The document discusses George Mason University's ACCESS program, which was created to expand access to international students. [1] The program provides provisional admission to international freshmen who meet academic qualifications but have lower English proficiency. [2] It offers these students a comprehensive first-year experience including enhanced English courses, advising, and extracurricular support. [3] An evaluation found the program exceeded its first-year retention target and received positive feedback, though it requires ongoing adjustments to balance resources and fully develop the enrollment model.
This document summarizes a panel discussion on transnational education strategies. The panelists discussed their experiences with different transnational education models and what strategies worked and didn't work for their institutions. Nottingham Trent University focuses on dual degree programs to provide international experiences for students, while franchise and validation programs do not align with their strategy. Monash University operates campuses globally but finds models are evolving. Stenden University has international branch campuses in multiple countries but learned regular leadership changes are a challenge and objectives must align between partners.
The document discusses principles of international partnerships. It begins by introducing Susan Buck Sutton, who will discuss the changing landscape of international partnerships and new partnership strategies. Specifically, she will outline the global context for partnerships, the US approach, and possibilities for US-Central Asia partnerships. International partnerships are growing for universities as a way to internationalize, prepare students, attract international students, and pursue cutting-edge research through global collaboration. The US has seen significant growth in international partnerships in recent decades, though many US partnerships have traditionally focused on student exchanges and development projects. US universities are now taking more strategic approaches to partnerships.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
Establishing a Research Agenda for U.S. Education AbroadCIEE
This session begins with a brief overview of the major trends in contemporary education-abroad research and an assessment of the major methodological and design challenges. We'll briefly look at the major theoretical models that traditionally have informed education-abroad research and conceptual frameworks from related disciplines that may further extend this research. Commonly used instruments are discussed in the context of measuring outcomes. Notable gaps in existing research and needed directions will be discussed. This session will be particularly relevant for both U.S.- and internationally based educators interested in establishing a research agenda for U.S. education abroad.
This document discusses several issues regarding the future of tourism and hospitality education. It provides an assessment of the field's history, noting trends like increasing program proliferation, a focus on skills development, and industry influence over curricula. It also evaluates current performance in areas like skills transfer, innovation, and strategic leadership. Going forward, it argues tourism education needs world-class characteristics like talent concentration, resources, and governance. It outlines several organizations working to provide leadership, such as the Tourism Education Futures Initiative and the International Academy for the Study of Tourism. Overall, the document calls for renewed strategic vision and leadership to help tourism education reach excellence.
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
This document discusses academic development in the UK higher education landscape. It provides an overview of academic development, including the roles of academic developers and various professional organizations. It also describes the author's work as an academic developer, including running a Postgraduate Certificate in Academic Practice (PGCAP) and various projects to support teaching and learning. Research activities of the author are also listed, including publications and conference presentations focused on academic development topics.
Virginia Tech's First Year Experiences program supports first-year students through various pathways and programs. It began as an accreditation expectation and aims to provide a collaborative, discipline-based environment using e-portfolios and assessments. Key elements include collaborative learning, institutional commitments, discipline-focused curriculum, and assessments aligned with essential learning outcomes. The program involves various faculty, departments, and partners across campus to provide customized instruction and support through initiatives like peer mentoring, first-year seminars, and academic advising. Assessment data shows the program helps with student transition, retention, and career preparation by developing skills like problem-solving and critical thinking.
This document summarizes a panel discussion on transnational education strategies. The panelists discussed their experiences with different transnational education models and what strategies worked and didn't work for their institutions. Nottingham Trent University focuses on dual degree programs to provide international experiences for students, while franchise and validation programs do not align with their strategy. Monash University operates campuses globally but finds models are evolving. Stenden University has international branch campuses in multiple countries but learned regular leadership changes are a challenge and objectives must align between partners.
The document discusses principles of international partnerships. It begins by introducing Susan Buck Sutton, who will discuss the changing landscape of international partnerships and new partnership strategies. Specifically, she will outline the global context for partnerships, the US approach, and possibilities for US-Central Asia partnerships. International partnerships are growing for universities as a way to internationalize, prepare students, attract international students, and pursue cutting-edge research through global collaboration. The US has seen significant growth in international partnerships in recent decades, though many US partnerships have traditionally focused on student exchanges and development projects. US universities are now taking more strategic approaches to partnerships.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
Establishing a Research Agenda for U.S. Education AbroadCIEE
This session begins with a brief overview of the major trends in contemporary education-abroad research and an assessment of the major methodological and design challenges. We'll briefly look at the major theoretical models that traditionally have informed education-abroad research and conceptual frameworks from related disciplines that may further extend this research. Commonly used instruments are discussed in the context of measuring outcomes. Notable gaps in existing research and needed directions will be discussed. This session will be particularly relevant for both U.S.- and internationally based educators interested in establishing a research agenda for U.S. education abroad.
