How have the different roles you’ve been a part of within higher education collectively shaped your perspective on global engagement and international education?
I’d say that I’ve really enjoyed having the opportunity to explore different areas within higher education that connect back to international education—whether it was working in student affairs, residence life, educational outreach programs, or instructional roles. My academic training in intercultural communications, combined with teaching and credentialing, has been complemented by direct experiential learning programs.
These experiences provided a foundation for viewing international education as closely aligned with full curriculum integration and campus-wide engagement. They gave me insights and knowledge that helped me build stronger connections and partnerships.
Now, with challenges in mobility and complications related to the current administration, we’ve shifted to focus more on campus-based internationalization. That means ensuring we foster global awareness in students who may never leave Thousand Oaks. My past experiences have helped me reframe our approach and collaborate more intentionally here at Cal Lutheran.
Can you share one particularly impactful experience that significantly influenced your approach to advising students on intercultural competence and global awareness?
Certainly. I’ve been in many different cultural environments—both in the U.S. and abroad—and it’s always a powerful reminder of the difference between theoretical knowledge and lived experience.
I often share a story with students about my first independent experience abroad in Japan. I thought I was prepared, but I was quickly overwhelmed. During a simple conversation with a language instructor over tea, I was suddenly overcome with emotion—facing the cost of living, the cultural adjustment, and the weight of it all. I broke down emotionally, which is unusual in Japanese culture. Thankfully, the instructor had lived in the U.S. and understood.
I was one of just a few foreigners in a town of 95,000, taking on a new teaching role and adjusting to a completely new environment. That experience taught me how essential it is to prepare students not just academically but emotionally. I emphasize that even with all the preparation—books, articles, or friends from another country—there’s no substitute for the real thing.
I tell students: it’s okay not to be okay. Cultural shock is real, and our lived experience might clash with what we’ve read. Reaching out for support, being vulnerable, and letting go of the need to be a “cultural expert” is all part of the journey.
What have you found to be the most effective way to prepare students and faculty for potential safety challenges abroad?
One of the most effective methods is giving faculty who haven’t led programs a chance to go on a structured experience themselves. That firsthand experience is invaluable before they lead a group.
Another highly effective approach is case-based scenario training. It helps faculty think through situations they might never have anticipated. When faculty go abroad, they’re not just teachers—they’re the institution. They take on roles like dean of students, counselor, public safety, and more. So we use scenario training to help them anticipate and navigate those roles responsibly, with clear boundaries.
At Cal Lutheran, we also now require a program provider for all international programs. When I arrived, we didn’t have this, but now we work with providers who offer expert support. That gives us comfort, knowing that faculty have professional backup when abroad.
Do you have a faculty pre-departure process? Is it required?
Yes, we do. We’re small enough that much of our preparation is individualized. Our Director of Education Abroad oversees faculty-led programs and works closely with faculty in a customized way.
We recently received a grant to implement a workshop series for faculty leaders—both those who have led programs and those interested in doing so. These preparatory workshops are part of a larger plan to create a more structured system. The administration is very supportive of expanding faculty-led programs, and there’s a growing pool of interested faculty.
Right now, we’re working with nine faculty members and are considering hybrid models like virtual and in-person sessions to accommodate their busy schedules.
As we look toward the future of international education, what do you see as the most significant emerging opportunities or challenges in preparing students to become effective leaders in a global society?
That’s a deep question. With our mission to educate leaders for a global society, I believe the most critical component is inclusion throughout the curriculum. Faculty must show students how all disciplines contribute to global understanding—not just international or global studies courses.
For example, we just had an Earth Day sustainability fair in partnership with our environmental studies faculty. But turnout was lower than hoped, which concerns me. It highlights the need to embed global awareness within the curriculum itself—not rely solely on co-curricular programming.
If we want to ensure every student gains global perspectives, it must be built into what every student learns—through course designations, learning outcomes, and general education requirements.
Of course, I hope every student studies abroad, and I hope every classroom includes international voices. But I know that every student will go through the curriculum. That’s where the mission lives. That’s the cornerstone of a truly internationalized campus.
