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Building the Foundation for Globally Engaged Citizens: The Benefits of One-Week Embedded Global Education Programs

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Building the Foundation for Globally Engaged Citizens: The Benefits of One-Week Embedded Global Education Programs

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In 2011, the Marymount University Center for Global Education developed its Global Classroom Series, one-week embedded programs, to help internationalize its curriculum, provide a low cost and convenient alternative to traditional study abroad, and inspire underclassman to spend a semester abroad. Since then, hundreds of Marymount students have participated in Global Classroom Series programs all over the world. In this interactive session, panelists will share tips and a sample timeline for embedded program design, evaluate key lessons learned and best practices, review literature on the subject, and discuss some of the benefits of Marymount’s series.

In 2011, the Marymount University Center for Global Education developed its Global Classroom Series, one-week embedded programs, to help internationalize its curriculum, provide a low cost and convenient alternative to traditional study abroad, and inspire underclassman to spend a semester abroad. Since then, hundreds of Marymount students have participated in Global Classroom Series programs all over the world. In this interactive session, panelists will share tips and a sample timeline for embedded program design, evaluate key lessons learned and best practices, review literature on the subject, and discuss some of the benefits of Marymount’s series.

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Building the Foundation for Globally Engaged Citizens: The Benefits of One-Week Embedded Global Education Programs

  1. 1. BUILDING THE FOUNDATION OF GLOBALLY ENGAGED CITIZENS: THE BENEFITS OF ONE-WEEK EMBEDDED GLOBAL EDUCATION PROGRAMS CIEE Annual Conference Baltimore, Maryland November 20, 2014
  2. 2. INTRODUCTIONS Victor Betancourt Carin Usrey Sarah LaRosa Theodore “TJ” Berry
  3. 3. MARYMOUNT UNIVERSITY PROFILE
  4. 4.  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
  5. 5. 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.
  6. 6. MU GLOBAL CLASSROOM SERIES DATA  5 Classes 2014 2015 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
  7. 7. THE STRUGGLE TO BELONG: RELIGIOUS MINORITIES IN A SECULAR SOCIETY
  8. 8. LITERARY NONFICTION: PILGRIMAGE NARRATIVE AND TRAVEL WRITING
  9. 9. SKETCHING AND RENDERING FOR IDEAS
  10. 10. THE MYSTERY OF THE CHURCH
  11. 11. THROUGH THE SOCIOLOGICAL LENS: THE NETHERLANDS
  12. 12. ENTREPRENEURSHIP
  13. 13. SURVEY OF FASHION
  14. 14. 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
  15. 15. 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.
  16. 16.  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.
  17. 17. SAMPLE TIMELINE
  18. 18. APR 2015 MAR 2015 FEB 2015 JAN 2015 DEC 2014 NOV 2014 OCT 2014 SEPT 2014 JUNE 2014 APRIL 2014 FEB 2014 JAN 2014 Student Re-entry Workshop Faculty/Staff Debrief Luncheon Run Programs Evaluate Programs Faculty & Staff Meeting Student Pre-Departure Meeting Submit Final Payments Faculty Meeting #2 Staff Coordinator Meeting #2 Class Visits Faculty Meeting #1 Staff Coordinator Meeting #1 Register Students Pay Deposits (flight, hotel & ground transportation) Assist International Students with Visa Applications Application Deadline Send Acceptance and Wait-List Emails Collect Acceptance Forms & Passport Copies Advertise Programs Work with Registrar to Create Class Listings Host Info Sessions for Key Staff & Faculty Announce/Advertise 2015 Programs Finalize Course List Faculty Proposal Deadline
  19. 19. BENEFITS
  20. 20. 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
  21. 21. 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
  22. 22. CAREER DEVELOPMENT “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 “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
  23. 23. 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
  24. 24. 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
  25. 25. 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
  26. 26. 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
  27. 27. STUDENT SPOTLIGHT: TJ BERRY
  28. 28. INDIA: DECEMBER 2012/ JANUARY 2013 DOING BUSINESS IN INDIA
  29. 29. ROME: MARCH 2012 THE MYSTERY OF THE CHURCH
  30. 30. SPAIN: MARCH 2013 LITERARY NONFICTION
  31. 31. THE NETHERLANDS: MARCH 2014 THROUGH THE SOCIOLOGICAL LENS
  32. 32. NORWAY: SUMMER 2014 INTERNSHIP
  33. 33. 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!
  34. 34. Q & A
  35. 35. THANK YOU FOR COMING! VICTOR BETANCOURT VBETANCO@MARYMOUNT.EDU SARAH LAROSA SLAROSA@MARYMOUNT.EDU CARIN USREY CUSREY@MARYMOUNT.EDU

Editor's Notes

  • Poll the Audience
  • Assumption is that it impacts learning of academic content and that students enjoy themselves, make friends, get to know their professors, and generally feel more connected to the MU community- it goes beyond that.
  • Students learn about themselves, develop greater confidence, maturity and independence through their participation.
  • Students develop focus and interest in future endeavors
    Personal: i.e. desire to go abroad again (gains in confidence, maturity, curiosity, independence, etc.)
    Academic: i.e. major Major/Minor adjustments, grad school plans, greater focus
    Career: i.e. international jobs/ internships
  • Learn more about likes and dislikes. Want to learn more about world and themselves.
  • First time experiencing being the “other” and having to think about their own beliefs, cultures and ways of being. Become more empathetic and appreciative.
  • ×