1. Building Post-Secondary Collaboration via Technology Ruth Mitchell Pitts and Gali Beeri Center for European Studies UNC-Chapel Hill

2. Project Overview Pools faculty expertise in the European Union across 3 schools Enrolls students on 3 campuses Triples course listings in specialized EU topics Enhances student and faculty collaboration at area colleges

3. Project rationale Need for deep learning about region Limited course offerings existed Complementary expertise Natural function for National Resource Center

4. Partners in UNC system schools Center for European Studies (CH) Political Science departments: Charlotte, NCSU, and Chapel Hill Technology services at 3 sites Professors Walsh & Piazza (Charlotte) Stephen & Wagner (NCSU) Vachudova and Marks (Chapel Hill)

5. Technology and Support 16 NC system schools ‘information highway’ (NC-REN) Normal use only bi-lateral Continuous presence (all on all) Behind camera support. VOIP used for on-site tech staff communications

6. Consortium sets schedule Professors appointed adjunct at all sites Course offered on all campuses (no transfer credit) TA from Chapel Hill (only PhD program) One central website hosting 3 syllabi (site-specific language)

10. 2004-6 schedule Business and Politics in the EU (NCSU) Fall 2004 Transatlantic Relations and Security (Charlotte) Spring 2005 European Monetary Unification (Charlotte) Fall 2005 Undivided Europe (Chapel Hill) Spring 2006 Enrollment 72-75 per semester

11. Schedule 2006-2010 Europe as Identity: Histories, Spaces, and Relations Peter Wagner, NC State, Fall 2006 Theories and Practices of European Integration Gary Marks, UNC Chapel Hill, Spring 2007 Islam and the West: the EU Perspective James Piazza, UNC Charlotte, Fall 2007 Assessing EU Enlargement Milada Vachudova, UNC Chapel Hill 2008 European Capitalism and Global Influences Roland Stephen, NC State 2009 Two or more courses earn certificate in EU Studies

12. Certificate in EU Studies

13. Assessment

14. Departments asking for increases seat allocations Faculty find student performance on a par with regular classes Student evaluations of faculty meet or exceed departmental means

15. Department Mean Section Mean Question: The instructor usually… 3.954.642. Clarity and logic of communication 3.104.824. Encourages questions 4.104.825. Emphasizes critical thinking 3.764.186. Promotes active involvement 3.974.8211. Availability 4.414.7312. Well prepared 3.874.7313. Overall excellent 3.974.7314. Goals and objectives clearly specified 4.144.5515. Requirements clearly specified 4.054.7316. Assignments related to objectives 3.864.3617. Methods facilitate learning 4.184.0918. Well organized 3.964.0919. Materials stimulated critical thinking Semester 1: EU and Business

16. Department Mean Section Mean Question: The instructor usually… 4.094.452. Clarity and logic of communication 3.344.364. Encourages questions 4.233.955. Emphasizes critical thinking 3.963.826. Promotes active involvement 4.114.0911. Availability 4.404.5012. Well prepared 3.974.0913. Overall excellent 4.184.0514. Goals and objectives clearly specified 4.274.3215. Requirements clearly specified 4.234.3216. Assignments related to objectives 3.834.0917. Methods facilitate learning 4.174.3218. Well organized 3.993.9119. Materials stimulated critical thinking Semester 3: European Monetary Integration

17. Lessons Learned Expectation of technical problems Reality was human problems Needed more classroom tools outlines, video-lectures, TA visits, calling on students at all sites

18. Conclusion Any series of classes can use this model Useful for pooling expertise and deepening course offerings Two-edged sword Added value for center’s instruction program and post-secondary outreach program

19. Full paper available at: www.unc.edu/depts/europe Academic programs Distance education