Kurt is an accomplished faculty member who has been recognized for his success as a teacher, mentor and scholar. He joined the ������Ƶ faculty in 2008 after earning his doctoral degree in economics from the University of Iowa. In his 13-plus years at ������Ƶ, Kurt has been significantly involved in global education, contributing to study abroad, international student support through dual degree programs, international institutional collaboration, curricular advancement and research.

Kurt has served as director of the International Business Dual Degree Program, as well as a faculty-in-residence for ������Ƶ’s Center in London, a leader of 15 short-term study abroad programs from 2010 through 2022, and a member of the Global Education Curriculum Committee.

He has also had impacts across institutions through the International Partnership of Business Schools, a consortium of 13 universities across 10 countries, though the creation of the international business immersion certificate, and organizing two multi-institutional conferences focused on international business education in a global context.

In addition to his work creating international opportunities for students, Kurt’s research has shaped the field of international education, with publications in peer-reviewed journals such as��Frontiers: The Interdisciplinary Journal of Study Abroad��and the��Journal of Studies in International Education.

The appointment of assistant dean is a four-year commitment, with the opportunity to extend for an additional two years. Kurt began the role on Feb. 1 and will transition into the role full time during the spring semester.

Kurt follows Associate Professor of Music and Education Matt Buckmaster, who served as the GEC’s inaugural assistant dean of global education for six years. Buckmaster assumed the role of executive director of the ������Ƶ Core Curriculum on Jan. 1, and will continue to work closely with GEC staff and global curricula where intersecting with the ������Ƶ Core Curriculum.

“We have been incredibly fortunate��to��have the wisdom, expertise, and leadership of Professor Buckmaster in the role of assistant dean,” said Nick Gozik, dean of global education. “He has helped move the University and GEC forward in strengthening the quality and depth of overseas programming, developing a new set of Global courses, and providing development opportunities for faculty, among many other important initiatives.

“While we will miss Professor Buckmaster in this role, we look forward to the arrival of Professor Mark Kurt as the GEC’s new assistant dean,” Gozik said. “Professor Kurt brings a wealth of experience in ways that aligns with ������Ƶ’s upcoming global strategic plan, including his work with international students, dual degree programs, short-term programs, and professional schools.”

Janelle Papay Decato, associate director for global short-term programs, and Olivia Choplin, associate professor of French, co-chaired the search committee. “We were all impressed with the caliber of candidates who applied and are excited to welcome Dr. Mark Kurt to the GEC as assistant dean,” Decato said.

Other members of the search committee are Haya Ajjan, Eric Hall, Jennifer Platania, Andrea Sinn, Carol Smith and Kim Stokes.

Programs this January��have��faced��challenges brought on by the Omicron COVID-19 variant, including testing requirements for air travel and border entry, as well as a major��snowstorm in the Mid-Atlantic region��that��affected��some travel plans.

“We are excited for the return of ������Ƶ’s signature Winter Term study abroad and Study USA courses. At the same time, we recognize that the pandemic is not yet over, and that��students and their��families��are understandably anxious,” said Nick��Gozik, dean of global education. “The health and safety of students, faculty,��staff,��and��host communities��are��always our top priority.”

The university increased communication efforts��to��help keep students informed as they prepared for travel and worked closely with global partners to adapt plans as needed to accommodate health and safety protocols��while also maintaining high academic standards.��The Isabella Cannon Global Education��Center (GEC)��has been��sending daily messages with key updates and reminders. All program changes are being tracked on the��Winter Term Travel Status page, which also includes an archive of GEC daily messages, beginning Dec. 27.

This month will see more than 900 students, faculty,��and staff travel on 28 programs offered through the GEC, three graduate student programs, and six programs for Fellows cohorts.

The recent development of the Omicron variant of the virus forced the cancellation��of programs��in the��Netherlands and Greece��due to conditions and travel restrictions in those countries.��Other��program itineraries are being adjusted to meet local��health��requirements and restrictions while continuing to support the academic and cultural learning objectives of the courses.

“The pandemic continues to��shift��how global learning can��take shape safely and ethically,”��Gozik��said.��“But,��we have also learned��a lot��since summer 2020, when we resumed��international travel and��study.��This has involved assisting��nearly��600��study abroad��and��Study USA��students��and��more than��150+��international students, who continue to��face both health- and immigration-related challenges to study here.”

The return of Winter Term global programs,��following a cancellation in Winter��2021, marks ������Ƶ’s highest volume of study abroad and Study USA since the start of the pandemic.

More than��1,200 students applied for winter 2022 programs, far outpacing the typical range of 700��to��800 applications.��Many��applicants were seniors��who��had��not yet participated in study abroad or Study USA��programs and wanted to do so before graduation.��To serve those students, the GEC created two��“Global Cities”��programs��available��only��for winter 2022.��Through these��programs hosted by ������Ƶ’s trusted on-site partners,��51 students are studying on Global Cities: Florence, and 14 students��are studying on Global Cities: London.

