12:00 noon | Check-In & Lunch | WFU Brookstown Campus, 200 Brookstown Avenue | advance registration required

1:00 pm | Pre-Conference Workshops begin

• A) Intercultural Pedagogy for Transformative Learning with Tara Harvey, PhD, Founder & Chief Intercultural Educator, True North Intercultural
• B) The Missing Piece: Enhancing Student Learning through Effective Re-Entry Programs with Stephen Braye, PhD, Professor of English, Elon University

5:00 pm | Pre-Conference Workshops conclude

If you want recommendations from locals, feel free to ask a WISE Planning Team member or any Wake Forest faculty/staff member.

Visit the Information Desk to pick up your name tag if you are just arriving.

A light breakfast and coffee/tea is available downstairs near the Session rooms.

• Fruit
• Yogurt Bar
• Oatmeal Bar
• Toppings include granola, brown sugar, syrup, raisins, nuts
• Coffee, assorted teas, juices, water

menu subject to change

Room A17 | Pedagogical Strategies for Promoting Meaningful Intercultural Learning (Part 1 of 2) with Melanie Robbins, East Carolina University; Jami Leibowitz, East Carolina University

In Part 1 of this two-part session, participants will be introduced to nine evidence-based pedagogical strategies that enhance intercultural learning. These strategies, including intentional instruction, active learning, self-reflection, and supported exposure to diversity, among others, are designed to cultivate key intercultural skills such as empathy, perspective-taking, adaptability, inquisitiveness, and openness. Participants will explore the theoretical foundations of these strategies and how they contribute to effective intercultural teaching and learning, laying the groundwork for deeper application in Part 2.

Room A27/A28 | Debunking Myths of Intercultural Competence Development using the ABCs for Intercultural Learning with Kelsey Patton, Purdue/CILMAR

The 4-level framework (unconscious incompetence, etc.) has often been applied to intercultural competence (IC). While this framework can clarify how people experience the phenomenon of IC development, it also leads to several myths. In this session we will unpack the four levels and apply an Affective-Behavioral-Cognitive model to counter misconceptions of IC development. Participants will examine case studies and reflect on their own experiences to better understand how to support learners’ and their own development.

ROOM CHANGE! Room A48 | The Significance of American Identity on Study Abroad Success with Polly Penter, Arcadia University; Ash Trebisacci, Brandeis University

Study abroad promises benefits including increased intercultural awareness and the ability to see one’s own country from a new perspective. Providers seek to facilitate such intercultural gains through detailed orientations and tailored co-curricular opportunities. This session presents new research exploring the significance of American identity to the Study Abroad experience, questioning who really makes those gains, and how we can better prepare and support students whose identities are reshaped as a result of studying abroad.

CXCLD  | Making the Case for International Education in Community Colleges: Linking Global Competence to Workforce Readiness with Fabiola Riobe, Kansas City Kansas Community College; Candice Scott, Kansas City Kansas Community College

This session explores how Senior International Officers (SIOs) can advocate for international education at community colleges by linking global competence to workforce readiness. Through case studies and interactive discussions, participants will learn strategies for demonstrating the value of internationalization to institutional leaders, aligning global learning initiatives with local workforce needs, and building partnerships. Attendees will leave with actionable steps to enhance global education programs that prepare students for today’s interconnected, diverse job market.

Enjoy a mid-morning snack or another cup of coffee near the Session rooms while meeting new or catching up with familiar colleagues.

• House made power balls (contain peanut butter)
• Whole fruit
• Assorted sodas, bottled water, fizzy waters, coffee and teas

menu subject to change

Room A17 | Pedagogical Strategies for Promoting Meaningful Intercultural Learning (Part 2 of 2) with Melanie Robbins, East Carolina University; Jami Leibowitz, East Carolina University

Building on the foundation from Part 1, Part 2 of this session emphasizes the practical application of the nine pedagogical strategies through interactive, hands-on activities. Participants will engage in exercises designed to develop the intercultural skills introduced in the first session. Guided debriefs will provide opportunities for participants to reflect on the effectiveness of the strategies, discuss their impact, and brainstorm ways to adapt these approaches to their own teaching contexts. This session is open to all, but content from Part 1 will not be repeated.

Room A23 | Fostering Intercultural Learning among Staff: Leveraging COIL/Virtual Exchange with Paloma Rodriguez, University of Florida; Sebastian Rodriguez Natali, University of Florida

This session introduces COIL/Virtual Exchange for Staff, a modality of telecollaboration that enhances intercultural learning and professional development. This program matches professionals in any given field (student affairs, human resources, marketing, etc.) with their counterparts abroad. During virtual sessions they compare operations, engage in intercultural activities, and work on collaborative projects. Presenters will share insights from a COIL/Virtual Exchange for Staff project between the University of Florida and the CEU Cardenal Herrera University (Spain).

Room A27/A28 | Localizing Global Engagement Across Intercultural and Intergenerational Divides: Stories and Strategies with Danielle Lake, Elon University; Sandy Marshall, Elon University; Rony Dahdal, Elon University; Hector Perez, Power & Place Collaborative

This session will share strategies for cultivating meaningful intercultural and intergenerational learning that have emerged from a place-based storytelling project led by a community-university partnership located in Alamance County. The Power+Place Collaborative is an ever-evolving collaboration between diverse community organizations and Elon University faculty and students from diverse disciplinary backgrounds. Session facilitators will share lessons learned from the six years of collaboratively codesigning, facilitating, and assessing a wide-array of community-based counter-storytelling projects.

Room A43 | The Impact of Hands-On Learning: A Means to Enhance Cultural Understanding and Global Competencies with Rene Just, Forsyth Technical Community College (NC)

This session explores how hands-on learning experiences during a faculty-led study abroad program to Costa Rica enhanced students’ cultural understanding and global competencies. We’ll examine specific activities, community engagement strategies, and assessment methods that fostered meaningful intercultural learning. Participants will gain practical ideas for designing impactful experiential programs abroad.

