From Passports to Partnerships: Connecting the Dots at James Madison University

Given the global nature of our work at IIE, our conversations with members, partners, and colleagues all too often happen via phone or virtual meetings. But this spring, a few members of IIE’s Higher Education Initiatives (HEI) team had the rare opportunity to visit the campus of James Madison University (JMU), a higher education institution taking advantage of IIE’s full range of programs and services to advance its international education goals.

IIENetwork Membership

JMU has been an institutional member of the IIENetwork since 2005, but it has never been more active. In a discussion with JMU staff — including Dr. Malika Carter-Hoyt, Vice President of Diversity, Equity, and Inclusion, and Tiffany Brutus, Head of Inclusive Excellence, REDI, and the Center for International Stabilization & Recovery team — the HEI team had the opportunity to shed light on our extensive portfolio, explaining the numerous benefits of IIENetwork membership. We gained valuable, firsthand perspectives from JMU administrators; we exchanged ideas on everything from potential JMU programs to the importance of cultural competence and cultural humility.

IIE American Passport Project

We ventured across campus to the Center for Global Engagement (CGE) where we met with Katie Sensabaugh, Director of Study Abroad, and staff. The IIE Center for Access and Equity recently awarded JMU with an American Passport Project institutional grant, which will cover the expense of obtaining a U.S. passport for up to 25 eligible JMU students. Sensabaugh shared exciting ideas for awarding the students their first passport and the ways in which the office aims to utilize existing scholarship programs to identify eligible students. In collaboration with colleagues in the Student Success Center, they will engage Valley Scholars and Centennial Scholars, programs that cater to a very similar demographic that we wish to reach through the Passport Project. Both programs focus on first-generation college student success, and the majority will meet the requirements to receive their first passport, opening the door for a potential study abroad experience.

IIE Center for International Partnerships

In her work with the IIE Center for International Partnerships, Cori Crisfield met with JY Zhou, CGE Executive Director, to discuss preparations for the delegation to Thailand with IIE’s International Academic Partnership Program (IAPP). IAPP guides participating universities through the process of identifying and securing partnership opportunities with the focus country. Meeting just days before departing to Thailand, Cori and JY were able to touch base on the upcoming delegation that hosted a cohort of 28 U.S. and Thai higher education institutions to build academic partnerships. Cori also met with Dr. Bayo Ogundipe, Department Head at the College of Engineering, to discuss the IIE Global E3 Consortium that she manages and potential pathways.

From conversations about JMU’s extensive efforts to support diversity, equity, and inclusion —including having diversity officers in every department — to learning about campus quirks — clapping in the quad creates a unique squeak sound, for example —  this visit was filled with immense learning, deep understanding, and promising opportunities for the future. We would like to acknowledge Besi Muhonja, Ph.D., JMU’s Associate Vice President of Research and Scholarship and Professor of Interdisciplinary Studies, and the Division of Research, Economic Development, & Innovation (REDI) for graciously hosting us. We would also like to thank our IIE colleague, Jeremy Coats, who oversees the Carnegie African Diaspora Fellowship Program (CADFP), for introducing us to Dr. Muhonja (who was a CADFP Fellow).

If you are interested in exploring the various ways in which your institution can be involved with IIE, please visit iie.org/get-involved.

IIE celebrates the experiences and perspectives the LGBTQIA+ community brings to international education. We believe that everyone has a right to accessible educational opportunities in a welcoming setting. The first Lesbian, Gay, Bisexual, Transgender, and Queer Pride (LGBTQ+) march dates to June 28, 1970, when members of New York City’s LGBTQ+ community led a one-year commemoration of the Stonewall Inn uprising; the uprising is widely recognized as the start of the movement to resist discrimination against LGBTQ+ Americans. Today, Pride marches take place in many cities across the globe with the purpose of bringing visibility and empowerment to LGBTQ+ communities.

In recognition of Pride Month 2024, we are amplifying the perspectives of IIE’s LGBTQIA+ affinity group members, asking them to reflect on how international education has enriched their lives, which impacts they’d like to see higher education bring about among LGBTQIA+ communities, and recommendations for others seeking to learn more about Pride Month.

Jen Bhiro (she/her), IIE Chicago
(photographed far left)

How has international education enriched your life personally and professionally? 
Immersing myself in another culture has opened my mind to the multiplicity of experiences and perspectives in the world and has helped me understand that there isn’t “one right way.” I find myself more accepting of differences as a result. 

What book/documentary/exhibit could you recommend to those looking to learn more and/or celebrate Pride Month? 
I would recommend learning more about Marsha P. Johnson and the Stonewall Uprising. There are many documentaries (some free!), exhibits, and books to choose from. You can also check out the GLAAD Media Awards for more recommendations. 

