Internationalizing the Florida Tech Campus

Transcript Internationalizing the Florida Tech Campus

Internationalizing the Campus Committee (ICC)

“The process of integrating an international/intercultural dimension into the teaching, research, and service functions of the institution” (Knight, 1994)

             Mary Beth Kenkel, PhD, CoPLA, Chairperson Randall Alford, PhD, Student Affairs Monica Baloga, PhD, Graduate Programs Judith Brooke, ISSS/Enrollment Management Ali Faisal, Advancement William Gabrenya, PhD, CoPLA Korhan Oyman, PhD, CoA Henry Perez, PhD, CoB Muzaffar Shaikh, PhD, CoE Wes Sumner, Marketing & Communications Kurt Winkelmann, PhD, CoS Mischka Maxwell, Administrative support (Aug - Feb) Viviana Iduate, Administrative support (Feb - May)

   ◦ ◦ 2009 -10 : Comprehensive audit of the campus’ internationalization efforts Final Report with 16 recommendations ◦ ◦ 2010 -11: ◦ Communication: international content in

Campus Observer

and

Florida Tech Today;

creation of “international minute” and interviews for WFIT-FM Development: Concept Paper for establishing a

Center for Global Engagement

Academic: Developed list of global competencies expected of all students and infused more courses with international content ◦ ◦ 2011 - 12 ◦ Internationalization efforts publicized to a broader constituency - campus groups, alumni, applicants, and the community Internationalization Survey of campus faculty, staff, and students Development of more study-abroad experiences

         Internationalization focus has accelerated ◦ 93% doctoral institutions; 84% master’s, 78% baccalaureate Development of specific global student learning outcomes at 55% of institutions Faculty with international experience is more common, yet not reflected in promotion and tenure policies (only 8%) 98% of doctoral institutions administer own study-abroad program. More institutions providing scholarships for education abroad.

60% of institutions provide scholarship or financial aid for international students 28% require undergraduate students to take courses on global trends/issues Decreasing percentage of institutions with an undergraduate foreign language requirement (37%) 27% of institutions have collaborative programs with oversea partners (joint degree, dual-degree, certificate programs) In 2011, 43 institutions opened international branch campuses

     Institute faculty and staff training on cross-cultural/global competencies Provide cross-cultural training to both domestic and international students Encourage more study abroad experiences and measure student learning outcomes Continue including international content in university communications Assist with capital campaign for a Center for Global Engagement

 Faculty Faculty luncheon/discussion group on cultural issues at FIT.

◦ 22 attended. ◦ ◦ Good start Faculty wanted more specific solutions/actions.

 Staff Half-day cross cultural ◦ ◦ competence training ◦ 17 attended ◦ Conducted by FIT’s Institute of Cross-cultural Management Found it useful Increased understanding  Webinars through ISSS:

Dealing with Chinese students in the classroom

. 15 attended

     Cultural Awareness Course ◦ 3 credit hrs. elective for 2013-14 ◦ Focuses on Global student learning outcomes Study Abroad ◦ 3 programs (Oxford U, Communication master’s, Business) ◦ Instituting the measurement of student learning outcomes Training for Resident Assistants ◦ 2 hours in the fall training Living and Learning Community International Awareness Day ◦ Student-initiated and organized, 7 countries represented ◦ Involved over 100 students at Columbia Village

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Inclusion of international articles/content in

Florida Tech Today – Campus newsletter –

3x/year 1x/month WFIT spotlights and stories  ◦ ◦

Development of the

Did you Know

project

Collaboration of students in Drs. Perez and Paige’s classes To be launched in 2012-13



Promoting a Center for Global Engagement

and related staffing

as campaign priorities

 ◦ ◦ ◦

Developing an International Alumni survey

Experiences as international students Interest in promoting internationalization on campus Interest in becoming more involved

◦ Continue the faculty and staff trainings  2 trainings per year for each group  Required funding ◦ Promote viewing of new and acquired webinars on working with international students ◦ Cultural Ombudsman ◦     Add opportunities for domestic and international students to develop cultural competencies RAs training in Fall 2013 Cultural Awareness course in Spring 2014 Increase international content in courses and research experiences Launch the

Do You Know

segments through multiple media Faculty & Staff Training Recommendations Student Education Recommendations

◦ Measure learning outcomes from study abroad experiences and use results to enhance acquisition of cultural competence ◦ Develop an International Living/Learning Community in a residence hall by Fall 2014 ◦   Focus next QEP on requiring all students to attain cross cultural competencies To be unique, we might want to add leadership skill development Explore a

Global Passport

as a vehicle for accomplishing this Experiential Learning Recommendations Cultural Competencies Recommendations

     

Knowledge

Demonstrates knowledge of global issues, processes, trends and systems Understands his/her culture in global and comparative context

Skills

Uses knowledge, diverse cultural frames of reference, and alternate perspectives to think critically and solve problems Adapts his/her behavior to interact effectively with those who are different

Attitudes

Is willing to learn from others who are culturally different from him/her Accepts cultural differences and tolerates cultural ambiguity

◦ ◦ Continue the inclusion of international and cultural content in FIT publications and communications Launch the