Curricular programming supported by the Office of Global Initiatives
Our office helps administer a number of academic programs related to global learning at the College. Please contact us if you are interested in learning more about these or other opportunities.
Globally Networked Teaching and Learning Initiative
Globally Networked Classes represent a new genre of courses in which faculty incorporate digital technology into their classes to connect to scholars, activists, and students in other parts of the world.
The purpose of such a course is not just technology for technology’s sake or to “beam in” local experts, but to intentionally create a rich intercultural learning environment in the classroom in which students confront a variety of perspectives and worldviews, and participate in cross-cultural dialogues about course topics. The courses piloted suggested that globally networked classes have tremendous potential to produce truly engaged learning, while at the same time expanding our capacity as a global campus to extend opportunities for virtual international engagement right here at home. An example of a globally networked course is GER/GIS/GWS 262: The Refugee Crisis in Europe, in which students engage with social workers and refugees in Germany.
FLAC (Languages Across the Curriculum or LxC)
A national initiative, FLAC enhances language competence by employing content-based language instruction in a wide variety of academic disciplines in conjunction with traditional language classes. The overarching goals are to increase global competencies, to make the curriculum more international, and to enhance opportunities for language learning.
First piloted on our campus in the early 1990s through a grant from the U.S. Department of Education, the FLAC program was established in 2016. It has gained significant momentum in the number of faculty participants and the reach of the program across all four divisions of the College. In fall 2017, the College offered 24 different FLAC-enhanced courses in 14 departments and nine languages (Cantonese, French, German, Italian, Japanese, Latin, Mandarin, Russian, and Spanish).
Language Fellows (Global Learning Lab)
Established nearly a decade ago, the Language Fellows program allows advanced-level language students and international students to design and run co-curricular and extracurricular events in several foreign languages.
The languages include Arabic, Chinese, French, German, ancient Greek, Hebrew, Italian, Latin, Japanese and Russian. The Language Fellows provide opportunities for linguistic and cultural learning both on and off campus, and are part of an overall strategy to communicate the relevance of language acquisition within a 21st-century liberal education.
Structured Independent Language Study (SILS)
SILS is an enrichment (as opposed to credit-bearing) program designed to allow students to study languages that interest them but are not offered as part of our formal language curriculum.
Students use the Mango Languages application and meet weekly with native speakers. Students pursue languages that include Vietnamese, Hindi, Korean, ASL, and Portuguese. SILS was launched as a pilot program in fall 2017 with funding from the Mellon Global Education Grant. The program is under the supervision of the Global Learning Lab Director.
World Languages at RMMS
The World Languages program is an innovative partnership between the language programs at Connecticut College and the Regional Multicultural Magnet School, a public elementary school in the College's hometown of New London.
Launched in 2008, the World Languages program connects Connecticut College students to pupils at RMMS in after-school language workshops twice a week. The program seeks to inspire a love of learning languages and cultures among elementary students while affording students at Conn the opportunity to strengthen their teaching and communication abilities. The program currently includes instruction in Arabic, Chinese, Japanese, French, German, Russian and Spanish as part of the after-school enrichment program.
Travel Research and Immersion Program (TRIPS)
Established in the 1990s, the Travel Research and Immersion Program (TRIP) enhances an on-campus academic course by subsidizing joint student-faculty travel to an off-campus location. The program makes it possible for students to experience first-hand subjects they have studied in the classroom.
Each spring, between two and four TRIP courses are offered, with grants covering all necessary travel costs associated with the program for all participants, including local transportation, accommodation, meals, fees for guides or lectures, and visa costs. Starting in academic year 2017-18, faculty who receive TRIP funding will be expected to: (1) complete a brief pre-departure training program; (2) administer a short post-trip student survey; (3) develop structured opportunities for participants to share their learning experiences with the broader college community; and (4) submit a final report to the Office of Global Initiatives.
Study Away, Teach Away (SATA)
Study Away, Teach Away (SATA) refers to semester-long off-campus study programs designed and directed by tenured members of the Connecticut College faculty, in affiliation with an international or domestic institution.
SATA offers students a unique opportunity to study abroad with our own faculty, often in locations relevant to the director's teaching and research interests. Since the mid-1990s when the program was first piloted, SATA programs have been offered in over 15 countries around the world, with recent programs in Vietnam, South Africa, Peru, Italy, Cuba/Mexico, and South Korea. Faculty interested in directing a SATA program should contact the Office of Global Initiatives to learn more about the proposal process and pre-departure training.
Assessing Education Abroad Programs
The Office of Global Initiatives is committed to developing robust assessment practices to understand the outcomes and ensure the continual improvement of the programs we offer.
To this end, we have partnered with the Office of Institutional Research to design a new comprehensive study away re-entry survey (being piloted this semester). In addition, we have implemented new reporting mechanisms for faculty so we can better collect data and evaluate the outcomes of our SATA and TRIPs programs.
Study Away Advising Seminar
Supported by a generous grant from the Endeavor Foundation, the Study Away Seminar brings together faculty from different academic departments for the purpose of improving the academic advising structures around study away and advancing the curricular integration of education abroad experiences.
Participants investigate current practices at the College with an eye toward bringing a more equity-minded framework to our programs; meet with consultants in the field of international education; and read current literature on the subject.