Question 43

43. Overall, how would you assess each of your institutions commitment to further developing the work you have begun?

Informally, I believe NU is very open to further international course development for the MFA SCR program.  I have not had a specific discussion with the dean or provost about such.

Overall UTEP’s relationship with Victoria University is well-established and the GLC is just one of many commitments that the universities have with one another and there is no doubt that the work we have begun will be further developed.

The VU GLC is one among many initiatives that have developed between UTEP and VU. To echo Irma’s sentiments, we have plans for many more!

After I learned that we had been awarded the grant to pursue these online international collaborations, I found out that a colleague in the Sociology department had already done a COIL project years ago. I would say, based on the fact that her project went institutionally unsupported, and the lack of interest I have felt for my initiative, that our institution is presently not ready to commit to further developing my work.

I think it highly unlikely that ACTT would be involved in such a collaboration again. 

CCC: Positively.

UB: Positively encouraging.

For UVIC this will have to be pursued as a faculty led initiative and then hopefully supported by Chairs, Deans, and other administrators. The situation is similar at ESC.

Very committed.

I would say there is commitment broadly, but few funds for incentives and infrastructure due to budget constraints.  The biggest obstacle to this is the time it takes to do such a course.  Faculty would need course release and stipends to do such activities, or at the very least for the first time they offer a GNLE course.

Clarke:  Not needing prior approvals or commitments, we took this on together as a scholarly challenge between ourselves. 

Vanderbeke: Interested, but not overly enthusiastic.

Swarthmore may develop at the administrative level with a partnership for student exchanges rather than globally networked classes. Ashesi seems to understand the importance of continuing developing globally networked classrooms and having student exchange. But neither school has announced further developments.

UWM was greatly committed to the first course and I have received nothing but encouragement concerning the conducting of another course on this model.

At this moment we have just finished the first trial, and I think our team SJSU needs to brief and appeal what we did to the Deans first to get substantial commitment from our institutions for the further development and dissemination of the COIL project.  

At Kagoshima University, this trial with SJSU is gathering attention from the faculty members and the university’s international relationship bureau. I see much educational possibility in organizing a systematic curriculum composed of the online collaboration class, short stay programs, and exchanging students programs. In Japan, the institutions expect such international educational programs develop more. 

While still early (in the pre-proposal stage), the initial meetings we’ve had with our administration (namely our Deans) has been very encouraging. We would assess it as “positive.” 

There is no question that both institutions would support future collaborations but this would happen through the initiative of the Fellows and not at the institutional level.

I think Buffalo State would be amenable to support GNLC, but they need a workable plan.  Our course isn’t “there” yet.

The Office of Global and International Strategies is very committed to plan and develop a viable strategy to continue the work that Mason’s team has started.

HSE as an institution is highly committed to developing and promoting this experience.

Because I (Meredith) haven't had an explicit conversation with administrators at SUNY Geneseo, I cannot assess their commitment. 

My (Mira’s) institution is very interested in continuing this kind of international classes of distance-learning or better say, of integrating telecommunication technologies in the instruction process.

NCCU: On a scale of 1 - 10, our institution is fully committed (a 10) to further developing the work we have begun.

RAMA: On a scale of 1 - 10, our institution is fully committed (a 10) o further developing the work we have begun.

TTU has evolving interest in this kind of work. The challenge is to find teaching release time for a professor to teach an introductory course. These courses are more typically taught by graduate instructors. Finding the right instructor to teach the course is essential.

There was no discussion, at least not yet.

ULPGC: Through the Vice-precedent for International Relations, the ULPGC is ready to carry on granting scholarships to encourage researchers like Florence and Richard to further develop the work they have begun. This can take the form of financial help for mobility and help for publishing their research.

Encouraging but cautious.