1. NAC&U Innovation Summit
40 Innovators, 40 Stories

2. Widener University

3. A Pilot Collaborative Student Research Project
Examining The Cost of American Higher Education
Part of the larger NAC&U Costs of Higher Education Project
– Interdisciplinary Team Examined Two Questions in the Spring 2013 Semester:
•
•
•
What are the true costs of a college education?
Why do costs keep rising at private, nonprofit institutions?
Collaborative Team
Dr. Loyd Bastin
• Coordinator of Undergraduate Research Office of
Experiential Learning and International Programs
• Dr. Tim Sullivan
• (Education, SEICS)
• 2 doctoral students
• Dr. Rick Goeke
• (Management, Business)
• MIS 370 – 6 undergraduate students
• Dr. Wes Leckrone
• (Political Science, A&S)
• POLS 288– 13 undergraduate students
•

4. Motivation & Results
Why an Interdisciplinary
Collaboration?
•
Can address broader topics
•
Breaking down academic silos
•
Get to know faculty from other
disciplines
Assessment
Exposure to other ways of thinking
•
Student-Student learning (class visits)
•
Faculty visiting lectures
•
Future collaborations
Student-led project was successful –
highly motivated students
•
•
•
Mixed results with content creation
•
Special speakers = added insight
•
Collaboration gave students a sense that
they were part of something big &
innovative

5. Innovative International
Initiatives
for Graduate Education
Meghan J. Pifer, PhD
Assistant Professor of Higher Education
School of Education, Innovation, & Continuing Studies
Widener University

6. SEICS International Initiatives
Conceptual Framework
Service &
Reciprocal
Learning
CrossCultural
Education
Professional
Practice
Research
& Data
Collection
Widener
University

7. Widener University

8. John Carroll University

9. Scott
Scott J. Allen

12. Center for Service and Social Action
• University Commitment
to Service Learning
• 75 community partners
• Wide range of
opportunities
• Incorporated
throughout curriculum
• Many not ‘traditional’
service learning courses

13. HealthCare IT Partnership with
Cleveland Clinic
•
•
•
•
•
Healthcare Information Technology Major
MDs and IT in the classroom
Immersive undergraduate internships
Very recent alumni guest speakers
Research collaboration between JCU faculty
and Cleveland Clinic doctors
• Class projects based on real-world HC issues

14. Hamline College

15. Standards-Based Grading
with Voice
Hamline innovations with Andy Rundquist

16. Which Student Would You Like to Pack Your Parachute?
Thanks to Frank Noschese
Number of Attempts

17. Standards-Based Grading
•
•
•
•
Figure out what you want students to learn
o I use “I can . . .” statements
Give them the environment where they can learn them
o I use a “flipped class” approach for this
 Most recently I’ve flipped that paradigm so that we tackle
ideas in class first, then they ask for certain resources to be
made available afterwards
Assess their knowledge multiple times (just like the parachute
example)
Their grade should reflect their current understanding of each
standard.

18. . . . with voice
•
•
•
I find oral exams to be the most authentic means of assessment
Letting students add their voice to normal assignments approaches
that level of authenticity
Students use screencasting to walk me through their work
o This is physics, so it’s often solving a problem
o But it can be a derivation - something I was only able to assess in
the past on exams since most texts have the full derivation in
them.

19. Valparaiso University

20. Valparaiso University’s
Innovation:
Promoting Undergraduate
Research

21. Undergraduate Research
• Original research is typically reserved for
graduate students, usually at large
universities.
• Research as a learning tool is a valuable
experience for undergrads, so Valpo
cherishes it.
• Last year, Valpo had over 50 faculty and
150 Valpo students involved in
undergraduate research projects during
the academic year.
• Valpo also runs multiple REUs and other
summer research experiences for
undergrads.
• Learn more at: www.valpo.edu/research/
• Or talk to me: alex.capaldi@valpo.edu

22. Drury University

23. Innovation at Drury University
Summit Representatives:
Chris Panza, Ph.D. - Philosophy
Regina Waters, Ph.D. - Communication

24. Proposed Certificate Programs
• Certificate Program in Ethics:
– 11 hours of theoretical and applied coursework.
– Features ethics “labs” where students identify cutting edge
ethical issues, conduct research, and present findings.
– Open to individuals, governments or companies.
• Digital Health Communication Certificate: (graduate)
– Health professionals will lead class meetings live on the
internet using a WebEx conference interface.
– Credentialed faculty develop the curriculum.
– 6 courses in the program; one course per month.