Room A48 | Starting a Conversation: Supporting Queer International Students Studying Abroad with Patrick Bingham, Rayna Harris, Xiatian Kate Chu, Jamieson Nathan, Wake Forest University

This session explores international students seeking degrees in the U.S. and study abroad in a third country. What are the visa requirements to study abroad? How does support operate at home and abroad? We engage with what it means to be queer in their home, the U.S., and new cultural contexts to be queer and international. This dynamic, interactive session will engage practitioners to consider each stage of student support for this under-discussed population of students.

“Bridging Perspectives on Equity in Global Education” with Katie DeGuzman, Dean and Director for Education Abroad, Dickinson College

How can educators abroad effectively navigate the tension between U.S. students’ social justice ideals and the cultural realities of their host countries? On-site professionals face the challenge of helping U.S. students, shaped by American perspectives, interpret potentially discriminatory incidents abroad without falling into a U.S.-centric mindset. Students who are socially justice-oriented at home may inadvertently bring “social justice imperialism” with them, unknowingly perpetuating colonial attitudes. Additionally, there can  be a focus on how student identity development theory could add a tool in understanding students’ motivations and perspectives. On-site faculty and staff can serve as cultural bridges, fostering empathy, encouraging intercultural growth, and guiding students through diverse global perspectives on diversity, equity, and inclusion (DEI). Addressing these challenges requires a renewed focus on training, research, and innovation, empowering professionals to facilitate transformative conversations that bridge cultural divides and inspire meaningful, globally-informed action.

Room A17 | Let’s Play with Emojis: What can they teach us about intercultural communication? with Annette Benson, Purdue University/CILMAR: Center for Intercultural Learning, Mentorship, Assessment and Research

The ubiquity of emojis makes them an accessible vehicle for teaching verbal and nonverbal intercultural communication for both the resistant and the avid learner. Bring an electronic device for this fun and interactive investigation into what a few simple keystrokes can teach about our own and others’ cultures.

Room A23 | Building Global Engineers: Cultivating Intercultural Competency Through Internships Abroad with Pingchien Neo, University of Florida

This session explores innovative approaches to integrating intercultural learning into engineering curricula through internship abroad programs. It highlights the design and impact of a two-course framework, where one course, Global Culture, focuses on intercultural communication and skills crucial for engineers in a global marketplace. Through this framework, students engage in real-world engineering projects, working alongside international colleagues to develop essential intercultural competencies that are increasingly sought after in today’s globalized workforce.

Room A27/A28 | Building Intercultural Capacity Among Faculty & Staff: An Ecosystems Approach with Tara Harvey, True North Intercultural; Paloma Rodriguez, University of Florida; Hal Knowles, University of Florida

Building intercultural capacity among faculty and staff is critical on today’s increasingly global campuses. How can we do that within a complex institution? We’ll share how the University of Florida has intentionally, yet organically, been building a “global learning ecosystem” to support intercultural development among faculty and staff, and through them, students. You’ll leave with concrete ideas and resources to build your own “ecosystem” to foster intercultural development among faculty, staff, and students.

CXCLD Room A43 | Global Perspectives on Faculty Development: Enhancing Educator Capacities in a Multicultural World with Vivian Shannon-Ramsey, Bowie State University; Andre P. Stevenson, Elizabeth City State University

As higher education becomes increasingly globalized, the need for effective faculty development programs that transcend cultural and geographic boundaries is more critical than ever. This session explores the challenges and opportunities of designing and implementing these initiatives internationally. Drawing on case studies, we will examine best practices that foster cross-cultural competence, promote equity in diverse learning environments, and encourage sharing pedagogical innovations across borders all while highlighting the importance of adapting faculty development strategies to fit different countries’ unique cultural, institutional, and technological contexts.

Room A48 | Balancing Act: Walking Ethical Tightropes in International Education with David Puente, WorldStrides; Meg Ramey, WorldKind; Todd Lee Goen, Global Puzzles

This interactive session foregrounds and invites audience input about ways we as international educators must live with our contradictions. The two panelists will unveil a series of ethical quandaries involving our identities, our carbon footprints, our commercial incentives, and our ‘WEIRD’ moral matrices as we discuss, and perhaps tip over, a sacred cow or two. Rather than tiptoe around the taboos, we will ask session attendees to share in what may prove a cathartic airing out of our field’s innate paradoxes.

Grab some caffeine or pick-me-up snack before heading to your final session of the day!

• Popcorn Bar (assorted popcorn flavors with optional toppings)
• Assorted sodas, bottled water, fizzy water, coffee and teas

menu subject to change

CXCLD Room A17 | Navigating Cultural Complexities: Tools and Challenges in Preparing Students for a Global Workplace with Lisa B. Miller, Tuck School of Business at Dartmouth; Valerie Slate, UNC Chapel Hill

This session explores the use of tools to teach students about cultural differences in the workplace. While dimensions of culture, commonly used by businesses, can boost cross-cultural understanding, challenges include oversimplifying cultures, questionable data sources, and the risk of reinforcing colonial narratives. Through interactive activities we will introduce a dialogue about these issues and how to better prepare students for a globalized workforce.

Room A23 | Addressing White Supremacy in Higher Education: A Call to Action with Angela Luedke, UNC Wilmington; Asher Persin, UNC Wilmington

White supremacy (WS) culture hinders our intercultural skills enhancement and as higher education professionals, we are responsible for identifying, challenging, and disrupting WS. This presentation addresses WS culture within higher education through the lens of different lived experiences and identities, while emphasizing the work that white folks especially need to put in. Attendees will leave with words to articulate WS characteristics and solutions to disrupt within micro, meso and macro ways through an action plan.

