Perspectives from the Field: Strategies and Priorities for Challenging Times

As uncertainty and challenges continue to roil the international education landscape, many professionals find themselves navigating new territory. Policy shifts, regulatory changes, and geopolitical tensions continue to cause disruption and confusion for students, scholars, and the educators who support them. Such upheaval can give rise to exhaustion and overwhelm, but it can also strengthen resolve and provide an opportunity for reflection, adaptation, and strategic thinking about the path forward.

To understand how people in the field are approaching this moment, International Educator spoke with 10 professionals about their priorities, concerns, and sources of encouragement as they prepare for the academic year ahead. Despite working in different contexts, these contributors share a common thread: an unwavering commitment to their students and the transformative power of international education. Their insights reveal both the challenges of operating in an uncertain environment and the creativity, resilience, and hope that continue to drive the field forward.

Contributors:

• Jenny Bowen, Director of International Student Advising, Indiana University-Bloomington
• Tamara Cunningham, Assistant Vice Chancellor for Global Initiatives, University of California-San Diego
• Tashina Giraud, Director of International Partnerships and Strategic Initiatives, American University
• Seth Hall, International Student and Scholar Advisor, University of Virginia
• Katherine S. Hammett, Senior Director of the Center for Global Engagement, Rose-Hulman Institute of Technology
• Kelsey Jackson, Regional Manager, Americas, Victoria University of Wellington
• Janelle Peifer, Associate Professor, University of Richmond
• Michael Pelletier, Executive Director of the Institute for Global Engagement, University of Houston
• Alejandra M. Vilalta Perdomo, Director of International Academic Development and Global Initiatives, Tecnológico de Monterrey
• Kathleen Sensabaugh, Director of Study Abroad, James Madison University

Editor's note: Responses have been edited for length and clarity.

Given the current uncertainty in the field, what are you focusing on or prioritizing in preparation for this academic year or in the short term?

Tamara Cunningham, University of California-San Diego: Given the current uncertainty in the field, we're doubling down on University of California-San Diego's (UC San Diego) commitment to student centeredness, which has never been more vital. Our priority is to continue supporting our international students, scholars, and the broader global community with empathy, clarity, and creativity.

Within Global Initiatives, we're exploring innovative approaches to address the evolving needs of those impacted by shifting federal regulations. At the same time, we're thinking strategically about the future—specifically, how we can do our best with less and diversify revenue streams to ensure the long-term sustainability of international education. This dual focus, meeting immediate needs while planning for what's ahead, will guide our work in the coming academic year.

Tashina Giraud, American University: We are prioritizing hands-on support for our international students throughout the admissions and enrollment process. With visa interviews now back in operation, our focus is on ensuring that motivated students can arrive on campus in time for the start of the academic year. Recognizing that some arrivals may be last minute, we are also working to remain agile and responsive. This includes streamlining integration processes and ensuring that students feel welcomed and supported from day one.

Katherine S. Hammett, Rose-Hulman Institute of Technology: Rose-Hulman Institute of Technology (Rose-Hulman) is a welcoming and inclusive community, and we want every international student to experience that sense of belonging. We are focusing on staying connected with our international students in deeper and more intentional ways to ensure they feel supported and are better prepared to respond to the changing landscape.

Our partnerships on campus and around the world have never been more important. As a team, we're working to communicate the value of international education and exchange more effectively with our students, faculty, and the broader community.

It's important to me that my staff members, who are all exceptionally student-focused, feel valued and supported as they navigate this uncertainty and adjust to the changing environment.

Kelsey Jackson, Victoria University of Wellington: In the current climate, it's an interesting time to work in the United States for a university outside of the United States! At the moment, I'm focused on facilitating the full experience of U.S. students who are coming to study at Victoria University of Wellington (VUW) and ensuring they are supported. This means making sure they are looking at programs that align with their experience and goals, finding their community on campus once they arrive, and settling into life in New Zealand. Many students are looking to foreign universities as a means to leave the United States, either temporarily or permanently, and my goal is to make sure that students find the right fit for them!

Janelle Peifer, University of Richmond: In preparation for the academic year, I am trying my best to prioritize mental health. During periods of upheaval and uncertainty, it's vital to focus on my own well-being in order to support my students from around the world as they contend with direct and indirect threats.