This document discusses several issues regarding the future of tourism and hospitality education. It provides an assessment of the field's history, noting trends like increasing program proliferation, a focus on skills development, and industry influence over curricula. It also evaluates current performance in areas like skills transfer, innovation, and strategic leadership. Going forward, it argues tourism education needs world-class characteristics like talent concentration, resources, and governance. It outlines several organizations working to provide leadership, such as the Tourism Education Futures Initiative and the International Academy for the Study of Tourism. Overall, the document calls for renewed strategic vision and leadership to help tourism education reach excellence.
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
This document discusses academic development in the UK higher education landscape. It provides an overview of academic development, including the roles of academic developers and various professional organizations. It also describes the author's work as an academic developer, including running a Postgraduate Certificate in Academic Practice (PGCAP) and various projects to support teaching and learning. Research activities of the author are also listed, including publications and conference presentations focused on academic development topics.
Virginia Tech's First Year Experiences program supports first-year students through various pathways and programs. It began as an accreditation expectation and aims to provide a collaborative, discipline-based environment using e-portfolios and assessments. Key elements include collaborative learning, institutional commitments, discipline-focused curriculum, and assessments aligned with essential learning outcomes. The program involves various faculty, departments, and partners across campus to provide customized instruction and support through initiatives like peer mentoring, first-year seminars, and academic advising. Assessment data shows the program helps with student transition, retention, and career preparation by developing skills like problem-solving and critical thinking.
‘Sweet’ strategies for higher education developers working in the third space Rhona Sharpe
The document summarizes a presentation given by Professor Rhona Sharpe of Oxford Brookes University about strategies for higher education developers working in the "third space" between academic and professional services. It discusses the SWEET approach used by the Oxford Centre for Staff and Learning Development (OCSLD), which focuses on being strategic, work-based, efficient, evidence-based, and technology-enhanced. It also examines OCSLD's efforts to embed graduate attributes into the curriculum through initiatives like course design intensives and learning gain projects.
The document discusses Cathy Lambert's 20+ year career in higher education administration, including roles in strategic planning, recruitment, partnerships, and student support at Oxford Brookes University and Edinburgh Napier University. It emphasizes the importance of ongoing professional development through organizations like the Academic Registrars Council and Association of Managers of Student Services in Higher Education. Lambert encourages aspiring registrars to regularly reflect on their career goals and development needs, identify opportunities and mentors, and take risks to advance their careers.
This presentation is a case study about the Comprehensive Internationalization Strategy of St. Lawrence College in Kingston, Ontario, Canada. It provides key recommendations adapted to the institution.
This document discusses the need to prepare teachers with global expertise and internationalize teacher education programs. It highlights promising strategies such as creating a globally-oriented education culture, deepening content knowledge, internationalizing professional education courses, and providing international experiences. The case of the GATE Fellows program at the University of Maryland is presented as an example of how to internationalize a college of education by establishing leadership, infrastructure, faculty development, curriculum changes, and resources.
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.
The document discusses Ivy Tech Community College's efforts to develop an academic advising program to support its Achieving the Dream initiative. It recommends a modified shared advising model using a proactive approach. Key elements would include establishing regular communication channels between advising coordinators, developing advising resources and training for advisors, and creating an organizational structure and culture to support advising across the institution. The goal is to enhance student retention, learning, and career outcomes through improved academic advising.
This document discusses factors for institutional development in implementing peace engineering programs. It identifies key factors such as leadership, vision/mission, educational programs, linkages, transactions, autonomy, governance, resources, and monitoring. Additional sections provide details on leadership styles, situational factors, influence paths, managerial characteristics, tasks, groups, perceptions, outcomes, faculty/staff qualifications and roles, programs, linkages, transactions, mandates, governance structures, autonomy, and continuous development processes. The overall aim is to establish innovative, interdisciplinary, industry-relevant engineering programs through a collaborative institutional development approach.
MEAS Course on E-learning: 2 Designing online instruction based on student needsAndrea Bohn
This document discusses instructional design and how it can be used to design instruction based on student needs. It defines instructional design as the systematic process of making instruction more effective, efficient and appealing by focusing on learner needs. The document outlines several instructional design methods and processes, including the ADDIE model of analysis, design, development, implementation and evaluation. It also discusses how learning theories can inform instructional design and provides examples of how design has been applied to different client projects.
This document summarizes a case study concerning strategies to internationalize Clarence Linton University. It outlines three goals: making CLU a top destination for international students, increasing study abroad participation, and fostering comprehensive internationalization on campus.
For international student recruitment, proposed solutions include tuition waivers, hiring a consultant, strengthening agent relationships, and creating an international experience minor. For study abroad, suggestions are joining a state consortium, COIL initiatives, more short-term options, and leveraging alumni.
