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Consider your instructor's partner's world as you and they embark on this relationship...

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Consider your instructor's partner's world as you and they embark on this relationship...

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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?

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What is positionality? - Engineer Inclusion

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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.

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What to consider beyond a cash stipend...  

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What to consider beyond a cash stipend...  

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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!

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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.

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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?

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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/

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Check this time / meeting planner to make sure of the time at your location 

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FACE TO FACE ACCESS -

We will always meet at this ZOOM link

Please join us on WEDNESDAYS on the following dates. Mark your calendar.

MEETING 1 - 14 August

MEETING 2 - 21 August

MEETING 3 - 28 August

We are coming together from the following places: San Antonio and New York USA, London UK and Edmonton, Canada.

9am MDT (UTC-6)   Alberta, Canada

10am CDT (UTC-5)   San Antonio, TX, USA

11 am EDT (UTC-4)  New York, NY, USA

4 pm BST  (UTC+1) London, UK

PLEASE double check  what time this means for you in your time zone...

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.

Each synchronous meeting is an opportunity to participate in COIL activities and answer questions.

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Review this COIL Collaboration Template 

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Review this COIL Collaboration Template 

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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?

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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.

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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.

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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…

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RECORDING

SLIDE DECK

https://docs.google.com/presentation/d/1dE99vPkebTZt3YltvvCeG3MFEV6mKaUuCaF9jcAs3ww/edit#slide=id.g8ae67367b9_0_21

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COORDINATOR Workshop - week 1, 2, 3 - this is it - 10.23

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RECORDING

SLIDE DECK

https://docs.google.com/presentation/d/1dE99vPkebTZt3YltvvCeG3MFEV6mKaUuCaF9jcAs3ww/edit#slide=id.g8ae67367b9_0_21

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COORDINATOR Workshop - week 1, 2, 3 - this is it - 10.23

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RECORDING

https://drive.google.com/file/d/1XukjTMZf_kj3xk3mUUYVHv6RXYAv1iz6/view?usp=sharing

SLIDE DECK

https://docs.google.com/presentation/d/1dE99vPkebTZt3YltvvCeG3MFEV6mKaUuCaF9jcAs3ww/edit#slide=id.g81e91111ec_0_308

RESOURCES we discussed

SUNY COIL Coordinator Monthly Meeting Notes

https://docs.google.com/document/d/1jv-3oOq5kBBMlyayESQplPR-QvfJm8OT0l_MuIe_n44/edit

COIL Readiness Checklist

https://coil.suny.edu/wp-content/uploads/2021/01/COIL-Readiness-Self-Assessment.pdf

Intro to SUNY COIL

https://docs.google.com/presentation/d/12fHDN4-mp08NLFMXab16grTpGABBEuIf/edit?usp=sharing&ouid=116144363796200400399&rtpof=true&sd=true

not necessarily a template but a slide deck to share/discuss what SUNY COIL and COIL in general is about.

Upcoming COIL Academy

SUNY COIL Academy Celebration! Save the date!

Free to everyone in our community!

It Takes a Community to COIL!

Building and Sustaining Global Community in Higher Education

As we approach 20 years of SUNY COIL, join us for SUNY COIL Academy 2024 @ SUNY Oneonta! We’ll celebrate our successes, expand the reach of SUNY COIL, and build our community around global collaboration, locally and internationally.

Registration link https://oneonta.az1.qualtrics.com/jfe/form/SV_cD6BlGnjLThaA74

Invite your people..

This event is free!

Welcome Letter to SUNY COIL!

with resources, links to weekly, monthly, quarterly, annual events https://docs.google.com/document/d/1Jqjr2-CGr1xNI49TSihnCpdR1PxgpgTPCymjw7iaj_g/edit?usp=sharing

RESOURCES

COIL Academy - September 20 !

Opportunity to see COIL projects described by partner professors, students. Hear about COIL connected to scholarship, promotion. COIL from an Administrator point of view. Join us online or in person

https://oneonta.az1.qualtrics.com/jfe/form/SV_cD6BlGnjLThaA74

Partnering Information for Sept Bulletin and Fair

PARTNERING FAIR

September 10 @10-11:30am

Register for the ZOOM link here

PARTNERING BULLETIN

This is the Partnering Bulletin Form LINK for professors to fill in for the Bulletin to find partners.

PAST PARTNER BULLETINS
Here are links to the Partner Bulletin from May and February.

People might still be looking and available.

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COORDINATOR Workshop - week 1, 2, 3 - this is it - 10.23

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Talking Points... How to speak about COIL on your campus

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Talking Points... How to speak about COIL on your campus

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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...

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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

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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.

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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

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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.

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US VetTech student discussing COIL benefits for her career. 

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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

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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.

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If you have not made an account with Padlet, please be sure to also post your name.

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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.

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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.

