Workshop A: An Integrated Approach to Comprehensive Internationalization

1. Workshop A: An Integrated Approach to Comprehensive Internationalization ACE Internationalization Collaborative January 30, 2009 Dr. Christa Olson, Associate Director of International Initiatives Center for International Initiatives Christa_olson@ace.nche.edu

2. Introductions Co-Facilitators Diana Davies, Associate Provost for International Initiatives, Princeton University Paul McVeigh, Associate Vice President for Global Studies and Programs, Northern Virginia Community College Joseph L. Brockington, Associate Provost for International Programs, Kalamazoo College Participant Introductions and Goals If there are more than 15 people in the room. Ask them to introduce themselves to each other. If there are more than 15 people in the room. Ask them to introduce themselves to each other.

3. ACE International Agenda The�American Council on Education�(ACE)�recognizes that global perspectives are critical to solving contemporary problems, ensuring academic excellence, and preparing a world-class workforce. Through its�Center for International Initiatives, ACE offers programs and services that enhance internationalization on U.S. campuses and situate U.S. higher education in a global context. In addition, ACE works with international partners on higher education issues that have a global impact. The�Commission on International Initiatives, an advisory body of ACE member presidents, guides ACE on its work in this area. ACE Presidential Association with 1800 member institutions. Presidents are our primary constituents and we are known for our efforts to represent higher education. But we also conduct programs in four areas of focus: access and equity; lifelong learning; leadership development; and internationalization ACE�s International Agenda (refer to handout in packet) The�American Council on Education�(ACE)�recognizes that global perspectives are critical to solving contemporary problems, ensuring academic excellence, and preparing a world-class workforce. Through its�Center for International Initiatives, ACE offers programs and services that enhance internationalization on U.S. campuses and situate U.S. higher education in a global context. In addition, ACE works with international partners on higher education issues that have a global impact. The�Commission on International Initiatives, an advisory body of ACE member presidents, guides ACE on its work in this area. Happy to answer questions about any of these areas of our work. ACE Presidential Association with 1800 member institutions. Presidents are our primary constituents and we are known for our efforts to represent higher education. But we also conduct programs in four areas of focus: access and equity; lifelong learning; leadership development; and internationalization ACE�s International Agenda (refer to handout in packet) The�American Council on Education�(ACE)�recognizes that global perspectives are critical to solving contemporary problems, ensuring academic excellence, and preparing a world-class workforce. Through its�Center for International Initiatives, ACE offers programs and services that enhance internationalization on U.S. campuses and situate U.S. higher education in a global context. In addition, ACE works with international partners on higher education issues that have a global impact. The�Commission on International Initiatives, an advisory body of ACE member presidents, guides ACE on its work in this area. Happy to answer questions about any of these areas of our work.

4. Other CII Programs & Services Leadership Network for International Education At Home in the World Initiative: Educating for Global Connections and Local Commitments Internationalization Laboratory

5. What is Comprehensive Internationalization? A process �for integrating international and intercultural content into the teaching, research and service functions of the institution Transformational change Intentional, requiring leadership and strategy A long-term undertaking

6. What is the integrated approach? An internationalization review to catalog and analyze what the institution is doing The development of student global learning outcomes and a method for assessing them to better understand the impact of what the institution is doing The integration of the results of the review and the learning outcomes process into a strategic internationalization plan Through our work with approximately 100 institutions over the past 6 years, ACE has learned about the promise and the pitfalls of working toward comprehensive internationalization. We also learned that a focus on institutional action strategies alone was incomplete; institutions needed to link that approach to evidence culled from student learning. That is internationalization requires a strategy that integration attention to inputs � institutional goals, strategies and activities � with attention to outputs (outcomes and measure so student learning). We are intentionally referring to such a combination of efforts as an Integrative Framework for Comprehensive internationalization. Through our work with approximately 100 institutions over the past 6 years, ACE has learned about the promise and the pitfalls of working toward comprehensive internationalization. We also learned that a focus on institutional action strategies alone was incomplete; institutions needed to link that approach to evidence culled from student learning. That is internationalization requires a strategy that integration attention to inputs � institutional goals, strategies and activities � with attention to outputs (outcomes and measure so student learning). We are intentionally referring to such a combination of efforts as an Integrative Framework for Comprehensive internationalization.

