Lynn C. AndersonJanuary 20, 2017 | Central Michigan University

Internationalizing Your Curriculum: Offering Students a 21st Century Education

»Data that supports the value and impact of international education

»How to further internationalize home campus curriculum and encourage students to study abroad

»Why offering international opportunities is imperative to attract and retain good students

Three Main Topics

»“At Central Michigan University, we are a community committed to the pursuit of knowledge, wisdom, discovery, and creativity. We provide student-centered education and foster personal and intellectual growth to prepare students for productive careers, meaningful lives, and responsible citizenship in a global society.” (Adopted by the Board of Trustees, December 2, 2010)

»150 study abroad programs in over 40 countries

»“Through study abroad, students advance their awareness and appreciation of cultural diversity, develop intercultural competency, gain new perspectives that enrich their education and help them grow personally, and prepare them for professional success in an interdependent world.” Excerpted from the Office of Study Abroad Mission Statement

CMU Mission Statement/Data

»ACE: 70% of incoming freshmen want to study abroad—admissions offices can use these to increase applications/deposits/yield

»Education abroad is associated with decreased time to graduation & increased GPAs.

»Study abroad alumni give back to their home campus at a higher rate than those who do not study abroad (MN SAGE study).

»Faster job placement, higher salaries, build job skills, language learning=higher salaries

»UMTC: 60% of med school applicants who studied abroad admitted, only 40% admitted if they did not study abroad.

Data (UC Merced handout)

UC San Diego Time to Graduation Data

»Education abroad (EA) is a direct and meaningful way to impact students & their global perspectives.

»EA often identified as students’ best educational experience! (see quotes from UCSD students)

»EA returnees on campus contribute in new ways to classes, student organizations, campus, and the community. Can tutor international students, help with orientation.

»Internationalizing on-campus curriculum provides courses before and after for students who go abroad and great content for students who do not go abroad.

»Engage international students and scholars in classroom and out-of-class activities with US students (lectures, concerts, performances, sports, etc.).

Expanding Campus Internationalization

»International minors/tracks http://intlminor.engin.umich.edu/requirements

»Internationalizing courses: learning objectives, teaching methods and resources, content, assessment, transparency (Kahn handout)

»Language requirement

»International perspectives requirement (within the Gen Eds)

Internationalizing On-Campus Courses/Curriculum

Kolb’s Learning Styles

»Partnerships

»Everyone is a teacher & learner

»Ownership must exist outside of education abroad office

»Work within existing structures

»Focus on long-term impact

Guiding Principles for Curriculum Integration (CI)

The 5 F’s

1.Fit

2.(Lack of) Faculty & Adviser Support

3.Fear

4.Family and Friends

5.Finances

Students’ Perceived Barriers to Participating in Education Abroad

• Placement of a discipline in its international context

• Discipline-specific learning

• Country/Region-specific learning

• Language acquisition

• Student development

Education Abroad Learning Outcomes (see handout)

»Reflect academic considerations & program selection priorities of each department based on learning outcomes--curriculum integration

»Starting point for students, provides pathway

»Advising tool for academic departments & education abroad offices, initially more work but then saves lots of time

»Everyone is on the same page (or website)

Why Develop Education Abroad Major Advising Pages?

»Need to provide a “level playing field” & access for all students

»Major Advising Pages provide information, dispel myths, & describe next steps

»Great means of advocating with students & their family members

»http://icenter.ucsd.edu/_files/pao/your-major/bioengmap.pdf

»Encourage students to set personal, academic, and career goals (see handout)

»Include education abroad in 4-year plans (see TCNJ example)

Major Advising Pages (MAPs)

Step 1: Learning Objectives

Step 2: Teaching Methods and Resources

Step 3: Content

Step 4: Assessment

Step 5: Transparency

»Students will be able to:

»Explain cultural/national differences and interpret the contexts that shape and give meaning to them

»Effectively interact and communicate interculturally

»Analyze and evaluate the forces shaping international events, both in the past and present

»Understand the global context of his/her chosen profession

»Retain deep and contextualized knowledge about at least one culture and/or nation beyond the US

»Demonstrate willingness to act upon knowledge and attitudes, both at local and global levels

»Recognize oneself and one’s culture through the perception of others

Step 1: Learning Objectives

»Introduce a variety of perspectives

»Provide alternate paradigms of learning

»Allow for student reflection

»Encourage dialogue and discussion

»Create an environment that inspires advocacy, engagement, and curiosity.

Step 2:Teaching Methods & Resources

»Case studies

»Resources

»Readings, assignments, and papers

»Presentations, films, lectures

»Explanation of various concepts

»Examples of skills in practice

»Discussions, dialogue with international colleagues and students

»Various forms of experiential learning both abroad and with international communities in the U.S., etc.

Step 3: Content

»Assess whether students are achieving the stated global/international/intercultural learning objectives through:

»Written assignments

»Oral presentations

»Papers,

»Classroom assessment techniques

»Portfolios

»Group work

»Reflection and/or

»Classroom debates and discussions

Step 4: Assessment

Students should be informed, in the syllabi and/or on the first day of class, of the global/international/intercultural learning objectives respective for the specific course. The clear articulation of these outcomes will not create a normative experience but will rather create environments that reveal the international and global perspectives embedded in their various fields of professional and academic study and where learning expectations are clearly stated.

Step 5: Transparency

»Faculty & EA professionals work together in departments where curriculum integration has not been done.

»Share information about what peer institutions are doing.

»Participate in workshops and revise syllabi to further internationalize your on-campus courses.

»Faculty include a line in syllabi about education abroad, show slide before class begins about education abroad, info on office door/bulletin boards, info in departmental publications and websites, in letters admitting students to the major, at departmental orientations, etc.

»Career services offers info sessions on including education abroad on resumes/CVs, cover letters, and interviews. Get funding from local employers for scholarships.

»Alumni office surveys grads. Publish CMU data.

Next Steps

Thank you, Merci, Danke, GraciasLynn C. Anderson

ander043@ucsd.edu