with Limited Resources Mary Beth Furst Boston | May 27, 2015 1. - - PowerPoint PPT Presentation

Expanding Campus Internationalization with Limited Resources

Rebekah de Wit Ann MacLellan Mary Beth Furst

NAFSA Annual Conference Boston | May 27, 2015

Today’s Discussion

• 1. Intercultural Dialogues

Program

• 2. Global Curriculum
• 3. Global Scholars Program
• 4. Faculty & Staff Professional

Development

• 5. Case Studies
• 6. Q&A

Our Reality: Big Expectations

From Students Services Success From Administrators Student satisfaction Enrollment/retention Completion agenda

Fewer Resources

Increasing enrollment / retention

→ Attractiveness to prospects → Satisfaction of current students → Helping students to complete

Raising revenue

→ To support our own office → To support the institution

Our Goals: College Priorities Fewer Resources

Appreciative Inquiry:

Building

Part 1:

Intercultural Dialogues

A process that comprises an open and

respectful exchange

• r interaction between

individuals or groups with different cultural backgrounds or world views.

Part 1:

Intercultural Dialogues

Topics: related to the student’s home country

• r region

Format: formal presentation

• r an informal discussion

Part 1:

Intercultural Dialogues

• Credit classes
• Campus and community events
• Faculty/staff workshops/trainings

Part 1:

Intercultural Dialogues

Format & Venues

Large Domestic Group International Student International Student Panel / ESL Class Credit Class

• Campus forum during IEW:

“Environmentalism Around the World”

• Literature class: A Haitian student

spoke about two famous Caribbean authors and how their works are viewed/used in Haiti

• Biology class: Two students spoke

about albinism in their home countries

Part 1:

Intercultural Dialogues

Samples

• Cultural psychology class: (whole

class match) PSYC students interviewed ESL students about family structures in their home countries

• Dance class: A Russian student spoke

about (and demonstrated) Russian hip-hop music and dance traditions

• Online speech class: Two students

answered questions in an online forum about communication styles in their home countries

Part 1:

Intercultural Dialogues

Samples

• Staff: minimal intervention and no

separate budget required

• Domestic students: realistic, accessible

introductions to countries/cultures

• Instructors: peer“expert” guest speaker
• International student speakers:

○ speaking opportunities - both formal and informal ○ opportunities to show expertise ○ respect from peers ○ interaction with domestic peers

Part 1:

Intercultural Dialogues

Benefits

• 1. Instructor submits speaker request

to coordinator.

• 2. Coordinator contacts corps of

student speakers seeking a match for the requested topic and date/time.

• 3. Coordinator sends student(s’)

contact info to instructor.

• 4. Instructor contacts student(s)

directly to make arrangements.

• 5. Student(s) present on the

appointed topic and date.

Part 1:

Intercultural Dialogues

Process

International student speakers:

• International Student &

Scholar Office

• ESL classes
• International/global

student clubs

• Small incentive (e.g.,

bookstore gift card, extra credit in ESL)

Part 1:

Intercultural Dialogues

Recruitment

Instructors:

• Announcements
• Departmental and other

instructor meetings

• Website
• Participation recognized

in performance reviews

Part 1:

Intercultural Dialogues

Recruitment

Part 2:

Globalized Curriculum

Part 2:

Globalized Curriculum

Existing Courses

• History
• Geography
• Literature

World

• Political systems
• Criminal justice
• Religions

Comparative

○ Introduction to Statistics ○ Business Communication ○ Fundamentals of Physics ○ Molecular and Cell Biology ○ Introduction to Psychology ○ English Composition ○ Introduction to Business ○ Freshman Seminar-GL

Part 2:

Globalized Curriculum

Unexpected

Part 2:

Globalized Curriculum

Unexpected

Part 2:

Globalized Curriculum

Levels

Method 1 Course contains a global element Method 2 One unit is globally

• riented

Method 3 Global elements integrated throughout Method 4 Entire course has a global

• rientation

Part 2:

Globalized Curriculum

Levels

• 1. What percentage of content in

the course text(s) is global or international in nature?

• 2. What percentage of

supplemental course materials (books, articles, Internet sources,etc.) is global or international in nature?

• 80%+

75% 50% 25% 10% -

Part 3:

Global Scholars

Part 3:

Global Distinction

Components

Study abroad Equivalent domestic experience

• 40 hours on site
• Tasks with sufficient degree of

cultural involvement

• Sample sites:

○ Tutoring centers for K-12 ESL students ○ Refugee agencies ○ Translator services at hospitals or clinics

Part 3:

Global Distinction

Experiential Learning

• Open to all
• No prerequisites or minimum GPA
• Focus on Gen Ed requirements
• Cohort experience
• Commendation on transcript
• Preparation/advantages for

career/transfer

Part 3:

Global Distinction

Benefits

• Minimal investment to administer
• No state approvals needed
• Coordinator
• Recruit
• Monitor student progress
• Organize group activities
• Focus on completion
• Articulation agreement

Part 3:

Global Distinction

Benefits

Part 3:

Global Distinction

A National Model

Part 4:

Professional Development

Part 4: INSPIRES

Faculty & Staff PD

Part 4: INSPIRES

Process

Part 5:

Case Studies

Appreciative Inquiry:

Building

How can you bring faculty, staff, and administration together to develop a culture of globalization on your campus?

• What opportunities do

you see among your existing programs to build a more globalized campus? Case 1:

Culture of Globalization

Your office’s budget has been cut drastically, leaving you with just $200 this academic year for global education activities and programs. How can you continue to provide quality academic, cultural, and social programs for students? Case 2:

Budget Cut

You want to start a Global Distinction program on your campus and sense some resistance. How will you articulate the benefits of such a program to your institution’s stakeholders?

Case 3:

Global Distinction

You have been asked to implement an Intercultural Dialogues program (in which international students serve as guest speakers in classes upon faculty request). Consider:

• Which courses or activities at your

institution would be good venues for international student speakers?

• Which students would be good

candidates for speaking?

• How would you recruit prospective

international student speakers? Prospective hosting faculty/staff?

Case 4:

Intercultural Dialogues

The Community College of Baltimore County Rebekah de Wit, PhD rdewit@ccbcmd.edu Ann MacLellan, PhD amaclellan@ccbcmd.edu Howard Community College Mary Beth Furst, MBA mbfurst@howardcc.edu

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