Rooted, Rising, and Ready: An Early-Career Journey in International Education

This past year in international education has been heavy. Everywhere I looked, colleagues were leaving the field, not because they lacked passion, but because the conditions were overwhelming. Offices shrank, budgets tightened, and more responsibilities fell to fewer people.

And yet, even amid these challenges, there were small victories that reminded me why I've made the conscious decision to stay in the field.

I often think back to where I started three years ago: on a two-person team in a rural state, serving hundreds of students while wearing what felt like 20 different hats. As a first-generation immigrant, a woman of color, and someone who came to the United States as an international student and teenager, I had no road map. I did not grow up knowing what professional development meant. All my family is in China, so they could not advise me on navigating graduate school or launching a career in international education in the United States. Everything I learned, I discovered step by step, often through trial and error.

Entering international education was both meaningful and overwhelming. I lived many of the same experiences our students carry in their stories: the loneliness, the excitement, the confusion, the fear of doing something wrong simply because you did not know the "American way." I knew the stakes for the students and wanted to be someone they could trust. Therefore, I strive to support students in pursuing international education that not only empowers them but celebrates their culture while helping them feel welcomed and engaged.

A Moment That Grounded Me

This year, a pivotal moment occurred when we were supporting 15 University of Maine (UMaine) students who received the Benjamin A. Gilman International Scholarship (Gilman) during the 2024–25 cycle.

Among them, Abby stood out. A first-generation student from a small town in northern Maine, she walked into my office unsure if studying abroad was something she could realistically pursue. We explored programs that fit her degree plan, walked through finances, and worked on her Gilman application step by step. I helped her apply for her first passport and guided her through early visa steps. She often apologized for not knowing anything, and I reminded her that she was not supposed to know. This is exactly why support exists, especially for students who have never seen themselves represented in global spaces.

When she returned from her study abroad program, Abby was different. She stood a little taller, spoke with more certainty and possibility, and told me, "EJ, I did not know I could be this version of myself." She was talking about becoming more independent, capable, and empathetic than she had ever imagined. Her transformation reminded me why I do this work: to make study abroad accessible to students from rural areas and first-generation communities—students who may never have pictured themselves abroad.

Rooted

What keeps me grounded are the relationships I have built across campus. These connections remind me that none of this work happens alone.

At UMaine, our office cannot work in isolation. To make international education possible, we rely on collaboration with the registrar, academic departments, student support units, and community organizations. Just as importantly, my day-to-day work is strengthened by the support of my colleagues, students, and other on-campus stakeholders.

Over the years, I've learned that internationalization is a shared effort that requires trust, communication, and collaboration. One of my main roles is serving as the liaison for credit evaluation and grade conversion for study abroad transcripts. I review courses, credits, and grading, and then work with the Registrar's Office to ensure everything is posted accurately. It's detailed, often invisible work, but it affects every student's degree progress and experience.

Maintaining these relationships takes time and care. I make space for personal check-ins, video calls, and one-on-one conversations. I do this proactively, not only when specific problems arise but also to stay aligned and updated. These connections help prevent misunderstandings and remind me that even when international education feels siloed, we are all working toward the same goal: supporting students.

Building community on campus has also been a highlight. At UMaine, we host events such as Culturefest, the International Dance Festival, and other cultural programming that brings hundreds of students, faculty, and community members together.

I've been actively involved in these events. I was invited to perform cultural dances with our international students, participated in a fashion show wearing traditional Chinese dress, and volunteered at commencement to watch study abroad advisees walk across the stage. I will always treasure the moments of hearing the proud voices of my students and their families as they greeted and cheered for me, their adviser, at these events.

Being rooted means investing in these partnerships, nurturing collaboration, and knowing that our office's success is deeply tied to the colleagues who stand alongside us and students we serve.

Rising

Rising is about what happens beyond my campus—the professional networks, mentorship, and other opportunities that have helped me grow in ways I never imagined. But relationships in international education don't grow overnight. They develop slowly through shared stories and resources, and small moments of encouragement.

Over the past two years, I've been intentional about my professional development. I created a networking tracking sheet and set monthly goals for follow-ups. These connections resulted in projects and collaborations.

I've also challenged myself to step outside my comfort zone, drafting presentation proposals, saying yes to opportunities, and trusting that my voice, even as an early-career professional, mattered. In two years, I presented six times at conferences from NAFSA Region XI to national platforms on topics ranging from assessment to access and equity in study abroad. Each presentation refined my voice, built confidence, and connected me with colleagues who share my values.

I've leaned into fellowships and leadership opportunities. I was awarded the Ping Taylor Fellowship and recently received the Rising Professional Award from NAFSA Region XI, a highlight of my career. These recognitions affirm that early-career professionals can make meaningful contributions.

I also became more involved with NAFSA, the Forum on Education Abroad, and other professional communities. This upcoming year, I will serve as the Maine representative for NAFSA Region XI. This role is an opportunity to elevate rural voices, increase visibility, and strengthen our regional network.

Rising also means enhancing my professional skills and knowledge. I'm currently pursuing a business analytics certificate, learning data visualization, and exploring Power BI. These tools strengthen my advising, improve office reporting, and expand my technical toolkit as an international education professional.

Through all of this, I've learned that rising is not about climbing quickly. It's about growing steadily, using every available resource, maximizing opportunities, leaning into mentorship and community, and building a path forward not just for myself but for those who come after me.

Ready

"Ready" is an interesting word. Early in my career, I thought it meant being perfectly prepared. Now, I know it means something different. Over the past year, I've reached out to senior colleagues for advice about navigating international education as an early-career professional. Almost universally, they've all said the same thing: "We are never truly ready. We are always learning."

I learned that being ready means staying informed, following trends, and remaining adaptable in a fast-changing world. It means showing up with curiosity, openness, and a willingness to grow, even when the path ahead is uncertain.

I saw this kind of readiness reflected all around me this year. Domestic students supported international classmates. Colleagues checked in because they knew everyone was stretched thin.

I also saw this readiness in myself. Even when I questioned my place in this profession, something always grounded me again: a student's gratitude, a colleague's encouragement, or a simple reminder that my presence matters. Being ready does not require a perfect system. It simply asks us to keep learning and to keep showing up.

A Victory to Carry Forward

This year, one of the most rewarding moments came from seeing small, cumulative victories: students navigating study abroad applications with confidence, programs running smoothly thanks to cross-campus collaboration, and professional growth shaped through presentations and fellowships.

These moments reminded me that even when the challenges feel overwhelming, our work matters. Every effort to support a student, strengthen a partnership, or contribute to our professional community is a victory worth carrying forward. And while this year hasn't been easy, it's taught me that being rooted in purpose, rising with community, and staying ready for change are what sustain us.

To every early-career professional in international education:
Your voice matters.
Your presence matters.
Your journey matters.
And we rise stronger when we rise together. •

Yijie (EJ) Ren is an education abroad adviser at the University of Maine.