Find our past initiatives, reports, meetings, and announcements here.
Virtual Language Learning for Global Perspectives
The campus coordinators have prioritized allocating $12,000 from the CIEL reserve fund to support grant writing assistance for the virtual foreign language initiative. Envisioned at the 2008 CIEL annual meeting held at Prescott College, faculty and administrators from CIEL schools developed and prioritized several collaborative curricular and research projects that would employ technology to enable sharing of local faculty, curricula, field sites, and community learning resources across the consortium. At that time, participants gave highest priority to the sharing of language learning resources and the sharing of “global perspective” learning outcomes across CIEL schools. Since fall 2008, four CIEL institutions applied for and were accepted at the CIC Network for Effective Language Learning (NELL) institute where they have advanced the initiative.
The CIEL Virtual Language Learning project connects the mission of CIEL for innovative collaborations in higher education not only to the real technological and language curricula capacity challenges faced on individual campuses, but also to the pressing societal needs to address the U.S. “language deficit” and extend learning for a global perspective. The combination of virtual language learning and immersive community-based learning opportunities towards shared learning outcomes enables the expansion of skill-based language learning as the integrative core to connect diverse curricula that build students’ translingual and transcultural competencies.
Through the CIEL Virtual Language Learning project, participating schools will develop the administrative and technological capacity for students from each campus to participate in language courses and programs offered at other CIEL schools. Grant funding will be sought to build physical learning spaces equipped with the necessary video-conferencing technology to connect both to similar learning spaces at other campuses and field stations as well as to individual learners’ computers over the internet. Currently Daemen, Marlboro, Hampshire, New College of Florida, Prescott, and Pitzer College have expressed interest in the collaboration. View concept
Faculty research and curricular collaboration
To advance viable curricular collaboration, the campus coordinators allocated funds for a mini-grant proposal process for collaborative research/creative work or curricular proposals from CIEL institutions that meet the following criteria: result in presentation or publication; include plans for future collaboration and sustainability; include faculty from two different campuses; and include students in the research component. A call for proposals will be sent out in mid-November 2009.
Food Shed Research and Education Project
Given the geographic distribution of schools in CIEL, a great diversity of ecological and social landscapes is represented within the consortium. The Foodshed research project will form the basis of a course, tentatively titled The Past, Present and Future of Foodshed in the school’s bioregion. The research component will involve one or more faculty from participating CIEL institutions conducting interdisciplinary investigations on the past, present and possible futures of regional food sheds in which the schools are located. The course will be project-based, as students research questions that are relevant to the broader Foodshed study. Throughout the course, classes from the participating schools will “meet” with each other via virtual Web-based or satellite-based classrooms or technologies to share and discuss their respective findings.
The Past, Present and Future of Foodshed course is intended to stand alone for most students across the participating CIEL schools. However, there will be an opportunity for some students to expand on their Foodshed interests by going into an entirely foreign cultural and biological landscape to apply their Foodshed analytical tools, and ultimately make contributions through service learning projects. The proposed sites for a CIEL field-based Foodshed course are Iquitos, Peru and the greater Himalayan region of Nepal.
Grand Canyon Semester
Prescott College faculty members are looking for collaborators for a research and service project with Grand Canyon National Park. In March, Jacob Fillion, Director of Environmental Education for the Park, came to Prescott to discuss their interest in establishing a partnership. From the park’s perspective, having a rich cross section of faculty and students from around the country is a very important aspect of this project. We envision an interdisciplinary, four course package to include the entire fall 2011 term that will offer a nice balance of classroom and field-based experiences. Prescott College and CIEL members are keenly positioned to help design and deliver a Grand Canyon Semester Program since we embrace a liberal arts approach to place-based experiential education; it would provide an outstanding educational opportunity for a diverse group of students.
Global and Local Citizenship Project
The Consortium surveyed 13 member schools regarding their stated outcomes for educating students to be competent global citizens. This year-long project captured the clarity of language in the mission statements and general education (or equivalent) requirements at the member institutions regarding three elements of Global Citizenship: Global Perspective, Civic Engagement and Environmental Perspective. The goal was to define what a graduate who has attained competence looks like: what they know about and are able to do. The executive director will work with three CIEL schools (Alverno, Daemen and Pitzer) to refine a definition of global citizenship, describe common indicators, collect examples of activities that support the development of these/this competencies, and collect current assessment tools (and narratives for context) from each campus. Our goal is to develop a paper and prepare presentations on a mission based definition and appropriate indicators.
View PowerPoint summary
View PowerPoint from AAC&U 2010 Meeting Presentation
In our collection of survey data from the Global Citizenship Project and in reviewing the AAC&U VALUE initiative we noticed that the VALUE project did not develop a rubric for Environmental Perspective, although the reality of assisting students to gain an understanding of the natural world and global environmental interconnections was clearly stated in the LEAP paper on College Learning for the New Global Century. The usefulness of having an external source to use for comparison provides an element of rigor and validation, and we have not found a source that has an equivalent level of collegial input to use as a comparison. The consortium is initiating a collaborative project to develop a rubric for an Environmental Perspective outcome, modeled on the format used for the VALUE rubrics. We are building a team of faculty from CIEL colleges, EcoLeague colleges www.ecoleague.org and from the Association for the Advancement of Sustainability in Higher Education www.aashe.org to participate in this project. We anticipate having a working model by Fall 2010. View draft rubric.
