Internationalization at Home
As stated in the Global Learning pillar within Ryerson’s International Strategy, advancing opportunities for students to engage with global learning that does not require international travel is a key part of advancing our strategy, one that centres accessibility and broadening the scope of what is possible within global learning. Internationalization at Home typically refers to the purposeful integration of global and intercultural dimensions into curricular (internationalization of the curriculum) and co-curricular programming for students within learning environments on campus and virtually.
The Ryerson Internationalization at Home Fund for students, faculty and staff will support individuals and groups across campus in the realization of the university’s international strategy, opens in new window. This one-time fund totalling $100,000 is available to advance both curricular and co-curricular projects that benefit students.
$30,000 of the fund has been explicitly allocated for student led initiatives. This portion of the fund has been made available to students via Ryerson’s Student Initiatives Fund. For more information see our Global Learning at Home student page, opens in new window. Thank you to the Offices of the President and Provost and Vice-President, Academic whose contributions to this fund made it possible.
The remaining $70,000 of the fund is allocated to faculty and staff members and the information included on this site is in reference to this portion of the fund. The fund is looking for proposals for new and innovative projects that centre intercultural and/or global perspectives in alignment with our goals to build a culture of global awareness and accessible global learning programming for the Ryerson student body.
This fund is an important opportunity for the Ryerson community to advance internationalization efforts at home, ensuring that opportunities for students to engage in global learning do not solely depend on one’s interest or ability to travel internationally. The following list of example projects are a reference point, however we encourage our community to use their creative and innovative strengths to re-imagine what is possible:
- Integrate Collaborative Online International Learning (COIL) or similar types of virtual opportunities within your course for students to engage and collaborate with their peers from across the world. See our section below on virtual global learning for more information.
- Hire a research assistant to explore innovative ways to integrate international, intercultural and global dimensions and perspectives into existing curriculum.
- Establish local community connections with diaspora communities, cultural organizations, businesses and other stakeholders.
- Establish an event or workshop series on global topics or themes.
- Invite guest lecturers and scholars for a speaker series, as part of a course, etc.
- Create professional development opportunities for faculty and staff that advance intercultural awareness, global perspectives and equity training.
- Develop programming or supports that benefit the international student community at Ryerson.
- Develop a project to incorporate undergraduate or graduate students into a research initiative that centres global perspectives and/or topics.
I@H Fund Info Sessions
Attend an info session to learn more about the I@H Fund and the application process.
Session 1 - Wednesday, October 21, 2020 | 3:30 PM - 4:15 PM
Session 2 - Thursday, November 12, 2020 | 4:30 PM - 5:15 PM
About the Fund
- Global Learning: Projects with strategic relevance to Ryerson’s internationalization strategy, including those that seek to prepare students to face today’s global challenges, to engage with diverse perspectives and to develop collaborative skills.
- Equity and Community Inclusion: Projects for Black and Indigenous communities, as well as other equity-seeking groups - students with disabilities, first generation students, racialized students and queer students
- International Students: Projects that centre the International Student experience at Ryerson, including those that support international student transition both in and out of the classroom, community building across campus as well as promotes overall health and well-being.
- Funding Range: $5,000 - $10,000
- Project Timeline: All projects must be completed and the final report must be submitted no later than August 31st, 2022.
This fund is open to full-time faculty and staff (RFA, CUPE, MAC, or OPSEU) at Ryerson University. Applications can be submitted by individuals and/or groups.
Funding requests must conform to the rates and regulations of Ryerson University, and must be fully justified in terms of the needs of the project. Applicants must provide a detailed explanation in the budget justification form as to how the funds will be used to achieve the project objectives.
The adjudication committee may deem your application less competitive if they find that you are requesting non-essential funding or ineligible activities, and will recommend budget revisions. Committee members will take into account the quality of your overall financial planning and the justification of requested expenditures. Additional cash and in-kind contributions should be clearly stated and will be taken into account.
- Student and non-student salaries and benefits - Please review Ryerson's Hiring Guide, opens in new window (Research Staff, opens in new window & Part-Time Casual, opens in new window).
- Professional/consulting services - Consulting fees and professional services (e.g., guest speakers, Indigenous elders, translators, etc.) are eligible expenditures. Please review Ryerson's purchasing thresholds, opens in new window and demonstrate in the Budget Justification that expert advice is needed. If you have planned to contract consultants, please include a quote in your application (along with HST if applicable). Please review Ryerson's policies for Paying Vendors, opens in new window, Independent Contractors, opens in new window, and making Honoraria, opens in new window payments.
- Supplies - You may include other supply items (e.g., printing) only if they relate directly to the project.
- Equipment and Software - Purchase or rental of computers and associated hardware, software, or equipment (e.g., audio or video equipment) is allowable only if it is not accessible through other Ryerson University sources. Requests for equipment expenditures should include supporting documents and approval is subject to the discretion of the committee.