For the full list of winter term programs, and for the latest updates, see the��Winter Term Travel Status page.

As Director of International Student Services Kristen Aquilino observed, “We come together to do just that – to come together.”

The evening was a time for the international community to share in the tradition of a Thanksgiving meal while also learning about each other’s cultural and holiday traditions. Aquilino opened the event by sharing the land acknowledgement written by ������Ƶ’s Project Pericles and encouraging attendees to engage with Native American Heritage Month events hosted by the Center for Race, Ethnicity & Diversity Education and its partners.

President Connie Ledoux Book shared remarks on the Thanksgiving holiday, framing it as an opportunity to focus on gratitude, both for the presence of international faculty, staff, and students on ������Ƶ’s campus, as well as the chance to share a meal together following the cancellation of the previous year’s dinner due to the pandemic.

The International Student Thanksgiving originated at ������Ƶ as an event hosted by ������Ƶ Local Friends, a group of town community members that support ������Ƶ’s international students and provide opportunities for cultural exchange.

The potluck dinner quickly outgrew its origins, transitioning to an event supported every other year by the Office of the President. Since President Book took office in 2018, she has hosted the event annually (apart from last year’s dinner, which was canceled due to the pandemic) as a reflection of her commitment to the international community.

Beyond a traditional spread of carved turkey, stuffing, mashed potatoes, green beans, and, of course, cranberry sauce, attendees enjoyed live music, having their caricature drawn, and the warmth of gathering with friends.

President Book capped the night with a gift: ������Ƶ knit hats, perfect for the chilly days in store as the semester winds down.

������Ƶ is ranked #1 in undergraduate percent participation in study abroad among doctoral universities for 2019-20 data. ������Ƶ is also ranked #9 in the total number of students studying abroad, and #8 among doctoral universities in the total number of students completing a short-term study abroad experience.

������Ƶ is the only North Carolina institution to be included in the “Leading Institutions by Study Abroad Total” summary, a list of 25 institutions with the highest number of students studying abroad.

The top rankings follow ������Ƶ’s recent accolades by U.S. News and World Report, which ranks ������Ƶ #1 in study abroad in the 2022, 2021 and 2020 editions of its “Best Colleges” guide. Princeton Review also lists ������Ƶ as having the #1 most popular study abroad program in its 2021 college guide.

The top doctoral universities recognized by IIE for study abroad participation include the following:

1. ������Ƶ
2. University of Denver
3. Wake Forest University
4. University of San Diego
5. American University
6. Worcester Polytechnic Institute
7. University of St. Thomas
8. New York University
9. University of Notre Dame
10. Tulane University

The Open Doors report also includes total U.S. study abroad participation and is widely regarded as the measure of education abroad. This year’s report notes a large decline in the number of students studying abroad during the 2019-20 as the global COVID-19 pandemic took hold in early 2020. During 2019-20, 162,633 U.S. students studied abroad compared to 347,099 students the year before.

“For over 30 years, the Open Doors report has been a harbinger of excitement and progress in international education. In the case of study abroad, there has been continual growth from year to year, until 2020,” said Rhonda Waller, executive director of global engagement. “The 2019-20 report, though, shows a decline in numbers of over 50 percent. This year’s report is different because it reflects the worldwide disruption of COVID-19. It’s a poignant reminder of the importance of bridge-building across humanity even in times of strife.”

The 2019-20 report includes study abroad experiences disrupted by the start of the COVID-19 pandemic in early 2020. At ������Ƶ, that included 245 undergraduate students on study abroad or Study USA programs who were impacted – 232 of whom were forced to depart their program early. Even through the challenges of 2020, while students found their study abroad plans altered or canceled due to the pandemic, the Isabella Cannon Global Education Center sought to support study abroad wherever feasible and ethical, both for the student and the host community.

Heeba Chergui ’22, studying in Amman, Jordan, in spring 2020, was recalled only seven weeks into her program. Right away Chergui started planning for finishing what she started, and she returned to Amman for spring 2021.

“The spring of 2020 was my first independent abroad experience, and I was excited to embark on this journey,” Chergui said. “The disruption of my time due to COVID-19 was frustrating, but I didn’t let it stop me. Returning this year and spending six months in Amman, Jordan, was an amazing opportunity to not only be in another culture but to test my patience and resiliency during a tumultuous time.”

The report also includes data on the profile of U.S. study abroad students, fields of study and destinations.

Notable changes from previous years include a slight increase in those studying abroad with a disability. In 2018-19, Open Doors reported that 10.5 percent of study abroad students had a disability. In 2019-20, that figure increased to 12.4 percent. Otherwise, percentages of gender, race and ethnicity, and fields of study largely remained unchanged, even with the total number of students studying abroad decreasing by over half.