Room A27/A28 | Paying Attention: Mindfulness Practices for Mental Resilience and Increased Engagement Abroad with Sean McGlynn, CET Academic Programs; Ashley Hawkins Parham, Wake Forest University; Kylie Holloway, Wake Forest University

Mindfulness skills have the potential to improve students’ study abroad experience by preparing them to proactively strengthen their mental health, be present and engaged during their time abroad, and set social media boundaries. Walk, journal, and breathe your way to an improved understanding of mindfulness and resiliency practices as we discuss methods for embedding them in study abroad preparation. Attendees will be provided with a mindfulness abroad guidebook to share with their students.

Room A43 | Designing Curricular Interventions to Foster Intercultural Competence Development among UG Students with Purificación Martínez, East Carolina University; Laura Levi Alstaedter, East Carolina University

This session will discuss the design, implementation and assessment of a community of practice (CoP), called the Intercultural Competence Summer Institute at East Carolina University, whose aim is to develop curricular interventions that increase the intercultural competence of undergraduate students. The session will focus on why and how the CoP has evolved and share concrete steps and recommendations to implement similar CoPs at other institutions.

Room A48 | The Transformative Impact of Education Abroad: Theory, Research, and Application with Jeff Cohen, Appalachian State University; Diana Falco, University at Albany – SUNY

This session begins with the presentation of a qualitative study of the transformative impact of faculty-led study abroad. The presenters offer insights into the transformative potential of study abroad and suggest promising practices for program directors and international education professionals. Participants will engage in an interactive activity aimed at helping them identify ways to incorporate transformative learning principles and practices as they design and deliver high impact education abroad opportunities for students.

Founders Living Room, Farrell Hall

If you want recommendations from locals, feel free to ask a WISE Planning Team member, any Wake Forest faculty/staff or stop by the Information Desk in the Founder’s Living Room on the ground floor.

Visit the Information Desk to pick up your name tag if you are just joining us. Stop by with any questions or to store your bags before departing.

A light breakfast and coffee/tea is available downstairs near the Session rooms.

• Croissants
• Assorted Scones (sweet and savory)
• Pastries
• Hard Boiled Eggs
• Fruit
• Coffee, assorted teas, juices and water

menu subject to change

Room A17 | Global Perspectives, Local Connections: Utilizing Partnerships for Campus Internationalization with Ashley Szulak, Study Abroad Association; Teresa Hall, Central Piedmont Community College; Lauren Rogers, Charlotte (NC) International House

This session examines how local and global partnerships can enhance campus internationalization efforts, focusing on Central Piedmont Community College’s pilot program for intercultural professional development. Participants will explore how partnerships and collaboration add value and hear specific examples from Central Piedmont, a nonprofit community organization, and a study abroad provider. Through interactive discussions, attendees will reflect on leveraging similar partnerships to advance internationalization at their own institutions, sharing insights and resources for actionable implementation.

Room A23 | Beyond Neutrality: Fostering Empathy and Challenging Bias in a Globalized World with Rey Sirakavit, University for Peace – Costa Rica

In today’s interconnected world, the ability to engage in respectful and understanding dialogue across cultures and perspectives is more important than ever. However, biases and prejudices can often hinder our ability to communicate effectively and build bridges with others. This interactive workshop will equip participants with the tools and strategies to interrupt biased conversations, foster empathy, and challenge harmful stereotypes.

Room A27/A28 | UNESCO Story Circles – Train the Trainer (Part 1 of 2) with Darla Deardorff, UNESCO; Maureen Vandermaas-Peeler, Elon University; Mizuho Tatebayashi, NC State University

Part 1 of this two-part Session introduces the UNESCO Story Circles methodology, developed by Dr. Darla K. Deardorff, as a means for fostering cross-cultural empathy, respect, and understanding through personal narratives. Participants will gain a deep understanding of the methodology and hands-on experience in facilitating this powerful approach to promote intercultural dialogue. Ideal for educators, community leaders, intercultural trainers, and professionals seeking to foster understanding and enhance communication across differences.

Attending this Session (Part 1) is a prerequisite to attend Part 2 following the Coffee Break; participants are encouraged to return during the next block to get the most benefit.

Room A43 | Multilocal Mapping for Inclusion and Intercultural Learning with Margaret Hass, Purdue University

In this workshop participants will learn about a mapping project developed for first-year international students that encourages them to go beyond national affiliations and share their “multilocal” experience, thus developing more complex narratives of themselves and others. Workshop attendees will engage with questions of place and belonging, view sample maps, learn about mapping tools, and have the opportunity to create their own multilocal map.

Grab a snack and drink as you head into your last Session at WISE 2025!

• WFU Trail Mix
• Coffee and assorted teas, sodas, bottled water, fizzy water

menu subject to change

Room A17 | Building Effective Partnerships for Transformative Learning Experiences under the Northern Lights with Kristal Funk, Global Education Allies; Sara Gailey, Weber State University

Explore how dynamic partnerships can revolutionize intercultural learning experiences both domestically and internationally. This session will showcase how collaborative efforts between Global Education Allies and Weber State University have transformed study abroad programs and educational practices. Attendees will learn strategies for creating impactful intercultural partnerships, gain insights from Finnish educational practices, and develop actionable plans to enhance their own programs.

Room A23 | Assessing Global Experiences for Future Educators: Synthesizing BEVI and Journal Data with Kristofor Wiley, James Madison University

Educators in K-12 classrooms are facing unprecedented cultural diversity in their learners, while still often unaware of their own positionalities and those of their institutions. Scaffolded global experience is a powerful way to augment existing coursework in the interrogation of identity and the development of cultural facility in future educators. Join us to look at combined data from journals and the Beliefs, Events, and Values Inventory for a small cohort of participants across three programs.

