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BUILDING THE FOUNDATION OF GLOBALLY ENGAGED CITIZENS: THE BENEFITS OF ONE-WEEK EMBEDDED GLOBAL EDUCATION PROGRAMS CIEE Annual Conference Baltimore, Maryland November 20, 2014
BUILDING THE FOUNDATION OF GLOBALLY ENGAGED CITIZENS: THE BENEFITS OF ONE-WEEK EMBEDDED GLOBAL EDUCATION PROGRAMS
CIEE Annual Conference
Baltimore, Maryland
November 20, 2014
INTRODUCTIONS
Victor Betancourt
Carin Usrey
Sarah LaRosa
Theodore “TJ” Berry
MARYMOUNT UNIVERSITY PROFILE
3,441 Students 2,363 UGs / 1,078 Gs
76% VA, MD & DC 17% International 68% Female / 32% Male 83% UGs Get Financial Aid 7% First Generation 60%+ Commute
EMBEDDED PROGRAMS AT MU: THE GLOBAL CLASSROOM SERIES
The Global Classroom Series consists of spring semester classes that have an international field experience during spring break allowing the class to explore the course topic in a global perspective.
Rationale: Marymount’s mission & vision Faculty Development + Internationalized
Curriculum Meet the needs of our student “clients”
Need for more affordable and convenient programs.
MU GLOBAL CLASSROOM SERIES DATA
5 Classes Fashion in Paris Interior Design in Sicily Entrepreneurship in Estonia Theology in Rome Sociology in Amsterdam
148 Applicants
107 Participants 15% participated in CGE
programs 81% female / 19% male 11% freshmen / 22%
sophomores / 42% juniors / 25% seniors
14 majors
6 Classes Politics in Korea Fashion in London Literature in Spain Entrepreneurship in The
Netherlands IT in Estonia & Finland Health Promotion in N. Ireland
173 Applicants
123 Participants 17% participated in CGE programs 33% first time going abroad 76% female / 24% male 15% freshmen / 17% sophomores /
19% juniors / 43% seniors / 6% graduate
16 majors
2014 2015
THE STRUGGLE TO BELONG: RELIGIOUS MINORITIES IN A SECULAR SOCIETY
LITERARY NONFICTION: PILGRIMAGE NARRATIVE AND TRAVEL WRITING
SKETCHING AND RENDERING FOR IDEAS
THE MYSTERY OF THE CHURCH
THROUGH THE SOCIOLOGICAL LENS:THE NETHERLANDS
ENTREPRENEURSHIP
SURVEY OF FASHION
DEFINITION OF EMBEDDED PROGRAM
A short study abroad experience that forms an integral part of, or an optional add-on to, a course given on the home campus. Most commonly, the study abroad portion of the course takes place during a midterm break or after the end of the on campus term and is just a week or two long.
-Forum on Education Abroad
LITERATURE REVIEW
6+ weeks “enormously successful in achieving important academic, personal, career and intercultural development outcomes.
Dwyer, M. (2004). More is Better: The Impact of Study Abroad Program Duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 151-164.
Attention must be paid to designing a learning experience that helps students fully absorb and integrate their experiences at increasing levels of complexity.
Passarelli, A. & Kolb, D., (2012). Student Learning Abroad: Using Experiential learning theory to promote student learning and development in program of education abroad. In M. Vande Berg, M. Paige, & K. Lou, (Ed.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Sterling, VA: Stylus Publishing, LLC.
The benefits of study abroad are significantly maximized if there are focused and intentional interventions before, during, and after students’ study abroad experience.
Vande Berg, M., Conner-Linton, J., & Paige, R. M. (2009). The Georgetown Consortium Study: Intervening in study learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 1-75.
International educators are shifting to an intentional, guided approach to education abroad that facilities significant intercultural learning prior to, during, and after the study abroad experience.
Bathurst, L. & La Brack, B., (2012). Shifting the locus of intercultural learning: Intervening prior to and after student experiences abroad. In M. Vande Berg, M. Paige, & K. Lou, (Ed.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Sterling, VA: Stylus Publishing, LLC.
Students with less previous international travel experience initially balked at adjusting to new customs, dress, and behavioral expectations more so than those with previous overseas experience.
Anderson, L. (2003, Fall). Women and cultural learning in Costa Rica: Reading the contexts. Frontiers: The Interdisciplinary Journal of Study Abroad, 21-52.
SAMPLE TIMELINE
JAN2014
FEB 2014
APRIL 2014
JUNE 2014
SEPT 2014
OCT 2014
NOV 2014
DEC 2014
JAN 2015
FEB2015
MAR 2015
APR 2015
Faculty
Proposal Deadline
Finalize
Course
List
Announce/
Advertise
2015 Progra
ms
Host Info
Sessions for Key
Staff & Facult
y
Advertise
Programs
Work with
Registrar to Create Class
Listings
Application Deadli
neSend
Acceptance and
Wait-List
EmailsCollect Acceptance
Forms &
Passport
Copies
Register
StudentsPay
Deposits
(flight,
hotel &
ground
transportation)
Assist Internationa
l Stude
nts with Visa
Applications
Faculty
Meeting #1Staff Coordinator Meeting #1
Faculty
Meeting #2Staff Coordinator Meeting #2Class Visits
Faculty &
Staff Meeti
ngStude
nt Pre-
Departure
Meeting
Submit Final Payments
Run Programs
Evaluate
Programs
Student Re-entr
y Worksho
pFaculty/
Staff Debrief
Luncheon
BENEFITS
POSITIVE OUTCOMES/BENEFITS
• Greater confidence and an increased understanding of self through leaving home/learning about new culture
• New/stronger friendships formed; more connected to Marymount community RETENTION
• Faculty are able to engage research interests and enhance teaching methods/activities positive impact on future classes
• Staff can better articulate benefits of CGE programs improved visibility, campus communication, and office-to-office collaboration
• Faculty and staff develop stronger relationship with the students and vice versa
SENSE OF SELF / CONFIDENCE / MATURITY
“I learned that I can do a lot more on my own then I thought I could. I was able to completely immerse myself in the culture without having any trouble. It was a wonderful, enlightening, refreshing, and exhilarating experience!”
