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Work with interested faculty members and academic departments to identify courses suitable for COIL integration. Develop guidelines for COIL course design, including learning outcomes, assessment methods, and technology requirements. Begin the process of curriculum mapping to ensure COIL experiences align with program objectives and accreditation standards.

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Initial Planning and Stakeholder Identification

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Initial Planning and Stakeholder Identification

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Begin the COIL implementation process by identifying key stakeholders within your institution. This should include administrators, faculty members, IT support staff, and international partnership coordinators. Form a COIL implementation committee to oversee the project.

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Work with institutional leadership to integrate COIL into long-term strategy. Develop policies and procedures for ongoing COIL implementation and support. Create a sustainability plan that includes funding sources, personnel, faculty incentives, and continuous improvement processes. Celebrate the successes of the first year and set goals for the upcoming academic year.

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Technology Infrastructure Assessment and Upgrade

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Technology Infrastructure Assessment and Upgrade

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Conduct a thorough assessment of your institution's technological capabilities to support COIL activities. This includes evaluating learning management systems, video conferencing tools, and collaborative platforms. Work with IT departments to address any gaps and ensure robust technical support for COIL courses.

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Conduct a comprehensive evaluation of the pilot COIL courses. This should include surveys and focus groups with participating students and faculty, as well as discussions with international partners. Analyze the data collected to identify successes, challenges, and areas for improvement in future COIL implementations.

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Launch the pilot COIL courses. Provide ongoing support to faculty and students throughout the course duration. Implement regular check-ins and troubleshooting sessions to address any challenges that arise. Encourage faculty to document their experiences and gather student feedback throughout the process.

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Organize informational sessions and workshops to introduce COIL concepts to faculty members. Identify faculty champions who are enthusiastic about implementing COIL in their courses. Begin developing a comprehensive faculty training program that covers intercultural communication, online collaboration tools, and COIL course design principles.

Ongoing Professional Development
Provide opportunities for continuous learning, such as workshops or guest speaker sessions, to help faculty stay updated on the latest VE/COIL tools, pedagogical approaches, and technology.

Evaluation and Reflection
Set up regular reflection and feedback sessions where faculty can assess the progress of their VE/COIL projects, share outcomes, and reflect on both successes and areas for improvement.

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This is the book Riva mentioned that is part of the research group at University of Central Arkansas.

Published in 2022 with contributions by many authors from around the world to share their knowledge and expertise in VE/COIL. This resource provides ideas and support for all areas above.

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The Guide to COIL Virtual Exchange: Implementing, Growing, and Sustaining Collaborative Online International Learning

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This is the authoritative guide to implementing COIL Virtual Exchange, conceived, and co-edited by one of the originators of this innovative approach to internationalization, Jon Rubin. COIL, the acronym for Collaborative Online International Learning, is a central modality of what has come to be known as virtual exchange. Since its first iteration in 2002, it has gradually established itself as a mature pedagogy that is being increasingly implemented across the world and is validated by a growi

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Colorado State University International Programs

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Examining Student Experiences in a Virtual Exchange

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A slide from the “Administrator Pitch Deck” presentation activity as part of the AAC&U Institute on VE/COIL presented by Dr. Priscilla Ringrose, Department of Interdisciplinary Studies of Culture, the Norwegian University of Science and Technology, June 2023.

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What is their understanding of VE/COIL, and what are their opinions based on?

What influence do they have among teaching faculty, and who influences their opinions?

What financial, emotional, or motivational interests do they have in VE/COIL, and are these positive or negative?

What information do they need, and how can you best communicate with them?

If they aren’t supportive, what can win them over, and how will you manage their opposition?

Who else might be influenced by their opinions, and do these individuals become stakeholders themselves?

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Curriculum that Engages Faculty with Global/Private Sector Experience

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Curriculum that Engages Faculty with Global/Private Sector Experience

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COM7503 Communicating and Collaborating in Virtual Teams

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Leverage your institution's unique strengths and collaborate across disciplines. For example:

Humanities departments could collaborate with technical fields (e.g., a VE/COIL course pairing engineering and anthropology).

Incorporate both discipline-specific and global learning outcomes into the curriculum, allowing for broader student participation across fields.

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Collaboration within VE/COIL partnerships should not remain siloed. Keeping campus stakeholders, such as faculty, administrators, and student services, informed of the partnership’s progress can lead to new ideas and further support. Regularly consulting stakeholders and giving them opportunities to contribute strengthens the overall partnership and promotes academic collaboration and exchanges. This continuous engagement is crucial to sustaining the partnership and ensuring it remains relevant to institutional priorities.

