# data[].attributes.body
RECORDING

https://drive.google.com/file/d/1bfJcF4aYzUMUgoBufkIRC2QQ_Gnf9gyp/view?usp=sharing

SLIDE DECK

https://docs.google.com/presentation/d/1dE99vPkebTZt3YltvvCeG3MFEV6mKaUuCaF9jcAs3ww/edit#

RESOURCES

As we discussed, here is the mindmap from our colleague Frederic from University of Pottsdam. Very thorough.. review to consider ideas for your campus community

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

# data[].attributes.body
JOIN US this Wednesday ~~~

SUNY COIL March 2025 Community Webinar

Virtual exchange (VE) programs can have a transformative impact on the learner that are frequently not included in course learning outcomes.  Specifically, our research has demonstrated that learners experience positive impacts to their mental health through improved self-efficacy, resilience, and well-being.

VE programs can positively impact learners' mental health, improving their self-efficacy, resilience, and well-being, benefits often not reflected in course learning outcomes.

# data[].attributes.body
One of the key first steps in a COIL Collaboration is to develop trust among students.  Helping students gain a sense of who they are as people goes a long way towards team building.

For many people and cultures, finding something they have in common with others they work with provides the foundation for trust.

Let's try that here - let's see what we have in common.

Click the plus sign and make a video post or write about some things you like to do outside of work.  Be as specific as you can, for example, I like to tend a flower garden, or I like to listen to jazz music.

Don't forget to add your name!

Please watch/listen/read and comment on your colleagues' posts and build on what they say.  Let's see if we can find 3 things we all have in common.

Please complete by the end of the 1st week.

# data[].attributes.body
COIL Coordinators can have different roles at their institution.  Some are professors, international educators or instructional designers. All of these roles lend strength to COIL Coordination.

Just like it takes a village to raise a child, it will take you and a team you gather, to scale and support a new pedagogy and approach like COIL.

To situate COIL on your campus, let's start by making a mind map.. You can use padlet.com/ or
https://bubbl.us/

Start with your role and other role(s) on campus.  What strengths of these roles can you bring to COIL?

Note which departments will support your efforts:

Diversity Office? Teaching and Learning Center? Instructional Designer? Library? Study Abroad Office? Specific Departments and Administrators?

What campus initiatives and strategies are/can be aligned with your COIL Vision?

Why is COIL important to the university?

Post your map here (a screenshot is fine).  Review & comment on your colleagues' maps.

Here is a highly detailed example to get ideas. https://miro.com/app/board/uXjVOGvKPYs=/?invite_link_id=351994113271

# data[].attributes.body
Here is a Example to visualize how to organize your COIL project. Think about this example as the structure to integrate the cultural connection of COIL: the essence of your COIL project.

https://padlet.com/jojimene2/clon-de-transmedia-derechos-humanos-s88lqkulogjmyez5

Here is another course in English.

https://padlet.com/sunycoil/4ya1s0oi0c9cx535

Take a look. Consider all the sections.

1. What section(s) is important?

2. Anything surprising you?

3. What do you think you won't need?

4. What do you think is missing?

# data[].attributes.body
Please share your email or WhatsApp and or LinkedIn

to connect as partners or just stay in touch !

Here is mine

hope.windle@oneonta.edu

WhatsApp

+152 845 658 3676

LinkedIn

https://www.linkedin.com/in/hopewindle/

# data[].attributes.headline
Consider your instructor's partner's world as you and they embark on this relationship...

# data[].attributes.subject
Consider your instructor's partner's world as you and they embark on this relationship...

# data[].attributes.body
Consider how to create equity between you, your instructor and their partner  especially if one of you is in the "Global North" and one is in the "Global South".

Take a moment and read this Positionality website and also this article from COIL Coordinators and professors in the SUNY COIL Global Partner Network.

https://engineerinclusion.com/what-is-positionality/

https://journal.unicollaboration.org/article/view/38199

An unspoken truth: faculty (in)equity in the context of invisible violence: virtual exchange case studies

Authors

José Luis Jiménez Figarotti, Catholic University Andres Bello, Caracas, Venezuela

Suba Subbarao, Oakland Community College, Detroit, Michigan, US

Eleonora Bagatelia, Oakland Community College, , Detroit, Michigan, US

ACTIVITY

1. Consider your position and what that brings up for you...

2. Consider 2 things you can do to support your partner and their students?

3. Consider 2 things you can do to support your students to think well about your partner and their students?

# data[].attributes.attachment_link.title
What is positionality? - Engineer Inclusion

# data[].attributes.attachment_link.description
The way we see and understand the world influences how we interact with others, make decisions, and interpret others' actions. To be equitable and inclusive leaders, educators, or humans, we must understand how our identities bias our perceptions. This free downloadable PDF provides definitions and explanations of several social identities and scaffolds an exploration of your positionality.

# data[].attributes.headline
Review this COIL Collaboration Template 

# data[].attributes.subject
Review this COIL Collaboration Template 

# data[].attributes.body
Here is a template to review for visualizing how to organize your COIL collaboration project.

https://padlet.com/sunycoil/4ya1s0oi0c9cx535

Take a look. Consider all the sections.

1. What section(s) is important?
2. Anything surprising you?
3. What do you think you won't need?
4. What do you think is missing?

# data[].attributes.body
To receive the COIL certificate for this course, you need to participate in ALL of the YELLOW BOX activities ... posting your ideas, peer responses, curriculum activities and reflections.

You will receive the certificate once you have posted and we can acknowledge your participation in the online course space in addition to your wonderful presence in our ZOOM meetings.

Please email coilinfo@suny.edu when you are ready for your certificate.

As you know, we are just mirroring what YOU as instructor, would observe and note the work of your students.

# data[].attributes.body
Now that you have compiled a list of resources and information that students should consider, now determine...

Where and when will you share these resources with COIL instructors? students?

Will you create a specific website, LibGuide or Course page or LMS to share information?

Will you make a general COIL web page/site for your campus community? What will it include? Here are a few examples... There will be more added to our Global Network page, stay tuned.

Indiana University -IUPUI

Andres Bello Catholic University- UCAB

Will you use an assessment tool to capture data about doing COIL? Here is a pre and post survey questions tool, free to use from Perdue University  https://www.purdue.edu/cie/globallearning/ASKS_version3_combo.pdf

Share ideas of how YOU will prepare your campus community for COIL.

# data[].attributes.attachment_link.description
Also called telecollaboration, virtual exchange refers to the application of online communication tools to bring together classes of learners in geographically distant locations with the aim of developing their foreign language skills and digital and intercultural competence through online collabor…

# data[].attributes.headline
What to consider beyond a cash stipend...  

# data[].attributes.subject
What to consider beyond a cash stipend...  

# data[].attributes.body
Coordinators often lean on stipends to entice  professors to do COIL. While immediate gratification is always an easy approach, this practice does not guarantee professors to continue doing COIL past receiving the money.

So how do you provide incentives that sustain and empower instructors to do COIL?

Consider the following options for your campus.

Share your ideas!

1. Annual COIL Fellow - Where the professor applies for the fellowship with a stipend to create the COIL collaboration and permanently embeds COIL to be approved by the curriculum committee...see UC Santa Cruz example. This way, data is collected with a curse attribute. Registration is connected to track COIL courses, Institutional Research.

2. Annual COIL Fellows/Ambassadors alternative, as mentors...see UNC Chapel Hill COIL Fellow

3. Stipend for including COIL in your course
UCAB offers $120 to instructors who include COIL in a course

4. Stipend for Working together with partner professor remotely or locally- Tec de Monterrey

5. Travel Stipend to meet the professor's partner at each or one campus or to present, marketing opportunity or at a conference together.

