Connecting the Dots of Curriculum Integration

1. Connecting the Dots of Curriculum Integration University of Minnesota Eastern Illinois University Murray State University Fairfield University

2. Curriculum Integration at the University of Minnesota Leigh Neys Program Associate University of Minnesota Duluth

3. What is Curriculum Integration? • Professionals, faculty, and academic advisers collaborating to internationalize the undergraduate experience. • The “Minnesota Model” is based on partnering with academic units to effectively meet institutional goals to internationalize the curriculum, therefore spreading ownership for international education throughout the institution.

4. Development of Curriculum Integration (CI) at University of Minnesota • Grants were awarded by FIPSE and the Bush Foundation totaling just over $1 million. • Funding allocated to all campuses of the University of Minnesota system. • Multiple initiatives were established, including: • Financial Support • Advising Support and Training • Faculty Curriculum Development • Site Visit Opportunities

5. Finances for Study Abroad • University of Minnesota offers over $500,00 in scholarships for study abroad. • Half-time development officer • Designated scholarship money to incoming freshman for study abroad • Financial awards for study abroad based on written essay competition, rather than financial need.

6. Faculty Curriculum Development • Sponsored workshops and retreats for faculty and advisers throughout the year, with topics focusing on: • Latest developments in CI • Education Abroad advising and promotion • One visit per year to coordinate campuses with two meetings per year on Twin Cities campus

7. International Site Visits • Site visits for faculty and academic advisers • Generates understanding of and enthusiasm for study abroad opportunities • Opportunity to gain better understanding of the design and operation of various programs, and experience academic climate and local culture in which their students are immersed. • Financial support provided by Office of International Programs and Learning Abroad Center (UMTC), applicants provide partial funding.

8. Internationalizing On-Campus Curriculum (IOCC) • In January 2008, eight UM Duluth faculty were chosen to participate in an IOCC workshop sponsored by the Office of International Programs • IOCC is an intentional approach to course design, development and delivery. • Goals of workshop were to design and implement a comprehensive faculty development model to internationalize undergraduate curricula. • Another goal was to have undergraduate students better understand their own cultural perspectives in order to perform more effectively in a global context.

9. IOCC Continued… • At the conclusion of the workshop, participants had created a course proposal and syllabus. It is expected that the courses will be taught by Spring 2009. • Participants also received a stipend to be used for course-related materials. • Currently, classroom observations and surveys are being completed to measure the outcome of workshop goals.

10. UM Duluth CI Initiatives • Course Equivalency Database (http://www.d.umn.edu/ieo/programs/equivalencies.php) • Database containing over 2000 foreign course approvals • Course Equivalency process involves CI Coordinator, Department Heads and faculty liaisons • FST designator assigned to all foreign course approvals

11. UM Duluth CI Initiatives continued… • Study Abroad Major Advising Sheets (SAMAS) • SAMAS describe academic considerations and highlight approved programs • Approved by faculty and academic advisors • Distributed in International Education Office, department offices and collegiate units • Strong visible communication tool • Distributed during new student orientations, major declaration meetings and general advising sessions.

12. Results of CI initiatives • Enrollment in study abroad programs at the University of Minnesota has increased from 933 students in 1998-1999 to 2,429 students in 2006-2007. • Increase represents approximately 28% of undergraduate participation in study abroad • UMN has declared a goal of 50% or its undergraduate population will have a significant educational experience prior to graduation

13. Questions? Websites: Curriculum Integration website: http://www.umabroad.umn.edu/ci/index.html University of Minnesota Office of International Programs: http://www.international.umn.edu/ NAFSA: Association of International Educators: www.nafsa.org The Forum on Education Abroad: http://www.forumea.org/

14. Connecting the Dots of Curriculum IntegrationOn a Shoestring Budget Wendy Williamson Director, Office of Study Abroad Eastern Illinois University

15. Eastern Illinois University State University (business, arts, sciences, & humanities) Baccalaureate & Master's 12,179 students total 300 students/year 2/3 faculty-led Centralized Approach Staff: 1 Director, 1 Coordinator

16. Step 1: Position your Office Mission Statement: The Office of Study Abroad fosters affordable, high quality, international academic opportunities that enable students to develop the knowledge and skills necessary for leadership in an interdependent world. Dust in the Wind Mission-Driven Machine

17. Step 2: Don’t Waste Time President/Provost Charge: “Increase the portion of students participating in Study Abroad programs with the long-term goal being to have the highest rate of student participation in these programs among the state’s public comprehensive universities.” Unilateral Strategic

18. Step 3: Dodge Distractions We have no business doing anything that does not line up with our mission (compass/map). • Examples • China in Chinese, with no Chinese offered on campus • Exchange with an engineering school, when we don’t have an engineering school, program, or students. • It takes Power (and courage) in • Politics to avoid Personal Agendas!

19. Step 4: Share Responsibility Office/Department to Campus Community When students ask your faculty and staff about study abroad, how do they respond? A. The Office of Study Abroad is that way… good luck. B. Don’t go there! C. Let’s take a look at what might work for you.

