iSAHE
International Student Affairs in Higher Education (iSAHE) is an organization that provides resources for students in the Student Affairs and Higher Education Master's program who are passionate about international education. iSAHE supports students interested in working with diverse student populations, traveling abroad to learn about international education, or looking to benefit from professional development opportunities in the area of international education. Past iSAHE international excursions have included trips to Vancouver and Toronto to visit several higher ed institutions. In collaboration with the SAHE department, iSAHE has the ability to allocate travel grants to students pursuing international internships and practica in locations such as Switzerland, England, Mexico, Trinidad and Tobago, China, and with Semester at Sea.
This winter, iSAHE will partner with the SAHE program to offer a three credit seminar and two week international field experience in Qatar to second year SAHE students. The two-week field experience and seminar, titled Global Perspectives in Student Affairs & Student Services, will connect two prestigious Higher Education Master's programs in the United States (CSU and University of Maryland) with students, faculty, and staff from several institutions in Education City, Qatar to explore higher education initiatives through an intensive five-day Young Professionals Institute (YPI).
We welcome any and all SAHE students! If you are interested in being a part of iSAHE and have questions, please contact Alexis Hendrix (Alexis.Hendrix@colostate.edu).
Practicum Experiences:
Joe Kowalczyk
Last summer, I had the pleasure and fortune of completing a practicum with the Office of Student Life at Franklin College in Lugano, Switzerland. While I was there, I worked with two of the full-time staff members, Kyle Carpenter and Stephanie Muehlethaler, on various projects, including summer orientation, fall orientation leader training, and resident assistant training. My practicum offered so much more than this however. Faculty and staff members at Franklin College educate students from all around the globe with students coming from six continents. While I was there, I was immersed in differing cultural exchanges, intercultural communication styles, and ethical and religious principles. These elements gave me the opportunity to view orientation and residence life through a different lens. Additionally, while I was in Switzerland, I was able to enjoy the beauty and culture of the area and several of the surrounding countries, including Italy, France, and the Czech Republic. All in all, I was thrilled to complete this practicum. I couldn't have asked for a better experience."
Khouri Markos
The opportunity to complete a practicum in the United Arab Emirates will always highlight my experience in the SAHE program! My supervisor in the UAE, the Dean of Student Services at the University of Dubai is a SAHE alum. As a result, I was able to apply concepts learned in the CSU/SAHE program to my work in student life and development at the University of Dubai.
Experiencing firsthand the work environment and culture of Dubai was eye opening and truly transforming in terms of my own growth and global awareness. The experience was a constant adventure and allowed me to extend far beyond my comfort zone– the key to a successful learning experience. On a daily basis, I learned lessons in cross cultural communication, cultural differences, and cultural perceptions.
What I loved most about being in Dubai was the multicultural and metropolitan atmosphere that exists and draws people from all over the world. The geographical diversity represented in this fascinating city provided me with the opportunity to learn from people all over the globe, including Lebanon, Palestine, Iraq, India, Jordan, Syria, Egypt, and Kenya (to name a few)!
Completing a practicum in this vibrant area of the Middle East allowed me to see higher education from new perspectives including opportunities that exist, areas where development is needed, and the extent to which the culture of the region impacts daily decisions. It also confirmed for me that Americans must have more exposure to this hospitable and misunderstood region. I had the opportunity to meet wonderful students, staff, and co-workers who will remain in my memories for years to come and “inshallah”, one day I will return!
Kristal Sawatzke
Overlooking Port of Spain
Before traveling to Trinidad and Tobago, when hearing the word “lime,” my mind immediately visualized a fruit, not a group of people spending time together. To “lime” is a common occurrence in Trinidad and Tobago in which groups of family, friends, or strangers visit with one another in a social setting. This concept, among countless others, provided invaluable insight into the unique experience of a Caribbean University student and the importance culture plays in to the types of student support services available. Completing a practicum in at the University of the West Indies in St. Augustine, Trinidad informed my perspective of Caribbean student services in an incredibly meaningful and impactful manner. Through conducting informational interviews across campus with professional staff, I gained an understanding of the types of programs offered to students and was able to share recommendations based on my knowledge of the field. While there, I visited with students and staff in the offices of Study Abroad, Accomodations (similar to Residence Life), Admissions, Campus Recreation, Orientation, Career Center, Alumni Relations, among others. Additionally, I met with the Dean of the School of Education in order to gain a faculty perspective on Caribbean student affairs and compiled a comprehensive evaluation based on observations, informational interviewing, and recommendations.
Early on in my SAHE journey, I was certain an international practicum would enhance my knowledge and understanding of student experiences abroad. That being said, the process of securing a location, practicum experience, and solidifying all other details truly made my experience a positive and exciting one. Not only did I complete the experience with a fellow student affairs graduate student, Ardith Feroglia, from Oregon State University, I was able to organize a homestay experience through a CSU doctoral student from Trinidad. Additionally, the Caribbean Tertiary Level Personnel Association (CTLPA) hosted their annual conference at the University of the West Indies, and we were able to assist with the conference logistical planning meetings. Our supervisor, Mr. Chandar Gupta Supersad served as the President elect this year, and professionals traveled from all over the Caribbean to attend, so we gained fabulous perspectives from Jamaica, Barbados, and other locations. The CTLPA is associated with ACPA, and we were also fortunate enough to meet Heidi Levigne, President of ACPA, Dr. Kathleen Kerr, Executive Director of ACPA, and three other administrators from the United States. Needless to say, by the end of the experience, we all enjoyed “liming” with our new Caribbean associates and learned an immeasurable amount about the importance of internationalizing student affairs.