6. Celebrate a Professor. Whether through social media, website acknowledgement, micro credential, professional development letter, certificate, sash (see photo with professors wearing graduation regalia with sashes of the country of their collaboration) or acknowledging a Professor Community of Practice  and note their regalia in the graduation program. The copy can read for example: INTERNATIONAL SASH / PIN - Instructors are recognized for leadership in Academic Travel or COIL - Collaborative Online International Learning. You can purchase cords to be worn as regalia, distributed at Faculty / Professor Recognition Event
as noted here
https://www.amazon.com/gp/product/B07RNWDR4Q/ref=ox_sc_saved_image_1?smid=A38PLQ024LWSBF&th=1

7. Stipend attached to milestones.
For example, Your COIL stipend to be paid out in small portions.
- 1st portion  paid out after acceptance to application process.
- 2nd portion paid out after approval of the curriculum committee.
- 3rd portion paid after the course runs once or twice.

8. Promotion connection to “internationalization" - Internationalizing one's course curriculum

9. Applied Learning designation to course with COIL project

10. Letters for promotion, rank increase, or Prize/Award for inspiring professor

So what are your ideas for incentives?
Share your thoughts...no matter how crazy!

# data[].attributes.body
RECORDING

https://drive.google.com/file/d/1_ow3QO4KM0HaN8CYCzC-PEqCL9JcemOu/view?usp=sharing

SLIDE DECK

https://docs.google.com/presentation/d/1dE99vPkebTZt3YltvvCeG3MFEV6mKaUuCaF9jcAs3ww/edit#slide=id.g89e602ba5a_0_64

RESOURCES

Presentation Slides showing Research connecting Student Well Being to COIL to Career Readiness! https://docs.google.com/presentation/d/1OQzkZywaiJA5QJTeFCFmrPnf8zkP7MM4MXc0iS3WjOw/edit#slide=id.g341db4f11bb_2_379

Farmingdale COIL website

https://www.farmingdale.edu/provost/coil.shtml

Sashes URL ..

here is an example

https://www.stoles.com/products/karen-nation-graduation-stole?variant=40619871109187&country=US&currency=USD&utm_medium=product_sync&utm_source=google&utm_content=sag_organic&utm_campaign=sag_organic&gad_source=1&gclid=CjwKCAjwnPS-BhBxEiwAZjMF0kEVUWLU5zJAvUPhtFsq3eP1ZjHtwxANQT7pw0ab_DltsygzhboEdBoCecsQAvD_BwE

# data[].attributes.attachment_link.title
COORDINATOR Workshop - week 1, 2, 3 - this is it

# data[].attributes.body
RECORDING

https://drive.google.com/file/d/1kS1k-xPyzOiv52QVhAY_2kDKrm_vR8B_/view?usp=sharing

SLIDE DECK

https://docs.google.com/presentation/d/1dE99vPkebTZt3YltvvCeG3MFEV6mKaUuCaF9jcAs3ww/edit#slide=id.g2954cea74a3_0_310

RESOURCES

SUNY COIL Student Orientation

https://sunyolis.libguides.com/sunycoil/benefits

Students describing COIL in Spanish

https://www.youtube.com/watch?v=-y7-0ZMBzoA

Article connecting research data to COIL

https://pubmed.ncbi.nlm.nih.gov/36713634/

here is the article as well

https://drive.google.com/file/d/1ILzxxmwpbgQthaWsDbRTGNEcEccamMVx/view?usp=sharing

Brockport website for students COILing

https://library.brockport.edu/culture/citing

# data[].attributes.attachment_link.title
COORDINATOR Workshop - week 1, 2, 3 - this is it

# data[].attributes.headline
Talking Points... How to speak about COIL on your campus

# data[].attributes.subject
Talking Points... How to speak about COIL on your campus

# data[].attributes.body
Here is a helpful table and article to create talking points for speaking to various people at your institution.

https://drive.google.com/file/d/1B2BsIup_osAGjK4E0HcA5n7gwxKstcn7/view?usp=sharing
Check out the table on page 13

Use the phrasing in the table, to write an "elevator pitch" a few sentences to speak about COIL in relation to Internationalization of Higher Ed.

What would you say to instructors? administrators? Teaching and Learning staff? students? Write a few draft talking points to share with us...

# data[].attributes.body
When you start to cultivate a COIL program, you want to bring those faculty who are enthusiastic to try new things and are flexible and nimble. These are the instructors who are likely to have a good experience and can reach out to other faculty.  Having a group of these faculty in mind to start with  will help you get COIL.

How do you find these people? Do you already have people in mind?  If not, who can help you identify these early adopters?  Add this to your mind map.  We will talk more about this during our first synchronous meeting.

# data[].attributes.body
This three week workshop is designed specifically for coordinators who will support COIL.  Most of the work will be done asynchronously. We will also have synchronous sessions each week to discuss the workshop topics. We will add content for the following week after our weekly synchronous session.

All of our materials are here in Padlet, or accessible as links from this Padlet.  If you have not used Padlet, please see the video, click on the image above and/or How to Use Padlet post under our water cooler column (scroll all the way to the right).

One helpful tip: To expand posts, which may make them easier to read on a computer screen, hover over the upper right corner of the post and click on the three vertical dots that appear.

Each column focuses on a particular topic and  has one or more activities for you to complete.

Please add your post in response to the activity prompts, read and comment on your colleagues' posts.  Posts that require a response are highlighted in yellow.

This format  replicates what students might experience during a COIL collaboration.  As in a COIL collaboration, it's much more enjoyable and helpful when there is lively discussion, so please check back regularly to post, read and respond.

If you need a quick overview about COIL, here is the What is COIL website to familiarize yourself with the basic COIL process https://online.suny.edu/introtocoil/perspectives-on-coil/

First task:

Please head to the next column to begin the activities for Week 1!

Click the + button at the top of a column to create a new post.

You can respond to other people's posts by clicking on "add comment" at the bottom of the post.

The workshop participants and I are looking forward to getting to know you!

Hope Windle
SUNY COIL Center

# data[].attributes.attachment_caption
US VetTech student discussing COIL benefits for her career. 

# data[].attributes.body
INSTRUCTIONS

1. Watch these videos of students talking about their COIL experiences.

2. Consider how you could capture and share reflections from your students.

Students from UCAB, Caracas Venezuela sharing about COIL in Espanol. This video is longer, watch as long as you want.

US Students reflecting on their experience in a collaboration with students from Lebanon. Here is another student reflecting... and another

US VetTech student reflecting on what she gains from this COIL experience with the collaboration with Universidad de Sonora Business students

https://drive.google.com/file/d/1LxoHUaJ1nm2SsoJ-uLizZYyuU3z-jPvn/view

US Design students sharing what they have learned through doing a COIL collaboration, Universidad de La Salle, MX and SUNY Ulster, USA

https://youtu.be/cOanl0yqHhI

# data[].attributes.body
The COIL model relies on faculty partners to plan, design and guide collaborative experiences between their students. Finding and supporting good partnerships is therefore an important part of supporting successful COIL collaborations.

Partnerships do not have to be perfect. They do, however, require both faculty members to be fully engaged, to communicate regularly, and to take responsibility for the success of the collaboration during the planning and implementation phases.

# data[].attributes.body
If you have not made an account with Padlet, please be sure to also post your name.

# data[].attributes.body
COIL Collaborations can be successful between classes in the same or related disciplines as well as classes across disciplines. In fact, interdisciplinary pairings often result in some of the most creative and engaging collaborations. One of the great opportunities of a COIL Collaboration is to infuse the courses with interactive, intercultural activities. This does not come naturally to everyone, so Professors may need some help thinking of and planning engaging activities.

Let’s look at a few examples:

COIL Title: Cultural influences on Management Style

Classes: Entrepreneurship (Lebanon) and Business Management (US)

Summary: Students reviewed a few case studies in small groups, discussing the cultural basis for different behaviors and interpretations. These groups then did online interviews with either employees or managers in each country about what makes a good manager.  Groups presented their assessment of cultural contributions to expectations of managers to both classes.

