July 31, 2020 – The Bureau of Educational and Cultural Affairs is pleased to announce the 24 U.S. colleges and universities awarded 2020 IDEAS Grants (Increase and Diversity Education Abroad for U.S. Students Grants) under its Capacity Building Program for U.S. Study Aboard, which includes two historically black colleges and universities (HBCUs). With the support of the IDEAS Grants, these institutions will support the goals of U.S. foreign policy by developing and expanding their study abroad programming around the world.

Congratulations to the following colleges and universities on their 2020 IDEAS Grants.

  • Baldwin Wallace University, Berea, Ohio
  • Colorado Mountain College, Glenwood Springs, Colorado
  • Community College District 502 – College of DuPage, Glen Ellyn, Illinois
  • Community College of Baltimore County, Baltimore, Maryland
  • Georgia State University, Atlanta, Georgia
  • Kennesaw State University, Kennesaw, Georgia
  • Lincoln University, Lincoln University, Pennsylvania Massasoit*
  • Community College, Brockton, Massachusetts
  • Mississippi Valley State University, Itta Bena, Mississippi*
  • Montana State University Billings, Billings, Montana
  • New Mexico State University, Las Cruces, New Mexico
  • Northern Arizona University, Flagstaff, Arizona
  • Oakland Community College, Farmington Hills, Michigan
  • Sinclair Community College, Dayton, Ohio Texas
  • Woman’s University, Denton, Texas
  • The University of Tennessee at Martin, Martin, Tennessee
  • Towson University, Towson, Maryland
  • Universidad del Sagrado Corazon, San Juan, Puerto Rico
  • University of Alabama at Birmingham, Birmingham, Alabama
  • University of Florida, Gainesville, Florida
  • University of Houston-Clear Lake, Houston, Texas
  • University of Wisconsin – Stout, Menomonie, Wisconsin
  • Utica College, Utica, New York
  • Worcester State University, Worcester, Massachusetts

Panels of U.S. higher education representatives recommended these institutions for funding from a pool of 115 proposals. The winning institutions come from 18 states and Puerto Rico and represent the full diversity of the American higher education system, including five community colleges and eight Minority-Serving Institutions. Over the next year, these U.S. colleges and universities will receive funding and programmatic support to help build and strengthen their capacity to send more American students overseas to more diverse destinations for years to come.

“We are committed to continuing our support for U.S. colleges and universities as they build their study abroad capacity now, in anticipation of a strong return to U.S. student mobility in the future… When American students study abroad, they support critical U.S. foreign policy goals by building relationships with foreign peers, sharing American culture and values, and developing valuable career skills. With these international experiences, the next generation of Americans is being equipped with the skills necessary to compete and succeed globally,” said Marie Royce, Assistant Secretary of State for the Bureau of Educational and Cultural Affairs.

The Capacity Building Program for U.S. Study Abroad seeks to increase the capacity of accredited U.S. colleges and universities to create, expand, and diversify study abroad programs for U.S. students. In addition to the IDEAS Grant competition, the program also offers opportunities for faculty, staff, and administrators at U.S. colleges and universities to participate in a series of free virtual and in-person study abroad capacity building activities. For more information, including details on a free IDEAS webinar series on building study abroad resources for U.S. campuses, please visit the Capacity Building Program for U.S. Study Abroad website at www.studyabroadcapacitybuilding.com. Additional information on U.S. government resources to support study abroad can also be found at studyabroad.state.gov.

The Capacity Building Program for U.S. Study Abroad is a program of the U.S. Department of State with funding provided by the U.S. Government and supported in its implementation by World Learning.

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A study performed by the American Council on Education Center for Policy Research and Strategy, Minority Serving Institutions (MSIs) play an integral role in the education of students of color, those from low-income backgrounds, and students who are first in their family to attend college. The data in the report verify that working assumption with concrete numbers that show income mobility by students who attended MSIs across the country exceeding mobility rates at non-MSIs. This distinction is an important one to make at a time, when public implications for institutions – including many MSIs – already struggling with low general and educational expenditures and endowment sizes. This distinction is further important given the outsized performance of MSIs in generating income mobility even while they are operating with limited resources.

The importance of MSIs to individual students, families, communities, and our national economy cannot be overstated. MSIs are ubiquitous to the postsecondary landscape, representing roughly one-fifth of all degree-granting, Title IV-eligible institutions of higher education in 2014-15. In this same year, taken together, approximately 700 MSIs enrolled 4.8 million students, or 28 percent of all undergraduates enrolled in U.S. higher education.

Finally, there is evidence that MSIs provide students of color with stronger academic experiences and more supportive environments whole in college than do non-MSIs.

According to the latest study conducted by the American Council on Education (ACE) Center for Policy Research and Strategy, Alcorn State University, Southern University and A&M College, Lincoln University (PA), Dillard University, and Alabama State University leads other historically black colleges and universities (HBCUs) in the Minority Serving Institutions category as Engines of Upward Mobility study.

View below:

The date presented in this report verify a working assumption of those familiar with MSIs – that these institutions are standouts in the field for their contribution to income mobility. This distinction is important given the outsized performance of MSIs in generating upward income mobility even whole they are operating with limited resources. Further, across the whole of higher education, we could stand to learn and share the policies and practices employed by the top-performing MSIs, such that the field can from their success.

To view the entire study, visit http://www.acenet.edu/news-room/Documents/MSIs-as-Engines-of-Upward-Mobility.pdf.