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PPT FINAL_WISE 2024 PSU: Intercultural Connections
- 1. WISE 2024 Post-Conference Workshop Nikki Mattson Teaching Professor, Applied Linguistics Tiffany MacQuarrie Associate Director for Global Academic Engagement in Global Learning Dr. Meredith Doran Director, English for Professional Purposes Intercultural Center (EPPIC) Dr. Noel Habashy Assistant Teaching Professor & Coordinator, International Agriculture Minor Promoting Intercultural Connections and Learning through Virtual Exchange (VE)
- 3. Warm Up: Raise your hand • COMMUNITY BUILDING is VERY important for engagement in physical and virtual learning. (McGrath, N., et. al, 2014) • I will say, "Raise your hand if..." • If my sentence is TRUE for you, raise your hand.
- 4. Raise your hand if... 1. You have supported Collaborative Online Virtual Learning (COIL) in an administrative capacity. 2. You have facilitated a COIL project for your students. 3. You have experience with conducting COIL research. 4. You think the COIL model is likely to expand in universities around the world in the next 10 years. 5. You think COIL can enhance workforce preparedness for students.
- 5. Reflection (pair and share) • REFLECTION is VERY important for learning. • How did you feel about the “raise your hand” activity? Why? • What did you learn about the participants and the presenters in attendance? • How might you be able to adapt this activity as an ice breaker for a COIL partnership? (O'Dowd et al., 2020)
- 6. Ice-Breaker Activity 1) Take a moment to think about a rose, bud, and thorn you can share about your life right now. 2) Turn to the person next to you and share your rose, bud, and thorn. Listen to your partner as they explain theirs.
- 7. Group Reflection • How did the second ice breaker compare to the first one? • How might you be able to adapt this activity as an icebreaker for a COIL partnership? • What cross-cultural challenges might you have to navigate with this ice breaker? This Photo by Unknown author is licensed under CC BY-NC-ND.
- 8. Which Workshop Goals Are Important to YOU? Understand the COIL/EDGE model for virtual global exchange Learn strategies to boost student engagement and collaboration Explore “Global English” as a tool for intercultural communication Discuss ideas for incorporating virtual exchange into your own educational contexts Anticipate potential challenges (and solutions!) to implementation Participate in COIL project planning simulation and debrief
- 9. What is COIL or International Virtual Exchange (IVE)?
- 11. WHAT IS COIL/EDGE? • COIL (Collaborative Online International Learning) • Experiential Digital Global Engagement • Project-based international virtual exchange model • Collaborative projects embedded into existing courses
- 12. 4-8 Week Collaboration Global Learning Objectives Assessment Tool Technology Component HOW DOES EDGE /COIL WORK? Dr. John Chapin - ENGL420: Writing for the Web
- 13. Intercultural Knowledge and Competence Cultural self- awareness Recognize new perspectives about own cultural rules and biases. Verbal and nonverbal communication Recognize and participate in cultural differences in verbal and nonverbal communication and begin to negotiate a shared understanding based on those differences. Curiosity Ask questions about other cultures and seek out answers to these questions. Openness Begin to initiate and develop interactions with culturally different others. Global Learning Global Self- Awareness Evaluate the global impact of one’s own and others’ specific local actions on the human world. Perspective Taking Identify and explain multiple perspectives (such as cultural and ethical) when exploring subjects within natural and human systems. Cultural Diversity Explain and connect two or more cultures historically or in contemporary contexts, demonstrating respectful interaction with varied cultures and worldviews. Personal and Social Responsibility Explain the ethical, social, and environmental consequences of local and national decisions on global systems. GLOBAL LEARNING OBJECTIVES Objectives adapted from the American Association of Colleges and Universities (AAC&U) VALUE Rubrics. Retrieved from: www.aacu.org/value-rubrics
- 14. SAMPLE EDGE PROJECTS ENGL 202C: TECHNICAL WRITING Disciplines: Technical Writing + Information Technology • 24 undergraduate technology students at Fatec Bauru School of Technology, Brazil • 17 undergraduate technical writing students at PSU Tiffany MacQuarrie - ENGL 202C: Technical Writing
- 15. Instructors' planning meetings Intercultural communication tips/training Icebreaker Collaborative project Assessment Instructors' debrief EDGE COLLABORATION ELEMENTS Tiffany MacQuarrie - English 202D: Business Writing
- 16. ICEBREAKERS ARE ESSENTIAL! Icebreakers boost student engagement and collaboration!
