Founded | 2001 |
---|---|
Type | Education Abroad |
Location | |
Area served | Worldwide |
Members | 800+ Institutional Members |
Key people | Melissa Torres (President & CEO) |
Website | forumea.org |
The Forum on Education Abroad is a 501(c)(3) non-profit association recognized by the Department of Justice and the Federal Trade Commission as the Standards Development Organization for the field of education abroad. It is located on the campus of Dickinson College in Carlisle, Pennsylvania. Founded in 2001, the Forum now boasts over 800 institutional members that collectively represent 90% of U.S. students that study abroad. Members are primarily U.S. colleges and universities, program provider organizations, overseas host institutions and programs and affiliates that provide services to the field. [1]
Stated goals include establishing Standards of Good Practice, conducting research to assess outcomes of education abroad and collect useful data, promoting excellence in curriculum design and advocating for education abroad at all levels. The Forum President & CEO is Melissa Torres. [2]
The Forum was first conceived in San Diego in May 2000 by a group of education abroad professionals who felt the field would require a stand-alone organization. By January 2001, an organizational statement and goals for the new organization were defined. A subsequent meeting a month later in Tucson resulted in the creation of a mission statement with five goal areas, the development of criteria for voting membership, and the establishment of subcommittees to produce a Communications Plan, Business Plan, Incorporation Plan, and Member Services/Tasks Plan. In July 2001, the decision was made to incorporate as the Forum on Education Abroad, and over the course of the next year, a Board of Advisors was created and the search for an executive director was launched. The Forum co-sponsored the University of Minnesota's Curriculum Integration Conference and agreed to partner with Frontiers: The Interdisciplinary Journal of Study Abroad , and adopt it as the official journal of the Forum. [3]
The first annual meeting of the Forum was held in May 2002 with over 150 members in attendance, who approved an Advisory Council (now called the Forum Council). In November 2004, the Forum held its first annual conference in conjunction with the Council on International Educational Exchange annual conference, in Santa Fe, New Mexico with 165 participants in attendance. In 2005 the Forum received recognition from the U.S. Department of Justice and the Federal Trade Commission to serve as the Standards Development Organization (SDO) for the field of education abroad. [4]
The Forum's Bylaws were revised on May 25, 2006, and on July 1, 2006, the Forum moved its operations to Dickinson College in Pennsylvania. Brian Whalen, who had been serving as chair of the Forum Council, became president and CEO while continuing his duties as associate provost and executive director of global education at Dickinson College. The Forum's third annual conference, "Standards in a Diverse World: The Future of Education Abroad" was convened in Austin, Texas in March 2007. This was the Forum's first stand-alone conference, and it attracted 400 attendees. Presentations and sessions focused on the results of the Forum's Standards Pilot Project.
The Forum Board of Directors formally adopted the Standards of Good Practice for Education Abroad (2007) on July 14, 2007. Also in 2007, the Quality Improvement Program (QUIP) was launched as a voluntary process for Forum member institutions to be recognized for assessing how well their programs meet the Standards of Good Practice. [5]
In 2013 the Forum membership has grown to include more than 650 member institutions composed of 75% U.S. colleges and universities; 15% provider organizations; and 10% universities located outside of the United States. Together Forum members represent over 90% of the U.S. students who study abroad. [6]
Study abroad received an unprecedented amount of legal and media attention after an August 2007 article published in The New York Times highlighted the often opaque nature of providers of study abroad form relationships with U.S. universities. The article prompted the office of New York Attorney General Andrew M. Cuomo to launch an investigation, issuing subpoenas to a dozen study abroad study abroad organizations and at least 15 colleges and universities. [7] The Code of Ethics that the forum developed as a response sought to offer colleges, overseas-study providers, and foreign host institutions a "compass" to guide their management of study abroad. [8]
As the only organization recognized as the SDO for education abroad, the Forum as an organization is responsible for determining Standards of Good Practice for the field and providing resources, services and programs to educate members, as well as the public at large.
