In 2011, the Marymount University Center for Global Education developed its Global Classroom Series, one-week embedded programs, to help internationalize its curriculum, provide a low cost and convenient alternative to traditional study abroad, and inspire underclassman to spend a semester abroad. Since then, hundreds of Marymount students have participated in Global Classroom Series programs all over the world. In this interactive session, panelists will share tips and a sample timeline for embedded program design, evaluate key lessons learned and best practices, review literature on the subject, and discuss some of the benefits of Marymount’s series.

1. BUILDING THE FOUNDATION OF
GLOBALLY ENGAGED CITIZENS:
THE BENEFITS OF ONE-WEEK EMBEDDED
GLOBAL EDUCATION PROGRAMS
CIEE Annual Conference
Baltimore, Maryland
November 20, 2014

2. INTRODUCTIONS
Victor Betancourt
Carin Usrey
Sarah LaRosa
Theodore “TJ” Berry

3. MARYMOUNT UNIVERSITY PROFILE

4.  3,441 Students
2,363 UGs / 1,078 Gs
 76% VA, MD & DC
 17% International
 68% Female / 32% Male
 83% UGs Get Financial Aid
 7% First Generation
 60%+ Commute

5. EMBEDDED PROGRAMS AT MU:
THE GLOBAL CLASSROOM SERIES
The Global Classroom Series consists of spring semester
classes that have an international field experience during
spring break allowing the class to explore the course topic
in a global perspective.
Rationale:
 Marymount’s mission & vision
 Faculty Development + Internationalized Curriculum
 Meet the needs of our student “clients”
Need for more affordable and convenient programs.

6. MU GLOBAL CLASSROOM SERIES DATA
 5 Classes
2014 2015
Fashion in Paris
Interior Design in Sicily
Entrepreneurship in Estonia
Theology in Rome
Sociology in Amsterdam
 148 Applicants
 107 Participants
15% participated in CGE programs
81% female / 19% male
11% freshmen / 22% sophomores /
42% juniors / 25% seniors
14 majors
 6 Classes
Politics in Korea
Fashion in London
Literature in Spain
Entrepreneurship in The Netherlands
IT in Estonia & Finland
Health Promotion in N. Ireland
 173 Applicants
 123 Participants
17% participated in CGE programs
33% first time going abroad
76% female / 24% male
15% freshmen / 17% sophomores / 19%
juniors / 43% seniors / 6% graduate
16 majors

7. THE STRUGGLE TO BELONG:
RELIGIOUS MINORITIES IN A SECULAR SOCIETY

8. LITERARY NONFICTION:
PILGRIMAGE NARRATIVE AND TRAVEL WRITING

9. SKETCHING AND RENDERING FOR IDEAS

10. THE MYSTERY OF THE CHURCH

11. THROUGH THE SOCIOLOGICAL LENS:
THE NETHERLANDS

12. ENTREPRENEURSHIP

13. SURVEY OF FASHION

14. DEFINITION OF EMBEDDED PROGRAM
A short study abroad experience that forms
an integral part of, or an optional add-on to, a
course given on the home campus. Most
commonly, the study abroad portion of the
course takes place during a midterm break or
after the end of the on campus term and is
just a week or two long.
-Forum on Education Abroad

15. LITERATURE REVIEW
 6+ weeks “enormously successful in achieving important
academic, personal, career and intercultural development
outcomes.
Dwyer, M. (2004). More is Better: The Impact of Study Abroad Program Duration. Frontiers: The
Interdisciplinary Journal of Study Abroad, 151-164.
 Attention must be paid to designing a learning experience
that helps students fully absorb and integrate their
experiences at increasing levels of complexity.
Passarelli, A. & Kolb, D., (2012). Student Learning Abroad: Using Experiential learning
theory to promote student learning and development in program of education
abroad. In M. Vande Berg, M. Paige, & K. Lou, (Ed.), Student learning abroad:
What our students are learning, what they’re not, and what we can do about it.
Sterling, VA: Stylus Publishing, LLC.