- 17. OUR NEW FRIENDS (OUR COMPETITION) We competed against three other groups of students from schools around the country and around the world on different topics concerning change for the better of people or the environment!
- 21. DISCUSSION: ICEBREAKERS What icebreakers have you or your faculty used in their COIL projects?
- 22. How can EDGE/COIL invigorate teaching, research, and service?
- 23. Don't let the tail wag the dog. What is one course learning objective related to global learning that a VE program can meet? Try AAC&U Global Learning Rubric http://tiny.cc/GlobalLearning
- 24. How do you engage and encourage faculty members to initiate such partnerships?
- 25. My Experience
- 26. U.S.-Russia University Virtual Partner Program (UniVIP)
- 27. “As a student that comes from a small town of less than two hundred people, there isn’t very much opportunity to expand your thinking and learn about global interactions and cultures… I feel that out of this experience, I gained a better understanding on how important these interactions with individuals globally can be towards your own character and ideals. I gained a lot of perspective on how to communicate in different ways, to be clearer with my words, and how to problem solve when the problem seems a lot bigger than just yourself. For these reasons, I am very proud to say that I participated in this partnership.” - Anonymous student feedback
- 28. Research
- 29. How do you engage and encourage faculty members to pursue research in Scholarship of Teaching and Learning related to COIL/EDGE?
- 30. “Umbrella” IRB
- 32. Service
- 33. Global English - A Tool for Intercultural Communication in COIL/EDGE What is the role of communication in successful COIL/EDGE student exchange? What challenges might students face when communicating across contexts and cultures in English? How can we best prepare students for collaborative intercultural communication in COIL/EDGE?
- 34. Communication in COIL/EDGE • Intercultural student exchange activities in COIL may involve video chats, presentations, joint projects, information sharing • These activities support learning goals such as: • Cultural and Global Self-Awareness • Curiosity (question-asking) • Openness • Perspective-taking • Respect for cultural diversity • Verbal and non-verbal communication
- 35. Your Experience Have you ever had trouble understanding someone, or being understood? • What was the situation? • What did you do?
- 36. Challenges of Communication in COIL/EDGE Imagine this: • A class of PSYCH 100 students in the U.S. is paired with a class of students in France who have intermediate level English. • Students will exchange personal opinions on the topic of well-being and health in a 30-minute Zoom call. • What might make this communication challenging? • For the American students? • For the French students?
- 37. Challenges of Communication in COIL/EDGE Proficiency / fluency in English Cultural reference points Specialized vocabulary Interactional routines (greetings, eye contact, turn- taking) Complex and/or sensitive personal topics Practice with intercultural communication Prior knowledge and life experience Time zone differences
- 38. What is Global English? • English is a worldwide language - with many forms • 400 million speakers of English as a first language • 1.5 billion speakers of English as an additional language (3 times more!) • Global English is the English that unites us, likely to be widely understood • Faculty and students can benefit from a flexible view of English communication for intercultural connection in COIL/EDGE • Awareness • Attitudes • Adaptation
- 40. Global English African Englishes European Englishes South & North American Englishes Asian Englishes Australian & Oceanic Englishes Global English is . . . “a form of intercultural communication characterized by cooperation rather than misunderstanding” - Meierkord, 2000
- 41. Global English African Englishes European Englishes South & North American Englishes Asian Englishes Australian & Oceanic Englishes Multilingual Multicultural Multinormativ Global English is . . . “a form of intercultural communication characterized by cooperation rather than misunderstanding” - Meierkord, 2000
- 42. Global English – Awareness of Variation • What are some ways that English varies around the world? • How can awareness of these differences make us more flexible when communicating interculturally in English? • As faculty, staff and administrators • As students participating in COIL/EDGE exchanges
- 43. Global English – How does English vary? • National varieties • American English: “I can’t even.” • Nigerian English: “Go and barb your hair.” • British English: “Brilliant, mate.” • Regional varieties • Pittsburgh: “Yinz gon dahntahn?” • Southern California: "Knarly wave, dude.” • New York: “Fuhgeddaboudit.”
