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ICC Grants: FAQs

2018 Internationalizing the Cornell Curriculum Grants
Frequently Asked Questions

These FAQs correspond to the release of the Request for Proposals for the 2018 Internationalizing the Cornell Curriculum grant program offered by the Office of the Vice Provost for International Affairs as part of the Global Cornell Initiative.

Proposal Eligibility and General Guidelines

1. What are the main differences between the 2018 RFP and past funding requests?
The 2017 RFP focused exclusively on “Global at Home” initiatives, which are also included in this year’s call: these are on-campus projects that seek to expand students’ exposure to, and understanding of, international perspectives and global issues, and that integrate cross-cultural learning objectives into the undergraduate curriculum. This year, proposals for projects that involve off-campus international learning opportunities will be considered, as long as they are connected to for-credit and tuition-paying courses.

2. Can a faculty member who is submitting an ICC grant proposal also be part of a team submitting an Engaged Curriculum grant for the same project?
Yes, however, the objectives and activities proposed in the ICC grant submission would have to be clearly distinct from the Engaged Cornell submission.

3. Can one faculty member submit two proposals, within the same grant program, if they concern different projects?
Yes.

4. Who is eligible for this award?
All applicants must be current permanent Cornell faculty or academic staff. In all cases, endorsements by department chair (submitted with proposal) and the associated Dean’s office (obtained post-award notification) are required.

5. Can a proposal be submitted for international programs and courses occurring over the Summer or Winter Session and accredited through the School of Continuing Education?
Yes. We will accept proposals that entail courses and programs scheduled for Summer and Winter Sessions.

6. What is an example of an international experience incorporated in a course?
One example might be a direct experience abroad, one to three weeks in duration, occurring prior to, during, or after the semester course and seamlessly integrated with the course syllabus. Similar to a course lab, such an experience would serve to increase student engagement with course content in an international context. It may include hands-on, service-learning, or research activities. All proposed projects that involve off-campus international learning opportunities must be connected to a for-credit and tuition-paying course. Other innovative ideas of incorporating international experience are more than welcome.

7. Can this grant support the enhancement of an existing course that already has a short-term international experience?
Yes. If a course already involves an international student experience but the proposal seeks to further enhance the course in a significant way that is consistent with the current ICC objectives and guidelines, this is potentially fundable. In such a case, the proposal should indicate the specific areas of course enhancement, further course development (for example, expanded curriculum development), or expanded opportunities for students that would be provided by the project.

8. Can this grant support course development that may entail international travel by faculty or academic staff?
Yes, as long as the need for such travel is clearly and distinctly linked to course development objectives and current ICC program guidelines, and is tied specifically to the accomplishment of
proposed student learning objectives. An example might be the development of new or strengthened partnerships abroad that are tied to specific courses.

9. I am interested in pursuing a project involving local engagement opportunities (for example, with communities of refugees) and am also aware of the Engaged Cornell
Curriculum Grants and Undergraduate Research Grants. Who can advise me on choosing the RFP most appropriate for my particular project?

ICC grants focus on projects involving international education opportunities. Engaged Cornell grants focus on opportunities for community engagement. Occasionally there is overlap. We
suggest contacting representatives of either or both programs, as appropriate, with your questions:

10. Are faculty who apply for an ICC grant expected to have a background in intercultural competence, critical reflection, or other related pedagogical knowledge?
No, but faculty will be expected to demonstrate awareness of the need to develop a particular expertise and willingness to acquire it, if necessary, to accomplish the proposed objectives.
Resources, workshops, and consultations will be available through the Center for Teaching Innovation to assist faculty as needed. (See FAQ #24, 25, & 37 for information on support for faculty.)

11. Are faculty who apply for an ICC grant expected to be familiar with the program’s location or have foreign language expertise?
Prior familiarity with the program location and the ability to function in the local language— asrelevant to the proposed project—is advantageous; however, proposals that outline plans to
build familiarity with local settings or language, as may be necessary for the proposed project, are welcome and eligible for funding. In such cases where building capacity in the local
language is not feasible, it is essential to provide a plan to mitigate the limitations—e.g. through local partners, interpreters, etc.