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Language as cultural expression vs means of communication

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Language as cultural expression vs means of communication

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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?

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Send your Certificate request to hope.windle@oneonta.edu

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Send your Certificate request to hope.windle@oneonta.edu

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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.

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Coordinator Approaches, Opportunities, Strengths...Where are yours? Where do you need support? 

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Coordinator Approaches, Opportunities, Strengths...Where are yours? Where do you need support? 

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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

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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.

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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.

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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.

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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.

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Guides: SUNY COIL Student Guide: Welcome

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Information and online resources for students participating in SUNY COIL (Collaborative Online International Learning). An overview of this guide and COIL

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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.

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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.

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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

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Professor Support Needs

Introduction to internationalization & international education

Cross cultural problem solving & support

Student recruitment

Technological assistance

Logistics & coordination support

Resource bank

Support for leadership buy-in.

Recognition/compensation for time

Which items can I support

Which items can I partially support

How do I provide this support

Workshop as an entry point for new faculty.

Sharing of resources & individual coaching leading up to COIL

Office Hours, Check-in bench marks,

Facilitating community development – group debrief

Who will I need to join my support team

Instructional Design & technological resources,

Someone who can advocate for COIL faculty at a leadership level

COIL Fellowship of Practice – Alamo Global Village

For all Internationalization Faculty (Curriculum Internationalization, Study Abroad, + COIL).

Virtual space in Canvas, joint faculty training and onboarding

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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/

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Quotes to consider for explaining COIL to your institution. 

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Quotes to consider for explaining COIL to your institution. 

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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”

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Application and Process Schedule to COIL  

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Application and Process Schedule to COIL  

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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.

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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/

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50 alternatives to lecture - Download as a PDF or view online for free

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Remember to get your partners' and your students' names correct! 

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Remember to get your partners' and your students' names correct! 

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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!

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Support your instructors and students to create EQUITY in communication, language and across your COIL collaboration.

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Support your instructors and students to create EQUITY in communication, language and across your COIL collaboration.

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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?

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Happy Monday fellow COIL coordinators! My name is Lindsey - it's nice to virtually meet you all!

I currently live in San Antonio, Texas, USA, but I'm from Virginia originally and have also lived in Pennsylvania, Florida, and Germany - I've moved a lot!

Outside of work, I really enjoy reading - I try to read for at least 30 minutes every day. I like almost any genre of book and my favorite books usually end up being the ones that family and friends recommend.

One of my favorite weekend activities is kayaking, but I love any activity that involves water (going to the beach, swimming in a pool). I'm hoping to learn how to stand up paddle board this year.

When the weather is nicer (it is currently over 100 F(37C) every day in TX) I like to go for walks and the occasional run outside. I find it's a great way to unwind, listen to podcasts, and talk with family on the phone. The pictures is of one of my favorite places to go for a walk in San Antonio !

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Hi, everyone! I am Asako and I live in NYC. I am originally from Japan, came to NY as an exchange student to the college I am currently teaching at... I liked it here so much I never left!

My passion of food. I love food, so I love food shopping, cooking, reading and learning about food... and eating, of course. When I can't find ingredients I want to use, I try to grow them myself. I live in an apartment in New York city, but now I am growing YUZU (Japanese citrus) and kaffir lime at home.

This summer I took a group of students to Japan to learn about the Japanese food culture (yes, my food obsession is invading my workspace) on a new COIL+study abroad program. The picture is from the farmers market near the hotel we were staying. Everything looked so beautiful and delicious, and I was very sad that I did not have a kitchen to cook over there. I still enjoyed the market and all the samples they were giving out!

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Professor Support

-consideration

-workshops

-presentations

-mentorship

-fellowship

Incentive

RTP Portfolio

Professional Development

International experience

I would not seek additional approval- academic freedom

Learn About COIL

Start up- Assembly Days

School Meetings

Department Meetings

International Day Observance

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Hi there, my name is Mila, and I am taking the course in Edmonton, Alberta. I am originally from Russia, but Canada has been my home since 2012.

I work as a Global Education Coordinator at Northern Alberta Institute of Technology. Before that, I spent almost seven years in career advising, helping immigrants find their new voices in Canada. I see my purpose in helping people build careers in cross-cultural environments because different cultures are fascinating, and the workforce across the globe is becoming increasingly diverse.

Outside of work, I enjoy walking along the beautiful North Saskatchewan River Valley, especially when the weather is warm and not smoky. I've attached a picture for you to see.

I'm also a big foodie and have made it a mission to try every type of cuisine available in Canada. Recently, I had the pleasure of trying Nepalese cuisine, and I have to say, the momos (dumplings) were absolutely amazing!

I'm excited to meet and connect with all of you!

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This is what I have so far. I'll add more as I think of other offices/people to work with.

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It would be nice if the COIL instructors are allowed to have classes with less students enrolled. It is very hard to teach a COIL course with 30 students in it.. at least for me.