COIL Title: Raising Public Awareness of Domestic Violence

Classes: Television broadcasting (Mexico) and Gender Studies (South Africa)

Summary: Students discussed issues of domestic violence in the cities where each university is located, focusing on prevention efforts. Students were placed in two groups and each group was tasked with writing, developing, and filming a public service announcement to be shown on local TV stations.

COIL Title: Coverage of Controversies in the Press

Classes: Journalism (US) and Sociology (Brazil)

Summary: Students were asked to find coverage of controversial topics in print media.  Discussions centered on why the issues were controversial in that society, and the way in which the press covered them.  Students were then placed in groups to write articles on global issues that could be printed in both countries.

COIL Title: Smart Technologies for Everyone

Classes: Artificial Intelligence (Mexico) and Spanish (US)

Summary: In small groups, students were given a smart technology to focus on. They worked together to understand how the technology worked, and were then asked to write articles about their smart technology in both Spanish and English.  Articles were combined into a newsletter that was distributed on both campuses to explain smart technology for those without a technology background.

COIL Title: Photographic evidence

Classes: Forensic Science (Turkey) and Photography (US)

Summary: Students explored the role of photographic evidence in building a criminal case. Students worked in small groups to develop scenarios that were then filmed by  photography students.  The photos were presented to other groups of students who were asked to reconstruct the scenario based solely on the photographic evidence.

# data[].attributes.body
This case study came from an administrator at a university outside the US who is partnering with a US University:

We started a collaboration between my professor and a partner professor from  __University. The professor from the other institution is nice, but I am afraid the collaborative work is not working out as smoothly as it should.

We are not advancing in a balanced way. This partner professor keeps forgetting what was agreed upon, if there was something to be done, etc. At the moment, our professor has worked a lot on the activities, proposal, potential outcomes, rubric, etc. The partner professor says that she completely agrees, without contributing or adding. My professor doesn't know if she is even reading the materials.

It is not a comfortable situation and today our professor told me she is scared that  if the planning plan goes on like this, how will the entire experience go?

Imagine this situation is presented to you.

What do you think is going on between the two professors?

How would you advise the faculty in this situation? What additional information do you need to move forward?

Given your role at the university, what could you do to support this faculty member, or to help the faculty member see the way they’re contributing to the success or failure of this partnership?

Are there others you should consult if this situation came to you?

Start a new post and/or respond to a post from a colleague below.

# data[].attributes.body
Some faculty have colleagues in mind that they already want to partner with.  Most, though, will appreciate help finding a partner.

The first key to having an effective partnership is for a faculty member to understand how they work and communicate with a partner, and to be clear about what they are looking for in a COIL partnership.
Examples can include language proficiency, comfort with ambiguity, teaching style, communication style, expectations for interaction with students, flexibility, subjects or topics of study, etc.

One way to help faculty do this is to have them create a partner profile. The SUNY COIL Center creates partnership bulletins to help interested faculty find COIL partners. Each faculty member needs to create a profile to be included in the bulletin.  Profiles should be fairly specific but not too narrow,  and are built from prompts given to faculty.

Here is an example of a strong profile - complete, indicating some flexibility. https://bit.ly/2ZXdnax

Here is an example of two weaker profiles - one too specific, one too broad.

https://bit.ly/3jK9ca3

Click the + sign at the end of the column to start a new post, and respond to these questions:

After looking at the examples, identify what you think makes a strong profile.

What information is important to include? Is there particular information you would like to see based on your role at the university?

How would you guide your faculty in creating a good partnering profile?

Post your answers below.

# data[].attributes.headline
Language as cultural expression vs means of communication

# data[].attributes.subject
Language as cultural expression vs means of communication

# data[].attributes.body
We have considered the cultural basis of communication styles. What about language?  Language and culture are closely related. The words we have in our language help us describe the world around us and help us organize our thoughts to make sense of it. Vocabulary can both reflect culture and define it.

Among people who speak the same language, slang, idioms and accents create a sense of group identity - whether that’s a national, regional or local difference, or identity in a group defined in other ways, like ethnic groups, organizations, social class, etc. Using language as cultural expression can be a way to include people in a shared identity, but can also exclude those who don’t have the shared frame of reference.

In a COIL Collaboration, we need to help students think about language as cultural identity and as a means of communication. This is particularly important if the language of the collaboration is the primary language of only one group. To get students introduced to the idea of language as identity and communication tool, you can have your students greet the other students in that group’s language as part of the icebreaker. Students can then talk about greetings, for example, how they would greet a teacher, a grandparent, a close friend, a stranger.

Attached is some advice from the University of Kansas about communicating with people if proficiency is unequal. These tips can be helpful to share with your students, and can be helpful reminders for yourself if you and your COIL teaching partner don’t have the same level of proficiency in the language you will use for communications.

Another technique that COIL professors use is to have posts in the dominant language of both groups. That is, if the primary language of one group is Spanish and the other is English, students have to post in both languages.  If they don’t have proficiency in one of the languages, they need to use available tools, like Google Translate, to assist.  This can help give all students the perspective of communicating in a language that’s not primary to them and generate conversation about language and communication. You can do this for one or more discussions, even if you agree on one language for the collaboration. It does require some guided reflection to help students unpack the experience and apply learning going forward - more on that next week.

Click the + column to start a new post.  If you have experience communicating across languages, share some stories, tips, challenges and success you’ve had that could help your students and your colleagues as they prepare their COIL collaborations.  If you don’t have a lot of experience, do you have concerns, questions, things you’re looking forward to?

# data[].attributes.headline
Send your Certificate request to hope.windle@oneonta.edu

# data[].attributes.subject
Send your Certificate request to hope.windle@oneonta.edu

# data[].attributes.body
To receive the COIL certificate for this course, you need to participate in ALL of the YELLOW BOX activities ... posting your ideas, peer responses, curriculum activities and reflections.

You will receive the certificate once you have posted and we can acknowledge your participation in the online course space in addition to your wonderful presence in our ZOOM meetings.

As you know, we are just mirroring what YOU as instructor, would observe and note the work of your students.

# data[].attributes.headline
Coordinator Approaches, Opportunities, Strengths...Where are yours? Where do you need support? 

# data[].attributes.subject
Coordinator Approaches, Opportunities, Strengths...Where are yours? Where do you need support? 

# data[].attributes.body
No one can do it all and in fact, having support from others with similiar initiatives, helps create a COIL community and infrastructure on your campus.

Consider this document to find your strengths, actions and learn how others in other roles can support you in growing COIL on your campus.

https://drive.google.com/file/d/1hnbLOfWOabJLioRWzIl-DTdighA7LynP/view?usp=sharing

# data[].attributes.body
Faculty are responsible for helping students gain and apply knowledge and skills. When faculty add COIL collaborations to their classes, they add new dimensions for which they may need additional support. COIL brings team based, international and intercultural dimensions, project based learning, online and hybrid collaborations, and discussions, using digital tools with an international partner and their pedagogical approaches.

Click the + sign to start a new post. Please be sure to include your name.

Make a list of professor support needs for COIL from your perspective.

Look at your list and those of your colleagues. Identify which areas or items you can support (you can do this in a new post if you like).

How and when would you offer this support (for example, through workshops, individual coaching, on demand, as preparation before a COIL collaboration...)

Determine who you will need to ask to be on your campus  COIL team with you.

Will you have an COIL Fellowship of Practice for instructors to share and mentor each other? Or will you have a Mentoring Program? Here is a guideline for Mentoring.

Please complete this by the end of the first week.  We will discuss this during our first synchronous call.

# data[].attributes.body
Hi everybody! Welcome welcome!  I am so glad that you’re here. A little bit about myself. I like to sit on a big ball while I work instead of a chair it keeps me focused. I really like dark chocolate and I love to cook. The pandemic has really turned me into the IRON CHEF of what to do with... and this.. and that...and VOILA ! Food!  I have a cute dog named Bagel and we go on hikes in the Catskill mountains where I live, ...and small walks around the 5,000 person village that I live in, every day a couple times a day. I don’t think he’s getting sick of it but with all the jokes about dogs exhausted from the number of walks people do... but most of all, my dog likes to chase frogs.

