1. Global Classrooms: A Model for COIL as a Campus Internationalization Strategy
I recognize that faculty are doing such great work in promoting COIL Courses…but I wasn’t seeing much on how the universities foster commitment and enthusiasm to COIL. How do we integrate COIL into our campus strategy? Who are the stakeholders? Best practices? Challenges especially when resources are an issue? But COIL needs support, just like any intl educ program from an intl education office, in my opinion, where partnerships are developed…
Mr. Adam Zahn, Associate Director, International Programs
Drexel University, Philadelphia PA, Office of International Programs

2. Pair and Share Is “Global” embedded in your Strategic Plan?
Is COIL a part of your “Global” Strategic Plan or international office goal?
Who manages your COIL courses? International office? Individual department? Individual faculty?
How are faculty supported in developing COIL courses?
Who helps connect COIL courses to other global initiatives  Study abroad, faculty research mobility?
Activity

3. Survey Summary
8 institutions completed a 9 question survey about COIL/GC courses at their institutions.
88% of COIL/GC courses are managed by the International office on-campus.
Stipends range from $0-2,000 per course (75% of institutions provide a stipend for course development). Most schools (67%) provide stipend once.
Funding sources vary: grant/gifts (3), International Office (2), Provost Office (1), Combination (1)
88% of the institutions assess global learning outcomes in COIL/GC courses.
Surveys, testimonials, and continual work on a standardized assessment strategy with the assessment office are the top three forms of assessment these institutions are conducting.
Only 2 embedded COIL into their global mission of their institution

4. Drexel University Quarter calendar
Drexel is a comprehensive global research university ranked among the top 100 in the nation. With approximately 26,000 students, Drexel is one of America's 15 largest private universities.
Drexel has built its global reputation on core achievements that include:
Leadership in experiential learning through Drexel Co-op.
A history of academic technology firsts- first university to s
Recognition as a model of best practices in translational, use-inspired research.
Quarter calendar
Most Drexel students are on a 5-year academic plan, which includes 3 six-month full-time cooperative education experiences
Co-operative education program
Founded in 1891 in Philadelphia, Drexel now engages with students and communities around the world via:
Three Philadelphia campuses and other regional sites.
The Academy of Natural Sciences of Drexel University, the nation’s oldest major natural science museum and research organization.
International research partnerships including China and Israel.
Drexel Online, one of the oldest and most successful providers of online degree programs.
-Coop program/schedule have created some challenges in promoting intl educ---exchange model, revision its modern lang program can make study abroad a challenge. Align our partners closely with faculty research so mobility is sometimes a 2nd priority when forming a partnership with some institutions --- we needed to come up with a creative way of encouraging students to have an intl educ, tying in faculty partnerships,

5. Technology for Global Engagement & Student Opportunities
In 2013, the Office of International Programs (OIP) launched the Global Classroom program, using the COIL method, to promote internationalizing the classroom and provide students with opportunities for international exchange at home.
Over 1,100 Drexel students (and 2,000 worldwide) have had a global experience without leaving the classroom and at no cost to them.
Over 50 courses since 2013 representing 12 colleges/schools; undergraduate and graduate level, first-term seminars to senior designs
We introduced this program as a response to the obstacles students face in study abroad either to the curriculum, calendar, or finance---as well as budgeting restrictions at the University---and faculty expressing interest in being more involved with OIP partners. Came out of conversation about expanding partnerships in India when we realized a faculty member was doing this global outsourcing project. He asked us if there was support this type of program---we did some research---SUNY---and formalized the program and sought to really do an overhaul of our intl education opportunity for students---increasing faculty-led programs, etc…

6. Our model---we utilize to simplify the Global Classroom program thanks to our friends at George Mason Univ….Broadly pre existing courses

7. Strategic Plan – Enhancing Drexel’s Global Impact
The mission of Global Drexel is to build an Eco System of Global Platforms, Partnerships, and Programs.  Drexel University’s commitment to collaborative international engagement is reinforced in Strategic Initiative 3 of the University Strategic Plan: Enhance Drexel’s Global Impact.
As a prerequisite, enhancing the university’s global impact is a strategic initative of the university. This certainly helps in the formation of a central COIL plan. My office began in 2007—small office but the study abroad office reports to us

8. Six Strategic Goals
Expand our global presence and ability to address global challenges in strategically selected locations across the globe;
Develop global platforms for innovation in research and education, establishing new and strengthening existing partnerships, centers, and networks with universities, research institutes, technology parks, and other institutions;
Encourage and facilitate faculty collaboration in global knowledge creation and problem solving;
Grow opportunities for global experiential learning:  encouraging students to study, work, conduct research, and complete service projects in different locations across the globe;
Develop a wide range of global experiences on campus: increasing awareness of global challenges and appreciation of the different international communities among us and the benefits of learning alongside others from diverse backgrounds, cultures, and countries.
Bring the world into the classroom through interdisciplinary, technology-enhanced global classrooms, language study, and new learning environments where students tackle global challenges from a variety of cultural and contextual perspectives; and
Goal number 5---is new….we updated the plan, showed our metrics that would keep us in the university’s strategic plan and made a solid commitment, both visual to the university and our partners---and to those interested in coming to Drexel (parents, prospective students)

9. Global Classrooms at DrexelAY
SPRING 2016
FALL 2015
FALL 2014
15 courses offered in just the Fall Quarter
FALL 2013
15 Courses Offered;
Global Classroom Workshops for Faculty and Staff
Uptick in interest in teaching Global Classrooms
This was our trajectory…Spring 2016 was a major turning point
Formalized Global Classroom program
with stipend and administrative support
First year Global Classrooms
with faculty who have
already been using virtual
Exchange in their courses

