Samantha is a career-long international educator working toward an international education model that is a force for positive and equitable change across all the people and communities it impacts. She has worked in a variety of international education settings including non-profit, study abroad provider and both large, public and small, private higher education institutions. She has been an invited facilitator, panelist and presenter for organizations and institutions such as NAFSA, the Forum on Education Abroad, the Institute of International Education, AIEA and Global Engagement in the Liberal Arts. Samantha holds an M.A. in International Communication from the School of International Service at American University. Currently, she is Associate Provost and Executive Director of the Center for Global Study and Engagement at Dickinson College, where she leads campus internationalization efforts and is responsible for all global learning programs, operations and services at the College, including Education Abroad and International Student and Scholar Services. She currently serves on API’s Strategic Academic Advisory Council, SIT’s Partnership Council, and on the Forum on Education Abroad Board (ex officio). She also served on the 2020 NAFSA Paul Simon Campus Internationalization Award Committee and chaired the 2021 Committee. She is committed to global diversity, equity, and inclusion and at Dickinson co-chaired the President’s Commission on Inclusivity and currently sits on the All-College Equity, Inclusivity and Belonging Committee. She is also a co-editor and contributor to the Collaborative's Interdependence: Global Solidarity and Local Action Toolkit an online, open access teaching resource.

Eric Hartman has dedicated his career to improving the ways in which educational institutions contribute to just, inclusive, and sustainable communities. He serves as Executive Director of the Haverford College Center for Peace and Global Citizenship. One of his recent peer-reviewed publications is Coloniality-Decoloniality and Critical Global Citizenship: Identity, Belonging, and Education Abroad in Frontiers: The Interdisciplinary Journal of Study Abroad. Hartman is lead author of Community-Based Global Learning: The Theory and Practice of Ethical Engagement at Home and Abroad (2018) and has written for several peer reviewed and popular publications including The Stanford Social Innovation Review, International Educator, Tourism and Hospitality Research, and The Michigan Journal of Community Service-Learning. Eric served as executive director of a community-driven global nonprofit organization, Amizade, and taught human rights, transdisciplinary research methods, and globalization in global studies programs at a number of institutions before arriving at Haverford College. With a PhD in International Development from the University of Pittsburgh Graduate School of Public and International Affairs, Eric has worked in cross-cultural development practice and education in Bolivia, Ecuador, Ghana, Jamaica, Northern Ireland, Tanzania, and throughout the United States. He co-founded both The Community-based Global Learning Collaborative and the global engagement survey (GES), initiatives that advance ethical, critical, aspirationally decolonial community-based global learning.

Sarah Stanlick, Ph.D., is an Assistant Professor in the Department of Integrative and Global Studies and the Director of the Great Problems Seminar at Worcester Polytechnic Institute. She was the founding director of Lehigh University’s Center for Community Engagement and faculty member in Sociology and Anthropology. She previously taught at Centenary College of New Jersey and was a researcher at Harvard’s Kennedy School, assisting the US Ambassador to the United Nations, Samantha Power. Professor Stanlick directs WPI’s signature first-year experience program, the Great Problems Seminar. She is also responsible for the delivery and support of global project-based learning through the Global Projects Program, and teaches social science research methods for students of all backgrounds and majors in preparation for the interactive qualifying project (IQP), a 7-week project with external sponsors. Her commitment to transformative and inclusive learning that engages students as active agents includes her regular participation in faculty learning communities at WPI and collaborative work to advance the integration of open educational resources and open pedagogical practices across the WPI curriculum.