These data are an acute reminder that beyond the fanfare of international education and ������Ƶ’s high marks in study abroad, the university can continue working to broaden the field to meet its commitment to access in global education.

“As we celebrate another milestone, it is an opportunity to reignite our commitment not only to enhancing access to global engagement to historically minoritized��students, but to continue the work of fostering equity and inclusion on global engagement programs,” said Allegra Laing, associate director for global diversity and inclusion.

Laing has led the Isabella Cannon Global Education Center in developing a 52-goal diversity, equity and inclusion strategic plan. To date, seven goals are completed, and 17 are underway.��“We’re energized by the��work and��invite the ������Ƶ community to hold us accountable as we pursue our��five-year��Diversity, Equity and Inclusion Strategic Plan,” said Laing.

Likewise, beyond the rankings, this year’s Open Doors report speaks to the responsibility of international education from an ethical perspective.

“������Ƶ’s consistent #1 ranking is certainly impressive in terms of numbers alone,” said Nick Gozik, dean of global education. “At the same time, it speaks to a much deeper commitment to education with a focus on academic quality and critical learning skills such as intercultural awareness and cultural humility. This past year, too, reminded us of the need to act with integrity, particularly in terms of ensuring the health and safety of our students, faculty, staff, and overseas partners.”

They join the international community at ������Ƶ, which comprises more than 400 international students from 75 countries – including around 130 visa-holding students, around 250 dual citizens and more than 30 Americans who had been living overseas.

Director of International Student Services Kristen Aquilino believes the journeys these students undertook to ������Ƶ speaks to the commitment of ������Ƶ’s international community. For��many students, that journey was marred by delays due to the pandemic and fluid visa and immigration processes. For every student, the journey has been fraught with complications and ambiguity.

At the International Welcome Breakfast, Aquilino remarked, “We’re so thankful you stuck it out and persevered, and that you were dedicated to coming here. I just want to say, ‘thank you,’ on behalf of all of us, and that we are equally dedicated to making sure you have a wonderful experience here.”

The arrival of international students to campus kicks off International Student Orientation, three days of adjusting to life in the United States, learning about ������Ƶ and working through jet lag.

International Student Orientation is a campus-wide welcoming, supported by the Isabella Global Education Center, New Student Programs, ������Ƶ, Residence Life, and other key offices.

For Hebe Fuller, associate dean of admissions and director of international admissions, this is a gratifying time to connect in person with students and families, many of whom she has introduced to ������Ƶ. “Many of these students I met years ago – literally two or three years ago as sophomores and juniors, and some even longer if they’ve deferred, so the buildup has been even more significant,” Fuller said.

International student ambassadors work to build international community at ������Ƶ and are among the first to welcome international students to campus. Wenyi “Winnie” Yang ’23, an nternational student ambassador from Beijing, China, knows firsthand how important relationships are to building community. As an international student ambassador, she pays this forward by helping new students make connections.

As Yang welcomed a student, Jingyi, she noticed Chinese characters on her phone. Yang asked, “Wait, are you Chinese?” When Jingyi said yes, Winnie said, “Oh my god, I’m also Chinese!” and introduced herself in Mandarin. As they got to know each other, Yang and Jingyi learned they both attended high school in the United States. They also discovered that Jingyi’s hometown, Zaozhuang, a small city in the Shandong Province, is next to the village where Yang’s grandparents live.

“She was like, ‘You are the first person I’ve met in the U.S. that knows exactly where my hometown is,’” said Yang.

Among sessions to help students adjust to life at ������Ƶ, understand insurance, visa and immigration information, and form connections in the international community, a highlight of International Student Orientation is the Welcome Breakfast. This event marks the ceremonial transition of primary student support from ������Ƶ to the Isabella Cannon Global Education Center and includes welcome remarks from President Connie Ledoux Book.

Book welcomed international students and families by sharing some of ������Ƶ’s global history and perspective on “why we highly value global education.”

“At the opening ceremony in 1889, the first president of ������Ƶ said as they were putting the shovel into the ground that we are building a college for the world,” Book said. “That has been the inspiration of the university to engage globally.”

Book also praised the students’ courage and sense of adventure. “We know it took a lot to get here, so we’re particularly grateful,” Book said.”You’ll find lots of adventure during your time here at ������Ƶ.”

Dean of Global Education Nick Gozik likewise expressed gratitude and excitement in his welcome and shared that he, too, had to adjust to the United States. Gozik was born to U.S. parents in Australia and lived there until he was four when he moved to the United States. “I remember being a little bit different,” said Gozik. “I had an Australian accent. I remember saying ‘weird’ words – ‘weird’ to us. Instead of ‘green pepper’ I would say ‘capsicum.’”