25. Existing Certificate Program
• Social Media Certificate (graduate)
•
•
•
•
Seated course that meets weekends in June.
Project groups meet electronically during the week.
Originally offered seated and online sections of the program.
Online section co-taught by the author of The Social Media
Survival Guide and a Ph.D. faculty member from the Department
of Communication.

26. Wagner College

27. Innovation at Wagner College: Finding Resources in Creative Places
Main Hall and Community: ‘Turning Lemons into Lemonade,’ Dr. Sarah J. Scott
A Horrman Spotlight Gallery Exhibit collectively created by Wagner Students in the
Museum Studies class, 2012.

28. Main Hall is the hallmark building at Wagner College. It houses
the Fine Arts Departments, the Main Stage theatre, and over 20
classrooms. It was closed for renovations during the summer of
2009. Construction went overtime and over budget, and the
building was closed for over a year. Faculty and students alike
were disappointed and angry about the inconvenience. My
students and I attempted to put a positive spin on the project
through research and community outreach. Historic,
Architectural, Economic, and Social research was conducted
through various lenses and resulted in three final projects: 1. a
student led exhibit, 2. a presentation during alumni weekend, and
3. a short publication in the Alumni Magazine. Ultimately, the
campus community was much more optimistic about the project
and new lines of thought were opened regarding the importance
of architecture . Finally, donations increased for the project
budget.
It is my belief this was an innovative project in that we were able
to use what was perceived as burden as a valuable asset for
research and learning opportunities for our community.

29. Main Hall
A Wagner Stage Set
From the Wagner, and online publication. “During the fall of 2011, when the work on Main Hall was going full steam, my
Museum Studies class conducted research on the process of Historical Architectural Preservation, using Main Hall as a case
study. Through research into a variety of topics such as the Collegiate Gothic architectural style, brick and stone
conservation, historical landmarking, Wagner’s history, the students learned many things. But the concept they found most
engaging was the heritage cycle. Buildings acquire a social value far above that of its architectural value. The class and
other Wagner students that came before them had developed a subconscious connection to Main Hall, and that this, not
necessarily the architectural mastery, was the reason the building was valuable and worth preserving. As a class we took
multiple trips down a Wagner memory lane; they remembered things like orientation, Songfest, and hanging out with
friends on the Oval; they described people, sounds, smells. But when asked to very pointedly visualize these memories,
they all realized that Main Hall rose up as their primary stage set. And as they came to understand that Main Hall was thus
the backbone of their collective experiences and memory at Wagner, the building became more than an object. Main Hall
was conjured as a sentient being, a stalwart, omniscient presence of the Wagner experience.
“http://wagner.edu/wagnermagazine/?p=2254

30. The Wagner Plan for the Practical
Liberal Arts: General Framework
• The First Year Learning Community
– Content Course Discipline 1
– Content Course Discipline 2
– Freshman Reflective Tutorial (RFT), housing a 30 hour
experiential component
• The Intermediate Learning Community (two courses or team
taught)
– Content Course Discipline 1
– Content Course Discipline 2
• The Senior Learning Community
– Major Capstone Course, housing a Senior Thesis
– Senior Reflective Tutorial (RFT), housing a 100 hour experiential
component (internship)

31. The Wagner Plan for the Practical
Liberal Arts: Actual Examples
• Freshman LC: “Society and the City”
– Soc 103 American Society & Its Problems
– Gov 205 Urban Politics
– Freshman RFT, housing community-based research leading to an grant
proposal for an urban redevelopment project for one of two nearby
neighborhoods
• Intermediate LC: The Social Implications of Genetics
– BI208 Genes to Genomics
– SO291 The ELSI of Genomes
• Senior LC: Sociology
– Soc 491 Senior Seminar, housing a Senior Thesis “Is Family Structure a
Cause of Delinquency?”
– Soc 400 Senior RFT, housing a 100 hour internship at Richmond County
Family Court and a Career Development Component

32. North Central College

33. I develop web pages
for all of my classes,
each of which features
a wide variety of
images, links to other
web pages, youtube
videos, etc. This helps
students (especially
“visual” learners)
develop a more
nuanced perspective
on the material; it also
helps them maintain
engagement during
lectures and sets up
class discussions by
highlighting relevant
information on
debatable issues.

