Jami Leibowitz, Ph.D. Leslie Pagliari, Ph.D. Global Academic Initiatives

We Live In An Interconnected World

The Situation Strangers in a new culture see only what they know. Arab Proverb We cannot build our own future without helping others to build theirs. William Clinton

Why Global Academic Initiatives / Global Understanding? 79% of U.S. population agree that college students should have a study abroad experience. Approximately 4% of U.S. college students study abroad. Approximately 2% of ECU students study abroad. 100 % of students will face challenges associated with a globalized world

What About the Other 95+%? The world is diverse - need to understand Students info: movies and television Stereotypes and misunderstandings abound Risks and fears of foreign travel are real Project Goal: use regular internet technologies to bring international students and faculty into the same virtual classroom

International Education and Research via a Virtual Collaborative Environment Promoting – Discovery – Exploration – Engagement – Collaboration – Understanding – Within and Between Cultures

Building Relationships since 2003 Over 50 partner institutions in over 30 countries. Impacting approximately 2500 students worldwide this year. Algeria, Brazil, Chile, China, Colombia, Ecuador, Egypt, Ethiopia, France, The Gambia, Germany, India, Iraq, Japan, Kyrgyzstan, Lebanon, Macedonia, Malaysia, Mexico, Moldova, Netherlands, Nigeria, Pakistan, Peru, Poland, Russia, Spain, Taiwan, Turkey, UK, USA

Andrew Heiskell Award Innovation in International Education

OUR GOALS Use simple, widely available Internet technology to provide students an easily accessible, meaningful international experience. Create a virtual collaborative environment where students can develop a deeper, first hand understanding of other cultures and themselves. Provide an environment where students can develop the skills necessary to become global workers and citizens. Create opportunities for international collaborative research. Encourage continued international education.

Benefits to Our Students Develop “global competence” and broader understanding of global perspectives Learn to effectively communicate with people for whom English is a second language Better understanding of own culture Cost/time effective; minimize ”risks & fears” Complements study abroad program Better job opportunities for students who have global work and communication experiences

Global Understanding Course Shared Discipline Specific Courses Course Modules Lecture Series Individual Lecture Exchange Global Discussions Special Events Research Global Academic Initiatives

Tools Inexpensive, Sustainable & Reliable “Regular” Internet Based ─ Minimum 256K Upload and Download Videoconferencing ─ Standard H.323 Protocol Chat ─ IRC Plan to Fail! Webconferencing ─ Sabameeting Wiki ─ Confluence

Work with 3 +1 cultures over the semester for approximately 4 – 5 weeks each. General Education Credit in multiple disciplines (3 SCH) Facilitated student discussion. Collaborative project. Develop a better understanding of other cultures from peer students living within those cultures. Academically and Disciplinarily Independent. The Core—Shared format, topics, procedures Dual Structure—Link vs. Local Time ANTH 1050 COMM 1050 ENGL 1000* FORL 1060 INTL 1050 MIS 4963* POLS 1050 PSYC 1070 SOCI 3000* Global Understanding Courses

Discipline Specific Courses Global Climate Change Global Leadership and Global English

Course Modules Youth Theatre 27

Medical Lecture Series Series for medical students Various topics each semester Universities from Ethiopia, Moldova and Iraq attend via teleconference Example Topics Cardiac Physical Examinations Type 2 Diabetes Asthma Pulmonary Vascular Diseases Anxiety Disorder

Lecture Exchanges ECU  Mexico: The U.S. Electoral Process and the 2012 U.S. Presidential Election. Mexico  ECU: The Mexican Electoral Process and the 2012 Mexican Presidential Election Nigeria  ECU Patriarchy, Women’s Rights and Widow Inheritance in Nigeria ECU  China American Folklore and Urban Legends Malaysia  ECU Traditional Malaysian Music and Instruments ECU  Pakistan Language and Culture China  ECU: Public Archaeology in China ECU  China: Public Archaeology in the U.S. ECU  Poland: The Super Mother Role in India and the US Poland  ECU: The Super Mother Role in Poland in the context of the EU Peru  ECU Peruvian Cuisine

Global Discussions ECU and Chile COAD 1000 Class

Special Events Women’s Studies Panel 1:09 Dancing with the World International Education Week Dancing with the World International Education Week

Research: International Collaboration

Global Partners in Education

Global Partners in Education Journal

Solutions that Meet the Need Attitude, Behavior, and Cognitive components Face to face provides rich communication Multiple cultures promote balanced view All countries participate - beneficial to all cultures 9 years of formal assessment improves course Cost and time effective and self sustaining Administratively independent & local standards Plan to fail contingencies ensure ongoing class

OUR OUTCOMES Increased intercultural communication skill. Increased intercultural awareness and competency. Increased participation in international programming. Self-awareness, confidence, personal growth, maturity, leadership, critical thinking, inquisitiveness.

Table 1: Pre- Post Course Differences Items Mean PrePost Getting to know someone of another culture is an uncomfortable experience for me I enjoy making friends with people who are different from me I am interested in learning more about other countries and cultures I am interested in teaching others about my country and culture Scale: 1: Strongly Disagree; 2: Disagree; 3 Neither agree or Disagree; 4: Agree; 5: Strongly Agree

Table 2: Post Course Student Opinion ItemsMean Std. Dev I enjoyed the interaction with our international partners this semester I would like to visit one or more of the countries we linked with A year from now I think I will still be in contact with some of the international partners I met this semester This course has challenged me to learn new things about myself and my culture I am satisfied with experience in this course I would participate in a course with a similar format again I would recommend this course to my friends Scale: 1: Strongly Disagree; 2: Disagree; 3 Neither agree or Disagree; 4: Agree; 5: Strongly Agree

Challenges? Communication  Comprehension  Accents  Meaning Timing  Semester Schedule  Time Zones Different Academic Goals Different Standards Technology  Access  Proficiency  TECHNOLOGY FAILS!

Technical – Technical Support Provided for Each Interaction – Server and Wiki Maintenance and Troubleshooting Administrative – GU Classes: Master Scheduling, Maintaining the Core, Partner Evaluation, Program Assessment – Other GAI Activities: Coordinating Teaching – Resource Development – Training / “Hand-Holding” Support

Things to Think About Where does this fit within your University / Program? How will you get / provide support? How will you get participants? What tools can you use? Are you willing to work in an uncertain environment?

Jami Leibowitz Leslie Pagliari