The Office of International Programs at Colorado State University is appalled by and condemns the “Ching Chong House” Instagram account and fake restaurant listing. This incident demonstrates racial prejudice toward the Asian community and is harming real people by the account’s continued existence on Instagram. Many of our Asian students have seen this account and are deeply disturbed by it.

This incident arises at a time when our country is reckoning not only with a global pandemic, but also with systemic racism. This fake account highlights the need for continued work by us all to combat xenophobia and discrimination that hurts so many people. At CSU, we are all made stronger by the diversity of our thoughts, opinions, and identities. Now more than ever, we need to celebrate that difference and safeguard our campus against xenophobia, hate, and discrimination.

The Asian Pacific American Cultural Center (APACC) on campus put out an excellent statement about the harm caused by this incident:

The Asian Pacific American Cultural Center (APACC) at Colorado State University is deeply disgusted and condemns the presence and increased following of this “Ching Chong House” Instagram account for a non-existent restaurant. The implications of such an establishment are to propagate Anti-Asian sentiment and must be seen unequivocally as an act of racism. Even if such an establishment has the intention of situational humor, this deeply offensive creation publicizes racial vilification and continues to deter us from our mission of racial equity and inclusiveness.

Navigating COVID-19 has been made difficult during these challenging times from continued microaggressions from our national leadership referring to the “Chinese Virus” and “Kung Flu.” With the recent rise of racism and hate directed at the Asian Pacific Islander Desi American (APIDA) community, this account desecrates the role and importance of food to APIDA culture.  This highly offensive account only heightens and denigrates the narrative of the Asian community by perpetuating problematic Asian stereotypes including racial colloquialisms, insulting logo, and the national narrative of the “Chinese Virus.”

The various accounts on social media (Instagram, Yelp and Google) are a continuous reminder of the harmful, appalling, and disgusting nuances that white supremacy has created and allows to be perpetuated with little accountability, by encouraging the mockery and oppression of the APIDA community.

We cannot stay silent any longer.  APACC denounces this fake establishment and supports the university efforts to ask that this account be removed.

We are here to support you – please reach out if you have any questions or concerns. Also, if you see or experience a bias-related incident yourself, please report it here: https://supportandsafety.colostate.edu/incidents-of-bias/

July 6 ICE Guidance on Fall 2020 Enrollment Requirements

The U.S. Department of Homeland Security’s Student and Exchange Visitor Program (SEVP) issued guidance last March 18, which allowed F students to maintain their immigration status while taking online courses from inside or outside of the U.S., even if they are out of the U.S. for more than five months. This COVID-19 related guidance was extended to the summer academic term.

Updated guidance for the fall semester was released on July 6.

The major impact of this guidance affects students who attend a school that has decided to go fully online in the fall. This is not the CSU model for Fall 2020.

Colorado State University has opted to offer a mix of online and face-to-face courses in the Fall, which is known as a hybrid model. Students will be permitted to take more than one online course as determined by their academic advisers and faculty.

However, students should try to take face-to-face courses when possible or at minimum take one face-to-face class.

CSU international students taking classes in Fort Collins this Fall:

  • May take more than three credit hours of online courses;
  • Must enroll in the required number of credits to be considered full-time (9 for graduate students and 12 for undergraduate students)
  • Must enroll in at least one credit of an in-person or hybrid course during the Fall 2020 semester; and
  • May not enroll in online-only courses.

Students who have returned to their home countries and plan to take courses online may do so.  We know that many students chose to go home during the spring and summer and that with travel and visa restrictions in place, it may be difficult or impossible to get back to CSU now.  Under the new guidance, CSU will have to “terminate” your SEVIS record since you will not be in the country studying.

When you are able to return to Fort Collins for face to face classes in a subsequent semester, we will issue you a new I-20, which will have a new SEVIS number. This will mean that you have to pay the government SEVIS I-901 fee again. It will also mean that your F-1 status will start anew. For students planning to apply for Optional Practical Training (OPT), this will mean that you will have to study for a minimum of two semesters more in the U.S. to qualify for OPT. If you have questions about your personal situation, write to ISSS@colostate.edu for personal attention and advice.