E-Portfolio Planning Grant 2012
The ePortfolio planning project will be a collaborative effort among five CIEL institutions to more fully conceptualize (e.g. develop a sequence of actions that tie our investments to our intended results) and plan the comparative study refining and using the following objectives: u887Organize portfolios around the progressive mission of each institution utilizing learning outcomes or courses such as the PC “competencies,” AC “abilities,” or the Daemen College (DC) “learning matrix” and informed by the VALUE rubric project. Share current practices between institutions and learn from each other to enhance student learning and institutional success. Share practices that allow CIEL institutions to have better accountability to multiple stake holders (e.g. campus leaders, professional and regional accrediting agencies, parents). Improve students’ ability to track formative self-assessment and summative assessment for deeper learning. Develop and deploy rubrics to improve self-reflection and self-assessment practices for students and faculty to track progress, measure learning at appropriate benchmarks, demonstrate learning, build exemplars for later employment, etc., of uploaded artifacts. Explore consistency of use within CIEL institutions (shared measureable outcomes such as integrated learning) in order the do comparable data sharing and conduct comparable research. Research, join and track current national conversation – AAC&U and AAEEBL (AAC&U ePortfolio workshops and AAEEBL meeting in Jan or Feb.) Document CEIL experiences and preliminary conclusions to propel the discussion forward for all CEIL and other institutions already engaged in ePortfolio use. Explore methods of faculty development and evaluation through the use of ePortfolios. Create exemplars for assessment strategies for both institutional review and student learning including alternatives to using traditional grades. Create best practices specifically for progressive institutions that have a limited use of letter grades, use narrative transcripts, and document integrative and experiential learning through an authentic capstone experience or other performance/project based assessment. Present and disseminate results at national conferences
Project partners have surveyed current practices, including the extent to which ePortfolio use has been incorporated at their institutions, as well as associated issues and goals within each institutional setting. The participating institutions have shared their concerns and challenges and three institutions attended the ePortfolio forum at the 2012 AAC&U meeting. The planning grant from the Teagle Foundation will bring faculty members and institutional researchers together to plan a multi-year project that combines research by faculty from partner schools with a comparative study of the very distinct pedagogical and reflective practices that define CIEL schools. One product of the study will be the identification of strategies for the integration of ePortfolios into pedagogy for other non-CIEL schools and the dissemination of these strategies through the CIEL website, national presentations and other publications.
Curriculum and Course Sharing 2009
Technology links on all campuses enable students to enroll in a single course at another institution and faculty to team-teach courses across two institutions. As faculty have met their peers, and perhaps more importantly, as students have met faculty at other CIEL schools, there is more excitement about these possibilities.
CIEL Border Studies Program
CIEL envisions a program of study that supports the development of applied global perspectives and reimagines the relationship between learning, research, and “border” communities. As the economic interdependencies, flows of people, and environmental, human rights, and cultural crises wrought by globalization continue to spread out from territorial border regions, national interiors increasingly experience the social and cultural bisections described by scholars and community organizations as “borderization”. By networking existing courses, programs, and collaborative research, The CIEL Border Studies Program brings students, faculty, and community members together to address the problems facing populations most negatively impacted by these global forces of integration/segregation.
Foodshed Research and Education Project
Given the geographic distribution of schools in CIEL, a great diversity of ecological and social landscapes is represented within the consortium. We propose to take advantage of this geographic representation, as well as the shared value for innovative learning held by CIEL institutions, to implement a foodshed research and education project. The research component will involve one or more faculty from participating CIEL institutions conducting interdisciplinary investigations on the past, present and possible futures of regional foodsheds in which the schools are located. Faculty from a wide range of fields, including history, agroecology, hydrology, climatology, anthropology, economics, ethnobiology, and geography are encouraged to participate. The research will reveal how local food cultures and agricultures developed historically, how these changed with the industrialization of agriculture in the twentieth century, and how communities in the short and long term might best respond to the current challenges of diminishing fossil fuels, climate change, globalization, immigration policy, as well as others.
Southwest Field Study Center
CIEL members Hampshire College and Prescott College are working together on collaborative field and community-based projects in the Arizona Sonora borderlands. The campuses are developing programs of study that can take advantage of the rich environmental, political, and cultural opportunities in the region. The first such program was offered in the fall of 2005.
The Bellows Foundation provided support toward the initial gatherings to create this initiative.
CIEL Voices and Visions
Each year, CIEL solicits works from students for an exciting collaborative online student journal: CIEL Voices and Visions.These pieces are created in response to a question in a writing or printmaking class, a prompt for an external learning journal, or a project in a class addressing a theme or issue. Some are created outside of any class or formal projects as expressions of voice and vision.
Students submit works to the faculty CIEL coordinators at their respective institutions, who submits them to the CIEL editor.
The journal is published annually on the web and gives students opportunities to present their creative and scholarly work to real audiences. For more information about the student journal, contact Nancy Mattina at firstname.lastname@example.org.
