THE FORUM ON EDUCATION ABROAD

A N N U A L C O N F E R E N C E , C H I C A G O , I L A P R I L 4 , 2 0 1 3

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.

Study Abroad Website: Students who have Studied Abroad

Introducing Barnard’s Global Faculty Fellows

In March, Barnard's fifth annual global symposium, “Women Changing Brazil,” will take place in São Paulo, Brazil. In conjunction with this event, four faculty members have been selected as Global Faculty Fellows, and will travel to São 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 Barnard’s 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 can’t talk about Latin American history without talking about Brazil—this is true in most of the interdisciplinary courses I teach. This semester I’m teaching a course on inequality, and Brazil’s 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 school’s 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 cont’d

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/Intrnshp & 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 NYU’s 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