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This is Gold! When you can get students to talk about their work, what they’ve done, it’s a reflection that can be shared widely at your institution and excite other students and incentivize professors, and make the campus community proud.

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Hope Windle’s words, Veronica Onerovole’s movie

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Students' Perspectives on the American Council on Education U.S.-Venezuela-Ecuador COIL Initiative

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Developing an Outcomes Framework Using the Theory of Change

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Developing an Outcomes Framework Using the Theory of Change

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The Theory of Change offers a strategic approach to achieving desired outcomes in VE/COIL partnerships. By starting with long-term goals and working backward, institutions can map out the necessary conditions and steps to reach those goals. This process creates an Outcomes Framework that highlights key milestones and measures the impact of the collaboration. Developing an Outcomes Framework ensures that both partners contribute equally to the partnership’s success, transforming shared efforts into meaningful, long-lasting institutional change.

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Theory of Change Outcomes Framework global partnerships

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By leveraging complementary strengths, VE/COIL partnerships can design immersive and interdisciplinary learning experiences for students. For example, if one institution specializes in technology and another in cultural studies, they can collaborate to create a virtual exchange program that combines cultural immersion with digital tools, providing students with a rich and diverse educational experience. This multidimensional approach enhances student engagement, promotes cross-cultural understanding, and prepares learners for a globalized world.

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The roles and contributions of the institutions at the individual, organizational, and institutional levels in the micro perspective of the entrepreneurial ecosystem facilitate the creation of a win–win loop and trusting relationship for all the ecosystem members in the COIL entrepreneurship program.

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Unlocking Value Co-Creation in Entrepreneurial Ecosystems: The Vital Role of Institutions

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The entrepreneurial ecosystem is quite complicated because of the presence of numerous stakeholders and the inclusion of multicultural and social elements in diverse communities. The role of entrepreneurship education in developing entrepreneurial skills and aptitude has evolved. The collaboration between universities, companies, and organizations in the collaborative online international learning (COIL) approach plays an important role in the entrepreneurial ecosystem to enhance value co-creation. To extend the limited literature on value creation through entrepreneurship education among stakeholders and analyze the entrepreneurial ecosystem from a micro perspective, this study investigated why companies and organizations support universities at the individual, organizational, and institutional levels to foster entrepreneurial ecosystems. Following a global career course using the COIL approach, semi-structured interviews were conducted in person or via Zoom with four representatives of the Embassy of Canada to Japan, Ernst & Young, and Manulife from April to May 2022. The modified grounded theory approach was used to analyze the responses from three institutions. The results showed that students were provided with the opportunity to solve actual issues that the three institutions faced and the students’ perspectives were considered to identify and develop high-quality proposals at the individual, organizational, and institutional levels. The institutional philosophy, organizational engagement and development, and personal development of the representatives of these institutions effectively create values within universities while also forming entrepreneurial ecosystems at Japanese and Canadian companies, organizations, and universities to help build the next generation of leaders. This study has important implications through its contribution to society and the development of an entrepreneurial ecosystem in collaboration with the academic, industrial, and public sectors.

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Institution-Wide Assessment for Global Learning

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Institution-Wide Assessment for Global Learning

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Global Pathways to Student Success (GPS2), Georgia State University’s Quality Enhancement Plan, which incorporated an institution-wide assessment plan for a variety of program goals (including VE/COIL) (4 pages).

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Global Learning Curriculum Mapping at Allegheny College

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Global Learning Curriculum Mapping at Allegheny College

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Connecting COIL to Campus Strategic Planning – A Workshop

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Here are some ways (table is on page 14) to create strategic pitches for stakeholders

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Great place to learn and share about all aspects of VE/COIL!

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International Virtual Exchange Conference - IVEC is the largest and most prominent event on virtual exchange, providing a forum for an audience of instructors, administrators, instructional designers, and educational leaders from institutions around the world interested in technology, international education, and new pedagogies.

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IVEC is the largest and most prominent event on Virtual Exchange, providing a forum for instructors, administrators, instructional designers, and educational leaders from institutions around the world interested in technology, international education, and new pedagogies.

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Provides a location to seek course and institutional VE/COIL partnerships and connect with the global community.