Casey Bulen (he/him), IIE San Francisco
(photographed at center)

What impacts would you like to see higher education bring among LGBTQIA+ communities?

College was the setting where I began to understand my own identity and navigate what being a gay man meant for me. The programs, community, and support structures that I needed weren’t available, visible, or accessible. I never saw international exchange programs as safe for somebody that was queer because of the perception of how queer communities are treated around the world and the lack of information about how my identity would impact me during an exchange program.

I chose to have a career in higher education and international exchange largely to create environments where these opportunities were accessible, safe, and supportive of queer participants and communities around the world. My dream is to see international exchange programs that can openly engage queer participants, allow them to be authentic during the journey, and help empower queer communities globally.

What stands out to you about your experience as an LGBTQIA+ employee at IIE?

IIE has been the first organization that I’ve worked at where I can be open and authentic about my identity on my terms. Over the past seven years at IIE, I’ve seen a lot of growth in DEIA representation and an acceptance of the work to be done in the company’s approach to welcoming, developing, and supporting diverse team members. Participating with the LGBTQIA+ affinity group has expanded my connections with other queer team members across our offices and provided a community that can openly engage on challenges that are unique to our own experiences and a support network that helps to navigate those challenges when they arise. This network helps us to be better team members in our own roles, create safe environments for new team members to engage with, and advocate for IIE to continue growing in their support for team members of diverse identities in our daily work.

Alex Iadanza (they/them), IIE Washington, D.C. 
(photographed far right)

How has international education enriched your life personally and professionally? 

International education has enriched my life personally by introducing me to new ways of understanding queer community and culture. In 2019, I studied abroad in Amsterdam as a Gilman Scholarship recipient. While I was out and open regarding my sexuality at the time, I was closeted in my identity as a non-binary person. The accepting and inclusive culture of the Netherlands and the friendships I formed with other trans and non-binary students helped to bolster my confidence and acceptance of my own identity. 

What impacts would you like to see higher education bring about among LGBTQIA+ communities? 

The role and responsibility of higher education goes beyond just educating. To foster genuine inclusion, higher education must create opportunities for LGBTQ+ students, professors, and staff to thrive, such as in the recruiting and mentoring of LGBTQ+ students, scholars, and staff. Additionally, higher education institutions and organizations should advocate for trans and non-binary inclusive systems and facilities, such as accessible all-gender bathrooms and IT systems that allow a seamless input of pronouns and chosen names. 

What book/documentary/exhibit could you recommend to those looking to learn more and/or celebrate Pride Month? 

I would recommend the ACLU “At Liberty” podcast’s The Century-Long Fight Over Transgender Youth episode. For a more comprehensive read, I would say try Susan Stryker’s “Transgender History.” 

At IIE, we believe that diversity, equity, inclusion, and access (DEIA) are critically important to engaging thoughtfully with the world and remain deeply committed to these principles. IIE’s LGBTQ+ affinity group is comprised of IIE team members in various IIE office locations. The affinity groups are a key part of IIE’s people-driven approach to pursuing and advancing its DEIA Commitment. There are five groups in addition to the LGBTQIA+; they are Asian and Pacific Islander Heritage; Black Heritage, Dis/Ability and Accessibility, Hispanic and Latinx Heritage, and Mental Health and Wellbeing affinity groups.

Q&A with Leaders of IIE’s Crisis Response Initiatives

On World Refugee Day, we pay tribute to the strength, resilience, and potential of those who have fled their homes in search of stability and safety from conflict, persecution, and climate impacts. In response to the global refugee crisis, we have issued more than 2,300 scholarships, fellowships, and grants to forcibly displaced students, scholars, and artists through our groundbreaking crisis response initiatives, including the Odyssey Scholarship and the Scholar Rescue Fund.

We join the international community in recognizing the limitless potential among refugees and displaced people and calling for more inclusive policies that provide viable pathways to continue their education and contribute to a brighter future.  

In recognition of World Refugee Day 2024, we are featuring insights from leaders of IIE’s Crisis Response initiatives: Mary Karam McKey, Head of Student Emergency Initiatives, Jessica Clarkson, Odyssey Scholarship Program Specialist, and James R. King, Senior Director of the Scholar Rescue Fund. 

They discuss their efforts to meet and better serve displaced individuals, including engaging across the humanitarian assistance sector and leveraging IIE’s global offices.

What does the term “higher education in emergencies” mean?

Mary Karam McKey: This term centers the right to education, and specifically higher education, as a priority during times of crisis, which could be as a result of conflict, war, and climate impacts. Supporting access to higher education is important in a humanitarian immediate response situation as well as on-going and protracted crises like forced displacement. The work that we’ve done with partners on the Qatar-American Scholarship for Afghans Project (QSAP) is an example of a higher education initiative developed as an immediate response to the Taliban’s assumption of Afghanistan’s government in 2021. Our work in more ongoing development contexts includes the IIE Odyssey Scholarship, where we are awarding full B.A. and M.A. scholarships to students who have been forcibly displaced living in a country of asylum or outside their home country – sometimes for generations.

