The purpose of this paper is to articulate a set of ethical standards for international volunteer tourism. The standards are focused on promoting Fair Trade Learning (FTL) principles in the management and operation of volunteer programs. Because of the unique social mission, research, and evaluation capacities of higher education, we propose first applying these principles specifically to international volunteer programs operating at the university–community nexus. These standards have emerged through a collaborative, in-person, and online process during the last 2 years with input by numerous concerned global citizens, international education practitioners and researchers, nongovernmental organization representatives, and community members. The document shared below represents current “best practice” for maximizing the benefits and minimizing the negative impacts of volunteer tourism programs for both host communities and volunteers.

Recent advances in 4DFlow MRI (Phase Contrast MRA) acquisition and reconstruction enable high resolution exams to be obtained in practical imaging times. 4DFlow MRI provides images of vascular morphology and quantitative measurements of blood velocity throughout a 3D imaging volume. Hemodynamic parameters such as flow volume, relative wall shear stress, streamlines, vorticity and pressure gradients can be derived from the velocity data. The combination of anatomic vessel wall imaging, lumen visualization and physiologic data derived from accelerated 4DFlow MRI augments the characterization of intracranial arterial stenosis, aneurysms, vascular malformations and dural sinus pathology. This review provides an update for clinicians interested in 4DFlow MRI of the brain.

This article draws on existing literature, a large, multi-institutional dataset, and several case studies to explore two empirical questions: Do students of color (SOC) differ from white students in statistically significant ways, in respect to the global learning goal of cultural humility? And what interactive effects do students and faculty from diverse backgrounds, diversity and inclusion advocacy, and diverse community contexts have on one another? We draw on existing literature and quantitative data to demonstrate that SOC tend to bring strengths to global learning experiences. We share several case studies to demonstrate how those strengths may lead to specific alliances regarding justice work in host communities, complicating any conception of students as visitors unattached to local justice struggles. Throughout the article, we draw on current literature and practice to present several questions at the intersections of education abroad, diversity, equity, inclusion, community-based global learning, and critical global citizenship.

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Community‐engaged scholarship (CES) often intersects with international education, global development, and leadership studies as higher education institutions work to prepare global leaders. The intersection is rife with perverse incentives, and illustrates the importance of conceptual and technical preparation as they relate to right action in marginalized communities. After reviewing the social phenomena resulting from these perverse incentives, the current paper considers the ways in which dominant discourse may prevent students and faculty from seeing the full shape of issues they wish to address through CES. A rights‐based approach is advanced as a tool in the effort to ensure ethically grounded partnerships.