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Forum2013 presentation final

Irene Gawel
Irene Gawel

This document summarizes a conference on integrating study abroad into undergraduate curriculums from the perspectives of a liberal arts college, research university, and education abroad provider. Representatives from Barnard College, NYU, and GlobaLinks Learning Abroad discussed developing pathways for majors and minors, approving courses for credit, and designing programs to meet student academic and personal development goals through education abroad. Small groups discussed ways to seamlessly integrate study abroad, and presentations were planned if time allowed.

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THE FORUM ON EDUCATION ABROAD ANNUAL CONFERENCE, CHICAGO, IL APRIL 4, 2013 From Requirement to Seamless, the Integration of Study Abroad in the Undergraduate Curriculum
Agenda Introduction Liberal Arts College Research University/Provider Education Abroad Provider Small Group Discussion Small Group Presentations Wrap-Up
B A R N A R D C O L L E G E G R E T C H E N Y O U N G Liberal Arts College Perspective
Mission Statement As a college for women, Barnard embraces its responsibility to address issues of gender in all of their complexity and urgency, and to help students achieve the personal strength that will enable them to meet the challenges they will encounter throughout their lives. Located in the cosmopolitan urban environment of New York City, and committed to diversity in its student body, faculty and staff, Barnard prepares its graduates to flourish in different cultural surroundings in an increasingly inter-connected world
Will study abroad enhance this major? Study abroad is a rich and valuable experience, and majors have frequently participated in the British Academy of Dramatic Arts and in the Moscow Art Theatre programs, as well as in other study abroad opportunities. Students planning to study abroad should discuss their course plans early with their faculty adviser, in order to ensure that they have the appropriate requirements for pursuing thesis options when they return.
Forum2013 presentation final
Study Abroad Website: Students who have Studied Abroad
Forum2013 presentation final
Introducing Barnards Global Faculty Fellows In March, Barnard's fifth annual global symposium, Women Changing Brazil, will take place in S達o Paulo, Brazil. In conjunction with this event, four faculty members have been selected as Global Faculty Fellows, and will travel to S達o Paulo to attend the symposium, engage with panelists and audience members, participate in research related to their fields, and create and solidify collaborations and connections with colleagues in the region. Nara Milanich, Associate Professor of History Jose Moya, Professor of History Maria Rivera Maulucci, Assistant Professor of Education Colleen Thomas-Young, Associate Professor of Professional Practice in Dance The Fellows were chosen by Barnards grants committee based on applications outlining current work or ideas for projects related to Brazil, describing how they would connect the symposium experience to their teaching or research and ways that they would like to bring the experience back to Barnard to share with the broader campus community.
Nara Milanich, Associate Professor of History Jose Moya, Professor of History My research and teaching centers on Latin American history, and you really cant talk about Latin American history without talking about Brazilthis is true in most of the interdisciplinary courses I teach. This semester Im teaching a course on inequality, and Brazils disparity problems are emblematic of issues throughout Latin America. Brazil occupies an important place in the courses I teach, both the survey on Latin American history and a course on migration, race, and ethnicity in the region. Global Faculty Scholars: How does Brazil pertain to your scholarly interests?
N E W Y O R K U N I V E R S I T Y J A N E T A L P E R S T E I N Research University/Provider Perspective
Faculty Search & Course Approval Process Originate recommendations locally at site or at NYU NY Joint review of candidates Syllabus approval at NYU NY using NYU Global template Same syllabus review process as courses offered at NYU NY in department and in schools curriculum committee Met with the same challenges as well
Developing Global Pathways Without clearly defined pathways, NYU is at 43% for students studying away for fall or spring semesters There is need for close connection to majors and minors in order to facilitate increased numbers of students studying away For minors, we have worked with Academic Resource Center to create a webpage detailing where courses can be taken for each minor
Developing Global Pathways contd Working with directors of undergraduate studies, department chairs, and/or school deans to develop clearly defined pathways for each major, especially those that have not been previously engaged in study away Who we work with varies by school - there is no one size fits all Clearly defined access to study away information from department website, as well as study away website which added a page listing courses by department Service courses vs. pathways
Study Away Courses Listed by Department
Sample Major Pathway The following slide shows a sample major pathway, including a semester abroad at NYU Accra, for the Metropolitan Studies major at NYU.