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Sign in, manage your account, and view latest updates to COIL Connect

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Start with the instructional designer leading the formation of a peer mentoring group for faculty involved in VE/COIL. The instructional designer acts as a key resource, providing guidance on best practices for online learning, collaborative projects, and digital tools.

Set Clear Goals like:
Enhancing faculty engagement with VE/COIL methodologies

Sharing teaching strategies and resources

Promoting interdisciplinary collaboration across departments

Identifying challenges and developing solutions in VE/COIL

Build a Supportive Network
Encourage regular communication and sharing of experiences This can be done through virtual meetings, discussion boards, or asynchronous tools where they can exchange ideas and resources.

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Identify Strengths, Weaknesses, Opportunities and Challenges (not Threats, that's too dramatic ;-)

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Identify Strengths, Weaknesses, Opportunities and Challenges (not Threats, that's too dramatic ;-)

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Conduct a comprehensive assessment of your institution's current internationalization activities, technological infrastructure, and faculty readiness for COIL. Based on this assessment, set clear goals and objectives for your COIL program. Develop a vision statement and outline the expected outcomes for students, faculty, and the institution as a whole.

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Step 1 involves developing top-level goals for VE/COIL and linking them to broader institutional goals.

Step 2 focuses on examining 2-3 shared program goals and identifying specific quantitative and qualitative outcomes to measure progress toward achieving those goals.

Step 3 determines how to measure progress, including the actual measurements, methods, and tools to be used.

It is important to think about how you will assess your VE/COIL work from an early stage in the process, considering questions such as:

What do you want to measure and why?

What measurable and realistic outcomes can we identify?

How do we link course, program, and institutional-level goals and outcomes?

How will we collect the evidence of those outcomes?

How will we use the results of our assessment plan?

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Encompasses a range of materials, platforms, and strategies designed to support, enhance, and promote educational initiatives, particularly those related to internationalization efforts like VE/COIL.

Focus on the creation, dissemination, and effective use of digital content and tools that facilitate awareness, training, and engagement in institutional VE/COIL programs.

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Virtual Exchange - Faculty Testimonials - V3

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"Strategic Integration of COIL: Policy Crafting for Sustainable Global Learning"

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Apologies that we know we didn’t get a full group photo!! But we do have a couple of people shots and photos of the big post-it notes. Feel free to share them on social media as you see fit.

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Adapted from Collappor8 Theory of Change (ToC) template.

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Lumin brings your documents to life with smart editing and markup tools to help you easily annotate PDF documents and images. Add text, images, comments, shapes and signatures. All from your browser.

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MindMapping Stakeholders using Theory of Change at the University of Potsdam

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MindMapping Stakeholders using Theory of Change at the University of Potsdam

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Map out of necessary conditions to get buy-in from identified internal campus stakeholders

https://miro.com/app/board/uXjVOGvKPYs=/?invite_link_id=351994113271

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When you visit any website, it may store or retrieve information on your browser, mostly in the form of cookies. This information might be about you, your preferences or your device and is mostly used to make the site work as you expect it to. The information does not usually directly identify you,…

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Celebrate and recognize the achievements and milestones of the VE/COIL partnership. Acknowledging the contributions and successes of each faculty working between each partner institution helps build a positive and supportive environment. This can be done through public announcements, joint publications, or hosting joint events to showcase the outcomes and impact of the collaboration. Recognizing the efforts and outcomes of the partnership reinforces trust and motivates partners to continue their collaborative efforts.

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Inside Higher Ed Feature on Babson and Nord Partnership

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Align with Institutional Mission & Global Learning Goals

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Align with Institutional Mission & Global Learning Goals

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Integrate VE/COIL into existing institutional priorities, such as global competency, internationalization, and employability.

Ensure that the VE/COIL program aligns with institutional strategic plans and that the long-term sustainability of the program is considered.

Use institutional mission statements as a foundation for identifying how VE/COIL enhances global learning.

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Based on the evaluation results, refine the COIL implementation strategy. Address any issues identified during the pilot phase. Begin planning for the expansion of COIL offerings, including identifying additional courses and potential new international partners. Update faculty training programs and student support materials based on lessons learned.

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Develop materials and sessions to prepare students for COIL experiences. This should include intercultural communication training, technology orientation, and expectations for international collaboration. Create a student handbook or guide for COIL participation.

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Select 2-3 courses for initial COIL pilot implementation. Work closely with faculty members and international partners to design these pilot courses. This involves developing shared syllabi, collaborative projects, and assessment rubrics. Ensure that courses are designed to be culturally sensitive and inclusive.