34. In addition to the value
of these pages during
class, students
continue to have
access to the material
throughout the course
of the term. This allows
students to explore the
links that we’re not
examined in class so
that they can focus on
the issues that they
want to explore in
more depth. For
example, students can
explore the mandalas
on this page, learn
more about To-ji (a
temple in Kyoto), or
click a picture to go to
a virtual tour of To-ji,
with detailed pictures
and commentary.

35. Two of my colleagues, Mike de Brauw and ShereenIlahi, teach a course called Democracy and
Identity: Reacting to Classical Athens and Modern India,” which is based on the increasingly
popular “Reacting to the Past” (RTTP) program. RTTP is a teaching method designed to
engage students in the study of history and primary texts through carefully designed roleplaying games. Students are cast as members of factions in actual historical debates. They
argue positions based on independent research and reading of primary texts.

36. RTTP has been the subject of much discussion in higher education press (most recently,
“Which Core Matters More?” Chronicle, 9/25/2011), and has received rave reviews by faculty
and students alike (e.g., “…never seen students so engaged,” “…completely unique in my
college experience,” see http://reacting.barnard.edu/about/commentary). The course was
taught for the first time last year, but virtually all of the students who took the course gave it
rave reviews, many saying it was the best course they’d taken at the college. More
importantly, students were thoroughly engaged in the course and did more reading and
research for this course than they would typically do for their other courses.

37. Use of Hybrid (Blended) Courses at
North Central College
Introduced in the graduate program to
– promote independent learning
– extend classroom learning experiences
– allow for flexible scheduling
Two courses currently use the hybrid approach:
– CSC 460/560 Database Systems
– CSC 464/565 Data Mining

38. “Online” Part of Course
Currently, Blackboard is primarily used to deliver
the online component of the course.

39. Manhattan College

40. SCREENCASTS
- Implementation
- Summer pre-calculus bridge
course
- Benefits
- Asynchronous
- Learn at own pace
- Low investment and
easy to implement
- Repetition

41. STUDIO BASED LEARNING (SBL)
- Implementation
- Fall material and energy
balances course
- Benefits
- Develops both technical
content and soft skills
- Critical thinking
- Group/Social dynamics
- Repetition

42. The Sage Colleges

43. Sage College of Albany
Russell Sage College
NACU Innovation Summit
November 2013

44. General
Collaborat
Focus on
Education
Innovationeam ion
T
Building
Creative
Problem
Solving
Experiences

45. Center for Teaching and
Learning
Sage May College for
Faculty

46. Innovative at The Sage
Colleges
• Collaboration
• Team teaching
• Interdisciplinary
• Courses
• Undergraduate Research
• Innovative UG General Education
• i.Think: Innovation Thinking (Sage College of Alban)
• WORLD: Women Owning Responsibility for Learning and
Doing (Russell Sage College

47. • Service Learning
• Local Consortium of Colleges and Universities
• Capstone Research
• Every program has a capstone course that includes a research
project
• Center for Teaching and Learning
• Newly created
• May College
• Undergraduate Research
• Annual Undergraduate Research Day
• NCUR and other conferences

48. Samford University

49. University Fellows: Samford’s Honors College Experience
• The program offers an interdisciplinary “great ideas”
core curriculum, international study in Italy, and
funding for academic enrichment.
• Admission to the program is highly-competitive.
• Designed for intellectually curious, ambitious
students who want to make connections across
disciplines.
• Established in 2008 as a result of the QEP for SACS
reaccreditation.
• Currently 150 students enrolled
For more information http://www.samford.edu/fellows/default.aspx

50. University Fellows: Samford’s Honors College Experience
Core Curriculum (2 years)
Program features
• Western Intellectual
Tradition - Great Books
• Writing and Rhetoric
• Scientific Inquiry
• Biblical Perspectives
• Calling and Leadership
• Calculus
• Global Studies
• Oxbridge Tutorials
• Learning communities
• Seminar-style courses
• Major required outside fellows
program
• Trip to Italy for Sophomores
• Support funds for other
international study
• Over 50% of fellows pursue
graduate-level studies
• “A leavening effect of the
academic culture of Samford”.
Provost Brad Creed
For more information http://www.samford.edu/fellows/default.aspx

51. University of Redlands

52. University of Redlands
Summer Science and Study Abroad

53. Summer Science Research
University of Redlands
 Each summer between 30-50 students participate in summer
science and mathematics research.
 The students work closely with Redlands faculty on active
research projects both on and off campus.
 The on-campus students attend weekly lectures where they
listen to other students present their work.
 Freshman and Sophomore students are encouraged to
participate.

