Transcript CIEE Emergency Cell phone Training 2013

Walking the Walk:
Maximizing Opportunities for Faculty and
Staff Professional Development
Walking the Walk Presenters
Francisco Diez, CIEE Resident Director, Alicante, Spain
Joti Sekhon, Director of International Programs and
Professor of Sociology, Winston-Salem State University
Kevin Morrison, Assistant Dean of Global Studies and
Director of Study Abroad, Elon University
Erin Santana, Senior Coordinator for Custom and Faculty-Led
Programs at CIEE
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Staff / Faculty Exchange, CFL, IFDS opportunities
CIEE Alicante opportunities: 2010-2013 and future
CIEE Alicante: staff Exchanges with study abroad offices
Carla Botella, CIEE Alicante – Liz Yaros, Meredith College (2010)
Manuel Sanchez, CIEE Alicante – Sandy Spence, Denison University (Fall 2011 - Spring 2012)
CIEE Alicante: faculty teaching experiences abroad
Rafael Valor, CIEE Alicante - Wofford College, Department of Spanish (Fall 2011)
CIEE Alicante: International Faculty Development Seminar (IFDS)
Modern Debates Along an Ancient Way (July 2013): 10 participants - Camino de Santiago
Modern Debates Along an Ancient Way (June 2014): Applications in process – Camino de Santiago
CIEE Alicante: Custom and Faculty-Led Programs - Metropolitan State University of Denver
Contemporary Manifestations of European History along the Camino de Santiago (Summer 2014)
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6 Elements to consider when organizing your exchange
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Logistics and planning
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What were my goals (as manager) for organizing
a staff/faculty exchange?
Timing
 Fall/Spring/Summer
 Other times of the academic calendar/year
Length
 Staff: 2-4 weeks
 Faculty: semester
 IFDS: 7 -12 days (generally)
Legal aspects
 Spain: Staff exchanges - No VISA required for
less than 3 months. Signed agreement (SA)
 US: Faculty exchange – J1 visa required / SA
 IFDS: no VISA required
Other aspects
 Additional/optional aspects such as housing,
health insurance, meal plans, etc
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6 Elements to consider when organizing your exchange
3 What facts needed to be considered when selecting appropriate staff members?
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6 Elements to consider when organizing your exchange
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Goal/s for the exchange: project/s, ideas, assignment/s to develop while abroad
At the US Institution: University or College
At the CIEE Study Abroad Center
Review of pre-departure materials based on the country of origin
Analysis of national university system in the country
of exchange. Assessment of grading conversion scales &
transcript procedures, adaptation of final exams/school
calendar, teaching styles, etc.
of the exchange. Daily life aspects such as GLBT, religion, greetings,
banking, phone systems, transportation, driving & traffic regulations, local
customs, etc.
Observation of the functioning of a Study Abroad office on a US campus.
Advising process.
Assessment of overall study center operations: predeparture on-line language placement testing, on-site
registration, advising, communication with sending schools,
newsletters, housing, social activities, fieldtrips, etc.
Meetings with different Departments (faculty) at the institution, predeparture orientation meetings and sessions, visit/teach some classes
participation in student course /social activities, etc.
Review of all on-site pre-departure materials provided
to future students from the perspective of the sending
institution. Analysis of the needs of students while still on the
US campuses.
Analysis of the US University /college educational system.
Meetings with returned students to assess their experiences abroad:
analysis of challenges in the application process. Attendance,
participation and evaluation of re-entry sessions, etc.
Assessment of existing current content areas of
instruction. Comparative analysis with sending school
offerings as well as on/off-site student interest.
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6 Elements to consider when organizing your exchange
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Feedback from staff/faculty
after their return
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Future directions
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Feedback: Thoughts from exchanges, IFDS, etc.
• CARLA BOTELLA , Staff exchange [CIEE ALICANTE – MEREDITH COLLEGE] 2010
My staff exchange experience was one of the most useful opportunities that I have ever had. It was my first time spending at a US
University. This was something I felt I needed in order to better perform my task as an RD working at an American Study Abroad
third party provider. Having the chance to observe/analyze the process from the other side, was for sure the most enriching part.
This exchange put me in the academic and international advisors’ shoes. It definitely opened my eyes to the issues, questions and
doubts that students face when they start the process. Working in an American environment (with new schedules and
responsibilities) and having the chance to exchange procedures and best practices was something that will be in my “study abroad
baggage” forever.