How is IIE engaging with the international community?

Mary Karam McKey: In advance of the Global Refugee Forum in Geneva in December 2023, the UNHCR invited IIE to join organizations focused on advancing access to higher education for individuals and communities affected by displacement and crises. Hence, the Interagency Steering Group on Higher Education in Humanitarian and Development Contexts came about. The group is collaborating on a framework that lays out the need for such a group and guiding principles with the goal of global coordination of higher education response in the immediate onset of emergency through longer-term displacement. To support the UNHCR goal to achieve 15% higher education enrollment among refugee youth by 2030, IIE also pledged to award 120 additional IIE Odyssey Scholarships over the next four years.

Later this month, IIE will host a two-day Community of Practice meeting as a member of the Global Task Force on Third Country Education Pathways, a coalition that supports the expansion of higher education as a complementary pathway for refugee students.

IIE has been leading concerted efforts to place threatened and displaced students, scholars, and artists at institutions within or close to their home regions. Why that approach?

Mary Karam McKey: Every context is different and the ability to meet students where they are with what they need is something that we strive to do in all of our programming.  Given the scale of global displacement and the protracted nature of forced displacement, supporting students where they can be physically becomes critical. A passport and a visa are truly barriers to freedom of movement. Therefore, we designed IIE Odyssey to support students in their first country of asylum or within a region where they can study in person. We also have offices with extensive experience and networks in regions where there is large-scale displacement, and we’re, of course, leveraging that with the design of IIE Odyssey.

James King: The IIE Scholar Rescue Fund’s (IIE-SRF) ability to place threatened and displaced scholars within their home regions allows us to be nimble and quickly respond to new and emerging crises. We are often able to place scholars in the countries to which they’ve already fled, negating the need for a lengthy visa process, minimizing the period they are away from their scholarly work, and preventing the need for another relocation. This is especially critical in situations where family members have already begun adjusting to a new community. 

Such appointments address numerous considerations, including immigration restrictions, scholars’ linguistic and cultural backgrounds, academic fit, and cost of living. They also preserve regional knowledge by facilitating IIE‐SRF fellows to continue contributing to their home countries and regions. 

When possible, IIE-SRF will keep fellows in their home regions, which increases their ability to contribute to their home academies while in exile and to return home once tensions have subsided; allows them to continue their academic work in their native languages; and reduces the financial burden on scholars due to the lower cost of living. 

It is important to support supporting institutions within countries and regions that are hosting large numbers of displaced individuals. We see SRF playing a critical role in providing resources, expertise, and other assistance that allows these institutions to support their colleagues. Our work in Poland and Jordan are perhaps the best examples. 

Twenty-nine percent of IIE-SRF fellows on fellowship in 2024 are in host countries within their home region. Poland and Jordan and the third and fourth most common host countries, respectively, for IIE-SRF fellows in 2024, driven by regional placements for fellows from Ukraine and the Middle East. I was fortunate this summer to visit several of our host institution partners in Jordan and IIE-SRF fellows who have found an academic home there. I presented IIE Century medals to Philadelphia University and University of Jordan for their long-time collaboration with IIE-SRF, hosting the first and third most scholars respectively of any institutions in our program’s history.  

Are there any recent activities that have left you inspired?

Jessica Clarkson: Last December, I had the opportunity to travel to Kakuma Refugee Camp in the northwestern part of Kenya. The camp is one of the oldest and largest refugee camps in the world, located in a remote and arid part of the country, at least a 12-hour bus ride to the capital Nairobi. Our partners there, Jesuit Refugee Service, drove me around the camp to visit several secondary schools that they run, to the learning centers where our grantees completed their hybrid bachelor’s degrees, and finally to share a meal with the first cohort of Odyssey Scholars. They are the first of their colleagues with the opportunity to pursue a fully funded, in-person master’s degree in Nairobi.

One of them was Felista, a 25-year-old woman originally from Sudan, though she has lived most of her life in Kakuma. After completing her B.A. in Business Administration in 2021, she worked as the only female academic advisor at her alma mater while continuing to support her family’s small retail business, which she hopes to help grow with her new skills. Over lunch, she shared how excited she was to begin her M.A. in Project Planning and Management at the Catholic University of Eastern Africa, as well as her worries about living outside of the camp for the first time in her adult life. Many shared this fear, but their sense of camaraderie in the face of this new opportunity and challenge was moving. I was glad to be able to announce a second year of the partnership while I was there, and we have since awarded six new scholarships for students to begin their master’s in Fall 2024.