Room A27/A28 | UNESCO Story Circles – Train the Trainer (Part 2 of 2) with Darla Deardorff, UNESCO; Maureen Vandermaas-Peeler, Elon University; Mizuho Tatebayashi, NC State University

Part 2 of this Session continues to introduce the UNESCO Story Circles methodology, developed by Dr. Darla K. Deardorff, as a means for fostering cross-cultural empathy, respect, and understanding through personal narratives.

Participants in this Session (Part 2) should have attended Part 1.

Room A43 | Leading from Within and Out: Self-Awareness as a Catalyst for Leadership Development and Learning with Li Miles, Wake Forest University

This session equips faculty, staff, and community leaders with tools to develop self-awareness as a foundation for fostering leadership and intercultural competence. Participants will explore the dual concepts of ‘leading from within’ and ‘leading inside out,’ acquiring practical strategies to create inclusive learning environments, enhance communication, and prepare leaders for intercultural excellence.

A Baked Potato and Salad Bar will be available with to-go boxes available if you are unable to linger. If you made advance arrangements for a special meal due to dietary restrictions, please come to the WISE Information Desk for assistance.

menu subject to change

Check out the list of who’s attending WISE this year!

An interactive map of the Wake Forest campus is available here.

The Shuttle Schedule is also available via this Google sheet.

WISE Conference Steering Committee

Steve Folmar, PhD

Assoc. Professor of Applied Cultural Anthropology, Wake Forest University

Tara Harvey, PhD

Founder and Chief Intercultural Educator, True North Intercultural

Prudence Layne, PhD

Associate Professor of English, Elon University

Andrew Smith

International Multimedia Journalist, Voice of America Learning English

Leigh Hatchett Stanfield, Chair

Exec. Dir. of Global Engagement & Administration, Wake Forest University

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WISE Conference Planning Team

Leigh Hatchett Stanfield

Sandra Lisle McMullen

Kimberly Snipes

Tina Deloglos

with outstanding support from Vickie Smith and the entire WFU Center for Global Programs & Studies team

wiseconference@wfu.edu

Phone before and after WISE Conference: 336-758-5938

Phone during WISE Conference: 336-970-0686

global.wfu.edu/wise

Bridging Perspectives on Equity in Global Education

Katie DeGuzman, Dean and Director for Education Abroad, Dickinson College

Katie is a career-long education professional with extensive experience in international education leadership, diversity, equity, and inclusion initiatives. With a background spanning various roles in education abroad administration, she has worked at many institutions spanning large research institutions, community colleges, small, liberal arts colleges. Katie has demonstrated expertise in program development, workshop design and facilitation, crisis management, and intercultural competency. Her commitment to advancing global education and fostering inclusive environments is evident through her publications, presentations, and active involvement in professional organizations. 

At Dickinson College, in addition to providing leadership and supervision for education abroad,  Katie develops and facilitates intercultural/DEI programming for students, faculty and staff and contributes to inclusive leadership initiatives. She is an IDI Administrator, the previous co-chair of Diversity Abroad’s subcommittee on First Generation/High Need students, a previous member of NAFSA’s EA Subcommittee on Diversity and Inclusion and has co-authored and contributed to open-source community content on global DEI. Katie, who has been in the field for eighteen years, holds a Master of Education degree from the University of Florida and is currently pursuing a Doctor of Education degree at the University of Illinois, Urbana-Champaign with research at the intersection of international education and DEI. 

Intercultural Pedagogy for Transformative Learning

Tara Harvey, PhD, Founder and Chief Intercultural Officer, True North Intercultural

Tara is a specialist in intercultural teaching and learning in higher education. She brings together broad experience in international education with a deep understanding of the intercultural development process. She has worked at institutions such as the University of Wisconsin-Madison, University of Minnesota-Twin Cities, and CIEE (Council on International Educational Exchange), in both teaching and administrative roles. In 2016, Tara founded True North Intercultural LLC to help colleges and universities fulfill their missions to develop interculturally-competent global citizens in a sustainable way, by building intercultural capacity among faculty and staff. Her PhD is in Comparative and International Development Education from the University of Minnesota.

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The Missing Piece: Enhancing Student Learning through Effective Re-Entry Programs

Stephen Braye, PhD, Professor of English, Elon University

A Professor of English at Elon University in North Carolina, Steve has led experiences in Louisiana, New York, China, Costa Rica, England, Ireland, Zambia and across Europe. He has been teaching “The Impact of Study Abroad: Coming Home” for returning study abroad students every semester for the past ten years.

Since 2003 Annette Benson has served in a variety of administrative roles at Purdue University, including oversight of an ESOL program, HR training in diversity and inclusion, creation of integration and intercultural learning programs, management of the Intercultural Learning Hub (HubICL.org) and public relations for the burgeoning CILMAR. Annette holds a Master of Science in Strategic Communication from Purdue’s Brian Lamb School of Communication.

W. Patrick Bingham, PhD, is a Research Assistant Professor and the Director of the Center for Research on Abroad and International Student Engagement (RAISE Center) at Wake Forest University. Patrick’s research focuses on the role non-normative identity plays in global mobility programming.

Kate Chu is currently a second-year student in the psychology master’s program at Wake Forest. Her research interests focus on the intersection of culture and mental health. She was originally from China and has pursued her higher education in the U.S. since her undergraduate journey as an international student. Kate contributes to the maintenance of the AREA Database and qualitative coding projects for the RAISE Center.

Jeff Cohen, PhD, serves as Assistant Vice Provost for International Programs and Professor of Criminal Justice at Appalachian State University. Jeff has designed and led study abroad programs to multiple countries. He has co-designed and co-delivered professional development programs for faculty and staff related to cultural humility, study abroad program design, and access and inclusion in global learning. His research agenda includes the transformative impact of study abroad and the internationalization of criminal justice education.