“International” at ������Ƶ can mean several things, from a student who has never previously left their home country, to a U.S. citizen who has lived primarily outside of the United States, to a student who is not a U.S. citizen but has spent most of their life in the United States. Often, if an international student at ������Ƶ is asked, “Where are you from?” it isn’t a one-word answer. It’s a story layered with locations and cultures.

“We have a lot of different storylines represented in this room,” said Gozik. But, what brings us all together is this global dimension, the fact that we all have some kind of connection to another culture.”

A part of ������Ƶ culture is the ceremony and symbolism of “Oak,” representing growth, strength and legacy. “������Ƶ is Hebrew for ‘Oak,’” Book said. “All of the Oak trees you see inspired the founders to name the university ‘������Ƶ.’”

Gozik shared how this earliest legacy of ������Ƶ is carried forward by international students today:

“In two days, we’re going to have New Student Convocation. As we’re talking about the history of ������Ƶ, the meaning of ‘������Ƶ’ as ‘oak,’ and you see all these oak trees around, you’re going to be presented with an acorn, a seed. When you graduate – I hope I’m not giving anything away – you will get an oak sapling, a small tree. The hope is that you as students take that sapling and go back to home, wherever that may be, and plant it. What’s exciting about this is you get to see that tree grow, as a symbol of your growth here at ������Ƶ and as you continue out into the world. For international students, it isn’t always possible to take that sapling with you. So, we also have a tree-planting ceremony. If you go to South Campus, you’ll see we have a grove of oak saplings planted by international graduates, which we call the “International Grove.” The idea is that we have a presence that stays on this campus where international students can physically see that growth.”

For Sonith, a new student arriving from Cambodia, that legacy is personal. Sonith is the seventh Jay Pritzker Academy graduate to study at ������Ƶ, earning a full scholarship and admission to the competitive Odyssey Scholars program through a special partnership with the academy near Siem Reap. Sonith learned of ������Ƶ through other alumni of her high school, including Thida Kim ’21, Kimheng Larch ‘22 and Sreyrath Poeun ’23 – students who leave a legacy by creating a path for Cambodian students to come.

This path to ������Ƶ for international students is daunting – it takes courage and dedication to arrive to campus, which many might assume is the starting line. For Anna Kozlova, an athlete on the Track and Field team studying at ������Ƶ from the Czech Republic, the transition can be frightening, but is well worth the journey.

“Well, I was scared at first,” Kozlova said, “but I am speechless. I am so happy here so far. Everyone is so friendly, and I feel like I made the right decision to go here.”

A favorite ������Ƶ tradition, students receive an acorn at New Student Convocation and an oak sapling at Commencement. The gesture symbolizes a student’s growth at ������Ƶ and the promise of growth to come.

While students plant their saplings all across the country, often international students are not able to transport their saplings back to their home country. Instead, graduating international students are invited to plant their tree at ������Ƶ, adding to the International Grove on South Campus.

With the newly revised policy on outdoor gatherings, two dozen graduating international students gathered for the ceremony. The tradition is made possible by Director of Landscaping and Grounds Scott Stevens and members of the Landscaping staff in ������Ƶ Physical Plant who help students plant, stake and water in their saplings and tend to the grove throughout the year.

Director of International Student Services Kristen Aquilino opened with her own tradition, a tree-related quote, this year by author Nelson Henderson: “The true meaning of life is to plant��trees, under whose shade you do not expect to sit.”

Aquilino chose this quote because it speaks to the perseverance and compassion of the class of 2021. “I think you all are so good at establishing incredible support for one another, for those that will come after you. You’re really changing the path for international students to come,” said Aquilino.

For Dean of Global Education Nick Gozik, who joined ������Ƶ in January 2021, this was his first time participating in this tradition. Gozik shared remarks about place and community.

“I want to start by honoring those that were on this land originally: the Adshusheer, Catawba, Eno, Occaneechi, Saponi, Shakori, and Sissipahaw tribes,” said Gozik.

“We’re literally going to be planting into the land, connecting with the soil, connecting with this place … I hope that you will continue to come back to ������Ƶ with your kids, your grandchildren, maybe your great grandchildren and show them your tree that has grown here and feel that connection.”

Gozik also reflected on connection through challenges and across differences, saying, “This is a year unlike any other.”

Gozik spoke to the “dual pandemic” of both the COVID-19 crisis and racism, and the importance of justice as well as empathy. To be an international student is to practice empathy and understanding every day by “getting to know people who are different from us,” said Gozik. “When we talk about that understanding, I can’t imagine another thing that’s more important in these days.”

In closing, Gozik spoke to the legacy of the International Grove and the community it represents.

“Once you are a Phoenix, you are always a Phoenix,” Gozik said. “I hope you come back to us, I hope you come back to see your tree, and you realize you’re part of this community. As we dig today, and you plant something literally into the ground, it’s part of something bigger.”

International students join the ������Ƶ community for a semester on exchange, for two years as a Dual-Degree student, or as a degree-seeking undergraduate or graduate student.