Sample Major Pathway: Metropolitan Studies Major ..Int French II ..Nat Sci I ..Quant Reasoning ..Writing Essay ..SCA-UA 1/ Cncpts in SCA ..Cultures and Contexts ..Texts and Ideas ..Nat Sci II ..Elective .. SCA-UA 601/ Apprchs to Met Studies .. Societies and the Social Sciences ..Expressive Culture ..Elective ..Elective ..SCA Elective .. SCA-UA 602/ Cities in a Glbl Cntxt ..Elective .. SCA-UA 9042/Intrnsh p & Fldwrk .. SCA-UA 9124/ Dcmntng Afr City .. SCA-UA 9634/ Glbl Cnxns ..Elective ..SCA Elective ..SCA Elective .. SCA-UA 20/ Strategies in SCA ..Elective ..Elective ..Elective .. SCA-UA 90/ Senior Research Sem ..Elective ..Elective ..Elective ..Elective Freshman Year Sophomore Year Junior Year Fall Semester: Accra Senior Year MAP COURSES MET STUDIES COURSES Notes & Legend: All courses 4 credits unless otherwise noted Due to the flexibility of the electives for the Met Studies major, there are many courses offered that could count. This map includes the 3 required Introductory Courses, the 3 required Research Core Courses, and two out of five electives.
Study Away Link on Departmental Website
Sample Minor Pathway The following slide shows a sample minor pathway for the Psychology minor at NYU.
Sample Minor Pathway: Psychology Minor ..Course 1 ..Course 2 ..Course 3 ..Course 4 ..Course 1 ..Course 2 ..Course 3 ..Course 4 Course 1 ..Course 2 ..Course 3 ..Course 4 PSYCH-UA 1 Course 2 ..Course 3 ..Course 4 ..CORE A Course 2 ..Course 3 ..Course 4 ..CORE B ..Course 2 ..Course 3 ..Course 4 ..ADVANCED ELECTIVE ..Course 2 ..Course 3 ..Course 4 ..Course 1 ..Course 2 ..Course 3 ..Course 4 Freshman Year Sophomore Year Junior Year Senior Year All courses 4 credits unless otherwise noted Students are required to take the following courses in order to complete the minor: PSYCH-UA 1/Introduction to Psychology 1 course from the Core A group 1 course from the Core B group 1 Advanced Elective PSYCH-UA 1 CORE A Several of the courses for the Psychology minor can be found at the following study away sites: Florence PSYCH-UA 9022/Perception (Core A) PSYCH-UA 9029/Cognition (Core A) PSYCH-UA 9034/Developmental Psychology (Core A & Core B) London PSYCH-UA 9001/Introduction to Psychology (Required) PSYCH-UA 9029/Cognition (Core A) PSYCH-UA 9030/Personality (Core B) PSYCH-UA 9032/Social Psychology (Core B) PSYCH-UA 9035/Abnormal Psychology (Advanced Elective) CORE B ADVANCED ELECTIVE
Cross-School Minor Courses at NYUs Global Sites
G L O B A L I N K S L E A R N I N G A B R O A D I R E N E G A W E L Education Abroad Provider Perspective
My Perspective You cannot attempt to isolate one timeline event to be the most or even least important The education abroad experience needs to be seen as part of the undergraduate curriculum, across all disciplines Removing administrative barriers Proving a study abroad experience is enriching The challenge to use or find data Developing programs or a program list that answers the needs of the institution
The Last 10 Years The Next 10 Years Open Options Destination driven advising Narrowing the Options Institutional Investment and/or necessity Curriculum driven advising Trends
Version 1.0 Version 2.0 Where to study what Strong suits of our partners overseas Narrowing the list of program options Integrated study option based on home institutional curriculum Program development allowing for the adoption of a program Stronger partnership with the provider Curriculum Integration V1.0 and 2.0
A N I N T E R N A T I O N A L E D U C A T I O N O R G A N I Z A T I O N R E S P O N S E T O T H E C H A N G I N G L A N D S C A P E The Discovery Model GlobaLinks Learning Abroad
Program Design A response to the changing student and their needs as they become more focused on how academically an education abroad program fits and how to ensure they stay on track for graduation, along with cost sensitivity. To provide Programs and Services with the students individual goals in mind The goal is for each participant to get more out of the experience compared to studying abroad this own Study abroad with intent
The Discovery Model Five Key Areas for student development abroad Personal Professional Social Academic Cultural
Integration of the Education Abroad Experience Why now? What does it take? Defining your stakeholders Realistic expectations of results
Small Group Discussions
Small Group Discussions Please form small groups to discuss and generate list of ways to achieve seamless integration of study away into undergraduate curriculum to share with group differentiating small liberal arts college, research university and education abroad provider. Assign note taker
T I M E A N D S P A C E P E R M I T T I N G Small Group Presentations
Wrap-Up
Contact Information Janet F. Alperstein, New York University, jfa6@nyu.edu Irene Gawel, GlobaLinks Learning Abroad, igawel@globalinksabroad.org Gretchen Young, Barnard College, gyoung@barnard.edu

