ESF grantee, Taseen Iqtider of Bangladesh is pictured in front of a Tennessee Tech University campus building. He is able to continue his studied there withe the support from the Emergency Student Fund

IIE’s Emergency Student Fund: Micro Grants with a Big Impact

  • Susan Sharp, Director of Operations, Student Emergency Initiatives

IIE Has Awarded 3,000+ Grants Since 2010, Allowing Students to Quickly Meet Their Immediate Educational Expenses

above: With an ESF grant, Taseen Iqtider of Bangladesh is able to continue earning a B.S. in Computer Science at Tennessee Tech University: “This emergency fund came at the perfect time, right when financial issues were starting to impact my studies. It helped ease the burden, allowing me to focus on my academics without the constant stress. I’m truly grateful to IIE for the support.”

The ESF award provided me with highly valuable support… It helped to cover essential educational expenses… ensuring I had the resources needed to succeed academically. Additionally, the award helped mitigate financial burdens by assisting with health expenses, transportation costs, clothes, rent, and food, allowing me to focus on my studies with reduced stress and greater peace of mind.“

2023 IIE Emergency Student Fund Grant Recipient from Morocco

There are more than 1 million international students earning degrees in the United States, according to the 2024 Open Doors Report. But before they can become leaders and innovators, they face unique financial burdens when crises such as climate disasters, instability, and war strike in their home countries. With tuition money often redirected for immediate recovery needs at home, many international students – who’ve worked so hard to gain admission – quietly face two bleak prospects: either return home or drop out.

That’s where IIE’s Emergency Student Fund (ESF) comes in. When international crises emerge, IIE considers several factors when deciding whether to launch an ESF funding opportunity, including the duration, severity and number of crises, the population of international students in the United States from the countries we are considering, and resources available. We then turn to the IIENetwork, our global membership association of over 1,500 U.S. colleges and universities. These institutions nominate international students to receive immediate funding. After reviewing nominations and making selections, IIE offers grants that cover critical costs like tuition books, and cost-of-living expenses when there is no other safety net.

Khadija Zakki, who is pursuing a master’s degree in geography and planning at Indiana University of Pennsylvania (IUP), received the ESF grant after the devastating 2023 earthquake in Morocco. Above, she attends the Women in Mathematics, Science, and Technology summit at IUP.

Fifteen Years of ESF 

Since 2010, IIE has awarded more than 3,100 impactful grants. The importance of this rapid distribution of funds cannot be overstated. Sarah Y. Carrier, Associate Director of Global Learning at Virginia Commonwealth University shares, “IIE’s Emergency Student Fund has helped to alleviate the financial burden of numerous VCU students over the year….This financial assistance has provided our students with the ability to more fully focus on their studies, research, teaching, and other career-building opportunities.” And we’ve received numerous notes of gratitude from the students themselves: 

Unfortunately, international crises continue to proliferate. I’ve managed the ESF since 2021, and in my tenure, IIE has launched 10 rounds of ESF funding opportunities, supporting students from 90 countries, responding to crises such as:

We award ESF scholarships thanks to IIE’s financial commitment and gifts of all sizes from generous donors. But with additional support, we can help even more promising students.

IIE’s Fall 2024 Round

In October 2024, IIE launched an ESF funding opportunity for U.S.-based students from Bangladesh, Kenya, Venezuela, and Israel, Gaza, the West Bank, and Lebanon. U.S. colleges and universities nominated 364 students for funding — the largest number since the record-breaking COVID-19 ESF call in 2020.

One hundred and ninety-eight of the nominees are from Bangladesh! This, perhaps, is not surprising, as Bangladesh is a top 10 location of origin for international students, with nearly 16,000 degree-seeking students in the United States, according to the 2024 Open Doors Report. When Bangladesh faced political upheaval followed by severe floods in 2024, the impact was significant on these students. One nomination form stated: “One primary source of income comes from natural resources… which have been completely devastated by the floods. This has created a significant financial burden on his family, making it difficult for them to continue supporting his education and basic living expenses.” Another reported: “Her [father’s] business depends heavily on both natural conditions and governmental stability, and these factors have drastically affected the family’s financial situation.” 

IIE provided $2,000 grants to 106 students through the Fall 2024 round. With support from our donor community, we can help even more students whose educations are at risk.

How to Help 

You can support the ESF through IIE’s website. If you would like to donate specifically to the Fall 2024 round, helping students from Bangladesh, Kenya, Venezuela, and the Middle East, we have a special form just for that.

Fifty Fellows Visited the White House, U.S. Dept. of State, and Embassy of Australia

The 2024 Quad Fellowship Summit, held October 6 to 9, 2024 in Washington, D.C., brought together the brightest minds in science, technology, engineering, and mathematics (STEM) from Australia, India, Japan, and the United States. For the first time, the Summit also welcomed 10 Fellows from Southeast Asia, enriching the diversity and scope of the program. Over four days, 50 emerging leaders in STEM engaged in transformative experiences designed to foster international collaboration and innovation. This gathering not only highlighted the critical role of STEM in addressing global challenges but also showcased the unique opportunities the Quad Fellowship offers to its Fellows.

Created in 2021 by the Quad governments: Australia, India, Japan, and the United States, the Quad Fellowship is the first multinational scholarship and educational fellowship program specifically supporting students in STEM. It offers a unique combination of financial benefits, cross-cultural exchange, networking, and programming and focuses on elevating Fellows’ ability to use science and technology for social good. This year’s summit was made possible by the cooperation of the Quad countries and the support of industry-leading corporate and civil society sponsors with track records of driving innovation and technological advancement.

