Intentional, critically informed pedagogies are a means of developing and shaping the kinds of transformative experiences students should have. While much of the work in the field of international education emphasizes formal assessments, we’ll focus on critical pedagogy and how to best shape experiences that promote experiential learning, immediacy, engagement, and immersion that is both self-reflexive and respectful. We’ll consider approaches and methodologies that can be used for specific study abroad programs and the ways in which an ethos of deeply intercultural and experiential learning can inform campus and curriculum internationalization efforts.
CIEE and Johnson and Wales University have collaborated for the past two years to develop a freshman study abroad program called "Expanding the Freshman Experience." This session will focus on how they created best practices related to transitioning from the more traditional faculty-led program to a collaborative, non-faculty-led program that serves an underrepresented population. Attendees will learn how to design a program that meets the unique needs of freshman students and encourage them to safely leave their comfort zone. Special consideration during this session is given to the developmental phase of emerging adulthood in the design of program components, overall tone, and expectations.
Is western Europe still relevant as a destination for research, study, and internships, or have American institutions turned their global focus elsewhere? This session will feature participants from three very different institutions: A large, private research university; a small, undergraduate liberal arts college; and a small satellite campus in Europe of a large, public research university. We'll present academic research and statistics from the field in general, and three case studies showcasing how western Europe is currently "faring" in institutional global strategies. Attendees will be invited to share their strategies and engagement with the region as well.
Ten Ways you can Support Undergraduate Research in STEM and BeyondCIEE
This session will focus on steps study abroad professionals can implement before, during, and after a student's study abroad experience to support undergraduate research abroad. Panelists will provide an overview of the state of support for undergraduate research, and, based on the strengths and weaknesses of current practice, make 10 suggestions to improve the research experience for students studying abroad. Attendees will be able to understand current successes and challenges in supporting students as they conduct research during study abroad and identify ways study abroad professionals can help.
Overcoming Curriculum Challenges: Linking Global Internships to Academic Cour...CIEE
Demand for international experiences that enhance employability is higher than ever. Universities feel the pressure from students, alumni, government, parents, and employers. However, the link between global internships and academic coursework is at best underutilized and at worst a barrier. This session will review general concepts and context regarding global internships and provide two academic internship frameworks that can be used to develop or describe program models. Presenters will share case studies and specific examples that demonstrate program models and components linking global internships to academic coursework.
It Takes a Village: Building a Support System for Diversity AbroadCIEE
Racial/ethnic diversity in study abroad increased 10 percent from 2004 to 2014. Despite the increase, study abroad continues to fall low on students of color’s priority list. Irrespective of their rationale for not going, students of color continue to receive fewer messages that study abroad is worthwhile. To fill this gap, panelists in this session will argue that faculty involvement – particularly faculty of color– in the planning process and while on-site is imperative. The inclusion will allow students to see themselves reflected in study abroad programs and may increase the likelihood that students will participate. This session will feature multiple perspectives to demonstrate the important ways to utilize faculty in the effort to increase student of color participation.
Before They Even Get Here: Cross-Campus Collaboration on a New Pre-Freshman S...CIEE
During this session, we'll examine the development of an innovative study abroad program, which was the result of successful collaboration among professionals from the admissions and study abroad offices and an academic department. The synergy that resulted from this collaboration enabled the creation of a program that exceeded all expectations as a recruiting tool, as a summer bridge preparing high school students for university, and as an innovative model for future study abroad programs. Panelists will each tell the story of the program's creation from his or her own perspective, highlighting areas of potential mutual misunderstanding and how they were resolved.
Opening More Doors: Keys to Successful Faculty-Led Study Abroad for Graduate ...CIEE
This session will provide a model for building a successful graduate-level study abroad program, give session participants the tools to build a viable, sustainable study abroad program for graduate students, and aid and inspire session participants to do so. Panelists include three colleagues who have collaborated to build successful credit-bearing graduate-level study abroad programs, as well as a non-traditional student who participated in a study abroad program. During this session, we'll cover budgeting, recruitment, course credits, course delivery, program activities, coursework, logistics, accommodating non-traditional students, faculty pay and course load, and program assessment and sustainability.
Intercultural Faculty Training for the Development of Innovative Global Initi...CIEE
During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.
CIEE and Johnson and Wales University have collaborated for the past two years to develop a freshman study abroad program called "Expanding the Freshman Experience." This session will focus on how they created best practices related to transitioning from the more traditional faculty-led program to a collaborative, non-faculty-led program that serves an underrepresented population. Attendees will learn how to design a program that meets the unique needs of freshman students and encourage them to safely leave their comfort zone. Special consideration during this session is given to the developmental phase of emerging adulthood in the design of program components, overall tone, and expectations.