Collaborative Grants 2004-2007
CIEL was established through a collaborative grant from the Fund for Improvement in Postsecondary Education. Daemen College (lead), Pitzer College, and New College of Florida collaborated to develop a grant funded by The Fund for the Improvement of Postsecondary Education (FIPSE). Biotechnology in Health Care was awarded a grant of $214,596 for three years; activities began September 1, 2004 and extend to August 31, 2007. The Colleges, in partnership with Athlone Institute of Technology, lead (Athlone, Ireland), Umwelt-Campus Birkenfeld, University of Trier (Birkenfeld ,Germany), and Central Ostrobothnia Polytechnic (Kokkola, Finland), are developing a model for a one-semester international exchange of science students. The program will educate students in aspects of biotechnology related to healthcare, specifically wound care research, and help prepare students in the health care professions to better address pressing health needs that require interdisciplinary team approaches and are global in scope.
AAC&U 2010 Annual Meeting: Integrative and Applied Learning: Students Doing What They Know
Presenters: Marcia Mentkowski, PhD, Professor of Psychology, Director, Educational Research and Evaluation, Chair, Research and Evaluation Council, Alverno College; Darren Cambridge, Assistant Professor, New Century College, George Mason University; Janette Kenner Muir, Associate Professor, New Century College, George Mason University; Nancy Murray, Academic Dean, Evergreen State College; Margaret Antilla, CIEL Executive Director, Prescott College. Read more | Visit the AAC&U Website
AAC&U 2010 Annual Meeting: Developing Global Citizenship: Best Practices, Pitfalls and the Art of the Rubric
Presenters: Dr. Paul Burkhardt, CAO and Dean, Prescott College; Dr. Edwin Clausen, Vice President for Academic Affairs, Daemen College; Dr. Sirkka Kauffman, Assistant Dean for Academic Affairs, Marlboro College; Dr. Al B. Fuertes, Assistant Professor, New Century College at George Mason University; Dr. Andrew Wingfield, Associate Professor, New Century College at George Mason University. Read more | Visit the AAC&U Website
AAC&U 2009 Annual Meeting: Grades and Grading in an Age of Assessment
Panel: Kathleen O’Brien, Senior VP for Academic Affairs, Alverno College; Marie Eaton, Professor of Humanities and Education, Fairhaven College, Western Washington University; Deborah Quick, Chair Department of Social Sciences, Johnson C. Smith University; Maribeth Clark, Associate Provost, New College of Florida. View PPT presentation | Visit the AAC&U Website | Inside Higher Education Article: Imagining College without Grades
AAC&U 2009 Annual Meeting: Building a Comprehensive Response to the Challenges of Globalization
Panel: Edwin Clausen, VP for Academic Affairs and Dean of the College, Daemen College; Kebokile Dengu-Zvobgo, Director of International Exchanges, and Tessa Hicks, Interim Director, Center for California Cultural and Social Issues – both of Pitzer College; Roger Gilman, Dean, Fairhaven College of Interdisciplinary Studies; Jack Herring, Dean Resident Degree Program, Prescott College. View PPT Presentation | Visit the AAC&U Website
AAC&U January 2009 Annual Meeting: Disciplines and Interdisciplinary Studies, Our Achilles Heel
Presenters: Rita Pougiales, Member of the Faculty, Don Bantz, Provost and Academic Vice President, and Laura Coghlan, Director of Institutional Research and Assessment, Evergreen State College; Brenda Foley, Professor of Theatre, Marlboro College; and Roger Gilman, Academic Dean, Fairhaven College. Visit the AAC&U Website
AAC&U 2008 Annual Meeting: Fostering Engaged Student Learning
NSSE as a Tool for Understanding and Building a Campus Culture & Reflective Self-Evaluation, Connecting Pedagogy, Engaged Learning, and Assessment. Visit the AAC&U Website
AAC&U 2005 Annual Meeting: Leveraging Institutional Transformation Through Creative Partnerships.
Presenters: Karen I. Spear, Executive Director, Consortium for Innovative Environments in Learning; Edwin Clausen, Vice President for Academic Affairs and Dean of the College, Daemen College, Tim Riordan, Associate Dean for Academic Affairs, Alverno College; Paul Burkhardt, Interim Director, Arizona International College. Visit the AAC&U Website
AAC&U 2004 Annual Meeting: Building Bridges, Understanding and Practicing Democracy
Presenters: Rita A. Pougiales, Member of the Faculty in Anthropology and Academic Dean, The Evergreen State College; Carol Brandt, Vice President for International and Special Programs, Pitzer College; Paul Burkhardt, Interim Director & Professor of Cultural Studies, Arizona International College of The University of Arizona; Mary Bombardier, Director of Community Partnerships for Social Change, Hampshire College.
FIPSE Project Directors’ Meeting 2002
As a co-author of the awarded grant proposal to establish CIEL, Elizabeth Quinn Owen spoke on “Problem Solving, Innovation, and Change in Student Learning: Institutional and Consortia Approaches to Core/General Education Curricula.”.
DOC CIEL Conference at Daemen College, Call for Proposals