2024 Quad Fellow Afi Tagnedji during a Q&A session at the U.S. Department of State.
2024 Quad Fellow Phidor Kong greets other Quad Fellows.
Mira Rapp-Hooper, Special Assistant to the President and Senior Director for East Asia and Oceania at the White House National Security Council, and Jonah Kokodyniak speak to Fellows about the goals of the Quad Fellowship at the Embassy of Australia in Washington, D.C.
2024 Australian Quad Fellows Natasha Berthold and Stefan Thottunkal present their team’s presentation during the tabletop exercise programming at the IIE Washington, D.C. office.
Allan Goodman speaks at the opening reception of the 2024 Quad Fellowship Summit in Washington, D.C.

    Key Activities and Highlights

    The Summit commenced with team-building exercises led by Senior Fellow Ambassadors from the inaugural cohort, establishing a foundation for meaningful connections among participants. Noah Okada, a Senior Fellow Ambassador representing Japan, shared, “Leading team-building activities allowed me to witness firsthand how collaboration and trust form the foundation of meaningful partnerships across disciplines.”

    In-depth discussions with prominent leaders in STEM and policy further enriched the experience. Allan Goodman provided valuable insights about the mission of the program, while members of the International Advisory Board, including Ambassador Kazuyoshi Umemoto of Japan and Professor Lisa Harvey-Smith of Australia, engaged Fellows in conversations about the intersection of science, technology, and policy.

    Impactful Site Visits

    The Summit also featured site visits to key institutions. At the U.S. Department of State, Fellows engaged with diplomats on the role of STEM in global policy, reinforcing the significance of their work in shaping international relations. A visit to the White House allowed Fellows to witness firsthand the intersection of leadership and innovation. The closing panel at the Embassy of Australia provided valuable insights on the potential for collaboration between among STEM leaders, policymakers, and the private sector. Each visit underscored  and built upon the importance of collaboration, where each partnership becomes a critical step in the broader movement towards toward global progress.

    Fellow Experiences and Testimonials

    The experiences shared by the Fellows highlighted their growth and the invaluable connections formed during the Summit. Chamonix Toledo, a Fellow from the United States, described her participation as transformative. “A key takeaway was the critical importance of interdisciplinary approaches in shaping international policy,” she stated. Her research on the environmental goals of Indigenous Pacific Islanders aligns with and enriches the collective Quad research and policy agendas, illustrating how individual expertise contributes to a greater cause.

    The Summit’s focus on collaboration extended beyond personal connections; it emphasized the importance of effectively communicating scientific research to policymakers and the public. Sandra Manulat, a Fellow from the Philippines, remarked on the necessity of crafting tailored narratives that resonate with decision-makers. “Engaging in policy advocacy means not only presenting data but also crafting a compelling narrative that resonates with both decision-makers and the broader public, ultimately helping to drive informed, impactful policy changes,” she explained.

    Maya Foster, a Senior Fellow Ambassador from the United States, shared insights with the new cohort on embracing interdisciplinary thinking. She encouraged them to consider who might be missing from the conversation and to believe in their ideas. “Every great thing starts with an idea. But it also takes faith, dedication, and a network to make it happen,” she said. This encouragement resonated deeply with Fellows, fostering a sense of empowerment and possibility.

    As the Summit concluded, the collective enthusiasm and commitment to global collaboration were clear. The experiences shared during the Summit laid the groundwork for future collaborations that will address pressing global challenges.

    The 2024 Quad Fellowship Summit was more than just an event; it was a catalyst for change, innovation, and international cooperation. By bringing together a diverse group of passionate STEM leaders, the Summit underscored the power of collaboration in addressing the world’s most pressing challenges. For Fellows and potential applicants, the Quad Fellowship offers an unparalleled opportunity to grow academically and professionally while making meaningful connections across the globe.

    The Quad Fellowship is administered by the Institute of International Education (IIE), a global not-for-profit organization that manages many of the world’s most prestigious scholarship and fellowship programs. To learn more about how you can be part of this transformative experience, visit our website and follow us on our social media platforms: Facebook, X, Instagram, and LinkedIn. Join us as we continue to inspire the next generation of STEM leaders dedicated to driving innovation and making a lasting impact worldwide.

    Presenting Findings to Respondents Transforms Them from Subjects to Trusted Partners

    As a researcher and evaluator at IIE, I’ve learned that validating findings with participants in my research is one of the most rewarding and necessary aspects of data collection, especially on sensitive topics such as war and displacement. By following up with participants to validate our data findings, we invite their feedback and ensure their experiences are accurately represented while identifying any errors or misinterpretations. This practice enhances our data results’ accuracy and maintains our connection to the real-life stories and issues that underpin the research.

    Last summer, I interviewed displaced and threatened scholars on issues of safety, scholarship, and well-being. After I finished data collection and the preliminary analysis, I shared the group findings with each participant, explaining the value of their feedback while seeking it. While not all the results would directly apply to them, they were able to see the themes and topics emerging from the data collection. This validation process allowed participants to react, offer deeper insights, and see how their input was interpreted. It also helped to build trust by showing them how their contributions were represented and allowed them to clarify or correct any details. Finally, it sparked new thoughts, allowing participants to reflect on the group findings and add additional perspectives. Some even noted that seeing group findings validating their own experiences helped them feel a sense of community and appreciation for the value of the research.

