CEPA Foundation Webinar #1 on Curriculum Integration

1. CEPA Foundation Webinar #1on Curriculum Integration Integrating Education Abroad into the Curriculum Lynn C. Anderson April 28, 2014 at 12pm EST and 9am PST

2. Why Make Education Abroad a Major Focus of Expanding Campus Internationalization? • Very direct and meaningful way to impact students and their global perspectives. • Education abroad is frequently identified as students’ best educational experience! • Education abroad returnees on campus contribute in new ways to classes, student life, and global perspectives. • Satisfied alumni who are successful professionally. • AND NOW we know that education abroad is associated with decreased time to GRADUATION & increased GPA’s!!

3. Guiding Principles • Partnerships • Partners are teachers and learners • Ownership outside of education abroad office • Work within existing structures • Focus on long-term impact

4. Perceived Barriers “The 5 F’s” • Fit • Faculty and Adviser Support • Fear • Family and Friends • Finances

5. UC San Diego Time to Graduation Data by Major (Fall 2005 Cohort is Similar)

6. Stakeholders & Why They Care • Campus leadership: institutional profile, happy students and alum, reputation • Faculty: curriculum, quality of students • Academic advisers: students’ personal, academic, and career development • Campus administrators: institutional profile and ease of processes (admissions, housing, financial aid, etc.) • Education abroad and international education professionals: make it all possible

7. Faculty: Curriculum • Institutional needs and doing the right thing by students: important but not the focus for all faculty • Curriculum: learning outcomes, access to special educational opportunities, replacement or additive courses, internships, research • International education engages on-campus students : courses, presentations, World Hunger Day, international events, International Education Week

8. Education Abroad Learning Outcomes • Discipline-specific learning • Placement of a discipline in its international context • Country/Region-specific learning • Language acquisition • Student development

9. Kolb’s Learning Styles

10. Why Develop Education Abroad Major Advising Pages? • Reflect academic considerations and program selection priorities of each department based on learning outcomes • Starting point for students • Advising tool for academic departments and education abroad offices • Everyone is on the same page (or website)

11. Methodology for Integrating Education Abroad into the Curriculum Step 1: Assess Step 2: Match Step 3: Motivate Step 4: Evaluate

12. Step 1: Assess • Consider pre-requisites, electives, major requirements, etc. • Is sequencing of courses critical? • Are there courses that CANNOT be taken abroad? (Why?) • Is there flexibility in the curriculum? • Is fine-tuning necessary to facilitate education abroad? • Are there options abroad that provide opportunities not available on-campus?

13. Step 2: Match • Education Abroad (EA) professional researches options based on conversations with departmental faculty • EA professional finds range of options—language, location, length, internships, research, program types, and cost • EA professional provides faculty with program descriptions and course syllabi • Departmental faculty determine which courses may be taken as equivalent to, in lieu of, or in addition to required courses • If helpful, suggest that faculty and advisors participate in a site visit to acquire a better sense of the program options

14. Site Visits for Faculty and Advisors • Provides direct opportunity for faculty and advisors to learn about and experience education abroad programs and research options • Can provide a parallel to the student experience • Rapidly increases buy-in and enthusiasm for education abroad • Provides feedback and insights to the education abroad office • Funded in part by participant’s department—creates buy-in • Opportunity for networking and establishing partnerships or collaborative initiatives that go beyond education abroad

15. Step 3: Motivate • Major Advising Page prepared and available in departmental office, through faculty and advisors, and on-line • Workshops for faculty and advisors so they are prepared to encourage students to go abroad and are aware of options and perceived barriers • Information sessions, webinars, on-line tutorials for students, and departmental publications • Communicate the message to prospective students and their parents as well as enrolled students • Students report the greatest motivator is when their faculty members encourage them to go abroad

16. Step 4: Evaluate (to be covered in detail in the third webinar) • Are faculty and advisors getting the message out? • Do more students declare majors in your departments? • Are more of your students participating in education abroad? • Is retention and time to graduation impacted? • What do your students say about their experiences abroad? • Do returnees engage more in departmental or campus activities? • What do your alumni say about the experience and the impact it had on their lives and careers? • Are you raising more money for scholarships? • What do employers/grad schools/professional schools say about your graduates?

17. Next two webinars will cover • Determining who will do this work and with what resources. • Deciding which departments might go first • Meeting with faculty--explain vision, gain buy-in, address concerns, set timeline. • How education abroad professionals start the assess, match, motivate, evaluate methodology • Providing incentives (site visits, scholarships to students, meals, what peer institutions are doing) • Assessing progress & continuing to go forward--Webinar #3

18. Thank you • Questions, Answers, Discussion Lynn C. Anderson International Education Consultant 763-314-0252 ander043@ucsd.edu