Learn more about IIE’s support for students, scholars, and artists who’ve been forcibly displaced at www.iie.org/WorldRefugeeDay.

In the United States, Black students comprise approximately 36% of all college students, yet their participation in study abroad hovers in the single digits; according to the Open Doors® Report, only 5% of American students who studied abroad in 2021/22 identified as Black. As part of our partnership with grassroots nonprofit Leaders of the Free World (LFW) to help bring study abroad participation to equitable levels, the IIE Center for Access and Equity is proud to have served as a sponsor of the 2024 LFW Fellowship for student leaders.

Designed to cultivate leadership skills and increase students’ awareness of international education and career opportunities, the LFW Fellowship features a two-week international experiential learning trip to Ghana, June 2-15. The students are selected by LFW for their demonstrated leadership and commitment to contributing to international education and affairs; they are paired with an accountability partner and mentor, engage in networking and leadership development assignments, and receive research-backed coaching.

In recognition of the Juneteenth holiday in the U.S., we are featuring a guest blog by Leaders of the Free World co-founder Ruby Maddox, who has been leading the organization since 2016. We asked about the inspiration behind their work, the importance of culturally responsive educational frameworks, and the unique significance of visiting Ghana for Black American students

What inspired you to create the Leaders of the Free World Fellowship?

Leaders of the Free World was created to address the disparities and systemic challenges faced by Black male college students in the U.S. After my first trip to Ghana and the difficulties I encountered in making that experience happen, I realized I wanted to create opportunities for more students of color to travel. I discovered that while many programs focused on women and girls, there were virtually no programs supporting young Black men in international experiences.

For my co-founder Lavar Thomas, the lack of representation he felt as a Peace Corps volunteer in Rwanda was a significant motivator. We have long observed the lack of representation and opportunities for Black men in leadership roles. This underrepresentation reflects broader societal inequities that affect educational, professional, and personal growth.

The inception of LFW was inspired by a commitment to change this narrative. We envisioned a program that would not only provide leadership training but also foster a sense of global citizenship and cultural awareness. The goal was to create an immersive experience that would empower these young men to see themselves as leaders on a global scale, capable of making impactful contributions to their communities and beyond.

Why focus on leadership development for black male college students?

The focus on Black male college students is both intentional and necessary. Statistically, Black men face unique challenges in higher education, from lower graduation rates to limited access to mentorship and professional networks. These challenges are often compounded by societal stereotypes and implicit biases that hinder their progress.

Leadership development is crucial for this demographic because it equips them with the skills, confidence, and networks needed to overcome these barriers. By focusing on Black male college students, we aim to provide them with the tools to navigate and excel in environments that have historically marginalized them. Our program emphasizes not just academic and professional success but also personal growth and self-mastery.

Why visit Ghana?

Ghana holds a special place in the history and culture of the African diaspora. As one of the first African countries to gain independence from colonial rule, Ghana symbolizes resilience, freedom, and a rich cultural heritage. For Black Americans, Ghana offers a profound connection to ancestral roots and a chance to engage with African history and culture in a meaningful way.

Choosing Ghana as the destination for our fellowship program is about more than just travel; it is about creating a transformative experience that bridges the gap between African American identity and African heritage. This journey allows our fellows to explore their roots, understand the historical context of their identities, and gain a broader perspective on global leadership.

What is the significance of culturally responsive education?

Identity plays a pivotal role in the development of young leaders, particularly for those from underrepresented groups. Understanding and embracing one’s identity is essential for building self-confidence and a sense of purpose. For Black male students, this process is often fraught with challenges due to societal perceptions and internalized biases.

Culturally responsive education is key to effectively reaching and empowering this group. It involves creating educational experiences that recognize and celebrate cultural diversity, validate the students’ experiences, and connect learning to their cultural contexts. In the case of LFW, this means designing a program that not only teaches leadership skills but also integrates African and African American history, culture, and perspectives.

By focusing on culturally responsive education, we ensure that our fellows see themselves reflected in the curriculum and the leadership models we present. This approach helps to dismantle the negative stereotypes that often surround Black masculinity and replaces them with positive, empowering narratives.

As we continue to grow and expand our program, we remain dedicated to empowering the next generation of Black male leaders and helping them navigate their paths with confidence, resilience, and a strong sense of identity.

The weather is warmer, colleges and universities have raced from classes to Spring Break to graduation, and in the international education world, that means it is conference season!

Whether you visited Washington, D.C., for the AIEA Annual Conference, Boston for the Forum on Education Abroad, or steamy New Orleans for NAFSA this year, key topics related to international educational mobility are at the top of the agenda. With continued increases in international student numbers at U.S. colleges and universities and a concerted effort to increase study abroad to pre-pandemic totals, experts in the field have several reasons to put on those lanyards and run to the exhibit hall.