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Forum2013 presentation final

  • 1. THE FORUM ON EDUCATION ABROAD ANNUAL CONFERENCE, CHICAGO, IL APRIL 4, 2013 From Requirement to Seamless, the Integration of Study Abroad in the Undergraduate Curriculum
  • 2. Agenda Introduction Liberal Arts College Research University/Provider Education Abroad Provider Small Group Discussion Small Group Presentations Wrap-Up
  • 3. B A R N A R D C O L L E G E G R E T C H E N Y O U N G Liberal Arts College Perspective
  • 4. Mission Statement As a college for women, Barnard embraces its responsibility to address issues of gender in all of their complexity and urgency, and to help students achieve the personal strength that will enable them to meet the challenges they will encounter throughout their lives. Located in the cosmopolitan urban environment of New York City, and committed to diversity in its student body, faculty and staff, Barnard prepares its graduates to flourish in different cultural surroundings in an increasingly inter-connected world
  • 5. Will study abroad enhance this major? Study abroad is a rich and valuable experience, and majors have frequently participated in the British Academy of Dramatic Arts and in the Moscow Art Theatre programs, as well as in other study abroad opportunities. Students planning to study abroad should discuss their course plans early with their faculty adviser, in order to ensure that they have the appropriate requirements for pursuing thesis options when they return.
  • 7. Study Abroad Website: Students who have Studied Abroad
  • 9. Introducing Barnards Global Faculty Fellows In March, Barnard's fifth annual global symposium, Women Changing Brazil, will take place in S達o Paulo, Brazil. In conjunction with this event, four faculty members have been selected as Global Faculty Fellows, and will travel to S達o Paulo to attend the symposium, engage with panelists and audience members, participate in research related to their fields, and create and solidify collaborations and connections with colleagues in the region. Nara Milanich, Associate Professor of History Jose Moya, Professor of History Maria Rivera Maulucci, Assistant Professor of Education Colleen Thomas-Young, Associate Professor of Professional Practice in Dance The Fellows were chosen by Barnards grants committee based on applications outlining current work or ideas for projects related to Brazil, describing how they would connect the symposium experience to their teaching or research and ways that they would like to bring the experience back to Barnard to share with the broader campus community.
  • 10. Nara Milanich, Associate Professor of History Jose Moya, Professor of History My research and teaching centers on Latin American history, and you really cant talk about Latin American history without talking about Brazilthis is true in most of the interdisciplinary courses I teach. This semester Im teaching a course on inequality, and Brazils disparity problems are emblematic of issues throughout Latin America. Brazil occupies an important place in the courses I teach, both the survey on Latin American history and a course on migration, race, and ethnicity in the region. Global Faculty Scholars: How does Brazil pertain to your scholarly interests?
  • 11. N E W Y O R K U N I V E R S I T Y J A N E T A L P E R S T E I N Research University/Provider Perspective
  • 12. Faculty Search & Course Approval Process Originate recommendations locally at site or at NYU NY Joint review of candidates Syllabus approval at NYU NY using NYU Global template Same syllabus review process as courses offered at NYU NY in department and in schools curriculum committee Met with the same challenges as well
  • 13. Developing Global Pathways Without clearly defined pathways, NYU is at 43% for students studying away for fall or spring semesters There is need for close connection to majors and minors in order to facilitate increased numbers of students studying away For minors, we have worked with Academic Resource Center to create a webpage detailing where courses can be taken for each minor
  • 14. Developing Global Pathways contd Working with directors of undergraduate studies, department chairs, and/or school deans to develop clearly defined pathways for each major, especially those that have not been previously engaged in study away Who we work with varies by school - there is no one size fits all Clearly defined access to study away information from department website, as well as study away website which added a page listing courses by department Service courses vs. pathways
  • 15. Study Away Courses Listed by Department
  • 16. Sample Major Pathway The following slide shows a sample major pathway, including a semester abroad at NYU Accra, for the Metropolitan Studies major at NYU.
