2 AGENDA Topics Appendices Objectives, goals and players Current state Next stepsFuture aspirationsDiscussion questionsAppendicesAppendix A: The Case for Global EducationAppendix B: Best practices from other institutionsAppendix C: Details on what we need to doAppendix D: Current support servicesAppendix E: 8 recommendations from 2 studies
3 RIT Global Education: Objectives, goals, and players Supported by:RIT Mission and Vision StatementsRIT Strategic PlanKey Result Area (KRA #1)Employer demandStudent interestTwo commissioned studies
4 RIT Global Objectives RIT strives to achieve the following objectives: Foster global intelligence: Every graduating student will be able to understand and function in an increasingly multicultural and international environmentOffer RIT education globally: RIT will deliver its unique form of career-oriented and experiential education to select parts of the worldProvide meaningful global experiences: RIT will offer a full range of meaningful experiences for students and faculty – ranging from study and coop abroad to immersing all students in meaningful cross-cultural educational experiences
5 RIT Global Objectives Provide global experiences for faculty and studentsOffer RIT education globallyto non-U.S. studentsFoster global intelligencefor all students
6 The RIT Global Ecosystem Global Campus EnrollmentStudy Abroad at Global CampusNon-RIT Students at Global CampusesEducate Globally (Croatia, Dubai, Kosovo)Graduates whoare prepared for success in a global societyGlobal Intelligence (curriculum,co-curriculum)Global Experiences(Study & Work Abroad and Exchanges)– RochesterInternational StudentsStaffing Constellation Commons for Global LearningStudy Abroad3% % - International Co-Ops
7 Institutional Global Education Goals 20102013Students enrolled in global campuses11001700Student participation in Study Abroad231350Rochester-based international students16501800% of international co-ops to all co-ops3% (100 in 2010)10%Rochester student study abroad at RIT global campuses61150Non-RIT student study abroad at RIT global campuses3100
8 Key campus players International Student Service Office International Co-op OfficeStudy Abroad OfficeGlobal CampusesStudentsFacultyStudent Learning Assessment OfficeGDC, ACMT, RIT Dubai boardsGlobal Education Working GroupGlobal VillagePrograms: International Studies, International BusinessGlobal Education Council (Deans, Directors)
9 Current RIT Global State: 3 key components Offer RIT education globallyProvide global experiencesFostering global intelligence
10 I. Offer RIT education globally A. Global campuses: Dubai, Croatia, and KosovoEach has a different business modelGlobal Delivery Corp. is the RIT entity to minimize risk to RIT; GDC board chair is Jay Holmes (RIT Trustee)Global campuses …Deliver the ‘RIT-way’ of career-oriented education to the worldProvide study abroad opportunities for RIT students and students from other schools
11 I. Offer RIT education globally A.1. RIT Croatia; 1997RIT – ACMT: American College of Management and TechnologyDon Hudspeth, President and DeanACMT Board chair: David WilsonApproximately 480 undergraduate HSM and IT students in DubrovnikWorking to expand into Zagreb in 2011 with IT, International business, HRD (graduate)Will eventually shift brand to RIT Croatia
12 I. Offer RIT education globally A.2. RIT Dubai; 2008RIT Dubai part of Dubai Silicone Oasis (DSO)‘Grant’ by DSO to support operations – minimal risk to RITDr. Mustafa Abushagur, President and DeanApprox. 75 undergrad and 75 grad students in engineering, business, service innovation and leadershipWill move to stand alone building late 2010
13 I. Offer RIT education globally A.3. American University of Kosovo (2002)American University of Kosovo contracts with RIT to deliver contentAUK President: Dr. Chris Hall; Dr. Jim Watters on AUK boardApproximately 500 students in the Arts & Sciences programApproximately 80 students in the M.S. in Professional StudiesDr. James Myers is RIT Coordinator for AUK
14 I. Offer RIT education globally B. Other programs offeredDominican RepublicGraduate programs: Human Resource Development, BusinessAnhalt University of Applied Science, GermanyYeditepe University in Istanbul, TurkeyBirla Institute of Technology and Science, IndiaUniversidad Tecnologica Centro-Americana, HondurasUniversidad del Norte, ColumbiaUniversidad Peruana de Ciencias aplicadas, Peru
15 II. Provide global experiences A. Study Abroad ProgramsModels:Global campus visitsFaculty-led anywhere8 Affiliate programs; e.g., Syracuse, etc.Constellation Commons for Global Learning serves as 1-stop convenience for students and facultyMost programs allow SA in place of 1 co-opChallenged by: costs, length of programs
16 II. Provide global experiences B. International Co-opsExcellent intersection of global education and career-orientation objectivesChallenged by visa issues; competition by international studentsOpportunities exist in Germany, Russia, Spain, Argentina, Asia, Ireland, Australia, Canada, U.K.