54. Summer Science Research
University of Redlands
Advantages
 Motivates students academically and enhances curiosity.
Encourages participation in local and national scientific
meetings.
 Creates a community of scholars through experiential learning.
New Directions
 Collaborate more widely with NAC&U schools and the
professional schools to increase opportunities.
 Research with high school students or talented incoming
students.

55. Study Abroad Initiatives
University of Redlands
 Each year 40% of undergraduates and between 75-95 graduate students
participate in study abroad opportunities.
 Options for engagement include a variety of program types.
 Internal programs range from semester long sojourns for undergraduates at
our long-standing Salzburg program to two-week intensive trips to explore
businesses and practices in India, China, and Cambridge for MBA students.
 Undergraduate tuition covers international courses without further expense to
enable students from lower SES backgrounds to attend.
 Service learning engagement has increasingly become a large part of study
abroad offerings as exemplified by a reoccurring trip to Cambodia, where
students teach English in rural schools and volunteer at an elephant sanctuary
in the jungle.

56. Study Abroad Initiatives
University of Redlands
Advantages
 Faculty entrepreneurialism and research interests promote a wide-range of
opportunities for student learning.
 Faculty and administrators leverage networks and relationships for student
opportunities which lead to other institutional benefits.
 Study abroad exemplifies experiential learning opportunities for students
across programs, even more so in the service learning programs.
New Directions
 Increase cross-program, cross-school and potentially cross-institutional
collaborations to increase opportunities.
 As part of internationalizing efforts of our institution, perhaps include a
study abroad requirement for all students both at the undergraduate and
graduate level.

57. St. Edward’s University

58. St. Edward’s University
Innovation Examples
Jeannetta G. Williams

59. Simulation Games
• WWII Conflicts
• History course
• Students design the simulation game for classmates to play
• Games incorporate Political, Social, & Economic factors
• Syrian Conflict
•
•
•
•
Cultural Foundations course
Role-play actors & agencies involved in conflict
Students respond to given critical events
Includes Research, Action, & Voting Components

60. Interdisciplinary Scholars Program
• In School of Behavioral & Social Sciences
• Students select a program theme and
complete 5 upper-division courses
• Across 3 distinct disciplines
• Including 3 Areas of Emphasis
• Global Understanding & Perspectives, Social
Justice & Diversity, and Critical Thinking
• 5th course is Interdisciplinary Research
Methods
• Students complete a thesis and present their
work at a symposium

61. St. Edward’s University
Innovation Examples
William J. Quinn

62. Simulation Games in Ecology
• Context is in Marginal Value Theorem
• Well adapted foragers should optimize their nutrient uptake by
abandoning a “patch” as its resources dwindle
• They will leave SOME available resources in the patch for the
promise of more abundant resources in a distant patch
• Specific Activity
• Some students model avian foragers
• Most students model threatening predators
• Groups of different foragers compete to determine who can get
the most resources while suffering the least predation

63. Take Home Message From Students
• Give us a thorough background in the theory under
consideration
• Develop a well-organized activity with clear “rules”
that mimic the real world
• Give us a reason to buy in
• Reflect, reflect and the reflect

64. Stetson University

65. Early Start
First Year Seminars
• Passion-based courses
• Class and study periods integrated into
orientation schedule
• Early introduction to academic support
services
• Seminars end early, spreading out finals

66. Pacific Lutheran
University

67. IHON-Oxford Program
Pacific Lutheran University
– Social justice understood theoretically from
multi-disciplinary perspectives
– The implications of such thinking for practical
responses
67

68. Curriculum
– Individual tutorials and group seminars
– Taught by local scholars and practitioners
affiliated with Oxford, and the PLU site director
– Service Learning: Connect academic study
with practical responses to enrich the learning
experience
68

69. Project-Based
Study Away
Physics & Geology
of Energy
Dr. Katrina Hay, Physics
Dr. Peter Davis, Geosciences
Interdisciplinary
Physics
Biology
Fossil Fuels
Solar, Hydroelectric
Nuclear Power
Biofuels
Geothermal, Batteries
Ocean Wave…
Geoscience
Chemistry