To foster comprehensive internationalization, the document recommends creating an internationalization network, appointing a taskforce and giving a faculty member a course release to champion the efforts, and fundraising activities like alumni events in China
The document provides an overview of the Erasmus+ programme, including key statistics on funding and participation. It outlines the three Key Actions - Mobility projects under Key Action 1 that allow students, staff and trainees to spend time abroad; Strategic Partnerships under Key Action 2 that enable organizations to collaborate on projects; and Structured Dialogue projects under Key Action 3 that facilitate discussions between young people and policymakers. Details are given on eligibility, activities and durations for each Key Action and sector. Examples of funded projects are also presented.
This document summarizes Key Actions 2 and 3 of the Erasmus+ programme. Key Action 2 focuses on partnerships and knowledge alliances to support innovation, exchange practices, and staff and learner mobility. Key Action 3 involves structured dialogue with young people, including meetings and debates to give young people a voice in policy. Eligible activities, budgets, quality criteria and application deadlines are outlined for both Key Actions. Tips are provided for developing a quality application that meets all requirements.
Erasmus+ Key Action 1 is all about mobility. Take a look at our presentation for more information about applying for Key Action 1 funding in 2019. This presentation was first delivered during our autumn Information Sessions. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
Tips on becoming a host for the KNAER's Equity NetworkKNAER-RECRAE
The document provides information about a call for proposals from the Knowledge Network for Applied Education Research (KNAER) to establish a Knowledge Network focused on equity and inclusive education. It outlines the purpose, timeline, eligibility criteria, application process, and key dates. Successful applicants will receive multi-year funding to lead the network and facilitate collaboration between researchers, educators, and community partners to identify evidence-informed practices and reduce barriers to equitable outcomes for all students.
The document discusses the SUNY Learning Network's online faculty development program. It describes:
1. The SUNY Learning Network provides online faculty development and support across the 64 campuses of the State University of New York system.
2. The program's keys to success include a 4-stage faculty development process, 7-step online course design process, instructional design support, and ongoing program evaluation and improvement.
3. Scaling the program to train thousands of faculty across many campuses required consistent, thoughtful processes and large-scale support structures.
The Forum on Education Abroad is a non-profit organization that establishes standards of good practice for education abroad. It has over 600 member institutions and seeks to promote excellence, conduct research, and advocate for education abroad. The Forum developed Standards of Good Practice through an open and transparent consensus process. The Standards provide guidelines in 9 areas including mission, student learning, health and safety, and ethics.
This document provides an overview and introduction to the ARC571 module on reflections of architectural education. It outlines the following key points:
1. The module aims to reflect on current learning and teaching practices, engage in debates about architectural education, and allow students to explore and shape practice in the school.
2. Students will participate in seminars and workshops, observe and assist with tutorials, keep a reflective journal, develop and implement an innovative teaching project, and write a final assignment.
3. The document discusses the theoretical context of architectural education, including traditional apprenticeship models, constructivist learning approaches, and calls for new professionalism from reviews. It also outlines the "Sheffield Way" student-centered
Transitioning Out and Internationalizationmaymayli
The document discusses internationalization in Canadian higher education and the experiences of Chinese-Canadians who remained in Canada. It outlines challenges international students face in transitioning out of university, like lack of work experience and language skills. It also describes programs at UBC, like Work Learn and Transition Out, which aim to help international students prepare for future careers. Finally, it shares findings from research on Chinese-Canadians who stayed in Canada, including reasons for remaining, impacts on identity development, and contributions to both Chinese and Canadian societies.
Researching Open Educational Resources and Open Pedagogical Practices: The RO...Cheryl Hodgkinson-Williams
The document discusses the ROER4D project which researches the adoption and impact of open educational resources (OER) in the Global South. It provides an overview of key challenges facing education in developing countries and how OER can help address issues of cost, access, and relevance. The presentation outlines ROER4D's research questions, clusters, sites in Africa, and objectives to build the evidence base around OER use and influence education policy.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
‘Sweet’ strategies for higher education developers working in the third space Rhona Sharpe
The document summarizes a presentation given by Professor Rhona Sharpe of Oxford Brookes University about strategies for higher education developers working in the "third space" between academic and professional services. It discusses the SWEET approach used by the Oxford Centre for Staff and Learning Development (OCSLD), which focuses on being strategic, work-based, efficient, evidence-based, and technology-enhanced. It also examines OCSLD's efforts to embed graduate attributes into the curriculum through initiatives like course design intensives and learning gain projects.
The document discusses Cathy Lambert's 20+ year career in higher education administration, including roles in strategic planning, recruitment, partnerships, and student support at Oxford Brookes University and Edinburgh Napier University. It emphasizes the importance of ongoing professional development through organizations like the Academic Registrars Council and Association of Managers of Student Services in Higher Education. Lambert encourages aspiring registrars to regularly reflect on their career goals and development needs, identify opportunities and mentors, and take risks to advance their careers.