• RAFAEL VALOR, Faculty teaching [CIEE ALICANTE – WOFFORD UNIVERSITY]  2011
I had the chance to work at Wofford college as a visiting instructor during Fall semester in 2011. Some key facts about this experience:
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I got to know in first person the daily life of an American higher education institution.
I taught three classes. I also substituted one of the professors a couple of times in her Spanish Culture class
I met a lot of colleagues in the Foreign Languages Department who provided me with great knowledge.
I cooperated very actively in the creation of materials for classes (exams, slides presentations…)
I was also provided with free meal tickets, so I went for lunch everyday to the campus cafeteria where I had the chance to meet
a lot of other professors from different areas and I could feel much more integrated
I participated in an very active way in all the cultural activities that were taking place on campus (sports, music, theater,
homecoming…)
I participated in the regular meetings, both at the Spanish department as well as the ones with all faculty members.
I created the Spanish Table, where all members of the Wofford community could attend to practice their Spanish.
I represented CIEE during the Study Abroad fair on campus.
I even got the chance to attend live a political debate that took place at Wofford with all the Republican candidates that were
running for president of the USA
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Feedback: Thoughts from exchanges, IFDS, etc.
• IFDS Modern Debates Along an Ancient way 2012
Comments from US faculty who attended the 2012 IFDS – Camino de Santiago
 “The seminar was inspirational on many levels -- from pedagogical to research methodological. Also, it's a
great opportunity to make professional connections and generate new ideas”. University of Central
Oklahoma
 “The Camino has influenced me in ways I did not expect. I hope to return to Alicante and the Camino in the
future. The 2013 seminar in Spain was my fourth one. They provide unusual opportunities to explore
subjects with professionals from diverse academic backgrounds. The interaction between the faculty
participants and with the scheduled speakers was enriching and rewarding”. Jacksonville University.
 “Rich experience, deliver what it promised. I will attend again, if possible”. Portland Community College
 “I had an excellent experience! The choice of activities was excellent and the program was extremely wellorganized and run”. Portland Community College
 “Every single aspect of the seminar--each plan, the lectures, the EXPERIENCES--was superlative and I can't
imagine anyone having a poor experience if other seminars are like the one that I was on”. Metropolitan
State University of Denver.
 “The wonderful experience of the seminar and the wonderful interactions with both the other faculty
members and the seminar leaders”. Winston-Salem State University.
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WSSU Brief Institutional Profile
Location: Winston-Salem, NC
Founded: 1892
Status: Public, master's level coeducational (a constituent institution
of the University of North Carolina). Winston-Salem State University
is a historically black institution with a diverse enrollment.
Total Enrollment: 6,442 (Undergraduate: 5,975; Graduate: 467)
Undergraduate Programs: More than 40
Graduate Programs: 10
Motto: "Enter to Learn, Depart to Serve."
School Colors: Red and White
Team Name: Rams
Conference: Central Intercollegiate Athletic Association
Full-Time Faculty: 400
Student-to-Faculty Ratio: 16:1
Undergraduates Receiving Financial Aid: 86%
Undergraduates In-State / Out-of-State: 91% / 9%
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WSSU Strategic Plan Priority
prepare students for success in a rapidly changing and globally connected
environment.
graduate students “of distinction known for leadership and service in their
professions and communities;” and to “compete successfully in the global
economy.”
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WSSU Strategic Plan for Internationalization
Goal #1: Academic Excellence:
Promote academic excellence by integrating global perspectives and issues throughout the curriculum
Objectives:
1.1 Strengthen the general education curriculum by integrating global knowledge and skills.
1.2 Internationalize the curriculum in the majors and program areas.
1.3 Strengthen foreign language education on campus and through study abroad
1.4 Develop new academic programs with a global focus
1.5 Develop and maintain opportunities for education abroad for students in all disciplines
1.6 Support faculty development and engagement with internationalization of the curriculum
and mentoring students for effective global citizenship.
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CIEE/IFDS Participation
Institutional support for
participation in CIEE
International Faculty
Development Seminars has
emerged as one strategy to
infuse global perspectives
across the curriculum.
Each year since 2008, three or
four faculty members from
WSSU have participated in
these seminars for a total of 16.
