Tag Archives: CCID

Dispatches from the CCID Conference 2014 in Las Vegas, NV

February 27th, 2014

vegas

This year’s CCID (Community Colleges for International Development) annual conference was at the Red Rock Resort in Las Vegas, NV. Settled at the outskirts of the city; a half hour away from the hubbub of the Strip, the conference site proved to be a serene environment conducive for meetings and networking. A large percentage of ACEI’s institutional clients are U.S. community colleges which refer their international students as well as newly-arrived immigrants to the U.S. for help with the evaluation of their transcripts, certificates and degrees for U.S. academic equivalence. It is only appropriate that we attended this year’s CCID annual Conference.

CCID is a non-profit international membership organization and “for nearly 40 years, CCID has provided an international network for community colleges to further their internationalization initiatives and to enhance the development of a globally competent workforce for the communities they serve.”

Community Colleges are an American invention intended to make publicly funded higher education available and accessible to everyone. They are seen as a gateway to higher education in the U.S. because of their lower costs, excellent opportunities to transfer to universities, variety of courses offered and many other benefits as noted in one of our previous blogs. There are 1,655 community colleges across the US. The States with the largest number of public community colleges are California, Texas, North Carolina, Illinois, and New York. (Source: US Department of Education).

Last year, I attended the CCID Conference in Atlanta, GA and co-presented a workshop on how to “ Optimize your recruitment strategy by elevating the global branding of your colleges through 2+2 university pathways and partnerships.” This year, ACEI, represented by myself and our Assistant Director, Yolinisse Moreno, exhibited at the conference for the first time. ACEI also co-hosted the post-banquet dinner dance party with ITEP (International Test for English Proficiency) which proved to be a great hit amongst the attendees. After a long day of attending workshops, presentations and meetings, the dance party was a great way for everyone to loosen up and have fun.

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Jasmin Saidi-Kuehnert, ACEI & Terri Burchell, CCID

At our exhibit booth, we had the opportunity to meet several representatives from the community colleges and discovered while some had no international students a few were exploring the opportunities available to them to increase their international student population and looking at the 2+2 or 1+1 models, a topic worth revisiting in one of our previous blogs written by Zepur Solakian, the Executive Director of CGACC (Center for Global Advancement of Community Colleges). In response to our question concerning international credential evaluation, it was interesting to hear many say that they did not have any international students so they didn’t have any need for credential evaluations. Yet, when we reminded them that international credential evaluation also applies to those individuals who are already here in the U.S. as immigrants/residents and have academic documents from their source countries, they were able to realize the significance of our service regardless of the student’s status: international vs. domestic. The simple fact is that credential evaluation applies to anyone who has studied outside the U.S. and needs a statement of U.S. academic equivalence in order to seek admission to a school, college or university, or qualify for a job or a professional license in this country.

Both Yolinisse and I were so busy meeting conference attendees at the ACEI booth that neither one of us had the opportunity to attend any of the several sessions on the program with such topics on how to leverage university transfer in community college recruitment abroad to developing associate degree programs in Afghanistan. Nevertheless, we had a very fruitful two days at the conference and were able to connect with many new and old contacts.

Our thanks to the CCID leadership, Carol Stax Brown, President and Terri Burchell, Director of Advancement for inviting ACEI to the conference. We look forward to attending next year’s conference in Newport Beach, CA.

Jasmin S. Kuehnert
President & CEO ACEI
www.acei1.com

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Dispatches from the 2013 CCID Conference in Atlanta, GA

February 28, 2013

CCID_Logo_plastic

Though I’d been to Atlanta before on business, this was my first time attending the CCID (Community Colleges for International Development) https://programs.ccid.cc/cci/ Conference. The Intercontinental Hotel in Buckhead (known as the Beverly Hills of the South) served as the venue for the conference. After the hubbub of the French Quarter in New Orleans, where the AIEA conference was held, arriving to the serenity of Buckhead was a much needed relief. And, as much as I intended to make it to the Martin Luther King Jr. Museum, except to a visit to the Office Depot (2 miles from the hotel) for the printing of handouts, a slice of pizza at a pizzeria nearby and a celebratory dinner at Kyma, a Greek Restaurant in Buckhead, majority of my time was committed to meetings.

