This four-day immersive experience was designed to enable participants to develop practical skills for managing conflict, fostering dialogue, and supporting learning across cultural and institutional contexts. Throughout the residency, participants examined how conflict, when it is approached intentionally, can become an opportunity for learning, trust-building, and collaboration.  
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By participating in interactive sessions, reflection, and discussion, participants explored strategies for navigating cultural difference, supporting student well-being, strengthening communication, and responding thoughtfully to complex challenges that arise in international education from these and other potential sources of conflict and polarization. ​

​Responding to a Changing Environment 

As education abroad professionals navigate increasingly complex geopolitical realities, the need for skills to move beyond polarization continues to grow.  

"As international educators, we must take time to think about our own beliefs, interactions, and assumptions. It’s critical to demonstrate curiosity and openness if we are going to do our work effectively,” said Melissa Torres, President & CEO of The Forum on Education Abroad. “The Beyond Polarization Residency provided numerous opportunities for on-site staff to learn from experts outside of higher education, to practice deep listening skills, and to walk away with strategies they can use in their own personal and professional lives.” ​

Learning Through Diverse Perspectives 

A hallmark of the residency was bringing together diverse perspectives from within and beyond the field of education abroad. Participants engaged with faculty, guest speakers, and peers from 20 different countries, creating opportunities to explore difficult questions while building connections across different roles, languages, and cultures.  

The residency encouraged participants to move beyond theoretical discussions and focus on practical applications. Sessions explored communication strategies, approaches to de-escalation, trust-building, reflective practice, and ways to foster constructive engagement in moments of tension or disagreement.  

“The 2026 Beyond Polarization Residency in Prague, Czechia, was a distinctive opportunity to build our capacities for engaging meaningfully with conflict and change,” said Dr. David Wick, Residency Faculty Member and Graduate Pillar Lead, Davis Collaborative in Conflict Transformation, and Associate Professor and Chair International Education Management, Middlebury Institute of International Studies. “Together we practiced curiosity, risk-taking, and creativity with a relational focus. During the residency, we explored relational neuroscience and challenged our thinking about polarization. We shared stories and recognized that when you can see change in yourself, you can believe that others can change, too.”  ​

​July 31, 2026
U.S. Department of Education
400 Maryland Ave, SW
Washington, DC 20202
RE: Comments in response to Notice of Proposed Rulemaking – Proposed Rescission of the International Education Programs Regulations (Docket No. ED-2026-OPE-0991) 

To Whom It May Concern,

On behalf of The Forum on Education Abroad, I am writing to share our opposition to the Department of Education (ED) notice dated July 1, 2026, titled “Proposed Rescission of the International Education Programs Regulations.”

The Forum on Education Abroad is a 501(c)(3) nonprofit membership association recognized by the U.S. Department of Justice and the Federal Trade Commission as the Standards Development Organization (SDO) for the field of education abroad. The Forum provides training and resources to education abroad professionals, and its Standards of Good Practice are recognized as the definitive means by which the quality of education abroad programs may be judged. The Forum’s mission is to cultivate educators who champion high quality education abroad experiences that ignite curiosity, impact lives, and contribute to a better world. In service of this mission, in 2025, it launched the Education Abroad: The Career Catalyst campaign, which underscores how education abroad drives career and economic success in today’s global economy.

We have concerns about the proposed rescission of regulations governing International Education Programs and the Fulbright-Hays program. Without current regulations, programs within Title VI of the Higher Education Act of 1965 (HEA) and Section 102(b)(6) of the Mutual Educational and Cultural Exchange Act of 1961 risk not delivering on their statutory requirements. Further, the operational clarity offered through these regulations are essential to continuing the high level of quality for which these programs are known. Current regulations establish consistent expectations for the programs, allowing potential grantees to better align their institutional goals and resources with ED's priorities and prepare for grant competitions. Rescission of regulations would complicate institutional efforts to plan ahead for their students’ education and career success in an increasingly global marketplace. 

International education programs including those supported by Title VI and Fulbright-Hays are essential to supporting students’ career readiness and U.S. economic competitiveness, especially as more than 41 million jobs in the U.S. depend on international trade. As recent research from The Forum demonstrates, 90% of alumni who studied abroad report their experiences helped them build critical job skills. With their earnings premium, employed alumni added $1.8 billion in income to the U.S. economy in 2024. Education abroad helps students build skills that employers increasingly seek as they position their businesses to be more globally competent in order to stay competitive: 96% of U.S. employers say their business would grow if employees had more global experience, 84% say they plan to place greater emphasis on international competence in their workforce in the next decade, and 69% of mid-sized sellers in the U.S. reported challenges recruiting globally competent workers. 