- 44. In what other ways does ‘English’ vary? • Accents: Scottish, Jamaican, Minnesotan, Hong Kong • Spelling: Center/centre; color/colour • Grammar: ”You coming with?” • Vocabulary: Soda/pop, milkshake/frappe
- 46. We may do things differently in English . . . • Idioms: Hang in there. Break a leg. Call it a day. • Greetings: Hi! Hey! Yo! Good morning! G’day! • Politeness: Excuse me. So sorry! Thanks so much. • Directness/indirectness: • If you have a chance, could you read this? • I’m sorry your brother is dead. • Your office is very small. (Doors smores.)
- 47. Global English African Englishes European Englishes South & North American Englishes Asian Englishes Australian & Oceanic Englishes Multilingual Multicultural Multinormativ e Global English is . . . “a form of intercultural communication characterized by cooperation rather than misunderstanding” - Meierkord, 2000
- 48. How can this cooperation be achieved? • To accept deviations from the norm, one must display positive attitudes to variation and be open to unexpectedness. - Suresh Canagarajah
- 49. Attitude for Success – Affectionate Interpretation • Jane Addams: American activist, social reformer, writer and second female recipient of the Nobel Peace Prize (1860-1935) • To achieve social justice and community, we should try to view others’ actions in a kind (affectionate) way • Treat differences as opportunities to understand others’ perspectives • Take a generous interpretation of what others say • Teach and model an ’affectionate interpretation’ or ’sympathetic understanding’ of others' needs and motives. • Affectionate interpretation helps us make sense of others’ experiences & encourages meaningful communication
- 50. Attitudes for Success - Applying Global English • Linguistic knowledge ≠ intelligence • Politeness & communication styles can differ • Ask for clarification (confirm understanding) • Patience and time are necessary for negotiating meaning Virtual exchange students can apply an affectionate interpretation to their intercultural interactions in English to see each other as humans with complex histories, cultures, lives and communication styles.
- 51. Your Experience • How can people adjust their language to be understood by people from other language backgrounds?
- 52. Using Global English Together • How can people adjust their language to be understood by people from other language backgrounds? • Simplify vocabulary • Speak more slowly • Use multiple modes • Avoid idiomatic expressions • Explain cultural references • Pay attention to listener feedback
- 53. Using Global English to Connect • Choose more general vocabulary • ”We had a glitch.” to “We had a problem.” • Use multiple modes • Write it down, share a visual, use gesture to explain • Avoid or replace idiomatic language • ”We wanted to hang out.” to “We wanted to spend time together.” • Replace or explain cultural reference points • “Planet Fitness is an exercise club.” • “Advil is a common pain relief medicine in the U.S.”
- 54. Applying Global English: Examples • At the end of a video chat: “We should wrap this up now.” • Group project: “You might want to add data to this tomorrow.”
- 55. Applying Global English: Examples • At the end of a video chat: “We should wrap this up now.” Change to: “We want to finish this today.” • Group project: “You might want to add data to this tomorrow.” Change to: “Please add the data by tomorrow.”