17 II. Provide global experiences C. Exchange agreementsCan be faculty-driven and research-orientedExamples:Kanazawa Institute of Technology, JapanInstitute National des Sciences Appliqués, FranceChallenged by: sustainable enrollments on both sides, oversight needed
18 III. Foster global intelligence A. International studentsRIT – Rochester ranks in the top 200 schools for # of international studentsGlobal campuses can serve as recruitment for international studentsChallenge: competitionOpportunity: Leverage our international students on all campuses to raise our global intelligence
19 III. Foster global intelligence B. Program learning outcomes tied to global strategyGeneral Education:Ethical, Social, and Global Awareness outcomes1 course required for all studentsAcademic Program Profile:Global Interconnectedness
20 III. Foster global intelligence C. Specific degree programs and coursesCOLA: International studies program – requires languageSCOB: International business – requires languageNote: Foreign languages are vital; student demand for languages high; few programs require 2nd language
22 Next steps - I Objective Action Offer global experiences for students and facultyIncrease Rochester students who study abroad at Dubai, Croatia, and KosovoDevelop a range of SA experiences, each with separate learning outcomesBudget request for SA scholarshipsDevelop strategy for domestic multicultural immersion experiencesDevelop faculty toolkit for study abroad 1st at global campuses, 2nd elsewhereDevelop 1-stop services for faculty-led study abroadAdd and refine goals to include faculty research abroad, exchange agreements, co-curriculum outcomes, faculty development
23 Next steps - II Objective Action Foster global intelligence Finalize learning outcomes and skills at campus levelDevelop outcomes and assessment strategies at program levelIncorporate global education outcomes into general education frameworkOffer RIT education globallyPropose new programs for CroatiaFocus on start-up needs for Dubai and ZagrebDevelop Office of Global Education
24 Proposed: Global Education Office 85% of doctorate-granting(63% of masters) institutions have a full-time senior level administrator overseeing campus internationalizationMust still keep faculty and academic excellence as driversMust work with Enrollment Management, Finance and Administration and Student AffairsProposed: Director or Asst. Provost for Global EducationResponsibilities:Oversee Study AbroadManage exchange agreementsParticipate in Global boards, councilsLiaison for global campusesLeads Global Working GroupCollaborate with Admissions, Co-op, International Student offices
26 Some future aspirations Create a university-wide ‘Global Certificate’: ‘Certify’ students who have demonstrated certain levels of proficiency and experience.Grow international fellowships such as FulbrightGrow research and/or innovation abroadGrow international service learning participation
27 Discussion questions Should there be a ‘bold’ end game? E.g., % work abroad students?E.g., % 2nd languageWhat international skills do students need to be successful?How can we use our own multicultural heritage to foster global intelligence?What are other future aspirations?