    Sometimes participants may challenge researchers’ interpretation. Yet, these moments often lead to richer, more nuanced understandings and can reveal practical implications not previously considered. Validating findings ensures the research remains relevant and meaningful by incorporating participants’ insights on how the research can be applied.

    Consider validating findings when:

    Expert research and evaluation are not just about producing credible findings; it’s about building relationships and fostering collaboration. This participatory approach has been a crucial shift in my work. Every time I reflect with participants, I learn something new, reaffirming the value of this engaged approach. Reflection continues beyond the analysis stage of the research and evaluation process, extending to final deliverables, where participants see how their responses have been integrated and interpreted. When research participants feel heard and valued, it fosters a deeper sense of ownership and makes the findings more impactful, as they are more likely to share and discuss them within their communities.

    Janice D'Souza

    Research and Evaluation Lead, IIE Research, Evaluation and Learning

    Each year, December 3rd marks the International Day of Persons with Disabilities when we join with organizations and nations across the world to promote the rights and well-being of persons with disabilities in all spheres of society and development and their inclusion in every aspect of political, social, economic and cultural life. An estimated 1.3 billion people – about one in six people globally –  live with disabilities, according to the World Health Organization. IIE has long prioritized its efforts to promote access to opportunity and education, particularly for underrepresented populations in international education.

    IIE focuses both internally and externally on supporting equitable opportunities and education for persons with disabilities. We use years of experience to collect data and publish research and resources to support higher education institutions and international education professionals, as well as look inwardly to our global workspaces and team members.

    The Research, Evaluation, and Learning (REL) department collects and analyzes data to support both international students in the U.S. and U.S. students studying abroad by publishing the 2022 Open Doors Special Report on International Students with Disabilities and annual Open Doors data on U.S. students with disabilities studying abroad. EducationUSA hosted a webinar on supporting students with disabilities and participated in the EdGE’s Inclusion Series podcast. The Fulbright U.S. Student Program provides disability resources on their website and IIE team members across our IIE-administered Fulbright programs are meeting and sharing regularly questions, challenges, opportunities, practices and resources to advance their support for exchange participants.

    Within our organization, the IIE Accessibility & Inclusion Resource Working Group aims to support our work with participants as well as IIE team members through resource development and sharing, in tandem with the Dis/Ability & Accessibility Affinity Group, which makes space for IIE team members in a welcoming environment to discuss wide-ranging issues impacting disability, health, and accessibility within our workspace. In addition to the IIE Center for Access and Equity’s 2023 publications “Supporting First-Gen College Students in International Education Resource Guide” and “Models of Change: Equity and Inclusion in Action in International Education“, the Center recently introduced IDEAlogues in partnership with IIE’s DEIA Committee, a forum for IIE team members to discuss timely topics involving aspects of our work with the lens of diversity, equity, inclusion and access, and kicked-off the series with the topic of supporting individuals with disabilities, with a brief presentation by an IIE team member sharing their topical project and its outcomes, followed by conversation and additional resource sharing.

    In addition, IIE collaborates with partners to amplify their expertise and expand reach. One such partner is Mobility International USA (MIUSA), which we have engaged with for many years throughout our organizational and programmatic work. Recently in 2024, the IIENetwork membership team invited a MIUSA representative to inform members of the resources and opportunities available for professionals and students and continuously shares MIUSA’s information and announcements via the weekly Interactive newsletter. In addition, two IIE team members, Rusti O’Neal and Magda Ostrov, presented with a MIUSA colleague at the 2024 AHEAD Conference during their session “Inclusive International Education: Supporting International Students with Disabilities,” highlighting international students with disabilities as an underrepresented population and discussing best practices for supporting this group, both through programmatic delivery and as an effect of promoting inclusion within IIE.

    Each year at IIE, our leadership and team members are eager to discover and implement new or enhanced ways to support and include persons with disabilities to take full advantage of the opportunities an international education provides and continuously improve our work environment and services.

    How COIL Virtual Exchange Can Foster Relationships and Sustain Mutually Beneficial Partnerships

    Collaborations across U.S. and Indian higher education are at an all-time high. This fall, the Open Doors 2024 Report on International Educational Exchange found that India returned to the leading place of origin for foreign students studying in the US, a spot it previously held in 2008-09.  Ready to respond to market demands, higher education institutions in both countries are creating, renewing, and expanding partnerships in hopes of achieving complementary, mutually reinforcing goals. But to fully actualize these goals, partnerships and supporting activities must be firmly grounded in equity and sustainability.  

    Think of the partnership as a tree: The partnership agreement is the trunk, and joint activities—such as student and faculty mobility, research, degree programs, and community engagement— are its branches. The tree’s roots, which are essential for the partnership’s growth and resilience, are equitable relationships between faculty, staff, and students. The roots of higher education partnerships are formed when faculty and students engage in peer-to-peer, project-based activities that foster mutual understanding and relationship building. Branches flourish when successful partners continuously seek new ways to exchange and produce knowledge together.  

