Matter (BLM) movement has brought visibility to the conversation about the systemic treatment of Black people in our society. This has powerful implications for the field of international education which seeks to create a more open and connected world. International students, educators and service providers all have a stake and a responsibility in ensuring that the Black people among them are treated with justice and equality. The objectives of this session are to provide a safe space for Black participants to further discourse about anti-Black racism and for other CBIE Virtual Conference participants to gain understanding and discuss ways to adopt anti-racist practices.

Anti-racism work involves a great deal of emotional labour. Participants of this session should join with the understanding that it is our intention to create a brave and respective environment.

Join this facilitated conversation to learn from one another and support each other as we work towards racial justice. This session is our modest contribution to the broader movement.