Is western Europe still relevant as a destination for research, study, and internships, or have American institutions turned their global focus elsewhere? This session will feature participants from three very different institutions: A large, private research university; a small, undergraduate liberal arts college; and a small satellite campus in Europe of a large, public research university. We'll present academic research and statistics from the field in general, and three case studies showcasing how western Europe is currently "faring" in institutional global strategies. Attendees will be invited to share their strategies and engagement with the region as well.
Ten Ways you can Support Undergraduate Research in STEM and BeyondCIEE
This session will focus on steps study abroad professionals can implement before, during, and after a student's study abroad experience to support undergraduate research abroad. Panelists will provide an overview of the state of support for undergraduate research, and, based on the strengths and weaknesses of current practice, make 10 suggestions to improve the research experience for students studying abroad. Attendees will be able to understand current successes and challenges in supporting students as they conduct research during study abroad and identify ways study abroad professionals can help.
Overcoming Curriculum Challenges: Linking Global Internships to Academic Cour...CIEE
Demand for international experiences that enhance employability is higher than ever. Universities feel the pressure from students, alumni, government, parents, and employers. However, the link between global internships and academic coursework is at best underutilized and at worst a barrier. This session will review general concepts and context regarding global internships and provide two academic internship frameworks that can be used to develop or describe program models. Presenters will share case studies and specific examples that demonstrate program models and components linking global internships to academic coursework.
It Takes a Village: Building a Support System for Diversity AbroadCIEE
Racial/ethnic diversity in study abroad increased 10 percent from 2004 to 2014. Despite the increase, study abroad continues to fall low on students of color’s priority list. Irrespective of their rationale for not going, students of color continue to receive fewer messages that study abroad is worthwhile. To fill this gap, panelists in this session will argue that faculty involvement – particularly faculty of color– in the planning process and while on-site is imperative. The inclusion will allow students to see themselves reflected in study abroad programs and may increase the likelihood that students will participate. This session will feature multiple perspectives to demonstrate the important ways to utilize faculty in the effort to increase student of color participation.
Before They Even Get Here: Cross-Campus Collaboration on a New Pre-Freshman S...CIEE
During this session, we'll examine the development of an innovative study abroad program, which was the result of successful collaboration among professionals from the admissions and study abroad offices and an academic department. The synergy that resulted from this collaboration enabled the creation of a program that exceeded all expectations as a recruiting tool, as a summer bridge preparing high school students for university, and as an innovative model for future study abroad programs. Panelists will each tell the story of the program's creation from his or her own perspective, highlighting areas of potential mutual misunderstanding and how they were resolved.
Opening More Doors: Keys to Successful Faculty-Led Study Abroad for Graduate ...CIEE
This session will provide a model for building a successful graduate-level study abroad program, give session participants the tools to build a viable, sustainable study abroad program for graduate students, and aid and inspire session participants to do so. Panelists include three colleagues who have collaborated to build successful credit-bearing graduate-level study abroad programs, as well as a non-traditional student who participated in a study abroad program. During this session, we'll cover budgeting, recruitment, course credits, course delivery, program activities, coursework, logistics, accommodating non-traditional students, faculty pay and course load, and program assessment and sustainability.
Intercultural Faculty Training for the Development of Innovative Global Initi...CIEE
During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.
Understand China's power in the international education landscape.
Read more here: https://www.student.com/blog/chinas-rapid-rise-academic-destination/
Over the past five years, we have had the privilege of witnessing the increasing pace of interest and growth in China as a destination. More people than ever are learning Chinese, visiting China for tourism or business, and studying in China.
The Chinese government has been making concentrated efforts to improve the quality of education in the country and provide nancial support to foreign students.
Whilst Student.com does not currently list accommodation in mainland China, this is a student corridor we predict will increase in importance as student mobility patterns change, grow and adapt. We are excited about the increasing lure of China as a destination for international students.
Currently, most Chinese student accommodation is on campus; however, opportunities exist for more purpose-built student accommodation in China, as GSA’s recent entry into the market demonstrates.
Scholarship Symposium Presentation: International Student Recruitment: Purpos...Breanne Vailes, LSW
In this research paper and presentation, I examined the literature and historical data regarding international student recruitment and how to effectively implement it at the university.