16.  The benefits of study abroad are significantly maximized if there are
focused and intentional interventions before, during, and after students’
study abroad experience.
Vande Berg, M., Conner-Linton, J., & Paige, R. M. (2009). The Georgetown Consortium Study: Intervening in
study learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 1-75.
 International educators are shifting to an intentional, guided approach to
education abroad that facilities significant intercultural learning prior to,
during, and after the study abroad experience.
Bathurst, L. & La Brack, B., (2012). Shifting the locus of intercultural learning: Intervening
prior to and after student experiences abroad. In M. Vande Berg, M. Paige, & K. Lou, (Ed.), Student
learning abroad: What our students are learning, what they’re not, and what we can do about it. Sterling, VA:
Stylus Publishing, LLC.
 Students with less previous international travel experience initially
balked at adjusting to new customs, dress, and behavioral expectations
more so than those with previous overseas experience.
Anderson, L. (2003, Fall). Women and cultural learning in Costa Rica: Reading the contexts. Frontiers: The
Interdisciplinary Journal of Study Abroad, 21-52.

17. SAMPLE TIMELINE

18. APR
2015
MAR
2015
FEB
2015
JAN
2015
DEC
2014
NOV
2014
OCT
2014
SEPT
2014
JUNE
2014
APRIL
2014
FEB
2014
JAN
2014
Student Re-entry Workshop
Faculty/Staff Debrief Luncheon
Run Programs
Evaluate Programs
Faculty & Staff Meeting
Student Pre-Departure Meeting
Submit Final Payments
Faculty Meeting #2
Staff Coordinator Meeting #2
Class Visits
Faculty Meeting #1
Staff Coordinator Meeting #1
Register Students
Pay Deposits (flight, hotel & ground transportation)
Assist International Students with Visa Applications
Application Deadline
Send Acceptance and Wait-List Emails
Collect Acceptance Forms & Passport Copies
Advertise Programs
Work with Registrar to Create Class Listings
Host Info Sessions for Key Staff & Faculty
Announce/Advertise 2015 Programs
Finalize Course List
Faculty Proposal Deadline

19. BENEFITS

20. POSITIVE OUTCOMES/BENEFITS
• Greater confidence and an increased understanding of self
through leaving home/learning about new culture
• New/stronger friendships formed; more connected to Marymount
community  RETENTION
• Faculty are able to engage research interests and enhance
teaching methods/activities  positive impact on future classes
• Staff can better articulate benefits of CGE programs  improved
visibility, campus communication, and office-to-office
collaboration
• Faculty and staff develop stronger relationship with the students
and vice versa

21. SENSE OF SELF / CONFIDENCE / MATURITY
“I learned that I can do a lot more on my own then I thought I could. I
was able to completely immerse myself in the culture without having
any trouble. It was a wonderful, enlightening, refreshing, and
exhilarating experience!”
– Paris 2013
“It was my first time out of the country and I learned that I want to
travel to a lot of different places around the world.” – Paris 2013
“I had never been out of the country previously, so it gave me
significant insight into other cultures, languages, and ways of life. It
made me much more comfortable traveling in the future and working
with people of all backgrounds.”
– Sicily 2014
“When I describe myself to others I always say I'm independent. On this trip, though, I
really didn't have an opportunity to relish in my independence and enjoy some time alone
exploring the city. As much as I would have liked to do this, I enjoyed experiencing the trip
with my closest group of friends. Instead of thinking in an individualistic sense, I shifted into
a collectivist mode and looked out for their wellbeing just like they did for mine.” – Rome
2014

