ABSTRACT
Professional development can assist internationalizing learning despite how current conceptualizations of US student affairs professional competencies and graduate curriculum standards do not require internationalization, and specifically interculturalism. A common challenge within the US context is that practitioners may see internationalization and diversity efforts as in competition for resources, attention, and time. A critical advancement in bringing practitioners together globally was with the creation of the International Association of Student Affairs and Services, chartered in Brussels in 2013. Since an important indicator of professional competence is knowledge of the field's theoretical foundation, to internationalize student affairs professional development means to reevaluate the application of common student development theories used. Experience-based activities incorporate the strengths and experiences of current practitioners, within the department or across campus, to tailor trainings that leverage staff knowledge. Thus, working with practitioners to analyze their English communication patterns and assumptions to become better intercultural communicators can be an activity incorporated into regular staff functions or meetings.