Michael Pelletier, University of Houston: Given the uncertainties related to the enrollment of international students for the coming year and the rising costs and challenges that come with getting our domestic students to participate in learning abroad opportunities, we're looking to maximize the quantity and quality of local opportunities that engage our students on a global level. We are establishing our first internationally focused living and learning community in a University of Houston (UH) residence hall, launching a global competency accelerator program, expanding our global citizens credential, and taking advantage of locally based global programs and events. Being an integral part of Houston—one of the most diverse and international cities in the country—is a huge benefit for UH!

Alejandra M. Vilalta Perdomo, Tecnológico de Monterrey: In my office, one of the things we are currently paying special attention to is our international student agreements with expiration dates in 2026. We need to review operational and managemental conditions for student mobility, negotiate updates, and ensure that agreement clauses are revised to address the many challenges universities have faced, including visa delays and delivery, processing changes for visas and study permits, limited financial support, and other constraints that need to be considered and resolved for future cooperation.

Kathleen Sensabaugh, James Madison University: A central part of our education abroad mission at James Madison University (JMU) is to expand our programming to make it accessible to all students, regardless of factors like major and financial status. So as we look into what programming we'll offer in 2026, we're continuing to think of innovative ways to provide access to education abroad for all students.

Even with uncertainty, this value remains true and will be something we prioritize. One way we enact this value is by building relationships across campus with deans, department heads, and faculty as well as listening to their goals and challenges when it comes to offering education abroad opportunities for their students. By listening, we can better understand how to work together with our academic colleagues and identify innovative ways to solve challenges. Even if we're faced with the inability to physically send students abroad due to global, financial, and diplomatic uncertainty, we're building relationships on campus for when the time is ripe.

Given the current uncertainty, how are you setting goals, targets, or objectives for the academic year ahead?

Giraud: My focus is on maintaining and deepening relationships with our international partners. These partnerships are long-term strategic investments and in times of uncertainty, it's especially important to nurture them. I'm working to identify new modes of collaboration—whether through virtual engagement, joint programming, or shared initiatives—that can strengthen our ties and keep momentum going, even when traditional pathways are disrupted.

Jackson: With such renewed interest in foreign study options, especially in full-degree opportunities, I am focused on how VUW can be a safe and welcoming destination for all students. I am especially focused on our support for LGBTQ+ students who are studying either for one to two semesters or a full degree. I'm focused on really promoting these services to students in the United States, who may need them now more than ever.

For example, I am working with many of our U.S. university partners to host informative webinars with their LGBTQ+/Pride centers to promote VUW as a welcoming destination and to highlight aspects of our support and community, like our Rainbow Peer Support Group, Rainbow Research Group, and UniQ Victoria (our queer students' association).

Perdomo:

My team is particularly focused on three actions at the moment.

• Working to consolidate our international cooperation by focusing on the quality of the academic programs developed with our partners and the quality of the services we provide to our different stakeholders, in order to maintain these relationships in the long term.
• Being more selective on the new programs and partnerships to initiate in the next academic year, as we consider the demand and expectations from both professors and students.
• Maintaining constant communication with our colleagues in order to ensure expectations will be fulfilled and enough spots will be available in the programs offered in high-demand destinations.

Has anything changed about the way you plan to support your international student population? Are you putting anything new in place?

Jenny Bowen, Indiana University-Bloomington: We don't always know what others are going through, but it certainly feels as though stress and uncertainty have greatly increased for many of us. It seems almost too simplistic to say, but one of the most important aspects of supporting international students and scholars right now is remembering that their stress levels are often even higher than that of their domestic peers—particularly when immigration-related items are in the headlines.

When students and scholars reach out to our offices for assistance on what would otherwise seem like a standard task, it's often with an implicit or articulated fear of making a mistake or taking an incorrect action that could cause a problem with their status. Reminding ourselves of that and finding ways to acknowledge those concerns while supporting students through our day-to-day work is more crucial than ever.

Giraud: As part of our commitment to providing exceptional support beyond our excellent student services, American University (AU) is implementing a range of initiatives to enhance our international students' experience. We are conducting regular outreach to newly admitted international students, hosting informative webinars, and adjusting deadlines when possible to accommodate their unique needs. In addition, we are expanding on-campus housing opportunities specifically for international students. Once they arrive, we continue to foster a sense of belonging through regular programming designed to help them connect, engage, and build meaningful networks within the AU community.