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Hi Everyone, I am in New York from SUNY Rockland Community College. I am a foodie as well! It is hard to pick a favorite kind of food because I love to switch it up and experience it all - well most. I also love a dessert! Patricia Szobonya

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Patricia Szobonya

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by: Patricia Szobonya

Support for Professors

Assist with VE considerations

Workshops

Presentations

Online link on RCC website

Mentor

Fellowship

Incentives

RTP portfolio

Promotion letter

Certificate

Award

International Experience

Stipend- but doubtful

Wouldn't require Admin signatures

Exposure

Start-Up/Assembly

School/Department meetings

International Day celebration

Earth Day- UNSDGs Day

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Greetings from Oneonta, New York! We're a little town that's sort of in the middle of the state, but is somehow not technically in Central New York.

When I'm not working in the Faculty Center at SUNY Oneonta, I'm hanging out with my six-year-old daughter and my spouse. We like to spend time outside hiking and grilling, and we love art and culture events in our area. We're close to Cooperstown, so we go up to the Fenimore and Farmers' Museums a lot. My photo is from an installation we saw at the Fenimore this summer--celeb photographer Mark Hom put up these enormous portraits on the shore of Lake Otsego.

I also like to cook, read, and write! Looking forward to working with everyone in the coming weeks.

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

It seems like there is a misalignment/imbalance in expectations, in workstyles, and potentially in workload outside of the COIL.

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

I would ask the faculty member how the expectations about work ownership and deadlines were communicated (verbally vs. written down). If everything had been communicated verbally, I would encourage the faculty member to put down information in writing so that both parties have a record of what was agreed upon.

I would ask the faculty member about whether or not they’ve felt comfortable checking in with the faculty member about their concerns.

I’d also ask the faculty member how they’d like to proceed or what action from the partnering faculty member they would need to see to feel comfortable moving forward (is the partnership salvageable, are they interested in finding a new partner?)

The timing of when this course is taking place in relationship to when the concern is being shared is also relevant.

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?

I would recommend trying to facilitate a meeting with both faculty members to check in on the progress of the course planning and gauge how the partnership is going.

If I was working with the US faculty, I would try to understand how they’ve envisioned the work

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

If the challenges persist, I would also bring the issues to the attention of the COIL coordinator at the other institution.

Depending on if the faculty member is facing challenges (e.g. technological, demands on time, etc.) there are different resources that you could utilize to trouble shoot. It may also be necessary to determine if there are other faculty who may be able to step in and collaborate.

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We have two pathways – one for new faculty and one for returning faculty.

For new faculty – there is in application to join and go through training

We will advertise and host outreach events to encourage faculty to come to our global faculty workshop (IaH, COIL, Study abroad)  held each semester.

Once faculty come to this workshop, we arrange the appropriate COIL training & design workshops so they can begin COILing for the next semester.

For returning faculty –

we request that they submit their plans to us each semester so that we can support and facilitate and track.

We also request that they update their COIL faculty profiles.

These two activities effectively collect the same information that we request from the new faculty who apply.

These requests go out the week before the start of each semester. We then connect COILing faculty to the appropriate design training

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Having COIL efforts recognized in promotion materials

Building student enthusiasm for COIL (we struggle with getting students excited for COIL, which can make the experience more tedious for faculty)

Networking and building meaningful relationships

Research Opportunities (maybe not incentive for all, but probably for some)

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Professor Support Needs

Orientation: Introduction to COIL and best practice/examples

Finding partners

Problem solving & support

Technical support

Recognition/compensation for time

Which items can I support?  All except the technical support

How and when can I provide this support?

Orientation for new faculty before the start of COIL project

Individual consultations throughout the program (Office Hours, e-mails, MS Teams)

Who will I need to join my COIL support team?

Center for Teaching and Learning staff

International Programs and Community Engagement office

We do not have any montoring system yet, but I hope to establish that in the future.

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

Finding a good connection and the right “fit” in the partnership.

Anything surprise you?

It can take multiple years for faculty to find the right partner

The staying power of programs that are built correctly

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

Aligning beyond academic interest – e.g. values, work styles, etc.

Logistical compatibility – e.g. timezone, academic calendars

Shared expectations

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

Long term relationships are

Unexpected and multi-dimensional positive outcomes

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

More details and specification, clarity about willingness to be flexible & openness to new ideas, examples of experience

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

I think language preference and previous experience with COIL are helpful to include in the profile. Time zone could also be useful

It might also be useful to get an understanding of which term and key dates (e.g. start of the semester) to see if a partnership is feasible.

From a coordinator’s position, understanding what level of COIL support the faculty’s institution has is important, but I also think that is difficult to gauge via the faculty profile.