20. Step 5: Articulate Courses “Key” to shared responsibility…more next slide • AT EIU • Student workers compile data, and • organize by department. • Data sent in packets to each • department chair for articulation. • Department Chairs return packets • with articulations and signature.

21. Step 6: Articulate to Educate Organization and dissemination of articulation information for our office advising process, academic department advising sheets, program finder by major, general academic advisors, admissions recruiters, etc. At EIU • Our Center for Advanced Technology helped us develop an online database. • Process took about 1 year to complete first database and 2 years to refine. Study Abroad Course Finder

22. Step 7: Grow Pro-actively • From Curriculum Integration to Curricular Study Abroad • From “After-thought” to “Before-Thought” Curriculum Integration: Incorporating course work taken abroad into the academic context of the home campus. Curricular Study Abroad: Identifying and/or developing course work abroad (from the academic context of the home campus), creating international opportunities for education. This may require special course articulation and must be incorporated into the academic advising, department informational materials, and degree electives/requirements.

23. Step 8. Tame your Programs -Taming program development is key to growing pro-actively. • Course Articulation should be part of program development • Faculty > Academic Departments > Program Development • Departments integrate those programs into their curriculum and advising processes, and market those programs to their students • New programs MUST line up with our mission statement and must work for our students, or internationalize our campus community. • Ex. Faculty-led Programs • May or may not serve our students. We help students find their best fit academically, whether our options or another university. • These specialized, rigorous travel courses attract students from around the US (augmenting the credibility of EIU). Recruit via www.facultyled.com, listservs, faculty contacts, etc. • Establish Partnership Guidelines for institution

24. Step 9: Marketing/Advising Direct the process • Peer Advisor hiring & training • 5-minute Presentations • Classrooms, Organizations, Events, etc. • Customized Presentations • Study Abroad Fair • Tables & Campus Events • Information Sessions 20-30 minutes, to provide information • Peer Advising • Professional Advising • First Step Form (Intake) • Program Planning Worksheet • Program Selection

25. Step 10. Don’t be Wasteful Maximize every opportunity to educate. • Academic Advising • Financial Aid • Admissions/Records • Career Services • Health Services • Continuing Education • Academic Departments EIU places older study abroad magazines, etc. on the end tables of various offices on campus (i.e. Admissions). Parents and students often come through waiting. EIU also has a checkbox on it’s general admissions application for study abroad. Our office gets this info and is able to contact students and follow up very early on in their college career.

26. Curriculum Integration at Murray State University Melanie McCallon Associate Director for Education Abroad Murray State University Year One

27. International Studies Advisory Committee • International Professional Development • International Student Recruitment and Retention • Global Campus • International Study Programs

28. 5/5/50 Initiative • 5% student body international students • Currently at 4% • 5% student body studied abroad • Currently at 2.8% • 50% faculty have an international experience

29. Study Abroad Ambassadors • Faculty member in each of 39 academic departments • Duties and involvement vary wildly • Assigned by department Chair, no compensation or release time

30. Curriculum Integration Step 1 • Study Abroad Ambassadors arrange meeting with department • Introduce study abroad opportunities for students • Introduce student funding for study abroad • Introduce international faculty development opportunities

31. Where are we now? • Increase of: • faculty involvement with course approval • faculty support for student participation in study abroad • study abroad scholarship funding provided through departments • faculty proposals for courses abroad • faculty participation in international professional development programs • No Advising sheets completed

32. Curriculum Integration at Fairfield University Christopher Johnson Assistant Dean, International Education Fairfield University

33. Study Abroad at Fairfield University • 31 years old • 6 Fairfield University administered programs • 60+ affiliated programs • 40% of graduates have an international experience

34. Fairfield students • Predominantly drawn from NY and Boston suburbs • Mostly upper middle-class • Approximately 16% students of color +first-generation • Well-traveled • Relatively inexperienced

35. Extant International Experience • Western-Europe Focused • Emphasis on social rather than academics • Study abroad as separate and apart from Fairfield experience

36. Jesuit Educational Model • Engagement • Reflection • Service

37. Strategic plan • Integrating the core • Linking academic and co-curricular experiences • Expanding service-learning opportunities

38. Fairfield Core • 50% of the degree • 5 classes in religion and philosophy • Broad-based, liberal arts driven

39. Integrating International Education with Core • “Upfronting” advising • Disseminating course and academic information • Major+Language+Location=Ideal • Increasing standards • Diversifying destinations

40. Challenges • Changing mind-sets • Cultivating faculty • Moving away from tourist “mentality” • Helicopter parents • Anticipating and adapting to changing global currents

41. Contact Us • Leigh Neys • lneys@d.umn.edu • Wendy Williamson • wswilliamson@eiu.edu • Melanie McCallon • Melanie.mccallon@murraystate.edu • Christopher Johnson • cjohnson@mail.fairfield.edu