Since this guidance is new, ISSS is communicating with ICE to clarify certain points and we will provide updates as we learn more.

The other big part of this guidance is that ISSS will have to create a new I-20 for every F-1 student with a notation about being a hybrid school. The purpose of this is for State Department officials who issue visas and Customs and Border Protection agents who admit students into the United States to understand the model of instruction that CSU will offer and that it is okay to issue a visa or admit the student. The ISSS staff will need to organize this enormous task and begin sending out new I-20s electronically that F-1 students will need to print out, sign, and keep with their old I-20s, passport, etc.

ISSS will also be sharing information about the new ICE procedures with CSU faculty and academic advisers so that they understand how best to work with students on class registration.

June 22 Presidential Proclamation Establishing New Visa and Entry Restriction for H-1B, H-2B, L, Certain J Visas, and Dependents

President Trump issued a presidential proclamation on June 22 instituting a visa and entry restriction on the issuance of new nonimmigrant visas. The new restriction applies to any foreign national who wants to enter the United States on any of the following visa types:

  1. H-1B (temporary specialty occupation employee);
  2. H-2B (non-agricultural temporary worker);
  3. L-1 (intercompany transferee executive, manager, or specialized knowledge employee); or
  4. J-1 (Exchange Visitor) in the intern, trainee, teacher, camp counselor, au pair, and summer work travel categories. (This restriction does not apply to the research scholar, professor, student, student intern, specialist, and short-term scholar categories, which are those sponsored by CSU.)

and who

  1. is outside the United States on the effective date of this proclamation;
  2. does not have a nonimmigrant visa stamp in their passport that is valid on the effective date of this proclamation; and
  3. does not have an official travel document such as a transportation letter, an appropriate boarding foil, or an advance parole document (for example based on a pending Adjustment of Status application – Form I-485) that is valid on the effective date of this proclamation or issued after the effective date.

This proclamation lasts until December 31, 2020.

Note that students in the United States may still change status to H-1B. Also, current H-1Bs in the United States may extend. Please contact ISSS if you have specific questions.

Black Rams Matter: In Solidarity from the Office of International Programs

We in the Office of International Programs vehemently condemn the killing of George Floyd, Breonna Taylor, Ahmaud Arbery, and countless others due to the injustice of institutional racism and police brutality. Sadly, there is a long history of enslavement, brutality, and institutional racism against people of color, especially Black and African American community members, in the United States.

We have much to challenge and learn as we work towards a better today that will guide us into an even better tomorrow. We will not sit idly by nor dismiss the pain and suffering that so many have and continue to experience every day. We see you and are here for you. We vow to do better to help society and the CSU campus to address inequities and systemic racism.

Systemic racism, xenophobia, and discrimination have cropped up in grievous ways for our international students and students of color who study abroad. Not only are these experiences painful in themselves, but they add up to an indescribable burden when a person experiences it far from home and their support networks.

If you or someone you know is feeling overwhelmed or anxious about recent events, please remember we are here for you. You can always reach out to counseling services through the CSU Health Network. If you are discriminated against, please fill out a bias incident report so your voice can be heard and counted. 

In solidarity,

The staff of the Office of International Programs

Virtual Programming Available

The Office of International Programs developed a variety of virtual programming to connect with our international students, those who’ve studied abroad (or look forward to future education abroad experiences), faculty, staff, and our off-campus community. It is our hope that this programming provides all with comfort and newfound knowledge, and inspires dreams about future international experiences during this time of isolation due to the global COVID-19 pandemic.

Our virtual programming includes:

  • Podcasts
  • Virtual global engagement speakers and panels
  • Cooking with International Programs – a variety of dishes from around the world to try to make at home
  • Virtual meetups
  • Musical performances
  • Art performances

You can find all these and more on our Virtual Programming page on our website. Please enjoy and share with others!

Laurel Hall Undergoing Renovations During Spring Semester 2020

Alert IconDuring the Spring 2020 semester, Laurel Hall will be undergoing renovations on both floors of the building. Work will begin in January 2020.

Starting in January, the Education Abroad advising will be located on the second floor and check-in for appointments will be at the front desk on the second floor. Passport appointments will continue to be held on the second floor during the renovations.

