This highly interactive session will showcase a range of innovative data-driven tools, new research, and other initiatives that have been leveraged successfully to advance faculty engagement in U.S. education abroad. Panelists will provide examples from numerous institutional contexts to ensure broad appeal and potential replication including: data-driven approach to curriculum integration (CI); research on leveraging education abroad as a high-impact practice linked to student retention, persistence, and academic performance; and creative ways study abroad providers support faculty engagement and curriculum integration efforts.
Innovations for Advancing Faculty Engagement and Curriculum Integration
1. INNOVATIONS FOR ADVANCING FACULTY
ENGAGEMENT AND CURRICULUM INTEGRATION
Maritheresa Frain, CIEE ● Hsiu-Zu Ho, Univ. of California ● Anthony C. Ogden, Michigan State Univ.
16. Faculty Engagement in AI: Registrars Degree Audit Database
16
Provides info on credit types received for EA courses
Reduces academic barriers & enable more students to participate in EA
Increases efficiency of course approval process
Enhances integration of EA & dept curriculum
Promotes course approvals/pre-approvals
Multi-campus data sharing can further all above
17. Faculty Engagement via Academic Integration Grants
17
2014-15
Campus Department
UCB Psychology
UCB Peace & Conflict Studies
UCD Languages and Literatures
UCD Animal Science
UCI
Interdisciplinary: German Program
& Engineering
UCI Public Health
UCR Chemistry
UCSD Sixth College
UCSB MCDB
UCSC Film & Digital Media
2015-16
Campus Department
UCD Anthropology & Sociology
UCD
Biology Academic Success Center
- College of Biological Sciences
UCLA
College Academic Counseling,
College of Letters & Science/
Division of Undergraduate
Education
UCR Religious Studies
UCSB Physics & CCS Physics
UCSB Psychological & Brain Sciences
UCSC Anthropology
UCSC Psychology
19. Faculty Engagement in Curriculum/Academic Integration
19
Utilize Registrars’ degree audit data
Include EA on dept websites/MAPs
Incorporate EA into major degree plans
Review policy on max EA units/courses allowed
Publish list of previously-approved EA courses
Review and approve new courses
Develop pre-approved list of coursework
28. Leveraging Confucius Institutes for International Education & Exchange
28
Goal: To offer faculty member the opportunity to learn first-hand about international higher
education issues in China and to further enhance education abroad programming in China.
Predeparture: An introduction to education abroad, with
an emphasis on curriculum integration; an introduction to
Chinese culture, language and society, and; an
introduction to higher education in China.
While abroad: Various lectures; visits to a range of
established and emerging programs; and cultural
activities in Beijing, Tianjin and Shanghai.
Upon Return: A series of debriefing meetings to discuss
the site visit and develop college-specific action plans.
The Rise of International Cooperation in Higher Education 21st Century China: Views from the Field, 2017, C. Johnstone and L. Li Ji.
34. • Presidential Leadership
• President’s Annual Workshop on International Education
• Faculty Leadership
• Penn’s Annual Elevate Conference in Philadelphia
• CIEE’s Faculty Training on International Education @ Elevate & IFDS training on
faculty-led programs in Santiago, DR
• Student Leadership
• Frederick Douglass Global Fellows
for student leaders nominated by college presidents
37. 37
MSI Presidential Leadership Workshop 2015
37%
32%
27%
24% 23%
21% 21%
Teach
Communication
Skills
Encourage/Require
Foreign Language
Skills
Encourage Studies
Overseas
Develop
International
Research
Partnerships
Teach Leadership
Skills
Encourage Require
Classes on
International
Subjects
Bring In
International
Faculty/Students
Developing Global Competencies
Recommendations to Universities from Employers
(British Council, 2012)
41. 41
MSI Presidential Leadership Workshop 2015
CIEE Faculty-Led and Custom Programs
• Provide the support and tools to plan and deliver academically rigorous,
culturally rich, and safe programs in our locations all around the world.
• We work with faculty to plan all aspects of short term customized
programs:
• Academic Quality
• Logistics Support
• Peace of Mind
43. Intercultural Development Continuum
December 12, 2016 43
Denial Polarization Minimization Acceptance Adaptation
Monocultural
Mindset
Intercultural
Mindset
Copyright, 1998-2013, Mitchell R. Hammer, Ph.D., IDI, LLC, used with permission
Modified from the Developmental Model of
Intercultural Sensitivity (DMIS), M. Bennett, 1986
Ethnocentric worldview
Own culture seen as central reality
Ethnorelative worldview
Own culture seen in the context of other cultures
46. CULTURE
a shared set of values,
norms, behaviors, practices
and customs held and
expressed by a particular
group of people
December 12, 46
47. INTERCULTURAL DEVELOPMENT
the holistic development of knowledge, skills, and
attitudes needed to interact effectively and appropriately
across cultures
December 12, 47
54. Worksheet Activity
54
Using the worksheet,
please work with others
to note additional best
practices for advancing
faculty engagement and
curriculum integration.
