Our presentation will look at the iCharleston first-year study abroad program at FIE as a case study to demonstrate how a holistic approach to first-year academic support sets students up for enhanced success back on campus. iCharleston and FIE recently celebrated their 10-year partnership and FIE is welcoming the 11th iCharleston cohort in the fall. This first-year study abroad program is unique as both College of Charleston (CofC) and FIE staff offer 360 degrees of student support throughout the semester. At FIE, the iCharleston students are offered four modes of academic support: 1) their FIE faculty, 2) the FIE academic faculty director, 3) iCHS site directors (employed by CofC), and 3) FIE mentors. These 4 support groups work in tandem to ensure a solid support structure that catches any academic failings and offers tailored support for each student. This allows FIE and CofC to address academic red flags early and in partnership with the student, focusing on student needs to build sustainable skills. Such approach supports our iCharleston students as they return to CofC campus with a solid understanding of what academic success looks like for them.

This presentation will explore the different support provided by the 4 modes of academic support, and how FIE facilitates a holistic approach, ensuring students’ support. Rebecca Pollack is the Academic Faculty Director at FIE and teaches the iCharleston cohort, and Stephanie Brown previously served as an iCharleston Site Director and now works as a first-year mentor at FIE. We will draw on our personal experiences working in this support network, as well as student testimony and research into study abroad programs for first years to highlight the benefits of such an approach. In addition, we will examine specific students and identify the support they received, how it was implemented in real time at FIE and then follow the students back to CofC campus to demonstrate how the circular approach offered by FIE and CofC sets students up for success back on campus.

Through this data we propose that this dual staffing approach and holistic model of academic support enables iCharleston students have more success when they arrive on CofC campus for their spring semester.

Speakers:

• Stephanie Brown, Admissions and Enrolment Manager at FIE
• Dr. Rebecca Pollack, Academic Faculty Director at FIE

Rates of diagnosis for neurodivergent conditions like ADHD and autism have steadily increased in the United States over the past few decades�a trend reflected in the growing number of participants in our programmes who identify as neurodivergent. In this workshop, we will explore the benefits of adopting a strength-based or �neuroaffirming� approach to supporting this important segment of our student community.

Speaker:

Bianca Leggett, Director of Academic Affairs of the London Global Education Center, AIFS Abroad

In this presentation you will hear about two different first generation support programmes started at Harlaxton College and New York University London. Our presentation will explore the approaches we have taken in building support programmes for first generation students studying abroad, what we have learnt throughout this programme development and the importance of continuing to champion this specialised support in the study abroad sector. 

After our presentation we will open up to discussion about first generation support at study abroad providers and hope to hear from members about their experiences in this area, whether they have a specialised programme or not. 

Speakers:

• Louisa Hanton, Student Life Administrator at NYU London
• Noah Horne-Morris, Student Life Administrator at NYU London
• Rachel Wellborn, Custom Programs and Experiential Learning Manager at Harlaxton College

What is a Colonialist Curricula and how might Study Abroad Programmes continue to replicate these practices? How do we create a Study Abroad programme that it is inclusive, critical and doesn�t exacerbate a neo-colonialist education?

In this workshop we answer these questions and share our approach, experiences and resources in moving from theory to practice in decolonizing Study Abroad. We argue that creating an inclusive curriculum requires more than inserting a few �diverse� texts, but a radical consideration of how pedagogic models might reinforce the status quo.

Speaker:

• Heidi James-Dunbar, Writer in Residence and Senior Faculty at FIE

As institutions and providers, there is a power dynamic at play between our onsite locations, our local leadership, and the academic, financial, and operational structures of the home campus, US partner institutions and/or our key stakeholders. The relationship is impacted by cultural and political contexts, and navigating that in partnership or conflict can enhance or detract from the work of faculty and staff at our sites. The key question is how do we best navigate the relationship as leaders between our local entities and key stakeholders?

This panel will explore the lived experiences of international education professionals working at overseas sites. Speakers will reflect on challenges and strategies in areas such as academic integrity, program development, student support, infrastructure needs, and navigating different legal contexts, all within the lens of geographical, political and financial contexts.

Speakers:

• Matthew Holland, Senior Director at Fordham University London
• Josh Copeland, Executive Director at Notre Dame London
• Emily Green, Assistant Director (Residence Life & Programs), Florida State University London
• Erin Tschupp, Senior Programs Coordinator at Accent Global Learning

“One of the largest anxieties I had coming in was that I would constantly be plagued by the thought that I was not doing enough. Journaling nipped that in the bud entirely. It has, without a doubt, improved my mental health here, and dramatically helped in my adjustment to London.” Peter, Tufts in London Student

Inspired by research showing that reflexive journaling can help study-abroad students get to know and understand a different culture (Zou & Poimbeauf 2015), Tufts in London introduced a group journaling component to our program as part of our work around student wellbeing.

We have found that group journaling sessions create a reflective space for students to make social connections, consider the cultural differences they�re experiencing, and process the challenges of study abroad in real time away from phone notifications and curated social media posts. Seeing their collection of writing grow has been an antidote to the common anxiety that they are not �Doing Study Abroad� enough, or in the right way.

In this interactive workshop, practise some group-journaling activities from Tufts in London�s group journaling sessions, consider what makes a journaling prompt promote reflexivity, and brainstorm some reflexive journaling prompts together using our combined experience in Study Abroad.

By the end of the session, attendees should:

• Understand the value of journaling as a reflexive practice for study abroad students
• Understand what makes a journal prompt �reflexive� and how that can promote understanding of students� host country
• Feel confident to create their own reflexive journal prompts
• Have the tools to run a group journaling session themselves
• Have ideas about how to attract students to take part in the sessions, how to integrate them into orientation and across the semester, and where to hold them.

Speaker:

• Vicky Hill, Assistant Director at Tufts in London and Oxford