This presentation is a case study about the Comprehensive Internationalization Strategy of St. Lawrence College in Kingston, Ontario, Canada. It provides key recommendations adapted to the institution.
This document discusses the need to prepare teachers with global expertise and internationalize teacher education programs. It highlights promising strategies such as creating a globally-oriented education culture, deepening content knowledge, internationalizing professional education courses, and providing international experiences. The case of the GATE Fellows program at the University of Maryland is presented as an example of how to internationalize a college of education by establishing leadership, infrastructure, faculty development, curriculum changes, and resources.
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.
The document discusses Ivy Tech Community College's efforts to develop an academic advising program to support its Achieving the Dream initiative. It recommends a modified shared advising model using a proactive approach. Key elements would include establishing regular communication channels between advising coordinators, developing advising resources and training for advisors, and creating an organizational structure and culture to support advising across the institution. The goal is to enhance student retention, learning, and career outcomes through improved academic advising.
This document discusses factors for institutional development in implementing peace engineering programs. It identifies key factors such as leadership, vision/mission, educational programs, linkages, transactions, autonomy, governance, resources, and monitoring. Additional sections provide details on leadership styles, situational factors, influence paths, managerial characteristics, tasks, groups, perceptions, outcomes, faculty/staff qualifications and roles, programs, linkages, transactions, mandates, governance structures, autonomy, and continuous development processes. The overall aim is to establish innovative, interdisciplinary, industry-relevant engineering programs through a collaborative institutional development approach.
MEAS Course on E-learning: 2 Designing online instruction based on student needsAndrea Bohn
This document discusses instructional design and how it can be used to design instruction based on student needs. It defines instructional design as the systematic process of making instruction more effective, efficient and appealing by focusing on learner needs. The document outlines several instructional design methods and processes, including the ADDIE model of analysis, design, development, implementation and evaluation. It also discusses how learning theories can inform instructional design and provides examples of how design has been applied to different client projects.
This document summarizes a case study concerning strategies to internationalize Clarence Linton University. It outlines three goals: making CLU a top destination for international students, increasing study abroad participation, and fostering comprehensive internationalization on campus.
For international student recruitment, proposed solutions include tuition waivers, hiring a consultant, strengthening agent relationships, and creating an international experience minor. For study abroad, suggestions are joining a state consortium, COIL initiatives, more short-term options, and leveraging alumni.
To foster comprehensive internationalization, the document recommends creating an internationalization network, appointing a taskforce and giving a faculty member a course release to champion the efforts, and fundraising activities like alumni events in China
The document provides an overview of the Erasmus+ programme, including key statistics on funding and participation. It outlines the three Key Actions - Mobility projects under Key Action 1 that allow students, staff and trainees to spend time abroad; Strategic Partnerships under Key Action 2 that enable organizations to collaborate on projects; and Structured Dialogue projects under Key Action 3 that facilitate discussions between young people and policymakers. Details are given on eligibility, activities and durations for each Key Action and sector. Examples of funded projects are also presented.
This document summarizes Key Actions 2 and 3 of the Erasmus+ programme. Key Action 2 focuses on partnerships and knowledge alliances to support innovation, exchange practices, and staff and learner mobility. Key Action 3 involves structured dialogue with young people, including meetings and debates to give young people a voice in policy. Eligible activities, budgets, quality criteria and application deadlines are outlined for both Key Actions. Tips are provided for developing a quality application that meets all requirements.
Erasmus+ Key Action 1 is all about mobility. Take a look at our presentation for more information about applying for Key Action 1 funding in 2019. This presentation was first delivered during our autumn Information Sessions. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
Tips on becoming a host for the KNAER's Equity NetworkKNAER-RECRAE
The document provides information about a call for proposals from the Knowledge Network for Applied Education Research (KNAER) to establish a Knowledge Network focused on equity and inclusive education. It outlines the purpose, timeline, eligibility criteria, application process, and key dates. Successful applicants will receive multi-year funding to lead the network and facilitate collaboration between researchers, educators, and community partners to identify evidence-informed practices and reduce barriers to equitable outcomes for all students.
The document discusses the SUNY Learning Network's online faculty development program. It describes:
1. The SUNY Learning Network provides online faculty development and support across the 64 campuses of the State University of New York system.
2. The program's keys to success include a 4-stage faculty development process, 7-step online course design process, instructional design support, and ongoing program evaluation and improvement.
3. Scaling the program to train thousands of faculty across many campuses required consistent, thoughtful processes and large-scale support structures.