These programs also provide critical support to foreign language education, especially at a time when foreign languages are being disproportionately affected by academic program reductions at U.S. institutions of higher education. Language proficiency is essential for navigating the global economy; at The Forum, we hear regularly from alumni sharing their gratitude for experiences that fostered foreign language proficiency, which helps them be more competitive job candidates and successful employees. 

We respectfully request ED to consider how the rescission of regulations for Title VI and Fulbright-Hays may damage these gold-standard programs and, in turn, harm U.S. economic competitiveness and career readiness for students. 

Thank you for the opportunity to offer feedback on this proposed rule and for your consideration of our thoughts. 

Respectfully submitted,
Melissa Torres
President and CEO
The Forum on Education Abroad

Sources: College Watch, “Vanishing Majors; Vanishing Courses”; Business Roundtable, 2022 Trade and American Jobs report (tradepartnership.com); The Forum on Education Abroad, “Global Learning for a Competitive Workforce: Findings from a National Survey of Education Abroad Alumni”; The Forum on Education Abroad, “The Value of Education Abroad to Employers and Employees”; CIBER, “2024 U.S. Business Needs for Employees with International Expertise Report” (us-ciberweb.org); National Center for the Middle Market, “Purchasing and Selling Abroad: Benefits, Opportunities, Challenges and Risks” (middlemarketcenter.org)

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​Ireland Selected as First Pilot Chapter 

As part of the pilot, The Forum is launching Forum Chapter: Ireland. The selection reflects the country's strong history of engagement with The Forum, its active community of education abroad professionals, and its significant concentration of members. 

The proposal was presented during a recent Forum gathering in Dublin, where members of Ireland's education abroad community came together to discuss opportunities for greater collaboration and local engagement. The concept was met with enthusiasm, highlighting the potential for a chapter that can serve as a model for future regional and international expansion. 

"Ireland's education abroad community has long been an active and valued part of The Forum's global network. Forum Chapter: Ireland creates an opportunity for members to connect more regularly, impact programming around local priorities, and strengthen professional relationships while remaining part of a broader international community committed to excellence in education abroad," said Enda Carroll, Head of European Engagement for The Forum on Education Abroad. 

Call for Forum Chapter Leadership Nominations Opens 

Beginning today, The Forum is inviting self-nominations for three inaugural Forum Chapter: Ireland officer positions: Chair, Vice-Chair, and Secretary. All candidates must be current Forum members. 

Selected by a committee of Forum team, leadership, and Council members, these volunteer leaders will play a critical role in launching and guiding the chapter during its formative years. 

The Chair 

The Chair will lead the establishment and growth of the Ireland chapter, championing member recruitment and fostering engagement across the local education abroad community.  The Chair will represent the chapter at various events and work closely with Forum staff to ensure alignment with The Forum's mission and brand.  The Chair will also help identify new opportunities and potential for community partnerships. 

Vice-Chair 

The Vice-Chair will support the Chair in chapter operations and event delivery, while serving as a deputy when needed. Working closely with the Chair and the broader community, the Vice-Chair will help identify emerging topics, address member needs, and develop impactful programming. 

Secretary 

The Secretary will manage chapter records, maintain the calendar of events, document meetings and correspondence, and support financial oversight in collaboration with Forum staff.  

The call for officers will end on Tuesday, September 1. Apply now. 

Building a Sustainable Model for Growth 

The structure, including officer rotations and election processes, will be evaluated as the chapter model evolves and as feedback is gathered from participants.  The Forum also intends for chapter leadership to reflect the diversity of the education abroad community by including representation from both higher education institutions and education abroad organizations/providers, while ensuring geographic diversity across the country or region. 

As The Forum explores new ways to connect and support education abroad professionals around the world, the Forum Chapter: Ireland represents an exciting first step toward building stronger local networks within a global community. ​

​July 13, 2026
Office of Federal Financial Management
Office of Management and Budget
725 17th Street, NW
Washington, DC 20503
RE: Comments in response to Notice of Proposed Rulemaking – Regulation for Federal
Financial Assistance (Docket No. OMB-2026-0034)

To Whom It May Concern,

On behalf of The Forum on Education Abroad, I am writing to comment on the Office of Management and Budget (OMB) proposed rule dated May 29, 2026, titled “Regulation for Federal Financial Assistance.”
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The Forum on Education Abroad is a 501(c)(3) nonprofit membership association recognized by the U.S. Department of Justice and the Federal Trade Commission as the Standards Development Organization (SDO) for the field of education abroad. The Forum provides training and resources to education abroad professionals, and its Standards of Good Practice are recognized as the definitive means by which the quality of education abroad programs may be judged. The Forum’s mission is to cultivate educators who champion high quality education abroad experiences that ignite curiosity, impact lives, and contribute to a better world. In service of this mission, in 2025, it launched the Education Abroad: The Career Catalyst campaign, which underscores how education abroad drives career and economic success in today’s global economy.