Dual-Degree student Ailsa Saffar, who graduates with business degrees from both ������Ƶ and NEOMA Business School in France, felt that sense of community through the uncertainty of the pandemic.

“Since I’ve been here, everyone has been so welcoming and so, so kind to me. Kristen has been just fabulous and Dr. Mark Kurt also,” Saffar said. “And during COVID when it was so difficult, it was great to have such a fantastic team to support us and help us.”

Saffar will return to Europe to begin her master of science in big data and analytics at ESPC Business School in Paris. Following that, Saffar has big plans.

“The dream is to be a ‘big-boss’ businesswoman – a strong, independent woman. I think ������Ƶ helped me become independent, and now I’m on my way to reaching back home,” said Saffar.

Thida Kim, who graduates ������Ƶ with degrees in project management and human service studies, also has big plans. Kim will return to her home country of Cambodia to join the staff of an international school as a high school advisor.

“I have always wanted to work in the nonprofit fields, and education is one of the sectors I want to go into,” Kim said. “When this position was offered to me, I thought it was the perfect opportunity to work in both and be able to give back.”

Kim aims to found her own NGO focused on educational access in Cambodia, “especially to kids in rural areas where it’s hard to go to school because schools are usually really far from home,” she said. Kim wants for students to know of educational options and to “have a chance to fight, like I did.”

Kim found ������Ƶ through alumni of her high school, the Jay Pritzker Academy, near Siem Reap. “All had really awesome things to say about ������Ƶ, and I wanted to be here, too!” said Kim. Each year, one outstanding Jay Pritzker Academy graduate joins ������Ƶ, earning a full scholarship and admission to the competitive Odyssey Scholars program.

One of Kim’s favorite memories of her time at ������Ƶ is connecting with people from all over the world through international community events. For the graduates rooted in the International Grove, and those that will “sit in the shade” of those alumni for years to come, this is the legacy of ������Ƶ: the opportunity to learn about people from around the world and in turn to help foster mutual understanding within and beyond the ������Ƶ community.

������Ƶ students, alumni, faculty and staff are invited to submit to��the annual��������Ƶ Global Photo and Video Contest.��Submissions are due Sunday, May 2.

The contest comprises 10 categories and will feature 14 winners.

Categories are either by theme, meaning any ������Ƶ student, alumni, faculty or staff (current or emeritx) may submit, or by participant, which is open to those that fit the category.

See full contest details here.��

By Theme:

• Resilience��– Photos that��celebrate the many facets of “resilience” —��grit, compassion, flexibility,��support, courage, authenticity, or your own interpretation. Photos that find the silver lining, or recognize the helpers, or show��the Phoenix rising from the ashes.
• Global Engagement��– Photos that portray what global engagement means to you.��This could be��how an opportunity or challenge shaped your intercultural development, how your actions affected the community��around you, or other moments of engaged��global��learning.
• Diversity, Equity��and Inclusion��– photos that disrupt stereotypes in global education. This could be showcasing study abroad or Study USA participation by��historically��minoritized populations, or��uprooting stereotypes,��or otherwise challenging damaging myths (e.g. white savior complex, appropriation, etc.).
• ���ٰ����쾱�Բ���������Ա����– photos that��make you��pause��and consider the wonder of the world. From a sweeping landscape to a bustling street – moments that made you stop in your tracks just to��be where you are.
• Video��– (no more than 60 seconds) that encapsulates what global education means to you. We’re not looking for polished, heavily edited submissions; rather, we’re looking for video moments of global engagement.

By Participant:

• ���Գٱ���Բ��پ��DzԲ�������dz����ܲԾ��ٲ���–��entries from those having their international experience right here at ������Ƶ, or attending ������Ƶ from their home country.��The international community at ������Ƶ is vibrant and dynamic, including students from over 45 different countries studying in the U.S. on a student visa, Americans and dual citizens that have significant lived experience abroad, those that have chosen to become permanent residents of the U.S., and others. Submit a photo of your international experience at ������Ƶ or from your home outside of the U.S.
• ���ٳܻ������������– entries from ������Ƶ Study USA participants (current students or alumni) taken on a Study USA program (a Study USA Center or short-term program).
• Graduate Programs��– entries from ������Ƶ’s graduate participants, including Business (MBA), Business Analytics (M.S.), Accounting (M.S.), Interactive Media (M.A.), Education (M.Ed.), Higher Education (MHE), Physician Assistant Studies (MS), Physical Therapy (DPT), and Law (J.D.). Submit photos from your ������Ƶ global experiences, whether that’s on campus or on study abroad.
• Alumni��– entries from ������Ƶ alumni from study abroad or Study USA in years past or showcasing global impact in experiences following ������Ƶ (e.g. living abroad, working in globally focused fields, etc.).
• Faculty and Staff��– entries from ������Ƶ faculty and staff (current and emeritx) showcasing global learning. From leading a short-term program or serving as faculty in residence at an ������Ƶ Center, to participating on the staff advisory council global engagement program, to mentoring independent research or service globally – we know global learning takes many shapes at ������Ƶ, and we want to celebrate all the ways faculty and staff help make this happen.