The Forum on Education Abroad is a non-profit organization that establishes standards of good practice for education abroad. It has over 600 member institutions and seeks to promote excellence, conduct research, and advocate for education abroad. The Forum developed Standards of Good Practice through an open and transparent consensus process. The Standards provide guidelines in 9 areas including mission, student learning, health and safety, and ethics.
This document provides an overview and introduction to the ARC571 module on reflections of architectural education. It outlines the following key points:
1. The module aims to reflect on current learning and teaching practices, engage in debates about architectural education, and allow students to explore and shape practice in the school.
2. Students will participate in seminars and workshops, observe and assist with tutorials, keep a reflective journal, develop and implement an innovative teaching project, and write a final assignment.
3. The document discusses the theoretical context of architectural education, including traditional apprenticeship models, constructivist learning approaches, and calls for new professionalism from reviews. It also outlines the "Sheffield Way" student-centered
Transitioning Out and Internationalizationmaymayli
The document discusses internationalization in Canadian higher education and the experiences of Chinese-Canadians who remained in Canada. It outlines challenges international students face in transitioning out of university, like lack of work experience and language skills. It also describes programs at UBC, like Work Learn and Transition Out, which aim to help international students prepare for future careers. Finally, it shares findings from research on Chinese-Canadians who stayed in Canada, including reasons for remaining, impacts on identity development, and contributions to both Chinese and Canadian societies.
Researching Open Educational Resources and Open Pedagogical Practices: The RO...Cheryl Hodgkinson-Williams
The document discusses the ROER4D project which researches the adoption and impact of open educational resources (OER) in the Global South. It provides an overview of key challenges facing education in developing countries and how OER can help address issues of cost, access, and relevance. The presentation outlines ROER4D's research questions, clusters, sites in Africa, and objectives to build the evidence base around OER use and influence education policy.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
The document outlines strategies for implementing an inclusive excellence plan at Ivy Tech Community College. It discusses why diversity matters in education and benchmarks other colleges' diversity initiatives. It then proposes assessing Ivy Tech's full-time faculty diversity and curriculum for inclusiveness. Addressing areas like recruitment, promotion, and curriculum integration, the plan outlines best practices to develop a strategic diversity plan and communication plan to promote inclusion across campus.
1. KMUTT aims to become a top university in Thailand, Asia, and globally by 2016 through internationalization strategies. This includes improving infrastructure, educational programs, research, and collaboration to meet international standards.
2. Key initiatives include establishing an international office, increasing programs taught in English, recruiting more international students and faculty, developing joint programs with top foreign universities, and enhancing collaboration through conferences and partnerships.
3. Performance targets include increasing the international student and staff population and the number of international activities like student exchanges, research projects, and educational programs conducted with foreign countries. Incentives aim to motivate more faculty and departments to engage in internationalization.
[청심교육포럼2011] Initiating Change - Global Construct for Delivering Internationa...CSeduForum
[청심교육포럼 2011-글로벌 인재 교육을 위한 변화의 시작]
본세션: Initiating Change - Global Construct for Delivering International Education / 연사:
Roderick Fraser(Chair, Round Square) / 강연영상(http://youtu.be/BQpg81XcJ10)
Visioning Integrative Pathways with DePauw University November 29, 2018Bonner Foundation
This document discusses models for developing integrative pathways to connect student learning experiences across curricula and co-curricula. It provides examples of pathways from different universities that integrate academic courses with high-impact practices like research, internships, and capstone projects. The document suggests mapping potential pathways at DePauw University around issues like sustainability, poverty, and community-based research. Attendees participate in activities to brainstorm how courses and experiences could interconnect in an integrated pathway and to map potential curricular and co-curricular connections over four years. The document emphasizes developing pathways to prepare students for civic engagement and post-graduate success.
Intercultural Learning from the Inside Out: Supporting Faculty, Staff, and St...CIEE
This document discusses intercultural learning from the perspective of faculty, staff, and students. It outlines research showing that the intercultural development of faculty and staff directly impacts their ability to facilitate intercultural learning for students. Programs are described that provide training and coaching for instructors to develop interculturally and help students develop skills like cultural self-awareness and cultural bridging. The document also discusses how intercultural training can benefit staff professional development and help organizations build inclusive environments.
The document describes a peer mentorship program designed to support first-year student success at York University. The program is situated within core first-year courses. Senior and peer mentors meet biweekly with groups of 6 students to provide academic support, foster engagement, and develop leadership skills. Evaluation found the program improved student awareness of resources and engagement. It also increased mentors' leadership abilities. The program aims to address student transitions and engagement through a highly structured mentorship model grounded in educational theory.
How will online education affect international student mobility and opportunities. Representatives from Coursera, University of Wisconsin-Milwaukee and International Education Advantage (Intead) present trends, facts and discuss the implications.