Born and raised in Damascus, Syria, Rony Dahdal now lives in North Carolina and is an undergraduate student at Elon University studying philosophy, computer science, and mathematics. He was involved in the Power+Place collaborative in the Fall of 2023, conducting interviews and oral history recordings of individuals significant to the community of Burlington, NC, most notably those who volunteer at the Burlington Masjid.

Darla K. Deardorff, PhD, is the first-ever UNESCO Chair for Intercultural Competence, hosted by Stellenbosch University, South Africa. With more than 30 years of experience in international education, she is the developer of the UNESCO Story Circles methodology and the author of the UNESCO’s “Developing Intercultural Competence: Story Circles” open access manual, along with 14 other books and 70+ book chapters and articles. Founding President of the World Council on Intercultural and Global Competence (www.iccglobal.org), she works to build vital networks of researchers and practitioners around intercultural competence development. 

Tina Deloglos is the Office Administrator for the Center for Global Programs & Studies at Wake Forest University and serves on the WISE Conference Planning Committee. She is an avid reader, life long learner and grateful to be a part of a team that provides support and increases access for WFU community members to have enriching international and global experiences. 

Diana Falco serves as Lecturer and Criminal Justice Online Program Coordinator at the University at Albany–SUNY. As both a faculty member and international education professional, Diana has led more than 300 students on study abroad programs to 12 countries. In addition to her interdisciplinary research on public opinion and punitiveness, capital punishment, and police-community relationships, Diana conducts research on the transformative impact of study abroad and the internationalization of criminal justice education.

As Director of Outreach at Global Education Allies GEA, Kristal Funk oversees the initiatives of communication and connection to broaden GEA’s reach and to spread its mission and vision. Prior to GEA Kristal taught kindergarten, middle school and served as a principal and teacher in the United States. She worked in school leadership and curriculum reform in Central America before returning home to Ohio to establish K. Funk Consultants LLC, empowering educators to inspire students. Kristal holds a double Master of Education in Educational Leadership and Curriculum and Instruction from the American College of Education.  

Sara Gailey, PhD, is an Assistant Professor of Teacher Education at Weber State University in Ogden, Utah. She primarily teaches in the Elementary Education and Graduate Studies in Education programs. As a lead faculty member in the department’s study abroad program, she is passionate about providing experiential learning opportunities that foster intercultural awareness and competency, equipping students to apply these skills in their current or future classrooms.

Todd Lee Goen is an international educator with more than 20 years of instructional and administrative experience at public universities in the United States. Most recently he served as Director of Global Education and Senior International Officer at Virginia Military Institute. Prior to VMI he held faculty appointments teaching interpersonal and intercultural communication at Christopher Newport University, Purdue University Fort Wayne and Clemson University. He is active in AIEA, NAFSA, the Forum on Education Abroad, and the World Council on Intercultural and Global Competence. He routinely serves as a trainer and panelist/presenter for issues related to international/global education. Goen earned an MA from the University of Arkansas and completed all coursework toward a PhD at the University of Georgia.

Teresa Hall is the Director of the Center for Global Engagement at Central Piedmont Community College.  Prior to this role Teresa was full-time history faculty for 18 years at Central Piedmont and served as the Scholars of Global Distinction Coordinator and Model United Nations Faculty Advisor. Teresa received an MA in History from the University of North Carolina at Greensboro.

Rayna Harris is a Senior Immigration Specialist at Wake Forest University. She has worked in different aspects of international education at Wake Forest including global programming and study abroad before settling into working with F-1 and J-1 students. Rayna currently serves as Historian for the North Carolina Association of International Educators and is a member of NAFSA’s Trainer Corps.

Tara Harvey, Ph.D., [also a Pre-Conference Workshop Facilitator] is a highly-regarded specialist in intercultural teaching and learning in higher education. She brings to her work broad experience in international education and a deep understanding of the intercultural development process. In 2016 Tara founded True North Intercultural, which helps colleges and universities fulfill their missions to develop interculturally-competent global citizens in a sustainable way, by building intercultural capacity among their faculty and staff.

Margaret Hass is a Lecturer in the Purdue Language and Cultural Exchange (PLaCE) program, where she works with international students and scholars to develop their linguistic, intercultural and academic skills. She received her MA from the University of Tuebingen (Germany), and earned a joint doctorate from the University of Bergamo (Italy) and Jawaharlal Nehru University (India). She is passionate about designing creative activities to develop intercultural competence and foster a sense of belonging on campus.

Ashley Hawkins Parham is the Director of the Wake Forest University Office of Wellbeing. Ashley holds a Master in Experimental Psychology from WFU. She is a national-board certified Health and Wellness Coach, Koru Mindfulness teacher and Community Resiliency Model guide. Ashley creates and manages initiatives for the entire Wake Forest community to build resilience, prioritize diversity, equity, and inclusion, and to elevate and amplify wellbeing in our communities.

Kylie Holloway is a Study Abroad Advisor with the Center for Global Programs and Studies at Wake Forest University. As a member of the advising team she guides undergraduate students through the process of planning, applying and preparing for semester, summer and short-term study abroad programs in 70+ countries. Kylie specializes in working with affiliate study abroad programs, assists in the advising process for WFU programs and collaboratively oversees the University’s Community-Based Global Learning (CBGL) programs. As a member of the LGBTQ+ community Kylie is passionate about increasing support and equity for queer students both on campus and while abroad.

Renee Just, PhD, EdD, is the Chair of the Department Accounting and Business Administration at Forsyth Tech Community College, and has spent the  majority of her career at 4-year private institutions. She is a committee member of the Global Scholars of Distinction program: a partnership with University of North Carolina Chapel Hill and serves as the program coordinator for the International Business and Entrepreneurship programs at FTCC. Renee has led two study-abroad trips to Israel and one to Costa Rica; she believes study-abroad has a lifelong impact on students and works to design affordable trips so more students are able to participate.