7. What is an Internationalization review? A process for � Taking stock of the international or global initiatives on campus Collecting and analyzing information as a basis for an internationalization plan Identifying strengths, weaknesses, gaps and possibilities for synergy Engaging people across the institution in a discussion of internationalization

8. What does an internationalization review look at? Articulated Commitment (mission, goals and vision) Institutional Environment for internationalization Strategy Structures, Policies and Practices, Resources May Need to Skip if Short on Time� See Review Guidelines for QuestionsMay Need to Skip if Short on Time� See Review Guidelines for Questions

9. What does an internationalization review look at? (cont) Faculty and Staff Students Curriculum and Co-Curriculum Education Abroad Engagement with Institutions Abroad For Questions Corresponding to each area of inquiry see User�s Guide (Appendix A) pages 91-94For Questions Corresponding to each area of inquiry see User�s Guide (Appendix A) pages 91-94

10. Phases of the Review Launching the Review Process Gathering Information Analyzing the Review Findings Drafting a Report on the Findings Launching the review process Create a leadership Team How small does it need to be functional? Might a structure that includes a smaller leadership team � and then a broader advisory group be a useful one? Who needs to be on the team for it to have legitimacy across the campus? Who is appropriately suited to lead the team? Leadership Skills? Political/Instiutitonal savy? Respect of peers? A newly created internationalization team will be most effective if its charge comes from the president or chief academic officer, thus ensuring that the senior leaders and campus constituents will take the group�s recommendations seriously. Clarifying Institutional Goals and Language Determine the Scope Creating a timetable and plan for working together How large does it need to be in order to be cross-institutional, representative Launching the review process Create a leadership Team How small does it need to be functional? Might a structure that includes a smaller leadership team � and then a broader advisory group be a useful one? Who needs to be on the team for it to have legitimacy across the campus? Who is appropriately suited to lead the team? Leadership Skills? Political/Instiutitonal savy? Respect of peers? A newly created internationalization team will be most effective if its charge comes from the president or chief academic officer, thus ensuring that the senior leaders and campus constituents will take the group�s recommendations seriously. Clarifying Institutional Goals and Language Determine the Scope Creating a timetable and plan for working together How large does it need to be in order to be cross-institutional, representative

11. What does articulating global learning outcomes add to the review process? Encourages a shift away from an ad-hoc approach Offers a guide for aligning curriculum and other inputs with desired outcomes for students Helps stakeholders understand the impact of institutional activities Encourage a culture of quality improvement Satisfies accrediting agencies Helps prioritize activities in an internationalization plan.

12. Basic Questions addressed by Learning Outcomes & Assessment What do we want our students to know and be able to do? (knowledge, skills, attitudes) Where would students acquire this knowledge and these skills and attitudes? What is our evidence that students are actually achieving these outcomes?

13. What�s Involved with Learning Outcomes and Assessment? Specifying global learning outcomes Reviewing learning opportunities to see if they are addressing these outcomes Developing and implementing a plan to assess for student achievement of outcomes Making improvements in learning opportunities based on the findings Specifying these learning outcomes provides the crucial foundation for judging what students have learned through various courses and other learning opportunities�that is, the assessment process. In turn, understanding what learning outcomes students have achieved, and at what level, is essential information for ensuring that the curriculum and co-curriculum are actually meeting the stated objectives. Thus, the cycle of articulating learning objectives, mapping them against the learning opportunities, assessing student learning, and improving the curriculum and pedagogy is a continuous one. Specifying these learning outcomes provides the crucial foundation for judging what students have learned through various courses and other learning opportunities�that is, the assessment process. In turn, understanding what learning outcomes students have achieved, and at what level, is essential information for ensuring that the curriculum and co-curriculum are actually meeting the stated objectives. Thus, the cycle of articulating learning objectives, mapping them against the learning opportunities, assessing student learning, and improving the curriculum and pedagogy is a continuous one.

14. To the end of a plan� Integration of the results of the review and the learning outcomes process into a strategic internationalization plan Elements of a Plan Vision & Strategic Goals for Internationalization Performance Indicators � Outcomes and Evidence of Success Specific Action Steps and Timeline Responsible Agents and Funding

15. Lessons Learned* Focus on Self-Assessment Lessons Learned at The University of Iowa Diana Davies, former Director of International Programs at Iowa, now Associate Provost for International Initiatives, Princeton University