During a fishbowl session at EAIE 2016 in Liverpool, StudyPortals and Hobsons hosted a session on how students decide where to study. Providing insights into the decision-making process of students, including tips on how to better position your institution based on an analysis of this data.
Who is Not Studying Abroad? An Examination of Three Institutional Perspective...CIEE
To understand how to expand education abroad opportunities, we need to understand who is not going abroad. Presenters will share what they've done (or are doing) to expand participation with respect to the barriers of cost, curriculum, and culture. Participants will be invited to share best practices on how to change perception and make study abroad – academic study, work, or internships – more accessible. Case studies will include the Clemson Engineers for Developing Countries (CEDC) Haiti Initiative, an innovative student-directed program; Susquehanna University, which made study away a curricular requirement; and Medgar Evers College, the only Predominantly Black College (PBI) in the City University of New York, will explain how a one-person office has increased the numbers of underrepresented students going abroad.
Western Sydney University will invest AU$10 million in an International Scholarships Program in 2018. This new initiative is in addition to our existing scholarships program for international students. The International Scholarships Program will help support our future international students to succeed at Western Sydney University and beyond.
In this presentation, I have presented the biography of Kate Chopin and give some background information about the last novel she had written, "The Awakening." Summaries by chapter are also included, as well as the themes and symbolisms used in the novel. This is only the first part. The second part deals with the approaches in criticizing the novel better.
Understand China's power in the international education landscape.
Read more here: https://www.student.com/blog/chinas-rapid-rise-academic-destination/
Over the past five years, we have had the privilege of witnessing the increasing pace of interest and growth in China as a destination. More people than ever are learning Chinese, visiting China for tourism or business, and studying in China.
The Chinese government has been making concentrated efforts to improve the quality of education in the country and provide nancial support to foreign students.
Whilst Student.com does not currently list accommodation in mainland China, this is a student corridor we predict will increase in importance as student mobility patterns change, grow and adapt. We are excited about the increasing lure of China as a destination for international students.
Currently, most Chinese student accommodation is on campus; however, opportunities exist for more purpose-built student accommodation in China, as GSA’s recent entry into the market demonstrates.
Scholarship Symposium Presentation: International Student Recruitment: Purpos...Breanne Vailes, LSW
In this research paper and presentation, I examined the literature and historical data regarding international student recruitment and how to effectively implement it at the university.
During a fishbowl session at EAIE 2016 in Liverpool, StudyPortals and Hobsons hosted a session on how students decide where to study. Providing insights into the decision-making process of students, including tips on how to better position your institution based on an analysis of this data.
Who is Not Studying Abroad? An Examination of Three Institutional Perspective...CIEE
To understand how to expand education abroad opportunities, we need to understand who is not going abroad. Presenters will share what they've done (or are doing) to expand participation with respect to the barriers of cost, curriculum, and culture. Participants will be invited to share best practices on how to change perception and make study abroad – academic study, work, or internships – more accessible. Case studies will include the Clemson Engineers for Developing Countries (CEDC) Haiti Initiative, an innovative student-directed program; Susquehanna University, which made study away a curricular requirement; and Medgar Evers College, the only Predominantly Black College (PBI) in the City University of New York, will explain how a one-person office has increased the numbers of underrepresented students going abroad.
Western Sydney University will invest AU$10 million in an International Scholarships Program in 2018. This new initiative is in addition to our existing scholarships program for international students. The International Scholarships Program will help support our future international students to succeed at Western Sydney University and beyond.
In this presentation, I have presented the biography of Kate Chopin and give some background information about the last novel she had written, "The Awakening." Summaries by chapter are also included, as well as the themes and symbolisms used in the novel. This is only the first part. The second part deals with the approaches in criticizing the novel better.
Dr Eylem Atakav is Senior Lecturer in Film and Television Studies at the University of East Anglia, teaching courses
on Middle Eastern media, and women, Islam and media. Leader of the Intercultural Communication and Training
Network of NAFSA: Association of International Educators, she received the 2016 Outstanding Contribution to
Pedagogy Award from the Society for Cinema and Media Studies. Recently selected as an HEA National Teaching
Fellow, Eylem is the director of Growing Up Married – an internationally acclaimed documentary about forced
marriage and child brides in Turkey. She is currently co-leading an Arts and Humanities Research Council-funded
project entitled British [Muslim] Values.
