Nearly half of all undergraduate students in the United States are enrolled in community colleges. These students are more likely to work full time, have limited financial resources, and be first-generation college students. This presentation will focus on increasing access to study abroad for community college students, with practical advice on setting up payment plans, scheduling, accessing foundation and scholarship funding, and other tips for helping community college students take advantage of the myriad benefits of study abroad.

1. INCREASING STUDY ABROAD
ACCESS FOR ALL: A COMMUNITY
COLLEGE MODEL
NANA GYESIE, BALTIMORE CITY COMMUNITY COLLEGE
JEFF BADGER, SOUTHERN MAINE COMMUNITY COLLEGE
CHAIR: KELLIE SULLIVAN, CIEE
CIEE CONFERENCE
BALTIMORE, MARYLAND
NOVEMBER 21,2014

2. Increasing Study Abroad Access for
All: A Community College Model
Baltimore City Community College
Granville T. Woods Honors Program
Study Abroad Experience
Nana K. Gyesie

3. Community Colleges
• Are a vital part of the postsecondary
education delivery system.
– They serve almost 50% of undergraduate students in
the US
– Provide open access to postsecondary education,
– Prepare students for transfer to 4-year institutions
– Provide workforce development and skills training,
– Offer noncredit programs-ESL, skills retraining or
cultural activities

4. Community College-Enrollment Data

5. Urban Community Colleges
• African Americans, Latinos, American Indians, and
other minorities represent 34% of the national
population;
• they account for 27% of students at America’s 700
public baccalaureate institutions
• 32% at all public community colleges
• 54% at urban community colleges
• On many of those inner-city campuses, the percentage
of students from racial minorities is as high as 90%.
Source: Myran, G. & Parsons , M . (2013) Overview: The Future of the Urban Community College

6. Baltimore City Community College
• Founded in 1947
• State status Regionally accredited
• Tuition
– In state
– Out of state
• Seniors
• Overall numbers
• Locations
• Diversity

7. About Our Students
• Students are recruited through a variety of sources, including college and career
fairs at area high schools, community events, and local agencies.
• The student body composition is as follows:
• 82 % are African American or black from other countries;
• 9% percent are white,
• 3 % are students with a Latino/Hispanic cultural background
• 56 % African-American women comprise the single largest demographic subset,
percent,
• 26 % are African-American men.
• ¾ of students are Baltimore City residents, and
• 2/3 are studying part-time.
• First-time entrants comprise 27 % of all students, but only 9% are recent high
school graduates.
• The 43% of students are in their twenties.
• The median student age ranges from 26 to 31 years
Source: Self-Study 2014 report

8. Financial Aid
• 53% of students enrolled in the Fall 2014
getting aid
• Approximately 63-64% of all students enrolled
at BCCC get either get federal, state,
institutional or outside financial assistance.
• Students loans are unavailable at BCCC

9. The Granville T. Woods Scholars
Program
• Mission and Purpose of program.
• Program Data
– Admitted
– Completion
– Average GPA
– Post BCCC
• Selection Requirement
– High School GPA
– SAT scores
– Accuplacer placement test scores
– Extra-curricular, service learning
– Interview
– Writing sample
– Letters of recommendation

10. Budget
• Funding the program
– Per student
– Per semester
– Annual

11. Program Components
• Full Tuition
• Books
• Laptop
• Honors Designated Classes
• Majors
• GTW Study Lounge
• Mentors
• Cultural Enrichment Activities
• Study Abroad
• Intrusive Advising

12. Granville T. Woods Scholars Program
Core Values
1. Always show respect for others.
2. Be honest and earn the trust of others.
3. Bond with your cohort, work together (encourage success
within the group).
4. Be accountable for your actions, decisions/choices and
outcomes.
5. Always work hard to achieve personal and program goals.
6. Stay focused on learning as a high priority.
7. Be open to new ideas.
8. Always represent yourself, your family and the GTW program
well.
9. Enjoy the entire undergraduate experience.

13. Study Abroad-The Process
• First semester grades
• Review several study abroad programs
• Selecting chaperons
• Commitment Forms
• Study Abroad Dinner
• Day of Travel
• Arrival to country of Study Abroad

14. Components of Our Customized
Programs
• Housing
• Meals
• Transportation
• Transcripts
• Credits
• Destination
• Cost
• Chaperons

15. Cost to Students
• Passport
• Some meals
• Spending money
• Shopping funds

16. The Chaperon
• Tour Conductor
• Interpreter
• Academic Advisor
• Representative of Home Institution
• Cultural Advisor
• Problem Solver
• Liaison
• Peacemaker
• Protector