– Paris 2013
“It was my first time out of the country and I learned that I want to travel to a lot of different places around the world.” – Paris 2013
“I had never been out of the country previously, so it gave me significant insight into other cultures, languages, and ways of life. It made me much more comfortable traveling in the future and working with people of all backgrounds.”
– Sicily 2014
“When I describe myself to others I always say I'm independent. On this trip, though, I really didn't have an opportunity to relish in my independence and enjoy some time alone exploring the city. As much as I would have liked to do this, I enjoyed experiencing the trip with my closest group of friends. Instead of thinking in an individualistic sense, I shifted into a collectivist mode and looked out for their wellbeing just like they did for mine.” – Rome 2014
CAREER DEVELOPMENT
“We had some of the most beautiful sites in the world to draw from, which was an experience I'll remember throughout my future career as a designer. The understanding of the history behind my drawings is another cool element to this class. The class inspired me to sketch wherever I travel.” – Sicily 2014
“I understood the business sentiment in Tallinn. The perspective of not only being a business owner but how to create, sustain and improve an economy- from different viewpoints- and how neighboring countries and trade relations play a huge part regarding economic growth.” – Estonia 2014
“Traveling to the place were "fashion" was born has changed my perspective on fashion itself. This was an experience that didn't just enhance my learning in the course subject but, it has also changed my outlook on the fashion industry and has given me a boost of inspiration and dedication to the field I will soon work in.” – Paris 2014
INTELLECTUAL CURIOSITY
“It's always interesting encountering new cultures. Whenever I'm in a new cultural environment, I realize how much more there is to explore out there.” – Slovenia 2013
“Applying what you have spent weeks learning is necessary to fully understand a concept. Traveling is no exception. Being able to apply the sociological skills I've developed in class to the people I met and places I visited was an integral aspect of this class.” – Amsterdam 2014
“I am fascinated now, and I want to take a history course on Jewish immigration to the US.” – Paris 2013
APPRECIATION FOR DIVERSITY / CULTURAL SENSITIVITY
“It was very interesting because of the people we encountered and also the people traveling with me. Not everyone is from the same cultural background and so everyone views the world differently and I was intrigued to see how different people had different reactions and different questions. Even the interests in our group varied a lot.” – Rome 2014
“I learned firsthand what it is like to be a foreigner in a country and not know how to speak the native language. It made me more humble and appreciative.” – Sicily 2014
“Hearing different points of view from people I met during the week abroad gave my learning a new depth. The week abroad also made me more globally and culturally aware.” – Slovenia 2013
APPRECIATION FOR DIVERSITY / CULTURAL SENSITIVITY
“I always heard the French hate Americans. I found this to not be true at all. Everyone I spoke with was very helpful. The French were appreciative at my attempts to give French greetings but then realizing that when I did not know what they were saying in their responses, almost every person would speak some English. – France 2013
“I believe that students who are exposed to other cultures possess emotional intelligence and sensitivity. Paris was a perfect destination. Not only we got a unique academic experience, we were able to get a sense of the great history, art, and culture of France. I believe such experience will greatly contribute to our personal attributions as students.” – Paris 2013
“I was able to meet international students who were participating with the Erasmus program, which gave my experience a new depth. Being able to interact with students of similar ages from all over the world was such a great opportunity.” – Slovenia 2013
STUDENT EVALUATION RESULTS
Has participation in this program increased your interest in and understanding of people from other cultures? 100% Yes 2013
96% Yes 2014
Has your experience on this program increased your interest in spending more time abroad in the future? 100% Yes 2013
96% Yes 2014
STUDENT SPOTLIGHT: TJ BERRY
INDIA: DECEMBER 2012/ JANUARY 2013DOING BUSINESS IN INDIA
ROME: MARCH 2012THE MYSTERY OF THE CHURCH
SPAIN: MARCH 2013LITERARY NONFICTION
THE NETHERLANDS: MARCH 2014THROUGH THE SOCIOLOGICAL LENS
NORWAY: SUMMER 2014INTERNSHIP
KEY LESSON LEARNED & BEST PRACTICES
Program Packaging Location Cost Course Selection Faculty
Support Faculty, staff and students all must be prepared Look to members of school community to help
promote programs- it takes a village
Timeline Matters Need adequate time to plan, promote, and prepare!
Q & A
THANK YOU FOR COMING!
VICTOR BETANCOURT [email protected]
SARAH LAROSA [email protected]
CARIN USREY [email protected]