The Standards were created as a reaction to what was largely an unsupervised and unregulated field involving a variety of players with differing motives, backgrounds and approaches. Additionally, here was also a push to address growing risk and liability concerns given the fact that while education abroad enrollment numbers continued to climb throughout the 1990s and 2000s, many U.S. colleges and universities were struggling with limited resources.
Prior to the Standards' development, existing quality control mechanisms in education abroad were few and those in place were mainly used on an ad hoc basis. Existing mechanisms included regional and disciplinary accreditation, in-country accreditation and reviews (APUNE), institutional guidelines and practices, internal or outside reviewers, student evaluations, faculty and department reviews, advisory boards, approved program lists as some institutions. [9]
The first edition of the Standards were released in 2004, and the second edition was put out the next year. In January 2006, the Forum began testing the Standards, based on the 2005 second edition, in a Pilot Project with a group of volunteer institutional participants – domestic and overseas providers, domestic and overseas universities and colleges, community colleges and consortia. The results of this landmark Project were presented and discussed at the Forum annual Conference in Austin, Texas, Texas, March 1–3, 2007. Feedback collected during the Pilot Project resulted in a third edition, released in March 2008. In response to the increasing number of short-term education abroad programs and the Forum's membership call for guidance, the Standards Committee drafted Standards of Good Practice for Short Term Education Abroad Programs that was released in 2009. [5]
Institutional members are eligible to participate in the Forum's Quality Improvement Program (QUIP) as part of its strategic goal of developing and implementing standards designed to improve quality. QUIP consists of a guided self-study and peer review process, resulting in a comprehensive report and recommendations in the areas of program design, evaluation and assessment, marketing and promotion, student advising, and resources and operations. [10] IES Abroad was the first third party provider to successfully complete this category of review and receive the QUIP 2A designation. [11]
Professional development, also known as professional education, is learning that leads to or emphasizes education in a specific professional career field or builds practical job applicable skills emphasizing praxis in addition to the transferable skills and theoretical academic knowledge found in traditional liberal arts and pure sciences education along side exposure to practice-based professional learning. It is used to earn or maintain professional credentials such as professional certifications or academic degrees through formal coursework at institutions known as professional schools, or attending conferences and informal learning opportunities to strengthen or gain new skills.
Dickinson College is a private liberal arts college in Carlisle, Pennsylvania. Founded in 1773 as Carlisle Grammar School, Dickinson was chartered on September 9, 1783, making it the first college to be founded after the formation of the United States. Dickinson was founded by Benjamin Rush, a Founding Father and signer of the Declaration of Independence. The college is named in honor of John Dickinson, a Founding Father who voted to ratify the Constitution and later served as governor of Pennsylvania, and his wife Mary Norris Dickinson. They donated much of their extensive personal libraries to the new college.
A best practice is a method or technique that has been generally accepted as superior to other known alternatives because it often produces results that are superior to those achieved by other means or because it has become a standard way of doing things, e.g., a standard way of complying with legal or ethical requirements.
Dickinson State University (DSU) is a public university in Dickinson, North Dakota. It is part of the North Dakota University System. It was founded in 1918 as Dickinson State Normal School and granted full university status in 1987.
Studying abroad in the United States is the act of a student pursuing educational opportunities in the United States. This can include primary, secondary and post-secondary students. Studying abroad is determined in the United States by political rationales of national security and foreign policy. The number of students studying abroad represents only about 1% of all students enrolled at institutions of higher education in the United States.
International education refers to a dynamic concept that involves a journey or movement of people, minds, or ideas across political and cultural frontiers. It is facilitated by the globalization phenomenon, which increasingly erases the constraints of geography on economic, social, and cultural arrangements. The concept involves a broad range of learning, for example, formal education and informal learning. It could also involve a reorientation of academic outlook such as the pursuit of "worldmindedness" as a goal so that a school or its academic focus is considered international. For example, the National Association of State Universities prescribes the adoption of "proper education" that reflects the full range of international, social, political, cultural, and economic dialogue. International educators are responsible for "designing, managing, and facilitating programs and activities that help participants to appropriately, effectively, and ethically engage in interactions with culturally diverse people and ideas."
The Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) is a register formed under the Education Services for Overseas Students (ESOS) Act 2000. It maintains a list of institutions, and courses, which have been granted permission by states and territories, to educate overseas students. It is a Federal framework under the authority of state and territory jurisdiction, and providers must register through these agents to legally educate and train international students. CRICOS, in conjunction with other federal and state/territory bodies and legislation, provides strict guidelines for institutions, accepts and/or declines registrations, monitors registered institutions’ compliance and ensures financial capability and stability.
These organizations for higher education have a common purpose and mission for advocacy in numerous areas of both institutional management and the general public interest. The organizations have specific purpose for issues from faculty unionization to public policy research and service to institutions. Most are focused on the organization and governance of higher and tertiary education, but some are involved in service and research at all levels of education.
NAFSA: Association of International Educators is a non-profit professional organization for professionals in all areas of international education including education abroad advising and administration, international student advising, campus internationalization, admissions, outreach, overseas advising, and English as a Second Language (ESL) administration. As of 2010, it served approximately 10,000 educators worldwide, representing nearly 3,000 higher education institutions.
Study abroad organizations, also referred to as study abroad providers, and third-party study abroad providers are independent organizations that facilitate or administer study abroad programs. Providers of study abroad vary enormously in terms of organizational structure, program model and type, and services offered to the participants.
NAGAP, the Association for Graduate enrollment management is a non-profit professional organization whose members are devoted exclusively to the concerns of individuals working in the graduate enrollment management environment.
The Online Learning Consortium (OLC) is a collaborative community of higher education leaders and innovators, dedicated to advancing quality digital teaching and learning experiences designed to reach and engage the modern learner – anyone, anywhere, anytime. OLC inspires innovation and quality through an extensive set of resources including, best practice publications, quality benchmarking, leading-edge instruction, community-driven conferences, practitioners based and empirical research, and expert guidance. The growing OLC community includes faculty members, administrators, trainers, instructional designers, other learning professionals, educational institutions, professional societies, and corporate enterprises.
Landex – 'Land Based Colleges Aspiring to Excellence' – is a subscriber organisation with 39 member colleges and universities in the United Kingdom. To qualify for membership, a provider must deliver significant volumes of land-based education and training.
Higher education accreditation is a type of quality assurance process under which services and operations of post-secondary educational institutions or programs are evaluated to determine if applicable standards are met. If standards are met, accredited status is granted by the agency.
Consortium for Global Education (CGE) is an organization of private accredited universities in the United States and affiliated partner universities overseas, located in Atlanta, Georgia. Each member of the consortium is committed to a high value of quality academic education and supports the internationalization of higher education through student and faculty global participation. The CGE creates opportunities for faculty and students in key nations and provides opportunities for short term, semester, and summer study abroad programs.
The Tertiary Education Quality and Standards Agency (TEQSA) is Australia's independent national quality assurance and regulatory agency for higher education.
The Classic Private University is a university in Ukraine.
The Timber Framers Guild is a non-profit, international, membership organization established in 1984 in the United States to improve the quality and education of people practicing the millennia-old art of Timber framing buildings and other structures with beams joined with primarily wooden joints. Today the stated goals of the Guild are to provide "... national and regional conferences, sponsoring projects and workshops, and publishing a monthly newsletter, Scantlings, and a quarterly journal, Timber Framing " In 2019, the Guild purchased the Heartwood School, which had been established in 1978 to teach skills and knowledge required for building energy-efficient homes and now focuses on timber framing, serving beginning to advanced students.
The Institute for the International Education of Students, or IES Abroad, is a non-profit study abroad organization that administers study abroad programs for U.S. college-aged students. Founded in 1950 as the Institute of European Studies, the organization has since been renamed to reflect additional offerings in Africa, Asia, Oceania, and Latin America. The organization now provides more than 125+ programs in 19 countries and 33 cities. Over 150,000 students have studied abroad on IES Abroad programs since its founding, with more than 10,000 students studying abroad each year.
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