Senior Director of Off-Campus Programs
Global Programs Coordinator
Julie Whalen started her career by teaching English Language Arts at the high school level. There, she had the opportunity to do a summer study abroad in Peru through a Fulbright Grant. The experience was meaningful and sparked a love of travel and a passion to help others find similar experiences. She began promoting study abroad at the high school level, working in exchanges with both Spain and Japan, as well as a domestic study in South Dakota. She now helps Earlham students who are interested in studying abroad reach their goals.
Julie believes in the promotion of cultural competency and empathy and is passionate about making international study a reality for all students who seek to learn about the world through a new lens.
Melissa Cox is the Administrative Assistant in the Center for Global and Career Education. Melissa has been at Earlham for 16 years. She has been in her current role, with the Center for Global and Career Education, for five of those years. Previously, she work with the M.A.T. program for eleven years. Melissa also teaches yoga in the Athletic and Wellness Center.
Executive Director, Center for Global Education
Roger Adkins is a scholar-administrator with a complex profile that includes extensive administrative work and expertise in global learning, ongoing interdisciplinary research and scholarship, and teaching in both domestic and international settings. They are a passionate interculturalist who strives to make global learning accessible for every student, both in on-campus and off-campus settings. They studied abroad in Iceland and have led short, faculty-led programs in the UK (England, Wales, and Scotland). They have also visited or worked in: Canada, Denmark, Finland, France, Germany, Hungary, India, Italy, Luxembourg, Mexico, Netherlands, Norway, Portugal, Sri Lanka, Sweden, and Tunisia. They are also a dedicated educator who believes in helping today’s students prepare for a world of rapidly evolving circumstances and inevitable shifts in professional life.
Roger identifies as queer, lives with a disability (not visible), and comes from a working-class background. They were also a first-generation college student. They are passionate about inclusiveness and are very happy to serve as a mentor or advocate for students from diverse backgrounds. They identify as gender nonbinary and use they/them/their pronouns.