Proposal Development

12. What is meant by “international tracks/pathways,” and what are some examples?
“Pathways” go a step beyond general encouragement of students’ interest in study abroad and engagement in international experiences. They provide specific mechanisms for doing so at the level of the major, department, or discipline. They communicate to students the opportunities that are particularly valuable vis-à-vis their chosen academic or career trajectory. Creating a pathway does not necessarily mean creating new courses or international experiences; it can also mean better integration of existing opportunities in a consistent or innovative fashion. “One size does not fit all,” and pathways are tailored to individual departments, majors, or colleges. Nevertheless, they share certain common aspects: Pathways provide specific mechanisms at level of the major, department, or discipline to communicate opportunities to students, encourage students’ interest in study abroad and other international experiences, and further students’ engagement in international education. Aspects include: • A focus on global learning outcomes identified by colleges, departments, and majors—these may include mastering content knowledge relevant to a discipline or a world region, acquiring language skills, or developing attitudes that are particularly suitable for international work in the discipline. • Integration of international education opportunities within the curriculum of specific majors and disciplines • Matching opportunities with specific needs at each stage of student development: Some opportunities may be best suited for introducing students to global issues within their discipline early in their Cornell careers, while others are more appropriate for deeper global inquiry by advanced juniors and seniors: —opportunities for applied learning through global engagement, on- and off-campus —preparation of students for post-graduation choices (international careers, Peace Corps, etc.) • Increasing faculty and advisor awareness of the global opportunities for students in their department, major, or college, including application timelines and resources available to students (Cornell Abroad advising, college exchange coordinators, etc.)

Examples:

• Creation of “gateway courses” to expand the horizons of first-year students
• Broadening international curriculum requirements at the college and department levels, along the lines of Arts and Sciences’ geographic breadth requirement, or ILR’s cultural perspectives, and international and comparative labor requirements
• Development of specific pre-approved curricular requirements abroad, such as AAP student programs in Rome, or the China and Asia-Pacific Studies program in Beijing
• An international/global track within a major, with stepping-stone courses within the curriculum—cornerstone courses that set the stage for international experience/study abroad, to capstone courses or projects that encourage student reflection and synthesis
• Pre-approved study abroad options with course programs tailored to the major
• Language learning opportunities that complement the major
• Development of new short-term programs, often components of courses that provide international experiences for students • Capstone courses that encourage student reflection and synthesis
• International internship programs, such as IARD internships with the U.N.’s Food and Agricultural Organization that are integrated and embraced as part of the program
• International credential programs, such as ILR’s Global Scholars program Creation of major-specific advising pages or resources for students (and advisors) that identify specific options and opportunities for specific reasons and at specific times during the degree program, as well as resources available to students beyond the department

13. Can foreign language instruction be built into a project?
Yes. This is strongly encouraged, as appropriate to the project proposed. Foreign language study can add greatly to students’ international learning experiences. Faculty submitting proposals that include a language component should be sure to connect with the appropriate language department early in the proposal process, to secure their involvement prior to proposal submission. If you are considering integrating Foreign Language Across the Curriculum or Jump Start into a course (1-credit discussion and some language practice, respectively), contact Lisa Sansoucy ljs4@cornell.edu for more information or Dick Feldman, Director, Language Resource Center, at rf10@cornell.edu. See more information online about the Language Resource Center. Other questions may be directed to iccgrants@cornell.edu.

14. What is the role of language, generally, in international education?
Meaningful international experiences for undergraduates benefit from integrated language and cultural awareness, especially when proposed course objectives emphasize intercultural learning. Interpersonal engagement with contrasting cultural patterns is an opportunity for students’ cultural learning, and this learning is deepened through face-to-face encounters. Successfully designing opportunities for students to engage with, learn about, and experience communities and populations that are culturally and geographically different from their own involves direct attention to understanding language and culture. The specific skills and proficiency levels required will vary according to the specifics of the proposal; the nature of the learning, research, or internship experience; and the degree of planned interactions. Contact: Dick Feldman, Director, Language Resource Center, at rf10@cornell.edu. See more information online about the Language Resource Center.

15. What types of international organizations qualify as partners under the “international partnerships that enhance the curriculum” category?
This depends on the project. International partners may include foreign universities, international organizations (United Nations-affiliated agencies, World Trade Organization, etc.), non-governmental organizations (NGOs), research institutes and laboratories, foundations, private companies, and other organizations.

16. Do international experiences currently undertaken by student organizations qualify for this grant if partnered with faculty willing to provide support and course instruction?
No, student organizations operate outside the official Cornell University academic umbrella. Since ICC projects must be closely connected to new or existing courses, it is best to design a course from within a department.

17. What do you mean by “impact”?
“Impact” can be assessed both quantitatively and qualitatively. One direct measure of impact is the number of students participating in the course or project. A course or project involving 20 students per year over several years should achieve a higher impact that a similar course involving six students in a one-time project. But impact can also reflect the intensity of the student experience, as measured by the number of credit hours, the length of time spent abroad (in cases where this is applicable), or by qualitative indicators such as the depth of knowledge, improvement in skills, and changes in attitudes, as demonstrated through critical reflection built into the course and other assessment strategies.