- Funds from other sources - Include all other contributors that are providing in-kind or financial contributions for the proposal. Indicate whether or not these funds have been confirmed.
- All non-consumable items purchased with the awarded funds will remain the property of Ryerson University.
- Wages for faculty, regularly assigned teaching assistants, or staff members who would normally be employed by the university, are considered ineligible expenses.
- Principal applicants or co-applicants may not pay themselves with funds.
- Funds may not be used for capital expenditures (e.g., renovations).
- All expenses (salary and non-salary) are subject to the approval of Ryerson International.
- Application opens: September 21st, 2020
- Information session: dates to be confirmed
- Application deadline: January 8th, 2021
- Selection committee reviews applications: January to February, 2021
- Successful applicants announced: Week of February 8th, 2021
- Activities must be completed by: August 31st, 2022
To submit an application, please complete the following steps:
- Provide a detailed excel fileBudget Justification Form using the Budget & Eligible Expenses guidelines. The completed form should be saved as either an Excel (.xlsx) or PDF (.pdf) file to your Google form application when prompted.
- Download and complete the PDF fileSignatures Form. The completed form should be saved as a PDF (.pdf) file to your Google form application when prompted.
- Submit your application through the google formInternationalization at Home Fund - 2020 Application Google form, external link, opens in new window. A preview of the questions can be found in the PDF fileInternationalization @ Home 2020 Application (preview) document.
For technical assistance, please email email@example.com.
Adjudication & Reporting
Proposals will be vetted and ranked by a committee led by Ryerson International. Members of the committee will include representatives from across the university, including staff and faculty members from administrative units and academic departments. The results of this process will be communicated to individual applicants.
When evaluating submissions, the committee favors proposals which:
- Advance the priority areas mentioned above (Global Learning, Equity and Community Inclusion).
- Demonstrate potential for long-term impact on student learning and well-being.
- Demonstrate the prospect of sustainability beyond the grant and potential scalability.
- Are developed in partnership with inter and cross-disciplinary teams, and/or in collaboration with institutional or community partners.
- For faculty members: enhance student learning through the development of new strategies and course materials.
Funds will be made available in February 2021, after recipients attend an introductory Q&A session.
Funds must be expended no later than August 31st, 2022 and will no longer be available to Grant Recipients as of that date.
All expenses and HR contracts will be administered by the Grant Recipient or their department and are subject to approval by Ryerson International.
Proposals require authorization of the department or unit Chair or Director.
I@H funded projects are monitored and must comply with the following requirements:
- Submit a mid-term report: due at the mid-way point of your project timeline.
- Submit a final report: due on or before August 31st, 2022.
- Participate in any relevant activities and events on behalf of Ryerson International to share your initiative with the broader community.
- Credit the I@H Fund in any publications, events, or media appearances resulting from the funded project.
While there are many different examples of what virtual global learning looks like in practice, a key body of knowledge that demonstrates options for internationalization of the curriculum is Collaborative Online International Learning (COIL) - see SUNY COIL Centre, external link, opens in new window. COIL projects come in many forms, while the underlying objective is to provide online collaborative experiences with international peers. This allows students to engage with global perspectives and develop intercultural skills, while learning how to be flexible and adaptable as they work across perspectives, time zones, learning environments, and languages.
Ryerson International and the Centre for Excellence and Learning and Teaching co-hosted a Panel Discussion on July 8th titled, “Collaborative Online International Learning (COIL): Providing opportunity for students to engage with peers from around the world”. If you would like to access a recording of the panel discussion please email firstname.lastname@example.org
How to Get Started - Key Considerations for Virtual Global Learning and COIL projects
- Opportunity for professional development and to expand your teaching portfolio.
- Develop digital skills and engage in a new, exciting project.
- Research and publishing connected to the experience of COIL, or on other areas.
- Establish new partnerships or grow current collaborations. COIL is an easy way to network and build relationships that lead to other opportunities and types of engagement.
- Cost effective internationalisation technique.
- Intercultural competence development for faculty members, as well as students.
- Start small and consider what is manageable for yourself, students and partner(s). Keep in mind that you can incorporate aspects of COIL into existing courses through small collaborative projects. You don’t need to design an entire new course.
- Which aspects of curriculum would be enhanced if students engage in a collaborative project?
- Are there existing group projects that could include non-Ryerson students to incorporate global perspectives?
- Ryerson International, opens in new window can support faculty and instructors with partnership exploration and identification of potential faculty collaborators at our partner universities abroad, as well as recommendations for additional resources and professional development. Contact Emma Wright for support.
- The Centre for Excellence in Learning and Teaching, opens in new window can support faculty and instructors in their course, assessment, and curriculum design for COIL projects. They will also be collaborating with Ryerson International to provide professional development opportunities to learn more about COIL throughout the year.
