Is western Europe still relevant as a destination for research, study, and internships, or have American institutions turned their global focus elsewhere? This session will feature participants from three very different institutions: A large, private research university; a small, undergraduate liberal arts college; and a small satellite campus in Europe of a large, public research university. We'll present academic research and statistics from the field in general, and three case studies showcasing how western Europe is currently "faring" in institutional global strategies. Attendees will be invited to share their strategies and engagement with the region as well.

1. C I E E A N N U A L C O N F E R E N C E
B E R L I N , G E R M A N Y
5 N O V E M B E R 2 0 1 5
"Is Western Europe Even
Relevant Anymore?"

2. F R A M I N G
T E M P L E R O M E
B A R N A R D C O L L E G E
N E W Y O R K U N I V E R S I T Y
Q U E S T I O N S / D I S C U S S I O N
Agenda

3. Most popular locations Most popular fields
1. United Kingdom
2. Italy
3. Spain
4. France
5. China
6. Germany
1. Science, Tech,
Engineering & Math
2. Social Sciences
3. Business
4. Humanities
5. Fine/Applied Art
6. Foreign Languages
IIE Open Doors 2014

4. H I L A R Y L . L I N K ,
D E A N
T E M P L E U N I V E R S I T Y R O M E
Temple University

5. Italy is…

6. What we are doing at Temple Rome
 Reviewing/re-organizing curriculum to be more
interdisciplinary
 Hosting series of events on contemporary issues
 Adding coursework and research opportunities in
departments not traditionally offered, like Journalism,
Engineering, and Science
 Galvanizing programs across Italy to reflect on how well
prepared they are to address changing educational trends and
how to prepare for future trends
 Looking back at our home institutions and other institutions
to understand trends to direct curricular revisions
 Organizing series of conferences for AACUPI to address
challenges to programs in architecture, arts and liberal arts.

7. What does Western Europe offer that other areas do not?
 Unique lens to contemporary issues changing shape
and power of cities and nations
 Immigration
 Economy
 Government Instability
 How can these global issues be springboards to
framing curricula?

8. What are employers looking for?
 College graduates with skills to innovate
 Demonstrated ethical judgment and integrity,
intercultural skills and capacity for continued new
learning
 Key Areas – more important than major:
 Critical thinking
 Complex problem solving
 Written and oral communication
 Applied knowledge in real-world settings

9. A S E M E S T E R I N A N O T H E R C O U N T R Y ,
I N C L U D I N G W E S T E R N E U R O P E
Where can students get that?

10. L I S A H O L L I B A U G H ,
D E A N F O R I N T E R N A T I O N A L A N D
G L O B A L S T R A T E G Y ,
O F F I C E O F T H E P R O V O S T
Barnard College

11. Barnard College
Profile:
• Liberal arts college for women in
New York City
• Approx. 2400 undergraduates
• Most popular majors: Economics and
Psychology, closely followed by
humanities disciplines
• Affiliated with Columbia University,
but with independent governance,
faculty, curriculum, admissions,
and advising – including advising
and approval for study abroad

12. Study Abroad at Barnard
Where students can go: 153 programs
Europe Asia Latin America
Africa Middle East Oceania
Europe 66
Asia 28
Latin America 24
Africa 18
Middle East 7
Oceania 7
Multiple 3

13. Study Abroad at Barnard
Where students have gone: 2010-2015
Europe Africa Latin America Oceania
Multiple Asia Middle East Russia
Europe 618
Africa 89
Latin America 82
Oceania 43
Multiple 39
Asia 39
Middle East 32
Russia 8

14. Open Doors:
Most popular locations
Barnard:
Most popular locations
1. United Kingdom
2. Italy
3. Spain
4. France
5. China
6. Germany
1. United Kingdom
2. France
3. Spain
4. Italy
5. Denmark
6. Czech Republic
Comparing Open Doors 2014 to Barnard

15. Study Abroad at Barnard
0
20
40
60
80
100
120
Majors studying abroad – 2010-2015

16. Open Doors:
Most popular fields
Barnard:
Most popular majors
1. Science, Tech,
Engineering & Math
2. Social Sciences
3. Business
4. Humanities
5. Fine/Applied Art
6. Foreign Languages
1. Economics
2. English
3. Political Science
4. Psychology
5. Art History
6. Anthropology
7. Urban Studies
8. History
9. Asian/Middle Eastern
Studies
10. Sociology
Comparing Open Doors 2014 to Barnard

