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Editor's Notes

• #16: Culture is both around us and within usInfluences all aspects of an organizationDerives from human need to make environment make sense and as orderly as we can (Weich, 1995)Product of our social learningCULTURE IS NOT GOOD OR BAD! It is.
• #17: Culture is both around us and within usInfluences all aspects of an organizationDerives from human need to make environment make sense and as orderly as we can (Weich, 1995)Product of our social learningCULTURE IS NOT GOOD OR BAD! It is.
• #18: Culture is both around us and within usInfluences all aspects of an organizationDerives from human need to make environment make sense and as orderly as we can (Weich, 1995)Product of our social learningCULTURE IS NOT GOOD OR BAD! It is.
• #19: Overview/History:Began late 90’s with pilot project think of new ways to integrate study abroad into curriculaLAC and one of the academic units, Institute of Technology (physical sciences and engineering) looked for proactive ways to encourage students to study abroad Pilot project increased student participation substantially, doubling participation each yearFound it offered a model for interactions with other academic units.U of M leadership, as it sought to improve the undergraduate experience, placed priority on providing international perspectivesPast presidents enthusiastically supported study abroad, site visits, etc.Grants pursued to fund the development of this model in a way that could be shared with other institutions – FIPSE and Bush FoundationIntegration work expanded to nearly every college on all four campuses
• #20: Foundation/Guiding PrinciplesThe University of Minnesota's study abroad curriculum integration model is built upon a broad and deep collaboration with executive leadership, faculty, academic advisers, and study abroad professionals, as well as others who interface with students such as admissions and financial aid. All have been partners with integrating study abroad into the undergraduate experience. Five guiding principles comprise the cornerstone of our methodology:PartnershipsPartners are teachers and learnersOwnership outside of study abroad officesWork within existing structuresLong-term impact Faculty support for curriculum integration is also key to the University of Minnesota' model. Faculty and advisers have taught those of us in study abroad about the undergraduate curriculum and the academic planning issues facing students. We, in turn, have taught faculty and advisers about the possibilities and potential of study abroad.
• #21: What did we hope to achieve? What are we working towards?Goals of Curriculum IntegrationIncrease integration of study abroad into all undergraduate majors and minorsProvide additional scholarships for study abroadEnhance faculty/adviser awareness of the contributions that study abroad makes toward creating global citizens and well-educated studentsDevelop innovative practices, materials, partnerships, and professional alliances50% of each graduating class will have studied abroadCreate long-term institutional change: a more "internationalized undergraduate experience"
• #22: Address FINANCES by increasing study abroad scholarships, ensuring the availability of low cost study abroad options, and reminding students that financial aid can be applied to study abroad. We also train professors and advisers how to talk with students about the costs of study abroad, and we encourage them to engage students in a brief cost-benefit analysis, noting that students who study abroad are making a lifetime investment in themselves.
• #23: Address academic FIT through our work with faculty to match major coursework, internships, or research requirements to appropriate study abroad programs. Study abroad is not time away from degree progress, an extra, or an enhancement. It is integral.
• #24: Address FACULTY and advisers by educating them, dispelling myths about study abroad, and enlisting their help in determining good study abroad programs for their students.
• #25: Address FEAR by determining what students are fearful about and making study abroad a natural part of academic conversations.
• #26: Address FAMILY AND FRIENDS by providing information for students to share with their parents and by reminding students that they can acquire new life-long friends through study abroad.
• #27: Key strategies: faculty and advisor site visits, study abroad major planning sheets, Learning Abroad Advisory Council, Education Abroad Network, Curriculum Integration collegiate and other unit liaisonsImage http://video-commerce.org/wp-content/uploads/2012/09/strategy.jpg
• #28: Key strategies: faculty and advisor site visits, study abroad major planning sheets, Learning Abroad Advisory Council, Education Abroad Network, Curriculum Integration collegiate and other unit liaisonsImage http://video-commerce.org/wp-content/uploads/2012/09/strategy.jpg
• #29: Some fields deserve special consideration…As we seek to increase the number of students participating in learning abroad opportunities on our campuses, the science, technology, engineering and math (STEM) disciplines can be some of the most challenging units to engage in the conversation. Given the complexity and sequencing of today’s science curriculums, it can be difficult for students to even consider where an abroad experience can “fit” into their academic programs or identity relevant or complementary programs. Today’s scientists need problem-solving, critical thinking, and collaboration skills and learning abroad remains a valuable experience to help students gain and develop these skills.A collaborative approach is needed to develop innovative strategies, resources, and programs for STEM students going abroad.
• #30: Barriers to Study AbroadUniversity-wide surveys have helped understand the perceived and real barriers, which are the factors that influence a student's decision to study abroadSurveys have confirmed what we had known anecdotally, that there is a perception at Minnesota that study abroad costs too much and delays graduation
• #31: “This is the best country in the world to study science – why would you go abroad?” “You can just do your language requirement or generals abroad right?”“I know someone at X college in X country… let’s send students back and forth…”“But we don’t have a class about fiddler crabs here at X university. It won’t transfer.”“STEM students don’t really need global competency skills… labs are already international these days!”
• #32: Where to start?http://www.blogging24h.com/wp-content/uploads/2012/03/how-to-start-a-blog.jpg
• #36: http://owassowrestling.weebly.com/uploads/9/9/2/4/9924259/3737877_orig.jpg?0
• #39: Can be intimidating! Think differently
• #40: http://img.gawkerassets.com/img/17l5rtypzhv9hjpg/xlarge.jpg
• #44: Developmental education initiatives. FC focuses on connecting students to resources. (Connect to FC data??)
• #47: Who can you team up with?
• #52: http://www.autoguide.com/auto-news/wp-content/uploads/2010/09/2305545611-2.jpg
• #53: LisaIn CBS we don’t want our students to feel this way….
• #66: MEAGHAN"Extroverted" doesn't necessarily mean being outgoing, although many extroverts are. As described by psychologist Carl Jung, extroversion refers to energy flow and the tendency of some people to draw energy from the outer world -- their focus is on people and activities around them.http://cdn.sheknows.com/articles/2012/10/sarah_parenting/extrovert-child.jpg
• #76: https://www.betterment.com/wp-content/uploads/2012/12/wrapup.jpgKristin – Wrap up (2 minutes)Class next week: DiSCHas everyone taken the assessment? (Due today at 12pm)We will bring results to class next week for in-depth discussionNext week assignment: Exploring Leadership Chapter 4Back side of reading reflection notecards: When have you felt the most engaged in class thus far?
• #77: KristinQuestions?
• #78: KristinQuestions?
• #79: Beginning in 1980, ACT conducted four “What Works In Student Retention” studies, partnering at different times with the National Center for Higher Education Management Systems and American Association of State Colleges and Universities. These four studies, which were conducted in 1980, 1987, 2004, and 2010, asked representatives from colleges and universities to identify factors that contributed to attrition and factors that contributed to retention. The response rates ranged from 31.4% in 2004 to over 50% in 1987. The surveys are not exact replications, but they do share common data elements and common topics. As you can imagine, just as college students have changed from 1987 to the present, so have our institutions and professional practices.