University of Minnesota Overview

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Transcript University of Minnesota Overview

ERIC SCHROEDER, UC DAVIS STUDY ABROAD
STACI HAGEN, UC DAVIS STUDY ABROAD
ZACH MOHS, U OF M LEARNING ABROAD CENTER
JIM GALVIN, UC SAN DIEGO INTERNATIONAL CENTER
Training faculty for faculty-led study abroad
programs
Agenda
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Panel introductions
Awareness Test
Session objectives
UC Davis Overview
UC San Diego Overview
University of Minnesota Overview
Q &A
Awareness Test
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How many passes does the team in white make?
Objectives
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Identify best practices for training study abroad
faculty in:
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Health & safety
Marketing
Pedagogy
Logistics
Understand the need for strong partnerships.
UC Davis Study Abroad Overview
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Faculty-led programs
 40–50
Summer Abroad programs—850 students
 5 Summer Health internships—New for Summer 2014
 8–10 Quarter Abroad programs—250 students
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UCEAP programs—300 students
Independent programs— 25 students
UC Davis Study Abroad Office
Structure
Health and Safety
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Faculty country expertise
First Aid & CPR classes
Assistance from: onsite coordinators, teaching
assistants, local infrastructure
Instructor Breakfast—fall
Workshops
 New
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instructor
Instructor Luncheon—spring
Emergency Guidelines & Reporting
Marketing—partnership
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Departmental buy-in
Classroom visit strategy
Marketing materials
Future Goals
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Mental health training
The Forum: Utilize the incident data reporting
database
UC San Diego Overview
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Two Instructor-led Program Models
 Global
Seminars
 Collegiate/Departmental Programs
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200-250 Students per year
12-15 Programs per year
Staffing in Programs Abroad Office
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Faculty-Led Program Director oversees Global
Seminars, and provides support to Departmental
programs
Two Coordinators for Global Seminars
Marketing and Outreach Training
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Faculty-Led Director Chairs the meeting
Offered once in fall
 90 minutes in length
 Goals: Maximize enrollments & reach target audience such
as under represented, transfer, first generation, and STEM
 Covers:
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In person: Meet the Prof sessions, returnees, diversity outreach
 Virtual: Faculty videos, Course websites, Facebook groups
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Notes of the meeting and a calendar of assignments are
shared with all faculty
 Outcomes: Doubled Global Seminar enrollment in five years
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Pedagogy Abroad Training
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Chaired by Faculty-Led Director
Offered in January prior to summer departure
Goals: Faculty share best practices, Comply with Academic Senate
course standards
Experienced faculty serve as discussion leaders
Key topics: integrating site visits, conducting in-class discussions,
assignments & grading, technology & readings
Experienced faculty mentor new faculty prior to departure
Instructors are encouraged to update syllabi based on what they
have learned
Outcomes:
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95% student satisfaction with faculty teaching and academic rigor
Academic Senate supports the Global Seminar program
University of Minnesota Overview
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Three Primary Instructor-led Program Models
 Global
Seminars
 Freshmen Seminars
 Collegiate/Departmental Programs
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800–1000 Students per year
40–60 Programs per year
Staffing in Learning Abroad Center
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Instructor-Led Program Director oversees all models
One Associate Program Director for Freshmen
Seminars
Three Associate Program Directors for Global
Seminars
One Associate Program Director per college for
Collegiate/Departmental Programs
One Enrollment Specialist for each model
Health & Safety Training
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Director of International Health, Safety &
Compliance leads training workshop
 Offered
about every other month
 2 hours in length
 Covers: expectations, legal considerations, emergency
response planning, insurance, student behavior
 Online module of workshop available as well
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Future Planning—one workshop for instructors, one
for department administrators
Health & Safety Logistics
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All instructors and students receive CISI international
health insurance
All students also complete online general health and
safety modules
Instructors are encouraged to work through local
organizations/coordinators
Instructors fill out Emergency Planning Form
 Outlines
contingency plans for emergencies
 Establishes 24/7 emergency contact protocol
Conclusion
Q&A