Know Your Audience: Using Pre-existing Norms to Overcome Curricular and Cultu...CIEE
Understanding the target market of a study abroad program can help educators overcome cultural and curricular barriers to studying abroad. Partnerships between study abroad offices and faculty members can be instrumental in breaking down these barriers for business students. During this session, we'll combine the panelists’ experiences with original research to attempt to illuminate themes, including the disconnect between emerging markets and student study abroad choices, apathy toward language acquisition, perceptions of study abroad, and developing a culture of studying abroad. Participants are encouraged to bring their own success and challenges in order to create generalizable program design and outreach philosophies.
Our breakfast program recaps a year’s worth of Academic Consortium Board (ACB) activity. Topics include steps ACB institutions are taking to partner with faculty to expand global education, updates on the CIEE Generation Study Abroad pledge, thanking departing board members, and welcoming our new ones. We also highlight our study centers in Perth, Khon Kaen, and Budapest as they celebrate their 25th anniversaries.
Education Goes International: Partnering Abroad to Build Teacher Education Pr...CIEE
During this session, the panelists will offer their unique perspectives on the obstacles and mediation necessary to develop a culturally responsive teacher education program abroad that positively impacts U.S. teacher candidates as well as Italian teachers and their primary students. Using examples from their experience developing a teacher education program with EFL teaching field experience, the panelists will lead participants in discussions focused on addressing the curriculum needs of students and U.S. institutions, the community needs of the host culture, and the strategies necessary to work effectively with the host. Dialogue with participants will be framed around approaches for curriculum alignment and for developing and maintaining mutually beneficial community partnerships.
Designing and Delivering Globally Connected Domestic ProgramsCIEE
Come learn how your institution can develop and implement exciting globally connected domestic programs for your students. Featuring faculty and administrator panelists from Elon University and Duke University, this session will showcase their respective programs in Los Angeles that offer innovative coursework on current issues combined with valuable pre-professional opportunities, such as credit-bearing internships, thus using the host city as a "learning laboratory." The faculty directors of Elon and Duke’s programs in LA will describe how they introduce students to the film and entertainment industries with help from their alumni networks. Other general topics in this session include leveraging university support for domestic programs and preparing students for a domestic academic experience.
Using Giving Games to Develop International and Intercultural Critical Thinki...CIEE
Giving games are learning experiences in which students are given a sum of money to donate to one or more charities. Students then research charities and make a collective decision to give based on the relative effectiveness of the various charitable options. Giving games impart valuable lessons about effective altruism, the use of empirical data in charity evaluation, and negotiation and compromise in a values-based setting. Using the panelists' own experiences, this session will introduce participants to giving game strategies and will focus on the possibilities and problems inherent in using giving games. A giving game will be a part of this session.
The Evolution of Study Abroad Programs to Achieve Greater Student DiversityCIEE
There is a growing trend in education abroad to attract a greater number and diversity of students by focusing on making education abroad of interest to traditionally underrepresented groups. During this session, we'll look at examples of programs and university-based efforts to examine what commonalities can be replicated and what lessons can be learned in new accessible program models. Focus is placed on how the panelists have used on-campus collaborations and adjusted for programmatic, language, and environmental conditions in the host community to create an experience that facilitates learning and inclusion for an increased diversity of participants.
Customizing and Funding Professional Development to Internationalize the Curr...CIEE
For the past two years, CIEE and Union College have collaborated to run International Faculty Development Seminars in Beijing, China, and Istanbul, Turkey, assisting Union in their efforts to internationalize their common curriculum. During this session, we'll outline how Union applied for and won a grant from the Mellon Foundation, approached CIEE for assistance with the design and execution of the programs, and ultimately, how the first of the two programs has changed and will continue to change the common curriculum at Union. Participants will leave with a better understanding of how international professional development opportunities can help internationalize curriculum on their own campuses.
Outside of Our Comfort Zones: Faculty Identity and Pedagogy in the Global Cla...CIEE
Like the intrepid students who study somewhere other than their home countries, faculty should challenge themselves to step outside of their comfort zones. During this session, you'll learn how to define your identity as a global teacher and how to experiment with pedagogies that facilitate learning for a variety of students. Panelists will share highlights from a workshop they co-facilitated in the Czech Republic for teachers from across Europe who work with U.S. study abroad students. In addition, they'll lead participants in a discussion about experiences teaching abroad or instructing diverse learners on home campuses, as well as an interactive teaching exercise.
