Hello World
A global art project, launched with the summer solstice, brings viewers on a virtual voyage around the world.
The Office of Global Education (OGE) has a long tradition of working with faculty from across the University, with the objective of helping Boston College realize its strategic goal of, “becoming a significant intellectual crossroads, by leveraging Boston College’s international resources and partnerships and its Jesuit and Catholic networks.” Below is a sampling of the services we provide. We invite faculty to reach out to the OGE to explore the opportunities noted here or to discuss any other internationally-oriented projects or ideas.
With the goal of internationalizing Boston College, the Office of Global Education promotes opportunities for faculty to teach abroad in the summer, as well as in a limited capacity during the academic year. Faculty who lead a BC summer program abroad and are interested in extending their time in-country to conduct research have the opportunity to apply for MCAS research funds.
The Office of Global Education operates approximately 20 faculty-led summer programs annually. Faculty leaders hail from all schools and departments at the university. All program proposals are reviewed and approved by the Office of Global Education and should include detailed information regarding course content and learning outcomes, on-site logistics and support, and cultural excursions in the host country.
Faculty interested in submitting a program proposal are encouraged to consult with the Summer & Internships Program Manager, as well as their academic department. The questions below provide further guidance to faculty regarding questions to consider before submitting a program proposal.
To explore summer teaching opportunities further, contact the Summer & Internships Program Manager.
In partnership with the Office of Global Education, the College of Arts and Sciences has awarded research funds over the past several years to A&S faculty who lead a summer program abroad and are interested in extending their time in-country to conduct research. Activities typically range from a few days to conduct research at a specific library or host university to a longer stay to perform more in-depth studies.
Interested faculty are invited to submit an informal grant proposal outlining the intended research, how the project integrates into your larger research agenda, which places you plan to visit, and a detailed funding request that demonstrates on-site expenses. For more information, please contact the Summer & Internships Program Manager.
We are excited to announce a research grant opportunity from the College of Arts and Sciences. The grant will provide funds to A&S faculty who teach a summer course abroad and are interested in extending their time in-country to conduct research.
While summer programs remain quite popular among BC students, high program costs and an increasing emphasis on summer internship experience necessitate diligent program promotion from faculty leaders, who are primarily responsible for recruiting student applicants. A few means of marketing faculty-led programs are highlighted below.
While summer programs remain quite popular among BC students, high program costs and an increasing emphasis on summer internship experience necessitate diligent program promotion from faculty leaders, who are primarily responsible for recruiting student applicants.
Attend the Study Abroad Fair, OGE information sessions, Professors and Pastries events, Academic Fair, Student Activities Fair, and other relevant on-campus functions to widen your audience.
Highlighting your summer program in your own classes as well as other relevant classes is an effective means to increase the program applicant pool, especially among students looking to fulfill a particular major/minor or core requirement or those interested in a particular subject or geographic region.
Students who have participated in the program in previous years (or students who have studied abroad in the same city) often serve as strong advocates and can raise interest among their peers.
Ensure that your colleagues on and off-campus are aware of your program. Reach out to peers at other universities to encourage non-BC applicants.
Promote your program through flyers both in your department as well as in general student spaces on campus. Use photographs and images as much as possible.
Encourage interested students to explore our website, attend general information sessions, or schedule one-on-one advising. Financing summer programs abroad is often the largest barrier to student participation.
Sending targeted e-mails to majors/minors in the discipline of your program, as well as relevant student clubs, can generate interest among students. Reach out to athletics, many of whom cannot study abroad during the academic year, through the Learning Resources for Student-Athletes.
With any of Boston College’s 60+ partnerships around the world, there is a possibility for faculty to teach, visit, and collaborate with faculty around research and scholarly discussions. Arrangements are made on an individual basis and depend on a match with both Boston College and the partner institution.
Teach at Venice International University
Boston College is a member of Venice International University (VIU), a prestigious and truly international consortium of sixteen universities from around the world. The campus is located on the island of San Servolo in the Venice lagoon, where faculty and students come together to explore a number of themes including sustainable development, climate change, ageing, urban growth, global ethics, and cultural heritage. As part of the consortium, Boston College sends one faculty member per semester to teach at VIU.
Prior to going to VIU, the BC faculty member assists with pre-departure activities. While at VIU, he or she teaches two courses, which are made available to all students at VIU, and serves as a mentor for BC student by offering additional activities and space for intellectual dialogue.
All tenured BC faculty are eligible to apply. Requests for applications are sent out on a regular basis via the OGE. For more details, contact Larry Pickener.
Additionally, please note that VIU can host conferences, seminars, and summer courses. BC’s membership in the consortium provides Boston College faculty and staff with access to the VIU facilities for a fee.
“BC in Croatia: War, Peace and Reconciliation” based at the European Center for the Study of War and Peace (ECSWP) in Zagreb, is an interdisciplinary semester program for BC undergraduate students, which aims to form students who wish to think critically, holistically, and creatively about how to bring about justice and reconciliation.
As part of “BC in Croatia: War, Peace and Reconciliation”, BC students enroll in a tailored curriculum consisting of courses, taught by European Center for the Study of War and Peace (ECSWP) and one required course taught by a BC faculty member selected by the Office of Global Education.