ISSS advising and check-in will remain unchanged until the renovations are complete.

Recurring meetings with external groups held during business hours at Laurel Hall will most likely be moved to alternate meeting spaces. The organizers of your meetings will be in touch about any upcoming meeting space changes soon.

Please pardon our dust as we work to make Laurel Hall an improved space for our students, faculty, and staff!

Faculty and Staff Discussion on Global Dimensions of Undergraduate Curriculum

The Office of International Programs hosted two lunch discussions on the global dimensions of undergraduate curriculum in April 2015. The purpose was to explore global learning outcomes, current successful strategies, and ways to that the Office of International Programs can further support faculty/staff in the development of globalized curricula.

Fourteen CSU employees participated in the two discussions, including tenure-track faculty, non-tenure track faculty, and academic affairs staff. Over half (8 participants) worked in the College of Liberal Arts. The Colleges of Agriculture, Business, and Health and Human Sciences were also represented.

Why are global dimensions important in undergraduate curriculum?

Over the course of the two gatherings, several themes became apparent as to why it is important for CSU students and faculty to be engaging with the global community. Themes are divided here into global citizenship, student integration and impact of mobility, local relevance, and multi-disciplinarity.

Global citizenship

Participants identified specific knowledge, skills, attitudes, and personal responsibilities necessary for students to learn. The skills and knowledge gained through globalizing the curriculum was thought to increase students’ self-knowledge, reflection, awareness and critical thinking skills.   Ultimately, participants expressed that globalized curricula prepare students for their responsibilities as a global citizen and for careers in a rapidly globalizing marketplace.

Student integration and impact of mobility

Participants discussed how globalized curricula and extracurricular activities may support integration of international and domestic students and help travelers from both groups understand their impact on communities they visit outside of their home country.

Local relevance

Participants recognized that almost all global skills have local relevance and many can be taught without travelling by working with US populations who have backgrounds that differ from an individual learners.

Multi-disciplinarity

The groups noted that multicultural learning is often multidisciplinary and that it increases critical-thinking and problems-solving skills. One faculty member commented, “Just as multi-disciplinary academic work forces us to confront our own methodologies and validate or critique them, so I think international exposure forces us (and students) to confront our own values and understandings and, again, validate or critique and adjust them.”

Similarly, experiential learning (which is an essential component of global learning) increases student skills, ability to apply skills in multiple settings, and forces learners to confront their own values and understandings. Thus, globally focused curricula may increase self-awareness and learning across multiple dimensions.

What is CSU doing to globalize the curriculum?

Participants identified multiple areas in which a globalized curricula and co-curricular programming increase student learning. Examples of successful programs are listed here in four categories: Academic programs in single program or department, interdisciplinary academic programs, for-credit experiential programs, and non-credit co-academic programs. This list is by no means exhaustive of the many successful ways in which CSU has globalized curriculum and co-curricular programs. Rather, it provides a few examples of the many ways in which CSU faculty and staff are integrating a global perspective into student learning activities.

Academic programs, single department or program

  • The partnership between CSU’ s Economics department and Foreign Trade University in Vietnam program will have provided the opportunity for 35 economics and business faculty to teach in Vietnam by November 2015. The department has welcomed 136 transfer students from FTU (178 by fall 2015). FTU transfer students represent about 10% of the undergraduate Economics major and 20% of graduating seniors. The increased Vietnamese population has changed the nature and focus of group projects in upper division coursework.
  • Foreign Languages and Literatures has initiated Cultures and Language Across the Curriculum (CLAC) project as a means of supporting and promoting discipline-specific language learning. Foreign Languages and Literatures is willing to work with other departments across campus to increase access to language learning.
  • Several departments within the College of Liberal Arts focus on cultural and social scientific learning within and outside of the United States, while departments in most colleges offer some internationally-focused programs or degrees.