  • 17. Sample Major Pathway: Metropolitan Studies Major ..Int French II ..Nat Sci I ..Quant Reasoning ..Writing Essay ..SCA-UA 1/ Cncpts in SCA ..Cultures and Contexts ..Texts and Ideas ..Nat Sci II ..Elective .. SCA-UA 601/ Apprchs to Met Studies .. Societies and the Social Sciences ..Expressive Culture ..Elective ..Elective ..SCA Elective .. SCA-UA 602/ Cities in a Glbl Cntxt ..Elective .. SCA-UA 9042/Intrnsh p & Fldwrk .. SCA-UA 9124/ Dcmntng Afr City .. SCA-UA 9634/ Glbl Cnxns ..Elective ..SCA Elective ..SCA Elective .. SCA-UA 20/ Strategies in SCA ..Elective ..Elective ..Elective .. SCA-UA 90/ Senior Research Sem ..Elective ..Elective ..Elective ..Elective Freshman Year Sophomore Year Junior Year Fall Semester: Accra Senior Year MAP COURSES MET STUDIES COURSES Notes & Legend: All courses 4 credits unless otherwise noted Due to the flexibility of the electives for the Met Studies major, there are many courses offered that could count. This map includes the 3 required Introductory Courses, the 3 required Research Core Courses, and two out of five electives.
  • 18. Study Away Link on Departmental Website
  • 19. Sample Minor Pathway The following slide shows a sample minor pathway for the Psychology minor at NYU.
  • 20. Sample Minor Pathway: Psychology Minor ..Course 1 ..Course 2 ..Course 3 ..Course 4 ..Course 1 ..Course 2 ..Course 3 ..Course 4 Course 1 ..Course 2 ..Course 3 ..Course 4 PSYCH-UA 1 Course 2 ..Course 3 ..Course 4 ..CORE A Course 2 ..Course 3 ..Course 4 ..CORE B ..Course 2 ..Course 3 ..Course 4 ..ADVANCED ELECTIVE ..Course 2 ..Course 3 ..Course 4 ..Course 1 ..Course 2 ..Course 3 ..Course 4 Freshman Year Sophomore Year Junior Year Senior Year All courses 4 credits unless otherwise noted Students are required to take the following courses in order to complete the minor: PSYCH-UA 1/Introduction to Psychology 1 course from the Core A group 1 course from the Core B group 1 Advanced Elective PSYCH-UA 1 CORE A Several of the courses for the Psychology minor can be found at the following study away sites: Florence PSYCH-UA 9022/Perception (Core A) PSYCH-UA 9029/Cognition (Core A) PSYCH-UA 9034/Developmental Psychology (Core A & Core B) London PSYCH-UA 9001/Introduction to Psychology (Required) PSYCH-UA 9029/Cognition (Core A) PSYCH-UA 9030/Personality (Core B) PSYCH-UA 9032/Social Psychology (Core B) PSYCH-UA 9035/Abnormal Psychology (Advanced Elective) CORE B ADVANCED ELECTIVE
  • 21. Cross-School Minor Courses at NYUs Global Sites
  • 22. G L O B A L I N K S L E A R N I N G A B R O A D I R E N E G A W E L Education Abroad Provider Perspective
  • 23. My Perspective You cannot attempt to isolate one timeline event to be the most or even least important The education abroad experience needs to be seen as part of the undergraduate curriculum, across all disciplines Removing administrative barriers Proving a study abroad experience is enriching The challenge to use or find data Developing programs or a program list that answers the needs of the institution
  • 24. The Last 10 Years The Next 10 Years Open Options Destination driven advising Narrowing the Options Institutional Investment and/or necessity Curriculum driven advising Trends
  • 25. Version 1.0 Version 2.0 Where to study what Strong suits of our partners overseas Narrowing the list of program options Integrated study option based on home institutional curriculum Program development allowing for the adoption of a program Stronger partnership with the provider Curriculum Integration V1.0 and 2.0
  • 26. A N I N T E R N A T I O N A L E D U C A T I O N O R G A N I Z A T I O N R E S P O N S E T O T H E C H A N G I N G L A N D S C A P E The Discovery Model GlobaLinks Learning Abroad
  • 27. Program Design A response to the changing student and their needs as they become more focused on how academically an education abroad program fits and how to ensure they stay on track for graduation, along with cost sensitivity. To provide Programs and Services with the students individual goals in mind The goal is for each participant to get more out of the experience compared to studying abroad this own Study abroad with intent
  • 28. The Discovery Model Five Key Areas for student development abroad Personal Professional Social Academic Cultural
  • 29. Integration of the Education Abroad Experience Why now? What does it take? Defining your stakeholders Realistic expectations of results
  • 31. Small Group Discussions Please form small groups to discuss and generate list of ways to achieve seamless integration of study away into undergraduate curriculum to share with group differentiating small liberal arts college, research university and education abroad provider. Assign note taker
  • 32. T I M E A N D S P A C E P E R M I T T I N G Small Group Presentations
  • 34. Contact Information Janet F. Alperstein, New York University, jfa6@nyu.edu Irene Gawel, GlobaLinks Learning Abroad, igawel@globalinksabroad.org Gretchen Young, Barnard College, gyoung@barnard.edu