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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
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 
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
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
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
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 
“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
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 2013 
DOING BUSINESS IN INDIA
ROME: MARCH 2012 
THE MYSTERY OF THE CHURCH
SPAIN: MARCH 2013 
LITERARY NONFICTION
THE NETHERLANDS: MARCH 2014 
THROUGH THE SOCIOLOGICAL LENS
NORWAY: SUMMER 2014 
INTERNSHIP
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 VBETANCO@MARYMOUNT.EDU 
SARAH LAROSA SLAROSA@MARYMOUNT.EDU 
CARIN USREY CUSREY@MARYMOUNT.EDU

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

  • 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. INTRODUCTIONS Victor Betancourt Carin Usrey Sarah LaRosa Theodore “TJ” Berry
  • 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. 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. 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. THE STRUGGLE TO BELONG: RELIGIOUS MINORITIES IN A SECULAR SOCIETY
  • 8. LITERARY NONFICTION: PILGRIMAGE NARRATIVE AND TRAVEL WRITING
  • 10. THE MYSTERY OF THE CHURCH
  • 11. THROUGH THE SOCIOLOGICAL LENS: THE NETHERLANDS
  • 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. 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.  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.
  • 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
  • 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. 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. 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. 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. 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. 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. 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
  • 28. INDIA: DECEMBER 2012/ JANUARY 2013 DOING BUSINESS IN INDIA
  • 29. ROME: MARCH 2012 THE MYSTERY OF THE CHURCH
  • 30. SPAIN: MARCH 2013 LITERARY NONFICTION
  • 31. THE NETHERLANDS: MARCH 2014 THROUGH THE SOCIOLOGICAL LENS
  • 32. NORWAY: SUMMER 2014 INTERNSHIP
  • 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. Q & A
  • 35. THANK YOU FOR COMING! VICTOR BETANCOURT VBETANCO@MARYMOUNT.EDU SARAH LAROSA SLAROSA@MARYMOUNT.EDU CARIN USREY CUSREY@MARYMOUNT.EDU

Editor's Notes

  1. Poll the Audience
  2. 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.
  3. Students learn about themselves, develop greater confidence, maturity and independence through their participation.
  4. 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
  5. Learn more about likes and dislikes. Want to learn more about world and themselves.
  6. First time experiencing being the “other” and having to think about their own beliefs, cultures and ways of being. Become more empathetic and appreciative.