# data[].attributes.body
Students need support around specific areas

What to expect with an international, intercultural, team based project and exchange ?

What’s in it for me? How can I succeed? How can I prepare to be a digital professional?

Where can I access the information?

There are lots of resources you could include in a student COIL orientation.  Here are a few...

SUNY COIL Student Orientation
https://sunyolis.libguides.com/sunycoil/start

Redundancia Game
to empathize with speaking a second language

What is Culture?
https://whatisculture.org/?page_id=71

Intercultural Modules for Orientation
for students before a COIL collaboration
https://www.purdue.edu/ippu/cilmar/learning/pim.html

Survey/ Assessment
Will you use an assessment tool to capture data about doing COIL? Here is a pre and post survey questions tool, free to use from Perdue University  https://www.purdue.edu/cie/globallearning/ASKS_version3_combo.pdf

TO DO

1. Start a new post and list the 3-5 orientation / reflection elements that are most important to be shared with your students?

2. Click the plus sign ☝️ above to create your post.

3. Read and respond to your colleagues' posts.

# data[].attributes.attachment_link.readable_text
This SUNY COIL Student Guide provides information and resources to help students succeed in COIL courses throughout SUNY. Here you will find information about the benefits of participating in COIL; tips on cross-cultural communication, collaboration, and expectations; and recommended resources for research as well as some research tips.

# data[].attributes.attachment_link.title
Guides: SUNY COIL Student Guide: Welcome

# data[].attributes.attachment_link.description
Information and online resources for students participating in SUNY COIL (Collaborative Online International Learning). An overview of this guide and COIL

# data[].attributes.body
Please watch this playlist of experienced COIL professors ("COILers")  sharing their perspectives on cultivating good COIL partnerships. https://bit.ly/3gargHO

Click the + at the bottom of the column to start a new post.  Respond to these questions:

What do you think are the most important considerations for partnerships after watching these videos?

Anything surprise you?

Is there anything else you think of that’s important when considering partners?

Why is it important for you in your role at the university to support a strong partnership between professors?

Post your comments below.

# data[].attributes.body
Padlet  is a tool for sharing and collaborating. Click anywhere in this column to be able to scroll down the column.

To expand posts, which may make them easier to read on a computer screen, hover over the upper right corner of the post and click on the three vertical dots that appear.

To start a new post, click on the "+" sign at the TOP of the column.

While you are writing a post, click on the icons that appear in the bottom of the post  to add photos, voice, and video.

You do not need to have a Padlet account to use it, however, if you are not logged in, please be sure to add your name to your posts so we know who you are - otherwise you will be listed as anonymous.

If you need more help, visit the Padlet support center at https://padlet.com/support

# data[].attributes.body
Below are two COIL pairings, which include  course names, countries where the universities are located, and one of the UN Sustainable Development Goals (SDGs) that the professors would like to focus on for their COIL Collaboration.

Choose one or both of the pairings. Create a new post and give at least one possible title and a short description of an activity they could do.  Click the + sign and start a new post with your ideas.  Respond to your colleague’s ideas.

Post your responses below.

Pairing 1
Introduction to Psychology (US)

Organic Chemistry (Morocco)

COIL Collaboration on SDG 3: Good Health and Well-being

Pairing 2
Civil Engineering (Netherlands)

Political Science (US)

COIL Collaboration on SDG 9: Industry, Innovation and Infrastructure

# data[].attributes.body
Please share your email or WhatsApp and or LinkedIn

to connect as partners or just stay in touch !

Here is mine

hope.windle@oneonta.edu

WhatsApp

+152 845 658 3676

LinkedIn

https://www.linkedin.com/in/hopewindle/

# data[].attributes.headline
Quotes to consider for explaining COIL to your institution. 

# data[].attributes.subject
Quotes to consider for explaining COIL to your institution. 

# data[].attributes.body
Here are some good quotes to take to your administrators to help them believe in what we know to be true...

Applied / Experential Learning

Global Learning opportunities such as COIL are high impact practices. High-impact practices are a set of effective tools that can increase retention rates, graduation rates, and student success. (AAC&U “Exploring the Connection between High Impact Practices and Student Success”)According to research conducted by the AAC&U, employers are 44% much more likely to hire a graduate who participated in a global learning experience. (AAC&U “How College Contributes to Workforce Success: Employer Views on What Matters Most”)

International / Intercultural Teams

Additionally, according to the National Association of College and Employers (NACE), employers want students to demonstrate the awareness, attitude, knowledge, and skills required to equitably engage and include people from different local and global cultures.

Career Readiness

To have students engage in this competence as early as passible in their university career can only strengthen their competency. (https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/

Going from SURVING to THRIVING

All students should have permission to dream and to experience joy in higher education. Bettina Love talks about replacing the current way of teaching with our “freedom dreams rooted in participatory democracy and intersectional justice”

# data[].attributes.headline
Application and Process Schedule to COIL  

# data[].attributes.subject
Application and Process Schedule to COIL  

# data[].attributes.body
As we have discussed, you need incentives but also structure to implement a COIL program on your campus.

Will you have an Application Process for instructors?
What questions should you include?

1. Professor name

2. Email

3. Professor's interest/training in COIL

4. Content

5. Project idea

6. Course, and alternative course if original course doesn't run.

7. Alternative plan if something happens to your partner

8. Is this a Faculty Led Travel?

9. How many students are in the course

10. Semester the COIL project will run

11. Did you know you have a campus COIL team of support? Connect with your Instructional Designer(pedagogy and tech), the International Ed person(partnering), Career Development(leveraging student experiences), Librarian(locating content, creating LibGuides to share) marketing/communication

12. Sign off from their Department Chair

13. Sign off from VP Academics or Provost

List what you think you need for your COIL Application process on your campus, considering your campus culture...

Click the + sign to start a new post.

Also consider... the Process schedule for interested Professors to COIL on your campus

How will they learn about COIL?
Who will find their partner?
Who will prepare the students to COIL?

Here are some steps for you to consider... to guide your professors forward..

1. Interest in COIL

2. Talk to Coordinator

3. Take SUNY COIL Foundation or Elements course

4. Consider which course to COIL. Can this course have COIL embedded in the curriculum or is this a one time pilot project?

5. Find partner

6. Design collaboration with partner within Design workshop or with partner's Design process

7. Create the online space and student orientation for the collaboration

8. Run collaboration in an upcoming, agreed upon semester.

Now, make your own schedule appropriate for your campus.

# data[].attributes.body
50 ways to leave your teacher-centered lecture for student-centered alternatives in online teaching and learning.

https://www.slideshare.net/alexandrapickett/50-alternatives-to-lecture

Web page of Activity approaches…https://oscqr.suny.edu/standard29/

# data[].attributes.attachment_link.description
50 alternatives to lecture - Download as a PDF or view online for free

# data[].attributes.headline
Remember to get your partners' and your students' names correct! 

# data[].attributes.subject
Remember to get your partners' and your students' names correct! 

# data[].attributes.body
So important to pronoun peoples' names correctly! Thank you Naomi Sigg. For virtualexchange, remember to share this with your students. microaggressions like these add up to no trust and not good team work. Everyone wants to make a COIL project work so keep this in your toolbox!

# data[].attributes.headline
Support your instructors and students to create EQUITY in communication, language and across your COIL collaboration.

# data[].attributes.subject
Support your instructors and students to create EQUITY in communication, language and across your COIL collaboration.

# data[].attributes.body
What can YOU as COORDINATOR do to create equity within your international COIL projects?

1. FOR NATIVE language SPEAKERS:

Read the article (also noted below) to become aware of inequities between professors and students from the Global North ( ie technology, resource & capital rich) and Global South (less resources and money, more likely to suffer from poverty, and political violence). How can you support your instructors and students to create equity?

