December 30, 1899
CIGE has collected examples of policies, programs, surveys, and other resources from participants in the Internationalization Laboratory program and other institutions.
Resources are organized below according to the six aspects of the CIGE Model for Comprehensive Internationalization, and are provided as models for other colleges and universities as they pursue their internationalization goals.
Barnard College aims to educate students about their local community as well as cultivate active leaders and responsible citizens of the increasingly interconnected, global community.
Duke University’s strategic plan describes the 6 enduring themes that describe and define the institution. They are: interdisciplinarity, knowledge in the service of society, centrality of the humanities and interpretative social sciences, internationalization, diversity, and affordability and access.
Juniata College’s mission states that the institution is dedicated to supporting a quality liberal arts experience and to graduate alumni who will provide service and ethical leadership within the global community.
Kalamazoo College envisions that students will learn in a community that is comprehensively internationalized and provides students with multiple experiences for global learning and leadership.
Central Connecticut State University (2010)
This report is the culmination of Central's participation in ACE's Internationalization Laboratory. The document includes an example of international/intercultral competences for CCSU students and a faculty survey on internationalization. The future of internationalization initiatives and the challenges for implementing comprehensive internationalization are also discussed. The report ends with 4 recommendations for the current internationalization committee.
Indiana University (2008)
The international strategic plan for Indiana University consists of four components (education abroad; exchanges, affiliations, and international strategic partnerships; international faculty research; and serving the international needs of the State of Indiana) and 20 goals for advancing these four components.
Juniata College (2009)
The Global Engagement Initiative at Juniata College outlines 4 areas for improvements in internationalization. They are curricular learning, community learning, experiential learning, and administrative support. The document also addresses concerns regarding funding for internationalization.
Kennesaw State University (2004)
Kennesaw State University’s internationalization priority timeline lists 10 strategic priorities and the action plan for the next year and for the next three to five years for each priority.
Montana State University (2008)
The internationalization plan for Montana State University begins with a brief analysis of the university’s strengths, weaknesses, opportunities, and threats. The document breaks down the goals from the Strategic Vision into sub-goals as appropriate, defines benchmarks to measure progress as needed, and proposes a series of strategies to accomplish the goals.
Seton Hall University (2009)
The Strategic Proposal for Internationalizing Seton Hall University is based on the recommendations of project committees in five areas (Infrastructure, Cultural Initiatives, International Partnerships, Study Abroad, and International Curriculum). Each project group produced a series of strategic goals as well as action steps to meet these goals. This document summarizes the project teams’ efforts as well as attempts to limit the duplication across groups.
St. Catherine University (2010)
St. Catherine's internationalization plan begins by listing 6 key strenghts that exist at the university. The internationalization plan builds on these strengths and puts forth 4 goals for cultural competence and global perspective, with the intention of developing students' understanding of their place in the world.
University of Kentucky (2009)
The strategic plan for internationalization consists of seven goals for the University of Kentucky along with specific strategies and metrics to measure these goals.
University of North Carolina - Greensboro (2011)
UNCG's internationalization plan is the work of the university's Internationalization Taskforce. This plan provides specific recommendations to the faculty and administration, calling for changes in infrastructure to enhance international education. Additionally, the plan outlines 18 recommendations for comprehensive internationalization and describes 5 university-wide student learning competencies that UNCG students should have developed by the time of graduation.
University of Richmond (2006)
The University of Richmond’s strategic goals for international education lists five goals as well as the action steps and assessment plan for each goal.
The State University of New York at Buffalo
Titled "The Global Imperative: Making UB an International University", this report shares findings and recommendations of the international strategy task group. Organized under the three headings of student experience, faculty, and institution, the report examines current strengths and weakness in each category and provides recommendations for each.
Barnard College (2008)
This webpage contains Barnard's internationalization mission statement, created by its Office of International Programs.
Beloit College (2012)
This document describes the role of Beloit College's Committee on International Education. A list of members is included along with recent achievements of the committee.
This webpage is the home of Brown's International Coordinating Council, a committee of administrators responsible for international issues on campus.