- Connect with faculty members and instructors who have engaged in COIL to learn more about their experience and recommendations. A list of past examples will be available soon.
- Explore the many resources and professional development opportunities available in the area of COIL from other universities and organizations. A non-exhaustive list of resources can be found below, opens in new window.
- Note that this is often the most time consuming and important aspect of developing a COIL project.
- Confirm the topic and specific area of focus of the project.
- Identify the internationalized learning outcomes connected to the project.
- Decide whether the collaborative project will be formally assessed and graded. If so, align the different grading standards and establish the logistics of assessing student work and reporting that assessment to students. Note that many COIL projects, while incorporated into coursework, are not formally assessed.
Consider the 4 T's (Time, Technology, Teams, Task) when designing your activity or project with your partner.
- Time: semester dates, holidays, time zones, and the time necessary to complete tasks.
- Technology: synchronous (may include: Adobe Connect, Facebook Live, YouTube, Skype, and Google Hangouts) and asynchronous platforms (may include: What's App, SnapChat, Facebook and can be supplemented with email, text chats on social media, etc.).
- Teams: reciprocity and sustainability, knowledge equity, language of engagement, like learners, cross-cultural context, and sense of community.
- Tasks: project-based learning, curriculum alignment, engagement, clear instructions and guidance (activity type examples: critical discussion or debate, time-constrained activity - task, game, etc - role-play, interview / Q & A session, collaborative document building, research or design, peer review).
- Be open and direct with students at the beginning of the course as to the purpose and benefit of the project. Let them know what to expect and why it is valuable (for example, engaging with diverse perspectives, practicing intercultural communication, skill development and a specific example to share on CV and in interviews).
- Consider how you will build a reflexive component into the course for students following the completion of the experience.
Examples of Virtual Global Learning at Ryerson
Course/Project Title: Project Management Studio in Development
Ryerson Faculty Lead: Dr. Paul Poh
Ryerson Faculty: FEAS
Countries Involved: Canada (Ryerson) / UK (Coventry University)
Project Overview & Learning Goals: In this Student Collaboration, which goes back to 2010, Final Year Project Management students from Ryerson University work jointly with Final Year Civil Engineering & Structural Engineering students from Coventry University by way of being a member in one of several competing multi-disciplinary teams with Design and Build capabilities. The goal is to graduate students with an ability to work in a globally dispersed multi-disciplinary team setting using an online Building Information Management (BIM-Hub) platform. In a globalised Built Environment industry, an ability to work collaboratively with peers from other related disciplines across geographical and time divides is an employability advantage.
Learning Activities: Students from both universities form Project Teams to respond to a Client’s Request For Proposal (RFP). A typical project team would comprise equal numbers of Ryerson’s and Coventry’s students using GoToMeeting and other mediums such as Drop Box and emails to complete the Response. Because the Response will typically include an Architectural and Structural design, a fair portion of the work will have to be done synchronously. These and other requirements such as a Cost Estimate, Programme and considerations associated with environmental and site safety issues will demand maximum interaction among team members. Work was carried out in a relatively small studio setting during prescribed hours. Additional hours outside prescribed hours were frequently required. Projects varied but modelled very closely to industry practices, with BIM-enabled portal for all common information and communication.
Outcomes: In addition to acquiring an ability to work in a globally dispersed multi-disciplinary team setting, students learn how major Design-Build firms develop a Response to a Request for Proposal to win their projects. Where the project is in the United Kingdom, Ryerson students also get a chance to acquaint themselves with the building and regulatory practices of another jurisdiction.
Students learn to lead, manage and coordinate work, and in doing so learn the importance and dynamics of team work in a people-centric industry. They also get to learn and experience the dynamics of working with non-collocated team members which are oftentimes not quite the same as working with collocated team members.
- SUNY Introduction to COIL, external link, opens in new window and more resources
- COIL Essentials Workshop, external link, opens in new window (Free and openly available to all)
Coventry University, external link, opens in new window (current Ryerson university partner)
- Weekly workshops available:
- Every Wednesday 1-3pm UK Time. Register online, external link, opens in new window.
- Every Tuesday in June, 2020, 1-3 pm UK time. Organized for ACU members (Ryerson is a member). Register online, external link, opens in new window.
The German Academic Exchange Service (DAAD), external link, opens in new window supports the integration of digital collaboration formats in study programmes within the framework of international teaching cooperation with the IVAC (International Virtual Academic Collaboration) programme funded by the Federal Ministry of Education and Research (BMBF).
If you have a German Faculty partner who you would be interested in collaborating with for a COIL project, they may be able to apply for this funding. Funding applications can be submitted to the DAAD, external link, opens in new window until July 16, 2020.