18. What do you mean by “sustainability”?
In the context of the ICC grants, “sustainability” is the goal of integrating the proposed course or project into the curriculum, such that it is capable of continuing into the foreseeable future after the ICC grant period has ended. The RFP seeks a plan on the part of the faculty member(s) proposing the project as to how specifically this sustainability will be achieved. This plan must be accompanied by an expressed commitment from the faculty member’s department; for projects that are approved following the review process, college-level endorsement from the appropriate Dean’s office will also be required and will be obtained by the ICC grant review committee prior to an award being made.

19. How do we know that there will be increased student demand to meet the availability of any new programs created through this funding opportunity?
Realistically estimating the demand for a proposed new program is key to proposal development. The first step in understanding student demand is estimating the size of your potential target audience (students who may be attracted to the course or program) and the existing offerings that may compete with your project. Faculty should address this at the outset of the project and outline their findings in the proposal. We encourage faculty to work with department chairs and undergraduate program directors when assessing the viability of their proposed curricular offering. In cases where faculty are proposing enhancement of existing curricular offerings, the nature and degree student interest is probably already known. If you are considering a proposal that builds on or enhances an existing off-campus opportunity, we encourage you to consult with Cornell Abroad and the area studies programs in the Einaudi Center about student demand for particular destinations or areas of study.

20. When developing an ICC grant proposal, at what point does one need a Memorandum of Agreement (MOA) or when should one inquire about an MOA?
An MOA (Memorandum of Agreement), which is processed through the MOA Registry, is required in most instances of significant, long-term (multi-year) collaboration with an international institution of higher education, an NGO, or other foreign entity. Such relationships typically involve exchanges of people (i.e. faculty, staff, or students) and/or substantive ideas. ICC projects that do not trigger the need to initiate the MOA Registry process may require a business service agreement—e.g. a consulting agreement, service provider contract, or purchase order—to protect the university’s interests. Often commitments of financial resources by either or both parties are involved. One of these types of agreements may be needed for faculty-led programs, short-term volunteering in an NGO, service-learning projects, or other kinds of short-term projects. In such cases, please consult with your unit or college officer. Cornell Abroad has long-standing expertise in this area and is available for consultations. When in doubt about which avenue to pursue, email Laurie Damiani, Director of International Initiatives, Office of the Vice Provost for International Affairs, at lad2@cornell.edu, with a brief description of your ICC project, requesting clarification.

21. What should I know about submitting a proposal?
You should use the online application tool and supplementary documents, available at 2018 Internationalizing the Cornell Curriculum Grants. Completed proposals, budgets, and endorsements should be submitted together via the online application tool.

22. Whom can I contact about integrating a project with an existing Cornell Abroad program, or integrating an existing Cornell Abroad program into a pathway-focus?
Please contact Kristen Grace, associate director, Cornell Abroad, kag7@cornell.edu. You are welcome to ask any questions about programs abroad or to brainstorm ideas of how to integrate study abroad programs into the undergraduate curriculum.

23. Whom can I contact about integrating a project with the area studies programs?
You may contact the directors of the Area Studies programs in the Mario Einaudi Center for International Studies.

24. Whom can I contact for pedagogical advice in preparing my proposal?
Melina Draper, md734@cornell.edu, teaching support specialist for internationalizing the curriculum in the Center for Teaching Innovation, is available to assist faculty and departments in course development, implementation, and assessment and evaluation. She can support developing global learning goals and outcomes, global learning pedagogies, intercultural competence, project assessment and reporting, and other topics and challenges related to global learning. She will also recommend other resources on campus, as necessary.

25. Whom can I contact to get advice on project development, once I receive an award?
Melina Draper, md734@cornell.edu, teaching support specialist for internationalizing the curriculum in the Center for Teaching Innovation, will continue to be a resource for all awardees. In addition, faculty can seek advice from Cornell Abroad (Kristen Grace, associate director, and Kathy Lynch, finance manager) on the elements of a successful program development plan, including the elements outlined elsewhere in these FAQs.

Proposal Endorsements, Timeline, and Review

26. The proposal requires the endorsement of my department chair, and that projects approved in the subsequent review process require the endorsement of the appropriate dean’s office prior to funding being released. Why are these endorsements required?
As explained in FAQ #18, the endorsement of the chair and dean’s office indicate the department’s willingness to support and sustain the proposed curricular plan, both in terms of administrative and professional support for the faculty member and in terms of integrating the proposed course or project into the curriculum of the department/major/college. 27. What is the proposal deadline? February 12, 2018 28. Who will review my application? The review committee consists of faculty and senior administrators from the colleges and the Global Cornell team.