2. FOR NATIVE language SPEAKERS:

Provide a local orientation specifically for native language speakers to include activities and reminders about language equity and support. See image below for pointers. Remind your students throughout the collaboration. We forget. ;0)

3. FOR NON_NATIVE language SPEAKERS:

Consider inviting an EFL/ESL course that perhaps includes the students in your course to follow your COIL project to provide additional opportunities to discuss concepts and practice speaking/writing about topics.

TIPS

Clarity and Simplicity: Use clear language and avoid jargon or complicated expressions. Simplicity aids better understanding, especially when there are differences in language fluency.

Use of Translation Tools: Take advantage of translation tools like Google Translate to enhance mutual understanding. However, be mindful of their limitations and verify the accuracy of translations.

Respect for Cultural Differences: Be aware of cultural differences in communication. What may be acceptable in one cultural context may be interpreted differently in another. Cultural sensitivity is key.

Practice Active Listening: Foster active listening to fully comprehend messages. Ask students to repeat or paraphrase to ensure they have understood correctly.

CHALLENGES

Language Barriers: Differences in language proficiency can be a challenge. Some students may feel insecure expressing themselves in another language, affecting participation.

Cultural Understanding: Understanding cultural nuances in communication can be complicated. Cultural misinterpretations can lead to misunderstandings and impact collaboration.

Differences in Speaking Speed: Speaking speed can vary significantly between native and non-native speakers. This can affect comprehension, especially in real-time discussions.

Time Coordination: If there is a time zone difference, coordinating real-time meetings and discussions can be a challenge. Careful planning is essential.

SUCCESSES

Cultural Enrichment: Linguistic diversity adds cultural richness to collaboration. Students can learn not only the language but also customs and perspectives of others.

Development of Intercultural Communication Skills: Collaboration in a multilingual environment develops valuable skills for intercultural communication, essential in a globalized world.

Overcoming Challenges: Facing and overcoming linguistic challenges strengthens students' resilience and adaptability, crucial skills in diverse workplace environments.

Building Bridges: Successful collaboration in different languages can build lasting bridges between people of diverse cultures, fostering understanding and mutual respect.

DO THIS ACTIVITY

1. What do you do to create equity on your campus can you request support of these campus approaches for your COIL program, your instructors and in your classrooms?

2. How will you apply those ideas/activities to your instructors' COIL collaborations?

# data[].attributes.attachment_caption
Check this time / meeting planner to make sure of the time at your location 

# data[].attributes.body
FACE TO FACE - Synchronous Connection

We will also have weekly synchronous meetings to participate in COIL activities and answer questions.

Each meeting is one hour long.

Each meeting will prepare you for the synchronous part of your COIL project.

All meetings will be recorded and posted on the Padlet platform.

Please join us on the following dates. Mark your calendar. I will also send you calendar invitations.

We will always meet at this ZOOM link

MEETING 1 -

Wednesday, 12 March, 9- 10am EST

MEETING 2 -

Friday, 21 March, 9 - 10am EST

MEETING 3 -

Monday, 24 March, 9 - 10am EST

Check this Time / Date Meeting Planner to make sure you have the right time.

# data[].attributes.headline
Hello from Mariah Maloney, SUNY Brockport

# data[].attributes.subject
Hello from Mariah Maloney, SUNY Brockport

# data[].attributes.body
Good morning everyone,

My name is Mariah and I am happy to be here with you. Cold water swimming has become one of my favorite things. I was in Ireland where many swim in the ocean at 57 degrees. It makes me feel good.

# data[].attributes.body
Hello everyone from rural Maine (yep it is snowing as I write). This is my 3rd COIL course with Hope and happy to be back for more. These days, as a hobby, I am completing the AS in Small Vessel Operations program at Maine Maritime Academy (where I teach). That is, my free time is largely spent studying (with the goal of earning a USCG 200GT mate license). Otherwise, time is enjoyably spent planning travel, learning languages, distance running, and eating.

# data[].attributes.body
As a faculty member at a teeny-tiny institution, I am aware of colleagues who are at the forefront of teaching. I see the first major hurdle relating to their lack of time…and which may require some level of compensation/stipend to engage (I see that is the next session).

Our needs:

Everything. Training in basic COIL design (and then later some form of mentoring as their first COIL were implemented). Partner finding.

In terms of the COIL application process, we are nowhere near ready. Each of the options Hope included would be important.

I argue that a free, basic, and explanatory f2f workshop on campus would be a great first step. This is something I would like to do and hope we can discuss this on Wednesday. :)

# data[].attributes.body
Hi everyone, this is Laura from Madrid (but originally from Granada, a town in Southern Spain known for the Alhambra palace, in picture above). I promise I am not just copying Hope's suggestion in her post above, but I DO love listening to jazz music, I am in fact a singer in several bands (which lately takes up most of my free time). I also love cooking and trying out foreign recipes and exotic foods and spices.

# data[].attributes.body
As our institution has not offered funding to support study abroad, multilingualism, or diversity, we need to seek alternative methods of providing international experiences for students (especially for those in international business and global shipping). COIL offers the option of having students work with colleagues abroad on collaborative projects and assignments. There are no costs to the institution. Flexible in content, these may involve intensive writing, cross cultural problem solving, or a group learning project. Overall, COIL seeks to support the development of human capital and global leadership through high impact practices that can increase retention rates, graduation rates, and student success.

# data[].attributes.body
So, first I should say that I was once given a beautiful stipend from HIVER for a COIL experience with a university in Egypt. Getting money is simply wonderful! But alas, HIVER was partial US State Department money and is no longer available.

From the perspective of the institution, especially a small one like where I work, a very small stipend in the range of $150-200 would be a wonderful (and arguably low cost) incentive. I also think #5, the travel stipend, would be super (but considerably more expensive to the institution). #10 is also great, but unlikely at my school. Realistically, the small stipend option, paid by the institution, is the most useful in our case.

# data[].attributes.body
So, starting with my role. At my current (teeny-tiny) institution, I am the only social scientist. I have considerable overseas experience in teaching and research, interest in networking with those at institutions abroad (and have maintained strong links from my own experiences), and am highly motivated/committed. I have training and experience in COIL and teaching online. I also highly value international study-travel, promoting multilingualism, and intercultural competence amongst students.

My institution has no diversity or study abroad office (and zero study abroad options). We have a teaching and learning center, but it remains largely in name only (it is something I would like to build…particularly with COIL). Librarians are always amazing, and I can count on them for support as time allows them. IT is also supportive, if the issues are small enough.

To be honest, from the perspective of my institution, COIL still has little value. While the usual internationalization strategy is part of the institution’s mandate, it has little influence on policy or budget allocations. There are several reasons for this, but they are outside the purview of this class.

So, producing a meaningful (i.e., useful) mind map at my current institution proves difficult. I welcome the next section in Week 1, on Talking Points and speaking about COIL on my campus!

# data[].attributes.body
The resources on campus are many including support from the Provost, CELT,

Library COIL colleague Jennifer Kegler, new faculty orientation by CELT, foundation funding potential support, past and current COIL fac and students. A supportive clearly defined timeline, COILer contact list, access to past COIL presentations, support in getting the word out by dept chairs and CELT.

# data[].attributes.body
This could be the situation of the COIL program at UAM.

# data[].attributes.body
I appreciate the examples shared in this module and have been thinking a lot about out this topic. Time and credit that supports advancement seem to be two valuable factors for a COIL project to be sustainable and well supported. I imagine a plan where a COIL junior faculty is recognized for their global engagement and perhaps the word spreads and more junior faculty are drawn to the opportunity to work with COIL as they recognize the positive impacts the work has on their global community, campus community and student engagement.

# data[].attributes.body
Some of the most important things are compatibility (personal and professional) and flexibility. I was surprised how so many of these professional relationships developed into more personal ones. In terms of considering partners, I feel one should not immediately jump into anything (I am still talking about COIL by the way). My understanding is that a good COIL relationship develops over time, meaning a better collaboration in the classroom. The COIL coordinator cannot really change the personalities of professors, but can provide suggestions to being more successful online.