Online Education: A Game Changer for International Education AIEA 2015 Michael Waxman-Lenz
How will online education affect international student mobility and opportunities. Representatives from Coursera, University of Wisconsin-Milwaukee and International Education Advantage (Intead) present trends, facts and discuss the implications.
This document outlines Broward County Public Schools' plan to transform classrooms into digital learning environments. It discusses how today's students are "digital natives" and research showing the need for 21st century learning skills. The plan aims to bridge the gap between how students live and learn by moving from traditional teacher-centered models to new student-centered, technology-enhanced models. Elements of the plan include providing teachers with professional development, equipping classrooms with new digital tools, expanding online curriculum resources, implementing a 1:1 student laptop initiative, and supporting project-based global learning programs. The goal is to help teachers advance in their ability to integrate technology into instruction.
Making Connections - High Impact Practices & the Integrative ePortfolioePortfolios Australia
This document discusses the use of ePortfolios to support integrative learning in higher education. It begins by outlining several organizations and resources focused on ePortfolio research and implementation. It then discusses how ePortfolios can help students make connections across courses, disciplines, and between their academic and lived experiences. The document provides examples of ePortfolio implementation from various colleges and programs. It finds that ePortfolio pedagogy is aligned with high-impact educational practices and can improve student engagement, learning outcomes, and retention rates when implemented systematically with appropriate support structures.
The document discusses multicultural education and the role of technology in innovative teaching. It describes how multicultural education aims to provide equal opportunities to all students from diverse backgrounds. It also outlines several teacher exchange programs that allow educators to broaden their perspectives by teaching abroad. Finally, the document discusses how educational technology can support learning goals and enable innovative teaching approaches like simulations, collaborative projects, and access to information databases. The roles of both multicultural understanding and technology are presented as ways to meet global demands for quality education.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your district doing to prepare students for success in the global era? Brandon Wiley, Director of the International Studies Schools Network at Asia Society, talks with district leaders on how to implement global learning initiatives. Understand how districts across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help your district ensure students develop global competence and are prepared for a global society.
This document discusses comprehensive internationalization in higher education. It begins by stating the importance of global engagement and preparing students to be citizens in a multicultural world. It then defines internationalization as engagement with globalization in higher education. The rest of the document provides guidance on conducting an internationalization review, articulating global learning goals, and developing a strategic plan with goals, indicators, actions, timeline, responsibilities, funding, and monitoring. It emphasizes the importance of these elements in comprehensive internationalization efforts.
2011Challenges and Successess in Faculty DevelopmentWCET
This document discusses challenges and strategies for faculty development at different types of institutions. It profiles three institutions: Grand Canyon University (for-profit), Park University (private non-profit), and Boise State University (public). All three institutions face challenges related to communication, resources, and motivating adjunct and full-time faculty. However, they employ different strategies like online portals, communities of practice, and stipends to better support faculty and scale development programs. Key themes are creating community, effective communication, pedagogical focus, and flexible faculty development models.
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
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Rick Davis, Associate Provost, Undergraduate Education, Mason
Karyn Mallett, Assistant Director, English Language Institute, Mason
Ghania Zgheib, Faculty, English Language Institute, Mason
SESSION TITLE: Expanding ACCESS to International Students
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Session Title: Expanding ACCESS to International Students
Session Abstract: Mason’s recent foray in international education is an innovative new foundation year program for international freshmen designed to increase their academic English language skills while enrolled as full-time students. The presenters will discuss the historical development of the program (beginning with a university encounter with INTO); its academic foundation utilizing cross-departmental collaboration between university and intensive English programs; its implementation this past fall providing cohort-style, credit-bearing, custom curriculum, along with academic and student services designed for students studying abroad; research-backed program revisions and implications for comprehensive approaches to language-supported internationalization in U.S. higher education, and the development of a new university entity developed to manage administration of the program which builds further on interdepartmental partnerships.
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* Rick Davis, Associate Provost, Undergraduate Education, George Mason University
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SEM 2011 Expanding ACCESS to International Students
1. Expanding ACCESS to
International Students
21st Annual Strategic Enrollment Management Conference: The Origin
and Future of SEM
San Diego, California
Tuesday, November 1, 2011 ● 11:00 am - 12:30 pm
Daniel Robb, Assistant Vice President, Enrollment
Development/Associate Dean, Admissions
Nicole J. Sealey, Director, Center for International Student Access
Where Innovation Is Tradition
2. Agenda
I. Context
II. Relevance
III. Project Conceptualization
IV. Program Implementation
V. Lessons Learned
VI. Discussion
Where Innovation Is Tradition
4. Internationalization
Defined “... as the process of integrating an
international perspective into a college or university
system. It is an ongoing, future-oriented,
multidimensional, interdisciplinary, leadership-
driven vision that involves many stakeholders
working to change the internal dynamics of an
institution to respond and adapt appropriately to an
increasingly diverse, globally focused, ever-changing
external environment” (Ellingboe, 1998, p. 199).