Moving Beyond the Single-Discipline Faculty-Led Model: How Can Music Business...CIEE
How did an English professor, a social work professor, and a communications professor come together at Belmont University to build a high-quality academic program in Sweden? Join us as we explore innovative approaches to faculty-led programs. Faculty and study abroad staff will share best practices, discuss the success of their own initiatives, and cover the potential challenges of organizing programs that support students from different backgrounds. You'll leave the session energized to use the tools provided to create your own successful cross-disciplinary faculty-led program.
Getting Real with Diversity Outreach: A Practical Toolkit for Promoting Study...CIEE
Reaching underrepresented student populations in education abroad is something most universities strive for, but can find difficult to execute in practice. During this session, presenters – who represent the 11th most ethnically diverse university in the U.S. – will help you identify new and creative outlets for outreach to underrepresented populations at your institution. We'll also explore how to foster connections with key departments and identify study abroad program types that draw diverse student participants in the hopes of empowering underrepresented students to overcome actual and perceived barriers to study abroad.
Facilitating Mobility for Engineering Majors: Successful Partnerships between...CIEE
Learn best practices for how your institution should work internally to recruit, advise, approve courses, and award credits, all of which are critical components for implementing successful study abroad programs for engineering students. We'll also highlight the importance of collaboration between faculty and study abroad advising offices and will illustrate how this collaboration can lead to additional opportunities for universities.
Developing Global Citizens: Increasing Faculty Engagement in Intercultural Le...CIEE
Knowledge, while crucial, is just one piece of the "global citizen" puzzle so many universities are trying to solve. Intercultural effectiveness — the hallmark of global citizenship — requires affective and behavioral learning as well as cognitive. Integrating effective fostering of global citizens into the university mainstream requires significant involvement by faculty. During this session, we'll provide ideas for how faculty might become more deeply and effectively engaged in promoting intercultural learning at universities, even contributing to promotion and tenure documents regarding the “mentoring” of undergraduate students. We'll also share some early success stories.
Between a Religious Rock and a Hard Study Abroad Place: Supporting Students o...CIEE
Religion can be a sensitive topic in study abroad when working with students and advisors from different cultures. During this session, you'll learn how to best support students to practice their religions abroad and to help them manage how they will be perceived in different cultures. Participants will also gain an understanding of faculty-led program design and the importance of sensitivity to students and faith systems. Finally, we'll identify advising models that can help students explore their value systems and empower their sense of faith by looking at host cultures, including Ghana, Italy, Japan, and Spain.
In With the Locals: Why On-Site Connection MattersCIEE
How do we break the third wall between study abroad group bubble voyeurism to allow for meaningful, authentic engagement abroad? During this session, we'll investigate the implications of involving local parties in faculty-led study abroad, particularly for pointedly focused curriculum in non-traditional areas of study. Faculty, student, and provider perspectives speak to experiences of international collaboration, challenges and successes, and how to utilize local networks to coordinate a meaningful and engaging experience abroad. Additionally, faculty and resident staff will reflect specifically on seeking out relevant and timely contacts and experiences and will provide personal examples of how to position a program experience and curriculum to facilitate growth.
Following a tumultuous campaign season, Americans will have elected a new president and Congress just a week before the CIEE Annual Conference. Where does the new president stand on privately funded exchange programs? What does the new composition of Congress mean for the budget process? What about immigration issues? How might exchanges fare? Who are the most likely people to run the critical congressional committees? What about the impact of the presidential campaign on public perception? Come learn about these issues and what the international exchange community can do to promote greater understanding and support of its programs.
Engaging Generation Z: Integrating Global and Local Vision, Structure, and In...CIEE
How are universities responding to two recent paradigm shifts impacting global education? First, there is a generational change between millennials and the new cohort known as K or Z. While our current traditional undergraduates may be more anxious, skeptical, and know only smartphones, they also crave connection and are makers, creators, and inventors. (“Think millennials have it tough? For 'Generation K', life is even harsher.” The Guardian, March 19, 2016) The second shift is the increased fluidity between global and local interactions and groups. As classrooms continue to diversify with international and first-generation students, the university community – students, faculty, and staff – must obtain and demonstrate intercultural agility, curiosity, and empathy to navigate the complexities of the contemporary world. This session addresses how the University of St. Thomas has implemented into its administrative structure an innovative partnership between faculty from diverse disciplines and education abroad professionals to address the new realities of global and local engagement that respond to the world’s most pressing needs.