# data[].attributes.body
I think the first needs to address would be general knowledge about COIL methodology (which here will be initially provided by Eva Haug’s seminar), support with partner search, and help with the instructional design, especially the selection of objectives and competencies within their courses to be addressed by COIL and the design of tasks for their assessment. I could offer support on the latter methodological part, and ask the few COIL practitioners I know at UAM to offer some help too. For the training and the partnering, collaboration with the Teaching and Learning / “Formación docente” Office and with the International Office will be essential to be able to sustain COIL at UAM. The latter could offer support in the management of partnerships and the former could incorporate COIL training and curricular design in their courses. Also, contact and collaboration with the Advisor for Quality and Teaching Innovation at the Rector's Office could promote the incorporation of COIL within the quality measurement of teaching quality at UAM. His office is also responsible for a certified course as University Expert in Academic Mentoring for our faculty; maybe COIL could be included there as one of the submodules so, once we can count on some faculty with expertise in COIL who then do this certified course, they could later on mentor COIL newcomers.

As for the application and process schedule, I don’t think faculty would need authorization from department chairs or provost as long as they are complying with the contents in their syllabi. I agree with the process above in the main post, but I’d add that after an initial COIL training course, those professors interested would have to sign some type of commitment to COIL in the following semesters (that was a tip I learned at Tec of Monterrey).

# data[].attributes.body
Stipends given directly to professors would not be possible here but there may be other options for receiving some kind of funding that can be encouraging. If included in a teaching innovation project submitted and approved within the yearly call at UAM, a course including COIL could receive some budget for teaching materials and resources. Also, there is a call for internationalization activities that offers travel stipends directly to professors, and some other Erasmus-related funding opportunities. I think, however, that the greatest incentive for professors would be to receive some type of certification of teaching quality (an independent one for the COIL experience, or including COIL as one element of our current certification), because here in Spain academics are always striving for qualifications and certificates for the competitive tenure-track process. The downside of this is that it would mainly attract early-career faculty, and it would be more difficult to engage tenured, established professors.

# data[].attributes.body
Some things I found interesting in the stronger profile includes a clear focus of what is being sought in a course collaboration...while simultaneously offering a degree of flexibility to accommodate the COIL partner's interests. Targeted geographic areas and subject content. These would all be items I would like to see from those creating COIL profiles. Honestly, I feel the best way of guiding faculty is similar to how you have done...through examples of strong and weak profiles.

# data[].attributes.body
I tried to add some more departments and people I thought about.

# data[].attributes.body
Hi Everyone,

I'm finally getting to the homework for this workshop. This is my second workshop with Hope and I loved the one that I took in January. I am an academic librarian and I love to read :). I also love to spend time outdoors, whether hiking or walking or skiing or swimming. I grew up in the Adirondack Mountains of NY, right on the Hudson River but where you could still swim in it. There were a lot of lakes nearby so summers were spent swimming and at the little local beaches. Swimming is one of my favorite exercises, although cross country skiing is my #1 favorite. I am able to do that near where I work in Brockport, NY (Western NY). I also downhill ski, down at Bristol, or back in the ADKs at Gore or Whiteface. I am an Adirondack 46er which means I have climbed the 46 highest mountains in NY, 4000 feet or above. This week I am in NY and will be skiing in the White Mountains (hopefully, it has been warm here as well.) I also love to travel and spend time researching and planning rips.

# data[].attributes.body
This is the goal for 9 credits of our general education program: Cultural Engagement courses prepare students for global citizenship in a complex and diverse society while offering more challenging learning contexts for skill development.

When I talk about COIL, I usually mention global citizenship, and I didn't realize it was in our formal gen ed documents. I also talk about intercultural competence and how students can gain confidence as they work on projects with their international partners.

# data[].attributes.body
the first point of our strategic plan is for SUNY Brockport to be a great place at which to learn. This is the second objective:

Foster a culture of curiosity through engaging students via outstanding teaching and scholarship, co-curricular programs and meaningful experiential learning opportunities.

We will track progress institutionally against this objective through:

Experiential learning, student engagement, curricular and co-curricular high impact practices data (e.g., # or % of students who are engaged in experiential learning tracked through an inventory, club/org participation, disaggregated participation data)

This plan just started in 2022, but I wonder if any of the COIL statistics have been added to this experiential learning piece. I love COIL for the way it can help students have an international study experience, when they might not have the time or resources to study abroad internationally. I know our Provost wants to support experiential learning, and I wonder if this might be a way to help faculty get stipends for running a COIL course. I don't believe they get anything right now. There was a little bit, I think, back in 2014-15, maybe. It is a lot of extra work for new faculty who are also balancing earning tenure and scholarship with the demands of teaching classes. This would be my elevator pitch to administration, although I would reword this a bit!

# data[].attributes.body
I think it would be great to have small stipends for faculty, especially if we tied it to the strategic plan. I am not sure we have done so, in the past, and I think it would be great to have COIL courses included in the metrics here. I know there is "no money" but it seems like we can often find money for the "important" things. We are still recovering from COVID19 and are thousands of dollars in debt, but our enrollment is very strong (one of the best in the 4 year campuses of SUNY). NY State is in debt, the federal government debt is wildly out of control, so money is not super plentiful.

I think some of the best experiences I have seen are when faculty have been able to connect with their partners, either overseas in their home countries, or here in the States with visits from their partners.

# data[].attributes.body
It sounds like flexibility and finding someone who is "like-minded" but not necessarily exactly like you, makes for a good partner. From what I have observed, it is helpful to be able to talk with your partner, in real time, in order to see if it is a good fit. They also do not have to teach in the exact same discipline to make a good partnership. The COILers I have worked with seem to have an "extra" energy and desire to work with international faculty, and they really want to learn from one another. They also seem to have the best interest of their students in mind, knowing that things don't always go perfectly but that that is an example of real life and eventually, real business and work experiences. I have seen where the partners do become friends, and that is such a wonderful thing. I, myself, will never forget meeting my colleague's partner from the Ukraine. She is one of the most resilient people I have ever met, and she was so gracious and so kind and so curious. She was teaching COIL when the war broke out there, and she had to move her children out of the country to Poland. She went back to teach in Ukraine. The Ukrainian students were very persistent, and would meet for COIL when they were in the basement during bombings or without lights, using candles. It was very eye-opening for my American students.

# data[].attributes.body
I think a strong profile has more detailed information (unlike the weak ones shown). The professor talks about their teaching and then says they are willing to collaborate. Interdisciplinary collaboration is welcome, and I have seen that in numerous COIL partnerships I have observed.

I have had the privilege of working with Jie at my institution, and she is amazing. She has partnered and published with me and most of the folks she has partnered with. It has been a lot of fun too!

# data[].attributes.body
This is a tough one, and I have heard of this happening to faculty here, too. I think cross cultural communication can be difficult, so I would start by asking my faculty member how and when they had communicated with the partner professor. It sounds as if there are different expectations on the time frame and/or when things are or are not getting done. I would also point blank as my faculty member if they were reading the materials from the partner. There are so many unknowns with this. I think it is nice to have a contract or some sort of agreement between partners. I also know time zone differences can make it complicated.

Here is something that happened at Brockport earlier this year: I had a faculty member who wanted to COIL with an international partner. They reached out to them, and got an out of office message. The international partner was on holiday and they do not read their email or work during their holiday. My faculty member sent a last message saying they had to know by Jan 15, and if not then there would be no partnership, because classes started here in the US. Finally, they heard back from the international partner who was all ready to go and suggested collaborations and time frames. My faculty member had to say that unfortunately, it was too late, and they could not possibly do COIL this semester. That was hard, because it does not sound flexible from the US side, but our SUNY syllabi need to be set at the start of the semester so students know what is expected of them. It happens. THat's when you have to try again the next semester.