Hammett: At Rose-Hulman, we have always placed great value on providing personal support for all students. Recently, we have increased our communications with international students, and we follow up when we don't hear from them. We're also monitoring their travel more closely, paying close attention to when they return to the United States, and encouraging them to stay connected with us. Because we already have close connections with them, most of our students have been very responsive and appreciative.

Peifer: In the classroom, I plan to emphasize in my materials and class discussions the value I have found in a globalized world and my support for international students who may feel unwelcome. I also plan to have office hours for international students and others who may be struggling in our current context.

What's your most pressing concern at the moment?

Bowen: How can we maintain increased levels of emotional support—for international students and scholars, campus and community partners who support them, staff and colleagues, and ourselves—as we continue to do our work in an ever-changing environment? Burnout was already a significant factor following the pandemic. Now, some offices are facing staff layoffs (which also means a potential loss of talent in the field) and decreasing numbers of students and scholars choosing to come to the United States or being able to obtain visas to do so. On top of this, the specter of additional regulatory policy and practice changes looms large. It's definitely not just one concern, but rather a mess of several major worries all at once. The exhaustion this brings is concerning—adaptation is a process in which we often feel we don't have time to engage.

Cunningham: My most pressing concern is ensuring that Global Initiatives at UC San Diego and our international education community demonstrate resilience in a moment that feels profoundly destabilizing. Right now, we're in triage mode—responding to urgent challenges and putting out fires. We are essentially acting as firefighters, extinguishing the pieces of our work and world that have been set ablaze.

Yet, even amid the chaos, I believe it's critical to lead with hope, purpose, and resilience—resilience in international partnership development and global research, international recruitment, international student and scholar support services, and international global learning opportunities for all. I want to meet this moment not only with immediate action but also with a forward-looking vision. This means anticipating how our work will evolve over the next five to 10 years and preparing for it thoughtfully. I'm focused on identifying the key signals and drivers shaping international education, so we can strategically adapt and sustain our mission in a rapidly changing world.

Giraud: The most pressing concern is the long-term impact of the current situation on international enrollment. Students and their families make major financial and personal sacrifices to study in the United States. Without a clear path that guarantees entry, study, and work opportunities, it's understandable they may hesitate. Rebuilding and maintaining that trust is essential to the future of international education.

Hammett: I have been in this field for well over 30 years and am passionate about seeing our students succeed. My favorite days of the year are orientation and graduation days. Those two times are always full of promise. These days, I worry about policies and actions that will derail students from achieving their dreams. During a time of tightening budgets, trying to find ways to maintain a high quality of support for our students is always high on my list of concerns.

Sensabaugh: At JMU, we have a large percentage of students from the Washington, D.C. metropolitan area (Northern Virginia, D.C., and Maryland). A lot of our students' parents are employed by the U.S. government or are government contractors and so are now facing job insecurity and financial uncertainty. This will certainly have a trickle-down effect when it comes to students' ability to participate in education abroad programming given the steep price tag that often comes along with it.

We've always prioritized developing programming models that are cost effective, and this will be even more important as we move forward if we want to continue to see study abroad student participation increase.

What, if anything, are you most encouraged by? What has been encouraging or energizing you lately?

Bowen: Colleagues and friends around campus and in the field who reach out to check in and ask if they can offer support—often while dealing with new worries themselves. Despite the pressing concerns and overwhelming uncertainty, I'm always excited about the idea of getting involved! There are so many great ways to build and keep connections within and outside of the field. (In the field, NAFSA certainly has a number of volunteer opportunities—consider talking with a willing NAFSAn to explore possibilities!) For me, pushing support out to others (at work, in a volunteer role, with family and friends) is a way in which I feel connected, and connections give me encouragement. This lets me know I'm not alone, which provides an appreciated and needed boost. Then, it's time to get up and at it again the next day.

Cunningham: What encourages me most is our Global Initiatives team; their brilliance, resilience, and unwavering commitment to supporting our international community motivate me every single day. I'm inspired by their spirit of excellence, advocacy, creativity, and compassion, especially during challenging times. I consider it a privilege to lead our global efforts at UC San Diego during such a pivotal moment. I'm also deeply encouraged by the support we receive from senior leadership, including our chancellor and vice chancellors, who continue to champion our international mission and invest in its future.

