Internationalizing the Campus through Integration of Study Abroad: Processes and Unanticipated Outco

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Internationalizing the Campus through Integration
of Study Abroad Processes and Unanticipated
Outcomes

• C. Eugene Allen, Former Dean, Vice President,
  Provost, UMTC
  
• Lynn C. Anderson, Dean of International
  Education, UCSD
  
• AIEA Conference, Washington D.C. February 2007

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One UniversityFour Campuses

• University of Minnesota Campuses
• Crookston
• polytechnic institution with 1,800 students
• Duluth
• comprehensive regional university with 10,400
  students of which 8,850 are undergraduates
  
• Morris
• liberal arts college with 2,000 students
• Twin Cities
• major research institution with 51,000 students
  of
  
• which 29,000 are undergraduates

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University of Minnesota

• (A)s we set about the task of trying to
  revitalize undergraduate education, we felt that
  study abroad needed to be very much at the center
  of that picture it is a very important priority
  for us.
• We feel our student experience ought to mirror
  the Universitys overall commitment to be an
  international university, and it starts by
  transforming and internationalizing the
  curriculum.
• President Robert Bruininks
• Addressing advisers and faculty,
• April 4, 2003

President Bruininks visits study abroad students
in Ecuador
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Vision for Expanding Study Abroad at U of
Minnesota

• Necessity of preparing students for global era
• Need to broadly engage students,
  faculty/advisers and key administrators on all
  four campuses
  
• Improve the student experience through study
  abroad further internationalization of the
  curriculum
  
• Make major use of non-U of M study abroad
  programs
  
• Create a diversity of short-term (3-wk) Global
  Seminars
  
• Goal of 50 of graduates with study abroad
  experience
  
• Create some long-term institutional change
• through study abroad

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Why Make Study Abroad A Major Focus of Expanding
Campus Internationalization?

• Very direct meaningful way to impact students
  their global perspectivesStudy Abroad is
  frequently identified as their best educational
  experience!
• Engages faculty/advisers through workshops, site
  visits, short-term programs internationalization
  of courses
  
• Provides opportunity to establish networks
  partnerships across majors, departments
  campuses
  
• Study abroad alumni on campus contribute in new
  ways to classes global perspectives
  
• AND NOW we know that study abroad is associated
  with decreased time to GRADUATION increased
  GPAs!!

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Factors That Facilitated the Project

• Strong support of two presidents and key
  administrators on four campuses
  
• Global preparation of students was widely
  recognized imperative
  
• Ability to obtain 1.2m in two grants and more
  than this in internal support continuing
  internal support after grants
  
• Study abroad office funded through program
  fees--NOT tuition or state
  
• Expansion of study abroad scholarships in
  multiple ways and partnerships from 100,000 to
  more than 1m
  
• 265 programs in 60 countries are key to serving
  all students in a research university
  

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Activity Components of CI

• Workshops for faculty/advisers in related
  disciplinary groups on four campuses with 204
  undergraduate majors
  
• Develop Major Advising Sheets as joint effort of
  faculty/advisers and study abroad professionals
  
• Facilitated faculty/adviser Site Visits with
  mixed groups
  
• Expand Scholarships in numerous ways
• Assist selected faculty with Internationalization
  of their Courses
  
• To facilitate CI, make needed changes in
  advising, websites, marketing, awarding of some
  study abroad scholarships, and in information
  technology databases

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Student Learning Outcomes

• Focus on curriculum and learning outcomes
• Understanding Students
• Who are they? What are their
  interests?
  
• What are expectations of U of M graduates?
• How are students prepared to satisfy
  expectations?
  
• How do the curriculum and different study abroad
  options address personal and career needs related
  to majors, cultural and global society aspects in
  the decades ahead??

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Perceived Barriers
6,000 U of MN Students, Professors, and
Advisers Surveyed

• Study abroad costs too much
• Study abroad coursework doesnt fit
• Students dont want to leave their families and
  friends
  
• Students dont feel ready to live in a foreign
  country

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Curriculum Integration Addresses

• The 5 Fs
• Finances
• Fit
• Faculty and Adviser Support
• Fear
• Family and Friends

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Curriculum Integration Methodology

• Assess Assessing the curriculum
• Match Finding program matches
• Motivate Motivating faculty, advisers, and
  students
  
• Evaluate Assessing outcomes

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Resources

• Study Abroad
• Major
• Advising
• Sheets

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Study Abroad Major Advising Sheets

• Reflect academic considerations and program
  selection priorities for each major
  
• Starting point for and empowerment of students
  through major-specific information
  
• Advising tool for academic departments and study
  abroad offices
  
• Creates stimulus for other majors to develop
  their own Major Advising Sheets

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Motivating Students

• Other than the Study Abroad Major Advising
  Sheet
  
• Class presentations, learning modules for Intro
  to courses, freshmen seminars, etc.
  