# data[].attributes.body
This is, of course, something that we should discuss as a coordinators class in the next meeting. I imagine that there are some culturally based communication issues causing some of this. How this is best approached would likely depend on the specifics of the issues, the length of the professional relationship, and how the faculty member at my institution hopes to proceed. I would also want to know more of the social-cultural elements of their partnership. Perhaps asking the professor at the other institution for input and comments would be a suggestable first step.

# data[].attributes.body
I enjoyed the candid nature of each COIL video. Takeaways include - choose your partners carefully, this is a clear indication that projects are going to follow their preparation, take the time to get to know the partner and to see who you may be partnering with in a clear way.

Be flexible, don’t try to control every aspect. This also makes a lot of sense as an international collaboration will have unknown variables. Don’t give up even when things are seemingly going south, the art gallery exhibit were essentially rescued by the COIL support administration and the project was able and to be realized even though the partner did not continue their part of the project.

# data[].attributes.body
The first example employs clear language in describing the project. The example was thorough and succinct. I felt the COILer developed their project and attended to the ideas and content with a keen appreciation to what it was and how it would be carried out.

The two less successful examples did not come across, and  left me with questions and a lack of understanding or invitation to their projects.

I would recommend new COIL fac explore their projects w colleagues, friends and family and explore how they might describe their project to their parent or best friend. How might they make the project interesting, how does it invite us in. Is their  project description clear and well thought out?

# data[].attributes.body
This situation looks like a challenging one with perceived consequences in the future if they don’t change course. I look forward to more discussion around this. I appreciate Jennifer’s note and account of what occurred for a colleague at Brockport.

# data[].attributes.body
I particularly liked Prof. Ziolkowski’s videos, because, on the one hand, they offer a first-hand testimony of what I think may be the biggest fears about partnering: what if I don’t find a partner? what if I do but they give up mid-term? On the other, he mentions something I think is really relevant to solve such problems: finding partners with a COIL-supporting infrastructure/coordinator/unit in their institution. In that way, if a partner fails, maybe that coordinating unit can find another partner to pair up with you, or incorporate your class as a third member into an already existing COIL partnership.

I also agree with my partners' other posts that flexibility between partners is key, in many respects: time management, communication means, planning styles, educational culture, etc.

# data[].attributes.body
The strong profile paints a broader picture of what the professor expects of the COIL collaboration, and offers possible pathways to follow within that general framework (special ed, teacher ed, inclusive ed, language practice, cross-cultural practice, culture, media, etc.) – I think, in that way, it is easier to find possible connections between one’s course and this professor’s courses. The weaker profiles are either too narrow or vague to figure out how to find those connections.

I agree with Aaron that offering examples of good and bad profiles would possibly be the best way to guide faculty to create their own. I would maybe include also some estimation of the desired length for the COIL program in weeks, and in which semester/months it could take place.

# data[].attributes.body
I also think this is a tough one to solve, especially without more details about the issue, such as the cultures the partners come from, how the partners started their contact or how they arranged for the design of the COIL module to be. For example, I’d ask our professor whether they had initially established some kind of calendar and/or distribution of responsibilities for the preparation of the COIL activities, materials, rubrics, etc. Maybe the partner is not aware of what is expected of them, and their complete agreement (without participation/interference) is what they understand as being supportive and collaborative. I’ll be looking forward to discussing this type of problems in the live session!

# data[].attributes.body
1. I think the bilingual nature of the slides is welcoming and the online etiquette page is important.

2. Actually, the combination of two languages is something I had not seen before.

3. I was a bit confused about the difference between Week 6 (April 4-8_ and Week April 25th.

4. Missing. Did I miss it, or is there no rubric for the work?

# data[].attributes.body
Given the limitations of my current institution (in terms of faculty and student body numbers), I do not feel it makes tremendous sense to do something along the lines of what Indiana University has done on its website (how I would love that level of support). I do plan on reaching out to the first-year experience faculty member. I also plan on collecting data on student experiences for eventual publication. I am particularly interested in how to blend COIL experiences in a GIS course (where the partner university is not teaching GIS).

# data[].attributes.body
Yes, I am a native English speaking, over-educated, straight white male living in the United States. That comes with an amazing set of privileges. COIL often combines US faculty with those in the global south, and yes, considerable power dynamics are at play in these cross-cultural professional relationships. Linguistic, economic, political, and cultural differences exist. And while many faculty in the global south are also from the elite, we all exist in a different cultural and socio-economic milieu. Understanding one's own position, or at the very least what one represents to other cultures, is an important first step. Listening, patience, listening, patience, and listening are all important...as is having an open mind. Did I mention listening?

# data[].attributes.body
1. Speaking a foreign language is not easy. Subconsciously, when we hear someone speaking in imperfect English, we assume they are less intelligent. Realize how stupid that actually is.

2. Realize that students at the other university have similar shared interests and concerns.

3. Understand that what is an acceptable communication style in one place may be considered rude in another. Likewise, before downplaying someone's opinion, know that they are providing a perspective that makes sense to them. Be open enough to listen to what they say and find out why they say it.

4. Recognize that whether you like it or not, you have also been stereotyped.

Note that the Purdue PDF on pre- and post- survey is no longer active.

# data[].attributes.headline
ACTIVITY TITLE: "Bridges to Sustainability: Engineering Solutions and Political Action"

# data[].attributes.subject
ACTIVITY TITLE: "Bridges to Sustainability: Engineering Solutions and Political Action"

# data[].attributes.body
OBJECTIVES/TASKS:

- Find information about the civil infrastructures that pollute most in each country (related to civil engineering areas such as Geotechnical, Geological, Geoscience, Petroleum, Structural, Transportation, Bridge, Infrastructure, Energy, Architectural, Chemical and Materials).

- Once one infrastructure/area is selected for each country, investigate possible areas of improvement and actions to decrease their polluting impact.

- Identify the political bodies responsible for the management and/or decision-making regarding that area / infrastructure / civil engineering agency, and revise the current legislation in that regard in each country.

- Elaborate a policy brief (a summary of policy issues with recommendations for action) addressed at the corresponding political body in each country with the recommendations to reduce the environmental impact of their most polluting civil infrastructures.

# data[].attributes.body
1. I think sometimes the final reflection may be forgotten after the project work has been completed, but it is an essential step for the success of the COIL approach and for the students’ own critical and self-awareness skills.

2. I don’t like very much the mixing of instructions and tasks in the same column... For example, column “WEEK 4 MARCH 21-25” has a post with some instructions for the tasks (“Una apreciación general en términos estilísticos es evitar el lenguaje coloquial (vale, genial, fantástico)") in between tasks themselves, so it may go unnoticed by many teams... I’d rather have one column/section per week with all the instructions/guidelines (and students’ comments and questions about these) and another one for students’ tasks posts.

3. I think all the contents in the Padlet are necessary.

4. I would expand a bit the introductory section where the Netiquette document is included, to include also a calendar of the whole project (with a clear description of what is expected of students each week of the project), and – given that it is a bilingual project – a document with useful phrases in both languages and/or a glossary of key specific terms that may appear in the materials but be unknown to students.

# data[].attributes.body
The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education

https://pubmed.ncbi.nlm.nih.gov/36713634/

Abstract

In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students' self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course.

# data[].attributes.body
Pairing 1
Introduction to Psychology (US)

Organic Chemistry (Morocco)

COIL Collaboration on SDG 3: Good Health and Well-being

Take an outdoor field trip to witness nature. Students decide what they wish to explore, vegetation, animal life, sunrise, sunset. Etc.

Students capture their experience through video, photo and journaling. They come together in COiL and share their intimate experience in nature with classmates from around the globe.

# data[].attributes.body
The introduction modules are setting the stage and orienting the students. Each module supports the learning outcomes.

The course felt organized and well thought out. I did not find myself surprised by their choices as the course progressed and explored many approaches.

I feel the weekly module instructions could clearer and more succinct.

I would keep all of the materials and continue to hone and refine the content, continue to evolve accessibility to the learners through clear direct instructions.