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

Ask clarifying questions if the information submitted is sparse,

Build the profile collaboratively with faculty based on individual meetings and conversations

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Claire Cooper

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1. Most important considerations: commitment, actively involved, and flexibility.

2. Loved seeing Joe Z and the orange hat! He brought up a very good point. Utilize COIL resources, when his partner stated they would not be able to continue the project midway through. The COIL team assisted and mediated so the project could continue.

3. While finances are always an issue, the partners I met in person have been the most sustainable (lasting since 2015 and 2016 with many fruitful collaborations).

4. Strong sustainable partners are necessary for success. You need to both lead and guide students to stay on track, resolve conflict, and make it a fun worthwhile experience for students.

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1. A strong file should offer information where a potential partner can envision a potential and doable project.

2. The profile should reflect your teaching experience/field/areas of expertise/courses you typically teach. You can add have some general topics from the discipline to suggest ideas for projects. Themes can be somewhat specific to the discipline but also can be broad/general to accommodate cross discipline learning objectives as well. This just takes more creativity and thought.

3. I would sit down with a faculty member and have a conversation about their goals and discuss their course learning objectives and how they can effectively work in intercultural collaborations.

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Trouble in Paradise by Patricia Szobonya 

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Trouble in Paradise by Patricia Szobonya 

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1. I think there is a lack of communication and understanding, maybe even commitment.

2. I would advise the faculty member to call a zoom meeting. The faculty member should be open and express in a productive manner of where they need to be as a team. The meeting should not be confrontational or accusatory but direct in regard to the lack of clarity, understanding, and follow up that is necessary to be successful. It would be important to see the project through for the students.

3. As the COIL coordinator, I would be more than happy to join a meeting and have a discussion with the partners to see what can be done to improve their communication and direction.

4. If I had difficulty with assisting the partners, I would call Hope :)

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1. A clear picture of what the collaboration goal is. Additional info on your COIL experience could help.

2. Subject areas, areas of interest/expertise, areas you'd be willing to learn more about. Language preference, Time zone, preferred dates (without being too inflexible).

3. Work on the profile collaboratively.

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1. Lack of clear and regular communication, no assigned responsibilities.

2. First I would clarify how they initially decided on the split of workload, if at all. As coordinator I would schedule a Teams meeting as part of a wider series (weekly/biweekly depending on timeframe) to discuss key milestones, outstanding actions, and responsibilities.

3. I would try to understand if there were issues around resources or lack of support and how this could be overcome. I think being clear but empathetic and open is vital to avoid confrontation or blame placing on either institution.

4. I would likely consult with my counterpart at the partner institution.

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The map illustrates the key stakeholders and departments involved in the COIL initiative at NAIT, which is currently in its early stages of development. My role as a Global Education Coordinator is central to this process as I coordinate efforts across various departments and stakeholders despite having limited resources.

Key connections include:

Global Education and Partnerships: Collaborates with roles like the Global Education Coordinator, International Students Experience, and Intercultural Specialist.

NAIT Executive Leadership: Involves the Associate VP International and VP of Student and Campus Life.

Faculty: Engages with Faculty Leadership (Deans, Associate Deans, Chairs) and Instructors.

Other Departments: Includes Curriculum and Instruction Services, Marketing and Communication, Office of Equity Diversity and Inclusion, ESL Program, and NAIT Student Association and Clubs for feedback.

This map shows the complexity of establishing COIL at NAIT and highlights the need for cross-departmental collaboration to build capacity effectively. It definitely takes a village to create a COIL project!

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Supports Instructors Need:

Training on COIL Principles and Implementation

Technical Support for Digital Tools

International and Intercultural Competence Building

Matching with global partners

As a Coordinator, I can support COIL principles and implementation.

I can provide check-ins and workshops, connect interested faculty members and facilitate the creation of a community of practice. I can also facilitate the process of matching with international partners.

Who I need to join my support team:

Curriculum and Instruction Services

Intercultural Specialist

IT Services (if needed)

When I did an industry scan, my colleagues from other post-secondaries mentioned that sometimes Instructional Design people didn't appreciate the advice from non-instructional staff on how to develop a course. So, there should be a diplomatic approach to COIL development as it is a sensitive area.

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COIL Participation Application Process for Instructors

1. Initial Faculty Engagement and Approval (Week 1-2)

Activities: Meet with key faculty groups or committees to present the COIL program, discuss its benefits, and seek endorsement. Gather input on potential recognition strategies.

2. Announcement and Information Session (Week 3)

Activities: Host an information session or webinar to provide details about COIL, address any concerns, and outline the application process.

3. Application Submission (Week 4-5)

Activities: Provide an online application form for faculty to submit their interest, course details, and goals for COIL.

4. Review and Selection (Week 6-7)

Activities: Review applications based on enthusiasm, experience, and course suitability. Form a review committee if possible.