• First Step (Group) Orientation Advising
  Meetings
  
• Multicultural Students and Study Abroad
• Study Abroad Training for advisers/faculty
• How to talk about the cost of study abroad

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Site Visits for Faculty and Advisers

• Provides direct opportunity for faculty/advisers
  to learn about experience study abroad
  programs
  
• Can provide a parallel student experience
• Rapidly increases buy-in and enthusiasm for Study
  Abroad
  
• Provides feedback and insights to study abroad
  office
  
• Funded in part by participants departmentgives
  buy-in
  
• Opportunity for networking and establishing
  partnerships or collaborative initiatives that go
  beyond study abroad
  

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Internationalizing On-Campus Courses

• Partnership with Center for Teaching and Learning
  Services
  
• Internationalize existing or new courses
• Transformational experience for faculty
• Opportunities for students before or after
  experience abroad
  
• Evaluation of new courses by CTLS staff, faculty,
  and students

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University of Minnesota CI--Results Conclusions

• RESULTS
• Faculty and Advisers Engaged
• More Students Seeking Advice
• Many More Students Studying Abroad (240
  increase on Twin Cities Campus since 1998-99)
  
• CONCLUSIONS
• CI has benefited from great support at U of M
• Increasing faculty/adviser and student interest
  has given initiative additional momentum
  
• Internationalization of campuses has been
  assisted by this major initiative on study abroad

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UMTC Study Abroad Enrollment and Survey Data
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Advising
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Undergraduate Enrollment
Undergraduate enrollment in study abroad (UMTC)
Students of Color
All Students
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Professional Schools
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Survey
To what degree do you encourage your students to
study abroad?Faculty and AdvisersMarch 2006
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Survey
With regard to students who have studied abroad,
do you ask them to integrate their study abroad
experiences into class, assignments, etc.?
Faculty and AdvisersMarch 2006
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Time to Graduation Data

• (Data provided by John Kellogg, Analyst,
  Institutional Research and Reporting, University
  of Minnesota)

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Time to Graduation Freshmen Entering F97-F01

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GPA Before and After Study Abroad, Freshmen
F97-F01
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Unanticipated Outcomes

• Site visits faculty and adviser engagement
• Collegiate and departmental support despite
  resource constraints (enrollment management, not
  tuition flight)
  
• Growth of short term programs (central and
  collegiate)
  
• Influence of IOCC and faculty who led programs on
  other courses they teach, other colleagues, and
  department engagement
  
• Departmental and collegiate articles and
  websites
  

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Unanticipated Outcomes

• Students of color
• GPA before and after study abroad
• Time to graduation
• Collaboration across campuses
• Support from Admissions, enterprise level
  systems, Registrar, Financial Aid
  
• CI methodology used and adopted by others
• Other systems doing CI University of California,
  University of Georgia, Big Ten
  
• Willingness of program providers to tweak
  programs and provide fee reductions

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Recommendations for Expanding Study Abroad
Enrollment

• Make study abroad a priority by properly
  staffing and funding an all-campus office
  
• Hire a Curriculum Integration Director familiar
  with academic advising and study abroad who
  values working partnerships
  
• Involve Faculty/Advisers in workshops and in site
  visits and establish importance of study abroad
  
• Set goals for study abroad and widely communicate
  these to Faculty/Advisers students
  
• Partner with external provider programs that meet
  programmatic needs on your campus
  
• Decide what your campus should sponsor in both
  short- long-term study abroad programs

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More information athttp//www.umabroad.umn.edu/
ci/index.html
Questions and Discussion
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(No Transcript)
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EXTRA SLIDES
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U of M Curriculum Integration Model (1999
to present)

• Principles foundation of the model
• Methodologies used
• Program activities outcomes
• Results

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Guiding Principles

• Partnerships are necessary
• Partners are teachers and
• learners
• Achieve ownership beyond
• study abroad offices
• Work within existing structures
• Need long-term impacts