Where Innovation Is Tradition
5. Institutional Profile
• Public institution located in Fairfax, VA
• Founded in 1972
• Three campuses (distributed model) & several sites
• Enrollments upwards of 32,000
• International enrollment averaging 6%
• Location close to Washington, DC Metro area
Where Innovation Is Tradition
6. Institutional Culture
• Students enrolled from over 136 nations
• 10+ offices actively engaged in internationalization-related
efforts
• 28 International/Multicultural Student Organizations
• 30+ different “global” academic programs (11 UG degrees,
20 UG minors)
• Mason freshman desired to “improve their understanding of
other countries and cultures… and help to promote racial
understanding” at higher rates than public university counter
parts (2003, 2005 CIRP data)
Where Innovation Is Tradition
7. Institutional Prioritization
International/Global foci are specifically
included in institutional strategic plan:
“The University will develop more fully its
leading role as a global university, through
diverse international partnerships and the
extension of global and environmental
awareness in all educational programs.”
―A goal from Mason’s 2014 Strategic Plan
Where Innovation Is Tradition
9. Why Grow International Enrollments?
One element of campus internationalization efforts:
• Increase campus diversity
• Moral: Feeling that “it’s the right thing to do”
• Increase tuition revenues
• Increase international profile
“This is a special moment in American
recruitment and treatment of
international students, with interest still
high but competition rising”
-Peter Stearns, Provost
Where Innovation Is Tradition
10. Discussion Exercise
Questions Responses Main Categories
• What kind of issues do • Acculturation
international students have
at your institution(s)? • Social
• What are the barriers to • Linguistic
admission, retention, and
graduation for international
students?
Where Innovation Is Tradition
11. Options Explored
Possibilities: Selected Approach
• External: Outsourcing • Internal – New
• Internal: Utilizing • Logic:
internal resources • Retain high level of
• Internal – New: control and work with
our students directly
Creation of New
• Utilize plentiful existing
Structure
resources without
overtaxing them
Where Innovation Is Tradition
13. ACCESS Program
• International Freshmen
• Alternative Admission Requirements
• Meets academic qualifications
• Lower English Proficiency threshold
• Provisional admission
• Goal: One year comprehensive first-year
experience
Where Innovation Is Tradition
14. Organizational Structure
• Established “Center for International Student
Access” in Fall 2010; located in Office of Provost
• Connected to Institutional Infrastructure:
– English Language Institute
– Enrollment Management-affiliated Offices (e.g.,
Admissions, Registrar)
– Academic units
– University Life (e.g., Student Involvement,
Immigration Services)
Where Innovation Is Tradition
15. Organizational Structure (continued)
– Special Programs (e.g., Honors College, MSU)
• Resource Sharing
– “Initiative-based” budget model
• Set aside
• Some of net revenues were reallocated to support
specific internationalization efforts
• Self-sustaining
– Out of state tuition rates + flat‐rate premium costs
– Short seminars set up as 0 credit courses, costing between
$60‐250 each
Where Innovation Is Tradition
16. Enrollment Strategies
• Vision for Enrollment
• Attracting
From where, at what cost, how many?
• Enrolling
Alliances, embassies, differences in yield
• Retaining
What services and at what cost?
Where Innovation Is Tradition
17. Pilot Program Design
• Multi-pronged research informed approach
• First-year Experience
• International Programs & Outreach
• Academic Advising for “At-risk students”
• Multicultural Education
– Acculturation
– Language Acquisition and Development
– Student Success Skills
– Counseling & Support
– Community Engagement
Where Innovation Is Tradition
18. Pilot Program Structure - Academics
Fall Course Sequence Spring Course Sequence
• Enhanced English Comp I (3) • Enhanced English Comp II (3)
• Public Speaking (3) • Anthropology (3)
• Language Support for Public • Research Methods (3)
Speaking (1) • Mathematics (3)
• World History (3) • Major Course (3)
• Language Support for Public
Speaking (1)
Summer Courses (if needed)
• Freshman Seminar (1) • Modern English Grammar (3)
Where Innovation Is Tradition
19. Pilot Program Structure –
Co- & Extra- Curricular
Complementary Programming Co-curricular Programming
• Peer Mentorship Academic Support
Program • Advising & Acculturation
• Peer Learning • Academic Success
Partnership Program Workshops
• Tutoring
• Student Leadership
Council Student Activities
• Fall Themes:
• “Alumni” Program Academic/Acculturation
• Spring Themes: Community
& Self-directed Success
Where Innovation Is Tradition
21. Pilot Year Evaluation
• Program Needs
– Achieving appropriate balance of human resources
– Securing needed space/housing requirements
– Obtaining uninhibited access to qualified faculty
resources
– Fully developed enrollment funnel model for
recruitment, retention, and graduation through program
assessment & environmental analyses
• Institutional Prioritization
• Consensus Building
Where Innovation Is Tradition
22. Structural Adjustments
• Internal buy-in/marketing
• Adjusting Revenue model
• Marketing & recruitment strategies
• Personnel
Qualified faculty
Qualified staff
Where Innovation Is Tradition
23. Results - Assessment
• Increased enrollment in second year
• Exceeded pilot year retention target
• Positive Stakeholder feedback
Students
Faculty
Staff
• Increasing institutional support
Where Innovation Is Tradition
24. Results – Enrollment Data
Pilot Year Second Year
• 21 students from 8 nations • 57 Students from 14 nations
• Average Student: • Average Student:
• Male (76%) • Male (78%)
• Saudi Arabian (61%) • Saudi Arabian (42%)
• Attended university ELI • Attended university ELI
(76%) (49%)
• Retention to sophomore • Retention to sophomore
year: 71% year: TBA
Where Innovation Is Tradition
25. Results - Momentum
• Development of research
initiatives
• Development of new
partnerships
• Elements modeled by other
programs as a “best
practice”
Where Innovation Is Tradition
26. Future Implications
• How big does this program need to be?