29. When will awards be announced?
March 20, 2018

Budget and Funding

30. What does the grant cover?
Grant funds cover costs associated with the curricular development proposed by the faculty member. This may include travel to a local or international site; work with local or international partners, including campus visits by local or international partners; development of course materials; and payment for services. This does not cover the implementation of the curriculum, local or international travel by students, etc. (See Q # 35 for information about salaries).

31. How will I receive my funding?
For on-campus programs, your funding will be transferred to the academic department of the lead faculty member. A departmental account will have to be created to accept these funds. In cases where the department/unit or faculty member has limited international travel experience, we advise that the department/unit or faculty member consult with ICC staff to assure that best financial management practices and Cornell standards are followed in the administration of the project. In some cases, it may be appropriate to have funds administered by Cornell Abroad. In either case, the faculty member will receive a non-payroll discretionary stipend to support their efforts; these funds will go into a faculty research account (see more in Q # 33).

32. Can grant funds be used to support the cost of involvement of off-campus partners?
Yes, if the funds support their engagement during the development phase of the project. Your Business Service Center and department administrator will need to be knowledgeable and involved to handle the payment. Please have this discussion within your department before proposal submission. If Cornell Abroad is involved in program development, that staff will assist with this aspect as well.

33. Will faculty stipends for co-taught courses be split or augmented?
As indicated in the RFP budget template, you can build in a faculty non-payroll stipend into proposed budgets: $1,500 for the principal investigator (PI) and for each of up to two co-investigators (total of 3 stipends). The PI can distribute the funding to co-PIs as required.

34. Do future fundraising goals of the units providing these grants include sustained financial support for the costs of these programs? Or are faculty expected to transition to other financial sources?
The ICC grants are for one to two years, for course/curriculum/program development purposes only. Faculty should aim at designing programs that can become self-sustaining or be prepared to transition to other financial sources after the grant ends. It will be important to liaise with department chairs, colleges, and Cornell Abroad (for off-campus programs) so that there is a plan for sustaining new programs. This is a key part of demonstrating the sustainability of the proposed project.

35. Can faculty salaries be paid using the grant budget?
No. ICC program funds are limited, and we cannot support faculty salaries and associated fringe-benefit costs. Partial salary support for staff members devoting a portion of their time to the project can be included, with substantive justification that existing resources in the department, college, or central offices cannot provide adequate support within existing staffing. Please contact the ICC grants team at iccgrants@cornell.edu if you have questions about what to include in your proposal.

36. Do I return unspent grant funds?
Yes, these need to be returned to the Office of the Vice Provost for International Affairs.

Workshops

37. The RFP mentions workshops and pedagogical support. Is participation required? When will these be offered, and by whom?
Attending one initial ICC project startup session is required post-award. We also encourage all awardees to participate in the workshops to support project development and information exchange among internationally-engaged faculty. Support sessions will be offered on an ongoing basis, beginning in spring 2018. The Office of the Vice Provost for International Affairs will collaborate with the Center for Teaching Innovation (Melina Draper, teaching support specialist for internationalizing the curriculum) to plan and coordinate sessions, working with other units as appropriate (Cornell Abroad, Einaudi Center and area studies programs, Language Resource Center, Office of Engagement Initiatives, etc.). Register for all offerings through the event listings at the CTI website: http://teaching.cornell.edu. Most sessions give you time to network, design, practice, and engage the concepts pertinent to global learning and your particular project.

Evaluation and Reporting

38. What are the requirements for Evaluation and Assessment?
To help gauge the impact of the grant program, to improve future grant programs, and to leverage future funding opportunities, we request your participation in the grant program evaluation—this will include submitting feedback mid-cycle, preparing a final report at the project’s end (describing the deliverables: a syllabus, program description, etc.), and providing further feedback 6 months to a year beyond grant-end. Feedback may be solicited via survey, focus interviews, or open-ended questions. Any comments, questions, suggestions, and check-ins are welcome throughout the program. Each proposal should describe plans for project evaluation and assessment. The quantitative and qualitative indicators identified above concerning project impact and sustainability (see FAQs #17 and #18) are key components of project assessment. Since the expectation is that projects are focusing on the development of new curriculum or other internationally focused learning interventions, your evaluation plan may include developing a plan for assessment of student performance and students’ reflections as components of the overall project evaluation. However, your evaluation plan also should seek to reflect on and gauge the results of your project and its impact in relation to your stated goals, objectives, and outcomes.

39. Are there any other expectations of project leaders?
Opportunities to showcase ICC projects, project results or student work can be expected to arise, for example, at on-campus poster sessions, annual Global Cornell events, and Trustee-Council Annual Meetings. Successful ICC project leaders who receive program funding are strongly encouraged to participate in such events as they may arise.

40. Will I need to report on the use of the funds?
Yes. We will check in with you mid-cycle. We will also have a formal reporting template for you to fill out at the end of your grant.