Stefanie Lucas
Picture of me at the Mayan Ruins of Copan, Honduras
I was lucky to be a trip leader on this excursion for over 100 Semester at Sea participants!
My Semester at Sea practicum was an incredible once in a lifetime opportunity! I sailed on the inaugural Maymester voyage traveling to Trinidad and Tobago, Panama, Costa Rica, Honduras, Guatemala, and the Bahamas. My practicum was with the Living Learning team (much like an on campus Residence Life staff), and I worked with some of the best student affairs professionals in the field. I planned ship wide events, built community in my sea (aka res. hall!) led in-country field programs, and facilitated small group discussions. I enjoyed assisting students process this unique experience, and utilized many skills I acquired throughout my first year in SAHE. Semester at Sea truly challenged me professionally and personally, and I am even more inspired and motivated to work with diverse student populations!
Field Excursions:
Toronto
Colorado State University
iSAHE International Field Experience to Toronto, Canada
March 17-19, 2012
University of Toronto 
Ryerson University
Alexis Hendrix
The Toronto experience was my first exposure to coordinating an international trip for a group of students. My interests in international education have grown tremendously as a result of this experience. I was able to form relationships with international educators, as well as with my fellow cohort members and faculty within SAHE in an attempt to satisfy the needs of several different individuals possessing varying types of educational learning outcomes. With an interest in international education, the trip provided me with a unique leadership opportunity that will be valuable as I pursue a professional position requiring experience in international program coordination.
Stefanie Lucas:
Toronto was a wonderful experience, and I want to thank SAHE for funding the majority of the trip. At the University of Toronto, we had an opportunity to speak with Dr. Tricia Seifert, student affairs professional from the U.S.A. who is teaching in the U of T higher education/student affairs program. Her insight on international student affairs was the highlight of the trip. Her ability to compare and contrast her international and U.S.A. experience gave me a better understanding of the role of student affairs professionals on a global level. Many of the Canadian student affairs professionals are using research from the U.SA., and Dr. Seifert is working with several other professionals to do research specific for Canadian student affairs. I truly believe she is a pioneer for Canadian student affairs, and I feel fortunate to have met with her!
This meets the following competency: higher education systems, history, and how student affairs roles, responsibilities and systems are infused into the larger educational picture.
Marney Randle
For me, the Toronto experience applied to the Professional Knowledge Competency E: Demonstrate an understanding of higher education systems, history, and how student affairs roles, responsibilities and systems are infused into the larger educational picture.
-The trip to Toronto really helped me understand how student affairs differs within a global context. In Toronto, the world of student affairs seemed smaller. There was not much emphasis on the role of student affairs professionals, and there very few student affairs staff members in the two campuses we visited.
-Within the student affairs department at University of Toronto, there was an emphasis on challenge and support for the students. For example, the students held many high-level leadership positions within the campus. In additionally, there was a high sense of personal accountability, especially with regards to the conduct system. I appreciate this style of student development, as it is one that I have adopted in my own work as a student affairs professional. It was affirming to see this working well at another institution.
Kristal Sawatzke
The iSAHE trip to the University of Toronto and Ryerson University was a fantastic opportunity which provided insight and understanding about the similarities and differences in higher education practices abroad. Attending the trip increased my understanding about philosophies and support mechanisms in regard to student services. Previous coursework and my assistantship experience enhanced my ability to ask thoughtful and professional questions and this opportunity benefited my development as a student affairs practitioner. Through meeting with professional staff, touring campus, and having conversations with students, the trip fulfilled several knowledge competencies and was an incredibly valuable experience.
Vancouver
The SAHE International Field Experience is designed to provide SAHE students a rich world view of higher education and an international field experience exploring the delivery of academics and student services in Canada. In spring 2010, a group of SAHE students traveled to the University of British Columbia at Vancouver and attended seminars on the Canadian higher education system, student services legislative mandates, funding sources, challenges, and explored issues of access and retention.
The faculty members leading the IFE had experiences studying the higher education system in France, and in particular CNOUS, the federal agency that delivers student services to French higher education institutions. Other faculty experiences included studying programs that created greater access to higher education for underrepresented populations in London, Liverpool and the Netherlands; participation as faculty for retention seminars at universities & Hogeschools in Amsterdam, the Hague, and Rotterdam; and participation in the European Access Network (EAN).
Prior to traveling to Vancouver, participants read foundational readings and attended two pre-trip seminars, which provided history and context, as well as current issues and challenges in Canadian higher education. The seminars also included preparation for international travel. At UBC Vancouver, the program included these key elements:
-History of Canada’s Higher Education
-Current Trends and Issues in Canadian higher education and student services
-International Students: Best Practices
-Diverse Populations, Access, and Retention
-Delivery of Student Services/Canadian Association of College & University Student Services (CACUSS)
-Campus and City Tours
Teaching future student affairs professionals how to create and sustain academic and campus life environments where all students can be successful is a key element of the SAHE program. This is accomplished through academic curriculum, as well as campus assistantships and practicum opportunities. Another important component is the international interest group iSAHE, designed to expand opportunities for SAHE students to gain meaningful international student affairs experiences that inform future practice as student affairs professionals. The SAHE program is deeply committed to giving students the experiences and knowledge that will create successful learning environments for international students and position them to work internationally.