10. The Drexel Program
Faculty members from any discipline can incorporate a global dimension into their scheduled class and link it to a class of students at an international partner institution are eligible to apply at Drexel.
The incentive:
$1,000 stipend
Partnership development support
Assessment Support (2016)

11. Different Models
Faculty can incorporate global classrooms into any model of their existing course:
Online
In person
Hybrid courses
Accelerated
Project-based learning
Team-based projects
Synchronous or A-synchronous
3-7 week interactions, sometimes with scaffolding
4-6 full-course Global Classrooms
Team-taught and, sometimes, switch the classes that instructors teach
Keeping it broad---is important---and to do that we focus on existing courses that the burden is off the department .

12. What does the International Office need to support COIL?
University commitment: “Develop a wide range of global experiences on campus: increasing awareness of global challenges”
Collaboration with Study Abroad/Exchange contacts at your university
Support from Provost/Deans/Department Chairs
Professional development opportunities (NAFSA, COIL, AIEA, staff exchange)
Funding/budget support for faculty stipends/trainings
Instructional technology training using university resources
Registrar support to identify COIL courses on Course Catalog
Site visits
Programming budget for workshops/flyers/marketing
Grants
What do you need?

13. What do we provide our partner institutions?
What are their needs?
Research
Recruitment
Teaching incentive
Long-term strategic vision for a department/college
Research support
Staff/Faculty exchange
Invitation letters
“Certificates of Completion” for students
Assessment support
What does your partner need?

14. Application Process
1:1 meeting Office of International Programs – One quarter in advance, minimum
Ask faculty to envision the Global Classroom project
What level of partnership support is needed? Best location for the topic?
What level of technological support is needed?
Describe benefits of the Global Classroom to their existing course
Signature of Dean/Department Head
Approval by Office of International Programs

15. Partnership Development
Faculty might already have a partner in mind…
If not…
International exchange offices
Connecting with prior research stakeholders/high-level visitors
“Cold Call” s

16. Partners OIP Faculty IRT IMS Online Learning Team
International Partners
Study Abroad

17. Technology Choices

18. Examples of Global Classrooms
Course: Design and Merchandising
Partner: City University of Hong Kong
Course: Your Immigration Story
Partner: Ben Gurion University, Israel
Course: Sustainable Water Resource Engineering
Partner: IUAV, Venice, Italy
Course: Spanish IV
Partner: Universidad Católica de Chile
Course: Domestic and Global IS Outsourcing Partner: Ahmedabad University, India Course: Writing on Identity Partner: Nankai University, China Course: Foundations of Business Partner: University of Leeds, UK Course: Senior Design BIOMED Partner: L’Institut National Polytechnique, Cote d’Ivoire

19. Research
OIP asks faculty to see global classrooms as a vehicle for the scholarship of teaching & learning research, publication, and presentation
Provide assistance with assessment and data collection
Help faculty to connect with international partners, site visits, grant support, creating multilayer partnerships

20. Assessment
Surveys sent to Drexel students and international partner students
Faculty meetings follow the run of their courses
Mapping student progress of those who have participated in Global Classrooms
Do they study abroad? Coop abroad?
GPA overtime?
Senior exit survey
Global Perspective Inventory (2016)
Area where we are hoping to see major growth particularly mapping student progress

21. Notable Outcomes
Almost every faculty member offering global classroom again, some turning new courses into additional global classrooms
4 faculty developed face to face travel components and all participants are exploring the option of adding a travel component in the future
Strengthened existing partnerships for the university and laid the foundation for new ones
This middle point is important, because virtual exchange is an incredible method, but face-to-face interaction is eve nmore powerful, I think, and this is where we want our faculty to move toward after several successes with their COIL Courses. Last point, again, we are the hub of international partnerships at the university so it’s really benefitted us

22. Drexel-University of Leeds
Foundations of Business (Freshmen-level)
Students placed into teams (4:3 ratio)
Students must complete a 6-minute pitch project for a new company. Their collaboration is done asynchronously; students determine pace of project
Synchronous presentations to a Drexel and Leeds judging panel of expert faculty and business professionals
Next steps: Face-to-face Faculty-led program to Amsterdam with students who have taken the GC at both Leeds and Drexel (Spring 2017)
The OIP office has supported this project with funding, partnership support, nomination letters for “visiting lecturer,” helped developed the face-to-face faculty-led program......

23. Drexel-Universidad Católica de Chile
Drexel Spanish 201 (Beg-Int) course
Católica English intermediate course
Students speak in the opposite language through the lens of mural arts in Philly and Santiago
Católica visit Drexel for two-week intensive language program at the English Language Center following the course
Recurring every year, multiple quarters
Assist with other modern language faculty in developing their GCs
Again, the OIP office critical in mobilizing this program from top to bottom. Now, the professor of this course assist other Modern Language faculty---she becomes an extewnsion of our office

24. Resources http://drexel.edu/oip/academics/global-classroom/
Resources.cfm
initiative
room/Pages/Internationalization-in-Action-Special- Edition-Connecting-Classrooms-Using-Online- Technology-to-Deliver-Global-Learning.aspx
Adam Zahn,

25. Developing Your Plan
Global Strategy
Stakeholders
Resources
Sustainability

26. Questions