• How do we work with potential partners?
• How do we effectively share the model?
• How nimble are we in adjusting each year?
• Do we need to control costs and max revenues?
• How do we develop metrics to best “tell the story”?
• How can we leverage lessons increase benefits to
more members at the institution?
Where Innovation Is Tradition
27. Daniel Robb Nicole Sealey
drobb@gmu.edu nsealey@gmu.edu
You can access this presentation online at:
http://cisa.gmu.edu/2011/10/aacrao-sem-2011
DISCUSSION
Where Innovation Is Tradition
28. References
ACCESS Program website. George Mason University’s Center for
International Student Access - http://cisa.gmu.edu/programs/access/.
Davis, R., Mallett, K., Sealey, N. & Zgheib, G. 2011. “Expanding ACCESS
to International Students.” Presentation at 3rd Annual Colonial Academic
Alliance Global Education Conference. Fairfax, VA.
Ellingboe, B.J. (1998). 'Divisional strategies to internationalize a campus
portrait: Results, resistance, and recommendations from a case study at a
U.S. university, in Mestenhauser, J.A. and Elllingboe, B.J (eds.),
Reforming the Higher Education Curriculum: Internationalizing the
Campus. Phoenix, AZ: American Council on Education and Oryx Press,
pp. 198-228.
Where Innovation Is Tradition
29. References (continued)
Fischer, K. (May 29, 2011). Colleges Adapt to New Kinds of Students From
Abroad: Younger, sometimes less-experienced students require more
academic and social support. The Chronicle of Higher Education.
Retrieved from http://chronicle.com/article/Colleges-Educate-a-New-
Kind-of/127704/
Fischer, K. (August 7, 2011). College 101 for Non-Native Speakers:
Pathways programs blend English and academics to help foreign students
succeed. The Chronicle of Higher Education. Retrieved from
http://chronicle.com/article/College-101-for-International/128535/
Habib, A. S. and Mallett, K. E. (eds.). 2011. “Diversity at Mason: The pursuit
of transformative education.” Fairfax, VA: Diversity Research Group,
George Mason University.
Where Innovation Is Tradition
30. References (continued)
Hill, B. A. (2008). A Guide To Internationalization For Chief Academic
Officers. American Council on Education.
International Association of Universities. 2010. Internationalization of
Higher Education: Global Trends, Regional Perspectives. IAU 3rd Global
Survey. Paris: UNESCO House.
Where Innovation Is Tradition
Editor's Notes
INTROAsk audience to introduce themselves. Intro ourselves and our presentation approach.
Dan?
NICOLE:You can’t talk about internationalization without discussing Jane Knight (1993) whose basic definition of internationalization is often cited as: “the process for integrating international/intercultural content into the teaching, learning, research and service functions of the institution.” However, a more exciting definition comes from the American Council of Education for CAOs [read quote].
Dan
Nicole
Dan
Dan
NICOLE:Steps: Invite people to discuss with those around them and come up with a short list of five answers to the question. Call out and make a list.Response:Programs for other special populations exist where student needs aren’t met with current resources (e.g., athletics, underprepared, first-generation). Why not international students? They can get ‘lost’ in the mix of the institution.
Dan
Nicole
Nicole
Dan
Nicole
NICOLE (2 minutes)Extra & co-curricular endeavors& contributions to university efforts at internationalization
Joint
We have an unusual mix based on our backgroundCultural diversity is paramountDiluted population due to area
DanNicole to add a few thingsStart smallThink it throughInternational students have needs; are you prepared to help them?