    But one major challenge remains: how do institutions develop substantive relationships among faculty, staff, and students when they’re thousands of miles away? That is where Collaborative Online International Learning (COIL) virtual exchanges come in. COIL virtual exchange is usually defined as learning experiences that (Dietrich and Besana, 2024): 

    The very nature of COIL virtual exchange asks faculty and students to engage in meaningful dialogue, with multiple opportunities to share vulnerabilities and reciprocal strengths, resulting in deep, sustained personal and professional relationships. COIL virtual exchange, by design, allows these relationships to develop in an inclusive and equitable manner, through intentional strategies aimed at minimizing power imbalances and colonial approaches to partnerships (Satar, 2021). These relationships that are developed, nurtured, and grounded in common daily pedagogical practice, are what we have experienced for over a decade as the strongest roots for bilateral and multilateral institutional partnerships. 

    U.S. and Indian institutions make ideal COIL virtual exchange partners. Both countries have a strong entrepreneurial spirit that can inspire creative applied COIL projects and outcomes. English is the common lingua franca, giving faculty and students greater access to deeper differences in culture and perspective. Indian partners value interdisciplinarity and U.S. institutions gain access to new ways of knowing through Indian traditional knowledge systems. An example of a COIL that capitalized on these complementary strengths comes from Florida International University, where Nicki Fraser, Assistant Teaching Professor in the Department of Public Administration, partnered with Sunita Singh-Sengupta, former dean of business at the University of Delhi. Their COIL explored applications of the Hindu concept Vasudhaiva Kutumbakam (“the world is one family”) to the management of global cities. The partners subsequently branched out to pursue other opportunities: Singh-Sengupta invited Fraser to co-chair the 2020 conference of her foundation, Integrating Spirituality and Organisational Leadership, and the two worked with students to co-author and present several research articles. At DePaul University, students in Dr. Nila Ginger Hoffman’s anthropology class worked with Symbiosis International University (SIU) students in Dr. Shweta Despande’s class to conduct a comparative analysis of dating and marriage practices among the urban middle classes in the two countries. The two institutions then proceeded to co-organize five yearly editions of an International Gender Conference at SIU, continuing the conversations on gender roles through multiple lenses. 

    Traditional approaches to bilateral partnerships often prioritize joint research projects and the physical mobility of students and faculty. These activities typically engage only a few members of one or both academic communities, further constraining equity and sustainability by scarcity and imbalances in partners’ financial resources. U.S. and Indian leaders seeking strategies to grow robust, multi-faceted, long-term alliances with their partners should make COIL virtual exchange their strategic first step. The seeds of COIL virtual exchanges will germinate an intricate network of roots for the partnership tree to bear hardy, well-balanced internationalization fruit for years to come. 

    Dietrich, Amelia, and GianMario Besana. “Defining Digital Internationalization.” Digital Internationalization in Higher Education. Routledge 15-28, 2024. 

    Satar, Müge, ed. Virtual exchange: Towards digital equity in internationalisation. Research-publishing. net, 2021. 

    This blog is part of a series of blogs initiated by the IIE Leadership Delegation to India, which took place in February 2024. The Delegation was a joint offering from IIE’s Center for International Partnerships and IIE’s Delhi office, highlighting the dynamism of India’s higher education system and the new partnership opportunities that have arisen as a result of the National Education Policy 2020.

    IIE’s Center for Access & Equity is Prioritizing Partnerships to Reach Underserved Populations

    International education offers a myriad of opportunities, but not enough students know about these opportunities or have the financial means to pursue them. This year, the IIE Center for Access and Equity set out to work with the people and organizations that have established trust and proven approaches among historically underserved student populations—from low-income to first-generation college students. The 2024 shows that 34% of U.S. study abroad students identified as students of color in 2022/23, despite students of color comprising 48% of national student enrollment. First-generation and low-income college students are also underrepresented among those who study abroad.

    In the spirit of IIE’s International Education Week theme of embracing connections this year, we’re looking back at our collaborations this year and looking ahead to maximize impact in the next.

    We started strong in February when we officially partnered with the Council for Opportunity in Education (COE), which supports federal programs delivering college access and retention services to nearly one million low-income, first-generation students and students with disabilities each year. Our goal: to make sure these students—and faculty and staff who influence them—know about, and take advantage of, the international side of higher education. Over the summer, I met with members of the COE network to inform them about the American Passport Project and other resources. Along with the Center’s summer intern, I also met several first-time study-abroad students before and after their travels to assist them with contextualizing their study-abroad experiences within their academic, career, and personal goals. Studies show that students who clearly articulate the relevant goals and outcomes of their study-abroad experiences reap greater rewards in their careers.

    The Hispanic Association of Colleges and Universities (HACU) represents more than 500 colleges and universities, which are home to two-thirds of all Hispanic college students in the U.S. This fall, the Center initiated a framework for cooperation between our organizations to expand access to international education for both Hispanic-Serving Institutions and Hispanic identifying students. The Center and HACU’s Institute of Global Engagement are coordinating to promote equity and access programs and services, develop and share informational resources, and participate in conferences, meetings, webinars, and other events that amplify thought leadership.