We have concerns about the changes proposed in §200.202 regarding program planning and design. Establishing a “domestic-first framework” that introduces possible new restrictions on international program activities and collaborations could negatively impact the ability of students to engage in a global education. International education and cultural exchange programs already are overseen by the U.S. Department of State, which promotes alignment with U.S. policy priorities. The proposal offered in §200.202 should clarify that international education and education abroad programs already authorized by Congress and overseen by the State Department would not be subject to additional review or restrictions. 

Policies that restrict the ability of students to engage in education abroad would be detrimental to U.S. economic strength. As recent research from The Forum demonstrates, 90% of alumni who studied abroad report their experiences helped them build critical job skills. With their earnings premium, employed alumni added $1.8 billion in income to the U.S. economy in 2024. Education abroad helps students build skills that employers increasingly seek as they position their businesses to be more globally competent in order to stay competitive. 

We respectfully request OMB to consider how this lack of clarity around a “domestic-first framework” may, in fact, work to the detriment of U.S. economic strength. 

Thank you for the opportunity to offer feedback on this proposed rule and for your consideration of our thoughts. 

Respectfully submitted,
Melissa Torres
President and CEO
The Forum on Education Abroad​

What inspired you to participate in the Accelerated Residency, and what were you hoping to gain from the experience? 

Skylar Tucker (ST): “As an early career professional, I was inspired to participate in the Accelerated Residency to challenge myself in a way that seemed much more hands-on than other professional development opportunities. I set out to gain a more robust knowledge of education abroad and to feel inspired by others in the field, and this experience did that and more!” 

What was a moment during the Residency that really stood out to you? 

Ana Koonjean (AK): “What truly stood out to me during the Residency was the collective impact of the group table activities. Every discussion shared a common, powerful thread: authentic dialogue. Across different tables, my peers openly shared their personal experiences, practical tips, professional struggles, and hard-earned successes. Coming from Toronto to a program where the majority of participants were from the United States, I wasn't sure how much common ground we would share. However, these discussions made me realize that we all navigate the exact same challenges, regardless of geography or workplace.” 

What makes the Accelerated Residency a valuable experience for professionals in education abroad today? 

Maria Papapietro (MP): “The field of education abroad is constantly evolving, as are the needs of our students. The Accelerated Residency provides a valuable opportunity to engage with colleagues who bring unique perspectives and experiences to our work. Learning alongside other professionals and exchanging ideas helps us grow individually while strengthening the field as a whole. I found the experience inspiring!” 
 
How do you see yourself applying what you learned, particularly the Standards of Good Practice, in your work moving forward? 

ST: “As a study abroad coordinator, I will carry the lessons learned at the Accelerated Residency into my relationships with both students and faculty/staff. I envision referring to the Standards of Good Practice and its guiding principles on a very regular basis to ensure I am holding my decisions and actions to a high standard.” 
 
What was it like learning alongside colleagues from different institutions and backgrounds, and how did those perspectives shape your experience? 

AK: “Learning alongside colleagues from such diverse institutions was incredibly eye-opening. Operating within your own local system can easily lead to tunnel vision, so being surrounded by peers from entirely different backgrounds completely shattered that bubble. These diverse perspectives deeply shaped my experience by creating an environment rich in mentorship. I was learning alongside professionals who had decades of experience in systems I knew very little about, yet their words of wisdom were instantly applicable to my own work.” 
 
What advice would you give to someone considering the Accelerated Residency to get the most out of the experience? 

MP: “Be present and open to learning and sharing! The three days go by quickly, and the more you engage and share, the more enriching the experience will be. Your colleagues will be excited to learn from you!” 

Thank you to all participants and facilitators, to Boston College for hosting, to the Forum team, and to IES Abroad, Education in Ireland, EF Study Abroad, CEA CAPA Education Abroad, and IAU for sponsoring registration for five attendees.  
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Learn more about The Forum’s Accelerated Residency program. ​