Hal Knowles is an Instructional Assistant Professor in the University of Florida College of Design, Construction, and Planning. He leverages professional and personal experience and training in social and cultural sustainability to nurture intercultural competencies within his undergraduate curricula. Hal is focused on fostering social-ecological systems resilience and sees strong connections between the adaptive capacity goals of intercultural development and community development, from individual to institutional scales and beyond.

Danielle Lake, PhD, is the Director of Design Thinking and Associate Professor at Elon University. Her teaching, research and service explore the potential and the challenges of emergent, relational, place-based design projects and courses aimed at addressing wicked problems, building capacities and transforming systems. As the Director of Elon’s Center for Design Thinking she oversees a student team that supports on and off-campus design projects and workshops, assesses design initiatives and consults with clients to build their capacities for addressing the problems they face. 

Jami Leibowitz, PhD, is the Associate Director of Global Affairs and Director of Global Academic Initiatives (GAI) at East Carolina University and leads ECU’s award-winning Virtual Exchange efforts. Jami works with ECU faculty and staff on virtual exchange activities as well as leads Global Partners in Education (GPE), a consortium of more than 50 international partner institutions in 30+ countries. She and her team work on professional development activities designed to help faculty and staff at ECU and GPE partner institutions develop intercultural skills and implement global learning strategies. Jami serves as the Vice President of the International Virtual Exchange Consortium. With a PhD in Anthropology from the University of Connecticut, Jami became faculty at East Carolina University and in 2013 took on a full-time administrative position within Global Academic Initiatives. Jami recently completed a Fulbright Global Scholar Award for which she worked on a project to promote virtual exchange and global learning in Namibia, Indonesia, and Kazakhstan.  

Laura Levi Alstaedter, PhD, is Associate Professor of Hispanic Studies at East Carolina University, where she also serves as Hispanic Studies section chair, coordinator of the Foreign Language Educator Preparation Program and co-director of the Summer in Buenos Aires faculty-led study abroad program. In addition, she serves as associate director of Go Intercultural!, East Carolina University’s Quality Enhancement Plan. She has presented extensively on foreign language teaching and learning, international virtual exchange, Photovoice and intercultural competence development at national and international conferences. Her research has been published in a variety of journals and she has received multiple teaching awards.

Angela Luedke (she/her) is an Education Abroad Advisor at the University of North Carolina Wilmington. She has a Master in International Education Management from the Middlebury Institute of International Studies at Monterey. Luedke studied in France and Morocco for a two semester, and then taught English in France with TAPIF and Morocco on a Fulbright. She has worked in the non-profit sector, managed a coffeehouse, and worked in the Education Abroad offices for the University of Nebraska system. She applies an assets-based approach to student support and increase equity and inclusion while building international education programs.

Sandy Marshall is a human geographer and youth researcher with more than 10 years of experience researching and working in Palestine and the broader Middle East. As a human geographer Sandy’s research focuses on the spaces of childhood and youth in the urban Middle East, specifically humanitarianism, post-conflict transformation, urban environmental psychology, refugee urbanism, trauma relief and resilience, geographies of children, youth and families, gender and religion. 

Purificación Martínez, PhD, is Associate Professor of Hispanic Studies at East Carolina University and since 2022 the Director Go Intercultural!, ECU’s Quality Enhancement Plan. The project, an integral component of the institution’s reaccreditation process, seeks to enhance the intercultural competence of undergraduate students by designing strategic curricular interventions at all levels of the curriculum. Martínez promotes and coordinates the design of these interventions. Her research has shifted from feminist medieval and cultural studies to intercultural competence and curricular development. She has received multiple leadership awards. 

Sean McGlynn first studied abroad at the age of nine while living in Cork, Ireland, for his mom’s career, and eventually spent a semester studying Spanish in Buenos Aires, Argentina during his undergraduate years at Plymouth State University. After graduation Sean spent two years working for CISabroad, followed by six years with the Wake Forest University Center for Global Programs & Studies. While at WFU Sean received his MA in Sustainability. In 2023 Sean joined CET Academic Programs as a member of the Institutional Relations team. 

Beginning her career at Wake Forest University as an international student advisor, Sandra Lisle McMullen (she/her) is now Associate Director for Global Campus Programs in the Center for Global Programs & Studies. Among her current responsibilities, she serves on the WISE Conference Planning Team, teaches and manages the Cross-Cultural Engagement program, oversees Global Laureates Academy and co-chairs the WFU International Education Week celebration. Sandra is an alumna of Up With People, an international educational cultural program.

Li Miles (she/they) is the Associate Director of Inclusive Excellence Affairs at Wake Forest University. Li has 10+ years of experience in leadership development, project management and DEI programming. She has expertise in creating impactful community programs, managing large teams and leading strategic DEI initiatives across sectors. Li’s background includes teaching, curriculum design and training, with a proven track record of improving organizational dynamics and employee engagement. She holds an MSEd from Indiana University.

At Dartmouth College Lisa B. Miller directs the Tuck Center for International Business’ global experience requirement, education abroad courses and the intercultural learning program each student must complete. Previously Lisa directed the Tuck Center, founding its flagship travel course Global Insight Expeditions, building Tuck’s travel health, safety and security capabilities, and working with faculty and students on a range of curricular and co-curricular programs. Prior to Tuck, Lisa held international roles at Ford Motor Company and venture-backed starts-ups.

Jamieson Nathan is pursuing his Master in Psychology at Wake Forest University, where he is conducting research focused on trauma and underrepresented groups. He supports the updating of the AREA Database as well as literature reviews for the WFU RAISE Center. Originally from Canberra, Australia, he has been living and studying in the U.S. for the past six years.