Those who regularly attend conferences know that just as much knowledge is gained in the halls between panel sessions. As I look to another season of the Open Doors Report on International Educational Exchange — this year, our 75^th — several topics resonated and caught my eye.

Here are the three questions I’ll be asking my colleagues:

1. What is the profile of the international student in 2024 and beyond?
   
   From Open Doors, we know that the international student population is growing in the United States, as in 2022/23, it again reached over one million students. The top three places of origin continue to be China, India, and South Korea, but the profile of international students is shifting. First, there is the increase of international students from India, which is expected to continue and may outpace China soon.
   
   Second, there are a number of emerging international student markets, including Nigeria, Colombia, Bangladesh, and others, that are receiving increased U.S. university recruitment attention. The profile of an international student — and what they need to be successful on campuses and in the United States — will continue to shift. How will colleges and universities prepare for this shift, and what student services will emerge as necessary to adjust to new profiles of students?
    
2. Can the U.S. grow its international student numbers, and how?
   
   In March, Allan Goodman and I released our Outlook 2030 with a simple question: what would it take to double U.S. international student enrollment to two million by 2030? Since then, we have engaged in substantive discussions with international organizations and colleges and universities on strategies to address barriers to entry, promote effective recruitment, and discuss diversification of the international student body. With support from the U.S. for Success Coalition and others, there are increasing signs that the U.S. is interested in sustaining its international student growth. Still, it will take a combination of stakeholders across the government and higher education to make this a reality. Ask your colleagues, what would it take?
    
3. What could be the fallout of other international student host markets and their more restrictive policies?
   
   Recent legislation and policy changes in Canada, the United Kingdom, and Australia, have raised serious concerns about the possibilities of expanding global mobility. When I began working with the Open Doors Report about five years ago, our analyses focused on whether the U.S. could keep up with other host destinations and the favorable policies they were offering.
   
   Now, some of these same markets are pulling back policies, whether through overcorrection or political realignment. A relevant question here is what the fallout, or effect, of these policies will be on the U.S. international student market. While the U.S. continues to have the most capacity to host international students — they comprise just 6 percent of overall student enrollment —  considerations around the cost of studying in the U.S. and post-study work opportunities remain, areas that were seen as more attractive for these other hosts.

It would be overly optimistic to assume that students who previously had their eyes set on Canada or the United Kingdom will automatically set their sights on the United States. At the same time, there is an opportunity for U.S. colleges and universities to continue their recruitment practices with their best asset: the quality of the U.S. higher education experience and the intercultural value that studying in the United States brings to globally-minded students.

As I pick up my morning snack at AIEA, the Forum, or NAFSA, these topics will be on my mind, and I look forward to learning alongside my colleagues.

New Partners Are Encouraged to Join as Higher Education Emergencies Increase

Crises in Sudan, Ukraine, Afghanistan, Gaza, and elsewhere have created devastating higher education emergencies and led to a record-breaking number of academics unable to live in safety or continue their teaching and research. Universities, research centers, and professional organizations around the world can provide a lifeline for these scholars by taking concrete action in partnership with the IIE Scholar Rescue Fund.

The IIE 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. Building upon IIE’s century-long legacy of assisting students and scholars under threat, IIE-SRF relies upon its dedicated network of global partners, the IIE-SRF Alliance, to offer practical support to these scholars. This includes temporary academic positions, professional development and career advancement opportunities, and other critical assistance. IIE-SRF alumni have reported positive outcomes due to this crucial support from IIE-SRF Alliance partners; they include empowering alumni to improve educational institutions in their home and current countries, expand academic freedom, promote social justice, and increase intercultural understanding.

As the number of higher education emergencies around the globe continues to rise, IIE-SRF is seeking new partners to join the IIE-SRF Alliance. Below, we highlight three IIE-SRF Alliance partners who exemplify the mutual benefits of being part of our network.

University of Illinois-Urbana Champaign

The University of Illinois-Urbana Champaign (UIUC) joined the IIE-SRF Alliance in 2022 as part of the Illinois Scholars at Risk (ISAR) initiative, a manifestation of the university’s commitment to supporting scholars who face threats to their lives, freedoms, and well-being. The first IIE-SRF fellow hosted at UIUC, a veterinary microbiology scholar from Afghanistan, arrived on campus in July 2023. In September and October of the same year, the university also welcomed two IIE-SRF fellows from Cameroon – a scholar of pharmacology and a scholar of environmental science. UIUC has recently committed to host a fourth IIE-SRF fellow from Gaza. IIE -SRF’s fellowship support and rigorous selection process have allowed multiple departments at UIUC to host IIE-SRF fellows with confidence in the mutual benefits derived from the arrangement.