17. In Their Words…
Pre-Departure/First Week Study Abroad
• Leaving for Argentina I was so excited except for the fact I had to be away from my family and friends for a month. I love
stepping outside my comfort zone, but this step was one of those I dread. I always travel away from my family, but never this
long. As the day progress, the closer we got to Argentina, the more excited I felt, and the more nervous I did at the same
time…aa
• Hey you guys Argentina is beautiful. It took me a while to get used to it, and it's still taking me a while. I cried the first day we
got there, I guess I miss everyone. The plane made it hard to sleep, my legs were sleeping on me and my neck was sore but the
TV on the plane kept me occupied from the sleeping legs and sore neck. The hotel that we are saying in is beautiful except for
the small beds…ds
• Today was my first time getting on a airplane. We met at the school and then boarded the bus to the airport. Our flight was to
board at 3:25 pm. I was surprised how smooth the security check went….sb
• I've been really nervous about traveling. I think it's the flight that I'm most afraid of. It's just long, 10 hours. I'm excited mostly,
though. Once I got to the school everyone was there. I really was upset for the folks that couldn't go because it's a huge
opportunity. How dare I not go because I'm scared and it's folks who want to go, but for some reason or another can't go? Right
now we're at the airport just waiting for the first plane….mi
• Needless to say that I was very excited to leave Baltimore so that I can expand my horizons by getting to see other parts of the
world and growing socially. Everything went by pretty smooth today from take- off to landing, and of course I had a couple cups
of coffee on the plane while I read my books and talked with my neighbors.

18. In Their Words…
Returning to Baltimore
• It’s the last day of school, and I am ready to go home, but at the same time I want to stay in Argentina and make the best of
it. If I had to chance to live in Argentina I would. After I learn the language and everything though. Argentina lifestyle
reminded me of Trinidad so much that I am home sick, not for Baltimore though…aa
• I had every intention on skipping school today. It was a part of my, Eat, Pray, Love theme. Skip school and
• go see museums and interesting street walkers who would do whatever normal business they do during the day. I was going
to maybe see a movie, buy some peanuts from a street vendor, maybe even just sit and write in the park. It’s a
• beautiful park not far from here. I even had a buddy so I wasn’t totally breaking the rules just bending them a little. The
smallest little bit. But honestly even though I ended up going to school it still would have been worth it had I not
• gone…mi
• I really enjoyed this day! Me and a few people from my cohort was able to attend a parade downtown and I seen so many
different countries attending the national holiday. I had the opportunity to meet one of the news reporters and I remember
me and a few of my cohort members shouted out something on the microphone. It had something to do with Argentina.
The parade lasted about an hour in a half and it was very crowded. After it was over, we made a few store stops and we had
lunch and then headed back to the apartment. Overall today was a very interesting day….mc

19. Thank You

20. INCREASING STUDY
ABROAD ACCESS FOR
ALL: A COMMUNITY
COLLEGE MODEL
Jeff Badger, Assistant Professor of Fine Arts
Southern Maine Community College | South
Portland, Maine

21. Enrolling community
college students in
study abroad
programs presents a
unique set of
challenges.

22. Increasing access to study abroad for
community college students requires unique
approaches to:
• COST
• CULTURE
• MARKETING

23. COST
Community college
students are:
• Less likely to have
discretionary
income
• More likely to
have additional
responsibilities

24. Help students raise their
own funds.
• Have a list of local and
national scholarship
funding sources
• Build in fundraising
activities to the program,
like bakes sales.
• Help students set up sites
like GoFundMe.com
• Fund-raising helps to build

25. Reduce large up-front
costs.
• Help students chip
away at the cost with a
payment plan
• Introduce program as
early as possible
• Split the cost up over
as many months as
possible

26. Access scholarship and
foundation funds.
• Foundation funds
• Unrestricted funds
• New gifts/donors
• Outside groups
• Financial Aid for
tuition

27. Time it right.
Consider:
• Student loan refund
checks
• Income tax refunds
• Winter holidays

28. Be upfront with costs.
Reveal all costs,
including:
• Tuition
• Additional travel
• Meals
• Books
• Incidentals

29. CULTURE
• 40% are first
generation college
students
• More likely to be
“place-bound”
• Little or no
generational or
personal travel
experience

30. Invite parents to
participate.
• Discuss finances
• Reinforce the benefits
and value of study
abroad.
• Invite parents to info
sessions
• Put parents in touch
with program

31. Make it count.
• Get as many credits as
possible for the
program.
• Make the credits count
toward specific degree
requirements - not just
electives.
• Target specific
programs

32. Get it together.
• Show confidence,
organization, and prompt
communication
• Reduce the amount of
independent
responsibilities
• Arrange group transport
• Have passport application
forms
and information on hand

33. Time it right.
• Community college
students are more
likely to have jobs and
family responsibilities.
• Stick to Spring Break,
January Break, or Early
Summer

34. MARKETIN
G
Community college
students are often:
• Less engaged with
college activites
outside of class
• On campus for less
time
• More difficult to reach
by standard methods

35. Get in their face.
• Don’t rely on posters and
email
• Visit classes, majors and
language
• Give multiple chances, and
lots of time
• Take advantage of activities
and student centers

36. Widen your net.
Recruit from other
colleges to:
• Build connections
between institutions
• Encourage transfer
• Boost your enrollment

37. Talk to your students!
• Talk to students
about their study
abroad preferences
• Target specific
programs
• Utilize surveys
• Offer incentives for
participation in
surveys

38. Thank you!
Questions or comments?