70. Looking Back
Disciplinary Inquiry
Capstone Question
Development
• Return to
“Academic Identity”
• What disciplines are
well-suited to answer
your question?
Methods of
Inquiry
Modes of
Communication
Scientific
Method
Quantitative
Data, Graphs
Ethics
In what classes have you:
• Enjoyed yourself?
• Excelled?
• Struggled?
• Stayed up at night
thinking about?
Discipline
GEOS
“Academic Identity” exercises
Hierarchy of
Values
Dialogues/
Discussion
Environmental
Studies @ PLU
ENVT 498
Interdisciplinary
Inquiry and Analysis
Drs. Claire Todd, Rose McKinney,
William Teska , & PLU ENVT Faculty
Looking Forward
Case Study: Point Defiance Park
• Fieldwork
• Multi/Inter-disciplinary Project
Interdisciplinary Inquiry

71. University of Scranton

72. Exit Interviews
Maria J. Oreshkina
University of Scranton
Education Department

73. What is Exit Interview?
Exit Interview is a face to face conversation among
three student-teachers and two faculty members
about student-teachers’ attainment of the
Education Department standards.
Prior to Interviews, student-teachers submit a
professional portfolio that includes eight artifacts
demonstrating attainment of eight standards.
Exit Interviews also include presentation of a critical
incident and students’ evaluation of the program.

74. Development of the Initiative
Majority of faculty expressed dissatisfaction with
the existing process of electronic portfolio
(February 2010).
Development of the Exit Interview format and
guidelines for Exit Portfolios (spring 2010).
First implementation of Exit Interviews and further
modification of the guidelines (spring 2010).
Each set of Exit Interviews is followed by a debrief
to fine tune the process (on-going).

75. Problem-Based Learning @
The University of Scranton
PSYC 330: Research Methods in the Behavioral Sciences
with Christie Karpiak, PhD*
WRTG 224: Business Communication with Beth Sindaco, Esq.
+
• Adapted
from Medical School pedagogy (think House roundtable)
• Active-learning, small group, collaborative problem solving
• Students define discrete problems, engage diverse perspectives,
brainstorm, prototype, and test solutions (Edutopia)
* For more information see:
Karpiak, Christie. “Assessment of Problem-Based Learning
in Undergraduate Statistics Course.” Teaching of
Psychology 38.4 (2011): 251-54.

76. Belmont University

77. BELMONT UNIVERSITY WITH DR. SYB
INNOVATING: GLASS

82. John S. Gonas, PhD
Associate Professor of Finance
Sam M. Walton Enactus Fellow
Belmont University College of Business
NAC&U
Innovation Summit
November, 2013

83. Opportunities (“Quadruple Bottom Line”):
Public and private institutions and municipalities in desperate need to divert solid
waste from area landfills
High recidivism rates in federal, state, and local prisons
Formerly incarcerated individuals in need of sustainable employment and cash flow
Non-profits seeking revenue sources outside of donated capital as well as “earned
income” employment options for those they serve
Today’s college student yearning to “make a difference” & often lacks direction
Challenges:
Are undergraduate students capable of designing, planning, and even implementing
sustainable social entrepreneurial ventures in their local communities?

Matching a non-profit’s social mission, limited resources, and needs to a student’s
time constraints, expectations, and skillset
Are there market opportunities in a profit maximizing world where students can truly
add value in enabling an enterprise to maintain a competitive advantage?

Identifying goods/services that can sustain operationally and economically in a profit
maximizing marketplace

84.  Spring 2011 Belmont University students from 5 different schools/colleges
(A&S, Business, Health Sciences, Law, and Religion) develop business plan and
retail marketing materials, as well as scraped initial 100 mattresses; concept is
piloted Summer 2011
 Partnership with local church’s ministry (Isaiah 58) serving formerly
incarcerated men & Davidson County Sheriff’s Office
 Mission:
 Support sustainable employment & small business training for formerly incarcerated
men, and lowering our recidivism rates
 Keep mattresses from area landfills…recycling and repurposing millions of pounds of
metal, wood, foam, and cotton
 Offer Belmont students across 5 Schools/Colleges to integrate their skill sets in
building a sustainable social enterprise from scratch
 February 2012: Moved operation into 8,000 square foot facility, purchased
capital equipment, structured contracts, created marketing and promotion
collateral, secured retail partnerships enabling inventory of 500
mattresses/week, and modeled cash flows, operations, and safety procedures.