5. Match Internal and External Instructors (Week 8)

Activities: Once selected, assist faculty in connecting with potential external partners. Facilitate introductions and provide support for establishing initial contact and collaboration agreements.

6. Notification and Orientation (Week 9)

Activities: Send acceptance notifications to selected faculty. Organize an orientation session covering COIL principles, expectations, and initial steps.

7. Pre-COIL Preparation and Training (Week 10)

Activities: Conduct workshops on COIL tools, digital platforms, team-based collaboration, and intercultural communication. Provide online resources and support materials.

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Reduced Teaching Load: Offer a reduced course load for a semester to allow instructors time to develop and implement COIL projects.

Global Impact Award: Create an annual award recognizing instructors whose COIL initiatives have made a significant impact on students' global competencies.

COIL Innovation Grant: Offer a competitive grant for instructors to develop innovative COIL projects or technologies that enhance cross-cultural collaboration.

Unfortunately, most global learning projects happen outside of instructors' desks, and they put so much overtime into those initiatives, so I would say that the reduced workload is the number one incentive for the instructors.

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After engaging with the videos and article, I realized that COIL partnerships require careful consideration. One surprising aspect was the lengthy process of finding a partner, which can take nearly an academic year—unexpected for those used to a short-term orientation. This extended timeline is vital for setting realistic expectations.

Another key factor is the need for ample time to address intercultural communication. Unlike traditional courses, COIL requires instructors who are knowledgeable and skilled in managing intercultural dynamics.

By supporting these relationships between professors, I help build a more cohesive academic community, ensure the success of international initiatives, and contribute to the overall growth and reputation of the university. My role in maintaining great relationships between partners is critical as it means that the project continues and conflicts/disagreements are resolved.

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As someone who will most likely guide instructors in creating their COIL profiles, I know it’s essential to approach it by crafting an engaging "About" section on LinkedIn. A well-crafted COIL profile should clearly present their academic focus, specialization, and goals within COIL, while remaining flexible for various partnership opportunities.

Here’s how to build a strong COIL profile:

Define Focus and Specialization: Clearly outline your academic area within the COIL framework to highlight your expertise and collaboration interests.

Showcase Relevant Skills and Expertise: Highlight skills in using online collaboration tools and strategies for cross-cultural communication.

Highlight Previous COIL Experience: Provide examples of past international collaborations to demonstrate success and ability to navigate cross-cultural dynamics.

Explain Teaching Approach: Describe teaching philosophy, focusing on methods that align with COIL practices like promoting intercultural understanding and integrating global perspectives.

Emphasize Flexibility: While it’s crucial to be clear about your focus, also be adaptable to different partnership approaches and institutional contexts to align with potential collaborators.

By following these guidelines, instructors can create COIL profiles that effectively showcase their readiness for international collaboration and attract partners with shared goals, leading to impactful educational experiences.

Also, I consider asking some of those questions, especially about intercultural awareness, as part of the instructor selection process.

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It seems that communication and engagement between the two professors are challenged, which may be exacerbated by intercultural differences.

Some suggested actions:

1. Clarify Roles and Expectations: Hold a meeting to define each professor's responsibilities and deadlines clearly. I'll also connect with my counterpart from the International Office at a partner institution to get their perspective and suggestions.

2. Set Regular Check-ins: Schedule regular updates to ensure both professors stay accountable and engaged.

3. Document Agreements: Use a shared document to track decisions and tasks.

4. Encourage Open Communication: Promote open dialogue to address any cultural misunderstandings and ensure alignment.

Additional Information Needed:

Specific examples of issues

Communication styles and preferences

Cultural factors impacting the partnership

Support Actions:

1. Mediation: Facilitate a discussion to address cultural and communication issues, and realign goals.

2. Provide Resources: Share resources on intercultural communication and collaboration best practices. I will consult with our Intercultural Specialist too.

3. Monitor Progress: Regularly review the collaboration and offer support tailored to cultural dynamics.

These steps can help address both the practical and intercultural challenges, improving the effectiveness of the collaboration.

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

Detailed information about the course including the subject, learning objectives, schedules (Time zone), and the language used in the classroom, without being too specific about potential projects.  It’s important to be flexible and creative so your potential partner will find it doable and comfortable to work with you.

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

Potential topics and project suggestions, or past experiences, if any.

Duration of the collaborative work (entire semester VS one small project done in a few weeks, etc.)

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

Have a meeting, get to know the course contents and the faculty, and ask clarifying questions.

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

Finding someone who is committed and flexible, and someone who can connect personally.

Anything surprise you?

Someone would just give up or stop working in the middle of the collaboration.  Fortunately, I never had to experience that myself in the past.

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

Personable and share common interest, values, and work ethics.

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

To build sustainable relations and programs

To maximize students’ benefit from their COIL experience

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1. It seems that there is a lack of communication and understanding of each partner's responsibilities.