Rwanda: Collaborating with Faculty to Build Student Engagement AbroadCIEE
In 2012, a faculty-staff team from Hamline University led a course in Rwanda. Support from their International and Off Campus Programs later enabled the faculty member to visit a Rwandan university. As a result, in 2016, students from the home institution collaborated with Rwandan students to create a workshop. In Rwanda, U.S. students presented on youth involvement in the 1960s civil rights movement and Rwandan students presented on youth involvement in post-genocide reconciliation. During this session, a faculty, staff, and student team will instruct participants in how to create a collaborative environment that leads to meaningful student engagement, using the Rwanda project as an example. Participants will leave the session with concrete information about successful programs for faculty-staff collaboration and how such programs can build student engagement abroad.
Innovations for Advancing Faculty Engagement and Curriculum IntegrationCIEE
This highly interactive session will showcase a range of innovative data-driven tools, new research, and other initiatives that have been leveraged successfully to advance faculty engagement in U.S. education abroad. Panelists will provide examples from numerous institutional contexts to ensure broad appeal and potential replication including: data-driven approach to curriculum integration (CI); research on leveraging education abroad as a high-impact practice linked to student retention, persistence, and academic performance; and creative ways study abroad providers support faculty engagement and curriculum integration efforts.
Exploring the Craft of the Educator: Reflections on the Winter 2016 IFDS in B...CIEE
During this session, panelists will share reflections on the outcomes of a winter CIEE International Faculty Development Seminar (IFDS) in Buenos Aires, the first IFDS to focus on the intersection of intercultural learning and language learning. While participants learned how to design activities to help language students learn and grow through intercultural experiences, the distinctive design of the seminar allowed participants to also focus on their own intercultural development and gain a deeper, more holistic understanding of the intercultural learning process. Participants of this session will learn how this IFDS accomplished its goals, as well as how three IFDS participants designed takeaways that are helping them to incorporate intercultural learning in the design of their own and their colleagues’ study abroad programs and their on-campus curricular and co-curricular programming.
Tethered Abroad: Technology and Communication with Home During Study AbroadCIEE
Technology has transformed the very nature of study abroad. While abroad, students now stay closely connected to their friends and parents at home. This session will explore how digital technology and students' connectedness with family and friends at home are affecting study abroad experiences and whether digital technology is always an impediment to personal and intercultural growth abroad or could actually help enhance student development. We'll present findings from our research, which explores the connection between students' technological contacts with family and friends and variables such as autonomy, self-regulation, and cultural learning. We'll then discuss how digital technology might be harnessed to help students engage more deeply in their study abroad experiences.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Immediacy, Engagement, and Immersion: Critical Pedagogy and the Study Abroad Mission
1. International Center
Immediacy, Engagement, and Immersion
Critical Pedagogy and the Study Abroad Mission
Presenters:
Dr. Cari Vanderkar Moore
California Polytechnic State University,
San Luis Obispo
Prof. H. Leslie Steeves
University of Oregon
Prof. Josh Machamer
California Polytechnic State University,
San Luis Obispo
Dr. Roger Adkins
Gustavus Adolphus College
2. International Center
History of the Internationalization of
Higher Education
• Hans de Wit (2002):
Internationalization of
Higher education in the
United States of America
and Europe
• International aspects of
higher education in the
US became organized
after WW II
o As a corrective measure
o As an element of foreign
policy and national security
• Rui Yang (2002):
“Internationalization has
mostly occurred in a rather
ad hoc and incremental
fashion, with policy and
reflection often occurring
after the fact.”
3. International Center
Influence on present
Intentionality
• Emphasis on global and intercultural awareness
• Efforts to internationalize (“interculturalize”)
curricula
4. International Center
Case Statement for
Internationalization
American Council on
Education:
“In order for the US to
have a truly world-class
higher education system,
we must be globally
engaged and prepare
students to be citizens for
a multicultural community
both at home and in a
globalized world.”
6. International Center
CRITICAL PEDAGOGY
• Ira Shor (CUNY Staten Island) one of the leading
advocates on critical pedagogy:
o "Habits of thought, reading, writing, and speaking which
go beneath surface meaning, first impressions,
dominant myths, official pronouncements, traditional
clichés, received wisdom, and mere opinions, to
understand the deep meaning, root causes, social
context, ideology, and personal consequences of any
action, event, object, process, organization, experience,
text, subject matter, policy, mass media, or discourse."
(Empowering Education, 129)
7. International Center
CRITICAL PEDAGOGY–
• Catherine Forbes and Peter
Kaufman (2008) on critical
pedagogy:
o Promotes a problem solving
dialogue
o Encourages such dialogue
through lived experiences of
learners
o Helps students find comfort
zone for working through
uncomfortable issues
• Such as identity, race and
tolerance
10. There is so much mystery around
Africa. In the U.S. it is either spun as
being Eden or just total chaos. When
there is so much mystique around a
place, as a person and as a journalist
I want to go there and see for myself.