- 56. Global English: Why and How Global English accommodates diversity and bridges communication • Strategies for understanding others’ Global English • Adopt ‘affectionate interpretation’ and be patient • Ask for clarification, check comprehension, use other modes to confirm • Strategies for using Global English • Replace idiomatic language with more general vocabulary • Be more direct when needed • Explain cultural reference points • Use multiple modes to communicate (writing, gesture, websites) Cooperation over misunderstanding Fostering inclusion and intercultural community
- 57. Global English – Fostering Connection What can we do to promote student connection and communication in Global English in COIL/EDGE? • Have students create and post personal profiles before meeting • Establish starting point for rapport in communication • Share tips on Global English and intercultural communication to prepare for engagement • Offer student strategies to understand and be understood via Global English
- 58. Student Profiles – Padlet Example
- 59. Tips on Global English & Intercultural Communication To prepare students for successful virtual communication in English: • Emphasize intercultural learning value of virtual student exchange • Share Global English perspective • Awareness, attitudes and adaptation • Review strategies for managing successful interaction
- 61. Supporting Global English & Intercultural Communication Based on our discussions today and on your own experiences, how can teachers help prepare COIL/EDGE students to communicate successfully in English? How might the preparation to engage in virtual exchange be different for those who will use English as a dominant language, and those who will be using English as a non-dominant language?
- 63. Review What do COIL and EDGE stand for, and are they the same thing? What does it mean that EDGE is project-based, and why is that important in virtual exchange? Does EDGE involve co-teaching and co- assessing your entire class with another professor? Why/why not? Should EDGE projects involve classes in the same discipline or in different disciplines? Why?
- 64. Review How can you choose what technology/ies to use for a project, and how many should you use? How can you ensure that your courses are meaningfully aligned with one another? How can you find an international partner? Where can you find more resources like the EDGE Guidebook?
- 65. Instructor planning meetings Intercultural Communication Tips/Training Icebreakers Collaborative project Assessment Debriefing REVIEW: EDGE COLLABORATION ELEMENTS Plan Prepare Engage Collaborate Assess Debrief
- 66. SIMULATION ACTIVITY • Think of a class you teach (or are familiar with) that could be enhanced by the addition of a COIL component. • Write the name of the course on one side of your note card. • Think about the typical learning outcomes for the course. • Under the name of the course, write 1-2 significant course topics of the course. Step 1: Take Inventory of your Teaching/Learning Environments
- 67. Step 2: Plan to Enhance a Course with COIL Flip your index card over. On the back of your index card, write 1 Global Learning Outcomes from the column on the right that you think would enhance the course you wrote about on the front of the card. • Global Self-Awareness: Evaluates the global impact of … specific local actions on the natural and human world. • Understanding Global Systems: Examines the historical and contemporary roles…of human organizations and actions on global systems… • Applying Knowledge to Contemporary Global Contexts: Formulates practical solutions to global challenges that use at least two disciplinary perspectives… • Other: Write a global learning outcome that would enhance the relevant course. *Global Learning Objectives on this slide are adapted from the AAC & U Global Learning Value Rubric.
- 68. Step 3: Partner Search and Evaluation 1 Introduce yourself, your course, and the course topics you wrote down to others in the room. 2 Speak with at least 3 potential partners. 3 If you find connecting course topics or global learning outcomes, write down the names of those potential partners.
- 69. Simulation Pause: Partnering Reflection 1. Has anyone found any connections that could be explored? 2. What challenges have you encountered so far? 3. What does the process of partnering look like at your institution?
- 70. Step 4 • Try to find a partner to work with for the remainder of this COIL simulation. • If you need any assistance, please reach out to one of the facilitators for help. • Please sit with your partner and get to know each other a bit more.
- 71. Step 5 • What’s next? • Negotiate the process with your partner. • How could you begin to plan out a COIL project that would be mutually beneficial? • There is no right/wrong method. • Some partners start by sharing logistics related to course times, number of students, academic calendars, time differences, etc. • Some partners start with conceptualizing the final project and then working backward from there. https://online.suny.edu/introtocoil/suny-coil-what-is/
- 73. Step 6 – More Planning & Preparing to Share Brainstorm and negotiate with your partner to develop the concept of a COIL project that would • enhance your courses • foster at least one, shared global learning outcome Key questions for this simulation activity: Take notes on your big paper – We will share our results! 1) What is your COIL project idea and how is it mutually beneficial and directly related to a shared global learning outcome? 2) How might students collaborate to realize the project? • What might the tasks and timelines be? • Which technologies could be utilized for tasks 3) How could learning, engagement, and support be provided for students throughout the process? 4) What types of assessment could be appropriate for the COIL tasks in your project? Why? 5) What challenges do you anticipate? What could be done to overcome them?