Ways to Win

All submissions are eligible to win their category and advance to the final round of voting for the overall winner (with a grand prize of a $350 flight voucher courtesy of !).

All submissions are also automatically considered for:

• Direct Travel Staff Pick
• GEC Staff Pick
• President’s Pick

Submissions welcome from all terms and experiences — those that make us reminisce about global experiences before COVID-19, and those that make us think about what “global” means during and after COVID-19.

While this may be a challenging subject for those whose global plans may have shifted, it also presents an opportunity to reflect on and celebrate global engagement, however that takes shape. Last year, the contest was expanded to include a “Resilience” theme category. The ������Ƶ community flooded this category with submissions of grit, compassion, flexibility, support, courage, and authenticity.

Voting takes place on April 30 to May 6 and on May 7 to 11.

Learn more from the ������Ƶ Global Photo and Video Contest Webpage.

But while the study abroad experience remains an important element of an ������Ƶ education, that experience looked much different this year as the world grappled with the COVID-19 pandemic. Health and safety concerns forced the cancellation of scores of study abroad programs. For international students studying at ������Ƶ, the pandemic often brought the inability to return to their home countries to visit family and friends.

But despite the challenges of 2020 and those that still remain within international education due to the pandemic, ������Ƶ is committed to providing the opportunity for global engagement to all students.

“What will matter is not how many students move across borders,” said Rhonda Waller, executive director of global engagement.��“What will matter is that we staunchly adhere to our mission to ‘foster respect for human differences, passion for a life of learning, personal integrity, and an ethic of work and service.’��What has been a privilege transforms into something more profound: a responsibility we each take on to engage respectfully and humbly with a world community that has so very much to teach us – ultimately to transform mind, body and spirit.”

Kristen Aquilino, director of international student services, said that during a year that was trying beyond measure, ������Ƶ’s international students and their families maintained patience and adaptability.

“It’s inspiring to learn with and serve this community,” Aquilino said.

The experiences this year are prompting deep consideration at ������Ƶ of what global education is beyond the numbers and to think differently about what it means to be a national leader in study abroad.

2020: A Recap

In the spring, 245��undergraduate��students��began��study abroad or Study USA��programs, including��eight��students on academic year��programs��and��four��International Business Dual Degree students.��232 students departed their program early, and 13 remained on site. Of those 232��students, 229 earned��academic��credit through the host program offering continued instruction online.

Of the roughly 150 international students on campus, around a third departed to their home country, a third remained in the ������Ƶ area, and a third remained elsewhere in the United States.

All summer study abroad and Study USA programs were canceled, the only exception being a student completing ������Ƶ in D.C. remotely.

In July, U.S. that “The U.S. Department of State will not issue visas to students enrolled in schools and/or programs that are fully online for the fall semester nor will U.S. Customs and Border Protection permit these students to enter the United States,” a regulation change that sent shockwaves through the education community. ������Ƶ leadership joined colleges and universities across the country in taking legal action against the ICE directive. About a week later, the

In fall 2020, 19 students studied on global programs, including six International Business Dual Degree students, seven study abroad, two Study USA, and four School of Health Sciences Global Learning Opportunity students. Typically, around 550 ������Ƶ students would be on fall programs.

Likewise, fewer international students were on campus this fall. Among new international students, 12 deferred to spring 2021 and one to fall 2021, and two began coursework from abroad and will begin on campus in the spring. Among continuing international students, 11 undergraduate and two graduate students are taking courses from their home countries.

Add to this the hundreds of students whose programs have been canceled, plans altered, or experiences postponed, and it’s been a year unlike any other for international education.

2020 from a student point of view

We asked study abroad and international students to reflect on their own experiences amidst the pandemic and upheaval of the year. Seven students share their thoughts below, from what it was like in March, to what they’ve learned, to advice they’d offer future students.

Katherine (Kate) Axness ’21

, spring 2020

“As a Dance major at ������Ƶ, I merged my passions for dance and cross-cultural learning when I studied abroad in Israel from February to July 2020. As a part of the DanceJerusalem program, I had the opportunity to expand my artistic and technical training in traditional and contemporary forms of dance, perform works by renowned Israeli choreographers, and learn from Israeli, Ukrainian, and Hungarian professors. My curiosity about the ways different cultures around the world become interconnected through education thrived despite the challenge of living abroad during the global pandemic.

“As I had recently moved to this country and had no family or friends on the continent, these unprecedented circumstances tested my resiliency, cross-cultural adaptability, and language skills.