29 The Case for Global Education Appendix AThe Case for Global Education
30 Case for Global Education - I Student demand:74% indicate it very or somewhat important for their college of choice to offer international courses;70% plan to learn and speak a foreign languageEmployers demand:72% of employers want more emphasis on global issues and developments in the general curriculum;63% believe recent college graduates are not prepared for global employment
31 Case for Global Education - II General public:90% believe it is important to prepare future generations for a global society92% agree that foreign language knowledge provides a competitive advantage in career opportunitiesFederal government:Call for 1 million US students studying abroad annually by 2016Secretary of State Clinton calls for recruitment of international students
32 Case for Global Education - III Part of RIT Strategic PlanGoal 3 of KRA 1: Increase student participation in global initiatives through international students, study abroad, global campuses, international co-opsGoal D1: … preferred institutional choice for international students …Goal D2: … organize the relevant academic and administrative functions to maximize effectiveness …Goal D3: RIT will expand and enhance its worldwide presence through off-site global education delivery.Goal D4: RIT will enrich its academic curricula to better reflect issues of global awareness and knowledge.Goal D5: RIT will increase the opportunities for students to explore other cultures and countries through participation in study-abroad and work-abroad programs.Goal D6: RIT will provide a learning/living/working campus environment that supports and encourages global and international awareness and understanding.
33 Case for Global Education - IV Vision Statement: RIT will lead higher education in preparing students for innovative, creative and successful careers in a global society.Mission Statement: RIT’s mission is to provide a broad range of career-oriented educational programs with the goal of producing innovative, creative graduates who are well-prepared for their chosen careers in a global society.
34 Case for Global Education - V Global education supports our values and goals for diversity, inclusivity and equity. We educate our students to be multi-culturally aware when we teach global issues and subjectsSupports innovation by developing a multi-cultural, diverse and creative environment‘Value imperative’: As educators, we have a responsibility to educate our students to be global citizens
35 Case for Global Education - VI Global education supports student success, learning outcomes and multicultural awarenessStudents who do SA are more likely to graduate and are more likely to have higher G.P.A.Students who do SA are more likely to have knowledge of cultural practicesStudents who do SA are more likely to have big-picture learning in their disciplineSee The GLOSSARI ProjectSource: Georgia learning outcomes of students studying abroad research initiative (GLOSSARI). Various conference presentations downloaded July 30, 2010 from:
36 Best Practices in Global Education Appendix BBest Practices in Global Education
37 Best Practices - I Issue/challenge Best Practices Study abroad, language requirements, international students NOT enoughGlobal learning in gen edMultiple modes of study – on and off campusDiverse instructional techniquesWell-defined global outcomes and assessmentsInternational travel grants lack requirement to incorporate overseas scholarship in courseworkOutcomes focused international travel fundsFaculty face unacceptable trade-off between global learning and careerExplicit global tenure and promotion guidelinesTeaching and learning centers can’t do itPeer-to-peer cross-disciplinary course redesign
38 Best Practices - II Issue/challenge Best Practices Students must choose between global learning and other academic pursuitsGlobal learning certification within majorsFlexible upper division global content requirementsFear that internationalizing thegen ed curriculum exacerbates credit creepSignature core global courses: design interdisciplinary global courses that wed global theory with disciplinary contentNew foreign language demand largely unmet – mismatch between faculty expertise and demandAdopt alternative approaches to foreign language program design – target cultural understanding and conversational (rather than literary) competenceQuantity does not equal quality: not collecting real evidence of students’ global competenceClear, measurable global learning outcomes across the campus AND in each programDevelop multi-method global learning assessment plan
39 Best Practices - III Issue/challenge Best Practices Lack of centralized data of global activity inhibits effective planning, use of resourcesDevelop international activity databaseNot enough faculty-led study abroadDevelop one-stop support for faculty-led study abroad: Global Villagecreate process mapprovide financial management supportestablish emergency management policyset minimum academic standardsInternational research not supported, managed to effectively support goalsAdopt global administrative support network: designate team, create toolkit
40 Details on What We Need To Do Appendix CDetails on What We Need To Do
41 What We Need To Do - ISupport the expansion of RIT Global Campuses in Dubai, Croatia, and KosovoDubai: undergraduate programs – business, engineering, ITCroatia: expansion into Zagreb (business, IT) and expansion of programs in Dubrovnik (Photography? Communications? Business?)Kosovo: expansion of programs – IT?
