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Social Media and Global Change provides an overall sense for how a typical international collaboration course feels to participating students.
Seen through the eyes of participating students, the video is a compelling story about students who face the common challenges of using virtual communications across very different cultures, and then working together to begin to implement solutions to pressing social issues in their respective countries. Using a project-based learning approach, students tackle real world problems and must find a way to first develop meaningful relationships with members of their global team (without ever being in the same room together), and then identify member strengths so that they can, within 10 weeks, come up with ideas to solve the problem presented to them by a local social sector organization. Greg Tuke worked with students to produce this video, drawn from a course he taught at Seattle University, 2014 |
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Social Movements and Student Impact showcases how three students were impacted by a COIL course between the University of Washington-Bothell and Central University of Tibetan Studies students in Varanasi, India.
The three University of Washington international students, originally from Yemen, Djibouti, and Ethiopia, participated in Social Movements and Social Change, a course taught by Greg Tuke. The video highlights key insights the students gained about their own experiences living in the United States, and the implications of that learning as they reflected on their home countries as well. |
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The Universal Power of Hip-hop is an example of a product outcome produced by a global team of students.
COIL courses often use Project-based Learning strategies so students practice the skills necessary to work effectively in a virtual global team to solve a problem. In this case, a team of students from the University of Washington-Seattle, and Future University in Cairo, Egypt, researched how hip-hop music impacted youth culture in the various countries, and co-produced a mini-documentary on that topic. In the process, the students learned about culture and how music shapes beliefs across various cultures, about virtual team-work and collaboration strategies, and about video documentary skills. |
Assessment
The International Cross-Cultural Experiential Learning Evaluation Toolkit, developed by a team representing several SUNY institutions, compiles tools and resources to develop cross-cultural outcomes, create assignments leading to those outcomes, and assess outcomes achieved. The site includes practical assessment rubrics adapted from AAC&U VALUE rubrics on Global Learning and Intercultural Knowledge and Competence, a pre- and post- questionnaire, and sample activities. The project was funded by a 2013 Tier III SUNY Innovative Instructional Technology Grant. For additional information and resources on intercultural competence and cultural humility, visit our Intercultural Competence Toolkit. |