technologies. â¡ GCs development of intercultural competence in students (and faculty) across shared multicultural lear
INNOVATIONS IN INTERNATIONALIZING CURRICULA Adam Zahn, Drexel University Ahaji Schreffler, Drexel University
What are Global Classrooms?
Global Classrooms (GCs) are courses that engage Drexel students with students at one of our partner universities abroad through a range of interactive technologies. GCs development of intercultural competence in students (and faculty) across shared multicultural learning environments, through the use of Internetbased tools Students are enrolled, charged tuition, and awarded grades only at their home institution.
Technology for Global Engagement & Student Opportunities
In 2013, the Office of International Programs (OIP) launched the Global Classroom program to promote internationalizing the classroom and provide students with opportunities for international exchange at home. Strategic initiative to encourage international experiences (study, coop, or research abroad) Over 800 Drexel students (and 1,500 worldwide) have had a global experience without leaving the classroom and at no cost to them. Faculty receive partnership development support (research), instructional design support, and a $1,000 stipend.
Examples of Global Classrooms 1) Prof. Anne Cecil, Fashion, Design and Merchandising (Westphal)
Drexel Course: Design and Merchandising 326 Partner: City University of Hong Kong 2) Prof. Harriet Millan, English and Philosophy (COAS)
Drexel Course: Your Immigration Story Partner: Ben Gurion University, Israel
3) Prof. Franco Montalto, Civil. Architectural and Environmental Engineering (COE) Drexel Course: Sustainable Water Resource Engineering Partner: IUAV, Venice, Italy
4) Prof. Samir Shah, Management (LEBOW) Drexel Course: Domestic and Global IS Outsourcing Partner: Ahmedabad University, India 5) Prof. Simone Schlichting-Artur, Culture and Communication (COAS) Drexel Course: Writing on Identity Partner: Nankai University, China 6) Profs. Dana D’Angelo and Jodi Cataline (LeBow) Drexel Course: Foundations of Business Partner: University of Leeds, UK
Program Design & Assessment Simple Application Flexibility Faculty Driven Existing Courses Network of Partners Assessment support using GPI and AEFIS – ensuring course learning objectives are met and enhanced.
Technology Choices
What Are Intensive Courses Abroad?
Credit bearing courses usually 1 – 4 credits.
Intensive exploration of specific topic.
Provide academic framework for experiential learning.
Faculty led, often in collaboration with int’l partner.
Most open to all majors attracting interdisciplinary groups.
Generally 7 – 14 days spent abroad.
ICA Program Models Standalone • Most class content delivered abroad. • May include online pre-trip reading / preparatory assignments. Follow-on / Capstone • Most class content delivered on-campus/online pre-departure. • Time abroad enhances topic; used for data collection or final project. Spring Board • Time abroad lays foundation for topic to be explored upon return. • Additional on-campus/online content delivered upon return.
Examples of ICAs
Tourism Management on Cruise to Bahamas (Standalone)
Iki Art & Culture in Japan (Standalone)
Comparative Justice in Sweden/Norway (Follow-on)
Green Energy in Iceland (Springboard)
Business Consulting in Italy (Follow-on Capstone)
Water Resource Mgmt in Venice (Follow-on Data collection)
Conceptualizing the Experience Focus What topic lends itself to global exploration? Location Do you have experience or connections in a particular country? Has your institution identified any strategic locations? Audience Will the course be geared toward a wide or narrow range of students? Possible collaboration with another department/subject? Program model Which one works best for your chosen topic and course content structure? Logistics What factors should be considered for a successful program? Health & Safety
Moving Beyond Tourism
Be deliberate when selecting activities. Incorporate interactions with locals (students, guest experts, local organizations)
Provide a lens to compare with the US approach.
Embed time for group dialogue/reflection.
Journaling prompts to help students process the experience.
Photos – Haiti
Drexel in Haiti Creative Writing Intensive
Digging Deeper
Utilize two assessments for GCs and ICAs Global
Perspective Inventory (GPI) Course Evaluation Surveys with embedded questions
Ensure faculty are mapping the original course learning objectives to their “enhanced” GCs and ICAs Assessing the overall student experience/retention at Drexel given the options of GCs and ICAs Providing more resources to faculty and staff
