Ten students will participate in the 2011-12 cohort of the GlobalMBA program (http://GlobalMBA.unf.edu), and 14 in the Ibero-AmericanMBA program (http://Ibero-AmericanMBA.unf.edu).
The GlobalMBA involves the following four universities: Cologne University of Applied Sciences, Germany; Warsaw University, Poland; DUFE, Dalian, China; and UNF. Each university selects ten students, who study together as a cohort for one semester in each country. Students spend the Fall semester in Germany, Spring semester in Poland, Summer in China and the Fall semester at UNF. Upon successful completion of the entire program, students earn both a UNF MBA and a European Master of Arts degree awarded jointly by the German and Polish universities. The total time abroad is approximately eleven months, with an additional four months at UNF. The focus of this program is intercultural communication.
The Ibero-AmericanMBA program involves three universities: Instituto ESEADE, Argentina, Universidad Rey Juan Carlos, Spain and UNF. Each university selects up to 14 students, who travel together to Argentina, Spain and the US. Students take classes online during the spring semester, they travel to Argentina in the Summer semester, Spain during the Fall semester and to UNF during the Spring semester. Upon completion the students earn both a UNF MBA and a Masters in IBeroAmerican Business from Universidad Rey Juan Carlos. The total time spent abroad is 10 months, with another four months at UNF. These programs offer students a combination of business classes and cultural classes that enhance the ability to understand other cultures. This is important given that many American firms abroad suffer a lack of appreciation for and attention to cultural issues. The Ibero-AmericanMBA is a bilingual program, so students should be able to take classes in Spanish. These programs offer the unique opportunity for students to develop their international skills and better understand how businesses operate in different cultures. In the unlikely event that UNF has fewer than ten students in its cohort, the $24000 scholarship pool will be split evenly among the participating students.
The foundation of this TLO is to provide SOAR (Suppporters of Academic Rigor) School Counseling students the opportunity to conduct research in India. The purpose of the qualitative research will be to contribute to the multicultural counseling knowledge-base regarding how family, traditions, culture, values, and social status shape the career choice and access to secondary and post secondary education in Ahmedabad and Delhi, India. Prior to departure, students wil conduct literature reviews, formulate their research questions, develop their methodology and interview protocol. Students will also need to follow strict procedures related to IRB protocol.
During spring break 2012, we will spend two days in Delhi and 6 days in Gujarat. In each of the cities, we will visit with students in K-12 setting, visit local universities,and engage in dialogue with local families. The purpose of these visits is for students to better understand how the balance of rich traditions continues alongside the broadening of choices supported by a growing economy which, in effect, has transformed the educational and career opportunities of Indian students. The research project will provide students with opportunities to understand the conditions of schooling in India including barriers to achievement, access to higher education, and understanding how career decisions are made. This experience is also designed so that students will have the opportunity to immerse themselves into the Indian culture, learn about the traditions, and understand the historical context from which India has now emerged as the world's largest democracy. By spending one day visiting the Gandhi memorial and museum, students will understand the history of India and how gaining independence offered the country a chance to break through oppression and move beyond the caste system. Students will spend one day exploring the different religions in India and will visit a Hindu temple.
This TLO will provide the students in dietetic internship enrolled in the Summer course DIE 6940 (Clinical Practice Nutrition) with the opportunity to increase cultural competency in nutrition education for Spanish speaking communities, at the same time they can share nutrition education and counseling experiences with their "peers", other dietetics students and faculty from this community. This experience has several purposes: 1) to increase cultural awareness and sensitivity; 2) to understand behaviors and attitudes toward nutrition visiting the community. UNF faculty intends to establish transformational learning opportunities by establishing this field experience in Puerto Rico. We want to establish this relationship with a bilingual CADE accredited
internship program that provides the same supervised practice experiences. The internship is located in the University of Puerto Rico Medical Sciences campus in San Juan. This Medical Center is composed of different hospitals where local dietetic interns in various units, such as the: burn unit, nutrition clinic, WIC program, pediatrics, oncology and internal medicine, hemodialysis, among others. These interns will also meet with the (P.R.) Dietetic Internship director to participate in education activities, conferences, etc...
The students will have a five-day experience in the community and with faculty of the dietetic internships. Two additional days will be devoted to travel. The students will devote 50 hours of
supervised practice out of 300 hours required by the course. The UNF students will be assigned to shadow a dietetic intern in the selected areas. During this time, the UNF students will be exposed to cultural attitudes to nutrition, beliefs, eating patterns and overall enrichment of the cultural diversity. A health fair will be conducted and both groups of dietetic interns will be involved in measuring weight and height and body mass index. Educational materials prepared by both groups will be provided. Students and faculty will stay in the hotel provided within the Medical Sciences campus. Each day, the students will meet in the morning for an orientation about the activities that they will be doing that day. Students will be in compliance with the course objectives.
