Mission Statement To foster a steady stream of global citizens committed to living a contributive life 27 2019 Entrepreneurship in Hong Kong and Shenzen Indigenous Development ID: 816115
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Slide1
Soka
University of America: Mission Statement
“To foster a steady stream of global citizens, committed to living a contributive life.”
Slide2Slide327
Slide42019
Entrepreneurship in
Hong Kong and Shenzen
Indigenous
Development
in Malaysia
Politics of Asylum
In Miami
Slide5Language and Culture Program (LCP)Language proficiencyCross-cultural awareness and understanding
Everyone is required to:Take (12) credits worth of language courses = 4 language classes Complete study abroad in their third/junior year
Student Learning Outcomes:
Slide6Language and Culture Program (LCP)About LCP4 languages
2 Asian languages (Chinese and Japanese) 2 European languages (French and Spanish)Courses100/200: basic language courses to prepare students for study abroad
300: skill-specific language courses
400: content courses
Slide7Study Abroad In the junior year; Semester abroad 90% provider programs & 10% Soka
partner schools About 13 countries/territories and nearly 40 cities/townsChinese: China, TaiwanFrench: France, SenegalJapanese: Japan
Spanish: Spain, Central and South America
http://www.soka.edu/academics/studyabroad/programs-world-map/program-world-map.aspx
Slide8Slide9International Studies (INTS)
About INTS: composition, contribution to liberal arts
Areas of specialization:
1)
Asia Pacific; 2) International Economic, Trade and Development; 3) International Relations; 4) Latin America; 5) Peace and Conflict Resolution; 6) Global and Thematic Issues
Learning goals
Slide10LCP – Challenges & OpportunitiesEnrollment balance among different languagesLanguage study after SA
Integration of language with other parts of curriculumRole of foreign language center on campusRole of language study and SA in ‘Global Engagement’
Slide11Study Abroad - Challenges & OpportunitiesUnder discussion a) Required course load: 12 credits in the target language
→ 15 credits (12 + 3 in another language ) b) online signature course during Study Abroad
c) a student portfolio through pre, during, post Study Abroad
Unbalanced availabilities for internships/service-learning, depending upon the language/country
Is the sophomore year too early for study abroad?
Assessment
Cultural competency
Slide12INTS – Challenges & OpportunitiesLearning objectives reflect internal faculty strengths. Our least practiced:
articulate an understanding of the cross-cultural representation and/or interpretation of societiesLegacies of cross-listingExternal review recommendation: Integrate
Study Abroad, LCP, and International Studies.
Slide13Questions for Break-out DiscussionGroup 1:
What is the role of "foreign language center" on campus? What should it do for the students and the university?Group 2: How do we best assess intercultural competency for students who study abroad? What role can a student portfolio play in such an effort?
Group 3:
What are best practices for integrating “on-campus” but globally-oriented academic programs (e.g., International Studies) with study abroad and language programs?