- 74. Debriefing 1) What is your COIL project idea and how is it mutually beneficial and directly related to a shared global learning outcome? 2) How might students collaborate to realize the project? • What might the tasks and timelines be? • Which technologies could be utilized for tasks 3) How could learning, engagement, and support be provided for students throughout the process? 4) What types of assessment could be appropriate for the COIL tasks in your project? Why? 5) What challenges do you anticipate? What could be done to overcome them?
- 75. Works Cited • McGrath, N., Gregory, S., Farley, H., & Roberts, P. (2014). Tools of the trade: ‘Breaking the ice’ with virtual tools in online learning. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 470-474). • O'Dowd, R., Sauro, S. and Spector-Cohen, E. (2020), The Role of Pedagogical Mentoring in Virtual Exchange. TESOL Q, 54: 146- 172. https://doi-org.ezaccess.libraries.psu.edu/10.1002/tesq.543
Editor's Notes
- To begin, I am interested in your thoughts. Please scan the QR code to access our Jamboard.
- Just to be sure that we are all on the same page about COIL, let's begin with this What Is COIL video created by Global at Florida International University that provides a clear, visual description of COIL.
- You may hear me use the term EDGE. Simply EDGE is COIL (project-based international virtual exchange.) We simply refer to COIL as EDGE (Experiential Digital Global Engagement) to emphasize its connection to Penn State's strategic plan, specifically transforming academic experiences and driving digital innovation! Of the host of activities that fall on the spectrum of IVE, EDGE/COIL is specifically project-based international virtual exchange. The collaborative projects are embedded into existing courses. and we already have the acronym COIL in place at Penn State – Center for Online Innovation in Learning.
- For review... The EDGE/COIL model is often a 4-8 collaboration focusing on at least one collaborative project or activity. It requires that faculty partners work together to develop at least one collaborative project for their students that meets both their global learning objective and individual course objective. It includes the use of technology for students to work together over a distance in international teams to complete the project and concludes with an assessment that helps to determine if the global learning objectives were achieved. It is important to note that faculty do not need to completely re-design a course; they simply need either to modify an existing course project or create a new project for their course that can be completed in collaboration with their international partner’s students. Of course, there are many benefits to EDGE/COIL. These collaborative projects and activities can serve as a pre-cursor to embedded programs or supplement study abroad experiences to maximize learning impact. They can also spark an interest in international travel and help prepare our students of study abroad experience.
- In case EDGE/COIL is new to you, I want to zoom in on global learning objectives. This information may also prove helpful later in the simulation exercise of this workshop. Just as COURSE learning objectives are the foundational building blocks upon which we design our course activities and instruction, equally critical to the EDGE/COIL project are the GLOBAL learning objectives. Even before conversations with your faculty partner begin, it is important to first ask yourself WHY you want to do an EDGE/COIL project and what you want your students to gain from such an experience. We ask our faculty to include in their syllabus at least one global learning objective (in addition to their course objectives). Faculty can develop their own global learning objective or they can adopt or adapt objectives from one of the 16 VALUE rubrics created by the American Association of Colleges and Universities (AAC&U). Most often we find that faculty select objectives either from the Intercultural Knowledge and Competence VALUE rubric or the Global Learning VALUE (Valid assessment of learning in undergraduate education) rubric. (Link at the bottom of our workshop website and we have provided handouts of these 2 VALUE rubrics.)
- Remember that EDGE projects are designed for students to work together on a project over a distance using technology. (Faculty first create the project and then the technology decisions are negotiated between partnered faculty. ) This slide shows a sampling of technology that has been used for EDGE collaborative projects.