17. Barnard General Curriculum – 2000-2015
General Education Requirement Courses Possible exemptions
(AP/IB/placement exames)
First-Year Foundations
First-Year English
First-Year Seminar
2
Physical Education 1
Cultures in Comparison 1
Historical Studies 1
Laboratory Science 2 1 course
Foreign language 4 4 courses
Literature 1
Quantitative and Deductive Reasoning 1 1 course
Ethics & Values 1
Social Analysis 1
Visual and Performing Arts 1
Total Courses = 2 FYF + PE + 13 courses + 2 labs Minimum = FYF + PE + 7 courses + 1 lab

18. Barnard General Curriculum – 2016 -
Foundations of Liberal Arts
(8 Courses in Total)*
• 2 Language Courses
(No Exemptions)
• 2 Science Courses
(No Sequence, 1 Lab)
• 2 Social Science Courses
• 2 Art & Humanities Courses
Modes of Thinking at Barnard
(1 course in each area)
• Thinking Quantitatively and Empirically
• Thinking through Global Inquiry
• Thinking Technologically and Digitally
• Thinking Locally – New York City
• Thinking about Social Difference
• Thinking with Historical Perspective
Modes of Thinking can be “double dipped”
with Foundations, major, minor or electives
*not including First-Year Foundations and Physical Education

19. Major changes to Barnard curriculum
 Modification of science requirement:
 Was two semesters of same science, both with required laboratories
 Now two semesters of science, one with required laboratory; the
two courses can be in different sciences
 Modification of foreign language requirement:
 Was proficiency equivalent to four semesters of college-level study
in a language (Intermediate II); fulfilled through study or exemption
 Now two semesters of study in a language; no exemptions
 Addition of “Global” modal requirement:
 Emphasis on flow of and engagement among ideas, materials,
people, etc.

20. What is the future of study abroad at Barnard?
 How do we ensure that our students in the arts and
humanities are considering their studies in light of their
contemporary context in Europe?
 How do we ensure that our students can pursue new
opportunities abroad in STEM fields, whether to fulfill
major or general requirements?
 Student interest in studying science in social contexts
– e.g., policy, ethics.

21. What is the future of study abroad at Barnard?
 How do we need to alter our philosophies and practices
regarding our language requirement for studying abroad?
 How does this question relate to the outcome of “applied knowledge in
real-world settings”?
 If we reduce or eliminate our foreign language requirement, how
do we ensure the experience of cultural engagement and the
growth of communication skills?
 How does this question relate to the outcomes of “problem solving” and
“written and oral communication” in other cultural settings?
 How can evolving opportunities for study abroad help to inspire
the evolution of the “global” element of our own curriculum on
our campus?

22. J A N E T A L P E R S T E I N ,
A S S I S T A N T V I C E P R E S I D E N T , A C A D E M I C S
O F F I C E O F G L O B A L P R O G R A M S
New York University

23. Instituto Internacional de Madrid

24. Western Europe Is Relevant
 To development of academic pathways to facilitate
study away in all majors
 Pathways built on academic and research strengths
in social and physical sciences, and humanities
 In spite of continued decline in humanities majors
on which many Western European study away
programs were built

25. Developing Global Pathways
 Without clearly defined pathways, NYU was at 43% for
students studying away for fall or spring semesters
 There is need for close connection to majors, minors
and core requirements to facilitate increased numbers
of students studying away
 Students want to make sure everything will “count”
 With whom are faculty collaborating on scholarship
 Asked all departments where did they want their
department to be in global network university

26. Developing Global Pathways cont’d
 Working with directors of undergraduate studies,
department chairs, global coordinators and/or school
deans to develop clearly defined pathways for each major,
especially those that have not been previously engaged in
study away
 Who we work with varies by school - there is no one size fits all
 Data driven decisions
 Clearly defined access to study away information from
department website, as well as study away website which
added a page listing courses by department
 Service courses vs. pathways
 Lesser need for service courses, many of which are humanities

27. Faculty Search & Course Approval Process
 Originate recommendations locally at site or at
NYU NY
 Joint review of candidates
 NYU and local labor law considerations
 Same syllabus review process as courses offered at
NYU NY in department and in school’s curriculum
committee
 Met with the same challenges as well
 Course evaluations

28. G L O B A L P R O G R A M S
S C H O O L S / D E P A R T M E N T S
Electronic Resources

29. Study Away Courses Listed by Department

30. Study Away Link on Departmental Website

32. Major Requirements & How Study Away Fits

33. Sample Major Pathway

34. Questions/Discussion

35. H I L A R Y L I E B E R M A N L I N K , T E M P L E U N I V E R S I T Y
H I L A R Y . L I N K @ T E M P L E . E D U
L I S A H O L L I B O U G H , B A R N A R D C O L L E G E ,
L H O L L I B O U G H @ B A R N A R D . E D U
J A N E T A L P E R S T E I N , N E W Y O R K U N I V E R S I T Y
J F A 6 @ N Y U . E D U
Panelists