    This year, building on the partnership we initiated with the nonprofit Leaders of the Free World(LFW), the Center co-sponsored several LFW engagements and its signature LFW Fellowship, which includes a summer term in Ghana. We sponsored a LFW fellow to participate in the Ghana program, as well as an IIE team member to serve as an LFW mentor during the fellowship and trip. By focusing on a culturally responsive curriculum, LFW ensures that fellows see themselves reflected in the curriculum and leadership models. We recently shared our learnings from this year’s activities during the Global Inclusion Conference; I joined Lavar Thomas and Ruby Maddox, LFW co-founders, to lead the session titled, “From Access to Equity: Increasing Black Male Engagement in International Education.” In 2025, we are looking forward to producing a Supporting Black Male Students in International Education Resource Guide, supporting the next Black Men in Global Leadership Summit in February, a webinar series to kick-off in late Spring 2025 to share information and resources for Black men pursuing global education as well as leadership and career opportunities, and hosting a networking event to build professional connections.

    The Center, as part of its long-term partnership with Dickinson College, has been cultivating a community of practice for higher education professionals to reimagine an international education framework that incorporates global, intercultural, and equity and inclusion lenses. This year, we initiated, “What Next? A Dialogue on Equity and Justice in International Education,” a global dialogue series building off what we’ve learned in previous years to discuss how we have changed and how we measure success. This regional approach values the nuance of geographical contexts while also comparing each conversation’s themes for throughlines. These critical conversations are contributing to a growing body of knowledge and practices that will help inform decisions about the future of access and equity in international education, which we will be publishing outcomes next year. We have conducted dialogues for North America and Europe and look forward to additional regional conversations in 2025.

    The IIE Center for Access and Equity wishes a happy International Education Week to all and is grateful for the collaboration and support we receive to actively address the importance of creating, elevating, and expanding access and equity in international education!

    120+ Convened in Brussels to Share Sustainable Models for Supporting Threatened and Displaced Scholars

    More than 120 fellows, alumni, hosts, and other partners from the higher education, government, and non-profit sectors gathered in Brussels, Belgium, on October 10th for the 2024 IIE Scholar Rescue Fund Forum, the first in six years. Speakers emphasized the importance of the international community coming together to protect the lives and careers of displaced and threatened scholars and empowering them to drive positive impacts in their host communities, home countries, and academic fields. With support from the IIE Scholar Rescue Fund (IIE-SRF), threatened and displaced scholars from around the world can continue conducting valuable research and teaching the next generations of students.

    “It’s easy to become overwhelmed by the sheer magnitude and ferocity of today’s wars and other crises. But then we look to the remarkable scholars we have the honor of supporting, and they give us hope,” said James Robin King, Senior Director of the IIE Scholar Rescue Fund. “We are grateful to be in the trenches with our scholars and partners as we work together to build better societies that honor human rights and that value academic freedom, scientific inquiry, and international exchange.”

    Prioritizing Regional Placements

    Mariët Westermann, IIE-SRF Chair, IIE Trustee, and Director and CEO of the Guggenheim Museum and Foundation, delivered the Forum’s opening remarks and led the first panel, which set the theme for the day-long forum: building partnerships. Participants shared best practices and learned about IIE-SRF’s support for placements that create opportunities for threatened scholars to continue their academic work closer to home.

    More than 117 million people — including researchers and other academics — have been displaced from their homes and careers due to ongoing global crises such as war, extreme weather, and censorship (UNHCR). In response to these concurrent crises and in alignment with the Global Compact on Refugees, IIE-SRF is prioritizing regional partnerships that enable it to place threatened and displaced scholars at host institutions located in the scholars’ home regions. Last year, 30% of IIE-SRF fellows undertook placements in their home regions.  

    Fellowships undertaken inside scholars’ home regions allow IIE-SRF to support a more diverse range of scholars, including those who are unable to join institutions in North America and Europe, whether due to language barriers, visa restrictions, or higher costs of living. These arrangements also provide critically needed resources, partnerships, expertise, and solidarity with over-burdened host communities with large populations of displaced people.

    Finland and Freie Universität Berlin Receive Beacon Awards

    In recognition of its longtime support of academic freedom, the Republic of Finland received an IIE-SRF Beacon Award at the Forum. To date, IIE-SRF’s partnership with the Finnish National Agency for Education (EDUFI) has jointly funded nearly 30 fellowship appointments for 11 IIE-SRF fellows. IIE’s CEO, Allan E. Goodman, presented the award to Finland as well as Freie Universität Berlin. An emerging critical partner in Europe and globally, Freie Universität Berlin has provided support for IIE-SRF fellows from Poland, Sudan, Syria, Venezuela, and Yemen.

    IIE-SRF Fellows Lead Initiatives to Improve Home Conditions

    The Forum consisted of remarks, three panels, networking breaks, and a closing reception in the mezzanine of the Royal Belgian Institute of Natural Sciences. Panelists included current and past IIE-SRF fellows as well as representatives from host institutions and partner organizations.

    We will help our home countries with all our energy, our hearts, our everything, but we need the help of the international community to take our work to the next level.”

    Mustafa Bahran
    IIE-SRF Alumnus from Yemen

    Previous and current fellows showcased their respective initiatives to improve education and scholarship in their home countries: Mustafa Bahran, IIE-SRF alumnus from Yemen and visiting professor-instructor at Carleton University in Canada; Adil Al-Handal, IIE-SRF alumnus from Iraq and scholar of marine biology; Sweeta Akbari, IIE-SRF fellow from Afghanistan at Tampere University in Finland; and Yevheniia Polishchuk IIE-SRF fellow from Ukraine at Jagiellonian University in Poland. Chemical engineering researcher Dr. Akbari recently contributed to new research in regenerative medicine and founded Scholars in STEM, a non-profit that aims to empower women and advance gender equity in the STEM fields in Afghanistan. Secondary and higher education has been forbidden for women and girls in the country since 2021. Dr. Akbari stressed that progress to support Afghan women and girls can only be made when working together, saying:

    We need everyone to join us. We need global engagement, and we cannot do it alone. Let’s stand up and say that we don’t want any more bans on education.”