Question: Describe your institution (e.g., public/private university, study abroad provider, etc.).
Response format: Open response text cluster
Question: What is your role or position?
Response format: Open response text cluster
Question: Rank in order of importance the following faculty engagement initiatives:
Response format: Responses to be ranked (responses: funding/grant support, training/development, Recognition for merit/promotion, opportunities for participation in governance, other)
Question: Which faculty engagement initiatives at your institution have been effective?
Response format: Open response text cluster
Which best describes your type of institution?
https://www.polleverywhere.com/multiple_choice_polls/vwP6O8jI70o91Iu
What is your role or position?
https://www.polleverywhere.com/free_text_polls/YiJNRWhLQXFJX3q
Rank in order of importance the following faculty engagement initiatives:
https://www.polleverywhere.com/ranking_polls/mTjdCuFo4XvgRF0
Which faculty engagement initiatives at your institution have been effective?
https://www.polleverywhere.com/free_text_polls/p8ky5eIo0WUrxq5
Name a major challenge/barrier with regards to advancing faculty engagement in international education.
https://www.polleverywhere.com/free_text_polls/TVnVf90OsryacoO
Percentage of UC students participating in UCEAP: 2.9% (5,669 out of 198,866)
Percentage of UC students participating in study abroad (IIE/Open Doors data): 4.4% (8,791 out of 198,866)
UC Merced degree audit course data: Major/Minor: 13%; GE/breadth: 8%; Electives: 79%
Demo
--UCSB Physics; All credit types, sort by majors; details: Netherlands, Utrecht, Math 101; Scotland, U of Edinburgh, Physics 120, Fund Quantum Mech
--UCSB Costa Rica
--UCSC: GEs; E: US Ethnic Minorities/ nonWestern Societies; IH= Introduction to disciplines Humanities & Arts; IN= Intro discip Natural Sci; IS = Intro Soc Sci; CC=Cross-Cultural Analysis; ER= Ethnicity & Race; IM= Interpreting Arts & Media; MF=Mathematical & Formal Reasoning; SI=Scientific Inquiry; SR= Statistical Reasoning; TA= Textual Analysis & Interpretation; PE-E= Environmental Awareness; PE-H= Human Behavior; PE-T= Technology & Society, etc…PR-S=Service Learning
--UCSC GE matrix
--Multi-campus ; Psychology;
--Multipcampus Psychology matrix
General Education A: Arts
General Education CC: Cross-Cultural Analysis
General Education E: U.S. Ethnic Minorities/Non-Western Society
General Education ER: Ethnicity and Race
General Education IH: Introductions to Disciplines, Humanities, and Arts
General Education IM: Interpreting Arts and Media
General Education IN: Introductions to Disciplines, Natural Sciences and Engineering
General Education IS: Introduction to Disciplines, Social Sciences
General Education PE: Perspectives
General Education PE-E: Perspectives - Environmental Awareness
General Education PE-H: Perspectives - Human Behavior
General Education PR: Practice
General Education PR-C: Practice - Creative Process
General Education PR-E: Practice - Collaborative Endeavor
General Education PR-S: Practice - Service Learning
General Education Q: Quantitative
General Education S:
General Education SI: Scientific Inquiry
General Education SR: Statistical Reasoning
General Education TA: Textual Analysis and Interpretation
General Education TH: Topical - Humanities and Arts
General Education TN: Topical - Natural Sciences
General Education TS: Topical - Social Sciences
CIEE and Penn have signed an MOU to develop active and impactful leaders throughout the university;
1. Three year agreement to sponsor programs for college presidents, progressive faculty leaders, and promising students leaders;
2. CIEE & Penn will host college presidents each year during our annual conference;
3. Penn runs an annual summer training program in Philadelphia for faculty from MSIs and CIEE will provide the module on international education, plus CIEE will offer a program in the field to allow fauclty to learn first hand, like a laboratory, best practices in faculty-led international programs;
4. Finally, Penn will select 10 Frederick Douglass Global Fellows from 10 institutions, nominated by their college president, to participate in a summer program, returning to their campuses to be leaders and advocates for study abroad…Like Frederick Douglas, they will help advocate through their words and their actions, to break down barriers
This is not who you are, this is a way of being aware of yourself (1st competency) and how you encounter difference
Provide brief summaries of how individuals at each state of the IDC experience and respond to cultural differences and similarities
Denial – own culture is the only true reality (low similarity/low difference)
Polarization – there is judgment
Minimization – at the end we are the same
Acceptance – place of questions that come from increased awareness
Adaptation – start answering the questions; not the end point, You can still go back and it takes a life time of learning
The goal is the process.
It’s also about being comfortable with having a lot of questions and that there is going to be more and more questions, and with having many of them unanswered
Often our students only see the surface culture and have a hard time seeing the deeper culture in both themselves and others.