85.  As of October 30, 2013:
 Mattresses received from retailers in 5 states, waste
management companies, two municipalities, local
institutions, and local citizens.
 5 men (on rotation) have full time employment
 48,200 mattresses disassembled to-date; tipping fees ranging from $4
institutional to $10 consumer drop-off.
 More than 2.4 million pounds of metal, foam, cotton, wool, and wood)
have been derailed from area landfills and reconstituted into carpet
padding, paper, mulch, and scrap metal.
 Spring Back Recycling granted 501(c)3 in 2013 to license
its operational model in other U.S. cities
 Spring Back Colorado licensed in 2012; Spring Back Northwest licensed
and fully operational in Summer 2013
 Spring Back Charlotte opening in November 2013

86.  NPR National Morning Edition
http://www.npr.org/2012/01/18/144633725/new-recycling-company-springs-fromold-mattresses
 WKRN News 2 and News Channel 5 (Nashville)
http://www.youtube.com/watch?v=KXSr5mzG7bw&feature=related
http://www.newschannel5.com/category/125220/video-landingpage?clipId=6707107&topVideoCatNo=85299&autoStart=true
 Belmont Vision
http://www.youtube.com/watch?v=Q_kDPlAUf0o

87. Nazareth College

88. (1) Our New Core
A. Engagement with Enduring Questions
in introductory courses
B. Students develop their own
question to explore in three
upper-level courses and through an
experiential learning requirement
Liberal or professional courses
Experiential Learning has common SLOs
across ‘pathways’ and common rubric for
reflective component
An ePortfolio reinforces integration
and supports assessment of student
development
C. Students integrate their learning
in a Core Milestone Seminar

89. (2)
A campus-wide event designed to
showcase the creative and scholarly work
of Nazareth students.
The inaugural event—CARS 2012—involved 193 undergraduate and graduate
demonstrations and displays of student work, including performances,
presentations, artwork, and posters. Forty-two faculty sponsors
represented twenty-one departments/programs.
The college has also committed $500 per year, per department to support
undergraduate research.
These initiatives are now in their third year

90. (3) A Hybrid Math Course
Teaching & Learning Math with Technology
• Online course
• Introduces students to a
variety of technologies that
can be used in a K-12 school
setting to teach mathematics
• Hands-on investigation of
appropriate uses of the
technologies in a variety of
mathematical subjects using
problem sets

91. University of Evansville

92. The Freshman Edge (June)
Freshman Edge is a unique 8-day summer program designed for
incoming freshmen who want to begin their college experience with
an edge on success. Goals are to (1) help students develop
relationships and gain support among peers, (2) engage students in
educational and social activities, and (3) earn three credit hours of
general education.
This program allows students to ask questions, seek answers, make
connections, explore the campus, and be prepared to make a
smooth transition to college!

93. Freshman Edge: ID 150: The American Corporation
(3 credit hours)
• Earn 3 credit hours in a University general education course
• Explore the evolution of the American Corporation
• Choose a corporation to research and apply concepts of
strategy, marketing, leadership, globalization, ethics &
diversity (15 pages)
• Meet Evansville community leaders, guest speakers, and
business writing experts
• Tour an international corporation
• Formulate your own retirement strategy

94. Arcadia College

95. Preview Courses for Spring 2014
Money, War, and Glory in Ancient Greece– Athens, Greece
So You Think You Are Irish? Dublin, Ireland and Belfast, Northern Ireland
The Arts, Music, Culture, and People of the West: Galway, Ireland
Classic and Renaissance Rome through Poetry and Art - Rome, Italy
Cultural Crossover and Change - Bucharest, Romania
Tradition and Modernity - Madrid and Toledo, Spain
A Tale of Two Cities: Changing Urban LandscapesShanghai and Qingdao, China
Music and Culture of Austria - Vienna and Salzburg, Austria
Nature, Bilingualism and Education at Home and in the Cloud Forest - Monteverde,
Costa Rica
Japan, the Old Heritage and Anime World - Tokyo, Japan
Visual Awareness: Art and Culture of South Korea - Seoul, South Korea
Get Your Groove on: Exploring the Urban Music Scene in London and Philadelphia London, England
British Popular Culture: Past and Present – London, England
Education and Service in Guatemala - Zacapa & Antigua, Guatemala
Cuba: Myths and Realities - Havana, Cuba
Marrakech at a Crossroads - Marrakech, Morocco
This Sea is Not My Home: Immigration, Migration and Social Justice in the Sicilian Context Sicily, Italy

97. The New American Colleges
and Universities
http://www.newamericancolleges.org/