The Secret World of Science:
Engaging STEM in the Learning Abroad Conversation
Source: iie.org
Source: iie.org
talk to your neighbor
barriers?
barriers?
benefits?
• Understanding and application of scientific
reasoning and process
• Effective use of technology to obtain and evaluate
i...
curriculum integration
what’s that?
Incorporating course work taken abroad into the
academic context of the home campus. It involves
weaving study abroad into...
that’s a mouthful.
embedding learning abroad into
academic programs
embedding learning abroad into
academic programs
(much better)
partnerships
ownership outside of
learning abroad office
partners are teachers
and learners
work within existing
structure...
show me the $$
one size does not fit all
family & friends
key strategies
learning abroad advisory council
faculty and advisor site visits
education abroad network
curriculum integr...
key strategies
learning abroad advisory council
faculty and advisor site visits
education abroad network
curriculum integr...
what about us?
This is the best country in the
world to study science – why
would you go abroad?
I know someone at X college in
X country...
incremental steps
no magic pill
wasn’t always a clear path
1. speak the language
2. data, data, data
3. connections & champions
4. relevancy vs. equivalency
5. visible pathways
huh?what language is that?learn to speak it.
delve into the data
what are your students doing?
different flavors of programs
make connections
this is you
find a partner
who are your champions?
relevancy not equivalency
visible pathways
Um, where’s the
ocean?
plenty of opportunities abroad for students in the field!
not as many for those who want to be in the lab!
1. speak the language
2. data, data, data
3. connections & champions
4. relevancy vs. equivalency
5. visible pathways
1. speak the language
2. data, data, data
3. connections & champions
4. relevancy vs. equivalency
5. visible pathways
1. speak the language
2. data, data, data
3. connections & champions
4. relevancy vs. equivalency
5. visible pathways
1. speak the language
2. data, data, data
3. connections & champions
4. relevancy vs. equivalency
5. visible pathways
1. speak the language
2. data, data, data
3. connections & champions
4. relevancy vs. equivalency
5. visible pathways
1. speak the language
2. data, data, data
3. connections & champions
4. relevancy vs. equivalency
5. visible pathways
sometimes we need to do the heavy lifting
incremental steps
Nikki Letawsky Shultz  University of Minnesota  nlshultz@umn.edu
developing our future scientists!
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
Nacada 2013 secret world of stem, final
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Nacada 2013 secret world of stem, final

NACADA 2013 Conference, Salt Lake City
Published on: Mar 3, 2016
Published in: Education      Technology      
Source: www.slideshare.net


Transcripts - Nacada 2013 secret world of stem, final

  • 1. The Secret World of Science: Engaging STEM in the Learning Abroad Conversation
  • 2. Source: iie.org
  • 3. Source: iie.org
  • 4. talk to your neighbor
  • 5. barriers?
  • 6. barriers? benefits?
  • 7. • Understanding and application of scientific reasoning and process • Effective use of technology to obtain and evaluate information and data • Understanding of diverse cultures and philosophies • Effective communication and conduct within a scientific context • Preparation for effective citizenship and life after college College of Biological Sciences Learning Outcomes:
  • 8. curriculum integration
  • 9. what’s that?
  • 10. Incorporating course work taken abroad into the academic context of the home campus. It involves weaving study abroad into the fabric of the on- campus curriculum through activities such as course matching, academic advising, departmental and collegiate informational and promotional materials, and the structuring of degree requirements. Forum on Education Abroad
  • 11. that’s a mouthful.
  • 12. embedding learning abroad into academic programs
  • 13. embedding learning abroad into academic programs (much better)
  • 14. partnerships ownership outside of learning abroad office partners are teachers and learners work within existing structures long-term impact
  • 15. show me the $$
  • 16. one size does not fit all
  • 17. family & friends
  • 18. key strategies learning abroad advisory council faculty and advisor site visits education abroad network curriculum integration liaisons study abroad planning sheets
  • 19. key strategies learning abroad advisory council faculty and advisor site visits education abroad network curriculum integration liaisons study abroad planning sheets
  • 20. what about us?
  • 21. This is the best country in the world to study science – why would you go abroad? I know someone at X college in X country … let’s send students back and forth! But we don’t have a class about fiddler crabs here. It won’t transfer. STEM students don’t need global competency skills… labs are already international these days! You can just do your language requirement or generals abroad, right?
  • 22. incremental steps no magic pill
  • 23. wasn’t always a clear path
  • 24. 1. speak the language 2. data, data, data 3. connections & champions 4. relevancy vs. equivalency 5. visible pathways
  • 25. huh?what language is that?learn to speak it.
  • 26. delve into the data
  • 27. what are your students doing?
  • 28. different flavors of programs
  • 29. make connections
  • 30. this is you
  • 31. find a partner
  • 32. who are your champions?
  • 33. relevancy not equivalency
  • 34. visible pathways
  • 35. Um, where’s the ocean?
  • 36. plenty of opportunities abroad for students in the field!
  • 37. not as many for those who want to be in the lab!
  • 38. 1. speak the language 2. data, data, data 3. connections & champions 4. relevancy vs. equivalency 5. visible pathways
  • 39. 1. speak the language 2. data, data, data 3. connections & champions 4. relevancy vs. equivalency 5. visible pathways
  • 40. 1. speak the language 2. data, data, data 3. connections & champions 4. relevancy vs. equivalency 5. visible pathways
  • 41. 1. speak the language 2. data, data, data 3. connections & champions 4. relevancy vs. equivalency 5. visible pathways
  • 42. 1. speak the language 2. data, data, data 3. connections & champions 4. relevancy vs. equivalency 5. visible pathways
  • 43. 1. speak the language 2. data, data, data 3. connections & champions 4. relevancy vs. equivalency 5. visible pathways
  • 44. sometimes we need to do the heavy lifting
  • 45. incremental steps
  • 46. Nikki Letawsky Shultz  University of Minnesota  nlshultz@umn.edu
  • 47. developing our future scientists!