(Dana, 2013)
15. • Ghana’s media are among the
freest and most diverse in Africa.
16. • Technology such as cheap mobile phones and
internet access create new opportunities.
17. Pre-Trip
• Students are selected by February.
• Mandatory spring term orientation,
weekly 2 hours. Orientation class:
teaches about Ghana and program
logistics, plus facilitates pre-program
bonding. Readings and papers also are
required.
• Optional Twi class.
18. Once in Ghana:
• Move into shared
house.
• Onsite week-long
orientation—lectures
& local field trips.
• Begin full-time
internships.
• Weekend fieldtrips—to Cape Coast (historic
slave-trading castles), Kumasi (capital of Ashanti
region), and to Volta Region, southeastern Ghana
near Togo.
19. • Students have the mutual
security of living together (‘Real
World Ghana’).
• However, each is placed in a
separate internship: media/news
outlets (radio, TV, newspaper,
etc.), advertising and PR
agencies and NGOs.
20. Expected Learning Outcomes Include:
•Be able to critically evaluate
representations of Africa in Western media.
•Successfully live and work professionally in
an unfamiliar culture.
•Better understand, appreciate and respect
cultural difference and diversity, as well as
cultural commonalities.
21. We address learning outcomes in
many overlapping ways including:
•Social media use.
•The media internships.
•A team client project for a local
NGO, Alliance for Reproductive
Health Rights, ARHR.
26. “Now I want to apologize for posting this
picture, or at least not putting it into
proper context. . . I did not come to
Ghana to save anyone. I came to learn
about a culture and to work as an intern
in my chosen profession.”
-Jeff Mercado, Ghana.uoregon.edu, 2013
36. “Although I found this form of journalism
troubling, I continued with my job, pulling
from numerous US press sources in order to
make the story as balanced as possible. After
sending the article to my professor and
receiving positive feedback . . . , I turned the
story in . . . However, when I saw the paper in
print, the title of my unbiased article jumped
out on the front page: ‘Gayism is insult to
Creator’s intelligence, Ghanaians declare’”
-Erin Hampton, Ghana.uoregon.edu, 2015.
44. “Women lined the hospital waiting to be seen. There is no air
conditioning and seating is limited. The “waiting area” is lines of
benches next to a construction site. .. After delivery, mothers share a
single bed with three other mothers and their babies, that is six people
per bed. There are no incubators . .
•All the beds were occupied and we are told this is not even considered
busy. As we moved down another hallway, we passed a baby that could
not be more than 2-3 pounds just resting on its mother’s lap. In
America, the baby would be in an incubator. . . We moved to the ward
for mothers with complications and needing surgery. The nurse
proceeded to tell us they have no water today. How do you do surgery
without water? She also said they often lose power...
•The healthcare problems Americans face are nothing compared to the
ones here. The amount I take for granted is unbelievable. . . The
doctors and staff there are unbelievable. They truly make miracles
happen with basically nothing. It was an eye-opening experience
today.” -Gretchen Henderson, Ghana.uoregon.edu, 2015
45. “At the end of the day, we all just want to
love and be loved. . . We might live a
completely different life than someone we
meet but I truly believe we share the same
core values. . .When I feel the cultural
barrier closing in on a conversation, I must
remind myself of this notion: We are more
alike than we are different. All the
emotions I am capable of feeling are the
same exact ones they feel. Everything I
crave: support, love, happiness,
acceptance, are the same exact things they
crave .”
-Stephanie Hinson, Ghana.uoregon.edu, 2013.
58. • Literature, folklore,
and social justice in
the UK
• Integrate primary
texts, theory,
experiential learning,
engagement, and self-
reflection
• Intercultural
engagement projects
CENTER FOR INTERNATIONAL
AND CULTURAL EDUCATION
Fantasy on the Fringe
59. • “7 pieces of your soul”
• Highly integrative
project (synthesis of
course content,
experiential learning,
and self-reflection)
CENTER FOR INTERNATIONAL
AND CULTURAL EDUCATION
Project example:
Horcrux Project
60. • At the summit of
Arthur’s Seat, first
personal experience of
the ‘numinous’ is a
terribly Scottish one
• A British production of
“The Crucible” at the Old
Vic brings ‘the Other’
into sharper focus
CENTER FOR INTERNATIONAL
AND CULTURAL EDUCATION
Horcrux outcomes
61. • Theoretical backdrop for this
project: Ethnography is not
innocent!