At UC San Diego, international education isn't seen as optional—it is recognized as essential. It enriches our academic and research enterprises, strengthens our community, and positions us to lead, collaborate, and innovate in an increasingly interconnected world. I'm grateful that I get to wake up each morning with the opportunity to make a difference on our campus, in our region, in our country, and in our world—and that I get to do that work alongside truly remarkable colleagues.

Giraud: I'm encouraged by the continued interest of our international partners in sustaining student mobility. We know that mobility is a powerful driver of empathy and mutual understanding between countries. It's more than an academic opportunity; it's a tool in the diplomatic valise. Our partners clearly share our commitment to this mission, and their engagement reinforces the importance of keeping these pathways open and active.

Seth Hall, University of Virginia: I am encouraged by every newly arrived student and scholar who is embarking on their academic journey in the United States. I am energized by each unique conversation I have with them as they share details about the challenges and successes in their journey. I'm inspired by their research interests in health, arts, and the humanities. Those conversations keep me focused on supporting a community that gives back so much. I'm keeping these stories in my mind as we gear up for a busy intake season and new academic year ahead.

Hammett: Having been in the field for so long, I have experienced "unprecedented times" before. The Gulf Wars, September 11, 2001, financial crises at home and abroad, and the COVID-19 pandemic. In each case, we navigated these challenges and came out stronger. That said, these times are truly unprecedented in my lifetime, and remaining focused on and committed to advocating for students and global engagement is crucial.

I have been most encouraged by my colleagues here and abroad who are steadfast in their support for us and our students. This has been evident in our meetings at the recent NAFSA annual conference and in individual conversations and meetings. We share this passion for international engagement and exchange of individuals and ideas. I don't believe that this will change.

The students we work with continue to inspire me with their resilience and commitment to their education. My interactions remain meaningful, and I appreciate the opportunity to support them.

Jackson: The resilience and creativity of this field never cease to inspire me! Not that long ago, we were using that creativity and energy to navigate the COVID-19 pandemic and offer innovative programming for students who were still looking to have global opportunities. I am seeing that same ingenuity again in how we now navigate the current climate and diminished support for international opportunities. This field is full of passionate, capable, and enthusiastic professionals who all have the same goal—for students to have transformational international experiences that will impact how they navigate the world around them. That goal never changes, regardless of the roadblocks put in place. That is what is inspiring to me!

Pelletier: I am incredibly encouraged by the continued and intense commitment to global engagement from our students and faculty. Students consistently express their aspirations to pursue a global career while faculty expand the range and scope of UH's international partnerships. We understand that the globalized world isn't going away, and we will help ensure that our graduates are prepared to make positive contributions to that world in the future.

Perdomo: The strong belief in internationalization is what encourages and energizes me the most. I also believe that building bridges for international cooperation is extremely important and that we all need to commit to international education and developing programs in this field. I'm very happy to work at an institution that is strongly committed to this path. And it's also motivating to work with colleagues who are passionate about and focused on international education, and who are always looking for creative solutions to increase student and faculty participation in international programs and initiatives.

Sensabaugh: Professionals in this field can't be fair weather fans. There's too much uncertainty in education abroad to only be excited about our work when things are going well. We'll always face another crisis, disruption, or period of instability. Finding meaning in our work despite those factors is what creates a sense of professional fulfillment. So I'm always looking for something to be energized by.

At this particular moment, we're piloting an innovative first semester abroad program for applicants to JMU who were unable to get off the waitlist for admission to the university. Students can participate in a semester abroad at either our London or Florence campuses, and if they end the semester with good academic and behavioral standing, they will be fully admitted to JMU for a spring start. While I thought only a handful of students would be interested, we had 150 students who signed up for the virtual information session, and 60 students who submitted an application! With that demand, we found ways to accommodate more students, and now we're excited to welcome 30 students to our campuses abroad and then back home to JMU. It's a win-win-win: a win for education abroad because our fall semester programs (like those at many other universities) were underenrolled, a win for JMU because we're able to offset some of the student enrollment decline that typically occurs between the fall and spring semesters, and a win for students on the waitlist because coming to JMU was a dream of theirs and now it's possible. This kind of programming really encourages me. •