42 What We Need To Do - IIRefine specific campus-level Global Education learning outcomesHave GEWG propose learning outcomes, skills, etc., that can be guide for programs – vet, approved by campusOpen discussion for multi-cultural values, etc.Implement through assessment processUse calendar conversion process to deploy outcomes into courses and programsMeasure learning in SA experiences
43 What We Need To Do - IIIIncrease (RIT and others) student participation in SA experiences at global campusesStrongly encourage students in programs that are offered in global campuses to study abroadSupport requirement in other programs as wellUse Rochester campus as a study abroad experience for foreign students in global campusesDevelop toolkit and one-stop service for faculty and students wanting SA experience in Dubai, Croatia, KosovoMarket RIT global campuses to other universities
44 What We Need To Do - IVIncrease RIT student participation in abroad experiencesStrongly encourage students in programs to study abroad at global campusesDevelop portfolio of experiences and establish a required minimumDevelop toolkit and one-stop service (in Global Village) for faculty and students wanting study abroad experiencesExpand use of International Co-ops
45 What We Need To Do - V Form an Office for Global Education Must work with Enrollment Management, Finance and Administration and Student AffairsMust still keep faculty and academic excellence as drivers85% of doctorate-granting institutions have a full-time senior-level administrator (director, dean, or associate provost) who oversee or coordinate campus internationalizationMaster’s: 63%Baccalaureate: 47%The full-time administrator was most likely to report to the provost/CAO or other administrator in Academic Affairs.
46 What We Need To Do - VISupport and continue to develop Study Abroad servicesScholarships for studentsNew pricing model for faculty-led offeringsInstitutional overhead for affiliated programs?Develop toolkit for facultyDetermine incentive models for facultyDevelop one-stop service for faculty and studentsMarket Dubai, Croatia, and Kosovo as study abroad opportunities for student from other institutions
47 What We Need To Do – VII & VIII Expand language offerings and opportunitiesEmphasize cultural and conversational approachesMeet student demandJoin a consortium to expand opportunitiesfor students, especially in technical fields,to have experiences
48 Current Support Services Appendix DCurrent Support Services
49 Support units for Global Education Study Abroad office: Ty StewartInternational Student Services: Jeff CoxGlobal Education Council: VPs, deans, CDOGlobal Education Working group: Myers, Van Laeken, EllisonGlobal Delivery Corporation Board of Directors, ACMT Board of Directors, RIT Dubai Board of Directors all provide direction and leadershipGlobal Education Center in Global VillageGlobal VillageInternational co-ops in co-op officeInternational Studies (BS) program in COLA: Paul GrebingerForeign languages in COLAInternational relations in SCOB
50 Eight Recommendations from 2 Studies Appendix EEight Recommendations from 2 StudiesReport on International Education by David WilsonReport on Study Abroadby Gladys Winkworth
51 8 Recommendations Support the expansion of RIT Global Campuses Increase RIT student abroad experiencesRefine Global Education learning outcomesForm an Office for Global EducationIncrease study abroad experiences at global campusesSupport and continue to develop Study Abroad servicesExpand language offerings and opportunitiesJoin a consortium to expand opportunities for students
52 Proposed: Office for Global Education Appendix FProposed: Office for Global Education
53 Proposed: Global Education Office 85% of doctorate-granting(63% of masters) institutions have a full-time senior level administrator overseeing campus internationalizationMust still keep faculty and academic excellence as driversMust work with Enrollment Management, Finance and Administration and Student AffairsProposed: Director or Asst. Provost for Global EducationResponsibilities:Oversee Study AbroadManage exchange agreementsParticipate in Global boards, councilsLiaison for global campusesLeads Global Working GroupCollaborate with Admissions, Co-op, International Student offices