2. I would advise the faculty member to create a work schedule, clearing outlining the tasks and deadlines for each partner. I’d also advise them to have regular meetings/check-ins so that they are ensure that both partners are on the same page.

I would need to know what is preventing from the other partner from doing the work. If there is a schedule issue or a lack of resources, etc. that needs to be addressed.

3. As the COIL coordinator, I would have a meeting with the partners to if there is anything I can do to improve the situation.

4.        I would reach out to the COIL coordinator of the partner institution, if necessary.

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Pairing 1
Introduction to Psychology (US) + Organic Chemistry (Morocco)

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

COIL Title: Addressing Vaccine Hesitancy

Activity Description:

Students will work in small groups to identify common contributors to vaccine hesitancy in their communities. Students will design an outreach campaign utilizing their discipline perspectives (scientific & social) to inform communities of the importance of a vaccine that is of either local or global relevance. Plans can be presented to the large group.

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1.  What section is important?

Online etiquette

Really liked the inclusion of survey results

2. Anything surprising?

Switching between English and Spanish vs providing both languages for each post

3. What do you think you won’t need?

I think they’re all important sections to have, but I can see how they would change depending on the course being taught.

4. What do you think is missing?

More information about the instructors

Space to ask questions (could exist outside of padlet)

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

My positionality provides me with many privileges in US society.  My positionality shapes the way I approach and engage with others, but also how others engage - or don’t engage - with me.  Positionality has degrees of contextuality. The level of privilege afforded by positionality in one setting may differ from another.

I do a lot of work in the critical internationalization space, so considering the complicities and complexities of my positionality and how that contributes to power differentials in international engagement is a really important part of how I try and approach my work.

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

1. Setting a strong foundation of empathy – taking active steps to learn and ask questions of the faculty partner before COIL design process begins. Be thoughtful in these questions and avoid assumptions

2. Prioritize equity – ensure it’s a shared definition of equity

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

1. Have students consider their own positionalities prior to COIL beginning – build a foundation for intercultural learning, by discussing concerns students have prior to the COIL

2. Have partner faculty join course prior to COIL module to share context. If they are not able and if they agree, share the relevant context with the students to impress the importance of their engagement in the material.

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Capturing and Sharing Reflections from students

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Capturing and Sharing Reflections from students

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Different types of reflections that could be collected from students:

Videos

Written reflections

Course Products (with permission)

How to collect reflections (as a coordinator my student interaction is more limited):

ask for assistance from faculty

ask to attend a final course session

reach out to students after COIL completion

make sure to have easy and meaningful prompts /questions to guide the reflections

We struggle with motivating students to complete tasks like this at the district level, so some potential avenues:

tie to the digital badge requirements

incorporate as part of student recognition event

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1. Understanding their own culture

2. Key elements of cross-cultural communication

3. Expectations for intercultural engagement (online etiquette)

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Where and when will COIL resources be shared with faculty and students?

Website (students) and Canvas (faculty)

Provide resources for faculty to use for their COIL module orientations

information for students is always available, faculty gain access to Canvas after beginning their COIL training

How will information be shared?

Alamo Global Village - for all faculty engaged in global learning. includes discussion board, toolkits & resources, handbook, calendar, surveys & forms

Assessment tool

Assessment is a growth area for us – right now we are planning on an emailed survey and capturing student learning through the digital badging process

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Reflection on communicating across languages

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Reflection on communicating across languages

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nonverbal communication is equally important to verbal communication, particularly in different cultural settings.

sharing with students that it’s OK to feel drained and uncertain.

great simultaneous translator software built into video conferencing.

factor in time to activities to account for having to speak slower, repeat, make sure everyone is on the same page.

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1. Important Section: I thought all of the sections were important because the first few explain what is involved and procedures (etiquette) and then the rest set up the weekly activities in an organized layout.

2. Not really

3. I am not sure I would remove anything.

4. Video introductions of professors would be more welcoming, especially that videos were required from the students.

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I like to use surveys and collect information as to their experience. We can also learn what is working and what isn't. Microsoft forms or google forms work great and tally the responses.

To motivate students I tell them this can be a great entry on your resume or a talking point on an interview. If you receive a certificate - you can showcase it and a digital badge can be inserted by your email.

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I would like to have a webpage. Currently information is shared through email. It would be nice to have a stand alone reference page.

Libguides are a great tool, so absolutely I would use that.

I like to use survey monkey or google forms to capture data for my research. I like to assess how much impact the COIL experience has on students and did they increase their global skills in anyway.

I would love to do a podcast and highlight COILers and student participants!

I also love the mindmap tool!

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1. This has come up and in the Global North one has to be mindful of choppy internet and insufficient bandwidth in the Global South.

2. Be as flexible as you can with meeting times to accommodate better conditions for working internet in the Global South. Be patient if you experience internet trouble or speed.