“Universities interested in supporting colleagues in need rarely have the network of information and connections required to identify and bring such colleagues to campus,” says Colleen Murphy, chair of the Illinois Scholars at Risk Committee. “The IIE-SRF program has built the network of scholars requiring support that the ISAR program’s success depends upon.”

Universiti Teknologi MARA in Malaysia

The Universiti Teknologi MARA (UiTM) is one of IIE-SRF’s most consistent host partners in Malaysia, providing opportunities for four IIE-SRF fellows to continue their work in safety, including one scholar from Iraq and three from Yemen. The university is currently hosting Dr. Muneer Alsayadi, a Yemeni food scientist, at UiTM’s Atta-ur-Rahman Institute for Natural Products Discovery (AuRIns). In his research, Alsayedi investigates the antimicrobial chemistry and biology of Yemeni herbs to identify and develop alternative medicines.

“I am very grateful to AuRIns and UiTM for their help and support,” said Alsayedi. “The administration and staff gave me a great welcome. They provided housing for me and my family and access to labs with modern equipment, enabling me to continue my research in comfort and safety.”

An IIE-SRF staff member recently visited UiTM and met with UiTM Vice Chancellor, Professor Datuk Dr. Shahrin bin Sahib, to fortify the partnership and discuss current and future collaboration. UiTM is confirmed to host a fifth IIE-SRF fellow in the coming months, an Ethiopian scholar of biotechnology and STEM education.

At top: IIE-SRF program officer Ashnar Dholakia (center) meets with UiTM Vice Chancellor Professor Datuk Dr. Shahrin bin Sahib (left) and IIE-SRF fellow Dr. Muneer Alsayadi (right) during a campus visit.

Midwest Political Science Association

The Midwest Political Science Association (MPSA) is a professional association dedicated to the advancement of scholarship in all areas of political science and communication between scholars engaged in such study. As an organizational partner with the IIE-SRF Alliance, the association provides complimentary registration to the annual MPSA conference for up to 10 IIE-SRF fellows per year, plus membership for interested fellows and alumni in relevant fields. MPSA has supported more than 30 IIE-SRF scholars since 2018.

“MPSA has benefitted from being part of the IIE-SRF partner network by allowing us to reach those scholars who might not normally have access to our conference or membership offerings,” says Stephanie Carter, MPSA membership director. “This partnership brings a heightened awareness of the political science discipline and the MPSA.”

In turn, participating IIE-SRF fellows benefit from the opportunity to present their work, gain feedback on their research, and build their professional networks.

If you or your institution would like to join the IIE-SRF Alliance and make a concrete impact on the lives and careers of threatened scholars, please visit the IIE-SRF website and complete an expression of interest form.

IIE is proud to celebrate Jewish American Heritage Month and pay tribute to the contributions and leadership of Jewish Americans to IIE, the field of international education, and the world. To commemorate Jewish Heritage Month this year, we took a look back at the Emergency Committee in Aid of Displaced German (later Foreign) Scholars.

In the 1930s, Jewish scholars had been dismissed from their university positions in Europe. Through the Emergency Committee in Aid of Displaced German Scholars, IIE stepped in, providing space for some of Europe’s brightest minds to cultivate their ideas and continue their research at U.S. colleges and universities; these acts saved the lives and scholarship of prominent scientists, writers, and other talented individuals who might have faced persecution or death because of their background and beliefs.

From 1933 to 1935, American broadcast journalist Edward R. Murrow chaired the Committee, playing a lead role in finding positions and securing funding for refugee scholars from Europe. It was after his time at IIE that Murrow rose to prominence, covering World War II in a series of live CBS radio broadcasts from Europe. In an interview later in his life, Murrow reflected on his time at IIE: “It was the most personally satisfying undertaking in which I have ever engaged, and contributed more to my knowledge of politics and international relations than any similar period in my life.”

It was the most personally satisfying undertaking in which I have ever engaged, and contributed more to my knowledge of politics and international relations than any similar period in my life.”

Edward R. Murrow
Assistant Director of IIE and Chair of the
Emergency Committee in Aid of Displaced Scholars

Determined to surmount financial and social barriers to entry at U.S. higher education institutions, IIE worked with philanthropic organizations to secure funding for the scholars. The contributions of the Rockefeller Foundation and private philanthropists would extend beyond $1.5 million and between 1933 and 1946, approximately 400 European scholars received such aid. United States higher education gained notable scholars such as Martin Buber, Paul Tillich, Jacques Maritain, and even Nobel Prize laureates.

These four biographical portraits represent just a few of the intellectuals aided by the work of the Emergency Committee:

A Q&A with IIE Team Member and Asian and Pacific Islander Heritage Affinity Group Co-Lead Athena Lao

IIE proudly joins in recognizing Asian American, Native Hawaiian, and Pacific Islanders Heritage Month, celebrating the many contributions and accomplishments of these diverse communities. The month, which began in 1977 as Asian Pacific Heritage Week, was selected to correspond with the immigration of the first Japanese people to the United States. It also encompasses ‘Golden Spike Day’ when the transcontinental railroad was completed due to significant contributions from Chinese workers.

