1. 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.org

2. 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 Accreditation www.chea.org

3. The Role of Non-Profit Associations in the Field of International Education www.acenet.eduwww.acenet.edu The American Council on Education, Center for Internationalization and Global Engagement www.iie.orgwww.iie.org Institute of International Education www.nafsa.orgwww.nafsa.org NAFSA: Association of International Educators www.aiea-world.orgwww.aiea-world.org Association of International Education Administrators (AIEA)

4. 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.

5. 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 Abroad

6. 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 objections Due 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 Standards The Forum on Education Abroad

7. Goals of the Forum 1.Establish Standards of Good Practice 2.Conduct research to assess outcomes of education abroad and collect useful data 3.Promote excellence in curriculum design 4.Advocate for education abroad at all levels How? Strategic PlanStrategic Plan

8. 1. Establish Standards Standards of Good Practice for Education Abroad, 4 th edition, 2011 Standards of Good Practice for Education Abroad Standards of Good Practice for Short-Term Education Abroad Programs, 2009 Code of Ethics for Education Abroad, 2 nd edition, 2011 Education Abroad Glossary, 2 nd edition, 2011

9. 2. Conduct research & collect data Two of the Forum’s current initiatives:initiatives Critical Incident Database Institutional and Program Resources Survey

10. 3. Promote excellence Quality Improvement Program (QUIP) Online Toolbox of Best Practices Annual Forum Conference Workshops and Webinars Standards Institutes

11. 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).

12. 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.

13. 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