“As most of the people who shared my nationality and religion left, the decision to stay enhanced my ability to truly immerse myself in Israeli culture by interacting with the local people within my housing complex. When the restrictions were lifted, I was able to continue my education in person and to experience many cultural and religious sites intimately due to the absence of tourists.”

Jacob Wheeler

, spring 2020

“The couple days after our program was canceled but before we all returned to the US due to COVID-19 were hard. We all felt like we got robbed. We all knew it was for the best, but it did not make it easier for any of us. Those 48 hours were the hardest. We saw the spots we all loved for the last time and had to say goodbye to the new friends we made six weeks before and had to say goodbye to a city we all grew to fondly love very, very quickly.

“It absolutely reminded me of how KEY it is to live in the moment. Because in a split second, life can change.”

Jonas Moen ’24, international student from Norway

Tell us about a silver lining or high point this year.

“A high point this year was when the American government opened up for students to enter the country, as I had been nervous for a long time if I were able to even begin my education at ������Ƶ this fall.

“I’ve learned that life is unpredictable and that you have to adapt to every challenge life throws at you.”

Mary Thibodeau ’22

, fall 2020

“This program in general has very much changed me. Getting to go beyond the literature of the 1994 Rwandan genocide against the Tutsi and development issues in Uganda and getting to speak with the people on the ground of their experiences. It has showed me how people can go through extreme tragedy but still try to achieve justice and reconcile their issues.”

Your advice to students?

“Have patience and be flexible. This is something that I have never been good at but had to learn as I was preparing to go abroad, especially during a global pandemic. Also, be aware of your mental health before, during, and after your study abroad program. Preparing to go abroad is really exciting but also very stressful. Take time to take breaks and just relax and spend time with friends/family.

“Even during the low times, it is important to figure out the moments that you can persist through, and the moments when to take a break and relax.”

Read more about Mary Thibodeau’s semester in Rwanda.

Nuria Menendez ’24, international student from Spain

“From this different and complicated year, I think I’ve learned a lot of things that I will always carry with me. First of all, I learned to live in the present. Before the pandemic, I had so many family and friend plans, as well as sports events (I run track), and of course, all of them got canceled. This taught me to be more conscious of the preciousness of life and the outdoors and the significance of spending time with the people I love every day, especially my family. I’ve also learned the importance of taking some time for myself.”

Shan (Adela) Han ’23 (China)

“The challenges I’ve encountered this semester are definitely online learning and also not able to see my family and loved ones in China. … Due to the outbreak of COVID-19, I haven’t left the States since this January, while my local friends are going back to their home and celebrating Thanksgiving and Christmas, I can only see my parents and siblings via video calls.”

Emily Wilbourne ’22

��, fall 2020

“I think that when students imagine their study abroad, they are wrapped up in considering the food, places, and things they will see; they do not always imagine the people they will meet. From both my highlight and my challenge I learned the imponderable value that people add to an abroad experience. The other students I’ve gotten to know here have become dear friends to me, and have facilitated some of my best experiences abroad. When things have been difficult, or out of my depth, it has been a significant comfort to be able to turn to these people and figure things out together. I’ve realized that I am stronger and braver than I ever imagined I was. Since I was young, I’ve strongly identified as an introvert, but in order to get the most out of this experience, I truly pushed myself out of my comfort zone to make friends and help people. I’ve learned I am capable of doing this.”

Read more about Emily Wilbourne’s semester in South Korea.

This year’s ranking is determined by study abroad numbers during the 2018-19 academic year. It gauges participation before the global COVID-19 pandemic, which beginning in the spring forced the early termination and cancelation of scores of study abroad opportunities for students at ������Ƶ and other universities around the globe.

“This year has taught us all that ������Ƶ’s success in global engagement is not measured in the numbers, but in the individual experiences,” said Woody Pelton, dean of global education. “This fall we have 19 brave students studying away, experiencing an unforgettable semester. Uncertain times call for uncommon courage and hope for the future.”

The #1 ranking comes on the heels of the #1 ranking for study abroad in the 2021 U.S. News & World Report “Best Colleges” guide for the second straight year. The Princeton Review also ranks ������Ƶ #1 for most popular study abroad program.

������Ƶ places #1 in undergraduate percent participation in study abroad among doctoral universities, a percentage calculated by the number of undergraduate study abroad students against the number of undergraduate degrees conferred in that year.

The top doctoral universities recognized by IIE for study abroad participation include the following:

1. ������Ƶ
2. University of San Diego
3. Pepperdine University
4. Wake Forest University
5. Worcester Polytechnic Institute
6. New York University
7. University of Notre Dame
8. University of Denver
9. Georgetown University
10. American University

A more precise measure of study abroad at ������Ƶ is to look at participation among the graduating class. A record 85.3 percent of the class of 2019 had a global engagement during their years at ������Ƶ. ������Ƶ also ranks #37 overall for total study abroad students and #20 overall for study abroad students on mid-length duration (semester) programs.

