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Mentoring and advising are critical aspects of the graduate student experience, and can have a significant impact on the professional lives of future postsecondary faculty and staff and a rippling effect throughout higher education and the global economy. This paper describes the process a new department undertook to create a graduate program that puts the inclusion and success of students first.

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This paper discusses and provides two case studies on a postsecondary, accessible, global project among students in Russia, China, and the United States. The project design was to engage diverse students in an international conversation to explore their place in the world and envision their future as individuals, innovators, workers, and/or leaders in this globalized world. The three countries chosen, Russia, China, and the United States, are world powers and are pivotal countries for building international bridges. This paper highlights the evolution of the project and students’ vision for developing ongoing student-centered international research projects. It is the hope of the authors that educators reading this article will be inspired to embark on other accessible global projects designed to enhance language and cultural competence with and among all college students.