The Office of Global Education invites all BC faculty to propose a course to fit into the interdisciplinary theme of "War, Peace and Reconciliation". The BC teaching portion consists of an intensive three-credit class, taught in August in the fall semester, or from mid-May to mid-June in the spring semester. Requests for proposals are sent out on a regular basis via the OGE. For more details, contact Christina Hatzipetros.
The Office of Global Education and McGillycuddy-Logue Center for Undergraduate Global Studies support the work of faculty and staff on campus, with the goal of help to make Boston College a more global and inclusive place for learning, both on campus and abroad. As a first step, please consult the Global Engagement Gateway.
While many of us believe that students gain much from international opportunities such as study, internships, or volunteering abroad, it is difficult for us to know what exactly students have learned without assessing learning outcomes. Outcomes assessment can take time and thought, if done correctly, yet is ultimately important for gauging students’ progress.
Bolen, M. (Ed.) (2007) A guide to outcomes assessment in education abroad. Carlisle, PA: Forum on Education Abroad. (Copy available in the OGE.)
Deardorff, D. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, vol. 10 no. 3 241-266.
Gozik, N. (2014). The theory and practice of education abroad. In Hernandez, M., Wiedenhoeft, M. and Wick, D. (Ed.). NAFSA’s guide to education abroad for advisers and administrators (407-421). Washington, DC: NAFSA. (Copy available in the OGE.)
Savicki, V., & Brewer, B. (Eds.). (2015). Assessing study abroad: Theory, tools, and practice. Sterling, VA: Stylus.
The Forum on Education Abroad. Annotated bibliography of books and articles, from a variety of disciplinary perspectives.
NAFSA: Association of International Educators. Annotated assessment and evaluation bibliography.
National Institute for Learning Outcomes Assessment (NILOA). Wide array of resources for outcomes assessment in higher education.
National Student Affairs Administrators in Higher Education (NASPA). Comprehensive list of publications, websites, student affairs websites focusing on outcomes assessment.
North Carolina State University. An extensive list of Internet resources on outcomes assessment in higher education.
While many global initiatives may take place abroad, much can be done on campus to internationalize curricula, by examining degree programs, syllabi, and course assignments/activities.
Green, M., & Shoenberg, R. (2006). Where faculty live: Internationalizing the disciplines. Washington, DC: American Council on Education.
Schuerholz-Lehr, S., Caws, C., Geraldine Van Gyn, & Preece, A. (2007). Internationalizing the higher education curriculum: An emerging model for transforming faculty perspectives. The Canadian Journal of Higher Education (2007): 67-94.
Landorf, H., Doscher, S., & Hardrick, J. (2018). Making global learning universal: Promoting inclusion and success for all students. Sterling, VA: Stylus.
Leask, B. (2015). Internationalizing the curriculum. Internationalization in higher education. Abingdon, UK: Routledge.
Tuitt, F., Haynes C., & Stewart, S. (Eds.). (2016). Race, equity, and the learning environment. Sterling, VA: Stylus.
American Council on Education (ACE). Quick links, upcoming events, internationalization toolkit and other valuable resources.
Association of American Colleges and Universities (AACU): global learning resources including initiatives, publications, meetings and institutes.
National Endowment for the Humanities. Summer Institutes And Seminars for faculty to enrich and internationalize their curriculum
NAFSA: Association of International Educators. Resources for curriculum integration across a variety of disciplines.
Association of International Education Administrators (AIEA) Annual Meeting
Association of American Colleges and Universities (AAC&U) Annual Meeting
American Council on Education (ACE) Annual Meeting
Forum on Education Abroad Annual Conference
NAFSA: Association of International Educators Annual Conference
National Conference on Race & Ethnicity in American Higher Education (NCORE)
Society for Intercultural Education Training and Research (SIETAR) - USA Conference
One of the primary goals for global activities, both on campus and abroad, is for students to become more interculturally competent. This skill aids them in adapting to new environments and communicating effectively with a wide array of people, something that is valued by future employers and graduate schools.
Deardorff, D. (Ed.). (2009). The SAGE handbook of intercultural competence. Thousand Oaks, CA: SAGE Publications.
Lewin, R. (Ed.). (2009). The handbook of practice and research in study abroad: Higher education and the quest for global citizenship. New York: Routledge.
Molinsky, A. (2013). Global dexterity: How to adapt your behavior across cultures without losing yourself in the process. Boston, MA: Harvard Business Review Press.
Peterson, B. (2004). Cultural intelligence: A guide to working with people from other cultures. Yarmouth, ME: Intercultural Press.
Intercultural Competence Tool Kit: University of Washington
Resources on Facilitating Intercultural Learning and Global Competence
Center for International Higher Education. Housed within the Lynch School of Education, the CIHE’s mission is to advance knowledge about the complex realities of higher education in the contemporary world.
Center for Teaching Excellence. Located in O'Neill Library 250. Supports best and innovative practices in teaching by faculty and graduate students.
Core Curriculum. The Core Curriculum site includes a variety of innovative courses, which fulfill BC’s undergraduate core curriculum and in many cases are global in nature.
Office of International Students and Scholars. Located at 72 College Rd. Provides services advice, programs and services for international students, faculty, and research scholars.
Thea Bowman AHANA and Intercultural Center. Located in Maloney Hall, Suite 455. Supports the undergraduate community, with a particular focus on AHANA, multiracial, and OTE students in navigating college life.