Internationalizing the Curriculum

We seek to develop faculty and staff capacity to enrich curricula and develop pedagogy—either within study abroad programs or on-campus learning—that focuses on global learning outcomes. Concepts and concrete examples are provided.

The latter portion of this section focuses on collaborative online international learning (COIL) and how to make it possible for students who do not study abroad to develop an international dimension to their learning.

• How to internationalize your courses. Institutional strategies and good practices with a focus on engaging faculty in internationalization, American Council on Education
• Examples of Internationalized Courses, American Council on Education
• A Foundation for the Internationalization of the Academic Self. This article identifies the limitations of contemporary organizational theory on the internationalization of higher education in guiding and supporting internationalization activities at the level of the academic self. It also provides the fundamental underpinnings of a conceptual framework for the internationalization of the academic self.

• Internationalising the student experience in Australian tertiary education: Developing criteria and indicators. (2012). Arkoudis, S. Baik, C., Marginson, S. and Cassidy, E.
• A self-directed guide to designing courses for significant learning. (2005). Fink, D.

Collaborative On-line International Learning (COIL)

Collaborative online international learning is “a new teaching and learning paradigm that promotes the development of intercultural competence across shared multicultural learning environments.” Through innovative online pedagogies, it combines the four essential dimensions of real virtual mobility: a collaborative exercise of teachers and students; applied use of online technology and interaction; international dimensions; and it is integrated into the learning process (de Wit, 2013).

• Course models
• COIL: What it is and why it matters, Hans de Wit