APPENDIX A: TIPS AND ADVICE
This section provides additional information through which others can learn about our project, apply some of our ideas, and learn from some of our mistakes.
Administration and Finance
The initial selection of partners is critical to the success of a project. Diversity
amongst the partner institutions provides breadth, but it also can lead to problems
related to curriculum and to exchange options for students. Size, resources,
educational philosophy, student profile and disciplines represented all need
to be considered when partners for a project are being selected.
Before embarking on a project, ascertain the level of support from members of the university administration. Are they committed to helping you make the project a success? Are they flexible about introducing new courses or assigning teaching credit for courses included in the project? Is there any financial support available above the in-kind support that is required?
Appoint a project administrator to oversee the financial aspects of the project. The amount of paperwork is considerable, and the teachers in the project should direct their energies toward academic matters. When possible, it is recommended that the project administrator is housed within, or has strong links to, the International Division of the university.
Setting the initial budget is very important. Spend time consulting with your partners about how the money will be best allocated. If you are planning to have one partner assume the financial cost for a video conference or meeting, decide in advance how the money can most efficiently be transferred from one institution to another.
Identify the strengths of each partner and divide the responsibilities accordingly.
Many discussions and decisions can be made by email or video conference meetings, but we learned that face-to-face meetings also were necessary for our project to move forward effectively.
Courses
Chart the academic year of each institution and decide early in the project
when courses in the project are to be offered. When applicable, leave sufficient
time to have new courses created and approved at each institution.
Decide whether courses and exchanges are to be a short intensive, a full term, or a full year. In our project, the common module and most exchanges took place in the winter term, from January or February to April or May.
It is vital to clarify: if there is a new course, how is the cost to be absorbed?
External and internal evaluations can be helpful. With an external evaluation, try to have the person review the project during the second year so that adjustments can be made in year three. They can re-assess at the end of the entire project. External evaluators need to be introduced to the group and to the project as early as possible, so that they understand the breadth of the project and all its aspects. Designate one person from your group to assume the role of liaison with the external evaluator.
Determine the nature of your internal evaluations: questionnaires to students, interviews, discussions amongst the project partners and other participants are all possibilities. Don’t wait until the end of your project to conduct your internal evaluations—do one at the end of each year.
Student and Teacher Exchanges
The existence of, and guidance from, a university-level International Office
is extremely important. In particualr, their expertise is invaluable in the
arrangement of student exchanges.
Some students are more willing to risk a term (or more) away from home than others. Speaking about your project to various student groups will help to build awareness and interest in the project and in the student exchanges. When possible, have a teacher from your project who is at your campus on exchange speak about their home institution to students. They are in the best position to answer questions; they also can provide a familiar face for your students who later arrive at their campus on exchange.
Deal with language issues from the outset of your project. If there is a common course, in what language will it be taught? Are there facilities and processes in place at your institution to provide exchange students with language assistance? Identify the number and type of courses that might be most suitable for exchange students.
Arrange pre-departure sessions for the mobile students. Interviews as part of the selection process are recommended. Why does the student want to go on an exchange? Do they have the personal wherewithal to be away from family and friends and deal with problems on their own? When possible, include former mobile students on the interview team.
Interview students when they return from their exchange. What worked well? What needs improvement?
Prepare mobile students for cultural and academic differences.
Consider sending two or more mobile students to the same institution. They can provide support for one another, especially in the first days of being in an unfamiliar place.
Prepare teacher faculty exchanges well in advance, including the time of year, what they will be asked to do and at what student level, i.e., a lecture to undergraduates? a seminar with graduate students? an informal talk about their home institution?
Technology
Discuss at the beginning of the project what technology is to be used, and how.
Determine whether the technology of various partners is compatible.
Ensure that each partner site has access to highly skilled technical staff. This is especially important for video conferences, where trouble-shooting may be required immediately before, or during, the session.
Develop specific protocols for video conference sessions. Some things we learned: speak slightly slower than normal; wait longer to hear and make responses than you do in a face-to-face conversation; be sure to press the mute button when you are not the speaker.
Last But Not Least
Enjoy the exciting opportunities that these projects make possible. Take some
academic risks and explore new territories. Take the time to get to know your
partners in the project and have fun meeting new people and expanding your personal
and professional horizons.