In the spring of 2020, as COVID-19 forced the suspension of most U.S. education abroad programs, study abroad students returned home, summer programs were canceled, and international educators pondered the unlikelihood of resuming fall 2020 study abroad; larger questions about the future of international education and global learning with limited student mobility weighed heavily, two small liberal arts colleges in Pennsylvania, Haverford and Dickinson, and the membership of the Community-based Global Learning Collaborative started reimagining the future of global learning. What drove us was our collective commitment to building just, inclusive and sustainable communities, a spirit of collaboration and a desire to seek out future-forward and innovative opportunities for continued global learning. Around the world, xenophobia and nationalism were on the rise. One of the clearest continuous mechanisms for combating those horrors, student international mobility, would cease. It was clear that global educators had to do something, but what? This article is a case study about how we began to answer the question of what we could do. It follows the evolution of our thinking, emergent projects, lessons learned and new collaborative pathways.

Brandauer, Samantha, Julia Carnine, Katie DeGuzman, Bruno Grazioli, Lindsey Lyons, Nedra Sandiford, and Eric Hartman. Crisis as Opportunity: Reimagining Global Learning Pathways through New Virtual Collaborations and Open Access During COVID-19. Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 1 (2022): 9-23. https://frontiersjournal.org/index.php/Frontiers/article/view/535

© Samantha Brandauer, Julia Carnine, Katie DeGuzman, Bruno Grazioli, Lindsey Lyons, Nedra Sandiford, & Eric Hartman

This is an Open Access article published online under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. https://creativecommons.org/licenses/by-nd/4.0/ Authors retain the copyright to their work. Users may read, copy, and distribute the work in any medium or format for non-commercial purposes, provided the authors and the journal are appropriately credited. The users are not allowed to remix, transform or build upon the published material."

Samantha Brandauer is the Associate Provost and Executive Director of the Center for Global Study & Engagement (CGSE) at Dickinson College.

Julia Carnine is the Resident Director of Dickinson College's in France program and Contributing Faculty in Dickinson’s French and Francophone studies.

Katie DeGuzman is the Dean and Director of Education Abroad, Center for Global Study & Engagement at Dickinson College.

Bruno Grazioli is the Resident Director and Contributing Faculty of Dickinson College's Italian Studies Program in Bologna, Italy.

Lindsey Lyons is the Director of Sustainability Learning, Center for Sustainability Education at Dickinson College.

Nedra Sandiford is Dickinson College in Spain’s Administrative Director, Málaga.

This published version is made available on Dickinson Scholar with the permission of the publisher. For more information on the published version, visit The Forum on Education Abroad's Website. https://frontiersjournal.org/index.php/Frontiers/article/view/535

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