    Dr. Sweeta Akbari, IIE-SRF Fellow

    IIE-SRF’s Ukraine strategy has focused on placing Ukrainian fellows at host institutions in Central and Eastern Europe. Dr. Svitlana Chugaievska, a Ukrainian IIE-SRF fellow at Andrzej Frycz Modrzewski Krakow University in Poland, shared that her regional placement allowed her to pursue research on the economic situation of Ukrainians displaced by the war. She also described the positive impact of her placement on her family, including her mother and children, who have been able to integrate into the Polish community while still maintaining connections to Ukrainian culture and society.

    Piloting a New Fellowship Model with Cornell University

    Nishi Dhupa, Associate Vice Provost for International Affairs at Cornell University, explained a new partnership model co-developed with IIE-SRF to offer additional funding and professional resources for fellows undertaking regional placements. The pilot has expanded the fellowships of two Ukrainian IIE-SRF fellows currently in Eastern Europe; in addition to living and working in safety at their respective host institutions in Europe, they have virtual access to a range of Cornell offerings, including its digital library resources and networking opportunities with academics in North America. IIE-SRF is partnering with Cornell to expand this pilot to include additional scholars, including potentially Sudanese fellows undertaking the fellowship in Egypt and South Africa.

    IIE-SRF is confident that the connections made during the Forum will continue to blossom and looks forward to strengthening existing partnerships and establishing new relationships. For a more detailed summary of the event, see the IIE-SRF Beacon newsletter here.

    Mariët Westermann, IIE-SRF Chair, IIE Trustee, and Director and CEO of the Guggenheim Museum and Foundation, delivers the keynote address at the forum.
    IIE co-president Sarah Ilchman picks up her badge at the registration table of the 2024 IIE Scholar Rescue Fund Forum from IIE-SRF Special Advisor, MENA, Celine Taminian.
    Ethiopian fellows chatting over coffee.
    Caitlin-Marie Ward, Program Officer with IIE-SRF, speaks with a scholar at the 2024 IIE Scholar Rescue Fund Forum.

      IIE’s Scholar Rescue Fund (IIE-SRF) is the only global program that arranges, funds, and supports fellowships for threatened and displaced scholars at partnering higher education institutions worldwide, including inside their home regions. At the heart of IIE-SRF is the idea that each scholar we support is a beacon of hope in our world. Since 2002, IIE-SRF has supported more than 1,100 scholars from 62 countries in partnership with more than 500 host institutions in 59 countries. Learn more at scholarrescuefund.org.

      There are more people crossing borders to pursue education—and human connection—than ever before (Project Atlas, Open Doors). International education can unlock not only opportunities but also friendships that last a lifetime. As part of IIE’s celebration of International Education Week (IEW) 2024, we affirm the transformative power of Embracing Connection. By learning from and alongside people who have different life experiences, people can develop open minds and work together to solve global problems.

      In addition, 2024 marks the 75th year of the Open Doors® Report on International Educational Exchange, the premier information resource on international students and scholars in the United States and on U.S. students studying abroad for academic credit. To our fellow data task force members—the Bureau of Educational and Cultural Affairs at the U.S. Department of State, AACRAO, NAFSA—and U.S. colleges and universities who first saw the value of collecting this information, we say thank you and congratulations on your visionary commitment.

      To celebrate this milestone as well as IEW, we are highlighting the many benefits of international education, especially the friendships and partnerships that are cultivated through it. Stay tuned throughout the week of November 18 – 22 for a number of exciting new announcements and share your stories about how you’re embracing connection using #IEW2024.

      It all starts on Monday, November 18! At 9:30 a.m. EST,  leaders from the Bureau of Educational and Cultural Affairs and IIE’s Research, Learning, and Evaluation (REL) department will lead a virtual briefing to unveil new data from Open Doors®. The report will include details such as the total number of international students in the U.S., international students’ top countries of origin, the proportion of U.S. students opting to study abroad, and the lengths of study abroad among U.S. students during the 2023/24 and 2022/23 academic years, respectively.  

      Tuesday, learn about the latest advancements at the IIE Center for Access and Equity, including three exciting partnerships and activities coming in the next year. For professionals and other advocates seeking to expand access to international education for all, we’d like to remind you about free resources from the Center: Supporting First-Generation College Students in International Education Resource Guide; Models of Change: Equity and Inclusion in Action; and the IIE American Passport Project, which provides grants for U.S. colleges and universities in the IIENetwork to assist Pell-eligible students with obtaining a U.S. passport. Advocates also regularly reference Open Doors data when seeking information about U.S. students’ access to study abroad. Finally, we are pleased to work with the U.S. Department of State’s Bureau of Consular Affairs to unveil new video tips about safely and efficiently traveling with a U.S. passport; stay tuned to IIEGlobal on Instagram!

      On Wednesday, IIE will announce the inaugural members of the new Global Community for Women’s Leadership (GCWL). Designed to build a robust, international network of ascendant and established women leaders and their allies, IIE’s GCWL aims to help achieve gender parity in leadership worldwide. This remarkable group represents all world regions, more than 20 fields and industries, and comes from some of the most prestigious programs administered by IIE. We can’t wait for you to meet the first GCWL members.