This TLO is an international graduate student site-based experience and short-term internship at highly successful multicultural secondary and primary schools in London, England. This opportunity is in conjunction with Kingston University, a top-ranked London university for teacher education. The rationale for this project is based on the fact that North Florida’s schools are becoming ever more diverse; local schools are being populated with students representing myriad cultures (in addition to an already significant African American and Hispanic presence). Research on effective teaching is clear: to be pedagogically effective in culturally-diverse classrooms, teachers must develop a greater understanding of their students’ culturally-based learning styles in order to build on prior knowledge and experiences. However, recent research has shown that pre-service teachers—who are arguably the most likely college students to routinely encounter children and families from a multiplicity of cultures and diverse backgrounds during their careers—are also the students least likely to have the opportunity to participate in study abroad experiences. The highly prescriptive coursework, field experiences, and internships of most teacher education programs largely preclude these students' participation in such experiences.
This TLO allows degree-seeking graduate students of American Sign Language/English Interpreting to study abroad for 13 days at two universities in Austria and Slovenia that have translation/interpretation programs: The Karl-Franzens-University of Graz, Austria (signed and spoken language programs) and the University of Ljubljana, Slovenia (conference interpreting program/spoken only). Students will be enrolled in Appllied Research in Interpreting at the time of the TLO and will be in the midst of designing research projects and writing literature reviews when they travel. They will participate in the following activities:
1. Spoken language interpreting classes with the local students in Graz and Ljubljana who have English as one of their three working languages; participate in class activities [Previous TLO to Graz involved UNF students in a medical interpreting class in which our students role-played as patients who required English interpretations, giving them the experience of being a linguistic minority dependent upon an interpreter.]
2. Austrian Sign Language classes taught by Austrian Deaf professors [As there is no international sign language, Austrian Sign Language is very different from American Sign Language and learning a different sign language provides UNF students with a rich cultural/linguistic experience. Past participants in this TLO report that this is a highlight of their total experience.]
3. Excursions with local students tp places such as Austria's Open Air Museum in Stubing [UNF students have the oppportunity to interact socially with local interpreting students form around the European Union].
4. Research seminars presented by university faculty. Individual feedback on UNF students' research designs will be provided by interpretation researcher Mag. Nadja Grbic at the University of Graz who is extensively internationally published in the field of signed and spoken language interpreting (and a research parner of mine).
5. Instructional sessions on how to utilize translation libraries at the Institute of Theoretical and Applied Translation Studies (Graz) and Department of Translation and Interpreting (Ljubljana) to develop literature reviews on topics relevant to signed and spoken language interpreting. These libraries are unique because they house vast literature collections of journals and books specific to interpreting. The partner institutions allow UNF's students to use the reading, notetaking and/or copying (Uni Graz even provides students with free copy cards).
6. Two-day excursion to the wine country of eastern Slovenia (Maribor) where the owner of a translation and interpretation agency (called Translat) will host students at a countryside lodge and provide a seminar on "Applying Interpretation Theory to Diplomatic Translation and Interpretation." She and two other local interpreters conduct a seminar on the history of Slovenia as an independent republic and fairly new member of the European Union, and teach a "crash course" in the Slovenian language. [Family style buffets and breakfasts of authentic Slovenian food are the perfect end to a truly transformational learning experience.]
7. Participate in city tours of Graz (second largest city in Austria), Maribor (second largest city in Slovenia), and Ljubljana (largest city in Slovenia and capitol).
This course provides students with a truly unique learning experience. Through preliminary work at UNF, travel to the Federal Republic of Germany, and follow-up work at UNF, students will develop an understanding of the major issues facing Germany and the European Union. Germany has experienced tremendous economic and cultural changes since its reunification in 1990. The focus of this study tour will be current economic, financial, and cultural developments in Germany. Recent trends in accounting regulations are also investigated. Students interested in an
international career in accounting or finance, including work for U.S.-based multinational corporations, will benefit greatly from this trip. The trip will include visits to Hamburg, the seat of various national banks and a major German port; and Berlin, the country’s capital. Upon successful completion of the course, students will have learned about the history of Germany, including national heroes and major turning points in each nation-state’s development and how business is conducted in Germany. Students will also become familiar with the German culture and customs, from cuisine to behavior. Students will study the economic bases of these countries and analyze the economies using the tools and theories from other Coggin College of Business courses. Through preliminary study in the Coggin College of Business, travel to Germany, and follow-up work at Coggin, students will develop an understanding of the role and importance of Germany as an important financial center of Europe.
In order to deepen the level of praxis (applying theoretic knowledge to real-life experience in order to transform practice) this experience will be facilitated through collaboration with school counseling students and faculty at the New York Institute of Technology (NYIT). Learners in this intensive educational experience will: a) read Chenowenth's It's Being Done, Kozol's Savage Inequalities, Hart and Jocobi's From Gatekeeper to Advocate, and Hamayan and Freeman's English Language Learners at School before departing for New York in order to help them contextualize the experience through the dual lens of education equity and social justice; b) engage in collaborative, constructivist learning activities that focus on struggling and resource-challenged public schools; and c) process and make meaning from these experiences by participating in structured "reflectionn colloquia" facilitated jointly by school counseling faculty from the UNF, the NYIT, and pertinent eduational, social, and cultural leaders.
This intensive, experiential learning opportunity will occur over five days and will take place across multiple eduational and cultural venues in New York City. Each day will culminate in reflection colloquia held at spaces provided on the NYIT campus. The NYIT school counseling program shares with UNF's SOAR program emphasis on promoting and supporting student academic achievement through "advocacy, collaboration and teamwork, leadership, individual and group counseling interventions, use of data and technology."
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