Interdisciplinary academic programs

  • Engineering and liberal arts combined degree (Engineering and Liberal Arts)
  • International development studies minor (Office of International Programs)
  • International studies major (College of Liberal Arts)

For-credit experiential learning opportunities

  • Undergraduate research
  • Service learning
  • Education Abroad (opportunities to increase learning during pre-departure and reentry sessions)
  • Field school experiences that make use of collaborative projects, ethnographic methods, or examine causes and alleviation of poverty

Non-credit, co-academic programs

  • INTO-CSU language partners
  • Chinese corner at Confucius Institute
  • Engineering Professional Skills seminars
  • United Nations Association programs (off-campus)
  • Department-sponsored and campus-wide programming with international/intercultural content
  • Alternative break programs (SLiCE and Office of International Programs)

What should CSU do to increase global dimensions in the undergraduate curriculum?

Participants developed a number of ideas of how CSU might further support the global dimensions of undergraduate curriculum. Facilitators had participants rank ideas. Participants prioritized better sharing the stories of faculty and students upon returning from international experiences and increasing opportunities for exchange. Attendees also felt that it would be important to implement full language requirements at CSU and to facilitate undergraduate and master’s students to take part in international research projects. Below is a list of other ideas generated. They are divided into the following categories: all university curriculum, faculty support, education abroad, and other opportunities for undergraduate student development.

All university curriculum

Participants discussed how support is needed from university administration to implement ideas that impact the CSU community as whole. It may be necessary to redefine the university administration’s understanding and support of internationalization as something that extends beyond student exchange and institutional partnerships and is applied more directly to teaching and learning. Ideas regarding university-wide curricular reform, included:

  • Reevaluate or increase the AUCC requirements for Global and Cultural Awareness
  • Create language requirements for the general curriculum and/or to programs with a global or international focus
  • Provide funding to incentivize study abroad, undergraduate research, and course redevelopment

Faculty support

Participants questioned how faculty can best move past surface level internationalization in their courses, and suggested ideas that would provide peer-to-peer learning and a space for faculty to develop new pedagogical approaches based on their international experiences. Faculty expressed a possible need to develop global teaching skills for those without an international focus or for those with a regional or country focus to broaden perspectives. Outreach should include tenure track and non-tenure track faculty. Some concrete ideas on how to support faculty included:

  • Promote the sharing of stories and pedagogies among faculty and students who have studied or taught/researched abroad.
  • Collaborate with TILT to offer opportunities through master teaching sheets, workshops, or short courses
  • Increase opportunities for faculty study tours
  • Work with departments who have specific partnerships or international student populations to facilitate conversations on how maximize experiences and relationships for pedagogical purposes

Education abroad

Education abroad was discussed as an essential component of global learning. Participants suggested further developing pre- and post- departure to include a focused language and cultural component for students travelling to non-English speaking countries. Work with faculty to offer semester-long courses that prepare students to travel to a specific country or region specific. Post-trip follow-up might be expanded to include reflective learning and sharing student experiences. Stories might be shared at the department level as part of information sessions for perspective education abroad students. Ideally, additional funding support should be made available to allow all students equal opportunity to travel without financial barrier. Participants also mentioned assessment of long-term impacts of education abroad programs. Individuals also questioned if transfer students have ample opportunity to study abroad and if some faculty-led programs might be centrally managed to decrease competition between programs.

Other opportunities for undergraduate student development

Undergraduate research, field experiences, co-curricular programs, and career development were all mentioned by participants as ways to increase undergraduate global learning.

  • Promote international research for undergraduate and graduate student and the creation of an international research center to support these efforts
  • Allow professional development funds to be applied to students doing research abroad (CLA)
  • Continue programming such as international career talks
  • Create opportunities for faculty, graduate students and undergraduate students with international interests to interact and learn from one another
  • Maximize opportunities in the local community and region through field experiences that include capacity building & collaborative projects with local reservations and other areas which may have different socio-economic make up to students backgrounds will increase the connection between local and global

This paper summarizes the discussions of fourteen CSU faculty and academic affairs staff on three key areas of globalized curricular at CSU: why is it important, what is CSU currently doing, and what should CSU be doing to globalize undergraduate curriculum. Discussions demonstrated that while CSU is already successful in some areas, there is still more that we can do to support student learning, faculty teaching, and departmental and university goals for global learning. This document is a starting point for further assessment, planning, and implementation of the global dimensions of undergraduate learning.

View the workshop summary