• Students seek out a host
national who gets to
interview the student, asking
any 10 questions that the
person desires about U.S.
culture.
• Students, in their write-up,
analyze the experience of
being the ethnographic
object
CENTER FOR INTERNATIONAL
AND CULTURAL EDUCATION
Reverse
ethnography
62. • Importance of working
collaboratively with the
people whose culture(s)
you are studying
• Colonizing tendencies of
ethnography (and study
abroad), even for US
students in the UK
• Intersubjectivities
(working against the
self/Other power dynamic
CENTER FOR INTERNATIONAL
AND CULTURAL EDUCATION
Reverse
ethnography
outcomes
63. • Define the terms to work
against the colonizing
gaze of academic
research
• “Intercultural” instead of
“international”
It’s not about nation-states
‘Cultures’ very broadly
understood
Encompasses ‘diversity,’ too
• “Interculturalization”
So…
how to do this on the
institutional level?
64. • Multilingual Learners Program
• ‘Interculturalizing’ the
10-Year Strategic Plan
• Intercultural focus in
scholarship programs and
fundraising
• Infuse the curriculum with
‘interculturalism’
• Develop more models for
intercultural learning
• Making room for
transformation
CENTER FOR INTERNATIONAL
AND CULTURAL EDUCATION
Intercultural mission
(examples)
65. International Center
Intercultural and Experiential Learning
Campus & Curriculum Internationalization Efforts
• Establishing Connections
• Creating Meaning
• Developing Shared
Experiences
Dr. Cari Vanderkar Moore
67. International Center
Creating Meaning
Task Force on Curriculum internationalization developed the
following definition:
Curriculum Internationalization at Cal Poly is the process of designing
and delivering courses of study that equip graduates to become
interculturally competent and to solve global challenges in
sustainable, ethical and inclusive ways.
An internationalized curriculum at Cal Poly will:
• Challenge students to critically evaluate themselves, cultures,
values, and how meaning is created;
• Fuel informed global systems thinkers and doers; and
• Activate Cal Poly students to be positive forces in the world.
68. International Center
Developing Shared Experiences
Participation of faculty in conferences/workshops
• NAFSA
• AIEA
• ACE Internationalization Collaborative
• CIEE
• China Studies Institute
Staff and faculty site visits abroad
71. International Center
Co-curricular travel
• “The experiential nature of the co-curriculum —
where students encounter cultural ‘others,’
navigate shared space, learn to manage conflict,
calibrate their moral compasses, and test their
leadership skills—can offer some of the richest
opportunities for students to encounter cultural
differences that test their beliefs and assumptions.”
(ACE—CIGE: Internationalizing the Curriculum Part Two:
Global and Intercultural Education in the Co-curriculum)
72. International Center
Training
Faculty/staff pre-departure training
• Teaching in the context of intercultural immersion
• Embedded Education Abroad Faculty Toolkit (University
of Kentucky—April 2009)
Staff/student employee training
• Reflect on own experiences
• Tell your own ‘story’
73. International Center
Programming
• Creating connections—international students
and campus community
o Hosting program launching this fall bringing together
faculty/staff with international students
o Peer mentoring program—study abroad returnees
o Inclusive classroom workshops/discussions with
Center for Teaching and Learning
74. International Center
CLOSING
“Knowledge rooted in experience shapes what we
value and as a consequence how we know what we
know as well as how we use what we know.”
bell hooks, Teaching Critical Thinking: Practical
Wisdom
75. International Center
QUESTIONS
• List the top three things you will work on
implementing at your institution
• In what ways has your institution/international office
constructed study abroad programming to promote
“intentional, critically informed pedagogies?”
• Questions for panel
Editor's Notes
Curriculum, co-curriculum, and learning outcomes
An internationalized curriculum and co-curriculum ensure that all students are exposed to international perspectives and build global competence. Globally-focused student learning outcomes articulate specific knowledge and skills to be addressed in courses and programs.
Faculty
As the primary drivers of teaching and research, faculty play a pivotal role in campus internationalization. Institutional policies and support mechanisms ensure that faculty have opportunities to develop international (or I would argue intercultural) competence and are able to maximize the impact of these experiences on student learning.
Consider your role and how you can facilitate immediacy, engagement and immersion in programming, training, everyday work experience. Thank you.