Opportunities and challenges at small and medium non-traditional campuses

Natalia Dyba, University of Washington Bothell

Jen Cushman, Ohio University Zanesville

Who’s in the room?

Institution size

Types of degrees granted

How do you define non-traditional?

Where are you in terms of implementing COIL?

K-12 Partnership for Twenty-First Century Skills http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf

The President’s Plan: Make Two Years of College as Free and Universal as High School

http://www.whitehouse.gov/the-press-office/2015/01/09/fact-sheet-white-house-unveils-america-s-college-promise-proposal-tuitio

AAC&U High Impact Pedagogies http://www.aacu.org/resources/high-impact-practices

• First-Year Experiences

• Common Intellectual Experiences

• Learning Communities

• Writing-Intensive Courses

• Collaborative Assignments and Projects

• Undergraduate Research

• Diversity/Global Learning

• Service Learning, Community-Based Learning

• Internships

• Capstone Courses and Projects

AAC&U High Impact Pedagogies http://www.aacu.org/resources/high-impact-practices

• First-Year Experiences

• Common Intellectual Experiences

• Learning Communities

• Writing-Intensive Courses

• Collaborative Assignments and Projects

• Undergraduate Research

• Diversity/Global Learning

• Service Learning, Community-Based Learning

• Internships

• Capstone Courses and Projects

Ohio University Zanesville 2077 enrolled students 2013-2014

1,489 total graduate and undergraduate students received financial aid in 2013-14

806 total students received Federal Pell Grant in 2013-14

OU INTERNATIONAL STUDENT ENROLLMENT

Zanesville Global Statistics

International Students

2012-2013 24

2013-2014 38

2014-2015 6

Study Abroad Study Abroad Enrollment of Students with Prior Term* at Zanesville

Term

Total 2004-05

2 Total 2005-06

5 Total 2006-07

14 Total 2007-08

25 Total 2008-09

24 Total 2009-10

20 Total 2010-11

29 Total 2011-12

90 Total 2012-13

58 Total 2013-14

38 Total 2014-15

44

*Prior term enrollment for autumn includes summer and spring

OU(Z) and COIL

Nursing Curriculum

Pilot History course

REGIONAL CAMPUS OPPORTUNITIES IN OU STRATEGIC FRAMEWORK

Education, Research & Creativity

Integrating global learning into the

curriculum

Bringing COIL & CLAC models into

research and teaching

Engaging faculty members in

international efforts

Mobility of Experience

Connecting faculty and students with

international partners

Developing job- skills focused technology

awareness and optional study

abroad capstones

Campus Diversity

Attracting international faculty

Recruiting International students and immigrants

Global Relations and

Profile

Modeling access to technology and

global learning as twenty-first century

skills

Connecting with international

campus systems

OU Challenges to Sustaining COIL Initiative

Explaining the model and its benefits; convincing

Competing faculty priorities/ overworked/ time; even if convinced and ready to commit:

Training/ tech/ etc

“institutionalization” – priority across the campus (not just a few champions) and structures to make it continue

University of Washington Bothell

“dramatically outperforms its

peers on graduation rates and

alumni financial success factors"

“fastest-growing

public university in the

state of Washington”

diverse student body interdisciplinary programs

entrepreneurial culture

Non-traditional: How?

40% Pell eligible

27% fully funded

through Husky Promise

of freshmen are first

generation in college

of undergraduates

receive financial aid

8% study

abroad

Increase the number of students graduating with

high-impact global experiences (local, less

costly alternative to study abroad)

Improve integration of culturally diverse

students in the classroom

Increase retention

Opportunities: Rationale for COIL

How UW Bothell got into COIL

COIL Courses at UW Bothell

Course Department Term Partner Institution, Country

Social Media and Global Change Pre-major program

Spring 2014, Autumn 2014

Central University of Tibetan Studies, India

Creating Social Change Using an International Lens

Pre-major program

Winter 2015 Central University of Tibetan Studies, India

Cultural Studies as Collaboration - Mediascapes in South Africa and the US

MA in Cultural Studies

Winter 2015 University of Cape Town, South Africa

Global Team Comic Journalism Pre-major program

Spring 2015 Central University of Tibetan Studies, India

From the Cascades to the Andes: Environmental issues in Peru and the Pacific Northwest

Environmental Studies

Spring 2015 Universidad Peruana Cayetano Heredia, Peru

Health Policies and Politics in a Global Context

Nursing and Health Studies

Under development

University of the Free State, South Africa; Nnamdi Azikiwe University Awka, Nigeria

Chinese Cultural Heritage Pre-major program

Under development

TBD, Hong Kong or China

Global Action Teams with Tibetan students in India

3 classes, 88 pre-major students, mostly first-year

“Last quarter I took a Global Perspectives class where I was able to work with Tibetan students that lived in India; through our

many Skype dates not only did I learn more about their culture, but in addition we put together a plan for improving efforts to improve religious disharmony both there and here. While I enjoyed this new experience I felt as though I was missing a key element and this element was

that of travel ... This is why I would love to take this opportunity to [study abroad] not only to experience the culture but as well bring light to important issues such as I did with the Tibetan students on the topic of religious disharmony.

Having never left the country I find that …” - First year student of color

Impact: Student Voices

“I know I will be applying the skills and knowledge to my life outside of school. For what seems to be the first time, I feel like I've taken away something from a class.” “Previously when I was working and I saw a girl wearing Hijab I was not sure whether it would be socially acceptable for me to greet her or make eye contact. I didn’t know how to act, but now I feel so much more comfortable and able to greet her and ask her how her day is going.”

Impact: Student Voices

Impact: Formal Assessment

Pilot effort this year

Instrument based on GLOSSARI

Goal: compare learning in COIL courses to

faculty-led study abroad programs

Challenges to Sustaining COIL Initiative

Low enrollment in elective COIL courses

Competing institutional priorities

No permanent funding or staffing for COIL

Lack of understanding of where COIL

initiative can fit in institutionally

Small group discussion

Brainstorm the opportunities and challenges that COIL presents on your campus

Record main ideas on flipchart

Large group discussion

What trends emerge?

Opportunities | Challenges

What questions might we develop into future collaborative research projects?