Pingchien Neo, the Director of International Engineering Programs at the University of Florida’s Herbert Wertheim College of Engineering, brings a global perspective to her role. With a background in Nuclear Engineering, including studies in the US and Switzerland, she is passionate about inspiring engineering students to explore international opportunities. Under her leadership UF’s International Engineering Programs have seen significant growth in students pursuing global experiences, including study, research, internships and service learning.

Upon completing her undergraduate studies in Communication and French, Kelsey Patton worked in international education as a Study Abroad Program, Alumni Engagement, and University Relations Coordinator. She then pursued her MA in Intercultural Communication and Mentorship at Purdue University. In her current role at CILMAR, she assists with the curation of the Intercultural Learning Hub (HubICL), creates and facilitates workshops and dialogue in co-curricular and curricular spaces and serves as an instructor and mentor of intercultural learning.

Polly Penter has worked at Arcadia University’s London Center as Associate Director of Student Services for six years, and previously worked at King’s College London and City, University of London. She is currently pursuing a Doctorate in Education, researching the impact of American identity on US students’ experiences of study abroad. She is the author of a module on cultural adaptation and expectations for Epigeum’s International Student Success course aimed at students preparing to study in the UK.

Hector Perez is a high school senior at ABSS Early College pursuing an Associate in Science. As a former youth participant in Power+Place educational programs and then a lead peer tutor, Hector developed strong relationships with local elementary students, fostering the academic growth and interests for students and personally. Hector actively participates in Key Club and the National Honor Society, focusing on community service and leadership. Recognized as the inaugural ABSS STAR Student, Hector is committed to academic excellence and inspiring others all while preparing for future challenges in higher education.

Asher Persin (they/them) serves as the Center Coordinator for the LGBTQIA+ Resource Center at the University of North Carolina Wilmington. They hold a Master in English with a focus on Queer Rhetoric, Disability Studies, and Inclusive Pedagogy from Clemson University, as well as a bachelor’s degree in English and Gender Studies from Coastal Carolina University. In their role, Asher is dedicated to dismantling white supremacy within historically white-dominated higher education spaces. Through collaboration with other cultural centers at UNCW, they design and implement targeted programs, spaces and events for QTPOC students. Their efforts aim to foster a welcoming, safe, and empowering environment where all students – especially those from marginalized communities – can thrive and achieve success.

An international education practitioner and enthusiastic interculturalist for more than two decades, David Puente, PhD heads up co-curricular and experiential learning initiatives for ISA & TEAN, the higher education division of WorldStrides. His research interests and passion projects span from intercultural competence assessment and global citizenship to the vicissitudes of place-based learning and peak transformative experience. After leading students around Europe as a Spain-based expat for many years, he now lives in Minnesota – a rarefied place to examine what students learn when they study abroad.

Meg Ramey, PhD, is the Executive Director of WorldKind, a learning experience design firm specializing in international education. WorldKind partners with universities across the country to encourage ethical, sustainable, and critically reflective travel through creative instructional design that utilizes animated videos, gamification, and scenario-based learning. Last year Meg led the launch of WorldKind Academy, a robust, cloud-based LMS platform delivering expert, pre-departure Travel Health & Safety Training that also promotes critical reflection and cultural competencies in a scenario-based, gamified format. Previously, she’s served as Director of Education Abroad (Tutku Educational Travel) and Associate Professor (Messiah University) and has been a frequent presenter at NAFSA, the Forum, Diversity Abroad, and PACIE conferences.

Fabiola Riobe is the Vice President of Educational Innovation and Global Programming at the Kansas City Kansas Community College.  Fabiola has extensive leadership experience in community college and non-profit programs.  She is an award-winning educator having won the 2024 Educator of the Year award and the Women of Vision and Leadership Award from Nyack Center.  She excels in implementing and managing research projects and coordinating international language programs.

Melanie Robbins is the Coordinator of Global Understanding (GU) at East Carolina University (ECU). In this role she supports virtual exchange and intercultural learning activities at ECU and Global Partners in Education (GPE), primarily through the provision of pedagogical support and training to instructors involved in virtual exchange and GPE programming. She recently designed an online training and professional development program providing faculty with an increased understanding of culture, intercultural competence development, intercultural communication skills, and cross-cultural facilitation. Melanie is a PhD candidate in the International Education Policy program at the University of Maryland and received her MA in TESOL (Teaching English to Speakers of Other Languages) from Seattle Pacific University. Previously she taught English to international students, immigrants, and refugees in community college and university programs for 14 years. She has served as an English Language Fellow and an English Language Specialist through the US Department of State, supporting cultural exchange and English language teaching capacity in the countries of Georgia and Pakistan. 

Paloma Rodriguez is the Director of the Office of Global Learning at the University of Florida International Center, where she leads faculty professional development programs to support curriculum internationalization, including UF’s COIL/Virtual Exchange initiative and the Global Learning Institute. In addition, she oversees undergraduate programming such as the International Scholars and Peace Corps Prep programs and the assessment of several internationalization initiatives. Her professional activity focuses on the development of on-campus opportunities to promote global learning. She holds an MA in Classics from the Universidad Complutense de Madrid and an MA in Applied Linguistics (TESOL) from the University of South Florida. She is currently a PhD candidate in Classical Civilization at the University of Florida.

Since 2022 Sebastian Rodriguez Natali has been responsible for the financial, budgeting, and fiscal operations of the University of Florida International Center. Originally from Buenos Aires, Argentina, Sebastian joined UF in 2011 after earning an MBA from Southwestern Oklahoma State University.  A former exchange and international student, Sebastian is aware of the importance of UFIC’s mission and commitment to international education and intellectual freedom and exchange.

Lauren Rogers is the Director of Community Engagement at International House in Charlotte, NC. She holds two undergraduate degrees in Communication Studies and International Studies, and a MEd in Adult Education with a specialty focus in Continuing Professional Education. She has spent the last 10 years working in refugee resettlement, ESL instruction and volunteer management for nonprofits that provide newcomer support programs.

