• 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?

• 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?

• 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?

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

• 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.

•  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? 

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.

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

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. 

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

SLIDE DECK

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

RESOURCES

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

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

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

SLIDE DECK

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

RESOURCES 

SUNY COIL Student Orientation

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

Students describing COIL in Spanish

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

Article connecting research data to COIL

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

here is the article as well

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

Brockport website for students COILing

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

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

SLIDE DECK

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

RESOURCES 

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

Farmingdale COIL website

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

Sashes URL ..

here is an example

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

• 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
    
    

• 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

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/

• 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

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?

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?  

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

• Each meeting is one hour long. 

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

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

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

We will always meet at this ZOOM link 

• MEETING 1 -

  Wednesday, 12 March, 9- 10am EST

• MEETING 2 -

  Friday, 21 March, 9 - 10am EST

• MEETING 3 -

• Monday, 24 March, 9 - 10am EST

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

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/

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? 

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

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

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

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

Our needs:

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

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

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

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

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

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

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

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

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

We will track progress institutionally against this objective through:

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

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

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

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

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

SUNY COIL March 2025 Community Webinar

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

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

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

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

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

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

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

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

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

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

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

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

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

Abstract

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

Organic Chemistry (Morocco)

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

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

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

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

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

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

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

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

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

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

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

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

A friend in NY, A friend in Mexico

High positive impact on the educational experience.

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

And enjoyed the special thanks to Hope.

PR - share past COIL projects

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

Many thanks, Hope

Aaron, Laura, Jennifer

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

Organic Chemistry (Morocco)

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

This would be a fun collaboration.

Tips for staying healthy

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

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

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

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

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

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

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

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

   
   

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

   
   

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

   
   

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

   
   

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

   
   

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

   
   

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