This document contains Provost Mahler's charge to the campus leadership team to participate in ACE's Internationalization Laboratory. The document outlines the team's plan and describes the context for the project at Kalamazoo College.
New Mexico State University (2006)
This is a letter from the Provost, William Flores, to the members of the International Programs Advisory Committee explaining his objective to revisit the mission or the charge of the committee as well as soliciting recommendations on whether NMSU should participate in the ACE Internationalization Laboratory program.
Northern Virginia Community College (2005)
This is a letter from the Executive Vice President, John Dever, to the members of the Internationalization Task Force writing to appoint them to their position and provide them with the charge of the committee.
Park University (2007)
This document details the charge of the Internationalization and Multicultural Education Committee at Park University broken down into six objectives.
This webpage describes the purpose of Princeton's Council for International Teaching and Research. The council is responsible for managing resources and investing them in international partnerships.
St. Catherine University (2010-2013)
This document describes the role and responsibilities of the Internationalization Council at St. Catherine University. Membership in and function of the council are also included.
University of Iowa (2010)
This is a website on the Task Force on Internationalization and Diversity at the University of Iowa. It details the charge of the Task Force, members of the organization, and updates on its activities.
University of Wyoming (2011-2012)
This webpage contains a collection of documents related to UW's participation in the ACE Internationalization Laboratory. Included in these documents is a letter of charge from the provost to UW's Internationalization Laboratory Leadership Team.
Central Connecticute State University
This document allows faculty to assess the level of internationalization within their courses to determine their interest in international issues and the level of integration of internationalization into the curriculum.
Kennesaw State University
Survey of faculty attitudes about internationalization to determine the effectiveness of international programs at KSU.
New Mexico State University
Survey of department heads about international activities in their departments collected during one-on-one interviews.
Portland State University
The report of a survey of Portland State University scholars who participate in international teaching or research activities.
|Binghamton University Languages Across the Curriculum
Languages Across the Curriculum (LxC) is a curricular enrichment program that provides Binghamton University students with the opportunity to apply their existing languages skills in courses outside of language departments in languages other than English.
Indiana University School of Business
Indiana University’s Kelley School of Business requires students majoring in undergraduate business to include 6 credit hours of international study or experience in their program of study in order to meet degree requirements.
Tufts University Medical Students Without Borders
This article describes a course designed for medical students that traveled to Nicaragua for a month to provide medical treatment and improve public health conditions. The article also discusses the impact the students felt they had on the communities they served in Nicaragua.
Beloit College International Poetry Reading
Beloit College offers an example of promoting international collaboration in the fine arts. Beloit hosted a three-day festival of International poetry that featured notable poets from Chile, Russia, Germany, Cuba, and France.
Indiana University Global Village
The IU Global Village is a community on IU’s campus that is home to undergraduate students who wish to learn about foreign cultures, languages, and international affairs. The students who live in this community participate in workshops, special interest groups, and film series as well as other events that focus on global topics.
In their tenure dossiers, faculty are required to include examples of how they have integrated global citizenship into their courses.
Michigan State University
Department chairs are asked to rate candidates' work in "international studies and programs," if applicable, and are invited (though not required) to comment qualitatively on candidates' contributions in the areas of "international instruction," international community service, international student advising, and efforts to build international competence.
Oregon State University Criteria for Promotion and Tenure
In its guidelines for how faculty members may achieve tenure, Oregon State explains that international and global issues are part of the faculty’s responsibilities and are a factor when considering tenure. In particular, Oregon State stresses internationalization in both teaching and service.
Faculty are required to document international courses taught on-campus or abroad, international student advising, international studies and programs grants received, and "significant contributions to local, national, or international communities."
University of Minnesota Faculty Tenure Policy
This document outlines the faculty tenure and promotion policy at the University of Minnesota, which includes consideration of international experience and activities in the review process, and the need for faculty to establish an international reputation.
CIEE: International Faculty Development Seminars
For 10 or 11 intensive days on this CIEE program, facultyl attend lectures by faculty and experts from prestigious institutions and visit fascinating locations linked to academic content. Participants engage in interactive discussions with international colleagues on a subject that is uniquely relevant to the world today.