22. CAREER DEVELOPMENT
“Traveling to the place were "fashion" was born has changed my perspective on
fashion itself. This was an experience that didn't just enhance my learning in the
course subject but, it has also changed my outlook on the fashion industry and
has given me a boost of inspiration and dedication to the field I will soon work in.”
– Paris 2014
“We had some of the most beautiful sites in the
world to draw from, which was an experience I'll
remember throughout my future career as a
designer. The understanding of the history
behind my drawings is another cool element to
this class. The class inspired me to sketch
wherever I travel.” – Sicily 2014
“I understood the business sentiment in Tallinn.
The perspective of not only being a business
owner but how to create, sustain and improve
an economy- from different viewpoints- and how
neighboring countries and trade relations play a
huge part regarding economic growth.” –
Estonia 2014

23. INTELLECTUAL CURIOSITY
“It's always interesting encountering new cultures.
Whenever I'm in a new cultural environment, I realize
how much more there is to explore out there.” –
Slovenia 2013
“Applying what you have spent weeks learning is
necessary to fully understand a concept. Traveling is
no exception. Being able to apply the sociological skills
I've developed in class to the people I met and places I
visited was an integral aspect of this class.” –
Amsterdam 2014
“I am fascinated now, and I want to take a history
course on Jewish immigration to the US.” – Paris 2013

24. APPRECIATION FOR DIVERSITY / CULTURAL SENSITIVITY
“It was very interesting because of the people we encountered and also the
people traveling with me. Not everyone is from the same cultural background
and so everyone views the world differently and I was intrigued to see how
different people had different reactions and different questions. Even the
interests in our group varied a lot.” – Rome 2014
“I learned firsthand what it is like to be a foreigner in a country and not know how
to speak the native language. It made me more humble and appreciative.” –
Sicily 2014
“Hearing different points of view from people I met during the week abroad gave
my learning a new depth. The week abroad also made me more globally and
culturally aware.” – Slovenia 2013

25. APPRECIATION FOR DIVERSITY / CULTURAL SENSITIVITY
“I always heard the French hate Americans. I found this to not be true at all. Everyone
I spoke with was very helpful. The French were appreciative at my attempts to give
French greetings but then realizing that when I did not know what they were saying in
their responses, almost every person would speak some English. – France 2013
“I believe that students who are exposed to other cultures possess emotional
intelligence and sensitivity. Paris was a perfect destination. Not only we got a unique
academic experience, we were able to get a sense of the great history, art, and culture
of France. I believe such experience will greatly contribute to our personal attributions
as students.” – Paris 2013
“I was able to meet international
students who were participating with the
Erasmus program, which gave my
experience a new depth. Being able to
interact with students of similar ages
from all over the world was such a great
opportunity.” – Slovenia 2013

26. STUDENT EVALUATION RESULTS
Has participation in this program
increased your interest in and
understanding of people from other
cultures?
100% Yes 2013
96% Yes 2014
Has your experience on this program
increased your interest in spending
more time abroad in the future?
100% Yes 2013
96% Yes 2014

27. STUDENT SPOTLIGHT: TJ BERRY

28. INDIA: DECEMBER 2012/ JANUARY 2013
DOING BUSINESS IN INDIA

29. ROME: MARCH 2012
THE MYSTERY OF THE CHURCH

30. SPAIN: MARCH 2013
LITERARY NONFICTION

31. THE NETHERLANDS: MARCH 2014
THROUGH THE SOCIOLOGICAL LENS

32. NORWAY: SUMMER 2014
INTERNSHIP

33. KEY LESSON LEARNED & BEST PRACTICES
 Program Packaging
Location
Cost
Course Selection
Faculty
 Support
Faculty, staff and students all must be prepared
Look to members of school community to help promote
programs- it takes a village
 Timeline Matters
Need adequate time to plan, promote, and prepare!

34. Q & A

35. THANK YOU FOR COMING!
VICTOR BETANCOURT VBETANCO@MARYMOUNT.EDU
SARAH LAROSA SLAROSA@MARYMOUNT.EDU
CARIN USREY CUSREY@MARYMOUNT.EDU