2017 IFSA Conference Resources

Thank you for attending!

We are so honored that you attended the 2017 IFSA Conference to explore Inclusive Excellence with us. Please find the resources from each presenter located below.

Plenary Session

How Can We Make Excellence Inclusive in Education Abroad? (PowerPoint PDF)
Dr. Alma R. Clayton-Pedersen, Emeritus Consulting Group


Working with IFSA as a Partner (PowerPoint PDF)
Rodney Vargas, IFSA
Rachel Vaughn, IFSA
Michelle Mannweiler, IFSA
Kira Rysiewicz, IFSA

Where Does Inclusion Start (PowerPoint PDF)
LaNitra Berger, George Mason University
Margaret McCullers, IFSA
Kevin Morrison, Macalester College

Acknowledging-the-I-in-Identity (PowerPoint & Handouts PDF)
Lillian Read, IFSA
DuBois Jennings, Susquehanna University
Amaka Ifeadike, IFSA

Inclusive by Design: Leveraging Our Collective Diversity to Enhance Learning Abroad (PowerPoint PDF)
Dr. Opal Leeman Bartzis, IFSA
Marne Ausec, Kenyon College
Dr. David Wick, Middlebury Institute of International Studies
Jana Žalská, IFSA

How Do We Advance a Mission of Inclusion in a Climate of Exclusion? (PowerPoint & Handout PDF)
Dr. Heather Barclay Hamir, IFSA
Dr. Eduardo Contreras, University of Portland
Dr. James Lucas, Michigan State University

Lightning Rounds

Diversity Abroad: Enhancing Inclusive Excellence in Education Abroad through Programs, Services & Resources (PowerPoint PDF)
Pamela Roy, Diversity Abroad
Trixie Cordova, Diversity Abroad

Invisible Walls: An Examination of Barriers in Application and Prearrival Practices (PowerPoint PDF)
Calie Florek, Butler University
Hannah Sutton, IFSA

Indigenous Student Experiences Abroad – A Southern Hemisphere Perspective (PowerPoint PDF)
Ainslie Moore, University of Auckland

Deconstructing Diversity: A Conversation Invitation (PowerPoint PDF)
Rhonda Hinkle, IFSA
Monica Wasserbach, IFSA

Promoting Inclusion in Education Abroad: Starting with a Review (PowerPoint PDF)
Nick J. Gozik, Boston College

Building Structures of Support for Transgender Students Abroad (PowerPoint PDF)
Theresa Cann, Bryn Mawr College
Airen McClure, Bryn Mawr College Alum

Identity Walk: Understanding Privilege (PowerPoint PDF)
Nikki Bruckmann, IFSA

Able to Go: Accessible Study Abroad for Students with Disabilities (PowerPoint & Handout PDF)
Scott Manning, Susquehanna University

STEM Majors: Navigating Curriculum and Value Propositions of Study Abroad (PowerPoint PDF)
Jennifer Ellis Fritz, Bucknell University

Ed Talks

First Gens at Elite Institutions: Stereotype Threat and Study Abroad (Video)
Heather Powell Browne, Colorado College
First generation college students are a heterogeneous group who are often connected by a dismaying trend: they are far less likely than their peers to study abroad. While much of education abroad recruitment relies on word of transformational experiences, how might first gen’s experience in higher ed impact how likely they are to go—and succeed—abroad? Colorado College’s Heather Powell Browne talks about stereotype threat at elite institutions, strengths-based strategies for engaging first gens, and how small comments and frames of reference can help replace vigilance of threat with hopeful narratives of first gen success in education abroad.

Inclusive Excellence in STEM Education: A Funder’s Perspective (Video)
Dr. Sarah Simmons, Howard Hughes Medical Institute
How do we face our biggest global problems, and who has a seat at that table? Research suggests a group of diverse problem-solvers is more effective than a curated group of the “highest achieving” minds. Critical issues like climate change and food security await our students in the next 30 years, and “diversity is the secret ingredient to solving these really hard problems.” Dr. Sarah Simmons from the Howard Hughes Medical Institute discusses the organization’s imperative to curate diverse talent in the science field, and help institutions confront their role in creating barriers for students.

Storytelling as an Inclusive Excellence Exercise (Video)
Michelle Tolan Tomasi, IFSA
In order to move beyond demographic notions of diversity and access to explore making excellence inclusive, we must identify ways diverse experiences enrich our learning communities by design. IFSA’s Michelle Tolan Tomasi explores how the ancient practice of storytelling can serve a modern and innovative purpose by synthesizing the rich perspectives students, colleagues, families, and host communities bring to our programs, and allow us to learn from one another on a deeper level. This Ed Talk considers how intentional storytelling can help us pursue the “sweet spot” of difference and unifying context, reshape the narrative of which experiences matter, and make diversity itself more personal in our universally singular, but connected, lives.  

Helping Students Go Beyond the ‘Single Story’ (Video)
Neal McKinney, DePauw University

Inclusive Excellence: Learning from and Listening to Our Local Communities (Video)
Dr. Christopher Van Velzer, IFSA
“What does it mean to be human and alive?” Every culture, every community is trying to answer this very question and the incalculable ways we approach it bring richness to intercultural learning. If Inclusive Excellence posits that learning is deeper and more impactful when a community intentionally includes its diverse perspectives, how, then, do we foster learning that is inclusive of all individuals touched by our programs? Are we inclusive and excellent if we conduct unidirectional programs for students as consumers of host culture and what are the enduring lessons of that approach? Dr. Chris Van Velzer, Resident Director of IFSA Shanghai, challenges us to disrupt the convention of treating local constituents as “community props,” and instead include the diverse stories, experiences, and perspectives they, too, bring to the question “what does it mean to be human and alive?”

Men, Fraternities & Dudes, Oh My! Enhancing Inclusion Through Privilege (Video)
Dr. James Lucas, Michigan State University
“Sometimes when you’re in the ‘majority,’ you have the privilege of never thinking of yourself as cultured.” As international educators, we often attempt to dismantle oppression by creating opportunity for those outside the highest echelons of power and influence. But, what might happen if those who inhabit society’s most advantaged spaces began to understand and acknowledge their own privilege? Could it help to dismantle the system from the inside-out? In this provocative Ed Talk, Dr. James Lucas of Michigan State University discusses his study abroad research with scenarios from the hyper-masculine culture of campus fraternities. Breaking students out of “the man box” to discover their own identities and interrogate gender constraints not only presents potential for greater understanding, but the enduring impact of shared responsibility to systemic change.