At the invitation of Zepur Solakian, Executive Director of CGACC http://www.cgacc.org , I served on a pre-conference workshop panel (chaired by Ms. Solakian) on how community colleges can optimize their recruitment strategy by elevating the global branding of their college through 2+2 university pathways and partnerships. The other presenters serving on the panel included: Ross Jennings, Vice President of International Programs and Extended Learning at Green River Community College (WA) http://www.greenriver.edu/ , Dr. Jing Luan, Vice Chancellor, Educational Services and Planning at San Mateo Community College District (CA) http://www.smccd.edu/accounts/smccd/ , and Vilma Tafawa, Executive Director of the International Center at Bunker Hill Community College (MA) http://www.bhcc.mass.edu/ .

The 2+2 model, though not a new concept, can be a popular choice for international students whereby they can take their general requirements at a community college and then transfer to a four-year university to complete their bachelor’s degree. As the global middle class continues to grow so is the global demand for International Higher Education. It is projected that student mobility will grow 70% by the year 2025. However, as more countries enter into the global arena to recruit students, the U.S. is losing its global market shares due to the perception of high education costs, and the budget cuts effecting all institutions of higher education as well as issues concerning the issuance student of visas.

The workshop set out to determine how U.S. community colleges were doing and what they can do to remain globally competitive? While each presenter discussed the steps their respective community colleges have taken to optimize their recruiting strategy they unanimously agreed that success lies in enhancing, articulating and marketing of 2+2 jointly by four-year institutions and community colleges. The 2+2 process provides huge savings to students and all institutions of higher education. As the global middle class grows the 2+2 can bring affordability of a U.S. degree to these families who would have otherwise looked at other countries. Panelists discussed existing articulation agreements, joint marketing strategies and success models giving credibility to 2+2 globally and eliminate myths about 2+2.

But no amount of recruiting to attract international students is effective if their academic documents have not been properly vetted and evaluated. I spoke of the reasons why accurate credentials evaluations are important for international admissions. Accurate academic credential evaluations allow the admissions decision makers to properly assess and integrate the international students into their scholastic environment while ensuring due diligence in international admissions has been satisfied.

The benefits of the credential evaluation to institutions are twofold: 1) they are protected against credential fraud and misrepresentation and 2) enhance their global competitiveness while nurturing development of international partnerships. Students also benefit by receiving a clear understanding of their academic achievements and enjoying an obstacle-free pathway to further education, professional development and employment opportunities in the future.

Finally, Zepur shared with the audience the initiatives which CGACC has undertaken in its efforts to make the U.S. community colleges and the 2+2 model an attractive and cost effective feature to international students. The CGACC ‘s global initiatives include:

2+2 Guide (New)
2+2 Workshop around the world
2+2 Educational Tours
2+2 Pavilions at Fairs
2+2 Partnerships
2+2 Videos
2+2 Examples with Testimonials

CGACC will continue with its efforts to meet with universities at NAFSA and regional conferences to establish strategic MOUs and continue blogging on the 2+2 model. Through its global partnerships with ACEI and other select organizations, CGACC aims to provide its member institutions the tools needed to optimize their recruitment strategies by enhancing their position in the global education market.

Stay tuned for dispatches from my upcoming trip to Hong Kong next month where I’ll be attending the APIEA http://www.apaie.org/ Conference and presenting on a panel addressing the 2+2 program alongside partnerships and collaborations with EducationUSA https://www.educationusa.info/ , higher education communities in the U.S. and the East Asia Pacific.

Jasmin S. Kuehnert
President & CEO ACEI
www.acei1.com

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