- Assessment of global learning objectives is also critical. There is no specific assessment required. The assessment tool is left to the discretion of the faculty. Here are a few types of assessment that faculty have used. Some EDGE partnered faculty have administered pre- and post-surveys or required students to write an EDGE reflection paper.
- We talked about the components of an EDGE/COIL project. Here is a sample project.
- Now let's zoom out a bit to discuss the elements often involved in the collaboration: •Instructors often meet several weeks or months (average 3-6 months) in advance of introducing the project to their students (This time is used to get to know one another better and to learn about one another’s course topics, assignments, their academic expectations from their institution, expectations for the students, academic calendar, holidays, teaching style, etc. They also develop their global learning objectives, project ideas, tasks, assignments, timelines, assessment.) •It is helpful to include some cultural competence training and cross-cultural communication tips for the students to help prepare them for their cross-cultural interactions. (More about that later in our time together...) •Before introducing the collaborative project and the tasks associated with the project, it is important to plan an icebreaker activity so that students can become better acquainted with one another. This activity helps to improve communication and establish trust among teams of students. •After the project concludes, students complete an assessment and often partnered faculty meet a final time to de-brief about the collaboration. As with any innovation in our class, the first iteration is the most time-consuming. On average, faculty developing their EDGE project spend about 5.5 hours per week (according to the 2023 Stevens' Initiative Report).
- Later, Meredith will be sharing tips for preparing your students for the collaboration. I want to transition and talk about ways to boost student engagement and collaboration. Icebreakers are ESSENTIAL!
- This slide is one that a student group created for a presentation about their EDGE collaborative project with students from An Najah University in Palestine. This EDGE project was part of the HIVER program (Harnessing Innovation through Virtual Exchange for Enhanced Results). Our students were selected to compete against 3 other groups from the MENA region (Middle East & North Africa) in a final competition hosted in Cairo, Egypt. Please note how they titled the slide: "Our new friends." While all student groups participating in an EDGE/COIL project may not become fast friends, icebreakers do help to improve communication and establish trust among teams of students.
- Consider including asynchronous opportunities for students to introduce themselves BEFORE the start of the project. Students could create PPT presentations or videos that include photos of family, pets, hometown, hobbies, etc. (In fact, PPT presentations or non-video introductions may be more comfortable for students who are participating in projects in non-native languages.) It is helpful for students to first post their introductions and then be required to respond to each of their group members' post in a way that invites further discussion.
- You could also ask each student group to create a video introduction of their institution such as this. (Play video) These videos do not need to be edited works of art; you could simply charge your students to provide an informal walking tour – mindful of video length and camera movement. Another alternative is to use University-created video tours. Find ways to continue the conversation and form connection. When using Padlet, I created a column for students to post links to their favorite songs or movies, favorite food, and photos from their hometown. Be creative: ask students to post a photo of the weather at their institution (I also encourage you to check out the HubICL link on our website. HubICL is the Intercultural Learning Hub. It features a Toolbox of intercultural activities)
- Also, whether your projects are synchronous or asynschronous, strongly encourage (or require) synchronous communication with their group members. Doing so helps to personalize the experience for students and may lead to further exploration and curiosity. A student of a recent EDGE collaboration commented "During my conversations with ________, we both asked deeper questions not only prompted by the conversation topics but also because of our curiosity about each others lives, history, and culture." These conversations can happen during synchronous communication, but they could also occur in asynchronous communication. Encourage student groups to use messaging apps in addition to the required technology for their project.