# data[].attributes.body
How to create equity on campus. Time and presence, listening, sharing stories, getting to know each other. Curiosity and not knowing to begin and listen, witness, read, notice, what do we see and feel. Have the participants bonded and created trust?

I had a student who came to me the last week of classes and let me know they had not been able to attend the three live performances required for the course because they had to work at night and didn’t have a car. I share this example bc it was a moment where a professor could have under understood the importance of this students story and may have missed an opportunity to create equity, problem solve and advocate for the student. An opportunity I felt honored to experience and learn in the moment how we can create a sense of and trust by listening fully and Being present to what is.

Around fifteen years ago I was a new fac member and I had an opportunity to create equity and missed it by miles. My students studied dance with myself and several faculty. We were exploring on the low level, leading our body forward from the head and then releasing the hips and resting back on our lower legs. My students were used to a slightly different initiation and sequence, where they snaked through their torso into a baby cobra, my form was more like a string pulling our torso forward in one non successive movement. The students were so used to the other approach they didn’t catch on to the one I was leading. This is where I missed it. Instead of curiosity around what was happening in the students, I corrected them and let them know it was the third week of the semester and I did not understand why they weren’t able to pull forward from their heads and why they were snaking their torso?

This approach made my senior students feel upset and instead of growing trust and a fertile learning environment, my approach had stopped equity and stopped the learning energy.

Positivity and active listening have supported my teaching practice and cultivating equity.

# data[].attributes.body
Even though it was challenging at first for the student, bc of the 7 hr time difference and online technology challenges, the experience was a rich one that had a positive impact on the student learning process.

Preconceptions about the students from the other country. Both groups were surprised by how their peer group was as compared to their preconceptions.

I enjoyed the positive messages at the end of the piece.

A friend in NY, A friend in Mexico

High positive impact on the educational experience.

Preparedness for the profession with already set up international community and colleagues.

And enjoyed the special thanks to Hope.

# data[].attributes.body
We are set up with a SUNY Brockport COIL website, a COIL committee, Library support, Provost support, CELT support. Actions to continue - Connecting community across the campus. Getting the word out through associate dean emails to dept chairs.

PR - share past COIL projects

Meet with administrators, fac, staff, students to connect COIL projects.

Many thanks, Hope

Aaron, Laura, Jennifer

It was a pleasure to explore with you though this course.

# data[].attributes.body
Introduction to Psychology (US)

Organic Chemistry (Morocco)

COIL Collaboration on SDG 3: Good Health and Well-being

This would be a fun collaboration.

Tips for staying healthy

The students could have interactive discussions about what they think a healthy lifestyle looks like. They would talk about ways of staying healthy, from the psychological standpoint and the chemical one (germs, etc.). They would then do research and find articles about preventing diseases using both lifestyle and chemical interventions. They would work in teams and present a short presentation to the class that shows their ideas for disease prevention.

# data[].attributes.body
1. This is an interesting question. I do not know how I create equity on my campus. I try to be empathetic and listen, whether with faculty or staff or students. I am shocked at the way some folks treat our staff -- our custodians and facilities folks. They are not "lower" than us, and in fact, we need them every single day. I make it a point to get to know their names, and thank them whenever I can. (I know they do not make much money at all and it's a tough job :(. I really appreciate our clean bathrooms and garbage cans, however. I think one thing that has really helped me learn and understand ESL is to be a part of our IFSA (International faculty and staff association). I have made friends in this group, and also helped to advocate when I can. Jie has been a wonderful role model and leader, and she is a part of that group (She started it), and she also led the COIL committee for many years. I also love learning about other cultures and meeting and getting to know people from other countries. I want to help students see how powerful and wonderful those relationships can be. 2. The COIL professors on our campus already do a lot of these things, as far as I can tell. I am not in every one of their classes, but I have observed it in our COIL committees and outside in faculty/staff activities. I believe they all have a huge heart for wanting their students to gain intercultural understanding, to see out side the "small" world of Brockport or rural/western NY from which many of our students come.

# data[].attributes.body
I have some stories about communication challenges in COIL. In a program where participants used English as a lingua franca, there were groups which had a couple of members with the same mother tongue, and in one case the other members complained that those were often using their common language during group meetings. The complaint reached us once the program was over, so we couldn’t solve it in time, but I think we facilitators should have monitored the group meetings more closely, talked participants into avoiding their L1, and offered them those tech tools for translation/interpretation that may have prevented them from resorting to their L1.

Another incident I heard from a friend had to do with non-verbal language: some Spanish students were interacting over Whatsapp with students from northern Europe, and one of them closed a one-to-one conversation with a partner with the kiss emoji. That is quite common in Spain even if you are conversing with an acquaintance, but it meant something different to the other student, who did not know how to react or interpret what they considered an intimate move. I think we must make students aware of such differences in written and oral non-verbal communication too: body language, volume, conversational strategies such as interrupting, faster or slower pace of interaction, use of all capital letters or bold fonts... the varieties and meanings of all those differ from culture to culture and may cause misunderstandings.

As per equity, I would take into account the availability of technical resources and devices, both at my institution and the partner institution. We are lucky to have a good internet connection on campus and laptops on loan from our libraries, so our students count with the necessary equipment, but we should anticipate lack of those resources on the partner’s part, so online activities should be adaptable to low-bandwidth contexts, for example with offline discussions, image and text-based tasks (instead of video), apps or tools usable over cellphone instead of PC, etc.

# data[].attributes.headline
Reflection elements for students before COIL

# data[].attributes.subject
Reflection elements for students before COIL

# data[].attributes.body
Considering the standard experience of our typical Spanish student with online and intercultural learning, I'd say the following reflections would be the basics to begin with:

Be prepared for failure in communication in case of using English as lingua franca: What challenges might I face communicating in a multilingual or cross-cultural environment? How can I adapt my communication style? What resources do I know to quickly solve communication issues (e.g. online translators, transcriptions, etc.)?

Consider your experience and feelings about collaboration and teamwork: What role do I usually take in teams? What aspects of teamwork am I most and least comfortable with? How can can I deal with those aspects successfully in this project?"

Prepare for online collaboration in advance: Am I familiar with tools like Zoom, shared documents, or project management boards? Am I comfortable using other more personal means of communication such as Whatsapp or Telegram? How can I contribute to keeping the team organized online?

Pre-project orientation could include these (and other) reflections in each national group, and offer resources to fill in the gaps/challenges raised by students through their group discussions or personal reflections.

# data[].attributes.body
1. Where and when will you share these resources with COIL instructors? students?  Will you create a specific website, LibGuide or Course page or LMS to share information?

I think a dedicated LMS course (we use Moodle) could be created for instructors involved in active projects. It would contain a pool of useful resources for each stage of the COIL project, such as project design and timeline templates, “contracts” or commitment forms for collaborators or students, collaboration tools, rubrics, communication and netiquette guides, tech tutorials, etc. Instructors could select those that they want to use and move them to their own COIL course Moodle to share with their students. It could also be used as part of the COIL teaching development workshops.

2. Will you make a general COIL web page/site for your campus community? What will it include?

A general COIL webpage within our International Affairs Office website would be useful to offer general guidance and overview both to faculty and students about what COIL is, what to expect from a COIL project, etc. A section for faculty would indicate how to propose or join a COIL project, examples of past projects, and contact info for support. This would also be the right place to publish some type of document or page with open calls for international partners. For students this page could include testimonials, and explanations about how COIL counts toward course credit or intercultural goals. Links to COIL teaching development workshops should appear here too.

3. Will you use an assessment tool to capture data about doing COIL?

Our students already have the UAM general Student Satisfaction surveys and we usually have a hard time gathering their responses... However, I guess at least one specific post-COIL survey would be necessary to capture students’ learning, teamwork, and overall satisfaction. Faculty would also have a survey to identify challenging points and strengths.

Also, reflective journals or essays are usually integrated into the COIL courses for students to reflect on challenges and opportunities for growth, so maybe those could be integrated into the study of COIL impact, although the analysis of those qualitative data may be complicated on a large scale.