To mark the month this year, we spoke with Athena Lao, a member of IIE’s business development division and co-lead of the Asian and Pacific Islander Heritage Group.  

CULTURAL EXPLORATION

Athena tells us, “AAPI cultures are vast and multifaceted, so there’s no shortage of ways to learn – whether it’s taking a language course, reading different history books about a specific country of interest, or traveling there.” She recommends that anyone who is able just, “choose a country and go from there.” While Athena notes that there are meaningful differences between the cultures of specific Asian and Pacific Island countries, “Asian American” identity, or other diasporic communities. For her, as a Filipina, she’s excited about the retrospective on Filipina artist Pacita Abad at New York’s MoMA PS1. “Her art is grand, political, and vibrant. I recommend everyone in the area check it out, too”

CULINARY ADVENTURES

A self-described adventurous eater, Athena “can’t claim a favorite, but I’m always down to try any food from across Asian and Pacific Islander communities.” She recently experienced the tasting menu Naks, a Filipino restaurant in New York City. Though at a higher price than a typical dinner, she insists that “each course was thoughtful, delicious, and accompanied by a meaningful story from the chef’s life.” The experience made Athena proud to see Filipino food presented in such a creative way and even made her embrace her inner foodie, describing the cuisine as truly “elevated.”

HIGHER EDUCATION & API COMMUNITIES

In her own words, “Higher education is an important ladder to opportunity for many from lower-income, disadvantaged AAPI communities whose needs and stories are often forgotten or ignored.” According to the Association for Asian American Studies, only 71 institutions offer an Asian American Studies major or program. Noting the statistic, Athena expresses her wish that “more colleges had Ethnic Studies (and by extension, Asian American Studies, which falls in that) so people could be exposed to more interdisciplinary and nuanced understandings of race, ethnicity, and indigeneity;  understand better why our country is the way it is and where each comes from; and have some ideas on how we could make the US more inclusive for the communities we care about.”

At IIE, we believe that diversity, equity, inclusion, and access (DEIA) are critically important to engaging thoughtfully with the world and remain deeply committed to these principles. Formalized three years ago, the Asian and Pacific Islander Heritage Affinity Group is comprised of IIE team members in various IIE office locations. The groups are a key part of IIE’s people-driven approach to pursuing and advancing its DEIA Commitment. There are five groups in addition to Asian and Pacific Islander Heritage; they are the Black Heritage, Dis/Ability and Accessibility, Hispanic and Latinx Heritage, LGBTQIA+, and Mental Health and Wellbeing affinity groups.

As the curtain closes on the study tour portion of the International Academic Partnership Program (IAPP) journey to Thailand, participants return home not just with memories of a vibrant country but with a newfound perspective on international collaboration and the transformative power of educational partnerships. The recent captivating study tour — just one element of the IAPP Thailand — has served as a catalyst for deepening ties between U.S. and Thai institutions of higher education. 

At the heart of the IAPP experience, led by IIE and the U.S. Embassy in Bangkok in partnership with the Thai Ministry of Higher Education, Science, Research, and Innovation, lies the commitment to developing meaningful partnerships that extend beyond borders. During the immersive tour in Thailand, a U.S. delegation of 18 universities and colleges delved into the intricacies of the Thai higher education system and explored opportunities for partnership and collaboration. From engaging discussions with key decision makers to visits with higher education institutions and educational exchange organizations, the study tour provided a firsthand glimpse into the rich tapestry of Thai academia. 

As participants reflect on their journey with IAPP Thailand, certain themes emerge as hallmarks of the experience. Collaboration, for one, emerges as a driving force behind the program, with participants recognizing the value of working together to achieve common goals. Whether through strategic planning sessions or networking opportunities during the study tour, collaboration serves as the bedrock upon which partnerships are built. 

Moreover, the program fostered a spirit of curiosity and openness to new perspectives. Participants were encouraged to step outside their comfort zones, engage with unfamiliar ideas, and embrace the diversity of thought that comes with international collaboration. In doing so, they gained a deeper appreciation for the interconnectedness of the global higher education landscape. 

Perhaps most importantly, the IAPP Thailand program underscored the importance of building bridges—both figuratively and literally. In an increasingly interconnected world, the ability to forge meaningful connections across cultures and continents is more critical than ever. Through initiatives like IAPP Thailand, participants are not just building partnerships; they are building bridges that span oceans, cultures, and generations. 

In addition to our university partners, IIE itself has a long, 62-year history in Thailand.  Over the years, Thai universities and IIE have supported numerous refugee students and young people who have been displaced from other countries in the region.  We continue this work up to today and are grateful to the many Thai universities that partner with us. 