These rankings for total numbers are all the more impressive within the context of institution size. The average enrollment for the top 40 institutions for total number of study abroad students is around 38,000 – more than five times ������Ƶ’s enrollment. ������Ƶ is the top institution for total number of study abroad students among institutions with 15,000 students or less.

By design, the Open Door’s report is delayed by two academic years. For the field of international education, this year’s Open Doors report of 2018-19 data will be the last benchmark before COVID-19 – a high-water mark among decades of growth in international exchange. The pandemic has ������Ƶ and other institutions adapting their global engagement programs and exploring creative ways to safetly provide students with study abroad opportunities.

“My belief is that ������Ƶ will come back with a bigger heart, a stronger passion and a greater imagination for what the potential of future global engagement can hold for each of us,” said Rhonda Waller, executive director of global engagement.

—

The majority of the more than 500 students scheduled to study abroad or Study USA this fall have instead enrolled in on-campus courses, many because their programs were canceled and some deciding to pursue global engagement in spring 2021 or a future term instead.

However, 19 undergraduate and graduate students are studying abroad or Studying USA this fall.

Students are on a range of programs, including:

• Study abroad in Germany, Rwanda, South Korea and the United Kingdom
• Study USA in Chicago and Washington, D.C.
• Business Dual Degree in Spain, France and Germany
• Physical Therapy clinical placements in Alaska, Arizona, Colorado and Pennsylvania

Global engagement during a pandemic inherently comes with more variables and ambiguity, including dynamic travel regulations, on-site health and safety considerations, risks to local vulnerable populations, and whether modifications are possible without compromising the integrity of the program.

All of this means that global engagement will look different for these 19 students – perhaps from how it ever has or ever will look again.

—

Committed to her research, Mary Thibodeau ’22 kept faith that she could study in Rwanda this fall – even if it wouldn’t be exactly to plan.

Thibodeau, a Political Science and International and Global Studies double major is studying with the .

Thibodeau’s greatest motivation to pursue her journey abroad despite the pandemic is her passion for her research. “I am doing my research on the Rwandan genocide, and I held onto faith to have the opportunity to go. I really tried to push to go abroad, and if I was not going in the fall, I was definitely going in the spring, and Rwanda was doing consistently better than North Carolina, so why not? The borders are open, the government is letting me, so why not try to go abroad!”

Thibodeau was required to take a COVID-19 test five days prior to her flying out of the United States. Upon arriving in Rwanda, she had to submit her negative test and then take another COVID-19 test and quarantine in a hotel until she received her results. Once her test results came back negative, she was able to leave quarantine and relocate to program’s guesthouse.

In the time that Thibodeau has been in Rwanda, she has been able to experience Rwanda’s COVID-19 protocols. “Everywhere you go, there is a wash station outside with soap and water,” Thibodeau said. “There are also tons of people doing community service, so when you go into places that are a little bigger, they have your temperature taken as well. So, they just take a lot of precautions. You have to wear masks all the time.”

She also explained Rwanda’s interesting protocol for those who choose to not follow the guidelines. “They have police that are out in major areas and on roads, and it’s pretty funny to think about, but if you are caught without a mask, you are required to sleep in their local stadium as a punishment. I can only imagine how that would be if they did that at ������Ƶ! It has been shown to be effective though, and no one seems to be fighting against masks, which is supported by the sense of community wearing masks creates for others.”

One component of Thibodeau’s experience that was affected by COVID-19 was that she was no longer able to participate in a homestay. “I would have loved to do a homestay, but being in the guesthouse with all of the program participants has really been able to make this a more meaningful shared experience, by being able to walk to class together, travel together, and make more bonds,” said Thibodeau.

Thibodeau has also been supported by Associate Director for Global Diversity and Inclusion Allegra Laing.

“Shout out to Allegra Laing, singularly,” Thibodeau said. “She has been a constant support for me. She was asking me how I was feeling and talked me through every plan possible in case I had to cancel my program last-minute. She was just super helpful and was able to help me really decrease my stress.”

As for the rest of her time abroad, Thibodeau is looking forward to all of the traveling she will get to experience. A portion of the experience will have her travel to Uganda to dive deeper into her research.

Thibodeau is conducting two research projects: an independent study project and an ongoing research project at ������Ƶ. The first looks at reconciliation projects and policies in Rwanda. The second is mentored by Assistant Professor in Political Science and Policy Studies Damion Blake and examines the role of the genocide in Rwanda. Together, Thibodeau and Blake are working to better understand how post-genocide methods used in Rwanda could be used by other countries recovering from crises.

In the meantime, Thibodeau has enjoyed getting to know her local community in Kigali. “We have already visited three memorials,” Thibodeau said. “It has all been very emotional – it has all been beyond what you can learn through literature. I have been very grateful to meet with these local leaders and learn more about what their communities have been through and then share their lives with us.”