      On Friday, we want to hear from YOU. How did you celebrate the week? IIE will share looks from behind the scenes of our busy week and information you might have missed from the busy schedule outlined in this blog. Bookmark IIE’s Latest News and Opening Minds Blog, and follow us on LinkedIn, Instagram, Threads, Facebook, and X to ensure you don’t miss a moment. We look forward to celebrating international education together!

      A Closer Look at IIE’s People-Driven Affinity Groups

      When IIE launched affinity groups for team members in 2020, the aim was to promote diversity, equity, inclusion, and accessibility by creating safe and welcoming spaces for networking, collaboration, support, and development. The affinity groups are a platform for team members to strengthen their networks, access resources for personal and professional growth, and provide IIE with feedback that will drive change for the better. The initial launch featured four voluntarily created affinity groups: Asian and Pacific Islander Heritage, Black Heritage, LGBTQIA+, and Mental Health and Wellness. In the following years, team members volunteered to create more affinity groups, including Hispanic/Latinx Heritage and IIE’s newest affinity group, Dis/Ability & Accessibility. To celebrate Global Diversity Awareness Month, we spoke with leaders and members of each group to share an update on their group’s evolution over the years.

      Leaders of the LGBTQIA+ Affinity Group acknowledged that group members sometimes feel hesitant to share thoughts on their lived identities and experiences in more formal settings. This is why, as co-leads, they strive to create safe, non-judgmental opportunities for team members to openly discuss their experiences, learn from one another, and grow. The Affinity Group’s meetings prioritize genuine connection and community-building, allowing team members to express themselves authentically. Co-lead Shannon comments that welcoming new team members to the affinity group is always a highlight, “I want every team member to show up as their full selves and feel welcomed at IIE.”

      IIE’s Mental Health and Wellness Affinity Group launched with the distinction of being the first group with a co-lead from an IIE International Office. The onset of the global COVID-19 pandemic made the group a priority as the world changed quickly and severely. In the words of one originator of the group, “Witnessing what was happening around the world at that time, including dealing with severe anxiety myself, was what prompted me to suggest that we create a support group for colleagues at IIE.” Over the next few years, supporting the mental health of team members only increased in importance, both at IIE and the global workplace in general. The Mental Health and Wellness Affinity Group provides support by way of meetings in both American and international time zones and offers wide-ranging sessions and content. One meeting might feature short films on mental health, while another featured a guest speaker who spoke about how to incorporate relaxation and stressbusters in team member’s daily lives in the workplace. Looking forward, the group will continue to support team members’ efforts to achieve a healthy life-work balance to avoid burnout and ensure they can contribute their fullest to IIE’s work.

      The Asian & Pacific Islander (API) Heritage Affinity Group began with an express intent to move the conversation about API identity from focusing solely on cultural or “food” events to also thinking about how we can highlight nuances around Asian American identity and identities of different nationalities that are part of an “Asian” identity to IIE more broadly. Co-lead Athena shares a passion for advocating for API and AAPI communities with friends and co-workers who are also part of the affinity group. A goal of her and her co-leads was to have more events that give AAPI team members a dedicated community and space for professional growth. The group has hosted such events not only in group meetings but also in inviting IIE team members outside of the group to participate in celebrations for the Lunar New Year and AAPI Heritage Month. The API Affinity Group will welcome new co-leads in the immediate future who have already begun to create meeting plans and affinity group activities.

      The mission of IIE’s Black Heritage Affinity Group is to create “space for joy, empowerment, and community among Black team members from around the world.” While IIE has long created and managed programs for Black students, scholars, and artists, the launch of the Black Heritage Affinity Group marked the opportunity for team members to gather in community with colleagues. The group reaches out beyond its membership to share stories and context about the international education connections embedded throughout Black history and invites non-members to join the group on various outings. As February began, the Black Heritage Affinity Group invited team members in New York to a screening of the film Origin, Ava DuVernay’s cinematic adaptation of Caste by Pulitzer Prize-winning journalist Isabel Wilkerson. The film follows Wilkerson’s process of conducting research to write the book, traveling across the globe to examine social stratification in India, Nazi Germany, and the United States. Following the screening, the group hosted a group discussion where participants “shared their personal stories and perspectives, collectively recognizing striking similarities in international contexts and agreeing that everyone can and should play a role in disrupting caste and co-creating a more equitable world.” The Black Heritage Affinity Group will convene more activities and conversations in the coming year.

      Shortly after IIE Affinity Groups began holding meetings in 2020, two team members of Hispanic and LatinX Heritage joined forces to create the Hispanic/LatinX Heritage Affinity Group. This group maintained the international aspect of the Mental Health and Wellness Affinity Group, with a co-lead based in IIE Mexico’s office. The group came together to “show representation within IIE and share our cultura.” Meetings covered cultural and historical topics such as recognizing and celebrating influential LatinX figures in U.S. history, creating spaces to discuss Hispanic/LatinX issues, and hosting office-wide activities to celebrate Hispanic Heritage Month. Recently, the group started to host conversation sessions in both Spanish and French, open to anyone interested and featuring group member support.  Going forward, the group plans to grow its membership by welcoming new team members and opening its conversation series to IIE team members at large.