As participants return to their respective institutions, they carry with them not just memories of a transformative journey, but a renewed sense of purpose and possibility. Armed with the knowledge and experiences gained through the IAPP Thailand program, they are poised to continue building bridges, fostering collaboration, and shaping the future of international higher education. 

In the end, the true measure of the IAPP Thailand program lies not just in the partnerships formed or the strategies developed but in the relationships forged and the impact felt far beyond the confines of a conference room or a university campus. It is a testament to the power of education to transcend boundaries and transform lives—one partnership, one bridge at a time. 

As we reflect on the journey with IAPP Thailand, let us spell out the essence of partnerships in international education: 

P – Persistence: Partnerships require dedication and perseverance to overcome challenges and achieve shared goals. 

A – Access: Partnerships open doors to new opportunities, expanding access to education and resources. 

R – Respect: Partnerships thrive on mutual respect, honoring diverse perspectives and cultural differences. 

T – Trust: Partnerships are built on trust and transparency, fostering meaningful relationships and collaborations. 

N – Networking: Partnerships facilitate connections, creating networks that span continents and disciplines. 

E – Empowerment: Partnerships involve promoting inclusivity, equity, and agency, ensuring that all stakeholders have a voice and are empowered to contribute meaningfully to the partnership’s goals and objectives. 

R – Reciprocity: Partnerships embrace reciprocity, recognizing the mutual benefits of collaboration and exchange. 

S – Sustainability: Partnerships promote sustainability, striving for long-term impact and growth. 

H – Harmony: Partnerships seek harmony, fostering positive relationships and constructive dialogue. 

I – Innovation: Partnerships encourage innovation, driving forward-thinking solutions and approaches. 

P – Progress: Partnerships fuel progress, advancing education and society through collective effort. 

S – Solidarity: Partnerships stand in solidarity, uniting diverse stakeholders in pursuit of common goals. 

The study tour has concluded, but the journey continues. As participants regroup and identify the next steps, the IIE Center for International Partnerships stands ready to provide consultations on MOUs and MOAs, assessments, and expansion models. Let’s continue to engage and build sustainable partnerships for the future.

At IIE, we believe international education and exchange should be a part of everyone’s educational journey. In fact, IIE is the first private organization to facilitate international exchanges — with our earliest programs dating more than a century ago. Today, we continue to develop and administer cutting-edge educational programs and resources that promote access to opportunity, including and especially among underserved populations. In our permanent pursuit of innovation, we have expanded our services into virtual exchange programs like The Harnessing Innovation Through Virtual Exchange for Enhanced Results (HIVER).

In 2021, The J. Christopher Stevens Virtual Exchange Initiative (JCSVEI) awarded IIE the grant to implement the Harnessing Innovation Through Virtual Exchange for Enhanced Results (HIVER). This program enables U.S. university faculty to collaborate with their counterparts in universities across the Middle East and North Africa to integrate a virtual exchange component into existing courses. Through classroom discussions, group projects, and leadership sessions, the HIVER program fosters cross-cultural dialogue, helping students find common ground, respect differences, address challenges, and think globally.

This virtual exchange enables students from diverse backgrounds and cultures, including first-generation, refugee, and female and minority students, to interact and learn from each other. In addition, virtual exchanges like HIVER offer an innovative and affordable solution among students facing the financial barriers typically associated with traditional, in-person programs.

We asked both HIVER students and faculty to reflect on the virtual program. Here are the highlights:

Integrating HIVER into our curriculum has not only expanded our academic horizons but also fostered a unique sense of global community among our students and faculty.”

Dr. Ali Keyvanfar, Faculty, Kennesaw State University, U.S.

Being part of HIVER gave me a chance to get to know people from different backgrounds and find out the best ways to communicate regarding the challenges of time zone differences and language. Working on a project with students from different majors was a new and different experience that helped me consider different perspectives and try to get to the most efficient solutions.”

Shahd Mostafa, Student, Helwan University, Egypt

This experience has enhanced my interpersonal skills and broadened my perspective, fostering a deeper appreciation for diversity. Moreover, my architectural skills have flourished through collaboration with international peers.”

Noor Majed Ali Foqha, Student, An-Najah National University, Palestinian Territory

HIVER lets me interact with American professors in remote locations from the other side of the world, which could lead to professional opportunities I might not be exposed to in a traditional classroom setting.”

Dr. Anan M. Abuhammour, Faculty, Yarmouk University, Jordan

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HIVER is implemented by the Institute of International Education and is supported by the J. Christopher Stevens Virtual Exchange Initiative (JCSVEI). JCSVEI is a U.S. Department of State’s Bureau of Educational and Cultural Affairs program administered by the Aspen Institute.