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Underrepresented Students

• Students of color view study abroad as
  desirable and realistic.Seniors,
  60Sophomores, 56

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Survey
I am aware of my units study abroad
goals.Faculty and AdvisersMarch
2006Participants in Curriculum Integration
Workshops 92.6 YES 7.4
NONon-participants in Curriculum Integration
Workshops 61.5 YES 38.5 NO
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Survey
I am aware of the availability of scholarships
for study abroad.Faculty and AdvisersMarch 2006
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Survey
While at the University of Minnesota
Faculty and Advisers, 2006
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Survey
Have any of your advisers ever talked with you
about studying abroad?SeniorsOctober 2004
Carlson School of Management
Twin Cities Campus
No 34
Yes 39
No 61
Yes 66
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Academic Interest Sheets
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Issues and Stakeholders

• Faculty
• Campus leadership
• Academic advisers
• Education abroad and international education
  professionals
  
• Underrepresented students

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Survey
Have any of your professors ever mentioned study
abroad to you during class?SophomoresMarch 2006
General College
Twin Cities
No 29
No 42
Yes 58
Yes 71
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Statistics
College of Human Ecology Curriculum
Integration Study Abroad Statistics
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Survey
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Faculty-Led, Short-Term Programs

• Address Important Developmental
• Programmatic Needs
• Opportunity to Teach Learn as a
• Group at Special Sites in World
• Unique Opportunity for Student
• Faculty Interactions About Course,
• Cultural, Group and Global Issues
• Provide Direct Faculty Learning
• About Study Abroad Programs
• Broadens Faculty Perspectives
• For On-Campus Teaching

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University Goals

• Increase integration of study abroad into all
  undergraduate majors and minors
  
• Provide additional scholarships for study abroad
  and increase the average amount
  
• Enhance faculty/adviser awareness of study
  abroads contributions toward creating global
  citizens and more well-educated students in their
  majors and beyond

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Universitys Goals (contd)

• Develop innovative practices, materials,
  partnerships, and professional alliances
  
• 50 of each graduating class will have
• studied abroad
• Create long-term institutional change a more
  internationalized undergraduate experience

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How to Talk about the Cost of Study
Abroad2003-04 AY Budget Comparison Apples to
Apples
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Workshops

• CI Executive team for planning of joint
• individual initiatives across 4 campuses
• other project management needs.
• Faculty and adviser workshops for similar
• disciplinary groups like education, social,
• physical and biological sciences, business,
• etc. Eleven such groups represented a
• total of 204 undergraduate majors. These
• facilitated networking across campuses and
• were critical to success of this CI
  project.
  
• Others for reviewing outcomes, planning
• of international conference, etc

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Scholarship Development

• Cost is 1 perceived barrier
• Departmental and collegiate initiatives
• University-wide initiatives
• Making students aware of funding sources
• Allow use of collegiate department scholarships
  in support of study abroad programs
  
• Working with partners abroad to get discounts and
  scholarships
  

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Variety of Program Types

• Study Abroad Centers
• Academic Field Study
• Integrated Study at a Host-country University
• Short-term Seminars
• Intensive Language
• Directed Study
• Outside programs

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Learning Abroad Center provides

• Research on study abroad program matches based
  upon faculty input
  
• Full editorial and communication production of
  Study Abroad Major Advising Sheet
  
• Potential site visit opportunities
• Support for motivating students
• Study abroad advising, scholarships and numerous
  services needed by students

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Faculty and Adviser contributions

• Provide curricular/advising expertise regarding
  major
  
• Participate in Adviser/Faculty Training
• Motivate students, formally informally
• Communicate with colleagues
• Commit to internationalizing the undergraduate
  experience

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Conclusions About Our Success

• Strong continuing administrative support
• Guiding principles were steady signposts
• The grants allowed us to jump-start
• major workshops and initiatives
• Faculty, advisers and students became
• increasingly interested this increased
• the momentum and excitement for CI
• Internationalization was ( is) the right thing
  
  
• to do. Study abroad is a key aspect of
  this
  
• when it is integrated into the curriculum!

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Support
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Curricular Assessment

• Consider pre-requisites, electives, major
  requirements, etc.
  
• Is sequencing of courses critical?
• Are there courses that CANNOT be taken abroad?
  (Why not?)
  
• Is there flexibility in the curriculum?
• Is fine-tuning necessary to facilitate study
  abroad?
  
• Are there options abroad that provide
  opportunities not available on-campus?