      The latest affinity group formed at IIE is the Dis/Ability and Accessibility Affinity Group. Already strong at 14 members, the Dis/Ability and Accessibility Affinity Group is a safe place for members to create a voice, support, and advocate for change regarding disability rights. The group has facilitated participation in various disability pride events. Alongside welcoming new co-leads, the group will soon be creating a congruent disability support group to create a more welcoming environment for everyone “regardless of visibility, or invisibility of physical, mental or other health challenge.” From their respective launches to future plans, affinity groups at IIE are well utilized by team members around the world. They serve to deepen relationships within IIE and share identities and traditions with others who may not be familiar with cultures and customs outside their own. Affinity groups create a way for IIE to truly embrace and celebrate the diversity present in this worldwide organization, and we hope you have an outlet to do the same.

      IIE Scholar Rescue Fund Supports Academics Threatened by Humanitarian Crisis in Sudan

      “April 14, 2023, is a date I will never forget. My family and I embarked on what we believed would be an ordinary day in Khartoum, my beloved city. It was a hot midday, and we were in the midst of shopping for my young daughter to buy her a new outfit for Eid al-Fitr, the Islamic celebration that follows a month of fasting. After a tiresome search, we managed to find a lovely pair of trousers and a blouse that she adored. However, the perfect pair of shoes remained elusive. Our fasting and fatigue led us to promise that we would buy the shoes tomorrow, and we returned home.”

      Dr. Rasha Siddig Azrag, a medical entomologist and IIE Scholar Rescue Fund (IIE-SRF) fellow from Sudan, never had the opportunity to buy her daughter those shoes. The day after her shopping trip, fighting erupted between the Sudanese Armed Forces (SAF) and the paramilitary Rapid Support Forces (RSF). The humanitarian crisis and higher education emergency that was created  fueled IIE-SRF’s largest surge in fellowship applications in its more than 20-year history. The next day, when Azrag’s young daughter reminded her mother of their plan to look for the shoes, she had to tell her that it was too dangerous to go outside.

      “Days turned into weeks, and we came to accept the grim reality that we were in the midst of a real war. The sounds of bombs, gunfire, and warplanes reverberated through our city, an incessant reminder of imminent danger. It was a constant fear that at any moment, one of those deadly bombs could strike us or our children.”

      As the world grapples with multiple conflicts and crises, many of which have dominated media headlines, Sudan’s civil war has received less attention, despite the dire circumstances in the country. According to the UNHCR, more than 10.2 million people have been displaced since the start of the conflict, and an estimated 25 million people –more than half of Sudan’s population – are in need of humanitarian assistance. It is currently the largest internal displacement crisis in the world. The International Rescue Committee named Sudan as the top country at greatest risk of experiencing new humanitarian crises in its 2024 Emergency Watchlist. The list of threats facing the country includes the threat of mass killings and forced displacement along ethnic lines, increased poverty and food insecurity, difficulties with distributing humanitarian aid, and the potential collapse of the healthcare system.

      Sudan’s academics, students, and higher education institutions are also impacted. More than 100 universities have been damaged, looted, or completely destroyed. In an interview with University World News, Professor Mohamed Hassan, the president of the Sudanese National Academy of Sciences and the World Academy of Sciences in Italy, said that “this destruction has led to a complete standstill in teaching and research activities in many universities and higher education institutions, significantly disrupting the country’s educational progress.” In addition to these disruptions to higher education, the UNHCR estimates that nearly 19 million Sudanese children are currently unable to attend school, threatening the educations of an entire generation of learners.

      Azrag worried about the impact this war could have on her and her children, saying that, “I am aware that the upheaval my family and I are going through is bound to have a significant psychological impact. I am very concerned about this, and I believe time is of the essence if we are to avoid lasting negative impact. I consider myself lucky to be alive and in a safe place with my kids. But I need to work – not only to provide for my family but also to contribute to the advancement of science and the education of Sudan’s youth. An opportunity to get back to pursuing my scientific career will go a long way to alleviate this.”

      Azrag, who was able to reach safety in Egypt with her family, was selected for the IIE-SRF fellowship in March 2024. She is one of 23 Sudanese scholars awarded an IIE-SRF fellowship since the crisis began in April 2023. Several of these scholars are now continuing their work in safety at host institutions in Egypt, Germany, Iraqi Kurdistan, Jordan, Malaysia, Oman, and the U.S. IIE-SRF is finalizing host placements for the other fellows. Azrag recently began her fellowship at the University at Buffalo, where she will continue her research on mosquitos found in Khartoum State and her work on a surveillance system for disease vectors. More Sudanese scholars will be considered for fellowships in the coming months.

      IIE-SRF is committed to supporting Sudanese scholars whose lives and careers have been upended by this brutal war. This effort, along with the work of other IIE initiatives supporting students and artists – including the IIE Artist Protection Fund and the IIE Odyssey Scholarship – will help to ensure that Sudan’s crucial knowledge is preserved and that, when the situation improves, scholars can contribute to the rebuilding of the Sudanese academy.

      IIE’s Scholar Rescue Fund (IIE-SRF) is the only global program that arranges, funds, and supports fellowships for threatened and displaced scholars at partnering higher education institutions worldwide, including inside their home regions. At the heart of IIE-SRF is the idea that each scholar we support is a beacon of hope in our world. Since 2002, IIE-SRF has supported more than 1,100 scholars from 62 countries in partnership with more than 500 host institutions in 59 countries.