IES Abroad: Facutly Development Seminars
IES Abroad offers development seminars for faculty members from the IES Abroad Consortium. Seminars are sponsored by an IES Abroad Center or jointly sponsored by IES Abroad and an overseas or U.S. institution. IES Abroad Faculty Development Seminars are designed to bring together U.S. faculty, international faculty, and local experts for an intellectual exchange of ideas.
Princeton University Global Scholars Program
Princeton University's Global Scholars Program recruits scholars from outside the United States into recurring, multi-year teaching appointments in all disciplines and regional studies programs.
University of Richmond Faculty Seminar Abroad
Faculty members from various schools and departments across the University of Richmond have the opportunity to participate in two and three-week seminars abroad in order to gain new knowledge about a region or country, and participate in a dialogue with their international counterparts.
Community College of Baltimore County: Global Citizenship Certificate
Participants who attend six workshops and complete a global project will receive a Certificate of Global Citizenship, which qualifies as professional development. In addition, there will be two optional workshops for participants completing the certificate which will emphasize the global projects.
University of Iowa: Global Certificate Program
Iowa offers workshops on skills and insights useful to faculty and staff as they seek to educate and serve its international community. Those participants who complete the required introductory workshop plus their choice of four specialized workshops within a two-year period of time will be awarded a global certificate.
University of Maryland: Global Certificate Program
Faculty and staff who attend a minimum number of Brown Bag Seminars or other eligible ISSS-sponsored workshops may qualify for a certificate of completion in the Global Certificate Program. Certificates may be earned in one of three tracks: the Employment track, the Cultural track, and the Academic track.
|Arcadia University First Year Experience
Arcadia University offers a semester-long study abroad program to England or Scotland for first-year undergraduate students. Students are eligible based on academic merit and must be invited by Arcadia to apply.
Webster University Global Internship Exchange
Webster University offers a Global Internship program for both international students studying at Webster and for domestic students wishing to intern abroad. International students are placed in an 8-week program with a company in Missouri while domestic students are placed with companies in Austria, China, Germany, Japan, Mexico, Switzerland, The Netherlands, or the United Kingdom.
Global Match at Park University
The “Global Match” program at Park University pairs an incoming international student with a faculty or staff member. This document describes the parameters of the program as well as the benefits for both the student and the faculty/staff.
|Indiana University Policy on Offshore and Cross-Border Programs
This document outlines Indiana University’s policy regarding the approval of cross-border programs, which include branch campuses, offshore academic programs, overseas university centers or offices, and distance education programs. The purpose of the policy is to protect the interests of IU as well as those of the students, faculty, and staff who participate in these programs.
Built to facilitate communication, encourage collaboration and enable the sharing of resources by faculty, staff and students here at Duke, this interactive map allows visitors to see country specific information on program, unit and school activity; partnerships and agreements; faculty areas of interest; traveler and alumni information as well as highlighting activity in a specific country. Those countries marked by increasingly darker shades of blue represent a higher proportion of Duke activity.
University of Delaware
This website contains a database of the University of Delaware's ongoing global partnerships.
University of Minnesota
The University of Minnesota's website lists current formal partnerhips and guidelines for establishing a partnership.
University of North Carolina at Chapel Hill
This database enhances and streamlines access to information on the international expertise of faculty at the University of North Carolina-Chapel Hill. It is free of charge and available to faculty, students, and the general public.
Agencies and Associations in the U.S.
The organizations listed in this document are a few of the many possible sources of contacts and information when creating and engaging with international partnerships. The list includes groups specific to a geographic region, national associations of higher education institutions, and organizations focused primarily on international education and exchange.
This document contains a list of organizations and government agencies that offer resources for the development of relationships between institutions. Some programs offer opportunities for individual study, teaching, or research abroad; and others provide funding for cooperation at the department or institution level.
This document contains a list of publications that contain useful information for higher education institutions engaging with partners abroad. The inventory includes directories of colleges and universities abroad, guides for integrating partnerships into a campus-wide internationalization plan, and reports on international student mobility and international development projects.