- EDGE projects help to create future-ready, employable students! According to AAC&U's report titled "How College Contributes to Workforce Success: Employer Views on What Matters Most," here are the skills employers consider most important. (Click) As indicated by the arrows, EDGE projects provide opportunity for students to strengthen many of these skills such as: Ability to work effectively in teams Critical thinking skills Ability to analyze and interpret data (depending on the project) Application of knowledge/skills in real-world settings Digital literacy Ability to demonstrate complex problem-solving skills Creative thinking Ability to communicate/work with people from different cultural backgrounds Ability to integrate idea/information across settings and contexts. This report presents findings from an online survey that was conducted in October 2020 by the Association of American Colleges and Universities in partnership with Hanover Research. (sample size = 496 included equal numbers of executives and hiring managers who are responsible for making hiring and promotion decisions in US companies of various types and sizes across a wide range of industries) At least half of employers view the skills of a liberal education as “very important” for college graduates according to AAC&U Employer Report of 2021. As you can see,
- This graphic created by the BeCOIL Initiative at Humboldt University in Berlin illustrates the competencies taught through COIL and the institutional goals that can be achieved through COIL. (Remember that COIL and EDGE are the same.) EDGE is an active pedagogy in which students engage in EDGE projects to strengthen their intercultural skills and 21st century learning skills. According to the same AAC&U's report referenced on the previous slide, "Experiences set students apart. Completion of active and applied learning experiences gives job applicants a clear advantage." Also stated in the report, of the 496 executives and hiring managers responsible for making hiring decisions in US companies surveyed, it was reported that "nine in ten employers share that they are more likely to hire a job applicant who has participated in at least one 'high-impact practice.'" is a high-impact practice that provides an equitable approach to global learning that gives access to international/intercultural experiences to students who may not be able to participate in traditional mobility programs.
- At the completion of the EDGE project when PSU faculty completes his/her EDGE post-project form, both paired faculty and their students receive an EDGE certificate recognizing their participation.
- Tracy What you are seeing are 2 forms which we both created using Penn State’s Microsoft Office 365 account. You see one for Penn State faculty and administrators and the other for international faculty and administrators Both ask for essentially the same details: Preferred name, official job title, Course name and themes, Implementation date ranges, and additional notes such as Intermediate Spanish proficiency required or a working understanding of Calculus is valuable Important to note that there is no obligation in submitting an EDGE interest form. It’s simply a way to express interest in the EDGE program and possibly begin the process of finding a partner and developing a project. These forms gave us the answer to "How do I start?" - Gave us the "Step 1" for everyone -- Administrators at Penn State...Faculty at international institutions... Forms serve everyone looking to "start" with EDGE.
- Tracy Seeing faculty's preferred name, Course name and themes, additional notes, etc. that all came from the interest forms. All form responses from faculty are entered into an Excel spreadsheet. The spreadsheet with PSU faculty details are sent by a live link to international faculty and administrators each time they complete their form. Likewise, the spreadsheet with international faculty details is sent using a live link to PSU faculty and administrators once they complete their form. We wanted to make sure that this is really a fair and reciprocal process where everyone who takes the time to submit the form will be given something in return –In this case, it's access to the form responses from either Penn State or international faculty. (Definition of ”live”? When I say “live” here, I mean the URL to an Excel spreadsheet that I give you is linked to the most recent spreadsheet. This is not a static attachment. If you have the link, then you have the most recent version of the spreadsheet!) Faculty can browse the listed details and be able to independently choose potential partners for collaboration and get inspired when thinking about interdisciplinary work. This sample does not look very robust to browse, but before I left Pennsylvania, we had lists of 55 PSU faculty and 61 international faculty on their respective spreadsheets.
- You see the value of this type of program, but how can you encourage (tired) faculty members to engage in this work? How can you facilitate these partnerships?
- How did I get into this game? I am a NTT faculty member. More teaching faculty in EDGE that tenure-line/research faculty Ongoing work with Julia. Both were eager, excited to make this work, and both were prepared to be flexible
- Scholarship with Utadeo – started as research, but then started to include teaching.
- You see the value of this type of program, but how can you encourage (tired) faculty members to engage in this work? How can you facilitate these partnerships?
- Toolkit makes research more accessible for teaching faculty
- Serving on committees? Community engaged learning? Service – methods of engagement Service – Moscow State and Mahsa Kazempour -- Nikki put link: https://sites.psu.edu/environmentalcommunityproject/