Participated in seminars to
Spain, Morocco, China,
Australia, India, Tibet, Jordan,
South Africa, Turkey,
Botswana, Brazil, Costa Rica
and South Korea
Disciplines: Sports Science,
Teacher Education, Literature,
Art, Nursing, Economics,
Management, Religious
Studies, Physics, Psychology,
Sociology, Management
Information Systems
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CIEE/IFDS Participation: Proposal Process
Faculty members are selected through a competitive process on
the basis of proposals submitted.
STATEMENT OF PURPOSE: describing teaching and research
interests in relation to the seminar selected.
Includes:
• an explanation of how they expect to benefit professionally
from participation in the selected seminar;
• an overview of how they will develop international modules
and/or infuse global perspectives within existing course
curriculum, or develop a new course;
• an explanation of how their students as well as WSSU will
benefit from their experiences;
LETTER OF SUPPORT from Department Chair that includes a
statement of how this seminar experience relates to curricular
priorities in the program area or department.
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CIEE/IFDS Participation: Participant Agreement
Upon completion of the seminar abroad, agree to:
Submit a detailed report of program and knowledge gained for curriculum development and own
instructional practices within six weeks of the completion of the Seminar.
By the end of the following academic year: submit a detailed report of activities and evidence of
how the faculty member has incorporated the research and professional development activities into
the curriculum.
This could include: syllabi of the internationalized curricula; participation in departmental/campus
activities related to integrating global issues into the curriculum; presentations in professional
meetings and research productivity related to the seminar experience.
Initiate and/or participate in international outreach and co-curricular activities beneficial to other
students and the university community.
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Integrating Knowledge about India into the Curriculum
• 2010: WSSU IIE/IAPP Process
• Developed a Strategic Plan for India on the basis of
internal assessment of current engagement with India and
infrastructure for internationalization on campus
Key Goal:
• Prioritize faculty development and research to increase
knowledge of India across the curriculum and promote
curriculum development and student learning.
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NEH Humanities Initiatives Grant 2012-2014
Awarded a grant of $100,000 for a faculty development
seminar:
“Integrating India into the Liberal Arts Curriculum”
Objective:
Enhance the global competence of students at WinstonSalem State University (WSSU) by incorporating
knowledge about India across the curriculum and through
co-curricular activities.
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NEH Humanities Initiatives Grant 2012-2014
Twelve faculty members at WSSU from disciplines
including literature, religion, art, economics, management,
nursing, information systems, Portuguese, geography,
history, political science, information technology, are in
the NEH India seminar.
Thirteen scholars and experts on India have been
identified to serve as workshop leaders, guest speakers
and resource persons over a three-year period to provide
insights into Indian literature, culture, history, art, and
religion, as well as pedagogical issues related to teaching
India.
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NEH Humanities Initiatives Grant 2012-2014
The opening workshop on May
7 and 8, 2012, featured four
scholars
Three scholars of India at
WSSU each semester, Fall
2012, Spring 2013 and fall
2013, giving a public lecture
and a seminar/workshop for
the faculty enrolled in the
seminar.
WSSU International Faculty
Development Seminar in India:
July 30-August 12, 2013
(Supplemented by WSSU
professional development
funds authorized by the
Provost office)
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Outcomes
CIEE/IFDS
•Individual
•Collective
NEH India
Project
•Examples
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Professional Development Opportunity
Info Session for Faculty and Staff
• Invite program representatives to campus
• Give each time to present their opportunities
• Plenty of time for one-on-one follow-up with individuals
• If possible have unstructured drop-in time for faculty and
staff who cannot attend the info session
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CIEE Custom and Faculty-Led Programs
Develop,
plan,
and run • Working with a
provider
a faculty
(or staff) • Who does what?
led
program
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CIEE Custom and Faculty-Led Programs
Work with local
experts
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Smriti in Mumbai
Benjamin in Berlin
Hannah in Paris
And many others!
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CIEE Custom and Faculty-Led Programs
Work in cities where your study abroad
office may not have connections
• Africa, The Middle East, South America, Asia,
Europe, and the Carribbean
• Have an added layer of security
Work with faculty from disciplines that
don’t traditionally study abroad
• Engineering in Dublin
• Physical Therapy in Santiago, DR
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Thank you for your attention!
What have you found successful?
Do you have any questions for
us?
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