Brian Whalen President and CEO The Forum on Education Abroad wwwforumeaorg The Role of NonProfit Membership Associations in International Education in the US Context Higher Education in the US ID: 378361
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Slide1
The Role of Non-Profit Membership Associations in International Education in the U.S.
Brian Whalen, President and CEO, The Forum on Education Abroad
www.forumea.orgSlide2
The Role of Non-Profit Membership Associations in International Education in the U.S.
Context
Higher Education in the U.S.
Highly decentralized
Very diverse and complex
Quality Assurance through Accreditation Commissions and Agencies
www.chea.org
Council for Higher Education AccreditationSlide3
The Role of Non-Profit Associations in the Field of International Education
www.acenet.edu
The American Council on Education,
Center for Internationalization and Global Engagement
www.iie.org
Institute of International Education
www.nafsa.org
NAFSA: Association of International Educators
www.aiea-world.org
Association
of International Education Administrators (AIEA)Slide4
Note That There Are Many Other Associations that Influence International Education in the U.S.
“Institutional Type” Associations (Public Universities; Liberal Arts Colleges; Community Colleges; State Colleges and Universities, etc.)
“Academic Discipline Associations” (Languages; Engineering; Psychology, etc.)
“Functional Administrative” Associations (Business Officers; Legal Counsels; Risk Managers; Career Services, etc.)
Associations Located Overseas (U.S. Education Abroad Associations in Latin America, Europe, and India)
Non-U.S. Associations also influence international education in the U.S.Slide5
www.forumea.org
The higher education membership organization for education abroad
Not-for-profit
association
Founded
2001
Almost 700 institutional members
Members commit to the Standards of Good Practice upon joining
The Forum on Education AbroadSlide6
Recognized
by the U.S. Department of Justice and the Federal Trade Commission as the Standards Development Organization (SDO) for education
abroad:
Openness
: the opportunity for involvement by all parties known to be affected by the particular standards development
activity
Balance: balancing interests so that standards development activities are not dominated by any single group of interested parties;
Transparency: which calls for readily available access to essential information regarding proposed and final standards;
Consensus: substantial agreement be reached on all material points after the consideration of all views and objectionsDue Process: including the right to express a position, to have it considered, and to appeal an adverse decision.Hundreds of colleagues from within and outside of education abroad have been and are involved in developing the StandardsThe Forum on Education AbroadSlide7
Goals of the Forum
Establish Standards of Good Practice
Conduct research to assess outcomes of education abroad and collect useful data
Promote excellence in curriculum design
Advocate for education abroad at all
levels
How?
Strategic PlanSlide8
1. Establish Standards
Standards of Good Practice for Education Abroad
,
4
th
edition, 2011
Standards of Good Practice for Short-Term Education Abroad Programs,
2009
Code of Ethics for Education Abroad, 2nd edition, 2011Education Abroad Glossary, 2nd edition, 2011Slide9
2. Conduct
research
& collect data
Two of the Forum’s current
initiatives
:
Critical Incident Database
Institutional and Program Resources SurveySlide10
3. Promote excellence
Quality Improvement Program (QUIP)
Online Toolbox of Best
Practices
Annual
Forum
Conference
Workshops and Webinars
Standards InstitutesSlide11
4. Advocate
for education
abroad
Advocacy resources to assist members in critical areas such as the ADA and study abroad, Clery Act reporting, funding and financial aid, and applying veteran’s benefits to education abroad.
National advocacy efforts support the interest and goals of Forum members (Study Abroad investigations in 2007; License approval for Program Providers to operate study abroad programs in Cuba in 2013).Slide12
For Institutions-- Quality Improvement Program (QUIP)
Based on an accreditation model
Involves rigorous self-study and peer review based on the Standards of Good Practice
Results in a final determination about whether the institution or organization is in conformity with the Standards.
Nearly 40 institutions have completed the process so far.Slide13
For Individuals-- Professional Certification in the Standards of Good Practice
Will launch in 2014
Will certify an individual’s ability to articulate and apply the Standards of
Good Practice