3. Explain to students that they also need to be flexible and patient. Provide libguides in the Padlet to explain and provide information about the area and culture.

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I have experienced translanguaging with my partners and explain to students that it is appropriate to do so. This actually makes students at ease that language is broken and acceptable. This builds confidence especially for those where English is a second language.

Language became an issue once in a collaboration with South Africa. As the SA students had more students in each team, many stopped speaking English and turned to their language. It was the first time US students had trouble and were upset that the team did not speak English at all times. My partner and I had to have a meeting with the binational project leaders.

I like to assign a social identity assignment for students to think about their identity and associated privileges or challenges that arise from their identity. Students can relate to one another or gain empathy towards one another.

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Professor Support Needs

·      Technology support for faculty AND students (possible Tas)

·      Pedagogy support: what kinds of projects work best with COIL? How can you align your outcomes with COIL?

·      Advocacy: Is COIL valued at your institution? Is it legible to departments and administrators making tenure and promotion decisions?

·      Funding: Do you need additional funding to support this work? What sources are available?

What I can support and when

·      Technology: Our Faculty Center team supports Brightspace and some other software, and I have some specialized knowledge, in addition to access to others’ expertise! We incorporate offers of tech support into our Intro to COIL session, and can integrate requests for individual support into our IT ticketing system throughout the process

·      Pedagogy: Course design and teaching and learning support is an area of expertise for me. Now that I am convening a COIL Community of Practice on campus, I’ll be able to help facilitate connections between faculty experienced with and interested in COIL. I can also offer project-based learning sessions or other workshops that might support COIL pedagogies.

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At SUNY Oneonta, we don't currently have a formal process for onboarding faculty. We usually offer a COIL recruiting event each semester, and then, we work with individual faculty to support them as they take next steps. This informal approach has worked so far for a few reasons. We are a small campus, we haven't yet been able to recruit larger faculty cohorts, and we have interested and experienced COIL faculty who do some of the work of a coordinator. It's really useful for me to see these other formalized processes. I'm recording them so that I can think about what needs to change on our campus. I think we need to do better on the other side of a COIL experience, too--collecting data from faculty, supporting assessment of COIL's success, and providing opportunities to share what they and their students have accomplished.

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I agree with others that recognizing COIL in tenure and promotion materials is important. I'd also like to find a way to tag COIL courses at SUNY Oneonta, so that students can recognize and sign up for them. One of our faculty members on campus is working to connect COIL with Fulbright opportunities, which can support faculty travel and research.

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After taking a look at the sample profiles, I think a strong entry would not only provide information about a faculty member's content area, but would also give readers a sense of that person's interests and experiences. Jie's profile is conversational and welcoming. It includes key information about what she teaches and about her past collaborations. She also gives potential partners multiple ways into making a connection with her. The profile welcomes further conversation and gives readers from a range of disciplines something to talk about.

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1. What section(s) is important?

Online etiquette and Ice Breaker
2. Anything surprising you?

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

Everything seems to be meaningful
4. What do you think is missing?

Video introduction of Professors/COIL Leaders. It sets a collaborative, interactive tone for the project and takes pressure off students for their own ice breaker challenge.

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Moving on… needs to be an option considered 

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Moving on… needs to be an option considered 

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GREAT THINKING ALL! Now, I also want all of you to consider that maybe just having the partners let go and move on to somebody else if they haven’t gotten too far into the process… I know it’s hard to think that way, but sometimes it works out for everyone to move on

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1. Considering my own positionality and that of my institution, we may enjoy higher levels of technological advancement. Being a native English speaker also gives us privilege in our positionality and is something that needs to be considered when designing a COIL project that is equitable from the outset.

2. Base all collaboration around respect and empathy, take the time to consider cultural differences and customs, and have those involved in the project including students reflect on this prior to commencement.

3. Have colleagues reflect on their positionality and how to shape the logistics of the project with that in mind, include longer sessions to allow for technical difficulties or time difference, consider using live translation on Microsoft Teams to ensure accessibility. We learned from this with our partner in Mumbai where we scheduled the launch that clashed with Diwali. A cultural faux-pas that wasn't made again!

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It was helpful to watch these videos, and it got me thinking about what makes strong partnerships. I like how some speakers talked about learning from each other. Having that mindset of open and being ready to learn and change together seems important. I was surprised by the long-term nature of some of the collaborations. One pair talked about starting with teaching, and then moving on to research and scholarship and doing conferences together. There are so many opportunities to keep building on a strong partnership, and, as a coordinator, it would be important to me to facilitate this and share some of those options.

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1.  What section is important?

I like that online etiquette and the learning outcomes are clearly stated.

2. Anything surprising?

Welcome section is in Spanish and other sections are in English. Are the students all bilingual?

3. What do you think you won’t need?

I think I would need all sections.

4. What do you think is missing?

More information (including their contact information) of the instructors.