Candice Scott, PhD, assistant director of international scholar services and global programming at Kansas City Kansas Community College, is an accomplished leader in international education with extensive experience in program development, management and partnerships. With a deep commitment to global learning, she has successfully designed and implemented a wide range of initiatives that enhance students’ access to international experiences. Candice’s work focuses on creating inclusive and innovative opportunities for global engagement, with emphasis on equity and the value of cross-cultural understanding.

Vivian Shannon-Ramsey is an Assistant Professor and Director of Field Education in the Department of Social Work at Bowie State University. She is also a global scholar with experience in international education and faculty development. As a recipient of the prestigious Fulbright-Hays Group Projects Abroad (2017), Fulbright Specialist (2021) and Fulbright Scholar Award to Senegal (2024), she has conducted cultural exchange abroad, fostering cross-cultural understanding and collaboration. Vivian has also participated in a Council of American Overseas Research Centers (CAORC) program to India in 2022, further deepening her engagement with global academic communities.

Rey Sirakavit is an educational leader with more than 20 years of experience. As a professor, principal and a trainer for the Anti-Defamation League, she has trained hundreds of educators. She firmly believes the purpose of education is to prepare, equip and engage learners to be leaders and positive changemakers in their families, communities, nation and world. In her many roles as a school leader and teacher trainer, she has persistently helped teachers shift to a more student-centered approach, by providing values-based coaching and data-informed training. In her role as Academic Programs Manager at the University for Peace in Costa Rica, Rey oversees university group study abroad programs, open-enrollment professional development programs and gap year program partnerships.

Valerie Slate is the Director of Global Programs at University of North Carolina Kenan-Flagler Business School. She has more than 20 years of experience working in international education and holds an Interdisciplinary Master focused on non-profit arts management. Valerie designs and delivers cultural competency development sessions and content to prepare MBA students in the business school’s various programs for global experiential learning. She provides leadership, content development, assessment design, risk management, strategy and operations to the organization.

Kim Snipes is Event Manager for the Center for Global Programs & Studies at Wake Forest University and serves on the WISE Conference Planning Team. Born a middle child of six Kim’s skills of being a connector and planner come naturally. She expertly manages logistical details from space contract negotiations to food to all things fun for WISE Conference, Global Wake Forest events and the department. 

Leigh Hatchett Stanfield (she/her) is Executive Director of Global Engagement & Administration in the Center for Global Programs & Studies at Wake Forest University. With 25 years of experience in international education, Leigh leads the pioneering Workshop on Intercultural Skills Enhancement (WISE) Conference. She oversees a portfolio of global programs which focus on enriching intercultural competency and global awareness within the university community, including Cross-Cultural Engagement courses and Global Laureates Academy. As an alumna of WFU, Leigh is particularly proud of her role in developing Community-Based Global Learning programs to increase student engagement in non-traditional locations.

Andre P. Stevenson is Professor of Social Work and Director of the Office of International Programs at Elizabeth City State University, an HBCU in North Carolina. He primarily teaches undergraduate courses in research methods and social policy, oversees study abroad and other international education initiatives, and has had work published in several refereed journals and edited books. Andre is a member of the Editorial Board of Frontiers: The Interdisciplinary Journal of Study Abroad. Andre is a Fulbright-Hays Scholar to Taiwan (2023) and a Council for American Overseas Research Centers (CAORC) awardee, where he studied in Cambodia (2024).

Ashley Szulak (she/her/hers) is the Partnerships Development Manager at Study Abroad Association (SAA). Prior to joining SAA Ashley spent six years advising students on programs and credit transfer, and working with faculty to develop programs. Ashley holds an MEd in Student Affairs and is an active member of the North Carolina Association of International Educators (NCAIE), serving first in the Treasurer role and currently as Chair-Elect.

Mizuho Tatebayashi is a Japanese scholar-practitioner enthusiastic about intercultural communication and international education. While her roots lie in Japan, her undergraduate experiences abroad revealed the transformative power of cross-cultural encounters. As a doctoral student in Educational Psychology at North Carolina State University, she focuses on developing intercultural competence and creating enriching learning environments. She has conducted workshops on intercultural sensitivity for both U.S. undergraduate students and Japanese secondary school teachers. Mizuho also serves as an Executive Fellow at the World Council on Intercultural and Global Competence, where she contributes to advancing global understanding and connections.

Ash Trebisacci is the Assistant Director of Study Abroad at Brandeis University in Massachusetts and holds an MEd in Higher Education from Merrimack College. Their master’s research focused on the relationship between study abroad and sexual orientation identity development. At Brandeis Ash advises students on summer and semester study abroad as well as overseeing scholarship advising and diversity and inclusion efforts.

Maureen Vandermaas-Peeler, PhD, is founding Director of the Center for Research on Global Engagement (CRGE) and a Professor of Psychology at Elon University. A developmental psychologist, Maureen studies sociocultural and global contexts of learning, including mentoring relationships in high-impact practices such as undergraduate research and global learning. Maureen is a co-editor of the AAC&U publication Mentored Undergraduate Research in Global Contexts: Integrated High-Impact Practices for Student Success (2024) and the volume Excellence in Mentoring Undergraduate Research (2018). Maureen enjoys teaching, mentoring, and researching related topics, and has received university awards for scholarship and mentoring.

Kristofor Wiley, PhD, is an Associate Professor in the College of Education at James Madison University. He is a Longview Global Teacher Education Fellow and serves as the Global Engagement Liaison for the College. In that role he works to develop cultural self-awareness and facility in future educators by supporting global and international programming, faculty development and curricular integration. He taught middle school, served in Peace Corps Ukraine and has accompanied teacher candidates to multiple international sites.