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Pairing 1
Introduction to Psychology (US)

Organic Chemistry (Morocco)

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

Title: What makes your food delicious

Students can survey and examine what additives are in our food to make it look more appealing and marketable.

Psychology students will analyze the psychology behind the marketability of certain products, and Chemistry students will analyze the health benefit (or harmfulness) of the additives.

Together, they can come up with healthier alternative to market certain products that looks good and has no bad chemicals.

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COIL Project Example Review - Mila Sokolyanskaya

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COIL Project Example Review - Mila Sokolyanskaya

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What sections are important?
The inclusion of mirror content in both English and Spanish is crucial as it promotes inclusivity and accessibility in education.

Anything surprising?
I was surprised by the lack of content on cultural differences or briefing notes, especially given the international scope of COIL courses. A focus on cross-cultural learning would be beneficial.

What do you think you won't need?
Having both a role play and a job interview seems redundant. Focusing on just one, such as the job interview for its cultural specificity, might provide a more meaningful experience.

What do you think is missing?
Cultural awareness is vital in international learning environments. Adding cultural insights and briefings could greatly enhance students' understanding and appreciation of diverse perspectives.

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Effective communication across languages goes beyond just words; non-verbal cues like body language and gestures are crucial. From my experience, focusing on these non-verbal elements often bridges language gaps more effectively than translating words directly.

My ESL teacher advised using tools like Dictionary.com or Thesaurus.com to build vocabulary rather than translating directly, which has improved my communication skills.

For COIL collaborations, paying attention to both verbal and non-verbal communication and understanding cultural differences can enhance interactions. Looking forward to learning from everyone's experiences!

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Our institution prioritizes equity through various initiatives, including the "Building Intercultural Competency" course for staff. This course explores different cultural aspects and integrates Indigenous learning methods via Story Circles, facilitated by our Intercultural Specialist. I recommend all COIL instructors complete this course to enhance their intercultural understanding.

Additionally, the "Global Classroom Toolkit", developed by our Intercultural Specialist, provides practical tips for addressing cultural differences, which is crucial given our programs’ significant international student presence.

Mandating these courses for COIL instructors will help ensure they foster an inclusive and equitable learning environment. I suggest requesting support to make these courses mandatory and integrating their approaches for a more culturally sensitive campus.

We also have a study abroad project with a partner in Peru, where students use Duolingo to learn basic Spanish and have sessions facilitated in Spanish. The project lead is certified to administer the Intercultural Development Inventory, which has been very effective.

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

Although I am in the US , I am a Japanese person who is not a native English speaker.  I do not feel very “privilege”  when I am interacting with others, whether my partners are from Global North or Global South.  I am aware of challenges that our potential partners from Global South might have, and being sensitive and supportive while collaborating would be very important.

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

(1)     Discussing the challenges of Global South partners with our faculty and students prior to any COIL projects.

(2)     Check in regularly with our faculty and students to make sure that they understand these challenges and be flexible and empathetic when faced with difficulties.

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

(1)     Have in-depth conversations with our students to make them aware of their privileges and teach them about cultural sensitivity.

(2)     Teach our students about perspectives.  Being empathetic doesn’t mean we feel sorry for the Global South partners.  What we consider hardships and challenges might not be considered as negative in other cultures.  It is important to know what’s “normal”  for us is not always “normal” for others. It is very simple, but our students need to be reminded of this often.

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Language as cultural expression vs means of communication

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Language as cultural expression vs means of communication

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As a Japanese language instructor, I usually do COIL projects that use non-native language for my students.  My students are native English/Spanish speakers, and the language we use is usually Japanese.  I allow students to use English during collaborations, but the final presentations are always in Japanese.  I also have done COIL projects in English, with partners who speak Spanish or Japanese as their native language.

In my experience, because learning the language is one of the major goals, struggling to communicate is expected and a welcome challenge.  Only through that struggle they can truly learn to communicate.  Students might feel frustrated at times, but they understand that is to be expected.

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Reflection elements that are most important to be shared with our students:

Sharing both positive and negative elements would be beneficial when reflecting on COIL projects.  I’d like to know: What was most interesting, most surprising, most difficult, most rewarding, and what do they (students) think of their accomplishment would be. Also, how they overcame challenges would be important to share.

How do we collect their reflections from students?

I use surveys, but I also include some questions on in their final exam or paper.  In the future, I plan to collect more reflections on video or in writing through interviews.

I will ask our faculty to collect feedback and reflections from their students at the conclusion of their projects.

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How do we share important information, resources, and reflections from our students (and faculty) on campus?

We are planning to build a COIL website this fall.  It’ll be a perfect space to share of the COIL related information in one place.  We are hoping to have a few podcasts about COIL, and they could be link from the website as well.

We can also have COIL modules and courses added to out LMS (we use Blackboard) for those who are preparing or participating in COIL courses.